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{"page": 4, "printed_page": null, "text": "Digitized by the Internet Archive\nin\n\n2007 with funding from\nMicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproce1891natiuoft\n\n"}
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{"page": 7, "printed_page": null, "text": "CONTENTS.\nConstitution and Act of Incorporation,\n\n5\n\nCalendar of Meetings,\n\n9\n\nOfficers for 1890-91,\n\n10\n\nOfficers for 1891-92,\n\n12\n\nLife Directors,\n\n14\n\nLife Members,\n\n15\n\nMinutes, Official Reports, and Reports of Committees,\n\nReport of Committee on Exhibits,\n\n.\n\n.\n\n.\n\n.\n\n.\n\n19\n\n255\n\n-\n\nAddresses, Papers, and Discussions\n\n55\n\nGeneral Sessions of Association,\n\n57\n\nCouncil,\n\n275\n3?9\n\nSuperintendence,\n\nKindergarten,\n\n'\n\n527\n\nElementary,\n\n569\n\nSecondary,\n\n615\n\nHigher,\n\n689\n\nNormal,\n\n709\n\nIndustrial and Manual Training,\n\n741\n\nArt,\n\n759\n\nMusic,\n\n807\n\nRound Table Conferences,\n\n827\n\nAnnual Members,\n\n837\n\nList of\n\n"}
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{"page": 9, "printed_page": null, "text": "CONSTITUTION\nNational Educational Association\nPREAMBLE.\nTo elevate the character and advance the interests of the profession of\nteaching, and to promote the cause of popular education in the United\n\nwhose names are subjoined, agree to adopt the following\n\nStates, we,\n\nCONSTITUTION.\nARTICLE I.— NAME.\nThis Association shall be styled the National Educational Association.\n\nARTICLE II.— DEPARTMENTS.\nSection 1. It shall consist of nine departments\nThe first, of School Superintendence\nthe second, of Normal Schools\nthe third, of Elementary Schools\nthe\nfourth, of Higher Instruction\nthe fifth, of Industrial Education\nthe sixth, of Art\n:\n\n;\n\n;\n\n;\n\n;\n\nEducation\ntion\n\n;\n\n;\n\nthe eighth, of Music Educaand a National Council of Education.\nOther departments may be organized in the manner prescribed in this\nthe seventh, of Kindergarten Instruction\n\nthe ninth, of Secondary Education\n\nSec.\n\n2.\n\n;\n\n;\n\n;\n\nConstitution.\n\nARTICLE III.— MEMBERSHIP.\nSection 1.\n\nAny person in any way connected with the work of education, or any\n\neducational association, shall be eligible to membership.\n\nSuch person or\n\nassocia-\n\nmay become a member of this Association by paying two dollars and signing\nthis Constitution, and may continue a member by the payment of an annual fee of\ntwo dollars. On neglect to pay such fee, the membership will cease.\nSec 2. Each department may prescribe its own conditions of membership, provided that no person be admitted to such membership who is not a member of the\ntion\n\ngeneral Association.\nSec.\n\n3.\n\nAny person eligible to membership may become a life-member by paying\n\nat once twenty dollars.\n\nARTICLE IV.— OFFICERS.\nSection 1. The officers of this Association shall be a President, twelve Vice-Presidents, a Secretary, a Treasurer, one Director for each State, District or Territory\nrepresented in the Association, and the presiding officers of the several departments\n\n"}
{"page": 10, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\nand a Board of Trustees to be constituted as hereinafter provided. Any friend of\neducation may become a life-director by the donation of one hundred dollars to the\nand any educational\nAssociation at one time, either by himself or on his behalf\nassociation may secure a perpetual directorship by a like donation of one hundred\n;\n\ndollars, the director to be\n\ndesires to\n\nWhenever a life-member\n\nappointed annually or for life.\n\nbecome a life -director, he shall be credited with the amount he has paid\n\nfor his life-membership.\n\nSec.\n\n2.\n\nThe President,\n\nDirectors, President of the\n\nVice-Presidents,\nCouncil,\n\nSecretary,\n\nand presiding\n\nTreasurer,\n\nDirectors,\n\nLife\n\nof their respective de-\n\nofficers\n\npartments shall constitute the Board of Directors, and, as such, shall have power to\nappoint such committees from their own number as they shall deem expedient.\nSec. 3. The elective officers of the Association shall be chosen by ballot, unless\notherwise ordered, on the second day of each annual session, a majority of the votes\nThey shall continue in office until the close of the\ncast being necessary for a choice.\n\nannual session subsequent to their\n\nelection,\n\nand\n\nuntil their successors are chosen,\n\nexcept as hereinafter provided.\n\nEach department shall be administered by a President, Vice-President,\nand such other officers as it shall deem necessary to conduct its affairs\nbut no person shall be elected to any office of any department, or of the Association,\nwho is not, at the time of the election, a member of the Association.\nSec 5. The President shall preside at all meetings of the Association and of the\nBoard of Directors, and shall perform the duties usually devolving upon a presiding\nIn his absence, the first Vice-President in order who is present shall preside\nofficer.\nand in the absence of all Vice-Presidents, a pro tempore chairman shall be appointed\nSec. 4.\n\nSecretary,\n\n;\n\n;\n\non nomination, the Secretary putting the question.\nSec 6. The Secretary shall keep a full and accurate report of the proceedings of\nthe general meetings of the Association and all meetings of the Board of Directors,\nand shall conduct such correspondence as the Directors may assign, and shall have\nhis records present at all meetings of the Association and of the Board of Directors.\nThe Secretary of each department shall, in addition to performing the duties usually\nrtaining to his office, keep a list of the members of his department.\nSec 7. The Treasurer shall receive and under the direction of the Board of Trustees hold in safe keeping all moneys paid to the Association\nshall expend the same\nonly upon the order of said Board shall keep an exact account of his receipts and\nexpenditures, with vouchers for the latter, which accounts, ending the first day of\nJuly each year, he shall render to the Board of Trustees, and, when approved by\nsaid Board, he shall report the same to the Board of Directors.\nThe Treasurer shall\ngive such bond for the faithful discharge of his duties as may be required by the\nBoard of Trustees\nand he shall continue in office until the first meeting of the\nBoard of Directors held prior to the annual meeting of the Association next succeeding that for which he is elected.\nSec 8. The Board of Directors shall have power to fill all vacancies in their own\nbody; shall have in charge the general interests of the Association, excepting those\nherein intrusted to the Board of Trustees\nshall make all necessary arrangements\nfor its meetings, and shall do all in its power to make it a useful and honorable\ninstitution.\nUpon the written application of twenty members of the Association for\npermission to establish a new department, they may grant such permission.\nSuch\nnew department shall in all respects be entitled to the same rights and privileges as\nthe others.\nThe formation of such department shall in effect be a sufficient amendment to this Constitution for the insertion of its name in Article II., and the Secre1\n\n>(\n\n;\n\n;\n\n;\n\n;\n\ntary shall make the necessary alterations.\nSac. 9.\n\nThe Board\n\nof Trustees\n\nshall\n\nconsist\n\nof four\n\nmembers, elected by the\n\n"}
{"page": 11, "printed_page": null, "text": "CONSTITUTION.\nBoard of Directors for a term of four years, and the President of the Association,\nAt the election of the\nTrustees in 1886, one Trustee shall be elected for one year, one for two years, one\nfor three years, and one for four years, and annually thereafter, at the first meeting\nof the Hoard of Directors held prior to the annual meeting of the Association, one\nAll vacancies occurring in said\nTrustee shall be elected for the term of four years.\nBoard of Trustees, whether by resignation or otherwise, shall be filled by the Board\nand the absence of a Trustee from two conof Directors for the unexpired term\nsecutive annual meetings of the Board shall forfeit his membership therein.\nThe\nBoard of Trustees thus elected and constituted shalJ be the executive financial officers\nof this Association, as a body corporate, as conferred by the certificate of incorporation under the provisions of the Act of General Incorporation, Class Third, of the\nRevised Statutes of the District of Columbia, dated the twenty-fourth day of February, 1886, at Washington, D. C, and recorded in Liber No. 4, \" Acts of Incorporation for the District of Columbia.\"\nSec. 10. It shall be the duty of the Board of Trustees to provide for safe keeping\nand investment of all funds which the Association may receive from life-directorships, or from donations\nand the income of such invested funds shall be used\nexclusively in paying the cost of publishing the annual volume of Proceedings of\n\nwho shall be a member ex officio during his term of office.\n\n;\n\n;\n\nthe Association, excepting when donors shall specify otherwise.\n\nIt shall also be the\n\nduty of the Board to issue orders on the Treasurer for the payment of all bills\napproved by the Board of Directors, or by the President and Secretary of the Association acting under the authority of the Board of Directors\nand,, when practicable,\nthe Trustees shall invest all surplus funds exceeding one hundred dollars, that may\nremain in the hands of the Treasurer after paying the expenses of the Association\n;\n\nfor the previous year.\n\nARTICLE V.— MEETINGS.\nSection\n\n1.\n\nThe Annual Meeting of the Association shall be held at such time and\n\nplace as shall be determined by the Board of Directors.\n\nSec 2. Special meetings may be called by\n\nthe President at the request of five\n\nDirectors.\n\nSec.\n\n3.\n\nAny department of the Association may hold a\n\ntime and place as by its own regulations\n\nit\n\nspecial\n\nmeeting at such\n\nshall appoint.\n\nSec 4. The Board of Directors shall hold their regular meetings at the place,\nand not less than two hours before the assembling of the Association.\nSec 5. Special meetings may be held at such other times and places as the Board\nor the President shall determine.\n\nSec 6. Each new Board shall organize at the session of its election. At its first\nmeeting a Committee on Publication shall be appointed, which shall consist of the\nPresident and the Secretary of the Association for the previous year, and one member from each department.\n\nARTICLE VI.— BY-LAWS.\nBy-laws, not inconsistent with this Constitution,\n\nmay be adopted by a two-thirds\n\nvote of the Association.\n\nARTICLE VII.—AMENDMENTS.\nThis Constitution\n\nmay be altered or amended at a regular meeting by the unani-\n\nmous vote of the members present, or by a two-thirds vote of the members present,\nprovided that the alteration or amendment has been substantially proposed in writing at a previous meeting.\n\n"}
{"page": 12, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\nBY-LAWS.\n1.\n\nAt each regular meeting\n\nof the Association there shall be appointed a\n\nCom-\n\nmittee on Nominations, one on Honorary Members, and one on Resolutions.\n2. The President and Secretary shall certify to the Board of Trustees all bills\napproved by the Board of Directors.\n3. Each paying member of the Association shall be entitled to a copy of its\n\nProceedings.\n\nNo paper, lecture, or address shall be read before the Association or any of\ndepartments in the absence of its author, nor shall any such paper, lecture, or\naddress be published in the volume of Proceedings without the consent of the Asso4.\n\nits\n\nciation, upon approval of the Executive Committee.\nIt\n\nshall\n\ntion, to\n\nbe the duty of the President, Secretary and Treasurer of the\n\nAssocia-\n\nappoint annually some competent person to examine the securities of the\n\npermanent fund held by the Board of Trustees, and\n\nhis\n\ncertificate\n\nshowing the\n\ncondition of the said fund shall be attached to the report of the Board of Trustees.\n\nACT OF INCORPORATION.\nAt a meeting of the Board\n\nof Directors of the National Educational\n\nAssociation, held at Saratoga Springs,\n\nlowing resolution was passed\n\nNew York, July 14, 1885, the fol-\n\n:\n\nResolved, That a committee of three be appointed to secure articles of incorporation for the National Educational Association, under United States or State laws,\n\nas speedily as\n\nmay be.\n\nN. A. Calkins, of New York, Thomas W. Bicknell, of Massachusetts,\nand Eli T. Tappan, of Ohio, were appointed such committee.\n\nUnder\n\nthe authority of\n\nthe resolution quoted above,\n\nand with the\n\napproval of the committee, and by competent legal advice, the chairman\n\nobtained a\n\nCERTIFICATE OF INCORPORATION.\nWe, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens of the United States, and two of them citizens of the District of Columbia, do\nhereby associate ourselves together, pursuant to the provisions of the Act of General\nIncorporation, Class Third, of the Revised Statutes of the District of Columbia,\nunder the name of the National Educational Association, for the full period of twenty\n\npurpose and objects of which are to elevate the character and advance the\nprofession of teaching, and to promote the cause of popular education in the United States.\n-.\nTo secure the full benefit of said act, we do here\nexecute this our Certificate of Incorporation as said act provides.\nyears, the\n\ninterests of the\n\n.\n\n.\n\n(\n\nIn witness whereof, we severally set our hands and seals, this 24th day of February, 1886, at Washington, D. C.\n\nNorman A. Calkins,\nJohn Eaton.\nZalmon Richards.\n\n[l. s.]\n[l. s.]\n\n[l. s.]\n\nDuly acknowledged before Michael P. Callan, notary public in and for the District\nof Columbia, and reco-ded in Liber No. 4, Acts of Incorporation for the District of\nColumbia.\n\n"}
{"page": 13, "printed_page": null, "text": "CALENDAR OF MEETINGS.\nNATIONAL TEACHERS* ASSOCIATION.\n1857.—PHILADELPHIA, PA. (Organized.)\nJamks L. Enos, Chairman.\n\n1865.-HARRISBURG, PA.\nS. S.\n\nW. E. Sheldon, Secretary.\n1858.— CINCINNATI, OHIO.\nZ.\n\nRichards, President.\n\nJ.\n\nW. Bulkley, Secretary.\n\n1866.— INDIANAPOLIS,\n\nW. Bulkley, Secretary.\n\nM\n\n).\n\n1867.— No session.\n\nPennell, Treasurer.\n\n1868.— NASHVILLE, TENN.\n\nI860— BUFFALO, N. Y.\nJ. W. Bulkley, President.\n\nM. Gregory, President.\nL. Van Bokkelen, Secretary.\nJames Cruikshank, Treasurer.\n\nJ.\n\nRichards, Secretary.\nO. C. Wight, Treasurer.\nZ.\n\n1862.— No session.\n1863.— CHICAGO, ILL.\nJohn D. Philbrick, President.\n\n1861,\n\n1869.—TRENTON, N. J.\n\nVan Bokkelen, President.\n\nL.\n\nW. E. Crosby, Secretary.\n\nJames Ckuikshank, Secretary.\nO. C. Wight, Treasurer.\n\nA. L. Barber, Treasurer.\n\n1870.-CLEVELAND, OHIO.\n\n1864.-OGDENSBURG, N. Y.\nW. H. Wells, President.\n\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\n\nDavid N. Camp, Secretary.\nZ.\n\nI\n\nJ. P. Wickersham. President.\nS. H. White, Secretary.\nS. P. Bates, Treasurer.\n\n1859.— WASHINGTON, D. C.\nA. J. Rickoff, President.\nC. S.\n\nRichards, Treasurer.\n\nZ.\n\nA. J. Rickofp, Treasurer.\n\nJ.\n\nGreene, President.\n\nW. E. Sheldon, Secretary.\n\nW. E. Crosby, Treasurer.\n\nRichards, Treasurer.\n\nNAME CHANGED TO\n\nNATIONAL EDUCATIONAL ASSOCIATION.\n1871.-ST. LOUIS, MO.\nJ. L.\n\n1881.\n\nJohn Hancock, Treasurer.\n1872.— BOSTON, MASS.\nE. E. White, President.\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\n\n1882.— SARATOGA SPRINGS, N. Y.\nG. J. Orr, President.\n\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\n1&83.-SARATOGA SPRINGS, N. Y.\nE. T.\n\n1873.— ELMIRA, N. Y.\n\nS.\n\nN. A. Calkins, Treasurer.\n1884.\n\nH. White, President.\n\n-MINNEAPOLIS, MINN.\nW. T. Harris, President.\nW. R. Abbott, Secretary.\nA. P.\n\n1886.— TOPEKA, KAS.\nN. A. Calkins, President.\n\nMarble, Treasurer.\n\n1876.—BALTIMORE,\n\nW. E. Sheldon, Secretary.\nE. C.\n\nMD.\n\nW. E. Sheldon, President.\nH. Canfield, Secretary.\n\nJ.\n\nMarble, Treasurer.\n\nHewett, Treasurer.\nFRANCISCO, CAL.\nAaron Gove, President.\nE. C.\n\n1888.— SAN\n\n1877.— LOUISVILLE,\n\nKY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\n\nJ.\n\nHewett, Treasurer.\n\n1887.—CHICAGO, ILL.\n\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P.\n\n-MADISON, WIS.\n\nThomas W. Bicknell, President.\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n1885. -SARATOGA SPRINGS, N. Y.\nF. Louis Soldan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nMICH.\n\nA. P. Marble, Secretary.\nJohn Hancock, Treasurer.\n1875.\n\nTappan, President.\n\nW. E. Sheldon, Secretary.\n\nNorthrop, President.\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\nB. G.\n\n1874.— DETROIT,\n\n-ATLANTA, GA.\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan. Treasurer.\n\nPickard, President.\n\nW. E. Crosby, Secretary.\n\nJ.\n\nH. Canfield, Secretary.\n\nE. C.\n\nOrmond Wilson, Treasurer.\n\nHewett, Treasurer.\n\n1889.—NASHVILLE,\n\n1878.—No session.\n\nJ.\n\nH. Canfield, Secretary.\n\n1879.-PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\n1890.— ST.\n\n1880.— CHAUTAUQUA, N. Y.\n\n1891.—TORONTO,\n\nHewett, Treasurer.\nPAUL, MINN.\n\nE. C.\n\nJames H. Canfield. President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\nOrmond Wilson, President.\nW. D. Henkle, Secretary.\n\nONTARIO.\n\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\nJ.\n\nE. T.\n\nTENN.\n\nAlbert P. Marble, President.\n\nTappan, Treasurer.\n(9)\n\n"}
{"page": 14, "printed_page": null, "text": "National Educational Association\nOF THE UNITED STATES.\n\nOFFICERS FOR 1890-91.\nGENERAL ASSOCIATION.\nW. R. GARRETT\nE.\nJ.\n\nII.\n\nCOOK\n\nM. GREENWOOD\n\nNashville, Tennessee\n\nPr&ddent.\n\nFlushing, New York\nKansas City, Missouri\n\nSecretary.\nTreasurer.\n\nVice-Presidents.\nH. Canfield, Kansas.\nW. H. H. Beadle, South Dakota.\n\nJ.\n\nDelia L. Williams, Ohio.\nJ. II. Baker, Colorado.\n\nT. A.\n\nFutrall, Arkansas.\n\nJ.\n\nR. Preston, Mississippi.\nMcElrov, Oregon.\n\nJohn T. Buchanan, Missouri.\n\nE. B.\n\nH. S. Jones, Nebraska.\n\nM. C. Fernald, Maine.\nSolomon Palmer, Alabama.\n\nMary E. Nicholson, Indiana.\n\nBoard of Trustees.\nN. A. Calkins\n\nSecretary\n\nN. A. Calkins\nH. S. Tarbell\n\nNew York\n\nZalmon Richards\nJohn Eaton\nW. R. Garrett\n\n124 East Eightieth street. New York.\n1301 Corcoran street, Washington, D. C.\n\nChairman\n\nZalmon Richards\n\nTerm expires July, 1894.\nM\n\"\n\"\n\nProvidence, R. I\nWashington, D. C\nMarietta, Ohio\nNashville, Tenn\n\n\"\n\"\n\n\"\n\n\"\n\"\n\"\n\n1893.\n1892.\n\n1891\n\nEx Officio.\n\nBoard of Directors.\nAlbee, Geo. S., Oshkosh, Wisconsin.\nAllensworth, Allen, Fort Bayard, New Mexico.\nAnderson, W. H., Wheeling, West Virginia.\nBaker, J. H., Denver, Colorado.\nBeadle, W. H. H., Madison, South Dakota.\nBb rdshear, W. M., Ames, Iowa.\nBell, VV. A., Indianapolis, Indiana.\nBingham, Robert, Bingham P. O., North Carolina.\nBrown, Leroy D., Santa Monica, California.\nBuchanan, John T., Kansas City, Missouri.\nCampbell, A. H., Vermont.\n(an field, J. H., Lawrence, Kansas.\n\nCarter, Hannah Johnson, New York City.\n\n(handler, J. W., Jordan, New York.\nClemmer, C. II., Grand Forks, North Dakota.\nCook, E. H., Flushing, New York.\nCox, Edwin B., Chillicothe, Ohio.\n\nHurd, George B., New Haven, Connecticut.\nJewett, A. V., Abilene, Kansas.\nJones, H. S., Lincoln, Nebraska.\nKendall, C. N.. East Saginaw, Michigan.\n\nKern, T. L., Lake City, Florida.\nKratz, H. B., Vermillion, South Dakota.\nLarimer, II. G., Topeka, Kansas.\n\nMcElroy, E. B., Salem, Oregon.\nMarshall, T. Maim ellus, Chamita, New Mexico.\nMills, J. J., Richmond, Indiana.\nNewell, M. A., Baltimore, Maryland.\n\nNicholson, Mary E., Indianapolis, Indiana.\nPalmer, S., Montgomerv, Alabama.\nParker, Chas. L., South Chicago, Illinois.\nParr, S. S., St. Cloud, Minnesota.\nPkabody, S. II., Champaign. Illinois.\nPhillips, J. II., Birmingham, Alabama.\n\nCordery, Deborah L., Philadelphia, Pa.\nDay, L. W., Cleveland, Ohio.\n\nPlummer, F. E., Des Moines. Iowa.\n\nDick, F., Denver, Colorado.\nDougherty, N. C., Peoria, Illinois.\n\nRamsey, Geo. J., Clinton. Louisiana.\nRic hards, Zalmon, Washington, D. C.\nRhkoff. A. J New York City.\n\nDowning. A. S., Newark, New Jersey.\nDrai-er, A. S., Albany, New York.\nFairchild, G. T., Topeka, Kansas.\n\nFernald, M. C, Orono, Maine.\nFutrall, T. A., Marianna, Arkansas.\nGarrett, W. R., Nashviile, Tennessee.Gault, F. B., Tacoma, Washington.\nGoodman, F., Nashville, Tennessee.\nGoodwin, A. C, Owensboro, Kentucky.\nGove, Aaron, Denver, Colorado.\nGreenwood, J. M., Kansas City, Missouri.\nGaleae, II Denver, Colorado.\nIIaii.mann, Eudora L., La Porte, Indiana.\n,\n\nHall, Caleb G., New Berlin, New York.\nHatch, W. II., Moline, Illinois.\nHinsdale, B. A., Ann Arbor. Michigan.\nHoitt, Ira G., Sacramento. California.\nHornberger, J. A., Norfolk, Nebraska.\n\nPreston, J. R., Jackson, Mississippi.\n\n,\n\nRioler, F., Oregon City, Oregon.\nRounds, C. C, Plymouth, New Hampshire.\nRussell, J. R., Butte, Montana.\nS< haeffer, N. C, Kutztown, Pennsylvania.\nSheldon, W. E., Boston, Massachusetts.\nSmith, E. B., La Grange, Georgia.\nStanford, Lei.and. San Francisco, California.\nStratton. C. Cm Mills Seminary, California.\nSutton, W. S., Houston, Texas.\nTaylor, A. R., EmpOria, Kansas.\nThomas, A. M., Houlton, Maine.\nThompson, W. E., Little Rock, Arkansas.\nWalker, Peleg R., Rockford, Illinois.\nWilliams. Delia L., Delaware. Ohio.\n\nWilson, W. E., Providence, Rhode leland.\n\nWolfe, L. E., Moberly, Missouri.\nVVoofter, T. J., West Point, Mississippi.\n\nHunt, Mary II., Hyde Park, Massachusetts.\n(10)\n\n"}
{"page": 15, "printed_page": null, "text": "OFFICERS OF THE ASSOCIATION.\n\n\\\\\n\nNATIONAL COUNCIL OF EDUCATION.\nSELIM H. PEABODY\n\nANDREW J. RICKOFP\nD. L.\n\nK1EHLE\n\nPresident,\n\nChampaign. 111.\n\nVice-President\nSecretary\n\nSt. Paul,\n\nNew York, N. Y.\nMhm.\n\nDEPARTMENT OFFICERS.\nKindergarten.\n\nEUDORA L. HAILMANN\nLUCY J. WHEELOCK\nELIZA BLAKER\n\nPresident\nVice-President\nSecretary\n\nJONES\nJULIA TUTWILER\n\nPresident\nVice-President\nSecretary\n\nLa Porte, Ind.\nBoston, Mas*.\nIndianapolis, Ind.\n\nElementary.\nH.\n\nS.\n\nELLEN F. WHEATON\n\nLincoln, Neb.\nLivingston, Ala.\nSt. Paul, Minn.\n\nSecondary.\n\nPLUMMER\nS. W. LANDON\n\nPresident\nVice-President\nSecretary\n\nMILLS\n\nPresident\nVice-President\nSecretary\n\nF. E.\n\nW. T. WHITE\n\nDes Moines, Iowa.\nBurlington, Vt.\nKnoxvllle, Tenn.\n\nHigher.\nJ. J.\n\nE. B.\nC. A.\n\nANDREWS\n\nBLANCHARD\n\nRichmond, Ind.\nProvidence, R. I.\n\nWheaton, 111.\n\nNormal.\nB. A. HINSDALE\nG. L. OSBORNE\n\nISABELLA LAWRENCE\n\nPresident\nVice-President\nSecretary\n\nAnn Arbor, Mich.\nMissouri.\n\nMinnesota.\n\nSuperintendence.\n\nDRAPER\nJ. A. B. LOVETT\nE. B. McELROY\nL. W. DAY\nA.\n\nPresident\nFirst Vice-President\n\nS.\n\nSecond Vice-President\nSecretary\n\nAlbany, N. Y.\nHuntsville, Ala.\nSalem, Oregon.\nCleveland, Ohio.\n\nIndustrial Education and Manual Training.\n\nLEWIS McLOUTH\nWILLIAM SAYRE\nGEORGE S. MILLS\n\nPresident\nVice-President\nSecretary\n\nHANNAH JOHNSON CARTER\nLILLIAN JAC'OBY\nFRANK H. COLLINS\n\nPresident\nVice-President\nSecretary\n\nHERBERT GRIGGS\nN. L. GLOVER\nF. E. MORSE\n\nPresident\n\nBrookings, S. D.\nPhiladelphia, Pa.\n\nToledo, Ohio.\n\nArt.\n\nNew York, N. Y.\nRockford, 111.\nDenver, Colo.\n\nMusic.\nVice-President\nSecretary\n\nDenver, Colo.\nAkron. Ohio.\nAuburndale, Mass.\n\n"}
{"page": 16, "printed_page": null, "text": "—\n\nNational Educational Association\nOF THE UNITED STATES.\n\nOFFICERS FOR 1891-92.\nGENERAL ASSOCIATION.\nFlushing. New York\n\nCOOK\nR. W. STEVENSON\n\nE. II.\nJ. M.\n\nPresident.\nSecretary.\nTreasurer.\n\nWichita, Kansas\nKansas City, Missouri\n\nGREENWOOD\n\nVice-Presidents.\n\nW. R. Garrett, Tennessee.\n('.\n\nII.\n\nCi.emmer, North Dakota.\n\nT. A. Futrall, Arkansas.\nE. O. Lyte, Pennsylvania.\n\nG. L. Osborne, Missouri.\nJ. R. Preston, Mississippi.\nE. B. McElroy, Oregon.\nE. H. Bartholomew, Kentucky.\n\nMiss Nebraska Cbopsbt, Indiana.\nWm. M. Beardshear, Iowa.\n\nIrwin Shepard, Minnesota.\nA. P. Marble, Massachusetts.\n\nBoard of Trustees.\nN. A. Calkins\n\nChairman\n\nZalmon Richards\nE. C. Hewett\n\nSecretary\n\nN. A. Calkins\nH. S. Tarbell\n\nNew\n\n124 East Eightieth street,\nYork.\n1301 Corcoran street, Washington, D. C.\n\nNormal, Illinois\n\nTerin expires July, 1895.\n\nNew York City\nProvidence, Rhode Island\n\n\"\n\n\"\n\n\"\n\n1893\n\n\"\n\"\nWashington, District of Columbia\n\"\n1892\nZalmon Richards\nFlushing, New York\nEx officio.\nE. II. Cook\n\" The Board of Trustees shall be the executive financial officers of this Association, as a body cor\nporate.\"\n\nArt. IV., Sees. 9 and 10, of the Constitution.\n\nBoard of Directors.*\nAdams, E. II., Ashville, North Carolina.\nAnderson, W. H., Wheeling, West Virginia.\nAtkinson, W. R., Columbia, South Carolina.\n\nBaker, James H., Denver, Colorado.\nBakdeen, C. W., Syracuse, New York.\nBartholomew. W. II., Louisville, Kentucky.\nBeardshear, Wm. M., Ames, Iowa.\nBi.oss, J. M., Topeka, Kansas.\nBkackett, S. H.. St. Johnsbury, Vermont.\nBradley, John E., Minneapolis, Minnesota.\nBrown, Leroy D., Santa Monica. California.\n\nJones, H. S., Lincoln, Nebraska.\n\nKern, F. L., Lake City, Florida.\nKnapp, W. E., Denver, Colorado.\nKruse, Edwin, Wilmington, Delaware.\nLeipziger, H. M., 148 Grand street, N. Y. City.\nLyte, E. O., Millersville, Pennsylvania.\n\nMarble, A. P., Worcester, Massachusetts.\nMarshall, T. Marcellus, Chamita, New Mexico.\nMcElroy. E. B., Salem, Oregon.\n\nMcFadden, Miss Mary E., Portland, Oregon.\nMcLouth, Lewis, Brookings, South Dakota.\n\nB- tler, N. M., Paterson, New Jersey.\nCiirw mill, J. O., Cheyenne, Wyoming.\nCi.emmer, C. II., Grand Forks, North Dakota.\n\nMiller, Tom B., Helena, Montana.\nMillspaugh, J. F., Salt Lake City, Utah.\nNicholson, Miss Mary E., Indianapolis, Indiana.\n\nCollins, Frank E., Denver, Colorado.\n\nNorton, R. C, Cape Girardeau, Missouri.\nOoden, John, Bismark, North Dakota.\nOsborne, G. L., Warrensburg. Missouri.\nParker, Charles I., South Chicago, Illinois.\nPlummer, Frank E., Des Moines, Iowa.\nPowers, James K., Florence, Alabama.\nPreston, J. R., Jackson, Mississippi.\n\nCook, E. H., Flnshing, New York.\nCox, E. B., Xenia, Ohio.\nCbopsey, Miss Nebraska, Indianapolis, Indiana.\nCross, w. O., Louisville, Kentucky.\nCurtis, Virgil G., New Haven, Connecticut.\nDay, L. W., Cleveland, Ohio.\nDeGarmo, Charles, Swarthmore, Pennsylvania.\nDougherty, N. C. Peoria, Illinois.\nFaum mild, Geo. T., Manhattan, Kansas.\nKernald, M. C, Orono, Maine.\nFutrall, T. A., Marianna, Arkansas.\nGarnett. James M., University of Virginia, Va.\nGarrett, W. R., Nashville, Tennessee.\nGates, Merrill E., Amherst, Massachusetts.\nGault, F. B., Tacoma, Washington.\nGillan, S. Y., Milwaukee, Wisconsin.\nGlover, N. L., Akron, Ohio.\n\nPrince, J. T., Newtonville, Massachusetts.\n\nRamsey, G. J., Clinton, Louisiana.\nRicHARDS, Zalmon. Washington, District Columbia.\nRichmond, Miss Sarah E., Baltimore, Maryland.\nRickopp, Andrew J., New York City, N. Y.\n\nRogers, C. P., Marshalltown, Iowa.\nRounds, C. C, Plymouth, New Hampshire.\nSarin, Hbiiby, Des Moines, Iowa.\nSciiaeffer, N. C, Kutztown, Pennsylvania.\nShepard, Irwin, Winona, Minnesota.\nShinn, Josiah II., Little Rock, Arkansas.\nSill, J. M. B., Ypsilanti, Michigan.\nGoodman, Frank, Nashville, Tennessee.\nSmith, Euler B., La Grange, Georgia.\nGOVE, Aaron, Denver. Colorado.\nGreenwood, J. M., Kansas City, Missouri.\nSmith, Miss Noka, San Francisco, California.\nIIadley, Hiram, Las Cruces, New Mexico.\nStanford, Leland, San Francisco, California.\nHall, Caleb G., New Berlin, New York.\nStevenson, R. W., Wichita, Kansas.\nHamilton, Robert W., Muskogee, Ind. Territory. Sto( kwell, Thomas B., Providence, R. I.\nHarris, W. T., Washington, District of Columbia. Stratton, C.\nMills Seminary, California.\nHarris, T. G., Dallas, Texas.\nTaylor, A. R., Emporia, Kansas.\nHughes, Mrs. Jas. L., Toronto, Canada.\nTutwiler, Miss Julia, Livingston, Alabama.\n\nC\n\nHunt, Mary H., Hyde Park, Massachusetts.\nJewett, A. V., Abilene, Kansas.\n\nWalker, Peleg R., Rockford, Illinois.\nWoofter, T. J., West Point, Mississippi.\n\n* \" The President, Vice Presidents, Secretary, Treasurer, Directors, Life-Directors, President of the\nCouncil, and presiding officers of their respective departments shall constitute the Board of Directors.\"- Art, /!*., 8ec.2, of the Constitution.\n\n(12)\n\n"}
{"page": 17, "printed_page": null, "text": "OFFICERS OF THE ASSOCIATION.\n\n13\n\nNATIONAL COUNCIL OF EDUCATION.\nJAMES H. BAKER\nE. W. COY\nN. C. SCHAEFFER\n\nPresident\nVice-President\nSecretary\n\nDenver, Colorado\n( 'mcinnati, Ohio.\nKutztown, Penn.\n\nDEPARTMENT OFFICERS.\nKindergarten.\nMrs. J. L. HUGHES\nMiss NORA SMITH\nMiss ANNA E. FREDERICKSON\n\nPresident\nVice-President\nSecretary\n\nMiss JULIA TUTWILER\nMiss LUCIA STICKNEY\n\nPresident\nVice-President\nSecretary\n\nFRANK E. PLUMMER\nJ. A. HORNBERGER\nW.T.WHITE\n\nPresident\nVice-President\nSecretary\n\nMERRILL E. GATES\nH. W. ROGERS\nJOHN M. COULTER\n\nPresident\nVice-President\nSecretary\n\nCHARLES DE GARMO\nLARKTN DUNTON\nMARGARET E. CONKLING\n\nPresident\nVice-President\nSecretary\n\nToronto, Ont.\nSan Francisco, Cal.\n\nLa Porte, Ind.\n\nElementary.\n\nFRANK B. GAULT\n\nLivingston, Ala.\n\nTacoma, Wash.\nCincinnati, Ohio.\n\nSecondary.\nDes Moines, Iowa.\nNorfolk, Neb.\nKnoxville, Tenn.\n\nHigher.\nAmherst, Mass.\nEvanston. 111.\nBloomington, Ind.\n\nNormal.\nSwarthmore, Pa.\nBoston, Mass.\nMilwaukee, Wis.\n\nSuperintendence.\n\nHENRY SABIN\n\nPresident\nFirst Vice-President\n\nVIRGIL G. CURTIS\n\nOSCAR H. COOPER\n\nL. W.\n\nSecond Vice-President\n\nDAY\n\nSecretary\n\nIndustrial Education\nM. LEIPZIGER\nWM. M. BEARDSHE AR\nII.\n\nE. R.\n\nBOOTH\n\nDes Moines, Iowa.\n\nNew Haven, Conn.\nGalveston, Texas.\nCleveland, Ohio.\n\nand Manual Training.\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nAmes, Iowa.\nCincinnati, Ohio.\n\nArt.\n\nFRANK H. COLLINS\nLUELLA E. FAY\nHENRY W. 1'OOR\n\nPresident\nVice-President\nSecretary\n\nDenver, Colorado.\nSpringfield, Mass.\nLawrence, Mass.\n\nMusic.\nN. L. GLOVER\n\nFRANK A. FITZPATRICK\nCLARENCE BIRCHARD\n\nPresident\nVice-President\nSecretary\n\nAkron, Ohio.\nLeavenworth, Kan.\nChicago, 111.\n\nNote.—Information relating to the volumes of Proceedings of this Association for previous years\nmay be obtained by addressing the Chairman or Secretary of the Board of Trustees. The Custodian,\nappointed by the Board of Trustees for the care of the several volumes of Proceedings of the Association, as well as of the Council of Education, is Zalmon Richards, 1301 Corcoran Street, Washington, D.C.\n\n"}
{"page": 18, "printed_page": null, "text": "MEMBERSHIP\nOF THE\n\nNational Educational Association,\nThe dates in the margin indicate the year when the several memberships\nThe addresses given are the same as last year, except in cases\nwhere information of change of residence has been furnished. Where\nbegan.\n\nthere is a reasonable doubt as to residence it is indicated by (?).\n\nPERPETUAL DIRECTORSHIP.\n1879.\n1889.\n1890.\n\nPhiladelphia Teachers' Institute. Wm. G. Caskey, 2019 Camac St., Philadelphia, Pa., Representative for 1891.\n\nBoard of Education of Nashville, Tenn.\nIllinois State\n\nTeachers' Association.\n\nPeleg R.\n\nWalker,\n\nRepresentative for\n\n1890.\n\nLIFE DIRECTORS.\nCALIFORNIA.\n1888.\n1888.\n\nStanford, Leland, San Francisco.\nStratton, C. C, Mills Seminary.\n\n1888.\n\nGove, Aaron, Denver.\n\n1887.\n\nDougherty, N. C, Peoria.\n\nBrown, LeRoy D.\n\n1888.\n\n,\n\nSanta Monica.\n\nCOLORADO.\nILLINOIS.\nParker, Chas. I., South Chicago.\n\n1887.\n\nKANSAS.\n18*6.\n1886.\n\nFairchild, Geo. T.. Manhattan.\nJewett, A. V., Abilene.\n\n1887.\n\nHunt Mary H., Hyde Park.\n\n1886.\n\nGreenwood, J. M., Kansas City.\n\n1877.\n\nMarshall, T. Marcellus, Chamita.\n\n1885.\n\nHall, Caleb G., New Berlin.\n\n1888.\n\nDay, L. W., Cleveland.\n\nTaylor, A. R., Emporia.\n\n1886.\n\nMASSACHUSETTS.\nMISSOURI.\n\nNEW MEXICO.\nNEW YORK.\n1881.\n\nOHIO.\n\n(H)\n\nRickoff, Andrew J., New York.\n\n"}
{"page": 19, "printed_page": null, "text": "LIFE-MEMBERSHIPS.\n\n15\n\nLIFE-MEMBERSHIPS.\nALABAMA.\n1881.\n\nWoodward, G. A., Selma.\n\n1884.\n\nEden, Philip, Glendora.\nEnglish, R. F., San Francisco.\n\n1886.\n\nBrown, Mrs. A. J., Denver.\n\nCALIFORNIA.\n1889.\n1888.\n\nHobe, Augusta W.. San Francisco.\nO'Connor, Joseph, San Francisco.\n\nCOLORADO.\n1884.\n\nHayward, Emily A., Denver.\n\nCONNECTICUT.\n1864.\n1884.\n\nBarnard, Henry, Hartford.\nNorthrop, Birdsey G., Clinton.\n\n1884.\n1876.\n1880.\n1889.\n\nGraham, Washington.\nHarris, Wm. T., Washington.\nHiltz, John, Washington.\nKeane, John J., Washington.\n\n1890.\n1881.\n\nBaker, W. H., Savannah.\n\n1870.\n1884.\n1880.\n1884.\n1864.\n\nAllen, Ira W., Chicago.\nAllyn, Robert, Carbondale.\nBrown, Geo. P., Bloomington.\nCheney, Augustus J., Oak Park.\n\n187H.\n\nBell,\n\n1870.\n1880.\n\nIrwin, J. 8., Ft. Wayne.\n\n1870.\n\nStone, Mrs. M. A., New Milford.\n\nDISTRICT OF COLUMBIA.\nBell, Alex.\n\n1864.\n1884.\n1880.\n\nRichards, Zalmon. Washington.\nRusk, J. M., Washington.\nWilson, J. Ormond, Washington.\n\nGEORGIA.\n1880.\n\nSetzefaud, A., Dalton. ( ?)\n\nMallon, Mrs. Frances C, Atlanta.\n\nILLINOIS.\n1876.\n1884.\n1891.\n1884.\n1876.\n\nEberhardt, J. F., Chicago.\n\nForbes, Alex., Chicago.\n\nHewett, Edwin C, Normal.\nHull, John, Carbondale.\nRaab, Henry, Belleville.\nSchmitz, J. Adolph, Elgin.\n\nINDIANA.\nW. A., Indianapolis.\nHobbs, B. C, Bloomingdale.\n\n1866.\n1877.\n1876.\n\nMcRae, H. S., Marion.\nSmart, James H, La Fayette.\nStevens, M. C,\n\nLa Fayette.\n\nIOWA.\n1876.\n1870.\n1880.\n\nArmstrong. Allen, Sioux City.\nW. E., Des Moines.\nGilchrist, J. C, Sioux City.\n\n1886.\n1884.\n1884.\n\nCrosby,\n\nPickard, J. L., Iowa City.\nTaylor, Henry J., Sioux City.\nWillis,\n\nWilliam A., Iowa City.\n\nKANSAS.\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n18S6.\n1886.\n\nCampbell, A. G., Council Grove.\nClark, Frank H., Minneapolis.\nCoover, N., Wilson.\nFairchild,\n\nEdward S., Ellsworth.\n\nHarvey, G. I., Ottawa.\nJay, Walter M., Salina.\nKlock, J. E., Emporia.\nLarimer, Henry G. Topeka.\nLimerick, A. H., Winfield.\nMacDonald, John, Topeka.\nMcVicar, Peter, Topeka.\n,\n\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n1880.\n1886.\n1886.\n\nMeade, Richard C, Atchison.\nMiller, J. H., Topeka.\nRoop, C. Y., Salina.\nRose, George E., Rosedale.\nSawhill, Thos. A., Concordia.\nSchuyler, A., Salina.\nStanley, Edmund, Lawrence.\nStevenson, R. W., Wichita.\nTillotson, D.\n\nC, Topeka.\n\nWilliams, Philo Jesse, Lawrence.\n\nKENTUCKY.\n1877.\n1877.\n\nBartholomew, W. H, Louisville.\nKalfus, Anna F., Louisville.\n\n1877.\n\nMonsarret, Mrs L. L., Louisville.\n\n"}
{"page": 20, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n16\n\nMARYLAND.\n1876.\n\nNewell, M. A., Baltimore.\n\n1884.\n1882.\n1864.\n1870.\n1870.\n\nBascom, John, Williamstown.\nBicknell, Thos. W., Boston.\nHagar, Daniel B., Salem.\nJones, D. W., Roxbury, Boston.\nManly, R. M., Wellesley.\n\n1870.\n\nHey wood, C. W., Scotts.\n\nRichmond, Sarah E\n\n1876.\n\n,\n\nBaltimore.\n\nMASSACHUSETTS.\nMarble, A. P., Worcester.\n\n1880.\n1886.\n1865.\n1870.\n1870.\n\nMowry, Wm. A., Boston.\nSheldon, Wm. E., Boston.\nTourgee, Eben, Boston.\nWilcox, M. C, Boston.\n\nMICHIGAN.\nMayhew, Ira, Detroit.\n\n1886.\n\nMINNESOTA.\n\nWm. F., St. Paul.\n\n1870.\n\nPhelps,\n\n1889.\n\nWright, Edmund W., Vicksburg.\n\n1886.\n1864.\n\nEvans. Chas. H., St. Louis.\n\nMISSISISPPI.\n\nMISSOURI.\nSoldan, F. Louis, St. Louis.\n\n1877.\n\nPennell, C. S., St. Louis.\n\nNEBRASKA.\nBeals, S. D., Omaha.\n\n1876.\n1880.\n\n1884.\n1884.\n\nBibb-Sudborough, Grace O,\n\nCurry, Robert, Palmyra.\nJames, Henry M., Omaha.\n\nOmaha.\n\nNEVADA.\n1887.\n\nYoung, Chas. S., Reno.\n\n1876.\n\nRounds, C. C. Plymouth.\n\n1876.\n\nThompson, L. S., Jersey City.\n\n1871.\n1864.\n1879.\n1880.\n1883.\n\nAnderson, John J Brooklyn.\nBradley, P., Lyons. (?)\nCalkins, N. A., New York.\nCoe, E. M., New York.\nCorey, Lucien B., Hicksville.\nCruikshank, James, Brooklyn\nDanforth, Edward, Elmira.\nDay, Mrs. Albert, New York.\nDorna, G. Videlia, New York\n(?)\n\nNEW HAMPSHIRE.\nNEW JERSEY.\nNEW YORK.\n\n1864\n18(54.\n\n1883.\n1876.\n\n1882.\n1879.\n1885.\n1879.\n1882.\n1880.\n1880.\n1882.\n1884.\n\nHodgdon, Josephine E., Brooklyn.\nHoose, James H., Cortland.\nHunter, Thomas, New York.\nKraus, John. New York.\nMorris, Hattie N., Brooklyn\nRickoff, Mrs. R. D., New York\nSpring, E. A., New York.\nStern, M., New York.\nVan Aikin, Mrs. G., New York.\n\nNORTH CAROLINA.\n1881.\n\nBingham, Robert, Bingham P. O. ( ?)\n\n1870.\n1884.\n1880.\n1880.\n1870.\n1883.\n\nArey, Oliver, Cleveland.\nBennett, C. W., Piqua.\nBennett, Hampton, Franklin\nBurns. .!..!.. Dayton.Cole, W. H., Marysville.\nCoy, Eliab W., Cincinnati.\n\"in-i-an, N. T., Sandusky.\nDavidson. C. C., Alliance\n\nOHIO.\n\n(\n\n1880.\n1881.\n1880.\n1876.\n\nDe Wolf, David F.. Columbus\nDutton, Bettie A., Cleveland\n\n*Hancock, John, Columbus\nDeceased,\n\n(\n\n?)\n\n1865.\n1883.\n1870.\n1879.\n1880.\n1880.\n1880.\n1882.\n1870.\n1880.\n1870.\n\nHartshorn, 0. N., Mt. Union.\nHarvey, Thomas W. Painesville.\nHolden, L. E., Cleveland.\nMcMillan, Reuben, Youngstown\nMcMillan, Mrs. S., Youngstown.'\nMiller, Lewis, Akron.\n,\n\nJohn B. Cincinnati.\nRobert, J. A., Dayton.\nPeaslee,\n\n.\n\nWhite, Emerson E., Cincinnati.\nWidner, Esther, Dayton.\nWilliams, Mrs. D. A. (Lathrop),\nDelaware.\n\n"}
{"page": 21, "printed_page": null, "text": "PERPETUAL MEMBERSHIPS.\n\n17\n\nPENNSYLVANIA.\nBrooks, Edward, Philadelphia.\n\n1876.\n1879.\n1879.\n1865.\n1880.\n\nGratz, Simon, Philadelphia.\nIngram, S. D., Harrisburg.\nPartridge, Lelia E., W. Phila.\n\n1872.\n\nStone, E. M., Providence.\n\nFoster, Rachel Gordon, Phila.\n\n(?)\n\n1879.\n1879.\n1880.\n1884.\n1865.\n\nPaxon, Joseph A., Philadelphia.\nShippen, Edward, Philadelphia.\nSinger, Edgar A., Philadelphia.\nStewart, Sarah A., Philadelphia.\n*Wickersham, James P., Lancaster.\n\nRHODE ISLAND.\nSOUTH CAROLINA.\nMiss Martha, Aiken.\n\n1891.\n\nScofield,\n\n1887.\n\nConway, Clara, Memphis.\n\n1877.\n\nFranklin, M. B., Grapevine.\n\nTENNESSEE.\nTEXAS.\n(?)\n\nWISCONSIN.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n\n1870.\nAlbee, Geo. S., Oshkosh.\nAyl ward, John Arthur, Black Earth. 1887.\n1884.\nBeck, George, Platteville.\n1884.\nCarpenter, J. H., Madison.\n1884.\nChandler, W. H., Madison.\nCharlton, E. A., Brodhead.\n1884.\nClark, L. H., Tomah.\n1884.\nEmery, J. L., Ft. Atkinson.\n1884.\nWatertown.\nFlavin, J. T.,\n1884.\nGraham, Robert, Madison.\n1884.\n\n1884.\n1884.\n\nHarvey, Lorenzo Dow, Oshkosh.\nHowland, H. C, Eau Claire.\n\n1891.\n\nWylie, Mary J. B., Brantford.\n\n1884.\n1884.\n\nHoyt. J. W.\nHutton, A. J., Platteville.\nNye, Charles H., Platteville.\nParker, Warren D., Madison.\nParkinson, John B., Madison.\nShaw, Samuel, Antigo.\nStark, Joshua, Milwaukee.\nStewart, I. N., Appleton.\nStearns, J. W., Madison.\nThayer, J. B., Madison.\nTwining, N. C., Monroe,\nWhitford, Wm. C, Milton.\n\nONTARIO.\n\nPERPETUAL MEMBERSHIPS.\nKANSAS.\n1886.\n1886.\n1886.\n1886.\n1886.\n1886.\n\nAbilene\n\n— President Board of Education.\n\nDodge City— Dodge City Schools.\n\n—\n\nManhattan Riley County Teachers' Association.\nOttawa Board of Education.\nSedgwick— Sedgwick City Schools.\nWinfield Cowley County Teachers' Association.\n\n—\n—\n\nMINNESOTA.\n1890.\n\nNorthfield— Independent School District No. 3.\n\n1884.\n1884.\n1884.\n1884.\n\nBeloit— Board of Education.\nBoard of Regents of State Normal Schools.\nBoard of Education.\nJanesville\n\nWISCONSIN.\n\nJanesville\n\n* Deceased.\n\n—\n— Public-School Teachers.\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n1884.\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nLa Crosse— Board of Education.\nMilwaukee Alumni Association of City Normal School.\nMilwaukee Board of Education.\nMilwaukee County Teachers' Association.\nMilwaukee Intermediate and Upper Sections, Milwaukee Teachers' Corps.\nMilwaukee—Primary Section, Milwaukee Teachers' Corps.\nMilwaukee Principals' Association.\nMilwaukee Spencerian Business College.\nOshkosh— Board of Education.\nPlatte ville -Athenaeum Literary Society, State Normal School.\n\n—\n\n—\n—\n—\n\n—\n\n—\n—\n\nPhiladelphian Society, State Normal School.\nPlatteville— State Normal School.\nWatertown— Board of Education.\nWisconsin County Superintendents' Association.\nWisconsin Principals' Association.\nWisconsin Teachers' Association.\n\nPlatteville\n\n"}
{"page": 23, "printed_page": null, "text": "MINUTES, OFFICIAL REPORTS,\nAND\n\nREPORTS OF COMMITTEES.\n\n"}
{"page": 24, "printed_page": null, "text": ""}
{"page": 25, "printed_page": null, "text": "The National Educational Association\nFIRST DAY'S PROCEEDINGS.\n\nTHE WELCOME.\nThe Association met at 2:30 p.\n\nm.,\n\nMutual\n\nJuly 14, 1891, in the\n\nStreet Rink, in the city of Toronto, Ontario, Canada.\n\nThe meeting was called to order by Inspector James L. Hughes, Chair-\n\nman of the Local Executive Committee.\nThe session was opened with prayer by Rev. Dr. Potts, of Toronto.\nMr. Hughes then said I will ask this vast audience to stand while we\nsing together the national hymns of the United States and Canada.\nFortunately they are sung to the same tune, and we will sing the first\n(Applause).\nverse of \" God Save the Queen \" and u America.\"\nMr. Harold Jarvis, of Toronto, sang \" Marguerite/'\n:\n\nAddresses of welcome were delivered by Inspector James L. Hughes, on\nbehalf of the Toronto Local Executive Committee ;\n\nby the Reverend\nby Hon.\nG. W. Ross, Minister of Education for the Province of Ontario, on behalf\nof the people of Ontario\nby Rev. Dr. Allison, Superintendent of Instruction for the Province of Nova Scotia, on behalf of Nova Scotia\nby the\nand by E.\nRev. Elson I. Rexford, on behalf of the Province of Quebec\nPrincipal Grant, of Queen's University, on behalf of\n\nCanada\n\n;\n\n;\n\n;\n\n;\n\nF. Clarke, Esq., Mayor of Toronto, on behalf of the city of Toronto.\n\nA letter of welcome from the Ontario Teachers' Association was also\nread by Wm. Mackintosh.\n\nResponses were made by the President, the Secretary, the Treasurer,\nand the Chairman of the Board of Trustees, on behalf of the Association\nby Hon. W. T. Harris, United States Commissioner of Education, on\nbehalf of the Union\nby Prof. L. H. Jones, of Indiana, for the North\nCentral States\nby William M. Beardshear, of Iowa, for the Northwestern\nStates\nby Supt. F. B. Gault, of Tacoma, Wash., on behalf of the\nPacific Coast\nby Prof. T. Marcellus Marshall, of New Mexico, for\nthe Southwest\nby Prof. W. H. Bartholomew, of Kentucky, for the\nSouth Central States\nby Hon. Josiah H. Shinn, President of the\nSouthern Educational Association, for the South\nand by State Superintendent John E. Massey, of Virginia, for the Southeast.\nAfter announcements by the Secretary, the Association adjourned.\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n(21)\n\n"}
{"page": 26, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n22\n\nEVENING SESSION.—July 14.\nThe meeting was called to order at 8:15 p. m. at the Mutual\n\nStreet\n\nKink by President Garrett.\nMusic by Henry Blight, of Toronto.\nUsual announcements by the Secretary.\nFrancis W. Parker, Chicago, 111., read a paper on \"The School of the\nFuture.\"\nDiscussion followed, participated in by Supt. A. P. Marble, Worcester,\nMass. ; James L. Hughes, Toronto, Canada ; G. Stanley Hall, Worcester,\nMass.; Miss Schofield, of South Carolina; Nicholas Murray Butler, New\n\nYork\n\nCity\n\n;\n\nand Mr.\n\nS.\n\nThe\n\nJones.\n\ndiscussion was closed by Colonel\n\nParker,\n\nSECOND DAY'S PROCEEDINGS.\nMORNING SESSION.—July 15.\nThe meeting was called to order at 9\n\nat the Pavilion, in the\n\na. m.\n\nHorticultural Gardens, by President Garrett.\nInvocation by the Rev. Mr. Milligan, of Toronto.\n\nThe President announced the following Committees\n\n:\n\nOn Nominations— A. P. Marble, of Massachusetts, Chairman J. H. Phillips, of\nAlabama T. A. Futrall, of Arkansas Miss Nora Smith, of California R. H. Beggs,\n;\n\n;\n\n;\n\n;\n\nof Colorado\n\n;\n\nV. G. Curtis, of Connecticut\n\nards, of District of Columbia\n\n;\n\n;\n\nDavid W. Harlan, of Delaware\n\nJ. L. Williford, of Georgia\n\n;\n\n;\n\nZ. Rich-\n\nE. C. Hewett, of Illinois\n\n;\n\nH. H. Freer, of Iowa R. W. Stevenson, of Kansas W. 0.\nH. E. Chambers, of Louisiana M. C. Fernald, of Maine M. A.\nCross, of Kentucky\nD. L. Kiehle, of Minnesota T. J.\nB. A. Hinsdale, of Michigan\nNewell, of Maryland\nWoofter, of Mississippi L. E. Wolfe, of Missouri R. G. Young, of Montana H. S.\nJones, of Nebraska C. C. Rounds, of New Hampshire William N. Barringer, of New\nJersey T. Marcellus Marshall, of New Mexico James M. Milne, of New York John\nOgden, of North Dakota L. W. Day, of Ohio Mary E. McFadden, of Oregon E. O.\nLyte, of Pennsylvania H. S. Tarbell, of Rhode Island W. R. Atkinson, of South CaroLouis McLouth, of South Dakota Frank Goodman, of Tennessee Joseph Baldlina\nJohn E. Massey, of Virginia R. B. Bryan, of Washington John G.\nwin, of Texas\n\nW. A. Bell, of Indiana\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nGiddings, of West Virginia; 0. E. Wells, of Wisconsin\n\nOn Necrology\n\nNew York\n\n;\n\n;\n\nW. G. Smith, of Wyoming.\n\n—Z. Richards, of District of Columbia, Chairman N. A. Calkins, of\n;\n\nGeorge P. Brown, of Illinois\n\n;\n\nSolomon Palmer, of Alabama\n\n;\n\nW. E. Shel-\n\ndon, of Massachusetts.\n\nOn Honorary Members—John E. Massey, of Virginia, Chairman\nof\n\nRhode Island\n\n;\n\nN. C. Dougherty, of\n\nLucia Stickney, of Ohio.\n\nIllinois ;\n\n;\n\nT. B. Stockwell,\n\nMrs. E. G. Buford, of Tennessee ;\n\n"}
{"page": 27, "printed_page": null, "text": ":\n\nJOURNAL OF PR00EJED1N0S.\nOn Exhibits\n\n—John T. Bradley, of Minnesota, Chairman\n\n23\n\nMrs. T. E. Ryley, of Mis-\n\n;\n\nWalter S. Goodnough, of New York J. H. Baker, of Colorado\nMiss Fay, of Springfield, Mass.\nof Pennsylvania\nsouri\n\n;\n\n;\n\n;\n\nW. C. Schaffer,\n\n;\n\nOn Resolutions— A. S. Draper, of New York, Chairman\nMissouri\n\n;\n\nF. B. Gault, of Washington\n\n;\n\n;\n\nFrank A. Fitzpatrick, of\nH. M. Parker,\n\nJosiah H. Shinn, of Arkansas\n\n;\n\nof Ohio.\n\nProf. Henry Sabin, of Iowa, presented the following resolution, which\n\nwas passed by unanimous consent without reference\n\nto the Committee\n\non\n\nResolutions\n\nNew York Hon. J. W. Dickinson, of MassaHon. D. L. Kiehle, of Minnesota he appointed a Committee from this\nAssociation to draw up a memorial and forward the same to the Classification Committee of the Columbian Exposition, expressing the strong conviction of the National\nEducational Association that the educational interests of the nation should have a\nseparate department, and setting forth our reasons why we deem such a division absoResolved, That Hon. A. S. Draper, of\n\nchusetts\n\n;\n\n—\n\n;\n\nlutely necessary to the success of the educational exhibit.\n\nDr. Harris announced the formation of the Henry Barnard Publishing\nCompany, and that subscriptions to its capital stock would be received.\nThe usual announcements by the Secretary followed. The Secretary\nalso read a letter of greeting from the Ontario \"Woman's Christian Tem-\n\nperance Union.\n\nOn motion of Mr. Marshall, of New Mexico, the officers\n\nof the Association were requested to make a suitable reply.\n\nA communication was read by the Secretary, concerning the compilation\nand publication of a memorial volume by the friends of the late Dr. John\nHancock.\nTeaching Patriotism.\nJ. R. Preston, of Jackson, Miss., read a paper on\nDiscussion followed, participated in by A. H. McKay, of Halifax, Nova\nMr. Williams, of Missouri\nCharles A. Blanchard, of Illinois\nScotia\nFrancis W. Parker, of Chicago ; W. D. Atkinson, of South Carolina ;\nand W. A. Douglass, of Toronto. J. R. Preston closed the discussion.\nZalmon Richards, of Washington, D. C, read a paper on History of\nthe National Educational Association.\nH. S. Jones, of Nebraska, moved that the thanks of the Association be\ntendered to ex-President Richards, for his valuable and painstaking paper.\nCarried unanimously.\nDiscussion by E. C. Hewett, of Illinois, followed.\nThe Association then adjourned.\n:\n\n;\n\n;\n\n;\n\n:\n\nEVENING SESSION.— July 15.\nThe meeting was called to order in the Mutual Street Rink\nby President Garrett.\n\nMusic by Mr. Fred Warrington, of Toronto.\n\nat 8 p. m.\n\n"}
{"page": 28, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n24\n\nUsual announcements by the Secretary.\nHon. W. T. Harris, United States Commissioner of Education, read a\npaper on Education in the United States.\nHon. George W. Koss, Minister of Education for the Province of Ontario, addressed the Association on The Uducatiotial System of Ontario.\n:\n\nAdjourned.\n\nTHIRD DAY'S PROCEEDINGS.\nMORNING SESSION.— July 16.\nThe meeting was called to order at the Pavilion at 9:30 A. m. by President Garrett.\nInvocation by the Rev. E. Rexford, of Quebec.\nUsual announcements by the Secretary.\nH. W. Brewster, Chairman of the Committee on Spelling Reform, sub-\n\nmitted his report.\nT. R. Vickroy, another member of the Committee, further discussed the\nsubject.\n\nT. Marcellus Marshall, of\n\nNew Mexico, moved\n\nthat the\n\nbe\n\nreport\n\nadopted.\n\nMr. H. H. Lincoln, of Boston, seconded the motion.\nDiscussion followed, participated in by H. H. Lincoln, of Massachu-\n\nWilliam Houston, of Toronto and Z. Richards, of Washington.\nMr. Stevenson, of Kansas, moved that the matter of printing the report\n\nsetts ;\n\n;\n\nbe referred to the Board of Directors.\n\nSeconded and carried.\nMusic by Miss Lillie Kleiser.\nA. P. Marble, Chairman of the Committee on Nominations, submitted\n\nthe following report\n\n:\n\nYour Nominating Committee beg leave to submit the following report\n\n:\n\nPresident— E. H. Cook, N. Y.\n\n— W.\n\nVice-Presidents\nR. Garrett, Tennessee ; C. H. Clemner, North Dakota ; T. A.\nFutrall, Arkansas ; E. 0. Lyte, Pennsylvania ; G. L. Osborne, Missouri ; J. R. Preston, Mississippi ; E. B. McElroy, Oregon ; W. fl. Bartholomew, Kentucky\nMiss\n;\n\nNebraska Cropsey, Indiana\n\n;\n\nWin. Beardshear, Iowa\n\nIrwin Shepard,\n\n;\n\nMinnesota\n\n;\n\nA. P. Marble, Massachusetts.\nSecretary\n\n— R. W. Stevenson, -Kansas.\n\n— M. Greenwood, Missouri.\n— W. T. Harris. United States James K. Powers, Alabama\n\nTreasurer\n\nJ.\n\nShinn,\n; J. H.\nVirgil G. Curtis, Connecticut W. E. Knapp,\nB.\nL.\nFlorida\nEuler\nDistrict of Columbia ; F.\nKern,\nSmith,\nMiss Mary E. Nicholson, Indiana\nP. R. Walker, Illinois\nC. P. Rogers,\nIowa J. H. Bloss, Kansas W. 0. Cross Kentucky G. J. Ramsay, Louisiana\nM.\nC. Fernald. Maine\nMiss Sarah E. Richmond, Maryland J. T. Prince, Massachusetts\nJ. M. B. Sill. Michigan\nT. J. Woofter, Mississippi R. C. Norton, Missouri John E\nBradley, Minnesota\nThomas B. Miller, Montana\nII.\nS. Jones. Nebraska\nC. C.\nDirectors\n\nArkansas\n\nColorado\nGeorgia\n\n;\n\n;\n\n;\n\nMiss Nora Smith. California\n\n;\n\n;\n\nZ. Richards,\n\n;\n\n;\n\n;\n\n;\n\n:\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nRounds, New Hampshire\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nHiram Hadley, New Mexico\n\n;\n\nC.\n\nW. Bardeen, New York\n\n;\n\n"}
{"page": 29, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS.\n\n25\n\nRobert Bingbam, North Carolina John Ogden, North Dakota N. M. Butler, New\nMiss Mary E. McFadden, Oregon ; N. C. Shafer, PennE. B. Cox, Ohio\nJersey\nThomas B. Stockwell, Rhode Island ; W. R. Atkinson, South Carolina;\nsylvania\nLouis Mc Louth, South Dakota Prank Goodman, Tennessee\nT. G. Harris. Texas\nJames M. Garnett, Virginia F. B. Gault, Washington S. Y. Gillan, Wisconsin W.\nH. Anderson, West Virginia J. 0. Churchill, Wyoming.\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nOn motion of Mr. Huling, of Massachusetts, the Secretary of the Association\n\nwas instructed to cast the ballot of the Association for the persons\n\nnamed in the foregoing report, and the President declared them elected\nunanimously.\nMiss Julia Tutwiler, of Alabama, read a paper on\n\n:\n\nA German Model\n\nSchool for Girls.\n\nCharles\n\nDe Garmo, of Illinois, Chairman of the Committee on Peda-\n\ngogical Inquiry, submitted the report of that Committee.\n\nOn motion of Mr. Richards, duly seconded, the report was declared\nadopted and ordered published in the proceedings.\nDiscussion by P. M. McMurray, of Illinois, followed.\n\nAdjourned.\n\nEVENING SESSION.—July 16.\nThe meeting was called to order by the President in the Mutual Street\nRink at 8 p.m.\nMusic by Mr. Douglass Bird, of Toronto.\nHon. A. S. Draper, of New York, Chairman of the Committee on Resolutions, submitted the report of the Committee.\n\nThe report was adopted.\n\nPresident M. E. Gates, of Amherst College, Mass., addressed the Association upon\n\nProf.\n\n:\n\nfm.\n\nThe Profession of Teaching, for Light and Power.\nClark, of Toronto, addressed the Association on\n\n:\n\nThe\n\nGrowth of National Education in England.\nProf. Goldwin Smith addressed the Association.\nAdjourned.\n\nFOURTH DAY'S PROCEEDINGS.\nMORNING SESSION. -July 17.\nThe meeting was called to order in the Pavilion at 9 a.m. by President\nGarrett.\n\nPn vocation by the Rev. Septimus Jones.\n\nMusic by Miss Eva H. Roblin.\nMr. Z. Richards presented the report of the Committee on Necrology.\nIn accordance with this report, Mr. E. 0. Lyte, of Pennsylvania, presented a sketch of the life of Mr. J. P. Wickersham.\n\nAnnouncements by the Secretary.\n\n"}
{"page": 30, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n20\n\nA telegram containing the greetings of the Southern Educational Association was read.\n\nMr. Massey, of Virginia, submitted the following report of the Committee on Honorary Membership.\n\nYour Committee to whom consideration of the subject of Honorary Membership was\ncommitted beg leave to report that, while care and caution should be used in electing\nHonorary Members, it is highly proper to confer this honor upon those who have distinguished themselves by eminent services in educational work. We therefore present\nthe names of Hon. G. W. Ross, Minister of Education for the Province of Ontario,\nInspector J. L. Hughes, of Toronto, H. A. E. Kent, ex-Chairman of Public School\nBoard, Goldwin Smith, M. A., Toronto, Rev. Principal Grant, Queen's University,\nKingston, Thomas Kirkland, M. A., Principal Normal School, Toronto, and Rev. E.\nRexford, M. A., Secretary Board of Education, Quebec, as those of gentlemen fully\nworthy of this honor, and recommend their election to Honorary Membership of the\nNational Educational Association.\nRespectfully submitted,\n\nJohn E. Massey,\nChairman.\n\nOn motion of Secretary Cook the name of Mr. William Clarke was\nadded to the list contained in the report.\nThe report was then adopted unanimously by rising vote.\nD. J. Goggin, of Manitoba, read a paper on\nTJie Professional Train:\n\ning of Teachers.\n\nA. J. Rickoff, of\n\nNew York, read a paper on\n\n:\n\nEducational Propa-\n\nganda.\n\nJohn A. MacDonald, of Kansas, read\n\na paper on\n\n:\n\nThe Independent\n\nDistrict System.\n\nThe Secretary read the Annual Report of the President of the Council\nof Education,\n\nand the same was approved and ordered printed in the\n\nProceedings.\nCapt. Allen Allensworth, of New Mexico, read a paper upon\n\nEducation in the United States.\nDr. Oronhyatekha, of Toronto,\nAdjourned.\n\nthen\n\naddressed\n\nthe\n\n:\n\nMilitary\n\nAssociation.\n\nEVENING SESSION.— July 17.\nThe meeting was called tx> order in the Mutual Street Rink at 8 p. m.\nby President Garrett.\nMusic by Mr. C. G. Bagulay.\nUsual announcements by the Secretary.\nPrince Momolu Massaquoi addressed the Association upon the subject\nof\nIn Search of an Education.\nMiss Mary Eastman, of Massachusetts, read a paper on\nThe Co-Edu:\n\n:\n\ncation of the Sexes.\n\n"}
{"page": 31, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS.\n\n27\n\nPrin. Grant, of Kingston University, was introduced and addressed the\n\nAssociation upon\n\n:\n\nThe Influence of the Public Schools, Nationally and\n\nInternationally.\n\nPresident Garrett then in a few words introduced President-Elect E. H.\n\nCook, who made a short response.\nThe audience then rose and sang the doxology, after which the benediction was pronounced by the Rev. Prin. Grant.\n\nThe Association then adjourned sine die.\nE. H. Cook.\nSecretary.\n\n"}
{"page": 32, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n28\n\nMINUTES OF THE BOARD OF DIRKCTORS.\n\nToronto, Ontario, Canada, July 14, 1891.\n\nThe Board of Directors of the National Educational Association met in\np. m., President W. R. Garrett in the\n\nthe Mutual Street Rink at 5:55\nchair.\n\nThe following were present:\n\nMessrs. Allensworth, Beardshear, Bell,\n\nBuchanan, Calkins, Clemmer, Cook, Cox, Futrall, Garrett, Gault, Jones,\nMarshal], Parker, Rickoff, Sheldon, Walker, Wolfe, and Woofter.\nSecretary Cook moved\nThe President announced no quorum present.\nthat the Board adjourn until the following day at 3:30\nrooms of the Board of Trade of Toronto. Carried.\n\np.\n\nM., in\n\nthe\n\nThe Board then adjourned.\nE. H. Cook,\n{Secretary.\n\nADJOURNED MEETING.\n\n—\n\nJuly 15, 1891. Pursuant to adjournment, the Board of Directors\nmet in the Council Chamber of the Toronto Board of Trade, President\nGarrett in the chair.\n\nOn call of the roll by the Secretary, the following Directors responded\nto their\n\nnames\n\n:\n\nMessrs. Allensworth, Baker, Beardshear, Bell, Calkins,\n\nChandler, Clemmer, Cook, Day, Dougherty, Draper, Fairchild, Futrall,\nGarrett, Gault, Jones, Larimer, Marshall, Parker, Peabody, Phillips,\nRamsey, Richards, Rickoff, Smith, Wilson, and Woofter.\n\nThe minutes of the meeting of July 14 were read and approved.\n\nOn motion of Mr. Calkins, the incoming President of the Department\nof Superintendence was invited to sit with the Board of Directors.\n\nPresident Garrett gave it as the opinion of the Chair that all officers of\nthe departments and other officers of the Association should\n\nfill\n\nout the\n\n\"\n\nwork of the preceding year.\nOn motion of Mr. Baker, duly seconded, the view of the Chair was sustained as the sentiment of the Board of Directors.\nOn motion, duly seconded, Henry Sabin, of Iowa, was requested to sit\nwith the Board of Directors.\n\nOn\nTreasurer E. C. Hewett, of Illinois, presented his annual report.\nmotion of Mr. Richards, duly seconded, the report as read was accepted\nand ordered published in the volume of Proceedings.\n\n"}
{"page": 33, "printed_page": null, "text": "MINUTES OF BOARD OB DIRECTORS.\n1\n\nMr. Calkins, of New York, as Chairman of the Board of Trustees, pre-\n\nOn motion of Mr. Fairchild,\nwas accepted and approved and ordered\n\nsented the fifth annual report of that body.\nof Kansas, the report as read\n\npublished with the Proceedings.\n\nOn motion of Mr. Draper, of New York, Mr. Calkins, as Chairman of\nthe Board of Trustees, was tendered a rising vote of thanks for the efficient and careful manner in which the funds of the Association had been\n\nhandled, the high rate of interest obtained, and the security with which\nthe funds were invested.\n\nOn motion of Mr. Rickoff, duly seconded, Mr. E. C. Hewett, of Illinois,\nfill\n\nwas unanimously elected as a member of the Board of Trustees, to\n\nthe vacancy caused by the expiration of the term of service of General\n\nJohn Eaton, of Ohio.\nMr. Rickoff, of New York, presented the following resolution\n\n:\n\nResolved, That the Board of Trustees be and are hereby authorized and directed to\n\nappropriate a sum of money not to exceed $2,500, from the funds of the National Educational Association, for the aid of such measures as they may decide to be most effective and judicious for the relief of Henry Barnard from the financial embarrassments to\nwhich he has subjected himself, by his life-long services to the cause of Education, in\nthe publication of the American Journal of Education and other works of National\nimportance, and for the completion of such sets of the Journal as may be found in-\n\ncomplete.\n\nOn motion of Secretary Cook, the words \" authorized and directed \"\nwere stricken out, and the word \" requested \" inserted in the place\nthereof.\n\nOn motion of Mr. Marshall, of New Mexico, the resolution as amended\nwas referred to a Committee of Three, to be appointed by the Chair, which\nCommittee were directed to report at an adjourned session of the Board.\nThe Chair appointed on the Committee A. S. Draper, of New York, S.\nH. Peabody, of Illinois, and Mr. Bell, of Indiana.\nSelim H. Peabody, President of the Council, submitted the annual\nreport of that body.\n\nOn motion, duly seconded, the Chair appointed the following Commitwhom the report of the President of the Council was referred:\n\ntee, to\n\nMessrs. Dougherty, Smith, Gault, Bell, and Marshall.\n\nThis Committee was requested to report before the close of the session\nof the Board.\n\nMr. Dougherty, Chairman of the Committee, to\n\nwhom the report of\n\nYour Committee would\nrecommend that the following be chosen as members of the National\nCouncil: W. T. Harris, Washington, D. C, to succeed himself; D.\n\nthe Council was referred, reported as follows\n\n:\n\nBemiss, Spokane Falls, Washington, to succeed S. S. Parr, of Minnesota;\nJ. E. Bradley, of Minnesota, to succeed himself ; George T. Fairchild, of\n\n"}
{"page": 34, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n30\n\nKansas, to succeed himself ; and E. J. James, of Philadelphia, Pa., to\nsucceed Robert Allyn, of Illinois.\nThe report was accepted as read.\n\nMr. Calkins, of New York, presented a bill for $211.50 for the printing\nof the proceedings of the Department of Superintendence at the meeting\n\nheld in February, 1891.\n\nOn motion of Mr. Draper, the action of the Board of Trustees, in connection with the disbursement of this sum in connection with the proceedings of the Department of Superintendence, was unanimously approved.\n\nOn motion of Mr. Draper, the Board of Trustees were authorized to\npursue the same course hereafter as to the publication of the proceedings\nof the Department of Superintendence.\nOn motion, duly seconded, the Board of Directors adjourned to meet\nat the close of the general session, in the Pavilion, on Thursday morning,\n\nJuly 16.\nE. H. Cook,\nSecretary.\n\nADJOURNED MEETING.\nJuly 16.\n\n—Pursuant to adjournment, the Board of Directors met at the\n\nclose of the\n\nmorning session\n\nof the General Association, in the Pavilion\n\nGardens.\n\nThe meeting was called to order by Presi-\n\nin the Horticultural\n\ndent Garrett, at 12:15 p.m.\n\nThe minutes of the previous meeting were read and approved.\n\nThe\n\nshowed twenty directors present.\nS. H. Peabody, Chairman of the committee to whom the resolution\nconcerning the subject of aid to the publications of Henry Barnard, submitted the report of that Committtee, which was approved as read and\nroll call\n\nordered published in the Proceedings.\n\nN. A. Calkins, of New York, moved that the President, Secretary,\nChairman of Board of Trustees, and E. C. Hewett, the former Treasurer,\nbe appointed an Auditing Committee to examine and approve the various\nSeconded and\nbills brought against the Association for the past year.\ncarried.\n\nSecretary Cook moved that the Executive Committee be\n\nempowered to\nthem before any expense\nhad been incurred, to expend not more than twenty dollars upon necessary expenses connected with the working up of the attendance from his\nallow each State Manager who should apply to\n\nSeconded. Carried.\nMr. Hornberger moved that the Auditing Committee be authorized to\napprove such bills of the State Managers for the past year as they should\ndeem right. Seconded. Carried.\nState.\n\n"}
{"page": 35, "printed_page": null, "text": "MINUTES OB BOARD OF DIRECTORS.\n1\n\n31\n\nW. T. Harris, of Washington, D. C, moved that reports of the Round\nT:ible Conferences to the extent of not more than two thousand words be\n\nprinted in the Proceedings.\n\nSeconded.\n\nCarried.\n\nMr. Rickoff, of New York, moved that the sum of five hundred dollars\n($500) be appropriated for the incidental expenses connected with the\nediting and issuing of the volume of Proceedings.\n\nSeconded.\n\nCarried.\n\nThe Board then adjourned.\nE. H. Cook,\nSecretary.\n\nNEW BOARD OF DIRECTORS.\nA meeting of the New Board of Directors of the N. E. A. was held in\nthe Council Chamber of the Toronto Board of Trade at 4:30 p.m., July 16,\n1891.\nPresident-elect Cook in the chair.\n\nOn a call of the roll by the Secretary thirty-nine directors responded.\n\nOn motion of W. R. Garrett, of Tennessee, J. F. Millspaugh, of Utah,\nwas elected to membership in the Board.\nOn motion of Mr. Calkins, the President and Secretary were authorized\nto fill any vacancies in the Board for any of the States and Territories\nrepresented at the Toronto meeting, by delegates, unknown to the Board\nof Directors.\n\nOn motion of Mr. Marble, the President, Secretary, Treasurer, First\nVice-President, and Chairman of the Board of Trustees were appointed\nas the Executive Committee of the Association for the ensuing year.\n\nA resolution from the General Session of the Association held at the\nPavilion on the morning of July 15, 1891, referring the report of the\n\nCommittee on Spelling Reform to the Board of Directors, was laid on the\ntable.\n\nMr. Baker, of Denver, invited the Association to hold\nany time after 1892.\n\nits\n\nconvention\n\nat Denver, Colorado,\n\nOn motion the Executive Committee was authorized to have the proceedings of the meeting of the Department of Superintendence, immediately after their annual meeting, prepared in such\n\nform that it can be\n\ninserted in the annual report.\n\nThe Board of Directors received representatives from different places,\ninviting the Association to hold\n\nits\n\nnext annual meeting in the localities\n\nmentioned.\n\nThe Chairman of the Board of Directors read the conditions under\nwhich invitations were to be received and considered.\nOn motion the time allowed for the presentation of the claims of each\nplace was limited to ten minutes.\n\n"}
{"page": 36, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n32\n\nSuperintendent Young, of Helena, Montana, tendered\nan invitation to\nthe Association to hold its next annual\nmeeting in that city.\nSuperintendent Massey, of Virginia, extended an\ninvitation in behalf of\n\nSeattle,\n\nWashington.\nSuperintendent P. B. Gault, of Tacoma,\nWashington, endorsed the\nremarks of Mr. Massey, in inviting the Association\nto Seattle\n\nMr Bardeen, of New York, invited the Association\nto hold its next\nannual meeting at Saratoga, New York,\nstating that all the requirements\n\nof the Association as read by the\n\nChairman would be fully met\n\nMiss Susie Jennings presented an\nits\n\ninvitation to the Association to\nhold\non the Potomac \"\n\nnext annual meeting at \"Glen Echo\neil\n\nfurthe\n\n' invitati <™ to be considered,\non motion the\nBoIr7nfn\nBoa\nd of Directors proceeded to ballot\nfor the selection of a place\nfor hold!\nng the next annual meeting of the\n\nV°\n\ni\n\nAssociation\n\n8\n\n«2 fSX~£r\n\nwid that the ExecHtive Committeebe\n\nTreaSUrer\n\nJmirngrL?\n\n'\n\n* * *\"**• *- * ^\n\n*\n\n-—\n\nThe following was the result of the ballot\nFirstb * U <*\n\nSecond ballot.\n\nSeattle,'\n\n\\\\\n\n%\n\nSaratoga,\n\n9\n\nHelena\n\nWashington,\n\n5\n\ntiaras\n\n,\n\n»\n\nPourth ballot\ntf\n\n'\n\n2\n\n12\n15\n\n\\\n\nr=™~\n\nOn motion of Mr. Beardshear the\n\nof the Executive\n\nT lird balIot\n\n\\\n\nwhole matter as to fh„ a\n* t0\n\n'\n\nCommittee.\n\nMr. Butler, of New York,\n\noffered the following\n\n1\n\nv\n\n*\n\ns\n\n:;\nthe dlsc «t''on\n\nresolution :\n\no^cntC^^\n\nm 1893 as to how some portion of the\n\nemp.oyed to foster the work\n\nof\n\nann„ a nneome \"f 1°\" A\n\nT\"*^and \"P™\n\nP-^^^tS\"\n\nThe resolution was adopted.\nThe Chair appointed as\n\nw\n\n4\n\n\"est he\n\nthe Committee Tlr\nw\nrr\nT Harrl8\nsioner of Education\n> Commisof the United\nIWashington,\nD.\nButler, of New York,\nC,\nD, N. M.\nInl\n\nCTw\nM *?£*\nr J\n\nCouncil, as the committee.\n\nIn accordance with\nthe request nf\n\nauthorized to select their\n\n•\n\n-\n\n\"\n\n^\n\n° f Denver Presi\ndent of the\n>\n\nn,\n\nn\n\nown ch^nnl\nnto ove. to the\n\n•\n\nL,\n\n\"\n\ncommitte « \"ere\n\ntrustees to be taken\n\ncare of\n\n"}
{"page": 37, "printed_page": null, "text": "MINUTES OF BOARD OF DIRECTORS.\n\n33\n\nby them until such time as the Association shall have a building of its\nown. This beautiful silver card from Helena is entitled to the best of\nCarried.\nSeconded.\ncare.\nMr. Stockwell I move that a Committee of Three be appointed by the\nChair to consider the question of such changes as may be deemed neces:\n\nsary to secure the establishment of a permanent membership and the collection of annual dues from such members.\n\nCarried.\n\nThe Chair asked for suggestions in regard to the make-up of that committee in order that it might be made representative.\nThe Chair appointed as the committee C. C. Rounds, of New Hampshire, E. E.\n\nWhite, of Ohio, and George F. Osborne, of Missouri.\n\nOn motion the Board of Directors adjourned subject to call.\nE. H. Cook,\nSecretary.\n\n"}
{"page": 38, "printed_page": null, "text": ";:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n34\n\nSUMMARY OF TREASURER'S REPORT FOR 1891.\nEdwin C. Hewett, in Account with the National Educational Association.\n\nCr.\n\n1890-91.\n\nDr.\n\nBy Expenses in preparing Volume\n\nJuly 1 to Balance from account of\n1889-90\nState Teachers' Association for\nPerpetual Directorship\nTwo Life Memberships :\nW. H. Baker, Savannah, Ga., ,\n\nof Proceedings for publication\nand for proof-reading, Vol. 1890,\n$150 printing and binding 4,000\nvolumes of proceedings, Vol.\n\n$31 71\n\n111.\n\n$20\n\n(\n\nSch.\n\nInd.\n\nNorthfield, (\n\nDist.,\n\n100 00\n\n;\n\nDistributing Vol. 1890 to members: Express, $849.35; mail,\n$30.77\nStenographer's report of St. Paul\n\nwm\nw\n40\n\n'\n\nMinn., $20\n\nAnnual Membership Fees\n\n:\n\nMeeting\nExpenses of President in making\narrangements for St. Paul meet-\n\nto Officers of Association (net)\n$1,377 35\n\nPaid\n\nCollected by\n\nRR. Offi10,323 00\n\ncials\n\non Investments of the\nPermanent Fund\nSales of Volumes of Proceedings..\n\ning Stenographer, typewriters,\npostage and\nand clerks, $94\ntravelling\ntelegrams, $117.79\nexpenses, $76.31 ; messengers\nand express, $17.71\nExpenses of Treasurer on account\nof St. Paul meeting Assistants\nand clerks, $128 ; expense of\nmeetings for preliminary arrangements, $34.24; postage and\nexpress, $18.72 ; exchange on\ndrafts, $11.89\nExpenses of Secretary on account\nof St. Paul meeting\nExpenses for general Association\nPrinting circulars, etc., $129.80 ;\nprinting abstracts of papers,\n$82.50 printing card signs, etc.,\n$7.35 ; printing extra membership certificates, 1890, $37.50;\nprinting extra membership cer-\n\n880 12\n111 50\n\n:\n\n11,700 35\n\nTotal\n\n$3,687 78\n\n1890, $3,537.78\n\n;\n\nInterest\n\n;\n\n1,660 27\n168 65\n-$13,700 98\n\n305 81\n\n:\n\nSUMMARY OF YEAR'S FINANCES.\nTotal receipts for the year 1890\nTotal disbursements for the year\n\nNet proceeds\n\n$13,669 27\n6,231 40\n$7,437 87\n\n192 85\nIll 30\n\n:\n\n;\n\nfreight\n1891,\n$55;\nof vols, of proceedings, $54.54 ;\nrent of depository one year, $30;\nof custodian,\nservices\n$50\npostage, express, etc., by cuspremium on\ntodian, $15.46\nnew investment of permanent\nfund, $68.60 ; rent to Safe Deposit Co., $15 ; postage, telegrams, etc., by Board of Trustees, $11.93\nExpenses of the Departments\nSuperintendence, $173 05; HighSeconder Education, $50.11\ntificates,\n\nToronto, Ontario, July 14, 1891.\nThis report of the Treasurer for the year ending\nJuly 1, 1891, has been examined, and approved.\n\nC\n\nI RichIrds! Sec^' \\ B°ard °f TrUSt\n\n^\n\n*'**-\n\n;\n\n557 68\n\n;\n\nary Education, $12 Elementary\nEducation, $15.85 Musical EdArt Education,\nucation, $11.75\n$14.60 Manual Training, $11.45.\nExpense of State Manager for\n;\n\n;\n\n;\n\n;\n\nOhio\n\n288 81\n35 55\n\nRailroad coupons for membership\n\nredeemed for life members\nTotal disbursements\nTransfer to permanent funds: One\nfrom\nLife Directorship, $100\nreceipts St. Paul meeting, $7,300.\nBalance transferred to account of\n\n60 00\n$6,231 40\n\n;\n\n1890-91\n\n7,400 00\n\n69 58\n$13,700 98\n\n"}
{"page": 39, "printed_page": null, "text": ":\n\nANNUAL REPORT OF THE BOARD OF TRUSTEES.\n\n35\n\nFIFTH ANNUAL REPORT OF THE BOARD OF TRUSTEES.\n\nTo the Board of Directors of the National Educational Association\nThe Board of Trustees present as their fifth annual report of the\nfinancial condition of the permanent fund of the National Educational\nAssociation, for the year ending July 1, 1891, the following\nAt the close of the fiscal year ending June 30, 1890, the amount of -the\npermanent fund was twenty-nine thousand dollars. During the past year\nthere has been added to this fund, by one life directorship, the sum of\n:\n\none hundred dollars, and by transfers from the receipts of the meeting at\nSt. Paul in 1890, as per Art. IV., Sec. 10 of the Constitution, the sum of\nseven thousand three hundred dollars, thus making the total amount of\nsaid fund thirty-six thousand four hundred dollars ($36,400).\n\nInvestments.\n\n— At the date of our fourth annual report, the amount\n\nof the permanent fund invested was twenty-six thousand five hundred and\n\nDuring the past year a part of these investments\nmatured, amounting to the sum of nine hundred and fifty dollars, all of\n\neighty-eight dollars.\n\nwhich was paid and re-invested in six per cent, school bonds.\nAdditional investments have been made since the last report to the\namount of seven thousand five hundred and fifty dollars, thus making\nthe total amount of investments of the permanent fund thirty-four thousand one hundred and thirty-eight dollars, as stated in the certificate\nhereunto attached. The remaining sum in the permanent fund of two\nthousand two hundred and sixty-two dollars, just transferred to the\nfund, will be duly invested at an early favorable opportunity.\nIncome from Interest, etc. During the past year, the amount of interest received from the permanent fund was one thousand six hundred\nand sixty dollars and twenty-seven cents and the sum received from the\nsale of volumes, for libraries, was one hundred and sixty-eight dollars\nand sixty-five cents, all of which is included in the report of receipts by\n\n—\n\n;\n\nthe Treasurer for this period.\n\nOf the investments made, the sum of $22,638 pays six per cent, interest ; the sum of $7,000 pays seven per cent, interest ; the\n\npays five and one-half per cent, interest\n\n—\n\nall\n\nsum of $1,000\nThe invest-\n\nsemi-annually.\n\nment of $3,500 in city warrants draws eight per cent, interest.\nRespectfully submitted,\n\nN. A. Calkins, )\n> Trustees.\nZ. Richards,\nH. S. Takbell, )\n\n"}
{"page": 40, "printed_page": null, "text": ";\n\n36\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nCERTIFICATE.\nThis is to certify that I have examined the several bonds and securities\n\"permanent fund\" belonging to the National Educational Association, now held by the Board of Trustees, and that I found said securities to consist of a first mortgage for three thousand dollars ($3,000) on\n\nof the\n\nreal estate in the city of Providence,\n\nRhode Island, with a policy of fire\n\ninsurance for $3,000 ; of bonds of several school districts in the State of\n\nKansas, to the amount of twenty-one thousand six hundred and thirtyeight dollars ($21,638), with proper coupons attached ; of funding bonds\n\nand Seward, and of the city of Marion,\nMarion County, Kansas, to the amount of six thousand dollars ($6,000)\nalso of City Warrants of Spokane, Washington, to the amount of three\nthousand five hundred dollars ($3,500) all of which are kept in the safedeposit vault of the Nassau Bank of the city of New York.\nAndrew J. Rickoff, Examiner.\nNew York City, July 6, 1891.\nof the counties of Grant, Lane,\n\n;\n\n"}
{"page": 41, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\n\n37\n\nREPORT OF COMMITTEE ON RESOLUTIONS.\n\nTo the National Educational Association :\n\nThe Committee on Resolutions, guided by the sentiments which appear\nto prevail in the Association, as\n\nbrought out\n\nin\n\nmanifested in the papers and addresses or\n\ndiscussions or in general conversation, respectfully sub-\n\nmits the following for the consideration of the Association, and as the\nbasis of its public declarations to the country.\n1.\n\nThe last year seems to have excelled all preceding ones in healthful\n\neducational growth and development.\nto\n\npromote the\n\nAll the instrumentalities which go\n\nintelligence, increase the\n\nknowledge, and cultivate the\n\nmorals of the people have been characterized by unexampled energy of\naction.\n2.\n\nIndividual gifts to the higher educational institutions, to libraries\n\nand other agencies for extending learning, have not only exceeded in number and in amount what has been given in preceding years, but indicate\nwhat may confidently be anticipated as to the future. Speaking for the\neducators of the United States, we express their appreciative thanks to\nthe generous donors who may be living, and exalt and honor the memory\nof those who are dead.\n3.\n\nThe growth of popular interest in general education has been conmovement toward an\n\nspicuously illustrated during the year through the\n\norganized system of home-study and class lectures and examination commonly denominated the \" University and School Extension \" movement.\n\nIn the judgment of the Association, it\n\nis\n\na\n\nmovement capable of large\n\nencompassed with some dangers.\nIt would be idle\nto suppose that any irregular and independent educational work can\ncompare in value with that of the regular institutions, but irregular work\nmay be made of no inconsiderable value to seekers after knowledge who\nare unable to attend upon the schools.\nIf this fact is clearly understood,\nand if in the organization of the movement the element of home study\nrather than the public lecture is made prominent, if the public lecture is\nmade of educational value and not a mere entertainment, if the course of\nstudies is arranged and systematized with discriminating care, the movement will bear fruits and scatter blessings along its pathway.\n4. The enlargement of the field of operations of the National Council\nof Education, as determined upon at the present session, by means of\nbeneficial results, but\n\nround-table conferences and\n\nthe\n\noriginal\n\ninvestigation\n\nof educational\n\ntopics of timely interest, through the introduction of experts or special-\n\n"}
{"page": 42, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION\n\n38\n\nists,\n\nseems calculated to promote worthy educational movements more\n\nrapidly and to repress and dispose of unsubstantial ones more quickly, and\ntherefore promises to be an instrumentality of\n\nmuch consequence to the\n\neducational interests of the country.\n5.\n\nRegarding, as\n\nit\n\ndoes, the free public elementary school system as\n\ninfinitely more consequential\n\nthan any other of our educational instru-\n\nmentalities, the Association observes with great satisfaction the improve-\n\nments which are continually taking place therein. It is not too much to\nsay that school architecture and sanitation, the preparation of the teacher,\nthe course of study, the classification and promotion of pupils, the manner of discipline and the methods of instruction, the general and local\nsupervision of the whole, and all of the numerous details which go to\nsystematize the work, adapt it to existing conditions, and render it effective, have never received so much or so intelligent attention as during the\nyear just closing.\n6.\n\nWe view with pleasure the spread of Kindergarten principles and\n\nmethods, and trust that they may be generally introduced into the public\n\nTo this end we recommend that the different States secure the\n\nschools.\n\nnecessary legislation that will enable communities to support and maintain\nWe desire, however, to express\nfree Kindergartens at the public expense.\n\nour admiration for many of the essentials contained in the organization of\nelements which are not contained in the\n\n—\n—and we therefore desire to be understood as holding fast\n\nthe present primary schools\n\nKindergarten\n\nto the old, while grafting on the present organization the excellencies of\n\nthe new.\n7.\n\nThe importance of a more closely related system commencing with\n\nthe Kindergarten\n\nand ending with the University, to the end that the\n\nwaste of time, effort, and money shall be minimized, and that each grade\nof the work may aid and support each other, is claiming the attention of\nall\n\nthoughtful friends of education.\n\ndirection.\n\nMuch more is desirable.\n\nSome progress has been made in this\nIt is a\n\nproblem encompassed with\n\nmany perplexities, and can be completely solved only by mutuality of\neffort.\n\nYet it must be solved before educators hold out to the people a\n\nperfe(?t national educational system, entitled to the first rank among those\n\nof the world.\n\nAmericans can be satisfied with nothing less, and we concoming\n\nfidently look for substantial advances along this line during the\n\nyear.\n8.\n\nThe advance in\n\npublic sentiment touching the\n\nnecessity for the\n\nspecial and professional preparation of the teacher has been so marked as\nto justify us in characterizing\n\nit\n\nas a revolution.\n\nMany of the colleges,\n\neven some of the most conservative of them, now recognize the fact that\nteaching has a scientific basis by providing for instruction in the science\nState Normal Schools are flourishing and multiplying,\nof pedagogy.\nwhile they are gradually confining their work more and more closely to\n\n"}
{"page": 43, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\n\n39\n\nCities which are to be regarded as in the van of\neducational progress are drawing their supply of teachers almost exclu-\n\npedagogical science.\n\nsively from local normal schools or classes.\n\nProfessional training classes\n\nare being pushed out into the smaller villages for the benefit of the out-\n\nlying districts.\n\nThe time is not in the future, it has arrived, when the\n\nintelligent sentiment of the country sees the fact that\n\nknowledge of the\n\nhistory and philosophy of education, and of the developing processes of\n\nthe human mind, is essential to the equipment of a good teacher.\n\nThe\n\ntime is not far distant when the intelligent sentiment of the country will\n\nsubmit its children to the care and instruction of no persons who are not\nso equipped.\n9. We have observed during the last year a most striking advance of\nsentiment in several of the large cities, in regard to the selection of none\nbut a professional expert as superintendent of instruction.\nSo strongly\nhas this sentiment been asserted in two or three conspicuous instances as\nLarge results\nto prove an object lesson for all the cities of the country.\n\nmust flow from' this, and still more gratifying results will follow if a sentiment can be aroused which will insist upon the extension of the same\nprinciple to all county or district supervising officers, and to that end we\nsolicit the co-operation of all friends of popular education throughout the\n\ncountry.\n10. The Association observes with great pleasure the manifest enlargement of educational activity in the Southern States of the Union. There\nis generally apparent in\n\nthat section of the country an energy of educa-\n\ntional effort which must inevitably go far,\n\nwhich has already gone far, to\n\nsolve some of the social and industrial problems with which those States\n\nhave been encompassed.\n\nWith peculiar satisfaction we observe and record\nand sunny South upon\n\nthe fact, and congratulate our friends of the fair\nits\n\ndevelopment.\n\nWe commend the action of the Government of the United States\nupon the efforts now in progress for extending improved educational\nfacilities upon the Indian Reservations, and to the enlisted men and chil11.\n\ndren of officers of the regular army.\n\nWe are confident that if this policy\n\n\"Indian Problem\" will be not only less formidable,\nbut the morale of the army will be greatly improved in consequence of it,\nand we respectfully urge upon Congress the enactment of any legislation\nwhich may be deemed necessary to the full attainment of that end.\n12. Finally, we urge upon all the friends of education throughout the\n\nshall be pursued, the\n\nUnited States the importance of preparing such an exhibit of the educational work of the country for the Columbian Exposition, to be held at\nChicago in the year 1893, as will be a fair and creditable representation of\nthat work, and will reveal to the nations of the world the mighty\nprocesses which are in operation for promoting the physical, intellectual,\nand moral well-being of this great people.\n\n"}
{"page": 44, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n40\n\nYour Committee also submits the following memorandum, touching\nthose who have conspicuously promoted the success of this meeting.\nI. The courtesies extended to the Association by the transportation\ncompanies and hotels merit and receive our most grateful acknowledg-\n\nments.\nII.\n\nThe zeal and good judgment with which the retiring President of\nHon. W. R. Garrett, has discharged the delicate and\n\nthe Association,\n\nwisdom of the\nmade at the last annual meeting, and gain for him our lasting\nregard.\nThe alacrity and efficiency with which the other executive\nofficers have filled their stations have our highest admiration, and entitle\nthem to our most sincere thanks.\nIII. The National Educational Association, assembled for the first time\nbeyond the limits of the United States, and among a people who bear\n\nresponsible duties of his position, abundantly justify the\n\nchoice\n\nallegiance to another flag, hereby expresses in permanent and enduring\nform its appreciation of the cordial and sumptuous hospitality with which\nit\n\nhas been entertained.\n\nThe official action of the government of the Province of Ontario, as\nwell as of the other provinces of the Dominion, and particularly of the\ncity of Toronto, must have been conceived in a high-minded spirit of gen-\n\nerosity\n\nand magnanimity.\n\nThe complete and felicitous manner in which\n\nthe high civil and educational officers of the provinces and the city have\n\ngiven expression to such official action, supplemented by a multitude of\ncourteous attentions, which cannot be enumerated, but which will never\nbe forgotten, show that they not only assumed their responsibilities with\nalacrity, or more likely that they imposed them upon themselves,\n\nbut also\n\nthat they have discharged them as a li labor of love.\"\n\nBut even this is not all. At every point of contact with the body of\n\" Queen City of the Dominion,\" conspicuous for its\nbeauty, its thrift, and its quiet and well-ordered life, in our temporary\nthe people of this\n\nhomes, in the public thoroughfares, in the churches, in the magnificent\neducational institutions, which are her glory and pride, in the public\nassemblages of the Association, we have been impressed with every conceivable manifestation of popular pleasure at our presence.\n\nSuch popular\ndemonstrations can spring only from hearts attuned to the music of the\nhumanities, and minds enriched by the culture of the schools and the\nrefined social intercourse of a liberty-loving, God-fearing people.\n\nThese things have not only rendered this annual session of the Associaand profitable one, but one whose conspicuous\nsuccess will make it memorable in the educational history of our country,\nof the Western continent, and of the world.\nWe gratefully acknowledge our obligations, and express our appreciative thanks to all who, in will or deed, have contributed to our pleasure\nand the success of this meeting. We would say more. We wish for all\n\ntion a highly enjoyable\n\n"}
{"page": 45, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\n\n41\n\nMay virtue and domesour Canadian friends Heaven's richest blessings.\nMay social order and tranquillity\ntic felicity here abide in every home.\nhere abound.\n\nMay intelligent and healthful industry fill the cup of their\nEven more. May great results flow from this\n\nprosperity to the brim.\n\nMay our intermingling be of some permanent avail. Here,\nmeeting.\nunder the folds of two flags, one of which we each love, and both of\nwhich we all honor, for the many thousands assembled, and that still\ngreater multitude whom we represent, in fraternal regard and mutual\nrespect, let us pledge the faith of the Educators of the Republic and the\nDominion that upon this American Continent, without reference to political divisions, there shall\n\nbe the fullest fruitage of that spirit of liberty,\n\nthe fullest growth of that respect for law, the most widespread diffusion,\n\nand the most complete development of that intelligence and culture which\nhas been ensured by the blood of the fathers, and which the flags of the\ntwo great English-speaking nations illustrate and enforce around the\nworld.\n\n"}
{"page": 46, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n42\n\nTHE REPORT OF THE PRESIDENT OF THE COUNCIL.\n\nTo the President of the Board of Directors of the National Educational\nAssociation\n\n—\n\nSir I have the honor to inform you that the terms of office of the following-named persons as members of the National Council of Education\nhave expired, and that their successors should be chosen by the Board of\nDirectors of the Association\nW. T. Harris, Washington, D. C; S. S.\nParr, St. Cloud, Minn.; J. E. Bradley, Minneapolis, Minn.; George T.\nFairchild, Manhattan, Kansas\nRobert Allyn, Carbondale, 111.\nSelim H. Pea body,\nRespectfully,\nPresident of Council.\n:\n\n;\n\nREPORT OF COMMITTEE ON HENRY BARNARD FUND.\n\nTo\n\nthe\n\nBoard of Directors of\n\nthe\n\nNational Educational Association,\n\nGentlemen :\n\nYour Committee to whom was referred the subject of aid to the publiCi'Jon of Barnard's Journal of Education\n\nhas carefully considered the\nsame, and begs leave to report the following preamble and resolution\n:\n\nWhereas, The completed publication of Henry Barnard's American Journal of Education is a matter of peculiar importance to the interests of education, and therefore, in\n\naccordance with the objects of the National Educational Association, therefore\nResolved, That the Board of Trustees of said Association be, and it is hereby, author-\n\nexpend in aid of said publication a sum not to exceed one thousand dollars\nand to be\nused in such manner as the said Board of Trustees may determine.\nized to\n\n($1,000), to be taken from the funds accruing at the meeting now in progress,\n\nRespectfully submitted,\n\nA. S. Draper,\nS.\n\nH. Peabody,\n\nW. A. Bell,\n\nJ-\n\nCommittee.\n\n"}
{"page": 47, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY.\n\n43\n\nREPORT OF COMMITTEE ON NECROLOGY.\n\nYour Committee would now make a Report of Progress, and ask leave\nto complete it,\n\nand have it printed with our Annual Proceedings.\n\nWe would simply say that during the past year we have heard of the\ndeaths of only two of our members,\n\nviz. :\n\nex-President J. P. Wickersham,\n\nof Pennsylvania, a memoir of whom has been prepared by Dr. E. 0. Lyte,\nof Pennsylvania,\n\nwhom I have asked to make a short memorial statement.\n\nWe regret to say also that ex-President John Hancock, Commissioner\nof Schools in Ohio, has been suddenly stricken with death in the midst of\nhis labors.\n\nBoth of these efficient co-laborers have been taken away from\n\nus since the last meeting of the Department of Superintendents, at Philadelphia, in February last.\n\nA memorial of Dr. Hancock, prepared by Dr. E. E. White, of Ohio,\nwill also be published with the Annual Proceedings.\n\nIn behalf of the Committee,\n\nZ.\n\nRichards,\nChairman.\n\nJ. P.\n\nWICKERSHAM.\n\nMr. Chairman, I would say that in compliance with request of Mr.\nRichards, Chairman of the Committee on Necrology, I have prepared a\nbrief sketch of the life and services of the eminent educator, J. P. Wick-\n\nAs county superintendent of schools, as principal of the great\nnormal school, as State Superintendent of Public Instruction of PennsylHe was essentially\nvania, he was indeed a leader in educational thought.\na pioneer and worker and a man of great instructive power, and as such\nersham.\n\nhe will be known.\nDr. Wickersham was both a great executive officer and a philosopher.\nworks on School\nHis philosophy is shown in the works he has written\nEconomy are known throughout the world, and have been translated into\n\"\nHis \" History of Education in Pennsylvania\nseveral foreign languages.\nat\nWhile a philosopher, he was\nis a pre-eminent work on that subject.\nHe has made a permanent imthe same time a great executive officer.\n;\n\npression\n\nupon the public-school system of Pennsylvania\n\n;\n\nand it is to me\n\na satisfaction that I can rise before this body this morning and testify as\none of his pupils, one associated with him for a quarter of a century in\nthe work of education, that I can testify to the great and valuable work\nthat he has done in Pennsylvania.\n\n"}
{"page": 48, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n44\n\nJOHN HANCOCK, Ph.D.\nA Tribute to His Memory.\nJohn Hancock was born on one of the hill farms back of Point Pleasant,\n\nClermont County, Ohio\n\n—the birth-place of General Grant—on the\n\n18th day of February, 1825, and he died on the 1st day of June, 1891, in\nhis age.\nHe was the eldest of five children.\nHis father, David Hancock, was born in Western Pennsylvania, and his\nHis mother\ngrandfather, Henry Hancock, was a native of New Jersey.\n\nthe sixty-seventh year of\n\ndied at the age of thirty-five.\n\nDr. Hancock spent his childhood and youth on the farm, receiving his\nearly education in the district school.\n\nIn his later years he often referred\n\nwith gratitude to one of his early teachers, who awoke in him a desire for\nAt the age of nineteen Mr. Hancock\nreading and a taste for good books.\n\ntaught his first school, and during the four succeeding years he taught\nschool in the winter, and in the intervening months supplemented farm\nwork by study, under the private tuition of Mr. James K. Parker, principal of the Clermont Academy.\n\nIn 1850 Dr. Joseph Ray, of Cincinnati, met Mr. Hancock at a teachers'\n\ngathering in Clermont County, and on Dr. Ray's recommendation he was\nelected first assistant in what was then known as the Upper Race Street\nSchool, Cincinnati, Mr. Andrew J. Rickoff being the principal.\n\nHere\n\nHe used with alacrity the opporHe continued his\ntunities for self-improvement which the city afforded.\nDr. Hancock began his real life work.\n\nand literary clubs, and otherwise widened his\nand literary attainments. The habit of reading thus formed\nfollowed him through life. It is but a few months since the writer heard\nhim say playfully that he was then reading \" two miles of Shakespeare\ndaily \"\nin the street car, on his way to and from his office.\nIn 1856 the\nhonorary degree of Master of Arts was conferred on him by Kenyon College, and in 1876 the honorary degree of Doctor of Philosophy by the\nstudies, joined scientific\n\nscholastic\n\n—\n\nUniversity of Wooster.\n\nOn Mr. Rickoff's election as superintendent of schools in 1853, Mr.\nHancock became principal of the Race Street school, and a year later he\nbecame principal of the new First Intermediate School, a position which\nMr. Hancock's work as assistant and principal\nhe filled for ten years.\ndid\n\nmuch to shape early instruction in the Cincinnati schools, and in\n\nthese years he won a high reputation as a teacher and manager.\n\nIn 1864 he resigned the principalship of the First Intermediate School\nto accept a position in Nelson's Business College.\n\nHe was attracted to\n\nthe position not only by the increased salary, but chiefly by the coveted\n\nopportunity for literary work as editor of The News and Educator, a new\n\n"}
{"page": 49, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY.\n\n45\n\nand bright magazine which Mr. Nelson was then publishing. Mr. Hancock's work as editor showed those literary resources which his later life\nHe filled this position nearly two years, and then\nso fully disclosed.\naccepted the duties of assistant in the editor's department of the publishing house of Sargent, Wilson & Hinkle, Cincinnati.\n\nA year later he turned away from literary work to accept the superin-\n\n—\n\ntendency of the Cincinnati schools a position for which his previous\ntraining had been an excellent preparation.\nHe filled this responsible\nposition for seven years, to the high satisfaction of all interested in public\neducation.\n\nHe introduced few marked changes in school organization or\n\ninstruction, but he strengthened the best features, increased the attention\n\ngiven to literary culture, quickened the professional spirit of the teachers,\n\nand gave emphasis to all those elements of discipline and instruction that\nmake true and manly pupils. In the seventh year of his efficient administration party politics, for the first time in the history of the schools,\n\nentered into the election of superintendent, and Dr.\n\nHancock was retired.\n\nHe next accepted the superintendency of the public schools of Dayton,\nOhio, filling the office with great fidelity and efficiency for a period of ten\nIt was here that Superintendent Hancock seemed to recognize\nmore fully than before the fact that all true instruction emanates from\nthe individual teacher, and while he called for good results he gave the\nteachers larger freedom in their work, and as a result there was less of\nmechanism and more of individual influence and power in the schools.\nHe stepped down from this place of great usefulness at the demand of\nparty politics, while all who knew aught of his work in the schools bore\nenthusiastic testimony to his efficiency as a superintendent and his high\ncharacter as a man.\nIn 1886 Dr. Hancock took charge, by State appointment, of the Ohio\neducation exhibit in the World's Fair at New Orleans, and on his return\n\nyears.\n\nhe accepted the superintendency of the public schools of Chillicothe, to\nwhich he had been unanimously chosen. He filled the position with high\nsatisfaction until November, 1888, when, in response to the wishes of the\nleading educators of Ohio, he was appointed by the governor State Commissioner of\n\nCommon Schools, to fill the vacancy caused by the death of\nHe accepted the position, though it involved con-\n\nDr. Eli T. Tappan.\n\nsiderable pecuniary sacrifice, and entered with zeal\n\nbe his final work.\n\nupon what proved to\n\nHe filled the unexpired term, and in July, 1890, en-\n\ntered upon a full term, having been elected by a popular vote that happily\nattested the people's recognition of his high qualifications and efficiency.\n\nIn his first term he successfully inaugurated the new compulsory system,\n\nand in his second he secured amendments to the compulsory law which\ngreatly increased its efficiency.\n\nOn Monday morning, June 1, 1891, he entered his office, and greeting\nhis assistants in his usual cheerful\n\nmanner, took his seat at his desk to\n\n"}
{"page": 50, "printed_page": null, "text": "—\n46\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nattend to correspondence.\n\nHe had written only a few letters when he\n\nwas stricken with paralysis, and, without a word or sign, passed from his\nHe left a devoted wife and five\nearthly service to a heavenly reward.\nworthy children, a daughter and four sons.\nDr. Hancock devoted more than forty years to public education in his\nnative State, and, during most of these years, he took a prominent part\nHe was an\nin all important efforts to improve its educational policy.\nearly and earnest advocate of normal training, county supervision, the\ntownship system, and other measures of school progress. He served as a\nmember of the State Board of Examiners, as a trustee of the McNeely\nNormal School an institution founded by the late Cyrus McNeely, and\n\n—\n\nby him entrusted to the direction of the State Teachers' Association\nand also of the Ohio University at Athens, taking an active part in the\nestablishment of the Normal Department therein.\nHe was early in the\ninstitute work in the State and long served as an instructor, few men\nAs early as 1852 he became a\nreceiving a more appreciative hearing.\nmember of the Ohio Teachers\" Association, in 1859 its president, and\nearlier or later filled nearly every position of responsibility in its gift.\n\nNor were Dr. Hancock's interest and efforts in behalf of education conHe became a member of the National Educa-\n\nfined to his native State.\n\ntional Association, then called the National Teachers' Association, at the\nfirst\n\nregular meeting, held in Cincinnati in 1858.\n\nHe was present at all\n\nthe subsequent meetings, possibly with one, at most two, exceptions, and\n\nHe presided with great\nalways took an active part in the proceedings.\nacceptance at the eighteenth annual meeting, held in Philadelphia in\n1879, and before and since filled other important official positions in the\n\nAssociation with\n\nmarked fidelity.\n\nHe never sought honor or preferment\n\nin the Association, but he filled every position to which he was assigned\n\nby his fellow-members with honor and success.\nBut it is not Dr. Hancock's official service in the Association that\nshould be most gratefully remembered, but his earnest devotion to its\nIn the times that tried men's pockets, so distinctly\ninterests as a member.\nremembered, he loyally sustained the Association, not only by his presence\nand service, but by his means. He enjoyed the meetings, and was always\nan attentive and discriminating listener. In all the history of the Association, Dr. Hancock has been one of its leading and most influential\nmembers.\nHe specially enjoyed the meeting of old friends at their\nannual gatherings, and his good cheer, genial wit, generous sympathy,\n\nand warm friendship always secured for him a hearty welcome.\nDr. Hancock was present at the preliminary meeting for the organization of the Council held in Chautauqua in 1880, and his name is in the\nroll of its first members.\nHe was elected a member of the first Executive\nCommittee, and he subsequently served the Council on several other\nimportant committees. He was present at every meeting of the Council\n\n"}
{"page": 51, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY,\n\n47\n\nheld, certainly since 1881,* and was in his place at nearly every day's\nIt need not be added in this presence that no other member has\nsession.\nshown greater personal interest in the welfare of the Council, and that\nfew, if any, have more frequently or intelligently participated in its\nThe annual volumes of proceedings contain several reports\ndiscussions.\nand papers prepared by him the last and probably the best (on \" Coeducation \") being presented at the last annual meeting in St. Paul. At\n\n—\n\nthe\n\nNashville\n\nmeeting in 1889, he read an admirable tribute to the\n\nmemory of the lamented Dr. Tappan.\nAt this meeting of the Council we all sadly miss the familiar form and\nvoice of our departed associate.\n\nWe find ourselves waiting unconsciously\n\nfor his entrance, as of old, but he comes not, and will not\n\nbut his\n\nmemory will long be green\n\nhere.\n\ncome again\n\nAs the members\n\nof\n\n;\n\nthis\n\nbody shall in the future gather at its annual council-fires, memory will\nlovingly recall the genial humor, the earnest words, and the noble spirit\nof our lamented brother.\nIt is difficult to present in a few sentences a just estimate of Dr.\nHancock's ability and character. He was endowed with an acute and\nversatile mind and also with an earnest desire for knowledge, and these\n\nHe not only read widely\nqualities made a broad self-education possible.\nand thoughtfully, but he improved every opportunity to widen his attainHe was an earnest student of education, but was more interested\nments.\nHe was an alert and disin its practical than in its speculative phases.\ncriminating reader and listener, quickly seizing the more salient points\nof a writer or speaker and seeing their practical import and bearing.\nThis quality and habit made him ready as a speaker, especially in conversation or discussion.\n\nBut John Hancock's noblest characteristic was his high moral purHis personal habits were not only above criticism, but he\nwas the soul of purity and honor and rectitude. Neither his character nor\nHe not only hated self-seeking, trickery,\nhis word needed an endorser.\nand double-dealing in others, but was himself incapable of indirection\nand subterfuge.\nHe admired professional courtesy and honor, was true\nto his friends, and just and generous to those with whom he differed ; and\nno educator in Ohio had more friends and fewer enemies than he.\nDr. Hancock was in the best sense a manly man, and his influence and\nsympathies were always with the right, as he saw the right. He had a\ndeep reverence for sacred things and a deepening religious faith. A few\n\npose and life.\n\nyears before his death he\n\nmade a public profession of religion, uniting\n\nAs he wrote\nwith the Broad Street Presbyterian Church of Columbus.\nof the noble Tappan, John Hancock was \" not only upright, but he was\nuprightness itself.\"\n* The Secretary's minutes do not include his name in the list of members present at the first regular\nmeeting in Atlanta in 1881.\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nIn the past few years death has been busy among the Ohio\n\nof this Council.\n\nmembers\nFour of the original members from the State have been\n\ncalled to a higher service\n\n—W. D. Henkle,\n\nI.\n\nW. Andrews, Eli T. Tappan,\n\n—\n\nand John Hancock, all men of blessed memory men who were an honor\nmen who represented\nto the noble Commonwealth which they served\nits ripest scholarship, its highest character, and its best service in the\n;\n\ncause of education.\n\nEmerson E. White.\nJuly 10, 1891.\n\n"}
{"page": 53, "printed_page": null, "text": "KINDERGARTEN EXHIBITS.\n\n49\n\nREPORT OF THE COMMITTEE ON EXHIBITS.\n\nKINDERGARTEN EXHIBITS.\nThe Kindergarten Exhibits at the International Convention of the N.\nE. A., at Toronto, Ontario, mark an epoch in the history of all exhibits,\n\nboth in quality and in numbers.\nFully one- third of the educational exhibits were along the line of Kindergarten work, and far surpassed any previous attempts.\ntogether from\n\nall\n\nWhen viewed\n\nparts of the world, the realization of the far-reaching\n\nproportions of this educational reform comes to us in a forcible manner.\n\nThe United States, Japan, and the Dominion of Canada contributed to\nthis department, and the consensus of opinion was to the effect that none\n\nwas more extensive or as interesting.\nThe Chicago Free Kindergarten exhibit was illustrative of a very interesting plan of work based upon the study of nature.\nThe growth of the plant from seed to fruit in its various stages of\ndevelopment, and preserved in alcohol, is watched by the children and\nColor, Number, and Form\nrecorded with pencil, needle, and paint-brush.\nare also developed in flower-painting, first in primary and secondary colors,\nfollowed by combinations of these, and finally tints and shades of the same\nIn number, groups from one to six are represented according to\ncolor.\nthe number of petals of the flowers and in form are the different flowers\nthat may be enclosed by the circle, triangle, square, pentagon, and hex;\n\nagon.\n\nThe clay work also represents the different stages of development from\nseed to flower, suggesting the work done by the children in the classification of flowers according to number of petals.\n\nThere are different illustrations of one song in pasting, painting, sticks,\nand rings, suggesting limitless possibilities in conventionalizing such\nThe dandelion\nnatural forms as grass, flowers, birds, and butterflies.\nseries showed the work of the sunlight in a most impressive and interestOn two cards were\ning way with the blue-print photographs of ragweed.\nrepresentations of work showing in a limited degree what knowledge of\nthe need and effect of water upon plant life was gained by the pupils\nthrough many experiments.\n\nSeeds were also classified in bottles in designs\nBird life is also studied in a variety of bird homes, and\nPictures of the family\nthe analogy drawn between bird life and child life.\n\nfor flower-beds.\n\n* The remaining reports on exhibits have not reached the Secretary, but will be found at the end of\nvolume if received.\n\n"}
{"page": 54, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n50\n\nlife of\n\nthe birds were pasted on cards, showing the bird as a mason or a\n\ncarpenter, followed by the child's\n\nwork in the same direction illustrated\n\nby the foot-rule and carpenters' tools.\n\nOne can see at a glance the scien-\n\nand educational value of such work, and shows that the child's\ncreativity and growing powers have been developed, rather than the postific\n\nsibilities of the material.\n\nThe San Francisco Kindergartens displayed a very large exhibit of all\nthe occupations in their work, such as mat-weaving, paper-folding, perforating outlines and raised work with sewing in silk and wool, cutting\n\nand pasting of colored papers in forms of life and symmetrical construction, showing and painting of flowers, fruits, and animals, and a creditable collection of work in clay, all of which bespoke the hand of very\nyoung children well trained.\nThe Toronto Kindergarten exhibit held a foremost place in the building\nas well as in its claim to the processes actually employed in the pursuit of\nthe \"new education,\" and no division of Kindergarten work attracted\nmore attention or proved of more general interest to the many visitors\nthat thronged the courts of the Granite Eink.\n\nThe display of drawing, sewing,\n\nslat-work,\n\npaper-cutting,\n\nweaving,\n\nclay-modelling, pea-work, and coloring, were examples of creditable and\nelaborate work executed by the children in the schools and by the teachers\nin the training classes.\n\nThe first efforts of the child with baby fingers were shown, up to the\nmore advanced work of the older\nintricate designs of practical value\n\nwhich was conspicuous in\nand utility, such as Christmas and\n\nchildren,\n\nbirthday presents for their older admirers.\n\nAmong these were noticed\n\nbeautiful calendars, picture-frames, blotters, pen-wipers, etc., made up and\n\ndecorated in Kindergarten work and materials.\n\nThis department was\nand instruction, and displayed admirable tastes in its\nThe teachers' work was a marvel of accuracy and originarrangement.\nality, bringing out all the possibilities of the different materials in most\nbeautiful forms and coloring.\nTheir work with peas and sticks was\nparticularly noticeable, and the use of different colored sticks in the\ndifferent designs was most effective.\nThe Hamilton (Ont.) Kindergartens displayed their work in the court\nadjoining, and no other. word than \"beautiful\" will describe it.\nThe\nwhole interior of the court was decorated with mounts of work in the\nascending order of the school grades, and gave evidence that it was not a\nselection of work specially prepared for exhibition purposes, but the plain\nevery-day work of the pupils and teachers in the training class.\nViewed\nas such it shows a high state of efficiency in execution and gradation.\nThe children's free inventions in all divisions of work impress one with the\ntrue development of creative activity, stamped upon all the different\nPaper-folding, cutting and weaving, outline and school\nmaterials in use.\nfull\n\nof interest\n\n"}
{"page": 55, "printed_page": null, "text": "WDERGARTEF EXHIBITS.\n\n51\n\nsewing, clay- modelling, drawing and coloring, all vie with each other in\ncompleteness of execution and design.\n\nA special feature of this exhibit was the color work.\n\nSix large mounts\nwork in leaves, flowers, fruits, animals and geometric\ndesigns in borders and symmetrical forms, presented a most comprehensive study in the sciences of botany, natural history, and geometry.\nThese\nspecimens were submitted by the students of the Hamilton Kindergarten\ntraining class, and show careful study and execution.\nSix other mounts\nthe same size displayed the work of the children with the color pencils in\nof color pencil\n\n;\n\nconnection with the natural science lessons in the Kindergarten and their\nsongs and games.\n\nBesides these elaborate mounts there were as many\nall the trades, the feathered tribe,\n\ncharts of the same size illustrative of\n\nclassified ; and forms classed under different types.\nSurmounting the\nwhole display were photographs, handsomely framed in hard wood, of all\nthe school buildings in Hamilton, completing one of the most elaborate\nand unique exhibits in the building.\nBrantford (Ontario) had a very fine display of Kindergarten work, both\nfrom the Public Schools and from the Institution for the Blind. The\nwork from the fingers of these unfortunate children, made deft and supple\nby the Kindergarten training, is another proof of the adequacy of this\nsystem of learning by doing.\n\nNo material difference could be distinguished between their work and\nthat of the children who had their eyesight.\n\nA large photograph of the interior of this Asylum Kindergarten room\nwas suspended over the work and showed these little ones busily engaged\nat the tables with their attractive work before them.\n\nStrathroy (Ontario) had a very unique manner of exhibiting some very\ntastefully arranged and carefully executed work from their Kindergarten.\nIt consisted of sewing, weaving, folding anything, and pea-work mounted\non cards suspended on a large fire screen, which stood about six feet high\nand was handsomely framed in oak.\nThe Tokio (Japan) Kindergarten work was exhibited by the Secretary\nof the Kindergarten Association in the Indiana division, and astonished\nits numerous admirers by the skill of workmanship and the characteristic\nindividuality of its workers\n\"Japanese\" was stamped on all the decorative work, and the customs and manners of the people seemed to speak to\nthe public through the crude efforts of its little workers to express them-\n\n—\n\nselves in materials.\n\nThey will not be behind their fellow- workers long, if they progress as\nrapidly in the next five years as in the last in this line of educative play.\n\nTheir work in wires and cork was particularly fine, and the weaving\nexecuted with slats, paper, and even strings was a noticeable feature of the\ndisplay.\n\nOn the other side of this Court was a perfect \"poem in Color\" work\n\n"}
{"page": 56, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n52\n\nfrom the La Porte (Indiana) Schools, extending from the Kindergarten\nthrough the elementary grades and showing groups of work evincing the\nprescribed as well as spontaneous work of children in each grade.\nThe La Porte (Indiana) Color work as far as exhibited is strictly elemen;\n\ntary in its character.\n\nestablished rules\n\nIts purpose is not to transmit to the child certain\n\nand deductions of established conventional\n\nart,\n\nbut\n\nrather to stimulate in the children the aesthetic sense with reference to\ncolor and to lift it gradually into a condition that\nreceive art training intelligently.\n\nmay enable them to\n\nIts criteria are to be\n\nfound, therefore,\n\nnot in the rules of established conventional art, but in the growth and\ndevelopment of aesthetic activity evinced in the spontaneous productions\nof, or creations of, the children.\n\nThe work exhibited extended over a period of six school years.\n\nIt was\n\narranged in two groups, which, however, in their development in the school\n\nroom, run .parallel.\n\nThe\n\nThe first of these groups contains analytic work.\n\nchildren play with cardboard tablets covered with the pure color\n\npaper prepared by the Milton Bradley Company. These tablets are of\nvarious shapes adapted to the ready formation of geometric designs.\n\"With their help the children study analytically and successively under the\nteacher's direction, the relations of colors in various contrasts\n\nand har-\n\nmonies and the various devices for softening and harmonizing contrasts.\nEvery discovery made by them is at once applied by them in pleasing\ncombination of their own invention, the children working individually\nThe educative value of this social work,\nor in social groups of four.\nwhich Superintendent Hailman considers indispensable, was well shown\nin the evidence of rapid gain in discovery indicated.\nThe gradual but\nsure growth of the children out of the half-savage pleasure in glowing\ncontrasts into the deeper enjoyment of softer blendings was clearly\nshown, and in the development the social work was evidently the chief\nfactor.\n\nThe second group of the exhibit consisted of a series of cards on which\nwere mounted the results of the synthetic work of the children. For the\npurposes of this work the children use blank white painting paper, ruled\nfaintly in squares of one-half inch, and water-colors, prepared for school\n\nuse by the Nicholas\n\nCompany of Rochester, N. Y.\n\nThe\n\ndesigns of the\n\nchildren are based at first upon geometric forms, but later on spontaneously found plant forms.\n\nIn these designs dictation enters to a limited extent, but always in such\nway as to stimulate spontaneous invention. No dictation ever ends\nwith itself, but is always used merely as a starting point for spontaneous\nwork on the children's part. Indeed, in most cases these spontaneous\na\n\nadditions are sufficiently elaborate to conceal the dictation to the eyes of\nthe superficial observer.\n\npart\n\nof\n\nThe evidence of care and patient labor in this\n\nthe exhibit give proof of deep spontaneous interest on the\n\n"}
{"page": 57, "printed_page": null, "text": "KINDERGARTEN EXHIBITS.\n\n53\n\nThroughout, too, there is manifest healthy growth\npart.\ntoward correct and refined color intentions. The analytic work of the\nfirst group runs through the first four years of school life ; the synthetic\nchildren's\n\nwork of the second group runs through the first six years.\n\nAt the close\nand\n\nof the period the children are supposed to be ready for instruction\npractice in conventional decorative art.\n\nThe results of the third course Mr. Hailman hopes to place before the\nteachers in Chicago in 1893.\n\nThe Exhibit of the Prang Course of Study was comprehensive and\nthoroughly sequential, showing work from the first primary year to the^\nclose of the high school.\n\nThrough the first eight years parallel lines of\n\nwork in Form Study and Drawing, in making patterns of geometric solids,\nand hollow geometric solids, in making articles based on these type forms,\nand in color, were carried on side by side.\nThe exhibit of the first primary year contained work to be based upon\ntype forms, the sphere, cube, cylinder, hemisphere, and the square and\nright-angled triangular prisms.\nThese were to be studied as wholes and\nthen modeled in clay\nobjects like them are also to be modeled, as a ball,\nExamples of this\na box, a rolling pin, a cup, a trunk, a trough.\nmodeling made an attractive part of the exhibit. The details of these\nobjects are then to be studied and the shapes of their faces were shown in\ntablets and also in paper-cutting.\nThe shapes thus obtained were used in\n;\n\nvarious ways, to be folded in paper, to be cut in paper to represent the\nobjects and also to be used in arrangements for borders, etc.\nlike these type forms were also shown in bright worsted balls,\n\nArticles\n\npocket pin-\n\nSome of these articles were decorated also like the\narrangements that had been made with tablets. All these things are such\nas would appeal to the child, so that while he was learning his form he\nwas evidently acquiring it through means most pleasing to him.\nThe\n\ncushions, boxes, etc.\n\nmodels, the clay, and the bright paper, all appeal to\ninterest.\n\nhim and enlist his\n\nWork in clay was exhibited for the first two years only.\n\nAfter\n\nwork was carried on through what is called paper\nmodeling. Patterns of the various solids are cut and folded to make\nhollow type forms.\nThese patterns and the model forms were exhibited\nside by side.\nThe regular work in drawing after the first two years is divided into\nthe three subjects, Construction, Representation, and Decoration, and it\nwas arranged by years so that it could be easily read and understood. The\ndrawing in Construction led up to the making of working drawings by\nthe pupils from which the objects made were exhibited.\nThe drawing in\nRepresentation led to the drawing of groups in good pictorial composition,\nand the drawing in Decoration led to fine drawing of good examples of\nHistoric Ornament as well as good design.\nIn addition to this, applications were shown of drawing to other subjects, as arithmetic, geography,\nthat the\n\nsame\n\nline of\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nhistory, etc.,\n\nshowing that drawing is not to be carried out merely for its\n\nown sake, but as a means of expression in all school work.\nFor the ninth year some really artistic work in pen and ink was shown,\nand the higher work was supplemented witli suggestions for a high school\ncourse, and included fine drawings of detail in machinery and buildingConstruction, showing the plans and elevation of a fine house, in Representation of out-door and in-door sketches in pen and ink, and of charcoal\ndrawings from casts and from objects, and fine water color work of wellcomposed groups.\nIn Decoration there was work in Historic Ornament,\n.in pen and ink and color, and many fine examples of applied designs in\nwall paper, carpets, book covers, stained glass, etc.\nThe whole exhibit was consistent and progressive from beginning to\nend, showing what might be expected as the outcome of a course in Form\nStudy and Drawing that was based on the study of the child as well as of\nfine technical\n\nknowledge.\n\nMrs.\n\nL.\n\nT.\n\nNewcombe.\n\n"}
{"page": 59, "printed_page": null, "text": "ADDRESSES,\n\nPAPERS AND DISCUSSIONS,\n\nGENERAL ASSOCIATION\".\n\n"}
{"page": 60, "printed_page": null, "text": ""}
{"page": 61, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION.\nADDRESSES OF WELCOME.\ninspector james l. hughes, of toronto.\n\nMr. President, Ladies and Gentlemen, Members of the National\nEducational Association of the United States On behalf of the\n:\n\nLocal Executive Committee of Toronto, I have the honor to bid you wel-\n\ncome to-day to our city. It gives us a great deal of pleasure to welcome you\nhere. We receive you as strangers, but we hope to make you friends before\nyou leave us. We welcome you to-day as citizens of a great and friendly\nnation with which we always hope to live at peace.\nWe believe that your\ncoming here and our going to your land as teachers, fellow- workers in the\nsame great cause, will tend to perpetuate all that which is for the best\ninterests of the two countries, and to establish common education on a broad,\nsound, and solid basis which can never be disturbed. We welcome you as\nteachers and fellow- workers, coming here to take part in the discussion\nof some of the most important questions relating to your work and ours,\nand we trust that your coming and that your discussion of those matters\nwhich we may listen to may do much to give us a better, grander, truer\nidea of our work and of yours.\nWe are glad that this National Association has in a certain sense become international, and we are not without\nsome faint hope that your constitution may be so modified that you may\nbe able to receive us as members of your Association in fact, and that\nsome day you may he broad enough to take in at least the whole continent of North America.\nIt will be my pleasure to introduce to you to-day several gentlemen\nwho will speak to you on behalf of various parts of our Dominion, and representing various interests in our Dominion.\n\nIt is not\n\nmy duty to speak,\n\nbut simply to introduce them.\nI\n\nhad expected the pleasure of introducing to you one who is not with\n\nus to-day ; one whom we laid to rest a few weeks ago ; one whom, when\n\nwho had\nhim then, that he would be glad to welcome\nthese ladies and gentlemen from the United States to our country.\nBut\nSir John Macdonald is not here to-day.\nAnd to those of you from the\nStates who may not know it, I may say that is a greater sorrow to us as\nCanadians than perhaps you can understand, because we looked to him, in\n\nlast February we asked to be present to-day, said heartily to us,\n\nthe privilege of meeting\n\n(57)\n\n"}
{"page": 62, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n58\n\nmany senses, as the father of our country, who would have been glad\nindeed to welcome you, and we would have been pleased to have had our\ncountry's father greet you.\n\nHowever, the Honorable Mr. Foster, Minister of Finance for the Dominion, was invited to come, after the death of Sir John Macdonald, and\nhe very courteously replied that he would come, and he would have been\nglad to show you to-day on this platform a gentleman who now occupies\n\none of the important folios in our Dominion Cabinet, and tell you that he\n\nwas a public-school teacher, a professor in one of our colleges\n\nat oue time\n\nin New Brunswick.\n\nUnfortunately, the budget is under discussion to-day\nwas impossible for him to be here.\nIn his stead, however, and in place of Vice-Chancellor Miller, who was to have spoken, but\nwho is also detained by public duties at Ottawa, I have the pleasure of\nintroducing to you one whom we will be glad to have you take as a representative Canadian, the Reverend Principal Grant, of Queen's University,\nKingston.\nin\n\nOttawa, and\n\nit\n\nreverend principal grant.\nComrades in the Teaching Profession of the United States\nStanding here to speak for Canada and regarding you as the representatives of the United States, the solemnity of the occasion should, I suppose,\noppress me\nbut, to be frank with you, my feelings are rather those that\nbelong to good-fellowship than to solemnity.\nYou are here for a holiday\nas much as for anything else, and when cousins meet\nfor are we not\ncousins ? yes, more than cousins\n\"We are a' John Lamson's bairns\"\nwhen cousins meet to have a picnic together, they are supposed to be in\nthe mood for laughter and not for long faces.\nIt is my duty, however, to tell you that Canada is a very big country.\nThe people of Toronto would doubtless like you to believe that their\ncity is the whole or the larger half of Canada ; for Toronto has a\nfair share of that healthy localism that distinguishes almost every place\nI have never been in a city in America\nof any size on this continent.\nwhere I was not shown something which hospitable friends assured me\nwas the finest thing of the kind in the world, and so they put their city\nMr. Slick proved to the Judge the\nfirst after the manner in which\n:\n\n;\n\n—\n\n—\n\nsupreme greatness of the Slick family.\n\nYou must make allowances for\n\nit\nand remember\nCanada till you have visited other great cities of\nwhich you have heard as little as you heard previously to this convention of Toronto, such as Peultanginsheul and Petecodial and Mages\nand ISTearamictin and Guassies, not to speak of our Gardens of Eden,\nParadises, Golden Shores, cities, and other well known centres.\nBut big as Canada is you must not expect too much, for we are only a\nbaby nation after all. People tell us, too, that we are not a nation at all,\n\nthis pardonable pride, for .even the Apostle Paul had\n\nthat you have not seen\n\n;\n\n"}
{"page": 63, "printed_page": null, "text": "ADDRESSES OF WELCOME.\n\n59\n\nHowever, we are practical persons, and for these\nWe have\nthe rights and privileges of a nation, except the privilege of paying a\nshare of imperial expenses and when these mean an expensive army or a\nstill more expensive pension fund, some of us are not half as sorry as we\nshould be that we have no share in paying the bill.\nYou have been accustomed to think of yourselves as a young nation,\nJudging by the\nbut compared to baby Canada, think how old you are.\nlooks of a good many, I should say that you must be at least \" sweet sixbut only a dominion.\n\nthe one word means pretty much the same thing as the other.\n\n;\n\nteen.\"\n\nOur birthday was the 1st of July, 1887\n\n1776.\n\nWhen you were born as a nation 115 years ago, during a little un-\n\n;\n\npleasantness with your mother, you were thirteen\n\nyours the 4th of July,\nsturdy Colonies ; you\n\nnumbered in all 3,000,000 of the best British stock you had been nurtured too, by more than a century's conflict with savage wildernesses, still\nmore savage Indians, and disciplined regiments from France. What was\nthe condition of Canada then ? With the exception of a handful here and\n;\n\nthere on the coast of\n\nNova Scotia, there was not an English-speaking\n\ncommunity in any one\n\nof the seven Provinces and five Territories that\n\nnow constitute the Dominion. This great Province of Ontario was covered\nEven the city of Toronto was not. Our populawith unbroken forest.\ntion consisted of 60,000 or 70,000 inhabitants along the St. Lawrence.\n\nNo wonder that French-speaking Canadians are still an important element\nwith us\n\n;\n\nespecially in the\n\nDepartment of Public Works or railways and\n\ncanals, those departments of the country that are known as the \" money-\n\nspending\" to distinguish them from others that are merely money-making.\nYou are more than a century older than Canada, you see, and you must\ntherefore make allowances, and not show more contempt for us than a\nlad of sixteen usually does for a boy of six\nor for his grandmother.\nI think that you will take to us, for we are wonderfully like you in\nsome things. For instance, nothing pleases us so much as washing our\ndirty linen, both municipal and federal, in public.\nWhen a particularly\ndirty bit is dragged to light it is greeted with yells of exultation.\nRead\nour papers, and you will see that even this great convention does not get\nanything like the same number of columns that a Parliamentary scandal\ngets and the relative amount of space gives a faint conception of the comparative interest taken in each by the Canadian public.\nSince I have\nreferred to this point of likeness between us, you will excuse me if I add\nthat our virtue is conspicuous, not only in Sabbath-keeping but in exposing corruption.\nI understand that you leave it to Democrats to tell on\nthe Republicans, and to Republicans to expose the Democrats, whereas in\nour Dominion investigation, our men are of the same political stripe. You\nwill give us credit, then, for having the innocence as well as the immatur-\n\n—\n\n;\n\nity of youth.\n\nIf we\n\ndo not pay you the compliment of a vast amount of newspaper\n\n"}
{"page": 64, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n60\n\nspace, you must not think that our welcome is cold. You have received in\nadvance the greatest compliment that one country could pay to another.\nShould the teachers of Canada visit the States in July, I doubt if Congress\nwould pay them the compliment of adjourning on Canada's National day,\nand making up for it by listening to tedious speeches and doing what they\ncalled \" business\" on the\n\nFourth of July. But that is what our Parliayour honor, no doubt, for if that was not the\nreason, nobody knows what was.\nWhen you go home again, give this as\na proof that we are the most courteous people under the sun.\nThat is\none of the advantages we get from having so many French in Canada\n\nment did\n\nthis year ; in\n\nfor Frenchmen are always polite.\nI\n\nam told that to-day I represent not only the Dominion, but specially\n\nthe Universities, and so the managers of this meeting have paid you the\n\ncompliment of\n\nsoliciting a schoolmaster to represent\n\nCanada.\n\nThat, I\n\nmay mention, is my business as well as yours, for, as Carlyle points out,\nwhat is a university but a school.\nread in their\n\nown language.\n\nIn the\n\ncommon school pupils learn to\n\nIn the university they learn to read in all\n\nlanguages, to appreciate all literatures, to read the\n\nhuman mind, to read\n\nthe inspired volumes of nature and almost undecipherable tomes of universal history.\n\nAs a comrade I bid you a hearty welcome. I say, \" Magnify your\nTwenty years before the Revolutionary War broke out, John\nAdams taught school in Worcester, and long before that Benjamin\nFranklin began those researches into electricity that made him famous.\nGreater names there are not among your statesmen and men of science.\nWell, when John Adams was an old man, he testified that he acquired\nmore knowledge of human nature by keeping school than by his work\noffice.\"\n\n\" at the head, in the world of politics, or at the courts of Europe.\"\n\nHe\n\nadvised every young man to \" keep school,\" for it was \" the best method\n\nand a knowledge of character.\"\nThere are men like Adams, Jay, Franklin, Washington, now teaching\nschool in Canada and the States.\nRemember that your welcome is not merely Canadian. We represent\nthe world-wide commonwealth of Britain.\nI am no more a mere Canuck\nthan you are mere Northerners or Southerners, Yankees or Western men.\nYou have given the most splendid proof of devotion to your Union and to\nthe flag that represents the Union.\nWe desire to imitate you ; to say in\nyour own classic words, \"We follow no flag, we march with no party, that\ndoes not keep step with the Union.\" We twine your flag with ours.\nNext to our own we love it best, for you are of our roll, and the blows\nyou have struck for freedom were for us as well as for yourselves. How\nmuch more should you love and honor the red cross flag for your inheritance in it is larger than in your own, did you but reflect for a moment.\n\" We, too, are heirs of Runny mede,\"\nof acquiring patience, self-command,\n\n!\n\n"}
{"page": 65, "printed_page": null, "text": "ADDRESSES OF WELCOME.\n\n61\n\nWe admit the claim ; I would have you\nYes, you are heirs of Runnymede, and of Naseby\n\nsays Whittier, and he is right.\n\ntake your full share.\n\nand the plains of Abraham as well you are heirs of Shakespeare\nand Milton, of Hampden, Russell, and Sydney, even as we are heirs of\nWashington and Lincoln. Think what that flag represents to us Not\nonly national existence, but the cause of humanity all over the world ; not\nonly freedom personal, political, intellectual, commercial, civil, religious\nbut also the most pregnant spiritual ideas that ever descended from\nIt is the cross of St. George, the cross of St. Andrew,\nheaven to earth.\nand the cross of St. Patrick, the three in one and as the cross means\nlight and life, so where the flag waves there is justice for all, peace by\nland and sea, and the proclamation of good news to every son of Adam.\nkinsmen blend the two flags together, and count those men enemies\nof the race who seek to erect or seek to maintain barriers between the\nBritish Commonwealth and the United States, or who teach that it is a\ngood thing for neighbors to have no intercourse with each other. Join\nhands and never forget that we at least are children of the light.\nfight,\n\n;\n\n!\n\n—\n\n—\n\n;\n\n!\n\nHON. GEO. W. BOSS, ONTARIO MINISTER OF EDUCATION.\n\nLadies and Gentlemen\n\n:\n\nThe Reverend Principal Grant was commis-\n\nsioned to extend to our American visitors the hospitality of Canada, and\nparticularly the welcome of our higher educational interests.\n\nI regret\n\nexceedingly that the Honorable Lieutenant-Governor has been unable to\npresent the welcome of the people of Ontario.\n\nIt is\n\nmy pleasure as a\n\nmember of the Executive Government to represent, in a somewhat feeble\nway perhaps, our Government, not so aptly as the Lieutenant-Governor\nwould have done, and to tell you how glad we of the Province of Ontario\nare to receive and welcome so many American citizens.\nI do so with pleasure, because, representing as I do the Educational Department, I know\nthat I represent the feelings and disposition of over 8,000 teachers of\nAnd when I say, \" Welcome, our fellow teachers\nthis Province alone.\nfrom the United States,\" we welcome them as scholars, coadjutors in the\ngreat work of building up higher citizenship by the diffusion of intelligence and sympathy one with the other.\nThere was a time, Mr. Chairman, when about as many American citizens as are here in this city today paid Toronto a visit uninvited not as you have done. In the early\ndays of this century, I think it was, if I have not forgotten my school\nhistory, they came\nnot then, however, to impart to us the pedagogical\nart of which you are the masters; but they came then not to teach the\nyoung Canadian idea how to shoot it was rather a piratical art in which\n\n—\n\n;\n\n—\n\nThey stayed a\nwe did not invite them to our homes we were afraid we\ncould not take care of them if we did.\nWe were uneasy while we were\n\nthey were engaged then, of shooting young Canadians.\nlittle\n\nwhile\n\n;\n\n;\n\n"}
{"page": 66, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n62\n\nout of doors.\n\nTheir reception was warm ; their departure was not\n\nre-\n\nBut happily those times have gone. They are the shadows of\nthey were the misunderstandings and the vicissitudes of diplothe past\n\ngretted.\n\n;\n\nmatic mistake and superbuoyant aggressiveness of early youth. We have\nswept all that away, and in its stead has come a witter civilization and\n\nmutual respect one for the other. And to-day the representatives of the\ntwo nations stand upon a common platform together with an invocation\nto their Heavenly Father to protect them, illustrating how good, how\npleasant, a thing it is for brethren to dwell together in unity.\nSir, it is very pleasant to\n\nof\n\nme to extend to our American friends a word\n\nwelcome on this occasion.\n\nThe Dominion undoubtedly owes a great\nFifty years ago when the founder\n\ndeal to the \"United States educationally.\n\nof our school system, the late Dr. Ryerson, was organizing that system he\n\ninquired into other systems on the other side of the water, and after a\n\nthorough examination it was found that the school system of the United\nNew England States, and of these especially\nMassachusetts, was, in his opinion, the best adapted to the wants of the\npeople of Ontario, the best suited to the spirit of our institutions, and so\nthat system was copied, in many of its main features.\nAnd so from that\nday until now the two peoples, with the same aspirations towards a democracy which recognizes the superiority of the people, differentiated their\nsystems, although on the same general principle.\nWe have free schools\nin Canada.\nI do not say we got them from the United States\nwe have\nStates, particularly of the\n\n;\n\nthem here\n\n;\n\nthey are there also.\n\nWe have also admired the splendid commercial resources of the United\nWe appreciate the vast contributions of our American friends to\nliterature, to science, and to art. We appreciate your statesmanship which\nStates.\n\nguided the great Republic through the early difficulties of national organization,\n\nand on through even the greater perils of reorganization.\n\nAllow\n\nme to say, sir, there is nothing in the history of the great people that I, as\na Canadian, appreciate as much to-day, that from one nation to the other,\nfrom the Gulf on the south to the great lakes on the north, have laid down\nas a cardinal principle of American institution, that the ballot-box must be\n\nmay be guided by the intelligence of its\nThat principle we admire and that condition we appreciate.\nAnd we are glad to know that there, as here, the humblest citizen in the\nremotest hamlet in that mighty land, as well as he who comes from the\npalace of the millionaire, has the same right to a common English education\nhas the same birthright of that intelligence, without which there\ncan be no national prosperity.\n\nfree in order that the people\ncitizens.\n\n;\n\nBecause of your splendid contribution to the civilization of the age, we\nwelcome you, our American friends, as the pioneers in some respects, as\nthe exponents in all respects, of that higher civilization that is represented by free public schools, by free high schools, and, equally impor-\n\n"}
{"page": 67, "printed_page": null, "text": "ADDRESSES OF WELCOME.\n\nWe welcome you\n\ntant to all nationalities, by practically a free university.\n\nto-day not for what you have done, though you have done well, but\n\nwelcome you\n\nfor\n\nwhat you are.\n\nwe\n\nWe welcome you as teachers, as the\n\narchitects of a nation's prosperity, the\n\nsupreme factors in the civilization\n\nof all constitutional government, the teachers of the public schools, of the\n\nhigh schools, and in the universities of the country.\nthe architects of the nation's fortunes\n\nThe poet has said\n\ntinent.\n\n:\n\n\" Let me make the songs of the people, and\n\nI care not who makes the laws/'\n\ncan defy despotism.\n\nWe welcome you as\n\n—a nation the greatest on this con-\n\nI say, let me make the teachers, and\n\nWe welcome you, then, as nation-builders.\n\nwe\n\nWe\n\nas those who guard the foundations of a nation's liberty.\nLet the teachers be pure, high-minded, progressive, and you will see a\ncivilization such as the poet never dreamed of, such as statesmanship\nnever foresaw.\nWe welcome you as pioneers of a higher civilization, and\n\nwelcome you\n\nwe trust, Mr. Chairman, that every hour spent under our Canadian flag,\nevery\n\nmoment\n\nspent in conversation with her citizens, will be one of\n\nall.\nAnd when the time comes that we have\nhope yon will carry to your American homes, to\nthat land to which we claim kinship, and in whose prosperity we rejoice, we hope you will carry away those influences which will bind the\ntwo peoples more closely in brotherly love, and bring in greater harmony\nthe two nations on opposite sides of this imaginary line, so that you on\none side will be working out a republican form of freedom for yourselves,\nand we on the other will illustrate the great truth that while there is\na differentiating in national aspirations, yet at the same time there is a\nhigher civilization attainable by each, on different lines.\n\npleasure and profit to you\n\nto part with you, we\n\nEEV. DR. ALLISON, SUPERINTENDENT\n\nOF INSTRUCTION, NOVA SCOTIA.\n\nMr. President, Ladies and Gentlemen There are two consideraupon my mind at this present time very\nstrongly.\nThe one is that it is a very great honor to be the medium through\nwhich the ancient province of Nova Scotia extends to this vast body of\nAmerican teachers its heartiest welcome to Canada. The other impression is, Mr. Chairman and friends, that the duty devolving upon me at\n:\n\ntions that impress themselves\n\nthe present time cannot be discharged in the general interest of this\ngathering too briefly and too concisely.\nI will\n\nhistorical\n\nnot\n\noffend the\n\nintelligence, or\n\nquestion the\n\ngeographical or\n\nknowledge of these teachers and educators, by assuming that\n\nyou are not all familiar, or at least sort of familiar, with the name of\n\nNova Scotia ; and that the history of Nova Scotia and the position\nwhich Nova Scotia occupies in the Canadian Dominion is understood\nby you. I only regret, ladies and gentlemen, that it did not fall to the\nlot of Nova Scotia\n\non this present occasion to be represented by a single\n\n"}
{"page": 68, "printed_page": null, "text": "64\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nNova Scotian rather than by two.\nI would have you know that my\nwho has just addressed this audience with such effect, is, brawn\nand bone, through and through, a Nova Scotian.\nWe had simply\nmade a temporary loan of him to this great •Province of Ontario, to take\ncharge of one of its most important educational institutions, and when it\nbecomes necessary that we should require his genius, experience, and skill\nfriend,\n\nas an educator, I\n\nam sure he will not fail to respond to the call of his\n\nnative and beloved Province of Nova Scotia.\n\nNova Scotia, ladies and\nShe is not as large as Texas she is\nnot as populous as New York. We have to content ourselves with the\nfact that she is just a little larger than Rhode Island, and, if I have not\nalready forgotten my statistics, she is a little more populous than Nevada\nand it is separated by a beautiful sheet of water from the main country.\nThere is no province of the Canadian Dominion that I think sees the\nadvantages of intercourse with the United States in educational matters\ngentlemen, is but a small country.\n\n;\n\n;\n\nmuch as the Province of Nova Scotia ; but I must say while they\nadmire the greatness of the American people, as great as they are, I must\ntell the whole truth and say that there are not half a million of people\nas\n\nanywhere in the Dominion of Canada, who estimate it a greater privilege\nunder the British flag, or to be known as an integral part of the\ngreat British Empire, than the people of Nova Scotia.\nI happen to be a graduate of one\nI will just say a word or two more.\nI am glad to see on this platform my\nof your New England universities.\nold schoolmates, and I am glad to welcome so many whose acquaintanceship in one way or another I have made in connection with the working\nI feel it\nout of educational ideas and problems between the two countries.\ntt great honor, looking back to my own old college days, to greet you people\nThe very air of the United States during those years was\nhere to-day.\ncharged with electrical influences. We could feel, those of us who did\nnot belong to that country, in our very inmost being that there was something coming, some great, fearful overturning, some development on new\nlines ; and the workers in those days strove in a mighty cause, and the\nresult is a grander, greater, better country than it was in my college days.\nAnd I say from the bottom of my heart that I believe that the United\nStates of America is a far better country now than it was thirty years ago,\nand I believe it will be a better country thirty years hence than she is\nMr. Chairman, the desnow. I see here a great many schoolmasters.\ntinies of these great countries, and the development of their future, is\nlargely, I may say entirely, in the hands of the schoolmasters and schoolto live\n\nmistresses of the respective countries.\n\nIt\n\nhas been\n\nmy privilege to hear\n\nmany of the great orators of that country. I have listened to the majestic\npower and eloquence of Edward Everett until I did not know whether I\nwas in the body or out of the body. I have heard the oratory of our\ngrand old Englishman, Mr. Gladstone, in one of his most majestic efforts.\n\n"}
{"page": 69, "printed_page": null, "text": "ADDRESSES OF WELCOME.\nhave heard great advocates ; some of them, many of them, utter the\nmost eloquent words to which I ever listened in my life ; but the words\nwhich thrilled me the most, and which in their substance at least I\nremember best, was that sweet eulogy which I heard the great Mr.\nBeecher in his own Plymouth pulpit pronounce on the school uia'am, to\nwhom he attributed all that was great and noble and influential in his\nHe told how a poor, pale, consumptive girl impressed him, and he\nlife.\n\"I can never forget her\" ; all that he was, all that\nsaid with emphasis\nhe had done for Plymouth, all that he had done for the slave, all that he\nhad done for the general cause of human liberty, he owed, under the\nAlmighty God and as God's providence, to \"that tall, consumptive,\nattenuated skeleton of a schoolma'am.\" All of the young men and women\nThey are not\nbefore me have far greater advantages than that teacher.\nThe bloom of\nattenuated, they are not consumptive ; not by any meaus.\nyouth is on their cheeks. They are here before us laden with smiles.\nEverything about them indicates a wealth of health and capacity for the\nI\n\n:\n\ngreat work they are engaged in.\nI bring these rambling remarks to a close,\n\nand trust that this conven-\n\ntion of this Association will bring prosperity and inspiration to all those\n\nwho have the cause of education at heart.\nTHE REV. ELSON\n\nI.\n\nREXFORD, SECRETARY OF\nINSTRUCTION, QUEBEC.\n\nLa.dies and Gentlemen\n\n:\n\nTHE DEPARTMENT OF\n\nI think you have been thoroughly welcomed\n\nI had arranged for you what I thought\nwould be somewhat of a treat for the teachers of this Association. When\nthe invitation reached Quebec it was arranged that the Superintendent of\nPublic Instruction should give you a specimen of the language used by a\nSuperintendent\ngreat majority of the people in the Province of Quebec.\nOuimet had fully intended to be present to-day to speak to you in his\nIn his\nnative tongue, so rich and well fitted for occasions of this kind.\nabsence he has deputed me to convey to you his welcome, and express his\ndeep regret that he is not here in person to-day to welcome you to the\nDominion. Let me make one personal reference. It would be interesting to m.any of you listening to Superintendent Ouimet speak to you in\n\nalready to this Dominion of ours.\n\nhis language, to know that he\n\nis\n\nthe twenty-sixth child of the family to\n\nwhich he belongs. I do not think I am exceeding the bounds of propriYou know\nety when I tell you a little story in connection with his birth.\nthe curate is entitled to the twenty-sixth bushel of grain, and when the\nfather of the present Superintendent received the present of his twentysixth child, he said,\n\n\" This belongs to the curate,\" and he started with\n\nthe baby in his arms and presented the child to the curate, who adopted\n\nhim, and the result is a Prime Minister for the Province of Quebec and a\n\n"}
{"page": 70, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n66\n\nSuperintendent of Public Instruction, who has done\n\nmuch to build up an\n\nhigh honor to repreI do not think\nsent the Superintendent for the Province of Quebec.\nthere could possibly have been brought to your attention more decisive\neducational system in our province.\n\nI consider it a\n\nproof of the perfect harmony that prevails between the two nationalities\nin Quebec, than the fact that that province should be represented at this\n\ngreat international gathering by one who\nCatholic.\n\nI desire to extend to\n\nis\n\nneither French nor\n\nRoman\n\nyou, then, on behalf of the Province of\n\nI would like to say, with the Minister of\nEducation of Ontario, who first conceived the thought of inviting this\nAssociation to meet here in Toronto, and ask the Superintendent of Instruction of Quebec to co-operate with him in extending the Dominion's\nwelcome, that Superintendent Ouimet promptly responded that he would\ndo all in his power to make this welcome a true welcome. I am here\nto-day to join with Ontario in extending you a welcome to the Dominion\nfrom the Atlantic to the Pacific, in order that you may in future recognize the advisability of calling this an International Association.\nI stand\nhere as the representative of the Frenchmen, in a Province almost wholly\nFrench, which has manifested a marvellous power of the people to stick\ntogether, surrounded as they are wholly by English influences, cut off\nfrom their native land, ruled and governed by the English people. They\nhave preserved their language and their institutions, and Principal Grant\nwould be the first to admit that under the greatest difficulties and disadvantages they have built up in that Province a literature which stands\nfirst in the Dominion to-day, easily.\nThe literature of the Province of\nQuebec is far ahead of the literature of other parts of the Dominion. Not\nonly so, Mr. Chairman, but they have developed in the Province of\nQuebec, under peculiar circumstances, institutions that command our\nadmiration.\nI stand here to-day not only to represent the Province of\nQuebec, but as a. teacher and President of one of the largest associations\nof teachers in the Province.\nI would like to emphasize the idea of one of\nthe previous speakers, who says that the teacher's work is that of an\narchitect of nations, and I am convinced that great good will come from\nthis vast meeting of teachers, brought from all parts of the two nations.\nAnd I trust that the teachers of the' United States and Canada will make\nit one of the first principles of their teaching, that peace and harmony\nbetween the two nations is of the greatest importance.\n\nQuebec, a hearty welcome.\n\nE. F.\n\nCLARKE, ESQ., MAYOR OF THE CITY OF TORONTO.\n\nMr. President, Ladies and Gentlemen\n\n:\n\nI\n\nconsider it a high honor\n\nto most heartily and sincerely welcome you to our Queen City of Toronto.\n\nThe great compliment which has been paid to the city and people of\nToronto, and not only to them but to our whole Dominion, by you, is ap-\n\n"}
{"page": 71, "printed_page": null, "text": "—\nADDRESSES OF WELCOME.\npredated.\n\n67\n\nWe appreciate the great compliment the members of this\n\nAssociation have paid the people of Toronto and Canada in going beyond\n\nthe borders of the United States and selecting a Canadian city in which\n\nWe look upon this visit as the evidence\n\nto hold their annual convention.\n\nby you for our country and its people.\nWe sincerely hope that many of you will have the most pleasant recollection and reminiscences of your stay with us.\nMr. Chairman, the trait I admire most in our American cousins is their\nI often wish Canaintense patriotism, their intense love of country.\ndians were more strongly developed on this side of the line in that\nparticular.\nThe people of the United States have great reasons to be\npatriotic, have great reasons to be proud of their grand country and\nof a kindly feeling entertained\n\nthe magnificent record it has made.\n\nBut, as a previous speaker has said,\n\nI think the American people have greater reasons to pride\n\nthemselves on\n\ntheir magnificent educational associations which afford facilities for citizens\nto prepare themselves for the discharge of the\n\nhigh and important and\n\nresponsible duties to the best advantage of the State.\n\nWe feel especially honored that you, the National Association, have\npaid our city a visit, and we\n\nknow that our people will be greatly bene-\n\nfitted by your visit.\n\nOn behalf of the city of Toronto, the Queen City, as we are proud to\ncall her, I\n\nextend to you, ladies and gentlemen, a most cordial, sincere\n\nYou will have an opportunity to see 'the city of Toronto, and\nin closing I will say that we are perfectly delighted to see so many of our\nwelcome.\n\nAmerican cousins with us.\nONTARIO TEACHERS' ASSOCIATION.\n\nTo the Hon. W.\n\nR.\n\nGarrett, President\n\nNational Educational Association of the\n\nU. S. A.:\n\n—\n\nSir The Ontario Teachers' Association, representing the High and Public School\nTeachers and Inspectors of this Province, desire to convey to the organization over\nwhich you preside their high appreciation of this visit.\n\nNot a few of your members have long been known by reputation to Canadian\nmembers of the profession as writers of more than\n\nteachers as able and influential\n\nnational repute on educational topics\n\n;\n\n;\n\nas authorities\n\n—almost too high for criticism\n\nin all things pedagogical; as fellow-laborers in the cause of education\n\nhonor by us as by yourselves.\nOur aims, our labors, our hopes, are the same\n\n— they are held in\n\nand while our methods may exhibit\nand peculiarities, the opportunity afforded by this Convention for a\nfree interchange of thought on educational subjects ought to, and will, do much to enlarge our conceptions, broaden our theories, unify our methods, unite our efforts, and\ncombine and increase our influence in every department of educational work while\nany feeling of national prejudice which may exist will be dissipated, and those righteous bonds be more strongly cemented, which must of necessity exist between nations\nlinked to each other by a common love of freedom, a common ancestry, the same in-'\nherited language and traditions, the same love of learning, and the same rich treasury\n;\n\nlocal differences\n\n;\n\nof ancestral literature.\n\n"}
{"page": 72, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n68\n\nWe hope that the personal and professional acquaintance with each other, of which\nthis visit so pleasantly marks, for the greater number of us, the beginning, may be con-\n\ntinued from year to year, growing rapidly into an intimate and abiding friendship,\nfirmly based on our mutual recognition of the high personal character, the noble aims,\n\nand the ennobling toils of those for whom, and those to whom, we speak.\nWith such thoughts in our minds, and such sentiments in our hearts, we bid you\nwelcome here— a hearty welcome to our native land, to this fair city, to its educational\nhalls, to our\n\nhomes.\n\nR. W. Goan, Secretary,\n\nW. Mackintosh, President,\nOntario Teachers' Association.\n\n0. T. A.\n\nRESPONSES.\n\nthe president of the association\".\nMr. Chairman of the Local Committee, Your Worship the\nMayor of Toronto, Educators and Citizens of Canada\n:\n\nThe National Educational Association of the United States, for the\ntime in its history, meets upon foreign soil.\nThe hospitable recepwhich you have given us, and your cordial words of welcome, set our\nhearts aglow with fraternal sentiments, and make us forget that we have\ncrossed a political boundary line to meet you.\nTwo years ago the Principal of the Normal School of Toronto visited\nour Association at Nashville, bearing a message from the Minister of\nEducation of Ontario, and from the educational authorities of every province in Canada, inviting us to meet in Toronto.\nLast year at St. Paul a\nsimilar message was borne to us by the inspector of the schools of Toronto,\nfirst\n\ntion\n\nwho is now so pleasantly known to us as the Chairman of the Local\nExecutive Committee.\nThis invitation, too cordial in its terms to be\nmistaken for an idle compliment, touched a responsive chord in the hearts\nof the\n\neducators of the United States.\n\nWe felt deeply this mark of\n\nfriendship from our kinsmen in Canada.\n\nAs we reflected upon the common lineage, upon the common language\nwhich we love to call \" our mother tongue,\" and upon the many inherited\ninstitutions and sentiments which will forever mark us as kinsmen, our\nhearts overleaped the political boundary line which separates the educational brethren of Canada and the United States.\nYou are not prouder\nof being subjects of Great Britain than we are of being her descendants.\nSecure of our welcome, we have now crossed that line, and we find ourselves, indeed, among brethren.\nWe find that a local committee with a\ncomplete organization has been at work for seven months to make arrangements for our entertainment, and have provided for our comfort with a\n\n"}
{"page": 73, "printed_page": null, "text": "BESPONSES.\nkind foresight which demands our gratitude.\n\n69\n\nWe have shared the warm\n\ngrasp of the hand from your educators and your citizens.\nble doors of Toronto have flown\n\nThe hospita-\n\nopen at our approach.\n\nDistinguished representatives of education from the various provinces\n\nHis Worship the Mayor of Toronto, have addressed us in\nwords whose cordiality has given us a thrill of pleasure, and completes\nIn responding to this generous reception,\nthe assurance of our welcome.\nwe have but one cause of embarrassment the lack of fitting terms in\nWe condense them in the words of the\nwhich to express our thanks.\nsweetest poet of our common language\nof Canada,\n\n—\n\n:\n\n\"We take thy courtesy, by Heaven,\nAs freely as 'tis nobly given.\"\nIn the exercises that are to follow, we anticipate much pleasure and\n\nWe shall freely receive and freely\nWhatever we find in Canadian systems or methods of education\nor in Canadian thought which is better than our own, we shall bear it\nhome, with your permission, as a pleasant lesson and a grateful memento\nIf you should find in our systems or\nof this international meeting.\nmethods or thoughts anything suggestive or useful, \" 'Twas ours 'tis\nprofit in the interchange of thought.\ngive.\n\n;\n\nyours.\"\nInspired by the presence of this grand international assembly,\n\nwhich\n\ngathers in one fraternal meeting educators from the Gulf of Mexico to\nthe northern limits of America, from the Atlantic to the Pacific, I feel\n\ntempted to address you more at length, but I must forbear.\n\nThe enthu-\n\nsiasm which has been kindled in your cordial invitation and your generI\nous hospitality demands expression from all portions of our country.\nshall, therefore,\n\nhave the pleasure of introducing to you a number of dis-\n\ntinguished educators representing the several geographical sections of the\nUnited States.\nIn order that all may be heard, it is necessary to limit\nthe time of each.\n\nThis limitation, which it will become my duty to enforce, it is now my\nduty to obey.\nBut, first, responses will be made for the Association by the members\nI regret that I am denied the pleasure of\nof the Executive Committee.\npresenting to you the First Vice-President, whose voice has so often been\nheard in acknowledging the courtesies which have been extended to the\nAssociation, and who has taken a lively interest in the arrangements for\nthis international meeting.\nHoping that he might be present, and without awaiting his consent, I have placed his name on the program for a\nresponse.\nI regret that the pressure of his duties as Chancellor of the\nUniversity of Nebraska prevent him from being with us.\nI now take pleasure in\n\nation,\n\nMr. E.\n\nII.\n\nintroducing to you the Secretary of the AssociCook, of New York.\n\n"}
{"page": 74, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n70\n\nTHE SECRETARY\n\nE.\n\nH. COOK.\n\nMr. President, and Gentlemen of\n\nthe\n\nWelcoming Committee:\n\nIt is\n\nmy pleasant and agreeable duty, in behalf of the officers and Executive\nCommittee\n\nof\n\nthe National\n\nEducational Association,\n\nto\n\nreturn our\n\nsincere thanks, not only to the kind words of welcome, but to the various\nlocal committees, for the cordiality and the unsurpassed hospitality with\n\nwhich we have been received and entertained during our several visits to\nToronto, while engaged in maTdng preparations for this present convention.\n\nWe desire to extend to your several committees our hearty thanks and\ngrateful appreciation of their untiring efforts and earnest co-operation in\n\npreparing for our coming and arranging for our comfort, and we extend\nto the teachers of\n\nCanada a warm, hearty invitation to meet with us in\n\nour future gatherings.\nI am asked to respond in behalf of that large body of educational workers whose members comprise more\n\nforce of the country\n\n— the\n\nladies.\n\nthan four-fifths of the great teaching\n\nWho, by words, can express the debt\n\nof gratitude which the world owes to woman in her untiring efforts and\n\nunremitting zeal in the great work of guiding to intellectual excellence\nand eminence the boys and girls who are to become the future citizens\nof the world?\n\nBut let me give a word of warning to the young unmarried men engaged\nThese ladies believe thoroughly and\nhonestly in annexation and reciprocity (matrimonially). May the present\nconvention result in many happy unions of hands and intellects and\nin educational work in Canada.\n\nhearts.\n\nAllow me here, in behalf of the ladies, to thank you for the ample\nprovisions that you have made for their special enjoyment and happiness,\n\nand assure you that they will be most happy to reciprocate when opportunity offers.\n\nTHE TREASURER\n\nJ.\n\nM.\n\nGREENWOOD.\n\nMr. President, Ladies and Gentlemen: Only thirty-four years ago,\nduring a naval engagement on the coast of China, when a British commander was wounded and the sailors were struggling in the water, an\nAmerican commander, Chatmoah, a witness of that engagement, observed,\nthe English soldiers and sailors as they were being fired upon by the\nenemy, and sent his men to the rescue. They picked these struggling\n\nmen up out of the water, and took them to the American vessel.\nwards, when they came back to our\n\nAfter-\n\nown country, and the question was\n\nraised, why did he interfere as a neutral, he replied, and his response\ntouched every heart of Great Britain, as well as of our own country,\n\" Blood is thicker than water. \"\nWhen Inspector Hughes came to St. Paul\n\n"}
{"page": 75, "printed_page": null, "text": "RESPONSES.\nlast year,\n\n71\n\nand I had the pleasure of meeting a man whose works I have\n\nbeen reading for years, and I looked into his eye, and when as representative of this country solicited us to come to this side of the line, I said:\n\" I will cast\n\nmy vote, and whatever influence I possess as a member of the\nWe are the same peo-\n\nNational Association, to visit Toronto; and why?\nple;\n\nyou believe in your institutions; we believe in ours; but we are all\n\n—\n\nengaged in the same great work in the work of humanity, in the work\nof elevating the people to a higher plane of thought, of training the\nintelligent,\n\nmoral and physical nature of the children that are grow-\n\ning up under these flags that, representing fraternal relationship and\nkinship, we see overhead to-day.\n\nI hope to see upon the next programme\n\na different line from the one I behold here.\n\nIt says \" Official Programme,\n\nNational Educational Association of the United States of America.\" I\nhope we may soon have an official programme of the International Educational Association of America.\nThese are my sentiments on the question of reciprocity.\n\n— N.\n\nTHE CHAIRMAN OF THE BOARD OF TRUSTEES\n\nA.\n\nCALKINS.\n\nMr. President, and representatives of the different organizations and\nprovinces of the Dominion, who have extended to us such a hearty wel-\n\ncome\n\n:\n\nI\n\nam called upon in behalf of the Board of Trustees of the National\n\nEducational Association to respond to many hearty welcomes that have\nus.\nThough this Board of Trustees is a small body,\nnumbering only five in its organization, it is large enough and old enough\nto embrace within it the first President of the National Educational\nAssociation, who occupied its chair thirty-three years ago, and the last\nI am happy to-day in realizing\nPresident, who wields the gavel to-day.\nthat which I anticipated last November, when I came here to meet the\ncitizens of Toronto, and to look about your commodious city, and at your\nAlthough we asked much then, and expected many\nspacious buildings.\nthings, we hardly anticipated provisions so ample, and so much of comMy chief fear was in regard\nfort as we have found since coming here.\nto comfort, owing to the fact that wherever this Association meets it\nusually receives a very warm welcome. Sometimes the warmth is measured\nin the nineties by the thermometer but I am happy that in Toronto\nthe breezes from your lake have made our reception so delightful that we\nshall remember it as a royal welcome, and we hope that the smiles of\nyour charming weather may continue to greet us during our stay here.\nAs we meet in our gatherings from day to day I trust that we shall\nreceive inspiration from your presence and instruction from your\nwords, and go home feeling more than ever that we are all at work in\nthe same great cause of uplifting the educational forces of our common\n\nbeen extended to\n\n—\n\ncountry.\n\n;\n\n"}
{"page": 76, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n72\n\nIT.\n\nS.\n\nCOMMISSIONER OF EDUCATION W.\n\nT.\n\nHARRIS.\n\nIn behalf of the people of the United States I thank yon for this\nWe have long heard of your\n\ncordial welcome to your hospitable city.\n\nand of the sobriety of your manners, and we have listened with\nhappy adjustment of local self-government with centralized power. The fame of your educational institutions has created in us a warm desire to come to your provinces and\nthrift,\n\ngreat interest to the story of your\n\nsee them for ourselves.\n\nWe come not as entire strangers, nor indeed as people differing widely\nin language or political institutions\n\non the contrary, we claim close\nfrom a common mother\n\n;\n\nrelationship, almost brotherhood, as descended\n\nnation, the great Anglo-Saxon Britannia, ruler of\n\nthe\n\nseas.\n\nWe are\n\nthe elder and you are the younger offspring of that nation whose glory\nin the world's history is that of the invention of local self-government,\n\nthe greatest political device ever invented by man for the protection of\nthe individual and the preservation of his liberties.\n\nis\n\nLike all valuable contributions to the forms of civilization,this device\nIt is something far deeper.\nnot the invention of theoretical thinkers.\n\nIt was born of great national struggles,\n\nthe Saxon, the Dane, and the\n\nthe collision of races,\n\n—the\n\nCelt,\n\nNorman meeting in bloody conflict, and\n\nthe innate stubbornness of each furnishing an element in the four-fold\n\nproduct\n\n—the British Constitution.\n\nThe mutual toleration, the sense\n\nof fair play, the readiness of all to defend each in the exercise of his\n\nindividual prerogative, the profound respect for established law\n\n—these\n\ncharacteristics belong essentially to the original people that invented\nlocal self-government.\n\nWe both of us here unite in gratitude toward that common ancestor,\nyoung in strength and beauty.\nBut we must remember at this point that you are still living in the\nold family as an integral part of it.\nWe have long since gone out from\nthat family, but while no one of us regrets our separate independence,\nyet we do not for a moment suppose that we have taken with us all the\ngood things. In studying your own social and political forms we see\nthat you who still hold fealty to the British flag have preserved features\nthat we may well imitate. _ Your union of central and local powers is\nmore perfect than that which we have yet achieved in the States.\nOur own history, beginning with a bloody revolution, has always\nshown a tendency in the people to dread the centralizing of power in\nthe government.\nThere is a deep-seated jealousy, even at this late day,\nof centralized power.\nThe consequence of this has been that we have\nnever evolved that perfect balance between local and central powers.\nWe behold in your dominion a more perfect balance in this respect than\n\nstill\n\n"}
{"page": 77, "printed_page": null, "text": "—\nRESPONSES.\nwe have yet been able to attain.\nment and in your schools.\nIt is a great\n\n73\n\nWe see this in yc-nr political govern-\n\nopportunity that we have, and we rejoice in the oppor-\n\nlearn from a fresh experiment at local selfgovernment and the preservation of it by common-school education.\nYou, too, like ourselves, have your conservative appliance in the education\nof the youth, and your movements in this great cause have attracted our\nThe honored names honored wherever eduattention for a long time.\nthe honored names of Ryerson, Hodgins and\ncational history is studied\nRoss stand for us as significant of new departures full of promise in\neducational methods and organizations.\nWe thank you for your hearty reception; we congratulate you on the\nliberty and the prosperity which you enjoy within the old national\nMay the day when you shall feel a necessity for separation from\nfamily.\nBut let another and dilferent day draw near\nthat family never come.\nwhen all English-speaking peoples shall form one grand confederation of\nindependent nations, settling all questions of difference by international\ntunity,\n\nto\n\nstudy and\n\n—\n\n—\n\nconferences.\n\nOn the basis of local self-government there is no limit to the extent of\nmay be united, for, according to its principle, each\n\nthe territory that\n\nprovince, each section, governs itself in\n\nall\n\nlocal\n\ninterests.\n\nOnly in\n\ncommon interests is there a common authority.\nOnly in supreme concerns does the supreme power interfere. Let us\nwho have common share in Runnymede and in Shakspere, and who\nlet us study here\nlove England and Scotland as the home of our ancestry,\nthe problems of education in the light of our similar social and political\nproblems, being assured that a civilization whose symbols are the railroad,\nall\n\n—\n\nthe public school, and the morning newspaper, shall find in this study\nthe best key to its sphinx riddles and to the perplexing issues which the\n\nTime-spirit offers to our peoples.\nas your cousins and brethren,\n\nTeachers and citizens of Canada, we,\n\nthank you.\n\nRAY GREENE HULING, PRESIDENT OF THE AMERICAN INSTITUTE OF\nINSTRUCTION.\n\nMr. President, Ladies and Gentlemen of Toronto and of Canada: I\nshould be delighted to say a word suitable to respond to these words of\nwelcome with which you have greeted us, but the English language appears\nto have been exhausted by the gentleman who has preceded me.\nJust\nthink what a welcoming you have given to us! We have heard your\nhoney-laden words; we have seen your flags intertwined with ours, and\nthat we are always glad to see, never gladder to see our flag than when it\nAnd your very sparrows\nis united with the Union Jack of Britain.\nhave been pressed into the service to give us a welcome.\nThe clouds\nhave been invited down to enwrap us in their gentle embrace; and if\n\n"}
{"page": 78, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n74\n\nI mistake not, our Chairman, Mr. Hughes, has been hard at work getting\n\nthe sun to come out, and if you will only wait until to-morrow morning,\n\nand allow the ladies present here from the States to unite their efforts\nwith his, I am very sure you will see sunshine all about you.\nWhat shall we say to these words of welcome? Simply this: We are\nbound to meet you half way. If any of you stretch out a welcoming\nIf you have\nhand, you will find one of ours coming out to clasp it.\nanything for us to enjoy, we are here for a holiday and to enjoy it to the\nThere are some things\nfull, and we know how to enjoy a holiday, too.\nwhich Providence has denied to school-ma'ams of New England, husbands, for instance,\n\n—but\n\n—\n\nit has not\n\ndenied the speaking tongue, or hear-\n\ning ear, or the eye that sees everything that is good, and you may be sure\nthat all you have of value or interest we shall be eager to see, and not\n\nslow to inquire about.\n\nBut I come to speak to this, the largest\n\nassociation in America, as a\n\nmessenger, in a sense, from the oldest association of teachers now living\nin the world\nfinished\n\nhistory\n\n—the old American Institute\n\nof Instruction.\n\nher sixty-second annual meeting\n\n—and we bring to you an omen of\n\nyour omen for the present meeting.\n\n—one\n\nof\n\nWe have just\n\nthe richest in her\n\nsuccess, to lay before\n\nyou as\n\nI come, too, to represent the educa-\n\ntional interests of the North-eastern States.\n\nWe have been fortunate in\n\nsome respects there. We had the advantage of beginning early. We\nhad the opportunity to lay a foundation, and we are very glad to find that\nthese elementary steps of ours have been carried forward, and carried\nfurther in many cases, in the interior and through the West and even in\nthe South.\nL.\n\nH.\n\nJONES, OF INDIANA.\n\nI come forward, Mr. President, as the representative in a way of the\nNorth Central States of the United States. We of that section feel that\nwe too have a part in this royal welcome which has been tendered to the\nteachers of \" The States\" by the authorities and people of this beautiful\ncity and we therefore esteem it a privilege and a pleasure to be allowed\nto express in this formal way the great pleasure your courteous attentions\nhave given us. Even if your good- will and kindly personal interest had\nbeen less marked, we should still have been obliged to admire the\nexecutive ability which has planned so admirably for our comfort.\nIn\n;\n\nspeaking for our people, I can fully assure you that this invasion of your\ncity which comes up from the South-land, while it may tax the capacity\nof your hotels, and may even test the measure of your private hospitality,\n\nhas no such sanguinary intentions as did that body of walking delegates\nthat came upon your city in 1866.\n\nThere may be indeed with us a great war of worth, but doubtless it\n\n"}
{"page": 79, "printed_page": null, "text": "—\nRESPONSES.\nwill end in words ;\n\n75\n\nand we shall, I trust, do our wrangling chiefly among\n\nourselves.\n\nIn behalf of the section whose people\n\nI especially represent, then, I\n\ndesire in this formal manner to return our most heartfelt thanks for your\n\nmany courtesies extended.\n\nWe ourselves of the North Central States are a very modest people,\nand are not disposed to puff ourselves up with much vanity. Yet we are\nnot entirely wanting in those elements of worth which might make us in\nsome sense worthy of your notice. AVe are known at home as the North\nCentral States\nNorth Central doubtless because we occupy the northern\nportion of the great Mississippi Valley, a region in which some of the\nproblems of humanity are destined, as we believe, to find at least a partial\nsolution\nNorth Central States because we are at once the centre of\npopulation and culture of the American Union.\nAt least, when the census of 1890 was taken, the centre of population\nwas found to be in the State from which I have the honor to come but\nsince that census was taken, so many great universities, like Leland\nStanford, Cornell, and others, have had to be supplied with presidents\nand professors, and so many State normal schools have had to be supplied\nwith presidents, that our population has thereby been greatly diminished.\nBut, as I told you before, we are a very modest people, and easily give\nup the distinction of being the centre of population, and content ourselves in remaining merely the centre of education and culture.\nThere are in the immediate section which I represent more than\n5,000,000 of children in the public schools, taught by a corps of\nintelligent and conscientious teachers.\nThese teachers are not engaged\n\n—\n\n—\n\n—\n\n;\n\ngiving intellectual education alone, but are instilling into the hearts of\nthese children those cardinal virtues\n\nadvances, to become a worthy\n\nwhich prepare the child, as he\n\nmember of the state,\n\nthe church, the\n\nThey are trying to develop in these children\nand duty as shall make life seem to them worth\n\nfamily and civil society.\n\nsuch ideals of life\n\nthe living; and at the same time they are trying to instil into these\nchildren such notions of\n\ninstitutional life as shall\n\nmake them worth\n\n—such notions law and order\nmake them in\nthe future the\ncustodians of the people's\nAnd now, we\nthese teachers — have come to meet the teachers of the other sections of\nliving\n\nwith\n\nof\n\nsafe\n\nas shall\n\nliberty.\n\nour United States, hoping to benefit ourselves, not alone by contact with\n\none another, but also by exchange of ideas with the prominent leaders of\neducational thought and practice of your city and province.\n\nWe shall\n\nand feel assured that we shall as freely receive at\nyour hands: to the end that reciprocity between our respective countries\nmay not pertain alone to material things, but to ideas and spiritual\nfreely give of our best,\n\nthings as well.\n\n"}
{"page": 80, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n76\n\nWM. M. BEARDSHEAR, OF IOWA.\nMr. President, Ladies and Gentlemen:\n\nIt is\n\na\n\nhappy attribute\n\nof\n\nhuman nature that every man believes his government and his country\nto be the choicest government\n\nand the best country under the sun.\n\nIn\n\nrepresenting to you the North-western States of America it is not necessary for me, however, to depend upon this philosophy of\nto fit\n\nmy case.\n\nhuman nature\n\nAll men from every clime who have visited that country\n\ncome to admire it, and if they stay they have come to love it. In this\nNorth-western country we love our government and her institutions.\nBut if it were our lot to-day to choose a locality other than the great\nNorthwest, we would select this land of freedom, and live under the reign\nof that noble woman of queenly deeds, eminent wisdom, exalted character,\nand true womanhood her most gracious majesty, Queen Victoria, beloved\nby all.\nThis national association has had a peculiar history in one respect, to\nwhich I shall in a word refer. It has not only had the purpose of unifying us with reference to our educational methods and systems, but it has\nhad a refining influence in the United States. First, when they started,\nthey went up into New England, and there its members learned to respect\nthe ingenuity, power and grand scholarship of the Easterner.\nThen they\nwent out West, and there the Easterner saw what a vast West we had. Then\nwhen the nation came to the great strife in the early sixties, when brother\ntook up sword against brother, and learned to respect each other at the\nbayonet's point and the cannon's mouth, after that, and early in 1868,\nthey were the first national organization to go down into that sunny land\nand there talk together again of the common interests, and endeavor to\npromote the welfare of our common country and common brotherhood.\nAnd then they went over the great States back and forth, until recently\n\n—\n\nagain, in 1889, they were down in that country at Nashville, when they\nfound that all hostility was buried and all enmity gone, and when they\nfound that, in heart as well as in word and hand, that friend and foe,\nNorth and South, had been made one again. And having accomplished\nthis work we did not sit down like Alexander of old and cry for new\nworlds to conquer, but by your generous invitation we have come into\nCanada, and I warn you all to look out for the blissful consequences.\nF.\n\nB.\n\nGAULT, OF TACOMA, WASH.\n\nA little less than a century ago Capt. Vancouver first sailed the great\ninland sea which he named Puget Sound.\n\nHe narrowly missed making\nHe failed to find\n\nanother great discovery upon the north Pacific coast.\n\n\"where rolls the Oregon.\"\n\" Achilles of Rivers \"\n\nColumbia!\n\nCapt. Gray was more fortunate, and to this\nhe gave the name of his ship, the historic name,\n\n"}
{"page": 81, "printed_page": null, "text": "—\nRESPONSES.\n\n77\n\nA half century ago California was a Mexican province, and Oregon,\nwhich included all the north coast, was a vast game preserve. Less than\nhalf century ago those great statesmen and diplomatists, Ash burton and\nWebster, were adjusting the north-western boundary matter, but neither\nthought Oregon was worth having. The leading English and American\nstatesmen, and the leading journals of each country, condemned Oregon\nAn English authority insisted that it \"was\nas unfit for civilized man.\nnot worth 20,000 pounds.\" An American senator, not to be outdone in\nextravagant language, said it was not worth a \" pinch of snuff.\" Another\nproposed that \" Oregon should sink into Symmes's Hole,\" and thus fill a\nvacuum and dispose of a worthless region. A distinguished American\nstatesman, the greatest friend the unexplored West ever had, asserted that\n\" the statue of the fabled god Terminus should be raised upon the highest\npeak of the Rocky Mountains, never to be thrown down. \" Less than fifty\nyears ago Whitman made his memorable ride to prove to the American\nauthorities that Oregon was worth having.\nThis feat of physical endurance, of moral heroism, and of unselfish patriotism, was never surpassed\nupon this continent.\nOnly the most consummate diplomacy prevented the two nations from\na fierce struggle over the Oregon question.\nLess than twenty years ago\nEmperor William decided the controversy, and the last British soldier\nmarched out of the territory, now the State of Washington.\nThe Pacific Coast! What an empire! There is California, Oregon,\nWashington yes, and there is British Columbia, whose capital city bears\nthe proud name of her majesty, the Queen. We are one people out there\nthere is but one Pacific Coast.\nWe have a great history, and a great\nliterature, too, though mainly of the boom character.\nEducationally we\nare alive we are not in Symmes's Hole.\nNot Mt. Hood, not Shasta, not\nTacoma is big enough for the pedestal of the god Terminus. A modern\ngod is on every peak, in every valley, in every school-house it is the god\nGet There. And that is what brought us here.\n;i\n\n—\n\n;\n\n—\n\nT.\n\nMARCELLUS MARSHALL, OF NEW MEXICO.\n\nPeople of Canada, Officers and Citizens of Toronto : Eight hundred\n\"\nthousand square miles of mountains and of valleys in the \" South-land\nof the\n\nWest heard your invitations,\n\nso loud\n\nresponds to your welcomes so free and so warm.\n\nso strong, and now\nThe land of the cactus\n\nand\n\nand the pine; the land of the orange and the palm; the land of earth's\nmost arid wastes, and of her richest, ever-producing fields; the land in\nparts of which it burns by day and freezes by night, and in other parts\nof which it neither burns nor freezes during all the rolling year; the\nland of Montezuma's \"Children of the Sun,\" which by the Romish\nSpaniard was later overrun, but in which American civilization is just\n\n"}
{"page": 82, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n78\n\nbegun\n\n;\n\nfaces of\n\nthe land of castles in ruins, and of silent cities\n\nthe\n\ncliffs;\n\nhewn into the\n\nthe one only cradle of civilization in\n\nall\n\nNorth\n\nAmerica; seven empires with a republic; aland in which three great\ncivilizations, and the remains of fiercest barbarism, side by side, in\npeace, beneath the \"stars and stripes\" to-day abide; and in which the\ntwo most wide-spread languages of earth, the sweet, dignified, heavenly\nSpanish, and the strong, clear, exact, business-like English are vernacular; the land that lies adjacent earth's greatest ocean, and in the valley\n\nupon the continent's\namid her silver sands, has\n\nof the world's longest river, that saddles herself\n\nmightiest mountain chain,\nlifted\n\n—\n\nshe, even she,\n\nup her golden ears, and heard and come,\n\nat\n\nyour invitation to\n\nthis fair Canada land, to this beautiful, moral, Protestant city of To-\n\nQueen of the North, and now from her life-giving air\nand unfathomed possibilities, responds with all her\nwarm southern Spanish heart to your grand and gracious welcome.\nBoasting house and towns with dwellers now as they were when\nColumbus came, she also boasts a middle civilization, as well as the newest\nThe red man still bends his bow upon the game; the\nof the name.\nPueblo dances to Montezuma and Malinche, and elects his governors and\nronto, chaste\n\nand cloudless skies,\n\nhis captains once a year; the Mexican, son of Spanish \"conquistador,\"\n\nin his utter illiteracy, yet bows\n\ndown to sticks and stones, carries his\n\nfetishes about his fields in solemn procession to pray for rain,\n\nhis\n\nand sheds\n\nown blood to absolve his own sins,— an ignoble, superstitious slave.\n\nThe American has come with rail and wire, with printing press and\nProtestant missionary,\n\nwith light\n\n—\n\nand law and learning, and the\n\" San Miguel College,\" founded\n\n* desert begins to blossom as the rose.\"\n\nHarvard University, and the public school master, who canown name, must now do, or die forever. The seven emViva Toronto!\npires of the \"South-west\" respond: \"Viva Canada!\nViva la Reina Victoria!\"\n\nbefore\n\nnot write his\n\nW. H. BARTHOLOMEW, OF KENTUCKY.\n\nMr. President, Ladies and Gentlemen :\n\nI wish I had the eloquence to\n\nproperly represent the portion of the United -States from which I came,\nthat I might express to you with proper grace our thanks for the wel-\n\ncome which you have tendered us here in Toronto.\ntimated here this afternoon that\n\nit\n\nIt has been inseems to be an open question as to\n\nthe annexation of Canada to the United States.\n\nThat question was settled in our section of the country at least ten\nIt is not now a debatable question.\nI want simply to say\nthis, that those who come to Kentucky, and Virginia, Tennessee and other\nStates that constitute the central portion of the United States, will be\nunited to the United States, and never get back again.\nA story was told\n\nyears ago.\n\n"}
{"page": 83, "printed_page": null, "text": "RESPONSES.\nto-day about a\n\n79\n\nKentucky family, where a boy seventy-five years old was\n\npunished by his father because he had treated his grandfather with\nrespect.\n\nI want to call\n\ndis-\n\nyour attention simply to the fact that in the\n\nregion of country from which I come the principles of justice and of\ntruth have been so adhered to that the boys and girls in that section\n\nThe time was when we said \" ne plus ultra \" the time\nnow is when we say \" plus ultra. \" We have come to take Canada into the\nnever grow old.\n\n;\n\nUnited States, not on political grounds, but upon the broad platform by\nwhich we hope to see the nations of the earth bound together in the\nprinciples of truth and righteousness.\nWe feel that in God we come to\nask Canada to help us do that great and grand thing, and we promise\nfrom the central Southern States the utmost fealty. We believe that\npower is inherent in the people. We believe there are certain common\ninterests, and we believe that when all the nations of the earth shall perform that fidelity, the obligations they owe to common popular education, the best days will be seen.\n\nWe believe that popular education is\n\nabsolutely necessary for every good government, and\n\nwe come here\n\nto-\n\nday to give you all we have in faith, in intelligence, in power of whatever\nkind, whether it be material or otherwise.\n\nJOSIAH H. SHINN, PRESIDENT SOUTHERN\" EDUCATIONAL\nASSOCIATION.\n\nMr. President, Ladies and Gentlemen; Members of the Welcoming\nCommittee of Canada: It was not my proud pleasure to listen to the\nsplendid addresses made by your representatives, but I need no such\naddresses to know the spirit of welcome that lies in your heart.\nOne\nhundred and ninety teachers over here at this little port of yours were\nstopped by your customs officers, and three hundred and eighty gripsacks violently laid hold of, in the name of the law, and not even a\n\nThe majesty of the British law failed before the\nmatchless power of the school-teachers of the South when an English\n\nsingle one was opened.\n\ncustoms man opened his heart, cast aside the mandate of the laws, and\nled us to your doors.\nI know from all of this we are welcome.\nI knew\nwhen we reached your little station called Stratford, where we found\n\nabout four hundred baskets, and a lot of bread and butter, and no waiters\nto hand out that which is pleasant\n\nand nice to two hundred teachers,\nand we were given the liberty of walking up to the counter and\ntaking the rest, I knew we were welcome.\nWhen we were way back in\nour beloved \" South-land \" we knew that Canadians had taken the word\nof welcome, and had written it high above all others, except virtue, love\nand truth. We knew that you, in common with us, had inherited a\nhospitality from the mother country.\nthis royal reception.\n\nWe thank you most heartily for\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nLadies and gentlemen, I cannot do much more than to say that I am\nproud to stand to-day before these magnificent faces of Americans American, whether they live north of the St. Lawrence or south of it, common\nI know when we go back to our homes\ndenizen of one grand country.\nwill\ncarry with us some recollection of some\nLawrence,\nwe\nthe\nof\nSt.\nsouth\nbonded ideas that we always carried when we came in contact with the\nOnce more let me say, I need no speech of welcome\ntrue English home.\n\n—\n\nfrom these magnificent gentlemen. We have been quartering at your fine\nhotels, which are such a credit to your proud city; we have been taken\ninto the residences along the lines of your beautiful avenues\n\n;\n\nthe Cana-\n\ndians have taken out their latch-strings, and have taken the doors off of\ntheir hinges,\n\nand bidden us walk in and be at our ease.\n\nWe have had a\n\nglimpse of your private home life, which I am proud to know is the same\n\nhome life Avhich we have always been taught to love, far down in the\nmatchless stretch of the country which sends you a greeting to-day, the\nbeloved South-land of America.\n\nJOHN E. MASSEY, OF VIRGINIA.\nMr. President, Ladies and Gentlemen :\n\nI\n\nmost fully sympathize with\n\nthe sentiment which has been expressed by almost every speaker who has\ntraced what pleasure they experienced as they witnessed the blending to-\n\ngether of these national emblems, and as they witnessed still more, the\n\nmingling together of those of different nationalities, and living under\nMost heartily do I sympathize with the\nsentiment.\nHad I not been informed of the fact, when looking over this\naudience I should not have supposed but what I was then in my native\nState, so alike are the countenances and features, and so little is there to\nmark a difference between those who reside on one side or the other of\nthe imaginary line that divides the United States and Canada.\nOne thing,\nMr. President, I cannot forget,\nthat though we represent different nationalities, though we live under different forms of government, though\nwe may differ in some respects, in one thing we are blended together, and\nwe are engaged in the same work of aiming to accomplish the same ends,\nof working together for the elevation of our race and of nations, seeking as\ndifferent forms of government.\n\n—\n\nfar as we can to raise them to the highest standard of intellectual sentiment\nof our own land and other lands.\n\nBut, Mr. President, I shall not, in the\n\nbrief time allotted me, be able to respond to the noble, kind words of wel-\n\ncome to which we have listened from the different persons.\n\nDifferent\n\nsections have been ably represented, and their peculiar advantages and\n\nmerits have been discussed.\n\nHow shall I, sir, representing the galaxy of\n\nStates, the great centre, this Old Dominion of Virginia\n\n—how\n\nshall I, in\n\nthe brief space allotted me, express the feeling which animates the hearts\nof all true citizens,\n\nand I may say especially of Virginians?\n\nOne thing\n\n"}
{"page": 85, "printed_page": null, "text": "—\nRESPONSES.\ngratifies me,\nis not\n\n81\n\nand that is, that the Old Dominion speaks for herself.\n\nin a feeble voice, as if to utter her principles were mean.\n\nsir, if I needed I would point around to our sons, and those\n\nIt\n\nWhy,\n\nwho came from\n\nthe soil of the Old Dominion of Virginia; I would point to a great number of populous States which have sprung from Old Virginia, and say,\n\n\"These are our sons, speaking for us.\"\n\nNot only that,\n\nsir,\n\nbut\n\nif\n\nI\n\nshould be disposed to further eulogize Virginia, what more need I say\nthan that it was necessary to go to the Old Dominion for the very head of\nthis organization.\n\nTake away the Virginians from this body and you have\n\nI have the honor to address a native Virginian.\n\nno head.\n\nOthers have spoken of different portions of our South-land.\n\nA few\n\nyears ago a dark cloud overshadowed us, and many predicted it would be\n\nThey had counted without their hosts;\nit\nthey knew not\nthe noble character of the soil, and the more noble character of the\nmasters of it, whose boys were growing up, until now the land which was\nsupposed to be doomed to be a waste and howling wilderness, is blossomBut great as has been her progress in her material\ning like the rose.\ngrowth, her progress educationally has been far greater.\nNow we find\nthat in all of these States you have called upon to respond, they have\na land of waste and desolation.\n\nthey knew not the character of those who inhabited\n\n;\n\n.\n\ntheir universities, their colleges, their academies, and their high schools,\n\nand in each one there is a grand system of public education. In expressing to you these few words I wish to say, ladies and gentlemen, that\nyou are engaged in one of the noblest works in which men and women\ncan be engaged.\nI want you to bear in mind the grand work you are\ndoing in training the rising generation, not only for life, but for something higher, nobler, grander than anything that this life can give.\n\nThere is one other point I want to allude to, and that is, to express my\ngratification for the steps that' are being taken for the higher education\n\nof women.\nif every\n\nIf you will allow me, sir, I will say that I would be gratified\n\ninstitution of learning should throw its doors as wide open to\n\nWhy shouldn't they? Now, ladies and gen-\n\nwomen as they do to men.\n\ntlemen, I claim not simply to represent these Atlantic Southern States;\nI claim we represent the whole of the South-land, and we shall bid you\nwelcome whenever you come we shall rejoice to see yon in our Association\n;\n\nhere or there.\n\nIf it\n\nshould be proclaimed to be an International As-\n\nsociation, it would please us; but the work is one we are all engaged in,\n\na grand, noble work\n\n—and trust we\nI\n\nshall never falter in it, but shall still\n\ncarry it forward until we place the common school and the cause of com-\n\nmon education upon the highest pedestal on which it can stand.\n\n"}
{"page": 86, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n82\n\nTHE SCHOOL OF THE FUTURE.\nFRANCIS W. PARKER, COOK COUNTY NORMAL SCHOOL, CHICAGO, ILL.\n\nThe common school is the newest of all the great human institutions\nthat make for righteousness; scarcely two generations have lived and died\ncommon school was fully established in the Northern States\n\nsince the\n\n(with four exceptions), and one generation measures the\n\nlife\n\nof\n\nthe\n\ncommon school in the Southern States.\n\nWe are apt to fancy, some of us, because we are growing old, that\nthe beloved institution with which we are so intimately connected is also\nBut this is not the case. The common school is relatively\n\ngrowing old.\n\na babe in its swaddling clothes, in comparison with the other great insti-\n\ntutions of the earth.\n\nBut the doctrine that the highest duty of a nation or community is\nto educate each and all of its members in schools common to all, at the\npublic expense, was born and nurtured on American soil, and to-day it is\npractised nowhere else outside of America.\nIt was the inspired\n\nconviction of our forefathers that common educa-\n\ntion is as essential to democratic government and growth as air is to life.\n\nOur forefathers had an inspiration and a belief they had no prescribed\nThey did not have the least conception of the mighty growth of the seed which they planted.\nThe common school furnishes the essential principles in the development and perpetuation of a democracy, and its growth and progress\nhas been purely democratic; it has been and is, \"of the people, for the\npeople, and by the people. \" The common school had its birth in the New\nEngland school district; and the New England school district with the\ntown is the root from which sprung all the democratic forms of government which have developed in our country. In a word, the spirit and\nnourishment of the common-school system has always depended, and depends to-day, entirely upon the will of the majority. State and national\nofficials are given little more than advisory influences.\n;\n\nplan, or no precedent for that plan.\n\nThere has been no active attempt at centralization.\n\nIt is exceedingly\n\nour foreign friends and critics to understand our so-called\nschool system.\nThey are accustomed to look upon public schools from\n\ndifficult for\n\nthe standpoint of centralization, which produces uniformity, conformity\n\nand evenness, so that the endless variety, the total lack of uniformity,\nthe innumerable differences which our schools present, is to them almost\nincomprehensible.\n\nEach and every school district has a pronounced individuality. Every\nfrom the early nebulous formative period to\n\nstate and stage of progress,\n\n"}
{"page": 87, "printed_page": null, "text": "THE SCHOOL OF THE FUTURE.\n\n83\n\nthe highest products of Oswego and Bridgewater, may now be found in\n\nadjoining districts.\n\nThe soul seeking peace and comfort under the dominance and permanence of fixed ideals shrinks with dismay from the inevitable blunders,\nstupidity, ignorance and calamities that invariably accompany all democratic growth.\n\nThe short road of centralization seems to reach in a day\n\nthat which takes years to accomplish under the patient waiting for that\n\nslow dawning of intelligence which leads to right action on the part of\n\ndemocratic communities.\n\nOur foreign critics mistake variety and honest individual striving for\nThat which has its birth in the desires and intelligences of the\npeople, and is applied by the will of the people, becomes an organic, permanent factor in the progress of civilization of that people. It is rooted\nand grounded upon the people \" vox populi, vox dei.\" But that which\nis imposed upon a people by any authority below heaven breaks into atoms\nwhen the intelligence and power of a people can reach and control it.\nCentralized power may be a necessity for infancy, but manhood sheds\nchaos.\n\n—\n\nit off for\n\nthe strong wings of freedom.\n\nIt may be claimed that a centralized plan would\n\nfar better results in\n\nplan.\n\nIt\n\nhave produced to-day\nAmerica than have been produced by the present\n\nmust be conceded that the schools of Prussia are far better in\n\nrelation to systematic, scientific instruction than those of America.\n\nStill\n\none may not hesitate to assert that the common-school system of America\nto-day contains more elements of healthy progress than any other system\n\nunder the sun.\n\nAnd he can safely prophesy that the common school is\n\ndestined to lead the world, for growth means the enhancement of individual freedom, from which springs investigation, invention, discovery,\n\nconsequent progress.\n\nand\n\nThe greatest difficulties to-day under which the\n\ncommon-school system labors is due to our inheritance from centralized\nforms of government.\nIt is almost impossible for us to conceive at the present day with what\nmeagre appliances our forefathers began the great work of promoting\n\nhuman intelligence.\n\nA glance at the progress of the nineteenth century,\n\nand of the last fifty years, is sufficient to show how comparatively little\nthey had for the initial steps of the common school.\nIt is generally conceded that no book upon science or history is of any\neconomic value for the primary or fundamental study of subjects which\n\nwas published before the time of Darwin.\n\nA newly elected rector of a\n\ngreat Scotch university is quoted as saying, when asked by the librarian\n\nwhat books should be left upon the shelf for the students \" Leave no\nbooks upon the shelves that are more than ten years old. \" In a word, the\n:\n\nbooks extant at the time the\nchiefly valuable for history.\n\ncommon schools were established are now\n\n"}
{"page": 88, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n84\n\n—\n\nThe one central basis of pedagogical science, psychology\nEibot says: \"Alhas been re-created within the last few years.\nthough it has cut a good figure enough, the old psychology is doomed.\nPsychology.\n\nitself,\n\nIn the new surroundings that have recently grown up, the conditions of\nIts methods do not suffice for the inits existence have disappeared.\ncreasing difficulties of the task, for the growing exigencies of the scientific\n\nspirit.\n\nIt is\n\ncompelled to live on\n\nits past.\n\nFeeble and old,\n\nit\n\nmakes no progress, and asks only to be let alone that it may spend its age\nin peace.\"\n\nAnthropology, which is freighted with so much help for teachers, is a\nscience that has been developed by living men like Tyler and Bastian.\n\nEthnographic psychology, the study of the growth of communities and\nMore works upon pedagogics and pedagogy have been published in English within the last ten years than were\nnations, has scarcely yet a name.\n\never before published in that language throughout the long centuries.\n\nIn 1787 Webster's blue-back spelling-book was published, and was for\nnew education of the earlier times. It is im-\n\nyears the epitome of the\n\npossible to enumerate in this brief half -hour the new sciences, new books,\n\nnew forces and new systems which have entered, and are about to enter,\nthe field of pedagogics.\n\nCo-education, the education of\n\nwomen in colleges, the re-creation of\n\nhistory as a subject, the practical application of mathematics, the estab-\n\nlishment of chairs of pedagogics in universities, and, best of all, the founding of the kindergarten, which is the mightiest influence in the progress\nof education in this century, are all decidedly new; they are in the main\n\nthe products of the last half-century.\n\nreached the doors of the common school.\n\nTheir influences have scarcely\n\n—\n\nThe Evolution of the Common School. The evolution of the common school has been simply marvellous. The log school-house, the old\nunpainted, weather-beaten structure, has evolved into beautiful, well ventilated, well\n\nwarmed and well furnished temples of learning.\n\nThe old\n\nspelling-book of our fathers, into the beautifully illustrated and well\nwritten. text-books of to-day.\n\nThe meagre geography of the past, which\n\nconsisted of one-tenth truth and nine-tenths fiction, has changed to the\nscientific works of Ritter,\n\nGuyot and Peschel.\n\nThe hedgerow and dame\n\nschool pedagogue, whose prototype was imported from the Old World, is\nslowly becoming transformed by normal schools into the trained, skilful,\n\ndevoted teacher.\n\nIt must be granted,\n\nhowever, that the evolution of the\n\ntrained teacher has been, and will be, slower than the evolution of material appliance.\n\nOpposition.\n\n— Every step of progress, every new demand for the better\n\neducation of the people, every detail of the work, has been met by prolonged, bitter, obstinate opposition.\n\nThe history of the common-school\n\n"}
{"page": 89, "printed_page": null, "text": "THE SCHOOL OF THE FUTURE.\nsystem of the United States has yet to be written.\n\n85\n\nWhen it is written\n\nhuman freedom of all the ages.\n\nit will\n\ndepict the grandest conflict for\n\nIt will\n\nshow that its fundamental motive was a divine love for human-\n\nity,\n\nspringing directly from the people, nurtured and supported by the\n\npeople.\n\nIt will tell of the profound indifference on the part of the peo-\n\nple for public education ; of the ignorance and pedantry of teachers, of\n\nthe corruption of politics, an awful necessity of democratic growth; and\n\nabove all, it will\n\ntell of\n\nthe tremendous power, the organization of cen-\n\nturies, the power of the old civilization, that has stood, and to-day stands\n\nthe mightiest barrier of human progress.\nIf\n\nwe would prophesy of the school of the future we must count the\n\nforces which are to-day in action that\n\nmake for education into freedom,\n\nand we must thoroughly understand the gigantic strength and the methods\nof the old civilization which has controlled the world up to a recent period.\nThe fundamental principle of that old civilization is the permanency\nof fixed ideas in state, society and religious creeds.\nThe motive of the\nold civilization was to hold the nations and communities to the strictest\nconformity to governments, dogmatic authority and unwritten social laws.\nSegregation in education was and is absolutely necessary, to keep the\nconstituents of a government or the followers of a creed bound to the\nfixed beliefs.\n\nThe method of segregation is reenf orced by the method of\n\ninstruction, the study\n\nand consequent implicit\n\nprepared text, whose direct outcome\n\nis\n\nbelief in the carefully\n\nperfect reliance\n\nupon human\n\nauthority.\n\nThe aim and end in the education of the old civilization is the\ndevelopment of character without freedom that form of character which\n;\n\ncomplies strictly with the great negations of the decalogue without one\nscintilla of that\n\nfreedom which has for its fundamental principles the\n\nBeatitudes of Christ.\n\nThe postulate of character without freedom is ac-\n\ncepted by all monarchs, aristocrats, and hierarchs.\n\nIt comprehends strict\n\ncompliance and implicit obedience to human authority.\n\nIt also\n\nadmits\n\nthe broadest erudition, encyclopaedic knowledge, that knowledge which\nshuts man up in the past and robs him of all the power of prophesy.\nStratified education, or education by classes, is the foundation upon\nwhich thrones rest and monarchs remain in confident security. Segregated\n\neducation perpetuates dogmatism and bigotry, and places its vassals under\nthe dominance of fixed ideas.\n\nIts product is faithful servitors,\n\nnot sov-\n\nereigns.\n\nThis old civilization, perfectly organized, the product of the mightiest\n\nhuman forces of the past, projected itself, with\n\nits principles,\n\nmotives,\n\nand methods into the new civilization at the founding of the new repub-\n\nAnd to-day these methods are dominant in the common-school system of America; dogmatic instruction is the prevailing method of our\n\nlic.\n\n"}
{"page": 90, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n86\n\nAnd, I repeat,\n\nMotive always determines the method.\n\ncommon schools.\n\nthe method of fixed ideas imperatively demands character without freedom.\nIndividual freedom has been the right name of fixed ideas from the beginAnd to-day, my fellow-teachers, there are drawn up the cohorts of\nning.\n\nthe old civilization to fight the fiercest battle against the progress of the\nhuman race ever won or lost by any and all the armies of the past.\n\nHerr Cahensly has, in a few words, summed up the methods of the\nHe says,, practically, if you would hold your peoples\nwho emigrate to America, you must keep them strictly to their mother\nYou must segregate them in their country life you must keep\ntongue.\nthem out of the common schools. In other words, you must keep them\nfrom becoming Americans you must keep them from the means of freeold civilization.\n\n;\n\n;\n\ndom. \"There should be,\" he says, plaintively, \"twenty-six millions of\none sect in the United States of America, and, alas! there are really only\nWhere have the sixteen millions gone?\"\nten millions.\nThese children of the Old World have been fused, blended, melted into\nthe great army of human progress, under the dominance of the new civEvery force, every\nilization with the common school for its right hand.\ncompact organization, every social influence which the old civilization\n\nknows so well how to manage, is to-day ready to do or die for the doctrine\nThe\nof fixed ideas and the permanence of the institutions of the past.\nyet\nAmericans,\nhave\nas\nrecognizes\nwhat\nwe,\nas\nfully\ncivilization\nold\nfailed to thoroughly understand\n\nthe paramount factor;\n\nthat\n\n— that the\n\nit\n\nsocial factor in education is\n\nstands above\n\nall\n\nother principles and\n\nmethods ever yet discovered or devised.\nI have said that\n\nthe common school is the infant republic, because in\n\nthe common school all castes, classes, shades of belief, meet and learn to\nlove and to live for each other.\n\nUnder the divine influence of the com-\n\nmon school that bigotry and hate and narrowness which perpetuate fixed\nideas vanish and give place to the profoundest human sympathy.\nThe supreme duty of a nation is to give to each and all under its aegis\nthe liberty and the means of becoming free.\n\nLiberty is granted by con-\n\nThe common school is the one central institution\nwhich presents to each the means of freedom. Freedom is gained by the\n\nstitutions\n\nand laws.\n\nknowledge and obedience to God's laws.\n\nPerfect obedience\n\nis\n\nperfect\n\nThe inspired- sentences which explained divine freedom are:\n\" The truth shall make you free.\"\n\" He that doeth the will shall know of\n\nfreedom.\n\nthe doctrine.\"\n\n\"He that doeth righteousness\n\nis\n\nrighteous.\"\n\n\"Work\n\nout your own salvation.\"\n\nThe common school has for its ideal the common education of all the\npeople of a nation\nin one school,\ninclusive.\n\n—\n\nall races, classes, sexes\n\nand sects, and social positions\n\ncommon to all, from the kindergarten to the university\n\nThus the ideal education of America makes the kindergarten,\n\n"}
{"page": 91, "printed_page": null, "text": "THE SCHOOL OF THE FUTURE.\nthe high school and the university as free to\n\nall\n\nas the\n\n87\n\nprimary and\n\ngrammar schools are.\nThe ideal education of the common school comprehends all charities;\nit sums them up in one gift\nthat of character the character which\n\n—\n\n—\n\nincludes the performance of the duties of life, the highest citizenship, and\n\nthe only basis for moral and ethical life.\n\nThe fragmentary and desultory\n\ncharities of the past sink into utter insignificance before this\n\nsupreme\n\nThe republic says to its citizens, \" You\n\nmeans of freedom.\n\ngift of the\n\ncannot be educated outside of the common school, for the common school\nis\n\nthe infant republic.\"\n\nThe new civilization has for its motive that much-abused and grand\nword democracy. True democracy imperatively demands the education\n\n—\n\nof children into that ideal of character which comprehends freedom in its\n\nThe children of a republic are to receive the education of\n\nfullest sense.\n\nsovereigns, because their highest duty and strongest obligation is to give\ntheir lives for the whole.\n\nTo take the words of Froebel, the new teacher, with his hand lovingly\nin the hand of the child, points to the Invisible Third, and says, \" Let us\nfind the truth; let us seek it together.\"\n\nThe common schools of America are established. They are rooted and\ngrounded in the hearts of the people. No power on earth can abolish\nthem except civil war, and that cannot, for at the word millions would\nrise and battle for this child of America\nthe common school.\n\n—\n\nThe old civilization cannot abolish the common school, but it can and\nis\n\ndoing one thing that we, as Americans, should thoroughly understand.\n\nYou will all grant that the main line of progress is the exaltation of\n;\nthe enhancement of the culture and training of\n\" As is the teacher, so is the school,\" is a truth universally\n\nthe office of the teacher\n\nthe teacher.\naccepted.\n\nNow the plan of battle of the old civilization may be summed up in a\nIt cannot abolish the common school,\n\nfew words.\n\nrible thing: it\n\nbut it can do one tercan keep back, by political chicanery, the much-needed\n\nprogress of the common schools\n\n;\n\nit\n\ncan keep at a low level the standard\n\nof the teacher ; it can admit into the ranks of teaching a vast horde of in-\n\ncompetents\n\n;\n\nit\n\ncan render the common school unpopular with the intel-\n\nligent people and sink\n\nthem into an institution for the poor children,\n\nthus destroying the preeminent social factor.\nAnd the purpose of this\ncourse is perfectly plain.\nSo long as the standard of the school is kept\nlow, so long as intelligent parents know that there is inefficiency in the\nschool, so long as the school fails to elevate their children, just so long\n\nthey will be driven to seek other schools, and thus private, parochial and\nsectarian schools will be filled,\n\nand the work of segregation perpetuated.\nThe work of all private schools of any kind, whether sectarian or secu-\n\n"}
{"page": 92, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n88\n\nlar,\n\nshould be measured entirely by their direct influence for good upon\n\nthe common school, into which they will one day all be merged as soon as\ndemocratic growth demands that step.\n\nHorace Mann's heroic efforts to raise the sunken condition of the com-\n\nmon schools of Massachusetts were met by the obstinate opposition on\nthe part of the patrons of academies.\n\nThe founding of normal schools in the Empire State was opposed for\nWe make a mistake when we charge the\nmighty obstructing forces to' the promotion of common schools upon any\n\nyears by the same influences.\n\none or two religious sects.\n\n\"\n\nWho is not with us is against us.\"\n\nEvery\n\nparent who has children too good to mingle with the Hoi polloi and to\nlearn to become a democrat is practically against the common schools.\n\nNot by any rampant, bigoted Americanism, falsely so-called, not by\nknownothingism, truly so-called, can this mightiest barrier to human\nBigotry only compacts bigotry, making it more\nprogress be overcome.\nHate is the devil, and should be remanded\nintense and more powerful.\nto the infernal regions, else there is a hell on earth.\nbattle\n\nwhose course\n\nis\n\nThere is one line of\n\nbright as the sun and clear as noonday, before\n\nwhich the old civilization will melt away, as hate melts before love and\nand that line is the\ngives place to the principles of the Prince of Peace\n\n—\n\nexaltation of the common school by the scientific application of the laws\n\nand human freedom. The people have the choice of\nand they will always choose the best. Herr Cahensly's lost sixteen\n\nof human growth\nschools,\n\nmillions tell that story.\n\nThe great army of one-half a million teachers on the continent of North\nAmerica should have close to their hearts one great central purpose,\nand that is the education, culture, and professional training of teachers.\nThe day is long past since every thoughtful educator has fully recognized the imperative necessity of the highest professional education for\nthose who have the strongest influence\n\nupon the perpetuity of the re-\n\npublic.\n\nHorace Mann felt this deeply when he found that the hope of a free\npeople was vanishing in the degrading common schools of Massachusetts,\n\nwhich were fast becoming schools for the poorest people. After a prolonged and bitter struggle he founded, in 1839, the first normal school\non the continent of America, near the old battle-ground of Lexington.\n\nFrom this seed in fifty-two short years have sprung one hundred and\nfifty state, city,\n\nand county normal schools.\n\nThere\n\nis\n\nonly one of the\n\nlatter.\n\nThe state normal schools were founded and supported by the agricultural peoples, for the main purpose of furnishing high schools for their\n\nWithout this support they never could have existed.\nThis purpose has forced the normal schools, common high schools, with\n\nchildren.\n\n"}
{"page": 93, "printed_page": null, "text": "THE SCHOOL OF THE FUTURE.\na supplementary course in psychology, pedagogics\n\nleaching.\n\n89\n\nand the practice of\n\nThe education at the base has been necessarily imperfect, and\n\nthe professional training insufficient.\n\nNotwithstanding these obstacles in the way of ideal normal training,\nthe normal schools of America have done more for progress in teaching\n\nthan all other influences combined.\n\nOne school alone has thrown more\n\nlight upon better methods than any two universities in the land\n\n— that\n\nof\n\nOswego, and Dr. Sheldon is its prophet.\n\nThe whole nation is crying out for great teachers, great educators, and,\nThe present normal schools have done\ntheir work thoroughly and well; they have made a far higher professional\n\nabove all, great superintendents.\ntraining possible.\n\nMy fellow-teachers, the day has now fully come when high-grade professional training schools and colleges are an absolute necessity.\n\nThe day\n\nhas come when steps should be taken to see that no college or university\n\ngraduate is ever allowed to take upon himself the sacred office of teacher\n\nwithout at least two years' professional training in a school or college fully\n\nequipped for that purpose.\nExalt the common schools by\nMake thoroughly educated men and\n\nHere lies the way of the future school.\nthe\n\nexaltation of the teacher.\n\nwomen fully capable of taking the priceless treasures of truth, revealed in\nthis mighty century, to the school-room, and putting them in the souls of\n\nthe children.\nMake them capable of undertaking the problem of man\nand the destinies of humanity. Raise the teacher from the low conflict\nover petty methods and devices to the higher atmosphere of principles\nand laws.\n\nOur interminable squabbles over this method or that device would,\nunder such teaching, vanish into thin air; our profession would be lifted\nwhere it belongs, to the head of all professions, and the army of such\nteachers would set God's people free.\n\nThis great International Convention of Teachers can at this convocation do no grander work for\n\nhumanity than to consider thoughtfully,\n\nprayerfully, and profoundly the training of the future teacher for the fu-\n\nture school— the school which must be sufficient for the exigencies of the\nfuture, the common school which stands in the forefront of the new civilization, the civilization born on the hills of Bethlehem, and destined to\n\npermeate the whole earth.\n\nSome of us, my dear fellow-teachers, have nearly finished our imperfect\nWhat more priceless legacy can we leave the millions yet to be than\nto make it possible for our spiritual descendants to be so educated and\ntrained that they will, under God, effectually work out the destiny of\nwork.\n\nthis mighty continent,\n\nand through it of all humanity.\n\n"}
{"page": 94, "printed_page": null, "text": "dO\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nDISCUSSION.\nA. P. Marble, of\n\nWorcester, Mass.\n\nfuture of schools could be\nschools of the past\n\n:\n\n— No observations about the\n\nmade intelligible without reference to the\n\nand the schools\n\nof the present.\n\nEducation, like\n\ngovernment and religion, has undergone great modifications since this\nIn this\ncountry was first settled, and especially within the last century.\nrepublic (and for the purposes of my remarks the United States and\nCanada are one) the democratic idea has seen its fullest and freest development. The divine right of kings is a thing of the past; and on this\n\nThe\nnow the efficient unit of\n\ncontinent the divine right of the people has succeeded to its place.\nindividual, his welfare, his opportunity\n\n— this\n\nis\n\ngovernmental authority; and the aggregation of these units is the nation.\n\nNor is this idea confined to our own continent.\n\nIt prevails in England\n\nunder monarchical forms. It has taken root in France. Italy and Spain\nThe German Emperor exhibits the symphave felt its renovating force.\ntoms of its workings. And no super-prophetic eye is needed to predict that,\nnot many generations hence, the democratic idea will pervade the world.\nThis idea may not have originated with our forefathers.\nThey found a\nlocality where the seed, produced long before, in the time of Magna\nCharta, could germinate and the Pilgrims felt the influence of that freedom which the Dutch, among whom they temporarily lived, had enjoyed.\nSimilar changes have taken place in religious notions.\nThere was a\ntime when religious doctrine handed down from above was received with\nunquestioning submission, just as the authority of kings was undisputed.\nThat time has passed. For though the forms of the ancient faith still\nremain, the brilliant lights of intelligent criticism are turned upon them\nat every point and the doctrines, and the forms in which they are revealed, stand unshaken only so far as they are founded on eternal truth\nand commend themselves to cultivated reason.\nSomething analogous to these changes in government and in popular\nreligious thought has taken place in education and in this also it is our\n;\n\n;\n\n;\n\nown country that has taken the lead.\n\nThe founders of New England,\n\nwhether from the necessities of the case or from the inspiration of a farreaching wisdom, made provision for education at the public expense\nwithin two decades of the landing at Plymouth.\nThey missed the ancient\nfoundations of the English schools and universities\n\n;\n\nthey perceived the\n\nnecessity for something similar here, if their own efforts to found a free\n\nand prosperous state were to succeed; among them there were no rich\nmen to found institutions of learning and so they, the people, founded in;\n\nstitutions themselves, for themselves and their posterity.\nearlier institutions, as a corollary to\n\nBut from these\n\nthem, has grown up the system of\n\n"}
{"page": 95, "printed_page": null, "text": "DISCUSSION.\nEducation in this country is now universal, comis, every child is, by law, entitled to an elementIf this\nary education; he cannot be deprived of it; and it is free.\nhigh ideal is not yet enacted into law in any given locality, or if it is not\nfully realized in others, the trend is powerful in that direction; and it is\n\nfree public schools.\n\npulsory, and free\n\n;\n\n—that\n\nonly a question of a brief time when this ideal will be realized everyContrast this state of things\nwhere, as it now is in many favored States.\n\n— potentially and in aim,\n\nif not yet in fact\n\n—with the conditions in Eng-\n\nland, the country from which the founders of our system derived their\n\ninspiration.\n\nIn that enlightened country the school has never been free.\n\n—\n\nThe children of the rich have been taught in public schools, Eton,\nRugby, Harrow and the rest, but these schools are not free the children\nBy\nof the poor have been taught in charity schools, or not taught at all.\n\n—\n\n;\n\nthe school law of 1870, in that country, public schools open to\nestablished, similar to ours\nbills for parents to pay.\n\n;\n\nbut they are not wholly free\n\n;\n\nall were\n\n—there are\n\nrate-\n\nAnd now, twenty-one years later, parliament is\n\nendeavoring to enact a law which shall make these schools really free, as\nours are free, and attendance upon them compulsory and this compul;\n\nsory clause is a logical necessity for free education, since the only ground\n\non which the man of property, without children, can be taxed to support\nschools, is, that the children shall receive instruction, not merely for\ntheir own benefit, but for the good of the state.\n\nNor have Germany and France yet risen to the complete American idea\nof education, excellent and worthy of imitation in many respects as their\n\nschools are.\n\nIn France the Minister of Instruction ordains; and there\nan organization. The Minister\n\nare certain notable advantages in such\n\nknows better than the whole people, no doubt, what is the best system,\nand what will secure the best results with the least outlay. On the other\nhand the people learn by doing. They frequently make mistakes in eduA few men in every\ncation, as they do in government, very likely.\ntown, in every state, in the nation at large, could probably administer\n\nthe government better than\n\nit\n\nis\n\nnow conducted;\n\ncountry an immense sum to conduct a general election.\n\nit\n\ncosts\n\nthe\n\nBut experience\n\nhas demonstrated that a government by the few eventually becomes cor-\n\nand the cost of a general election, even the cost of unwise legislamore than made up in the resultant education of the people.\nSo it is with a system of education managed by the people as a whole.\nIt may not at first be the best\nfalse theories and false practices may prevail; but sad experience will at length reveal the errors, and after\n\nrupt\n\ntion,\n\n;\n\nis\n\n;\n\nthey have been detected the errors are not likely to be repeated, since there\nare always clear-headed men in any community ready to point them out,\nIf the people\nif only the community is invested with the responsibility.\ncannot be trusted in the long run, then there is no trust anywhere.\n\n"}
{"page": 96, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n92\n\nThe school of the future will be in the hands of the people\n\n;\n\n— a purely\n\ndemocratic institution.\n\nIn Germany the case is not unlike what it is in France.\nGovernment,\nmore or less of arbitrariness, pervades the system of education. Unless\na boy attains a certain standard of scholarship he must serve in the army\nfrom the age of twenty-one to twenty-four\nGerman pupils sit on benches\nwithout backs. Their schools are class schools. German girls have no fair\n!\n\nchance.\n\nGerman pupils are driven so mercilessly that a frightful percentFrench schools confine their pupils as many\n\nage of them commit suicide.\n\nhours in eight years as American schools in ten.\n\nEnglish schools still\n\nretain an amount of forced drill that would stunt the growth of a healthy\n\nAmerican boy or girl.\n\n—\n\nis much to admire\nthe methods, the curbut it wearies me to hear the wholesale laudation of\n\nIn all these schools there\nricula, the product ;\n\nMany a traveller on\nthe continent returns from a visit to those schools and dilates upon their\nforeign schools, to the disparagement of our own.\n\nexcellencies to gaping audiences filled with wide-eared wonder, and says\n\nnothing about their defects, or their want of adaptability to our condi-\n\nThe public receive the impression that there is nothing worthy\nWithout stopping to investigate, a few people begin to cry for a revolution of they know not what.\nI am educationally no Anglomaniac, no Francomaniac, no Germaniac.\nI am American\npolitically, educationally, and forever.\nThe school of the future will\ntions.\n\nof note in our own country.\n\nnot be German, nor French, nor English.\n\nFrom the above it is my hope that you will perceive my aim to be to\nrepresent the school of the future, not as a foreign importation but as an\n\nAmerican development not as a resurrection of any ancient excellencies,\nbut as a creation of an American life under the new conditions of democratic freedom, and in the electric light of the twentieth century\nprogress, not in the dim candle-light of a former age.\nIn its early stage the American school had a very limited scope, and\nalmost a single aim. The population was mainly rural. In the few cities\nthe chief business was commerce.\nPrior to the American Revolution the\ngreat bulk of the population were intelligent from the necessities of the\ncase.\nA New England or Middle State farmer was a whole community\nin himself he raised or manufactured nearly all that he and his family\nconsumed. All he required of a school was to teach reading and writing\nand a little ciphering. The education in its broad sense was conducted\nat home.\nPhysical training took care of itself; moral culture was left\nto parental influence and the ministrations of the clergy.\nNewspapers\n;\n\n;\n\nwere infrequent; books, a rarity.\n\nWith the growth of the country all\nMore than twenty per cent, of the population live in\nSociety has become complex.\nLabor has been divided and sub-\n\nthis has changed.\ncities.\n\n"}
{"page": 97, "printed_page": null, "text": "—\nDISCUSSION.\ndivided.\n\n93\n\nIndustry has organized like a vast machine; that which any\n\nindividual performs is a very small part of the general whole, and\n\nit\n\nis\n\nbecoming less and less year by year. The periodical press floods the\nRailroads bind together all parts of the\ncountry like an avalanche.\ncountry, and by telegraph the whole world is at our feet.\nIn all this wonderful activity the parent has not the time to educate\nInstead of a school, then, in its\nhis family, even if he is intelligent.\nearly sense, we have the whole work of education thrust upon us; and it\nis no wonder that the system has not yet fully adapted itself to the\nenlarged requirements.\n\nThe school, having undertaken to train the intellect of boys and girls, is\nnow quite generally expected to take entire charge of their education,\nintellectual, physical\n\nand moral.\n\nThis is beyond the original contract;\n\nand if so broad and general an end is to be attempted, then time must be\ngiven to enlarge the plant to reorganize the system, and adapt it to\nsuch an aim.\nIf the school of the future is to take the place of the parent, and at-\n\n—\n\ntend to the entire training of children\n\n—\n\nto be responsible for bodily\n\nhealth, intellectual training, and moral culture\nis\n\n;\n\nif\n\nthe duty of parents\n\nto cease when once the child is old enough to enter the kindergarten,\n\nand the school is to turn him out fully equipped for the battle of life,\nand for entrance into a blissful hereafter, then we must have a good\nIt would seem as if so broad an aim\ndeal more time and more funds.\nwould need to include dormitories, clothing-stores, and refectories. Such\nwas the Spartan scheme of education. It is not likely to be repeated. It\nNothing of a public and institutional nature can supis not desirable.\nThey were ordained of God and no incubator\nply the place of parents.\nof modern science or education should ever supplant them.\nThe duty\nof rearing and disciplining their children ought to be thrown back upon\nthem to the largest possible extent any institution or any school which\n\n—\n\n;\n\n;\n\nmind a feeling of irresponsibility is evil,\nand only evil, and that continually. The school of the future will not\ntends to beget in the parental\n\nusurp the functions of the parent.\n\nThe school of the future will be differentiated\n\n—\n\nas labor is divided\n\nand subdivided.\n\nIt will confine itself to a few things well done.\n\npresent tendency\n\nis\n\nThe\n\nin the direction of assuming larger responsibilities\n\nthan it is competent for, or than it can become competent for.\nIn closing let me hint at one direction in which the school of the future will enlarge its borders\n\n:\n\n— moral training.\n\nThis is a subject very much discussed by the clergy of many denomina-\n\nBut the moral training of the future will not be on the lines\nwhich many men of that worthy profession now follow.\ntions.\n\n"}
{"page": 98, "printed_page": null, "text": ";;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n94\n\nRespecting this kind of training, the schools are much maligned.\nFrom my acquaintance with them, it is my firm belief that the moral\ntraining in many, if not in most public schools, is of a superior order\nand that it will compare favorably with that of most religionists. If in\nhis school exercises a child learns to be truthful, to respect the rights of\nothers, to revere those sacred things which he cannot yet\n\ncomprehend,\n\nand to follow what is right, at all hazards, then he has laid the foundation of sound morality and of true religion.\nBut the school of the future will do more than this. It will teach,\nupon a scientific basis, and from facts derived from the careful study of\nmind and mental phenomena, the great truths about the hereafter and\nscience will confirm, harmonize, corroborate, and coincide with revelation.\n;\n\nIf this is a startling statement, consider the\n\nand applications of electricity within a decade\nas vitality and, till very recently, as little\n\ntions in the study of mind, physiologically\n\nwonderful developments\n\n— a force almost\n\nknown\n\n;\n\nas subtle\n\nconsider the revela-\n\n—that each bodily and mental\n\nfunction has been located and mapped out in the structure of the brain\nas accurately as the lunar landscape, or terrestrial objects upon a globe\n\nand beyond this following of the mental process to the remotest nervecell where the living spirit manifests itself, consider what has been done\nand is now doing in the study of psychology on the spiritual side not\na priori, the attempt, that is, to conform facts to a preconceived theory,\nbut the observation of facts in the growing minds of children, in minds\ndiseased (by which discoveries are made, just as the function of the\nstomach was observed through the wound in the side of Alexis St.\nMartin), and in healthy minds facts that point directly to infallible\nconclusions; note the phenomena of hypnotism, and of somnambulism;\nconsider all this, and then reflect whether it is not now more probable\n\n—\n\n—\n\nthat a scientific conclusion respecting a future state of existence will be\n\nreached before the twentieth century closes than\n\nit\n\nwas fifty years ago\n\nthat intelligence would be flashed three-thousand miles under the sea\n\nwith almost the speed of thought, and more probable than it was twenty\nyears ago that you could stand in Toronto and recognize a friend's voice\nspeaking in Montreal.\n\nWith such a basis, that scepticism, so wide-spread and so natural, conand the trained minds\n\ncerning the sacred things of faith may disappear\n\n;\n\nof future generations may rest as calmly in contemplation of the future\nlife as\n\nthey now do in confidence in the working of natural law in the\n\nmaterial universe.\n\nAs the tempest, the volcano, the earthquake, are no\n\nlonger a terror to the instructed, so may the terrors about the great hereafter at length be dispelled.\n\nLet me close with an illustration from a recent number of the \" Nineteenth Century\" magazine:\n\n"}
{"page": 99, "printed_page": null, "text": "DISCUSSION.\n\n95\n\nA larva was dissecting the dead body of one of its kind.\n\nHe saw in\n\nthe various organs and their functions wonderful adaptability to the life\nof himself\n\nand other larvae on the leaf of a cabbage.\n\nBut he noticed\n\nalso certain other undeveloped organs and possible functions that\n\nnot brought into action in the life he then lived\n\nwere\n\nthey seemed to point\n\n;\n\nThese he could not account for.\nto something beyond and to come.\nWhile he studied upon them a butterfly lighted upon the cabbage-leaf,\nand soon he flew away. But the larva did not perceive his future life in\nthe butterfly's life.\n\nWe perceive within ourselves the spiritual organs and their functions\napart, perhaps, from what is necessary to our existence here.\nterfly we do not see,\n\nThe but-\n\nbut in time, perhaps, we may.\n\nThe school of the future will concern itself less than the school of the\nit will lead up more\n\npresent does with the material and the perishable;\n\nand more towards that which is spiritual and divine.\n\nJames L. Hughes, Inspector of Public Schools, Toronto:\n\n—\n\n1.\n\nschool of the future will be better than the school of the present.\n\nThe\nThe\n\neducational development of the past two hundred years forms a solid rock\n\non which to base high hopes for educational progress in the future. The\naccelerated rapidity of educational advancement during the last fifty\nstill\n\nmore rapid improvement in\n\nWe have not reached the best.\n\nThank God there is always\n\nyears justifies the faith that predicts\n\nthe future.\n\nThere is always gold higher up. There is joy in\nthe thought that we have emerged from the educational wilderness in\nwhich our forefathers wandered, but there is greater joy in the consciousness that the mountain still towers in illimitable heights above us,\nIt is an inspiration to a true teacher to\nso that we may climb forever.\nknow that he may— nay, that he was intended to lead to heights never\nyet discovered, and bring his fellow-men into a clearer light than they\nhave yet enjoyed. He is partially dead who is limited by a narrow view.\nWe are not truly alive if we are content to be mere imitators. The\nfuture shall be grander than the present.\nLet us hopefully do our part\nin moulding it.\nanother hill to climb.\n\n2.\n\nThe school of the future will develop the physical nature more\n\nperfectly than at present.\n\nIt will\n\ndo so to strengthen the bodies of the\n\nrace and make them more energetic in action and graceful in form; to\n\nmake men more healthful and less liable to disease\ndiseases and counteract hereditary tendencies; to\ndefinitely responsive to the will\n\n;\n\n;\n\nto remove hereditary\n\nmake the body more\n\nto develop the will itself,\n\nby the exerand to give\n\ncise of its executive activity through the agency of the body ;\n\nintellectual and moral vigor.\n\neducation craze.\"\n\nThere are men who sneer at the \" physical\n\nHow they would pity themselves if they could realize\n\nhow little they see of the real meaning and scope of physical education,\n\n"}
{"page": 100, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n96\n\nand how dimly they see even that little. The formal exercises, gymnastics and calisthenics will in the future be specially adapted to the varied\nneeds of the pupils of different ages and conditions, and they will be applied with a definite consciousness on the part of the teacher of the reBut in physical development, as\nsults to be accomplished by their use.\nin all other departments of human culture, the law holds good that the\ninformal is better than the formal, giving as it does, not merely greater\npower, but greater spontaneity and freedom also so the games of the yard\nand field will be recognized as forming one of the most important depart;\n\nments of physical, intellectual and moral training. New games will be\ndevised by the highest medical councils of the world, in consultation with\nGames may be improved\nthe best minds in the teaching profession.\nThe\nwithout limiting the freedom and spontaneity of the playground.\ngames are really the best means provided in the schools of to-day for the\nexercise of the complete self-activity of the pupils ; the only agencies for\n\nthe full development of executive power;\n\nthe only school process that\n\ncompletes the essential sequence of feeling, thought, decision, action, in\napplication to the threefold nature of the child.\n\nThe educators will not\n\ncontinue long to be mad enough to leave so potent an educational agency\nas games to chance.\n3.\n\nThe school of the future will devote special attention to strength-\n\nNo one can do his best work so\nening the weakest part of the child.\nHarlong as one department of his nature is weaker than the others.\nmony gives power.\n\nMan is a perfect type of an organic unity, and in\nlack of harmony leads to\nThe school should counteract the evil influences of\n\nevery organic unity harmony promotes growth\n\nweakness and decay.\nheredity.\n\n;\n\nIf a boy is born with a weak physical or mental or moral na-\n\nture, the first work of the school should be to\n\nweakness and restore the\n\nlost balance.\n\novercome the hereditary\n\nToo often the weaker nature\n\nsuffers in the uneven contest with its stronger rivals.\n\nHe who develops\n\neither the physical, the intellectual or the moral nature at the expense\nof the other two, fights against God.\n4.\n\nIn the school of the future the pupil will originate most of the\n\nThe solution of problems is not so difficult as their conception.\nThe power to recognize problems definitely is infinitely more important\nthan the power to solve them.\nThe most marked characteristic of childhood is its power to recognize the multitudes of new problems by which\nproblems.\n\nand because this power is so strong it is therefore posand definitely, and it was intended that it\nshould so develop through the recognition of our material environment\nto the power of clear conception of all the problems connected with our\nintellectual and spiritual life.\nYet this power grows weaker instead of stronger as we grow older. The\nit\n\nis surrounded,\n\nsible to develop it rapidly\n\n"}
{"page": 101, "printed_page": null, "text": "DISCUSSION.\nschools absolutely reverse the plan of nature.\n\n97\nBefore the child goes to\n\nschool he discovers his own problems and solves most of\n\nthem unaided.\nThe few that he cannot comprehend he brings to his seniors. When he\ngoes to school his teacher brings the problems to him.\nNature made\nhim a questioner, a seeker after truth the school makes him an answerer.\nNature made his mind to think, the school makes it a receptacle for\nother people's thoughts.\nNature gave him power to see the relationships\nbetween himself and his environment, and his fellow-men, and his Cre;\n\nator; the school dwarfs this\n\nWe are\n\npower by preventing its activity.\n\noften startled at the simplicity of new discoveries and inventions, and we\n\nwonder why we did not make them ourselves. Every new discovery or\ninvention is merely the solution of a new problem in the relationship of\nnatural forces.\nThe power of solution depends on the power of recognition.\nWe could have solved the problems, if we had been definitely conscious of them.\nThey were near us, but we did not see them. If we had\nthe power to see clearly the thousands of physical, intellectual and spiritual problems that are ever near us, how swiftly the world would move\nonward, how definite would be our conscious growth towards God.\nBut\nthe schools train men to solve, not to find problems to answer questions,\nnot to recognize the mighty questions that need answering, and so there\nis not so much power of original investigation and independent growth\n;\n\nin the world as there should be.\nThe school of the future will preserve\nand develop the child's conceptive relationship to nature and God intellectually and spiritually.\n\nThe school of the future will train the executive powers.\n\nThe\n\nsaddest sight in the world is a man who uses his power for evil.\n\nIt is\n\n5.\n\nnearly as sad to see one who plans to do good but fails to accomplish his\nplans.\n\nBoth are failures, and both fail because their executive powers,\n\nwere not trained in harmony with their receptive and reflective powers.\n\nEducation should remedy this great defect in human character.\n\nInstead\n\nof doing so, it often produces feebleness where it should develop strength,\n\nand turns out men who, like Mr. Leigh, \" possess almost every gift except\nthe gift of the power to use them.\"\n\nMan was created a unity, with receptive, reflective, and executive powHe should be trained as a unity. His receptive, reflective, and executive powers should be trained harmoniously and definitely.\nMen are\ners.\n\nmade waak by training their receptive and reflective powers without training their executive powers.\nThe true test of education is the amount of\nMan's power to do determines his power\nHis accomplishing power and productive activity measure\nhis real manhood, and fix the standard as an agent for the overthrow of\nevil and the establishment of good.\nThe receptive and reflective powers\nare practically useless without the executive powers.\nThe executive powproductive activity it develops.\nfor good.\n\n.\n\n"}
{"page": 102, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n98\n\ners are the only means for the true\n\ndevelopment of the receptive and\n\nreflective powers.\n\nWe must make the power of attainment equal to the power of insight.\nMoral degeneracy follows the consciousness that we are not living in harmony with our best thought. It is an awful thing to give a man more\n\npower to think without at the same time giving him a correspondingly\nincreased power and tendency to execute his thought.\n6. The school of the future will give ample opportunity for awakenThe whole\ning and cultivating the special power of each individual.\nbeing grows most rapidly in the direction of its own self-activity along\nNo life can be complete unless it is\nthe lines of its greatest power.\n\nwrought out on the direction of its greatest aptitude. The school, by\nits courses of study, by its options, by its variety of materials for investigation, experiment, and constructive application, and by its improved\neducational processes, will yet guide the pupils in defining and increasing\ntheir greatest individual powers.\n\nThe school can never do its proper\n\nwork until it becomes a controlling force in the evolution of the individuality, the essential manhood or womanhood of each child.\n\nBut the schools of the future will not be satisfied with the develop7.\nment of individuality. Individual power and individual liberty lose their\nThe mightiinfluence and their sacredness if confined to the individual.\nperverted.\nInwhen\nfor\nevil\npotent\nmost\nbecome\ngood\nest agencies for\ndividual power demands individual liberty, individual liberty brings\nindividual responsibility, and individual responsibility is glorified by coIndividuality purified from selfishness is the lever that must\noperation.\nlift\n\nthe world.\n\nThis\n\nis\n\nthe great lesson taught to the world by Christ,\n\nand all real educational development since Christ has centred on this truth.\nCo-operative individual self-activity will be the crowning ideal of the edu-\n\nHumanity can learn great truths only\nEach pupil in the ideal school will have definite respon-\n\ncational systems of the future.\n\nby living them.\nsibilities,\n\nand the chief function of the teacher will be to adapt responsiand see that duty is performed. Co-opera-\n\nbilities to individual powers,\n\ntion should be suggestive as well as responsive.\nas well as execute.\nacter,\n\nPupils should originate\n\nResponsibilities so assumed and executed make char-\n\nand character is the grandest development of the school.\n\nMr. President, Ladies and\nStanley Hall, of Worcester, Mass.\nWhen I came here to-night I had no thought of saving anyGentlemen\nthing, but I cannot hold my peace when the subject of so great importance\nDo you realize, ladies and\nas the one we are considering to-night is up.\n:\n\n:\n\ngentlemen, that the past fifteen years has seen a greater development educationally than all the history of the world shows before, measured by money\nalone?\n\nDo you realize that since 1865, in a remote and lately civilized\nNew Zealand, and in nearly every South American state,\n\ncountry like\n\n"}
{"page": 103, "printed_page": null, "text": "DISCUSSION.\nIlayti, in Eastern and Southern Russia\n\n99\n\nand in Scandinavia, in Finland,\n\nin Australia, and throughout the world, new and comprehensive school sys-\n\ntems have been instituted that are rapidly moulding the sentiment of the\nworld ?There has never been in history an institution so potent in moulding character and in shaping the physical development of young men and\n\nwomen, and it is doing far more than the Church itself. The commonschool system is doing far more even than the Church, for it is gradually\nAnd\nuniting all creeds and hastening the grand federation of mankind.\nto-day there is a concensus which unites men of all civilizations, all races\nof people of all ages and sex, and they believe in the elevating, moralizing\npower of school education.\n\nDoesn't all this\n\nmake the school sarced?\n\nDoesn't it give it more of consecration than the Church? The answer comes\nto us in the volume of money in every state for schools of all grades.\n\nThe\n\npopularity of the school has grown more rapidly, not only in the past\nfifteen years,\n\nbut in the past five years it has been more rapid than in all\n\nthe history of the country before.\nall\n\nThe people realize that underneath\n\nthe industries, and all the arts of peace and war, are educational pro-\n\ncesses in the development of which alone can there be commercial and mili-\n\ntary success.\n\nImmediately after the great Franco- Prussian war military\n\nschools were founded, because it was realized that these must be the most\n\nThere was the greatest ambition\nAnd so the arts of peace, which\nare far larger and more useful, have prompted these countries to compete\nwith each other along such lines, for instance, as commercial industry.\nIt is just the same way with education, which is moulding the religious\nand professional spirit, whether ministers of the Gospel, students of the\nlaw, or in the medical profession.\nThe principles of law depend upon the\nstate of education, and whether our religious conceptions are exalted in\nthe sense of that noble paper of Mr. Hughes.\nEverything we are living\nfor to-day depends upon the state of education in a sense unknown in\nmagnificent and effective of the world.\n\nin all the countries of Europe to excel.\n\nhistory hitherto.\n\nThen my final point is this: It is not strange that\nmen are ready to rush to war, as they are now\n\nwith such an institution\n\ndoing in Russia and Austria;\n\nit is not\n\nstrange that in some of these coun-\n\ntries they are ready to sacrifice the individual for which we are pleading\n\nto-night.\nSo that with this magnificent development comes a danger\nwherein the institutions of government tyrannize over the mind of man and\n\nseek to extinguish\n\nhuman knowledge.\n\nThe danger of the day is that\n\nthe tender bodies and minds of our children will be injured by this magnificent machine, which can do so much for good and so much for law and\n\norder.\n\nFor that reason, too, I want to join my voice in pleading for the\n\nindividual, and quote the words of the brilliant Doctor Powell, who said,\n\nthat in individuality is strength\n\n;\n\nand that is true, not only of individual\n\nboys and girls, but it is just as true of institutions.\n\nI plead for individ-\n\n"}
{"page": 104, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n100\n\nuality in the college and in the university as well as in the school.\n\nThe\n\nday for institutions, of the high grade or low grade, that cover the whole\nfield of\n\nNo matter how far-\n\nhuman knowledge is gone, and gone forever.\n\nreaching our university may be, it can never cover the whole\nindividuality is strength.\"\n\nfield.\n\n\" In\n\n—\n\nMy Friends and FellowMiss Schofield, of South Carolina:\nTo-day when I sat here and listened to the words of welcome,\nI listened in vain for words of welcome to those who have been brought\nteachers :\n\nto this country\n\n—those who followed the north\n\nI\n\nstar.\n\nwish to say to\n\nthese people of Toronto, that some of us came here with hearts overflowing, because slaves could not breathe in\nresent, as well\n\nas\n\nEngland.\n\nI stand here to rep-\n\none woman, who for twenty-five years has spent her\n\nlabor and her time as a teacher among the colored people of the South,\ncan,\n\n— stand here\nI\n\nso needy get\n\nto ask that in the schools of the future they who are\n\nmore of their share than they are geting now.\n\nI\n\nask that\n\nin the schools of the future such organizations as this shall look to the\n\ntime when our country and your country, my friends, will help lift up\nthis forty-five per cent, of ignorance into education and citizenship.\n\nI\n\nask that we, who are talking so much about individual liberty, shall look\nto the liberty of those who are\nto help make them.\n\nmaking our laws, and who will continue\nthe future we that begin\n\nI ask for the schools of\n\nnow, that those schools may be what they should be, that the common\nschools everywhere may be lifted up, because we have reached higher and\n\nhigher in our work and nearer and nearer to that standard which is of\n\nGod, who is no respecter of persons.\nNicholas Murray Butler, of New\nLadies and Gentlemen :\n\nYork City:\n\n—Mr. President,\n\nI too wish to add a single word for individuality,\n\nbut with this caution and this reminiscence of its history.\noriginally individualistic, and it was but anarchy.\n\nSociety was\n\nIt has taken the his-\n\ntory of civilization to teach the individual to be an individual and to be\nsocial as well.\n\nThe great problem, then, of the school of the future is to\n\ntrain the individual in the direction of this ultraism, which means the\nability to live and to let live, to co-operate\n\nand to let co-operate.\n\nWe\n\nhave passed from the old individuality and are progressing toward the new\nindividuality, which is an organic unity.\n\nIt is therefore the study of the\n\nindividual child from the standpoint of the history of the race, from the\n\nstandpoint of the history of civilization, as well as from the standpoint of\nthe individual nature of the child.\n\nThere has been a contribution to\n\nindividuality made by history, and the great social pageantry has impressed that upon the leaders of the human race, and\n\nnow the time has\n\ncome when the schools, through the training of the individual, may give\nback, with interest a thousandfold, that which it has absorbed from\nhumanity.\n\n"}
{"page": 105, "printed_page": null, "text": "—\n\n—\nDISCUSSION.\n\nJones\n\nS.\n\nMr. President :\n\n:\n\n1\n\n101\n\nam known on the road as Sam Jones,\n\nbut I am not the Sam Jones so famous in the United States, and I am\nnot here at all in the capacity of your Evangelist; but I would like to be\n\npermitted to speak a few words.\n\nI would like to be eloquent enough to\n\necho the sentiments of the lady who spoke in such high praise of the\neducational movement, and emphasize the abolition of slavery.\nI only hope and trust that\n\nthe school of the future will be so adjusted\n\nIn this age we have slavery, the outgrowth of an industrial system which fills your roads with tramps. I am\nafraid this subject has not been grasped, and that our most potent, grave\nand reverend seniors who deal in higher education think it rather ber\nneath them.\nI would like mildly to suggest, if you will permit me, withas to reform the industrial world.\n\nout any intentional purpose of offending, that the subject of sociology be\n\nmade one of the main planks in the new platform of popular education.\nIt is a disease for which there must be found a remedy.\nYou will not\nonly have your schools swamped, but the whole industrial world will feel\nthe\n\nill\n\neffects of\n\nthe condition\n\nnow prevailing, if you do not do some-\n\nthing to stem the tide.\nI apologize for introducing what might seem to be a foreign element.\nFrancis W. Parker, of Illinois, closed the discussion as follows\nMr. President, Ladies and Gentlemen : I know I made a failure to-night,\nbecause in all my past experience I never had a discussion of the subject\nwhich I presented that did not attack me very strongly; and therefore I\nthink I must have made a great mistake in this paper.\nWhy it is I have\n:\n\nnot been attacked, I\n\nknow not.\n\nIt\n\nmay be because I said things that\n\nare so generally true that no one would attack me.\n\nHowever, I have just a word to say.\n\nI\n\nfollowed my brother Marble\n\nBut I could not accept one thing. He said\nthere might, there was great danger that the school would absorb the work\nof the home and the home would not have anything to do.\nNow I think\nthat the teacher, the mother, the father, the sisters and brothers can all\nactively engage in the youngest child and have plenty to do all around.\nI believe, of course, that the home is the centre of the world, and the time\nis coming when mothers are to study the subject of education.\nThe time\nis coming when no college course, or high-school course, will be complete\nunless our girls are obliged in the curriculum to study the child and the\nclosely to find\n\nlaws of\n\nsomething.\n\nhuman growth.\n\nAnd that brings me to the one thing: All our\n\nprogress in education from the beginning, every step, has been in the\n\nstudy of that mystery of\n\nall\n\n—the\n\nmysteries\n\nlittle child.\n\nThe heavenly\n\nlight that fell on the hills of Bethlehem teaches us of the divinity of the\nlittle\n\nchild.\n\nAnd to-day, my fellow-teachers, there is one thing I can\n\nsay, that every step of progress that ever has been made in education has\n\nbeen the discovery, by actual observation and study of the child, of the\n\n"}
{"page": 106, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nL02\n\nlaws of growth, and that is the study of the future; that will lead us on.\nWe find in that Book of books the inspired sentences that seem to confirm the pedagogical truth, \"\n\nA little child shall lead us unto the truth.\"\n\nIn that study all minor differences will fall, and we shall find the truth\nas it is in that little child, the\n\nexample for all humanity.\n\nI\n\ncommend\n\nyou the study of the little child, and the study of Him who was that little child, and whose last words as He fought His battle on this earth, and\nwhen He left it, He said to His trained disciples, to His sturdy teachers,\n\" Simon, son of Jonas, lovest thou Me?\"\nHe knew the battle for humanity and He gave the keynote, \" Simon, son of Jonas, lovest thou me?\"\nAnd the sturdy Peter said, \" Nay, Lord, thou knowest I love thee.\" And\nthen came the answer that has rolled down the ages and which comes to\nus in America to-day: \" Feed my lambs, feed my lambs\"; and the gates\nof glory shall be lifted up and the King of glory shall enter in.\n\nTEACHING PATRIOTISM.\nJ. R.\n\nPRESTON, STATE SUPT. OF PUBLIC INSTRUCTION, JACKSON, MISS.\n\nThe time-limit of thirty minutes demands that I confine this paper\nto what can be done and should be\n\ndone in the United States to develop\n\npatriotism in the great mass of children, whose only instruction is given\n\nby the public schools.\n\nTo die for one's country is the definition of patriotism which has been\nhanded down the ages. To live for one's country is true patriotism.\nGovernment is for man, not man for government, is the trend of modern\nthought and practice.\nOur republic was founded and is maintained upon the theory that the\npeople through the representatives they choose, will make laws and manage\nthe government for the highest good to the greatest number.\nIts best\nclaim to superiority and its hope of perpetuity is that it is for the people.\nJust now many thoughtful men who are true to its principles entertain\ngrave doubts as to the accomplishment of its design.\n\nHere is a catalogue\n\nof conditions usually set up to justify their doubts: corrupt municipal\n\nadministrations\n\n;\n\npublic revenues inequitably collected through protective\n\ntariffs ; a system of\n\npensions costlier than a standing army, sapping the\n\nvery manhood of its beneficiaries\n\nNorth-west\n\n;\n\nan overflow of immigrants in the great\nthree millions of paupers, living parasites on the body poli;\n\ntic eight millions of negroes producing political congestion in the South\nparty politics in the hands of spoilsmen, who buy and sell the votes of free;\n\n"}
{"page": 107, "printed_page": null, "text": "TEACHING PATRIOTISM.\n\n103\n\nmen; monopolies and vast combinations of capital sweeping the wealth\ninto the coffers of the few; a brutal conflict between labor and capital;\nthe tillers of the soil striking defiantly for relief from unjust discrimination against their interests; the poor glaring fiendishly at the rich because,\n\nthrough existing conditions, twenty-five thousand persons have\n\nbeen enabled to get possession of half the wealth of sixty-four millions.\n\nOurs is a nation of busy people, each doing his level best to push his\n\nown enterprise to highest results. As a people they have never stopped\nWhen they had a war to fight\nto see which way the nation is drifting.\nthey laid aside their daily pursuits and with mighty valor and business-\n\nThey recognized a conflict which war\n\nlike activity fought it to a finish.\n\nalone could terminate, and in a terrible civil war they decided that a state\n\ncould not secede and that slavery must go.\n\nThe grave political and social evils above mentioned, and many others\nresulting therefrom, are pressing to the front to-day for adjustment and\nIt must be conceded that they are of as vital\n\ncorrection.\n\nimport to the\n\ndestiny of our nation and possibly more difficult to settle than the issues\nof the civil war.\n\nThe strongest cohesive forces of a nationality are common sympathies,\nidentity of race and descent, the same language, the same religion, iden-\n\nNot one of these forces operates throughout\nOur congressmen, representing the wishes of their dis-\n\ntity of political antecedents.\n\nour republic.\n\ntricts, strive for the interests of their sections with little care for the rest\n\nOne political policy does not suit the manufacturing\n\nof the country.\n\nEast and the agricultural West.\n\nWe have half the railways of the world\n\nto exchange our products for us and to facilitate the intermingling of our\n\npeople.\n\nThis is a strong mechanical bond, but it appeals to no higher\nself-interest, and therefore cannot be relied upon to pro-\n\nmotive than\n\nmote a true spirit of nationality. The press, except in rare cases, speaks\nSectional interests and prejuonly to the section in which it is printed.\ndice once parted our nation in two and there is danger ahead that this\n;\n\nsame spirit, if not counteracted, may sever us again. This time not the\nNorth and South but the East, the West, the South, the Centre. We\nneed the force of a dominant national patriotism to counterwork the\n;\n\nperilous tendencies of this sectional spirit.\n\nSober, reflecting men\n\n—not alarmists, but true patriots—recognize these\n\ndangers, and are seeking to face them with candor and to lay the burden\n\nupon some efficient and responsible agency.\n\nAmong\n\nthese, I need hardly add, is not found the partisan politician.\n\nFelicity\n\nof averting them\n\nin\n\ndodging\n\nissues has\n\nmarked\n\nhis\n\ntribe\n\nsince the days of ^Eschines.\n\nMany of the troubles above adverted to are directly traceable to the corrupt measures and methods instituted for party supremacy; and we may\nas well trust bacilli to cure us of yellow fever as to expect a politician to\n\n"}
{"page": 108, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n104\n\ntake a square stand against the wishes, interests, or prejudices of any\nconsiderable number of voters.\n''little\n\nWitness the contest\n\nlast year,\n\nover the\n\nred school-house.\"\n\nWith full confidence I assert that the public school is the agency we\nIts army of half a million teachers, sustained by popular\n\nmust rely upon.\n\ndevotion to the cause, must in times of peace and through peaceful measures fight this continuous battle for the perpetuity of national life.\n\nThis\n\narmy stands to-day holding the hands and hearts of to-morrow's nation.\nTo make a citizenship whose intelligence, moral rectitude, and steadfast\nvirtues will counteract these disintegrating forces and social disorders is\nTaxing property for\nthe function and the mission of our public schools.\neducation smacks of socialism, however much we may glorify it as an\nAmerican idea. It won the sanction of common consent only because\neducation, by producing counter currents, reacts on the worst tendencies\nof socialism.\n\nSince true patriotism is to live for one's country, teaching patriotism\nresolves itself into making the best citizens.\n\nIt is a step towards the evo-\n\nlution of a truer conception when the leading educational forces of a\n\ncountry are concentrated, as they are now, with practical unanimity,\n\nupon so vital a point.\nThe patriotism which can be developed by the schools is of two kinds:\n(1.) that which comes through exercise of the emotions; (2.) that which\ncomes through a knowledge of the rights and duties of the citizen. Exercising patriotic emotions is but kindling the fire which is to fuse into\na symmetrical whole and render stable the principles and convictions of\nrational patriotism.\n\nAs a foundation for teaching emotional patriotism we have the uniwhich draws its earliest breath from the\ncaressing touch of a mother's hand, which is hallowed and strengthened\nby the sacred relations of the family, which throughout life is the anchor\nto upright conduct, nobility of character and good citizenship.\nThe\npertinent question is: How upon this basis can we best build up loyalty\nand love of country in the hearts and intellects of the millions who never\nenter college?\nInto the public schools they come from every kind of\nversal instinctive love of home,\n\nhome\n\n—an incongruous\n\ncollection,\n\ndiffering\n\nin\n\ncapacity,\n\nhereditary\n\nproclivities, in passions, in tastes ; similar in this, that they are integral\n\nunits of the future state, that they bear a significant relation to each\nother, that they are susceptible to training.\n\nWhen they step over the\n\ndoor-sill of the public school they enter a sphere of equal rights and equal\n\nprivileges,\n\nand out of these rights and privileges begin to germinate a\n\nrespect and love for the unseen agency which has provided such blessings.\n\nThe transition from love of home to love of country is easy, and should\nbe made a fascinating and memorable experience.\nIn his treatise on\n\n"}
{"page": 109, "printed_page": null, "text": "TEACHING PATRIOTISM.\n\n105\n\nteaching patriotism, Col. Balch, of New York, has elaborated a plan for\naccomplishing this by the use of flags and badges.\nWith proper modi-\n\n—\n\nfications to suit particular environments, this plan, if adopted and taught\nits spirit, would in a few years excite a patriotic enthusiasm glowing enough to win over the obdurate immigrant, and strong\n\naccording to\n\nenough to uplift the children of all classes to that plane of recognized\nequality so dear to the human heart, so essential to the fibre of a true\n\nAmerican citizen.\nAs a perpetual inspiration to patriotism every school should have a\nnational and a state flag, and should teach their significance as symbols\nof law, justice, protection, liberty, government.\n\nence steadily develop as it dawns upon the\nvaguely, that through\nrights.\n\nits flag\n\nSentiments of rever-\n\nmind of childhood, however\n\nthe nation guarantees these inalienable\n\nMoreover, child-mind needs something tangible, some emblem\n\nconstantly in sight, around which\n\nit\n\ncan cluster the virtues of citizen-\n\nship and merge them into a feeling of patriotism.\narc best taught by\n\nAs form, color, size,\n\ncomparison of objects, noting agreements and\n\ndiffer-\n\nences, so may be instilled the clearest conception of all the qualities\n\nand\n\nduties of a true citizen.\n\nWhen presented first as a mere object-lesson, the sensible properties of\nthe flag will arouse curiosity and induce a strong desire to know its meaning.\n\nHere is the basis of its truly valuable use, viz\n\n:\n\nas\n\nan object-text,\n\nabout which week after week can be grouped the most delightful and\nstimulating lessons of patriotic devotion.\n\nThe occasions should be few\n\nor many as the character of the pupils demands.\n\nA rural school com-\n\nposed of the children of well-to-do, native-born farmers requires less instruction in patriotism than one in a colony of immigrants or in the\n\npauper quarter of a city.\nNational holidays, memorial days, decoration days, and such other\nevents as are pertinent and readily associated with the glory of our country should be freely used to give variety\n\nand vitality to lessons which\n\nmay otherwise become monotonous and even dwarfing to the very sentiments they are intended to inspire.\nThe willing spirits of children can\nbe firmly biased by the exalted purposes formed by occasions like these.\n\nOne school day should be set apart every year as Patriots' Day.\ning trees and floAvers to adorn school premises\nin\n\nvogue in most of the states\n\nPlant-\n\n— an engaging practice now\n\n— undoubtedly a potent means of establishis\n\ning attractive associations, and of endearing the school, and through it\nthe state, to the hearts of future citizens.\n\nIf this be a laudable practice,\n\nhow much more worthy and significant to utilize a day to implant in\ntheir natures the seeds of genuine patriotism.\nto nourish tree\n\nand flower\n\ncherish high resolve.\n\nJust as ground is prepared\n\nso may hearts and intellects be quickened to\n\n"}
{"page": 110, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n106\n\nSo let as have Patriots' Day dedicated as a national holiday, on which\nand grandeur of our country and photograph its\n\nto focalize the light\n\nglory upon the hearts of the children.\n\nLet parents and the community\n\nat large congregate at the school, and in song and recitation and patriotic\n\nspeeches revive their love of country and deepen their spirit of fidelity\nto its principles.\n\nOur mechanics are turning to labor unions for relief farmers are lookThe immiing to the Alliance for protection and redress of grievances.\ngrant locates in a new home and is expected to become Americanized\nHis mother tongue, cuswithout one chance to learn what that means.\ntoms, prejudices and inherent love of native land are realities to him; he\nclings to them stubbornly; they are his possessions.\nAll these classes must be made to feel that the federal union was formed\n;\n\nto \" promote the general welfare and secure the blessings of liberty,\" and\n\nthat they are the rulers of it, as well as the beneficiaries.\n\nI\n\nam convinced\n\nthat Patriots' Day will be of immediate and permanent value in this\ndirection.\n\nParental love, pride and hope\n\n—\n\n—benignant and all-pervading influences\n\nwill draw the people together, will stimulate feelings of harmony and\n\ngood will, and excite to activity the best impulses of their natures. The\nperceptive powers and emotions of the individual will be quickened and\nThese conreenforced by the presence and mass-force of the multitude.\nditions will be most favorable to arousing a keen and genuine spirit of\npatriotic ardor.\n\nWhat a transcendent spectacle it would be\ntional object-lesson!\n\n—this grand,\n\npatriotic, na-\n\nFifteen millions of children standing before the\n\npeople of the nation,. congregated in all the school-houses of the land\n\n;\n\nthe\n\nyoung and old, the rich and poor, the immigrant and native, all sharing\nalike the common glory of their country, praising and fostering those\nblessings of liberty and equality which were bought by the blood of the\nfathers and guaranteed to posterity in the federal constitution.\nLet\nAmericans call a halt for one day to their everlasting business rush let\nher myriad of families assemble, so that the inspiration of Patriots' Day\n;\n\nmay sink into the heart o e the nation like a divine benediction.\nSo much for the development of emotional patriotism. As affluents to\nthe stream we should begin early to introduce lessons which appeal to all\nthe higher emotions and tend to lead the child to right feeling, right\n\nthought and right action.\nOn the first and last day in school, and on\nevery day between, some principle of practical ethics should be inculobedience and courage, honor and courtesy, honesty and charity,\ntruthfulness and justice, self-control and self-denial, attention, industry,\ncated\n\n:\n\nThese are the prime elements of fine manhood\nand womanhood, and it takes every one of them to make a truly patriotic\nself-respect, patient labor.\n\n"}
{"page": 111, "printed_page": null, "text": "TEACHING PATRIOTISM.\n\n107\n\nOur school men call this character-building. It has been much\nmore talked of than taught, and I fear it will so continue until every\nteacher can stand before his pupils an exemplar of these virtues, and not\na mere prater about them.\nMuch of the training in this line must be\nincidental, but the central truth I would enforce is, that it stands preeminent as true education. I am not giving you a recipe to make saints.\nIf you but consider your own life, and that of your worthiest neighbors,\nyou will see how little they have been affected by what was taught in the\nordinary school lessons, and how much of their success and of real manhood is due to these every-day moral factors. These constitute the true\nmeasure of a man, whether in his relations to the family, to society, or\nChildhood confidingly takes and briskly assimilates; so\nto the state.\nthese solid attributes should be continually presented with the utmost degree of vividness. Our school training should all tend to one end to fit\nman to be subject and sovereign of himself.\ncitizen.\n\n—\n\nFrom ten or eleven years of age, systematic instruction should be given\nin text-books.\n\nHere begins civics, or the science of citizenship, which\n\ncovers a wide field, with rather shadowy boundaries as yet.\n\nTraining in\n\nemotional patriotism, and the moral attributes which reenforce and confirm it, will have laid the foundation well.\n\nChildren begin to slip away\nsome even earlier; hence we must discriminate sharply and\ndetermine what and how much text-book instruction can be given.\nI think all will agree that the leading facts of state and national history, and a brief, simple, lucid treatise on civil government, can be taught\nbefore the vanishing point of attendance comes into sight.\nIn the history of our country we meet the very finest topics for the inculcation of lofty patriotism.\nAn abiding loyalty and love of country\nwill be implanted as we dwell upon the indomitable spirit and far-reaching wisdom of the patriots who formed our union, their heroic deeds in\nthe Revolutionary War, the creation and adoption of the constitution, the\nexalted character of the first president and his compatriots, the influence\nof America in liberalizing the governments of Europe, the wonderful career of development up to the Civil War, the matchless valor of Americans\nin that unhappy conflict, the onward mighty sweep since, our inventions,\nour literature, our unparalleled advance in the mechanic arts.\nThen\nlooking over the first century of the nation, at whose birth La Fayette exclaimed, \" Humanity has won its suit and liberty will never more want\nan asylum,\" we can point to a manhood eminent in loyalty, piety and\nat twelve,\n\npatriotism\n\n— those sterling qualities that forever challenge the admiration\n\nof the human mind.\n\nState pride should be developed and drawn upon to add zest to the\nstudy of state history, which coming close home fires a boy with zeal to\n\nknow the lives, and with ambition to emulate the virtues of those who\n\n"}
{"page": 112, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n108\n\n\" I never heard the story of\nhave reflected honor on his commonwealth.\nmore moved than with a\nmy\nheart\nnot\nI\nfound\nthat\nPercy and Douglas\n\ntrumpet,\" said Philip Sidney.\n\nSo may be stirred the hearts of the youth\n\nof our land by stories of the lives of\n\nAmerican heroes\n\n—the peers\n\nof the\n\nworld's bravest and best.\n\nAs to civil government, we must not wait till the high school years.\n\nA primary text-book on this subject, as well as on history, can be handled\nvery early.\n\nThe average pupil, under a live teacher, can take it readily\nThe instruction should be synthetic and conform to the\n\nat ten or eleven.\n\nmethod of teaching geography, beginning with a study of the town or\ntownship as the unit, extending to the county, to the state, and lastly to\nthe general government.\nFirst, teach all about that civil unit, where the acts of a citizen count\n\nimmediately for good or evil, where his neighbors and friends live, vote,\nand have their homes. Here the ties of association can be made valuable adjuncts to the instruction. A boy can be shown the rights and the\nduties of citizen and officer, and impressed with the sacredness of suffrage\nand the gravity of official acts. The real object is on hand for illustraElections, officers' meetings, assessments, levy and collection of\ntion.\nall furnish texts for making the whole matter\ntaxes, courts and schools,\nThese are before the pupil's eyes,\nof local government a living reality.\nand he can learn them as he learns streets or roads and his neighbors who\nwalk along them. Through mock exercises we can induct the boys into\n\n—\n\nthe actual practice of many of the functions of citizenship.\nIt will count for much if we can bring our boys to the threshold of\nmanhood with clear-cut knowledge and confirmed views about these prac-\n\ntical details.\n\nAlong with history and civil government the patriotic gems of literature should be read, and the best of them memorized and occasionally recited.\n\nThese will broaden the pupil's view of patriotism and show him\nand times, love of country has been regarded among\n\nthat, in all lands\n\nthe worthiest emotions of the human heart.\n\nAbove all, and through all, let us exalt and inculcate a sacred devotion\nto the fundamental principle of local self-government, so that the youth,\n\nknowing its value, shall have courage to preserve this priceless bequest of\ncenturies of struggle, this, inheritance we hold in common with all En-\n\nglish-speaking people, this keystone in the arch of American liberty.\nI have now briefly touched upon what in\n\nmy judgment can and should\n\nbe done to teach patriotism to all children who enter our public schools.\nIf I have laid what seems to be too much stress upon emotional cultivation,\nit is because I believe no people can be truly great without\n\ngreat emotions.\n\nAs to the higher branches of civics, I will only add that all through\nthe grammar school, the high school, and the college, should be contin-\n\n"}
{"page": 113, "printed_page": null, "text": ";\n\nCACHING PATRIOTISM.\n\n109\n\nued the study of the science of citizenship, to the end that the highly\ncultured of our people, by knowing the history and principles of our gov-\n\nernment best, may love it most and lead the masses into the light of that\nknowledge and love.\n\" How to govern and be governed is the chief thing learned at Sparta,\"\nsaid one of her rulers twenty-three centuries ago.\n\nin our republic should hang this motto:\n\nTo-day in every school\nTeach the children how to gov-\n\nern and be governed, for each is to be a sovereign citizen.\n\nProper instruction in patriotism and civics will require time and talented instructors.\n\nSo be it.\n\nTake the time, employ the teachers.\n\nPrune\n\nMuch of it consists of dead branches, and\n\nthe overcrowded curriculum.\n\nmuch of the teaching is worse than folly.\n\nThe \" cold gray eye of the critis to-day turned upon our public schools.\nIt sees puny\n\nical public \"\n\nweaklings in the rank and file of so-called teachers;\n\nthe intellectually\n\nhalt, lame and blind leading our children into darkness.\n\nWe need a Dr.\n\nHopkins or a Dr. Wayland in every school-room in the land. They are\nnot to be had, you say? Then let our nation make them.\nYou may declare this utopian\n\n;\n\nI rejoin, it is self-deluding to\n\nattempt otherwise to\n\neducate properly the people of our republic.\n\nThe vastness of our nation in area and resources and its dazzling development have induced among us a habit of thinking and speaking in the\nsuperlative degree.\nIt is a great theory\n\nWe brag about everything, even our public schools.\n\n—\n\nthis thing of the state's providing education from\n\nA little vanity about it is allowable\nbut we must be careful not to let our vanity and boasting divest us of sober\nthe infant school to the university.\n\njudgment.\nIn practice, public education in the United States is not meeting the\n\ndemands or fulfilling the promises of the theory.\n\nTeachers, superintend-\n\nents, school journals, politicians, even this august body, have been boast-\n\ning about it long and loud\n\n;\n\nyet the states spend comparatively a mere\n\nThe last congress appropriated nearly one billion dollars of the people's money six times as much as the annual\nexpenditures for the public schools in all the states more for pensions\npittance in its support.\n\n—\n\nalone than for the education of\n\nall\n\n—\n\nthe children.\n\nThis contrast shows\n\nthat in some lines we are running to seed, and need topping in order that\n\nwe may put out more branches for fruit.\nEducation, properly understood, means making the citizens of to-morrow's nation\n\n;\n\nnay more, making and keeping the nation worthy to sur-\n\nvive the perils that continually threaten it.\n\npatriotism, in whatever way,\n\nis\n\nSo it follows that teaching\n\nreduced at last to training and inspiring\n\nyouth to live most worthily, to shape their lives after the character-models\n\nhumanity's noblest and truest, to develop their highest individual\npowers, and lock into their hearts the sublime word duty.\nof\n\n—\n\n"}
{"page": 114, "printed_page": null, "text": "—\n110\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nPhidias was honored in Athens, and since in all the world, because he\n\nThe\ncould chisel from inanimate marble the best figure of a perfect man.\npatriotic problem before America to-day is to put a Phidias into every\nschool-room, to mould a perfect citizen from the living child.\n\nIf it costs\n\nten times the treasure now spent, and showers of honor besides, let it all\n\nbe freely given.\n\nTrue teachers have uplifted humanity the world over, and\n\nour republic must utilize her highest and best talent in teaching if she\nwould fulfil her princely destiny as the crown-jewel of nations.\nI have a supreme belief in the perpetuity of our Union.\n\nOurs is a com-\n\nposite nation akin to all the world, to which the immigrant ever comes,\n\nand from which none go to seek a better land and I have faith that the\neternal principles of its free government will fuse all discordant elements\nThe public schools are the great fusing furinto a homogeneous whole.\nnace. From the plastic stream of American childhood they must mould\nAmerican patriots.\n;\n\nDISCUSSION.\nMr. President, Ladies and Gentlemen\nMcKay, Nova Scotia\nWhen you asked me to open the discussion of the paper on the teaching\nof patriotism, by a man from Mississippi, I felt a little strange, because in\nA. H.\n\n:\n\n:\n\nreading the patriotism of our books, and of the past, I knew while it was\ndescribed so eloquently by Superintendent Preston that one should be\n\nready to die for one's country; but I felt all along that with that thought\nthere was also coupled another one, if not expressed, yet often entertained,\n\nthat before you die kill as many as you can of the enemy.\n\nBut the posand\n\nsibility of the representatives of two great nations meeting together\n\ndiscussing the question of teaching patriotism, on a\n\ncommon platform,\n\nshows that the old notion is becoming wider, and that with the develop-\n\nment in every other direction we have also a development in patriotism.\nI cannot do better here on this occasion, I think, than reiterate the words\nwhich have been so ably expressed by Superintendent Preston, and so far\nas these can apply to Canada they are just the words which would make\nus a great and noble people, and one worthy to be associated with you in\nevery good work looking to the patriotism of the world.\nSuperintendent Preston has given us two capital heads which I might\nnow take for a text for my closing remarks the emotional side and the side\nof knowledge.\nThe word patriotism implies fatherland, and it implies\nsomething more the love of the fatherland. What is the fatherland? Is\nit that small piece of rock or soil on which we were born? Some people have\n:\n\n—\n\n"}
{"page": 115, "printed_page": null, "text": "—\n1\n\nDISCUSSION.\n\n1 1\n\nfought for the few inches, and fought for it so energetically that they died\neven on the gallows.\n\nBut that was not their fatherland, nor did they reThe fatherland is greater than the farm\n\nceive very much honor in that.\n\non which we were born.\n\nIs the\n\ntownship the fatherland, is the county\n\nthe fatherland, is the state the fatherland?\n\nTo these and other questions\n\nvarious answers would be given in a study of the world's history in the\n\nIn the rudest condition we find the family\nattachment very strong, and almost the only inspiration of patriotism.\n\ndevelopment of civilization.\n\nWhen civilization has made some headway, families join together and\nwe find the clan or the tribe. Civilization must make a very great stride\nand did make great strides before the tribes were united together to form\nthe state.\nBut it is left for the present day and present civilization to\ngather together the greater units in a federal union such as the great union\nwhich now extends from one side of this continent to the other, or the still\ngreater union of kindred and the same people which encircles the globe.\nCommissioner Harris very eloquently and forcibly laid stress upon the\nfamiliar part of the institutions of the English people. Those institutions came to us in the form of local government.\nLocal government\nif we are going to study government, we are first to commence studying\nhas been beautifully pointed out by Superintendent Preston.\n\nit locally, as\n\nWe must have no patriotism that attaches us too closely to a locality. The\ngovernment of the locality is only a part of the greater organization. We\nmust have our local institutions grouped together the township, county,\nand the state collected together in the larger organizations of the federal\ngovernment and without that bond, as has been so powerfully said, we\nmay lapse again into the same element from which we grew up. Now\nwhat is the grand force which is to unite these larger molecules of society\n:\n\n;\n\nof the world?\nIt is the love of the fatherland.\nSo the love of the fatherland must increase, must go out from the county to the state, and must\n\ngo out from the state to the general federation, and the individual must\nso realize the necessity of that, the necessity of the vast benefit from an\n\nutilitarian point of view, that we can appeal to those who can only underit, and we can also employ the implements which have\nbeen so graphically brought before us, and picture it in such a way as to\n\nstand the use of\n\nwin hearts, not only for the smaller organization, but for the greater organization.\nNow, in order to teach patriotism which will give us a love for\ncountry, I think it is necessary that we should be teachers of a proper sys-\n\ntem, and must be an inspiration in ourselves.\n\nThen every illustration in\nthe school-room history, geography, and all others, will be filled with an\ninspiration which helps us and the children under our charge in feeling\nan inspiration which brings about a love for country and humanity.\nIf\n\nwe are going to make a grand success over the olden times we must teach\nthat the work of the patriot is not so much to work and fight and die for\n\n"}
{"page": 116, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n112\n\nhis country, as it is to work and live to make it a grand nation.\n\nThere\n\nmuch stress upon a narrow patriotism.\nFor instance, your Independence Day is well worthy not only of your\nis sometimes danger that we lay too\n\nadmiration, but the admiration of all people, for yours, like the English\npeople, have been good fighters; but I do not think we ought to lay too\n\nmuch stress on our fighting.\n\nBut I prefer to regard the larger patriotism\n\nthat is bound to come in the progress of this grand evolution.\nis very little\n\ndifference between us.\n\nNow there\n\nAt a certain point in your history\n\nyou came to a conclusion that a revolution was necessary to give you a\nlarger liberty.\nWe did not go that way altogether, but we have arrived\nat the very same result by a process of evolution, and I think at the present day our personal liberty is as great as that of any nation on the earth,\n\nand we will perhaps move the government more rapidly in response to\nthe popular will than even your grand government on the other side of\nthe line.\n\nNow if we are to teach the highest patriotism, we must not only know\nOur own country, but as teachers must understand history.\n\nAs Canadi-\n\nans we should study your history, and take advantage of the grand points\nthere,\n\nand if there is anything we can do better we will try to do it.\n\nIn\n\nlike manner you will study our history, and if we have any good points we\n\nknow you will give us credit for them.\ngether\n\n;\n\nIn that way we would live to-\n\nalthough we are separated by little political lines, yet we would be\n\nunited even down to our method of teaching patriotism, and we would be\npractically united in every way, except by this little boundary line,\nis perhaps a necessity for\n\nwhich\n\nour better development.\n\nIt may be, for this reason, that\n\nwe will let evolution and revolution\nit comes out, which will turn out\npeople who will not fight among themselves, but who will stand up for\nright even though it is on the other side of the line who will not say, \" Let\nus take from other lands whatever we can get, in whatever way we can,\nby fraud or force.\" They will not say that people of our own blood are\nnot our brethren, but will stand up for giving out right and justice, as\nwe would do right and be just with each other. And perhaps this union\nis coming a little nearer than some of us think.\nI could not help\napplauding with all my force the beautiful thought given us by Commissioner Harris yesterday, -and I think we are coming to it.\nThe fact that\nwe can meet together and discuss patriotism on a common platform shows\nthat we have taken one grand step in the right direction.\nSoon we will\ntake the next great step, and then our fatherland will be a land filled by\nrun side by side, and we will see how\n\n;\n\npeople (not by English people), but by people worshipping English institutions all through the world.\n\nAnd then there will be one step more to\n\ntake, and that will follow naturally and easily, and that is when the whole\n\nworld will be organized, and the armies of the world will be turned into\n\n"}
{"page": 117, "printed_page": null, "text": ":\n\nDISCUSSION.\n\n113\n\nthe paths oi productive industry, and international law will control and settle all\n\nThen you will have the poetic dreamer\n\nthe affairs of the world.\n\nrealizing the federation of the world\n1 '\n\nWhen the war-drum beats no longer,\nAnd the battle-flag is furled,\nIn the parliament of man,\nThe federation of the world.\"\n\nThen the world will be our fatherland, and the sentimental argument\nlove for humanity all the world o'er.\nOur country is either the natural or the\nMe. Williams, of Missouri\n\nthen will be\n\n—\n\n:\n\n—\n\nadopted parent of us all, and the love of our country, next to the love of\n\nGod, is one of the strongest and purest affections of mankind.\n\nIt is that\n\ndeep-seated emotion in the human heart, more powerful than reason, which\nin all ages, and under all skies, has ever found expression in noble deeds\nand in the glory of individual sacrifice and in the vindication of all that\nThe world's history is full of\nis national in honor or national in right.\nexamples they are imperishable they have in them eternal ideas, which\noutlive thrones and empires, and even civilization itself. Everywhere we\nsee them pictured, perpetuated in the sublime measures of poetry and\n;\n\n;\n\npraise,\n\nand in the transporting rapture of song.\n\nThe love of country is\n\nthe mother love that came in with the civilization of the race, and will\n\nremain with it to the end. Teaching patriotism is teaching love of home\nand native land; love for the flag, whether it be the Union Jack of\ngrand old England, or the Star Spangled Banner of our glorious American\nUnion. Teach the national airs, whether it be \" God Save the Queen,\" or\n\" America,\" or the \" Marseillaise\" hymn.\nTeach patriotism as you teach\nnational history\nteach loyalty and fidelity to the government, whether\nthat government be a republic, an empire, or a kingdom. Teach the duty\nof true citizenship.\nTeach the triumph of national genius. Teach the\nachievements of nations.\nTeach the richness and productiveness of the\nnation's soil.\nTeach the grandeur and beauty of the nation's art and of\n;\n\nits scenery.\n\nTeach everything and anything, in\n\nfact, in nature, or in\n\nthe nations, or in individuals, which will make the student stronger, which\nwill make\n\nhim patriotic, faithful and true.\n\nTeach a patriotism to our\n\nchildren, a love of country, of our country's traditions, of the traditions\nof our mothers, of our country in the past, of our country in its present\n\npride and power, and our country in its future and its great destiny, its\nvast resources, constitutional liberty,\n\nfreedom and union forever.\nSweet Home \" is universal.\n\nand above all, our country in its\n\nThe love that found expression in \" Home,\nThat touch of nature makes mankind akin.\n\nWe all love the home of our birth\n\n;\n\nthat\n\nmuch is instinctive, untaught.\n\na man with soul so dead\nWho never to himself hath said,\nThis is my own, my native land.\"\n\n\" Breathes there\n\n"}
{"page": 118, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n114\n\nChakles A. Blanchard\n\n:\n\n— wanted to\nI\n\nsay, fellow- teachers,\n\none or\n\nIf\ntwo words about the paper read by the gentleman from Mississippi.\nI were considering the subject I think I would put his second point first.\nI think the great point in teaching patriotism is the point which he\nmentions second, namely, that we must develop in men thoroughly honWhen I was listening to the discussion last night, I\norable character.\nhad to pinch myself three or four times, to learn whether or not there was\nany liberty in the world, and if there was where it came from. I sup-\n\nposed that our English-speaking ancestors battled with the house of Stuart\nand that they\n\nfor a hundred years for the privilege of self-government,\n\nwon in that battle\n\n;\n\nand I supposed that our Pilgrim fathers fought for\n\nliberty in the early times, and I supposed that they accomplished that\nresult.\n\nthat\n\nAnd I suppose that when in the empire of Germany, at the time\n\nCharles V., and Philip\n\nII.\n\nwas at\n\nits\n\nhead, a great battle was\n\ncarried on, and that they who loved liberty won in that fight for themselves\n\n—\n\nand those who came after them, I had supposed that there had been\neducational processes at work in this world which had made men love\nliberty; which had made men love to live for it and willing to die for it.\nIt seems to\n\nme as I look over history that the main thing necessary to\n\nget people to be patriotic is to get them to be good men.\n\nIf we want to\n\nfind the force which has ruled the world, look for the finest individual\n\ncharacter\n\n;\n\nif\n\nwe want to find the most lofty national development, if we\n\nlook at the greatest results which have been attained in civilization and\npatriotism, it seems to me we must go right back to the people in place of\n\ntrying to dodge this way or the other.\n\nPatriotism should be an element\n\nin the character of every man and every woman, which would make them\n\ngood.\n\nWhat is the use in trying to teach a young man to be a good mid-\n\ndle-aged man, or a woman to be a good girl and a good old lady, when\n\nshe is an old lady and a good person ready to die, just as she gets to the\n\nend of life? What is the use of teaching men to be honest farmers and\nmerchants? In place of teaching the minister to be a good minister, why\nnot go back to the central foundations of character and have Christian\neducation for these men and women? I was wonderfully pleased in our\nmeeting in Chicago with the papers which we had when we were discussThe first topic under modern eduing the subject of modern education.\ncation was the Socratic element.\nThat is, when we want to discuss\nmodern education we go back three thousand years and take from history\nAVhen we teach patriotism or anything\neverything that is valuable in it.\nelse, isn't it wise for us to consider those men who have gone before us,\nand who have builded for us the platform on which we stand?\nFrancis W. Parker: There is no goodness except doing good, and\ndoing good for others; that is the essential patriotism, it seems to me.\n\n—\n\nIt is\n\nnot the abstract goodness of the decalogue, but it is the positive\n\n"}
{"page": 119, "printed_page": null, "text": "—\nDISCUSSION.\n\n115\n\ngoodness of the beatitude, that marks true patriotism.\n\nMy brother is right.\n\nof patriotism that is lasting.\n\nroot in the past, but\n\nit is\n\nThat is the kiud\nEverything has its\n\nnot best to stand by the roots all the time,\n\nwhich is the patriotism of the family instinctively. If patriotism does\nThere\nnot go beyond the family it does not accomplish its greatest good.\nis a patriotism of the community which is beautiful, but if it does not\nThere is a\nextend to the state it does not accomplish its best purpose.\npatriotism of the state, but if you stand by the state against the whole\nThere is the patriotism of the nation; but all patriotism\nyou die.\nsummed up is only real patriotism as it takes in Christ's life and the life\nCertainly we go back to the best\nof every child under the shining sun.\nthere is in the past\n\n;\n\nbut we must look forward.\n\nIt is right for this great\n\nrace of people to reverence the past, but there is a vast difference between\n\na worship of the past and a reverence for it.\n\nOur ancestors away back\n\nin prehistoric times worshipped their ancestors, and it was a good thing,\n\nbecause we must have an ideal ;\nM\n\nbut should every father say to his son,\ndo as he did he was a great, brave\n\nMy son, be like your grandfather\n\nand true man; be like him\"?\nin the past ;\n\n;\n\n;\n\nAll through the ages our ideals have been\n\nbut the verdict of this age\n\nis,\n\nthat we are slowly turning\n\nfrom the great and good past to the mighty ideal of the future. When\npeople say, \" Oh, you do not reverence the past enough,\" I deny it, but I\ndo say that we do not worship it. We do not worship Socrates, but we\nlove and reverence him for the example he has given us for our guidance\nand encouragement in dealing with the mighty problems of the future.\nW. D. Atkinson\nMr. Chairman : I differ so radically from the Superintendent of Education from Mississippi, that I cannot refrain from\n:\n\nexpressing my sentiment on this occasion.\n\nIt is rather difficult to express\n\nwhat I wish to say in an impromptu speech. He who stands before me,\nhowever, in my mind's eye, as the highest, truest ideal of a patriot is the\nimmortal Gladstone.\nI would instance what happened a few years ago,\nin English history, in a contest between the government of Great Britain\nand a little insignificant prince down in South Africa.\nEngland\ncould have wiped him out of existence in a week, but Gladstone withdrew from the contest and gave the Natal prince the right he contended for, to the astonishment of the whole world, and thus showed that\nright and truth stood more in his estimation than simply the abstract right\nof his government.\nTrue patriotism is the endeavor to elevate my\ncountry's standard of honor up to that which is right and true, and\nI should love my country for that in her which is devoted to righteousness.\nI should love the truth and righteousness which God has given us,\nand seek to bring my country up to it. I am not to make patriotism,\ntherefore, the end, but rather the means by which I may hope to bring\nthe nation to a love of truth, to a love of righteousness.\nI do not think\n\n"}
{"page": 120, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n116\n\nthe observance of any Patriots' Day will ever attain that result. The time\nwasted or spent in that could be better spent in educating the young men\nin these moral truths and principles which will\n\nmake the citizen seek\n\nthat which will be for his country's highest good hence it is not patriotism in itself we are striving to attain, but it is love of truth, of right\nand righteousness. Patriotism is nothing more than this that is the\n;\n\n;\n\nhighest patriotism.\n\nMr. President, Fellow- Citizens, and Friends from\nAllow me to commence by making a little perI think it is a little more than two years ago that I\nsonal explanation.\nvisited the State of New York, during the time there was a great contest\nEverywhere we went there\nas to which party should obtain power.\n\nW. A. Douglass\n\n:\n\nthe great United States :\n\nwere big pictures of one man called Cleveland, and another Harrison.\nIf I read a Republican paper I found they told of an angel who had come\nIf I read the Democratic\nto earth and was running for the presidency.\npaper\n\nI\n\nfound there was another angel also a candidate.\n\nIf I read the\n\npapers of the other side I found their opponent was spoken of as the\nmeanest of all men. And I have wondered that some of the speakers\n\nhave not said something about the progress of humanity, something\nOne night in New York I went to hear\nabout the progress of freedom.\n\nThe speaker said that\none of the principal orators of the United States.\nin the year 1847 there was a famine in Ireland; in the year 1854 there\nwas a war between England and Russia; and consequently we were prosWell, I said, God save us from prosperity if it must rest upon\nwalked up the avenue and I saw an immense procession. It\nI could not see the tail of it,\nreached, I do not know how many miles.\nI walked along, looking at the illuminations until I\nit was so far off.\ncame to one, and do you know what it said? \"Down with Britain.\"\nI had lived in Canada a great many years;\nWell, I was born in Britain.\nI had studied its history, and I had studied the history of the United\n\nperous.\nthat.\n\nI\n\nStates, as I\n\nthink\n\nmen ought to study history to see the progress of\n\nhumanity.\nI\n\nwas puzzled, and\n\nI\n\nhunted up one of the leading men, or one who\n\nlooked like a leading man, because he had a big rosette on his bosom,\n\nand I asked him what it meant.\n\nI said, \" I came as a visitor to the coun-\n\ntry, to observe your institutions, and is this the education you are giving\n\nyour men, that the prosperity of the United States is to be founded on the\ndestruction of friendly nations?\"\nof education in the United States ?\"\n\nI asked myself, \" Is that the outcome\n\nAnd then I remembered that about\n\nthe year 1848 a terrible calamity overtook Ireland, and then I remem-\n\nbered that America laid aside everything else and sent food, that they\n\nmight feed the hungry.\n\nI\n\nthought again of the time when yon were\n\npassing through the throes of a terrible war, and yet sent ship-loads of\n\n"}
{"page": 121, "printed_page": null, "text": "—\nDISCUSSION.\nfood to feed the people over there.\n\n117\n\nAnd from all these I knew that a\n\nfeeling for humanity had an abiding-place in your hearts, and that that\n\nshowed the conscience, the heart of the American nation, and that that\nwas true patriotism.\n\nNow let me tell you a little further about my personal experience in this\nmatter.\n\nI\n\npassed through our normal school here, and spent some fif-\n\nteen years as a pedagogue, and then, like a great many pedagogues, the\nfirst\n\nchance I got I quit the profession.\n\nIt\n\nwas a very honorable, noble\n\nprofession; I always felt rich in soul, but not in purse.\n\nI was expected\nan archangel and be satisfied with $700 a year; and\nso an institution needed a man, at a great deal better pay, for counting\ndollars, and I went to counting dollars.\nSordid, it is true, but I find\n\nto do the work of\n\nthat is human nature. After having passed through our normal schools,\nhaving passed through college, the question was put to me one day if it\n\n—\n\nhad been in Greek literature, or Latin, or mineralogy, or zoology, or about\nthe distance of the stars, or the chemical properties of stone, I might\n\nhave told something about it\n\nbut the question was simply this\n\n;\n\n:\n\n\" Have\n\nthe people of this continent enough common sense to know where to buy\n\nBut I did not know; I felt within my\n\ntheir groceries and dry goods?\"\nsoul I did not.\n\nWhat\nrights.\n\nis\n\nthe\n\nfirst\n\nduty in patriotism?\n\nIf we learn what are\n\nIt\n\nis\n\nto preserve\n\nhuman\n\nour human rights, then what are national\n\nrights will come to be easily understood.\n\nLet\nmen.\n\nme say another thing.\n\nOur good friend has said we want good\n\nWe want something more than that, as humanity and society is\n\norganized.\n\nGood bricks are necessary and good architecture is necessary\n\nWe want to know something about\nand adjustment of its parts, in order\nthat we may develop the best in humanity; and, it seems to me, we want\nto construct a substantial building.\n\nsociety and a proper arrangement\n\na careful investigation.\n\nMr. Prestos, of Mississippi, closed the discussion as follows:\nlow-Citizens:\n\n— wish\nI\n\nto speak\n\nMy Fel-\n\nnow a few words only to my fellow-citi-\n\nzens.\nWhen I began this paper it was with great difficulty that I could\nnarrow it down to a limit where, in my judgment, no antagonistic ideas\nwould be injected into it. I am a Southern man, and my folks, my kindred, and my people fought in the Southern war against the Union.\nI\n\nremember their deeds of heroism, and I honor them for standing by their\nhonest convictions and offering their lives as a sacrifice upon the altar\n\nAnd now I wish to say to those of you who come\nfrom the broad Northwest and the East, that the people of these Southof their honest belief.\n\nern States to-day are patriotic, that the people of the Southern States are\nto-day most loyal to this grand Union of ours.\n\nThey fought for what\n\nthey believed to be a principle of government fixed in our Constitution.\n\n"}
{"page": 122, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n118\n\nIt has been settled definitely, and differently from their view, and they\nhave accepted the decision, and they are as true to-day to the Union as\n\nthey ever were before\n\n;\n\nand\n\nI\n\nmay say that I believe that the young\n\nmanhood of the Southern States to-day is more patriotic than it has\never been.\n\nLet\n\nme narrate a little incident that happened within my\n\nown personal observation within the past sixty days. We built a monument at Jackson, Mississippi, and dedicated it to the heroes who fell fighting in that cause.\nIn the speeches that were made there there was not\none unpatriotic word uttered.\n\nWhat I wanted to call your attention to is\n\nthis, that in the Senate Chamber, next to\n\nmy office, the young men, sons\n\nof Confederate veterans, organized a company,\n\nand they discussed there\n\nThe first night the discussion was as to whether they\nshould carry the Confederate flag, or whether they should carry the Union\ntwo nights.\n\nfor\n\nflag, or whether\n\ncession.\nflag,\n\nthey should carry both\n\nflags,\n\nthe next day in the pro-\n\nFinally they decided they would carry simply the Confederate\n\nwhich they had adopted as their ensign.\n\nThe second night they\n\ncalled themselves together again, and after a heated debate they decided\n\nthey would carry both flags together.\n\nI want to say to you, that although\n\nthey discussed that question, fifty or seventy-five of them, for two nights,\n\nand\nproud that the time had gone by when sectional feeling wrangled\nin the hearts of men.\nI felt proud that our people had not handed down\nWe are\nto their sons any feelings of enmity to our grand government.\npatriotic, we are patriotic; and I am gratified that there is a spirit of\nliberty abounding in our people.\nWhen we were in distress at Charleston,\nor along the Mississippi, with the yellow fever, down come the bounteous\ngifts from the magnanimous people of the North\nand when you are in\ndistress we contribute our little mite to help you, as we did at Johnstown.\nWe love the Union, and we know that all prejudice has been obliterated,\nand we too are anxiously looking forward to the glorious confederation,\nthere was not an unpatriotic word spoken during the whole time\n\n;\n\nI felt\n\n;\n\nwhen all the governments\n\nof the world shall be united.\n\nHISTORICAL SKETCH OF THE NATIONAL EDUCATIONAL\nASSOCIATION\nZ.\n\nRICHARDS, WASHINGTON, D. C.\n\nThe present name of this association was assumed in 1870, at the annual meeting, held in the city of Cleveland, Ohio.\nit\n\nPrevious to that date\n\nbore the name of \" The National Teachers' Association.\"\n\nThis latter\n\n"}
{"page": 123, "printed_page": null, "text": ";\n\nSKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION\nname was assumed at its first organization\n\nin Philadelphia,\n\n110\n\nAugust 26,\n\n1857.\n\nThis association has a legitimate origin.\n\nIt is not the result of any\nNeither ambition nor rivalry furnished any incentives for its formation for it was the natural outgrowth\n\nfaction,\n\naccident,\n\nor antagonism.\n\n;\n\nfrom the spirit of the times and the demands of the period.\nIt is true that at the time of its origin there were not less than twentythree state educational associations in this country, the first of which was\norganized in the State of\n\nNew York in 1845.\n\nWith pleasure we also\n\nspeak of the \"American Institute of Instruction,\" organized in 1830,\n\nwhich is still doing efficient and highly commendable work in its New\nEngland field. The next year after, 1831, \"The Western College of\nTeachers \" was organized in Ohio.\nThis western association should be\nspecially commended and honored for the evolutionary influence which\nit exerted, not only upon the teaching fraternity of Ohio, but upon the\nteachers of many other states.\n\nSo far as we know now, the\n\nfirst\n\neducational association in this coun-\n\nunder the name of \" The MidImprovement of Common Schools.\"\n\ntry was organized in Middletown, Conn.,\n\ndlesex County Association for the\n\n(See note, \" Barnard's Journal of Education,\" vol.\n\nii.,\n\np. 19).\n\nWe would also especially refer to \" The American Association for the\nAdvancement of Education,\" which was the result of a \" Convention of\nthe Friends of Common Schools and of Universal Education,\" held in\nPhiladelphia, in December, 1849, and which completed its organization\nin 1850.\nIts prominent original movers and officers for 1849 were Hon.\nHorace Mann, Pres. Joseph Henry, John Griscom, Samuel Lewis, Dr.\nAlonzo Potter, Greer B. Duncan, Vice-Presidents; Charles Northend,\nP. Pemberton Morris, Solomon Jenner, Secretaries.\nThe Business Committee were Henry Barnard, John S. Hart, Nathan\nBishop, II. H. Barney, and Thomas H. Benton, Jr.\nThese are all\nvenerable names of noble men, whose influence in the cause of education, public and private, will never cease to be felt both in our own and\n;\n\nin other countries.\n\nThe influence of all these associations was felt more or less by the\nfirst\n\nmovers in the organization of the \" National Teachers 'Association \"\n\nbut the most direct influence came from the \" American Institute of Instruction,\" the \"New York Teachers' Association,\" and the \"American\n\nAssociation for the Advancement of Education.\"\n\nOf the eleven original\n\nfounders of the \" National Teachers' Association,\" six of whom are now\nliving, three, viz., T.\n\nW. Valentine, the first to suggest its organization,\n\nand at the time President of the \"New York Teachers' Association,\" J.\n\nW. Bulkley, and James Cruikshank were representatives of the \" New\nYork Teachers' Association.\"\n\n"}
{"page": 124, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n120\n\nTwo of these founders, viz., I). B. Hagar, who prepared the original call\nand drew up the constitution, and Wm. E. Sheldon, who, with the speaker,\nare the only members present to-day, were representatives of the \" American Institute of Instruction \" and of the \" Massachusetts State Teachers'\n\nAssociation.\"\n\nThree of them were representatives of educational work\nviz., J. P. Wickersham, Wm. Roberts, and Edward\n\nPennsylvania,\n\nin\n\nOne, C. S. Pennell, was from Missouri\n\nBrooks.\n\n;\n\none, J. I). Geddings,\n\nand one, the writer, Z. Richards, from the\nDistrict of Columbia, who was also a representative of the \" American\nInstitute of Instruction\" and of the \" American Association for the Advancement of Education.\" Five of this number, viz., T. W. Valentine,\nJ. W. Bulkley, Wm. Roberts, J. D. Geddings, and J. P. Wickersham\nhave closed their educational work on earth to enter upon a higher and\nwas from South Carolina;\n\nnobler employment.\n\nAs above intimated, T. W. Valentine, then President of the \" New York\nTeachers' Association,\" the oldest state teachers' association in our coun-\n\nwas the first to suggest the formation of the \" National Teachers'\nAssociation.\" After consulting with D. B. Hagar, of Massachusetts, and\nwith others, he requested Mr. Hagar to prepare a call for a convention\ntry,\n\nof the Presidents of the various State Teachers' Associations, with a few\n\nother prominent educators at that time.\n\nMr. Hagar prepared the\nofficers\n\ncall,\n\nand Mr. Valentine sent copies to the\n\nand workers in the teachers' associations of the whole country,\n\nasking for their co-operation\n\n;\n\nbut only ten Presidents responded, or con-\n\nsented to attach their names to the call.\n\nSome viewed the call with susThe call was\n\npicion; some, as visionary; and some with indifference.\nas follows:\n\nTO THE TEACHERS OP THE UNITED STATES:\nThe eminent success which has attended the establishment and operations of the several\nTeachers' Associations in the States of this country is the source of mutual congratuTo the direct agency and the diffused\nlations among all friends of popular education.\ninfluence of these Associations, more, perhaps, than to any other cause, are due the manifest improvement of schools in all their relations, the rapid intellectual and social elevation of teachers as a class, and the vast development of public interest in all that concerns the education of the young.\nThat the State Associations have already accomplished great good, and that they are\ndestined to exert a still broader and more beneficent influence, no wise observer will\n\ndeny.\nBelieving that what has been accomplished for the States by State Associations may\nbe done for the whole country by a National Association, we, the undersigned, invite\nour fellow-teachers throughout the United States to assemble in Philadelphia on the\n26th day of August next, for the purpose of organizing a National Teachers' Association.\ncordially extend this invitation to all practical teachers in the North, the South,\n\nWe\n\nwho are willing to unite in a general effort to promote the\ngeneral welfare of our country by concentrating the wisdom and power of numerous\nminds, and by distributing among all the accumulated experiences of all who are ready\nthe East, and the West,\n\n;\n\n"}
{"page": 125, "printed_page": null, "text": "'\n\nSKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION\n\n121\n\ndevote their energies and their means to advance the dignity, respectability, and\nand who, in fine, believe that the time has come when the\nteachers of the nation should gather into one great Educational Brotherhood.\nto\n\nusefulness of their calling;\n\nAs the permanent success of any association depends very much upon the auspices attending its establishment, and the character of the organic laws it adopts, it is hoped\nthat all parts of the Union will be largely represented at the inauguration of the proposed enterprise. Signed by\nT. W. Valentine, President of the New York Teacl\n«.\nD. B. Hagar,\nMassachusetts\n\nW. T. Lucky,\n\nu\n\nMissouri\n\nTenny,\n\n\"\n\nNew Hampshire\n\n\"\n\nIndiana\nPennsylvania\n\nJ.\n\nJ. G.\n\nMay,\n\nW. Roberts,\n\na\n\nC. Pease,\n\n\"\n\nVermont\nIowa\n\nu\n\nWisconsin\n\nu\n\nIllinois\n\nD. Franklin Wells J\n\nA. C. Spicer,\nS. Wright,\n\nIn accordance with the above call, many teachers of the United States\nassembled at the \" Athaeneum Building,\" in Philadelphia, at ten o'clock\nA. m.,\n\nAugust 26, 1857.\n\nThe meeting was called to order by T. W. Valentine, of New York,\nwho read the call and made the following statement, in substance\n\" We assemble here to-day under circumstances of more than ordinary\n:\n\ninterest.\nIt is true that our meeting is not large in numbers, as our\ncoming together has not been publicly announced in naming advertise-\n\nments.\n\nWe have not expected that the quiet gathering of a body of\n\nteachers in this great city would create such a sensation as a political or\n\ncommercial convention representing merely material interests might\ndo, yet in its results upon the great cause of education directly,\n\nthe well-being of\n\nthe country ultimately, this meeting\n\nand upon\n\nmay prove as\n\nimportant as many of those of a more pretentious character.\n\"\n\nWe cannot always see the end from the beginning.\n\nThat noble band\nfrom\n\nof patriots who, more than eighty years ago, sent forth to the world,\n\nthe immortal Declaration of Independence, could scarcely\nhave realized the mighty influence which their action was calculated\nthis city,\n\nto exert\n\nupon our country and the world.\n\nAll experience, as well as\n\nthe word of inspiration, admonishes us not to\n\n'\n\ndespise the day of small\n\nthings.\n\" Twelve years ago, in the Empire State, the first State Association\nof\n\nSome of us now here, who were\ninstrumental in its formation, can well remember the fear and trembling\nTeachers in this country was formed.\n\nwith which that enterprise was commenced.\n\nPrevious to this organiza-\n\ntion teachers everywhere were almost entirely unacquainted with each\nother.\n\nBut what a mighty change a few years have wrought!\n\nmany minor\n\nBesides\n\nnow not less than twenty- three\nState Teachers' Associations, each doing good work in its own sphere of\norganizations, there are\n\n"}
{"page": 126, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n122\n\nlabor,\n\nand to-day I trust we shall proceed to raise the cap-stone which\n\nshall bind all together in\n\none solid, substantial structure.\nwe shall have no antagonisms with any\n\n\" In our proposed organization\n\nof the State Associations, for they have their peculiar local work, nor\n\nwith the venerable 'American Institute of Instruction,' for its field\nAmerican Association for\nlias always been New England, nor with the\n'\n\nthe Advancement of Education,' which was not designed to be specifically an association of teachers.\n\" What we want is an association that shall embrace all the teachers of\n\nour whole country, which shall hold its meetings at such central points\nAnd we need\nas shall accommodate all sections and combine all interests.\n\npromote the interests of our own profession, but to\narrange\nthe educational statistics of our country, so that\nand\nup\ngather\nthe people may know what is really being done for public education, and\nwhat yet remains to be done. I trust the time will come when our government will have its educational department just as it now has one for\nthis not merely to\n\nagriculture, for the interior, for the navy, etc.\n\"\n\nWe need such an organization as shall bring the teachers of this coun-\n\ntry more together, and disseminate as well as collect educational intelligence.\n\n\"Such an effort is imperatively demanded of us; and I trust we\nnow go forward and devise measures to accomplish these great\n\nshall\n\nobjects.\"\n\nAfter the close of Mr. Valentine's address, Mr. James L. Enos, of Iowa,\nwas made chairman pro tern., and Mr. Wm. E. Sheldon, of Massachusetts, secretary pro tern.\nAfter prayer by Rev. Dr. Challen, of Philadelphia, Mr. Hagar, of Massachusetts, offered the following resolutions\n\nResolved, That, in the opinion of the teachers now present as representatives of various parts of the United Slates, it is expedient to organize a\n\n\"National Teachers' Association.\"\nResolved, That a\n\nCommittee of three be appointed by the Chair to\n\nprepare a Constitution adapted to such an Association.\n\nAfter a full and free discussion of the resolutions they were adopted\nunanimously, and the chair appointed Messrs. Hagar, of Massachusetts,\n\nCann, of Georgia, and. Challen, of Indiana, to prepare and report a constitution.\n\nThe convention then engaged in a general discussion upon the condition of educational systems and methods in different parts of our country.\n\nIn the afternoon the Committee on a Constitution reported the\n\nfollowing copy, which, after being examined and discussed, article by\narticle, was,\n\nwith slight changes, unanimously adopted, as follows:\n\n"}
{"page": 127, "printed_page": null, "text": "SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n123\n\nPREAMBLE.\nTo elevate the character and advance the interests of the profession of teaching, and\nto promote the cause of popular education in the United States, we, whose names\nare subjoined, agree to adopt the following\n\nCONSTITUTION.\nARTICLE I.\n\n— NAME.\n\nThis association shall be styled \"The National Teachers' Association.\"\n\nART. II.\n\n—MEMBERS.\n\nAny gentleman who is regularly occupied in teaching in a public or private elementary school, college or university, or who is regularly employed as a private tutor, as\nthe editor of an educational journal, or as a superintendent of schools, shall be eligible\nto membership. Application for admission to membership shall be made or referred to\nthe Board of Directors, or to such a committee of their number as they shall appoint;\nand all who may be recommended by them, and accepted by a majority vote of the\n\nmembei's present, shall be entitled to the privileges of the association upon paying one\ndollar and signing the constitution.\nUpon the recommendation of the Board of Directors, gentlemen may be elected hon-\n\norary members by a two-thirds vote of the members present, and as such shall have\nall the rights of regular members, except those of voting and holding office.\nLadies engaged in teaching may, on the recommendation of the Board of Directors,\nbecome honorary members, and shall thereby possess the right of presenting, in the form\nof written essays (to be read by the Secretary, or any other member whom they may\nselect) their views upon the subject assigned for discussion.\nWhenever a member of this Association shall abandon the profession of teaching, or\nthe business of editing an educational journal, or of superintending schools, he shall\n,\n\ncease to be a member.\nIf\n\none member shall be charged by another with immoral or dishonorable conduct,\n\nthe charge shall be referred to the Board of Directors, or such committee as they shall\nappoint; and if the charge shall be sustained by them, and afterwards by a two-thirds\n\nvote of the members present, at a regular meeting of the Association, the member so\ncharged shall forfeit his membership.\nThere shall be an annual fee of one dollar. If any one shall omit paying his fee for\nfour years his connection with the association shall cease.\nA person eligible to membership may become a life member by paying, at once, ten\ndollars.\n\nART. III.\n\n— OFFICERS.\n\nThe Officers of this Association shall be a President, twelve Vice-Presidents, a Secretary, a Treasurer, and one Counsellor for each State, District, or Territory represented in the association. These Officers, all of whom shall be elected by ballot, a\nmajority of votes cast being necessary for a choice, shall constitute the Board of\nDirectors, and shall have power to appoint committees from their own number such as\nthey shall deem expedient.\nThe President shall preside at all meetings of the Association and of the Board of\nDirectors, and shall perform such other duties, and enjoy such privileges, as by custom\ndevolve upon and are enjoyed by a presiding officer.\nIn his absence the Vice-President, in order, who is present, shall preside and in the\nabsence of all the Vice-Presidents a pro tempore chairman shall be appointed on nomi;\n\nnation\n\n—the Secretary putting the question.\n\nThe Secretary shall keep a full and just record of the proceedings of the Association,\nand of the Board of Directors, shall notify each member of the Association, or Board,\nconduct such correspondence as the Directors may assign, and shall have his\nrecords present at all meetings of the Association and of the Board of Directors. In his\nabsence, a Secretary pro tern, may be appointed.\nshall\n\n"}
{"page": 128, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n124\n\nThe Treasurer shall receive and hold in safe keeping all moneys paid to the Associexpend the same, in accordance with the vote of the Directors, or of the\nand shall keep an exact account of his receipts and expenditures, with\nvouchers of the latter, which account he shall render to the Board of Directors prior\nto each regular meeting of the Association he shall also present an abstract thereof to\nthe Association. The Treasurer shall give such bonds for the faithful discharge of his\nduties, as may be required by the Board of Directors.\nThe Counsellors shall have equal powers with the other Directors in performing the\nduties belonging to the board. The Board of Directors shall have power to fill vacancies\nin their own body, shall have in charge the general interests of the Association, shall\nmake all necessary arrangements for its meetings, and shall do all in their power to\nrender it a useful and honorable institution.\nation\n\n;\n\nshall\n\nAssociation\n\n;\n\n;\n\nART. IV.— MEETINGS.\n\nA meeting shall be held in August, 1858, after which the meetings shall be held bien[Afterwards changed to annually.]\nThe place and precise time of meeting shall be determined by the Board of Directors.\nThe Board of Directors shall hold their regular meetings at the place and two hours\nbefore the time of the assembling of the Association, and immediately after the adjournment of the same. Special meetings may be held at such other times and places as the\nBoard or the President may determine.\nnially.\n\nART. V.— BY-LAWS.\nBy-laws, not inconsistent with this constitution, may be adopted by a two-thirds vote\nof the Association.\n\nART. VI.\n\n—AMENDMENTS.\n\nThis constitution may be altered or amended at a regular meeting by the unanimous\nvote of the members present, provided the alteration or amendment has been presented,\nor substantially proposed, at a previous regular meeting.\n\nImmediately after the adoption of the above constitution, on motion\nW. Valentine a committee of one from each state and district rep-\n\nof T.\n\nresented in the convention was appointed by the chair to nominate a list\nof officers at the evening session.\n\nThe following persons were appointed, viz.\n\nWm. Eoberts, of Pennsylvania; J. F. Cann, of Georgia; James Cm ikshank, of New York; D. B. Hagar, of Massachusetts; James L. Enos,\nof Iowa; N. R. Lynch, of Delaware; J. E. Challen, of Indiana;\n\nThomas\n\nGrauger, of Illinois; E. W. Whelan, of Missouri; J. W. Barnett, of Illi-\n\nColumbia; and J. D. Geddings, of\nSouth Carolina.\nAt the opening of the evening session, Chairman Enos presiding, Mr.\nT. W. Valentine was called upon to read the specially prepared and valu-\n\nnois; Z. Richards, of the District of\n\nable address of\n\nProfessor\n\nWm.\n\nRussell,\n\nof\n\nMassachusetts, whose\n\nill-\n\nhealth prevented his attendance.\n\nThis address set forth the importance of this convention, to organize\nan association of professional teachers that shall be national in its\ncharacter\nFirst,\n\n:\n\nAs regards wider and juster views of education, and correspond-\n\ning methods of instruction.\n\n"}
{"page": 129, "printed_page": null, "text": "SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.\n.\n\n125\n\nSecond, As giving an opportunity for the establishing of a national\n\nsociety of teachers, from which we may expect great national benefits.\n\nAfter the reading of the address, the committee on nomination of the\nfirst officers\n\nmade the following report.\n\n(See Prof. Russell's Address, in\n\nfull, in \" Barnard's Journal of Education,\" vol. iv.,\n\nnew series, 1864.)\n\nNOMINATIONS.\nFor President : Z. Richards, of Washington, D. C.\nFor Vice-Presidents : T. W. Valentine, New York\nMassachusetts;\n\n;\n\nD. B. Hagar,\n\nWm. Roberts, Pennsylvania; J. F. Cann, Georgia; J. L.\n\nEnos, Iowa; T. C. Taylor, Delaware; J. R. Challen, Indiana; E. W.\nWhelan, Missouri; P. F. Smith, South Carolina; D. Wilkins, Illinois;\nT. Granger, Indiana; and L. Andrews, Ohio.\n\nFor Secretary : J. W. Bulkley, New York.\nFor Treasurer: T. M. Cann, Delaware.\nFor Counsellors : Wm. E. Sheldon, Massachusetts\n\n;\n\nJames Cruikshank,\n\nNew York; P. A. Cregar, Pennsylvania; N. R. Lynch, Delaware; Wm.\nMorrison, Maryland; 0. C. Wight, District of Columbia; Wm. S. Bogart,\n\nGeorgia;\n\nWm. T. Luckey, Missouri;\n\nA.\n\nJ.\n\nStevens, Iowa;\n\nWm. H.\n\nWills, Illinois.\n\nThis inaugural meeting was harmonious, enthusiastic, and characteristic of the founders,\n\nthe future workers, and the future meetings of the\n\nAssociation.\n\nAt a meeting of the Directors, after adjournment, they resolved to\nhold the first annual meeting in Cincinnati, Ohio, on the second Wed-\n\nnesday in August, 1858, at ten o'clock a. m.\n\nAfter making full arrange-\n\nments for the next meeting, and expressing their harmonious purposes,\nthe Directors adjourned.\n\nTHE FIEST ANNUAL MEETING.\nOf the thirty-eight signers of the constitution at the time of its adoption only five were present at the first annual meeting.\n\nAppropriate arrangements, however, had been made by Mr. A. J. Rickoff, Superintendent\nof the Cincinnati public schools, as chairman of the local committee, for\n\nthe reception of a large delegation.\n\nWhen the time came for calling the meeting to order it was found\nthat only five of the constituent members were present, viz., the president,\nthe first vice-president, the secretary, and two counsellors.\n\nThese few members, however, were heartily welcomed by a very large\naudience, who were then, and have always been, in blissful ignorance of\nthe small representation of actual members.\n\nAfter the usual welcome by the dignitaries of Cincinnati, the president\ncalled his four coadjutors into service\n\nby keeping the secretary by his\n\n"}
{"page": 130, "printed_page": null, "text": ":\n\n12G\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nside on the platform, and\n\nby assigning special duties to the three other\n\nmembers, who were located in different parts of the large audience.\nUpon the motion of one of these members the secretary was called upon\nto read the constitution of the Association, for the information of those\n\npresent who might be disposed to become members.\nAfter the reading of the constitution, and some explanatory remarks\n\nby the president, another of these members moved that an opportunity\nThe opportunity was\nbe given for any person to become a member.\ngranted of course.\n\nThe secretary and, in the absence of the treasurer,\n\none of the three others acting as treasurer, were kept busy for some time\nin receiving fees and in recording names of applicants, until the number\nof new members had reached about seventy-five.\n\nThis movement, fortunately, furnished a good working body, and preThe president, thus being relieved\npared the way for other additions.\nfrom apprehended embarrassment, in consequence of the small number\nof members, at first proceeded to deliver his inaugural address, in which\nhe pointed out the causes and the demands for forming a \" National\n\nTeachers' Association,\" and urged the following important ends to be\n\naimed at in its future work\nFirst : The union of all teachers, North, South, East, and AVest, in\nfriendly associated action, for strengthening the cause of education.\n\nSecond : To create and permanently establish a teachers' profession by\nmethods usually adopted by other professions.\nThird : To secure the examination of all teachers, by making the examining boards to consist of competent, practical teachers.\n\nFourth : To increase the number of normal schools, and establish departments of pedagogics in connection with all schools which send out\npersons to teach.\n\nDuring the sessions of this first anniversary there was a full attendance,\na deep interest and close attention to all the exercises of the programme.\n\nAmong the large number of representative teachers and educators present, besides the officers, were the following persons\n\n:\n\nHon. Horace Mann,\n\nSuperintendent J. D. Philbrick, John Hancock, A. J. Rickoff, I. W. Andrews, Wm. Russell, W. E. Crosby, John Ogden, C. E. Hovey, Rev. J. N.\n\nMacJilton, Professor Daniel Read, Anson Smyth, 0. C. Wight and others.\n\nLECTURES AND PAPERS.\n1st.\n\n2d.\n\nThe Inaugural Address of the President.\n\" The Educational Tendencies and Progress of the past Thirty\n\nYears,\" by Prof. Daniel Read.\n3d.\n\n\" The Laws of Nature,\" by Prof.\n\nJohn Young.\n\n4th. \" On Moral Education,\" by Supt. John D. Philbrick.\n5th. \" The Teacher's Motives,\" by Hon. Horace Mann, of Massachusetts.\n\n"}
{"page": 131, "printed_page": null, "text": "SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION\n\n127\n\nELECTION OF OFFICERS.\n\nFor President : Andrew J. Rickoff, Cincinnati, Ohio.\nFor Vice-Presidents: T. W. Valentine, New York; D. B. Hagar,\nMassachusetts; 13. M. Kerr, Pennsylvania; J. F. Cann, Georgia; J. S.\nAdams, Vermont; 13. T. Hoyt, Iowa; C. E. Hovey, Illinois; I. W.\nAndrews, Ohio; A. Drury, Kentucky; Daniel Read, Wisconsin; J. N.\nMacJilton, Maryland; Thomas Bragg, Alabama.\nFor Secretary : J. W. Bulkley, New York.\nFor Treasurer: 0. S. Pennell, Missouri.\nFor Counsellors : James Cruikshank, New York;\nMassachusetts;\nS. I. C.\n\nS.\n\nR.\n\nGummere, New Jersey;\n\nJ.\n\nWm. E. Sheldon,\nD. Yeates, Maryland;\n\nSwezy, Alabama; J. B. Dodd, Kentucky; N. D. Tirrel, Missouri;\n\nC. C. Nestlerode, Iowa; L. C. Draper, Wisconsin; Isaac Stone, Illinois;\n\nR. W. McMillan, Ohio; 0. C. Wight, District of\nColumbia; H. C. Hickok, Pennsylvania; C. Pease, Vermont.\nOne of the most prominent questions discussed at this first annual meet-\n\nE. P. Cole, Indiana;\n\ning was that of \" Parochial Schools.\"\n\nThe leading thought of the dis-\n\ncussion was, that \"moral training, without sectarianism, is necessary.\"\n\nThe inspiring influence of woman in our educational meetings was\nwelcomed and emphasized by the Association.\nAfter the adjournment of the Association, the Board of Directors met\nand agreed to hold the next annual meeting in the city of Washington,\nD. C, and appointed Mr. Z. Richards, of Washington, as chairman of the\nlocal committee, to make all local arrangements.\n\nFrom a careful examination and study of the following partially tabulated work of the Association, from its origin to the present time, we shall\n\nbe forcibly impressed with the magnitude and importance of\n\nits\n\nwork,\n\nand become convinced that this Association has given an impulse and dignity to all the schools and educational institutions of our country.\nAs proof of the genuine national spirit of the originators of this Associ-\n\nwe may refer to one of the first resolutions, passed at the time of\nResolved, That there shall be six lecturers\nappointed for the next meeting: two from the Southern, two from the\nWestern, one from the Middle, and one from the Eastern States.\nAs this resolution was offered by a true blue New Englander, it shows\n\nation,\n\nits organization, as follows :\n\nthe characteristic modesty of the Eastern States in not assuming honors\n\nwhich belong equally to the other\n\nStates.\n\nThis liberal spirit has at all\n\ntimes characterized the operations of this Association.\nIt started out\nwith high patriotic purposes, and to its honor it may be recorded that\nthere has never been a single manifestation in any of\nof a spirit of sectionalism or of partisanship.\n\nits official operations\n\nIts officers and its managers\n\nhave generally been selected, first, from its most faithful and best quali-\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nfied workers,\n\nwhich should always be the case, and, second, as represen-\n\ntatives of all sections of our country.\nIts friends\n\nhave worked assiduously for the general cause of public\n\nand universal education, and not for pecuniary advantage, nor for office,\nnor for personal honor.\n\nAs a historian, having personally known every prominent officer from\nlast, I can most unreservedly assert and put on record\n\nthe first to the\n\nthe fact that every officer has been a true gentleman, a sound scholar, an\nunselfish and loyal friend to universal education, and an honest and an\n\nhonorable man.\nIf any one of the officers has\n\nhad enemies and traducers, it has been\n\nthe result of ignorance, or of envy, or of malice.\nDuring the first twenty years of its operations\n\nits officers were often\n\nobliged to put their hands down deep into their\n\nown pockets, to meet\n\nthe annual current expenses.\n\nThis had to be done in addition to the\n\nregular membership fee and the often very heavy travelling expenses.\n\nBut in 1884 a new era dawned upon the association.\n\nIt is true that\n\nthe enlargement of the association's field of labor in 1870, at the Cleve-\n\nland meeting, by engrafting upon\n\nitself\n\nthe more specific work of the\n\ndepartments of superintendents of normal schools, of higher instruction,\nand of elementary training, besides providing constitutionally for creating other departments, has done much to broaden the sphere of its work\n\nand inspire confidence in its plan of operations.\nBut no organization in this age of the world can work or exist long,\nwithout money. Many of the real friends of this association found that\nthe constant draining of their pockets to keep the ponderous wheels in\nmotion was also draining their patience and weakening their faith in\nits perpetuity.\n\nSome of the hopeful members had heard of an eastern man who had\ncome to the rescue of the \"American Institute of Instruction\" when it\nwas almost ready to perish. This man was made president of that institute, and he made a grand rally, which gathered together such a multitude of educators at the White Mountains\n\nof\n\nNew Hampshire\n\nthat\n\nthe increased income has been sufficient to keep that Institute in a pros-\n\nperous condition ever since.\n\nThis gratifying success inspired some of the almost despairing members of the \" National Educational Association \" to call to its leadership\n\nthe Honorable Thomas W. Bicknell, of Massachusetts.\n\nThe grand suc\"Madison Meeting,\" in Wisconsin, in 1884, inaugurated a\nnew financial era by largely increasing the number of members. Since\nthen, by making the annual meetings attractive, and by lessening the\nexpense of attending them, the membership has so increased that the\nfunds of our treasury, now safely invested in interest-bearing bonds, are\ncess of the\n\n"}
{"page": 133, "printed_page": null, "text": "SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.\nsufficient,\n\nwith\n\nprudent\n\nmanagement,\n\nto\n\nforever\n\n129\n\ninsure the associa-\n\ntion against financial embarrassment.\n\nThis financial security serves to increase the usefulness of the associaand to guarantee its permanency. At the close of the Madison\n\ntion,\n\nmeeting, Hon.\n\nWhite\n\nE. E.\n\noffered the following\n\nresolution,\n\nwhich\n\nshows how highly the association appreciated the services of President\nThe resolution was passed unanimously:\nBicknell.\nResolved, That the unparalleled success of this meeting\n\nis\n\nchiefly due to the energy,\n\ndevotion, and organizing ability of Hon. T. W. Bicknell, the President of this Association,\nwhose wise and comprehensive plans, enthusiastic and self-sacrificing efforts, and directing hand have inspired and guided the great undertaking from its inception to its\npresent triumphant close, and no formal words can properly express our thankful\n\nappreciation.\n\nHistorically, let\n\nit\n\nbe added, that not one dollar of these funds has\n\never been added to the\n\nemolument of an officer, nor furnished him any\n\n\" boodle \" for speculation.\n\nUntil 1870 all the educational topics were discussed before the whole\n\nWhile this method of performing educational\nwork has many superior advantages, it would be hazardous either to\nabandon the plan of departments or to proportionately extend the length\nor number of sessions so that the whole membership could have an opportunity to listen to all papers and discussions.\nassociation as a body.\n\nIt\n\nmay not, however, be improper for me here to suggest that if the\n\nhigher and secondary departments were consolidated, also the industrial\n\nand the art department, and also the elementary and the kindergarten departments, making three departments out of the six, and then, by giving four days of actual sessions, that an opportunity could then be given\nfor all\n\nwho desired to listen to all papers and discussions. Let the\nmany of the papers be shortened by judicious condensation,\n\nlength of\n\nand let the length of discussions be limited, and we shall have better papers,\nand the beneficial results of our asso<-iational work will be essentially\nincreased.\n\nAt the Cleveland meeting, in 1870, the constitution was so amended\nadmit co-operation and combination with two other educational\nassociations: first, \"The American Normal Association,\" which was\norganized in 1864; second, \" The National Superintendents' Association,\"\norganized in 1865.\nAt the same timQ the constitution was so amended\nthat other departments could be organized, and immediately two other\ndepartments were organized, viz. \" The Department of Higher Instruction,\" and \"The Department of Primary or Elementary Instruction.\"\nA full set of subordinate officers, viz., a president and secretary for each\ndepartment, was chosen, who were to provide their own programme of exeras to\n\n,\n\ncises, for their annual\n\nmeetings.\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nIn 1875 the \" Industrial Department\" was organized and admitted under\nthe constitutional provision.\n\nIn 1880 \" The National Council of Education\" was organized as a department, but under a constitution of its own, which required its fifty\nor more members to be chosen\n\nfrom the general\n\nassociation,\n\nand from\n\nthe several departments.\n\nBut its meetings and deliberations were to be held so as not to interfere with the general association and the department meetings.\n\nIn\n\n1884 three new departments were organized and entered upon\nThese were the \" Froebel or Kindergarten,\" \" The\n\ntheir peculiar work.\n\nArt,\" and the \"Music Departments.\"\n\nIn 1885 the \"Department of Secondary Education\" was added to the\nmaking the whole number ten. These departments are all legiti-\n\nlist,\n\nmate children, though two of them have been adopted and are older\nBut they are a harmonious, hard working, and a\nthan their parent.\nIf any one needs to be convinced of the truth of this\nthriving family.\nstatement let\n\nhim undertake to read and thoroughly digest even one of\n\nthe late volumes of the annual Proceedings.\n\nIf one copy does not con-\n\nvince him, let him procure a full set of the twenty- two copies from our\n\ncustodian at AVashington, and he will have one of the best pedagogical\nlibraries, especially if he will add to it the twenty-live or thirty volumes\n\nof \" Barnard's Journal of Education.\"\n\nThe amount of original educational matter now presented at each of\nour annual meetings is some six or eight times greater than it was for\n\neach of the first fifteen or eighteen years of its work.\nthe value of these volumes\n\npapers and discussions.\n\nis\n\nWhat still adds to\n\nthe generally improved character of the\n\nWhile very many of the early papers read before\n\nthe association cannot be excelled in value and importance, still, during\nthese later years, the officers have taken special care to let nothing but\n\nnew and original mattei be presented to the various departments from\nAs the authors of these papers are generally selected from\nthe large number of first-class educators in our growing country, the\npapers are becoming more and more elevated and valuable, and contain\nthe best and ripest thoughts of this educational era.\nThe same may be\nyear to year.\n\nsaid in regard to the character of the discussions in these various depart-\n\nments, which are quite- fully published in these volumes.\n\nThe influence of this national educational association is diffusive and\npermeating, and\n\nis\n\ngiving character to the systems of education and of\n\nschool work in all parts of our own country and in other countries\n\n—\n\nas in\n\nSouth America, Japan, and the Sandwich Islands, and perhaps in some\nof the old countries of Europe.\nThere is not a state, county, city or\ntown in all our country where the influence of our associational work is\nnot more or less felt.\nEven the colleges, the universities, and jjrivate\n\n"}
{"page": 135, "printed_page": null, "text": "SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n131\n\neducational institutions are perhaps, unconsciously to themselves, feeling\nthis diffusive influence.\n\nVery few persons are aware of the important work performed by the\n\"National Council of Education,\" unless they attend its sessions, or read\nits papers and discussions from year to year.\n\nThough the influence of the association is more plainly, effectually, and\npromptly felt in the newer portions of our country, yet those states and\ncities which have been pioneers in educational work so long as to be\nsometimes chargeable with \" old fogyism \" have felt, and are now feeling,\nthe transforming influences of the papers and discussions of this great\n\nbody of educators.\n\nThe membership of the association is made up, first, of annual members\nwho, in its origin, paid one dollar ($1) a year, but now pay two dollars\nsecond, of life members, who pay twenty dollars ($20) third, of life\n(12)\n;\n\n;\n\ndirectors, who pay one hundred dollars (1100) ; fourth, of perpetual direc-\n\nwho pay one hundred dollars ($100).\nThe number of annual members has varied from 100 to 9322.\n\ntorships,\n\nThis\n\nnumber, viz., 9322, was received at Chicago, 111., in 1887. The\nThe next largest number was received\nState of Illinois alone sent 1748.\nat San Francisco, in 1888, amounting to 7258, and from California alone\nThe first of the very large\n4278, the banner state for membership.\nincrease of members was at Madison, Wis., in 1884, when about 3000\nlargest\n\nmembers were added.\nAt the last meeting, held in St. Paul, Minn., about 6000 new members were received, one thousand of whom were from Minnesota.\nIt will be seen that these large and migratory meetings, from Boston\nto San Francisco, and from St. Paul to New Orleans, naturally make\nThe constant and unchangeable membership\nthe membership variable.\nis made up mostly of life members and life directors, of whom there\nhave been only about two hundred from the beginning.\nIt would be a wise and an economical move if the younger members,\nboth male and female, who wish to retain their working membership\nshould add eighteen dollars to their annual membership fee at once, and\nthus constitute themselves life members.\n\nThe great advantages of these large migratory meetings is not confined,\nto the financial benefits of this association, for it is a generally acknowl-\n\nedged fact that their influence has been essentially beneficial to the\ncities and states where they have been held, and that the cause of education and public-school instruction has been elevated and greatly im-\n\nproved in every section of our country.\n\nThis association has been, and now is, the body-guard of public-school\ninstruction in our country.\n\n"}
{"page": 136, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n132\n\nTHE SCHOOL EXPOSITIONS.\nSince the organization of the Industrial, the Art, and the Kindergarten\n\nDepartments and their auxiliary combination with the general associaThe\ntion, the interest in the annual meetings has greatly increased.\nschool exhibits in\n\nmany instances have been of a remarkable character,\n\nand it must be admitted by every careful observer of their influence upon\nthe practical life of our youth that they have contributed essentially to\nthe educative power of the public-school systems.\n\nThe readers\n\nof the annual Proceedings will find the reports of these\n\nexhibits highly suggestive and instructive.\n\nTHE WORKERS OF THE ASSOCIATION.\n\nA merciful Providence has kindly watched over the friends and supporters of this association.\n\nThirty men have been called to preside over\n\nand direct its interests during the thirty-four years of its existence.\nNo meetings were held in 1861, 1862, 1867, and 1878. Twenty-one of\nits presidents are now living.\nNine honored men have been called to go\nJohn W. Bulkley, of Brooklyn, N. Y. the third\nup higher, viz.\n,\n\n:\n\npresident; John\n\nI).\n\nPhilbrick, of Boston, Mass., the fourth president;\n\nWm. H. Wells, of Chicago, 111., the fifth president; S. S. Greene, of\nProvidence, R. I., the sixth president; S. H. White, of Peoria, 111., the\n\nfourteenth president\n\n;\n\nGustavus J. Orr, of Atlanta, Ga.\n\n,\n\nthe twenty-first\n\npresident; Eli T. Tappan, of Ohio, the twenty-second president\n\n;\n\nJ. P.\n\nWickersham, of Pennsylvania, the seventh president; and John Hancock, of Columbus, Ohio, the eighteenth president.\nThese were all men of educational faith, who performed the work of\ntheir life nobly, and have gone to their graves greatly honored and beloved by all who knew them.\nWe have good reason to believe and expect that the twenty-one surviving presidents will be able to go to their\nfinal reward,\n\nwhen it is to be rendered, with equally untarnished honors,\n\nand with a revered memory.\n\nW e have heretofore alluded to the lamented death of Vice-President\nr\n\nW. Valentine, of Brooklyn, N. Y., the first person who suggested the\nThose who knew him will never fail to\nrevere his memory.\nT.\n\nformation of this association.\n\nWe feel also constrained to express our high appreciation and commendation of one of our most faithful and indefatigable secretaries, W.\nD. Henkle, of Ohio.\n\nAt our second anniversary in Washington the association was called\nupon to express its deep sorrow and regret at the death of the Hon.\nHorace Mann, who gave a valuable lecture at our first anniversary.\nOther true and valuable members have closed their educational work\n\n"}
{"page": 137, "printed_page": null, "text": "—\nDISCUSSION.\n\n133\n\non earth to engage in a higher and nobler work, we\nual mansions of the Great Teacher.\nBefore closing this sketch\n\nlet\n\nme add\n\ntrust, in the spirit-\n\nthat I have prepared some\n\nitemized and tabulated statements which will greatly increase the value\nof this historical sketch, but which, as they will probably be published\n\nin a separate volume,\n\nit\n\nwill not be best for me to read\n\non this occasion.\n\nThe first tabulated form or statement gives the place and time of\neach meeting in order, and the name and residence of the three principal officers, viz., the president, secretary, and treasurer.\n\nThe second tabulated statement gives\n\nalso the place\n\nand time and\n\npresiding officer of each of the meetings of the general association, and\nof each of the departments;\n\nand also the subjects of papers, reports and\n\ndiscussions of each department at each meeting, with the names of the\n\nauthors.\n\nThe third statement contains an alphabetical list of the authors of\nsuch papers and discussions as are published in the Proceedings, with\nthe titles of papers following the name, and the volume in which it can\n\nbe found.\n\nThese tables furnish a complete index of the work and of the workers\nof the association from the beginning.\n\nA FEW FACTS.\nIn 1888\n\nCalifornia sent\n\n4278\n\npaid\n\nmemberships,\n\nmaking\n\nit\n\nthe\n\nBanner State.\nIn 1887 Illinois sent 1748 paid memberships.\nAVisconsin has 24 life memberships and 20 perpetual memberships.\n\nOhio has 22 life members, and Kansas 21 life members.\n\nThe whole number of members enrolled at Chicago was 9322; the\nwhole number of members enrolled at San Francisco, 7258 the whole\nnumber of papers and discussions since 1857, about 1000; the whole\nnumber of authors of papers, etc., since 1857, about 500; the whole\nnumber of original members in 1857 was 38.\n;\n\nDISCUSSION.\nHewett, of Illinois: Mr. President: This matter of hisyoung members perhaps is not very interesting, and yet\nI should like to believe that they are interested, and that those who\nhave been here with us this morning will take to heart what has been\nE.\n\nC.\n\ntory to our\n\nsaid.\n\nI\n\nam sure that if the association is good for anything it is a good\n\n"}
{"page": 138, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n134\n\nthing for its members to know its origin, its aim, and the variety of steps\nIt was a thing of the\nby which it has come thus far on its journey.\n\nutmost propriety that Dr. Richards, its first president, should give you\nwhat he has given you this morning. I honor the president of the asso-\n\nhim for that work. No man could do it better;\nno man could have the facilities for doing it. But, Mr. President, I do\nnot know why you have asked me to make the first speech on this paper\nIt is true. I have had something to do with the assoin its discussion.\nciation for the last ten years, but previous to that time I had only atWe have heard this morning about the\ntended two or three meetings.\nI was then a boy, teaching school\nformation of the association in 1857.\nin Massachusetts; and I count myself one of the boys yet, notwithI will call your attention for just a\nstanding my hair is a little gray.\nmoment to what Mr. Richards alluded to, the great meeting at Madison,\nciation for calling on\n\nin 1884, the first of the great meetings, when the association began to be\n\nboomed. I was reminded as Dr. Richards was reading that the result at\nMadison was the natural outcome of the labor and zeal that had been\nbestowed in the work of the association from the start that that was\n;\n\nthe original intention.\n\nLet\n\nme enumerate some of the advantages that I think have come\n\nespecially\n\nfrom this renewed life that was put into our meetings from\nOne thing is that the press of the country have found\n\nthat time forward.\n\nout that there is such a thing as the National Educational Association.\n\nThey have found out that\ntime to time, from\n\nit\n\ngets\n\nall parts of\n\ntogether numerous assemblages from\n\nthe country.\n\nThe railroads have found\n\nout our power, and they are ready to treat us with a great deal of consider-\n\nThey have granted us a great many favors, for which we are\nThey leave us to do the work, while they work for their interest and we work for ours.\nYou were told that our conventions have\n\nation.\n\nthankful.\n\nbeen in a flourishing condition since that time.\n\nWe have paid all our\n\nexpenses, and we have now securely invested a sum of $36,000, so we feel\n\nwe are not to be troubled from time to time financially, as they were in\nthe older days, with a lack of the necessary money to pay expenses.\n\nThe acquaintances that are formed here, this bringing together, and\nallowing them to get acquainted, of\n\nmen and women from one end of\n\nthe country to the other,- from the North and South, in these conventions\nis\n\nits most pleasant features, but it is very profitable, I\nwould not sell if I could the acquaintances I have formed at\n\nnot only one of\n\nam sure.\n\nI\n\nthese association meetings for\n\nany reasonable sum of money.\n\nIt is one\n\ncoming together from year to year, like\nbrothers and sisters in a common cause, and we go back feeling that we\nhave been once again to the old college and academy. And the geographical knowledge that is gained in respect to the country and its prodof the largest benefits,\n\nthis\n\n"}
{"page": 139, "printed_page": null, "text": "DISCUSSION.\nucts,\n\n135\n\nand the pleasure and instruction that come from visiting famous\n\nresorts and seeing grand scenery, the knowledge of the world that comes\n\nfrom travelling, which has been placed within reach of our young members at small expense by these meetings, is worth more than all they have\ncost.\nAnd then the enthusiasm and instruction that come from an\nattendance upon the discussion of important subjects by the leading\nminds is worth a great deal. We come to Toronto fifteen thousand\nstrong; we went to California, some three thousand five hundred of us,\naway over the mountains, and met our western brethren. And then\nthe enthusiasm that comes from these great gatherings has its influence\nupon every member. Of course there is some criticism that in these\ngreat gatherings all cannot hear.\nOf course if there are eight or ten\ndifferent exercises going on in the convention at the same time we cannot very well attend them all at once but you get all of the proceedings\nin a bound volume, and while here you can attend the one you choose.\nSo I do not think that criticism amounts to much. It has been said\nthat this institution, like most all others, political or otherwise, is under\n;\n\nthe rule of a ring.\n\nWell, I do not know that it is\n\n;\n\nI guess not.\n\nI know\n\nthere are some men who have put a good many hundred dollars' worth of\n\nwork every year into this association, who have cared for its interests,\nand have done it free of cost to you. If they constitute a ring, I think it\nhas been a happy thing for the association that it has had a ring.\nI\ndo not believe you can make this thing go successfully without a similar\nring in the future, if you can find men willing and able to do this work.\nNow a word about the future of the association. We see some things\nthat we think are necessary to be done; something was said about the\nconstitution.\nThere are some points that the changed conditions make\nnecessary for us to adopt.\nI understand that at this meeting the directors are to take the matter in hand, and we hope to adopt a constitution which may be better fitted for the larger work of the association.\nI\n\nmay say for myself that I have a strong conviction that the one thing\n\nthis association ought to do,\n\nand do it quick, is to appoint a permanent\n\nsecretary, to conduct all the vast miscellaneous business of this association,\n\nA man of affairs, a man whom we can trust, a man\nwho is known in the educational world, and who will give his whole time\nto this matter of doing the work that is now done, and a good deal more\nthat might be done, in the way of visiting all parts of the country and\nand be paid for it.\n\nstirring up a still deeper interest, increasing our attendance.\n\nHe should\nhave an office at the head of the government, close by the Bureau of Edu-\n\ncation, so that we should have a head, and a home where we could store\nour papers and books, and where our interests could be properly protected.\n\nThat could be done, it seems to me, with our present fund very easily.\nThe interest on the fund is not sufficient to pay the proper salary for\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nsuch a man, but\n\nit\n\ncomes pretty well towards\n\nit,\n\nand I believe such a\n\nman would increase our income enough to more than pay the balance.\nIt may be we shall very soon have such a man, so that our president will\nbe relieved from this half-year of hard work, and so that he can devote his\n\ntime to the arrangement of the programme;\n\nso that the secretary shall\n\nmerely have to make up his records and pass them over; then we shall\n\nman who shall have the responsibility year after year,\nand we may have the benefit. of his experience in preparing our volumes.\nNow I believe that this association is going to continue to prosper.\nWhen the proposition was made to come over here I heard a few growls\nabout going out of the country, as though there were not cities in the\nUnited States big enough and good enough but I am glad we came.\nWe came in numbers larger than I expected. When we go back I trust\nwe shall leave a good impression with our friends in the Dominion, and I\nam sure we shall carry back with us a larger knowledge and a larger\ncharity for our Canadian brethren.\nhave some one\n\n;\n\nTHE PRESENT STATUS OF EDUCATION IN THE UNITED\nSTATES.\nWILLIAM T. HARRIS, COMMISSIONER OF EDUCATION, U. S.\n\nThe educational questions which\n\nat present\n\nexcite most\n\nattention\n\namong the people of the United States relate either to the extension of\nthe free public elementary schools, or to the adjustment of the colleges\n\nand universities to the preparatory schools.\nIn those states where the public school systems are newest, as in the\nSouthern States, and in the states on the western borderland, it is quite\nnatural that the chief educational interest concentrates on the problem\nof extending the free schools in such a manner as to provide, by public\n\ntaxation, for longer school sessions, better teachers, better school buildings, increased attendance upon school.\n\nIn the older and richer states of the North Atlantic, including New\nEngland and the Middle States, there is much thought and discussion\ngoing on regarding the future place and function of the small colleges,\nand regarding the relation which college work holds to university work.\nThere is even more interest manifested in the proper limits of secondary\neducation.\nThe question relates to the free public high school, on the\none hand, and to the private endowed academies and classical preparatory\nschools that furnish the great part of students for the colleges.\n\n"}
{"page": 141, "printed_page": null, "text": "STATUS OF EDUCATION IN THE UNITED STATES.\n\n13*3\n\nThe friends of education who live in the Northern States behold the\nspectacle of the establishment of the free\n\ncommon school system in the\n\nSouthern States with a feeling of pride.\n\nThe extension of the system\n\nhas been so rapid in those states, and its rate of increase so uniform, that\nall who believe local self-government and universal participation in the\nright to vote must be preceded by universal education in common schools\n\nhave reason to be satisfied with the promise for the future.\nIn the thirteen years for which separate statistics for the white and\nblack races in the South are accessible, the white children enrolled in\nthe public schools have increased from 1,827,139 to 3,197,830, or about\nseventy-five per cent., while the increase of the total white population\n\nhas been only thirty-four per cent.\n\nThe school attendance has increased\n\nmore than twice as fast as the population. All this has been done amidst\nthe poverty which followed the most devastating war of modern times.\nBut the education of the colored race has a still better record to show.\nIn thirteen years the enrollment has increased from 571,506 to 1,213,092,\nan increase of one hundred and twelve per cent. while the total colored\n,\n\npopulation has increased only twenty-seven per cent.\n\nIn other words,\n\nthe school attendance has increased more than four times as fast as the\n\npopulation among the colored people of the Southern States.\n\nIn this same connection I mention the fact that the attendance of the\ncolored people on normal schools, high schools and colleges has increased\n\nduring the same period of thirteen years, previous to 1890, from a total\nalmost exactly three times the former\nof 8511 to a total of 25,540\n\n—\n\nnumber.\n\nWe all know that an increase in school facilities and a more general\nattendance on schools means more careful supervision and improvements\n\nTeachers will manage in some way to learn by the experiin methods.\nments of their fellow-teachers. There have been, during the past twenty\nyears, many eminent men who have filled the positions of state superintendent and of city superintendent in that southern section of the\ncountry.\n\nTwo hundred and sixteen millions of dollars have been paid from the\npublic taxes for the support of the schools, white and colored, during\nthe period of thirteen years mentioned.\n\nThe labors of the superintend-\n\nents in improving the quality of the teaching forces by institutes, associ-\n\nations and normal schools have shown good results.\n\nThe increase of the\n\nappropriations from $11,231,073 in 1877 to $23,225,982 in 1889 has re-\n\nenforced their labors by attracting a higher order of talent into the work\nof instruction.\n\nThe devotion of the western borderlands to the cause of\n\ncommon schools may be inferred from the fact that they expend annually\nfrom public funds the sum of $4.11 for each man, woman and child of\nthe population for their schools a sum nearly double the average sum\n\n—\n\n"}
{"page": 142, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n138\n\nexpended per capita by the rest of the United States. In those distant\nregions the cost of living is greater, and the salaries must be larger to\nsecure talent and skill in the teacher.\n\nThe effort in the South now tends in the direction of increasing the\nWhile the number of different pupils\nlength of the annual school term.\nenrolled in school is quite as large a proportion of the population in the\nSouth as in the North, and indeed somewhat larger, yet the number of\n\nWhile the North Atdays for the average school session is much less.\nlantic schools average 164 days in a year, the South Atlantic average only\n.\n\n100 days.\n\nWhile the North Central schools average 147 days, the South\nBut the states of the South expend quite as\n\nCentral average 91 days.\n\nmuch in proportion to their wealth in taxable property for schools as do\nthe North Atlantic States (i. e., the New England and Middle States).\nBut the Northwestern States exceed them in the rate of tax.\n\nLooking over the whole country, we remark that in public and private\nschools twenty-two and one-half per cent, of the population is enrolled in\n\nschool\n\n—\n\n13, 726, 574 pupils of all grades for the year 1889.\n\nin private schools varies with the grade of work.\nit\n\nis nine per\n\ncent. ;\n\nseven per cent.\n\n;\n\nThe proportion\n\nIn the elementary grades\n\nin the secondary, three times as large, or twenty-\n\nin the superior instruction\n\nit\n\nis\n\nseventy- three per cent.\n\nThe total amount expended for education in the United\nStates in 1889 was $172,000,000, counting the amount for private insti-\n\nof the whole.\n\ntutions at $35,000,000.\n\nIn the schools of the United States there prevail two different ideals of\nthe course of study:\n\nthe one originating with the directors of higher\n\neducation, and the other a growth from the common elementary school.\n\nThese two ideals clash in quite important particulars.\nschool course of study, as it appears in the elementary\n\nThe common-\n\nschool and in the\n\npublic high school which gives secondary instruction, does not shape\nitself so as to fit its\n\npupils for entrance to the colleges.\n\nAt least, if we\n\nadmit that as an actual fact many high school pupils do enter college,\nwe must also admit that there is a constant tendency in the public high\nschool to diverge in its course of study and follow a path that does not\nlead to the college.\n\nThe older colleges of the states, following the traditions brought over\nfrom Europe, built thek course of study on mathematics and the classical languages, Latin and Greek.\nThey accordingly demanded of the\npreparatory schools a preliminary training or preparation along these\nlines,\n\nand neglected all else.\n\nHuman learning at one period did not include much that was not\nconceived and expressed in Latin or Greek words.\n\nBut within the past\n\nthree hundred years there has arisen a modern tributary stream of human\nlearning, and it has some time since begun its demand for recognition in\n\n"}
{"page": 143, "printed_page": null, "text": "STATUS OF EDUCATION IN THE UNITED STATES.\n\n139\n\nThis modern side of human learning includes the\nmodern literature. These two contingents are almost wholly the product of the past three hundred years.\nThe demands of the sciences and the demands of the literature of\nthe modern languages to a share in the course of study were met in one\nway by the college and in another way by the common school. The directors of higher education affirmed that Latin, Greek and mathematics\nthe course of study.\n\nnatural sciences and\n\nfurnished the truly disciplinary studies\nliberal\n\neducation.\n\nModern\n\nliterature\n\nfit\n\nfor the foundation of\n\nall\n\nand the sciences, on the other\n\nhand, were not and could not become culture studies, although they\nmight be useful in the way of accomplishments in practical life.\nAccordingly, the colleges proceeded to recognize the moderns by admitting them only into the course of study at the end.\n\nDuring the fourth,\n\nor senior year of college, the student was given a rapid survey of the\n\nsciences and of some of the great works of modern literary art.\ncollege did not encourage the introduction of\n\nnatural science into the preparatory school.\n\nBut the\nmodern literature and\n\nConsequently, the pupil\n\nwho left school during his preparatory course, or before the senior year\nof college, found himself ignorant of these two great and rapidly growing\n\nprovinces of human learning.\n\nBut the public school system has taken a different direction in the\nIt has been under the supervision and management of less highly\nthat is to say, of men less thoroughly instructed in the\neducated men,\nforms of the past, and as a result less conservative.\nWhen the moderns\nappealed for a place in the course of study some concession was at once\nmade to the demand. A tendency has been established to recognize the\nmoderns throughout the course of study. First, modern literature was\nmatter.\n\n—\n\n—\n\nadmitted in the shape of a graded\n\nseries of school readers,\n\ncontaining\n\nmany of the gems of English and American literature, and much too that\nwas written in mere colloquial English, and much that was trashy in its\nstyle and thought.\n\nIn the geographical text-book there was an attempt at a survey of the\nphysical world in its relations to man,\n\n—the world in\n\nits mathematical fea-\n\nand motions, in its physical aspects of interacting\nforces of light, heat, moisture and gravitation, and, finally, in its biological aspects of plant life, animal life, and the races of men.\nThis geographical text-book also drew on the social sciences, and introduced scraps of information regarding political economy, the occupations of men, and also the political institutions, the laws and customs,\nand religion. Geography has therefore developed from the beginning\ntures of size, shape\n\ninto a sort of compend of natural science, affording the pupil a survey of\n\nthe results of the modern sciences, both in the physical and social world.\n\nHaving conceded\n\nto the\n\ndemands of the moderns in the elementary\n\n"}
{"page": 144, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n140\n\nschool in these respects, and in the introduction of a history of the fatherland,\n\nit\n\nremained next\n\nto\n\nemphasize this tendency still more in the\n\nsecondary public school, and to make the high school course of study include more thorough work in English literature, universal history, three\nor four selected sciences like geology, astronomy, physiology\n\nand chem-\n\nmodern\n\nor ancient\n\nistry,\n\nin addition to\n\nthe mathematics and some\n\nlanguage.\nIt might be claimed that the graduate of the high school had a broader\n\neducation, his education, under good teachers, might even be thorough,\n\nbut certainly in his preparation in Latin and Greek the amount was not\n\nhigh school pupil a fair chance by the side of the\n\nsufficient to give the\n\ngraduate of the special preparatory school.\n\nThe directors of the common schools have therefore been compelled to\nestablish a double course, a classical and an English course, in the public\n\nhigh school,\n\n—a procedure\n\nso foreign to the spirit of the entire common\n\nschool course of study that it has only partially succeeded.\n\nThis brief statement leads us to the source of the present problems in\nour education.\n\nTwenty-five years ago the requirements for admission to\n\nrespectable colleges were\n\nmuch lower than at present.\n\nIt was then pos-\n\nsible for the high school graduate to enter college with a good standing.\n\nHe knew nearly as much Latin and Greek as the average student from the\nprivate preparatory school, and he knew far more science and history and\n\nmodern literature.\n\nThese moderns gave him a decided advantage.\n\nBut\n\nthere has been a widespread feeling among college men that the standard\nfor admission\n\nought to be raised until the degree of bachelor of arts\n\nshould represent more learning and greater maturity of mind and body.\n\nThe bold action of some of the ablest college presidents set into more\nrapid motion this increase in the demand for more work in the preparatory schools, and the consequence has been the general elevation of the\n\nstandard of admission to college by about one and one-half to two years.\n\nThe results of this change have become slowly apparent.\n\nThere has\n\nfollowed a wider separation of the higher education in the United States\n\nfrom its public school education.\n\nThe preparatory school has been forced\n\nin to fill the place that the college formerly held, and the result is not\nfelt to be salutary.\n\nThis difficulty has been increased by the rapid mul-\n\nwhich now number some 4000. The\nnumerous smaller colleges, having given up a year or more of their work\ntiplication of public high schools,\n\nto the preparatory schools, feel very keenly the loss of students.\nas the larger colleges have\n\nInasmuch\n\ndeveloped into universities, there is evident\n\nthe beginning of a crusade against the small college that will force it to\nstep down into the work of secondary education and renounce the work\nof higher instruction.\n\nThis result, in fact, is unavoidable if the present\nhigh standard for admission is retained.\nBut it has been discovered by\n\n"}
{"page": 145, "printed_page": null, "text": "STATUS OF EDUCATION IN THE UNITED STATES.\n\n141\n\nthe leading minds who are directing our higher education that there are\nvery strong reasons against this course.\n\nIt is possible that there may be\n\na change that will return the college to its old place in the educational\n\nsystem, and this will save all the small colleges for the useful work which\n\nthey have so long and so faithfully accomplished.\n\nThis same move would\n\nlikewise restore the college to a harmonious relation to the public high\nschool.\n\nIndeed, it would bring about a better adjustment than has ever\n\nFor it should have been stated already in this paper that\n\nbeen before.\n\nthe elevation of the standard for admission to college has been accompanied\nto some extent by requirements of preparation in moderns;\n\nsome modern\n\nliterature, and French or German, together with some acquaintance with\n\nscience, are demanded.\n\nHence a slight approximation of preparatory\n\ncourses of study to that of the high school has been effected.\n\nIf this\n\ntendency is preserved and accentuated in the change of the requirements\nfor admission, there may come about a complete adjustment of the higher\n\neducation to the common school education, and an inestimable advantage\naccrue to the people.\n\nFor it is certainly a calamity to have the youth of\n\nthe land diverted from the institutions of higher education.\n\nAlthough it is uncertain what decision will be taken by the directors of\nour higher education, we may mention another phase of the matter which\nbears in favor of the return of the colleges to the old standard of admission.\n\nThis\n\nis\n\nthe recent development of a genuine university course\n\nabove the traditional college course.\nIt is to be remembered that for a long time there have been generous\nendowments of institutions of learning by rich men. In fact, the people\nof the United States are very proud of their Johns Hopkinses, Tulanes,\nPeabodys, Purdues, Licks, Drexels, Clarks and Stanfords.\nNearly an\nannual average of $10,000,000 is given as endowments to various forms\nof higher education.\nThe net result of these endowments may be summed\nup as the creation of real university work.\nThe old college did not know how to manage the years of post-graduate\nstudy.\nThe fellowship endowments were paid to brilliant students, who\nhad carried off the honors, but who had worked rather for those same\nhonors than for the sake of learning and insight.\nLeft to themselves,\n\nwithout the stimulus of class work, these post-graduate students soon lost\ntheir zest in work, and unless they entered the professional school, gained\n\nvery\n\nlittle\n\nin their subsequent residence at college.\n\nA reform of the\n\ngreatest importance was inaugurated by organizing post-graduates into\n\nwork of original investigation in the form of laboratory\nwork and seminaria, wherein critical research was taught and learned.\nAt once there sprang up a new and superior order of professors, which\nclasses for the\n\nhas been superseding step by step the type of college professor that formerly\nprevailed.\n\nThe new university-trained professor has a very much im-\n\n"}
{"page": 146, "printed_page": null, "text": "—\n142\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nproved method of instruction, even if his work happens to be in lower\nHe carries that higher method the method of investigation\ninto practice with his students, and their work becomes far more profit-\n\n—\n\nschools.\n\nable.\n\nNow it is this discovery on the part of our leading colleges of the true\ncharacter of university work, that has brought about the feeling, or let us\nsay, is in process of bringing it about, the feeling that it is not necessary\nto include all higher education in the college.\n\nThere should be a fourth\n\nstage of education, that of the university, quite beyond the education of\n\nthe college, and its characteristics should be that of specialization and\noriginal investigation.\n\nThe work of the college may be improved by an infusion of the higher\nmethods, but its essential character must not be changed.\nThe elementary school will always have the character of memory work\nstamped upon it, no matter how much the educational reforms may improve its methods.\n\nIt is not easy to overvalue the\n\nimpulse of such men\n\nBut the child's mind cannot seize great syn-\n\nas Pestalozzi and Froebel.\n\nHe bites off, as it were, only small fragments of truth at best.\nHe gets isolated data and sees only feebly the vast network of inter-rela-\n\ntheses.\n\ntion in the world.\n\nThis fragmentary, isolated character belongs essenBut just as surely does secondary education\n\ntially to primary education.\n\n-\n\ndeal with relations and functions and processes.\n\nIt is the stage of crude\n\nBut college education strives to superinduce on the mind\nThe curriculum of the college\nthe habit of seeing the unity of things.\nusing the word faculty in\nfaculty,\nphilosophical\nthe\ncalled\nis, therefore,\nthe French sense of the word factdte.\nThe college rounds up the youth's view of the world and gives him an\n\ngeneralization.\n\nidea of the articulation of the various branches of\n\nhuman knowledge.\n\nBut the view of this unity is both deep and shallow at the same time.\nIt is shallow because the student has and can have only a hearsay knowlIt is a deep view because\nedge of the many branches of human learning.\nthe idea of the organic unity of knowledge is always the deepest idea\n\nthat can arise in the mind of man.\nIt has been\n\ncontended by some of our educational leaders in the States\nis founded on the search for unity,\n\nthat this phase of education, which\nis a spurious phase\n\nof education, and they would therefore willingly rele-\n\ngate all the college work to the preparatory school and commence the work\nof specialization and original investigation at once after the secondary\nschool, or even in the secondary school itself.\n\nBut these zealots do not duly consider the fact that the only transition\nbetween the theoretical and the practical, that is to say, between the intellect and the will, takes place through the act of unifying or summing\nup one's knowledge. A rational man is bound to act in view of all the\n\n"}
{"page": 147, "printed_page": null, "text": ":\n\nTHE EDUCATIONAL SYSTEM OF ONTARIO.\n\nThe inventory of any field of reality can never be ex-\n\ncircumstances.\n\nWhen he acts, he must stop\n\nhausted, but the practical man must act.\ninvestigating further and sum up the case\nto be all in\n\n143\n\n;\n\nhe must declare the evidence\n\nand decide what to do from what he has already learned.\n\nThe college has, in\nThis is the transition from the intellect to the will.\nthe past, cultivated exclusively this frame of mind which looks for the\nunity of knowledge, and this is an ethical point of view.\n\nIt will be needed\n\nto cultivate the same ethical habit of mind in future, although it will re-\n\nquire to be supplemented by the spirit of investigation and verification,\n\nwhich the university method brings with it. For we must learn both these\nmethods in order to become liberally educated. We must be observant\nof the trend of things and gain the power of insight into the rational\nunity underlying all things. This is essential to practical wisdom, and on\nthe other hand we must learn to make original investigation and carry\nforward the boundaries of truth into the unknown.\n\nTHE EDUCATIONAL SYSTEM OF ONTARIO.\nHON. GEO. W. ROSS, MINISTER OF EDUCATION, ONTARIO, CANADA.\n\nMr. President, Ladies and Gentlemen:\n\n— must confess that somewhat\nI\n\nI\n\nenvied the Hon. Mr. Harris in the vast lield over which he was permitted\nto\n\nroam at large in his most interesting essay.\n\nsmaller area.\n\nI hope I shall\n\n1\n\nam restricted to a\n\ncover that smaller area as successfully as he\n\ndid the larger one.\n\nThe school system of Ontario includes the kindergarten, public and\nseparate schools\n\n(separate schools\n\nbeing both Protestant and\n\nEoman\n\nCatholic), high schools and the Provincial University.\n\nAs a system of education it must be regarded as an organic whole,\nThe kindergarten course looks towards the university,\nand the university course looks back towards the kindergarten. A vertical\nsection, using the methods of geology, would be as follows\nThe university.\nThe high schools.\nThe public schools.\nThe kindergarten.\nDo not suppose from this illustration that our system is a mere stratification\nwe regard it as a development. The pupil four years of age\nwho starts with the kindergarten and follows the curriculum prescribed\nas a distinct unit.\n\n;\n\nby our system will reach the university in the natural order of things,\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\njust as the early discoverers of\n\nCanada reached the lakes separating the\n\nDominion from the United States by sailing through the waters of one\nThe course of study in\nI may say more.\ninto the waters of another.\nthe kindergarten is intended to prepare the pupil for thoughtful observation in the public school when the pupil exhausts the public school\n;\n\ncourse (if he has capacity) he is prepared to enter the high school;\n\nwhen\n\nhe exhausts the high school course the examination which he meets by\nSo much for the organic unity\nthe way admits him into the university.\nof our system.\n\nCOURSE OF STUDY.\n\nThe course of study for the subdivision of the system is framed with\na view to the age and mental limitations of the pupils ordinarily ranking\n\nunder that division.\npurely Froebelian;\n\nFor instance, in the kindergarten the course is\n\nin the public school division the course is suited to\n\nthe capacity of children from five to sixteen years of age.\n\nThe course in\n\nthe first four forms, which includes ninety-eight per cent, of the entire\nschool population of the country, consists of reading, writing, geography,\n\ngrammar and composition, history, arithmetic, temperance and hygiene,\ndrawing and agriculture, all of which are compulsory, in the form to which\nIn the fifth form, embracing about 10,000 children in the\npublic schools of the province, are taught Euclid, algebra, physics, botany and chemistry. The classification of the school is intended to serve\nthe great mass of our school population, who leave school at about fourteen years of age, and, as the necessities are so urgent, it is deemed of\nthe first importance that no part of their time should be occupied except\nwith the essential branches of a good English education.\n\nthey belong.\n\nTHE HIGH SCHOOL.\n\nThe high school course of study includes the higher mathematics, the\nsciences with abundance of laboratory practice, classics and the modern\nlanguages, with a comprehensive course in English literature and compoSeveral options are allowed to meet the circumstances of pupils,\nsome of whom may wish to enter the teaching profession or some other\nlearned profession, or whose objects are merely to obtain the advantages\nof an English education with a view to citizenship or commercial life.\nThe high school course practically extends over three years. Ninety-nine\nsition.\n\nper cent, of the students attending our universities take their matriculation course in the high schools.\n\nTHE UNIVERSITY.\nThe Provincial University is under the direction of the senate, partly\nappointed by the government, partly ex-oflicio and partly elected by the\nalumni, but the action of the senate is subject to the approval of the executive government.\n\nThe university provides an arts course, with a con-\n\n"}
{"page": 149, "printed_page": null, "text": "THE EDUCATIONAL SYSTEM OF ONTARIO.\n\n145\n\nsiderable number of options, and has the right to grant the usual degrees.\n\nThe Province of On-\n\nIt is open to matriculated students of both sexes.\n\ntario has five universities in addition to the one supported out of the\n\nendowment; they have a common standard for matriculation,\nand all admit their students by one examination conducted on their behalf by the Education Department.\nprovincial\n\nTRAINING OF TEACHERS.\nSo far I have been considering the non-professional or literary side of\nour system.\n\nTo many of you no doubt its professional side will be even\n\nmore interesting.\nprovince of\n\nFor the purpose of providing efficient teachers, the\ntraining schools; viz., two\n\nOntario has four classes of\n\nprovincial kindergartens for the training\n\nof\n\nkindergarten\n\nteachers;\n\nfifty-three county model schools for the training of third-class teachers;\n\ntwo normal schools for the training of second-class teachers, and a school\nof pedagogy for the training of high school teachers.\nThe course in the\nkindergarten extends, over two years; namely, one year for assistants and\none for directresses, which includes the study of everything pertaining to\nkindergarten work.\nThe coarse in the county model school extends over\nfour months, and includes instruction in the theory of education, with as\nmuch observation and practical teaching as circumstances will admit.\nThe course in the provincial normal schools extends over six months, and\nthe school of pedagogy five months.\nIn all these schools the course\nmay be said to be purely professional. There may be an occasional review of a portion of the academic work of the teacher in training, but as\na rule his whole attention is devoted to the practical and professional side\nof his career.\nIt is felt that by centralizing his attention on his professional duties, particularly as he is not admitted to the normal school\nwithout at least one year's experience as a teacher, he is in a condition to\nbenefit more by such a course extending over six months than he would\nby a mixed academic and professional course extending over a much\nlonger time.\n\nIt will\n\nbe observed that professional training applies to\n\nteachers of every grade, that no one is allowed to shirk it or evade it,\n\nand that no person who does not give reasonable evidence of fitness for\nthe profession by showing his aptitude by actual practice in the school-\n\nroom is admitted thereto.\nNON-PROFESSIONAL TRAINING.\n\n—\n\nTeachers' certificates are divided into three grades\nthird.\n\nfirst,\n\nsecond and\n\nThe course of study for these grades is prescribed by the Educa-\n\ntion Department, and in the majority of cases candidates for certificates,\n\neven in the lowest grade, attend a high school.\n\nThe examinations for the\n\nand for second and third class certificates are held\nsimultaneously at the different high schools of the province on questions\n\nlowest grade of\n\nfirst\n\n"}
{"page": 150, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n146\n\nThe answers of candidates are\nprepared by the Education Department.\nreturned to the department and are read by examiners appointed for that\nAs near as possible all the certificates granted are of uniform\nA and\n\npurpose.\n\nvalue; the two higher subdivisions of first-class certificates, namely,\n\nB, are obtainable on examinations conducted by the university of the\nprovince, the papers for which are submitted and the answers read by\n\nFor high schools the qualifications are the standing\nand a full graduate for\nthe principal, the department accepting the valuation of the university\nAs the certificates are all awarded by the department,\nfor this purpose.\nuniversity examiners.\n\nof an undergraduate of two years for assistants\n\nthey are valid throughout the province.\nhavior,\n\nThird-class certificates are valid\n\nvalid during good beand all are disposed of by one annual provincial examination.\n\nonly for three years, however\n\n;\n\nall other grades are\n\nADMINISTRATION.\n\nThe school system of Ontario is democratic. Every ratepayer, male\nor female, is an elector and eligible to hold the office of public school\nThe area of school sections, the location of the school-house,\ntrustee.\nits size and cost, the salary to be paid the teachers and the standing of the\n\nteachers to be employed, the amount of\n\nmoney to be expended for im-\n\nprovements on the public school, are all determined by the trustees, within\nEach board is a corporacertain limitations to be referred to hereafter.\ntion in\n\nitself,\n\nprovince.\n\nderiving\n\nits\n\npowers from the legislative assembly of the\n\nThe executive authority in educational matters is vested in\n\nthe Education Department, presided over by the Minister of Education,\n\nwho is practically the chief executive officer of the whole system.\nthe legislative assembly is primarily the source of\n\nall\n\nWhile\n\nlegislation affect-\n\ning the school system of the province, the minister has power under the\nstatute to make regulations affecting the qualifications of teachers, the\n\nstandard of certificates, the authorization of text-books, and such matters\nof details as will readily occur to every educator.\n\nIt is the duty of the\n\nminister to direct all the educational forces of the country, first from his\nplace in the legislative assembly, secondly, through the officers of his\n\ndepartment.\n\nFrom the wide sweep of the legislation which he is expected\n\nto direct, and from his position as a member of the government adminis-\n\ntering the affairs of the country, he is able to advance such legislation as\nwill preserve the unity of the system and maintain its symmetry, as well\nas prevent\n\nany needless innovation from pseudo reformers or visionary\n\nmeddlers.\n\nRELIGIOUS INSTRUCTION.\n\nEvery school is required to be opened by the reading of Scripture and\nby prayer, and closed with prayer. In the Roman Catholic separate\nschools the religious exercises are subject to the direction of the trustees.\n\n"}
{"page": 151, "printed_page": null, "text": "THE EDUCATIONAL SYSTEM OF ONTARIO.\n\n147\n\nNo pupil is required to attend upon the religious exercises of the public\nschool whose parents or guardians notify the teacher of their desire that\n\nProvision is made for religious instruction\nhe should absent himself.\nby arrangement with the trustees of any denomination at such hours as\n\nmay be agreed upon.\nTEXT-BOOKS.\n\nNo text-books can be used in any public or high school of the province\nThere is now but one text-book\nIn the case of high\nschools more than one text-book is used in some of the subjects, although\nuntil sanctioned by the department.\n\nin each of the subjects taught in the public schools.\n\nthe tendency\n\ntowards the same limitation as prevails in the public\n\nis\n\nWhen a text-book ceases in the opinion of the department to\n\nschools.\n\nit is set aside and a more advanced one substituted.\nThe price of the text-book, the quality of the paper, style of binding,\nUnder a statute,\ntypography, etc. are all regulated by the department.\n\nserve its purpose\n\n,\n\nboards of trustees may provide free text-books for pupils in cities, towns\n\nand incorporated villages.\n\nCOMPULSORY EDUCATION.\n\nBy an act of last session, the police commissioners of every city, town\nThis\nand incorporated village are required to appoint truant officers.\nIt may take a year or two\nact came into effect on the 1st of this month.\nIt may\nto acquaint the people of the province with its requirements.\nalso take some time to train the truant officers to the proper discharge\nAs the schools of Ontario have been free for over twenty\nof their duties.\nyears, there is no doubt the people will gladly accept their natural complement, compulsory education, as indispensable.\nTHE SCHOOLS UNDENOMINATIONAL.\n\nThe public schools of Ontario are undenominational.\n\nFifty years ago\n\nthe Roman Catholics were granted separate schools, and by a more recent\nact, in settlements where a Roman Catholic population predominated,\nand a Roman Catholic was employed as a teacher in the public schools,\nProtestants were allowed to form themselves into Protestant separate\nschools.\nThese classes of schools number as follows: public schools,\n5380; Catholic separate schools, 243, and Protestant separate schools,\n11.\nThe department has not the same authority under the statute over\nRoman Catholic separate schools as it has over the public schools. Yet\n\nin the\n\nmain features, such\n\nas the qualification of teachers,\n\nexcluding\n\nthose in religious orders, the selection of text-books, except those required\nfor religious exercises, the authority of the department may be said to be\n\nthe same.\n\n"}
{"page": 152, "printed_page": null, "text": ":\n\n148\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nADJUNCTS TO THE SYSTEM.\n\nAs incidental to the educational system of the province, and indicating\nthe jurisdiction of the Education Department, I may state that the freelibrary system and mechanics' institutes, numbering 234 and representing\n\n290,617 volumes, are under the control of the department; that a system\nof night schools and art schools and industrial schools, each having\n\nits\n\ndistinct sphere of labor, are also subject to the regulations of the depart-\n\nment.\n\nThe educational system of Ontario also includes schools for the\n\ndeaf and dumb, for the blind and the idiotic.\n\nIt includes a course in tech-\n\nnology on the basis of the technical school of Boston, a course in agrioulture extending over three years, followed by a degree in agriculture from\n\nthe Provincial University.\n\nThis closes my summary of the educational system of Ontario.\n\nI have\n\nnot included in it other schools for the study of medicine, or law, or architecture or stenography, or other subjects over which the Education De-\n\npartment has no control, but which nevertheless form part of the public\neducation of the province. I have dealt entirely with schools for which the\ntaxpayer is held responsible.\n\nThey are not perfect in their organization\n\nby any means, but subject to constant changes and adaptations according\nto the wants of our people or the advances of educational reformers here\n\nand elsewhere.\n\nIf they are not improved it is not\n\nbecause the people of\n\nthe province are not fully in sympathy with a progressive system.\n\nSPELLING REFORM.\nH.\n\nW. BREWSTER, MINNESOTA.\n\n—\n\nTo the National Educational Association\nThe undersigned committee\nhave to report that language reform is one of the leading events of the\nlast quarter of the 19th century.\nSince 1876 systematic movements, supported by the aid of government as well as by the efforts of philologists,\n\nhave been made to simplify and purify language, thus promoting its use-\n\nand its beauty.\nand Spanish languages are now phonetic in spelling and\ncomparatively regular in grammatical inflections.\nThe German language\nis practically phonetic in spelling but in grammatical inflections it is\nmore irregular than the English. The Scandinavian languages are now\n\nfulness, its power,\n\nThe\n\nItalian\n\nin process of a unifying transformation.\n\nThe people of the English-\n\nspeaking world have not been idle.\n\nThe philologists of England have been working systematically since\n\n"}
{"page": 153, "printed_page": null, "text": ":\n\nSPELLING REFORM.\n\n149\n\n1870 for language reform, and America's centennial year witnessed the\nbirth of the Spelling Reform Association.\nefforts of\n\nFor the past fifteen years the\nboth English and American philologists have been united to\n\nmake the English language worthy of the character of the race and the\nprogress of the age.\n\nCarefully and systematically they have formulated\n\na phonetic alphabet and twenty-four rules simplifying the spelling of\n\n3500 words, most of the changes being the omission of letters silent,\nand burdensome. The fruit of this labor is soon to be placed\nwithin reach of every student of the English language.\nuseless,\n\nso\n\nWisdom and duty unite now in calling for public attention to a matter\nimportant and so rapidly approaching a critical issue. The school,\n\nthe press, and the government are all interested and should all unite in\n\nmaking that issue a success to humanity.\nEarnest, intelligent effort means the supremacy of the English language,\nas the international language of the word\ninaction means its inevitable\n;\n\ndecay.\n\nThe great disadvantage of the irregular spelling and inflection of the\nEnglish language in a struggle for supremacy against phonetic spelling\nand regular inflection is well shown by Dr. J. H. Gladstone, member of\nthe school board of London in 1879.\n\nHe gives the following facts from\n\nexperience\nIn the Government schools of Malta the children are taught, not their vernacular,\nwhich is an unwritten Arabic, but two languages equally foreign to them Italian and\n\n—\n\nEnglish.\n\nThey commence them simultaneously, and learn to read the Italian very easily by\nmeans of a box of movable letters, while they are sorely puzzled with the English.\nI recently examined several of the children in the Anglo-Italian night school, near\nLeather Lane, and satisfied myself with the ease with which they acquired the power of\nreading and spelling Italian. In reply to inquiries as to the comparative time a child\nignorant of letters, but understanding English and Italian equally well, would take to\nlearn how to read and write each language correctly, the principal estimated that the\nEnglish language would require about twice the time of the Italian.\n\nA struggle so unequal as this between languages cannot continue a\nstruggle for supremacy on the part of the difficult language,\n\nit\n\nmust be-\n\ncome a struggle for existence.\nSimplified English spelling and inflection would reduce the cost of\nbooks and newspapers one-sixth, would lessen the school taxes many millions of money annually, would develop better reasoning power in the\ngrowing mind, would shorten the work of learning to read and write by\nhalf, and would greatly lessen the number of illiterates.\nThe best example of the great value of governmental aid in reforming\nlanguage is that of Germany.\nIn many respects the conditions and re-\n\nlations of\n\nworld.\n\nthe\n\nGerman\n\nstates are\n\nThere are, in either\n\ncase,\n\nlike those of the English-speaking\ntwo independent governments and a\n\nlarge number of subordinate sovereign states.\n\nIn some respects, of course,\n\n"}
{"page": 154, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n150\n\nthe conditions are different.\n\nThe Cultus Minister\n\nofficial head of all schools, both public and private.\n\nin Germany is the\nThe supervision and\n\ndiscipline of the German schools are more systematic and strict.\n\nIn 1876, after long and continued agitation of the subject of language\nreform, the Cultus Minister called an official conference of educators in\nUpon the rules then\nBerlin to draft a synopsis of amended orthography.\nadopted, a correct orthography was formulated and adopted in public\nAustria led the way, August\nschools and public printing by state action.\n2,\n\n1879, Bavaria followed, Sept. 21, 1879, Prussia, Jan. 21, 1880, and\n\nthe other states in rapid succession.\n\nIn comparing the needs and possibilities of reform in the English\nlanguage with those of the German, advantages and disadvantages apWe have no official exercising the authority of the\npear on either side.\nCultus Minister and we have a much more complicated orthography to\nOn the other hand, we have national organizations of both edu-\n\nreform.\n\ncational institutions\n\nand the press to call for organized action and to\n\ndecide how fast and how far changes are needed and possible\n\n;\n\nour inflec-\n\ntions are much simpler than theirs, and we have the great advantage of\n\nbeing able to profit by their example and experience.\nthe\n\nfield,\n\norganize and\n\nWe can survey\n\nmove onward in a well-defined course of action\n\nthat will, as rapidly or as gradually as circumstances permit, simplify,\npurify, beautify, strengthen, and extend the English language, until it is\nas complete as the combined influence of art, science, philosophy, and re-\n\nligion can make it.\n\nThe grossest evils should be corrected as fast as possible in the present\nThe dawn of the 20th century should be greeted by the Eng-\n\ndecade.\n\nnot deformed and clad in ancient barbaric dress, but reformed in harmony with modern progress and dressed in artistic beauty.\nThe constant growth and change of a living language requires some\nlish language,\n\nrecognized authority to exercise a constant censorship over all changes\n\nguiding them for the better.\n\nFor centuries the English language has grown and changed without\nany recognized authority to shape it into logical or artistic form. It has\ngrown by absorption, by accretion, and by spontaneous offshoots of slang.\nIt has accumulated abnormal forms, fossilized remnants of dead inflections, and a polyglot of heterogeneous rules of spelling and pronunciation.\nIt is deficient in needed forms of inflection, defective in technical terms\nand terminology, and almost devoid of decorous emotional interjections.\nThe vigor and independent spirit of Saxon blood, especially when surging\nin the emotions of persons not fluent of speech, bursts from the limited\nrange of appropriate exclamations in eruptions of slang and profanity.\nQuack humorists, with one eye on the dollar and the other on the pulsations of current demand, fill books and periodicals with popular but de-\n\n"}
{"page": 155, "printed_page": null, "text": "SPELLING REFORM.\n\n151\n\nmoralizing forms of literature, many of which, like wolves\n\nin\n\nsheep's\n\nclothing, are confused with logical and sincere attempts at amended spell-\n\nThe English language has been omnivorous. Its vast vocabulary has\ning.\nbeen gathered from languages as numerous and diverse as the different\nraces from whose veins the mingled life currents of the present English-\n\nspeaking races have been drawn.\n\nThis miscellaneous and indiscriminate\n\nabsorption of diverse elements has been a source of mingled strength and\nweakness.\n\nAs other modern languages are reformed and purified, the\nwill become more conspic-\n\naccumulated defects of the English language\nuous and burdensome.\n\nIt is time for united, organized action of the school, the press, and the\n\nIndividual effort, even when organized, is powerless to\nchange the great current of established custom. All such attempts to\nProminent newspapers\nestablish approved changes have been failures.\nhave tried it in vain. Teachers attempting actual changes are in oppo-\n\ngovernment.\n\nsition to authority,\n\nboth literary and\n\nlegal.\n\nThe government hesitates\n\nto amend the public printing until the success of a general reform is, in\n\nsome way, assured. There seems to be a closed circle of difficulties preThe\nsenting no weak point vulnerable to any special line of attack.\nmovement must be general, emanating from the school and the press and\nPrivate effort is inadequate to such work.\nsupported by government.\nIt cannot and should not be taken from the auspices of the organized\neffort already given to it and accomplished by governmental fiat; but\ngovernment can and should come to the rescue with such aid as will make\nthe work a success worthy of the language and the age.\nEngland and America should unite in establishing and supporting an\ninternational council of revision and reform, composed of representative\neducators that could reflect the sentiments and unite the active efforts\nof all educational and editorial associations of both countries.\nActive educators are eminently fitted to formulate changes of language;\nthe press, to decide the time and rapidity of making\n\nthem\n\n;\n\nand both\nthem\n\ntogether, with the sanction and support of government, to carry\ninto effect.\n\nBut recognized authority and financial support are needed\nwork as the reformation of the English\n\nin accomplishing so great a\n\nlanguage.\nIts vast vocabulary of nearly 200,000 words should be critically analyzed,\nsifted, re-classified,\n\nand extended.\n\nIts greatest of all literatures, stored with the treasures of art, science,\n\nphilosophy, and religion, must be preserved.\n\ngrace of culture, and richness and power of\nmust not be sacrificed.\nIts keenness of satire and pathos of humor must be retained while its\n\nIts grandeur of genius,\n\nexpression,\n\ntendency to vulgar slang should be corrected.\n\n"}
{"page": 156, "printed_page": null, "text": "—\n\n:\n\n152\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nIts deficiency of\n\nexclamations and intensives should be supplied to\n\nrelieve that pressure finding vent in its notorious profanity.\nIts glossaries of technical\n\nterms and terminology should be systema-\n\ntized and extended.\nIts accumulations of fragmentary, heterogeneous, and discordant inflec-\n\ntions should be renovated and re- classified.\nIts principles of pronunciation should be\n\nharmonized more fully with\n\na3sthetic taste.\nIts many complex rules of spelling should be replaced by Nature's simple\nand only rule spell all words in the quickest, easiest way.\nAll this should be done so as to preserve the unity of the language\nthroughout the various countries and among all people using it.\nUnited action of school, press, and government, of both England and\n\n—\n\nAmerica is needed\n\n;\n\na series of excellent opportunities for such united\n\naction are now before us, and unmistakable signs of\n\nprompt and efficient\n\naction are evident.\n\nLast year the National Educational Association and the National Editorial Association, in their\nrately.\n\nannual\n\nsessions, considered the matter sepa-\n\nThis year they are counselling co-operation.\n\nNext year the fruit\n\nof the labor of the philologists will be ready for their united approval.\n\nIn the next year following, the World's Fair in Chicago offers an excellent\n\nopportunity to hold an international convention.\nis just sufficient for the necessary\n\nThe intervening time\n\naction involved in arranging for calling\n\nsuch convention.\n\nWe have precept as well as example to guide us. Prophetic utterances\nfrom the wisest and best of men have pointed out clearly the proper\nThe Right Hon. Wm. E. Gladstone wrote to Mr. E.\ncourses before us.\nJones, June 27, 1874, as follows:\nThere is much that might be done with advantage in the reform of spelling as to the\nEnglish language but the main thing is, that whatever may be proposed should be\nproposed with the weight of great authority to back it. The best plan, if proposed without such backing, will, in my opinion, only tend to promote confusion.\nI should advise those who are interested and very justly interested in this question\nto busy themselves not so much with considering what should be done as with consider;\n\n—\n\ning in what way opinion can be brought to bear upon the matter, and some organ\nframed to inquire what should be proposed. It is not in my power to offer to give any\ntime under the present circumstances to the undertaking which I recommend, and in\nwhich I should gladly have found myself able to join.\"\n\nFrom the report of Mathew Arnold, Esq., H. M. Inspector, 1877, we\nhave the following\nOur absence of any authority with such a function as the reviewing of our spelling and\nmaking it rational is well known. Englishmen generally profess to be proud of it. I\nam myself disposed to think that a Royal Commission might with advantage be charged,\nnot indeed with the absurd task of inventing a brand new spelling, but with the task of\nreviewing our present spelling, of pointing out evident anomalies in it, of suggesting\n\n"}
{"page": 157, "printed_page": null, "text": "SPELLING REFORM.\n\n153\n\nBut such a commission should be permanent, with the\nfeasible amendments of it.\nfunction of watching our language, by no means of stereotyping it\nand though appointed by government in the first instance, it should recruit itself, as vacancies arose,\n:\n\nby co-optation.\n\nSince Mr. Gladstone's letter was written there has been accumulated\nthe great authority of the concurrent agreement of the philologists of\n\nboth England and America, backing an immediate movement for reform.\nAt this very time the National Educational Association and the National\nEditorial Association are in session, both counselling co-operation in the\n\nUnited action of these great representative bodies can doubtall similar associations, both state and\nnational, of the English-speaking world, and bring together an international convention to plan and organize an international movement for\nAn international convention of representatives from national\nreform.\nand state educational and editorial associations could present the matter\nwith such intelligence and authority to the governments of England and\nAmerica that both would feel justified in granting the needed authority\nand financial support.\nA body should be then so constituted by government that the men who\nmatter.\n\nless\n\nsecure the co-operation of\n\nhave already spent nearly a score of years in active service could continue\nat the helm to guide it through.\n\nThere\n\nis\n\nno time\n\nMany of these veteran educators will\n\nto be lost.\n\nprobably close their labors before the fading twilight of the nineteenth\ncentury melts into the dawn of the twentieth. Organized effort, authorized\n\nand supported by government, should help to complete the work so far as\npossible while they are yet with us.\n\nAn organization for this purpose should be as free as possible from\npolitical strife and disturbances.\n\nIt should have a board of regents rep-\n\nresenting various national associations, a permanent council to remain\nin continual session formulating needed changes\ntions of doubtful usage,\n\nand deciding all quesand a temporary working corps numbering one\n\nrepresentative from each sovereign state of the English-speaking world,\nto secure the co-operation of each state in the prompt and uniform adop-\n\ntion of all approved changes.\n\nThe board of regents and the temporary working corps should hold\nannually a joint session of one month with the permanent council for\nmutual deliberation and advice, until the temporary corps were no longer\nneeded.\n\nAn excellent board of regents for the representation of the United\nStates would be found in the president and secretary of the Spelling Re-\n\nform Association, the president and secretary of the American Philological Association,\n\nthe president and secretary of the National Educational\n\nAssociation, the president and secretary of the National Editorial Asso-\n\n"}
{"page": 158, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n154\n\nthe United\n\nciation, and\n\nStates Commissioner of Education\n\nas\n\nchair-\n\nman.\n\nmembers of the permanent council were appointed by such a\n\nIf the\n\nboard of regents, and each member of the temporary working corps were\nappointed by the joint action of the Governor, the state Superintendent\nof Public Instruction, and the president of the state university of his own\nstate, there\n\nwould be insured a representative body worthy of the nation\n\nand the work, and one free from the strife and changes of politics.\nBy such united official action of England and America the English\nlanguage could be made worthy of becoming the international language\nof the world.\n\nAll questions of language reform were safely and wisely left to the\ndecision of such international organization.\n\nIndividual opinions vary from the conservative fogy, who would have\n\nnothing changed, to the radical crank, who would have nothing unchanged\nor fixed.\n\nA permanent international council of philologists could and would\nanalyze the needs and possibilities of the language and formulate such\n\nchanges as would preserve the good and remove the bad as far and as\nEtymological derivations, poetic forms and figures, and\n\nfast as possible.\nall\n\nfeatures valuable and sacred,\n\nwould be safe in their care.\n\nThe corps at large of educators and journalists could decide best the\nAnnual\ntime, order, and manner of carrying such changes into effect.\nreports\n\nfrom all Anglo-American\n\nstates,\n\npresenting the conditions and\n\nprogress of the work in general to the executive heads of the great national associations supervising it, would enable them to so plan it as to\n\ninsure the greatest possible success.\nIf it then\n\nappeared that few changes are possible, so let it be\n\nchanges appear not only possible, but wise, thus let\nlet it be as\n\nit\n\n;\n\nif\n\nmany\n\nbe; by all means\n\nthe wise and moderate counsel of those in possession of all\n\nthe facts deem best.\n\nTo say that the English language cannot be reformed successfully is to\nsay that the English-speaking races cannot do what other races have just\nsuccessfully done ; a slander as base as it is false.\n\nThe flags now waving above us have floated over as great conflicts and\ngrand victories as were ever waged and won by humanity.\nLet them advance together through this noiseless conflict to a peaceful\nvictory that shall free the mind from servile bondage in its struggle for\nknowledge and truth.\nThe magnitude and complexity of the subject of language reform, the\ndifficulties involved in presenting it fully to the members of the associa-\n\ntion, as well as to the general public, an unexpected change in the chair-\n\nmanship\n\nof the\n\ncommittee preventing\n\nall\n\ncorrespondence\n\nwith state\n\n"}
{"page": 159, "printed_page": null, "text": "SPELLING REFORM.\nassociations,\n\nand especially the need\n\n155\n\nof co-operation with the National\n\nEditorial Association, have convinced us that we are not ready as a\n\ncommittee to report, and that the association is not ready to decide, at\nthis session, in favor of carrying any changes of language into immediate\neffect.\n\nWe feel that another year is necessary for collecting data to be\n\nput into the hands of every member of the association, for corresponding\nwith national and state associations concerning their support of both\nnational and international efforts, and for co-operation with the National\nEditorial Association, before a final report is made, and also that we need\n\nthe counsel and instruction of the association as to what leading proposition should appear in such final report.\n\nFrom the fact that the National Editorial Association closes its annual\nsession to-day, rendering it impossible for the National Educational As-\n\nsociation to invite their co-operation, the committee felt it a duty as well\nas a privilege to invite them to appoint a committee of three to consult\n\nwith us on the best course to pursue in effecting language reform, and on\nthe advisability of calling an international convention\n\nin\n\nChicago in\n\n1893.\n\nShould the National Educational Association grant our request of\nanother year's time in which to prepare plans of definite action, we would\nrespectfully\n\nrecommend, if it seem wise for the association so to do, (1)\n\nto extend an invitation to the president of the National Editorial Association,\n\nthe president\n\nof the\n\nCanadian\n\nNational Chautauqua Assembly, to each\n\nPress Association, and\n\nco-operate with us in deciding all questions of language reform\n\nauthorize the committee (a)\n\nthe\n\nto\n\nname a committee of three to\n\nto collect data\n\n(2) to\n\n;\n\non spelling reform for a\n\npamphlet of not over one hundred pages to be printed by the association,\none copy being sent to each member of the association, three thousand\ncopies being delivered to the committee on spelling reform, and one\nthousand copies being delivered to the secretary of the association (b)\nto correspond with various national and state associations of all English;\n\nspeaking countries, inviting their co-operation in language reform\n\n;\n\n(c) to\n\nconsult with other committees mentioned on the advisability of adopting\n\nthe amended orthography prepared by the united efforts of the English\n\nand American philologists, recommending\nof action that seems wisest\n\n;\n\nto the association the course\n\nand (d) to determine so\n\nfar as possible the\n\npracticability of calling an international convention in Chicago in 1893,\n\nrecommending to the association such action as shall seem best;\n\n(3) to\n\nfurnish through the secretary of the association, for the necessary corre-\n\nspondence of the committee, stamped envelopes bearing the\n\nofficial title\n\nof the association, not to exceed two thousand in number, and letter-heads\n\naccordingly, bearing in addition to such official title the names of the\n\ncommittee on spelling reform, with the name of the committee changed\n\n"}
{"page": 160, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n156\n\nfrom \" Committee on Spelling Reform\" to \" Committee on Language\nReform.\"\nRespectfully signed and submitted,\nII. W. Brewster,\nT. R. Viceroy,\nW, M. Houston,\nCommittee on Spelling Reform.\n\nSPELLING REFORM.\nT. R.\n\n\"\n\nVICEROY, ST. LOUIS, MO.\n\nThe true and sole office of alfabetic writing is faithfully and intel-\n\nligibly to\n\nrepresent spoken speech.\n\nThe ideal of an alfabet is that\n\nevery sound should have its own unvarying sign and every sign its own\n\nunvarying sound.\"\n\nThe American Philological Association in 1877 proposed a complete\nnew letters, a, o, v, with diacritics\nand digraphs. They also proposed modified letters for the name sounds,\n\nfonetic alfabet, suggesting three\n\ne, b, i,\n\nand y.\n\nAmong persons versed in the difficulties of the spelling\n\nreform the new letters met with general favor, but digraphs and diacritics\n\nawoke no enthusiasm. Digraphs involve two letters when one is enough,\nand diacritics are such a severe task upon compositors and proof-readers\nthat they must be laid aside as impracticable in the printing-office.\nMoreover, the distinctions of long and short are contrary to the genius of\nour language.\nThe temporal element which dominated Sanscrit, Latin\nand Greek has disappeared in the dialects which have sprung from these\nlanguages.\nModern languages possess accentual rhythm merely, and\nalfabetic notation should conform to this principle.\nLetters should\ntherefore note the quality of a vowel, not its quantity.\n\nThat committee also suggested new letters for the six consonants which\nThese have received some modification,\nand we are now able to present six well-formed consonants.\nFor all practical purposes each letter should have a definite characteristic shape, showing its affinity as well as its distinctive use.\nThis will\nmeet the needs of the printing-office, will make print legible, and in\ntime will present an agreeable appearance.\nThe consummation of spelling reform lies in the selection and adoption\nof four additional new letters, so as to have a complete alfabet of forty\nletters.\nThese four letters are to represent the long round open vowel in\nforin, the long close vowel in rule, and the two shade vowels in care and\nare now without representation.\n\n"}
{"page": 161, "printed_page": null, "text": "!\n\nSPELLING REFORM.\n\n157\n\nAs a Romanized form of epsilon is generally preferred as the sign\ne, so a Romanized form of omega is proposed as a suitable and\nFor long close u we propose a\ndistinctive sign for the vowel in York.\nu-form very familiar to most of us, suggested by Benjamin Franklin a\nFor circumcentury ago, and distinguished by the curve of Simonides.\nflex a there is a familiar a-form, used by Ben Pitman and the Longleys,\nwhich we propose as the sign for flat a.\nFor the protean vowel in her, fir, work, burr and myrrh, generally\nrepresented by e and o, we propose an epsilon modification of omicron.\nThis is a round letter, and looks well in print.\nerr.\n\nfor long\n\nIn regard to capitals and script, of the new letters these should in all\nThis will economize the\n\ncases be the same in shape as the small letters.\n\ntime in teaching a child the new alfabet.\n\nname of each letter should suggest its power.\n\nIn naming the letters the\n\nThus\n\n:\n\nc\n\nand g should be\n\ncalled key and ghee, h and y should be called he and ye, and\n\nw should be\n\nThus, by naming the letters in spelling, the spoken word is\n\ncalled wu.\n\neasily obtained from its written form.\n\nThe advantages of using an\nmany and important:\nFirst.\n\nIt\n\nalfabet\n\nsuch as we have outlined are\n\nwould enable a child to obtain an elementary education in\n\ntwo years' less time, so that our youth could enter the higher institutions\ntwo years earlier. This addition of two years' culture without increased\nexpenditure of time and money would raise the\n\ncommon standard of\n\nintelligence wonderfully\n\nSecond. Pure fonetic spelling would shorten the written form of our\n\nThe copyist\nlanguage a little over twenty-two per cent, on the average.\nwould be able to do as much work in thirty-nine hours as he now does in\nfifty hours,\n\nand instead of working eight and one-third hours a day, he\n\ncould do equivalent work in six and one-half hours.\n\nAs fonetic spelling\n\nshortens the form of words, the compositor would set more type in less\ntime, because the spacing of his lines is facilitated.\n\nThird.\n\nThe cost of producing periodicals and books would be lessened.\n\nA book of 500 pages in the old spelling would be reduced to one of 390\nA book that now costs fifty cents would cost but\npages in the new.\nthirty-nine cents.\n\nFourth. But the greatest advantage would be in the prestige given to\n\nour noble English tongue throughout the world.\n\nThe nations of the\n\nearth would learn our language, and the influence of our institutions and\nliterature would bestow benedictions upon the dark places of the earth.\n\nEnglish, no longer Canadian, American or British, would bind the mother\n\nand her children in still closer bonds.\n\nAs we are one in blood and spirit,\n\nthe unity of our speech will preserve us as the leading people of the earth\n\nwhile the sun shines above us.\n\n"}
{"page": 162, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n158\n\nFor the reasons given, we propose this completed form of alfabetic\nPerfect this instrument, should it lack\n\nnotation for your consideration.\n\nwanting to bring the new letters into perfect\nharmony with the old the artistic type-cutter will supply. The important matter is for educators to agree as to the general shape and power of\nin aught.\n\nAVhatever\n\nis\n\nthe new letters.\n\nThe committee do not know who proposed each and all of these letters,\nbut have selected them wholly on account of the appropriateness of their\nforms.\n\nWe have thus entered into the labors of others, and beg to lay our work\nbefore you, not for immediate adoption, unless you are free to do so, but\nfor your careful consideration.\n\nYour committee suggest that, should the alfabet as a whole be acceptable, it be recommended next year for use in\n\nvocabularies and\n\ndictionaries.\n\nshowing pronunciation in\n\nIn this way English-speaking persons\n\nwould become familiar with the power and forms of the letters, and enthusiastic spelling reformers could publish periodicals and other literature\nThis would be the promise of an accomplisht\nin the ideal spelling.\nreform.\nII.\n\nW. Brewster,\n\nWm. Houston,\nT. R. Vickroy,\n\nCommittee.\n\nDISCUSSION.\nMr. H. H. Lincoln, of Massachusetts.\n\nMr. President:\n\nThis report\nand the first\nI would like to say\n\nstates that the first organization devoted to spelling reform,\nefforts made in that behalf, were in\n\n1870 and in 1876.\n\nthat we started this movement in Boston as long ago as 1840, when the subject was first introduced into this country.\n\nI had the honor of being the\n\nsecretary of the first American phonographic society ever formed in this\n\nPerhaps I ought to say, however, that I had the dishonor, for\n\ncountry.\n\nit was considered\n\ndishonorable in those far-off days to argue in favor of\n\nspelling reform.\n\nI was called\n\nphonetic.\n\nin those days a fanatic, while I was simply\n\nI had the honor of delivering an address in Tremont Temple,\n\nBoston, on this subject as long ago as 1845 or 1846.\n\nThat address was\n\nentitled \" Spelling, its Weaknesses and Philosophic Remedies.\"\nradical change to be\n\nmade in our language is this:\n\nNow the\n\nWe should have as\n\nmany letters in cur alphabet as there are elementary sounds in the language.\n\nThere are about forty- three elementary sounds in our language,\n\n"}
{"page": 163, "printed_page": null, "text": "—\n\n;\n\nDISCUSSION.\nand we have but twenty-six\n\nletters,\n\n159\n\nand three of these letters are of no\n\naccount whatever. There is no need of the letter \" c \" in our language, for\nThere is no need of the letter\nthat is always sounded like \" s \" or \" k.\"\n\" x \" in our language, for that letter is always sounded like \" k-s \" or \" g-c.\"\n\nThere is no need of the letter \" q \" in our language, for that is always\nsounded like \" k.\" So we have but twenty-three effective letters in our\nSo you see\nalphabet to represent but forty-three elementary sounds.\nwhat confusion occurs. Take for instance the word \" shoe.\" \" S-h-o-e\"\nWhy it seems to fit\nthat sounds no doubt to most of you here like shoe.\nBut the\nour understanding is because we have been so accustomed to it.\nfact is there is not a single sound of the letters s, h, o, or e in that word.\nThese four letters are used to spell a word not one of which enters as an\nNow you may teach a child s-h-o-e,\nelement into its pronunciation.\nteach him those letters, and what that word spells, and he might guess\nIt has been estia thousand times and he never would guess it right.\nmated that the word \"scissors\" can be spelled in 500 different ways.\nNow I once taught my boys that s-t-e-p spelled \" step,\" and h-e-n spelled\n\"hen,\" and of course when they came to spelling the word \"Stephen,\"\nand to pronouncing it, they called it \" step-hen\" instead of Stephen, and\nit was very hard to make them understand how \" Stephen\" was brought\nforth.\nThe fact is, the boys thought that the man must have been a\nTake the letter\nlong-eared philosopher who first found out that trick.\n\" o.\"\nDo you know how many sounds that has in our language? Over\nten.\nThe fact is, that if we had a strictly phonetic alphabet a child would\nlearn to read and spell in one tenth of the time he now does.\nMr. Wm. Houston, of Ontario. Mr. President, Ladies and Gentlemen : I am not going to take up much of your time in supporting the\n\nwhich my name is subAlthough the report does not\nembody the statement or fact in respect to what has been accomplished\nor contemplated, yet we have done something in the way of progress.\nWe have no spelling reform association here, and we have no exclusive\nmembership like your great American Spelling Reform Association, but\nmany of us have procured through one channel or another, and effectively\nstudied, the documents issued during the last ten or fifteen years by the\nSpelling Reform Association, or by the American Philological Association.\nI may say we have not got beyond the stage\nat least, that is my convicreslution\n\nfor the adoption of the report to\n\nscribed.\n\nI\n\ntion\n\n—when\n\nam, however, here in Canada.\n\n—\n\nsjDelling reformers are regarded, I will not say as fanatics, but\n\nthe same modern term \" cranks.\"\n\nEvery spelling reform movement here\n\nhas to face a certain amount of contempt, and that contempt is unfortunately backed up by great maintenance of public laziness.\nfailure to adopt some sensible reform stands in the\nship.\n\nI\n\nI believe a\n\nway of true scholar-\n\nnotice the statement made by my predecessor on this subject.\n\nI\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nonce made a statement before a meeting of provincial teachers that the\ntime of every pupil in primary work up to the end of the secondary\nreader, at all events, was worse than wasted, to the extent of one-third,\nif\n\nnot one-half, in not learning to read.\n\nI\n\nchallenged contradiction of\n\nthis statement, and I found that everybody was willing to accept it.\n\nAnd\n\ntime that a pupil spends in school up to the\nend of the second reader, one-third, if not one-half, is absolutely wasted\nI believe that of all the\n\non account of our bad system of spelling.\ntherefore, for primary work in school.\nIt is\n\nimportant for other reasons; but\n\nIt is a very important matter,\n\nit\n\nis\n\nnecessary for a true un-\n\nderstanding of the English language, for the English language depends\n\non its pronunciation, and not on its spelling. A good many years ago\nI made this proposition: That we should be allowed in spelling any\nEnglish word those letters with what made that spelling from either a\nphilological, or phonetic point of view, or both; that is, we ought to be\nallowed to spell words better phonetically, provided we did not interfere\nwith the history of the word; we ought to be allowed to spell words better philologically, if we did not interfere with the sound of the word.\nUp to that time I had not seen the last paper of the American and English Philological Society, and I have not made any comparison of these\nBut up to that time I came to the conclusion that\nsince they appeared.\ncertain of those words would be gradually improved by a phonetic spellWhy should we not spell \" head,\" h-e-d; \"heart,\"\ning, for instance.\nh-a-r-t? Why should we not in eight simple verbs in all of them conform\nto the Latin \" cedre \"? why should we not spell all of them one way? As\na matter of fact, we spell five of them according to the Latin root \" cede,\"\nand three of them \" ceed.\" Why should we not improve the spelling in\nthat respect?\n\nI heartily approve of the proposition of the report that\n\nor some other Committee, should be continued along\nunder the old name, or a new one, that during the year the information\nthat seems to be necessary or procurable should be got together and published in pamphlet form and laid before this National Association next\nI do not know whether Canadian teachers will be represented in\nyear.\nthe National Association or not.\nI earnestly hope the Association will\nbecome international in character; but whether it does or not, this will\nalways be an international association of teachers.\nUnless a time may\ncome when we annex the United States of America, and then it may become national again; during the World's Fair at Chicago would be an\nadmirable time to bring this thing to a climax there.\nI heartily approve\nthis committee,\n\nof the resolution to adopt the report as it stands.\n\nMr. Richards\n\n— did not propose\nI\n\nto make a speech\n\non this subject.\n\nWhen my friend Mr. Lincoln, from Boston, brought up reminiscences of\nthe year 1845 I remembered a series of studies or efforts that I went\n\n"}
{"page": 165, "printed_page": null, "text": "A YEAR IN A GERMAN MODEL SCHOOL.\n\n161\n\nI went into an investigation.\nthrough with.\nI have been all through\nwith those peculiar methods of spelling which he has referred to, and I\n\nfully sympathize with him, sir, and with the sentiment of the report which\n\nhas been offered here.\n\nI\n\nhad the pleasure, if not the honor, in 1859,\n\nat a lueeting of this Association, in the city of Buffalo, in 1859 or 1860,\n\nof presenting a report upon this same subject and of bringing out a great\n\nmany of these peculiar peculiarities.\n\nI\n\nam heartily in favor of the prin-\n\nwhether it is our province here to adopt that\nI would like to let that come up\nreport is a question in my mind.\nafterwards; but I fully sympathize with the sentiments that have been\ncipal features of the report ;\n\nuttered.\n\nAny teacher in teaching the child the first lesson in reading, if\n\nhe looks into the subject carefully, he will be convinced that there is a\nnecessity for carrying out the principles that have been embodied in this\n\nFor a good many years I have been engaged in\nWithin the last five or six\nyears I have been engaged in teaching little children the first lessons in\nreading, and I have never been so thoroughly convinced in my life of the\nnecessity for a radical reform as J have been since I have been engaged\nBut I wish to say here, whether we have phonetic reprein that work.\nreport in our schools.\n\nteaching the higher branches of education.\n\nsentation or not, the principles of phonetic teaching in the first elements\nof our language should be observed by our educators.\n\ngreat discrepancies in the sounds of our letters as\nif\n\nwe will but give them their phonetic element\n\n;\n\nThere are not so\n\nmany of us imagine,\n\nbut I would so introduce\n\nthe phonetic element as to obtain a phonetic representation.\n\nA YEAR IN A GERMAN MODEL SCHOOL.\nMISS JULIA TUTWILEE, LIVINGSTON, ALA.\n\nIn company with friends from America I had visited the Vienna Exposition of '73, and wished to remain somewhere in Germany to study\n\nthe language, and more particularly the methods of instruction, of that\n\nland of careful attention to details.\n\nWhere could an American girl, left alone, find the greatest profit and\nAt Brussels my friends were to leave me;\none of them made an excursion from that point to the little town of\n\nsecurity in a foreign land?\n\nKaiserswerth-am-Rhein, to visit the famous Deaconess Training Home\nHe came back full of enthusiasm for all that he had seen,\n\nat that place.\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nand gave me my first knowledge of the fact that the celebrated Kaiserswerth sisterhood did not limit their labors to the care of the sick in\nhospitals and the training of nurses, but had under their charge a\nnumber of other institutions, and that one oi them was a normal school\n:\n\nfor lady teachers.\n\nMy resolution was at once formed\nof these gentle Protestant sisters,\n\nI would put myself under the charge\nand there on the banks of the Rhine,\n;\n\nwhere Florence Nightingale had learned the skill in caring for the bodies\nof her fellow-beings, which gave victory to the armies of England in the\nCrimea, I would learn how best to deal with the minds of my future\ncharges.\n\nA few hours of railroad travel from Brussels to Diisseldorf then I\nseemed to have reached what we Americans call the jumping-off place.\nNo railroad to Kaiserswerth famous Kaiserswerth It seemed incrediOn certain days of the week the stage went\nble not even a dummy.\n;\n\n!\n\n!\n\n;\n\ndown, and some time the next day the steamboat from Cologne would\nBut I could not wait when so near my destination and at last,\npass.\nin spite of imperfect German, and inexperience in travelling alone, I\nmanaged to make a bargain with the driver of a dilapidated hack to\n;\n\ntake me to Kaiserswerth that very evening.\n\nLong after dark the aged sister from the House of Evening Rest, as\nhome for superannuated sisters is called, who acted as portress of\n\nthe\n\nthe door of the mother house, the central building, was astonished on\n\nanswering a ring at the carefully guarded portal to find an Americanerin who knew so little of the red tape that binds every institution\nin the Fatherland that she asked to be at once admitted\n\ninto their paradise.\n\nas\n\nan inmate\n\nIt was the very first time in their history that such\n\n—\n\nfrom such a source an emanciparte Amer leaner in.\nThe proposition seemed to create quite a flutter in the dovecote. Should\nThe youthful novice who attended\na falcon come in among the pigeons?\nthe aged portress summoned sisters higher in authority, and the pilgrim\nfrom the Western World was thoroughly catechised as to who she was,\nwhence she came, and what she wanted.\nI smile now at the recollection of the simplicity with which, without\nthe slightest dread of disbelief or even suspicion, the American informed\nthem that she had come to study among them, because she thought they\na request had come\n\nwere such very good people, and that she had no letters of introduction\nto their director or any one else, and did not know where she could get\n\nShe was, after much consultation, remanded for the night to the\nfound herself the only guest. There she spent\na quiet, restful week, rambling through the day along the banks of the\nRhine, and finding (without a guide, to her great rapture) a genuine\nany.\n\nvillage inn, where she\n\nruined castle, with a Latin inscription, ascribing its erection to Freder-\n\n"}
{"page": 167, "printed_page": null, "text": "A YEAR IN A GERMAN MODEL SCHOOL.\n\n163\n\nick Barbarossa.\nEvery afternoon a gentle sister in a dark-bine print dress\nand big black coal-scuttle bonnet, the neat but ugly uniform of their\norder,\n\ncame in, ostensibly to visit the stranger and cheer her loneliness,\n\nbut really, as I now see, to find out whether she could with safety be admitted into the fold.\nin her favor.\n\nAt the end of a week the final decision was given\n\nAnd now I will leave the troublesome third person and\n\nsay that nowhere have I seen the great American philosopher's rule for a\n\ntrue education, \"plain living and high thinking,\" so well carried out as\nin the school under the care of that German sisterhood.\nFlowers, books\nand music were the only luxuries, unless the most exquisite neatness\nand cleanliness can be included under this head. Music was regarded as\nnot only a recreation, but a most serious and important employment of\nthe whole group of institutions; there were constant lessons and constant\n\nNormal School, but in the\nOrphan Home, the Magdalen House, the hospital for insane ladies, and\nalso in the hospital for men, that for women, and the one for children.\nI suppose, even in the House of Evening Rest, the aged sisters practised\npractice in choral singing, not only in our\n\ntogether with quavering voices their daily psalms.\n\nAll of these institu-\n\ntions contributed to fill the beautiful central chapel at the various Sunday\n\nand week-day services, and the flood of harmony that poured forth from\nthe strangely constituted congregation was worthy of the land where\n\nLuther first announced that the devil is afraid of music.\n\nBut we had also music even sweeter than the choral songs of trained\nGerman voices. When I read lately, in the Atlantic Monthly I believe,\nof the fruitless quest to\n\nand from England of Burroughs, the worthy\n\nsuccessor of Thucan, for the nightingale, and\nto hear\n\nhow his only reward was\n\nonce a few notes of a clear, sweet whistle, quickly\n\nstilled, I felt\n\nhow fortunate I am to be able to say that for one whole season I have\nlistened to the song of the nightingale\n\nby day and by night.\n\nIt is a\n\npopular error to suppose that the little songster is silent by day; often\nas I sat reading in a bower of the quaint gaiden on the banks of the Bhine,\nwhere flowers and vegetables mingling together made an object-lesson on\nthe mutual helpfulness of utility and beauty, I watched the little brownclad singer warbling his very heart away not two yards above me.\nIt is\nsaid that he sings only during the season of wooing, and only to captivate his lady-love; but to me he seemed to sing only for the joy of\nsong, and like the minstrel in Goethe's ballad, to feel\n\" Das Lied,\n\ndas aus der Kehle dringt\n\n1st Lohn, der reichlich lohnet,\"\n\nno shy Philomela within call. If I sat very still the little\nand he hopped lightly down from twig\nto twig until he was on the ground, then came nearer and nearer,\n\nfor I saw\n\nsinger's curiosity was aroused,\n\n"}
{"page": 168, "printed_page": null, "text": "!;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n164\n\nturning his little head inquisitively from side to side, his bright beadIf I could remain quite\neyes fixed fearlessly on the intruder.\n\nlike\n\nmy very feet, but if a breeze from the\nRhine rustled the leaves of my book he would quickly lift his wings\nand seek a safe distance. Often at night when his song began I rose\nand knelt for hours at the window to listen to his music. In the dim\nmoonlight of that northern land the shrubs and bowers below appeared\ndark, indistinguishable masses, and somewhere from among them poured\nmotionless he would come to\n\nI have heard Americans, jealous for the\nhonor of every citizen of our land, even the tiniest, declare that the song\nof the mocking-bird is fully equal to that of the \" sweet bird that\nshuns the noise of folly, most musical, most melancholy,\" but such\nThe\nboasters must have but a slight acquaintance with Philomel.\nmocking-bird has but one note of his own, and that a harsh, sharp call.\n\nforth the entrancing strain.\n\nNaturalists say that the nightingale has sixteen distinct changes, all his\n\nvery own; to me their\n\nnumber seemed countless.\n\nI\n\nthink at Kaisers-\n\nwerth he must have practised variations on his sixteen melodies. At\nthe close of the song, there was always one sad strain that seemed to\ntears.\n\nThe Germans call it\n\n—yearning, longing; but\n\nto me it always seemed\n\nmelt the heart of the listener almost to\nhis strain of \"selmen\"\nto speak of\n\nsorrow for the past, rather than of anticipation for the\n\nsounded like the voice of a weary, innocent child who\nsuffers without understanding the secret meaning of suffering, and\nThe tones were almost articulate \" Oh\ngrieves and wonders at his pain.\nfuture.\n\nIt\n\n—\n\ndear me! Oh! dear me!\"\n\nThe curriculum of the school would seem strangely limited to an\nAmerican teacher accustomed to catalogues in which every language and\nThere\nscience up to Sanscrit and Ontology appear on the programme.\nwas no mathematics higher than arithmetic; no Latin; no Greek, of\ncourse, and hardly more of the natural sciences than might be taught\nin the object-lessons of an American kindergarten.\nWhat did they study\nthen?\n\nand\n\nWell, first, their\n\nown language, how to speak it with a fluency\nGerman house-mother a delightful\n\nease which makes the simplest\n\nnarrator.\n\nShe would never think of putting forward any literary claims\n\nyet I have often wished that I could take down in shorthand the fresh,\n\ncharming narrations of « simple-hearted German who had been early\nobservation and fluent expression.\nThe lessons in\nexpression begin in the kindergarten and continue through the whole\ntaught accurate\nschool course.\n\nAt first it is naturally only oral expression, but even in the\n\npen comes into use, and soon becomes another\nEvery lesson is a language-lesson. In our school there were\nscarcely any text-books, and these were not necessarily of the same kind.\nThe teacher and a large bound note-book was all with which most classes\nfirst year\n\ntongue.\n\nof school the\n\n"}
{"page": 169, "printed_page": null, "text": "A YEAR IN A GERMAN MODEL SCHOOL.\nwere provided.\n\nConstant practice through\n\nall\n\n165\n\nthe previous years of\n\nschool life had made the pupil so expert in the taking of notes that, with-\n\nout the aid of stenography, by the close of the lesson\n\nall\n\nof its essential\n\nteachings had been written down in a beautiful hand and with method-\n\nDuring the hours of study these notes were transferred\nical neatness.\nfrom the large book to separate volumes, each devoted to a single subAs we took our daily walk through field-paths where the rye,\nject.\nbright with blue corn flowers and crimson poppies, almost met above\nour heads, two companions would often say, \" Let us study our history,\"\nor \" geography,\" and first one and then the other would relate with animated interest the last lesson copied in the note-books. I was told that\nthe government inspectors, who are in the habit of coming into the\nschools of the land in as unexpected a way as possible, would probably\ndismiss a teacher who should be found simply hearing the lesson from a\nbook in his hand. \" Parrot teaching \" was the contemptuous name given\nby our professor in pedagogy. I stoutly\nwas as universal in America as he stated, but I had to\n\nto that style of instruction\n\ndenied that\n\nit\n\nA German teacher once said to me that\nseemed to him the height of inconsistency for a teacher supposed to\npossess a trained mind and thorough acquaintance with ordinary school\nadmit that it was too common.\nit\n\nbranches to require his pupils, who had not these advantages, to come to\nthe class having mastered a lesson which he had not himself been able to\n\nbe able to recite the lesson without book,\n\nmaster.\n\nIf the pupil should\n\nfar more,\n\nhe thought, should the teacher be able to teach it without.\n\nBefore the great annual examination, by the government examiners, those\n\nEhadamanthine judges from afar who were to give or withhold the coveted certificate, I heard that the occupants of the narrow, coffin-like beds\nin the dormitory drew them close together and \" reviewed \" all night by\n\nThus\nmemory is carefully trained; but not verbal memory, rather logical mem-\n\nrelating to one another the contents of note-book after note-book.\n\nory, if such\n\nan expression\n\nis\n\npermissible.\n\nThis system of study gives\n\nconstant practice in the ready use of their richly endowed language.\n\nTheir literature was also studied with earnestness and enthusiasm\nwhich even a Browning Club could not surpass. The greatest masterpieces of the greatest writers alone were studied, and their most celebrated passages were learned by heart, thus practising the verbal memory\nin a manner which must benefit, instead of doing harm, as is too often\nthe case.\nI wish our American school-girls had their Shakspere and\nMilton on the tips of their tongues as their German cousins have their\nSchiller and Goethe.\nOne branch of literature which is little regarded\nin our land received much attention\nthe study of their hymnology.\nGerman literature is richer in this respect than that of any modern language, not excepting our own; indeed, many of our noblest hymns are\n\n—\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nIf a college graduate in this country knows any-\n\ntranslations of theirs.\n\nthing of this great section of our literature it is an accidental accretion,\nnot a thoroughly assimilated mental possession.\n\nAn intimate acquaintance\n\nwith our hymnology is limited to a few specialists here and there, enthusiasts who explore undisturbed the mine of gold they have discovered.\n\nBut in Germany, where the Bureau of Education fixes all the requirements\nfor a teacher's certificate,\n\ndown to the minutest details, the study of the\n\nhymnology of the language is as imperative as that of arithmetic. Formerly the candidate had to be prepared for examination on eighty of\nthe number has now been reduced to\nthe classic hymns of the language\nforty, but these must be studied with a thoroughness and care of which\nwe do not know much in America. The candidate must be ready to rethen, without notes or\ncite any one of them with taste and expression\naccompaniment, to sing it to the air with which it is most commonly asShe must be able to tell the name and history of the writer\nsociated.\nShe must also be able to give\nof the hymns and the composer of the air.\na thorough analysis of the poem, giving first of all its Grund-gedanke\n(its reason for being), which runs, like the crim(the leading thought)\n;\n\n;\n\n—\n\nson strand in the ropes of the royal navy, through every stanza\n\n;\n\nthen the\n\nmetre, and every allusion and figure of the speech, must be explained.\n\nThose passages of the Bible which suggested the thoughts and expressions\nmust be given, and, last, the history of the hymn itself since its birth.\nPerhaps it is one that the army of Gustavus Adolphus sang upon their\nknees before they followed the lion of the North to glorious death and\nvictory; or in still olden days a triumphant martyr chanted its exultant\nstrains while the wings of the fiery chariot which should bear him to\nOr it may have gentler associations: a\nparadise hovered around him.\nsage revered by his own and succeeding generations may have repeated\none of its stanzas on his dying bed, as Sir Walter Scott the Dies free.\nTo discover all this by original investigation is beyond the capacity of\nthe average candidate therefore, a school manual of hymnology has been\nprepared for this purpose, containing in brief compass all that can\nbe known about these forty hymns.\nWe have nothing corresponding to\nthis among our school-books, and the preparation of such a volume is\nanother of my tasks which is awaiting that month of golden leisure,\nthe mirage ever floating before the busy teacher.\nGeography was studied\nin a delightful way, combining with it the history of the countries studied,\nand descriptions of their present customs and manners. The history of\ntheir own country was, of course, a specialty but as it takes the learner\nback some thousands of years it is really the history of Europe, and far\nmore fertilizing to the mind of the pupil than the history of the United\nStates, on which so much of our school-time is spent.\nHere I would like to protest respectfully against the amount of time\n;\n\n;\n\n"}
{"page": 171, "printed_page": null, "text": "A YEAR IN A GERMAN MODEL SCHOOL.\n\n1G7\n\nThere seems to me something mis-\n\nspent on this study in our schools.\n\nleading in the manner in which this one act in that great drama, God's\n\nEducation of Man, which we\nits natural\n\ncall\n\nhistory,\n\nis\n\ncut off and separated from\n\nconnections.\n\nThe study of their national history was illustrated by all that poetry,\nthe charms and romance have given to adorn it.\n\nI saw one book the plan\n\nof which I thought particularly worthy of imitation\n\nlandische Gedichte.\"\n\n— Niemeyer's Vater\"\n\narranged in chronological order,\n\nIt is a collection,\n\nof all the finest short poems of their language which have for their theme\n\nevents in German history.\n\nSimilar collections for English and American\n\nschools would supply a need.\n\nMost of the pupils spoke, read and wrote French with ease\nspoke English almost as well as I did.\n\n;\n\nthey also\n\nIn fact, they criticised my accent\n\nrather severely, and accused me of an American brogue.\nEnglish and\nAmerican stories \"The Daisy Chain,\" \"Little Women,\" \"The Wide,\nWide World,\" \" The Heir of Redcliffe \" were the greatest favorites in the\n\n—\n\n—\n\nThere are few books of this type in their language.\nGerman girls being less important factors in their nation than American\ngirls in theirs, it has not perhaps seemed worth while to build up a literature especially for their benefit.\nIn the normal school there were,\nof course, lectures on Methods of Instruction and Child-training, and\npractice lessons were given by the pupils in the presence of the professor\nand their fellow-pupils to the children of the Orphan Home. The pupils\nalso learned plain sewing and fancy-work at least all except the Americanerin, as her time was too valuable to thus be spent.\nAt the great government examination each candidate for a certificate had to display an\nexquisite piece of fancy-work, and\nstrange requirement a linen shirt,\nall made by her own fingers, with stitches that Titania might have copied.\nThe large school-room looked quite like a bazaar when all this fancy-work\nwas tastefully arranged upon the wall, the shirts lying more modestly\nupon the tables, each with a card stitched on its front bearing the name\nof the maker in exquisite writing.\nHousewifery was also taught, so far\nas was practicable under the circumstances.\nOur meals were cooked in\nthe great central Mother House of the sisterhood, and brought over to\nus, except the coffee and the unfailing soup; on these we tried our\nprentice hands in daily rotation.\nThe care of the house a building\nfitted up as school and home for fifty inmates\nthe task of keeping it\nexquisitely clean and neat, all devolved on the pupils, even the care of\nlights and fires; yet the labor was so carefully apportioned that no one\nworked more than a half-hour each day. Even the great garret under\nthe tiles, where our trunks were kept, was so swept and dusted daily\nthat a spider would as soon have chosen as a fit place to spin his web\nKaiser Wilhelm's Hall of State as its darkest nook.\nschool library.\n\n;\n\n—\n\n—\n\n—\n\n—\n\n"}
{"page": 172, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n168\n\nLet us see what it amounted to. The perfect mastery\nown language, and of two others, both living ones, whose\nhome is not far from them; geography combined with history, especially the history of their own people, which is the history of Europe\nan enthusiastic knowledge and love of their own literature; the ability\nto sing with taste and feeling, alone or with others, the songs and hymns\nof their land some acquaintance with housewifery a practical knowledge\nof arithmetic, and a slight acquaintance with the more common phenomThis is a meagre list of attainments comena of the natural sciences.\npared to that of the sweet girl-graduate in America; yet I had to admire\nvery much the type of woman which it developed gentle, thoughtful,\nclear-headed and open-minded, with the power to\nintelligent women\nThere was nothing\nthink accurately and express their thoughts plainly.\nmuddled in their brains nothing that indicated a mind surcharged\nwith more than it could digest, and consequently congested. I have seen\nsomething like this in the United States. I hope such a condition of\nmind is unknown among your graduates in Canada.\nBut I did not attribute the characters developed by this school wholly,\nor even mostly, to the simplicity and thoroughness of its curriculum.\nAt the risk of being old-fashioned and unprogressive, far behind the\n\nAnd was this all?\n\nof\n\ntheir\n\n;\n\n;\n\n—\n\n—\n\n—\n\nspirit of the age, I will say that I attribute the best results of this school\n\nto its distinctive Christian teaching.\n\nThe truths of the Bible were\n\ntaught, as in all German schools, but not here, as in many, in a perfunctory\n\nmanner.\n\nEverywhere and in everything we saw and\n\nfelt\n\nthat all the\n\nother teaching was based on this.\n\nThe great Christian festivals, Christmas,\n\nEaster, Pentecost, were as\n\ntruly joyful festivals as is the anniversary of the coronation day of a beloved\nsovereign.\n\nA new and living interest was attached to these themes by\n\nnot relegating them to a separate day and a different teacher, but allow-\n\ning them not only to take their regular place in school knowledge, but to\n\npromote and color the whole course of instruction. In the United States\nmany hold that a school under state supervision cannot with propriety\nteach the Bible\nthat only the denominational institutions can do this.\nI believe only two of our states have gone so far as to forbid the use of\nthe Bible altogether in the public schools, yet most have limited and\n;\n\nrestricted it.\n\nAt the risk of a seeming digression, I will mention here that the public schools of London\n\nthis difficulty in a\n\n—the Board Schools,\n\nas they are called\n\n—have solved\n\nmanner worthy of that great nation, distinguished\n\nabove all others for its practical good sense and love of fair play.\n\nThe supervisors have argued that it is a manifest injustice to the large\nmajority of the pupils, because of the objection of a small minority, to\nshut them out from the systematic and well-directed study of the most\n\n"}
{"page": 173, "printed_page": null, "text": "A YEAR IN A GERMAN MODEL SCHOOL.\n\n169\n\nimportant collection extant of the literature of ancient times, the sixtysix books, a veritable treasure-house of literary antiquities.\n\nThe School\n\nBoard, composed of practical business men, professional teachers, and\n\nsome of the wisest and most learned of literary Englishmen, has therefore\n\nmarked out the course of Bible instruction with as much care as that of\nmathematics or the natural sciences.\nIn every grade of the London\nschools an assigned portion of the Bible is to be carefully studied, and\ncertain passages of special literary and ethical value are to be learned by\nheart.\n\nThus the pupils become familiar with some of the noblest prose and\npoetry in all literature.\n\nTo avoid wounding the consciences of those who sincerely believe this\nis excused from this class\nmakes a written request to this effect of the\n\nstudy to be useless or injurious, any pupil\nAvhose parent or guardian\n\nBoard of Directors.\n\nThe pupils thus excused have another lesson in his-\n\ntory or literature at the same hour in another room.\n\nI was told in London that the requests for such excuses become every year less and less\nfrequent, and are now too few to be of any importance.\nI stand before what I justly regard as the most important and influ\"\n\nential assemblage upon earth.\n\nWhat comparison does the task of fram-\n\ning laws for the adult mind bear to that of framing the minds themselves\n\nwhich\n\nshall\n\nmake\n\nlaws for future generations\n\n— more especially when\n\nthese generations belong to the two great English-speaking nations ap-\n\npointed by Heaven to lead the van of mankind's onward march?\n\nI must\n\ntherefore take the opportunity to plead before this assemblage for that\n\neducational measure which I believe to be of paramount importance.\n\nWhen Julian the apostate forbade to the schools of the Christians the\nwritings of Homer, Virgil, and Horace, saying with a sneer that since\ntheir professors did not believe in his gods\n\nit\n\nwas a waste of time for\n\nthem to read and teach what these poets had said about them, it was accounted a malicious and tyrannical enactment.\nYet this injury was a\nslight one compared to the forbidding, because of a small minority, the\nsystematic school study of the sacred books of Christendom to the great\n\nAs Cato ended every speech, no\nmatter on what subject, with his Carthago delenda est, I should like to\nend every paper I write on education with the words, Biblia conservanda\nmajority of the youths of these lands.\n\n—the story\n\nsunt\n\nof the Bible must be preserved.\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nA BASIS FOE ETHICAL TRAINING IN ELEMENTARY\nSCHOOLS.\nPRES.\n\nCHAS. DE GARMO, OF\n\nSWARTHMORE COLLEGE, PA.\n\nIt cannot justly be charged that American teachers are indifferent to\n\nthe moral training of their pupils, for they are not.\n\nIt is probably true,\n\nhowever, that most of them are guided in their efforts to upbuild char-\n\nmore by undefined yearnings than by pedagogical insight into\nand available means of reaching them. The\nauthoritative basis of moral instruction found in the Bible has been\ntaken from the public schools, and nothing tangible has been devised to\nEnemies persistently bring the charge of godlessness\ntake its place.\nacter\n\ndefinite, desirable ends,\n\nagainst the schools,\n\nonly to have the charge indignantly denied by\n\ndefenders who regard the righteousness of their intentions rather than\nthe formal piety of their deeds.\n\nFor half a century the American teacher has turned his attention to\nthe development of instruction upon\n\nits\n\nintellectual\n\nHe has,\n\nside.\n\nindeed, ever stood ready to appeal to the will by manly example, by\n\nreproof and commendation, but he has never set himself seriously to the\ntask of developing a pedagogy of will-training.\n\nIs it\n\nunreasonable to\n\nthink that this is our most promising line of advance for the immediate\nfuture?\nHeretofore, the\n\nonly visible basis for ethical training,\n\noutside\n\nof\n\nmere precept and example, appears to have been the prosy details of the\nmonotonous daily school life. But behavior in the school ought to be\nthe idealized consequence of proper ethical instruction, rather than the\n\ncommonplace source of its lessons for life.\n\nI have\n\nno more\n\ndesire to\n\nunderrate the value of school discipline, even in its most barren plainness,\n\nthan I have to forget the friends of youth while winning the more useful\nYet the fact need not be concealed that when our\nones of manhood.\nteachers turn their vigorous thought to the possibilities and methods of\ntraining the will they will be able to accomplish far more than where\n\neverything is left to luck, or to effort unseasoned by reflection.\nEthical training of a certain sort we already have in the schools, nor\nmust it be supposed that this paper advocates its abolition. To make\nclear what further basis is possible, or desirable, I wish to call attention\nto a valid distinction in will activity.\n\nOne phase of morality deals with God in the heart; the other deals\nOne is subjective and individual, the other is\nThe first treats of man in relation to himself\nobjective and universal.\nand to God, where conscience is the supreme question. \" As a man\nwith God in the world.\n\n"}
{"page": 175, "printed_page": null, "text": "ETHICAL TRAINING IN ELEMENTARY SCHOOLS.\nthinketh in his heart, so is he.\"\n\n171\n\nThe second treats of man in relation\n\nwhere the written or unwritten laws lying at the founda\" As a man\ntion of all forms of social life become the guide to conduct.\nsows so shall he reap.\"\nto his fellows,\n\nIt is to the first of these phases of character that we have devoted most\ncare.\n\nWe have sought to bring about that state of inner freedom that\nWe have sought to\n\nalways ensues when volition and judgment agree.\n\nmake the conscience tender and imperative in its demands, and in so\ndoing we have done well.\nBut the maxims \" Be true to thyself,\" \" Obey\nthy conscience\" are abstract and formal in their character.\nThey have\nno necessary content.\nFor all we know this state of inner freedom may\nhave dwelt in the breast of the Duke of Alva, who (in a few years) took\nthe lives of thousands of his fellow-beings because their religious views\n\nA formal prin-\n\ndid not accord with those of his sovereign and nation.\nciple of morality\n\nis\n\nnot sufficient; there must be a wide-reaching and\n\nwell-articulated body of doctrine as to what are right and wrong actions.\n\nAnd not only must the judgment be trained in regard to duty, but the\nsoul must\n\nbecome stable in a passion for righteousness.\n\nof this paper\n\nIt is the plea\n\nthat a training leading, in the main, to this end is within\n\nthe range of pedagogical possibility, and it is its purpose (as far as\n\nmay\n\nbe) to point out the way.\n\nto\n\nThe problem of the teacher is, then, to reveal the ethical duty of man\nman, and to find means for inducing the youthful mind to live in\n\naccordance with this ethical order, to submit itself freely to that system\nof law which we speak of as God in the world or, in other words, to\n;\n\nbring about a permanent harmony between the individual, subjective\ndisposition of the heart, and the laws that condition the stability\n\nand\n\nprogress of human society.\n\nAn indispensable requisite for effective will-training is a psychology\nWe shall get little\n\nthat reveals the springs and processes of volition.\n\nhelp from any psychological analysis that does not show the genesis of\nvolitional activity in knowledge,\nto the fulness of the deed.\n\nand that does not trace its progress up\n\nIn a paper as brief as this must be there\n\nnot time for more than a sketch of the various stages.\n\nis\n\nAttention is the\n\nit may be forced or spontaneous.\nIt is forced when\ninduced by external authority or indirect means; it is spontaneous when\n\nstarting-point;\n\ninduced by the attractiveness of external phenomena, or by the\n\neffort of\n\nThe child gives spontaneous attention\nto that which appeals to his senses in an unusual manner, or in a way\nthe self to realize some desired end.\nalready found agreeable;\n\nhe attends to the novel, the variegated, the\n\nmysterious, that which calls for the question\n\nWhy ? What for ?— that\nAn attention\n\nwhich stimulates the fancy or the taste for the beautiful.\n\ncaused by compulsion is withdrawn as soon as the compulsion ceases.\n\n"}
{"page": 176, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n172\n\nWhen spontaneous attention returns over and over again to the same\nobject, what we call a direct interest arises.\nates\n\nin\n\ndesire\n\nand motive, and\n\nReversing the order, volition\n\nis\n\nthis\n\nis\n\nInterest naturally culmin-\n\nthe direct road to volition.\n\nalways in obedience to motive, motives\n\narise from desires, desires from matters of direct interest,\n\npresupposes an unforced attention.\n\nInterest stands\n\nand interest\n\nin the\n\nmiddle,\n\ntherefore, between contemplation and action.\n\nIt is the\n\nbetween passive attention and active volition.\n\nAs soon as strong desire\n\nhalf-way station\n\nmay freely force the attention, or the muscles, as\nthe case may be, for that which now compels the attention is internal\nis awakened, the will\n\nand not\n\nexternal.\n\nIt is the very self striving to realize the ideal that\n\ninterest has generated.\n\nIf interest\n\ndeveloped in that which\n\nis\n\ncan be aroused and sustained and\n\nrich in moral contents, then moral ideals\n\nmust be formed which will serve as crystallizing points for moral character.\nGreat moral ideals, however, are formed only where they are\nbrought repeatedly face to face with the mind. They may be presented\nin the way of information, or in that of warning and exhortation, but\nin these cases they lack the warming power of interest\nthey may,\nindeed, lead to a performance of stern duty, but they awake no passion\n*\n\n;\n\nfor the good.\n\nThe better way is to present these moral ideals as a series of will activities,\nin which motives, whether good or bad, and actions and their natural con-\n\nHere we carry with us the warm and vital inand induce him to pass an unbiased judgment upon\nthe moral or immoral quality of the deed and its attendant recompense.\nIf we would teach the child to manifest the ethical virtue of goodwill toward his fellows, we should do it, not by didactic instructions,\nbut by concrete will-pictures in which this idea is vividly portrayed.\nsequences are portrayed.\n\nterest of the pupil,\n\nThus, when the lawyer inquired of Christ, Who\n\nis\n\nmy neighbor? the\n\nanswer was not a definition, but a narrative about the\n\nman who fell\n\namong thieves.\n\nThere was no escape from the correct moral judgment.\nHistory and literature abound in concrete illustrations of actions springing from the sentiment of good-will the story of Damon and Pythias,\n:\n\nwho gave his cup of water to a soldier\nwhose need, as he said, was greater than his. By such psychological\nthe dying Sir Philip Sidney,\nprocedure,\n\nhabitual right action has some\n\nchance of becoming an\n\nexpression of the real self, rather than the resultant of external forces of\ndirection or repression.\n\nThis objective, practical morality, that men should practice in their\nintercourse with their fellows, can and should be taught so as to enlist\n\nnot only the intellect, but also the very heart and soul of the child.\nThe teacher should study ethics long enough to discover the fundamental\nideas of social organization.\n\n"}
{"page": 177, "printed_page": null, "text": "ETHICAL TRAINING IN ELEMENTARY SCHOOLS.\nTurning briefly now to\n\nthis field where\n\n173\n\nman must utter himself in\n\nhis ethical relations to others, we come to four great ideas that lie at the\nbasis of all modern social life.\n1. It is a natural impulse of each individual to make himself the end\nand centre of all that he comes in contact with, to make himself the\nmaster, to which everything else must be subordinate.\nBut experience\nsoon teaches him, in a measure, that if he would have his own selfhood\nrespected at all, he must respect that of others.\nThere thus arises in\n\nthe mind the idea that Christianity calls good-will.\nIt is the state of\nmind that wills the good of a foreign ego as if it were one's own. Its\n\nopposite\n\nis\n\nill-will,\n\na feeling whose impulse\n\nis\n\nto injure, or destroy, or\n\nsubordinate a foreign ego.\n2.\n\nThe second idea comes to light when two individuals strive for the\n\npossession of that which, in the nature of the case, only one of them can\n\nhave.\n\nIt is the idea of rights, which lies at the basis of most of our laws.\n\nThe third idea is that of requital for good or bad deeds, and it\ndemands that the requital shall be adequate to the deed. This idea is\n3.\n\nthe basis for the system of rewards and punishments that society has\n\ngradually evolved.\n4.\n\nThe fourth idea arises from the necessary constitution of society,\n\nin which each individual is compelled to enter into combination with\n\nhis fellows in\n\norder\n\nto\n\nrealize his\n\nthrift and rational freedom.\n\ngreatest possibilities in economic\n\nIt is known as the\n\ndoctrine of service, in\n\nwhich he serves himself best who serves others.\nThese four ideas reveal in a measure the ethical relations that must\nexist between the members of a complicated civilization.\nAre these ideas, and all that they involve, embodied in any form capable of appealing to childhood?\n\nCan we find an embodiment, a concrete\nIs the expression \" God\n\nmanifestation of the ethical order of the world?\n\nin the world\" an empty and meaningless phrase, or is it one of the most\n\nconcrete of realities?\nthat in a sense the\n\nIn answer to these questions we need\npast\n\nnow to see\n\nhas lived and wrought for the sake of the\n\npresent, for the sake of each man\n\nand woman that now lives, and that\n\nthe present is as truly living for the future.\n\nNo real progress that man\n\nmakes in mastery of the material universe is lost, but each new advance\nis recorded, or fixed, or embodied in some material contrivance that\nsecures it for the race.\nA few years ago the lightning was \" an untamed\nmonster of the skies\"; now he is the willing servant of man. Every\nadvance that men have taken in this conquest\n\nis\n\nfixed\n\nby a machine, so\n\nthat we have the telegraph, the telephone, the phonograph, the dynamo,\n\nthe incandescent lamp, and the arc light.\n\nThe same is true for every\ndepartment of manufacture or transportation, as well as in the destructive arts of war.\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nMan's conquests in the realm of spirit are no less marked and no less\npermanently recorded. The means of permanent embodiment here is\nThese institutions are\nnot a machine, but what we call an institution.\nthe state, with\n\nits political\n\nconstitution and laws; the church, with its\n\nspiritual canons; the family, with its marital laws\n\nand regulations; the\n\nschool, with its educational laws; society,\n\nwith its social code; the business world, with its written and unwritten rules of contract.\nEach of\nthese institutions represents. the recorded progress of centuries.\nWe are\n\" the heirs of all the ages \" just because each age has recorded, in these\n\npermanent forms, every new insight\nbeing of the race.\n\nIt\n\nis\n\nit\n\nhas had into the spiritual well-\n\nthe inconceivably important mission of the\n\nschools to bring each individual into his inheritance as one of the heirs\n\nof all the ages.\n\nBy means of institutions the love, the devotion, the sacrifice of the\npast enfold in their protecting arms each individual of the present, pro-\n\ntecting him even against himself.\nIf others would oppress him, it is\nfound that the past would encircle him with the bulwarks of civil liberty; if he would, of himself, fall back into the irrational realm of\ncaprice and savagery, dragging others with him, the past and present,\nwith their organized institutions, compel him to live in accord with the\nestablished ethical order, or perish.\nWe get here a glimpse of what the\nterm \" God in the world \" means, and of how this ethical order embodies\nand maintains itself. We have here a series of categorical imperatives\nwhose enforcement is not left to subjective caprice. If any man, by his\nacts, refuses substantial good-will, or justice, or fair requital, or\n\nservice,\n\nhis\n\npunishment\n\nis\n\nalways sure, and\n\nis\n\nreveals this truth, that nations, too, are subject to\nit\n\nreveals it slowly.\n\nCenturies\n\nhonest\n\nHistory\n\noften swift.\n\nthe same law, but\n\nmay often stand between a deed and its\n\nThe mind of youth is not capable of deducing clearly\n\nultimate requital.\n\nThere is too much of\npomp and circumstance, the lapse of time is too great, the component\nfactors too numerous and too complex for the youthful mind to unravel\nthe more important ethical lessons of history.\n\nthe tangled skein, and to see the end from the beginning.\n\nIt is\n\nsong and story, in biography and memoir, that the child\napprehend something of the ethical mission of history.\n\nis\n\nonly in\nable to\n\nIn what realm besides history shall we find a portrayal of the ethical\nmen? Evidently not in nature, not in science, or mathe-\n\nrelations of\n\nmatics, or language, as such, but in imaginative and dramatic literature;\nfor here man has recorded the movings of his\n\nown spirit.\n\nends, folk-lore, fairy tales and\n\nfreighted with the same\n\ndramas are\n\nall\n\nMyths, leg-\n\nto man: the blessings of good-will and justice, fair\nand honest service; the curse of ill-will, injustice, failure of\nrequital or service the inevitable return of the deed upon the doer the\n\nethical lessons\n\nrequital\n\n;\n\n;\n\n"}
{"page": 179, "printed_page": null, "text": "ETHICAL TRAINING IN ELEMENTARY SCHOOLS.\n\n175\n\ndestruction of those who will not repent of evil deeds or restore that\n\nwhich was wrongfully taken away\n\n;\n\nthe moral salvation of those who do\n\nthe good, or who undo their evil deeds by repentance and restitution.\n\nThere is not a phase of virtue, or its opposite, that is not embodied in a\nthousand forms in classic literature, both for young and old.\n\nUnimag-\n\ninative thought is inclined to deny that any such content is to be found\nin literature, or if there, that it can be of any practical utility in the\n\nPeople of this manner of thinking see\n\nmoral education of the young.\n\nno truth in anything not strictly material fact. The story of the traveller on the Jericho road is to them a baseless fabrication if the incident\nThey have no patience with the ideal in art,\ndid not actually happen.\n\nThe sublimest ethical\n\nfor the ideal is never a concrete, individual fact.\n\ntruths are mere moonshine and vain\n\nBut\n\nin the garb of fancy.\n\nit\n\nis\n\nimaginings\n\nthis insensibility to the truth that is not seen\n\npaper is directed.\n\nif\n\nthey are clothed\n\nnot to this hard and dry materialism,\n\nand touched, that this\n\nIn the words of Professor Bowne, \" People in this\n\nphase of existence can only remind us of Adam and Eve before the\nof whom it\n\nfall,\n\nBut the\nargument is meant to reach those who can recognize a truth when not\ndressed in homespun, who see that the imagination makes man free by\nenabling him to break the bonds of a material servitude, by making\nit\n\nis\n\npossible for\n\nsaid, they were\n\nnaked and were not ashamed.\"\n\nhim ideally to pass through the experience of the race\n\nwithout the pain that the original experience cost.\n\nWho that has read the masterpieces of the world's literature can\nThink of Shakspere. His works are\nembodiment of the ethical order of the world. He is the great\n\ndoubt their ethical content?\nthe\n\ninstitutional poet.\n\nWhat the legislator writes in the book of laws, he\n\nEvery play opens with an offence against\nThink of Lear in\nhis overblown folly, and of the crimes of his daughters; of Macbeth,\nwhose great deed in saving the king from his enemies bears the seeds\nof his own destruction of Duke Frederick and Oliver in \" As You Like\nEvery one of Shakspere's\nIt,\" who usurp the rights of their brothers.\nplays moves on from the initial wrong to its culmination, when the\nThis\nworld begins to purge itself of the unethical condition of things.\nis done in the tragedies by the death of the offenders, and in the comedies by their repentance and restitution.\nWhat is Dante's \" Divine\nembodies in the forms of art.\n\nthe ethical order as exhibited in some institution.\n\n;\n\nComedy \" but a picture of human life?\n\nOne is in the Inferno when ruled\n\nby his animal nature, when he denies the validity of good-will, justice,\nfair requital, service.\nHe is in the \" Purgatorio \" when he is purging\nhimself of these stains by resisting them and burning them out.\nin the \" Paradiso \" when\n\nlie\n\nHe is\n\nhas come to stand in right ethical relations\n\nto his fellows in the institutional life.\n\nFaust goes through his struggle\n\n"}
{"page": 180, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n176\n\nwith the modern devil\n\n—\n\na devil devoid of horns and tail, indeed, but\nwithout any diminution of satanic virtues.\nAVhat is Homer but a\n\nmore boyish exposition of the same eternal ethical struggle in which the\nThe opening is the same. \" I sing the\nwrath of Peleus' son,\" says the poet. But the wrath of Peleus' son,\nrace has ever been plunged?\n\nHomer tells\n\nlike the wrath of other sons, soon passes its proper limits.\n\nof the wrong done\n\nof Achilles,\n\nby Agamemnon, king\n\nof men ; the unreasoning rage\n\nwhich passes from just indignation to\n\nirrational hate\n\n;\n\nthe\n\nreturn of his deed upon himself, in the death of his friend, Patroclus.\n\nHere is the same eternal message coming to us from the boyhood of the\nBut the \" Iliad \" and \" Odyssey \" themselves are based upon legends and myths of gods and men which bear still the story of the struggle of men with soil in their efforts to be free.\nThey are, as Dr. Harris\nsays, the transfigured history of the race, and in them the experience of\nrace.\n\nthe race is embodied.\n\nThe advantage of the classical, imaginative literature for the young\nis\n\nthat it portrays the ethical lessons of life in a form that most power-\n\nfully appeals to the child's natural interests.\n\nTo many it is a familiar\n\nthought that the stages of a child's mental development correspond to\nthe stages of culture through which the world has passed.\nIf this is\ntrue,\n\nas it\n\nmust be in some sense, then thoughtful experiment with\nadapted to any\n\nclassical literary forms will enable us to find that best\n\ngiven stage of child development.\n\nAll education is a process of attain-\n\ning intellectual and moral freedom.\n\nThe true\n\nfairy tale not\n\nonly\n\nembodies an ethical truth, but it frees the puny child from the iron\nbands of time and place and circumstance. The child of penury may\ndwell in marble halls with princes of the blood, and eat the food of the\ngods.\n\nMrs. Burnett has beautifully illustrated this power of the imag-\n\nination in \" Sara Crew.\"\n\nThe curly-headed lad at his father's knee may\n\nquickly become the armed hero, doing mighty deeds for the right.\n\nThis emancipation from the physical limitations may soon be transformed to the moral field. I have said that it is the mission of literature to enable the individual ideally to pass through the experience of\n\nthe race without the pain that the original experience cost.\n\nWhat a\n\nweary round of scourgings the race has gone through to arrive at its\npresent state of material, political, and ethical freedom!\nAll this is\n\nThe child\nMust he, for\n\nportrayed figuratively in literature, and literally in history.\nis born\n\nnow, as ever, with all his experiences before him.\n\nthe lack of education, tread again the thorny path of his race?\n\nnot ask it with regard to his material or intellectual welfare\n\nwe with the moral?\n\n;\n\nWe do\n\nwhy should\n\nShall we not rather portray the inevitable struggle\n\nin forms that he can understand, teaching him to win the victory before\n\nthe battle is fought?\n\n"}
{"page": 181, "printed_page": null, "text": "—\n:\n\nETHICAL TRAINING IN ELEMENTARY SCHOOLS.\n\n177\n\nThe basis for ethical training in elementary education advocated in\nthis paper is to be found, therefore, primarily in a graduated course in\n\nbeginning with fairy tales, myths, legends, and folkand culminating with the higher dramatic literature and secondarily, in the concrete biographical and narrative elements of history.\nThe argument has run as follows\n1. There is a subjective and individual morality in which the harmony of conscience and volition is the main thing; and, on the other\nhand, an objective morality, which has to do with ethical relations as\ndetermined by institutions of society. The child needs an ethical training in this second realm, in addition to all that is done in the first, in\norder that God in the heart and God in the world may be one thing.\n2. This training should aim not only to give instruction in ethical\nduties, but to train the will to perform them as an expression of the\nclassical literature,\nlore,\n\n;\n\ninner life.\n3.\n\nThe best method of doing this is to awaken an active interest\n\nin\n\nthat which has the ethical content, since such an interest is essential to\n\nthe formation of the adequate moral ideals.\n4. The ethical order of the world establishes and maintains itself as\nan objective fact in institutions of family, school, church, state, and\n\nthe business world.\n5.\n\nThe four fundamental ethical ideas,\n\ngood-will, justice, adequate\n\nrequital and honest service, together with all their manifold variations,\n\nembodied in ideal form, capable of appealing powerfully to the\napprehending capacity and natural interests of childhood in the juvenile\nand adult classical literature of the world.\nare\n\n6. The elementary schools should establish a systematic training in\nsuch literature, to the end that in the field of practical ethics, as else-\n\nwhere, the child may share in the spiritual conquests of his race that\nhe may enter into his inheritance as an heir of all the ages, earning the\n;\n\ninheritance anew, not actually with the original passion and pain, but\nideally in the quiet realms of thought.\n\nDISCUSSION.\nF. M. McMurray of Illinois:\nMr. President, Ladies and Gentlewen : The problem is the selection of literature or history for each\nof the\n\neight years of the public school which will contain an abundance of moral ideas, and will present them in such a way that the\n\n"}
{"page": 182, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n178\n\nchild will become so thoroughly interested in\nwill\n\nthereby be affected.\n\nFor many years\n\nit\n\nthem that his character\nhas been believed by\n\nteachers that the literatures of the higher course will accomplish this\nobject.\n\nDuring the last few years there has been a growing conviction that in\nideals may be presented to the children which will\nThe literature, however, must be chosen of\naffect their character.\nThere is a conviction growing that all imaginative\ndifferent kinds.\n\nthe lowest grades\n\nliterature\n\nis\n\nsuitable to affect the child in the first year, and, for that\n\nreason, the imaginative story, the fairy tale, has been chosen; there is a\n\nstrong feeling on the part of many against the selection of this literature.\n\nBut it is possible to make such a selection, presenting good moral ideas\nIf we can accomplish\nin such a way that the children can enjoy them.\nthat object, certainly the character of the child will be so reached that\n\nmoral ideas will control their action and they can be given motives in\nAlso the conviction is growing that in the third, fourth,\nthat way.\n\nand\n\nfifth\n\ngrades history and literature may be taught in such a way as\n\nto reach the character of the child.\n\nprovided we\n\nlet\n\nIt\n\nseems to\n\nme we can do that,\n\nalone the teaching of so many dead, unmeaning facts,\n\nand direct the attention of the child more to the motives which should\nIt is my purpose, however, only to speak of one piece of\n'•overn men.\nliterature, which seems to me to contain much more of the essential\nrequirements than any other for children in the second or third year.\nThis literature should contain much that is instructive, and, altogether,\nit seems to me that the story of Robinson Crusoe embraces the essential\ncondition and contains that of the greatest moral worth.\n\nThe story of\n\nEobinson Crusoe is really the history of the human soul. The boy at\nhome was a good-for-nothing and worthless lad, for whom no one cared,\nand in whom no one took any special interest besides the parents. He\nran away and landed upon an island, after being first shipwrecked, when\nhe came to his senses. He looked about for his companions, and he was\nhorror-stricken when he discovered they were all lost.\nHe was overwhelmed with sorrow, and in the midst of his sorrow he went to God for\nforgiveness for his wrong-doing, and resolved to live a changed life from\nThe first few days of his life upon the island seemed to\nthat time on.\nbe especially lonesome, -and then he thought he would die of starvation\nand be destroyed by wild beasts. The island was uninhabited, and so each\nHe\nday he prayed to God for protection from hunger and wild beasts.\ndiscovers a Bible upon the old vessel, and carries it to his little home,\nand there he studies it some each day. It has become a habit with him.\nHe is beginning to rely upon God each day, when he discovers grain\ngrowing before his door, and that brings out that portion of the Lord's\nIn the midst of his sickness\nprayer \" give us this day our daily bread.\"\n\n"}
{"page": 183, "printed_page": null, "text": "ETHICAL TRAINING IN ELEMENTARY SCHOOLS.\nhe relied upon the protection of God.\n\n179\n\nHe prays to God frequently,\n\nand when his recovery takes place, it seems to be as an answer to his\nprayer; and finally he develops the true Christian character.\nOnce a\nman comes upon the island, an ignorant savage, and he tells him about\nIt seems\nGod, how much he loves him and how much he cares for him.\nto me you see in that story the development of the human soul from an\nalmost worthless condition to that of the higher Christian type, and the\nwhole\n\nis\n\npresented in such a way that the child can thoroughly under-\n\nstand and enjoy\n\nit.\n\nIf all of these\n\nthoughts were presented in a few\n\ndays it is quite likely the effect upon the character of the child would\n\nnot be great, and I\nentire year,\n\nam speaking of the story as being taught for an\n\nor for a larger portion of the year.\n\nSuppose the child\n\nbecomes thoroughly interested in the story of Eobinson Crusoe he lives\nright there with Robinson Crusoe, all through his religious experience\n;\n\nand moral feeling. Will he not naturally feel as Robinson Crusoe did?\nBut further than that, it\nSo much for the moral worth of this story.\nThe child follows Robinson Crusoe\nseems to me, it is a pleasant history.\nThe thought is conthrough his long trouble to make his own living.\nstantly impressed upon the child that Robinson should have some friend,\nand from the story the child also gets the most important education\nthat history can give, and that is, that great progress has been going ofi\n\nHe sees the simple beginning, and he sees\nin civilization all the time.\nwhat the present state of society is, and he realizes that people must be\ncompelled to start way back from that simple condition to reach the\nan important thought in history.\npresent high condition\nThe fact that Robinson Crusoe has no companions about him, has no\nhome, emphasizes decidedly the importance of home, and the child\nlearns to realize how important his own home may be to him, and how\nimportant it is that he should have companions to associate with him.\nBesides all this, a large amount of useful knowledge is given to the child\nfrom this story.\nAnother thing the child would gather from this is that he is to\nunderstand that new problems are constantly rising before him to be\nAll the way through the work\nsolved, as they did before Robinson.\nthere is a lively exercise for the imagination, and when the child reads\nwith interest the story of Robinson Crusoe, his imagination is given wide\nplay; and so self-activity in the child may be developed from a careful\nstudy of this book.\nAll this, and many others, would seem to furnish a\ngood reason for its being taught.\n\n—\n\n"}
{"page": 184, "printed_page": null, "text": "—\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n180\n\nTHE PROFESSION OF TEACHING FOR LIGHT AND\nPOWER.\nPRESIDENT MERRILL E. GATES, AMHERST, MASS.\n\n—\n\nWe have no standing armies in\nMr. President, Ladies and Gentlemen\nIn Europe 'tis an old saying that every productive laborer must\ncarry on his back an idle, full-armed soldier. Not so with us. America\ndoes not wish for membership in that \" International League\" where the\nbig royal boys of Europe waste treasure and life in the costly game of war\n\" check\" to your adversary's policy by moving out a hundred thousand\nIt was in part the lack of this pageantry of\nprettily caparisoned men.\nwar that led Matthew Arnold to criticise life in America as \" uninterestBut to the men whose eyes are opened the interest of American\ning.\"\nAmerica.\n\nlife lies\n\nnot in the bloody play of war, nor in piles of architecture, nor\n\nin social forms bequeathed\nstrife,\n\nfrom a storied antiquity\n\n;\n\nbut in the noble\n\neverywhere evident, to educate, to uplift the masses.\n\nWe believe\n\nWith Lincoln we are ready to say\nin the common, every-day people.\n\" God Almighty must think a great deal of commonplace people, or he\nnever would have made so many of them.\"\n\nWith us, in the States and in Canada, the industrial organization has\nreplaced the military.\n\nWe build railroads and operate factories by the\n\nhelp of those millions of\nto\n\nenforced idleness.\n\nmen whom England keeps in arms and trains\n\nThe\n\npeaceful\n\ntriumphs of\n\nengineering\n\nmake\n\nmagazine articles as brilliantly interesting as those that chronicle the\nIn a peaceachievements of our veteran soldiers, now peaceful citizens.\nful, industrial society, engaged in developing the resources of a contiMay the lesson of the American\nnent, we do our work as teachers.\ncontinent to the world yes, the lesson of the great Anglo-AmericanAustralian, English-speaking race to the world it almost girdles be the\npossibility of peaceful relations without constant menace of war.\n\n—\n\n—\n\nBut in this peaceful life there are still heroic contests to be waged.\n\nAnd this body of teachers represents the assembled forces of our party.\n\" The ultimate question between every two human beings,\" says Carlyle,\n\" is,\n\ncan I kill thee or canst thou kill me?\"\n\nCarried into the realm of\n\nideas, this is a striking description of the contest that engages\ngies.\n\nThe struggle between\n\nand stupidity and sin on the other\nUnless the\n\nour ener-\n\nideas and righteousness on the one side\nis\n\na warfare that never ceases.\n\nmen of ideas kill stupidity into a higher life stupidity will\n\n* President Gates spoke without manuscript, and the stenographer failed to take a\nverbatim report; therefore, this address is from notes only.\n\n"}
{"page": 185, "printed_page": null, "text": "TEACHING FOR LIGHT AND POWER.\nkill ideas.\n\nmust\nlife,\n\n181\n\nHowever society may be reorganized, it is still ideas that\nOnly by welcoming in your own\n\nrule, if the world is to prosper.\n\nand by diffusing among others, the sway of\n\nideas,\n\ncan you be mas-\n\nters of the art of living well.\n\nBut, forgetting for a\n\nthis warfare of ideas with stupidity, in\n\nlittle\n\nwhich you are all leaders, if we try the teacher's work by economic tests,\nWhen we take into account\nits value is manifest and is immeasurable.\nthe vast educational system here represented, no meeting that assembles\non the continent this year represents so vast a productive force as does\nYou know how slight an element in the money value of\nthis Association.\nthe finished watch is the rough weight of metal in its make-up.\nlabor expended on that metal has given it its high value.\nin worth to society, to the state,\n\nbetween the\n\nSkilled\n\nThe difference\n\nstolid, unskilled,\n\nignorant\n\nknown nothing of the uplift of education and the most\nintelligent and public-spirited of our citizens\nwho can estimate? All\ndue credit given to the influence of home and family, it is still the\n\nlaborer who has\n\n—\n\nof education, from its lowest grades to its highest\nwhich works this difference. There are no such producers\n\nschool, our system\ninstitutions,\n\nof values as are true teachers.\n\nAll men ought to be laborers.\n\nIt is an honorable title, that of worker.\n\nAll men have a right to it who work\nwhether with hands or head. Let no attempts to refine\nupon distinctions between capital and labor deprive you of your honor\" It is a contemptible thing\nable right to be classed as one who labors.\nI claim it for myself and for\n\nyou.\n\nfaithfully,\n\nto luxuriate in\n\nidleness;\n\nit\n\nis\n\na most royal thing to labor,\" said Alex-\n\nander the Great; and never did he utter a more royal truth.\nclaim a place for teachers and scholars\n\nLet us\n\namong the workingmen, the pro-\n\nducers of values.\nClose beside the honorable title of the laborer to universal respect lies\n\none of the most dangerous and misleading maxims of the socialistic and\nanarchic labor agitators.\n\nThey build their demands for the entire over-\n\nthrow of the present industrial system on this proposition: \"Labor\"\n(and they mean to limit the term to labor with the hands) \" Labor is\nthe source of all wealth.\"\nHence, all who do not labor with their hands\nthey call drones.\n\nBut shall the man who manages the machine be called a productive\nman who, by patient study, contrived the machine be\ncalled unproductive and a drone?\nThe laborer controls and directs the\nwork of the machine because he has intelligence and the machine has\nnot.\nJust in proportion as a laborer's intelligence and skill increase,\nhis efficiency and value as a productive laborer increase.\nAdded power\nso to use his brains as to make the work of his hands more effective\ndoes not make him any the less truly a laborer.\nWhen he becomes\n\nlaborer, and the\n\n"}
{"page": 186, "printed_page": null, "text": "1S2\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nsufficiently intelligent to\n\nwell as of machines;\n\nguide and direct the work of other men, as\n\nwhen he has saved from his wages the means to\n\npurchase an interest in the business; when, as manager, he works and\nplans for his business half the night as well as all the day,\n\nis he\n\nany less\n\na productive laborer because he cannot now \" quit \" at five or six o'clock?\n\nClearly not.\n\nmen do.\n\nClose, accurate, consecutive thinking\n\nis\n\nthe hardest work\n\nWhen we seek for the common manhood which makes all men\n\nmark of it in the common obligation to work.\nBut those who seek so to limit \" work \" and \" labor \" as to shut out intelligence and brain power are levelling down, not up.\nBy such an argument\nthey seek a basis for brotherhood among men in that mere power of\nbrawn which marks the horse and the ox. They kill hope and cut the\n\" Labor is the source of all wealth\" only when laborers\nnerve of effort.\nare understood to include all who work with hands or brain and when\nwe thus understand it, dangerous, socialistic talk of the natural antagonism between labor and capital becomes pointless.\nTrue education increases knowledge, but still more emphatically does\nit develop power.\nOur own age is awakening wonderfully to the truth\nthat education is essential to true manhood, and that all sorts and conditions of men should receive an education.\nThe desirability of an\nbrethren we find one\n\n.\n\n;\n\neducation for all has never before been clear to all classes of men.\nWe\nno longer find any who venture to argue that it is well to have an ignorant body of toilers to do the world's hardest work.\nToilers with the\nhand are now expected to be men who think, men w.ho, at least, wish\ntheir children educated.\n\" Congresses of labor \" discuss the deepest sociological\n\nproblems.\n\nGrad-\n\nually man is taking possession of his entire being, is learning that, what-\n\never may be his occupation, he has a right to use fully all his powers.\nIn war, \"bayonets that think\" make victorious armies; in the nobler\ncontests of peace,\n\nworkmen who think, workmen who know, win the\n\ntriumphs of industrialism.\nPractically and manifestly to-day the question of popular education\nall-important question.\n\nis the\n\nWhat the ardent prophets of two or three generations ago foretold\nwhen their souls were fired by visions of universal suffrage, the civilized\nworld has practically accepted now.\nThe only hope for the world in\nwhich popular government is to prevail lies in increasing popular intelligence, and popular virtue and goodness, and in embodying these\nresults of education in institutions, laws,\n\nand governments.\n\nThe school takes the child out of the home, the family, where love\nand self-sacrifice are the law and the ideal of life, and introduces him to\nrelations\n\nof equity with his equals, where are\nconditioning habits of intercourse with others.\n\nformed his life-long\n\n"}
{"page": 187, "printed_page": null, "text": "—\n!\n\n!\n\nTEACHING FOR LIGHT AND POWER.\n\n183\n\nThe school thus forms the future citizen. \" What you would have\ncome out in the life of the nation you must put into the schools and\nthe universities,\" has long been a maxim of government in Germany.\n\nTo form a true man is the highest object of all teaching. The ideals\nunder which the teacher does his work will, in no slight measure, determine his power thus to train manly men, and true, womanly women.\nSince \" duty is the one art to be daily practiced,\" since even Professor\n\nHuxley defines the object of an education to be \" the ability to do the\nthing you have to do, when it ought to be done, whether you like to do\nit or not,\" the strengthening of the will, the development of character\nis the most important phase of the\nthat is to say, of moral power\n\n—\n\nteacher's work.\n\nCan conscience, can moral law, be made dominant in society, in poliSome notable indications of progress\nin international relations?\n\ntics,\n\ntoward this goal have been manifest, recently, in the quick retirement\npolitical life of the prominent politician who main-\n\nfrom American\n\ntained that there \"was no place in politics for the decalogue,\" in the\n\nquick and clear appreciation of moral standards by the public, where\ncases of immorality were involved, in the army and in high social circles\n\nin England,\n\nand by the notable lessons of peaceful arbitration given to\n\nthe world by the two nations represented here to-night\n\n—\n\nby Great Britain\nand the United States.\nThat moral power in character may result from the teacher's work,\nthe teacher must know the power of personality, must learn to draw\nmoral power from that One Supreme Personality whose will and work\nare manifest in the world of nature, in the light of reason, and in that\nrevelation of His will which shows to us the One Perfect Man, who is\nalso God, whose love furnishes the moral dynamic which holds men true\nto goodness and saves the world.\nIn the effort to build up character while acquiring knowledge, do we\nnot come to know the need of some strong elemental force that shall\ndraw us, by a powerful attraction, toward goodness and duty, when duty\nis clearly seen?\nCan any man watch the development of the growing\npowers of early manhood without seeing clearly the need of some mighty\nenergizing force which, like heat, or light, or\n\nlife, shall transmute\nknowledge into wisdom, ethics into goodness of life, and noble thoughts\nand purposes into a will-power used in just and pure and noble living?\nThe great want of our schools, colleges, and universities to-day is a\ndeeper, fuller, more abounding life in the young.\nWe want more light\nWe want more power We want more life\nGiven that subtle\nLife is from Christ, our sun of righteousness.\narchitectonic principle which builds up each organism after its kind,\ngiven that life-principle which no analysis can quite reach and which\n!\n\n"}
{"page": 188, "printed_page": null, "text": "!\n\n184\n\n—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nrefuses to resolve itself into other forces,\n\nand biology shows us that we\n\nare still directly dependent upon light and heat for the development of\nNot only must we go to Christ for the teaching from above that\nlife.\nlife, and gives new life when the soul is born again, but for\nwithout which life must perish; we depend still on the\nlight,\nand\nheat\nSun of our Soul. No sun, no life or growth\nBut once possessed of Christian life, how shall we get work done\nwork by the intellect, by the will, lighted by the intellect and impelled\n\noriginates\n\nby the emotions?\n\nWe want not merely potential energy of soul, but\nHow move the dead\n\nkinetic energy, force, expended in good work done.\n\nweight of social statics and carry the burdens of social reform? From\nwhat source shall men draw the power needed to transmute ethical convictions into practical goodness of life?\n\nIs there a source of power to\n\nwhich we may safely send the young, that they may draw unfailing supplies, that their lives may go on in achievement and in development,\nmay produce the most ample and satisfactory results?\nAll forms of power which we use in\nHere, too, we turn to the sun.\nWe simply draw upon\nthe physical world the sun has stored up for us.\nthe limitless reserve of sun power!\n\nDo we use steam, it matters not\n\nwhether we draw our heat from wood or coal, or the mineral ores; we\nBut steam gives way\nare drawing it in the last analysis from the sun.\nAlready this subtle power does service in a\nto electricity, you say.\nBut for the supply of electricity already thoughtful\nthousand ways.\nAlready they store up power\ninventors are turning towards the sun.\nfrom the restless tossing of the waves which the sun-moved air-currents\nAlready they store up energy, and heat, and electrihave set playing.\ncity by using the changes in tide-levels; and thus, for our daily tasks,\nharness the vast bulk of that huge, plunging ox, the moon, with cratercallous shoulder, to our yoke, and thus make fresh use of the sun's\nmotor power.\nBut subtler still is the potent, silent power of the sun. The sun,\nshining calmly on the sensitive thermo-electric piles that simply absorb\nhis rays, starts currents of power which, stored up for us, shall do our\nwork through all dark days, and shall banish with brilliant life the\ndarkness of our nights.\n\nDoes not all this most wonderfully answer to the work on men's hearts\nof the Sun of Righteousness?\n\nFrom Christ, our Sun of Righteousness,\n\nand power. That we may be filled with energy\nand light and power from Him, we need only turn our faces fully toward\nHim and draw life and strength from vision.\nLet us rest for a moment in the thought of the unchanging value of\nthe work of education.\n\nstream light and\n\nlife\n\nEducation, in its large essential features, has been the chief occupa-\n\n"}
{"page": 189, "printed_page": null, "text": ".\n\nTEACHING FOR LIGHT AND POWER.\ntion of the lenders of our race\nhistory.\n\nIt\n\nis\n\nfrom a time far earlier than the dawn of\n\nthe superintendence of education, from generation to\n\ngeneration, which has preserved the solidarity of the race.\n\nWorld\n\n185\n\nbegan, to educate\n\nSince the\n\nmankind has been always unconsciously the\n\nand sometimes consciously the goal, of all the efforts men have\nadvancing their material interests and in building up and\ndefining clearly the institutional life of the family, the church, and the\nSelf-education has attended all the conscious and unconscious\nstate.\nThe\nefforts of the race toward a higher civilization, a nobler manhood.\npatriarchal heads of clans and tribes were superintending their educaThe founders of cities, the legislators of nascent commonwealths,\ntion.\nThe great names which the world honors\nwere mighty schoolmasters.\nin history, in art, and in literature, are the names of those who have\ngiven emphasis to this work of teaching men the directors of the\nworld's greatest work\nthe education of mankind.\nThe roll of the\nworld's patriots and statesmen is the list of those who have been charged\nwith the task of embodying the ideas of the great educators in institutions\nand laws, to guide the race aright, and to confirm it in justice and\nrighteousness.\nThe poets and historians are the critic-teachers in manresult,\n\nmade\n\nin\n\n—\n\n—\n\nkind's vast system of public education, selecting for praise or censure\nthose who, by ideas or by deeds, have been the teachers of the race, and\n\npoems and inspired prose enforcing these lessons on all who hear or\nAs love in the human heart has been \" the great conservator of\ngood,\" has kept alive the virtues through all the ages, so the work of\nin\n\nread.\n\neducation, consciously or unconsciously carried forward, has constantly\n\nbeen the developing force in the melioration of mankind.\n\nBy ideas embodied in literature, in art, in institutions, and in conquests over stubborn matter, the work of education is seen to have been\n\nmore and more evidently the conscious aim of the leaders of the race.\nBut there is a narrower use of the term education, which lays emphasis\nupon man's conscious effort to secure the full development of all his\npowers.\n\nWell or\n\nill,\n\nevery\n\nman must, in a sense, be educated by the\n\nBut the education which\n\ninterests us is something\nmore definite than this; it is the intelligent adaptation of chosen means\nto the definite end of developing fully all the powers of body, mind, and\nspirit.\nIt is the formation of character.\nNo human law is so mighty\nas a principle cherished in the heart.\nNo sway is so powerful as the\nsway of a thought lovingly held at life's centre.\nIt is the beliefs and\nthe hopes which a man unconsciously repeats to himself in his quiet\nmoments that control and shape his life. Not the creeds which bodies\nof men in concert publicly recite, but the creed intimately cherished by\neach man, held so close to life's centre that it becomes half unconscious,\nmingles with the affections, and directs the daily and the hourly choices\n\nexperience of life.\n\n"}
{"page": 190, "printed_page": null, "text": "18G\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n—\n\nwhich make np the sum of living\nThese intensely real beliefs of\nthe nation.\n\nits\n\nthis creed it is that moulds the man.\n\nindividual citizens shape the\n\nlife\n\nof\n\nTo keep these fountains of action clear and sweet is to\nOnly as we teach men, one by one, to open their\n\ntransform the nations.\n\nhearts to the daylight can we bring in \" the better day\" for mankind.\n\nThere\n\nis an\n\nintensely vital relation between principles cherished in\n\nthe heart and actions worked out in the\n\nlife.\n\nIt is this that gives\n\nsound knowledge, and the love of\ntruth and right principles.\nIt can never more be with you as if you\nhad not seen these things. Noblesse oblige. The world has a right to\npractical value to right thinking,\n\nmen of ideas for noble living. It is a reasonable demand that\nmen of education be men of high character.\n\nlook to\n\nMinds that have come into close relation with truth are seized on by a\nLives that come willingly into close contact with the\nmighty laws which govern God's universe become magnetized by truth.\nHuman wills laid in loving and intelligent submission alongside that\nmighty current of personified will that \"makes for righteousness\" in\nGod's government of the universe become magnetized by God's truth,\nswing readily to the right course when God's purposes go thrilling\nthrough the lives and hearts of men, are seized unon by a higher power,\nand henceforth and for eternity become witnesses to the truth.\nhigher power.\n\nIf the life of\n\neach one of you\n\nis\n\nthus brought into line with God's\n\ngreat purposes there will flow through your lives a strength greater than\n\nthe power of man\n\n—\n\n—\n\nyes, greater than all the powers of evil\nthat splendid power of eternal righteousness which enables men who will receive\nit to move the world, and, \" having done all, to stand.\"\n\nFellow-teachers, science bids us work for law and order everywhere.\n\nWe are to learn morals, too, under Him who is the mightiest teacher.\nWe are to teach our pupils to look to God for will-power. The Great\nTeacher is He of whom Jean Paul says that He was \" The lowliest among\nthe mighty and the mightiest\n\namong the lowly, who with his pierced\n\nhand has lifted the gates of empires off their hinges, turned the course\n\nMy\n\nof history out of its channel, and still governs the centuries.\"\nbrothers, my sisters, in our teaching let us look for guidance to the\n\nSupreme Teacher.\n\nLet us at least touch the hem of His garment, that\n\nvirtue may pass into us for our work.\n\nNay, rather let us walk with our\nhand in His, that we may always have light and power to lead others to\nHim. For to lead men to look up to Him, and to serve Him, in serving\nwell their fellow-men,\nlove.\n\nis\n\nthe supreme work of the profession which we\n\n"}
{"page": 191, "printed_page": null, "text": "ELEMENTARY EDUCATION IN ENGLAND.\n\n187\n\nELEMENTARY EDUCATION IN ENGLAND.\nPROFESSOR WILLIAM CLARK, TRINITY UNIVERSITY, TORONTO.\n\nMr. Chairman, Ladies and Gentlemen:\n\n—\n\nIt\n\nis\n\nnot allowed a public\n\nspeaker to make an apology before his audience, and I am not going to\n\nclaim any such privilege, but it is proper I should explain why my re-\n\nmarks must take the form they will assume.\n\nYou have already partially\n\nexplained it in stating that I have been called here on very short notice\n\ngentleman who was expected here\nThe audience must not expect from me an elaborate paper,\n\nto take the place of a distinguished\n\nto-night.\n\nwhich I have not had time to write, but bear with me as I briefly refer\nto the subject of elementary education in Great Britain.\nI wish to say first of all on this subject\n\nthat there\n\nis\n\nthis difference\n\nbetween education in England and education on this side of the Atlantic.\nWe have here what I might call either a ready-made imported article,\nor an article which we have\n\nmanufactured on the\n\nspot, in accordance\n\nwith some theory or theories; whereas in England they have an educational system which has been the outgrowth of time, like her civiliza-\n\nand a great many other things in England. Many people looking\nEnglish system of education, understanding some of its defects,\ndare say think they are inconsistent and illogical that the Eng-\n\ntion,\n\nat the\nI\n\nlish\n\n—\n\npeople are always illogical.\n\nA good story is told of a splendid\n\nFrench constitution, which was made according to the best pattern, but\nThe English constitution has been made according\nit would not work.\nNow, sir, when we\nto no pattern nobody can tell what it is in itself.\nstop to consider elementary education in Great Britain we at once\nI will not touch\nthink of the two countries, England and Scotland.\nupon Ireland, because the case is very different; it would need some\nexplanation.\nBut England and Scotland are different. The course of\nScotland has had a really\nthe two countries has been entirely different.\nexcellent system of elementary education, not merely from the time of the\nReformation, when it was organized by the great John Knox, but even\nAnd I suppose I may say (because I was born\nbefore the Reformation.\n;\n\nin Scotland) that, in my opinion, the peasantry of Scotland are the best\n\neducated peasantry of the world.\n\nI believe there are many\n\nmen present\n\nin this city of Toronto who received their early education in the ele-\n\nmentary schools of Scotland. This system of education in Scotland went\non from the time of the Reformation to our time, with only such modifications as are forced upon any system by surrounding circumstances.\nQuite recently, however, since the date of the passage of the educational\nact in 1870, for England, education has been taken out of the hands of\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nthe Presbyterian Church, the established church, and has been placed in\n\nWhether it has been improved by that\n\nthe hands of the School Board.\nprocess, I really do not know.\n\nsystems are always important.\n\nI do not find that changes in educational\n\nI\n\nam to be followed by a very distin-\n\nguished representative of the great University of Oxford, and perhaps\nBut I am considering\nhe will tell you something about the changes.\nfor a moment this Scottish system and the English system.\nLet us\nremember what the early history of education in England and Scotland\nis.\nYou and I are just as much, and just as little, responsible as any-\n\nbody.\n\nWe all of us, whether Canadians, Englishmen, or Scotchmen,\n\ninherit this past;\n\nit\n\nis\n\nours.\n\nAfter the Danish invasion, and during\n\nthe time of Alfred, few of the priests were able to read a page of Latin.\n\nGreat intellectual darkness pervaded England during and subsequent\nDuring the reign of Edward VI. the foun-\n\nto the Wars of the Koses.\n\ndations of education had been diverted from their general purposes, and\nin some places charity schools were established;\nto the establishment of Sunday-schools.\n\nand this led on in 1781\n\nMany parochial schools were\n\nsubsequently founded, and in 1811 the national society was brought\ninto existence.\nBetween 1811 and 1841 no fewer than thirteen thousand new schools had been established.\nUp to this time the government\n\nhad taken no part in the work. It was in 1832 that the British\ngovernment began to subsidize the educational movement. In 1832 the\nfirst grant of £30,000 was made by the imperial parliament to carry\non the work of education in England. In 1839 a Board of Education\nwas formed, and the grant was increased £30,000, principally for the\nbuilding of schools.\nIn 1846 the government made an augmentation of\nteachers' salaries, and also boys and girls who came from school had an\nallowance made to them during the time of their training for being\nmasters.\nIn 1853 the system of having the school examined by her Majesty's inspector was introduced, and then a certain grant was made for\nevery pupil who had attended a certain period during the year.\nThis\nbrings\n\nme to the point of the introduction of the educational act of\n\nFor the information of those who are not familiar with these\nmay say that up to the year 1870 there was no regular provision for the education of the poorer classes in England.\nOn this\nquestion there were extremists on both sides.\nThe clergymen of the\nChurch of England had done a great deal for the education of the poor\nduring this century many of the clergy badly paid, supported to the\n1870.\n\nfacts, I\n\n;\n\nextent of one third or one half the cost of their parochial schools.\nHowever when the work was once fairly started, Robert Lowe declaredthat now we must educate our masses.\n\nAnd in the House of Commons,\nin 1870, Sir William Foster declared that the Education Act did not\n\npropose to sweep away anything that existed.\n\nFor example, this Act\n\n"}
{"page": 193, "printed_page": null, "text": "ELEMENTARY EDUCATION IN ENGLAND.\nof\n\n189\n\n1870 did not require that the school board should be set up in\nprovided there was education efficient and sufficient in every\n\nevery place\n\n;\n\nplace things were allowed to go on as they were, the revenues of the\nschool being derived from three sources:\nFirst.\n\nVoluntary subscription.\n\nSecond. Children's pence.\n\nThird. Government grant.\nThe government grant often amounted to about one half of the whole\nexpense of the school.\nThe government said, if these family and private\nschools are sufficient for the population we will not interfere, if our\ninspectors find that the children\n\nare\n\nproperly taught.\n\nAnd in the\n\nlarger English schools and the other parochial schools the children may\n\nreceive\n\nThe\n\ninstruction there without taking religious instruction.\n\ngovernment said then, we will recognize your school and we will subsidize it.\nWe will give you a grant in accordance with the number of\nchildren who pass our examination and who attend your school. So this\nkind of a mixed system grew up. Wherever there was not sufficient\nprovision, there the school board was set up directly.\nYou can easily\nsee the difficulties which the voluntary schools had to deal with.\nEvery\none had to pay his own rate whether he subscribed to the voluntary\nschools or not.\nConsequently they found it difficult to get both rates of\nsubscription from the same person.\nThis caused more difficulty, and in\nmany places no doubt some of the English church schools were closed.\nIn the country places, I believe, there are very few parishes in England in which there is a school board.\nThe old system goes on national schools as they are called.\nIn the large cities and towns there\nare school boards, but in some of the smaller towns there are not.\nGenerally speaking, a change has been brought about on the part of the\nclergymen.\nWhere there have been active clergymen, there the national\n\n—\n\nschools were helped on, but religious instruction is given in them accord-\n\ning to the Church of England, whilst other children can attend without\n\nbeing present at religious lessons.\n\ncontinued to the year 1870.\n\nThis condition of things in England\n\nNow there are, perhaps, very few children\n\nin the island but what attend every day regularly at these schools,\nwhether national, British, or boarding schools.\nTwo or three years after\n\n1870, by the Act of 1873, which was extended in 1876, compulsory\nattendance was required, and there were school-board officers who went\n\naround and saw that the children attended school, and the parents were\nliable to be imprisoned if they did not send their children to school.\n\nDuring all this time, however, I ought to mention that school fees, to\nsome extent sometimes small and sometimes large have been paid in\n\n—\n\nall\n\nof\n\nthese\n\n—\n\nvoluntary schools, of\n\nschools, of which there were\n\ncourse\n\nexcepting\n\nthe\n\nlarge\n\nfree\n\nsome existing throughout the country.\n\nI\n\n"}
{"page": 194, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n190\n\ndo not at this moment remember the number of board schools which are\nOf course the majority of board schools can do precisely\nactually free.\nThere has\nthey have the power of taxation.\nbecause\nlike\nthey\nas\nrecently been introduced into the House of Commons a measure for free\n\neducation of the poorer classes in England.\n\nIt is a very interesting\n\nquestion, and I believe the bill will pass into a law.\n\nimagine,\n\nsir,\n\nthat\n\nI\n\ncan very well\n\nmuch of what I have been saying may have sounded\n\nslightly irrational to the people\n\non this side.\n\nThere\n\nit\n\nhas not been\n\nconsidered wise to destroy' a system which has existed for so long a time\n\nThere it is not considered wise to interproduced a result which perhaps cannot\nbe produced by a system which you would put in its place.\nTherefore\n\nand has worked pretty well.\n\nfere with a system which has\n\nit is\n\nnow proposed to make grants to all schools who give free education,\n\nin order to prevent the diminution of these voluntary schools.\n\nNow, sir, that is substantially the state of things with regard to elementary education in England at this moment. You have perceived\nthat my sympathies are with the method pursued in England.\nBut I\nhope that that fact has not caused me to misrepresent or distort any\nhistorical facts which I have thus briefly, and I am afraid rather imperfectly,\n\nOne thing it seems to me must be\nmethod now pursued in England there is no\n\nbrought before this meeting.\n\nquite clear, that by the\n\nimparting religious instruction. I ought, perhaps, to\nmention that in 1870 there was introduced a measure which allowed the\nrates to be paid to the Church of England schools or independent\nschools of any kind\nChristian undenominational schools not separate\nschools, but simply part of the rates might go to that school so long as\nthat school was doing this work, and this movement received the great\nregard of the clergymen and my own regard.\nBut there is no chance at\nall in England of getting separate schools.\nIn England they would be\ndifficulty about\n\n—\n\n—\n\ndevoutly thankful to get what the Roman Catholics have in Ontario.\nWhether that is desirable or not we have not the disposition to argue\nwe have no chance to get it.\n\nNow while I admire very much indeed the system which prevails in\nthe Province, where I believe the schools should be equal to anything\nwhich could possibly exist, and while I think that those of the Old World\nhave something to learn-from their children in the New, yet we have\nsomething to learn from our relations across the water, and that is in\nregard to religious education.\n\nunderstand why it\nthey\n\nsay.\n\nWe do not have the Bible.\n\nI do\n\nnot\n\nmake selections from the Bible as\nThe Congregationalist does so.\nThey tell us we are not\nis\n\nunrighteous to\n\ngoing to have a selection from the Bible, but must have the whole Bible\ntaught to these uneducated children in our schools, as if there was any\nChristian denomination that did not make selections from the Bible.\n\n"}
{"page": 195, "printed_page": null, "text": "—\nELEMENTARY EDUCATION IN ENGLAND.\n\n191\n\nWhy should it be regarded as inconsistent for school superintendents to\nmake these\n\nselections for the sake\n\nof their\n\nchildren?\n\nNow, in\n\nthis\n\nno intelligent instructor that I know of who does not\ncomplain of the want of individuality, and when I cross the border to\nthe United States I am sure no one will be offended at what I am saying I hear the same complaint from the clergy and from the laity that\nwe are turning out our best girls and young men on rather too large a\nUndoubtedly there are defects in the English system I am\npattern.\nnot denying that, but I say in the respect referred to, English education\nFrom the general education of England we\nis way ahead of our own.\nhave something to learn in the light and shade and individuality which\nwe fail to produce here. I am not speaking of the great schools of Eton\nand Oxford. Of course those are great schools, but I speak of the system of common education in England I say they produce types of character very beautiful, very characteristic, and I say we have something to\nAnd I am not\nlearn from the system of general education in England.\nspeaking here merely of the national education, of Oxford and Cambridge,\nwhere is produced the large intelligence, although we have endeavored to\nimitate it with regard to our surroundings and adopt its use in this\ncountry; but, notwithstanding we have endeavored to reproduce the\nEnglish type of education, I do not see that individualism among our\nyoung men which I have seen at Oxford or in the old universities of\ncountry there\n\nis\n\n—\n\n—\n\n;\n\n;\n\nScotland.\n\n—we\n—we are a great deal more conceited here\n\nTherefore, sir, in conclusion, while we are not disposed to boast\nboast a great deal too\n\nmuch\n\nI think we boast a great deal more\ngood for us, but John Bull never boasts. I repeat that most\n\nthan they are in the old country\n\nthan\n\nis\n\nemphatically,\n\nJohn Bull hardly ever boasts, because, generally speak-\n\ning,\n\nhe\n\nit.\n\n(Laughter).\n\nis\n\n;\n\nwith himself that there is no occasion for\nOther nations are often anxious to know what their\n\nso well satisfied\n\nneighbors think of them or their country.\n\nJohn Bull does not care\none straw what any one thinks of England, for John Bull is perfectly\ncertain that any one who does not appreciate\nfool.\n\nEngland must be a born\nAt the same time it might be better if we were all to learn a little\n\nhumility, for has it not been said,\n\" That the Kingdom of Knowledge can be entered no otherwise than the Kingdom of\nHeaven, by becoming a little child.\"\n\nwhich we may learn by contact with our neighTherefore, while we ought not to\nboast, but thank God for what we have done in this country in the matter\nof education, still we have a great deal to be thankful for in what has come\nto us from that country whose inheritance we regard as ours, whose people\nThis, too,\n\nis\n\na lesson\n\nbors and a study of their methods.\n\n"}
{"page": 196, "printed_page": null, "text": "—\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n192\n\nspeak the same tongue, have the same institutions and substantially the\nsame laws. I say, while we love and honor our own institutions, let us\nremember the great races across the Atlantic from which we came, and\nif we\n\nthem something I believe they are willing to\n\nare willing to teach\n\nlearn it, and if there is anything in their institutions that will improve\n\nour system, let us adopt\n\nthat the world may go forward and\n\nit in order\n\nthe great work in which we are engaged may be progresssed.\n\nPresident Garrett:\n\n— The association\n\nwill learn with much pleasure\n\nthat we have present to-night a distinguished gentleman whose reputation\n\nhas reached wherever the English language is spoken, and with whom\nmany of us have communed through his public works. I know it will\ngive you pleasure to-night to see and hear Professor Goldwin Smith, of\n\nToronto, who has consented to speak to us a few words.\nProfessor Goldwin Smith spoke as follows:\n\nMr. President, Ladies and Gentlemen\n\n— am not going\nI\n\nto inflict a\n\nspeech upon you on the subject of English education or any other subIn fact I have not the strength to address this audience in such a\nject.\nhall.\n\nI\n\ncome forward to add only one voice to the welcome which has\n\nreceived you here.\nthis place, but I\n\nI cannot pretend to be\n\nconnected with education in\n\nam connected with its student life, and in that char-\n\nacter I heartily greet you.\n\nEnglish education, for\n\nI used to know something about the state of\n\nI was a member of the Royal\n\nCommission which\n\nwas appointed about thirty years ago to inquire into the state of educabut events since then have marred\ntion and frame a national scheme\n;\n\nand all I clearly see now is that there is a conflict going on in my native country between two principles the secular and the state system on\nThere\nthe one hand and the voluntary or parental system on the other.\nit,\n\n:\n\nare those two currents of conflicting opinion.\n\nThe state or secular ap-\n\npears to be the stronger, and in the eddies created by that conflict the\npoliticians of both parties are fishing for votes.\n\nHeaven preserve educa-\n\ntion from politics!\n\nNow my memory carries me back to the old English village school, a\nvery antediluvian institution.\nit\n\nWe have advanced far, very far beyond\n\nin apparatus, in text-books, in pedagogic science, and in the training\n\nof our teachers.\nI wish I felt quite sure that we had advanced far\nbeyond it in the formation of character. However, that depended in a\ngreat degree upon the social influence in the old English parish.\nOne\nsystem will not do for all Countries in education, any more than in any\nother department.\nThis is a new country where men begin with a clean\nsheet of paper.\nEngland is an old country on which ages have written\ntheir legends.\nNo one system, I say, will do for all countries, and the\nold English system had virtues which belonged to itself and which we\ncaunot transplant here.\nI have always been rather inclined, I must con-\n\n"}
{"page": 197, "printed_page": null, "text": "—\nTHE PROFESSIONAL TRAINING OF TEACHERS.\nfess\n\n—perhaps\n\nI\n\n—\n\nought to be ashamed to confess\n\nparental system.\n\n193\n\nto the voluntary or\n\nThe voluntary system has, of course, great shortcom-\n\nings and defects, but it has not the fatal malady of routine.\n\nAverage\n\nmen and women must work, and we should not expect, what speakers\nseem often to expect, a seraphic zeal and a Solomon's wisdom for four or\nfive hundred dollars a year.\nThe universities of England, I am happy to say, are still ruled by a\npolicy as wise as\n\nit is\n\nmagnificent, and entirely free from the influence\n\nThe two great universities are surrounded by proper safeThey are, I\nguards and every necessary reform is speedily adopted.\nof politics.\n\nrepeat, governed\n\nunder a policy\n\nas wise as it\n\nis\n\nmagnificent, kept\n\nentirely apart from the politics of the hour ;\n\nand are devoted exclusively\nLadies and Gentlemen, I\nto the advancement of knowledge and truth.\nhave an abiding faith in liberty. When liberty is attained, the most\nrapid progress of the world will be assured.\nThere must be no isolated\nselfishness, but true, full, and hearty co-operation looking to the amelioration of the human race.\n\nOnce more, without attempting further to dilate on this subject, let\nme, as a student of Toronto and history, greet you and welcome you\nI trust your visit to us has been pleasant and profitable\nwe have all felt it a great honor to have you here.\n\nhere.\n\n—be sure\n\nTHE PROFESSIONAL TRAINING OF TEACHERS.\nD.\n\nJ.\n\nGOGGIN, WINNIPEG, MANITOBA.\n\nIt is assumed that it is the duty of the state to establish, support, and\ncontrol public schools, in order that its youth shall receive that instruction, discipline,\n\nand training necessary for the enlightened discharge\n\nof the duties of citizenship.\n\nThere cannot be good public schools without good teachers.\n\nIt may\n\nbe affirmed generally that in teaching, as in every other work, the\ntrained\n\nman is superior to the untrained one.\n\nExperience has shown\n\nthat unless the state provides this training, the supply of such teachers is\ninsufficient to do the work which the public school was established to\n\nperform.\n\nThe object of this paper is to show\n\n:\n\nWhat this training should include.\nB. How it may be provided.\nA.\n\n"}
{"page": 198, "printed_page": null, "text": "—\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n194\n\nAll plans for the training of teachers mnst be based upon a consideration of what a teacher should know in order to achieve the highest\n\nThis may be briefly stated thus\nHe should know the Philosophy of Education, which determines\n:\n\nsuccess.\n1.\n\nits nature, defines its limits,\n\nand states its aim.\n\n—\n\nHe should know Man his physical, intellectual, and moral nature.\n3. He should know the Subject-matter employed in educating, and\n\n2.\n\nits values for the purpose of discipline,\n\n4.\n\nknowledge, and culture.\n\nHe should know Method, which deals with the right adjustment\n\nand presentation of this Subject-matter to mind.\n5.\n\nHe should know the History of Education, which describes theories\n\nand systems of education, and sets forth the practice of great educators.\nTo these should be added observation of the work of skilled teachers,\npractice-teaching under rational criticism, and a period of probation\nsufficient to test power of independent management.\n\nA fuller statement of these topics is now given.\n1.\n\nTHE PHILOSOPHY OF EDUCATION.\n\n—\n\nThe Nature of Education. Respecting this there are at least two\nprominent theories. One views mind as a self-active agent selecting\nfrom its environment what is useful for its development. The other\nThe one considers\nviews mind as a result produced by environment.\nchiefly how mind develops through assimilating knowledge, the other,\nwhat knowledge shall be assimilated. A true theory, through proper\nselection and adjustment of subject-matter and its right presentation,\ncombines these one-sided views.\nThe Limits of Education.\n\n—John Stuart Mill\n\nsays education \" includes\n\nwhatever we do for ourselves and whatever is done for us by others, for\nthe express purpose of bringing us nearer to the perfection of our nature\nin its largest acceptation it comprehends even the indirect effects produced on character and on the human faculties by things of which the\ndirect purposes are different; by laws, by forms of government, by the\nindustrial arts, by modes of social life, nay, even by physical facts not\ndependent on human will; by climate, soil, and local position.\" As a\npreventive of narrowness, such a view of education is a helpful one, but\n\nThe teacher is but one of many agencies,\nand the school but one of many institutions that educate. For our dis-\n\nfor our purpose it is too- wide.\n\nmust be limited to the purposed effect of the teacher\nand the school upon the individual pupil, who is himself affected by the\ncussion, education\n\nforces of heredity and environment, and limited by the amount of nerv-\n\nous energy originally possessed.\n\n—\n\nThe Aim of Education.\nThe means and the method in education will\ndepend upon the aim, Landon says, \" When a person has stored his\n\n"}
{"page": 199, "printed_page": null, "text": "THE PROFESSIONAL TRAINING OF TEACHERS.\n\n195\n\nmind with all serviceable materials, and cultivated his faculties to such\nan extent that he is able to make a vigorous use of the knowledge he\npossesses; when his moral power has become so developed and experienced that he not only has a delicate appreciation of duty, but his\nconscience gives its sanction to that which his intelligence dictates;\n\nwhen his will has been strengthened to such a degree that he is able to\nact with decision\n\nand bear with constancy the strain of difficulty and\n\ndisappointment;\n\nwhen he\n\nrecognizes his relationship\n\nto a Superior\n\nBeing, and realizes that his every action may have an influence not only\nfor time, but for eternity;\n\nand lastly, when his mind has acquired such\n\nkeen susceptibility to the beauties both of nature and art that\nto his pleasures and softens his cares\n\nBriefly stated, the\n\n—then he\n\naim of education\n\nis\n\nit\n\nadds\n\nis educated.\"\n\nthe formation of character\n\nthrough moral and intellectual instruction, discipline, and training.\n2.\n\nHis Physical Nature.\n\nMAN\".\n\n—The teacher must have a general knowledge of\n\nthe human system, must know the effect upon health of proper heating,\n\nand how recesses,\nHe must understand the growth, waste, and repair of the nervous system, and the\nIn short, he must know the\neducational lessons to be drawn therefrom.\ndoctrine of physical conditions in relation to the receptivity and activity\nof mind, so that he may do his part in building up a healthy body as the\nhome of a sound mind.\nHis Intellectual Nature. Intellectual instruction, discipline, and\ntraining are necessary in the formation of character.\nThis discipline\nand training must be given in accordance with the laws of mind; and all\nsubject-matter of instruction must be adjusted in conformity with these\nlighting, seating, and ventilation of school buildings ;\n\ngymnastics, and athletics affect physical development.\n\n—\n\nlaws.\n\nPsychology furnishes these laws.\n\nThe intellectual nature may be studied in several ways. One may\nobserve his own mental acts he may read in books how the mind perceives, remembers, and knows, and compare this with his own experi;\n\nences; he\n\nmay observe the acts of others, preferably of children, and\n\ninterpret them through comparison with what he has read\n\nand experiand he may \"supplement the properly psychological study of\nmind by the psychological study of its nervous conditions and concomienced;\n\ntants.\"\n\nIndeed, unless psychology\n\nis\n\nstudied in\n\nall\n\nthese ways,\n\nit\n\nwill\n\nnot yield that information about mental processes upon which educa-\n\nTo psychological information must be\nadded the psychological spirit and method.\nHis Moral Nature. Instruction in moral duties is not enough.\nThere must be training in moral practices. Ethical knowledge must\ntional principles must be based.\n\n—\n\n"}
{"page": 200, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n196\n\nfind concrete manifestation in\nwill\n\nknowledge for\n\nits\n\ngood action.\n\nAction depends on will\n\nmotives or impelling forces, and on\nThe teacher must underillumination or guidance.\n\ndepends on feelings for\n\nits\n\nstand the nature of the will he has to train, and its relation to moral\nHe must understand the culture of the feelings, know the value\naction.\nof the motives he employs to secure action, know how to gradually substitute the higher for the lower motives, leading his pupils out from the\n\nbondage of external authority into the freedom of internal control, ever\naiming at that crowning stage when they shall become self-governing\nHe must know the\nbeings, doing the right because it is the right.\nduties that man owes to himself, to his fellows, to the family, and the\nstate, that he may teach them to his pupils.\n\nEthics discusses these duties, and gives the laws of development of\n\nThe teacher needs to know these laws, and the prinour moral nature.\nciples of education derivable therefrom, that he may cause all school\nwork to be so done as to assist in the formation of that character which\nis the aim\n\nof education.\n\nSUBJECTS OR MATTER OF INSTRUCTION.\n\nThe teacher must know the subject-matter of education, and its effect\nupon the pupils. His knowledge of the subject-matter should be generous.\n\nNo broad professional knowledge can rest on narrow scholarship.\n\nThe wider his knowledge, the more clearly will he see the relation of\neach part of a subject to the whole, and the relation of subjects to each\nThis will simplify his presentation of a subject, will provide for\nother.\n\nsuch arrangements of parts as the exigencies of a particular lesson may\n\ndemand, and\n\nwill secure attention to essentials.\n\nIt will\n\nalso\n\nprevent\n\nunnecessary repetition of work already provided in other subjects, and\nwill give unity to instruction.\n\n—\n\n—\n\nThe effect of a study upon a pupil its educational value depends\nupon its nature, and upon the way in which it is taught. According to\ntheir nature, studies furnish knowledge useful for guidance, or for\npleasure considered apart from use according to the way in which they\n;\n\nare taught, they yield a mental discipline.\nally described\n\nThese three values are usuby the terms practical, culture, and disciplinary. Each\n\nsubject of study, by\n\nthe student of it.\n\nits nature, tends to give a special mental habit to\nThis habit is affected by the method of teaching.\n\nStudies may also be considered from the stand-point of mental powers\nspecially affected by them.\n\nWithout such knowledge as this the teacher cannot know what subjects\nhe ought to teach, or in what order, logical and psychological, they\nshould be presented so as best to further the aim which the school has\nin view.\n\n"}
{"page": 201, "printed_page": null, "text": "—\nTHE PROFESSIONAL TRAINING OF TEACHERS.\n\n197\n\nMETHOD OR FORM OF INSTRUCTION.\nThis deals with the adjustment and adaptation of the subject-matter\nin such a way as to insure its assimilation by the pupil,\n\nmental discipline.\n\nand afford right\n\nIt may be considered under three heads\n\nin the learner, the\n\n—\n\nthe method\nmethod in the subject-matter, and the method in\n\nthe teaching process.\n\nThe method in the learner is determined by the order of development\nmental powers, irrespective of impressions made upon them by\n\nof the\n\nthe subject-matter.\nIt may be briefly described thus\n1.\n\n2.\n\n:\n\nThe assimilation of new individual notions.\nThe transition from individual to general notions in the form of\n\nrules, definitions, etc.\n\nThe application of these general notions to new particulars.\nThe method in the subject-matter deals with the relation of parts of a\n3.\n\nsubject of instruction to its whole, and the relation of subjects to subjects, as regards logical dependence.\n\nThe method in the teaching process includes the order of procedure\nand the technique of instruction. The order of procedure may be analytic\nfrom wholes to parts, or synthetic from parts to wholes, or a\ncombination of these.\nThe teacher may proceed by lecture (monologue), by question and\nanswer (dialogue), or by a combination of these. He may make use\nof whatever devices the practice of good teachers has shown to be helpful, in adapting the subject-matter to the consciousness of the pupil\nat any particular stage.\nThese, together with those peculiarities of\nmanner which are the outgrowth of personality, are included under the\n\n—\n\n—\n\nterm, technique of instruction.\n\nUntil training-schools treat method as a special subject of study, after\ninstruction in psychology and logic has been given, until they compel\n\nstudents to account for each step in a lesson by reference to fundamental\nprinciples, they cannot well defend themselves against the charge some-\n\ntimes made, that their students are mere imitators— the slaves of the rule\nthat kills, rather than the master of the principle that makes alive.\n\nFree-\n\ndom comes to the student through rational, not mechanical, methods.\nHISTORY OF EDUCATION.\n\nThe history of education will furnish those enduring truths which are\nthe basis of a sound theory of education, will describe those modes of\norganization which have best combined economy with efficiency, and\nwill set forth the philosophy and practice of famous teachers.\nNor\nshould the broadening, inspiring effect of this study for the teacher be\noverlooked.\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n\"For giving breadth of view and steadiness of purpose,\" says Compayre, \" nothing more helpful can be recommended to the teacher than a\ncritical survey of the\n\nmanifold experiments and experiences in educa-\n\nThe acutest thinkers of all ages have worked at the\n\ntional practice.\n\nsolution of the educational problem,\n\nand the educating art has been\n\n—\n\ncivil, social, religious,\npractised under every variety of conditions\nSuch knowledge is a necessary condition of\nphilosophic, and ethic.\"\n\nsure and steady progress.\n\nMore attention should be given to the history of modern education.\nThe educational experiments of Britain, France, and Germany during\nthe present century are worth more to us, from the practical stand-point,\nthan those of Greece, Rome, and the Oriental nations. A study of the\nsystem of organization, courses of study, and plans of teaching employed\nto-day in Boston, Chicago, San Francisco, or Toronto\n\nis\n\nat least\n\nas\n\ninteresting and more helpful than a similar study of any of the Old- World\ncities during the\n\nseventeenth or eighteenth centuries.\n\nThis statement\n\nmade not- to disparage the study of the earlier periods but to emphasize the value of the study of experiments being made by those cities\nis\n\nand countries which are striving, in circumstances not unlike our own,\nto master difficulties which are taxing our best energies.\nPRACTICE-TEACHING.\n\nTeaching is an art, as well as a science. The knowledge of doctrine,\nmethod, and history is acquired with a view to its application in practice.\nThe teacher may make some mistakes in the art, through misconception of the theory, or through inability to apply it.\n\nPractice affords\n\nopportunities for correcting these mistakes.\n\nThe value of this practice is an unsettled question.\n\nSome believe in\n\nmuch practice after, or along with, comparatively little theory. They\nsay it is not so much information about methods, etc., as training in\nmethods that is needed. This kind of training tends to slavish imitation\nof individuals and mechanical copying of devices.\n\nSome believe in a comparatively small amount of practice, following\nand extended course in theory and observation. The\nteacher so trained may not have the mechanical expertness of the former\nat the start, but he is conscious of the principles upon which his method\nafter a careful\n\ndepends, is, through his observation in the practice-school, familiar with\nthe mechanics of the schoolroom, and, so soon as he has been led through\ntrial lessons to\n\nbe his own\n\ncritic,\n\nmay be trusted to grow into a good\n\nteacher, preserving his individuality.\n\namount, of practice that is valuable.\n\nIt is the\n\nkind, rather than the\n\nOthers hold that after a thorough\n\ncourse in theory it wi 1! be sufficient for the teacher to observe the work\nin a good school, and account for the methods employed in teaching and\n\n"}
{"page": 203, "printed_page": null, "text": "THE PROFESSIONAL TRAINING OF TEACHERS.\ngovernment.\n\n199\n\nThey say that the teacher, when well instructed in theory,\n\nwill be able to evolve therefrom the art for himself, that it is impossible\n\nin any practice-school to reproduce the conditions under which a teacher\nwill work in his\n\nown school.\n\nHere they are certainly correct, and that\n\nhis skill in teaching, and his powers of government, can only be tested\n\n—\n\nwhere he has had for some time independent control that is, in his\nown school. These also object to children being kept to be experimented\nupon by teachers in training. To these it may be replied that \"studies\nare perfected by experience,\" and that the study of theory can only be\nThe teacher's attenrightly understood through attempts to apply it.\ntion can then be directed sufficiently often to the blunders he is sure to\nmake, to cause him to become self-critical.\nthe practice-school can do little for him.\n\nWhen this stage is reached,,\nSo far as the children are\n\nconcerned, the teacher in learning his art must experiment upon children, either in the practice-school or in a school of his own.\n\nNowhere\n\nwill this experimenting be done so economically and harmlessly as in a\n\npractice-school, where the teacher is carefully watched by his trainers,\n\nand the children taught during the remainder of the day by experts.\nThe excellent progress made by the children in good practice-schools\nshows how little there is in this objection.\nCRITICISM.\n\nThe value of practice-teaching depends very much upon the character\nRational criticism calls on the teacher to state what\nof the criticism.\nprinciples each step in the lesson\n\nis\n\nan example of, or to show how a\nEmpirical criticism\n\ngiven principle may be applied in a certain subject.\n\nbusies itself with the devices employed, with the technique of instruction.\n\nRational criticism tends to develop originality.\n\nEmpirical criticism\n\ntends to compel imitation of the plans used by the critic teacher.\n\nIt is\n\nnot knowledge of so-called \" methods,\" so much as insight into the pur-\n\nWith much insight be\nmay grow into an artist, without it he must remain an artisan.\nThe professor who gives the theory in any subject should be the real\npose of each \"method,\" that the teacher needs.\n\ncritic teacher of that subject.\n\nHe can best say whether the teacher\n\nintelligently applies this theory.\n\nHis profounder knowledge of theory\n\nshould keep\n\nhim from drifting into that empirical criticism which is\nHis observation of the work of\nand the specimen lessons regularly given by him to classes\n\nthe bane of the regular critic teacher.\nhis teachers,\n\nof children in the presence of his teachers, will cause him to confine his\n\nprelections on theory within the bounds of the practical, and keep him\n\nwhat he should always be\n\n—an expert teacher, whose preaching\n\nbecause his practice is commmensurate therewith.\n\nis\n\nvalued\n\n"}
{"page": 204, "printed_page": null, "text": "200\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nPROBATION.\n\nRecognizing the impossibility of creating in a practice-school\n\nthe\n\nconditions necessary for a competent test of a teacher's qualifications,\n\nmany countries have established periods of probation in practical school\nwork, varying from one to six years, after the completion of the normalschool course.\n\nIn Prussia, not earlier than two years nor later than five years after\nfirst or provisional examination, the teacher must pass the examina-\n\nhis\n\ntion required for a permanent license.\n\nbefore the final tests\n\nIn France, two years must elapse\n\n—theoretical and practical—are applied.\n\nIn Eng-\n\nland, a teacher must receive at least two favorable reports, at intervals\nof not less than six months.\n\nIn Manitoba, certificates are provisional for\n\none year, and are made permanent upon a satisfactory report of an\ninspector.\n\nAccording to the views here presented, a curriculum for the training\nmust include pedagogy, psychology, ethics, logic, method,\nhistory of education, practice, and criticism.\nThis curriculum calls for\nof teachers\n\nthe establishment of training substitutes fitted for teachers.\n\nHOW TO PROVIDE THIS TRAINING.\nForms of Training Institutions.\nsuccession\n\n—\n\nHistorically, three theories have in\n\ndetermined the forms of training institutions.\n\n—\n\nAt\n\nfirst,\n\nacademic preparation alone was demanded of teachers this being given\nin the schools and universities.\nNext, with academic there was combined some professional instruction, and this was given in a high school\nor college, with a training annex.\n\nThe principle of the division of\n\nand the incompatibility of general and technical training, have\nbrought about the separation of academic and professional instruction,\nand the latter is now given in normal schools.\nTo the academic-professional type belong most of the state normal\nschools in Germany, France, England, and the United States.\nIn each\nlabor,\n\nof these countries\n\nit\n\nhas been claimed that it is impossible to secure as\n\nteachers in training persons who have the requisite academic education\n\nAn examination of a number of\ntheir courses of study shows that in these schools the work is separated\non which to base professional training.\n\ninto two parts, the preparatory work being almost entirely academic,\nand the final work almost entirely professional. As the high schools\nand colleges have increased in number and efficiency, the need for\nacademic work in the Normal School has decreased until, as in Ontario,\nManitoba, and in some of the city training-schools in the United States,\n\nthe academic work has been dropped and professional work alone under-\n\nThis is the specific work of the training-school, and\nundertake no other.\n\ntaken.\n\nit\n\nshould\n\n"}
{"page": 205, "printed_page": null, "text": "THE PROFESSIONAL TRAINING OF TEACHERS.\n\n201\n\n—\n\nRelation of Academic and Professional Work.\nThe relation of academic to professional work was so clearly presented in the report made\nin 1889 to this association, by Dr. Gray, on behalf of the normal-school\n\ndepartment, that a full discussion of that topic is not undertaken here.\nThat report shows how strong is the feeling of the normal-school teachers\nin the United States in favor of a separation of these two lines of work.\n\nThe same feeling, I believe, exists in Canada.\nIn Ontario and Manitoba no person\nuntil\n\nhe\n\nis\n\ncertified\n\nto\n\nis\n\nadmitted to a normal school\n\nbe familiar with the subject-matter of\n\nall\n\nany candidate is\nfound to be deficient in scholarship, he should be promptly dismissed.\nThe high schools and colleges can do this work quite as well, if not better\nthan the normal schools can, while the latter, if they do it at all, must do\nit by a sacrifice of time that should be spent in their own distinctive work.\nIn teaching method there must be a review of the subject-matter of\neach branch taught in the schools, but the object of this review is not to\nextend the boundaries of the teacher's academic knowledge, but to lead\nhim to view the subject-matter from the teacher's stand-point. The\nbranches lie will have to teach.\n\nIf,\n\nafter admission,\n\nmuch on what he knows as on how\nhe came to know it, and how he will cause others to know it.\nstress of instruction is placed not so\n\nNo exaltation of method at the expense of scholarship is proposed.\nIf a choice has to be made between scholarship\n\nand method, the former\n\nshould be chosen without hesitation, but it is submitted that in Canada\n\nsuch a choice is not forced upon us.\n\nNormal Schools.\n\n—The work\n\nhas already been indicated.\n\nof the purely professional training-school\n\" The normal\nIt has been thus described\n:\n\nschool is not a school for general culture for its own sake.\nfessional school.\n\nIts central idea is to confer that\n\nIt is a pro-\n\nknowledge which\n\nconstitutes the science of education, and to train students in the art of\n\ninstruction and school management.\nIts leading aim is to give that\nknowledge and training which belong as distinctly to the teacher as does\n\nthe science of medicine to the physician, or the science of law to the\n\nA school is a normal school only when it makes these\n\nlegal practioner.\nits controlling\n\nends.\"\n\nOut of the necessities of the state has arisen a series of institutions,\neach doing\n\nits\n\nshare of the educational work.\n\nThese are known as\n\nkindergarten, primary, intermediate, and high schools and universities.\n\nEach undertakes\n\nspecial work,\n\nspecial training is required.\n\nfor\n\nwhich\n\nspecial fitness and,\n\nhence,\n\nThis division of schools has practically\n\ncompelled a corresponding division of training institutions.\n\nThese are\n\nknown under varying names, but may be sufficiently described, for the\npresent, by the terms kindergarten, primary,\n\nintermediate, and high\n\nnormal schools and university chairs of pedagogy.\n\n"}
{"page": 206, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n202\n\nIt is possible,\n\nbut it does not seem practicable, to unite these institu-\n\ntions in one great school of pedagogy for each state.\nTlie\n\nKindergarten Normal School.\n\n— Compared with other\n\nkindergartens are very few in number, and the\n\nschools,\n\ndemand for trained\n\nAccordingly, but a passing reference\n\nkindergartners very limited.\n\nis\n\nmade to them, in order that time may be secured to speak at greater\nlength on these institutions that affect the greater number of schools.\nThe importance of the kindergarten is not underrated. The value of\nits underlying principles is fully\n\nappreciated, and the wish\n\nis\n\nexpressed\n\nthat soon every teacher of primary classes shall have opportunity while\nat training-school to at least visit the kindergarten, see its practical\n\nworking, become familiar with\n\nits gifts,\n\noccupations, and songs, and\n\ncatch something of that enthusiasm which marks the true kindergartner.\n\nPrimary Normal Schools.\n\n—\n\nStatistics\n\nshow that from about one half\non this continent\n\nto two thirds of the schools in each state or province\n\nare taught\n\nby teachers holding certificates of the third, or lowest class.\n\nThe scholarship of these persons is insufficient to secure their admission\ninto the intermediate normal schools,\n\nnumber\n\neven\n\nif\n\nof these institutions to train them.\n\nthere were a sufficient\n\nThe value of training\n\nbeing admitted, there has arisen a demand for a class of training-schools\n\nwhich shall take young persons of somewhat limited education and give\n\nthem in a comparatively short time such training as will preserve the children under them from the grosser mistakes made by untrained beginners.\nThe primary normal school undertakes this work. Since the majority\nof the school is under the control of its graduates, it is scarcely necessary\nto say that its courses should be planned with care, its training given by\n\nmen of exceptional skill, and its sessions made as long as possible. In\nname of County Model Schools, such institutions\n\nOntario, under the\n\nwere founded in 1877 in each county.\n\nThe requirement for entrance is\n\na third-class certificate; the course is professional, the session 15 weeks\nin length.\n\nNo person is permitted to begin teaching until after this\n\ncourse is completed.\n\nManitoba established similar schools in 1884. They are taught at\nand the teachers in the\nintermediate normal school and all persons wishing to teach must, four\nmonths after obtaining\" a third-class certificate, present themselves for\nselected local centres by government inspectors,\n\ntraining at one of these schools.\n\nNew York State established these training-classes in 1890.\nclass certificate is the requirement for entrance.\n\nA third-\n\nThe sessions are sixteen\n\nweeks in length, but attendance is not compulsory.\nAfter fourteen years' experience in conducting and supervising these\nschools, I offer the following recommendations to those who have estab-\n\nlished such institutions or may be about to do so.\n\n"}
{"page": 207, "printed_page": null, "text": "—\n\n;\n\nTHE PROFESSIONAL TRAINING OF TEACHERS.\n\n203\n\nThe principal should hold a certificate of the highest class, should\nhave been trained in a high normal school, and should be the supervising principal of the schools used for practice.\n\nEvidence of successful\n\nexperience should be a condition of appointment, and\n\nall\n\nappointments\n\nshould be subject to the approval of the State Department of Education.\n\nThe teachers in the practice schools should be at least graduates of an\nintermediate normal school.\n\nNo school having less than eight separate\n\ndepartments for practice should be chosen.\nstudents should be admitted to any session.\nleast five months in length.\n\nNot more than thirty\nEach session should be at\n\nThis will allow two sessions in each year.\n\nThese primary normal schools should be subject to uniform supervision.\n\n—The following outline course study\nhas been tested with satisfactory\nScience of Education. — Nature and aim of education, teaching,\n\nOutline Course of Studies.\nincludes all essential topics.\nT1ie~\n\ninstruction.\n\nof\n\nIt\n\nresults.\n\nOutline of fruitful portions of mental and moral science\n\napplication of the principles derived therefrom to teaching and govern-\n\nment.\n\nTHE ART OF EDUCATION\".\n1.\n\nMethod of teaching each subject on the programme of studies for\n\nrural schools.\n\nSchool organization, including the duties of teachers and\n\npupils as set forth in the school law and regulations.\n\nment.\n\nSchool Hygiene.\n\n2.\n\nPractice in teaching.\n\nSchool manage-\n\nPhysical culture.\n\nTHE HISTORY OF EDUCATION.\nConsidering the needs of the rural schools and the scholastic equipments of these teachers, the history of education is confined to a study\nof the lives and doctrines of Comenius, Locke, Jacotot, Pestalozzi, and\nFroebel\nQuick? s Educational Reformers being the text.\n\nTHE INTERMEDIATE NORMAL SCHOOL.\nThis school trains teachers who hold\n\ncertificates of the\n\nsecond\n\nclass.\n\nA large majority of its graduates become assistants in town or city schools,\nor take charge of village and large rural schools.\n\nThe normal schools\n\nin Toronto, Ottawa, and Winnipeg are intermediate normal schools.\n\nIn Ontario, a student must have completed a course at a primary\nnormal school (County Model School) and have taught successfully at\nleast one year before being permitted to enter an intermediate normal\nschool.\nIn Manitoba, he may, for the present, enter without previous\ntraining or experience.\nIn Ontario, the certificate granted on graduation is a permanent one.\nIn Manitoba, it is not made permanent till\nthe teacher has presented evidence of one year's successful experience\nafter graduation.\n\n"}
{"page": 208, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n204\n\nOUTLINE COURSE OF STUDY.\n\nThe following outline course of study includes all essential topics.\nIt has been tested with satisfactory results.\n\n—\n\nThe Science of Education. The nature and aim of education, teaching,\nand instruction. Psychology, logic, and ethics as the scientific basis of\nthe art of education application of these in development and training\nof the intellectual and moral powers.\n1. Outlines of general methods: their appliThe Art of Education.\ncation in the teaching of each subject on the public-school course of\nSchool organiation, including school law.\nSchool management.\nstudy.\n;\n\n—\n\nSchool hygiene.\n2.\n\nPhysical culture.\n\nPractice in teaching.\n\nThe History of Education.\ninent educators.\n\n— Systems and theories\n\nof education.\n\nEm-\n\nIn addition to the prescribed work, meetings are held each week for\nthe debating of important pedagogical questions, and for the reading of\nreviews of books and summaries of valuable articles in educational jour-\n\nNo teacher should leave the intermediate normal school without\nhaving been introduced to the educational classics, having thought on\nthe educational problems of the present, and having become familiar\nwith a portion, at least, of the writings of the leading educators of the\nnals.\n\nday.\n\nTHE HIGH NORMAL SCHOOL.\nTraining is considered indispensable for elementary teachers.\nA\nwider scholarship does not remove the necessity for training being given\nto those who are to teach advanced subjects to older pupils.\n\nThe problems that arise in the organization, management, teaching, and discipline\nof high schools are not solved by intuition.\n\nThe supervision of schools,\n\nthe determination of courses of study, the examination and certification\nof teachers, etc., are matters that can only fall within the province of\n\nthose who have a wider scholarship and a broader view of education\n\nthan can reasonably be expected of elementary teachers.\n\nOut of such\n\nconsiderations as these has arisen a demand for the establishment of high\n\nnormal schools, to do for inspectors and teachers in high schools that\nwhich the primary and intermediate normal schools do for elementary\nteachers.\n\nnormal\n\nFrom this school must also come the principles\n\nschools.\n\ning educational\n\nof the lower\n\nIt will be an important factor in directing and unifyeffort,\n\nand\n\nits\n\ninfluence will be felt in\n\nall\n\ngrades of\n\nschools.\n\nSuch schools already exist.\n\nIn France there are two\n\n— one established\n\nin 1880 at Fontenay aux Roses to train the female teachers of the lower\n\n"}
{"page": 209, "printed_page": null, "text": "THE PROFESSIONAL TRAINING OF TEACHERS.\n\n205\n\nnormal schools, the other at St. Cloud in 1882 to train masters for these\nand applicants for professorships and directorships.\n\nschools,\n\nThe State Normal College at Albany, New York, becomes a purely\nprofessional in 1892, and undertakes the training of graduates of colleges\n\nand universities. The course may be completed in one year, and the\ndiploma is a license to teach. It is not compulsory on teachers of high\nschools to take this training.\n\nIn Ontario, graduates of the universities and teachers holding\n\ncertifi-\n\ncates of the first class attend a training institute or school of pedagogy\n\nApplicants for admission must have had previous training\nin Toronto.\nPracticeThe session is fifteen weeks in length.\nand experience.\nThe course includes the sciteaching is done in the city high schools.\nence of education, school organization and management, history of\neducation, methods in mathematics and English, drill gymnastics and\ncalisthenics, temperance and hygiene, school law and regulations.\nCandidates holding the university qualifications must also take methods in\nLatin and methods either in Greek or in French and German; other\ncandidates, methods in science or classics or moderns.\nThe department masters in the Toronto high schools are specialists;\neach develops systematically the best modes of dealing with each subject\nEach supervises\nin his department at each stage of a pupil's progress.\nthe practice- teaching in his department, and acts as critic.\nThe principal of the training-school gives the lectures on the theory and history\nThis course is now compulsory on all persons desiring to\nof education.\nqualify themselves to teach in high schools or to act as inspectors.\nIn Manitoba, university graduates and teachers holding certificates of\nthe first class attend a special course in the normal school.\nThe session\nis six and a half months in length.\nEor the present, no previous training or experience is required.\nThe course is compulsory. No person is\nnow licensed to teach in a high school, or to act as an inspector, until\n\nhe has completed this course and has furnished evidence of at least one\nyear's successful experience.\n\nAfter three years of experience in this work, the following course is\n\nsubmitted as a contribution toward the formation of an ideal curriculum\nfor such schools.\n\nIt is, with some modifications, caused\n\nby local circum-\n\nstances, the course which our students will begin in Winnipeg in Sep-\n\ntember next.\n\nPractice-teaching is done in the Winnipeg schools.\n\nCONDITIONS OF ADMITTANCE.\n\n—Teachers\nbe graduates in\na university, or\nExperience. — Teachers should have received a training in a lower norScholarship.\n\nshall\n\narts of\n\nholders of certificates of the first class.\n\nmal school, and should have had at least one year's experience.\n\n"}
{"page": 210, "printed_page": null, "text": "—\n\n)\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n206\n\nLength of Session.\n\n—\n\nsory, a session of five\n\nand experience are compulmonths is sufficient; if not, the usual scholastic\n\nIf previous training\n\nyear of eight months is short enough.\n\nCOUESE OF STUDY.\nPhilosophy of Education.\n\n—Various theories\n\nof education that have\n\nform, and limits of education.\n\nprevailed;\n\nthe nature,\n\nteaching.\n\n(Refer to History of Education.\n\n— The nature of mind; methods of studying\nphases\n—their development and training. Principles of education\n\nPsychology.\nor powers\n\nInstruction,\n\nit; its\n\nderived from this study\n\n;\n\ntheir application in teaching.\n\nMETHOD.\n\nSuch a knowledge of deductive and inductive logic as will make clear\nthe principles and rules of general method. Education values sequence\n;\n\nof subjects.\n\nSpecial methods in intellectual education:\n\nEnglish, science, mathe-\n\nmatics, classics, etc.\nSpecial method in moral education\n\n:\n\nDuties to self, others, etc.\n\n(Refer\n\nto Ethics.)\n\nSpecial methods in physical education\n\n:\n\nGymnastics, drill, etc.\n\n(Refer\n\nto School Hygiene.)\n\nETHICS.\n\n—\n\nThe Feelings, the Conscience, the Will. Pedagogical conclusions derived\nfrom the study of man's ethical nature; applications of these to instruction in moral duties and training in moral practices; ethical value of\nmotives used to secure intellectual progress; bearing of aesthetics on the\nmoral life; relation of moral to physical and intellectual education.\nHISTORY OF EDUCATION.\nSelected portions that best exhibit the growth of educational ideas\n\nand furnish most help in organization and instruction.\nTheories of education: Formalist, realist, etc.\n\n(Refer to Philosophy\n\nof Education.)\n\nSystems of education :- General\ntheir\n\nessential features.\n\n—national, theocratic, humanitarian\n—outline study\nsystems;\n\nSpecial\n\nof selected\n\nparticular study of modern systems, through state and city reports and\n\nmonographs.\n\nEminent educators: Only those whose philosophy or practice or\nenthusiasm renders their labors valuable for guidance or inspiration.\n\nThe results intellectually, morally, and physically of each theory and\nsystem ; features of these that may profitably be introduced into ours.\n\n"}
{"page": 211, "printed_page": null, "text": "THE PROFESSIONAL TRAINING OF TEACHERS.\n\n207\n\n»\n\nSCHOOL GOVERNMENT.\na.\n\nSchool law of the state\n\n—the acts under which the system\n\nis carried\n\non.\nb.\n\nGeneral regulations for administration of a system.\n\nc.\n\nDiscipline of pupils.\n\n(Refer to Ethics and Method.)\n\nSCHOOL HYGIENE.\nRelation of physical welfare to intellectual and moral growth.\nto lectures on psychology, ethics,\n\nPhysical culture\n\n—gymnastics,\n\n(Refer\n\nand history of education.)\ndrill, play, athletics, etc.\n\n—their ventilation, heating, lighting,\n\nConstruction of school buildings\n\nand seating.\nPRACTICE.\na.\n\nObservation of work in\n\n—\n\n1.\n\nPrimary department and intermediate\n\nmay afterwards supervise. (This\nmay be omitted when teachers have attended a full course in a lower\nschools ; schools which these teachers\n\nnormal school.)\n2.\n\nObservation of work in high schools\n\n— schools which they may\n\nafterwards teach.\nb.\n\nCriticism of such work through statement of underlying principles.\n\nc.\n\nTeaching, after having submitted the lesson in outline to the critic,\n\nhaving accounted for the plan proposed, and having received his criticisms; criticism after the lesson has been given.\nd.\n\nPurpose and methods of supervision and inspection of schools.\n\nPurpose and management of institutes.\nDISCUSSIONS.\nDigests of works on pedagogy, and of important educational articles\nconferences on educational topics of present\nSloyd, higher education of women\nmanual\ntraining,\ncog.,\n\nin current periodicals;\ninterest,\n\ne.\n\n—\n\neducation, separate college or annex, university extension, etc.\nIt is\n\nthe business of the normal school not only to foster a taste for,\n\nbut to form a correct method of, reading pedagogical works and articles.\n\nThese digests compel careful, selective\n\ncritical\n\nreading and condensed\n\nThey furnish to each the fruits of the labors of all.\nThe weekly conferences not only make the teachers conversant with the\n\naccurate statement.\n\neducational topics of the day, familiar with the rules of debate, and\n\nready of speech, but also afford the professor in charge opportunities for\ninsisting on arguments being based on principles rather than opinions.\n\nThe time given for the preparation of these digests and debates should\nbe ample, so that in substance and literary form they will serve as evi-\n\ndence of the teacher's power and skill.\n\n"}
{"page": 212, "printed_page": null, "text": "208\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nMUSEUM.\n\nThis should consist of a library containing the more notable books on\nSchool reports, and laws\n\nthe theory, practice, and history of education.\n\nof different countries, cities, and towns ; important monographs\n\n;\n\ncollec-\n\nand charts in each department of study;\nschool periodicals; samples of school work done by classes of pupils;\nplans of school buildings; samples of illustrative apparatus and school\ntions of specimen text-books\n\nfurniture.\n\nThese pedagogical museums are estabished in South Kensington, St.\nParis, Washington, and other great centres.\nToronto has\n\nPetersburg,\n\nmade a beginning.\n\nNo teacher should complete his training without having an opportunity\nto see what a body of literature and what an amount of illustrative material there is devoted to this profession.\n\nAn organized system of training has been sketched.\n\nIt may be repre-\n\nsented by four concentric circles, the inner standing for the kindergarten\n\nand the outer for the high normal school. All departments of study\nconsidered in the outer circle are begun in the inner, for the child is\nthe centre of each.\n\nCHAIRS OF PEDAGOGY IN UNIVERSITIES.\nThere is but a moment left to consider the work of chairs of pedagogy\nin universities.\n\nInstruction and research are the two great functions of a university.\nIt may offer to its students instruction in education as in other subjects.\n\n\" I shall not surely be told,\" says Prof. Laurie, \" that the question of the\n\ngrowth and life of the human mind, and the way in which human character is built up, are subjects unworthy to stand side by side on the\nacademic platform with inquiries into the growth and life of molluscs,\nmosses, and crayfish, or the making of bridges and engines.\"\nIt may\ninvestigate unsolved problems in education it may collate and interpret\npedagogical data, and so increase the sum of pedagogical knowledge;\nit may, through its recognition, strengthen and dignify the teacher's\ncalling, but unless the normal -school idea is an unsound one it cannot,\nthrough lectures alone, however excellent, prepare men for the practical\n;\n\nwork of the schoolroom. Broadly speaking, university work in pedagogy ends with knowing, normal-school work with doing. The best\nstudents of the high and normal schools will take post-graduate courses\nin education at the university, and add to practical skill that comprehensive knowledge which will fit them for leadership in their chosen\nfield of labor.\n\nLadies and gentlemen,\n\nmake for our profession.\n\nI\n\nhave outlined the preparation we should\n\nIt means work, it takes time;\n\nbut the calling\n\n"}
{"page": 213, "printed_page": null, "text": "!\n\nEDUCATIONAL PROPAGANDA.\n\n209\n\n—\n\nwhich we have voluntarily chosen is a noble one one worthy of our\nIt demands scholarship and training and enthusiastic\nWe work on human souls, and the effect of our work outlasts\ndevotion.\nCan any preparation be too complete for such labor? And\ntime itself.\nwhat is our reward? Money? Scarcely so! To be treasured up not in\none soul, but in many souls; to live not in your own life, but in hundreds and hundreds of other lives made wiser, purer and happier through\nyours; to be woven into the warp and woof of boyhood's strong, firm\nweb to gleam and flash in the finer, subtler texture of girlhood this is\n\nsupremest efforts.\n\n—\n\n;\n\nthe teacher's great reward.\n\nWe may not be able to realize our ideals, but woe to us if we have\nno ideals to realize\n\nEDUCATIONAL PROPAGANDA.\nA.\n\nJ.\n\nEICKOFF, NEW YOEK.\n\nThe National Educational Association is to-day, and for a decade or\nmore has been, one of the most, if not the most, useful agencies in the\npromotion of the cause of education.\nIt is not necessary to recount its services or to point\n\nout the\n\nmode in\n\nwhich its influences operate. That it has united into one mass the educators of the whole country is sufficient to establish its claim for services\nrendered.\n\nAnd it is to be hoped that it may live yet for many a year, spreading\nand strengthening its influences as it grows in age.\nIt has not reached its present commanding position through a finely\nelaborated plan of organization.\n\nIt is the simplest possible response to\n\nthe needs of the time, and it has succeeded only by the employment of\nagencies that have lain ready at hand and in the line of least resistance.\nIt is the purpose of this paper to raise the question whether we have not\n\nmade a mistake in directing our work too exclusively to the education\nand confining our discussions to questions of pedagogical\nmean time neglecting to keep the people informed\nof the progress of the schools, and especially of the difficulties in the way\nof their best development.\nIn the old conventions of teachers and\nfriends of education these questions used to form the main subjects of\n\nof the teacher,\n\ninquiry; and in the\n\nWhen, however, the first obstacles were got out of the way,\nwhen school systems had been established in every state, when normal\ndiscourse.\n\nschools had been established and school supervision finally\n\nsecured, the\n\n"}
{"page": 214, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n210\n\nlawyers, the doctors, the clergymen, intelligent merchants and mechanics,\nwho had battled for the needed legislation, stepped aside and left the\n\nwork\n\nto be carried\n\non by the teachers.\n\nAt once a very considerable\n\nchange took place in the membership of our educational gatherings, and\nwe lost, to a great degree, the active co-operation of those who had been\nThis was\nclassed in the earlier associations as the friends of education.\nThe influence of these men had given a great impulse to\nunfortunate.\nthe cause, but the schools did not cease to need their active support.\nThere are few of us who have not felt it, and at times very severely. It\n\nneeded in the rural districts, in the smaller towns, in the great cities,\nto obtain needed legislation and to protect the interests of the schools\nagainst encroachments on their funds, against measures insidiously\nis\n\ndesigned to impair their usefulness or bring them into public contempt.\nThe influence of these men is still needed to secure the establishment of a\n\nnumber of normal schools, a more efficient supervision of school\nwork, better provisions for primary classes, the reduction of the number\nof their attendants to one half the average now placed under the instruc-\n\ngreater\n\ntion of a teacher\n\n—especially in the\n\ncities\n\n—the election of competent\n\nmen on boards of education, the support of superintendents in their\nefforts to secure\n\nthe best class of teachers, and in every wise measure\n\ndesigned to promote the efficiency of the school.\n\nTo secure the aid and\n\nactive co-operation of the friends of education of every class, they should\n\nby every means possible be engaged in the work.\nin what they favor, but love what they work for.\n\nMen feel an interest\n\nBut we need the actand so\nshould take every means to keep them informed of the work that is done\nThe influence of the professional man on those who\nfor their children.\ncan give less attention to literature and educational affairs, will secure\ntheir aid and co-operation, and then of both those classes upon those\nive support of the less educated, even of the illiterate classes,\n\n—\n\nwhose lot in life is still less fortunate, but who love their children the\nwill go far to make a constituency for the schools that will\nilliterate\nlook out for their interests in the caucus, the primary meeting and the\n\n—\n\nelection of school officers.\n\nBut to obtain the co-operation of so many agencies, organization and\nis indispensable.\nThe nature of the organization\nshould be determined with great caution, and the mode of its operation\nwould be the result, perhaps, of many trials, and it may be of some failures but it must come sooner or later.\nIn the beginning it may come from individual enthusiasm and devotion to the cause of education, as in the case of the Rev. Mr. Mayo, who\nhas given many years to the building up of an educational sentiment\n\nthe aid of the press\n\n;\n\namong the uneducated masses of the South.\n\nIt\n\nmay originate in the\n\naction to be taken by state educational associations, or possibly, through\n\n"}
{"page": 215, "printed_page": null, "text": "THE INDEPENDENT DISTRICT SYSTEM.\n\n211\n\nthe agency of a permanent secretary of this association.\n\nBut whether\n\nits\n\norigin shall be in the individual inspiration, in state associations,\n\nin the National Association, or in\n\nsome great educational missionary\n\nsociety, it must be thoroughly organized and extend its influence to every\n\nand west. No cause has ever had a\nmore powerful, a more intelligent agency within its immediate control\nthan this would have; every teacher of the land would be a possible\nschool district, north, south, east,\n\nagent.\n\nTHE INDEPENDENT DISTRICT SYSTEM.\nJOHN A. M' DONALD, TOPEKA, KANSAS.\n\nA new country\n\n;\n\na few settlers on the banks of a stream, in the woods,\n\nor on the prairies, without township\n\ngovernment or county government,\n\nschool system, schoolhouse or schoolmaster.\n\nTo these scattered groups of\n\nA meeting\nmade, assessments, teachers, and\n\npeople there comes soon the necessity for schools of some sort.\nis\n\ncalled ; arrangements for school are\n\nother essential matters are considered\n\n;\n\nthen, to carry into effect the plans\n\noutlined and agreed upon, three persons are elected as a committee.\n\nOther groups of people similarly situated, and scattered over a vast area\nFinally these various groups coming into relation\n\nof country, do likewise.\n\nwith each other establish the State, and, in the regular course of things,\nthe best school system for a\n\ncommonwealth comes to be discussed.\n\nfuture is to be considered as well as the present\n\n;\n\nsible millions yet to come, as well as for the thousands now here.\n\nfor divine\n\nwisdom\n\nhighest\n\nis\n\nit\n\nhere, surely\n\n!\n\nNeed\n\nInspired from some source, not of the\n\ncertain, some incipient\n\nsystem is here now.\n\nThe\n\nthe best system for pos-\n\nlegislator\n\nsuggests:\n\n\" Our school\n\nScattered over the face of this infant state are\n\nthese groups, each with its committee or board of three.\n\nGo to now,\n\nbrethren; with these committees as a basis, let us build a school system\n\nwhich will be the admiration\nyet unborn.\"\n\nof the centuries yet to come, of nations\n\nAnd the convention, assembly, or legislature, like those\n\nshort-sighted mortals on the plains of Shinar who essayed to build the\nfirst Eiffel\n\nTower, the top whereof was to reach to heaven, but which fell\n\nso infinitely short of\n\nit,\n\nadopted the suggestion with loud acclaims; the\n\ngroups were connected by legislative ropes of sand, and the independent\ndistrict was established.\n\nAt least it is imagined that such must have\n\nbeen the origin of it, though it is fair to say that, according to other\nmost respectable authorities, the origin of the independent system is,\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n—\n\nan atmosas Mrs. Partington would say, lost in the mists of iniquity,\nHad the\nphere of indubitable fitness for the origin of such a system.\nsystem itself, with all the appurtenances thereof, been lost in those same\nmists, what vexation of spirit would have been saved to several genera-\n\nBut in this, as in all else, the sins of the\nupon the children unto the third and fourth\n\ntions and millions of people!\n\nfathers shall be visited\n\ngenerations; and, alas, will continue to be so visited until the\n\nfifth,\n\nand seventh generations. And with that tendency of our people\ncommented upon by observant philosophers to follow in the\nand\nnoted\nfootsteps of their neighbors, to drift by communities into the same order\nor disorder of architecture, the same laws, the same clothing, lightningrods, gates, and fences, other States, still in the formative condition,\nviewing the group system from afar, and learning mainly from politicians, newspapers, and real-estate agents of its marvellous adaptation to\nthe educational needs of all peoples, adopted unthinkingly and without\nAnd thus it has come\ninvestigation the group plan as a school system.\nsixth,\n\n—\n\nto pass that this independent school district system, in one or another of\nits forms, like the Old Man of the Sea, has fastened itself, so to speak,\naround the neck of each of thirty-five States, choking the educational\nenergies of communities, and paralyzing the efforts of educational\n\nleaders.\n\nAn independent district is a tract of country from one to twenty or\nthirty square miles in area.\nlevies its own taxes,\n\nemploys\n\nown officers, in many cases\nown teachers, determines the length of\n\nIt elects its\nits\n\nschool terms to be three, four, five, six, or nine months as the whim of\n\nthe moment may move the voters in annual meeting assembled to deter-\n\nmine, adopts a course of study, or more- often, allows the course to follow\nthe devious path marked out at the sweet will of each teacher and pupil.\nOr, if one desires to examine this unique system from another point\nof view, to secure other effects of light and shade, mainly the last named,\n\nsuppose that in the city of Chicago, with its 1,200,000 people, each block\n\non every street is for school purposes independent of every other block\nand of the city as a whole; that each block has its board of three, levies\nits own taxes on its own assessed valuation\nthat a block in the poorer\npart of the city has a school term of four months on Wabash Avenue, ten\nmonths; on other blocks, five, six, seven months. Imagine an annual\nmeeting in each block. Suppose further, that each block follows such\n;\n\n;\n\na course of study as the whim or caprice of its board, teacher, or pupils\n\nmay determine. What sort of work could Superintendent Howland or\nany other human being extract out of such unspeakably exasperating\nunevenness of conditions?\n\nDoes it need any prophetic gifts to predict\n\nthat such a system, or rather chaotic fragments of a system, if followed\n\na quarter of a century, would develop not the marvellous energy and\n\n"}
{"page": 217, "printed_page": null, "text": "THE INDEPENDENT DISTRICT SYSTEM.\n\n213\n\npublic-spiritedness we find in Chicago to-day, but, as an inevitable result\n\nYet the block\n\nof the J)lock system of education, a city of blockheads.\n\nsystem under various forms prevails in many States of the Union, thirty-\n\nup\n\nmankind\n\nas the model system; a\nwhich one governor, with\nreckless unveracity, declared to be the most perfect in the world, and\nwhich a certain editor asserted to be without a flaw which is more\nfive at least;\n\nglorious\n\nnay, is held\n\ntriumph\n\nbefore\n\nof civilization; a system\n\n—\n\nthan could be said for either the editor or the governor.\nIn the old-time sermon it is remembered by some of us\n\n—\n\n—not without\n\nunmixed joy that the preacher divided his sermon into seven heads,\nand we were fortunate indeed if he forgot to divide each of these into\nfour subheads.\n\nSo after the fashion of the fathers\n\nit\n\nmay be said that\n\nthe objections to the independent district system are seven-fold.\n\n— The system in some States at —notably in Kan— responsible for the most iniquitous distribution conceivable of the\nleast\n\nObjection 1.\nsas\n\nso\n\nis\n\nburdens of school taxation.\n\nFor the school revenues of an independent\n\ndistrict are derived mainly from its own resources ; the proceeds of a tax\n\nlevied on the real and personal property of the district.\n\nDistrict No.\n\n6,\n\nowing to the accidents of its geographical situation,\n\nhas a wealth of fertile valley land, two railroads pass through\n\nits terri-\n\nand its assessed valuation is $120,000.\nDistrict No. 60, separated from No. 6 by an imaginary line, is comIt has no railposed mainly of the hill land overlooking the valley.\nroad but let the fact be noted that No. 60 is taxed to pay the bonds\nissued to aid in constructing the two railroads passing through No. 6.\nYet the wealthy district receives all the school tax derived from the five\nand a half miles of railroad within its boundaries. The aggregate\ntory,\n\n;\n\nassessed valuation of\n\nNo. 60 is $10,000; that is, its value\n\nNo. 6 as 1 is to 12.\n\nTheoretically all the people and children are equal\n\nis to\n\nthat of\n\nbefore the law, are entitled to equal school privileges, and are supposed\n\nno more than an equitable share of school taxes to pay. And\none compelled to levy\ntwenty mills on the dollar to educate its children, the other providing\nto have\n\nhere we find these two districts side by side\n\n—\n\nample school facilities for its children nine months each year with a\nOn the hill the heavy\ntax is barely sufficient to keep school open five or six months, probably\nnot more than four, and to pay the minimum rate of wages.\nThese contrasts are not exceptional; they can be found by the score\nin every county of every State which has the iniquitous independent\n\nlevy of one, two, or three mills on the dollar.\n\nsystem of school taxation.\n\nIn the table hereinafter given the inequali-\n\nties of valuations and taxation are\n\nshown so clearly that it is hoped that\n\neven the wayfaring man, though a fool or a politician, can be convinced,\n\nand that he who runs may read.\n\n"}
{"page": 218, "printed_page": null, "text": "—\n\n...\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n214\n\non every hand, obtrude themselves on any one who\nFacts and figures\nfrom Kansas counties are taken because they were to this writer more\nAnd he may remark here in passing, that persons who\neasily accessible.\ndesire to study the independent system in its most unadulterated viciousStatistics abound\n\ndevotes but an hour of serious study to the subject.\n\nness should turn their gaze upon the school systems of Kansas, Nebraska,\n\nand other Western States. But to check misunderstandings and misinmust further be said, and said with emphasis, that the\nspirit of the Kansas people and of the Western people in general cannot, in doing educational work, be surpassed on this terrestrial ball.\nThey are, and have been, doing noble things; doing these, too, mainly\nIn the West we\nin spite of school systems, and not because of them.\nhave a magnificent motive power and the most unspeakably inadequate\nmachinery. But we must return to our statistics. In the following table\nare given the maximum and minimum valuations of school districts in\neach of the counties named; also the maximum and minimum tax\nterpretations it\n\nlevies\n\n:\n\nCounties.\n\nAllen\n\nAnderson\nButler\n\nCowley\nDickinson\nDouglas\n\nHarper\nJackson\n\nKingman\nLyon\nLincoln\nLeavenworth*\nMitchell\n\nMontgomery.\nMiami\nNeosho\nOsborne\n\nOttawa\nPhillips\n\nRepublic\nRice\n\nSumner\nSaline\n\nWabaunsee.\nWashington\n\nWoodson\nWyandotte\n\n.\n\nIt needs\nfigures.\n\nMaximum\n\nMinimum\n\nValuation.\n\nValuation.\n\n$62,415\n57,524\n55,305\n63,458\n79,399\n93,710\n49,635\n68,161\n108,467\n121.387\n78; 047\n142,380\n66,309\n54,823\n87,578\n132,518\n23,707\n59,715\n42,752\n46,988\n57,567\n60,695\n80,939\n73,715\n46,240\n80,734\n360,598\n\n$20,251\n11,434\n6,209\n7,920\n11,767\n16,270\n6,810\n14,532\n6,801\n15,883\n6,848\n20,420\n5,940\n7,451\n12,922\n10,841\n5,260\n6,367\n5,524\n8,374\n9,205\n12,580\n8,867\n10,129\n7,000\n10,690\n18,245\n\nno flowers of rhetoric to\n\nMaximum\n\nMinimum\n\nTax Levy,\n\nTax Levy,\n\nMills on $1.\n\nMills on $1.\n\n4\n\nIK\n2\n\n2^\n3\n\n14\n\n20^\n20\n20\n30\n20\n20\n40\n20\n32\n20\n18\n20\n\n2-3\n2\n3\n2\n\n2X\n4\n5\n4\n3\n3\n3\n5\n2\n3\n\nset forth the significance of these\n\nThey speak for themselves silently, but with tremendous, and\n\nJust a note or two here on possible\nurged that the wealthy district may be required\nNot\nto do more with its wealth than the poor district with its poverty.\nsurely with\n\nconvincing, force.\n\nobjections.\n\nIt may be\n\n"}
{"page": 219, "printed_page": null, "text": "THE INDEPENDENT DISTRICT SYSTEM.\nEach\n\nso.\n\ndistrict\n\nwhose valuation\n\nis\n\n215\n\ngiven needs but one teacher;\n\nindeed it is not infrequently the case that the number of children in\nthe district of low valuation\n\nmay be to the number in the other as 50 is\n\nto 12.\n\nAs to statistics showing the\n\ninjustices of the independent system of\n\nschool taxation, there are almost boundless supplies on every hand.\n\ntemptation to pour forth avalanches of figures\n\nmercy\n\nin\n\nis\n\nto his audience the writer forbears,\n\nThe\n\nalmost irresistible, but\n\nand he now leaves the\n\ntable as an object-lesson to be perused and pondered by all.\n\nObjection 2.\n\n—As a consequence or corollary of the unevenness of valua-\n\nis hoped with sufficient clearness,\nmore the rule than otherwise to find districts in the same neighborhoods having yearly school terms lasting four, five, six, seven, eight, and\nThese districts may, and often do, lie side\nnine months respectively.\nby side, separated only by imaginary lines. No profound knowledge of\nmathematics is needed to prove that the opportunities and advantages\nof the child in whose district the schoolroom is open nine months each\nyear are to those of the unfortunate in the four-month district beyond\n\ntion and taxation already outlined, it\nit is\n\nthe imaginary line as nine is to four.\n\nYet looking at these unevennesses and\n\ninequalities the educational\n\njournalists and philosophers, in peristent and boisterous chorus, ask why\n\nwe do not grade our country schools. Like that unreasoning reprobate\nwho demanded that a people, willing enough to do, were suitable materials\n\naccessible,\n\nshould\n\nmake\n\nbricks\n\nwithout\n\nstraw.\n\n\"Impossible!\"\n\nexclaimed Mirabeau to some person who said the doing of a certain\nthing was impossible, \"never mention to me that beast of a word.\" But\nMirabeau, it is certain, never was confronted by the complex inequaliTo grade our country schools\n\nties of the independent district system.\n\nso that at the end of a given period of years the child,\n\nattending school\n\nbut four months each year, shall march abreast of the child who has\n\nhim nine months out of every twelve.\nTo reduce the varying lengths of terms to a common denominator, or to\nsecure in some mysterious way that unity in variety which is said to\n\nschool privileges provided for\n\nbe the chief beauty of Gothic architecture.\nas\n\none hurriedly passes along, must be\n\nThese questions, suggested\n\nleft for some solution with\n\nthe\n\neducational journals and philosophers.\nObjection 3.\n\n—Under the independent\n\ndistrict system it is often impos-\n\nsible to secure well-qualified officers.\n\nGiven a rectangular surface; area, 12 square miles; number of adult\nFrom among the ten, three must be selected. It may be\nthe three fitted by nature and acquired qualifications to manage the\nschool interests of a district are there, and it may be the one or more fit\nresidents, ten.\n\npersons\n\nmay refuse to serve.\n\nThe certain thing is that the halt, the\n\n"}
{"page": 220, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n216\n\nmaimed, and the blind are often, and must be, chosen. It is true, alas,\nthat absolute, dense, and dark illiteracy is sometimes found on the board,\nand that the condition of mind which is next door to illiteracy, the\nmere ability, and nothing more, to write scrawling letters with painful\neffort and protruded tongue, is often predominant on the boards of indeGood judgment, we are told, may often be bound up\npendent districts.\nIt may\nbut good judgment must be\nwith absolute or semi-illiteracy.\nbased upon an intelligent conception of the work to be done, and how\ncan clear conceptions be extracted from solid ignorance?\n;\n\nObjection Jf.\n\n—The independent\n\ndistrict system compels the State to\n\nmaintain a standing army of educational officials. Note the following\nfigures from representative counties in Kansas: Marshall County requires\n\n420 persons to manage its educational affairs; Smith County, 432; Reno\nCounty, 438; Cowley County, 456; Sedgwick County, 477; Jewell\n483; Butler County, 483; Phillips County, 490; Sumner\nCounty, 579; and the total number of officers in Kansas is about 27,000,\n\nCounty,\n\nan army large enough to repel the threatened Italian invasion.\nObjection 5.\n\n—The system\n\nis\n\ninelastic, not easily adapted to changing\n\nconditions, and requires needlessly elaborate machinery to secure insignificant ends.\n\nFrom a mass of statistics sent in from thirteen counties\nThat there are many\n\nin Kansas, the following facts have been sifted\n\nschool districts in\n\n:\n\nwhich two members of the board are of the same\n\nfamily; that in a number of districts the entire board is in one family;\nthat there are a\n\nnumber of districts in which the board, teacher, and\nAs to the\n\nschool are of one family and are living under the same roof.\ninfinite possibilities of the\n\nout of many.\n\nindependent system, note these facts called\n\nIn a certain county of western Kansas, the entire popu-\n\nlation consisted of one family.\ntrict, his wife\n\nThe husband was director of the dis-\n\nthe clerk, and his son-in-law the treasurer.\n\nHis eldest\n\ndaughter, wife of the aforesaid son, was the teacher, and the younger\ndaughter of the director was the sole pupil.\nThe school was held in the\nfront room of the house.\n\nCoal and all other necessaries and appendages\nwere of course furnished at the expense of the district, and everybody\nwas happy. All this elaborate machinery director, clerk, treasurer,\n\n—\n\nreports of various kinds, International Dictionary, coal, annual meeting,\n\n—\n\ntax levies was set in motion by the State so that one little girl in the\nfront room of her father's house should learn to read, to write, and to\nspell.\n\nAnd it is a solemn fact that to stop all that machinery and to\n\nextricate that little girl, or in other words to disorganize the district,\n\nwould require a special act of the Kansas legislature.\nridiculousness can no further go.\n\n—\n\nThe force of\n\nObjection 6.\nThe system is too costly. The education of the unfortunate child exhibited here as a terrible example cost $40 or $50 per\n\n"}
{"page": 221, "printed_page": null, "text": "IE INDEPENDENT\n\nmonth.\n\nThis,\n\nit will\n\na schoolhouse with\n\nDISTRICT SYSTEM.\n\n217\n\nbe said, is an extreme case, but districts in which\nnecessary incidentals and a teacher must be pro-\n\nall\n\nvided for from three to seven children can be found by the hundred.\nObjection\n\n7,\n\nand last.\n\n—The\n\ndistrict\n\nannual meeting, that\n\nprimitive times, has outlived its usefulness, if it ever had any;\n\nof\n\nrelic\n\nis and has\n\nbeen these many years a dead- weight on all educational progress\n\n;\n\nis\n\nand\n\nhas been and will continue to be the source and generator of perennial\nfeuds, the focal point to which all neighborhood animosities converge,\n\nthe storm centre of every district.\nis\n\nThe annual meeting, we are told,\nFor this infinite blessYet in passing let it be asked,\n\nour only surviving relic of a pure democracy.\n\ning let thanks without ceasing be given.\n\nany less apparent in a township 100 square miles in\nthan in a district\ncontaining 10 square miles, any less apparent when in the hands of 1000\nor 100 persons than when in the hands of 10?\n\" It has been said,\" remarks Superintendent J. W. Patterson, of New\nis self-government\n\narea, or even in a county 1000 square miles in area,\n\nHampshire, in his report for 1887, \" that the school district was a little\nrepublic, and that citizens learned the art of government in its meetThis may do for rhetoric, but has little foundation in fact. Like\nings.\nthe republic of Venice it was more prolific of family feuds than of statesmanship. I observed that it was difficult to secure a quorum at its\nmeetings, and when secured, if there was not some quarrel on the carpet,\nthey were generally very stupid affairs.\"\nSuperintendent Patterson's observations will be echoed from the West\nand from the South. Sometimes at these meetings the schoolhouse is\ncrowded with the adherents and camp-followers of the two factions into\nwhich the typical independent district is usually divided. Sometimes\nstagnation reigns supreme, and the meeting consists of but three persons,\nThese go through the formality of electthe members of the board.\ning themselves, voting taxes and all else, as their spirits may move them.\nAt one meeting, representative of many such, there were present three\npersons, the director ex officio occupying the chair, a husband and wife\nconstituting the deliberative assembly, supreme council or parliament\nof the district.\n\nThe husband offered the resolutions, the wife seconded\n\nthem, the director put them, and they were\n\ncarried\n\nOtherwise, domestic wars, and £he wrath to come.\n\nunanimously.\n\nAs the partisan\n\nnewspaper usually says of a political meeting of an unusually turbulent\nkind, \" the utmost harmony prevailed.\"\nStill treading in\n\nthe footsteps of the fathers, following heads and sub-\n\nheads in religious and logical sequence, comes the application and,\nbeyond, a conclusion of some sort must be reached.\n\nThe independent system has been weighed in the balances and has\nbeen found wanting.\n\nIts chaotic\n\ncomplexities, iniquitous inequalities,\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\ntyrannical restrictions, and unspeakable inadequacies are surely apparent\nenough to all who have eyes to see and ears to hear. The system, if such\nit\n\ncan be called, was adapted to the conditions which prevailed when\nform and communities were separated by vast soli-\n\nStates were without\n\nBut in these days, when territories have become great states\nand deserts have become peopled, we must, in educational systems, as in\nall else, put away childish things.\nSpasmodic and vigorous efforts have been made in many commonwealths to shake off this Old Man of the Sea and to cast him into outer\n\ntudes.\n\ndarkness, but venerable conservatism, the traditions of the elders, the\ninertness of whole peoples, obstacles, which, as Richter says of stupidity,\n\n\"would baffle even the very gods,\" have impeded the progress of every\nadvancing\n\nstep.\n\nIndiana, after struggling for years against entrenched\n\nprejudices, infinite\n\nstupidities,\n\nand\n\nlet-alone\n\nlunacies, abolished\n\nthe\n\nindependent system, and established upon its ruins what is thought to\nFor more than eighty years\nbe the best system in the United States.\nlaboriously under this\nand\nstruggled\nfretted\nand\ngroaned\nHampshire\nNew\n\"last surviving relic of a pure democracy,\" and at last in 1886, inspired\nby the energetic and far-seeing leadership of that courageous man,\nSuperintendent J. W. Patterson, the New Hampshire legislature swept\ninto oblivion, it is fervently hoped, the independent district with all the\nSuperintendent Patterson has been instrumental\nappurtenances thereof.\n\nin lifting the educational interests of New Hampshire out of a system\nwhich in his own words \" had exhausted its power and furnished no hope\nof improvement.\"\nBut how to proceed in the work of reform, by semi-revolution as in\nIndiana and New Hampshire, or by evolution as was attempted in Ohio,\na State which is afflicted with a peculiarly malignant type of the independent system.\n\nTheoretically, the township system prevails in Ohio; practically, the\nsubdistricts have swallowed the townships.\n\nAn Ohio township divided\n\ninto ten districts has a board composed of ten members, the clerk of\n\nEach\ncommonly supposed that the town-\n\neach subdistrict being ex officio a member of the township board.\nsubdistrict has three officers.\n\nIt is\n\nship is the unit in the Ohio school system, but the subdistrict, far from\n\nbeing a sub, is a sovereign corporation.\nVigorous and various efforts\nhave been made by the Ohio people to simplify the educational machinery of the State.\n\nThe Albaugh Bill, having for its blessed purpose the\n\nannihilation of two thirds of the school officers of Ohio, was introduced\n\ntwice in the legislature, but failed to pass, and the Buckeye State\n\nstill\n\ngroans under its Old Man of the Sea.\n\nAfter examining analytically the systems of all the States, we find in\nIndiana and Pennsylvania the nearest approach to our ideals.\n\n"}
{"page": 223, "printed_page": null, "text": "THE INDEPENDENT DISTRICT SYSTEM.\n\n219\n\nPennsylvania has the township system but requires six\neach township.\n\nofficers for\n\nThus, a county having twenty townships, and there are\n\nmany such\n\nin the West, would, under the Pennsylvania laws, have a\nCounty Board of Education numbering 120; too cumbersome an execuOur\ntive committee to transact business with effectiveness and dispatch.\nmachinery must be reduced to the simplest form. In the Pennsylvania\nsystem there are excellences which must find a place in the educational\n\nsystem yet to bj, but in the matter of local control, Indiana,\nbelieved, shows us a\n\nmore excellent way.\n\nit\n\nis\n\nIn Indiana the management\n\nknown as\nThe County Board of Education is composed of all the trus-\n\nof the schools in each township is in the haneis of one officer,\n\na trustee.\n\ntees in the county.\n\nThis Board appoints the county superintendent.\n\nObjection has been made that the one-man power is dangerous in educational affairs as in all else, but what our schools are suffering from in\n\nmany States of the Union to-day is the 200, 300, or 500 man-power in\ncounties.\n\nWhen the school laws now in force in Indiana were enacted, the purpose was to make the township trustee a local superintendent of schools.\n\nBut a mistake was made in permitting other than school work to be\nimposed on the trustee. The officer who is required to build bridges,\nrepair roads, and provide for paupers cannot give his undivided attention to the schools, and the effectiveness of his work as a school inspector\nmust be greatly decreased.\nIn recommending the outlines of the Indiana system, one may be prepared to hear a protesting chorus from the good old commonwealth of\nMassachusetts. Lo! have we not the ideal system? Behold our township\nmass meetings, prudential committees, and so forth, a pure democracy\nand township government.\nBut Massachusetts must remember that in many Western townships\nevery man and woman has a vote on school affairs, and that in a populous township a school meeting would probably mean a thousand voters\nin tumultuous and discordant session.\nA fierce as well as a pure democracy it might be found to be.\nThe subject expands before us as we proceed, but the temptation to\ncontinue must be resisted, for the dead line has been reached, the\npatient forbearance of the audience must not be recklessly trespassed\nupon, and it will be wise to respect the inexorable gavel of the presiding\nofficer.\n\nThe facts and reflections herein presented are surely sufficient to show\nthat the independent district system has had its day and should cease to\nbe.\n\nWe have outgrown its exceedingly narrow limits.\n\n\" When I was a\n\nchild, I spoke as a child, I understood as a child, I thought as a child;\n\nbut when\n\nI\n\nbecame a man\n\nI\n\nput away childish things.\"\n\nBut we, in\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nour maturity and in our manhood, solemnly and even boastingly stalk\naround in our short dresses, a spectacle to gods and men. As to the sys-\n\ntem which should be, and that speedily, evolved out of the primitive crudities we have been discussing, there may be among educational reformers\na difference of opinion as to detail, but concerning the outlines there is\nsubstantial unanimity.\n\nThe township should be the. unit.\n\nAn officer whose duties should be\n\nexclusively educational should be elected in each township.\n\nThe town-\n\nship officers of a county should constitute the County Board of EducaThis board should be the supreme educational council of the\ntion.\n\ncounty.\n\nIt should\n\nappoint the county superintendent\n\nshould prepare\n\n;\n\na course of study for the schools of the county; should determine what\n\ntext-books should be used\n\n;\n\nshould levy a county school tax, and, in brief,\n\nshould have much the same authority in managing the school interests\nof the county as boards of education have in cities.\n\nIn each subdistrict\n\nof a township a local director should be appointed by the township\n\ntrustee to care for the school buildings\n\nare by no means original.\n\nand grounds.\n\nThese suggestions\n\nTheir substance, and much else worthy to be\n\npondered, can be found in the report\n\nmade by Superintendent J. H.\n\nSmart, of Indiana, to the Department of Superintendence in 1880.\n\nGlancing even in a random manner at the school laws of forty-four\nand considering the weaknesses, crudities, and infinite inade-\n\nStates,\n\nquacy of even the best system, do we not feel that our boasting is vain,\nand that as a people we need above all else in educational matters to be\nclothed with humility.\nThe politician, ah the sinful, reckless stump\norator, if some blessed power could induce or compel him to perish from\nthe earth with his glittering and meaningless phrases, \" school system\nwithout a flaw, \" \" most perfect system on earth, \" etc. etc. what a relief it\nwould be, and how easy it would become to build up the waste places!\nIn truth, we are still but in our infancy, groping, often enough uncertainly, toward better things.\nFor this, and this only, let unceasingthanks be given that our course is clearly forward and not backward.\nWe do not, it is hoped, despise nor depreciate the educational work of\n!\n\n,\n\nthe past.\n\n,\n\nThe fathers, perhaps, in the flickering light of their tallow\n\ncandles did the duty lying next to them more faithfully than we do ours,\nliving, as we are, in \"the full splendor of electric light.\n\ngiven one talent\n\n;\n\nto us, ten.\n\nTo them was\n\nIt is for us with our ten talents to do work\n\nmostly of our day and generation.\nLaying aside the educational weights\nwhich have so grievously and so persistently beset us, we should at once,\n\nwithout flourish of trumpets or vain boasting, begin to lay the\nfoundations of school systems the glories of which it hath not entered\nsilently,\n\n—\n\ninto the hearts of our people to conceive,\nsystems which will be as far\nabove ours as ours are above the primitive systems of the fathers.\n\n"}
{"page": 225, "printed_page": null, "text": "—\nMILITARY EDUCATION IN THE UNITED STATES.\n\n221\n\nMILITARY EDUCATION IN THE UNITED STATES.\nCAPT.\n\nALLEN ALLENSWORTH, NEW MEXICO.\n\nThe United States is not satisfied with only an intelligent youth,\nmanhood, and old age in the various commercial and social circles of\nits citizenship, but aims to have a moral, intelligent, and efficient\nsoldiery, the preservers of its peace and defenders of its flag.\nTherefore we present to you this paper on Education in the United\nStates Army, in compliance with a demand for more information on the\nsubject, and it is not offered, therefore, as a discussion of the details and\nmethods of its military education.\nMajor- General 0. 0. Howard, U. S. A., describes the army as an\nactive school in the following language\n\" The little\n\narmy of to-day\n\nis\n\n:\n\nin itself a most pregnant and active\n\nschool ; I mean over and beyond the armories and arsenals, the torpedo\n\nand engineer school of Willet's Point, the artillery teaching at Fort\nMonroe, the cavalry at Fort Eiley, and the infantry at Fort Leavenworth.\n\" At all the posts and garrisons there is an extensive curriculum of\ntheoretical and practical military instruction that is fitting every intelligent, patriotic officer and man to handle armies.\nIt is all this\nthe\nregular army in its entirety, staff and line, that brings by its constant\nstudy and practice the art of war up to date; assimilates all the new\ndiscoveries in mechanics to the country's need; follows up with experiments all advances in electricity, high explosives, the use of steel and\nAs we are engaged in disother metals, hydraulics and steam power.\"\ncussing various educational systems and their relations to the people at\nlarge, the question may be asked, what relation does education in the\narmy sustain to our youth in civil life, or to the public at large? This\nis readily answered and the relation easily defined, when we consider the\nfact that, as some one has said, in the practical operation of such education, scores of men graduating from military institutions find their way\ninto various civil pursuits, and as officers, scholars, and statesmen they\nform a valuable acquisition to the community in which they live.\nLeaving out the idea of making armies, the discipline of the military\nschools and the army is the best possible education for a large percentage\n\n—\n\nof our youth.\n\nArid as for questions of national defence and safety, the\n\nstatesmen must ever consider these the essential ideas of all state education.\n\nnot infrequent that men, graduates from military schools, have\ndone their state and country great service by devoting themselves to the\nIt is\n\nstudy of science.\n\nIn order to comprehend the military education of the\n\nUnited States and that of its army, we will consider\n\n—\n\n(1)\n\nThe relation\n\n"}
{"page": 226, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n222\n\nthat the United States\n\npeople\n\nat\n\nlarge;\n\narmy sustains to national education or to the\n\nand (2) The\n\nspecific, or technical\n\neducation of\n\nits\n\nofficers and privates.\n\nIn the earlier history of the army\n\nwas considered sufficient for a\nThis view has been\nchanged, and it is now a recognized fact that to be a good soldier a man\nmust be a good citizen, therefore the United States Government aims at\nit\n\nsoldier to be able to march and handle his musket.\n\ngiving\n\nits soldiers a fair English\n\neducation.\n\nIt does this not only with\n\na view of utilizing their increased knowledge in its defence, but with\nthe object of returning him to civil life a more intelligent citizen.\n\" To accomplish this purpose the War Department is aiming to secure\n\nadditional legislation to enable it to increase the efficiency of its present\ndefective system, which was established in compliance with the provisions of 1231, Revised Statutes, which says: \" Schools shall be established\n\nand permanent camps, at which the enlisted men\nmay be instructed in the common English branches of education, and\nespecially in the history of the United States, and the Secretary of War\nmay detail such officers and enlisted men as may be necessary to carry\nat all posts, garrisons,\n\nout this provision.\n\" It shall be the\n\nduty of the post- commander to set apart a suitable\nroom or building for school and religious purposes.\"\nTo carry out the provisions of this law the Secretary of War, in 1878,\n\nconvened a board of officers consisting of the Quartermaster-General,\nthe Adjutant-General, and the Judge-Advocate-General to consider\n\nwhat steps should be taken to carry it out.\nThe board met and recommended a system of evening schools for men\nand schools during the day for the children of officers and privates.\nThe teachers for the schools were to be detailed from among the soldiers\nand paid 35 cents per diem as extra-duty pay.\nThe proceedings of this board were approved by the Secretary of War\nand announced to the army in General Orders No. 24, of date May 18,\nAfter the announcement of the rules and regulations to govern\n1878.\nthese schools an aide-de-camp to the General of the army was detailed to\nvisit and inspect regularly the various post-schools.\nIt was made his\nduty to examine into the systems adopted by the various post-commanders, to advise commanders of posts of defects which may be discovered and to suggest methods of improvements, to endeavor to bring\nabout uniformity in the methods of management and instruction, and\nto make known throughout the army the best methods and systems in\nexistence at any military post.\nThe result of his inspections Avas reported fully to the War Department.\n\nThe system adopted proved unsatisfactory, and many efforts have been\nmade by the War Department to improve it so that the schools would be\n\n"}
{"page": 227, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\ngovernment and a blessing\n\nof service to the\n\n223\n\nto the soldiers and their\n\nchildren.\n\nGeneral Sheridan while in command of the army, in an annual report\nto the Secretary of War said\n\non this subject\n\n;\n\n\" While the subject (edu-\n\ncation) is one of much interest, the present scheme of education in the\n\narmy still remains a partial failure, owing to the radical defects of the\nsystem.\n\nTo make it a success education should not be purely elementary;\n\nattendance must be part of the duty of the soldier, and the hours fixed\n\nduring the time of the day allotted to the performance of duties.\"\nI will here state that this view has recently been adopted by the War\n\nDepartment, and school attendance by\n\nmen in their first and second\n\nenlistments, if they cannot pass a prescribed examination,\n\nis\n\nmade a\n\nIn reference to teachers General Sheridan said \" The\nteachers must be thoroughly fitted for their important position, possess\nmilitary duty.\n\n:\n\nsuitable rank to secure attention and respect, for obvious reasons, should\n\n—\n\nnot be subject to the fluctuations of change of stations at one point\nleaving a school without a teacher to arrive at another where, from local\nor other reasons, the teacher will find himself without a school.\"\n\nHe further said\n\n:\n\n\" The question of education in the army will always\n\nremain one of importance, demanding thoughtful attention and consideration; but without legislative action on the above suggestions the\nsystem must necessarily remain in its present condition more or less\nbarren in results.\"\n\nGeneral Schofield, the successor of General Sheridan, concurs in his\npredecessor's opinion,\n\nand says in a report to the Secretary of War,\n\nthat \" it is now a rare occurrence to find a soldier\npay-roll,\n\nwho cannot sign the\n\nbut there are a good many of them who do a little beyond that.\n\nIn these days of open-order firing, fighting, and extended formations,\nthere is no telling when a short written report from an observant soldier\n\nmay produce very important results.\n\" If reading and writing have become necessary to the soldier for the\n\nproper performance of his duties, the qualifications that will fit him to\n\nmeet these new demands can be required of him with as much propriety\nas there is in the compulsory education to which he is now to submit in\nbeing taught to read and record the signs of the signal service, the object\nof both being to prepare him to meet, satisfactorily, some accidental\nmilitary emergency.\n\nhaving every enlisted man qualified to read any\nmay be given him, and to write intelligent\nreports, does not admit of denial.\nFurthermore, why should we not\navail ourselves of the opportunity thus put in our hands to make these\nunfortunate men learn to read, write, and think.\nAside from the fact\nthat by- so doing we would make better soldiers of them (for modern\n\" The desirability of\n\nwritten instructions that\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nconditions demand that every soldier be capable of thought), we would\n\nreturn them to civil life at the expiration of their engagement, qualified\nto make much better citizens.\"\n\nOur present Secretary\n\nof\n\nWar, the Hon. Redfield Proctor, in his\n\nannual report, pleading for the soldier, says: \"Give the soldier an\nopportunity to improve himself, that when he leaves the service he may\nbe better fitted for civil life than when he entered it.\"\n\nThe department desires legislation by Congress to enable it to improve\nits common-school system within the army.\n\nI quote from the report of\n\nthe Secretary of War; asking for legislation on this subject he says:\n\" The most pressing necessity for giving effect to a successful educational\n\nsystem in the army\n\na supply of competent teachers; the experiment\n\nis\n\nof detailing enlisted\n\nmen for such duty having proved unsatisfactory\n\nand embarrassing, statutory authority should be given for the enlistment\nhundred and fifty competent instructors, with rank and pay of\ncommissary sergeants.\n\" In this connection I will remark that the convention should appreciate\nthe effort the War Department is making to perfect its system of education to the extent of appointing a committee to co-operate with the War\nDepartment in bringing the subject before Congress and securing the\nof one\n\ndesired legislation.\"\n\nHaving noticed the common education\n\nof the soldier,\n\nI\n\nwill\n\nnow\n\nnotice the education of children.\n\nThose in any way connected with the army.\nWhile the War Department discourages the marriage of its soldiers\nand refuses to enlist married men, except after they have married while\nin the service, and only then on approval of the soldier's immediate\ncommanding officer, yet it aims to provide for the education of the\na.\n\nchildren of its soldiers.\n\nThe establishment of these schools is left to the discretion of the postcommander, who is allowed to furnish teachers from among the teachers\ndetailed to teach the soldiers' school.\nAttendance upon these schools,\n\nwhen established, is made compulsory with the children of the soldiers\nand optional with officers, who, when good teachers are employed, avail\nthemselves of the opportunity of sending their children to them.\nIt is important that such schools be established and maintained to\naccommodate the civilian employees and the children whose parents live\nin close proximity to military posts, where in sparsely settled communities no schools are established by the civil authorities.\nb. Provisions for the children in no way connected with the army.\nThis includes the military education of the youth, through army\nofficers detailed for duty at military and other schools in the different\nstates; these officers, in a number of instances, give instruction in the\n\n"}
{"page": 229, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\n\n225\n\nI\nhigher mathematics in addition to the purely technical instruction.\nwill here remark that the three graduates from these schools in merit\n\nare named in the annual Army Register as candidates for appointment in\n\nthe\n\narmy\n\nas\n\ncommissioned\n\nofficers.\n\nThe demand\n\nin the interest of\n\neducation the government makes on its officers, other than professional,\nis\n\nillustrated by details made for explorations for the general information\n\nand instruction of the public, by the Greely expedition, the exploration of Alaska, and the last detail of officers for duty in Central America\nin connection with the Inter-Colonial Railroad.\nThe Specific or Technical Education in the United States Army.\nThis commences with the West Point Military Academy, established for\nthe theoretical instruction in military science and art.\nThe experience of Washington and other statesmen, during the War\nof the Revolution, convinced them of the need of an institution for this\n\npurpose\n\n;\n\nalthough the\n\nfirst\n\nexpression on record of sentiments in favor\n\nof such an institution did not come from Washington, yet it\n\nis\n\ndue to\n\nhim more than any other that such an institution was established.\n\nHe\n\nmaintained that in time of peace training for war is necessary to prepare\nGeneral Scott confirmed this conviction\nfor emergencies that may rise.\nby the remark, \" I give it as my fixed opinion that, but for our graduated\ncadets, the war between the United States and Mexico might,\n\nand prob-\n\nably would, have lasted some four or five years; within its\n\nfirst\n\nhalf,\n\nmore defeats than victories falling to our share whereas, in less than\ntwo campaigns we conquered a great country, and peace without the\n;\n\nloss of a single battle or skirmish.\"\n\nWEST POINT AND ITS HISTORY.\n\nThe Continental Congress, on the 20th of September, 1776, appointed\na committee, consisting of Messrs. Sherman, Gerry, and Lewis, in accord-\n\nance with\nnear\n\na resolution of the same date \" to repair to head-quarters\n\nNew York, to inquire into the state of the army, and the best\n\nmeans of supplying its wants.\"\n\nOn the third of October this committee submitted a report which was\nread and ordered to lie on the table.\n\nThe committee reported that after three day's conference with general\nofficers,\n\nand an interview with many\n\nof the staff, they found that some\n\nof the troops in camp were badly officered,\n\nand not subject to the com-\n\nmand which good troops ought ever to be; that the Articles of War and\nGeneral Orders were frequently transgressed, and the Commander-inchief\n\nhad the mortification\n\nto see that\n\nsome\n\nof his officers, instead of\n\nsuppressing disorderly behavior, encouraged tlie soldiers by their examples to plunder and commit other offences, or endeavored to screen them\nfrom just punishment by partial trials.\n\n"}
{"page": 230, "printed_page": null, "text": ":\n\n—\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n226\n\nThese facts so deeply impressed the committee with the importance of\nofficers of known honored ability, and education, to officer the\nregiments, that they earnestly called on the States to resort to more\neffective measures for the purpose and among many resolutions then\n\nhaving\n\n;\n\nadopted, the following is found\nResolved, That the Board of War be directed to prepare a Continental Laboratory\nand Military Academy and provide the same with proper officers.\n\nThis board was furnished with \" Hints for the improvement of the\nUnited States \" by the distinguished officer, Colonel\n\nArtillery of the\n\nHenry Knox. The following extract is quoted, under the belief that it is\nthe earliest record of a plan for a United States Military Academy bearing any resemblance in its design to the one now in existence\n\nAnd as officers can never act with confidence until they are masters of their profesan Academy established on a liberal plan would be of the utmost service to the\nContinent, where the whole theory and practice of fortification and gunnery should be\ntaught to be nearly on the same plan as that at Woolwich, making allowance for the\ndifference of circumstances a place to which our enemies are indebted for the superision,\n\n;\n\n;\n\nority of their artillery to all who have opposed them.\n\nTwo days before the committee submitted their report and three days\nafter the \" Hints\" were furnished, the following entry is to be found\n\nthe Journal, Continental Congress, Oct.\n\n1,\n\non\n\n1776:\n\nResolved, That a Committee of five be appointed to prepare and bring in a plan of\na Military Academy at the army.\n\nIt does\n\nnot appear that this committee ever reported, or that any\n\nfurther active measures were ever devised to carry out the intention so\n\nand so distinctly recognized as necessary to the welfare\nThe\nWar.\nproclamation for a cessation of hostilities was adopted in Congress on\nthe 11th day of April, 1783; on the same day Colonel Alexander Hamil-\n\nclearly disclosed,\n\nof the army, until the termination of the Revolutionary\n\nton, the chairman of the Committee for Peace Arrangements, communi-\n\ncated to the General-in-chief a wish to be furnished with his opinions as\nto what ought to constitute a proper peace establishment.\n\nThis request\n\nwas laid before the officers of the army, then encamped at Newburg and\nNew Windsor, who were requested to report to the Commander, in writing, their views; and, guided by the experience of eight years of active\nfield\n\nservice, the necessity of a Military Academy was not overlooked in\n\nthe voluminous papers submitted.\n\nColonel Timothy Pickering, the\nQuartermaster-general of the Army, after combating the idea of insti-\n\ntuting academies for military purposes at the different arsenals in the\n\nUnited States\n\n— a scheme that had found favor with some of the\n\" If\n\nofficers\n\nanything like a military academy in America be\npracticable at this time, it must be grounded on the permanent military\n\nproceeds to say\n\n:\n\n"}
{"page": 231, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\nestablishment, for\n\n227\n\nour frontier posts and arsenals and the wants of\n\nthe States, separately, of officers to command the defences on their seacoasts.\"\n\nOn this principle it might be expedient to establish a military school\nor\n\nacademy at West Point, and the vacancies in the standing regiment\n\nshould be supplied from thence, those few instances excepted where\n\nit\n\nFor this end\nwould be just to promote a very meritorious sergeant.\nthe number which shall be judged requisite to supply vacancies in the\nstanding regiment might be fixed, and that of the students who are\nadmitted with the expectation of filling them, and limited accordingly.\nThey might be allowed subsistence at the public expense. If any other\nyouth desired to pursue the same studies at the Military Academy, they\nThose students should be\nbe admitted, only subsisting themselves.\ninstructed in what is usually called military discipline, tactics, and the\ntheory and practice of fortification and gunnery.\nThese suggestions, although not productive of immediate results, did\nnot fail to arrest the attention of statesmen and legislators on the general\nsubject of military education at a later day.\n\nOur statesmen and legislators perceived that, although the ordinary\nofficer might be\n\nsubordinate and mechanical duties of a soldier and\n\nperformed without special training, the higher\n\nclass of duties,\n\nand the\n\ncapacity for command, could be understood and exercised only by those\n\nwhose intellectual faculties had been carefully cultivated.\n\nThey felt\n\nthat the common interpretation of the axiom that \" knowledge is power,\"\nsignificant\n\nand important\n\nas it\n\nis,\n\nwas not\n\nits\n\nnoblest and worthiest\n\ninterpretation.\n\nPower over matter, and over the minds of others, is not the choicest\ngift of knowledge, enviable and glorious though it be; it is, in truth, a\n\ndangerous gift.\nBut power over the mind of its possessor, purifying\nand elevating it, subduing all that is low and selfish to the authority of\nduty and virtue this is the distinguishing, the kingly gift of knowledge.\nThey felt, therefore, that the moral as well as the intellectual nature\nshould be sedulously nurtured.\nMany of them had been observers or\npartakers of the moral dangers of a military life they were aware of the\nimpoverished means of the members of the army, and of the probable\n\n—\n\n;\n\ninability of the country, for a long period, to provide\n\nmore for them\n\nthan a mere support; and they were, consequently, solicitous to impart\nto them knowledge, in itself an economical possession, the pursuit of\n\nwhich\n\nis\n\ninconsistent with, and destroys the desire for, indulgence in\n\nidle or vicious amusements.\n\nTo these general considerations were added others, growing out of our\npeculiar form of government, and the sentiments and prepossessions of\n\nthe people.\n\n"}
{"page": 232, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n228\n\nA striking illustration of the justness of these views is contained in\nan\n\nofficial\n\nreport\n\nmade by General Knox, then Secretary of War, to the\n\nPresident, January 21, 1790.\n\nIn this report the position is laid down that all discussions on the\na powerful militia will result in one or other of the fol-\n\nsubject of\n\nlowing principles\n1.\n\nEither efficient institutions must be established for the military\n\neducation of the youth, and the knowledge acquired therein be diffused throughout the country by means of rotation\n\n;\n\nor, 2,\n\nthe militia\n\nmust be formed of substitutes, after the manner of the militia of Great\nBritain.\n\n\"If the United States possess the vigor of mind,\" says the Secretary,\n\" to establish the first institution, it may reasonably be expected to pro-\n\nduce the most unequivocal advantages; a glorious national spirit will be\nintroduced, with its extensive train of political consequences.\"\n\nTHE APPOINTMENT AND ADMISSION OF CADETS TO THE U. S. MILITARY\nACADEMY.\nAppointments, How Made.\ntory —\n\n— Each Congressional\nand\n— entitled have one cadet\n\nalso the District of Columbia\n\nAcademy.\n\ndistrict\n\nis\n\nto\n\nterri-\n\nat the\n\nTen are also appointed at large.\n\n—\n\nDate of Appointments. Appointments are required by law to be made\none year in advance of the date of admission, except in cases where, by\nreason of death or other cause, a vacancy occurs which cannot be provided for by such appointment in advance.\n\nThese vacancies are filled\n\nin time for the next annual examination.\n\n—\n\nAdmission of Cadets. A candidate, upon receiving his conditional\nappointment, is ordered to report at West Point, to the Superintendent\nof the Military Academy, in time to appear before the Academic Board\nfor examination at its\n\nmeeting early in June, unless there be good rea-\n\nsons for designating another time.\n\nThe candidate, soon after his arrival at West Point, is subjected to\nexamination by a board of experienced surgeons of\nhe passes successfully this examination, he is then examined by the Academic Board.\nThese examinations are made with\na rigid\n\nphysical\n\nthe army.\n\nIf\n\nas little delay as practicable after the candidate reports to the\n\nSuperin-\n\ntendent.\n\nThe candidate who passes successfully these examinations is admitted\nat once to the Academy, without returning to his home.\n\nCHARACTER OF EXAMINATIONS.\nAcademical Examination.\n\n— The requirements in this department can\n\nbe found in the annual circular of the War Department.\n\n"}
{"page": 233, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\n\n229\n\nACADEMIC DUTIES.\n\nThe academic duties and exercises commence on the first of September\nand continue until the first of June. Examinations of the several classes\nare held in January and June, and at the former such of the new cadets\nas are found proficient in studies, and have been correct in conduct, are\ngiven the particular standing in their class to which their merits entitle\nthem. Af^er each examination cadets found deficient in conduct or studies\nare discharged from the Academy, unless the Academic Board, for special\nreasons in each case, should otherwise recommend.\nSimilar examinations are held every January and June during the four years comprising\nthe course of studies.\n\nThese examinations are very thorough, and require from the cadet a\nand persevering attention to study, without evasion or slighting of\n\nclose\n\nany part of the course, as no relaxations of any kind can be made by the\nexaminers.\n\nMILITARY INSTRUCTION.\n\nFrom the termination of the examination in June to the end\n\nof\n\nAugust the cadets live in camp, engaged only in military duties and\nexercises and receiving practical military instruction.\nExcept in extreme cases, cadets are allowed but one leave of absence\nduring the four years' course; as a rule, the leave is granted at the end\nof the first two years' course of study.\n\nPAY OF CADETS.\nThe pay of a cadet is $540 per year, to commence with his admission\nto the Academy,\n\nand is sufficient, with proper economy, for his support.\n\nNo cadet is permitted to receive money, or any other supplies, from his\nparents, or\n\nfrom any person whomsoever, without the sanction of the\n\nSuperintendent.\n\nCadets are required to wear the prescribed uniform.\ntheir clothing are of a\n\nAll articles of\n\nuniform pattern, and are sold to cadets at West\n\nPoint at regulated prices.\n\nEXPENSES OF CANDIDATES PRIOR TO ADMISSION.\n\nThe expenses of a candidate for board, washing, lights, etc., after he\nhas reported and prior to admission, will be about $10.\n\nImmediately\n\nadmitted to the institution he must be provided with an\noutfit of uniform, the cost of which will be about $90, making a total\nafter being\n\nsum of $100, which must be deposited with the Treasurer of the Academy before the candidate is admitted. It is best for a candidate to take\nwith him more money than will defray his travelling expenses, and for\nthe parent or guardian to send to \" The Treasurer, TJ. S. Military Academy \" the required deposit of $100. Any deviation from the rule as to\n\n"}
{"page": 234, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n230\n\nthe amount or manner of making the deposit must be explained in\nwriting by the parent or guardian of the candidate to the Superinten-\n\ndent of the Academy.\n\nASSIGNMENT TO CORPS AFTER GRADUATION.\n\nThe attention of applicants and candidates is called to the following\nprovisions of an act of Congress, approved May 17, 1886, to regulate the\n\npromotion of graduates of the United States Military Academy\nThat when any cadet of the United States Military Academy has gone\nthrough all its classes and received a regular diploma from the academic\nstaff,\n\nmay be promoted and commissioned as a second lieutenant in\n\nhe\n\nany arm or corps of the army in which there may be a vacancy, and the\nduties of which he may have been judged competent to perform and\nin case there shall not at the time be a vacancy in such arm or corps, he\n;\n\nmay, at the discretion of the President, be promoted and commissioned\nin it as an additional second lieutenant, with the usual pay and allowances\nof a second lieutenant, until a vacancy shall happen.\n\nGENERAL QUALIFICATIONS,\n\nA sound body and constitution, suitable preparation, good natural\n'\n\ncapacity, an aptitude for study, industrious\n\nhabits,\n\nperseverance and\n\nobedient and orderly disposition, and a correct moral deportment, are\n\nsuch essential qualifications that candidates knowingly deficient in any\nof these respects should not, as\n\nmany do, subject themselves and their\n\nfriends to the chances of future mortification and disappointment by\n\naccepting appointments at the\n\nAcademy and entering upon a career\n\nwhich they cannot successfully pursue.\n\nCOURSE OF STUDY AND BOOKS USED AT THE MILITARY ACADEMY.\nFirst Year, Fourth Class.\n\n— Department: Mathematics; modern lan-\n\nguages; history, geography and ethics; drill regulations of artillery and\ninfantry\n\n;\n\nSecond\n\nuse of the sword, etc.\n\nYear, Third Class.\n\n—Department: Mathematics; modern\n—Department: Natural and experimental\nlan-\n\nguages; drawing; drill regulations of artillery, infantry and cavalry.\n\nThird Year, Second\n\nClass.\n\nphilosophy; chemistry, mineralogy and geology; drawing; drill regulations of artillery, infantry and cavalry ; practical military engineering.\n\nFourth Year, First Class.\ning and science of war\nethics;\n\npractical\n\n;\n\n—Department: Civil and military engineer-\n\nmodern languages\n\nmilitary engineering;\n\ninfantry and cavalry\n\n;\n\n;\n\nlaw\n\ndrill\n\n;\n\nhistory, geography and\n\nregulations\n\nof\n\nartillery,\n\nordnance and gunnery.\n\nGrowing out of the establishment of West Point, and its success as a\nschool of theory in the science and art of war, are the four schools of\napplication.\n\n"}
{"page": 235, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\n\n231\n\nThese schools of application are of the nature of post-graduate instituand the instruction given in them is in the nature of practical\n\ntions,\n\napplication of principles already learned, as well as the solution of prob-\n\nlems in minor tactics, so that the instruction conveyed in these schools is\npurely technical, either practical or theoretical.\nical\n\norder\n\nis the\n\nThe first in chronolog-\n\nArtillery School of Application at Fort Monroe,\n\nwhich\n\nwas discontinued, but reestablished\nin 1858, and was again closed when the war began in 1861.\nNear the\nclose of 1867 it was again established, and is now in successful operation.\nThe instruction is both theoretical and practical, with a course of two\nThere is one foot-battery\nyears for officers and one for enlisted men.\n\nwas established in 1833.\n\nIn 1842\n\nit\n\nfrom the artillery regiments detailed to serve at the school.\nThe next school of application established was the Engineer School at\nWillet's Point, New York Harbor.\n\nThe duties of engineer troops in war are of the most important character,\n\nincluding the defence of our coasts with submarine torpedoes,\n\nmilitary reconnoissances, duplication of maps by photography and photo-\n\nlithography, the attack and defence of military positions by saps, mines\n\nand other military bridge constructions.\nTo keep the troops always ready to perform these duties, which require\nnot only high intelligence, but also long and continued training, and to\nafford graduates of the Military Academy assigned to the Corps of Engionly to be had by\nneers an opportunity to acquire practical experience\nserving with troops and by applying their theoretical knowledge of engineering to actual practice was the post at Willet's Point transformed into\nThree years constitutes the full course\na useful school of application.\nfor officers, and a special course of seven months in torpedoes.\nThe officers, in order to become conversant with mechanical operations of professional interest, visit the several large manufacturing establishments in\n\n—\n\n—\n\nthe vicinity to witness their operations.\n\nThe following constitute the course of instruction:\nFor Officers. First winter's course: The course for engineer officers\n\n—\n\nspending their\n\nfirst\n\nwinter at the school will be:\n\nweeks; surveying, two weeks.\n\nTorpedoes, nineteen\n\nFor officers of other arms of the\n\ndetailed for special instruction in the torpedo service\n\n:\n\nservice\n\nTorpedoes, twenty-\n\none weeks.\n\nTorpedoes.— Text-books and instructions as follows:\n\n1.\n\nSo\n\nmuch of\n\nAbbot's \" Notes on Electricity \" as relates to electrical units, batteries, electrical\n\nmeasuring\n\ninstruments,\n\nelectrical\n\nmeasurements and magneto-\n\nexploders; supplemented by extensive laboratory practice in the solution\n2. Abbot's \" New Torpedo Manual.\"\n3.\nSo much of Part II., \" Professional Papers No. 23, Corps of Engineers,\"\n\nof practical electrical problems.\n\nas relates to the manipulation of the fish torpedo.\n\n"}
{"page": 236, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n232\n\nTheoretical and Practical Instruction.\n\n—\n\n1.\n\nIncandescent electric light-\n\ning, as applied to the lighting of barracks, magazines, casemates, etc.,\n2. The details of an electric searchThe problem of the electrical transmission of energy.\n\nin extensive systems of fortification.\n\nlight plant.\n\n3.\n\n—\n\nLast two weeks of the course, and preparatory to actual\nSuch parts as may be designated by the academic staff of\nJohnson's \" Theory and Practice of Surveying.\"\nSecond Winter's Course. —Civil engineering, five weeks; military engiSurveying.\n\nfield work\n\n:\n\nneering, seven weeks;\nSubjects.\n\n1.\n\ntidal rivers.\n\nMilitary Engineering.\njectiles.\n\nphotography, five weeks; torpedoes, four weeks.\n\nMeasurement of river discharge.\n3. Improvement of tidal rivers.\n\n— Subjects:\n\nSteel compound,\n\n2.\n\n2.\n\nImprovement of non-\n\nModern guns, carriages and pro3. Modern\n4. Modern fortifications, and their\n\n1.\n\nwrought and cast iron armor.\n\nships of war and sea-coast defences.\n\nattack and defence.\n\nMilitary Photography.\n\n— Practice\n\nwill be had in the following methods:\n\nNegatives by wet and dry processes; developers and intensifiers; silver\nprinting,\n\nand finishing and mounting of prints; map printing; photo-\n\nlithography, including the negative and transfer to stone and printing.\n\nEach officer to submit twelve printed copies of his map.\nOne or more officers of the second and third winter's course\nTorpedoes.\n\n—\n\nwill be detailed weekly to report to the instructor in torpedoes as assistant\n\nfor testing core joints and instructing enlisted men on the torpedo detail.\n\n—\n\nThird Winter's Course. Civil engineering (eight weeks).\nWave and current action and improvement of harbors.\n3. Steam-engines and pumps.\n1.\n\nSubjects:\n2.\n\nCanals.\n\n—\n\nMilitary Engineering.\n(Eight weeks) Hamley's\" Operations of War,\"\nand preparation of project for the defence of such place as may be designated by the instructor.\nTorpedoes.\n\n— (Five weeks). See paragraph of torpedoes\n\nin second winter's\n\ncourse.\n\nInstruction during the\ning,\n\ntorpedo\n\ndrills,\n\ncivil\n\nsummer season consists of military engineerengineering,\n\nfield\n\nastronomy\n\nand\n\nmilitary\n\nphotography.\n\n—\n\nOne sergeant, one corporal and twelve privates\nand from the companies in turn, for instruction in\ntelegraphing with the dial instrument, including the code for action, and\npractice in the Morse system of telegraphy; the duties of the loading\nCourse for Enlisted Men.\n\nare detailed for one,\n\nroom, and, so far as practicable, of the boat service as prescribed in the\ntorpedo manual, comprise preparing the plugs of the buoyant and\n\nground torpedoes, charging the mines, charging the cut-off boxes, three\nmethods, jointing the cores, making turk's heads in the electrical cable,\nusing the junction boxes, attaching a cable stop, splicing and knotting\n\n"}
{"page": 237, "printed_page": null, "text": "MILITARY EDUCATION IN THE UNITED STATES.\nhemp\n\nrope,\n\ninserting\n\nthimble in wire mooring rope.\n\nThey are\n\n233\n\nalso\n\ninstructed in photography and map drawing.\n\nTHE UNITED STATES INFANTRY AND CAVALRY SCHOOL.\nThis school\n\nis\n\nsituated at Fort Leavenworth, Kansas; was established\n\nin December, 1881.\n\nThe objects of this school are:\n\n1.\n\nTo supply the need of a course of\n\nmilitary instruction to those officers of the army who. are not graduates\nof the United States Military Academy.\n2.\n\nTo furnish graduates a course of instruction in the higher branches\nThe school is to consist habitually of not less than\n\nof the profession.\n\nthree field officers of cavalry or infantry and one light battery of artillery.\n\nThe students at this school consist of one officer from each infantry and\ncavalry regiment, nominated by the regimental commanders, also lieutenants belonging to companies which compose the garrison.\n\nAll are attached\n\nin turn to companies of infantry and cavalry and the light battery, for the\n\npurpose of thoroughly acquainting each\n\nofficer with the drill as well as\n\nservice.\n\nThe practical course of instruction is so conducted, by the means of\nupon completion of the course each student will have\n\ndaily drills, that\n\nacted in the capacity of recruit in cavalry and artillery, as well as commander of a company and battalion (both infantry and cavalry), and as a\nchief of section and platoon in the light battery.\nPractical instruction is also given in the use of machine guns and the\n\nHotchkiss revolving cannon.\nProficiency in drill, as well as promptness and punctuality in attend-\n\nance upon the various duties imposed, and soldierly conduct in general,\nenter as large factors in determining the place of each student in the final\n\ngeneral merit-roll.\n\nSpecial mention is made at the final examination of\n\neach officer who is considered deserving of it, a report of which is forwarded\nto the Adjutant-General.\n\nThe instructors are taken from among officers belonging to companies\ncomposing the garrison, as well as a few who are specially detailed by the\n\nWar Department.\nThe departments embrace the courses of study as follows:\nDepartment of Military Art The courses of military art.\nDepartment of Infantry The course of infantry.\nDepartment of Cavalry The course of cavalry.\n\n—\n\n—\n—\n\n—\n\nDepartment of Law The courses of law.\nDepartment of Engineering The courses of engineering, topography,\n\n—\n\nmilitary signaling, telegraphy and mathematics.\n\nDepartment of Artillery, including a limited course in ordnance and\ngunnery The courses of artillery, ordnance and gunnery.\n\n—\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nFORT EILEY SCHOOL.\n\nBy act of January 29, 1887, Congress appropriated $200,000 for the\nestablishment of a school of instruction for cavalry and artillery upon the\nreservation of Fort Eiley, Kansas.\n\nThis school is in process of organization, and when it shall have been\ncompleted and developed, the military educational system of the United\n\nand will have an army equal in effinumbers because of its education to\n\nStates will approximate perfection,\n\nciency and intelligence, if not in\n\n—\n\n—\n\nany in the world.\n\nINDIAN EDUCATION.\nDR.\n\nORONHYATEKHA, OF TORONTO, CANADA.\n\nWhen my friend, Mr. Hughes, extended to me an invitation to prepare\na paper upon the subject of the education of my people in this country,\nto be presented before this convention, I forgot the usual habits of\n\nmy\n\npeople, and began an immediate reply that I would be very happy to com-\n\nply with his request.\n\nHad I followed the methods of my people and\n\nrested on the subject over night, I am afraid I should not\n\nHaving been absent,\n\nnow be here\n\nfrom the country, until a\nfew days ago, I regret very much that my pressing engagement had prevented me from preparing a paper worthy of being presented before an\naudience of this character.\nI am sure, however, you will receive the few\nremarks I have to make with all due leniency.\nbefore you.\n\nrecently,\n\nYou understand that I am a full-blooded Mohawk Indian, holding\nmy own people. I am a member of the Mohawks,\nwhich is the head tribe of the Six Nations, Indians who formerly lived in\nthe State of New York, the Mohawks having their headquarters in and\n\ntribal relations with\n\nabout Albany, and the Senecas upon the Niagara frontier, the other\nextremity of the immediate possessions of the Six Nations.\nIn the Revolutionary War, being prior to that date in alliance with the British, my\nforefathers remained faithful to their friends and allies and took part on\n\nthe side of the British in the Revolutionary War.\n\nWhen unfortunately\n\nwe got the worst of the little unpleasantness which then occurred, all of\nthe Mohawks, and a majority of the other five tribes, rather than live\nunder the stars and stripes, chose to migrate to the wilderness of Canada\nand carve for themselves a new home in the wilds of the Canadian forest.\nI do not know whether you will regard this of much credit to their heads,\nbut I think you will at least say that much credit is due them for their\nfidelity to their friends,\n\nand for sharing with them\n\nin their adversity.\n\nWhen after the Revolutionary War your forefathers gained their independence, the Six Nations moved from the State of New York first to\n\n"}
{"page": 239, "printed_page": null, "text": "INDIAN EDUCATION\n\n235\n\nLactone, near Montreal, where they remained for a period of six or seven\n\nAt the end of this period two delegations had been selected by\nJoseph Brandt and Capt. John and other\nMohawk chiefs, and they selected reservations, one near Kingston, known\nas the Bay of Twenty Reservation, and the other and the larger reservation being located on the Grand River near the city of Branford, in the\nyears.\n\ntheir leaders and chiefs, Capt.\n\ncounty of Brandt, in this province.\n\nThe first school opened on the Six Nations Indian Reservation was by\nthe Colonial Government in 1827, a day-school, to which an appropriation\n\nA day-school was built for the Six Nations Indians, and an\n\nwas made.\n\nappropriation of £25, about $100, was made by the government for the\n\neducation of their wards of the Six Nations.\n\nIn 1824, I think\n\nit\n\nwas,\n\nthe New England company began their educational operations among the\nSix Nations Indians, and they continue their work down to the present\n\ntime\n\n;\n\nand\n\nilization of\n\nI\n\nmay say that the principal credit for the education and civ-\n\nmy own people is very largely due to the operations of this\n\ncorporation, which has its headquarters in the city of London, England.\n\nThe Six Nations Indians, especially the Mohawks, were Christianized\nmany years ago. We have been told, and my friend, Principal Grant\ntold you, that the early settlers were very much hindered in their progress in Canada\n\nby the obstacles which they encountered in the savage\nand more savage Indians, and the trained armies of France. We\nhad a great deal to contend with, and were very much hindered in our\nprogress by our coming in contact with the uncivilized white man.\nWhen I tell you that the first Christian church in what was then called\nUpper Canada, now the great province of Ontario, was built by Mohawk\nIndians, and is still standing upon our reservation, about a mile and a half\nfrom Branford, you may understand that we were not so bad. Regular\nservices of the Church of England have been held in that sacred edifice\nfrom that time down to the present day. I have in my hands now a prayerbook which was published for the use of our people in 1842. Prior to this,\nIndian lay-readers had to officiate for the edification of the Indians\nforest,\n\nwho assembled in that church.\n\nI will ask the President of the National\n\nEducational Association to read a sentence from this Indian prayer-book.\nPres.\n\nGarrett:\n\nI will\n\nhave to admit being one of those uncivilized\n\nwhite men the gentleman refers to.\n(Dr.\n\nOronhyatekha read a sentence from the prayer-book in his native\n\" Almighty and most\n\ntongue, and then gave the translation as follows\n\n:\n\nmerciful God, we have erred and strayed from Thy wise law.\")\n\nThis\n\nprayer-book has been used until a very recent date in the church service,\nbecause of the fact that our fathers and mothers do not understand English sufficiently to\n\nenable\n\nthem to comprehend a church service unless it\n\nbe read in their own language.\n\n"}
{"page": 240, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n236\n\nThe education of the Indian, as probably some of the ladies and gentle-\n\nmen in this audience know, is attended with great difficulty.\nCanada I think that we can fairly assume\n\nYet in\n\nto have been successful ; not\n\nonly in the education of the Indians mentally and morally, but in civilizing\n\nthem in the true sense of the term. I have had compiled from the \" Blue\nBook,\" which is a return made to the government annually, some statistics\nwith regard to the results of our labors among the Indians in civilizing\nthem.\nIn the province of Ontario, Quebec, New Brunswick and Nova Scotia,\n27,823 Indians.\nIn the province of Manitoba and the northwest we have 24,157 Indians\nleft;\n\nand in British Columbia, 23,620; leaving to us an Indian population\n\nto deal with of 75,600 in this great Dominion of ours.\n\nAt the present time among these Indians there are 14,963 children of\nschool age.\n\nEstablished by the missionary societies, such as the English\n\nCompany, and by the government, there are 216 day-schools, with 5649\nThe average daily attendance is 2902. The number\nday-pupils enrolled.\nof industrial schools\n\nis\n\n19.\n\nAnd I will say here, in passing, that in my\n\nopinion the only proper and successful way of educating the Indian is\n\nthrough the method of industrial establishments.\nbest of this class of schools\n\nis\n\n[Applause.]\n\nAmong the\n\nthat at the Grand Eiver Eeservation, the\n\nMohawk Institution, supported entirely by the funds of the New England\nCompany, and from which, I take pleasure in saying, I myself graduated.\nIn these 19 industrial schools there are enrolled 920 pupils, with an aver-\n\nThe Indians in Ontario possess 949 dwellingthem brick, and a very large proportion of them good\nframe dwelling-houses, ranging in value from $200 and $250 to $10,000.\nThey have 585 barns and stables. They possess 2649 head of cattle,\n1099 horses, 493 sheep and 2041 hogs. They have 1952 agricultural\nage daily attendance of 836.\nhouses, some of\n\nimplements, and they raised in 1890\n\n—\n\nwhich was a very bad year for\nCanadian farmers 121,153 bushels of grain, 5400 bushels of potatoes\nand 2050 tons of hay, and other scattering products of the farm amounting to $7444, representing a value, on a very low estimate much below\nthe market quotation, of about $100,000,\nall raised by the Six Nations\nIndians.\nThese statistics apply simply to the Indians on the Six Nations\nReservation, and the Mohawk Reservation on the Bay of Twenty.\nThey have, on the Bay of Twenty, four day-schools, three of them sup-\n\n—\n\n—\n\nported by fees derivable from the Indians themselves, and one by fees\n\nfrom the New England Company.\n\nOn the reservation upon the Grand\n\nRiver there are ten schools, including the Industrial School supported by\nthe New England Company.\nand, I\n\nThe Indians on both these reservations,\n\nmay say, in nearly all the older provinces of Canada, are at the\n\npresent day farmers,\n\nsupporting themselves and their families almost\n\n"}
{"page": 241, "printed_page": null, "text": "INDIAN EDUCATION\nexclusively from the products of the farm.\n\n237\n\nSome three or four years\n\nago the government recognized the advancement which had been made\n[Great\nby the Indian and granted to us the great boon of the franchise.\napplause.]\n\nSo that to-day in Canada, or, rather, in the older province,\n\nthe province of Ontario, the Indians have the right to vote for members\nof Parliament.\n\nWhen the measure was first introduced, under the gov-\n\nernment of the late premier, the Eight Honorable Sir John A. Macdonald,\nit met with a great deal of opposition on the part of the gentlemen who\nI\nsat in the House and are known as Her Majesty's Royal Opposition.\nam informed that this opposition arose from a fear that if the Indians\nwere enfranchised by the party in power, that they would in fact it was\nthat they would vote in a body at election for the party in\nso stated\n\n—\n\n—\n\npower who gave them the franchise and, in order to defeat the measure,\nvery many hard things were said to us by Her Majesty's Royal Opposition.\nBut I am very glad to be able to tell you that in the two or three years\nthe act has been in operation, not only the governing party, but Her\nMajesty's Royal Opposition, have become better acquainted with us, and\n;\n\nthey now think we are the best fellows in the world.\n\n[Applause.]\n\nAt least,\n\nso we are frequently told (for elections take place frequently in Canada)\n\nby the leaders of the respective parties.\nTo show you the independence of thought and the civilization of the\nSix Nations Indians, I may tell you that at the very first election nearly\n\none half of the people voted on one side and the other half upon the\nother.\n\nSo that, notwithstanding all that had been said of them upon\n\none side and the other, their own political opinions had not been affected\n\nand they voted in accordance with their convictions as to\nwhat was best for the government. And I may state this other fact, as\nsome evidence of the advancement in the civilization of our people, that\nat the polls where the Indians voted not a single ballot was spoiled;\n\nin the least,\n\nwhile, even in the great city of Toronto, our white neighbors very fre-\n\nquently spoil their ballots, and thus lose their votes.\n\nSo that in Canada\n\nto-day the Indian has his position in the body politic; and I know of\n\nnothing which has taken place in the history of our country which\n\nis\n\nlikely to bring the Indian power to a status equal to that of the white\n\nman, so far as politics and other relations are concerned.\nI am reminded that I have occupied the full time assigned me, and\nI will just in conclusion say to you, as I have sometimes had occasion to\nsay to my own tribe and fellow- citizens in Canada, that I do not admit\nfor one moment that\nwhites.\n\nmy race, my people, are one whit inferior to the\n\nAll that we have lacked in the past are the magnificent oppor-\n\ntunities accorded to the white people under the splendid educational sys-\n\ntem of this country and yours.\nI may tell\n\nyou that among the Mohawks it is impossible to use profane\n\n"}
{"page": 242, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n238\n\nThere are no cuss- words in the Mohawk language. If a Mohawk\nmust swear, he must do it in English. I have been told by learned men\nthat the philology of a nation is an index, to a great extent, of its character and the purity of the Mohawk language, I think, is an index of\n\nwords.\n\n;\n\nthe character of the people who use it.\nexceedingly, Mr. President, and Ladies and Gentlemen, that\n\nI regret\n\ntime prevented\n\nme from preparing a suitable paper, which might have\n\nbeen printed in your record, and which might have led to some good\nto my fellow-countrymen upon your side of the line, for, having been\n\ntwo years in the Western Academy of Wilbraham, Massachusetts, as\na student, and for four years a student in the college at Gambier, Ohio,\nand having mingled with the people of the United States, I know that\nthe great heart of the American nation beats warmly for their Indian\nas warmly as it can possibly beat in any other nationality.\nwards,\nAll\n\n—\n\nthat the subject requires is, that the people be made acquainted with the\n\nwants of the Indians of the United States, and they will have given to\nthem the same opportunities of improvement, the same opportunities of\n\nbecoming\n\ncitizens of the States, as\n\nour Indians have been given in this\n\ngreat Dominion.\nI thank\n\nyou most sincerely for having given me\n\nthis opportunity to\n\nspeak to you.\nI have brought with me a portion of the communion plate given to the\nMohawks by Queen Anne, about 1712, and it is here on the platform for\nIt is inscribed as the gift of Her Majesty Anne, by the\nyour inspection.\nGrace of God Queen of Great Britain, France, and Ireland.\nThis plate was used among the Mohawks, even while they were living\nin the State of New York, in the communion service in the Church of\n\nEngland.\n\nWhen the fortunes of war went against us, the plate was bur-\n\nied in the State of New York,\n\nand six or seven years afterward, when we\nhad settled upon our reservations, a party was sent back to New York\nand, fortunately, no white man had found the treasure and it was dug\nup and brought back to the Mohawks, and divided between the Mohawks\nof the Grand Eiver and the Mohawks of the Bay of Twenty; and these,\nwith the other pieces of the plate, is what remains to us now, the Mohawks\nof the Bay of Twenty, of that magnificent gift.\n\nThe chalice was lost\nby a clergyman to whom it was loaned to take to England and exhibit,\nwhen going there to raise money for the use of a mission. I do not suppose that he disposed of the chalice to enhance his funds.\n\nI presume it\nwas legitimately lost. However, my people are exceedingly jealous of\nwhat is remaining, and I had very great difficulty in persuading my wife's\n\nwho is the great granddaughter of Captain Joseph, to let me\nhave this, even for two or three days, in order that it might be presented\nmother,\n\nbefore you.\n\n"}
{"page": 243, "printed_page": null, "text": "IN SEARCH OF AN EDUCATION\n\n239\n\nIN SEARCH OF AN EDUCATION.\nMOMOLU MASSAQUOY, PRINCE OF THE VEY NATION, AFRICA.\nMr. President, Members of the National Educational Association, Ladies\nami Gentlemen: I deem it an honor to stand as a speaker before such\nwhose aims are to arouse the interest of the people of\na great body,\nAmerica in a higher technical and industrial education, to make wise the\nunwise, and to polish the mind of the uncultivated.\nBut what shall I\nI am not old enough to give counsel, I am not wise to entertain\nsay?\nI am not of a race that has played an importhis intelligent audience.\n\n—\n—\n\ntant part in the history of our present civilization, nor am I of a Christian\n\nparentage.\nconvert.\n\nI\n\nam simply a son of a heathen chieftain and a Mohammedan\n\nThese being the circumstances, I have selected no educational\n\nsubject that might suit the occasion, but shall speak on the outlook for\nAfrica, as it relates to the subject assigned\nI appear in\n\n— In Search\n\"\n\nof an Education.\"\n\nmy native costume because of the love I have for my coun-\n\ntry, and in memory of its people ; and, above all, because it was presented\n\nby my own dear mother, from whom it has pleased God to part me, perhaps for his own service in the future.\nIndeed, there\n\nis\n\na great outlook for Africa.\n\nThe question may be\n\nasked, Upon whom does the future greatness, the civilization, and evangelization of Africa depend?\n\nI answer,\n\nupon the native African, and his brother in America, who,\n\nas Joseph of old,\n\nwas sold in bondage, in order that he might comfort\n\nsorrowing Jacob and assist his brothers in their distress.\nI have not, of course, forgotten the work of our Caucasian brethren,\n\nwho for years have sacrificed their homes, spent their money, and even\nlaid down their lives, in order that we might enjoy the life that they\nenjoy\n\n;\n\nbut the situation of Africa is such that it can only be the habita-\n\ntion of the black race, and his deliverer must be his black brother.\n\nAnother question may arise, Whence will the greatness of Africa come?\nI answer the question by pointing to its vast mountains stored with minerals of all kinds, its dense forests abounding with all sorts of costly wood,\nits tall\n\npalm trees that supply its people with oil, wine, material for meat,\n\nbasket and net,\n\nits\n\ngigantic elephants that furnish the civilized world\n\nwith the most brilliant ivory, and its fertile soil, which is ever producing\nthe most luxuriant vegetation.\n\nSome, in solving our problem, have said that, notwithstanding all these\nadvantages that nature has bestowed upon the \" Dark Continent,\" yet\n\nour intellectual capacities are not of that standard that will enable us to\n\n"}
{"page": 244, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n240\n\ngrasp and utilize them.\n\nThis assertion has been proven false in your vari-\n\nThat the\nous colleges and universities to which the negro is admitted.\nnegro has not the capacity of forming a government is clearly demonstrated\nby Liberia and Hayti.\nIf these things are true, then,\n\nwith the co-operation of our brothers in\n\nAmerica, a great reformation may be expected.\nBy our brothers among themselves, I do not mean that every descendant\nof Africa has this ability developed now ; for there are colored people\nthis country who\n\nm\n\nhave no higher aim than to be waiters in saloons, to\n\ngamble, to loaf, to drink whiskey whenever they want\n\nit,\n\nand think\n\nof\n\nnothing but what they eat and drink.\nSuch a class of people is not needed in Africa, and there is no room for\n\nthem anywhere.\n\nWe want men and women of a high Christian principle, men who are\ninterested in the race, wise\n\nmen, well versed\n\nin the different arts\n\nand\n\nsciences.\n\nWhen these needs shall have been well supplied, then shall the day be\nnear when the prophecy will be\n\nfulfilled, \" There shall come princes out\n\nand Ethiopia shall stretch forth her hands to God.\"\nThere are to-day young men from Africa in all parts of Continental\nEurope, British America, and the United States, preparing themselves\nMissionaries from all parts of\nfor the work of elevating their people.\nthe civilized world are laboring in various portions of Africa, and their\nlabors have resulted in leading many souls to the light of civilization and\nof Egypt,\n\nChristianity.\n\nExperience as well as observation has convinced me of the fact that the\nanxiety of the native African children for knowledge exceeds that of\nchildren in Liberia or this country.\n\nNative children brought into school in Liberia soon master the Liberian\nbrogue, which, as they advance in study, is reduced into good English.\n\nIn the Vey Territory, where we have a written language, every Vey\nchild is taught early how to study ; so they are not strangers to this exercise when they enter an English-speaking school.\n\nor \" Gri Gri Bush,\" as the Liberians call\n\nlaws and customs of their tribes,\nthose who are trained in\n\nit\n\nTheir training-school,\n\nwhere they are taught the\nteaches them self-management; and\nit,\n\nmake very few mistakes in etiquette, even in\n\nthis country.\n\nOne of the greatest things impressed upon the Vey child is honesty.\nThe rogue is quite often burnt to ashes, and one who constantly lies\nand misleads strangers gets his tongue split.\n\nIn the interior, where the\n\nnative chief rules, very little lying, stealing, and other things of the same\n\ncharacter exist.\nIt\n\nsometimes occurs to me that dishonesty is the result of civilization,\n\n"}
{"page": 245, "printed_page": null, "text": "IN SEARCH OF AN EDUCATION.\nand that\n\ncivilized\n\n241\n\nman is constantly trying to invent a scientific way of\n\ngetting a thing without paying for it.\n\nOne of the greatest evils in Liberia is, perhaps, the treatment of the\nIt is not all those who are\nfrom America that do thus, for there are men and women in Liberia who\naborigines by their brothers from America.\n\nlove and respect the aborigines as they do any Americo-Liberian.\nIt\n\nis\n\nthat low class of people who went simply for their own welfare\n\nand not to advance the race.\n\nThis class of people has been the cause of\n\n—the Grebo, the\n\nfirst and second Gbassa wars,\nand several minor conflicts; and to-day the condition of the aborigines is\nnot any better.\nIn Liberia proper, the aborigines are called \"countrymen,\" or \"bushmen \" and, in a quarrel between a native and Americo-Liberian boy, the\nlatter would say to the former, \"You country dog, you!\"\nNo provision, as far as I know, is made for the native children in the\n\nthree principal conflicts,\n\n;\n\npublic schools of Liberia; nor is there a special training-school for them,\noutside of the mission-schools, where they are admitted and where their\nill-treatment is not tolerated.\n\nRead the history of the proud Romans, and form a clear imagination\nbetween the patricians and plebeians, both socially and\npolitically; then travel over your fair country and notice the treatment\nof the negro by the lower class of the Caucasian race, and you will have\nof the affairs\n\na clear idea of the condition of affairs in Liberia.\n\nAnother great evil in Liberia is the liquor traffic, carried on by the\nAmerican and European merchants. Many a gallon of whiskey is daily\npoured into the throat of both aborigines and Americo-Liberians (Christians and Mohammedans excepted).\nWe hear of slavery, wars, and extermination of missionaries all of these\nare caused by the influence of the alcoholic drinks.\nThe heathen, when under the influence of liquor, tries to make war\nwith other tribes, which sometimes costs thousands of lives; sometimes\nmany children are parted, as slaves, from their mothers, wives from their\nhusbands, to serve an unknown tribe.\nMissionaries who warn them to\nabstain from the alcoholic drinks receive the following reply Here is a\nman (referring to the merchant) from your own country he sold us this\nsweet water, and after we pay our money for it, you don't want us to\n;\n\n:\n\n;\n\ndrink it.\n\nHow two persons from the same country can look alike, dress alike,\nspeak the same tongue, have a different belief, is a mystery to the heathen\nmind.\n\nOne of the chief religions of Western Africa is Mohammedanism.\n\" God is God and Mohammed is his prophet\" is their constant cry.\n\nThe \"Gri Gri Bush,\" which was briefly mentioned, is the institution\n\n"}
{"page": 246, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n242\n\namong the Vey and adjacent tribes, which all boys and girls are requested\nto attend before they are recognized as men and women in their respective tribes.\n\nIn this institution, the boys are taught farming, theory and practice of\nprophecy, magic\n\nlaws of their country, and everything\n\nart, conjuration,\n\nthat fits them as men and husbands in that country.\n\nThe girls are taught all things pertaining to family,\n\n—housekeeping,\n\ncooking, basket-making, fishing, and other industrial pursuits for girls in\n\nAt the head of the \" Gri Gri Bush\" stands the \" Gri Gri Devil,\"\nwho wears a cap of six or seven faces, which makes him appear as a\nAfrica.\n\nreal devil.\n\nBut through the grace of our loving Saviour, the day is coming when\ndiscrimination shall be blotted out of our country, when Christian America\n\nand Europe will no more send that cursed water into our land, when\n\nMohammedanism shall be abolished, when Christianity shall be her sole\nwhen railroads and telegraphic wires shall stretch across her\nbosom, and when Africa with her population shall stand on an equality\n\nreligion,\n\nwith the most potential nations of the world.\nIn 1877, Bishop C. C. Penick, now of Louisville, Ky., opened the St.\n\nJohn Mission, an Episcopal school\n\n;\n\ninvited father and other chieftains to\n\nbring their children into the school where they could be educated.\n\nIn\n\nthan a year, the school was full of boys and girls. At first I could\nnot bear the idea of giving up my former way of worship, leave the\nMohammedan priest under whose tuition I was placed, and all the dear\nless\n\nones at home, and be posted as a student under a white-faced people ; nor\n\nwould my ambition permit me to abandon the thoughts of attending the\nvarious institutions of my tribe, well familiarizing myself with the\n\nKoran\n\nand Mohammedanism, and being the priest and prince of the Vey nation,\nas my parent had hoped.\nBut to overcome these difficulties, the missionaries were accustomed to distribute candies, sugar, cakes, and other\nattractive things,\n\na native village.\nuncle,\n\namong the little children, whenever they preached in\nThis so attracted me to the missionaries, that when my\n\nwho has an idea of civilized life, asked me again to go into the\n\nmission school, I was willing to go where I could be fed with candy, sup-\n\nposing that the missionaries must have a whole city filled with these good\nthings.\n\nThe parental love and care of that God's own consecrated man, Bishop\nPenick, and his co-workers for these young heathen, was such as to create\na personal love in us, and in our parent, for them.\n\nAs I advanced in\n\nstudy and embraced the Christian religion, my parents, who are of the\n\nMohammedan faith, were greatly dissatisfied, and sought to take me\nhome.\n\nKnowing that if I returned to my native town, I would soon indulge in\n\n"}
{"page": 247, "printed_page": null, "text": "IN SEARCH OF AN EDUCATION\n\n243\n\nmy heathen, or Mohammedan, practices again, I escaped and came to\nAmerica; and through Bishop Penick, who had provided for me a benefactress, the late Mrs. Emily J. Albert, of Baltimore,\n\nwhom I trust is now\n\nin heaven, I have advanced to the happy position I now occupy.\n\nThey sent me to Nashville, Tenn., the Athens of the South, a city\nthat is loved by all lovers of knowledge, to attend the Central Tennessee\nCollege, one of the three great colored institutions of that city.\n\nAnd now I am struggling for an education, getting my support for\nmy service, and by lecturing on the customs of my people, in different\nplaces during vacations.\n\ngo back to my native land,\nIt is my aim to complete my education\nand take the place of my father, who was chief of the (Northern) Vey\nTerritory (but who rumor says is dead), not for fame nor for riches,\nAnd if I have to eat grass\nbut for the purpose of uplifting my people.\nseven years, as Nebuchadnezzar, I will complete my education, D. V.\nNow, ladies and gentlemen, I congratulate you upon the fact that\nyour education and your civilization have Christianity as their base.\nEmpires that preceded you failed to produce such a system of education\nand civilization; nor will unborn nations produce a higher standard,\nEgypt, the foremost\nwithout having Christianity as a foundation.\nnation of ancient civilization, permitted her people to weep over dead\n;\n\nanimals; well did Assyria divide the Zodiac into twelve signs, named\nthe Zodiacal Constellations, that will forever witness their astronomical\n\nattainment, dividing the year into twelve months and the\nfour weeks,\n\nmonth\n\ninto\n\n— but she was a worshipper of Baal.\n\nAnd I may speak of Greece and Rome, the fame of whose civilization\nwill still whirl through coming generations,\n\nand whose histories will forBut they\n\never be read with an undying interest by nations yet to come.\n\nwere blinded with paganism and scepticism.\n\nMay success attend the labor of the various educational associations,\nand may their Christian trainings have such an effect that many sons of\n\nAmerica will join in the Gospel song:\n\" They call us to deliver\n\nTheir land from error's chain.\"\n\nTo the friends in United States I say, \" May you forever be united!\" and\nto the friends in the Dominion of Canada, \" God save your Queen!\"\n\n"}
{"page": 248, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n244\n\nTHE INFLUENCE OF THE PUBLIC SCHOOL NATIONALLY\n\nAND INTERNATIONALLY.\nREV. PRINCIPAL GEORGE M. GRANT,\n\nQUEEN S UNIVERSITY,\n\nKINGSTON, ONTARIO.\n\nThe public school is not an institution of American origin, as is\nsometimes claimed, but it is a basal necessity of government by the pubij C)\na form of government that is becoming universal in Christendom.\n\n—\n\nThere are, indeed, checks on the direct action of the people in the most\ndemocratic country, and these checks are even more deeply imbedded in\nthe constitution of the United States than in that of Great Britain.\n\nThe difficulty of making a constitutional amendment is far greater in\nthe United States than in a country governed by parliament and without\na written constitution, like Great Britain.\n\nBut in an old country like\nwarp and\n\nBritain, where conservative forces are interwoven into the\n\nwoof of every class, indirect checks supply the place of the impediments\nthat the constitution of the United States interposes in the way of hasty\nIn Canada, however, democracy is not only omnipotent\npopular action.\nOur Parliament reprebut it may act with almost lightning rapidity.\nsents a people instinct with the energy of the New World, without aris-\n\ntocracy, or established church, or moneyed or leisure class;\nset\n\nand it can\n\nup or pull down by its vote any institution that is not specially\n\nexempted by the Constitution from its jurisdiction. In Britain, parliament is omnipotent, and its jurisdiction is unlimited. It can do anyIn Canada, parliament is\nthing that is competent to human authority.\nalso supreme, is the supreme executive as well as the legislative authority\nbut its province is defined by a written constitution that gives exclusive\npowers to local legislatures. While, then, in all countries where government is by and for the people, the public school is a necessity on\npolitical grounds, you can see that it is a more pressing political necessity\nOnly a small\nin Canada than even in the United States or Britain.\npercentage of the children in any country will ever reach the high\n\nand a still smaller the university yet all citizens are politically\nand the nation will be to-morrow what the children are to-day.\nIf the people are ignorant, reckless, or immoral, the downfall of a state\n\nschool,\n\n;\n\nequal,\n\ngoverned by the people is certain.\n\nIn self-defence, therefore, the state\n\nmust insist that its future citizens shall know how to read, shall be in\nsympathy with its history and fundamental ideas, shall form habits of\nsobriety, truthfulness, and respect for law, and shall be taught that there\nis\n\nAttendance at the public\nmust be made compulsory, as in Germany, for all children from\n\na divine or absolute basis for morality.\n\nsohool\n\n"}
{"page": 249, "printed_page": null, "text": "—\n\n;;;\n\nTHE PUBLIC SCHOOL NATIONALLY AND INTERNATIONALLY. 245\nsix to fourteen years old who are\n\nnot obtaining instruction elsewhere\n\nand the correlative of universal compulsory attendance, as a conservative\n\ngovernment in England now almost admits, is the abolition of school fees.\nFaithfulness in carrying out this fundamental requirement may yet\ngive us, in Canada and the United States, the spendidly low average that\nBavaria, Saxony, and Baden have attained, of something less than one\nhalf per cent of illiterates.\n\nThe point of view, then, from which I look at the public school is\nis a fundamental law for the\nand the modern state cannot exist unless a\nreasonable amount of mental and moral development is secured to all\nwho are to be citizens. The importance of the family in promoting\nthat development is not ignored when the fundamental proposition is\nlaid down, that the school is essential to securing it fully, and, therefore,\nThe\nthat schools fitted to do the requisite work must be established.\nstate must see to it that this work is done, and done on its part \" with-\n\nits political\n\nnecessity.\n\nSelf-preservation\n\nindividual anjl for the state\n\n;\n\nout resting, without hasting.\"\n\nNeither does our fundamental position ignore the work of the church,\nnor overlook the fact that the origin of the primary school may be ascribed\nto Christianity.\n\n\" There is no time in the Christian Church when schools\n\ndid not exist,\" Brother Azarias points out in his article, in the Educational\n\non the Abbe Alain's volumes.\n\n\" Wherever monastic\n\ninstitutions were established, schools flourished.\n\nThen there was the\n\nRevieiv for March,\n\nEpiscopal school, the Cathedral school, the parish school, the burgh\nschool, the rural school, schools attached to the hospitals for the poor,\n\nwhich flourished at one or other time during the Middle Ages\nThese primary schools were far more general, both in the cities and in the country, than is generally supposed.\nNo doubt the teachers were often as miserable and merciless as Erasmus pictures the grammarians, or teachers of private schools, in his day\nBut\nfor then, as now, the rule of \"poor pay, poor preach\" held good.\nthe times were rough, and the use of the rod was all but universal, in\nthe home as well as the school.\nTo dispense with it would have been\nconsidered to fly in the face of divine authority.\nSolomon was considered a higher authority than the spirit of the Christian religion.\nJames\nGrant tells us that in Scotland the pupil carried to the school the rod\nwith which he was to be punished,\nso resolute were the parents that\nfull justice should be done their children.\nThe rod did not hurt then\nas it would now, we must remember.\nPeople thought less of their own\nfeelings, and much less of the feelings of their children, than we usually\ndo.\nAs to the origin and multiplicity of schools in Scotland, Grant\nsays \" Our burgh schools were not established by an act of parliament\nthey had their origin in connection with the Church, or were called into\n\nall\n\nof\n\nthroughout Christendom. \"\n\n—\n\n:\n\n"}
{"page": 250, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n246\n\nexistence by the people themselves; but in whatever way they were\nfounded, undoubtedly, toward the end of the fifteenth century schools\n\nwere planted in every considerable town in Scotland.\"\n\nThis view of the\n\nis commended\nwho think that national churches are\n\norigin of the nation and of the school out of the Church,\nto the consideration\n\nof those\n\ninconsistent with religious liberty.\n\nIt is well, too, to be\n\nreminded that\n\neven John Knox's magnificent scheme of public education, outlined in\nthe\n\nfirst\n\nBook of Discipline, was not a new thing under the sun.\n\nLike\n\neverything great and good, it had its roots in the past, and was an evolution rather than a creation.\n\nIn heaven, Minervas\n\nmay spring full-\n\ngrown and full-armed from the brain of Jupiter, but on earth they are\nborn in the usual way, and have to struggle for life and to worry through\nall kinds of impediments before they attain to lusty strength.\nWhile the mediaeval Church had so much to do with establishing the\nschool and founding the state, and while it would be unhistorical as\nwell as ungenerous to forget this, it is quite clear that the modern state\nis strong enough to stand on its own feet, and that no other organization\ncan now be entrusted with the establishment of common schools.\n\nNo\n\nother can do the work with even an approach to thoroughness and\ncompleteness.\n\nLocal effort must be encouraged;\n\nthe co-operation of\n\nmay be accepted, indeed\nought to be welcomed, but the state must lay down its own fundamental\nindividuals, voluntary societies, and churches\n\nrequirements, and, so far as these are concerned, must supervise and\ncontrol.\n1. In considering the influence of the school on the nation, I begin\nwith a definition: The ideal education which the state should aim at\nis\n\nthe full development of the faculties and the character essential to\n\nmodern citizenship.\nestimated by\n\nits\n\nThe influence of the school nationally must be\n\nsuccess in these respects.\n\nIf the school encourages the\n\nbest physical development, if it not only teaches to read but inspires the\n\naverage pupil with a love for reading, if it interests him in the history\nof his nation, feeds his imagination with suitable food, draws out his\n\npowers of observation, stores his memory with a few classic pieces that\nshall be to him permanent models, and, above all, roots in him habits of\norder, accuracy, courtesy, truthfulness, self-reverence,\n\nthe highest,\n\n— then\n\nit has done its work.\n\nand reverence for\n\nThis ideal is surely not impos-\n\nIn the eight formative years between six and fourteen, so much\nought to be accomplished, if the teacher is at all fit for his place, and if\nsible.\n\nthe state insists on the pupils' regular attendance and provides proper\nbuildings,\n\ngrounds, and inspection.\n\nPhysical development does not\n\ndemand gymnasium apparatus or a drill sergeant.\n\nAs a rule children\n\nwill see to this matter for themselves, in the best ways, if only oppor-\n\ntunities are allowed.\n\nThe games of children are, for the great mass, the\n\n"}
{"page": 251, "printed_page": null, "text": "\"\n\nTHE PUBLIC SCHOOL NATIONALLY AND INTERNATIONALLY. 247\nvery best means of securing good physical culture.\nit,\n\nis\n\nindispensable in education.\n\nPlay, and plenty of\n\nPlay means harmonious development\n\nbody without fostering the self-consciousness that is apt to be\ninduced by modern pretentious substitutes in the shape of military drill\n\nof the\n\nand gymnastic exercises. As to the rest of the education that is required,\neverything depends on getting good teachers, and on rational aims and\nmethods.\n\nGood teachers!\n\nYou may well stop me and ask, How are these to be\n\nhad in sufficient numbers?\n\nHere is the supreme difficulty.\n\nNot only is\n\nthe salary of the public-school teacher small, his work monotonous and\nhis place in society of little account, but his tenure of office is insecure,\n\nand he is often so hampered by multiplied and ever-changing regulations,\nthat he is not so much a free being as a cog in a vast machine that\ncounts only by statistics.\nStatistics are needed, but they cannot estimate the highest results.\nIn these circumstances, the influence of\nteachers on scholars, so far as character-building is concerned, is reduced\nto a minimum ; for the influence of one soul on another is a very subtle\n\nthing, and the atmosphere of freedom is essential to the impartation of\n\" You can never touch the heart of another with\nit to a class or school.\n\nemotion,\" says Goethe, \"unless the emotion\nheart,\" or, as Horace puts\n\nweep yourself:\n\n—\n\nit:\n\n\" Si vis\n\n\"If you wish\n\nis\n\ngenuine from your own\n\nme to weep, you must first\n\nme flere, dolendum est\n\nPrimum ipsi tibi.\"\n\nBut pure emotion cannot co-exist long with a mechanical system, or\npayment by results, or with the other conditions to which I have referred.\nThis problem of how to get the best teachers is too large to be discussed\nhere, but it must be solved if the school is to serve the state efficiently.\nThat every future citizen shall be taught to read is much. That he\nshall be taught to observe and to think is more.\nBut that he should\nlearn to love, admire, and revere that which is worthy, and hate that\nwhich is unworthy, is most of all. But how shall the average boy learn\nthese highest things save through the voice, tones, and whole life of his\nteacher?\nCan the state, then, do anything to make the position of\nso important a functionary more dignified than it is, and can special\nhonor be paid to those who have served longest?\n\nThese are questions\n\nmore easily asked than answered. The mediaeval Church, by\nselecting for schoolmaster a young cleric who assisted the pastor, or a\nlayman who could perform minor functions in the church, conferred\nhonor on the office in an age when it was an honor to be in any way\nconnected with the worship of God. There were decrees to the effect that\nthat are\n\n\" schoolmasters clothed in their surplices should be incensed in the church,\n\nand should hold the place of honor above all the laity, even the aristocracy\n\n"}
{"page": 252, "printed_page": null, "text": "—\n248\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThe parish schoolmasters of Scotland, under the old system\nwhich lasted down to a recent date, also held a position\nthat was always respectable in the eyes of the pupils and of the community.\nNow that the state is more directly responsible for the schools, is it not\nHow it should be done is\npossible to do something in the same line?\nworthy of the most serious consideration, but I am too conscious of the\nI\ndifficulties in the way to do more at present than point out the need.\nsee most hope in the employment of efficient, sympathetic, well-educated\nThe next quesfemale teachers, who are not in a hurry to get married.\ntion, that of rational aims and methods, is bound up with the one we have\nTo attempt too much, or expect too much from the school,\njust raised.\nTo attempt too many things, a greater mistake. But to\nis a mistake.\nattempt to teach subjects for which there are not qualified teachers is\nFor instance, one would suppose that the\nthe greatest mistake of all.\nstate should insist on history being taught in its elementary schools, so\nthat every citizen might know something of the causes that determine\nthe rise and fall of nations, and might be in sympathy with the history\nand the aims of his own nation. Teaching history in this way would\nbe one of the best methods of teaching morality and the great facts of\nthe spiritual world, as well as history.\nBut how can lads, or slips of\ngirls, who have no conception of what is meant by the life of the race,\nwho have never come in contact with cultured minds, and who get their\ncertificates by simply passing examinations on text-books that they have\nmemorized, rise to this point of view? Or if they have to cram their\npupils, in order that they may pass examinations, with facts of Canadian\nor American history that they cannot appreciate or relate to the princiof the parish. \"\n\nof life- tenure,\n\nples that are at the root of national development; if they have to make\n\nboys and girls write and learn by rote paragraphs of the British North\n\nAmerican Act, or even the Constitution of the United States, or the\nnumber of men killed in battles that might as well be forgotten, what\nearthly use will such cramming be to unformed teacher and unawakened\npupil? The remedy for our crude methods must be along the lines of\n\n—\n\ninducing teachers to take a partial, if not a full, university course, and\nIn the German\n\nof imitating the German system of teaching history.\n\ncommon schools, the famous\n\nstories of classical times,\n\nphies of eminent men indifferent nations\n\n—\n\nand the biogra-\n\nespecially their own nation\n\nare read; and a basis of comparison\n\nis laid by instruction in the Old\nTestament histories. The comparative method of study is the modern\nmethod, in all subjects, and nowhere is there a better basis for historic comparison than in those brief sketches, written from a prophetic or ideal standpoint, in the books of Judges, Samuel, and Kings,\nsketches and summaries that combine pregnant and glowing reflection with all the charm\n\n—\n\nof concrete details.\n\nBy this method of studying history, the child will,\n\n"}
{"page": 253, "printed_page": null, "text": "THE PUBLIC SCHOOL NATIONALLY AND INTERNATIONALLY. 249\nunconsciously, get hold of links of connection between history and geog-\n\nraphy, and history and literature, and between\n\nand\n\nthese\n\nlife.\n\nHis\n\nHe is led to think\n\nlearning will prove of permanent interest and value.\n\nof other nations and other generations in relation to himself and to the\n\nmen and women he lives with, instead of misconceiving them as abstractions invented to torment schoolboys, or as mere \"pagans,\" with whom\nhe is not expected to have any sympathy. The difficulty of teaching\nliterature to children is very great, perhaps greater than of teaching\nhistory itself; and the usual mistake is in being too formal, too didactic,\n\ntoo analytic, and too ambitious.\n\nThe children must be interested, and\n\nthey can be interested only through their imaginations.\n\nwould give them \" facts. \"\n\nMr. Gradgrind\nand tales instead;\nthe Arabian Nights,\n\nI would give them stories\n\nbooks like Hans Andersen's and Grimm's\n\ntales,\n\nRobinson Crusoe, and the Synoptic Gospels, to begin with; to be followed by Scott's poems, selections of ballad poetry, and selections from\n\" The best literature for children, from their seventh to\nScripture.\ntheir fourteenth years,\" says Rosenkranz, \" consists always of that which\nis honored by nations and the world at large,\" and if the books I have\nmentioned are objected to, choose at any rate others that have stood the\ntest of time and a jury that may be said to comprise universal humanity.\nThe vexed question of text-books should come in here, but the subject is\nso vast that I trust you will set apart an afternoon or evening for\nits discussion next year.\nSelect a bold man, your boldest, to open it\nup for he is certain to stir up a hornets' nest. There are vested interests connected with the supply of text-books, and these, when stirred up,\nwill surely sting.\nI will not state offhand which country in the world\nhas solved the problem best of reconciling on the one hand, the free\ncompetition in production which is the only way of getting the best article, and the free choice\nwithin prescribed limits due to teachers and\nschool-boards, and, on the other hand, the necessity of having a limited\nnumber of books from which to choose, and the necessity for all reasonable economy,\nno matter whether the books are supplied by the state\nor the parents; but I may say, with submission, that the United States\nwould not have the slightest chance of getting a prize for its solution of\nthe problem, from any independent commission.\nThere may be different\n;\n\n—\n\n—\n\n—\n\nopinions as to which country has effected the best possible reconciliation\nof opposing difficulties, but all will agree that there is\n\nsaid on behalf of a school-book\n\ncombine that unites in\n\nnothing to be\n\nitself\n\nthe worst\n\nfeatures of all other combines.\n\nIn speaking of the books to be read, we must remember that the object\nof the common school is not industrial.\n\nIt should\n\nnot regard children\n\nraw material of craftsmen, and aim at making infant mechanics.\nChildren are organisms in the flower of life, and the best fruit will be\n\nas the\n\n"}
{"page": 254, "printed_page": null, "text": ";!\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n250\n\nhad\n\nif\n\nyou give the flower free play and do not expect it to be fruit.\n\nThe fruit will come in due time, if you do not handle or test the flower\nThe aim of the school is to make children happy, healthy,\ntoo often.\nand natural to give them a love for their country and for one another\nto open their eyes to the beauty of nature and the meaning of life; to\ngive them a love for reading, and a taste that will enable them in some\ndegree to discern good reading from bad; and to form in them habits\nthat will make the end of their school days to be but the beginning of\n;\n\ntheir education.\n\ndone now.\n\nIt\n\nmay be said that all this and more too is being\n\nPossibly it is in some places.\n\nImprovement, too, there has\n\nbeen of late years, in the general diffusion of education and educational\nappliances, and, above\n\nall,\n\nin the increase of popular interest in the\n\ncommon school.\n\nBut no one will say that the influence of teachers on\nsociety, or the influence of the school on the formation of character, is\nwhat was at one time hoped for and how, then, can we profess to be\nUnless the people are becoming more intelligent and more\nsatisfied?\n;\n\nmoral, the school has failed.\n\nUnless there is a higher political life, the\n\nSo great are the possibilities of the public\nschool, however, that despair must not be thought of.\nWe must learn\nwisdom from comparative failure, and bend all our energies to solve the\nstate cannot be satisfied.\n\ngreat problems that must be solved to make free government permanent.\n\nThe only hope for humanity lies in freedom; for despotism in every\nshape and form is a confession of defeat, a confession that reason and\nconscience are not to be trusted in a free and open field and the only\nhope for free government is in securing not only a saving remnant of\n;\n\ngood men, but in elevating the masses to sympathize with, to select, and\nto vote for, their best and wisest to be their governors.\nIn vain is it to\nhave a good political constitution, good laws, a good country, and a\ngood tariff, if we have not men and women animated with wise, noble,\nand devout sentiment. The constitution and the laws make the people\n\nThe people made the constitution to\nunmake it or make a better and the great\ninstrument they have for making the next generation wiser and better\n\nonly to a very limited degree.\n\nbegin with, and, then, can\n\n;\n\nthan themselves is the school. Therefore,\nbrother and sister teachers\nmagnify your office.\nOurs is a higher position than that of kings.\n\nWe are king-makers.\n2.\n\nThe influence of the school internationally.\n\nThe school, I have\n\nand let us not forget that there is as great\na difference between patriotism and the blatant, arrogant spread-eagleism\nwhich in Europe is called Chauvinism, as there is between enthusiasm\nand fanaticism. The one is healthy and full of generous inspirations,\nand the other, unhealthy and the destroyer of true patriotism and\nmorality.\nThe one teaches us to love our own land and race first,\nsaid, should teach patriotism ;\n\n"}
{"page": 255, "printed_page": null, "text": "THE PUBLIC SCHOOL NATIONALLY AND INTERNATIONALLY. 251\nbecause\n\nit\n\nis\n\nours and we believe that it has done, and that it promises\n\n—\n\nmost for man and for that which is best in man especially for\nthe good old cause of liberty, peace, and righteousness.\nThe other\nteaches us to hate men, for the love of God or the love of country.\nThe common school is, we have seen, broad as the nation, and necesto do,\n\nMay we not find for\nOur fundamental proposition implies that its\n\nsary to the existence and well-being of the nation.\nit a broader base?\n\nYes.\n\nbasis must be wide as the English-speaking race, for all the divisions of\n\nthis imperial race are self-governing, and, in the next place, wide enough\nto underlie all nations, that, in accordance with the principles of modern\nsociety, are governed by representatives who express the will of the people.\n\nThink of the influence that the school might exert if it realized that\nwas to educate the children in all our English-speaking lands\n\" so that we might again become as one people.\"\nThis was the expression\nits mission\n\nused by John Jay, one of the American commissioners who negotiated\nthe settlement of peace and reconciliation with the mother country, in\n\nThis was the key-note struck by Jay, Adams, and Franklin, and\nwas adopted on the British side by the Prime Minister, Lord Shel-\n\n1783.\nit\n\nburne, with a frankness and generosity that disconcerted the sinister\ndesigns of France and Spain at the time, and led to far-reaching conse-\n\nquences that are only now being understood by the world.\n\nIf the facts\n\nconcerning the history of this settlement of 1783 that are revealed in\nFitzmaurice's \"Life of Lord Shelburne\" and the .\" Critical History\" of\nJustin Winsor, the librarian of Harvard, had been known to past generations of school teachers on this continent, the invasion of Canada in\n\n1812-15 would not have taken place, and the game of twisting the lion's\ntail would\n\nnot be so popular in the United States as it still is in a good\n\nmany places, from Congress downwards and upwards.\n\nEead the summary of these facts presented by Mr. 0. A. Howland in that noble work\nof his just published in Toronto with the suggestive title of \" The New\nEmpire,\" and then let us all go hence to explain to the millions of\nfuture citizens on both sides of the line and across the Atlantic and the\nPacific what were the inspiring ideals of the men who, after seven years,\nfighting, thought not only of peace, but of permanent reconciliation,\nabsolute freedom of trade, and the promotion of each other's prosperity.\nWould there then be any further waving of the bloody shirt that is\nmore than a century old? The men who try to keep up hatred between\nNorth and South because of battles that took place a quarter of a century\nago are estimated aright.\nWhat should be thought of those who would\nrake up the ashes of old feuds that were buried in 1783? Is it not time\nthat that very ancient bloody shirt should be reverently laid aside?\n\nshould\n\nnow be well understood\n\nthat, at the close of the war,\n\nIt\n\nFrance\n\nrepudiated the idea of the United States being allowed to practically\n\n"}
{"page": 256, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n252\n\nThe thirteen colonies were to be restricted\nmonopolize the continent.\nto their own narrow boundaries between the Atlantic and the Alleghanies.\n\nSpain had joined the alliance on this condition.\n\nGreat Britain\n\nwas expected as a matter of course to have the same views; for the great\nWest, from the Ohio to the Mississippi, belonged to the Province of\nQuebec or Canada, and was, of course, to be conceded to her, while the\n\nremainder of the continent was to be the share of Spain. Against such\na combination the States, exhausted by the long war, would have been\nhelpless, even had they been willing to fight for empty spaces of which\nBut, as Mr. Jay said, \" the one government which\nthey knew nothing.\nhad the power to determine the boundaries \" was Great Britain, and the\nyoung republic found then, as subsequently in a more recent crisis, when\nNapoleon III. was the tempter, that in the opinion of British statesmen\n\"blood was thicker than water.\" England, in 1783, \"endowed\" the\nUnited States, to use Jay's words, with the great West, to the unbounded\namazement of France and Spain; and she did so because Jay and his\ncolleagues pointed out that the vast commerce of America would always\nbe open to Great Britain, and that that would mean perpetual and\nmutual prosperity. All honor to the memory of Lord Shelburne. \" He,\"\nas Morellet, the French philosopher wrote to him, \" actually put in\npractice in public life what Adam Smith had only put in words.\"\nAnd\n\nhe did so because, as he himself wrote, \" the people throughout the\nworld have but one interest, if properly understood.\" Golden words,\nthese\nwords to be taught as an axiom in political science in every\n\n—\n\nschool, church, caucus,\n\nand parliament.\n\nIf there are two nations in the\n\nworld that ought to trade freely with each other, and to be in perpetual\nalliance, these two are the British commonwealth and the United States\n\nand the part of the world-wide commonwealth that should be the link\nbetween the two is Canada.\n\nHistory, in these days of scientific investi-\n\ngation, has at last been brought into court and given conclusive evidence\nto the effect that such were the intentions of the great men who drew\n\nup the settlement of 1783, and that the British minister then laid the\nmost magnificent basis for permanent friendship and co-operation that\nthe representatives of Congress could suggest.\n\nshould be taught in the\n\nhave the first place\ntime that\n\nis\n\n;\n\nSurely,\n\nif\n\nany history\n\ncommon school, this outstanding fact should\n\nand the lesson would flow naturally from it that the\n\npast should suffice for the recriminations, jealousies, and\n\nsuspicions of small men, and that we are now called upon to join hands\nall round and secure the peace of\n\nthe world and the coming of the king-\n\ndom for which we profess to pray daily.\nnot the Britain of George III.\n\nThe Britain of Queen Victoria\n\nis as truly governed by the\ndemocracy as the United States is, and Canada is more frankly democratic than either.\nThis being the case, there is no more possibility of\n\nis\n\nBritain\n\n"}
{"page": 257, "printed_page": null, "text": "THE PUBLIC SCHOOL NATIONALLY AND INTERNATIONALLY. 253\ndiversity of interest between them than there is between Maine, Michi-\n\ngan, and Mississippi.\n\nIf this were understood, it would also be seen that\n\nsecession is as totally out of the question in the British Empire as war\n\nproved it to be in the United States, and that the idea that material\nconsiderations might tempt a portion of either commonwealth to abandon\ninsulting, whether made on the north or on the south side of\n\nits flag is\n\nWill you permit\n\nthe line.\n\nme a word of personal reference here?\n\nA\n\ndaily paper in this city quoted the last sentences of my words of welcome\nto\n\nyou on Tuesday afternoon\n\n;\n\nspoke of them as illustrating my fondness\n\nfor giving my friends \"surprises,\" and added that the sentiments were\nexcellent, but that surely the\n\ngentleman that uttered them was not the\n\nPrincipal Grant who has been one of the ardent Imperial Federationists.\nI own to you frankly that I am the man, and, as I do not wish to sail\nunder false colors, I must ask you if there is anything \" surprising \" in a\nman being in favor of the unity of all the parts of the empire covered\n\nby his own flag and being in favor, at the same time, of the most cordial\nrelations with a neighbor country that he loves best next to his own?\n\nthere\n\nis\n\nan inconsistency, then am I an offender.\n\nIf there is not,\n\nIf\n\nthen\n\nthe paper that professes to be Canadian and British, yet is opposed to\nnational unity, is the offender.\n\nIn your glorious struggle for the Union,\n\nmany respectable men and papers in the North opposed you\n\n—generally\n\nwith half-truths, partial reports of your words and deeds, sneers and\ninnuendoes. What did you call them? Copperheads. Why? Because\nthe copperhead was the most dangerous snake known to you.\n\nThe common school, then, might legitimately be made an instrument\npromote the permanent reconciliation of the two great countries into\nwhich our race divided more than a century ago, and which have ever\n\nto\n\nsince stood apart,\nTheir scars remaining\nLike cliffs which have been torn asunder.\n\nNor would such a work exhaust the international possibilities of the common school. The mediaeval Church is broken up, and the nations of\nChristendom no longer pay allegiance to one earthly head and centre of\nauthority.\n\nBut Christendom is still one, in the spiritual unity of the\nit, and that express in their literatures\n\ngreat nations that constitute\n\ntheir conceptions of the universe.\n\nThese conceptions are essentially\n\nthem after its own fashion.\nWhy, then, should there not be a Reader for use in the schools of\nChristian, though each nation expresses\n\nChristendom, consisting of selections from the best English, French,\n\nGerman, Italian, Spanish, and Russian literature?\n\nThe mere reading of\n\nsuch a book would do more to convince those who are to be the governors\nof the nations that all\n\nmen are brothers, that all think alike, that all\n\nhearts turn to one pole, and that the interests of\n\nall\n\nare identical, than\n\n"}
{"page": 258, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n254\n\nthe memorizing of the best formal catechism that ever has been or could\n\nA world so instructed would know that war is the sum of\nbe written.\nhuman villainy, and that it is opposed to the interest of every people.\nJust as there are courts to decide between neighbors in the same country,\nso the necessity would be felt of having courts to decide between neighbor nations; and, just as the decision of a feeble old judge, or the nod\n\nof a single policeman, is accepted because it is\n\nknown that the whole\n\nmight of the nation is behind the wig or the baton, so would the decis-\n\nThe common\n\nions of the international courts be universally accepted.\n\nschool would not be the only force in operation producing this result,\n\nbut it ought to be the prime and all-embracing force\n\n;\n\nfor it reaches all\n\ncommon people, and reaches them while in the plastic state; and\nthe common people rule.\nIt may be said that I have presented an ideal out of all proportion to\nthe\n\nthe real, and that\n\nit\n\nis\n\nabsurd to attribute such vast possibilities of\n\ninfluence to an agency which, when considered in detail,\ncant.\n\nso insignifi-\n\nis\n\nCertainly the average common-school teacher is a feeble instrument\n\nto work such wonders as those that have\n\nthe university don seems a\n\nbeen described.\n\nAdmittedly,\n\nmuch more imposing personage.\n\nNo one\n\nquestions the dignity of his work or his place in society, and generally\nhis salary is pretty good and his tenure of office all that could be desired,\n\nand sometimes a little more than is desirable. It would ill become me\nto underrate the importance of the university man.\nIf a genius of original\n\nforce,\n\nor a\n\nman of lofty character,\n\ninnumerable creative iniiuences.\n\nhe\n\nis\n\nthe fountain-head of\n\nTo him the young men who are the\n\nhope of the future owe their intellectual and spiritual birth.\n\nIn educa-\n\ntion, too, we\n\nmust never forget that improvement begins from above.\nBut the common-school teacher represents a still mightier force. The\ngreat forces operate silently, and on so vast a scale that they are often\nunnoticed, or when looked at in detail appear unworthy of notice.\nIt\nis still true that God chooses the weak things of the world to confound\nthe mighty not that they are weak, but because to our dull eyes they\nseem to be weak. Brother and sister teachers, the mission of the com;\n\nmon school is to enlighten the State, to make the British commonwealth\nand the American Union friends, and to link the nations together in a\nholy brotherhood.\nI would have you so filled with this lofty ideal that\nyou may always be inspired, in the doing of your work or drudgery,\nwith a due sense of the issues for time and eternity that are involved.\n\n"}
{"page": 259, "printed_page": null, "text": ")\n\n:\n\nREPORT OF COMMITTEE ON EXHIBITS.\n\n255\n\nREPORT OF COMMITTEE ON EXHIBITS.\nMr. W.\n\nGarrett, President National Association :\n\nR.\n\nDear Sir The exhibit of pupils' work at the Toronto meeting of the\n:\n\nNational Association was small and fragmentary.\nIt contained, however,\nsome excellent features and a considerable number of specimens of excelIt illustrated the tendency to extend various forms of manual\nlent work.\ntraining and to incorporate them into the ordinary work of the public\nIt also showed the increase of graphic and objective devices\nschools.\nin teaching the familiar subjects, and an effort to bring school work\nmore and more within the scope of practical aims. The exhibits were\ndisplayed in two large adjoining rinks; and great credit is due to the\nCommittee of Arrangements at Toronto for the excellent provision made\nI have the honor to transmit\nfor this feature of the N. E. A. meeting.\nherewith the following documents relating to the exhibit, viz.\nI. Catalogue of Exhibits, prepared by Mr. David Boyle, of Toronto,\nthe Superintendent of the exhibition.\nII.\n\nReport on Color and Form, by Miss L. E. Fay, of Springfield, Mass.\n\nIII.\n\nReport on Drawing, by Mr. Walter S. Goodnough, of Brooklyn,\n\nN. Y.\nIV. Report on Kindergarten Exhibits, by Mr.\n\nS.\n\nB. Sinclair and Mrs.\n\nXewcombe, of Hamilton, Ontario.\nV. Special Report on the Kindergarten and Color Exhibits of Dr. and\nMrs. Hailman, of La Porte, Indiana.\n\n(Prepared by request.\n\nRespectfully submitted.\n\nJohn E. Bradley,\nChairman Committee on Educational Exhibits.\nJohn E. Bradley, Esq.,\nSupt. of Schools, Minneapolis, and\n{N E. A.).\n\nChairman of Com. on Exhibits,\n\nSir: In accordance with your request, I herewith submit a\n\nlist\n\nof\n\nexhibitors at the National Educational Exhibition, held in Toronto,\n\nJuly 14th to 17th inclusive, with such other particulars as\n\nmay prove\n\ninteresting in connection with the very excellent display made on that\noccasion.\n\n—\n\nBig Rapids, Mich., S. W. Baker. Language, map-drawing, penmanship, and kindergarten; space, 80x5-£ ft. wall, and 10x10 table.\nBrantford, Ont., W. Wilkinson.\nMap-drawing, free-hand drawing, and\npenmanship; space, 12x12 ft. wall, and 6x10 table.\nBrantford, Ont., A. II. Dymond (Asylum for Blind).\nPhotos of classes\nand of buildings, and specimens of kindergarten work; 10x7 wall.\n\n—\n\n—\n\n"}
{"page": 260, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n256\n\n—Kindergarten; 40x5-^\nand\n—Drawings,\nBoston, Mass., Normal Art School, G. H.\n135 X 10\nand 30 X 10\npaintings, models, and plaster\nChatham, Ont. — Map-drawing.\nMiss Eva B. Whitmore. — Kindergarten; 20x5|wall and\nChicago,\nMrs. F. D. M. Bratten. — Kindergarten; 20x5| wall\nCincinnati,\nand\nH.\nCongdon. — Kindergarten\nDartmouth, Nova\nin\nbook form.\nF. H.\n—Drawings made by pupils school\nDenver,\nArapahoe Co. 1600\nNo.\nand 200\nGuelph, Ont., D. Young. — Writing, drawing, maps, bookkeeping, and\nother public-school work 30\nand 20\nHamilton, Ont., Art School,\nIreland. — Drawings, paintings, designs,\nBrantford, Ont., Mrs. M. J. B. Wylie.\n\nwall,\n\n10 X 10 table.\n\nplans,\n\nBartlett.\n\ncasts ;\n\nwall,\n\ntable.\n\n111.,\n\ntable.\n\n0.,\n\ntable.\n\nScotia,\n\nCollins.\n\nCol.,\n\ntrict\n\ndisplay,\n\nS.\n\nof\n\n1,\n\nsq. ft. wall,\n\n;\n\nsq. ft. wall,\n\n;\n\ndis-\n\nsq. ft. table.\n\nsq. ft. table.\n\nS. J.\n\nplaster models, wood-carving,\n\nand engraving\n\n;\n\n500\n\nsq. ft. wall,\n\nand\n\n100 sq. ft. table.\n\n—Drawing and penmanship; 200\n—Kindergarten; 200\nand 100\nKansas City, Mo., Carl Betz. — Physical training-apparatus used in Missouri public schools; 100\nand 100\nKingston, Ont., C. E. Wrenshall. — Drawing from antique in light and\nHamilton, Ont., Pat. Schools.\n\nsq. ft.\n\nHamilton, Ont., Mrs. L. F. Newcombe.\n\nsq. ft. wall,\n\nsq. ft. table.\n\nsq. ft. wall,\n\nsq. ft. floor.\n\nshade, industrial designs and work in oil, water, and pastel; 150 sq.\nft.\n\nwall.\n\n—Drawings and kindergarten work; 200\n— Kindergarten; 150\nMadison, Wis., O. E. Wells. — Large\nbanner and\nlogues and reports; 100\nand 25\nManitowoc, Wis., Mr. Holden. — Manuscript book prepared by pupils of\nLawreuce, Mass.\n\nsq. ft. wall.\n\nLa Porte, Ind., Mrs. Hailman.\n\nsq. ft.\n\nset of state cata-\n\nsilk\n\nsq. ft. wall,\n\npublic schools, containing\n\nsq. ft. table.\n\ndrawings of state fauna with descrip-\n\ntions.\n\nMontreal, Quebec Council of Arts and Manufactures, S. C. Stevenson.\n\nFreehand, mechanical, and architectural drawing, lithography, photography, modelling, and wood-carving 600 sq. ft. wall and table.\nMuskegon, Mich., Oilman C. Fisher. Drawing, elementary science, and\nkindergarten; 400 sq. ft. wall.\nNew York College for Training Teachers, C. W. Eaton. Drawing and\nmodelling; 250 sq. ft. wall, and 50 sq. ft. table.\nPhiladelphia,\nPennsylvania Museum and School of Industrial Art, L.\nW.Miller.\nSpecimens of woven fabrics from accompanying designs,\n;\n\n—\n\n—\n\n—\n—\n\nindustrial drawings; 300 sq.\n\nft.\n\nwall.\n\n"}
{"page": 261, "printed_page": null, "text": "—\nREPORT OF COMMITTEE ON EXHIBITS.\n\n257\n\n— Illustration of \"Logical Course in\nMrs. Sarah B. Cooper. — Kindergarten display; 450\nSan Francisco,\nThomas, Out., Alma College, B. F. Austin. — Models of Palestine\nand Jerusalem.\nSomerville, Mass.,C. E. Meleney. — Kindergarten and drawing; 200\nSpringfield, Mass., T. M.\n— School work; 375\nQuincy, Mass., Jessie N. Prince.\n\nArt,\" for elementary schools; 500 sq. ft. wall, and 150 sq. ft. table.\nCal.,\n\nsq. ft. wall.\n\nSt.\n\nsq.\n\nft.\n\nwall.\n\nBalliett.\n\nsq. ft. wall.\n\nPUBLISHERS, MANUFACTURERS, ETC.\n\nAmerican School Journal, Andrews (A. D. W.), Kirkwood, N. Y.\nPerfection fractional chart.\n\nAppleton & Co., N. Y.\n\n—Educational books; 60\n—School square\nsq. ft.\n\nBrackett (W. P.), Cambridgeport, Mass.\n\nfor\n\nmaking\n\ndrawings when drawing-books are used.\nBradley & Co.\n\n—Kindergarten\n\nsupplies, per Selby\n\n& Co., Toronto; 100\n\nsq. ft.\n\n—\n\nCanadian School Furniture Co., W. Stalschmidt, Preston. Desks and\nkindergarten furniture; 230 sq. ft.\nCopp. Clark Co., Toronto.\nSchool books; 18 sq. ft.\nCuthbert (W. N.).\nReversible blackboard for teaching mental arithmetic in public schools.\nEducational Pub. Co., Boston.\nBooks and educational periodicals.\n\n—\n\n—\n\nEffingham, Maynard & Co.\n\nEnglish (Mary C).\nElectric\n\nSignal\n\n—\n— School books.\n\n—Numeral frame.\n\nClock Co., Waynesboro',\n\nPenn.\n\n—Electric multi-pro-\n\ngramme clocks and bells.\n\n—Teachers' books and devices used in teaching;\n—Maps,\n60\nGinn & Co., N. Y.— Text-books for teachers; 250\nHewitt\nH.), Manitowoc, Mich. — Four-ball tellurian and map.\nKellogg & Co., New York. —Educational magazines and papers; 100\nLaine\nL.\n— School desk and\nMap and School Supply Co., Toronto. — Maps, apparatus; 390\nMerritt\nP.) — Chart\nuniversal\nNational School Furniture Co., Chicago. — Physical instruments and\nchemical apparatus; 150\nNew England Pub. Co., Boston, Mass. — Books and papers; 50\nFlanagan (A.), Chicago.\n120 sq. ft.\nGage (W. J.), Toronto.\n\nglobes, etc. ;\n\nsq. ft.\n\n.\n\nsq. ft.\n\n(O.\n\nsq. ft.\n\n(T.\n\nink-wells.\n\nP.).\n\nsq. ft.\n\n(J.\n\nhistory.\n\nof\n\nsq, ft.\n\nsq. ft.\n\nNarragansett Machine Co., Providence, B.\n\nand books on physical culture.\n\nI.\n\n— Standard club- weights\n\n"}
{"page": 262, "printed_page": null, "text": "—\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n258\n\n— School moderator, manual of orthography, primers,\nClark, Boston). — Drawing and color work; 750\nPrang Ed. Co. (John\n\nPattengill (H. R.).\netc.\n\nS.\n\nsq. ft. wall.\n\nPresbrey (0. F.).— \"Public Opinion.\"\n\n—Normal, model, and public-school text-books of\nRand, McNally & Co., Chicago. — School maps; 48\n— \"One Hundred Lessons in Business\"; 50\nToronto.\nRiley\nLeamington,\nSimpson\nOnt. — Phonetic\nSpecialty Mfg. Co., Toronto. — School desks and\n—\"Mothers' Portfolio,\" 150\nStockham (Cora\nChicago.\nand \"KindergarPorter ( F.), Toronto.\nOntario.\n\nsq. ft. floor.\n\n(A.),\n\nsq. ft.\n\ncharts.\n\n(C. P.),\n\nbells;\n\nsq. ft.\n\nL.),\n\nten Magazine\" ; 100 sq. ft.\n\nSummy (C. F.), Chicago. — Smedley's scale map and modulator; 45 sq. ft.\n\n—Teachers' books, and \"Teachers' World.\"\n—Turnbull's globes and telescope; 100\nWard's Museum, Rochester, N. Y. — Minerals and natural-history\nmens; 150\nThe exhibition was held in two adjoining curling rinks, —each about\nTeachers' Pub. Co.\n\nWilliamson & Co., Toronto.\n\nsq. ft.\n\nspeci-\n\nsq. ft.\n\n200 feet long and 100 feet wide.\n\nYours respectfully,\n\nDavid Boyle.\n\nTo Dr. John E. Bradley,\nChairman Committee on Exhibits\nIn compliance with your request, the following report is submitted\n\n:\n\nColor and its presentation in the schoolroom was a prominent feature\nof the public-school exhibits at Toronto.\n\nIn\n\nfact, it\n\nseemed the one\n\nsubject discussed by the groups of casual observers, as well as by careful\n\nThe color-teaching below the high school\nwas represented by work from La Porte, Ind., Lawrence, Somerville,\nSpringfield, and Quincy, Mass., Muskegon, Mich., and by an exhibit of\nthe Prang Educational Co.\nIn each case colored papers are used to\nstudents of the exhibition.\n\nteach recognition of color and principles of harmony.\n\nLa Porte, Ind., presents the following plan for color-teaching:\nAnalytic, color studied.\n\nBright opposites.\nors\n\n3.\n\n1.\n\nand shades.\nB.\n\n2.\n\n5.\n\nComplementaries.\n\n10.\n\n4.\n\nArranging col-\n\nRainbow games, social.\n8.\n\n6.\n\nStudies (individual).\n\nThe full\n9.\n\nTints\n\nBorder elements.\n\nSynthetic, color used; water color, clay, paper.\n\ndiscussion.\nII.\n\n7.\n\nA.\n\nAdjacent (transition) colors.\n\nfrom order of spectrum.\n\nspectrum.\n\nI.\n\nContrasts, single colors with neutrals.\n\nDictation and\n\nDirect and foster growth and development.\n\nArtistic.\n\nThis phase of the work\n\nand is not fully developed.\n\nIt deals with\n\nis\n\nconfined to higher grades\n\nconventional decoration, his-\n\n"}
{"page": 263, "printed_page": null, "text": "—\n\n;\n\nhUMITTEE ON EXHIBITS.\ntoric\n\nornament, natural study, and the deliberate application of laws of\nThis plan was illustrated by work from all grades, and\n\ncolor harmony.\n\nthe delicate color and harmonious combinations in the water-color designs\nof the upper grades show marked growth when compared with the exercises of the primary classes.\n\nQuincy, Mass., ever equal to her record, comes to the front with\n\nupon an outline of color-teaching that is attracting much\nAlthough the work has not passed beyond the stage of experiment, the results already show the value of definite teaching in color\n\ndesigns based\nattention.\n\neducation.\n\nThe outline is as follows\n\n:\n\nSpectrum as a whole recognition and naming of spectrum colors; contrasted harmony.\nSecond year: Eecognition of six\nstandard colors; contrasted harmony.\nTliird year:\nEecognition and\nnaming of twelve spectrum hues; contrasted harmony. Fourth year:\nClassification by values; scales of colors; dominant harmony.\nFifth\nClassification by values\nyear :\nscales of color\ndominant harmony.\nClassification by composition; simple and binary colors;\nSixth year :\ncomplementary harmony. Seventh year : Classification by composition\nsimple and binary colors; analogous harmony.\nEighth year: Classification by qualities; natural and acquired effects of juxtaposition; perfected harmony.\nThe solar spectrum is made the standard of comparison,\nand the colored papers used have been manufactured by the Milton\nBradley Company, with the purpose of expressing as nearly as possible\nthe spectrum standards and hues, their shades and tints.\nThe color scheme of the Prang Educational Company was fully illustrated.\nClaiming that it will not do to depend upon the solar spectrum,\nFirst year :\n\n;\n\n;\n\n;\n\nfor various reasons, they present as a standard of comparison \" Prang's\n\nNormal Spectrum,\" made of their papers. By the use of these spectrum\ncolors, their shades and tints and a line of browns and grays, harmonious\ncombinations of colored papers were shown in designs adapted to all\ngrades.\nMost of the designs were in tones of the same scale and beautifully illustrated the possibilities of working in one scale.\nThe work of the New York College for the Training of Teachers was\ndisplayed by the Prangs as illustrative of their system.\nThe examples\nof historic ornament from this school were good lessons in refined\ncoloring.\n\nThe water-color\nInstitute,\n\nstudies and delicately colored designs from Pratt\nshown as the \" Suggestive High-school Work\" of the Prang\n\ncourse, could not fail to place high ideals before every drawing-teacher,\n\nalthough the work of an art school can hardly do more than suggest\nwhat can be accomplished in weekly or semi-weekly lessons in highschool drawing classes.\n\nLawrence, Mass., showed experimental work with colored papers in\n\n"}
{"page": 264, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n260\n\nthe graded schools, and, in the high school, systematic teaching of the\n\nharmony of color based on the study of the spectrum.\nSomerville,\n\nMass.,\n\npresented designs in colored papers from each\n\ngrade, illustrating combinations of the spectrum colors, their shades and\n\nand of browns and grays.\nMuskegon, Mich., commences designing with the same line of colors,\nand in the higher grades produces pleasing effects by the use of gold\npaint and colored crayons on cartridge paper.\nSpringfield, Mass., teaches six colors and their hues from the solar\nspectrum, and uses colored papers to illustrate principles of design and\nproduce harmonious combinations of color.\nColor is made prominent in the lowest grades by means of kindergarten\nsewing and weaving, as well as by the use of colored papers in connection\nThe knowledge of water colors gained in the regular\nwith drawing.\nhigh-school course is utilized by the pupils in their work in botany and\nzoology, with marked success.\nThe Canadian Art Schools of Toronto, Ontario, Kingston, London,\nand Hamilton were represented by studies in water colors and oils from\nstill-life and nature.\nThe Pennsylvania Museum and School of Industrial Art, in addition to the studies of still-life and flowers, exhibited\ndesigns for oil-cloths, wall-papers, prints, and ginghams, and the woven\nfabrics, manufactured from pupils' designs, showing the practical test to\nwhich all designs may be subjected.\nThe Massachusetts Normal Art School, in class A, presents color in\ntints,\n\nrelation to design; in class B, color studies in both oil and water colors\n\nand from nature, as applied to design. This school, to which the elementary art education of this country owes so much, excelled itself in\nthe Toronto exhibit.\nThe modelling of class D, from the round and\nflat and from life, was the highest expression of form in the entire exhibition.\nNot many would see in this a logical development of the formstudy of the normal class of the same institution, yet careful study of\nthe latter work shows at every step the relation of the elementary to the\nadvanced study of form. Form is so generally recognized as an essential\npart of public-school drawing, that\n\nform and not of drawing.\n\nit\n\nis\n\na difficult matter to speak of\n\nWhen a child's drawing tells what he has\n\ndiscovered for himself as to the facts or appearance of objects, form-\n\nstudy in a broad sense is the basis of his drawing.\n\nFrom careful obser-\n\nvation of the various exhibits it is evident that such study has entered\n\nand that the power of the average child to draw\ndepends upon the thoroughness of this study.\n\nlargely into the work,\n\nDistrict\n\nNumber One, Denver, commences the study of type forms in\n\nthe third year, and while the work\nsolids,\n\nis\n\nby no means limited to these\n\nthey are thoroughly studied, particularly in relation to the sub-\n\n"}
{"page": 265, "printed_page": null, "text": "REPORT OF COMMITTEE ON EXHIBITS.\nject of\nfacts of\n\n261\n\nworking-drawings and card-board construction.\nStudy of the\nform is followed by observation of proportion and contour, and\n\nappearance is not considered until proportions are readily determined.\n\nThe work of the fourth year shows how readily the average child can\n\nA noteworthy feature\n\nrepresent a variety of objects as they appear.\nis\n\nthe fact that most of the objects studied are collected by the pupils,\n\nwho delight in providing themselves with subjects of greater interest\nthan the ever-present \" sphere, cube, and cylinder.\"\n\nEvery student of\n\nthe Denver exhibit must admit that such form-study produces excellent\n\ndrawing.\n\nQuincy, Mass., uses the following plan:\nFirst year :\n\nSphere, cylinder, cube, with their bisections.\n\nSecond year :\n\nSphere, cylinder, cube, and their quadrisections, quarter\n\nsphere, quarter cylinder, circular plinth, square plinth, square prism,\n\ntriangular prism.\n\nThird year :\nspheroid.\n\nThese\n\n2.\n\nModifications of the sphere, cylinder, and cube;\n\nLong spheroid.\n\nsolids, their\n\n3.\n\nOvoid.\n\n4.\n\nCone.\n\n5.\n\n1.\n\nFlat\n\nPyramid.\n\nmodifications and similar natural forms, are the\n\nbasis of the work in geometric, mechanical,\n\nand pictorial drawing outThe work in clay and\n\nlined for the remaining five years of the course.\n\ncard-board furnished complete illustrations of the plan of form-study in\nthis \" Logical Course,\" as it is named.\n\nThe Public School Class of the Massachusetts Normal Art School presents a course of form-study with which the Quincy course is identical\n\nin essentials.\n\nAn interesting feature of this course is the use of archi-\n\ntectural photographs in connection with the elementary study of type-\n\nforms, and the marked recognition, from the lowest class onward, of the\n\neach subject to the highest phase of\n\nrelations of the elements of\n\nits\n\ndevelopment.\n\nThe illustrative Prang exhibit presented their well-known course of\nform-study, in which the typical geometric solids are studied in the\n\nprimary grades to develop clear concepts of form, while, in the grammar\ngrades, working drawings are made of the same solids and their modifications,\n\nand the principles of free-hand perspective learned by studying\n\ntheir appearance.\n\nThis course was well illustrated by the work of Muskegon, Mich.,\nand of Somerville and Lawrence, Mass. The same general plan can be\ntraced in the work of the primary grades of Springfield, Mass.\n\nLaw-\n\nmaking in card-board\nForm-study in Canada was represented by\n\nrence showed clay modelling, and Springfield,\n\nfrom the pupils' drawings.\ntype forms made of card-board\n\n;\n\nfrom St. John, by modelling in clay, and\nA small exhibit from Hamilton\n\nmaking in card-board from Dartmouth.\nalso tells of\n\nform-study in\n\nall\n\ngrades.\n\nThe children\n\nin these Ontario\n\n"}
{"page": 266, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n262\n\nschools have had a year in kindergarten training,\n\nschool with a knowledge of form that\n\ntells\n\nand enter the primary\n\nmaterially in every kind of\n\nwork.\n\nA general re iew of the exhibition of 1891 indicates that form-study\nis\n\npartially recognized at its true value;\n\nlater exhibitions, its relation can be\n\nand it is to be hoped that, in\nshown to number and geometry as\n\nwell as to drawing.\n\nL.\n\nE. Fay.\n\nREPORT ON DRAWING AT THE EDUCATIONAL\nEXHIBITION\nHELD IN CONNECTION WITH THE NATIONAL EDUCATIONAL ASSOCIATION,\nTORONTO, ONT., JULY, 1891.\n\nSuperintendent Bradley, Chairman:\nDear Sir: Having been appointed to report on the exhibit of drawing, I beg leave to submit the following:\n\nThough the exhibit was large, it seemed smaller than most exhibitions\nheld in connection with the National Association for the past few years,\n\nand to include fewer large representative cities.\n\nThe public schools of the following cities were represented\n\n:\n\nDenver,\n\nMuskegon, Mich. Springfield, Lawrence, Quincy, and Somerville,\nToronto and Hamilton, Ont.\nMass.\nThere was a typical public-school exhibit by the Prang Educational\nCol. ;\n\n;\n\n;\n\nCompany of Boston, Mass.\nNew York City was represented by the College for the Training of\nTeachers.\n\nOf art-school exhibits there were the following\nMassachusetts Normal Art School, Pennsylvania School of Industrial\nArt, Toronto Art School, Ottawa Art School, London Art School, Quebec Council of Art and Manufactures, Kingston Art School, Albert\nCollege, Ontario Ladies' College; Miss Temple's School, Portage la\nPrairie Central Ontario Art Association.\nIt will be seen that Canadian art schools were fairly well represented\nthat there were but two public-school systems of the provinces exhibited;\nthat the Western States, usually so strong at these meetings and in the\ncharacter of the work shown, were represented by two cities,\none of\nthem small and that the public schools of the East sent work only from\nthe four Massachusetts cities named.\nIt could have been wished that,\nmeeting for the first time on foreign soil, the public schools of the\n:\n\n;\n\n—\n\n;\n\n"}
{"page": 267, "printed_page": null, "text": "REPORT ON DRAWING AT EDUCATIONAL EXHIBITION\n\n263\n\nUnited States might have been more fully represented, and our methods\nshown to our Canadian friends; more especially as we are, in many\nrespcts, leading the world in this subject in those schools.\n\nA comparison of the work from the public, elementary, and art schools\nof\n\nthe\n\nUnited States with those of Canada was very interesting,\n\nas\n\nshowing the great strides made in the United States during the past few\nand though the United States\nyears in plan, method, and execution\nexhibit was not fully representative, it certainly must have shown to an\nimpartial, competent observer how far behind Canadian educators are\n;\n\nin this matter, though\n\nthem to it.\n\nIt is a\n\nit was\n\nevident that much attention is given by\n\nrequired study, and\n\nis\n\ndirected from the Central\n\nEducational Department, as other educational affairs are.\n\nThe importance of art and industrial education seemed to be recogmore fully, in fact, than in many of the states of the\n\nnized quite fully\n\nUnion.\n\nIt\n\n;\n\nsimply lacked wise direction, which, accompanied by the\n\nevident desire,\n\nofficial\n\nrecognition and generous expenditures, should\n\naccomplish far more, educationally, industrially, artistically, than was\nindicated.\n\nIt was plainly evident that the work was founded\n\nupon and\n\nlargely influenced by the methods of South Kensington and other English\nschools,\n\nwhich have been but slightly changed, while the best work of\n\nthe United States, starting twenty years ago from the same source, has\n\nbeen greatly modified and broadened by adaptation of the best ideas of\n\nFrench and German art and education, and the addition of much that\nis entirely American.\nThe result is what may be aptly styled an American system, not by any means perfect, but which is being rapidly\nimproved, becoming an important factor in general education, and\ninfluencing largely methods of instruction in other subjects.\nThe most striking element of difference was, that in the work from\nthe United States there seemed to be a careful consideration of the educational value and bearing of each step.\nParticularly was it made plain\nthat every effort was being made to bring methods and aims in this subject into the closest harmony with the most recent accepted and progressive thought in general education.\nFroebel and Pestalozzi and others\nhad been studied, not to be imitated, but to be understood in their spirit\nand aims, and adapted to present conditions.\nThroughout it all there was abundant evidence of an artistic spirit\npermeating the work from the cities of the Union, from the lowest\nprimary to the high and art schools.\nCould a representative American exhibit be made, showing the best\n\nmore evident.\nAt Chicago, in 1893, the truth will undoubtedly be told.\nTo those who have studied such exhibitions for fifteen years past, the\nCanadian exhibit was in striking contrast. The most apparent element\nthat is being done everywhere, this spirit would be yet\n\n"}
{"page": 268, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n264\n\nwas an almost entire absence of real artistic work, from all grades, even\nincluding art schools, which, in some essential respects, most certainly\nmiss their purpose and aim in not developing art and artistic work more\nfully.\nIt may be claimed that it is industrial art at\n\naiming, which\n\nis\n\nwhich these schools are\nthem had courses in\n\nevidently the case, as most of\n\nmechanical, architectural, and machine drawing.\nDr.\n\nWm. T. Harris says, \" Works of art or ornament that shall com-\n\nmand the markets of the world must pay their respects to the standard\nof the beautiful set by the Greeks for all the world.\"\n\nRuskin says \" Do you fancy a Greek workman ever made a vase by\nmeasurement? He dashed it from his hand on the wheel, and it was\nbeautiful and a Venetian glass-blower swept you a curve of crystal from\nthe end of his pipe and Reynolds and Tintoretto swept a curve of color\nfrom their pencils as a musician the cadence of a note, unerring, and\nto be measured, if you please, afterwards, with the exactitude of Divine\n:\n\n;\n\n;\n\nlaw.\"\nIndustrial art education, failing to develop a feeling for the beautiful,\na correct taste, and an appreciation of harmony and refinement of\n\nform\nand color, certainly misses its purpose. In most of the public-school\nexhibits from the United States, and in the art schools, in the excellent\nexhibits of the New York College for the Training of Teachers and of\nthe Prang Educational Company, it was apparent, by the beauty, refinement, and harmony of line, form, and color, that more is being accomplished than in the past in real art education.\nWe are no longer satisfied\nfor our pupils to draw and paint in a hard, mechanical manner, lifeless\nand devoid of artistic merit, but in many ways we are reaching and\ndeveloping the aesthetic, the artistic, in a way that affords much hope\nfor a close wedding of art to industry, and a broader, fuller development\nof men.\nThis tendency was evinced in many directions, but more\nespecially in the modelling, making, and color-work.\nThe raw, crude\ncoloring so frequent in the exhibitions of a few years past was seen but\n\nseldom.\n\nIn the opinion of your committee, the use of color in the primary and\n\ngrammar schools, in the shape of colored paper or of pigments, has done\nmuch, and will do more,~to develop the artistic nature of the individual\nthan any other means available in the schools. Form-study and drawincluding as it now does modelling and color, has a great and\nimportant mission to perform in public elementary education, and is\nperforming it nobly. European nations will yet come to America to\ning,\n\nlearn how to teach elementary art education in the public schools.\n\nWe will make brief mention of the individual exhibits.\nCol., had one of the largest and most ambitious exhibits,\n\nDenver,\n\n—being, indeed,\n\nv\n\n"}
{"page": 269, "printed_page": null, "text": "REPORT ON DRAWING AT EDUCATIONAL EXHIBITION\n\n265\n\nThere was much that was good in it, and\nwas wanting. There was no work below the\nthird year of school, though all other grades were shown.\nFrom an\n\nthe largest city represented.\n\nsome things in which\n\nit\n\neducational standpoint, the work of the lowest two grades is most interIt is of immense value in the right mental development of little\n\nesting.\n\nchildren.\n\nwork.\n\nIn the early years it is superior to many other kinds of school\n\nIt was evident that Denver was not deriving the benefit it should\n\nin this direction, as a descriptive circular stated that nothing was done\n\nThis is the time when some of the most important\nwork of the whole course is accomplished in other cities, not only as the\nwork bears upon the future development of the study in the higher grades\nbut as it affects the mental growth of the pupil and his capacity for the\nbest results in all other school work.\nA broader and deeper study of the\neducational bearing of form-study and drawing will doubtless result in\nthe first three years.\n\na decided modification of the present plan.\n\nThis exhibit, as a whole, was not well arranged to show the plan.\n\nmixed and some subjects were repeated\nThe intention seemed to be to show what every member\n\nDifferent classes of work were\n\nmany times.\n\nof the class could do.\n\nIn some cases eighteen drawings identically alike\n\nwere displayed, and so scattered that\n\nit\n\nto pick out those illustrating the course.\n\nwas troublesome and annoying\n\nAt such exhibitions, quantity\n\nand even quality not the sole aim.\nPlan,\nmethod, as well as results are looked for by the student of the exhibition.\nThis exhibit seemed to tend more to what is sometimes called the\npractical rather than to the artistic.\nLittle attention seemed to be\ngiven, below the high school, to quality of line for artistic expression,\nshould not be the aim;\n\neither in unity of effect, for difference in distance, or for textures.\n\ndesign was largely in weak, flat washes, which added no beauty.\n\nThe\nThe\n\nconstructive work was much the best.\n\nThe high-school work was superior to that in the lower grades, though\nhere the design was lacking and the constructive work the best,\n\n—there\n\nbeing some excellent architectural and machine drawing that showed\ncareful teaching.\n\nSome of the representative work in charcoal was very\ntwo higher classes was a little too ambitious\nbeing poorer than\nConsidering the length of time drawing has been\n\ncreditable, but that of the\n\nin subject for the ability the pupils had acquired,\n\nthat in lower classes.\n\n—\n\ntaught in these schools, there is much to commend.\n\n— The work was\n\nlarge, bold, and broad in treatment.\nshowing a well-developed plan. Work was shown\nfrom all grades below the high school, most of which was of a superior\nThe\nquality, considering the length of time the plan has been pursued.\n\nMuskegon, Mich.\n\nIt was well arranged,\n\nlines were excellent.\n\nSpringfield, Mass.\n\n—Work was shown from\n\nall\n\ngrades, including the\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nManual Training Department of the high school. Much was expected\nfrom this city, as it has long had excellent results in this subject. Considering the fact that the supervisor of drawing had been on leave of\nabsence during the year, there was a very creditable showing.\n\nA special feature, not seen as fully elsewhere, was the application of\ndrawing in common and natural forms, particularly those of natural\nIn Springfield there is a close union made between drawing\nhistory.\nand all other school work, which it would be well for other cities to\nThe time devoted on the time-tables to drawing is very\nconsider.\nproperly given to a well-rounded course in this subject but, more than\nthis, the pupils and teachers are so trained, and the requirements of the\n;\n\nSuperintendent of Schools are such, that there is constant application of\ndrawing in all other school studies, especially in arithmetic, language,\nDrawing is constantly made a means to\ngeography, and science study.\nan end, and that end the best development of the child.\nWork from all grades was shown. It was to be\nLawrence, Mass.\nregretted that most of it was on a very small scale, the paper used being\nLarger, bolder form would certainly be more\nbut six inches square.\nThe work was systematically arranged and classed as \" geovaluable.\nmetric,\" \"pictorial,\" and \"decorative.\"\nUnder the head of pictorial work, flat or geometric views seemed to\nbe the requirement the first three years, no roundness or solidity being\nrepresented till the fourth year, and only single objects till the sixth\nVery simple leaf-forms were shown as the work of the sixth, sevyear.\nenth, and eighth years, which are within the ability of pupils of from\n\n—\n\nthe second to the fourth years.\n\nThe decorative work below the high school was in colored paper, but\nonly several tones of the same color appeared in the whole exhibit, which\n\nwould indicate a narrow range of color teaching. The arrangements in\nthe designs were good. The high school work was better, comparatively,\nthan that of the lower grades, and indicated a broad course of study\ncapable of some improvement in detail.\nThe constructive work consisted of various machine details, as screws,\nlathe chucks, and gearing; architectural details, and plans and elevations\nThe representative work included models and casts in outof a cottage.\nline, groups, and casts of ornament, and masks shaded in stump or\ncharcoal.\n\nIn decoration there were designs in color for various articles.\n\n—\n\nWork of all grades was shown, including the high\nand there was much that was good and worthy of study, especially as this exhibit was shown as a representative one, illustrating what\nis termed the \" Massachusetts Course in Art Instruction for Public\nQuincy, Mass.\n\nschool,\n\nSchools,\" prepared by four Massachusetts supervisors.\n\n—\n\nQuincy being\n\n"}
{"page": 271, "printed_page": null, "text": "REPORT ON DRAWING AT EDUCATIONAL EXHIBITION\n\n267\n\nselected as a proper exponent of this course, the exhibit will be consid-\n\nered from that point of view.\n\nAlong with the exhibit was a printed\n\noutline of the course, so that it could be studied intelligently.\n\nThe whole showed a carefully laid, detailed plan, somewhat rigid and\nin places.\nDefinite work was giveu in the course for every\nday in the school year for eight years.\nIn the first three years, an\nillogical\n\noptional exercise or review lesson was given for each week, while in\ngrades above there was good provision for the application of principle\n\nnew points developed. This is to be commended, as it provides\nnew points to be fully understood, and for the varying capacity\nof different pupils or classes, and, at the same time, makes greater indiand\n\nall\n\nfor all\n\nviduality possible on the part of those following the course.\n\nIt seemed\n\nthat if there had been provision for a little greater elasticity in the lower\ngrades,\n\nit would\n\nhave been an improvement.\n\nFor example, one would\n\nhardly be content to have, every year, every class of a certain grade, not\nonly in every school of a city, but in every city following the course,\n\" make, on the 4th day of the 18th week of school, a griddle-cake shovel.\"\n\nThat kind of rigid uniformity is not advisable.\n\nFurther, \" griddle-cake\n\nshovels,\" \"troughs,\" \"graters,\" \"scoops,\" are not quite of a class of\n\nobjects calculated to instil ideas of the beautiful into the\n\nyoung child.\n\nmind of the\n\nIf it is possible to select other objects, where at least some\n\nideas of beauty of form may be obtained, would not broader ends be\nreached without any sacrifice of the particular one in view? It seemed\n\nthat the school work illustrating the course showed a realistic or utilitarian tendency, rather than an artistic one.\npractical,\n\nIn seeking for the intensely\n\nwe must take a broad view of what will actually prove prac-\n\ntical, of most solid worth to our thousands of school children,\n\nshall\n\nhave taken up their\n\nlife\n\nwork, whatever\n\nit\n\nmay be.\n\nwhen they\nIf\n\nby the\n\npractical is meant that which will enable all to most directly, thoroughly,\n\nand admirably live and do the work which falls to one, then all must,\nsooner or later, recognize the fact that art\n\nis\n\na practical thing for the\n\nevery-day person, and that all courses of art education in public schools\n\nshould make definite and careful provision for development of true art\nfeeling\n\nand appreciation.\n\nOnly in\n\nthis\n\nway can our\n\nindustries be\n\nrightly influenced by that which pretends to be for their good.\n\nThe\n\nday for courses in mere \" drawing \" in public schools is past, although it\n\nmay be so taught as to be an aid in many classes of work.\n\nAny ade-\n\nquate course should provide for the best mental, manual, and artistic\n\ndevelopment of every individual, in a simple, practical way. Thus will\nnot only his life be affected for the better, but the quality of whatever\nproduction may come from his hand will be improved.\nHis business\nsuccess, if a\n\nmerchant or distributor or director of industrial produc-\n\ntion, will be additionally secured.\n\n"}
{"page": 272, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n268\n\nThe Massachusetts course, as planned and illustrated by the Quincy\nschools,\n\nseemed to be largely technical rather than artistic.\n\nplan to accomplish\n\nall it should,\n\nIt does\n\nnot\n\nin either pictorial or decorative work,\n\nAs a consequence, when\ngrammar grades are reached, pupils are engaged upon what\nmight have been done in the middle or lower ones. The first pictorial\ndrawing is commenced in the fourth year, and the first drawing of the\nthe fault lying largely in the primary grades.\nthe higher\n\nappearances of objects bounded by edges occurs in the fifth year.\nof the seventh\n\nPupils\n\nand eighth years are still drawing mostly single objects,\n\ninstead of gaining ideas of composition.\n\nDoubtless more or\n\nless\n\nchange and improvement will be made as the\nIn the hands of inex-\n\nresult of experience in working out this course.\n\nperienced teachers\nexpected.\n\nit\n\nis\n\nso literal\n\nthat\n\nthe best results could not be\n\nWise, efficient direction and supervision are necessary, which\n\ncould be supplemented advantageously with proper books or manuals.\n\nThe course is planned for work on blank paper, which we deem objecThe Quincy schools, as illustrative of this course, had much\n\ntionable.\n\nthat was good in all grades, including the high school.\nSomerville, Mass.\n\n—Somerville was represented by some excellent work.\n\nIt was a modest exhibit.\n\nNo modelling was shown, but the drawing was\n\ncharacterized by good form and composition and excellent finish, which\n\nmight be termed artistic. Even the lowest primary grades showed work\non paper, proving how much more it is possible to accomplish in those\ngrades, without any attempt at forcing matters, than some cities realize.\nToronto, Ont., Public Schools.\nA collection was shown from these\nschools which was a mixture of such a nature, and, especially, done by\nsuch methods, as were generally abandoned in the United States years\nago.\nIt is to be hoped that a better course and methods will soon prevail,\nwhich will prove of greater worth educationally, artistically, industrially.\nHamilton, Ont., Public Schools.\nThese schools are making efforts that\nwill repay them if continued.\nIf the same good work and methods which are evidently prevailing\nin the general school work of Toronto and Hamilton, could be applied\nto the course and methods in drawing, much less of fruitless effort would\nApparently, wise, competent direction and careful trainbe expended.\n\n—\n\n—\n\ning of teachers are necessary.\n\nPrang Educational Company, Boston, Mass.\n\n— There was a typical ex-\n\nhibit in form-study and drawing by this firm, which was in every way\n\ndeserving of study for several reasons.\nFirst, because the work of this company,\nclasses for teachers\n\nand through\n\nits\n\nthrough its normal training\n\npublications, has influenced very\n\nlargely the teaching of elementary art education in the United States.\n\nSecond, on account of the fulness and completeness of the course of\n\n"}
{"page": 273, "printed_page": null, "text": "REPORT ON DRAWING AT EDUCATIONAL EXHIBITION.\n\n269\n\nstudy as illustrated for all grades of school, from the lowest through the\n\nhigh school. Though not all of the work was from actual school pupils,\nsome of it being from pupil teachers in training, yet everything shown\nwas only what could be expected and is being obtained, to a greater or\nless extent,\n\nIt\n\nis\n\nin many cities of the country.\n\nnot the quality of the execution that should be considered in\n\nThis, then, should be studied\nsuch an exhibit, but its plan and purpose.\na most valuable suggestion of what may be accomplished in\nas a plan,\n\n—\n\nany city where the work is under competent direction for a sufficient\nThe work for the lowest grades was on paper, where\nlength of time.\nIt\nslates are so often used to the detriment of pupils and their work.\nwas all based on the careful study of form, and, above the two lowest\nThis is on the theory that, though\ngrades, planned for drawing-books.\nnearly all the work is done from objects, and drawing from the flat copy\nis condemned as a means of learning to draw, yet, if pupils are to acquire\nany proper technique and method, and have their appreciation of the\nbeautiful and their artistic sense trained, there must be something for\nprimary and grammar pupils which will serve the same purpose for\nthem as the photographs, casts, and other works of art that are deemed\nnecessary for all higher art instruction, whether fine or industrial.\nThe mass of teachers in the public schools have had no art training,\nand are unable to place before their pupils, on the black-board or elsewhere, such examples as will give right ideas of treatment to produce\nartistic results; nor would they have the time, in the lower grades, even\nGood drawing, except that which is strictly\nif they could do so.\nmechanical, is something more than the exact, literal imitation of every\nThis is essential in its place and pupils\nedge, contour, line, or detail.\nmust have the ability to do it and more which is higher and better.\nNot, then, for the representation of the form, but for the artistic\nexpression of whatever subjects are placed before the pupils, will it\nalways be necessary to place before them, in some shape, the best art\n;\n\nproducts the circumstances will permit, if we are to get a real develop-\n\nment\n\nof the art sense.\n\nProper drawing books, with suggestions of\n\nmethod, and artistic or technical rendering, are as necessary as models\nin the primary and grammar grades as the picture gallery or exhibition\nto the painter, or the example of the master in music to his pupil.\n\nThe\n\nwork of the pupil, however, should be original and from objects. Only\nin exceptional cases should they draw from flat copies, but they should\ngather whatever suggestions are possible from them.\nHistorical ornament, which deserves a more important place in our\ncourses in drawing, can, in its simplest form, be taught only by copies,\nwhich must be provided either in books or on charts. In higher grades,\nrelief productions in plaster or other material are necessary.\n\n"}
{"page": 274, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n270\n\nThe Prang exhibit illustrated the three lines of work which now seem\nto be generally recognized as essential to a broad educational or industrial course\n\n—namely, constructive, representative, and decorative work.\n\nThese three distinctive but mutually helpful lines of work, commenced\nin the lowest grades, showed their full development in the high school,\n\nwhere some beautiful work was shown, especially in design. Bearing\nin mind that this was the work, not of any one school, not all of it by\nschool children, but was shown as a typical exhibit, our conviction is\nstill strong that such work can and should be obtained in our best city\nschools, where the instruction is in competent hands.\nOne of the noticeable features, one which will undoubtedly be more\nprominent in the future, was the attempt to show how drawing can be\napplied successfully and to advantage in the teaching of other subjects,\nincluding numbers.\n\nCOLLEGE FOR THE TRAINING OF TEACHERS,\n\nNEW YORK CITY.\n\nThere was an excellent exhibit from this school, showing the three\nThe constructive drawing made intimate\nlines of work indicated above.\nconnection with the manual training work taken in this school.\nThe representative work in clay was the best in the exhibition, large,\nbold, artistically treated.\nThe cast drawing was after a good method\nand was good. It is evident that the pupils in the art department of\n\n—\n\nthis school are not allowed to work\n\nbut that they are taught to look\nlight\n\nfirst\n\nand \" niggle \" over their drawing,\nat the broad masses of form or\n\nand shade, and to see things in the order of their importance.\n\nRather than spend the time in making one or two\n\nfinely finished\n\ndraw-\n\nings, which are themselves the results sought, it is deemed wiser, in a\n\nschool of this kind, to train the pupils, by drawing\n\nmany subjects in a\n\nbroad, simple, free way, to look for essentials first.\n\nWhen they are cor-\n\nrect,\n\nless\n\nimportant particulars\n\nlearned that the practice\n\nis\n\nmay be added as time permits.\n\nWe\n\nto shade in masses first, then in values,\n\n—\n\nworking for transparency and breadth of effect which was well illustrated in the work shown.\nIn designs, the historical work exhibited\nwas large, bold, and of quiet, pleasing, harmonious colors.\n\nMASSACHUSETTS NORMAL ART SCHOOL, BOSTON, MASS.\nThis school might well be called the source from which has sprung\nnearly all that is good in industrial art education in public, day, evening,\nor art schools.\n\nSince its organization, eighteen years ago, many teachers\n\nand directors of drawing or art education have gone forth all over this\nland and abroad, and their influence and efforts can hardly be measured.\nNo city has achieved fame which has not had a graduate or former student of this school at the helm.\nMany have departed more or less from\nwhat they learned there, and have worked in independent ways.\n\n"}
{"page": 275, "printed_page": null, "text": "REPORT ON DRAWING AT EDUCATIONAL EXHIBITION\n\n271\n\nThe school had a large and excellent representation of its four classes\nor departments, covering its four years' course of study.\n\nEvery step or\n\nsubject of study was shown; and Class D, or Sculpture, was exhibited\n\ncompletely for the first time in the history of the school.\nspace to enumerate the various kinds of work.\n\nThere\n\nis\n\nnot\n\nThe oil painting and\n\nmodelling from the flat, round, and life were especially good.\n\nPENNSYLVANIA SCHOOL OF INDUSTRIAL ART, PHILADELPHIA.\nThis\n\nis essentially\n\nan industrial art school,\n\n—\n\nits\n\npurpose being to\n\ndevelop the art industries of the State by broad art instruction and\ntechnical application in\n\nits textile, fictile,\n\nand other departments.\n\nIt\n\namong the art schools of America, has a\nThe following extract from\ndefinite purpose, and is fulfilling it well.\n\noccupies a unique position\n\nthe Annual Report of the Secretary of International Affairs of Pennsyl-\n\nvania states this concisely\n\nmade\n\n:\n\n\"\n\nAmong the movements which have been\n\nin recent years in the direction of advancing the interests of the\n\ntextile industries of Philadelphia, the establishment of a school in which\n\nthe knowledge and skill which underlie\n\nall\n\nsuccess in the conduct of\n\nthese industries shall be successfully and thoroughly taught,\n\nis\n\ncertainly\n\nSuch a school\nhas been established as a department of the Pennsylvania Museum and\n\none of the important, if not the most important, of all.\nSchool of Industrial Arts.\n\nIt is\n\nan institution destined to\n\nreflect, to\n\nan increasing extent, credit upon its promoters and upon the State and\nit represents, more directly, perhaps, than any other single agency that\n;\n\ncould be pointed out, the most powerful influences which are being\nexerted to-day in shaping the industrial destiny of the Commonwealth.\"\n\nThe classes of this school in free-hand, instrumental, and decorative work\nThere were some especially good, bold,\nand free pen-and-ink sketches. The water-color work was not quite so\nstrong.\nThere were many practical designs for prints, oil-cloths, wallpapers and other things.\n\nwere quite fully represented.\n\nCANADIAN ART SCHOOLS.\nThese schools have already been mentioned in a general way. We\nfeel that they either did not do themselves justice as a whole\n\ncan but\n\nor that the best schools were not represented.\n\nOTTAWA ART SCHOOL.\nThis exhibit was not arranged to show the plan of the course.\nstill-life work\n\nThe\n\nwas far from what it should be, the oil work too dull and\n\nlow of tone.\n\nLONDON ART SCHOOL.\nThe architectural and machine work appeared\nThe work from life was ordinary.\n\nto\n\nbe\n\nfrom copy.\n\n"}
{"page": 276, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n272\n\nTORONTO ART SCHOOL.\n\nThe life work in charcoal and in oil from this school was creditable.\nCENTRAL ONTARIO ART ASSOCIATION.\n\nThe machine drawing showed painstaking finish with the brush, of\none view of a model, pictorial rather than a help towards construction.\n\nOnly single views were shown, no working drawings or details.\nmiss temple's school, portage la prairie.\n\nThe still-life and oil work was crude, and hard or mechanical.\nKINGSTON ART SCHOOL.\n\nThe work shown from this school was mediocre.\nHAMILTON ART SCHOOL.\n\nThe cast work was painful, harsh, and hard; shadows black. The\nThe architectural perspective was good. The oil\ndesigns were fair.\nwork was not what it should be, the monochrome being better.\nONTARIO LADIES' COLLEGE.\n\nThe cast work was labored\n\n;\n\nwater color heavy and crude.\n\nALBERT COLLEGE.\n\nThe oil work was over-finished; no distance;\nThe water color was better.\n\nlack of artistic expres-\n\nsion.\n\nKespectfully,\n\nWalter S. Goodnough.\nThe La Porte (Indiana) color work,\nelementary in its character.\n\nas far as exhibited,\n\nis\n\nstrictly\n\nIts purpose is not to transmit to the child\n\ncertain established rules, and deductions of established conventional art,\n\nbut rather to stimulate in the children the aesthetic sense, with reference\nto color,\n\nand to lift it gradually into a condition that may enable them\n\nto receive art training intelligently.\nfore,\n\nIts criteria are to be found, there-\n\nnot in the rules of established conventional art, but in the growth\n\nand development of aesthetic activity evinced in the spontaneous productions or creations of the_ children.\n\nThe work exhibited extended over a period of six school years. It\nwas arranged in two groups, which, however, in their development in\nThe first of these groups contains analytthe schoolroom run parallel.\nThe children play with card-board tablets covered with the\nical work.\npure color-paper prepared by the Milton Bradley Company.\n\nThese tab-\n\nlets are\n\nof various shapes, adapted to the ready formation of geometric\n\ndesigns.\n\nWith their help the children study analytically and succes-\n\nsively\n\nunder the teacher's direction the relations of colors in various\n\n"}
{"page": 277, "printed_page": null, "text": "REPORT OF DRAWING AT EDUCATIONAL EXHIBITION\n\n273\n\ncontrasts and harmonies, and the various devices for softening\n\nand harEvery discovery made by them is at once applied\nby them in pleasing combinations of their own invention, the children\nworking individually or in social groups of four. The educative value of\nthe social work, which Superintendent Hailman considers indispensable,\nwas well shown in the evidences of rapid gains in discovery indicated.\nThe gradual but sure growth of the children out of the half savage\nmonizing\n\ncontrasts.\n\npleasure in glaring contrasts into the deeper enjoyment of softer Mendings was clearly shown, and in this development the social\n\nwork was\n\nevidently the chief factor.\n\nThe second group of the exhibit consisted of a series of cards on which\nwere mounted the results of the synthetic work of the children.\n\nFor the\npurposes of this work the children use blank, white painting paper, ruled\nfaintly in squares of one half inch,\n\nand water-colors prepared for school\n\nuse by the Nicholson Company of Rochester (N. Y.).\n\nThe designs of the\n\nchildren are based at first upon geometric forms, but later, on spontaneously\n\nfound plant forms. In these designs dictation enters to a limited extent,\nbut always in such a way as to stimulate spontaneous invention. No\ndictation ever ends with itself, but is always used merely as a starting\npoint for spontaneous work on the children's part.\nIndeed, in most\ncases these spontaneous additions are sufficiently elaborate to conceal the\n\ndictation to the eyes of the superficial observer.\n\nThe evidences of care\n\nand patient labor in this part of the exhibit give proof of the deep spontaneous interest on the children's part.\nThroughout, too, there is\nmanifest healthy growth towards correct and refined color intuition.\nThe analytic work of the first group runs through the first four years\nof school life the synthetic work of the second group runs through the\n;\n\nfirst\n\nsix years.\n\nAt the close of this period the children are supposed to\n\nbe ready for instruction and practice in conventional decorative\n\nart.\n\nThe results of this third course Mr. Hailman hopes to place before the\nteachers at Chicago in 1893.\n\n"}
{"page": 278, "printed_page": null, "text": ""}
{"page": 279, "printed_page": null, "text": "PROCEEDINGS\nOP THE\n\nELEVENTH ANNUAL MEETING\nOP THE\n\nNATIONAL COUNCIL OF EDUCATION\n\n"}
{"page": 280, "printed_page": null, "text": ""}
{"page": 281, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\nEEPORT OF SECRETARY.\nToronto, Ont., July 10, 1891.\n\nOPENING SESSION.\n\nAt 9 30 o'clock, President Peabody\n:\n\nin the chair, the Council was\n\ncalled to order.\n\nPrayer was offered by Dr. Peabody.\n\nAn invitation was received and accepted from the local Executive\nCommittee of the city to take a drive about the city, to start at 4 p. m.\nVoted, that the Chair be authorized to invite Dr. Hodgins, Minister\nEoss, Principal Kirkland, and others identified with education in this\ncity and province, to sit with this Council during its sessions.\n\nVoted, that the rule requiring the Chair to notify each speaker discussing papers at the end of five minutes be enforced.\n\nMr. Fitzpatrick was appointed to report the discussion of the report.\nThe report of the Committee on State-School Systems, subject, \" Compulsory Education,\" was presented by D. L. Kiehle, chairman.\n\nThe\n\nreport was discussed by Messrs. White, Sheldon, Fitzpatrick,\n\nRounds, Richards, Brown, and Allyn.\nVoted, that the report be accepted and ordered printed.\nVoted, that the Chair appoint the usual standing committees.\n\nThe following members were present:\n\nMessrs. Allyn, Baker, Brown,\n\nCalkins, Dougherty, Fitzpatrick, Garrett, Greenwood, Hoose, Irwin, L.\n\nH. Jones, H. S. Jones, Kiehle, Peabody, Rickoff, Richards, Rounds, H.\nSabin, Sheldon, White.\nAlso Mr. J. W. Dickinson of the honorary\nmembership.\nAdjourned till 2 30 p. m.\n:\n\nAFTERNOON SESSION.\nCouncil met at 2 30 p. m.\n\" In Memoriam \" remarks\n:\n\nupon the life and character of John Hanmade by Messrs. White, Rickoff, Harris, Allyn,\nRichards, Hinsdale, and Brown; also an appropriate communication\nfrom Dr. Pickard. Mr. White was requested to prepare his remarks for\ncock, deceased, were\n\ninsertion in the records of the Council.\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n278\n\nVoted, that the report of the Committee on Reorganization of the\n\nCouncil be read in Executive Session this evening.\n\nMinority report on the subject, \"The Education of Girls,\" was presented by Mr. Allyn.\n\nThe following committees were announced:\nBrown, Calkins, Sheldon.\nOn Membership\nOn Officers: Hinsdale, Dougherty, Irwin.\nRounds, L. H. Jones, Richards.\nOn Accounts\n:\n\n:\n\nVoted, to meet in executive session this evening, at Queen's Hotel parm.\nto meet to-morrow morning at 9 30 A. m.\nThe following persons were present at this session: Allyn, Baker,\n\nlors, at 8 p.\n\n:\n\n;\n\nBrown, Calkins, Draper, Dougherty, Fitzpatrick, Garrett,\nGreenwood, Harris, Hinsdale, Hoose, Howland, Irwin, L. H. Jones, H.\nS. Jones, Kiehle, Nicholson, Peabody, Rickoff, Richards, Rounds, H.\nSabin, Sheldon, White, and Dickinson, honorary member.\nBradley,\n\nAdjourned.\n\nEVENING SESSION.\nPursuant to adjournment, the Council met in Executive Session at 8 p.m.\nThe report of the Committee on Reorganization of the Council, Mr.\nSheldon, chairman, was received and read.\n\nMoved by Mr. Hoose and voted, that the report be accepted and that\nwe now proceed to its consideration seriatim.\nThe report was discussed by Messrs. Harris, Hoose, Brown, Draper,\nWhite, Rounds, Garrett, upon which all the paragraphs and recommendations thereof were approved, except the third paragraph arid the\nfifth recommendation, which were laid over for farther consideration.\nVoted, that this committee be requested to prepare for consideration\nnecessary amendments to Constitution and By-laws, as required by\n\n—\n\nadopted changes.\n\nVoted to adjourn.\n\nSECOND DAY—July 11, 1891.\nMORNING SESSION.\nCouncil met at 9 30 A. M.\n:\n\nPrayer was offered by Dr. Hodgins.\n\nThe report of the Committee on Secondary Education, Mr. Baker,\nchairman, subject, \" Uniformity in Requirements for Admission to College,\" was received.\n\nThe report was\n\ndiscussed by Messrs.\n\nHinsdale, Bradley, Fairchild,\n\nCoy, Harris, Dr. Hodgins.\n\nThere were present: Allyn, Baker, Bradley, Brown, Calkins, Coy,\nDraper, Fairchild, Fitzpatrick, Greenwood, Harris, Hinsdale, Hewett,\n\n"}
{"page": 283, "printed_page": null, "text": ":\n\nREPORT OF SECRETARY.\n\n279\n\nHoose, Rowland, Irwin, L. II. Jones, H. S. Jones, Kiehle, King, Miss\nII. Sabin, Sheldon, Stevenson,\n\nNicholson, Peabody, Richards, Hounds,\nTarbell,\n\nWhite;\n\nand\n\nalso\n\nDickinson,\n\nDunton,\n\nBicknell,\n\nStockwell,\n\nhonorary members.\n\nThe discussion upon Mr. Baker's report was closed at twelve o'clock.\nIt was voted that the report be accepted, commended, and printed in the\n\nproceedings.\n\nThe closing portion was referred to the same committee, with authority\nto correspond farther and report next year.\n\nMr. Harris presented the following resolution, which was adopted\nTo the Honorable Committee on Classifications of World\" s Columbian Exposition,\nChicago :\n1\n\nThe National Council of Education has learned with great satisfaction that the Committee has under consideration a reclassification of the Department of Liberal Arts, so\nthat it may the more perfectly represent the relative importance and real magnitude of\nAmerican institutions. In view of the position of education as the foundation of our\n\nmaterial as well as intellectual distinction of the wide scope of our public and private\ninstitutions for the education of our children and youth of the great numbers employed\nas educators and the great body of youth under instruction; of the vast wealth now\ndevoted to education, and the large sums annually paid to instructors of the immense\n;\n\n;\n\n;\n\nand rich material for the illustration of educational processes and results; and of the\nhigh rank that education holds in the esteem and love of the American people; therefore, for these and various other just and weighty reasons, the National Council urges\nthat education be made a distinct and separate department in the World's Exposition.\n\nThe President was directed to telegraph the same to Mr. Geo.\n\nR.\n\nDavis, Director-General of the Columbian Exposition at Chicago.\n\nAfter roll-call adjourned.\n\nAFTERNOON SESSION— JULY 11.\nCouncil opened its session at 2 30 p. m.\n:\n\nThe Committee on Normal Education made a report on \" City Normal\nSchools,\" the report being read by L. H. Jones, of Indiana.\n\nThe report was discussed by Messrs. Rickoff, Dunton, Sheldon, Hoose,\nDraper, Rounds, and Bradley.\n\nOn motion of Mr. Hinsdale, it was voted that the discussion close at\nhalf past four o'clock.\n\nThe\n\ndiscussion was continued by Messrs. Hinsdale, H. Sabin, White,\n\nKirkland, and Jones.\nVoted, that the report be received and printed.\n\nOn motion, it was voted to go into Executive Session.\nThe Council having entered into Executive Session, the report of the\nCommittee on Reorganization was taken up and considered. After full\ndiscussion and the adoption of various amendments, the report was\nreferred back to the committee for the incorporation of amendments\nand codification, and to report at the session of Tuesday next.\n\n"}
{"page": 284, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n280\n\nThere were present the following members: Allyn, Baker, Bradley,\nBrown, Calkins, Coy, Draper, Dougherty, Fairchild, Fitzpatrick, Harris,\nHinsdale, Hewett, Hoose, Howland, Irwin, L. H. Jones, H. S. Jones,\nKing, Miss Nicholson, Peabody, Rickoff, Richards, Rounds, H. Sabin,\nSheldon, Tarbell, White; and Dickinson, Dunton, Bicknell, Mrs. Sudborough, Hunter, and Stockwell.\nAdjourned.\n\nTHIRD DAY—July 13.\nMORNING SESSION.\nCouncil met at 9 30 A. m.\n:\n\nPrayer was offered by Dr. King.\nVoted, that the Committee on Membership be authorized to make a\npartial report.\n\nThis committee made the following report of nominations, which was\nunanimously adopted L. H. Jones, Indianapolis, Ind. C. M. Woodward,\nSt. Louis, Mo., W. N. Hailman, Laporte, Ind.\neach of the above to be\n,\n\n:\n\n—\n\nhis own successor.\n\nCharles\n\nDe Garmo, Champlain, 111., in place of Josiah L. Pickard,\n\nretired at his own request.\n\nNicholas Murray Butler, New Jersey, in place of N. R. II. Dawson.\n\nThe Committee on Pedagogics, Mr. Geo. P. Brown, chairman, made\nreport: subject, \"The Education of the Will.\"\n\nThe report was discussed by Messrs Harris, Hailman, Hewett, H insdab, Schaeffer, Hoose.\nVoted to receive and publish this report.\nThe following members were present\nAllyn, Baker, Baldwin, Bradley, Brown, Calkins, Coy, Draper, Fairchild, Fitzpatrick, Greenwood,\nHailman, Harris, Hinsdale, Hewett, Hoose, Howland, Irwin, L. H.\n:\n\nJones, H. S. Jones, Kiehle, King, Miss Nicholson, Peabody, Rick off,\n\nRichards, Rounds, H. Sabin,\n\nSheldon, Stevenson, Schaeffer,\n\nTarbell,\n\nButler, and Dickinson, Dunton, Mrs. Sudborough, Hunter, Hall, Barringer, Stockwell.\n\nAdjourned.\n\nAFTERNOON SESSION.\nCouncil met at 2: 30 o'clock.\n\nThe report of the Committee on Hygiene, Miss Clara Conway, chairman, was received.\n\nSubject, \"Physical Education.\"\n\nThe report was considered by Messrs. Hall, Richards, Harris, Baldwin,\nFairchild, Miss Conway.\n\nVoted, that the report be accepted and printed.\n\nThere were present:\n\nMessrs.\n\nAllyn, Baker, Baldwin, Bradley, Miss\n\n"}
{"page": 285, "printed_page": null, "text": ":\n\nREPORT OF SECRETARY.\n\n281\n\nConway, Coy, Draper, Eairchild, Greenwood, Hailman, Harris, HinsHoose, Howland, Irwin, L. H. Jones, II. S. Jones, Kiehle,\nKing, Lyte, Miss Nicholson, Peabody, Rickoff, Richards, Rounds, H.\nSabin, Sheldon, Stevenson, Schaeffer, White, Dickinson, Dunton, Mrs.\n\ndale, Hevvett,\n\nSudborough, Hunter, Hall, Barringer, Stockwell, Newell.\nAdjourned.\n\nFOURTH DAY—July 14.\nMORNING SESSION.\nCouncil met at 9 30 A. m.\nThe report on Educational Statistics, Mr.\n:\n\nW. A. Harris, chairman,\n\nwas received.\n\nThe report was discussed by Messrs. Hinsdale,\n\nHall, Hailman, Bald-\n\nwin, and Eaton.\n\nVoted, that the report be received and printed.\n\nOn motion of Mr. Hailman, it was voted that Dr.\n\nStanley Hall be\n\nrequested to present at the next meeting of the Council a scheme for the\ncollection of vital statistics.\n\nVoted to enter Executive Session.\nThe Committee on Reorganization of the Council made report of\nchanges required by vote of the Council, which was adopted, and reads as\nfollows\n\nTHE REPORT OF THE COMMITTEE ON REORGANIZATION OF THE COUNCIL,\nAS APPROVED BY THE COUNCIL AFTER DISCUSSION\nAND AMENDMENT.\n\n—\n\nTo the Council of Education :\nThe Special Committee on Changes in the Organization and Work of the Council\nbegs leave to submit the following report:\nYour Committee is of the opinion that the present organization of the Council is an\nalmost ideal one for the purposes in view, and that but few changes therein are necessary. The changes more specially needed relate to the work of the Council its administration as a body and the work of its committees and these changes have been largely\n\n—\n\n—\n\nsuggested by experience.\nIt seems to your Committee that nothing will be gained by increasing the membership\n\nof the Council at the present time, or by changing the plan of selecting and appointing\nmembers. The present membership, including active and honorary members, consists\nof over one hundred of the representative educators of the country.\n\nAt least one half\n\nof the honorary members are still interested in the Council, and their continued co-opera-\n\ntion in its work may be secured.\n\nThis gives a membership of some seventy-five educa-\n\ntors, personally interested in the Council's proceedings.\n\nsufficiently large for the highest efficiency and success.\n\nThis membership ought to be\nIf for any reason a larger\n\nmem-\n\nbership be desired, your Committee earnestly recommends that the increase be limited\nto twelve members, thus giving a total of seventy-two active members, and that the\n\nquestion of increase be referred to the next meeting of the Council for final action.\nrecommend no change in the number of standing committees. The present com-\n\nWe\n\nmittees survey nearly the entire field of education.\n\n"}
{"page": 286, "printed_page": null, "text": ":\n\n:\n\nNATIONAL COUNCIL OF EDUCATION.\n\n282\n\nYour Committee recommends the following changes\n\n—\n\nFirst. That the names of the last four Standing Committees (9, 10, 11, and 12) be\nchanged as follows\n(a.) That the Committee on the \"Education of Girls\" be changed to Committee on\nMoral Education.\n(6.) That the Committee on \"Hygiene in Education\" be changed to Committee on\n\nSchool Sanitation, Hygiene, and Physical Training.\nThat the Committee on \"Educational Literature\" be changed to Committee\non Psychological Inquiry,\n(d.) That the Committee on.\" Educational Statistics\" be changed to Committee on\nEducational Reports and Statistics.\nIt is believed that these changes will bring before the Council a series of reports of\nspecial interest at the present time.\nThe Committees on the \" Education of Girls\" and\n\" Educational Literature\" have submitted reports on the more important phases of these\n(c.)\n\nsubjects, and it seems to your Committee that formal inquiries in these fields may for\nthe time be suspended to permit investigations of more special interest. Moral education, including both instruction and training, now demands earnest consideration, and\n\nthere is an increasing interest in psychological inquiry, including child study. Moreover, pedagogical literature properly comes under the survey of the Committee on\n\n\"Pedagogics.\" The widening of the investigations of the Committee on \"Hygiene\" to\ninclude school sanitation, physical training, and the Committee on \" Educational Statisinclude educational reports, seems very desirable, if these committees are to\ncontinue to report.\nSecond. It is also recommended that individual preferences be regarded as far as may\nbe practicable in assigning members to the several committees. When a first choice\ncannot be heeded, a second or third choice may be feasible, but in all assignments indimember who is makvidual wishes should yield to the true interests of the Council.\ning a special study of any subject should, if possible, be so assigned as to give the\nCouncil the benefit of such study.\nThird. Your Committee also recommends that all reports be carefully considered in\nCommittee before they are presented to the Council, and that no member sign a report\nwhich contains statements to which he does not assent. To these ends, meetings of committees should be called at the place where the Council meets for the final consideration\nof reports, and attendance at these committee meetings should be regarded as a most\nimportant duty. There should not only be the freest discussion of every report in committee, but when any statements in it do not meet with the approval of all the members,\ndifferences of opinion, expressed in writing, should be appended and submitted with the\nreport to the Council. Members of committees should be encouraged to state carefully\nall differences of opinion, and every report should come before the Council as the best\npossible embodiment of the views of the committee making it.\nIt is not meant in the above suggestions that all interchange of views should be\ndeferred to the final consideration of a report at the Council meeting. The Chairman\nshould early in the year solicit suggestions from each member, and these should be\ntics,\" to\n\n—\n\nA\n\n—\n\ncommunicated to all the members as a basis for a further exchange of opinion, and when\npracticable the resulting report, prepared by the Chairman, should be sent to each\nmember of the committee; and better plans of investigation, exchange of views, etc.,\nmay be devised by committees. But whatever may be done in these directions will not\nobviate the necessity of a face-to-face meeting of the committee before its report is presented to the Council.\n\nIn our judgment the change in the work of the Council most imperatively demanded\na more thorough and careful preparation of reports by the standing committees.\nThis work is vital, and a failure here seriously cripples the Council. We are aware that\nthe members are, almost without exception, busy men, and they find it difficult to give\nthe Council's work early and adequate attention; but we are confident that needed personal sacrifice will be made when it is fully realized that the success of the Council\ndemands it. But nothing in this recommendation is to be construed as forbidding the\n\nis\n\npresentation of an individual report in place of a committee report.\n\n"}
{"page": 287, "printed_page": null, "text": "REPORT OF SECRETARY.\n\n283\n\nFourth —The Council decided at the St. Paul meeting to return to the former method\nof discussing and disposing of the reports of the standing committees, and it is recom-\n\nmended that this method be again given a faithful trial. All reports should be considered point by point in the order of presentation before they are discussed as a whole.\nThis will not only secure a clear understanding of the statements of the committee,\nbut it will afford opportunities to ascertain, by questions or otherwise, the grounds of\nthe same. This will avoid the waste of time occasioned by misunderstandings, and it\nwill also give point and directness to the discussion, as past experience has happily\nIt will also remove the necessity of printing reports before their discussion\nshown.\nby the Council, as recommended at the St. Paul meeting. Your Committee suggest that\n\nthis action of the Council be rescinded.\n\nFifth.\n\n—We also recommend that reports which clearly express a consensus of opin-\n\nion on questions of great practical interest may be formally approved by the Council by\n\na unanimous vote. When a report has been carefully considered and approved by a\nstanding committee, and when its discussion by the members of the Council discloses a\ngeneral agreement with its positions, its formal approval by the Council seems a natural\nand proper procedure, and especially when the report deals with practical questions of\nschool administration. Such action by the Council is only the approval of a report by\na larger committee the Committee of the Whole and this expresses the opinion of the\nCouncil as a body. Such an approval of a report would call attention to it, and otherwise add to its usefulness as a means of educating professional and public opinion. It\nis believed that the adoption of one or two exceptional reports each year would increase\nthe influence of the Council in educational affairs. It is true that this will involve a\nwise discrimination both as to subjects and treatment, but this ought not to be a difficult condition in such a body as this.\nSixth.—Your Committee further recommends that not exceeding a half -day may be\ndevoted at each annual meeting of the Council for the reading of voluntary papers prepared by members active or honorary under these conditions:\n(a.) Voluntary papers not to contain more than two thousand words each.\n(b.) Voluntary papers to be presented to the President of the Council and approved\nby him as a condition of presentation to the Council,\n(c.) No voluntary paper to be presented to the Council in the absence of its author,\n(d.) Voluntary papers to be printed in the volume of Proceedings only by vote of\nthe Council.\nThe Committee cannot close its report without congratulating the members of the\nCouncil on the good work already accomplished. The nine volumes of Proceedings now\npublished contain valuable papers on many of the most important subjects connected\nwith education. These papers have been carefully considered by the Council, differences of opinion recorded in the reports of discussions, and several of these papers have\nbeen deemed worthy of formal approval.\nNor has the influence of the Council's work been confined to its members. Our\nannual sessions have been attended by many interested educators, and our procedings\nhave been published, not only in a separate volume, but also with the Proceedings of\nthe National Educational Association. The Council has thus reached thousands of persons interested in education.\nIt is doubtless true that too much time has been devoted to the discussion of topics\nthat have little present interest, and that too many reports have not embodied the\nresults of special research by committees and it is for the correction of these and other\ndefects that the above changes have been proposed.\nIt must, however, be remembered\nthat all phases of school administration demand careful and constant scrutiny. What\nis accepted as final to-day may be boldly and successfully questioned to-morrow.\nRespectfully submitted.\nWilliam E. Sheldon,\n\n—\n\n—\n\n—\n\n—\n\n;\n\nEmerson E. White,\nGeo. P. Brown,\nN. A. Calkins,\nB. A. Hinsdale,\nCommittee.\n\n"}
{"page": 288, "printed_page": null, "text": "——\n\n:\n\n.\n\nNATIONAL COUNCIL OF EDUCATION.\n\n284\n\nThe following amendments of the Constitution of the Council, having\nbeen reported by the Committee, were approved by the Council\n\nCHANGES IN CONSTITUTION.\nArticle IV.\n\nAmend the latter part of the section to read as follows:\nCommittee on Moral Education.\nCommittee on School Sanitation, Hygiene, and Physical Training.\n11. Committee on Psychological Inquiry.\n12. Committee on Educational Reports and Statistics.\n9.\n\n10.\n\nArticle V.— Duties op Standing Committees.\nbe the duty of the standing committees to observe the new educational\nexperiments and original investigations within the scope of their assigned topics, and\nreport the same, from time to time, to the President of the Council.\nIt\n\nshall\n\nArticle VI.\n\nMeeting op Committees for Special Work.\n\nA half -day at each Annual Session shall be set apart for \" Round-Table\" discussions,\nand each standing committee may conduct its own meeting separately, inviting at its\npleasure experts, original investigators, or other persons to present their experience, or\ntheoretical views, before it for discussion.\n\nArrangement of Annual Programme.\n\nArticle IX.\n\nThe President, in making up the Annual Programme of exercises, may select any of\nthe twelve standing committees which will in his opinion prepare work for the Council of the most timely and vital character, and he shall not be limited in his choice by\nconsiderations of routine.\n\nThe committees thus repoi-ting may introduce before the Council such specialists,\nexperts, original investigators, or inventors of new methods as they may deem essential\n\nto present effectively their subject-matter before the Council for discussion.\nIt shall be the duty of the President to present an annual report of the work of the\n\nCouncil to the National Educational Association.\n\nVoted, that the incoming President be requested to\n\ncall\n\nthe special\n\nattention of members to the changes.\nreport of the Auditing Committee\n\nThe\n\nupon the account\n\nof\n\nthe\n\nTreasurer was received and adopted.\nToronto, Can., July 14, 1891.\nD. L. Kiehle, Treasurer, in account with National Council of Education.\nreceipts.\n\n1890.\n\nJul 3\n\ni\n\n— To balance on hand\n\n$152 28\n\n1891.\n\nJuly\n\n10— To dues received for 1890-91.\n\n92 00\n\ndisbursements\n1890.\n\nOct.\n\"\nu\n\nNo.\n— \" paid printing\n\"\n\"\n2.\n— By\nexpress charges\n\"\n\"\n\"\n\"\n\n17\n10\n\n24—\nSept. 11— \"\n\n155 90\n30\n3 35\n30\n\n1.\n\nbill,\n\n\"\n\"\n\n\"\n\n\"\n\nH. Peabody\n\n\"\n\n11— «\n\"\nS. H. Peabody\n\"\n13— \"\nD. S. Gear\n13— Balance on hand\n\n\"\n\n3.\n4.\n\n1891.\n\nJuly 10— \"\n\"\n\"\n\n\"\n\n\"\n\nS.\n\n\"\n\n31\n4\n50\n97\n\n5.\n7.\n8.\n\n$244 28\n\n93\n97\n00\n53\n\n$244 28\n\n"}
{"page": 289, "printed_page": null, "text": ":\n\n:\n\n:\n\n;\n\nREPORT OF SECRETARY.\n\n285\n\nVoted, that the report of the stenographer be referred to the President\nand that the remarks of members be referred to members\n\nfor editing,\n\nfor revision or withdrawal.\n\nVoted, that the President be authorized to employ a stenographer for\nnext meeting.\n\nThe report of the Committee on Membership was received and adopted\nas follows:\n\nTo the National Council of Education : Your Committee on Membership present\nthe following report, supplementing the partial report made and adopted at a former\nsession of this meeting\n\nSix vacancies have occurred because of absence from two successive meetings, and\none has been caused by death. The following persons are nominated to fill these vacancies: 1. William W. Parsons, of Terre Haute, Ind., for the vacancy caused by the death\nof John Hancock; term to expire in 1893. 2. William H.Maxwell, of Brooklyn, N. Y.,\nis nominated for the vacancy caused by the absence from the meetings of Ira G. Hoitt\nterm to expire in 1892. 3. John T. Prince, of Boston, Mass., for the vacancy caused by\nthe absence from the meetings of Thos. J. Morgan term to expire in 1894. 4. H. H.\nSeerley of Cedar Falls, for the place made vacant by absence of Homer B. Sprague\nterm to expire in 1894. 5. Jas. L. Hughes, of Toronto, Can., for the vacancy caused by\nthe absence of L. S. Thompson; term to expire in 1895. 6. Miss Bettie A. Dutton, of\nCleveland, Ohio, to fill the vacancy caused by the absence of Wm. H. Payne. 7. The\nCommittee also report in favor of the transfer of John W. Dickinson, of Boston, from\nthe class of honorary members to that of active members, to fill the vacancy caused by\nthe absence from the meetings of Daniel B. Hagar.\nThe Committee further recommended that Dr. J.George Hodgins, LL.D. of Toronto,\nand Principal Thomas Kirkland, M. A., of Toronto, be elected honorary members of\n;\n\n,\n\nthis Council.\n\nRespectfully submitted.\n\nGeo. P. Brown, Chairman.\nW. E. Sheldon,\nN. A. Calkins,\nCommittee.\n\nThe following vote of thanks was adopted\nResolved : That the thanks of the members of the National Council of Education are\nhereby tendered to Hon. James L.Hughes, M.A., Inspector of Schools of Toronto, and\nhis associate members of the Local Executive Committee of the N. E. A. of which he is\nchairman, for the very complete arrangements that enabled the members and their\nmany friends to participate in and enjoy a charming drive about the city and vicinity,\nand for the other many and varied courtesies so generously and gracefully tendered.\n,\n\nThe following report of the Committee on Nominations was received\nand adopted\n\n—\n\nJ. H. Baker.\nVice President.—E. W. Coy.\nSecretary and Treasurer. N. C. Schaeffer.\nExecutive Committee.—A. S. Draper, Mary\n\nPresident.\n\n—\n\nE. Nicholson, F. A. Fitzpatrick, W. R.\n\nThigpen.\nRespectfully submitted.\nB. A.\n\nHinsdale,\n\nN. C. Dougherty,\nJno. S. Irwin.\n\nJuly 14, 1891.\n\n"}
{"page": 290, "printed_page": null, "text": "..\n\n.\n\nNATIONAL COUNCIL OF EDUCATION\n\n286\n\nThe President appointed Dr. Harris and Dr. Allyn to conduct Mr.\nBaker to the chair.\nVoted, that surplus copies of reports\n\nbe sent to Zalmon Richards,\n\nWashington, D. C.\nVoted, that the thanks of the Council be extended to the retiring\nofficers.\n\nThe following members were present: Allyn, Baker, Baldwin, BradBrown, Miss Conway, Coy, Draper, Dougherty, Eaton, Fairchild,\nGreenwood, Hailman, Harris, Hinsdale, Hewett, Hoose, Howland, Irwin, Kiehle, King, Lyte, Miss Nicholson, Peabody, Rickoff, Richards,\n\nley,\n\nRounds, H. Sabin, Sheldon, Schaeffer, Tarbell, Butler, Dickinson, Mrs.\nSudborough, Hall, Barringer, Stockwell, Newell.\nAdjourned.\n\nREPORT OF ATTENDANCE.\nPRESENCE AT ONE OR MORE OF THE DAILY SESSIONS OF THE ANNUAL, MEETINGS FOR\n1890 AND 1891 IS INDICATED BY A \"P.\"\n1890.\n\n.\n\n.\n\nG. P. Brown\nN. M. Butler\nN. A. Calkins....\nJ.\n\nH. Canfield....\n\nClara Conway\nE. W. Coy\nN. C. Dougherty.\n\nA. S. Draper\nJ. Eaton\nG. T. Fairchild.\nF. A. Fitzpatrick\n\nA. Gove\nW. R. Garrett.\nJ. M. Greenwood.\nW. N. Hailman..\n.\n\nW. T. Harris....\nJ.\n\nHancock\n\nB. A. Hinsdale.\nE. C. Hewett....\n.\n\nJ.\n\nH. Hoose\n\nG. Howland\n\n1890.\n\nJ. S. Irwin\n\nR. Allyn\nJ. H. Baker\nJ. Baldwin\nJ. E. Bradley.\n\n1891\n\nH. M. James\nH. S. Jones\nL. H. Jones\nD. L. Kiehle\n\nW. F. King\nLillie J.\n\nMartin.\n\n.\n\nMary E. Nicholson\nS. S. Parr\nS. H. Peabody\nJ. L. Pickard\nA. J. Rickoff\n\nZ. Richards\nC. C. Rounds\n\nW. E. Sheldon....\nR. W. Stevenson..\nF. L. Soldan\nN. C. Schaeffer....\nH. Sabin\nH. S. Tarbell\nW. R. Thigpen....\nDelia L. Williams.\n\nE. E. White\nC.\n\nM. Woodward..\n\n1891.\n\n"}
{"page": 291, "printed_page": null, "text": "—\nIN MEMORIAM.\n\nIFn\n\n287\n\n/IDemoriam.\n\nJOHN HANCOCK, LL. D.\nAt the opening of the meeting of the afternoon session of Friday,\nJuly 10th, the President said\n\n:\n\nWhile looking towards the preparation of\nthis programme, I remember the very earnest congratulation which I felt\nthat no member of our body had been taken away during the year;\nscarcely had the feeling gone from me, when I received the sad intelligence that our beloved and distinguished colleague, John Hancock, of\nI may not pronounce his eulogy.\nOhio, had passed away.\nThat duty\nis reserved for others much more competent than myself.\nHe was one\nwhom we all rejoiced to meet, whom we would remember with tender\naffection.\nWe have assigned a portion of this session to memorial services in his honor, and I have first to call upon Mr. White, of Ohio,\n\nFriends in Council:\n\nhis nearest colleague, to present a tribute to the memory of our deceased\n\nfriend and brother.\n\nMr. White\n\n:\n\nJohn Hancock was born on one of the hill-farms back\n\nof Point Pleasant,\n\nGrant,\n\nClermont County, Ohio,\n\n—on the 18th day\n\n—the birthplace of General\n\nof February, 1825, and he died on the 1st day\n\nHe was the eldest\nHis father, David Hancock, was born in Western\nPennsylvania, and his grandfather, Henry Hancock, was a native of\nNew Jersey. His mother died at the age of thirty-five.\nDr. Hancock spent his childhood and youth on the farm, receiving\nhis early education in the district school.\nIn his later years he often\nreferred with gratitude to one of his early teachers, who awoke in him\na desire for reading and a taste for good books.\nAt the age of nineteen\nMr. Hancock taught his first school; and during the four succeeding\nyears he taught school in the winter, and, in the intervening months,\nsupplemented farm work by study under the private tuition of Mr.\nJames K. Parker, Principal of the Clermont Academy.\nIn 1850 Dr. Joseph Ray, of Cincinnati, met Mr. Hancock at a\nteachers' gathering in Clermont County; and, on Dr. Ray's recommendation, he was elected first assistant in what was then known as the\nUpper Race-Street School, Cincinnati, Mr. Andrew J. Rickoff being the\nprincipal.\nHere Dr. Hancock began his real life-work. He used with\nalacrity the opportunities for self-improvement which the city afforded.\nHe continued his studies, joined scientific and literary clubs, and otherwise widened his scholastic and literary attainments.\nThe habit of\nof June, 1891, in the sixty-seventh year of his age.\nof five children.\n\n"}
{"page": 292, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n288\n\nreading thus formed followed him through life.\n\nIt is but a few months\n\nsince the writer heard him say playfully that he was then reading \" two\n\nmiles of Shakspere daily,\"\noffice.\n\n—\n\nin the street-car on his way to and from his\nIn 1856 the honorary degree of Master of Arts was conferred on\n\nhim by Kenyon College, and, in 1876, the honorary degree of Doctor of\nPhilosophy by the University of Wooster.\n\nOn Mr.\n\nRickoff's\n\nelection\n\nas\n\nsuperintendent of schools, in 1853,\n\nMr. Hancock became principal of the Race-Street School, and a year\nlater he became principal of the new First Intermediate School, a posi-\n\nwhich he filled for ten years. Mr. Hancock's work as assistant\nand principal did much to shape early instruction in the Cincinnati\nschools, and in these years he won a high reputation as a teacher and\nmanager.\nIn 1864 he resigned the principalship of the First Intermediate School\nHe was attracted to\nto accept a position in Nelson's Business College.\nthe position, not only by the increased salary, but chiefly by the coveted\nopportunity for literary work as editor of The News and Educator, a\nnew and bright magazine which Mr. Nelson was then publishing. Mr.\nHancock's work as editor showed those literary resources which his later\nHe filled this position nearly two years, and\nlife so fully disclosed.\nthen accepted the duties of assistant in the editor's department of the\npublishing house of Sargent, Wilson & Hinkle, Cincinnati.\nA year later he turned away from literary work to accept the superintendency of the Cincinnati schools, a position for which his previous\ntraining had been an excellent preparation.\nHe filled this responsible\nposition for seven years, to the high satisfaction of all interested in public education.\nHe introduced few marked changes in school organization\nor instruction, but he strengthened the best features, increased the\nattention given to literary culture, quickened the professional spirit of\nthe teachers, and gave emphasis to all those elements of discipline and\ninstruction that make true and manly pupils.\nIn the seventh year of\nhis efficient administration, party politics, for the first time in the history of the schools, entered into the election of superintendent, and Dr.\ntion\n\n—\n\nHancock was retired.\n\nHe next accepted the superintendency of the public schools of Dayton,\nOhio,\n\n—\n\nfilling the office with great fidelity and efficiency for\n\na period of\n\nwas here that Superintendent Hancock seemed to recognize more fully than before the fact that all true instruction emanates\nfrom the individual teacher; and, while he called for good results, he\n\nten years.\n\nIt\n\ngave the teachers larger freedom in their work, and, as a result, there\n\nmechanism and more of individual influence and power in\nHe stepped down from this place of great usefulness at the\ndemand of party politics, while all who knew aught of his work in the\n\nwas\n\nless of\n\nthe schools.\n\n"}
{"page": 293, "printed_page": null, "text": "IN MEMORIAM.\n\n289\n\nschools bore enthusiastic testimony to his efficiency as a superintendent\n\nand his high character as a man.\nIn 1886 Dr. Hancock took charge, by state appointment, of the Ohio\nEducation Exhibit in the World's Fair at New Orleans; and, on his\nreturn, he accepted the superintendency of the public schools of Chillicothe, to which he had been unanimously chosen.\n\nHe filled the position\n\nwith high satisfaction until November, 1888, when, in response to the\nwishes of the leading educators of Ohio, he was appointed by the\n\nGovernor, State Commissioner of\n\nCommon Schools, to fill the vacancy\nHe accepted the position,\n\ncaused by the death of Dr. Eli T. Tappan.\n\nthough it involved considerable pecuniary sacrifice, and entered with\nHe filled the unexpired\nzeal upon what proved to be his final work.\nterm, and in July, 1890, entered upon a full term,\nhaving been elected\n\n—\n\nby a popular vote that happily attested the people's recognition of his\nIn his first term he successfully\nhigh qualifications and efficiency.\nInaugurated the new compulsory system, and in his second he secured\namendments to the compulsory law which greatly increased its efficiency.\nOn Monday morning, June 1, 1891, he entered his office and, greeting his assistants in his usual cheerful manner, took his seat at his desk\nto attend to correspondence.\n\nHe had written only a few letters when he\n\nwas stricken with paralysis, and, without a word or sign, passed from\nhis earthly service to a heavenly reward.\nHe left a devoted wife and five\nworthy children,\n\n—a daughter and four\n\nsons.\n\nDr. Hancock devoted more than forty years to public education in his\nnative State, and during most of these years he took a prominent part in\n\nimportant efforts to improve its educational policy. He was an early\nand earnest advocate of normal training, county supervision, the township system, and other measures of school progress.\nHe served as a\nmember of the State Board of Examiners, as a trustee of the McNeely\nNormal School, an institution founded by the late Cyrus McNeely,\nand by him intrusted to the direction of the State Teachers' Association,\nand also of the Ohio University at Athens, taking an active part in\nthe establishment of the Normal Department therein.\nHe was early in\nthe institute work in the State, and long served as an instructor,\nfew\nmen receiving a more appreciative hearing. As early as 1852 he became\na member of the Ohio Teachers' Association, in 1859 its president, and\nall\n\n—\n\n—\n\n—\n\n—\n\nearlier or later filled nearly every position of responsibility in its gift.\n\nNor were Dr. Hancock's interest and efforts in behalf of education\nHe became a member of the National\n\nconfined to his native State.\n\nEducational Association, then called the National Teachers' Association,\nat the first regular meeting, held in Cincinnati in 1858.\nat all the\ntions,\n\nHe was present\n\nsubsequent meetings, possibly with one, at most, two excep-\n\nand always took an active part in the proceedings.\n\nHe presided\n\n"}
{"page": 294, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n290\n\nwith great acceptance at the eighteenth annual meeting, held in Philadelphia in 1879, and before and since filled other important official posi-\n\nmarked fidelity.\n\ntions in the Association with\n\nHe never sought honor\n\nor preferment in the Association, but he filled every position to which\n\nhe was assigned by his fellow-members with honor and success.\nBut it is not Dr. Hancock's official service in the Association that\nshould be most gratefully remembered, but his earnest devotion to its\ninterests as a member.\n\nIn the times that tried men's pockets, so dis-\n\ntinctly remembered, he loyally sustained the Association, not only by his\n\nHe enjoyed the meetings and\npresence and service but by his means.\nwas always an attentive and discriminating listener. In all the history\nof the Association, Dr. Hancock has been one of its leading and most\ninfluential members.\nHe specially enjoyed the meeting of old friends at\nthese annual gatherings, and his good cheer, genial wit, generous sym-\n\npathy, and warm friendship always secured for him a hearty welcome.\n\nDr. Hancock was present at the preliminary meeting for the organization of this Council, held in Chautauqua in 1880, and his name is in\n\nthe roll of its first members.\n\nHe was elected a member of the first exec-\n\nutive committee, and he subsequently served the Council on several other\n\nimportant committees.\n\nHe was present at every meeting of the Council\n\nheld, certainly since 1881,* and was in his place at nearly every day's\nsession.\n\nIt need not be\n\nadded, in this presence, that no other\n\nmember\n\nhas shown greater personal interest in the welfare of the Council, and\nthat few,\n\nif\n\nany, have\n\nmore frequently or\n\nintelligently participated\n\nThe annual volumes of Proceedings contain several\nthe last and j)robably the best (on\nreports and papers prepared by him\nin its discussions.\n\n—\n\n\" Co-education\") being presented at the last annual meeting, in St Paul.\n\nAt the Nashville meeting,\n\nin 1889, he read an admirable tribute to\n\nthe memory of the lamented Dr. Tappan.\n\nAt this meeting of the Council we all sadly miss the familiar form\nand voice of our departed associate. We find ourselves waiting unconsciously for his entrance, as of old, but he comes not, and will not come\nagain; but his\n\nmemory here will long be green.\n\nAs the members of\n\nthis body shall in the future gather at its annual council-fires,\nwill lovingly recall the genial\n\nmemory\n\nhumor, the earnest words, and the noble\n\nspirit of our lamented brother.\nIt is difficult to present in a few sentences a just estimate of Dr.\n\ncock's ability and character.\ntile\n\nmind, and\n\nalso\n\nHan-\n\nHe was endowed with an acute and versa-\n\nwith an earnest desire for knowledge; and these\nHe not only read widely\n\nqualities made a broad self-education possible.\n\nand thoughtfully, but he improved every opportunity\n* The Secretary's minutes\n\nto\n\nwiden his\n\ndo not include his name in the list of members present at\n\nthe first regular meeting in Atlanta in 1881.\n\n"}
{"page": 295, "printed_page": null, "text": ";\n\nIN MEMORIAM.\nattainments.\n\n291\n\nHe was an earnest student of education, but was more\nHe was an alert\n\ninterested in its practical than in its speculative phases.\n\nand discriminate reader and listener,\n\n—quickly seizing the more\n\nsalient\n\npoints of a writer or speaker and seeing their practical import and bearing.\n\nThis quality and habit made him ready as a speaker, especially in\n\nconversation or discussion.\n\nBut John Hancock's noblest characteristic was his high moral purpose\nand life. Not only were his personal habits above criticism, but he was\nNeither his character nor\nthe soul of purity and honor and rectitude.\nHe not only hated self-seeking, trickery,\nhis word needed an indorser.\nand double-dealing in others, but was himself incapable of indirection\nand subterfuge. He admired professional courtesy and honor, was true\nto his friends, and just and generous to those with whom he differed\nand no educator in Ohio had more friends and fewer enemies than he.\nDr. Hancock was in the best sense a manly man, and his influence\nand sympathies were always with the right, as he saw the right. He\nhad a deep reverence for sacred things and a deepening religious\nfaith.\nA few years before his death he made a public profession of\nreligion, uniting with the Broad Street Presbyterian Church of Columbus.\nAs he wrote of the noble Tappan, John Hancock was \" not only\nupright, but he was uprightness itself.\"\nIn the past few years Death has been busy among the Ohio members\nof this Council.\nFour of the original members from the State have\nbeen called to a higher service\nW. D. Henkle, I. W. Andrews, Eli T.\nTappan, and John Hancock, all men of blessed memory men who were\nan honor to the noble commonwealth which they served; men who repre:\n\n—\n\n;\n\nsented its ripest scholarship, its highest character, and\n\nits best\n\nservice\n\nin the cause of education.\n\nMr. Rickoff referred\n\nto the tender relations\n\nwhich had subsisted\n\nbetween himself and the deceased as fellow-teachers, members of the\nlittle club for the study of psychology, and of the Round Table for years,\n\n— then the intimate correspondence that followed.\nwhose\n\nloss\n\n\" I\n\nseems to remind me of the end of all things.\n\nwas always true as the needle to the pole,\n\n—hearty,\n\n.\n\nhave\n\nlost\n\none\n\nMr. Hancock\n\nearnest, sturdy in\n\nthe maintenance of these principles, which were lofty.\"\n\nMr. Harris:\n\nI remember meeting Mr.\n\nHancock for the first time at\nThe National Association met there in 1870. I was\ngreatly attracted to him from the first.\nHe was always entertaining,\nCleveland, Ohio.\n\nand chaffed his friends with the most delicate quality of good humor.\n\nWhen the school superintendents of the Western cities (Chicago, CinCleveland, Columbus, Detroit, Indianapolis, and St. Louis)\nformed their \"Round Table,\" holding their annual meeting in one Of\n\ncinnati,\n\n—\n\nanother of these cities, and discussing informally the peculiarities found\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n292\n\nto exist in the educational system under inspection,\n\n— Mr. Hancock was\n\never a central figure, full of thoughtful suggestions of his own and generously appreciative\n\nof the\n\nhumanities.\n\nHe\nman of humanity and a lover of the\n\nviews and achievements of others.\n\npossessed a great heart ; he was a\n\nBy the humanities, we understand, technically, the studies\n\nthat cluster around literature as a centre.\na lover of good literature.\n\nMr.\n\nHancock was especially\n\nI think that he drew his best inspiration for\n\nhis educational work from the great poets and prose writers, and it was a\nfine\n\ninspiration that he derived from that source and communicated to\n\nothers.\n\nMr. Hancock was an ardent optimist\n\n—always looking\n\nfuture for better things than have been achieved in the past\n\nnever undervalued the past.\n\n;\n\nto the\n\nand yet he\n\nHis optimism and his kind-heartedness\n\ntowards everybody, his love of literature and the aspiration kindled by\nits study, fitted\n\nhim peculiarly for seeing the possibilities in school edu-\n\nand made him a choice guide for a corps of teachers, and an\nideal manager of a system of schools.\nIn this Council of Education\nthere rests upon us at this time a feeling of bereavement.\nWe have lost\na fellow member endeared to us by strong personal ties, a friend and a\ncation,\n\nbrother.\n\nMk. Allyn\n\n:\n\nI\n\nbecame acquainted with Mr. Hancock in the winter of\n\n1857-8, in Columbus, Ohio, at the annual meeting of the Ohio State\n\n—\n\nTeachers' Association,\na noble body of men, among whom were Loren\nAndrews, James Garfield, John Canfield, Israel Andrews, Eli Tappan,\nand Wm. Hinkle, all now in the better land. Mr. Hancock at once\nattracted me by the frank friendliness of his manner, the vivacity of his\nspirit, and the earnestness of his advocacy of his convictions.\nAnd\nwhen later I removed to Cincinnati, where he was teaching, we grew\nintimate friends.\nWe were fellow-members of the little club already\nreferred to, and I recall, as an illustration of what has been said of his\npurity of mind, this incident:\nOne of our members was particularly\nfond of the writings of Swift, and would once in a while read passages\nfrom them. On one occasion, he read one of the most indecorous parts.\nIt would have rejoiced any pure mind to see the look of Mr. Hancock's\nface as the reading ended, and his severe silence when it was expected\nthat the laughter would come in.\nThat man never attempted another\nsuch reading.\nMr. Hancock was a man of sturdy common-sense honesty,\nand he was as genial as he was honest. He drew to himself children\nand young people, and especially boys, with whom he was always a favorite.\nMy son was a pupil in his school, and to-day John Hancock is his\nideal of a perfect man and a gentleman.\nMr. Hinsdale: The deceased was remarkable for the good cheer\nwhich he carried into all circles in which he mingled. At St. Paul last\nyear, all who saw him must have remarked the fine condition in which\n\n—\n\n"}
{"page": 297, "printed_page": null, "text": "IN MEMORIAM.\n\n293\n\nIt was remarked\nMr. Hancock appeared to be, both in body and spirits.\nin my hearing that the paper which he read at that meeting was the\n\nbest he had ever read in the Association.\n\n—\n\nIn his\n\nlast\n\nconversation he\n\nspoke of his sound health, remarking that he \" was made of iron,\" that\nhe was never sick, and could read without glasses at sixty-five.\n\nMr. Brown, talking from the stand-point of one of the boys whom\nhe helped, said:\n\nI\n\ndesire to testify to the excellent service that Mr.\n\nHancock did to the younger men of the profession. I knew him first in\n1857, when I visited his school in Cincinnati to learn something about\nschool-teaching as it was done there and I shall never cease to be grate;\n\nful to him for the service he did me as a boy, in explaining fully every-\n\nthing that was done in his school and why he did it.\n\nDuring the half-\n\nday I spent with him I think the subject of education was opened to me\n\nHis exceeding kindness won my affection\nmy intimacy with him, both in correspondence\n\nas I had never seen it before.\n\nat once.\n\nAfterwards\n\nand the discussion of school matters was close and for a short time I\nwas a member of the Round Table of which the gentlemen have spoken.\n;\n\nIt seems to\n\nme that the strength of Mr. Hancock was his sterling char-\n\nacter.\n\nThe President: We have presented our homage over the grave of\n\nWe hang our garlands upon his monument.\nThe hour has been one of interest, and another hour might be spent in\nrepeating and re-enforcing the thoughts that have been presented in\nregard to him; but other duties demand our attention, and unless there\nbe some special message we shall consider this service as complete.\n\nour deceased brother.\n\n"}
{"page": 298, "printed_page": null, "text": "——\n\n;\n\nNATIONAL COUNCIL OF EDUCATION\n\n294\n\nREPORT OF THE COMMITTEE ON STATE SCHOOL\nSYSTEMS.\n\nCOMPULSORY EDUCATION.\nYour committee feel that the importance of this report at this time\nconsists not so much in a complete discussion of the history and theory\nof the law of compulsory education, as in presenting to this council the\n\npresent situation of a question which has taken on some new and important phases, the outcome of which is not clear to any one.\n\nIn getting at the important part of this matter I beg your indulgence\nif I\n\nship\n\nrepeat some well-worn maxims, familiar to education and statesman:\n\n(1.) Intelligence\n\nand morality are absolutely essential\n\nto the perpe-\n\ntuity of our government.\nIf passengers are kept in the hold, a wise captain and his crew can\nrun the ship, but if all the passengers, steerage and cabin, are on deck\nwith a voice in the choice of the captain, and to whom he must report\nhis plans for their approval, then of course the passengers must be\nwise, else they will all soon go to the bottom together.\nso axiomatic that it has hardly\n(2.) The theory of our government\nbeen stated is that freedom and its blessings are universally desirable\nthat a free government by the people no more needs protection against\n\n—\n\n—\n\nthe people than a\nbelieve\n\n;\n\nman needs protection against himself.\n\nTo see is to\n\nto enjoy it is to be loyal.\n\nIn this spirit we have taken down the walls of our cities, we have disbanded our armies, we have invited the world, we have sent for them,\nnot to live with us merely, but to be of us and to share our inheritance\nand our destiny.\n(3.) In this it is also assumed that a free people will surely respond\nto the obligations of industry and citizenship that they will improve\nthe material condition of themselves and their families, and will exercise\ntheir judgment and influence in the selection of rulers and legislators\nwho will most wisely serve the commonwealth.\nIt deserves notice that no other nation in history ever ventured upon\nthis experiment.\nWhether the time is not near when the exigencies of\nour condition will not compel us to modify our view is already being\nconsidered with some seriousness, being suggested by facts like the fol;\n\nlowing\n\n:\n\n"}
{"page": 299, "printed_page": null, "text": "COMPULSORY EDUCATION.\n\n295\n\nIdleness, vice, and crime ure filling our jails, prisons, and reform*\n\n(1.)\n\natories.\n\nThe ballot in the hands of ignorance and corruption defeats the\n\n(2.)\n\nends of justice and good government.\n(3.)\n\nForeign influence has begun a system of colonization with a pur-\n\npose of preserving foreign languages and traditions and proportionately\nof destroying distinctive Americanism.\n\nIt has made alliance with relig-\n\nion and in some measure has gained the support of Protestant and\nCatholic.\n\nWhere now is the corrective?\nThe only answer thus far given is \" education,\"\n\n—education in\n\nits broad\n\nAmerican sense for body, mind, and morals; for every position of manual industry, social or civil service.\n\nTrue, we have not found education effective against idleness and the\nvicious.\n\nThis has not been a surprise\n\n;\n\nfor these have resisted the incen-\n\ntives to industry and social respectability; they have fallen without the\nsocial pale ;\n\nthey are the open enemies of the state and must be governed\n\nby the law which compels and punishes.\nFor this same reason a compulsory education law has been enacted to\nprotect society from the evil influences of these people, who disregard\n\nthe most common parental and social duty in the care of their children.\n\nThe state must protect the children in their rights to an education\nThus far our course has been clear and\n\nas it does to food and clothing.\n\nconsistent.\n\nBut another and very different phase of the problem is now before us.\nIndustrious, moral, and well-disposed people, loving and caring for their\nchildren, and with no conscious disloyal purposes, are among us in large\nand influential numbers, who refuse to send to the public schools, who\ninsist upon the exclusive control and direction of the education of their\nchildren, and refuse to guarantee to society that they shall be educated\nas American citizens in the language, history, traditions, and govern-\n\nmental principles of their adopted country.\n\nWhy do they do it? The answer is simply this: They are foreigners.\nThey have come, unavoidably bringing the customs, habits, attachments,\nand traditions of another land, and all in a tongue which is the channel\nof every thought, feeling, and religious sentiment.\nThe transition to an American citizenship and its civilization is\ndoubtless fraught with its dangers to morals, manners, and religious\nIndeed it is no easy thing to break loose from ancient, guiding,\nand protecting habits and customs, and turn one's children over to be\ntaught in and to speak a language unknown to their parents, and to\nfaith.\n\npractise customs that are strange.\n\nRealizing this, a class of their for-\n\neign clergy advise a retention of their nationality.\n\nThey say that to\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n296\n\nHence they oppose every Americanizing\nThey fear the public schools because they are American in\nspirit, and they insist upon parochial schools, not merely in the interest\ndenationalize is to demoralize.\n\ninfluence.\n\nof religion but of religion in a foreign tongue.\n\nThis condition of things\n\nis further\n\naggravated by the influence of a\n\nclass of bi-lingual politicians whose business it is to represent in\naffairs a people circumscribed\n\ncivil\n\nand made dependent upon them by their\n\nforeign tongue.\n\nNow as to the remedy.\n\nEvery one, and very certainly every educator,\nself-commanding, and assimilating power of a public free-school system, and will agree that this\nshould be perfected to meet every demand of the highest standard of\nphysical, intellectual, and moral training; that it should be protected\nfrom every corrupting influence and every political or religious\nentanglement, and that its true value by every means should be impressed\nupon the public mind.\nNext as to the necessity and practicability of applying the compulsory feature for the general enforcement of attendance, there will be\nvarious opinions, according to points and circumstances of observation.\nIn some large cities, and especially in manufacturing districts, where\nchildren are at the mercy of soulless corporations, the State has successfully enforced a compulsory law, but in the state at large, and especially\nin agricultural districts, your committee are not aware of any enforcement of a compulsory law, which proves that it can be made an effective\nwill place the first stress upon the natural,\n\npart of our educational system.\n\nWhat exigencies may arise to entirely revolutionize public sentiment it\nis\n\nquite impossible to anticipate.\n\nIt is not to be\n\nvery positive un-American religio-political\nIllinois,\n\nignored that the late\n\nmovement in Wisconsin and\n\nand the very recent publication of a foreign scheme, to be sup-\n\nported by foreign governmental and ecclesiastical influence, for the purpose of fostering and protecting a foreign colonization, have been quite\nstartling to our proverbial sense of security\n\nbut there are not wanting\n\n;\n\nevidences that the rebuke already administered to such astounding pre-\n\nsumption by the offended sentiment of the entire nation of every Christian faith and every language will prove to be the sufficient remedy, as\nwell as the best.\nIt is well to notice that we have other questions which have developed\n\nSouthern States, in which the people who are the\nmain support of the civil and social structure entertain views and support policies which in principle seem to be un-American and unconstitutional.\nConcerning these people we have yet to decide whether\nof late years in the\n\nlegislation should compel, or whether time\n\nand\n\neffect, a more certain and permanent solution.\n\nits\n\ninfluences will not\n\n"}
{"page": 301, "printed_page": null, "text": "COMPULSORY EDUCATION.\nIn concluding this report,\n\nit\n\n297\n\nmay be noted with propriety that when\n\nthe nation comes to the earnest consideration of some of the great prob-\n\nlems of citizenship, such as the limitation of immigration to the moral\nand industrious, and the limitation of the elective franchise by excluding the grossly ignorant and vicious classes, the educational problem\nwill be somewhat relieved.\nIf this were possible,\n\nthen those who neglect their educational oppor-\n\ntunities would suffer a natural penalty in the disfranchisement of ignorance, and society would be protected in the exclusion of such influence\nfrom the direction of civil affairs, and the public school would be given\ngreater prominence and honor as the highway to personal prosperity and\nto the privileges of citizenship.\n\nD. L. Kiehle, St. Paul, Minn., Chairman.\n\nPickard, Iowa City, Iowa.\nH. Canfield, Lawrence, Kans.\nIra G. Hoitt, Sacramento, Cal.\n\nJ. L.\n\nJ.\n\nW, D. Parker, Madison, Wis.\n\nDISCUSSION.\n[REPORTED BY THE STENOGRAPHER, DAVID S. QEER.]\n\nMr. Sheldon: You say that the law can be enforced in the large\ncities, and has been enforced in the manufacturing towns; but that it\ncannot be enforced in the agricultural districts with our present condi-\n\nWhat then do we see as the result of these two\nDo we have the best municipal life, the best home life,\nthe best forms of civilization, in the large cities and towns or among\nthe agricultural people who have an honest and virtuous home environtions of civilization.\n\npropositions?\n\nment?\n\nIf the results of morality and of the intelligence of a free people\n\nwhy press these laws?\nThe two remedies suggested in this report to meet\n\nare best illustrated in the agricultural districts,\n\nMr. E. E. White\nthis\n\n:\n\nnew condition of things are\n\n:\n\nFirst, a limitation of the franchise\n\nand an educational qualification by which the vicious and ignorant shall\nbe excluded from participation in government\nbe extended through compulsory laws.\n\n—\n\n;\n\nsecond, that education\n\nBut on the last the report seems\n\nto be indefinite and non-committal\nthat hitherto such legislation has\nnot effected anything except in cities and manufacturing districts, and\n\ntherefore we do not gain much by general acts on the subject.\n\nMr. Sheldon That is just my point exactly.\nMr. White: The question is whether the writer intended to leave\n:\n\nthe subject in that indefinite position.\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n298\n\nMr. Kiehle: That is very nearly correct.\n\nI desired to state the sit-\n\nuation, as correctly as I could understand it, thus:\n\nThat the Government\n\nought to look to the limitation and improvement of its citizenship, and\nthat we as educators ought to put more stress upon the improvement\nand extension of our educational system by educational methods. Our\nWe ought to do more for our young peosystem ought to be perfected.\nple.\nWe ought to make our system less objectionable. We ought to\nintroduce the moral element as perfectly as possible to meet the demands\nof that class of people who have been accustomed to associate religious\ninstruction with secular instruction.\n\n[\" That's right.\"]\n\nNow, coming\n\ncommittee has no doubt that\nbut\nit is perfectly legitimate that men be required to do these things\npractically, it questions whether it is not better to enforce the compulsory law in our towns and cities moderately, watching the development\nto the legislative part, theoretically your\n\n;\n\nof circumstances,\n\nand not relying on the law to effect very much at pres-\n\nent in agricultural districts or over the country at large, but at all times\n\nholding it as a subordinate feature of our educational system.\nMr. Sheldon: You don't deny that they don't need it in agricultural districts as much as in cities?\n\nMr. Kiehle: Oh, no!\nMr. George P. Brown: This report assumes that when the people\nestablished this Government they had a certain standard of intelligence\nand morality and that an intelligent and moral people will conform to\n;\n\nthe requirements of good citizenship.\n\nIn these later years, it says, peo-\n\nple have come here who are not entitled to freedom in the\nas those who established\n\nsame sense\n\nthis Government were entitled to freedom\n\n;\n\nin\n\nand the question now is,\nthat, in order to\nShall we maintain the original conception of freedom\nbe free, persons must reach a standard of intelligence and morals as it\nhas been heretofore established or shall we lower this idea of intelligence\nand morality to the standard of that class? If this majority element shall\ndetermine what shall be the standard of citizenship, then it legislates\nfor this class that would determine something else that is, it legislates\nfor a class of people that we, from the very nature of the case, declare\n\nother words, whose idea of freedom is too low\n\n;\n\n—\n\n—\n\n;\n\nare not free.\n\nThe majority sentiment of this country says that they\n\nmust be intelligent and moral before they can be free, and before they\nNow, it seems\ncan become an essential and vital part of this republic.\nto me the report is in doubt whether that shall be\n\nnot seem to\nsubject.\n\nme\n\nthat there\n\ncan\n\nbe\n\ndone or not. It does\nany question of doubt on that\n\nWe must either maintain this high standard of preparation for\n\ncitizenship in this country\nof citizenship\n\nor\n\nwe must yield and lower the standard\n\n— and therefore the standard of civilization— in this country.\n\nI don't think this\n\nCouncil is prepared to take this latter position.\n\n"}
{"page": 303, "printed_page": null, "text": "COMPULSORY EDUCATION.\nMr. Richards\n\n:\n\n299\n\nIs it not true that a larger proportion of the children in\n\nour agricultural districts attend the usual public schools, where they are\nIn the cities, where we\nestablished, than actually attend in the cities?\n\nhave a compulsory law in force, are there not more that are kept out of\nDo we not find\n\nschool and under bad influences than in the country?\n\nthat the majority of children who come from the country to the city are\ngenerally more moral, more correct in their deportment, than those who\nare educated even in the city, with their compulsory systems?\n\n[\" No.\"]\nbrought up in the country and\nI believe the boys and girls of those old district schools were trained to\n\nMy experience is that we do.\n\nI was\n\n;\n\nbe better citizens every way than they are\n\nnow in the cities, and that\n\nthey are the men and women who are giving character to the educational\ninterests of our country.\n\nI well\n\nremember the influence of that good\n\nold parson who used to come into our old red district schoolhouse every\ntill we got it perand I know that those boys and girls, all of them now living,\nare scattered over the country, exerting a good moral influence, and the\nbad boys were those that were down in the villages and cities. And you\nfind the same to-day everywhere.\nMr. Sheldon Mr. Richards would not recommend the introduction\nof the catechism in Wisconsin?\nMr. Richards Yes, I think they ought to know it there.\nMr. Allyn I am glad to note that the report presents so clearly and\nforcibly the three characteristics of a good citizen: intelligence, patriotThese are\nism, and virtue; but I beg to change their order a little.\nindeed the foundations and the securities of our republican government.\n\nSaturday and hear us say the Assembly's Catechism\n\nfected ;\n\n:\n\n:\n\n:\n\nI think,\n\nhowever, that virtue, or honesty, stands first, patriotism second,\n\nand intelligence third. I think that we shall find that an honest, rural\npopulation, even though it may be comparatively ignorant, is a much\nbetter basis for a good government than what is often called an intellectual,\n\nwide-awake, newspaper-reading, money-loving, city population.\n\nshould therefore put virtue\n\n—sterling honesty\n\nthe first qualification for citizenship.\ninsist that if a\n\nis\n\nthe better word\n\n—\n\nI\n\nas\n\nWe ought to begin with it and\n\nman desires to be a citizen of our self-governing republic\n\nhe shall first show some certificate or intention of real integrity.\n\nThe second necessary qualification of a good citizen is a genuine love\npatriotism.\nThen follows intelligence, but a long way after\n\nfor country\n\nthe others.\n\n—\n\nA true love for one's country, because it is his country, his\n\npride and his glory, can never be left out of account when we undertake\nto make up our catalogue of patriotic or national virtues.\n\nGoldsmith,\n\nin his \"Traveller,\" presents this as the grandest characteristic of the\n\npoor, hard-toiling, Swiss peasantry.\n\nThey love their native land even\n\nthe more because it is full of hardship and danger.\n\n"}
{"page": 304, "printed_page": null, "text": ";\n\n300\n\n;\n\nNATIONAL COUNCIL OF EDUCATION.\n\" Thus every good his native wilds impart\n\nImprints the patriot passion on his heart\n\nAnd e'en those hills that round his mansion rise\nEnhance the bliss his scanty food supplies.\nDear is that shed to which his soul conforms,\nAnd dear that hill which lif ts him to the storms\n\nAnd as a child when scaring sounds molest,\nClings close and closer to his mother's breast.\"\n\nThese Switzers love their country, and that is the element of their\namong the twenty haughty monarchies\nof Europe.\nNot their intelligence, extensive though it be, but their\nnational stability as a republic\n\nvirtuous patriotism has preserved them and made them a noble and hon-\n\nored people.\n\nA part of our danger arises necessarily from the foreigners who come\namong us with European notions and European ideals of freedom, and\nwho fail to grasp the real conception of American liberty, as it must be\nin an Anglo-American republic.\nThey loved their fatherland before\nthey loved ours, as was natural.\nThey will, therefore, always have some\nadmiration for European institutions and hence they cannot speedily\nrise to the lofty plane of the truest American patriotism.\n\nBut I wish to urge that the danger from the simple vices of the poor\nand ignorant is not so great as that from the luxurious vices of the\nambitiously learned, and from those made suddenly rich by our unexampled opportunities for acquiring wealth. Our educated and opulent\nmen and women are seeking for a frivolous life of ease and genteel refinement in idleness, and their example has infected nearly the whole community, so that almost everybody wishes to imitate them; we need,\nrather, to rise to the simple virtues of the poor, and to shun the luxurious vices of the rich, and then I think we shall have far better government.\n\nAbove all, we must teach the children in our public schools to understand and love the simple conception of American liberty, and the\nunostentatious habits and institutions of our forefathers.\n\nI\n\nhave no\n\nprejudices against the foreigners who come among us to better their condition, nor against such as adopt our country as their own, because they\n\nintelligently prefer republican to monarchical institutions.\n\nI cordially\n\nYet I reckon it is but safe to us and not unjust\nto them to demand some fair probation, some assurance that they will\nconform to our laws and customs and will not strive to make us conform\nto customs and institutions which they have voluntarily abandoned.\nLook at a fact or two. Three of the largest States of our Union New\nYork, Pennsylvania, and Illinois have more than a third of their\nrespective populations within a radius of not much more than ten miles\nfrom the centres of our largest three cities. Probably one-half the male\nwelcome both classes.\n\n—\n\n—\n\n"}
{"page": 305, "printed_page": null, "text": "COMPULSORY EDUCATION.\npopulation residing in them\n\nis\n\nforeign born.\n\n301\n\nProbably, also, not one\n\nhalf of- those who vote at the polls possess a dollar of taxable property,\n\nor ever pay a dime toward the support of the Government, unless they\nare caught by the police\n\nand fined by the courts for some breach of the\n\nlaws.\n\nOur own countrymen are imitating European habits and customs, and\nmight naturally be expected to be\n\nrecently imported foreigners, who\npartial to their\n\nhome institutions, are helping us to demoralization.\ndemand of all candidates for the franchise of Ameri-\n\nI would, therefore,\n\ncan citizenship some qualification or guarantee of virtue or honest charand some sign of genuine love for the land of their adoption, as\n\nacter,\n\nwell as the attainment of knowledge or intelligence.\n\nMr. Fitzpateick\n\n:\n\nOne feature of this discussion is the common con-\n\nsent given to the statement that the general basis of intelligence in the\n\ncountry has largely deteriorated in consequence of the influx of this\nAll biologists will agree that where there is any race\nadmixture the progeny of that admixture partakes, mentally and mor-\n\nforeign element.\n\nthe inferior race; and the problem that we have is a simple\nproblem of assimilation. Now, in many respects, the foreign population that comes to our shores is superior to the home population that\nis, in the qualities Mr. Allyn has eulogized, of unswerving honesty and\nally, of\n\n;\n\nunswerving virtue\n\n;\n\nand the great majority of the people who have come\n\nto our shores have come from this element.\n\nThe paper hints at another\n\npoint that I think is not in the province of the public school,\n\n— war on\nto\n\nIn\n\nmy city it would require an increase of\n\nfifteen per cent, in the taxes to\n\nprovide accommodations in the public\n\nprivate schools in any way.\n\nschools for all the children.\n\nfatherland\n\nis\n\nThe patriotism of the foreign element to\nmother-tongue that\n\nreally a patriotism to\n\nis\n\nbred in the\n\nbone; and I can undertsand how they would feel that this is an unauthorized espionage upon them, just as the foreign element in Kansas look upon\n\nthe prohibitory law as an outburst of religious and secular intolerance.\nI think we owe a very great debt to the foreign\n\nelement which has come\nand broken up and recrystallized some of our habits and customs.\nAs to limitations of citizenship, no nation ever submitted to that, or\nin\n\nAVe invited the foreign element to settle on our shores, which\nwe intended should be the refuge for the oppressed of all people, and\nnow we are getting to believe that we ought to call a halt. Now, when\nwe ascertain that we have a polyglotted condition of things in our country, and that some dangerous tendencies and elements are coming out,\nsome of our friends rise up and say \" If we can only get these people\nall into the public schools and get them educated in this way, these\nthings will disappear.\"\nBut they won't disappear until the various\nstrands of blood and race and kinship running through have been amalever will.\n\n:\n\n"}
{"page": 306, "printed_page": null, "text": "—\n\n;\n\nNATIONAL COUNCIL OF EDUCATION\n\n302\n\nWe have broken up the old homogeneousness, and we have\n\ngamated.\n\nnow a heterogeneousness which must be recrystallized and redeveloped.\nWhile the condition looks bad, there never was a country in the world\nthat was so homogeneous as the United States.\nWe have one common\nlanguage.\nThere may be many isolated foreign communities in Wisconsin and Kansas; I know in Kansas there are localities where there\nare two or three hundred souls that do not speak anything but Russian\nbut their children come up and branch out of these relations and the\npost-office department, which spreads its arms into every home, and the\nlines of communication and commerce spreading out, continuously operate in breaking up this solidarity.\nWe do not want to go back and\ncrystallize a condition such as we have in the South in many respects.\nThey have not been affected by immigration but they have their problems to deal with; and I believe that when we inject into this discussion, or into the report, or into our views, any question of antagonism to\nany species, of schools we make a mistake. The anarchists and communists of Chicago are the warmest supporters of the common schools\nthey are a unit on that question.\nThen there are some foreign people\nin Chicago that are bitter antagonists on personal grounds but if we\nlook around at the people that are educated in some of these private\nschools we find they become good citizens, although they do not believe in the observance of the Sabbath and a great many things that\n;\n\n;\n\n;\n\nwe do.\nMr. White\n\nIs there anything in the\n\n:\n\nreport that refers to parochial\n\nschools at all?\n\nMr. Kiehle Only an incidental reference.\nMr. White: This is a problem that needs more than ordinary care,\nand I appreciate the hesitancy of the writer. We cannot solve it on\nthe line of limited citizenship.\nThe ballot cannot be taken from the\nhands of any j)ortion of our people. The ballot will be in more hands\ninstead of fewer in the future of the republic.\nThen universal education that prepares for citizenship is our only hope; and the question\nand one of great difficulty is, how to make the schools meet fully the\ndemands of citizenship? Where public sentiment supports and demands\nit, compulsory education is good policy; but we must wait for the sentiment to enforce it. In Ohio a compulsory law was a dead letter fifteen\nyears ago, and now such a law is enforced without friction and is doing\n:\n\n—\n\ngreat good.\n\nJust to the extent that the people feel the importance of\n\nuniversal education, we will have wise legislation to this end.\n\nthat compulsory education\n\nis\n\nI believe\n\nto be a source of strength in the future,\n\nperhaps in the near future; but\n\nit\n\nseems to me that\n\nit is\n\nnow hazard-\n\nous and unnecessary to couple with this question the control of private\nschools.\n\n[Hear, hear.]\n\n"}
{"page": 307, "printed_page": null, "text": "COMPULSORY EDUCATION.\n\n303\n\nThe imperative need is that the people be educated, no matter where.\nIf the private schools are\n\nimperfect, they will be improved through the\n\nvery necessities of the case\n\n;\n\nthe parents will not continue long to send\nI think this\n\ntheir children to inferior schools.\n\ncompulsory education\n\nshould be an English education, that American children should be\n\nand I do not see any difficulty in\n\ntaught the language of the country\n\n;\n\nsecuring this in all public schools.\n\nWe have had such a law thirty years\n\nin Ohio.\n\nI\n\nam told that there are localities in some of the Western\nNo\n\nStates where the instruction in the public school is not in English.\n\none can object to stopping that\n\n;\n\nbut the difficulty is in demanding that\n\ninstruction in private schools shall be in English.\n\nThis may be right,\n\nbut it brings an element into the question that gives trouble.\n\nIn many\n\nprivate schools the teachers themselves cannot speak English, and for\n\nThe compulsory teaching of English\nand the state supervision of private schools are questions that I would like to see approached slowly. The people in most of\nthat reason English is not taught.\nin private schools\n\nthe States are not yet familiar with the compulsory system.\nI am not aware that the parochial-school question is in\nThere was no intention of having it in. The only reference to it is by way of illustration, or rather reference, in speaking of\nthat class of our foreign population in the United States who are determined to continue their foreign nationality and traditions in parochial\nschools,\na particular class of parochial schools. In reference to compulsory education, there is no intimation in the report that education shall\nbe in the public schools.\nNow, speaking for myself in this matter, in\nwriting the report I endeavored to state it as generally and broadly and\ncarefully as would be approved by this general committee.\nI cannot\nsee that any of the views expressed by Mr. White are in any essential\nrespect different from those that are intended in this report.\nI believe\n\nMr. Kiehle\n\n:\n\nthe report.\n\n—\n\nthat our public-school system, as a system, is the sheet anchor of our\n\nand the guarantee for the perpetuity of our Government.\n\nliberty,\n\nI\n\nbelieve that but few of us realize, unless we give special attention to it,\n\nthe power which the public-school system\n\nour foreign population.\n\nis\n\nhaving over the children of\n\nOne of our Minnesota teachers told me yester-\n\nday that most of her scholars are foreigners' children, unable to speak\nEnglish.\n\nIn a little while they learn to speak English, and they won't\n\nspeak anything\n\nelse\n\nat\n\nhome, and they are offended\n\nPolanders on the play-ground.\n\nat being called\n\nIt does not take long to infuse an Amer-\n\nican spirit of patriotism through these public schools\n\n;\n\nand out in the\n\ncountry on the Fourth of July you will see the flag of Sweden and the flag\nof the\n\nlearn\n\nAmerican Republic floating together; and the first name they\nthat of George Washington, and he is the ideal of everything\n\nis\n\nthat is good.\n\n"}
{"page": 308, "printed_page": null, "text": ":\n\n304\n\nNATIONAL COUNCIL OF EDUCATION\n\nMr. Sheldon: Don't they all yearn to know the English language as\nquickly as possible?\n\nMr. Kiehle: All do yearn to know it; the girls give up the foreign\ntongue first, and the boys follow right behind, or next to them.\n\nI have\nsupreme confidence in the public-school system as we have it now. I\nthink that the first and most important thing is to protect it from\nThe coming question that is pressing upon us is this\nentanglements.\nInasmuch as a large percentage of the people of America are supportiug\nparochial schools, private schools, good schools, and they have so\npatiently endured taxation for the support of other people's schools,\nought not the generous-hearted American people now to divide school\nfunds? I think the important part of it is to see that our public-school\nsystem is perfected, and see that everything that looks toward an undermining of it, or a modifying of the attitude toward the public at large,\nis warded off, and that it remains a school for all the people.\nNow,\nwith regard to the compulsory feature, this report suggests that when\nyou come to care for that class of people who are outside of all these\neducational influences, religious and social and industrial, we must take\ncare of them by law; they must be made to live within these limitations\nor suffer for it. But when you come to that other class of people— good,\nvirtuous, religious people\nit is a serious question whether you ought to\nbegin to compel them that is my opinion about it.\nWe have had lots\nof compulsion in this world.\nIt is an old doctrine, that if people don't\ndo what you know they ought to do, it's a blessed thing to make them\ndo it. And inasmuch as thinking is the basis of all action, if they don't\nthink right, then make them think right; it is a good thing for them,\nand it is the salvation of the country and the world. We have gone\nabove or under that; we have got an idea that truth is self-demonstratYou keep holding up a true doctrine to the people, and get them\ning.\nto looking at it and discussing it, and by and by, like the sunlight of\n\n—\n\n;\n\nheaven, they will unconsciously believe\n\nwe take in respect to religion.\n\nit.\n\nNow, that is the position\n\nWe don't allow any more binding.\n\nChristianity cannot propagate itself without a compulsory law,\n\nit\n\nIf\n\nhas\n\nall.\nNow, the institutions of the Government of\nAmerica are in a sense similar. We have taken the position that our\nGovernment is so reasonably good that if we present it and keep it before\nthem they will love it, and that patriotism will be the natural result.\nWe are depending upon that very largely. Now, the result of our public-school system is certainly very gratifying and with regard to for-\n\ngot to go, that's\n\n;\n\n— think they ought\n— have unbounded respect for the attach-\n\neigners, while I believe in compulsory education\nto be educated in English\n\nI\n\nall\n\nI\n\nments and the affections of our foreign population to their fatherland and\n\n"}
{"page": 309, "printed_page": null, "text": "COMPULSORY EDUCATION.\nits\n\nlanguage.\n\nI\n\nthink we don't appreciate what\n\n305\n\nit\n\nmeans to\n\nlet one's\n\nchildren grow up in total ignorance of them, and that the feelings of\nthese people ought to be considered.\n\npulsory law\n\nmit\n\n;\n\n;\n\nI believe in\n\nholding to the com-\n\nin adopting it just as rapidly as public sentiment will per-\n\nbut in that great area of our population where public sentiment is\n\npositively opposed to it, we\n\nmust depend very largely upon the strength\n\nof our educational institutions, including the public-school system.\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\nNATIONAL COUNCIL OF EDUCATION.\n\nREPORT OF COMMITTEE ON SECONDARY\nEDUCATION.\nUNIFORMITY IN REQUIREMENTS FOR ADMISSION TO\nCOLLEGE.\nWhile it is conceded that much of the praise usually bestowed on the\nschools of the United States is fully merited,\n\nit\n\nhas been the purpose of\n\nthe Committee, as was proper, to approach this investigation with a\nof criticism, that certain defects might be pointed out and a\nremedy for them suggested.\nEducation in the United States lacks in system much that is desirable\nand attainable. This fact is rapidly gaining recognition, and many articles and discussions of recent date show a progressive desire to improve\nspirit\n\nA brief preliminary examination of our school\nproblem as a whole will reveal some of the changes needed and prepare\nthe way for the special discussion belonging to this report.\nIn the eight years of Elementary Education there is a close approach\nto uniformity in cities and large towns throughout the country, and there\nis an increasing tendency in villages and rural districts to conform Elementary work to that of the cities. One finds little difficulty in admitting to High schools on a common basis pupils from reputable Grammar\nschools widely separated.\nWe find in this country no distinction in\nelementary courses based upon social rank, a distinction which exists in\nEngland, where pupils who aim at Higher Education pursue a special\ncourse almost from the first.\nIf a pupil of low social rank desires Higher\nEducation, he must be transferred to the so-called Grammar School as\nexisting conditions.\n\nearly as the age of eleven.\n\nIn Germany the differentiation is yet earlier,\n\nand, while the lad who is destined to remain a peasant continues in the\n\nBurgerschule, his more fortunate companion enters the Gymnasium at\nthe age of ten, and prepares for the University.\n\nA pupil in our schools\n\nmay have a great advantage because differentiation usually does not begin\nuntil the age of fourteen, and he may then elect College preparation.*\n* My opinion is that it would be much better for our boys and girls to begin their\npreparation for College at least two years earlier than they now do.\nIf our High\nSchools could receive the pupils at eleven or twelve instead of fourteen, the preparation\nfor College would be completed by sixteen, instead of eighteen, as is now generally\nthe case.\nE. W. Coy.\nMr. Mowry and Mr. Tarbell of the Committee would also begin College preparation\nearlier, and would have students admitted to Scientific Courses on the preparation\nafforded by a good general high-school course.\n\n"}
{"page": 311, "printed_page": null, "text": ":\n\nREQUIREMENTS FOR ADMISSION TO COLLEGE.\nUntil this period the child's education\n\nis\n\n307\n\nconducted, theoretically, in\n\naccordance with the laws of mental growth and not with reference to his\nThere is a close connection between\nfuture studies or occupation.\n\nElementary and Secondary education.\n\nIn large towns the majority of\n\nGrammar-School graduates pass directly into the High School.\n\nAmong Secondary Schools greater differences exist than among the\nElementary.\n\nMost of the largest and best public High Schools cover a\n\nperiod of four years and present General courses in Mathematics, Science, History, Literature, and the Languages; also a College Prepara-\n\ntory Course in Greek, Latin, Mathematics, etc.\n\nSo far as we can discover uniformity in Higher Education there is a\ntendency to build upon the High-School Course, first, Colleges of the\nArts;\n\nLiberal\n\nsecond, various\n\nScientific\n\nBut the departures from\n\nCourses.\n\nCourses;\n\nthird,\n\nProfessional\n\nmay be\n\nthis plan, if such a plan\n\nnumerous, important, and widespread. The College\nproper, together with the Scientific and Professional Schools, constitutes\nSome Universities add\nthe University as it is known in this country.\nsaid to exist, are\n\n\"Graduate Courses.\"\n\nThere are great differences, even among the best\n\ninstitutions of higher learning, in requirements for admission to the\n\nvarious courses, length of the courses, and the character of the work in\n\nFrom Universities of the better class we tabulate the following\n\nthem.\n\nYears of preparation\nbeyond the Grammar\n\nLength of Course.\n\nCourse.\n\n4 yrs.\n3 to 4 yrs.\n2 to 3 yrs.\n3 yrs.\n3 yrs.\n\nCollegiate,\nScientific,\n\nLaw,\nMedical,\nTheological,\n\nSchool required for\nadmission with view\nto a degree.\n3 to 4 yrs.\n2 to 3 yrs.\nto 3 yrs.\nI to 2 yrs.\n4 to 8 yrs.\n\nIn Illinois the number of years beyond the Grammar School required\nto secure the degree of A. B. varies in the different colleges from 5 to 7\nyears,\n\nand in many other States of the Union the condition of higher\n\neducation is worse.\n\nA glance at the statistics of professional schools, in\n\nthe report of the Commissioner of Education, will show that\n\nmany of\n\nthe schools of Law, Medicine, and Theology, throughout the country,\nrequire no examination for admission and that the percentage of professional students who hold a college diploma is absurdly small.\n\nThe num-\n\nber and value of degrees conferred by American Universities\n\nis\n\nthe knowledge of any one educator.\nsays, \" It is evident that\n\nbeyond\n\nEx-President Andrew D. White\n\nthe present so-called University System of the\nUnited States is a jumble of institutions that ought to be Colleges, with\ninstitutions which ought to be Universities.\"\nWhen we add to the differences in requirements for admission and length of courses, the plan\nof electives as now employed in many Colleges, we see how great are the\nvariations in our university system.\n\n"}
{"page": 312, "printed_page": null, "text": ":\n\nNATIONAL COUNCIL OF EDUCATION\n\n308\n\nWe may now tabulate some results\n\n—\n—In one of\n\nElementary Education (6 to 14).\nSatisfactory tendencies toward uniClosely connected with Secondary Education.\n\nformity.\n\nSecondary Education (14 to 18).\n\nits phases the special sub-\n\nNot closely related to Higher Education.\nUniversity Education.\nIn every way lacking desirable system, in\namount and kind of required preparation, in length of courses, in choice\nand character of work in them. In the opinion of many defective in\nentire plan and organization.\nThe English University aims at mere general training it is a conThe French \"Faculties\" are\ntinuation of the Preparatory School.\nThe German\nspecial schools which prepare directly for professional life.\nject of this report.\n\n—\n\n;\n\nUniversity employs the method of the English institutions, that is, the\nin aim it\n\nis like the French Faculties,\nThere are many indications in\nThis\nthis country of growth toward the German University System.\nappears in the increasing use of laboratory and \" Seminary\" methods,\nin the demand to shorten the period of Preparatory and Collegiate edu-\n\nmethod of general education\nsince\n\nit\n\n;\n\nprepares for special callings.\n\ncation, and in the belief that all professional courses should be based\nupon a more complete general education. Such men as Ex-President\nFolwell, of the University of Minnesota, and President Adams, of Cornell,\n\nfavor something like the German System.\n\nTo such an end the modiReducing\n\nfications of our present system would be about as follows: (1)\n\nCollege\nall\n\nwork one or two years;\n\n(2)\n\nbuilding upon the College course\n\nthe Graduate and Professional courses, making them at least three\n\nBy the advocates of this plan it is suggested that under\nmany more students would advance beyond the High School, a much\nlarger number would secure the Doctor's degree, and the number of\nIt is also held\neducated professional men would be greatly increased.\n\nyears in length.\nit\n\nthat our present College would not be\n\nlost,\n\nsince Graduate Courses of\n\nthe University would offer literary and philosophical studies.\n\nOn the\n\nother hand, many claim that our College is peculiarly adapted to Ameri-\n\ncan institutions and should be preserved.\n\nOne correspondent writes\n\nconcerning the change above outlined: \"This ought not to be done.\nThe College of America is a growth of 200 years. The curriculum consists in part of the study of Mathematics, the Natural Sciences,\n\nguages, etc.\n\n;\n\nin part of the Humanities, Metaphysics, etc.\n\nthese classes of studies should exist together in the Colleges.\n\nthe new plan were adopted\n\n;\n\nthe Lan-\n\nNow both\nSuppose\n\nthe Colleges would then teach only what are\n\nnow Freshman and Sophomore studies; the studies of the Junior and\nSenior years would be relegated to the Universities.\n\nOnly a small por-\n\nnow in college would then go beyond the college. The\nThe American\nresult would be a lowering of education for America.\n\ntion of those\n\n"}
{"page": 313, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n309\n\nCollege should stand between Secondary Education and the Professional\nSchools, and we should urge the professional schools to a higher standard\n\nAt least two members of the Committee hold the opin-\n\nof admission.\"\n\nPresident Eliot, of Harvard, would shorten the Ele-\n\nion above quoted.\n\nmentary-School period by important modifications in the Studies and\n\nHe would then reduce\n\nbring students into the college at an earlier age.\n\nthe college period to three years and emphasize the \" Graduate Courses.\"\n\nPresident Gilman, of Johns Hopkins, also advocates an earlier age for\ncollege matriculation, but does not suggest any shortening of the college\n\nHe would require the Bachelor's degree as a basis for profes-\n\ncourse.\n\nsional degrees\n\nand for the degree of Doctor of Philosophy.\n\nThe Har-\n\nvard idea of Electives is too well known to require special mention.\nIt is certain that the whole subject of University Education should be\n\nconsidered in a convention representing the leading Universities of the\n\nwhole country.\n\nAny sectional discussion of this broad theme leads to\n\nresults in which sectionalism is apparent.\n\nWhatever might be agreed\nand adopted by a dozen leading institutions would be accepted by\nmost of the universities, and many of the colleges would soon fashion\nto\n\ntheir requirements in accordance with the academic work of the universities.\n\nIf such a convention\n\nshould consider no radical changes, much\n\nA recom-\n\ngood would follow,\n\nif\n\nmendation that\n\npreparatory courses cover a period of at least three\n\nyears.\n\n(2)\n\nall\n\nthese results should be obtained:\n\n(1)\n\nAn agreement that all scientific and professional courses\n\nshould be based on at least a complete high-school education.\n\nRegulation of University degrees.\n\n(4)\n\n(3)\n\nA more intimate connection\n\nbetween Secondary and Higher Education.\nIS\n\nUNIFORMITY DESIRABLE?\n\nBASIS OF PRINCIPLES.\n\nThe preceding section presents a brief view of our educational system,\nand it need arouse no extended discussion except as to its correctness.\nWe would proceed at once to the practical part of this report, and let\nthe special case stand upon its own merits, but some may demand a basis\nof principles,\nat\n\nand we venture to present a few general statements, even\n\nthe risk of turning the discussion from our particular problem,\n\nnamely, the desirability of a guarded uniformity in college admission to\nbe attained through voluntary national organization.\n(1)\n\n(a)\n\nAs\n\ninto a broad\n\nsociety\n\nprogresses,\n\nsectionalism\n\ncommunity of interests,\n\n(b)\n\nis\n\ngradually converted\n\nThrough contact of various\n\nideas comes progress, usually with a tendency toward common standards.\n(c)\n\nThe national organization of any interest is not inconsistent with\n\nindividual\n\nfreedom.\nThese statements are but other expressions for\nwell-known laws.\nAccepting these principles, we are warranted in discussing any educational problem as a national problem, with a view\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n310\n\ntoward a general adoption of the best ideas, and with a confident belief\nthat voluntary national organization will oppose no healthy individual\ntendencies.\n(2)\n\nThe period of Secondary Education is the period when the foun-\n\ndation of all the higher aptitudes should be laid;\n\nit is\n\nnot the period for\n\nspecializing; hence, under substantially the same conditions, there may\n\nbe uniformity of preparation for higher education.\n\nThose who believe\n\nthat differentiation should begin at an early period will, nevertheless,\n\nwe think, admit the desirability of some degree of uniformity\n\nin the\n\ndifferentiation.\n(3)\n\nWhile in different parts of the United States there is a variation\n\nof interests and of physical surroundings, there is a national community\n\nof psychical conditions which are\n\nmore potent than local factors.\n\nWe\n\nhave uniformity of government and institutions, of traditions and ideas.\n\nThe educated youth of Denver bears about the same\n\nrelation to the\n\ncountry and the world as does the educated youth of San Francisco or\nIn the main there is no ineradicable distinction between classes.\nThere is no demand for separate kinds of education tending to foster\ncaste.\nWhile education may not be carried so far in new and struggling\ncommunities as in old and wealthy ones, there is no reason why education of the same grade should not be substantially the same throughout\nBoston.\n\nthe country.\n(4)\n\nBy considering\n\nthe\n\nessential\n\nprinciples and by examining the\n\nrequirements of the best educational institutions, preparatory studies\n\nand methods may be selected and recommended for general adoption.\nWhile absolute and enforced uniformity in any part of a school system\nwould undoubtedly prove harmful, a progressive tendency toward standard courses can be created.\n\nIn view of the foregoing principles the Committee is confident of both\nthe desirability and the feasibility of a nearer approach toward uniform\ncollege preparation.\n\nPRESENT STATUS OF COLLEGE PREPARATION.\nLet me examine the present status of college preparation as demanded\nby leading institutions. A prominent High School of an Eastern State\nreports, \" We are fitting-boys and girls for twelve or fifteen colleges, and\n\nno two require the same preparation.'\nA leading High School of the\nWest reports a similar condition. The Principal of a well-known Preparatory School in\ntracting\n\nand\n\nNew England says, \" The present diversity is dis-\n\ndemoralizing,\n\nunreasonable\n\nand\n\nunnecessary.\"\n\nJohn\n\nTetlow, in a paper on Modern Languages written in 1888, referring to\n\nHarvard, Wellesley, and Smith, says:\nfor each of these three\n\ncolleges\n\n\"A class containing pupils fitting\n\nmust either be broken up into three\n\n"}
{"page": 315, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\nclasses\n\nin French, or\n\nmust do\n\nat least\n\n311\n\ndouble the amount of work\n\nrequired by any one college in the group.\n\nMy brethren, these things\n\nought not so to be.\" A similar statement would be true of many of the\nWhile there is\npresent variations from a possible common standard.\nsubstantial agreement among leading colleges as to height of standard\nfor admission, there are great variations as to specific kinds and amounts\nvariations that represent no important principle and stand for noth-\n\n—\n\ning but an uneasy desire to be peculiar.\n\nSome of the demands upon Classical Preparatory Courses which are\nvariations from a common standard of admission that\n\nmight be selected\n\nfrom the catalogues of leading colleges are as follows:\nVARIATIONS FROM COMMON STANDARD.\nMathematics.\nLatin.\n\n—Solid Geometry, Euclid, University Algebra.\n\n—Eight books\n\nof iEneid, 6 books of Caesar, Eclogues, Georgics,\n\nOvid, Sallust, Excess of Sight Reading.\nGreek.\n\n— Four books of Iliad, Excess of Sight Reading.\n\nstudy.\n—Bible History, Ancient Geography a\n—Not required by some\nWhen required the\n—Not required by some\ntions run nearly through the\nWhen required there are\nEnglish. —Not required by some\nas\n\nHistory, etc.\n\nspecial\n\ncolleges.\n\nFrench.\n\nvaria-\n\ncolleges.\n\nScience.\n\nlist\n\nof sciences.\n\ncolleges.\n\ntroublesome variations.\n\nIn the regular Preparatory Course from which Greek\nvariations are more marked.\n\nis\n\nomitted the\n\nOne College advertises such equivalents as\n\nbelong properly to no high or preparatory school, such as University\n\nAlgebra; Surveying and Navigation; Analytical Geometry; Mechanics;\nLatin, excess of sight reading; Greek, excess of sight reading;\n\nGerman\n\nand French beyond proper work of Secondary schools.\n\nOne requires, for instance, French\nGerman; another, French and German; another, Latin; another,\nno foreign language and so on ad infinitum.\nNo school, public or private, can meet this variety of demands without great dissipation of energy, and needless expense, and the Committee\nbelieves that among colleges of the higher class any important variation\nin admission from a common standard that might easily be adopted is\nThe time is ripe for an attempt at a solution of the diffiunnecessary.\nScientific schools vary still more.\n\nor\n\n;\n\nculty.\n\nBASIS FOR PARTIAL ADJUSTMENT.\n\nPLAN FOR COMPLETE ADJUSTMENT.\n\nSome of the principles which may fairly govern an attempt to bring\nabout uniformity of college admission are here presented.\n(1)\n\nBy comparison of the requirements of leading colleges a standard\n\n"}
{"page": 316, "printed_page": null, "text": "a\n\nNATIONAL COUNCIL OF EDUCATION.\n\n312\n\nclassical course may be selected which could at once be adopted\n\nwithout\n\nessential modification by those colleges.\n(2)\n\nA Preparatory Course omitting Greek may also be recommended\n\nin which the substitution for Greek shall fall within regular High-School\n\nSuch a course may be made up from the catalogues of those col-\n\ntvork.\n\nleges which\n\ndo not require Greek.\n\nIt\n\nmay here be noted that in this\n\ncountry, in Germany, and in England, there are indications that Greek\nis no\n\nlonger to be compulsory for College and University degrees.\n\nBut\n\nat the same time the advantage of taking at least one classical language,\n\nThe Head Master of Harrow,\nmake Greek a compulsory study, urges the desirability of retaining Latin about as follows: \"For scientific study a dead\nespecially the Latin, is strongly urged.\n\nwhile he would not\n\nlanguage possesses an advantage in that it does not invite the sacrifice of\naccuracy to utility.\n\nLatin is the language of law, of liberty, of religion.\n\nIt is the parent of half the\n\ncise in\n\nlanguages in Europe.\n\nIt is strong and pre-\n\nIt is furnished with the necessary means\n\ngrammatical idioms.\n\nand appliances for teaching.\n\nI\n\ncannot help thinking it would be an\n\neducational mistake of serious magnitude to lose the universality of the\n\nLatin language as an element of the higher education.\"\nthat Latin\n\nis\n\nWe may add\n\nrequired or advocated by most scientific schools and that\n\nits retention is generally desired.\n\n(3)\n\nColleges and Preparatory Schools not at present able to adopt\n\nstandard preparation in full should pursue standard lines so that the\n\nwork would all count toward the desired end, if the pupil wished to\nsupplement it for an institution of the best class.\n(4) A complete adjustment of the relation between High Schools and\nColleges should be sought on the basis of a general High-School course.\nThis idea will be subject to special consideration.\n\nThe Committee will venture to suggest a Classical Preparatory Course\nmade up from the catalogues of several of the best colleges. In this\ncourse a little is taken from the Latin required by some colleges, and.\n\nconcession is made to those which demand a Modern Language and some\n\nScience and Literature.\n\nPhysics\n\nis\n\nthis course thus made\n\nup\n\nis\n\na natural coherence in plan\n\ncourses upon which it\n\nis\n\nit includes more\nThe Committee believes that\n\nselected because\n\ngeneric principles than any other science.\n\nnot a jumble of fragments, but that it has\n\nand purpose, as much\n\nbased.\n\nas\n\nany one of the\n\nIt should be especially noted that this\n\ncourse is suggested, not as the best possible one but rather as an example of a course that\n\nmight be established.\n\nthe folly of the present variations.\n\nIt\n\nis\n\nalso\n\nintended to show\n\n"}
{"page": 317, "printed_page": null, "text": ")\n\nREQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n313\n\nCLASSICAL COUltSE.\nMathematics.\n\n—Algebra (Elementary complete); Plane Geometry (with\n\nexercises).\n\n—Four books Anabasis; books\nlimited amount\norations\nCicero;\nbooks\nLatin. — Four books of\nsight reading composition.\niEneid limited amount\nFrench. — Easy\n—Physics with experiments and\nHistory. — Greece and Eome (Geography, incidental).\nEnglish. —As recommended by the New England Association.\nof\n\nGreek.\n\nof Iliad;\n\n3\n\nof sight reading ; composition.\n\nCaesar;\n\nof\n\n7\n\nof\n\n;\n\n6\n\nof\n\n;\n\ntranslation.\n\nnotes.\n\nScience.\n\nThe colleges admitting without Greek substitute increased amounts\nModern Languages. Therefore\n\nof Mathematics, of Science, or of the\n\nthe following substitutes for Greek\n\nmay be suggested, the rest of the\n\ncourse remaining the same as the regular classical course.\n\nThe addi-\n\ntional sciences selected have the prestige of influential recommendation.\n\nCOUKSE OMITTING GREEK.\n(Substitutions for Greek.\nSolid Geometry and Plane Trigonometry.\n\nAdditional year of French.\n\nChemistry (with experiments and notes) and Botany.\nRemainder of course same as Classical.\n\nA careful comparison of the courses above suggested as a provisional\nbasis for uniformity with the courses of standard colleges will show that\n\nmost Colleges, High and Preparatory Schools could at once afford to agree\nuniform requirements, and that the changes necessary for\n\nto some such\n\nan adjustment would in no instance be vital or even important. Could\nuniform courses once be recommended by an influential convention of\n\nand schools, every fitting school could adopt the one standard\nand say to the colleges, \"Take our students if you wish them.\" Most\ncolleges would be compelled to adopt the courses recommended.\nBut by far the most important and most troublesome problem is the\ncomplete adjustment of Higher to Secondary Education.\nIn the opinion of the Committee the connection must be made by adjusting the\nColleges to the Secondary Schools and not the Secondary Schools to the\nColleges.\nPresident Eliot some years since pointed out that a good high\ncolleges\n\nschool finishing course\ncourse.\n\nmust become more and more a good preparatory\n\nMr. Harris is understood to maintain that the studies adapted\n\nto the age of secondary education should also furnish a\n\npreparation.\n\nThis\n\nis\n\ngood college\n\nin accord also with Mr. Hill's principles in the\n\n"}
{"page": 318, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n314\n\n\"True Order of Studies.\"\neducation, which\n\nis\n\nIt would be unsafe to deny that Secondary\nadapted to the development of the mental powers\n\nand the enlargement of knowledge in the given period, is a good preparation for higher education.\n\nIf elementary science and history and\nmathematics and classical languages, are\nadapted to the period of Secondary education, then they are excellent as\n\nliterature\n\nand\n\nart, as well\n\nas\n\na basis for college work.\n\nFrom the tendency of our institutions, we must believe that more and\nmore will the High Schools become feeders of the Colleges. The interests of Colleges and High Schools will be greatly enhanced by the closest\nunion, and one important result will be an increase in the number who\nwill seek Higher Education.\nThere is one great advantage in postponing to as late a day as possible the necessity of decision regarding a college course.\n\nWhenever a boy decides to go\n\nto college\n\nhe should find\n\nhimself on the road thither.\n\nAlready Michigan University and the University of California admit\nto a four-years' general course without any foreign language, while North-\n\nwestern University admits students with\nancient\n\nor modern.\n\nThe\n\nState\n\nonly one foreign language,\n\nwe think, can\n\nuniversities,\n\nafford to\n\nmeet the regular work of the High Schools. It is understood that there\nare some troublesome adjustments arising from the union of Classical\nand English students in college classes. In large colleges the problem\nis not\n\nserious because classes are divided.\n\nIn smaller institutions a list\n\nmake the necessary adjustment possible.\n\nEven in an\nsome substitutions are possible, as Solid Geometry and\nPlane Trigonometry for Freshman Mathematics.\nThis phase of the\n\nof electives will\n\ninflexible course\n\nproblem, however, is not the most serious one.\n\nWe will proceed to suggest a high-school course that might be generadopted.\nWe include it in the five \" Fundamental Disciplines\"\n\nally\n\npointed out by Mr. Harris; a selection in general harmony with Mr.\nHill's analysis.\n\nSince this theory of studies\n\nexpect no opposition to\nstudies, in\n\nis\n\nnow widely adopted we\n\nour basic principles.\n\nIn choice of specific\narrangement and amounts we are governed in part by com-\n\nmany courses of study as well as by thought upon relative\nThe Committee endorses the custom of requiring a foreign lan-\n\nparison of\nvalues.\n\nguage in a high-school course, and for reasons previously cited would\ngive the preference to Latin.\n\nThe Committee does not advance a defi-\n\nnite opinion that more than one course is necessary for a high school or\n\nthat the preparatory and the finishing courses might be identical.\nAVe\nsimply suggest a basis for present uniformity and adjustment under\n\nexisting conditions.\n\n"}
{"page": 319, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n315\n\nGENERAL HIGH-SCHOOL COURSE.\nMathematics.\n\n—Algebra, Plane and Solid Geometry.\n\nPlane Trigo-\n\nnometry.\nForeign Languages.^ At least three years of some foreign language,\nGreek or Latin or French or German, but preferably Latin.\nScience.\n* Physiology, Physics, Chemistry, and at least Botany or\nZoology, and Geology or Astronomy, and Mental Science.\nHistory.\nGreek, Roman, English, and Epochs of Modern Civil Government, Political Economy.\nHistory of Literature, Study of Selections, Rhetoric, ComEnglish.\n\n—\n\n—\n—\n\npositions.\n\nArt.\n\n—Drawing and Music.\nWHAT HAS BEEN DONE TOWARD UNIFORMITY?\n\nIn the interest of uniformity the \" Association of Colleges and Pre-\n\nNew England\n\nparatory Schools\" and the \" Commission of Colleges\" in\n\nhave been formed, and progress has been made in recommending and\nsecuring the adoption of uniform requirements in English, in Greek\nand Latin, and in Modern Languages. The State of Ohio has secured\nan agreement between the Colleges and High Schools through the medi-\n\nThe plan there adopted tends\nmake a perfect connection between High Schools and the Colleges.\nThe report of Professor King and that of Mr. White made during the\nMany\nconsideration of the problem contain many valuable suggestions.\nation of the State Teachers' Association.\nto\n\nother States through their Associations or their State Universities are\n\naiming at uniformity and at a closer relation between the colleges and\nBut it should be noted that State uniformity may\nhinder rather than aid national uniformity.\nState boundaries have\nnothing whatever to do with the choice of a college. As soon as possible\nthe high schools.\n\neducators should\n\nmake the question a national one, instead of wasting\n\nenergy in creating organized differences.\n\nOf nearly 60 answers received from leading High and Preparatory\nSchools and Colleges and from State Superintendents addressed by circular letter, about 70 per cent, are favorable to uniformity, although\n\nmany doubts are expressed concerning the feasibility of the scheme.\n* I do not agree with the course in Science.\nI think that Physiology, or at least that\npart of it that is ordinarily taught, belongs to the Grammar School. If taught in the\nHigh School at all, it should be comparative, and be taught in connection with Zoology.\nI should substitute Physical Geography for Geology and Astronomy\nthis could be so\ntaught as to include both, and would give a complete view of the physical universe. In\n;\n\nshort, I think the tendency should be to concentrate the attention on a few sciences.\n\nshould like the course in Science to read:\nPhysical Geography, Mental Science.\n\nI\n\nBotany or Zoology, Physics, Chemistry,\nLillie J. Martin.\n\n"}
{"page": 320, "printed_page": null, "text": "—\n\n:\n\nNATIONAL COUNCIL OF EDUCATION\n\n316\n\nBut those who expressed an opinion adverse to\n\nits feasibility\n\nappeared\n\nto think that absolute uniformity was intended instead of an influential recommendation\n\nHence we\nand large high and preparatory schools\nwould hail any important movement to secure 'uniformity and would\nco-operate heartily toward that end.\nIndeed such was the expressed\n\nmay\n\ncreating a tendency toward uniformity.\n\ninfer that most colleges\n\nsentiment of the majority of our correspondents.\n\nSCHEME FOR SECURING FULL CONSIDERATION OP THE SUBJECT.\nThis report\n\nis\n\nnot made with an idle purpose.\n\nIt heartily believes\n\nin the desirability and feasibility of creating at once a tendency toward\na uniformity which represents the best.\n\nWhile we are aware that this\nCommittee, the Council and the General Association have no authority\nin the matter and that this report can do no more than mark an epoch\nin the history of the\n\nmovement for uniformity, we shall venture to pro-\n\npose a possible scheme and hope that definite action of adoption or\nrejection will be taken by the Council.\n\nWe suggest\n\nThat a committee be appointed by this Council to select a dozen\nUniversities and Colleges and a dozen High and Preparatory Schools to\n1.\n\nbe represented in a convention to consider the problems of Secondary\n\nand Higher Education, time and place of meeting to be the same as that\nof the next National Association and that in the choice of institutions\nsize, age, and standing be considered.\n;\n\nThat, in consideration of the fact that radical changes are slowly\n\nWrought, the recommendation be made to consider the problems in order\n\nfrom the minor to the major as follows\n\nc.\n\nRecommending a Classical Preparatory Course for general adoption.\nEecommending a Preparatory Course, omitting Greek.\nRecommending a standard preparation for scientific Schools.\n\nd.\n\nConsidering a plan for complete adjustment between Secondary\n\na.\n\nb.\n\nSchools and Colleges, whether on the basis of one course or of several\ncourses, to the end that a\n\ngood High-School course may become a good\n\npreparation for Colleges.\ne.\n\nConsidering the feasibility of building\n\nall\n\nuniversity courses upon\n\nat least a complete High-School course.\n\nJames H. Baker, Chairman.\nWilliam A. Mowry,\nLillie J. Martin,\nH. S. Tarbell,\nW. Coy,\n\nE.\n\nCommittee,\n\n"}
{"page": 321, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n317\n\nDISCUSSION.\nMr. Bradley: In the main, 1 agree with the paper.\n\nRigid and\n\nabsolute uniformity is not to be expected nor, indeed, desired.\n\nBut by\n\nan approximate uniformity many advantages are secured. More students\nwill complete a high-school course and more students will take a college\ncourse\n\nif\n\nsecured.\n\nuniformity in requirements for admission to college can be\nAnd this is really a very important consideration. The con-\n\nstant temptation presented to high-school students is to leave school and\ngo into business. During the eighteen years I was principal of a high\nWe fitted many boys\nschool, I was constantly impressed with this fact.\nfor college, but very few of them entered the high school with any\n\nexpectation of ever going to college.\n\nFew of them had any desire to go.\n\nWe persuaded them to it, and guided their study with reference to it.\nWe often found, however, that the boys preferred a course of study\nwhich did not prepare students for college. Their parents had the same\nNow it often happened that after they had been\nin the high school a year or two, they would discover a desire to go to\nA new ambition was aroused, and then they had to go back\ncollege.\nand begin a new course of study or do extra work in order to fit for\nIt was said yesterday by a member of this Council that there\ncollege.\nare too many students entering college that we have too many colleges\nand too many college students; too many college-bred men. If that is\nso, then we want just as little uniformity as possible so as to make it\nBut I believe in educated men and women in\ndifficult to enter college.\nall the positions and relations of life, and I believe in an education that\nAnd so I believe that the\nwill give tone and character to their work.\nhigh school should lead step by step to the college. If a boy after being\nin a high school two years decides that he will go to college, he should\nWe need not in\nfind himself already advanced two years on the way.\nany way sacrifice the pupils who want a general education and who do\nnot go to college but we should be especially solicitous to aid and guide\nthe boys and girls who grow ambitious.\nThe high schools should be\nlike recruiting stations all over the land, finding out the young men and\nwomen of promise and bringing them forward into the influence which\nThey will be successful, but their success will be\nthey ought to exert.\nof a very different kind if they have the benefit of a thorough education.\nTheir influence in the community where they reside will be very difpreference for them.\n\n;\n\n;\n\nferent.\n\nMr. Fairchild I have some doubt about the scientific and profesThe basis of science is very broad, and the scientific\n:\n\nsional course.\n\ncourse ought to be a very broad one.\n\nA professional course may not be\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n318\n\na broad one, though it\n\nmay be a deep one.\n\nsuit the demand of a full scientific course,\n\nIt does not seem to me to\nwhere one must lay a broad\n\nfoundation in the sciences before he takes up his specialty.\n\nThe high-\n\nschool course is not broad enough for scientific studies.\n\nMr. Coy: The first question raised in the report is whether uniformI declined\n\nity is desirable.\n\ndoubt on this point.\n\nat first to sign the report\n\non account of\n\nI have some doubt still as to whether it is possible\n\nor desirable to obtain uniformity in the high schools throughout the\n\ncountry; I scarcely think we are homogeneous enough for that.\nThe\nnew University of South Dakota, for instance, would make a great mistake if it were to adopt the course of study of Harvard College.\nA\nhigh school situated in a new and sparsely settled community would\n\nmake a similar mistake if it should adopt the course of study of one of\nthe long-established high schools in an older and more homogeneous com-\n\nmunity.\nprevail,\n\nmay\nmay be better to adopt different lines of work to\n\nIn different parts of the country different conditions\n\nand hence\n\nit\n\nsuit the varying conditions.\nThe question of uniformity lies at the\nfoundation of the report, and I still doubt whether the time has arrived\n\nwhen we can secure anything like uniformity either in our colleges or\nhigh schools. It has been difficult even in New England to secure uniformity in colleges and high schools, and the difficulty will be\n\nmuch\n\ngreater when you attempt to take in the whole country.\n\nMr. Hinsdale:\n\nI\n\nsuppose when we discuss this question of uniform-\n\nity we use the word in a relative sense:\n\nThe question of absolute uniformity in the secondary schools, colleges, or universities is a question\nutterly unworthy (I express my own opinion\n\nnow) owing to its hopeless\nyou might as well discuss a course of study for Utopia\nas to discuss that.\nI understand that when we discuss that subject we\nare, by implication at least, to limit the word uniformity to relative\nimpracticability\n\n;\n\nuniformity.\nMy own opinion is that a greater degree of uniformity than\nwe now have is desirable, and that it is attainable. How far attainable\nand how far desirable are questions not easy to answer. The trouble\n\nattending any practical discussion of the question is to get the question\nin definite form.\nI do not understand the Committee used the term\nuniformity in the broadest sense.\nIt is plain to me that there is and\n\nthere should be a very considerable diversion in this matter.\n\nMr. Bradley calls our attention to the fact that many pupils come to\nthe high school not knowing that they want to go to college.\n\nIn that\n\nAmerican society is different from the society of France, Germany, or England. This grows out of social conditions, and we are not\nrespect,\n\ngoing soon to pass out of those conditions.\nis\n\nI\n\nam not saying whether it\n\ndesirable or not.\n\nAs to the suggestion that we should have a course of study so that\n\n"}
{"page": 323, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n319\n\npupils would be put on the college-track without knowing it, if we are\ngoing to put boys and girls in the high school on the track for college\nwithout their knowing it or their parents knowing it, when those who\nare interested find out what we have done they will demand modification\n\nin secondary instruction quite beyond anything that lies within the vis-\n\nion of this Council.\n\nMr. Harris We can discuss this question from two points of view.\nWe wish merely to find out what is and announce it, or we may seek an\n:\n\nideal course of study.\n\nThe former is not so profitable labor as the latter.\n\nsome rational basis for this course of study. There\nis certainly a conviction in the minds of the people with regard to the\ncourse of study, that it is not grounded in reason.\nIt does not seem to\nme there can be any rational consideration of this subject that does not\ngo into the grounds and ask why do we have a course of study of this\nIt is better to seek\n\nkind.\n\nIs it desirable for all\n\nformity?\n\nsecondary education to move towards uni-\n\nIf it is we ought to state\n\nour reasons for it.\nIf, on the other\nhand, it is desirable to have various courses of study, one going in one\ndirection and another in another, it ought to be possible to make this\n\nHow can we discuss this paper\nWithout going into the question\nof the rationale of the course of study and the question whether a person\nwho is getting a liberal education should have the same course as the\none that is to stop half-way, we cannot arrive at any conclusion. Should\nclear\n\nand produce unity of sentiment.\n\nwithout considering that question?\n\nnot the partial course be a section of the large course?\n\nNow the primary difficulty, the primary occasion for a division of\ncourses of study, is the claim of classical studies to supersede the modern.\nI\n\nremember (about forty years ago) when I first began to read protests\n\n\" What is the use of studying the dead\nlanguages and making that study the chief thing in your education?\nDo you wish to talk Latin and Greek? Have you anything sensible to\n\nagainst classic study which said\n\n:\n\nsay that you cannot express in\n\nsome living language?\" At first I was\npersuaded by the specious arguments against the classic course; then\nI remember meeting in my experience one after the other the grounds\nwhich exist for the educational system as it is with its foundation of\nclassic study, and I recall with what surprise those grounds first struck\nme.\nI remember coming, after ten or fifteen years, to see that the educational system which undertakes to educate the individual out of his\nfirst crude, shallow opinions, and lead him down to the basis, has to\nshow him the development and genesis of his civilization. The most\n\nimportant thing, in fact, is the education of the individual into civilization and our civilization, being that of Anglo-Saxon people, is derived\nfrom a twofold source, the Roman on the one side and the Greek on the\n;\n\n—\n\nother.\n\nI found\n\nthat\n\nit is very\n\nnecessary to have an education that takes\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n320\n\nthe pupil back to these old civilizations, and there\n\nis\n\nonly one way to\n\nget the most efficient help in the briefest possible time, and that is the\n\nstudy of the Latin and Greek languages and literature.\n\nAnd I have\n\nnever seen anything during the past twenty years which shook my conviction with regard to the importance of the classic studies in education.\n\nThere would be still less doubt about the importance of mathematical\nFor mathematics is important to a study of the whole physical\nworld, because matter and movement are governed by mathematical laws.\nSo, too, Latin and Greek furnish fundamental elements in our civilization just as mathematics reveal the constitution of time and space and\n\nstudy.\n\nlie at the foundation of all study of nature.\n\nof work which\nclass of\n\nfits\n\nfor our colleges\n\nWe have the classical course\n\nand which has created for\n\nsecondary schools, or preparatory schools.\n\nitself a\n\nOn the other hand,\n\nwe have taken reading, writing, and arithmetic and made a commonschool course of study.\nThe staples of higher education, Latin, Greek,\nand mathematics, three solid pillars, comprehended nearly all learning\nless than three hundred years ago, but since then two other pillars, so to\nspeak, have been added: natural science, that has almost entirely grown\nup in the last two hundred years, and modern literature. French and\nGerman literature is all quite modern, English somewhat older, and\n\nWe have now a literature as great as classic literaHow shall we bring this in, — the modern as well as the ancient\n\nItalian the oldest.\nture.\n\nmeet the case will have\n\nI think that the only answer that will\n\ncourse?\n\nto affirm the necessity of both classics and moderns in all courses of study.\n\nLatin ought to be in the first year of the high school for\nit\n\ndoes not stay any longer than the\n\nfirst\n\nEnglish Literature ought to be taught in\ngrade to the highest.\n\nyear.\nall\n\nall pupils, if\n\nNatural Science and\n\nschools from the lowest\n\nI do not see how we are going to do anything with this paper unless\nwe discuss the question of the rationale of the course of study and try to\n\nspread enlightened views on the subject and root out the plentiful\nPhilistinism that prevails.\npractical course\n\nand\n\nis\n\nThe report before us recommends a good\n\nin other respects one of the ablest reports ever\n\nmade to this Council.\nMk. Hoose: I will venture to give my opinion concerning modern\n\n—\n—\n\nthose\ncourses of study.\nIt seems to me that the older courses of study\npursued before people considered the practical value of branches were\n\nthe bases of utilitarian investigations.\nSocial forms are\n\nschools.\n\nopinions.\nis\n\nthe\n\nfield\n\nThe evolution of the modern\n\nthe history of the practical utilities, as they appear in\n\nelectives is\n\nI\n\ngrowths, not formed from a consensus of\n\nmay be wrong, but it appears to me that the field at issue\nof practical values; that the final question is one of the\n\ngreatest utility in studies.\n\n"}
{"page": 325, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\nMr. HlNSDALE:\n\nwould like\n\nI\n\nto ask\n\n321\n\nMr. Harris a question concern-\n\ning the argument he brought forward in favor of the study of classical\nlanguages, with which argument some of us at least are familiar.\n\nI\n\nconfess that has always seemed to me to be a very peculiar argument, and\n\nfrom a certain stand-point to be extremely cogent. No doubt for the\npurpose of the historian, for the purpose of the scholar, the study of\nGreek and Latin would be of great value as an introduction to Greece\nand Rome; but\n\nwill\n\nMr. Harris explain how it\n\nis\n\nso valuable to the\n\nordinary student?\n\nMr. Harris: The question asked bears on a passage in the report.\nbeen said that we should have studies that fit the student for\nInasmuch as the vocations of men differ, there being\npractical life.\nsome five hundred different kinds of business in the civilized commuIt has\n\nnity, why should not the course of study vary also to correspond?\nwill be the vocation of the future man is not, as yet,\n\nthe child is at school.\n\nWhat\n\ndetermined while\n\nThe child is educated not only because he is to\n\nbe an individual plying a special vocation, but because he\n\nis\n\nto be a\n\nmember of the family and the civil society and the State. Now the\nschool education proposes to give to him this general education, fitting\nhim to combine with his fellows so that he will be sure not to make any\nmistake in his higher\n\nlife or fail\n\nshould be such an education as\n\nto participate in civilization.\nis\n\nhis idiosyncrasy as an individual,\n\nThere\n\nadapted to take the individual out of\n\nand make him a universal person, and\n\nthus round out his nature and help him to advance the civilization in\n\nwhich he lives. That is the primary purpose and function of education,\nthat which will elevate the individual and give to him the benefit of the\nThat should be the ground of all courses\nexperience of all mankind.\nof study.\n\nIt is\n\nnot to take this individual or that individual who lives\n\nin a little narrow sphere with the horizon close by and make him more that\n\nindividual, but the education should be the training of his mind, giving\n\nhim power to perceive, lifting him out of his little self into the greater\nI am in favor of the study of Greek and\nTake it in the West and there you find the vast majority of men who\n\ncivilization that is around him.\n\nLatin.\n\nget into the city councils,\n\nwho are the persons who keep order in a com-\n\nmunity, who go to the legislature, who preside over the courts, those who\nhave, to a greater or less degree, pursued the study of the classics in\ntheir youth.\n\nThis\n\nis\n\nwhat\n\nall\n\nshould expect; for our civilization\n\nis\n\nderivative, borrowing its legal forms from the Romans, and its scientific,\n\nand art forms from the Greeks. Hence all the forms by which\nwe combine into corporations, municipalities, and cities are of Roman\n\nliterary,\n\norigin.\n\nSo are the forms of acquiring, holding, and transferring prop-\n\nerty ; also the forms for punishing crime.\n\nIt\n\nis\n\nnot the philosophy of\n\nthe will that one learns by studying Latin, but rather a practical insight\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n322\n\nA boy may study Latin for six\ninto the working of forms and usages.\nmonths only and yet receive a certain impulse in his habits of observation which will turn his attention to the legal aspect of deeds, and\nthroughout his life he will grow more observant in this direction.\nMr. White [Ohio] I thoroughly concur with what Mr. Harris has\n:\n\nsaid respecting the desirability of shaping every child's education to\n\nmanhood, and not simply of the workman. The\nof study that look towards employments\nIt is possible to have\nshould be in incidentals and not in fundamentals.\na course of study for all which shall be uniform in fundamental disciplines, and it seems to me we shall reach this result best by placing\nbefore all who have to do with education, courses that embody these\n\nmeet the demands\ndifferentiations\n\nin\n\nof\n\ncourses\n\nA true course of study con-\n\ndifferent elements in their proper relation.\n\nforms to the essential principles in the right training of the entire natWhen we get down to bed-rock in education, we shall\nure of the child.\nfind that the best course of training for the young does not need to be\n\nThe best course of study\n\nadjusted every four years or every eight years.\n\nwhich best trains the child to the best possible ideal. A course\nof study, prepared without any reference to sound pedagogic principles,\nwithout any reference to what the human soul needs, which asks what the\npupil is to do, by what kind of hand work he is to earn a living, will\nA boy after having spent\nnecessarily afford very imperfect training.\nis that\n\nfour years with the expectation of being a mechanic, will find himself\n\nendowed with powers for some other\n\ncalling.\n\nat the close of his college course, \" I have\n\nfor which I thought I was fitted\n\nis\n\nnot\n\nA young man said to me\n\nmade a serious mistake\n\nmy true work.\"\n\n;\n\nthat\n\nSo it seems to\n\nme that a course of study which gives us fundamental disciplines is the\nproper one.\n\nI see no solution of this question except by taking hold of\n\nthe question of education from a fundamental stand-point and determin-\n\ning what ideal course will make the best men and women.\n\nWhen this\n\nhas been done we shall have a fundamental course, and then variations\nas pupils\n\ncation.\n\nadvance in the course, will not disturb the essentials in eduthe variations should be in\n\nThe essentials should be uniform\n\n;\n\nFor that reason I think the high-school course ought to\nThe\nbe so arranged that the boy who takes it is on the road to college.\nhigh school should lead directly to the college, and until we get our colleges and high schools into this harmony, there will be thousands of\nyouth who will fail to make the best of their opportunities and the best\nnon-essentials.\n\nof life.\nIt seems to\n\nme here is the true basis for adjustment, and I am glad\n\nthat it is recognized in this excellent report.\ncational\n\nI\n\ndo not believe the edu-\n\nmen and women in this country are without power and influ-\n\nence, and I think that the system of education in the United States\n\n"}
{"page": 327, "printed_page": null, "text": "REQUIREMENTS FOR ADMISSION TO COLLEGE.\n\n323\n\nwithin the next century can be and ought to be shaped by the best\nthought of the country.\n\nMr. Baker\n\n:\n\nThe courses of study described in this report are not put\n\nforward as ideals they are presented to show how easy it would be to\nEverything in this report is intended to show that\nsecure uniformity.\n;\n\nis chaotic, and that it may be improved\nOn page 11, a voluntary national organization to\n\nthe present condition of affairs\nin\n\nmany respects.\n\nThat is all that is recommended.\nis suggested.\nThe New England Association of Colleges has agreed upon a scheme of\n\nconsider these things\n\npreparation in literature for all of its colleges.\n\nOhio and Colorado have\n\nadopted the New England recommendations, and I think California has\ndone the same. All that the report asks is that such a movement should\n\nbecome national rather than local.\nthis\n\n:\n\nThe question before us is simply\n\nWill the Council recommend the consideration of some of these\n\nproblems as national questions?\n\n"}
{"page": 328, "printed_page": null, "text": "—\nNATIONAL COUNCIL OF EDUCATION\n\n324\n\nREPORT OF COMMITTEE ON NORMAL EDUCATION.\nCITY NORMAL SCHOOLS.\nCity normal schools are the outgrowth of a local need. They do not\npropose to give a general normal -school education, but to supply trained\nteachers for the schools of their respective cities.\n\nTo this peculiarity of\n\ntheir purpose we are indebted for\n\nsome of their most marked successes,\nlikewise for some of their most pronounced defects.\nGenetically, they\nare the offspring of the weekly teachers' meeting or Saturday institute,\nand could have never come into being had not intelligent supervision\ndemonstrated the value of the teachers' meeting.\n\nIn this way these nor-\n\nmal schools were established in a small way in many cities whose States\nas a whole had not yet appreciated the value of normal-school training.\nThe local advantages have been found so great in many instances that\nstate institutions since founded have not been able to supplant the city\nnormal school. Among the advantages of the city normal school are\nespecially the following\n1.\n\n:\n\nPupils who enter state normal schools expect upon graduation to\n\ngo wherever higher salaries or superior inducements lead them those\nwho enter the city normal school usually do so expressly to prepare them;\n\nselves to teach in the city schools of their own home.\n\nThey are enabled\n\nto remain at home during their normal training,\n\nteaching.\nyear,\n\nfills\n\nand subsequently while\nA city normal school, therefore, if sustained from year to\n\nthe schools with teachers who are resident citizens, connected\n\nin business and social relations with the community in which they teach.\n\nTeachers who thus teach in their own communities, mingle in helpful\nways in church, Sunday-school, and general society, avoiding that seclusion from society which so often precludes in the teacher the compre-\n\nhension of business life, social forces, and\n\nlife\n\nmotives.\n\nPatrons, too,\n\nare more likely to give moral support to a teacher who, outside of the\n\nschoolroom as well as in it, sustains her reputation for common sense,\nand shows herself amenable to the motives common to cultivated people\nin other vocations; and especially is this true if the patron himself has\nsome relative, or some particular friend, engaged as teacher in the same\n\nsystem of schools.\n\nThus through the city normal school the teacher comes to be regarded\ncommunity, and not as is otherwise too frequently the case, a peculiar person, fit only to teach school which too\n\nas a reputable part of the\n\n—\n\n"}
{"page": 329, "printed_page": null, "text": ")RMAL SCHOOLS.\noften\n\nmeans to\n\nassociate with\n\nand control children, by motives found\n\nnowhere but in the schoolroom.\n2. Each city normal school will doubtless be organized and conducted\nupon a plan in harmony with the general and special views of the superIts graduates, then, having been\nintendent of schools in such city.\nindoctrinated with such views of school\n\nmanagement and instruction\n\nas are inculcated by the\n\nsuperintendent in his general supervision, are\n\nalready, in the principles\n\nand methods of work, in full harmony with\n\nthe\n\nsystem in which they work, and need, therefore, less subsequent\n\nsupervision.\n\nAny well-conducted city normal school will thus save to\n\nthe city its running expenses, in the lessened cost of supervision.\n\nThe advantages just recited grow out of the local character of the city\nnormal school and your Committee believe these advantages to be genBut some serious defects grow out of\nuine and of considerable moment.\nBut one of these needs to\nthis same local character of the institution.\n;\n\nbe mentioned here.\n\nBecause the graduates of the city normal school teach in the same\nsystem in which they were educated as pupils, and under the supervision\nof the persons who control the\n\nthought which underlies their own train-\n\nuniformity of method\nand practice, which leaves no motive to originality, and supplies no\nstimulus to continuous improvement in teaching. The tendency toward\nthis lifeless uniformity is so great that no city can afford to supply all\nbut each system must provide for the\nits teachers from its own schools\nnecessary contrasts of method and practice by importing some capable\nteachers each year from other well-organized systems of schools.\ning, they are peculiarly liable to fall into a dull\n\n;\n\nA few of the conditions will now be stated, under which it is believed\nthe city normal school can best succeed in fulfilling its purpose.\n\nThe city normal school should not admit pupils who have less than\nThe shortness of the course of\nstudy in such schools, and the almost universal tendency in them to\nI.\n\nthe ordinary high-school education.\n\nteach methods, devices, and forms, instead of principles and systems of\n\nphilosophy, make\neducation.\n\nit\n\nparticularly dangerous to admit pupils of limited\n\nIt often\n\noccurs that bright pupil-teachers with slight edu-\n\ncation, but quick observing powers,\n\nand sympathetic knowledge of chil-\n\ndren, learn these methods, devices, and forms with astonishing readiness,\n\nand almost deceive the very elect with their immediately successful\npractice-teaching.\nBut such teachers, having no ample knowledge of\nsubjects, and no real knowledge of the principles of good teaching,\ndegenerate into routine drillers at an early period of their teaching;\nand from such professional death there is no resurrection.\nBesides, there is no well-grounded reason for admitting persons of\nlimited education.\nIf no local talent be admitted to the corps of teach-\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n326\n\ners of a city except\n\nthrough graduation from\n\nits\n\nnormal school, and if\n\nthe normal school admit only graduates of the high school, the high\nschool will soon nourish, and such city may soon find a necessity for a\n\ncompetitive examination among\n\nits\n\nhigh-school graduates for admission\n\nto the normal school.\n\nFurther, the city normal school should admit only so many pupils as\n\none half or two thirds of the number of\nnew teachers needed by the city, thus leaving opportunity for the employment of specially excellent applicants from other sources.\nII. The city normal school must have a well- considered course of\n\nwill furnish each year about\n\nstudy and practice.\nIt\n\nmay be well to consider this subject under the heads of (1) The\n\ntheory department, in which the course of study\n\nis\n\npursued, and (2)\n\nThe practice department, in which the course of practice-teaching is carried on.\n\nThe theory department is the place in which the transformation of\nThis is accomplished\nteacher chiefly occurs.\nthrough the mastery by the pupil of the normal school course of study.\nDuring the process of change, the subject of it may well be denominated\na pupil-teacher, as the same person may equally well be denominated a\npractice- teacher during her sojourn in the practice department, reducing\nthe student into the\n\nto practice the theories learned as pupil-teacher.\n\nintended to discuss in full a course of study for normal\nbut rather to speak of the proper use of some parts of such\n\nIt is not\n\nschools\n\n;\n\ncourse by city normal schools under the description and limitations laid\n\ndown in the early part of this report.\nThe process of transformation which must take place in one who has\nhitherto been student, in order to become teacher, and which, therefore,\nis supposed\n\nto be taking place in the pupil-teacher, is one affecting more\n\nor less all the powers of the being,\n\n—and\n\nlectual, emotional, and volitional.\n\nis, therefore,\n\nin some sense intel-\n\nIntellectually, it is one of the acquisi-\n\ntions of new ideas, and also one of the cognition of familiar ideas in new\nrelations.\n\nIn the latter case\n\nlies\n\nthe difference between a knowledge of\n\na branch of study such as will satisfy the\n\ndemands of the student, and\n\nthe knowledge of the same subject such as fits one to teach that subject\nto others.\n\nIt\n\nis\n\nonly necessary here to call attention to this difference,\n\nand assert that such difference\n\nis\n\nessential\n\nand vital and grounded in\nand not\n\nthe difference in the nature of the two uses of the knowledge\nat all to state in what this essential difference consists.\n\nexistence of this difference\n\nis\n\n;\n\nThe fact of the\n\nground for the assertion that the pupil-\n\nteacher in the city normal school must review the branches which she\nexpects subsequently to teach\n\n—not review the ideas which constitute\n\nsuch subject merely as logically related to each other in a scientific system\n\n"}
{"page": 331, "printed_page": null, "text": "—\nCITY NORMAL SCHOOLS.\n\n327\n\n— but consider them related to the discovering mind of a\n—consider them genetically.\nnew ideas— the attention of the\nIn the former — the acquisition\ndirected\ncertain new branches\npupil-teacher\nstudy — peculiar to\nof thought\n\nus\n\nlearner\n\nof\n\nto\n\nis\n\nof\n\nnormal schools and grounded in the necessities of the teacher. But two\nThe first is the study of psychology, and\nof these need attention here.\nthe second is the study of the essential nature of the school as an institution.\n\nNormal schools have brought psychology into great contempt. This\nthey have taught a set of dry formulae about mind, and have\n\nis because\n\npretended that such knowledge would\n\nassist\n\nthe practice-teacher in her\n\nwork in practice, and subsequently in her independent teaching. The\nsubject deserves to be rescued from the obloquy which has recently been\nheaped upon it.\nEightly taught, it is the science of spiritual life in full action; and a\ngood text-book which states the universal principles of the subject, verified by the pupil-teacher by reference to her own consciousness, and\nenlarged by observation of children in a good school, will make such\ngrowth in the pupil-teacher herself will give such insight into processes of thinking and feeling, motives and social forces generally, as will\ngive to such pupil-teacher multiplied power to teach, not by consciously\nfollowing formulated processes or methods, but through unconscious\nenlargement and enrichment of her character and such unconscious\n\n—\n\nquickening of her sympathies as will make her a teacher in spite of all\nobstacles.\nIt is the presence-power of character that teaches, and not\nthe routine following of special methods.\n\nThe second\n\n—the study\n\nof the school as\n\nnishes new ideas, and through these\n\nan institution\n\n—likewise fur-\n\nnew ideas produces in like manner\n\nan enlargement and enrichment of character that can scarcely be reached\notherwise.\n\nIn order that the graduate of the city normal school shall not be\nimmediately engulfed in that vast system into which she is plunged at\ngraduation, she should be led to contemplate the school in its evolution\ninto an institution.\nThe school is the offspring of the family, and only\nan adopted child of the state.\nAs an organization, it has parts, and\nforces which must be harmonized to form a school.\nIts parts are two\n\nteacher and pupil\n\n—never more nor\n\nhis own proper person.\n\nless.\n\nThe pupil always appears in\n\nThere is no learning by proxy. But the teacher\nappears at various stages under protean forms and many names.\nAt\nfirst, he was the parent, and taught his child as love and instinct led\nthe way; but in process of evolution, and of the division of labor, the\nparent soon relegated his power and responsibility to others; and now we\nrecognize the various names of school committeeman, director, trustee,\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n328\n\nand commissioner as merely some of the terms applied to the various\nstages of development of the organ of the school most commonly entitled\nthe teacher.\n\nThe forces of the school are the powers to think, to feel and to do\nwhich lie in pupils and teacher, and such accumulation and transformation of these as arise in the association of these as organic parts of the\n\nsame institution.\n\nFor instance, the pupil's powers to know or feel or to\n\nexecute are greatly modified by the presence of the teacher\n\n;\n\nas indeed they\n\nare often likewise greatly modified by the presence of the other pupils.\n\nBut the essential nature of the school as an institution is most clearly\nseen in the study of its purpose.\n\npupil\n\nIts\n\npurpose\n\nis\n\nthe education of the\n\n—a process to be commenced and carried on within him.\n\npupil.\n\nThe pur-\n\nby a process of development in the\nAll organization, processes and methods must be directed to this\n\npose of the school\n\nis\n\nto be realized\n\nThe school does not realize its end in the teacher nor the parent,\nnor in anybody except the pupil.\nThe teacher must not seek his own\ndevelopment nor his own ease he must seek not merely to conciliate parend.\n\n;\n\nbut he must seek solely the proper education of the pupil.\nNo\nregulation should be established in the school that cannot be justified\nents,\n\nby its helpful\n\ninfluence\n\nupon the pupil\n\nto the\n\n;\n\nend that when the\n\npupil has graduated from the school he will be fitted to live in the other\ninstitutions which man has constructed,\nily,\n\n—the\n\nstate, the church, the fam-\n\nand civil society.\n\nIf the\n\ngraduate of the city normal school be thus indoctrinated with\n\nthe principles of the school as an institution, and have thus shown to\n\nher the proper and just relations of this institution to all others, she will\n\nbe reasonably safe from the dulling effects of the system so often too\n\nprominent in the administration of city schools.\n\nBut the final transformation of the pupil-teacher, and the further fitting of her to be a practice-teacher is largely ethical.\n\nStudies such as\nhave been hastily outlined have great power to develop the will into\nmoral power and the transformation should be made fuller and more\ncomplete by the systematic study of the principles of morals moral\n;\n\n—\n\nphilosophy.\nfeelings,\n\nThe effect aimed at here should be the refinement of the\n\nand the development of the will\n\nas\n\nmoral power or character.\n\nThe development of the\" will as executive force is the peculiar province\nof the practice department.\nof this report,\n\nAnd to that department as the last topic\n\nwe must hasten.\n\nIf the theory department have done its work well, the practice department will have but one end to accomplish, viz., to develop the will of the\n\npractice-teacher into executive force, in accordance with the ideals and\nprinciples taught in\n\nthe\n\nyoung teacher loses her\n\ntheory department.\nideals,\n\nIf\n\nleft\n\nto\n\nherself, the\n\ndrops to the level of the actual, and\n\n"}
{"page": 333, "printed_page": null, "text": "CITY NORMAL SCHOOLS.\n\n329\n\nIt is delicate work to pre-\n\noftentimes lowers the standard of the actual.\n\nserve her ideals till her will develops into executive force sufficient to\nresist the tendency to deterioration.\n\nTo this end the young teacher in\n\npractice should be placed in a real school, in full charge, but under the\n\ncare of a sympathetic helper or critic.\n\nIt\n\nis\n\npossible for one critic to\n\nsuperintend three such practice-teachers, as it is best that she should be\nabsent from the room a considerable portion of the time.\n\nthe critic is of the most delicate nature.\n\nThe work of\nGood critics are born so, not\n\nHer business is to be a helper and comforter to the\nbecome obscured, and to\nfurnish inspiration when the spirits of the young teacher run low.\nThrough her the beneficent work of the city normal school is perfected.\nproduced by art.\n\npractice-teacher, to revivify ideals when those\n\nL. H. Jones,\n\nChairman.\n\nDISCUSSION.\nMr. Rickoff\n\n:\n\nI trust\n\nthose who discuss this paper will touch\n\nupon\n\nthe difficulty we encounter in city normal schools, because pupils come\ninto them who are deficient in the culture that comes from correct fam-\n\nand therefore without discipline in many of those essenNot long ago in conversation with a lady\nconnected with the normal schools I asked her how many there were\ncoming from such schools whom she would trust with the education of a\nnumber of children from good families, or, indeed, from any families,\nwhom she would trust with a confident assurance that the children would\nreceive from the teacher a higher, better, purer culture because of her\nily associations,\n\ntials necessary\n\nin the teacher.\n\nmay still say that a\n\nIf that expression is too strong, I\n\nministrations.\n\ngreat many go into the public schools from these channels who are not\nqualified to teach the children whom they find there.\ntli is\n\nWhen I asked\n\nteacher what proportion she would trust of these teachers from the\n\nnormal schools, what proportion she thought fit and proper teachers for\nthe children of the schools, she said that there would not be one fifth of\nthem.\n\nNow, this seems to me a vital objection\n\nto the law in\n\nmany\n\nStates which requires teachers to be selected only from the graduates of\n\nthe normal school.\nschools, such\n\nas\n\nThose who administer the\n\naffairs of\n\nthe public\n\nsuperintendents, boards of education, committees on\n\nteachers, should look to the highest and best culture, to the best develop-\n\nment of the affections, the best development of the intellect, the best\ndevelopment of all that goes to make up the culture of the individual.\nMr. Hinsdale: Do you think the criticism is true of all normal\nschools?\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n330\n\nMr. Rickoff I think the requirements of the law making it necesfrom the normal schools narrows the field from which\n:\n\nsary to select\n\nteachers may be selected.\n\nMr. Dunton: What is the objection against city normal schools?\nMr. Rickoff: The objection is against the law requiring the avenue\nthrough which men and women come into the profession of teachers\nshall be graduation from a high school or a normal school.\nMr. Dunton: And does not the normal school help just so much?\nMr. Rickoff It does help, but from my observation so many harmful results flow from the system that they are often held up as warnings\n:\n\nto boards of education against the policy.\n\nMr. Dunton\n\nhave had charge of a city normal school\nand perhaps three fifths of the teachers of\nmy city are graduates of the city normal school, and I must say that the\nculture of the graduate of the normal school is equal, if not superior, to\nthat of teachers from places outside.\nA few years ago I went with my\nteachers over a list of eight or nine hundred graduates of my school,\nbeginning with graduates who had been out of the school for ten or\ntwelve years and coming down to those of more recent date, and in nine\n:\n\nI happen to\n\nfor the last nineteen years,\n\ncases out of ten, in our\n\njudgment, those graduates had failed to succeed\n\nin securing places in the city who should have failed.\n\nThe weakest ones\nwere not appointed; and that was true in nine cases out of ten with\nhundreds of graduates of the school.\nMr. Sheldon\n\n:\n\nMay I ask Mr. Dunton if his pupils do not come to\n\nthe city normal school almost exclusively from the schools of the city\n\nwhere they are expected to teach afterwards?\n\nMr. Dunton: Perhaps four fifths of them.\nMr. Sheldon Now is there not a little danger of selecting too large\na percentage of the graduates from the city normal school that come\ndirectly from the Boston schools and thus perpetuating the system of\ninstruction that obtains in the city school, and in this way lose the good\neffect of new blood, new enthusiasm, and new spirit?\nMr. Dunton I will answer that by asking my friend from Boston\nwhether he thinks the most economical way to reform methods of\ninstruction is to work up through the old conservatism of all the grades,\nor to work from the head' of the school down?\nMr. Sheldon I believe in general culture that the widest culture\nis best for the teacher.\nI will say it is absolutely essential.\nTo secure\nthat culture I think it is the right and privilege of every school board\n:\n\n:\n\n;\n\n:\n\nin\n\nToronto or in Boston or anywhere else to be permitted to fill any par-\n\nticular niche with a teacher from\n\nanywhere on this continent.\n\nI think\n\nthat every school officer should have the right to go where he can get the\nbest talent,\n\n—that the school\n\nofficials of\n\nBoston should be permitted to go\n\n"}
{"page": 335, "printed_page": null, "text": "CITY NORMAL SCHOOLS.\n\n331\n\nNew Haven, anywhere, if by so doing the\n\nto Providence, to Newton, to\n\nbest talent for teaching can be obtained.\n\nMk. Dunton\n\n:\n\nin all the places\n\nI am well aware that there are some excellent teachers\nnamed, but I think the schools of Boston are equally\n\ngood, and that the resulting culture is equally high.\n\nMr. Sheldon:\n\nI\n\nacknowledge that.\n\nschools of Boston, from 1860 on,\n\nDoes not the success of the\n\ncome largely from the fact that the\n\nmasters were permitted and encouraged by their school board to look\nfor the choicest spirit that was specially fitted for any particular position\n\nby experience, by culture, or by special adaptation, and to introduce that\ntalent into the system of public instruction in that city?\n\nMr. Dunton:\n\nI would not restrict the employment of teachers to the\n\n\" New blood \" is desirable.\n\ngraduates of the city normal school.\n\nBut it\n\nshould be borne in mind that in 1860, when my friend was a Boston master,\n\nthere was no city normal school, and that\n\nmany of the \" choicest\n\nspirits\" selected from the adjoining towns by the masters of that time,\n\nwould not now be tolerated in Boston schools for a single day, so lacking\nwere they in breadth of education as well as in professional training.\nMr. Hoose This discussion is delightful this new-blood fire is good.\n;\n\n:\n\nBut there is an idea in this paper to the effect that the normal schools\nof the country have\n\nbrought the subject of psychology into contempt.\n\nNow, the bare mention of that, Mr. Chairman, in that way may be good\nfor the purpose of the paper, but it\n\nof\n\npsychology.\n\nimpetus?\n\nWhat\n\nhas\n\ngiven\n\nis\n\nexceedingly bad for the purpose\n\nthe subject\n\nWhat has brought it to the front?\n\nmental science an\n\nof\n\nWhat has brought for-\n\nward the study of psychology so that it has become instead of a speculative study the study of science on scientific methods?\nWhat has done\nall of this but the normal school?\nI dislike to criticise the paper, but\nfor the sake of the profession I have serious objections to the statement.\nNow a word more about the motive referred to on page 325 of the\nreport.\n\nThe theory of education should be taught in such a way that\n\nthe teacher will become a living, moving power to do original work in\n\nthe schoolroom, and in this way become the source of\nin full sympathy with the normal school.\n\nIt seems to\n\nnew blood. I am\nme that we depart\n\nto one side if we follow out the line suggested in the paper.\n\nIn respect to those who are after new blood, I wish to call attention to\none point on page 329\n\n:\n\nIt is possible for one critic to superintend three\n\nsuch practice-teachers, as\n\nit\n\nis\n\nbest that she should be absent from the\n\nroom a considerable portion of the time.\nthe most delicate nature.\n\nThe work of the critic is of\n\nAny school is fortunate that can have one\n\ncritic for three practice-teachers ; ordinarily,\n\nyou can have only one for\n\nthirty, or fifteen, or twenty.\n\nMr. Dunton: That would undoubtedly be true\n\nin small towns.\n\nIn\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n332\n\nconnection with\n\nmy own school, one hundred pupils have one hundred\nI am trying now to have the\n\ncritic-teachers to superintend their work.\n•\n\npractice department so organized that for one hundred pupils there shall\n\nbe about fifty special training teachers, and that these special teachers\nbe so trained as to make them accomplished training teachers.\nOur plan has always been to have but one pupil-teacher in a room at a\ntime, and that room is presided over constantly by one of the able teachShe may be absent an hour out of half a day, but we never\ners of the city.\nshall\n\nabuse the children by putting them, for the first two months, exclusively\nin the hands of an inexperienced woman.\n\nWe have always a first-rate\n\nteacher in the room in addition to the pupil-teacher.\n\nMr. Draper: The suggestion of Mr. Sheldon is important.\n\nI fully\n\nconcur with him in the statement that the usefulness of the schools\nwould be promoted if the best teachers available can be drawn from outIt may be different in the city of Boston\ncomposed of educated men, independent of\nrelations, and actuated solely by a desire to promote the\n\nside the city, in certain cases.\nif the board\n\nof education\n\nlocal political\n\nis\n\nwelfare of the school system\n\nthroughout the country.\n\nbut those are not the existing conditions\n\n;\n\nI lay down\n\nthe proposition as true that in\n\nnine tenths of the cities of this country, the board of education will be\ninfluenced in the appointment of teachers, and will appoint whomever\nthe law and the existing regulations of that city will permit\n\nappoint as teachers, regardless of the peculiar\nthe applicant for the position.\nstatute law.\n\ntency.\n\nthem to\n\nfitness or adaptability of\n\nThe conditions should be regulated by\n\nYou must guard the teaching service against incompe-\n\nI undertake to say that in\n\nnine tenths of the cities of the coun-\n\ntry you will get a stronger corps of teachers\n\nfrom regulations which\n\nprovide that only graduates of the city high school or the city normal\nschools or the training schools are eligible to appointment, than you\nwill if you throw the matter\n\nopen and let the board select and bring in\n\n\"the new blood,\" because the board, as a rule, will abuse the opportuIn an ideal city like Boston the thing may\nnity thrown open to them.\nwork differently, but in a real city like New York or Albany where the\nboard of education is made up not of angels but of men, their power to\nselect teachers must be limited, controlled, and regulated, or you will\nget into your service a corps of teachers in no wise fitted for the responIf I had the power I would enact a law that no board should\nsibility.\nappoint any teacher in the public schools of that city who had not taken\nthe high-school course and a year or more in a training class.\nMr. Sheldon You would not object to an experienced teacher from\n:\n\nBoston being transferred to New York City?\nMr. Draper: Certainly not, provided there was reciprocity; but I\nwould object to the board being permitted under the guise of drawing\n\n"}
{"page": 337, "printed_page": null, "text": "CITY NORMAL SCHOOLS.\n\n333\n\nan experienced teacher from elsewhere to evade the law.\na discretion with the board it will be abused.\n\nIf you leave\n\nSheldon: Then I understand you would have a\n\nState law to\n\nMil.\n\nregulate the matter.\n\nMr. Draper:\n\nI would.\n\nhave a statute law which would pre-\n\nI would\n\nvent the employment of a teacher who did not have the equipment of a\nhigh-school course, and at least a year's professional training in addition to it.\n\nMr. Hinsdale: One thing I do not see exactly as my friend sees.\n\nHe would have stringent regulations governing the board of education.\nI think it ought to\n\nbe so provided that experienced and suitable teachers\n\ncan be brought in from whatever source.\nMr. Draper In my experience I have found no difficulty in bring:\n\ning experienced teachers from elsewhere, yet I venture the suggestion\nthat if the law leaves it open for the board to bring in outside teachers\n\nthat power will be abused.\n\nMr. Hinsdale\nit is not so\n\n:\n\nUndoubtedly.\n\nBut the practical question is whether\n\nimportant and desirable that it should be possible in some way\n\nto bring in desirable teachers from outside.\n\nThere is some evidence that\n\nthe notion is abroad in the land that home industry must be protected.\n\nMr. Eickoff I did not mean anything of that kind.\nMr. Hinsdale: You recognize the truth of it. That is where I\nwanted you to broaden out your argument a little. We all know there\n:\n\nare cities in this country where it\n\nis impossible to bring in teachers\nfrom the outside, through local influence that prevents it. That feeling\nI know to be very strong in the State of Michigan, and I believe it is an\n\ninfluence\n\nthat works great mischief.\n\nI\n\nunderstand\n\nit\n\nis\n\npractically\n\nimpossible for a person outside of the city of Cincinnati to get a position\nto teach in that city.\n\nMr. White\n\n:\n\nThat is a sweeping statement. In the past three years\nmany as twenty people employed from outside of the\n\nthere have been as\ncity.\n\nMr. Hinsdale: In what grades?\nMr. White: In all grades. There is great difficulty in getting\nteachers from outside, but it is not so great as stated.\nMr. Draper: Take the case of a city in which there is a strong feeling that home industries should be protected, that home boys and girls\nshould be given these places in the schools, and where there are more\napplicants than positions; isn't it true that the home boys and girls\nget the places?\n\nMr. Hinsdale They will, as a rule.\nMr. Draper: That being so, will not these regulations minimize the\nbad results which flow from the other system?\n:\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n334\n\nMr. Hinsdale: It may minimize the result; it may also result in\nstrangulation.\n\nMr. Draper: Will not the establishment of local training schools and\nthese regulations go further than almost anything else to educate local\n\npublic sentiment?\n\nMr. Hinsdale I do not believe it will.\nMr. Draper: I do not go to the extent\n:\n\nof saying they shall be\nappointed exclusively from these graduates who have passed the high-\n\nschool course and a year in the training class, and not from persons who\n\ncan show equivalent training elsewhere.\n\nMr. Hinsdale I am in favor of teachers being properly prepared,\nbut I would like a superintendent in Boston to go out to Newton or any:\n\nwhere where he can obtain a teacher with equal or superior qualifications.\n\nMr. Sabin I wish to say that much of the difficulty which exists in\nMichigan and the East does not exist west of the Mississippi Kiver,\nbecause there we pretend to be broad-minded people, and we employ\ncompetent teachers wherever we can find them.\nIn discussing this question we are confronted by a fact, not by a theory.\nIt does not relate\n:\n\nalone to Cincinnati or Boston, but to every city all over the country.\n\nWe all find difficulty in getting good teachers.\n\nNow, I have seen in\n\nthese cities a board of education which would be glad to be relieved of\n\nthe responsibility of putting high-school girls into the schools, as indi-\n\ncated by their passing a resolution that no graduate of the high school\nshall be entitled to\n\nadmission to the school at\n\nfull pay until she has\nFour or five high-school graduates\nare put into one building, each in charge of a room, but under the\ncontrol and instruction of a skilful training-teacher.\nThey are kept\nthere for a year, under a small compensation, which is gradually\nincreased.\nAt the end of the year they are generally able to do good\nwork in the regular grades. Then when the local politician comes to\nthe school board and demands a position for his girl, it is easy to say\nthat the only way in which his girl can obtain the place is by a year's\n\nspent a year in the school of practice.\n\nservice in the school of practice.\n\nMr. Dunton\n\n:\n\nUnder these regulations requiring a high qualification\n\nis to diminish the supply by just so much.\nBut if you lower the qualifications then you diminish to that extent the\n\nin teachers, the tendency\n\nculture.\n\nMr. Draper May I remark on that point that it would be true if it\nwere not for the fact that the city normal school and the eighty training\n:\n\nschools of New York, with her great examination system practically even\n\nthroughout, exist so that every teacher in the city or at the cross-roads\n\ncan have a suitable education and training?\n\n"}
{"page": 339, "printed_page": null, "text": "CITY NORMAL SCHOOLS.\nMr. Dunton\n\n:\n\nS'dl\n\nDo your normal schools supply teachers enough for all\n\nthe schools in your State?\n\nMr. Draper: Not more than ten per cent, perhaps.\nMr. Dunton: Precisely so. But my friend from New York seemed\nto assume that I disagreed with\n\nhim in thinking that it is not wise to\n\nrestrict the appointment of teachers in any city to the graduates of the\n\ntraining school.\nNot at all. The point I make is beyond that. The\nassumption is made that if a particular city goes outside and brings in\nthe best teachers that there are in other towns, even though the other\n\ntowns supply their places by those a great deal worse, therefore the quality of the\n\nthat.\n\nteaching force in the State\n\nis\n\nincreased.\n\nI\n\ndo not believe\n\nWhat I want is to adopt a plan which will make it impossible to\n\nemploy any but trained teachers in any school.\nMr. White There is another point in the report to which I wish to\nIt seems to me unwise to limit the number of persons in the\nrefer.\n:\n\ntraining school to the\n\nnumber of teachers required, as proposed.\n\nCin-\n\ncinnati has furnished through its training school a considerable number\nof trained teachers for the graded schools in the vicinity, and\n\nit\n\nhas\n\nThe limitaI really see no good reason why the\n\nsupplied several cities and towns with training-teachers.\ntion proposed would prevent this.\n\ndoors of the city training school should not be open to all qualified applicants who desire to be teachers.\n\nThe diploma should be given only to\n\nthose who meet the requirements, and these should be further tested by\n\nemployment\n\nas\n\ntemporary teachers and substitutes.\n\nThese processes\n\nwill settle the question of fitness.\n\nMr. Kirkland\n\n:\n\nIf there\n\nbe a few minutes I will attempt to explain\n\nthe method which we adopt for training teachers for the city of Toronto.\nIt corresponds in many respects with\n\nthe requirements which have been\n\ndown that no person shall teach who\nhas not received a professional training.\nThe qualifications are passed\nsuggested here.\n\nFirst, it is laid\n\nupon by a committee appointed partly by the Minister of Education,\nand partly by other officers. That meets the point suggested by Mr.\nDraper and Mr. White that is, a committee appointed to test the qualifications should be an independent committee, in no way connected with\n\n—\n\nthose who have the appointment.\n\nIf\n\nthe applicants pass the examina-\n\ntion of that committee, certificates will be given and the applicants will\n\nthen spend one year in the school in Toronto where they will receive\n\nfrom Superintendent Hughes and his assistants. After they\nhave spent a year they are then examined, and if they pass the examinalectures\n\ntion, they are not eligible to teach in the city,\n\nbut they are eligible to\n\ncome to the city normal school. They then spend five months in professional study and in the practice-schools, and at the end of the time\nthey are examined in science and in practical teaching.\nThey are then\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n336\n\nexamined by officers appointed by the Minister\n\nof Education.\n\npass that examination they then get a certificate good for\n\nlife.\n\nIf they\n\nThey\n\nare then eligible to be appointed, and any city board can only appoint\n\nthose who have got certificates that way.\n\nMr. Jones: Any one coming into the room and hearing only the dismight gather the impression that the report recommended a\n\ncussion\n\ncourse of study in city normal schools limited to one year.\ntrary, the report describes a\n\nbe given in a year.\n\nOn the con-\n\nkind of training and culture which cannot\n\nThe report intended to leave all these matters for\n\nadjustment with the different localities.\nAlso one who did not hear the paper but heard the discussion, might\nbe under the impression that the report recommended exclusively for\n\nappointment graduates of city normal schools although attention was\ncalled once during the discussion to the fact that the report distinctly\nexcluded that possibility.\nThe report is intended to emphasize the fact\nthat competition should be strong and sharp at the entrance to the normal school for the sake of saving the children from being practised upon\nby persons who by nature and education will prove themselves incompetent.\nBut it is also intended to emphasize the fact that there must also\n;\n\nbe competition in appointments.\nSecondly, I wish to say that experience has shown, at least in the city\n\nfrom which\n\nI\n\ncome, that the city normal school has been one of the\n\nstrongest influences there in elevating the standard of fitness for teaching.\n\nSo while in these cities sustaining training schools there is a dis-\n\nposition to bring many teachers from abroad, no teacher can come there\n\nfrom abroad who has not had a professional training.\n\n"}
{"page": 341, "printed_page": null, "text": "THE EDUCATION OF THE WILL.\n\n337\n\nREPORT OF COMMITTEE ON PEDAGOGY.\nTHE EDUCATION OF THE WILL.\nAny doctrine concerning the education of the will must rest upon a\nThe theory which this paper assumes\n\ntheory of the nature of the will.\nto be true, but does not\n\nIt is that phase of energy that knows itself\n\nthat is self-caused.\nconscious.\n\nundertake to establish, is, that mind is activity\n\n—\n\nis self-\n\nAny phase of energy that is not self -knowing may be called\n\nmatter, to distinguish it from mind.\n\nEmerson declares that \" there is one mind common to all individual\nmen.\" This is believed to be not a figure of speech, but a simple, prosaic statement of the truth.\n\nthe true being of\n\nthat\n\nall\n\nphases of its activity.\nIt is its own object.\n\nMind is the absolute.\nis.\n\nIt is the essence,\n\nAll things spiritual and material are\n\nThe form of its activity is that of. consciousness.\nThe universe of existence is the infinity of predi-\n\ncates that mind affirms of itself.\n\nlam this or that predicate is the form\n\nThe Hebrew's definition of God was the \" I Am.\"\nEvery existent thing may be viewed as energy in some stage of its progof all mind-activity.\n\nress toward self-knowledge.\n\nThe human mind is a phase of mind-energy capable of developing\nindefinitely into conscious identity with the absolute mind.\n\nThe education of the human mind\nfies itself with\n\nness.\n\nIts\n\nlife\n\nis\n\nthe process by which it identi-\n\nthe all-mind by enlarging the range of its self-consciousconsists\n\nin its progressive ascent\n\ntoward the absolute\n\nconsciousness, and in so far as it comes into this consciousnes it is identified with it,\n\n—\"It\n\nis\n\none with the Father.\"\n\nPsychology treats of the\n\ndifferent forms or phases of the activity of the human mind by which it\nrises from mere potentiality to actualized self-consciousness.\n\nMind is essentially active.\n\nIt\n\nis\n\never doing something.\n\nIt is, there-\n\nMind and will I have so far used as synonymous terms. But the name will has a more specific meaning. It is\napplied to that phase of the conscious activity of mind in which it rises\nto a knowledge of itself as the cause of its own acts.\nIt knows its power\nfore, of the nature of will.\n\nan end.\n\nWhether it\n\npower or not, it is not\nEach individual mind is conof possessing the power, and judges himself and is judged by\n\nto choose\n\nreally has this\n\nthe purpose of this paper to consider.\nscious\n\nothers accordingly.\n\nA discussion of the education of this particular phase of mind-activity\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n338\n\ncannot be pursued intelligently without taking note of those other\ndoing things in response to ideas, and where\n\nactivities that result in\n\nthere is no conscious choice of ends.\nis\n\nIn this paper such doing of things\n\ncalled the act of the involuntary will.\n\nThe human mind comes into being as potentiality only.\ntion of the realization of this potentiality\n\nNo stimulus, no realization.\n\nis\n\nThe condi-\n\nstimulus from without.\n\nThe first effect of this stimulus is sensa-\n\nwhich is that phase of conscious activity that has not risen into\nknowledge.\nIt is feeling, and is purely subjective.\nThis is the lowest form of the activity of the involuntary will.\nSensation conditions the awakening of the mind to knowledge.\nKnowledge projects its predicates or experiences, making them external and\nThey are viewed as a not-self an object in space and time.\nobjective.\ntion,\n\n—\n\nThis is the second phase of the activity of the involuntary will.\nIn feeling and knowledge the\n\n/ or self is relatively passive.\n\nIt\n\nis\n\ndependent upon stimuli to awaken it to action, and it acts under their\nlead or suggestion. Knowledge and feeling are the condition for another\nphase of activity of the ego called doing.\n\nKnowledge and feeling conThe\n\nstruct an objective world of things and a subjective world of ideas.\n\nnatural tendency of the mind in striving to enlarge its consciousness is\nin two directions: (1)\n\nThe first is that\n\nof\n\ncombining\n\nis that of embodying its\n\nthe world.\n\n—\n\nideals in external forms\n\nits\n\nideas with\n\nThe second\nmaking them real in\n\nothers into larger unities by the process of apperception.\n\n(2)\n\nThese tendencies call for the organization of the instinctive\n\nimpulses to action so as to work toward an end.\nof the involuntary will acting toward\n\nThis is a higher form\nan end by the organization of\n\nmeans, in response to the stimulus of an idea.\n\nis\n\nThe next phase of the activity of the ego in the order of development\nthe voluntary will.\nThis becomes active when there is a conscious\n\nconflict of ideas.\n\nIn its impulse to realize\n\nitself\n\nthe\n\nmind constructs\n\ntwo or more ideal selves, each more desirable than the actual self. Only\nIn this act of\none of these can be realized. A choice must be made.\nchoosing the ego comes into the full consciousness of its freedom in\ninitiating and directing activity.\nThis is offered as a definition of will and the relation it bears to certain other forms of mind-activity.\nATTENTION.\n\nThere\n\nis\n\na unique form of will action called attention that bears so\n\nimportant a relation to any process of educating the will that it needs\nAttention is a focussing of the mental energy\nto be considered briefly.\n\nupon one group or series of apperceived ideas, to the exclusion of others.\nIn the beginning\n\nit\n\nis\n\ndirectly responsive to external stimuli.\n\nLater,\n\n"}
{"page": 343, "printed_page": null, "text": "THE EDUCATION OF THE WILL.\nfrom the mass\n\n339\n\nby\nThis\nactivity is largely involuntary in the early years of the development of\nAccidental combinations, or combinations under\nthe consciousness.\n\nthe\n\nself, as\n\nattention, selects\n\nof material gathered\n\nexperience, such as must be apperceived with the end it sets up.\n\ninstruction that have resulted in desired ends give direction to the\nIf those that attention selects fail,\nimpulse to realize the present end.\nThere is one series of spontaneous and tentative\n\nothers are chosen.\n\nefforts following another until the end is realized.\n\nThe character of the\n\nends to which attention is directed will depend much upon the character\nThe ideals spring from the life, and\nof the experiences in the past life.\nthe process of realizing them\n\nis\n\nlargely of the nature of impulse flowing\n\nin channels worn by experience, more than the result of reflection and\n\nThe mind attends to only the one selected line of\n\ndeliberate choice.\n\napperceived ideas, and the impulse to embody its ideal in external action\n\nguided by these without any conscious effort of will. An immense\nnumber of human experiences are here described that do not differ essenis\n\ntially from those of the higher orders of animals.\n\nAttention\n\nmay\n\nnot only fuse' co-existent\n\nprocess in consciousness;\n\nit\n\nelements\n\ninto\n\na\n\nsingle\n\nmay also hold before the self two or more\n\nideals and different processes for their realization.\n\nThere are opposing\n\nactivities that may neutralize one another and reduce the realizing effort\n\nto zero.\n\nAll the mind's energy\n\nis\n\nexpended in the\n\nThere\n\nis\n\nmuch in the character of Hamlet\n\nmutually opposing ideas.\n\nconflict of these\n\nthat suggests this condition.\nIf it be declared that a conflict of ideas is meaningless, and that one\ncomplex state of consciousness is succeeded by another less complex in\nwhich the objectifying impulse is free to act, it may be admitted, but\nthe reason for its inactivity in the former state will still be the inhibi-\n\ntion resulting from divided attention.\nof the will are waged at this point.\n\nAll the battles over the freedom\n\nBut this paper\n\nis written\n\nin the\n\ninterest of peace.\n\nA conflict of ideas has its analogue in the conflict of forces in space.\nBut it will not do\nthem.\n\nto say that all the laws of physical forces\n\nThe several\n\nideas do not fuse into one that\n\nis\n\napply to\n\nthe resultant of\n\nthe combination of all, but the ego consents to one in preference to others, and the entire energy flows toward the making of this\n\nWhether the scientist\n\nis\n\nidea a reality.\n\nright or wrong who declares that the freedom\n\nof the will is an illusion, it still\n\nremains true that all the institutions of\n\nman are built upon this illusion, and that the business of education is to\nprepare human beings for institutional life.\nIf everything is predetermined, the belief in freedom is one of the predetermined activities, and\nwe are all predetermined to think and to act under the conviction that\n\nwe are free and responsible for our conduct.\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n340\n\nINTEREST.\n\nThe relation of interest to the education of the will also needs to be\nconsidered.\n\nInterest\n\nintellectual emotions.\n\nis feeling.\n\nIt\n\nbelongs to what Mr. Bain calls the\n\nIt is a pleasurable feeling.\n\nIt is the feeling that\n\naccompanies the knowledge of the relation of ideas, especially of such\nrelations as tend toward the unity of these ideas.\nfied with contemplation.\n\nInterest rests satis-\n\nThe satisfaction resulting from the discovery\n\nof truth stimulates a desire to continue the search.\n\nThis desire stimu-\n\nlates the attention and the volition.\n\nEDUCATION OF THE WILL.\nProf.\n\nWm. James says that \" by the education of the will is meant (1)\n\nthe whole of one's training to moral and prudential conduct and of one's\n\nlearning to adapt means to ends, involving association of ideas in all of\nits varieties\n\nand complications, together with (2) the power of inhibit-\n\ning impulses irrelevant to the ends desired, and of initiating movements\ncontributory thereto.\"\n\nThis definition assumes the existence of impulses to action.\n\nThe pur-\n\npose of will education is to bring these impulses under the control of the\nconscious self.\n\nThe most important field of effort during the early life\n\nof the child is that of the involuntary will.\n\nIn this the child's voli-\n\ntions obey his ideas, and the ideas are dependent upon the environment.\n\nThere is little conscious choice between means for the accomplishment\nThe attention being fixed upon the end apperceives a series of\nconnecting ideas as the process by which the end can be attained.\nThis is spontaneous and practically automatic in response to the sugThe process of edugestion of environment or remembered experience.\nof ends.\n\ncating the will in this stage consists largely in supplying the environ-\n\nment that shall lead to a rational process of realizing ends. But the\nconsciously rational activity is that of the person who supplies the\nenvironment.\nThe child's act is that of the involuntary will. The\nsuggestions of environment and his former experience largely determine\nhis acts.\n\nShall this environment prompt to good or to bad ends, and\n\nshall these be attained by a rational or by an irrational method?\n\nable results in the education of the will\n\nDesir-\n\ndemand the former of each of\n\nThe idea which dominates the volitions should be\nwhat reason would supply if the age of reason had been reached.\nthese alternatives.\n\nAN IDEA DEFINED.\nIt may not be amiss to consider very briefly what is the nature of an\n\nidea.\n\nThis\n\nis\n\nthe\n\nname of a psychical activity that is generally the\nnumber of constituent activities or it may be\n\nresult of the fusion of a\n\n;\n\n"}
{"page": 345, "printed_page": null, "text": "THE EDUCATION OF THE WILL.\nthe connection of distinct ideas into a larger unity.\nidea of an apple\none.\n\nis\n\n341\n\nFor instance, the\n\nthe fusion of a number of different perceptions into\n\nThis idea can be re-experienced upon the suggestion of a word,\n\nor of the object, or of something else that bears some near relation to it.\n\nOr the idea may be that of the self in possession of the apple.\ncase it is a certain limited activity of the ego.\n\nIn either\n\nIn the latter case the\n\ndominating idea is a complex of several simple ones, which act of conmake objective and actual what is\nnow but an idea. Hypnotism is seemingly the abnormal concentration\nof the attention upon the realization of some idea to the complete excluHow to make the ideal dominant that ought to domsion of all others.\ninate is the problem of will education in this stage of its development.\nsciousness may stimulate the self to\n\nINCENTIVES.\n\nThe highest pedagogical incentive\nOthers are desire and authority.\n\nis\n\nthat of interest in the idea.\n\nInterest gives\n\nbecause of what it is intrinsically.\n\nDesire\n\nis\n\ndominance to an idea\n\nthat complex state of con-\n\nsciousness in which the self is conceived to be the recipient of some good\n\nby the realization of the idea.\n\nAuthority gives a commanding influence\n\nto the idea because of reverence felt for the source of the\n\ncommand, or\n\nbecause of some anticipated evil that will otherwise come to self.\n\nThe skill of the educator is displayed in manipulating these incentives\nso as to contribute most toward the formation of character.\n\nDesire is probably the incentive that is most influential from the first.\nBut authority follows close upon the heels of it (imitation, I imagine,\nis the unconscious child of reverence), and interest, while the most\ndesirable of all the incentives, is the most difficult to arouse in early\nchildhood.\nAuthority is coming to rank now as an incentive when it\nmakes prominent the suggestion of punishment. There is a prevailing\nsentiment that incentives suggestive of pain are to be abolished from\n\nThe anticipated pleasures of\n\nour curriculum of will-training.\n\nright\n\ndoing are to be substituted everywhere for the anticipated pains of\nwrong doing. This finds expression in some large cities in the abolition,\nis\n\nby order of the school authorities, of all punishment.\n\nThe pulpit\n\ninfluenced by this sentiment, oftentimes, to the extent of ignoring\n\npunishment for\n\nsin.\n\nThe family\n\nimpulses, for the reason that\ninterest\n\neffective\n\nrejects the\n\nin giving\n\nit\n\nis\n\noften dominated\n\ndominance\n\nincentive of pain as brutal.\n\nby the child's\n\nto make desire, reverence, or\n\nis unable\n\nto\n\nideas of obedience, and\nIt\n\nis\n\nit\n\nthe conviction of the\n\nwriter of this paper that fear has its place among the incentives in the\nearly training of the will.\n\nThe purpose of will-training, it has been said, is character.\n\nBy char-\n\nacter is meant those established and fixed tendencies that are so strong as\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL COUNCIL 01 EDUCATION.\n\n342\n\nto give direction to conduct.\n\nThe education of the will in that phase\n\nof its development which has been called the \" involuntary will\" is the\n\nestablishment of the dominance of certain ideas in the\n\nmind by the\n\ninfluence of such incentives as will tend to give these ideas prominence.\n\nThis is the phase of will-education that\n\nmay properly be called will-\n\nImpulse has become subject to the direction of ideas, and\nideas have become established by the repeated activity of them in contraining.\n\ntrolling conduct.\n\nBut character has two elements or characteristics. (1) It is the establishment of the unreflecting response of the volitions to certain ideas.\n(2) It is a disposition to be loyal to conviction.\n\nIt is this\n\nsecond char-\n\nmost persons seem to have in mind when they speak of\nthe education of the will.\nIn the former phase of will-training, \" to\ndoubt is to be lost.\" In the latter it is through doubt that salvation is\nattained.\nThis is the stage of inquiry, and of conscious freedom in the\nacteristic that\n\nThe writer does not intend\n\nchoice of alternatives.\n\nphase of the activity of the will\nof maturity.\n\nIt\n\nis\n\nto say that this\n\nnot found in children of all stages\n\nThe purpose here is simply to call attention to it\n\nis.\n\nas something different\n\nfrom the other in that the element of deliberate\n\nchoice is here active.\n\nThe will now sets up for itself two ends. (1) One of these is that of\nself.\n(2) The other is that of right in view of\none's relations to others.\nThe one may be called the prudential will and\nadvantage or profit to the\nthe other the moral will.\n\nA large majority of the acts of the prudential will have nothing of the\nmoral in them.\n\nThe only choice of which the actor is conscious is that\n\nbetween means for the accomplishment of desired ends; and these ends\nalways centre in the subjective, particular\n\nself.\n\nThe proper education\n\nof the will in this phase of its activity is a development of the intelli-\n\ngence.\n\nThe crowning purpose of education is to make the will follow the lead\nThe moral will\n\nof conviction in all matters involving the idea of duty.\nis\n\nthe significance, so to speak, of\n\nall\n\nthe other activities of the mind.\n\nInstitutional life is the moral will as it has realized itself.\nideal is actualized in\n\nThe ethical\n\nhuman society to the extent that it is common to\n\n\"The principle of conduct in the ethical world\nwhat is known as the moral law. This law is the universal conviction\n\nthe particular members.\nis\n\nthat every act of each particular\n\nmember of the ethical whole should\n\nbe such that when it is made universal, that is, becomes the act of all, it\nwill return\n\nupon the doer to bless and not to curse him.\n\nIn this way\n\nthe institutional world becomes a ministration of grace; each citizen\nreceiving in return for every good deed the good increased a thousandfold.\n\n"}
{"page": 347, "printed_page": null, "text": "THE EDUCATION OF THE WILL.\n\n343\n\nThe principles active in institutional life which maintain and nourish\nit\n\nare the principles that\n\nmust guide\n\nin\n\ndirecting\n\nthe education of\n\nAnd these, too, are what are sometimes called the cardinal\n\nthe will.\n\nvirtues of the school.\n\nThe discipline of a good school will emphasize\n\nin the school life of the pupils the cardinal\n\nvirtues of our civiliza-\n\n— the ethical world for which the child must be prepared.\n\nThis\nthought was fully elaborated before this Council at a former meeting\nby a distinguished member, and to that admirable report you are retion\n\nferred.\n\nThe present purpose of the writer is to call attention to this striking\nresemblance between the principles governing conduct in institutional\nlife and in school life for any suggestions of method that may result\n\nfrom the comparison.\n\nThe teacher is the expounder to the child of his\n\nrelations to the school in so far as the child can understand them, and he\nis\n\nthere to see that the child\n\nis\n\nobedient to the requirements of the\n\nschool, whether he understand the rationale of them or not.\n\nHabits of\n\nconformity in response to the authority of requirement he considers\nquite as important as conformity in response to the dictates of the\nchild's reason.\n\nThe teacher will also see the importance of using such incentives to\nmake the proper ideas dominate the conduct of the child as shall preThe\npare him to enter the ethical world familiar with its methods.\nchild must learn in his school life how inexorable is the law of the ethiThis will put more\ncal world in its demands upon him for conformity.\nvirility, more back-bone, into the government of the school than many\nschools now possess.\nIt is not strange that even the best teachers do\nnot escape the contagion of the pernicious sentiment that the way of\nthe child must be ever strewn with roses\n\nbe prompted by desire.\nto authority,\n\n—that whatever he does must\n\nThe child properly trained loves to be obedient\n\nand the surest road\n\nto happiness is\n\nthrough obedience to\n\nAnd, too, the roses that are found bordering the path of duty will not be few, and will far exceed in fragrance\nthose that border the way of impulse and desire.\nthe stern requirements of duty.\n\nThe pressing need of the schools is a large number of teachers posmoral earnestness and of sufficient intelligence to make it\n\nsessed of\neffective.\n\nIt is not the\n\npurpose of this paper to speak at length of methods of\n\nprocedure in conducting the education of the will.\n\nIt is probably evi-\n\ndent to all that the writer believes in inculcating morality by practising\nit rather\n\nthan by theorizing about it.\n\nBut the time comes in the edu-\n\ncation of the child when the doctrine that has guided the teacher in fix-\n\ning dominant ideas in the mind of his pupil shall be made known to the\npupil.\n\nAlthough, as in many other matters, the theory of morals may\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n344\n\nwell be left until the pupil is well on his way in the practice of morality,\nthis does not preclude the formulating of moral principles and laws which\n\nare exemplified in conduct, whenever the child is prepared to recognize\n\nthem in this form; and the organizing of these into a system of ethics at\nmethod of edu-\n\na later period would be the culminating act of an ideal\n\nA failure to re-enforce the practice of right doing by\n\ncating the will.\n\na rational theory of one's relations and consequent obligations, would be\nto omit the most effective defense against the ever-recurring attacks of\n\npassion and sense.\n\nGeorge P. Brown,\nChairman.\n\nDISCUSSION.\nThis discussion of the will of course interests us all,\nit is the most fundamental question in education.\nno freedom of the will there is no self-activity or moral\n\nMr. Harris\n\n:\n\nsince we know that\nIf there\n\nis\n\n'\n\nresponsibility, there is nothing that is distinctively human,\n\nand there is\nman. It is always well to take\npsychological discussions and hold them up in historical perspective.\nI want to call attention first to the fact that this view of the will is\naccidental that it is western in the history of the world rather than\neastern.\nThe Asiatic view tends to hold that the will power of the individual is a sort of disease that has come to exist by some sort of evil, and\nought to be gotten rid of. This doctrine is sometimes heard announced\nin the Christian church, namely that we should give up our will to\n\nnothing that\n\nis\n\ndistinctively divine in\n\n—\n\n:\n\nGod's will, and not merely this, but that we should not will at all, but\nlisten to pious impulses simply and not think out for ourselves what is\nreasonable.\n\nThis\n\nis\n\nquietism and opposed to the true spirit of Chrisdo good. This doctrine of the will\n\ntianity, which teaches to know and\n\nI\nit seems to me has been presented very admirably in this report.\nthink that the report should show a little more fully how centrally this\n\ndoctrine of the will underlies the Christian civilization as over against\nIf you look into these\n\nthe other civilizations in the history of the world.\n\nother civilizations from this stand-point, you shall find the Christian to\n\nbe the only one that recognizes the infinite power of the will to determine itself. God made man in His image and endowed him with self-\n\nThe doctrine of the Inferno arises from this doctrine\nWere not man free there could be no hell, for hell is the\nreturn of man's deeds upon himself as doer, and presupposes responsidetermination.\nof freedom.\n\nbility\n\non his part.\n\nIf\n\nyou will look into this from this stand-point,\n\n"}
{"page": 349, "printed_page": null, "text": "U5\n\nTHE EDUCATION OF THE WILL.\n3-011\n\nwill find that the Christian only recognizes the infinite will-power\n\nthat made man in His image and endowed him with a will-power.\nMi;.\n\nIIailmann:\n\nI\n\nconsider this discussion of the freedom of the\n\nwill a fundamental problem in education.\nIt seems to\n\nsense stand-point.\n\nI speak of it from a common-\n\nme from this stand-point the business of\n\nall its phases, which of course implies all\nterm\nself-activity.\nin\nthe\nThe first phase of selfconveyed\nthat\nIn this first phase of self-assertion the child\nexpansion is self-assertion.\n\nthe mind is self-expansion in\nis\n\nis\n\nto be led to another higher phase, and that is self-adaptation.\n\nAs he\n\nmoves from the phase of self-assertion to the phase of self-adaptation, he\nearns a higher stage of development and a wider sphere of life as his\ntrue reward.\n\nThe business of education is to lead the child, the grow-\n\ning human being, constantly in that direction.\n\nI\n\nam so fully in sym-\n\npathy with the paper that I see little in it to oppose.\nAs to one point I make a protest that is, to the emphasis which is\n;\n\nlaid upon fear or reverence for authority.\n\nThe teacher should constantly\n\nkeep alive in the child motives of faith rather than those of fear. The\nIn his life man meets\ngenesis of faith is a distinctly human achievement.\nThese he, at first, fears, but, as he advances in\nmystery upon mystery.\nexperience, he finds behind each mystery a goodness, and henceforth he\ngreets new mysteries with faith.\n\nTo rely on fear and external authority\n\nin education is to retard development.\n\nMr. Hewett\n\nAlthough this paper is the individual production of Mr.\n\n:\n\nBrown, yet I am on the committee, and I wish to say that in all the practical conclusions of the paper I heartily concur.\nAs to the second and\nthird paragraphs on the first page, with the exception of the last part of\nthe third, I think I am somewhat of an agnostic.\nI would like to ask Mr.\n\nBrown one or two questions.\n\nThe report says that attention is a focussing\n\nof the mental energy upon one group or series of apperceived ideas to the\n\nexclusion of others.\n\nWould the writer confine attention to that and\n\nnothing else?\n\nMr. Brown: That\n\nentire page is a definition of attention.\n\nIt is\n\nnot\n\nlimited to that.\n\nMr. Hewett: Also in respect to \" interest. \" It says interest \"is a\nShall we confine interest to that? One thing more\n\npleasurable feeling.\"\n\nhe says, \" Interest rests satisfied with contemplation.\"\n\nMb. Brown:\n\nI\n\nmean simply that interest is the satisfaction which I\n\nfeel in the contemplation of an ideal.\n\nMr. Hewett\n\n:\n\nNow I will hurriedly pass over a review of the paper.\n\nFirst, the mind is that phase of energy that knows itself, is self-conscious.\n\nFurther on the report\n\nsays,\n\npsychology treats of the different forms or\n\nphases of the activity of the\n\nhuman mind by which it rises from mere\n\npotentiality to actualized self-consciousness.\n\nReference\n\nis\n\nmade to the\n\n"}
{"page": 350, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n346\n\nEach individual mind is conscious of possessing that\n\nfreedom of the will.\n\npower, and judges himself and\n\nis\n\njudged by others accordingly.\n\nTo all\n\nthese statements I would say, amen.\n\nThere are various other sections of\nthe report that are highly instructive and which I enjoy.\nMr. Hinsdale There can be no doubt as to what the report states\nrelative to the development of the soul ideal, and with respect to the\n:\n\ntime when distinctively ethical sentiment appears in the child life.\nall\n\nWe\n\nunderstand that at the beginning that idea is not formed and that\n\nincentive does not act.\n\nI\n\nam not clear, however, that he is correct as to\n\nthe sequence in which knowledge of the moral, love, desire, and authority\ndeclare themselves.\n\nIt\n\nseems to\n\nme the child learns his first practical\n\nmoral lesson from being brought into conflict or contact with authority.\n\nMr. Schaeffer: I am pleased with the paper by reason of the place\nassigned to motives and authority in the genesis of the will.\n\nIn the\n\nhandling of boys very much depends upon the power that can be put\n\nAt first the child lives for the gratification of self.\n\nback of the will.\n\nSons\n\nof the rich are often allowed to grow up with little\n\nthought of anything\nThe farmer's son, on the contrary, is taught\n\nbeyond self-gratification.\nto deny himself for the sake of a crop.\n\nThe practice of self-denial lifts\nhim to a much higher stage of development. To reach this advanced\nnecessary to prescribe lines of conduct that help to\n\nstage authority\n\nis\n\nunself the will.\n\nThere is a stage beyond this\n\n— a stage in which the\n\nwill\n\ncomes under the inspiration of the right. The will, then, becomes a law\nunto itself, and the need for authority ceases.\nMr. Sabin There is a point in this most admirable paper to which\nI wish to call attention.\nThe paper says that the child must learn in\nhis school life how inexorable is the law of the ethical world in its\ndemands upon him for conformity. This will put more virility, more\nbackbone, into the government of the school than many schools now\n:\n\nThat I think is sound doctrine\n\n;\n\nbut when we are told, as we have been\n\ntold this morning, that authority is a\n\nmere expedient, to be dispensed\n\nwith as soon as possible, it seems to me to be a step in the wrong direction.\n\nAuthority\n\nis\n\na fundamental principle of the government of the\n\nworld, of the state, of the family, of the school.\n\nWe cannot dispense with it in the education of the child, as long as\nchildren remain children, and human nature is human nature.\n\nMr. Schaeffer: I do not understand what the brother from Iowa\nmeans by authority. If by authority he means a power outside of the\nI, of\nwill, then I wish to say that that is simply a means to an end.\ncourse, honor an authority that is to be found in a will which is a law\nunto itself.\nI hope this council will some day discuss the subject of the\ngenesis and development of the will.\nI hope some of these days Presi-\n\n"}
{"page": 351, "printed_page": null, "text": ";\n\nTHE EDUCATION OF THE WILL.\ndent Fairchild will\n\ntell\n\n347\n\nus what the particular features of the Agricul-\n\ntural College life are that give specific\n\ngraduates of those institutions.\n\nform\n\nIt seems to\n\nto will development in the\n\nme the subject is opened in a\n\nway for as fco investigate, in a manner hardly touched upon in our books\nwhich devote but few pages to the will. I simply wish to\nexpress my dissent from statements which intimate that external authorI want an authority to be so lodged in the\nity is a continuing authority.\nwill itself that the will becomes a law unto itself under the inspiration\nof psychology,\n\nof the right.\n\nMr. Hailmann: It was against external authority that\n\nI\n\nspoke;\n\nagainst external authority which comes to the child like an obstruction\n\nwhich arbitrarily opposes the will of the child. I believe in an authority\nI am no anarchist nor socialist.\nI\nrightly applied and understood.\nThe teacher and the\nbelieve in the authority of law and righteousness.\nchild must be in harmony, mutually and intelligently obeying the same\nlaw, and this excludes even the semblance of an external authority.\nWhenever the teacher puts himself into an attitude of antagonism\ntoward the child, he is not in a position to do his best work.\nMr. Sabin Sometimes there is danger that our pedagogical princiFrom the day we are born to\nples run counter to our common sense.\nthe day we die this whole life is simply a progress toward a nobler end,\nI hope.\nNone of us is independent of external authority. When we\nare talking about an escape from external authority, we are talking\nabout something which never has existed, and never will exist until the\nenvironments of the child are radically changed from what they are at\n:\n\npresent.\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n348\n\nREPORT OF COMMITTEE ON HYGIENE.\nPHYSICAL EDUCATION.\nGood exists in God; it is the essential expression of His nature, the\nreflected light of His personality.\nPersonality makes a man morally\nakin to God, and places him in conscious relation to law. What is this\nlaw? Christ answers the question: \" Love is the fulfilling of the law.\"\n\n\" Thou shalt love the\n\nLord thy God with all thy heart, with all thy\nmind, with all thy strength, and thy neighbor as thyself/' Man's peran end to itself. The tendency of Greek\nthought was to regard man as a self-centred being; to look for the\nsprings of moral action and the power of progress within human nature.\nsonality, therefore, cannot be\n\nChristianity rates highly the work of the individual\n\ndevelop each human personality, to bring\n\nit\n\n;\n\nand her task is to\n\ninto contact with the per-\n\nsonality of God.\n\nHuman personality in relation to God is wisdom;\none's neighbor,\n\nThere\n\nis\n\njustice ;\n\nin\n\nrelation\n\n—\n\nto\n\none's\n\nin\n\nself, is\n\nrelation\n\nto\n\ntemperance.\n\n—\n\ntrinity\nwisdom, justice, temperance forming a perfect\nand creating harmony between the man and his highest\nenvironments.\nThis is to be secured only by the culture of his faculties, powers, and organs\nthe spirit, the mind, the body.\nThe most active agencies in this work are the church, the home, the\nschool.\nNeither has an exclusive duty and the work of each is so cois\n\na\n\npersonality,\n\n—\n\n;\n\nordinated that the neglect or abuse of one destroys the harmony of the\n\nThere must be a general and distinct recognition of the shares\nand a mutual support.\nThe training of the spirit and the mind has a strong vital relation\nto the training of the body, inasmuch as the measure of a man's vitality\n\" To possess every faculty and\nis the measure of his working power.\nfunction of the body in harmonious working power is to be healthy; to\nbe healthy with a high degree of vital force is to be strong.\"\nThe\npower for work is due not so much to moral energy as to the preparation for life; it is less a matter of temperament than of acquired habit.\nFunction makes structure, the physiologists say. One accustomed to\nsystematic, well-directed, and intelligent physical exercise improves his\norgans, learns to use them with more skill and to better advantage.\nPhysical education means an economy of force, for the reason that every\nwhole.\n\nof each,\n\nmovement is intrusted to the muscle best fitted to the end in view.\n\nIf\n\n"}
{"page": 353, "printed_page": null, "text": "PHYSICAL EDUCATION.\n\n349\n\ninaction, or the defective action of an organ, causes atrophy, it must fol-\n\nlow that\n\nits frequent\n\nactivity promotes increased development.\n\nThis is\n\ntrue of the brain and of all the nervous elements used in physical move-\n\nNot only is it true that the nervous system has a share in the\nmade by physical exercises, but it is as true that the\nThe will is developed and\npsychical faculties are strongly influenced.\nimproved by a systematic command of muscle, and this increase of willpower is a large factor in the growth of character.\nment.\n\norganic changes\n\nTraining is defined\n\nas the adaptation of the organism to certain par-\n\nticular conditions of activity.\n\nThe need for training answers two phy-\n\nsiological demands, that waste material be consumed, and that a stimulus\n\nbe furnished to arouse sluggish functions to activity.\n\nIncreased com-\n\nbustion and awakened functional activity demand larger supplies of oxygen, and the result\n\nis\n\nstimulation, increased vitality, active response of\n\nthe muscles, and a healthy organism.\n\nBut the voice of solicitation, if\n\nunheeded, becomes weaker day by day, and the silence is followed by\nHence the importance of daily\ntotal depression of the vital functions.\nsystematic exercise in youth in order to acquire the aptitude.\n\nsame exercise should be practised by those of difThere is no doubt that to a certain point the\nsame kinds of physical exercise act with favorable effect upon organic\nIf the power of assimilation is weak and small, exercise\nconditions.\nincreases it, and thereby adds new tissues to the body if the process of\nassimilation is imperfect, exercise facilitates it, and thereby leads to the\nIs it best that the\n\nferent temperaments?\n\n;\n\ndestruction\n\nof\n\ncertain\n\nmaterials.\n\nIn\n\nthe\n\nfirst\n\ninstance, nutrition\n\nbecomes more active, which implies absorption of food material, and the\nnecessary deposits of this material in the organs and tissues.\nThe cells\nreceive increased stimulus from the nerves and the blood ; the composi-\n\ntion of the blood is modified by an excess of oxygen, its vivifying power\nis\n\nincreased\n\n;\n\nand this stimulus increases the activity of the functions.\n\nIn the second instance, where assimilation is defective, there is an accu-\n\nmulation of useless material which clogs the machine and causes disease\n\nand general enfeeblement of the system. The effect of exercise in this\ncase is to use up the reserve materials as rapidly as they are formed,\nand this incessant combustion brings about such a conformation of the\nhuman machine as best fits it for the regular performance of all vital\naction.\nHence we see that exercise tends to modify all constitutions so\nas to bring about the perfect equilibrium of the functions which make\nhealth.\nAnd hence it is a necessity for all constitutions.\n\nHow much?\nNot to the same degree, since the benefit is not equal in all cases. If\nwork increases both the gains and the losses, these opposite results should\nbe balanced.\nHence the need of special exercise in special cases, and\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n350\n\nthe importance of care, prudence, and intelligence in dealing with the\n\nnervous and over-taxed.\nthat to nourish\nsince\n\nhuman\n\nall\n\nBeyond the point named above, it seems true\nthem unequally,\n\nthe organs equally is to nourish\n\nbeings are unequally organized as regards the various\n\nfunctions, some being strong in the organs of digestion, others in the\nbrain, still others in the muscular system, and so on.\n\nHence, any plan\n\nor system of physical training which gives no attention to individual\n\nBut here lies the chief danger\n\nneeds is defective.\n\nlack of wisdom or skill in the use of apparatus\n\nThere\n\nis\n\nno doubt that ill-chosen or\n\nthe gymnasium\n\nis\n\na cause of deformity.\n\nresults.\n\n:\n\nnamely, that the\n\nmay lead to serious\n\nill-directed exercise in\n\nThe frequent and prolonged\n\nperformance of unnatural movements is a fruitful source of enfeeblement and nervous disease. There is fortunately a strong reactionary\n\nmovement against excessive work in the gymnasium, and the wisest are\nthose who see that no movement they can prescribe can take the place\nof free, voluntary out-of-door exercise, in which the activities have full\n\nplay,\n\nand in which the emotion of pleasure\n\nlaw of will must be in force\n\n:\n\nhence, there\n\nis\n\nis\n\nThe\n\na strong element.\n\ndoubt if physical exercise\n\nimposed upon pupils under protest of the will can be\n\neffective.\n\nOn\n\nthe other hand, in dealing with nervous or over-taxed students care\n\nshould be taken to avoid exercises which require sustained attention,\n\nand more still to avoid excessive exercises, the results of which are as\nserious as those of overwork.\nWhen the brain is heavily taxed, any\nphysical exercise\n\nis\n\nexcessive, unless it be automatic, that\n\nspecial activity of the brain.\n\nis,\n\nwithout\n\nIn performing automatic or reflex action,\n\nThe brain is a centre of\nThe nerves,\n\nthe spinal cord takes the place of the brain.\n\nbut it is also a centre of voluntary motion.\n\nreflex motion,\n\nthe spinal cord, and the brain are the telegraphic wires between the will\n\nand the muscles.\n\nThey are not the motor power\n\nthe muscles the stimulus of the will\nof\n\nthe motor power.\n\nThe\n\n;\n\n;\n\nthey only transmit to\n\nneither is the will itself the source\n\nnecessary condition\n\nof\n\nmovement\n\nin the\n\nhuman body is the production of heat, and this is produced by the combustion of its\n\nown materials.\n\nof muscle\n\nretarded or destroyed.\n\nis\n\nnerve centres.\ntres.\n\nBut\n\nif\n\nthe heat is excessive, the activity\n\nThe overheated blood poisons the\n\nThe sensation of fatigue has its seat in the nerve cen-\n\nA movement requiring the active exercise of will causes fatigue\n\nmore easily than an automatic motion.\nThe relation of mental and physical work\n\nis\n\nvery close and vital, and\n\nyet in a careful study of the question, how to give at the same time work\nto the inactive muscles of the child\n\nand repose\n\nto his overtaxed brain,\n\nthere seems to be a kind of contradiction which makes the solution of the\n\nproblem very difficult.\n\nThe conditions of the work are the same for the\n\nbrain which thinks and the muscle which contracts, and in both these\n\n"}
{"page": 355, "printed_page": null, "text": "PHYSICAL EDUCATION.\n\n351\n\norgans greater activity of function is accompanied by greater production\nIn the laborer and in the thinker alike there is an increased\n\nof heat.\n\nflow of blood toward the organ which works,\n\nand a greater vibration\n\nof\n\nheat within the acti/e element.\n\nIn difficult gymnastics, there is a strong exercise of the will, judgment,\n\nand other psychical faculties, and if there is economy in the expenditure\nof muscular force, it is at the expense of the nerves and the brain.\nTherefore, it is impossible that the nerve centres gain repose under the\nThe\ninfluence of movements which excite the whole nervous system.\noverworked student requires economy of nervous energy, perfect repose\nA run in the green fields\nof the brain, and rest of the psychical powers.\nwill free the mind and rest the head better than any system ever\ninvented, because the head has no part in the lively exercise of running.\nAll thoughtful teachers with gymnasia at command have noticed the\nindifference and apathy of intellectual students in the matter of difficult\nThe reason is physiological and ought to be regarded. The\nexercise.\ntired brain makes strong and instinctive protest against an exercise requiring as\n.\n\nmuch effort of the brain as of the body.\n\nIn every case of this\n\nkind the discriminating teacher will prescribe exercise producing muscuExercises which have been long practised\nnervous fatigue.\nand have been mastered are performed automatically, and require no\nbrain activity, while at the same time they quicken the blood current,\nThere\nregulate the respiration, and give tone to the digestive functions.\nare conditions of mental sluggishness for which one remedy is the performance of physical exercises, requiring the concentration of will-power\nand sustained attention; no system of education is complete which\nBut for the over-worked child, help comes best from\nignores this fact.\nlong walks with mother nature over the hills, from the old popular games,\nand indeed, from anything rather than difficult gymnastics.\nIn a paper which appeared in the Popular Science Monthly of 1890,\nProf. Axel Key, of Stockholm, gives figures and facts of great impor-\n\nlar and not\n\ntance.\n\nHe says, in relation to the physical education of children, that\n\nthe first fundamental research was instituted by Doctor Hertel, in Copen-\n\nhagen, in 1881, with results so significant that a special hygienic commission was appointed to examine into the conditions of health in all\n\nAt the same time, a grand school commisgovernment of Sweden to inquire into the organization of the whole higher school life.\nIt was found that more than\none-third were ill or afflicted with chronic maladies.\nThirteen and a\nhalf per cent, of the boys suffered from habitual headache, and diseases\nthe schools of the kingdom.\n\nsion was named by the\n\nof the lungs were frequent.\n\ning to the prosperous\n\nSixty-one per cent, of the girls, all belong-\n\nclasses,\n\nwere\n\nill\n\nor afflicted with serious chronic\n\ndisorders; thirty-six per cent, suffered from habitual headache,\n\nand at\n\n"}
{"page": 356, "printed_page": null, "text": ".\n\nNATIONAL COUNCIL OF EDUCATION\n\n352\n\nten per cent, had spinal disorders.\nThe average time daily\ndemanded by the school for work in class and at home is, according to\ngymnasial schedules, seven hours in the lowest classes, and it rises rapidly and constantly until, in the upper classes, eleven or twelve hours\nleast\n\nare required.\n\nHow do children, he asks, thus situated find time for meals, for rest,\nfor exercise in the open air, for recreation, and, above\n\nall,\n\nfor sleep?\n\nMust not their mental force be worn out and benumbed by such a burden, their physical growth and health suffer, and their capacity to resist\nunwholesome influences of every kind be diminished?\nThe conditions in American school life, although not the same as in\nSweden, yet have the same tendency, and our first duty as the guardians\nof the child is to see with all possible care that the growth of childhood\n\nbe not disturbed or distorted by any influences adverse to nature.\n\nBut\n\nBy such a nice adjustment of mental and physical work that\none be not made to suffer at the expense of the other; by systematic\ndaily exercise in order to acquire the aptitude.\nTo this end we place\nhow?\n\nwalking first; well-selected games second; gymnastics third.\nas a physical exercise merely,\n\nwhole system\n\n;\n\nis\n\nWalking,\n\na perfect exercise, because it taxes the\n\nevery muscle, every nerve and fibre\n\nis\n\nbrought into play.\n\nAnd when to this is added the interest awakened by the love of nature,\na study of birds, a\n\nhunt for flowers, a search for\n\ninsects, the\n\ntemper is\n\nsweetened, the imagination brightened, the mind broadened, the spirit\nlifted near to God.\n\nIt is\n\nsomething, says John Burroughs, to press the\n\npulse of our old mother by mountain lakes and streams and know what\n\nhealth and vigor are in her being.\n\nGames rank next. There seems to be a close relation between pleasure\nand high vitality or the vigor of the system, and between pain and the\nfeebleness of the system.\nHence, the law of self -conservation.\nBut the\ngames should be carefully selected. Girls and boys left to themselves in\nthis matter\n\nmake their choice without considering the importance of\n\nquality and quantity.\n\nGymnastics have a value, too, which we must not\n\nunderestimate in the general summing up, but in this day and generation,\n\nwhen the world is alive to the supreme importance of a healthy\nis the latest fashionable \" fad,\" not many\nThe first benefit derived from the practice of\n\nbody, and physical culture\n\nwords are needed here.\n\ngymnastics, says an eminent physiologist, is the education of movements.\n\nThe country\n\nboy, rough, clumsy, and\n\nand polish.\n\nuncultured, rapidly gains ease,\n\nHis muscles, hitherto used to slow obedience, learn\nto obey with rapidity and precision, and thus undergo a discipline to\nwhich they had been strangers. The gymnastic work, carefully done,\ngives strength, and strength gives confidence.\nThere is a way of standing, walking, and sitting not only easy and graceful, but requiring the\ngrace,\n\n"}
{"page": 357, "printed_page": null, "text": "—\nPHYSICAL EDUCATION.\n\n353\n\n\" Strength at the centre,\n\nleast expenditure of force.\n\nsurface,\" should be- a precept of the\n\nand freedom at the\n\n\"Let soul demand\nMuch of the work of the gym-\n\ngymnasium.\n\nand body respond \" should be another.\nnasium is reformatory or hospital work. There is a patient uprooting\nof physical faults growing out of inheritance and out of environment\nand habits of life, and in their stead are established fine, graceful carIn the hands of skill and\nriage, ease of manner, new and correct habits.\nwisdom the gymnasium is a powerful means for the freeing of the body,\nuntil\n\nit\n\nbecomes, not only the fit temple of God but the expression of\n\nhis best thought.\n\nShould boys and girls engage in the same exercises?\nanswers the question in these words:\ncise that will\n\nDoctor Sargent\n\nUp to ten years of age, any exer-\n\nbe beneficial to a boy will be just as valuable to a\n\ngirl.\n\nBetween ten and fourteen, girls should take lighter exercise, with more\nfrequent intervals of\n\nrest.\n\nAfter that age, it\n\nis\n\ntime, amount, and degree, rather than of quality.\nsays, girls need more muscle-making exercise\n\nsimply a question of\n\nAs a general rule, he\n\nthan they get, not so much\n\nfor the sake of acquiring greater strength as for the influence that well-\n\ndeveloped muscles have upon the brain, nerve-centres, and other parts\nof the system.\n\nFor this reason many of the so-called calisthenic moveThey weary\nThese mat-\n\nments do not meet the demands of the female organism.\nand exhaust, without giving anything adequate in return.\n\njudgment of a well-trained teacher. The\nwhat is better, never put ou,\nin order that the body may be built up with the new material that will\ncome to it as the result of the exercise, and to eliminate the old brokendown tissue from the system.\nShould the schools be furnished with the apparatus of the gymnasium\nWe answer that no gift in the power of the state is too rare or precious for the child in its keeping, and no expense too great for the proIf the eminent specialists,\ncess of preparation for American citizenship.\nwho are doing so much for the causes of physical education, will demonand we think they can\nstrate beyond question their ability and power\nto remedy the evils of imperfect physical organizations\nthen the state\nters can safely be left to the\n\ncorset should be taken off and kept off, or,\n\n—\n\n—\n\nowes it to the child, through the school, not only to provide the necessary means, but to furnish also the teacher, wise by natural fitness,\n\nand\n\nskilled by the best training of the schools.\n\nWhat system?\nThe answer is brief.\n\nAny system that is good, or a combination of\n\nthe best in every system.\n\nConclusion.\n\nWisdom\n\n—justice—temperance— the trinity which makes a perfect\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n354\n\nhuman personality.\nthe body\n\ntemperance, includes\nreverent care\n— The templeThe the Holy\nGhost.\" The earthen\nholy\na\n\nlast,\n\nof\n\n\"\n\nof\n\nvessel is\n\nbecause the treasure which it contains binds us \" By golden chains about\nthe feet of God.\"\n\nClara Conway, Chairman.\n\nDISCUSSION.\n\nit\n\nG.\n\nStanley Hall: I did not intend to speak upon this subject, but\n\nis\n\nso\n\nimportant, and there are so\n\nmany things left unsaid in this\n\nadmirable paper, that I shall take the opportunity of calling attention\nto two or three of them.\n\nIn the first place, it seems to\nnever before, that health\n\nme we are beginning to realize now, as\n\nthe criterion of everything in education.\n\nis\n\nIf our school system injures the body, it is bad, no matter how much\ngood it may do to the mind. The system of education to-day is the\nThere is a greater\nmost powerful system that the world has ever seen.\nagreement about education than about anything that the world has ever\nThere has never been such a consensus of all minds of all degrees\nseen.\nof intelligence, and in all countries\nas there is about education to-day.\nThe church, the state, have never brought such a degree of unanimity\nThe advancement\nas exists now with regard to the system of education.\nwhich has been made in the last decade has witnessed changes so momentous, systems so far-reaching and complete, that the modern school has\na control over the minds and bodies of the young men and young women\nfor more days of the week and more hours of the day than the Church\nIt is no wonder then that men are\nor any other system has ever held.\nproud to serve such a system but there never was so much danger of an\ninjury to the body and mind as now.\nThese statements, to which reference has been made, and the investigations carried on within the last five years in so many countries, show\nThey show a percentage of ill-health 33,\nresults which are appalling.\neven 40, per cent. and a good deal we can never tell, perhaps, is actually\ncaused by the failure to regard certain rules absolutely necessary to\n\n—\n\n—\n\n;\n\n,\n\nhealth.\nFirst, in the\n\ndevelopment of what\n\nis\n\nknown .as the nascent period.\n\nWe have learned that there are certain periods of growth when each\nfunction and each organ develops very rapidly.\n\nIt\n\nhas been said by a\n\nrecent investigator that there are two years, somewhere between thirteen\n\nand eighteen, where the hand centres, for instance the brain, controlling\nthe hand or fingers develop more than they develop for many years before\nand after. Now whenever this nascent period is, it is well established\n\n"}
{"page": 359, "printed_page": null, "text": "PHYSICAL EDUCATION.\nthat over-exercise before\n\nan\n\nit is\n\n355\n\nfar more liable than afterward to produce\n\nMany diseases are due to over-straining.\n\nill-effect.\n\nEach organ,\n\neach function, the hand, the eye, etc., all organs have their nascent periods\njust as the organs of sex when they develop\n\nand new functions come\nand over-exertion of any of these functions before their maturity is injurious, and the effects are physiologically analogous to what it\nwould be to lay burdens upon the sexual organs before their maturity is\ninto play ;\n\ncomplete.\n\nThe body does not grow in all directions at once: now a certain function, and now another, develops.\n\nThat, as Professor Key has pointed out, and\nby other investigators, quite contrary to the early idea,\n\nThe second point is this\nas confirmed\n\n:\n\nduring the nascent period, whether of special functions or the gengrowth (like that great period that takes place during\n\neral period of\n\nadolescence), the body is more able to resist disease,\n\nand is more able to\n\nused to be said that when boys were growing there\nmust be special precautions taken in order to prevent excesses. Now it\nresist strains.\n\nis\n\nIt\n\nknown that during the period\n\nof\n\nmost rapid growth there\n\nis\n\nthe\n\ngreatest resistance to disease.\n\nWith regard to fatigue.\n\nThere have been within five years a number\n\nof careful observances of the effects of over-training.\n\nhave been experimental.\n\nMany of these\n\nThey have been applied to animals, and in\n\nmany cases where the living nerve-cell is observed under the microscope\nwhile the organ of which it\n\nis\n\nthe centre\n\nis\n\nbeing fatigued, and from\n\nthese results has come the very important conclusion\n\nwhich is now gen-\n\nerally established, that the difference between the rested brain or nervecell\n\nand the fatigued cell is very great indeed\n\n—that\n\nit is great\n\nenough\n\nto explain a great many of the conditions which have been thought hith-\n\nerto to be abnormal.\n\nSo that a great many of the conclusions that have\n\nmuch\nMany things thought to\n\nbeen ascribed hitherto to disease must be entirely revised and\npathological work\n\nmust be done over again.\n\nbe due to disease are\n\nnow known to be the direct results of fatigue.\n\nThe change taking place in a living cell under fatigue is very great.\nUnder the microscope the cell almost collapses, where the sensitive parts\nof it are pale and thin and this appears in the rhythm daily.\nEvery\nday has its rhythm.\nIt is now known that there is a rhythm for instance,\n;\n\n;\n\nmany men are at the greatest\nAfter dinner, at four or five o'clock, with other men energy\n\nin the forenoon, say ten or eleven o'clock,\n\nenergy.\n\nis at its greatest and best.\nNow there is no education that is modern\nexcept active education, which involves the expenditure of activity and\nenergy muscles, if you please, since one-half of the whole body is known\n\nto be muscle.\n\nmal.\n\nA large .fraction of the whole energy goes out to the ani-\n\nWhat we want is a method that will tend to develop the whole\n\n"}
{"page": 360, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n356\n\nbody properly, in order that none of the great opportunities of these\nnascent periods may be missed and none of them abused. It is not merely\nphysical exercise, but it is original research, whether anything substanWhatever it is, there is the activity. I would rather\ntial results or not.\nhave a boy who has but little training in college attempt to add something to the world's knowledge than attempt to attain a high state of\nIt is the exercise of the mind, and also an exercise of\nlearning.\nthe body, and if well conducted the exercise increases the muscle,\nincreases the number of cells, and it adds an increase to the number of nerve fibres just as\n\nmuch as it increases the bulk of the mus-\n\nand muscle fibres.\n\ncles\n\nSome of us have progressed to the point where we feel that no system\nof education\n\nis\n\nbeneficial\n\nif\n\nthe young person leaves the schoolroom in\n\nworse health than he entered it.\n\nMr. Richards: This question\n\nis\n\nThe object of physical\n\nimportant.\n\ntraining in schools is not to train our children to be gymnasts or to be\nspecially prepared for physical exhibitions; but to us, as educators,\n\nit\n\nseems to me the question is, how can we develop the powers of the body\nand the powers of the mind, along in the same line at the same time.\n\nWe are not to labor simply for a more excellent system of physical training, but that we may have such a physical training as will develop the\nbody along with the mind of the pupil and, above all, preserve the moral\n\nhealth of the student.\nI indorse most fully the sentiments of this paper.\n\nI want to call atten-\n\ntion to one remark that the writer has made under the head of \" Economy\n\nShe says that \" in every case a discriminating teacher will prescribe exercise producing muscular and not nervous\nExercises which have been long practised and have been masfatigue.\"\nof the\n\nNervous Force.\"\n\ntered are performed automatically.\ntal\n\nThen there are conditions of men-\n\nsluggishness for which one remedy is the performance of physical\n\nand sustained tenMost systems of physical education have completely ignored this\n\nexercise requiring the concentration of will-power\nsion.\nfact.\n\nI have noticed in some schools these exercises,\n\nwhere there was appar-\n\nmind than there would be if the\npupils were machines all motions were made in a sort of mechanical\nently no more exercise of the will or\n;\n\nIt has been an opinion of mine\nway, without any apparent thought.\nthat all exercises that are introduced should have a mental as well as a\n\nThe mind should be trained so that it can act.\nThese exercises should be regular and uniform, with a view to making\n\nphysical end in view.\n\nman or woman, so that the body\ngrow together, and that the child, when he leaves\n\na more perfect child, a more perfect\n\nand the mind\n\nwill\n\nthe school, will leave it with a well-rounded character.\n\n"}
{"page": 361, "printed_page": null, "text": "PHYSICAL EDUCATION.\n\n357\n\nMr. Harris: I see things a little differently from the last speaker,\nand understand this paper to condemn his theory. I think that physical exercise ought not to be set as a task when it is intended to serve as\nrecreation.\nIt seems to me that it has been one of the great defects in\nphysical education, that it has been brought into the schools and made\na will training, so that the child who has been exhausting his nervous\n\nenergy all the morning at his lessons in school\n\nis\n\nthen called upon to\n\nexhaust it even more rapidly in set forms of exercise, instead of relax-\n\nThe child must stand up he must not lean he\nto.\nmust pay strict attention and imitate precisely the motions prescribed.\nThis is a strain on the will-power, and calisthenics as practiced in many\ncases exhausts nervous energy faster than a class exercise in Latin or\nGreek.\nI was glad to hear what the report says with reference to school\ngymnastics being a training of the will, and to notice that the author\nrecommends a free run in the fields as better. Now I am a great sticking as he ought\n\n;\n\n;\n\nthe old-fashioned recess, the wild recess [applause], the pupil\n\nler for\n\nbursting out of the school-room, running about, shouting, and pushing\nIt is this recess that recreates the\n\nhis fellows.\n\nnervous energy.\n\npupil and restores his\n\nAfter the enjoyment of a little freedom and a run, the\n\nchild returns to the schoolroom\n\nand does his work better.\n\nBut these\n\nset exercises which strain the attention of the child are hurtful.\n\nIt\n\nmay crush his health, especially when he is growing, and at these critical periods that Dr.\n\nHall has mentioned.\n\nIt is a very important sub-\n\nhoped that we shall know a great deal more about it\nthrough the labors of specialists, and it is encouraging to know that\nsomething has already been done in that direction, for it was growing\nclear to the most ordinary observer that a mistake is made by imposing\nject.\n\nIt\n\nto be\n\nis\n\nthe strain of calisthenics as a substitute for play.\n\nThis strain may be\n\ntoo much and may crush the child or produce an arrest of growth.\narrested\n\nAn\n\ndevelopment, intellectually, happens often through excess of\n\nmemory culture, and the child does not get above it into rationality and\ndeep thinking.\nHall.\n\nIn fact, he recedes.\nIn this sense I understood Mr.\nThere is great danger in this matter of physical exercise, of over-\n\nstraining\n\nin\n\ncertain directions, and\n\nproducing permanent weakness.\n\nWhen one looks at the danger of half knowledge in this matter, one is\nalmost frightened.\nIn my own career I have espoused hobbies in the\nmatter of physical education, hobbies which I look back upon with hor-\n\nme and to my fellows who shared in\nGymnastic exercises which develop the muscles perhaps are\n\nror; I know they were injurious to\n\nmy views.\n\ngood for two-fifths of the body.\nwhole body and no account\n\nis\n\nIf the muscles are considered to be the\n\nmade of the digestive organs or of the\n\nadipose tissues, there will be a tendency to cultivate the muscles or\nthe voluntary movements at the expense of the involuntary powers of\n\n"}
{"page": 362, "printed_page": null, "text": "—\nNATIONAL COUNCIL OF EDUCATION.\n\n358\n\nthe body that are manifested in the heart, lungs, and digestive organs.\nIt is dangerous to encroach on these involuntary powers\n\nby overcultiva-\n\nThe muscles are the organs of the will, and a moderate training of these, with a view to make them ready servants of the\ntion of the muscles.\n\nwill, is both healthful and useful.\n\nMr. Hoose: I would like to ask Mr. Harris a question. Which is\nfrom an educational stand-point, that the children shall have\nphysical exercise under some formula rigidly adhered to, or physical\nThat is a question I have\nexercise at will in a miscellaneous form?\nbefore me from time to time, and concerning which I have serious\nbetter\n\ndoubts in my mind.\n\nMr. Harris: The report says that there is, fortunately, a strong\nmovement against excessive work in the gymnasium, and\nthe wisest are those who see that no movement they can prescribe can\ntake the place of free, voluntary, out-of-door exercise in which the\nactivities have full play, and in which the emotion of pleasure is a\n\nreactionary\n\nI endorse this heartily.\n\nstrong element.\n\nMr. Sheldon: I would like to ask Mr. Harris if the kindergarten\nI would like to ask if that\nsay from infancy to four or five years of age\nsystem is thought desirable, if it is well to have a regular system of gym-\n\n—\n\nnastic exercises for little children.\n\nMr. Harris\n\n:\n\nMr. Sheldon\n\nis\n\nthe most competent\n\nman in this audi-\n\nHis answer\nwould be that Froebel never imposed any such martinet system on the\nence to\n\nanswer that question,\n\nso\n\nI\n\nrepeat\n\nit\n\nto\n\nhim.\n\nchild.\n\nMr. Hall: I think the answer to that question is very easy.\nobject of the exercise\n\nis\n\nment, it should always be when the body is\nthe object\n\nis\n\nIf the\n\nand physical developrested and fresh.\nBut if\n\nto increase the strength\n\ndivergence, in order to further intellectual work, it\n\nis\n\na\n\nThen it should come when they are fatigued.\nI do\nPhysical exercise is not one thing, but it is a great many things.\nnot think we realize what a vast problem this is.\nMr. Hoose: I will put two cases before Dr. Hall: One is that of a\nboy who is vigorous and has a good deal of mental strength. In another\nNow, as between\ncase the boy must use his physical strength sparingly.\nthose two cases, what would Mr. Hall recommend?\nMr. Hall: I do not understand the question.\nMr. Hoose Let me state the case again. Here is a person who sets\ntotally different thing.\n\n:\n\nhimself to work with a great deal of force\n\n—runs\n\nfast,\n\nwalks rapidly,\n\nstudies rapidly, gets tired, works at physical exercise with vigor, keeps\n\non that way, accumulates strength easily, and goes on expending the\nmaximum of force. There is another boy who works less rapidly, who\nexhausts his energy with less rapidity, but who accomplishes a certain\n\n"}
{"page": 363, "printed_page": null, "text": "PHYSICAL EDUCATION.\n\n359\n\namount of work. Now, as an educational question, what would you say\nwas the best method for training those boys?\nMr. Hall: This question of spurtiveness is a good one, but it is an\nI have had many pupils whom I wished to heaven\nindividual question.\nOn the other hand, I have had a great many\nspurt.\nto\nget\nI could\nThat is\npupils, nervous boys, in whom that is just the thing to avoid.\na question to which a careful answer must be made in each case.\nMr. Fairchild: Another phase of physical training that some of us\nhave had to do with shows that we cannot answer some of these quesI suppose many of you are conmanual training and shop work of various\nkinds connected with some of the schools for older children, and some of\nyou have found undoubtedly that the kind of recreation which comes in\nthat line is real and genuine, and that the purpose that lies behind the\nwork itself is the best possible stimulant and brings exercise to the musI know in our shop, where we have as\ncles as well as rest to the brain.\nmany as 200 young men at work each day, there is the utmost interest.\nAlthough the will is engaged, it is engaged in such a way as not to be\nThe work is so arranged that the young men consider this\novertaxed.\n\ntions without going into philosophy.\n\nversant with the system of\n\npart of their daily routine as a recreation, although they do a great deal\nof work in the hours given to\n\nmanual training.\n\nI have been again and\n\nagain surprised to find how much can be accomplished in actual training\n\nduring a few hours each week, and to observe that the pupils come from\nthe work feeling that they have enjoyed a recreation, full of renewed\nI believe it is producing a marked beneon the health of our young community. We have in the\nneighborhood of 600 students, and during the twelve years of my connection with the State Agricultural College of Kansas, there have been\nbut three deaths in the whole body of students one from measles, one\nfrom drowning, and one from typhoid fever brought to the college.\nThere is no sickness with us; no reason for sickness. No system of\neducation is complete where the students deteriorate physically while\n\nenergy and renewed thought.\nficial effect\n\n—\n\nthey grow mentally.\n\nMiss Conway\nand observation.\n\n:\n\nThe words of the report are the result of experience\nI\n\nhave frequently, in the school-room, seen pupils\n\nobject to the physical exercise when the hour came, and upon investigation, I find that the pupil is tired.\n\nIn such a case I think it common\n\nsense that the pupil be allowed to rest, or sent out in the air and sunshine,\nI think it would be cruel, I think it\nwhere she may have the best rest.\nwould be an outrage, to compel a girl to take physical exercise under those\ncircumstances. On the other hand, I am not prepared to state that physical\n\nexercise should be dispensed with.\nit is observed\n\nI believe in physical exercise,\n\nbut if\n\nthat physical exercise is harmful it should be abandoned.\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNATIONAL COUNCIL OF EDUCATION\n\nThere are times when physical exercise should be given to tired pupils\nwho are mentally fatigued, and in that case it should be such exercise\nnot required, and where no concen-\n\nthat the attention of the student\n\nis\n\ntration of the mental faculties\n\nnecessary, but in which the exercise is\n\nmerely automatic.\n\nis\n\n"}
{"page": 365, "printed_page": null, "text": "SCHOOL STATISTICS.\n\n361\n\nREPORT OF THE COMMITTEE ON EDUCATIONAL\nSTATISTICS.\n\nSCHOOL STATISTICS.\nThe undersigned Committee on Statistics begs leave to offer the following report, in which it has endeavored to discuss some of the preliminary questions relative to the character of the statistics which it is\nThe report of your Committee offers (1)\nconsidered desirable to obtain.\n\nsome general remarks on the nature and significance of statistics; (2)\na survey of the chief divisions under which educational statistics may be\ngrouped (3) some references to the difficulties that arise in the ascertainment of the most important items difficulties that arise at the outset, as it were, and vitiate the results of tabulation and comparison even\nin the most general data.\n;\n\nThrough\n\n—\n\nstatistics\n\nwe complete our inventory of the\n\nreality;\n\nwe\n\nkind and amount that is or has been in actual existence.\nVague, common observation and experience is unmethodic and inaccurate.\nIt is impressed by a few unusual data and makes sweeping inferOnly when the\nences that are not justified by the real state of facts.\ndata are inventoried and counted accurately is it possible to make reliaThere is experience enough and observation enough in\nble inferences.\nany age to furnish data for a complete science of nature and man, but\nfrom the circumstance that it is not quantified, this experience all goes\nascertain the\n\nfor little or nothing.\n\nThe generalizations are so crude that they conflict\n\nwith each other, the inferences of one day refute those of the previous\nday, and in the end all is reduced to zero.\n\nThe facts of the world as given to us are dead results, and in order to\nor any practical wisdom\nin regard to\nthem we must go behind these dead results to the causes, forces, or enerattain any scientific knowledge\n\ngies that have\n\nproduced them.\n\n—\n\n—\n\nWe must learn to see all real things in\n\nthe processes that have brought these dead results here and will presently\n\nremove them hence.\n\nFor the real things before us do not stay; they\nhave come out of the region of possibility, and they will go again into\nthat region as soon as they have masqueraded a longer or a shorter interval of time.\n\nThe realities before our senses are, then, not true actualiThey are, in the\n\nbut only passing phases of some process or other.\nlanguage of recent natural science, mere phenomena.\nties,\n\nScience for this\n\n"}
{"page": 366, "printed_page": null, "text": ";\n\nNATIONAL COUNCIL OF EDUCATION\n\n362\n\nreason inquires rather into the process than into the immediate reality.\n\nThe process abides, its dead results are in a state of change and vanishing.\nBut we can learn the process only by the study of these same dead\nresults.\nWe must make them the basis of our inference. We must\nlearn from them the processes.\nHere it is that quantity becomes so important. Our statistics record\nthe exact limits of reality, and show us the strength of forces and the\nquality of the forces.\n\nThe present existing things reveal the process by\n\nshowing us what forces are\n\nat work.\n\nA comparison of to-day with that\n\nof yesterday fixes the trend of the process.\n\nIt is\n\nchanging, and there is\n\nincrease or diminution in the strength of the forces involved ;\n\nsome are\n\nyielding to others.\n\nFor the reason that science goes at once behind things and events to\nmoving causes, it is clear that quantitative data are absolutely\nessential to it.\nScience inquires what relation each thing or event has\nIt seeks the relato other things and events that precede or follow it.\ntion of things to environments and the relation of events to preceding\nand following events. In this way each thing or event is made to throw\nlight on all others, and all things and events are made to throw light on\nThe relation\neach.\nThis is what makes science so important to men.\nof one thing or event to another is of no account for science, except so\nfar as it is a relation of influence\na relation of action and reaction.\ntheir\n\n—\n\nThis proves the correctness of the statement made that science goes at\nonce behind immediate things and events to inquire into the moving\ncauses\n\n—\n\nto inquire into the living process, in short.\n\nScience gives system\n\nbecause it connects all these isolated data in the unity of the living process which acts through forces.\n\nThe lowest stage of mental power in the human being is satisfied with\nthe simple quantity of objects\n\nname them.\n\n—\n\nsatisfied\n\nIt is therefore satisfied with\n\nif\n\nit\n\ncan identify things and\n\nunsystematic details, and does\n\nnot inquire into the relations which one thing or event bears to another.\n\nHence it does not ascend to the contemplation of process instead of dead\nresult.\n\nIn order to make this ascent, as we have said, there must be quantification.\n\nTo those interested in the philosophy of mathematics it is apparent\nthat quantity itself bears some important relation to quality, or else it\n\ncommon knowledge up to\nThe lowest stage of mental power seizes quality\nthe next higher seizes quantity.\nThe lowest stage seizes each thing or\ncould not serve this function of lifting our\n\nscientific knowledge.\n\nevent as something having an environment, but as having complete inde-\n\npendence, full reality in itself.\n\nThe second stage of mental power sees things as products of a force or\n\n"}
{"page": 367, "printed_page": null, "text": "SCHOOL STATISTICS.\nenergy\n\n—\n\n363\n\nHence it implies the\n\nor, in other words, as results of a proeess.\n\nidea of genus and species, or rather the idea of species and individuals.\n\nAll things or events are real individuals that have been produced by a\n\ngeneral process; they are repetitions of its action.\n\nIf the process abides\n\nas species, the individual things or events pass\n\naway as particular speci-\n\nmens or realizations of the underlying process.\n\n\" The species lives, the\n\nindividual dies.\"\n\nThe philosophy of mathematics, therefore, reveals the real significance\nof the ascent of the mind from\n\ncommon empiricism, which never gets at\n\na knowledge which can command nature, up to science, which conquers\n\nnature and emancipates\n\nwith\n\nits\n\nman from thraldom and drudgery.\n\nScience\n\nquantitative view looks at genera and species, instead of men,\n\nand events. It does not, however, regard these as mere classificacomplexes of forces so\nIt looks upon processes or living energies\nHence, science sees essences\nthese are its genera and species.\nto speak\nIt looks for and finds substantial beings\ninstead of mere phenomena.\nbehind the visible but transient things and events which are before the\nQuantity implies repetition of individuals of the same kind,\nsenses.\nand this similarity of individuals points each to a common origin. This\nthings,\n\n—\n\ntions.\n\n—\n\nis\n\nthe significance of the mere classification.\n\nScience inventories first\n\nand then classifies; then from the classes it infers the forces or procThis is what quantity means; this is the significance of staess.\ntistics.\n\nAll real things and events in the world are fleeting manifestations of\nwhat is more real and abiding in the form of process.\nPerhaps these considerations may seem too curious and subtle as a\nWe assume that those\nreply to those who object to school statistics.\ninterested in education, as a potent effort in the welfare of mankind,\nwill admit that a knowledge of the social process going on is essential to\nDirective\na wise and practical management of the every-day details.\npower depends on insight into the forces that are working. It ought\nto be evident, therefore, to all sceptics who consider these principles that\n\naccurate statistics furnish the first requisite toward wise directive power.\n\nThe statesman or legislator who is providing for the school system must\nknow the present status of school attendance, the rate of progress in the\ncourse of study, the supply and efficiency of teachers, and the revenue\n\nand expenditure involved.\nThe teacher and the specialist needs many other quantitative inquiries.\n\nHe needs to inventory quantitatively the successive steps of the\n\ngrowth of the infant's powers and faculties\n\n—or the same quantitative\n\ninformation regarding the mastery of the branches of study, or the effects\nof confinement in school, the different kinds of exercise, the varieties of\ndiscipline, etc.\n\nThere are thousands of special\n\nlines of investigation,\n\n"}
{"page": 368, "printed_page": null, "text": "—\nNATIONAL COUNCIL OF EDUCATION.\n\n364\n\nwhere careful quantitative analysis will reveal data regarding the laws\nof educative growth.\n\nBut the four great lines of educational statistics are well marked. The\nis the basis of all most advanced government in\nthe world, desires to know concerning I. The attendance of pupils on\nschool II. The advancement in the course of study III. The teaching\nforces and appliances and, IV. The revenues and expenditures.\nThe sociological interest is primarily occupied with the first and fourth\n'the enrollment of pupils in the schools and the provision of means to\nsupport the schools.\nNext, after something has been done in these two\nessentials, there comes in the question of teachers (our third rubric)\nhow to provide for a constant supply of good teachers, and how to keep\nthese in a state of growth in culture and professional skill.\nLastly, even\n\npublic opinion, which\n\n—\n\n;\n\n;\n\n;\n\n—\n\nthe general public gets interested in questions relating to the second\n\nneed\n\n—the course\n\n—\n\nand wishes to know why these and not other\nwhy they are taught in a certain order, why so\n\nof study\n\nbranches are taught;\n\nmuch time is devoted to this or that branch.\n\nIt gradually goes farther,\n\n—\n\nand inquires into the educating value of each branch its effect in opening the windows of the soul, and in making the child participative in the\nIt\nproducts of industry and the mental acquisitions of his fellow-men.\ninquires into the best order of development of the child's powers, and\nspecializes its inquiries in many ways into the physical and mental conditions of education.\n\nTaking a closer survey of these, our four items of statistics, let us consider some of the subordinate needs of each.\n\nThe first is that of attendance on school. The subheads under this\nnumber of pupils attending; (b) the duration of attendance; (c) the personal items relating to those pupils.\nHence we have\nto inquire first, what is the total number of different pupils enrolled in\nI.\n\nrelate to (a)\n\nschool in the course of the year?\n\nThis\n\nis\n\nthe simplest of all inquiries,\n\nand yet there is great difficulty in obtaining accuracy in regard to it, for\nthe reasons\n\n:\n\nfirst,\n\ninaccurate book-keeping by the teacher\n\n;\n\nsecondly, the\n\nhabit of duplicate registrations.\n\nThe statistics of no country or state can be considered as yet perfectly\nHere are some of the ways in which duplicate reg(ay In rural districts a winter-school is kept by\none teacher, probably a man, and in the summer another session is kept,\nand by a woman. The statistics of these schools are reported to the cen-\n\nreliable in this item.\n\nistration\n\ncomes in.\n\ntral office of\n\nthe town and thence to the State without making account\n\nThe summer school registers a\nnumber of new pupils, especially of young children, but retains a\n\nof the duplicate registration of pupils.\n\nlarge\n\ngood many of the winter pupils.\nAs towns grow populous the two-session school\n\nis\n\nsupplanted by the\n\n"}
{"page": 369, "printed_page": null, "text": "SCHOOL STATISTICS.\n\n305\n\ncontinuous term school, and one registration takes the place of two.\nThe States with rural districts which are gradually adopting the continuous term school, therefore, frequently show a decrease in the annual\nenrollment of pupils, and seem, therefore, to be retrograding, whereas\nthey are improving the quality and quantity of their education by\nincreasing the annual term of school, and by engaging better teachers,\n\nand by actually enrolling a larger number of pupils, though not counting any of these twice.\n(b)\n\nBut there is another source of duplicate enrollment in the fact\n\n—\n\n—private academies being the\n\nfirst to do this\ncount\nand give the enrollment for each\nof the three or four terms first in detail and then in the aggregate, with-\n\nthat some schools\n\neach term of the year a separate\n\naffair,\n\nout deducting duplications.\n(c)\n\nA third and more dangerous form of duplicate enrollment comes\n\nfrom enrolling twice those who are promoted from one school to another\nduring the year they are counted once in the primary school, for example, and again in the intermediate or grammar school to which they are\nThis third form of duplicate enrollment used to vitiate the\ntransferred.\nPhiladelphia, in one\nstatistics of the large cities on the Atlantic coast\nyear, for example, counting some 70,000 pupils twice in its returns, and\nmaking an aggregate of 177,000, when only 107,000 different pupils\n;\n\n—\n\nwere actually enrolled.\n(d)\n\nAnother cause of duplication\n\nis\n\nthe neglect to make a matter of\n\nregistration of the item of attendance of a pupil in another school within\n\nthe same year, when receiving him by transfer.\n\nThe constantly shifting\n\npopulation of a city causes this to be a considerable item.\n(e)\n\nLastly,\n\ncarelessness\n\nin\n\nkeeping the annual register of a large\n\nschool leads to a duplicate enrollment of many pupils who leave in the\nfall and\n\nreturn to school in the spring.\n\nTheir former attendance has\n\nbeen forgotten by the principal of the school.\n\nThere is need for a good device to prevent this duplicate enrollment,\nwhich vitiates all conclusions based on the item of actual school attendance.\nIt should be required of each teacher to enter in a column after\neach pupil's\n\nname the fact of attendance or non-attendance previously\n\nin the same year in any other school in the State.\n\nIn all large schools, where there are many teachers and many separate\nroll-books kept,\n\nit\n\nshould be required by the principal that each teacher\n\nshould keep a column in which he or she write after each pupil's name\nthe \" annual register number,\" for the pupils enrolled\nister should\n\nbe numbered.\n\nm the annual reg-\n\nThis \" annual register number\" will prevent\n\nduplicate registration in the same school, and will facilitate the transfer\nof items of each separate teacher's roll-book to the general register.\n\nBesides his number of separate pupils enrolled it is important to know\n\n"}
{"page": 370, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n366\n\nThis should be taken by averaging the\n\nthe actual average attendance.\n\ndaily attendance, but is, in fact, taken in the schools of France and Ger-\n\nmany by selecting two specimen days and counting the attendance on\nthose days.\n\nBesides average attendance we should have the item of tardiness kept\naccurately,\n\ninasmuch\n\nas punctuality\n\nvery important in forming the\n\nis\n\ncharacter of the pupil.\n\nUnder the second item of attendance we wish the number of daily\nschool sessions for the year and the hours of a school session, the length\n\nand hour of recesses and intermissions.\n\nUnder the third item of personality we include such items as, first,\nSecond, How many of each year of age, and the\n\nHow many of each sex?\n\nThird, Race?\n\naverage age?\n\nState where the school\n\nis\n\nFourth, How\n\nsituated?\n\nFifth,\n\nmany born in the town or\nHow many born in other\n\nSixth, How many born abroad?\n\nparts of the same nation?\n\nOccupation\n\nof parents?\n\nUnder the second of our four chief heads we would ask for statis-\n\nII.\n\ntics regarding the course of study,\n\nschools\n\nof\n\nschool ;\n\n(c)\n\nas follows\n\n:\n\n(a)\n\nand thus determine by this the grade\n(b) Primary and Grammar\n(d) Higher education.\n\nKindergarten;\n\nSecondary education\n\n;\n\nWe should ask very carefully as to the relations of. these items to the\nfirst class of items,\n\nespecially age, sex,\n\nand average attendance.\n\nThe primary and grammar schools are to be distinguished from the\nsecondary schools by the following test The introduction of algebra, or\nof an ancient or modern language, marks the beginning of the secondary\nThe higher course of study should be marked by anacourse of study.\n:\n\nmathematics, or by logical and philosophical\n\nlytical\n\nstudies,\n\nor\n\nby\n\nadvanced language studies.\nIII.\n\nThe third general head, \"The Teaching Forces and Appliances,\"\n\nSize of schools\nBuildings and accommodations.\n(2)\n(1)\nunder one principal teacher (number of pupils per teacher).\n(3)\n\nincludes\n\nNumber\n\n:\n\nof\n\nteachers.\n\n(4)\n\nSupervision.\n\nExamination of teachers.\ninstruction used by the teachers.\n\ners.\n\nIV.\n\n(6)\n\n(7)\n\nMeans\nMethods\n\n(5)\n\nof training teachof\n\nand\n\ndiscipline\n\nThe fourth general head, \" The Support of Schools,\" includes (1)\n\n(b)\nitems of: (a) Receipts from State and local taxation\nfrom funds or productive property (c) receipts, if any, from\ntuition.\n(2) Expenditures: (a) For teachers' salaries, including supervision; (b) incidentals, including janitor's hire, fuel, apparatus, and current expenses (c) permanent investments, including buildings and repairs.\nThe most difficult of these latter items to get with accuracy is that\nwhich relate to the current expenses for incidentals, as distinguished\nfrom the item for permanent improvements.\n\nRevenue,\n\n;\n\nreceipts\n\n;\n\n;\n\n"}
{"page": 371, "printed_page": null, "text": ":\n\nSCHOOL STATISTICS.\nThe items of sex of pupils and teachers\n\n—there\n\n367\nis need\n\nfor these items\n\nin explaining the facts of progress of schools, from\n\nungraded to graded,\nand in explaining other matters of regularity of attendance and progress\nin course of study.\n\nAs illustrative of some of the points referred to, a letter written by\nMr. James Blodgett, an expert of the United States Census Bureau, is\n\nherewith submitted.\n\nDear Sir:\n\nIn response to your request for suggestions regarding\n\nstatistics of schools, I have the honor to submit the following:\n\nPUBLIC SCHOOLS.\n\nNo item of school statistics is now uniformly recorded throughout the\nNo plan of uniformity can be made immediately and wholly\n\ncountry.\n\neffective.\n\nIt\n\nseems important, therefore, to use inquiries selected not\n\nwholly in order of intrinsic value, but in part in order of availability.\nA.\n\nNumber of Pupils.\n\ndifferent pupils are\n\n—\n\nIt is of the first importance to know how many\n\nenrolled in the year, excluding duplicates.\n\nlegal school age varies greatly,\n\nThe\n\nbut several States admit pupils over or\n\nunder school age. It should be possible to obtain a total without age\nlimitations, with a distinct statement of the number admitted by special\n\narrangement in any State.\n(a)\n\nSex.\n\n—In entering names the sex\n\nis plain,\n\nevidence of race, is plain at enrollment.\n\n(b)\n\nSex and\n\nColor.\n\n— Color, an\n\ncolor, therefore, are\n\nreadily determined in connection with number.\n\n—\n\nThe second item in importance\ntime of attendance by pupils as a measure of apparent effectiveness\n\nB. Apparent Effectiveness of Schools.\nis the\n\nof schools, which might be expressed primarily in days, obtained by adding\n\nthe day's attendance of all scholars in a school.\n\n— Inquiry should be made for the number,\n\nsex, and color\nand other circumstances\nwill, for the present, prevent any satisfactory comparison of nominally\nuniform modes of counting teachers. Theoretically, the days taught by\neach teacher in the year would be an apparent measure of effectiveness.\nThe number of teachers in the country as a whole is known to be relatively large for the number of pupils, and the main stress of effort for\nimproved personal statistics may be advantageously centered for the next\ndecade on the record of pupils.\nC.\n\nTeachers.\n\nof teachers, but the variable length of service\n\nD. Finance.\n\n—The tax-payer\n\nis\n\nentitled to a balance-sheet.\n\nThere\n\nis\n\ngreat diversity of detail in different States as to raising and expending\n\nmoney for schools.\nThe varied items should be reducible for general reports to something\nlike the following form\n\n"}
{"page": 372, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n3G8\n\nFINANCES.\nBalance on hand beginning of year\n\n$\n\nRECEIPTS.\n\nFrom local tax\nFrom other public funds\nFrom loans (issue of notes, bonds, etc. )\nFrom all other sources\nTotal\n\n$\n\n$\n\n;\n\nEXPENDITURES.\nFor salaries\nFor repairs\nFor improvements\nFor interest\nFor principal of loans\nFor all other expenses\n\n$\n\nTotal\n\n$\n\nBalance on hand end of year\n\nVALUE OF PROPERTY.\nI\n\nSites\n\nBuildings and furniture\n\nLibrary and apparatus\nTotal\n\n$\n\nMany States profitably tabulate a wider range of facts, but it seems\nbest to urge at this time only a very few salient and comprehensive items\n\nthat all can use.\nDetails locally peculiar could be discussed to any desired extent in the\n\nState report.\n\nThe general statistics of courses of study, though defective, are far in\nadvance of those of number, effective attendance, and finance, and tend\nThey are\nto a general grouping as elementary, secondary, and superior.\nlikely to improve rapidly by reason of current conditions, to whose influ-\n\nence for the time they might be left.\n\nFor example, certain State univer-\n\nsities are rapidly harmonizing the statistics\n\nof studies in their respective\n\nStates.\nIt may be stated that the Census Office has not attempted to secure the\n\neffective attendance of pupils from school officers, since it could not be\n\ngiven at this time by some States, and therefore could not be a comparable\n\nitem in the census reports.\n\nIt is hoped that enumerators' returns will be\n\nof value in this regard under the reports of occupations.\n\nThe item of average daily attendance is not kept in all States, nor\nwould it be of value as obtainable, since a six-weeks' school, well attended,\nwould make an equal showing with a six-months' school of vastly greater\neffectiveness.\n\n"}
{"page": 373, "printed_page": null, "text": "SCHOOL STATISTICS.\n\n369\n\nPRIVATE SCHOOLS.\n\nThe co-operation of those in charge of private schools, including the\nsubdivision parochial schools, is important.\n\nIt will\n\nbe almost unani-\n\nmously accorded as of common interest for all the above-named inquiries\nThe managers of private enterprises do not regard\nexcept as to finance.\nthe details of their financial affairs as proper subjects of public inquiry,\n\nand no balance-sheet can profitably be asked of them.\nA census bulletin will presently be issued, to which I beg to refer you\nfor further detail upon the present condition of school records.\n\nFor the committee,\n\nW. T. Harris, Chairman.\n\nDISCUSSION.\nMr. Hinsdale: Not long ago I studied somewhat hurriedly one or\ntwo of the documents that have been published by the Census Bureau,\nand I discovered some facts which I was at a loss to understand. The\nbulletins that I refer to gave, for example, the per cent, of increase of\n\nthe population of the States, and the per cent, of increase of attendance\n\nupon the public schools. In some of the States the attendance upon the\ngrown much more rapidly than the population. In many\n\nschools had\n\ninstances I thought I could discover the reason why the school attend-\n\nance should increase more rapidly than the population.\n\nIn a consider-\n\nnumber of cases the two rates of increase were about the same;\nBut in a\nthere were no such discrepancies as should excite curiosity.\nnumber of cases the attendance upon schools had not kept pace with the\nI do not mean it had actually fallen off, but it\nincrease in population.\nable\n\nhad materially fallen off as compared with the increase of population.\nIf I remember right, Massachusetts was one of those States where the\npopulation has increased more rapidly than the school attendance.\nIt\nis also the case with Ohio.\nI do not remember the figures, but my present impression is that the rate of increase of population\nrate of increase in school attendance.\n\nI would like to\n\nis\n\ndouble the\n\nhave Mr. Harris\n\nfrom his point of observation explain that feature of his subject a little\nmore fully.\nMr. Harris I have devoted the larger part of the paper to the discussion of the question that Mr. Hinsdale presents.\nI hold that the\napparent shrinkage in school enrollment in the Northern States is due\nto duplicate registration; that in proportion as teachers become more\ncareful to exclude duplicate registration, a worse comparative showing\n:\n\n"}
{"page": 374, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n370\n\nNew Hampshire appears by its returns to have\nand to have not merely a smaller ratio of its population in school, but an actually smaller number than formerly.\nBut\nI do not think that it is really so; New Hampshire, under Superintendis\n\nmade for the State.\n\nfallen off absolutely,\n\nent Patterson, has been adopting better methods of book-keeping, and\nteachers and school officers have become\n\nmore careful to exclude\nand towns, and even in the rural\ndistricts, they are getting rid of their old methods, and the exclusion\nof the names of pupils enrolled in the winter schools from the summer\nenrollment makes an apparent decrease.\nMr. Hinsdale I wish to ask you a little more definitely. Is it a\nmatter of knowledge with you or anybody else that in Ohio there has\nbeen such an improvement in methods as will explain that very striking\nits\n\nduplicate registration.\n\nIn the\n\ncities\n\n:\n\ndiscrepancy?\n\nMany State superintendents are present here, and they\nI do not know in regard to particular\nI only know that duplicate enrollment is a general cause for\n\nMr. Harris\n\n:\n\nshould be able to answer you.\ncases;\n\ninflated school statistics, while accurate book-keeping corrects this infla-\n\ntion and seems to show a depleting of the school attendance.\n\nThere\nThere is hardly a State or\neven where the work is most\n\nare five kinds of duplication that take place.\n\n—\n\nsome items of duplication\nIt would seem almost impossible to prevent it.\nI know that in my own school in St. Louis, Missouri, where we had\nenrolled over six hundred pupils the first year, there were some twentyfive or twenty-six pupils found to be entered twice on the annual register.\nI found one curious case in which the same boy had been entered\nseveral times, each time with a different spelling of his name.\nMr. G. Stanley Hall We have received a very interesting report from\nThere is one thing he said, however, which I heard with\nMr. Harris.\na great deal of regret. We have been accustomed to consider the foreign\nmethod, especially the French method and the South German method\nto which he referred, as the very best method that has yet been devised.\nHe spoke of it in a somewhat disparaging way, I thought. At least he\nsaid it was possible that the teachers, knowing the day on which the\ninventory would be made, would in some way or other cause an increased\nattendance on that day.\nI have often conversed with officials in both\nthose countries in regard to that precise point, and I found that every\npossible precaution is taken that there should be no knowledge whatever\nIt is all over the country\nof the day on which this inventory is made.\nthat the same half-day is used, and every possible precaution taken, and\nThere are no five systems of duplicathere is no boy registered twice.\ntion, as Mr. Harris has described, and no one of these five methods are\npossible.\nI think by taking the attendance at an average day, withcity but has\n\ncarefully done.\n\n:\n\n"}
{"page": 375, "printed_page": null, "text": "SCHOOL STATISTICS.\n\n371\n\nout any foreknowledge possible, then at the end of six months, and aver-\n\naging those reports, is by far the best method of getting the result that\nhas yet been devised.\n\nMr. Kickoff\n\n:\n\nIs this a daily report, or is it taken\n\nupon some specific\n\nday?\n\nMr. Hall\n\n:\n\nFor instance, in France in the primary years it is only\n\ntaken once in three years.\n\nThe number in actual attendance at a certain\n\nhalf-day is reported in every school in France for that half-day\n\n;\n\nso there\n\ncan be no duplication.\nMr. Rickoff: It may be that the day might be so stormy that there\nwould be few pupils out in certain sections of the empire.\n\nMr. Hall: The attendance is far less, as every one familiar with\nEuropean schools knows, affected by weather than it is here. This is\ntaken, as I said, twice a year, with six months' interval, and then averaged,\nand then published once in three years. I listened attentively to hear\nMr. Harris describe some of these newer methods of statistics, but I did\nI find by a careful study of the\nnot hear him say anything about these.\nsubject, in seventeen cities in different countries in Europe within the\nlast\n\nfew years very careful statistics have been collected with regard to\n\nSometimes there are many points considered, someSometimes they are all about growth of children, sometimes\nall about health, and these furnish a very valuable and entirely new\ncontribution to the subject of pedagogy.\nI lay so much stress upon this\nthat I believe it will give in the near future a new and hitherto unknown\nscientific basis to education.\nWe are getting to know what the concensus of the school system is upon hygiene and methods of work.\nI do\nvarious matters.\n\ntimes few.\n\nnot\n\nknow how far the statistics commonly published in this country\n\ntreat of these subjects; but I wish very much that this great national\n\nassociation, which has been so favored pecuniarily in the last few years,\n\nwould set apart, at least\n\nas\n\nan experiment, a small sum of its $35,000,\n\nin order to utilize certain material already collected, or to collect more\nI know of one or two places where there are already\nnew statistics of the most vital concern to us awaiting a\n\nin this direction.\n\nvery valuable\n\ngood collaborator, and where $500 or $1,000 to pay the salary of the\nproper man for a single year would give us new material which I believe\nwould be of the greatest importance. I go so far then as to wish that\nthe Board of Directors of this Association would follow the example of\nall\n\nother scientific bodies that I know anything of, and set apart a little\n\nout of their surplus for this great work, and give us a contribution that\n\nwould be distinctively American.\n\nThe third and last point is this: I listened with some dismay to the\nintroduction of this otherwise judicious report.\n\nI,\n\nfor one, do not see\n\nthe practical bearing of all this abstract discussion of quantity and qual-\n\n"}
{"page": 376, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n372\n\nity\n\nupon\n\nEducation cannot be based upon metaphysics.\n\nstatistics.\n\nI believe that qualities are just as valuable as quantities.\n\nIn the British Association in 1862 or 1863 a member read an elabo-\n\nupon the famous Aber-\n\nrate discussion about the indistinct inscription\n\ndeenshire stone, then just found.\n\nHe argued that it was Phoenician,\n\nand must be read from right to left.\nread \"Han thanet zenaniah,\" etc.\n\nwith sorrow,\" etc.\ntry,\n\nIn this way he puzzled\n\nit\n\nout to\n\nTranslated, \"Magistrate saturated\n\nIt proved a very early Semitic occupancy of the coun-\n\nWhen he was done, a young expert who had been scruti-\n\nhe said.\n\nnizing the cast of the stone, said this interpretation was ingenious and\n\nThe inscription read the other\n\" Hie jacet constan-\n\ninteresting, but only learned nonsense.\n\nway, from left to right, on an ordinary tombstone\ntanius fillius,\" etc., an\n\ninterpretation\n\n:\n\nwhich the Association readily\n\nadmitted.\n\nMr. Harris: If these persons had considered the form of their\nmethod there would have been no difficulty of that kind.\nMr. Johjs; Eaton: I regret very much I did not hear the entire\nreport, but I gained this delightful impression, that Mr. Harris is find-\n\ning a way to reach definite and satisfactory results in dealing with this\n\nThat\n\nquestion of statistics.\n\nis,\n\nthere\n\nis\n\nassurance of growth, and with\n\nand that is given still\nOf course these\nstatistical investigations should find out what the population is, what\nthe child population is, what is the age, what is the sex, and all other\nthings that are essential, and then ascertain over against that what\nis done.\nAs I heard the report, it gives a very interesting view of what\nit is possible to do, but it did not bring specially into view certain facts\nbearing on what is the population and how shall we ascertain it the\nchild population to be benefited by the school.\nWe have had great\nthat assurance I think there should be courage\n\nfurther in the observation of our friend\n\n;\n\nMr. Hall.\n\n—\n\ndifficulties ;\n\na great\n\nmany local elements come\n\nin\n\n;\n\nthere\n\nis\n\na great\n\nvariety of methods, so that it has been almost impossible to find averages,\n\nand\n\nstatistics\n\nhave been greatly embarrassed in\n\nall\n\nthese directions.\n\nYou know the original idea of the census was to find out how many\nmen could bear arms and take the lives of other men. Now we are\nbeginning to look for other qualities of citizenship.\n\nWe cannot over-\n\nestimate the importance of correct statistics, and should not lose sight of\nthe progress that has been made in this regard since 1870.\n\nMr. Harris\n\n:\n\nIn reply to what Mr. Hall said in regard to the accuracy\n\nof school statistics in France and Germany, I have no doubt of the great\n\naccuracy of many of their items; but I have\n\nmade my strictures on the\n\nitem of average* attendance from my knowledge of the running of schools\n\nand the actual methods\n\nof ascertaining the average attendance and the\n\n"}
{"page": 377, "printed_page": null, "text": "SCHOOL STATISTICS.\n\n373\n\nannual enrollment, having served as a superintendent of city schools for\na long time, and having investigated the methods of other cities, and\nespecially of Boston, where they have a good truant law, which is, I\nthink, quite as efficiently executed as\n\nit\n\nis\n\nin any other place in the\n\nworld, certainly more efficiently than would be practicable for a whole\nnation, like France, for instance.\n\nI do not believe that the statistics of\n\nany State or city can be correct\n\nthey show ninety per cent, and over\n\nif\n\nnumber enrolled for the\n\nin actual average daily attendance on the total\n\ndo not believe that such a high rate is possible. We find some\ncountries of Europe claiming that ratio of average attendance, and when\n\nyear\n\n;\n\nI\n\nwe, in the Bureau of Education, not long since, were undertaking to\n\nmake up some comparative tables of school attendance, and we found\nthat in Europe such higher percentages were claimed, I said with confi-\n\ndence that there was some mistake in the data\n\n;\n\nprobably the technical\n\nthan the items we were considering. We\nwrote to two countries of Europe, and found that they took statistics of\nterms mean something\n\nelse\n\nattendance twice a year.\n\nIt is possible that\n\nan average of two special\n\ncounts will give ninety per cent, and upward of the number on the\n\nannual registers, or it is possible that the number belonging to school\n\non a particular day without deducting those absent temporarily may be\nBut I cannot believe that the actual\n\nninety per cent, of those enrolled.\n\naverage attendance for a year can be ninety per cent, of the total number of different pupils admitted to school in the course of that year.\n\nThere have been invented a great many little devices to assist teachers to\nkeep these items in an accurate manner, such for example as the \" annual\nregister number\" that I described.\n\nIn Boston, where they have a larger\n\npercentage of attendance upon the entire enrollment than in other city\nof this country,\n\nthey have not yet been able to secure the high per\n\ncent, claimed in France and Germany for the school system of the entire\nI conclude that it is impossible\n\nnation.\n\nanywhere in the world to get\n\nsuch high percentages as they report.\nI wanted to put myself right with Mr. Hall,\n\nitem of\n\nand so I made the second\n\nmy report deal with the course of study, and I described it as\n\nthe fourth step of progress in educational affairs, where the whole com-\n\nmunity became interested in the matter of the course of study and the\n\nThe first item relates to the\nattendance of pupils; the third item to the revenues, and fourth, to the\n\neducative value of the several branches.\n\neducation of teachers\n\n;\n\nthe second inquires into the why of the course\n\nof study and the peculiar educative values of the several studies to the\n\npupil,\n\nand Mr. Hall has done more than anybody else to attract atten-\n\ntion to the central importance of this item.\n\nMr. Draper: I am not willing that the entire point, the only advan-\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNATIONAL COUNCIL OF EDUCATION\n\ntage which might flow from the work of this committee, shall be lost by\n\nreason of the failure to call attention to the practical application of it,\n\nand therefore I take a half a minute of time to say that while I am\ndelighted with the reasoning of this committee, no practical result will\nflow from it unless they shall go on and formulate the rules under which\nthese statistics shall be taken.\n\n"}
{"page": 379, "printed_page": null, "text": "THE EDUCATION OF GIRLS.\n\n375\n\nVOLUNTEER PAPER.\nTHE EDUCATION OF GIRLS.\nA PAPER SUPPLEMENTAL TO THE REPORT OF THE STANDING COMMITTEE\nON THE EDUCATION OF GIRLS, MADE AT ST. PAUL, 1890.\n\nAt the last session of the Council of the National Educational Association\n\n\"\n\nA Report\" was made by the Committee on the \" Education of\nmany of\n\nthe members, was hardly satisfactory.\nIt\nand that already practically settled, namely,\nthat girls ought to receive the large part of their education in immediate\nGirls,\" which, to\n\ninsisted on only one point,\n\nco-operation with boys.\n\nIt\n\ndid not appear to recognize woman as hav-\n\ning any nature or function different in life or society from man.\n\nThus,\n\ninstead of addressing its task to the specific training of girls, it did treat\nsolely of the education of the race.\n\nThe subject should be reopened and\n\ndiscussed from the stand-point of woman's distinctive functions in life,\nin society, and in civilization.\n\nAnd as woman must, in almost every post in which she can be placed,\ndischarge functions different from man, most certainly her education\n\nshould prepare her for specific duties indicated by those functions.\n\nThe\n\nlaw of economy of effort and that of division of labor demands that there\nshould be, in part at\n\nleast,\n\na similar division of the work requisite for\n\nthe training of woman for the proper exercise of her peculiar function.\n\nLet it not be forgotten, however, that, as many of the labors of men and\nwomen are performed in common and call for the same kind of skill,\nboth sexes may properly learn these in common, or. in co-operation with\neach other\n\n;\n\nand that just as lawyers, doctors, clergymen, merchants, and\n\nhousekeepers, employers and employed, all learn in the same school and\nthe same studies by the same methods, so the large part of the education\nof both men and women\n\nmay, and, for economy sake, must, be obtained\n\nin the same places, and will be better learned and better practised for\n\nthe being thus mutually learned under the same teachers.\n\nGranting all this and insisting upon it, may there not come a time\nwhen the sexes need to be separated for a functional education as we\nmay call it, just as we select the persons designed to be preachers or\nengineers and send them to different schools of apprenticeship, to acquire\nthe professional knowledge and skill which\nspecial calling?\n\nis to fit each one for his\nSo a proper regard for propriety and economy would\n\n"}
{"page": 380, "printed_page": null, "text": "—\nNATIONAL COUNCIL OF EDUCATION\n\n376\n\nsuggest that boys and girls should at some time be taught in separate\n\nwhere they can learn the distinctive duties belonging respecthigh callings of the two sexes. Both are simply human\nbeings in the first consideration, and therefore they may in the first of\nBut when either\nlife learn most things in common and side by side.\nschools,\n\nively to the\n\nsex would be fully prepared for peculiar functions let there be a dis-\n\ntinctive education or training in those peculiar specialties.\n\nNo one doubts but that the one special function of woman is to be a\nNot that every woman will attain to that high nobility. It\n\nmother.\n\ndoes not follow, however, that the sex should not generally contemplate\na preparation for such a proud distinction.\n\nAnother of woman's grand\n\nduties is to make the home and to maintain the home life and instinct,\nas against the\n\nmonastic isolation on the one hand, and on the other\n\nagainst the gregarious herding of the\n\nmodern hotel system.\n\nWoman by\n\nher instinct seeks a home, and thereby sets herself to fill the world with\nall\n\nthe graces and amenities which afford the race pleasure or\n\nlift\n\nit\n\n—\n\nand comfort. The woman professionally pardon the\nuncommon and almost mercenary use for the word in this connection\nis a mother and a controller of society, a reformer and upholder of the\ngood, the religious, and the beautifully noble in every relation and interest in life.\nShe is, in short, the embodiment of the morality and virtue\nof every age.\nDoes she not therefore need a preparation, an education,\nfor this her profession?\nHow very grand and useful she can be in the\nvocation of a reformer and organizer of private and public charities,\nlet the names of Elizabeth Fry, Dorothea Dix, Florence Nightingale,\nand Frances Willard bear witness. Does not she want a training for\nsuch noble duties? They certainly will not get themselves done without\nher; and will not the race profit by giving her an outfit for them?\nBesides, she needs to know social forms and customs, to be familiar with\nthe usages of polished society and to be accustomed to the harmless ceremonies by which rudeness is repressed and refinement encouraged.\ninto civilization\n\nWhere is\n\nit\n\npossible for her to obtain instruction in these?\n\nanswer is, nowhere but in the home\nis\n\nthe best home.\n\nsuch things at\n\nall.\n\nThe\n\n—the best place in the world when\n\nit\n\nBut as the majority of homes are, they do not teach\n\nA few schools promise something of this, but they\n\nare so few and expensive\" that they can accomplish only a very little.\n\nWe are therefore obliged to say that while the many homes of the land\nare so imperfectly organized, and presided over by so little grace\n\nand\n\nwisdom, it is a forlorn hope to expect that they will teach the perfect\nmanner and refinements which the world so greatly needs.\n\nThere is also a physiological education\nnecessary to be learned,\n\nwhich\n\nis\n\nif\n\n— Rosenkrantz\n\ncalls it sexual\n\nthe race is to be kept in health and vigor, and\n\nlikely to be acquired from the\n\nmost ignorant and the basest,\n\n"}
{"page": 381, "printed_page": null, "text": "THE EDUCATION OF GIRLS.\nunless\n\nit\n\nis\n\n377\n\ntaught early by those who know how to do\n\nit,\n\nwith pure\n\nhearts and in chaste words, and at proper times and under the noblest\nsanctions.\n\nThe two agencies above named, the home and the special\n\nschool, alone can do this work.\n\nWe have schools to teach dancing and\n\nmusic, to impart grace of carriage and control of the voice, schools of\ncarpentry and cooking and sewing, to give instruction and practice in\nthe arts that adorn life and\n\nmake it comfortable and successful\n\n;\n\nwhy\n\nnot schools in which young women can be taught and trained to underlife, and where they\nhigh and dignified calling, as the\nmother element of the world, and, therefore, the makers of society, the\nconservators of religion and morality, of truth and honor, the founders\nIt is the\nof home and the builders of the nation and the government?\ndistinctive function of woman to make and keep a home, and thus to conShe therefore needs a\nserve and promote all public and private virtue.\ntraining by herself in all the knowledge and duties, the graces and\n\nstand themselves and their particular functions in\n\nmay\n\nget an appreciation of their\n\namusements, the occupations and privileges growing out of those differThe mother should be wise to impart an\ning functions and capabilities.\nearly education which shall save the child from the danger which constantly threatens, of a training which exposes all children to unnatural\n\nand which only does not plunge them into the worst of crimes,\nimpotence.\nThe parent alone can perform this\nduty for the child, but he needs to be instructed how to do it so as not\nto injure delicate modesty and so as at the same time to increase refinevices,\n\nincest, because of their\n\nment.\n\nBut this is the precise point at which this essay aims.\n\nWhen girls\n\nhave reached a certain age and are approaching maturity they are liable\nto certain ailments\n\nand exposed\n\nto certain temptations,\n\nrequire specific education and peculiar guardianship.\n\nand they do\n\nAnd hence the\n\nplea that, at least for a little time, they be segregated in separate schools\nfor a professional training in a knowledge of the woman's functions, such\n\nhome-making, child-nursing and training, society-guiding and adornwhere they shall be instructed and practised in these arts, as law or\nmedicine or pedagogy are taught in their distinct schools.\nHere is a\nbranch of human culture which it seems a National Council of Education\nought to insist upon and recommend to the public.\nLet us have places\nwhere girls can be quietly and modestly instructed and trained in the\nduties of nursing the sick and caring for young children or the aged and\nunfortunate.\nFor while it is reckoned one of the chief glories of woman's\nnature that she has an instinctive talent for such duties, it is equally well\nknown that the knowledge and skill for performing them no more come\nby nature than do reading and writing.\nAnd it is legitimate to remark that the education of girls ought to\nas\n\ning,\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n378\n\nbegin with that of their fathers and mothers and law-makers also.\n\nLook\n\nat only one ugly fact, not at all creditable to the state of public opinion,\n\nand of too much importance to be omitted, though it is often considered\nAll of our States, I believe, have laws relating\nindelicate to speak of it.\nto what is called \" the age of consent,\" a fact which goes far to prove the\n\nneed of more education in this direction.\n\nIn most cases this age is fixed\nan age when she is a mere child,\n\nat fourteen years ; that\n\nis,\n\ntotally irresponsible for\n\nany legal contract, four years before she may\n\na\n\ngirl, at\n\nlawfully sell her cast-off clothing, and when she is most of all susceptible\nof the most dangerous temptations, may give up, or be seduced to part\n\nwith, that which\n\nis\n\ndearer than\n\nlife,\n\nand all that makes life valuable to\n\nher or to society, and neither she nor the community has a remedy.\nThis I know is a very coarse statement, but no more polite words can\nexpress the enormity of the crime which a State\nitself when it allows such\nis\n\na possibility.\n\nis\n\ncommitting against\n\nThe damage to the girl herself\n\nindeed irreparable, but to the social life it is beyond conception dam-\n\nnable.\n\nIt is domestic\n\nbreeding vice and\nsion.\n\nits\n\nand national suicide by a slow process of carefully\nconsequent rottenness under color of legal permis-\n\nGirls far more than boys, if possible, require the education which\n\nprotects them from social villainy and which preserves the bloom of the\n\nmost delicate purity.\n\nThen how multifarious are the complicated duties of domestic economy, which is not only a fine art but is conservative of all the\nsocial amenities of the race.\nits\n\nculinary arrangements, all\n\narts\n\nand\n\nAll the sanitary conditions of the home, all\nits\n\noperations for comfort and peace, are\n\nThe continuance of the race is\nbound up in these things. How much does the mother want enlightenment on matters which the world scorns to notice, or, worse still, seeks to\nhide, and it is she alone who can protect the child in its infancy against\nthe questionable practices of nurses, and thus preserve its purity and\nhonor till it can protect itself. We must not think that ignorance is\n\nvery clearly dependent on the woman.\n\npurity or a defence against allurements of baseness.\n\nIn\n\nfact, virtue is\n\ngenuine only when it is a positive character in man, founded on intelligence and choice, deliberately made by a will guided by an enlightened\nAnd the plea here is that our girls ought to have an opporconscience.\ntunity to learn, in secluded schools, all the knowledge which women, as\n\nwomen and as the best guardians of the highest interest of the race, need\nto\n\nknow; and that they should\n\nlearn these things, as physicians and\n\nlawyers learn the particular duties of their respective professions, under\n\ncompetent teachers of their own sex.\n\nHobekt Allyn.\n\n"}
{"page": 383, "printed_page": null, "text": "PROCEEDINGS\n\nDepartment of School\nSuperintendence\n\n"}
{"page": 384, "printed_page": null, "text": ""}
{"page": 385, "printed_page": null, "text": "Department of Superintendence.\nSECRETARY'S MINUTES.\nFIRST DAY.— Morning Session.\nTuesday, February 24, 1891.\n\nThe Department of Superintendence of the National Educational Association\n\nmet in Association Hall, Fifteenth and Chestnut Streets, PhilaThe meeting was\n\ndelphia, Pa., on Tuesday morning, February 24, 1891.\ncalled to order at 10 o'clock, by the President,\n\nSuperintendent of\n\nAndrew S. Draper, State\n\nNew York.\n\nPrayer was offered by the Rev. Dr. George Dana Boardman of the First\nBaptist Church of Philadelphia.\n\nAddresses of welcome were delivered as follows\n\n:\n\nBy Dr. William Pepper, Provost of the University of Pennsylvania, in\nbehalf of the University and the higher educational institutions of the city.\n\nBy President James MacAlister, of Drexel Institute, in behalf of the city.\nBy Mrs. Mary E. Mumford, in behalf of the Board of Education.\nPresident MacAlister presented the compliments of the following institutions, extending cordial invitations to the members of the Department to\nvisit any\n\nor all of\n\nthem as occasion and inclination might offer\n\n:\n\nPhiladel-\n\nphia Art Club, Academy of Fine Arts, Historical Society of Pennsylvania,\n\nAcademy of Sciences, Philadelphia Museum of Industrial Art, and Girard\nCollege.\n\nTo these addresses and invitations the President of the Department\nmade suitable response in behalf of the Department, tendering thanks for\nthe same and accepting the invitations proffered.\n\nAfter preliminary remarks touching the aims and work of the Department, the President took up the regular work of the programme.\nSupt. J. M. Greenwood, of Kansas City, Mo., was appointed to report\nthe discussions of the morning session.\n\nSupt. N. C. Dougherty, of Peoria, 111., read a paper on Compulsory\nEducation in Illinois and Wisconsin.\n\nThe subject was further discussed by the Hon. John Hancock, State\nSuperintendent of Ohio; President James MacAlister, of the Drexel In\nstitute,\n\nPhiladelphia ; John\n\nMac Donald, of the Western School Journal,\n\n"}
{"page": 386, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n382\n\nTopeka, Kansas, and the Hon. 0. E. Wells, State Superintendent of Wisconsin.\n\nMr. George H. Martin, Agent of the Massachusetts State Board of Education, read a paper on Compulsory Education in Massachusetts.\n\nThe question was further discussed by Supt. Edwin P. Seaver, of BosSupt. I. N. Mitchell, of Fond du Lac, Wis.\nSupt. A. P.\n\nton, Mass. ;\n\n;\n\nMarble, of Worcester, Mass.; Hon. B. G. Northrop, of Connecticut, and\nHon. Thos. B. Stockwell, State Superintendent of Rhode Island.\n\nThe President appointed the following Committee on Resolutions\n\n:\n\nSupt.\n\nA. P. Marble, of Massachusetts ; Supt. W. R. Garrett, of Tennessee ; Supt.\n\nA. B. Blodgett, of\n\nNew York\n\n;\n\nSupt. Henry Sabin, of Iowa, and Supt.\n\nH. W. Compton, of Ohio.\nSupt. Edwin P. Seaver was appointed to report the discussions of the\nafternoon.\n\nAdjourned to meet at 3 o'clock p.m.\n\nAFTERNOON SESSION.\nThe\n\nDepartment reassembled at 3 o'clock, President Draper in the\nSuperintendent J. M. Greenwood presented his report of the morn-\n\nchair.\n\nReport approved.\n\ning discussions.\n\nThe following resolution, by Superintendent Greenwood, was adopted\n\n:\n\nThat each speaker who participates in the discussion of any topic on the programme\nshall be limited to five minutes, unless further time be granted by the Department.\n\nSupt. Aaron Grove, of Denver, offered the following resolution\nThat the Executive Committee of the National Educational Association, consisting of\nthe President. Secretary, Treasurer, the First Vice-President, and the President of the\nBoard of Trustees, be requested to report to this Department before the adjournment\nof this session, whether they can provide for the immediate publication of the volume\nof this meeting.\n\nResolution unanimously adopted.\n\nBy Mr. W. E. Sheldon, of Massachusetts\n\n:\n\nThat the President appoint the usual Committees.\n\nAdopted.\nSupt.\n\nW. E. Anderson, of Milwaukee, Wis., read a paper on the Quali-\n\nfication and Supply of Teachers for City Schools.\n\nThe subject was further discussed by Messrs. A. B. Blodgett, of Syracuse,\nL. 0. Foose, of Harrisburg, Pa.; D. W. Harlan, of Wilmington,\n\nN. Y.\n\n;\n\nDel.; W. N. Barringer, of Newark, N. J.; Thos. Walton, of Philadelphia ;\n\nJohn T. Prince, of Boston C. W. Bardeen, of the School Bulletin of Syracuse, N. Y.\nThos. M. Balliet, of Springfield, Mass. James MacAlister,\nof Philadelphia\nS. T. Dutton, of Brookline, Mass.\nJ. M. Greenwood, of\nKansas City, Mo.; E. E. White, of Cincinnati, Ohio E. Stanley Hall, of\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n"}
{"page": 387, "printed_page": null, "text": "REPORT OF SECRETARY.\nClark University, Worcester, Mass.;\n\nS.\n\n383\n\nA. Ellis, of Rochester, N. Y., and\n\nA. S. Draper, the Chairman, of Albany, N. Y.\n\nThe discussion was closed by Mr. Anderson, who offered the following\nresolution\n\n:\n\nResolved, That in the opinion of the Department of Superintendence the time has\ncome when it is practicable to establish a professional standard for all teachers employed\n\nand the interests of Education require School Boards and Superintendents to establish a standard as an indispensable prerequisite to employment\nin City Public Schools,\n\nin the schools.\n\nReferred to the Committee on Qualification of Teachers, appointed at the\nWashington meeting in 1889, and continued in 1890.\nPresident James MacAlister presented the greetings of the Mayor of the\ncity, and upon his suggestion the Department decided to call upon his\nhonor in a body at the close of the Wednesday morning session.\nThe following Committee on Nomination of Officers for the ensuing\nyear was then announced W. E. Sheldon, of Massachusetts J. H. Shinn,\nof Arkansas\nC. W. Bardeen, of New York\nN. C. Dougherty, of Illinois,\nand Aaron Gove, of Colorado.\nSupt. S. T. Dutton was appointed to report the discussion on Commis:\n\n;\n\n;\n\n;\n\nsioner Harris's paper.\n\nAdjourned to meet at 8 o'clock, p.m.\n\nEVENING SESSION.\nThe Department convened at 8 o'clock, President Draper in the chair.\nMr. W. E. Sheldon moved that the name of Mr. N. A. Calkins, Chairman of the Board of Trustees of the National Educational Association, be\nadded to the Committee consisting of the President, Secretary, and Treasurer of the National Association, to report on the immediate publication of\nAdopted unanimously.\nproceedings.\nMr. Henry E. Edmonds, of the Board of Public Education of Philadelphia, presented the greetings of that body, and extended an invitation to\n\nmembers\n\nof\n\nthe Department to attend a reception to be given in their\n\nThe invitation was accepted, and the Presimake any necessary rearrangement of the programme\n\nhonor on Thursday evening.\ndent authorized to\n\nto obviate the necessity of a regular meeting on that evening.\n\nUnited States Commissioner W. T. Harris then read a paper on the\nNational Educational Association, its Organization and Functions.\n\nThe subject was further discussed by Messrs. Gove, of Colorado ; Greenwood, of Missouri ; Hancock, of Ohio ; Northrop, of Connecticut ; Hal!,\nof Massachusetts ; White, of Ohio ; Shinn, of Arkansas ; Garrett, of Tennessee, and Mowry, of Massachusetts.\n\nSecretary E. H. Cook, of the National Educational Association, made a\nnumber of important announcements in reference to the Toronto meeting.\n\nAdjourned to meet at 10 o'clock on Wednesday.\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nSECOND DAY.— Morning Session.\nWednesday, February 25.\nThe Department convened at 10 o'clock, President Draper in the chair.\nSuperintendent Seaver, of Boston, read his report of the discussion on\nMr. Anderson's paper on the Qualification and Supply of Teachers. Report approved.\n\nA communication was received from the Union League of Philadelphia,\nmembers of the Department to visit their rooms, as they\nmight find it convenient. The invitation was accepted by the President\nin behalf of the Department.\nA communication was received from the Governor and the school authorities of Wisconsin, and the Mayor of Milwaukee, inviting the Department\nAction deferred, and communication\nto meet in Milwaukee next year.\ninviting the\n\nfiled.\n\nSupt. Eugene Bouton, Bridgeport, Conn., was appointed to report the\nmorning discussions.\nPresident James MacAlister, of Drexel Institute, Philadelphia, Pa.,\nread a paper on Art Education in the Public Schools.\nThe subject was further discussed by Supt. Thos. M. Balliet, of Springfield, Mass., and Dr. J. H. Hoose, of the State Normal School, Cortland,\n\nN. Y.\nProf. Frank Aborn, Director of Drawing, Cleveland, Ohio, read a paper\non the Highest Office of Drawing.\nThe subject was further discussed by Supt. Charles E. Gorton, of\nYonkers, N. Y.\nInspector James L. Hughes, of Toronto, Canada, Chairman of the Local\nExecutive Committee of the National Educational Association, was introHe assured the Department that Canada is being aroused on the\nduced.\napproach of the meeting of the National Educational Association, and\nthat however far Canada might be from political union with the United\nStates, she was ready to engage in unrestricted reciprocity with this country in all matters of educational progress.\n\nHe stated that arrangements\n\nwere being made for the free passage of educational exhibits to the meeting of the Association, and for their free return, though the freedom of\nthe Custom House might not be extended to the contents of the trunks of\nthe ladies.\nBoth the Government and the people of Canada extend a\ncordial welcome.\n\nThe President made a number of necessary announcements, and declared\na recess until 3 p.m.\n\nAFTERNOON SESSION.\nThe Department was called to order at 3 p.m., President Draper in the\nchair.\n\n"}
{"page": 389, "printed_page": null, "text": "—\n\nREPORT OF SECRETARY.\n\n385\n\nSupt. 8. T. Dutton read his report of the discussion of Commissioner\nHarris's paper.\n\nSupt. R. H. Pratt, of the Indian Schools, at Carlisle, Pa., was intro-\n\nduced.\n\nHe spoke briefly in reference to the schools under his charge and\n\nof the education of Indian youth generally.\n\nGeneral Anderson, of Hampton, Virginia, was also introduced by the\nHe spoke briefly upon the education of the negro.\n\nPresident.\n\nThe Committee on School\nas follows\n\nStatistics,\n\nappointed one year ago, reported\n\n:\n\nTO THE DEPARTMENT OF SUPERINTENDENCE, NATIONAL\n\nEDUCATIONAL ASSOCIATION.\nGentlemen:\n\n— Your Committee, appointed at the last annual meeting, for the purpose\n\nof considering\n\nand reporting on the subject of School Statistics, beg leave to offer the\n\nfollowing preliminary report, setting forth the results of their studies on the subject,\n\nand postponing for another meeting, or for the work of another committee, if it be your\npleasure, the completion of the details of a scheme of statistics which will afford the\ndata required for a comparative study of domestic and foreign educational systems.\nYour Committee would first call attention to the object and purpose of collection of\nstatistics, which they conceive to be the following\nStatistics reveal the nature and efficiency of the powers and forces involved in a\nprocess.\nForces and powers are revealed in their results. Their results are of little moment, if dead results, except as they indicate what the living power has been and still is.\nIn matters of education we inquire into the aims and purposes of the educative process\nand learn this by a quantitative study of the means employed and the results attained.\nIt is evident, therefore, at the outset, that the quantities given by our statistical tables\ncan have no significance except in connection with the quantitative elements involved.\nWe pass over at once from the how many to the what kind. We seek, again, new quan:\n\ntitative data that may indicate the quality, but we never reach quantitative data that\n\nare significant in and for themselves.\n\nYour Committee would suggest as the four principal heads under which school statistics\n\nmay be grouped\n\n:\n\nAttendance of Pupils.\nSecond. Course of Study.\nThird. Teaching Forces and Appliances.\nFourth. Support Revenue and Expenditures.\nUnder these four heads they would group the following details:\nFirst.\n\n—\n\nI.\n\nStatistics of attendance should answer questions like the following\n\nHow many ?\nHow long ?\n(c) Who?\n\n(a)\n(b)\n\nThat is to say (1) How many pupils in the aggregate ?\nentire population ?\n\n(3)\n\n(2) How many relatively to the\nHow many relatively to the population of the school age, say 5\n\nto 21, 6 to 14, or some other period agreed upon ?\n\nThen this item should be further de-\n\nHow many enrolled during the annual session of school? (2)\nHow many as average belonging ? (3) How many in actual average daily attendance ?\n\nfined in five items\n\n:\n\n(1)\n\n"}
{"page": 390, "printed_page": null, "text": "—\n\n—\n\n—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n386\n\n(4)\n\n—\n\nHow many were dropped and afterwards readmitted ?\n\n(5)\n\nThe number of cases of\n\ntardiness.\n\nUnder the second item of attendance (How long) we wish the number of daily school\nand the hours of a school session, the length and hour of recesses\nand intermissions.\nUnder the third item of Who we include such items as\nsessions for the year\n\n(2)\n\nHow many of each sex ?\nHow many at each year of age, and the average age ?\n\n(3)\n\nRace.\n\n(1)\n\nHow many born in the town or State where the school is situated ?\nHow many born in other parts of the same nation ?\n(6) How many born abroad ?\n(4)\n\n(5)\n\n(7)\n\nOccupations of parents.\nII.\n\nUnder\n\nthe second of our four chief heads we should ask for statistics regarding the\n\ncourse of study, and thus determine by this grade of schools as follows\n(a)\n\nKindergarten.\n\nPrimary and Grammar School.\n(c) Secondary Education.\n(d) Higher Education.\n\n(&)\n\nWe should ask very carefully as to the relations of these items to the first class of\nitems, especially age, sex, and average attendance.\n\nThe Primary and Grammar Schools are to be distinguished from the Secondary Schools\nThe introduction of Algebra, or of an ancient or modern language,\nby the following test\nmarks the beginning of the secondary course of study.\nThe higher course of study\nshould be marked by analytic mathematics, or by logical and philosophical studies, or\nby advanced language studies.\n:\n\nThe third general head, \" The Teaching Forces and Appliances,\" includes\n(1)\n\nBuildings and accommodations.\n\n(2)\n\nSize of schools under one principal teacher (number of pupils per teacher).\n\n(3)\n\nNumber of teachers.\n\n(4)\n\nSupervision.\n\n(5)\n\nMeans of training teachers.\n\n(6)\n(7)\n\nExaminations of teachers.\nMethods of discipline and instruction used by teachers.\n\nThe fourth general head, \" The Support of Schools,\" includes\n(1)\n\nRevenue.\n\nItems of.\n\n(a)\n\nReceipts from State and local taxation.\n\n(p)\n\nReceipts from funds or productive property.\n\nReceipts, if any, from tuition.\nExpenditures.\n(a) For teachers' salaries, including supervision.\n(c)\n\n(2)\n\n(b)\n(c)\n\nIncidentals, including janitor hire, fuel, apparatus and current expenses.\nPermanent investments, including building and repairs.\n\nYour Committee would call attention to the importance of a detailed discussion of the\nuse to be made of these several items in studying the effective forces of educational\n\nsystems and in comparing one with another.\n\nSuch discussion is not here attempted,\nMoreover, your Com-\n\nbut is suggested as a proper subject of a supplementary report.\n\n"}
{"page": 391, "printed_page": null, "text": ":\n\nREPORT OF SECRETARY.\n\n387\n\nmittee have observed the prime necessity for such a definition of the several items as to\nprevent misunderstanding. A description of the best methods of keeping and tabulating\nthe several items would also be a very useful addition to such a report.\n\nIn dealing with reports, not merely reports from a foreign country, but with reports\nfrom different sections of the United States, your Committee has been impressed with the\nnecessity of a glossary of terms used in tabulating statistics.\nThere should be a careful\ncollation of all terms and designations used here and abroad, and so minute a description\ngiven of the processes of ascertaining the data under the several heads, as to leave no\ndoubt in the mind as to the exact meaning of each. Without this accurate information\nthere can be no satisfactory comparative study of school systems.\n\nAll of which is respectfully submitted.\n\nW. T. Harris.\nJas. MacAlister.\n\nThe above report was received, approved, and again referred to the\nCommittee for further elaboration and report at the next meeting, one\nyear hence.\n\nMr.\n\nW.\n\nE. Sheldon presented a verbal report of the Committee on\n\nPublication, appointed at the New York meeting in 1890.\n\nHe stated that\n\narrangements were made at the St. Paul meeting of the National Association by which the proceedings, addresses, etc., of this Department are\nhereafter to appear in the regular volume issued by the Association.\nDr. N. A. Calkins, of the Executive Committee of the National Educational Association, to whom the matter of the immediate publication of\nthe proceedings, papers, and discussions of the present meeting was\nreferred, submitted the following report\nThe matter submitted to the Executive Committee of the National Educational Association,* relating to the publication of the proceedings of the present meeting of the\n\nDepartment of Superintendence, prior to the publication in the volume of the General\nProceedings of the National Educational Association for 1891, has been considered by\nWhile there does not appear to be any special provision of authority\nthis Committee.\nfor final action in this matter, the Committee, believing that an early publication of\nthe proceedings of this meeting is important, and should be provided for, therefore\nsubmit the following proposition:\nThat the Executive Committee will provide for an early publication, in pamphlet\nform, of the proceedings of the Department of Superintendence, held in Philadelphia in\nFebruary, 1891, provided that the members of this Department will pledge themselves\nto sustain such action and to advocate its approval by the Board of Directors of the\nNational Educational Association at the meeting to be held at Toronto next July.\n\nFor the Committee,\nN. A.\n\nCALKINS, Chairman Board of Trustees.\n\nThe report was unanimously approved.\nThe Committee on the Qualification of Teachers, appointed\n\nat the\n\n* The Executive Committee for the ensuing year shall consist of the President, the Secretary, the\nTreasurer, the First Vice-President, and the President of Board of Trustees, with full power to act in\nall\n\nmatters connected with the meeting for 1891.\n\n(Proceedings of St. Paul meeting, page 33.)\n\n"}
{"page": 392, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n388\n\nWashington meeting in 1889, and given further time at the New York\nmeeting, submitted the following report\nYour Committee,\n\nto\n\nwhom was referred\n\nteachers' licenses in cities, respectfully report\n\nthe question of\n\nthe qualifications for\n\n:\n\nThat it is the sense of the Department of Superintendence of the National Educational Association that the following qualifications should be required of all local candi-\n\ndates for positions as teachers\n1.\n\nIn scholarship, the\n\n:\n\nminimum requirement should be graduation from the local\n\nHigh School, or some institution of similar or higher rank, with such further examination as conditions may warrant or require.\n2.\n\nIn professional training, a course of at least one year in the principles and methods\n\nof education in a local training class or school, or in\n\nsome similar institution officially\n\nrecognized by the State Department of Public Instruction.\n3.\n\nIn experience, at least one year's satisfactory trial on provisional certificate before\n\na permanent certificate is granted.\n\nFor candidates from without the city your Committee do not feel authorized, in the\nemployment of\nteachers below the rank of Principal, except upon examination by the City Superinpresent unsettled and various standards of certification, to advise the\ntendent.\n\nNo person should be licensed to teach who is not possessed of sound scholarship, and\neither has\n\nhad professional training, or proved his fitness for his work by practical\n\nexperience.\n\nWm. H. Maxwell.\nW. E. Sheldon.\n\nEeport adopted.\n\nThe Committee on the Nomination of Officers reported as follows\n\n:\n\n— Henry Sabin, Des Moines, Iowa.\nFirst Vice-President— V. C. Curtis, New Haven, Conn.\nSecond Vice-President— Oscar H. Cooper, Galveston, Tex.\nSecretary— L. W. Day, Cleveland, Ohio.\n\nPresident\n\nThe report was received, and the persons named elected.\nBrooklyn, N. Y., was selected as the place of the next meeting of the\nDepartment.\n\nThe President declared a recess until 8 o'clock.\n\nEVENING SESSION.\nThe Department convened at 8 o'clock, President Draper in the chair.\nChancellor George William Curtis, of the University of\n\nNew York,\n\ndelivered an address on Civil Service and the Public School.\n\nPresident Draper, speaking for the members, conveyed to Mr. Curtis\n\nthanks for the excellent address.\nThis assurance was further\nemphasized by a rising vote of the Department.\nGeneral Thos. J. Morgan, Commissioner of Indian Affairs, was introduced by the President. He spoke briefly in relation to the education of\nthe Indian and the management of Indian affairs.\nAdjourned, to meet at 10 o'clock on Thursday.\ntheir\n\n"}
{"page": 393, "printed_page": null, "text": ";\n\nREPORT OF SECRETARY.\n\n389\n\nTHIRD DAY.— Morning Session.\nThursday, February 26.\nThe Department was called to order by the President at 10 o'clock.\nSuperintendent Bouton presented his report of the discussion on Mr.\nReport approved.\nPresident MacAlister, on behalf of the University of Pennsylvania,\n\nMacAlister's and Mr. Aborn's papers.\n\nextended an invitation to the\nlaboratory of that institution.\n\nDepartment\n\nto\n\nvisit\n\nthe psychological\n\nInvitation accepted.\n\nCommissioner Harris presented the following\n\nletter\n\nfrom the Swiss\n\nLegation, and urged the importance of definite action on the part of the\n\nDepartment.\n\nLEGATION DE SUISSE AUX ETATS-UNIS.\nWashington, D. C, February 23, 1891.\nSir\n\n:\n\n— The Board of Managers of the International Geography Congress, which\n\nis\n\nto\n\nconvene in the city of Berne on the 10th of August next, has decided to organize for\nthat occasion an exposition, of which the first section will comprise objects relating to\nthe instruction of geography in schools, such as text-books and other appliances,\nmethods, and programmes, the work of pupils, etc.\nThe Exposition will be opened on the 1st of August, and continue until the 15th of\nthat month, and is open alike to individuals of all nations as to authorities.\nRealizing the importance of securing as complete an exhibit as possible, the managers\nhave requested the Department of Foreign Affairs of Switzerland, through its diplomatic\nand consular representatives abroad, to extend a cordial invitation to all parties likely\nto be interested in such an Exposition to participate in the display on that occasion.\nThis legation, inclosing herewith a number of copies of the official invitation for\ndistribution, would therefore solicit your honor, as chief of the National Bureau of\nEducation of the United States, kindly to bring this subject to the attention of the\nSuperintendents of Education at their meeting in Philadelphia, to-morrow, the 24th\ninst., and in behalf of this legation express the hope that, wherever practicable, their\nseveral schools will participate in said Exhibition.\n\nThanking your honor for the interest you wdl be pleased to take in this matter, I have\nthe honor to remain, Sir, with highest consideration,\n\nTHE SWISS MINISTER.\nIn his absence,\n\n(Signed)\n\nK. Kloss, Counsellor Swiss Legation.\n\nOn motion of Mr. Harris, a committee of five was appointed to take\ncharge of the whole matter in the most effective way.\nThe committee\nconsists of A. G. Lane, of Chicago, 111. ; C. W. Bardeen, of Syracuse, N. Y.\n\nJohn Hancock, of Columbus, Ohio; John T. Prince, of Newtonville,\nMass., and D. J. Waller, Jr., of Harrisburg, Pa.\nCommissioner Harris, referring to the report on the Henry Barnard\nfund at the St. Puul meeting in July last, urged the members of the\nDepartment to make vigorous efforts in their respective localities to secure\nthe necessary subscriptions at the earliest practicable time.\n\n"}
{"page": 394, "printed_page": null, "text": ":\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n390\n\nPresident MacAlister emphasized the suggestions and recommendations\nof Mr. Harris, and paid a high tribute to the life\n\nand work\n\nof\n\nHenry\n\nBarnard.\n\nMr. Bardeen urged the importance of the movement, stating that without such fund it will be impossible to bring the valuable publications of\n\nMr. Barnard into accessible shape.\n\nHe stated, also, that the Commis-\n\nsioner of Education would publish a full index of the work, which would\n\nrender it invaluable.\n\nMr. Eickoff thought the raising of the fund was an act of simple justice\nwhich superintendents and teachers owed Mr. Barnard.\nThe matter was further discussed by Superintendent Buehrle, of Lancaster,\n\nPa. ;\n\nProfessor\n\nS.\n\nG.\n\nWilliams, of Cornell University ;\n\nW.\n\nE.\n\nSheldon, of Boston, Mass.; \"W. E. Anderson, of Milwaukee, Wis., and\n\nBut no official action was taken by the Department.\n\nothers.\n\nW. H. Maxwell was appointed to report the discussions on the\n\nSupt.\n\nmorning paper.\nSupt. Oscar H. Cooper of Galveston, Tex., then read a paper on Universities and Schools.\n\nThe subject was further discussed by Pres. Harrison E. Webster, of\nUnion College; Prof. S. G. Williams, of Cornell University; Pres.\nNicholas Murray Butler, of the College for the Training of Teachers\nGeo. H. Martin and Pres. G. Stanley Hall, of\nSupt. Eugene Bouton\n;\n\n;\n\n,\n\nClark University.\n\nThe Committee on Resolutions submitted the following report\nThe Department of Superintendence of the National Educational Association, at the\nmid-year meeting for 1891, have been received and entertained in the city of Philadelphia with a cordiality and a warmth of hospitality almost, if not quite, unprecedented;\nand amidst the inspiring surroundings in this historic place and by the sympathetic\nassistance of the citizens, this meeting has been one of the most profitable in the history\nof the Department.\n\nFor this result the thanks of the Department are due especially, and they are hereby\nmaking all needful\narrangements for the meeting, and for his constant contributions to its interests; to the\nBoard of Education, the city authorities, and the heads of educational and other institutions here— too numerous to name especially for our entertainment, and for the\nopen doors which we have been invited and urged to enter, and to the railroads and\nhotels which have granted us reduced rates.\nWe also thank the President and officers of the Department for a programme of unusual interest, carried out with a promptness and effectiveness worthy of an educational\nNapoleon and we thank the several lecturers and speakers for a rare educational treat.\nAs the result, in part, of our deliberations, we announce and place on record the foltendered, to President James MacAlister for his thoughtful care in\n\n—\n\n;\n\nlowing conclusions\n1. In our free Republic the State is merely the expression of the people's will, and\nnot an external governmental force; and taxes are levied on property for the support of\nschools, because universal education is indispensable to the perpetuity of the State.\n\nEducation, therefore, including our acquaintance with our national language, becomes\nIt is the right and the duty of the State not\n\nthe rightful inheritance of every child.\n\n"}
{"page": 395, "printed_page": null, "text": "REPORT OF SECRETARY.\n\n391\n\nonly to provide for this education, but also to insist that no child shall be deprived of\nThe proper exercise of this right does not restrict the freedom\n\nthis priceless heritage.\n\nof parents in the education of their children, except in the narrow limits of this neces-\n\nsary purpose.\n2.\n\n^Esthetic culture, the appreciation of the beautiful in nature, in literature, in the\n\ntruths of science, in art, is an end towards which all good teaching aims;\n\nand this love\n\nof the beautiful, while it softens the asperities of life, and contributes largely to the sum\ntotal of\n\nhuman happiness, tends also to moral beauty and the development of noble\n\ncharacter, if this love is awakened by teachers efficient and thoroughly equipped.\n3.\n\nTo this end we urge the establishment of normal schools, colleges for the prepara-\n\ntion of teachers, chairs of\n\npedagogy in universities, courses of lectures in the science of\n\nteaching, educational periodicals, and all other\n\nmeans for the preparation\n\nof teachers\n\nfor their work ; and we desire that by these means the teachers of the land may, so far as\npossible, fit themselves for this noblest of all professions before entering it,\n\nand that we\n\nmay none of us regard the preparation for this great duty fully accomplished, so long\nas little children come fresh from the hands of the Creator to be guided and developed,\nto a great extent,\n4.\n\nif not chiefly,\n\nunder our care.\n\nWe welcome the tendency to establish widely over our country free public libraries,\n\nin view of their nature as\n\nan educational force in school and among the people; and\n\nespecially we commend the wise foresight of those men of wealth who are administering\n\nby giving liberally while living to found or to endow such libraries,\nwhere they can witness and enjoy the results. And on\nbehalf of our constituency, now truly national, we applaud also the munificence which\nis establishing so many schools and colleges that open a gate much broader than the\nneedle's eye, not only for the rich man but for a long procession of the young, to the\ntheir own estates\n\nespecially in their own towns,\n\nglories of the hereafter.\n5.\n\nWe most emphatically commend to the country the exposition of the principles of\n\ncivil service as applying to the teachers in the\n\nPublic Schools, to which we have listened;\n\nand we recommend the enactment of laws in the several\n\nStates, requiring, from all\n\ncandidates for the office of teacher in these schools, certificates of qualification from the\nState authorities. Such a law would not appoint teachers: it would simply decide what\n\ncandidates should not receive appointment.\n6. The revival of interest in education, the emulation of authors, and the rivalry of\npublishers, have within the past fifty years produced great improvements in school-books\nfor both pupils\n\nand teachers.\n\nWe are opposed to State publication of school-books,\n\nbecause such a custom would inevitably tend to destroy this healthy emulation ; and\nbecause whatever useful and indispensable functions properly belong to the State as\na corporate body, the preparation of books in a constantly growing science, and the\nExperience has fully\nwriting of poetry, for example, are not among these functions.\njustified this belief.\n7.\n\nJustice, as well as the best public service, requires the retirement\n\nand pensioning\n\nof teachers after a service of thirty years, and upon carefully devised conditions.\n\nWe\n\nrecommend the enactment of laws in the several States to permit and to regulate the\nretirement and pensioning of professional teachers.\n\nA. P. Marble,\nA. B. Blodgett,\nW. R. Garrett,\n\nHenry Sabin,\nCommittee on Resolutions.\n\nThe President declared a recess until 3 p.m.\n\n"}
{"page": 396, "printed_page": null, "text": ";\n\n392\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nAFTERNOON SESSION.\n\nPresident Draper called the Department to order at 3 o'clock.\n\nA paper was read by State Superintendent Henry Sabin, of Iowa, on\nWhat Present Means are Available for the Preparation of Teachers for\ntheir Work ?\n\nSupt. W. E. Anderson was appointed to report the discussions on Mr.\nSabin's paper.\n\nPresident Draper, in a few appropriate words, introduced the President-\n\nHenry Sabin, of Iowa, who, after a brief address,\nassumed the duties of his office.\nSuperintendent Sabin's paper was discussed by Superintendents Wm.\nH. Beach, of Madison, Wis., A. P. Marble, of Worcester, Mass.; J. M.\nGreenwood, of Kansas City, Mo.; Wm. N. Barringer, of Newark, N. J.\nH. C. Missimer, of Erie, Pa.; and A. S. Draper, of Albany, N. Y.\nOn motion of President MacAlister, a rising vote of thanks was tendered\nthe retiring president, Hon. A. S. Draper, for the prompt, efficient, and\nevery way satisfactory manner in which for two years he had conducted\nthe affairs of the Department, to which Mr. Draper made suitable response.\nThere being no further business claiming attention, the Department\nadjourned, to meet next year in Brooklyn, N. Y.\nL. W. DAY, Secretary.\nelect of the Department,\n\n"}
{"page": 397, "printed_page": null, "text": "RECENT LEGISLATION UPON COMPULSORY EDUCATION.\n\n393\n\nPAPERS AND DISCUSSIONS.\n\nRECENT LEGISLATION UPON COMPULSORY EDUCATION\nIN ILLINOIS AND WISCONSIN.\nBY N. C. DOUGHERTY, CITY SUPERINTENDENT, PEORIA, ILLINOIS.\n\nThe attempts that have been made to secure the enactment of laws in\nthese two States for the purpose of bringing all children into the schools,\n\npublic or private, have excited an unusual degree of attention.\n\nIndeed, a\n\nstronger statement may be made.\n\nThese attempts have created a degree\nIt is fair to say that in both States vioof excitement seldom paralleled.\nMeasures which were devised for the\nlent prejudices have been aroused.\nbest purposes, and which received the almost unanimous support of the\nLegislatures to which they were submitted, have been denounced as intended to subvert the liberty of the citizen.\n\nAn event so peculiar is certainly\n\nA careful examination of the case will bring to light\n\nworthy of study.\n\nsome of the peculiarities of our American civilization. It will illustrate\nsome of the political methods which it is hoped the extension of education\nmay finally bring to an end. Such examination will also show, undoubt-\n\n—\n\nthe necessity of unifying energy in our system of education an\nenergy that will harmonize into one grand, intelligent, patriotic, and vir-\n\nedly,\n\ntuous nation the millions of separate and discordant peoples with which\nthe land is now filled.\n\nIn Illinois the necessity for a compulsory education law has long been\nfelt.\n\nIn his biennial report for the years 1871-2, Dr. Newton Bateman,\n\nthen Superintendent of Public Instruction, urged upon the Legislature the\nnecessity of a law compelling the attendance of children upon school, where\nsuch compulsion was necessary to secure them a reasonable education.\n\nHe\n\ntreated the matter under the head of the Educational Rights of Children.\n\nThe Superintendent assumed that where the child is not sent to school,\nthe child himself\nof\n\nis\n\nis\n\n—\n\nthe principal thing to be thought\nThis is an eminently just view of the\n\nthe chief loser\n\nthe securing of his rights.\n\ncase.\n\nBut the Legislature did not at once respond to Dr. Bateman's recommenIt was not until ten years after this recommendation was made\n\ndation.\n\nthat the subject was positively acted upon.\n\nIn 1883 a law was passed for\n\nthe purpose named, but it had been carefully drawn in such a way as to\n\noffend no one.\n\nThe consequence was that almost no good was accom-\n\n"}
{"page": 398, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n394\n\nplished by it.\n\nThere is no record of any case in which it was enforced so as\n\nto secure the attendance of a single child upon school.\n\nTo the educational\n\nmen it became apparent that the law had no worth.\n\nIt was a dead letter\n\nupon the statute-book.\nBut in the year 1889 another law was passed of a very different character.\nIt has the energy of an effective vitality.\nIt provides that '-Every\nperson having under his control a child between the ages of seven and four-\n\nteen years shall annually cause such child to attend for at least sixteen\n\nweeks, at least eight weeks of which attendance shall be consecutive, gome\npublic day-school in the city, town, or district in which he resides, which\n\ntime shall commence with the beginning of the first term of the school year,\nor as soon thereafter as due notice shall be served upon the person having\n\nsuch control, of his duty under this act.\"\n\nProper penalties are provided\n\nfor every neglect of such duty, consisting of a fine of not less than one,\n\nnor more than twenty dollars, and the guilty party is to stand committed\nuntil such fine and costs of suit are paid.\n\nBut the person so neglecting may\n\nshow, to the satisfaction of the Board of Education or of directors, that the\nchild has attended for a like period of time a private day-school, approved\nby the Board of Education or of directors, of the city, town, or district in\nwhich such child resides or that instruction has otherwise been given such\nchild for a like period of time in the branches commonly taught in the public schools\nor that he has already acquired the branches of learning taught\nin the public schools ; or that his physical or mental condition, as declared\nby a competent physician, is such as to make his attendance upon school\ninexpedient, and in that case such penalties shall not be incurred.\n~No\nschool shall be regarded as a school under this act unless there shall be\ntaught therein, in the English language, reading, writing, arithmetic, history of the United States, and geography.\nThe law also provides for the appointment, by the Board of Education or\nof directors, of a truant officer or officers, whose duty it shall be to inquire\nconcerning all supposed violations of the law, and to enter complaint\nagainst all persons who shall appear to be guilty of such violations.\nIt is\nalso the duty of the truant officer to arrest children of a school-going age\nwho habitually haunt public places and have no lawful occupation, and\nalso truant children who absent themselves from school without leave,\nand to place them in charge of the teacher having charge of the public\nschool which such children are by law entitled to attend.\nIn the Legislature the law was carefully considered and was entirely devoid of all partisan characteristics.\nMembers of both the prominent political parties gave it their hearty support, in the belief that in thus doing they\n;\n\n;\n\nwere rendering the State a noble service.\n\nIndeed, to all reasonable persons,\n\nthe necessity for such a law was apparent.\nthe year 1888\n\nit\n\nis\n\nFrom the school statistics for\n\nreasonable to infer that there must have been, in the\n\nState of Uliuois, 134,000 persons under sixteen years of age, and above\n\n"}
{"page": 399, "printed_page": null, "text": "six,\n\nRECENT LEGISLATION UPON COMPULSORY EDUCATION.\n\n395\n\nwho were not attending school of any sort, public or private.\n\nThe\n\ntotal number enrolled in the public schools for that year was 751,349,\n\nand\n\nThe number of non-attendants was too large a fraction of the total number for the safety of the State\nin the private schools of the State, 100,4(55.\n\nand for the good of the people.\nCertain general considerations undoubtedly had their effect upon the\n\nminds of the legislators.\n\nThe fact that laws, compelling the attendance\nand are now in force among the\n\nof children at school, have been enacted\n\nmost enlightened and freest nations of the earth the obvious fact that in\nis more dangerous than ignorance in the populace\nthe demand of justice, that if a man is taxed without his own consent for\nthe support of schools, for the avowed purpose of securing the universal\nintelligence of the people, he has a right to demand that the purpose of\nsuch taxation shall be carried out these, and other similar considerations,\nundoubtedly influenced the minds of the members of both Houses. The\nresult was that when the final vote came to be taken the measure encountered in the Senate not one opponent; and in the House, of 153 members,\nthere were but six votes against it.\nThe Bennett Law was prepared by Robert Luscum, Assistant City\nAttorney of Milwaukee, at the request of a committee appointed by a\nGerman school society. I think Mr. Luscum was familiar with the action\nof the Schoolmasters' Club, in Illinois, and was guided in the preparation\nof his bill by the one introduced in the Legislature of that State.\nThe\nbill was introduced in the Assembly of the Wisconsin Legislature by\nHon. Michael Bennett, an Irish Catholic, Chairman of the Committee on\nEducation.\nIt did not receive much consideration, except by the committees on education, and there is no record that there was a vote against\n;\n\na republic nothing\n\n;\n\n;\n\n\\\n\nit in\n\neither branch.\n\nAnd what has been the result of the operation of these laws thus far ?\nI speak more especially for Illinois, as being better acquainted with the facts\n\nin that State.\n\nIn the city of Chicago, during the year ending July, 1890,\n\n10,000 children, or thereabouts, were taken from the streets during the\nschool\n\nmonths and placed in\n\nsimilar results were attained.\n\nthe schools.\n\nIn other parts of the State\n\nBriefly, it may be said that the number of\n\nchildren thus gathered into the schools of the towns and country districts of\n\nthe State, outside of Chicago, is equal to those reported in that city.\n\nAnd\n\nought not to be forgotten that this large gain to the schools was accomplished without friction, and with almost no employment of force.\nIn\nChicago, in Springfield, and in other cities, we learn that there have been\nno prosecutions.\nAnother fact is worth reciting here. Of the 10,000 children placed in\nit\n\nthe schools in Chicago, 1,500 were placed in private or parochial schools.\n\nSimilar results are known to have followed in other parts of the State, but\nthe record of\n\nthem has not been so accurately kept.\n\nThis has been in\n\n"}
{"page": 400, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n396\n\nexact accord with the spirit of the law.\nto the private or parochial schools.\n\nIt was not intended to be hurtful\n\nIts object was to promote education,\n\nto secure to children their dearest and most valuable rights.\n\nBut the subject may be regarded from another standpoint.\nthe entire State,\n\nstatistics of\n\nTaking the\n\nwe have a gain in the enrolment\n\nin\n\nthe\n\npublic schools for the year ending June, 1890, over the preceding year,\nof 1G,454.\n\nThe private schools for the same time show a gain of 6,729\n\nover the previous year.\n\nFor the year 1888 to 1889, the gain in the public\n\nschool enrolment was 4,410 ; and in the private schools, for the same time,\nthere was an absolute loss.\n\nAnd a record of attendance shows a still more\n\nmarked improvement than that of enrolment.\n\nIn the year ending June,\n\n1889,the number of days of attendance on the public schools by pupils in\nthis State\n\nwas 80,041,817.\n\nIn the year closing in June, 1890, the total\n\nnumber of days of attendance reached 84,659,664, or a gain of more than\n4,600,000 of days of attendance during the last year over the preceding.\n\nThe gain of 1889 over 1888 amounted to only 600,000 school days.\n\nThe\n\ngain of 1890 over 1889 was, therefore, more than seven times as great as\nthat of the preceding year, and only the compulsory education law can\n\naccount for the difference.\nIt ought not to be forgotten that all this good\n\nwas accomplished in the\nand irritating opposition. No effort was spared by the\nEminent\nenemies of the law to make it odious in the eyes of the people.\nlawyers were employed, wherever a prosecution was begun, to denounce\nthe law and to defend the parties prosecuted.\nThere seemed to be no\nAnd yet, notwithsparing of expense in carrying on these operations.\n\nface of constant\n\nstanding\n\nall\n\nthis hostility,\n\nthe magnificent results already\n\nnamed were\n\nachieved.\n\nWe have enumerated some of the pleasant and encouraging results as\nviewed from one standpoint.\nBut the enactment of the law, as already\nA few of the\nintimated, was followed by another class of consequences.\nmanagers of parochial schools were disturbed at the prospect of being\nrequired to teach English in their institutions.\nSoon after the passage of\nthe law, certain Lutheran ministers connected with the Missouri Synod,\nso-called, began to criticise it, and they kept up their work assiduously.\nCertain politicians, being very desirous of gaining an ascendency in\nthe State, saw in this their opportunity.\nThey immediately began to enMany\ncourage the Lutheran malcontents to persist in their criticisms.\nLutherans were disposed to take a reasonable view of the matter but the\npoliticians, and the more unreasonable among their own number, would\nnot permit them to remain neutral.\nThe agitation at first was carried on\n;\n\nmostly under cover.\nit.\n\nThe general public, for a time, knew very little of\n\nAn eminent Democratic leader advised against making the repeal of\n\nthe law a plank in the State platform, but urged the party to utilize the\n\nopposition to it, wherever they could, in different localities.\n\nIn this way\n\n"}
{"page": 401, "printed_page": null, "text": "REGENT LEGISLATION UPON COMPULSORY EDUCATION\n\n397\n\na perfectly organized system was developed, and was put into vigorous\noperation.\n\nIn the meantime, the Republican party was disinclined to take up the\nits State platform on the subject was of the milk-andThe campaign was under the management of a man whose\nwater type.\n\nschool issue, and\n\ncontempt for schools and literary people is only exceeded by their contempt for him. This man regarded the office of State Superintendent\nFor the sake of securing votes for memas only a thing to trade upon.\nbers of the Legislature, he gave\n\nit\n\nto be distinctly understood that he\n\nwas willing to sacrifice the candidate for the State Superintendency. He\ndirected the Republican orators not to refer to the compulsory education\nlaw in their speeches.\n\nBut, as the months rolled on, the strength of the\n\nopposition to the law became more and more manifest, and some slight\neffort was made to support it.\n\nThe president of this Department, Judge\n\nDraper, delivered at Peoria a convincing and inspiring address in support\nof the law.\n\nThe Schoolmasters' Club, and other educational associations,\n\nspoke out in ringing tones upon the subject, and for the last three weeks of\nthe campaign there was something done in the political arena in behalf\n\nBut these efforts were represented as the mere makeshift\nupon thousands of the\ngood citizens of the State were made to believe that there was no danger\nBut the opto the free-school system or the compulsory education law.\nOn the Sunday\nponents of the law kept up their movements vigorously.\npreceding the election violent addresses were made in all the German\nLutheran churches, as well as in some of the German Catholic churches,\nand the preachers, with large numbers of their congregations, were detailed\nof the schools.\n\nof a party reduced to extremities, and thousands\n\nto act as ticket pedlers at the polls.\n\nIn these pulpit harangues the simple-\n\nminded people were made to believe that the law menaced their personal\nliberty, that the effect of it would be to make their further residence in\nAmerica intolerable. From the political platform also the most absurd\nappeals were made. Demagogues, who cared neither for God nor religion,\ndeclared that this measure would make it impossible for the people to\nEvery possible influence was\nworship according to their inherited faith.\nbrought to bear to secure votes.\n\nCandidates for the Legislature were\n\nsecretly pledged against the law.\n\nSoon after the publication of the law in Wisconsin, the German Lutheran\nSynod passed resolutions condemning it, and pledging the Lutheran Church\nSoon after this action by the German\nto an uncompromised repeal of it.\nLutherans, there appeared the manifesto of the three\n\nGerman Catholic\n\nSubsequent to this there was a meeting of the German Catholic societies, which not only passed resolutions demanding the\nrepeal of the law, but denounced Governor Hoard as an enemy of the\nchurch schools and German customs. The next organized attack on the law\ncame from a joint meeting of German Lutherans and German Catholics,\nprelates of the State.\n\n"}
{"page": 402, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n398\n\nThe results of the\nGerman Lutheran and the\n\nwith a sprinkling of devout Democratic politicians.\nelection indicate very clearly that both the\n\nGerman Catholic churches of the State worked and voted almost to a man\nin support of the Democratic ticket.\n\nThe great political\n\nrevolution which appears to have swept over the\n\nwhole country also had its effect in the same direction in both these States.\nGovernor Hoard in\nThese causes operating together produced the result.\nWisconsin and Dr. Edwards in Illinois were defeated. They were noble,\n\nThey were men who had the courage of their conEach could have been elected by a large majority had he been\n\nconscientious men.\nvictions.\n\nwilling to betray the right of the State or sacrifice the right of the child\n\nEach preferred defeat to such\nThey went down as sacrifices to race prejudice, and their names will ever be linked together and\nhonored wherever freedom has a votary or liberty a home. But this\nto\n\nan education in the English language.\n\na betrayal of interests committed to his care.\n\nresult ought not to be taken as the expression of the enlightened public\n\nThousands of persons were deceived into the\nwas threatened by law a suggestion\nfor which there was not a shadow of foundation.\nIf the law compelled\nthe children to learn certain dogmas, to accept certain beliefs, whether\nin religion or politics or social science, it might be reasonably objected\nto as restricting the liberty of the individual.\nBut the compulsion is not\nof this kind.\nThe compulsory education law merely compels the recognition of the rights of children to an amount of intelligence that will\nenable them to make useful and successful citizens, to secure their own\nhappiness and to do good in the world.\nThe compulsion that dictates the\nbelief of a man is a trammel upon his mental freedom\nbut the compulsion that prevents one human being from keeping another human being\nin ignorance really promotes an enlargement of individual liberty.\nIf\nsentiment of the State.\n\nbelief that\n\n—\n\ntheir personal liberty\n\n;\n\nthese laws could be executed in a right spirit, the amount of individual\n\nfreedom in these States would be immensely enlarged by their agency.\n\nThousands of well-meaning persons,\n\nas already stated,\n\nbelieved that\n\nthere was really no danger, either to the school system or the compulsory\n\nThe parties hostile to the law were intensely and furiously active.\nMost of its friends, trusting to the inherent justice of their cause, put\nforth little effort.\nThere are not wanting indications that if the same\nquestion could have been \"voted upon again as soon as the result of the\n4th of November became known, that result would have been emphatically\n\nlaw.\n\nreversed.\n\nOne of the lamentable results of the opposition to the law is that for the\nits moral influence is diminished.\nWhatever legislation may\n\ntime being\n\nbe enacted, it will require strong and vigorous effort on the part of the\nfriends of free schools to restore to these institutions their full measure of\n\nbeneficent influence.\n\n"}
{"page": 403, "printed_page": null, "text": "REGENT LEGISLATION UPON COMPULSORY EDUCATION.\n\n399\n\nThere is, however, inspiration in the thought that the public sentiment\n\namong educational men remains loyal to the great principle of the right of\nAt the meeting of the State Teachers' AssoDecember, 1890, the largest and most enthusiastic ever\nheld in the State of Illinois, no sentiment uttered by any of the speakers\nelicited a tithe of the applause that followed every approving reference to\nBishop Spaulding, in the course of his\nthe compulsory education law.\nmasterly address, expressed his approval of it, and the vast audience, fillevery child to an education.\nciation, held in\n\ning every square foot of the great Hall of Representatives, broke forth into\n\ntumultuous and long-continued cheering.\n\nAnd, near the close\n\nof\n\nthe\n\nmeeting, the following out-spoken resolution was adopted with entire\n\nunanimity\n\n:\n\nResolved, That the law concerning the education of children, known as the compulsory\n\neducation law, which went into effect July 1, 1889, was a measure calculated to promote\nintelligence, humanity, and personal liberty ; that such a\n\nmeasure is necessary to prodemagogues and dog-\n\ntect the free institutions of this country against the assaults of\n\nmatists that its purpose was to increase the amount of intelligence and personal independence among our people that the effects produced by its enactment and right\nenforcement have been in a high degree salutary that the rate of increase in attendance in our schools since its enactment, compared with former years, has been more\nthan doubled that the abuses that have risen under it have been very light, compared\nwith those arising under almost any other law, and that the law, therefore, ought not\n;\n\n;\n\n;\n\n;\n\nto be repealed or so amended as to lessen its efficiency.\n\nWhat the final action of the Legislature upon the subject will be, it is\nimpossible at this writing to determine.\n\nUndoubtedly a strong effort will\n\nbe made for a complete repeal, but it is safe to say that such a proposition\nwill not prevail.\n\nThe friends of the law in the Legislature are very resolute.\n\nIt is hoped that they will be able to prevent any serious impairment of the\n\nefficacy of the statute.\n\nThe danger is\n\nthat the\n\npoliticians\n\nmay be\n\nfrightened\n\ninto\n\ntempo-\n\nrizing by the fear of losing the ignorant vote, but Governor Fifer\n\nis\n\nhimself a product of the public schools, and has the courage of his\nconvictions.\n\nWe have been accustomed to claim for our beloved country a proud preeminence among the nations of the earth. Our resources, our geographical\nposition, and, above\n\nall,\n\nour institutions, put us in the lead of\n\npeoples in the world in respect to the privileges that we enjoy.\n\nall\n\nthe\n\nWe have\n\nnot the antiquity of some of the other nationalities, but we are old enough\nto have produced a Washington and a Lincoln.\nWe are old enough to\nhave wrought out a system of government which is the admiration of all\n\nlovers of liberty in all lands.\n\nBut the thought of what has gone into our national life gives us the\nmost exalted estimate of the value of our country to-day.\nFor that iu it which we cherish most stands for tears and toils and prayers\n\nbasis for our\n\n"}
{"page": 404, "printed_page": null, "text": "—\n\n\"\n\n400\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nand sacrifices and deaths. The blood of our ancestors is in it. The blood\nof dear ones, into whose faces we have looked, whose hands we have clasped\nand with whom we have walked in loving fellowship, is a part of this glorious entity that we call our country.\n\nWe put value on possessions accord-\n\nCan we put too high a value on that which has come to\n\ning to their cost.\n\nus at the cost of so\n\nmuch unselfish suffering ?\n\nTennyson, in one of his\n\npoems, has expressed a doubt as to whether elevated sentiments and heroic living\n\ncan be long maintained without the shock of war\n\nin times of peace\nselfish in their\n\nmen do not become\n\n— whether\n\nand\nand leave the more manly virtues to stagnate\nWe have lived through one century of government,\nmercantile in their habits\n\nfeelings,\n\nand rot into decay.\nand the record made is a magnificent one. To the challenge sent out to\nus from our revolutionary sires and the framers of the Constitution,\n\"Watchman, what of the night?\" we have answered back, \"All is\nwell.\n\nBut is it certain that this liberty of ours, for which men but a few years\nsince carried muskets and died carrying them, for which they forded streams\n\nand waded through swamps and climbed mountains, and met all the exposure of the picket lines, and stormed forts and faced the belching month\nof cannon, and made the last sacrifice that it is possible for even the most\ndevoted to make for their country is it certain that this liberty, which has\ncost so much, is to go on in a kind of inevitable perpetuation? that these\nfree institutions are to remain free institutions through their own inherent\nvirtue ? that this cherished self-government is to need no looking after,\nin order to keep it moving along the lines on which our fathers projected\nit?\nAre not the conditions even now somewhat changed? Look at the\nlarge part played in the management of political affairs by the selfish and\n\n—\n\ndisreputable elements of society\n\n!\n\nSee how those ignorant of our country's\n\nlanguage, of its history, of its true spirit, of its great purpose, were welded\n\nand thrown against the progress of American civilization,\nShall we not insist\nthat virtue, diligently promoted, that right laws, administered and legally\ninto one mass\n\nas was done in Illinois and Wisconsin in November\n\n!\n\nobeyed, that intelligence, universally diffused, are essential to the prosperity\n\nand perpetuity of our nation?\n\nFor three-quarters of a century everybody\ncould see just the point of peril to national unity and national life, and\nwhen the shock came it was not a surprise. With the existing condition\nwhich I have attempted to point out this morning, can we not see wherein\nthe future strain is likely to become excessive ; and shall we not, as a wise\n\nmake strong that which within us is weak\nillumine that which is dark?\npeople, strive to\n\n— to raise and\n\nThe principle on which the compulsory legislation of Wisconsin and\n\n—\n\nbased the right of a child to an elementary education in the\nlanguage of the nation, and the duty of the State to secure him that right\nis not dead.\nIt lives in the Declaration of Independence, it lives in every\nIllinois is\n\n"}
{"page": 405, "printed_page": null, "text": "—\nDISCUSSION.\n\n401\n\npage of our country's history, and, having within it the germ of undying\nvigor, will continue to live\nTill the sun grows cold,\n\nAnd the stars are old,\nAnd the leaves of the judgment -book unfold.\n\nDISCUSSION.\n[Reported by Supt. J. M. Greenwood, Kansas Citt, Mo.]\n\nMr. Hancock, of Ohio, said When he reflected on the fact that his\nhad no State Normal Schools, nor any kind of supervision for her\n:\n\nState\n\nungraded schools, he\n\nfelt\n\nabashed in the presence of educational repre-\n\nmore happily situated. But in the matter of compulShe\nsory education he believed the State was entitled to some credit.\nhas a compulsory law that compels and this law was passed in 1889 by\nthe unanimous vote of both branches of the General Assembly, having,\nsentatives of States\n\n;\n\nconsequently, both the great political parties at its back.\nin its enforcement there has been\nlines, all\n\nAnd better still,\n\nno division of sentiment on religious\n\ndenominations, with rare individual exceptions, giving it a hearty\n\nsupport.\n\nThe age for compulsory attendance, in the law as originally passed, was\nof youth between eight and fourteen years, including those between four-\n\nteen and sixteen who cannot read and write ; and the time for each year,\nsixteen weeks in the country schools and twenty weeks in the city and village schools.\n\nBut at the meeting of the Legislature in 1890, an advance\n\nstep was taken scarcely less important than the passage of the original law\n\nThis makes attendance compulsory on the part of all youth between eight and sixteen years, not engaged in some regular employment,\nfor the whole time the schools of the several districts may be in session.\nUnder this provision youth must, after the original compulsory period has\nbeen completed, either continue in school or go to work.\nThe moral results of this new feature of the law will undoubtedly be great.\nAll amendments to the law, as weak places have manifested themselves\nin its execution, have been made with the purpose of strengthening these\nweak places, and with the greatest unanimity among our law-makers.\nThe act is not yet perfect, for it requires time to perfect a law of such\nlarge application\nbut if public opinion continues to hold as now and\nthere are no indications of a change\nwe shall experience no great difficulty in securing the needed amendatory legislation.\nitself.\n\n;\n\n—\n\n—\n\nThe law provides for the supply of the necessary clothing for the children of parents too poor to make the provision themselves. But the\nauthority to do this is now vested in the trustees of townships, and their\nslowness to act\n\n—or neglect to act\n\nat all\n\n—leads to great embarrassment in\n\n"}
{"page": 406, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n402\n\nIt has, therefore, been concluded that it is best\n\nthe execution of the law.\n\nto have this authority transferred to the boards of education, and this\n\nis\n\nlikely to be done by the present Legislature.\n\nOhio has before had compulsory laws, but they failed because no one\nwas specially charged with their execution. The truant officer of the\npresent law is its essential factor upon him are imposed grave duties, the\ndischarge of which requires qualifications above those required of the\n;\n\nordinary policeman.\n\nHe must be possessed of a fair intelligence\n\n;\n\nhis\n\nheart must be in his work ; he must have an abundance of tact, and must\n\nhumane, patient, and courageous.\n\nbe\n\nAnd it may be truthfully added\n\nthat the school boards of our State, as a rule, have acted in the full light\nof their responsibilities,\n\nand have m most cases appointed men well fitted\n\nfor their places.\n\nThis law means, in Ohio, as we believe, that no boy or girl hereafter\nborn within her borders shall ever be permitted to grow up without having\nreceived at least an elementary education, or without the advantages of a\ndefinite moral training, which, more than intellectual culture, will serve\nto save to good citizenship the waifs and outcasts of society.\n\nMr. John MacDonald, of Topeka, Kansas\n\n:\n\nThe question now before\nit.\nHas\n\nthe American people is clearly defined, and we may as well meet\n\nmust\nBands of foreigners in Wisconsin and else-\n\nthe State the right to insist that the instruction given in its schools\nbe in the English language ?\n\nwhere are making the unpatriotic demand that the language in which\nmust be determined by the community for\nThis un-American demand must and will be resisted. We have\nitself.\nthrown wide open the doors of the Republic, and have invited all who\nthirst for political freedom to accept citizenship ; but it is for the nation\nto lay down the conditions of citizenship, and the foreign-born citizen\nshould accept these conditions in good faith.\nPoliticians may be deluded\nby temporary victories, but educational philosophers can afford to wait for\nthe right to prevail, for the people will surely on this question be again\nclothed and in their right mind.\nIn Kansas we have had for many years a general compulsory law, but\nwhen large numbers of Mennonites settled in our State some years ago,\nand began to use their native language exclusively in schools organized\nunder the laws of the State, the Legislature passed a law requiring that\ninstruction shall be given\n\nall\n\nthe instruction given in the public schools should be in the English\n\nThat part of our compulsory law is well enforced, and has led\nno discontent or mutiny, but has been accepted as a reasonable\n\nlanguage.\nto\n\nrequirement.\n\nYou have doubtless observed that in European countries the tendency\nin our own country, to centralization.\nto disintegration\nIn educational\nmatters I believe in centralization to this extent, that the federal govern-\n\nis\n\n;\n\n"}
{"page": 407, "printed_page": null, "text": "COMPULSORY EDUCATION IN MASSACHUSETTS.\n\n403\n\nment should have something to say as to what is taught or not taught in\nThe State is greater than the individual, and the\n\nthe schools of the land.\n\nnation is greater than the State.\nState Superintendent Wells, of Madison, Wisconsin, addressed the chair\nfor the purpose of raising the issue, namely, whether it be not a legitimate\n\nquestion to discuss the educational results accomplished under the com-\n\npulsory and the non-compulsory systems.\n\nHe challenged the arguments used to prove the inefficiency of the school\nsystem of Wisconsin, claiming that the situation had been exaggerated\nto prove the necessity of drastic measures.\n\nHe said that the apparent\n\ndiscrepancy between the total school population and the annual enrolment\n\nwas accounted for by the extreme limits of enumeration, the legal school\nall persons between the ages of four and twenty.\nThe ma-\n\nage including\n\njority of pupils leave school at fourteen or fifteen, while the average age\n\nof all high-school graduates was probably under seventeen.\n\nIf these did\n\nnot thereafter enter school, they were counted until they were twenty-one\n\namong those not reached by the schools.\n\nMore than one-half of those\nunder the age of six were not enrolled. The records show that seveneighths of those between seven and fourteen attend school a portion of the\nyear. Again, the number reported attending private and parochial schools\nis known to be less than one-fourth of the actual attendance.\nConsidering\nthese facts it was evident that the schools were reasonably efficient.\nHe affirmed that the effect of the Bennett law upon attendance had been\ngreatly overstated.\nThe reported increase was not so much due to a larger\nattendance as to greater care and thoroughness in securing the returns.\nOne county, widely quoted as having increased its attendance 1,099 under\nthe influence of the Bennett law, had instead an actual decrease in the\nenrolment of 123, and more than 23,000 days' attendance, as shown by\nthe superintendent's report on file in the Department.\nAt this point the speaker was interrupted by a sharp cross-fire of questions relating to the effect of the Bennett law as an issue in the late political campaign.\nWhile admitting that it was a large factor, he claimed\nthat it was only one of several which contributed powerfully to the result.\n\nCOMPULSORY EDUCATION IN MASSACHUSETTS.\nBY GEORGE H. MARTIN, AGENT MASSACHUSETTS BOARD OF EDUCATION.\nCompulsory education began under more favorable conditions and has had\na more continuous, natural, and successful development in Massachusetts\n\nthan in any other State of the Union, or in any other country in the world.\n\n"}
{"page": 408, "printed_page": null, "text": ";\n\n;\n\n;\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n404\n\nThe conditions were the following\n\n:\n\nA homogeneous and well-to-do people, coming in considerable numbers\nand settling somewhat close together\n\n;\n\nThis people, by a pious indirection, self-governing from the beginning,\nsubject to no proprietor, patroon, foreign corporation, or royal governor,\nscarcely subject even to a king\n\nA central representative government having original and supreme jurisdiction, by which local autonomy was rigidly circumscribed\n\nA considerable\n\nbody of\n\nuniversity\n\neducated\n\nmen, clergymen, and\n\nothers\n\nA suffrage restriction of such a character as to give to this body controlling influence.\n\nHad there been a property qualification for suffrage\n\ninstead of an ecclesiastical one, the free school system would have been as\n\nlong in coming in Massachusetts as it was in the other colonies ;\nCivil units for all local purposes instead of ecclesiastical ones, towns\nand not parishes\nA form of church polity democratic, corresponding to the civil polity.\nUnder these conditions the foundations of an educational system were\nlaid in the world-renowned law of 1642, which decreed that all the children\nshould be brought up to learning and labor, that they should be taught to\nread and understand the principles of religion and the capital laws of the\n\ncountry.\nIf there was at that time any such law in existence anywhere I have\nfound no evidence of it. Other nations, drawing their inspiration from\nthe same source, the letters and sermons of Luther, had aimed, at most,\nonly at universal opportunity for education.\nThis law aimed at universal\neducation, and it made specific provision for its own execution.\nAnd it\nwas executed. The quaintly curious records of the towns tell of the\nappointment of special officers to go from house to house and see that the\nchildren were put to learning and labor, or they prescribed days when all\nthe children and apprentices should appear at the minister's to be measured\n\nas to their attainments.\n\nThe more we study this law the more it impresses us.\n\nThe position\n\nthose early legislators took was broad, logical, tenable, wise, whether we\n\nview it as churchmen or statesmen.\nboth.\n\nand\n\nIt dealt directly with parents.\n\nThe men who made the law were\nIt prescribed no means nor methods,\n\nrights nor interfered with parental\non the parent, but, for social and political ends, sought to enforce a preexisting and natural obligation.\nThus it appealed to the judgment and the conscience of all thinking\nand right-minded men and most of the early settlers were such men. So\nthe law went out to do its work among a people largely in sympathy with\nit, and under controlling influences in church and state wholly in sympathy with it.\nso neither\n\nchoices.\n\nrestricted\n\nparental\n\nIt put no new obligation\n\n;\n\n"}
{"page": 409, "printed_page": null, "text": ":\n\nCOMPULSORY EDUCATION IN MASSACHUSETTS.\n\n405\n\nThe principle became a part of the tissue and fibre of Massachusetts\nBecause of this, and because it was so reasonable, men of various\nfaiths and various nationalities, who subsequently came into the State, imbibed the doctrine as with the atmosphere, and to-day the more heterogenethought.\n\nous people of Massachusetts are as firm supporters of the doctrine of compulsory education as were the more homogeneous people of two hundred\n\nand fifty years ago.\nits sanction, and holds\nHere is the secret of the popularity\n\nAll subsequent school legislation finds in this\n\nthe relation to it of means to end.\n\nand strength of all later compulsory enactments.\nHaving made the obligation general, the next step was to furnish the\nparents with suitable means to meet it. Hence the compulsory school law\nof 1647, which required towns of fifty families to support a reading and\nwriting school, and towns of a hundred families to support a fitting school\nThe manner of supporting the school was left for each town\nfor college.\nto determine for itself.\n\nThis law was unique in that it was made by the people for the people.\nThe schools established under it were public schools. They were set up\nby vote of the town. The town chose the master, and fixed his salary, in\nopen town-meeting, or by its selectmen, under definite instructions. The\n\ntown supported the school wholly or in part, sometimes by granting fixed\nrevenues from leased lands or invested funds, sometimes by direct tax,\nIn many towns, at first, those parents who could afford\noften by both.\nto pay tuition fees were expected to do so but to the children of the poor,\n;\n\nand, in many towns, to every child, the school-house door opened as freely\nThis was no less true of the Latin school than of the\nas it does to-day.\n\nEnglish.\n\nMr. Motley, and some recent writers on American history, have thrown\nout the suggestion, or directly asserted, that the Massachusetts people\nThere is no ground for the\nlearned their school lesson from Holland.\nassumption.\n\nThere is not the faintest trace of Dutch influence in the\nThe Plymouth colonists, who had\n\nearly school history of Massachusetts.\n\nmade no public provision for schools for fifty years after\nNor could the Dutch settlers of Manhattan give much\ninstruction to them, for in 1659 the burghers of New Amsterdam, in a\npetition to their lords and masters, the Dutch West India Company, ask\nfor a man who can teach the children Latin, \"for which,\" they say,\nplaintively, \"there are no means nearer than Boston.\"\n\nlived in Holland,\n\ntheir settlement.\n\nPrivate bequests and public grants, as well as town votes, express the\n\nsentiment, and often repeat the phraseology of English instruments founding or aiding English schools.\n\nThese early schools were \" a well of Eng-\n\nlish undefyled.\"\n\nAn analysis of these two earliest laws discloses the following principles,\nwhich are the foundation of all subsequent legislation and history\n\n"}
{"page": 410, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n406\n\n1.\n\nThe universal education of youth is essential to the well-being of the\n\nState.\n\nThe obligation to furnish this education rests primarily on the parent.\nThe State has a right to enforce this obligation.\n4. The State may fix a standard, which shall determine the kind and\nthe minimum amount of education needed.\n2..\n\n3.\n\n5.\n\nPublic money, raised by general tax, may be used to provide such\n\neducation as the State requires.\n\nThe tax may be general, though the\n\nattendance is not.\n6.\n\nEducation higher than the rudiments may be supplied by the State.\n\nWhatever we may think of the principles, there they were.\nThe compulsory school law of 1647 has undergone various modifications,\nsome broadening its scope, some narrowing it. It remained on the statute\nbook unchanged for a hundred and forty-two years. Then the standard\nwas lowered. Instead of a school all the year round, in small towns a sixmonths school was allowed, or several schools, aggregating six months. Instead of one hundred families, two hundred was made the minimum numThe change of a single word released\nber for supporting the Latin school.\none hundred and twenty towns from the obligation, which had been on\nthem for nearly a hundred and fifty years, to keep open a free path to the\nIn later years the limit has been still further raised.\nuniversity.\nBut\nthis is a significant fact, that, with the exception of a few years, there has\n\nnever been a time in the history of Massachusetts when a classical education has not been free in towns having 2,500 inhabitants.\n\nWhereas the early laws applied only to towns having fifty or more famIn 1859\nin 1839 all towns were placed under the same obligations.\nall common schools were required to be kept six months, the high schools\nSix months is now the legal\nalready being required to keep ten months.\n\nilies,\n\nminimum, but all the schools in the State were kept last year an average\nlength of nearly nine months.\n\nBy existing laws towns having 10,000 inhabitants must maintain free\nevening schools, and any city having 5,000 inhabitants must maintain a\nfree evening high-school, if fifty persons of suitable age and requirements\nask for it.\n\nIn these evening schools there were last year under instruction\n\nabout 25,000 persons.\n\nCompulsory legislation dealt next with the qualifications of teachers,\nEvery schoolmaster\neven of an elementary school must be a graduate of some college or university, or, in lieu of this, must produce a certificate of qualifications from\nThese\na learned minister well skilled in the Greek and Latin languages.\nrequirements have been modified from time to time, weakening on the\n\nrequiring certificates of moral and intellectual fitness.\n\nintellectual side,\n\nwhile maintaining the moral standard at\n\nits\n\nhighest\n\nelevation.\n\nThe third step in the development of the system was in the direction of\n\n"}
{"page": 411, "printed_page": null, "text": "COMPULSORY EDUCATION IN MASSACHUSETTS.\n\n407\n\nsupervision. In 1789 the selectmen and ministers, or a special committee,\nwere directed to visit the schools at least once in six months, to inquire\ninto their regulation and discipline, and the proficiency of the scholars.\nWe observe that the two important functions of supervision, inspection,\n\nand examination were distinguished thus early.\n\nThe hint contained in the phrase, \" or other persons especially chosen\nfor the purpose/' was quickly acted on, and in all the larger towns and in\n\nmany of the smaller ones the school committee became a separate and\npermanent body. This law made regular inspection by public officers obligatory ; the choice of officers was optional.\n\nLater, in 1826, this option\n\nwas withdrawn and the specialization of functions was required. The\ntown school committee, with almost absolute control of school affairs, was\nmade a distinct feature of the compulsory system. At the same time the\namount of supervision was increased by requiring monthly instead of semiannual visits.\n\nCompulsory taxation for the support of the schools required by law to be\nkept was the next step. This appears first upon the statute book in 1827.\nFor one hundred and eighty years it had been optional with the towns to\ncharge tuition fees, but the option had not been exercised for generations.\nIn\n\nmy researches among the local records in the State I have found no\n\nmention of fees later than 1767, and that only in a single town. Few\ntowns required them later than 1700, and many had never required them.\nLegislation here, as everywhere else in Massachusetts school history, only\ncrystallized into statutes practices which had become well-nigh universal.\nThere were schools almost everywhere before the law made them compulSchool districts and female teachers were common a hundred years\nsory.\nSchool committees had been\nbefore the laws recognized their existence.\nchosen long before the State required supervision, and now the obligation to support the public schools by general tax only embodies a public\nsentiment which had long been universal.\nA variety of conditions peculiar to New England tended to make the\nschools sooner or later wholly free.\n\nCommon lands available as sources of\n\ntown income were gradually sold. Population increased more rapidly than\nthe income from testamentary property, so that the needs of the schools\nmore and more outran their fixed revenues. Private benevolence lacked\nincentive when law made schools compulsory, and a town rate could be\ndepended on to provide the means for their support. Tuition fees from\nthe rich and free tuition for the poor made class distinction too prominent\nfor a new society where in church and state all were equal.\nSupport by\ntown tax was simpler, easier and more uniform than by any other method.\nAll these causes peculiar to New England colonial conditions tended to\nchange the English schools of the earliest period to the American schools\nThe change came more rapidly in some places\nas we know them to-day.\nthan in others. Each community worked out its own problem in its own\n\n"}
{"page": 412, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n408\n\nway, until all at last reached the same result under the law which made\n\nsupport by town rate permissible but not compulsory.\n\nThe crowning feature in the legislation, by which the schools were\nmade free to all, is the law of 1884, which required towns to provide at\npublic expense all text-books and supplies needed in the schools.\nthis line, too, the process of evolution is interesting.\n\npaid only for the salary of the teacher, wholly or in\n\nAlong\n\nAt first the town\nThe master\npart.\n\nfurnished the school-house, and the children brought the firewood and\nthe books.\n\nThe towns early relieved the teacher by building public school-\n\nhouses, and before many years they relieved the parents by supplying the\nfuel.\n\nFree text-books are as legitimate objects of public expenditure\n\nNo line can be drawn\nbetween them which is not an arbitrary one.\nMassachusetts has drawn\nall the lines, one at a time, and has rubbed them all out.\nTo one familiar\nwith history, the modern outcries against free text-books seem like echoes\nfrom the acrimonious debates in Massachusetts town meetings, as one by\none the burdens of school support have been shifted from the parent to\nas firewood, free school-houses, or free teachers.\n\nthe public.\nAll the State now asks of the parent is that he furnish the children.\nNor is she strenuous as to quality. She provides at public expense for\nthe education of the deaf, the dumb, and the blind.\nShe does not even\ninsist upon brains, for in the ample compass of her beneficence she waits\n\nupon the slow-dawning intelligence of the idiotic and the feeble-minded.\nFor these defective classes she provides free transportation to day-schools,\nand free board if the schools are far from home. This is not done as a\ncharity, but for rich and poor alike, under the general provision for public\nschools, that the school opportunities shall be ample for all the children.\nThe compulsory system assumed its modern form first in 1852, by the\nrequirement that all children between the ages of eight and fourteen years\nshould attend some public school at least twelve weeks in each year. It\nis important to notice that, in Massachusetts, this was not so much a new\nlaw as a rehabilitation of the ancient statute. It involved no new principle.\n\nIt only provided a new method of enforcing the traditional principle, that\n\nevery child should be educated.\n\nThe selectmen could no longer keep a\n\nvigilant eye upon their neighbors to see that they brought up their children\nto learning and labor.\nThe public school registers, in connection with an\nannual school census, might take the place of this personal oversight and\ninspection.\nNon-attendance at the public schools was made prima facie\n\nevidence of parental neglect.\n\nBut the parent was as free as ever to ex-\n\nercise his preference in the choice of means of educating ; only the burden\n\nof proof was on him to show that he was doing his duty by his child.\n\nIf\n\nthe child was otherwise provided with the means of education, the new\n\nlaw exempted the parent from\n\nits\n\npenalty.\n\nhome instruction and the private schools.\n\nThis left the way clear for\n\n"}
{"page": 413, "printed_page": null, "text": "—\nCOMPULSORY EDUCATION IN MASSACHUSETTS.\nThat the new law was evolutionary rather than revolutionary in\n\n409\n\nits\n\nevidenced by the fact that its enactment did not produce a\ncharacter\nIt did not even originate as a\nripple on the current of public thought.\nis\n\ngovernment measure that is, it did not emanate from the Board of\nHorace Mann, in one of his later reports, five years before,\nEducation.\nhad eloquently pleaded for such a new departure, but the initiative was\ntaken by a member of the House of Representatives from one of the smalltowns where the evils of non-attendance were\nest of the rural towns\nthen most conspicuous.\nThis law was weak at several points. Its enforcement was in the hands\nof local boards, and the town treasurers were made prosecuting officers\ngood men, but not especially interested in schools, and not likely to\nThere were\nentangle themselves voluntarily in the meshes of the law.\nPhysical\nseveral underground passages by which parents might retreat.\ndisability of the child or the poverty of the parent might exempt from\nAnd \"otherwise furnished with the means of education\"\nthe penalty.\nhas proved so wide an avenue that a local judge drove not only the proverbial \"coach and four\" through the law, but a whole non-English;\n\n—\n\nteaching parochial school.\n\nSubsequent legislation has broadened and strengthened the law. In\nfirst compulsory laws, Massachusetts, as if to maintain her ancient lead, extended her required school\ntime from twelve weeks to twenty weeks, and last year it was extended to\nand an order is now in the\nthirty weeks where the schools keep so long\nLegislature to require school attendance as long as the public schools are\n1873, when other States were passing their\n\n;\n\nin session.\n\nPoverty is no longer a valid excuse for not complying with the law.\n\nThe public school standard is made the universal standard. Children\nmay attend private schools, but they must attend at least thirty weeks in\nthe year, and the private school must be approved by the school committee.\nIt may be so approved by the school committee only when the committee\nis satisfied\n\nthat the instruction is in all the branches required to be taught\n\nin the public schools\n\n—\n\nis\n\nin English in all these branches, and is equal in\n\nthoroughness and efficiency to the instruction in the public schools of the\nlocality, and that the pupils make equal progress with the public school\npupils.\n\nThe loose phrase, \" otherwise provided with the means of educa-\n\ntion,\" has been changed to \" otherwise instructed in the branches required\nto be taught in the public schools for a like period of time.\"\n\nThese laws are supplemented by the truancy legislation of the State,\nand by the acts concerning the employment of children. Every town is\nrequired to make suitable provision for the confinement and instruction of\ntruants.\nEvery local school board is required to appoint truant officers,\nwho are made prosecuting officers; and the county commissioners, on\npetition of three towns, are required to provide county truant schools.\n\n"}
{"page": 414, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n410\n\nThe whole truancy legislation has been strengthened by the recent action\nof the Supreme Court, issuing against a recalcitrant board of county com-\n\nmissioners a writ of peremptory mandamus commanding them to proceed\nat once to provide a truant school.\n\nThe employment of children under fourteen is practically forbidden,\nand minors who cannot read and write in the English language may not\nbe employed if they have lived for a year where public evening schools\nare maintained, and are not regular attendants at such schools.\nIt is evident that the legislation is ample to secure to every child in the\nState a good English education, including not only reading, writing, and\narithmetic, but grammar, geography, United States history, temperance,\nphysiology, and industrial drawing.\nThe enforcement of this legislation\nis in the hands of local school boards, and is efficient where they do their\nduty most efficient where there are superintendents.\nReviewing the evolutionary process from the beginning, we note that\nthere have been six steps compulsory education, compulsory schools,\ncompulsory certification of teachers, compulsory supervision, compulsory taxation, compulsory attendance and it seems that Massachusetts\n\n—\n\n—\n\n;\n\ntook each of these steps in advance of the other States\n\nadvance of her sister States in\n\n—a\n\nlittle\n\nin\n\nNew England, far in advance of all the\n\nothers.\nIt is evident that at\n\nno point\n\nin\n\nthe later history of Massachusetts\n\nnew principle been introduced or any violent\nstrain put upon the old ones.\nThe multiplied statutes of to-day are only\nthe expansion of the laws of 1642 and 1647, made necessary by the social\nschool legislation has any\n\ndevelopment of the State.\nPublic sentiment is a unit in favor of universal education, and of the\namplest legislation to secure it.\nThe action of Boston in 1817 expressed\na feeling which has always been dominant, and never more so than to-day.\nWhen the good people of that town discovered that more than two hundred\nchildren under seven years of age did not go to school, there being no\npublic provision for them, they gathered in Faneuil Hall and rocked that\nold Cradle of Liberty as it had been rocked in revolutionary days ; and, in\nspite of the opposition of a few social magnates, voted to establish twenty\npublic primary schools, which in eight years increased to fifty.\nWhen, in 1820, it was -found that through the disintegrating influence\nof the district system the common schools were languishing, there was a\nrevival of education which has gone on with accelerating force until the\npresent time.\n\nThe strength of this public sentiment is shown in the attitude of the\namount of money raised for public schools. In the\n\ncourts, and in the\n\ncolonial days the magistrates and the grand juries were unrelenting in\n\npressure upon neglectful parents and slow-moving towns.\nAnd,\nthroughout the history, the decisions of the higher courts have been in-\n\ntheir\n\n"}
{"page": 415, "printed_page": null, "text": "COMPULSORY EDUCATION IB MASSACHUSETTS.\n\n411\n\nvariably in favor of the most liberal interpretation of the laws on the side\nof the public schools.\n\nOn the money side the people of the State last year spent on their\n$22.38 for each\npublic schools eight and a quarter millions of dollars,\n\n—\n\nchild between five and fifteen.\n\nWhat has the\nThe question which comes to us most frequently is\nMassachusetts system of compulsory education accomplished ? Such a\nquestion cannot be fully answered. The forces at work in modern society\nThe object\nare too many and too subtle for minute and exact analysis.\n:\n\nwhich the founders of the system had in view was to make intelligent and\nupright citizens of the civil community, and loyal subjects of the kingdom of God. How far the past and present character of the Massachusetts people has justified the efforts of the fathers, I will not attempt\nto say.\n\nBut there are some specific facts which may justly be attributed to the\nBy the last report of the United States Commissioner of Educa-\n\nsystem.\n\ntion, the school\n\nattendance at public schools alone throughout the State\n\n—\n\naveraged 151 days for every child between the ages of six and fourteen, in\nIlliteracy, so far as the persons born of native\nthis leading all the States.\nparents are concerned, has been practically wiped out, only one in 714 of\nAnd the same census found\nsuch persons being unable to read and write.\nin the State but seventy-three Children of Massachusetts-born parents at\n\nSo much the system has accomplished.\nThe character of the teaching force of the State may also legitimately\n\nwork and illiterate.\n\nbe attributed to the system.\n\nThree elements determine the professional\n\ncharacter and standing of the teachers, their training, their pay and other\nrevenues.\n\nForty per cent, of the teachers have attended State normal\n\nschools.\n\nThe salaries of the teachers in city and country, men and women,\n\nKesulting partly from these two facts,\nand partly from the wise legislation fixing the relation of teachers and\nschool officers, the tenure of office is so permanent that of the whole body\n\naverage sixty dollars a month.\n\nof teachers only fifteen per cent,\n\nis\n\nannually changed.\n\nIn these particu-\n\nlars Massachusetts seems to be in the van.\n\nThe reading habits of the people are a direct result of the system of\neducation.\n\nSixty years ago, in a little town having less than 900 inhabi-\n\ntants, there were nearly 6,000 books in public and private libraries.\n\nForty-\n\nseven different magazines and newspapers were regularly taken, for which\n\nfour hundred dollars were annually paid.\nto good authority, has\n\nTo-day. the State, according\n\nmore than half of all the free public libraries in\n\nThey are open to ninety-four per cent, of her population,\nand their patronage is as widespread as their constituency.\n\nthe Union.\n\nAfter all this has been said, there is another word.\n\nThe success of Massa-\n\nchusetts in educating her people has not been achieved chiefly by compulsion.\n\nThe motto of the friends of progress has always been,\n\n— \" Light\n\n"}
{"page": 416, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n412\n\nbefore Law,\" so that the practice of the people has far outrun the legal\n\nCompulsory education laws can only emanate from people\nThe laws only serve to bring up a lagging rear.\nThe progress which the State is making now is not in the line of comIn the quality of school buildings, in the consolidation and\npulsion.\norganization of country schools, in course of study, in methods of instrucrequirements.\n\nalready educated.\n\ntion in all grades, in supply of illustrative material, in closeness, intelligence and efficiency of supervision, in evening schools, in high-school\n\nattendance, in industrial drawing, in the diffusion of pedagogical knowl-\n\nedge and the development of a professional spirit\n\namong teachers, in\n\nproper acceptance of progressive measures, in close and cordial relation\n\nbetween local and State officials, more advance has been made in the last\nThe motive to all this advance is not\nten years than in any previous ten.\nlaw,\n\n—\n\nit is\n\nthe good-will of the people.\n\nNot forgetting the past, the State looks toward the future with unfaltering purpose and unflagging effort.\nNor is she isolated in her thought\nor feeling.\n\nIf she has been so in the past it has been the inevitable isolation\n\nof the pioneer, and not the selfish isolation of the recluse.\n\nShe watches\n\nwith intense interest every struggle of the friends of progress, and keenly\n\nHer sympathies are national.\none member suffer all the members suffer with it.\n\nregrets every set-back.\nif\n\nsister States she bears herself\n\nOxenford,\n\nShe believes that\nAnd toward her\n\nalways in the spirit of Chaucer's clerk of\n\n\"And gladly wolde he lerne and gladly teche.\"\n\nDISCUSSION.\n[Reported by Superintendent Greenwood, Kansas Citt, Mo.]\n\nMr. Edwin P. Seaver, Boston, Mass.: Mr. President, when I told you\nI would discuss the topic of this paper, I promised to give you a few care-\n\nfully ascertained facts\n\ngoing to show how well or how ill the compulsory\n\nschool attendance laws are enforced in that part of the commonwealth of\n\nMassachusetts\n\nknown\n\nas Boston.\n\nSuch a statement of facts may have\n\na use in disclosing some of the difficulties in the way of procuring an absolutely complete obedience to the law, and in indicating the amount and\nkind of effort necessary to bring about such obedience.\n\nThe facts I have\n\nto\n\nstate are the\n\nresults of\n\nthorough and repeated\n\ninvestigation, begun in the year 1885, and repeated every year, save one,\n\nsince that date.\n\nIn each individual case of reported absence from school,\ninquiry has been made to learn the reasons for non-attendance.\nTo the\nclear cases of disobedience to the law have been\n\nadded all doubtful cases.\nunless\n; and\n\nThe uniform presumption has been in favor of disobedience\n\n"}
{"page": 417, "printed_page": null, "text": "DISCUSSION.\n\n413\n\npresumption could be overcome by positive evidence, the case has\nNo excuses save those recogbeen counted as one of disobedience.\nnized by the statute itself have been allowed, not even that of extreme\nthis\n\n—\n\npoverty.\n\nThe general result, stated in round numbers, and as averaging the particular results of several years,\n\nis this,\n\nthat of 50,000 children in Boston,\n\nto whom the compulsory laws apply, the number found inexcusably absent\n\nfrom school during any one year is between 500 or 600, or a trifle over one\nAlso, it is true that more than half of this unexcused absence occurs\n\nper cent.\n\namong children already fourteen years old; that is, among children just\nAgain,\napproaching the time of exemption from the compulsory law.\nmore than one-half of the remaining unexcused absences occurs among\nchildren already thirteen years old.\nis well-nigh perfect\n\nThus it appears that school attendance\nthat is, among those from\n\namong the younger children\n\n;\n\neight to twelve years of age, both ages included.\n\nDuring these\n\nfive years of school life,\n\nschool if not physically disabled,\n\npopulation of over 400,000.\n\nthe children are practically all in\n\n—scarcely over one hundred absentees\n\nin a\n\nIt may be added, too, and it is very important\n\nto remember, that the 500 or 600 children reported absent this year are not\n\nthe same children who were so reported last year, nor again are they the\n\nsame ones that will be reported next year. A comparison of the list of\nnames in the successive years settles this point. Scarcely one name in a\nhundred appears on the list for two successive years.\nChildren of school\nage growing up in ignorance are very rarely found in Boston ; for their\nabsence from school almost never continues over a year at a time.\nIt is further true, and noteworthy, that by far the larger part of the\nascertained illegal non-attendance is found among the foreign and unAmericanized population. This element in our society is not reached by\nthat strong public sentiment which characterizes the purely American and\nthe thoroughly Americanized populations.\nThat you may place full confidence in the statements thus far made, let\nme go into details somewhat minutely to describe my method of investigation.\nEvery year, in the month of May, a school-census is taken.\nThis is a thorough house-to-house canvass of the whole city by persons of\nskill in such work.\nThe names, ages, and residences of all children between five and fifteen years of age are written down by the census-takers in\nbooks.\n\nAgainst each name is recorded the fact of attendance at a public\n\nschool, or of attendance at a private or parochial school, or of non-attend-\n\nance at any school, as the case may be, during the year from\n\nMay 1st.\n\nMay 1st to\n\nAlso are recorded any reasons that may be learned for non-attend-\n\nance at school.\n\nThus, in the year 1886, I learned from these books that\n\nthere were in Boston 70,090 children from five to fifteen years of age.\n\nNote, if you please, that the lower age limit is taken inclusively, the upper\nexclusively.\n\nOf these children 54,626 attended public schools; 7,912\n\n"}
{"page": 418, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n414\n\nattended private or parochial schools ; and 7,752 did not attend any school\nThis last number has been a somewhat troublesome item in my\nthat year.\n\nShallow writers, aiming at sensation, have quoted the figures as\nevidence that some seven or eight thousand children in\nFollow me, if you will, in a close\nBoston were growing up in ignorance.\nanalysis of the facts, and you shall see the seven or eight thousand dwindle\nIn the first place, let me set aside all\nto a very much less alarming size.\nreports.\n\nbearing\n\nofficial\n\nthe children five and six years of age.\n\nWe may or may not think these\n\nthem too\nyoung but we may for present purposes set them aside, for their absence\nfrom school involves no disobedience to the law. Most of them will be in\nOf these five- and six-yearschool by the time they are seven years old.\nchildren ought to be in school ; their parents certainly consider\n;\n\nolds thus set aside there are 5,625.\n\nNext may be set aside the seven-year-olds, whose cases, though carefully\ninvestigated by me for other purposes, have no bearing on our present\n\nTheir absence from school involves no disobedience to the law.\nThere are only 443 of these cases, showing that nearly all the seven-yearThese two deductions, aggregating over six\nolds are in school any way.\nthousand, having been made, there remain to be investigated 1,684 cases of\nchildren whose absence from school, if inexcusable, under the terms of the\nlaw, was illegal.\n\ninquiry.\n\nThe next step is to learn the reasons in each individual case for the\nreported non-attendance; sometimes, indeed, it\nreport itself be not a mistake.\n\nis\n\nto inquire whether the\n\nThe census-books contain remarks from\n\nwhich much may be learned. But I have it in my power to verify or corThe truant officers,\nrect these remarks by a wholly independent inquiry.\nof whom Boston employs a force of sixteen, offer me all needed help for\nThe names, ages, and residences of all the children I wish\nthis purpose.\nto inquire about are copied out of the census-books and given to the truant\nofficers, toward the end of the month following the one in which the census\nwas taken, with my request that they ascertain by personal inquiry and\nreport on the cards in writing the reasons, if any, for non-attendance.\nThe report of the truant officer thus made, being compared with the\nremarks recorded in the census-books, which, by the bye, the truant officer\ndoes not see, enables me to decide with the confidence imparted by testimony from independent sources whether or not the reported absence from\nschool was excusable under the law.\nThis thorough double investigation is applied to the children eight to\nthirteen years old, both ages inclusive ; the cases of the fourteen-year-olds\nbeing treated separately, as shall be described presently.\n\nTake note here\n\nof the very significant fact that of the 1,684 cases now to be investigated,\n\nand which contain all the disobedience to the law that we are going to\nmore than one-half are cases of children already fourteen years of\nfind,\n\n—\n\nage.\n\n"}
{"page": 419, "printed_page": null, "text": ";\n\nDISCUSSION.\n\n415\n\nThus:\nChildren reported non-attendant:\n\nAged eight to thirteen\nAged fourteen\n\n775\n909\n\nTotal\n\n1,684\n\nWe will begin with the 775 non-attendants from eight to thirteen years\nold.\n\nThe concurrent testimony of census-taker and truant officer shows\n\nthat 260 of these are invalids, physically unfit to be in school all the year,\n\nand in many sad cases unlikely ever to be in school again. There were\nalso thirty-eight children under care and instruction at home by private\nsixty-six had lately moved into the city, and had\ntutors or governesses\nnot attended school in the towns they came from, many of them being\nforeigners ; and forty-four were only transiently residents within the city.\nSo far no disobedience to the law. But the same concurrent testimony\nproves 117 children were \"at work\" or \"helping at home,\" in noncompliance with the law.\nSome of these cases were well known, but had\nbeen winked at for good reasons, to be stated further on.\nWe have left now a class of cases in which the testimony is either conflicting or imperfect, or both.\nIn the cases where the testimony is conflicting there must appear clear reason for rejecting one part or the other,\notherwise the conclusion is counted as doubtful and construed unfavorably.\n;\n\nWhere the point at issue is the fact of attendance the school records settle\nthe question\nwhere the dispute is about the age, there are church or\nmunicipal records that can be appealed to.\nAmong these debatable cases\n;\n\nI find\n\neighty-seven in which\n\nI\n\ncannot adopt a positively favorable con-\n\nclusion ; in the rest the presumption of disobedience\n\nis\n\nclearly overcome.\n\nAdding these eighty-seven doubtful cases to the 117 certain cases, we have\n204 as the whole number of cases of disobedience discovered among the\n775 cases with which we began.\nNow as to the 909 cases of fourteen-year-olds. The information contained in the census-books is clear enough in most cases.\nThe assistance\nof truant officers is not needed and is not used.\nThe presumption of\ndisobedience is stronger in these cases, inasmuch as the desire both of the\nparents and of the children to reap the rewards of child-labor grows much\nstronger as the age of legal exemption from school attendance approaches.\nBut, on the other hand, there are two considerations to explain why the\namount of disobedience among the fourteen-year-olds is not very large\nafter all.\nIn the first place, children may be, and often are, exempt from\nfurther school attendance as early as the age of thirteen and a half years\nfor the statute is fulfilled the moment the child has attended school\n\nweeks* since reaching his thirteenth birthday.\n\nIt\n\nis\n\ntwenty\n\nquite within the\n\n* By a recent change in the law thirty weeks is now required instead of twenty, as at the time of the\n\ninvestigation.\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nlimits of possibility, therefore, that fully a half of the children reported\n\nfourteen years old and \" out of school * should be already exempt from\nthe law.\n\nIn the second place, there is a strong motive growing out of\n\nthe law relating to the\n\nemployment of children which operates to in-\n\nduce children to put in the last twenty weeks' attendance required of\nthem by the law, as soon as they possibly can after reaching their thirBy so doing they get an unlimited employment certiteenth birthday.\nficate ; but by postponing their last period of attendance they can receive\nonly a limited certificate, one obliging them to return to school again before they shall be old enough to be exempt from the law altogether. Without taking you through all the details, I may say that the results of investigation for several successive years have shown that one-third is a fairly\nhigh proportion to allow for the amount of disobedience to the law in the\nfourteen-year-old class.\nThis would give 303 cases in the year now under\nconsideration, which number added to the 204 cases among the younger\nchildren already found makes 507 cases in all. This result is rather better\nthan that of the year before, and not so good as the result two years beNow, adding about a hundred, to answer all possible cavil and doubt,\nfore.\nand not because I can see any other reason for doing so, we have the result\nalready given, 500 or 600 cases of illegal staying out of school during one\nschool year, among 50,000 children whom the law touches.\nMay I not confidently say that the Massachusetts compulsory law compels ? The law which thus compels has two arms. With one arm it reaches\nThis arm is supported\nthe parent and enforces the parental obligation.\nby an almost universal public sentiment.\n\nProsecutions under it are of very\n\nrare occurrence, for the reason that the very poor, who alone violate it, have\n\nno money with which to pay fines and sending them to jail for non-payment would be harsh treatment. The other arm of the law lays hold on\nemployers of child-labor. Employment of children under thirteen years\nof age is prohibited absolutely ; and employment of those from thirteen\nto sixteen is forbidden under a serious penalty, unless the employer\nkeep on file and open to inspection of State officers a certificate reciting\ntwo important facts (1) the age of the child, (2) the fact that the law of\ncompulsory attendance has been fully satisfied. This certificate can be obtained only from the superintendent of schools, who thus has the power to\n;\n\n:\n\nprevent the employment .of children who have not yet fulfilled the law.\nThis arm of the law is very effectual.\nThe employers are very vigilantly\n\nwatched, and they are correspondingly careful not to incur the penalty.\n\nThus children who have not attended school as required by law, find themselves shut out of employment altogether, and discover that the best thing\nfor them to do is to go back to school.\nThe present employment law, which was enacted in 1888, is more stringent than the old law and provided with better means and agents for enforcement.\nThe result has already appeared in a greatly improved school\n\n"}
{"page": 421, "printed_page": null, "text": "discussion:\n\n417\n\nOne improveattendance of children thirteen and fourteen years of age.\nment ought to be made in the law. The age of permitted employment\nought not to begin before that of compulsory school attendance has ended.\nThis change would save much trouble.\nIn drawing these remarks to a close, I wish to express one thought\nwhich my observation and experience have impressed on my mind with\nIt is this, that a perfectly rigid and complete enforcement\ngreat force.\nof our school-attendance laws cannot be had without an amount of suffering which no humane agent of the law would willingly be responsible\nfor.\n\nThat you may the better understand the character of the cases I now\nallude to, permit me to quote from my report to the School Committee of\n\nBoston for the year 1886, where these cases are presented in the concrete,\nas it were, being more vividly described than they could be by any general\n\nphrases now at my command.\n\n\" The grim struggle for existence involves every child in the family old\nenough to earn a dime. No officers are so unfeeling as to increase the difficulties of such a struggle; and therefore it is only reasonable to expect that,\nin the absence of other relief, the school-attendance law will go unexecuted.\n\nneeded in such\nanswer is, first, that they do not appear to have done so hitherto\nand, secondly, even if they were now ready to do so, it would still be\na serious question whether pauperization should be promoted for the sake\nIf it be said that the public charities should give the help\n\ncases, the\n;\n\nof a little more schooling.\n\nThe very point of the struggle in these cases is\n\nto live without the help of public charity.\n\n\"But these questions open too wide a field of discussion for me to enter\nMy aim is to make it clear that a perfectly rigorous execution\nAmong the cases actuof the present law cannot reasonably be expected.\nand among\nally investigated, I find about fifty cases of great hardship\n\nupon now.\n\n;\n\nthose not investigated, but\n\nstill\n\nwithin the limit of age, I should have\n\nfound about as many more. Therefore, he who would insist on a perfectly\nrigorous execution of the law in this city must, if he would be reasonable,\nfirst provide some way of relieving about a hundred cases of hardship.\nWhat these cases are may be gathered from the following selections\n\" No. 1191. Boy, eight years old. ' The father of this boy has been out\nof work most of the winter and could not furnish all of his children with\nclothes and shoes.\nTwo of the older ones are in school.'\n\"No. 1206. Girl, eight years old. 'This family consists of three perThe\nsons, mother and two daughters, one eight, the other four years old.\nmother washes for a living and is obliged to keep the oldest girl from school\nto take care of the other.\nBoth will enter school in September/\n\"No. 483. Girl, eight years old. 'This girl has been taking care of\nthree younger children while the mother goes out to work.\nThere are\n:\n\nthree older children in school.\n\nShe will go in September.'\n\n"}
{"page": 422, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n418\n\n\" No. 837. Boy, nine years old. Father blind. Goes with him peddling.\"\n\" No. 524. Boy, ten years old.\nThis boy is a member of the Brimmer School. The mother says her children had to stay away from school.\n'\n\n'\n\nNo clothing. No one working but the oldest boy, who says he is fourteen\ny ears and six months old.'\n\n\"No. 378.\n\nGirl, ten years old.\n\n'\n\nCame from Italy a year ago.\n\nMother\n\nhas been sick in bed until a month ago, and the girl has taken care of the\n\nBut mother is better now,\n\nhouse and family. Can talk but little English.\nand girl will attend school in September.'\n\n\"No. 327.\n\nGirl, ten or twelve years old.\n\n'\n\nHas been kept at home to\n\nMother keeps a stand on Atlantic Avenue. The\nfather sick for three years, and does not go out much. Three children in\ntake care of small child.\nthe family/\n\nBoy eight and girl ten years old.\n\n\"Nos. 197 and 198.\n\n'The mother\n\ndied a few months ago, and the father cannot get work to get the children\nclothes suitable to attend school/\n\n\"No. 181.\n\n'This boy's parents are both dead.\n\nBoy, eleven years old.\n\nHe lives with his grandmother. He has not had clothes suitable to attend\nschool/\n\nThis girl's mother is dead.\n\nShe\n\nhas been kept at home to take care of the family of small children.\n\nThey\n\n\"No. 690.\n\nGirl,\n\ntwelve years old.\n\n'\n\nare very poor.'\n\n\"No. 375.\n\nBoy, twelve (?) years old.\n\n'Italians.\n\nNone of them can\n\nA smart little interpreter says the father and mother both\n\ntalk English.\n\nsay the boy is fifteen years old.\nfiddle about the streets,\n\nHe cannot talk English.\n\nHe plays a\n\nand supports the family of four persons\n\n— one a\n\nsick brother.'\n\n\"No. 285.\n\nGirl, twelve years old.\n\n'\n\nThe father and mother do nothing\n\nObliged to support herself ; works for her board.\nMother at Deer Island. If father has more than he spends for rum, gives\n\nfor\n\nher support.\n\nher a dollar/\n\n\"No. 320. Girl, twelve years old. 'Lives with her aunt, who says she\ncannot afford to send her to school. Attends the evening school in the\nwinter.\nHas a father and mother, but they do not support her. They\ndrink badly.'\n\"No. 434. Girl, twelve years old. 'This family came from Ireland\nabout two years ago.\nthis one.\n\nThere are nine children, five of them younger than\n\nWhen they arrived in New York the mother became insane, and\nThey are very poor.\n\nThis girl has to do the work in the\n\nhouse and take care of the children.\nCan read and write well.'\n\nThe three older ones are in school.\n\nafterward died.\n\n\" No. 187.\n\nBoy, thirteen years old.\n\n'\n\nThis boy's father is dead.\n\nThere\n\nare five children in the family, so this boy is obliged to work to help sup-\n\nport the family/\n\n"}
{"page": 423, "printed_page": null, "text": "\"\n\nDISCUSSION.\n\" No. 688.\n\nBoy, thirteen years old.\n\n'\n\n419\n\nThis boy's father is dead.\n\nFamily\n\nHe is a telegraph boy, and lias been during the past year.'\n\nvery poor.\n\n\"No. 684.\n\n'\n\nGirl, thirteen years old.\n\nThis girl's mother is sick, and\n\nhas to keep Maggie at home to take care of her, as she is too poor to hire.'\n\n\"No. 220.\n\n'\n\nGirl, thirteen years old.\n\nThis girl's mother is blind, and\n\nshe is obliged to stay at home to do the work and care for her mother.'\n\n\" No. 170.\n\nGirl, thirteen years old.\n\nmother is in an insane hospital.\n\n*\n\nThis girl's father is dead, and her\n\nThe girl is obliged to work for her own\n\nsupport.'\n\n\"No. 440.\n\n'Father and mother dead. Living\nShe keeps house and takes care of an\n\nGirl, thirteen years old.\n\nwith an uncle, whose wife is dead.\n\nWill go to school in September.\nWas thirteen years old\nand has been out of school two years.'\nFrom such specimen bricks you may judge of the whole house.\n\ninvalid child.\nlast October,\n\nMe. Hancock, of Ohio, inquired whether there were not provisions in\nthe law for the relief of such cases.\n\nMr. Seaver\n\nNo, there is no law whatever under which public chariThe families in question occupy a\nThe very point and\nposition just above the level of actual pauperism.\n:\n\ntable relief can be given in such cases.\n\nstress of their strugglesjs to avoid the necessity of accepting public charity\n\n—of becoming paupers. The feeling\n\nis an honorable one, and deserves all\nLet private charity enter into this field and occupy it, but let\npublic charity keep away as long as possible.\n\nrespect.\n\nMr. I. N. Mitchell, Fond du Lac, Wis.\n\n:\n\nMr. President, I think the\nMassachu-\n\nvital point of this paper and the discussion is that the State of\n\nsetts demands and secures the recognition of its right to supervise the\nwork of the parochial school. These gentlemen show clearly that the\ncourse of study in the parochial school must be approved by the authorities\nThis is the vital question that was raised and not\nof the public school.\n\nanswered in the discussion of the first paper of the session.\n\nMr. A.\n\nP.\n\nMarble, Worcester, Mass.\n\n:\n\nThe statute of Massachusetts\n\nrequires that all pupils up to the age of fourteen shall attend a public day-\n\nschool at least thirty weeks in each year, or a private school approved by the\nschool committee of the town or city for the\n\nsame time.\n\nattendance is not insisted on, however, in case of\n\nshown that the\n\nillness,\n\nSuch school\nor if\n\nit\n\ncan be\n\npupil has received an education equivalent to what\n\nis\n\nEmployers of children under sixteen years of age\nare required to keep on file a certificate of the age and school attendance of\neach child employed and absence of such a certificate in case of any child\nfound employed is prima facie evidence of a violation of the law, and\nsubjects the employer to a fine. In giving the certificates of school attendance the school committee must be aware of the character of any private\nschool, and know whether the register of attendance is properly kept, and\nreceived in the schools.\n\n;\n\n"}
{"page": 424, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n420\n\nwhether the instruction conforms to law; that is, whether a knowledge of\nThe agent, or whoever acts for the committee, may ascertain as to the amount and the kind, of instruction by an\nHe can learn\nexamination of each pupil who applies for a certificate.\nthe English language is acquired.\n\nabout the register of attendance only by inquiring of the teacher of the\nprivate school ; and in case of pupils who require no certificate for entering\na shop, store, or factory, the only means of knowing whether the compulsory law is complied with is an inspection of the private school.\n\nA compulsory school law, then, implies that the State (which is only an\norganized form of public opinion) may take cognizance of private schools\nfar enough to see that no child is deprived of that small amount of education on which the State insists ; that is, ability to read and write in the\n\nEnglish language, and a moderate knowledge of arithmetic and geography,\nfor example.\n\nBut\n\nso\n\nmuch of oversight is not hostility to private schools, nor any\n\ninfringement of parental control any more than the law requiring parents\nOn the contrary, such an oversight is\nto clothe and feed their children.\na positive help to a private school ; since parents would not patronize it if\n\nthem to be employed,\namount of education, such as\n\nthe children could not receive certificates to entitle\nor if their children did not receive a fair\n\nthe law requires.\n\nThe public-school authorities, if wise, would not undertake to inspect\nprivate schools in any other than a friendly spirit and for the purpose of\n\nThey would be received\npresumed to aim at good education and\n\nlearning what is indispensable for them to know.\ncheerfully, since all schools are\n\n;\n\nAnd parents\nthey would soon be welcome in making friendly criticism.\nwould not long patronize a school which refused to allow the public-school\nauthorities to ascertain what is so important for them to know, where the\n\nprinciple is acted on that all children have a right to a moderate amount of\n\neducation.\n\nOn any other principle than that outlined above, a compul-\n\n— would be better to\na law for securing to each\na harsh term to\nAmerican ears — on any other principle, such a law would be a dead-letter\n\nsory school law\n\nit\n\ncall it\n\nchild his birthright of intelligence, since compulsion\n\nis\n\nfor if the school authorities cannot inquire into the character of any school,\nfictitious school the law might be successfully and\nExamination of each pupil applying for a certificate is only\nan indirect and practically very cumbersome way of inspecting the school\nwhich he has attended. This is not a merely theoretical question. In my\ncity a private or parochial school for French children has invited with great\nand in a few\ncordiality an inspection for the purpose indicated above\ninstances certificates have been refused to children who had not acquired\na knowledge of the English language.\n\nthen by means of a\neasily evaded.\n\n;\n\nHon. B. G. Northrop, Clinton, Conn.: Mr. Martin is correct in saying\n\n"}
{"page": 425, "printed_page": null, "text": "DISCUSSION.\n\n421\n\nthat Massachusetts was the first State in the world that enacted the principle of compulsory education ; but her younger sister, Connecticut, though\n\neight years later in fact, was earlier in her own history in adopting the\n\nsame measure.\n\nTwo hundred and thirty-nine years ago, in Connecticut,\n\nrequired to see that so much (t barbarism\nwas not permitted in any family, as that their children and apprentices\nshould not be able to read the English tongue, upon penalty of twenty\nshillings for each neglect therein/' This law was strictly executed, and was\nth,e selectmen in every town were\n\nso heartily approved, that attendance lost its involuntary character.\n\nTo\n\nbring up a child, or ward, or apprentice in ignorance was shameful and\n\nbarbarous in the eyes of the fathers of Connecticut.\n\nment of their genuine descendants.\n\nThis is still the senti-\n\nHigh appreciation of education\n\none of the most precious traditions of our State.\n\nis\n\nIn any State where\n\nthere are no such traditions, and no such general and hearty appreciation\nof education, obligatory laws would be premature, as they would be where\n\nthe State School Superintendent\n\nis\n\nunderstood to have no faith in them.\n\nThough there be no open opposition, if that officer simply stands aloof,\nas has sometimes happened, if\n\nhe maintains a dignified reserve, the law\nFirmness, united with conciliation\nand earnest work, are the conditions of success. Instead of falling back\nupon the law to do the whole work, argument, persuasion, and conciliation\nhave been the main reliance.\nThe right to enforce is itself an argument\nto persuade an authoritative appeal to good sense and parental pride.\nSuch a law, when used as a dernier resort, in cases otherwise incorrigible,\nbecomes a moral force, an effective advocate of education to the very class\nwho need it most. Our law applies not only to parents and manufacturers,\nbut to all \"employers in any labor whatsoever.\" When I attempted to\nintroduce a more stringent provision into the Connecticut law that given\n\" The laboring classes won't\nin the last clause\nthe objection was made\nstand it.\" But it is a significant fact that the labor unions in this country\nand in Europe approve obligatory education. Both political parties favor it.\nSo far as I know, no suggestion for the repeal of our rigid law has been\nmade in the Legislature, nor in any caucus or public meeting in the State.\nI can confirm what Mr. Martin has so well said in regard to the free\n\nwill not be likely to execute itself.\n\n—\n\n—\n\npublic libraries of Massachusetts.\n\n:\n\nNothing reflects more credit upon that\n\nState during the last forty years than the history of her free libraries.\n\nThis marvellous multiplication of free public libraries, which is so striking\na feature of our day, originated with Dr. Francis Wayland while he was\n\nPresident of Brown University, but so unconsciously to himself as to show\nthat he builded better than he knew.\n\nIn 1847 he tendered $500 to the\nMassachusetts named from him, on condition that its citizens\nshould provide an equal amount for a free public library.\nMore than the\nlittle town of\n\nsum was promptly raised. The first anniversary of this library\nwas celebrated with great enthusiasm, when a memorable address was given\n\nrequired\n\n"}
{"page": 426, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n422\n\nby Dr. Wayland, which was generally reported in the papers of Boston\nand elsewhere. He then expressed the hope that all the neighboring\ntowns would follow the example of Wayland. That wish was soon realized.\nThough the sum was small, as were also his means, the eminence of the\ndonor gave special significance to his gift and to his speech on the value\nof libraries, and led to the enactment of a free public library law, legalizing the support of libraries by taxation. That act, passed forty years ago,\nwhich was the first of the kind in the world, has stood the crucial test\nWhile for nearly eleven years agent of the State Board of\nof experience.\nEducation of Massachusetts, visiting every town and advocating the organization of libraries, I seldom encountered any objections to this law.\n\nMassachusetts may well glory in the fact that\n\nit\n\nhas 246 free libraries,\n\ncontaining in the aggregate about 2,500,000 volumes.\n\nhave been made\n$5,500,000, and\n\nnames\n\nto\n\nthem\n\nin\n\nmoney\n\nMunificent gifts\n\n—not including books —exceeding\n\nnow fifty-three patronymic libraries worthily bear the\n\nThere is no other equal\nOnly 103 towns\nare without such a library, but these are small towns that have declined\nThe State is now encouraging\nin population during the last five years.\nthese poor towns, by giving books to the value of $100 to any one complyof their founders or chief benefactors.\n\narea on this globe so well supplied with free libraries.\n\ning with the simple provisions of the law.\n\nThis library movement is happily spreading over the country, and many\nare founding libraries in their own towns.\n\nBut Andrew Carnegie is lead-\n\ning all others in such benefactions, giving $40,000 to his native town,\n\nDunfermline, Scotland (besides erecting commodious swimming baths\nfor the free use of the people) ; $250,000 to the neighboring city, Edin-\n\nburgh\n\n;\n\n$250,000 to Allegheny City, Pa.\n\n;\n\n$50,000 to Bellevue Hospital\n\n$1,000,000 to Pittsburgh, Pa., besides establishing free libraries at Braddock, Pa., and at other places, for the benefit of his employees.\n\nQUALIFICATION AND SUPPLY OF TEACHERS FOR CITY\nPUBLIC SCHOOLS.\nBY WM. E. ANDERSON, SUPERINTENDENT OF SCHOOLS, MILWAUKEE, WIS.\n\nThe aim of this discourse forbids extended mention of those obstacles to\nthe elevation of the standard of education in city schools, which, in the form\nof leading prejudices, beset every school board and superintendent. Every\none who is familiar with the management of city school systems is aware\n\nThey\nthem as facts and\n\nof the serious hindrance to progress which these prejudices set up.\n\ncannot be argued out of existence.\ndeal with them accordingly.\n\nIt is better to treat\n\nOne of these which proves an alluring topic\n\n"}
{"page": 427, "printed_page": null, "text": "a\n\nQUALIFICATION AND SUPPLY OF TEACI1ERS.\nfor debate is the\n\n423\n\npredominance of female teachers, a fact which seems to\n\nbe regretted in nearly all respectable school reports.\n\nThe superiority of\n\nmen over women as teachers is by a large number regarded as so self-evident\nthat the decline in the ratio of male teachers is mentioned almost invariThe disproportion, which seems to increase from year\nably with regret.\nto year, is, however, a fact which defies legislative\n\nremedy or control,\n\n—\n\nfact which has its cause in certain social changes which can never be modified or withstood by the puny attempts of schoolmasters and school boards.\n\nAnother prejudice, existing especially in large cities, which will receive\nsome attention in the course of my remarks, is the narrow objection to what\nare termed \"outsiders,\" and the misleading and selfish sophistry which, in\nfavor of so-called \"home talent,\" discriminates against persons who have\n\nbeen educated abroad.\n\nThese questions of preference, not of fitness, are\n\nquite subsidiary to the great problem of reinforcing the teaching corps of\n\nand well-trained or experienced\nParamount to all other facts connected with the appointment of teachers is that of fitness; and fitness is not analyzable into any\n\na city with an ample supply of vigorous\ninstructors.\n\nthan intellectual attainments, refined and cultivated\nand professional capacity and skill, either trained or developed\nby experience. No other modifying or conditioning circumstances, no\n\nother\n\nelements\n\ncharacter,\n\nquestion of sex, nationality, or residence, politics, or religion should be\n\nallowed to offset the elements which constitute superior fitness.\nIt will\n\nbe necessary to pass by another very inviting phase of this ques-\n\ntion ; namely, the vesting of the appointing of teachers in offices, in central\n\nReform and improvement in city schools does not depend so much upon the facts as to what\npersons exercise the right of nomination as upon the standard of eligibility which should govern and restrict the action of appointing officers.\nThe appointment of teachers in the city schools is governed by the previous\nIf the appointing power is disfact of qualification or certification.\ncommittees, or in the hands of local commissioners.\n\ntributed among lay officers, however high\n\nmay be their purposes, there is\nThe more widely the\n\nurgent necessity of rigorous rules for certification.\n\npower of appointment is distributed, the greater the weight and influence\nexercised in behalf of the would-be teacher and regardless of the interests\nof the school.\nWe are all acquainted with the commissioner who would\nbe good enough to give all persons certificates whose fathers are tax-payers,\nwho looks upon the maintenance of schools first of all with reference to the\nsupport of teachers, and who sees no farther into the problem of licensing\nand selecting instructors than what appears to be a charitable mission of\ngiving to as many deserving young women as possible a chance to earn a\ndecent living.\nThe good man who feels that the place should be given to\nthe applicant who comes first, to the girl who has a mother to support,\n\nown school, the daughter of a local politician, or a\nmember of the same church with himself, will always flourish in city school\n\nto the graduate of his\n\n"}
{"page": 428, "printed_page": null, "text": "424\n\nboards.\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nHe is frequently a good man for all other purposes but hiring\n\nteachers, and there is no reason for disqualifying\n\nfunction,\n\nhim for exercising that\n\n—when his generous predilections may be rendered harmless by a\n\nlittle wise legislation.\n\nAnother phase of the question, which you will please allow me to mention, in order to clearly state the main purpose of this paper, is the position\n\nof the superintendent of schools with regard to the nomination of teachers.\n\nWhile I do not concur in what seems\n\nto\n\nme to be an illogical theory of\n\nvery respectable support, a theory which would assign to the superinten-\n\ndent the business of certificating and licensing, and exclude him from the\n\nduty of appointment or assignment, it is not permissible to show the inBut I do not wish to discuss the question as\nto what person or what official may, with best interest to the schools, be\nThe problem which seems to me\nvested with the power of appointment.\nmost deserving our attention, in the form of a simple proposition, may be\nstated thus\n\"What should be done to secure for a system of city schools\nan ample supply of well-qualified teachers ? The conditions upon which\nthis problem is to be solved run as follows\nThe teaching corps of a city needs continual reinforcement to supply\nthe places of retiring teachers, and to occupy new positions created by the\ngrowth of the system. In large cities, those of one hundred thousand\npopulation or upward, the problem of recruiting the ranks of the teaching\ncorps is of supreme importance, and increases in difficulty as the demand\nfor teachers increases. Unfortunately, the administrative and supervisory\ndepartments of the city school systems are not proportionally strengthened\nwith the city's growth, and hence the need of systemization and wise rules\nNotwithstanding\nto regulate the licensing and appointing of teachers.\nthe permanent tenure which prevails, especially in large cities, as compared with the average tenure prevailing in less populous communities,\nconsistency of that policy.\n\n:\n\n:\n\nthere is a continual change, due to voluntary retirement or to influences\n\nbeyond official control, which makes necessary a continual reinforcement\nof the corps.\nA minority, sometimes a small minority, of the whole\nnumber of annual changes occur at the end of the school year, or at such\ntime as enables the board to supply the vacancies from the many teachers\ndesiring a change and free to make new annual contracts.\nA majority of\nthe changes occur from time to time, during the year, at this place or\nthat, now unexpectedly, and again after due notice, but all requiring the\nsubstitution of competent teachers. By the time the school is well opened\nand organized in September, there are two classes of persons which it is\nwell to consider.\nThe first class includes teachers of presumable competency and ability, engaged in the schools, but who will vacate their\nplaces before the end of the year.\nThe second class includes an equal\nnumber of would-be teachers, novitiates, and disappointed applicants,\nready, upon notice, to supply vacancies.\nTeachers' \"supply agencies\"\n\n—\n\n—\n\n"}
{"page": 429, "printed_page": null, "text": "QUALIFICATION AND SUPPLY OF TEACHERS.\nfind constant business in the fact that among a given\n\n425\n\nnumber of teachers\n\nthere is a fairly constant rate of retirement with a consequent need of an\n\nequal rate of substitution.\n\nThe fact is of interest to us, inasmuch as it\n\nsuggests a much more important fact; namely, that, through the occasional\n\nretirement of teachers from the corps, the character and general ability of\nthe teaching force, and, therefore, the efficiency of the instruction, are\ndetermined, and may, by wise measures, be advanced, or, by narrowness\n.«md indifference, be allowed to decline irreparably.\n\nFrom estimates made in the Milwaukee schools in the years 1887 and\n1888, when this subject was carefully examined, I found the rate of change\nin\n\nthe personnel of the teaching corps to be from ten to twelve per cent.\n\nThe present corps of more than 500 teachers at this rate needs an annual\nreinforcement of fifty teachers to supply vacancies, and twenty-five to fill\nnew places caused by growth of the system, a total of seventy-five new\n\n—\n\nteachers annually.\n\nIn Chicago this rate of change would approximate an\n\nannual addition to the teaching corps of 240 teachers. Perhaps the more\nrapid rate of expansion which has characterized the growth of Chicago\nwould require even more than this number of annual additions to the list\nIn Philadelphia, I think, there are employed 2,400 or more\nof teachers.\nteachers. I understand that the number now exceeds 2,600. The penalty\nfor matrimony which some boards impose, and the same average of retirements through unavoidable causes which holds in Milwaukee, would\nIt is apparent,\nrequire at least 250 recruits annually to supply vacancies.\nin view of these facts, that a weak\n\nand defective policy under which so\n\nmany new teachers are employed must impair the work of the schools, and,\nin the course of time, operate as an insurmountable obstacle to progress\n\nand improvement. On the other hand, a thorough, efficient, and practical\nsystem of supplying all vacancies with the best talent procurable, and this\nwithout regard to any consideration ulterior to the prime object of good\nteaching, must raise and improve the standard of public education.\nIf Superintendent Bradley and the School Board of Minneapolis, or the\ncommittee on appointments, were obliged to engage an entirely new corps\nof teachers annually, they would do only what must be done by such a board\nOf course, the sources of supply in\nas that of Chicago or Philadelphia.\nthe latter-named cities must be comparatively large, but the business of\nselecting appointees devolves upon a board and officials of limited numbers,\nand it is not invidious to doubt whether the capacity of the city board\nincreases with the increasing number of appointments to be made and the\nimportance of the work of selection. If this important business is relegated to local boards or committees or commissioners, the sources of\nsupply, though on the whole augmented, are still lower in qualification,\nand the danger of inferior appointments is greatly increased. The larger\nthe city, therefore, the greater the liability from this cause to admit to the\nteaching corps inferior teachers, and the greater the necessity, as before\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nremarked, of laws and a wisely devised system of applying standards of\nqualification and of supplying vacancies.\nI am well aware that it is not conformable to general reports to cast\ndoubt upon the ability of city boards and superintendents to maintain and\nadvance the excellence of instruction along with the growth of the school\nLarge cities are not only a law, each to itself, but the merit or\nsystem.\nthe demerit of their institutions is frequently established upon their own\nThe glittering compliments to the high culture, unselfish devoreports.\ntion, professional skill, progressive spirit, and general excellence characterizing the teaching work, which with many of us in pretty rhetoric\nadorn our reports, which seem very relishable to the palate of the public,\nhave won reputations for city schools even in the face of some very open\nand conspicuous facts. A few \" crack \" classes form no criterion of excelThat can be estimated only by\nlence and high standing of a city system.\nthe general high average of the regular work performed in the large\nmajority of the schools and by a majority of the teachers.\nHaving suggested the comparative disabilities and disadvantages under\nwhich city boards labor in recruiting the rank and file of teachers, by\n\nreason of the large\n\nnumber of continually occurring vacancies, another\n\nsource of weakness in city systems requires attention,\n\n—a source somewhat\n\nobscured by the prestige of city systems, and too often ignored by school\nboards or those intrusted with the duty of forming rules for the qualification and appointment of teachers.\n\nThe higher salaries paid in large cities are supposed to attract talent,\nand, on the whole, to give the city schools an advantage over those of\nsmall towns, which good teachers leave, invited by better compensation\n\nand the higher satisfaction of city life. Closely connected, however, with\nthe advantage which higher salaries are supposed to secure, are corresponding drawbacks. Liberal salaries are quite as attractive to the halfeducated novice and the incompetent of varied trials and many failures,\nas they are to the well-trained and successful.\nWhere the inducements\nare such as to encourage and reward the most capable, there should be\nstrong safeguards against the presumptions of the unworthy.\nBoards of\nlarge cities have to contend with obstacles not felt in smaller cities and\nThey have to meet stubborn and narrow prejudices, sometimes\ntowns.\nmost strongly expressed and intrenched among their own membership\nthey have to maintain by wise rules a barrier against more persistent and\nmore numerous applicants ; and, as I shall show further on, the sources\nwhence they must draw teachers are not so fruitful of that kind of talent\nand ability which makes good teachers as is generally supposed.\nIn the report of the Commissioner of Education for 1887 and 1888 may\nbe found some information that well deserves the attention of those interested in the improvement of city schools, and who realize how much\ndepends upon the qualification of teachers.\n;\n\n"}
{"page": 431, "printed_page": null, "text": "—\nQUALIFICATION AND SUPPLY OF TEACHERS.\n\n427\n\nA recent proposition made in the Milwaukee Board to certificate highschool graduates\n\nbrought about a comparison between the number of\n\npupils following high-school courses in smaller cities of the State and those\nof Milwaukee.\n\nThe comparison showed that in proportion to population and\n\nin proportion to the whole number of public school teachers\n\nemployed in\n\nthe small cities, there was an average of two or three times as many pupils\nenrolled in high schools. Making such comparison between the high-school\nenrollment of Philadelphia and that in other cities in Pennsylvania, the\n\nsame conditions may be observed. According to this report, the forty-two\ncities of six thousand population and upwards had an aggregate attendance\ntwo and a half times the high-school attendance\nin high schools of 5,391,\n\n—\n\nof Philadelphia.\n\nThe total population of these forty-two cities is given\n\nAfter\na thousand more than that of the great Quaker City.\nmaking allowance for inferior grading of high schools in some of the\nsmaller cities, there is still ground for presumption that secondary educaas about\n\ntion in larger cities does not keep pace, or correspond, with their growth\nand the inference seems plain that the class of persons of education fit to\nrecruit the ranks of public school teachers is by no means so large and\n\n;\n\npromising as is generally supposed.\n\nMy investigation of the subject leads\n\nme to the conclusion that the superiority of public school systems of large\ncities\n\nover small\n\ncities\n\nand towns is not in the development of the high\n\nschool or in secondary education, but in the elementary school, and in the\n\nadvantages due to close grading and organization.\n\nThe apparently limited\n\nextent of secondary and professional education adds weight to the conclusion that as cities increase in population, the reinforcement and recruiting\nof the teaching force with well-qualified instructors becomes more and more\ndifficult.\n\nIt also contains a warning against the narrow policy of restrict-\n\ning appointments to residents, and of the passing of rules to discriminate\nagainst applicants on other grounds than those of ability and character.\n\nThree classes constitute the supply of teachers for city schools. They\nFirst,\nTeachers trained by the city in the training class or normal\nschools, which in turn are fed by high schools and academies.\nSecond,\nTeachers trained in distant classes or normal schools, and either by examination or acceptance of diploma licensed and appointed.\nThe majority\n\nare\n\n:\n\n—\n\nhave experience before applying for places in the\n\ncity.\n\nThough profes-\n\nsionally trained, they, as a class, have qualities distinct from the city trained\n\nteachers and are not infrequently called \"country teachers,\" or \"outsiders.\"\n\nThird,\n\n—Teachers without professional training who, having won\n\ncertifi-\n\nupon examination abroad or in the city, enter the rolls and abide\ntheir time to secure appointments. With these are included the unfinished productions of high schools and academies, and many young persons\nwho, spurred by necessity, seek a shorter cut to the earning of a living\nthan the way through the normal school. In some of the Western cities\nthe list of the so-called \"substitutes\" is made up from this class.\nThe\ncates\n\n"}
{"page": 432, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n428\n\nfirst\n\ntwo sources mentioned include persons of professional training\n\nthe third, by no means inferior in number, expect\n\nthemselves after engagement.\n\ntx>\n\nmake\n\nteachers of\n\nAmong them may be a few having such\n\nnatural gifts as to deserve the appellation \"born teachers,\" a term which\nis\n\nconverted into that sophism so often resorted to in proof of the inade-\n\n—\n\n\" teachers are born, not made.\" This\nquacy of normal training, namely,\nclass, however, includes a much larger number, who, for the welfare of\nthe children whom they are entrusted to teach, might better not have been\nborn at all.\nis,\n\nThe principal point to be noticed in regard to this third class\n\nthat they make teachers of themselves at the sacrifice of their pupils'\n\ninterests,\n\nupon whom they must practice and experiment\n\n;\n\nand, further,\n\nthat cities must train teachers, and, if enough are not home-trained, get more\n\nfrom abroad, or allow a procession of novices to invade the schools and in\ntheir own way make teachers of themselves.\nTeachers are either made by\nsystematic and scientific training wherein practice and principles are\nharmonized, or they gain skill in a desultory, empirical way and by mechanExperience they may be said to get also, but there are two\nical imitation.\nkinds of that, general and indefinite as the term is when applied to the\nwork of teaching. It seems hardly necessary to urge to this audience the\ngreat desirability of a professional standard for admission to the ranks of\ncity teachers,\n\n— use the term professional in\nI\n\nits broadest sense, to include\n\nthose who are skilled in the profession by successful experience.\n\nThe\n\npractical obstacles to enforcing professional training or experience as a\n\nprerequisite to a license or appointment are not so serious as to deter us\nfrom attempting the establishment of such a standard. I believe that it\nmight be accomplished more easily than is generally supposed. Like the\nlong deferred resumption of specie and the end of financial philosophy\nin the advice, \"the way to resume is to resume,\" there is a way for city\nboards to lead and succeed in recognizing no one as worthy to teach who\nhas not made special preparation under conditions favorable to combined\npractice and study of the art of teaching.\nIn the absence of any professional training, experience, together with proof of high general culture,\n\nshould be acceptable.\n\nThe establishment of such a standard would at once\n\ndispose of that army of well-intending novices who are constantly in waitIt would\nfill the vacant places as they appear in public schools.\nexclude a considerable number of those immature persons who, more am-\n\ning to\n\nbitious than successful in their efforts before village boards, find easier\n\naccess into city school-rooms by the aid of their city friends.\n\ncourse, exclude that large\n\nIt would, of\n\nnumber of young people in the city who are\n\nunwilling to give to the preparation of teaching the time and labor which\n\nmodern methods\n\nrequire.\n\nRules faithfully enforced to accomplish this\n\nend would, in my opinion, promote the efficiency of city schools more than\nany other single measure which might be adopted.\nAllow me to indicate one helpful step toward the attainment of such a\n\n"}
{"page": 433, "printed_page": null, "text": "QUALIFICATION AND SUPPLY OF TEACHERS.\n\n429\n\nSome three or four years ago an\nstandard of eligibility for employment.\ninquiry into the frequency of teachers' absences, and the average number\nof substitutes employed to fill such absences, suggested a change, whereby\n\na larger number of well-qualified teachers than those assigned to places\n\nshould be kept at the command of the board.\n\nIn Milwaukee it was found\n\nthat of a corps of 400 teachers employed at that time, there was an average\n\nabsence of twelve to fifteen teachers a day, the absences some days exceedThis includes all vacant places, permanent and temporary.\ning twenty.\nIt frequently happens that two or three vacancies exist for which there is\n\nno appointee\n\nat hand.\n\nIt was\n\ncustomary, as in other places, to occupy\n\nthese by so-called substitute teachers having no certificates, or by those\n\nhaving the certificate, but no experience.\n\nA rule was adopted empowering\n\na committee and the superintendent to appoint a number of supernumerary\nThese teachers were the best that\nteachers to be called the reserve corps.\n\ncould be obtained during the summer vacation.\n\nTheir appointment was\nsame as that of assistant teachers, no deduction being made when their services were not required, providing they reMembers of the reserve corps have their\nported for service at the office.\nThese, known to the superintendent, are\npredilections and aptitudes.\nA vacancy in a seventh\nregarded when temporary assignments are made.\nor an eighth grade is supplied by a teacher who is supposed to have the\nA vacancy in the primary grade is\ncapacity for teaching higher grades.\nsupplied by a teacher who is supposed to be adapted to primary work. In\nthe meantime the members of the reserve corps, being selected upon grounds\nof general efficiency, experience, and training, are eligible for appointment.\nTheir service in temporary classes commends them for appointment, and\ntheir detail to occupy recently created vacancies is a kind of prepararegular, and their salary the\n\ntion for appointment.\n\nIf the principal is satisfied, a resolution of transfer\n\nfrom the reserve corps to the corps of the school is all that is required.\nIn this way we have been able to satisfy the prerogative of local commissioners who select their own teachers, and with the improvement of the\nplan hope to introduce a larger number of capable teachers to fill vacancies.\nAs the reserve corps is depleted, it is recruited by the committee and the\n\nsuperintendent, whose business it is to keep a record of applicants and to\n\nhold frequent meetings for interviewing applicants for admission to the\nreserve corps.\n\nThe corps was first organized under rules which prohibited\n\nthe employment of any teachers who had taught in the schools previously.\n\nThe restriction was, however, removed, and perhaps not for the best interests of the schools.\n\nExperience has shown that some teachers were kept\n\ndrifting about upon the reserve corps for a whole year without finding, in\n\nthe good opinion of principals and commissioners, a transfer to a permanent place. It is best to discontinue such teachers from the service.\nOtherwise the reserve corps may become occupied by a class of professional\nsubstitutes,\n\nand become an invalid corps instead of a reserve to supply\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ncapable and vigorous recruits.\n\nThere are many good features and some\n\nunexpected drawbacks connected with the plan ; but as a plan to enable\nthe school board to establish a standard of professional training, to provide\nitself with a sufficient number of teachers duly qualified to receive appoint-\n\nment when such teachers are obtainable, it is abundantly successful. I\nknow of nothing that effects the same ends, except it be the admirable\nsystem followed in the Washington schools. Their system seems to rest\nin well-based confidence in the superintendency, and in the consent of\ncommissioners to allow the supervising officers a large measure of advisory\nIn boards organized upon a different plan from the Washinginfluence.\nton board, for instance, the local system, such a scheme would be weak-\n\nened by commissioners insisting upon their prerogative of making appointments.\n\nIn conclusion, I must acknowledge that an important field, suggested by\ntitle of this address, has been but slightly scanned.\nThe question as\nto what should be the nature of the examination, to test scholarship and\n\nthe\n\nprofessional knowledge, is a topic in itself.\n\nA minimum amount of exact\n\nknowledge should certainly be required ; but to cut up the whole field into\neight or ten distinct portions, and these portions into as many distinct\nquestions, giving to each subject and to each question an equal value in\nthe total estimate of ability, is a very arbitrary proceeding.\nThe most\nimportant feature of such examinations is usually disposed of by eight or\nten questions in theory of teaching, the answers to which may be crammed\nwith much less expenditure of time and labor than that given to a preparation in constitution or geography.\n\nThe professional feature of teach-\n\nDeficiency or inaccuracy in\nexaminations should be emphasized.\nmatters of fact may be overlooked in view of manifest ability in analysis\neis'\n\nand expression. Finally, I would say that the aim of this paper is to enforce and emphasize the importance of professional training, or its equivalent, successful and broad experience.\nThe preventive of narrowness and\nmechanical imitation, remarked by competent visitors as characteristic of\ncity schools, is a broad, thorough system of finding and bringing in qualified teachers.\n\nThe\n\nintellectual progress of a great city is not developed\n\nexclusively from its own interior creation ; like its commercial strength, it\n\nand nourishment from without; and the farther are\ndrawn the elements of its Jife, the more generously it appropriates and\nabsorbs the talent, the skill and industry of the world,\nthe more certain,\nrapid, perfect, and beautiful is its growth. It lives for the world about it,\nand finds its own glory, not in a policy of intellectual exclusiveness, not\nin discrimination against those attracted to its borders by the rewards and\nsatisfactions which ever invite genius, ambition, and ability, but in opening wide its gates and welcoming from whatever source all that elevates its\nsocial, industrial, and intellectual life.\nderives stimulus\n\n—\n\n"}
{"page": 435, "printed_page": null, "text": "DISCUSSION.\n\n431\n\nDISCUSSION.\n[Reported by Supt. Edwin P. Seaver, op Boston.]\n\nTalleyrand once said,—\" The\nmen in the right places is first in the science of\n\nMr. A. B. Blodgett, Syracuse, N. Y.\nart of putting the right\n\ngovernment.\"\n\n:\n\nChange two words in the above, and we have the true key\n\nto successful school-work.\n\nThe art of putting the right teachers in the right places is first in the\nscience of education.\n\nThe \" qualification \" of teachers in this question has reference to the\nright teacher, of course.\n\nOmitting the items of health, broad and accurate scholarship, etc.,\nwhich must enter into the make-up of every real teacher, I shall touch\nbriefly the following\nthe teacher's presence, skill, tact, and intelligence.\nOutside of the items just named, the teacher, though she possess in a\nmarked degree all others of whatsoever name and nature, yet lacking these,\nPrior to and without the aid of normal and training schools,\nis a failure.\nthese qualities were attained by teachers, if at all, at the expense of the\npupils.\nContrary to the old quotation, to my mind the \"born teacher\"\nwas never born. There are a great many folks in this world, but very few\n:\n\nteachers.\nIt is true that\n\nsome people have come into this world in possession of\n\ncertain faculties and attributes that readily developed and expanded their\npossessors into natural teachers ; but the really born teacher is yet to come.\n\nIn any event, if any considerable number of the teachers of our day belong\nto the born class, the time for regeneration is at hand.\n\nBy the presence of the teacher I mean her physique, cast of countenance,\nand general make-up which is noticeable, as to herself, in the way she\nwalks, in the way she stands, in what she says, in what she does not say.\nIt is observed in her pupils by the close attention given to her every word\nand motion, and by their unconscious absorbing of the splendid example\nin all lines which such a teacher presents.\nA teacher with a good presence sends the pupils 7 heads up and their feet\ndown. Her clothes fit her, and a point is gained there.\nAnd then what a fund of reserve power she has No child has ever seen\nher ruffled to the depths.\nNo emergency has arisen of which she was not\n!\n\nthe master.\n\nBut I need not say more in this line\n\n;\n\nshe\n\nis\n\nto be\n\nfound in all our\n\nschools.\n\nPerhaps we do not recognize as we ought the difference between skill\nand tact in a teacher.\n\nA really skilful teacher may be completely demoralized in presenting a\nlesson which she has thoroughly prepared, and all from a lack of tact.\n\n"}
{"page": 436, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n432\n\nTo illustrate\n\nAs a young teacher I frequently became disheartened by\nwe find them to-day, a very\ncarefully prepared set of questions and answers, showing a certain teacher's\nmethod of presenting a special lesson.\n:\n\nfinding in educational periodicals, just as\n\nFirst comes a very clear question, followed by a complete, round, full,\nexplicit answer ; then another question and a similar answer, and so on,\n\nEvery question good, every answer good, because the teacher\nadfinitum.\nhas carefully prepared each, for print. Now if any teacher could secure\njust that state of things in class-work,\n\n—but he can't do — would be a\nit,\n\nit\n\nskilfully arranged affair ; yet without the tact of a live teacher,\n\none sharp\n\nquestion on a side issue, or an unintelligent answer on the part of some\npupil, would tend to upset the well-prepared dish.\n\nSo the teacher must be alive in all directions, and it requires tact more\nthan all else to arouse the dull, to interest the listless, and to enable the\nteacher to discard or weave into a recitation just those things that shall\nbe helpful in the give and take of a spirited and profitable recitation\nhour.\nSkill will help the teacher properly to connect her theory with its prac-\n\nand tact will enable her successfully to perceive, appreand cope with the circumstances, incidents, and accidents which\nalways accompany the teacher in her arduous tasks.\nBut a keen intelligence must rule and pervade all things, if the highest\neminence is to be attained. Intelligence is sought after and paid for in\ndogs and horses. It is a most delightful element, yet difficult to find, in a\nservant girl, particularly in the cook but we hear very little concerning\n\ntical presentation,\n\nciate,\n\n;\n\nit,\n\ndistinctively, as a qualification of teachers.\n\nA few days since, in company with a member of our board of education, I paid a visit to\n\nsome of the cities and also to one of the normal\n\nschools of our State.\nIt was a source of delight to\n\nme to see my companion's keen discrimina-\n\ntion and appreciation of the difference in the worth of the teachers whose\n\nwork we saw.\n\nMuch of the work was most excellent\n\nsome of it no better\nYet I observed that the teaching in which\ntact, intelligence, and quiet reserve power on the part of the teachers\nplayed the greater part, impressed him with much force and drew from\nhim expressions of satisfaction.\nI said to him and to myself, I want every member of our board of\n;\n\nthan could be found at home.\n\neducation to see, as you have seen, the contrast between good teaching\nand teaching that is not so good.\nI say, therefore, that a good presence, skill, tact,\n\nbe foremost\n\namong the requisites of our teachers.\n\nprocure such teachers ?\nteachers of\nsources.\n\nWithout reference\n\nknown ability and successful\n\nand intelligence must\nAnd where shall we\n\nto past practices I answer,\n\nexperience from any and\n\nall\n\nNew teachers from normal or training schools under our own\n\n"}
{"page": 437, "printed_page": null, "text": "—\nDISCUSSION.\n\nsupervision.\n\n433\n\nBut a close and careful discrimination and sifting must be\n\npursued along the lines above discussed, as well as others, and especially\nduring the training period, that incompetents or those giving no promise\n\nmay be weeded out.\nI trust I may be pardoned if I refer to our own local work in this line,\nas I know little of these matters outside of my personal observation and\nexperience.\n\nOur teachers' and training class course covers one year of solid work,\nand no application for admission to this class is considered, unless the\napplicant is a graduate of our high school or has completed a course of\nequal extent elsewhere ; and these candidates cannot enter the class till\nThe\nthey first pass a thorough examination in subject-matter studies.\nnecessity of this\n\nis\n\nfowing will witness.\n\nmanifest.\n\nJust here we begin the sifting, as the fol-\n\nIn January last thirty graduates, as above indicated,\n\nentered this examination, and all failed.\n\nConsequently none were per-\n\nHaving once entered the class, at the\nmitted to enter the training class.\nend of five months they are again tested and promoted, or, in cases that\nfor it, are advised to discontinue their efforts to become teachers.\nDuring the last five months, under the eye of the special critic teacher in\ntheir practice work, a still closer observance of their progress is made, and\ncall\n\nonly the best are permitted to enter a final examination in conducting\nclass recitations\ncritic teacher,\n\nbefore a committee, as the following will show.\n\nThe\n\n—a graduate of the Cook County normal, and a good one,\n\nhad twenty-two practice teachers in training from September till January\nand presented only nine of the twenty-two for the consideration of\nOf these nine six were accepted and three conditioned.\nthe committee.\nlast,\n\nIn several cases the would-be teachers have failed to receive their certificates,\n\nthough their literary qualifications were of the\n\nbecause they lacked the presence, the\n\nskill, the tact,\n\nbest,\n\nand\n\nsolely\n\n—the discriminating\n\nintelligence necessary to the successful teacher.\n\nThe names of those who meet all requirements are placed upon the list\nfrom this list selections are made when\n\nof eligible to appointment, and\n\nvacancies occur.\nI am proud to say at this time that, while I have sometimes been visited\nand importuned by parents, brothers, friends political and friends religious,\nwe have sacredly held to the above as a basis in the appointment of\nteachers, and, during the two years of my superin tendency, I have not been\nasked by a member of our board of education to consent to the appointment, nor has an appointment been made of any teacher upon whose\nqualifications and fitness I had not at some previous time passed favorably.\nPlease do not gather from this that we have not had to fight to hold\nthis position against pressure from various outside influences.\n\nIn one case\n\nwe fled to our State Superintendent for support, and we found him where\nyou know he would stand, ready and able to sustain any movement for\n\n"}
{"page": 438, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n434\n\nthe uplifting of the teaching force in his State ; and he gave us a signal\nvictory.\n\nBut normal schools and training classes, at their best, are not infallible.\n\nA few weeks since a teacher, who had attended one of our normal schools,\n\n—which one\n\nI do not know,\n\na uniform certificate.\n\n—entered a commissioner's examination for\n\nThe result showed that she possessed great ab-\n\nsorbent qualities, at least, for she divided her subjects into a, i, c, a', V, c',\netc.,\n\nwithout limit, yet in subject-matters her papers stood at twenty per\n\ncent.\n\nThis is no criticism upon the normal as a training school ; it simply\nshows a lack of preparation and intelligence.\nAnother, a graduate of our own training class, gave promise of great\nShe is an utter failure and it fell to my hands, after granting\nsuccess.\nher our city certificate last June, to inform her a few days since that we\ncould not give her an appointment.\nThis question in its breadth involves the election or appointment of\nboards of education, as to whether each member shall represent a single\n;\n\nward or the city at large.\nThis phase of it I leave to others. I desire simply to add that as State\nand city superintendents, and commissioners of education, we can do\nmore to correct existing evils, relating to this question, than we have in\nthe past ever dreamed, and in support of this statement I need only point\nBy his elevation of qualifications in the\nto our own State of New York.\ncountry and village schools of our State, Superintendent Draper has served\nnotice on the cities to move up on these lines, and we have got to do it.\nI have used the advance made in the rural schools of our locality during\n\nthe past few years, and the position of our State Superintendent on these\nquestions, as a strong argument in inducing our board to take advanced\n\nThe most serious question that\nhow to dispense with the services of\nthose who never die, cannot or will not\n\nground, and we have moved forward.\nconfronts our city schools to-day is\n\nincompetents of long standing,\n\n—\n\nmarry, and can, but will not, resign.\n\n—\n\nBy legislative enactments, by the zeal, earnestness, and strong help of\nour State departments, and by the taking of sound and tenable positions\non the part of city superintendents, we shall in a few short years reach a\n\n—\n\nposition from which we can look back and wonder why we halted so long.\n\nMr. L. 0. Foose, Harrisburg, Pa.\n\n:\n\nOwing to the limited time allowed\n\nme, I shall not attempt to discuss the admirable paper just read, but shall\nendeavor, briefly, to touch on one or two of the essential points of the\nsubject under consideration.\nI do not find as much difficulty in getting good teachers, at present, as\nI do in getting good work from many who have been long in the service, or\nin getting rid of them, but this is foreign to the subject.\n\n"}
{"page": 439, "printed_page": null, "text": "DISCUSSION.\n\n435\n\nThe first essential point is to establish a standard of qualifications for\ncity schools sufficiently high, and then gradually, but faithfully, and none\n\nthe less surely, work up to it.\n\nThis can generally be done during a series\n\nof years by exercising patience\n\nand vigilance.\n\nIt, of\n\ncourse, requires tact\n\nand judgment on the part of a superintendent, and the influential members\nof the board, or committee, that appoints the teachers, with now and then,\nperhaps, prudent concessions for the sake of harmony and the success of\nthe cause. In an experience of a number of years I have succeeded in this\nmatter to the extent that only trained and experienced teachers are now\nemployed in the city whose schools I have the honor to superintend. In\nestablishing this standard of qualifications, scholarship has been made a\n\nleading requisite, though by no\n\nmeans the only one.\n\nThis should be ac-\n\ncurate in essentials, broad in a practical direction, and as far as possible\n\nThe professional\nwhen the applicant has not had successful experience in\n\nthe result of original inquiry and personal investigation.\n\nrequirements,\n\nteaching, should be training, founded on a psychological basis, which will\n\nlead up to practical methods, develop tact and assurance, insure growth in\nprofessional lines, and round out a personality that will render its possessor\n\nstrong in all that goes to make up good teaching.\n\nThe second\n\nessential point\n\nis\n\nthe supply, which should be from\n\nsources where strong teachers may be had.\n\nall\n\nFrom those specially trained\n\nfor city work in city training schools, from those trained in normal, or\n\ngeneral training schools, and occasionally from those who have been doing\n\nadvanced or university work. From home sources so as to stimulate and\nencourage home talent, strengthen the schools in the community, and\nreconcile those who advocate home production and home protection.\n\nFrom\n\nabroad so as to secure new life for the schools, to infuse new energy into\nthe work, and to guard against the monotony of a dead level in methods\n\nand administration. From those who have met with success elsewhere, or\nwho are specially strong in certain lines, and whose assistance will lift up\nand greatly magnify as well as dignify the work of the schools.\nCare, of course, must be taken to secure those who have natural fitness\nfor the work, as training without native force will at best result in very\n\nordinary work, if not in total failure.\n\nMuch more could be said on these two points, but my time is up and I\nyield to others.\n\nMr. D. W. Harlan, Wilmington, Del., said that members of boards\nof education in many places would have to be made to see the necessity of\n\nprofessional training in a\n\nmuch clearer light than they do, before they\n\nwould provide the needed facilities for such training. To do this is\none of the ways of securing a supply of well-qualified teachers. He said\nthat the common estimate of the time spent by teachers on their work is\nunjust and discouraging to faithful teachers.\nTwo hundred days of five\n\n"}
{"page": 440, "printed_page": null, "text": "—\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n436\n\nhours\n\nis\n\nabout all that many people give teachers credit for as a year's\n\nwork.\n\nHe thought more expeditious ways of getting rid of teachers who will\nnot or cannot give good service, much needed.\n\nMr. Wm. N. Barringer, Newark, N. J., wished to add two more\nquestions, How to get rid of poor school principals, and how to get rid of\n\nHe drew his answer from his experience\non his father's farm when he was a boy. He had there learned that pulling weeds was hard work ; that the more he pulled the daisies out of the\npoor school superintendents.\n\n.\n\ngrass-land the more the daisies grew, and that the better way was to plough\n\nthem under, and sow the land with good clean seed. He did not worry\nabout bad teachers overmuch. The badness of teaching in the schools\nmight be the fault\n\nof the superintendent,\n\nwhom he would advise to in-\n\nThe superintendent of the right sort would hold teachers* meetings, come near to\nquire within if he was inclined to worry over bad teaching.\n\nthem his sympathy and encouragement\nmeanwhile trusting to Providence and old bachelors to remove the inthe teachers, help them, give\n\ncompetent.\n\nMr. Thomas Walton, Philadelphia, Pa., who emphatically announced\nhimself as a dweller in the \"city of brotherly hate,\" had also learned by\nhis experience on a farm that the longer you pulled weeds the more there\n\nThere were inefficient school principals and inefficient superHe wished he might trust to the widows to take care of them.\nHis main point was that there should be a law forbidding a teacher to\nteach after reaching the age of fifty.\nThe teachers in service at any time\nshould teach the next generation, not the generation after the next.\nHe\nhad had something to do with bringing Mr. MacAlister to Philadelphia.\n\nwere left.\n\nintendents.\n\nMr. John T. Prince, Agent Massachusetts State Board of, Education\nThree elements should enter the preparation for the teacher's profession,\nfirst, knowledge of subjects to be taught, which is acquired in school and\ncollege ; secondly, professional knowledge, acquired in the normal school\nand university ; and, thirdly, professional training, acquired in the practice\nschool and seminary. It is our duty as professional superintendents to\nkeep as close to this standard of qualifications for teachers as possible. At\nleast, we should protest with all our strength against the political nomination and election of teachers so frequent in many places.\nTo be firm in\nthis matter may cause the superintendent temporary annoyance, but in\nthe end his opinions and recommendations will be respected.\nAt least\nwill he be possessed of that first element of true success,\nself-respect in\nbeing guided by principles rather than by men who have no principles.\n\n:\n\n—\n\nMr. C. W. Bardeen, Syracuse, N. Y.\n\n:\n\nMr. President,— I find it diffi-\n\ncult to follow Mr. Anderson, because to discuss a paper one\n\nmust find\n\n"}
{"page": 441, "printed_page": null, "text": "DISCUSSION.\n\n437\n\nsomething either to take issue with or to develop. I cannot take issue\nwith him, because he stands upon precisely the ground I have always octhat the one requisite for good teachers is discrimination in their\ncupied,\n\n—\n\nemployment.\n\nIt is not a question of\n\ntain amount of service, will\n\npensions ; for pensions, after a cer-\n\nmake it only the more difficult to get rid of\n\nincompetent teachers, who wish to complete that term of service.\n\nIt is\n\nnot a question of hiring teachers within the city or outside the city, for,\nif a high standard of qualifications is maintained, the range of territory\n\nfrom which teachers are drawn will necessarily be\nquestion of\n\nwho shall appoint the teachers.\n\nIt is not a\nlarge.\nIn the third largest city of\n\nour State the teachers are appointed absolutely by the superintendent,\n\nand yet there is no city in the State in which it is so difficult for a superintendent to exercise his own choice. I even know of a case where he\ndesired to introduce a teacher for instruction in a certain branch, and was\nso unwilling to have it known that she came from without the city that he\nasked her to remove all luggage marks from her trunk. It is not a question of wages, for if only qualified teachers are hired the w ages will take\nof demanding a certain\nIt is simply this one point,\ncare of themselves.\nstandard of qualification, and of choosing among all applicants those who\napproach it most closely. This standard of qualification should include,\nand\nas Mr. Pierce has said, professional training, at least for city schools\nit would be well if at least one year's experience were required of every\ncandidate before a permanent certificate was granted.\nr\n\n—\n\n;\n\nMr. T. M. Balliet, Springfield, Mass.: Schools cannot be reformed\nby a wholesale discharge of old or incompetent teachers. There is probably as large a percentage of incompetent superintendents as of incompetent\nteachers, and it is often the incompetent superintendent that is most ready\nIt is his only\nto recommend the discharge of the incompetent teacher.\nmeans of \"reforming\" schools. By all means have incompetent teachers\ndischarged as soon as you are sure their incompetency is their own fault,\nand not the fault of the supervising officer, who fails to give them the\nproper direction, training, and help or of the board of education, which\nfails to support them or even hampers and embarrasses them.\nThe first\nand chief duty of a superintendent of schools is to teach the teachers how to\nteach\nto be a teacher of pedagogics.\nA superintendent who cannot do\nthis is out of place in his position.\nHe must train teachers to observe\nchildren, to put their brains into their work, and he must arouse in them\ninspiration and aspiration.\nIn this way many teachers who, without such\npersonal stimulus, were \"incompetent/' will prove in the end to be\namong the most efficient teachers in the corps. I have personal knowledge\n;\n\n—\n\nof teachers of this character in several cities,\n\n—teachers who trace their\n\n\"awakening'' and \"second birth\" to the stimulus they received from a\nlive, competent superintendent.\nThe way to reform schools is first, to\n:\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n\"reform \" all the\nteachers who are incompetent and can be \"reformed;\" thirdly, to bury\n\nsecure a competent superintendent ; second, to let him\n\nthe dead.\n\nPees. James MacAlistek, of Philadelphia, gave an illustration in supTwo important rules\nhad been adopted by the Philadelphia Board of Education, (1) that the\n\nport of the doctrine maintained by the last speaker.\n\n—\n\nsuperintendent should annually report for dismissal incompetent teachers,\n\nand (2) that the schools should be closed occasionally for teachers' meetings.\nUnder the first rule he had done very little and what little had\nUnder the second rule\nbeen done had been most disagreeable business.\nhe had done much. He had held many meetings, attendance upon which\nhad been voluntary, but large and constantly increasing. What improvement had taken place in the schools of Philadelphia since the establishment of the superin tendency had been due to these meetings more than to\nMany good and faithful women there were,\nall other causes combined.\nincompetent and inefficient indeed, but still teaching the best they knew\nhow and up to the standard required of them when appointed many years\nWill you turn these women out upon the streets, send them to the\nago.\npoor-house ? So long as we have no pensions to give them, shall we not\nkeep them in the schools ? We must do so, and make the best we can of\n;\n\nthem.\n\nThe supreme thing is for the superintendent to be a teacher of teachers.\nThere is power enough in our hands now. We must use it.\nMr. S. T. Dutton, Brookline, Mass It is all important that persons\nwho are to receive professional training should first have a thorough\n:\n\ngrounding in academic studies. This should be accomplished under a\nsystem that teaches how to study rather than how to cram.\nIn taking up professional work the student should be made to feel that\nteaching is a process of begetting life, and that the only means of mastering\nthat process is by studying the individual child.\nI regret to say that our\nnormal schools are not fully alive to this idea. They spend too much time\nand effort on the metaphysical side of psychology, and too little in considering the condition of child growth and the art of teaching.\nThe normal schools may well be more courageous and enterprising in\npursuing fresh lines of experimentation and in finding a more complete\nadaptation of means to end.\n\n.\n\nAgain, every town and city should inaugurate a systematic scheme for\nimproving the quality of teaching. The superintendent should seek to create\nan atmosphere that is favorable to progress, and the active interest of\nevery teacher in the corps should be enlisted.\nLet the teacher be emancipated from the bondage of examinations, and let them put the best that is\nin them into their teaching.\nThe best element in school education is the\nThis\ninfluence of one human soul that is strong and free upon another.\n\n"}
{"page": 443, "printed_page": null, "text": "DISCUSSION.\n\nis\n\n439\n\nalways wanting where the school is run strictly on schedule time, like a\n\nrailway train.\n\nAs regards the supply of teachers,\n\n— we want to attract the best\nif\n\nthe most cultured men and women to the profession,\n\ntalent,\n\n— we must open the\n\ndoors to them and make the field as attractive as possible.\n\nA rigid system\n\nmay serve a good purpose in keeping out poor material from the teaching ranks\nbut I fear it may do some harm also in\nof State examinations\n\n;\n\nmaking the profession distasteful to the graduates of our universities.\nMr. J. M. Greenwood, Kansas City, Mo.: I will present two points\n(1) As to the qualification of the teacher; (2) A danger to be\n\nonly,\n\n—\n\navoided in the appointment of teachers.\n\nA teacher must be judged by the following standard, —the richness of\nher teaching, the vitality of her teaching, and the stability of her teaching.\nRichness, vitality, and stability explain themselves. They are the ideals\nwhich the true teacher endeavors to realize.\nAn element of weakness in city schools is the determination to fill all\nvacancies from local graduates who have been trained in these schools.\nBoards, through their short-sightedness in selecting their own graduates,\nthus weaken their schools beyond measure. From ten to twenty per cent,\nof the supply may with safety be drawn from home graduates, and the\ngeneral efficiency of the schools not be lowered, yet any greater per cent,\nwill be exceedingly detrimental.\nThere is not a city in the United States,\nin which the exclusive system has been adopted, that has not impaired the\nworking force of its schools.\n\nOur children are entitled to the best instruction possible. New blood\nmust be infused into a teaching corps, and this can be done by securing\nthe best talent from the outside that the salaries will command.\nNo\nChinese walls should be built about a system of city schools.\n\nDr. E. E. White only desired to emphasize what had been so well said.\n\nThe supply of the schools with competent teachers is the essential thing\nin school administration, and to this end teachers must come to their work\nthrough the door of normal training. It is high time that this principle\nwas considered settled. Normal training must give the teacher a knowledge of guiding principles.\nHe would give more for a young teacher who\nknows well a few fruitful principles of her art than for one with a head\nfull of cut-and-dried methods.\nThe soul of a child cannot be touched by\npattern.\nTeaching is the art of arts.\nNor is it enough that teachers receive normal training before they enter\nupon their work. The art of teaching cannot be mastered in one or two\nyears.\nThe school-room should be a training school, and to this end the\nsuperintendent should be able to lead, instruct, and inspire teachers.\nHe\nshould set before teachers true and high ideals.\nBut in this guidance and training of teachers the principal is an impor-\n\n"}
{"page": 444, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n440\n\nNo superintendent is large enough to reach efficiently all of\nHe must depend largely on his associates in\n\ntant factor.\n\nthe teachers in a large city.\n\nthe supervisory office, and especially on the principals who stand nearest\nto the\n\nteachers.\n\nAs a superintendent, the speaker lias been somewhat\n\ndiscouraged on visiting a school presided over by a principal, well-meaning\nand earnest, but with little or no insight into true teaching. The instruction in most of the rooms was unsatisfactory.\n\nThe superintendent's best\n\nhad not taken root. On visiting another school, with a live\nand competent principal, he had been delighted to find the work in the\ndifferent rooms faced the right way, with cheering evidence of progress.\n\ninstruction\n\nIt is as important to have trained principals as trained teachers.\n\nThe\n\nman who does not know the difference between word-cramming and mental\ntraining ought not to be at the head of a\n\nmodern school, or a system of\n\nWe need normal institutions of a higher grade than our present\n\nschools.\n\n—\n\nnormal schools, institutions for the professional training of superintendents and principals as well as teachers.\nNext to the selection and employment of competent teachers is the\nduty of retiring those who can neither teach nor learn to teach. But this\nduty is beset with peculiar difficulties. The schools in all our cities conSome of these have done in the past\ntain teachers who cannot teach.\nexcellent work, as measured by old standards ; and they are not without\nreputation. Other teachers have become grooved in the service, and their\nminds have lost their cunning for new ideas and methods. All faithful\nteachers, whether successful or not, should be treated with consideration\nand kindness. In the course of his experience the speaker had secured\nthe retirement of teachers without dismissing them, and this was usually\npossible when inefficiency is due to impaired health, old age, or other\ninfirmity.\n\nIn this great work of elevating the professional attainments and\n\neffi-\n\nwe must be patient, provided we are making steady\nIt may take twenty-five years more to reach a reasonable\nThe schools are burdened with years of mistakes and ill-directed\n\nciency of teachers\nprogress.\n\nstandard.\nefforts.\n\nTheir correction will require time.\n\nPres. G. Stanley Hall, Worcester, Mass., had labored for years in the\nit is possible to raise the standard of teaching in this\ncountry in less than twenty-five years. Teaching should be not only a\nprofession, but also now a mission.\nIf somebody would heroically sacri-\n\nconviction that\n\nfice himself,\n\nsome good would come of it.\n\na model we might copy.\n\nIts sessions are\n\nThe Vienna Pedagogium was\nheld afternoons, and attended\n\nHe had seen something of the same sort in New\nYork City, which was working well under Dr. Jerome Allen. What is a\n\nby teachers after school.\n\nA body of expert knowledge and persons versed therein to\nand apply it. It includes knowledge of history and princi-\n\nprofession ?\n\nprofess\n\nit\n\n"}
{"page": 445, "printed_page": null, "text": "—\nDISCUSSION.\n\npies of education, the\n\npresent lack of which\n\n441\n\nnow\n\nin\n\nthis\n\ncountry\n\nis\n\ndeplorable.\n\nWe greatly need to know what is now going on elsewhere. That is what\nwe need in Massachusetts, notwithstanding Mr. Martin's defence of that\n\nWe need professors of this body of expert knowledge, but where\n\nState.\n\nare the men ?\n\nHe had been searching for them, but they were not to be\n\nfound.\n\nMr. S. A. Ellis, Rochester, N. Y.\n\n:\n\nAs the method of providing for a\n\nsupply of trained teachers for the Rochester schools is somewhat unique,\nit\n\nmay be of interest to this body of superintendents to learn how the work\n\nis\n\ndone.\n\nIn 1883 the board of education organized a teachers' training class\nunder the direction and control of the superintendent. From the graduates of these classes nearly all our teachers are chosen, it being a very\n\nmatter for one outside the city, at present, to secure an appointWhile this is to be regretted, it must be admitted as a fact.\nA general view of the aim and plan of the teachers' training class is\n\ndifficult\n\nment.\n\npresented in the following outline :\n1.\n\nConditions of entrance.\n\n2.\n\nTime.\n\n3.\n\nSubjects.\n\n4.\n\n5.\n\nMethod of study.\nProgramme of weekly meeting,\n\n6.\n\nReference library.\n\n7.\n\nExamination certificates.\n\n8.\n\nPractice.\n\nFirst.\n\nEach applicant for membership must be eighteen years of age,\n\nand must have received, at least, three years of academic training and\nhold a regents' preliminary certificate.\nSecond.\n\nThe course embraces the forty weeks of the school year.\n\nThe\n\nclass meet for one hour each week to discuss the topic assigned the previous\n\nweek.\nThird.\n\nThe subjects studied are\n\n(a)\n\nEducation.\n\n(o)\n\nTeacher's Qualifications.\n\n(c)\n\nSchool Organization, Management, and Discipline.\n\n(d) Duties of Teachers in Reference to the Physical, Moral, and Intel-\n\nlectual Well-being of Pupils.\n(e)\n\nHistory of Pedagogy.\n\n(/) Psychology in its Practical Application to Principles of Teaching.\n\nMethods of Teaching the Various School Branches.\nMoral Training.\nFourth. Questions upon each topic are arranged, printed, and distributed\n(g)\n\n(h)\n\n"}
{"page": 446, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n442\n\nto the class a week or more previous to the discussion of that topic.\n\nMem-\n\nbers of the class are required to prepare for the discussion by the study of\n\nthe books of any good author, by personal observation, by conversation\n\nwith those\n\nwho have given attention to the subject, and by their own\n\nthinking and reasoning.\nFifth.\n(a) Roll call.\n(b)\n\nLiterary quotations from six or eight members of the class, and news\n\nitems from an equal number, these having been previously appointed for\nthe purpose.\n(c)\n\nReading of the minutes of the previous meeting by any one upon\n\nwhom the leader may call, and additions and corrections, comments.\n(d)\n\nThe leader calls upon members of the class in turn (using cards),\n\nto answer and discuss the questions in the printed\n\nlist,\n\nopportunity being\n\ngiven for voluntary remarks, or questions upon each topic thus discussed.\nSixth. Books of leading authors upon all subjects in the course of study\nform a reference library for the special use of the training class.\n\nSeventh.\n\nA second-grade certificate is given to all members of the class\n\nwho pass successfully the examination given at the close of the year's\nwork, which is good for one year of teaching ; at the expiration of that\ntime, all who shall have demonstrated their ability to manage and instruct\na class of pupils, receive a first-grade certificate, which makes them eligible\nto appointment to teach in any grade in the public schools below the high\nschool, except as principal of a grammar school.\n\nEighth. All substitutes and temporary assistants are taken from the\ntraining class, as well as nearly all appointments to permanent positions.\n\nThe only certificates now recognized by the board, besides these issued\nto graduates of the training class, are New York State College and Normal\n\nSchool certificates.\n\nAs a result, our new teachers have more readily seized the reins of government, and have the sooner settled upon the best methods of instruction,\nwhile the tone of the whole body of our teachers has been gradually elevated.\n\nOne of our older and most experienced\n\nprincipals\n\nremarked the\n\nother day that no one thing in the history of our schools had been of\ngreater advantage to the management and instruction in our schools than\nthe work of our training class.\n\nAt the present time nearly one-half of the teachers employed in our\nschools are graduates of our training class.\n\nThis has come about in less than eight years, which shows the changeable character of the teaching profession even in our larger cities.\n\nThe Chairman (Superintendent Draper, of New York) thought it was\nalmost useless to expect superintendents to accomplish much improvement\nin the qualifications of newly chosen teachers\n\nunder existing conditions.\n\n"}
{"page": 447, "printed_page": null, "text": "ITS ORGANIZATION AND FUNCTIONS.\n\n443\n\nNine-tenths of the city boards of education had both the power to certify\nand to employ teachers, and so long as they possessed these powers they\n\nwould employ their own friends in preference to some one else's friends.\nSometimes they would delegate to the superintendent the authority to\nexamine and certify candidates, for the sake of disarming criticism, but\nthey would influence the action of the superintendent either directly or\nindirectly.\n\nWhat is needed is to give the superintendent independent, statutory\npowers, and charge\n\nhim with the entire responsibility of examining and\nHold that the examining of candidates is profes-\n\ncertifying candidates.\n\nsional work which can only be performed by an expert, and that the employment of them is a business matter, which may safely be transacted by\nany honest and fairly intelligent man, and you have accomplished much.\nAgain, what is needed is a system which will help and at the same time\n\ndirect the superintendent.\n\nIn our\n\ncities,\n\nthe\n\nnumber of candidates for\n\nteachers' positions is so great, and the facilities for acquiring proficiency so\n\nmany, that it is perfectly practicable to require that all candidates shall\nhave completed the high school course and spent a year in a normal school\nor training class before being given authority to teach.\n\nWe passed such a\n\nlaw in our State last winter. It was vetoed. But we will have it yet.\nSome of our cities are doing precisely this now without law. All can do\nIt is no hardship to young candidates.\nIt\nit and have plenty of teachers.\nwill work incalculable advantage to the schools.\n\nThe time for talking about improving the teaching force has gone by\nnow time to take action which will effect what is imperatively needed.\n\n;\n\nit is\n\nMr. Anderson, author of the paper, closed the discussion, accepting\nsumming up of the matter, and in the hope of securing\nsome definite action on the part of the Department, offered the following\n\nthe chairman's\nresolution\n\n:\n\nThat in the opinion of the Department of Superintendence, the time has\ncome when it is practicable to establish. a professional standard for all teachers employed in city public schools, and the interests of education require school boards and\nsuperintendents to establish such a standard as an indispensable prerequisite to employment in the schools.\nResolved,\n\nNATIONAL EDUCATIONAL ASSOCIATION: ITS ORGANIZATION AND FUNCTIONS.\nBY W. T. HARRIS, PH. D.\nThirty-three years ago last August there met in the city of Philadelphia\na handful of men to organize a National Teachers' Association.\n\nment started in New York and Massachusetts.\n\nThe move-\n\nA call had been issued and\n\n"}
{"page": 448, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n444\n\nwidely circulated the year before (1856), inviting \" all practical teachers\nin the North, the South, the East, the West, who are willing,\"\nits\n\nsignificant words,\n\n— \"who are willing\n\n— these are\n\nto unite in a general effort to\n\npromote the general welfare of our country by concentrating the wisdom\nand power of numerous minds and by distributing among all the accumu-\n\nwho are ready to devote their energies and their\nmeans to advance the dignity, respectability, and usefulness of their calling.\" A constitution was drafted and adopted, and officers were elected\nfor the following year.\nThe directory of the newly formed Association\nvoted to meet in Cincinnati in August, 1858.\nThe noteworthy feature in\nthe constitution adopted is the government of the Association by a board\nlated experiences of all ;\n\nof directors elected at the annual meeting.\n\nlarge\n\nThis board was to consist of a\n\nnumber of counsellors, one from each State, district, or Territory,\n\ntogether with the president, secretary, treasurer, and twelve vice-presiIt also became the practice, even from this early meeting, to ap-\n\ndents.\n\n—\n\none member from each State repreInasmuch as it has frequently happened that only\na single delegate was present from a State, the nominating committee has\nbeen obliged to fill out its extensive list of officers by naming its own mempoint a large nominating committee,\n\nsented in the convention.\n\nThe first president of the Association, as well as seven of the viceall, were members of the\n\nbers.\n\npresidents and two of the counsellors, ten in\n\nnominating committee that reported their names. While this strikes us at\nfirst as bad form, or even as dangerous to the usefulness of the Association, a moment's reflection convinces us that the danger is imaginary, and\naffects the form rather than the substance of the thing.\nIf an entire\nassembly appoint itself on a nominating body, and then names all of its\nmembers to one office or another, it amounts to the same as a committee\nof the whole for the nomination of officers and a distribution of offices\nto all.\n\nIn later years, since the Association has grown to gigantic proportions,\nit is\n\ntrue that this large committee has dwindled in comparison to the size\n\nof the body it represents.\n\nBut the fact that the rule requires that all the\nand Territories shall be represented on the board of\ndirectors, secures a variety of interests in that board, which prevents the\nStates,\n\ndistricts,\n\npossibility of clannishness or misrule.\n\nShould, however, it be deemed desirable to provide even a wider participation of the\n\nrank and file of the Association in the election of its\n\ndirectory, this could be easily effected by a constitutional provision per-\n\nmitting each State delegation to select its member of the nominating\ncommittee, leaving the president to select, as heretofore, for those States\nthat decline or neglect to act.\n\nPractically, this\n\nagainst any possible influence that might\n\nwould be a safeguard\n\ncome from partisanship\n\nor\n\nmanagement, but it is quite difficult to conceive any circumstances wherein danger is to be apprehended from such source.\nAll will\n\npolitical\n\n"}
{"page": 449, "printed_page": null, "text": "ITS ORGANIZATION AND FUNCTIONS.\n\n445\n\nagree, however, that the highest usefulness of the Association depends on\n\nthe complete subordination of the political partisan element.\n\nWe may here properly inquire what the legitimate results are for which\nwe should look to come from this annual gathering of teachers from the\nlength and breadth of the land. The main answer to this is provided for\nus in the words of the original call issued in 185G.\n\nIn the language al-\n\nready quoted, the Association should \" concentrate the wisdom and power\nof numerous minds, and distribute among all the experiences of all.\" This\ncall was\n\nwritten by Dr. Daniel B. Hagar, then president of the Massa-\n\nchusetts Teachers' Association.\n\nIt was stated at the\n\nPhiladelphia meeting\n\nin 1857 that there were already in existence twenty-three State Teachers'\n\nAssociations, besides larger and smaller associations not bounded by State\nlines,\n\n—such, for example,\n\nas the\n\nAmerican Institute of Instruction\n\nin\n\nNew England, and the American Association for the Advancement of\nThese associations\nEducation, which had been formed in Philadelphia.\nhad demonstrated the value of general conferences in which educational\ntopics were\n\ndiscussed.\n\nThe wisdom and power of many minds con-\n\ncentrated on the difficult problems of the profession brought light such\n\nThe accumulated experience of all was thus\nThe individual teacher, in his uneven development,\nstrong in some points, and weak in others, found complementary strength\n\nas\n\nnone had seen before.\n\ndistributed to each.\n\nin the experience of his fellow-teachers, strong\n\nwhere he was weak, and\n\nperhaps weak where he was strong.\n\nThe divine principle of vicariousness that prevails in the spiritual world,\nrendering it possible for each man, woman, and child to participate profitso that the spectacle of\nably in the experience of another human being,\n\n—\n\na deed and its consequences renders it entirely unnecessary to perform the\n\ndeed itself in order to get what of good comes from doing it as a life experience,\n\n—this divine principle of vicariousness\n\nin the life of human souls\n\nat once explains for us the true function of teachers' associations, and also\n\nthe function of education itself in its entirety.\n\nWhat, indeed, is all edu-\n\ncation except the reenforcement of the individual by the experience of\n\nthe family, the community, the nation, the race ?\n\nEducation is, therefore,\n\nproperly defined as the elevation of the individual into participation in\nthe life of the species.\n\nWhile the brute inherits organically in his muscles and nerves and brain\nthe experience of his progenitors in such a way that the life of his race\n\nappears as instinctive impulse, man, on the other hand, not only inherits\nthe results of the life of his ancestry in the form of instincts and aspirations,\n\nbut he can by language receive and communicate the outcome of\n\nhis life direct.\n\nHence his ability to collect within himself the results of\n\nothers' lives is increased infinitely beyond that\n\nnarrow line of hereditary\n\ndescent ; for he can, through language, avail himself of the sense-perception\nof others far removed in time and space, making himself thereby a sort of\n\n"}
{"page": 450, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION\n\n446\n\nomnipresence in space and time. Then, too, he can avail himself in like\nmanner of the thoughts and reflections of his fellow-men, especially the\nthoughts and reflections of those most gifted minds that have done most\nto solve the problems of life and explain the anomalies of experience.\nMore than this, too, he learns not only through their perceiving and by\ntheir thinking on what they perceive, but he learns by seeing their doing,\n\nand by the story of their doing, what to do himself and what to refrain\nfrom doing. Thus, by language, the individual is enabled to live vicariously the life of the race, and to live his own life vicariously for others.\nWhatever one does, goes into the reservoir of human experience as something of value ; if it is a negative deed, bringing with it its punishment,\nthe knowledge of it renders unnecessary the repetition of its like by others.\nIf it is a positive deed, securing for it the normal development of the soul,\nthen it is a precious discovery, and it may be adopted by all men as a new\nethical form or moral law.\nThus the very principle of all education, the principle that makes posthis principle\nsible what we value as civilization in contrast to savage life,\nis appealed to as explaining and justifying the existence of a national edu\" Concentrate the wisdom and power of numerous\ncational association.\nminds distribute to each the accumulated experience of all.\"\nWho can say, looking back down the ladder of thirty-three years, that\nthis beneficent process of giving and receiving has not characterized every\nstage of its ascent ? Spiritual giving, we are taught, is not a giving which\n\n—\n\n—\n\n;\n\ndiminishes the supply of the giver.\n\nIn material giving, there is a transfer\n\nwhich makes him who gives poorer by the amount of his gift. But he\nwho imparts his experience to others, possesses all the more firmly all the\nfruits of his own experience.\nEvery teacher who has risen in this National\nEducational Association to expound his own observations or reflections, or\nto give the results of his experience, has, in the act of doing it, helped\nhimself first of all to see more clearly than before the true lesson of his\nlife.\nIn spiritual participation, there is no division or loss. In material\nin food, clothing, and shelter,\nto share is to divide and diminish\nthings,\n\n—\n\n—\n\nthe part that goes to each.\n\nBut these general principles we may admit, and yet fail to see in the\nwork of the National Educational Association anything worthy of being\nLet us, therefore, take up in detail,\nclassed under such high rubrics.\nthat all may recognize some of the phases of the teacher's work that have\nbeen under discussion at the annual gatherings.\nI find, on looking over the table of contents of the\n\nannual volumes of\n\nproceedings, that there have been presented 241 papers on the five parts\nof the school system, namely\n\n:\n\ntwenty-eight on the kindergartens, twenty-\n\nseven on primary work, seventy-five on high schools and colleges, fifty-six\n\non normal schools, forty-five on manual training and technical schools.\nThese 241 papers have all related, incidentally, to matters of course of\n\n"}
{"page": 451, "printed_page": null, "text": "ITS ORGANIZATION AND FUNCTIONS.\nstudy and methods.\n\nBut\n\nbesides these there were\n\nrelating especially to the philosophy of\n\nmethods\n\n;\n\n447\n\ntwenty-one papers\n\neighty-one to various\n\nbranches of the theory of education and psychology ; twenty -nine to the\ncourse of study ; ten to the peculiarities of graded and ungraded schools ;\nto musical instruction ; ten to natural sciences\nforty on\ndrawing ; and twenty-four to the important subject of moral and religious\ninstruction.\nThese make 240 additional papers on special themes of\ncourse of study and methods of discipline and management,\nin the aggregate nearly 500 papers on these themes.\nBesides these papers, there are others,\non building, heating, and venti-\n\ntwenty-five\n\n;\n\n—\n\n—\n\nlation, three ; national aid to education, fourteen ; education for Chinese,\n\nIndians, and colored people, eight ; on supervision of schools, ten ; on\nthe uses and abuses of text-books, nine ; on examinations of teachers and\nof pupils, eight ; on compulsory education, three ;\n\nforeign educational\n\nsystems, ten ; education and crime, two ; on the best methods of keeping\nstatistics,\n\nfour; on the criticisms urged against our schools, eight; in all,\n\nnearly a hundred more papers on important questions.\n\nWe all remember with some remaining feelings of dismay the oldfashioned essays read at teachers' gatherings.\nThe following titles will\n\" The Teachers' Motives \"; \" The Teacher and His Work \";\nsuggest them\n:\n\n\" The Causes of Failure and Success in the Work of the Teacher\"; \" The\nTeacher's Ideal.\" Very often such titles introduced only goody-goody\nreflections on the personal character of the teacher.\n\nthe Association such essays were more frequent.\n\nIn the early days of\n\nOne is glad to observe\n\ngrowing rarity, not only in the National Educational Association,\nbut also in State Associations and in educational magazines.\ntheir\n\nOf course these 600 papers, relating to various points of school management, were only the half of the intellectual pabulum set forth at the\nannual gatherings. It is safe to say that the impromptu discussions called\n\nWhere the undisciplined mind had\nand failed to follow the thread of the written discourse, the oral\ndiscussion brought out vividly the points of the paper, and by vigorous\n\nforth were at least another half.\nflagged\n\nopposition or defence aroused the powers of the weakling.\n\nThe vigor-\n\nous oral debate has here its tremendous advantages over the printed paper\nread in the educational periodicals.\n\nWe have not mentioned the advantage of personal contact of mind with\nmind.\n\nIn these gatherings the young teacher sees those who have grown\n\nand who have acquired reputation for their work. He\nmeets his equals and measures their ideals by his own. He learns to see the\nold in the service\n\ndetails of his profession from many different points of view.\n\nThe impres-\n\nsion derived from the printed page differs from that derived from personal\n\nconversation.\n\nEach has its advantages.\n\nstimulating and provocative of imitation.\n\npaper leads to deeper self-activity.\n\nThe personal impression is more\nThe cool study of the printed\n\nBoth are useful,\n\n—nay, indispensable.\n\n"}
{"page": 452, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n448\n\nIt is\n\nobvious that for this personal lesson upon the teacher our recent\n\nlarge associations are far more valuable than the small gatherings of the\n\nwhere three hundred met then, now we have three thousand.\nThe visitor to the Association now sees ten times the number of eminent\n\nearly date ;\n\nteachers, and rejoices in a tenfold opportunity for profit.\nI do not think that I overestimate the value of this feature of the Edu-\n\ncational Association when I call it one-half.\n\nOn this basis I shall call the\n\ndirect aid received from the essays and papers read one-fourth ; the direct\n\nand\n\naid from the debates\n\ndiscussions, one-fourth ;\n\nthe direct aid from\n\npersonal conversation with and observation of fellow-members of the convention, eminent persons, and otherwise, this,\n\n—and the benefit of observa-\n\ntion on that section of the country into which the Association takes the\nvisitor, amounts to\n\none-half the direct aid that he gets at the Association.\n\nSince 1870 the Association has been in process of forming departments\nfor the further specialization of work.\n\nIt has done this partly by absorb-\n\ning existing associations devoted to special work, and partly by forming\n\nnew departments direct.\nIt absorbed the normal school and superintendents' associations,\n\nafter years\n\nsuccessively the departments of\n\n(a)\n\nand in\n\nhigher instruction,\n\n(b)\n\nelementary instruction, (c) industrial education, (d) the National Council\nof Education, (e) the kindergarten, (/) of art education, (g) music instruction, and (h) secondary instruction ; thus making ten departments in\nall.\n\nThere has been since 1884 an educational exposition, which may be\n\ncalled the eleventh department.\n\nSince these departments provide for the much-needed specialization of\n\nwork, and furnish a counterpoise to the mighty swing of the general\n\nmeetings of the Association, their influence is salutary. There is no doubt\nthat much more can be done in this direction.\nThere should be a depart-\n\nment that unites those interested in the study of child life\n\n;\n\nanother that\n\nunites the specialists who are at work in the mastery of foreign systems of\n\neducation ; one for students of the Herbartian educational experiments,\n\n—those that make so much of Robinson Crusoe\n\nas a centre of school work,\n\nand whose great word is \" apperception. \"\n\nThose who have read the educational essay that has made so much noise in England, and which bears the\nabsurd title of \"A Pot of Green Feathers, \" I need not say, are already\ninterested in this question of apperception, as the very centre of educacational psychology.\n\nThe doctrine of apperception, briefly stated, is this\n\n:\n\nWe not only perceive or see objects, but we recognize or apperceive them.\nWhen we apperceive we relate what we see to what we\n\n—we sometimes\n\nalready\n\nknew\n\ninward digestion of what we see. Now\neducation, it is evident enough, deals with this matter of recognizing or\nassimilating (apperceiving) the new material learned by relating it to what\nbefore,\n\ncall this\n\nwe knew before.\nIf a\n\ndepartment of psychology were formed that held two meetings at\n\n"}
{"page": 453, "printed_page": null, "text": ";;\n\nITS ORGANIZATION AND FUNCTIONS.\n\n449\n\neach annual session, I doubt not that\n\nit would soon prepare some work\nwhich would gladly be given a place on the program of the General Association, and certainly before it secured a place on the general program it\nwould get into the old departments of elementary instruction or normal\ninstruction, or into the superintendents' section or some other.\nI would lay emphasis on the specializing of work indefinitely.\nApart\nfrom the National Association such specializing would have its danger\nbut in the Association it at once adds strength and gains strength. There\ncould be a department of statistical study, wherein the few specialists who\nare interested in the science of statistics, in the new sense which is coming to be accentuated by sociologists, could confer together round a table.\nRound-table discussions over specialties is in my opinion what is needed\n\nnew fountain of vitality into the Association. Not that\nis failing in vitality, for it never had so much at any\nformer period as it has now. But this new element of specialization is a\nnew element of vitality which may make the annual visit twice as valuable\nas it has been hitherto. I have mentioned by way of examples of these\nto introduce a\n\nthe Association\n\nround-table departments,\n\n— those that should study child\n\nlife,\n\nforeign sys-\n\ntems of education (say French, German, English, Chinese, etc.), or pedagogical\n\nmovements\n\nlike that of the Herbartians, or, again, educational\n\nI would add other examples of specialization.\nLet the specialists in teaching English literature have a round table the\nspecialists in teaching ancient history or modern history or the philosophy\n\npsychology, or statistics.\n\n;\n\nof history ; the specialists in teaching French or any modern language ; those\n\nany other part of arithmetic.\nThese round-table discussions could be called for any year. They could\nnot be expected to discuss the same subject for two consecutive years.\nHere is just the trouble with our present departments. They have worked\nover the material ready to hand, and have no new material in the process\nof making.\nThe Council of Education has formed a list of committees on a\nvariety of subjects and stereotyped it once for all. The members of those\ncast-iron committees find themselves appointed to report on some subject\nwhich has no new fresh interest for them, and they do not see how to begin\nfresh work.\nWe do not want any more reports on such general topics as\nhigh schools, or private schools, or co-education, or moral education, or\neducational psychology, but we do want specialized reports which focus\nthe whole mind of the sub-committees on some special topic, within those\nmore general topics such as (in the domain of moral education) the freedom of the will in the light of Ribot's work on \" The Diseases of the Will \"\nor (in the domain of educational psychology) the effect of committing to\nmemory by the so-called aids or arts of memory ; or on the formation of\nlogical habits of thinking\nor the best method of cultivating a convenient\nspecially interested in teaching fractions or\n\n;\n\nmemory for names\n\n;\n\nthe true remedy for duplicate registration of pupils\n\nattending both winter and summer schools, a duplication which is common\n\n"}
{"page": 454, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n450\n\non a legitimate mode of interesting\nmembers to the school board on the proper\n\nin most of the State school reports ;\n\nthe people in electing good\n\n;\n\nmanner of securing the interest of the public press in the good features of\nthe public schools ; on the effect of the private schools in raising or low-\n\nering the standard of respectability in the profession of teaching ; on the\nbest method of securing literary and scientific culture in a corps of teachers.\n\nNo one of these topics would do for a second report\n\n; no one of them would\ndo for a first report made by members of the council not interested in it.\nThe volunteer system is the only system for round-table work. It would\nbe best generally to concentrate attention, and guide it by having a report\nmade upon some particular book like Lange's work on Apperception, or\nMrs. Jacobi's book on Science and Language Study.\nThe general work of the Association, as a whole, should go on in deep\nruts, but the special work of the departments should be specialized and\nalways fresh and new. This will take care of itself if there be a sufficiency\nof these small groups encouraged.\nPerhaps there are only four persons in\nThe National Associathe entire nation interested in some special topic.\ntion, with its facilities for cheap transportation and cheap board, furnishes\nthe best opportunity each year for the meeting of these four persons, or\nany other similarly interested four persons. Perhaps the attraction of\nthe particular interest would not be sufficient to draw together the four\nspecialists.\nBut the National Association adds a host of other attractions,\nand in the aggregate these are strong enough to prevail.\nWe wish to produce as many growing teachers as possible, as many\nas possible who each year have found fresh leads and have distanced their\nformer selves.\nIt seems to me, therefore, quite doubtful whether the division of the\nNational Association into sectional associations, with which it alternates\nbiennially, would not be rather a step backward.\nIt would perhaps break\nthe continuity which is essential as a kind of background on which the\nspecialization which we have discussed can best take place.\nIt will cer-\n\n—\n\ntainly make the familiar faces that meet us from year to year, coming from\n\na great distance,\nit will\n\n—as in the present meeting, from Colorado and Texas,\n\nmake these faces less familiar to us, and different sections of the\n\nUnion will be in less direct sympathy than formerly.\nIf I have studied aright this\n\nproblem, it is not the General Association\n\nthat is in need of reform, but only the departments.\n\nThese departments,\n\ninstead of breaking away from the type of the General Association, as they\n\nshould do, are imitating its organization when they ought to devote themselves\n\nto\n\ndeveloping and fostering voluntary sub-committees or round\n\ntables devoted to special work.\n\nThe General Association, with its wide scope, its great masses, its distinguished personalities, its cheap fares, its entertaining tours, and its spectacle of great combination, and, lastly, with the great interest and substan-\n\n"}
{"page": 455, "printed_page": null, "text": "DISCUSSION.\n\ntial\n\ntributes of respect which it elicits\n\nof the\nfield,\n\ncountry, and from the world\n\n451\n\nfrom the business men of\nin\n\nall parts\n\ngeneral outside the scholastic\n\n— the General Association, with these reasons for being, should con-\n\ntinue as it is.\n\nDISCUSSION.\n[Reported by Supt. S. T. Dutton, op Brookline, Mass.]\n\nSupt. Aaron Gove, Denver, Col., spoke of the magnitude of the work\nof administration, much of which was of an exceedingly delicate and often\n\nembarrassing character.\n\nA declination to place upon the program the\n\nnames of aspirants often engenders bitternesses.\n\nThe insistence of parties that financial remuneration be given for essays\nand travelling expenses is exceedingly common\njudgment is proper, creates antagonisms.\n\n;\n\nthe refusal, which in my\n\nThe precarious condition of the treasury previous to the Madison meetis well known\nnow the Association has in the treasury to exceed\n$25,000. Whether the possession of these funds is to promote the health\n\ning\n\nand\n\n;\n\nprosperity of the organization, I regard as a question\n\nyet\n\nto\n\nbe\n\nanswered.\n\nGreat care should be taken in selecting the directory.\nThe burden\nwhich is laid on the executive is great at best, but it can be much lightened by a competent board of directors.\nIt has been intimated that the Association has become so large and unwieldy that soon it would separate into smaller local societies and cease to\nThe paper just read tells us why it should exist, and the meetings\nexist.\nin later years fairly demonstrate that it is yet alive.\nThere is no immediate\nprospect of a funeral.\n\nMr. J. M. Greenwood, Kansas City, Mo., favored special departments\nHe recommended that the representatives of\nvarious sections make their addresses more historical in character and\nfor original investigations.\n\nless eulogistic.\n\nDr. William A. Mowry, Boston, Mass., suggested that it were difficult\nto settle \"live questions\" ; that if they were settled they would be dead,\n\nand no further interest would be manifested in regard to them. The fact\nthat they are alive and not \" settled \" gives to them their value.\nMoreover, if this body with all its wisdom should attempt to settle any \"live\nquestion \" in which the people are interested, they would turn around and\n\" Who authorized you to pronounce your ultimate dictum\nsay to you\nupon this subject ?\" and your opinion thus pronounced and questioned\nwould be of as much value as the dictum of a Protestant pope. Let\n:\n\n"}
{"page": 456, "printed_page": null, "text": ":\n\n452\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nthe discussions go on.\n\nThe value of these discussions, as they go out to the\n\npeople, consists not in a dictum, not in \"settling\" questions, but in the\n\nstrength and force of the arguments presented.\n\nThese arguments, and\n\nthese alone, have weight with the people in \"settling live questions.\"\n\nHon. John Hancock, Ohio, advocated doing more and talking less.\nHe thought some things were to be regarded as settled.\nPres. G. Stanley Hall expressed his appreciation of the views set\nHe thought that waste might be avoided were this\nbody to adopt some of the methods pursued by scientific academies in this\n\nforth by Dr. Harris.\n\ncountry and in Europe, and referred in particular to some degree of specialization in studies of educational subjects, instancing as good examples\n\nCanfield's admirable studies of the Relations between the State and the\nHigh School in each State in the Union Draper's Study of the Early HisGreenwood's Studies of Children,\ntory of Schools in New York State\nwhich had attracted attention in Europe Hart well's admirable monograph\non Physical Training Blackmar on State Aid to Higher Education Knight\nKey's School\non Land Grants Howard's Evolution of the University\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nand Health, etc., etc. There is no reason why, besides the mass meeting\nelement, which is indispensable in the National Association, the sections\nVery\nshould not be organized for far more effective work than now.\nmuch of the energy of this Association is wasted by threshing old straw,\nby random work, by people who have no conception of the best that has\nNothing is more demoralizing\nbeen said and done in their own subject.\nand wasteful than to hear a half-hour paper of this sort. There is no\nassociation of teachers in the world so badly organized in this respect as\n\nthose in this country.\n\nEven the French and German method of having\n\none preannounced subject for an entire day and footing up the conclusions\nof the meeting in the form of a syllabus or resolutions, makes their reports\n\nmore interesting and more valuable than ours.\n\nWe should also have, in\n\nsmaller circles or round tables, little groups of those interested in special\ntopics, like psychology, geography, school hygiene, etc., to work and con-\n\nfer at unoccupied hours,\n\nand on a special plan, by methods somewhat like\n\nthose employed in pedagogical seminaries in Europe.\n\nDr. E. E. White, of Ohio, supposed that the purpose of the discussion\nwas to determine what changes, if any, were now needed in the organiThe\nzation and management of the National Educational Association.\nchanges suggested in the able paper, to which all had listened with so much\ninterest, relate to details of administration.\n\nThe special lines of inquiry\n\nand investigation suggested by Dr. Harris can all be provided for in the\n\nnow organized, and, if necessary, new departments\nThe several departments of the Association were originally\norganized for the consideration of topics of special interest to their mem-\n\nseveral departments\n\ncan be added.\n\n"}
{"page": 457, "printed_page": null, "text": "DISCUSSION.\n\n453\n\nThis has been overlooked in some instances.\nmore specialization in these departments.\nbership.\n\nWhat is needed is\n\nHe was pleased to observe that no radical change in the organization of the\nGeneral Association is recommended in the paper. The changes needed\nhere relate to administration, and the most important of these relate\nIt is easy to criticise a program when made, but it\nto the program.\nis\n\nnot so easy to\n\nagree that no\n\nmake\n\na\n\nprogram that\n\nabove criticism.\n\nis\n\nAll\n\nwill\n\nman should be asked as a compliment to himself or his\n\nlocality to read a paper in the Association.\n\nThe men who have something\n\nto say\n\nworthy of such a hearing should be sought out and called\n\nduty.\n\nThe\n\ntopics\n\npresent interest.\n\ndiscussed\n\nshould be vital topics,\n\nto this\n\n— topics of special\n\nWhat is needed is light, not rhetoric or declamation.\n\nOne of these vital topics is moral training in the public schools,\nthat needs to be discussed in a philosophic manner.\n\n—a topic\n\nMoral training should\n\nbe placed on as sure a psychological basis as intellectual training.\n\nHon. J. H. Shinn, of Arkansas, said That so far as he was qualified\nupon the paper of the learned Commissioner of Education, he\n:\n\nto speak\n\nThat, the discussion so\nshould speak as an indorser and not as a critic.\nfar had really added nothing to the paper in comprehension and hardly\n\nanything by extension.\n\nDr. Harris asks us to continue the general work\n\nof the Association as it has been managed from the beginning, and to make\n\nthe specialization of the departments still more special and possibly more\n\nthorough.\n\nSo far as I have been correct in my diagnosis of the general\n\nwork of the Association, so far I fully agree with the paper. The great\ngeneral work of the National Association should go on in the same trend\nwith a certain deepening of the ruts. Deepen the enthusiasm, deepen the\ndeepen the educational ferment. Take the language of\ngeneral regard,\nthe doctor and make it a watchword: \"On as we are, only deepen the\nruts.\"\nAs an addition he would suggest that the departments take on the\nspecial tint of special work and go deeper into the scientific nature of\n\n—\n\n—\n\nthe great problems underlying the general work.\n\nHe suggested as an\n\nadditional work for the N. E. A. the gathering together at the end of\n\neach twenty-five years the particular papers upon special questions, and a\ngeneralization thereof by a committee specially appointed thereto.\n\nThat\n\nthis generalization, with all proper limitations, be published as the work of\n\nthe Association and sold at the least price to teachers of the country.\n\nHe\n\nthought that this would add to the real power of the Association and make\nit\n\na surer multiple of good.\n\nMr. W. E. Gaeeett, State Superintendent of Tennessee, and President\nof the National Association:\n\nMr. President,\n\n— did not expect to address\nI\n\nthe Department, but I cannot refuse to respond to your invitation.\n\nWhen your program announced that the Commissioner of Education\nwould read a paper upon \"The National Association: its Organization\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nand Functions/' I looked forward with much interest and some anxiety to\nknow the weight which they carry\nwith all our members and with the whole country.\nI have listened to\nhim to-night with pleasure and satisfaction.\nThe clear and comprehensive view which he has presented of the Association and its functions, and the philosophical analysis which he has\nthe expression of his opinions, for I\n\nmade of the elements of its usefulness, leave but little to be said by others.\nIn his estimates of the relative value of its several elements, I do not think\nhe has ranked the social features too high. Among the social features I\nunderstand him to include the excursion feature. Those who have been\nregular attendants upon our meetings have now travelled to every portion\nof the United States,\n\nI need not enlarge upon the pleasure of this feature\n\nto its members, or the benefit to the cause of education.\n\nWhy do ten thousand members attend our meetings ? Why has this\nAssociation grown to be the largest, the grandest educational body in the\n\nworld ? It is because the members find in its meetings something which\nthey need. It is because they love the Association. It is because it reaches\ntheir hearts as well as their heads.\n\nWe are fresh from the discussion of \"Compulsory Education.\"\n\nAble\n\neducators have presented plans which, they tell us, will enforce the com-\n\nNone of them, I think, would venture to\npropose a plan for the compulsory attendance of grown people.\nIf we\nwish the Association to maintain its present grand proportions, we must\n\npulsory attendance of children.\n\nnot discard those features which reach the heart as well as the head.\n\nmust still continue to meet the wants and\nthousand members.\n\nIt\n\nto please the tastes of its ten\n\nIt is not surprising that objections are urged to different features of the\n\nAssociation, and suggestions are made for changes in its organization.\nIt is sometimes urged that the work is too general in its character ; that\nit\n\ndoes not possess the definite and specific value of the work of some\n\nEuropean societies.\n\nThere is some force in this objection.\n\nI think that\n\nwe should give heed to it.\nOur departments are, however, becoming more special and technical in\ntheir work.\nThe General Association can never do this sort of work, and\nought not to do it.\n\nIt\n\nIt is the foundation.\n\nUpon this foundation the various departments rest.\n\nhas a grander purpose.\n\nIt is a\n\nmass meeting.\n\nand technical work into the several\ndepartments, and the establishment of such other departments as may be\nI favor the introduction of special\n\nneeded to provide for more special work.\nIt is also argued that too much repetition is found in the papers read\nbefore the Association.\n\nPossibly there may be some force in the objection ;\n\nyet, if true, it is not fatal.\n\nWe are not a society of inventors. We are an\n\nassociation for the diffusion of knowledge.\n\nIt is not necessary that every-\n\nthing which is brought before us should be either a fresh theory in phil-\n\n"}
{"page": 459, "printed_page": null, "text": "osophy, never before presented to the public, or a brand new system of\n\"new education.\"\n\nsometimes\n\nIt is also objected that papers, or addresses, or expressions,\n\nfind their way into the proceedings of the Association which are not purely\nintellectual, but which betray some taint of sentiment or rhetoric.\n\ntunately this is true.\n\nFor-\n\nI believe in rhetoric, so far as rhetoric means feeling\n\nI do not believe in bombast.\nI believe the great body of\nour members agree with me. From the human breast thought and impulse spring forth in one mingled ray as inseparably interwoven as the\n\nor sentiment.\n\nand heat of the sun. We argue, as teachers, that the whole boy\nmust be sent to school. It is even more true of the man. In voluntary\nHe is there with his head and\nschools the whole man must go to school.\n\nlight\n\nLet both be addressed.\nsometimes urged that the Association is becoming unwieldy, and\nI do not fear its falling to pieces as\nwill fall to pieces of its own weight.\nIn the great law of\nlong as ten thousand members attend its meetings.\nhis heart.\nIt is\n\ngrowth and decay, we have not yet reached the period of decay.\nIt has been suggested that the Association should, of its\n\nown volition,\n\ndivide into several sectional bodies, with annual meetings, from which\n\nThis would convert our\nI think there\nshould be a national body of delegates, but not at the expense of our mass\ndelegates should be sent to a national body.\n\ngreat national mass meeting into a body of delegates.\n\nmeeting.\n\nI should be willing to see a\n\nknown as the Department of\n\nnew department organized, to be\nand which should\n\nconsist of\n\ndelegates from the several State Teachers' Associations and\n\nfrom other\n\nDelegates,\n\norganized educational bodies, under such regulations as this Association\n\nmight provide.\n\nSuch a department could meet with us at the same time\n\nas the Council, or could hold separate\n\nmeetings similar to those of the\n\nDepartment of Superintendence, and could do useful work in reflecting,\nI am not\nassimilating, and formulating current educational sentiment.\nwilling to abandon our organization to effect these lesser objects.\nThis Association is a growth.\n\nIt did not spring full-grown into being.\n\nAt one of its early meetings only three\nAt many of its meetings the attendance was\nsmall.\nWhy has it now grown to be the grandest educational body in the\nworld ? It has grown because it has supplied a want\nbecause it has\nadapted itself to the tastes of the educational public.\nIt has grown from\nIt has grown by successive steps.\n\nmembers were\n\npresent.\n\n;\n\na teachers' association to be an educational association.\nassociation,\n\nIt is a national\n\nand performs a work which no sectional association can\n\nperform.\nI have more confidence in those institutions which have developed by\ngrowth than in those which are projected in future from the constructive\nimagination. In its immense but steady growth the great mass meeting\nhas been the foundation.\nUpon this foundation the other features of the\n\n"}
{"page": 460, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n450\n\nAssociation have been built.\n\nLet us build what superstructures may be\nus not undermine the foundation.\nMy advice is, do not\ngive up the great mass meeting.\nneeded, but\n\nlet\n\nART EDUCATION IN THE PUBLIC SCHOOLS.\nBY JAMES MACALISTER,\n\nLL.D.,\n\nPRESIDENT DREXEL INSTITUTE OF ART,\n\nSCIENCE, AND INDUSTRY.\n\nThe social development of the last half century shows a steady growth\nin the recognition of the public school as one of the\n\nstitutions of\n\nmodern society.\n\nmost important in-\n\nTo the thoughtful man the future presents\n\na number of social problems of the gravest import.\nIndividual freedom\nfrom class and proscriptive tyranny has, in a broad sense, been secured.\n\nPublic opinion, the aggregate of the majority of individual opinions, has\n\nbecome the sole basis of social order, and hence the binding force in modern\n\nWe need to\n\nsociety is what the majority of the people think or believe.\n\nbring the full significance of this fact before us, and to consider that under\nthis social dispensation all the baser elements of\n\nhuman nature are given\n\nand that no man is restricted in\nhis personal liberty until he encroaches upon the liberties of others, before\nwe can adequately comprehend the supreme importance of public education to the modern state.\nJohn Fiske made a valuable contribution to education, as well as to the\ndoctrine of evolution, when he pointed out the meaning of infancy.\nIn\n\" What is\nhis suggestive treatment of this subject he asks this question\nthe meaning of the fact that man is born into the world more helpless than\nany other creature, and needs, for a much longer season than any other\nliving thing, the tender care and wise counsel of his elders?\nIt is one of\nthe most familiar of facts that man, alone among animals, exhibits a\ncapacity for progress.\nThat man is widely different from other animals\nin the length of his adolescence, and the utter helplessness of his babyhood is an equally familiar .thing. Now, between these two commonplace\nfacts, is there no connection ?\nIs it a mere accident that the creature\nwhich is distinguished as progressive should also be distinguished as comas free play as are the higher elements,\n\n:\n\ning slowly to maturity, or is there a reason lying deep down in the nature\nof things why this should be so? \" He then points out the great advantage\nthat has come to the race through what he calls the period of mental plasticity; that\n\nis,\n\nthe period of infancy, youth, and adolescence, forming\n\nnearly one-third of a\nfor his social duties.\n\nhuman life, during which the individual is trained\n\n"}
{"page": 461, "printed_page": null, "text": "ART EDUCATION IN THE PUBLIC SCHOOLS.\n\n457\n\nThe social condition of man has now reached a high degree of complexThis social condition can be protected and properly developed, only\nso far as education provides for training the youth of a community for the\nduties and responsibilities incident thereto. With just as much thoroughness, with just as much care, we need, at the present time, to train our\nity.\n\nchildren to all that makes for high and noble living,\nfor the conditions\n\n— the Greeks trained\nas\n\nexisting in the Greek state, as the\n\nfor the conditions existing in the\n\nRoman state.\n\nRomans trained\n\nSo, also,\n\nwe must rec-\n\nognize the supreme importance of training in all that makes for the highest\nintellectual culture\n\nand refinement in human life.\n\nWith the absence of\n\nthe militant power in our American state we base our institutions entirely\nupon the dominance of the moral and spiritual faculties among men. Indeed, our social and political organization rests wholly\n\nupon the belief\n\nthat the majority of men prefer good to evil, virtue to vice, and if we take\na broad view of the active forces in the social organism, we see on every\n\nhand virtue grappling with vice, justice struggling with injustice, and in\nthese struggles we see that success can be hoped for only as all the higher\nfaculties of man are brought into play upon the side of justice and of virtue.\n\nTo state the problem in a few words\n\n:\n\nour duty is to so organize\n\nthe forces that make for right living that they shall always be the domi-\n\nnant power in the social organism, and it is only when we come to recognize this condition as fundamental to all growth in human well-being\nthat we can get a proper comprehension of what is involved in public education at the present time.\n\nWhen the education of the people is looked at from this point of view,\nit is\n\nseen that its greatest power must be exerted where the dangers to the\n\nsocial organism are greatest,\n\n—that\n\nis,\n\namong the poorest classes.\n\nThere is\n\nmore need of the refining influences of the best education among the debased and neglected elements of population in our large cities than among\nthe children of the rich and prosperous and hence, the movement of the\nlast few years to carry the most improved forms of our education among\n;\n\nthe lowest classes is an indication of the growth of public sentiment in the\nright direction, and is a feeling that will undoubtedly grow in strength as\nsocial problems are more carefully studied.\n\nWe have seen, in many parts of the country, the growth of a very praiseworthy sentiment in favor of raising the national flag over our schoolhouses. The spirit that prompted this movement was a patriotic one, and\nmarks the growth of a national feeling stronger than that of local interTo the educator it should stand for more than a mere loyal impulse.\nests.\nThe flag should be made to represent more than the sovereign power and\nunity of the nation.\nConsider for a moment that in our large cities the\ngreat mass of the children see little or nothing of the government or the\nforces that bind society together, except as presented by the policeman.\nWhat better instrumentality is there for inculcating in the minds of the\n\n"}
{"page": 462, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n458\n\nyoung a respect for government and law than the school-house ?\n\nIf\n\nwe\n\ncan lead the pupils to understand that the school-house is provided by the\nState,\nif\n\n— provided for\nis\n\nall,\n\nwithout distinction of race, condition, or creed\n\n;\n\nwe can make the school-house a place of delight, and if we can secure\n\nwithin it the right sort of instruction, the training that shall tend to develop the noblest qualities of mind and heart, we shall then be fostering\nnot simply a love of country for its past history and the heroic deeds of our\n\nwe shall be cultivating a love of country for what the\ncountry is doing for the children themselves in preparing them for the\n\nancestors, but\n\nThen will the flag mean something\nthe government be to him not\nsimply an abstraction, but he will come to regard it as his own great\nhighest and best purposes in\n\nhelper and sustainer.\n\nI\n\nlife.\n\nThen\n\npersonal to every child.\n\nwill\n\nwelcome, therefore, this nationalization of the\nmovements of our\n\nschool as one of the most important of the educational\ntime.\n\nIf, however, we make the school the symbol of the State to the children,\nwe must have taught in it all that the child requires to enable him to\n\nbecome a virtuous and a useful citizen.\ngainsaying this proposition.\n\nIndeed,\n\nI do\nit\n\nnot think there can be any\n\nfollows logically from\n\nthe very\n\nestablishment of a public school, and in our day, when such important\nresponsibilities are attached to citizenship, the public school and its instru-\n\nmentalities must be measured solely by its capacity to realize its complete\nfunction.\n\nNearly all the States have limited the instruction that shall be given\nand some confine it within very narrow bounds. But\nwe are gradually outgrowing the restricted ideas of education of fifty\nyears ago, and our more intelligent communities are already anticipating\nlegislative action and are putting into their schools new subjects for study,\nnew exercises which have for their object the development of the higher\npowers of the pupils, and the bringing them into the closest possible relations to the social needs of the future.\nLook for a moment at some of\nthe movements that are going forward at the present time for enlarging\nin public schools,\n\nthe scope of public education.\n\nFirst we have the kindergarten, the recog-\n\nnition of the child in education, one of the most beneficent reforms that\n\nhas ever come into the schools.\n\nThen we have physical\n\ntraining, the\n\nrecognition of the fact that the citizen to have a healthy mind\n\nmust also\n\nhave a healthy body.\nThen we have the study of elementary science,\nwhich has for its object the bringing of the individual into the closest\nrelations with his physical environment, that he may be able to enrich the\nworld by his conquests over nature ; that he may, to use the words of\nBacon, become the \"minister and interpreter of nature.\" Then we have\nindustrial or\n\nmanual training, which recognizes that labor is one of the\n\nconditions of man's existence in the world, and that it is through under-\n\nstanding labor, and putting thought into labor, that man is brought more\n\n"}
{"page": 463, "printed_page": null, "text": "ART EDUCATION IN THE PUBLIC SCHOOLS.\n\n459\n\ncompletely into sympathy with his fellows. Then we have the study of\nhistory, not simply as the record of man's military conquests, but rather\nas showing the steady development of the idea of brotherhood among men.\n\nAnd then, in addition to these, we have the instruction in art, in some\nrespects the most important of\n\nall,\n\nbecause\n\nits\n\ninfluence tends to enrich\n\nthe mind as a whole through the development and training of\n\nits\n\nhighest\n\nfaculties.\n\nNow, cavil as we may against these new studies\ndo, upon the limitations which are, or\n\nought\n\n;\n\nargue, as many persons\n\nto\n\nbe,\n\nimposed upon the\n\nState, all these features must come into the public schools, and in no nig-\n\nThey must come in on the broadest possible basis, or there\ndanger that the present tendencies of social progress will miscarry.\nThat their introduction into the schools will revolutionize much of our\nexisting education cannot be denied\nbut that need not give cause for\nserious regret.\nWe may lay it down as a fundamental and incontestable\nproposition that existing social conditions demand these two things First,\nthe highest order of citizenship possible and second, that public educagardly way.\nis\n\n;\n\n:\n\n;\n\ntion must prepare for such citizenship at whatever cost.\nI\n\nhave prefaced these remarks because, in discussing '' Art Education\n\nin the Public Schools,\" it has seemed desirable for the right understanding\n\nof the subject that\n\nit\n\nshould be considered, not simply as a specialty in\n\neducation, but rather in the larger aspect of one of the branches of general\n\neducation that has become a necessity of our time.\nthe subject in\n\nits\n\nIt is only by regarding\n\nbroadest relations that we can rightly consider how it\n\nshould be treated in the schools.\n\nIt will be understood that in so far as\n\nthe elementary schools are concerned, I\n\nam using the term \"art educa-\n\ntion\" as limited to drawing and color.\n\nOf the new studies referred to, art education is the one least understood,\nand yet it is the one that in 'many respects is the most important. Next\nto language, there is no branch whose scope and purpose is so far-reaching,\nor that bears more directly upon all that ministers to the best interests of\nthe individual and of society.\nI am aware that many will regard this as\nfar too inclusive a statement, and yet the history of civilization shows that\nthe arts which deal with form and color have been at once of the highest\nvalue to man's utilitarian necessities and to those desires which nothing\nbut the beautiful in nature and in art can satisfy. As a people, I think it\nwill be admitted that we are deficient in art culture, and I do not think\nit will be denied that, in consequence, we are losing no small part of our\nintellectual heritage.\n\nThis will not always be\n\nso.\n\nThe indications are\n\nmany that art is to have a new development in America, and on a new\nbasis,\nthe basis of humanity. The putting of industrial training into the\n\n—\n\nschools is a great step in this direction, and will surely give a higher idea\n\nand a nobler purpose to the labor of\n\ncommon life. The putting of art\neducation into the schools, side by side with industrial training, will not\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nonly give dignity to labor, but will also permit the human feeling born of\nlabor to find fit and adequate expression.\n\nThe use of the term \"art education\" in connection with the public\na great bugbear to many so-called practical\nTo such persons the word art, in connection with the public\npeople.\n\neducation has long been\n\nsomething unpractical, something that is for special\nand\nyet a right understanding of the relations of art to daily life shows this to\nbe an entire misconception of the subject.\nIt is a fact apparent to every\nobserving person that the social life of our people is lamentably wanting\nin an appreciation of the beautiful in nature as the highest truth of\nnature, and of the beautiful in human life and work as the highest truth\nThis is apparent in the homes, in the amusements, and in\nof character.\nthe social customs of our people generally.\nIn the scramble for wealth\nthat is going on, people are losing sight of the fundamental ethical principles that hold society together, and are making a pretence of living.\nNow, art education, which is the study of beauty as the highest truth in\nnature and in human life, can be directed powerfully against this social\ndemoralization, and hence we should be prepared to advocate art education\nin the schools as a potent agency in the uplifting and improvement of the\ncommunity.\nGoethe says \" The beautiful is greater than the good, for it includes\nthe good and adds something to it. It is the good made perfect and fitted\nwith all the collateral perfections which make it a perfect thing.\" This\nis but a restatement of the old Platonic doctrine which still finds recognition in the most advanced theories of ethics and education.\nWhile we are\nextending our system of education on the utilitarian side, we must not\nforget that the right enjoyment of life,\nthat is, the exercise of the higher\nschools, savors of\n\npupils, something for the benefit of the few rather than for the many\n\n;\n\n:\n\nfaculties,\n\n—\n— as much a function of living as earning one's daily bread\nis\n\n;\n\nand for our education to be useful, in the true sense of the term, we cannot ignore the training of the aesthetic faculties as much for moral as for\npractical ends.\nI have felt constrained to emphasize this aspect of the subject as of\nsupreme importance at the present time, because in the general introduction of form-study and drawing into the schools there seems to prevail\nan idea that their chief value consists in subserving industrial ends, or as\naids to other branches of instruction.\nThe great value of form-study and\ndrawing in industry, as well as their great use in educational training,\ncan hardly be overestimated, but form-study and drawing as the basis of\nart education need to be considered in much broader relations than their\n\napplications in these directions.\n\nNow, art in form and color is not an abstraction. It is something very\nIt is man's creative work with material things\nwork in which\n\ntangible.\n\n;\n\nhe expresses himself^ his power, his knowledge, his feelings, his ideas, for\n\n"}
{"page": 465, "printed_page": null, "text": "ART EDUCATION IN THE PUBLIC SCHOOLS.\nthe use and the enjoyment of others.\n\n461\n\nWith every child there is born some\n\ndegree of this power of individual creation, and closely allied to it is\nanother and complementary power, that of curiosity, or observation ; and\nit should\n\nbe a principle in all general education to lay hold of these two\n\ngreat instinctive powers and give them free play in the training of every\n\nTrue art education distinctly recognizes these two mental powers\nand seeks to stimulate and direct them so that they\nshall act and react on each other, and result in the creation of beautiful\nchild.\n\nas its starting point,\n\nthings, not so much for the gratification of selfish or individual desires\nas for giving joy to others.\n\ndual aspect.\n\nThe method of training for this end has a\n\nOn the one side the child is led, through the exercise of his\n\nobserving powers, to discover that beauty is the highest truth in all matein fact, that there can be no beauty devoid of truth ; and, on\n\nrial things,\n\n—\n\nthe other side, he\n\nis\n\ntrained to express his observation of the beautiful\n\nin creations that shall minister to the needs and pleasure of\n\nman.\n\nIt has\n\nbeen truly said that sharing in some common enjoyment begets a more\nfriendly feeling toward others than sharing in the same kind of knowledge.\n\nNot until art education is viewed in these broader aspects can the subFor not until the psychocomprehended can a\nmethod of instruction in art suitable to children be devised, and not until\nits applications in social life are comprehended can the object of art in\nject take its rightful place in public education.\n\nlogical conditions for the training of the child are\n\neducation be understood.\nIt is not necessary to dwell upon the fact that this view of art education\n\ndoes not present the subject as in any way antagonistic to\nto industry, or to other branches of education.\n\nsubject is studied\n\nthat\n\nits\n\nits applications\n\nIn fact, the more the\n\nfrom this larger point of view the more will it be seen\n\npractical applications, both in industrial training and in general\n\neducational training, are greatly increased, because there is brought to its\napplication in these directions the creative power of the pupils, enriched\n\nby the study of the beautiful, which is the life-giving principle in all industrial work, and the most subtle and refining force in all intellectual\ndevelopment and training.\nWith these points in mind, and in view of the wide introduction of\n\ndrawing into the schools, a pertinent question arises here Is the study\ncoming into public education on the basis of art, or is it coming in on the\nIf we look at the history of the movement for introbasis of utility ?\nducing drawing into the schools, which began about twenty years ago, we\nThe\nshall see that it started upon a purely utilitarian or industrial basis.\nmovement, in its inception, was but a reflection, in many respects a copy,\nof the movement which was initiated about a score of years earlier in\nEngland, and which has been promoted there almost solely for the benefit\nAs the movement has\nof the manufacturing interests of Great Britain.\n:\n\n—\n\n—\n\ndeveloped in this country, however, it is to be observed that\n\nit\n\nhas been\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nsteadily widening in character under the influences of educational thought\n\nExperience has long made it apparent that drawing could\nnot be maintained in the schools as a general study simply on the basis of\n\nand discussion.\n\nits technical applications in industry.\nConsequently, the last ten years\nhave shown important modifications of the instruction in the direction of\n\nbringing it into harmony with psychological principles. It was an important step in this direction when form -study, or the study of objects, was\n\nmade the starting point in the instruction.\n\nThen drawing took its place\n\nas one of the means of expressing ideas of form, and in many of our principal cities the\n\nmethod of instruction has been radically changed so as to\n\nmake the study of form in models and objects the fundamental feature of\nthe work.\nUnder this arrangement the various kinds of drawing, such as\nfree-hand drawing, mechanical drawing, perspective drawing, decorative\n\ndrawing, are of secondary consideration, and are governed entirely by\nwhat the children have studied and by the ideas they have to express\nresulting therefrom.\n\nThat this change is in the right direction will not be questioned by any\none acquainted with the subject ; but it will be a serious mistake to say\nthat, because the method of teaching drawing has been changed so as to\nmake it the expression of ideas derived from the study of objects, the\nproblem of art education in the schools has been solved. In fact, it may\nbe said that with this change of method the real problem confronts us\nfrom a new and a broader aspect than when we were dealing with the\nsubject simply from the standpoint of drawing. Having reached the stage\nwhere drawing is regarded as but a means for the expression of form ideas\nderived from the study of objects, the vital point in the instruction now\nWhat kind of objects shall we give the children\nturns upon this question\nto study for the development of the ideas to be expressed ?\nIt is not\n:\n\ninfrequently claimed that the interest of the child should be the guiding\n\nThat we should have regard for what shall attract\nand hold the attention of the pupil is not to be questioned ; but it would\nbe a great mistake to assume that this should be the only consideration.\nIf the love of the beautiful and the creation of the beautiful is the aim\nof the instruction, then it would seem that the objects given the pupils to\nstudy should be such as clearly present the characteristics of beauty.\nNow, some of the objects that most interest a child may be such as possess\nno distinctive features or\" beauty, may be such as appeal to his selfish\nI am sure we shall all agree that such objects\ninstincts or feelings.\nconsideration here.\n\n—\n\nshould not be chosen.\ninterest children ;\n\nBut it is said that leaves, plants, flowers, fruit,\n\nand as beauty is found in the study of nature, natural\n\nforms should be given as the basis of the instruction.\n\nNo one will dispute\n\nthat in this art-training children should be given every possible opportunity to study nature ; but in the choice of natural forms great care\n\nshould be exercised in selecting only such as present, distinctly, beauty of\n\n"}
{"page": 467, "printed_page": null, "text": "ART EDUCATION IN THE PUBLIC SCHOOLS.\n\n463\n\nIt should also be borne in mind that the study of nature for the\nform.\npurposes of art is a widely different thing from the study of nature for\nIn the scientific study of nature she is interthe purposes of science.\n\nrogated for her facts, and these facts\n\n— in objects devoid of beauty.\n\nmay be found, — indeed, often are\n\nThe facts, however, are none the\nless interesting from the scientific point of view.\nThe scientific study of\n\nfound,\n\nnature, therefore, is purely objective, and takes little or no account of the\naesthetic\n\nelements which are involved in the observation of things from\n\nthe standpoint of art.\n\nIn the artistic study of nature, however, the beautiful is the end sought;\nand the appreciation of the highest beauty in nature is realized only when\nit is perceived that the various objects in nature are fashioned upon certain type forms which express unity and purpose as the highest truths in\ntruths that transcend all material manifestations and witness the\nnature,\nsupreme, eternal power that lies back of, and gives life to, nature. The\nnatural objects are very few that express this truth, this beauty of nature,\nThey become beautiful only as they are seen in their\nin all their details.\n\n—\n\ntypical relations.\n\nIt is one of\n\nthe functions of art to present the objects\n\nof nature, not in their accidental, but in their typical relations,\n\n—\n\nin other\n\nwords, to interpret nature in her highest aspects, not simply to imitate\n\nHence the art study of nature becomes largely suband is very different from the objective study of nature for the\n\nher in her details.\njective,\n\npurposes of science.\nIf this principle be conceded, the question arises,\n\nWhat are the typical\n\nforms that the study of nature for art purposes reveals as the supreme\ncontent of nature ? They are very few and they are very simple forms,\nnamely, the sphere, the cube, the cylinder, the ellipsoid, the ovoid, the\nprism, the cone, and the pyramid. The wonderful variety of forms which\nare observed in nature are but modifications of, or are derived from, these\ntypical forms.\nThese types, therefore, should be regarded as truths of\nform in nature just as distinctly as gravity is regarded as a truth of power\n\n—\n\nin nature.\n\nNow, if it be one of the functions of art to interpret beauty of form in\nnature, this beauty will be perceived in\n\nits\n\nhighest aspects only as\n\nseen to be related to the highest truths of form in nature.\n\nit\n\nis\n\nHence we are\n\nbrought to the conclusion that as the typical forms referred to are the\nform in nature, they should\nbe used in our elementary instruction as the best means of leading the\nabstract embodiment of the highest truths of\n\nchildren to discover and to realize the highest forms of beauty in the\n\nworld of nature.\n\nBut the study of beauty in nature is only one phase of art education.\nThe study of the beautiful in the creative works of man is quite as important a feature.\nThe study of beauty of form in man's art work reveals\nthe fact that it also is based upon the same typical forms that are found to\n\n"}
{"page": 468, "printed_page": null, "text": "464\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nbe the embodiment of the highest beauty of form in nature, and it is the\nmanner in which man has utilized these types with his creative imagina-\n\nworks for use and enjoyment that gives to his\nThus we are brought\nto the final conclusion that for art training, which is to include the study\nof the beautiful in nature and the beautiful in art, we must adopt the\ntype forms of the sphere, the cube, the cylinder, the ellipsoid, the ovoid,\ntion in the production of\n\nart works their highest character and significance.\n\nthe prism, the cone, the pyramid, as the abstract representatives of all\nbeauty, whether ill nature or in art, growing out of the truths of form.\n\nThe eternal power that speaks through nature's works, invests these forms\nwith life and gives to them their highest beauty.\nIn art, man's imagination invests these forms with humanity, which\n\nis the very culmination of\nBeauty in nature and beauty in art are therefore in their\nultimate analysis one, and rest upon the same unchanging truths of form.\nIf I rightly apprehend the instruction in form-study and drawing that\n\nbeauty in art.\n\nis\n\nnow finding its way into the schools, it is based upon the distinct rec-\n\nognition of these type forms as the fundamental verities for the training\nof children to perceive beauty of form in nature and in art\nand it is the\naim of the instruction so to connect the study of these typical forms with\ncarefully selected natural forms and fine examples of art forms, that the\nchildren may be brought, through the legitimate and happy exercise of\ntheir observing and creative powers, under the influence of the beautiful,\nThis is not the occasion for the\nas the highest truth of nature and of art.\n;\n\npresentation of the details involved in carrying out this important work.\n\nThis task may be left to the many able directors of drawing who in several\nof our leading cities are endeavoring to give to form-study\n\nand draw-\n\ning the broad character here indicated, and who are laboring against great\nobstacles, arising\n\nfrom the general misconception of the subject which\nsome who are directing the\n\nexists in the public mind and in the minds of\n\nschools.\nIt seems the proper place, however, for the consideration of a\nfew points whereby the instruction in the schools may be made more\nefficient.\n\nTo this end one fact must be distinctly recognized as fundamental to\nany substantial and permanent success, that the instruction in the grades\nbelow the high school must be given by the regular class teachers.\nThis\nis so obvious a fact in efficient school management as to need no argument.\nFollowing from this, however, are three very important points which I will\n\n—\n\nventure to state.\nFirst.\n\nA course of study should be prepared in which the orderly devel-\n\nopment of the subject through all the grades should be clearly presented.\nBut few of the regular teachers have had any training in art worthy of\nthe name. They need, therefore, to have it so presented that they may\nbe able not only to become acquainted with the features to be taught\nin their respective grades, but also to see the unfolding of the subject\n\n"}
{"page": 469, "printed_page": null, "text": "ART EDUCATION IN THE PUBLIC SCHOOLS.\n\n465\n\nNot until the class teachers are able to take this\nthrough all the grades.\ncomprehensive view of the work, not until they see that the study must\nbe recognized as an organic feature in the general course, can they be\nexpected to take an interest in it.\nSecond. The instruction in this subject in the schools should be under\nthe direction of special directors of art education. These directors should\nIt is not enough that they have received\nbe broadly educated persons.\ntraining in technical art work.\ncational\n\nmethods\n\n;\n\nThey should\n\nalso be familiar with edu-\n\nwith the general school conditions that surround the\n\nteaching of art in the public schools ; and, above\n\nall,\n\nthey should be able\n\nto interpret the work in its principles and methods to the class teachers as\n\nwell as to criticise and supervise it.\n\nThird.\n\nThe schools need to be supplied with more and better objects\nThe models of the type forms that are now\n\nfor the children to study.\n\nbeing so generally introduced should be supplemented with casts of natural\nforms, artistically treated, so that the pupils in their individual study of\nnatural forms may see proper specimens of the art rendering of nature, and\nalso with reproductions of historical ornament, both in relief and in color,\n\nin order to afford opportunity for studying good examples of art work\n\napplied to the things of\n\ncommon life.\n\nIn addition to these there should\nforms from classic, renais-\n\nalso be provided reproductions of choice vase\n\nMan's realization of pure beauty of form and color\nart, and\nas these vase forms can be shown to be developments under the influence\nof the feeling for beauty from the type forms we have been considering,\nand as they are full of historic associations, they will greatly interest the\npupils, and can, therefore, be studied with much greater profit for purposes of object drawing than the miscellaneous objects, possessing no welldefined elements of beauty, that are too frequently placed before them.\nsance, and oriental art.\n\nhas found one of its most pleasing modes of expression in fictile\n\nWith well-considered courses of instruction in art education, with the\nschools supplied with suitable materials and objects of study, with proper\n\nwe should see, I believe, a real art development in this country unexampled in the world's history.\nReference has already been made to the want of art culture among our\ndirectors in charge of the work,\n\nThis is one of the noticeable facts connected with our social life,\nand yet the student of history sees that man's creations in art are among\npeople.\n\nhighest achievements, and that they are identified with his highest\nmoral and spiritual development. In the perspective of history it is the\nart creations of Athens and Rome and Florence and Venice, enshrining as\nthey do some of the loftiest conceptions of the human mind, that make\nthese cities immortal in the memory of man. As a people we are ignorant\nof the uplifting and ennobling influence of art\nand yet we have in our\nhis\n\n;\n\npublic school system the grandest opportunity that was ever given to carry\n\na love for the beautiful into every homo,\n\n—to make\n\nit\n\nthe possession of\n\n"}
{"page": 470, "printed_page": null, "text": "—\n\n;;\n\n:\n\n466\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nevery man and woman in the land.\n\nBut we may look into the future with\nWith the growth of our national power and the development of our\nmaterial resources, we are broadening our education, and thereby opening\nthe way for a better, a nobler, a happier existence for the people. We are\n\nhope.\n\nputting into the schools those studies and methods that will powerfully\nhelp in transforming the conditions upon which the progress, the order,\nand the stability of the State depend. The kindergarten recognizes the\nhumanity of the child. The study of science recognizes the world of\n\nnature as a Divine storehouse, filled with exhaustless treasures for ministering to the wants of man.\nThe industrial training recognizes labor as\n\nfundamental alike to the freedom and independence of the individual,\nand the power and prosperity of the nation. Art education recognizes the\nbeautiful as not only the supreme truth in the material world, but as a\npart of the supreme truth in the moral world, and that so far as it enters\ninto the human life it is a Divine influence that purifies the hearts and\nsouls of men.\nThe love of the beautiful, therefore, should be one of the finest results\nof our public education, and when art instruction shall be so incorporated\ninto the schools that its rich, benign influence shall permeate the life\nof the whole people, we may then write over the door of every American\nschool-house these inspiring words of Schiller\nCreate the beautiful, and seeds are sown\nFor God-like flowers to man as yet unknown.\n\nDISCUSSION.\n[Reported by Supt. Eugene Bouton, Bridgeport, Mass.]\n\nArt historically grew out\nBuilding for shelter preceded and led to architecture\n\nDr. Thos. M. Balliet, Springfield, Mass.\nof the useful.\n\n:\n\nrepresentations of objects for practical purposes led to sculpture, drawing,\n\nand painting\n\n;\n\nthe mere cries of the\n\nhuman voice developed into music.\n\nIn education we must follow, in a sense, the order of development of art\nThe beautiful must not be merely added in an external way,\nin the race.\nIt must be an\nwith a sort of plus sign to the other work of the school.\noutgrowth of all points of all lines of work, i.e., all lines of work in the\nschool must have regard to the beautiful, and must be carried on with the\n\nbeautiful in view.\n\nThe drawing and sketching done in science work must\n\nnot stop with the slavish reproduction of details merely which science\nrequires, but it must be done in a way to lead up to the free delineation\nof objects characteristic of fine art.\n\nManual training must aim at pro-\n\nducing the useful in a way to be at the same time also the beautiful\nhistory must be taught with literature, and especially the drama, constantly\n\n"}
{"page": 471, "printed_page": null, "text": ":\n\nDISCUSSION.\n\n467\n\nLiterature, however, must not be made a \" parsing exercise,\" as\n\nin view.\n\nA philological or\nit has been made quite generally in schools aud colleges.\ngrammatical study of Hamlet will give you no more of art than would a\nchemical analysis of the Venus de Milo.\nTwo conditions are necessary to make art education in\n\nthe public\n\nschools successful\nI. There must be placed in each school-room good reproductions of\nsome of the best pieces of sculpture, of the best paintings, and of specimens of design and of historic ornament. We have not yet fully learned\n\nto appreciate the necessity of surrounding the child with beautiful things,\nso as to educate his aesthetic sense unconsciously.\nII.\n\nThere must be teachers placed in our schools who have souls.\n\nUnless\n\nart can be put into the soul of the teacher, it cannot be made to reach the\n\nsoul of the child.\n\nI see no hope for art education in public schools as long\n\nas politics control the appointment of teachers, as is now the case in nearly\nall cities.\n\nMr.\n\nJ.\n\nI am an\nsaid, in substance\nam persuaded that the more the\n\nH. Hoosb, Cortland, N. Y.,\n\nearnest advocate of art education, and\n\n:\n\nsomber levels of this world are illuminated by beauty and goodness the\nThe\nbetter and happier will be one's journey through the paths of life.\npaper is able, corning from a gentleman who enjoys justly an international\nThe very importance of the subject\nreputation as a progressive educator.\nof art education compels critical investigation into the nature and scope of\nthe matter before us.\n\nIn proceeding with this discussion, it should be stated that art proper\nan exhibition of forms of spirit. A photograph is an imitation of him\nwho sat it lacks the spirit which radiates the personality. A person is\na moment's conversation, and the\nsaid to be homely at first meeting\nfeatures and form are forgotten in the beauty and goodness of the spirit,\nA\nsoul, that shines out, \"A little more than kin and less than kind.\"\ncamera never imprisons the sparkle of the eye of the man who is seen \"in\nmy mind's eye, Horatio\"; nor can it enshrine the delicate richness of\ncharm that circles about the head of \"a wife in his eye.\" Besides, who\nof all this audience of fine-looking men, testified to yesterday by a member of the board of education of this city, would dare, under the rules of\nGrecian sculpture, to allow himself to be turned into cold marble and\nplaced upon a pedestal to be looked at by the admiring gaze of an astonI.\n\nis\n\n;\n\n;\n\nished world ?\n\nNot one.\n\nWe are too cadaverous, too rotund, too full in\n\nthe girth, too short in the neck, too proportionless in the general contour.\n\nWe seldom, judge the man by the formal rules of art\n\n;\n\nwe are estimated to\n\nbe beautiful by standards of spiritual accomplishments and attainments.\nII. Art connotes properly two ideas\n(1) art proper, called sometimes\nhigh art; (2) industrial art, or that form which is known as utilitarian\n:\n\n"}
{"page": 472, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n468\n\nappearing in the crafts of artisans and artificers.\nThis industrial\nform of art is the product of conditions in the evolution of civilization as\npopulation gravitates into centers and becomes more dense, the people\nmust be taught to contribute to a livelihood, new industries spring up,\nimitative and decorative arts come into being. Ruskin did much to create\nactivity in these lines. We in the United States shall emphasize industrial\nart,\n\n;\n\n—\n\nart when our country passes through the stages that evolved it in the his-\n\ntory of European civilization.\nwill be, probably,\n\nArt proper (1) always has been and always\nunder the special prerogative and patronage of wealth,\n\nglaze as we may the history of the race.\n\nIndustrial art (2) is the preroga-\n\ntive or lot of the wage-earner.\nIII.\n\n^Esthetical culture springs primarily out of the cultivation of the\n\n—\n\nit is subjective\nmental and ethical and\nfrom the acquisition of facts and the cultivait is essentially based upon the outward environment\n\nemotions and the imagination,\n\n;\n\nindustrial culture proceeds\n\ntion of the reason,\n\n—\n\nof man.\n\nIV. Historically, what has been the effect of art upon the race ? Dr.\nMacAlister quotes Goethe as saying\n\"The beautiful is greater than the\n:\n\ngood.\"\n\nYet, in Faust, his greatest work of\n\nart,\n\nGoethe raises the good\n\ntranscenden tally above beauty as the supreme end of his creation.\n\nTo\n\nsubordinate the good to the beautiful is to turn backward the hand on the\ndial that notes the progress of the ages.\n\nThe ideals of highest Christian\n\nthought are the good those of the beautiful were in the ascendency in\nThe doctor says, \" No man can truly love\nGreece, in pagan civilization.\nand create the beautiful and be base. \" Does history teach this ? Baseness is a moral attribute beauty is an sesthetical characteristic of the\nnature of spirit.\nIs it true that moral excellence has been peculiarly\ninspired and guided by conceptions of mere beauty ? Do the artists of the\nworld constitute a galaxy par excellence of people whose conceptions of\nbeauty have inspired and illuminated the deeds of moral grandeur, that\nhave lifted up and ennobled human life as it has groped its way down the\nages ? Look at history. Conceptions of the beautiful saved neither Greece\nnor Rome from moral debasement. Nero was no mean artist, but he was a\nmoral monster\nArchitecture reached the wonderful in India ; but is\nIndian civilization a type of civilization for our enlightened days ? Switzerland possesses marvels in beautiful environments ; are her people the\npeculiar models of the highest forms of civilized life ? AVhere is modern\nItaly standing in the midst of her possessions of the beautiful in art ? Art\ndid not develop in Holland until after she had conceived of the good in\nHolland stands high in art to-day, but she is\ncivil and religious freedom.\n;\n\n;\n\n!\n\ngreat, not for her art, but for her ideas of the good.\n\nV.\n\nWhat are the public schools in which this art education is to be pur-\n\nsued ?\n\nThey are the schools of the people they follow the conditions\nThe school life of children lies\n\nwhich determine centers of population.\n\n;\n\n"}
{"page": 473, "printed_page": null, "text": "DISCUSSION.\n\n469\n\nPupils enter the army of wageYouth leave school with their faculties immature\n\nbetween the ages of five and fourteen.\nearners early in\n\nlife.\n\n;\n\nthey cannot pursue successfully the field of art which is a subjective activity\nof emotion and imagination.\n\nBesides, these armies of children leave school\n\nFrom the best statistics\n\nto enter occupations that seldom stimulate art.\n\nhand, trades and transportation are entered by 10.41 per cent, of the\nwage-earners recruited from the public schools manufacturing, mining,\nmechanical industries absorb 22.06 per cent.; professional and personal\nservices take 23.40 per cent.; agriculture, 44.10 per cent.\nUnder all these\ncircumstances of immaturity of mind and of nature of occupations, what\nare the probabilities, nay, the possibilities, of attainments in art proper in\nat\n\n;\n\nour public schools ?\nVI. Success in art education in our public schools is put in limbo by\n\nother conditions\n\n:\n\n(1)\n\nSystems of art instruction often tend to stifle and\n\nultimately to quench the native freshness and versatility of the child's feel-\n\ning and imagination upon which the soul of art rests.\n\nThe system keeps\n\nthe child so long upon artificial forms, straight lines, subdivision of parts,\n\ninterminable analyses of elements, forced syntheses, that the activities, the\n\nyearnings of spirit for the beautiful and for the\nnormal childhood, become chilled into habits of\nform,\nthe child life becomes an ossified spontaniety,\nProf.\nart is dead.\nCorson, of Cornell, once said of a student of Anglo-Saxon, \"He is so intensely analytic that he fails to be sympathetically synthetic.\"\n(2) Freedom of childhood activity is stiffened by other forms in which other subjects are taught in school.\nTake the case of art in language, freedom of\nthought and speech. A child is bursting with warmth on some point ; he\ntalks in all the graces of art.\nGive him a pen he drops the point upon\nhis paper to utter the thoughts of his soul.\nSee the workings of his mind,\n—he is revelling in luxury in subject-matter, but the school has emphasized so greatly the conventionalities of written forms that the moment\nhis pen touches the paper, it is the signal for the advance of a cordon\n\" Every sentence must begin with a capital letof rules in his memory\n\" The d and t must octer \" ; \"Heavy strokes down, light strokes up \"\ncupy two spaces\" \" Small letters occupy one space \" ; \"Every sentence\nmust end with a period\"; \"Every word must be correctly spelled, if\nyou do not know, consult the dictionary\"; \"The sentences must not\n\" Every statement must be\nbe too long, or too short, or too complex \"\na complete sentence.\"\nHow much spontaneous freedom of the child's\nartistic feelings have percolated down through these limiting rules of\nthe pedagogue ? The child is awed by them, and his artistic graces of\nspeech take on stupid and dead forms from the pen.\nWhat would\nShakespeare have done if he had been obliged to begin his sentences with\ncapital letters and spell words with uniformity and precision ?\nThe\nElizabethan age of literature was characterized by freedom in the matter\nartistic promptings, the\n\nfree that characterize\n\n—\n\n—\n\n—\n\n;\n\n:\n\n;\n\n;\n\n—\n\n;\n\n"}
{"page": 474, "printed_page": null, "text": "—\n\n—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n470\n\nGeneral Sherman stood alone among army officers\n\nof conventional forms.\n\nin relieving his soldiers from troublesome dress and luggage and restraints\nin marching ; he wanted his men at their best when they faced the foe,\nthis is freedom of spirit.*\nlanguage is very desirable\n\n;\n\nGood form in the conventionalities of written\nspirit should not be quenched while\n\nbut the\n\nthe child is acquiring it.\n\nVII. Art education should extend along the entire line of emotional\n\nSuperintendent Balliet\n\nlife.\n\nis\n\nright in desiring art culture in poetry,\n\nArt covers all these, and painting, sculpture, and\nArt education is grand, but art does not accompany all\nThe mathematical computation or demonstration may\n\nmusic, architecture.\n\nlanguage besides.\n\nforms of activity.\n\nit cannot be artistic because of the nature of the\nAccuracy is not art, it is business form. The exterior of the\n\nbe exact or logical ;\nmatter.\nrifle\n\nmay be made artistically, but the bore must be accurate.\n\nLet art\ntongue be turned by our youth with\nLet art take place beside other subjects of\n\nflourish ; let our strong Anglo-Saxon\nall\n\nthe graces of high\n\nart.\n\nBut the highest forms of art are not of the beautiful, they are of\nHome life in the United States should be made beautiful but\nthe good.\nif our beloved country shall endure through the coming ages, its institu\" For the power of beauty\ntions must be founded on the Eternal Good.\nwill sooner transform honesty from what it is to a bawd- than the force\nstudy.\n\n;\n\nof honesty can translate beauty into his likeness/'\n\n(Hamlet),\n\nTHE HIGHEST OFFICE OF DRA WING.\nBY FRANK ABORN, DIRECTOR OF DRAWING, CLEVELAND, OHIO.\n\nThe fact that idiocy and insanity have been greatly modified, if they\nhave not been entirely cured by cranial surgery, taken in connection with\nthe frequency with which marked effect in intellectual application is to be\n\n—\n\nobserved in the every-day walks of life, and for which there is no tangible\ncause except change of outward conditions,\n\n—justify the educational adop-\n\ntion of the theory, which is now accepted among psychologists, that brain\n\nvarying only in degree of efficiency in operation. This\ntheory assumes brain and mind to be two very different things,\nthat are\nis identical in kind,\n\n—\n\nnot to be confounded any more than the eye and the sight are to be\nregarded as in any way similar. The brain and the eye are organs, practically mechanisms, while the mind\n\nand the sight are simple results of the\n\nactivity of the respective organs.\n\nAn organ in its essential parts is an\n\n* General George Crook, the celebrated Indian fighter, traveled in his campaigns in light array,\n\" not carrying enough extra clothing to wad a shotgun.\" Here was freedom.\n\n"}
{"page": 475, "printed_page": null, "text": "THE HIGHEST OFFICE OF DRAWING.\nunalterable inheritance, while a result\n\nis\n\n471\n\nan acquisition capable of the\n\nThe structure of the brain,\n\nwidest variation and the highest development.\n\nno more than that of the eye, is subject to man's creative skill. A nerve\nwanting, it cannot be supplied ; both brain and eye, however perfect, are\nuseless until, by exercise and employment, the capability to interpret\nresults of brain activity is developed and unfavorable tendencies, as sluggishness or improvidence of brain action, and inconvenient length of sight\nof the eye are to be avoided, and rendered impossible by the proper adjustment of requirements. That such adjustment of requirements is possible is\nproven by the fact that short-sighted sailors, hotel clerks with poor memories for events, women who are color ignorant, and printers who cannot spell,\nare as rare as birds with four legs and serpents that walk erect.\nTo adopt\n;\n\nthis theory of the identity of brain-cells, it\n\nis\n\nplain, therefore, is not to\n\nassume all minds to be alike, for that would be contrary to fact and in no\nSaying that brain is\ndegree would it conform to every-day experiences.\nEvery brain-cell,\nalike in kind is similar to stating that water is water.\nlike every molecule of water, contains a certain, definite and equal latent\npower, that acts exactly similar, with precisely equal force, directness, and\nIn adopting this theory I am not unmindful of the fact\nimpartiality.\nI do not forget for a\nthat water often holds foreign matter in solution.\nmoment that water is often contaminated; but for all that it still remains\nwater, and each drop will give up its full quota of unadulterated power\nunder certain, unalterable conditions. Neither do I lose sight of the fact\nthat there are imperfections in the constitution, and, therefore, in the\n\ncomplexity of the action of the brain.\ndoubt, brain\n\nis\n\nI do\n\nnot question that, beyond a\n\nas frequently contaminated as water\n\nis.\n\nPerhaps it\n\nis\n\nnever entirely perfect. But this in no way conflicts with the fact that\nbrain remains brain while life lasts, or until, like water, it becomes something else, because of chemical change in its constitutional parts.\n\nThe\n\nimperfections of the brain have neither more nor less effect upon the fun-\n\ndamental principles of education than the impurities of water have upon\nPerfection is not to be expected, and\nimperfections of the brain, no more than deficiencies and deformities of\nthe body, are to be remedied by complaints ; nor is the discovery of the\neffective means of eliminating brain defects likely to result from experiments made in conformity to any set of dogmas.\nAs the size and construction of steam-boilers and the fire-box and the\nkind of fuel to be consumed determine the volume of steam it is possible\nto generate in a given case, and the rapidity of the conversion of water\ninto power, so do the anatomy, the temperament, the physical condition,\nand the nature of the intellectual diet determine the velocity of thought\nbut in no\nas well as the method and direction of intellectual application\ndegree, nor in any way, can they or anything else induce any change in\nthe kind or the quality of the intellectual power generated by the com-\n\nthe undying truths of engineering.\n\n;\n\n"}
{"page": 476, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n472\n\nbustion of brain-cells.\n\nbecause\n\nit\n\nis\n\nSteam is steam the world over.\n\npower, it\n\nis\n\nIt is power ; and,\n\nentirely irresponsible for the uses to which it is\n\nThis is a fundamental truth universally accepted as applicable to\nand it is incumbent upon educators to give it the same weight\nas is everywhere accorded to it by engineers, or produce proof that intelBoth thought and steam lend themselves\nlectual energy is not power.\nput.\n\nall\n\nforces ;\n\nwith equal readiness to good and to bad, or to profitable and to unprofitable uses, but they themselves remain undefiled.\n\npure.\n\nThey are unalterably\n\nI do not wish to seem to argue, however, that all brains, any more\n\nthan all steam-boilers, are equal in efficiency, or in capability even. It cannot appear after what precedes that I disregard the fact that the anatomy,\nand therefore the temperament, is to no small degree a matter of inheritance, nor would I seem to undervalue their effect upon mental operations.\n\nI would not be understood to say that all temperaments, physical\n\nconditions or environments are equally adapted to thought, in any one\ndirection even, much less in\n\nall.\n\nIt\n\ncannot be denied, either, as I have\n\nbefore intimated, that there are temperaments\n\nand conditions that pre-\n\ndispose the thought, and thereby exert a potent influence upon the direction and efficiency of intellectual activity.\n\nindividual cases in which the bent of\n\nIt is true, also, that there are\n\nmind is so marked, so unlooked\n\nand environments, and which manifests itself so\nit seem that neither conditions, associations nor\ninheritance ever had any influence whatever upon its development.\nIn\nsuch cases, appearances to the casual observer seem to establish the fact\nthat phenomenal, or special, intellectual development is in no case an\nacquisition, but is, at least in most cases, an out-and-out gift of nature.\nWhether it is a gift or an inheritance, or whether it is simply a direct educational result, is, however, a matter of slight moment but, as it stands today, though as yet not substantiated to a demonstration, the balance of defensible evidence points decidedly to education as the cause without which\nthere would be no intellectual development in any case.\nThe popular\nnotion that people are thoughtless is groundless. There is not sufficient\nevidence that there is anywhere any lack of thought.\nAll men, women\nand children think incessantly. The difficulty, then, is not thoughtlessness\nbut thought extravagance. The difference in intellectual efficiency is due\nto the fact that all thought is not equally well managed. Well controlled\nminds are rare and constitute the truly great. A few minds are efficient\nin one direction. But most minds, the nine hundred and ninety-nine, efferMost people are endowed with such an overplus of animal life that\nvesce.\nthey are profligate in thought and work as well as in manner.\nHence,\nextravagance in all its forms is only a symptom. It is an effect, not a\ncause, and in education must be so treated.\nEnergy may be directed but\nit cannot be controlled, except indirectly.\nObstruct life, which is only\ncomposite energy in one direction, and it takes another ; that other will\nfor from the breeding\n\nearly in life, as to make\n\n;\n\n"}
{"page": 477, "printed_page": null, "text": "THE HIGHEST OFFICE OF DRAWIKO.\ninevitably be the path which\n\nis\n\n473\n\nnext least obstructed ; and so it will con-\n\ntinue to struggle until the broad, unobstructed sunshine of heaven\n\nis\n\nreached, or effort is relieved by death, life being subdued and conquered\n\nby obstructions.\n\nA seed falling under a rock and germinating will seek sunlight.\npath\n\nIts\n\nmay lie wholly or partially horizontal, or, perhaps, vertically down-\n\nward, but invariably the shortest route to the light is taken, and an up-\n\nward vertical growth is established and maintained as soon and as long as\nIn reaching the light\nthere may be many twists and turns, and many kinks in the stalk thereby\nbut, at whatever time in life and\nwill result which cannot be eradicated\nwith such energy as remains, nature never fails, in above-ground growth,\nIntellectual power is one of\nto take the shortest route to heaven's light.\nthe vital human forces. Kept in the path to heaven's true light, and it will\ngrow and thrive and blossom and bear the fairest of nature's fruits. But it\nis a most precious and sensitive plant, and the strictest economy is demanded\nIf it is made a house plant, and we\nin the expenditure of its energies.\nwould have it anything more than a trifling ornament, we must be content\nFor to turn it about each day that we may\nto have its growth one-sided.\ndelight our eyes with the luxuriance of its foliage, and that each side may\nreceive its share of sunlight from the window in turn, is to divest its\nvital energies from growth to turning itself about, and thereby render\nblossom and fruit impossible. To place the human plant where the light\ncomes only from one direction, and to turn it about each day in order that\neach side may receive the light in succession, is to make the plant symmetrical but unfruitful. And so it is that many minds are sterile, though\ngraceful to look upon.\nSuch minds may be likened to open boilers generating more or less visible vapor.\nBut the mass of minds are like steamboilers generating more power than is required for the work assigned, and\nthe surplus is improvidently expended in fretting, blowing, straining at\nthe fittings and needlessly and unprofitably wearing the machinery. Mind\nand water will vaporize, as it were. This is inevitable ; and to so direct\nthis vaporization of human energy that it shall acquire and exercise\nthe light is the least obstructed in that direction.\n\n;\n\nhabitual control of itself, is the first of all educational duties.\n\nIndividual\n\nIt is more to the\n\npurpose to assume, in accordance\nwith the spirit, at least, of the theory of similarity of brain, that genius\nis invariably an educational product induced by conditions and environments that have conduced to establish habitual, thorough, and genuine\neconomy, than to assign its cause to some mysterious or supernatural\ncases prove nothing.\n\nagency.\n\nEach intellectual phenomenon should be studied with a view to\n\ndiscovering the educational possibilities, and to determining the practical\ntime, form, and conditions of the most effective educational operations.\n\nBut the accumulation of such data is impossible except as a result of systematic inquiry ; and the first step in this direction is to bring together\n\n"}
{"page": 478, "printed_page": null, "text": "—\n474\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nsuch facts as are accepted,\nable means,\nis\n\n—adopt a definite, tangible aim, select the\n\nand devise the appropriate method of procedure.\n\navail-\n\nUntil there\n\nmuch better evidence than appearances, or individual, personal feeling\n\nand prejudice, produced against the theory of the similarity of brain, it\nmust constitute the prime, fundamental, educational fact, to which all\nothers are subordinate, and upon which all others must depend. To accept\nthis theory is to accord to thought all the attributes of force, and render\nTo accept the theory of\nit amenable to all the laws thereto pertaining.\nthe similarity of brain, as well as the concomitant one that intellectual\nenergy is force, as primary facts, is to accept also the dependent facts,\nthat thought invariably follows the line of least resistance, and that since\nthe brain is an essential part of a living organism, possessing the power of\nrejuvenescence, thought is an organic force analogous to physical strength,\nthe preservation and development of which is dependent upon continued\nThese are simple facts in\nalternation of exercise, restoration and rest.\nThey\nthemselves, but they have the widest educational significance.\nestablish with unmistakable clearness the exact limits of productive educational activity,\n\n— they make\n\nit\n\nentirely clear that education\n\nis\n\nconfined\n\nexclusively to the adjustment of obstructions to intellectual development.\n\nThey make the similarity between engineering and education strikingly\nplain ; in that the one directs intellectual energies and overcomes irregu-\n\nwhile the other directs physical forces and overcomes material obstructions. In the one, iron, stone, wood and cement\nare employed in the construction of bridges, dams and highways, while in\nthe other thought is employed in the analysis and synthesis of mental\nWith this understanding of education, all forms of bribery and\nimages.\ncompulsion are worse than useless, and all precepts and teaching must be\naccorded an infinitely less important part in elementary education than\nhas hitherto been given to them.\nTo accept this parallel between education and engineering renders it no less criminal for an educator to secure\nan immediate appearance by specific rewards or punishments, than it is\n\nlarities of temperament,\n\nfor the engineer to secure a similar result in the appearance of a stone in\n\nan abutment by propping it with a stick at its back. Both serve equally\nworthy temporary purposes, and from both ultimate, immeasurable dis-\n\nhowever deplorable the giving away of\nit is crowded with\nliving souls, might be, in the case of the child's character, aim and purpose in life, the calamity inevitably resulting from deception exercised in\nthe building by education, is incomparably greater.\nAnd the fact cannot\nbe too often urged, nor too strenuously pressed, that education must first\naster is certain ; but, unhappily,\n\nthe abutment of a bridge, perhaps at a moment when\n\nThought is to be directed.\n\nIt\nIt cannot be controlled.\nNature cannot be deceived, nor will she be outwitted,\nand she is absolutely indifferent to any and all of our complaints. For\nthe educator to find fault with the material placed in his hands is for him\n\nof all be honest.\n\nis\n\nto be guided.\n\n"}
{"page": 479, "printed_page": null, "text": "THE HIGHEST OFFICE OF DRA WING.\nto irritate the dog that bays the moon.\n\n475\n\nThe aim of education is plain and\n\nthe result is predetermined by the means employed.\n\nIntellectual energy\n\npossesses all the attributes that are common to all forms of organic force.\n\nAnd since intellectual energy is analogous to physical strength, education\ndemands that an apportionment of exercise, restoration and\n\nrest shall be\n\nadopted in intellectual training, similar to that which would be adapted\nto the symmetrical development and preservation of the physical facul-\n\nThe success with which this may be accomplished is predetermined\n\nties.\n\nby the nature of the immediate aim and the character of the method employed.\n\nFor instance, that method is certain to be most successful which\n\npays most regard to the appropriateness of the time, and the quality and\nthe kind of each task and employment, and which\n\nmakes no attempt to\ncrowd or to urge anything while that method is worse than a failure, it\nThe mind, it is\nis a crime, which tolerates an overloading of the mind.\nneverthetrue, similarly to the stomach, throws off what it cannot hold\nless, as repeated undue taxing of the stomach tends to destroy its capability to perform its proper functions, so a similar crowding of the mind\nand teaching out of time is certain to bring on intellectual indigestion ;\nand this is not the less likely to happen because the diet is so simple that\nit is insipid and unpalatable.\nThe educator's business is not to force likes\nnor dislikes, but it is to so manage as to maintain a healthy state of mind.\nThis is to be accomplished only by a proper adjustment of conditions and\nrequirements, and success will be as certainly indicated by the curiosity,\nCuriosity is the inas the state of the body is indicated by the appetite.\ntellectual barometer and is in every way accurate and reliable.\nThere is\nnot a particle of evidence that is entitled to a moment's credence to\njustify the assumption that there is anything whatever needed in elementary education except to win and to hold the child's hearty co-operation.\nThat this is invariably given to the teacher whenever and wherever he\ndeserves it, is a matter of common observation, and in refutation of this\nthere can be nothing to present except blind bigotry and prejudice.\nTo accept intellectual energy to be an organic force is to determine the\nimmediate aim of all elementary processes, which, under these conditions,\ncan be no other than to secure the undivided application of thought in\nthat direction which is best calculated to lead to the highest ultimate\nThis being assured, all else may safely be left to time for its fulfillgood.\nment and educational progress is not to be measured by petty, partial\nproducts, however excellent, except they are the manifest, legitimate and\ntimely fruit of the tree which bears them.\nCommand of the intellectual\nfaculties can only be a growth induced by the skillful adjustment of conditions that render it easier for the thought to habitually employ itself\nin concentrated form in profitable and well-chosen directions than to do\notherwise and progress is to be measured and gauged by the evidences of\nthought, thrift in doing, than which nothing could be more tangible and\n;\n\n;\n\n;\n\n;\n\n—\n\n"}
{"page": 480, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n476\n\nreliable.\n\nIn elementary schools, at least, everything should be in a state\n\nof development simply, hence in them finished products are anomalous.\n\nThis renders any exhibit of the legitimate educational work of children\nmisleading and unsatisfactory, and makes it impossible to correctly estimate elementary school work, except by the local color on the spot,\nsimilarly as one would judge of the condition of a field of\n\nEducational investigation is no exception.\nin physical\n\ngrowing grain.\n\nInquiry in this, no less than\n\nand psychical research, demands that the inquirer adopt a de-\n\nfensible hypothesis or accept that which is best substantiated, as a basis,\n\nand proceed from this to separate the true from the false, and the practiIt is only so that the establishment of an\ncable from the impracticable.\neducational economy is possible and it is only when there is an economy\nthat elementary education rises above the narrow limits of charlatan empiricism. The theory of the similarity of brain does the same for education\nIt establishes the fact\nthat the experiments of Watt did for engineering.\nthat intellectual energy is a definite force, and as such it is amenable to\nIt lifts intellectual activity out of the realms of the mysterious and\nlaw.\nIt sounds the knell of that most pernicious dogma of\nthe indefinite.\nspecial intellectual endowments as an educational factor, both good and\nIt leaves no room in education for brutality, bigotry, prejubad equally.\n;\n\ndices, whims or fancies.\n\nIt characterizes education as intellect engineer-\n\ning, and makes it\n\nincumbent upon the educator to lay out and maintain\nan unobstructed path leading to a thoroughly justifiable end.\nEducation\nis control of the faculties.\nMastery of the mind is the universal and infallible key to success.\nBut the development of mind-masters can only be\ntardy and extravagant if it is made incidental to knowledge acquisition in\nKnowledge, like prodigality,\nthe educational scheme, as it invariably is.\nis primarily an effect, not a cause.\nThe one is the result of judicious and\nthe other of heedless employment of thought. The accumulation of knowledge is the direct product of education. Indeed, there can be no education\nwithout knowledge, it and control of faculty are vital parts of the same\nbody but the character of the educational accomplishment depends entirely upon which is made the prime object of attainment at the outset.\nIt is no more practicable in education than it is in rifle-shooting to have\ntwo simultaneous immediate aims\nand to seek knowledge before an\nappreciation of the economy of faculty control is established, at least in\nsome degree, is to court certain educational disaster. The only possible\n\n—\n\n;\n\n;\n\nknowledge, as a primary, educational means, is\nThe skill and accumulated wisdom of the ages\nis stored in books and works of art without end, and the secrets of nature\nresult of the pursuit of\n\npedantic incompetence.\n\nreveal themselves with willing frankness to the true searcher after truth.\n\nBut except there is sufficient appreciation of the value and necessity of\nbrain control, coupled with courage to seek and to face the truth, to induce\nthe habitual employment of both, all the store of noble thought and record\n\n"}
{"page": 481, "printed_page": null, "text": "THE HIGHEST OFFICE OF DBA WING.\nof\n\n477\n\ngrand achievement, as well as the infallibility of nature itself, avails\nfor under any other conditions all efforts cannot fail to be mis-\n\nnothing\n\n;\n\nAcquisition is play\n\ndirected, and all findings are sure to be misconstrued.\n\nto him who can control his faculties.\n\nIf immediate knowledge is the aim,\n\nthen control of faculty is secondary, incidental, and incomplete. If control\nis the immediate aim, knowledge-acquisition\n\nof faculty, or mind-masters,\nis\n\ninevitable, symmetrical, rapid,\n\nand economical.\n\nAnd now the cause\n\nof that intellectual phenomenon, commonly called genius, being indeterminate, and there being no evidence against the theory of the similarity of\nbrain, and knowing no defensible argument against\n\nassuming intellectual\n\nenergy to be a natural force amenable to the one law of force in invariably\nfollowing the line of least resistance, in order to make a fair start in educational construction, it is first demanded wherein lies such a path leading\nto intellectual development.\n\nIt is required to\n\nknow by or through the\n\nagency of what mental faculty will the employment of the intellectual\nTo ascertain this, to determine\nforce be most thorough and undivided.\nthe line of least resistance to intellectual energy, is not\n\nTo dis-\n\ndifficult.\n\ncover it, it will be only necessary for me to suggest an exercise.\n\nLet each\n\none of us imagine himself at home; and, starting from thence, traverse\nin his mind, each one for himself, to the place of his daily avocation.\nEach one will now observe the mental condition required for its doing.\nI especially desire that it be fully realized that the only condition in which\nit\n\nwas possible for us to traverse this well-known and well-worn route in\n\nthe imagination was one of complete and concentrated application of the\nentire strength of the intellectual energy.\n\nAnother similar exercise, going\n\nto illustrate the extent of the intellectual concentration demanded by the\nI will make any figure,\nemployment of the imaginative faculties, is this\nan Arabic numeral two, for instance, on the blackboard here and ask you\n:\n\nto look at it.\n\nLet each one observe the form of this figure.\n\nI will\n\nnow erase it and\n\nask each one to try to see in his imagination the form and position on the\n\nLet each one recall the character\nby which it was alone possible to see the contour\nof this simple, well-known, and familiar form in the imagination.\nIt\nwill be found to be nothing less than complete intellectual appropriation.\nThis illustrates completely how exacting the imagination is in its\ninsistence upon appropriating the entire intellectual energy, even in simboard of the figure I have just erased.\n\nof the mental operation\n\ncommonplace matters how much more uncompromising will be the\ndemand whenever the attempt is made to imagine that which is not known\nple,\n\n;\n\nand intricate besides. Such simple illustrations as I have just presented,\nand innumerable others that each one can supply for himself, make it\nplain that through the imaginative faculties lies the line of least divisibility, and therefore the line of least resistance to intellectual activity\nbecause\nthrough their employment there is less scattering of thought. Indeed, it\n;\n\n"}
{"page": 482, "printed_page": null, "text": "478\n\nis entirely\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nwithin bounds to say that nothing\n\nis\n\nunderstood, except it can\n\nbe seen clearly, in all its aspects, in the imagination at will ; and no prob-\n\nlem can be solved until all the conditions and circumstances involved are\nThis is the key to the\nseen in all their relations with the mind's eye.\n\nThe amount of time spent with books is of slight\nmoment, and. the profundity of the knowledge possession counts for very\neducational situation.\n\nHe alone is educated who practices habitual control of his faculties.\nHe is an educated man who habitually holds his imagination on each\nlittle.\n\nproblem until all its conditions, relations and requirements are vividly\nAnd primary education fails exactly in proportion as it is unsuccessful in accomplishing the firm establishment of a\nthorough appreciation of this fundamental fact. For to have acquired a\nthorough appreciation of the inestimable value of practical control of the\nportrayed in a mental image.\n\nimaginative faculties is to render all else possible.\nBut even this, great\nand valuable as it is, and much as it involves as an educational result, it\ndoes not by any means constitute the educational sum total.\nEducation\n\ncannot stop here.\ncity of culture.\nfaculties,\n\nThis is but the remotest outpost that guards the fair\n\nThe possession of the ability to concentrate the mental\n\nand added\n\nto this,\n\nthe establishment of\n\nhabitual exercise of\n\nEven the thorough establishment of complete\nmastery of all the powers of body and mind, with that untouched and\nundeveloped which is infinitely more to be desired, is worse than useless.\nIt is criminal.\nA simply educated man, a man having only control of his\nthis ability is insufficient.\n\nand possessing all the knowledge which that implies, is a conSuch a man is capable and liable to do immeasurable harm.\nBetter a thousand uneducated than one uncultured man.\nMan is incomplete and education is a failure ; it is a positive and unqualified curse to mankind, except together with intellectual power and control or knowledge there is developed, simultaneously, an emotional, a moral\nand a judicial establishment of intellectual bent of the highest order. There\n\" If we aim right we canare no limits to the possible educational heights.\nnot go far wrong,\" writes Mr. Charles H. Moore, of Harvard.\nLet the immediate educational aim invariably be skillful employment of the imaginative faculties.\nLet the themes and the subject-matter be taken from the\nnoblest and the purest literary and art products.\nLet the schoolmaster\n\nfaculties\n\nstant menace to society.\n\nconstantly direct the line of least resistance to intellectual activity, but let\n\n—\n\nhim leave to time the fulfillment. To this point all is clear, so much is\ncomplete. But there still remains one element that as yet is unprovided for,\nwhich is essential to render the scheme entirely practicable.\n\nIt remains to\n\nprovide some means whereby it may be known to the schoolmaster in how\n\nThere needs to be some\nmeans of materializing the mental images, as it were, in order that it may\nbe determinable at any and all times, with the utmost precision, exactly\nwhat is the direction and the degree of the thought exercised by the child.\nfar he is succeeding in directing the imagination.\n\n"}
{"page": 483, "printed_page": null, "text": "THE HIGHEST OFFICE OF DRA WING.\n\n479\n\nDrawing is the language of form, and\nemployment in the delineation of imagined form-aspects, from\n\nThe means to this end is language.\nin\n\nits\n\nsupposed standpoints of observation, it attains its highest office as an eduTo illustrate If I had a class of children before me, I\n\ncational agent.\n\n:\n\nmight, perhaps, draw Fig.\n\nboard and name a\n\n1 on the\n\nproblem, which would be to describe a similar object from a different standpoint of observation.\n\nThis problem, in the beginning,\n\nwould probably be to describe the opposite\naspect by a brief memorandum in lines.\nWhen the class had had time to do this,\nFig. 2.\nFig.\nand had recorded in a memorandum their\nmental images of the solution required, I would draw a memorandum\nThis being done,\n(Fig. 2.)\nof my mental image for their comparison.\n1.\n\nFig.\n\nFig.\n\n3.\n\n4.\n\nthe opposite aspect of something else, as a man pushing a box (Fig. 3)\nmight be required. And after a memorandum in lines of the solution\nhad been recorded by the children, I would record\nmy mental image on the\n\nboard for their comparison.\n(Fig.\n\nFig.\n\n4.)\n\nInstead\n\nFig.\n\nthe\n\nOr it might be required to\n\nOr\n\nthe\n\nmight be the one named.\nthe\n\nbeginning\n\nComprehending\n\nthe\n\n6.\n\nview (Figs. 5 and 6) might\n\nproblem,\n\ndescribe the top view.\n\nIn\n\nthe\n\n5.\n\nopposite, the front or back\n\nconstitute\n\nof\n\naspect\n\nfrom\n\nthe\n\nmind\n\nex-\n\ntreme and the\n\nThe savage appreciates\nThe child must be taken\nthe grotesque and the ex-\n\nbelow\n\n(Fig. 7.)\n\nonly\n\nglaring\n\nas he is,\nFig.\n\n7.\n\nonly capable of\n\nis\n\nstriking,\n\ncontrasts,\n\nand if it requires\n\ntravagant\n\nto\n\nenlist\n\nhis\n\n"}
{"page": 484, "printed_page": null, "text": ";\n\n480\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ndesire and to arouse his curiosity at the outset,\nand the crude, if need be, must be employed.\n\ntor to shoot over the heads of his pupils, as\n\n—the funny, the ridiculous\n\nit\n\nIt is as idle for the educa-\n\nwere, as it\n\nis\n\nfor the orator\n\nto speak and fail to adapt his language to his hearers' needs and ability\n\nand it is not impossible that education might have been greatly forwarded\nbeyond its present stage, if children were allowed to exercise the same\ndiscretionary power in regard to listening to teachers as is deemed the\n\nwhen he who talks is inconsistent, impractical,\nThe mind uniformly tires of everything except genuine\n\nright of other auditors\npuerile, or insipid.\n\nThis is as true of children as it is of adults, and however crude\nmay be, with simply proper direction of the line of least\nresistance, there can be no failure to progress toward better and thence\nThis is nature's way whenever and wherever the path in this\nto best.\nBy\ndirection is either unobstructed, or is less obstructed than any other.\nthis process of employing the imagination in drawing, as I have described,\nall the problems of perspective and orthographic projections may be\norderly presented.\nPresently the child will have passed beyond the rudimentary stage, and nothing will avail or satisfy him except the most subtle\nproblems, which can only be presented by great masters and are to be\nfound only in their work. And now, finally, the whole matter of cultivation, in all its various departments, whether in stock-raising, horticulture, intellectual development, or what not, is strikingly similar in its\nWe may prune, but not incessantly, nor even rarely,\nessential methods.\nand never out of time. We may plant the oak or the vine, and as we sow\nso shall we reap.\nWe may set the lily in the ground, and, having done so,\nprogress.\n\nthe beginning\n\nwe may institute blighting conditions, or we may make the way clear for\nsun and shadow and rain and dew and in strict accord, exactly in proportion to the relation and quality of the conditions which we establish,\n;\n\nwill it be blasted, or clothed as\n\nman never clothed anything.\n\nWe may\n\nfrom frustrating nature's perfect fulfillment, but man may not\nteach even the humblest of pasture weeds how to grow.\nrefrain\n\nDISCUSSION.\n[REPORTED BY\n\nSlTPT.\n\nEUGENE BoUTON, BRIDGEPORT, CONN.]\n\nSupt. Charles E. Gorton, of Yonkers, N. Y., regarded this as inseparably connected with the theme of President MacAlister, and deemed it\n\nimportant to remember that\nso far as it has been stored\n\n\"you can draw upon the imagination only\nHe had been led by the\n\nwith knowledge. \"\n\npreceding discussion to the reflection that the regular corps of teachers is\nso changing, that it is very difficult to have good work carried out.\n\nIt is,\n\n"}
{"page": 485, "printed_page": null, "text": "DISCUSSION.\n\n481\n\ntherefore, important to have the corps recruited\n\nfrom those capable\n\nof\n\ncarrying out the desired work in art, and for such preparation the professional school should be responsible.\n\nIn smaller places this\n\nis\n\nthe\n\nmore\n\nThe impor-\n\ndesirable on account of the small provision for supervision.\n\nhome and school environment as an aid in art education was\nTo many of the pupils the school-house should teach better\nthings than their homes can teach.\nThe school-houses of this country\n\ntance of\n\nemphasized.\n\nought to be educators in architecture and decoration.\nSuperintendents\nshould do their utmost to bring this about, and the study of drawing should\nbe placed upon a thoroughly educational basis.\n\nTHE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\nBY GEORGE WILLIAM CURTIS.\n\nWhen my friend, the Superintendent of Public Instruction in the State\nNew York, who is also the President of this Association, asked me to\nspeak to you this evening, I told him that nothing could surpass my willingness except my hesitation.\nI hesitated with the natural reluctance of\na man who doubts whether even profound sympathy and interest in a good\nof\n\ncause necessarily qualify him to speak to\n\nits\n\nmasters and experts.\n\nBut\n\nown services to popular education were so valuable\nand distinguished as to make it the duty of any one whom he thought\nagain, I felt that his\n\ncompetent to aid him, however inadequately, in the good work not to deA good citizen is in this like a good soldier, that he repairs at once\nto the post of duty to which his superior officer assigns him\nand in the\ncause of popular education there is no good citizen of New York who does\nnot acknowledge the State Superintendent as his superior officer.\nEspecially when my friend suggested that a subject to which I have given some\nthought was one which, in its application to our public school system,\nmight not be altogether without interest for you, I was more emboldened\nto obey, because in addressing this Association, I recall the remark of the\nold English squire\n\"I like to talk with my rector, for in talking with\nhim I am speaking to the whole parish.\" Every man might be proud and\nglad of the opportunity which you offer me, for he would know that in\nspeaking to the higher officers of the public schools from every part of the\nUnion he is talking to the whole country. If, indeed, the subject of civil\nservice reform be more familiar to you in its connection with politics you\nwill not fear that I may be betrayed into an untimely political address.\nFor it is the happy distinction of this reform that it appeals with absolute\nimpartiality to both the great parties\nwhile hitherto, both the great\ncline.\n\n;\n\n:\n\n;\n\n"}
{"page": 486, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n482\n\nparties, like impecunious philanthropists accosted\n\nby what the old Eng-\n\n\"Good\nknow the justice of your demand and I feel the righteousness of\n\nlish law called a sturdy beggar, have been fain to reply to Reform\nSir, I\n\n:\n\nyour appeal, but unluckily I have left my purse at home.\"\nCivil service reform, indeed, is rather a question of polity than of pol-\n\nThe evil with which it is concerned is the dangerous abuse of a\n\nitics.\n\nnecessary power of government, the power of appointing and removing\n\nThis is a power which has always struck\n\npublic officers and employes.\n\nat liberty, and no function of the State, therefore, requires more constant,\n\nmore careful, and more stringent regulation.\n\nThe story of the abuse is\n\none of the most shameful pages in our history, with which I must assume\nyour familiarity. We have learned by long experience that the evil known\nas the spoils system necessarily tends to destroy the self-respect of public\n\nservants and to brand the public service itself, so far as it involves this\n\nsystem, with a certain discredit.\n\nnot\n\nso.\n\nI appeal to your consciousness if this is\n\nWe shall all, indeed, agree that there are no nobler American\n\n—\n\ngentlemen than many of those, and we all have friends among them,\nwho bear the civil commission of the United States. But none know\nmore fully than they that what the Czar of Russia said to Madame de Stael\nwas true: \"Sire,\" said the brilliant Frenchwoman, \" surely a despotism\nmay be beneficent.\" \"Aye, madame,\" replied the emperor, \"but 'tis\nonly a happy accident.\" There is not a midshipman in the navy nor a\nlieutenant in the army who is not always and everywhere proud of the\nbuttons and the gold lace that show him to be a military or naval officer\nof the United States, to whose guardianship the glory of the flag and the\nhonor of the national name are entrusted. But in the civil service, under\nthe curse of the spoils system, the words office-seeker and office-holder are\nterms of reproach, and to u take out of politics \" any branch of the civil\nservice has come to mean to take it out of corruption and\n\nmake it honest\n\nand respectable. Yet, surely, the military or naval service is not in itself\nmore honorable than the civil service of the State. The reproach which\nlurks in the name of office-holder does not spring from the function but\nfrom the tenure. In the civil service the incumbent does not hold, as in\nall other employments, by his own qualities, his merits, his intelligence,\nhis ability, his integrity, and efficiency, but by the humiliating tenure of\nanother man's pleasure, a man whom he may sometimes justly despise.\nCivil service reform, therefore, is not a question of mere detail except\nas all administrative methods must necessarily involve details.\nIt contemplates the greater simplicity, health, and vigor of the whole public service.\nIt aims at the greater strength, dignity, economy, and efficiency of the\ncomplete commonwealth. It does not concern some thousands of clerks\nin executive departments merely, but the character of all public employ-\n\nment, the self-respect, the honor and welfare of the citizen, the true\nfunction of party, the true spirit of popular government. It assumes both\n\n"}
{"page": 487, "printed_page": null, "text": "THE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\n\n483\n\nthe executive desire to discharge the most important public duty from the\nhighest public motives and the impossibility of executive omniscience.\nIt assumes that personal preference and party interest\n\nand partisan influ-\n\nence are not aids, but hindrances, to the independent exercise of discretion\nin the discharge of duties which are not political, and the reform law,\ntherefore, presents to the appointing authority for\n\nits\n\nfinal choice, irre-\n\nand of every illicit and illegitimate consideration, only those candidates who have been proved, to be fully fit and\nspective of persons or parties\n\nqualified for the duties of the place to be filled.\n\nThis is the reason and the method of civil service reform. Perhaps\nyou have heard that it is the politics of the moon and the Sunday-school.\nI hope you have answered that although politics are always an alternative,\nyet that the politics of the moon are preferable to those of the pit, and the\nleadership of the Sunday-school better than that of the liquor saloon.\nEven in politics it is wiser to be on the side of the Decalogue and the\nGolden Rule than on the other side, and infinitely better to aim at the sun\nthan to be afraid of being supercelestial. So pitiful is the condition to\nwhich this moral cancer of our political system has reduced political\nopinion in this country, that it seems often to hold, and, apparently,\noften honestly to hold, that nobody can speak of public virtue but a\nIf sneers were\nhypocrite, or commend political honesty but a knave.\narguments, the world would have been wind-bound long ago. When\nColumbus proposed to make the egg stand on end, the contemptuous\nphilosophers sneered that only a fool would try to do it. When he did it,\nthey sneered that any fool could do that. Happily, Jason, who tamed the\nThe man who, in pursuit\nfire-breathing bulls, did not fear their blasts.\nof a wise reform, is afraid of the breath of the thing to be reformed, is\n\nalready defeated.\n\nNothing is more familiar than the fact that the evil for which civil\nremedy is co-extensive with the whole domain of\nWhat is the fundamental and vital branch of that\nthe public service.\nWhen one of the national political parties, whose last appeal to\nservice ?\n\nservice reform offers a\n\nthe country brought it into control of the administration, declared that\n\nthe reformed system already established by law should be further extended\nto all grades of the public service to which it is applicable, the party cer-\n\nmean to include the public school system. But why not ?\nTo what branch of the public service is it more applicable ? In the large\n\ntainly did not\n\nsense of the public service maintained by general taxation for the public\nbenefit, is there any department whose constantly greater efficiency is\nmore vital to the national welfare than that which is represented in this\nAssociation ? Are the custom-house and the post-office more important\nbranches of the public service than the public school ? Three centuries\nago Martin Luther said that the German who would not send his children\nand if, to-day, as Mr. James Russell\nto school was a traitor to his country\n;\n\n"}
{"page": 488, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n484\n\nParsons, Jr., Inspector of Academies in\n\nNew York, tells us in a recent\n\npaper, the maintenance of schools is held in the German empire to be the\nfirst\n\nduty of the State, can it be a secondary duty in a republic ?\n\nIf I\n\nwere\n\nnow addressing a naval or military council, or an assembly\n\nof customs collectors or treasury inspectors or postmasters or land or\n\nIndian agents, should I be speaking to a more important and influential\nrepresentative body of public officers than that which I have the honor to\n\naddress ?\n\nIf an intelligent\n\nAmerican were asked what upon the whole is\n\nthe true symbol of the American republic, what institution represents\n\nmost distinctively the force which has been most vital in our marvellous\nnational development, would he not answer at once, the\n\ncommon school ?\n\nIf we were all asked which of\n\nour institutions, after those of religion, we\ncould least spare, whose disappearance would forecast the decay of liberty\nand the eclipse of civilization, should we not all unhesitatingly and unanimously reply, the public school ? An ignorant people cannot long remain\na free people.\n\nThree hundred years ago, in the Netherlands, Count John\n\nof Nassau, the brother of the great William the Silent, urging a system of\n\ncommon schools for \"children\n\nof quality and for poor families,\" said:\n\"Soldiers and patriots thus educated, with a true knowledge of God and\n\na Christian conscience\nitem, churches and schools, good libraries, books\nand printing-presses, are better than all the armies, arsenals, armories, institutions, alliances, and treaties that can be had or imagined in the w orld.\"\nIt was in that spirit and with that conviction that the seeds of our public\nschool system were sown, and with a just instinct, when the suffrage in\nEngland was enlarged, twenty years ago, Robert Lowe exclaimed, \"and\nnow, gentlemen, let us teach our masters the alphabet/' He knew whereof\nhe affirmed.\nIn 1802 Napoleon said to Pestalozzi that he could not be\n;\n\nr\n\nbothered with questions of A B C.\nSeventy years later the German army\nmarched out of the school-house and destroyed the Napoleonic empire,\nwhile upon its ruins republican France began her national regeneration by\nreforming and reorganizing her schools.\nThe alphabet is the ally of liberty, and in any accurate account of the forces that have made America,\nthe public school must stand first.\nIf any branch of the public service, therefore, should be resolutely\nsecured against every form of the abuse I have described, should be wholly\n\nindependent of mere personal or partisan influence, and free from the\nmalignant power of patronage or spoils, it is the public school system.\nBut he knows little of the nature of spoils patronage who supposes that\nit would suffer any official system whatever to escape its ravages.\nTwenty\n\nKing William III. declared abuse of patronage to be one of the reasons for the great English Revolution of 1688, The\n\nyears after the friends of\n\nTatler, the sparkling satirist of current English life, whose pages still show\nthe very form and pressure of the time, describes little specimen notes\naddressed to men of influence, soliciting patronage, with the delightful in-\n\n"}
{"page": 489, "printed_page": null, "text": "THE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\n\n485\n\n\" Mr. John Taplash, having served all\nconsequence of all such appeals.\noffices and being reduced to poverty, desires your vote for singing clerk of\nAnother worthy man has ten children, \"all of whom his\nthis parish.\"\nwife has suckled herself\n\n— therefore humbly desires to be a schoolmaster. \"\n\nThe Tatler, like its cheery successor The Spectator, chastised folly with a\nBut has not that old English laugh of a hundred and eighty years\nago a little sting for us Americans to-day? In countless American schools\nwould not the laughing Tatler find hosts of masters employed, not for any\nfitness, but because their children were suckled by their mothers, or for\nsome equally cogent reason ? Is there any doubt that the same patronage\nwhich the glorious Revolution of 1688, as it was called, arraigned as subversive of English liberty, which the greatest American statesmen of all\nparties and sections, Washington, Adams, Henry Clay, Calhoun, Webster,\nand Abraham Lincoln, denounced as fatal to American institutions the\nsame patronage which, in obedience to public sentiment, Congress passed\nthe reform bill of 1883 to curb and restrain the patronage at which,\nspeaking for intelligent Europe, Mr. Gladstone courteously expresses his\nwonder and amazement the last relic in a free land of monarchial and\nlaugh.\n\n—\n\n—\n\n—\n\naristocratic privilege, thrusts its insolent\n\nhand into the school-house as\n\ninto the custom-house and the post-office, and every other public office,\n\nmaking the will of a trustee or member of a school committee or board\nsome other spoilsmonger, the tenure of the teacher's\nemployment ?\nof education, or\n\nIf that be a mischievous, wasteful, demoralizing system in other branches\n\nof the public service, what is\n\nit\n\nin the school ?\n\nEvery other department\n\ndeals with the public convenience, as the Post-Office ; or with the public\nfinances, as the Treasury ; with the public estate, as the Interior Depart-\n\nment\n\n;\n\nwith foreign relations, as the State Department\n\n;\n\nwith the public\n\ndefense, as the War and Navy Departments ; or with public litigation, as\n\nthe Department of Justice.\n\nBut the public school system pervades the\n\nwhole country, penetrates every district, touches every village and neighborhood, and molds the ductile intelligence and character of the citizens\nIf the fitness of a postmaster, of a customs collector, of a\nof the future.\nland agent, of an appraiser, is incontestably a public interest, to be ascertained with all practicable care and certainty, is the selection and fitness\nof the public school teacher of less concern to the commonwealth ?\n\nWe can hardly expect a primary school teacher to say with St. Cyran,\nthe head of the schools of Port Royal, \"the charge of the soul of one of\nthese little ones is a higher employment than the government of all the\n\nworld.\"\n\nBut\n\ncertainly there should be as\n\nmuch care in selecting the\n\nteacher as in selecting a fourth-class clerk in a public office.\nthe key of an effective public school system ?\n\nFor what is\n\nIt is not the pupil,\n\nplastic material, but the artificer who shapes the material.\n\nIt is\n\nwho is\n\nnot the\n\nschool property, nor the appropriations for maintenance, indispensable as\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nthey are.\n\nReason, experience, the common consent of all great thinkers\n\nand all authorities upon the subject agree that the teacher is the school.\nAll the wealth of India or of California could not provide a great school\nof\n\nany degree unless\n\nit\n\ncould secure great teachers.\n\nNoble buildings,\n\nstoried quadrangles, and ancient groves, munificent endowments, museums,\nlaboratories,\n\ngymnasiums, libraries, the profuse accumulation\n\nof literary\n\nand scientific resource, without the teacher is but Pygmalion's statue uninspired, the body without the soul.\nNot only are the teachers so important a body, but they are by far the\nmost numerous body of public servants. Of the great national executive\nIts service is codepartments, the Post-Office is most generally diffused.\nextensive with the national domain, and its legend, like that of the ancient\nChurch, is semper, uMque, omnibus. But while there are about 63,000\npostmasters in the United States, there are nearly one-half of that number\nof public school teachers in the State of New York alone, and in the United\nStates there are 350,000 public school teachers.\n\n$81,000,000, which\n\nis\n\nTheir salaries amount to\n\nprobably more than the aggregate salaries of the\n\nFor their own benefit, for the maintenance of\nchildren unimpaired\nthe great heritage of wisely organized civil and religious liberty which they\nreceived from their fathers, the citizens of this country tax themselves\nenormously every year to educate the children in the public schools and\nthe only return of this vast outlay for which they look is the intelligence\nand morality and the material prosperity which inevitably follows public\nintelligence and morality as the crops follow the quickening sun of April\nand the soft breath of May.\nIs not every argument for the appointment of the great body of ministerial officers of the government by fitness and character wisely ascertained\n\nrest of the civil service.\n\nfree republican\n\ninstitutions, to transmit to their\n\n;\n\ninfinitely stronger when applied to the selection of school teachers ?\nif\n\nAnd\n\nthe selection of those officers by methods which secure their independ-\n\nence, promote their self-respect, and stimulate their interest and zeal, in-\n\nstead of destroying greatly increases the efficiency of the public service,\nelevates the tone of public employment,\n\nand removes a reproach from the\n\nnational name, is it to be apprehended that similar care would\n\ncharacter and efficiency of the public schools ?\n\nharm the\n\nIn other branches of the\npublic service, whatever objections may be urged against the reformed\nsystem of appointment, it is undeniably better than the system which it\nsupplants.\nWhatever foolish questions may be asked, whatever possible\nfrauds practiced in an examination, they are wholly insignificant when\ncompared with the unspeakable folly and the certain fraud of appointment by patronage or mere personal and partisan favor. There could\nnot be a worse system of selection in all the other branches of the public\nservice.\nIs it the best one for the great department of primary education ?\n\n"}
{"page": 491, "printed_page": null, "text": "THE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\nYet is it not substantially the present method ?\n\n487\n\nTeacherships in the\n\nschools are not popularly regarded as subjects of patronage.\n\nBut are they\n\nnot so practically and is it wise that they should remain so ?\n\nWhat is the\n\npresent system ?\n\nI believe that the requirement of certification or license\n\nbefore appointment is universal in all the States of the Union.\nThe examination upon which the certificate or license issues is, then, the cardinal\n\nWhat are the vital, essential conditions of effective examination ?\nTo be properly effective the examinations must be uniform, entirely competent, and wholly independent of the appointing power.\nThe examiners\npoint.\n\nmust be sincerely interested in education, familiar with the duties of a\nteacher and with the requirements of the art of teaching, and capable of\n\nconducting an examination to ascertain both the scholastic attainments\nand the specific professional fitness of the candidates. Wherever these\nconditions do not exist, the public school system, and therefore the whole\ncommunity, suffers. It is a common wrong, a common injury. The\npeople of this country tax themselves heavily enough for the support of\n\nthem to the best, and to the adoption of\nmeans plainly necessary to secure the best. By whom, then, generally\n\nschools and teachers to entitle\nall\n\nspeaking, is this examination conducted ?\n\nBy city boards of education and county commissioners,\n\nor trustees\n\nor committees, who are appointed by political officers or nominated by\n\n—\n\nthese are the authorities who examine and certify or\nand appoint more than ninety per cent, of the teachers. Is this\n\nparty conventions\nlicense\n\na reasonable\n\nmanner of securing public\n\nofficers qualified for\n\nduties so\n\ndelicate and important as those of teachers in the public schools ?\n\nIs it a\n\nmethod which would be likely to secure the most competent service of any\nkind ? There is indeed an examination, but the examining and certifying board is appointed by political officers or named by a party convenIs a board so appointed likely to be a board peculiarly qualified to\nconduct such examinations? Is a party caucus generally intent upon\nsuch competence in the candidates whom it nominates ? And when the\nboard so nominated not only examines and certifies or licenses teachers\nbut also appoints them, are such appointments generally or often made for\n\ntion.\n\nI speak, of course, of a system, not of individuals. I know\nhow many excellent men are selected even under this method, as I\nknow that in other parts of the public service, under a similar system,\nfitness alone ?\n\nmost honest, industrious, and\n\nefficient officers\n\nand clerks were selected.\n\nBut, as the old English judge said to the horse-thief, you are to be\nhung, not because you have stolen a horse, but that horses may not be\nstolen, so the spoils\n\nsystem should be abolished, not because fitness\n\nnever considered by it, but because fitness is not\n\nits\n\nobject.\n\nis\n\nSlaves were\n\nsometimes kindly treated, but kind treatment was not an argument for\nslavery.\n\nThe officers who are elected to conduct examinations and license and\n\n"}
{"page": 492, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n488\n\nemploy teachers are notoriously often selected without any regard whatever\nto their special qualifications for a responsibility so great and for duties so\nvital.\nThere is no limit of eligibility to membership in a board of education or a school committee, and it is probably true that the great multitude\nof officers appointed to conduct examinations, however well disposed, are\ntotally unfitted properly to conduct them. Among public officers so nominated and elected the notable want of actual interest in education, of comprehensive views, of convictions, of actual information and knowledge of\nteaching are obviously incalculable.\nThe ability to resist personal and\npolitical pressure and wrongful influence of every kind and of every degree\nmust be as various as the men. There can be no common standard among\nthem of requirement from a candidate. A candidate who fails in one district may succeed in the adjoining district.\n\nGood-nature, ignorance, indif-\n\nference, and venality will constantly abuse\ntrust\n\ncommitted\n\nto such officers.\n\nand betray the great public\n\nIn every State, even in neighboring\n\nlocal communities, a uniform standard of\n\ncompetence will be impossible.\n\nCertificates will be granted, not upon proved qualification and merit alone,\n\nbut often by personal or political influence, or the same insidious force\nwill withhold the certificates.\n\nIs it not plain that under such a system in\n\nthe department of schools, as in every other department where it is tolerated, the\n\nmore conscientious and capable an officer may be, the greater\n\nwill be his peril of exciting enmity and inviting his own dismissal ?\n\nA few years ago a committee of investigation into the management of a\ngreat public office by its\n\nown party friends reported that the number of\n\npersons employed was sometimes three times as large as was necessary, and\n\nrecommended that half of the force should be dismissed.\n\nPolitical places\n\nSo in a school system where\nthe evil practice prevails, not only will incompetence be certified, but the\nlist of certification will surpass the demand.\nPerhaps it is supposed that\na large eligible list is not disadvantageous.\nBut what advantage is there\nin a copious choice of incompetent teachers who, because of incompetence,\nwill cringe more abjectly and accept smaller wages ?\nThat is a strain\nwhich necessarily lowers the character, efficiency, and value of the schools.\nA competition not of merit but of low wages will follow, and not the salare created as pensions for useless parasites.\n\nary only but the teaching will be cheapened, the standard lowered, and,\nlike the marble statue with the feet of clay, the whole resplendent system\n\nof public education must be weakened by incapacity and inefficiency in the\nprimary schools.\nIn a country where the system of spoils is gravely defended by eminent\n\npublic men and party leaders as indispensable to the public welfare, has\n\nthe door of the school-house a charm to stay its ravage ?\nare\n\nknown everywhere.\n\nWill they be unknown here ?\n\nIts fatal results\n\nHowever simple\n\nand natural under earlier conditions in the country such a system may\nhave been, and however in certain ways it may have answered the purpose,\n\n"}
{"page": 493, "printed_page": null, "text": "THE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\n\n480\n\nthe method which in our present situation, with larger experience\nand broader views and under radically changed conditions, we should delibEven when such a system was doing its best, it was but a\nerately adopt ?\nyoke of oxen drawing the chariot of the sun.\nOur public school system in its purpose and scope and general adminis it\n\nistration is our national pride, if not our glory.\n\nBut, as Americans, fully\n\ncomprehending what it is, is it not our first and patriotic duty to repair\nin it whatever imperfections may appear, that it may more and more\nYou know, gentlemen, undoubtedly\neffectively subserve its purpose ?\nbetter than I, that political patronage and personal interests and partialities, ignorance and indifference, and mercenary and illicit motives of all\nkinds do in some degree degrade and demoralize the public school system.\nYou know that in the primary schools the seeds of our future America are\n\nknow how deep in that quick soil of childhood all ignoble\nmay strike their roots, like poisonous weeds, and with what\n\nsown, and you\ndispositions\n\ndifficulty they are torn up.\n\nA teacher cannot cringe to a superior school\n\nfawn for favor without a loss of self-respect which\nnecessarily affects his manhood, destroys his enthusiasm, and unfits him\nCan any patriotic American state one good reason why a\nfor his duty.\nsystem of selection which is entirely applicable and with the happiest results to every other branch of the public service, is unfitted for the most\nofficer and flatter and\n\nimportant branch of all, the public school ? It is a simple, reasonable,\nand perfectly practicable system, and that its principle might be universally adopted for the selection of teachers is a proposition which does not\n\nseem to me to admit of debate.\nEvery objection and adverse argument that has been urged in the\ngeneral discussion of the question of civil service reform in this country\nwas anticipated in the English consideration of the same subject. The\nchief opposition, what I may call the last ditch of objection, was that no\npreliminary examination of general or special information could determine\nsatisfactorily the fitness for his duties of a public officer of\n\nThe conclusive reply to this objection was twofold\n\n:\n\nfirst,\n\nany degree.\n\nthat there was\n\nsimply a choice of alternatives, and that an impartial preliminary inquiry\ninto fitness was better than no care or inquiry at all, which is the spoils\n\nsystem; and, second, that final appointment was to be made only after\nSo I can suppose it to be\nprobation or actual test of capacity and fitness.\nsaid that examination in scholarship would not test the more important\nqualifications of a teacher, which are the ability to awaken interest, to\nimpart knowledge, and to keep order the first and imperative require-\n\n—\n\nment in the American school.\n\nBut probation would test them as in other\n\nemployments, and probation is a vital condition of the reformed system.\n\nThe application of what we call the merit system to the schools is long\nestablished and familiar elsewhere.\nThe elementary schools of Germany,\nfor instance, are certainly among the best in the world, and every German\n\n"}
{"page": 494, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n490\n\nteacher must have had three or four years' training in a normal school, of\nwhich the standard is prescribed by the government, and after two years\nof provisional service he must pass a second practical examination before\nhe is definitely installed in his work. This is the provision also in France\nand Austria ; and in Ireland, as Mr. Jay, first President of the New York\nCivil Service Commission, states, the four national examiners of the public\nschools are selected by competitive examinations.\nThe comment upon such facts, perhaps, will be that America is not\nGermany, France, Austria, or Ireland, and that we are a law unto ourTrue, but among the great qualities which have made America\nselves.\nis the common sense which appropriates to American advantage whatever\nin any country in the world seems to be wise or useful. The habeas corpus\nand trial by jury were not rejected by us because they came from England.\nGunpowder we have also found useful, although India, Arabia, England, or Germany invented it.\nWe do not disdain printing, whether it\nwas the child of Germany or of China and the mariner's compass is ours\nAs Bacon was said to have taken all knowledge\nas much as it is Italy's.\nfor his province, so America takes all the world and all the wit and wisdom\nof mankind for its teacher.\nGermany is an empire and America is a\nrepublic but if an empire has an admirable school system, nothing so well\nillustrates republican intelligence as careful observation of it and adaptation of such parts of it as commend themselves to republican judgment as\n;\n\n;\n\nsuitable to republican institutions.\n\nWe justly hold that teachers should\n\nbe licensed and appointed upon examination.\n\nThen the examinations, the\n\nand the appointments should be absolutely free, so far as possible, from personal prejudice or favor, political and interested pressure,\nor other illegitimate influence.\nThe teacher should feel and the public\nshould know that his selection is due wholly to his proved fitness a fitness\nascertained by carefully considered, impartial, and impersonal tests.\nIt is\nat least a dozen years too late to deny the value of such a method of selection.\nIts simplicity of operation, its effectiveness, and happy results are\nincontestable.\nMr. Commissioner Roosevelt says that the spoils system\nhas been practically extirpated in the department service in Washington,\nand the late Secretary of the Treasury, Mr. Windom, said of the reformed\nsystem \" Having been at the head of the department both before and\nafter its adoption, I am able to judge by comparison of the two systems,\nand have no hesitation in pronouncing the present condition of affairs as\ncertificates,\n\n—\n\n:\n\npreferable in all respects.\"\n\nThe public school system of the United States should not stand upon\nthe shifting sands of the whims and prejudices and politics of the district\ncaucus, but upon the solid rock of experience and reason.\nof the Union it is essentially a State institution.\n\nIn every part\n\nIt is maintained by the\n\nState upon the highest considerations for the general welfare.\n\nThe State\n\ncreates funds constitutionally inviolable, appropriates their income, and\n\n"}
{"page": 495, "printed_page": null, "text": "THE PUBLIC SCHOOL AND CIVIL SERVICE REFORM.\nlays specific taxes upon all the people for the support of the schools.\n\nthe same great and\n\n491\n\nFor\n\ncommon purpose the authority of the State should\n\nsecure uniformity of training and examination for teachers, and the ex-\n\naminations should be competitive as under the national law for other\ndepartments of the public service. In the State of New York great progress in this direction has been made in the voluntary adoption by the\nschool commissioners throughout the State, at the suggestion of the\nSuperintendent of Public Instruction, of uniform simultaneous examinations for teachers upon conditions essentially competitive.\nThree grades\nof certificates are issued ; those of the lower grade only to candidates who\nreach a minimum of sixty marks in a possible hundred, in the two higher\nThe State Supergrades only to those who reach seventy-five marks.\nintendent in his report for this year says that M to this system more than\nto anything else, and perhaps more than to all other things taken together,\nis to be attributed the marked increase of interest in the work, the constantly advancing qualifications, the added attendance upon the normal\nschools and training classes which are everywhere manifest.\" Yet the\nsuperintendent concedes that the weakness of the scheme lies in the\nexamination of the papers by the local commissioners, who are often elected\nwithout regard to their qualifications for such service, and who, even if\nHe therefore recommends to\nqualified, differ greatly in their markings.\nthe Legislature the passage of a law providing for the examination and\nrating of papers by a central board of examiners, as the papers of the\nacademies and secondary schools in New York are examined in the office\nof the Regents of the University.\nThis recommendation, like that of the National Civil Service Commission, that the papers of the national service examinations should be examined in Washington, is wise, because a comprehensive and truly effective\napplication of the principles of civil service reform to the public school\nsystem can be accomplished only by law. A general law of the State controlling the action of all school officers will alone avail ; a system which\nshall provide an open competition of merit and secure a tenure beyond\npersonal pleasure.\nAlready, and with the same purpose as the uniform\nexaminations for teachers' certificates, the Legislature of New York passed\nlast year an act requiring that in no city or village having a Superintendent\nof Schools should any teacher be appointed who had not completed a high\n\nschool course and been trained for at least a year in a normal school or a\n\nThis, too, was aimed at the vital point of certification and\nemployment of proved competency only. The bill passed the Legislature\nbut not the executive chamber. Yet it is a bright sign of that untiring\nAmerican spirit which is not content with good, but reaches out for the\nbetter and presses forward and upward toward the best. This school movement in New York is in strict accord with the wise and generous progressive\ntraining class.\n\nimpulse of the time and country.\n\n"}
{"page": 496, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n492\n\nIn such a matter the experience of one State will serve all the States.\nIf in\n\nNew York it be found that the fitness of the teachers and the effi-\n\nciency of the schools are greatly increased by a system of simultaneous and\n\nuniform examinations for certificates upon paper prepared by the Depart-\n\nment of Instruction, the same happy result would follow in Maine or in\nOne of the fortunate consequences of our political union is that\nTexas.\neach State is an object lesson to all the States. In every chief department\nin education, in charity, in the prison system, in the\nof public activity\nsanitary system\n\n—\n—each State experiments for\n\nitself,\n\nand the Union is the\n\ncommon intelligence and the common enterprise.\n\nbeneficiary of the\n\nNo\n\nState wishes its public school system to be inferior to that of its neighbors,\n\nand if a neighbor takes a step\n\nin advance, the\n\nwhole\n\nline instinctively\n\nmoves, in military phrase, to dress upon it, and to obey the perpetual Ameri-\n\ncan order of the day in the old German field-marshal's phrase, \"Forward,\ngentlemen.\"\nGentlemen, I cannot stand here in your presence to avail myself of the\nopportunity which you have generously offered me to plead for a reform\n\nwhich it seems\n\nto\n\nme in its wise application would greatly promote the\n\nwelfare of the public school system, without a keener consciousness of the\n\ntruth that the American public school\n\nis the\n\ntrue temple of the people.\n\nIn every other branch of activity, in religion, in politics, in society, even\nin charity, we are all divided into sects and parties and clubs and cliques.\n\nBut, in the public school, citizens of all sects and all parties, of all social\nsympathies and associations, meet on a common ground with a common\ninterest and a common purpose.\n\nIt is the American\n\ntemple dedicated to\ngovernment, an eduIt is not that we suppose that education can take the place\ncated people.\nof personal honesty or national love of liberty, but that we believe it to be\nthe means of ennobling personal character and strengthening public virtue.\nThe State gives its children knowledge as a two-edged sword, indeed, with\nwhich they may either slay themselves or carve their way to the highest\n\nHiat we believe the\n\nhuman service.\n\nessential condition of popular\n\nThe public school merely opens to the child that oppor-\n\ntunity of training and developing his powers, his character, and his aims\n\nwhich comes from knowledge of human thought and achievement in all\nan opportunity which he alone can improve for himThe dignity, the influence, the power of the teacher's office, thereself.\nfore, are incalculable.\nLike St. Peter, he holds the sacred keys. Is any\npublic duty more transcendent than that of enabling the duties of that\ntimes and countries\n\n—\n\nmore satisfactorily, of constantly elevating it both\nhim who fills it and in the confidence and honor of the\npublic for whom he holds it ? Shall we spare any thought, any effort, any\ncost, to make the public school what we mean it to be, the corner-stone\nof the ever loftier and more splendid structure of political liberty, and to\nimpress upon the teacher by our sympathy and care the central truth of the\n\noffice to\n\nbe discharged\n\nin the respect of\n\n"}
{"page": 497, "printed_page": null, "text": "UNIVERSITIES AND SCHOOLS.\nschool system that the child\n\nis\n\n493\n\neducated by the State, not that he\n\nmay\n\nread and write only, but that the trained power and noble intelligence\nof the American citizen may tend constantly more and more to purify and\nperpetuate the American republic ?\n\nUNIVERSITIES AND SCHOOLS.\nBY SUPT. OSCAR H. COOPER, GALVESTON, TEXAS.\nMr. President Universities are the natural leaders of educational\nWhatever their outward form may be, they are essentially demoSham and shallow pretense cannot\ncratic in their character and influence.\nThe debt of modlong survive where real university life has taken root.\nern civilization to universities, from that of Athens, with its millennial\nhistory, to those of our own time, can hardly be overestimated.\nFor the\nintellectual life of the world was kindled in that noble university of\nAthens, in which, amid the rise and fall of republic, kingdom, and empire,\nthe aspiring youth of Greece, Rome, Asia, and Africa gathered to listen to\nProtagoras or Socrates or Plato or Aristotle, or some other of the illustrious teachers who made the Greek city famous for thirty generations as\n:\n\nprogress.\n\nthe seat of the greatest of ancient universities.\n\nLearning, science, litera-\n\nture, history have been preserved, perpetuated, and advanced from age to\n\nage by the universities which have thus passed on the torch of civilization.\nParis and Bologna, Oxford and Cambridge, Berlin and Vienna what\n\n—\n\nwould Europe do without these universities ?\nThis country, too, young as it is, has been profoundly affected by its\nThe highest social and political ideals\ninstitutions for higher education.\nhave ever been cherished in the atmosphere of intellectual freedom, which\n\"The truth shall make you\nis the vital air of the best university life.\nfree\" is the legend which should be inscribed over the entrance to every\nuniversity, for truth is its aim and freedom its code.\nMy subject is not the influence and power of universities, but rather\nthe relation of universities to our system of public education.\n\nI shall not\n\nenter upon the discussion of the question whether our system of public\n\neducation is the outgrowth of the university spirit in this country, but I\n\nmay profess my conviction that but for the universities and colleges we\nshould have had no public school system ; and while\n\nit\n\nis\n\nevident that\n\nuniversities do not depend directly, though they are doubtless directly benefited,\n\nby the existence of a good system of public schools, it\n\nis\n\nprobably\n\ntrue that no good system of public schools could be developed in the\n\nabsence of the influence of these higher institutions.\n\nOf course, there are universities and\n\nuniversities.\n\nThere are eight or\n\n"}
{"page": 498, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n494\n\nnine institutions in this country which are already rivaling the best of the\n\nOld World\n\n;\n\nthere are three or four scores of good colleges of which some\n\nwill doubtless become universities in the future ;\n\nand there are some hun-\n\ndreds of so-called colleges and universities which run from pretty high grade\ncollege work down to poor ungraded common schools, whose claim to being\n\nhigher institutions\n\nis\n\nbased on the attempts of professors to teach what\n\nthey do not know, and of students to learn what with such teaching they\n\ncannot comprehend.\n\nSuch institutions need not be considered\n\nin\n\nthis\n\ndiscussion, for I fear that only the evil they do will live after them.\nI\n\nam thinking now only of the true universities in their relation to the\n\ngeneral system of public instruction.\n\nThese universities, whether under\n\nState direction or the control of trustees with the power of succession,\nor wholly or in part under the direction of the alumni, are in reality\n\npublic institutions, in that they are\n\nall\n\nsensitive to public opinion, none\n\nbeing more so than those which are directed by self-perpetuating boards\nof trustees.\n\nAnd so the systems of public education, although they are\n\nlimited legally to the several States, and although\n\nmany of the cities\n\nare practically independent of the State in their school administrations, are\n\nnevertheless based on the same general principle administered in the same\n\ngeneral way, and are developing under similar lines in\ncountry.\n\nall parts of the\nIn education, at least, there is no North, no South, no East, and\n\nno West ; no higher caste, no lower, save as it is made by excellence in the\nwork done.\nIt seems to me that one may fairly claim that we have an American\nThis system has been developed along the lines of\nfreedom and individuality, yet it has been controlled in its development by\nsystem of education.\n\nthe same general principles and animated by the same general purposes.\n\nViewed as a whole, it is a ladder reaching from the gutter to the loftiest\nhuman knowledge. It is my hope and desire to contribute\nsomething to the harmonious co-operation of those who are engaged in the\nhigher, or special, and lower, or more general, work.\nFor may it not be\nclaimed with good reason that there is too wide a separation between the\nlower and the higher institutions, and that there is too little sympathy\nand co-operation between the workers in these fields ? Do we not find\nmany who are ready to urge the support and maintenance of the lower\nschools who have yet no disposition to foster the higher ?\nAnd, on the\nother hand, do we not find many favoring the higher at the expense of\nheights of\n\nthe lower when even doubtful of the advantages of universal education ?\nIt has been\n\nmy experience in a somewhat varied field to meet a good many\n\npersons of both classes ; that is, a good many persons who have no sym-\n\npathy with the fostering and support of the higher institutions, who are\nyet friendly to the lower and others who, professing allegiance and giving\ntheir service to the higher institutions supported by the State, yet are\nopposing or maintaining a critical attitude toward the schools of the people.\n;\n\n"}
{"page": 499, "printed_page": null, "text": "UNIVERSITIES AND SCHOOLS.\n\n495\n\nOur system of public instruction, which has been developed within the\nhas become in large measure inde-\n\nlast half -century in the United States,\n\npendent of our leading colleges and universities. These institutions, the\ncolleges and universities, with their eyes turned toward the Old World,\nhave been rather building up toward the ideals which have already been\nrealized in the European universities, and have to some extent separated\nthemselves from the great masses of the American people. This separation\nin\n\nsentiment and work bet-ween the universities and the lower schools,\n\nslight though it may be as yet, may have serious consequences and requires\n\ncareful consideration.\nof the public schools ?\n\nIs it the fault of the universities ?\n\nIs it the fault\n\nOr is the spirit one which is inherent in the\n\nThe last, I think, is not the true\nThe general diffusion of knowledge, universal education, is\n\nlaws of development which govern both ?\nexplanation.\n\nthe object of the public schools, and\n\nis\n\nthe object for which universities\n\noriginally existed.\n\nTime will not permit, nor have I, perhaps, the proper preparation to\ndiscuss all the elements involved in this problem.\n\nWhile professing my\n\nhearty allegiance to the university ideal and to the university life, yet in\nthe present stage of development of this country I am compelled to believe\nthat the public school is of\n\nmore importance to the national life, at least\n\nI doubt whether many\nmen adequately realize the supreme importance of universal\n\nin the immediate future, than its universities.\n\nuniversity\n\neducation, and of maintaining the agencies by which universal education\nis\n\nbest secured.\n\nIn their eager efforts to advance learning and to promote\n\nthe education of those who come to their halls they have in some measure\n\noverlooked the wider movement without, and so have failed to cast their\ndecisive influence in the direction of the improvement of the public school\n\nsystem of the country. More often public schools meet with criticism\nfrom men of this type than encouragement. Advice, if it be given, is of\nthe severely critical character which repels rather than attracts those who\nwould be most eager to avail themselves of wise counsel for the improve-\n\nment of the schools.\nOur programs should be shortened and enriched beyond question, and\nour methods of administration of the public schools are often far from\nsatisfactory, but superficial criticism and off-hand discussion of these matters will do little beyond exasperating those whom they are intended to\naid.\n\nFor it cannot be denied that our public schools in many places have\nhands of the veritable Philistines. Too often we find the\n\nfallen into the\n\nmen who are in control of public school administration destitute not only\nThe work of the\nof real culture, but of a consciousness of their need.\nschools is made more and more an end in itself, pointing to nothing higher,\nand routine and mechanical device take the place of wise direction and\nenthusiastic, earnest, and capable teaching.\nThe time has come, it seems to me, for the colleges and universities of\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nthis country to face the question of their responsibility to the system of\n\npublic instruction of this country.\n\nThe universities are popular, powerful,\n\ngrowing rich, and growing more and more in ability to influence public\nopinion.\nSome superficial university men seem to think that a crusade\nagainst the methods and aims to some extent of the public school will\nmeet the need. Nothing could be more mistaken. The public school is\ntoo deeply rooted in our social organism and exerts too profound and farreaching an influence on our national life to-be handled in this flippant,\nThe problem of the improvement of the schools is one\noff-hand way.\nwhich will tax not only the broadest culture, but the highest administrative\nskill.\n\nSo far as universities are concerned, then, the improvement of education\nwill not be secured by criticism at public gatherings of the methods pur-\n\nAnd yet I have no\nhope of any important advance in the methods, aims, and results of the\npublic schools unless the earnest and active co-operation of our higher infor the improvement in the public\nstitutions can be secured in this work\nschools, or in any system of education, will come only in response to a\ndemand from above rather than from below, from man's higher nature\nrather than from his lower and this demand must be created and enforced\nsued and the results attained in the public schools.\n\n;\n\n—\n\nby men and women of liberal education.\nWhat have the universities of this country done directly and consciously\n\ntoward the improvement of our general system of education ? Has this\ngeneral improvement of the system of education entered into their programs as a part of the conscious purpose for which the university exThis is a question of serious import. If my observation be correct,\nists ?\nit may be safely asserted that this most important purpose for which a\nuniversity should exist has been in large measure overlooked in the actual\norganization and administration even of our best institutions.\nFor the\nhighest institutions may influence and advance general education best by\npreparation, conscious and intentional, of those who shall direct and ad-\n\nminister this general system of education.\n\nI find a strange absence of the\n\nteaching spirit in many of these institutions.\n\nNoble though their work is\nand healthful though their influence is on the highest life of this nation,\nand though they are as cities set upon a hill, yet there is a strange lack,\nin some of them if not all, of what should be the central life of the university work\n\n—the deliberate and conscious preparation of men and women\n\nfor the work of teaching.\nIt seems to me that the matter\n\nhas passed beyond the point of inquiry\n\nto the point of decision ; that it is a part of the true function\n\n—indeed, a\n\nmost important part of the true function of the university— to prepare\nthose who are to administer systems of education and to teach the coming\nSchools of pedagogy, schools of instruction in the sciences,\nthat are alive to the art of teaching, should form a legitimate and essengeneration.\n\n"}
{"page": 501, "printed_page": null, "text": "UNIVERSITIES AND SCHOOLS.\ntial part of every university curriculum.\n\nuniversities,\n\n497\n\nDuring the earlier history of our\n\nwhen the population was small and the percentage of college\n\ngraduates much larger than it is now, schools were largely supplied with\nteachers from the ranks of college men ; and although there was less sys-\n\ntem, I suspect there was more effective teaching done, on the whole, in\nthose days than in these.\nAs the universities have grown in numbers and\nwealth, the style of living gradually changed and the circumstances of the\n\nmasses of the people have improved, the number of young men of collegi-\n\nwho have devoted themselves, even for a brief period, to\nteaching has been diminishing, until they form at present a small proportion of those who are devoted to this calling, and thus the university\nate education\n\ninfluence over our general system of education has been growing steadily\nless as that system has developed in magnitude and\n\nimportance.\n\nThe remedy for this state of things is, it seems to me, not far to seek.\nLet the universities take hold, in an earnest and vigorous way, of the\nproblem of how best to train teachers; let them make the training of\nteachers an important part of the university's work.\nThe tens of thousands of young men and women who flock to the short term, superficial\nnormal schools which dot the West and Northwest show how keen is the\ndesire of many of the brightest and most hopeful young men and women\nfor adequate preparation for this important work.\nIf, as Mr. Gladstone\nhas said, teaching be the most intellectual of the professions, why should\nnot a university, which is itself a teaching body, give attention in the organization of its curriculum to its most vital function? It is true that, so\nfar as the art of teaching is concerned, more may be learned from a good\nteacher than from a good book on the theory of pedagogy.\nThe same\nthing is true of chemistry or of physics or of any other science.\nIf the\npersonal presence of the living teacher were not an essential element in a\nliberal education, a large library would be more effective than Plato or\nAristotle teaching in the Academe.\nThe teachers of the United States\nwould, I am sure, greet with proper appreciation and gratitude a movement on the part of our universities toward the recognition of their work\nas one of the leading learned professions\na recognition which will be\nsecured by the establishment in these universities of properly equipped,\nwell-manned schools of pedagogy.\nAre not pedagogy and its allied sciences proper subjects for university\neducation ? Is history an important subject for university teaching, and\nis the history of education an unimportant one ?\nIs not the history of\n\n—\n\neducation the art of the history of civilization ?\n\nIs\n\npsychology a science\n\nto be studied in a university and to be taught by the ablest professors, but\nis\n\nsuch a practical knowledge of psychology as shall treat of its appli-\n\ncation to the wonderful and complex\n\nphenomena of the growing mind\n\nbeyond the sphere of a university's work?\nsubject leads\n\nPerhaps\n\nmy interest in this\n\nme to see it out of its proper proportions, but if that were\n\n"}
{"page": 502, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n498\n\nnot true, the universities themselves could do nothing, could take no step\n\nwhich would further their own development, which would deepen the\ncharacter of the work done in them more than by establishing this central\nIt does not\nschool for the study of the theory and the art of education.\nseem incredible to me that a movement of this sort especially if men of\nthe right character, men full of the subject and of the love of teaching,\nwere put in charge would be followed by a wave of enthusiasm in the\nteaching profession such as that which gathered tens of thousands of\nstudents at the old University of Paris to listen to that marvelous teacher\nand leader of men, Abelard. Some of the short-term normal schools,\nso-called, in some of the \"Western States gather thousands of students\nannually, thus showing the demand already existing for inspiration and\nTeaching is a part of the best work that\ninstruction in this noble work.\n\n—\n\n—\n\nmen do.\n\nUniversities may prepare men for the law, for medicine, for the\n\nministry, for the\nfill\n\nmany money-making professions and avocations which\nmay they not also devote some of their energy and\n\nthe business world ;\n\nfunds to the upbuilding of that profession for which the university exists ?\nThe establishment of schools of pedagogy in our leading universities would\nlargely increase the number of men of college and university training who\n\nThey would equip the men whom\n\nwould enter the general school work.\n\nthey send into the general school work so that the number of failures in\nthe work would be small and the average preparation for the work greatly\n\nThey would close up the breach in feeling and effort which seems\nThey would,\nindirectly, largely promote their own usefulness by adding to the number\nAnd they\nof their students, probably doubling them within a few years.\n\nraised.\n\nto be widening between the higher and lower institutions.\n\nwould, above all, give to our system of general education, whose fairest\nbloom and noblest fruitage have been developed in the sunlight of freedom,\ncompleteness and power which has not yet been seen in the history of the\nworld's education.\n\nDISCUSSION.\n[Reported by Supt. W. H. Maxwell, Brooklyn, N. Y.l\n\nPres. Harrison E. Webster, Union College, Schenectady, N. Y. I\nmay as well say at the beginning that I agree with the views so admirably\n:\n\nset forth by Superintendent Cooper in the paper just read.\n\nthat there is any room for criticism.\n\nI\n\nI do not see\ndo see that there may be practical\n\ncome, in the way of carrying out his ideas.\nThe term \"university,\" as used in the title of this paper, is somewhat\ndifficulties, for some time to\n\nmisleading.\n\nIn this country this word is used with great carelessness, one\nAll kinds of institutions are called universities.\n\nmight say recklessness.\n\n"}
{"page": 503, "printed_page": null, "text": "DISCUSSION.\n\n499\n\nI know of some cases where this name is used,\n\nand legally used, for insti-\n\ntutions whose educational work is not above the grade of an ordinary high\nschool.\n\nEven business schools make use of the term.\n\nIn reality there is\n\ncountry but very little university education, properly so-called.\nUnion College, over which I have to preside, has in late years been called\nin this\n\na university, simply because certain professional schools (law, medicine,\netc.)\n\nwere legally joined to it.\n\nBut the character of the instruction in\n\neach department remained unchanged by the union.\n\nIt is not a university.\n\nThe increase in the number of courses, the bringing together of a great\nnumber of students, the presence of many instructors, all this does not\nThe work remains for each group of students,\nconstitute a university.\nno matter how many groups there may be, distinctly undergraduate work.\nThe idea that a college is looking university- wards, if one can use such an\nexpression, because students from the\ncolleges,\n\nfirst,\n\nor after\n\nsome time spent in\n\ncan choose from a great variety of subjects (courses or hetero-\n\ngeneous studies, as the case may be), does not change a college into a\nThis method may be wise or unwise. For myself I think it\nuniversity.\nunwise for the average student, but that does not matter. The college\nhas its own place and work.\n\nThe university has its own place and work.\nNothing is gained by a misleading nomenclature, and much is lost. Much\nhas been said in depreciation of the small colleges, especially the small\nThis, again, is wrong. Certainly, they are not as well\nequipped as the strong, rich, old colleges of the East. But they are doing\nan excellent work. Thousands of young men, who by no possibility could\nattend one of the older and undoubtedly better colleges, can and do attend\n\nwestern colleges.\n\ntheir local institutions.\n\nIn many cases the teachers in these colleges are\n\nThey do good work.\ngraduates from the best colleges in the country.\nNothing can be better established than that the colleges are entirely\ndependent on the secondary schools for their support and success.\nschools are weak, inefficient, the college that draws from\n\nIf the\n\nthem cannot\n\nThe eastern colleges have been for many years\ndemanding more and more of the preparatory schools. The requirements\nhave a high standard.\n\nfor admission to college have been increased ; the age of graduation for\n\nthe average student\n\nis\n\nmuch greater than it was in the past.\n\nMeantime,\n\ncompetition for places in life has become sharper than ever. And now the\ncry goes out, college graduates are too old ; the course must be shortened ;\n\nmen must get into life earlier.\n\nAnd so they ought.\n\nBut if a change is\n\nto be made, let it be in the requirements for admission to college, not in\n\nthe length of the college course.\n\nAny college man will maintain that col-\n\nlege life is worth more to a young man than life in a preparatory school,\n\nno matter how well conducted. As it seems to me, no greater mistake\ncan be made than to shorten the college course. This, of course, for the\nEvery college course is arranged for the average man.\naverage man.\nThe exceptional man let him graduate whenever he has done his work.\n\n—\n\n"}
{"page": 504, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n500\n\nThere is one great trouble with the high schools. They are doing much\nwork that ought to be done in colleges, and for this they have\ngood grounds. Only a small number of the students in high school expect\nIt is well that those who cannot enter any\nor intend to enter college.\nof the\n\nhigher institution of learning should receive instruction in many branches\ncourse.\nBut in every such school\n\nwhich properly belong in the college\n\nyoung men and women who do\nThe time of preparation would then be much\n\nthere ought to be a course arranged for\n\nintend to \"go up higher.\"\nshortened, because\n\nmany subjects would be omitted. This would enFor many years I was a\n\ncourage students to go on with their education.\nteacher of natural science in various colleges.\n\nI say without\n\nhesitation\n\nthat better work can be done (in colleges) with a student who comes fresh\nto the subject than with one who through his high school training thinks\n\nthat he understands the subject.\n\nI conclude in this wise\n\nIn our high schools the teaching\n\nwho give their lives to it.\n\nis\n\nexcellent.\n\nBut there ought\n\n:\n\nAll honor to those\n\nto be preparatory courses\n\nfor colleges, including only such subjects as are required for admission\nto colleges.\n\nThat if any change is\n\nto be made so as to shorten the time for college\n\nstudents, it should be made in the preparatory course.\n\nProf. S. G. Williams, of Cornell University,in continuing the discusemphasized a statement of the paper, that educational progress had\nuniversally received its impulse from above, from whatever higher centres\nThis was a most important consideration\nof learning anywhere existed.\n\nsion,\n\nnnd one that ought never to be\n\nlost sight of in discussing the questions\n\nof higher learning; that the spread of civilization\n\nand enlightenment is\n\never downwards from higher levels ; and that the lower and lowest masses,\neasily satisfied\n\nwith small acquirements or absorbed in their material\n\nwants, are unconscious of their higher needs, and hence are unlikely to\n\nmake unaided efforts to rise.\n\nThis was well illustrated by the old meand Oxford. Meager and barren\nas what they taught seems to our modern eyes, they were a source of indiaeval universities, like Bologna, Paris,\n\ntellectual\n\nquickening at a time of deep mental darkness.\n\nAstonishing\n\nnumbers of youth flocked to them from widely separated regions, and on\ntheir return home became centers of enlightenment to all around them.\nThus these institutions began that elevation of the nations that resulted\nin the sixteenth-century renaissance.\nIt was of interest in this connection to observe that the earliest privilege\n\nconferred by the old universities, and the one most coveted, was the\n\n\" licencia docendi,\" or the right of teaching anywhere in Christendom.\nThat is, they sent armies of teachers into an ignorant world, and these,\nthough often poorly equipped and far from respectable, like the \" Vagants,\"\nmade it far less difficult to get instruction of some sort than De Nogent\n\n"}
{"page": 505, "printed_page": null, "text": "—\nDISCUSSION.\n\n501\n\ndescribes it in the last half of the century which preceded the rise of uni-\n\nThis interesting function of the universities has been very\n\nversities.\n\nimproved upon in principle until the present century, when we have\nbecome conscious that the art of so presenting knowledge that it shall\nbecome to the learner a source of intellectual strength and spiritual elevation, is at least as essential to the teacher as knowledge itself.\nIt is only\nlittle\n\nwithin the past eighteen years that higher institutions in English-speaking\ncountries have recognized their duty to provide properly equipped teachers\n\nand it is interesting to note how rapidly the idea\nin the United States.\nAlready in this country we see chairs of pedagogy established in three of\nthe foremost institutions of New York, one in Philadelphia, and several\nin the great and prosperous States of the West, in Iowa first of all.\nThe term higher institutions was designedly used, because the speaker\nbelieved it must be conceded that we had yet no university pure and\nsimple, i. e., one in which all subjects offered were opened freely to the\nchoice of students that they might select therefrom what they believed\nbest suited to their intellectual wants or their professional intentions.\nOur oldest and most richly-endowed institutions are still modeled more\nYet there is a notable\nor less on the college idea of prescribed courses.\nfor example, in Harvard,\nprogress university-wards in not a few of them,\nColumbia, Cornell, and some others, in throwing open the higher culturein this latter sense ;\n\nhas borne fruit in Scotland, in England, and\n\n—\n\nstudies\n\nto\n\nEvolution in this direction will doubtless\n\nfree selections.\n\nproceed by the sloughing off of the lower reaches of study, and all that\nis rigidly\n\nprescribed, leaving these to the college proper, where they prop-\n\nerly belong;\n\nand when this process is finished, and complete freedom of\n\nhigher study is accorded to the student, then will the American university\nbe completely differentiated from the college, and each without rivalry\nwill do its own proper work.\n\nThe early universities grew up about famous schools of some specialty,\ne.\n\ng.\n\nBologna from a school of law, and Paris from a school of theology,\n\n—to which were added by subsequent accretions, instruction in the other\nThus arose the four faculBut the higher needs of later\n\nsubjects of intellectual interest to those times.\nties of arts, theology, law,\n\nages are by\n\nand medicine.\n\nno means circumscribed within these time-honored limits.\n\nThe progress of arts and industries has created an imperative need of\nhigh professional training, especially in architecture, agriculture, and\nthe several lines of engineering.\nProvision for these not being made in\nexisting universities, the tendency has been to establish for them special\nschools.\nThis tendency, the speaker believed, should be discouraged.\nAll professional studies should be placed on an equal footing by the\n\n—\n\nfuture,\nthat young men engaged in any specialty\nmight enjoy the inestimable advantage of rubbing their brains against\nthose of men with widely different views, and so gain a truer estimate\n\nuniversity of the\n\n"}
{"page": 506, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n502\n\nof the relations of their\n\nown calling to all\n\nother objects of\n\nhuman in-\n\nterest.\n\nProf. Williams did not wish to conclude his remarks without expressing\nhis disagreement with what he\n\nthought the too exclusive emphasis laid\nby a previous speaker on lauguages and mathematics as college studies.\nGreat and worthy departments of study, both of them, but by no means\n\nWe may conveniently assemble school studies and employments into\n\nall.\n\nfive great groups, viz.\n\n:\n\nLanguage, in which the vernacular should be em-\n\nphasized, the sciences of nature, history, mathematics, and those employ-\n\nments which call into play the manual capabilities while they cultivate\ntaste.\nNow, while he was ready to concede that language should receive\na larger measure of attention than any of the others on account of its\nvery great importance, he did not believe that subjects from any one of\nthese groups should be absent from any portion of the prescribed curriculum, from primary grade to college. Thus only could we best train up\nmen who should add all-sided interests to the complete command of all\ntheir faculties.\nThe exhaustive study of any group is of course impossible, but the method and spirit of all may be sufficiently mastered\nand\nthis mastery is essential both for its spiritual benefits, and for future\nindependent work at the true university.\nFinally, the speaker believed that, by complete and conscious recognition of its primacy in educational progress, of its duty in the pedagogical\npreparation of the higher class of teachers, and of the propriety of including within its scope every high class of human interests, and by\nencouraging, as they well may, an all-sided culture in all educational establishments below them, the great American universities towards which we\nare rapidly growing, would fully meet the not unreasonable demands of\nthe excellent and thoughtful paper under discussion.\n;\n\n—\n\nMe. Nicholas Murray Butler, of Columbia College and the New\nYork College for the Training of Teachers, said that one of the most interesting chapters in the history of modern education, when it comes to be\nwritten, will be the account of the working out of a system of education,\n\nelementary and higher, in the United States, suited\ncharacteristics of the people.\n\nto\n\nthe needs and\n\nThe marked difference at the present time\n\nbetween the general educational organization in this country and in Europe\nis to be found in the fact that in Europe the elementary school is not as a\nrule in complete co-ordination with the secondary school and the university\nwhile in the United States the connection between the elementary\nand the secondary school is complete, but that between the secondary\nschool and the university is wanting.\nTherefore, the specific problem in\n;\n\neducational organization that the American people have to deal with at\nthe present time is the co-ordinating of the secondary and the superior\ninstruction.\n\nThis will be done by the high schools, the academies, and\n\n"}
{"page": 507, "printed_page": null, "text": "DISCUSSION.\nthe colleges.\n\n503\n\nIn this organization the American college will always con-\n\ntinue to occupy a prominent place.\n\nThe American college has no exact\n\nIt has grown up here as an indigenous institution.\n\ncounterpart in Europe.\n\nOrganized originally as a high school, it has grown and developed until it\nhas come in some instances dangerously near being a university.\n\nIt\n\nis\n\nan uncertain and highly\nunstable position, that has led to so much confusion in our language and\nour thought regarding superior instruction. The college should rest upon\nthe high school, and should not raise its requirements for admission to\nthis fact, the fact that the college has occupied\n\nsuch an extent that high school graduates may not pass easily and naturit.\nThe contemporary demand for a shortening of the time\ndevoted to obtaining both a college and a professional education is a sound\n\nally into\n\none,\n\nand must be heeded.\n\nThe shortening, however, should not take\nThat is in many ways the\n\nplace at the expense of residence in college.\n\nmost valuable feature of American higher education. It cannot be sacriThe problem can best be met by welding the\ncollege and the professional school together, and admitting certain preficed without gravest loss.\n\nliminary professional studies, as electives, into the course leading to the\ndegree of Bachelor of Arts.\n\nThe university is a wholly different institution from the\n\ncollege,\n\nand\n\nwhile in this country we have scores of nominal universities, the real ones\n\nA college, in which the\nA group\nof professional or technical schools is not a university.\nA college and a\nmay be counted on the fingers of a single hand.\n\ncourse of study is elective wholly or in part, is not a university.\n\ngroup of professional and technical schools taken together is not a univerA university must have for its heart and soul the great philosophical\nsity.\nfaculty of the Germans the faculty which finds its reason for existence\nin the preservation of the humanities and in a careful and loving study of\nphilosophy, philology, and letters.\nA university is marked by the timehonored freedom in teaching, and freedom in study it knows no trammels, no compulsion.\nIt is not a disciplinary institution, but rather a\nfield for research and investigation.\nAt the university the bounds of\nknowledge will be continually widened, and the leaders of the future\ngeneration in science and literature trained to their work.\nProfessional\nschools or faculties, apart from the philosophical faculty, have always become technical and narrow, it is the philosophical faculty that is the real\nuniversity centre.\nIts spirit and insight must regulate and inspire all of\n;\n\n;\n\n—\n\nthe associated faculties.\n\nThe university owes a duty to the teaching profession. Originally the\nThe original examination for\n\nuniversity did nothing but train teachers.\n\ngraduation, if one may call it such, was nothing but a test to enable the\n\nstudent to pass from the ranks of the scholars discentes to those of the\nscholars docentes.\n\nOne of the great struggles in early university history\n\nwas that concerning granting the privileges of the degree to persons who\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ncould pass the examination, but had no desire to teach.\n\nThis extension\n\nof the university privileges was wise, but it has gone so far that the duty\nto the teaching profession has been forgotten.\n\nNow, in this country and\n\nwithin the last decade, attempts are making to have the university, wherever it is found, undertake again the inspiration of the teaching profession.\n\nAt many of our universities chairs of pedagogy are being established.\nThought is being devoted to the question. The movement is a great one,\nand is destined to grow. The great obstacle to its advance is found in\nthe lack of men trained to undertake these high and responsible positions.\n\nWe need men to devote themselves to the study of education in order to\nrepresent it in the universities and make its development complete.\n\nWhen\n\napex and crown of the\nAmerican educational system, but it will be its life and heart. From this\nhighest institution will go out lines of influence and strength to the lower,\nwelding them together into a consistent and coherent whole.\n\nthis is done, the university will not only be the\n\nSupt. Eugene Bouton, Bridgeport, Conn., claimed that what was left\nout of the high school was also, as a rale, omitted in college.\n\nHe had\n\nreceived no instruction in botany in the high school, and the omission\n\nhad not been supplied in college. Students could receive no instruction\nin music during the college course.\nPreparatory schools should teach\neverything required in practical life.\n\nMr, George H. Martin, Massachusetts, claimed that it is not true\nThe lower institutions\nThe establishment of departments\nhave profoundly affected the higher.\nof pedagogy in universities has been the result of demands made upon\nthem by the representatives of the public schools. This influence has\ncome from below.\nthat all influence has been from above downwards.\n\nPres. G. Stanley Hall, of Clark University, said that there is a disOn one side of it\nwe find the Philistinism of the common school teacher on the other the\nHe had asked the leaders of high\nexclusiveness of the university man.\n\nastrous chasm between the university and the schools.\n\n;\n\neducation in Massachusetts to attend the next meeting of the National AsHe\nsociation at Toronto, but many of the replies were not encouraging.\n\nhad had to stand some suspicion himself at the hands of his university\nbrethren because he had made a practice of attending teachers' meetings.\nThe chief disease to-day of the educational system of America is the isolation\nbetween the higher and the lower elements. There are, however, hopeful\nsigns on both sides that the interregnum of divergence is drawing to a\nclose.\n\nHe had seen three hundred teachers of the public schools of New\n\nYork and vicinity receiving admirable instruction in a school of pedagogy\nin\n\nNew York.\n\nHe exhorted his hearers, however, to try to understand\n\nthe many and great difficulties which the authorities of a university have\n\n"}
{"page": 509, "printed_page": null, "text": ";\n\nMEANS AVAILABLE FOR PREPARATION OF TEACHERS.\nto meet in establishing schools of pedagogy.\n\n505\n\nThe great difficulty in Bal-\n\ntimore, when he was professor of pedagogy in the Johns Hopkins University, was to find, young men who would devote themselves to pedagogy.\n\nAnd yet the field is most inviting to any one who will devote himself to it.\nNever before was there such an opportunity for any young man who will\nburn his bridges behind him, and devote himself heart and soul to the\nhistory and philosophy of education.\n\nWHAT PRESENT MEANS ARE AVAILABLE FOR THE\nPREPARATION OF TEACHERS FOR THEIR WORK.\nBY STATE SUPERINTENDENT HENRY SABIN, OF IOWA.\n\nThe purpose of this paper is to deal with real, actual conditions.\n\nThe\n\npast is past.\n\nA wise providence has put into the hands of to-morrow the power to care\nfor itself.\nIt is our duty to see that the means of to-day are sufficient for the things\n\nof to-day.\nI propose to confine the scope of this discussion entirely to cities of not\n\nover 15,000 population, and to country schools.\nFor the preparation of teachers we are confined to\nuniversities ;\n(4)\n\n(2)\n\nnormal schools\n\n;\n\n(3)\n\n:\n\n(1) colleges\n\nand\n\nhigh schools and their graduates\n\ncounty institutes.\nmay be asserted in the beginning that, except only the question of\n\nIt\n\nmoral training, all other questions sink into insignificance compared with\nthis of supplying the schools in our smaller cities and towns, and in our\ncountry districts with competent teachers.\nThe establishment of professional schools of a high order, schools of\nOnly through their instrumentality can we\npedagogy, is very desirable.\nhope to formulate the principles upon which the science of teaching is yet\nto be built.\n\nIn fostering a spirit of research and investigation, and in\n\nstimulating thought, these schools exert a healthy influence in controlling\n\nthe educational drift of the times.\n\nBut this is a country of immense distances.\n\nThe bright lights which\n\nshine along the Atlantic coast are hardly discernible beyond the Alleghanies.\n\nThe influence which comes from such schools may eventually prove\n\nthe leaven which is to pervade the whole mass, but in the meantime the\nchildren are eating unleavened bread.\n\nThe establishment of a chair of pedagogy in the college, which is deservedly looked upon with favor, is sometimes a help and sometimes a hind-\n\n"}
{"page": 510, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n506\n\nerance.\n\nIt is a help when it is filled by a man who is the peer in intellec-\n\ntual ability and requirements of any man in the faculty ;\n\nit is a hinderance\n\nwhen it is simply an annex intended to draw students, or is only an attachment to some other chair, to be filled with what spare moments can be\nSuch chairs have proved a great help to the cause of educagiven to it.\nBut in order that\ntion, and they exert a wide influence in many States.\nthe chair of pedagogy may be a help the course must be made as thorough,\nit is a hinderance when\nas exacting, as exhaustive as any in the catalogue\nthe course comes to be looked upon as a by-way through which indolence\nand mediocrity may easily reach the summum bonum of the student's\n;\n\ndesire\n\n—a degree.\n\nOn the whole, the tendency to establish such chairs in our larger institutions is to be regarded as a subject for congratulation.\nIt has\n\nbeen suggested that institutions like Yale, Harvard, Columbia,\n\nVassar or Wellesley, rich in their endowments, and strong in a history of\nwhich they are proud ; or universities depending upon the State, should\nestablish schools of pedagogy equal in standing with the law or the medical\nschool or the school of art yet there are numbers of the smaller colleges\nwhich cannot support an additional chair.\nThese fresh-water colleges, as some one has called them, have small\nendowments, inexpensive buildings, meagre libraries and inadequate apparatus.\nTheir professors receive but little in the way of compensation, and\nAnd yet these same insignificant fresh-water\ntheir classes are small.\ncolleges are giving tone and texture to the religious, political and educational character of that great section which is the very heart of the nation.\nShall we say to these graduates, as we infer from the tone of our educational journals that some are disposed to say, because they have had little\nor no professional training, because they have not read certain professional\n;\n\ntreatises, or have not studied the history of\n\neducation along certain lines,\n\nthat we have no place for them in our work ?\n\nPossibly at the East the\n\nsupply so far exceeds the demand that you can\n\nfill\n\nyour schools with\n\nteachers who are adepts in psychology and skilled in pedagogy ; but at the\n\nWest we need these men and women and our wants are imperative and\nimmediate.\n\nWe cannot always stop to put the raw recruit into the awkward squad\nto be drilled ;\n\nwe are compelled\n\nto\n\nput him into the ranks beside the\n\ntrained veteran, and he has to learn the trade of the soldier in the face of\nIt sometimes happens that we have only five barley loaves and\ntwo small fishes, and there is an immense multitude to be fed. The miracle\nwhich the Master performed by the Sea of Tiberias has to be performed\nagain and again in some sections of the country.\nIn every State are many small cities and villages in which the principal\n\nthe enemy.\n\nof the school teaches certain branches in the highest grade, but spends\n\nmost of his time in supervising.\n\nFor men and women\n\nto fill such places\n\n"}
{"page": 511, "printed_page": null, "text": "MEANS AVAILABLE FOR PREPARATION OF TEACHERS.\nwe are forced to look to the graduates of our colleges.\n\n50?\n\nThey must be\n\npersons of growing scholarship ; they must be cultured in the sense in\nwhich culture means depth, not polish ; solidity of foundation rather than\n\nThey must have that power of concentration which\nfrom close application that grasp of mind which enables the individual to so comprehend the thoughts and ideas of others as to make\nbeauty of exterior.\n\nconies\n\n;\n\nthem available for his own purpose. In a word, the man who is to direct\nothers in teaching must himself know by what process he acquires, retains,\nand reproduces knowledge. Practice gives a man skill in many things,\nthe methods and reasons of which he fails clearly to understand.\nI do not assert by any means that every college graduate is fitted to be\na supervisor of city or village schools, nor do I assert that every successful\nsuperintendent is per force a college graduate; but I do assert, without\nhesitation, that the standard college is an excellent preparatory school for\n\nnumber of teachers.\nThe man who is at the head of a system of schools in a city of 10,000\n\nthose who are to act as supervisors of a considerable\n\ninhabitants ought to be able to form, control, and direct the educational\ninfluences of the people of that city.\n\nHis very presence should be an inspi-\n\nration not only to his pupils and teachers, but to every friend of the schools\n\nwith whom he comes in contact. Strong in intellect, upright in character,\nthorough in scholarship, his emotional nature well developed, the city\nsuperintendent has before him an almost unlimited field for usefulness.\nIf I were looking for a man to place at the head of the schools of a city of\n5,000 to 15,000 inhabitants, I would look for him among the graduates\nand by a reputable college I mean one in which\nof some reputable college,\ngraduation conies only at the end of four years of patient, intelligent,\n\n—\n—\n\npersistent study.\nIt cannot be disputed that, previous to the civil war, the schools of\n\nNew\n\nEngland were largely indebted to the students from the colleges, who were\naccustomed to teach in them during the winter months. There is sex in\nmind as there is sex in nature. The masculine and the feminine minds\nThis annual infusion of the mascuare complements each of the other.\nline mind, together with the fact that these students were\n\naccustomed to\n\nself-exertion and self-activity, aided in giving manly vigor and intellectual\n\nstrength to the entire community.\n\nBrawny, brainy men, their work was\n\nseen in the pre-eminence which New England held so long in the councils\n\nWe need this stimulating, vivifying, impregnating influof the nation.\nence in our schools to-day ; and I know not where to find it unless by encouraging the graduates of our colleges to enter the profession of teaching.\nShall we take them without any special training ? Yes, if we can get\nthem in no other way. Until there is a marked change in the wants of\nour schools, I, for one, will never be guilty of putting up a pedagogical\nbar for the purpose of keeping them out.\nShall we say that special preparation for the teacher's work is not desir-\n\n"}
{"page": 512, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n508\n\nable ?\n\nare\n\nCertainly it\n\nis\n\nvery desirable, but\n\nonly four indispensable requisites,\n\nit\n\nis\n\nnot indispensable.\n\nThere\n\n— knowledge of subject-matter,\n\nuprightness of character, a desire to improve, and common sense.\n\nWith\nwe may build an Arnold, an Agassiz, or a PhilIf any one of these requisites is wanting, no amount of professional\n\nthese as a foundation\nbrick.\n\nstudy or reading of educational books can supply the deficiency.\n\nThere\n\nhas broken out lately a mania for high intellectual development, which the\nteacher expects to attain by reading a book a month.\n\ntimes become gormandizers of books.\n\nTeachers someDickens says of one of his school-\n\nmaster characters, after enumerating a long list of his requirements\n\"Ah, rather overdone, Mr. Choakumchild. If he had only learnt a little\n:\n\nhow infinitely better he might have taught much more \"\nHowever, if these graduates come into our schools, we ought to open to\nthem every possible avenue of growth. If the State board of education,\nin a State where such a board exists, or the State board of examiners,\nwhere there is such a body, or even the associated colleges of the State,\nwould mark out a course of reading and study, covering not less than two\nyears, and at the end of the time would give to those who had carefully\nread it, and could prove their success in their work, a testimonial of some\nkind, not a degree, which would entitle the holder to a professional standing among the teachers of the State, it would be a practical step of great\nvalue.\nSuch a course should be limited and carefully chosen. It should\nembrace less of the science and more of the art of education, if these can\n\nless,\n\n!\n\nbe separated.\n\nIt should treat largely of school economy ;\n\nthe construction\n\nmethods of lighting, heating, and ventilating the rooms. School hygiene and sanitation should be made especially\nstrong.\nIn many instances new buildings are defective in most vital\nof school buildings; scientific\n\nrespects, not because the school directors are miserly or even indifferent,\n\nbut because to the stupidity of the architect is added the ignorance of the\nschoolmaster, upon whose supposed wisdom the authorities depend. Such\na course should concern itself very largely with facts connected with the\nimmediate wants of the school.\n\nThe men and women who are to act as supervisors in the class of cities\n(1) To know the branches\ntaught in the schools\n(2) To know those related things which closely\nof which I am speaking need two qualifications\n\n:\n\n;\n\nconcern the welfare and comfort, as well as the growth, of teachers and\nIf they have these essentials, we can trust them\n\npupils under their care.\nfor what lies beyond.\n\nWhen we attempt to push our inquiries so as to consider the available\nmeans\n\nfor\n\nprocuring suitable teachers for high schools, the problem\n\nbecomes complicated by some unfortunate conditions. Chief among these\nis the large number of branches in which a teacher is expected to instruct.\nIn many cases no attempt is made to even group cognate branches. In a\nlist of high schools before me, one teacher is expected to instruct in\n\n"}
{"page": 513, "printed_page": null, "text": "MEANS AVAILABLE FOR PREPARATION OF TEACHERS.\ngeometry,\n\ncivil\n\n509\n\ngovernment, political economy, physics, language, and\n\narithmetic ; another in mathematics, English literature, history, rhetoric,\n\nand physical geography yet another in English grammar, political economy, astronomy, and the sciences.\n;\n\nIt is\n\nnot unusual to find a high school course requiring instruction in\n\nand in some cases seven, different sciences. I do not know of any\navailable means of providing competent teachers for these schools as long\nas every man's hobby must find a place in the curriculum, and fourteen\nweeks is considered ample time to perfect the pupils in any one of the\n\nfive,\n\nsciences.\n\nThere are four propositions worthy of consideration\n1.\n\n:\n\nPedagogical research, educational inquiry, the study of methodology\n\nalone, can never constitute a man a teacher.\n\nthe teacher a mere automaton\nthis direction.\n\nis\n\nThe machine which makes\n\nalready producing alarming results in\n\nIn many of our schools we are approaching the dangerdwarfing\n\nline of killing off individuality, of crushing out spontaniety, of\n\nthe teaching ingenuity, by reducing everything to the dead level of certain\nso-called philosophical methods.\n\nWe are training the teachers to follow\n\nthe ruts.\n2.\n\nThere\n\nis\n\na failure with\n\nteachers, if I\n\ndistinguish between an individual\n\nmay use the expression, to\n\nmethod and a representative method\n\n;\n\nbetween an arrangement which is the invention of the person using it,\npartaking largely of the nature of a device, and a method which is typical\nwhich exemplifies the essential characteristics of all related\nin its nature,\nmethods. A device is the creation of the teacher, a method is based\n\n—\n\n—\n\nupon eternal truths.\nOur schools of methods are very often only schools of devices.\n3. The school which gives its students power of thought, clearness of\nexpression, aptness of illustration, and a desire to grow, is a good fitting\nwhat branches are taught there is of secondary\nschool for its teachers,\n\n—\n\nimportance.\n4. To build a wall of partition in the normal school, or in the college,\nand say that the studies on this side are purely academic, and those\non that side purely professional, is the concentration of stupidity. The\nmost successful normal school is that which most closely combines in its\nThe attempt\ndaily work educational thought and educational practice.\nto separate them combines the worst elements of a blunder and a crime.\nIt is a fact that the colleges and normal schools do not realize that it\nis\n\ntheir province to prepare teachers for high school work.\n\nreach this point certain results will follow.\n\nWhen they\n\nThey will no longer attempt\n\nto prepare teachers for their work by reading\n\nand studying a few books\n\nduring the last half of the course. The science and art of education will\nThere will be no less academic work,\nbe taught during every exercise.\nEach lesson will be taught as\nbut it will be of a very different kind.\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nbased upon educational principles ; the student will be required to study\nwith two ends in view, as he would teach his pupils to study it, and\n\n—\n\nit\n\nas he himself should study it if he were to teach it.\n\nArithmetic or geography should be just as much a professional study in the normal school\nEvery exercise should have\nas psychology or the history of education.\nA teacher said the other day, \"I did not stay at the\na school-room side.\nnormal long enough to do me much good. I was there only a year.\"\nSuch a case argues a deficiency of brains somewhere, either on the part\nof the teacher or on the part of the instructors in the normal school. The\nacademic and the professional should assume their rightful relations, one\nbeing necessary to complete the other. As it is, the academic seems to the\nordinary student to be separated from the professional by a gulf almost\nas unfathomable as that which separated the rich man from the beggar\nin Abraham's bosom.\nSuch a condition of affairs surrounds the institution with a devitalizing\natmosphere which is the sure precursor of death to the teaching spirit.\nThe colleges and the normal schools complain that high schools send them\nDid it ever occur to them that\nstudents poorly fitted for advanced work.\nsuch students are the legitimate result of employing the graduates of\nthese very schools as instructors ?\n\nThe normal school which makes excellency of scholarship a subordinate\naim, makes a very grave mistake.\n\nOn the other hand, the instructor\n\nwhose only aim is to induce excellency of scholarship, has no place whatWhen these things are understood and\never in a normal school faculty.\npracticed there will be a stronger incentive for students to remain and\nIn proportion as they have been brought into confinish their course.\ntact with the living teacher, as knowledge has become growth, as instruction has engendered inspiration, they will sooner come into close sympathy\nwith their work, they will enter more heartily into the spirit of the\nschool, and will exert in a little time a wonderful formative power over\nthe plastic minds of their pupils.\nIn supplying teachers for our primary and grammar school grades, our\nhigh schools ought to be more available than they are. It is true that\nin many places young ladies are induced to remain and graduate in the\nhigh school, with the hope of thus securing a position as teacher at home.\nIt sometimes happens that four-fifths of the teachers in a small city\nSuch a course frequently, not always, brings\nare of home manufacture.\n\n—\n\nabout a reign of undiluted imbecility in the schools ; yet so strong are the\npolitical and religious environments that it is almost impossible to pre-\n\nscribe any adequate remedy.\n\nIt is\n\none of the weak points in our school\n\nsystem.\n\nThe course of study, as usually administered in the high school, does\nBoth the manner of study\nnot fit pupils to become competent teachers.\nand the manner of reciting are faulty. Pupils study to recite ; they recite\n\n"}
{"page": 515, "printed_page": null, "text": ":\n\nMEANS AVAILABLE FOR PREPARATION OF TEACHERS.\n\n—\n\nand\n\nforget.\n\nPerhaps\n\nit\n\n511\n\nmay be true of other grades, as well as of the\n\nhigh school, that, in the finer sense of the words, there\n\nis\n\nin our school\n\nwork too much education and too little instruction ; too much of an\nWe endeavor to compel\neffort to lead out, and not enough to build in.\nAs some one has expressed it, the children are forced to\ndevelopments.\nWe can give the plant soil\nclimb so fast that they have no time to grow.\nand heat, sunlight and moisture, but the manner of its growth is a mystery not given man to solve.\n\nThe effect of this is felt when the pupils come to the teacher's estate.\n\nWe do not begin the work of preparing them to be teachers soon enough\nit\n\n;\n\nshould commence in the primary room, and continue through each\n\ngrade.\n\nOccasionally we find a high school which is renowned in all the surrounding country for sending out successful teachers. In such a school,\nif we investigate, we always find certain conditions\n1. Pupils are taught how to study with a view of getting the most out\nThey practice vivisection on\nof a subject, not simply out of the book.\n\nevery subject they take up.\n\nThey are taught to exhaust the means at their command. If it is\nhome or at\nSuperabundance of\nschool, they make the best use possible of them.\n2.\n\nonly a dictionary, an encyclopaedia, a few reference books at\n\nmeans is sometimes a source of waste to the student.\n3.\n\nThe pupils are expected to ask questions as well as answer them,\n\nand the teachers are expected to answer questions as well as ask them.\nThe independence, which the pupil thus gains, goes with him into his\nschool, and serves him well in the absence of strictly professional training.\nIt enables him to solve, without the aid of a key, the innumerable problems\n\nwhich present themselves almost daily in the school-room.\nEnthusiasm is the life of good school work. Thus the pupils during\nfour years acquire so great devotion to their work, they become so aglow\nwith the delight of acquiring and imparting knowledge that it becomes an\nappetite, as it were, and they are not happy except when under its influence.\nThere is not much dependence to be placed upon a normal course connected with the high school, unless it can be maintained entirely separate\nfrom other courses. Ordinarily it differs from them in no particular except that, during the last year of the course, the class read certain books,\nwhich are supposed in some mysterious way to impart to the learner the\nart of teaching.\n\nA better plan in a city of ten thousand people is to gather the graduates\nof the high school,\n\nwho are to teach in the city schools, into a building of\n\nPut them into active work, but place over them an experienced teacher, one whose entire time is taken up in the supervision of the\n\nfour rooms.\nbuilding.\n\nMake this training to consist mainly in acquiring the minutiae\n\nof school\n\nmanagement, at the same time selecting a few books to be read\n\n"}
{"page": 516, "printed_page": null, "text": "—\n512\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nand analyzed, under the care of the principal of the building.\n\nIn order\n\nto induce the best material to enter the school, pay these teachers a small\n\namount from the beginning, increasing it slightly every three months, as\nAt the end of each year there will be a sufficient\nsuccess warrants it.\nsupply of fairly competent material to fill most vacancies, excepting always\na few important rooms, which must be filled by more experienced teachers.\n\nThis does not form an ideal training school, but I know of no better, or\nmore practical way of utilizing the products of the high school in a small\ncity.\n\nThe attempt of normal schools to raise the standard, as they term it, is\nin itself commendable from one standpoint ; but when the growth, instead\nof reaching out in all directions, is in one only ;\n\nwhere breadth is sacri-\n\nficed to attain height, the wisdom of the step is at best very questionable.\n\nThe best preparation possible under the\n\nI desire not to be misunderstood.\n\ncircumstances should be demanded of those desiring admission, but every\nschool must be governed by its own environment.\n\nThere are two ways that suggest themselves, by which we may increase\nthe efficiency of a normal school.\n\nWe may raise the entrance standard\n\nand increase the requirements for graduation, or we may illiminate from\ntime to time all incompetent material, by saying to those who give no\nevidence of any teaching ability that they must for their own interests, as\nThis\nwell as for the interests of the schools, seek some other avocation.\nlatter course would certainly tend to disabuse the public of the idea that\nanybody can be manufactured into a teacher.\nIn one respect the standard cannot be too high. Whatever the applicant\nknows he should know thoroughly. Let him come with a thorough knowledge of a few things rather than with a superficial knowledge of a multitude of things. The trouble with those who seek admission to the normal\nschool is not that they know so little, but that they claim to know so much.\nThis we ought never for an instant to forget That the sole purpose for\nwhich the normal school was founded and is maintained is the preparation\n:\n\nof teachers for the common schools of the State.\nIf we need competent teachers anywhere, we need them in the grades\nand schools in which four-fifths of the pupils are educated.\nIt is possible for the normal schools to offer the graduates of our high\nschools, and the best teachers in our country schools, a two years' course,\nSuch a\nnot an attachment to some other course, but complete in itself.\n\ncourse should comprise\n1.\n\n:\n\nA thorough review of the common English branches, from the teach-\n\ning point of view.\n\nSome one has objected that knowing a subject does\n\nnot always enable one to teach\nthat direction.\n\nit.\n\nVery true, but it is a long stride in\n\nA prolific source of incompetent teachers is not the ina-\n\nbility to communicate knowledge but the absolute ignorance of the subject-\n\nmatter beyond what is contained in the text-book found in the hands of\n\n"}
{"page": 517, "printed_page": null, "text": ";\n\nMEANS AVAILABLE FOR PREPARATION OF TEACHERS.\n\n513\n\nboth pupils and teacher, and sometimes there is manifest ignorance even\nof that.\nIllustrative teaching setting forth the best methods,\n\nand giving the\ndo not mean wholly the study of methods\nas laid down in some text-book, but the daily exemplification of such\nmethods as experience has demonstrated are most suitable for use in the\n2.\n\nstudents practice in the same.\n\nI\n\ncommon school.\n3.\n\nA limited course of reading in history and literature, designed to\n\nteach the use of books, as available for purposes of investigation and re-\n\nA small library even will open to them an immense field.\nSo much of school law as bears directly upon the duties of teachers,\ntheir powers and their rights\nschool hygiene and sanitation ; and some ac-\n\nsearch.\n4.\n\n;\n\nquaintance with the\n\nfirst\n\nprinciples, the practical truths of psychology,\n\nmeasuring the instruction very largely by the comprehension of the individual members of the class.\n\nThree things should be said here regarding this elementary preparation\nof teachers for their work :\n1. Teachers should be carefully trained to know and regard the laws\nwhich pertain to sound physical health. The body of the child is of as\nmuch consequence to him as his mind, and the teacher has no more right\n\nto trifle with the one than he has with the other.\n2.\n\nties,\n\nThe individual peculiarities of each child, his wants and his capacidemand of the teacher close thought and observation. This is justice\n\nto fail or neglect to\n\ndo it, is injustice.\n\nThis, too,\n\nmust be part of the\n\nteacher's training.\n3.\n\nIn order that the instruction and discipline may, as far as possible,\n\ncounteract the influences that are fast warping the life of the child out of\nall comeliness and symmetry,\n\nattention to the environment and home-life\n\nof the pupils cannot safely be neglected.\n\nThese things should be empha-\n\nsized in training teachers, even if we are forced to neglect other things of\n\nmore ambitious names.\nPart of the aim of illustrative teaching should be to enable those who\nare to teach in village and country schools to construct forms, solids, maps,\ncharts, and simple apparatus at very little expense.\n\nI\n\nsay it with rever-\n\nence akin to awe, as one who may be charged with trifling with sacred\nthings, that no reading of psychology, no depths of pedagogical lore, no\n\nstudy of educational history, no knowledge of methods learned from books,\n\ncan compensate for a lack of that power which enables the village schoolmistress to stand, crayon in hand, before the blackboard and illustrate the\nlesson, or to construct her apparatus or appliances from the cheap articles\nshe can obtain at the country store, or to use the things of\n\ncommon life\n\nto make clear the truths of nature to the minds of her wondering pupils.\n\nDr. Klemm, in his \"European Schools,\" speaks of finding village schools\nwell supplied with home-made apparatus, and he contrasts it with the in-\n\n"}
{"page": 518, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n514\n\ndescribable poverty found in the schools in this country, in some of which\n\nnot even a blackboard is provided.\n\nI would not willingly be guilty of the\n\noffense of precipitating a discussion\n\nupon manual training at this time,\n\nbut if the preparation of the teacher included a knowledge of the use of a\nfew tools, a skilled hand, and a trained eye, he would not stand utterly\nhelpless in the absence of some simple appliance, or a piece of apparatus\nneeded in his class work for purposes of instruction or illustration.\nThis skill in handicraft his course in the normal school ought to give\nhim.\nThere are schools which do this, but you can look through a score\nof catalogues and not find one which gives prominence to instructing\n\nteachers in the use of material.\nI am not speaking of any one State but of a nation of forty-four States,\n\nin many of which the need of this elementary training is severely felt, and\n\nthe means for supplying i t are very inadequate.\n\nThis brings us to the consideration of a most important factor in the\nNearly if not\nquite one-third of our teachers in the country schools have had less than\n\npreparation of teachers, the place of the normal institute.\n\n—\n\none year's experience. Many of them are young, not over eighteen years\nwith immature minds, and with moderate scholastic acquirements.\nof age,\nThese things ought not to be, I grant it.\n\n—\n\n—\n\nIt is very easy to say that no one should be allowed to enter the school\n\nas a teacher who is not the graduate of a normal school, or of some equiv-\n\nalent institution.\n\nIt looks well in print, it sounds well when read at the\n\neducational meeting, but to\n\nmy knowledge there is not a State in the\n\nUnion ready for such a law.\nof what is.\n\nWhat ought to be is dumb in the presence\n\nWe hope for better schools in the future, but that does not help my\nboy now, who is suffering to-day from incompetent teachers. The storehouse is full of golden grain, but while we are hunting for the lost keys\nthe multitude about us are perishing for lack of sustenance.\nThe mission of the normal institute is largely with the country schools.\nIt furnishes an excellent means of reaching the isolated school teacher\nwho needs not only instruction, but the inspiring influence which comes\nfrom close contact with other minds. Isolation means stagnation.\nThe first desideratum is to bring the institute within reach of the\nTwo hundred and fifty dollars will cover all that the\nteacher's means.\naverage female teacher receives during the year in the country schools in\nmany States. One hundred dollars additional will cover all that she will\nearn in most village schools.\n\nOut\n\nof this she must pay her board, buy\n\nThe amount left for books\nand professional instruction is not an extravagant sum. While we are\nurging these girls to buy professional books, to attend long institutes,\nand to join reading circles, let us be just as well as zealous. The garment cannot exceed in size the cloth out of which it is cut. An institute\n\nher clothing, and meet incidental expenses.\n\n"}
{"page": 519, "printed_page": null, "text": "MEANS AVAILABLE FOR PREPARATION OF TEACHERS.\nof\n\ntwo weeks in length, if time is\n\n515\n\nmade to\n\nrigidly economized, can be\n\nprove of great benefit to them, sending them home with note-books filled\nwith useful hints, and with inspiration enough to last them a year.\n\nThere are three points to be considered in the institute question\nThe institute should be at the end of the year's\n1. The organization.\nIt should be the culmination of so many\nwork, not at the beginning.\nmonths' study and preparation. There should be a regular succession of\nAt the\nsteps or grades, each one of which means a perceptible advance.\nclose of the institute each teacher should know in what class he belongs.\nHe should be furnished with a syllabus as a guide, in order that he may\nmore intelligently prepare for the institute of the succeeding year. There\n:\n\n.\n\nshould be a carefully prepared course of study arranged with the design\nof preventing scattering on the part of the instructors.\n\nBranches which\n\nare of immediate importance should have the greater prominence.\n\nNo-\n\nwhere should it be indicated in the outlines of the course that the institute\nis for any other purpose than to enable the teacher to do better and more\nNo one should be admitted as a member who does\nsatisfactory work.\nnot expect to teach in the public schools.\n\nWith the adoption of suitable\n\nregulations and requirements I can see no reason why, after three or four\nyears the teacher may not be excused\n\nfrom further attendance.\n\nUnder\n\nsuch a system the institute will be something more than an educational\nspasm, recurring annually, but leaving no permanent effects.\nThe second point concerns the instructors. Some of the poorest\n2.\nwork I have ever seen done in an institute has been at the hands of men\nwho are adepts in knowledge, but who are entirely ignorant of the wants\nof the teachers ;\n\nand some of the best work has been done by instructors\n\nof somewhat limited knowledge, but who from personal acquaintance with\n\nthe condition of the schools are able to bring themselves and the class into\n\nThe instructor should be one who from the depths\nown experience can bring forth things worth giving and worth\ntaking. The test of a competent institute instructor is the consciousness\n\nthe closest sympathy.\nof his\n\nthat he himself grows with every effort he puts forth to induce growth in\nothers.\n\nThe choice of instructors should be left to local authorities.\n\nTheir\n\nscholarship and fitness for the position should be passed upon by compe-\n\nupon their work. Their\nwhich they\nin an acquaintance with modern methods, and the best eduare to teach\ncational thought, and in an ability to awaken a lasting enthusiasm in actual\n\ntent authority before they are allowed to enter\n\nspecial fitness should consist in a knowledge of the branches\n;\n\nschool work.\nIt is the easiest thing possible to create\n\nan enthusiasm in the latest\n\neducational craze, but it is much more difficult to awaken enthusiasm in\n\nteaching boys and\n\ngirls to read,\n\ngo to school for very largely.\n\nw rite, and\nT\n\ncipher, and that is what they\n\n"}
{"page": 520, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASS0CIA1I0N.\n\n516\n\nFormerly I was\n3. The third point is the character of the instruction.\nwont to complain that there is too much academic work done in the institute.\n\nCloser relations to\n\nthem convinces me that I am mistaken.\n\nIt is\n\nnot the amount of academic work of which I now complain but the kind.\nI am no longer concerned about the quantity but the quality.\n\none day last summer to a recitation in history in a normal\nAt the close of the hour, when the class was dismissed, I asked\n\nI listened\n\ninstitute.\n\nmyself what single thought, or idea, or notion of any kind, have these\nteachers carried away which will be of use to them in their schools ?\n\nAnd\n\nan institute, which is normal in any sense,\nevery academic exercise should have a professional bearing, and every\nprofessional branch should be taught as illustrating the best class-room\necho answered, what ?\n\nIn\n\nmethods.\nI\n\nam a firm believer in the institute, but it needs a thorough rejuvena-\n\nSome old things should be brought back some new ones should be\nThe instruction should not be negative, but positive. A young\nSome one asked her, \" What\nlady went home from the county institute.\nhave you learned at the institute ?\" \"I don't know/' she answered, with\ntion.\n\n;\n\ncast out.\n\na plaintive sigh.\n\nwrong.\n\n\"I suppose everything I am doing in my school is\nme what is right.\"\n\nI do wish some one would tell\n\nWhat do we profit the teacher if we banish ignorance and introduce\nThe power of the institute would be greatly increased if the in-\n\nchaos ?\n\nstruction could be kept within the possible comprehension of the teachers.\nI once heard a lecturer before a large institute say to his audience :\n\n\"You in your school-rooms ought to make the mind of the child in its\nYou have there an opportunity of\nwhich the philosopher in his thoughtful moods would gladly avail him\" That lecturer actually\nAfterwards I thought the matter over.\nself.\"\nadvised those boys and girls, with callous, undisciplined minds, many of\nthem holding only a second-grade certificate, and that by the grace of the\nexaminer, to do that which wise, studious men have attempted for years\nwith only partial success. I think I know country school teachers who\ncould make a more sensible talk than that was.\" I dismissed the subject,\nbut more mature reflection has convinced me that my conclusions were\n\nevery-day dress your constant study.\n\n—\n\n—\n\ncorrect.\n\n/ was the lecturer.\n\n—greatest\n—was in going before the teachers and people of the\n\nThe greatest work which Horace Mann did for Massachusetts,\nbecause most lasting,\n\nState at their educational gatherings, and talking to them in plain, unmistakable language concerning the privileges of parents, the duties of\nteachers, and the welfare of the schools.\n\nThere was no display of rhe-\n\nno attempt to philosophize, no reference to schools of thought long\nHis very illustrations were of that strong,\nsince dead and forgotten.\nhomely, rugged kind which reach the hearts and consciences of common\nAs, when conpeople, and leave impressions as enduring as life itself.\ntoric,\n\n"}
{"page": 521, "printed_page": null, "text": "\"\n\nMEAX 8 AVAILABLE FOR PREPARATION OF TEACHERS.\n\n517\n\ntemplating the character and work of the teacher, he burst out \"What\nsupreme folly to employ bats and moles to teach young eagles to fly\nThe best work done in our institutes to-day is that which instructs both\nthe public and the teacher, which declares the school to be the common\nproperty of every citizen of the State which touches upon the schoolhouse and its surroundings as regarding health, comfort, and even decency,\nupon co-operation on the part of parents, and regularity and punctuality\non the part of pupils; which considers school government and school\ndiscipline\nwhich treats of the recitation, of the art of questioning, of\nwhich dwells upon the moral and physical fitness\nstudy, of recreation\nof the teacher even more than the intellectual\nwhich avails itself of the\ntenderness of Pestalozzi and the wisdom of Froebel, to set forth the office\nof the teacher and the worth of the child.\nThis seems to be only plain, old-fashioned talk, but it is the kind which\nis needed by our country school teachers, and possibly some of our city\nteachers would be profited by it. I may be rated a heretic ; but I honestly\nbelieve that very many of our teachers are wasting their efforts and failing\nto do their best work, because they are neglecting to regard the things\nwhich pertain to the present wants of their schools, in their desire to attain\nan undefined, intangible, impalpable something, of the nature and use of\nwhich they have no definite idea. I wish we had more institute instructors whose instruction is luminous with the light of common things.\n:\n\n!\n\n;\n\n;\n\n;\n\n;\n\n—\n\nAfter all, I confess that at times I\n\nam out of patience, disgusted with\n\nvery much that is said and written and done concerning the preparatory\n\n—\n\nwork demanded of teachers. It is too lofty, too top-heavy, it lies way\nupon the upper shelves where teachers of ordinary stature cannot reach it.\nThe things which are most trite and yet most practical, which commend\nthemselves to the good sense of the people the things in which our schools\nare most wanting, and yet which will be of the greatest help to the child\nin life, of these things we are gradually losing sight in our efforts to ele;\n\nvate the profession.\nIf we would throttle crime in its dens, we must make our moral training\nmore effective, in the kindergarten, in the primary grades, in the district school,\nwherever we can reach the mind of the child in its formative state.\nIf we expect to give the child the power to earn an earnest\nliving, we must put him in possession of the multiplication table ; if we\nwould enable him as a citizen to vote intelligently, we must teach the boy\nthe principles of republican government. If we are to reform politics, we\nmust mtike the primer and the spelling-book a power behind the political\n\n—\n\n—\n\nthrone.\n\nOur present means for preparing teachers must be made available for\nthese things.\n\nPresident Eliot has lately said that \" the quality and sufficiency of popular education are dependent upon influences which proceed from higher\n\n"}
{"page": 522, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n518\n\ninstitutions of learning.\"\n\nI\n\ndo not believe that\n\nis\n\nsound doctrine.\n\nIt\n\nupon which we may safely rest. I do not underestimate the influence of these institutions upon the popular mind, but\nthey have no such prevailing power as he claims for them.\nWe cannot thus shake off the duty of the hour. Way down at the\nfurnishes no ground\n\nfoundations where the air is resonant with the sound of the ax, the anvil,\n\nand the loom in the counting-room where business sits enthroned as the\ndeity amid the dust and sweat of daily toil\nwherever men are engaged\nin a hand-to-hand struggle for bread, is a substratum of society which\nthese influences can never reach.\nThe influences which come from our\nhigher institutions of learning are not sufficient to save this nation from\n;\n\n;\n\n;\n\nits peril.\n\nThe common school is a more powerful factor than the university.\n\nHere\nwhich the children of the farmer, the mechanic, the\nlaborer, the miner, receive their -scanty education, we must contrive in\nsome way to place the distinctively, competent American teacher.\nin the schools in\n\nDISCUSSION.\n[Reported bt Supt. W. E. Anderson, Milwaukee, Wis.]\n\nThe purpose of this discussion\nSupt. Wm. H. Beach, Madison, Wis.\npresumed to be to learn the condition in the different States of the means\nThe pioneers of Wisconsin\nfor the equipment of teachers for their work.\nhad in view the importance of the general education of the people, and\n:\n\nis\n\nthey made wise provision for this object.\n\nThe State is well provided with\n\nmeans for the training of teachers.\n\nThere are in the State five normal\nschools, located at Platte ville, Oshkosh, Whitewater, River Falls, and\nMilwaukee. These are in buildings commodious and convenient, well\nfurnished with all needful appliances, with ample funds, and with able\ncorps of instructors.\n\nThe attendance at these schools is large, often be-\n\nyond the ordinary seating capacity of the buildings, and additions have\nfrequently been necessary.\nThe work done is academic as well as normal.\nThe department of pedagogy in the State University is ably conducted,\nand its value and efficiency are becoming more and more appreciated.\nTeachers' institutes, from two days to a week in length, are held in every\ncounty in the State. These are conducted by professors in the normal\nschools assisted by other competent instructors.\nLectures on educational\nreformers and kindred practical topics are a feature of these institutes.\nEvery free high school in the State, and there are 172 of them, is required by law to include in its course of study instruction in the theory\nand practice of teaching. It has seemed to be the best way to carry out\n\n"}
{"page": 523, "printed_page": null, "text": "DISCUSSION.\n\n519\n\nrequirement of the law to make the highest class in the school a\nnormal class and to review the elementary branches with a free discussion\nthis\n\nof the best way of teaching it.\n\nThere is in connection with the State University a summer school for\nadvanced teachers. The Legislature has made liberal appropriations for\nA small tuition fee is also charged.\nthe maintenance of this school.\nSpecialists are employed to teach the most important subjects.\nThe school\nhas been largely attended, and its great value is recognized.\nThere have\nbeen held in various parts of the State sixteen other summer schools for\nthe training of teachers in the more elementary branches, and these have\n\nbeen well attended.\n\nIn many cities and counties teachers have established libraries of the\nmost valuable books on educational subjects, and the leading educational\nperiodicals.\nThere is a State association of teachers holding its annual\nmeeting in the winter, and there are four sectional associations holding\nSo the State is reasonably well\ntheir annual meetings in the summer.\nsupplied with means for preparing teachers and encouraging them in\ntheir work.\nIt sometimes happens that the\n\nabundance of means and resources leads\n\nto a want of appreciation of them, and possibly many attend normal schools\n\nwith the idea that the principal thing is to acquire a knowledge of the\nmethods and ways that are taught in these training schools. The methods\nexternally acquired are not of themselves sufficient.\n\nNatural tact and the\n\ngenuine spirit of the teacher are the most essential things after \"all. Close\nself-examination and rigid self-discipline are necessary before one enters on\nIt is well that those who are passing through our\nthe work of teaching.\nhigher institutions of learning, preparing themselves for a professional or\nbusiness career, should come into contact with others pursuing like courses,\n\nand measure themselves with them. But the source of inspiration is within,\nand it behooves every one to study himself and take his own measure, carefully to learn his own capabilities and his calling honestly and uninfluenced by motives of expediency. Those at the head of our schools may\nwell encourage their students to choose this as that calling.\n\nAnd they\n\nwould be doing an infinite service to our schools if they would discourage\nthose not adapted to the work of teaching, from choosing that profession.\nA few years since application was made to the president of one of the\nbest normal schools in the Northwest for a teacher to fill the position of\nassistant in a high school.\n\nHe replied that in his entire graduating class\n\nmore there was only one whom he could conscientiously\nrecommend as a teacher, and even that one he could not recommend\nAnd yet the class had completed the entire course of\nunqualifiedly.\nacademic and professional training. But the professional training without some natural ability would not make them teachers.\nWe all recognize the value of professional training, and realize that it is\n\nof fifteen\n\nor\n\n"}
{"page": 524, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n520\n\npoor economy for one to acquire the art of teaching slowly and at the\nexpense of the best interests of the school he is endeavoring to conduct.\nIt is also detrimental to the schools that they should be managed by those\n\nwhose equipments are merely external, formal and mechanical, where\nOne having\nthe genuine impulse for teaching, preparing himself by every available\nmeans, under difficulties perhaps, will exercise a vitalizing power and\ninfluence, that another, though equipped with all the modern, improved\nmethods, will never have. We may all have known teachers unacquainted\nwith educational reformers, who have made use of many of the very things\nnatural tact and the true spirit of the teacher are wanting.\n\nthe reformers taught, because they themselves were endowed with the\nnative faculty to see that these were the right things to do.\nAn intuition\ninto the workings of the minds of children, and a sense of responsibility,\nwill make such an one a teacher.\n\nteach.\n\nSuch an one has already a certificate to\nLet us acquire all the professional training possible, but let us see\n\nto it first that we have the right material to begin with.\n\nMarble, Worcester, Mass.\n\nThe available means for the\nWhat is on\nthe whole best on the fertile prairies of Iowa may not be best adapted to\nSitpt. A. P.\n\n:\n\npreparation of teachers for their work vary with the locality.\n\nthe rocky hill-sides of Massachusetts, nor to the conditions of a great\nIn educational discussions we often fail to take into ac-\n\nmetropolis.\n\ncount the conditions of the problem. The teacher in a rural district,\nwhere school is recreation, and pupils attend school only a few months in\nthe year, has different material to work on from what\nschools ; and the preparation for this work\n\nin\n\nis\n\nis found in city\nsome respects different\n\nfrom that of a city teacher. Whatever professional training the countrv\nteacher may have,\nand the more the better, without a certain executive\nfaculty, which has been denominated \"the ability to run a hotel,\" there\nThis faculty is not less useful, though it may not be so\nwill be failure.\nindispensable, in a graded or city school\nthe lack of it in a marked degree\n\n—\n\n—\n\n;\n\nmay not be so fatal to all success as it is in the country school, because\nthe system, the organization, the help of the principal, and, in extreme\ncases, of the superintendent or the truant officer, will be an aid.\n\nMore-\n\nover, in the graded school, with a single class, one\n\nand instruction is applicable to all\n\npupils.\n\nmethod of discipline\nIn a mixed school, on the\n\nother hand, with pupils of widely varying ages, as well as with the diverse\ncapacities of individuals incident to all schools, the executive faculty, as\n\nrespects both the teaching and the discipline, becomes more important.\n\nBut there is a common preparation needful for all teachers.\npensable condition for all good teaching is scholarship.\n\nnot be well trained by an untaught teacher.\n\nThe indisThe young can-\n\nIt is not merely the prescribed\ncurriculum that the pupil must be made acquainted with.\nThis is the\nframework, so to speak, the skeleton, upon which must grow the parts\n\n"}
{"page": 525, "printed_page": null, "text": "DISCUSSION.\n\n521\n\nthat make up a symmetrical whole ; and this symmetry is produced out of\nThe daily lessons must be\nthe well-stored mind of an educated teacher.\n\nenlivened and vivified by related facts and suggested ideas. This can be\nbest done from the storehouse of a mind running over with knowledge,\n\nbroad and deep, encompassing the subject-matter of the daily tasks.\nTo such broad culture the teacher should, if possible, by all means add\n\nan acquaintance with the science and the art of teaching. But valuable\nis, it can never take the place of the indispensable qualification just named.\nas this professional training\n\nMr. Marble then described at some length the apprentice system,\nso-called, in use in one of the Massachusetts State normal schools,\n\n—that\n\nThis takes the place of the school of observation, and is\nsuperior to it because the pupil-teacher deals with a real school, and not\nwith a class or classes of pupils practiced upon till they know what to\nat Worcester.\n\nThe apprentice\nexpect from every fresh arrival of normal school pupils.\nspends six months in the schools of the city, generally not more than two.\nIn every way she makes herself useful, and she keeps out of the way ; she\nobserves, she helps, she reports\n\nwhat she sees,\n\n—and she\n\nis\n\nreported on.\n\nThus her theory of teaching is corrected by practice. It becomes practical\nand not mere theory. Her errors in observation and in practice are corrected, both by the normal school teachers and by the teachers with whom\n\nShe takes a class occasionally, and sometimes she is put in\nIn this way she learns more about teaching in six\nmonths than she would learn in two years without this help, and with the\ncare and responsibility of a school.\nIf it is objected that in this way the young teacher copies the errors of\nthe teachers with whom she works, on the other hand she copies the excellencies also,\nand it is better to copy something fairly good at first than\nto do poorly.\nLater, there is always opportunity to improve upon the\nshe works.\n\ncharge of the school.\n\n—\n\n—just as in writing. One of the excellencies the school referred to\nThis\nmade a lesson in\nThere\nprovided a warm\nhygiene, —\nhas become almost a\n\ncopy,\nis\n\nin\n\nthe attention given to the midday lunch.\nit\n\nfine art.\n\nis\n\nis\n\nand simple table furniture, and all the pupils sit together\nand take their food in a cheerful atmosphere. This influence upon the\nfuture teacher is far-reaching, much more than at first appears.\nBut better even than mere learning and professional skill is a sincere\nlove for children, and an earnest desire to lift them up. The teacher, filled\nwith love for the little ones, will find a way to help them and improve them,\nfar more than one filled with all knowledge and stuffed to repletion with\nmethods, psychology, and the science of pedagogy, if in attaining all this the\njuice of human kindness has been squeezed out of her. Children must not be\nlooked upon as specimens upon which to practice the arts of the profession.\nThey are human souls to be developed and made manly and womanly.\ncloset, tables,\n\n"}
{"page": 526, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n522\n\nSupt. J. M. Greenwood, Kansas City, Mo.: School boards do not\nmake the schools, but the teacher in the school-room is the school. The\nIt might\n\nchild in the school-room is the object of the school.\n\nbe as well\n\nto state clearly that all this talk about making good teachers without pro-\n\nThere is no equivalent\n\nfessional training is of little value to the schools.\n\nfor professional training.\n\nThe time is coming when none but those profes-\n\nsionally trained will be employed to teach in the public schools.\nLet us\nunderstand it, and not beguile ourselves into long-winded discussions in\nthe vain search for temporary substitutes.\n\nMr. Barringer, Newark, N. J.\n\n:\n\nI\n\nthink we are\n\nall\n\nagreed that our\n\nupon the work of instruction.\nThe great question is, \"How shall this supply of good teachers be multiplied ? \"\nIn my own experiments I usually ask the teachers who come to\nmy school, \" What are you here for ?\" It reminds them of their great\nmission.\nOne of the best things to set a teacher right in the work of the\n\nteachers should be well qualified to enter\n\ncommon schools is an earnest consideration of such a question.\nthe trouble with the normal school work ?\nship.\n\nWhat is the reason of this low tone ?\n\nIt is the\n\nWhat is\n\nlow tone of scholar-\n\nIt is because of the concern\n\nof local managers to accommodate those pupils who apply.\n\nA great many\n\ngraduates of country schools will not go into normal schools where they\n\nmust pursue the same course of study again.\n\nWe cannot expect all the\n\nteachers of a State to come from a normal school.\n\nIt cannot be done.\n\nour State there are training classes that do very much of this work.\n\nIn\n\nWe\n\nneed more normal schools of a higher grade, better equipped, better\ntaught, longer course, with plenty of observation, practice, and criticism.\nThere is too much anxiety to complete the normal course in a short time.\nGood qualifications for admission, from two to three years' thorough\ntraining under able and experienced teachers, and the schools of the\ncountry would soon feel the beneficial effects of normal training.\n\nH. C. Missimer, Erie, Penn.\n\n:\n\nMost school boards are indifferent on the\n\nsubject, and leave the entire responsibility of ways and means to the super-\n\nintendent.\n\nA special training teacher may be desirable to give unity to the work of\npreparing our teachers, but a special teacher is not really necessary.\nThe\nmeaus of preparing teachers for their work are at hand in every school\ndistrict,\n\nbecause in every district there are teachers of special\n\nteaching one subject or another.\n\nskill in\n\nOut of these teachers an excellent train-\n\ning faculty can be organized.\n\nA general knowledge of the branches to be taught is, of course, the\nthing that candidates for teaching must have as a basis to start with.\n\nThe\n\nquestion of the best methods of teaching these branches, of managing\nthe school, and developing character, should constitute the\nof the training class.\n\nmain work\n\nCall in the teacher who has been most successful\n\n"}
{"page": 527, "printed_page": null, "text": "DISCUSSION.\n\nin teaching reading.\n\n523\n\nLet her give a dozen lessons, or two dozen lessons,\n\nmany lessons as may be necessary in setting forth fully, in detail,\n\nor as\n\nwith every simple illustration she herself uses, her way of beginning the\nWhat does she do first, and how ?\nones in their very first lesson.\n\nlittle\n\nWhat does she do next, and how ? And so on from day to day.\nCall in the teacher who has been successful in number work, or in the\nfirst\n\nsteps of arithmetic\n\nLet her do the same as the teacher of reading.\n\ngrammar,\nUnited States history, writing, drawing, and music. Let the young candidates be taught how to put lessons on the board properly and neatly.\nApportion them among the schools to some particular room for half-day\nobservations, for a month, with daily report of what they have seen. Let\nthem teach for another month, one class a day, under the direction of the\nskilled teacher in charge of the room, and practical results are sure to\nfollow by the end of the year.\nHow about psychology, the history of education and the special study of\nmethods ? Would you not have our candidates instructed in the science\nNo for all and\nof teaching and the history of education ? No and yes.\nevery, until they have had at least two or three years' practice in teaching,\nand then yes, by all means. Why, in the first instance, no ? First, because the young girls that go into our training classes fresh from the high\nschool are too immature to understand mental philosophy or psychology.\nThe power to analyze, to dissect, to connect\nIt will only befuddle them.\nmental processes in their proper relations, is the last and highest achievement of the intellect. It is the result of much observation and wide\nFor a young girl to psychologize, to philosophize about\nexperience.\nthe mental process of the child-mind, without knowing anything about\nchildren, or coming into actual mental contact with them is, if not the\npurest nonsense, at least of extremely doubtful value.\nCall in your best teacher of geography, your best teacher of\n\n—\n\nis\n\nAgain, the abstract study of psychology, as a preparation for teaching,\nvery apt to send the young teacher into the school with a tendency to\n\nimpose and practice upon the children a theory instead of a disposition\nwhich she ought to develop her own\ntheories and her own methods.\nEven the discussion of methods, before we are engaged in teaching, is\nThe\nof little value beyond conveying an idea of the nature of the work.\nmethod of somebody else is of no value to me unless it quickens and\nexpands ideas already existing in my own mind.\nThe best psychology for the teacher, the beginning teacher, is the\nIt is the right kind of psychology to rid\npsychology of vulgar practice.\nour minds of foolish, impracticable, and short-sighted notions. It is the\npsychology that shows us where we shall probably fail, and where to conProfessional psychology should\ncentrate our energies in order to succeed.\ncome after the teaching is begun, after common sense study of the chil-\n\nto study actual conditions out of\n\n—\n\n—\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nThen it will develop, enlarge,\n\ndren, after the study of actual conditions.\n\nand widen the teaching mind.\n\nState Supt. Draper, New York, said\n\nHe was afraid we were not\nwas concerning present agencies for the professional training of teachers, not in the cities but in villages and the\nrural districts.\nHe was sorry to note a disposition on the part of one or\ntwo speakers to disparage professional training altogether. It was too late\nin the history of educational progress to do this.\nSuch sentiments are\noutlawed, are back numbers. It was not worth while to argue with men\nwho had been enjoying a Rip Van Winkle slumber, and were out of touch\nwith the general educational sentiment of the country.\nWe cannot expect that all teachers will be as thoroughly prepared for\ntheir work as they may be and ought to be in the cities.\nYet experience\nshows that some special preparation may be exacted even in the country.\nCandidates will comply with what is required. Send all you can to the\nregularly established normal schools, but remember that there can never be\nenough normal schools maintained to supply all the teachers needed in the\ncommon schools, and also that all candidates cannot afford to take a complete normal course for the sake of the mere chance of being employed at\nholding to the question.\n\n:\n\nIt\n\n—\n\nfive or six dollars per week,\n\nwith the likelihood of being turned out at the\n\nnext turn of the political wheel.\n\nWe need short-term training classes\n\nEnough of these may be established in\nmany States, at small cost, to supply all teachers needed. Where this\n\nthroughout the rural\n\ndistricts.\n\ncannot be done, institute pass examinations. We have turned back six\nthousand candidates in each of the last three years in the rural districts of\nthe State of New York in this way.\n\nThe Chairman\nSuppose you had a whole Congressional district in\nwhich you were short of teachers to supply the schools ? What would\nyou do?\n:\n\nSupt. Draper\n\n:\n\nI would\n\nimport them from districts having a surplus.\n\nWe have large sections of country in which the circumstances are as hard\ncan be in the thrifty and magnificent State of Iowa. When they\nthem to send to one of the normal schools\nor to a commissioner in another county, and the result is that some deserv-\n\nas\n\nare short of teachers, we tell\n\ning one, who has gone to the trouble and expense in preparing to teach,\n\nTake this course and you will not only set all hands at\nYou will fill up the normal schools\nand training classes, and stimulate educational activity in more ways than\n\ngets the place.\n\nwork, but you will direct their labor.\ncan be specified.\nIt is quite\n\nthe fashion to discredit examinations.\n\nIt is a foolish habit.\n\nThe examination has its legitimate use. We do not use it to determine\nwho shall be certified but who shall not be. We do not say that all who\n\n"}
{"page": 529, "printed_page": null, "text": "DISCUSSION.\npass an examination shall be certified by any means.\n\n525\n\nWe say that the local\n\nofficer may withhold certificates from any candidate, no matter whether he\n\npasses the examination or not, and without giving any reason.\n\nWe only say\n\nthat he shall not issue a certificate unless the candidate attends upon a\n\nprescribed course of professional instruction or passes the prescribed examination.\n\nIn the next world we\n\nmay be able to accomplish ends without\n\nmeans, but we cannot in this world.\nSomething has been said about institutes.\n\nWe would talk more underOur institutes are agencies\nstanding^ if we first defined the term.\nThat is about all that can be\nfor keeping teachers abreast of the times.\nexpected of a meeting which continues only a week or two. Such a meetBut\ning will go far to do that, if it is properly organized and managed.\nnot a picnic.\nAll must attend and attend reguit must be a school,\nThis cannot be expected unless attendance is both compulsory\nlarly.\nand compensated. The work done must be substantial and inviting and\n\n—\n\nprogressive.\n\nWe will continue to talk about innumerable things, but nothing can be\nof such supreme importance as the institution of efficient agencies for\n\npromoting the professional training of teachers and for preventing the\ncertification of such as are not so trained.\n\n"}
{"page": 530, "printed_page": null, "text": ""}
{"page": 531, "printed_page": null, "text": "PROCEEDINGS\nAND\n\nADDRESSES\nOF THE\n\nKlJ^DERGAKTEN DEPARTMENT\n\n"}
{"page": 532, "printed_page": null, "text": ""}
{"page": 533, "printed_page": null, "text": ":\n\nKINDERGARTEN DEPARTMENT.\nSECKETAEY'S MINUTES.\nFIEST SESSION.\nTobonto, Ont., July 15, 1891.\n\nThe Kindergarten Department was called\n\nto order at 3 p.m. by the\n\nPresident, Mrs. E. L. Hailmann, who opened the meeting with prayer.\n\nThis was followed by the singing of a hymn by the students of the\nThese young ladies also\nToronto Training School for Kindergartners.\ngave a number of very pretty gesture songs during this session.\nMrs. L. T.\n\nNewcomb\n\nof\n\nHamilton, Ontario, welcomed the visiting\n\nKindergartners, and the President made an address.\nLetters were read by the Secretary from the widow and niece of Friederich\n\nFroebel, Mrs. Louise Eroebel\n\nof\n\nHamburg, and Mrs. Henrietta\n\nSchrader of Berlin.\n\nMr. Wm. N. Hailmann read a letter of greeting from Miss Emma Marwedel of California.\n\nA resolution was adopted notifying the Secretary to make suitable\nreplies to all greetings.\n\nThen followed a vocal solo by Miss Burden of Toronto.\nPapers were read by Mrs. Jas. L. Hughes of Ontario on \" Kindergarten\nMethods\n\nin Intellectual\n\nTraining,\" by Miss N. Cropsey of Indiana on\n\n\" The Organic Connection\n\nSchool,\" and\n\nBetween the Kindergarten and the Primary\n\nby Miss Anna E. Frederickson of Indiana on \" Theory\n\nTested by Experience.\"\nThe following committees were then appointed by the President\n\n—\n\nCommittee on Eesolutions Mrs. A. H. Putnam of Illinois, Mr. S. B.\nand Miss Nora Smith of California.\nCommittee on Nomination of Officers Miss E. Bolton of Ontario,\n\nSinclair of Ontario,\n\n—\n\nMiss N. Cropsey of Indiana, Mrs. Edna Worden of Colorado.\nThe Department then adjourned.\n\n"}
{"page": 534, "printed_page": null, "text": ":\n\n530\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nSECOND SESSION.—July 16.\nThe Department met at 3 p. m. the President in the chair.\nThe exercises were opened with the singing of the Teachers' Hymn by\n,\n\nthe audience.\n\nMr. Wm. T. Harris of Washington, D.C., made an address on \" The\n\nKindergarten and the Public School.\"\nThis was discussed by Mrs. Louise Pollock of Washington, D.C., and\nothers.\n\nThe last paper of the session was by Mr. Wm. E. Sheldon of Boston,\nA Kindergartner Should Know.\"\nThe Committee on the Nomination of Officers reported as follows:\n\nMass., on \" Some Things\n\n— Mrs. L. Hughes, Ontario.\n—Miss Nora Smith, California.\nSecretary. — Miss Anna E. Frederickson, Indiana.\n\nPresident.\n\nJ.\n\nVice-President.\n\nThe Secretary was\n\ninstructed to cast the ballot of the Department for the Nominees.\n\nThe Committee on Eesolutions made the following report\n1. Resolved, That we gratefully note the continued progress of the kindergarten\nmovement on the American continent, both in the quantity and quality of the work.\n2. Resolved, That we extend our gratitude to those who by their exhibits of work\nhave contributed so much to prove its practical value to the people at large and to\n\nstimulate further progress.\n3. Resolved, That we recognize the desirability of making the kindergarten a part of\nthe public school system, and of extending its educational principles to all the work of\n\nelementary education.\n4. Resolved, That this Department of the National Educational Association desires to\nthank most sincerely the members of the Kindergarten Association of Toronto, the\nLocal Executive Committee, represented by Mrs. L. T. Newcomb, and the Ontario Provincial Association, for their great courtesy during the present session of the National\n\nEducational Association.\n5. Resolved, That kindergartners everywhere should be grateful to the Honorable\nGeorge W. Ross, the Minister of Education for the Province of Ontario, for the recognition of a plan of education whereby the development of the child may be organically\ncontinued from the kindergarten to the university also, to Mr. and Mrs. James L.\nHughes, for their successful introduction of kindergarten work in Toronto, and for their\nloyal and continued support of its highest interests.\n6. Resolved, That we acknowledge with gratitude the alacrity with which the educational press of America has aided the workers in the kindergarten movement in their\nefforts to diffuse a better knowledge of the principles they represent.\n7. Resolved, That this Convention recognizes fully the value of the services which the\nretiring officers have rendered this Department, both in arrangement of exhibits and in\nthe preparation of the valuable programme.\n;\n\nThese resolutions were adopted.\nAfter a few remarks by the new President, Mrs. J. L. Hughes, and the\nsinging of several songs by the Toronto Kindergarten Training Class, the\n\nmeeting adjourned.\n\nEliza A. Blakek, Secretary.\n\n"}
{"page": 535, "printed_page": null, "text": ";\n\nKINDERGARTEN AND THE PRIMARY S(\n\nADDRESS OF WELCOME.\nBY MKS. L. T. NEWCOMB OF ONTARIO.\nWith your permission, Mrs. President, I would like to say a few words\nto the friends here assembled, not in the\n\nform of a speech, because I\n\nmake speeches, and if I did I would not consume your valuable\ntime now, when so much is in store for us on your excellent programme\nnever\n\nbut simply to extend, on behalf of our Canadian kindergartners, a hearty\n\nand genuine \" Welcome\" to\n\non this auspicious occasion, when\ncommon ground\nIn the words of our great teacher, Fred-\n\nall present\n\nkindergartners meet not on a foreign shore, but on the\nof unity in\n\naim and progress.\n\nerick Froebel, \" Ever in relation recall the truth that unity exists in all,\"\nlet\n\nme assure you of united hearts and hands in the great work bequeathed\n\nto us,\n\nand with none will we join Heads, Hearts, and Hands more\n\near-\n\nnestly than with \" Our American Cousins.\"\n\nKINDERGARTEN AND THE PRIMARY SCHOOL.\nW. T. HARRIS, COMMISSIONER OF EDUCATION, U. S.\n\nThe kindergarten has all the elements of family education, and it\nOne of the duties\n\ntakes on, also, something of the formality of a school.\n\nof a school is to teach what may be called the conventionalities, such as\n\nthe arts of reading and writing, the knowledge of the meaning of numerical symbols,\n\nwhich, preserving\n\namong men the steps of progress already\n\nmade, hand them on to succeeding generations and give the individual\naccess to the literary and scientific products of civilization.\nPart of this\nwork is done in the kindergarten. It should take the child at four\nyears of age and keep him until he has reached the age of six it should\n;\n\ntake him through the first stage of the development of thought from\nfeeling.\n\nPlays and games are only a small part of the work\n\n;\n\nthey are\n\nnecessary because the child cannot think quantity without quality, the\nabstract idea of\n\nnumber being only reached through the notion of the\n\ndivisibility of a concrete uuity.\n\nThis step of advancement from the con-\n\n"}
{"page": 536, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n532\n\nis frequently made by the child himself without\nIn the kindergarten care must be taken to see that every\nThis it is\nstep of progress is naturally connected with the one before it.\n\ncrete to the abstract\n\nassistance.\n\nwhich constitutes the organic connection\n\nof knowledge.\n\nEducation\n\nis\n\nThe school teaches the\nconventionalities of life; it gives the child access to the wisdom of the\nrace, but it often errs in making its experiences to the child too formal.\nthe elevation of the individual into the species.\n\nIt is too rigid\n\nand unsympathetic, and the child is expected to throw off\n\nthe freedom of the family at once, and all too soon assume the formalities of the world.\n\nThus did the great need of a connecting link between\n\nthe two call for some noble-hearted lover of his kind to suggest a change,\n\nand Froebel, whose memory all kindergartners, all true educationalists,\nreverence, came to the rescue and supplied the need.\nThe kindergarten\ntakes the little one in his tenderest years, and, by placing within his reach\nsymbols and games suited to his comprehension, enables him to naturally, and without undue or forced effort, grasp and assimilate the ideas\nand teachings desired. It makes him notice what is going on in the\nIt\ngreat world around him, and seeing begets the desire to imitate.\nleads him up from the initial stage of feeling to thinking, and from\nthought to action. But the games and plays are only a portion of the\nwork; there are gifts and occupations. These are less symbolical and\nA child does not\nmore logical, and train the quantitative faculties.\nreadily realize what it means to think quantity it is a hard and awkward\nstep for him to take, and the idea of number, for instance, must be\nlearned not by starting at a unit and adding, but by taking a divisible\nunit and dividing it and thus Froebel, who perceived this point, introduced the divisible block. The kindergarten is the great remedy of this\ncentury for the formalism of the primary school, and it had been badly\nneeded before it came to the rescue. It is most needed for the children\nThose who have become sudof the suddenly rich and of the very poor.\ndenly rich have, in most cases, done so from their strong perceptive and\ninventive abilities, their power to grasp favorable conditions and use\nthem, and their children, inheriting these qualities, are ofttimes precoAt school they are pronounced\ncious and very restless and troublesome.\nAt eighteen they develop a love of gamincorrigible and sent home.\nbling and horse-racing, and the paternal property is soon dissipated.\n;\n\n;\n\nThen the children of the very poor need the kindergarten, for they are\ncribbed, cabined, and confined; no playgrounds and recreations, and liv-\n\ning that stunted, melancholy\n\nlife,\n\nsurrounded by vice and crime of\n\nall\n\nSend them to the kindergarten, where one of the first results is to learn self-respect, and learning\nit, they will teach it to others.\nThe birth of self-respect in any man is\nkinds,\n\nthey become the wolves of society.\n\nthe dawn of a new order of things in his being.\n\nI\n\n"}
{"page": 537, "printed_page": null, "text": "KINDERGARTEN METHODS IN INTELLECTUAL TRAINING.\n\n533\n\nKINDERGARTEN METHODS IN INTELLECTUAL\nTRAINING.\nMRS. J. L. HUGHES, TORONTO, ONT.\n\nThe kindergarten first won its way into our hearts because of its sympathetic nature.\n\nAs we look into the face of free childhood the eyes that\n\nlook back to us glow with an appeal for joyous, active living that we can-\n\nnot resist.\n\nAs we watch children\n\nat\n\ntheir play, so full of\n\nlife,\n\nso easily stirred\n\nthrough their feelings, their joyful activity seems so much more attractive and natural than the formal discipline of the school, we instinctively\nlong for some means by which we may preserve the happy spontaneity of\nchildhood and yet avoid the capricious wilfulness of undisciplined growth.\n\nThe kindergarten offered a solution to our problem, and we opened\nWe revelled in its home atmosphere.\n\nour hearts and took it in gladly.\n\nWe rejoiced in its loving freedom.\nIt came to us first as a\n\nspecial culture.\n\nluxury to be enjoyed by the favored few as a\nThen, because of the loving spirit which pervades it,\"\n\nphilanthropy claimed\nis of\n\nit\n\nas a substitute for the\n\nmother element which\ngrouped\n\nnecessity lacking in the lives of those little ones who are\n\ntogether in institutions or who are without any home life in the complete\nideal of the family circle.\n\nEducationalists formerly thought\n\nchildhood.\n\nIt was\n\nlittle\n\nof the\n\ninstructive period of\n\ndeemed best to leave the growth of that period to\n\nnature, caring only for the physical well-being.\n\nOthers again thought\n\nany invasion of that period almost sacrilegious.\n\nOur faith in the system is a living conviction that when intelligently\nand reverently applied it is of inestimable value to all childhood, both\nas a moral and intellectual culture.\nIt is the universal which persists, and we must be able to demonstrate\nthe value of its universal application before we can be certain of its persistence as a related practical part of our school system.\n\nThere are yet economists who claim that it is an unwarrantable expense\nto add it to the public-school system, because they do not see its value as\n\nan intellectual training\n\nand to these we must appeal with the results of\nour work, showing it to be a foundation broad and true for all growth,\nsuch\n\nas\n\n;\n\nno other system of training or learning to nature can lay\n\nclaim to.\n\nWe must define our work to the intelligent economist as wholly in line\nwith, and greatly assisting and elevating the intellectual methods of the\n\n"}
{"page": 538, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n534\n\nschool,\n\nand at the same time hold fast to the claim of especial sympathy\n\nwith the child nature, showing that we are not arbitrarily formulating\nthe activities of the child, and that by preserving the spontaneity of the\nchild's impulsive action by our fostering care,\n\nwe are enriching his intel-\n\nlectual growth.\n\nTo be able to do this satisfactorily the kindergartner should combine\nthe executive ability of the teacher, the sympathetic, consecrated spirit\n\nand the reverent insight of the philosopher.\n\nof the mother,\n\nShe must\n\nbe definite and strong, loving and unselfish, full of faith, and hopefully\nsure.\n\nAll intellectual development\ntion,\n\nis\n\nalong the lines of receptivity, reflec-\n\nand execution.\n\nUpon the activity of the receptive depends the joy of life, and any\nincrease of that power by training increases the conscious pleasure of\n\nDuring early childhood the senses are keenly alive to all things\nThe child sees, hears, smells, tastes, and feels with delight.\nHe is full of questions, and lives in a perpetual delight of every fresh\n\nliving.\n\nin nature.\n\ndiscovery.\n\nThe training of the receptive power is through the senses, and the\nkindergarten does more than any other system to cultivate and use them\nsystematically and with constant pleasure.\n\nThe child's instinctive delights are recognized and fostered by intelliProvision is made for healthy stimulant to increase the\n\ngent care.\n\npower by use.\n\nHe imitates in his games the flying and hopping of birds and insects,\nand the various activities of nature, or he reproduces the forms of\ndomestic life and the simpler trades.\nBy living the life of other things himself, that life is made clearer to\nhim.\n\nHe observes more closely and sympathetically because he is one\nHe has through his action secured to himself the life\n\nwith their life.\n\nwhich attracted him in nature, and his desire for the\n\nselfish\n\nholding of\n\ncaptivity is lessened in a degree corresponding to his comprehension of\n\nthat life.\n\nHis gift and occupation work have always a definite result to be\nThis is through application of his ideas of form, number,\nsize, direction, etc., and the effort to do is of necessity constantly defining through use.\nHe sees with quicker, clearer sight, because he knows his pleasure is\nreached.\n\nshared and understood.\n\nHis ears are quick to catch the sounds\n\nof nature, because in hearing\n\nhe is made one with others who hear.\n\nThe social\n\ninstinct reacts to increase personal power.\n\nboth soil and sunshine in the growth of the feeling.\n\nSympathy is\n\n"}
{"page": 539, "printed_page": null, "text": "KINDERGARTEN METHODS IN INTELLECTUAL TRAINING.\n\n535\n\nIn games and songs the sense of taste is made to contribute to his\nintellectual growth by becoming the discriminating power in determining through the qualities the nature of material things, instead of being\nsolely a means of pleasure through the gratification of appetite.\n\nWe gain on the intellectual side by this use of the sense, and lessen\nthe danger of excess on the physical, and of perversion on the moral.\nThe total result is the spiritualizing of material by lifting the conscious activity of the sense to the plane of thought.\n\nAll knowing is discrimination, and all exercise of the faculties on the\n\nmaterial plane tends to develop strength of discrimination on the higher\n\nplane of intellectual and moral choice.\n\nThe aim of the kindergarten method is not activity of the senses\nalone (that would develop only selfishness), but to help the child to\n\norganize his sense activity into intellectual forms\n\n—\n\nto help\n\nhim make\n\nthe transition from material holding to intellectual.\n\nThe law of self-preservation holds good through the conscious as well\nas the instinctive period of\n\ngrowth, but it is modified and sanctified by\n\nthe lifting of the ideal of self from a consciousness of being an individual for whom all things were made, to the vision of self as a being of\n.\n\nwith fellow-beings; one who receives, but\nonly that he may have the more to give to others, and whose receiving\nvital force in living contact\n\ncapacity depends upon the activity of giving.\nAll activity of the senses is defining and separating into the elements\nwhich form the essence of material existence, and forms the basis for all\ndefinite knowledge.\n\nThe reflective powers reunite that which has been separated or defined.\nIsolated facts are seen in connection which suggest as possible the rela-\n\ntionships to be discovered.\n\nIt deepens the joy of life through widening\n\nthe vision beyond the passing feeling of sense delight and reveals processes of activity\n\nwhich bring the pleasure of the past and the hope of\n\nthe future into the joy of the moment.\nAll value is relative, and the wider the view of relationships the\n\nmore\n\npower have we to judge of the real worth of that which we hold.\nThe emphasis of the principle of process in the kindergarten methods\nis based in the thought, Isolation is death, and mankind longs for life,\n\nand that more abundantly.\nIn our methods nothing is left in isolation.\n\nThe moment it is seen as\n\na separate thing it is revealed as a part of a process\n\nthe thought reunites into an organic unity.\n\n;\n\nas the senses define,\n\nThe joy of discovery be-\n\ncomes an element in the effort for creation.\nThe child builds with his blocks, and we aim to have the process a\nsequence of carefully graded steps, so that the principle of growth may\nThis is secured by constantly connecting the\nbe easily comprehended.\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nEach thing he makes is at once\n\nbuilding with the child's experience.\n\na link in the process of reflection, which he runs over in the recognition\nof its likeness to his own surroundings.\n\nMaterial connection in unlike things is suggested by definite changes,\n\nwhich are\n\nso simple that the\n\none form\n\nis\n\nnot\n\nlost in\n\nthe change into\n\nanother, and the logical sequence which ends at the starting-point\n\nis\n\na\n\nconstant revelation of unknown and undreamed-of relations.\nIt is the sympathy of understanding which voiced the call to the\nmother spirit in the world, \" Let us live with our children,\" that inspires\nevery true kindergartner, and lights up the experience of childhood\nand reveals while it guides.\nThe songs are related so that his life experience, which he re-lives in\n\nthem, may be\n\nrevealed in a process\n\n—the song being the mirror in\n\nwhich he sees his life reflected.\nThe songs and occupations are chosen according to the times and seasons of his life, that we may respond to and foster the instinctive feeling\nwhich the day or circumstances has aroused.\nIn this there has been no arbitrary formula in his training, but the law\nof organization has prevailed through wise sympathy and fostering care.\nThe law which we formulate to ourselves as \" All unused material\nIt is by\nis wasted\" is formulated to the child only through his activity.\nliving in the form of the law that we become a law unto ourselves.\nMathematical organization of form and number repeat this process in\nSingle\nmaterial.\nLines are only elements which are united into forms.\nthings or single groups are only parts of other things, and are again united\ninto larger wholes, etc.\n\nNo truth can be revealed as a complete truth, but must be forever\nrevealing itself under new aspects and in new relations.\n\nWho can find out God? We go on from glory to glory.\nBut both the receptive and reflective faculties reveal their true meaning in a process which reaches a climax in the executive power.\n\nWe may be constantly receiving impressions through the senses, and so\nliving a light-hearted, happy existence, but we cannot be sure of any-\n\nthing beyond the present moment.\n\nWe may be able to trace connection in the network of activities around\nus and yet have no vital connection with\n\nit\n\ness implies a vital personal activity of will.\n\nbe held.\n\nall.\n\nTo be a link in a proc-\n\nA link must hold as well as\n\nThe moment it loses its double activity its life is ended.\n\nWe may feel deeply and think profoundly, and yet have no real personal power, because we have not the ability to organize our feeling into\n\nthought, and no strength to put our thought into execution.\n\nThe kindergarten helps the child to organize his feeling by its fostering care and guiding sympathy, and secures the climax of execution by\n\n"}
{"page": 541, "printed_page": null, "text": "KINDERGARTEN METHODS IN INTELLECTUAL TRAINING.\n\n537\n\nguiding always to a definite result, which becomes at once a reality by\nconnecting it with his experience in his play.\n\nThe kindergarten system is the only one that is essentially executive\nin its methods.\n\nFeeling that finds no expression dies.\n\nTo have insight without attainment is to sow the seeds of moral degeneracy and to weaken individual power.\n\nThe starting-point, the process, and the result\n\nare seen as a related\n\nwhole, and the child has the thrill of a creator's delight as the finished\n\nwork lies before him. He has a conscious sense\nthrough knowing how the work was accomplished.\n\nThe starting-point in the kindergarten is a natural one\nis\n\nbased on the child's instinctive forms of activity.\n\ntially\n\npower\n\nof individual\n\n;\n\nall\n\nthe work\n\nHis nature is essen-\n\nHe manipulates material with a purpose of making\nHe builds, he represents in picture form. He delights in\n\ncreative.\n\nsomething.\n\nthe imitation of the employment of his parents by natural choice.\nthese impulsive activities\n\nIt is\n\nWe\n\nwhich we guide by our fostering care.\n\ncome into his life of feeling with the sympathetic response of recognition\nand understanding. We formulate no rules of action, but determine the\npath of his experience by clearing the way for his activity in a logical\nsequence and meeting the advance of his development with material\nsuited to his larger power.\n\nOur sympathy expresses itself in the form of the realities of law.\nThe material defines itself under the definite qualities of form, number, size, proportion, direction, etc.\n\nThe movement we organize according to the law of all growth\n\n—the\n\npresentation of opposites and the process of meditation.\n\nThe more\n\ndefinite our receptive power, the\n\nmore conscious\n\nis\n\nour\n\npleasure in recognition, and the greater the sense of personal power,\n\nbecause the creative power\n\nis\n\ndependent on the definiteness of our com-\n\nprehension of the elements which enter into the process.\n\nThe crude results of the child's first efforts are full of pleasant satisBut the process of creation\nHis effort has\nreveals more of the ideal nature of the material.\n\nfaction, because his ideas are still crude.\n\nstrengthened the power to do, and the result of succeeding action will be\nthe expression of his larger self.\n\nSo he goes on from strength to strength.\n\nThe natural law is the\n\ndivine law.\n\nSo through the instinctive or impulsive period of early childhood;\nthe child is led by loving insight along paths of activity that formulate\n\nlaw in the child's nature before the age of conscious choice.\n\nHis form of activity has led him to associate result with process, and\nas the process has revealed the result, so a result seen as a fact or truth\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nor condition at once implies a past process of creation, a present rela-\n\ntionship, and an ever-growing influence.\n\nFacts are no longer dead, but living realities, and thus in the school of\n\nthings he is made ready for the school of facts.\n\nTHE ORGANIC CONNECTION BETWEEN THE KINDERGARTEN AND THE PRIMARY SCHOOL.\nBY MISS N. CROPSEY, INDIANA.\n\nits\n\nOur nineteenth-century poets and scientists teach us that all life, in\nunfolding, is a unit, though its forms may be many and that \" we\n;\n\nmust account for the world and nature by other principles than those of\ncarpentry and chemistry.\"\n\nNo\n\nhuman development can\n\nphase of\n\nand not as life shows them\n\n;\n\neach\n\nboy, or man —\n—\n—continuous in themselves in unbroken\n\nconsider the stages of human development\ntinct,\n\nbe considered alone\n\n\" It is pernicious,\" says Froebel, \" to\n\nimplies a relation to every other.\n\nchild,\n\nas dis-\n\ntransitions.\"\n\nThe same being looks out upon the world from the kindergarten,\nfrom the primary school, and from the school of later life. No new\nfundamental powers have been given to the \"soul that rises with him.\"\nBut self-activity takes other forms expressing advancing stages in consciousness, and each transition reveals something in himself which\nchanges his attitude toward the world of man and of things.\nSelf-separation means progress toward higher self-unification.\nBy becoming\nconscious of his great inheritance he really possesses it.\nHe moves from the unconscious toward the conscious; from life in\nthings to life in ideas; from life in the body to life in the spirit.\nThe general movement\n\nof life in the kindergarten is that of sponta-\n\nneous activity, a period which\n\nis\n\nconscious, when compared with early\n\ninfancy, and unconscious compared with a later expression of power in\n\nthe primary school.\n\nYet~even here, where earnest life seems to take such\n\nlight and airy forms, we trace the thread of conscious work\n\nand con-\n\nscious action.\n\nIn the occupations of the kindergarten, work in its\n\nmentary form\n\nis\n\nbegun.\n\nele-\n\nA very sudden transition to new forms of\n\nactivity cannot be made without loss.\n\nHow shall the cheerful activity of the child in play lead gradually to\nthe cheerful activity of\n\nman in work, which denies present gratification\n\nfor future joy in a reasonable result?\n\n\" Play, that is, activity, not pleas-\n\n"}
{"page": 543, "printed_page": null, "text": ";\n\n(ARY SCHOOL.\n\n539\n\n\"Cheerfulness is at\nu re, will keep children cheerful,\" says Richter.\nonce the ground and flower of virtue, and its crown. Let it not be confounded with enjoyment, which gives a selfish mien.\"\nProper work, and for a right purpose, will keep man cheerful, because\nit is the form\n\nconsciousness.\n\nof activity which, in general, best expresses his degree of\n\nIn play, the activity alone\n\nis\n\npurpose and reward\n\nits\n\nin work, the product of the activity is its purpose\n\n;\n\nbut these should not\n\nIt is the proper relation\nbe regarded as wholly separate and unrelated.\nof the one to the other which makes each a means of growth.\n\nIn a modern story we find this description of work in its effect upon\nman, when there is no creative element in it, and no contrasting activ\" My body was strong, but my brain was dead.\nYou\nity in recreation\nWork is good; I have\nman's\nbody\nso that his soul dies.\nmay work a\nworked at the old farm from the sun's rising till its setting, but I have\nhad time to think and time to feel. When I first came, I always refused\nmy master's offer of the brandy flask, but now I drank as my oxen did.\"\nWhen all the activity of a complex and highly organized being is\nturned into one narrow expression of force, whether physical or mental,\nwe have a reaction which is correspondingly violent and savage, or the\nbeing may become so deadened that very little reaction takes place.\nSuch results must follow if children are taken from the freedom of\nhome or the all-sided life of the kindergarten, to undertake tasks which\ndo not in any way express their inner life and needs.\n:\n\nOn the other hand, the child or man who has missed the discipline of\nwork or service for the good of others, finds himself unable to submit to\nany other necessity than present desire. In\"Romola,\" George Eliot\nhas given us such a character Tito Melema, with a dark, beautiful face\nand the brightest smile, the softness of whose nature required that all\nsorrow should be hidden away from him, came at last to commit the\nbasest deeds, because he tried to slip away from everything that was\nunpleasant, and that did not answer to his choice of the moment.\nWork, if performed in the light of ideals which the school should\n:\n\ngive, is\n\nthe great instrumentality for teaching the denial of\n\nself,\n\nfor\n\nAn education which gives\nthe good of the whole or for a greater self.\nthe power to deny the lower self for the higher is a good education any\nkind of education without this power is a failure, no matter what else it\n;\n\nmay teach.\nThe forms of play, when imposed upon the child by the school, or\nupon the man by the circumstances of his time and education, are a\nhindrance to a real and normal growth; while to the child who, by\n\nmeans of play, represents himself earnestly from within, play is purification of will and aspiration of the whole being;\n\nThe little child lives as earnestly in play as does the man in real work.\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nHis imagination uses these forms of human life to work out to clearness\nthe knowledge of human duties and human .aspirations.\nFroebel understood better than any one else this inborn desire and\ncapacity of children for all-sided living, and brought in the kindergarten the full answer to their needs.\n\nWe sometimes see in the crowded kindergartens of our cities capable\nchildren, seven, eight, and\n\neven nine years of age, going listlessly\nthrough the forms of play. They should be in school learning to read,\nand in the home should consciously take their small part in the real\nwork of life. To impose upon the primary school the forms of play used\nin the kindergarten would be only external and far from the real pur-\n\npose and spirit of play, though some have supposed that this would be\n\none means of making the connection between these two grades of pri-\n\nmary education.\nPlay will be related to work\nity imposed\n\n—or spontaneous activity related to\n—according to the plane of devel-\n\nactiv-\n\nby the will for a purpose\n\nopment upon which we find the individual.\n\nMan will always play, but\n\nthe forms of play will change as the forms of work change.\n\nThe art forms of music, poetry, and the drama, which children\nseem to use naturally in their plays and in the kindergarten, become\ndifferentiated, and each becomes a complete form and method of expression.\nA real re-creation, because a contrasting activity to the usual work\nof the school, comes in the school festivals of music and of the seasons,\nwhere each contributes song, poem, or sentiment for the enjoyment of\nall, and all join in expressing their delight in external harmony and\nbeauty by the decoration of the school-room to correspond with the festival of joy within.\n\nThe free plays of children at the school recess and outside of school\nhours show a more conscious purpose than those of younger children,\n\nand give training in accuracy of sight and skill of hand, as well as\nopportunity for justice, truthfulness, and good will, and always reflect\nThe games of older children seem to\nthe training of home and school.\nproposed a definite problem to be worked out by the understanding, rather\nthan the general poetic view of the whole of life, which little children\ntry to represent.\n\nThe spirit of the kindergarten should control all the activities of the\n\" Each should live for all and all for\nprimary school and of all schools.\nis\nselfish, and destructive of the indieach.\"\nThe spirit of competition\n\nvidual and of society.\n\nConstant opportunity should be given for com-\n\nbination in work for a common end, and for the exercise of the social\nfeelings\n\nand needs.\n\nLet us teach children how to have rational and\n\nsimple pleasures.\n\nThe school must ask what kind of personal experience is necessary to\n\n"}
{"page": 545, "printed_page": null, "text": "THE KINDERGARTEN AND THE PRIMARY SCHOOL.\n\n541\n\nfurnish the knowledge upon which thought and rational action can be\nbased;\n\nhow much of the theory of life, which we communicate in words,\n\nWe have often made the mistake\ncan be understood and acted upon.\nof supposing that experience could be given by words alone.\nExpression by means of language begins very early, and we know that\n\nmore material forms continues very late, as the\nThe actual education of man is said to begin\nwhen the child represents himself by means of language for this is the\nThe\nutterance of spirit which is truly human and marks him as man.\nlittle child seems to turn as readily to one form of expression as another.\nThe tendency is toward clear and full expression of a more complex and\ninternal life by means of language.\nCan all the experience which a child in the primary school needs to\nprepare him for the higher schools and for life be obtained by means of\nThose who are born a hundred years in\nexpression through language?\nadvance of the century in which they live, and into a very abstract and\nexpression by means of\n\nart of civilized man shows.\n\n:\n\nhow it is possible that there are so\nmany minds requiring hand expression of the most elementary kind.\nYoung men who are still in the childish stage of thinking are sent to\n\nspiritual life, can hardly conceive\n\nthe university, which is not a place where everything is taught, but\nwhere men are to begin to explain the world and to act upon it by means\nThe consequence is that they can only engage in\nof universal ideas.\nTheir natural tendency to physical expression was not\nphysical sports.\nregarded in childhood, nor idealized, and perhaps no environment fosIt was said that Jefferson, coming to\ntered the germs of spiritual life.\nWilliam and Mary College in 1760, found a true university, whatever it\nmay have been to others, because coming into contact with a few universal minds he was capable of being instructed by them.\nWe believe that the value of hand expression in primary schools is\nevery day better understood, and that our thoughtful workers are bringWhen this work helps the child to take\ning better theories to our aid.\nthe next higher step in thinking and acting, it is valuable it is a necessary contrasting activity to a mental tension upon what is abstract and\n;\n\ntheoretical,\n\nwhich children cannot sustain for long periods.\n\nIt has its\n\nvalue, not in what the child produces, nor in preparing for industrial\n\n—\n\n—\n\nthough it may do this but in the child himself.\nThere is danger that the employment of the hand may be merely automatic, in order to keep children quiet in over-crowded schools. A child\nor a man may repeat the forms of hand work and learn very little, just\nas he may repeat words in 'an automatic way which represent no living\n\nlife\n\nthought.\n\nDrawing has great value when we consider that it gives man-\n\nual\n\ninventive power, and ideals of the beautiful, and that the\n\nskill,\n\nmaterial comes so easily within the reach of all.\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nin changing nature into forms of his own will, the child himself\nchanged; if he learns patience, industry, and common sense; learns\nthat \" good thoughts are no better than good dreams unless they be exeIf,\n\nis\n\ncuted;\"\nis\n\nif the \" laws of physics translate to\n\nthis instruction truly valuable.\n\nIt\n\nhim the laws of ethics,\" then\n\nshould be a means of leading up\n\nto a stage of development in which we are able to reflect upon and choose\n\nbetween motives and processes beyond the realm of hand representation.\n\nTo make the connection between a period of growth which requires\nin order to give dim and vague perceptions and\n\nsense-representation\n\n—\n\nrelations, reality and permanence\n\n—and the stage which holds these\n\ntions in thought, requires great insight\n\nrela-\n\nupon the part of the teacher.\n\nVery early the child compares his view of things with the things themselves, and soon he holds mentally the terms with which he works, compares and chooses his processes, and arrives at a result in theory.\nWe\nmust also keep in view the fact that the higher or later forms of thinking and living have their beginnings in, and rest upon, the earlier elementary forms that the new impressions are explained by the old. It\nis the gradual ascent into complex and abstract mental processes which\nwe fail to remember.\nThe little child makes clear to himself the fundamental notions of\nform, size, and number by concrete representation.\nThe same method\nis continued in the primary school; he represents externally, in space,\nthe terms of his problem, lest they slip away from his mental grasp.\nBy this means he helps his feeble powers of concentration and abstraction.\nThis is good so long as it is necessary, but we must remember\nthat our aim is to get him beyond the necessity for sense-representation.\nHe will never learn \"to use his mental powers unless by their exercise.\nWe must train our powers of sympathy and insight to be able to know\nwhat he is thinking, and give him only enough help to enable him to\nhelp himself.\nThis is difficult work, and means more than the manipulation of blocks and sticks.\nThe child compares, generalizes, reasons, on his own plane of development, and delights in it. We may weaken his powers by requiring\n;\n\nsense-representation\n\nwhen it is not necessary to clearness of thought.\n\nWe may confuse, discourage, and make him dishonest by requiring him\nto go through forms of thinking beyond his power of comprehension.\nIt is commonly understood that school begins for the child when he is\n\nIt is a period in his growth which\nmust have great significance. He sees language in a form which is\nentirely separate from his individual experience.\nThis, Froebel says,\nmarks the transition from childhood to boyhood. Before this he has\nhad no true representation of his oral speech, for the picture of the particular bird which he recognized when less than a year old has by no\n\nold enough to be taught to read.\n\n"}
{"page": 547, "printed_page": null, "text": ";\n\nTHE KINDERGARTEN AND THE PRIMARY SCHOOL.\n\n543\n\nmeans the significance of the written word. He has no experience by\nwhich he can interpret these signs. He must learn at the school their\nmeaning as they are universally understood. Here the wise teacher\nwill remember that no sudden transitions can be made, and will use the\npicture and sign language, to explain to him the new, strange forms, and\nwill give time to find points of connection with the knowledge already\n\nThe word and sentence method of teaching reading recognizes the\nfact that there is a gain, in time and power, in keeping the whole nature\nof the child alive, instead of allowing him for a long period to use forms,\n\nwhich express very little of his world of life and thought. He gets early\ninto the habit of reading to gain ideas, and to communicate them to\nothers, which gives true pleasure, and is as real an expression of his\nnature as are the occupations of the kindergarten to the younger child.\nThese dead forms of reading and writing should not separate between\nhim and the great worlds of nature and human nature, but give a means\nof higher interpretation, thus making a living connection with his early\n\nexperiences.\n\nA vast amount of time is wasted by presenting the com-\n\nmon and the crude in reading and literature, because we fail to understand the poetic spirit in which the child interprets the world.\n\nIt is\n\nknow the exact meaning of each word in a poem in\norder to be instructed and inspired by its general sentiment.\nThe world\ncomes to us first as a general impression it may be dim and obscure\nnot necessary to\n\n;\n\nrelation to this whole.\n\nOur primary\n\nschools ought to teach the best that literature has to offer\n\n—not the most\n\nits\n\ndiversity\n\nis\n\ninterpreted\n\nin\n\ncomplex or the most obscure in meaning, but some expression of other\nthan the literal and disconnected view of things.\n\nThe analytic processes may entirely absorb the time of the child in\nand completely obscure his poetic view of the whole which he\nbrought to us out of the land of early childhood, leaving him on a barren plain of facts, cut off from the living springs of imagination and\nschool,\n\nThe eye of the poet integrates the parts and feels the living spirit\nreason.\nwhich animates and unifies nature, though he may not be able to give a\nscientific classification of its forms.\n\nThe close observation of the facts of form, color, and size has its great\nvalue if, in the mind of the teacher, there is an aim to unify this knowl-\n\nedge with the experience of the child, and with the world of truth, of\n\nwhich it is a part. Time is wasted in \"observation lessons,\" in reproducing the disconnected facts of nature study, giving no sense of unity\nin nature, or in the life of the child.\n\nThe poem and the story give him\n\nhis first and best explanation of nature in its unity and in its relations\nof beauty and use to his life.\n\nWhat is well understood in the kindergarten is often\n\nignored in the\n\n"}
{"page": 548, "printed_page": null, "text": "544\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nprimary school, and we hasten to make a sudden transition to the external scientific classification of facts, in which we cannot enlist the interest\nof our pupils.\nWhen each study of the primary school supports and explains all\nothers we shall have that inner relation among subjects which will bring\nWhen form study and science lessons\na clearer understanding of each.\nhelp to interpret reading, language, and arithmetic\n\n;\n\nwhen reading, lan-\n\nguage, and art give not only the external facts of nature and human life,\n\nbut use them to explain the higher life of thought and conduct, we shall\nhave made progress toward a living connection between the school and\nthe method of growth which precedes it.\n\nReading, writing, and arithmetic, when we consider\n\nall\n\nthat their\n\nteaching implies in language, literature, and art, are the important subjects in the\n\nprimary school.\n\nThey carry farther what the kindergarten\n\nhas begun, and give increased power to solve the world theoretically.\n\nArithmetic brings the external world under our control, first in thought,\n\nand then in practical results. Literature, entered from the little world\nof songs, games, and stories by the gateway of reading and books, gives\nus the law of the inner world of man.\nBy the imagination and the reason we see the far-oif result of a process or a deed, and choose it rather\nthan an immediate and temporary good.\nIf nations can solve their\nproblems theoretically have the conflict mentally it means peaceful\nand reasonable arbitration. There is a long step in civilization between\nparliament and the hand-to-hand physical conflict.\nAs individuals we must be able to use the experience of others in\norder to make progress our conflict must take place on the heights it\nmust be by \" the sword of the spirit\" \" science against fate.\"\nCan man live among machines and mathematical instruments and\nchemical products, during the best growing, formative, and enthusiastic\nyears of his life, without being in any way in touch with the ideals of\nhumanity, and learning to solve the problems of life? Our best polytechnic and manual-training schools have answered in the negative by mak-\n\n—\n\n—\n\n:\n\n—\n\n;\n\ning literature a part of the course of study.\nresults\n\nfrom the lack of will-training; but\n\nto\n\nstrong requires not only action, but intelligence\n\nFailure in life, we say,\nmake the will pure and\n\n—the power\n\nto find one's\n\nway through complex conditions, to hold in mind, compare, contrast,\nand draw conclusions before making a choice. We may do this instantaneously, but it must be done, and in the light of ideals.\nFroebel's thought of \" human culture for all-sided unification of life\n\nmust be carried up into every school.\n\n\"\n\nThis does not mean that the\n\npupil should study everything at once, but that what he does should result\nin culture.\nUnity of life means harmony, which can only be attained by\nmoving forward in accordance with the divine ideal implicit in human\n\n"}
{"page": 549, "printed_page": null, "text": "THEORY TESTED BY EXPERIENCE.\nNothing\n\nnature and expressed in institutions.\n\nis\n\n545\n\nbegun in the kindernothing is in life\n\ngarten which does not in some form enter into life\n\n;\n\nwhich was not in the child. He moves through the whole circle of relations, and ever widens its sweep, as by self-activity; with the aid of the\nsurrounding world he learns to know himself.\n\nThe machine, and dexterity in\nthings, fills the eye of our time.\n\nits use,\n\nthe external scientific view of\n\nPerhaps this\n\nis\n\na necessary reaction\n\nfrom a one-sided theoretical course of life and study in the schools.\nThe worker in steel has made a very delicate instrument which is\nThe chemist has distilled\nfitted for the most wonderful surgical work.\nand compounded the most refined results of mineral and herb. There\nIs the intelligence in the theory\nis no lack of mechanical appliances.\nof their use developing in a corresponding degree?\n\nDo we know when\n\nnature is doing her normal work, and have we so much knowledge of her\n\nmethod as to give time for growth and repair, and to lend only necessary\naid?\n\nThe machinery of the school, the material and methods furnished,\nare helps to those who understand their purpose.\n\nFroebel could take\n\nchildren into the fields and help them to expand in the light of God, of\n\nNature, and of humanity.\n\nMany of us would lose our occupation if we\n\nshould lose its mechanism.\n\nWhatever aid is given to the child in interpreting his impressions of\nnew knowledge with the old, in strengthening and purifying his will, and in helping him to move toward his\ndestiny with cheerfulness and power, must be given by those who can\n\nthe world, in connecting the\n\n\"discern the things of the spirit.\"\n\nAn \" organic connection \" is a living and necessary connection which\ncannot be changed for an external and temporary relation without\n\ndis-\n\nturbing or destroying the orderly movement of the whole;\n\nbest\n\nunderstood in\n\nits\n\ndetails of subjects\n\nit\n\nis\n\nand forms by those who have the\n\ndeepest comprehension of the aim of all education.\n\nTHEORY TESTED BY EXPERIENCE.\n-MISS\n\nANNA E. FREDERICKSON, INDIANA.\n\nFrom the earliest times, when the Hebrew mother taught her child at\nher knee until he was old enough to be instructed by the scribes, the\n\nman has engaged the best thought\nand the most active work of the wise in all ages.\n\ngreat problem of the education of\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n.Recognizing the great importance of correct education, and desiring\nto benefit the\n\nmany who, coming after them, should\n\nstudy this same\n\ngreat question, they have given to us, as a result of their experience,\ntheir educational theories.\n\nAn educational theory is more than a mere notion of some one as to\nhow the mind is to be developed or how instruction may be imparted.\nIf it is in the true sense\nreal thing based upon the\n\nof the word an educational theory, it is a\n\ndiscovery of a continuity of facts ascertained\n\nby an observation of the development of mind, the means employed, and\nthe manner in which they were presented for the accomplishment of that\naim.\n\nThis observation must be extensive, and carefully made by one who is\nindeed a searcher for truth.\n\nEach theory so developed has in it grains of truth which attract to it\ninvestigating thought, and lead to\n\nits\n\nbeing tested by application in\n\nactual practice, which will prove to what extent the observations upon\n\nwhich it is based have been correctly made.\nThe results of the experience of one must not be accepted as conclusive, because of the possible inability of that one to grasp and skilfully\napply the principles of the theory ;\n\nor, if this be not the case,\n\nthe condi-\n\ntions under which he has labored may not have been the best.\nIt is only from a comparison of the experiences of the many who have\n\nconscientiously applied the principles of a theory under various conditions that we may obtain a result acceptable as giving a conclusive proof\nof the extent in which the theory is a law.\n\nA retrospect of the plan of educational history reveals to us not only\nthe theories which the geniuses of the various nations have produced,\n\nbut also the\n\nmany tests to which they have been subjected.\n\nViewed in\n\nthis light, there is brought clearly to our view the truth in each which\n\nhas lived in all succeeding theories.\n\nTo these truths other and greater\n\ntruths have been added until we have the theory which as kindergartners we are now testing in our children gardens.\n\nFrederich Froebel, the father of the kindergarten, was a man of rare\n\nHe embodies in his theory the results of the\ngrowth of educational thought for centuries.\nA study of his idea leads us to a study of Nature, her ways, and her\nIt also leads deeply into the lives of his contemporaries, and many\nlaws.\nof the earliest educators, who, by their experience and experiment,\nopened the way for his broader view involving the eternal destiny of\nman.\nIt was his work to bring the beautiful purposes and the educational\nprinciples of others to a point of actual achievement, and give to them\ntalent and broad culture.\n\ngreater breadth, depth, and practicability.\n\n"}
{"page": 551, "printed_page": null, "text": "—\nTHEORY TESTED BY EXPERIENCE.\n\n547\n\nHe was intensely religious, and based his system upon his conviction\nHe recogHe saw\nnized the inner unity of all with God, from whom all proceed.\nthe destiny of all things in the revelation of God in outward form.\nMan and nature, having one origin and being under the same universal\nthat \" all education not founded on religion is unproductive.\"\n\nhe looked to nature, and observing the laws which controlled the\ndevelopment of plant and animal life and minerals, he applied them to\nlaws,\n\nthe principles of human education\n\n— hence, his watchwords—harmonious\n\ndevelopment by continuous growth from within outward, involving the\nself-activity.\n\nAs he saw the plant drew from the soil in which it is planted its nourishment, so he saw that the child drew from its environments the means\nof its growth ; if they failed to supply this\n\nmeans of growth the nature\n\nwas dwarfed and blighted. He would surround the child with that which\nis pure, that the germs of the good tendencies might fully develop and\nbear fruitage in the development of the soul, so that evil, which is a fun-\n\ngus growth, might find no place for lodgment.\nIn his first work with children he was aware that many of the difficulties which had to\n\nbe overcome were due to neglect or lack of\n\ngent, conscious training on the part of the mother.\n\nintelli-\n\nThis led him to see\n\nthe necessity of training women for their highest and holiest callings\n\nmotherhood and teaching. He would have them know by observation\nand experience the laws of organic development and the needs of childhood.\nHe would have them to be able to consciously lead the child so\nthat all his faculties might be aroused and exercised in such a way that\nthe result would be complete development.\nHe would constantly keep\nin view the ideal, the harmonious development of the physical, mental,\nand spiritual nature, thus bringing the whole being in unity with self,\nwith humanity, and with God.\nFor the answer as to how this high aim in life was to be accomplished,\nFroebel looked to life.\nAs he recognized that all education should\nbegin with the youngest children, he observed young children and the\nmanner in which true mothers by their intuitions and motherly instincts\namused and satisfied them. He also observed older children, preferring\nto observe them at play, that he might see the needs and bent of their\nnature as manifested in spontaneous play.\n\nThe result of this observation, supplemented by his knowledge and\nphilosophic thought, was a graduated series of gifts, occupations, and\nsocial games.\n\nThese comprise the child's world, reducing it to its sim-\n\nplest elements,\n\nand at the same time opening to the child countless ave-\n\nnues in all directions to higher thought and wider influence.\n\nThe kindergarten material leads by analysis and synthesis to a knowledge of the inner constitution of form.\nIt develops the reason, imagi-\n\n"}
{"page": 552, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n548\n\nnation, memory, the aesthetic taste\n\nand manual\n\nskill.\n\nIt satisfies the\n\nchild's desire for construction and invention.\n\nThe child, by judicious instruction and proper guidance, is enabled\nto transform the simple material into a great variety of forms of cogni-\n\nand beauty, thus gaining power through practice. It furmeans whereby all acquired knowledge and skill may be\nemployed in new productions, which will be compared to and combined\nwith all previous productions. It thus becomes a true test of knowledge, for it is a giving back in an individualized way what the child has\nreceived.\nThe child not only gains knowledge by the habit of applying\nit.\nIt is only valuable to him in the proportion in which he can apply\ntion, life,\n\nnishes\n\na\n\nit in life.\n\nKnowledge so gained increases conscious power, and the child becomes\nand self-reliant hence the need of greater living, practical\nknowledge gained for a definite purpose in life. Action proceeding from\n\nself-helpful\n\n;\n\ninner impulse is necessary to true culture.\n\nImportant as is the individ-\n\nual development, the social phase is equally important.\n\nThe ideal man-\n\nner in which two little children meet, and the whole-souled manner in\nwhich they enter into the notions and purposes of each other, together\n\nwith the earnestness displayed in endeavors to accomplish a mutual purpose,\n\nshow the demands\n\nof the child for the society of equals,\n\nand the\n\nhappiness and profit to each derived therefrom.\n\nThe organized social games of the kindergarten supply this need, giving what cannot be gained in any other way\n\n—the development of the\n\nsocial side of the child's nature.\n\nmore or less important\nEach game has a definite purpose, and all are gov-\n\nAll the children in the kindergarten take a\n\npart in the games.\n\nerned by the same laws that control the use of the material law of opposites, connection of contrasts, analysis and synthesis, continuity and\nself-activity.\n\nThey are so arranged as to enable the child to reproduce\n\nthe scenes of\n\nlife\n\nby which he\n\nis\n\nsurrounded, develop the senses, give\n\nnew ideas and opportunities to apply them.\n\nThe symmetrical arrange-\n\nments accompanied by music, aside from the physical culture, develop\nThe child\nthe rythmic sense and tend to harmonize the whole being.\nloses his self-consciousness j he sees the relative power of the little society\nas compared with his individual power.\nAll the children combine in the accomplishment of some purpose in\nwhich each heartily enters. All the powers, both formative and expres-\n\nawaked and strengthened in proportion to the efforts made to\nBy this means the child is\nachievement of the aim.\nled to respect the rights of others, and to become conscious of his power\nsive, are\n\nassist others in the\n\nto give joy.\n\nIn all the exercises with the gifts, occupations, social group work and\n\n"}
{"page": 553, "printed_page": null, "text": "THEORY TESTED BY EXPERIENCE.\n\n549\n\ngames, the true kindergartner never loses sight of the fact that they are\nbut means, and their real value lies in the influence which they have\n\nupon the whole child in all its relations to life.\n\nHe is led to do that he\n\nmay be.\nThe theory avoids dogmatism, pedantry, and prejudice.\ntive and progressive,\n\nIt is not confined to one place or people.\n\naim.\n\nIt is affirma-\n\nand recognizes inner freedom as the chief objective\nIt meets the\n\nneeds of\n\nhumanity.\n\nBorn in Germany, where many obstacles met\n\nit\n\nthat for a time\n\nit\n\nseemed would overcome it, it could not be suppressed. It rose above all\nobstacles, broke all fetters, and extended like a mighty wave, modifying\nall systems with which it came in contact, and it is destined to modify\nThe growth of the work in Germany was\nall phases of education.\nwatched with intense interest by the surrounding countries, and upon its\nsuccess there depended to a great extent its introduction into the other\ncountries.\n\nThrough the influence of those whom Froebel gathered around him\nand instructed so that they were in sympathy with him and saw the\nAmong\ntruth of his theory, the work gained in popularity and favor.\nthis group of early pioneers no one is more prominent than Baroness\nMarenholtz Von Biilow Froebel's clearest interpreter a most enthusiastic disciple and a power in the cause, to whom is due, probably above\nall others, the recognition of its worth at this early period.\nThe work soon spread into Belgium, Holland, and France, and after\nHere many difficulties met it-— its foreign\na time it reached England.\n\n—\n\n—\n\norigin, lack of properly trained teachers, a misunderstanding of its character, and many other things; but these were overcome, and England has\n\nreason to-day to be proud of the flourishing condition of her many kindergartens.\n\nIn like manner\n\nEussia, and Italy.\n\nIn\n\nall\n\nit\n\nhas found its way into Norway, Sweden,\n\nof these countries it is growing, but in\n\nno\n\ncountry has the kindergarten work made equal progress in the same\nit has in the United States, due largely to the freedom and\nindependence of American women, their keen perceptions and their\n\ntime that\n\nenthusiasm.\n\nIntroduced about thirty years ago, it was enthusiastically\n\nreceived by a few who considered\n\ngospel\n\nof\n\nthe kindergarten.\n\nit\n\ntheir mission to\n\nGerman\n\nmake known the\n\npublications were\n\ntranslated,\n\nvarious books were published, training schools established, and Froebel\nassociations and unions formed.\n\nThe experience in establishing the work has been similar in all counin many respects discouraging, in many more respects encourag-\n\ntries\n\ning.\n\n—\n\nSo from hands that shrank from no task, prompted by a desire to\n\nlift humanity to\n\na higher plane of living, the seeds have been sown, and\n\nthe harvest shows a yield of many fold.\n\n"}
{"page": 554, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n550\n\nIt has\npists,\n\neverywhere enlisted the support of the churches, philanthro-\n\nand the \"Women's Christian Temperance Union.\"\n\nestablished charity kindergartens in the large cities, into\n\nbeen gathered the truly needy, and in\n\nhave there received the\n\nfirst\n\nThey have\nwhich have\n\nmany instances these little ones\n\nray of sunshine which has entered their\n\nThese organizations are by this means endeavoring to lift human-\n\nlives.\n\nity through the children,\n\nputting it in possession of the faculties which\n\nGod has bestowed upon each.\nAs we compare the experiences coming from all the countries where\nthe work haj been employed in all\n\nits degrees of perfection and imperwe gather as facts in regard to the Froebel theory that it meets\nthe needs of humanity.\nBecause of its broad, logical foundation it can be modified to meet\n\nfection,\n\nthe needs and national characteristics of all children, normal and abnormal, and remain in aim and achievement the same.\n\nBut you say in many places it has been unsuccessful, and the attempt\nto carry it forward given up.\n\nYes, but a close examination into the\n\nparticulars in these instances reveals to us that there was little in con-\n\nnection with\n\nit\n\nthat was truly kindergarten.\n\nRooms were overcrowded\n\nso that the kindergartner could not give attention to the development\n\nof individual tendencies\n\nor,\n\n;\n\nwhere this was not the case, those who had\n\nthe work in charge (can they be called kindergartners?) mistook the let-\n\nand the means for the end, and reduced the system\nmechanism.\nSomething more is necessary to make a kindergartner than a knowl-\n\nter for the spirit\n\nto\n\nedge of the material and the manual application of\n\nit.\n\nThe true kin-\n\ndergartner sees beneath the surface to the soul of the material, and has\nreverence for the life\n\nShe\n\nchild.\n\nis\n\nit\n\ncontains and the life it brings to the growing\n\nanimated by the\n\nspirit of Froebel in all that she does.\n\nWhere this is the case, experience positively proves that the kindergarten training enables the child to see for himself and express what he\nsees and conceives in simple, concise language, either by means of words\n\nor things.\ntheir\n\nHe knows the properties of things, their practical use, and\n\nrelations.\n\nIt\n\ndevelops conscience, will, and moral sense.\n\nThe\n\nchild is obedient ; he obeys spontaneously from a sentiment of obedience\nto that which is right because of the development of righteousness within\n\nhim.\nIt inculcates a love of work\n\nthe hand.\n\nIt equally educates\n\nboth servants of the hand.\nsupple.\n\nby developing the instrument of labor\nthe head and the heart, making\n\nIt develops\n\nthem\n\nthe whole body to be strong and\n\nIn the games and various social exercises there grows in the\n\nheart a love for others, the first germ of love to God, and the foundation\nof all religious feeling.\n\n"}
{"page": 555, "printed_page": null, "text": "MAGICIANS AND A CHILD'S\n\n551\n\nLIFE.\n\nAgain, experience proves that the theory is eminently practical,\nthat\nthe kindergarten is a place\nsystematic, and effective, and\n\nwhere parents may send their children day after day and know that\nthe influence there received will uplift, and that they will there find\nwhat the home cannot give a little community where, under en-\n\n—\n\nlightened direction, they will learn\n\nhow to live with others and for\n\nothers.\n\nThe influences of this rational education will continue through years\nand always make itself felt in all that appeals to that which is\n\nof study,\n\nessentially\n\nhigh in man.\n\nIt\n\nhas effectually modified\n\nall\n\nsystems by\n\nbringing people to see that education has a broad scientific basis and\nreal human purpose.\n\nExperience also proves that as the kindergarten training is necessary\nthe kindergarten training is\n\nfor the complete education of children,\n\nequally necessary to women.\n\nIt broadens the mind, enlarges the heart,\nmakes skilful the hand, and assists and forms her for her educational\n\nmission.\n\nThe work is but in its beginning; we but partly see into the depth of\nbut because of its inherent truth it will continue to grow\nand develop, revealing to us much greater depth and richer resources\nthan we now know it to contain.\nThe good which it has done\nIt is a humanitarian and a social work.\nbut when compared with what the indications for the future\nis great\nsay with unmistakable signs that it will do, the good which it has done\nis but as the first rays of dawning day which indicate the full glory of\n\nour theory\n\n;\n\n;\n\nthe noontide.\n\nMAGICIANS THAT MAKE A CHILD'S LIFE HAPPY OR\nMISERABLE.\nMRS. LOUISE POLLOCK,\n\nWASHINGTON,\n\nD. C.\n\nA very different state of things is now existing from that in 1863\nwhen I climbed up the stairs of the Boston State House to urge upon\nthe Hon. Mr. Philbrick the advantage of having kindergartens given to\nthe children of the public schools.\n\"My dear madam,\" he said, \"we\nhave hardly space in our school-rooms to accommodate the children we\ncould not think of giving them gardens.\"\n;\n\nVery few people\n\nat\n\nthat\n\ntime understood the term kindergarten,\n\n"}
{"page": 556, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n552\n\nwhich means that the children are the flowers, and the teacher the careful,\n\nconscientious gardener.\n\nWell, even\n\nnow the purposes of the kindergarten are not very well\n\nunderstood, for when we pleaded last winter in the Senate chamber at\nthe United States Capitol with Senator\ntion\n\nPlumb to make an appropria-\n\nfor free kindergartens to be located in the poorest districts of\n\nWashington City, he said that he would not be instrumental in taking\nyoung children from their mothers, whose duty it was to train their\nchildren at home.\n\"Homes!\" cried out one of the ladies who was with me. \"Slums!\nThose children we wish to benefit are under the horses' feet, while the\npoor mother is busy earning their daily bread.\nWhy do you not shut\nup the public schools? Mothers cannot do everything. Their homes\nare not like yours.\"\n\nTo be sure, and even with an educated, wealthy mother, Senator\nPlumb's child enjoyed kindergarten training some years ago in our\nkindergarten.\nBut the women's council was holding its meeting in\nWashington at that time, and the worthy senator thought we were working to give leisure to mothers and have them travelling around the country to plead for woman's suffrage.\nNo Mothers who have not studied into the kindergarten philosophy\nare not at this age able to do justice to their children.\nEverything now\nhas to be done by specialists to be done as it ought to be.\nThe mother\n!\n\nof the future will not be obliged to send for the doctor for every little\n\nailment.\n\nShe\n\nwill\n\nhave studied hygiene and physical culture, rather\n\nthan astronomy or trigonometry.\n\nShe will prefer to amuse her child in\n\nthe manner indicated by Froebel, who would have a philosophical reason\nfor everything that\n\nis\n\ndone with or for the child, rather than to have\nmoment dictate what actions to pursue\n\nimpulse or the caprice of the\n\nwith or for the child.\n\nIf mothers would only take the trouble to find\n\nout what is meant by the kindergarten in the nursery, they would never\nexcuse their lack of knowledge on the plea of lack of time\n\n;\n\non the con-\n\ntrary, they will find that they have more time than they had before.\n\nWhenever I see a baby I think what possibilities of good or evil are\nhidden there under that smiling face, and parents, teachers, are the\nmagicians to make his a happy or unhappy life, a curse or a blessing to\nhumanity. We need not feel oppressed with this responsibility.\nIf we do\nthe best we can, in accordance with the light which is abundantly shed\nupon our pathway at the present time, we may leave the rest with God.\nEvery young ladies' school must sooner or later prepare their pupils,\nnot only for the salon but for the nursery as well.\n\nThe kindergarten in\n\nthe nursery, beginning with the child four months old, should be one of\n\nthe studies that are indispensable in every woman's education.\n\nIn all\n\n"}
{"page": 557, "printed_page": null, "text": ";\n\nMAGICIANS AND A CHILD'S LIFE.\n\n553\n\ncharitable institutions for girls and women a course of lessons should be\n\ngiven in infant training.\nIt seems strange to\n\nme that it should be harder to interest people in\n\nthis subject than, for instance, in dress or bonnet making.\n\nProbably the\n\nidea prevails yet that babies, like dogs or cats, will\n\ntake care of themselves, and that the natural mother-love and instinct is\n\nBut a human mother has been endowed with royal reason,\nand has not the instinct of the animal mother.\nThe human babe has a mind and a soul from the very beginning, and\nsufficient.\n\nwhile he may be even over-fed in body, his affections, his spiritual nature, may be famishing.\n\nI\n\nknow there have been mothers, and fathers\n\ntoo in times past, and also at the present time, who devoted their best\nefforts for the home education of their children ;\n\nbut times are different\n\nwe live in an age that makes greater demands upon the time of the\nThe kindergartner is simply to take the mother's place for a\nparent.\nI said to Senator Plumb \" If you were a poor workfew hours each day.\ningman, would you not be glad to have your child in the care of a\nlovely young woman like these you see before you, rather than with the\n:\n\nbad companions of the street, or in the way of the over-worked, worried\nmother?\"\nIt has been conceded by our best educators that the most important\ntime for laying the right foundation of virtuous citizenship is the earHow\nliest years of the child (unless we mention antenatal influences).\nimportant it is, therefore, that the kindergartner should have the right\nMme. Carpenter says \" To educate chilqualifications and preparation\ndren properly ought to be for the teacher the second part of his underThe first part, which is to study their own motives of action\ntaking.\nand perfect themselves, is far the most difficult.\"\nStill there are so many who undervalue the kindergarten and call it a\nplay-school, attach no significance to the plays of children, and think\n!\n\n:\n\nthat no special preparation is needful to become the playmates and guides\nof early childhood.\n\nThe plays of the child, Froebel says, are, as it were, the germ of the\nwhole life which is to follow; for the whole\nhimself in it\n\n;\n\nman develops and manifests\n\nin it he reveals his noblest aptitudes and the deepest ele-\n\nments of his being.\nRobert was a sturdy little fellow, five years of age, when a pupil in our\nNational kindergarten.\n\nIn the ring plays he took pleasure in trying to\n\ntrip the children over with his feet.\n\nComplaint being made, I told him\n\nthat he must control his little horses better (his feet) or they would\n\nhave to be tied up.\nAs soon as it occurred again I seated him in a chair and tied his feet\nto the legs of it.\n\n"}
{"page": 558, "printed_page": null, "text": "554\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nAs the other children turned around laughing at him his face turned\nscarlet with anger and mortification.\n\n\"You must not look around this way,\" I said, and stood in front of\nhim to hide him from view.\nSoon I felt him pulling my dress.\n\n\" What is it, Robbie?\"\n\"Mrs. Pollock, Mrs. Pollock,\" he said in an earnest tone; \"the string\nis itndone!\"\nI was greatly delighted and proudly I stood one side.\n\"Look at Robbie now, children; you see how honorable he is. lie\ntold me that he was not tied; was it not brave?\nKow he shall come and\n\nplay with us again.\"\n\nWe have a right to expect from the school-teacher a good intellectual\neducation and high moral nature, but much more is required of one who\n\nwould become an efficient and successful kindergartner, worthy of the\nhigh calling, which, next to the mother, is the highest there is on earth.\nThe whole life of man having its source in that epoch of existence,\nand whether that life be serene or sad, tranquil or agitated, fruitful or\nsterile, whether it brings peace or war, that depends on the care given\nto the beginning of existence.\nThis care is placed in the hands of woman, because nature has specially endowed her with love, patience, and spiritual power of endurance,\nand thus designed that she should be the supervisor over the earlier\nyears of life.\nShe should be the cheerful playmate of innocent childhood, while at the same time she controls and guides the child by means\nof her mental superiority, her insight into their nature, and the consciousness of the noble ends to be reached by means of education and\ndevelopment attainable through the kindergarten system.\nLike the\nradiant sun she is to enlighten and animate the spirit of the children by\nher unvarying patience and love and the refinement that naturally pertains to a pure and truthful woman.\n\nShe\n\nis to\n\nbecome, in fact, a spir-\n\nwho has to take the pure and innocent babe fresh from\nthe hand of God, and train him, that he may return through a world of\nconflict to His paternal arms.\nHer attainment of success in this work\nitual mother,\n\nwill insure to her the quiet of a heavenly life.\n\nSOME THINGS A KINDERGARTNER SHOULD KNOW.\nBY AVILLIAM E. SHELDON,\n\nThe kindergarten, as founded by\n\nA.M., BOSTON, MASS.\n\nFriedrich Froebel, represents a\n\nwell-defined system of child-education which was designed\n\nto precede\n\nthe ordinary school-training and prepare for it by developing the powers\n\n"}
{"page": 559, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\n\n555\n\nand capacities of the child so as to render him more or less self-active.\nThis culture should be begun at the very dawn of the child's life, and\ncultivated under appropriate guidance during the first period of childhood, which by common consent extends from infancy to the sixth or\nThis portion of the child's life is of supreme importance\nseventh year.\nto the physical development, to the incipient intellectual unfolding, and\nespecially to the training of the sense-perceptions as well as of the moral\n\nand spiritual intuitions and aspirations.\nThis is the epoch in the\nchild's life when he is most susceptible to impressions and is most influenced by his environments.\nIn suggesting a few things a kindergartner should know, from my\nstand-point of view, the department will pardon me, I trust, if I depart\nfrom the usual eulogy pronounced upon Froebel and his work, and call\nattention to some points that are indispensable in our American elementary training.\n\nMy first suggestion relates to the adaptation and training of the kindergartner herself.\n\nBut one young woman in twenty possesses naturally\n\nthe peculiar characteristics that are absolutely essential in developing\nthe complete philosophical system of training discovered and taught by\nFroebel,\n\nand even\n\ngifted by nature,\n\nthis\n\nis liable\n\none, unless specially trained and particularly\nto fail in the highest success of her mission as\n\na true kindergartner.\n\nThus my first suggestion is, Kindergartner, Know Thyself.\nkindergartner must\n\nThe true\nknow the elementary principles of mental science.\n\nThis knowledge cannot be gained by reading works on psychology, however valuable they may be.\ntreatise\n\nThe best and the only perfectly satisfactory\n\non psychology adapted\n\nto the field of the kindergartner is the\n\nreal, living child.\n\nNo two children are exactly alike in temperament or capacity for\ndevelopment.\n\nThe kindergartner, if she would have a broad and com-\n\nprehensive knowledge of childhood, must carefully study the growth and\n\nunfolding of many types of mentality observed and actually existing in\ndifferent children.\n\nHer work demands that she not only comprehend the natural and\nscientific principles of growth,\n\nbut that she should be able to adapt her\n\nmethods of unfolding to the capacity of varying ages. There is another\nconsideration to be taken into account, and that is the influence of environment in connection with the characteristics of the different minds.\nShe must be on the alert to ward off danger arising from over-stimulation in some cases, and be able to prevent others from being atrophied.\nShe is confronted with questions which all the philosophers of the past\nand present have not been able to answer satisfactorily, like \" How can\nI best train the senses harmoniously?\"\n\"How can I bring them under\n:\n\n"}
{"page": 560, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n556\n\n\" How can I make them best guide the judgHow stimulate the imagination ?\" \" How strengthen the will\"How develop the moral nature?\" These are questions ever\n\nthe control of the will?\"\n\nment?\"\npower?\"\n\n\"\n\nbefore the kindergartner, which she\nconsideration.\n\nis\n\nforced to have under constant\n\nFrom this will be seen that the kindergartner must be\n\nfamiliar with the theoretical principles of the science of education.\n\nThese are essential as guides in her original investigations in regard to\nthe capabilities of each individual child.\n\nNot only must she be an original investigator, but she must know\nabout and keep abreast of the latest discoveries in physiology and ]3sy-\n\nIn her methods she must be able to incorporate these results\nchology.\nand connect them with her own processes in practical work from day to\nday.\n\nTHE FACULTY OF ATTENTION.\n\nThe faculty of attention is absolutely essential to progress in child\nSpecial efforts should be made to direct the activities of\nyoung children and to concentrate their minds upon a single topic long\nenough for them to understand its real significance and assimilate its\ndevelopment.\n\npractical lessons.\n\nEdmund Burke\n\nonce\n\nsaid\n\nthat \" the\n\nmethod\n\nof\n\nteaching which\n\napproaches most nearly to the methods of investigation is incomparably\nthe best, since the teacher should not be content with serving up a few\n\nbarren and\n\nlifeless\n\ntruths.\"\n\nWhile\n\nthis\n\nis\n\nunquestionably true, the\n\nkindergartner must, by her method, concentrate the minds of children\n\nupon a few well-defined and specific points of interest. It demands the\nbest tact and the highest skill, often, to bring the wandering and restless minds of children to give proper attention to a given subject which\n\nmay not be at first of special interest to them.\n\nIn many cases all direct\n\nFlank movements must be made\ntheir minds and hearts, or both, for the time, in something\n\nattempts to accomplish this will fail.\nto enlist\n\nquite foreign in character, until the attention is fixed.\n\nIt is not always\n\neasy to make the transition from one subject to another.\n\" There are two distinct forms of attention\n\n:\n\nEibot says:\n\none is spontaneous and the\n\nThe first is the primitive form, the second is the result of education, of training, and of habit. As attention is\na fixed condition of mind in the young child, it should not be continued\nfor any undue length of time.\nAttention, unduly prolonged, experiment and experience both prove, will weary the mind and cloud the\nmental operations.\nGreat discretion must be exercised in this matter\nin the training of young children whose natural tendency is to constant\nother voluntary and artificial.\"\n\naction.\n\nIn spontaneous attention the whole being converges toward\n\none subject, and all physical and mental operations are stayed, while in\n\n"}
{"page": 561, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\n\n557\n\ninvoluntary attention these activities are simply arrested for a time, and\nthe child's mind only intermittently fixed.\n\nVoluntary attention is really\n\ngrafted on spontaneous or natural attention by processes of training and\n\neducation.\n\nPreyer declares that a very young child is not capable of anything but\n\nspontaneous attention, and thinks that the will-power is never found in\nexercise until the fifth or sixth\n\nmonth of the child's being, and that the\n\npower to restrain or regulate voluntary attention does not appear until\nThe leading motives that awaken voluntary attena much later period.\nThere is a time in the\ntion are self-interest, ambition, and emulation.\nlife\n\nof every child when habit\n\ncomes to control and take the place of\n\nThe infant, in common with the lower animals, has a\nThe kitten instinctively watches by a\nfaculty of spontaneous attention.\nEven wild animals are often found\nhole ready to spring upon its prey.\nAnimals like the monkey differ\nso absorbed as to be easily approached.\napplied motives.\n\nin the readiness in which they can be trained for expert performances,\nand children show the same characteristics.\nThe kindergartner should know something of the law of heredity in\n\nthe training of children.\n\nIt is true that the tendencies are\n\nnot the\n\nsame during all the stages of a child's life. The characteristics of a\nvery young child are usually less like the parental type than they are\nAn infant is at first, mainly, an engaging aniat a more mature age.\nmal.\n\nIts world of observation is all before it.\n\nIt is true that it has\n\nand appetites, but it has no conceptions of right or\nIts\nwrong, no experience upon which to exercise its consciousness.\nphysical, mental, and spiritual moulding is largely in the hands of the\nmother or nurse.\ninstinctive wants\n\nInherited tendencies generally begin to manifest themselves during\n\nThe kindergartner can\nperform a service of untold value by her efforts to eradicate or modify\npropensities to evil as they begin to appear.\n\nthe latter period of the kindergarten training.\n\nTHE SENSES.\n\nThe organs of the senses are the portals through which all knowledge\nof the natural world makes its entry into the mind.\n\nAll real knowledge of actual things takes\n\nthe senses, which supply the materials for\n\nits\n\nrise from the exercise of\n\nintellectual work.\n\nmanifestations, known as sensations or impressions,\n\nThese\n\ncome to the mind\n\nby means of the eye, in color, light, etc.; by sound, through the ear;\nand the sensations of smelling, tasting, and feeling, through their special\nphysical organs.\nSeeing and hearing belong to the higher and more\nrefined order of senses, and rank superior as a source of pleasure and of\ngarnering knowledge, while taste and smell are considered as being of\n\n"}
{"page": 562, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n558\n\nThe sense of feeling and touch produces sensations by\n\na lower order.\n\ncontact of pressure and temperature, and may be either active or passive\nin character.\n\nActive touch enables one, even though blind, to gain impressions in\nrapid succession and to discriminate between them.\n\nThis exercise\n\nis\n\nknown as the muscular sense, and is of vast importance as the source and\nmeans of gaining knowledge.\n\nBy muscular sense the child determines the characteristic properties\nTo estimate iveight, the mus-\n\nof things, such as hardness, density, etc.\n\ncular sense\n\nis\n\ncalled in to aid the\n\njudgment, for in deciding the weight\nand the degree of force expended\n\nof a body accurately it must be lifted,\n\ndetermines its weight.\n\nThe sense of sight is by common consent assigned the first place, and\nnumber and delivery of\n\nthe eye surpasses all other sense organs in the\nits \"impressions.\n\nThe sensations which form the mental conceptions of music, pitch,\nrhythm, melody, etc., which are among the most agreeable of sense\nThis sense\nexperiences, have their sources in the sense of hearing.\nenables the child to distinguish non-musical sounds, such as noises of\nexternal things, as the bark of a dog, the groan of one in pain, the rattle of a wagon on a stony street, the roar of the sea, the rustle of the\nleaves, etc.\nHearing has comparatively little local discrimination, and\ngives no direct knowledge of the properties of objects, their size or\nshape.\n\nAll the senses can be vastly improved by proper use and training.\n\nThe child has the same sense organs as the man, and the same fundamental modes of sensibility, but they are crude and vaguely defined.\nThe senses become acute in distinguishing impressions, or quick and\nkeen in identifying them, only by systematic training or cultivation.\nThis alone makes them efficient instruments of observation and discovery.\n\nThe methods of training the senses require constant attention in\n\ndifferent ways by the kindergartner.\n\nIn the infant and young child the senses are\n\nset wide\n\nopen through\n\nthe agency of spontaneous or voluntary attention, and the development\nof the faculties is very rapid before the age of six or seven years.\n\nThe\n\nold systems of juvenile education stifled and checked the process by the\n\nmethods pursued, which were largely due to ignorance of the\nIt is not enough that the senses should be brought into\nactive exercise.\nThey must be used aright. To observe well is not an\nGlance impreseasy thing to do.\nObservation must not be too hasty.\nAgain, sense percepsions often give imperfect and incorrect notions.\ntion may be taken too slowly by spending over-much time on details;\nthe child thus losing sight of the general plan and symmetrical comsenseless\n\nchild's nature.\n\n"}
{"page": 563, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\n\n559\n\npleteness of the numberless objects which the study of nature brings to\nhis notice.\n\nThis fact explains the origin of many false theories in the\n\ntraining of the perceptive faculties that have prevailed from time to\n\ntime in the different epochs of educational activity.\n\nA correct under-\n\nstanding and a proper application of the principles of Froebel will remedy these pernicious tendencies and habits of teaching. Young children\nshould be guided to\n\nmake such investigations in regard to objects in\n\nnature as will give them power not only to observe accurately, but to\ncompare and verify their sense perceptions. One danger which the kindergartner must guard against\n\nis\n\nin attempting to awaken interest and\n\nby resort to a fictitious or too highly-colored presentaWhat should be sought is the\ntion of subjects under consideration.\nImpressions that are secured by a glance of the\nplain, simple truth.\nfix the attention\n\neye or an echo from the hills are from casual exercises of the senses, and\n\ncannot be relied upon to give children the completed results of investigation.\n\nThe young kindergartner needs not only principles and facts for her\nguidance, but inspiration that can come to her only from a close and\n\nShe must\nsympathetic relation with the child's yearnings and desires.\ntake a pedagogical survey of her field of operations, which will vary with\nevery\n\nnew theme\n\nof instruction in its application to the individual\n\ndevelopment of the child.\n\nMEANS OF AWAKENING AND STIMULATING SENSE PERCEPTIONS.\nPlay.\n\n—As conscious sense perceptions are only produced through\n\naction, according to Eibot,\nears, feet,\n\nwho says that \" to perceive with the eyes,\n\ntongue, or nostrils there must always be movement,\" thus,\n\nvoluntary attention must always be accompanied by an exercise of the\nphysical powers.\n\nFroebel's investigations of little children led him not\n\nonly to discover the natural instinct of activity, but to recognize also\nthat growth and development could only be secured by fostering and\nguiding the natural playfulness of children. He also discovered that\nthe strong instincts of imitation and invention could be guided and\n\ntrained so as to form a philosophic and scientific basis of instruction.\nFroebel's fundamental idea in arranging his system of gifts was based\n\nupon the natural exercise of the child's observing faculties in connection\nwith his plays and games, thus creating in him an interest in learning\n\nthrough the channel of his amusements.\n\"Play,\" says Sully, \"is the highest phase of child development.\ngives joy, freedom, contentment.\"\n\nof the inner nature of the child, and typical of human life.\n\nThe impor-\n\ntance and value of play has been recognized by educators of\nPlato said that during the\n\nfirst\n\nIt\n\nIt is the self-active representation\n\nall\n\ntime.\n\nthree years the soul of the nursling\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nshould be\n\nmade cheerful and\n\nkind.\n\nAristotle believed that children\n\nshould be taught nothing until they were\n\nfive years\n\nold, except to use\n\ntheir activities with others in play, and praises the rattle of Archytas\nas a useful contrivance for\n\namusement.\n\nQuintilian looked upon play as\n\n\" in itself a mark of activity of mind.\"\n\nLocke demanded that \" all playing and child-like actions should be left perfectly free and unrestrained;\"\nbut to Froebel belongs the credit of discovering the true nature and\nfunction of play, and of regulating it in such a way as to lead the child\nHe designed and invented \" Gifts\"\ngradually and naturally into work.\n\"\nand Occupations, \" now known and grouped into sets numbered from\nThe\n1 to 20, although only the first seven were originated by him.\napparatus and material were not made for the use of the teacher, as\nsome seem to suppose, but for the children. The six soft balls, the\nsphere, cube, and cylinder, and their divisions, were designed to teach\nform, number, and ideas of fractions, and were to be placed in the hands\nThe work\nof the children for interesting and instructive occupation.\nof the kindergarten was that of direction and guidance in regard to\nBy their manipulation the faculties\nthe order and time of their use.\nof the children might be exercised and unfolded in accordance with the\ntrue developing method.\nThe twenty gifts and occupations represent every kind of educational\nThey address the\nactivity, including design and work in plastic art.\nphysical, intellectual, and emotional nature, and develop the inventive\n\nand constructive powers by their countless combinations of color, form,\nBy their use children work out for themselves results that\nSelf-reliance is\ngive them confidence and ability to surmount obstacles.\nThe kindergartone of the great lessons to be taught young children.\nner should know that these playthings and games have their special\nadaptation to mental and physical growth, and thus furnish a complete\nposition, etc.\n\nphilosophical system of culture.\n\nNo one characteristic of the kindergarten work has been so generally\nmisunderstood as that relating to \" play.\" By \" play\" is not meant aimless and undirected games and amusements, which would certainly make\na pandemonium of the kindergarten.\n\nThe amusements indulged in by\n\nchildren should be constantly under the intelligent direction of the\n\nkindergartner, who should be qualified to guide and utilize the activiAll plays and\nties of children with reference to their development.\ngames should furnish opportunities for awakening the interest, fixing\nthe attention, and broadening the powers of observation.\nNo seri-es of\nroutine amusements can be arranged as a set programme for daily work.\nThe current incidents and events will constantly supply something new\nand inspiring, which the intelligent kindergartner can utilize in this\ndepartment of her training. One of the best features of the Froebelian\n\n"}
{"page": 565, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\n\n561\n\nsystem is its many-sidedness and the application of a wide variety of\nmeans adapted to secure the desired ends. In their plays children naturally represent the life around them what they have observed and\nThus plays and actions are consequently to\nabsorbed is thus expressed.\nthem as full of meaning as are the occupations and recreations of more\nmature minds. The early gain becomes the earnest of later years.\nMiss Elizabeth P. Peabody, the highest living American authority on\n;\n\nimportant intellectual exercises\n\nthe kindergarten, says that\n\nthe\n\nvolved in the play), when\n\nfaithfully attended\n\n(in-\n\nby the kindergartner, must lead the children into habits of accurate and orderly thinking\n(though they think that they are playing only), and will bring out the\nharmonious development of their threefold nature from the very beginIt was\nning.\nHitherto education has been one-sided and piecemeal.\nFroebel's discovery that it might keep the balance of beauty as the child\ngrows, that every stage of life may have a characteristic perfection; viz.,\nthat of childhood, of youth, of maturity, and of old age.\nto\n\nTHE FREEDOM OF THE KINDERGARTEN.\nIn every well-ordered kindergarten there is freedom..\nshould be allowed to individually express themselves.\n\nbe effected by gaining intelligent interest.\n\nKestraint should only be\n\nused to prevent interference with the rights of others.\nhabits\n\nof\n\nThe children\nControl should\n\nHabits of order,\n\nobedience, respect, unselfishness, and usefulness, should\n\nbe\n\nthrough the free agency of the child,\nwhich will become a basis for a life of happiness and a preparation for\ngood citizenship. The aim of this freedom of action and expression\nis to put the child into such relation to the outer world as will lead him\nto form habits untrammelled by artificial rules and regulations, that\nincorporated into\n\ntheir lives\n\nbelong, very properly, to the well-ordered\n\ncommon school.\n\nness in the kindergarten is to be avoided,\n\nand individual freedom is to\n\nSchoolish-\n\nbe made prominent, during the early period of development.\n\nEDUCATION OF THE MORAL NATURE.\nImportant as is the proper training of the physical and intellectual\ngrowth of children, there is a still higher sphere of action one with\nloftier aims and nobler purposes than those affecting either body or\nmind. The soul of the child is of supreme importance. The true kin;\n\ndergartner must understand the processes of unfolding and strengthening\nthe moral nature.\n\nWhatever\n\nis\n\nConceptions of right and duty must be awakened.\n\nconscience, known as \" the voice of\nalert\n\nmust be developed. The\nGod\" in the child, must be made\n\ntrue and beautiful in character\n\nand potential in directing his thought and action. Willing\nThe new education demands that this\n\nobedience must also be taught.\n\n"}
{"page": 566, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n562\n\nshould be secured through sympathetic kindness.\nIn weak natures, the\nmoral sentiments must be cultivated and guided into the paths of right\n\nSympathy is the strongest element of power in this world.\nTo secure proper conduct on the part of children, the will must be\nbrought into subjection and made the means of controlling every act,\nhowever insignificant in character. Mean actions, insincere and doubtand justice.\n\nful motives that tend to selfishness,\n\ntheir true light.\n\nmust be presented\n\nto the child in\n\nHe must be led to practise truthfulness, frankness,\n\nand honesty, not only from their abstract ethical value, but for their\n\nThe soil of a pure heart is the best ground\n\npractical application in life.\n\nin which to cultivate the cardinal virtues, whose fruits are habitual\n\nright\n\nconduct and sound moral character.\n\nCompayre says\n\n:\n\n\" Moral\n\ninstruction must touch the soul to the quick.\"\n\nThe true kindergartner must herself possess such a character, and be\na living example of the value of kindness, truthfulness, self-control,\nThe value of high moral instruction cannot\nDaniel Webster once said: \" If we work upon mar-\n\ncourtesy, and reverence.\n\nbe over-estimated.\n\nwe work upon brass, time will efface it; if we rear\nif we work upon immortal\nminds, if we imbue them with principles, with the just fear of God and\nlove of our fellow-men, we engrave upon these tablets something which\nble, it will perish;\n\nif\n\ntemples, they will crumble into dust; but\n\nwill brighten to all eternity.\"\nAnother eminent statesman and philosopher says: \" It is the high mission of the kindergarten to take the child\n\nat the earliest practicable age, to train its eye to see, its ear to hear, its\n\ntongue to speak, its hands to do.\n\nSuch teaching will\n\ncall\n\nforth and\n\ntrain the sense for beauty, for color, for rhythm, for order, both in the\n\nmaterial and moral world.\n\nIt will develop the sense of duty and justice,\n\nthus helping into right relations toward the surroundings of the home\n\n—\n\nand of society all things of fundamental importance to every one of us,\nrich and poor, laborer and capitalist, ignorant and wise and, moreover, all things which can be best started in those very years, and should\nbe started under proper guidance.\nA wrong bent in this period, a\nneglect at this time, can never be made good by any amount of aftertraining.\"\nWe would fain emphasize the vital truths embodied in these\ntestimonies, and insist upon the \"study of the child\" as an indispensable\nrequisite.\nSuch study will have a powerful reflex and transforming\ninfluence upon the teacher herself.\n\nmust\n\nfirst\n\n—\n\nThe\n\nchild-heart is the fortress that\n\nbe taken, and the teacher must combine both mother and\n\nfriend if she would gain access to its inmost citadel.\n\nIntimately associated with\nof childhood.\n\nteacher.\n\ncharacter-building is the companionship\nThis must be regulated and guided to some extent by the\n\nThis influence can only be gained by securing the child's\nand love. This branch of her work touches our civil-\n\nentire confidence\n\n"}
{"page": 567, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\nization at every point.\n\n563\n\nFor upon the foundations of individual char-\n\nacter are reared the grandest superstructures of the nation's greatness.\n\nAs an element of high civilization these principles of moral instruction\nhave been recognized as worthy subjects for thought by the great philosDo not leave this education as a philosophy to the\n\nophers of the past.\n\nClaim it as in a special sense your business, and let it\nbecome your inspiration and highest incentive in your art. Such conphilosophers.\n\nsiderations will\n\nplace the kindergartner in\n\nharmony with the Great\n\nTeacher's recognition of childhood when He said, \" Except ye become as\nlittle\n\nkingdom of heaven;\" and\nwho chose for his motto, \" Come, let us live for our\n\nchildren ye shall in no wise enter the\n\nalso with Froebel,\n\nchildren.\"\n\nMANNERS OF THE KINDERGARTEN.\nGood manners are so important in connection with the training of\nchildhood that they may be properly regarded as foundation-stones upon\nwhich to build for the future. A courteous bearing in personal intercourse implies genuine respect and a graceful exercise of the approved\n\namenities of refined society.\n\nIn this respect the kindergartner should\n\nrealize that she teaches by example\n\nno\n\nless than by precept.\n\nForm and\n\nGood breeding and\nintellectual culture.\nRudeness and\n\netiquette have a place within her sphere of work.\n\nwinning manners are as essential as\nawkwardness in children are unmistakable characteristics of lack of\nCoarse and unrefined manners necessarily\ntraining in these respects.\nimpair the happiness and usefulness of the child's future.\nThe best\nrules\n\nof\n\netiquette\n\nfor\n\nsocial\n\nintercourse\n\ndemand not merely\n\ncorrect\n\nmotives and right conduct, but agreeable and graceful forms of repreThese things the kindergartner must not\nsentation and expression.\n.\n\nonly thoroughly comprehend, but habitually illustrate by her personal\nlife\n\nand example.\n\nPREPARATORY WORK OP THE KINDERGARTEN.\n\nEnough has probably been said to make it obvious that the demands\nupon the kindergartner are far-reaching and of the most exacting charIn what way can a young woman gain the requisite knowledge\nacter.\nand prepare herself to meet successfully these varied claims? How can\nshe determine that she possesses personal fitness for guiding and instructing in a system so philosophic and so vital as that presented by the \" New\nEducation?\" How can she attain and make available the basic principles of attention, sense-culture, application, and good manners?\nWe\nanswer, by careful preliminary preparation in a good kindergarten training-school.\nSuch a school, of course, must be conducted by trainers\nwell versed in Froebelian philosophy, and who have enjoyed a wide expe>\n\n"}
{"page": 568, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n564\n\nrience in the field of practical kindergarten work.\n\nFortunately such\n\nschools are now to be found in almost every section of the country.\nIt is\n\nunreasonable to expect a high measure of success without this\nIt is universally conceded that the training of\n\npreliminary training.\n\nthe normal school or its equivalent\n\nis\n\nessential for the proper qualifica-\n\ntion of a teacher in an ordinary public school.\n\nWe believe and confi-\n\ndently affirm that the peculiar nature of the work required\n\nfor the\nkindergarten imperatively demands not only a comprehensive general\neducation combined with natural aptitude, but special professional culture,\n\nwhich will unfold\n\ndefinitely and clearly the\n\naims and purposes of\n\nFroebel's system.\n\nMuch of the distrust that has existed, and still exists, among educamany untrained persons have under-\n\ntors has arisen from the fact that\n\nthe work\n\ntaken\n\nwho had no\n\nadequate conception, theoretically or\n\npractically, of a real kindergarten.\n\nproduce a sham kindergarten.\n\nA sham kindergartner will always\n\nMaternal instincts and a real love of\n\nchildren are not of themselves sufficient to insure success.\n\nAdded to\n\nthese essentials, there must be thorough technical and professional training.\n\nSentiment and feeling have their place in following the divine\n\ncommand, \"Feed my lambs,\" but the instincts and yearnings of childhood cannot be exclusively nourished on the mere effervescence of even\nthe noblest aspirations.\nImpulsive and hap-hazard work will never harmoniously train the bodies, minds, or souls of young children.\nBoth\nthe letter and the spirit of the Froebel system demand that the whole\nchild be recognized in the kindergarten.\nWherever results have fully\nmet the requirements of this system, there we have found not only the\nAmerican educator, but the American public, ready to award honor and\nrespect.\n\nWith Dr. W. T. Harris, we believe that \" the kindergarten should be\na part of the public-school system of every city in the United States.\n\nThe ideal kindergarten should take children at the age of four years\nand retain them for two years. The character of its work is such as to\nhumanize the children in a way that is impossible for the primary\nThe great interest in our\nschool, conducted according to its methods.\n\nmanagement of education in the cities of the country is to reach the\nchildren of the poorer classes of people, those who have insufficient dwellThe\ning accommodation and no yards for the children to play in.\nchildren of the great tenement-houses are obliged to play on the street,\n\nand the influence upon them\n\nis\n\nanything but humanizing.\n\nBut one of\n\nthe strong grounds for the general introduction of the kindergarten into\nall\n\nsystems of schools is that the kindergarten reaches not only the poor-\n\nest\n\nclass of the\n\npeople and meets their wants, but\n\nchildren of the wealthy people.\n\nit\n\nreaches also the\n\nIn this country the wealthy class\n\nis\n\n"}
{"page": 569, "printed_page": null, "text": "SOME THINGS A KINDERGARTNER SHOULD KNOW.\nrapidly increasing in numbers.\nare\n\ngenerally\n\nintrusted\n\nto\n\n565\n\nThe children of the newly rich people\n\ngovernesses or servants.\n\nTheir parents,\n\nabsorbed in the management of property and readjusting themselves in\nthe new social environment into which they rise, have but little time to\ngive to the proper training of their children.\n\nThese children are pre-\n\ncocious and inherit the extraordinary directive power of their parents,\n\nand are not easily managed by servants to whom they are intrusted.\nHence, at an early age they become wilful and self-indulgent. The\nwaste of this most precious element in our population is something\nfrightful in the United States.\nWhen old enough to enter the primary school, they are beyond cure. They will not submit themselves to\nthe school rules, and hence they are often eliminated from well-regulaIn early manhood, the boys of this class destroy themselves\nted schools.\nby fast living.\n\" The kindergarten furnishes activity for these precocious minds and\ntrains them gently into rational habits.\nAlthough the kindergarten\nis not essential to the middle class of people, who associate a great deal\nwith their children and throw about them a good home influence, yet\neven here the kindergarten is of great service in developing the skilful\n\nhand and eye, in nourishing the child's mind, through the symbolism of\nthe plays and games, and in furnishing a rudimentary mathematical\ntraining.\n\nUnless the children of the proletariat and the children of the\n\nother extreme, the wealthy\n\nclass, are\n\ncannot be civilized by\n\ninfluence.\n\nits\n\nbrought into school early, they\nThe kindergarten is the most\n\nessential adjunct now required to perfect our system of city schools.\"\n\nBe of good courage, then, kindergartners, who have toiled long and\nfaithfully through the pioneer days of the work in America.\nber,\n\nRemem-\n\nand be cheered by the reflection, that it is through your fidelity and\n\ndevotion that the public has come to a juster appreciation of the value\nof this work.\nrule,\n\nRemember that even in the recent past, childhood, as a\n\ndid not command the attention of the world as a prominent sub-\n\nject of thought.\n\nAmong old masters of art, Murillo alone made child-\n\nHis painting of \" St. John\" gives an\nalmost ideal conception of childhood, and is one of the loveliest pictures\nin art.\nSince his day the exhibits of the world's great expositions by\nthe best artists with brush or chisel have been illustrative of the various\nstages of childhood.\nThe plays, studies, and prayers embody striking\ncharacteristics of child-life, and reflect the fact that the trend of our\nage, in this respect, has also a strong hold upon the thought and senti-\n\nhood a subject for his canvas.\n\nment of culture.\n\nPublic opinion, at present, not only recognizes true\n\nkindergarten-training as an all-important\n\nfactor in the education of\n\nyoung children, but seems to us almost ripe for the universal adoption\nof the free kindergarten as a part of the American school system.\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nTHE EIGHTS OF CHILDBED.\n\nThe kindergartner should understand that children have rights that\nmust be recognized, although at their tender age they are unable to\nenforce them.\n\nA child's first right is to have his individuality respected\n\nand his natural and hereditary traits taken into account in his training.\nSecond, that his inquisitiveness should be directed in lines of respectful\nquestioning, for questions are the openings of the child's\n\nmind which\n\nwill enable the teacher to turn the channels of activity toward the reser-\n\nvoirs of truth.\nThirdly, the child has a right to demand that his culture should be laid upon broad foundations, free from narrowness and\n\nbigotry of mind or heart.\n\nFourth, he has a right to claim a preparation\n\nwhich shall fit him to become a useful and worthy citizen of the State\nand nation. He has a right to demand that his imaginative powers\nshall be so developed as to enable him to appreciate the aesthetic beauties\n\nof nature and art.\n\nAnd lastly, he has the right to assistance in attain-\n\nmay enjoy a\nwider vision of the sweetest and best things of this life and become beting the lofty heights of wisdom, from whose summits he\n\nter fitted for the celestial joys beyond.\n\nKINDERGARTEN LITERATURE.\n\nWe have already insisted on special professional preparation in a good\ntraining-school, but in addition to this, the kindergartner should be\n\nfamiliar with the best literature relating to the history, philosophy, and\n\nmethods of elementary education.\nThe kindergartner needs a library\ncontaining books which treat directly and broadly of the principles and\ndevices of her work.\nThis library should contain such indispensable\nbooks as Froebel's \" Education of Man\" (Hailmann's edition) ; \" Kindergarten Guide,\" by Maria Kraus-Boelte and John Kraus; Sully's \" Elements of Psychology;\" Baker's \" Elementary Psychology;\" Spencer's\n\"Education;\" Preyer's \" Study of Children\" and \" Soul of the Child;\"\n\"Child Culture\" (Lectures and Essays), by Miss Elizabeth P. Peabody;\n\"Unconscious Motherhood,\" by Miss Emma Marvadel; \"The Kindergarten and School,\" by Mrs. Putnam, Mrs. Peabody, and Miss Brooks;\nHenry Barnard's \" Kindergarten Papers;\" Mrs. Horace Mann's \" Reminiscences of Froebel;\" Von Billow's \" Hand- work and Head-work;\"\n\"Paradise of Childhood,\" by Wiebe; Steiger's \" Kindergarten Tracts,\"\netc.\nBesides these and many others of kindred character, the library\nshould contain a choice collection of song and story books prepared by\neminent and experienced kindergartners, such as Mrs. Eudora L. Hailmann, Mrs. Pollock, Mrs. Kate D. Wiggin, Miss Nora Smith, Mrs. Van\nKirk, Misses Emerson and Brown, and others.\nOne class of literature hitherto but little recognized, and of special\n\n"}
{"page": 571, "printed_page": null, "text": "SOME THINGS A KINDEROARTNER SHOULD KNOW.\n\n507\n\nvalue to the kindergartner, has not, in our judgment, been adequately\n\nappreciated.\n\nWe refer to the study of the individual characteristics of\n\nrepresentative men and women of the past and present, as revealed in\ntheir early years, which will furnish material for comparison, contrast,\nand imitation. Such books as Rideing's \" Boyhoods of Living Authors \"\nand Mrs. Sarah K. Bolton's admirable series are well suited to this\n\npurpose.\n\nWe recognize the fact that such constant demands are made on the\ntime and attention of the teacher as to permit of little systematic reading but if teachers would adopt the plan of reading a few paragraphs\n;\n\neach day from the works of the best authors on education, their minds\n\nwould be refreshed and strengthened.\n\nThe theories and methods found\n\nin books can be tested in connection with their daily work with profit\n\nBut if either the reading of books or the\nit be the books, for, we reiterate, the real, living child is the best volume in the kindergartner's\nlibrary for study and meditation.\nIf we would teach, we must ourselves learn; if we would vitalize others,\nwe must grow strong and vigorous ourselves; if we would be blessed in\nour preparation and work, we must be filled with its spirit and be loyal\n\nto both teacher\n\nand pupil.\n\nstudy of the child must be neglected, let\n\nto its principles.\n\nMUSIC IN THE KINDERGARTEN.\n\nAmong many other things which might be mentioned, did time permit, as essential for the kindergartner to know, is the right use and\n\nMusic has been defined as \" the mother of sympathy\nand the handmaid of spiritual emotion.\" It charms and touches the\nheart it is a source of universal joy, for the better the ear and voice are\ntrained, the more the harmonies of nature are enjoyed.\nMusical exercises break in upon the routine of the class-room and reveal and express\ninfluence of music.\n\n;\n\nthe tenderest feelings of childhood.\n\nuberance of young\n\nlife,\n\nThey should voice the natural ex-\n\nbe full of sprightliness and enthusiasm, and\n\nmake rhythmic the activities.\n\nThey should blend with plays and games\nand bring teacher and children into the most intimate social relations.\n\nThe active child needs the aesthetic influence of the good-cheer that is\ninspired by appropriate songs and melodious voice expression.\n\nGYMNASTICS.\n\nWe cannot commend the formal gymnastic exercises that are being\nintroduced into the kindergarten in some quarters.\ncise\n\nThe form of exer-\n\nthat comes nearest to the natural training of the body\n\nis\n\nplay.\n\nEvery living being is prone to exercise his bodily functions spontaneously\nwhen he feels the stress of inaction. This may be properly called natural\n\n"}
{"page": 572, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n568\n\nexercise, for we see the young of every species of animals playing with one\n\nanother, and may even observe their parents inciting them to it.\nin the progress of civilization, has\n\nPlay,\n\nbeen subject to methods that tend to\n\nThis is wrong, and should have no place\n\nintroduce an artificial element.\n\nin the culture of the kindergarten.\n\nCONCLUSION.\n\nWe would suggest that there is a very intimate connection between\nComenius said, \" Let those things which should be\ndone be learned by doing them.\" Every lesson ought to be made more\npotential in action than in mere speech.\nChildren forget readily what\nhas been simply told them, but remember what they have actually done\nTcnoiving and doing.\n\nthemselves.\n\nWere we asked to name in a few words the leading characteristics of\na true kindergartner, we should say that they are self-reliance, work,\nfaith, hope,\n\nsympathy, and love.\n\nThe exercise of these attributes requires patience.\n\nThe products of\n\ngood work cannot be fully realized in a week, a month, or a year. The\ngift of patience enables one to keep a tight grip upon the work in hand\nand to act serenely in the midst of the most trying circumstances. It is\nan old but true saying that \" the horse that frets is the horse that\nsweats.\"\nImpatience destroys vitality and weakens the power for usefulness.\nPlacidity of mind enabled Emerson to keep calm and serene\n\nwhen his valuable library at Concord, containing the garnered treasures\nof many years' toil, was reduced to ashes.\nPutting out his hands, he\nsaid,\n\ngood-naturedly, to his daughter, \" Let us\n\nFinally, it\n\nthat make for\nis\n\nwarm ourselves by this\n\nThey live wisely who can calmly wait.\n\nliterary fire.\"\nis\n\na good thing to strive for success\n\nit\n\nand to learn its secrets.\n\nindeed a very pleasant one.\n\n—to know the things\n\nThis world in which we work\n\nIn it the birds sing their sweetest notes,\n\nthe air is perfumed with the fragrance of flowers, and the toilers work,\nrest,\n\nand\n\nrecreate.\n\nTo find the \" Open Sesame\" to life's highest and\n\npurest joys there must be no half-heartedness, no shrinking from\n\nno halting by the way.\n\nits\n\nThere must be a living faith, an untiring diligence, and a persistent perseverance.\nKemember that what the\nworld sometimes calls failure may be true success after all.\nIt is, as the\nduties,\n\npoet sings,\n\"\nthe virtue lies\nIn the struggle, not in the prize.\"\n\n"}
{"page": 573, "printed_page": null, "text": "PROCEEDINGS\nADDRESSES\n\nElementary Department\n\n"}
{"page": 574, "printed_page": null, "text": ""}
{"page": 575, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY INSTRUCTION.\n\nSECRETARY'S MINUTES.\nFIRST SESSION.\nPavilion, Toronto, July 16, 1891.\n\nThe Department of Elementary Instruction was called to order at 3\np.m. by the President, H. S. Jones.\n\nSession opened\n\nwith prayer,\n\nfol-\n\nlowed by music.\nF.\n\nB.\n\nGault, of Tacoma,\n\nWashington, read a paper on \" Primary\n\nReading.\"\n\" Natural Science for the Common Schools\" was the title of a paper by\n\nW. S. Jackman, of the Cook County, 111., Normal School.\nThis paper was discussed by C. W. Carman, of Michigan, and Gustave\nGutenberg, of Pennsylvania.\nThe President appointed the usual Committees on Nomination.\n\nAdjourned.\n\nSECOND SESSION.—July 17.\nThe Department met in the Pavilion at\n\n3 p.m., President Jones in\n\nthe chair.\n\nThe first paper was by Miss Abbie Low, of Erie, Pa. on \" The Educa,\n\ntional Burden upon the Lower Grades.\"\n\nThe second paper was upon \"Voice Culture,\" by Zalmon Richards,\nWashington, D. C.\nThe Committee on Nominations submitted the following report, which\nwas adopted:\n\nPresident, Miss Julia S. Tutwiler, Livingston, Alabama;\n\nVice-President,\n\nFrank B. Gault, Tacoma, Washington; Secretary, Miss\n\nLucia Stickney, Cincinnati, Ohio.\n\nAdjourned.\n\n"}
{"page": 576, "printed_page": null, "text": "—\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n572\n\nPAPERS.\nTHE SYNTHETIC SOUND SYSTEM OF TEACHING\nREADING.\nSUPT.\n\nF.\n\nB.\n\nGAULT, TACOMA, WASH.\n\nThe studious teacher finds extreme difficulty, these times, in distincertainty between evolution and revolution; between\ndogmatism and science; between reformation and \"fad;\" between what\nis effete in the \" old education\" and what is useless in the new.\n\nguishing with\n\n\" Our little systems have their day\n\nThey have their day, and cease to be.\"\n\nMethods of instruction are ephemeral. This is particularly true of\nmethods of teaching reading. In the other branches a few things have\nbeen settled, in a general way at least, to the satisfaction of most people.\nBut within twenty years we have had four distinct systems of teaching\nreading the alphabet, the phonic, the word, and the sentence systems.\nTo-day we find firm adherents of each of these methods save the first\nand also many intelligent and zealous teachers that combine them all in\nThe devices and expedients for\nvarious ways and with varying success.\nadjusting these methods to each other and to the intelligence of children are ingenious and numerous.\nThe author of a popular series of readers was shrewd enough and frank\n\" Children have been\nenough to say in his preface to the first reader\ntaught to read by every method and by no method;\" and it would puzzle\nthe wisest to tell exactly how a child does learn to read our anomalous\nmother-tongue, and that the \" merit of any system of teaching primary\nreading must be judged not by its conformity with this or that theory,\nbut by the Baconian test of its 'fruits. \" Doubtless these authoritative\nstatements express the ultimate conviction of most teachers that there is\nno method of teaching primary reading that is logical in theory and satLearning to read, therefore, is a difficult process.\nisfactory in practice.\nThere is no philosophy for the teacher to follow. Try anything or\neverything.\nIf the child learns to read, the method is all right\nif he\ndoes not learn to read, the teacher must seek something new.\nBut we\nare given the inspiring (?) assurance that there is little hope for anything\nmore satisfactory, as the anomalies of our language will defeat any\n\n—\n\n—\n\n:\n\n'\n\n;\n\nsystem.\n\nHere are two assumptions to which I object. First, that reading is\nThat it has been so I admit,\n\nthe result of chance, of hap-hazard effort.\n\n"}
{"page": 577, "printed_page": null, "text": "SYNTHETIC SOUND SYSTEM OF TEACHING READING.\n\n573\n\nought not to be so all will agree. The child, as he begins his\nmarch, should have a plain, easy way; the processes he\nacquires should be simple, and these should direct and sustain him in\nThere should be no confusion, no uncertainty,\nhis subsequent efforts.\nthat\n\nit\n\nintellectual\n\nPupils should be so instructed\n\nno struggling to grasp the unattainable.\n\nin the art of reading that one step leads to another, the first and second\nsteps\n\nmaking plain and possible the third, and so on in a progressive\n\nseries.\n\nTo grant otherwise, to admit that no one knows just how a child\nis to make the science of education but an idle boast.\n\nlearns to read,\n\nSecondly, I object to calling our language anomalous, destitute of law,\nof analogy, of regularity.\naffected to ignore English\n\nNot so very long ago we had educators who\ngrammar as a science, claiming that English\nTrue, our language is com-\n\ncould be acquired only through the Latin.\n\nSeemingly it is full of inconsistencies, of anomalies, of fragments\n\nposite.\n\nof other languages\n\n— why?\n\nspoken by a dominant race; though eclectic, it is also\nthe electric language of progress, and as such, appropriating from other\nBecause\n\nit\n\nis\n\ntongues such terms as ever-changing necessities require.\n\nBut there is,\n\nafter all, in all this selection and adaptation, a wonderful conformity to\n\nlaw.\n\nThis commercial, this cosmopolitan, language has been found to\n\nafford as clear classifications and as concise a grammar as those tongues deI take the time to refer to this\n\nveloped under more exclusive conditions.\n\nexploded theory of a \"grammarless speech\" on account of its bearings.\n\nWe are told that the words of our mother-tongue admit of no classifications as to orthography and pronunciation.\n\nSome other Lindley Murray\n\northography and orthoepy and develop the\nIs spelling purely\nlaws by which our words are spelled and pronounced.\nIs pronunciation a matter wholly of fasharbitrary and conventional?\n\nwill yet enter the fields of\n\nion?\n\nDoes each word of our language have a law of its own, to which it\n\nalone yields obedience?\n\nOpposed to the assertion that the\n\nlittle\n\nin our methods of teaching\n\nreading that is definite and positive is baffled, in large measure, by the\nanomalous character of our language, is the synthetic sound system of\nteaching reading.\n\nThis system (Pillard) I shall endeavor to discuss, not exhaustively,\nbut suggestively, and of course without any attempt to exemplify the\nmethod.\n\nMy main proposition is this:\n\nThe synthetic sound system has\n\na\n\nplain, comprehensive theory that accords fully with scientific principles;\n\nthat the development is easy, natural, and inspiring; that the results are\njust what the theory leads us to expect,\n\ngratifying character.\n\nand\n\nare,\n\nmoreover, of the most\n\n"}
{"page": 578, "printed_page": null, "text": "—\n\n—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n574\n\n1.\n\nThe synthetic sound system begins with the sound, which is the\n\nunit of the language.\n\nFor, says an authority, \" Language in its proper\n\nnature consists, not of strokes\n\nmade by the pen, nor\n\nof\n\nmarks made\n\nin any other way, but of sounds uttered by the voice and organs\n\nof\n\narticulation \" (Welsh).\n\nThese sounds are learned and named by associating them with familiar sounds, as of the lamb, or insect, or\nhousehold pet.\n\nThe imitative faculty\n\nin childhood\n\nis\n\nstrong, so also\n\nAlmost every vowel and consonant sound is taken\ndirectly from nature, and is easily within the range of the observation\nis\n\nthe imagination.\n\nof each child.\n\nThe elementary sounds of the language are first taken from the lips of\nthe child in answer to the questions, \" What does the rooster say?\"\n\" What is the cross dog's\nis\n\n\" What is the dove's talk?\"\n\ngrowl?\"\n\n\" What\n\nthe bee's sound?\" etc.\n\nThe sound thus taken from nature, produced, or reproduced, by the\nthen represented by the letter with its appropriate diacritical\nBut the sound name, not the letter name, is applied to this\nShort a is the lamb's cry, and\ncharacter the letter with its marking.\n\nchild,\n\nis\n\nmark.\n\n—\n\nis\n\nwritten a (a) with the breve above it.\n\nShort a is the starting-point,\n\nand no other vowel is taken until short a is mastered. Certain consonant sounds are now developed from nature in the same manner. Two\nfamiliar consonants form a \"key,\" and we have front-door keys and\nback-door keys.\nA single consonant or key joined to a vowel makes a\nLastly, the word is formed\n\"family,\" as the at, ag, am, and families.\nby combining perfectly familiar keys with perfectly familiar families;\ne.g., in the word black, ack is the family; 1)1 is the key; key and famBut it must be borne in mind that this is not\nily compose the word.\nWords are not taken and torn to pieces\nthe order of development.\nThus take at; by changing the\nsounds are taken and built into words.\nkey i.e., the initial consonant we have bat, cat, fat, gat, hat, mat,\nNat, pat, sat, rat, vat; the whole list of monosyllabic words ending in\nat being built up by the pupil and acquired as readily as the stock word\nIt will be observed that in\ncat by the old methods of development.\n\n—\n\nsecuring these sounds the laws of association are utilized.\n\nAs presented\n\nthese sounds are not abstractions; they are typical sounds furnished by\n\nnature, and the little learner\n\nis\n\nthus provided with rich material for\n\nthose mental operations so dominant in childhood\nination.\n\n—imitation and imag-\n\nThe sound of familiar animals, the pleasing conceit of family\n\nand door-key\n\n— these are a few of the happy features that appeal\n\nso\n\nresponsively to childhood.\n\nAfter the sounds are secured and fixed, the analogies existing among\nwords are employed.\nThus, the only thing the child is required to\nremember is the sound and its sign, both easily acquired and readily\n\n"}
{"page": 579, "printed_page": null, "text": "SYNTHETIC SOUND SYSTEM OF TEACHING READING.\nrecalled by association.\n\nThis, then,\n\nis\n\n575\n\nmy first point, that no arbitrary\n\nand exacting memorizing is demanded of the child.\n2. The synthetic method does not depend upon the memory for a\nready recognition of words.\nThe child does not remember cat, bat, fat or vat as distinct word-\n\nHaving by synthesis put sounds together, the pupil readily\nword is placed before him. Or,\nrather, having composed words from sound units, he sees at once the\n\nforms.\n\nreverses the process when the written\n\nunits of sound that enter into the word, just as he sees five ones in five.\n\nHe sees the sounds represented by families and keys.\n\nHe calls his word\n\nWith the elementary sounds and the dia-\n\nas a result of what he knows.\n\ncritical marking as a system of notation, he can call any word that obeys\n\nthe rules or analogies at his command.\n\nOf course, the\n\nless\n\nobvious conformities and all exceptions are with-\n\nfully grounded in the sounds under\nremark that when short a is mastered,\nThereafter, through\nthe child has the key to the entire situation.\nall the modifications of the vowel sounds, and in the blending of these\nwith the various consonants, the analogies are so complete and certain\nI want this idea kept clearly in mind, that the\nthat he can hardly err.\nsynthetic method is founded upon analogy, upon law, upon association.\nWe\nIt is well to distinguish between written and spoken language.\nare advised that we must teach the word as a whole, as the \" sign of an\nidea,\" this being the way in which a child learns the names of things as\nhe begins to talk. \"Follow nature,\" we are told. We forget that only\n\nbeginner\n\nheld until the\n\nlittle\n\nconsideration.\n\nIt is worthy of\n\nis\n\nthe \" articulate word, addressed to the ear, is the sign of an idea.\n\nA\n\nwritten word, merely exhibiting the same thing to the eye, is but the\nsign of this sign, an artificial dress.\"\n\nTo the child on my knee I say\n\ndog, cow, kitty; he listens and imitates, essaying to repeat the whole\n\nword.\n\nHe does this under the stimulus of an object present.\n\nWhen he\n\nattempts to acquire the written word, the process is essentially different.\n\nWhen I say cow, horse, ball, the child thinks at once of the object\nnamed. The written word suggests nothing to him. How shall he get\nthat written word?\n\nShall I name the written word, the sign that stands\n\nfor the spoken word, which is itself the sign of the object,\n\nand thus get\n\nhim to associate the real object with the sign of the sign?\n\nThus, he\n\nhas absolutely no clue whatever to the written word until some one, by\n\nsome\n\nsort of process,\n\nimpresses the word-form upon his memory, as\n\nrepresentative of something.\ntion, the\n\nBy the synthetic process, given this nota-\n\nsound elements of the word are taken, each is sounded aloud\n\nand the word pronounced; having now the sign, he may look for the\nthing signified.\nAll this the pupil does for himself, no help whatever\nbeing given.\nThus it will be seen we do not give the pupil any word;\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nwe give him the means by which he gains the word by his own efforts.\nIt is, therefore, a process of word-getting, of word-recognition, and\nmemory is not the mental action most involved. Having thus acquired\na typical or key word, every word of the entire group, analogous in\northography and pronunciation, is at his command.\nHe is not\n\" Hauled through a language's perplexing maze \"\n\none word at a time, building up his vocabulary of written words from\nsingle, detached, disconnected word-forms.\n\nClassification, system, law,\n\nguide his efforts and gauge high his results.\nI\n\nam easily sceptical as to the doctrine that a child must learn words\n\nas the \"sign of an idea;\" that it is nature's plan for the child to learn\n\nthe object and then inquire for its written designation\n\nment of mental action is always from object to name\n\n;\n\n;\n\nthat the move-\n\nthat the movement\n\nof formal instruction necessarily proceeds from object to picture,\n\nand\nfrom picture to written word object cat, picture cat, word cat.\nIt\nseems almost certain that in infancy the first attempts at articulate\nspeech are merely mechanical, without any idea of signification.\nHis\nfirst utterances may be intelligible, but they are not intelligent.\nAfter\nhe gets the word, he gradually gets the purport. We know that the\nbabe opens his eyes and sees not that his ears do not catch sounds that\nhe cries without intelligence back of his wail; without doubt his first\nutterances are without knowledge of what is uttered.\nThere comes a\ntime when he learns the name from the object itself.\nBut even then the\ntwo processes are used interchangeably that is unquestionable.\nHe\npasses from word to purport as well as from idea to term.\nWe have\nSo, then, I can see no possible objection\nhere two processes in nature.\nto a child learning written words in advance of the purport, the thing\nsignified.\nBy our method the word comes first. Of course, the word is\nI have repeatedly observed that when a\neither understood or it is not.\npupil comes to a word which upon sounding aloud he recognizes, his\nface brightens up as his ears catch from his lips a word familiar to his\near.\nThe written word becomes to him the spoken word, and the spoken\nword reminds him of the familiar object or idea. In case of words\nwholly unfamiliar, he must wait for time and opportunity to disclose to\nhim the purport. By the old methods pupils are unable to pronounce\nreadily at sight simple words whose meaning is perfectly clear; by this\nmethod the pupil promptly calls difficult words of which he may never\nhave heard, and has not the faintest idea of the purport.\nThis states\nextreme cases I prefer the latter condition.\n3. The synthetic method gives certainty and independence in the\n\n—\n\n;\n\n;\n\n—\n\n—\n\nrecognition of words.\n\nThat which a pupil secures for himself he is most apt to retain.\n\nThat\n\n"}
{"page": 581, "printed_page": null, "text": "SYNTHETIC SOUND SYSTEM OF TEACHING READING.\n\n577\n\nwhich ho secures through a logical process is more reliable than any bare\nWith us the child does not, at first, attempt to call a\na<t of memory.\nword as a whole. Any word that is new to you, you spell out, and thus\nThis is natural, showing that we\ntry to get the name of the word.\nexpect the word to contain the proper clue to its own pronunciation.\nWe sound out, so to speak. By this method a pupil calls readily at sight\nwords which he never saw before, and may never have heard in his life.\nWith him, his notation, his keys and families are fixed facts, true to\nConsequently he never mistakes saw for was, left for\ntheir positions.\nThis is\nfelt; he never becomes confused in his use of homonyms.\nbecause he has a process by which he gets his own results, and he knows\n\nwhen he is right.\n\"The why is plain as way to parish church.\"\n4.\n\nThe synthetic method gives rational scope and aim to diacritical\n\nmarking.\n\nI object to\n\nunproductive process.\n\nphonic analysis because it is an unnatural and\nA pronunciation wholly arbitrary to the pupil is\n\ntaken, and the marking is made to accord with that pronunciation.\n\nIn\n\nmethod we mark in accordance with certain established\nrules or principles, each sound having its proper designation, and as a\nresult of the marking, we get the name or pronunciation of the word.\nPhonic analysis says to a pupil, \" This word is tune or dew now mark\nPhonic synthesis says, \"Apply the rules for marking,\nit accordingly.\"\nand then give us the word.\" Phonic analysis says, \" Get your marking\nthrough the word.\" Phonic synthesis says, \" Get your word through the\nthe synthetic\n\n;\n\nmarking.\"\n\nThis explains why the synthetically-trained child readily\n\nrecognizes words at sight, including new and unfamiliar words.\ndiacritical marking he has a process by which\n\nthoughtfully and surely\n\n;\n\nIn the\nhe works out his words\n\nhe marks to get words, to secure a pronuncia-\n\ntion, not to justify a pronunciation that is given him.\n\nThe synthetic method makes a child independent.\nThe teacher never pronounces a word for her class, save under such\n5.\n\nexceptions as cannot longer be kept in abeyance.\n\nIt never occurs to a\n\nchild to ask for a word during the entire course.\n\nadvantage.\n\nThis\n\nis a supreme\n\nBy no other development is it possible to avoid telling the\n\nEvery device of book, chart, and method is to fix the\nword-form in the memory, and to suggest it to that faculty when needed.\nBut here is a method that positively prohibits the telling of the word;\nand not only that, but it never occurs to a synthetically- trained child\nthat it is a function of the teacher to tell; further than this, he spurns\npupil the word.\n\nsuch aid.\n\nA recent writer says, \"There is entirely too much direct telling in\npresent methods of primary reading.\"\n\nTrue enough!\n\nIt is the fault of\n\n"}
{"page": 582, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n578\n\nthe method.\n\nYou begin by telling, and you soon spoil your pupil for\nYou must tell him, either directly or by laborious\n\nindependent effort.\nindirection.\n6.\n\nThe synthetic method, from its very nature, is a complete system\n\nof vocal training.\n\nThe sound, being the initial point, must be correctly given or the\nThe organs of voice must assume proper posi-\n\nwork fails from the first.\n\ntions to produce desired results.\n\nSounding correctly is due mainly to a\nEasy and natural vocalization\n\nproper adjustment of the vocal organs.\n\nfrom the first is indispensable, for few children speak distinctly. This\nmay be due to childish habits in talking, to a neglect to use certain\nmuscles involved in articulation, or to impediments of speech, natural\nTo the foreigner, especially, the method is a decided boon.\nor acquired.\nThe child must be shown how to use his vocal\nI insist upon this value.\napparatus.\nThis may be done in any method, but not so easily as with\nthis.\nThe best training in vocalization is afforded by the elementary\nAll admit this.\nThat is just where we start. It must also be\nsounds.\nremembered that the various sounds, say of A, are not arbitrary they\n;\n\nare the result of Certain essential positions of the vocal organs.\n\nOne\n\nsound of A is due to a definite position of the vocal instrument, another\nsound of A is due to another position; and you cannot possibly make\nthose distinctions in the sounds unless you adjust the organs accordingly.\n7.\n\nThe synthetic method gives us distinct articulation and perfect\n\nenunciation.\n\nThis follows necessarily from what has been stated.\n8.\n\nThe synthetic method, by its simple and effective rules,\n\naccurate pronunciation.\n\nIt\n\nsecures\n\ncan hardly be said that pronunciation is a\n\nlost art, since it has never been practised.\n\nThose who speak with any\n\ndegree of accuracy have acquired the accomplishment painfully and by\nslow degrees, taking a word at a time, subject meanwhile to derision for\nI have spoken of readiness and independence in calling\n\ntheir pedantry.\n\nwords.\n\nBy the same process and at the same time that a child deter-\n\nmines what he shall call the word, he reaches the approved pronunciation.\nBy taking the sound as the unit, by producing the sound with critical\nprecision, the child secures a pronunciation that\n\nis\n\ncritically correct.\n\nHe begins his school life by pronouncing with precision.\nnunciation\n\nis\n\nunavoidable.\n\nthe teacher's dictum, is back of the pronunciation.\nthat short a\n\nis\n\ndear to the American.\n\nItalian «, or the long\n\nIt has\n\nbeen said\n\nFew can give Italian a, half-\n\nsound of u with any degree of exactness. The\nand the wisest of us cannot undo the\n\nfault is in our early training,\n\nmischief.\n\nAccurate pro-\n\nThe whole force of the school, not merely\n\n"}
{"page": 583, "printed_page": null, "text": ";;\n\n;\n\nSYNTHETIC SOUND SYSTEM OF TEACHING READING.\n\n579\n\nThere is economy of effort, for the classifications before spoken of are\nalso the classifications in orthoepy.\n9.\n\nThe synthetic method thus equips pupils for the intelligent use of\n\nthe dictionary.\nI need hardly enlarge upon this thought.\n\n10.\n\nThe synthetic method provides for the child those mental activi-\n\nties most agreeable to him.\n\nThese are imitation, imagination, and reasoning.\n\nImitation is involved\n\" Imagina-\n\nin securing the sounds from nature, as has been explained.\ntion rules the world,\" said Napoleon.\n\nIt certainly rules the world of\n\nHere our keys, families, and other devices for association\nBut it is in the realm of reason that the method\nI have tried to show how little the child depends upon\nsurpasses others.\nmemory for his results. Reason is his guide and support not abstract\nchild-life.\n\nare of vast importance.\n\n;\n\nreasoning, but analogical reasoning, a mental operation very active in\n\nchildhood.\n\nThe child must remember some things, but mainly by the laws of\nWith what he knows he takes hold of each new word he\n\nassociation.\n\n;\n\ncompares, judges, reasons.\n11.\n\nThe synthetic method makes good spellers. There are two reasons\nIn the diacritical marking each letter is marked on account\n\nfor this.\n\nThis insures the critical inspection of each letter and\n\nof its position.\n\nits relations, as it affects the other letters and modifies the pronunciation.\n\nHe deals with words, and he must observe how they differentiate in form.\nNor does he seek to spell phonetically, since each letter, silent or active,\nmeans something; it controls the sound of some other letter or letters.\nEven the exceptional words do not confuse him, for he observes the reasons for the nonconformity.\n\nThus, the critical faculty\n\nis\n\ndeveloped.\n\nHe observes analogies, he detects differences.\n\" One vague inflection spoils the whole with doubt,\n\nOne trivial letter ruins all left out\n\nA knot can choke a felon into clay\nA not will save him, spelt without the k\nThe smallest word has some unguarded spot;\n\nAnd danger lurks in i without a dot.\"\nAgain, in marking all derivative words he must observe the laws of\ntheir formation:\n\nRunning,\n\nfiling,\n\nfilling,\n\nsinging, singeing, handful,\n\nlearned and learn-ed are types of words that come under the rules which\n\nhe applies constantly.\n\nOne reason why spelling is so difficult is because it is not simplified;\nwe can learn to spell by rule. It will be a long time before there will be\ngeneral agreement with the American Congressman who insists that he\nhas no respect for a man that can spell a word in only one way.\n\n"}
{"page": 584, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n580\n\nThe synthetic system is not a code of confused and confusing\n\n12.\n\nOn the contrary,\n\nwith the exceptions exceeding the applications.\n\nrules,\n\nA few general\nand the tendency is toward simplifi-\n\nthe rules for diacritical marking are few and simple.\nrules practically cover the ground,\n\nThese rules are not learned as rules usually are learned\n\ncation.\n\n—they\n\nare facts, they are accepted as facts., and are applied with ease and pre-\n\nThe exceptions are not so numerous as to be formidable\n\ncision.\n\n;\n\nthey\n\nmust be so learned by the pupils; here,\nand here only, does the teacher ever pronounce a word for the class.\nare treated as exceptions, and\n\nI have spoken of the\n\ndevelopment of the critical faculty.\n\nWhen a pupil\n\nunderstands that he must get the word from the word itself, he observes\neach new word with a sharpness not possible when he depends upon outside\n\nsources and\n\nhelp for his words.\n\nexceptions and in \"placing\n\nthem\n\nChildren delight in finding\n\nin the closet,\" or \" in durance vile,\"\n\nbecause they will not obey the rules.\n13.\n\nThe synthetic sound system, per se, is not a system of teaching\n\nreading and elocution.\narating\n\nits words\n\nIt is a system of mastering our English\n\nby sep-\n\ninto groups, according to the laws of their formation\n\nand pronunciation.\n\nIt is a system by which words are instantly recog-\n\nnized, distinctly articulated, clearly enunciated, accurately pronounced,\n\nand correctly spelled.\n\nOn this mastery of words, as a foundation, is\n\nbuilt the art of reading, with all that good reading in its highest terms\n\nincludes.\n\nWords are no obstacle to the pupil\n\n;\n\nthe teacher does not need to read\n\nto him to assist him to call the words and to catch the sense\n\n;\n\nthe mental\n\nenergies are not dissipated in trying to recall forms, nor does he fear a\n\nnew and unfamiliar word.\n\nHis processes, which he knows to be reliable,\n\nare a part of his working forces ; he is independent.\n\nHis ability to read\n\nof controlling the conditions for reading.\n\nThe idea that the\n\nis a result\n\nmomentum of the thought must suggest what a new and unknown word\nis, is wrong in theory and a delusion in practice.\nYou get momentum\nof thought only as pupils are able to call words.\nWhat the word means\nin any particular place may be suggested very properly by the thought\nto get the word in that way is to place a premium upon bright guessing,\nso far as children are concerned.\n\n14.\n\nThe synthetic sound: system, when tried by the \" Baconian test of\nmore than justifies the expectations aroused by a study of\n\nits 'fruits,' \"\n\nthis theory of instruction.\n\nAll that has been advanced in this paper is a plain, conservative state-\n\nment of the results of three years of careful experimentation.\n\nIt does\n\nnot seem proper, on this occasion, to appeal to our experience in my own\nschools, or to\nI\n\nmy own personal observations, as proof of the 'propositions\n\nhave attempted to sustain.\n\nIllustrations\n\nand comparisons might be\n\n"}
{"page": 585, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\ngiven.\n\n581\n\nI have merely tried to set fortli the advantages and merits of the\n\nsynthetic method, without assailing other methods and theories.\n\nalready taken up too much time, I must summarize\nsingle sentence\n\n:\n\nHaving\n\nmy argument in a\n\nThe synthetic sound system gives the pupil a power he\nown results; he does his\n\nuses eagerly and intelligently in securing his\n\nown work, in accordance with processes which become a part of his\nequipment throughout his subsequent course.\nPower and the consciousness of power are the highest values the school\ncan afford.\n\nNATURAL SCIENCE FOR THE COMMON SCHOOLS.\nWILBUR S. JACKMAN, CHICAGO, ILL.\nTHE MOTIVE.\nIt is of primary importance that the teacher who seeks to introduce\n\nelementary science into the common schools should make earnest study of\nthe motive for doing such work, and at the same time carefully formulate\nintelligent\n\nmethods for conducting it.\n\nIt is under no other conditions\n\nthat the undertaking can be successfully carried out, and, rather than\n\nattempt to do it blindly, the task had better not be begun.\nNatural science, concerned largely with the earth and the living things\nit\n\nsupports, affords the earliest and the only direct means of introducing\n\nthe child to his earthly habitation.\n\nThe life, health, and happiness of\n\nthe individual is dependent upon his knowledge of the things about him,\n\nand upon the understanding that he has of their relations to each other\nand to himself. This knowledge and apprehension of relations can only\nbe acquired by actual personal contact and experience with the things\nand forces which make up and govern the universe. It is true, the concept of a tree, gained from the study of the object itself, furnishes a\nstarting-point for a great deal of knowledge about trees in general, but\nthat knowledge is weak and inaccurate so far as the objects described\nThe avenues\ndiffer from that upon which the original concept is based.\nthrough which the elements of the concept may be gained are the senses,\nand it is evident that the very essence of science work, upon whatever\nThe material\nplan conducted, must be direct individual observation.\nselected should be of such character as will provide the mind with the\n\nmost useful concepts.\n\nIt will be a matter of\n\nprofound surprise to any\n\none who will take the trouble to investigate, to find how vague the ideas\nof very\n\ncommonplace things are in the minds of many persons who are\nCritics make merry over\n\nto be classed as intelligent and even educated.\n\n"}
{"page": 586, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n582\n\nthe patient endeavors to get the pupils to do simple, easy things, which\n\nthey say are self-evident from the very dawn of intelligence.\nteacher will likely make a great mistake if he takes very\n\nthe simplest conceptions for granted.\n\nIt\n\nis\n\nYet the\n\nmany of even\n\na proposition needing no\n\ndemonstration that without these conceptions the reasoning faculty\n\nis\n\nsimply powerless.\n\nBut true science work does not stop with mere seeing, hearing, or\nit not\n\nfeeling;\n\nonly furnishes a mental picture as a basis for reasoning,\n\nbut it includes an interpretation of what has been received through the\nsenses.\n\nA child and a goat may see the same thing, with the advantage\n\nof vision on the side of the goat; but the latter has\n\npret what he sees, and\n\nis,\n\nno power to interWithin\n\ntherefore, essentially non-scientific.\n\nthese early interpretations lie the beginnings of the reasoning power,\n\nand with its development comes self-reliance, independence of thought,\nand a general strength of character which marks a man among men.\nIf a pupil be permitted to carefully examine an object or a set of\nconditions, and then be required to interpret what he sees, he is from\nthat moment ever after stronger than he was before.\nBy that act, no\nmatter how trivial, he begins the great work of self-emancipation from\nthe rule of chance, in so far as his interpretation has taught him how\nthe forces about him may be resisted, guided, and controlled.\n\nA great work is to be done in inculcating living truth; but one\nequally important must be accomplished in rooting out the influence of\n\ninherited errors.\n\nWe are not yet free from the domination of some superstitions as dark\nas any that ever existed.\n\nThere\n\nis\n\na pressing need that the pupils be\n\ntaught the truth about the laws of nature and about common things,\nthat, at least, they may not hereafter become the prey of the\nlous.\n\nIt\n\nis\n\nunscrupu-\n\nby no means uncommon to find an advertisement of goodly\n\nproportions in daily papers, setting forth that Madame So-and-So, sev-\n\nenth daughter of the seventh son, of necessity possessing occult power,\nwill, for a very small consideration, reveal\n\nmuch that is of the highest\n\nimportance to those in trouble, or otherwise in need of such information.\n\nSuch advertisements throw strong side-lights upon the present condition\nmind, from a scientific point of view. Properly interpreted, they mean that there are enough people about us so grossly\nof the popular\n\nignorant of natural laws that they are the willing victims of a base\n\nfraud to the extent of supporting it in idleness; at a handsome income,\n\nno doubt, after paying all expenses for advertisements and an establishment.\nBut there is a larger class, perhaps, who will only plant their\nseeds in the light of the moon, who never begin anything on Friday,\nwho dislike to be called number thirteen, and for whom a broken lookingglass bodes disaster.\n\n"}
{"page": 587, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\n\n583\n\nThe people of the present time, over fifty years of age, who are absolutely free\n\nfrom such superstition are the exception.\n\nAnd still further\n\ninterpreting, in the most narrow manner, Pope's dictum, \" The proper\n\nstudy of mankind is man,\" pupils are actually taught to despise a great\n\nmany creatures and things which probably play as important a part in\nthe economy of the universe as the lords of creation do.\n\nIn these times\n\nof indiscriminate pistol-practice, nothing should be done\n\nwhich would\n\ntend to lower the value of human life in the estimation of the pupils;\nin view of the ruthless and utterly purposeless slaughter of the\n\nbut,\n\nhuman\nThe average boy may be tracked through\n\nharmless members of the so-called brute creation, the regard for\nlife seems almost exaggerated.\n\nthe woods by the blood of the innocent creatures he destroys\n\n—a wanton\n\ndestruction, based upon utter ignorance of the function of these creatures\n\nand upon groundless fears.\nFrom earliest childhood the notion is\nimplanted that in most living things about him, of the brute creation,\nThen, through the\nthere is a hidden danger to his life or comfort.\n\nmaxim that\n\nself-preservation is the\n\nreaches his watchword, \"kill.\"\n\nBut,\n\nfirst\nif\n\nlaw of nature, he logically\nthe truth were known,\n\nit\n\nis\n\nhardly an exaggeration to say that not one person in a thousand meets\n\none thing in a thousand, in the whole course of a year, which would do\n\nhim the least harm.\n\nOn the other hand, how many that are thought-\n\nlessly destroyed do incalculable good?\n\nThe notion, too, that fear of certain things and horror of others is\nis totally false, as any one may prove for him-\n\ninstinctive and natural\nself\n\nby observing a little child.\n\nHe is as much interested in a snake as\n\nin a kitten, and fondles one as freely as the other.\n\nIgnorance of natural law is no less marked in its effects upon us than\nignorance of living objects.\n\nToo many people still see in the lowering\n\nthunder-cloud little else than the chariot of a great avenger\nthe lightning's stroke, the flood, and the\nvindictive power.\n\nfire\n\n;\n\nwho regard\n\nchiefly as expressions of\n\nSpeed the happy day when the general diffusion of\n\nscientific knowledge shall remove from the mind of man the last vestige\n\nof that feeling that he is being hunted off the face of the earth, the vic-\n\ntim of a mighty wrath.\n\nThen, for the first time in the evolution of the\n\nrace, will he be in the perfect attitude of a true student of nature.\n\nWhile the motives for instruction in science here given may seem\nand of sufficient importance to warrant a place for it in the common schools, there is yet one thing lacking. The \"enacting clause,\"\nto give positive character and vitality to the work, must be added.\n\" For what good?\" must have an answer in a motive which makes science\ninstruction something more than a merely pleasant or fashionable pastime for both pupil and teacher.\nThe true incentive will make scientific\nknowledge a necessity, and will do more than rouse simply a kind of\nvalid\n\n"}
{"page": 588, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n584\n\nadventitious interest in the works of nature.\nthis,\n\nIf it go no farther than\n\nthen the teacher will be utterly unable to reach the pupil who says\n\nby word and action that he cares nothing for nature.\nThe final motive for the study of science is to bring the pupil by\ndegrees to a strong personal realization that he is the focus of innumerable forces about him which so bear upon him,\n\nand so limit his life and\n\ncomfort as to render the knowledge of how they may be resisted, guided,\n\nand controlled an absolute necessity.\nthe great centre of\n\nall\n\nLife, ultimately his own life,\n\nhis interest in the world ;\n\nand this motive\n\nis\n\nwill\n\nco-ordinate his interest in nature exactly with his interest in his own\nexistence.\nis\n\nThis will give him life in the broadest and best sense, which\n\nthe ultimate aim of all education.\n\nThus science instruction takes its\n\nplace in the common schools with a motive at once pure and beneficent,\n\nand with an irresistible appeal to all to become life-long students.\nMany a boy who little cares whether by the laws of gravitation a stone\nis pulled downward or pushed upward, will become interested intensely\n\nwhen he realizes that he is under its constant operation until it finally\nThe mechanics of the lever is only\n\npulls him downward into his grave.\nso much \" stuff\nwill\n\nand nonsense\" to him, until he finds that this knowledge\n\nrender possible an economy of his energy, and thereby immensely\n\nprolong his mortal existence.\n\nIn short, all phenomena of earth and air\n\nare pregnant with the deepest interest when he finds himself threatened\n\nthrough his ignorance and his inability to interpret them. When we for\na moment consider how important this knowledge is, and how little of\n\nwhat we possess was obtained in the schools, need we be amazed\nthat the average duration of\n\nto find\n\nhuman life is but one-third of its possible\n\nlength?\n\nNo one has more clearly shown this point than Prof. Huxley, who says:\n\" Suppose it were perfectly certain that the life and fortune of every one\n\nof us would one day or other depend upon his winning or losing a game\n\nof chess: don't you think that we should all consider it to be a primary\n\nduty to learn at\n\nleast the\n\nnames and moves of the pieces,\n\nto\n\nhave a\n\nnotion of a gambit, and a keen eye for all the means of giving and getting\n\nDo you not think that we should look with disapprobaamounting to scorn upon the father who allowed his son, or the\nState which allowed its members, to grow up without knowing a pawn*\nfrom a knight? Yet it is a very plain and elementary truth that the life,\nfortune, and the happiness of every one of us, and more or less of those\nwho are connected with us, do depend upon our knowing something of\nthe rules of a game infinitely more difficult and complicated than chess.\nIt is a game that has been played for untold ages, every man and every\nout of check ?\ntion\n\nwoman of us being one of the two players in a game of his or her own.\nThe chess-board is the world, the pieces are the phenomena of the uni-\n\n"}
{"page": 589, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\n\n585\n\ngame are what we call the laws of nature. The\nWe know that his play is\nBut also we know to our cost that he\nalways fair, just, and patient.\nnever overlooks a mistake or makes the smallest allowance for ignorance.\nTo the man who plays well, the highest stakes are paid, with that sort of\n\nverse, the rules of the\n\nplayer on the other side is hidden from us.\n\noverflowing generosity with which the strong shows delight in strength,\n\nand one who plays ill is checkmated, without haste, but without remorse.\nMy metaphor will remind some of you of the famous picture in which\nRetzsch has depicted Satan playing at chess with a man for his soul.\n\nSub-\n\nstitute for the mocking fiend in that picture a calm, strong angel who is\n\nplaying for love, as we say, and would rather lose than win, and I should\naccept it as an image of human life.\"\n\nPRINCIPLES.\nIt is obvious that the methods of instruction adopted by the teacher in\n\nany subject should be those which suit themselves to the natural condiThe proper clue which will enable the teacher to\ntions of the pupil.\ndetermine upon the principles which must guide him in his methods of\ninstruction in elementary science\n\nstudy of the child.\n\nmust come,\n\ntherefore,\n\nfrom a close\n\nThe normal child himself will tell by his actions\n\nwhat things appeal earliest and most strongly to him, and will thus indiThe\ncate to the teacher the lines along which it is best to guide him.\ntime has come for teachers when \" a little child shall lead them.\"\nIf it is perfectly safe to take the spontaneous development of the\nchild's mind under the influence of his natural environment as a guide\nin instructing him,\n\nit is necessary\n\nfor the teacher to carefully study the\n\nchild's methods and to critically scan both the kind and the character of\n\nthe knowledge he\n\nacquires.\n\nWith\n\nthis\n\nfor a time upon the world and give him rein.\n\nin\n\nmind, turn him loose\n\nHe will return by and by,\nHe will tell of the flowers\n\nand a conqueror.\nof the trees, and of the birds which sing in\nHe tells of the shining pebble and sparkling sand\ntheir branches.\nbeneath his feet, and of the great clouds rolling through the heavens\nHe has found the tiny insect in its hidden home, and the\noverhead.\nHe has watched the wonremotest star whose radiance strikes his eye.\nderful journey of the sun from the earliest morning ray till the last\ngolden shaft at night, and feels anew his delight at the appearance of the\nHe has been startled by the lightning's flash and awed\nsilver moon.\nHe has seen the stream winding its\ninto silence by the roar of thunder.\nway to the river, now peaceful, and again as a roaring torrent tearing its\nbanks and building bars, and he has seen the fog lifting itself from the\nHe has been fanned by the soft winds of summer, and chilled\nvalleys.\n\nin his realm a discoverer\n\nthat he finds in his pathway\n\nby the blasts of winter.\n\n;\n\nHe has tried to bathe himself in the glories of\n\n"}
{"page": 590, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n586\n\nHe has been\ndrenched by the pelting rain-storm and he has rolled himself in the blanket\n\nthe rainbow and he has coveted the diamonds of the dew.\nof snow.\n\nHe has witnessed that great resurrection in spring-time, and\n\nseen the living world grow, mature, and die, almost as he rouses himself\n\nfrom slumber in the morning and sinks to rest again at night.\ntested his own strength\n\nlimitations.\n\nHe has\n\nand feels something of his owij possibilities and\n\nIn short, the great universe of God has been spread before\n\nhim and he has scanned the whole open page.\nThis observation illustrates two important points\n\nmay be said, necessary to consider\n\n— the only ones,\n\n—in formulating a course\n\nit\n\nof study.\n\nFirst, it gives a true idea of the scope of a child's observations,\n\nand sec-\n\nond, it indicates the character of the knowledge he can acquire.\n\nIt is\n\namazing to find what a field of observation is opened for the child even\nbut two years of age.\nEvery nook and corner of the house is explored\nand becomes part of the known. He ranges through the door-yard, garden, and farm and learns the names of fruits, animals, and places.\nHe\ntakes up everything with such avidity and so rapidly that it would seem,\nif he could be kept growing at the same rate until he has lived through\neven the years allotted to the common-school course, he would be a\nrenowned scientist. That this marvellous interest does flag, however, is\npainfully evident, and the question that presses itself home is, Who is\n\nWho, indeed, can be but the teacher?\nThe child comes to him with an expanding soul, even as all have felt\n\nresponsible for it?\n\ntheir souls expanding once, under the genial influences of nature, and\n\nthe school proceeds to deliberately squeeze the life out of him with the\n\nsame modes of instruction which squeezed the life out of the generations\nbefore him.\nHe comes to the teacher with his eyes filled with a thousand pictures, but they are ignored, and he is robbed of them one by one\nuntil at last the beauty of this world fades from his sight and it is turned\n\ninto a vale of tears.\nIn the beginning of science-instruction and to the\nend the fact must be recognized that the child stands at the centre of\nthe universe, and from first to last is touched by everything in it.\nA\ncomplete and symmetrical course of instruction must proceed outward\nfrom the centre through the phenomena that surround it to the laws\nthat lie beyond them.\nBy such a course only can the teacher hope to impress upon the pupil his true relations to the things and forces about him.\nIt remains to\n\nmake more specific inquiry as to how the teacher shall\n\nproceed in order to attain this end.\n\nTurn again to the child\n\nin direct contact with nature,\n\nthe character of the knowledge he acquires.\nit will\n\nprobably be something of its color;\n\nplumage;\n\nif\n\nabout a pebble,\n\nits\n\nThe character is unmistakable.\n\nand look into\n\nIf he tells about a flower,\n\nif about a bird, its song or\nsmoothness or roundness, and so on.\nIt is all breadth and no depth.\n\n"}
{"page": 591, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\n\n587\n\nThis interpretation of the action of the child-mind meets with opposition because it seems to encourage superficiality.\n\nBut the clue thus\n\nobtained from the child himself gives unmistakable evidence as to the\ncourse the teacher should pursue.\n\nIt is a radical error to\n\nattempt to\n\nUndue prominence\ngiven to any particular branch of science in the common schools will\nmake specialists of the pupils from the beginning.\n\nlead to one-sided development and in the end to superficial work.\n\nEarly\n\nspecialization leads inevitably to a certain linear arrangement of the\ndifferent branches of science which is radically wrong in its conception\n\nand misleading and confusing in its effects.\nThe arrangement of the subjects so that one shall, in turn, succeed\nanother in regular order (but not the same in any two schools) is a device\nwhich has done most in obscuring the relations of the so-called branches\nHowever necessary such an\nof science to each other and to the child.\narrangement may be for an advanced course, in elementary work there\nis not\n\nthe slightest foundation for it either in nature as it presents itself\n\nunder which the child's mind develops.\nNor is it so important, as many teachers suppose, to use the material\n\nfor study or in the conditions\n\nafforded by any particular subject in a fixed order.\n\nIn zoology, for\n\nexample, it matters not the least whether the child begins with a vertebrate or an invertebrate, provided, in that particular thing there is some-\n\nthing which he wishes to study. In botany, it matters not whether it be a\nfungus or a flower that opens up this great kingdom of life to him.\n\nThe mistake made on this point by teachers is a fundamental one, and it\nlies in supposing that those objects which are physically near to the child\n\nare the only ones which have a psychic nearness.\n\nA bright butterfly, or\n\neven an oyster, is much nearer psychically to the child than a horse.\nIn disposing of this difficult question of arranging a course of study\n\nand selecting suitable material, the teacher must take his cue from nature and from his own immediate surroundings. Science-teaching in-doors\nwill be vastly enhanced if it be supplemented and re-enforced by nature\nThe work should therefore be planned to suit the changing\noutside.\nand recurring seasons. This is best because it is most natural, for the\nchild is placed in contact with nature under normal conditions, and it\nis much more easy for the teacher and pupils to obtain appropriate\nmaterial.\n\nIt is true, flowers may be studied in winter-time ;\n\nbut to the\n\nchild they are freaks, and such a study is a distortion to his mind, and\nit gives the teacher endless trouble.\nA study of the plant, with its buds\nhoused in their winter quarters or with its seeds buried in frozen soil, is\n\nan appropriate subject for the season, and the supply of material is\nnatural and abundant.\nThe most serious obstacle in the way of science- work is the teacher's\n\nown lack of faith in his ability to do anything useful or creditable.\n\nHe\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nshould without hesitation begin with the simple things around him, and\n\ngrow Avith the pupils. The crude and scanty appliances at hand, well\nused, will open the way for better ones which will surely come, for, in the\nend, the schools are not to suffer from the want of any really good thing.\nThe value of science-work to the pupil is very greatly enhanced by a\nSuccess in teaching the subcomplete and clear but concise expression.\nject depends so largely upon the teacher's judgment in using the appropriate modes of expression at the proper stage of each particular kind of\nwork, that it becomes necessary to give the subject careful attention.\nTeachers usually lay much stress upon oral and written language; but\nvaluable as they may be, they are inadequate to the demands which a\nstudy of science makes upon the pupil for thought-expression.\nIn order that the subject of expression may be understood, it is necessary to consider\n\nit\n\nin its relation to the means by which knowledge is\n\nThe various modes of expression have a natural basis in the\nBy a mode of study is meant the means and\ndifferent modes of study.\nthe process by which the mind receives data from the world without.\nFirst, the\nThese modes may be included under three heads as follows\n\ngained.\n\n:\n\nstudy of the real object; second, the study of the object by some means\n\nwhich partially symbolize it\n\n;\n\nand, third, the study by means of symbols\n\nonly.\n\nThe first mode mentioned, ordinarily termed direct observation, may\ncall into play any or all the senses, touch, sight, hearing, taste, smell,\n\nthe muscular sense.\npresents\n\nand\n\nOn the other hand, the real object under observation\n\nall the attributes which\n\ncan be cognized by the mind.\n\nAs a\n\nresult, having received one or more elementary ideas through each sense,\n\nthe mind forms for itself a mental product which has the closest possible\n\ncorrespondence to the real objects without.\n\nThis\n\nis\n\nthe concept of the\n\nobject.\n\nThe second mode of study makes use of pictures or models, and to a\nlimited extent of onomatopoetic words, which cannot present directly\nthe attributes of the real object, but may partially or wholly symbol-\n\nall\n\nthem. Fewer of the senses may therefore be engaged in this, and\nan imperfect concept is the necessary result.\nThe third mode of study is by means of hearing language and reading,\nand consequently has to do with pure symbols only. With the exception\nize\n\nof\n\nan occasional onomatopoetic word, before mentioned, whatever may\n\nhave been the origin of the symbols, they cannot now be properly conTheir function is simply to arouse\nsidered the attributes of any object.\nin the mind certain activities, which form the concept from data already\nthere.\n\nIn its broad sense, the function of expression is to produce an external\n\nthing which corresponds to the internal concept.\n\nThe motive for expres-\n\n"}
{"page": 593, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\n\n589\n\nsion is, subjective, to intensify the thought of the one expressing it, and,\nobjective, to convey that thought to others.\n\nEthically considered, ex-\n\npression may be either selfish or unselfish, but there\n\nis naturally\n\nno con-\n\nbetween the two ends. The more clearly defined and intense the\nthought becomes to the individual, the better can he convey it to others,\nflict\n\nand there is a naturally increasing desire to do so.\n\nThe modes of expres-\n\nsion have a natural correspondence to the modes of study above outlined.\n\nThey may be included under the heads of gesture (including facial\nexpression and attitude), music without words (including the different\ntones of voice used in oral language and all moans and cries), making,\n\nEach\nmode of expression is peculiar in this, that it has a special function of its\nown which cannot be perfectly performed by any other one or more\nmodelling, painting, drawing, oral language and written language.\n\nmodes, though of course they do supplement each other in almost every\nexpression of thought.\nClosely associated with oral language,\n\nand from which\n\nit\n\nmay have\n\narisen, are the two modes above classed under gesture and music.\n\nThe\n\npeculiar function of these most subtle forms, the one appealing to the\n\neye and the other to the ear, is to convey directly from mind to mind the\n\nidea of emotion.\n\nNo other mode has the adequacy of either of these\n\nThey each convey an idea of something which is\ndomain of material representation. They place\nman in immediate touch with his fellow-man, and form a universal soulbond of humanity nay, of all animate creation, for by them we even\nfor this purpose.\n\nabsolutely beyond the\n\n—\n\nunderstand the brutes, and they us and each other.\n\nOriginally of ob-\n\njective value chiefly, no doubt, now all training in attitude, gesture, and\n\nmodulation of voice takes advantage of the power which these have to\nintensify the thought in the one giving it expression.\nThe data for the\nthoughts which find expression by these means may be gathered through\nany or all of the senses.\n\nThe difficulties encountered by the teacher in dealing with these modes\nfrom those which arise in teaching any of the others.\nWhereas the others are more or less arbitrary, these are perfectly natural,\nand they are the result, not of teaching, but of heredity. The difficulty\nlies in co-ordinating the more arbitrary forms with them.\nTo make the\nword exactly correspond to the look, gesture, or tone is the thing to be\nare different\n\nsought.\nlost;\n\nThe naturalness of these modes is, unfortunately, very early\n\nin most cases through a soul-consuming self-consciousness,\n\nis regained\n\nwith the greatest difficulty.\n\nand it\n\nUpon its proper co-ordination\n\nwith these modes, the general intelligibility of oral expression depends.\n\nBy these modes the teacher has an almost exact measure of the intensity\nof the pupil's thought and of his interest and comprehension of the subject in hand.\n\n"}
{"page": 594, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n590\n\nMaking is the most definite and complete mode of expression where\nThis is because the maker becomes\n\nmaterial representation is possible.\n\nacquainted not only with the object in all of its parts and as a whole, but\nalso with the nature of the substances\n\nwith which he works.\n\nonly by a study of the real object that all of\n\nAs it is\n\nits attributes appeal\n\nto the\n\nmind, so it is only by making that the exact external correspondence to\nthe concept of these can be reproduced.\n\nIt is the peculiar function of\n\nmaking to give this external correspondence material form. It is the\nsimplest and lowest mode because there are no mental pictures involved\nthat do not have a concrete basis in the material before the maker.\n\na universal\n\nIt is\n\nmode because the idea, that of a certain box, for example,\n\nwill be expressed by all in the same way.\n\nThis allies it closely with the\n\ntwo preceding forms.\n\nThe data for this mode of expression are gathered through all of the\nsenses,\n\nand it therefore follows that in the outward material representa-\n\ntion of the idea each sense may act as a corrective upon all of the others,\n\nand thus making becomes one of the easiest modes. Great difficulties\narise, however, due to the peculiar and various properties of the materials\nemployed, such as wood, stone, iron, and glass.\nThis is further enhanced\nby the inability to properly estimate the value of solid angles and lines and\nby the lack of skill necessary to form flat and curved surfaces.\nSciencework offers great opportunities for this mode of expression. Throughout\nthe whole of physics and chemistry there are almost numberless pieces of\napparatus and devices which should be made by the pupil.\nThe difficulties peculiar to this mode are more than balanced by the intense interest which the pupil always has in making something.\nIt brings him to\nthe joy of a new creation in which he plays the role of creator, and in\nthe cultivation of self-reliance this can hardly be overestimated.\n\nAnd\n\nwhen still further, as in the Sloyd, it is the thought, \" This is for some\none\nit\n\nI love\n\n—\n\nfor father or mother,\" that drives the plane or handsaw,\n\nmakes it in its reflex upon character second to no other moral influ-\n\nence.\n\nModelling, in\n\nitself,\n\nand internal, and so far\n\nhas to do entirely with form, both external\n\nAs a mode of\nfrom making in regard to size.\nAn object may be modelled many times as large or small as that of which\nit is intended to give the idea.\nThe data for the model are gathered\nthrough the senses of sight and touch, and while, therefore, the judgment lacks some of the safeguards thrown around it in making, this is\noffset by the fact that there is less of the complete idea to be expressed by\nit.\nThe difficulty to be overcome in modelling is, as in making, in the\nestimation of solid angles and in the formation of curves and plane surexpression, though, it\n\nfaces.\n\nis\n\nit\n\nis\n\nidentical with making.\n\ndifferentiated\n\nThe material used may be of such character as to reduce the\n\ndifficulty of its manipulation to the minimum.\n\n"}
{"page": 595, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\nThe use of this mode in science-work is\n\nvaried.\n\n591\n\nIn zoology, clay\n\nmodelling may be used with great advantage in the study of the larger\nanimals and in the study of the skeleton.\n\nIn botany, early study of\n\nthe various forms of underground stems and fruits\n\nroots,\n\nwill neces-\n\nIn geography, geology, and mineralogy either sand or\nbe used to show the relief of any given area covered by an\n\nsitate its use.\n\nclay\n\nmay\n\nexcursion or a field-lesson, and the latter\n\nis\n\nspecially fitted for showing\n\nrock strata, dip, and forms of crystals.\n\nPainting as a mode of expression is unique.\n\nIts peculiar\n\nfunction is\n\n— something which cannot be even approxi-\n\nto give the idea of color\n\nIt stands in contrast with both making and\n\nmated by any other mode.\n\nmodelling, because it is primarily independent of volume, size, and substance.\n\nIt can, it is true, be made to suggest solidity of\n\nform after the\n\nidea has been gained by other means.\n\nThe data for painting are gathered through the sense of sight alone.\nThe chief difficulty which besets the judgment is due to the fact that\nthere\n\nis no\n\ncorrective sense ;\n\nif\n\nthe eye fails to give the proper datum,\n\nthere is no other means by which the mistake may be discovered.\n\nIn a large part of elementary science work the value of painting can\nhardly be overestimated.\n\nPrimary pupils can tell far more with their\n\nbrushes and colors, and can tell it much better, than they can with either\ntongue, pen, or pencil.\n\nIt will greatly enhance interest in the study of\n\nbirds, insects, fruits, flowers, leaves,\n\nand minerals.\n\nIn drawing, the chief thing to be expressed is outline, not only of the\nwhole, but also that of the parts of an object.\n\nThis mode of expres-\n\nsion, closely related to painting on one side and to making and modelling\n\non the other, is independent of solidity of form and size. It is allied\nto modelling and more remotely of making because it deals with form,\nbut only so far as it can be expressed in outline without giving the idea\nThe chief difficulty in cultivating this form of\nprimarily of volume.\nexpression with beginners lies in a lack of muscular control which is\nnecessary in drawing straight and curved lines, and in the errors of judgment in the measurement of angles and estimation of distances. The\njudgment is, in this form of expression, dependent upon sight alone, and\nin this respect it is allied to painting.\n\nIn science, drawing\nsubjects.\n\nmay be employed with great advantage in all\n\nIts earliest application is found in the representation of ap-\n\nparatus used in physics and chemistry, and all material where sharpness\nof outline and detail of structure are required.\n\nBetween written language and the forms of expression already considIt is wholly an arbitrary means of expressing thought, and can intensify it subjectively only in this way: by\nmeans of the device of which this mode of expression makes use that is,\nered there is a wide difference.\n\n—\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n—\n\na relation is expressed which by the aid of this\nmore steadily before the mind as an object of study.\nIn function, it is distinguished from the preceding forms by the fact that\ncertain relations may be directly expressed which lie wholly beyond their\n\nthe written sentence\n\nvisible sign is held\n\ndomain. \"Man should help his fellow-man\" expresses an obligation;\nby the written sentence this idea is conveyed to others something which\n\n—\n\ncould not be accomplished by any other single mode.\n\nThe judgment expressed by the written sentence rests upon data that\nThe chief difficulty\n\nmay be gathered through every avenue of sense.\n\nthe lack of muscular control which is necessary to guide the pen,\nand in making the arbitrary association of certain letters with definite\nis in\n\nsounds which the former represents.\nIn science work written language is of universal application as a mode\nof expression.\n\nToo\n\noften, however, its use\n\nis\n\ndemanded when some\n\nother mode would be more appropriate.\nClosely allied to written expression is that by oral language.\n\nIt is re-\n\nand differs from all the other modes because\nby it ideas can be expressed which are beyond the reach of material\nrepresentation by any other single form.\nIts peculiarity is found in the\ntone of voice which, independently of the words uttered, intensifies or\ndiminishes the strength and clearness of expression.\nIn developing this\nform, the chief obstacle is encountered in the difficulty which the child\nfinds in associating his thoughts and feelings with the jingle of sounds\nwhich represents them in the spoken sentence, and in the training of\nlated to written language,\n\nthe organs concerned in articulate speech.\nAll of the senses may be concerned in completing the thought which\nfinds expression in oral language.\nis frequently\n\npushed too far.\n\nPractice with this form of expression\n\nTeachers are naturally ambitious to hear\n\ntheir children talk, and feel disappointed\n\nwhen they fail so to express\n\nYet with children, at least, that it is wholly inadequate,\nsometimes, for the full expression of the thought is a fact which should\nthemselves.\n\nbe recognized.\n\nWhile expression may admit of the foregoing analysis, and it would\nseem that each mode has its own peculiar function, it will be observed\nthat usually two or\n\nthought, the fulness\n\nmore may be combined in the expression of any\nand clearness of which are greatly enhanced\n\nthereby.\nIt remains now to consider the natural order of their development.\nThe different modes are not developed entirely seriatim, but something\n\nof the serial order\n\nis\n\nenforced, in practice, by certain difficulties before\n\nmentioned in connection with each.\n\nExpression is primarily dependent\n\nupon external stimuli, and it follows that the mode will be determined\nsomewhat by the character of the stimulus of which the organism is sus-\n\n"}
{"page": 597, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\nceptible, and, for a like reason, the order of\n\ndevelopment\n\n503\n\nwill also be\n\nsomewhat fixed.\n\nThe earliest kind of stimuli which the child receives are those producing bodily pleasure or pain, and the expression corresponds. The\nsmile of the young babe in its cradle is the earliest expression of that\nlight which through its new-born soul is destined, it may be, to make\nluminous the dark places of earth. The frown flitting like a shadow\nacross its smooth brow is the earliest prophecy of a spirit which is born,\n\nThis mode, coming\nby heredity alone, has no conscious relation at this time to the\nthought or feeling beneath it.\nThe next stimuli are received through the sense of sight, derived from\nthe mere presence of an object and through the sense of touch, from its\nperhaps, to crush a tyrant and emancipate a people.\nto it\n\nsmoothness, roughness, hardness, or softness and so on.\n\nThe appropriate\n\nform of expression is by oral sounds leading to articulate speech. After\nthe mere presence of the object is made known the next stimulus comes\nfrom its most striking peculiarity. This is most frequently received\nthrough the sense of sight, and comes usually from the color of the\nThe natural and appropriate form of expression is by use of\nobject.\nThe pupil constantly compares the color\nbrush and paint in color work.\nhe uses with that of the object, and thus supplies the only corrective to\nAssociated closely with the idea of\nhis judgment possible in this case.\nThis demand for an additional mode of expression\ncolor is that of form.\nThis order, however, should often be\nis met by exercises in modelling.\nreversed, since peculiarity of form is sometimes more conspicuous than\nbrilliancy of color.\n\nDeveloping considerably later than the ideas of color and form\nidea of the outline of an object.\n\ndrawing.\n\nis\n\nthe\n\nThe natural expression for this is by\n\nObservation confirms the fact that drawing with the pencil\n\nmuch before the fourth grade. Previous to that it\nmay be practised on the blackboard in much broader outlines and with\nshould not begin\n\nless\n\ndetails\n\nthan that required by the pencil.\n\nThis is not only because\n\ndetail of figure does not appear to the pupil, but because his muscles are\n\nThe arm moves the hand chiefly\nfrom the shoulder; individual muscles that move the hand and fingers,\nabsolutely necessary to fineness of detail, are not yet separated one from\nThis difficulty is rapidly and completely\nanother in their functions.\novercome by giving opportunities for blackboard drawing, when the full\narm may at first be used in drawing large-sized figures.\nMaking, as a mode of expression, may be commenced very early, but\nthe difficulties arising from a lack of knowledge respecting the nature of\nIts use is further diminished\nthe materials somewhat limit its range.\nThis is offset by\nby the fact that many things studied cannot be made.\n\nnot yet sufficiently under control.\n\n"}
{"page": 598, "printed_page": null, "text": "—\n594\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nthe intensely practical character of the work.\n\nThere may be those who\n\ndo not wish to paint, who cannot draw, who fear to speak, or are too\nlazy to write but a pupil is rarely to be found who will not be interested\n;\n\nMost boys are in a continual state\n\nin making something.\n\nof perplexity\n\nin trying to decide whether they will be blacksmiths, carpenters, or\n\nshoemakers when they grow up, and for all such making is the mode of\nexpression par excellence.\n\nThe development of expression by means of written language should\nThrough its peculiar function,\nIt is very imit acts as a corrective and check upon all of the others.\nportant that it should stand in proper relation as to amount with all the\nTeachers frequently err by tryothers, and to the actual demand for it.\n\nbe coincident with that of other modes.\n\ning to force their pupils to write beyond what they really have to exSome pupils appear to talk well, but write poorly; yet it may be\n\npress.\n\nthat the sum total of all their \" ialk\" actually expresses no more than the\nlittle they write.\n\nAgain, too high an estimate is often placed upon what\n\nthe pupil really sees, and consequently there is a feeling of disappoint-\n\nment at the amount of the written work.\n\nRationally employed, written\n\nexpression is the most valuable adjunct to science-work.\n\nAlthough there seems to be a somewhat definite order of development\nmodes of expression, yet, when once properly begun,\nthey should all be carried forward in due proportion throughout the\nIf faithfully done, the so-called crudities and blotches of\nentire course.\nthe first grade will become tasteful products in the eighth.\nThe subject-matter in science-work presents itself broadly under three\nheads: The study of function, the study of/orra, and the study of the\nmutual relations between function and form. These divisions at once\nsuggest to the thoughtful teacher a proper grouping of the modes of\nexpression.\nEvidently, those which best accompany the study of function are oral language and written language, and, to a less important\nThe other modes are not\nextent, what has been included under gesture.\nbarred, however, since one may, by a drawing, or in a clay model, show\n\nfor the different\n\nhow a squirrel holds a nut; but they are hardly to be considered the initial modes of expression for such a fact.\n\nIn the study of form, almost any of the remaining modes are more\n\nThe\nmakes the study\n\nappropriate in the beginning than either oral or written language.\nparticular form must be determined by the one who\n\nnot by the teacher.\nhis class,\n\ndraw the other.\"\nproposed\n\nIt is a fundamental mistake for a teacher to say to\n\n\"We will model this,\" or \"We will paint that,\" or \"We will\nis,\n\nThe substance of the real question which should be\n\n\" What\n\ndo you see about\n\nthis, or\n\nwhat can you\n\nfind out\n\nabout it, and how will you tell it?\" When the teacher dictates \" Draw,\"\n\" Paint,\" or \" Model,\" he must run the risk either of telling the pupil\n\n"}
{"page": 599, "printed_page": null, "text": "NATURAL SCIENCE FOR THE COMMON SCHOOLS.\n\n595\n\nto represent what he does not see or understand, or else he is forced into\n\nhim the very thing he\nmay represent it. This\n\nthe contradictory position of pointing out to\n\nshould discover for himself in order that he\n\nlogically and actually destroys the real point of the lesson, so far as sciis concerned, and reduces it to the level of a lesson in dead color\nand dumb form. The pupil cannot express what he does not see, and\nhe must express what he does see through what is to him the most natural\nand appropriate channel. For example, in beginning the study, to ask\na child to model a brightly-colored butterfly is to outrage his every sense\nof fitness; while to expect him to either paint or model with great en-\n\nence\n\nthusiasm a long-legged angular grasshopper is vanity of vanities.\n\nFull\n\nmore than one mode, but\nThe\nthere is decidedly a right and a wrong place at which to begin.\nthoughts which come into the mind as it contemplates the mutual adapta-\n\nexpression of thought will naturally involve\n\ntions of the different parts of nature to each other, and their relations to\n\nthe whole, are, in their suggestions of infinite law, the loftiest that can\npossess the human soul.\n\nThe full expression of these conceptions, in-\n\nvolving the highest relations of man to man, rises to the plane of fine\nart.\n\nEmbalmed in verse, or picture, or song, or chiselled stone, it will to\n\nfuture generations mirror forth the best and purest thoughts of this\nage.\n\nDISCUSSION.\nC.\n\nW. Carman, Mich.\n\n—The teacher who\n\nvisits the principal's office,\n\nthe class rooms, the modelling and drawing rooms of Cook County\n\nNormal School is at once in an atmosphere of enthusiastic, wideawake \"push,\" a good-natured cheerfulness and common interest in\nthings that are as rarely met with as are boards of education who\nknow anything of the principles of modern educational methods, or of\nthe personal rights of teachers.\n\nThe fountain head of this good-natured enthusiasm is quickly discovered to be in the principal's office, but so freely flows the fountain that\na strange individual would be the teacher who did not drink deeply of\nit,\n\nand strauge would be the pupil who did not in turn receive a goodly\nThat I may not be misunderstood in what may follow, let me\n\nportion.\n\nsay here, that\n\nit\n\nis\n\nwith\n\nmuch pleasure that I recall my election, four\n\nyears ago, to a position on Colonel Parker's faculty, though a previous\n\nengagement prevented an acceptance.\n\nThe excellent paper just read before you well exemplifies the spirit of\nthe institution and the enthusiasm of its instructors.\n\n"}
{"page": 600, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n596\n\nOf the three subjects treated in the paper, I wish to dwell upon but\nviz., the so-called science in the lower grades.\nDuring the past\nseven years, it has been my lot to have charge of the work in natural\nsciences in some of the high schools in Michigan and it is from the\nstandpoint of the high school that the work in the lower grades is viewed.\none\n\n—\n\n;\n\nTo bring our subject clearly before us, let us ask, What is elementary\nCan elementary science be taught in the lower grades? What\n\nscience?\n\nis the mission of the lower grades as a preparation for high-school work ?\n\nWhat are the difficulties in the way of securing this preparation?\n\nWhat\n\nis the object to be attained?\n\nLet us attempt the answers.\nIf we are to accept as authority those\nwho prepare the text-books for our high schools, it is elementary science\nthere treated.\n\nNearly every title-page is adorned with the word \" Ele-\n\nmentary.\"\n\nfact,\n\nIn\n\nthe exceedingly elementary nature of the science\n\nwork done in most of the high schools is clearly seen by the most casual\nobserver.\nOur best authorities tell us that \" Science is knowledge, penetrating and comprehensive information; the comprehension and understanding of truth or facts; and, specifically, knowledge duly arranged\nand referred to general truths and principles on which it is founded and\nfrom which it is derived.\" We claim, then, that neither science nor\nelementary science can be taught in the lower grades.\n\nThe average pupil who begins science work in the high school is able,\ncommit to memory five or six pages of history, the\n\nfor a day's work, to\n\ndeclension of half a dozen Latin nouns, and perform mechanically the\n\nproblems assigned for one lesson in algebra; and it may be that she can\nsay the paragraphs in history backward, but the same mind is barren\nof the powers of observation.\n\nThe same pupil will see no difference in\n\nthe architecture of buildings, in the structure of leaves, in the barks of\ntrees, in the kinds of pebbles and in\n\nthe wings of insects; nor has the\nmind. Even boys who are readingCicero and Virgil with ease have obtained in the laboratory with modest\napparatus at least have recorded in their record books results that\nwould tax the skill of the professional with the best apparatus in fact,\n\" why\" of things ever entered the\n\n—\n\n—\n\n;\n\nthe results were just as accurate as those given in the text or reference\nbooks.\n\nThe mission of the lower-grade teacher, along this line, is not to teach\nscience, but to awaken the powers of observation; it matters not what the\n\nmeans are, but what the end is.\n\nSurely, the storehouse of nature has\n\nfurnished ample material for cultivating these powers.\n\nThe great diffi-\n\nculty in securing the desired results lies in the lack of ability, adaptation,\nor training on the part of the teacher.\n\nAn illustration that has been\n\nnearly paralleled in our city on several occasions will serve to explain a\ndifficulty very\n\nhard to overcome.\n\nEight members\n\nof\n\na high-school\n\n"}
{"page": 601, "printed_page": null, "text": "'\n\nNATURAL SCIENCE FOR THE COMMON SCHOOLS.\ngraduating\n\nclass\n\n597\n\napply for positions as teachers in the city schools.\n\nFour of the number possess bright minds that have caught the true\nspirit not only of literature and mathematics, but have as truly made\nthe acquaintance of \" Dame Nature;\" have not only the powers of observation truly awakened, but have as well the true spirit of scientific\ninvestigation.\n\nOn the other hand are four that represent the class of pupils who are\nmental dyspeptics, or who have reached the limits of their abilities at\nthe beginning of the high school.\nThe former are rejected, and the\nlatter are chosen.\n\nWhen an explanation is sought, we get the answer\n\nthat those chosen had more friends or were in greater need of the com-\n\nHow can we hope to inspire our children by contact with\n\npensation.\n\nthese dead souls?\n\nThe object to be attained\n\n—the objective point of\n\nthose of us who have charge of the natural and physical sciences in our\n\n— the\n\nhigh schools\n\nis\n\nreal teaching of the elements of the sciences.\n\nNone appreciates more fully than do we the aid that may come to us\nfrom the object lessons of the true teacher in the lower grades who\nselects her objects from the storehouse of nature.\n\nIn the \" real teaching of the elements of science\" is included much.\n\nTo do this, the same mental discipline must be secured as from the\nstudy of Latin, Greek or mathematics.\nTo secure such discipline the\nis working at a great disadvantage.\nWhile the classics and\nmathematics have constituted the curriculum for mental training\nthrough many generations, the sciences are of our own time. Their\n\nteacher\n\nentrance into the curriculum was not an easy one; on the contrary, they\n\nhave been treated as the outcast and the tramp. Nor, when they had\nonce forced an entrance, was their lot enviable.\nThey must fall to those\nteachers who had but little acquaintance with them, and\nIs it\n\nless sympathy.\nany wonder that the mental discipline they could give was in ill\n\nrepute?\n\nIf they ever stand in their rightful place in the curriculum,\nthey will be placed there by the efforts of the real teacher, laboring with\n\nthe untiring spirit of the true scientist.\nIt is a hackneyed aphorism that there is no royal road to knowledge,\nthough incredible efforts have been put forth to make one.\nNature\n\nholds her truths with giant grip, and he must struggle well\npossession of them.\n\nwho gains\n\nHere, as usual, has she been a wise mother to us all,\n\nfor the\n\nmain point is to secure the highest self-controlled activity of\n\nmind.\n\nW^ell has it been said that \" Canned science, as a steady diet, is\n\nas unwholesome for the growing mind as canned fruits and vegetables for\n\nthe growing body.\n\nThe wise teacher imitates the method of nature,\nwho has but one answer for all questions, 'Find it out for yourself and\nyou will then know it better than if I were to tell you beforehand.\nBut who can be a wise teacher who has not been wisely taught? The\n\n"}
{"page": 602, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n598\n\nspirit of this scientific age favors a universal manufacture of condensed\n\nmilk to ease and cheapen the toil of bringing up its infants.\nIt finds\nthe bottle of literature more convenient than the breast of nature.\"\nYes, even elementary science teaching means hard work on the part\nof teacher and pupil.\nWe are aware of the popular cry that the success\nof this work depends\n\non the teacher's ability to make\n\nit\n\ninteresting.\n\nWhen translated, however, the word \"interesting\" reads \"amusing.\"\nThe boy, fifteen or sixteen years old, who is held in school by being\namused might far better be in the factory. There is a class of pupils\nwho are thought especially by their parents to have scientific genius\n\n—\n\n—\n\nwhen they have simply a carnal curiosity.\n\nThey take as much pleasure\n\nin destroying apparatus as the real student does in searching out for\n\nhimself a truth in nature.\n\nBut for those of us who have the true spirit of investigation and an\nhonest admiration for \"dead- work,\" a fidelity that carries us beyond\nself-ease\n\nand financial compensation, there are in every school honest,\n\nmay lead.\nAnd for us there is hope of seeing the educational value of the natural\nappreciative pupils, ready and anxious to follow wherever we\n\nand physical sciences duly appreciated.\nGustav Guttenberg, Pittsburgh, Pa.\n\n—Listening\n\nto the paper pre-\n\nsented to us this afternoon, one cannot help feeling that the outlook into\nstill more promising than the retrospect into\nThose who have attended the teachers' conventions from time to time, who have looked into the work of teachers' institutes and summer schools, cannot help being impressed with the fact\n\nthe future of education is\n\nthe past\n\nis\n\ngratifying.\n\nthat the idea of the new education, or better, of a more natural system\nof education, is more and more pervading the air, is being imbibed more\n\nand freely; and the time seems near when the teachers of\nAmerica will take it in with eager draughts the time seems near when\na system of training which is entirely artificial, in which child and natwillingly\n\n;\n\nure are rigidly kept apart, will be considered a ridiculous, a blundering,\na monstrous system.\n\nThe kindergarten will come to all of us to stay with us; and we hope\nthat it will be a true kindergarten, in which the children are the plants\n\nand the teacher is the gardener; and that these gartens will be reared\namid real gardens, with* flowers, shrubs, trees; with butterflies, birds,\nworms; with pebbles and rockeries in it. These are the beloved companions, playfellows, of the child, and the teachers' most able assistants;\nhere the child feels at home\nits\n\n;\n\nhere its eyes are made bright, its ears alert,\n\nperception keen; here, watching from year to year the birth, the\n\ngrowth, the death and the regeneration of things in nature, it learns to\n\nunderstand the lessons of life and the laws of nature.\n\nAnd the time will come, we hope, when the teacher who tries to \" crush\n\n"}
{"page": 603, "printed_page": null, "text": "EDUCATIONAL BURDENS UPON THE LOWER GRADES.\n\n599\n\nout\" this love of the child for nature, this eagerness for investigation,\nAlready the missionaries of the new educa-\n\nwill be a thing of the past.\n\ntion are many, and they are getting\n\nmore numerous every year, and\n\ntheir disciples are growing to legions.\n\nMany of our educational writers\n\nare aiding by supplying books containing valuable help and guidance.\n\nProbably the most important of these are the \" Outlines of Natural Science for the Common Schools,\" published by the author of the valuable\nThese outlines put the lespaper to which we listened this afternoon.\nsons into a system, admirably graded and arranged with a view to the\n\nmaterial as furnished\n\nby nature during the different seasons of the\n\nyear.\n\nThus, there is no reason why teachers should not acquaint themselves\nwith the progressive ideas concerning elementary education, and there\nis every hope that\n\nere long these ideas will find a firm foothold in many\n\nschools of this country.\n\nTHE EDUCATIONAL BURDENS UPON THE LOWER\nGRADES.\nMISS ABBIE LOW, ERIE, PA.\n\nComing in from a mountain journey in Montana several summers ago,\nI met a small gray mule taking his devious way upward along\n\nthe bridle\n\nThe animal was encumbered with the\npath by which I was descending.\nmost prodigious and promiscuous load that I had ever seen laid upon\nthe back of any creature, and so attracted my attention.\n\nHe was liter-\n\nover with burdens; bags, bundles, packages and boxes\nwere strapped to his back and to his sides, until the load seemed larger\nally\n\ncovered\n\nall\n\nthan the carrier.\nI was told that this was a pack mule, that\n\nhe probably belonged to a\n\ntrain; and that this was the only means the mountaineers possessed of\n\ntransporting freight upward.\n\nThere was nothing romantic in the sight of this solitary beast of burThe only wonder was\nthat the little beast could carry such an enormous load and still amble\nalong faithfully, keeping the \"even tenor of his way,\" apparently unden, nothing grand, nothing even picturesque.\n\nconcerned and contented with his lot.\n\nTurning over in my mind the\n\ndifferent educational burdens that rest upon the lower grades\n\n— thinking\n\nhow many, how miscellaneous and how homely they are, and wondering\n\n"}
{"page": 604, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n600\n\nif it would be possible to arrange them in any form, or to place them in\nany light that would make them presentable the incident just related,\nwith the mute, uncomplaining, overloaded \"beastie,\" came before me.\n\n—\n\nMy subject, like the little gray mule on the mountain side, is neither\nbeautiful nor poetic; not even as sprightly as the little mule; there will\n\nbe little of inspiration in it.\n\nBurdens, like facts, are not graceful things; nor are they attractive.\nThis will be no grand pageant to excite admiration and kindle enthusi-\n\nasm\n\n—\n\njust the educational\n\npack\n\ntrain, the\n\nlower grades taking their\n\ntoilsome way upward.\n\nDEFINED.\nLet us first consider what is comprehended by the term lower grades.\nGrades indicate stages of advancement\n\n;\n\nand loiv and high are merely\n\ntechnical terms in education referring to degrees of progress relative to\n\nthe completed work of the schools; low and high refer to relative\n\nalti-\n\nand while the term lower grades is used to\ndesignate a part of the course from start to finish, it indicates neither\ntudes, not relative degree ;\n\ninferiority nor abject position.\n\nThe lower grades, like the lower rooms of a house, are the essential\nThe high school may rise, a beautiful tower from\n\npart of the structure.\n\nthe roof above them, yet is the structure complete, though no tower be\n\nadded.\n\nOnly a few houses rise into towers;\n\nall\n\nmust have living rooms.\n\nIt is\n\nin these lower apartments that the soul abides; fortunate indeed if there\n\nbe towers to which it\n\nmay climb for a wider view\n\ndows that look out upon the\n\n—\n\nis\n\nthe lower win-\n\nbattle-field of the world;\n\nfrom the lower\n\nit\n\ndoors that the soul walks forth to the daily encounter of life.\n\nDISPROPORTIONATE RECOGNITION.\n\nThe lower grades begin and end the education of the masses; they also\nNot one-fifth\n\nbegin the education of those that pass to higher grades.\n\nof all that enter ever pass on to the higher grades; yet the small fraction\n\nthat go on receive thereafter four-fifths of the means appropriated to\ncarry on the whole work.\n\nThe lower grades thus have the heavy end of\n\nthe school roll and the light end of the pay roll.\n\nThe teachers in the lower grades are made restless; they are like persons climbing\n\n—standing on one foot while they are looking for a place\n\nto plant the other one a little higher.\n\nSkill\nis\n\nis\n\nattracted away from the lower grades, and the teaching force\n\nThe idea gets abroad that anybody can teach a primary\nand so anybody does teach it.\nThis cheapening of the lower grades amounts to a very great burden,\ntransient.\n\nschool,\n\n"}
{"page": 605, "printed_page": null, "text": "EDUCATIONAL BURDENS UPON THE LOWER GRADES.\nand one of the hardest\n\n601\n\nto be borne; for, besides being heavy, it has\n\nsharp edges and insinuating corners that cause it to gall and irritate and\nworry, as well as to tire.\n\nCOURSE OF STUDY.\nThere are things besides the Apostles' Creed that wear a good while;\nand some of them are not half so comprehensive nor half so well adapted\nto either the mental or moral nature of mankind as the creed.\n\nFrom the time when the idea was first conceived of interfering with\nthe natural\n\nliberty of children\n\nand seating them on benches or on\n\nthe ground to learn, there has been a great responsibility in deciding\n\nwhat they should be taught.\nPlato and Aristotle prescribed a course of studies for the Greek school\nchildren six hundred years before the date of the Apostles' Creed, and\nthe course prescribed at that early day has, in the main, remained a\nlaw unto all schools down to the present time.\nThe ancient traditions, excellent in their day, have become a burden,\nWhere\na perfect bag of chestnuts, strapped on to the lower grades.\n\n—\nis\n\nthe Dr. Briggs in education with the courage to object to the old\n\ntenets\n\nand to openly avow and promulgate his dissent?\n\nOr the educa-\n\ntional Savanarola to arise and burn a second pyramid of vanities?\n\nThe\n\nredoubtable Colonel Parker, whose grand tactics are advanced methods\nin education, at Chautauqua, the other day, gave utterance to the fol-\n\nlowing encouraging confession\n\n:\n\n\" The failing of the Aryan race is to\n\ndepend upon our ancestors. Our ideals are behind us, like the potato\nthe best part is under the ground.\"\nEdward Everett Hale, in one of his social problems, made a most\nAfter quoting from Dr. Freeman Clarke's recomhopeful prophecy.\nmendation of the playground for children \" From this varied, delightful, and thorough system of education we take them to a school-room\nand teach them what? The dull memory of words. And we think\n\nvine\n\n—\n\n—\n\n—\n\nthis education.\"\n\nTo which Dr. Hale adds:\n\n\" I have not said this with the least inten-\n\ntion of discussing our present school system.\n\nI\n\nam well satisfied with\n\nthe discussion which society is carrying on about this all the time; and\nI am quite sure that a hundred years hence our present system will be\nabandoned as entirely as is the system of plate armor and knight-errantry\n\nin modern war.\"\n\nNow, I was not before aware that society had commenced \" redding\nup\" our school system; however, I am glad of it; if society should succeed in rolling off this heaviest of burdens, even though it took a\nhundred years to accomplish, it, it would be one of the most useful\nthings that society ever did.\nBut I give, society this warning: There\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nare schoolmen all around us\n\nwho would sell their last drop of profes-\n\nsional blood in defence of the old system.\n\nPREPARES FOR HIGH SCHOOL, NOT FOR LIFE.\n\nThe graded-school system anticipates a course of study that prepares\nBy such a course, the\nall pupils for entrance to the higher grades.\nmasses of children are occupied in accumulating matter for which they\nnever find use; and subsequently, having set out on the journey of\n\nlife,\n\nthey discover that they have left behind the things they need most and\n\nbrought with them things which they do not need at all.\nThis is a burden for which Plato and Aristotle are in no degree\nresponsible.\nThese old pedagogues were too honest in their aim, and\ntoo conscientious to thus cheat the youthful Greeks.\n\nIn early days, when fabrics were expensive, the cast-off garments of\nthe older members of the family were hemmed up and taken in at the\n\nThere is no need of\nseams and made to serve in clothing the younger.\nthus manipulating a course of study that has been previously adjusted to\na higher grade.\n\nNo process of cutting down and hasting in will ever fit\n\nthe heavy material to the graceful and lithe lower grade.\n\nLet the little children appropriate the fresh, the new, suitable to their\nit may be adapted to every future requirement and\n\nage and condition\nit will grow with\n\n;\n\ntheir growth, like the clothing wherewith God clothed\n\nthe lilies of the field.\n\nduring their\n\nfirst\n\nIt is a fact significant to teachers,\n\nfive years,\n\nthat children\n\nbefore they can tell anything about it or\n\nmake any show of it in set recitation, and while they are utterly unconscious of it, do a vast amount of studying and learning\nprobably stor-\n\n—\n\ning up more of real intelligence than from any subsequent ten years of\n\nformal schooling.\n\nBut was any child of ordinary intelligence and healthful mental appeknown of his own free will to select his mental food from the\nschool grammar, or from the complicated puzzles that form so large a\ntite ever\n\npart of the arithmetic?\n\nLOW IDEALS OF SCHOOL COMMITTEES AND PARENTS.\nThe demands of examining committees are, unfortunately for the\nlower grades, not always identical with the demands of education.\n\nJoseph Payne, whose name as an educator stands at the head of the\nlist of Englishmen, says in one of his valuable lectures:\n\none who wishes to quicken and\n\nis\n\n\"\n\nA wise teacher,\n\nanxious not to deaden his pupil's\n\nmind, will not force upon him those indigestible boluses, the technical\nrules and definitions of syntax.\"\n\nDr. Payne is a profound thinker, very conservative as to methods, and\ncertainly a high authority in matters of education, yet I have in mind a\n\n"}
{"page": 607, "printed_page": null, "text": "EDUCATIONAL BURDENS UPON THE LOWER GRADES.\n\n603\n\nvery recent instance (and I am persnaded that occurrences of this kind\nare not unusual) where a class failed to pass and was\n\nremanded to the\n\nlower grades in consequence of these same \" boluses\" having been withheld, or of their not having been properly administered.\n\nThis is one of those cases where the \" doctors disagree\" and the question of which is right is left out for the mystical who to decide.\n\nWas the lack of technical grammar a real loss or a real gain to those\nchildren, accepting the definition that education is the preparing of fche\n\nyoung for life?\nIn either case, the lack was clearly the fault of the teacher and not at\nof the class, yet its unhappy consequences were visited in seeming\nwrath upon the class; humiliated, disappointed, and broken in spirit,\nthey were probably lost to the schools thereafter.\nall\n\nOnly a few of the degraded pupils ever recover the courage\n\nto climb\n\ninto the high branches of the school tree, perchance to pluck the diploma\n\nfrom the topmost bough.\nParents are in a great measure responsible for this condition of the\naffairs of the school.\n\nTheir ideals are too low\n\n;\n\nthey have mistaken, if\n\nnot the aims, at least the means of education.\n\nTheir anxiety centres in having their children \" keep up with the\nprocession,\" rather upon the point or whither\n\nthe procession\n\nFew\n\nitself.\n\nit\n\nparents inquire of\n\ntending than upon\nthe teacher, \" Is it\n\nis\n\npower of his soul being unfolded, every\nup and nourished, his whole nature\ncultured, and are the impulses on which strength and worth rest being\n\nwell with the child?\n\nIs every\n\ncrude principle of his\n\nstirred\n\nlife\n\ncarefully attended to?\"\n\n\" Will the child\n\npass?'\n\nis\n\nthe vital question;\n\nand nothing will bring a parent to the school-room more promptly than\nto have the child fail to pass.\n\nRev.\n\nEdward Thring, in his keen incisive discussion of education and\n\nthe school, having attended to this discrepancy between preaching and\npractice, thus leaves the matter where it probably belongs: \" In a word,\"\nhe says, \" nothing can be said before the distinction between the strong\n\nmind and the stuffed mind, between training and cram, is thoroughly\nrecognized and decided.\"\n\nEXAMINATIONS.\n\nThe stated examinations of pupils is a burden, but a burden that will\nroll off itself when the others are lifted.\n\nWhen the lower grades are no longer driven into narrow lanes there\nwill be\n\nno longer the necessity of putting up bars at intervals for them\n\nto scale.\n\nThe ordinary class examination does not correspond to any definition\nof education ;\n\nit is\n\nmerely a device for inspecting the contents of a child's\n\n"}
{"page": 608, "printed_page": null, "text": ")\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n604\n\nmemory, and not a means of determining the status of mental growth or\nof character development.\n\nEven a butcher would not examine the contents of an animal's stomach to ascertain the degree of its fatness. Examinations may disclose\nthe character of the recent mental diet of a child, but the real defects or\nexcellence of the teacher's work are not disclosed by them.\n\nThe teacher's recommendation should be the passport for the pupils.\nEvery examination conducted by other than herself questions either her\nhonesty or her capability.\n\nThe machinery of the day's work should be\n\nso arranged as to gauge and register the preparation of the pupil ;\n\nand\n\nthe children themselves, as well as the teacher, should frequently glance\nat the registering index.\n\nNo teacher is fit for the place who is incapable of determining the\nfitness of her class for change of grade.\n\nTEXT-BOOKS.\n\nText-books may be multiplied so as to become a burden.\nSurely the preacher must have had school-books in mind when he said,\n\" In making many books there is no end.\"\n\nBut the art of making elementary text-books is still far from perfecMany of them, and especially the primary geographies, are merely\nthe larger books reduced in size by leaving out the more valuable parts.\nA skilled primary teacher makes text-books in the hands of pupils\nunnecessary, excepting primary readers, of which there should be no\nstint in numbers or variety.\n(Of course, I allude to the very lowest\ntion.\n\ngrade.\n\nGood boards and wise superintendents will never hang the millstone\nof text-books about the neck of the lower grades.\n\nCRITICS.\n\nThe foregoing burdens are increased and made more grievous to be\nborne by officious and ignorant critics, who keep the parents stirred up\nand restless and out of sympathy with schools and teachers, and who\nkeep the public, like a timid horse, always on the alert for bugaboos.\n\nThey treat with contemptuous indifference the notion that educators,\nhowever qualified- by knowledge of the theory and by dearlybought experience in the practice of their profession, have any profesas such,\n\nsional authority in the discussion of educational matters; their opinions\n\nand advice, if listened to at all, are placed on exactly the same footing\nas those of persons having neither their knowledge nor their experience.\nSome of the critics clamor for \"useful knowledge,\" by which they\nmean a vague and undefined educational sleight-of-hand performance,\nwhich shall present as the finished product of the schools men and\n\n"}
{"page": 609, "printed_page": null, "text": "—\n;\n\nEDUCATIONAL BURDENS UPON THE LOWER GRADES.\nwomen with matured judgments, accomplished\nequipped for every emergency of life.\n\nin all\n\n605\n\nvocations and\n\nKeferring to Joseph Payne again,\n\n\" It is much to be regretted that so many of those who have handled the\n\nsubject of the curriculum in the interest of philanthropy should be disqualified for treating it judiciously by a want of practical acquaintance\n\nVery much at their ease, they construct airy and fan-\n\nwith education.\n\ntastic theories, founded not on what is practicable, but what is desirable\n\nrecommend them earnestly, as if they were the genuine fruits of experiand too frequently reproach the hard-working teachers, who,\nhowever much they may admire such theories, cannot by any amount of\nence,\n\nlabor realize them, and therefore feel themselves aggrieved at having\ntheir educational products unfairly brought into comparison with the\n\nhighly-colored results promised by the theorists.\nif\n\nyou\n\nwill,\n\nof\n\nevince far too\nteacher\n\nThese writers\n\n—men,\n\nbenevolent hearts, certainly of lively imaginations\nlittle\n\nsympathy with the actual work\n\nof the practical\n\n—with his arduous, long-continued, little-appreciated\n\ntoils,\n\nhis\n\nnever-ending struggle, the natural volatility, ignorance, dulness, obstinacy, and sometimes depravity of his pupils.\"\n\nOther\n\ncritics insist upon\n\nimmediate perfected results, not seeming to\n\nknow that education is a thing of growth. Listen to a Chicago journal\nof a few days ago.\nThe reporter seems to have \" stuck in his thumb\nand pulled out his plum,\" which plum was \"the sweet girl graduate.\"\n\" Do we deny ourselves the society of our children day\nListen to him\nafter day for several years and lavish money without stint upon them,\n:\n\nsimply that they should be able to read a creditable essay or deliver an\noration at the end of their school life?\nall\n\nIn the majority of cases this is\n\nthey can show as a proof that the time has been well spent.\"\n\nThe entire period of school life is but a season of seed-time\nsoil be good and the sowing well\n\n;\n\nif the\n\ndone, the harvest-time will be sure to\n\nfollow, but then it will be long after the doors of the school-house have\n\nclosed upon the pupils.\n\nThe whole tendency of the present day is to glorify quick returns,\n\n—\n\nvarious knowledge\n\n—\n\ncram, in fact and to deprecate thought, training,\nand strength.\nWe have no faith in any sowing except where the seeds forthwith\nspring up because they have no deepness of earth.\nIn the mental and moral as well as in the physical world the best\nplanting is slow of fruitage; generally speaking, the longer the fruit\n\nis\n\nin coming the sounder and sweeter when it comes.\n\nGrowth\n\nis\n\na thing that cannot be extemporized.\n\nIf you go about to\n\nextemporize it, you will be sure to cheat, or be cheated, with a worthless\nsurface imitation.\n\nWhat the teacher, therefore, wants, and the parent needs it too, is the\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nfaith that\n\nknows how to work and wait\n\n;\n\nto work diligently, carefully,\n\nearnestly; to wait calmly, patiently, hopefully\n\n—that faith which hav-\n\ning its eye on the far-off future does not thirst for present rewards.\n\nWe know that burdens not too heavy are strength-giving if borne in\nWhile our path leads upward we can go on in a strong\nand cheerful spirit.\n\nthe right spirit.\n\nVOICE CULTURE IN PRIMARY AND ELEMENTARY\nSCHOOLS.\nZALMON RICHARDS, WASHINGTON, D. C.\n\nThe human voice is the most wonderful and the most valuable gift of\nour Creator to us as physical beings.\n\nment, but unlike every\n\nartificial\n\nIt has been called a musical instru-\n\nmusical instrument, depending upon\n\nhuman skill, it is perfect, while it embraces all the peculiarities and perfections of almost every variety of artificial musical instruments.\n\nSome artificial musical instruments may have greater compass and\npower than the human voice,yet the voice has sufficient compass and power\nfor all necessary purposes, and its capabilities and powers, when properly\ndeveloped and cultivated, are vastly superior in quality and more perfect than those of any artificial instrument.\nThe better the powers and capabilities of the human voice are understood, the more wonderful it appears.\n1st. It is wonderful in its mechanism.\nInteresting and valuable as a particular examination of its wonderful\nmechanism would be, we cannot, on this occasion, enter upon it in detail.\nYet, as we have already intimated, we need to be impressed with the\nfact that the\n\nhuman voice combines all the essential elements of the\n\ngreat variety of artificial musical instruments, viz., of the reed instru-\n\nment, like the clarionet and the reed organ; of the tube instrument,\nlike the flute;\n\nand of the stringed instruments, like the\n\nviols, of differ-\n\nent names and sizes.\n\nYet in each of these peculiarities the voice, when skilfully cultivated,\nis\n\nsuperior to any human invention.\n\nIn the formation of the\nprinciple of acoustics\n\nis\n\nhuman vocal apparatus every known law or\n\nperfectly exemplified ; in the larynx, the vocal\n\nchords, and in the ligaments and muscles of the mouth, all of which are\n\nalways ready to obey the will of their possessors in giving the nicest\nshades of sound.\n\n"}
{"page": 611, "printed_page": null, "text": ":\n\nVOICE CULTURE IN SCHOOLS.\nAlmost every human voice\n\nis capable\n\nof\n\n607\n\nmaking about thirty semi-\n\ntones, in its compass from high to low sounds,\n\nand each of the semitones\n\nmay be flattened or sharped so that an acute, well-trained ear can readily\ndistinguish sixty modifications of the human voice.\nNot only can the\near be trained to recognize these sounds, but the voice can be so trained\n\nthat\n\nit\n\ncan give them in every variety of quantity and quality.\n\nAll\n\nthese results can be secured in a single human voice, which no one artificial\n\nmusical instrument can be made to accomplish.\n\nThe vocal liga-\n\nments of this wonderful instrument, the larynx, which, by contraction\nand extension can produce one hundred and twenty different states of\ntension, or sounds, are only one-fifth of an inch long.\nThis requires\na variation in this ligament of only one six-hundredth part of an inch,\nto give each of the one hundred and twenty sounds, or variations of\nsounds, which the cultured ear can recognize, and which can be perceived by placing the finger upon the larynx, when we give the sounds of\nthe musical scale.\n\nBut, again, not only is the human voice wonderful in its mechanism\nand capabilities, but it is wonderful in its influences.\nThe sound of the human voice, whether used in uttering words or\nmusical sounds, has a peculiar and even a mysterious influence, often\nover not only the human but the brute creation.\n\nIt is said that Orpheus,\n\nwith his song and his lyre, was able to charm and draw after him rocks,\ntrees,\n\nBut the cultivated\n\nwild beasts, and even the infernal powers.\n\nvoice, alone, has often\n\nalmost magic power in inspiring and in con-\n\ntrolling feeling and sentiment, especially when it is used in connection\n\nwith vocal or instrumental music.\n\nThe great English dramatist has\n\nforcibly said:\n\" The\n\nman that hath no music in himself,\n\nNor is not moved with concord of sweet sounds,\ns fit for treason, stratagem, and spoils\nThe motions of his spirit are dull as night,\n;\n\n.\n\nAnd his affection as dark as Erebus\nLet no such man be trusted.\"\n\nThe tones of the voice are pleasing and attractive, or unpleasant and\nrepulsive just in proportion to the culture which the voice has received\nat\n\nhome and in school. If a child has been accustomed to harsh and\nhome he will probably imitate them in school and\n\nrepulsive tones at\nelsewhere.\n\nIf he has been trained\n\nunder the influence of an indistinct or lisping\n\nutterance he will exhibit the same defects in his own utterance.\n\nChildren imitate teachers and parents, naturally and unconsciously,\n\nwhom they love and respect, however absurd the example is before them.\nNo matter what deformity of physiognomy, such as a scowl of the face,\n\n"}
{"page": 612, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n608\n\nor even a squint of the eye, confiding children, as if by contagion, will\n\nbe inclined to try, at least, to imitate those whom they love and respect.\n\nBut most especially is this tendency to imitation seen in the use of\nthe tones of the voice, and particularly in imitating indistinct, unnatural,\n\nmumbling, lisping, unarticulated sounds, which are so common in nearly\nall our schools and families, in public discussions, and in common conversation.\n\nAgain, the value of this wonderful gift of the human voice can be\nreadily seen in its various uses.\n\nWhat a blank, nay, what a disaster\nhuman society if human beings should be suddenly and\n\nFirst, in its use in conversation.\nit would be to\n\nforever deprived of the ability to speak\n\nIt would really blot\n\n!\n\nout one-\n\nhalf or more of the pleasures of human existence.\nis\n\nconcerned, human\n\nSo far as this world\nlife without the gift of speech would be but little\n\nmore desirable than brute life or the life of dumb animals.\nThe eyeless fish of the cavernous waters have places and marks for eyes\nwhich have not been developed, simply because they had no use for eyes.\nSo a speechless world would rapidly approximate to the brute creation,\nand the most interesting characteristics of human society would give\nplace to the brutal instincts of herding and gregarious animals.\nAgain, the value of the gift of the human voice may be seen in the use\n\n—\n\nwhich can be made of it in imparting knowledge to others such knowlWords and lanedge as can be represented by words or oral language.\nguage are the storehouses of knowledge as well as the medium for conWhile it is not our purpose to\nveying it from one mind to another.\nexalt or to decry oral instruction in our schools, it is self-evident that\njust in proportion as it\n\nis\n\nnecessary for teachers to use their voices in\n\nimparting instruction, or as they must use words, they should not only\nbe qualified to use the right words, but to use them in the right manner\n\n— that\n\nis,\n\nwords representing ideas should be uttered\n\nas perfectly as\n\npossible in order to be sure of communicating their true meaning.\n\nEeally, the chief\n\nwork of the teacher\n\nis\n\nto\n\nmake his pupils familiar\n\nwith and able to use words correctly; for in imparting instruction he\n\nmust use words, and,\nusing it\n\nis as\n\ntherefore,\n\nhis voice,\n\nand the correct manner of\n\nimportant to him as correct knowledge.\n\nIf in talking or\n\noral teaching the true elements of words are not enunciated and articulated, the words are mere sounding brass\n\nand tinkling cymbals, but not\n\nreal cymbals of thought.\n\nAgain, the value of the voice can be seen in the use that can be made\nof it in public speaking, in lectures, sermons,\n\nand public addresses of all\n\nkinds.\n\nA large portion of our general knowledge and intellectual gratification\ncan be derived through these sources.\n\nBut the success of eiforts to im-\n\n"}
{"page": 613, "printed_page": null, "text": "VOICE CULTURE IN SCHOOLS.\n\n609\n\npart knowledge by any of these means depends largely upon the manner\nin which the human voice\n\nis used.\n\nUnless the words used in these vari-\n\nous methods of public speaking are distinctly and properly uttered, so as\nto be surely and easily understood by the listener, the real object of public speaking is not gained.\n\nIt\n\nis\n\nsafe to say that fifty per cent, or more of the auditors in our\n\npublic assemblies\n\nfail\n\nto be profited by what they try to hear simply\n\nbecause one-half of the words of the speaker or reader are indistinctly\nuttered.\nIf the speaker pours out the fragments and skeletons of words with an\n\nand grimaces, a large number of\npronounce him eloquent, and be satisfied, though they\ncannot, to save their lives, give the true sentiment or meaning of the\nwords and language used.\noratorical roar, interspersed with grins\n\nlisteners will\n\nThe fault is not always, though it is sometimes, the fault of the listThe words of the speaker are often so mouthed or muttered, many\n\nener.\n\nchanged and modified\nby the untrained muscles of the mouth, as to defy recognition, even by\nan accurate and trained ear.\nTheir utterances often remind one more of the croaking of a frog, or\nof the elementary sounds are so unuttered, or so\n\nof the chattering of the magpie,\nIf,\n\nthan of pure human speech.\n\nindeed, the correct sounds are uttered at\n\nall,\n\nthey are made so to\n\nan unaccustomed or a dull ear fails to recognize them, except by guessing, so that many important words and even\nwhole sentences are often lost.\nWe often realize the force of Hamlet's\ninstruction to his players when he says, \" Speak the speech, I pray you,\ntrippingly on the tongue but if you mouth\nas I pronounced it to you\nit as many of our players do, I had as lief the town-crier spoke my lines.\"\n\" Oh, there be players (readers and speakers) that I have seen play, and\nheard others praise, and that highly, not to speak it profanely, that\nneither having the accent of Christian, pagan, nor man have so stuttered\nslide into each other that\n\n;\n\n;\n\nand bellowed that I have thought some of nature's journeymen had made\nmen, and not made them well, they imitated humanity so abominably.\"\nThere is no complaint about persons who speak in public more com-\n\nmon than, \" I did not quite understand, for I could not catch all the words\nof the speaker.\"\nIf a\n\nperson\n\nis\n\ndeaf and cannot hear, he ought not to complain if he\n\ndoes not hear, but\n\nif\n\na person assumes to speak in public who has the\n\nnatural gifts of speech, but fails to use those gifts as the Creator intended\n\nthey should be used, and neither enunciates nor articulates correctly the\n\ncommon elementary sounds of our language, he should learn at once that\n\"silence\n\nis\n\ngolden,\" and should hold his peace, or take some effectual\n\nlessons in phonics at once.\n\n"}
{"page": 614, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n610\n\nAs a general thing, all the faults in distinctness of utterance begin\nAs parents have generally never had their own mouths or organs of speech developed and\nwith the child in the family and in the nursery.\n\ntrained, they do not know how to teach or exemplify the sounds of speech\nfor their children.\n\nBut in these days of pedagogical progress there is no good reason why\nthe graduates of our normal schools at least should not be qualified and\n\nrequired to give appropriate instruction, theoretically and practically, in\nthe phonic use of words.\n\nBut, strange to say, and\n\nit\n\nis\n\na\n\nshame that it is true, nearly nine-\n\ntenths of the graduates, and even of the teachers of our normal schools,\nare just as ignorant and defective in their phonetic qualifications as the\n\nmajority of parents.\n\nBut really these defects can be accounted for easily when we consider\nthe almost entire neglect of appropriate voice-training in our elementary\nschools.\n\nsome attempts are made by some of our teachers to\nis more attention now than\nformerly given to phonic instruction but so far as results are concerned,\nthere is very little perceptible improvement made in distinctness of\nutterance.\nMiss Kate Field has said, \" Even women who sing well are\nIt is true that\n\nteach phonics in their schools, and there\n;\n\nabsolutely unbearable in their speaking voices.\n\nIt is a pity that the\n\nhighest education of women does not include the acquisition of melodious speech.\"\n\nShe also says that in our much-vaunted schools she has\n\nnever found one in which the slightest attention\n\nis\n\npaid to the proper\n\neducation of the voice, or to correct pronunciation.\n\nMany seem to have an impression that if a person takes special care\nto enunciate, articulate,\n\nand pronounce every word distinctly he exhibits\n\na finical, ostentatious, and affected spirit.\n\nBut why are preciseness and accuracy in vocal utterance any more oband scientific accuracy? Again,\nwhy is it that so many of our prominent educators, who study and labor\n\njectionable than they are in linguistic\n\nto acquire the most accurate\n\nknowledge of principles, are so lamentably\n\ndeficient in apparent ability and purpose to express distinctly their wise\n\nthoughts in audible language?\n\nWhy should not the singer be as careless\n\nand imperfect in giving\" musical sounds as many of our educators and\nteachers are in vocal language?\nIf we cannot endure the mumbling discordant singer, we ought not to endure the same defects in a public\nspeaker.\n\nDistinctness of utterance requires something more than a theoretical\nknowledge of the number and classification of the elementary sounds, or\nthe ability to utter some of the more prominent and common sounds.\nIt\n\nis\n\na\n\nvery\n\nrare\n\ncase\n\nto find even a teacher\n\nwho can accurately\n\n"}
{"page": 615, "printed_page": null, "text": ";\n\nVOICE CULTURE IN SCHOOLS.\n\n611\n\nand confidently enunciate the correct sound of every vowel and consonant.\n\nBut\n\nin conversation and reading, distinctness and clearness of utter-\n\nance depend more upon good articulation than upon enunciation.\nthe articulation of elementary sounds there\nso joining sounds as to essentially,\n\nif\n\nis\n\nIn\n\na very common fault, of\n\nnot wholly, obscure the normal\n\ncharacter of one or more sounds, so that when the syllable or word\n\nis\n\npronounced the hearer is compelled to guess at the word, or to learn\nwhat it is from its customary, rather than from its true, pronunciation.\nTake for instance the large number of words and syllables ending with\nthe letter or sound of \" r,\" which when properly enunciated, or sounded,\nhas more elocutionary value than any other consonant.\nIn the following question, nine times out of ten, the sound of \" r is\nFor instance, \" Mr. Moore, where are your\nscarcely or never heard.\nfour large doors for our lower parlor? \" This will be usually spoken as if\nwritten thus \" Mistah Mouh, whauh ah you-uh fo-uh lage do-uhs f o-uh\n'-'\n\n:\n\nou-uh lo-uh paluh.\"\n\nAs a general thing, our most popular speakers will fail to enunciate\nand articulate the letter \" r\" in such words as are contained in this\nquestion.\n\nThe failure here arises generally from imperfect phonic instruction\nand most people are so much accustomed to the non-utterance of the\nStill this is a\nsound of \" r\" that they can guess the word quite readily.\ndefect which greatly vitiates oral reading and speaking, and detracts from\nthe ease and pleasure of listening to public speakers.\nAgain, let us refer to the imperfect enunciation and articulation of the\nsounds of \"s\" and \" t\" in such words as insist, insists, consist, posts,\netc.\n\nTake the following sentence for illustration\n\n:\n\n\" Mr.\n\nTwist exists\n\namidst the dense mists, and still insists he sees the ghosts.\"\n\nattempt to read this sentence orally at his usual rate\nhe will readily discover his defective utterance, probably\n\nIf a person will\n\nof utterance\n\nmuch to his astonishment.\nYet the muscles of the mouth and the organs of speech can be so\ntrained that this sentence can be read as rapidly and as perfectly, if not\nas easily, as any other sentence; so that every elementary sound\neasily recognized by the attentive listener.\n\nIndeed, we\n\ncan be\n\nmay be bold to\n\nsay that the proper training of the voice will result in increased quantity\n\nand in improved quality, just as surely as mental growth will result from\nstudy and training.\nIn view of the great importance of this subject, the essential question\n\nHow can our youth be so trained that they can use their voices in the\nmost pleasing, natural, and effective manner?\nis,\n\nThe essential elements of good oral reading and speaking are as fol-\n\n"}
{"page": 616, "printed_page": null, "text": ":\n\n612\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nlows: First, distinctness of utterance; second, a clear appreciation of\n\nthe meaning of the language used by the speaker, so as to adapt the tones\nof the voice to the sense of the language read; and, third, the\n\nmaking\n\nsure, by illustrations and the manner of reading, that the listeners under-\n\nstand what is read.\n\nNo better definition of good reading can be given than is given in Nehemiah viii. 8, as exemplified by Ezra and his associates when they gave\ninstructions to the returned Israelites after their Babylonian captivity,\nviz.\n\n\" So they read in the book of the law of\n\nGod, distinctly\n\n;\n\nand gave the\n\nsense and caused them to understand the reading.\"\n\nVoice culture should always begin with mind culture, and the vocal\norgans, or muscles of the mouth and the larynx, should be trained as\n\nsoon as the child begins to utter words; so that the vocal muscles may\n\nAs a matter\nhave the first and the most im-\n\nbe developed simultaneously with the other bodily muscles.\nof course, the parent and the nurse will\n\nportant part of this work to do, because the child learns to use words\nbefore he commences his elementary school training.\n\nFortunate indeed\n\nare those young children who can have parents and nurses who know how\nto speak and use their mother tongue properly ; but this result will never\n\nbe realized, as a general thing, until\n\nall\n\nour elementary teachers are so\n\ntrained by precept and example that they can teach their pupils correctly and exemplify their instruction in their daily school work.\n\nHence, by necessity, the remedy for defective enunciation and\n\nartic-\n\nulation must be found in our elementary schools, where the children are\n\nsent\n\nfrom their nurseries.\n\nBut, alas\n\nelementary and other teachers will\n.\n\nthoroughly unless voice-culture\n\nis\n\n!\n\nit\n\nwill be a long time before our\n\nto do this work\nmade an essential and prominent eleall\n\nbe qualified\n\nment of professional training in our normal and training schools.\nBut this needed professional training is not what commonly goes under\nthe name of elocution; for almost universally our professional elocutionists begin at the wrong end of school training to teach true elocution.\nAnd, strange to say, a large portion of the professional teachers themselves in our country are little better than Hamlet's condemned \" players,\"\nwho, having neither the accent of Christian, pagan, nor man, have so\nstrutted and bellowed tlfat I have thought (Hamlet would say) some of\nnature's journeymen had made men, and not made them well!\n\nEven if some of these professed elocutionists are capable of exemplifying\nthe correct principles of vocal culture (and we admit that a few are), they\n\nbegin their work generally at the wrong time, after bad habits have been\n\nformed, and often after they have become inveterate.\n\nThey may tell us\n\nthat their plan isto teach teachers, who in turn are to teach the children;\nbut, unfortunately, the few rapidly-given lessons do not break\n\nup the\n\n"}
{"page": 617, "printed_page": null, "text": ":\n\nVOICE CULTURE IN SCHOOLS.\n\n613\n\nold and bad habits of the teachers, who consequently go on with their\n\npupils in the same old ruts.\n\nVery few, indeed, of those teachers who profess to teach the phonic\npowers and uses of our alphabet, or of those who teach elocution, seem to\nhave learned that the true time for giving first lessons in elocution so as\n\nmake good oral readers and speakers is immediately after learning a\nword as a representative of some idea or thing. The first word learned\nby sight, after being properly pronounced by the child, should be phonically analyzed and repeated by the child until he can analyze it without\nto\n\nhelp.\n\nThe next step is to teach the child what letter or letters represent each\nof the sounds, so that when he sees those letters under similar circumstances, he will know what sound to give them.\n\n(Though our language is far from being purely phonetic, it is more\nnearly phonetic than most people consider it to be.)\n\nThen each new word should be learned and analyzed in the same manner, and this exercise should be kept up until all the elementary sounds\n\nand the character, or the combination of characters which represent any\nspecific sound, are thorougly learned.\nChildren should, from the first,\nbe taught to pronounce new words by first sounding the elementary characters in their order in the word.\n\nIn consequence of the unphonetic character of the English alphabet, as\nused in forming our language, we admit there will be difficulties to be\n\nmet and overcome in this proposed method of phonetic teaching.\nBut the careful, observing teacher who will follow this course of primary teaching in first lessons of sight reading will be very soon impressed\nwith the two following important and valuable considerations\nFirst, that our language comes much nearer to a perfect phonetic stand-\n\nard than we have been taught to believe.\n\nWe cannot now speak with\n\nmathematical exactness, but wo will venture the assertion, after careful\ntrial,\n\nthat in four cases out of five, each consonant character will repre-\n\nsent\n\nits\n\ncommon and natural sound, and that each vowel character will\n\nrepresent, in three cases out of four, one of its commonly-represented\n\nsounds.\n\nThese considerations alone show that the phonic method of teaching new words at sight should be used largely as a part of the true\n\nmethod, without even a phonetic representation, and even without\nmarks, though these marks in some cases may be used with\n\ndiacritical\n\nadvantage.\n\nAgain, the second consideration of\ntrained in this\n\nimportance\n\nis\n\nthat the children\n\nmanner will have fewer defects in enunciation and in\n\nand even in pronunciation, than those trained by any other\nmethod known to us.\narticulation,\n\n"}
{"page": 618, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n614\n\nThis last consideration alone is enough to entitle this method to universal use in teaching the first lessons in reading.\n\nWe therefore come to the conclusion that the place and time for teaching elocution, or for teaching the primary and most important elements\nof\n\ngood oral reading and speaking, is in the primary or elementary\nwhen the first lessons in sight language are given.\n\nschool,\n\nWe come also to another conclusion, perhaps quite as important, viz.\nthat\n\nall\n\nour primary teachers should be so trained as to be capable of\n\nexemplifying the most approved principles of enunciation, articulation,\n\nand pronunciation.\n\n"}
{"page": 619, "printed_page": null, "text": "PROCEEDINGS\nADDRESSES\n\nSecondary Department\n\n"}
{"page": 620, "printed_page": null, "text": ""}
{"page": 621, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION.\n\nSEOEETARY'S MINUTES.\nFIRST SESSION.\nOld St. Andrew's Church,\nToronto, Ontario, Canada, July 15, 1891.\n\nThe Department of Secondary Education was called to order at 3 p.m.\nby the President, Frank E. Plummer of Des Moines, Iowa.\nPrincipal James H. Baker of the Denver, Col., High School made a\nshort statement in reference to the \" Henry Barnard Testimonial Fund.\"\n\nThe President then delivered the annual address, his subject being \" The\nFuture High School.\" The paper was discussed by W. E. Anderson,\nSuperintendent of City Schools, Milwaukee, Wis. Mr. C. M. Charles,\nCity Superintendent of Schools of Columbia, Tenn. and Mr. W. M.\n;\n\n;\n\nK. Vance of Savana, Ohio.\nMr. Ray Greene Huling of New Bedford, Mass., read a paper on\n\" How English Is Taught in One High School.\"\n\" A Plea for State and\nNational Aid in Industrial Education\" was the subject of a paper by B.\nY. Hood of Aberdeen, S. Dak.\nMiss Annie Rose of Toronto, at the conclusion of the reading of this\npaper, sang a vocal solo, \" The Song of Florean.\"\nsession was read by Miss Matilda T.\n\nThe last paper of the\nHer sub-\n\nKarnes of Buffalo, N. Y.\n\nject was \" Geometry in Our Schools.\"\n\nThe meeting then adjourned.\n\nSECOND SESSION.—July 16.\nThe second session of the Department was called to order by President\nFrank E. Plummer at 3 p.m. The exercises opened with a vocal solo,\n\" Last Night,\" by Miss Edith Mason of Toronto.\nMr. Frank A. Hill of Cambridge, Mass. then read a paper on \" Aims\nin Teaching Civil Government.\"\nA discussion followed, participated in\n,\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nby the following: Mr. E. G. Huling of New Bedford, Mass., Mrs. H. C.\nBeers of Buffalo, Mr. F. D. Ward of Lorain, Ohio, Mr. P. E. Walker\n\nand Mr. G. 0. Mndge of Alabama.\nThe second paper of the session was read by Mr. S. B. Todd of SterHis subject was \" Necessity and Means of Developing Indiling, Kan.\nviduality.\"\nThe paper was discussed by Mr. Earl Barnes of California.\nof Illinois,\n\nMrs. H. C. Beers of Buffalo, N. Y., Mr. A. H. Sage of Waterville, N.\nY., Mr. ^Y. A. Bell of Indiana, Mrs. A. C. Kilbourne of Erie, Pa., and\n\nMr. J. A. Zeller of Lafayette, Ind.\n\nMary Sheldon Barnes of Indiana then read a paper on \" Methods\nTeaching\nof\nGeneral History.\" The final paper of the session was read\nby Mr. L. H. Austin of Lincoln, Neb. His subject was The Province\nA general discussion then followed, parof the Western High School.\"\nticipated in by the following: W. H. Chamberlain of Illinois, H. W.\nSlack of Minnesota, M. M. Warner of Salzburg, Wis., W. M. Burns\nof St. Catharines, Ont., and W. A. Douglas of Toronto.\nAfter a brief closing address by the President, the following committees\nwere appointed:\nCommittee on Resolutions Mr. B. F. Hood, Aberdeen, S. Dak., Miss\nMatilda T. Karnes, Buffalo, N. Y., Mr. Eldon Moran, St. Louis, Mo.,\nMr. J. A. Hornberger, Norfolk, Neb., and Miss Estella Lewright, AusMrs.\n\nk<\n\n—\n\ntin, Texas.\n\nCommittee on Nominations\nOnt., Miss E.\n\n— Mr. William Burnes,\n\nSt.\n\nCatharines,\n\nAnna Morris, Des Moines, Iowa, and Mr. W. T. White,\n\nKnoxville, Tenn.\n\nThe Department then upon motion adjourned.\n\nTHIED SESSION.—July 16.\nThe Department was called to order in the parlors of the Palmer House\nat 7 :30 by the President.\n\nAfter the transaction of some miscellaneous\n\nbusiness the Committee on Eesolutions reported as follows:\nWhereas, We, the members of the Secondary Department of the National Educahave been the recipients of such marked attentions from the citizens\nof Toronto and the representatives of Canada, therefore be it\nResolved, That we are under obligations to the good people of Toronto for the\nenthusiastic reception given us. We hope to be able to return the favors in some slight\ntional Association,\n\ndegree when they visit the States.\nResolved, That this meeting of the Secondary Department has been the most successful and enthusiastic in the history of the Department.\nResolved, That the hearty thanks of this Department be and are hereby extended to\nthe officers of the Department for their efficient work, the result of which was evident\nto all who attended the meetings.\n\n"}
{"page": 623, "printed_page": null, "text": "SECRETARY'S MINUTES.\n\n619\n\nResolved, That on going away from this Association we pledge ourselves to faithful,\n\nearnest work to make the meeting of next year a greater success even than this one.\nResolved, That the earnest attention of the Department be given to the subject of\nhigh-school extension, and that our president, Frank E. Plummer, be requested to\ncontinue the investigation along the line suggested by him in his paper.\n\nThe resolutions were unanimously adopted.\nThe Committee on Nomination of Officers reported as follows:\nPresident Frank E. Plummer, Des Moines, Iowa.\n\n—\n— A. Hornberger, Norfolk, Neb.\nSecretary — W. T. White, Knoxville, Tenn.\nAssistant Secretary— Principal High School, Helena, Mont.\nVice-President\n\nJ.\n\nUpon motion the report was adopted.\nAfter brief addresses by members of the Department the meeting then\nadjourned.\n\nW. T. White, Secretary.\n\n"}
{"page": 624, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n620\n\nTHE PRESIDENT'S ADDRESS.\n\nTHE FUTURE HIGH SCHOOL.\nHISTORICAL.\n\nThe American high school, the culmination of the common-school\nsystem, is less than a century old.\n\nWhile but a modern institution, the\n\n—\n\nhigh school is the outgrowth of ideas as old as the nation a desire for a\nliberal and universal education and the responsibility of the State for\nthe education of the masses.\n\nDuring the first quarter of the present century there prevailed a diversity of opinions on social, political, and commercial matters, but upon the\n\ngreat principle that citizenship in a free government is practicable only\nas the masses are educated, all\n\nwere agreed.\n\nMen in public and private\n\nThe academies of that\nwalks of life alike cherished these elevated views.\nday were reaching but a favored few. Tuition fees and boarding expenses\nshut out the many.\n\nThis fact, together with the further one that school\n\nmoney on schools whose management they themselves could control, soon led to the organization of the\nofficers\n\npreferred to spend the public\n\nfree public\n\nhigh school.\n\nThese high schools were modelled after the\n\nacademies and were like them in the courses of study and work done, but\nthey were free in the fullest sense and public in the broadest meaning of\nthe term.\n\nSuch they have ever continued to be, such they will ever\n\nremain.\nOBJECT.\n\nThus we see that the mission of the high school is to make education\n\nThough\nmain object is to prepare boys and girls for\nIt takes the pupils at about\nthe duties of active, useful, happy lives.\nfree, far-reaching, and fully adequate to the wants of the people.\nits functions are twofold, its\n\nthe age of fourteen, after nine years of drill and discipline in the ele-\n\nmentary schools, and for four years seeks to fix more firmly their knowledge already acquired, to extend their lines of research, and to develop\nother powers, till at the age of eighteen or nineteen, in the full bloom of\nyouthful womanhood and manhood, the pupils are sent forth to exercise\nwhat the schools have given them that they may aid themselves and their\nfellow-men.\n\nGENEROUS MAINTENANCE.\n\nThe American people will always give generous maintenance to their\nThey will be\n\nhigh school, for they hold it to be both just and wise.\n\n"}
{"page": 625, "printed_page": null, "text": "THE FUTURE HIGH SCHOOL.\n\n621\n\nmore liberal when they discern more clearly the fact that elementary\n\nstill\n\nschools do not supply learning, but only the instruments by which learn-\n\ning may be secured;\n\nwhen they come to fully realize the\n\ninfluence the\n\nhigh schools exert upon the elementary schools in determining the work\nof the lower grades, and in being a constant intellectual stimulus to the\npupils by the standards they set and the opportunities they offer\n\nthey learn accurately how well suited the school work\nlife-work,\n\nis\n\nwhen\n\nand finally, and best of all, when they note that it awakens a\n\ndesire in the pupils to be \" participants in the higher living of\nity.\"\n\n;\n\nto the pupil's\n\nhuman-\n\nHere is the ultimate aim of the high school, as it is the ultimate\n\naim of toil.\n\nThe State should not be content to rear children for breadAs Eay Greene Huling has so beauti-\n\ngetting and money-getting only.\n\nand so aptly put it, \" In public education there must be a nobler\nless than to endow every worker with aspiration for a\nbroad outlook into life, to raise every boy and girl, if they will, into some\ndegree of companionship with the best and wisest of mankind.\nThe\nhigh school it is which brings this boon to the hearts and homes of the\nWith one hand it lifts the pupil's downcast face till his eyes\npeople.\nbehold the broad horizon of human knowledge with the other it offers\nthe golden key by which he may unlock every closed door upon his life's\njourney, to bring forth treasures new and old, for himself and for his\ncommunity. From its portals a few climb to higher schools, offering\nlarger opportunities and ampler returns; but many more turn at once to\ntheir tasks in the world's great workshop, carrying with them in their\nnewly-developed powers and freshly-kindled aspirations even more surely\nfully\n\naim\n\n—nothing\n\n;\n\n—\n— the seeds of countless blessings\n\nthan in their actual attainments\n\nto ripen\n\nas need shall arise.\"\n\nTHE LABORING MA^'S PRIDE.\n\nThe intellectual part of our country's population will govern the\nignorant part not only in politics, but in social and business affairs as\nwell.\n\nThis condition will obtain so long as our present form of govern-\n\nment exists.\n\nThe laboring man is coming to know this, and in order to\n\nhave his boy stand alongside of the rich man's son he makes great sacrifice, that his child may be kept in the high school.\nHe knows that\n\nknowledge is the only thing that will enable his boy, when he becomes\nHe knows that unless his boy secures such\na man, to stand among men.\na training as the \" people's college\" can give he will be some one's slave.\nThus it is that the high school is the laboring man's friend, and should\nand will be his pride, for he is coming to know that this is the institution\nwhich shall level the distinction between the rich and the poor, as far as\npower and place are concerned.\n\n"}
{"page": 626, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n622\n\nTHE PEOPLE'S COLLEGE.\nThe high school is the people's college. It draws its pupils from all\nHere come the sons and daughters of the farmer, the\nmechanic, the laborer, the miner, the merchant, the professional man,\nthe capitalist.\nThe education secured must be of such a character as to\nbe serviceable where sound the hammer, anvil, and loom where strugclasses of society.\n\n;\n\ngle men for mastery in the avenues of trade ; where is exerted the power\n\nrhetoric, and eloquence; where are seen and felt the grace,\nand conduct of educated men and women. If our high school\nis to do for all classes, and furnish finished products exhibiting such\nvaried qualifications, then it must present a variety of subjects and\nbranches.\nIts sphere must be enlarged so as to put it into closer touch\nof logic,\n\nculture,\n\nwith the activities of daily life.\n\nA CHANGE NEEDED.\nAlterations and additions must be made, for the high school, as\n\nnow\n\nis,\n\nit\n\ncannot meet the wondrous demands of this marvellous age.\n\nThose believing fully in traditions of past generations look with doubt\nand suspicion upon innovations in educational matters. What! shall\nwe see change and progress going on about us in all lines of human\nactivities and yet keep the schools stereotyped?\nIf progress should be\nmade anywhere it should be made in the schools. And the schools should\nbe ever ready to adjust themselves to the new and changing order of\nthings about them.\n\nHow can it be otherwise if the schools are to fit\n\nand women to think and act to the best advantage under the conditions that surround them?\nThe individual and the environments are\ninseparable, and the schools must do their work in the light of this vital\nprinciple.\nHence we must listen to the demand for that in our schools\nwhich will meet the wants of the public. The high school, being the\nservant of the public, must be kept near the people and must answer the\narfen\n\nneeds of the people.\n\nNOT FULFILLED ITS MISSION.\n\nNo one surpasses me in enthusiastic confidence in the American high\nThat the high\nand sufficient results in its\nefforts to develop the typical American citizen is evidenced by the growing and widespread feeling which has settled into a determination to\neffect radical changes in certain directions.\nNo one alive to what is\nschool.\n\nYet I do not belieye it has fulfilled its mission.\n\nschool of the present does not secure proper\n\npassing in this changing, formative age can be oblivious to the situation\n\nand the demands of the times.\n\nEducation for June, in\n\nits\n\nleading\n\neditorial, boldly sets forth the faulty condition of affairs and briefly sug-\n\n"}
{"page": 627, "printed_page": null, "text": "THE FUTURE HIGH SCHOOL.\n\n623\n\nIn speaking of the boy after he has completed the\n\ngests the remedy.\n\nwork of the elementary grades the periodical adds:\n\" If he looks forward to the high school, he finds himself contemplating a four-years'\ncourse in an institution modelled on the plan of the university-fitting school of a generation ago four years of cramming in Latin and mathematics, with a little dabbling in\n\n—\n\nscience and a mild flirtation with English Literature, under a faithful group of teachers\n\nwho honestly believe the present educational methods a mischievous falling away from\ngood old times.'\n\nThis is neither a fancy sketch nor a portrait of a solitary\na condition of affairs that exists to-day in the majority of towns\nand cities of five thousand population and upward in the United States. And the one\nreceipt for the arrest of the American small boy on his flight from the school-room is\nmaking the school-room, to the age of twelve, as attractive, effective, and thoroughly\neducational as it is now the reverse, and placing in the upper story a corps of teachers\ncompetent to reconstruct the little paradise of pedantry which the high school so often\nbecomes into a broad-gauge seminary, competent to the needs of American citizen'the\n\nplace.\n\n.\n\n.\n\n.\n\nIt represents\n\nship.\"\n\nIt is not necessary for me to endorse or disprove these\n\nsweeping asser-\n\nThey serve their purpose fully, as far as this paper is concerned,\nwhen they mirror the feeling of unrest which seems to pervade the gen-\n\ntions.\n\neral public\n\n— an unrest which\n\ncalls,\n\nloudly and imperatively, for a read-\n\njustment of the high school, that the needs of the present and the future\n\nmay be more fully conserved.\nTHE IDEAL HIGH SCHOOL.\n\nThe question which here arises is as difficult as it is important. What\nwill constitute an ideal high school of the immediate future?\n\nTo lift the curtain that hides the future and attempt to fathom its\nmystic depths, or to predict what should obtain, is ever and always a\n\nand dangerous task.\n\ndelicate\n\nI\n\nattempt\n\nit,\n\nhowever, with\n\nmany mis-\n\ngivings.\n\nTHE COURSE OF STUDY.\nIt is true that the\n\nvarying interests of communities demand different\n\ncourses in different places, but the natures and desires of pupils in each\n\neducational centre are so various that the course of study, in order to\nsatisfy\n\nall,\n\nmust be comprehensive.\n\nThe various studies which seem\n\nnecessary to develop a liberal education follow three lines:\n1.\n\nA knowledge of nature, or those branches which acquaint the\n\nstudent with man's abode\n\n— geography, geology, botany, zoology, physics,\n\nchemistry, and astronomy.\n2. A knowledge of man, or those branches which set forth the achievements of the race language, literature, history, civics, arts, and psy-\n\n—\n\nchology.\n\n—\n\nA knowledge of fixed relations, or mathematics arithmetic, algeand geometry studies which enable man to determine the relations\nof number and space.\n3.\n\nbra,\n\n—\n\n"}
{"page": 628, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n624\n\nI would here emphasize the study of psychology, as it is about the only\n\none of the whole scheme which presents the subjective side of man.\nNearly all the others present the objective, the external.\nthe\n\npupil should become\n\nthe basic principles of mind\n\n—\n\nIt is well that\n\n—\n\nmind should come to know\nthat he may know his powers and possi-\n\nconscious of\n\n\" Teach him the wonders of the human consciousness, the laws\n\nbilities.\n\nof attention, the\nof thought,\n\npower of habit, the value of imagination, the nature\n\nthe significance of emotion, the importance of will, the\n\nsupreme estimate to be put on a noble and progressive spirit,\" and you\ngive the pupil a greater insight into life and a broader grasp of the purpose of existence in its entirety than you can give by any other study.\nLiterature, both American and English, as. well as the masterpieces of\n\nother nations, and the history of our country and of all other countries,\n\nshould be thoroughly pursued, for they \"make full men and women.\"\n\nGrammar, composition, rhetoric,\n\nlogic,\n\nand public speaking should\n\nhave their full share of attention, as they make \" ready men and women.\"\nArithmetic, algebra, and geometry should have equal prominence with\nthe other lines of work, for they \"make accurate and exact\n\nmen and\n\nThus it takes all these lines of study to produce a symmetric\n\nwomen.\"\n\ndevelopment.\n\nMANUAL TRAINING AND DOMESTIC ECONOMY.\nBut we must grant the great and growing demand for a so-called pracdemand for manual training and domestic economy.\nFor those who desire or who seem to need this work the schools must\nprovide it.\nAside from the practical knowledge afforded by a course in\nmanual training, it seems to be a valuable avenue through which to reach\nthe boys, both in inducing them to enter the high school and in holding them to the course when there, and in awakening an interest in them\nfor education.\nIt should be remembeied that many grow tired of books\nwhen held to them for nine long years, and if, when they complete the\ngrade work, the pupils can look forward to an attractive course, which\ncombines manual labor with intellectual effort, they are induced to take\ntical education, a\n\n-\n\nit.\n\nAfterward they approach the intellectual studies with increased\nThus may the attendance, especially on the part\n\nvigor and confidence.\n\nof the boys, be increased, and thus may a greater proportion of the masses\n\ncome within the range of this knowledge-giving power, the American\nhigh school.\n\nBut some\ncrowded!\n\nwill\n\nexclaim, \" Our high-school\n\ncourses\n\nare\n\nalready too\n\nThere is no room for all the work you would have done.\"\nELECTIVE COURSES.\n\nTrue, our high-school courses are overcrowded.\n\nbut this\n\n:\n\nthe pupils are overloaded.\n\nOr rather not that,\n\nIn order to meet the demands for\n\n"}
{"page": 629, "printed_page": null, "text": "THE FUTURE HIGH SCHOOL.\n\n625\n\nthe great variety of school work to be done we must have in the catalogue\nof study all the branches and specialties which I have pointed out, if not\n\nmore.\n\nBut each pupil should not be required to take them all.\n\nwell-regulated school there should be several courses\n\nIn a\n\n—elective courses.\n\nThere are the needs of at least three classes of students to provide for.\nIf the high-school course is to serve all classes it must prepare some\nfor college,\n\nsome for business, some for artisanism, and all for citizen-\n\nship.\nIn doing all this work it performs the twofold function of the\n\" fitting\" and the \" finishing\" school.\nIt is obvious, then, that the future\n\nhigh school, in order to meet these extended demands, must provide\ninstruction in\n\nall\n\nthe various fields of thought.\n\nIt is equally obvious,\n\ntoo, that for the sake of the best discipline and the most thorough work\n\nthe number of studies which each pupil takes shall be reduced, and that\n\nmore time and toil be placed on the balance.\n\nTo suit the varying needs of those who seek admission to the high\nschool, the carefully-selected classical course and English course will fit\n\nfor college; the business course, with electives\n\nfrom either of the other\n\ncourses, for active business life ; the manual-training and domestic-econ-\n\nomy courses for the industrial phase of human activities.\nCIVICS\n\nAND PATBIOTISM.\n\nFrom none of these courses should be omitted lessons in civics and\nWherever the sentiment in any lesson of any study touches\nimbued\nwith its nobility. The teacher should remember that all studies at some\nHeading\ntime touch the field of civics, and should develop these lessons.\npatriotism.\n\nthe important field of civics, the mind of the pupil should be\n\nand literature are full of passages fraught with sentiments of love for\nour country, of confidence in our free institutions, and of respect for our\nnation's benefactors.\nLessons in civics may be learned from geography,\nwhen it treats of our material resources arithmetic, when it deals with\ntaxes or duties; physiology, when it teaches to preserve health and develop\npower in the individual, that he may be a stronger and better factor in\nInteresting object-lessons may be given by taking the\nthe government.\nclasses to court-rooms, council chambers, and legislative halls, where they\nmay observe for themselves the processes of government in actual operation.\nIn addition to all this, leading economic questions should be\nBy this means the pupils are not only\nselected for free discussion.\nprofited by the drill in debate, but are put in possession of the power to\ninvestigate for themselves all questions of public importance, and they\n;\n\nalso acquire the\n\nviews,\n\npower and courage necessary to stand and defend their\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nMUSIC\n\nAND PHYSICAL CULTURE.\n\nThat high school falls far short of its province and opportunities\nwhich neglects to give training in music and physical culture. These\nbranches have already come to be inseparable from the better class of\nhigh schools. If these studies cannot be placed upon the regular programme, they should surely have a place in all general and special school\nexercises, for they not only contribute to the pupil's interest in school,\n\nand the pupil's appreciation of the school work, but add forever to the\nhealth and grace and means of happiness of all who receive the instruction.\n\nEXAMINATIONS.\nNotwithstanding the volumes which have been written against examinations, I boldly declare that it is\n\nmy opinion and my experience that they\n\nare not only beneficial but necessary.\nto all three kinds\n\nI make this assertion in reference\n\n—the daily examinations, the review examinations, and\n\nthe comprehensive or stated examinations.\n\nThey are at the same time a\n\ntest of application and an exercise in application ;\n\nan element of teaching\n\nand a means of determining classification and promotions; a stimulus to\nthe pupils toward increased effort, and a standard by which all may judge\nThe future high school will confidently\nof pupils' and teachers' work.\nmake use of examinations as the best means available for determining by\ntests and tasks the degree of completeness of the pupil's application, apprehension, and appreciation.\n\nSOME MEANS OR DEVICES.\nThere are some means or devices which it occurs to me may be made\n\nAt the risk of\nsubserve practical ends in our high-school work.\nmaking this paper a little long, but believing that great good will result\nfrom them, I suggest them for your consideration.\n\nto\n\nTEXT-BOOKS.\nHigh-school text-books should be illustrated with cuts suitable for\nreproduction, and the pupils should be required to sketch these in the\n\npreparation of the lesson.\n\nThe learner may from the study of drawing\n\nget the idea; his expression of this idea in oral or written speech is then\n\nwholly original\n\n;\n\nwhile he may from memory glibly repeat the words of\n\nthe text and still not comprehend the points involved.\n\nThe study of the\n\ndrawing requires thought to comprehend and invention and language to\ngive expression to the conclusion evolved, while the study of the text alone\ntoo frequently leaves the pupil to pronounce the words of another about a\n\nthing which he but vaguely understands.\n\nI believe\n\nthat this improve-\n\nment in the text-book will aid materially thought, power, and\nexpression.\n\nskill in\n\n"}
{"page": 631, "printed_page": null, "text": "THE FUTURE HIGH SCHOOL.\n\n627\n\nTHE TYPEWRITER.\n\nThe use of the typewriter in high schools will be not only common\nThere is no doubt but that this machine will fulfil an\nbut universal.\nWhile the use of the typewriter is a\nimportant educational mission.\nnecessary part of a practical education, it accomplishes its greatest good\n\nwhen used by pupils, for it begets habits of neatness and accuracy, secures\nand develops a more perfect mastery of our language.\n\nskill in execution,\n\nIt not only perfects the operator in spelling, capitalization, punctuation,\n\nparagraphing, and business and social forms, but defect and strength in\nthought, style, and sentences are more easily observed when in plain type\n\nthan is possible in writing. Where the teacher corrects all typewritten\nlessons by the use of signs commonly used in correcting printers' proof\nNearly every one prepares manuanother practical advantage accrues.\nscript for the printer and should be able to correct his proofs in the\nusual way, thus saving the time and patience of the printer and insuring\nhis copy greater accuracy.\n\nWORKING KNOWLEDGE OF COMMON BRANCHES.\nSome means should be devised whereby the high-school pupils may be\nfrequently and purposely practised in the various\n\ncommon branches.\n\nThis will be of incalculable value to the pupil, as it will insure to him a\nworking knowledge of those studies which he has finished and which he\ntoo often thinks he is privileged to forget.\n\nCOURSES IN SUPPLEMENTARY READING.\nFrequent complaint is made that the public-school system suppresses\nthe individuality of the child.\nis difficult\n\nlazy, the\n\nto find.\n\nThis is a just criticism, but the remedy\n\nThe large classes, made up of the ambitious and the\n\nquick and the slow, prevent much work being done for each\n\nindividual pupil aside from that which all are required to do alike.\n\nThe\n\nteacher of literature, however, has wonderful opportunity to remedy this\nin the high school.\n\nBy determining the bent of a pupil's mind or the\n\ntrend of his tastes the teacher can plan and recommend a course of sup-\n\nplementary reading which the ambitious and the quick may read, thus\n\nimproving his school opportunities still more and at the same time develop\nIn no better way can the school library be made to\n\nhis individuality.\n\nserve the valuable ends for which intended.\n\nSome high-school principal\n\ncan give the cause of education a great impetus by preparing several elective short supplementary courses of reading to be done at school, and suit-\n\nable to the needs of individuals according to their tastes and future lines\nof work.\n\n"}
{"page": 632, "printed_page": null, "text": "628\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nHIGH-SCHOOL EXTENSION.\n\nThe university-extension scheme can and should be applied to high\nschools.\n\nIf\n\nuniversity extension\n\nnecessary or advantageous to the\n\nis\n\nuniversity graduate, then surely there\nextension.\n\nis\n\na necessity for\n\nhigh-school\n\nWhy may not the pupil, finishing the high-school course,\n\nwith great propriety and profit continue his investigations still further\n\nby the instrumentalities of a well-planned course of reading and lectures\nsuch as the extension scheme intends?\n\nWhy, too, may not a similar and\n\nsuitable course be arranged for the boys and girls who entered the high\nschool, but for various reasons\n\ndropped out before graduation?\n\nSome\n\nmay say that this may prevent the pupil from taking a college or uniNo not so. It would be the\nversity course by taking the place of it.\n;\n\nintention to have those pupils take up this course of reading and study\n\nwho could not or had determined not to attend college.\n\nMany of these\n\nwould become so interested in higher study that they would afterward\ndetermine to enter college or re-enter the high school.\nThe United\nStates Commissioner of Education, W. T. Harris, was right when he\nsaid, in referring to the university-extension scheme, \" It will have the\neffect of increasing the percentage of youth who will complete their education in the university itself.\"\n\nThe high-school teacher, whenever\n\noccasion offers, should encourage and urge pupils to obtain a liberal education, to pursue a college course.\n\nThis is best for the individual, the\n\nhigh school, and the community.\n\nBut\n\nfor the thousands\n\nupon thou-\n\nsands who cannot attend a higher school, for these thousands who drop\n\nout of the high schools or graduate from them, to become interested in a\ncourse of popular reading under good guidance is a godsend not only to\n\nthe pupils but to the cause of education as well.\n\nI have great faith in\n\nsystematic self-development, and the high-school\n\nextension\n\nnishes the means.\n\nIt should,\n\nplan fur-\n\nand doubtless will, become a part of our\n\ngreat educational system.\n\nCHARACTER-BUILDING.\nBesides its intellectual, physical, and industrial work, the high school\n\nshould build character.\n\nThis is being done, but the future high school\n\nshould and will improve, its opportunities in this direction.\nobedience, industry, economy, virtue, and other valuable\n\nLessons in\n\nhuman attri-\n\nbutes should be conscientiously inculcated.\n\nOBEDIENCE.\n\nWithout the pupil\nand self-denial everything is lost. Obedience secured by proper school discipline is the foundation stone of law and\n\nThe future high school must teach obedience.\n\npractises self-control\n\n"}
{"page": 633, "printed_page": null, "text": ";\n\nTHE FUTURE HIGH SCHOOL.\n\n629\n\nFor the incalculable good sure\nand the government, school discipline\nmust be of that sort that will secure willing obedience on the part of the\npupil.\nWhen this is complete, loyalty to country and obedience to her\n\norder, of governments and civilizations.\nto come to the individual, society,\n\nlaws are sure to follow.\n\nINDUSTRY.\n\nThe future high school should teach boys and girls to be industrious.\n\" Whatsoever thy hand findeth to do,\ndo it with all thy might,\" is his direct command. None of us, or but\nfew of us, accomplish all of which we are capable.\nThe future man and\nwoman must possess that power that will enable them to work more nearly\nto the limits of their capabilities.\nThe idea should not prevail that all\nthere is of school is to get through, and thus through work but rather\nto work in school in order to learn how to work after leaving school.\nEvery successive year of life should be filled with harder work.\nThe\npupil's ambition should not be to get through work and then rest, but\nto learn to love work more and more that he may be content with nothing\nIndustry is God's universal law.\n\n;\n\nless\n\nthan hard work.\n\nECONOMY.\n\nThe future high school should teach boys and girls to be economic.\nExtravagance is one of the greatest evils of the present age. The temptations to self -gratification are all about us.\n\nThe schools should strengthen\n\nthe power of the pupil to withstand unnecessary expenditure.\ncertain intellectual results from public-school methods;\n\nWe expect\n\nwhy not expect\n\nmoral benefits to the child's character and economic habits as well?\n\nGirls\n\neconomy, for the vast majority\nof people must practise rigid economy, and the young husband should\nhave this support from his young wife.\nas well as boys should learn the lesson of\n\nLITTLE THINGS.\n\nThe future high school should teach boys and girls to watch the little\nthings; to be intensely resolute in doing the little things well, for their\n\non the color and tone of the little things scattered thickly\nthrough them. The little things which they say and the little things\nwhich they do are the warp and woof which, when woven and interwoven\nin the great loom of life, come out the finished fabric\nThe\ncharacter.\nmaterial of which character is made, the little things which they say and\ndo every day and every hour, should be right, painstakingly, scrupulously\n\nlives take\n\n—\n\nThe care of the pennies, that they may multiply into dollars; the\nwatchfulness of the moments, that they may combine into useful hours\nthe economy of trifles, that they may contribute to the good of life; the\nright.\n\nproper estimate of the parts, that the whole may be a magnified perfection,\n\n"}
{"page": 634, "printed_page": null, "text": "!\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n630\n\nshould be a part of the high-school's heritage, for these contribute\n\ntoward the pupils' unqualified success.\nVIRTUE.\n\nThe future high school should teach the boys and girls to be virtuVirtue is the fairest and\n\nfound in the bouquet of\nso guard\nit with jealous and ever-watchful care.\nTo what depths of woe and\nsorrow are cast those who possess not this priceless bloom\nWhat peace\nof conscience and joy of life go out when its bright colorings and fragrant\nperfumes are wasted away\nous.\n\nhuman attributes.\n\nfrailest flower\n\nWhen once it fades it never blooms again\n\n;\n\n!\n\nTHE HIGH-SCHOOL GRADUATE.\n\nThe people have a right and do expect high-school graduates to carry\na leading part in the drama of life, and they will not be disappointed.\nEe-enforcements are needed in the ranks of those struggling for human\nbetterment, whether in the church, in society, in business, or in politics,\n\nand the quota from our high schools will be equal to the tasks imposed\nin any and all of these fields.\n\nThe high schools will send out educated\n\nboys and girls, not merely learned ones; will send out those who have the\n\npower to acquire and to apply any particular knowledge they desire, not\nthose who merely possess an array of facts and no ability by which to\n\nmake use of knowledge.\n\nYes, the high-school graduate will grandly\n\nmeet the demands made upon him.\n\nTHE HIGH-SCHOOL TEACHER.\n\nThe future high-school teacher will be characterized by high scholarship, mental leadership,\n\nmoral responsibility, and a thorough underThey will possess these high qualifica-\n\nstanding of the art of teaching.\n\ndemand them and colleges will furnish\nThe teacher will be so well paid, so fully appreciated, and so\n\ntions because the public will\n\nthem.\n\nnicely situated that, as the Toronto Educational Journal puts it, \" No one\nwill desire to leave the profession of teaching for trade, law, or\n\nmedi-\n\ncine,\" and thus our work will reach the dignity of a profession.\n\nWith\n\nconfidence in the pupils and faith in the course of study, the teacher\nwill infuse wisdom, energy,\n\nand enthusiasm into the work, and highly\n\nsatisfactory results will follow.\n\nMen and women teachers in the high school will be more evenly proportioned.\n\nThis will give a more pleasing variety to the pupils and\n\nit\n\nwill also aid in increasing the attendance of boys in the school.\n\nThe principal will secure closer hold upon each individual\n\npupil.\n\nHere he learns the pupil's\nand here he comes to\nplans and purposes, or supplies them for him\nThis\n\nis\n\nhis real and most important duty.\n\n;\n\n"}
{"page": 635, "printed_page": null, "text": "!\n\nTHE FUTURE HIGH SCHOOL.\nknow of his trials and troubles.\n\n031\n\nThis close association enables the prin-\n\ncipal to develop the individuality of the pupil,\n\nrightly classified and fully interested, and\n\nis\n\nmake sure that he\n\nis\n\nthus enabled to hold the\n\nchild in school to the finish and for the whole time keep him working\n\nup to his fullest capacity.\nFellow-teachers, I would have you inform yourselves fully in these\n\nmatters on which\nit is to sift\n\nI\n\nhave only touched.\n\nYou are the ones whose duty\n\nthe practical and valuable from the visionary and worthless;\n\nyou are the ones to determine and adopt what is real and to eliminate\nthe false you are the ones, teachers, to make the curriculum of the future\nhigh school so effective that it will skill the hand, develop the mind, enlighten the heart, that the human life which you expand by your care\n;\n\nmay be useful, happy, and complete.\n\nWhat great responsibility\n\n!\n\nWhat\n\nextraordinary opportunity\n\nWith steady nerve, clear brain, sound heart, and noble purpose you\nThus will\n\nwill meet these responsibilities and improve these opportunities.\n\nthe future be the better for your having lived, and your consolation may\n\nbe found in the sentiment:\n\" Not myself,\n\nbut the truth that in life\nI have spoken,\n\nNot myself, but the seed that in life\nI have sown,\nShall pass on to ages\n\n;\n\nall about\n\nMe forgotten,\nSave the truth I have spoken,\nThe things I have done.\"\n\nFellow-teachers,\n\nrepresentatives of every State and province of this\n\ngreat America, guardians of the public weal and promoters of the con-\n\nupon you, each and all, to \" multiply the public\nhigh schools, enrich their courses and summon to them from every\nFor in no other way can we so surely lay\nquarter the youth of the land.\nbroad and deep and durable the foundations of true republican liberty\n\ntinent's growth, I call\n\nand advanced civilization.\"\n\n"}
{"page": 636, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n632\n\nPAPERS\n\nHOW ENGLISH IS TAUGHT IN ONE HIGH SCHOOL.\nRAY GREENE HULING, NEW BEDFORD,\n\nThe task assigned me is a very simple one\n\nMASS.\n\n—the presentation, within\n\nthe obvious limitations of a half -hour, of the manner of teaching English in a single high school.\n\nThe value of this subject of study and the\n\nabsolute necessity of earnest attention to it in secondary schools will be\n\nassumed at the outset.\n\nIts relative importance in comparison with other\n\nmay easily be\nThe principles underlying our methods of\nThe sole aim of the paper will be\ninstruction cannot here be discussed.\n\nsubjects will not be argued, but our views on this point\n\ninferred from our practice.\n\nto describe clearly and as fully as the time permits our actual course of\n\nprocedure with this subject.\n\nOur school is the public high school maintained by a city of over\n40,000 inhabitants situated on the seaboard of\n\nNew England, and re-\n\nputed to be the wealthiest city of its size in the Union. Since the civil\nwar this community has doubled its population and has greatly expanded\nits\nit\n\nindustries, so that while still the largest whaling port in the world,\n\nhas not\n\nless than a hundred\n\nmanufacturing concerns.\n\nIn particular\n\nthe rise of cotton manufacturing has brought to the city over 10,000\n\nThe proportion of colored people is\nNorth in consequence of the\nstrong anti-slavery feeling in ante-bellum days.\nOur population, thereYet but little effect of this difference\nfore, is not quite homogeneous.\nThe great mass of our\nof race and speech appears in the high school.\nPortuguese and Canadian French.\n\nlarger, also,\n\nthan in most\n\ncities of the\n\npupils can still trace their ancestry to the early settlers of New England.\n\nThe high school, moreover, is the main reliance of the community for\nThere is an endowed academy in the city and\n\nsecondary education.\nalso a parochial\n\nhigh school supported by the Roman Catholic Church;\n\nbut the number of\n\nstrictly^ secondary pupils in these institutions\n\nis said\n\nto be not large.\n\nThe total enrollment of the high school for the past year is nearly four\nThese\nhundred, of whom about two-thirds are girls and one-third boys.\npupils enter the school at about the age of fifteen {note the average age\n\n—\n\nof entrance for the past five years is just fifteen) in classes that number\n\nfrom a hundred and twenty to a hundred and forty.\n\nAfter completing\n\nthe course of four years these classes come to graduation with numbers\n\n"}
{"page": 637, "printed_page": null, "text": "HOW ENGLISH IS TAUGHT IN ONE HIGH SCHOOL.\n\n633\n\ndiminished to fifty or fifty-five.\nThe standard of annual promotion is\nan average scholarship of seventy per cent, in all studies pursued.\nPrevious to entering the high school the pupils have had opportunities of studying English for nine years of school life.\nTo explain how\nmuch this has done for them would be to discuss the teaching of this\nsubject in the primary and grammar school\nan interesting and profit-\n\n—\n\nable field of inquiry, but one beyond our present domain.\n\non this point\neffort in\n\nIt is enough\n\nto say that while the pupils show the results of earnest\n\nlanguage teaching, they have not made such attainments as to\n\nwarrant relaxing in the least the rigor of English instruction in the high\n\nHence our pupils, directly on entrance, begin a course of study\nand training in this subject that continues without interruption (excepting, of course, vacations) for four years, and that during all that period\n\nschool.\n\nforms one-third of their school work. English is the one study that every\npupil must pursue for his whole high-school career.\n\nThe work in general follows four lines:\nand rhetoric are taught\n\n(1)\n\nThe principles of composi-\n\n(2) abundant practice in writing is secured; (3) a large amount of literature is read and studied; (4) the\nbiography of authors and the development of literature are made matters\nof research.\nThese several lines of effort are pursued pari passu through-\n\ntion\n\n;\n\nout the four years, but in varying proportions at different stages.\n\nThe beginners in English (Class IV.) are divided into three sections of\nfrom forty to\n\nfifty each,\n\nwhich sections work separately.\n\nFor the first\n\nyear about ninety minutes on each of four days per week is given to this\nsubject.\nis\n\nThis time is divided into two school periods, of which the first\n\nused in testing the pupil on the work done and assigned on the pre-\n\nvious day, and the second in teaching the\n\nnew lesson.\n\nThe teacher\n\nstrives to develop in the minds of the pupils the principles of composi-\n\ntion, to illustrate these by sufficiently copious examples,\n\nand by exercise\n\nwriting on the topics discussed to induce in the pupils active and habit-\n\nTwo books\nplaced\n— Swinton's School Composition\nand Parker's\n\nual application of the principles for themselves.\n\nin the scholar's hands\n\nare\n\n\"\n\n\"\n\n\"\n\nExercises\" (for which we are about to substitute \" Lockwood's Lessons in\nEnglish\").\nThe teachers are not confined to these, however, but employ\nnumerous helps from other sources. The following topics will show\nmore in detail the range of this elementary phase of our work: Words;\nsynonyms; the sentence, simple, complex, and compound sentences varia;\n\ntions of expression;\n\nwords\n\n;\n\npunctuation\n\nvariations of diction;\n;\n\nparts of speech\n\n;\n\nparagraphs;\n\nletters,\n\nnotes,\n\nderivation\n\netc. ;\n\nof\n\nfigures of\n\nspeech (briefly); turning poetry into prose; explanations of maxims; dictation exercises ; reproduction of stories and description of persons and\n\nThis language work, with a little technical grammar, occupies\nabout two-fifths of the pupil's time in English each week.\nobjects.\n\n"}
{"page": 638, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n634\n\nThe remaining three-fifths of his* English work is upon\n\nliterature,\n\nincluding the reading of short specimens of general literature, and also\nthe continuous reading for a considerable\nlonger work.\n\nIn this reading, attention\n\nnumber of weeks of some\n\nis given\n\nto oral expression, but\n\nmore attention to the understanding and discussion of the author's\nmeaning.\nPassages are selected from time to time for memorizing.\nThe\nstill\n\nthree longer works thus treated, each for about thirteen weeks, are\ning's\n\n:\n\nIrv-\n\n\"Sketch Book,\" Longfellow's \"Evangeline,\" with other poems,\n\nand \"Franklin's Autobiography.\"\nIn addition, formal compositions are required each month, which are\ncorrected by the teacher out of school.\n\nThe worst cases of error are\n\nafterward discussed with the delinquent pupils, individually, and the\nprevalent mistakes are brought to the attention of the whole class in a\ngeneral talk.\n\nOne of the three sections, by preference of the teacher in\n\ncharge, writes briefer compositions once a week instead of longer efforts\n\nonce a month.\n\nThe English work of the entering class is in the hands of two ladies\nwho teach but one other main subject (algebra), but another teacher contributes one hour's work each week to compositions.\n\nIn the second high school year (Class III. ) the work is continued with a\nwider range, covering considerable of the better portion of American lit-\n\nThe same four lines of effort are followed contemporaneously.\nAbout one-fifth of the time each week is given to rhetoric, with D. J.\nHill's manual in the scholar's hand as a guide.\nThe pupil is shown how\nto choose his subject and how to gather and arrange his materials.\nIn\npoint of style he is taught the meaning of purity, propriety, and precision of diction; is shown the value of clearness, unity, harmony, and\nerature.\n\nis guided to a sensible arrangement of paragraphs,\nand is helped to distinguish the various figures of speech, as simile, metaphor, personification, allegory, metonymy, climax, and hyperbole.\nPunctuation is touched upon again, and capitalization is treated more\nfully.\nCriticism and versification also have brief attention.\nExercises\nare given, but less frequently than in the previous year and mainly on\nthe points most difficult to comprehend, and on others in respect to\nwhich errors in speech and writing become painfully manifest.\nAbout four-fifths of the pupil's time is devoted to the reading and\nstudy of specimens of American literature. A dozen authors are dwelt\nupon with considerable care, namely: Irving, Bryant, Bancroft, Prescott,\nEmerson, Hawthorne, Longfellow, Whittier, Holmes, Lowell, and the\nCary sisters. Three longer works, one each term, are read and studied\nas wholes; they are Whittier's \" Snow-Bound,\" Lowell's \" Sir Launfal,\"\nand other poems, and Emerson's essays on \"Behavior\" and \"Power.\"\nAlso numerous extracts from the above-named authors, as found in Un-\n\nenergy of sentences;\n\n"}
{"page": 639, "printed_page": null, "text": "HOW ENGLISH IS TAUGHT IN ONE HIGH SCHOOL.\n\n035\n\nderwood's \" American Literature,\" and elsewhere, are read in class and\n\n— the following\n\nNote\n\nprivately.\n\nis\n\nthe list read in Class III. in a recent\n\nyear:\n\n—\n\n—\n\nIrving. Home reading of any two of the following not previously read \"Rip Van\nWinkle,\" \" Sleepy Hollow,\" \" Christmas,\" \" Christmas Day,\" \" Christmas Dinner,\" \" Christmas Eve,\" \"Spectre Bridegroom.\"\nBancroft.— Selections from the \"History of the United States.\"\nBryant.— \"The Death of the Flowers,\" \"Fringed Gentian,\" \"Robert of Lincoln,\"\n\"Thanatopsis,\" \"To a Waterfowl.\"\nPrescott.—Vol. III., Book V., Chap. IX. of \"Philip the Second.\"\n\nEmerson.\n\n— Poems: \"Problem\" (in part), \"Each and All,\" \"Good-By,\" \"Concord\n\nHymn,\" \"Days,\" \"Titmouse.\"\n\nEssay (besides \"Behavior\" and \"Power\" mentioned\n\nabove): \"Language.\"\n\n—\n\nHawthorne. \"A Rill from the Town Pump,\" \"The Gray Champion,\" \"David\nSwan,\" \"Seven Vagabonds,\" \"Old Stone Face,\" \"Snow Image.\"\nLongfellow. \"Voices of the Night,\" \"The Reaper and the Flowers,\" \"Hymn to the\nNight,\" \"Flowers,\" \"The Beleaguered City,\" \"Skeleton in Armor,\" \"Wreck of the Hesperis,\" \"Village Blacksmith,\" \"Rainy Day,\" \"Nuremburg,\" \"The Arsenal at Springfield,\" \"The Bridge,\" \"Seaweed,\" \"Tales of a Wayside Inn,\" \"The Golden Legend.\"\nWhittier. \"Snow-Bound,\" \"Tent on the Beach\" (about half), \"Barclay of Ury,\"\n\"Maud Muller,\" \"Mary Marvin,\" \"Telling the Bees,\" \"Swan Song of Parson Avery,\"\n\"Laus Deo,\" \"Andrew Rykman's Prayer,\" \"Randolph of Roanoke.\"\nHolmes. \"Autocrat of the Breakfast Table\" (in part in class and entire in the voluntary club), \"Chambered Nautilus,\" \"Last Leaf.\"\nLowell. \"Sir Launfal\" (as above), \"Ambrose,\" \"An Incident of the Fire at Hamburg,\" \"Beaver Brook,\" \"The First Snow Fall,\" \"An Ember Picture,\" \"The Washers\nof the Shroud,\" \"Aladdin,\" \"The Dead House.\"\nThe Cary Sisters.— \"A Fable of Cloudland,\" \"Nobility,\" \"The Picture Book,\" \"If\nand If,\" \"Our Homestead.\"\n\n—\n\n—\n\n—\n\n—\n\nIn all this reading and study it\n\nis\n\naimed to secure an understanding\n\nof the author's meaning, an appreciative interest in good literature,\n\nand an ability to read it orally with a fair degree of expression. AttenThe\ntion is paid to the biography of the more important authors.\npupils are sent to other sources than the text-book for information, and\nafter their contributions are all in, the teacher,\n\nby fuller information,\n\nportraits, and other means, strives to fasten the whole in memory.\n\nSuit-\n\nable quotations are selected and committed to memory.\n\nMeanwhile composition writing is steadily proceeding month by month,\non subjects selected by the teacher except at times, as when choice of\nsubjects is under consideration in the rhetoric recitation then the choice\n;\n\nis left\n\nto the pupil,\n\nbut is subject to the teacher's approval.\n\nOther than\n\nThese compositions are carefully corrected by the teacher and are discussed individually with the\nErrors are pointed out, the pupil is lead to sugwriters in school-time.\ngest emendations and to ask for reasons, until all doubtful points are\nliterary subjects are frequently assigned.\n\ncleared up.\n\nThen in many instances the composition is rewritten.\n\nCare is taken to provide adequate time in school for this consultation\n\nwith the individual pupils.\n\nThe teacher in charge makes the English of\n\n"}
{"page": 640, "printed_page": null, "text": ":\n\n:\n\n.\n\n.\n\n.\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n636\n\nClass III. her sole work, with inconsiderable exceptions.\n\nOf the twenty-\n\nnine recitation periods in onr school week she gives fourteen to individual work in correction of compositions, twelve to recitations in English,\nand three to other duties. Consequently she is able to meet every pupil\nof the class (about a hundred in number) once a month, to talk over his\ncomposition in school-time.\nMeanwhile she seizes opportunities to men-\n\ntion\n\ncommon errors in the presence of the class, but without personal\n\nreference to delinquents.\n\nOccasionally interest has grown so high in this class that a reading\n\nclub has been formed to meet afternoons in\n\ncompany with the teacher\n\nfor additional rambles among American authors.\n\nIn the third high-school year (Class III.) similar work, with such amis done upon\nWhole poems and essays, and longer\n\nplifications as the increased maturity of the pupil warrants,\n\nthe writings of British authors.\n\nand shorter excerpts, in all representing about a score of poets, novelists,\nhistorians, and essayists within the period since Milton, are studied with\nsome minuteness of criticism. Note the following were thus studied in\n\n—\n\na recent year, but not in the order named\n\nMilton.— \"Comus,\" \"L' Allegro,\" \"II Penseroso.\"\n\nDryden.— \" Alexander's Feast.\"\n\n— \"Essay on Man\" (in part), \"Rape of the Lock.\"\nGray. \"Elegy in a Country Churchyard.\"\nGoldsmith. — \"Deserted Village,\" \"Retaliation.\" Also home study and critique on\n\"The Traveller\" and \"The Vicar of Wakefield.\"\nCowper— \" The Task\" (short excerpts)\nScott.— \"The Lady of the Lake.\"\nColeridge— \" The Rime of the Ancient Mariner.\"\nCharles Lamb and Leigh Hunt.— Two or three essays from each.\nCarlyle. — Essay on \"Burns\" and \"Voltaire,\" and \"Frederick the Great\" (brief\nPope.\n\n—\n\nextracts)\n\nM ac aulay.— \"History of England\" (brief extracts).\nTennyson.— \"The Passing of Arthur.\"\nThackeray. — \" The Four Georges \" and \" The English Humorists \" (brief excerpts)\nIn addition there was class reading of the following\n\n—\"Rhapsody on Poetry.\"\nAddison and Steele. — A few essays from the \"Spectator\" and the \"Tatler.\"\nBurns.— \"The Cotter's Saturday Night.\"\nWordsworth. \"Ode to Immortality \" and \"Sonnet Composed on Westminster\nSwift.\n\n—\n\nBridge.\"\n\nMacaulay's \"Horatius at the Bridge.\"\nDickens.— \"Christmas Carol.\"\n\nThe teacher in charge of the English work in Class II. prefers copious\nnotes in elucidation of the text under critical study.\n\nShe would prefer\n\nthat the pupils should get this information from the sources to which\n\n—\n\neducated people must turn in such cases the dictionaries and other\nbooks of reference; and these are liberally provided in school but,\nall\n\n.\n\ninasmuch as the large part of the English study must be done\n\n—\n\nat the\n\n"}
{"page": 641, "printed_page": null, "text": "HOW ENGLISH IS TAUGHT IN ONE HIGH SCHOOL.\n\n637\n\nhomes of the pupils, where such facilities are the exception rather than\nthem on cyclostyled sheets, which, toAn\ngether with the text, become the basis of study and recitation.\nthe rule, she provides notes for\neffort is steadily made,\n\nhowever, to subordinate the accessory matter to\n\nthe main thought of the author and to avoid smothering the text under\n\ndense annotation.\n\nThe study of the text brings into play the grammar\n\nand rhetoric earlier acquired, and is made to develop the prominent historical connections of the work in hand, the opinions of contemporaries,\nand some acquaintance with the lives of the authors.\nMeanwhile the pupils are continuing each month the composition\nMore is now required in quantity and\nwriting begun in the first year.\nThe basis of the writing is the class work on the British\nin quality.\nauthors.\n\nSpecial books that have not been read in class are assigned to\n\nthe particular pupils as sources of materials.\n\nFor this purpose we have\n\nfull sets of\n\nthe works of Dickens and Thackeray, as well as many other\n\nvolumes.\n\nThese compositions are corrected by the teacher out of school,\n\nthen discussed with the several writers in the school, and\nten.\n\nfinally rewrit-\n\nTime for this work with the pupils is provided for in arranging\n\nthe daily programme.\n\nAt the beginning of this year's work, the change to more minute\nstudy of the text is almost universally irksome, but in time, as the pupils\n\ngain power, they often develop an absorbing interest.\n\nIn the last year of the course (Class I.) the literature study in the\nclass-room\n\nis\n\nmade more earnest still; the discussion takes a broader\n\nrange and involves deeper thinking.\n\nConsequently it covers a somewhat\n\n—\n\n-\"The Merchant of Venice,\"\n\"Hamlet,\" and \"Midsummer Night's Dream \" Byron's \" Childe Harold,\" and, if time favors, Milton's \" Lycidas\" and two books of \" Paradise Lost.\"\nThe pace is made slow enough to admit of thorough work,\nAs a backbut the spirit of the author is not killed by dissection.\nground for the work in Shakespeare, the manners and customs of the\nElizabethan era are dwelt upon with some fulness.\nThe plays are also\nnarrower field, three plays of Shakespeare\n\n—\n\nread with special regard to oral expression.\n\nIn addition, shorter pieces,\n\nas some of the \" Idyls of the King \" and the \" Ode to the Nativity,\" are\n\ncommitted to memory, parts by different pupils, and are recited in a\nweekly exercise.\n\nThe work in composition writing proceeds steadily month by month\nthrough the fourth year also. Literature is still the prime source of\nsubjects, though variety is permitted.\nFor instance, each pupil is asked\nto write a letter as if from some foreign city, \" getting up \" all necessary\nmaterial from guide-books, works of travel, and similar helps.\nHe is\nalso\n\nrequired to paraphrase some long\n\npoem and to\n\nsketches from some assigned work of fiction.\n\nwrite\n\ncharacter\n\nBiography and history are\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nalso drawn\n\nupon.\n\nComparison of characters, historical or fictitious, are\nmore ambitious writers. The boys are sometimes assigned topics from American history and civil government.\nEach week, with occasional exceptions, some six or eight of the best\nessays are read in the presence of the class, and sometimes one of them is\nmade the occasion of an impromptu debate upon the subject introduced.\nDuring this year the class is given some practice in criticising and\ncorrecting faulty sentences.\nBy the aid of Martin's little manual it also\nlearns to trace the development of our language from its beginnings.\nThe college pupils have a special course, covering two hours a week,\non faulty sentences, and, besides, are busy all through the year reading\nthe special works named as requirements for college examinations of the\ngiven year and in writing essays on subjects drawn from these works.\nFor the first three years their English course is identical with that of all\nIt is only in the last year that a separation is made.\nother pupils.\nFor the last two years the work in English, including the compositions, is under the care of the same teacher, who not only gives her whole\ntime to it, but has an assistant.\nThe entire time of the latter is required\nfavorite themes with the\n\nThe teacher of English in the second\n\nfor the correction of written work.\n\nyear also gives her whole time substantially to this subject.\n\nIn the be-\n\nginning class one teacher gives to English two-thirds of her time, another one-third, and still another an hour a week.\n\nEnglish, therefore, in any one school year\n\nwork of four teachers.\n\n(Note\n\n— in\n\nall\n\nis\n\nThe work done in\n\nthe equivalent of the full\n\nwe have fifteen teachers, of whom\n\ntwelve give their whole time to the school; the other three teach drawing,\nsinging, and military science on special days.)\n\nToward the end of the last year an event occurs which summons to the\nfront the best energies of the abler pupils and displays the result of their\n\nEnglish study under the stimulus of a powerful incentive.\nIt is the\nJonathan Bourne prize contest. A few years ago a wealthy gentleman\ngave to the school committee, in trust, a thousand dollars, the income of\nwhich, at six per cent., is annually devoted \" to three prizes of the value\nof $25, $20,\n\nand $15, respectively, which prizes are open to competition\n\namong the scholars of the high school in the study of the English language and\n\nits literature, successful competition to depend on, first, uniform good deportment and scholarship in the study throughout the\ncourse, and, second, superior excellence in an essay to be written at the\nclose of the course.\"\nThe essays of the competitors are written under\nwell-defined conditions respecting length, time of presentation, subjects,\n\nand similar matters.\n\nUsually about one-third of the graduating class\n\nenter the competition.\n\nThe money value of the prizes is considerable to\n\nboys and girls; but quite as important in their eyes is the honor in which\nthe winner of the\n\nfirst\n\nprize is held\n\nthroughout the\n\nlittle\n\nschool com-\n\n"}
{"page": 643, "printed_page": null, "text": "HOW ENGLISH IS TAUGHT IN ONE HIGH SCHOOL.\n\n639\n\ninanity and the larger circle that shares the sentiments of the boys and\n\nMoreover, this winner of the first prize\n\ngirls.\n\nis\n\ncertain to have a place\n\namong the five who present essays or orations at graduation.\n\nFrom the\n\nbeginning to the end of the course, therefore, success in English study\nand skill in writing are objects of laudable ambition, which is stimulated\n\nby a special incentive to earnest work.\nWe have in our schools another special aid to broad work in English,\nwhich, in this case, is shared by all subjects and all public schools within\n\nThe good lady whose\nThis is the Sylvia Ann Howland Fund.\nname it bears among other gifts left to the city a legacy of $50,000, the\nour city.\n\nincome of which, invested at six per cent., $3,000, is annually expended\nby the school committee in the purchase of supplementary books, apparatus, and other aids to school work which the city is not by law under\nobligation to furnish.\nRequests for appropriations from this fund are\nnarrowly scanned by the school officials, but the principal who can demonstrate the real utility of that for which\n\nhe asks is sure to obtain his\n\nThe trust is administered very judiciously. To the high school\nit affords, among other advantages, a greater variety and larger supply of\ngood literature than otherwise could be obtained. Some of our work in\nrequest.\n\nEnglish would be greatly contracted, and might be impossible,\n\nif\n\nthis\n\nunusual source of help were not at our command.\n\nReviewing our course in English as a whole, we find that as respects\nis to secure a general knowledge of a large amount\nof good reading and also to give each succeeding year an increased quanThis word \" critical,\" however,\ntity of critical study to a few selections.\nmust not be pressed too closely when applied to the best efforts of immature boys and girls.\nNo attempt is made in our class work to exhaust all\nthe possibilities of minute research which a single essay suggests to an\nThe thought is ever mainly directed to the intrinsic\neducated adult.\nvalue of the subject-matter and to the admirable forms of literary exUnder the process we find our stronger pupils growing delightpression.\nfully we can see that the taste is cultivated, the sensibilities refined, and\nthe moral feelings purified and expanded.\nWe discern, too, in a limited\nnumber the development of \" the power of clear, concise, and vigorous\nexpression.\"\nThese are mainly cases of the kind mentioned by Cicero in\nhis plea for Archias\n\" cum ad naturam eximiam atque inlustrem accesserit ratio qucedam conformatioque doctrinm.\"\nBelow these favored ones must be marshalled the great mass of the\npupils whose uplift has been less complete and whose facility in composiliterature the result\n\n;\n\n—\n\ntion is yet moderate.\n\nAnd at the left of the line stand the ubiquitous\n\nfew with whom the service of the school has been seriously modified, if\nnot nullified, by inherited tendencies, by untoward environment out of\nschool,\n\nand by disinclination to make reasonable exertion.\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nWe do not present our plan, you observe, as a perfect one.\nclaim for\nneighbors.\n\nit\n\nWe do not\n\nthe production of results superior to those attained by our\n\nWe simply offer this description of it as a contribution to\n\nthe accumulating mass of data out of which some master-mind, we trust,\nwill in good time generalize the laws of secondary instruction in English.\n\nA PLEA FOR STATE AND NATIONAL AID IN INDUSTRIAL\nEDUCATION.\nB.\n\nF.\n\nHOOD, ABERDEEN, S. DAK.\n\nHorace Greeley said in one of his Cooper Institute lectures to the\n\" The next great demand of young men will\n\nworkingmen of New York\n\n:\n\nbe for captains of industry.\"\n\nWas Greeley right?\n\nThis paper is written to answer that question.\n\nNo attempt will be made to apologize for, or to prove the value of, what\nto-day is known as industrial education in the United States.\n\nLike the\n\npublic-school system generally, it must rest its claims upon its merits.\n\nthe time has arrived when the work it accomplishes\npublic welfare, it will stand\n\n;\n\nIf\n\ndemanded by the\nif it is but a hobby of mere theorists, it must\nis\n\nand should fall.\n\nWe claim the existence of a necessity for this kind of educational\ntraining, when applied with proper limitations\n\nand\n\nrestrictions.\n\ngreatest secular question of the age demanding a solution\n\nis\n\nThe\n\nthe labor\n\nproblem.\n\nThat this question must be met by this generation is apparent to every\nis not so apparent.\nBut this does\nnot excuse us from its examination.\nTo understand the needs of labor let us visit it in the homes of laboring men in England and the United States.\nEngland is a land of stately homes an embodiment of the foremost\ncivilization of the world.\nShe has centred and emphasized that civilization in rural and urban homes.\nUnder the unrivalled skill of her\nfarmers many parts of England resemble a landscape garden.\nFinelyconstructed roads, kept in good repair, wind among her hills and through\npicturesque valleys, in the midst of which flow beautiful rivers, embowered in meadows rich in grassy luxuriance.\nHere can be seen quietly\nHere\ngrazing herds of the finest animals having registered pedigrees.\namid quiet surroundings is the village church, ivy-grown, a monitor tellthinker; that its solution is at hand\n\n—\n\n"}
{"page": 645, "printed_page": null, "text": "—\nSTATE AND NATIONAL AID IN INDUSTRIAL EDUCATION\ning of\n\nGod and the hope beyond this mortal life.\n\n641\n\nThere the cottage of\n\nthe laborer nestles amid his well-tilled garden.\n\nYonder the old cathedral\nspire stretches upward to the evening sky, while its massive walls show\nsigns of decay in spite of the efforts of workmen of modern times to\n\n—\n\nmemory of early years centuries ago. Within, the organ\nmay be heard swelling to the loftiest conceptions of sacred music\nwhile in aisles and from mural adornments we read of those who once\nwere full of life and whose names are now enrolled high in the list of the\nefface the\n\ntones\n\ngreat ones of earth.\n\nA little further on is the hall of the great man of the country round\nHere, surrounded by his thousands of acres of hill and dale, of\nwoodland or tenant farms, is the seat of the country gentleman.\nHere is a mansion, stately as a castle of olden times, of lofty halls and\nmagnificent rooms, filled with all that is pleasing to the eye books,\nbusts of great men, paintings; or, perchance, collections of old-time anabout.\n\n—\n\ntiquities,\n\ngun, arquebuse or spear or helmet.\n\nSurrounding this ancestral home is the park, where deer quietly nip\nthe buds from forest boughs or show their nimble fleetness as they disappear amid the winding slopes of the woods.\nIf the tourist tires of scenes like these it is but a little distance to the\nsite of the old ruin, moss-grown and covered with the ever-present ivy.\n\nAmid such scenes one may spend months in rural England.\n\nNo land\n\nhas a finer system of agriculture or can boast of fairer returns for labor\n\nfrom unfruitful soils; while the well-kept hawthorn hedges add beauty to\nBut it is not of rural England we are to speak. What we\nthe scene.\nsee here is the result of skilled trained labor applied to rural life.\n\nWe\n\nmust pass to other scenes.\n\nThe transition by swift trains from the quiet of English country life to\nthe hurry, bustle, and commotion of large cities is so soon accomplished\nthat one is scarcely conscious of the change until he finds himself in an-\n\nother world.\n\nLondon is England and England is London. So widely\nLondon from rural England that if the latter\n\ndissevered is metropolitan\n\nliterally wiped from the face of the earth, London, England's\nhaughty, overgrown, imperial capital, would scarce be aware of the loss.\n\nwere\n\nHere, as nowhere else in the world, are crowded together the rich and\npowerful in close proximity to poverty and wretchedness.\nThe extremes\nof good and evil meet and pass every hour of the day.\n\nHere are to be found the most profound wisdom from ermined judges,\nand the culmination of scientific research in law, theology, and science,\nand yet almost within the shadow of the buildings where dwells all this\naccumulation of human wisdom are found men in the lowest degrees of\nvice, squalor, wretchedness, and crime.\nThe Whitechapel murders have\nmade London as notorious as Spurgeon's sermons have made her famous.\n\n"}
{"page": 646, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n642\n\nDwight L. Moody said he found London people so far advanced as a cultured religious people that he deemed it his duty to return to America to\ncontinue his evangelistic labors among his own less elevated countrymen;\nand yet so fearful are the slums of London that language fails adequately\nAnd this is England in the\nto draw the picture of Darkest England.\nWell may we marvel at these statelast decade of the nineteenth century.\nFor more than one hundred years has the English people been a\nments.\nNone know so well as they the laws of trade.\nnation of shopkeepers.\nNo nation has had such stability in finance. One might as well dream\nthat the time was at hand when the moon would no longer shed her light\nupon the earth as that the Bank of England would fail.\nThe English sovereign is as much a type of stability in money and\nbusiness circles as the queen is of the fixedness of royalty in the hearts of\n\nEnglishmen.\n\nAnd yet the banks of the Thames is the only lodging-\n\nplace at night for hundreds of London outcasts.\n\nLondon and Liverpool quotations govern and control the marts of the\nworld.\n\nIn their high-piled warehouses may be found the productions of\n\nevery clime, and yet there are men and women in near proximity utterly\n\nNo nation has ever rivalled the British mail steamships. In\narms English soldiers have a renown equal to their ancient Eoman conAlready the empire embraces one-sixth of the human race; yet\nquerors.\nstatistics tell us that one man in ten in England belongs to the criminal\nor pauper classes.\ndestitute.\n\nWe may here sum up one of the strangest of human paradoxes.\nIn the island of England, and chiefly London, is found all that is excellent, wise, powerful, or good of our race, in its native element, reach-\n\ning the highest state of human perfection, and yet here is where Darkest\nEngland has its home. Here vice breeds and festers, and hate and crime\nteach that revenge is man's noblest attribute.\nBut if this be so what then? May not the same, or nearly the same,\nbe said of Paris, of Glasgow, of New York, or many other large cities of\nthe world?\nIs not London of to-day far better\n\nago?\n\nUndoubtedly.\n\nthan London of one hundred years\nHer hospitals, her almshouses, her sanitary condi-\n\nNew York, are the finest and best in the world.\nBut these statements must be qualified. These improvements must\napply to the upper and middle classes in city and country; the lower\nclasses are in a condition deplorable enough to contemplate.\nFrom these\n\ntion, like that of Paris and\n\nclasses arise the dangers to human liberty.\nIt is generally\n\nconceded that purity and manhood are the prevailing\n\nHere toil reaps its reward and\n\ncharacteristics of a life in the country.\n\nhonesty its meed of applause; but, softly\nStates, in England,\n\nand Scotland\n\n—\n\nis it\n\n—\n\nthis used to be so in the United\n\nalways true to-day?\n\nDo we not\n\n"}
{"page": 647, "printed_page": null, "text": "STATE AND NATIONAL AID IN INDUSTRIAL EDUCATION.\nhear the low murmurings of discontent at their lot\n\nEngland,\n\nall\n\n643\n\nover America,\n\nfrom workingmen, be they in\nIs it not so with the miner and manufacturer,\n\nScotland, as well as in Ireland,\n\nthe shop or on the farm?\n\nlaboring at his loom or striking at his anvil?\n\nThe United States has been the asylum of the world for its oppressed\nand poor. Its millions of acres teem with the homes of millions. Its\nIts mountains yield the raw marivers turn the wheels of its factories.\nIndeed,\nterial, coal, iron, tin, gold, and silver, in untold abundance.\nit would seem such was the wealth-producing power of our land that it\nAnd yet men are found in all sections of our\nnever could reach a limit.\ncountry engaging in strikes and combinations so gigantic as to overshadow\nall systems of industry, and of such power that a leader of a labor organi-\n\nzation in Pittsburg may by a single telegram paralyze every arm of labor\nin the organization from ocean to ocean.\n\nWhat does the unheard-of up-\n\nrising of the masses of the people all over the\npolitical struggles\n\nmean?\n\nUnited States to engage in\n\nWhat is the import and what the outcome of\n\nmen of almost lifelong experience in Congress by\nmen recently from the plough, the pulpit, or the shop? Is there a solu-\n\nthis effort to supplant\n\ntion to these questions?\n\nment?\n\nAre we failing in our cherished form of govern-\n\nIs there a danger lest Darkest England be transferred to American\n\nshores?\n\nWe have said that it is claimed that in Great Britain one man in ten is\neither a pauper, a criminal, or non-self-supporting.\n\nAdd to these men\n\nthe usual allotment of women and children that statistics everywhere give,\n\nand what an appalling array of figures is before us as to the condition of\nIs the liberty of Englishmen safe\nEnglish, Scotch, and Irish laborers.\nunder such conditions? Has all been done that can be to better the conCannot in some way the strong arm of governdition of those people?\nment be employed to raise them in the scale of being?\nBut we must leave the foreign laborer to the conditions under which\nWhile we believe that the aid asked for in this paper\nhe has besn reared.\nwill apply with great force to alleviate the condition of foreign laborers,\nis to\ndeal with industrial training and its effects upon\nAmerican labor.\nThe time must soon come when the United States will no longer offer\nfree homes and a livelihood to the unskilled laborer, whether foreign or\n\nour purpose\n\nnative born.\n\nAlready in our\n\ncities\n\nthe idle, the unskilled, and the vicious are a\n\nstanding menace to the political and social rights, nay, to the liberty itself\nof American citizens.\n\nThe danger nearest in our times is the growing to manhood and womanhood of great numbers of young men and women unfitted for any calling,\nwho must live, and yet have no means of support.\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nThe inquiry comes to us, are there no causes at work which have produced this condition of things in the United States? Let us examine the\nFifty years ago, any man, industrious and\nbusiness interests of the land.\nfrugal, could earn a living by manual labor either in town or country in\nthe United States.\n\nIs such the case to-day?\n\nLast June the writer stood\n\nin the streets of Seattle, the metropolis of the rapidly-growing State of\n\nWashington, a state of almost unlimited resources and\ntouched by the hand of labor.\ntial,\n\nwere rising as if by magic.\n\nas yet scarcely\n\nIn that city buildings, massive and pala'\n\nA business was there that seemed to drive\n\nmen as if they were on Wall Street, New York.\n\nShips from Liverpool\nwhich had rounded Cape Horn were lying at her docks loading and unThere were her magnificent railway sysloading the wares of the world.\ntems; her beautiful sound furnishing a waterway unequalled on this conThere was the great Northern Pacific Railroad pouring its train\ntinent.\neight trains each day moving westward into that State,\nloads of men\nmen of muscle, of push, of enterprise. Astonishment could but be felt at\n\n—\n\n—\n\nthe progress seen in this city as a marvel of our times.\n\nHere, indeed, we thought, must be the paradise of the laborer.\n\nHere,\n\nAnd yet daily there were\nseen on the streets of this city thirty or forty men in irons a chain-gang\nsurely, willing hands must find work enough.\n\n—\n\nand muscular men, passing and repassing, engaged\nFor what crime, we asked, are\nin the menial duty of cleaning the streets.\n\nof young, strong,\n\n\"Oh!\" said a bystander,\nthese men thus chained like galley slaves?\n\" these men have committed no crime\nthey are vagrants.\nThey came\n\n—\n\nThey were mere laborers without skill of any\nThe police arrest all such men\nkind, and there was no work for them.\nand put them into the chain-gang and set them to cleaning the streets.\"\nGreat God I said, has it come to this, that in an American city American citizens are condemned to chains because they desire to work and can\nget no work to do? And yet there were the sons of far-away mothers,\nwilling and anxious to earn their daily bread, but for the want of it condemned to a felon's rank. Could such men love their country? Will not\nsuch treatment make brutes of men stamp out all that is human in their\nnature and make them ready for any enterprise, no matter how dangerhere expecting to get work.\n\n!\n\n—\n\nous to the rights of their fellow-citizens?\n\nOn the ninth of March\" last, Sioux City (Iowa) papers came out with\nstrong headlines, \"Keep out of the cities.\"\n\nfrom a Chicago\n\nThen followed a quotation\n\ndaily, referring to the destitute of that city.\n\nAmong\n\nother things were these: \" The number of people out of work in this city\n\ncan scarcely be estimated.\n\nThe majority are of a higher order than the\n\naverage tramp, but they find themselves utterly without a crust to eat, or\n\neven a plank on which to sleep.\n\nChicago with all its business and wealth\n\nhas not a solitary place where a hungry man can get a loaf of bread, a cup\n\n"}
{"page": 649, "printed_page": null, "text": ":\n\nSTATE AND NATIONAL AID IN INDUSTRIAL EDUCATION\nof coffee, or even a board on which to sleep\n\ndreds,\n\nif not\n\nthousands, of\n\nif\n\n645\n\nHun-\n\nhe has no money.\n\nmen are wandering the streets of our city all\n\nthe night long, with the temperature at zero, or the skies showering down\nits sleet,\n\nand when morning dawns they know no place where they can\n\nget a bite to eat.\"\n\nAnd yet this is in the United States, in a city of churches and schools,\nthe centre of trade and commerce for broad areas of our favored land.\nIt was but a few\n\nmonths ago when ice men in Omaha advertised for\n\nthree hundred laborers, and in response to their call the next morning\nthree thousand men had gathered, wanting work.\n\nWhy this disparity between labor and men who wish to labor?\nis\n\nThere\n\nLabor-saving machinery to-day does\n\nbut one solution to the question.\n\nthe work of millions of hands formerly, and unskilled labor finds no place\nIt is a fact which stares every laboring man in the\nmachinery does a thousandfold more and better work\nthan he can do.\nHis only refuge then is in rising in the scale of being\nuntil his skill is needed to direct the forces, the machinery around him.\nIf he fails the inevitable is before him.\nIt was in vain that Hood cried to heaven with a pathos more than human\n\"0 God! that bread should be so dear and flesh and blood so cheap!\"\nThat cry did not avail. A law as inexorable as that of the Medes and\nPersians has doomed the sewing woman with her needle ever since to\npenury and want. Old conditions must give place to the force of on-com-\n\nfor the sole of its foot.\n\nface to-day, that\n\ning events.\n\nthen the cure for labor troubles is skill in the various\n\nIf this be true,\n\nus, however, that this is but a half\nThere are many other causes which are involved in the labor\nquestion which cannot now be discussed, but it is true to the extent of\nthousands of men in the United States, to say nothing of laboring men in\nother nations, that if possessed of skill in any calling they would be lifted\nabove abject poverty and distress.\n\ncallings of life.\n\nExperience teaches\n\ntruth.\n\nIndustrial training is the only probable solution of the Indian question\nof the United States.\n\nHalf the money expended by the government in\n\nthe late Sioux war in Dakota would have provided an industrial education for every Sioux Indian, and would have placed\n\ngood Indians without killing him.\n\nhim on the list of\n\nBut why do not boys and men learn\n\ntrades and acquire the needed skill for the various callings in life?\n\nanswer, it is impossible to do so.\n\nWe\n\nLet the boy enter any large city and\n\napply to learn a trade; he will find written above the shop door, \" No apprentices taken.\"\n\nLet him apply again and again, he will read the in-\n\nscription everywhere, \" None but union men employed here ; no apprentices\n\ntaken. \"\n\nWhat does this mean ?\n\nIt means that this is the alphabet of the\n\ngreat struggle going on between capital and labor.\n\nIt means that the\n\n"}
{"page": 650, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n646\n\nbutcher, the tailor, the smiths, in brief all kinds of labor are organized in\nlabor unions; and these unions not only dictate the hours of labor and\n\nthe price, but also who may labor and who may not be employed, besides\nfixing the limit beyond which even apprentices may not be permitted to\n\nThese unions and associations are now in every city of the\nand practically control all business and all branches of\nTo get work one must be a member of a union. To be this he\n\nlearn trades.\n\nUnited\nlabor.\n\nStates,\n\nmust surrender his manhood\n\n—be a\n\nslave to dictation and become a mere\n\ncog in the great industrial wheel of our country.\nall apprentices\n\nare refused to learn a trade.\n\nIf policy shall dictate,\n\nHere begins the source of\n\nevil to the children of the laboring man;\n\nwithout skill they can do nothand they are deprived of the opportunity to acquire this skill. But\nwhy this tyranny of labor? Ought not the man who earns his bread by\ning,\n\nthe sweat of his face be just to his fellow-laborer?\n\nThe reply comes back,\nAbove and be-\n\n\" Laboring men are only banded together in self-defence.\n\nyond us are gigantic corporations, ever standing a threatening menace to\ntoil.\nThese corporations by their immense power can paralyze the industries of an entire State at will, or at least make the industries of the State\nnon-self-supporting.\nThey employ thousands of men in busy seasons at\nprices which they name and discharge thousands of others when the rush\nof business is over, leaving them to starve or at least suffer for the want\nof employment.\nThe workman who has fitted himself for their employ\nfinds himself unfitted for other work, and cannot secure it if he would.\nTo obviate these things, and for personal security and protection against\nthe exactions of these corporations, men band together in labor\nunions.\"\n\nThe strength of these unions consists in numbers who will act under\nAmong the membership a few minds direct and control the ac-\n\norders.\n\ntions of thousands; and not only in a single city is this union strength\nfelt,\n\nbut its connecting links extend across the continent, such that the\n\ndischarge of a union man in Buffalo may precipitate a strike reaching to\n\nSan Francisco.\nIt matters not whether reasonable or unreasonable, just or unjust, obedi-\n\nence to the mandates of those in power cause union men, whose families\n\nmay need their earnings to prevent actual suffering, to lay down their\ntools and join the strikers without even the utterance of a protest.\n\nBut are the evils of which workingmen complain real or only imagiSurely such men must believe them real, or they would not yield\nsuch slavish adherence to the dictatorial demands of their leaders and\nmake such sacrifices of all they hold most dear. Against these gigantic\nevils, or those which are so considered, labor unions are organized all over\nthis nation.\nAnd here, amid this fierce conflict between capital and\n\nnary?\n\nlabor, there seems to prevail only the law of the survival of the fittest.\n\n"}
{"page": 651, "printed_page": null, "text": "STATE AND NATIONAL AID IN INDUSTRIAL EDUCATION\n\n647\n\nThe laboring man outside of the unions, and not possessed of skill, is\nground to powder and his children are reduced to vagrancy.\nCapital, however, with improved machinery cannot do its work alone.\nSkilled workmen are everywhere in demand to direct this machinery, to\n\nLabor unions everywhere are shrewd\nand quick to observe. They gather together in their unions all skilled\nmen, and thus, by having a monopoly of skilled labor, they are able to hold\nthe situation against capital, to which they have the power to dictate\nplan and execute business devices.\n\nterms.\n\nIn order, however, to prevent a surplus of skilled men they dictate how\n\nmany boys may learn trades.\nent,\n\nis tens of\n\nAnd the result, as is now already appar-\n\nthousands of young men all over the land with no calling or\n\nThese must inevitably be caught up in the seeth-\n\naim in life, drifting.\n\ning current of business life and be dashed into the cesspools of our great\ncities,\n\nthere in lives of vice and crime to people the slums of back alleys\n\nand inf requented streets.\n\nIt would be a safe estimate to name as the low-\n\nest limits to this class of\n\npeople in the United States in the last decade\n\nnot less than one hundred thousand men.\n\nSurely if their lives could have\n\nbeen saved from the disgraceful condition in which they have lived by\nindustrial training, it would have been well worth the effort.\n\nPerhaps the most pressing necessity of all exists for the industrial training of the Indian.\n\nIt is\n\nevident that\n\nif\n\nthis people\n\nthe attempts must be made -along the lines of labor.\nall\n\nis\n\nto be civilized\n\nNaturally averse to\n\nkinds of work, it is only by training the children that they can be ex-\n\npected to adopt the habits and customs of civilized nations.\n\nThe tribal\n\nrelations of the Indian should be broken up and all be required to engage\n\nUnfortunately, this class of people are being made\n\nin industrial pursuits.\n\nto feel their exclusion from fields of labor.\n\nAn instance of this occurred\n\nThe culture of the sugar beet has become an important industry in that State. The superintendent of an industrial school for Indian boys, desiring to furnish them employment in\nin Nebraska during last month.\n\nthe beet fields, was deterred from doing so by public sentiment.\nter of June 10 last the superintendent, writing the\n\nIndian bureau, said\n\n:\n\n\"\n\nIn a let-\n\ncommissioner of the\n\nWe have three political parties in this State at\n\nthe present time, about seventy thousand each\n\n;\n\none party is composed of\n\nthe Farmers' Alliance and the Knights of Labor combined, the other two\nare Democrats and Republicans.\nI feel sure that if we allow our boys to\nwork in the beet fields the Farmers' Alliance and the Knights of Labor\nwill unite as a party in condemning our action.\"\nHere there seems a\nnecessity for the government to provide for the training of these boys\nuntil they are skilled in a calling and are able to care for themselves.\nA serious mind will inquire here, whither are we tending'? Are we as\na nation making a failure of self-government? Are we to contemplate\n\n"}
{"page": 652, "printed_page": null, "text": "648\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\namong our fellow-countrymen the birth and existence of millions of our\nfellow-beings yet to be, whose surroundings shall chain them down to a\nlife of idleness and\n\nconsequent crime, to a\n\nonly in the dungeon of giant despair?\n\ndevoid of hope, to close\n\nlife\n\nBut, thank God, men are think-\n\nWe have had three dreamers in our times,\ndreaming about the men of our age. Each has tried to view mankind as\nseen in his own country through the glass of the philanthropist.\nEach\nhas felt the burdens of oppressed humanity so heavily that he has cried\nout to heaven for help, to rouse his countrymen and to make them sensible of the danger through which they are passing.\nOne has given us\n\"Looking Backward,\" another erected \" Caesar's Column,\" and the third\nhas drawn the dark picture of \" Darkest England.\" The first sees in the\nseething of the masses simply the elements of the chemist's jar, which\nshall settle and commingle by natural law, until each shall occupy the\nplace appropriate for it, where it will perform the functions peculiar to\ning, even if it be but in dreams.\n\nits nature.\n\nThe second sees nothing but ruin and despair in the doings of our race.\nRejecting the ideas of Christianity and labor as factors in man's elevation, his chapter of despair closes with his column of dead\n\nmen's bones\n\nguarded by dynamite bombs.\n\nThe third treats man as a rational human being, placed by the Creator\non the earth under the divine command, to subdue and make it fruitful\nby his labor.\nRelying on this command as designed for man's best good, he will try\nto work out his best estate by means of labor.\n\nthe skill it is possible to utilize.\n\nall\n\nTo that labor he will add\nis humane and philan-\n\nTruly this\n\nthropic and worthy of the hearty Godspeed of the civilized world.\n\nOur plea, then, is apparent.\n\nIt is for trained labor, for industrial schools\n\nwhich shall not only train for educational purposes, but shall go beyond\nand provide for such as need, such training as is demanded for trades and\nthe various pursuits of life.\nShall the State and nation make provision\nfor this training?\nIt may be laid\n\ndown as an established principle that the duty of the\n\nState begins wherever the public good demands assistance which cannot\n\nbe rendered by private enterprise.\n\nUpon this theory and this alone rests the propriety of State aid for education of any kind, but more especially for State universities, normal\nschools, agricultural colleges, etc.\n\nIf this be not true, upon what grounds\n\ncan the expenditure of public money be justified for the establishment of\nschools of law and medicine at most of our State universities, schools pre-\n\nparatory for professions which only incidentally and indirectly benefit\nthe public?\n\nWe plead the facts in the case in behalf of State and national\n\naid for industrial training.\n\nThis nation to-day has more than two hun-\n\n"}
{"page": 653, "printed_page": null, "text": "STATE AND NATIONAL AID IN INDUSTRIAL EDUCATION\n\n649\n\ndred thousand unskilled men, to say nothing of an equal number of unwho must earn their living by industry or be crushed\n\nskilled women,\n\ndown until they mingle with the criminal classes of our great cities. And\nhow without skill they can to-day maintain even existence is a query difAdd a half million boys and girls, fast reaching to manficult to solve.\nhood and womanhood, who are absolutely shut out, debarred from learning\nany trade or calling, for whom there seems no hope even for a respectable\nposition in life; to these add the Indian population of the United States\n\nand large numbers of the children of foreign-born parents coming here\nBesides,\nevery year, and we have an appalling array of statistical misery.\nunless prevented, these figures must go on increasing in arithmetical ratio.\nPrivate enterprise is paralyzed in attempting to solve this problem.\nTheir needs demand\nIf anything can be done it must be by the state.\nThis, unaided,\nskill in trades and the various industrial callings in life.\nunder the present condition of things in the United States it is impossible for them to obtain.\nIs it not then clearly the\n\nduty of the state to make provision for the\n\nindustrial education for such as need, that they\n\nmay acquire skill in\n\nmanual arts in youth, while acquiring the elements of a public-school education? Skilled labor seems the only protection now for the laboring man.\n\nThe question was asked Leininger, the distinguished art collector of\nOmaha, what in his opinion would be the benefits of drawing, if universally taught in the public schools of our nation.\n\nwould almost\n\nsolve the labor\n\nproblem\n\nof\n\nHis answer was, \" It\n\nthe country.\"\n\nBut how?\n\n\" Drawing properly taught,\" said he, \" leads to decoration and designing.\n\nAt present we have no art schools in America\nIt creates the art spirit.\nworthy of the name, therefore we have comparatively few artists and but\nCreate the art spirit and this demand\na limited demand for works of art.\nwould be increased, giving employment to thousands of artists instead of\nhundreds as now.\"\nThere ought to be a great national school of art at Washington worthy of\nthis country. Americans spend annually nearly a million of dollars for foreign pictures alone, most of which are copies and with proper facilities could\nbe reproduced in this country at least such is the thought of art collectors.\nIt is believed that in the field of fine arts alone there is room enough\nfor nine-tenths of the unemployed of the United States, if they were\n\n—\n\npossessed of skill.\n\nThe mines of the Western States and Territories are as yet in their inIn this field we are beginning as we ought in the establishment of\n\nfancy.\n\nschools of mines to train men for practical work in mining.\n\nTo state it direct, then, our plea is for schools where such of the American youth as need may not only receive an education in books, but at\n\nthe same time may receive such training as will furnish them with skill\n\n"}
{"page": 654, "printed_page": null, "text": ":\n\n650\n\n:\n\n;\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nin the various callings of life\n\nand commensurate with our advancement\n\nin industrial arts.\n\nThe necessary expenditure of money would be justified by the principles of taxation— that the ends sought were necessary for the public good\n\nand could not be attained by private enterprise.\nIf all avenues were opened that could be, and supplied with skilled\nlabor, would not the nation be relieved of a very large percentage of surplus men? Again, would not the rule apply equally to the state as well\nas to the general government, in regard to its duty to provide for the\nproper training of the young?\nThe inquiry may be made, Why do not American youth flock to industrial\nThe answer is easily apparent. The schools\nschools already started?\nwhere skill may be obtained are so few as to be scarcely known.\n\nThe so-called industrial school\nbeing in any sense a school where\n\nof the present disclaims\nskill\n\nall\n\nideas of\n\ncan be obtained.\n\nSuch schools are usually in or near large cities, and are attended largely\nby a class of boys whose parents do not wish them to learn trades.\n\nMen at the head of these schools tell us that their plans of work are\nsharply watched by labor unions, who send deputations frequently to ascertain whether boys are being permitted to learn trades.\n\nReports from\n\nno harm here.\n\nThe training\nThe\n\nthese deputations invariably say there\n\nis\n\ngiven is intended merely to supplement that of the public school.\n\nboy is permitted to examine material, witness a skilful manipulation of\ntools in the hands of the instructor, and to comprehend the principles\nof construction, but the instant the novelty in seeing is gone and the\ndesire is created to be the possessor of like skill, he is transferred to an-\n\nHe must not be contaminated by the presence of labor.\nHe may be permitted the educational features of such schools, but is never\nother department.\n\npermitted to feel in his soul the dignity of labor, such as would arouse\nthe noblest attributes of his being.\n\nIn no sense would we undervalue the usefulness of the industrial school\nas it exists at the present,\n\nimplies\n\n—a school\n\nbut rather would we make\n\nit\n\nwhat its name\n\nof industry, instead of a toy bearing that name.\n\nTo-day we have a country of which all are proud, but we should be\nwarned by the pictures of Darkest England that it is the duty of the\nstate as well as individuals to care for the well-being of every man who is\n\nor will be a citizen.\n\nIf the masses do well the state is safe.\n\nforget the words of Goldsmith when he says\n\" 111 fares the land, to hastening ills a prey,\n\nWhere wealth accumulates and men decay\nPrinces and lords may flourish, or may fade\nbreath can make them, as a breath has made\n\nA\n\nBut a bold peasantry, their country's pride,\n\nWhen once destroy 'd can never be supplied.\"\n\nLet us not\n\n"}
{"page": 655, "printed_page": null, "text": "GEOMETRY IN OUR SCHOOLS.\n\n651\n\nGEOMETRY IN OUR SCHOOLS.\nMATILDA T. KARNES, BUFFALO,\n\nX.\n\nY.\n\nThe magnified importance which some teachers attach to certain subjects in which they are especially interested has led the general educator\nto view with suspicion efforts to advertise the usefulness or effectiveness\n\nof one study as compared with others.\n\nUndoubtedly an inborn apprecia-\n\ntion of form, symmetry, proportion, a mind delighting in logical sequences,\nwill revel in the beauties of geometry, but setting aside\n\nany special pre-\n\ndilection for the subject, there are to my mind possibilities in geometry\n\nwhich we are slow to recognize, and which, if developed, would furnish the\nkey to that industrial training which to many is the problem of the\nhour.\n\nAlthough in most curricula geometry makes\n\nits first\n\nappearance as a\n\nbranch of study in the high school, we would make it the rock on which\nto build a more concrete and better course of primary instruction.\n\nare now few educators\n\nThere\n\nwho do not recognize the value of kindergarten\n\nprinciples and methods in the early education of the child, but it seems\nto me that few teachers realize\n\nhow largely those methods are dependent\non a knowledge and appreciation of geometric forms. That greater advancement has not been made in the direction of more invigorating work\nin our primary and intermediate schools is, we feel, more the fault of individual teachers than the boards which they serve, and, right here, although it may seem to you irrelevant, we would suggest that a little of\nthe money and energy spent in the introduction of elaborate courses in\n\nkindergarten and manual training might be utilized in infusing some of\nthose life-giving principles into the teachers\n\nwho should represent the\n\npower in the machine. We advocate as perfect a system as we can get\nand all the necessary appliances, but we must not fall into the error of\nbelieving that the beautifully-appointed fountain will necessarily insure a\nclear supply of water.\n\nAt the present time there are very few schools in the land in which\ndrawing is not taught in one way or another. If the work has been a failwe venture to say that there has not been enough intelligent geoWhen we attempt to teach drawing independent of the study of form, we remove that element of concreteness which is absolutely necessary to the young student's grasp of the\nsubject.\nThe type forms in geometry which are the basis in industrial\nwork are accessible to all. If they are not among the apparatus of the\nure,\n\nmetrical work put into the foundation.\n\ninstitution the ingenious teacher will, witli card-board, furnish a set which\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ncan be put to an almost infinite number of\n\nuses.\n\nThe small child takes\n\nthe lines, angles, and polygons of different shapes, sizes, and colors, and\n\nhandles them, talks about them, and arranges them to form various de-\n\nAs his mind develops, he notices peculiarities of form and comHe looks upon them from different\npoints of view and sees that they alter in appearance when changed from\nsigns.\n\npares and contrasts the models.\n\none position to another; thus his ideas of perspective are formed.\nthis time he has\n\nAll\n\nbeen studying geometry and possibly doing very little\n\nThat exercise of this- kind pays will be seen in the interest\nwhich he puts into his drawing, which without such preparation would\nbe abstract and meaningless.\nThen the elementary lessons in decoration\ncan be made so interesting and instructive when the pupil begins to discover these geometric forms in the leaves of the trees and in the flowers\nThis introduction to nature through the geometric\nby the way-side.\nforms will throw a charm around geometry which will furnish food for\nthought in riper years. And, too, this study, which was nurtured in the\ncradle of our race and which in all these centuries has guided the student\nin scientific research, would from common association be divested of that\ngrewsome character with which he has endowed it. Happily the midnight\nprocession and war-dance about the funeral pile of the expiring Euclid\nare traditions of the past, but even now the average high-school student\nwill not hesitate to inform you that geometry is his bete noire, that study\naround which cluster anxious days and sleepless nights. The study is new\nto him.\nIn beginning algebra he was entirely at home, for the science\nwas simply his arithmetic, expanded and blossomed out into more attractive form, but here he is introduced into a new country, where the inhabitants present strange and varied aspects, live under peculiar conditions, speak an unknown tongue, and before he has ceased to wonder at\nthe novelties presented he is confronted with a term examination in which\nhe is expected to logically argue the claims and adjust the relations of\nthese partially unknown beings. Then, too, the pupil often gains exaggerated ideas of the difficulties ahead from those who have pursued the study\nsuccessfully or unsuccessfully.\nThe former class, to themselves heroes\nwho have fought and won, glowingly paint the hardships encountered in\nworsting the enemy.\nAgain, the student who has been forced to look\nupon geometry as a failure* has done much to render the subject unpopular.\nBecause he has failed he has drawn the illogical conclusion that some\nminds are constitutionally averse to geometric work, and that to make\neven passable progress in the study he must possess certain mental peculiarities.\nThis is not, as one would suppose, a humiliating concession, for\nsome people believe that this, to them, innate inability to master one subdrawing.\n\nject means multiplied capacity for another.\n\nTo our mind this is fallacious\n\nreasoning, for while other sciences may appeal more strongly to some in-\n\n"}
{"page": 657, "printed_page": null, "text": "GEOMETRY IN OUR SCHOOLS.\n\n653\n\ngeometry is founded on principles\nwhich are implanted by nature in all sound minds, and deals purely with\ntellects because of the subject-matter,\n\nabstractions, so that a pupil of sufficient intelligence to grasp these self-\n\nevident truths cannot fail with application to become a geometer.\n\nHis\n\ndevelopment may be slow, but perseverance will make him master.\n\nThe\n\nshort time allotted to this subject in most courses of study forces us to\n\nadmit that the work in geometry too often degenerates into learning a\ncertain amount of text in connection with each proposition, and right\nhere can we trace a cause for the dislike which many students evince for\nthis study.\n\nIf the\n\npupil does this inferior kind of work, the subject of\n\nnecessity must be most uninteresting; for while the botanist handles the\nleaves and flowers, minutely examining the peculiarities of each, the geologist walks among the rocks and looks for specimens on the sea-shore, the\n\nstudent of history lives again the lives and fights the battles of the past,\n\nwhat has our embryonic mathematician to impress upon his memory?\n\nThe intangible, ethereal geometrical concepts:\nout substance\n\n—pure abstractions.\n\nthose airy shapes with-\n\nI recall an instance showing what effect\n\nThat day\nthese shadowy forms had on the mind of a geometry pupil.\nwe had been talking on re-entrant-angled polygons, and our enthusiasm\nhad carried us into many weird forms which we took delight in throwing\nThe next morning I found on\nback into the typical square and triangle.\nmy desk a carefully prepared manuscript in which was rehearsed a geomThe re-entrant-angled polygon of yesterday, which\netry student's dream.\nhad taken its place among the prosy geometric bodies in the minds of\nthe majority of the class, had in this exceptional case expanded into an\nuncanny hobgoblin shape, which haunted his dreams and disturbed his\nThat boy had no difficulty in remembering re-entrant-angled polyrest.\ngons, but we have found that in most young people a want of vivid imagination is a serious hindrance to their mathematical work.\n\nThe study of geometry, if pursued in a legitimate manner, becomes benno matter what his purpose in life may be. The\n\neficial to the student,\n\ndefinitions and axioms underlying the demonstrations are simple truths,\ncouched in the plainest terms. The conclusions deduced from correct\nThere is no element of doubt lurking in the\npremises are infallibly true.\nresult to induce a wavering, unsettled state of mind.\nIt is not an exaggeration to maintain that this straightforwardness in language and detail must help toward the formation of exact methods in business and staIt is the law of excluded middle which\nple, upright habits of mind.\nraises geometry to the dignity of a moral science.\n\nWhen a boy discovers\n\nthat there is no middle ground in this study, that a proposition is true\nor it is not true, that a little conniving at defects and discrepancies cannot\n\nmake that right which is not right, then he has learned the lesson in\nmorals which underlies\n\nall\n\nstraightforwardness of conduct.\n\nIn the ge-\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nometry\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nclass\n\nwe have watched a pupil possessed of the true geometric\nmazes of the indirect method\n\nspirit, after winding through the intricate\n\nof proof, at the close, with sparkling eye triumphantly exclaim, \" L. E.\n\n— the case\n\nM.\n\nis\n\nwon!\"\n\nIt is not an uncommon thing to hear a pupil say that he\n\ncannot make\nanything out of geometry, but that he takes positive delight in the natural and physical sciences.\n\nHe likes a study which has in it something\n\ntangible, something that he can handle.\n\nThis want of the power of ab-\n\nstraction is, we believe, chiefly due to the confused images which fill his\n\nmind, and which are the result of his hasty introduction to and short\nHad he, during the primary\nacquaintance with the geometric bodies.\nand intermediate years, followed a progressive course in form study, then\nthe process of evolution would have brought his mind into harmony with\nhis work, and at that stage where logical reasoning becomes the chief object, his mind would be in better frame to concentrate on the geometric\nHow can a pupil\nabstractions and relations with which he has to deal.\nwho delights in the sciences hope to progress further than the merest outThere is, as a prominent mathlines without taking the necessary steps?\nematician has said, \"no air-line route to the lofty heights.\"\n\nIt is\n\nthe\n\nand disciplined worker alone who can hope\nto get near to the heart of nature and to unfold the laws which govern\nMathematical work, if properly pursued, produces in a marked\nher being.\ndegree that power of abstraction and concentration which are necessary to\nThe methods of reasoning are not differenable one to do original work.\nOriginally, these sciences as\nent from those used in the other sciences.\naverse to mathematics were purely inductive, but the grandest result yet\nreached in their history was that which gave the experimental a surer\nfoundation and more dignified bearing, by making them in whole or part\ndeductive, thus rendering a thorough mathematical training an essential\nsteady, persevering, tireless,\n\npreparation for original scientific investigation.\nIt has been said that when it was necessary to give the reason for the\n\nexistence of a certain study, and all other sources failed, it was a comfort to\n\nknow that \" mental discipline\" as a reason might be relied on. It is the\ndaring writer now in this practical age who will think of commending a\nHe may be old-fashioned enough\nstudy for the mental discipline afforded.\nto feel that minds are still .in need of discipline,\n\nbut his wisdom teaches\n\nhim to couch his thought in more popular terms.\n\nTo convince our girls\n\nand boys of the usefulness of a particular branch of study, one must doff\nthe garb of philosopher and come down to the every-day affairs of life.\nThey want facts and actual cases wherein that study will practically benIf by a practical study is meant one which will enable the\nefit them.\npupil to reach great results with little or no labor, one which will fill his\nmind with knowledge without the inconvenience of investigation, then\n\n"}
{"page": 659, "printed_page": null, "text": ".\n\nGEOMETRY IN OUR SCHOOLS.\n\n655\n\ngeometry is certainly not a practical subject. Preferable to this narrow\nmeaning of the term is that accorded to it by a noted philosopher, who\nmakes it the best means of applying knowledge and of forming ideals,\nthus bringing the deductions of science into business and the active\nViewed from this standpoint, we know of no study which\naffairs of life.\ncould take the place of geometry.\n\nIt is needless to call attention to the\n\nmany and varied ways in which the results of a knowledge of mathematics\nare shown in the works of civilization.\n\nBuildings, railways, aqueducts,\n\nIf we examine into the trades,\nwe find that geometry is the one study whose fundamental principles are\nabsolutely necessary to the skilled workman, and while they form weft\nand warp in the artisan's work, the artist, the genius, does not scorn to\ndraw upon our subject for the framework on which to rest his ideal.\nThere are conflicting notions as to just how geometry should be taught,\nand the few points which we shall touch upon here are entirely the outcome of our experience. In the first place, there is a technical language\nbelonging to the subject which, we think, the pupil should be trained to\nLet him thoroughly comprehend each definition,\nuse understandingly.\naxiom, and proposition, and then insist on a brief, terse manner of exThe cases are few in which the student can in this respect\npression.\nimprove upon the author. Particularly is this set formula of expression\nto be recommended in demonstrating a proposition, for the line of reason-\n\ntunnels, bridges,\n\nall speak for\n\nthemselves.\n\ning is often seriously disturbed by the pupil's inability to decide on just\nthe form in which to present his thought.\n\nThe syllogistic method is\n\nthat, to our mind, which is best suited to the development of the think-\n\ning powers, and where time allowed we would recommend rigid adherence\nto this method through at least the first thirty or forty propositions in\n\nplane geometry.\n\nBy this time the mind has formed independent logical\n\nhabits of thought, and the pupil can without injury expunge many of\n\nFrom this point on, although he may not always begin his\nthe details.\nargument by stating the major premise, make the application, and finally\ndeduce the conclusion, still he should never be allowed to draw a conclusion without reverting to its authority.\n\nCare should be taken to impress upon the pupil the great object to be\nattained in the pursuit of this study.\n\nExperienced teachers of geometry\n\nwill bear me out in the statement that this is one of the most difficult tasks\n\nwhich they have to perform.\n\nYou may carefully explain to the pupil\nis not so much to familiarize him with\n\nthat the object of the recitation\n\nthe author's method of demonstration as to develop power and independ-\n\nence of thought, and yet your reward may not be what you might desire.\n\nA short time ago we had occasion to interview a pupil who had spent the\nallotted time in geometry and yet had not passed the examination, and in\n\nthe course of our talk, I asked him\n\nif he\n\nhad any idea why he failed.\n\n"}
{"page": 660, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n656\n\nAfter some hesitation he said: \" Well, to be frank, I think, and some of\nthe other boys think so too, that you mix us all up.\n\nWe learn the propo-\n\nway it is in the book, and you teach it another way. Then\nwhat is the use of putting in all those little steps and asking all those\nquestions about a demonstration when we can see that the theorem is true?\"\nWe forgave that boy on the score of youth and inexperience, and lost no\n\nsition the\n\ntime in trying to alter his ideas as to the object to be gained by this study\n\nbut what shall we say of the teacher who in giving his views of the syllogistic method of proof said: \"I don't believe in\n\nfor all that nonsense\"?\n\nit.\n\nLife's too short\n\nLife is not too short to do our work in the very\n\nbest way that we know how to do it.\n\nNext in importance to the cultivation of correct habits of thought\nshould be the preparation of full, clear figures.\n\nSmall, poorly-drawn dia-\n\ngrams are irritating to the pupil, injurious to the eyesight, and are often\nthe cause of inattention in class.\n\nThe cultivation of the imagination is another point in the development\nis sometimes lost sight of.\nThe teacher who\nhas left untouched this field will be made to marvel at the possible reof geometric work which\n\nsults.\n\nWe would not advocate the introduction of any work into the\n\ngeneral recitation which would draw the pupil's attention from the ab-\n\nwhich it is the province of geometry to\nThere is hardly a day, however, which will not afford the teacher\n\nstract forms and relations with\ndeal.\n\nan opportunity to make some comparison, suggest some relation which\nwill help the student bring these ideal forms from their airy heights and\ninvest them with material existence.\nThis work properly reaches a cli-\n\nmax at the close of the course in solid geometry.\nprepared by our\n\nlast class\n\nThe original studies\n\nwere to us an interesting collection.\n\nMany\n\nwere rudely executed, some showed that the traditions of the past had\nnot been lost to them, for geometry was yet a formidable foe, but the ma-\n\nOne\nyoung girl's thought found expression in a geometric proportion in\nwhich the lights and shades of the irregular polyhedron were balanced by\n\njority displayed originality and not a little refinement of sentiment.\n\nthe unsymmetrical outlines of the Hottentot, giving rise to the relation,\nas the sphere is to the irregular polyhedron so is the Apollo Belvidere to\n\nthe Hottentot.\n\nA boyish geometer could not better express his daily ex-\n\nperience than by falling \".into the soup.\"\n\nAnother in whose early edu-\n\ncation the usual circus element had not been neglected represented the\n\ngeometric youths as jumping from the buckboard of geometry across the\nelephant, and quite a little originality was\n\nshown in the facility with\nwhich some, who by the aid of certain geometric bodies were better balanced than others, comfortably alighted from their perilous heights. One\npupil represented a sage philosopher beckoning him over an intricately\nconstructed geometric bridge which spanned the yawning chasm between\n\n"}
{"page": 661, "printed_page": null, "text": "AIMS IN TEACHING CIVIL GOVERNMENT.\n\n657\n\nA young girl, evidently a believer in the\n\nhim and the land of delights.\n\nsuperiority of her sex, showed the ease with which a woman will scientifically\n\nwalk over an obstacle which her brother attempts to remove by\nAmong the studies presented was one, \" The Development\n\nphysical force.\n\nof Character,\" which, it seemed to me, showed poetic instinct.\n\nThe earth\n\nwas represented by a bunch of flowers about which was intricately wound\na ribbon typifying the human life. The higher nature made its first appearance in the form of a very irregular polyhedron, which had the effect\nas the development went on, the cube\nof slightly untwisting the ribbon\n;\n\nand icosahedron made their appearance, but still the life was earth-bound.\nThe ribFinally, the sphere, the most perfect of all bodies, was evolved.\nThis little\nbons could no longer hold it, and off it floated into space.\nlesson in the evolution of character went far toward opening many obtuse minds to the thought that the study of geometry is more than the\ncultivation of the reasoning powers, and that when properly pursued it\nbrings to the pupil something else than the \"vesture of the substance.\"\nWhen the teaching of geometry rises beyond the technicalities of the subject and leads to a knowledge of higher things, when through its influence the horizon of thought is expanded to include the ideal in life, then\nonly does our study fulfil its legitimate ends.\n\nAIMS IN TEACHING CIVIL GOVERNMENT.\nFRANK A.\nIt seems\n\nHILL, CAMBRIDGE, MASS.\n\nsomewhat singular that a Frenchman and an Englishman\n\nshould give us the best popular treatises on our American institutions.\n\nDe Tocqueville, sixty years ago, dilated on the genius of democracy, and\ndrew from America rich illustrations of the theories he approved; and\n\nnow comes Mr. Bryce in his \" American Commonwealth,\" with an admirable account of things as he finds them to-day.\nAnd the advantage an\nable foreigner has in looking us over\n\nis\n\nnot to be despised.\n\nHe is not a\n\nphysician diagnosticating his own case, but a scientist rather, with the\n\nvantage that comes from aloofness, studying us in the cool, passionless\n\nway of one dissecting a beetle.\nThe difference between a despotism and a government like ours, says\nMr. Bryce, does not consist in the fact that the former is ruled by force\nand the latter by opinion, but\n\nin the fact that in the one the people in-\n\nstinctively obey a power which they do not know to be of their own crea-\n\n"}
{"page": 662, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n658\n\ntion and to stand by their\n\nown permission, whereas, in\n\nthe other, the\n\npeople feel their supremacy and consciously treat their rulers as their\nagents, while the rulers obey a power admitted to have made them and to\n\n—\n\nunmake them the popular will. Towering over presidents\nand state governments, continues Mr. Bryce and I quote him freely because I want it to appear that the foundation thought in this paper is not\nthe mere rhetoric of an enthusiastic American, but the cold proposition\ntowering over conventions and the vast maof a disinterested student\nchinery of party, public opinion stands out in the United States as the\nbe able to\n\n—\n\n—\n\ngreat source of power, the master of servants who tremble before it.\n\nThe\n\nchecks and balances of our government were invented to tame this mighty\nforce.\n\nThe very efforts of the founders to turn the current of the popu-\n\nlar will into many small channels, instead of letting it run down one broad\n\nbed, have really tended to exalt public opinion above the organs of gov-\n\nernment.\n\nEach of these organs\n\n—the\n\nlegislature, the executive,\n\nof the State or of the nation, whatever it is\n\n— too small\nis\n\ntoo narrow to express it, too weak to give it effect.\n\nBryce, public opinion\n\nis\n\nwhether\n\nto form opinion,\n\nTo sum up, says Mr.\n\na mightier force in the United States, ruling\n\nmore completely, more constantly than anywhere in Europe.\n\nIt is om-\n\nnipotent, yet indeterminate, a sovereign to whose voice every one listens,\n\nbut whose words are hard to catch.\nPublic opinion, then, as Mr. Bryce sees it, is not to be found in eddies\nand treacherous local currents, but in great gulf-stream movements\nnay, in that resistless drift of which these rivers of the sea are but the\nsurface expression.\n\nNow, how is this public opinion formed?\n\nThe so-called leaders of\n\nopinion do not, cannot manufacture it, for the people in the long run are\nneither slaves nor fools.\n\nThe leaders use their keenness simply to catch\n\nTheir single aim is\nThus they react on the\npopular thought.\nIn this interaction public opinion is developed.\nSuch\nwas Lincoln's leadership in the civil war, enabling him to drive his\nfiery, chafing span of hostile parties without wrecking the Union chariot.\nWhat are the springs or feeders of public opinion? Whence, for inthe popular sense\n\n;\n\nthen they voice and accent it.\n\nnot so much to stem the drift as to guide\n\nit.\n\ncomes the power that speaks through the press? We get back to\nWe owe to them the vast reading and thinking conThey are the great conservers of the\nstituency reached by the press.\nThe State establishes public schools because of its duty\nState's integrity.\nIt has the right to control private schools\nto maintain and perfect itself.\nBoth classes of schools\nso far as it may be necessary to gain the same ends.\nshould recognize their obligation to the State and discharge it properly.\nWhen civil government, then, is taught in school the primary object\nshould never be lost sight of that of keeping sound and vigorous the\nstance,\n\nthe schools at last.\n\n—\n\n"}
{"page": 663, "printed_page": null, "text": "AIMS IN TEACHING CIVIL GOVERNMENT.\n\n659\n\ntremendous agency of public opinion. And this purpose should fix the\naims of the teacher in his instruction. His pupils, in the first place,\nshould know something about government and their relations to it both\nThen they ought to become imbued with\nas subjects and as sovereigns.\nAnd, finally, they should school themcitizenship.\ngood\nthe spirit of\nselves to the practice of good citizenship.\n\nIn thesa aims you detect the familiar trinity, spirit, knowledge,\nand power, the spirit to support, improve, and cherish our institutions, the knowledge to express this spirit wisely, and the power\nWhen, however, we seek to know what sort of\nto express it forcibly.\nknowledge and how much of it the pupil should acquire, what elements\nbelong to the spirit we should try to awaken in him, what the promising\nways are of imparting this knowledge and kindling this spirit, and how,\nfinally, knowledge and spirit may be trained into efficient action, the\nway becomes difficult and dark. I do not profess to be able to remove\nthe difficulties or to illumine the way, but certain convictions have come\nto me out of a somewhat checkered experience, and these I offer for what\nthey are worth.\n\nIn civics, as in other studies, it is desirable to pass from the simple to\nthe complex, from the concrete to the abstract, from what is near and\n\nimmediate concern to what is distant and of remote concern. In\ngeography the novice does not begin with the mountains of the moon,\nSo in civics he should not\nnor in algebra with the binomial theorem.\nbegin with that after- thought and flower of government, the American\nConstitution, rare and precious as it is, but with such forms and germs of\nof\n\ngovernment as are closest at hand.\nIt is profitable to study government as illustrated in the schools, in the\nfamily, in any enterprise that requires leadership and concert of action.\nTo the unthinking there is a distance, a mystery, a kind of inherent,\nheaven-born force in government, as if a law once passed would go itself\nlike a wound-up automaton, as if government was something apart from\nhuman beings, with a life, a car-of- Juggernaut movement, an executive\nand avenging power all its own. Any notion like this needs, of course,\nto be dispelled.\n\n—\n\nPrimary ideas about government that it springs from human needs and\nit exists by human consent, that it is simple or complex\naccording to diversity of human interests, that it is good or bad according to the measure of human wisdom and strength such ideas can be\ndesires, that\n\n—\n\ndeveloped from the very sports of boys and\nexample, about their baseball team.\n\ngirls.\n\nQuiz the boys, for\n\nIs it under leadership of any kind?\n\nWhere does the right to control it come from ? Why should there be any\nThe boys will be pretty sure to give something of value about\n\ncontrol?\n\nthe source, the nature, and the object of such government.\n\nWho is the\n\n"}
{"page": 664, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n660\n\nDid he become captain because he had money or pulled wires?\nOr was he chosen for merit? Has any boy a right to the position? Has\none boy as much right as another? Here we touch the relations of officeIs there any expense in running the team?\nholders to the people.\nHow\nWhat might be the result if the expense were\nis the money raised?\ndoubled or trebled? Now we get pretty near to taxation.\nDo the boys\nHere we have\ndisagree as to the best methods of conducting the club?\nDoes the leader brave the club\npolitical parties and questions of state.\nIn such antagonism, which side in the long\nin some matter of policy?\nrun is destined to come out ahead? Here public opinion its transcenDoes the team \" kick \" against a\ndent power engages the thought.\ncaptain?\n\n—\n\n—\n\ncrotchety leader?\n\nNow the right of revolution challenges attention. Do\n\nthe boys ever get red in the face, and shake their\n\nfists\n\nat\n\none another,\n\nand vow they will and they won't, even if the team goes to Hades? Here\nwe have secession, dissolution, anarchy. The team perishes in its own\nWith unscorched pluflames. Does baseball therefore die out? Not so.\nmage it soars from its ashes, rivalling in undying exuberance the bird of\nimmortality.\nSo kingdoms rise and flourish and go out in disaster but\nthe necessity for government is enduring and the struggle to have it\n;\n\nunceasing.\n\nThe fact is that the boys are active in politics, only they do not know\nSo,\n\nit.\n\ntoo,\n\nare\n\nthe\n\ngirls,\n\nin their\n\nfeminine but\n\nnot\n\nless\n\npositive\n\nways.\n\nAnd my ideal is\n\n— wish my practice were not\nI\n\nso far\n\nbehind\n\n—that\n\nright here, in boy and girl experience, a common standing ground in the\n\nstudy of civics should be found for teachers and pupils, that this ground\nshould be made picturesque in\n\nitself and\n\ncommanding in its outlook.\n\nThose familiar with the programme for the Eound Table conferences of\nthis association will note that the story of Robinson Crusoe may be used\nLet me say by way of caution that\nas a centre of instruction in civics.\nIt switches\nour very philosophy is often a hindrance to good teaching.\nA fact may be\nus off from plain ways into the pedantic and grandiose.\neasily within a child's reach, our expression of it something awful in its\nIt is a rare boy that cannot comprehend the\nbloated sententiousness.\ntransition from the simple rules of \" knock up and catch\" to the intricate\nones of a League game. JIow blank he would look if you should say to\nhim with Herbert Spencer \" My son, the evolution of baseball has been\n:\n\nfrom homogeneity to heterogeneity!\"\nI believe in the philosophy, indeed, but I believe also in the advice\n\nmy\n\nold rhetoric professor once gave to a classmate of mine whose theme, with\nits heads,\n\nsub-heads, and points, well-nigh exhausted the alphabet\n\nital letters, lower, c^se,\nit show its bones.\"\n\n—cap-\n\nand all, \"A fair theme, sir, but you must not let\n\n"}
{"page": 665, "printed_page": null, "text": "!\n\nAIMS IN TEACHING CIVIL GOVERNMENT.\nI\n\ntook my last lesson on this point\n\n661\n\n— humbly confess —at the White\nI\n\nit\n\n\" Does this elevator,\" I inquired of the colored\n\nMountains a week ago.\n\n\" No,\"\n\nboy in charge, \" does this elevator work by hydraulic pressure?\"\nwas the disgusted reply, \" it runs by water.\"\n\nWhy should not boys and girls have all the stimulus that comes from\nthe study of government in its near and concrete expressions?\n\nCivics is\n\noften thought to be, it tends, I think, to become, the driest of subjects.\nIts vast materials, its cumbrous language, its technicalities,\n\nness of many of its facts\nis\n\nthe remote-\n\n—to wade through a thousandth part of\n\nall\n\nthis\n\nworse than following up Dickens' wearisome case of Jarndyce vs. Jarn-\n\ndyce ; and the broad generalizations that seem to be necessary to cover\nthis vast expanse with any approach to brevity are to young minds drier\nstill.\n\nAnd yet the study of civics, while it has something in common with\nmarked advantage over it; for\n\nthat of history, has, in a certain way, a\n\nhistory belongs to the past, but civics to the present ; the former deals\n\nwith the remote, the latter with the near the issues of the one are dead,\nHistory has little to do with your personality civics\n;\n\nof the other living.\n\n;\n\nYou get little light\n\ntouches you closely, and, at times, to the quick.\n\nfrom history for your immediate pathway\nthe right study of civics.\nthe making.\nevery turn.\n\n;\n\n.\n\na flood pours\n\nupon you from\n\nHistory is made and done; civics is history in\n\nYou go to the books for the one you find the other at\nAnd so civics ought to be a study of absorbing interest.\n;\n\nHow shall we give it piquancy and color?\n\nMemorizing a text will not do\nSuch methods,\nif not the result of ignorance, come of cramped conditions or of despair.\nit.\n\nGetting lessons in a perfunctory way will not do it.\n\nPeople at their life tasks\n\n—the surgeon setting a bone, the cashier straight—what an advantage\n\nening his accounts, the mechanic building an engine\n\nthey have over boys and girls at their desks and floundering in abstractions\n\nHence the positiveness and confidence of the business man in his special\nwork hence the timidity and distrust of the schoolboy.\nIn the sciences\nwe are struggling to make things and phenomena the subjects of study,\nand with profit. May not an approach to this method be attempted in\n;\n\ncivics?\n\nSuppose the theme is taxation. What taxes shall be raised for, how\nmuch they shall be, who shall decide how much, who shall have the spending of the money\n\n— these have been burning matters in\n\nall ages ;\n\nand when\n\none gets to studying them deeply, he finds himself in the secret of much\nthat has gone amiss in life of its widespread unrest, of the terrible chaf-\n\n—\n\ning between its discordant extremes, of its American and French revolutions, of its dungeons and scaffolds and fire and blood and woe.\nThe\nstudy of government might begin right here indeed, Mr. Fiske does\nbegin here in his admirable work on civics the right of a human being\n\n—\n\n—\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nto the product of his own toil and the right of the public to a portion of\n\nthat product.\n\nNow, the study of taxation cannot be made so directly practical as the\nstudies at Squeers' Dotheboys Hall, where as soon as a boy learned that\n\" bottinney\" meant to know plants he was made to know them further by\n\nBut it can be brought fairly close to the pupil by\nHere is a class in a country\ntown.\nI would get some town reports; I would make the pupils find\nout what the town is spending money for; and I would persist until the\nground is fairly covered. I would then ask if the town needs more money\nIf so, for what?\nfor any purpose.\nWhy doesn't it raise what it needs?\nWhat is the effect of a heavy debt upon a person? What on a town? Is\nthere any reason why a town should be less careful than a family about\nits expenses?\nAppeal to the experiences of the pupils. Have they an\nallowance or do they receive or earn money in any way? Have they any\nweeding the garden.\n\na series of judicious questions and exercises.\n\ntroubles in deciding how to use such funds?\n\nWhich exceeds the other,\n\nthe money itself or that list of things for which it is wanted?\n\nIs not the\n\nexperience of a town very much like that of a person?\n\nSuppose the town\nshould refuse or fail to pay its debt, is Mr. Smith's farm or Mr. Jones'\nsawmill held for it? Whose promise to pay would they prefer to have,\nthe town's or that of Mr. Brown? Why? Is there any person who gets\nno benefit from his payment of taxes that Thoreau-like hermit, for in-\n\n—\n\nwho lives in a cabin in the woods, with no children, no highway,\nno policeman, and seemingly no anything? You see, there is no end of\nstance,\n\nstirring questions.\n\nAnd for exercises have the pupils bring in some old tax bills, find out\nthe rate, distinguish between taxes for polls, for personal property, and\nfor real estate, figure out the amounts for which taxes are assessed,\nso on.\n\nIt is a fascinating digression to\n\nreal or personal\n\n—a ship\n\nand\nhave them classify property as\n\nat sea; the gate to a fence, if one makes the gate\n\ngrowing grass; the hay in the barn. May the\nsame property be at one time real, at another time personal a dog kennel, for instance?\nHave the boys attend a town meeting and observe how\nthe money question is always comiug up.\nIt is a ghost that will not down.\nWhat is this money that so mightily concerns the town meeting, and, for\nthat matter, the world?\nLet the bank-note, the gold and the silver certificate, the greenback, the metallic dollar, be brought into the class, and\nto a place he hires; the\n\n—\n\nlet the nature of\n\nmoney be settled, so that when a part of it is taken the\n\nclass shall see that it is the sweat of somebody's brow, the right and title\n\nof somebody to the necessities or to the luxuries of life,\n\nand not a thing\n\nof the maker's whim.\n\nBut I have said enough to suggest appropriate methods of attack. In\nMr. Fiske's work on civil government I have the honor of enforcing at\n\n"}
{"page": 667, "printed_page": null, "text": "AIMS IN TEACHING CIVIL GOVERNMENT.\ngreater length\n\nand with minuter directions the general\n\n663\ndrift\n\nof this\n\npaper.\n\nIn teaching civics the instructor should have definitely in mind the\nThese he should press\ngrander traits that belong to good citizenship.\nupon his pupils' attention. I will not enumerate them; they are the\nstaple thought of our best\n\nmen and often of our political parties, the\n\nring and tone of whose platforms are a tribute to popular aspiration, even\n\nwhen their political practice wounds the popular sense.\n\nAnd this leads me to say that teaching civil government without getting at the spirit is like teaching religion without getting at the spirit.\n\nIn some schools, usually private and sectarian, religion\n\nis\n\na subject of\n\nOne can comprehend how certain facts about religion can be\nmemorized, how certain aspects of it can be discussed, how an earnest\nteacher even may do precious work in some hearts; but how much religstudy.\n\nion can be put on paper at a mid-year's, what passing an examination in\nreligion implies, how much spiritual significance there may be in A. or in\n\n—\n\nthese conundrums I leave unsolved.\nThe essence of religion is too fine and elusive for such crude tests someThe same is true of good\nthing the examiner's blue pencil cannot touch.\ncitizenship.\nKnowing certain theories and facts about civil government is all very well but it is only a part, and a small part, of what is\n\nD.\n\n—\n\n;\n\nChristianity thrives best\nRight doing is the crying need.\nupon action.\nSo good citizenship is helped by giving it something\ndesirable.\n\nto do.\n\nLet it be earnestly impressed upon every scholar's mind that he is a cit-\n\n—\n\nThere it is, in Article XIV. of the\nevery boy, every girl is a citizen.\nAmendments to the Constitution, the solemnly recorded and ultimate decision of the nation.\nGood citizenship, then, begins when manly boyIt is not simply voting right\nhood, when womanly girlhood begins.\nwhen one is twenty-one, and not a woman. It is doing right, whether\none is man or woman, boy or girl, in and toward all institutions that\nmake up society. The school is an arena for the exercise of good citizenship, the playground another, the debating club a third.\nYouth in senizen\n\ntiment approves obedience, believes in the enforcement of law, is patriotic\nin verbal expression, yes, and in hoisting flags and firing crackers.\n\nBut this\n\nThe worst pupils I ever had to deal with assented readily\nenough to any of the moral platitudes that I commended to their notice.\nis not enough.\n\nI often think of that reprobate\n\nTippoo Tib devoutly kneeling on his\n\nprayer rug while his slave caravans were leaving trails of ashes and blood\nacross unhappy Africa.\nit is the\n\nFor the pupil glibly to say at one moment that\nduty of the loyal citizen to stand by his government, for him the\n\nnext moment heedlessly to ignore or wilfully to defy the rules of the\nsuch incongruity is common enough, but it lacks the stamp of\n\nschool\n\n—\n\n"}
{"page": 668, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n664\n\nat his wife,\n\nOne is reminded of the husband who hurled a pitcher\nsmashing the \" God Bless Our Home\" that he had hung on\n\nthe wall.\n\nWhat I mean is, of course, the familiar fact that it is not\n\ngenuine citizenship.\n\nenough to talk well\n\n—\n\nessential to\n\nis\n\nit\n\npatriotic sentiment is wanted;\n\ndo well.\n\nit is sentiment\n\nSomething more than\n\nin action, sentiment mak-\n\ning sacrifices, sentiment that begins at home, and finds expression in personal control, personal obedience, personal assumption of responsibility,\n\npersonal manliness and independence.\n\n—\n\nThe order maintained in the schoolroom and by order I mean more\nI mean whatever contributes to the attainment\n\nthan physical inertness;\nof the best school ideals\n\n—this order\n\nis a capital\n\npreliminary to that well-\n\nbalanced and high-toned conduct that makes up good citizenship.\n\nAt\n\nmust be order largely due to outward control it ought to become\nin time order largely due to an inward ideal and an inward purpose.\nInternal authority should be the complement of external authority as the\nlatter declines the former should grow.\nThe safe passage from implicit\n\nfirst, it\n\n;\n\n;\n\nobedience to self-control is a blessed thing to\ntransfer that good citizenship requires.\nfore the schooling is closed.\n\neffect.\n\nIt should be\n\nIt is precisely the\n\naccomplished be-\n\nThe sharp transition from, no liberty to all\n\nliberty is perilous in the extreme, for there\n\nis\n\nthe danger of foundering\n\nin the raging seas of license and caprice.\n\nAs was pointed out in the beginning of this paper, the great object in\nis to swell the tide of intelligent and exalted public\n\nteaching civics\nopinion.\n\nWhy should not a healthy opinion be striven for in the schools?\n\nA bane of young thought, and of our thought about the young, is that\nschool boys and girls are preparing for some distant future\n\ncommonly\n\ncalled life, that in that coming time the conditions will somehow be more\n\nfavorable to high and profitable work, but that here and now it does not\n\nmatter so much about realizing principles in action.\n\nHow much of this\n\nsentiment is due to the current talk of graduating classes about embarking on the sea of life and sailing to some distant port, where for the first\ntime the gathered stores of their schooling are to be unladen, displayed,\n\nand used, I do not know. With such germs of sound sentiment as there\nmay be in this talk, there is much nonsense. The boy should be taught\nthat he is in the thick of\n\nlife\n\nnoiv j that there are relatively as serious\n\nproblems for his youth as he is likely to have for his manhood j that he is a\ncitizen now and in duty bound to contribute to public opinion now in ways\n\nthat shall tax his young strength as severely as his maturer strength\n\nis\n\nlikely to be taxed in a grander field ; that if he is ever to show the virility\n\nand graces of high citizenship the beginning must be made note.\n\nIf\n\nthe man is ever to brave his fellow-citizens or his party, let the boy brave\nhis schoolmates.\n\ncommunity,\n\nlet\n\nIf the\n\nman is ever to stand for law and order in the\n\nthe boy stand for law and order in the schools.\n\nIf the\n\n"}
{"page": 669, "printed_page": null, "text": "—\nNECESSITY AND MEANS OF DEVELOPING INDIVIDUALITY.\n\n665\n\nman is ever t<> denounce corruption in high places, let the boy condemn\ndishonor in low places or wherever he sees\n\nit.\n\nWhatever the virtues or\n\nvices of citizenship, there are the counterparts of those virtues or vices\n\nTraining for citizenship!\nin all young life.\nhenceforth call it training in citizenship.\n\nLet us drop the for and\n\nThe man or the woman that can tone up public opinion in schools is\njust the person to teach civil\n\ngovernment\n\n—\n\nat least on its ethical side.\n\nThe man or the woman that really teaches civil government will create a\nhealthy opinion in school.\nIt seems almost needless to\n\nadd that the right teaching of\n\ncivics\n\non\n\nmuch the same as the right teaching of morals; so\nthat the instructor has the same problem as the minister of religion.\nHe\nmust work his way into the human heart, get behind its springs, and set\nits ethical side is very\n\nforces to working there so that the inward attitude shall grow right and\n\nthe inward purpose strong.\n\nThis, with sound elementary knowledge,\nrounds out the sort of boy or girl the schools should send forth to improve\n\nand guard the institutions we love.\n\nNECESSITY AND MEANS OF DEVELOPING\nINDIVIDUALITY.\nSAM.\n\nB.\n\nTODD, STERLING, KAN.\n\nIn the educational world there are two great classes—the innovators\nand the conservatives. The former believe whatever is, is wrong; they\nwish to try all things\n\"\n\n'\n\nTo grasp this sorry scheme of things entire,\nTo shatter it to bits,\n\nAnd then remould it nearer to the heart's desire.\"\n\nThe conservatives hold fast to that which is good, but, unfortunately,\nSo long as we have these con-\n\nwith equal tenacity to that which is bad.\nflicting claims, these \"orders\n\nand counter-orders,\" with no fixed princi-\n\nples upon the essentials of our work, we can scarcely lay claim to a science\n\nimpetus shall be given to the search for these\nmean between these two extremes, the purpose of this paper will have been accomplished.\nThe latest charge by the innovators is that there is not enough variety\nof education.\n\nIf a little\n\nfixed principles, the golden\n\n"}
{"page": 670, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n666\n\nin the public-school product; that without regard to individual characteristics all pupils are put through the same process, cast in the same mould,\nand finished in the same manner; that as a result genius is dwarfed, dul-\n\nness is exaggerated, the world is full of intellectual misfits,\nis fast\n\nand mankind\n\ndrifting toward sameness and mediocrity.\n\nAfter convincing us of the lamentable condition into which we have\nfallen, these leaders, after the manner of a somewhat famous politician,\n\nproceed to show us \"the way out,\" and teachers, as well as the rest of\n\nmankind, like a flock of sheep, are always ready to follow any leader in\nany direction, through any gap, with no thought as to the quality of\nthe pastures beyond.\n\nWe all know how hard it is sometimes to get back.\n\nBut what a beautiful picture they draw for us of \"the way out,\" and\nwhat a contrast to the dry and dusty road which was travelled by those\nfoolish mortals of former days!\nAccording to these reformers, the pathway to knowledge is no longer to be up hill it is to be lined with flowers\nand bordered with thornless roses; it is to lead by bright waters where the\n:\n\nforest birds shall carol their sweetest songs.\n\nHistory is to be as fascinat-\n\ning as the Arabian Nights; arithmetic, as interesting as chess; ancient\n\nand modern languages, as entertaining as Mother Goose\n\n;\n\nand the stories\n\nof science, as infatuating as those of Jack the Giant Killer.\n\nThe governing principle is to make things easy and pleasant\n\n;\n\nhence\n\nthey advocate the development of individuality, a subject which I find\nconsiderable difficulty in discussing, on account of the vagueness of the\n\nterm.\n\nThe aesthetic individuality of the\n\nGreeks, the practical individ-\n\nuality of the Romans, and the abstract individuality of the Gothic na-\n\nSome take the term\nmean peculiarity, eccentricity, or that which causes one person to\n\ntions, all are advocated by the educators of to-day.\n\nto\n\ndiffer from another ; others think it means courage, determination, per-\n\nBut most of them\nself-reliance, and self-control.\nmeans development in the line of least resistance, following one's natural taste and neglecting whatever is disagreeable or un-\n\nseverance, energy,\n\nagree that\n\nit\n\ninviting.\n\nThe ablest advocate of this doctrine, the president of one of our leading universities, a short time since said: \"I never saw a boy or girl of\nreasonable discretion who cannot make a better selection of studies for\n\nhimself than any wise man ^or set of wise men can make for him. \"\n\nAgain\n\n\" The student who from the beginning has cultivated the most active fac-\n\nulties of his mind, and suffered those that needed artificial stimulus to lie\n\ndormant, will soonest achieve success and will make greater contributions\nAnd further: \" It is safe to follow your adaptation even\n\nto knowledge.\"\n\nthough it may seem to lead to narrowness\n\n;\n\nbecause there is always enough\n\nin any one line of study which you may select to exhaust all your powers\n\nof thought.\"\n\nThe opposite view is given by Plato in his description of a\n\n"}
{"page": 671, "printed_page": null, "text": "NECESSITY AND MEANS OF DEVELOPING INDIVIDUALITY.\nscholar: \"\n\n667\n\nA lover, not of a part of wisdom, but of the whole; who has a\n\ntaste for every sort of knowledge and is curious to learn and is never satisfied ;\n\nwho has magnificence of mind and is a spectator of all time and all\n\nexistence.\"\nIf a child is a fit\n\nperson to choose his intellectual nourishment he is\n\nqualified to choose the food for his physical\n\nand moral needs; but every\n\nparent knows that children cannot be trusted to choose what they shall\neat\n\n— indeed, even Spencer hints that the punishment for mistakes in\n\nthis\n\ndirection is too severe; and both parents and teachers are well aware that\n\nno children except those in the old-time Sunday-school books will choose\nI believe one reason that most of our scholarly men\nthe morally perfect.\nand women come from the country districts, in spite of the fact that we\nhave superior facilities and higher-priced teachers in the city schools, is\nbecause from childhood pupils in the city are allowed to choose their\nmental nourishment from the news-stands and elsewhere, and in many cases\nthey choose that which destroys their mental digestion, depraves their\nTo my\ntaste, and makes them incapable of assimilating solid food.\nmind, the argument that we should confine ourselves to one study, even\nduring the period of growth, because there is enough to exhaust all our\npowers in any line of work, is just as sensible as to say we should confine\nourselves to one article of diet\n\n—\n\npotatoes, for example, because there are\n\nmore potatoes than any one can eat in a lifetime. The mind, like the\nbody, craves a variety of food and must have it for its perfect growth.\nThe tendency is always toward abnormal development; we see a Sullivan\nwith shrunken legs and thousands of specialists with dwarfed intellects.\nIn the opinion of some, it is the duty of teachers to strive to correct this\ntendency, rather than to exaggerate it, by encouraging early specialization; for a system of education which allows to the pupil but one variety\nof mental food must produce dwarfed and abnormal specimens.\n\nThe ob-\n\nject with us in the high school is not to educate a class that \" will make\ngreatest contributions to knowledge,\" nor even a class that \" will soonest\n\nachieve success.\"\nor to make cranks.\n\nIt is not our business, I take it, to educate specialists\nIt is not our duty to prepare for any particular call-\n\ning or to educate in the line of Least resistance.\n\nOur labor troubles, our riots, our political contentions, in which the\nmasses are carried away by the specious reasonings of demagogues, the\n\nhundreds of menaces to our institutions, show that neither of the governments here represented are perfect; that there is a want which must be\nsupplied if they are to be perpetual.\nWe do not need more skilful\nworkmen, more successful money makers, more humane employers, greater\ninventors, or even wiser rulers; the great need is for men.\nThe world wants men; America in addition wants American citizens.\nTo supply this demand the state looks to the public school, and if we are\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nto prove true to our trust we must have a higher ideal than to prepare\npeople merely to \" get on in the world.\" It is our duty, especially in the\n\nhigh school, to educate the whole man not for a particular occupation,\nbut for manhood; not for making a living, but for living; not to be president, but to be right whether president or not; not only what to live\n\non, but what to live for; to teach him, for practical 2ise, the English lan-\n\nguage and no other, even if that other be the language of his vater land;\nto teach him to love, or at least to respect, our laws and institutions and\nto cast longing glances backward toward those of no other country on\nearth.\nIn a word, it is our business to take the children of every clime\nand of every nation, with all their different individualities, and from this\nconglomerate mass to make honest, straightforward, thoughtful men and\ncitizens and womanly women.\n\nThose who claim that the tendency of the age is away from individualhave not well considered their ground. John Stuart Mill says:\n\" Freedom and a variety of situations are the two requisites from the\nunion of which arise individual vigor and manifold diversity.\" In no\nother country or age are these requisites found so generously distributed\nWe have freedom in its broadest sense free\nas in America to-day.\nspeech, free press, free religion, freedom to engage in any employment,\nfreedom to move from place to place at will, and with the cheapness of\ntravel the variety of situations is put within reach of the poorest.\nIn\nfeudal times the peasant must remain for life in his native village.\nHis\nlord had control of his body and the priest took charge of his soul.\nThe\nchurch saw that free inquiry was a menace to her existence so uncompromising authority became her guiding principle.\nSpontaneity and personal energy were crushed out and the individual was lost sight of beneath\nIn former times the only avenues\nthe mass of ignorance and superstition.\nopen to genius were politics and war, and where one man became a leader\nmillions, with perhaps a greater genius, remained in obscurity.\nTo-day\nthere are a thousand roads to the goal of success, and a path leads from\nAs the tendency of the age is toward individevery cottage in the land.\nuality, and education but follows the best thought in science, social and\npolitical economy, ethics, and philosophy, there is no very great danger\nity\n\n—\n\n;\n\nof the schools doing much harm in this direction.\n\nWhen I was studying manual training on a farm in Pennsylvania the\nold man who was my tutor in fence-building used to throw a useless rot-\n\nten chunk in a crack or hole, with the expression: \" It'll blind the eyes\nof the simple.\"\n\nIn the\n\nfield of\n\neducation\n\nmany of the breaches in the\n\nfences built by modern educators have been filled with rotten chunks to\n\n\"blind the eyes of the simple.\" Some of these are \"follow nature,\"\n\"educate in the line of least resistance,\" \"from the known to the unknown,\" \"teach nothing that is not understood,\" \"make work easy and\n\n"}
{"page": 673, "printed_page": null, "text": "\";\n\nNECESSITY AND MEANS OF DEVELOPING INDIVIDUALITY.\nattractive,\" \" specialization,\" etc.,\n\netc.,\n\nand\n\nI find that\n\n(>69\n\n\"development\n\nof individuality\" is one of the same, a little better outside, containing a\nlittle\n\nmore solid wood, but for the most part made up of the same old rotOne peculiarity\n\ntenness of sentiment, gush, and thoughtless enthusiasm.\n\nof all these catch- words is that they contain an element of truth, just\nenough to \" blind the eyes of the simple,\" and no more; and it doesn't\n\nmake much difference which one is used; all are indefinite and mythical\nand mean about the same thing. In other words, one fits the hole in the\nfence just as well as another, no matter what the size or shape of the hole.\nIndeed, it has been hinted that each piece by a little manipulation can be\nchanged to fit any hole, so that the consideration of a few will suffice for\nall.\n\n\" Follow nature\" is the most general and covers all the ground; it gen-\n\nerally means follow my idea.\n\nIt has\n\nbeen used in education since the\n\ntime of Rousseau and his famous expression, \" Coming from the hand of\nGod everything is perfect. In the hands of man everything degenerates.\nIndeed, since Aristotle defended human slavery because it conformed to\nthe order of nature and condemned the taking of interest because it did\nnot,\n\nmen have been trying to prove the correctness of their opinions by\n\nasserting that they are in harmony with nature.\n\nThere is not a fruit, a\n\nvegetable, or an animal that is not improved by careful cultivation, and\n\nyet some educators tell us that blind nature is the best guide to follow in\n\nmaking an ideal man, and nature, too, in most cases warped by inherited\ntendencies and an unfavorable environment.\n*\nWe smile at the ignorance and cruelty of our ancestors, who believed\nthat every thought and inclination of the heart was evil, and only evil,\nand administered their education accordingly; but were they not just as\n\nnear to the truth as those extremists of to-day who believe that every inclination of the child\n\nis\n\ngood, who tell us to cultivate spontaneity and\n\nin everything to let the pupil follow his natural inclination and his own\n\nsweet will?\n\nCain and Abel, born of the same parents, and, presumably,\n\nwith the same inherited tendencies, were the very opposites in character\nand so it has been through all the ages. Men, by their own confession,\nas witness Socrates, with the very worst tendencies and desires, by repress-\n\ning these individualities have become great and good and a blessing to\nhumanity and the world, and that is what is needed to-day; our youth of\nA business sign out West reads, \" J. Collins and\nall ages need repression.\nFather,\" and it is but a fair example of the feeling of our American young\nmen. The individuality of the age is toward self-assurance and utilitarianism, and it is the duty of educators to exert their influence against this\nindividuality rather than to pamper to the shortsighted, money-making\npolicy of the political and commercial world.\nThe spirit of the age is opposed to work. Machinery has made men\n\n"}
{"page": 674, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n670\n\nand our system of education is helping to propagate men-\n\nlazy physically,\ntal indolence.\n\n\" Move me,\" \" sadden me,\" \" amuse me,\" \" make\n\nme weep,\"\n\n\" make me laugh,\" \" make me dream,\" \" make me feel,\" cry the masses of\n\nhumanity: but a very few say, \"Make me think.\" The platform, the\nand the stage are doing their best to supply the demand; publishers, apparatus makers, and kindergartners are helping\nalong the cause and some educators have volunteered to assist.\nIn this\nworld, work is the lot of all.\nAn unfortunate few live on charity or by\nstealing all the rest work.\nNo one ever became strong without effort or\naccomplished anything worthy of the name without great labor.\nWhatever we may think of this life, it is an earnest piece of business; it is no\nplace for trifling, and the sooner the pupil learns this the better it will\nThis namby-pamby desire for making things easy, as shown\nbe for him.\npress, the pulpit,\n\n;\n\n;\n\nin the demand for \" individuality,\" \" line of least resistance,\" \" sense train-\n\ning\" without sense, etc., has done more harm, especially to the young and\ninexperienced teacher, than any fallacy that has been foisted upon the educational world in the past dozen years.\n\nNo one has a natural tendency\n\nThe desire for future good must be stronger than the aversion\nto labor or no work will be performed.\nThe animal in us loves play, and\nwe should appeal to this desire only in order to lead the pupil to something\nto work.\n\nhigher.\n\nIn education, as everywhere else, \" there's nothing in this world\n\ncounts like hard days' work.\"\n\nMany take eccentricity for individuality and regard it as a sure sign\n\nWe\n\ngladly recognize the peculiar gait, the shrug of the\nshoulders, or the form of a friend, or, as Buck Fanshaw says, \" When we\nof greatness.\n\nknow a man by the back, we freeze to him. You hear me;\" but we preThe odd\nand peculiar always excite curiosity, and notoriety is often mistaken for\n\nfer that this peculiarity be neither abnormal nor disagreeable.\n\nsuccess.\n\nvation\n\nThe two-headed calf, the living skeleton, Sam Jones, the SalArmy, Jack the Ripper, the precocious child, Blind Tom, the\n\nbearded lady, and thousands of other monstrosities attract attention, but\n\nseldom arouse admiration.\n\nGreat men are sometimes eccentric\n\n;\n\ngeniuses\n\nare always so, but they are great in spite of their eccentricities, not be-\n\ncause of them, and it is a mistake to suppose that we can produce either\ngreat men or geniuses by striving to make more marked the peculiarities\nof our pupils.\n\nThe individuality of the American people tends to utilitarianism.\nAmericans are nothing if not practical. The bread-and-butter value of\neducation is always emphasized, and tangible results must be shown quickly\nif one wishes to please that autocrat, the public; children have a large\nshare of this individuality, both by inheritance and environment, and\nsome schools are striving to increase the supply. The public like to be\nWe hear a great\nfooled, and teachers are good students of human nature.\n\n"}
{"page": 675, "printed_page": null, "text": "NECESSITY AND MEANS OF DEVELOPING INDIVIDUALITY.\ndeal about \" commercial colleges,\" \"six-month\n\n671\n\nNormal schools,\" \"Ger-\n\nman and French in a few easy lessons,\" \"language without grammar,\"\n\"practical education,\"\n\n\"manual\n\ntraining,\"\n\nand the latest fad\n\nis\n\nthe\n\n\"school savings bank,\" which sustains about the same relation to the\n\nproper work of the public school as a miser does to the commercial world.\n\nThe Americans already have too much of that spirit\n\" Which cringes and higgles and splits straws for pence,\n\nAnd roasts eggs at other men's blazing rafters,\"\n\nand the teacher should err, if at all, in the opposite direction. Just as\nCape Horn are steered\nfar east through the Gulf Stream, and out of their course, so that when\nseized by the northeast trade winds they will not be carried into the narrow straits of the Caribbean, or against the shores of South America, so\nshould the vessels which are entrusted to our care be steered away from\nvessels which are bound for the Pacific by way of\n\nthe shores of prejudice, the shoals of fancied success, the shallows of ignorance, and the breakers of improper desires; even in our own work we\n\nmust struggle with the powerful gulf stream of popular opinion. Soon\nenough will these tender craft be caught by the trade winds, by which\nthey will be borne into narrow and still narrower seas, if not against the\nLet it be our aim while our pupils are in our\nvery shores of destruction.\ncare, to so train and guide them that even after they have gone out into\nthe busy world, the broadening influence of the school shall go with them,\n\nand, whatever may be their life work, that always\n\nman shall through the trader shine,\nAnd show the soul unlabelled by his craft.\"\n\n\" Undimmed the\n\nThe senses of children are the most active faculties, hence the disciples\nof individuality plead for \" sense training,\" and \" sense training \" has been\n\nlauded till it might be supposed that it was the most important part of\neducation.\n\nThe development of the senses is important, but merely as a\nand when carried to the extreme which is now advo-\n\nmeans to an end\ncated,\n\n;\n\ninjurious.\nSuch training may have suited an untubut \" the problem of modern education is to make people\n\nis positively\n\ntored people\n\n;\n\nthink, not feel.\"\nit\n\nWe have reached that stage in our development when\n\ncan no longer be said that song is more powerful than law or reason.\n\nThe reign of feeling and passion passed away with the frontier campmeeting and the old-time revival. At the modern camp-meeting, the\nChautauqua Assembly, some intellect is necessary; while the emotional\nmethods of the Salvation Army appeal to none but the lowest and most\nTruly does Lowell say that this passage from Boswell's Johnignorant.\nson should be written in letters of gold \" Whatever withdraws us from\nthe power of the senses, whatever makes the past, the distant, or the\nfuture predominate over the present, advances us in the dignity of\n:\n\nthinking beings.\"\n\n"}
{"page": 676, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n672\n\nIf individuality means, as a few think, courage, determination, perse-\n\nverance, energy, independence, self-reliance, and self-control, we are all\nfor individuality and the best means of developing it; but each of these\n\nmight better be considered in its own name and not under the\nambiguous and misleading term individuality. The expression in its two\nmeanings differs as widely as light and darkness, and while the term as\nvirtues\n\ngenerally understood at present, like most reforms in education, contains\n\nbut a small element of truth, the development of the virtues named has\nbeen one of the problems of education for the past 4,000 years.\nIt is a\nproblem which figures largely in every department of school work in\nthe choice of studies and in methods of teaching them, in government,\nin discipline, in grading, in supervising, in promotions, and in examinations; and in each department will go on slowly but surely improving,\nkeeping pace with the progress of the race.\nIn choice of studies it means\nmore of those which develop the three K's originality, research, and\n\n—\n\n—\n\nreason, as geometry, mental arithmetic, physics, analysis of language,\n\nand less of those which appeal only to the memory, the senses, or\nIn methods of study, it means less\n\"language drill\" and more literature less \" gerund grinding \" and more\ngrowth less cram and more culture it means fewer sciences and more\ntime to those which are studied; less instruction and more investigation.\nIn government, the aim will be to have the pupil develop courage, selfcontrol, and determination, rather than merely to have good order to\ncause the pupil to do things because they are right, not because other\npeople do them to cause him to shun the desire for popularity, to avoid\nfamiliarity, to cultivate dignity, to despise, as he would the plague, such\nexpressions as \"they all do it,\" and to believe with all his soul that \" it\nis courage that redeems life from the curse of commonness.\"\nTeachers\nwill be more wisely chosen, will have more liberty, and will be made responsible for results.\nThere will be more teaching and less supervising,\nand the office of the superintendent will rise above the plane of a mere\nclerkship.\nThere will be more individual promotions and less care that\nevery one in a given grade knows absolutely the same amount.\nExaminations will be used more often to develop power and confidence, and less\noften as a test.\nAnd in all the work man will be more emphasized and\nmethod less; since, as Fitch wisely remarks, \"In the long run there is\netc. ,\n\nthe practical side of our natures.\n\n;\n\n;\n\n;\n\n;\n\n;\n\nnothing influences character like character.\"\n\nFrom the consideration of this subject, I conclude that reformers are\ngenerally extremists, and are characterized by sentiment rather than by\nsense and judgment; that\n\nhumanity in its slow and painful progress as-\n\nsimilates the good and leaves the bad, but often pays dearly for its experi-\n\nments; that because a person has inherited a certain tendency or individuality is no reason why that individuality should be developed; that good\n\n"}
{"page": 677, "printed_page": null, "text": "METHODS OF TEACHING GENERAL HISTORY.\n\n673\n\nwhether they\nman, the person, is of more importance than the individual, the man should have our earliest and most careful consideration; that vicarious sacrifice is not a part of the scheme of\nhuman advancement and that it is not necessary for one to destroy his\nown manhood and make himself a machine, simply to \" make greater conIf this idea of individuality, as understood by\ntributions to knowledge.\"\nthe new educators, should finally prevail, we should ere long have an appendage to the N. E. A. which would sustain about the same relation to\n\nqualities should be strengthened and bad ones suppressed,\n\nare natural or acquired; that as the\n\n;\n\nthe organization proper as the side-show does to the\n\nmain circus.\n\nIt\n\nwould have on exhibition intellectual monstrosities, not freaks of nature,\nbut products of twentieth-century civilization.\n\nI conclude that individ-\n\nby the extremists, is wrong in principle, evil in\ntendency, and wholly bad in its results, that there is no necessity for its\ndevelopment, and it is a waste of time or worse to study the means.\n\nuality, as considered\n\nMETHODS OF TEACHING GENERAL HISTORY.\nMRS.\n\nMARY SHELDON BARNES, INDIANA.\n\nWHAT ARE THE REAL THINGS IN HISTORY, AND HOW SHALL WE USE\nTHEM?\n\nAll the talk that we have heard at this convention, if it mean anything\nmeans this: that the teacher is no longer to impose his own ideas on the\nchild, but, bringing the child face to face with the reality, to let that\nreality itself rouse the ideas of the child.\n\nWe are beginning to under-\n\nstand not only that this is the true work of the teacher, but we are begin-\n\nning to understand how to do it in many directions. In literature, more\nand more we bring Shakespeare himself into the school-room, less and\nless do we talk about him, more and more we let him do his own talking.\nIn botany, we talk less and less about plants than we did a few years ago,\n\nbut look at them and handle them far more.\nIn every direction talk\nabout things is giving way to work with things.\nIn every direction we\ncall for the thing rather than for the book about the thing.\n\nNow what are the things in history?\n\nLiving men and women bound\nBut men and women die and societies\nperish.\nYes, but they leave behind them a mighty imprint of monuments, buildings, pictures, books, institutions, of language, habit, and\ncustom.\nAll these are as truly a part of their life now as when those who\ntogether in great societies.\n\n"}
{"page": 678, "printed_page": null, "text": ";\n\n!\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n674\n\nbuilt and wrote and spoke were still alive.\n\nhas passed.\n\nInto these things actual life\n\nWhat matters it to the marbles of Phidias that Phidias died?\n\nThey have his touch, they breathe his spirit, they give his message to all\nThe Venus of Milo and the Hermes of Praxiteles are\n\ngenerations.\n\nGreek life and love and thought in visible form. What matters it that\nthe sun no longer shines on the English barons at the field of Runnymede?\nTheir handiwork of Magna Charta still remains, a great foundation-stone\nIf they were living yet, they could not tell us more\nof modern history.\nclearly of their wrongs, of their sturdy will to right them, not much more\nclearly of the machinery of their daily life.\nWe too shall die but we\nwill leave behind us what our lives have wrought\ngreat deeds, good and\nevil influences, countless material remains in our cities, our roads, our\nbooks, our machines.\nIn these we embody ourselves and our history.\nThese are our records, which tell all we have to tell. What remains of\nthese are the sources of history, on which all judgments must be based;\nfrom which alone the truths can be learned concerning us; through\nwhich alone the men of the future can enter into and touch our life\nfor these sources are the enduring life of our age.\nThese sources, then, are the things of history; they are to history what\nplants are to botany, what rocks are to geology, what stars are to astronomy and as all true study of botany must be based on plants, all true\nstudy of geology on rocks, all true study of astronomy on stars, so all true\nstudy of history must be in the sources, in the heritage, of things into\nwhich each generation has wrought its life. The Greek has left us his\nstatues and his dreams\nas truly Greek to-day as two thousand years ago.\nThe Roman has left us his laws, as Roman now as when they were backed\nby the Roman sword. And still a thousand years hence men will know\nas much of Bismarck and of Stanley as any of us can know, for still their\nwords will live, their work remain inwoven with the web of life. Supposing even this watch were dug up a thousand years after our civilization\nhad perished from the earth, what a story it could tell\nSomething like\nthis would the story run:\nOnce there lived a people rich in art and science; they worked mines\nof iron, of gold and silver precious stones were brought them from the\nends of the earth skilled workmen plied fine tools. To sustain these workmen fleets sailed the seas and farmers tilled the soil, while strong government made possible the arts of peace. They knew astronomy enough to\nmake an exact chronometer, chemistry enough to make alloys of gold and\nsilver and temper the finest steel, physics enough to possess the most elaborate and delicate machines.\nAll this means that they belonged to the\ngreat progressive peoples, and that they already had a long history behind\nthem.\nSuch would be the story that our little watch would tell. But\n;\n\n—\n\n;\n\n—\n\n!\n\n;\n\n;\n\nsuppose a folio of Shakespeare should tell the tale\n\n"}
{"page": 679, "printed_page": null, "text": ":\n\n!\n\nMETHODS OF TEACHING GENERAL HISTORY.\n\n675\n\nWe\n\nThese sources sire what we should bring into the school-room.\n\nshould not be content with talking about Phidias: the photographed or\n\nWe should not be content with\n\nduplicated marbles should tell the story.\ntelling about Bismarck or Gladstone\n\nwe should let their own speeches tell\n\n:\n\nWe should not be content with\n\nthe pupils what manner of men they are.\n\nsinging the praises of the English Constitution\n\nwe should put it down in\n\n:\n\nblack and white, and beside it the constitution of old France or modern\nRussia,\n\nand let our pupils see English liberty stand godlike beside the\n\ndwarfing despots.\n\nLet me give an instance of what I mean.\n\nSuppose\n\nwanted to give\n\nI\n\nmy pupils an idea of intolerance, of what it is, what its methods and ex-\n\nA little delving into the works of the\n\ncuses are, and what its results.\n\nNew England Puritans will give us just what we need.\n\nHere is an ex-\n\nHe says\n\ntract, in the first place, probably from John Winthrop himself.\n\" After we had escaped the cruel hands of persecuting prelates,\n\nand the dangers at sea,\nand had prettily well outgrown our wilderness troubles in our first plantings in New-England and when our Common wealth began to be founded and our churches sweetly set;\n\ntled in peace,\n\n.\n\n.\n\n.\n\n[then came] the sorest trial that ever befell us since we left our na-\n\ntive soil.\n\" Which was this, that some\nwith many unsound\nopinions [in religion] after\na time began to open their packs and freely vent their wares to any that would be their\ncustomers. Multitudes of men and women,\nand thus\nwere eager after them\nthat plague first began amongst us.\n\" Oh— the disturbances, divisions, contentions they raised amongst us, both in church\n.\n\n.\n\n.\n\n.\n\n.\n\nand state, and in families\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n;\n\n!\n\n\" Oh the sore\n\ncensure against all sorts that opposed them, and the contempt they cast\nupon our goodly magistrates, churches, ministers, and all that were set over them, when\nthey stood in their way\n\"\n\nWe spent much time and strength in conference with them, sometimes in private be-\n\nmany, very\nmany, hours and half days together we spent therein.\nWe gave them free leave,\n... to lay down what they could say for their opinions, and answered them from point\n\nfore the elders only, sometimes in our public congregations for all comers;\n.\n\nto point.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n\" Then we had an assembly of all the ministers and learned\n\nwhich held for three weeks together, at Cambridge.\nall that time as hearers.\n\n\" Then after this,\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nmen in the whole country,\n\nThe magistrates sitting present\n\n.\n\n.\n\nwas tried and the magistrates saw that neither our preaching,\n\nconference, nor yet our assembly meeting did effect the cure, but that still,\nall went\n\n.\n\n.\n\n.\n\nthey\n\non in their former course, not only to disturb the churches, but\nthat they\nthrew contempt both upon courts and churches, ... to the endangering the Commonwealth\nfor these reasons, I say,\ncensured them;\nthe magistrate\nsome were disfranchised, others fined, the incurable\nbanished.\n\" These persons cast out\nwent into an island, called Rhode Island (surnamed by\nsome, the Island of Errors), and there they live to this day, most of them;\nhatch\" •\ning and multiplying new opinions, and\nmiserably divided into sundry sects.\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nThe next extract I shall read you is the account given by a Rhode\nIsland Baptist, named Clarke, of his treatment while on a visit to Boston\n»\n\n\"\n\nA Short Story of the Rise, Reign, and Ruin of the Antinomians. \"\n\nWelde.\n\n[John Winthrop?]\n\n1644.\n\nBy Thomas\n\n"}
{"page": 680, "printed_page": null, "text": ":\n\n:\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n676\n\nduring the Puritan days\n\n;\n\nto observe what traces you see\n\nand I want you\n\nAnd further, to note how far his\n\nof intolerance on Clarke's own part.\n\npunishment really succeeded in quashing him and his opinions.\n\nHis story\n\nruns as follows\n\" It came to pass that we three,\n\nby the good hand of our God, came into the Mathaand\ncame unto a Town in the same Bay, called Lin, [where we\nbegan expounding out of the Word of God in that] house where I lodged.\nwas yet speaking, there come\n\"While I\ntwo Constables, who with their\nclamorous tongues made an interruption in my Discourse\ntelling us, that they\nthey\nso\nwere come with Authority from the Magistrate to apprehend us\napprehended us, and carried us away to the Ale-house\nwhere after Dinner one\nof them said unto us,\nhe would carry us to the Meeting, so to their Meeting were\nwe brought, while they were at their prayers\nand at my first stepping over the\nthreshold I\ncivilly saluted them, turned into the Seat I was appointed to, put on\nmy hat,\nopened my Book, and fell to reading: hereupon [the magistrate]\ncommanded the Constable to pluck off our hats, which he did, and where he laid mine,\nthere I let it lye, until their Prayer, Singing and Preaching was over; After this\nI stood up [and began to declare the grounds whereon I could not judge that they\nwalked according to the order of our Lord] But the Magistrate commanded our silence,\nand the officers carried us again to the Ale-house, and thence to prison. Some days\nafter, we were brought unto trial, and sentence passed as follows:\n\" 'Forasmuch as you John Clarke,\ndid\nupon the Lords day,\ntake upon\nand being there taken by the Constable, and coming afterward\nyou to Preach,\nto the Assembly at Lin did in disrespect ... of God and his Worship, keep on your\nHat,\nand professing against\nthe Church as not being according to the GosAnd also did in the Court deny the lawf ullness of Baptizing\npell of Jesus Christ\nof Infants, and all this tends to the dishonor of God,\ntherefore the Court doth fine you\n\" x\nor else to be well whipt.\n20 pounds\ntusets Bay\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n;\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n;\n\n.\n\n.\n\n;\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n;\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n;\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n,\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nSo likewise were the others sentenced.\n\nOne John Spur, who witnessed\n\nthe whipping of Obadiah Holmes, one of Clarke's friends, thus describes\nthe scene\n\n\"When Obediah Holmes was brought forth to receive his Sentence, he desired of the\nMagistrates, that he might hold forth the ground of his practice but they refused to let\n;\n\nso the whipper began to lay on with his whip upon which Obediah\nhim speak ...\nHolmes said,\nBlessed and praised be the Lord, and thus he carryed it to the end,\nwent to the man\nand went away rejoycingly I John Spur being present,\nand\nwith a joyfull countenance took him by the hand,\nand said, praised be the Lord\nand so I went along with him to the prison, [being myself condemned to be fined or\nwhipped for it.]\n;\n\n;\n\n.\n\n.\n\n.\n\n;\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nYou will note that the sources themselves differ in two distinctive ways\nfrom the ordinary second-hand accounts of the Puritan intolerance. In\nthe first place, the sources are the pure products of the time and men we\nstudy they are the handiwork, the very thought and feeling, of the PuriIn fhe second place, they pass no judgment on\ntan and the Baptist.\n;\n\nthemselves.\n\nThey leave that for their student to do.\n\nAnd this brings us\n\nnaturally to the second great advantage of the sources in history.\ngive the student real work to do.\n\nThey\n\nIf our students have a group of photo-\n\ngraphs before them, a collection of laws or records, they have something\n>\n\n\"Bl Newes from New England:\n\nor,\n\na Narrative of New England's Persecution.\"\nIn Mass. Hist. Coll., 4th Series, ii. 27.\n\nBy John Clarke, physician, of Rhode Island.\n\n,\n\n"}
{"page": 681, "printed_page": null, "text": "—\nTHE PROVINCE OF THE WESTERN HIGH SCHOOL.\nto see, something to sympathize with, something to study.\nthis,\n\nIf,\n\n677\n\ninstead of\n\nthe ordinary narrative history is put before them, they have nothing\n\nto do but to read and remember.\n\nThey have no right to any other opin-\n\nion than that expressed by the author in hand, for they have no facts on\n\nwhich to base such an opinion. With the source in hand, they may\nform this or that opinion, but in this case they have a right so to do.\n\nThey may be told that the marbles of Phidias were masterpieces of beauty,\nbut if they see the marbles of Phidias and think them Divine they need\nno telling; and if they see them, and think them commonplace, it's of\n\nno use to tell them they are not;, they must simply look again, or give it\nup and go back to the monuments in their village park. So with everything else; we should press with our little bands of students as close as\n\nwe can into the life of the age we study.\n\nPhotographs, casts, the reports\n\nand actors of the time, its poems, its creeds, its\nthese are materials which we must give our students\nstories, its laws\nif we would either have them understand or work in the field of history.\nBut to all this the teachers in the secondary schools reply: Such a\nmethod can have no practical fruits for us; its workings must be confined\nto universities and colleges with well-equipped libraries and learned professors.\nThis is a mistake every teacher can bring some historical records\nbefore his class.\nLocal monuments and some pictures and some records\nare within the reach of all of us.\nThen there are the \" Old South\nLeaflets, \"the cheap reprints in popular series,and the York-Powell studies.\nThe teacher who has some knowledge of French and German can easily\nreach the cheap reprints of Zeller and the \" Quellenbiicher\" of Richter,\nSchilling, Oechsli, and others.\nIf the teachers in our secondary schools\nbut realize that in history as in science truth and strength can be reached\nof the eye-witnesses\n\n—\n\n;\n\nonly by bringing children face to face with the real things, the real things\nwill soon appear.\n\nTHE PROVINCE OF THE WESTERN HIGH SCHOOL.\nL.\n\nH.\n\nAUSTIN, LINCOLN, NEB.\n\nThe Western high school has had a growth similar to that of the\ntowns, cities, and states in which it is located.\nrailroad crossing was boomed into the town\n\nAs the trading post or\n\nand the town into the city,\n\nsometimes in less than five years, so the school needs of the community\nhad to be provided for with like haste and consequent inefficiency. Yet\nin the last two decades, during which ten millions of people have sought\n\n"}
{"page": 682, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n678\n\nand built homes west of the Mississippi, no less impetus has been given\nto schools and school systems than to any other matter of general impor-\n\ntance to the people.\n\nWhat the nineteenth century with all its educative\n\neffort and experience has\n\ngiven to the Eastern high school, the same in-\n\nstitution, suddenly transplanted, as it were, to the prairies of the West,\n\nhas had to acquire and intelligently appropriate to its use, in these new\n\nand often conflicting environments, within a period of two decades!\n\"In many points,\" said a prominent educator, formerly of the East,\nnow at the head of a Western high school, \" I can name Western high\nschools that are superior to the best Eastern high schools.\"\nWe do not\n\nknow that this comparison is absolutely impartial, but it indicates that\nthe standard sought by the Western high school\n\nis\n\nhigh, and that the\n\neffort \" to evolutionize\" this institution in the West has been remarkably\n\nsuccessful.\nIt is not the purpose of this paper to make unfavorable comparisons\nbetween the schools of the two sections of country. Indeed, we believe\n\nthis to be impossible.\n\nWe gracefully acknowledge the justice of the fol-\n\nlowing kindly intended criticism, and shall hope to make\n\nit\n\nmore em-\n\nphatically the province of the Western high school to do what has not\n\nbeen done in the line suggested.\nSaid one of our friends recently \" Western schools and Western teachers\n:\n\nmore superficial, seem to be aiming too much after what they call\nthe practical, and do not appreciate the meaning and value of real culture.\"\nIt should be the province of high-school teachers and principals\nto remove whatever conditions there are that provoke so fair and yet so\nare\n\n'\n\n'\n\nunfortunate a criticism.\n\nTo secure so-called practicability at the expense\n\nof real culture is, we fear, too much the tendency of Western high schools,\n\nand it may be that it is not wholly confined to the schools of the West.\nIn the effort to promote every commercial interest, to take advantage\nof every prospective town site and induce the world to take a hand in\nbuilding these Western States, it was but natural that the entire school\nsystem should be more or less restrained just where its freedom and means\nshould have been large, and unrestrained in matters of lesser importance.\n\nThe Western high school has been affected by this hurried growth, and\nmore for want of means to employ or retain good teachers already in\n\nstill\n\ntheir employ,\n\nand to provide properly-equipped high-school buildings.\n\nFrom another letter from an equally prominent high-school principal I\nquote the following: \" In\n\nmy judgment the province of our Western\n\nhigh school has been narrowed by this hasty growth, sometimes hardly\ndefined at all, and at other times, and always with good intent, the disposition of superintendents and high-school principals has been to antagonize parents and pupils and embarrass boards of education by insisting\nupon requirements impractical at the time, and by attempting too much\n\n"}
{"page": 683, "printed_page": null, "text": "\"\n\nTHE PROVINCE OF THE WESTERN HIGH SCHOOL.\nin other not-well- thought-out lines of work,\n\n679\n\nand more especially by imi-\n\ntating courses of study of older and well-established high schools too far\n\nadvanced for the elementary preparation of their own high-school pupils.\nWe are obliged again to acknowledge the kindness of calling attention to\nthis evidence of over-ambitious desire to possess a high-sounding course\n\nAnmade to\n\nof study regardless of the real end and aim of high-school work.\n\nother eminent high-school principal said: \"Efforts have been\n\nharmonize the high-school and college courses of study, so that highThis may\nschool graduates may enter at once upon a college course.\n\nseem expedient to educators, but it is not so to the people. It is not the\nprovince of the high school to prepare pupils for college.\nCertain provision may be made for this purpose when the number of pupils will justify the additional expense;\n\nbut the province of high-school training is\n\nmore especially to complete the preparation essential to the further pur-\n\nAnd\n\nsuit of learning, or for receiving special training for any vocation. \"\n\nRyan of Leavenworth, Kansas, said:\n\" Do not forget to state that culture is what is needed in the West.\nHer\nminds, as well as her fields, need opening up to the sunshine.\" Pre-emiin this connection Principal G. G.\n\nis it the province of the Western high school to give boys\nand girls not having a college education in view the broadest culture\n\nnently, then,\n\npossible, and, said Principal Charles B. Stivers of\n\nDayton, Ohio, \" the\n\nhigh-school course must be adapted to their needs.\"\n\nIn more than one hundred representative high schools of different states,\nI find by careful comparison that the percentage of high-school graduates\n\nthat enter college is less than twenty-five per cent.\nall\n\n,\n\nand I believe that of\n\nthe pupils of all the high schools in the country, the percentage that\n\nenter college is less than one-tenth of the enrollment.\n\n\" Of the gradu-\n\nates of the Minneapolis High School for the last five years,\" said Princi-\n\npal J. S. Crombie, \" more than fifty per cent, have gone to college.\"\n\nIn\n\nthe history of the Denver High School, Principal J. H. Baker states:\n\" Thirty-seven per cent, of the boys entering the high school have taken\n\ncomplete courses in college, or\n\nscientific, or professional schools,\n\nmany more have taken partial courses in college.\"\n\nPrincipal D.\n\nand\n\nComp-\n\nton of Dubuque, Iowa, writes that of ninety-five pupils entering the high\nschool in September, '87, about fifteen will enter college.\n\nG.\n\nPrincipal F.\n\nYoung of Portland, Oregon, reports less than five per cent, of the\n\ngraduates entering college after having completed exceptionally strong\nLatin, German, and English courses of study.\n\nPrincipal W. W. Grant\n\nof the Indianapolis High School reports that about ten per cent, of his\n\nenrollment enters colleges and universities.\n\nFrom a class of forty-one\n\ngraduates from Lincoln (Nebraska) High School thirteen have asked for\n\nadmission to the State University of Nebraska, and other high institutions\nof learning.\n\n"}
{"page": 684, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n680\n\nI have recorded\n\nest\n\nhere the high schools reporting the highest and low-\n\nper cent, of their respective enrollments that entered college, and\n\nknow full well that in every case where the percentage is higher than the\naverage that the schools are made exceptions because of some exceedingly\nfortunate relation, which most high schools of the state could not sustain,\nto a college or university, but which will easily account for the larger per-\n\ncentage of this or that particular high school's enrollment entering\n\nhigher institutions of learning.\n\nThe province of the Western high school is here especially well defined.\n\nA double standard is suggested from the very nature of its evolution\none, the preparation of high-school students for higher institutions of\n\nlearning, and the other insuring the best education possible for the large\n\nnumber who expect to complete their training in the high school.\n\nIf\n\ntheir preparation for higher institutions could be done at home, and with\nlittle\n\nexpense, there would be a large addition to the present number of\n\ncollege students, for it\n\nis\n\nwell known that\n\nmany who stop far short of\n\neven entrance to a standard college now because they cannot afford both\nthe expense of a preparatory and a college course would in most cases\n\ncomplete both if they were saved the expense of preparation.\nBesides,\n\nit\n\nwould be the best for these, and others who would follow\n\nthem, to be encouraged to secure a college education, and it would be better for the community ii its own high schools could\n\ndo this preparatory\nEvery patron begins to appreciate the relation of the high school\nto the entire public-school system, and measures his rights by the needs\nhe has to come to believe the high school must supply.\nIf he has sons\nand daughters ambitious to enter college, and if the college requirements cannot be made in the home high school, after reflection, sometimes\nwork.\n\nbefore, he asks his neighbor, next a\n\nmember of the board of education,\n\nand possibly in a sarcastic appeal through the columns of the paper,\n\" What is our high school there for?\" and so on.\nIt is my opinion, supported by the experience of soliciting agent for one of the best preparatory schools in Ohio, that the more careful and candid parent will be better contented,\n\nand will interest himself infinitely more in the welfare of\n\nthe educational interests of his town or city, if the public high school fits\nhis children for college.\n\nHe prefers, no matter how unlimited his means,\n\nto educate his children in touch with his own\n\nhome influences, until of\n\nand it is but reasonable to suppose that had each well organized high school, having a three or four years' course, what it could have,\na university course, there would be less demand for fitting schools and a\nmore generous public and private support of the public high school.\nWe believe that this already tried university course, so adjusted by college and local authorities, can be successfully managed within the State,\nand that Eastern colleges will soon yield to a substitution of certain equivcollege age ;\n\n"}
{"page": 685, "printed_page": null, "text": ";\n\nTHE PROVINCE OF THE WESTERN HIGH SCHOOL.\nalents where the exact work cannot be done in the local high school.\n\n681\n\nWe\n\nnotice that in many cases the university course covers but three years of\n\na four years' high-school course, and that this, with two or three notable\nexceptions, admits those who complete it, to the colleges and State universities west of the\n\nAlleghany Mountains.\n\nThe work of this course in\n\nthe high school does not differ materially from the general courses of study,\n\nGreek possibly being the only exception which, where altogether impracIt does therefore seem emiticable, could be done by some local teacher.\nnently practicable to provide for such a fitting course in every high school\nthe requisite work in mathematics, history, Latin, and the common\nbranches is now attempted in the average Western high school, and in\nmany of them it is creditably done. Said a prominent college professor\nof Missouri but recently \" One thing is certain to depend in the West\nupon our high schools for college preparation means years of poor scholarship and a small number of college students.\"\nNo doubt this is very\ntrue of a large portion of the State the gentleman represents, but I am led\nto believe, from more or less extended and accurate reports, that it is not\nThat it\ntrue of a large number of high schools in other Western States.\nis true of all so-called high schools where neither the desire nor public\nsentiment has been sufficiently provoked to demand and support a reasonably good high school, is no surprise.\nMany a loyal and struggling teacher and superintendent, after months\nand years of toil to waken public sentiment and arouse public spirit to\nthe wholesome educational effects of high-school training in a Western\ncommunity, has suffered disappointment's bitter sting; and worse than\nall, the chagrin and humiliation of an unceremonious dismissal not unfrequently greeted him as he opened the last door to receive the reward of\n:\n\n:\n\nhis once hopeful enterprise.\n\nHad college men helped public-school men as public-school men have\nhelped the people to establish and maintain high schools, it is our judg-\n\nment that there could be little complaint from this source, concerning the\ninefficiency of the high school.\nIt is the province of the Western high school to meet, to a reasonably\nhigh degree, the requirements for entrance at coirege, and in doing so it\nis certainly an important duty of principals and teachers of high schools\n\nto distinguish, especially in their recitation work, between the pupils fit-\n\nting for college, and those whose education is to be completed in the\n\nhigh school.\n\nFor instance, in the study of language, college-bound\n\npupils, said Professor Homer Lewis, of\n\nOmaha, should be especially well\n\ndrilled on forms and constructions and held more closely to literal translations, while the other pupils of the class should be drilled along short\ncuts, as it were, impressed with the close relation of Latin to English con-\n\nstruction, given at once the clearest insight into English idioms and the\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nEnglish sentence, and the use of inflections in Latin and Greek and the\nHave these pupils gather the fruits of\n\nlack of the same in the English.\n\ntheir labor at once, while those who are but looking for a higher ground\n\nfrom which to pluck a richer fruition should be given ample opportunity\nto broaden and strengthen every elemental preparation essential to their\n\nhigher training.\n\nThe second and most sacred province of the Western high school is to\nprovide most wisely and unqualifiedly for the full needs of that very large\n\nmajority of high-school pupils, reaching nearly eighty per cent, of all\npupils enrolled in the high schools of the country, which is and always will\n\nbe the broadest culture that the effort of the best teachers and the best\n\nmethods can give them.\n\nTo do this, school committees, superintendents,\n\nprincipals, and teachers must be willing to sacrifice a considerable degree\nof fascinating popularity which comes first as a bribe to exchange real\n\ncultural studies for the so-called practical studies of the utilitarian age\nin which we are now living.\nI have heard it said that no race of people court the practice of humbuggery as do the Americans. How many present have been victimized?\n\nThe lightning-rod man, the patent-rights vendor, and the street fakir find\nsteady employment all over the West, and after listening to a lively effer-\n\nvescence from a brilliant representative of the class the other evening, a\n\nfew of us were greatly surprised to have him close his harangue, after\nselling few goods, in these memorable words \"Ladies and gentlemen of\n:\n\nthis enlightened and industrious community, I desire to compliment you\n\nTo less than one-half this crowd on\n\nfor having more sense than money.\n\na prominent thoroughfare in Boston, the other night, I sold five hundred\nbottles of this invaluable mixture,\n\nwhich will remove spots of any kind\nI bid you an affectionate\n\nor description, simply by making bigger ones.\nfarewell.\"\n\nThis experience of the street fakir illustrates the business of\n\nthe humbug\n\n—\n\n—and the\n\nliberal patronage he secures in most communities\n\nfor Boston is no exception\n\n— and\n\nit\n\nsuggests as well, to my mind, the\n\nand the people to accept\nwhat may be called educational impositions. And we regret that educators and excellent teachers, for the sake of a new thing, or, unconsciously\nbecoming victimized by some fakeology, have exchanged the means of\nreal culture for studies of practical meaning only, that have, upon candid\npossibility of not unwilling teachers to practise,\n\ninspection, only a fancied utility\n\n—such\n\nas the application of chemistry\n\nFrench and German to a tour abroad, and\nthe substitution of sewing, pastry, and soup making for algebra and geometry, or the arrangement of sums in debit and credit columns, so-called\nbookkeeping, to take the place of history and language, as I find these do\nin many high-school courses of study.\nThe editorial columns of the school\njournal suggest: \" The good cooks are not made at women's colleges, nor\nto cooking and breadmaking;\n\n"}
{"page": 687, "printed_page": null, "text": "THE PROVINCE OF THE WESTERN HIGH SCHOOL.\n\n683\n\nA great mistake is being made\nup the practical with the intellectual in such a\n\nthe good house-keepers in high schools.\nin the attempt to mix\n\nmanner as to destroy the intellectual.\"\nIt is true, possibly, that an occasional mind has been made to see its op-\n\nportunities, has been brought reflectively in touch with the great realm of\n\nmatter without, and is already moving majestically, like a planet in space,\nin perfect harmony with all its associations along a line of symmetrical\n\ndevelopment before it reaches the high school. Bat is not\nDoes not all experience emphasize the fact\nthat pupils come from the grades into the high school with what may be\nintellectual\n\nthis the rarest exception?\n\ntermed little thinking poiver ? As yet, their primary instruction, however excellent, has but aided them in giving mechanical and rote exposiAs yet, the mind is still in\ntions of the limited knowledge they possess.\nembryo; and, regardless of the exceptions, it would be best if all high-school\nteachers recognized this fact at the beginning of each recitation in their\ndaily work\nand when principals and superintendents in all their relations with high-school students appreciate the importance of this,\nand especially in arranging courses of study and selecting text-books,\nthe work of intellectual growth in the high school will have auspiciously\n;\n\nbegun.\n\nThe Western high school should be pre-eminently the school of intelThis is its province. A proper discipline of mind is\nthe basis of moral development for, through mental growth is to come\n\nlectual discipline.\n\n;\n\nmoral growth, and since the training of the intellect involves physical culture, through military drill or some kindred system of gymnastics, we\n\nmust frankly admit that the broadest mental development the schools can\ngive includes the effort to cultivate healthy and graceful growth of body\n\nand furnishes the most hopeful means of training the will, which virtually\nmakes man master of all he desires. With reference to physical culture\nwe have this only to suggest that all boys in high schools, belonging to\nmilitary companies, have been observed to show larger intellectual growth\nin a given time than those who were not so drilled, age and other unfavorable conditions being duly considered; and that from the closest observation in high schools, with and without the practice of physical culture,\nthe general health and energy shown by pupils in the former would\nstrongly recommend some system of physical exercises.\nMilitary drill is\npractised in both public and private schools now, and as a means of cultivating habits of mental and physical alertness, ready and instant obedience, proper carriage of body, and a courteous recognition of superiors,\n:\n\nto say nothing of the military advantages to the country in case of war,\nand the reverence it provokes for a more loyal citizenship, its advantages\nare indispensable to thorough mental discipline.\nTherefore we shall add\nto the province of the Western high school as an essential in the impor-\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ntant work it has to do\n\n—both for boys and\n\ngirls\n\n—a system of light military\n\ndrill or gymnastics.\n\nAgain it is no little part of the province of the Western high school to\ndetermine more exactly a lixed and philosophical arrangement of the various branches in the course of study.\n\nIs there\n\nany profound reason why\n\nthe high schools of the country should not agree practically upon the\nstudies to be pursued during the first, second, third, and fourth years of\n\nIn examining fifty courses of study, I find almost an alarm-\n\nthe course?\n\ning difference of opinion concerning this matter.\n\nNearly one-third of\n\nthe number introduce general history in the first year;\nassign reasons for making history a senior-year study\n\n;\n\nten high schools\nand the remaining\n\ntwenty-five schools have the same branch either in the second or third\nyear, or the last half of the second and first half of the third.\n\ngovernment,\neconomy, geology, and other branches are promiscuously scattered through the last two of all three-year courses of study.\nGeometry\nI observe further that rhetoric, chemistry, physics, civil\n\npolitical\n\nand algebra are confined to the first and second years in a few instances,\nbut generally algebra is begun the second term of the first and completed\nas early as possible in the second; and geometry is finished early in the\nthird year,\n\nif the last year of the course,\n\nbut given the entire third year\n\nright?\n\nCan these various branches of\n\nin a four years' course.\n\nIs this\n\nstudy be fitted into a course of study after any pattern that caprice may\nsuggest? or is there a science and philosophy of education that determine\n\nsome fitness of matters and things to be used for educative purposes?\nA somewhat famous gastronomer recently remarked that nothing could\nquite equal a crocodile-chop for a breakfast dish, but facetiously added\nAlas, how much depends upon\nthat much depended upon the cooking.\nBut some of us are reminded, now and then,\nthe cook and the cooking!\nthat something depends upon the \" palate and nutrition value \" of the\nit.\nSo also does much depend upon the teaching effort and its adaptation in the high school in\napplying means and methods that will, to the highest degree, exercise the\n\nthing cooked, as well as the time of serving\n\n\" culture value \" of the branches taught.\n\nHow many teachers doing high-school work have given candid reflection to the \"education value\" of their daily instruction?\n\nAs a basis for my closing remarks, permit me to offer other facts bearing upon the\" culture value \" of high-school studies gleaned from a hun-\n\ndred answers to\n\nhigh schools.\n\nmy circular letter, addressed to more than a hundred\n\nThis is the question addressed to principals:\n\nWhat high\n\nMore than fifty\nreplied that language and literature should be rated the highest, and\nmarked them one hundred per cent. A large number had not given the\n\nschool study do you consider of highest culture value?\n\nsubject any thought except from a utilitarian point of view, and consid-\n\n"}
{"page": 689, "printed_page": null, "text": "THE PROVINCE OF THE WESTERN HIGH SCHOOL.\n\n685\n\nered civics, history, and arithmetic and language of highest \"practical\n\nAnd others\n\nvalue,\" making no distinction whatever among them.\n\nciting excellent authorities, claimed that\n\nall\n\nproperly taught, have about the same cultural value.\nof Indianapolis wrote\n\n:\n\n—some\n\nbranches of study when\nPrincipal Grant\n\n\" I may think that Latin and Greek are of\n\nmost\n\nvalue, and yet some one devoted to mathematics would declare that geom-\n\netry is of the highest worth, and yet the experimental teacher of science\n\nwould question the claim of the dead languages, or the dry, hard, unyielding, lifeless geometry to the foremost place in culture value.\nThen, too,\nthe teacher of history could easily claim the superiority of the subject\nthat deals with the life and development of the human race.\"\n\nPrincipal\n\nRyan, of Leavenworth, Kansas, wrote: \" The sciences have very little culture value unless apparatus be placed in the hands of every student and\n\nHistory and civics need\n\nhe be allowed to establish its laws for himself.\n\nthe aid of a good library, accessible to the students, to bring out their\nvalue,\n\nand accordingly I rank them as follows: Mathematics, ninety-five\ncivics and history, ninety\n\nper cent. ; the sciences, eighty-five per cent.\n\n;\n\nper cent.\"\n\nIn comparing the per cents, given in the letters, the most appropriate\naverage we can make will place language and literature at one hundred\n\nper cent.\n\n;\n\nhistory and civics,\nmanual training, sev-\n\nexperimental sciences, ninety per cent.\n\nninety per cent.\n\n;\n\nmathematics, eighty per cent.\n\n;\n\n;\n\nPrincipal Baker, of the Denver High School, varying\nsomewhat, said that \" if a pupil of high-school age could pursue one of\nthe five lines of study suggested by Drs. Hill and Harris, we might have\nenty-five per cent.\n\nscience first, and place physics at the head, as containing more general discipline than any other science.\n\na large class of pupils ;\n\nWe would put mathematics second for\n\ngeneral history, third\n\n;\n\nand literature fourth in\n\nand fifth, I consider the study of a foreign language\nvery important as a means of culture, especially Latin, not to be omitted\nfrom a high-school course, but if asked to substitute it for an entire line\nof English, I might hesitate, hence would place foreign languages last.\"\nTo every branch of study in the high school there are three avenues of\napproach first, the practical, second, the disciplinary, and third,\nthe cultural.\nThe poorest teacher will see the first, the good teacher the\nfirst and second, but the best, the real teacher, will guide pupils inquisitively and self-reliantly along the three paths gathering knowledge, acquiring mental power, and unfolding the noblest impulses of the human\nsoul, to be moved and moulded into the attributes of a noble being.\nLatin, the language of a civilization bearing much the same relation to\na past age of intellectual renown as does the English language to all the\nearth to-day, will, under the guidance of such a teacher, become to pupils\nthe fountain source of inspiration to inquire, to know, to be thrilled,\ncultural importance;\n\n—\n\n"}
{"page": 690, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n686\n\nand to appropriate the best of the whole Roman world for their own intellectual and moral growth.\nThe English language and literature are\nours; ours to study, and understand; to imitate and emulate; to claim\nand enjoy ours to acquire and speak correctly, ours to master and speak\nrhetorically, ours to practise and pronounce properly, ours to be cherished\nand preserved by the valiance of intellectual knighthood. But is this\nknighthood I would marshal for so grand a purpose to be levied from the\nEnglish departments so-called of our high schools? Hardly.\nIf to\nmurder the king's English was my object, possibly I would better seek\nmy batallions in this quarter. Formal grammar diagrams, formal rhetoric and biographical essays taken from handy cyclopedias should never\nbut, like the poor\nbe allowed in the English work of the high school\nman's plaster on a dead man's back, these abnormal appendages always\nThe disciplinary and cultural value of language\noutlive their usefulness.\nstudy, and the not too critical analysis of master-pieces of English literature is comparably greater, in our judgment, than can be expected from\nas faithful pursuance of any other high school studies.\nAlgebra and geometry are \" served up \" in an equally intellectual distasteful manner by many teachers.\nOf algebra a prominent educator expresses the observations of more than himself when he writes: \" The whole\n;\n\n—\n\n—\n\n;\n\ntraining consists in example-grinding.\n\nWhat should have been merely\n\nthe help to attain the end has become the end itself.\n\nThe result is that\n\nalgebra as we teach it is neither an art nor a science, but an ill-digested\n\nfarrago of rules whose object\n\nis\n\nthe solution of examination problems.\"\n\nmethods must be masHas the study of algebra no variWhat is its\nation, no cultural side to increase its \"educative value?\"\nhistory? Have you ever talked with your pupils concerning its practical\nuses? and more especially the place of algebra in the great system of\nExample-grinding\n\nis\n\nessential.\n\nRules, devices,\n\ntered, but these are simply the means.\n\nDr. Glasher recently said, with reference to the study of\n\nmathematics?\n\nmathematics: \" In any text-book it is always desirable that references to\nthe original memoirs should be given, and if possible, short historical\nnotices also.\n\nI\n\nam sure that no subject loses more than mathematics by\n\nany attempt to dissociate it from its history.\"\nSaid a teacher not long since, in my presence, to a class in geometry\n\" This theorem is known as the Pythagorean theorem.\n\nYour understand-\n\ning of many theorems yet to be studied will depend upon your thorough\n\nconception of this.\"\n\nThe figure was placed on the board; several inco-\n\nherent efforts at demonstration were made; no practical thought discovered and the cultural value of this great light in geometric\n\nscience\n\nWhat a sin of commission! Why not call this theorem an\nox-cart, a bumble-bee's nest, or make it represent a pyrotechnic display\nomitted.\n\nof geometric evolutions if it be necessary to explode a No.\n\n6\n\ncannon\n\n"}
{"page": 691, "printed_page": null, "text": "THE PROVINCE OF THE WESTERN HIGH SCHOOL.\ncracker to do\n\nit,\n\n687\n\nrather than stop with so light an effort to interest\n\npupils in this eminently disciplinary and cultural branch of mathemat-\n\nWhat the best text-books fail to do by means of foot-notes and\n\nics.\n\nother means of reference that would materially aid beginners in algebra and\n\ngeometry, Mrs. Anna Eiland King, Miss Edith Long, and Jay A. Barrett\nof our high school have most successfully done ;\n\nand the year's work was\n\ncompleted with a volume of original papers from the pupils, developing the\nhistory of these branches, each discussing in his own peculiar way the practical, disciplinary, and \" culture value \" to be derived from their study.\nI regret that I cannot apply\nI trust you\n\nics.\n\nmy thought to science, history, and civ-\n\ncan appreciate the most excellent opportunities they\n\noffer to enlarge still the \" education value \" of high-school studies.\n\nPermit me\n\nto suggest that of all text-books yet written,\n\nfearlessly disregarded old\n\nsubject,\n\nnone has so\n\nmethods, none so philosophically presented a\n\nand certainly none has so largely involved the true spirit cf the\n\nteacher, as does Miss Sheldon's general history.\n\nIt should have its place\n\nin every high school, for it holds the uniquest place in the movement of\nintellect to pass far beyond mere imitativeness and acquirement of knowl-\n\nedge to the wholesomeness of real mental discipline and the grandeur of\nthe soul's largest culture.\n\nFor the consideration of that large body of our people among whom\nare many teachers who persist in making \" the practical \" their Utopia, I\nrecall the scene in the dungeon of Victor Hugo's \" Ninety- three:\" \" Oh,\n\nmy master, behold the difference between our Utopias\n\nYou wish the\nYou dream of man the soldier; I\nYou want him terrible I want him a thinker.\n!\n\ngarrison obligatory, I the school.\n\ndream of man the citizen.\nYou found a republic on swords; I would found a republic of intellects.\"\nAnd for the encouragement and justification of that portion of the people and their teachers who hold the noblest conception of their duty to\nthe human race, whose Utopia is a republic of intellects, whose unit in\npolitics and society is a creature of devotion, sacrifice, abnegation, and\nthe sweet interlacing of kindness and love we say to you, will the future citizen exclaim as did Gauvain to Cimourdain, \"Oh! my masters!\nI was born with my hands bound.\nPrejudices a^e ligatures you loosened\nthose bonds; you gave my growth liberty, and of that which was already\nonly a mummy you made a new child.\nInto what would have been abortion you put a conscience. Without you I should have grown up a dwarf.\nI was only a being, you made me a citizen.\nI was only a citizen, you\nhave made me a mind you have made me, as a man, fit for this earthly\nlife\nyou have educated my soul for the celestial existence. You have\ngiven me human reality, the key of truth, and, to go beyond that, the\nkey of light.\nOh, my masters! It is you who have created me.\"\nIt is the province of the Western high school to indulge this Utopia.\n;\n\n—\n\n—\n\n;\n\n;\n\n"}
{"page": 692, "printed_page": null, "text": ""}
{"page": 693, "printed_page": null, "text": "PROCEEDINGS\nOF\n\nDepartment of Higher Education\n\n"}
{"page": 694, "printed_page": null, "text": ""}
{"page": 695, "printed_page": null, "text": ":\n\nDEPARTMENT OF HIGHER EDUCATION.\n\nSECRETARY'S MINUTES.\nThe department for higher education of the National Educational\nAssociation met in the vestry of the Metropolitan Church, Toronto, at\n3 p. m., July 15.\n\nIt\n\nwas called to order by President J. J. Mills, and\n\nprayer was offered by Professor L. B. Hall, of Oberlin College, Ohio.\n\nThe roll was then made up as follows\nW. T. Stott, Franklin College, Richmond, Ind.\nMarianna Brown, Earlham College, Eichmond, Ind.\nLena Bush, Tarkio College, Tarkio, Mo.\nHiram A. Jones, Lawrence University, Appleton, Wis.\nGeorge E. Fellows, Indiana University, Bloomington, Ind.\nFranklin B. Sawvel, Thiel College, Greenville, Pa.\nL. B. Hall, Oberlin College, Oberlin, 0.\n\nW. C. Martin, Keachie M. & F. College, Keachie, La.\nJ. W. Jenks, Cornell University, Ithaca, N. Y.\nFernando Sanford, Leland Stanford, Jr., University, Palo Alto, CaL\n\nHenry Garst, Otterbein University, Westerville, 0.\nCharles W. Super, Ohio University, Athens, 0.\n\nRichard T. Boone, Indiana University, Bloomington, Ind.\nC.\n\nM. Des Islets, Jefferson College, Canonsburg, Pa.\n\nE. G. Paine, Hartsville College, Hartsville, Ind.\n\nN. Burwash, Victoria University, Cobourg, Ind.\nH. A. Fischer, Wheaton College, Wheaton, 111.\n\nJohn P. Fruit, Bethel College, Russellville, Ky.\nJohn M. Coulter, Indiana University, Bloomington, Ind.\nC. L.\nJ. P.\n\nMcCartha, Southern Unversity, Greensboro, Ala.\nD. John, DePauw University, Greencastle, Ind.\n\nJohn R. Park, Deseret University, Salt Lake City, U. T.\nInez I. Green, Southern Illinois Normal University, Carbondale, 111.\nH. K. Wolfe, University of Nebraska.\nJames N. Hart, Maine State College, Orono, Me.\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nA. N. Currier, State University of Iowa, Iowa City, la.\nP. S. Campbell, McMaster University, Toronto, Ont.\n\nJoseph I. Bates, Woodstock College, Woodstock, Ont.\nMiss E. D. Stanley, Columbia Female College, Columbia, S. C.\nAlbert McGinnis, Missouri Valley College, Marshall, Mo.\nH. A. Graham, High School, Calumet, Mich.\nHelene E. F. Potts, High School College, Toronto, Ont.\n\nW. J. Kobertson, Collegiate Institute, St. Catherines, Ont.\nW. F. Whitlock, Ohio Wesleyan University, Delaware, 0.\nMcCurdy, Toronto University, Toronto. Ont.\nKamsey Wright, Toronto University, Toronto, Ont.\nWilliam Houston, Toronto University, Toronto, Ont.\n\nJames W. Garnett, University of Virginia, Charlottsville, Va.\nW. H. Scott, Ohio State University, Columbus, 0.\nAlbert H. Newman, McMaster University, Toronto, Ont.\nI. H. Rand, McMaster University, Toronto, Ont.\nM. Greenwood, Lewiston, Me.\nMary E. White, Evansville, Ind.\nC. H. Kitchen, Cayuga, Ont.\n\nW. F. Watson, Furman University, Greenville, S. C.\nWilliam F. King, Cornell College, Mt. Vernon, la.\nHenry D. Hervey, Highland University, Highland, Kas.\nAmzi Atwater, University of Indiana, Bloomington, Ind.\nEdmund J. James, University of Pennsylvania, Philadelphia, Pa.\nS. J. Buck, Iowa College, Grinnell, la.\nJohn G. Moore, University of Minnesota.\nA. H. Mackay, Dalhousie University, Halifax, N, S.\nWilbur W. Andrews, Mt. Allison University, Sackville, N. B.\nCharles H. Koehler, Baldwin University, Berea, 0.\nS. L.\n\nUmbach, Northwestern College, Naperville, 111.\n\nM. Umbach, Northwestern College, Naperville, 111.\nMerrill E. Gates, Amherst College, Amherst, Mass.\nH. Austin Aikins, Trinity College, N. C.\nW. H. Norton, Cornell College, Mt. Vernon, la.\nL.\n\nEdward T. Devine, University of Pennsylvania, Philadelphia, Pa.\nH. H. Treer, Cornell College, Mt. Vernon, la.\nKendrick C. Babcock, University of Minnesota, Minneapolis, Minn.\nLeona A. Call, University of Iowa, Iowa City, la.\nF. B. Maxwell, Cornell University, Ithaca, N. Y.\nG. 0. Brohough, Red Wing, Minn.\nH. F. Fisk, Northwestern University, Evanston, 111.\nLevi Seeley, Ferry Hall, Lake Forest, 111.\nE. 0. Fisk, Educational Agency, Boston, Mass.\n\n"}
{"page": 697, "printed_page": null, "text": "DEPARTMENT OF HIGHER EDUCATION.\n\n693\n\nL. Estes, University of North Dakota, Grand Forks, N. Dak.\nJohn Eaton, Marietta College, Marietta, 0.\n\nPrincipal Grant, Queens University, Kingston, Ont.\n\nJames Mills, Ontario Agricultural College, Guelph, Ont.\nWilliam J. Kerr, B. Y. College, Logan, U. T.\nS. II. Brackett, St. Johnsbury Academy, St. Johnsbury, Vt.\nJames Reid, College of Montana, Deer Lodge, Mont.\n\nT. R. Rosebough, School of Practical Science, Toronto, Ont.\n\nM. C. Fernald, Maine State College of Agri'l & Mech. Arts, Orono, Me.\nGeorge Bryce, Manitoba College, Winnipeg, Manitoba.\nR. J. Warner, Alma College, St. Thomas, Ont.\nJames E. Harlan, Cornell College, Mt. Vernon, Iowa.\nDaniel Fulcomer, Indiana Normal University, Evansville, Ind.\nW. R. Rothwell, William Jewell College, Liberty, Mo.\nJ. William Flinn, University of South Carolina.\nJ. J.\n\nBrown, Toronto University, Toronto, Ont.\n\nJ. R. Preston, State Supt.\n\nBessie E. Wells,\n\nPub. Education, Jackson, Miss.\n\nKenosha, Wis.\n\nCatherine A. Findley, Ohio University, Athens, 0.\nJ. C. Feulds,\n\nAllegheny College, Meadville, Pa.\n\nR.\n\nW. Smallwood, Opelika, Ala.\n\nJ.\n\nA. Teller, LaFayette, Ind.\n\nJ.\n\nMontgomery, Ann Arbor, Mich.\n\nLowell M. McAfee, Park College, Parkville, Mo.\n\nH. H. Swain, Yankton College, Yankton, S. Dak.\n\nThe Chair announced that President Charles W. Dabney, of Tennessee,\nwho was expected to read a paper, was detained by illness and could not\nbe present.\n\nPresident John M. Coulter, of Indiana, read a paper entitled, \" Should\nthe College Course be Shortened?\"\n\nIt\n\nwas discussed by Professor Mc-\n\nCartha, of Alabama, President Blanchard, of Illinois, Professor McCurdy,\nof Ontario, Professor\n\nWright, of Ontario, Professor Fischer, of Illinois,\n\nProfessor James, of Pennsylvania, and President King, of Iowa.\n\nProfessor Ramsey Wright, of Toronto University, addressed the department on \"The Relation between Liberal and Professional Study.\" The\ntopic was further discussed by E.\n\nW. Coy, of Ohio, Principal Grant, of\n\nOntario, (Miss) Professor Peck, of Massachusetts, Professor Currier, of\n\nIowa, and Professor Jenks, of Indiana.\n\nAnnouncements were made, and the section took recess until 3\nto-morrow.\n\np.\n\nm.\n\n"}
{"page": 698, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n694\n\nJuly 16, 3 p. m.\nThe Section was called to order by the President.\nAdams, of Johns Hopkins University introduced the\nHe spoke ex-tempore, and referred\nthose desiring his views in print to The Forum, in which recently apDiscussion was continued by\npeared an article from him on this topic.\nProfessor H. B.\n\nsubject of \"University Extension.\"\n\nPrincipal Grant, of Ontario, President Hall, of Massachusetts, and Professor James, of Pennsylvania.\n\n.\n\nThe Chair announced the following committee on nominations\n\n:\n\nPresi-\n\ndent G. Stanley Hall, Massachusetts, Professor L. B. Hall, Ohio, Professor Seeley, Illinois, President William F. King, Iowa, President Stott,\nIndiana,\n\nPiofessor McCartha,\n\nAlabama, Professor Jenks,\n\nNew York,\n\nProfessor Hart, Maine, Professor James, Pennsylvania.\nProfessor H. F.\n\nFisk, of Northwestern University, Illinois, read a\n\npaper on \" The Importance of Pedagogical Training for College Professors.\"\n\nThe paper was discussed by Professor Charles De Garmo, of Illinois,\n\nPresident G. Stanley Hall, of Massachusetts.\nProfessor H. A. Fischer, of\n\nWheaton\n\nCollege, Illinois, presented the\n\nreport of the Committee on Requirements for Admission.\n\nIt was re-\n\nceived and approved, and the committee was continued another year.\n\nDes Moines, Iowa, July 9, 1891.\nTo the College Section of N. E. A.\nGentlemen: Your committee appointed one year ago to ascertain and report to your\nhonorable body the requirements for admission to the Freshman class in the various\ncolleges of this country, and the conditions on which the several bachelor degrees are\nconferred, would present the following report\nAn attempt has been made through circulars and specially prepared blanks to secure\nfrom every college and university the data necessary to make an exact showing of the\nabove-mentioned requirements and conditions. The field of inquiry is so large and the\ninformation obtained is of such a nature, that more time will be needed to prepare such\na statement as ought to be made on this important subject. Your committee is very\nconfident that if another year can be given to the inquiries which have been instituted,\nthere can be obtained information and suggestions which will be of great practical value.\nSeveral important facts have been learned which are herewith submitted for your\nconsideration.\n\nMany institutions, if not a majority, discriminate against some of their own deThey confer the degree of B.Ph.or B.S.or of B.L. on less work than the degree\nof B. A. The practical result of this is that they have been cheapened in public estimation, and institutions which are not of college grade are encouraged to give them.\nSecond, A large majority of the colleges express a strong desire for a general and real\nuniformity of requirements for admission to college work. They do not ask for formal\nuniformity, but for such a standard as will be accepted by the most of the institutions of\nFirst,\n\ngrees.\n\nhigher learning.\nThird,\nlarge number unite in asking the College Section of the National Teachers'\nAssociation to take the step to secure this. The most of them say that the only way by\nwhich any improvement can be effected is through this organization.\nFourth, An effort to bring about more nearly equal or equivalent conditions for admission to college classes, if wisely made by this body, will be generally and cordially\n\nA\n\nwelcomed.\n\n"}
{"page": 699, "printed_page": null, "text": ":\n\nDEPARTMENT OF HIGHER EDUCATION.\n\n695\n\nFifth, The great disparity between institutions in their requirements for the bachelor\ndegrees is due more to the wide differences in the requirements for admission to the\nFreshman class than to any other cause. Unless a change and improvement can be\neffected here it will be useless to labor for the elevation of the standard of college work.\nIf it may seem wise for this committee, or some other, to continue its inquiries and\nwork for another year, then there can be presented some definite plan based on a wide\nand sufficiently accurate induction of necessary facts.\n\nRespectfully submitted,\n\nH. A. Fischer,\n\nHenry Garst,\nH. L. Stetson,\nCommittee.\n\nThe following resolution was then moved and adopted\nResolved, That the report in the \"Council of Education,\" recommending an attempt to\nsecure a national meeting of representatives of leading universities, colleges, and high\n\nand preparatory schools, to consider requirements for college admission and other important problems of secondary and higher education, meets the hearty approval of this\ndepartment of higher education.\n\nJuly 17.\n\n3 p.m.\n\nThe Section was called to order by the President.\nProfessor E. J. James gave an address on the question: \"What can\nUniversity do for the Education of a Business Man?\" The topic was\nfurther discussed by President Super, of Ohio, President King, of Iowa,\nProfesssor Flinn, of South Carolina, President Fernald, of Maine, Professor\n\nSeeley, of\n\nIllinois, Professor\n\nHuston, of Ontario, and\n\nothers.\n\nProfessor James then closed the discussion.\n\nThe President called President King, of Iowa, to the Chair, he being\nobliged to leave.\n\nThe Committee on Nominations reported as follows:\n\n—Merrill E. Gates, Amherst, Mass.\n—H. W. Rogers, Evanston,\nSecretary—John M. Coulter, Bloomington, Ind.\nExecutive Committee— The\nabove named, with William F.\nFor President\n\nVice-President\n\n111.\n\nofficers\n\nKing, Mt. Vernon, Iowa, and Professor Hanus, Cambridge, Mass.\nProfessor Seeley moved a vote of thanks to the officers of the past year,\nfor the very efficient manner in which they had discharged their duties.\nIt was voted, on motion of Professor Flinn, that the Executive Committee take into consideration the advisability of providing for Department Round Tables at the next meeting, and to arrange for the same should\nit seem wise.\nOn motion, the Department adjourned.\nJ. J. Mills, President.\n\nCharles A. Blanchard, Secretary,\n\n"}
{"page": 700, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n096\n\nPAPERS.\nSHOULD THE COLLEGE COURSE BE SHORTENED\nJOHN M. COULTER, OF INDIANA.\nIt is my impression that the majority of college men at once answer\nIt is worthy of discussion,\n\nthis question in the negative.\n\nhowever, as it\n\nhas already been presented to college circles for consideration, and\nlikely to confront us\n\nmore than once again.\n\nit\n\nis\n\nBesides, the affirmative\n\nanswer to this question has been ably maintained; against overwhelming\nodds,\n\nit is true, but even a small minority is not necessarily\n\nin the wrong.\n\nBy \" college course \" I take for granted that the ordinary four years of\nundergraduate work is intended.\n\nIt is very difficult to rid ourselves of\n\nthe prejudice inwrought by generations of precedent, and to patiently\nconsider any other possibility than the stereotyped four years.\n\nThat\n\nperiod has become as crystallized in our conceptions and literature as the\nsix thousand years of Archbishop Usher\n\n;\n\nand it is with a wrench that we\n\nadjust ourselves to any fair discussion concerning the advisability of\nIt is hardly possible that we can be of the company of those\nwho consider that what always has been should always continue to be.\nThe things that always have been must be looked into with peculiar sharp-\n\nchange.\n\nness, for fear that the mighty\n\nweight of precedent has quieted all ques-\n\ntions that might be raised by the judgment.\n\n\" The power of what has\n\nlong been, over the frail form of what might be,\" has too often held in\n\ncheck\n\nmuch needed reform.\n\nIf I can find no better reason for continu-\n\ning the present four-year arrangement than that it has always been so, I\nshall favor adopting some other arrangement that has, at least, the merit\n\nof suggesting a worthier reason for its existence.\n\nWith an attempt at\n\nabsolute freedom from prejudice would I discuss this question, announ-\n\ncing at the outset that my conviction is against any shortening whatever\nof the college course.\n\nPerhaps\n\nit\n\nwould be more satisfactory for me to\n\ndefine a little more clearly what I have in mind by \" the college course,\"\nfor this phrase is well known to cover a multitude of divergent theories\n\nof education.\nIf you understand the phrase to mean four years of work,\nwhich is required of all alike, irrespective of cast of mind, I am decidedly\n\nin favor of shortening\n\nit\n\nas\n\nmuch as possible\n\n;\n\nthe shorter the better.\n\nBut if it means four years of work largely in elective courses, which have\nbeen adapted to \"many\n\nmen of many minds,\" then I am decidedly op-\n\nposed to shortening it in the least.\n\nThis recognition of individualism\n\n"}
{"page": 701, "printed_page": null, "text": "SHOULD THE COLLEGE COURSE BE SHORTENED?\n\n607\n\nseems to have made its way thoroughly into American colleges, students\nno longer being considered as an undifferentiated mass, but as highly\ndifferentiated individuals, and in this type of college my claim is that\nfour years is none too long.\nSo far as I have been able to discover, the chief complaint against a\nfour years\n\n1\n\ncourse is that a young\n\nman does not come to his life work\n\nsoon enough; that in these days of fierce competition it is much to his\nI think that we must freely\n\nadvantage to have an earlier start.\n\nedge the general truth and force of this claim\nall' of\n\nus that a large proportion of young\n\n;\n\nfor it\n\nis\n\nwell\n\nacknowl-\n\nknown to\n\nmen are struggling along in\n\ntheir college course at an age when they should be in professional or business life.\n\nEducators recognize this fact with difficulty, for a college edlife, and they not\n\nucation has become in their eyes the chief thing in\n\nonly encourage its protraction, but are even inclined to the idea that it\nis better done if a certain maturity of years has been reached.\nWe must\nremember that there are two factors every young person must consider,\nviz., study and time, and that there comes a time when the advantage of\nstudy is overbalanced by the loss of time if one has to make his way in\n\nother than university life.\n\nAccepting the view that a large body of stu-\n\ndents are older than they ought to be at graduation, if they are to make\ntheir way subsequently into professional or business life, it by no means\nfollows that the time lost is represented by a year of their college course.\n\nWe must examine the whole course of training, from kindergarten to coland not a single period of\n\nlege graduation,\n\nit\n\nalone.\n\nIt has seemed to\n\nmy possible obtuse vision that our children lose whole years in satisfying\ntoo finely-spun theories of education, and that much time is consumed by\n\na sort of masterly inactivity.\n\nI\n\nmay be speaking out of the fulness of\n\nmy own ignorance, for my knowledge of pedagogy is instinctive, not acquired, but my own observation has been that the lost year or two that we\nare searching for will be found in the preparatory training, where there\nis\n\nundoubtedly to be found some effort after the longest way to do the\n\nleast.\n\nIt is surely evident that studies really preparatory to college work\n\nare usually not introduced early enough or pursued with sufficient vigor.\nis\n\na fact that a great majority of college students come di-\n\nrectly from the\n\ncommon schools and high schools, the good academy,\n\nI\n\nsuppose\n\nit\n\nwhich actually prepares for college, being by no means a widely-distribMany colleges attempt to save the time and better\nthe preparation of the student by managing preparatory schools of their\nown.\nBut in spite of all this, the majority of college students come from\nhigh schools, and it is the same majority which contains those who have\nlost time and are found entering college at an age when they ought to be\nuted institution.\n\nleaving it.\n\nIt has been suggested to\n\nmy inexperience that the number of\n\nyears now stretching between the primary-school and high-school gradu-\n\n"}
{"page": 702, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n698\n\nation might be diminished by two or three, especially for those who pro-\n\npose to enter college.\n\nThere can be no question but that the ordinary re-\n\nquirements for entrance to college might well be attacked several years\nsooner than is customary\n\n;\n\nat\n\nan age which would not only fit students\n\nfor an earlier admission to college, but which is far better adapted to ele-\n\nmentary language and mathematical study. The great bugbear of entrance requirements is the language requirement; and it is simply\nastonishing that so many of the years of easiest language acquisition are\n\npermitted to slip by in the preparatory training.\n\nI\n\nneed not cite as an\n\nevidence of the possibility of very early language study the practice of\n\nformer generations, and the present practice in other countries, for such illustration is perfectly familiar to you.\n\na very\n\ngreat\n\nadvantage.\n\nIf\n\nIt is not merely possible,\n\nthe best argument\n\nfor\n\nbut also\n\nshortening\n\nthe\n\nthat the whole period of preparation for one's life work\n\ncollege course\n\nis\n\nis too\n\nadmit the fact, but claim that the proper remedy lies not\n\ngreat, I\n\nin shortening the college period, but the\n\npreparatory period\n\n;\n\nnot, be it\n\nunderstood, by shortening the immediate preparation, but by beginning\nit earlier.\n\nSo far from lowering our standard of admission to college, it\n\nshould be raised as fast as the nature of preparatory work will permit.\nBut, granted that preparation should be begun earlier, still is there\nany special reason why the college period should be kept at four years?\nWhen a student enters upon a college course in these days he meets\nfirst certain required studies, the fewer the better, which are conceived\nto be a part of the necessary equipment of every college-trained man.\nBut his chief work will lie in the pursuit of some chosen course through\nwhich is to run the continuous thread of some single study. A broad\ndistinction should be made between elective studies and elective courses\nof study.\nThe former may, by skilful juggling, amount to nothing;\nThe\nthe latter are presumably constructed with an eye to good results.\nchosen study is the backbone, and the correlated studies are the ribs\nbracing it on every side.\nI take it that these vertebrated courses of study\nrepresent the best thought of modern educational methods, and that the\nWith the\nancient patchwork curriculum has been generally discarded.\n\nunderstanding, therefore, that reference is made to this consecutive sort\nof college work, the claim can be fairly sustained that no such course can\n\nobtain its best results in any shorter period than four years.\nof the vertebrated course is this\n\n:\n\nThe theory\n\nelementary instruction in a variety of\n\nsubjects may be good enough for general information, but if mental power\nis to be developed, the alphabet and preliminary definitions must be left\nbehind in some subject, and the mind be made to feel the strain of\neffort, be led to the frontier, that ill-defined boundary between the known\nand the unknown, and gain, in one direction at least, that look into the\n\nmist beyond, where all human wisdom is as yet a thought, a conception,\n\n"}
{"page": 703, "printed_page": null, "text": "SHOULD THE COLLEGE COURSE BE SHORTENED?\n\n699\n\nwhich is in itself a tremendous education, and one which no treading of\nmyriads of well-known paths can ever bring. For this reason, courses of\nstudy have been so constructed that some special subject, and that a\nchosen one, is pursued through as long a time as possible, at least until\n\nIn no other way, it is\n\ninformation can be launched into investigation.\n\nthought, can a thoroughly utilizable brain be developed, one that can do\n\nsomething, and not merely answer questions.\n\nWisely selected correlated\n\nstudies give general information and prevent too great narrowing; but\n\nthe pith of the whole scheme lies in the strong and continued effort in\n\nDo not misname this by calling it specialization; it is\nmerely the vigorous cultivation of mental muscle, which can afterward\nsomeone direction.\n\nbe turned to work in any direction.\n\nIf I give\n\na\n\nman rigid work for\n\nfour years in biology, it does not necessarily follow that he must become\na biologist.\n\nI grant you\n\nof his greatest knowledge,\n\nthat his taste will naturally lie in the direction\n\nand he\n\nis\n\nvery apt to become one; but the\n\nhabits of close observation, of rigid deduction, of suspense of judgment\nin the absence of facts, of knowing when a thing is really proved, which\n\nhave become a part of his very nature, can be applied just as powerfully\nin the field of politics, of religion, of business, as in that of biology.\n\nThe subject matters little, provided it is a congenial one, and thus obtains\nthe consent of taste, the strong impetus of desire, but the advanced work\neverything.\nI grant that if a college curriculum consists simply of a\nmedley of subjects, no one of which is more than touched upon, it could\nbe brought to an end at any time without interfering with the plot.\nBut\nif high-grade work is to be done in some direction, it cannot be done in\nI am not familiar with\nthe first, or even the second, year in any subject.\nis\n\nany subject that is being used as a discipline for the development of\nstrong powers of investigation and mental grasp whose literature is so\nscanty, whose horizon is so restricted, that proper results can be obtained\nThat training which enables one to\nin less than three or four years.\nlook upon all sides of a subject, to swing free from all direction and preconceived notions, to estimate authority at its real value, to suggest and\n\nnot simply to follow, comes not in the first two or three years of training in any subject.\nbe reached\n\nis\n\nThe least possible time in which any such result can\n\nthree years, and four years are infinitely\n\nbetter.\n\nCon-\n\ncede the three-year limit for such work, and the additional year has been\n\nconsumed in disposing of general required studies.\n\nFor my own part, I\n\ndo not see how it is possible for the theory of the modern college course\nto find any proper expression with less than four years of hard work.\n\nAnother argument against any shortening of the course comes from\nEducation is not a thing that can be\nhastily bolted in a few ravenous gulps.\nIt needs digestion, and that procthe element of time in education.\n\ness is a slow one.\n\nI have great faith,\n\nnot only in obtaining results, but\n\n"}
{"page": 704, "printed_page": null, "text": "700\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nin slow digesting and absorbing them in all their relations.\nit is a favorite\n\nI confess that\n\nexpression in the laboratory, when a student would turn\n\nin haste from one piece of work to the next, \" Wait a while, until the first\n\none has thoroughly soaked in.\"\n\nI firmly believe that if our four years of\n\nwork could be crowded into three, it would not have half of the educational value.\nThis seems inconsistent with my statement in reference to\nthe shortening of primary education, but the processes are, or should be,\nso thoroughly different, that I can see no inconsistency.\nFrom this same\npoint of view, that of the time element in education, it must be remembered not only that the longer time conduces to better digestion and a\nmore vigorous physique, but that no small part of a man's education consists in his personal contact with strong men.\nThe largest, the overwhelming, factor in education, is the inspiring teacher, who is himself the chief\n\nopportunity of his pupil.\n\nIt is to be presumed that the strongest teach-\n\ners are to be found in the universities,\n\nand no cutting short of personal\n\ncontact with them can be compensated for by an additional year in professional or business life.\nIt has also occurred to me that the\n\nlege course would be disastrous.\n\nmoral effect of shortening the col-\n\nIt is perfectly evident that the general\n\nspirit of this country is one of great haste in preparation, a haste which\n\nmeans such a superficial preparation that it becomes a mere sham, apiece\nof veneering.\n\nThis all but universal demand has found response even in\n\neducational work, and numerous are the \"short-cuts\" to an education.\n\nDoubtless you are all somewhat familiar with the far too common adver-\n\ntisment of schools which propose to give in a year or two that which the\n\nslow-moving college takes four expensive years to accomplish. To the\neye of inexperience this really seems plausible, for the very same studies\nare mentioned that are the subjects of college work, and pupils who are\nin the habit of \" completing \" subjects in a few weeks, can see no need of\nspending years upon a study that can be finished in months. All this\nmay be immensely amusing to us, but it is none the less a serious fact, that\nit is far too common a method of reasoning.\nIt has been the duty of colleges to stand out against this false conception of an education, and to\ninsist that there is a vital difference between a few hasty scraps of doubt-\n\nand patient mental training and that a brain can no\nmore be properly developed in a few days than a muscle. I fear that any\nshortening of the college course would be in the nature of a concession\nto those false notions of a real education that we have so vigorously withstood; and that it would give an additional sanction and impetus to\n\nful information\n\n;\n\n\"short-cut\" methods.\n\nThe argument against any abbreviation of the course is also strong\nfrom the standpoint of the slow process of mental development. The\nundergraduate life of the modern college is to be considered the most im-\n\n"}
{"page": 705, "printed_page": null, "text": "PEDAGOGICAL TRAINING FOR COLLEGE PROFESSORS.\nportant four years in any man's mental training.\nthat mental habits are really formed\n\n;\n\n701\n\nIt is in that period\n\nthat eonceptions and habits of in-\n\ndependent thought become clear and fixed; that recitation merges into\nThese processes cannot be hurried any\ninvestigation, memory into logic.\n\nmore than the germination of a plant; and this change of mental attitude is so critical that its proper accomplishment involves the health of\nall subsequent intellectual life.\n\nHave you not repeatedly observed this\n\nslow evolution of the mental powers during the four years of the college\ncourse, the boyish giving place to the manly?\n\nand has not the change\n\nbeen as marked from the third year to the fourth as at any other time?\nI have often thought that in the third year\n\nthe pupil has just began to\n\nacquire a distinguishable amount of momentum.\n\nIt may be said that the\n\nsame argument would make five years better than four. I grant that this\nis true, and it forms the whole basis for post-graduate work.\nBut I am\nonly using the argument to indicate that four years are far better than\nthree, and to claim that an earlier cessation of college training will be a\ndesertion of the pupil at too critical a period.\n\nSuch are the thoughts that have occurred to me in honestly trying to\nThe arguments\nmay be faulty and easy of rebuttal. If so, I am not as free from the bias\nof preconceived opinion as I had hoped.\ndiscover any advantage in shortening the college course.\n\nTHE IMPORTANCE OF PEDAGOGICAL TRAINING FOR\nCOLLEGE PROFESSORS.\nH.\n\nF.\n\nFISK, ILLINOIS.\n\nA professor in an American college is usually a man of approved scholarship.\n\nHe gained his election not by personal favor, or by political in-\n\nThe trustees of the college obtained definite knowledge of the\nesteem in which he was held by other men of reputation in the same defluence.\n\npartment of research, and when they were assured of his qualities as a\nscholar they were content.\nEvidence as to his ability to impart knowledge to others was not sought for.\nThough he spent years of post-graduate study in the universities of America and Europe he gave no attention\nto the art of teaching.\nical training,\n\nThis disregard of the importance of pedagog-\n\nboth by the custodians of our colleges and by many of the\n\nmost ambitious and promising of our candidates for professors' chairs indicates a very general acceptance of the theory that knowledge is the sole\n\nnecessary qualification of a teacher.\n\nA trustee of a Pacific-coast college\n\n"}
{"page": 706, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n702\n\nsaid, \" What a man knows, he can tell. \"\n\nThis is so far from being true that\n\noften the perfection of accomplishments in a proficient scholar makes it\n\nmost difficult for him to discover the pupil's\n\ndifficulties.\n\nA writer in\n\nEducation quotes Dr. Peabody, in his \" Eeminiscences of Harvard,\" as follows: \" In one respect I was Professor Peirce's superior, solely because I\nI am certain that I was the better instructor\nNo one was more cordially ready than he to give such help\n\nwas so very far his inferior.\nof the two.\nas he could,\n\nbut his intuition of the whole ground was so keen and so\ncomprehensive that he could not take cognizance of the slow and tentative processes of mind by which an ordinary learner was compelled to\nmake his step-by-step progress. In his explanations he would take giant\nstrides,\n\nand his frequent 'you see!' indicated what he saw clearly, but that\n\nof which his pupils could get hardly a glimpse.\n\nI, on the other hand,\nwas so far from being proficient in the more advanced parts of the course,\n\nthat I studied every lesson as patiently and thoroughly as any of my\n\npupils could have done.\n\nI therefore\n\nknew every short step of the way\n\nthat they would be obliged to take, and could lead them in the very footsteps which I had just trodden myself.\"\n\" There is an\nknowing,\" says Cicero; \"there is also an art of teaching.\" Scire\naliquid) artis est; quaedam ars etiam docendi.\nThis admitted, some will\n\nSkill in teaching does not always accompany knowledge.\n\nart i\n\n.\n\nclaim that the art of teaching is a natural gift;\n\nthat, if there be not in\n\na man a natural genius for teaching, the art cannot be acquired; and\n\nthat if the gift be his, he will more likely be spoiled than made better\n\nby training.\n\nSaid an American professor\n\n:\n\n\" The teacher,\n\nmore even than\n\nthe poet or the orator, is born, not made, and I would gladly see all man-\n\nThere is much truth in\nThere are great differences in natural gifts. Non omnia possumus\nIn surgery, rhetoric, oratory, music, sculpture, war, teaching,\nomnes.\nin every art some natural geniuses have been proficient without special\ntraining, and some with whose education great pains was taken have been\nfailures, disappointing alike their own ambitions and the hopes of their\nfriends.\nMen eminent in scholarship and in authorship, teaching successfully by their books, gaining renown for themselves and for the institutions with which they were connected, have failed to make their\nclass-room teaching interesting or intelligible.\nAnd some teachers of\nchildren accounted as successful, having sympathy and an alert and vivacious manner, have sought by professional training preparation to do\nbetter work, but became self-conscious, artificial, wooden.\nMisdirected training is worse than no training.\nBut in teaching, as in\nufactured teachers seeking a new occupation.\"\nthis.\n\nall\n\nother arts, training wisely directed not only increases the efficiency of\n\nthose naturally most highly endowed, but also promises success to faithful workers of only moderate ability.\n\nSuperintendent Bradley, of Minne-\n\n"}
{"page": 707, "printed_page": null, "text": "PEDAGOGICAL TRAINING FOR COLLEGE PROFESSORS.\napolis,\n\nspeaking of the teacher's preparation, has justly said\n\n:\n\n703\n\n\" Much of\n\nthe world's best work is done by men and women whose interest\n\nis\n\nonly\n\nhard at first to be compelled to earn a livelihood in an\noccupation for which one has no apparent aptitude but kind nature soon\nsupplies an interest, and often an enthusiasm, for work which is done\nwith fidelity and zeal. Duties which were at first distasteful, at length\nacquired.\n\nIt is\n\n;\n\nby faithful performance become attractive. The mind tends to become\ninterested and to act with spontaneous force upon those subjects to which\nit willingly devotes its energies.\"\n\nDoubt is induced in the minds of many as to the value of special training for the teacher by the extreme claims of enthusiastic specialists.\nIt\n\nwas claimed, before an association of teachers, by an eminent normal-\n\nschool principal, that \" the principles of the science of teaching may be\nso infallibly known and so plainly taught that no teacher need make any\n\nmistake;\" and the same teacher, in the same address, while claiming that\neducation is a science, entered into controversy with the most eminent\npsychologists and educational specialists, making it evident that if there\n\nbe a science of teaching, its elementary principles are not so \" infallibly\n\nknown \" as to command universal agreement.\ngree, who shall decide?\n\nWhere the doctors disa-\n\nHow shall the humble teacher, seeking instruc-\n\ntion, know which of the many guides is infallible?\n\nThe truth is, there is no science of education. Professor Koyce, of\nHarvard University, admonishes us that \" if the educator seeks in the\nworld of science for exact and universally valid direction, he will fail to\nget it, and deservedly fail, because science is not here to win anybody's\nIt is\nbread, or to furnish short and easy roads to the noblest callings.\"\nBut the most prowell that the educator should study the human mind.\n\"\nfound mental philosopher may have less knowledge of \" human nature\nthan the average politician or the teacher of a country school. Just as\nless skill in bringing a sick\n\nthe thoroughly informed anatomist may have\n\nperson back to health than some kindly nurse, ignorant alike of anatomy\n\nand medicine, but skilful\n\nto soothe\n\nwith sympathetic touch a fevered\n\nbrain.\n\nThe best service that pedagogical training can give to a teacher is to\nmake him independent of theorists, to give him a temper that will receive\nwith caution and adopt, only after studious reflection and practical testing, their\n\ndogmatic claims.\n\nCompayre finds Condillac making the ab-\n\nsurd statement that, \" in teaching the child to be attentive, the important\npoint is to make the child comprehend what attention is.\"\n\n\"No,\" says\n\nCompayre, \" we teach a child to be attentive not by explaining to him the\ntheoretical conditions of attention, but by presenting to him objects\nwhich will excite his interest.\" Some teachers, having conned a little of\nthe \"philosophy of education,\" stumbling upon an expression like Con-\n\n"}
{"page": 708, "printed_page": null, "text": "\"\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n704\n\ndillac's would proceed,\n\nby way of training chilren to be attentive, with\n\nteaching to them the definition of attention, than which nothing could\nbe more absurd.\n\nOne of the many much abused precepts of those who hold to a science\nof education is that a pupil should never be told anything that he can dis-\n\ncover for himself, and teachers who passively accept this wrong doctrine\nwill waste much precious time in having pupils discover for themselves\n\nwhat is of little worth, leaving no time for the pupil to make discovery\nfor himself of other truths far more significant.\n\nWe are also told by sojne that the teacher is always to proceed from particulars to the general,\n\nand from the concrete to the abstract.\n\nThese\n\nare probably held to be among the principles that \" are infallibly known,\n\nand can be so plainly taught that no teacher need make any mistakes.\"\nSuch claims as these have discredited the value of pedagogical training\nin the view of large numbers of sensible people. Juster views of the value\nof training for teachers have been long held in Germany, and thus it has\ncome to pass that Germany has become the teacher of the world. Pestalozzi made extravagant claims for his\n\nmethods, holding it to be the test\n\nof a good method that it could be applied equally well by a teacher of little\n\ncapacity and by the most skilful teacher.\n\nBut while his exaltation\nmethod in German\n\nof the value of method was excessive, the success of\n\neducation, in the elementary schools and in the universities alike, goes\nfar toward justifying even his extreme claims.\n\nOne of the wisest writers on educational themes, the lamented Rev.\nR. H. Quick, said of the time when he turned from the work of a curate in\na London parish to the work of a school-master, that, \" it did not then\n\nseem to him or to anyone else that for this work preparation was needed.\nThen the training of masters for secondary schools was in England little\nthought of, as it is now but little practised and, to this time in candidates for instructorships in intermediate schools, and f or prof essorships in\ncolleges, training and experience are not so highly valued as eminent\nscholarship.\n\"The result of this,\" Mr. Quick justly says, \"is like that\nwhich we should expect if a brilliant pianist who had never taught were\nset to instruct beginners, or a man who had a perfect master of the\nFrench language should suddenly attempt to teach French to those who\nknew nothing of it.\" But the influence of Mr. Quick's writings in\nEngland has gone far, and will go further, to change public opinion on this\n;\n\nquestion.\n\nBut if there is no science of education, if there are no universally valid\nand infallibly applied, what is the\nnature of the training which shall prove valuable to the man of learning\nrules which can be plainly taught\n\nwho sets before himself the profession of college teaching. An answer to\nthis question may probably be found by any one who will set down the\n\n"}
{"page": 709, "printed_page": null, "text": "PEDAGOGICAL TRAINING FOR COLLEGE PROFESSORS.\n\n705\n\nfaults and foibles of the college instructors whom ho has known, faults\nwhich weakened their influence and impaired their success.-\n\nDr. Morgan tells us of a scene he once witnessed in a college class-room.\n\" The teacher\n\nwas the honored president of the institution, a man re-\n\nnowned for learning and venerable in years and character. His pupils\nwere seniors; the subject, ethics. With a book open before him he questioned the students, one by one, as to what was said on the various parts\nof the subject under consideration.\n\nDuring a period of half an hour I\n\nthink 1 heard no single recitation that indicated anything more than a\nThere was not only no attempt at infeeble effort at mere recollection.\n\ndependent thinking, but there was not even a show of a serious endeavor\nto master the thought of the author.\n\nMeanwhile, these students of ethics\n\nwere indulging in most w-wethical conduct\n\n—\n\ntheir teacher, indifference to the subject,\n\nlevity, frivolity, disrespect to\n\nwant of self-control and of all\n\nmoral earnestness.\"\n\nWhen such scenes are enacted the pupils are at fault, to be sure; they\nmanifest their own folly and perversity, but the teacher is also to blame.\n\nan advocate in court\n\nIf\n\nfails to\n\nhold the attention of the jury, or a\n\npreacher sees his audience half asleep, or a teacher sees his class mischievously or stupidly inattentive, he must find the remedy in himself.\n\nThe college professor not trained in the teaching art is very likely to\nset too high a value upon mere knowledge, upon his general preparation,\n\nand to make too little account of the fresh, special preparation of the\nsubject-matter of each lesson, and to ignore altogether the larger half of\nhis work, the study of his pupils.\nHe must study his pupils in order to\nadapt the material and manner of his teaching to their likes and dislikes,\nto arouse their enthusiasm by revealing connections between the new\nknowledge to be acquired and the knowledge previously gained by them,\nin which they take a lively interest.\nI recall a conversation with a principal of a noted school who did not\nknow and did not care to know concerning the moral and religious convictions of his teachers, saying that in a teacher of arithmetic he wanted\none who knew arithmetic and could teach arithmetic. He would not tolerate dulness in a teacher or failure to bring the pupils to a satisfactory\n\nknowledge of the subject and to a satisfactory standard of mental discihe was leaving out of view two things that every school and\n\npline, but\n\ncollege officer should be taught, to hold in higher value than knowledge or\n\nmental discipline\n\n—\n\nfirst,\n\ncharacter in the pupil, and secondly, his conduct\n\nas affected by the teacher's conscious and unconscious influence.\n\nDr. Arnold was a model for all teachers in this: that he set before himself, as\n\nthe three tests of his success or failure with the pupils of his high-\n\nand moral principle; secondly, gentlemanly\nconduct; and, thirdly, and last in importance, intellectual development.\n\nest\n\nclasses, first, religious\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThat qualities of heart are of more value than qualities of mind, disposimore important than attainment, love of learning, more valuable\n\ntion\n\nthan learning; that truthfulness, modesty, confidence in one's self, deference to others, moral courage, are excellences to be developed in pupils\n\nthrough their studies as instruments, rather than that these studies are\nends to be accomplished in and for themselves, are propositions that, on\nthe mere statement of them, seem manifestly true and to need no utterYet it is training in these principles, and such as these, that is\nance.\nmost needed by teachers of all grades, and by none more neglected than by\n\nmany professors in American colleges.\nIn some college recitation-rooms there is much less accomplished in an\nhour than in other recitation-rooms in the same college. How to handle a\nclass so as to make the hour in the highest degree profitable to all its members, giving each much to think of that will tax both memory and reasoning, and sending every one away with new and interesting thought, not\ngained from his study of the book this is a problem to be studied by all\n\n—\n\nteachers.\n\nTo bring to the recognition of those intending to be college\n\nteachers and lecturers methods of economizing time in class exercises\n\nwhich have contributed to the success of some inspiring teachers, will be\nTeachers who are graduates of the Rochester Unia valuable service.\nversity have had in certain methods of the professor of English literature,\nlooking to economy of time, an admirable model.\nTime is often wasted in repetition of words that may have no meaning whatever, or if they contain a thought are repeated without mental\nprofit to the reciters or listeners.\nIt is not in primary classes only that\nwords are contentedly used without clear thought. A senior class in college was reciting from Butler's\" Analogy \" and an intelligent student repeated from a foot-note in the book the absurdity that \" innocence and\nguilt depend on conscious and avoidable revelations of God's love.\"\nThe\neditor of the text-book had written, \"violations of God's law,\" but the\nprinter had failed to follow copy, and the student had fallen into the habit\nof accepting the words of the book without questioning their meaning.\nMany a college professor depends on a single clear and elaborate exposition of a new theme, as if this were enough to serve the puproses of teachThe value of repetition, of reviews from various points\ning and training.\nof view, and with new combinations of related topics, and the value of\nmanifold testing of the memory, and of the power to make practical applications of the principles involved, need to be enforced in the appren-\n\nticeship days of the college teacher.\n\nIt needs to\n\nhave been made clear\n\nthat the memory holds more surely many truths when they have been set\nforth in their relations of similarity or contrast, of inclusion or exclusion,\nit does any one item apart from others to\nwhich it bears some such relation, and this for two reasons; first, that if\n\nor partial co-extension, than\n\n"}
{"page": 711, "printed_page": null, "text": "PEDAGOGICAL TRAINING FOR COLLEGE PROFESSORS.\n\n707\n\nthe memory recalls any one, the others are naturally suggested, and, secondly, that the\n\nmind at first has a livelier interest in matters having\n\ncurious or vital connections with each other than in isolated novelties,\n\nand this interest promotes attention, and enthusiastic attention aids the\nmemory.\nThe teacher has ever to steer between Scylla and Chary bd is, and needs\ngoing too far in either direction.\nThere are very few pedagogical precepts that can safely be taken without\nto be forewarned against the evil of\n\nqualification.\n\n\" As much as possible should be done by the pupil, and as little as possible for the pupil,\" is too often made to excuse lack of needed service by\n\nthe teacher.\n\n\"No leading question should be asked by the teacher,\"\n\nbut leading questions have their place in the school-room, as in the court-\n\nroom, in the cross-questioning that follows the direct questioning, the\nteacher assuming to the pupil successively the relations of the two op-\n\nposing attorneys to the witness.\n\nThe Socratic method by the use of the\n\nleading question tests the clearness and certainty of the pupil's knowledge.\n\nDo good habits enthrall or emancipate?\n\nShall the teacher hold, with\n\nRousseau, that the only safe habit is to have no habit?\n\nTeachers who have given no study to the art of school management\noften fail to understand the need of government, and vacillate between\nlaxness and unjust severity.\n\nThe lack of firmness, or of patience and sym-\n\npathy, the frequency of scolding, nagging, insincere threatening, among\nteachers of strong qualities and leading positions, indicate the need of\n\ntraining in others who are to succeed to the position held by those who\nthrough inconsideration are betrayed into these weaknesses. Said an eminent educator, for forty years at the head of important educational institutions, to a boy who was in the act of violating a minor rule of order in\n\na boarding-school, \" Haven't I told you three or four times that if I saw\n\nyou do that again I would send you home?\" \"Yes, sir.\" \"Well, you\nmay go to your room, and don't let me see you do that again,\" and yet\nthis educator, with all his characteristic faults, had such eminent excel-\n\nlences that he retained this position for many years.\n\nWith appropriate\n\ntraining in his young manhood he would have been saved from his seri-\n\nous defects, and would have been far more useful.\n\nDr. Nott's long presidency of\n\nUnion College set an unfortunate ten-\n\ndency in the dealing of college faculties with students, the influence of\nwhich, while largely counteracted by the better opinions and methods of\nrecent years, still remains to affect distinctly the policy of college faculties.\n\nThe journalist, the sculptor, the painter, the singer, the public writer,\nthe orator, the warrior, study the models, each in his own art, and give\n\nthemselves up, as Cicero did to his Rhodian master, for years of training.\n\nNot less important is it to the teachers of the next generation, in order\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nthat they may be well fitted for their duties, that they should not only\n\nbe taught the sciences of mind and of matter, which they are to instruct\nin, but that they should also be taught to teach and taught to govern.\nThat so much good work has been done notwithstanding the neglect of\npedagogics by the teaching profession, is due to a large number of admirable models, great teachers, whose influence has perpetuated itself\nthrough their pupils and become to a considerable degree a substitute,\nto those affected by it, for specific training.\nBut in teaching, as in elocution, it is far easier to imitate faults than to imitate excellences, and so\nthe faults of magnetic teachers, oftener than their virtues, have been imitated by their admiring pupils.\nThe two reasons why pedagogical training has been neglected by college\nteachers so largely, are probably, that no demand for such preparation\nhas been made by those charged with the duty of selecting teachers, and,\n\nsecondly, that there has been but little opportunity for such training.\n\nNormal schools established by various States and by private parties have\noffered training to pupils, of limited education, preparing themselves to\n\nbecome teachers in lower and intermediate schools. These schools have\nsought, to some extent, to attract to their classes college graduates, but,\nlike schools of theology, of law, and of medicine, that welcome students\nof limited discipline, they are obliged to offer a method of teaching, appropriate to the range of thought and vigor of mind of their average\nstudents, and are unable to do for their better-trained students what\ncould be done in a school attended only by students of a more advanced\ngrade.\nThe very fact that most of their students were seeking preparation for instructorships in elementary schools, called for instruction not\nattractive or valuable to college graduates preparing themselves for college professorships; but for several years past the leading colleges have\n\nmaintained professorships of pedagogics, and the literature on the subby American publishers, has become voluminous. There\nseems to be no reason now why young men preparing themselves for col-\n\nject, offered\n\nlege professorships should not take as part of their undergraduate course,\n\nor of their post-graduate course, instruction in pedagogics.\n\n"}
{"page": 713, "printed_page": null, "text": "REPORT OF THE PROCEEDINGS\n\nNormal Department\n\n"}
{"page": 714, "printed_page": null, "text": ""}
{"page": 715, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS.\n\nNormal School Building,\nToronto, Canada, July 15, 1891.\nThe President, Dr. B. A. Hinsdale, called the meeting to order promptly\nat 3 p.m.\n\nThe Secretary, Miss Isabella Lawrence, being absent, E.\n\nC. Norton, of\n\nMissouri, was elected secretary, pro tern.\n\nThe first exercise on the program was the address of the President.\nHis subject, \" The Teacher's Academical and Professional Preparation,\"\nwas so presented that it commanded the closest attention of all.\nDr. Charles De Garmo, of Illinois, read a very able paper, on the sub-\n\n\"What Constitutes Professional Work in the State Normal School?\"\nThe following committee for the nomination of officers for the ensuing\n\nject,\n\nyear was then appointed by the President\n\n:\n\nC. C. Rounds, of New Hamp-\n\nshire, Mrs. Delia Lathrop Williams, of Ohio, and S. G. Gillan, of Wisconsin.\n\nAdjourned till 3 p.m., July 16.\nR. C.\n\nNorton, Secretary pro tern.\n\nNormal Building, July 16.\nMeeting called to order at 3 p.m.\nPresident Hinsdale in chair.\nSecretary Norton being called away, the President appointed Miss Margaret\nW. Sutherland, of Ohio, secretary pro tern.\nCommittee on Nominations reported as follows:\n\nNominations for officers of Normal department:\nPresident Charles De Garmo, Pennsylvania.\nVice-President Larkin Dunton, Massachusetts.\nSecretary Margaret E. Conklin, Wisconsin.\n\n—\n—\n—\n\nRounds,\nMrs. Carrie Lathrop,\nS. G. Gillam,\nC. C.\n\nCommittee.\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nThe report was adopted by resolution, and the persons nominated were\ndeclared elected.\n\nMiss Ellen G. Kevely, Principal of the Training School of Cleveland,\nOhio, then presented a clear and forcible paper upon, \" The Place of the\nCity Training School.\"\n\nAfter the discussion of Miss Revely's paper Professor Walter L. Hervey,\nof New York, read a paper\n\non \" The Function of a Teacher's Training\n\nCollege.\"\n\nAfter the discussion the department adjourned.\n\nMargaret W. Southerland, Secretary pro tern.\n\n"}
{"page": 717, "printed_page": null, "text": "ACADEMICAL AND PROFESSIONAL PREPARATION\n\n713\n\nPAPERS.\nTHE TEACHER'S ACADEMICAL AND PROFESSIONAL\nPREPARATION\nB. A.\n\nHINSDALE, PH.D.\nI.\n\nTHE TEACHER'S INSIGHT.\n\nNo person can successfully teach any study who has not clear and\ncorrect ideas of the ends that he should seek to gain.\n\nAs this remark is\n\na particular application of the truism that no one can do a thing well\n\nwithout knowing what he wants to do, insistence upon it may be thought\nsuperfluous.\n\nSuch, however, is not the fact, and I shall give the obser-\n\nvation the emphasis of two or three paragraphs.\n\nA teacher may undoubtedly teach well the instrumental studies in their\nearlier stages without grasping their whole significance.\n\nHe deals almost\n\nwholly with mechanical processes, physical and mental.\n\nIt is indeed de-\n\nsirable, since the mechanical and the rational elements of education finally\n\nblend in perfect unity, that the primary teacher should grasp the ultimate ends of these educational arts, but we cannot insist upon it as absolutely essential.\nHe will not, however, be successful unless he sees\ndistinctly the immediate objects to which his work leads.\nWhat reading\nis, and why it is taught, are questions that he must be able to answer.\nAnd so of writing, number, and drawing. Much more as the mechanical stages of these arts are left behind, must the teacher consciously grasp\ntheir higher uses.\n\nWith some qualifications the foregoing remarks may be repeated with\nrespect to the non-instrumental studies.\n\nIt is not strictly necessary that\n\nthe teacher who deals mainly with the facts of geography, history, literature, or science rather than with their interpretation, should fully per-\n\nceive\n\ntheir\n\nhigher elements and objects.\n\nEven\n\nhere, however, such\n\ninsight is more desirable than in the corresponding stage of reading and\n\nwriting\n\n;\n\nfor the work is less mechanical and more rational.\n\nIn fact, all\n\nthat the phrases \" mechanical stage \" and \" rational stage \" of education\n\nmean is, that in the first we throw the emphasis upon the empirical elements, while in the second we throw it upon the philosophical elements;\nfirst,\n\nin respect to particular studies, and then in respect to education as a\n\nFurthermore, while studies differ widely in the ratio existing between facts and principles, and the same study in the ratio of these elements at different stages, there is no study, and no stage of any study,\nwhole.\n\n"}
{"page": 718, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n714\n\nthat is wholly lacking in either.\n\nStill\n\nmore, as the teaching of the non-\n\ninstrumental studies recedes from the matter-of-fact stage, as now defined,\nthe teacher must fully discern the final reasons of his work and be guided\n\nby them. He must feel the force of the philosophers' beatitude, \" Happy\nis he who knows the causes of things.\"\nWhat has now been said is very well summed up in the quotation from\nDr. Arnold\n\n:\n\n\" It is\n\nclear that in whatever it is our duty to act, those\n\nmatters also it is our duty to study.\"\n\nII.\n\nTHE FUNDAMENTAL FACTS OF EDUCATION.\n\nThe first of these is the mind. While we are wholly unable to tell\nwhat the mind is, we have no difficulty in discovering some interesting\nThe first of these discoveries is, that it is capable of activand that this is its characteristic attribute. The\nsecond is, that through activity the mind grows, increases, enlarges.\nThe third discovery is that while the mind is one and has no parts, it is\nfacts about it.\n\nity, of self-activity,\n\ncapable of acting in several different spheres, of having a variety of experiences,\n\nand that, through these activities and experiences, its powers, or\n\nso-called \" faculties,\" are developed.\n\nThis enlargement or increase of the\n\nmind we name education, using the term in the very broadest sense\nleading out the exercise, and so the growth of the faculties.\n\n—the\n\nAnother fact\n\nin relation to the mind is that it grows only through activity.\n\nA stone\n\nin situ may grow, but the fact has no analogue in the history of the mind.\n\nA still further fact is, that the mind cannot act, and so cannot enlarge or\nbecome educated, if it is left shut up to itself. Its activity is conditioned absolutely upon a second something external to itself.\nThe second fundamental fact of education is the world, which as here\nused means everything foreign to mind irrespective of its character.\nIt\nis the world or that part of it called nature which first sets the mind in\nmotion and so incites its growth or education. It is the world that first\nstimulates the mind to know to feel and to choose.\nAfterward the same\nresults are produced by the mind's own states and affections.\nSome perhaps would stop here, but it will be conducive to clearness to\nmake another fundamental fact.\nThe speculative relation of the world to the mind, the question of real-\n\nity, belongs to the metaphysician;\n\nogist and the pedagogist.\n\nthe practical relation, to the psychol-\n\nUntil such a relation is established, there is\n\nno mental activity, and, of course no knowledge; but the moment it is\nestablished activity ensues, the mind knows, the world is known, knowledge begins, and education takes its rise.\nThe third fundamental fact\ntherefore, is the mind and the world\nor at least, some object of knowl-\n\n—\n\n"}
{"page": 719, "printed_page": null, "text": "—\n\n;\n\nACADEMICAL AND PROFESSIONAL PREPARATION\n\n—\n\nedge\n\nin relation.\n\n715\n\nThis relation, however, is not merely an artificial or\n\nmechanical one, but real and vital.\n\nKnowledge, in its proper sense, has no existence outside of the mind;\nand is wholly subjective that is, if\nminds should cease to know, knowledge would cease to exist. It is indeed\ncommon to give it objective existence, as when we speak of the knowledge\ncontained in books and libraries.\nWhat books do contain is rather the\nsymbols of knowledge mere transcripts or copies of the world and of the\nmind as the authors of the books have seen the world and the mind and\nit is a continuous state of the mind,\n\n;\n\n—\n\n—\n\nthey are meaningless until they are converted into reality by the reader's\n\nown activity.\nand it\n\nis\n\nHowever, as custom justifies the objective use of the word,\n\nconvenient, it will be employed hereafter in the sense of the\n\nworld or reality.\n\nThese fundamental facts the teacher must firmly and clearly grasp, because they bound his province as a teacher.\nIII.\n\nTHE TEACHEK'S FUNCTION.\n\nis\n\nIn the strict sense of the word, the teacher's function, as an instructor,\nHow to use\ndetermined by the relation of knowledge to the mind.\n\nknowledge, or rather how to cause his pupil to use knowledge, in such a\n\nway as to promote proper mental growth, or education, is the central quesAs a former of minds, he has no duty to perform that\ntion of his art.\nThat the teacher may successfully\nis not included in this generalization.\nprosecute his art, he must know\n1. The activities of the mind, their nature and relations, and their\nrespective values as determined by the facts of life, individual and social\nor in other words, he must have an educational ideal.\n2. The varieties of knowledge (or, as Bacon called them, the \" knowledges\") and their power to stimulate and form the mind, in respect both\nto quantity and quality; or he must have worked out, partially at least,\nthe problem of educational values.\n\nThe person who has this knowledge conjoined with skill in bringing\nknowledge (or the world) and the mind into vital relation can successfully\ndischarge the function of a teacher, and only such person can do so.\nIV.\n\nTHE TWO ASPECTS OF KNOWLEDGE.\n\nThe foregoing analysis makes apparent the fact that knowledge, or\nstudies,\n\nmust be considered from two stand-points.\n\nThe academical stand-point is the one occupied by the pupil in\nschool, and the scholar in the world.\nSuch person is profited by knowl1.\n\n"}
{"page": 720, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n716\n\nedge in two ways; his mind is formed and informed by it, and in this way\nhe is made ready for the work of life. The general scholar or the com-\n\nmon man has no special reason for studying knowledge with reference to\nits forming and\n\ninforming power, or to inquire into the ways in which it\n\nshall be applied to educational uses.\n2.\n\nThe professional stand-point, or the pedagogical stand-point, is the\n\none occupied by the teacher or other person interested in the philosophy\nof\n\nAs already implied, it includes in its inventory the\nThe activities of the mind; (2) the relations of\n\neducation.\n\nfollowing elements: (1)\n\ndifferent kinds of knowledge to these activities; (3) the discovery or in-\n\nvention of methods whereby mind and knowledge\n\nmay be brought into\n\ndue relation, that is, methods of teaching. These questions bring before\nus the whole rationale of forming and informing the mind, in so far as the\nteacher's art is concerned with it in other words, the science and the\n;\n\nart of teaching.\n\nTHE DISTRIBUTION OF EMPHASIS,\ni\n\nBoth of these ways of looking at knowledge may be emphasized, or\neither one may be emphasized, to the partial exclusion of the other.\n\nThe\n\nplacing of disproportionate emphasis on the one or the other is well illustrated by the divergent tendencies of college and university teachers, on\n\nthe one hand, and of common-school and normal teachers, on the other.\nFirst,\n\nactive-minded college\n\nmen cultivate knowledge and learning;\n\nthey belong to the various associations and societies looking to those objects.\n\nBut, as a class, they take little interest in the science and the art\n\nof teaching.\n\nThey give a minimum of\n\nattention to the reflective or\n\nscientific side of the profession that they follow.\n\nThey are not much in-\n\nand often look upon them\nThey are prone to deny that there is a sciwith ill-concealed contempt.\nence of teaching, and sometimes say that education has no history worth\nMany of them look askance upon the new chairs of pedastudying.\ngogics in the colleges and universities, and a smaller number oppose to\nthem an active resistance. \" What literature is there for him to teach?\"\nis a question once asked in a prominent university, when it was proposed\nto add to the faculty a professor of the science and the art of teaching.\nterested in teachers' associations and meetings,\n\nThat college teaching suffers severely in consequence of this neglect of\nthe teaching art, does not admit of question.\nSecondly, common and normal teachers lay far more stress than college\nAVhy I need not inprofessors on the professional factors of education.\nThey make up the bulk of the great\nquire; the fact is unmistakable.\narmy that attends meetings like the present one. They carry on most of\nthe discussion relating to teaching.\n\nIndeed, if our educational associa-\n\n"}
{"page": 721, "printed_page": null, "text": ":\n\nACADEMICAL AND PROFESSIONAL PREPARATION\n\n717\n\ntions should lose the support of these teachers, there are few of them that\n\nwould not perish at once. But, on the other hand, common-school and\nnormal teachers are much less prominent and active than college professors in the fields of learning and investigation.\nOne reason of this is that\nif such a teacher begins to attract attention in these fields, he is pretty\napt to be called into college or university work but I suspect that few\nof them are identified with the learned or scientific societies of the country.\nCommon-school teachers are relatively over-absorbed in the technics\nof their work, which suffers seriously in consequence.\n;\n\nVI.\n\nTHE EMPHASIS RIGHTLY DISTRIBUTED.\n\nNow that the teachers should be deeply interested in both the academical and the professional\n\naspects of teaching, or that both sides of his\n\npreparation need to be suitably emphasized, becomes demonstrably certain\n\nwhen we consider the relations existing between the two.\n\nThe following\n\npoints may be noted\n1.\n\nAcademical preparation\n\nis\n\nnot sufficient.\n\nKnowledge cannot be\n\nmechanically deposited by one person into the mind of another, or mental power be similarly transferred.\n\nThe mind has its own laws of growth,\n\nwhich must be regarded. Horace Mann once\nsaid children love knowledge as naturally as they love honey; and to the\nobjection that some do not appear to do so, he replied that it is not\nbrought to them in proper form. Neither would they like honey, he\nHurling facts at children's heads,\nsaid, if it were poured into their ears!\nor piling up knowledge on the table, is not teaching.\nIt is well known that great scholars are sometimes very poor teachers.\nThey either have no native aptitude for teaching, or they have neglected\nBut it is important to observe that prithe cultivation of their art.\nmary teaching is a more delicate art than college teaching. Young pupils\nhave almost no power to organize knowledge; whereas advanced students\ncan resort and rearrange masses of interesting material that is cast beFeeding an infant is a more delicate operation than feeding\nfore them.\nWere the majority of primary teachers such bunglers as many\na giant.\ncollege professors are, they would soon be relegated to other spheres of\nlike a plant or an animal,\n\nusefulness.\n2. Academical preparation must precede professional.\nThis arises\nfrom the nature of the case. The rationale of no subject can be taught\n\nbefore the subject itself is measurably mastered.\n\nNeither special methods\n\nnor general methods can be taught successfully until the pupil has a good\n\nacademic education. The what must come before the horn. Hence the\neffort to superinduce a professional education for teaching upon an unorganized or ill-informed mind must end in an ignominious failure.\n\nThe\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nrent in the old garment\n\nis\n\nmade worse by sewing in a patch of new\n\ncloth.\n\nAt this point great mistakes have been made, and are still someFor example: Pestalozzi held that a teacher who has\nmastered the method could teach a branch of knowledge that he did not\n3.\n\ntimes made.\nunderstand.\n\nTo me this is the paradox of educational history, since the\n\nwhole trend of Pestalozzi 's system was away from mechanism and toward\nand I can explain it only by referring it to that enspirit and freedom\n;\n\nthusiasm for a favorite idea which sometimes runs into fanaticism.\n\nThe\nown scholarship, it will be remembered, was slender,\nwhile he dealt almost wholly with young and immature minds.\nBut\nPestalozzi is not the only man who has made this mistake.\nThe idea appears to prevail in some quarters, even now, that a person can be fitted\nout with a kit of teachers' tools that will enable him to teach, no matter\nwhether he knows much or not.\ngreat reformer's\n\nTeaching is bringing knowledge into due relation with the mind. SomeIn abstract knowledge we deal with the forms of\nthought; but teaching is not a manner of form or thought-skins, of\ngoing through motions or of following rubrics. Forms stand to thought\nin some such relation as grape-skins to grapes, and are no more nutriTeaching is spreading no barmecide table. Then too much is often\ntious.\nmade of the experience argument. At least experience is often misunderstood.\nIt is not mere number of days or years spent in the service.\nNot a few teachers have I known who were incapacitated for good teaching by their very \" experience.\" Their minds had become circles closed\nto all new ideas and inspirations and glazed over with self-complacency.\nIf you start out on the wrong road, the longer and faster you walk the\nfarther are you from your destination.\nWhich\n4. But if either factor must be slighted, which one shall it be?\nis better, much scholarship and little method, or little scholarship and\nmuch method? The answer to this question cannot for a moment be held\nBoth theory and experience declare for scholarship. In fact,\nin doubt.\nthe enthusiasm of knowledge is a prime requisite of the best teaching.\nFew school spectacles are more painful than that of a poor teacher eking\nout slender learning with an excess of method.\nThe good scholar without prof essional training will commonly stagger a good deal at first, but if\nhe have the root of the matter in him, he will soon find his feet; while\nthe teacher of an ill-organized mind and small equipment gives little\nThe what will catch the how\npromise of ever overcoming his limitations.\nlong before the how will overtake the what ! And this is why all sound educators plead for the improvement of the intellectual equipment of the\nthing must be brought.\n\nteachers of the country.\n\n"}
{"page": 723, "printed_page": null, "text": "\"\n\nPROFESSIONAL WORK IN A NORMAL SCHOOL.\n\nWHAT CONSTITUTES PROFESSIONAL WORK IN A\nMAL SCHOOL?\nDR. CHAS.\n\nDE GARMO, SWARTHMORE,\n\n719\n\nNOR-\n\nPA.\n\nThe question of academic vs. professional training in normal schools\nis\n\none from which we have not yet been able to escape.\n\nThe conditions\n\nof American life and public education seem to make it imperative that\n\nthe normal school should teach some knowledge at first hand, and, in this\n\ndo a certain amount of academic work. Furthermore, the vague\nand consequently varying conceptions of what constitutes professional\nwork have helped to prolong the discussion, so that one is reminded of\nChamisso's Chinaman trying to escape from his queue:\n\nsense,\n\n\"\n\nHe turned him right,\nHe turned him left,\nBut his queue hung ever behind him.\n\nVarious solutions have been proposed for this ever-recurring normalschool problem.\n\nSome have boldly told us to admit no students who need\n\nto add anything to their\ntion.\n\nacademic knowledge of the subjects of instruc-\n\nThis is brave talk, but with normal schools as they must be under\n\nexisting conditions,\n\nit is like\n\nrecommending decapitation for the cure of\n\ntoothache; others, seeing the force of the popular outcry against aca-\n\ndemic work, have, like Horatius at the bridge, sworn by the nine gods\nthat what they do is professional work, the whole professional work, and\nBut calling an ass a lion does not ennothing but professional work.\nStill others have admitted the academic work, but have\nnoble him.\nclaimed that a peculiar professional flavor should attach to it in consequence of being imparted at the normal school.\n\nThese three aspects of the subject are in such plain view that \" he who\nBut there is one phase not so apparent, though per-\n\nruns may read.\"\n\nhaps more important.\nWe are all inclined to take men and things for\nwhat they proclaim themselves to be. That is admitted as orthodox in\nnormal schools, as in churches, which asserts itself by declamation and\nnot by definition.\nOnly now and then do we find a critic, who, not conNow by common content with appearance, insists on demonstration.\nsent, certain subjects of the normal-school curriculum are in themselves\n\nclassed as purely professional, such as psychology, logic,\n\nethics, if\n\nwe\n\nhave anywhere thought it worth while to study the sciences of the purposes and ends of education, history of pedagogy, methodology of instruc-\n\nand moral training, practice teaching in the training department,\nThe natural tendency is to admit unconditionally the claim that\nthese subjects make to be professional.\nYet reflection will reveal the fact\ntion,\n\netc.\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nthat wrong teaching may render them quite as academic as arithmetic or\n\ngeography are capable of being, and even more barren of desirable results.\nHave we not \" observation \" by those who have not yet learned to see? Is\nnot psychology often taught as something quite foreign to the mental life\nof the learner?\n\nMay it not be diluted metaphysics on the one hand, or\nMay it not leave the student in\n\nmeaningless nomenclature on the other?\na daze of wonder that the\n\nmind is such a curious thing, without ever\n\nstriking a chord in his own experience?\n\nIs it\n\nnot a common testimony\n\nof normal students of psychology that this subject has been of no partic-\n\nular use to them in teaching?\n\nIs it\n\nnot often taught and studied from\n\nmotives which, though ostensibly pedagogical, are really sentimental ?\n\nIn\n\nwork may be purely academic in\ncharacter, even if it is not external, mechanical, and meagre in practical\n\nlike manner all the other professional\n\nusefulness.\n\nInstead, then, of longer discussing the idle question whether normal-\n\nschool work should be academic or professional, we should rather\n\nmake\n\nan effort all along the line to discover precisely what constitutes professional work in these institutions.\nThere are three prominent phases of rational normal-school work: (1)\n\nThat which has to do with the subject-matter taught in schools, (2) the\npsychology, and\nmethodology, and (3) the training work involved in actual practice-\n\nso-called strictly professional studies, such as ethics,\n\nteaching.\n\nThat the normal school cannot refrain from attention to the studies of\nthe common-school curriculum is evident, for instruction is the chief func-\n\nand it is idle to think of building up a science of inmind without reference to that which constitutes the\n\ntion of the teacher,\n\nstruction in his\n\nthought-content of the science.\n\nConsequently the normal school must be\n\nconstantly dealing with the mathematical, natural, and humanitarian\n\nbranches of knowledge.\n\nIt is not the function of this paper to affirm or\ndeny what part, or that any part, of this knowledge should be learned in\nthe normal school, but rather to inquire just what would constitute professional work in it, for there is unquestionably a pedagogy of arithmetic\nand the other school studies.\nElementary education must in the nature of the case deal with the concrete facts of knowledge, unified by low and obvious stages of generalizaOur best high schools can but make a beginning in the higher\ntion.\nunification of the parts of single subjects or in the co-ordination and in-\n\nterdependence of knowledge in general.\n\nThis is the function of the col-\n\nand forms, as Dr. Harris has so often pointed out, a\nIt\nphase of study for normal schools that may fairly be called professional.\nimplies not only, a knowledge of the facts, but also philosophicaal insight\nlege and university,\n\ninto their logical order, or sequence, in the various subjects.\n\nIt\n\nshows\n\n"}
{"page": 725, "printed_page": null, "text": "PROFESSIONAL WORK IN A NORMAL SCHOOL.\n\n721\n\nhow a subject like arithmetic or geography unfolds or develops in its natIn this view the fundamental processes in arithmetic are\nno longer discrete or independent of each other, but are all related to\nand involved in addition. Common and decimal fractions and percentage\nbecome phases of one and the same process. The apparently unrelated\nfacts of geography become unified by reference to common underlying\nprinciples.\nThis view of knowledge regards arithmetic in the light of algebra and geometry, or history and geography in that of physiography and\nanthropology.\nIt sees the part in the whole and the whole in the part.\nThis is unquestionable professional knowledge, though it may be gained\nural relations.\n\nin higher educational institutions.\n\nAn experience with some generations of high-school graduates shows\nme that they have but the faintest conception of this advanced view of\nknowledge, so essential to the teacher.\n\nMost of the common-school studies\n\nare left behind in the grammar school, and are rarely ever even reviewed\nin the high school.\nIt would seem, therefore, that it must remain a permanent professional function of the normal school to bring this organic\n\nnature of knowledge to the full consciousness of its students.\n\nBut besides this mastery of the logical relations of the elements of knowlis a psychological sequence in subjects and parts of subjects\n\nedge, there\n\nwhose study is purely professional.\n\nWe need to inquire: (1) In a given\n\nstudy, what are the conditions of rapid and efficient apperception or mental assimilation?\n\nThe child can understand new knowledge only as it is\n\nrelated to his past mental experience.\n\nIt is plain, therefore, that we need\n\nto study carefully the relations of what we teach to what the child knows.\n(2)\n\nIn what order must the parts be arranged, and when taught, that the\n\nsubject may awaken the highest potential interest for the child?\n\nThe old\n\nmotto was, \" Be interesting in your instruction; \" the new one is, \" Let interest in the study grow out of your instruction.\"\nThe first kind of interest might be purely subjective and transient, depending alone on the\nteacher.\nThe second, though awakened by the teacher, would inhere in\nthe subject itself, and hence meet the condition of permanency.\n(3) We\nshould ask how history and literature, for instance, can be taught so as\nto realize in the fullest degree their potency for moulding the volitional\nlife of the child in its ethical aspect.\n\nclosely related to\nis capable\n\nEvery school study is more or less\nimportant lines of practical-life knowledge, and hence\n\nof stimulating some phase of volition.\n\nto realize the true, the useful, and the good.\n\nIn life we are trying\nWould it not be a poor pro-\n\nfessional training that never inquired into the volitional possibilities of\n\nthe school studies?\n\n(4)\n\nThe skilful schoolman inquires very carefully\nThe logical progress\n\ninto the progress of generalization in each study.\n\nas it exists in the science itself is but a practical guide, for we must, in ad-\n\ndition to this, take into consideration the fact that we have to do with a\n\n"}
{"page": 726, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n722\n\ngrowing organism, the receiving mind, with its perpetually changing apperceiving power, its natural interests, its volatile attention.\n\nThe supreme\n\ntest of a good text-book is to be sought in the progress of its generaliza-\n\nWe may note four important factors in this problem: (1) The\n\ntion.\n\nrate of increase in degree of abstractness.\n\nIf there\n\nis\n\nno such increase,\n\nthe mind remains, as the Germans say, \" stecken geblieben \" in the kinder-\n\ngarten stage of thought.\nidly,\n\nIf the degree of abstractness increases too rap-\n\nthe mind will soon content itself with a meaningless use of symbols,\n\nquite independent of concrete thought.\n\n(2)\n\nThe rapidity of presenta-\n\nMany books, I am convinced, proceed much too rapidly with their\n\ntion.\n\nrules and definitions.\n\nThis\n\nis\n\nsure to lead to inadequate apprehension\n\nand feeble power of application.\n\nClosely related to this point are 3 and 4.\n\n(3)\n\nThe inductive approach to the generalizations.\n\nMany teachers ap-\n\npear to think it best to spend long periods of time in\n\ndrill\n\nupon the\n\nart or practice side of studies, with little or no reference to the principles that underlie them, leaving all mastery of generalizations to their\n\nA much sounder procedure, as it seems to me,\nmake the science slowly but surely emerge from the art. This im-\n\nso-called scientific stages.\nis to\n\nplies not only that the generalization should have the right rate of in-\n\ncrease in abstractness, but that each should have the fullest profitable\n\ninductive approach through concrete exercises.\n(4) And, finally, the\nkind and amount of drill in the application of the derived generalizations, in order to secure their desirable permanence and practical efficiency.\n\nSumming up the conclusions reached as to what is professional work in\nconnection with the subject-matter of instruction, we may say, the method\nin the subject must be mastered and then pedagogically adapted to the\n\nchanging in natural interest,\npower of attention, capacity of assimilation, strength and direction of\nspiritual needs of the child continually\n\nvolitional activity.\n\nBut this adjustment of subject-matter to growing mind implies a\nknowledge of the genesis, development, and final purposes of mental acThese are described and explained by psychology. Though betivity.\nlonging by nature to the professional side of normal-school work, it may,\nby poor teaching, become quite unprofessional in reality. In the first\nplace, all study of psychology is unprofessional that does not awake, or\nat least stimulate, the pedagogical consciousness.\n\nIt must, for instance,\n\ntrain the teacher to look into the mind of the pupil, to perceive almost\n\nby instinct the conditions of prompt understanding and effective assimilation of what is taught; it must enable him to touch the springs of interest, to analyze\n\nmotive, to stimulate to right action, to find his way\n\neven through the most tangled labyrinth to the very heart of the child.\nTo accomplish these ends, psychology must be a perpetual challenge to in-\n\n"}
{"page": 727, "printed_page": null, "text": "PROFESSIONAL WORK IN A NORMAL SCHOOL.\ntrospection, and\n\nit\n\n723\n\ncan be this only as it stimulates self-examination by\nNormal-school students cannot\n\nconstant appeal to common experiences.\n\nfind themselves in the metaphysics of psychology, nor can they assimilate\n\na text-book of definitions.\n\nThe first deals only with the logical presup-\n\npositions of experience, and not with its concrete material, while the sec-\n\nond formulates a host of generalizations, that for the most part give but\nNothing more sterile of result or\na seeming knowledge of the subject.\nunprofessional in spirit could be devised than many of the current handTheir explanations do not explain, being formal\nbooks of psychology.\nand not real, while juxtaposition of treatment seems the nearest approach\nWe see no organic relato any unity attained by the so-called faculties.\ntion between sensations, percepts, concepts, attention, judgment, apperception, reason, interest, feeling, desire, volition, nor do we feel that\nthese phases of mental activity have more than the most distant and formal connection with educational processes. That psychology which is\nIt proceeds\ntruly professional gives a genetic explanation of mental life.\ninductively from stage to stage, each new step being in a sense a consequent of all that preceded it, the whole arising from and in connection\nwith the admitted facts of daily experience. It produces, first, the introspective habit in the teacher himself, thus laying a foundation for what\nhas been called the pedagogical consciousness.\n\nIt culminates in an easy,\n\nnatural, and seemingly spontaneous insight into states, processes, difficulties,\n\nmoods, interests, and desires of the youthful mind.\n\nWe have seen thus far that the two great factors in education are the\nstudies on the one hand, with their own internal nature and logical order,\n\nboth in themselves and in their relations to one another and on the other\nBut that\nhand, the child with his own developing spiritual nature.\n;\n\nwhich shows how to bring about the mediation of the two is methodology.\nThis embraces methods of instruction and methods of ethical training.\nNormal schools busy themselves most with methods of instruction. It is\na simple task now to determine what professional work in methodology\nmust be. Plainly it depends upon an accurate and fundamental knowledge of the subject-matter of instruction, and a truly professional insight\nAll instruction in methods not\ninto the method of the child's activity.\nfounded on an insight into the nature of the mind arid of the study must,\nThe pupil-teachers may inof course, be purely empirical and academic.\ndeed take in maxims, but they will not assimilate principles.\nArtificial\nroses tied to a bush may mislead the eye, but they do not grow or emit\nProfessional work in methods\nperfume, for they lack the juices of life.\nof instruction will observe two phases of the subject\n(1) general methods\nand (2) special methods. The first will investigate the general laws of\ncorrect procedure as determined by the content of studies and the mind's\nIt will have mostly to do witli the undernatural method of learning.\n:\n\n"}
{"page": 728, "printed_page": null, "text": ":\n\n724\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nstanding and assimilation of the elements of knowledge, with the inductive approach to new generalization and their adequate application.\nSpecial methods treat of the varying details in the application of general\n\nmethods, and have for their basis the peculiar constitution of the various\nThus, mathematical differ essentially from\nstudies of the curriculum.\n\nlanguage studies, the generalization of the one being exact and without\nexceptions, those of the other being more indefinite and less self-evident.\n\nThese studies\n\ndiffer\n\nmaterially,\n\ntherefore,\n\nin\n\nthe\n\ndetails\n\nof\n\ntheir\n\nmethodology,\n\nBut little need be said concerning what is professional or unprofessional\nIt will be professional if founded on suffiin the school training work.\ncient knowledge of child and subject and rational methods of mediating\nThat training\nthe two, and criticised in the light of these principles.\nwork is highly unprofessional in which the pupil-teacher strives to work\nin accordance with tricks and devices empirically given, or where he works\nfor long periods without supervision, or where the critic-teacher is a mere\ntack driver, having an eye only to petty and non-essential details.\nProfessional training involves careful preparation of the lesson by the pu-\n\npil-teacher, in view of the subject, the age, and acquirements of the child,\n\nthe general and special laws of method.\n\nIt involves, further, periodical\n\nand thoroughgoing critique of the teaching in the presence of criticteacher and the whole body of pupil-teachers.\nWe may, then, by way of summary, define professional work in normal\nschools as follows\n\nIn regard to the subject-matter of instruction, that is professional work\n\nwhich, on the one hand, gives the logical and organic knowledge necessary\nfor good teaching, but not attainable in high schools, and on the other\n\nwhich determines the psychological sequence of subject-matter when adjusted in accordance with the pupil's assimilating power, his capacity for\nattention, his natural interests, his changing power of generalization, and\n\nthe motives capable of rousing him to volitional activity.\n\nWith regard to psychology, that is professional work which awakens a\nfree and full habit of introspection in the teacher, which gives an explan-\n\natory and organic view of mental development, and which culminates in\n\nwhat I have called the pedagogical consciousness.\nIn methodology, that-is professional work which deduces rational means\nfor the adaptation of the fixed logical nature of the subject to the chang-\n\ning psychological needs of the child.\n\nWhile in the practical culmination of the whole theoretical activity of\nis professional work\nwhich is the conscious application of true insight into the nature of\nchild, of subject, and of the methods of their mediation.\n\nthe normal school in the training department, that\n\n"}
{"page": 729, "printed_page": null, "text": "PROFESSIONAL WORK IN A NORMAL SCHOOL.\n\n725\n\nDISCUSSION.\nDr. Rounds, of New Hampshire, said that he would take as the basis\nof what he should say in this discussion one thought of the essayist\nis\n\n:\n\n\" It\n\nthe object of the professional work of the normal school to derive the\n\nThe science of educaThough intelligent normal pupils may not\n\nscience of education from the art of teaching.\"\n\ntion is largely inductive.\n\nfirst the language of psychology and pedagogy, they can\ncomprehend the application of the elementary principles of these sciences\nto examples of teaching clearly analyzed before them hence, from an\nearly period in their normal course the professional spirit should be made\nto permeate the so-called academic study, by requiring the pupil to assume the teacher's relation to the class and to develop topics from the\nEvery teacher in the normal school should be a\nteacher's point of view.\nWhile the normal student is carrying on the study\nteacher of method.\nof psychology, pedagogy, and methods he should be exercised in the art of\nteaching, and should be trained in the preparation of analyses and plans\nof lessons to be given before his class, and in the criticism of lessons\nIn all this work constant reference must be made to\ngiven by others.\nprinciples of psychology and pedagogy, in accordance with the pupil's\nWhen he has thus been preincreasing knowledge of these principles.\npared for entrance upon his work in the training school, he will proceed\n\nunderstand at\n\n;\n\nin his training through a graduated course.\n\nBy observation in the train-\n\ning schools he will gain a knowledge of their organization and manage-\n\nment; by teaching classes in the training schools, under careful direction\nand criticism, he will learn how to adapt his instruction to the individuality of the pupil by teaching certain selected subjects for a longer\ntime, he will acquire a command of class work; and, finally, by taking\ncharge of the instruction and management of several classes, or of a\nschool, he will obtain command of the working of a school.\nWhen he\nhas thus been trained to apply successfully the principles of pedagogy to\nthe art of teaching, and only then, can he fully comprehend the principles\nof the science of education then, and only then, can he be said to be\n;\n\n;\n\nprofessionally educated.\nI was very much interested in and heartily\nDeGarmo's treatment of the subject. It seems to me,\nhowever, that to get and to give an adequate idea of what kind of training should be given in a normal, we must know what kind of pupils we\nare to teach, as well as the work to be required of them.\nThe sources of\n\nProf. J. P. Gordy, of Ohio\n\n:\n\npleased with Dr.\n\ninstruction for teachers in the United States are teachers' institutes, State\n\nnormal\n\nschools, college\n\ndepartments of pedagogy, and special training\n\n"}
{"page": 730, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n726\n\nschools.\n\nThe normal schools should provide professional training for the\n\nteachers who are to engage in elementary and secondary work.\n\nPresident J. H. Hoose, of New York, considered the papers read to\n\nHe would have educators discriminate clearly\nThe academical deals with\nbetween academical and professional work.\nthe substance of the subjects taught, while the professional deals with\nbe of very great value.\n\nthe form of subject-matter and the form of mental activity.\n\nDr. Fulcomer,\n\ngentlemen have\n\ntacitly ad-\n\nmitted that it is desirable to have good academical preparation.\n\nWe must\n\nof Indiana: All of the\n\nhave the professional training as post-graduate work. The normal schools,\nthough doing much good for the lower grades, are nevertheless doing\n\nmuch to lower the scholarship of the country by granting collegiate degrees to those graduating from their comparatively short courses of study.\n\nThe normals must demand a higher standard of scholarship of applicants\nfor admission to the professional work.\n\nProf. Joseph Carhart, of Minnesota:\n\nUnder ideal conditions, the\nThe business\n\nlogical mastery of a subject is a purely academical affair.\n\nand\nBut under existing con-\n\nof the normal school is to consider the true psychological processes\n\nthe proper manner of presenting the subject.\n\nditions in the United States it is necessary for normal schools to review\n\nsubjects of instruction, arithmetic, history, etc., to give a logical mastery\nof the same.\n\nHon. G. W. Eoss, of Toronto, being called, responded, saying that academical instruction should precede professional instruction, but that the\n\ntwo were sometimes blended till the high schools could be raised to greater\nexcellence that in Ontario it had been found necessary to give pupils\npreparatory academic work, before admitting them to the normal, and\n;\n\nthat\n\nnow they were admitted\n\nHe\n\nonly after a severe examination.\n\nthoroughly believed in the psychological basis of teaching.\n\nDr. Larkin Dunton, of Massachusetts\n\n:\n\nNormal teachers are sometimes\n\ndefective in their work, leaving out properly-directed effort to master the\nsubjects under consideration,\n\nand dealing too much with routine work.\n\nSome teachers are deficient in professional skill, which might be gained\nWhile teachers should be\nand for breadth\nof learning they should study subjects in other departments than those in\nby reading professional books and periodicals.\n\nindustrious, they should, stop work short of exhaustion,\n\nwhich they teach.\nand broad culture.\n\nPupils also should save strength for general reading\n\nDr. J. A. McClellan, of Ontario, being requested to take part in\nHe heartily endorsed and highly compli-\n\nthe discussion, spoke briefly.\n\nmented the paper read by President Hinsdale.\nship and method are both necessary, but\n\nif\n\nThen he said that scholareither\n\nis\n\nlacking, let\n\nit\n\nbe\n\n"}
{"page": 731, "printed_page": null, "text": "THE PLACE OF THE CITY TRAINING SCHOOL.\n\n727\n\nmethod. Thorough scholarship and true manhood will always have\nmethod which is not far wrong. Valuable experience does not come from\ntime improperly or ignorantly employed.\n\nlie did not see any great differ-\n\nence between the knowledge of the really educated\nqualified teacher.\n\nman and the well-\n\nComplete mastery in knowledge of subjects will lead\n\nto fair methods of instruction.\n\nIn Ontario the academical is separated\n\nfrom and precedes the professional instruction.\n\nIn teaching, facts pre-\n\nsented in their logical order will give the child, afterward as he pursues\nhis studies, if not at once, a view of the rational connection of those facts.\n\nDk. De Gakmo closed the discussion of his paper by briefly, forcibly,\nand clearly reviewing some of its principal points and the leading thoughts\nbrought out in its discussion.\n\nTHE PLACE OF THE CITY TRAINING SCHOOL.\nELLEN G. KEVELEY, CLEVELAND, OHIO.\nIn the complex life of our American cities, no department of city afand\nno department is more worthy of the concentration and study of our\nfairs is of greater importance than the conduct of our public schools ;\n\nablest minds.\n\nWith an ever-increasing immigration the property of the\n\npeople is taxed more and more heavily to provide shelter for crowds of\nchildren in school-houses, and to maintain adequate instruction in the\nschools.\n\nBut material prosperity is less important and more readily at-\n\ntained than the provision of sufficient numbers of skilled and trust-\n\nworthy teachers to lead and shape the destiny of the great mass of future\nAmerican citizens. George William Curtis recently said \" The key of\n:\n\nan efficient public-school system is not the school property, nor the apEeason, experipropriations for maintenance, indispensable as they are.\nence, the common consent of all great thinkers\n\nand all authorities upon\n\nthe subject, agree that the teacher is the school.\"\n\nTaking into account the increasing number of teachers demanded and\nthe higher qualifications insisted on, what shall be the source and whence\n\nthe supply of teachers for the public schools of our cities?\n\nUnder what\n\nconditions shall these teachers be allowed to enter upon the vast responsibilities imposed upon them ?\n\nOur excellent system of high schools offers opportunities to gain a good\nEvery year larger numbers of young men, and notably of young women, are seeking the advanThe question of scholastic preparation\ntages of college and of university.\nsecondary education practically free of expense.\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nis really settled\n\nby the advantages of education available to all who would\n\nbecome teachers.\n\nThe State seeks to guard the entrance of this the most numerous body\nof its servants; every candidate for the office of teacher must be able to\nsatisfy the State that he measures, at the least,\n\nup to the level of the re-\n\nWhy should not the standard\nquired scholastic attainments for teaching.\nof teaching qualifications be uniform for the whole country, as in other\nbranches of public service?\n\nThe development\n\nof scientific\n\nmethod made apparent the fact that\n\nknowledge of subjects to be taught does not prove fitness to teach.\nPractical experience had already demonstrated the necessity of affording\nopportunity to acquire\n\nskill\n\nin teaching.\n\nScience and experience ask\n\nthat candidates for the office of teacher be trained in educational methods.\n\nThese general fundamental demands for opportunity to prepare to teach\nare supplemented by two special and local demands which have led to the\n\norganization of city training schools.\n\n—the higher the average educational intelligence in a commuSecond— the more numerous the population and the greater the numFirst\n\nnity, the greater the insistence of the people for skilled teachers.\n\nber of high -school graduates, the greater the supply of untrained persons\n\nseeking to become teachers in the city schools.\n\nThe establishment of such training schools at public expense has been\naccomplished through the wise forethought of educational leaders in nearly\nall the principal cities of America.\n\nThe tendency of the times is to admit to such schools only pupils that\nare graduates of high schools, or\n\nsome school of equal grade, and even\n\nthese suffer in comparison with fellow-students who have had the advantages of college or university training.\n\nThe training afforded in these professional schools should be such that\nthe primary, secondary, and higher schools of cities and towns where\ntraining schools exist can be entrusted only to teachers of known and\n\nrecognized ability\n\n;\n\nand the standard of the schools of such cities should\n\nbe higher because of this training.\n\nUnder these conditions, how shall the schools for the training of city\nteachers be conducted?\n\nExperience has proved that the course of study in a training school\nshould provide both theoretical and practice departments, the first the\nconditioning, the second the conditioned.\n\nTo quote an eminent European authority, \" The training of the pupilteacher will increase his efficiency in the school-room, but the theoretical\n\ndepartment\n\nwill assist\n\ngreatly in his self-development, inasmuch as\n\nit\n\nextends his horizon, helps to furnish his mind, ennobles his nature, and\nassists in forming his character.\"\n\n"}
{"page": 733, "printed_page": null, "text": "THE PLACE OF THE CITY TRAINING SCHOOL.\n\n729\n\nmethod demands that the student gain an insight into the\nthe action of its faculties, its growth and order of unfolding.\nBut scientific method demands as well an extended knowledge of\nthe means to be used it calls, too, for a distinct apprehension of results\nto be obtained, and a clear understanding of adaptability of means to end.\nScientific\n\nhuman mind\n\n;\n\n;\n\nThere is, doubtless, great diversity in the courses of study in the theory\ndepartment of different schools.\n\nBut, at the present time, nearly all edu-\n\ncators agree that the essential studies in a school for training teachers are\n\npsychology, methodology, and the history of education.\n\nHorace Mann believed that professional schools for teachers are a new\ninstrument in the advancement of the race.\n\nSince the organization of\n\nthe first one on this hemisphere, about fifty years ago, the truth has been\nestablished that every philosophical teacher must have gained a knowl-\n\nedge of mind action.\n\nTo-day, it were needless to argue that psychology\n\noccupies an undisputed place in the curriculum of a normal or training\nschool.\n\nBut the study of psychology should be carried on by the natural\n\nmethod, in the application of abstract truth to the minds of teacher and\npupil.\nAll educators agree that methodology should be based on review studies\nof the future subject-matter of the elementary schools.\n\nAll do not agree\n\nas to the pursuit of review studies independent of methods,\n\nnor as to the\n\nrelative value of the study of methodology.\n\nmust admit\n\nAll, however,\n\nthat a good method is worthless in application unless the subject-matter\n\nbe correct and clear.\n\nAnd the truth has been often demonstrated that\n\npersons possessing funds of correct knowledge, clearly apprehended, have\n\nbeen failures as teachers.\n\nThe test of a method is its accord with principles inherent in the natBut even a good method of\nSo, while\nteaching can only be of practical value when applied to mind.\n\nure of mind ; this is the only touchstone.\n\nthe course in the theory department is pursued, practice teaching must\n\nsupplement method study. To this end, visits should be made by pupilteachers to the practice department, in order to observe lessons given by\nfellow-pupils ; visits should also be made to the school-rooms of experienced\n\nand successful teachers.\n\nAnother means of testing methods is to detail\n\nsmall classes of children to appear before the theory department, in order\nthat pupil-teachers may exercise their ability to teach according to meth-\n\nods under discussion.\n\nA third valuable exercise to give practice in teach-\n\ning is for some member of the theory department to assume charge of his\n\nown class and question his fellow-students on some topic assigned as a lesson.\n\nThis exercise leads to the acquirement of a clear, concise, logical,\n\nand prompt habit of questioning, and cultivates the critical faculty under\nThus the theory department and the practice defavorable conditions.\npartment overlap each other. Theory of education cannot be studied\n\n"}
{"page": 734, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n730\n\nadvantageously without application in practice, and practice must depend\n\non theory as its guide.\nUnfortunately most of the students\nstudied only in the schools of\n\nthat\n\nof the evolution of educational ideas\n\nin a city training\n\ncity.\n\nschool have\n\nThey have no conception\n\nthey know nothing of. the reforms of\n\n;\n\nthe past, nor are they yet able to discriminate in any degree between the\n\nstrength and the weakness of existing customs as carried on in modern\n\neducational systems.\n\nThe secretary of the Massachusetts board of educa-\n\ntion says: \" The last topic of study to be pursued in the normal school is\n\nthe history of education, because the pupil-teacher\n\nis\n\nnot prepared to\n\ncomprehend, in a practical way, either the nature or the value of the different educational systems of the past until he has become familiar with the\nabstract principles upon which a true system must be founded, and also\n\nwith the ends which our modern public schools should be adapted to\nsecure.\"\n\nIn the school for training teachers, the question is not only, what does\n\none know? but what is one able to do with what he knows?\nIs he able to do that which the training school has aimed to help him to\n\nprepare to do?\n\nIn order to\n\ntest satisfactorily\n\nthe quality of ability to teach, right\n\nmeans must be provided to develop the potential power of the pupilteacher.\n\nTo this end, in every well-regulated city training school, prac-\n\ntice departments have been created to give opportunity for a prolonged\neffort of the pupil-teacher.\n\nAs Dr. Soldan recently said, \" No descrip-\n\ntion of methods, no theoretical teaching, can equal the direct practical lessons which trainers derive from their intercourse with children in actual\n\nschool-room work.\"\n\nThe plan of conducting the practice department usually follows one of\ntwo directions,\nin\n\nall\n\nviz. , either to give practice in teaching for limited periods\n\ngrades of a school which\n\nis\n\ncontrolled by others, or to give the\n\npupil-teacher but one grade, allowing\n\nhim to assume the responsibility\n\nof government and instruction for a continuous period.\n\nIn either case\n\nthe work is carried on under the advice of a critic-teacher.\n\nThe critic-\n\nteacher should be a person of large practical experience and wide theoretical knowledge.\n\nThe number of practice schools should be sufficient\n\nto afford as extended an experience for each pupil-teacher as is possible.\n\nA training school should be in educational methods what a test-garden\nis in horticulture.\n\nThe training school should test, first, the purpose in voluntarily seeking the vocation of teacher; second, the interest in children, proving\n\nwhether it be a real, living interest, or merely sentimental third, the\nability to put the. pupil-teacher's mind en rapport with the minds of the\n;\n\npupils.\n\n"}
{"page": 735, "printed_page": null, "text": "THE PLACE OF THE CITY TRAINING SCHOOL.\n\n731\n\nThe training school should make clear the fact that the pupil- teacher\nhas or has not the teacher's temperament.\n\nIf it\n\nprove that he\n\nis\n\na\n\nteacher, it will make him enthusiastic in action and devoted in purpose.\nIf this preparation to become a teacher consist (1) of practice in teach-\n\ning one's associates; (2) of trial lessons given to classes of children; (3)\nof visits to well-conducted schools; (4) of a reasonably long experience in\nthe practice department; and if this practice accompany careful study of\nthe principles of teaching as founded in the laws of mind, there must be\n\ndeveloped aptness to teach provided the germ existed.\n\nThe development\n\nof teaching-ability under right conditions is as certain as the appearance\nof vegetation in favoring climate and nurturing soil.\n\nHaving thus outlined in a general and imperfect manner (1) the nework, and (4)\nthe possible outcome of the organization and maintenance of the city\ntraining school, let us look at some of the disadvantages it has to encounter.\nIn the first place, it is looked upon by a class in the community as a\nmere channel for entrance into the ranks of city teachers; such parents\ndesire their children to become teachers, either for the honorable place it\ngives them in community superior to their own, or solely as a means of\nAs a result, many children\nlivelihood till some other means offers itself.\ncessity, (2) the entrance qualifications, (3) the professional\n\nare seriously set aside, or dedicated, at an early age to the office of teacher,\n\nand this is done long before their scholastic ability is developed, their disSuch candipositions manifested, or their physical health determined.\ndates often come from homes of little culture; and. beyond the bare acquisition of knowledge gained in the schools, often imperfectly assimilated,\nthey are in no way fitted to become candidates for the office of teacher.\nIn order to offset this disability, some boards of education make another entrance qualification to the training school, viz., that graduates\nof the high school\n\nmust be recommended by the faculty as peculiarly\n\nadapted in mind, scholastic acquirement, and character to be teachers.\n\nA second disadvantage is the early age at which many pupils are able\nto graduate from the high school and thus claim an entrance to the train-\n\ning school.\n\nThe average American is not fitted, by development of rea-\n\nsoning power and judgment, to assume the conduct of a school before\ntwenty-two, or at least twenty, years of age.\n\nThis is also as early as the\n\naverage American woman is fitted physically to bear the strain of the unceasing care and labor laid upon her in the duty of teaching.\n\nA compar-\n\nison of the ability of students having attained the age of twenty-five years,\n\nand of those but seventeen, leads me to judge that most of the pupilteachers in our city training schools are too young to have received the\nfull benefit of instruction in the high school and training school, and too\nyoung to assume the grave responsibilities of teacher.\n\nThe results are that reproach often follows their endeavors, or else in\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\ntheir great desire to succeed, the strain breaks them down physically and\n\nmakes them old prematurely.\n\nTo avoid such calamities, educational au-\n\nthorities in some cities have fixed a standard of age for admission to the\n\nranks of teachers in city schools.\n\nA third disadvantage in all training schools where entrance means exit\nby graduation, is that students are able to graduate who have shown\nlittle or no skill and adaptability in teaching, or who have failed to govern while trying to teach in the practice department.\n\nThe remedy for this is that the board of education entrust to the principal of the training school the power to advise all such pupil-teachers\nto withdraw from the school,\n\nand for the board to refuse to graduate all\n\nwho have been thus advised.\n\nThis\n\nis\n\nonly a partial barrier, since the\n\nstandard of the principal and the patrons, or even of the members of the\nboard, may vary widely, and the principal is obliged to act with a view\nto \"the greatest good to the greatest number.\"\n\nA fourth disadvantage is the brief period allowed in the training school\nfor preparation to teach ; this period is generally but one year, seldom two.\n\nThis is due to the American spirit to hurry all operatives, grave or gay,\nRelief can only be had in a better understanding in\n\nserious or trivial.\n\nthe community of the magnitude of the work to be accomplished, and a\nbetter appreciation of the truth that a teacher must have time to\n\ngrow\n\nas well as vegetation ; that time is an element in all development of hand\n\nor mind.\n\nThe causes of the existing disadvantages are the newness of the idea\nand the recentness\nteachers.\n\nof the organization of professional schools for city\n\nThe disadvantages are outnumbered and outweighed by the\n\nadvantages of special training as already set forth.\neducation which\n\n(1)\n\nIn the general\n\nmay develop into one still more broad and thorough.\n\n(2) In the prof essional training which has embraced the study of children\nand a knowledge of their needs. (3) In the training which has evolved\nmeans to supply, as far as possible, the needs of the child, and to prepare\nhim to be a right-minded citizen. (4) In the training which has\n\nwidened the pupil's educational horizon by the study of educational history and educational literature.\nLastly, all these active forms in connection with the general culture of\nthe trained teacher inspire enthusiasm and kindle zeal; they deepen\npurpose to be worthy of the vocation of a public-school teacher in the\nland where the common-school idea is as old as the foundation of the\n\ngovernment, and where it has become the vital-circulatory system that\nenergizes the growth of Americans and fits them to become leaders among\nthe nations of the earth.\n\n"}
{"page": 737, "printed_page": null, "text": "THE FUNCTION OF A TEACHERS' TRAINING COLLEGE.\n\n733\n\nDISCUSSION.\nThe discussion of the paper was opened by Mr. A. J. Rickoff, of New\nYork, who said that the ground had been so well covered that it was only\nleft for him to emphasize one point\n\n:\n\nthat the fact that a young lady has\n\npassed through a normal school is no essential reason for her employment\nin the schools.\n\nThe city or State gives the normal pupil a full equivalent\n\nfor the time spent in the school by affording every facility for study and\n\nthe best masters of the day, and\n\nis\n\nnot by any means bound to employ\n\nthose who, on account of early unfavorable surroundings, lack of good\nsociety, and absence of general culture, are unfitted to mould the character\n\nof the children who may be placed under their care.\n\nMr. Rickoff was here interrupted by the question \" May not a State\nrequire normal education?\"\nHe said that a State ought to require proper\n:\n\ntraining, but that State or city ought to abolish\n\nall\n\nrules as to the em-\n\nployment of the graduates of its normal schools.\nThe man placed in control of a machine is more valuable than the machine; it is not so in the case of the teacher placed at the head of a\nschool; there the children, the many, are of more importance than the\nteacher, the one.\n\nThe normal schools should require, before admitting a pupil, a recommendation from the high-school teachers as to common sense, good manThe brand of the normal school should mean\nners, and studious habits.\nmore than an examination passed as to scholastic attainments. It should\nmean ability to teach. There should be an examination by a competent\nboard of examiners into qualifications above mere scholastic acquirements.\nThere is a great necessity for protest against the reckless employment of\nteachers.\n\nTHE FUNCTION OF A TEACHERS' TRAINING COLLEGE.\nWALTER L. HERVEY, NEW YORK, tf. Y.\nIt is not the purpose of this paper to give exhaustive treatment to all\n\nthat this subject implies.\n\nThe need and the mode of the training of the\n\nteacher, or the character and scope of professional studies, are not matters for discussion at this stage in the history of education in this country.\n\nIt is the rather my object to sketch briefly the genesis, the function and\n\nthe place of training colleges for teachers in our educational system.\n\nEver since the fathers of the Bay State made provision, at the beginning of the present century, for the establishment of \" county schools to\n\n"}
{"page": 738, "printed_page": null, "text": ";\n\n734\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nfit young gentlemen for college and school-keeping,\" has the need in\nAmerica for the training of the teacher by some means been recognized\nbut not until a half century ago, when the incompetency of teachers and\nthe stagnation of schools aroused the zeal of James G. Carter, \" the father\nof normal schools,\" and the patriotism of Horace Mann, was there a movement for the establishment of more specialized agencies for this important\nwork.\nThe primitive normal school of that day contemplated scarcely\nmore of professional studies than one experienced teacher of the stamp of\nFather Pierce might, by precept and example, inculcate in his pupils, as\nhe taught them the branches that they in turn would be called upon to\n\nteach their pupils.\nin the annals.\n\nAs for the science of education, it is not referred to\n\nPsychology had never haunted aspiring youth as a pro-\n\nfessional bugbear, and Pestalozzi, if\n\nknown about, was not known.\n\nYet,\n\nbe it said to the honor of those pioneers of that early day, there was a\nvigor, a life principle,\n\nand a concentrated\n\nzeal\n\nabout that first normal\n\nschool that may well serve for example and for inspiration to institutions\n\nmarking the latest development in the same field.\nTwenty-five years later there came a second forward movement, when\nmen like Edward A. Sheldon and James Johonnot, suddenly awakening\nto the fact that they had been putting cart before horse, teaching parts\nbefore wholes, straightway \" reversed the school coach \" and made \" object\nteaching \" the watchword of the new education.\nFrom this principle sprang a new type of normal school, and with the\nestablishment of Oswego normal school the term professional begins to\nappear in the educational literature of the country.\nIn a paper upon object teaching read before the National Educational\nAssociation in 1863, the founder of the Oswego normal school, after show-\n\ning that the teachers were not ready for the new methods, but were characterized by a slavish imitation\n\nrather than by independent mastery,\n\nsaid:\n\" The only remedy for this evil, as it seems to me, is the establishment\n\nNot schools\naim and effort\nshall be to impart a practical knowledge of the science of education and\n\nof training schools for the professional education of teachers.\n\nin which the branches are taught, but where the whole\n\nthe art of applying it.\"\n\nThe many causes that delayed the attainment of this ideal need not\nhere be enumerated.\n\nIt is\n\nenough to say that for nearly twenty-five\n\nyears the ideal failed of realization, although each succeeding year wit-\n\nnessed a renewal of the\n\ndemand for professional training, and the term\n\nnormal school came, in too many cases, to stand for a superficial and\nblighting attempt at telescoping academic and professional courses, with\nan avowed \" incredible saving of time \" and an actual loss of open-mindedness toward knowledge and of adaptability in independent action.\n\n"}
{"page": 739, "printed_page": null, "text": "THE FUNCTION OF A TEACHERS' TRAINING COLLEGE.\n\n735\n\nThe analysis of the conditions and the record of the events that finally\nbrought about the realization of the ideal of a teachers' training college\nin America will form,\n\nwhen the time comes for it to be written, one of\n\nthe most interesting and significant chapters in American educational\nhistory.\n\nI may here venture\n\nmerely to outline what seem to be some\n\ncharacteristics of this fruitful period.\n\nIn the first place, we may note that this is an age of specialization in\nevery sphere, and hence it is a time of founding specialized agencies for\ntraining.\n\nIn the second place, this period is marked by a development of that\nbroader conception of the \" objective method \" as a principle, not confined to \"object teaching,\" so called, but of\n\nuniversal application to\n\nthe teaching of every subject taught in the school.\n\nIn the third place, it is marked by a growth of the idea which in the\nearly days of the kindergarten often failed to receive\n\n— that the kindergarten system, both\nisolated whole, complete in itself,\n\ndue recognition\n\nin theory and in practice, is not an\n\nbut a part, in organic unity with the\n\nschool system.\n\nAs a fourth factor, as the embodiment of the objective method, no less\nthan the progressive application of the kindergarten principle, we may\nplace the manual-training movement, with all that the manual-training\n\nmovement includes and all that it involves, remembering that it was this\nmovement that gave, for the first time, significance and truth to the phrase\n\"organic curriculum.\"\n\nAnd finally, in close relation to each other and to the three preceding\nculminating the movements for art education\nand for moral training in the schools for the sympathetic and intelligent love of the beautiful and the love and practice of the good.\nIt is to such facts as these that I have suggested that we must look for\nthe cause and for the occasion of the most recent advances in the provis\nion of means for the training of teachers.\nFor if the grotesque vagaries\nfactors, there are to-day\n\n—\n\nof \" object teaching \" in 1863 suggested the desirability of professional\n\ntraining,\n\nmuch more did the congeries of similar movements twenty\n\nyears later demonstrate the necessity of professional training and promote\nits realization.\n\nskilled teachers,\n\nBetter the old. subjects taught in the old way by unthan the new subjects taught in the new way by those\n\nwho have received no adequate professional training.\nWith increase of difficulty in any pursuit come increased facilities\nfor training, increase of dignity, remuneration, talent, generally some-\n\nwhat in the order named, although there are always the pioneer few who,\nfrom love or foresight, reverse the order, putting talent first and remuneration last.\n\nThe advance in the present instance either has taken the form of a\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nchange in the character of certain normal schools, in spirit or in name\nor in both, or it has taken the form of the establishment in institutions\n\nalready existing of departments of pedagogy, or the form of the establish-\n\nment upon new foundations of training colleges for teachers.\n\nIt is evi-\n\ndent that in the process of the evolution of a higher type of training college there will be many transitional forms.\n\nIt will be\n\nmy aim to describe\n\natypical form; admitting no features, however, which have not found\nactual realization.\n1.\n\nA teachers' training college must have students of maturity or\n\nscholarship, and, if possible, of experience in teaching.\n\nThe attempt to\n\nteach professional studies to callow minds disgusts the minds and discredits the studies.\n\nThere exists no more fruitful source of complaint against\n\nprofessional training than this unfortunate blunder.\n2. A teachers' training college must offer a complete curriculum in\nwhich no subject taught in schools is not represented, and it must be\ncharacterized by catholic interest as broad as education itself, to which\n\nnothing pertaining to education is foreign.\nThis involves not only the teaching of principles and practice of the\nkindergarten; of theory and, for the present at least, technique in all\ntypical branches of manual training; of theory and practice of physical\ntraining, and of music; but, also, a feature unattempted hitherto by the\n\nnormal school, although regularly undertaken in collegiate departments\nof pedagogy, the teaching of methods of higher academic work in science,\nIt is\nmathematics, history, and government, language and literature.\nwell to note that the position upon this question that may safely be taken\n;\n\nby a training college is the following that all students, whatever their\npreparation and aim, should first master the essential principles of method,\nillustrating theory by practice in the lowest grades, and that then a series\n:\n\nof lessons upon the application of foundation principles to the teaching of\n\nhigher studies may follow.\n\nThe place to study botany is with the seeds\n\nand with the young plant.\n\nAn old trunk is a tough and antiquated subject\n\nfor dissection.\n\nA high-school teacher will flounder in the presence of a\n\nprimary class; but a trained primary teacher, knowing his subject-matter,\nand with but a hint as to the adaptation of universal principles to the\nhigher work, will be master of the situation before any class.\n3. A teachers' training college must secure a thorough welding of\ntheory and practice through the establishment, as an organic part of the\ncollege, of a school of observation and practice, which will serve alike as\n\nan experiment-station for the college faculty and for the intending\nteachers as a model school and a clinic.\nNothing is clearer than that the mere teaching of pedagogy, even with\ndemonstration lessons, does not constitute the training of the teacher, any\nmore than the practice without the pedagogy can be called professional.\n\n"}
{"page": 741, "printed_page": null, "text": ";\n\nTHE FUNCTION OF A TEACHERS' TRAINING COLLEGE.\n\n737\n\nWhatever else of general uplifting or broad grasp of theory may have\nbeen gained by a student of professional studies, skilful and intelligent\npractice, in some one line at least, must characterize those who graduate\nas teachers from a training college.\n4. A teachers' training college must preserve a thorough-going independence of subject-matter as subject-matter, whether in studies academic\n\nor in studies professional.\n\nThe treatment of academic branches must\n\nnot be by formal explication, but by implicit reference and suggestive\nreconstruction from the teacher's stand-point.\nsult is attainable only with students who either\n\nIt is evident that this re-\n\nhave the knowledge of\n\nsubject-matter, or have the discipline with which independently to possess themselves of this knowledge.\n\nThe normal school, generically speak-\n\ning, reaches up to the professional from the stand-point of the academic\n\na training college reaches down to the academic from the stand-point of\n\nthe professional.\n\nThis distinction\n\nis\n\nas thorough-going\n\nand significant\n\nas that between the short arm of the lever and the long arm of the lever.\n\nTo him alone who is master of both the academic and the professional\ncan the gulf between the academic and the professional be said to\ndisappear.\n5.\n\nFinally, a training college is distinguished by a general point of view,\n\nwhich alone differentiates it in some degree from university, college, normal school, and city training school, even where these occupy common\nground.\nFor the motive and vital centre of the entire work is not the\ndevelopment of knowledge by research as in the university nor the mastery of liberal studies and the gaining of disciplined power thereby, as in\nthe college; nor the provision of practicable means to supply an urgent\n;\n\nlocal demand for trained teachers, as in the city training school;\n\nbut one\n\nwhich is at once lower and higher than all these, and at their very foundation, viz. the study of the mind and heart and life of little children,\nwith a view to the generation of practical power for their education.\n,\n\nNo one of these other agencies for the preparation of teachers, with\nthe exception, in a certain sense, of the university, possesses all of these\ndistinctive features;\n\nand while no institution falling short of these re-\n\nquirements can merit the name of training college, on the other hand, any\ninstitution possessing these characteristics, by whatever name it may be\n\nknown, is, in the broad sense in which the term is here employed, a training college.\nThus distinguished from the other institutions in an educational system, the teachers' training college finds itself, nevertheless, in\nclosest relation with them all.\n\nTo the high schools, seminaries, academies, normal schools, it stands\nin a double relation.\n\nIt\n\nboth receives their graduates, either before or\nand in return sends its\n\nafter they have gained experience in teaching,\n\ngraduates to them, as specialists, as supervisors, or as general teachers.\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nTo the college of liberal arts a training college bears the same relation\nand divinity; and departments of\npedagogy are found to afford effective preparation not only for the\npractical work of teaching, but also for the pursuit of post-graduate proas do the schools of law, medicine,\n\nIn this day, at least, it is an\nundoubted advantage for a college graduate, even if the study of pedagogy\nhas formed no part of his college course, to have so much as heard\nwhether there be any pedagogy, from the mere fact of the existence of a\nThe relation of a teachers' trainchair of pedagogy in his Alma Mater.\ning college to the university is the most vital of all for it is to the\nuniversity that the training college looks for its teachers trained under\nthe influence of the university spirit, and for the periodicals and textfessional courses in a professional school.\n\n;\n\n—\n\nbooks that record the results of\n\nits scholarly research\nthe Pedagogical\nSeminary, and the Educational Review, Boone's \" Education in the\n\nUnited States,\" and James' \"Principles\ninstances of this service\n\n—and,\n\nthat inspiration which\n\nit\n\nis\n\nlastly, for\n\nof\n\nPsychology,\" are\n\ntypical\n\nthat constructive guidance and\n\nthe distinctive\n\noffice of\n\nthe university to\n\nrender to the teaching profession.\n\nAt a time like the present, when the call for trained teachers comes as\nnever before, and the need of trained teachers was never more keenly appreciated oy people, by superintendents, and by the teachers themselves,\n\neach of the agencies making for higher standards and broader influence\nis\n\nneeded, and is welcomed as having an important and a distinctive work\n\nto do.\n\nIn common with the rest, the training college will stand, as well for a\nconception of that duty that the State owes itself to educate its citizens\nas for that conception of the needs of national life that holds education\n\nand for the conception\neconomical, and most enlightened means to this end, and the highest office of\nto be the only solution of national problems,\n\nof the training of the teacher for the work as the surest, most\n\npatriotism.\n\nAs distinct from the rest the teachers' training college will stand for\nthe provision of a place where, untrammelled by the provincial or aca-\n\ndemic features of the normal school, unembarrassed by the theoretic and\ndisciplinary character of the college, or by the exclusiveness of the university, though partaking in some measure of the university spirit of\nconcentration and research, teachers of experience and students of scholarship may, with all freedom of election and under the stimulus of congenial\n\nfellow-workers, pursue purely professional studies in a\n\ncosmopolitan.\n\ncommunity\n\n"}
{"page": 743, "printed_page": null, "text": "THE FUNCTION OF A TEACHERS' TRAINING COLLEGE.\n\n739\n\nDISCUSSION.\nThe discussion of this paper was opened by Mr. R. G. Boone, of Indiana.\n.He began by speaking of the close kinship between the topics that had\nbeen discussed in the normal department at its first session, in those of\nthis, its second session, and in the topic, \" The Importance of Pedagogical\nTraining for College Professors,\" under discussion in the department of\nhigher education.\n\nYet there is an important difference between the func-\n\ntion of the city training school and that of the training college, as ad-\n\nmirably\n\nset\n\nforth by the reader of the paper.\n\nThe training college\n\nrequires a higher degree of preparation on the part of those seeking ad-\n\nmission to it.\n\nIn addition to accurate scholarship, its students should\n\nhave that grasp of the trained intellect which should enable them to see\nthe bearing of psychology, anthropology, and kindred subjects upon the\n\nwork of teaching any subject whatever. The study of the principles of\npedagogy should make better teachers of Latin, literature, mathematics.\nIndeed, the teaching of mathematics is revolutionized by the application\nof the principles of pedagogics.\nThis work, in its largest and fullest sense,\nbelongs to the training college.\nThe pupils of the high schools are not\nfitted for such logical work.\nThey are too young to have attained the\nscholarship or the knowledge of life required for such study.\n\nAt the close of Mr. Boone's remarks Mr. Larkin Dunton, of Massachusetts, moved that the department now invite Mr. J. A. McLellan, of\n\nOntario, to tell us of the system of normal training in Ontario.\nThis\nmotion was enthusiastically carried. This the gentleman did in an\neloquent manner, to which a brief report can do faint justice.\nHe emphasized the facts that the Canadians had realized the idea of national\neducation; that a special training was given for kindergarten work, for\nwork in the elementary and high schools that the great series of schools\nextended from the kindergarten to the university.\nMany good things\nhad been derived from the schools of the United States; but the speaker\nbelieved that the inspection of schools was more thorough in the provinces\nof Canada.\nHowever, he was glad to see in the United States the true\nspirit of the teacher, that spirit which realizes that the cultivation of the\ncharacter, of the soul of the child, is the thing of prime moment in this\n;\n\nworld.\n\nMr. Larkin Dunton, of Massachusetts, followed in the discussion. He\nwished to speak of one thing said by the one who opened the discussion\nof the first paper,\n\nwhich he feared might be misunderstood.\n\nThat was\n\nthe emphasis laid on the keeping out of the normal school those who\n\nhad not had early advantages.\n\nHe showed briefly how many of the\n\n"}
{"page": 744, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n740\n\nbest\n\nteachers\n\nhad come from homes almost destitute of so-called ad-\n\nvantages.\n\nThree-fourths of the teachers of the land have had no special advantages.\n\nFrom the Boston normal school are graduated every year young\n\nladies of refinement and of all those qualities constituting lovely woman-\n\nhood, who come from homes as poor in worldly goods as the speaker him-\n\nTo the rude and uncultivated the diploma of the\nTo the Boston normal school, applicants\nunder eighteen years of age are not admitted. From twenty per cent, to\nThe time\ntwenty-five per cent, of those admitted are not graduated.\nself had come from.\n\nschool ought not to be given.\n\nrequired in the school is one and a half years, and another year of voluntary work may be taken.\n\nThe President called on the readers of the papers to close discussion if\nthey so desired.\n\nMr. Hervey did not avail himself of the privilege, but\n\nMiss Keveley thanked Dr. Dunton for his defence of the character of the\npupils in the city training schools, and spoke of having in her school\n\nevery year a goodly number from good homes.\n\n"}
{"page": 745, "printed_page": null, "text": "PROCEEDINGS\nADDRESSES\n\nDepartment of Industrial Education\n\nand Manual Training\n\n"}
{"page": 746, "printed_page": null, "text": ""}
{"page": 747, "printed_page": null, "text": ";\n\nDEPARTMENT OF INDUSTRIAL EDUCATION.\n\nSECRETARY'S MINUTES.\nToronto, Canada, July 16, 1891.\n\nThe meeting opened with President Lewis McLouth in the chair.\nThe Secretary being absent, Charles W. Eaton was elected to serve pro tern.\nThe first business was the appointment of the nominating committee\nfor the officers of the coming year, and the following were chosen Presi:\n\ndent Fairchild, of Arkansas; Professor E. E. Booth, of Cincinnati, Ohio;\nMrs. Scofield, of South Carolina.\n\nThe President then made his opening address, which was full of solid\nfact,\n\nmany terms applied to\nHe also spoke concerning the\n\ntogether with a clear elucidation of the\n\nmanual-training and industrial education.\n\nagricultural college and experimental station of the West.\n\nThe next paper was by Professor Woodward, of St. Louis.\n\nOn account\n\nof his inability to be present his paper was read by Henry M. Leipziger,\nof New York.\n\nIt was written in Dr. Woodward's concise style, and treated\n\nof the tool study and presentation\n\nin manual-training schools, explain-\n\ning that the work in connection with tool-work must not be lectures, but\nthe teacher must talk, explain, and illustrate the points under consideration.\n\nA paper by Professor N. Wolverton, superintendent of manual-training\ndepartment of Woodstock (Ont. ) College, was next in order. It contained\na full description of the work in manual training done in Canada, show-\n\ning the good work in the one school, and also deprecated the manner of\nadvancing the city schools without corresponding benefits being given\nto the smaller country schools.\n\nDiscussion of the preceding papers then followed, and called forth a\nvery interesting interchange of ideas and advice, which can but be beneficial\n\nto the\n\n—\n\nadvancement of the cause for which we are striving the\nThose taking part in the discussion were:\n\nmaking of men and women.\n\nPresident Fairchild, of Arkansas; Henry M. Leipziger, assistant superof New York; Professor E. R. Booth, of Cincinnati, 0.\nMrs. Scofield, of South Carolina; Professor Clark, of Woodstock College,\n\nintendent,\n\n"}
{"page": 748, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n744\n\nOnt. ; Miss Condit, of Dayton, 0.\n\nMr. Robbins, of Davenport, 0.\n\n;\n\n;\n\nMr. Kilburn, of Springfield, Mass.\n\nProfessor Dudgeon, of Monominie, Wis.\n\nMr. J. B. Oakes, of Wolfville, Nova Scotia; Mr. E. C. Colby, of Rochester,\n\nN. Y.\n\n;\n\npresident and secretary.\n\nThe following officers were elected for the ensuing year:\nPresident\n\n—Dr.\n\nVice-President\nSecretary\n\nII.\n\nM. Leipziger, of New York.\n\n—Dr. W. M. Beardshear, Ames, Iowa.\n\n—E. R. Booth, Cincinnati, Ohio.\n\nA motion was then made, and seconded, tendering a vote of thanks to\nthe retiring board for their exertions in giving to the\n\nmembers of the\n\nNational Convention such a pleasurable meeting.\n\nThe meeting was then adjourned until the next convention.\nRespectfully submitted,\n\nCharles W. Eaton, Secretary pro tern.\n\n"}
{"page": 749, "printed_page": null, "text": "PRESIDENTS ADDRESS.\n\n745\n\nPAPERS.\nOPENING ADDRESS OF THE PRESIDENT.\nLEWIS M'LOUTH, BROOKINGS, S. DAK.\n\nSOME DEFINITIONS.\n\nIn the popular mind there\ndifferences between\n\nis\n\ngreat confusion of ideas regarding the\n\nindustrial schools, manual-training\n\nschools, trade\n\nand the functions they are severally intended to perform.\nIndustrial schools are thought, by many, to be some kind of penal institutions, where the inmates are required to do manual labor, either to\nschools, etc.,\n\nrepay in part the cost of their maintenance, or for reformatory purposes.\n\nManual- training schools are still believed by many to be schools where the\nand tuition is paid by the manual labor of the pupils.\n\ncost of board\n\nThe public is greatly at sea upon these matters.\nI have\n\nsometimes thought, too, as I have read the reports of heated\namong even the originators, leaders, and promoters of these\n\ndiscussions\n\nschools, that more exact definitions might lead to clearer views, to a better understanding,\nIt is\n\namong the very school-men themselves.\n\ncertainly presumptuous in me to undertake to formulate defini-\n\ntions; but as I am expected to say something at this time,\n\nand as noth-\n\ning better occurs to me to say, I will, with your indulgence, try at some\ndefinitions.\n\nIn this attempt the leading purpose sought to be accomplished by the\nschool will be the distinguishing characteristic by which the school will\n\nbe classified, and by which its class will be defined.\n\nThis remark is made\n\nbecause in every school there are ends gained, and good secured, as incidental by-products, apart from its chief and special output.\n\nFurther-\n\nmore, in America there are as yet few schools that are exclusively special.\nIn most cases the general education of the pupil is carried on in the\n\nsame school where the special education is attended\nwith it.\nINDUSTRIAL SCHOOLS.\nThere are schools whose special aim\n\nis\n\nto,\n\nand side by side\n\nto prepare for the successful\n\npursuit of those vocations which are denominated the \"industries,\" or\n\nthe \"productive industries,\" in which useful commodities are produced\nor enhanced in value.\n\nThe production of raw or crude material is in-\n\ncluded as well as the refinement and transformation of the raw material\ninto articles of utility ready for ultimate consumption.\n\nThere may be\n\n"}
{"page": 750, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n746\n\nseveral grades or stages.\n\nFor instance\n\n:\n\nThe miner furnishes the crude\nThe pig-iron is the\n\nmaterial which the smelter converts into pig-iron.\n\ncrude material furnished by the smelter for the iron makers to convert\ninto merchantable bars of iron or steel.\n\nAnd these, again, are the crude\n\nmaterial converted by the tool maker into useful instruments for ultimate\n\nconsumption.\n\nAll are alike productive industries.\n\nAll branches of agri-\n\nculture, mining, quarrying, lumbering, manufacturing,\n\nand building\n\nare productive industries, as are also the activities by means of which\n\neither crude or finished commodities are enhanced in value by trade and\n\ntransportation.\n\nThe several schools whose work is to teach a knowledge\n\nof the sciences underlying these industries, or to train to skill or success\n\nin them, are Industrial Schools.\nThe so-called \" land-grant \" argicultural\nand mechanical colleges of the United States, as well as the schools of\nmining, engineering, and architecture, belong to this class.\nThe landgrant agricultural colleges, under the law by which they were endowed,\nwere to teach those \" branches that pertain to agriculture and the mechanic arts,\" and the more recent liberal congressional act, by which\ntheir endowment has been greatly increased, is still more explicit in its\nlimitations to those branches of learning which have a direct bearing\nupon farming and manufacturing. And yet, even in the most typical\nof these schools\ntion.\n\nmuch that is taught is for general culture or informa-\n\nThe history, the science, and the art of agriculture, animal and\n\nvegetable physiology, and hygiene, agricultural chemistry, the physics of\nagriculture and the relations of soil and climate to farming, constitute\n\nbut one-third, or at most one-half, of the work in the courses of studies\nin these schools.\n\nThe remainder, made up of general history, language,\n\nliterature, pure science, and pure mathematics, has no more special bear-\n\ning upon the work of farmers and mechanics than upon that of any other\nclass.\n\nIt has been understood that all the special training that could be\n\ngiven in these schools must be given along with other general studies.\n\nOwing to their surroundings and the character and wishes of their patrons, they were doubtless able in this way to accomplish\n\nmore for the\nadvancement of the industries they were created to foster than they could\nhave done if they should have offered courses of study that were purely\ntechnical.\n\nThe recent establishment of agricultural-experiment stations by the\nUnited States in connection with these schools has had a noticeable tendency to increase and to emphasize their strictly agricultural studies, and\nthe trend of changes in these schools is now toward more of this their\nspecial and proper work.\nThe recent general and earnest discussions of\neconomic and political questions that touch the agricultural industry have\nalso greatly stimulated these schools to strengthen themselves on the\nagricultural side.\n\n"}
{"page": 751, "printed_page": null, "text": "PRESIDENTS ADDRESS.\n\n747\n\nThe mechanical courses of study in these schools and their laboratory\noutfit for teaching the principles and practice of mechanism are of more\n\nrecent establishment and provision, because agriculture has been the\n\nmost prominent industry; and yet these new courses have become very\npopular, even in some cases at the expense of the older agricultural courses,\n\nbecause the applications of science in mechanism are simpler and more\n\nobvious than in agriculture, and because the principles of physics and\n\nmathematics involved in mechanical operations have been longer known\nand have advanced more nearly to the condition of exact sciences\nthan have those of later growth which underlie the operations of\nagriculture.\n\nIn some of these schools, too, domestic or household science or art, as\nwell as many of the lighter manual industrial arts, are receiving legiti-\n\nmate attention.\nSchools of mining and metallurgy, schools of veterinary art and of\npharmacy, schools of navigation and of architecture, and schools of civil,\nelectrical, hydraulic, and of railroad engineering, are of the class called\nindustrial, or else lie close to the dividing line.\n\nSchools of art are in-\n\ndustrial so far as they furnish the mental training and the manual skill\n\nthat are needed to add the value of adornment to the useful products of\n\nthe industries.\nAll schools that are intended to prepare for particular occupations are\n\n— industrial,\n\neither industrial or professional\n\nthat are mostly manual, and professional,\n\nif preparing for occupations\n\nif preparing for those\n\noccupa-\n\ntions that are in little sense manual, and that are commonly designated\n\n\"the professions.\"\n\nMany of the schools just above named cannot be exactly classified, because they are comprehensive in their type, and belong as much to the\nprofessional as to the industrial class.\n\nPOLYTECHNIC SCHOOLS.\n\nThe polytechnic schools, or schools of technology, as they are usually\nfound, are between the industrial schools and the professional ones.\n\nIn\n\naddition to their work of preparing for the higher and more complex mechanical industries, there seems to be another and important purpose,\n\nnamely, to fit for and encourage original investigation in the domain of\n\nTheir courses are usually strong in mathepure and applied science.\nmatics, the modern languages and in the physical and natural sciences.\n\nThey have in their courses less of what is called \" the humanities \" than\nis to be found in the older college courses, and more of what is intended\nTheir field is largely\nto fit for the active occupations of modern life.\nengineering, and, while they are partly industrial, they are also largely\nprofessional.\n\n"}
{"page": 752, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n748\n\nThe output of the industrial school is expected to be largely the workman, that of the professional school is the\n\nso-called professional\n\nthe doctor, lawyer, preacher, editor, writer, politician\n\n;\n\nman\n\nthat of the tech-\n\nnological school is the inventor, the business manager, and the superin-\n\ntendent of the larger material enterprises.\n\nHe is likely to be the teacher\n\nof science and the expert who is appealed to as authority on the many\n\nquestions of applied science.\n\nMANUAL-TRAINING SCHOOLS.\n\nThe manual-training schools are those whose function in the work of\ncomplete education is the training of hand and eye and those faculties\nSome of\nof the mind that are concerned in manual skill and celerity.\nthese schools seek mostly for the disciplinary value of manual training,\nand its influence as a means of awakening dormant intellectual energy,\nor stimulating, encouraging, and directing it.\nOthers, swinging to the\nother extemity of the arc, lay most emphasis upon manual skill, as a good\nWhere this is the sole aim,\nin itself, and as helpful in the work of life.\nwe have the trades school, in which the only purpose is to train skilful\n\ncarpenters,\n\nblacksmiths,\n\nbrick\n\nmasons, plumbers,\n\ncooks,\n\nseam-\n\nstresses, etc.\n\n—\n\nMost of the manual-training schools, however, keep as they ought\nThey aim both at culture and skill. And\nboth of these ends in view.\nit happens, luckily, in most cases that the pupil gets the benefit of acquired skill even from the teacher\n\nwho only values discipline, and the\n\nbenefit of discipline from the teacher who only aims at skill.\n\nSo under\n\nthe compulsion of a natural imperative, the teacher, as in\n\nmany other\n\ncases, is constrained to build better than he knows.\n\nIt is, indeed, a be-\n\nneficent principle, and the one lying nearest the core of the \" new educa-\n\ntion,\" that discipline, or culture, comes from those systematic exercises\nof training whose chief purpose\n\nis skill, as well as from those others\nwhose chief purpose is discipline.\nMany strong men have become thoroughly educated by the long training that brought them skill in the practice of law or medicine.\nMany a mechanic, I believe, by the discipline of his long and careful\nand exact and conscientious work in the machine shop, has become a\n\nreally educated man\n\n—not,\n\nit\n\nmay be, in verbal expression, but in form\n\nexpression, in judgment, in discrimination,\n\nand in the power of consec-\n\nutive thought.\nIt\n\nis\n\npossible in the course of ultimate educational\n\ndifferentiation\n\nthat each of these schools will come to do in its special field its own special work;\n\nbut I believe the beneficent law will always hold that training\n\nfor skill will give discipline of mind.\n\nThat teacher who resorts to hand\n\ntraining in order that he may awaken and cultivate thought should not\n\n"}
{"page": 753, "printed_page": null, "text": "THE TEACHER OF TOOL WORK.\n\n749\n\nignore nor undervalue the manual skill secured as an incidental by-prod-\n\nuct of his work\n\n;\n\nand that teacher who only endeavors to train the hand\n\nto skill in the useful handicrafts must not forget that discipline of mind\nis\n\nsecured as a most valuable by-product of his work.\n\nAnd all must remember, after all, that it is the cultivated, thinking\nbrain behind the eye and hand that is of most worth as the product of\nany education.\n\nTHE TEACHER OF TOOL WORK.\nC.\n\nM.\n\nWOODWARD, ST. LOUIS, MO.\n\nThe proper functions of the shop teacher are little understood.\nis\n\nnot a historical character.\n\nLiterature\n\nis\n\nHe\n\nnot full of him; his sayings\n\nand doings are not on record; he is the latest product of evolution.\nDoubtless many of you have pictured him, in imagination, as a brawny\nfellow, with immense brown hands, with deft ways, an unerring eye, a\nfund of anecdote, abounding in ungrammatical figures of speech, drawn\nfrom the bench, and cherishing undying admiration and reverence for the\nman he served under while learning his trade. You fancy him more\nfluent in directions than reasons; therefore, more ready to take one's tool\nand do one's exercise himself than to patiently explain and illustrate the\n\nmethod till his pupil can do it.\nBut you are in error. You are thinking of the experienced mechanic,\nThis new type of teacher is not a\nnot of the accomplished teacher.\ncommon article as yet. It is still a curiosity, and visitors to a school fortunate enough to have one spend most of their time watching him and\nLet me give an account of him and present his picture.\nThis man has never served his time that is, he has not spent from\nthree to seven years earning his living while learning the mechanical\n\nhis work.\n\n—\n\nprocesses and the business management of a single trade.\n\nHis knowledge\nfrom that of the ordinary workman as the\nmathematical training of a senior wrangler diifers from the art of a light-\n\nof applied mechanics differs\n\nning calculator. Under a variety of expert teachers he has mastered the\nprinciples and become familiar with many crafts; he has studied a wide\nrange of tools and materials, and is equally at home at every bench.\nBut he is much more than a master mechanic he is a draughtsman,\nalmost an artist, ready to sketch an engine or a pump, to find the shade\nand shadow of a Greek vase, or to give a \" chalk talk \" illustrating LongThen he is somewhat of a scientist,\nfellow's \" Bridge \" before his class.\nand he sees how truly the principles of a lever and the inclined plane underlie all mechanical operations; he has experimented upon the effects of\n;\n\n"}
{"page": 754, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n750\n\nheat on meat, and has studied the dynamics of elastic fluids.\nto classify the phenomena of the shop and can\n\nHe is able\n\nshow how different the\n\nideal problems of the text-book are from the real problems of industry.\n\nMoreover, he is gifted with speech and has some knowledge of his vernacular.\n\nHe never says, \" I know, but I can't express it,\" for he can ex-\n\npress it either in words, by drawings, or in the concrete\n\nvided the thought is clear.\n\nIf the\n\nthere can be do clear expression.\n\n—that\n\nis,\n\npro-\n\nthought is not clear, he knows that\n\nHe is sufficiently a psychologist to\n\nknow how to work out a clear thought when one is within his reach.\n\nHe has no reputation for superior workmanship; he has never invented a valve motion nor a motor, nor is he the author of a text-book\n\non any subject\n\n;\n\nbut he has a level head, a clear voice, a steady hand, a\n\nconfident look, and a reassuring smile.\n\nYes, he is a rare man, and he has been rarely trained, but I will be satisfied with nothing less for\n\nmy shop teacher.\n\nSo much for the man; now how does he teach and manage his class?\nIn the first place, he believes it is his chief function to teach.\nHis pupils are not to be left to find out for themselves how the various tools are\n\nto be used,\n\nhow they are to be kept in order, and how a certain model is\n\nHe would no more leave them to thus teach themselves\n\nto be produced.\n\nthan you would give pupils pen, ink, and paper and leave them to learn\n\npenmanship by themselves; or than I would give an ignorant sailor a\nsextant and leave him to find out how to determine a ship's latitude and\nTools are not what they are through aclongitude by constantly trying.\ncident or caprice they are the product of ages of thought and experience,\nand there are best ways of using them. There is teachable art in handling the chisel, the gauge, and the file as there is in using a table fork,\na tennis racket, and a drawing pen.\nMoreover, as he has a score or more pupils to teach, he teaches them\nas a class and not individually this enables him to make his instruction\nmuch more systematic and full, and it leaves him time to observe whether\n;\n\n;\n\nhis instructions are followed.\n\ndaily feature in his shop.\n\nThe class lecture is, therefore, almost a\n\nIt may occupy thirty minutes or only ten, but\n\nwhile it lasts, it must absorb the attention of every pupil.\n\nHe must have\n\nfacilities for seating his class around his bench, anvil, or machine-tool\n\nso that they may be quiet and attentive and have good opportunity to see\n\nas well as to hear.\ntools, materials,\n\nHis room must be noiseless, and he must have at hand\n\ndrawings, and blackboards.\n\nIt is not a lecture properly\n\nso called, for as a rule he does not read to his class;\n\nand illustrates.\naction.\n\nhe\n\ntalks, explains,\n\nHe suits the action to the word and the word to the\n\nThis is an important point, for, like every other teacher in the\n\nschool, he is a language teacher.\n\nWhen the need of a new word is clearly\n\nseen he gives it to his pupils, writes it before them, and henceforth it is\n\n"}
{"page": 755, "printed_page": null, "text": "THE TEACHER OF TOOL WORK.\n\n751\n\nHe knows just where the class stands, how\nmuch and how little they know of the work in hand, and he discretely\nHe\nleads them on a step at a time, and a step they never need retrace.\nteaches the theory of every tool, and how it is to be put in order and kept\nso he shows just how it is to be used and when he analyzes a complicated\n\na part of their vocabulary.\n\n;\n\n;\n\noperation into a series of simple steps, and points out the logic of his\n\narrangement\n\n;\n\nhe warns of peculiar difficulties and dangers\n\n;\n\nhe leads his\n\npupils to see that drawings may represent not only the details of form,\n\nGradually he helps his pupils to build up a\n\nbut order of construction.\n\nlove for system, precision, and plan.\n\nWhen his class instruction is over — and he is careful not to confuse and\nmislead by telling too much\n\n—he never\n\n—\n\ntells all he knows\nthe pupils go\ngenuine practice what to them is\nThe work of the class is as uniform as that of a class\n\nto their separate places and reduce to\nstill\n\nonly theory.\n\nin algebra engaged on the solution of the same problem, or in chemistry\n\nwhen the pupils are performing the same experiment. A glance is sufficient to enable our teacher to detect a wrong motion or a false step, and\nhe supplements his general instructions by such individual directions and\nHe thus economizes time and no pupil\nexplanations as may be necessary.\nwaits for him to come round.\n\nAll have been taught, all have had oppor-\n\ntunity for the same personal experience.\n\nIf a pupil is inattentive or dull\n\n— and you know that sometimes happens even in other studies—he patiently repeats what he has already said and done, or sends the dullard to\n\na brighter pupil for direction and light; but he would no more take one's\ntools and do his work for\n\nhim as the ordinary mechanic is generally too\n\napt to do, having an eye more to the finished exercise than to the devel-\n\nopment of the child, than the teacher of English would write his pupil's\ncomposition, or the teacher of penmanship would fill out his pupil's copybook, or the teacher of drawing would finish his pupil's sketches.\nSuccess lies not in having certain things done, but in getting one's pupils to do them as well as they can.\n\nWhen our teacher has examined and graded the pupil's work, he does\nnot throw all the poor pieces into the waste box, but he shows a pupil the\n\nmanifest defects of his workmanship, carefully preserves the specimen, no\n\nmatter how poor, and encourages the pupil to replace it by a better one,\n\nmade during such spare time as he may secure by getting other work in\nbefore \" time is up.\"\n\nThis encourages and rewards care and attention to\nThere is no waste time in his shop. The rapid workers, who\n\"\nhave no need to repeat their exercises, are always furnished with \" extras\n(corollaries to the main proposition) which fill their time, tax their\ningenuity, and fire their ambition.\nThe discipline of the shop is such as promotes industry and fidelity.\nbusiness.\n\nThe standard of behavior is not that of the recitation-room, it is rather\n\n"}
{"page": 756, "printed_page": null, "text": ";\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n752\n\nlike that of the chemical laboratory.\n\nNecessary communication\n\nis\n\nal-\n\nlowed, but all trifling and distractions are strictly prohibited.\n\nWhile in the shop our teacher dresses as he expects his pupils to dress,\nHe sets no bad example his language is correct and pure\nThe atmosphere of hi^ shop is\nhis manners are those of a gentleman.\nHis pupils soon become zealous and enthuthat of a science laboratory.\nsiastic, there is no sense of drudgery, and no sordid motive impels to work.\nThe pupils are as innocent of definite plans for utilizing the knowledge\nand skill they are acquiring (beyond the making of a toy, a present for\na friend, or a convenience for his home) as they are in their arithmetic\nand history. The consciousness of growing power, both mental and manual, gives a satisfaction which throws a charm over every department of\nappropriately.\n\n;\n\nschool work.\n\nMANUAL TRAINING AND ITS PLACE IN THE EDUCA\nTIONAL SYSTEM OF ONTARIO.\nPROF.\n\nN\".\n\nWOLVERTON, WOODSTOCK, ONT.\n\nTo determine what to include in this paper and what to exclude therefrom is difficult. Our visitors from over the line are much more familiar\nMany successful manual-training\nwith manual training than are we.\nschools have long been in operation in your cities, and you have all become more or less familiar with their methods and results. In Canada we\nsome who cannot appreciate the measured and\nare more conservative\ndignified tread of monarchical institutions have used the vulgar term\n\"slow,\" which we indignantly repudiate being, we say, more dignifiedly\nconservative, we have, as yet, but one manual-training school, or rather\ndepartment, in all Canada, that department of Woodstock College which\nthe writer has had the honor of establishing and which has been in successFor this reason educationists of Canada are\nful operation for two years.\nnot so familiar with the idea as you are; hence, at the risk of wearying\nsome, I must describe the thing of which I speak somewhat minutely. On\nthe other hand, I assume that you have been so busy with the affairs of\nthe mighty Yankee nation that you have not closely studied our school\nsystem hence for your benefit I must describe it somewhat minutely.\nWhat, then, in briefest words, is manual training ? The manual training of the majority of the numerous schools and departments recently\n\n—\n\n;\n\n;\n\norganized is substantially as follows\n\nThe student of a high or grammar school pursues all or the major part\nof the ordinary literary studies of the school,\n\nand in addition thereto he\n\npursues a special course in drawing and tool work, in properly-fitted\n\n"}
{"page": 757, "printed_page": null, "text": ";\n\nMANUAL TRAINING.\nshops and under competent instructors.\n\n753\n\nHis drawing, occupying from\n\nthree-quarters to one hour per day, consists of the principles of perspec-\n\nsome free hand, easy lessons in projection, mechanical and architectHe is also required to draw to scale whatHis tool work, occupying about\never he makes, be it in wood or iron.\ntwo hours daily, consists of graded lessons in the care and use of carpenters', wood turners', wood carvers', blacksmiths', moulders', and machintive,\n\nural drawing and designing.\n\nists' tools,\n\nending with a more ambitious project, such as the construc-\n\ntion of a steam-engine, a dynamo, etc.\n\nHe learns to have a clear idea of what he proposes to do, to express that\nidea on paper, then to\n\nembody it in wood or iron\n\n;\n\nhence, in after-life\n\nhis pencil will readily show an architect or mechanic precisely what he\n\nwants done, he will make and interpret drawings, judge of work under a\nmechanic's hand, know good workmanship; in short, will be the master,\nnot the victim, of designing or incompetent workmen.\n\nHe learns the\n\nvalue of exactness, neatness, and good workmanship, since no exercise\n\nmay be left until it has passed a\n\ncritical\n\ninspection\n\n—\n\nlessons\n\nwhich\n\nHe learns\nmuch of the nature of tools and how they do their work; much of maquickly react upon all his literary work and general behavior.\nchines, of the principles involved in their construction\n\nand operation,\n\nand of their economic value; much of the nature and value of the various\nHe produces few completed articles. If he can\nmaterials he handles.\nturn one leg of a table, make one joint and one corner of the drawer, he\nshould not complete the table he knows how, has mastered the principles\n;\n\nand processes involved, has conquered the difficulties, has exhausted the\neducative value of the exercise.\n\nRepetition can give increased dexterity,\n\nbut little more of education.\nWe beg of you to keep the following facts clearly in mind: (1) The\nmanual-training school is not a trade school it does not teach a trade\n:\n\n(2) it does not manufacture articles for sale ;\n\nmen, live, practical men, are\n\nthe only articles it would place upon tne world's market; (3) it does not\nsubstitute shop work for languages, literature, history, pure mathematics,\n\nand sciences, but finds a place by the side of these for more thorough\nwork in drawing and for shop work (4) it claims an educational value\n;\n\nnot greater than, but equal to, any one of the above studies; (5) it claims\nto have a greater utilitarian value than any of them, and that it touches\nthe practical side of a boy as none of them can.\n\nis\n\nThe above certainly gives a fair idea of manual training as the term\nnow narrowed. We think, however, that the application cf the term\n\nmust either be broadened, or another found which will cover all those\nphases of education wherein the pupil comes into immediate contact with\nthe concrete, learning inductively, as we all do in the great school of life,\nas the scientist does in his painstaking observations, and where he is led\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nto apply again to the material those principles which, originally drawn\n\nfrom the concrete, have been moulded into theorems by the thinking\nmind. Such a term should cover the kindergarten play of the primary\nschool, the manual training of the high school, the actual business of the\ncommercial college, the laboratory work in chemistry, biology, geology,\nmineralogy, the observatory work in astronomy, the dissection of the medical school, receiving its highest realization in the school of practical sci-\n\nence, the technological institute\n\nand the schools of engineering.\n\nThe\n\nfundamental method of all this phase of education must be the unceasing\nrecurrence of the two great processes\n\n:\n\nobservation, collation, comparison,\n\nand the inverse process, viz. the verification of every\ninduction, of every theory, by bringing it again to the touchstone of\nthe concrete, by its application to the material.\nWJiat, then, shall we call this important phase of our educational\nwork? \" Manual training \" is too narrow, \" scientific \" is too presumptuLeaving the final settlement of this quesous, \" rational \" is too broad.\ntion to the authorities of the American National Teachers' Association,\ngeneralization,\n\n,\n\nwe shall, for the purposes of this paper, call it the natural education, a\nterm suggested by the fact that the prevailing idea is to keep pupil and\nnature in mutual touch.\n\nNow let us run up the gamut of our educational system of Ontario.\nShall we strike this \"natural\" note at each line and space, or shall\nfind some blank intervals?\n\nwe\n\nWill manual training respond as one of these\n\nnotes, in its proper place, and hence in harmony with the whole symphony?\n\nBeginning with the lowest grade of our primary schools, several of our\nbut our towns and our counSuch as exist are the offspring of private\ntry sections know them not.\nagitation and enterprise, rather than of policy systematically executed by\nAn inestimable boon will be conferred\nthe department of education.\nupon the coming generation when our department recognizes the sound\neducational principles of the kindergarten and makes it an integral part\nIn cities and\nof primary education throughout the whole province.\ntowns, where schools are of many grades, the problem of making the lowest wholly kindergarten, and shortening the time given to this element\nand modifying the character of the work as the schools ascend in grade,\nIn the country section, where all grades are in one\nis very simple.\nschool, and in most cases under a single .teacher, the problem presents\ngreater difficulties; yet even there an aggressive policy and the co-operation of parents and trustees which would follow a wise agitation would,\nby means of shorter hours for the little ones and pupil assistance, soon\ncities have excellent kindergarten schools,\n\ninsure success.\n\nHere, however, another difficulty arises.\n\nIn these pub-\n\nwe have pupils of all ages, from six to sixteen. Kindergarten play is good for the child of six, but what of the boy or girl of\nlic\n\nschools\n\n"}
{"page": 759, "printed_page": null, "text": "—\nMANUAL TRAINING.\n\n755\n\nThe musician who plays the piano must go from one note to\nwho plays on the violin may slip his fingers\n\nsixteen?\n\nanother per saltum, but he\n\nalong the strings and rise in unbroken gradations from lower ** do \" to his\n\nupper fellow.\n\nSo it is quite possible to arrange such a graded series of\n\nexercises that the pure kindergarten of the lowest form will evolve, with-\n\nout break, into the well-recognized manual training of the highest, a grading of work no more difficult than the arrangement of the curriculum of\n\nordinary studies.\nturning,\n\nA careful selection of exercises in carpentry, wood-\n\nclay-modelling, wood-carving,\n\netc., will guard\nVarying this play\n\nfret-sawing,\n\nagainst the use of tools too heavy for little hands.\nfor all is of that nature\n\n—by the introduction\n\nof flower culture,\n\nthe\n\ncollection and preservation of plants, the study of birds and their eggs,\nof insects and their habits, with sewing, knitting, and other feminine occu-\n\npations, will give great variety and ample exercise for girls as well as boys.\n\nIn this, as in every other proposed change, we are met with the cry\nOur answer is\n\nthat the public-school curriculum is already overloaded.\nto question the fact.\n\nRather is the time given to master the work of the\n\npublic school too small.\n\nThe age is too impatient.\n\nMore time for the\n\ndigestion of food, both material and intellectual, will lengthen life and\n\nmake it fuller and richer.\nAbove the public and ward school lies the high school, the region of\nFor this grade manual training, as herein described, and its equally valuable sister, domestic economy, are eminently\nIn our best schools something of this character is already done in\nfitted.\nIn practical physics we are probably safe in\nthe chemical laboratory.\nsecondary education.\n\nsaying that nothing is done.\n\nYou are all familiar with the evolution of\n\nthe method of teaching physics.\n\nwritten description of a machine.\n\nmachine to the description.\n\nThe first stage was probably a verbal or\nThe second step added a cut of the\n\nThis period lasted through several genera-\n\nThe third period produced a model of the machine in the hand\nof the teacher, a model which in some cases could actually be made to go,\nThe fourth\nbut which was never touched by the unskilled hand of pupil.\nThe model maperiod has been touched by a few of our leading schools.\nchine is now passing from the hand of the teacher to the hand of the\ntions.\n\npupil.\n\nIt is still a model;\n\nsometimes it will go and sometimes it won't;\n\nyet the pupil may make it go if he can, may himself investigate and ex-\n\nperiment.\n\nThe advocates of manual training are striving to usher in the\n\nfifth period in this evolution, in which the model shall become a real ma-\n\nchine, the class-room become a shop, the frail toy apparatus become the\nsubstantial products of the real world, when the boy will both make the\n\nmachine itself and, if necessary, make the thing that makes it.\nThe manual training as now generally taught is good, of great educational and utilitarian value, well worth all it costs; yet we believe there\n\n"}
{"page": 760, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n756\n\nis\n\nsomething\n\nbetter.\n\nWe would not suggest any material change in\n\ndrawing, save to note that\n\nit\n\nshould presuppose more thorough training\n\nin perspective and free hand than the average student has.\n\nin shop work, however, we would\n\nIn the course\n\nmake very important changes.\n\nLet\n\nthe time devoted to the acquirement of a reasonable degree of dexterity\nin the use of tools be reduced as far as possible, and let it be preparatory\nto the more important part of the course, viz., construction, by which we\n\nmean the construction of machines of various kinds in which mechanical\nHeretofore, we have studied the theoretprinciples may be embodied.\nGrammar without the application\nical side of physics too exclusively.\nits principles in expressing thoughts by pen or tongue, botany\nwithout the critical study of root, stem, and flower, chemistry with no\nlaboratory, mineralogy without a blow-pipe, geology without a hammer, medical science without a dissecting-room such is physics without\n\nof\n\n—\n\na workshop.\n\nWe must turn our manual -training school into a physical\n\nlaboratory, where students will design\n\nand construct machines wherein\n\nthe mechanical powers will be applied ; where the forces of nature, be they\nstored in earth or air or water, in the shape of heat or light or electricity,\nwill be made to do work,\n\nvalued\n\n;\n\nand where the work done will be measured and\n\nwhere, for example, a class will find energy stored in coal, will in-\n\nvestigate forms of furnaces wherein that energy may be extracted ;\n\nhow\nmay be transferred into expansive vapor in a boiler, how, by means of\nan engine, it may be transformed into motion; the various methods of\n\nit\n\nconveying that motion to the machine which does work of commercial\nor, better still, to a dynamo which will transform it into elec-\n\nvalue;\n\ntricity, to be conveyed to a motor,\n\nor directly into light, at will.\n\nand again transformed into motion,\n\nIn designing, adapting, and constructing\n\nthese various machines pupils will meet and conquer a thousand difficulties\n\nwhich are unknown in the lecture-room, but ever present in actual life.\nThis training would touch and develop a side of our boy which the\npresent system of education almost wholly neglects, namely, his relation\nto actual life.\n\nThe manual-training\n\ntechnical schools on the other have\npossibility of\n\nall\n\nthis work.\n\nschools on the one\n\nhand and the\n\nabundantly proved the practical\n\nTrue, the pumps, the water-wheels, the\n\nsteam-engines, the electric machines and dynamos thus\n\nmade by students\n\nwill not have the perfection of finish and polish of those on the market\nat fancy prices; yet the boy who makes the rude steam-engine, and leaves\nit not until he makes it go, has a better knowledge of the applications of\n\nsteam than the one who has gazed upon a beautiful model in the hands\nMuch material will be destroyed, some tools spoiled,\nof a teacher for years.\nthe major part of these machines will find their way into the furnace and\nsmelting-pot, yet our boy will be educated, and that\nfore us.\n\nis\n\nthe one end be-\n\nThe only product we hope to put upon the market is men, live,\n\n"}
{"page": 761, "printed_page": null, "text": "MANUAL TRAINING.\nintelligent men.\n\n757\n\nWhen our boy is graduated he will be neither carpen-\n\nter, turner,\n\nblacksmith, nor machinist; he will simply be an educated\n\nman, with\n\nclear logical head, true eye,\n\nand dexterous hand, ready for\n\nsuch a life as men do actually live, rather than for an ideal life, such as\nis rarely if ever realized.\n\nWhat shall we say of higher education? Should this work find a place\nIn many universities the science department,\nwith its laboratories, has expanded and developed, requiring so much inin the university course?\n\ndependent investigation by the student that the special training of which\nwe speak is in a measure supplied. But all universities have not yet freed\nthemselves from the bondage of old-time ideas, and in some of the most\nadvanced, as our own Toronto University, only those students who elect\nThose who\nthe sciences gain the advantages of these modern methods.\nelect moderns or classics or philosophy as an option, together with the\nlarger numbers who are graduated from the universities,\nyet,\n\nwhich have, as\nno students' laboratory, receive a training which is wholly deficient\n\nin this practical element.\n\nIt is a fact that highly-educated men some-\n\ntimes make distinguished failures in practical\n\nlife.\n\nAre we sure that\n\nthose who question the practical value of the education of to-day do so\n\nEight years in the public school, four in the high\nsixteen years in school! Are the results commensurate with the expenditure of time, labor, and money?\nThis practical question is on the lips of thousands, and by a majority anWhile hesitating to admit that they are right,\nswered in the negative.\nwe yet contend that far more valuable results might be obtained from\nthe same expenditure of time, labor, and money.\nWith more of the practical and less of the theoretical, more of the modern and less of the ancient, with a better appreciation of the needs of our new and developing\ncountry, with courses of study better fitted to meet the requirements of\nthe masses of our people whose lives are devoted to the development of\nthe material resources of the country and less exclusively for the benefit\nwith such an educaof those who would enter the learned professions\ntional plan we could touch and help thousands who are now beyond our\nwithout reason?\n\nschool, and four in the university\n\n—\n\n—\n\nreach.\n\nWe are confident that the development of such an element in\n\nthe arts college would meet an outspoken\n\ndemand of the people,\n\nes-\n\npecially of clear-headed business men,\n\nwould prevent the life failure of\nmany, would reduce the now overcrowded ranks of the professions, and\n\nprovide the strong practical men who are so much needed to develop the\nmaterial resources of this young country.\n\nAs manual training must be\n\nvastly modified to meet the requirements of the primary grade, so must\nit be\n\nmodified to meet the conditions of the arts student\n\never, but a matter of detail,\n\nsuch is, howand need not be touched upon here, where\n\nwe are discussing the principle only.\n\n;\n\n"}
{"page": 762, "printed_page": null, "text": ""}
{"page": 763, "printed_page": null, "text": "REPORT OF THE PROCEEDINGS\n\nDepartment of Art\n\n"}
{"page": 764, "printed_page": null, "text": ""}
{"page": 765, "printed_page": null, "text": ":\n\nDEPARTMENT OF ART INSTRUCTION.\nFIKST SESSION.\nToronto, July 15, 1891.\n\nThe department was called to order by the President, Hannah Johnson\nCarter, of New York.\nThe\n\nfollowing were appointed Committee on Nominations for the\n\nensuing year\n\n:\n\nWalter S. Perry, New York George H. Bartlett, Massachusetts Mr.\nColby, of New York; Miss L. E. Fay, Massachusetts; Mrs. Kiley, of\nMissouri Mrs. A. H. Blaisdell and Miss Prince.\n;\n\n;\n\n;\n\nThe following programme was then presented\n1.\n\nAddress by the President.\n\" The\n\nConditions Underlying Art Instruction in European and\nAmerican Schools,\" by Walter S. Perry, New York.\n3. \" Supervision of Form Study and Drawing in the Public Schools,\"\nby Walter S. Goodnough, New York. This paper was discussed by Miss\n2.\n\nSara A. Fawcett, of New Jersey.\n\nSECOND SESSION.\nJuly 16, 1891.\nDepartment called to order at 3 p.m.\n1. \"Color in Nature in Kelation to Color in the School-Room,\" by\nW. A. Sherwood, Academy Royal Canadian Artists, Toronto.\n2. \" Should Instruction in Form be Used on Type Solids or Miscellaneous Objects?\" by Miss Mary Dana Hicks, Director Prang Normal\nClasses, Boston, Mass.\n\nThe Committee on Nominations reported as follows:\nPresident Frank H. Collins, Denver, Col.\n\n—\n— Miss L. E. Fay, Springfield, Mass.\nSecretary— Henry W. Poor, Lawrence, Mass.\nVice-President\n\nThe report of the Committee was adopted and the officers declared\nelected.\n\nAdjourned.\n\nFrank H. Collins, Secretary.\n\n"}
{"page": 766, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n762\n\nOPENING ADDRESS OF THE PRESIDENT OF THE\nART DEPARTMENT.\nHANNAH J. CARTER, OF NEW YORK.\nAs a body of art teachers meeting under the auspices of this Association, there seems to be much that is encouraging\n\nent about our work over the country at large.\n\nand cheering at pres-\n\nReal art education in the\n\nschools shows, as yet, only beginnings, but if these beginnings are made\n\non the basis of\n\nall\n\ntrue education\n\nunder wise guidance\n\n—then\n\nis\n\n—the\n\nfree development of the child,\n\nmuch accomplished.\n\nInstitutions are springing up over all the country for the furtherance\nof high art, with such promise of the union of art, science, and industry\nas cannot fail to elevate art work generally,\n\nwhether it be the support of\n\nsuch a movement in our public schools, or through the refining\n\ninflu-\n\nWe are still a long way from the\nWe can remember, however,\nthat we all acknowledge and accept.\n\nence which will creep into the homes.\nideal ;\n\nonly a few years ago, how difficult\n\nit was to get even the necessary supmethods of form study and drawing in the\npublic schools.\nSuch conditions are certainly very much bettered, and\nas the people come to see the need of such instruction they will support\nthis move for art education in a way that it deserves.\nWe have seen a\nvery general acceptance of form study from solid objects as a basis for\nThis is an important point, and flowing from it we see\nart education.\nform study entering broadly into the school as a great aid in other studAt this meeting we are to hear a paper on form study by the peries.\nson who may truly be said to be the author of the method of teaching\nI refer to Mrs.\nthis subject, which has come into general acceptance.\n\nplies to carry out the best\n\nMary Dana Hicks.\n\nWe shall hear to-day of the difference in the conditions of this country\nand abroad as to the art education of the people, by Mr. Walter S. Perry,\nfollowed by some practical experience in supervision by eminent workers\nGrave problems will\nin the schools Mr. Goodnough and Miss Fawcett.\nbe presented in the course of this year's session which will claim your\nIn\nearnest attention and the. expression of your thought in discussion.\n\n—\n\norder that these discussions\n\nmay be general, the time of each speaker\n\ncome after all\nWith all that\nis encouraging in the general outlook, I cannot refrain from calling your\n\nwill be limited to ten minutes,\n\nand such discussion\n\nwill\n\nthe papers are read, rather than at the close of each one.\n\nattention to a very serious danger that lies directly before us.\n\nIt is only\n\nthe truth to say that the importance of art education is yet but little understood by the public generally, while\n\nits\n\nplace in public education is\n\n"}
{"page": 767, "printed_page": null, "text": "OPENING ADDRESS.\n\n763\n\nThe educators\nbut vaguely comprehended by our educational people.\nare not a few, nor are they without prominence, who regard art educa-\n\nTime was\ntion as a mere appendage to scientific or objective methods.\nwhen it was considered an accomplishment; now it is in danger of being\nIn the minds of such persons art is the mere imitation of\nan accessory.\nnature, and when this idea prevails, we see that both drawing and painting are relegated to mere material expression of things.\nI feel that an\nimportant duty lies before us in the interpretation of what art education\nmeans in public education. We must make it clear that art is more than\nnature that it embraces all there is in nature, and adds to nature the\nThis cannot be emphasized too strongly,\nproducts of the human mind.\n\n—\n\nfor we hear on every side the advocacy of drawing and of color\n\n—not\n\nso\n\nmuch for the expression of ideas derived from the study of the beautiful,\nas for the expression of ideas in general.\n\nWe should encourage the broad\n\nand color that is coming into our schools,\nbut we must not lose sight of the fact that the highest use of drawing and\ncolor is in the service of the aesthetic powers.\nThe most imperative\n\nutilization of both drawing\n\nduty that lies before us is to give the right interpretation to this art\nmovement in education; we have to lead people to see that beauty has\n\nmuch to do with the most practical affairs of life, and that it really is a\npart of man's highest enjoyment.\n\n—\n\nThe reproduction of thought from a scientific point of view expressed\nthrough the medium of drawing, making, modelling, or color while\nundoubtedly valuable, cannot be rightly claimed as artistic in character,\nand should not be so considered; neither should such work ever take the\nAs well accept only the hard facts of science or\nplace of real art study.\nhistory in literature, and leave out poetry and fiction.\nThe pencil or the\nbrush may record the observation of the child in botany or any branch\nof natural science, and there is great value in such work, but it should\nnever take the place of art training or be confounded with it.\nBoth the\nsurgeon and the artist need to stuc'y anatomy, but they use their knowledge differently, and with reason.\n\n—\n\nThis holds true, also, in the teaching of color, for the most artistic and\nsubtile of color-harmonies are as elusive as the changes in a\n\nsummer\n\nand slip away from any scientific formula.\nIlllustative drawing is another danger of the hour, and much better\nand safer in the hands of children than the untrained teacher. The\ncrudest efforts of little children to reproduce a leaf, a shell, or some object of study, we will say in botany or natural science, are, it would seem,\nof much more value than the florid effort of the teacher at the black-\n\nsunset,\n\nboard, who often wears herself out with efforts, which, did she only know\nit,\n\nare moral wrongs to the children.\n\nIf the\n\neducation of the child is\n\nthe aim sought, surely the interest awakened by the putting forth of his\n\n"}
{"page": 768, "printed_page": null, "text": ";\n\n764\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nown effort, the record of his own observation, crude though it may be,\nmust be of infinitely more value than merely his entertainment. Illuswhen used by the teacher, should be, I apprehend, a\n\ntrative drawing,\n\nshorthand of drawing, sketchy, suggestive\n\n—never elaborate— a something\n\nto use intelligently and with caution before our children.\n\nPermit me to say a word for unity of\n\neffort.\n\nIn the work of every\n\nsincere and earnest worker we can find something to commend ; the task\n\nthat lies before us is an immense one.\n\nneed a spirit of high\n\neffort, of\n\nWe all need each other, and we\n\nenthusiasm, and of sacrifice to a cause\n\nand that is the art training of the children of this country. No man can\nWe need the united efforts of all. No one\nperson is wise enough to solve all the problems that lie before, nor is any\none person's single experience of much avail, for a teacher becomes strong\nonly as he or she comes into harmony with other teachers, and gives to\nand takes from the general experience of all. One of the most hopeful\nbe sufficient unto himself.\n\nsigns for the future is the co-operative spirit that\n\namong the leading teachers.\n\nis\n\nbeing manifested\n\nIn art instruction, as in other great endeav-\n\nors in life, it is not selfishness or narrowness that\n\nis\n\nto prevail,\n\nbut\n\ncharity and the spirit of helpfulness to others.\n\nIn looking through the exhibits, it were well to look for points of har-\n\nmony and unity rather than disagreement and divergence.\n\nWhen the\n\npeople are working from the highest motives they will sooner or later\n\ncome together, if they can only understand each other. Let us see and\nencourage good wherever it exists, and working for the good overcome\nerror.\nArt education in this country is absolutely in its infancy. We,\nWe live up to our best light,\nas workers and teachers, are not infallible.\nbut that may be only a tallow dip in power if we consider only our own\nI repeat it, we need each\nlight, and ignore the light shed by others.\nother.\n\nThis work never can be successful based upon individual effort; it\nmust be the combined thought of many, though in development and\nadaptation showing the thought and hand of the individual.\nIf I were\nto give a text to my remarks I would say \" Endeavor to see the good\n:\n\nthat is in your neighbor.\"\n\nLet us exercise this spirit in this meeting,\n\nand as we study the work on exhibition\n\nlet\n\nus not be puffed up by con-\n\nceit at our own achievements, for then we shall be surely blinded to much\n\nof the excellent work that others have accomplished.\nI have no doubt we shall learn much in our particular line of work from\n\nour Canadian friends, whose generous hospitality we share on this occaThe meeting will undoubtedly be a benefit to both countries. Let\nsion.\nus hope that we may have the freest reciprocity in art ideas, and that in\nart education at least both countries may go forward hand in hand, know-\n\ning no border line of interest or thought\n\n—each excelling the other.\n\n"}
{"page": 769, "printed_page": null, "text": "A RT ED UCA TTOK TN EUROPEA IV AND A MERTCA N SCHOOLS.\n\n765\n\nTHE CONDITIONS UNDERLYING ART EDUCATION IN\nEUROPEAN AND AMERICAN SCHOOLS.\nWALTER S. PERRY, NEW YORK.\nIn the west part of London is the South Kensington Museum; in\nis the South Kensington Art School, and\neverywhere in England \" South Kensington\" is almost a household\none section of that building\n\nword.\n\nThe government of Great Britain spends annually upon this museum\nan equivalent to $1,500,000, and there is no question that, of its kind,\nAs the museum is under the control of\nit is one of the finest in Europe.\nthe government, so is the art school; and, in turn, the latter controls\nalmost every other art school in the kingdom.\nEvery minor art school\nlooks to the South Kensington for direction, and to the museum for loan\nEvery student in these schools works for success in the comof objects.\npetitive examination, that his drawings may be entitled. to wall space in\nthe annual exhibition at the museum in London.\n\nWhat is the result of these conditions? There is no doubt that the\nmuseum has a vast influence for good upon the hundreds and thousands\nwho go there to study its treasures. Its existence has caused the establishment of other smaller museums throughout the kingdom, museums\nthat would never have been save for the famous Kensington.\n\nNot only\n\ndo the small cities possess museums of their own, but they receive the\nprivilege to borrow from the central one, and so valuable objects of art\nare kept in constant circulation.\n\nThe importance of this method of art\n\neducation in its effect upon the English people is beyond computation.\nIt is valuable to\n\nthe people and valuable to the nation, and each makes\n\nthe other.\nIf\n\nwe trace the power of the central school to all the little minor\nand study each quite carefully, we find this power, far-reaching\n\nschools,\n\nand well-intentioned as it may be, still not wholly a power for good.\ncentral institution governing\n\nall\n\nothers gathers together\n\nall\n\nthe\n\nA\n\nlittle\n\nunits of force, shapes them, strengthens each, creates more; but because it\n\nhas the power the units have it not.\n\nhe does not keep one.\n\nA Napoleon may make a nation, but\n\nHe can bring order out of chaos, can originate\n\nplans of action, can win great battles and triumph over defeat; but beyond that lies despotism and Waterloo. By the system of awards and\nprizes, the South Kensington incites pupils to best endeavor; but as the\nminor schools are obliged to copy its methods, to look to it for all courses\nof study, all examinations, etc.,\n\nit\n\nnaturally follows that, if the Kensing-\n\n"}
{"page": 770, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n766\n\nton make any false step, all the dependent schools are likely to do likewise.\nall\n\nCertain it is that this absolute control, this unlimited power over\n\ncourses of study and examinations, deprives the minor schools of all\n\noriginality and individuality, and strikes a sure blow at the very root of\nall\n\nart growth.\n\nAt the season of examination, wherever you go, every one says \" We\nare getting ready for the South Kensington examinations.\"\nThat some\nof these are positively bad is evidenced in the August exhibition of the\n:\n\nselected drawings from the schools throughout England.\n\nexhibitions one sees\nidentical.\n\nmuch monotony of treatment\n\n;\n\nIn one of these\n\nthe work is almost\n\nAll light and shade drawings are in crayon, and seldom a\n\nsheet in strong bold charcoal.\n\nEverything is excessively rounded, smooth,\n\nwithout definite planes of light and shade, shadows black rather than\ngray and transparent, and the work, as a whole, mechanical and inartistic.\n\nMuch work is still done in sepia and with a crayon point, and these are\nhard and without feeling. Many still-lifes are in monochrome, and the\nevils of working in this flat, cold, neutral, clammy color are seen in all\nfuture color work.\nThe subjects are deficient in transparency and atmospheric perspective the backgrounds are painted with so much detail that\nthey seem to crowd forward in the frames; and no matter how much\ncolor exists in the group, they are monochromatic in effect when\n;\n\ncompleted.\n\nAs an illlustration of bad direction from a foundation head, I quote\nfrom an examination sent to the government schools an examination in\nwater-color, oil, or tempera; the group to consist of a white breakfast\ncup and saucer, and white metal spoon, with a brass candlestick two inches\nbehind and to left, all placed on drawing board, covered with green\n\n—\n\nbaize,\n\na second board serving as background.\n\nThis composition, in\n\ncolor with the various interpretations of green baize, white breakfast cup\n\nand brass candlestick did not make a perfectly pleasing wall, to say the\nwhen some fifty such paintings from many schools were placed\n\nleast,\n\ntogether.\n\nNot only are the art schools under the\n\ncontrol of the South\n\nKen-\n\nsington, but the industrial schools are under the City of London Guilds,\nlocated near the same building.\n\nCertainly, nothing can so rob a school\n\nof originality and prevent improvement in methods of work as the plac-\n\ning of all power in one body.\n\nThe South Kensington means to help the\n\nart of the kingdom through the art of the schools; but, the way to help\nis not\n\nto continually be felt the\n\nmoving power.\n\nTrue helpfulness does\n\nnot foster the dependence of many upon the superior wisdom of one\n\nencourages each to find and to know its individual strength\nuse it in co-operation with the best of all others.\n\n;\n\nit\n\n— and then to\n\n"}
{"page": 771, "printed_page": null, "text": "—\nART EDUCATION IN EUROPEAN AND AMERICAN SCHOOLS.\n\n7(>7\n\nFRENCH SCHOOLS.\nThe French Government pays great attention to the maintenance of\nthem entirely or aiding them largely and under\n\nart schools, supporting\nits\n\nsupervision\n\nit\n\n;\n\nincludes\n\nall\n\nthe art schools of France, in\n\nwhich\n\nit\n\nstrongly favors the establishment of evening classes for the benefit of artisans.\n\nThe study of drawing is greatly encouraged, and in the public\n\nschools of no other country are so many hours devoted to that subject;\n\neven in primary schools the time ranges from one and a quarter to three\nor four hours per week.\n\nOf course a government that does so much for art in\n\nits\n\nschools does\n\neverything for its museums, and great numbers of museums are scattered\n\nthroughout Paris and other cities of France. These are open at all hours\nof the day, are free to the people, and are visited by rich and poor alike\nby artist and student who live in Paris not so much for its schools as for\nthe opportunity to see what others have done in the past and are doing\nThese museums and all that the government is doing\nat the present day.\nand not for its art schools only, but also\nfor its art schools every year\nhave placed France\nfor the drawing in its common and industrial schools\n\n—\n\n—\n\nin the proud position she occupies to-day.\nof art,\n\nWe look to Paris as the home\n\nand certainly in no other capital in Europe can a student find so\nexcept perhaps in Eome.\nSo far as the living art of to-\n\nmuch to study\n\n—\n\nday is concerned, Paris stands far in advance of all other places. Sculpture and painting are to be seen on either hand, and almost every com-\n\nmon object erected at government expense is a work of art.\nStanding at the head of the government schools is the Ecole des BeauxNot only are the students of this school given every opportunity\n\nArts.\n\nto study, tuition free,\n\nbut those who obtain the Grand Prix de Eome\n\nare sent at government expense to study four years at Eome.\n\nThis is but one of the many art schools, private schools and evening\nschools in all sections of the city ; yet the government does not stop with\nits art schools;\n\nthe public and manual-training schools receive their share\n\nof art instruction.\n\nOne of\n\nthese primary\n\nmanual -training schools is\n\nthe Ecole Communale on the Boulevard de la Tournefort.\n\nIts object is\n\ncombine manual-training work with ordinary school study. The\npupils vary from six to sixteen years in age; the session opens at 7:30\nOne of these schoolrooms is a museum in\na.m. and closes at 5 p.m.\nSpecimens of wood and metal work, objects modelled in clay,\nitself.\nplaster casts, charts, etc., hang about the rooms in large frames, while\nto\n\ncases of drawers, extending the length of the room, are filled with artistic\n\nmaterial artistically arranged.\n\nThe students spend much time in draw-\n\ning and clay-modelling, and their manual work not only illustrates great\naccuracy, but\n\nall\n\nforms, shapes and\n\ndesigns are exceedingly artistic.\n\n"}
{"page": 772, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n768\n\nMany other schools might be mentioned, as the Ecole Municipale Diderot.\nHere, again, we find drawing rooms fitted with a fine collection of casts,\nand great stress is laid upon the value of art in all producwood and metal and other substances. The rule is to give a\nsmall amount of iron great value through hand and artistic skill.\nAs\nthe director said: \" We put art in our manual work, you do not.\"\nTime forbids mention of more of the great number of special manualtraining, industrial, trade and art schools.\nIn England there is an immense amount of system but the art is mechanical in the extreme. In\nFrance there is less system, far more originality, and a vast deal more\ncharts, etc.\n\n,\n\ntions of\n\n;\n\nartistic skill displayed in all manufactures.\n\nGEKMAN SCHOOLS.\n\nof\n\nIn Germany, likewise, we find the museum a very prominent feature\neducational work.\nIn all the large cities there are museums, not\n\nonly of sculpture and painting, but also other museums of applied art in\nmanufactures; and, again, these are not only found in the largest cities,\n\nbut also in many of the smaller and older places.\n\nBerlin has\n\nits\n\ngreat\n\nmuseums of painting and sculpture; but, in addition, the industrial art\nschool and the industrial museum occupy another and the same building,\nor are so near each other as to be practically one great school.\n\nSo in\nDresden we find the fine-art museums, but also the technical museum,\nconnected with the manual-training school.\nIn Munich, in addition to its\nmuseums and schools of fine arts, there is one of the best industrial art\nschools in Europe, and also one of the best industrial schools for women.\nBefore entering many of these schools one passes through a small museum\n\narranged in the open halls; and everything is done to bring the students\ninto intimate relationship with the best work of other hands\nyears.\n\nand other\n\nIn the old town of Nuremburg there are some of the best art\n\nschools and industrial and manual-training schools in Germany, although\n\nthey are not on so extensive a scale as the others.\n\nThe German is noted for close application.\ncurate and labored; but\ntistic life of the French.\n\nit lacks,\n\nHis work is extremely acmost decidedly, the freedom and ar-\n\nHis excessive love for the Renaissance leads\n\nhim to carry it wholly outside the limits of art; and his ornamentation\nmass of conventional plant, animal,\nand human forms. Failing to express his thought satisfactorily with\nthese motives, he adds the helmet, armor, etc., and all this not for special, but for ordinary decoration.\nThese things may be well enough in\ntheir place, but it is the discordance and the excessive attempt at decoration which make them objectionable.\nWhen accuracy and severe mechanical work are required, the German student cannot be surpassed;\nof every character is an incoherent\n\n"}
{"page": 773, "printed_page": null, "text": "ART EDUCATION IN EUROPEAN AND AMERICAN SCHOOLS.\n\n769\n\nbut he clings to accepted copies and to rules of those who have passed\nbefore him, and is sadly lacking in originality.\n\nAUSTRIAN SCHOOLS.\n\nThe Austrian schools are much the same as the German, though, perThe museum is a\n\nhaps, the work is more artistic and less mechanical.\n\nvery prominent feature, and that connected with the large art industrial\nschool at Vienna has an exceptionally choice collection of artistic wood\n\nand metal work\n\n— a collection that would prove of the greatest value to\n\nus could it be removed.\n\nEverywhere it\n\nis\n\nforcibly impressed upon one\n\nthat good material is as necessary to the student as good instruction\n\n— in\n\nfact, it may be questioned if it is not counted as of greater value.\n\nITALY.\n\nLike other countries, Italy has great museums.\nIn Florence, Rome,\nVenice, and many other cities is to be found a wealth of material unBut, unlike other countries,\nequalled in any other part of the world.\nItaly now has no great schools; the modern Italians are hardly the most\naesthetic people,\n\nand we may say \" the museum evidently does not make\n\nthe school,\" and indirectly may question the broad helpful effect of the\n\nmuseum upon the people.\n\nWe must look carefully at the positive and the negative side of art.\nWe must look at the conditions which underlie and which aid in its development.\n\nLook at the subject historically; look at it as it exists to-\n\nday in Europe and as it exists to-day in America; and to do this we\n\nmust look somewhat at the condition of the people in the past and in the\nWe not only wish to gather encouragement, if such we can,\nbut we should profit by what has been done and should decide how the\nmost good can be effected in the future. We may be asked, \" What\nhas Europe that we have not?\" and the question has been partly answered.\nWhat has America that Europe has not? What is the spirit of progress\nin the two sections of the world? What are the conditions of the home?\nThe United States is a country of extraordiuary development. The\nAmerican home is pushing its way into every corner of our territory, all\nover the land of free America; and in touching upon this subject of the\nhome, we touch upon the subject having more to do with the development of art in America than has almost anything else. We do not realize how much this has to do with it until we contrast our free homes\nwith home life in other countries. We often think of the results and forget the conditions which underlie them. I believe there is no place in the\nwide world where a man can establish a home so easily, so economically,\nso happily, as in America; and when the home is established there is the\ndesire to add more, to decorate it.\nThe picture upon the wall may be\n\npresent.\n\n"}
{"page": 774, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n770\n\npoor, but a desire is created for something better\n\nrefinement\n\n;\n\n—\n\nis\n\nan evidence of\n\nanything at first is better than indifference.\n\nAdditions are\n\nit\n\ncontinually being made, and the house becomes more beautiful and, as it\nwere, a part of ourselves and an expression of our character and tastes.\n\nWe in America demand much more than the people of Europe\n\n;\n\nwe must\n\nhave better furniture, more comforts, and this means in the end more\nconstruction and in the end more applied art.\n\nWe glory in the art of Greece, but the conditions of life were altogether\ndifferent.\n\nThe art of Greece was attained when thought had reached its\nwhen\n\nhighest state, when literature and philosophy were at their best\n\n;\n\nthe names of Socrates, Aristotle, and Plato stood almost, if not quite, side\n\nby side with those of Phidias and Praxitiles.\ndays of Rome.\n\nIt\n\nwas the same in the\n\nThe highest period in the development of art was the\n\nhighest in literature, philosophy, etc.\n\nUnhappily for art, the conditions\nwe wish might have contin-\n\nof the times cut short those periods which\n\nued\n\n;\n\nbut, happily for us, the conditions of life have changed.\n\nThen was\n\nthe age of wars, kingdoms and empires, and, above all, the age of slavery.\nIt was the period of the easy disintegration of states, the\n\ntime when the\n\nstrong arm of the soldier only held communities together and kept vast\n\nnumbers of slaves in subjection. But with us these latter have been abolished and the federation of the States has been preserved.\nThe people\nare united; the home and the public school are the bulwarks of American greatness.\nIn no other section of the world are these factors so\nprominent.\nThese things make the people and the people make the nation, and in time we shall have a national art born not only of necessity,\nbut of love and devotion for home agencies, home institutions, and national greatness.\n\nThousands of slaves built those temples which now stand in ruins in\nEgypt; thousands of others whose lives counted for little built the Baths\nThe wonderful cathedrals of Europe were\nof Caracalla and the Coliseum.\nerected when the thought of man was quite removed from that of ours.\nWe are not to build temples like those of ancient Egypt, nor have we\nreached the point of European ecclesiastical architecture; but we have\nreached the point at which our domestic architecture excels that of Europe.\nIn every progressive city of our country buildings are being constructed\nwhich are to be homes ef the people, and many of these buildings, both\nEnormous strides have been\nexternally and internally, are works of art.\nmade in the past few years in the application of art to wood, metal,\npottery, glass, etc., and did time permit many statements might be made\nshowing conclusively the growth and development of these industries in\nour large cities, not simply as industries with utility predominant, but\nindustries with utility and art combined, and more and more our people\nare demanding artistic work, until to-day less artistic goods are being\n\n"}
{"page": 775, "printed_page": null, "text": "ART EDUCATION IN EUROPEAN AND AMERICAN SCHOOLS.\nmade in Italy for the European trade than can be sold in America. Our\nhomes and our life bring about a greater sympathy and respect for one\nanother than is found in many countries, and all these things help make\nup the conditions which control the life of the people and the destiny of\nthe nation.\n\nWith the growth and development of America we have a large work in\npublic education, and the possibilities that lie before us in art are exceedingly great, if the helps are granted which are necessary to the rapid\ndevelopment of art. Europe has its museums and many things that we\nwish we might have that somehow, by reproduction, it seems we must\nhave but, above all, we have many of the essentials. Our people possess\nquick, intelligent thought, and much is being done to develop and apply\nit.\nWe cannot enjoy art unless we know how to think, to study and to\n\n—\n\n;\n\nappreciate.\n\nIt is of more importance to educate fifty people to appreci-\n\nate art than to educate one artist.\n\nAs Emerson says:\n\n\"Though we travel the world over to find the beautiful, we must carry it with us or\n\nwe find it not.\"\n\nAnd W. W. Story says:\n\" Everything depends on the spirit with which we approach it we can find only what\nwe bring; the key to all secrets we must carry in ourselves, and what one has educated\n;\n\nhimself to do, and think, and feel, that is truly his and no one can take it from him, nor\ncan he himself lose it or wilfully throw it away.\"\n\nThe museums of Italy are full of the most precious things of the past,\nCould those mubut this does not make the modern Italian aesthetic.\nseums be transported to America and be made a part of our education,\n\nwho can question what the results might be?\n\nWe have not kept pace,\n\nespecially in the matter of art education, with the development of our\n\nwhat we have we must combine more of the\nessentials found in the best\nmuseums and school museums of Europe. Somehow, the children of the\npublic schools must be led to assimilate the true spirit of art, and in growth\nto manhood and womanhood aid in fostering everything which has for\nits purpose the upbuilding of art technically and aesthetically.\n\nresources; somehow, with\n\nessentials necessary to the development of art\n\n—\n\nEvery facility is provided in the erection of fine school buildings, but\nWe come\n\nrarely is provision made for necessary material in instruction.\n\nface to face with the bare walls of our school-rooms.\n\nHow many children\n\nthere are who never see anything else in the school-room.\n\nNothing what-\n\never can be found in many schools to aid the teacher in illustration, and\nin many of our large cities the children have nothing of any value put\nbefore them at lesson-time.\n\nThere is nothing so belittling, so absolutely\nwrong in a supervisor or special teacher of drawing, as to withhold all\nmaterial, charts, historic ornament, etc., and allow the pupil nothing\nbut a piece of blank paper upon which to draw, to give as his only copy\n\n"}
{"page": 776, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n772\n\na rough drawing on the board by the regular grade teacher, or to place\nbefore him some crude object, and then to feel that all the essentials of\ndrawing and art education have been accomplished.\n\nCan it be possible? Indeed, it is too true that there are many teachers\nwho are the same as saying, \"Away with true type forms; away with\nhistoric ornament; away with the beautiful forms in the museums of\nEurope which can be reproduced on paper or in books; away with all\nthese things; shut them out from the pupils and give them an hour\nand a half for drawing each week, and I will become the inspiration of\naesthetic thought.\"\n\" It is only small natures that are satisfied with what they have done.\"\n\nWhen I speak of these things in the strong language I here use, I speak\nknowing full well what is being done in the schools and the arguments\nOn the other hand, contrast with the work\nof many of these teachers.\nof such teachers the work that is being accomplished in great numbers of\nthe progressive cities of the country, and we see how much is being\ndone to, lay a broad foundation for the development of art education\namong the people. And it is here, in our own free public schools, that\nwe are building for a future, and no other country has such a foundation\non which to build, nor such channels of communication through which\nflow all that is best in the life of a great and free people.\n\nEmerson says\nHe has conceived meanly of the resources of man who believes that the best age of\nproduction has passed. Art has not come to its maturity if it does not put itself abreast\nwith the most potent influences of the world if it is not practical and moral if it does\nnot stand in connection with the conscience if it does not make the poor and uncultivated feel that it addresses them with a voice of lofty cheer. Art in its essence is immense and universal it is impatient of the working with lame and tired hands and of\nmaking cripples and monsters. Art should exhilarate and throw down the walls of circumstance on every side.\"\n\"\n\n;\n\n;\n\n;\n\n;\n\nWe have very few museums in America. What can we do to take their\nWe must have something. It is absolutely necessary. I have\n\nplaces?\n\nalready given some idea of what the South Kensington Museum is doing\nfor England and what other\n\nmuseums and schools are doing for their\n\nportions of Europe; and, if time permitted, much might be said regard-\n\ning the museums of the great art and industrial schools of Europe, of the\nmuseums of the lesser schools, and the value placed upon them by the diIndeed, when we look upon these museums\nrectors of these institutions.\nand realize how poverty-stricken ice are, how little we have to do with,\nhow little to study, how little to place before us as examples of better\n\nwork\n\n— and thus cut ourselves loose from the egotism of a rapidly develop-\n\ning nation\n\n—we are inclined\n\nto cry out, \" W^hat shall we do for material?\"\n\nAnd yet, as in- Europe, museums will not produce all that is desired in\nthe art education of a people, unless from its earliest beginnings all study\n\n"}
{"page": 777, "printed_page": null, "text": "ART EDUCATION IN EUROPEAN AND AMERICAN SCHOOLS.\nbe given a right direction and impetus;\n\n773\n\nthere must be a steady growth,\n\na continual unfolding and development of all the principles of good form.\n\nThis cannot be done through words alone; it must be thought witli oral\nand graphic expression and an abundance of artistic material for illustration.\nIf the children are led to see one good thing\nit may be very\nsimple and to realize fully all that makes it good and perfect, and then\nare led a little farther in the same direction\na little farther and a little\nfarther who can estimate the value in the end?\nIf the work already accomplished has had the influence upon the child\nthat we know it has, how much more far-reaching will be the value if in\nthe future we are able to place in the school-room and in the private and\nart schools of America a greater amount of material selected because of\nand when we say art value we mean that which\nits true art value\nWe have at present much material,\nreaches beyond dollars and cents.\nbut were it possible to place before the children in some way, through\nsome reproductive process not costly, the best type forms for instance,\nand to furnish them\nof the beautiful vases of the museums of the world\nwith other objects, object drawing would have a new meaning and a new\nWere it also possible to place before the children the best examvalue.\nples of historic ornament, and to present also the best and most artistic\nexamples of simple rendering of all kinds of drawing, we should have attained great things for ourselves, for the people, and for the children\nwho are to fill the public schools of the future. We need good material,\nand we cannot be too careful of what we place before the pupils. Carelessness and indifference on the part of the teacher often permit the\npupils to draw from most miscellaneous and inartistic objects, when great\nMuch has been accomcare should be exercised to prevent such work.\nplished in the past, many beautiful objects have been produced at such\ncost as to allow their being placed in nearly all school buildings, and we\nmay hope the future has much more in store for us. Good material is\nas necessary as good instruction, and as teachers directing the work we\nshould thank those who have made the present results possible by furnishing the very necessary aids to good instruction.\nBut some say, \"Study nature.\" Yes; nature must be studied; we\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\nnever wish prepared material altogether to take her place.\n\n—\n\nI\n\nargue only\n\nfor the educational and sequential principles to be gained by its use, and\n\nwhich shall surely open to us the book of nature. We must be trained\nto the absolute value of form, line and color, that we may possess an\n\"innate sense of balance of harmonious arrangement.\" A certain kind\nof illustrative drawing, which is guided by no principles and controlled\nby no limitations, is spreading throughout the country and bringing\nabout, in some sections, an era of carelessness, a love for crude monstrosities, a debased generalization and a hatred for good, hard, thoughtful,\n\n"}
{"page": 778, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n774\n\ncareful work.\n\nA noted educationalist has said\n\n:\n\n\" Never allow a child to\n\nsee a misspelled word or an incorrect sentence,\" and yet indirectly,\n\nfrom\n\nthe same source, radiates some of the worst and most harmful features of\nillustrative drawing.\n\nRegulated and controlled it is right, but carried to\n\nthe extent it is carried in many places it is a great misuse of the pupil's\ntime.\n\nMany say, \" Give the child freedom, let him do what he likes to do; if\nhe likes crude colors let him use them; if he likes to paint his objects\nmodelled in clay let him do it;\" and so they go on with their arguments\n\nAs a broader principle freedom controlled is civilization,\nfreedom uncontrolled is anarchy. Freedom controlled in the school is a\ngrand thing freedom uncontrolled is the seed of laziness and hatred of\n\nfor freedom.\n\n—\n\nserious work.\n\nI repeat\n\n—the child must be trained\n\nto the absolute value\n\nof form, line and color.\n\nOne only enjoys what he knows well; otherwise all is meaningless and\nThe novelty may attract, the color may please, but this is\n\nconfused.\n\nonly the sensation of an undeveloped creature.\n\nno understanding except through education.\nthan has been impressed upon the mind.\"\n\n\"\n\nThere is no recognition,\nWe cannot express more\n\n\" Art is art because it is not nature\nand could we absolutely reproduce anything by\nmeans of form, tone, color, or any other means so as actually to deceive, it would at\nonce fail to interest the mind and heart as art; however we might on being undeceived\nwonder at the skill with which it was imitated, Ave should not accept it as a true work\nof art.\nIt is only so long as imitative skill is subordinated to creative energy and poetic\nsensibility that it occupies its proper place otherwise, if by any process we could fix on\n;\n\n;\n\na mirror a reflection of anything we should have a perfect picture yet perfect as is the\nreflection in every respect, it is not a picture, and it does not interest us as art.\nThe most\nperfect imitation of nature, therefore, is not art it must pass through the mind and\nbe changed.\"\n;\n\n:\n\nWe instruct children in the beauty of type forms, and thus open to\nthem beauties of nature, form, and color. We must lead them onward\nand lead them upward; it is the leading upward, away from the commonplace, for which we plead beauty ever pleases, ever satisfies, ever\n\n—\n\ninspires.\n\nGood material is absolutely essential, and I would that more consideration were given to such needs in our art schools.\n\nSo often the groupings\n\nare incongruous and inartistic; objects are often placed together in a\n\nmost miscellaneous and. haphazard way, as if they did not belong together, but had been thrown together in a pile, as it were, in such a\n\nway as to bring out some intricate problem of perspective. While studyOur art schools offer better and\ning perspective, etc., we must study art.\nbetter facilities for study each year, new buildings are being constructed,\nmore commodious quarters are being offered. Greater numbers of students are giving their time to the study of art, the standard is ever being\nraised,\n\nand it behooves us one and all to give much greater attention to\n\n"}
{"page": 779, "printed_page": null, "text": "ART EDUCATION IN EUROPEAN AND AMERICAN SCHOOLS.\n\n775\n\nthe development of the true aesthetic qualities of art, and to those things\n\nwhich reach beyond the rendering of material.\n\nWe in America have a vast territory over which to extend our dominion; our resources are great; we are at peace and in happy union\nbetween State and Territory; our homes are our pride, our educational\nsystem is ever growing wider and wider, broader and broader as well as\nfreer; we have the means to travel and the ability to enjoy, but why do\nwe send to Europe for beautiful objects in metal? Is it because the\nmetal is of a quality finer than we can produce? No! Is it because the\nmould is finer? Yes! And why is the mould finer? Because the original object modelled in wax or clay was finer.\nAnd why was this finer?\nWas it because it was modelled by a man of higher civilization than ourselves? We spurn such an idea.\nWas it modelled by a man who got his\nart education by working within a room with blank walls, and upon blank\npaper, with never a copy before him but the careless drawing of an ordinary teacher? No! I emphasize it, No ! and every teacher who compels\nhis students to work without adequate material ought to feel the answer\nring in his ears.\nThe man who produces this fine piece of work does not\ndo it through egotism, nor does he do it through self alone; he lives and\nstudies where he is surrounded with the richest of material.\nThe possibilities which are his ought to be ours.\nWe heard much last evening at\nthe meeting at the rink about the individuality through co-operative\nagencies, and one speaker used the expressive words, \" Co-operative individual responsibility.\"\nWe do need in the matter of art education all\nthe individuality that can be developed, but that individuality which\n\n—\n\nmakes the individual responsible for the highest good of the whole.\nIndividuality is a power for good when the individual works for the\ncause and not for self, and working for the cause means earnest study of\nall the best that has been and is being done, and co-operating with every\nagency which has for its purpose the upbuilding of the whole.\nOne of the greatest foes we have to contend with in America\negotism of the American people.\n\nis\n\nthe\n\nIf we read the article in the last Century\n\nabout Paris, we learn that in our boasted love of freedom we are far be-\n\nhind in local government and local control of great public interests, and\nour cities return to the people but a small proportion of what they should,\nconsidering the\n\nmoney spent, because we will not learn from others,\n\nand the statement is made to the effect that egotism stands in the way of\n\nmany very necessary improvements.\nWhat is true in the matters so well pointed out in that paper is true\nThe subject of art education is too broad and\nin many other things.\ntoo important a factor in the education of the people to be dealt with\nsingly.\n\nThis is a period of co-operation, not one which strikes a blow\ncommands the individual through\n\nat individuality, but rather one which\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nco-operation to advance the standard of development of the whole.\n\nNo\n\nindividual and no institution is strong enough to carry out his or its ideas\nalone and not sooner or later prove an obstruction to the cause.\n\nWe do not wish uniformity of methods, except those well tried and\nproven, but we do want uniformity of purpose and that uniformity of\n\npurpose which shall unify all the best that\n\nis\n\nbeing or has been done,\n\nand which shall unify the movement for art education for the people of\nthe present and of the future, and strengthen each and all agencies necessary to growth, and happiness, and individual national greatness.\nIn the strength and vigor of our freedom, the freedom which is our\nglory and our life itself, we must not neglect the highest purpose of true\nAs Americans, we think we can do almost anything,\nart education.\nand many say, \" Has not this century proved it?\" But because we have\ndone so much with so little is no reason at all that we should not make\nIt is the very best reason why we\nthe most of opportunities offered.\nshould reach out both hands for them, and give to the present and to\nthe future the best of American brain and American industry, in the\nonly shape that will continue to satisfy us, that of American fine and applied art. Nature, conditions of life, and race peculiarities are all elements\nin civilization which educators must study carefully, and with matured\nthought announce to the world the requirements and the promise of the\ntimes.\n\nMen are not easily swayed; reforms are not easily introduced,\n\nand those who carry on the work know full well the long marches before\nThe conditions of Europe are not ours, but the conditions\nfinal victory.\nthey swing wide open, and all that is or has\nof America are our doors\nbeen may be ours if we drop all egotism and co-operate as individuals\nand as institutions, and in our co-operative study seek honestly and unselfishly for the development of the highest, grandest, and noblest of the\ntrue spirit of art that spirit which takes hold on the soul.\n\n—\n\n—\n\nSUPERVISION OF FORM STUDY AND DRAWING IN\nPUBLIC SCHOOLS.\nWALTER- S. GOODNOUGH, KEW YORK.\nFellow- Teachers, Ladies and Gentlemen : As so many people with more\nor less art training are seeking positions as teachers of drawing,\n\nand as\nmost of the public-school positions call, not for teachers, but for supervisors of drawing, it will surely not be out of place in a paper on the\nsupervision of drawing in public schools to consider first the supervisor\nhimself, and what his qualifications should be for successful work.\n\n"}
{"page": 781, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PUBLIC SCHOOLS.\n\n777\n\nMany seeking such positions fail to realize the vast difference between\nthe duties, responsibilities, and special requirements of a supervisor and\nthose of a teacher of drawing.\n\ning ability, and\n\nA person with proper art training, teach-\n\ndisciplinary power\n\nmay fill acceptably a position as\n\nteacher of drawing in a high school, a seminary, a college, or an art\nschool, and utterly fail as a supervisor of drawing.\n\nThe successful supervisor is all that the teacher of drawing should be,\nand more.\n\nHe should, first of all, have the broad training in the various lines of\nwork pursued in the public schools which can hardly be obtained without attendance on one of the art schools having courses specially arranged\nto prepare for such positions, such as the Pratt Institute of Brooklyn, the\n\nMassachusetts Normal Art School of Boston, and one or two other schools.\n\nIn addition to this he should have for the highest success, as far as\npossible, the training of the professional general teacher.\nIf he is to secure the confidence and support of the school officers and\n\nthe teachers under whom and through whom he is to work, he must be\na skilful teacher of classes of all grades, a student of pedagogics, and fa-\n\nmiliar with approved methods in general education.\n\nHe must know child\nHe may be\n\nmind, and what it is possible to accomplish at various ages.\nan artist, but he must be an educator.\n\nWHAT ARE THE EXISTING CONDITIONS?\n\nA city or town determines to introduce drawing into its schools.\n\nA\n\nperson is engaged to take charge of the work and become responsible\nfor it, from the lowest primary grade through the high school.\n\nIn cities\n\nhaving one hundred teachers or less, or a school attendance of about\nBut how?\nfive thousand, one person can manage the drawing.\nall\nwhere\nthe best work is\nall\ncities,\nand\nin\nnearly\nin\nknow,\nyou\nall\nAs\ndone, the regular teachers of the primary and grammar grades are trained\nin the required work and do it under the supervision and direction of\nthe supervisor of drawing.\n\nThe work of the high school is, or should be, of such an advanced nature that the services of a special teacher are necessary, and in cities too\nsmall to require both a supervisor of drawing and a special teacher for the\n\nhigh school, the supervisor does this work. In large cities several special teachers of drawing are usually needed in the high schools, and one\nor more assistant supervisors in the grades below.\n\nThe main work of the supervisor, as is the case with the general superintendent of schools, is to accomplish his aims and purposes through\nothers.\n\nThe would-be supervisor must realize this fully and make all\nHe has to work through principals and teachers of many\n\ndue preparation.\n\nyears' experience, of wide scholarship and professional training, men and\n\n"}
{"page": 782, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n778\n\nwomen who to-day, more than ever, are reading and thinking and writing on subjects relating to the science and practice of their profession.\n\nHow can the supervisor of drawing, with only an art education, expect\nto appear before such people constantly as their instructor, not only upon\n\nthe subject-matter of his special work, but in methods of teaching it in\nall\n\nthe grades, and under the varying conditions to be met with in\n\nalmost any city?\n\nHe not only has this duty of instructing the teachers, laying out the\nwork of each grade and superintending its performance, but, as a model\nand an inspiration to the class teacher, he must do more or less teaching\nin all grades.\nSeeing the class seldom, and taking it as he finds it, good,\nbad, or indifferent, as to discipline or proper training in his subject, his\n\nteaching should be a model for the class teacher, more for her benefit\nthan for the pupil's.\n\nHe will be likely to meet more or less criticism, as teachers are a class\nHe must meet it intelligently and strongly.\nMuch is claimed for form study and drawing at the present time as an\n\nwho have opinions.\n\neducational force in public schools.\n\nand lead the\n\nTeachers and supervisors can only\n\nit by an acquaintance more or less extensive with the science of education and its\n\nrealize this fully\n\nclass teacher to appreciate\n\nliterature.\n\nSometimes a class teacher or a principal will be found who has not\nkept up with current educational thought, and who can gee little good\nin anything but the solid branches, so called.\nThe supervisor of drawing should be able to show such persons how the training given in form\nstudy and drawing should enable them to accomplish better results in\nwriting, arithmetic, and other studies, and how it reaches some faculties\nof the mind more directly than almost any other subject in the course of\n\nstudy.\n\nFurther, the supervisor of drawing may, from his art school or other\ntraining, be such an enthusiast as to feel that his subject is the panacea\nfor many evils, that form study and\n\ndrawing are going to revolutionize\n\nthe schools and be the salvation of the coming generation.\n\nHe should\n\nbe careful not to appear to be so much of an extremist as to damage the\ncause for which he is contending.\n\nHe should know enough of the general work of the school-rcom, and\nhow it is conducted at present, to give all other subjects their just due\nand make his own a proper adjunct to the rest.\nIt may be the radical enthusiast who arouses public opinion and starts\nreform, but it is likely to be the conservative enthusiast, with a vein of\nstrong common sense, who carries them to completion.\nI feel that for the best immediate success every supervisor of drawing\nought to have special pedagogic training in addition to his art training.\n\n"}
{"page": 783, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PURI.K' SCHOOLS.\n\n779\n\nI wish that every one, either before or after his art training, could spend\n\na year or two at some first-class normal school having a practice depart-\n\nment.\n\nHe would then bring to his position a breadth of knowledge and\nHe would\n\na professional training that would greatly affect his work.\n\nsoon make a place for himself that would be larger than that of a nitre\nspecial teacher.\nI have never ceased to congratulate\n\nmyself on the circumstances that\n\nled me to take the regular course for general teaching at the State nor-\n\nmal school at Bridgewater, before I determined to make a specialty of art\nFrom my first day in the school-room as a teacher, nearly\ntwenty years ago, until now, I have felt it an invaluable aid to me, of\n\neducation.\n\nequal value to the art-school training received later.\nIf the aspirant is too impatient to take a regular course at a normal\n\nschool, in addition to his normal art course, he should supply the defi-\n\nciency as best he can.\n\nIn any event, he should read widely on psychology, theory and practice of teaching, methods, history of education, and should read regularly\n\none or more good educational journals.\n\nHe should visit schools as much as possible, especially primary grades,\nand observe the class teacher at regular work.\nHe should attend summer schools of method, not necessarily for instruction in his specialty, but for the general work.\nHe should also attend educational meetings, to keep posted on current\neducational thought.\n\nAll these things I believe necessary if the super-\n\nvisor of drawing is to be an art educator in public schools.\nIt is almost\n\nunnecessary to say that the successful supervisor must be\n\nof ready resource, have good executive ability, great tact (for\n\nwhich he\n\nwill find occasion for constant exercise), and have power to arouse enthu-\n\nsiasm on the part of teachers and pupils under his direction.\n\nHe may present methods which, though tried and proved successful\nmay appear to the teacher.3 and public with whom he is dealHe\ning as such innovations as to warrant criticism and opposition.\n\nelsewhere,\n\nmust be ready to ward off criticism, shape opinion and carry conviction.\nHe should have a strength of purpose, and that quiet determination\nand persistency that will lead him to the mastery of all difficulties.\nOf course he will work in harmony with the superintendent. His first\nduty is to convince him of the importance and desirability of any measure he wishes to introduce before seeking the necessary members or\ncommittee of the board.\nIf the supervisor of drawing is so fortunate as to step into a position\nwhere form study and drawing has been well taught by the same methods\nhe would pursue, he should certainly be congratulated.\nEither it falls to him to inauguUsually the situation is far different.\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nrate the work, or he finds it in snch condition that he has to make many\n\nchanges.\n\nIn either case the most careful judgment must be exercised.\n\nEach city presents a new problem.\nnot do in another.\n\nWhat will answer in one case will\ncarefully, and know what it is\n\nStudy the situation\n\nwise and possible to undertake.\n\nThough until recently I have been associated with one city for a long\ntime, I have been called upon by the school authorities of seven other\ncities or\n\ntowns to introduce or direct drawing in their schools, which\n\ndifferent places I have managed for periods of from one to five years.\n\nIn\n\nno two of them have the same conditions been found or just the same\nplan been followed.\nIf the subject is being introduced for the first time, the matter is\nsimple.\n\nAs a rule, all the grades should, the first year, take the work of about\nThe first two years take the work of the lowest, the next two or\nthree the work of the third year, and the others a combination of that of\n\nthree.\n\nthe third and fourth, or of the third, fourth, and fifth.\n\nThis arrange-\n\nment presents no undue difficulties to the pupils of any grade, limits the\nnumber of teachers' classes for instruction and the cost for supplies.\nSometimes the grades of the first three years take the first year's work,\nand the others that of the third\n\nyear.\n\nThis simplifies the plan and\n\nmakes less the expense for material, but should be avoided if possible, as\nolder pupils work with less interest, and it takes much longer to reach\nthe advanced work properly expected in high grades.\nA supervisor may commence his duties in a city where drawing has\nbeen taught for many years and pupils in higher grades are working from\nadvanced books, the system being one calling largely for flat copy work.\nIf he has any breadth of training and knowledge of what is being done,\nhe will realize the absurdity of continuing such work if the pupils are\nto get the good they should and his schools compare favorably with others.\n\nA change to a system giving greater mental training, knowledge and\npower is decided upon. It falls to the supervisor of drawing to determine the particular books of the new system to use in each grade.\nPupils, teachers, and the public, usually, under such circumstances,\nhave a false estimate of the value of the work that has been done and of\nthe real ability of the pupils.\n\nThe intelligent supervisor knows how little the practice of drawing\nelaborate flat copies, with more or less testing, measuring, and erasing,\n\nhas developed the perceptive faculties and prepared the pupils to draw\n\neven from the simplest objects or to undertake some other lines of work.\n\nHe may feel that what has been done has amounted to so little toward\ngiving the pupils the proper development and preparation for what he\n\nwould have them do, that\n\nit\n\nwould be\n\nas well to\n\nthrow it all aside and\n\n"}
{"page": 785, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PUBLIC SCHOOLS.\n\n781\n\nput the same elementary work in higher grades that he would if they had\nnever drawn.\n\nHe would, however, probably create much opposition by so doing, and\nwould be better to take a middle course (and in the end possibly\naccomplish less), having regard for public opinion, as well as for the amit\n\nbition and self-interest of the pupils and teachers.\n\nPupils of the higher grammar grades seldom work with the same interest if obliged to do the same things their younger brothers and sisters\n\nin lower grades are doing,\n\nif previously\n\nthey have done what to them may\n\nhave seemed more advanced.\nIn such a case, either a special book, made up of exercises selected for\nthe purpose, or blank books or blank paper may be necessary, in which\nto give pupils of these higher grades the essential preliminary knowledge\n\nand practice to take up a higher book than would otherwise be possible.\nOne of the most important matters for the supervisor of drawing to\nwatch is expense.\nHe must have the necessary models, casts, and other equipments, if\nhe is to do the best work.\nHe may be so fortunate as to get what he wants\nat once.\n\nFew are.\n\nIf the city is large\n\nand there are no\n\nsupplies, he\n\nmust guard against\n\ntwo things:\nFirst, against asking for too much in the beginning, if there is likely\n\nto be much question about the matter in the board.\n\nIt is usually better\n\nto ask only for what is absolutely required, or will answer, for the first\n\nyear; then show\n\nits\n\nit and the results accommore generous allowance can be\n\nworth by good use of\n\nplished, and the next year, perhaps, a\n\nobtained.\n\nSecond, he should be careful not to be running after something at\nalmost every meeting of his board, and thus wear out the patience of\n\neven well-disposed members.\nIn many communities the school board is hampered for funds to meet\nthe rapidly increasing demands for school accommodations.\n\nDrawing is a more costly subject than many others, as for work of any\nvalue models in sufficient quantity are a necessity, and for proper work\nin the\n\nhigh school a special room, properly equipped, is as essential as\n\nthe laboratory for right study of physical sciences, whereas in most other\nstudies merely a text-book\n\nsuffices.\n\nTherefore, greater discretion\n\nneedful in managing expenditures so as to get\n\nall\n\nis\n\nnecessary material\n\nfrom a school board perhaps conservative and economical.\nIt is needless to say that the supervisor of drawing must have influence\nwith his board.\nThat is, he must have their confidence and support; he\n\nmust take pains to interest them in his work, and have them understand\nwhat he is trying to accomplish. Only through their real interest and\n\n"}
{"page": 786, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n782\n\nknowledge is he able to depend on their support in matters of expense or\npolicy.\n\nOne of the first and most important duties of the supervisor of drawUnder any\n\ning in starting his work is the instruction of the teachers.\ncircumstances,\n\nit is\n\na matter requiring his best efforts.\n\nIt is no light nor brief task to train a corps of teachers of a large city\n\nwhere drawing is a new subject, or has been taught by such methods that\nthe teachers, practically, know little of what is generally expected in this\nsubject at the present time and is being obtained in such a large number\nof cities.\nIt generally goes very well for the first year or two, but before teachers\n\nand classes of the highest grades have been fully prepared for the proper\nwork of their respective grades, the burden grows heavy.\nThe only means for successful work, however, is through training of\nthe class teachers, and until drawiug has been so well taught in the schools\nthat they have obtained as pupils the necessary knowledge and ability,\nteachers' meetings for instruction will have to be held.\nI consider Saturdays the best time for this, as teachers are less tired\nthen; yet this is a question that must be determined by circumstances.\n\nThe city may be of such a size that Saturdays do not afford\n\nsufficient\n\ntime.\nI\n\nhave just closed a\n\nseries of fifty-four meetings, held after school\n\nevery afternoon in the week except Wednesday and Saturday.\n\nbeing one thousand teachers in training, all from primary grades,\n\nThere\nit was\n\nnecessary to divide them into fifteen sections, so that each teacher attended\n\nabout once a month for a period of one hour and a half.\n\nFor some years, in the\n\ncity of\n\nColumbus, I had meetings on Saturday\n\nforenoons, sometimes one grade in a class, sometimes two, each teacher\n\ncoming once a month.\n\nEegular attendance was required by the superin-\n\nThe roll was called, and an undue amount of unexcused ab-\n\ntendent.\n\nsence was likely\n\nto receive a\n\nreprimand from the superintendent or\n\nhigher authority.\n\nIn the six or seven cities or towns which I have directed, the instruction has necessarily been on Saturdays, the teachers being divided into\n\nfrom two to six classes, as numbers or advancement demanded, each\nhaving instruction from- one to three hours monthly.\nAll, however, were expected to do a given amount of assigned work beThis work was usually marked or graded so that each\ntween meetings.\nknew where she stood, and the superintendent likewise took pains to be\ninformed.\n\nIn work assigned for the teacher to do out of school and between teachers'\n\nmeetings the supervisor\n\nmuch.\n\nis\n\napt to\n\nmake a mistake and expect too\n\nHe should remember that drawing is but one of the many studies\n\n"}
{"page": 787, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PUBLIC SCHOOLS.\n\n783\n\nthe class teacher is responsible for, that her duties are many, and, for the\nfaithful, progressive teacher, never-ending.\nI have great\n\nsympathy for the class teacher, and think she deserves\n\nevery consideration possible, yet how can she be expected to teach drawing properly if she cannot draw herself, and how will she, in any reasonable time, get\n\nall\n\nshe would need with one or two hours' instruction a\n\nmonth for, say, nine months a year? What would be accomplished with\nany musical instrument in that amount of time?\nI think some work, more carefully done than at meetings, and in application of what is there taught, should be expected between meetings,\nespecially as there so much time must be given to methods of class\nteaching.\n\nThe previous training and knowledge of the corps of teachers will, of\nAt first, lessons should\n\ncourse, determine the character of the meetings.\n\nbe more frequent, and there must be careful, detailed teaching of the\nwork of each grade.\nLater, they may be of a more general nature, either for practice in\ndrawing from objects, for conference, or for directions.\nAfter the subject is well introduced and teachers trained, a meeting of\n\neach grade once or twice a year may be sufficient.\n\nIn the early work, I think the supervisor should conduct his lessons to\nteachers, as nearly as circumstances justify, as he would to the classes\n\nthey are to teach.\n\nHe must ever keep in mind right method of presentation, especially as\nsuch wretched methods of teaching are even yet in practice, often promulgated by teachers of drawing having no thought of the good and the\n\ndevelopment of the pupil, but thinking only of a showy result.\nIn some cities, teachers have to be examined in drawing as in other\nThe time has not yet come\nsubjects, to obtain a certificate to teach.\nwhen the examination can be made thorough enough to insure proper\nIt can only keep out\nqualification for all that is expected in drawing.\nthose who know nothing of the subject until they have obtained some\n\nknowledge of it. I may say that for fifteen years past, in the schools\nwith which I have been connected, teachers were required to pass an exThe examination occupied two or three hours,\namination in drawing.\nand included not only theory but practical work, such as making a working drawing of some object presented, as a mallet or hammer; making a\npictorial drawing of a group of two or three objects placed before them;\n\nmaking one or more designs from given material, usually foliage.\nOne of the perplexing things with which a supervisor is obliged to\ndeal is to know what to do with the new, untrained teachers who are constantly coming in after the teachers of the city are well advanced in their\ntraining.\n\n"}
{"page": 788, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n784\n\nUsually he will have to form an ungraded class, unless the city is quite\n\nand depend to some extent\non such teachers getting helps from the principal and fellow- teachers\nwho are already doing the work.\nSuch teachers usually see and feel their deficiency, and so readily make\nlarge, give a condensed course of instruction,\n\nthe necessary extra effort.\n\nIn a very large city it might be necessary to commence a new series of\ngrade meetings for these.\n\nWhat are the duties of the supervisor in the school-room? is a large\nquestion.\n\nThe great facts are that he is to get the work of the whole city, from\nthe lowest primary through high and training schools, into the best possible condition, that he has got to\n\ndo it through others, and his methods\n\nmust be as helpful to them as possible.\n\nThe fact that a teacher does not produce good work from her class is\nnot always an indication that she could or would not if she knew better\n\nhow.\n\nfound the great majority of teachers ready and anxious\n\nI have always\n\nfor help, and desirous of doing their work in the best manner.\n\nThere will always be a few \" I can'ts,\" and mere \"wage-earners,\" who\nobject to anything that is likely to make them more labor, whether for\nThey usually display their true\nthe best good of the pupils or not.\ncolors in other subjects besides drawing.\n\nAs a rule, the thoroughly good teacher in other subjects gets the best\nand it is the rare exception for a teacher to do good\nwork in form study and drawing and be weak in other studies, simply\nbecause good teaching ability is one of the essential requisites for success.\nAll manner of dispositions and characters will be found in a large corps\nof teachers, and the supervisor of drawing must be a keen judge of human\nnature, full of tact and patience, and be constantly studying how to reach\neach teacher in the most effectual manner to obtain her best effort.\nThe first year or two, he can help best by as much as possible giving\nresults in drawing,\n\nthe lesson of the day himself.\n\nThis takes much time, and if the city is large or there are many classes\nof the same grade in a building it cannot be done in every class.\n\nAs the lesson is more -for the direct benefit of the teacher than that of\nthe\n\nclass,\n\nthe principal will usually,\n\nif\n\ndesired by the supervisor, allow\n\nother teachers of the same grade to see the lesson given, thus saving much\ntime.\n\nAs the work progresses, the supervisor should frequently see the regular\nteacher give the lesson.\nthe class work.\n\nOnly thus can he learn the true character of\n\nx\n.\n\nIf he can occasionally happen in\n\nunexpectedly at the drawing hour\n\nit\n\n"}
{"page": 789, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PUBLIC SCHOOLS.\nis\n\n785\n\nwell, as he should see things in their every-day aspect and not prepared\n\nfor the occasion.\n\nHe will often find much to criticise, and he may sometimes feel that\nall is\n\nwrong, and his patience be sorely tried.\n\nHe should remember that he has not the authority over the teachers\nthat the principals and superintendent have, and even if he had, kind\n\nmeasures will usually accomplish more than harshness.\n\nOne can lead where he cannot drive.\nLet all criticism be made in the most kindly spirit possible, with the\nevident purpose of helping and suggesting, and never in a fault-finding\n\nThough sorely tried, it will help little to let it be seen.\n\nspirit.\n\nNever criticise a teacher in the hearing of her class or of others.\nOften, instead of\n\nmaking a criticism, intimate that if she desires you\n\nwill take the class and give a similar lesson yourself.\nwilling.\n\nShe is usually most\n\nOr, tell her you saw such and such a plan or method at another\n\nschool, and ask her opinion of it, or whether she would not like to try it.\nIf she has made a failure in your presence, she generally\n\nknows it.\n\nIn\n\nthe kindest manner possible, indicate how you would do it, or some other\nplan.\n\nYour attitude should be such that she should not feel embarrassment\nTemper criticism with commenda-\n\nin giving a lesson in your presence.\n\ntion wherever possible.\n\nTry to see and be sure to mention the good things first.\n\nNever be\n\nfulsome in praise, nor give it when not deserved, remembering, however,\nthat a word of commendation will often accomplish more than adverse\ncriticism.\n\nLeave her with the feeling on her part that she has received help rather\nthan censure, with the desire to have you come again as soon as possible,\nand with the inclination to do all she can to make the best showing of\nherself and class the next time.\n\nAt other times, the supervisor acts somewhat in the capacity of an\nwork done and of the condition of the class.\n\ninspector or examiner of\n\nHe should not depend too much on an examination of drawing books,\nor any finished work.\n\nAll depends on how it was done, and so he should\n\ntest the class more by what they can do in his presence, unaided.\n\nHe can\n\nquickly find out their knowledge of principles and their power to do.\nUsually, he should look over the advance work with the teacher, to aid\n\nher in any difficulty she may have.\nI do not believe in a strict time-table for an efficient supervisor of draw-\n\ning.\n\nIn my opinion, it only hampers.\n\nI should find it as difficult as I\n\nknow the general superintendent would,\n\ndo everybody justice and get the best results, if expected to make out\na time-table, stating the day and the hour when I would be in any given\nto\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nclass-room, or even what days in the term I would be in a certain school.\n\nIn small cities this may answer.\n\nThere should be a general time-table, or an established order, so that\neach school or building may receive the proper attention, and I always\ntry to have a regular order of visits for the various schools.\n\nThe frequency of visits depends entirely on the size of the city, being\nfrom once in two to once in twenty weeks. For effective supervision, I\nthink there should be visits to every class-room at least once in four weeks,\n\nand the supervising force should be such as to allow it.\nIf the city is so small or the supervising force so large that there\n\ncan\n\nbe visits every two or three weeks, splendid results should be obtained and\nteachers' meetings need be less frequent.\n\nOther details of supervision, such as marking books, examinations, ex-\n\nand other matters, will have to be left to the discussion for\nwhich the programme provides to follow this paper. I will say only that\nI believe general examinations should be few, say one or two a year, and\nbe as much for the benefit of the teacher and supervisor as to allow the\npupil to measure himself.\nIn conclusion, I will ask to be pardoned for the allusions to personal\nhibitions,\n\nexperience.\n\nOn a topic of this nature, I feel that the valuable thing for\n\nus all is to know the experiences of others, which each can but give for\nI have addressed myself largely to the younger supervisors, and\non that account gone into more detail than would otherwise have been\n\nhimself.\n\nbest.\nI hope the discussion will\n\nbring out wide personal experience from the\n\nmany present, whose success is the best evidence of its value.\n\nDISCUSSION.\nSARA A. FAWCETT, NEW JERSEY.\n\nThe speaker who preceded me has given you all the ways and means\nit only remains for me to\n\nrequired to secure success in this work, and\n\ntouch upon one or two of those points which he has laid doiun.\nFirst, the teacher must inspire confidence and arouse enthusiasm.\n\nThe power to do this is a fundamental requisite in the supervisor, and\nimplies the possession of inspiration, and its consequent enthusiasm, by\n\nhim who desires the hearty co-operation of those whom he meets daily,\nand whom he seeks to inspire and to arouse. Precept is good, but examand teachers and children will do as you do and not as you\n\nple is better,\n\n"}
{"page": 791, "printed_page": null, "text": "FORM STUDY AND DRAWING IN PUBLIC SCHOOLS.\n\n787\n\nA leader in any cause must feel it, love it, be ready at all times to\ndo battle for it, must, indeed, go further than he expects others to go, in\norder to bring them anywhere near his standard.\nHe must, in short, be\n\nsay.\n\ninspired to inspire others.\n\nInspiration\n\nis\n\nsome inborn faculty of clear\nand is the rev-\n\nsight, the consciousness of the soul's calling and mission,\n\nelation of heaven to youth.\n\nEvery youth is conscious of special impulses\n\nto worthy action, as of the visit of an unknown power to him in his receptive moments when the soul arises superior to itself.\n\ntors of\n\nThe great benefacmankind have been the followers of inspirations in the young\n\ndream of life.\n\nA poor boy walked the streets of New York, alone and friendless. \" Oh,\nthat I had the means of obtaining knowledge !\" he said.\nof others.\n\nThen he thought\n\n\" If I live and am prospered,\" he thought, \" no young man in\n\nfrom now shall walk the streets as I do, and lack the opporAn inspiration had come to him in his dream.\nThe Cooper Institute was the reality. He lived to see it benefit thousands,\nand another benefactor, perhaps likewise inspired and benefited by his\nexample, is adding to the noble building, thus widening its sphere of usefulness and proving that inspiration is not selfish, and that its influence\nlasts and grows indefinitely.\nThey are life; every grand\nIdeals, if followed, are new creations.\nFoster the inspirations of youth, and\nstructure of art was once a dream.\nthey will grow and become reality and the decisive period of the soul is\n\" What the child admired, the youth desired,\nthat of its early impulses.\nand the man acquired,\" is the common history of all leaders of progress.\nfifty years\n\ntunities of improvement. \"\n\n;\n\nIt is the sacred office of the teacher to\n\nguide inspiration, to foster\n\nit,\n\nand to help every pupil to become his ideal self. No other calling has\nThe true teaching of the\nsuch opportunities, influence and responsibility.\nschool of life is \" Put your inspiration above every other consideration\n:\n\n—\n\nand follow it\nmakes Columbus say\n\nof life,\n\nthat is silent. \"\n\n:\n\nit is\n\nthe only way of true success.\"\n\n\" Trust in God\n\nAs Schiller\n\nthat made thee, and follow the sea\n\nHe is the best teacher, then, who inspires others to follow\n\ntheir ideals, to live their best lives; all other teaching is secondary.\nSaid Prospero in \" The Tempest\" \" Here have I, thy schoolmaster, made\n:\n\nthee more profit than other princes can.\"\nI say again,\n\nthe teacher must first feel the inspiration of his calling to\n\nHis taper of life was given him to light a thousand lamps.\nThe inspired men of the world have usually come from inspired schools.\nThe biographies of the past often begin \" He was a pupil of such or such\ninspire others.\n\n:\n\na man,\" and the inspired teacher and the inspired scholar alike share the\n\nhonor of the scholar's achievement.\n\nLook at Andover in her days of missionary inspiration;\n\nat Harvard in\n\nher patriotic era that produced Sumner, Phillips, Lowell, Holmes!\n\nThe\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nhand of love alone can lead the child to fulfil his special inspiration.\nHerein lies the teacher's great opportunity.\nHe must be in love with his\nwork, must rate it higher than all else about him; he must never go into\nthe school-room in an irritable, downcast frame of mind, but thinking\n\nonly of others, and getting daily inspiration from the children, by his\n\nHe must carry sunshine into the school-\n\nmanner of drawing them out.\nroom.\n\nLove\n\nfor teaching\n\nis\n\ninborn;\n\nis,\n\nin itself,\n\nan inspiration, no\n\ndoubt, but it needs cultivation for growth, as does everything else.\n\nThen\n\nlet the teacher have books, love them, read them, study them, make them\n\nhis daily companions.\nThere is a potent influence in their presence.\nAre you weary, too weary to read? Then look at your books and think\nwhat the world's great thinkers have done for you, and arise to do some-\n\nthing for those about you.\n\nNever get discouraged disheartened you may be, but rise above it, look\nPerhaps you have been too ambitious for self.\nRemember that \" God wished for a buttercup right here where you\nare growing.\"\nBe a thinker; always read with the thought of how this\nmay be a part of your work, how you may tell it to others. Travel; see\nhow the world does its work in all departments. Be broad in everything.\nThink while you are growing poor in world-wise ways, you are making\nothers rich for all time ay, and for eternity.\nBe unselfish, and work\nfor the great universal good of man.\nIs this a missionary work I am laying\ndown for you? Yes, for the true teacher is a missionary in every sense\n;\n\nforward to the end!\n\n—\n\nof the word.\n\nBut, I hear you say, I thought you were to tell us what a supervisor\nshould be, and how he should do his work.\nin the first instance, for\n\nI\n\nanswer, so I have done,\n\nhe must, indeed, be a true and an inspired\n\nteacher who dares venture to help others to teach such a subject as the\n\none under our consideration\n\n—a subject which has for\n\nits\n\nhighest aim\n\nthe rounded development of the child; the uplifting of the soul to better\nthings; the refinement and cultivation of taste.\n\nThis first principle followed, the second great requisite is to harmonize\n\nThere is no difficulty\nTake, for exenter the school-room, and perceive at a glance\n\nthis subject with all the others in the curriculum.\n\nhere.\n\nIt is the greatest aid the teacher has in her work.\n\nYou\n\nample, discipline.\n\nThe teacher is flushed, tired, irritable.\nEach of the sixty little wrigglers before you is in the same condition, of\nthat things have gone wrong.\n\ncourse; they took\n\nfrom her.\n\nit\n\nbegin to talk to them\n\n;\n\nInstead of trying to compel order, you\n\ntheir readers are open before them.\n\nIt had been\n\nyour intention to use the square as a lesson, so you give out some pretty\nblue squares of paper, and they fold them side to side, then. take\n\nup and open tliem.\nis\n\nthe quick reply.\n\nthem\n\n\"What does it look like, children?\" \"A book,\"\n\" Now read to me from this book,\" and beautiful lit-\n\n"}
{"page": 793, "printed_page": null, "text": "COLOR IN NATURE.\n\n780\n\nbe the result.\nYou then proceed with your lesand in twenty minutes, as you turn to go you bid good-by to a\nquieted, rested teacher, and the little eyes follow you eagerly, and, perhaps,\nthe little voices say, \"Come again soon!\" and the teacher adds, \"We\ntie language lessons will\n\nson,\n\nhave all enjoyed this lesson.\" It is needless to say that the supervisor has\ndone so. Suggest that future lessons be similarly given, and the readings\nfrom the little book be written. Such lessons may be given every day in\nevery grade, from the lowest primary to the high school.\nThe examples\nI have shown you have been gathered in daily visits, and with no view to\nexhibition.\nThey are simply daily outgrowths of every-day teaching.\nThe lesson to be gathered from them is: Be a teacher in touch with\nall under your care, study them, their work in all branches, their wants,\ntrials, shortcomings; learn from them many things, and never let them\nfeel that you are there to simply criticise them, and care for nothing but\nGive them your heartiest support and symtheir work in your subject.\nIs there hard work to be done?\npathy, and you will have theirs.\nDo it\nyourself first, and show them how easy and interesting it can be made.\nPraise liberally, be fearless in criticism, but never leave a teacher with-\n\n—\n\nout telling and showing her the way out of an error into correct method.\n\nKeep the best interest of the child in view, and help the teacher to\nPlace your inspiration before every other thought, follow it,\nand it will lead you to true success. Listen, and you shall hear its voice,\nin the words of the poet, saying:\nthat end.\n\n\"Endymion, one day thou shalt be blessed.\"\n\nCOLOR IN NATURE IN RELATION TO COLOR IN THE\nSCHOOL-ROOM.\nW. A. SHERWOOD, TORONTO, CAN.\n\nSome few years ago I contributed articles to a journal published in\nCanada entitled Tlie Educational Journal.\nIn that magazine I presented certain views in regard to the subject of\ncolor; and though not in direct association with these which I will advance to you to-day, they were the means by which I was led up to the\npresent subject, namely, \" Color in nature in relation to color in the\n\nschool-room.\"\n\nThe wonderful universality of color in nature strikes one everywhere.\n\nWe see in what manifold tints the Divine\nAuthor of all things has displayed the marvellous creations of his mind.\nInnumerable worlds show this.\n\n"}
{"page": 794, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n790\n\nThere is not a star that does not present to ns some aspects of color peculiar to itself, and not found in others.\nIn fact, every star varies in\ncolor, and teaches us that though there is arrangement in harmony and\ncolor,\n\neach of the stellar worlds differs in brightness or in hue.\n\nAgain,\n\neach succession of the circling year presents a different arrangement of\ncolor,\n\nand every country, every mountain, ocean, plant, and flower pre-\n\nsents variations and differences in the matter of color.\n\nMan has in the wonderful construction of the eye the faculty to receive and appreciate color.\n\nism\n\nand he reMan's organ-\n\nIt was designed for this purpose,\n\nceives these impressions from the immense range of color.\n\nspecially designed for the perception of the different aspects of\n\nis\n\nWe perceive form by the organs we possess for its observance.\nWe retain by our memory the truths taught us or handed down by history.\nWe feel the influence of poetry through special ideal and sublime\nnature.\n\nfaculties.\n\nIn like manner we hear through the organism of the ear, and\n\ntaste with the palate.\n\nBut of all the faculties we possess there is none more subtle and pleasing than the sense of the perception of color.\n\nThe perception of color is invested in four cones or rods, whose special\nfunction it is to discern such colors as are designated to each perceptive\nrod.\n\nThey act in groups, singly or in union, and thus we perceive the\n\nprimary, secondary, and tertiary colors, or by simultaneous action a\n\ncomplete arrangement of the whole.\n\nThere is one rod or cone whose special function\n\nis\n\nthe perception of\n\nred, another the special perception of blue, one for yellow, one for green.\n\nThese cones are situated in the retina\n\n—\n\nthis theory, according to Dr.\n\nHerring, the latest authority on the subject, at present professor in\n\nVienna, has been adopted by a fair number of the leading\nthe day.\n\nscientists of\n\nProfessor Herring has accepted what is generally understood as\n\nthe Newtonian theory of color, and, having accepted this, he acts at once\n\non his belief and treats explicitly on the perception of color. I may also\nadd that Professor Le Conte, of the University of San Francisco, was an\nearnest advocate of the cone theory.\nColor-blindness, I contend, exists through the disuse of one or all these\ncones.\n\nIf the red cone be not in action, and if the yellow and blue cones\n\nbe not in constant communication, each with\n\nits\n\nown color for their de-\n\nvelopment, those rods or cones, not having sufficient action, will become\ninactive, then dormant, and finally die.\nEvery muscle and limb of the body has a special function, and the exercise of that function develops it until it becomes of the highest normal\n\nfirst\n\nstrength, while disuse weakens or destroys it.\n\nIf the muscles or stronger\n\nfaculties be susceptible of deterioration by disuse, how infinitely more so\n\nmust the finer faculties be susceptible to that change.\n\n"}
{"page": 795, "printed_page": null, "text": "COLOR IN NATURE.\n\n791\n\nUp to the present time we have not lived natural lives, but rather arMan is most highly endowed, differing in a sense from all\n\ntificial lives.\n\nother creatures.\n\nIt is his duty to develop to the utmost the various fac-\n\nulties with which he has\n\nbeen endowed; but\n\nperceptions in many ways.\n\nartificial\n\nlife\n\ndulls\n\nman's\n\nHe has powers which, if rightly used, advance\nThe same is true of his artistic\n\nhis intellectual and moral perceptions.\n\nperceptions, and this is particularly true of the perception of color.\n\nA man's surroundings and circumstances have much to do with the\nuse or disuse of these perceptions.\n\nWe build our houses according to the\n\nThe hut of the Hottentot and the\nhome of those who dwell in the extreme north are very different; each\nstate and condition in which we live.\n\nOur houses and\n\nbuilds according to his exigencies and circumstances.\n\nfurniture and clothing are\n\narranged according to our\n\nrequirements.\n\nThis is the result of matured thought, which we have put in action for\n\nour necessities.\n\nBut while we have thus been thinking much of our\n\nbodily requirements and the stronger faculties, we have in some degree\n\nneglected the finer ones.\n\nThe study of music is of comparatively recent date.\n\nFormerly, it was\n\nnot every home that had its instrument of music, and the power to appreciate music was not then, as it is now, somewhat universal.\n\nThe study of poetry, as of music, develops certain faculties which\nbecome factors in our being and refine the whole man. This is the reBut while we have developed many faculties which\nsult of our training.\nhave placed us in close relation to nature, those which are more subtle\nWe have forgotten the greater, the finer faculty of\nare not advanced.\nBecause it is of less utilitarian use and value. We do\ncolor, and why?\nnot need color for the preservation of the body from cold or the prevenIn building our homes to make them comfortable or safe\ntion of heat.\nfrom storms or intense heat the matter of color has not been called in\nquestion; thus do we neglect the faculty which is as necessary for our\nadvancement as those to which we pay so much attention are in the\ninterests of the body.\nIt is on these grounds that I advance\n\nrelation to color in the school-room.\nnecessity.\n\nmy theory of color in nature in\n\nIn the latter province color is a\n\nUp to the present time the school has presented an aspect de-\n\nIt has only been regarded from a scientific point of view,\nand scientists have told us that color is only the vibration of waves of\nThey will tell us how many vibrations are needed to produce one\nlight.\nThey will explain the vast range of color, and how by\ncolor or another.\n\nvoid of color.\n\nthe decomposition of certain metallic bodies color effects may be produced.\n\nBut all this learned instruction and scientific lore is written in blackand-white, or printed in books without any explanation being given to the\nchildren of what the true condition of color is.\n\nThe truth is, we forget\n\n"}
{"page": 796, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n792\n\nthe important fact that color exists in\n\nall\n\naspects of every-day life, and\n\nthus disregard its great importance to the higher faculties.\n\nWhile we\n\ncannot deny the truth of the science as to the laws of color, we have neglected to teach the children the natural conditions of color.\n\nWe have,\n\nfrom black-and-white objects, taught the child that there are\ncertain colors, but while teaching this we have neglected the more important duty of placing before the child opportunities for exercising the\nin short,\n\nfaculty for the perception of colors.\n\nBelieving, as I do, that the very principle or plan which we have adopted\nin the tuition of the child is deleterious and leads to the disuse of these\n\ncolor faculties, I condemn the prevalent practice in the schools.\n\nPhi-\n\nlosophers and principles may be all very well, but these are valueless when\n\nthey leave the child ignorant of the true and natural conditions of color.\n\nThe power of the development of the color faculty has long been demSchools of art have taught the fundamental basis of color,\nand the works produced in these schools go to show how great the influence of the teaching is upon the whole man. The deep and sombre coloring of the Italian school, the bright and showy coloring of the French\nschool, the rich and, I might say, the gorgeous coloring of the English\nschool, and the modified tones of the German school, teach us that the\nmind is capable of being trained on certain lines or phases entirely in\nconsonance with its surroundings. As a child is more capable than a\ngrown person of perceiving color, the development of the youth would be\nAs faculties and powers are lost\ngreater than in the case of the adult.\nthrough disuse, this will occur more in the early years of childhood than\nin after-life.\nBut it must be apparent to all who investigate the subject that the charm of color is felt more in youth than in riper years.\nonstrated.\n\nI will endeavor to trace\n\nthe origin of this.\n\nthe child is to play in the green\n\nfield,\n\nA constant pleasure to\n\nalong the river's banks, and in\n\nHere the innumerable forms of vegetable life, all varying in\nit scenes of interest and beauty of both form\nand hue. This landscape is as a school to the child with its open mind\nand delight in color. It delights in the new forms and the ministrations\nTruths. are thus presented for its reception.\nof color to its mind.\nEvery bush and tree and flower and fern is as a letter written or printed\nAnd we see, clearly\nwith color pigments, which can be universally read.\nshown by the delight felt, that the child possesses the faculty for the\n\nthe forest.\n\ntone and color, present to\n\nperception of color.\n\nBy and by a new order of things presents itself to the child. It turns\nfrom the paths of nature to the library, from the woodland scene to the\nHere the\nacademy, from the verdant fields to the bare school-room.\ntransformation\n\nbrown\n\n;\n\nis\n\nalmost astounding.\n\nThe\n\nwalls\n\nare white or dingy\n\nits text-books are of black-and-white, the drapery and wardrobe\n\n"}
{"page": 797, "printed_page": null, "text": "COLOR IN NATURE.\n\n793\n\nof both professor and pupil hate but little color in their composition.\n\nThat in which the child saw so much beauty and found so much that was\nnatural to it, and in which it revelled, is absent.\nThe greater portion\nof its time is now spent amid surroundings having little or perhaps an\nentire absence of color; and that which it once enjoyed becomes but a\nmemory. Through disuse the faculty of perception of color is lost, and\nthat which saw so much beauty in the yellow flower, the brilliant red\nrose, and the blue cone, which rejoiced in the presence of the fleur de lis,\nor the sweet forget-me-not, now seeks its dormant rest. True, there may\nbe a few flowers fringing the windows of the school-room, but these are\nseldom seen. Unless special attention be called to it, the faculty is no\nlonger employed.\nIt sees only the dull black-and-white, and, by and by,\nthe perceptions which once gave the child so much pleasure and sparkling\nIt is often thought that the dulness of the\njoy become dull and cold.\nstudent's expression, the lack of lustre of his eye, is due to excessive study.\nBut this is not so. It is that certain faculties which it once possessed,\nand which were sources of joy and pleasure, are no longer being called\ninto exercise, in fact have become partially paralyzed, and the delicate\norgans of the eye, the medium of the expression of thought, become dull,\ncold, and lear.\nIf the eye of the child were fully exercised in beholding\nnature's variegated colors it would continue to observe as much beauty\nin nature as the student does in books, and there would not be the lacklustre eye.\nIt is the exercise of the eye that keeps up its brilliancy.\nAs a plant in the cellar grows white and weak from the lack of sunlight,\nso the eye in an analogous degree\n\nbecomes affected by the constant rest-\n\ning on only black-and-white, and dull, dingy hues.\nIt is to meet this danger and difficulty, this modern innovation on the\n\nlaws of nature, that I desire this afternoon to impress upon this important\n\nAssociation the necessity of a return to the natural condition of things.\n\nWhile I do not in any sense deprecate the process of study nor the subjects taught by professor or teacher to the pupils, yet I do in no measured\n\nterms\n\n—yea, in the strongest language— denounce the treatment of the\n\nchildren in the schools and colleges as regards instruction in color and\n\nabsence of bright tints in their scholastic surroundings.\n\nIt is at once clear\n\nthat substituting the artificial for the natural, we ignore the laws of nat-\n\nure and her all-wise Designer.\n\nIf the eye of the child suffers by disuse,\n\nhow much more must the deprivation be when the child grows to man's\nestate\n\n!\n\nWe try in after-years to remedy the defect\n\n;\n\nwe try to do great\n\nthings by extreme means, forgetting that the simplest and more progressive means always result in the attainment of the greatest good.\n\nIt\n\nwas the practice of Mozart before composing his great and immortal compositions to wear a brilliant robe, and go out into the woods and hear the\n\nsongs of birds.\n\nIf we could only\n\nborrow a leaf from Mozart's book, and\n\n"}
{"page": 798, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n794\n\ndo the same in connection with our studies, what different results we\nmight see. The more natural our lives and surroundings, the better for\nthe child and for man and woman, too.\n\n—\n\nThe school-room most undoubtedly is the place where colors and the\nlaws of harmony should be taught; every child should be familiar with\nthe laws of nature, and the school is the place where the instruction should\n\nbe given.\n\nAny violation of the laws of nature is detrimental to the fut-\n\nure welfare of the man.\n\nLet us then reform this living of purely arti-\n\nWe cannot get rid of the fact that we need water to drink,\n\nficial lives.\n\nfood to eat, raiment to wear.\n\nhow\n\nIf the body requires these things,\n\nmuch more does the mind require its proper nutriment.\nThe school-room is the place where the child is fitted for the duties of\nlife.\n\nIt is there that the physical and artistic and social and intellectual\n\nlife should be fostered.\n\nSpecially important is the cultivation of those\n\nfaculties which are generally untouched by the ordinary school curriculum.\nI have noticed how music strengthens\n\nthe voice and the organs of the\n\nthroat and lungs, and makes the ear more susceptible to the perception\nof variations of sound and the beauty of harmony.\ndirection.\n\nThis is in the right\n\nWe should make ourselves in harmony with the harmonious\n\nsounds and bright tints in which nature\n\nrejoices.\n\nThere\n\nis\n\nscarcely a\n\nschool-room in Canada or the United States that presents to us the ap-\n\nThey lack color, and that is nature. Where there\nan agreeable relief of hue it is only through the taste or caprice of the\n\npearance of nature.\nis\n\nartist or master.\n\nThe plan of nature' has not been studied in the arrangement of the\nThe walls are not such as would present an easy and\npleasant and restful appearance to the eye.\nThe child constantly looks\nupon a white wall and blackboard, which presents the only contrast.\nschool-room.\n\nA bouquet or plant may occasionally agreeably vary the monotonous aspect,\nbut this is merely the consideration of an exceptional teacher who appre-\n\nThe desks still remain in their unThe dismal gray suitings\nor black coatings of the boys prevail.\nThe windows through which\ncome the glaring light are so arranged that the rays fall directly on the\neye, and so a disagreeable and injurious effect is produced.\nHow do we\nfind it in nature?\nThe plains present, from the immediate foreground\nto the retiring hills, beautiful gradations of color.\nThe grass forms the\nciates what is tasteful and bright.\n\nsightly aspect\n\n—\n\nperhaps gray, perhaps black.\n\nforeground, the natural color of which is green.\n\nThis, associated with the\n\nbroken green, becomes what is technically called brown, which enters into\nthe composition of the landscape, and which associated form the tertiary\ncolor.\n\nThis broken green of the earth and grass is the most pleasing\n\ncolor upon which the eye can rest.\n\nIn arranging a school-room a few years ago I suggested this plan\n\n:\n\nthe\n\n"}
{"page": 799, "printed_page": null, "text": "COLOR IN NATURE.\n\n795\n\n\" blackboard\" should be of a dark broken-green color, with a border of\n\nreddish-brown or cherry, and\n\nstill\n\nanother border of buff.\n\nThe walls\n\nshould be of tertiary gray, and desks of cherry, with green baize borders.\n\nThe teacher's desk, on which the children's eyes so long and frequently\nmight be of more variety of color, but the greater part should be\nAs the eye rested on this desk it would be relieved by this\ncolor, with which it is most associated in nature.\nPaintings of native\n\nrest,\n\nbaize green.\n\nlandscapes, terra-cotta busts, bronze-tinted medallions of poets, painters,\n\nphilosophers, sculptors, orators, statesmen, and soldiers should be placed\nin prominent positions upon the walls, one at least in every school-room.\nThe infants' room should be as pretty and as brilliant as a flower garden,\n\nvarying in every range of tint.\n\nThen, as to the teaching of colors, I would advocate the use of diaThese, neatly drawn, might decorate the walls. As to the books,\nI would apply the same rules of color.\nI most strenuously emphasize the\nimportance of this. Every few pages there should be leaves of a deep\ngreen tint, while the others might still be black-and-white.\nThe green\ntint would develop the function for which the eye is organized.\nFurther\non, leaves of red might be placed, and with this an indefinite variety of\ncolor all through the book.\nThus there would be the natural colors\npresented to the eye in modified and beautiful tones.\nThen, if a lecture\non color were being given, here would be the illustrations, which would be\nThe illustrations\na better lesson than merely using philosophical terms.\nof the book also should be of such colors as please and educate the eye\nand develop the taste for color. Many a child reads of the distant blue\nmountains in black-and-white. How much more effective a pictorial\ngrams.\n\n—\n\nrepresentation of the natural aspect.\n\nand-white is not a color\n\nAnomalous as it may seem, black-\n\n—not one of nature's glorious\n\ntints.\n\nIt conveys\n\nno idea of landscape, but a mere black-and-white landscape is false to nature.\n\nAs I said before, a child should in the school-room be as familiar\n\nwith color as when gambolling in th3 fields or wandering in the woods.\n\nThus will the increase in color-blindness be checked; thus will the development of the organs of perception begun in childhood be increased,\nand thus will faculties benumbed be again strengthened by a return to\nthe conditions of nature from the cramping sphere of artificiality.\nThe highest attainment of knowledge must be a closer approach to an\nAnd then there is the ascension from nature\nappreciation of nature.\nup to nature's God. If we are to be translated from earth to the highest\nrealms of being, from the mortal to the immortal, surely we should seek to\nknow all the beauties with which God has clothed this world and rightThe\nfully use all the faculties with which the Creator has endowed us.\nfaculties\n\nwhich will, we believe, be called into play in the next world\n\nshould not be neglected, as so frequently they are in\n\nthis.\n\nAll that\n\nis\n\n"}
{"page": 800, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n796\n\ngreat and glorious there\n\nlower world.\n\nIf\n\nit\n\nis\n\ntypified in the harmony and beauty of this\n\nbe the aim of our life to be happy in the knowledge\n\nof the wisdom and beauty of God's works, every power and faculty should\nIntellectually, socially, naturally, we should cultivate\n\nbe called into play.\n\nour gifts and faculties, and thus be the better prepared for the future\n\nall\n\nand eternal revelations of the Divine Artist in the studio of Paradise.\n\nSHOULD INSTRUCTION IN FORM BE BASED UPON TYPE\nSOLIDS OR UPON MISCELLANEOUS OBJECTS?\nMRS. MARY\n\nDANA HICKS, MASSACHUSETTS.\n\nThe interrogative form of the subject for the afternoon suggests at\nonce that an inquiry is to be made rather than dogmatic statement, and\nit is\n\nin that spirit that I wish to present what I have to say.\n\nBefore making any attempt, however, to pursue the inquiry as to the\ngeneral method to be followed in studying form, it will be necessary to\n\nhave well-defined ideas as to the nature, extent, and influence of form.\n\nForm is that quality of an object that relates to its\n\nWhat is form?\nextension\n\n—that\n\nleft to right.\n\nits extension up\n\nis\n\nIn\n\nthree dimensions;\n\nits most\nit also\n\nand down, from back to front, from\n\ninclusive sense, therefore, form relates to the\n\nincludes proportion, direction, magnitude, and\n\nposition.\nIt concerns all tangible and visible things,\n\nfrom the worsted ball of the\n\ninfant to the terrestrial globe ; from the smallest crystal to the hugest\n\nblock of stone ever quarried by the Egyptian workmen\n\n;\n\nfrom the slender\n\nstem of the flower to the massive column of the temple; from the pebbles\nthat lie at our feet to the everlasting hills; all nature, all manufactures,\nall art has form, and all material has form, and may be transformed by\nman, first to subserve the various needs of life (for according to the form\nof matter must be to a certain degree its use),\n\nhigher ideas of form.\n\nand second to express his\n\nThe study of form itself is only, therefore, a be-\n\nginning, leading to the possibilities that\n\nlie\n\ndivision, by combination, and by arrangement.\n\nin\n\nits\n\ntransformation, by\n\nForm being, then, so uni-\n\nversal a property, it is inseparable from corporeal and material existence,\n\nand is an essential of our environment;\nearthly life;\n\nit is\n\na constant factor in all our\n\nour habitations, our furniture, and our dress, all possess\n\nform; our roads, bridges, monuments, all possess form all our industries,\nwhether in cloth, wood, or metal, deal with form; all science must take\n;\n\ncognizance of form.\n\n"}
{"page": 801, "printed_page": null, "text": "—\n:\n\nINSTRUCTION IN FORM.\n\n797\n\nOur fields, trees, hills, valleys, clouds, mountains, all have form.\nnature has form;\n\nall\n\nAll\n\nart has form.\n\nAnd when we lift our thoughts above material things we find that\nlanguage, in order to express these thoughts, has recourse to form and to\n\nwhich is but an abstract of form.\nThink of it a moment; take first the descriptions of language itself,\nand see how the phrases and terms are borrowed from form. Listen to\nthe following, and see how dependent language is on the terms of form.\nfigure,\n\nWe hear of well-rounded periods, a round-about description—a square\nspeech, a one-sided statement\n\n— a story that\n\nis\n\nabout as broad as it is long.\n\nWe say words are used with a great deal of latitude; we hear of a blunt\nremark, an acute argument, a straight-forward tale, reasoning in a circle,\na well- constructed sentence, a direct address, the declension of a word (to\ndecline meaning, originally, to bend down), the roundness of an assertion\nI will a round unvarnished tale deliver.\nLeaving the description of language and taking up action, the follow-\n\nhe affirms everything roundly ;\ning expressions meet us:\n\nWe will play a round or two and then we will\n\nhave a round dance, and perhaps we will sing a merry round and perhaps\nget a round of npplause\n\n—or a round of ammunition.\n\nThat will make us\n\nThen\nwe read of square and crooked dealings, and of squaring accounts and of\na round sum as well as round numbers.\nWe speak of cross purposes\n(meaning simply that they cross each other), and we sometimes give a cross\nsquare; otherwise we will square off, and stand ready for a round.\n\nanswer.\n\nWe have a line of descent, a line of march, a line of kings, a\n\nSome of these terms have become so familiar to us in\nmeaning that we may be at first inclined to say that\nthose are not terms of form, they are only the ordinary use and significaIt is true that we know them well, but none the less true\ntion of words.\nthat their significance is based on their meaning as terms of form.\nline\n\nof operation.\n\ntheir figurative\n\nWe say a man acts according to his bent ; his desire biases his judgment.\nWe find a corner in wheat and a margin in stocks very expressive terms,\nand we estimate most frequently the calibre of a man, not to speak of\nhearing him called sometimes a bore, or sometimes an old screw.\nThen there are the whole line of words from right. Eight is from rectus,\nmeaning straight, and from this we term an action right, a character upWhen\nright, a man righteous, and we speak of the paths of rectitude.\nwe put a man in the straight or right way for a thing, we say we direct\nhim, or when we make his statement right or straight, we correct him.\nThen there are many words relating to the forming of mind or character\ninform, deform, perform, conform, transform, reform.\n\nHeaven itself is thus described by St. John in the Book of Revelations:\n\" That great city, the Holy Jerusalem, lieth four square and its length is\nas large as the breadth. \".\n\n"}
{"page": 802, "printed_page": null, "text": "a\n\n798\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThe length, the breadth, and the height of it are equal.\nThis is given in no irreverent spirit, but to show that the perfection of\nthe heavenly city was described through the perfection of its form.\nlength, and the breadth, and the height of it were equal\"\n\nWhy should form be studied?\nits constant presence\n\n\" The\n\n— a perfect cube.\n\nThis universal prevalence of form and\n\nin life and in thought would seem to be sufficient ar-\n\ngument for its study, and it is not wonderful that Pestalozzi should declare that form, number, and language should stand side by side in all ed-\n\nucational plans; yet how slow the world has been to receive this, and to\nsee how much industry, science, and art depend upon form knowledge, and\nstill\nis\n\nfurther, how much of the transmission of thought through language\n\nbased on the same form knowledge.\n\nThe value of form knowledge is that it makes us acquainted with an\nThe consideration\n\nessential and ever-present factor in our environment.\n\nof form must, therefore, of necessity enter into all our plans for material\n\ngrowth, prosperity, and enjoyment.\n\nIt\n\nwould seem almost unnecessary\n\nto say that form is connected with industry, yet there are many to whom\n\nwould be a strange doctrine that a study of form should be the first step\nBut it is nevertheless\ntrue that a comprehension of different forms, their possibilities, their\nit\n\nin all industrial work and in all manual training.\n\nadaptabilities to various uses furnishes a broad foundation for all products\n\nof the hand or of the brain, through human labor, or through machinery.\n\nImagine, if you can, any manufactures, any industry, any mechanical art\n\nThe knowledge which may be gained\nthrough form study is, then, essential to the equipment for practical life.\n\ninto which form does not enter.\n\nBut this knowledge, important as it is, is only a part of the result to\nConsider the value of form study as a means\n\nbe gained by form study.\nof mental development.\n\nLet us look for a moment at the order of this\n\ndevelopment.\n\nThe child receives his ideas through the sense of smell, taste, hearing,\nhence the mind must be reached by an appeal to these\nThe senses of taste and smell, though doubtless susceptible of\nsenses.\nfeeling, and sight;\n\nmuch cultivation, do not reach the higher faculties, and are of comparatively limited range; while feeling, sight,\n\nand hearing, appealing as they\n\ndo to the higher powers of the mind, may be called the intellectual senses.\nIt will be interesting to inquire what the ideas are that reach the mind\n\n—\n\nthrough those senses, and what is the particular province of each\nquestion, you would say, easily answered.\nThrough touch come ideas of\nform, weight, and size, hardness, etc. through sight come ideas of form\n;\n\nand color; through hearing come ideas of sound, tone, modulation, etc.,\nand later, all ideas that can be expressed by language.\nThese senses, however, are stimulated to action only by the presence of\nobjects which possess various properties respectively appealing to each\n\n"}
{"page": 803, "printed_page": null, "text": "799\n\nINSTRUCTION IN FORM.\nparticular sense, and which may be observed by that sense.\n\nOur first step,\n\npromoting mental development in the child would seem to\nbe to present to him such objects as would lead him to observe by means\ntherefore, in\n\n—\n\nIf there is any propmore than one sense at the\nsame time, that property should be especially presented. Is there any\nproperty of the material world that appeals to more than one sense?\nThere certainly is one such property, and that is form, which appeals to\nboth sight and touch hence, by the study of form we may reach the\nmind through two senses almost simultaneously. What one of these\naffirms to the child concerning form the other confirms, and thus the\nimpression is more than doubled in strength thus the child grasping the\nball, and at the same time seeing it, receives a double impression of its\nroundness, that of form by feeling, that of outline by sight.\nIn this\ndouble appeal to the senses by both touch and sight lies one of the great\nvalues of form study as a means of mental development, especially in the\n\nof the senses\n\nin other words, to study of things.\n\nerty of an object which can be presented to\n\n;\n\n;\n\nelementary grades.\n\nBut it is a greater power another way. The mind grows through the\nThere are three stages in the growth of an idea, first\n\nformation of ideas.\n\nobservation, then thought, then expression.\n\nObservation implies neces-\n\nan object, but also some property or quality of that object to be observed, and color and form are those qualities of objects that\nsarily not only\n\nare most appreciable by the child, although, strange to say, adults after\n\nthe age of eager observation is passed observe these properties very vaguely\nunless specially trained in youth.\n\nForm and color naturally present themselves first to the observation of\nthe child, and therefore are the first means of mental development, and\n\nThe question\nthe first means by which the attention may be gained.\nwhether form or color awakens the attention first is not a question to\nbe discussed here, for whichever is considered first, form must still stand\nin the front rank; for color can be perceived by but one sense, while form\nappeals to two senses.\n\nHowever much the child may be attracted by the\n\ncolor or glitter of an object, the color or glitter do not seem to be at all\n\nsatisfying to him ; he is not happy unless he grasps the object in his hands.\n\nThe pleasure of grasping may perhaps be considered to lie somewhat in\nthe sense of possession that it gives, but this can hardly be considered the\n\nwhole;\n\nbeyond the pleasure of possession seems to lie the pleasure of in-\n\nvestigation, the delight of learning, for while grasping the object ideas\n\nof form are growing in his\n\nmind through the sense of touch.\n\nAs the\n\nimpressions of form are received the little brain begins to work, and soon\nthe desire for expression comes, and later any means of expressing those\nideas is a delight,\n\nif\n\nopportunity is given.\n\nThe little fingers will model\n\nthe clay and mould the sand with the keenest delight, and thus he will\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nexpress what he has observed.\n\nUndoubtedly modelling and moulding\nHe will build forms, making new forms, and will tirelessly arrange them he will make as far as\nhe has material. After modelling, building and arranging, which lead\nhim to express his ideas of form in three dimensions, comes drawing,\nwhich is more difficult as it expresses three dimensions on a surface having\nbut two dimensions, but although more abstract than modelling, drawing\nbecomes a means of more universal expression because its material is more\nLast in the expression of form comes language.\nsimple.\nFor this order\nof drawing before language we turn to the history of the race again, the\nfirst development of written language.\nWe find it beginning with the\npictographic, passing from that to the hieroglyphic, and from that to\nour own conventional written language. You can imagine the development of spoken language by noticing the intercourse between two persons\nwho do not understand each other's tongue. The first communication is\nmade by presenting objects, then by imitative sounds and descriptive\ngestures, which are in a measure drawing, and then by shortened and\ntherefore conventionalized signs and words.\nForm study and drawing, then, furnish the means of mental development by growth of ideas, first, by observation of form; second, by thought\nconcerning form third, by expression of form ideas, by modelling, by\nbuilding, arranging and making, and later by drawing and language.\nA\ndrawing will give a more perfect idea of form than the most perfect\nwere the first expressions of form by the race.\n\n;\n\n;\n\nStill further, form is an essential element in all art; there is no art into\nwhich form does not enter as a constituent part. Whether the art be\npoetry, music, the drama, sculpture, painting, or architecture, form is\nAs a means of leading to the love of the beauthe underlying essential.\nSome will ask, Have we\ntiful, form demands the broadest recognition.\nany need to make provision for art education? Should we make any provision for that in our every-day schools? I would answer, that if we be-\n\nlieve that there is\n\nanything in human life higher than food and clothing,\n\nhigher than industry and wage-earning, higher than manufacture and\ntrade, if\n\nwe believe there is in human life anything higher than facts of\n\nknowledge, higher than dictionaries and encyclopaedias, higher than digests and compendiums, .higher than a knowledge of the world of science\n\nand of history, if we believe that there is in every human life a longing\nwould bear wonderful fruit, if we believe that in every human life there are emotions and aspirations toward\nthe true, the good, and the beautiful, then we must make room for art\nin all education, art which is the recognition, the enjoymeut, and the expression of the highest thoughts in their most beautiful form.\nfor the ideal, which if cultivated\n\nWe find, then, three cogent reasons for studying form:\n\n"}
{"page": 805, "printed_page": null, "text": "INSTRUCTION IN FORM.\nFirst :\n\nThe knowledge that the study of form gives of our worldly en-\n\nvironment\nall\n\n801\n\n—and here may be grouped\n\nscientific\n\nall industrial knowledge of form and\nattainment concerning form for the purposes of industry;\n\nthis is the practical reason.\n\nSecond: Because the study of form may be so large a factor in the\nmental development and here may be grouped all scientific study of\n\n—\n\nform, whether mathematic or natural.\n\nThis is the educational reason.\n\nTJiird : Because the study of form is the beginning of the study of the\n\nbeautiful\n\n—and here may be grouped\n\nall\n\nknowledge of ideals of form as\n\nexpressing the highest truths of form; and this is the art reason.\n\nHaving made this rapid survey of the purposes and aims of form study,\nwould not seem pertinent to present the inquiry of the morning,\nShould instruction in form be based upon type solids or upon miscellane-\n\nit\n\nous objects ?\n\nThere are some very strong advocates of the study of form who not only\nbelieve in, but are also very great enthusiasts for, the study of type forms,\n\nwho carry the study far away into the finest and most subtile geometric\ndistinctions, who delight in all the classifications and modifications to\nwhich geometric form lends itself so readily, and who see in this study\ngreat possibilities for the expansion and strengthening of the intellect.\n\nThere are others who recognize the value of the study of form, who rebel\nagainst the abstruse and abstract method just mentioned, and, endeavoring to avoid the extreme of abstract geometry, turn for their subjects of\nform study to the world about us, and have their children gain their ideas\nof form wholly from miscellaneous objects, believing that through such\nstudy there will come after a while, by some natural process, an orderly\nand available knowledge of form.\nIt seems to me that all would agree that that study of type forms which\nleads only to abstract form characteristics, without reference to or connection with the world of form about us, is not the method for the child.\nIt would not have seemed worthy of mention in this connection were it\nnot that this is the method in form study which is pursued in some\nnormal schools, and which is presented to students as suited to primary\nwork.\n\nThose who in opposition to this proceed to the other extreme and, discarding all type forms, depend wholly upon objects, are evidently looking\n\nThey are endeavoring\nthrough the form study of objects, which mean\nsomething to the child, which are not abstractions; in one way, this is\nBut is it the best way? The child should grow through\ncertainly right.\nhis own investigations, and objects should be presented which will inter-\n\nfor what is near to the intelligence of the child.\nto reach child nature\n\nest him, but should these objects be so miscellaneous as to form characteris-\n\ntics?\n\nWill\n\nit\n\nbe best to have the little ones take up a simple object to-\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nday, a complex object to-morrow, a compound one the next day, each of\nthese objects having essentially different form characteristics (aside from\ntheir varying degrees of complexity) and wait for clear ideas of form to\n\ndevelop from them?\n\nThis is what a miscellaneous collection of objects\n\nfor form study means.\n\nWill there be an orderly arrangement of form qualities in the mind?\nWill there not result simply a jumble of indistinct, ill-defined impressions\n\nwhich will have its deteriorating and disorderly influence on all the menSuppose, however, that the word miscellanetal processes of the child?\nous is not construed so literally, and that the objects are selected so as to\nillustrate one particular form characteristic: each of these objects will\nprobably have some other characteristic, equally if not more striking than\nits form characteristic, and the impression of form will be weakened, the\nattention will be divided.\ntrated here\n\nTake, for example, the cylindric objects illus-\n\n—in the muff, the firmness,\n\nits warmth,\n\nare strong character-\n\n—in the napkin, the meal which suggests—in the the preto have held — in the fire-crackers, the noise, the\nserves which\nit\n\nistics\n\njar,\n\nit is likely\n\njoy and so on, the form being quite in the background.\n\nVery little im-\n\npression of cylindric form will be gained, and the point of the lesson will\n\nbe lost.\n\nIt would be a difficult task for the best teacher to discover the\n\ncharacteristics of a cylinder from these objects.\n\nThe results would be\n\nsimilar with the sphere; oranges, apples, and balls are spheric, but the\n\nform characteristic of a sphere, its absolute sphericity, cannot be so well\nappreciated in any object as in the sphere itself.\nFroebel, by his almost divine thought, gave to the world the foundation\nof form study on type forms\nthat is to say, forms of perfection.\nThus\nhe gave to be ever present the perfect for that which should always remain the ideal. He began with the sphere, so firmly self-centred, absolutely unchanging, always appearing the same, and around this ideally\nperfect form he clustered all the forms of nature that approached this\n\n—\n\ntype.\n\nWith the sphere he took the cube, which, like the sphere, was\n\nequal in its three dimensions, but, unlike the sphere, had varying phases,\n\nnow showing but one face, now two, now three.\nAfter some eight years of study he added to these two types the cylinder,\nthus making the three that remain as his monument, the sphere, the\ncube, and the cylinder.\n\n.\n\nThose who are now pursuing form study on the basis of type forms\nfurther add other forms of these types, at the same time taking care not\nto multiply too greatly these types, as such multiplicity would lead to\n\nmere variants instead of type forms.\nBut, you may say, these type forms are the embodiment and result of\nthe deepest thought of man; they cannot be apprehended by the child.\nIt is true these type forms are the embodiment and result of the deepest\n\n"}
{"page": 807, "printed_page": null, "text": ";\n\nINSTRUCTION IN FORM.\n\n803\n\nthought of man. They have arisen on the one hand from the closest and\nmost profound study of nature, through which her marvellous plan has\nbeen revealed, and, on the other, from mental abstractions, which have\nbeen builded one upon the other into the science of geometry. And yet,\nstrange to say, these type forms, mediations between nature and abstract\nthought, stand the ready servants of the little child, through which he\nmay grow to the stature of a man, and with which he may himself be-\n\ncome a creator.\nWould you know how the child learns through these, observe his method.\nObserve the natural method of the child.\nHe studies form by touch\nrather than by sight; he grasps, he handles, he feels the ball, he drops it\n\nand watches it roll, he grasps it again, and again he drops it and watches\nit; he repeats this study, almost never tiring.\nHe parts with this little\ncompanion a moment, only to grasp it again and learn to know it well\nthrough touch. His sight does not reveal to him what he feels in his little hand.\n\nLook at the sphere; how much does your sight reveal to you of the\nThe sight can only tell of the part that is toward you, and that\nimperfectly, unless your sight is well trained touch must aid you to the\n\nsphere?\n\n;\n\nrest.\n\nThis appeal to touch is made not only by the children, but by us all\n\nWe are not quite satisfied without handling or at least touching\n\nalso.\n\nthe object we wish to examine.\n\nThe sculptor does not trust to his sight\n\nalone he frequently feels the object which he is modelling, getting through\n;\n\nthe touch the finer perception of form.\n\nThe blind study form by touch,\n\nand may thus learn to appreciate form\n\nas it\n\nis,\n\nalthough never as it\n\nappears.\nIt would seem, then, that the primal study of form should be by touch\n\nthe child should himself hold, and feel, and handle the model.\n\nBy de-\n\nwhat is seen.\nHaving observed the form by touch as well as by sight, and thus confor instance, with the cube\ntrasted with another form the sphere\nhe\nlongs to show what the sphere is to him, and eagerly makes it if he has\ngrees the sight will be trained by the touch to interpret\n\n—\n\n—\n\nHe then discovers\nthe material, thus by expression completing his idea.\nsomething like the type, an apple, an orange, and any of the pleasant\nFrom one type form he passes to\nobjects which are beautiful to him.\nanother; the group of three given by Froebel, the sphere, cube, and cylHe learns of the details of\ninder, are followed by other groups of three.\nform, he begins to express by tablet-laying, by stick-laying, by papercutting, by drawing, and still his world of form enlarges.\nAs he studies\nhis type form he studies all the forms about him, and in his mind are\nstored the images of the forms made perfect by the study of the types.\nThe child when coming to the primary school, and even when coming\n\n"}
{"page": 808, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n804\n\nthe kindergarten, has already done a good deal of form study of\n\nfirst to\n\nnatural objects, and, wonderfully enough, it seems to have been largely in\n\nthe line of the simple primal type forms.\ntakes so much delight are nearly\n\nall\n\nThe fruits in which the child\nThe child\n\nbased upon the sphere.\n\ngrasps the spheric object with pleasure, it having no edges and corners;\n\nhence the ball is a favorite plaything.\n\nThe formation of the eye, which\n\ngives a circular field of vision, seems to be able to take in the entirety of\n\na spherical or circular object with more completeness, and, therefore,\n\nwith more pleasure, than any other form.\nsire,\n\nTo meet his constructive de-\n\ncubic blocks are very early seen among his playthings.\n\nHis study\n\nof cylindric form and the pleasure of holding such objects seem to begin\n\nwith the delightful rattle, as well as with the stem of the bright\n\nflower.\n\nThe child of two or three, therefore, has laid up a large store of form impressions, but all are disconnected by the representations of the type forms;\n\nthose impressions are crystallized, as it were, by the type form\n\n;\n\nand clas-\n\nimportant result of scientific research, may begin at this\nAll spheric forms may now be studied with regard to like-\n\nsification, that\n\nearly stage.\n\nness to, or difference from, the sphere, cubic forms\n\nmay be compared\n\nwith the cube and cylindric forms with the cylinder.\nMoreover, as these forms are types they contain the essentials of form\n\nand may stand for those objects, one type form standing\nThe child mind in some way quickly seizes the essentials of form, and on these essentials will readily build wonderful creations and metamorphoses which parallel or perhaps outshine Cinderella\nand her wonderful coach. The sphere is not only a sphere, it is an\napple, an orange, a ball; piles are arranged and imaginary feasts are\nin all objects,\n\nfor many objects.\n\nspread\n\n;\n\nit is a kitten or a carriage, it runs so fast.\n\nThe cube maybe a lump of sugar of which guests may partake to their\nhearts' content\n\n—or a building block, firm and steady.\n\nThe cylinder may be a roller for cookies, or a roller for the street; the\nIt may be a post, it may be a\nimagination will make it do for either.\nIt may be a candle, or it may be a\ntall, tall tree, or a telegraph post.\ncradle, or it may be a watering cart.\nThe square prism may be a brick; it may be a trunk, accompanied\nwith all the delights of travel, of packing and unpacking; it may be a\nbox containing as many marvellous things as the chest of Pandora; or it\nis\n\na cart, with the horse (the sphere) before\n\nthe cart is only pushed a little.\n\nit,\n\nwhich goes and goes if\n\nOr several make a train of cars with a\n\nOr, adding the\nmost beautiful smoke-stack (the cylinder) on the first.\nis a lovely house, in which may live many airy,\n\ntriangular prism, there\n\nfairy spirits of fancy, or (placing the square prism vertically) a bird house,\n\nand in and out ot which may fly pigeons or sparrows or any bird that he\nHidden in the ellipsoid and ovoid the fruits come in\n\ncares to summon.\n\n"}
{"page": 809, "printed_page": null, "text": ";\n\nINSTRUCTION IN FORM.\nagain,\n\n805\n\nand here follow all the elliptic and oval shapes of leaves which\n\ncluster into ellipsoid, ovoid, and conic forms of trees.\n\nFrom organic nature come round, rounding and curved forms, while inorganic nature\nand manufacture give mainly forms of plane surface. The pyramids and\ncones make spires and steeples, and so a merry village grows.\nlittle\n\nvase\n\nform leads to thought of beautiful flowers and\n\nAnd the\n\nalso fosters in\n\nthe childish mind the sense of beauty of form.\n\nform in these types, the child builds, and\nand soars, seeming many times to find more delight through the\nactivity of the imagination in investing these essentials with minor deSo, with the essentials of\n\ncreates,\n\ntails\n\nthan if the actual object were present.\n\nlie the basic principles of life— in the sphere\nwhich loves to roll, but which will stand, controlled activity in the cube\nand square prism, \"which love to stand,\" stability and repose in the\ncylinder, growth and aspiration, and through their use these principles\n\nMoreover, in these\n\n—\n\n—\n\nmay be developed.\nAgain, as the years go on the horizon of the child increases.\ngreat forces of the world begin to interest\n\nchinery and to learn to construct.\n\nhim\n\n;\n\nThe\n\nhe begins to study ma-\n\nHere he studies again the types and\n\nhe finds the world a sphere whirling through space and the little drops\nHe finds the cylinder\nof water spheres rolling up to be a mighty power.\n\nand curved face type forms constant factors in machinery, the wheel\nand axle, the pulley and shaft, the rod, the pin, the cylinder and the piston, the screw and matrix, in these, all cylinders, lie our great driving\npower; and in manufacture and building he finds the plane-faced types\nprevail, the cube, the square and oblong prism, the almost universal\nforms in wall structure, while the triangular prism gives the roof coverings high or low.\n\nAnd still further, as we lead the child onward, we find that in these little models lie wonderful types of\n\nconstruction, in their grouping\n\nthe aesthetic.\nIn their facts we study\nwe study representation, and in their\n\narrangement decoration.\nThe sphere and cube are perfect in their equal dimensions; the cube,\nsquare prism, and pyramid suggest the Egyptian firm basing; the square\nand triangular prism, placed horizontally, the low Greek; the cylinder\n\nand all spheric and hemispheric forms. the all-embracing Roman; the\nupright prism and the cone and high pyramid, the vertical turreted, upward tendency of the Gothic, while in the ellipsoid and ovoid and vase\nform rest all the lines of the most subtile beauty of that most perfect\nornament, the Greek.\nIf we take our student to higher thought, still the types go with him\nand he learns to listen with the philosopher to the \" music of the spheres.\"\nSo we find that these type forms accompany us from infancy to age;\n\n"}
{"page": 810, "printed_page": null, "text": ";\n\n806\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\naround them the fancy of the child plays with delight through them he\nmay be led to action, to firmness, to growth with them he learns to analyze, to create, to construct and, as he passes on to maturity, upon them\nhe builds in industry, in art, in philosophy.\nOnce more, they are form types of the universal, they reveal nature's\nThrough them we may grow on the one hand into\nplans and art's ideals.\nthe most inner enjoyment of nature's marvellous creations, and on the\nother into accord with the greatest aspirations and achievements of art,\nand thus learn that these two, nature and art, are in their essence one.\n;\n\n;\n\n\" Not from\n\na vain or shallow thought\nHis awful Jove young Phidias brought.\n\n\"The hand that rounded Peter's dome,\nAnd groined the aisles of Christian Rome,\nWrought in a sad sincerity;\nHimself from God he could not free;\nHe builded better than he knew\nThe conscious stones to beauty grew.\nKnow'st thou what wove yon woodbird's nest\nOf leaves, and feathers from her breast?\nOr how the fish outbuilt her shell,\nPainting with morn each annual cell?\nOr how the sacred pine-tree adds\nTo her old leaves new myriads?\nSuch and so grew these holy piles,\nWhilst love and terror laid the tiles.\nEarth proudly wears the Parthenon,\nAs the best gem upon her Zone\nAnd morning opes with haste her lids,\nTo gaze upon the Pyramids;\nO'er England's abbeys bends the sky,\nAs on its friends, with kindred eye\nFor, out of Thought's interior sphere,\nIhese wonders rose to upper air;\nAnd Nature gladly gave them place,\nAdopted them into her race,\nAnd granted them an equal date\nWith Andes and with Ararat.\"\n\n"}
{"page": 811, "printed_page": null, "text": "PROCEEDINGS\nADDRESSES\n\nDepartment of Music Education\n\n"}
{"page": 812, "printed_page": null, "text": ""}
{"page": 813, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION.\n\nSECRETARY'S MIJSTUTES.\nFIRST SESSION.\nToronto, July 15, 1891.\n\nThe sessions of the music department were held in the Jarvis Street\nBaptist Church.\n\nThe first meeting was called to order at 3 o'clock p.m. by the PresiThe Secretary being absent,\n\ndent, Mr. Herbert Griggs, of Denver, Col.\nC.\n\nH. Congdon, of St. Paul, was elected Secretary pro tern.\nAfter a song by Mr. E. W. Schuch, of Toronto, came the President's ad-\n\nMr. Edgar 0. Silver, of Boston, then read a paper entitled \" The\nGrowth of Music among the People.\" The department listened to a song\n\ndress.\n\nby Mrs. Clara E. Shilton, of Toronto, followed by a paper on \" Methods,\"\nby Mr. A. T. Cringan, of Toronto. The paper was illustrated by a class of\nA sight-singing test dictated by President Griggs was presented\nchildren.\nThey failed to sing it at sight. A sharp and somewhat\nto the children.\nheated discussion ensued, in which Messrs. N. L. Glover, of Akron, 0., W.\nH. Smith, of Montreal, Garvin, of Woodstock, Ont. Gardner, of Wiscon,\n\nCongdon, of St. Paul, Holt, of Boston, Foresman, of Chicago, S. H.\nPreston, Clarke, and others took part. The majority of those present\nwere evidently of the opinion that there is no necessity for the tonic\n\nsin,\n\nsol-fa system in the schools.\n\nMr. Cringan closed the debate in a short speech, in the course of which\nhe stated that the assertion had been made that the tonic sol-fa had\nmade more readers of the staff notation than all the other systems comThis statement had never been disputed. He also gave statistics\nbined.\nshowing that the new system had made much more rapid progress in\nGreat Britain than the staff notation.\nThe session adjourned to meet again on Friday, July 17, at 3 p.m., at\nthe same place.\n\n"}
{"page": 814, "printed_page": null, "text": ":\n\n:\n\n810\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nSECOND SESSION.\nJuly 17, 1891.\nSession opened with song by Miss Snarr.\n\nPaper by S. H. Preston, of\n\nToronto, Canada, on \" The Study of Music in\n\nits\n\nRelation to Mental\n\nDevelopment.\"\nDiscussion participated in by Mr. Beggs, of Denver, Col., Mr. Holt, of\nBoston, Mass., and others.\n\nMusic, \"Canadian and American National Airs,\" sung by Mr. Sims\nRichards, of\n\nToronto.\n\nBeggs, of Denver, Col.\n\n,\n\nThe following resolution was offered by Mr.\nand carried\n\nResolved, That a committee be appointed to request publishers of school music books\nand readers to adopt a universal arrangement of national melodies, also a number of\nsongs strictly American in character of words and music to be inserted in same. Further,\nto suggest to same publishers and publishers of choral works the advisability of placing\nthe syllable of the incoming key over bridge note of each part in cases of modulation.\nCommittee to report at next meeting of N. E. A.\n\nOn motion the following officers were elected for the ensuing year\nMr. N. L. Glover, President, Akron, 0.\nMr. Fitzpatrick, Vice-President, Kansas City, Mo.\nMr. Clarence Birchard, Secretary, Chicago,\n\n111.\n\nOn motion meeting adjourned.\nC.\n\nH. Congdon, Sec. pro tern.\n\n"}
{"page": 815, "printed_page": null, "text": "PRESIDENTS ADDRESS.\n\n811\n\nPRESIDENT'S ADDRESS.\n\nThe session of the Department of Music of the N. E. A. of '91 seems\nto me to be a most interesting one, partly on account of the\n\nmore im-\n\nportant position that music in the public schools has come to occupy, but\nchiefly on account of its international character.\n\nWe have met, not only as teachers of the United States of America, as\nhas been our annual custom, but we join\n\nnow for the first time with\n\nteachers of another country to exchange\n\nideas,\n\ngeneral mass of\n\nto\n\nsift\n\nout from the\n\nmany different methods, thoughts and habits that will\n\nbe for the best interest of education, to rub up against each other, so to\nspeak, that by the very process of attrition\n\nwe may all of us be the\nmake new ones, to\n\nbrighter and better, to cement old friendships and\n\ncompare notes with each other and report results of another year's work,\nto tell each other what wonderful schools and classes we have, and mention what startling things the few good ones can do, and forgetting the\nremarkably easy things the many poor ones cannot do; in. short, to put\nin four days absorbing all the pleasure, good, and improvement that\nsocial and business contact makes possible.\nAs for myself, I cheerfully acknowledge that I have come here to steal,\nand if I happen to have any ideas or notions lying around that are\nworth stealing, and any of you think you want them, I assure you that\nthere will be neither \" locks, bolts, nor bars\" to interfere with your committing the same crime.\nIf our brethren on this side of the line will bear with me for a few\nmoments, I would like to make a suggestion in regard to something that\naffects us who come from the other side, viz., our national or patriotic\nThey are coming into more general use than ever before in our\nsongs.\nschool work, and it seems to me that it is necessary to have a uniform\nversion of these songs published in the various publications throughout\nthe United States.\nWhile on this subject, it might be well to mention that it would be a\nhighly desirable thing to have in each publication, or new series of school\nmusic books, a number of songs distinctly American in character of music\n\nand of easy rendering inserted. These songs could be selected and approved by a committee, the chairman of which could correspond with\npublishers, notifying them of the authority and action of said committee,\nrequesting that they insert these songs in their publications.\nI would like now to offer one more suggestion, and this affects all of\n\nus\n\nwho use the staff notation, and I presume most of us do.\n\nIt seems\n\nto me that there is one great deficiency in the staff notation that is over-\n\n"}
{"page": 816, "printed_page": null, "text": "I\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n812\n\ncome in the \" tonic sol-fa\" in a manner at once both simple and practical,\nand there is no good reason, that I can see, why it should not be adopted\nby the staff notation, and it is the only point in which the \" tonic sol-fa\"\nhas the advantage it is true that I have noticed that in one or two in-\n\n—\n\nstances it has been used with the\n\nstaff,\n\nbut it is not at all universal\n\n—\n\nmusic where modulations into foreign keys occur. There is nothing whatever to guide the singer, no character to give\nhim an idea what key he is singing in, when by placing the syllables of\nthe incoming key over the notes of the different parts where the transition occurs would decrease the difficulties of sight-reading tenfold, and\nrefer to passages in vocal\n\nmake simple that which otherwise would be extremely difficult.\nThe average chorus singer has but little knowledge of harmony, and,\nespecially if he has only his part before him to sing from, when a modulation occurs he is at a loss to a great extent to know where he is,\nand into what family of tones he has entered, when just at that time\nan introduction, as it were, by means of a change of syllable with the\nchange of key would be \"light in darkness.\"\nIf publishers of choral works could be\n\nbrought to see the importance of\n\nsuch a slight change, it would certainly be greatly for the benefit of the\n\nand but little additional expense to the publisher.\nmay be freely discussed some time before\nthe sessions of this department close, and if they are thought worthy of\n\nsinger,\n\nI hope that the above points\n\nit\n\nthat action will be taken.\n\nThere is little else to be said in this address, which is remarkable only\nfor its brevity, except to say that it is with a feeling of the utmost satisfaction and pleasure to meet not only with old friends who have been associated together in the same work, but to meet and become acquainted,\nand, I trust, to become warm friends with those whom we meet here for\nthe first time.\nI\n\nhope that in the meeting of this department of the N. E. A. there\nfreedom in interchange of thought and conviction,\n\nwill be the utmost\n\nand earnestness of purpose in discussion, and a warmth of friendliness\nand good-feeling in our social intercourse with one another.\n\n"}
{"page": 817, "printed_page": null, "text": "THE GROWTH OF MUSIC AMONG THE PEOPLE.\n\n813\n\nPAPERS.\n\nTHE GROWTH OF MUSIC AMONG THE PEOPLE.\nEDGAR 0. SILVER, MASSACHUSETTS.\nIt requires no prophet to perceive at the present time the liveliest\n\npromise of a positive and powerful movement in favor of music among\nthe people of this continent.\n\nIndeed, the\n\nmovement may be said to be\n\nalready well under ivay, and every present indication leads us to believe\nthat it is destined to increase in extent and in intensity, until the knowl-\n\nedge and expression of music, as well as the love for it, become universal\n\namong the American people. The indications which point to this result\nare many and varied, but they are nevertheless unmistakable.\nThey appear not only in the increasing desire for music among the people and in\nthe fuller recognition of its disciplinary value by our educational leaders,\n\nbut also, and quite as much, in the agencies which are already in active\nAmong the most promising, sigoperation to bring about this result.\nnificant,\n\nand potent of these may be mentioned, without taking time\n\nhere to enumerate further, (1) the greater activity of the musical profession at large, and the intelligence and earnestness with which many of\n\nour leading musicians are now addressing themselves to different lines of\neffort for developing and elevating the taste for music among the people,\n\nand for diffusing a genuine musical intelligence; and (2) the constantly\nincreasing recognition of music as a regular branch of study in our public schools, and the fact that musical attainment is coming more and more\nindeed,\nto be counted among the requisites of a common-school education\nis already so counted in a large majority of those communities that are\n\n—\n\nmost progressive in matters of public education.\nAs it may be fairly assumed that those here present have to do more\nespecially with music on its educational side (or with the problems and\nprocesses of education, of which education in music is one factor or element), it is deemed best to limit the view here more particularly, in so\nfar as agencies are involved, to the \" Growth of Music among the People\"\n\nand to be realized through, the efficient teaching of\nIt has seemed best also\nto deal with the subject in its present and practical aspects, and to urge,\nif possible, some of the claims of music to a larger place in the education\nand life of the people, and to note the vast results for good Which must\nresult therefrom, rather than take time to trace the origin and development of the art, and to base its claims for present recognition upon the\n\nas dependent upon,\n\nmusic as a branch of common-school education.\n\n"}
{"page": 818, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n814\n\nexperience and testimony of the more remote past.\n\nSuch historical sur-\n\nvey would only repeat facts well known to intelligent educators and musicians,\n\nand would seem, therefore, in a discussion of this subject before this\n\nbody\n\nto be in the nature of\n\nunnecessary, not\n\nto\n\nsay presumptuous,\n\nrepetition.\n\nLike all great and far-reaching movements, the first efforts to incorpo-\n\nAmerica were in a small way,\nand the progress at first comparatively slow and even up to the present\ntime its influence and results have been more or less confined to the larger\ncommunities.\nWithin the last quarter of a century, however, the subject\nhas been engaging more and more the attention of educators, and winning for itself a place, permanent and undisputed, in our educational\nsystem.\nHere the results already realized, and the vast benefits which\nhave accrued, have borne convincing testimony to its educational and\nmoral value as a branch of school study, apart from its own intrinsic value,\nand thus there has been gained for music the hearty and unqualified support of our most progressive educators.\nThe first conspicuous and effective advocacy in the United States of\nmusic as a branch of common-school education, so far as is known to the\nwriter of this, Avas in a lecture by Mr. William C. Woodbridge, the eminent geographer, before the American Institute of Instruction, in the year\nrate music in the public-school system of\n\n;\n\n1830, in the city of Boston.\n\nWe are told that this effort of Mr. Wood-\n\nbridge made a great impression, and steps were immediately taken looking to the carrying out of his suggestions in the public schools of Boston.\n\nVarious experiments and tentative efforts were made, but it was not until\nseven years later that a practical beginning was entered upon, and that in\n\nonly one school, and through the offer of Dr. Lowell Mason to give the\ninstruction gratuitously\nsary appropriation.\n\n— the city government having refused the neces-\n\nThe next year, 1838, the school board voted as the\n\nexperiment to introduce music regularly into the schools,\nand the example was followed gradually by other large cities, and later\non by a large proportion of the smaller cities and many towns and independent school districts. Provision has been made too for the teaching\nof music systematically in many of the normal schools and colleges where\nspecial preparation is given for teaching in the public schools, and it is\ngratifying to note that in the number of normal schools w here instruction\nin music is given, as well as in the quality and efficiency of the instruction itself, there has been a marked advance in the last few years a fact\nwhich leads us to hope for still greater progress in the near future.\nMeantime, one State in the Union (California) has incorporated into its\norganic law a provision making the teaching of vocal music in the public\nschools of the State compulsory\nand other States have recognized music,\nthough not to the same extent, by statute law.\nresult of this\n\nr\n\n—\n\n—\n\n"}
{"page": 819, "printed_page": null, "text": "\"\n\n:\n\nTHE GROWTH OF MUSIC AMONG THE PEOPLE.\n\n815\n\nAt the meeting of the music department of the National Educational\nAssociation two years ago at Nashville, the writer had the privilege and\n\nhonor of submitting a special report, as secretary of the department, on\nthe \" Condition of Music Instruction in the Public Schools of the United\nStates.\"\nThis report was based on information from 621 cities and\ntowns in the United States, gathered in the year 1889, in response to\n\ncareful inquiry.\n\nThese towns comprised a large proportion of the whole\n\nnumber of towns and cities of 4,000 inhabitants and upward, according\nto the census of 1880.\n\nOf these 621 cities and towns, it was learned that\n\nin 338 (more than one-half) music was systematically taught in the pub-\n\nand the testimony of superintendents and school boards was\noverwhelming in its favor as a branch of school study, and in commendalic schools,\n\ntion of the results accomplished.\n\nIt is the\n\nopinion of the writer that\n\nthe proportion of cities and towns where music is taught has considerably increased since.\n\nFrom the facts which formed the basis of that report and testimony\nof\n\neminent educators at the same time gathered, the following conclu-\n\nsions were then drawn and stated\n\" 1. That vocal music as a branch of study in the public schools of the\nUnited States has stood the crucial test of experience and critical observation that it has demonstrated its value in the school-room, and has\nwon for itself the almost unanimous support and approval of American\n\n—\n\neducators.\n\" 2.\n\nThat vocal music should be regularly and systematically taught in\nnot more for its own value than for the sake of the schools\nthemselves, and the intellectual, moral, and physical improvement of every\nthe schools\n\n—\n\npupil in the schools.\n\" 3.\n\nThat there is at the present time a growing sentiment all over the\n\ncountry in favor of music instruction in the schools, and a more widespread disposition than ever before to have music taught intelligently in\nthe public schools.\n\" 4.\n\nThat there is in all sections of the country great need of teachers,\n\n—\n\nboth regular and special, who can carry forward the work for, after all,\nthe question, How soon can music be generally and successfully intro'\n\nduced into the schools?' must be answered by the teachers of the country.\nWe hear it said so frequently in our day that \" new measures and conditions demand new methods and new materials\" that the statement has\ncome to sound somewhat trite and commonplace. As the age moves on,\nhowever, the truth which underlies this statement is claiming more and\nmore the recognition of all thoughtful men and women and in this last\ndecade of the nineteenth century we find our leaders of thought earnestly and anxiously studying the demands of the age and endeavoring to\ninterpret to the world the full meaning and possibilities of the times in\n;\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nwhich we live. In the light of such scrutiny it is not strange that the\nattainments and civilization of our fathers should be found inadequate\nto the present and wholly insufficient for the future.\nIt is seen that the\ncivilization and culture of the twentieth century must pass beyond the\nlimits of the past, or even of the acquirements of the present time.\n\nNew arts and sciences are knocking loudly at the doors of our educational\nsystems, and, moreover, some of those branches hitherto\n\nknown to the\n\nmasses in but small measure, or wholly confined to the study or the laboratory of the specialist, are now clamoring loudly for a larger place in\n\nthe education and culture of the people.\nIt is no wonder that our thoughtful educators find themselves almost\noverwhelmed by the demands of the age and the claims of new arts and\nsciences for a place in the culture which it is the business of the schools\nand colleges to impart at least in a fundamental way. We do not won-\n\n—\n\nder that they almost despair as they contemplate the already seemingly\n\novercrowded curriculum, and endeavor to set about the almost hopeless\ntask of giving a larger place to some branch already there but demanding more recognition, or of finding a new place for some wholly new subject which the inexorable spirit of the age says\" must be taught.\"\npily,\n\nHap-\n\nhowever, the development and capacity of the human mind deter-\n\nmine in the ultimate the bounds of civilization and culture, and in this\ntruth lies the sufficient assurance that the capacities of the human mind\ncan respond to every demand which the real progress of the race places\nupon the educational agencies of the age and this will be true to the\n\n—\n\nend of time.\nThat the day is near at hand for a more general recognition of music\nas a regular branch of study in the public schools, as well as for its more\ngenerous encouragement and support, must be obvious to all who have\nnoted the signs of the times, and especially to those who have deeply at\nheart the progress of music among the people.\nWhatever increased recognition may be given to other branches whose claims are pressing with increasing force and vigor, no friend of music education need fear that\nthis branch will be crowded aside.\nMusic has already served her full period\nof probation, and has earned and gained her right to full recognition in\nany system of education which is broad enough to meet the demands of\nthis great continent.\nWe wage no contest with the champions of industrial drawing, manual training, natural science, physical culture, or any\nof the other branches now asking so loudly for admission\n\nor for larger\n\non the other hand, we bid Godspeed to every effort to supply that which, in whatever direction, has\nbeen shown to be needed for the highest education and largest development of those who are now, or who shall be hereafter, in the schools.\nMusic is in no sense and can never be a rival of any other branch of human\nrecognition in the school curriculum\n\n;\n\n"}
{"page": 821, "printed_page": null, "text": "THE GROWTH OF MUSIC AMONG THE PEOPLE.\n\n817\n\nknowledge or culture. Her place is unique. She would take the place of\nand no other branch can possibly take hers. Her mission depends ultimately not upon a special activity or even capacity of\nthe human mind, nor will the manifestation of her presence and influence\n\nno other branch\n\n;\n\ndepend necessarily in the highest and best sense upon special activities\nand powers but rather there will be, when music in its highest and best\n\n—\n\nsense is in the individual, a permeation of all his powers and attainments\nof mind and heart,\n\nand a unification of the whole man\n\n—in\n\nshort,\n\nmusic\n\nputs the ineffable crown and glory of completeness, in a higher and truer\nsense than can be known without it, upon the whole life and character.\n\nWe are now speaking not of the specialist, but of the average person of\nWe know that the notion has pre-\n\naverage and well-balanced capacities.\n\nvailed that special aptitude is essential to attainment in music, and that\n\nwhen snch special aptitude exists it must inevitably lead to musical attainments and proficiency to the almost utter exclusion of all other worthy\nattainment.\nor science?\n\nBut is this more true of music than of any other great art\n\nWe are told that in the days\n\"\n\nWhen music, heavenly maid, was young,\nWhile yet in early Greece she sung,\"\n\nher art was enshrouded almost in the mystery of magic, and her per-\n\nformers were clothed in the minds of the people with supernatural gifts.\n\nBut was not this true also of the mathematician and the logician? If\nwe go back far enough, we find that every branch of knowledge, however\nuniversally diffused now, was at first the exclusive possession of the few,\nwho, by reason of special aptitude, or specially favoring conditions,\ncame into partial or gradual possession of it earlier than their fellows;\nand it is undoubtedly true, also, that many of these same branches\nnow commonly taught are better understood by the average pupil in\nour public schools than by their early discoverers and patrons the sages\nEnough has already been accomof old, with all their special aptitudes.\n\n—\n\nplished to show that the same may be true of music, indeed will be true\nin the not remote future.\n\nEnough has been accomplished through the\n\nteaching of music in the public schools during the last twenty-five years\nto give the liveliest promise of what may be expected in the next quarter\nof a century.\n\nIn no direction, perhaps, is more clearly indicated the enlarged demands\ntwentieth) century civilization than in the\n\nof our nineteenth (almost\n\ngrowing recognition of music as an educating, civilizing, and cultivatThe time has gone by when music is to be relegated to the\nparlor and the concert-hall, or treated as a light and superficial pastime\nwhich may, on occasion, be indulged in, to beguile away some sober mood,\nbut is incapable of ministering to the development of the intellect and\nFor the truth is\nthe completion of a well-rounded life and character.\ning force.\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nat last recognized that no element in the education of the individual may\nmore surely move his intellect, sharpen his thought, and enlist the very\nhighest and best activities of his mind and soul than music.\nAnd herein\nlies the basis and the promise which give music its indisputable claim to\n\na place in our educational system.\n\nMoreover, it has in a remarkable measure the power, more or less com-\n\nmon to all the fine arts, of ennobling the character and refining the\nwhole nature. No truer evidence of this need be sought than the fact\nthat in our day, as in all history, those nations and peoples who are withIt has been well said that\nout true nobility of thought have no music.\n\" there is no truer test of the quality of a nation than its music.\nBach\n\nand Haydn and Beethoven would be impossible in a nation that did not\nproduce a Kant, a Schelling, and a Schleiermacher, and the former are\nThere has been frequently\nas truly exponents of character as the latter.\"\nexpressed a lament that comparatively so few masterpieces of composition have yet been produced by American composers, but there need be\nno apprehension on this account. Let us have a general love and appreciation among the people of what is choicest and best in music, and the\nmasters will appear, to give us a school of distinctively American musical\nliterature, which shall rival, if not excel, the nobest products of the greatest musical genius hitherto.\n\nThe great composer, like the great orator\n\nand the great poet, springs Minerva-like from the genius of his time, and\nis the consummate flower of the age in which he lives and the people\nfrom whom he comes.\nThe influence of music on the motives and impulses of action is too\nIts ethical value has\nwell recognized to require argument or proof here.\nbeen sung by poets and declared by philosophers in every age.\nWhatever difficulties beset the efforts of the present time to provide\nmoral instruction in the schools, growing out of the wide differences of\nrace and creed among our people, there is no danger of reasonable objection to the uplifting and refining influence of pure music on the part\nof any sane man\nbe he the narrowest dogmatist or the most pronounced\nrationalist.\nOf all the means which under present conditions are available and admissible for exerting a direct moral influence upon the pupils\nin our schools, none, save perhaps the personal character and example of\nthe teacher himself, is more direct or more potent than music.\n\n—\n\n\"\n\nO flower of song, bloom on and make forever\nThe world more fair and sweet.\"\n\nAgain, the value of music as a unifying and humanizing force might\nwell be the basis of the strongest plea that need be made for its universal\n\nrecognition and encouragement, and especially for giving\n\nthe education of the young.\n\nit\n\na place in\n\nWho can doubt that one of the most potent\n\nagencies in the education of the world to that recognition of the universal\n\n"}
{"page": 823, "printed_page": null, "text": "THE GROWTH OF MUSIC AMONG THE PEOPLE.\n\n819\n\nbrotherhood of man which shall cause \" wars to cease \" and shall make\nit possible for the nations of the earth to dwell\n\nversal good- will is music?\nin,\n\ntogether in peace and uni-\n\nWhether the fond fancy sometimes indulged\n\nthat our Anglo-Saxon tongue will one day be the universal language\n\nof mankind, is ever realized, it is certainly true that in music we now\n\nhave a language sufficiently universal to reach all men\n\n—\n\na language which\nspeaks in tones of peace and good- will to the sensitive Caucasian ear,\n\nand which at the same time \"hath charms to soothe the savage breast.\"\n\nThe great law of supply and demand operates as truly and as surely in\nthe province of the humanities and aesthetics as in the realm of eco-\n\nnomics.\nNo elements of education and culture not really needed and\nnot really essential to the fullest and best development of human capacity and acquirement\n\ncan be permanently grafted upon our educational\n\nsystem, or arbitrarily forced to the front by enthusiasts and specialists.\n\nOn the other hand, that for which there is a real need in human nature,\nand for which there is God-given capacity capable of development to\nthe genuine and permanent progress of the individual and the highest\ngood of the race, cannot be permanently kept in the background through\nindifference, conservatism (which is too often a misnomer for selfish stupidity and abject laziness), or the timorous fears of narrow and weak men,\nwho may inwardly groan and quake at every movement for the larger\nrecognition of any new truth or any new branch of human development,\nlest the very foundations give way beneath their feet and their old hobbies fall to destruction.\n\nThe fact that in human capacity there is the demand for music, and\nthat its larger recognition has everywhere realized the most beneficent\nresults, gives us,\n\nthen, the grounds for our assurance that it is to have\n\nconstantly larger and larger recognition, until this capacity, now nearly\nuniversal in mankind, shall be developed to the upbuilding and progress\nof the individual and the race.\n\nThen shall be realized universally the\n\nblessings and help in all that makes for higher civilization, truer culture,\n\nand nobler life of this divine art, which the poet so justly describes as\n\n\"Among all gifts that God has sent,\nOne of the most magnificent.\"\n\nAs we look into the future, then, we find abundant promise and encouragement that the growth of music among the people, which is now\nclearly evident, and the benefits of which have already been realized to so\ngood a degree, is destined to continue, to the incalculable good of our peoThe encouragement which we thus\nple and of the whole human race.\nderive should inspire us to our best efforts, to the end that these benefithat music\ncent results shall be realized in the largest possible sense\n\n—\n\nmay, indeed, serve her legitimate purpose as the goddess of true culture,\nthe handmaid of religion, and the potent factor in all true human prog-\n\n"}
{"page": 824, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n820\n\nress.\nSo shall music fulfil her divinely appointed mission, and her noble\npowers shall never be debased to the degradation of mankind for be it\n;\n\nremembered that the great poet, with subtle perception, declares\n\" Music oft hath such a charm,\n\nTo make the bad good and the good provoke to harm.\"\n\nLet her ever be \" the speech of angels\" and the language of the truest and\nholiest human aspiration.\n\nLet her ever be the ennobling, tranquillizing\n\ninfluence \" to raise the soul above all earthly storms\"\n\n—the influence\n\n\" That can touch\n\nBeyond all else the soul that loves it much.\"\n\nhuman nature, quicken the\nhuman intellect, elevate human life, and bring mankind into closer and\nLet her more and more grace and soften\n\never closer relationship and harmony with the laws and processes of the\n\ngreat universe of which he is a part, and with the sublime laws of his\n\nown life and being.\n\nThen shall be realized, in its completeness, her\n\nmission, and then shall the human heart itself respond with perfect har-\n\nmony to the music of the universe at large; for\n\" Wherever in his rich creation\n\nSweet music breathes,\n\n— in wave or bird or soul,\n\n'Tis but the faint and far reverberation\n\nOf that great tune to which the planets roll.\"\n\nMETHODS IN TEACHING MUSIC.\nA.\n\nT.\n\nCRINGAN, TORONTO, CANADA.\n\nThe subject of which I wish to speak to-day is methods in teaching\nmusic.\n\nBy this I mean methods adapted to the requirements of the\n\npublic schools of the present day.\n\nThis is a subject which cannot be well\n\ntreated in a written paper, but can best be exemplified by practical dem-\n\nonstration with a class of every-day public-school pupils.\n\nIn the brief\n\nspace at my disposal I will confine myself almost entirely to the latter\ncourse, and will illustrate a few of the methods which I have found most\n\nuseful in connection with my work in the Toronto public schools.\n\nWith regard to the system used, I may state at the outset that we use\nThis statement is one which somehow is usu-\n\nthe tonic sol-fa system.\nally\n\nexpected to be accompanied with an apology, as if the teacher\n\nfelt\n\nno such apology to offer. On\nthe contrary, I use the tonic sol-fa system because I have found it to be\nthe best.\nIt is. based on sound educational principles, and will bear the\nthat it was not quite orthodox.\n\nmost searching investigation.\n\nI have\n\nIt is not, as some erroneously suppose,\n\nan\n\n"}
{"page": 825, "printed_page": null, "text": "METHODS IN TEACHING MUSIC.\nuntried innovation.\n\n821\n\nIt has been tested and tried in conservative England\n\nfor the past fifty years,\n\nand what is the result?\n\nsuspected by all who claimed to be ranked\n\nAt first despised and\namong musicians, it is now\n\napproved of by nearly every musician of note;\n\nit is taught\n\nin ninety per\n\ncent, of the public schools which pass the\n\ngovernment examination in\nmusic it has done a noble work in elevating the masses and improving the\nstandard of music in church and school.\nLast week, in St. Paul's Cathedral in London, there was assembled a vast congregation of ten thousand\nsouls to commemorate the founding of the system, fifty years ago, by\nthat noble man, Rev. John Curwen, who devoted his life to the perfecting\nof the system in the cause of humanity.\nOn Saturday next twenty thousand singers from all parts of the British Empire will raise their voices\nin song as a living testimony to the benefits which this system has conferred\non them by cultivating and developing the gift of song, with which God\nTo-morrow will see five thousand\nhas endowed the majority of mankind.\n;\n\nof the public-school children of the city of London assembled in the Crystal Palace, to demonstrate the results of the system in training the voices\n\nof the young through the agency of the ordinary public-school teachers.\n\nWe in Toronto will contribute our share by giving a concert with fifteen\nhundred young volunteers from our city schools. To-day I will not attempt to show results, but methods only. The pupils who have volunteered\nto assist me are not selected pupils, so that no exhibition work need be exThey come from the schools in the immediate vicinity, and have\npected.\nreceived no special instruction for this lecture, so that their singing will\npresent a fair idea of the average standard aimed at by our regular teachAll the teaching of music is done by the regular teachers, with the\ners.\nexception of one lesson of fifteen minutes from me in every six weeks.\nIn teaching music we divide the subject into six branches, viz. voicetraining, modulator drill, sight-singing, time, ear-training, and the prepThese I purpose treating separately, showing their\naration of songs.\napplication to classes from the first to the third books, and, if time will\n:\n\npermit, the application of the tonic sol-fa to the staff in the fourth-book\nThe methods of teaching voice-training are similar to those\nclasses.\n\npursued by all good teachers, and are directed toward securing soft, pure\nquality of tone and the repression of all attempts at shouting.\nHere were exemplified exercises in singing sustained tones, and chordal exercises.\n\nMODULATOR DRILL.\nIn modulator drill we begin with the tones of the tonic chord— do, me,\nand sol then add the dominant and sub-dominant chords respectively.\nWe aim at cultivating the powers of observation by studying the mental\neffect of the tones in relation to a given tonic without (at first) any refMistakes are rectified by appealing\nerence being made to absolute pitch.\n\n—\n\n"}
{"page": 826, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n822\n\nto the sense of perception of mental effect, not by singing with the pupils.\nIf necessary, the tones are sung by the teacher, while the pupils listen, then\n\nimitate.\n\nIn conducting modulator drill the teacher should have a defi-\n\nnite aim in view.\n\nTo simply move the pointer up and down, and so lead\n\nthe pupils from one note to another, without aiming to teach some definite point, or to deepen the impression of the tones under discussion, is\n\nweakening and positively injurious to the pupils. The one thing most\nto be avoided is \"running in grooves.\"\nUnless the teacher be careful to\nintroduce\nself;\n\nnew progressions he will continually be found repeating him-\n\nthe pupils will become familiar with his progressions, and will sing\n\nthem with ease, although unable to sing an exercise containing simpler\nintervals if given by a stranger.\n\nHere followed examples of modulator\n\ndrill\n\nfrom the blackboard with\n\njunior and senior classes.\n\nSIGHT-SINGING.\n\nThe principles involved in teaching sight-singing are identical with\nthose just mentioned.\nThe tones follow in the same order of introduction,\nand the written exercises are supplemental to those given from the modulator.\nThe exercises should in most cases be short and to the point, each\ninterval of known difficulty being treated in a separate exercise.\nWhen\nthis difficulty has\n\nbeen overcome, the pupils feel that they have accom-\n\nplished something, and are usually eager to conquer others.\n\nIndividualiz-\n\ning should be practised in sight-singing in order to secure confidence\n\nand independence. The exercises should not be confined to any particubut the key should be changed frequently in order that pupils\nmay sing readily in all keys. Care must be observed, however, that only\nsuch notes be given as are within the compass of the pupils' voices.\n\nlar key,\n\nThe practice of vocalizing without using the syllables should also be cultivated, as it forms the best preparation for singing to words.\n\nExamples of methods were here given.\n\nEHYTHM.\nIn teaching rhythm we take the pulse or beat as the unit of measureThis is the point at which we instinctively mark time by some\nment.\n\nmuscular movement when we listen to music with clearly defined rhythm.\nPupils are first trained* to discover the existence of the pulse, and then to\nobserve its regularity of recurrence, and finally its varied accent and con-\n\nsequent grouping into measures.\n\nWhenever these have been clearly com-\n\nprehended, the notation of time is introduced, and the training of the eye\nto recognize the notation of time is commenced.\n\nGymnastics in eye-trainif quick and correct\n\ning should be frequently given, and are essential\n\nreading is desired.\n\nI cannot undertake to explain in the short time at\n\nmy\n\ndisposal the various signs used in the tonic sol-fa notation, as this is a\n\n"}
{"page": 827, "printed_page": null, "text": "METHODS IN TEACHING MUSIC.\n\n823\n\npaper on methods, not notation; but these can be mastered in the study of\nany good teachers' handbook of the system.\n\nThe method of teaching time was next exemplified by blackboard\nexercises and oral examination.\n\nEAR-TRAINING.\nThis\n\nis\n\none of the most important departments of teaching nmsio.\n\nEar-exercises cultivate quickness in the sense of hearing and in the mental\nconception of musical sounds.\n\nThey cultivate the faculty of observation,\n\nwithout which no definite concept of any subject can be acquired. If\nwe would be satisfied with our pupils being merely singing machines, the\n\npower of simply reading music would be sufficient for our purpose; but\nsurely we aim at something higher and nobler than this.\nDo we not wish\nour pupils to become intelligent observers of all that is beautiful and refining in the \" art of music,\" so that they may be enabled to enter more\nfully into the enjoyment of the \" art divine?\"\nThis ear-training should\ncommence in the earliest lessons of the primary classes, and should form a\nThat this is not impracticable was clearly\npart of every lesson in music.\nproved in my own experience during the session just closed. During the\nmonth of January I announced that I would give special attention to\near-training during the session, and would report all classes in which\nninety per cent, of the pupils secured correct answers to the ear-tests given\n\nduring my next visit.\nall the classes which\n\nAt the close of the examination I found that of\nreached the specified standard nearly one-half were\n\njunior first book classes.\n\nIn the lower classes we use only such tones as\n\nthe pupils are familiar with, gradually increasing the number of the tones\n\nand their order until the pupils can write down phrases of eight or ten\n\nAs the exercises are usually written, pupils\nwho might otherwise be lazy or indifferent have no means of avoiding\nthe work, and the teacher is enabled to see at a glance how much or how\ntones or a simple chant.\n\nlittle\n\nof the study has been understood by every individual pupil.\n\nWhen\n\na particular tone is first studied, pupils should be led to discover its place\nin a group of others.\n\nThis they are enabled to do by thinking of its\n\nmental effect, and listening for that effect only.\n\nExercises in telling which\n\ntone is sung on a particular number then follow, and lastly in telling the\n\nname of any tone sung to la, or any other syllable.\n\nThe tones of the\n\ntonic chord should be sung in all cases before an exercise is given, in order\n\nthat the key may be clearly defined.\n\nExercises in telling tones by ear were here given, the pupils writing the\nanswers.\n\nPREPARING SONGS.\nI need not enter into the\n\nmethods which we adopt in teaching songs,\n\nas they are similar in most respects to those usually employed.\n\nWe first\n\n"}
{"page": 828, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n824\n\nteach the notes from the blackboard or books\nseparately.\n\n;\n\nthen the words are taught\n\nAttention is given to points in phrasing, enunciation, qual-\n\nity of tone and expression, as may be required.\n\nNo instrumental help is\n\nused in the preparation of songs, the pupils being required to read the\nnotes at sight.\n\nWhen mistakes are made, reference is made to the mod-\n\nulator for corrections.\nI have not been able to give as full an exposition of methods as I could\n\nhave wished, as any one of the subjects indicated would have formed sufficient subject for a paper of the length prescribed by the Association.\nIf I have succeeded in throwing fresh light on any points with which any\n\nof my hearers may have experienced a difficulty, I shall be satisfied.\n\nTHE STUDY OF MUSIC IN ITS RELATION TO MENTAL\nDEVELOPMENT.\nS.\n\nH.\n\nPRESTON, TORONTO, CANADA.\n\nI do not intend, in this paper, to treat of the value of music study as\n\na means of mental discipline, or of the general value of a knowledge of\n\nthe science of the mind in music-teaching.\n\nAt this stage of advancement these truths are conceded by all progressive teachers, and argument\nis needless.\nBetween the theories on which methods are based and the\nideal results there is, however, a wide field for disagreement and it is\nwith the object of considering the hindrances as well as the aids to men;\n\ntal progress that this paper is submitted.\n\nThe problem of how to teach music in the schools to the best advantage\nabsorbing question, and one which occasions much diversity of opinion among teachers. The necessity of a psychological basis is generally\nis an\n\nrecognized, but the particular application of fundamental truths is dis-\n\nputed.\n\nMusic is a complex subject, which demands the closest study of its\n\nmany phases to enable us to arrive at definite conclusions on teaching.\nThe discussion of methods is often unproductive for want of a proper connection between the aim of instruction and the results which are most\n\nworthy of attainment.\n\nWe cannot judge of the practical value of any\n\nsystem without first deciding upon a logical foundation; but with the\nobjects of music study clearly defined, we have a basis for an intelligent\n\ncomparison of\n\nresults.\n\nAt present results are judged more from the\n\nstandard of individual taste than from that of educational advancement.\n\nThere is much diversity of aim, and various forms of musical progress\nare exhibited as evidence of superiority of methods, of books, or of notation.\n\nWithout a fixed standard\n\nfor comparison teachers approve alter-\n\n"}
{"page": 829, "printed_page": null, "text": ":\n\nMUSIC IN ITS RELATION TO MENTAL DEVELOPMENT.\n\n825\n\nnately of diverse methods, because they are shown that in one case pupils\n\nsing pleasing songs; in others, they use a beautiful tone, or read intervals\nreadily, or interpret music expressively.\n\nThese are all factors in musical\neducation, the study of one or more of which should not become the sole\nobject of the teacher's work.\n\naim\n\nThere should be a higher object, a nobler\n\n—the development of mental power.\n\nIt may be argued that mental training must accompany musical knowl-\n\nedge; but this can be true only to a limited extent.\n\nThe tendency of\nteaching based on narrow ideals is the accomplishment of a specific result\nin the easiest and quickest manner while the influence of the broader\nview leads a teacher to constantly consider not what seems easiest, but what\n;\n\nis best\n\n—\n\nto discriminate between methods which employ sensuous associa-\n\ntion and those which cultivate association of ideas and self-activity\n\n— and\n\nto aim at strengthening the child to overcome difficulties, instead of\n\" simplifying\" the study to the level of the undisciplined mind.\n\nThe pernicious tendency to \" make things easy,\" by avoiding obstacles,\narises from the effort to gain a particular end, apart from the more im-\n\nand well-meaning philanthromusic study which carefully shield the immaThese systems may\nture intellect from the natural conditions of life.\nbe well adapted to the mentally weak, and are strikingly similar to the\nplan of \" The Dictator,\" in Dr. Holmes' latest work, who satirically pro\"\nposes to teach the pupils of the idiot asylum the art of writing \" poems.\nportant consideration of mental growth\n\n;\n\npists advocate methods of\n\nHe says\n\n:\n\n\" I would start in the simplest way ; thus\n\nWhen darkness veils the evening\nI love to close my weary ....\nThe pupil begins by supplying the missing words, which most children\nwho are able to keep out of fire and water can accomplish after a certain\nnumber of trials. When the poet that is to be has got so as to perform\n\nthis task easily, a skeleton verse, in\nline are omitted, is given the child\n\n+\n\nwhich two or three words of each\nBy and by the more diffi-\n\no fill up.\n\ncult forms of metre are outlined, until at length a feeble-minded child\n\ncan make out a sonnet, completely equipped with its four pairs of rhymes\nin the first section and its three pairs in the second part.\"\n\nBut those who \" try to make things easy\" do not confine themselves\nto the invention of debilitating methods, but also endeavor to\n\n\" simplify\"\n\nMild reformers are content\nwith eliminating the clef, sharps and flats, time signatures, and other\n\" superfluous\" signs which might cause mental paralysis if carelessly disthe universal notation in various degrees.\n\nplayed, or in using only one line of the staff so as to follow the precept\n\n\"one thing at a time.\" Possibly this original application of the maxim\nhas been abandoned since the equally original suggestion has been made\nthat on each side of a line there is a space.\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nThe reformer who is not mild does not dispute the necessity of using\nthe staff notation, but argues that in order to understand\n\nit\n\nchildren\n\nmust first learn to sing from a simpler notation, which is equivalent, in\nthis case, to saying that a systematic course of telling will ultimately\n\nproduce independent thinking.\n\nThe revolutionists who would consign the staff notation to oblivion are\nalluded to by their less militant brethren, who ought to know, as cranks.\n\nThere are prototypes of these three classes among the would-be reBoth movements are based on the same\nfallacies, and have the same inherent weaknesses.\nTheir advocates ignore\nthe stability of a universal medium of expression, and the impossibility\nof removing the child's first vivid impressions of notation which have\nbeen confirmed by the repeated association of signs with sounds.\nThe prevalence of \" fads\" is perhaps more dangerous to real progress\nin music than in other subjects.\nThere are opportunities for display\nwhich often become the sole object of the teacher's work, and the enthusiastic victim of one idea, by persistently cultivating one faculty to\nthe neglect of others, can usually gain applause.\nThere is a certain proportion of teachers who are always eager to adopt any fad which appeals\nformers of the English language.\n\nto the fancy, without considering the educational value of the idea.\n\nThe\n\nan example of the absurd extremes to which\notherwise sensible persons may be carried.\nThe songs transplanted from\nthe kindergarten classes were taught in all grades, and even publicly\n\"gesture song\" craze\n\nis\n\nperformed by classes of adults, who declared with illustrative gestures\nthat they were birds or bees or grasshoppers, and with an earnestness\nworthy of more practical aspirations.\n\nThe want of balance and coherence in the subdivisions of school\nwork is a serious defect, which may be partially attributed to the meThe teacher of little exchanical use and frequent change of systems.\nperience often experiments in teaching on the patent-medicine plan, not\nrealizing that a knowledge of psychology might prove the worth of a new\n\nmethod more conclusively.\nThe system should be the outline which indicates the logical course\nof study, and not an arbitrary series of lessons to be applied to all classes\nand conditions. Failure or success must depend more on teaching power\nproperly directed than on the observance of any set of empirical rules or\n\nquestion-and-answer patterns.\nKesults should be judged by the standard of symmetrical development.\n\nFrom this standpoint we cannot admire good tone allied to note-singing\n\n—or accurate singing intervals with dependence on the teacher for\n—or any form musical training which does not involve,\n\nrhythm\n\nits stages,\n\nof\n\nof\n\nthe high mental discipline which the study of music\n\nperfectly fitted to produce.\n\nin all\nis\n\nso\n\n"}
{"page": 831, "printed_page": null, "text": "REPORT OF THE PROCEEDINGS\nOP THE\n\nRound Table Conferences\n\n"}
{"page": 832, "printed_page": null, "text": ""}
{"page": 833, "printed_page": null, "text": "ROUND TABLE CONFERENCE.\n\nTHE ORGANIZATION OF HIGHER EDUCATION.\nCONDUCTED BY NICHOLAS MURRAY BUTLER, OF COLUMBIA COLLEGE.\n\nTwo sessions were held, on July 15 and 16 respectively, in the Normal\nSchool, Toronto.\n\nThe conference was attended by the following members\n\nof the Association, many of whom participated actively in the discussions:\n\nPresident Coulter of Indiana University, President G. Stanley Hall of\n\nClark University, President Blanchard of Wheaton College, Illinois, President J. J. Mills of Earlham College, Indiana, President Beardshear of\n\nIowa Agricultural College Professors E. J. James of Pennsylvania, Paul\nH. Hanus of Massachusetts, Fernando Sanford of Illinois, Cheever of\nMichigan, Currier of Iowa, Fisher of Illinois, Gordy of Ohio, De Garmo\nof Illinois, Jenksof New York, Norton of Iowa, Seeleyof Illinois, Boone\nof Indiana, and Fulcomer of Indiana; Superintendents Leipziger of New\nYork and Bradley of Minneapolis Principals Coy of Cincinnati, Huling\nof New Bedford, Baker of Denver, Dunton of Boston, Schaeffer of Kutztown, Pa., Rounds of Plymouth, N. H., Milne of Oneonta, N. Y., Hoose of\nCortland, N. Y., McKay of Chicago, and Mr. C. W. Bardeenof Syracuse,\nN. Y., and Mr. E. 0. Vaile of Chicago.\nThe topics discussed included the character and scope of the high-school\n;\n\n;\n\n'\n\ncurriculum, the admission to college by certificate or on uniform examination, the inspection of high schools by the college authorities; the college curriculum, its length\n\nand composition; elective courses and the\n\ndegrees to be conferred.\n\nThe discussions disclosed a remarkable agreement on many important\npoints, and sharp differences of opinion in one or two respects only.\n\nA\n\nsmall minority advocated specialization in the high-school courses and\n\namong different high schools.\n\nThe majority preferred two, or at most\n\nthree, high-school courses, carefully prescribed, leading directly to the\ndifferent kinds of higher institutions.\n\nThe system of inspecting high\n\nschools and putting them on an approved list in order that their graduates may enter the colleges without additional examination, as practised\n\nin Michigan, Iowa, and elsewhere, was\n\nspoke concerning it.\n\nwarmly commended by all who\n\n"}
{"page": 834, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n830\n\nThat the college curriculum should embrace four years, that it should\nbe largely if not entirely elective, that not more than one of the ancient\n\nlanguages should be required for admission, that the educational value of\nhistorical\n\nand scientific studies should be recognized as equivalent to\nmet with the approval of\n\nthat of the languages, were propositions that\n\na very large majority of those taking part in the discussion\n\n;\n\nalthough\n\nseveral emphatic objections were entered by some of the speakers.\n\nThe conference separated with the conviction that much had been gained\nby such an informal interchange of views and experiences, and that the\ndiscussions had been distinctly profitable and practical.\n\nTHE STUDY OF CHILDREN.\nCONDUCTED BY G. STANLEY HALL, OF MASSACHUSETTS.\n\nTwo meetings of an hour and a half each were held, with an attendance\nof about seventy-five members at each meeting.\n\nMr. Hall described the\n\nresults of observations made upon children of school ages in Kussia,\n\nDenmark, Germany, France, England, and America. These results covered\nThe most\nmatters of health, growth, and mental power and attainment.\nimportant of these were the following:\nFirst :\n\nGrowth is slow from seven to nine, slower from nine to twelve,\n\nmost rapid from thirteen to seventeen, and little or not at all during the\nLiability to disease is inversely as growth, and girls\neighteenth year.\nfollow boys during this period at an interval of about a year later.\n\nSecond : Children of both sexes grow tall from March to August, grow\nthick from August to December, and grow little or not at all during the\n\nwinter months.\n\nThird: Fatigue\nfully determined.\n\nis\n\na daily rhythm which is very marked and not yet\n\nIt is known,\n\nhowever, that\n\nit\n\nvaries during the fifth\n\nor sixth hour of the school day, and so greatly that one favorable hour is\n\nworth nearly as much as two unfavorable hours for study.\nFourth: Like the voice r the sexual functions, etc., it seems probable\nfrom anthropometric studies that the hand and arm has a \"nascent\nperiod,\" during which growth is far more rapid, in both size and func-\n\nand that if the strain of school\nwork is excessive before a major nascent period chorea and paresis and\nother diseases of defect are caused; while if the excess of school work\ndoes not coincide. with the nascent period, but comes too late, there is\nalso loss.\nThe same is true not only of the nascent period of the arm and\ntional energy, than at other periods,\n\n"}
{"page": 835, "printed_page": null, "text": "THE STUDY OF CHILDREN.\n\n831\n\nhand, but probably of the eye and ear and other centres of color, form,\ntone, and other functions generally.\n\nGrowth, in a word, is not in all di-\n\nrections or equally divided physically or functionally, but is spurtive, now\n\nin the direction of one function and now in the direction of another.\n\nThe second session was devoted to a consideration of the practicable\nmethods of study of children, which were as follows:\nThis book\nFirst : The French \" Cahier Special des Devoirs Mensuel.\"\nis given to each child on entering school, and the first day of every school\nmonth the child must come washed and dressed, beginning a clean page\non this book, and write all the exercises of the day, including reading,\nThe book is\nwriting, arithmetic, map-drawing, English exercises, etc.\nAt the conclusion of the school year\nthen laid by until the next month.\nthis bock is an important factor in determining whether the child shall\nAt\nbe advanced to the next grade, and saves great labor of examination.\nthe close of the school course, this book, which now represents a complete\npicture of the progress of the child during its entire school course, and\nwhich must never leave the school-room, is deposited in the city hall, and\nthus serves as a live source of information concerning the individual, and\nis very valuable for the study of methods and psychology.\nSecond : The Paris medical inspection system, which is as follows Fiftyfour medical inspectors examine each child, in their rooms, each once every\ntwo months through the entire year, and leave a record, not only of any\n:\n\netc., but also all\nrecommendations to parents respecting any special hygienic regime of diet\nThis school record of each child, which\nneeded for that individual child.\nincludes certain physical measurements, is not only of great value to the\nchild and to its parents in determining its vocation in life, but it is a\n\nserious ailments of eye, ear, spine, chest, digestion,\n\nvaluable source of information.\n\nThird: Anthropometry.\n\nPhysical measurements of the head, chest,\n\nstrength of grip, capacity of\n\nsensory discrimination, etc., are\n\nmade\n\nupon each child in many cities, and from this data reports of the utmost\nvalue have been made in Russia, Denmark, Sweden, South Germany,\nFrance, and England and in two cities in this country, Milwaukee and\n;\n\nBoston.\n\nFourth : Psychological tests of memory, association, will, and the conThese are the most\n\ntents of children's minds generally, have been made.\n\ncomplicated of all, and all of those methods are described in No. 2 of the\nPedagogical Seminary.\nIt is necessary that all these investigations\n\nshould be strictly confined\n\nto some one special problem, such as lies, anger, imitation, color, percep-\n\ntion or some special\n\nmeasurement or\n\ntest,\n\nand that a complete study\n\nshould be made of large numbers of children upon these rubrics.\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nMr. Hall stated that he would be glad to co-operate with any teacher\ndesiring to conduct any line of investigation of this sort.\n\nThis report is exceedingly inadequate, and the two meetings covered but\n\nwork done, and but a few of the most intelligible\nmethods which have been found serviceable.\na small part of the\n\nEDUCATIONAL PSYCHOLOGY.\nCONDUCTED BY WALTER L. HERVEY, NEW YORK COLLEGE FOR THE\nTRAINING OF TEACHERS.\n\nOf the four meetings of the Round Table in educational psychology that\nit was found\n\npossible to hold on the first three days of the National Educa-\n\ntional Association, none had less than fifteen members in active participa-\n\nand the last meeting, which was held between the hours of 8:30\nand 10 a.m., was attended by no less than sixty, most of whom took an\nThe most notable and significant feature\nactive part in the discussions.\nof this Round Table was the character of its membership; it was not only\ninternational a fair proportion of Canadian teachers, principals, and\nsupervisors being in attendance but it was also truly representative.\nStanford University was represented by Prof esssor Earl Barnes Indiana\nUniversity by Professor R. G. Boone Athens University by Professor J.\nP. Gordy; and Illinois University (and Swarthmore, in posse) by Dr.\nDe Garmo. Dr. Dickinson was there for the Massachusetts State Board\nof Education; Mr. George P. Brown for the educational press; Dr. Barringer for the superintendents; Miss Adelaide E. Wyckoff, whose co-operation both in the preliminary work and in the conferences was especially\nvaluable, represented Packer Institute; Principals Dunton, Lyte, and\nRounds were active members. The presence and helpful co-operation of\nMrs. Mary Dana Hicks gave proof, if proof were needed, that the great\nmovement that she represents is based on psychology a fact quite as significant for psychology as it is for the study and teaching of form, drawing,\nand color. The largest and most active delegation from any one institution came from Oswego State Normal School among others there were\nfrom this institution Dr-. Mary V. Lee, Miss Margaret K. Smith, to\nwhom was due, in great measure, the success of the conference, and the\nhonored Dr. Sheldon.\nCordial responses had been received from Professor J. Mark Baldwin\nof the University of Toronto, Principal E. H. Russell of Worcester State\nNormal School, Professor E. E. Sheib of the University of South Carolina,\nand Professor J. F. Reigart of New York College for the Training of\nTeachers. But these were unfortunately unable to be present at Toronto.\ntion;\n\n—\n\n—\n\n;\n\n;\n\n—\n\n;\n\n"}
{"page": 837, "printed_page": null, "text": ";\n:\n\n:\n\n:\n\nEDUCATIONAL PSYCHOLOGY.\n\n833\n\nOne may be pardoned for dwelling upon the personnel of such a gathering, especially in view of the fact, which was apparent to all, that it was\nas much from the opportunity to meet as friends and fellow-craftsmen in\n\nfrom the spirit of the occasion, as from anything that was\n\ncouncil, and\n\nsaid or done, that the peculiar value and power of the conferences arose.\n\nAs a means of making the proceedings of the conference more pointed\nand more profitable, eight questions had been prepared and sent to the\nmembers of the conferences before the meeting. Only the four following were discussed\n\nWhat are the most practicable and effective methods of approach\n\n(1)\n\nto the study of educational psychology?\n\nwhat way may co-operation be introduced so as to secure unity\nand suggest iveness of numbers and the\nvalue of combined result?\n(5) At what stage and in what way may text-books in educational\npsychology be used to advantage by private workers, and by students in\nnormal and training schools and training colleges?\n(7) What lines of experimental work feasible in the class-room would\nbe helpful and suggestive to students of educational psychology?\nThe first topic, after the preliminary question of \" what educational psychology is\" had been duly raised and settled to the satisfaction of all,\nproved to be a fruitful theme; and as it was found to be closely allied\n(4) In\n\nof aim, the strength, breadth,\n\nto the fifth,\n\nboth were discussed together.\n\nSuperintendent Barringer\n\nstoutly maintained that the text-book was to be used \" when it would be\n\nhelpful,\" and Miss Margaret K. Smith's answer, while\n\nit\n\nwas quite as\n\nwas considerably more explicit and practicable. A portion of this\nanswer is given here, as fairly setting forth the results of the discussions\n1. The private student of psychology may arrange a series of subjects\nfor study, doing the work in such a way that the study of one subject will\nbe a preparation for the next as, for example\ntrue,\n\n;\n\n1.\n\nception\nc,\n\nThe nervous system\n\na,\n\n;\n\nd,\n\nreproduction\n\ngeneral notion;\n\nd,\n\nosition, syllogism).\n\ndesire ;\n\ne,\n\nics;\n\nethics.\n\n#,\n\nwill.\n\n;\n\ne,\n\nthe special nerves of sense\n\napperception.\n\nII.\n\n;\n\nc,\n\nsense per-\n\na, Sensation ; b, concept\n\njudgment; e, reasoning;/, language (term, propIII.\n\nIV.\n\nb,\n\n;\n\n«,\n\nAttention;\n\na, Feeling ;\n\nb,\n\nb,\n\nemotion\n\nexpectation;\n;\n\nc,\n\npassion.\n\nc,\n\ninterest;\n\nd,\n\nV. a iEsthety\n\nAfter arranging a series of subjects for study, the student may de-\n\n2.\n\ntermine what he wishes to know about each.\n\nThe points upon which\n\ninformation is desired may also be arranged systematically, so that one\nwill be a preparation for the other; as, for example:\nI.\n\nThe nervous system.\n\nbody;\n\nc,\n\ning,\n\na,\n\n«,\n\nCharacteristics of nerves; b, location in the\n\nII. The sense of seekind.\nManner of seeing (physics); b, psychical results of seeing (sen-\n\noffice;\n\nd,\n\nkinds;\n\ne,\n\noffice of each\n\n"}
{"page": 838, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n834\n\nsations of light);\n\ndurance;\n\ne,\n\nc,\n\nsusceptibility of the optic nerve; d, capacity for en-\n\nintensity or vividness of sensations; /, the animals that pos-\n\nsess the sense of seeing; g,\nh,\n\nthe time of life when this sense is developed;\n\nthe capacity for cultivation which this sense possesses;\n\nguage due to t\n\nis sense; /,\n\ni,\n\nthe lan-\n\nuses of this sense: 1, direct (protection); 2,\n\nindirect (educational) ; k, plan for utilizing this sense in education.\n3.\n\nHaving decided as to the nature of the knowledge desired, the stu-\n\ndent may now determine as to the knowledge which he already possesses\n\nupon the points indicated, and may arrange series of examples of the\npoint under consideration, and derived from a, Personal experience b,\n;\n\n:\n\nobservation of objects (e.g., in the study of the nervous system the dissection of at least one of the lower animals would be advisable;\n\nin the\n\nstudy of the optic nerve the writer dissected the eyes of fishes, cows,\nsheep, etc. ) ;\n\nc,\n\nobservations of adults and children\n\npeople and insane people;\ng,\n\nbiography;\n\nh,\n\ne,\n\n;\n\nd,\n\nrecords of sick\n\nincidents in history; /, incidents in travel;\n\ncharacters in history;\n\ni,\n\nthe study of art products, as\n\npainting, sculpture, architecture, music, literature (the novel, plays,\n\npoems).\n4.\n\nAfter a sufficient number of illustrations the student may begin to\n\ngeneralize pedagogical applications.\n5.\n\nHaving done the above work, the student may now use to advantage\n\nHe is able to deal\nHe compares his own work with that\n\na text-book or, rather, a good work upon the subject.\n\nwith the text-book intelligently.\nof the author,\n\nand\n\nif\n\nhe finds his own work defective he is able to find\n\nout where his difficulty lies.\nis\n\nHe is also able to judge the text-book, and\n\nnot obliged to consider the author infallible merely because he has\n\nwritten a book.\n6.\n\nIn the case of the normal-school or normal-college student of psy-\n\nchology, the use of the text-book should be essentially the same as that\n\nindicated in the case of the private student.\n\nUnder all circumstances\n\nthe dependence upon personal observation and investigation should be\n\nprimary, while that upon the text-book should be secondary.\n\nIn the discussion of the seventh question, interesting facts were adduced\nby Miss Wyckoff from her experience in the use of simple psycho-physical\ntests, in proof of the value and practicability of such work in elementary\nclasses.\n\nProfessor Barne's spoke appreciatively of the effective use of the\n\nsonometer which was made by the late H. H. Straight; the observations\nof abnormal and \" hopeless cases\" was referred to as a fruitful field, and in-\n\nteresting examples were cited by Principal Bounds, Miss Wyckoff,\n\nPrincipal Lyte.\n\nand\n\nIn addition to the tests for susceptibility of the nerves\n\nof the special senses, the following tests for apperception were prepared\nfor the conference by Miss Smith\n1.\n\nTests for apperception:\n\na,\n\nrecognition;\n\nb,\n\ninterpretation (formate-\n\n"}
{"page": 839, "printed_page": null, "text": "EDUCATIONAL PSYCHOLOGY.\n\n835\n\nknown objects and of unknown objects, told and\nc, Creation (sketch an open window on\nimagine they look through it and let them state\n\nrial, use descriptions of\n\nand stories told and read)\n\nread,\n\nthe board\n\n;\n\npupils\n\nlet\n\n;\n\nwhat they see; let pupils compose stories and tableaux\ngeneral notion\n2.\n\n:\n\nillustrating a\n\nas charity, pity, justice).\n\nObservations of children at play.\n\nObservations of children under instruction: power of attention,\nmotive of attention, constructive power, concentration, and consciousness\n3.\n\nof self.\n4.\n\nTests for contents of children's minds by questions.\n\nThe last question to be discussed was the fourth. It was the unanimous judgment of the conference that the plan proposed by President G.\nStanley Hall, for the formation of a national society for pedagogical research\n\n— which was organized the following day, upon the Eound Table\n—was the most pertinent and the wisest answer that could be\n\nprinciples\n\ngiven.\n\nIn view of the signal success that has already attended the working out\nof this happy and fruitful Kound Table suggestion,\n\nand in view of the\n\nfuture possibility which it contains of transforming the entire Association\ninto a working organism, instead of a big aggregate,\n\nit is not\n\ntoo much\n\nto affirm, as the unanimous judgment of at least one Round Table, that in\n\nthis idea the teachers of the whole country only have one more reminder\nof the debt that they owe to the rare insight of the good Dr. Harris.\n\nJohn T. Prince, agent of the Massachusetts Board of Education, made\nthe Herbartian idea of\n\nAPPERCEPTION\nthe basis of work at his Round Table.\n\nSome fifteen to twenty educators\namong them Margaret K. Smith, of the Oswego, N. Y.,\nNormal School; Frank M. McMurry, of the Winona, Minn., Normal\nSchool; Charles McMurry, of the State Normal School, Normal, Illinois;\naided him,\n\nGeorge P. Brown, of the Illinois School Journal; Professor Paul Hanus,\nHarvard; Professor Baldwin and Superintendent Tarbell, of Provi-\n\nof\n\ndence.\n\nMuoh interest was manifested throughout the conferences.\n\nThe\n\nwas devoted to exemplifying apperception and to the attempt\nto arrive at and agree on a definition and the discussion of standard\nfirst session\n\ndefinitions, as that of Herbart.\n\nThe relation of apperception to the for-\n\nmation of individual notions and general notions occupied the second\nsession, and the third was devoted to a discussion of the pedagogic values\nof apperception, especially in the concentration of studies, and in what is\n\nknown as the formal steps of instruction.\n\n"}
{"page": 840, "printed_page": null, "text": ""}
{"page": 841, "printed_page": null, "text": "ANNUAL MEMBERSHIP\nFOR THE\n\nYeak Ending July 1, 1892\n\n"}
{"page": 842, "printed_page": null, "text": ""}
{"page": 843, "printed_page": null, "text": "THOSE WHO BECAME MEMBERS AT THE MEETING OF\nTHE DEPARTMENT OF SUPERINTENDENCE IN PHILADELPHIA,\n\nLIST OF\n\nFEBRUARY, 1891.\n\nAborn, Prank, Geneva, N. Y.\nBacon, Geo. A., Boston, Mass.\nBaer, Samuel A., Reading, Pa.\nBalch, Geo. T., New York City.\nBallock, F. M., New Castle, Pa.\nBartlett. J. Henry, Philadelphia, Pa.\nBeach, Wm. H., Madison, Wis.\nBeardsley, E. J., Elmira, N. Y.\nBishop, N. L., Norwich, Conn.\nBlodgett, James H., Washington, D. C.\nBlodgett, A. B., Syracuse, N. Y.\nBogart, C. D., Bradford, Pa.\nBoger, Cyrus, Lebanon, Pa.\nBoone, R. G., Bloomington, Ind.\nBouton, Eugene, Bridgeport, Conn.\nBrumbaugh, M. G., Huntington, Pa.\nBurke, Edward, Philadelphia, Pa.\nCanon, J. W., Sharon, Pa.\nClark, John S., Boston, Mass.\nColgrove, A. D., Corry, Pa.\nCook, E. H., Flushing, N. Y.\nCooper, Oscar H. Galveston, Texas.\nCurtis, Vergil G., New Haven, Conn.\nDiffenbaugh, James A., Westminster, Md.\nDraper, A. S., Albany, N. Y.\nEllis, S. A., Rochester, N. Y.\nFitch, Ferris S., Lansing, Mich.\nFoster, L. C, Ithaca, N. Y.\nGarrett, W. R., Nashville, Tenn.\n,\n\nWm. M., Englewood, 111.\nGorton, Chas. E., Yonkers, N. Y.\nHall, M. B., Liberty, N. Y.\nHarm an, David A., Hazleton, Pa.\nHarpel, Wm. F., Shamokin, Pa.\nHervey. Walter S., New York City.\nHowe, S. B., Schenectady, N. Y.\nJack, W. H., Natchitoches, La.\nJackson, Sheldon, Washington, D. C.\nJones, E. A., Massillon, Ohio.\nKirkland, E. L., Holyoke, Mass.\nLane, A. G., Chicago, III.\nLieb, D. M., Belief onte, Pa.\nGiffin,\n\nLuckey, Geo. J., Pittsburg, Pa.\nLyte, E. Oram, Millersville, Pa.\nMackey, E., Butler, Pa.\nMaltby, Albert E., Slippery Rock. Pa.\nMannis, J. E., Martin s Ferry, Ohio.\nMaris, Geo. L., Philadelphia, Pa.\nMarson, H. M., Pawtucket, R. I.\nMartin, Geo. H., Lynn, Mass.\nMaxwell, W. H., Brooklyn, N. Y.\nMcLean, Chas. D., Brockport, N. Y.\nMeleney, C. E., Somerville, Mass.\nMilne, W. J., Albany, N. Y.\nMitchell, J. N., Fond du Lac, Wis.\nOlin, A. S., Kansas City, Mo.\nParsons, \\V. W., Terre Haute, Ind.\nPassmore, John A. M., Philadelphia, Pa.\nPease, Alvin F. Northampton, Mass.\nPoland, A. B., Jersey City, N. J.\nPowell, W. B\nWashington, D. C.\nPratt, R. II.. Carlisle, Pa.\nPrettyman, E. P., Baltimore, Md.\nRaub, A. N., Newark, Del.\nRogers, Rovillers R., Jamestown, N. Y.\nRyon, C. M., Kingston, N. Y.\nSeaver, Edwin P., Boston, Mass.\nSnyder, F. A., Lehighton, Pa.\nSteves, Oliver P., Trenton, N. J.\nStockwell, Thos. B., Providence, R. I.\nStout, J. H., Geneva, N. Y.\nThoman, J. W., Abbottstown, Pa.\n.\n\n,\n\nWait, Edward, Lansingburg, N. Y.\nWalter. D. J., Bloomsburg, Pa.\nWells, 0. E., Madison, Wis.\nWelsh, Geo. W., Lancaster, Ohio.\nWelsh, J. P., Bloomsburg, Pa.\nWilbur, A. B., Middletown, N. Y.\nWilliams. Sherman, Giens Falls, N. Y.\nWilliams, S. G., Ithaca, N. Y.\n\nWorthington, John D., Bel Air, Md.\nWright, Mary, Philadelphia, Pa.\nWyatt, H. D., Chattanooga, Tenn.\n\n—Total 8S\n\n"}
{"page": 844, "printed_page": null, "text": "ANNUAL MEMBERSHIP FOR THE YEAR ENDING JULY 1, 1892.\n\nALABAMA.\nAvirett, Lidie S., Birmingham.\nBlount, F. M., Opelika.\nBradford, Lulu, Birmingham.\nBreeding, W. T., Tuscumbia.\nBrown, Lura, Birmingham.\n\nMorgan, Jr., J. W., Florence.\nMorgan, Carrie, Florence.\nMorrow, Lucy, Birmington.\nMudge, G. 0., Daleville.\n\nBrown, Carrie, Birmingham.\n\nNewton, M. P., Tuskegee.\n\nCartwright, Rosa, Decatur.\n\nOliver, Mary B., Marion.\nOliver, Fronie, Talladega.\nOrr, C. P., New Castle.\nOrr, Mrs. C. P., New Castle.\nOrr, Dorothea, New Castle.\nOrr, Flora C, New Castle.\nPersons, A. O., Troy.\n\nChapman, Alta, Livingston.\nClyce, T. S., Decatur.\nCory, 0. P., Decatur.\n\nCory, Mrs. 0., Decatur.\nDalles, Miss M. B., Tuskegee.\nDanzign, H., Montgomery.\nDanzign, Mrs. H., Montgomery.\nEnnis, Hanks, Livingston.\nFalk, F. L., Decatur.\n\nFalk, M. L., Decatur.\nGilbert, H. C, Decatur.\nGilbert, Mrs. H. C, Decatur.\nGray, James, Decatur.\nGrubbs, W. M., Decatur.\nHancock, Annie, Montgomery.\nHarris, Anna L., Decatur.\nHarris, W. W., Decatur.\nHarrison, Mai, Decatur.\nHunchey, J. W., Troy.\nLangridge, Emma, Montgomery.\nLangridge, C W\\, Montgomery.\nLassing, D. R., Mobile.\nLeadingham, M. R., Decatur.\nLee, Fannie, Marion.\nLee, Sallie, Marion.\nLittle, Annie, Greenville.\nMacombe, H. W., Birmington.\nMassey, John, Tuskegee.\nMassey, Mrs. E. F., Tuskegee.\nMcCartha, C. L., Greensboro.\nMcCartha. .lr., C. L., Greensboro.\nMcNeill, Geo. R., Lafayette.\nMoon, Kate E., Mobile.\n\nNelson, L. M., Decatur.\n\nPeterson, Mary, Greensboro.\nPhillips, J. H., Birmingham.\nPhillips, Mrs. J. H., Birmingham.\n\nPope, J. C, Montgomery.\nPope, Mrs. J. C. Montgomery.\nPurser, John F., Troy.\nSayre, R. A., Montgomery.\n,\n\nSayre, Paul T., Montgomery.\nShackelford, M., Courtland.\nSmallwood, R. W., Opelika.\nSnow, Gertrude, Gainsville.\nTarrant, Mrs. H. S., Birmingham.\nTowle, Amos, Mobile.\nTurrentine, Carrie, Gadsden.\nTutwiler, Julia, Livingston.\n\nWade, James D., Marion.\nWells, M. F., Athens.\nWert, Anna L. Decatur.\nWilkerson, W. W., Marion.\nWilliams, A., Birmingham.\n,\n\nWilliams, Florence, Birmingham.\n\nWilson, Clatonia, Montgomery.\nWilson, M. L., Montgomery.\nWyatt, Marv, Montgomery.\n\nWyker, C. B., Decatur.\nWyker, J. D., Decatur.\n\n—Alabama, 79.\n\nARKANSAS.\nBoyse, A. B., Little Rock.\nBoyse, Anna B., Little Rock.\nConger, J. W., Arkadelphia.\nCoonev, N. J., Fort Smith.\nFree, G. D., Wheatley.\nFritzor, S. H., Helena.\nFutrall, T. A., Marianna.\nGriffis, R. D., Marianna.\n\nEmma, Marianna.\nHuntley, B. F., Little Rock.\nHuntley, E. E., Little Rock.\nJones, E. E., Little Rock.\nMann, Phillip H., Helena.\nGriffis,\n\nMcCabe, Babe, Little Rock.\nMiles, Richard, Little Rock.\nMiles, R. J., Little Rock.\nMoore, Emma, Little Rock.\nMurrey, W. H., Fort Smith.\nNeely, C. E., Arkadelphia.\n\nNeely, Emma, Arkadelphia.\nNeely, Lottie, Arkadelphia.\nPitts, Gertrude, Little Rock.\nRay burn, 0. C, Helena.\nRightor, Haskell, Helena.\nSavage, M., Little Rock.\nSchader, Ernestine, Little Rock.\n\n* Lists furnished by J. M.\n\nGreenwood, Treasurer.\n\n"}
{"page": 845, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n841\n\nARKANSAS—Concluded.\nSchader, Emma, Little Rock.\nSherrod, Lula, Marianna.\nShiner, M. C, Little Rock.\nShiner, J. H„ Little Rock.\n\nSmith, A. B., Little Rock.\nTelford, Eva G., Little Rock.\nVenables, L. H., Fort Smith.\nWilliams, Coote, Little Rock.\n-Arkansas, 34.\n\nBRAZIL.\nQueirog, Luiz., San Paulo.\n\nQueirog, Mrs. E. 0., San Paulo.\n\n—Brazil,\n\n2.\n\nBRITISH COLUMBIA.\nOlding, J., Lower Nicola.\nWood, W. M., Chilliwack.\nBritish Columbia, 4.\n\nBuck, E. J., Port Haney.\nCogswell, 0. H., North Saanich.\n\n—\n\nCALIFORNIA.\nSmith, Nora A San Francisco.\nTaylor, Mary, San Bernardino.\n\nBoucher, A. J., Sacramento.\nMonroe, Will S., Pasadena.\nSmale, J. G., Modesto.\n\n.,\n\n— California,\n\nCOLORADO.\nAnderson, F. 0., Denver.\nArey, E. F., Oakland.\nArmstrong, R. J., Greeley.\nArmstrong, Mrs. S. J., Greeley.\nArmstrong, Catherine L., Fort Collins.\nArnold, Mrs. M. R., Walsenburg.\nBaker, J. H., Denver.\nBaker, J. G., Longmont.\nBarnes, Earl., Palo Alto.\nBeaise, Mrs. F. A., Denver.\n\nBeggs, Clara B., Denver.\nBeggs, R. H., Denver.\nBennett, C. A., Denver.\nBowmen, Mrs. R. E., Walsenburg.\nBrewer, Maria, Denver.\nBrown, J. Sherman, Denver.\nCannon, Geo. L., Denver.\nCarter, Cora L. Denver.\nChariot, Prof. A., Denver.\n,\n\nClamons, J. C, Leadville.\nClark, Mary, Colorado Springs.\nCluskey, Thos. G., Denver.\nCrater, Mary, Denver.\nCrosby, S. H., Denver.\nCrosby, G. H., Denver.\nCrosby, Annie H. Denver.\nDay, Jessie F., Denver.\nDilts, V. D., Burlington.\n,\n\nDonovan, M., Denver.\nDurward, Margaret, Boulder.\nDwyer, C.\nDenver.\n\nM\n\n,\n\nEarl F. R., Buena Vista.\nEarl, Carl W., Buena Vista.\nEastwood, Mrs. C. S., Denver.\nFaull, Kate E., Denver.\nFox, F. J. Colorado Springs.\nFox, Mrs. Belle, Colorado Springs.\nGrace, Katharina. Denver.\nGrace, Alice, Denver.\nGriggs, Herbert, Denver.\nGriggs, Mrs. Carrie, Denver.\nGuthrie, Annie, Denver.\nGuthrie, Alice, Denver.\n,\n\nHarris, E. J., Denver.\nHarris, May A., Denver.\nHaskell, Annie N., Denver.\nHaskell, Mary E., Denver.\nHerbert, S. E., Denver.\n\nHolloway, Lillian, Aspen.\nJacobs, E., Denver.\nKendrick, A. M., Denver.\nKendrick, Jos., Denver.\nKenzie, Mrs. S. A., Durango.\nKingsbury, L. V. Fort Collins.\nKnapp, C. E., Denver\nKnapp, W. E., Denver.\n,\n\nKnapp, Mrs. W. E\n\n,\n\nDenver.\n\nLobdell, M. H., Georgetown.\nLove, Lucy B. Colorado Springs.\nMason, Geo. W., Denver.\nMcClellan, A., Denver.\nMeek, A. E., Denver.\n,\n\nMeek, William W., Denver.\nMiller, D. G., Denver.\nMiller, A. N., Denver.\nMiller, Mrs. A. N., Denver.\n\nMinton, Mrs. Lettie G., Maher.\nMorris, Margaret, Greeley.\nNichols, Frank, Boulder.\nO'Brien, Sarah, Denver.\nPlater, E. M., Denver.\nPlater, Jos. H., Denver.\nPlater, Harold, Denver.\nProudfit, M. C, Colorado Springs.\nProudfit, J. W., Colorado Springs.\nReed, R. E. Denver.\n,\n\nReid, Mary D., Greeley.\nReisley, J. M., Denver.\nReynard, Clara, Denver.\nRoss, Mary, Durango.\nRussell, H. A., Denver.\nRussell, Mrs. H. A., Denver.\nSeabury, Bertha, Denver.\nSeabury, Emma, Denver.\nSearch, P. W., Pueblo.\nSeright, J. M., Silver Plume.\n\n5.\n\n"}
{"page": 846, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n842\n\nCOLORADO— Concluded.\nSharhorne, L., Denver.\nShepard, A. D., Denver.\nShepard, Mrs. A. D., Denver.\nSmith, Mrs. M. A., Colorado Springs.\nSmith, Hope, Colorado Springs.\nSoveland, R., Fort Collins.\nSoveland, Mrs. S. E., Fort Collins.\nStepens, E. J., Walsenburg.\nStepens, Mrs. J. E., Walsenburg.\nStephenson, Mrs. D. E., Fairplay.\nStorm, A. E., Denver.\nStorm, F. D., Denver.\nStranch, E., Las Animas.\nTallman, L. S., Denver.\n\nW., Denver.\nThompson, W. H., Boulder.\nWebb. Mrs. Of. A., Fort Collins.\n\nTetus, H.\n\nWilford, J. B., Denver.\nWilford, Mrs. A., Denver.\nWilliams, C, Denver.\nWilliams, W. C, Denver.\nWilliams, Mrs. W. C, Denver.\nWilliamson, W. W., Denver.\nWilliams, Clarence, Denver.\nWilliams, Lelia, Denver.\nWisebart, L., Denver.\nWorden, Mrs. E. D., Denver.\nWright, Mrs. M. S., Denver.\n\n— Colorado, 114\n\nCONNECTICUT.\nBarnes, Jane, New Britain.\nBartley, J. D., Bridgeport.\nBevins, Emma, Meriden.\nBevins, Edith, Meriden.\nBowe, M. E., New Britain.\nBurweli, II. R., New Haven.\nCad well, G. A., Willimantic.\nCadwell, Mrs. G. A., Willimantic.\nEllis,\n\nK. F.. Hartford.\n\nFairchild, Nellie, Bridgeport.\nGranville, A., Bridgeport.\n\nHurd, Geo. B., New Haven.\nLarimer, Ada L., New Haven.\nMarsh, H. B., New Haven.\nOsgood, E. E., New Britain.\nOsgood, Ellen D., Pom fret.\nParker, Mrs. C. S., Guellard.\nVan Tassel, Emma, Norwalk.\n\n— Connecticut,\n\n18.\n\nDELAWARE.\nBaldwin, Alice Gr., Wilmington.\nDoon, E. L., Wilmington.\nDoon, Mrs. E. L., Wilmington.\n\nKruse, Edwin B., Wilmington.\nMitchell, Hannah T., Pleasant Hill.\n\n— Delaware,\n\n5.\n\nDISTRICT OF COLUMBIA.\nBailey, P. M., Washington.\nBrown, E. V., Washington.\nConnell, W. H., Washington.\nKing, Mrs. H. L., Washington.\n\nKuehling, Mrs. J. H., Washington.\n\nMate, M. D., Washington.\n\nW.\n\nT., Washington.\nPortells,\nPortells, Rosa L., Wasbington.\nPresbey, 0. F., Washington.\nSites, C. M., Washington.\n\n— District of Columbia, 10.\n\nENGLAND.\nHalliday, John, North Shields.\n\nFLORIDA.\nCulbertson, J. C, Bartow.\nGamsby, Kate, Ocalla.\n\nPorter, A. H., Lake City.\nPorter, Mrs. A. H., Lake City.\n\n— Florida,\n\nFRANCE.\nVieira,\n\nCO., Paris.\n\nGEORGIA.\nBaldwin, F., Madison.\nBirdsang, M. H., Columbus.\nBradley, C. W., Atlanta.\nBrown, Blanch, Senoia.\n\nBumm, P. M., Cedar Town.\nCastleburg, Lucile, Gainsville.\nClark, John E., Atlanta.\nClark, J. T., Milledgeville.\nCowles, S. R., Americus.\nFrancis, C. H., Atlanta.\nGearger, Wm. H., Atlanta.\n\nGraves, Cora L., Social Circle.\nHaha, W. H., Atlanta.\nHeroing, Louise, La Grange.\n\nHolmes, M. J., Columbus.\nJohnson, Harriet, Atlanta.\nJohnson, May, Bainbridge.\nJones, A. C, Columbus.\nLaudrum. L. M., Atlanta.\nMott, Randolph, Columbus.\nPaine, R. L., Fairburn.\nPaine. Mrs. R. L., Fairburn.\n\n"}
{"page": 847, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n843\n\nGEORGIA— Concluded.\nSmith, C. W., Atlanta.\nSmith, Mrs. C. W., Atlanta.\nSmith, M. D., La Grange.\nSmith, E. B. La Grange.\nSnyder, Jessie M., Columbus.\n,\n\nStanton, M. J., Atlanta.\nWare, N. E., Hawkinsville.\nWilliford, Q. L., Madison.\nWorrill, Josephine, Columbus.\n\nGeorgia, 31.\n\nILLINOIS.\nAdams, Alice E., Chicago.\nAlbrecht, F. J., Chicago.\nAlexander, J. C, Wadams Grove.\nAlexander, M. L., Englewood.\nAlexander, Jennie, Wadams Grove.\n\nAlexander, Lizzie, Palestine.\nAllen, Georgie B., Prospect Park.\nAiling, James C, Chicago.\nAiling, Mrs. Jas. C, Chicago.\nAllyn, Robert. Carbondale.\nAmor, G. W., Chicago.\nAnderson, H. M., Peoria.\nAnderson, A. C, Carbondale.\nAnderson, E. C, Decatur.\nAnderson, M. Carthern, Bloomington.\nAnderson, Nannie M.. Decatur.\nApears, Mrs. A., Chicago.\nArmstrong, Mrs. Annie, Chicago.\nArmstrong, Mary, Chicago.\nArmstrong, Mamie, Chicago.\nAthinson, Olive T., Chicago.\nAverill, Carrie, Chicago.\nBaker, H. A., Chicago.\nBaker, Maude, Rockford.\nBagley, Lizzie A. Chicago.\nBaldwin, Mrs. S. J., Joliet.\nBarber, Lawson, Lyndon.\n,\n\nBarber, Florence, Lyndon.\nBarbour, 0. F., Rockford.\nBarnes, S. A., Freeport.\nBarnes, E. A., Chicago.\nBarlow, Cornelia, Highland Park.\nBartholomew, Mrs. Fred., Decatur.\nBassett, Herbert, Normal.\nBeach, S. E., Ashton.\nBeach, Mrs. Sarah, Ashton.\nBeach, J. A., Pullman.\n\nBeach, Minnie E., Des Plains.\nBelshaw. J. F., DeKalb.\nBerry, H., Chicago.\nBerry, Mrs. L., Chicago.\nBerry, Mamie L. Chicago.\nBevans, Homer, Chicago.\nBirch, Mrs. B., Chicago.\nBlack, Lizzie, Rockford.\nBlackwelder, W. R., Cissna Park.\nBlanchard, M., Chicago.\nBlanchard, Chas. A., Wheaton.\nBlynn, L. La Grange.\nBlock, Louis J., Chicago.\nBoake, C. E., Chicago.\nBorwell, Mrs. J. C, La Grange.\nBostwick, Rosa, Detroit.\nBosse, Bertha J. Chicago.\nBowie, James R., Chicago.\nBowie, Mrs. Jas. R., Chicago.\n,\n\n,\n\n,\n\nBowker, W. E., Lena.\nBowker, Mrs. M. J., Lena.\nBowker, E. M., Lena.\nBracken, Emma, Chicago.\nBracken, Emily, Chicago.\nBroadley, Alvin, Greenville.\nBranton, A. E., Chicago.\nBrannon, V. S.. Chicago.\nBrazier, J. S., Green view.\nBrigham, Willametta, Ravenson.\nBrophy, Anna N., Joliet.\nBrownell, Hattie A. St. Charles.\nBrown, Geo. P., Bloomington.\n,\n\nBrown, Lottie, DeKalb.\nBryant, James, Chicago.\nByers, Mrs. Mary, Chicago.\nBurgess, Carrie, Piano.\nBurke, Frank, Aurora.\nBurke, Margaret E. Chicago.\nBurke, H. S., Chicago.\nBurke, Mollie, Chicago.\nBurney, Katie, Chicago.\nBurnham, Mrs. Allie S., Bloomington.\nBurns, J. C, Monmouth.\nButler, Mrs. Helen A., Chicago.\nButts, A. E., Chicago.\nCalkins, F. L., Washington.\nCampion, L., Chicago.\nCampbell, John, Chicago.\nCampbell, Chas., Chicago.\nCarpenter, Charlie, Chicago.\nCarmen, Geo. W., Rockford.\nCassels, Mrs. M., Chicago.\nChamberlain, Charles L., Chicago.\nChampion, Jane, Catlin.\nChamberlin, W. H., Chicago.\nChamberlin, Mrs. W. H., Chicago.\nChase, F. H., Winnebago.\nChase, Geo. A., Roscoe.\nCheeney, A. J., Chicago.\nClarke, Mrs. L. H., Chicago.\nClark, Mrs. L. E., Chicago.\nClarke, Margaret J. Chicago.\n,\n\n,\n\nClark, Ella, Peoria.\nClyne, Thos. J., Chicago.\nClyne, Mrs. T. J., Chicago.\nCobb, W., Peoria.\nCobb, F. H., Chicago.\nCobb, Mrs. F. H., Chicago.\nCoffin, Mrs.\n\nEmily, Kankakee.\n\nCoffey, Mary E., Oak Park.\nCollins, J. H., Springvale.\nCollins, Mrs. J. H., Springvale.\nColeman, C. W., Chicago.\nColeman, Lizzie, Chicago.\nColt, Florence J., Woodlawn Park.\n\n"}
{"page": 848, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n844\n\nILLINOIS— Continued.\nConnly, Margaret, Roekford.\nConnell, David, Chicago.\nCoons, H., Lexington.\nCoons, Mrs. H., Lexington.\nCoons,\nLexington.\n\nWm„\n\nCook, John W., Normal.\nCorbin, Helen I., Elwood.\nCorbin, Julia M., Elwood.\nCoughenour, W. H., Chicago.\nCourtney, N., Chicago.\nCoy, Emma, Roekford.\nCoy, Annie, Roekford.\nCrabs, Elda, Rock Island.\nCrabs, Sarah J. Rock Island.\nCrawley, Hester, Peoria.\nCronk, Nettie M., Chicago.\n,\n\nMamie, Bloomington.\nCrowe, Mary, Chicago.\nCrist,\n\nCurtis, Mrs. S. B., Chicago.\nCushing, C. H., Elmhurst.\n\nDale, A. A., Belvedere.\nDalton, J. W., Pana.\nDalton, Mrs. J. W., Pana.\nDaly, Maggie, Joliet.\nDarrah, Frances, Freeport.\nDarrom, James, Chicago.\nDavidson, Jean S., Plainfield.\nDavis, Mrs. A. W., Big Rock.\nDavis, A. W., Big Rock.\n\nDegaurd, Chas., Champaign.\nDerr, H. F., Elgin.\nDerwent, Anna, Roekford.\nDevearougx, Robert, Chicago.\nDexter, Lillie J., Bloomington.\nDibelka, James B Chicago.\nDickey, H. L., Roekford.\nDixinson, D., Chicago.\nDimon, L. A., Chicago.\nDix, B. M., Chicago.\nDix, W. T., Chicago.\nDogton John, Chicago.\nDoney, Nelly S., Elgin.\nDon, David, Rock Island.\nDouglas, Fanny E., Chicago.\nDouglas, Mrs. J. H., Chicago.\nDouglas, Virginia, Chicago.\nDougherty, N. C, Peoria.\nDrinkwater, Annie, Chicago.\nEastbun, A., Chicago.\nEastwood, Gertrude, Woosung.\n,\n\n,\n\nEdgecomb, Mary, Garden Prairie.\nEdwards, R. L., Chicago.\nEdwards, Jay C, Am boy.\nEdwards, Mrs. J. Clare, Amboy.\n\nFeddry, Willie, Chicago.\nFeddry, Lydia, Chicago.\nFelsenthal, Edwin 1., Chicago.\nFenis, Eliza W., Moline.\nFerguson, David, Stanton.\nFischer, W. A., Wheaton.\nFisk, H. F., Evansville.\nFitch, Mrs. A. G., Chicago.\nFitz Gerald, Mary E., Chicago.\nFlannigan, A., Chicago.\nFlannigan, Mrs. A., Chicago.\nFlint, Mrs. A. A., Tonica.\nFlood, Minnie V., Chicago.\nFlood, Nellie J., Chicago.\nForbs, W. F., Chicago.\nFox, Clara D., Garden Prairie.\nFox, Alice E., Chicago.\nFranzen, C. A., Benson ville.\nFraser, E. A., Chicago.\nFraser, Wm., Elgin.\n\nFredenburg, Mary, Chicago.\nFrench, Henry, Chicago.\nFursey, Mary, Chicago.\nFursey, W. L., Chicago.\nGantz, VY H., Chicago.\nGeer, D. S., Chicago.\nGibson, Jame?, Chicago.\n.\n\nGilchrist, Gertie, Fielding.\nGlavey, P. C, Chicago.\nGlos, Hattie G., Wayne.\nGlos, A. M., Wayne.\n\nGoddard, Marie, Lena.\nGoldsmith, Mrs. A., Woodlawn Park.\nGoodison, May, DeKalb.\nGoodwin, Ida M., Roekford.\nGooderick, Elsie, Jacksonville.\nGorgsusen, Mrs. F. A., Cairo.\nGraham, M. B., Chicago.\nGraham, Arthur B., Chicago.\nGraham, Mrs. J. A., Chicago.\nGraham, R. 0., Bloomington.\nGraham, Mrs. R. 0., Bloomington.\nGrant. H. L., Peoria.\nGreen, Inez I., CarboDdale.\nGreenlee, Martha, Argyle.\nGregory, Mrs. Leslie, Chicago.\nGregory, Mrs. J. E., Detroit.\nGregory, E., Chicago.\nGross, L. M., Sycamore.\nGunther, Anna, Blue Island.\nGunther, Kate O. Blue Island.\n,\n\nMay, Wheaton.\nGumbrell, H. R., Chicago.\n\nGuilford,\n\nElmer, Mrs. F., Chicago.\n\nGumbrell, Amelia, Chicago.\nGuinea, Jennie E., Wheaton.\nHallen, Fred., Chicago.\n\nEly, M. E., Chicago.\nEmery, Robert, Chicago.\nEmery, Grace D., Chicago.\nEmerick, Mary, Chicago.\nEvans, 0. C, Chicago.\nEwing, Mrs. J. F., Chicago.\nFaresman, Robert, Chicago.\n\nHall, W. A., Chicago.\nHall, Mrs. W. A., Chicago.\nHall, J. F., Chicago.\nHall, Helen M., Roekford.\nHalsey, L. R., Chicago.\nHalsey, Mrs. L. R., Chicago.\nHamill, Mrs. Nancy, Chicago.\n\nEllis, J.\n\nC, Chicago.\n\n"}
{"page": 849, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\nILLINOIS— Continued.\nHamna, Adella N. 0., Normal.\nHannon, E., Springvale.\nHannon, A. R., Springvale.\nHanson, Annie, Elgin.\nHarbison, D. G., Chicago.\nHarine, L. B., Chicago.\nHarley, Minnie T., Chicago.\n\nHartmann, Mary, Normal.\nHaskell, Eliza, Chicago.\nHasty, Mrs. T., Chicago.\nHatch, Henry D., Chicago.\nHaven, Carrie, Savanna.\nHaynes, Elizabeth, Chicago.\nHayward, Mrs. Lilly, Chicago.\nHazlett, Annie S., Chicago.\nHenricks, M. L., Pullman.\nHerrick, C. A., Minier.\nHobson, Mrs. T. D.. Harvey.\nHodson, N. D., Rockford.\nHolliger, F. C, Chicago.\nHolliger, Mrs. F. C, Chicago.\nHolmes, M. A., Chicago.\nHolmes, Sarah E., Blue Island.\n\nHood, S. B., Sparta.\nHorn, J. A., Chicago.\nHoward, E. M., Rockford.\nHoward, D. L., Rockford.\nHowland, G., Chicago.\nHuggins, Nellie E., Ravenswood.\nHughes, Lizzie J., Peoria.\nHunt, Mary E., Galesburg.\nHunt, Julia, Galesburg.\nHurd, A. H., La Grange.\nHurlbut, Henrietta P. Chicago.\nHutchins, L. I., Orange ville.\nHutchinson, J. M., Mackinaw.\nIngersoll, E. M., Canton.\nIrvine, Geo., Chicago.\nJackman, Willie S., Chicago.\nJackson, Florence, Winona.\nJacobs, H. C, Chicago.\nJacobs, Flora, Chicago.\nJafEray, Mrs. Julia, Chicago.\nJarvis, Josephine, Golden.\nJenkins, Wm., Mendota.\nJohnson, H. M., Chicago.\nJohnson, Jeannette, Oak Park.\nJohnston, Jennie, Indianola.\nJohnston, Margaret, Indianola.\nJordan, F. D., Shelby ville.\nJones, A. E., Chicago.\nJudd, Alice, Chicago.\nJudge, Frank, Chicago.\nJudge, Thomas F., Chicago.\nJudge, Mrs. Mary A., Chicago.\nKalb, Mrs. L., Chicago.\nKammann, C. H., Peoria.\nKasbeer, J. R., Aledo.\nKaspar, M., Chicago.\nKaspar, Matt., Chicago.\nKean, Mrs. Anna R Evanston.\nKeefe, M. W., Chicago.\nKeenan, Clara H., Prince Erie.\n,\n\n,\n\nKelleher, Joanna, Chicago.\nKellogg, K. S. Chicago.\nKennedy, A. E., Morrison.\nKennedy, Irene, Hickory.\n,\n\nKenyon, W. J., Englewood.\nKerr, W. A. fl., Chicago.\nKertley, Josephine, Chicago.\nKirby, John, Minonk.\nKirbv, Dora M., Chicago.\nKirkland, Mrs. M., Chicago.\nKirkland, F., Chicago.\nKirkley, S. A., Chicago.\nKrackowizer, Alice, Chicago.\nKrechhiel, H. J., Summerfield.\nLandy, Katie, Chicago.\nLangman, Mrs. Rebecca, Elgin.\nLantz, Clara L., Chicago.\nLarge, S. A., Chicago.\nLarson, Marie C, Chicago.\nLawrie, Miss, Pekin.\nLawrence, H. L., Chicago.\nLeach, C. H., Chicago.\nLeitzell, C. P., Cedarville.\nLeitzell, Mrs. Ella, Cedarville.\n\nLenty, Mary, Freeport.\nLenty, Kate, Freeport.\nLetterman, M., Chicago.\nLewis, Leslie, Chicago.\nLewis, Mrs. Minnie, Chicago.\nLincoln, W. L., Chicago.\nLins, F. J., Damascus.\nLloyd, Samuel, Catlin.\nLloyd, Eddie, Catlin.\n\nLogan, Mrs. J., Chicago.\nLong, C. R., Chicago.\nLong, E., Englewood.\nLong, Estelle, Moline.\nLovitt, W. H., La Harpe.\nLuther, Lulu, Chicago.\nLyon, A. J., Wilmette.\nLyon, Mrs. A. J., Wilmette.\nLynch, Delia, Chicago.\nMace, Mrs. Alfred, Chicago.\nMackey, Nellie, Chicago.\nMack, H. A., Chicago.\nMadden, LB., Chicago.\nMaddock, E. J., Chicago.\nMaddock, E., Chicago.\nMagan, G. S., Chicago.\nMaier, John, Austin.\nMarcy, C. H., Linden.\nMarcy, Hattie, Linden.\nMartin, H., Chicago.\nMatthews, W. P., Pullman.\n\nMatthews, Laura E., Pullman.\nMayfield, Mrs., Decatur.\nMcAllister, Cora, Elgin.\nMcAllister, Inez B., Elgin.\nMcAnarrey, Jennie, Rockford.\n\nMcCallum, Jos., Evanston.\nMcCallum, Mrs. Jos., Evanston.\nMcCarthy, John, Chicago.\nMcClelland, Annie, Chicago.\n\n845\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nILLINOIS— Continued.\n\nMeCormick, E. M., Irving Park.\nMcCormack, Marie I., Chicago.\nMeCormick, Nellie, Irving Park.\nMcCorqudale, Lilie, Chicago.\nMcCorqudale, Mary, Chicago.\nMcCoy, Grace, Mount Morris.\nMcDonald, F. J., Chicago.\nMcDonald, Maggie, Chicago.\nMcGrath, Mrs. J. J., Chicago.\nMclnnis, Bessie, Chicago.\nMcintosh, D., Champaign.\nMcintosh, W., Champaign.\nMcintosh, Mab. Champaign.\nMcintosh, Kittie, Champaign.\nMcintosh, Win., Champaign.\nMcKay, F. M., Chicago.\nMcKay, Mrs. F. M., Chicago.\nMcKay, Mrs. Emma, Chicago.\nMcKay, C, Chicago.\nMcKearnan, J. M., Chicago.\nMcKinney, William, Greenview.\nMcLeod, Mrs. D. C, Pana.\n,\n\nMcLeod, H. C, Pala.\nMcLeod, Kate, Christian.\nMcMurray, F. M., Normal.\nMcMurray, Mrs. Charlotte, Normal.\nMcPherson, May G., Rockford.\nMcQuie, Nellie, Cramer.\nMead, Marion I., Rockford.\nMeek, S. R., Chicago.\nMercer, J. A., Peoria.\nMercer, Mrs. J. A., Peoria.\nMickey, F. A., Keithsburgh.\nMickey, Laura L., Keithsburgh.\nMiller, G. E., Wallace.\nMiner, G. F., Edwardsville.\nMiner, Louise, Peoria.\nMonaghan, T. F., Oak Park.\nMontgomery, Nellie, Chicago.\nMoore, P. M., Tuscola.\nMoore, Mrs. P. M., Tuscola.\nMoore, Thos. E., Carlinville.\nMoore, Mamie, Chicago.\nMoore, Mrs. C. E., Chicago.\nMorey, Mrs. Geo., Chicago.\nMorgan, Mrs. H., Chicago.\nMorgan, Mrs. K. E.. Chicago.\nMorgan, R. T., Wheaton.\nMorgan, Annie, Rockford.\nMorton, William, Chicago.\nMorse, C. E., Chicago.\nMorse, L. J., Winona.\nMorse, G. C, Winona.\n\nMosgrove, Belle, Kewanee.\nMotter, Julia. Freeport.\nMurphy, L. E., Alton.\nMurphy, Mrs. M. H., Alton.\nMurphy, Agatha, Upper Alton.\nMusser, Carrie, Orangeville.\nMyers, Nettie C. Oak Park.\n,\n\nNance, Loulie, Marion.\nNewcomb, Mrs. A. T., Chicago.\nNewton, Mrs. T. J., Chicago.\n\nNiemeger, Mary, Chicago.\nNichols, Geo. M., Chicago.\nNichols, Mrs. Geo. M., Chicago.\nNicholson, Mrs. Wm., Chicago.\nNichols, Mrs. Geo., Chicago.\nNichols, Mina, Sycamore.\nNicol, Martha, Chicago.\nNims, E. L., Chicago.\nNorborne, Alice M., Lombard.\nNorton, Mrs. W. H., Mount Vernon.\n\nNorton, Mary E., Rockford.\nNowland, Edna, Peoria.\nNygren, Matilda J. Rockford.\n,\n\nO'Brien, J. F., Peoria.\nO'Brien, Mollie, Peoria.\nOdell, A. R., Chicago.\nOhayer, M., Chicago.\nO'Leary, Kate S. Joliet.\nO'Leary, Mary, Joliet.\nO'Neii, W., Chicago.\nO'Neill, F. F., Chicago.\n,\n\nOsgood, Georgia E., St. Charles.\nOverocker, Hattie, Sycamore.\n\nOwen, Edwin H., Carlinville.\nPage, Mary C. B., Chicago.\nParker, Luella, Chicago.\nParker, Chas. I., Chicago.\nParsons, Mrs. A. S.. Chicago.\nPatterson, F. C. Evanston.\nPatterson, H. E., Chicago.\nPatterson, Mrs. M. E., Chicago.\nPeabody, S. H., Champaign.\n,\n\nPeetz, Lucy S., Rock Island.\nPerkins, Chas. A., Normal.\nPeters, Alice, Princeville.\nPhelps, Geo. D., Chicago.\nPhelps, Mrs. Geo. D., Chicago.\n\nPhilbrook, C. P., Lena.\nPhilbrook, Cora F., Normal.\nPhillips, I. W., Aurora.\nPhillips, J. A., Damascus.\nPhilips, Clara E., Damascus.\nPickett, John, Evanston.\nPickett, Mrs. John, Evanston.\nPickett, Mrs. J. J., Evanston.\n\nPike, Fred., Jersey ville.\nPike, J., Jersey ville.\nPike, Mrs. J., Jerseyville.\nPoole, Allie A., Wanconda.\nPorter, Mrs. Mary, Chicago.\nPorter, Esther, Chicago.\nPorter, Lottie, Garden Prairie.\n\nPowers, H. W., Chicago.\nPowles, Geo. A., Chicago.\nPowles, Mrs. Geo. A., Chicago.\nPratt, Mrs. A. C, Jacksonville.\nPrice, Ellen, Rockford.\nPrice, Mary, Rockford.\nProctor, Clara, Fielding.\n\nPulman, Mrs. A. H., Chicago.\nQuantrell, L. J., Des Plaines.\nQuantrell, Mrs. L. J., Des Plaines.\nQuirk, Mary E., Chicago.\n\n"}
{"page": 851, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\nILLINOIS— Continued.\nRan, Laura, Chicago.\nRandall, E. H., Roscoe.\nRandall, James E., Roscoe.\nRassweiler, J. H., Wheaton.\nRead, Mrs. J. A., Chicago.\nReed, C, Chicago.\nRennick, Louise D., Grand Crossing.\nReployl, R. S., Champaign.\nRhodes, Ora M., Bloomington.\nRichey, Mrs. J., Chicago.\nRichardson, F. M., Chenoa.\nRiley, M., Chicago.\nRobinson, Addie E., Chicago.\nRobinson, B. C, Nunda.\nRobson, Mrs. A., Chicago.\nRodatz, Agnes, Chicago.\nRogers, H. M., Englewood.\nRosa, Mrs. A., Chicago.\nRoynon, Carrie, Chicago.\nRubendall, Nora, Orangeville.\nRussell, Zenas, Pana.\nRuthedge, Cynthia, Empire.\nRutherford, Samuel, Chicago.\nRutherford, Mary, Chicago.\nRutherford, Florence E., Chicago.\nRutherford, Kate, Peoria.\nRyan, Margaret M., Chicago.\nRyan, Sarah A., Chicago.\nRyder, Clyde H., Monticello.\nRyder, Mary, Monticello.\nRyder, Edith, Monticello.\nSackett, D. M., Chicago.\nSands, Ella, Linden.\nSangster, Mrs. A. J., Chicago.\nSangster, A. J., Chicago.\nSanford, Fernando, Chicago.\nSass, Louis, Chicago.\nSaunders, Janet, Chicago.\nSaunders, Annie, Rockford.\nSavage, Nellie, Chicago.\nSchantz,' Austin, Chicago.\nSchickler, Louise, Aurora.\nScott, E. H., Chicago.\nScott, Mrs. J. P., Rockford.\nScott, Anna, Sycamore.\nSeeley, Levi, Lake Forest.\nSeeley, Mrs. L., Lake Forest.\nSellars, Dovie,\n\nSellars,\n\nMattoon.\n\nAmanda, Mattoon.\n\nShantz, H. B., Chicago.\n\nShenn, S., St. Paul.\nSimms, Mrs. A., Chicago.\nSims, Stella, Robinson.\nSisson, Carrie, Englewood.\nSisson, M. E., Peoria.\nSisson, Edna, Englewood.\nSloan, Eliza, Peoria.\nSlothowers. Alice, Winslow.\nSraalley, 1). H., Chicago.\n\nSmailes, Anna M., Elgin.\nSmith, 0. J., Chicago.\nSmith, Albert L., Chicago.\nSmith, Mrs. Albert L., Englewood.\n\nSnow, Miss Bonnie, Ottawa.\nSwan, Mrs. J. H., Decatur.\nSnider, Mac W., Chicago.\nSnodgrass, Mary, Chicago.\nSnyder, Lydia E., Blue Island.\nSpeer, W. W., Chicago.\nSpicer, Flora A., Roscoe.\n\nSpurnging, F., Chicago.\nStaines, Sadie, Rockford.\nStanbury, J. H., Pekin.\nStarr, C. R., Kankakee.\nSteele, W. L., Galesburg.\nStephenson, Frank T., Chicago.\nStephens, Frances, Mount Morris.\nStevens, Russell H., Chicago.\nStillman, J. T. B., Chicago.\nStrite, Mrs. I. E., Streator.\nStube, J., Chicago.\nSullivan, A., Chicago.\nSullivan, Mrs. M. A., Chicago.\nSumblang, Win., Chicago.\nSquire, M. E., Chicago.\nTaylor, F. A., Aurora.\nTaylor, Mrs. Tillie, Chicago.\nTaylor, Allie, Chicago.\nTaylor, C. M., Chicago.\nTaylor, Florence, Lena.\nTear, J. H., Chicago.\nTear, Mrs. J. H., Chicago.\nThane, A. S., Chicago.\n\nThomas, L. A., La Salle.\nThomas, F. J., Tuscola.\nThompson, Lizzie, Chicago.\nThurber, Mrs. Lizzie, Chicago.\nThurber, Fanny, Chicago.\nTower, H. M., Chicago.\nTozer, E. C, Petersburg.\n\nTrembor, Nellie E., Freeport.\n\nJohn E., Chicago.\nTriller, Mrs. John E., Chicago.\nUnderwood, Nettie A., Elgin.\nTriller,\n\nUmbach, L. M., Naperville.\nUmbach, Mrs. L. M., Naperville.\nUmbach, Essie, Naperville.\nUpdike, H. D., Belleville.\nUpdike, Mrs. H. D., Belleville.\nUpdike, Marter Hector, Belleville.\nVaile, E. 0., Chicago.\nVandervort, C. R., Peoria.\nVan Horn, Thomas, Rockefeller.\nVan Horn, Mrs. Thomas, Rockefeller.\nVarcoe, G-. F., Chicago.\n\nWagner, C. W., Wheaton.\nWaldo, Ada, Rockford.\nWalker, P. R., Rockford.\nWalker, Elizabeth, Englewood.\nWaleben, Mary C, Marengo.\nWallenberg, Ellen V., Chicago.\nWallace, G. W., Sterling.\nWard, Mrs. G. E., Chicago.\nWarmington, Mary, Chicago.\nWaterman, Clara, Kankakee.\nWeaver, Emily A., Chicago.\n\n847\n\n"}
{"page": 852, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n848\n\nILLINOIS\nWebber, L. C, Chicago.\n\nConcluded.\nWilkinson, Cecilia E., Chicago.\nWillard, S. S., Chicago.\n\nWed del, Emma, Sublette.\nWeddel, Charlie, Sublette.\nWelch, Alice A., Auburn.\nWeldon, G. A., Shawnee Town.\n\nWillard, C. S., Chicago.\nWillard, Mrs. A. M., Chicago.\nWilliams, John, Chicago.\nWilliams, Nellie J., Chicago.\nWillmoth, Henry E., Chicago.\nWilson, W. R., Chicago.\nWilson, E. M., Chicago.\nWilson, C. M., Chicago.\nWilson, Mrs. Theodore, Dixon.\nWilson, Angier W., Dixon.\nWinchell, S. R., Champaign..\nWinsby, Ada M., Chicago.\nWire, Louisa, Winslow.\nWoffindier, E. B., Englewood.\nWolaver, Mrs. M. L., Carpentersville.\nWoods, F. M., Chicago.\nWorth, Mrs. W. H., Chicago.\n\nWellers, Meta, Chicago.\n\nWerley, Emma, La Salle.\n\nWerton, T. J., Chicago.\nWestcott, 0. S., Chicago.\nWestcott, Mrs. 0. S., < hicago.\nWest, Margarette, Peoria.\nWestern, Olive I., Chicago.\nWestwood, Mrs. C. J., Chicago.\nWhitcomb, Lena, Chicago.\nWhite, R. M., Chicago.\nWhite, Mrs., Chicago.\nWhite, Fanny W., Chicago.\nWhiting, F. W., Chicago.\nWhiting, Mrs. F. W., Chicago.\nWhitmore, Eva B., Chicago.\nWhipple, V., Chicago.\nWhitsit, B., Chicago.\nWilbar, Martin, Chicago.\nWilder, W. H., Bloomington.\nWiley, James, Troy Grove.\nWiley, John, Troy Grove.\n\nWorks, Mary H., Rock ford.\nWorspold, Mercie, Chicago.\nWright, Eluvia, Moline.\nYoder, J. P., Marseilles.\nYorke, Susan A., Chicago.\nYoung, H. W., Rockton.\nYoung, Mrs. Ella F., Chicago.\nIllinois, 666.\n\nINDIANA.\nAdams, Mrs. Dora, Frankfort.\nAker, F. D., Trafalgar.\nAker, Mrs. F. D., Trafalgar.\nAlbertson, Ida, Salem.\nAlmond, W. S., Salem.\nAnderson, Mary J., Terre Haute.\n\nArmen, L.\n\nS., Hartsville.\n\nAtwater, Prof. A Bloomington.\nAtwater, M. D., Bloomington.\n,\n\nBartholomew, L., Indianapolis.\nBeach, Mrs. Catharine, Michigan City.\nBeck, Sophia, Princeton.\nAgnes, Goodland.\nBenton, G. W., Indianapolis.\nBenton, Mrs. G. W., Indianapolis.\nBlack, J. C, Michigan City.\nBlack, Mrs. J. C, Michigan City.\nBlackstock, W. M., Lafayette.\nBlackstock, Mrs. W. M.,* Lafayette.\nBlaker, Mrs. E. A., Indianapolis.\nBoggs, Lue, Lafayette.\nBranaman, Frances, Seymour..\n\nBell,\n\nBranaman, Martha, Seymour.\nBrown, J. F., Spiceland.\nBrown, Jesse H. Indianapolis.\nBrown, Marianna, Richmond.\n,\n\nBurton,\n\nAnna L., Indianapolis.\n\nCarter, Elma, Plainfield.\nCarter, Margaret, Plainfield.\nCaspar, Harriett, Salem.\nChrist, Amirial, Evansville.\nChrist, Annie, EvansVille.\nChurchill, F. D., Madison.\n\nMary, Indianapolis.\nCompton, Emma, Lafayette.\nConnor, John B., Indianapolis.\nCollier,\n\nConnor, Florence, Indianapolis.\nConnor, May, Indianapolis.\nCoulter, John M., Bloomington.\nCox, Sheridan, Kokomo.\nCropsey, N., Indianapolis.\nDand, Mrs. J. M., Martinsville.\nDarrcott, Frances E., Muncie.\nDealand, G. W., Perry ville.\nDecker, Jesse, Legonier.\nDeshler, Mrs. C. A., Valparaiso.\nDick, J. E., Attica.\nDuncan, Dell, Princeton.\nDunning, Libbie, Legonier.\nDye, Mary A., Indianapolis.\nDye, Charity, Indianapolis.\nFarnham, Mrs., Richmond.\nFarnham, Harriet E. Richmond.\nFellows, Geo. E., Bloomington.\nFerris, Annette E., Burnett's Creek.\nFerris, Ella A., Burnett's Creek.\n,\n\nFox, E. T., Seymour.\nFox, E., Seymour.\nFredrickson, Annie E., La Porte.\nFulconer, Daniel, Evansville.\nGoldsmith, Annie, Evansville.\nGreene. Mrs. Mattie, North Vernon.\nHagerraan, Eva, Muncie.\nHailman, W. N., La Porte.\nHailman, E. E., La Porte.\nHill, Minnie E., Terre Haute.\n\n"}
{"page": 853, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n849\n\nINDIANA— Concluded.\nM. E., Anderson.\n\nPepple, Minnie, Kendallville.\n\nHolcorab, Mattie, Fort Branch. ,\nHoward, Mary D., Indianapolis.\nHunke, A. E., Terre Haute.\nHunt, Elizabeth A., Burrows.\nHutton, Clara, Walcott.\nIrwin, John S., Fort Wayne.\n\nRank, Alma, Attica.\nRawles, Lou 0., Lima.\nRawls, E. B., Greensburg.\nRegan, Elizabeth, Indianapolis.\n\nHillis,\n\nJameson, J. W., Shelbyville.\nJohn, J. P. D., Greencastle.\nJones, S. E Indianapolis.\nJones, L. H., Indianapolis.\nKellar, Lily, South Bend.\nKinsely. Alex., Columbia City.\nLarkin, Etta, Mount Vernon.\n,\n\nLayne, J. W., Evans ville.\nLeach, Holland, Indianapolis.\nLeach, J. C, Kokomo.\nLichtenberger, Til lie, New Harmony.\nLoomis, Clara J., Jefferson ville.\nLutz, Flora, Lafayette.\nMartin, Irwin D., Logansport.\nMarshall, Cora, Logansport.\nMcDonald, Sarah, Ft. Wayne.\nMcTaggart, Alpheus, Terre Haute.\nMcTaggart, Emma, Terre Haute.\nMendenhall, Alice A., Bloomingdale.\n\nMendenhall, Emma C, Bloomingdale.\nMills, J. J., Richmond.\nMills, Mrs. E. W., Richmond.\nMills, Belle, Plainfield.\n\nMoore, J. M., Indianapolis.\nMoore, Lizzie, Marcelle.\nMorris, Ruth, Richmond.\nMott, T. A., Hichmond.\n\nPlatter, Emma, Aurora.\nProbasco, Mrs. Lucina, Ft. Wayne.\n\nRose, C. L., Princeton.\nRoyse, I. J. C, Terre Haute.\nRoyse, Clarence A., Terre Haute.\nRoyse, Winnie, Terre Haute.\nRussell, Flora J., Muncie\nSadler, Catherine, Shelbyville.\nSadler, Mary, Shelbyville.\nSalter, Carrie L., Richmond.\n\nSaunders, L. J., Jefferson ville.\nSeiler, M., Terre Haute.\nSeiter, Anna, Aurora.\nShallenberger, W., Indianapolis.\nShealy, EmmaB., Delphi.\nSmith, H. B., Mooreshill.\nSmith, Stella, La Fayette.\nStickley, Christine, Walkerton.\n\nW. S., Seymour.\n\nStood, Mrs.\n\nW. T., Franklin.\nStubbs. Mary Anna, Richmond.\nStote,\n\nSube, Anna, Aurora.\nTarney, Sarah E., Terre Haute.\nTaylor, Agnes, South Bend.\nUpdegraff, Josephine, Ft. Wayne.\nVanande, Kate, La Fayette.\nWalters, F. M., La Porte.\nWarfel, Nannie, Monticello.\nWest, S. Ft. Branch.\n,\n\nMosebaugh, M. W., Cambridge City.\nNicholson, M. E., Indianapolis.\nOsborn, Louise, Greensborough.\nPaine, E. G., Hartsville.\nParsons, W. W., Terre Haute.\nPassel, Lizzie, Aurora.\nPell, T. S., Carbon.\nPerry, Ida M., Indianapolis.\n\nWhite, Mary E., Evansville.\nWhitmer, Eva. Sumption.\nWilliams, W. J., Franklin.\nWilliams, Fred. C, Franklin.\nWood, W. S., Seymour.\nZeller, J. A., La Fayette.\nZimmerman, Kate 0., Attica.\n\n—Indiana, 149.\n\nINDIAN TERRITORY.\nGunn, Jennie, Ardmore.\nHamilton, Robt. W., Muskogee.\n\nPhelps, Mrs. S. S., Choteau.\n\n—Indian Territory,\n\nIOWA.\nAinsworth, H. M., Ft. Dodge.\nAinsworth, M. A., Ft. Dodge.\n\nAnmous, J. E., Newton.\nApplegate, M. E., Toledo.\nAtherton, J. L., Charles City.\nAtherton, Mrs. J. L., Charles City.\nBaer, Laura E., Bloomfield.\nBailey, C. D., Adel.\nBailey, Mrs. C. D., Adel.\nBailey, C. F., Grundy Center.\nBailey, L. E., Grundy Center.\n\nBallantyne, H. D., Brooklyn.\nBams, B. L. Davenport.\nBartlett,\n\nM, W„ Cedar Falls,\n\nBartlett, Mrs. M. W., Cedar Falls.\nBartlett, Elmer E., Ogden.\nBartlett, Mrs. A., Tabor.\nBartlett, Mollie E., Cedar Falls.\nBate, Mrs. Byron, Mason City.\nBath, Minnie A., Marshalltown.\n\nBeardshear, W. M., Ames.\nBelding, Mrs. E. P., Clinton.\nBest, Hannah E., Burlington.\n'\n\nBlodgett, C. G., Mount Pleasant.\nBlodgett, Mrs. C. G., Mount Pleasant.\nBlood, W. G., Keokuk.\nBooth. Mrs. E. A., Cedar Falls.\nBostwick, O, P., Clinton.\n\n3.\n\n"}
{"page": 854, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n850\n\nIOWA\nBostwick, C. B., Clinton.\nBrewer, Helen R., Grinnell.\nBrodrecht, Matilda, Rock Falls.\nBrownell, M. H., Keokuk.\nBrown ell, Mrs. M. H., Keokuk.\nBrown, A. N., Davenport.\nBrown, David, Boyden.\nBrown, Mrs. David, Boyden.\n\nBuck, S. J., Grinnell.\nBuck, Mrs. J. C, Grinnell.\nBushnell, H. T., Davenport.\nCall, L. A., Iowa City.\nCall, M. E., Webster City.\nCan, Nellie M., Sheldon.\nCarter, Jennie W., Cedar Falls.\nCarpenter, Jennie, Missouri Valley.\nCavanaugh, Sadie, Fayette.\nChase, W. M., Cedar Falls.\nChapman, A. A., Sioux City.\nClarke, J. J., Mason City.\nCloud, Lewis, Des Moines.\nCoe, Nellie E., Clinton.\nCole, Geo. T., Greene.\nConnor, Hattie, Davenport.\nCowan, Mrs. Alice, Hampton.\nCox, Mattie, Des Moines.\nCrandall, Helen C, Des Moines.\nCummins, Ellen J., Des Moines.\nCurrier, Amos N.\n\n,\n\nIowa City.\n\nDarraugh, Mrs. A., Council Bluffs.\nDettor, Mrs. B., Webster City.\nDe Pew, J. B., Des Moines.\nDevine, Edward F., Mount Vernon.\nDille, A. A., Newton.\nDoe, Charles, Montour.\nDoe, Mrs. W. S., Montour.\nDougherty, Sada, Marion.\nDudley, L. C, Fayette.\nDutton, Minnie, Oskaloosa.\nEarhart, E. M., Des Moines.\nEastman, J. H, Council Bluffs.\nEddy, Mrs. Eliza, Vail.\nElden, Harriet, Des Moines.\nElliott,\n\nL. Delia, Iowa City.\n\nElliott, Ella,\n\nGrundy Center.\n\nEly, E. H., Iowa City.\nEnfield, Mrs. Josephine, Jefferson.\n\nEngland, Emma, Oskaloosa.\nFeathers, S. L., Prairie City.\nFee, W. A., Toledo.\nFelkner, L. A., Iowa City.\nFernstrom, Alice R., Lone Tree.\nField, W. W., Odebolt,\nField, Mrs. J., Odebolt.\nFinch, B., Humboldt.\nFink, Hattie M., Adal.\nFleming. Wm., Des Moines.\nFrazer, Ella, Toledo.\nFreer, M. L., Mt. Vernon.\nFreer, H. H., Mt, Vernon.\nFrench, C. E., Marshalltown.\nFobes, Merton P., Knoxville.\nFuhrmeister, Clara M., Ely.\n\nContinued.\nGanz, Tillie, Des Moines.\nGarratt, E. 0., Redfield.\nGarrett, Sarah, Manning.\nGarvin, Thomas, Marcus.\nGates, Mrs. A., Nevada.\nGates, Mabel, Nevada.\nGehrig,\nE., Dubuque.\nGillis, W. N., Plover.\nGlisan, D. M., Des Moines.\nGlisan, S. M., Des Moines.\nGoldsberry, Jeannette, Des Moines.\nGoldsberry, Carrie E., Des Moines.\nGoldie, John R., Sioux City.\nGoos, Emma, Davenport.\nGreer, B. T\nSioux City.\nGregg, Eva L., Cherokee.\nGriebeling, Ida, Newton.\nGriffith, R. A., Des Moines.\nGriffith, Mrs. R. A., Des Moines.\nHall, Geo., Oskaloosa.\nHammer, Lou J. Creston.\n\nEmma\n\n,\n\n,\n\nHanchett, C. E., Postville.\nHardie, Alice, Dubuque.\n\nHarlem, H. J., Mt. Vernon.\nHarlan, J. E., Mt. Vernon.\nHarrick, Mrs. E., Des Moines.\nHaven, N. A., Marshalltown.\n\nHayward, Ina, Fayette.\nHensel, Carrie, Iowa City.\nHickey, P. F., Le Mars.\nHickey, Mrs. P., Le Mars.\nHills, Bertha H., Rock Falls.\nHills,\n\nEmma, Rock Falls.\n\nHodges, Mary E., Iowa City.\nHolding, R. B., Alden.\nHooley, A. J., Davenport.\nHosford, W. S., Iowa City.\nHosford, Mrs. W. S., Iowa City.\nHosford, Mrs. E. C, Davenport,\nHought, F. A., Hampton.\nHoyt, W. A., Fayette.\n\nHumphrey, Alice, Redfield.\nHutsell, Samuel, Tama.\nJackson,\nR., Earlham.\n\nEmma\n\nJayne, J. M., Stoon.\nJayne, Mrs. J. M., Stoon.\nJennings, A. M., Newton.\nJones, W. P., Algona.\n\nKennedy, W. C, Birmingham.\nKennedy, Mrs., West Union.\nKennedy, Teressa, Sioux City.\nKennington, L. S., Newton.\nKerr, Mary L.. Grundy Center.\nKing, W. F., Mt. Vernon.\nKing, Mrs. W. F., Mt. Vernon.\nKirkham, Nancy, Des Moines.\nKnott, Minnie, Sioux City.\nKoehler, Mrs. L. H. Davenport.\nKraigh, Carrie, Des Moines.\n,\n\nW,\n\nCarson.\nLaird, J. W.\nLeach, S. M., Adel.\nLeach, Mrs. S. M., Adel.\nLeonard, J. A., Decorah.\n\n"}
{"page": 855, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n851\n\nIOWA— Concluded.\nLeonard, Mrs. J. A., Decorah.\nLeens, Anna M., Creston.\nLeitz, Lizzie A., Marion.\nLindsay, Mrs. J. R., Dubuque.\nLitty, M. J., Davenport.\nLower, L. A., Iowa Falls.\nMangum, Mantie, Council Bluffs.\nMathews, Elizabeth K., Des Moines.\nMaxwell, 0. W., Indianola.\nMcCarroll, Etta M., Oskaloosa.\nMcGavran, Theo., Des Moines.\nMcGregor, M. M., Marcus.\n\nMcLaughlin, Lizzie, Wheatland.\nMiller, Joshua, Ottumwa.\nMonlux, H., Red Oak.\nMontgomery, Jennie, Larrabee.\nMoore, E. R., Anamosa.\nMorris, R. Anna, Des Moines.\nMorrison, M. E., Newton.\nMorse, Eliza A., Rock Falls.\nNorton, W. H., Mt. Vernon.\nOliver, Geo. A., Decorah.\nOliver, Mrs. G. A., Decorah.\nOliver, Vernon, Decorah.\nO'Neal, Mrs. M. J., Council Bluffs.\nPalmer, A., Oxford Junction.\nParker, Milton, Council Bluffs.\nPeck, J. L. E., Primghar.\nPeck, Mrs. Alice, Primghar.\nPelton, Augusta, Rock Falls.\nPlummer, Frank E., Des Moines.\nRandall, E., West Branch.\nRandall, L., West Branch.\nRankin, Evangeline, Iowa City.\nRavenhill, Elizabeth, Davenport.\nRavenhill, Mary S., Davenport.\nRay, D. A., Humboldt.\nRice, R. C, Smithland.\nRichardson, G. H., Belmond.\nRichardson, Mrs. G. H., Belmond.\nRidley, J. A., Des Moines.\nRobbins, H. H., Grinnell.\nRobbins, Mrs. H., Grinnell.\nRobbins, Geo., Davenport.\nKobb, Ella, Albia.\nRoberts. Mary A., Des Moines.\nRogers, C. P., Marshalltown.\nRowe, Mrs. William, Hull.\nRule, Mrs. Mary, Hampton.\nRussell, Clara E., Burlington.\nRussell, S. Lillian, Burlington.\nSabin, Henry, Des Moines.\nScott, Orion C. Oskaloosa.\nScribner, R. H., Cherokee.\nScribner, Mrs. R. H., Cherokee.\nSeerley, H. H., Cedar Falls\nShaw, J. B., Decorah.\nShaw, Mrs. J. B., Decorah.\nSherwood, Allie, Muscatine.\n,\n\nSidey, E. J., Creston.\nSidey, David, Sioux City.\nSimcope, Laura, Red Field.\n\nSimmons, Mrs. Nellie, Manchester.\nSlinker, Clay D., Des Moines.\nSmith, Jerry, Cedar Rapids.\nSmith, Stella E., Des Moines.\nSnook, Ella, Webster City.\nSnowden, Clara M., Lamars.\nStiller, Antoinette, Burlington.\nStipp, W. H., State Center.\nSt.\n\nJohn, Des Moines.\n\nStouble, Mrs. L. S., Le Mars.\nStratton, F. E., Davenport.\nStratton, Mrs. F. E., Davenport.\nStratton, A. B., Davenport.\nStuart, Ed. E., Ottumwa.\nStuart, A. W., Ottumwa.\nStuart, Lottie J., Kellogg.\nTalbott, Carrie M., Iowa City.\nTaplins, Mrs. E., Montour.\nTaylor, A. J., Sioux City.\nTaylor, Mrs. A. J., Sioux City.\nTinley, Mary, Council Bluffs.\n\nTower, J. L., Iowa Falls.\nTrask, Minnie B., Oskaloosa.\nTrew, Anna C, Dubuque.\nTrott, Mrs. E. M., Burlington.\nTwitchell, M. C, Redfield.\nUdaell, C. H., Jesup.\n\nUnderwood, Emma L., Iowa City.\nUnger, Maud, Keokuk.\nVanpel, Eliz., Elkader.\nWalker, Mrs. Wm., Sheldon.\nWallace, J., Union.\nWallace, Jos., Union.\nWarner, A. B., Harlan.\nWarrick, Geo., Des Moines.\nWeichard, Ella, Cherokee.\nWhitcomb, S. L., Cedar Falls.\nWhite, John B., Adel.\nWhite, Mrs. John, Adel.\nWhite, W. T. O., Des Moines.\nWhite, Mrs. S. A., Des Moines.\nWickham, Kate, Council Bluffs.\nWickware, May, Webster City.\nWilcox, E. M., Iowa City.\nWilkinson, Mrs. Jane, Rock Falls.\nWilkinson, Jessie, Rock Falls.\nWillis, Lizzie M„ Des Moines.\nWilson, Mrs. L. D., Cedar Falls.\nWilson, M. J., Cedar Falls.\nWilson, Belle, Cedar Falls.\nWilson, W. F., Morrison.\nWilson, Mrs. W. F., Morrison.\nWilson, Alice C, Des Moines.\nWinchel, Mrs. E. K., Le Mars.\n\nWinn, Stella, Newton.\nWoods, N. P., Dubuque.\nWood, Mrs. E., McGregor.\nWood, Annie L., McGregor.\nWyatt, J. W., Wancoma.\nWyman, John, Des Moines.\nZimmerman, C. R., Williamsburgh.\nZimmerman, Liberty, Williamsburgh.\nIowa. 278.\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nKANSAS.\n\nAllen, Edward, Wichita.\nAnderson, Nannie L., Olathe.\nAnderson, Alice H., Seneca.\n\nArchibald, Julia, lola.\nApplegate, Geo., Lyons.\nApplegate, Jessie, Lyons.\n\nDavidson, Wm., Topeka.\nDavidson, Mattie E., Eureka.\nDavidson, Hannah, Eureka.\nDavis, Geo., Lawrence.\nDavis, Mrs. Geo., Lawrence.\nDecose, Maude, Tisdale.\n\nBabbitt, Ella, Hiawatha.\n\nDickenson, Florence, Alma.\n\nBall, K.\n\nW., Harper.\nBarackman, R. L., Wichita.\n\nDimmock, 0., White Cloud.\nDimmock, Mrs. 0., White Cloud.\n\nBarwick, G. T., Emporia.\nBarwick, Mrs. G. T.. Emporia.\n\nDixon, Merie N., Troy.\nDoyle, M., Emporia.\nDudley, B. F., Ft. Scott.\nDurali, Harry, Garnett.\nEacker, Helen, Delphia.\n\nBass, J. J.. Kansas City.\nBass, Mary V., Kansas City.\nBates, Frank J., Emporia.\nBear, H. F. M., Paola.\nBecot, 0. D., Kansas City.\nBelton, Flo., Kansas City.\n\nBerkey, Eva, Win field.\nBishop, Mary J., Salina.\nBixbv, Jennie, Kansas City.\nBlack, S. W., Chanute.\nBloss, J. M., Topeka.\n\nNannie B., Topeka.\nBobo, S. H., Garnett.\nBooth, Lucy, Wichita.\nBowling, Benla, Kansas City.\nBrainard, Bertha, Osage Mission.\nBreakey, J. R., Phillipsburg.\nBrett, Mrs. J. F., Chanute.\nBrock, Rose, Eureka.\nBrockway, S. M., Wellsville.\nBrockway, Mrs. M., Wellsville.\n\nBloss.\n\nBronough, L. D., Olathe.\nBroughton, Mrs. J. M., Kansas City.\nBurgess, Jessie M., Sterling.\nCampbell, Addie, Marysville.\nCarr, Ada V., Osborne.\nCastl, Bessie, Trov.\nCastl, Hattie, Troy.\nCharlesworth, Mary, Beloit.\nCheney, O. A., Ft. Scott.\nCheney, H., Ft. Scott.\nChild, Ella, Manhattan.\nClark, Jessie L., Wichita.\nClark, Etta, Topeka.\nClarkson, Jennie M., Topeka.\nClendenin, A., Arkansas City.\nClose, Mrs. A. J., Ft, Scott.\nColleson, J., Cullison.\nColleson, Mrs. J., Cullison.\nCornforth, Mrs. C. N., ClydeCoventry, T. H., Ft. Scott.\nCraft, Cornie, Down.\nCranston, A. F., Parsons.\nCrawford, Mrs. Girard.\nCreese, M. P.. Mankato.\n\nCrosby, R. H., Valley Falls.\nCrosby, Mrs. R. H., Valley Falls.\nCulver, W. E., Topeka.\nCulver, Mrs. W. E.\\ Topeka.\nCurran, R. E., Cherokee.\nCurran, A. J., Cherokee.\nDaniel, Jessie, Erie.\n\nEldridge, E. W., Alma.\nFairchild, Geo. F., Manhattan.\nFairchild, Mrs. C. P., Manhattan.\nField, Marv E. Winfield.\nFink, Mattie, Winfield.\n,\n\nFlad, Geo. W., Topeka.\nFleming, J. W., Holton.\nFleming, Seth F., Houlton.\nFlinn, Julia G., Lawrence.\nFlinn, Annie F., Lawrence.\nFord, H. C, Parsons.\nGardner, Mrs. (has., Emporia.\n\nGarrem, Amy, Manhattan.\nGeiselman, Sarah E., Highland.\nGeorge, Etta S., Netawaka.\nGilmore, Josephine, Lawrence.\nGilmore, Mary G., Lawrence.\nGilmore, Annie 0., Lawrence.\nGlosser, Gussie, Emporia.\nGoff, Carrie, Emporia.\n\nGoldsmith, I., Winfield.\n\nGraham, J. A., Emporia.\nGraham, Mrs. A., Emporia.\nGray, Mrs. Anna, Ft. Scott.\nGreer, Mary L., Winfield.\nGriffith, Nellie, Girard.\nHarforth, Stanley, Kansas City.\nHartman, Mrs., Iola.\nHaylin, Sue D., Holton.\n\nHeard, A. M., Arkansas.\nHeaton, Learl.. Oberon.\nHeavey, Mrs. G. H., Leavenworth.\nHenderson, May, Downs.\nHiggins, W. E., Topeka.\nHildebrant, Fannie A., Osborne.\nHill, W. A., Olathe.\n\nEudora.\nR. Ellen, Eudora.\nHolbrook, L. H., Kansas City.\nHollister, H. A., Argentine.\nHolmes, Mary A., Hartford.\nHopkins, Myrtle, Garnett.\nHoughton, Mrs. O. P., Arkansas City.\n\nHill, A. L.,\nHill.\n\nHoward, J. L., Kansas City.\nHune, John, Lawrence.\n\nHume, Sylvina, Lawrence.\nHunter. Wannie. Garnett.\nHyatt. Emma, Emporia.\nIddinge, Lotta N., Topeka.\n\n"}
{"page": 857, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n853\n\nKANSAS— Continued.\nIngram, Harry, Topeka.\nJack, D. M., Arkansas City.\nJohnson, Mrs. E. L., Lawrence.\nJohnson, Lotta, Lyons.\nJones, W. W., Emporia.\nJones, Mrs. W. W., Emporia.\nJordan, Josiah, Topeka.\nJordan, Nellie, Salina.\nKatner, F. G., Troy.\nKeaton, Pearl, Oberlin.\nKelly, Sadie J., Olathe.\nKemper, W. H., Horton.\n\nKemper. Mrs. W. II., Horton.\nKemper, Mrs. Lottie, Valley Falls.\nKendrick. G. W., Clay Center.\nKenyon, J. S., Emporia.\nKenyon, Mrs. J. S., Emporia.\nKlippel, A., Kansas City.\nKuhlman, Emelie, Emporia.\n\nMorris, E. W., Emporia.\nMunger, W. II., Caldwell.\nMunger, Mrs. W. H., Caldwell.\nMunn, James, Emporia.\nMurray, Adah, Alma.\nNorton, F. A., Emporia.\nOber, Sam, Salina.\nOlin, A. S., Kansas City.\nOlin, Mrs. A. S., Kansas City.\nOlin, 0. E., Manhattan.\nOlin, Marie E., Manhattan.\nOlin, Lottie H., Manhattan.\nOrme, Mrs. E., Lawrence.\nOrr, J. D., Ft. Scott.\nPark, W. A., Kansas City.\nA., Ft. Scott.\nPark,\nPatterson, Madge, Topeka.\nPearse, May W., Wichita.\n\nEmma\n\nMills, L. H., Wichita.\nMiller, Mrs. H. I., Topeka.\nMitchell, W. D., Ft. Scott.\nMitchell, Mrs. S. A., Ft. Scott.\nMonroe, J. E., Ft. Scott.\n\nPence, D. S., Wichita.\nPenniman, A. O., Garnett.\nPenniman, Mrs. A. O., Garnett.\nPerkins, A. E., Kansas City.\nPerry, A. J., Nortonville.\nPerry, Grace, Nortonville.\nPike, Martha E., Argentine.\nPortle, Mrs. E. H., Wakefield.\nPulsipher, Mrs. R. B., Concordia.\nRamsey, E. E., Lansing.\nRandall, Mrs. E. F., Stockton.\nReynolds, R. W., McLouth.\nRhodes, T. F., Frankfort.\nRobbins, N„ Ft. Scott.\nRoberts, C. H., Dighton.\nRobertson, Mrs. C, Sabetha.\nRohl, Marie, Hiawatha.\nRood, Mrs. Hepsie, Salina.\nRose, Mis. Clara B., Kansas City.\nKixlev, Lulu, Winfield.\nRixley, Josie, Winfield.\nRuby, M. A., Bucyrus.\nRyan, Leo, Topeka.\nRyan, Mrs. T. L., Emporia.\nSanders, D. E., Ft. Scott.\nScott, D. E., Burlington.\nScott, Rogene A., Burlington.\nShellborger, G. G., Horton.\nShenick, A., Ottawa.\nShell, M. P., Wichita.\nSmith, Percy F., Walnut.\nSmith, Chas. E., Salina.\nSmith, Wettre, Lyndon.\nSmith, Ella H., Lyndon.\nSmith, Fannie L., Wilmington.\nSown, Maggie, Garnett.\nSpaulding, Delbie, Wathena.\nSpringer, Lonie C, Garden Plain.\nSpringer, Mrs. Lonie C, Garden Plain.\nStephenson, W. C, Emporia.\nStevenson, R. W., Wichita,\nStevens, J. F., Cherokee.\nSt. John, Mrs. C. F., Stockton.\n\nMoore, Madge, Topeka.\nMorgan, LB., Sabetha.\n\nSturdevant, 0. N., Chanute.\n\nLansdon, W. C, Ft. Scott.\nLee, J. H., Winfield.\nLee, M. I., Topeka.\nLee, Mrs. M. L, Topeka.\nLees, Annie, Howard.\nLemon, Mrs. G. W., Cullison.\n\nLight, II. J., Sedan.\nLight, Belle M., Sedan.\nLindburg, E. J., Pittsburg.\nLindburg, J. R., Pittsburg.\nLindburg, Lottie, Pittsburg.\n\nLocke, H. J., Kansas City.\nLocke, Mrs. H. J., Kansas City.\nLovitt, R. S., Salina.\nMacDonald, Mrs. Fred., Topeka.\nMacDonald, T., Topeka.\nMarshall, S. L., Osage City.\nMartin, W. W., Ft. Scott.\nMason, A. B Wichita.\nMatthews, Mrs. H. W., Springfield.\nMatthews, Bird, Springfield.\nMcCampbell, Daisy L., Topeka.\nMcCarter, W. A., Topeka.\nM (Carter, Mrs. W. A., Topeka.\nMcCune, E. J., Chanute.\nMcKean, H. W., Kansas City.\nMcMatch, Alma, Topeka.\n,\n\nMcMatch, E. A., Grainfield.\nMcMillan, W. C, Girard.\nMcMillan, Mrs. W. C, Girard.\nMead, E. A., Kansas City.\nMenet, Mrs. L., Lawrence.\nMercer, Florence M. J., Topeka.\nMerrill, Mrs. S. M., Wellington.\nMerwin, C. E., Erie.\nMichell, M. S., Topeka.\nMillner, J. Charles, Cairo.\n\nStone, May, Wamego.\n\n"}
{"page": 858, "printed_page": null, "text": "—\n\n854\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nKANSAS\n\nTaylor, Win. A., Kansas City.\nTaylor, E. F., Wyandotte.\nTaylor, M. A., Belleville.\n\nThompson, J. W., Water ville.\nThompson, N. B., Waterville.\nThompson, Mary, Waterville.\nThomas, Una, Wichita.\nThompson, Alma B., Bushton.\n\nAnna M., Arkansas.\nTodd, Sam. B., Sterling.\nTownsend, Mrs. M. R., Troy.\nVanderwort, Florence, Topeka.\nWalworth, R., Grenola.\nWard, Mrs. Emily, Hutchinson.\nWark, Lizzie L., Arkansas City.\nWeeks, C. B., Stanley.\nTilla,\n\nConcluded.\nWells, Cora J., Eureka.\nWeyeneth, E. A., Wichita.\nWiley, Hattie, Kansas City.\nWilkinson, J. N., Emporia.\nWilkinson, Mrs. J. N., Emporia.\nWilliams, Ella, Winfield.\nWilson, C. W., Kingman.\nWing, R. M., Ft. Scott.\n\nWing, H. F., Ft. Scott.\nWing, Mrs. H. F., Ft. Scott,\nWinslow, Wm., Leavenworth.\nWinslow, Mrs. Wm., Leavenworth.\nWoods, Mollie, Topeka.\n\nWoody, Nora, Wichita.\nWorthey, Lou, Girard.\n\n—Kansas,\n\nKENTUCKY.\nAbbott, Ida M., Crescent Hill.\nAdams, Sallie E., Lexington.\nAnderson, John, Danville.\nAnderson, William, Danville.\nBarrett, Lulu, Henderson.\n\nLatum, A. Pearl, Crescent Hill.\nLyle, Lucy, Henderson.\nMason, K. C, Russellville.\n\nBartholomew, W. H., Louisville.\n\nMiller, Hontas, Murray.\nMiller, Eulie, Louisville.\n\nClarke, Jennie, Louisville.\nColeman, Mrs. A. S., Louisville.\nCross, W. 0., Louisville.\nDawson, Mary, Oakville.\n\nDeane, Anna M., Lexington.\nDietrick, C. H., Hopkinsville.\nDietrick, Mrs. C. H., Hopkinsville.\nFlexner, Bernard, Louisville.\n\nMcCubbing, Mrs. William, Lexington.\nMcDonald, A. I., Louisville.\n\nNelson, F. M., Middlesborough.\nPratt, D. P., Carlisle.\nRay, Bettie Y., Lebanon.\nRaymer, A. R., Louisville.\nRaymer, Mrs. A. R., Middlesborough.\n\nRhoads, McHenry, Hartsford.\nRhoads, Mrs. McHenry, Hartsford.\n\nFloney, W. EL, Newfoundland.\nFruit, J. P., Pembroke.\n\nSachs, M. D., Louisville.\nSachs, Mrs. M. D., Louisville.\n\nGleason, Elizabeth. Louisville.\nGoodnight, T. M., Stanford.\nGoodnight, Mrs. Nora, Stanford.\nGreathouse, Tommie, Louisville.\nGreen, M. T., Columbus.\nHagerman, Mrs. B. C, Richmond.\nHaggard, E. F., Lexington.\nHaggard, E. J., Lexington.\n\nSaunders, J. W., Middleburg.\nSmith, Mrs. Sue, Louisville.\nSwoboda, Dora, Louisville.\nTowles, Sue, Henderson.\nTucker, M. B., Louisville.\nVernon, James, Henderson.\nWatts, L. C, Louisville.\n\nHaggard, Eva, Lexington.\n\nWilliams, W. W., Louisville.\nWilliams, M. C, Louisville.\nWithers, Rebel, Lexington.\n\nHickey, Katie E., Louisville.\nKirkup, M., Louisville.\nKirkup, Alice, Louisville.\n\nWelman, Lulie, Louisville.\n\nYoung, Annie L., Lebanon.\n\n—Kenhkcky, 57.\n\nKopmeier, Carrie, Louisville.\n\nLOUISIANA.\nBarrow, Ida, New Orleans.\nBoulware, Kate, New Orleans. Bruns, Mastin, New Orleans.\nBruns, J. P., New Orleans.\nBruns, Mrs. M. P., New Orleans.\nByrd, C. E., Monroe.\nCarter, L. M., Natchitoches.\nChambers, H. E., New Orleans.\nFarley, S. A., New Orleans.\n\nV. L., Plaquemine.\nHowell, Minnie E., New Orleans.\nHuling, 0. W., Plaquemine.\nLawrason, G. B., New Orleans.\nHiriart,\n\nMartin, W. C, Keatchie.\n\nMcLain, Carrie, Monroe.\n\nMcVoy, A. D., Mansfield.\nRamsey, Geo. H., Clinton.\n\nNew Orleans.\nSebastian, C. W., Norwood.\nStuart, C, New Orleans.\nSullivan, J. M., Jackson.\nSuter, H. A., New Orleans.\nWhite, L. R., New Orleans.\nWhite, Allie C., New Orleans.\nWhite, M., New Orleans.\nRils, Jules,\n\n—Louisiana, 25.\n\n"}
{"page": 859, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n855\n\nMAINE.\nAdams, Ella, Camden.\nAlden, Mary E., Gorham.\n\nGreenwood, M., Lewiston.\n\nBickford, M., Old Orchard.\nBickford,\nS., Old Orchard.\nBradbury, Elizabeth P., Saco.\nBradbury, Julia F., Saco.\nCarpenter, P. A., Portland.\nCltikey, C. J., Waterville.\nClukey, Mrs. C. J., Waterville.\nColby, Jennie N., Gorham.\nEastman, Myra M., Portland.\nEmery, Geo. A., Saco.\nEvans, Franella, Portland.\nEvans, Georgie, Portland.\nGray, Hattie L., Bangor.\n\nHall,\n\nGiveen, Mrs. M. R., Saco.\nI). W., Skowhegan.\nHamlin, Lucy, Sebago Lake.\n\nEmma\n\nHart, James N., Orono.\nIliggins, AllieS., Portland.\nHiggins, Carrie, Portland.\nJones, Nellie, Lewiston.\nLord, Adelene, Steep Falls.\nLynch, Mrs. Katherine, Lewiston.\nLynch, Kate, Lewiston.\nMemsfield, Nellie F., Portland.\nPerkins, Carrie B., Kennebunk.\nSalsman, Martha P., Portland.\nTracy, Mrs. B., Lewiston.\n\n—Maine, 30.\n\nMANITOBA.\nMcGregor, Angus, Rapid City.\nMcllroy, H., Winnipeg.\nMcllroy, A., Winnipeg.\nMclntire, W. A., Winnipeg.\nMcKerchar, J. A., Winnipeg.\nMcKerchar, D. M., Morder.\nMcKinnon, W. J., Whitemouth.\nMcKensie, Ida G., Winnipeg.\nMcKinley, Mrs. W. J., Whitemouth.\nMcLaughlin, John, Winnipeg.\nMcLean, H. F., Winnipeg.\nMcLeod, Annie, Winnipeg.\nMills, Geo. C, Winnipeg.\nMuller, Mrs. C. S., Brandon.\nMuller, Annie, Brandon.\nMulvey, Stewart, Winnipeg.\nMurray, Jeffie J., Brandon.\nOgilvie, A. A., Winnipeg.\nParsons, Nellie, Winnipeg.\nPement, E. O., Manitou.\nPepler, J. B., Winnipeg.\nProudfoot, F., Winnipeg.\nPulford, Walter, Winnipeg.\nQuinn, Joseph, Brandon.\nRiddell, R. M., Napinka.\nRichardson, R. D., Winnipeg.\n\nBeverley, S., Gretna.\nBrooks, I. F., Roland.\nBrown, Mrs. M., Winnipeg.\n\nBrown, Janet, Winnipeg.\nBryce, Geo., Winnipeg.\nCampbell, R. D., Winnipeg.\nCampbell, Ida J., Winnipeg.\nClare, J. A., Neepawa.\nClare, Mrs. J. A., Neepawa.\n\nColton, E. M., Winnipeg.\nCranston, Mrs., Winnipeg.\nCurrie, Annie, Winnipeg.\nDickinson, J., Brandon.\nFairman, R. A., Carberry.\nFisher, Jas., Winnipeg.\nFox, Teressa, Winnipeg.\nFraser, David, Virden.\nFraser, Mrs. David, Virden.\nGarratt, E. A., Winnipeg.\n\nGoggin, D. P., Winnipeg.\nGosnell, T. S., Winnipeg.\n\nGraham, F., Brandon.\nGraham, J. B., Brandon.\nGrills, H., Union Point.\nHall, Mrs. T. H., Souris.\nHarris, M. B., Winnipeg.\nHartney, J. H., Souris.\nHendry, H. A., Gladstone.\n\nRintoul, Annabelle, Gladstone.\nSchofield, F. H., Winnipeg.\nScott, Nellie, Winnipeg.\nSteep, J. R., Winnipeg.\n\nHugg, Mrs. S. W., Carman.\nHyssop, Jennie, Killarney.\nKennedy, L. L., Brandon.\nKennedy, K. W., Winnipeg.\nKerr, Emily R., Winnipeg.\nLangford, A. L., Winnipeg.\nMcCalman, D. H., Emerson.\nMcCreight, Miss, Carberry.\nMcBride, William, Winnipeg.\n\nThornton, Sophia, Winnipeg.\nThornton, Jennie, Winnipeg.\nWadge, Martha, Winnipeg.\nWatts, Thos. A., Winnipeg.\nWebster, H., Millwood.\nWright, D. J., Crystal City.\n\nYoung, M. A., Winnipeg.\n\n—Manitoba,\n\nMARYLAND.\nHollingshead, Mrs. L. T., Baltimore.\nJoynes, V. S., Baltimore.\nNewell, B. A., Baltimore.\nNewell, Irene, Baltimore.\nPersse, R. N., Baltimore.\n\nQuinn, Ella X., Queenstown.\nRiley, Ida M., Ashland.\n\nW. H., Baltimore.\nSkinner, Laura, Baltimore.\nSmith, G. L., Baltimore.\nShelley,\n\n74.\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nMARYLAND— Concluded.\nSpiers, Marion,\n\nSmyth, Lizzie K., Baltimore.\nSmyth, Jennie M., Baltimore.\n\nCumberland.\n\n—Marykmd,\n\n13.\n\nMASSACHUSETTS.\nAdams, Susan I., Newburyport.\nArmington, J. W., Weymouth.\nAtherton, Jennie, Montague.\nBailey, Carrie N., Boston.\nBaker, Emma B., Marlborough.\nBaker, Edith B., Fitchburg.\nBartlett, Geo. H., Boston.\nBetts, W. L., Boston.\nBlake, Annie E., Boston.\n\nBlake, Henry W., Springfield.\nBradford, A. E., Hingham.\nBrackett, W. F., Cambridge port.\nBrigham, Eliza S., Marlborough.\nBrigham, Hattie E., Marlborough.\n\nBosworth, W. S., Worcester.\nCook, Eliza A., Marlborough.\nCornish, Alice T., South Boston.\nCragg, Emily E., Boston.\nCrockett, A. J., Boston.\nCrockett, Mrs. A. J., Boston.\nDamon, Hattie F., Reading.\n\nDeming, J. L., Springfield.\nDickinson, J. W., Boston.\nDunton, Larkin, Boston.\nEaton, J. F., North Adams.\nFay, L. E., Springfield.\nField, M. L., Boston.\nFisher, N. M., Norwood.\nFiske, Helen A., Lynn.\nFiske, Maria C, Lynn.\nFitzgerald, M. E., Marlborough.\nGallagher, S. A., Boston.\n\nMaloney, M. A., Boston.\nMarble, A. T., Worcester.\n\nMay, Mrs. John, Randolph.\nMcGlinchey, H. L., Boston.\nMeserve, Alonzo, Boston.\nMeserve, Mrs. Alonzo, Boston.\nMeserve, Helen A., Boston.\nMorse, Mrs. H. J.. Boston.\nMorse, E. E., Boston.\nMorse, J. G., Boston.\nMoss, Florence I., Boston.\n\nNash, Louis P., Hingham.\nNolen, A. E. Fitchburg.\nPackard, Anna W., Marlborough.\nParmenter, C. W., Cambridgeport.\nPearson, A. Olive, Reading.\nPearson, M. A., Reading.\nPearson, Emma, Reading.\nPerry, E. H., Springfield.\nPitts, Ellen, Leominster.\nPoor, Henry W., Lawrence.\nPrince, John T., Newtonville.\nPrince, Jessie N., Dedham.\n\nRayne, H. L., Cambridgeport.\nReed, E. F., Boston.\nRobbins, A. M., Boston.\nRobinson, M. E., Waltham.\nRogers, M. T., Boston.\nRoth, Henrv R., Marlborough.\nRoth, Mrs. H. R., Marlborough.\nSampoon, F. D., Newton.\nSampoon, Florence, Newton.\n\nGallagher, E. F., Boston.\nGoss, Mrs. Mary A., Leominster.\nGoss, Frank M., Boston.\nHam, A. G., Boston.\nHaggerty, S. W., Boston.\nHall, G. S., Worcester.\nHanna, Paul H., Cambridge.\nHarrington, S. S., Boston.\nHeath, D. C, Boston.\nHicks, M. D., Boston.\n\nSampoon, Ellen, Newton.\nSears, S., Cambridge.\nSears, Mrs. S., Cambridge.\nSmith, Arthur P., Waltham.\n\nHill, Frank A., Cambridge.\nHolt, H. E., Lexington.\nHolt, Mrs. H. E., Lexington.\nM., Boston.\nHomans,\nHuling, Ray Greene, New Bedford.\nTreson, J. E., Boston.\nJepson, Geo., Boston.\nKilbon, Geo. B., Springfield.\nKing, C. F., Boston.\nKitfield, E. Grace, Manchester.\nLakeman, Carrie L., Ispwich.\nLakeman, Annie M., Gloucester.\nLatham, Esther H., Bridgewater.\nLewisson, Lucy, Worcester.\n\nTourtellotte, A. A., Worcester.\nTowle, M. E., Cambridge.\nTownsend, M. A., Cambridge.\n\nAmy\n\nLoker, C. E., Brockton.\n\nSpencer, M. C, Boston.\nStratton, J. D., Springfield.\nSturlan, Mary, Boston.\n\nThompson, E. E., Worcester.\nThyng, A. L., Lynn.\nTourtellotte, M. A., Worcester.\n\nTrundy, Mrs. A. M., Boston.\nTusher, M. C, Norwood.\nWade, A. K„ Holliston.\nWashburn, K. N., Springfield.\nWheelock, Lucv, Boston.\nWilbar, S. E., Bridgewater.\nWilbar, Mary C, Bridgewater.\nWilkins, L. S., Boston.\nWilliams, K. R., Sumner.\nWilson, Fanny M., Boston.\nWinship. Geo. Parker, Boston.\nWinslow, M., Saundersville.\nMassachusetts, 114\n\n—\n\n"}
{"page": 861, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\nMICHIGAN.\nAlford, C. P., Troy.\nArbury, F. W., Houghton.\nBaker, S., East Saginaw.\nBaker, Alice, East Saginaw.\nBaker, S. W., Big Rapids.\nBaldwin, II., Detroit,\nBarker, Sallie M., Lansing.\nBarns, Estelle, Detroit,\nBarton, H. H., Muskegon.\nBeanbier, N. J., Grand Ledge.\nBeedzler, C, Detroit.\nBeedzler, J., Detroit.\nBeedzler, R., Detroit.\n\nBeggs, Mrs. R. E., West Bay City.\n\nBement, G. W., Lansing.\nBement, Mrs. B. W., Lansing.\nBennett, B., West Branch.\nBennett, Mrs. B., West Branch.\nBerridge, Ruperta, Flint.\nBlasdell, A., Crystal Falls.\nBogart, F. E., Detroit.\nBrown, Mrs. C. M., Charlotte.\nBreakey, John C, Detroit.\nBrown, M. V., Charlotte.\n\nBrown, Mary, Marquette.\nBuchanan, Annie M., Lansing.\nBurdon, Lillian, Grand Rapids.\nBnrghart, Belle, Imlay City.\nBurgoyne, Anna E., Lansing.\nBurneil, Byron, Columbiaville.\nBurnell, Matie, Columbiaville.\nBurns, J. A., Stanton.\nBurns, L. B., Stanton.\nCamp, Mary F., Ypsilanti.\nCampbell, Elizabeth, Kalamazoo.\nCampbell, Mrs. J. A., Kalamazoo.\nCarman, C. W., Grand Rapids.\n\nCarpenter, Mrs. F. L., Grand Rapids.\nCarrier, Alice, Lansing.\nChadwick, Hattie, Lansing.\nChaffee, Mrs. C. G., Flint,\nChalmers, Mrs. W. W., Grand Rapids.\nChalmers, W. W., Grand Rapids.\nCherry, Nettie, Grand Haven.\nCherry, W. H., Lansing.\nCoburn, Bertha, Luddington.\nCody, Frank, Bellville.\n\nDemorest, Matilda C, Saginaw.\nDickey, M. E., Ann Arbor.\nDoyle, M. E., Grand Rapids.\nDriggs, Nellie L., Cold Water.\nDrury, Josephine A., Ypsilanti.\nDubridge, Margaret A., Grand Rapids\nEdgcumbe, Eliza, Benton Harbor.\n\nW. A., Detroit.\nEverest, Wilma K., Ionia.\nEverest, Louie, Ionia.\nFenton, J. M., Detroit.\nFenton, Ellen, Detroit.\nFerris, L. J., Carson.\nField, Florence, Carson City.\nFisk, Geo. M., Cassopolis.\nFisher, Gilman C, Muskegon.\nFitch, Ferris, Lansing.\nForbes, Ira L., Vasser.\nForbes, Mrs. Elizabeth, Vasser.\nForester, Margaret, Lansing.\nForester, Mrs. Sallie J., Lansing.\nForester, Usa H., Lansing.\nFoster, Nettie I., Lansing.\nFox, Florence, Lansing.\nFreeman, E. J., Ann Arbor.\nFrench, Henry N., Kalamazoo.\nGaffney, Mary, Auburn.\nGerman, Lettie J., St. Clair.\nEllis,\n\nGodfrey, Nannie, Saginaw.\nGodfred, Mrs. E. M., Saginaw.\nGoodno, B. M., Carson City.\nGorton, Lewis G., Detroit.\nGoss, Josephine A., Grand Rapids.\nGreen wav, Anna, Bay City.\nHall, A. G., Detroit.\nHall, L. G., Detroit.\nHall, C. B., Detroit.\nHall, Arthur G., Ann Arbor.\nHammond, David A., Charlotte.\nHarmer, A. V., Cadillac.\nHaskins, D. E., Concord.\nHeist, Sarah, Middleville.\n\nHendry, Bella II., Ann Arbor.\nHendry, Mrs. Mary, Ann Arbor.\nHerbek, Peter, Saginaw.\nHerbek, Mrs. P., Saginaw.\nHiggins, Joseph, Saginaw.\n\nAda B., Saline.\n\nCole, Eliza, Detroit,\nCollins, Joanna, Flint.\nConlin, T. A., Cass City.\nCorell, Alice, Niles.\n\nHill,\n\nCox, J. J., Norway.\nCrawford, Ida, Mi'lford.\nCrawford, Laura E., Mil ford.\nCrosby, Maud, Bay City.\nCurtis, A. E., Adrian.\nCurtis, Mrs. A. E., Adrian.\nCurtis, Lina, Adrian.\nDack, Edward. Jackson.\nDack, Mrs. Edward, Jackson.\nDavis, Mrs. S., Grand Rapids.\nDavidson, Lizzie M., Petersburgh.\n\nHolmes, M. A., Detroit.\nHowe, J. E., Saginaw.\nHubbard, Jesse, Menominee.\nHume, M. A., Lansing.\nHurd, Edwin, Detroit.\nHuston, Ida M., Lansing.\nJackson, Ella, Tecumseh.\n\nDemorest, Hume, Saginaw.\n\nHinsdale, B. A., Ann Arbor.\nHollenbeck, Blanch, Columbiaville.\nHolmes, Susie A., Bay City.\n\nJordon, Bell, Atlas.\nJoy, Annie, Flint.\nJoyce, A. M., Detroit.\nKellogg, L. M., Tecumseh.\nKellogg, Mrs. L. M., Tecumseh.\n\n857\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nMICHIGAN— Continued.\n\nKilbourne, Emily L., Lansing.\n\nPlowman, L. May, Lansing.\n\nKimberlin, N. D., Detroit.\nKindy, Arta, Scotts.\nKindy, Eva, Scotts.\nKing, H. M., Lansing.\nKirkwood, Debbie, Detroit.\nKnoblanch, Josie, Bay City.\nKubic, A. S., Saginaw.\nLane, Sarah, Detroit.\nLane, Gretta, Detroit.\nLatham, Emma, East Saginaw.\nLathrop, Jessie, Grand Rapids.\n\nPierson, Helen B., Niles.\nPrice, James W., Detroit.\nPrice, Mrs. James W., Detroit.\n\nLaw, W. J., Grand Rapids.\nLaw, Mrs. E. N., Grand Rapids.\nLaw, Marion, Detroit.\nLara way, S. C, Grand Rapids.\nLawson, Mrs. M., Detroit.\nLewis, Margaret A., Grand Haven.\nLindslay, L. L., Saranac.\nLittle, Annie, Orion.\nLoreh, R. W., Grand Rapids.\nLowell, Sadie, Lansing.\nMackay, Maggie, Grand Rapids.\nManley, Mrs. S. S., Saranac.\nMann, Horace, Ann Arbor.\nMathews, Grace, Detroit.\nMaurice, Edith, Detroit.\nMcConnell, John, Jackson.\nMcConnell, Mrs. 0. H., Jackson.\nMcGlogan, Edith, Detroit.\n\nMcNull, R., Atlas.\nMeagher, Patrick, Bay City.\nMeagher, Mrs. P., Bay City.\nMeyers, Lizzie, Detroit.\nMiller, A. K., Carson City.\nMitchell, Etta A., Grand Rapids.\nMontgomery, Mrs. J. F., Flint.\nMoore, Fannie, Fichfield.\nMorrice, Maggie, Grand Rapids.\nMorton, Allie, Almont.\nMorton, Lizzie, Almont.\nMuir, Frank I., Battle Creek.\nNasmyth, Harriet, Grand Rapids.\nNives, Mrs. J. K., Iron Wood.\nObenaur, F. 0., Manistee.\nO'Brien, Mamie, Detroit.\nOld, R. E., Lansing.\nOlds, Mrs. R. E., Lansing.\nOliver, J., Ovid.\nOrton, J. F., Cold Water.\nPalmer, Lena, Battle Creek.\nParker, Lizzie, Essex.\nParker, Mrs. L. B., Marine City.\nParker, Mary, Essex.\n\nPayne, Emily, Muskegon.\nPaull, A. H., Detroit.\nPaulls, Mrs. W. 0., Port Huron.\nPearson, Belle J., Ypsilanti.\nPeering, Albert, Battle Creek.\nPeering, Mrs. Albert, Battle Creek.\nPerham, Mrs. H. A., Spring Lake.\nPerry, W. S., Ann Arbor.\nPerry, May R., Manistee.\n\nRankin, Maria, St. Clair.\nRandall, W. C, Port Huron.\nRaper, Mary, Detroit.\nReekie, Clara B., Detroit.\n\nRegan, L., Detroit.\nRobbins, Chas. M., St. Clair.\nRobbins, Mrs. CM., St. Clair.\nRich, Lottie A., Kalamazoo.\nRich, Lucia, Kalamazoo.\nRichards, N. A., Greenville.\nRoe, Agnes, Clarkston.\nRoe, Frances, Clarkston.\nRosenberg, Emma, Lisbon.\nSchravesande, Johannas, Grand Rapids\nSears, Wesley, Jackson.\nShackelton, Cora, Ludington.\nSharpe, D. G., Cassopolis.\nSharpe, Mrs. D. G., Cassopolis.\nSill, Joseph, Ypsilanti.\n\nM. B., Ypsilanti.\nSlanson, H. M., Cold Water.\nSlanson, Mrs. H. M., Cold Water.\nSlayton, Ivy, Grand Rapids.\nSloan, L. A., Lansing.\nSmith, David E., Ypsilanti.\nSmith, E. Azalia, Detroit.\nSmith, Isabelle, Brighton.\nSill, J.\n\nSmith, Lena, Saginaw.\nSparrow, R., Millington.\nSpurr, Beatrice, Iron Wood.\nSquires, Fannie, Lansing.\nStapleton, J. L., Detroit.\nStevenson, Minnie A., Port Huron.\nStewart, J. A., Port Huron.\nSturtridge, Jennie, Croswell.\n\nStockham, Cora L., Chicago.\nStocking, Elizabeth, Detroit.\nStough, N., Elm Hall.\nStowell, Bertha T., Grand Rapids.\nTaylor, Georgie, Detroit.\nThompson, 0. D., Romeo.\nThompson, Isabel M., Grand Haven.\n\nThompson, H. S., Saginaw.\nThompson, Mrs. H. S., Saginaw.\nToan, Isabelle, Lyons.\nTopping, H. M., Olivet.\nTopping, A. F., Olivet.\nTracy, M. J., Detroit.\nWagner, Joseph L., Grand Ledge.\nWalker, E. M., Muskegon.\n\nWaller, Margaret, Lansing.\nWallace, Elizabeth, Cold Water.\n\nWhite, W. A., Detroit.\nWhite, Anna C, Handcock.\nWhitely, J. II.. Ann Arbor.\nWhitely, Mrs. J. H., Ann Arbor.\nWhitney, A. S., Mount Clemens.\n\nWhitnev, M. A., Ypsilanti.\nWhitney, E. C, Detroit.\n\n"}
{"page": 863, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n859\n\nMICHIGAN— Concluded.\nWill, Arthur P., Ann Arbor.\n\nWiltsie, Kate D., Lansing.\nYerex, D. V., Imlay City.\nYoung, Lizzie E., Lansing.\n\nWilliams, May, Lansing.\nWilson, Jennie, Atlas.\nWilson, Mary E., Flint.\n\n-Michigan, 259.\n\nMINNESOTA.\nAbt, Emma, Le Sueur.\nAnderson, Minnie C, Vasa.\nAvery, Lizzie H., Faribault.\nBabcock, K. C, Minneapolis.\nBabcock, Vinette, Vernon Center.\nBaker, Hattie B., Blue Earth.\nBaker, Nellie B., Blue Earth.\nBell, Carrie, Winona.\nBelnieur, J. A., St. Paul.\nBelnieur, Mrs. J. A., St. Paul.\n\nBennett, E., Minneapolis.\nH. Vander, Minneapolis.\nBooth, E. M., Winona.\nBooth, Mac, Winona.\nBomberger, F. J., Blue Earth.\nBradley, John E., Minneapolis.\nBradley, Lottie A., Ada.\nBrewster, H. W., St. Anthony Park.\nBrewster, Florence, St. Anthony Park.\nBrohough, G. 0., Red Wing.\nBrown, Dora, St. Peter.\nBurns, J., Winona.\nBurns, Etta, Winona.\nBurnett, F. H., Mankato.\nCampbell, J. F., Minneapolis.\nCann, T. F., Minneapolis.\nCarhart, Joseph, St. Cloud.\nCarry, Jennie, Little Falls.\nCarvill, R. D., Minneapolis.\nCelestine, Sister M., Rochester.\nBie,\n\nChristman, K. L., Kasson.\nClaesgeus, Margarette, Waconia.\nClouston, R., St. Peter.\nCongress, Mrs. G. S., Blue Earth.\nCorbin, Floy, Little Falls.\nCox, Lillian, St. Peter.\nCrombie, John S., Minneapolis.\nCulkin, W. E., Buffalo.\nDarr, M. Inda, Mankato.\nDavis, Anna, Goodhue.\nDean, Flavia, Blue Earth.\nDenton, James, St. Paul.\nDenton, Minnie, St. Paul.\nDonaldson, B. S., St. Paul.\nDukenfield, A., Minneapolis.\nDukenfield, H.. Minneapolis.\nDyer, Hattie, Windom.\nDyer, Mrs. F. M., Windom.\nElliott, Anna, Rochester.\nEmery, Geo. W., Minneapolis.\nEmery, Mrs. Geo. W., Minneapolis.\nFitch, E. T., Austin.\nFrost, Flora J., Jackson.\nFry, Florence, Wilder.\nGackstetter, Elizabeth, St. Paul.\nGault, Alice, St. Peter.\n\nGibson, Grace, Heron Lake.\nGibson, Sadie, Heron Lake.\n\nGowdy, Lizzie, Winona.\nGunn, Mrs. Fred., Winona.\nHartigan, John A., St. Paul.\nHanck, Jacob S., St. Paul.\n\nHume, D. W., Benson.\nJacobs, Townsend H., St. Paul.\n\nJudd, Mary C, Minneapolis.\nKeith, Hattie A., Winona.\nKenaston, Geo. P., Owatonna.\nKiehle, D. L., St. Paul.\nKnapp, Grace M., Smith ville.\nLaplan, Fanny, Caledonia.\nLawson, Eliza, Anoka.\nLume, Katie May, Hoka.\nLynch, Mary, Winona.\nMcGillivary, Geo., Pipestone.\nMcGillivary, Mrs. Geo., Pipestone.\nMcQinvey, Elmer E., Minneapolis.\nMeneilly, C. W., Minneapolis.\nMerritt, Louise, Moorhead.\nMillar, Lila, Winona.\nMillen, J. D., Winona.\n\nMoore, John, Crookston.\nMoore, Mrs. C. C, Crookston.\nMoore, J. G., Minneapolis.\nMurray, Chas. M., Winona.\nNeedham, Maria, St. Paul.\nO'Brien, K. L., Rochester.\nPannell, Mrs. E., St. Paul.\nPannell, Florence J., St. Paul.\nPierson, John R., Trout Lake.\nPett, Clara G., Winona.\nPhillips, Wellington, Minneapolis.\nPrice, W. M., St. Paul.\nRemmington, B. F., Staples.\nRichards, N., Winona.\nRiley, Mary, Westport.\nSchlender, Julia, St. Peter.\nSchutz, Mollie, Waconia.\nShare, Mary, Rosemount.\n\nShare, Margaret, Rosemount.\nShearer, Charlotte, Elysian.\nSherin, Alice, St. Paul.\nShelly, Terry, Crookston.\nShepard, Irwin, Winona.\nSlack, H. W., St. Paul.\nSmall, Mary L., Brainard.\nSmith, Mrs., Duluth.\nSmith, Carrie A., Willmar.\n\nSmithson, Drusille, Stillwater.\nSmithson, Evelyn, Stillwater.\nStewart, Donald, Winona.\nStewart, Mrs. D. A., Winona.\nSt. John, T. F., Winona.\n\n"}
{"page": 864, "printed_page": null, "text": ",\n\n860\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nMINNESOTA— Concluded.\n\nStratton, W. M., Granite Falls.\n\nTinker, A. E., St. Paul.\nUrsula, Sister M., Rochester.\nWatson, C. R., Faribault.\n\nWilson, Geo. P., St. Paul.\nWoolery, Kate A., Blue Earth.\nYoung, John, St. Paul.\nMinnesota, 118.\n\n—\n\nMISSISSIPPI.\nBailey, Anna M., Winona.\nBass, E. E., Greenville.\nBrown, Duncan, Brookfield.\nCameron, J. D., Winona,\nCameron, Mrs. J. D., Winona.\nCameron, L. K., Water Valley.\nCanfield, M. F., Water Valley.\nConsaul, Ella, La Mar.\nCorbly, L. J., Water Valley.\nCorbly, Mrs. L. J., Water Valley.\n\nMorgan, M. L., Water Valley.\nNeven, Mrs. G. K., Westport.\nPhillips, F. F., Pickens.\nPierce, Mrs. M. A., Water Valley.\nPreston, J. R., Jackson.\n\nErwin, Adele, Columbus.\n\nRees, W. H., Moberly.\nReeves, Jackson, Washington.\nReeves, Mrs. Jackson, Washington.\nReeves, S. A., Black Hawk.\nReeves, Emma, Black Hawk.\nRicketts, Emma, Kansas.\n\nGrider, E., Winona.\nGrider, L., Winona.\nGrigsby, Nellie E., Oxford.\n\nSchwab, F., Meridian.\nSherwood, S. A., Columbus.\nSherwood, Ella, Columbus.\n\nHarper, M. C, Washington.\nHoward, Willie, Water Valley.\n\nSmith, Ed., Water Vallev.\nSmith, Mrs. Ed., Water Valley.\nSullivan, E. K., Starkville.\nSweatman, M., Winona.\nTucker, J. II., Byhalia.\n\nKeller, Ada B., Brashear.\nKitbrell, J., Winona.\nLawrence, J. M., Greenville.\nLawrence, Mrs. J. M., Greenville.\n\nMcKinley, J. W., Mexico.\n\nWhitnev, Birdie, Water Valley.\nWoofler, T. J., West Point.\nMississippi\n\n—\n\nMISSOURI.\nAdam, Katie, St. Joseph.\nAllen, Ethan, Lexington.\nAllen, Annie, Lexington.\nAlbert, Ada S., Maryville.\n\nAmes, Grace M., Neosho.\nArnold, F. W., Lexington.\nArcher, Fannie L., St. Louis.\nArmstrong, G. W., Kansas City.\nAppleby, Antine, Morrisville.\nAppleby, Nannie, Morrisville.\nAshlock, Carrie, Kirksville.\nAustin, Nellie, Hamilton.\nAustin, Marie, Hamilton.\nBailey, J. M., Slater.\nBaird, Mrs. F. C, Moberly.\nBarnhart, Emma, Kansas City.\nBanks, N., Kansas City.\nBarnhart, Olive, Kansas City.\nBass, Effie, Neosho.\nBassett, Zoe, Lexington.\nBeckwith, Lillie, Charleston.\nBeckwith, Ollie, Charleston.\nBerry, T., Sweet Springs.\nBerry, Betty, Sweet Springs.\nBetz, Carl, Kansas City.\nBiermann, M., Clinton.\n\nBingham, C. F., Kansas City.\nBlanton, J. P., Columbia.\nBohn, A. H., St. Louis.\nBooth, John W., St. Louis.\nBooth, Mrs. M. A., St. Louis.\n\nBorland, Mary R., Kansas City.\nBreckenridge, William C, St. Louis.\nBridges, C. W., Slater.\nBrouster, Annie, St. Louis.\nBrouster, Grace, St. Louis.\nBrown, M. C, St. Louis.\nBrown, James, St. Louis.\nBrown, Mattie, Malta Bend.\nBuck, B. B., Columbia.\n\nBuchanan, John T., Kansas City.\nBuchanan, Mrs. John T., Kansas City.\nBub, Geo., St. Joseph.\nBub, Mrs. Geo., St. Joseph.\nBunton, Win., Kansas City.\nBurge, G. W., Springfield.\nBurge, Mrs. G. W., Springfield.\nBurge, Ellen A., Springfield.\nBurton, F. M., Clarksburg.\nBush, Lena, Tarkio.\nCameron, John, Hannibal.\nCameron, Mrs.. John, Hannibal.\n\nCammack, Ira A., Kansas City.\nCampbell, R., Boonville.\nCarrington, Mrs. W. T., Springfield.\nCarter, E. B., St. Louis.\nCarter, Lizzie, Harden.\nClark, Mrs. A. I., Kansas City.\nClark, Libbie, Kansas City.\nClark, Anna L., Nevada.\nClements, Joseph A., Grand View.\nClements, Jennie, Independence.\n\n"}
{"page": 865, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\nMISSOURI— Continued.\nClendenin, Mrs. Mary, Mexico.\nClendenin, Ida, Mexico.\nCline, W., Appleton City.\nCline, Mrs. W., Appleton City.\n\nCoker, A. S., Cape Girardeau.\n\nCook, Emma, Cook Station.\nCoombs, A. E., Springfield.\nCoombs, Mrs. A. E., Springfield.\nCoons, Sallie, Pulton.\nCovey, W. M., Kansas City.\nCrichton, A. T.. Kansas City.\nCrouse, H. S., Macon City.\nCrowley, Katie E., St. Louis.\nButton, Ida, Maryville.\nDavis, Adra, Nevada.\nDavis, W. B., Oregon City.\nDe Berry, T. A., Smith ville.\nDenny, Eula, Roanoke.\n\nDenny, Zana, Roanoke.\nDobson, W. I)., Kirksville.\nDobson, Martin, Kirksville.\nDodd, Nellie, Bethany.\nDodds, Mary, St. Louis.\nDowning, A. M.. Kansas City.\nDowning, Marie S., Centralia.\nDreigleman, Ella, Chillicothe.\nDrvsdale, Fanny, Sweet Springs.\nDu Hois, Mrs. P. L., St. Louis.\nEchert, Annie, Kirksville.\nEdwards, M. M., Springfield.\nEnglish, Abbie, Boonville.\n\nEv ans, W. R., Kansas City.\nr\n\nGray, Dollie, California.\nGreene, Jennie, Lexington.\nGreenwood, G. H.. Piedericktown.\nGreenwood, J. M., Kansas City.\nGreenwood, Mrs. A. A., Kansas City.\nGriffith,\nGriffith,\n\nW. W., Chillicothe.\nMrs. W. W., Chillicothe.\n\nFrances B., St. Louis.\nGriffith, Carrie E., St. Louis.\nHaley, T. P., Kansas City.\nGriffith,\n\nHamilton, D. L., Kansas'City.\nHarrison, Belle, Kansas City.\n\nHarvey, Nathan, Kansas City.\nHawk, Emma, Dresden.\nHawkies, W. J., Nevada.\nHawkies, Mrs. W. J., Nevada.\nHayes, Almira, Kansas City.\nHazlett, Mary C, St. Louis.\n\nHerndon, Rebecca, Midland.\nHerndon, Ruth, Menden.\nHewson, James, Kansas City.\nHewson, Mrs. James, Kansas City.\nHeyl, Sarah, Westport.\nHiggeson, Nellie, Independence.\nHitch, R. M., Kansas City.\nHolland, H., Independence.\nHolland, Mrs. G. A., Independence.\nHoffman, B. F., Columbia.\nHooker, Minnie T., Nevada.\nHooker, Donnie V., Nevada.\nHoward, Mrs. J. S., Hamilton.\nHowe, Mattie B., Kansas.\n\nEvans, Ella, Ebenezer.\nEvans, R. W., St. Louis.\nEvans, Adelaide R., St. Louis.\nEvans, Annie, St. Louis.\nEwing, L. B., Nevada.\nFlaven, Mary, Kansas City.\nFergtfton, Mrs. M. F., Carthage.\n\nHolam, Alice, St. Joseph.\nHunt, R. II., Kansas City.\nJackson, Ella, Richmond.\nJackson, Mrs. Lucy, Richmond.\nJackson, Mrs. A. A., Sedalia.\nJackson, Floy, Sedalia.\n\nField, John T., St. Louis.\nField, Mrs. M. A., St. Louis.\nField, Lila S., St. Louis.\nFife, J. C, St. Louis.\nFinnell, F. P., Liberty.\nFitzer, Levi R., Belvidere.\nFitzpatrick, Frank A., Kansas City.\nForbes, C. I., St. Louis.\nForsyth, John, St. Louis.\nFoster, Alia, Kansas City.\nFowler, Minnie, Kansas City.\n\nJenkins, T. J., Springfield.\nJennette, Harry, Liberty.\nJennings, G. W., Kansas City.\nJennings, Mrs. C, St. Louis.\n\nFredrick, Mrs. L., Shelbind.\nFryer, K. E., St. Louis.\nFryer, Lulu, Warrensburg.\nGallagher, E., Kansas City.\nGeary, Grace, Kansas City.\n\nJarvis, J.,\n\nDe Soto.\n\nJohn, A. A., Weaubleau.\nJohnson, Sallie T., Kansas City.\nJones, Maggie, Kansas City.\nJones, Julia, Kansas City.\nJordan, N., Cameron.\nKelly, Ada L., Mt. Washington.\nKendall, W. A., St, Louis.\n\nKennedy, Mrs. Julia, Holden.\nKennedy, Thos. D., Holden.\nKennedy, Mrs. Thos. D., Holden.\nKiehl, H. G., Beemont.\n\nGilbert, Irene, Kansas City.\nGillespie, Kate, Kansas City.\n\nKrumbrough, J. B., Clinton.\nKrumbrough, Laura, Clinton.\nKinealy, Sarah W., St. Louis.\n\nGodlove, Maude, Sweet Springs.\nGooch, Sarah, Schell City.\nGordon, Nanie, Lexington.\nGordon, Kate, Lexington.\nGraham, Ruth, Independence.\nGray, Virginia, California.\n\nKinealy, Ann S., St. Louis.\nKinkead, R. G., Kansas City.\nKirk, J. R., Kansas City.\nKlinglesmith, M. F., St. Louis.\nLawder, F. W., Joplin.\nLegg, Florence, Kansas City.\n\n861\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nMISSOURI— Continued.\n\nLockett, Emma J., Kansas City.\nLong, Ona, Kansas City.\nLongan, G. B., Kansas City.\nLemmond, M. M., Cape Girardeau.\nLynch, Flo., Mt. Grove.\nLynch, Wm. H., Mt. Grove.\nLynch, Mrs. Wm. H., Mt. Grove.\nLynn, Jessie, Tarkio.\nMadden, Viola, Edinburgh.\nMagill, Mrs. Margaret, St. Louis.\nMajor, Lutie, Kearney.\nManning, L. W., St. Lonis.\nMarshall, Minerva, Lexington.\nMason, Effie L., Higginsville.\nMatthews, H. A., Kansas City.\nMcAfee, Lowell M., Parkville.\n\nMcCaslin, Rettie B., King City.\nMcClelland, Mary, Wellington.\nMcConachie, L. G., Cape Girardeau.\nMcDonald, Marm, St. Joseph.\nMcElhinney, S., St. Louis.\nMcFarland, L., Barnard.\nMcGinnis, Albert, Marshall.\nMclntyre, Nellie, St. Louis.\nMcKercher, Mrs. Marion, Cameron.\nMcNulus, T. E., Shawneetown.\nMerwin, Maj. J. B., St. Louis.\nMichaels, M. E., Kansas City.\nMiller, Frankie, Kansas City.\nMitchell, Sarah, Edinburg.\nMoore, Anna, St. Joseph.\nMorgan, A. R., Memphis.\nMurphy, Geo. T., St. Louis.\nMurphy, Mrs. Geo. T., St. Louis.\n\nMurphy, Geo., St. Louis.\nMurphy, Gertrude, St. Louis.\nNolan, Ella, Kansas City.\nNolan, Anna, Kansas City.\nNorton, R. C, Cape Girardeau.\nNorton, Mrs. R. C, Cape Girardeau.\nNottingham, Laura, Macon.\nO'Fallon, S. F., Oregon.\nO'Keefe, Mollie, Moberly.\nOlford, Libbie, Shellhina.\nOsborne, Geo. L., Warrensburg.\nPalmer, Lutie, Fulton.\nParkes, Lillie, St. Louis.\nPaschal, Kate, Maryville.\nPatterson, Hattie, Kansas City.\nPettus, B. F., Warrensburg.\nPfeiffer, Theo. P. F., Excelsior Springs.\nPhillips, Pearl V., Kansas City.\nPicken, Emma, Kansas City.\nPinson, Sallie, De Soto.\nPollard, P., Macon.\nPorter, R. F., Kansas City.\nPowell, Sarah, Richmond!\nPratt, Esther, Salem.\nProctor, M., St. Louis.\nProctor, C, St. Louis.\nRadford, G. A., Moberly.\nRamey, Mildred, Kansas City.\nRandol, W. C. Cape Girardeau.\n\nReinhard, Sue E., St. Louis.\nRiley, Mrs. M., Kansas.\nRiley, Mrs. T. E., St. Louis.\n\nRoth well, W. R., Liberty.\nRuark, Katie, Neosho.\nRush, D. M., Buffalo.\nRussell, J. J., Charleston.\nRussell, Mrs. J. J., Charleston.\nSchneider, Kate, St. Louis.\nSeawell, Lamiza, Kansas City.\n\nShaw, Mrs. L., St. Louis.\nShelton, J. M., Kansas City.\nShirley, Lina, St. Louis.\nSloan, Albert B., Vichy.\nSmith, Annie L., Moberly.\n\nSmith, M. H., Lexington.\nSmith, Clara B., St. Louis.\nSparrow, E. M., Moberly.\nSpears, Chas., Lexington.\nSpears, Maggie, Lexington.\nSteele, Mrs. M. W., Kansas City.\nSteele, Mrs. W. M„ Holden.\nSteele, Mabel, Holden.\nSteinberg, Mrs. Eva Z., Kansas City.\nStevenson, May I., St. Louis.\nStevenson, M. A., St. Louis.\nSteen, Anelea, Kansas City.\nStoll, Caroline F., Independence.\nStout, Minnie K., Appleton City.\nSturtevant, Cora, Appleton City.\nSwitzer, Etta, Clinton.\nTaylor, Kate, Schell City.\nTaylor, Sarah, Holden.\nTaylor, W. A., Kansas City.\nTeasdale, T. B., St. Louis.\n\nThatcher, Ella B., Neosho.\nThatcher, Jessie, Kansas City.\nTheilman, Louis, Appleton City.\nThorpe, F. D., Kansas City.\nThomas, Mrs. W. L., Shelbind.\nThrelkeld, Sallie, Kansas City.\nTrue, R. H., Clinton.\nTuneman, A. P., Kansas City.\nUlner, C. V., St. Louis.\n\nVon Unwerth, F., Kansas City.\nVickroy, T. R., St. Louis.\nWalters, W. W., Mary.\nWeaver, Mrs. J. F., La Plata.\nWebster, May, Kansas City.\nWeller, Jas., Springfield.\nWeller, Mrs. H. M., Springfield.\nWells, E., Springfield.\nWentz, Mrs. E., Salem.\nWerner, Mrs. N. J., St. Louis.\n\nWhitaker, J., Weaubleau.\nWhite, Amanda, Kansas City.\nWhite, J. U., California.\nWilliams, W. H., Westport.\nWilliams, Jennie, Houstonia.\nWilson, John, St. Joseph.\nWilson, lone H., Kansas City.\nWolfe, L. E., Jefferson City.\nWolcott, Bertha, Salem.\n\n"}
{"page": 867, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n863\n\nMISSOURI— Concluded.\nWoods, J. B., Smithville.\n\"Woodward, Emma, Newcomer.\nWoodward, Mary, Newcomer.\n\nVineyard, William, Kansas City.\nVineyard, Mrs. William E., Kansas City.\nVineyard, Mrs. Emma, Kansas City.\nMissouri, 3i\n\n—\n\nMONTANA.\nM. M., Helena.\nAnderson, Sudie G., Missoula.\nBeck, E. R., Helena.\nBradley, A. J., Helena.\nBradley, Mrs. Lila, Helena.\nBiown, Banard, Helena.\nBrown, Mrs. Banard, Helena.\nCalkins, N. B., Butte.\nCarlyle, Nannie, Deer Lodge.\nCrane, A., Helena.\nDanks, C. W., Great Falls.\nEvans, Mrs. E. J., Helena.\nAllison,\n\nFowles, F. H., Helena.\nFullerton, Ida L., Helena.\nHannell, Wilde, Helena.\nJohnson, J. R., Missoula.\nKelsey, F. D., Helena.\nPaxson, E. E., Butte.\nMiller, T. B., Helena.\nReid, James, Deer Lodge.\nShaffer, Athylia, Helena.\nSpeedy, C. H., Helena.\nStebbins, Gertrude, Helena.\nYoung, R. G., Helena.\n\n—Montana, 24.\n\nMUSKOKA.\nThomas, Geo. H. 0., Bracebridge.\n\nNEBRASKA.\nAbbott, 0. M., Freemont.\nAdams, Maggie, Ponca.\nAllen, E. C, Juniata.\nAllen, Minnie F., Norfolk.\nAllen, Rose E., Osceola.\n\nAnderson, Mrs. I., Omaha.\nAtkins, M. B., York.\nBaker, C. D., Freemont.\nBaker, Mrs. C. D., Freemont.\nBaker, Alva, Manning.\nBaker, Nellie A., Manning.\nBaker, Florence, Omaha.\nBallantine, M. D., Omaha.\nBanker, Lizzie L., Omaha.\nBarrett, J. A., Lincoln.\nBerry, W. B., Omaha.\nBird'swell, Katie M., Hastings.\n\nBod well, E. J.,\n\nOmaha.\n\nBo wen, N. C, Cedar Rapids.\nBowen, Laura A., Lincoln.\nBrace, D. B., Lincoln.\nBrace, Mrs. L., Lincoln.\nBrace, E. M., Lincoln.\nBrad way, E. K., Omaha.\nBriss, M. Evelyn, Peru.\nBroadfield, Anna A., Omaha.\nBroadfield, Lizzie, Omaha.\nBroadwell, H., Omaha.\nBrolliar,\n\nM. E., Omaha.\n\nBrown, Charles, Verdon.\nBrown, Mrs. Charles, Verdon.\nBurch, Lottie, Lincoln.\nBurtes, L., Lincoln.\nBryan, Mara A., Lincoln.\nCanfield, James H., Freemont.\nCarroll, Mrs. Thomas, Freemont.\n\nCass, C. B., Ravenna.\nCass, Clarence, Aurora.\nCattle, Walter, Seward.\nCeass, Bella, Weeping Water.\nChurchill, W. A., Kearney.\nCloristen, B., De Witt,\nCloristen, C. H., De Witt.\nColburn, M. A., Freemont.\nCole, Mary Kate, Ponca.\n\nCook, Andrew, Tecumseh.\nCopsey, Nellie M., Fairmount.\nCorbett, H. R., York.\nCorbett, May, York.\nCross, Florence, Weeping Water.\nCuaig, D. Mac, Nebraska City.\n\nCummings, Carrie, Omaha.\nDavis, Mrs. A. M., Lincoln.\nDavis, Emily, Freemont.\nDenel, Mrs. B. S., Lincoln.\nDion, Rosalie, North Bend.\nDoehmer, J. E., Johnson.\nDorsey, L. G., Omaha.\nDoud, H. A., Oniaha.\nDow, A., Elm wood.\n\nDudley, II. W., O'Neill.\nEarl, Mrs. Edith M., Friend.\nEckardt, A. C, Lincoln.\n\nKit C, Omaha.\nEvans, Matilda, Omaha.\nEllis,\n\nEveleth, S. E., Omaha.\nFaxon, Maud, Hastings.\nFetlow, Nellie A., Lincoln.\nFinney, Minnie, Fairbury.\nFitch, Mary, Omaha.\nFoos, Anna, Omaha.\nFraser, Carrie, Grand Island.\n\n"}
{"page": 868, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n864\n\nNEBRASKA— Continued.\nFrerichs, Annie, Auburn.\nGabel, Mrs. H. H., Aurora.\nGallaway, W. C, Neligh.\nGallaway, Mrs. Mary R., Neligh.\nGallaway, Claudie V., Neligh.\nGarrett, M. J., Herman.\nGillan, Annie B., Auburn.\nGillis,\n\nA. I., Omaha.\n\nGoudy, A. K., Lincoln.\nGoudy, Alice E., Lincoln.\nGreene, P. M., Aurora.\nGreene, Mrs. P. M., Aurora.\nGreen, Phillip, Greenwood.\nGreen, A. E., Greenwood.\nGriffin, C. D., Lincoln.\nGriffin, Mrs. N. B., Lincoln.\nHadley, Mrs. S. S., Cedar Rapids.\nHarris, B. J., Kearney.\nHartigan, Michael A., Hastings.\nHartigan, Mrs. M. A., Hastings.\nHassett, W. H., Tecumseh.\nHassett, Marie, Tecumseh.\n\nHayes, H. T., Seward.\nHayes, Mrs. H. T., Seward.\nHaynes, L. C, Lincoln,\nllearn, Kathleen G., Lincoln.\nHelnch, Ella, Beatrice.\nHenderson, G. H., Omaha.\nHenderson, Leila, Wahoo.\nHewitt, Lizzie, Omaha.\nHodgman, Mrs. T. M., Lincoln.\nHonn, Kittie, Fairmount.\nHornbarger, J. A., Norfolk.\nHughes, Lulu, Beatrice.\n\nLonquist, Christine, Freemont.\nLyons, Ernestine, Lincoln.\nMarsland, T. H., Lincoln.\n\nMathews, Carrie, Crete.\n\nMc Arthur, E. G., Oakdale.\nMcBrien, J. Lee, Tecumseh.\nMcClusky, F. D., Lincoln.\nMcDougall, Mrs. M., Friend.\nMcFarland, Grace, Omaha.\n\nMcKenney, James M., Lincoln.\nMcKenny, Mrs. James M., Lincoln.\nMcKoon, Jennie M., Omaha.\nMcRoberts, Jessie, Omaha.\nMill, C. W., Harvard.\nMill, Mrs. C. W., Harvard.\nMilligan, A. L., Hardy.\nMiller, J. H., Lincoln.\nMonlux, J. B., Hastings.\n\nMorning, Mabel, Alma.\nMorris, J., Lincoln.\nMoser, Mamie, Oakdale.\nMunroe, A. A., South Omaha.\n\nMunroe, Mrs. A. A., South Omaha.\nNettleton, Eliza, McCook.\nNewkirk, Mrs. W. S., Johnson.\nNewell, J. W., Blair.\n\nHumphrey, A., Lincoln.\nHumphrey, Mrs. A., Lincoln.\nIreland, Nellie, Omaha.\n\nNewell, Lutie, Blair.\nNichols, Mrs. E. W., Omaha.\nOsborn, Eva, Fairbury.\nOrd, Wyotte, Auburn.\nOrd, Anna, Auburn.\nParks, S. A., Ord.\nPawlson, Ella M., Minden.\nPearse, C. G., Beatrice.\nPfeiffer, Louise, Beatrice.\nPierson, C. J., Auburn.\nPinnell, 0. M., Aurora.\n\nIreland, Jessie, Papillion.\nIsaacson, Huldah F., Omaha.\nJackson, W. R., Ewing.\nJackson, Mabel, Odell.\n\nPollard, S. J., Freemont.\nPollard, Mrs. S. J., Freemont.\nProudfit, Annie, Friend.\nRedfield, Jennie S., Omaha.\n\nJohnson, Mary, Omaha.\nJones, M. E., Lincoln.\n\nRichards, Amber, Lincoln.\nRobinson, Anna M., Greenwood.\nRogers, Anna, Hastings.\nSapp, E. H., Holland.\nSayles, Genevieve, Weeping Water.\nScott, 0. M., North Bend.\nSherman, L. A., Lincoln.\nSmith, F. H., Lincoln.\nSmith, Hannah, Avery.\nSmith, Hortense, Omaha.\nStatton, II. M., Wahoo.\nStephens, B. V., Freemont.\nStilwell, Katharine M., Omaha.\n\nJones, H. S., Lincoln.\nJones, Julia, Beatrice.\n\nKayser, Hertha, Omaha.\nKeeran, N. C, Freemont.\nKelly, J.,\n\nOmaha.\n\nKendall, Pearl, North Bend.\nKent, Mrs. Mary E., Omaha.\nKilruff, J. E.. Omaha,\nKnepley, Carrie, Grand Island;\nLease, S. Alice, Lincoln.\n\nLeger, Leah, Seward.\nLeger, Annie, Malcomb.\nLemon, Norah H., Omaha.\n\nJerome, Omaha.\nLillie, Mrs. J. A., Omaha.\n\nLillie,\n\nGrace, Omaha.\nLinaham, J. A., Omaha.\nLinaham, Mrs. J. A ., Omaha.\n\nLillie,\n\nMrs. E., Hastings.\nLorance, Ben. F., Beatrice,\n\nLittlefield,\n\nStratton, J. W., Wahoo.\nSudborough, Mrs. Grace B., Omaha.\nSundean, Helen C, Lincoln.\nSwain. Mary. Papillion.\nTamblin, Mrs. T. J., Greenwood.\nTower, Myron, Lincoln.\nTower, Mrs. Mary E., Lincoln.\nTrimble, Lucie 0., Beatrice.\nVandemark, Mrs, G. C. Johnson,\n?\n\n"}
{"page": 869, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n865\n\nNEBRASKA— Concluded.\nVance, J. H., Omaha.\n\nVanKeuren, Hattie, Grand Island.\nVian, Zoe, Omaha,\nVian, Elizabeth, Omaha.\nVincent, Margaret, Omaha.\nVincent, Kittie, Omaha.\nVroom. Emma, Wahoo.\nWagner, W. II.. Beatrice.\nWalker, Margaret, Mason City.\nWalker, Mary L., Mason City.\nWarner, Bertha, Lincoln.\nWatson, Jennie, North Bend.\n\nWanghop, Iluldah, Freemont.\nWaughop, Sarah, Freemont.\nWeller, A. A., Syracn><\nWeller, Mrs. A. A., SyraeiiM'.\n.\n\nWentch, Julia A., Beatrice.\nWheeler, M. E., Lincoln.\nWick wire, Rose, Grand Island.\nWilson, Bert., West Point.\n\nWithrow, Anna E., Omaha.\nWolfe, H. K., Lincoln.\nWyckoff, Helen, Omaha.\n\n—Nebraska, 220.\n\nNEW BRUNSWICK.\nAndrews, W. W., Sackville.\nBridges, H. V., Fredericktown.\nCarbett, Lizzie G., St. John.\nCarbett, Belle, St. John.\n\nCox, Phillip, New Castle.\nFoster, B. C., Fredericktown.\nGait, H. L., Campbellton.\nHayes, Frank H., St. John.\nHea, Anna M., St. John.\nInch, Geo. A., Fredericktown.\nIrons, S. W.,\n\nMoncton.\n\nMarch, John, St. John.\nMcBeath, Edith M., St. John.\nMcLean, W. M., St. John.\nMontgomery, John, St. John.\nMontgomery, Mrs. John, St. John.\nMowatt, Jennie, St. John.\nRichardson, Annie, St. Andrews.\nScarwell, Marion, St. John.\nSmith, Geo., Petitcodiac.\nUpton, Lattie R., St. John.\nYerxa, E. Iva, St. John.\nNew Brunswick, 22.\n\n—\n\nNEW HAMPSHIRE.\nBarney, Jennie S., Canaan.\nHope, Ella, Manchester.\nHope, Lucy Iff., Manchester.\nMatthews. L. E., Portsmouth.\nMinard, E. A., Plymouth.\n\nNewton, Alice J., Portsmouth.\nPierce, R. C, Portsmouth.\nPierce, Mrs. R. C, Portsmouth.\nRounds, C. C, Plymouth.\n\n—New Hampshire,\n\n9.\n\nNEW JERSEY.\nAllen, M. H., Midford.\n\nMahon, J., Caldwell.\n\nAitkin, Chas. S., Oxford.\nBarringer, W. W., Newark.\nButler, Nicholas M., Paterson.\n\nMatthews, M. A., Orange.\nMcCullough, Effie K. M., Orange.\nMcCullough, M. H., Orange.\n\nRed Bank.\nChalmer, Katharine, Orange.\nDonaldson, M. E., Rutherford.\nFawcett, Sara A., Newark.\n\nPowell, W. F., Camden.\n\nCase, Richard,\n\nScarlett, Augustus, Newark.\nScarlett, Mrs. A., Newark.\n\nSandy, W. C, Newark.\n\n—New Jersey, 16.\n\nNEW MEXICO.\nAllensworth, Allan, Ft. Bayard.\n\nBlackmore, T. F., Eddy.\nCutler, Ada M., Silver City.\nHadley, Hiram, Las Cruces.\n\nJackson, Mrs. W. L., Silver City.\nMarshall, T. Marcellus, Chamita.\n\nWeimvan, J. A., Albuquerque.\n\n—New Mexico,\n\nNEW YORK.\nAbell,\n\nMary S., Westfield.\n\nAbot, C. R., Brooklyn.\nAbot, Mrs. C. R., Brooklyn.\nAnderson, John J., Brooklyn.\nAndrews, L. C, Yonkers.\nAndrews, J. A., Mt. Vernon.\n\nArmstrong, G. P., Bay Shore.\n\nAugsburg, D. R., Theresa.\nBabcock, J. W., Dunkirk.\nBalch, Augusta L., Oswego.\nBardeen, C. W., Syracuse.\nBarns, Margaret J., New York.\nBarnes, Grace M., New York.\nBarnes, Agnes, New York.\n\n7.\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nNEW YORK— Continued.\nBishop, E. R., Oswego.\nBristol, E. N., New York.\nBrower, C. G., New Brighton.\nCarlisle,\n\nMary A., Hogansburg.\n\nCarpenter, Laura M., Eldridge.\nCarter, H. J., Schenectady.\nChalmers, Agnes S., Perth.\nChalmers, Frances M., Perth.\nChandler, John W., Jordan.\nCheney, F. J., Albany.\nClark, John S., Boston.\nCoffin, E. Luella, Nunda.\nColby, E. C, Rochester.\nCook, Juliet A., Oswego.\n\nCoomes, J. L., New York.\nCornell, Nellie F., Rochester.\nCovey, S. R., Oyster Bay.\nCox, Mary A., Cornwall.\nCrafts, Cornelia, Wolcott.\nCurran, Mary A., New York.\nCurry, Ellen, Peekskill.\nCurtiss, Mrs. E. S., Geneseo.\nDay, Albert, New York.\nDay, Mrs. Albert, New York.\nDavis, Cornelia E., Hempstead.\nDonovan, Mrs. M. E., Baldwinsfield.\nDonnelly, T. F., New York.\nDouglass, Rebecca J., New York.\nDowning, A. S., Palmyra.\nEaton, Chas. W., New York.\nElder, A. Marie, Fairfield.\nElgas, Matthew J., New York.\nEllsworth, H. W., New York.\nEstee, J. A., Gloversville.\n\nEvans, Asher B., Lockport.\nEvans, B., New York.\nFarrell, Edward D., New York.\nFlannagan, Mary W., Syracuse.\nFleming, Mary A., Buffalo.\nFrench, H. P.', Albany.\nFrench, Geo. W., Brooklyn.\nFrench, Mrs. S. Agnes, Brooklyn.\nGeer, Louise E., Jamestown.\nGlennie, A. J., Geneseo.\nGoodnough, W. S., Brooklyn.\nGriffin, Ida L., Mexico.\nGrimes, J. M., Limestone.\nHale, Geo. D., Rochester.\nHamilton, E. E., Buffalo.\nHathaway, Martha, Tonawanda.\n\nHawkins, E. J., Buffalo.\nHayes, H. E., New York.\nHervey, Mrs. W. L., New York.\nHewitt, K. I., New Haven.\nHill, H. M., Buffalo.\nHillsbrand, Helen L., Oswego.\nHodges, Amy M., Rochester.\nHowe, E. J., Pittsford.\nHowe, Harriet, New York.\nHulse, T. B., New York.\nHunt, John L. N., New York.\nHunter, Anna M., New York.\nHurl but, Ina H., Homer.\n\nJackson, Louise, Marlborough.\nJacoby, Asher J., Saville.\nJacoby, Mrs. Asher J., Saville.\nJenks, J. W., Ithaca.\nJones, E. E., Great Valley.\n\nKane, T. F., Ithaca.\nKellogg, Amos M., New York.\nKinsman, Jeannie, Fredonia.\nKruse, W. C, Ogdensburg.\nLang, Ossian H., Buffalo.\nLawlor, Mary T., New York.\nLeet, Esie E., Jamestown.\nLeipziger, Henry M., New York.\nLeonard, Albert, Dunkirk.\nLissner, Amelia, New York.\nLooke, M. E., Fredonia.\nLovecraft, M. L., Mt. Vernon.\nMagovern, Mary A., New York.\nMaxwell, F. B., Ithaca.\n\nMcHair, E. Lula, Nunda.\nMcLamy, Anna, Fredonia.\nMilne, James M.. Oneonta.\nMilne, John M., Geneseo.\nMonaghan, F. I., New York.\nNesbitt, Mary E., New York.\nNesbitt, Eleanor G., New York.\n\nNewson, H., New York.\nNunns, Robert, Saville.\nNunns, Mrs. Robert, Saville.\nO'Gerran, Mary L., Oswego.\nPalmer, F. B., Fredonia.\nPerkins, A. D., Syracuse.\nPerry, Walter S., Brooklyn.\nPlimpton, Geo. A., New York.\nPoucher, S. A., Oswego.\nPowers, Gussie, Hudson.\nProctor, Frances, Buffalo.\nRiggs. M. L., Spring Valley.\nRice, Gratie L., Buffalo.\nRichardson, Elizabeth, Fredonia.\nRickoff, Andrew J., New York.\nRoberts, B. H., North Chili.\nRose, E., Rochester.\nRuddick, Belle, Glen Spey.\nRudell, John F., St. Louis.\nRusk, Rebecca, Marlborough.\nSargent, Eliza A., Schenectady.\nSheldon, E. A., Oswego.\nSheldon, Laura, Oswego.\n\nSchermerhorn, Jane A.. New York.\n\nSimmons, Juliet M.. Buffalo.\nSlocum, A. G., Corning.\nSmith, C. T. R., Lansingburgh.\nSmith, Margaret K., Oswego.\nSmith, Ellen, Buffalo.\nStaker. Mrs. E. C, Brooklvn.\nStowell, F. B., Potsdam.\nStowell, Mrs. F. B., Potsdam.\nStrickland, Marran, Albany.\nSquire, Mary V., Buffalo.\nTavlor, Joseph S., New York.\nTaylor, A. N., Westfield.\n\nTucker, S. J., New York.\n\n"}
{"page": 871, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n867\n\nNEW YORK— Concluded.\nVan Allen, William H., New York.\nVan Tuyl, C. H., Hamilton.\nWalker, C. II., Yonkers.\nWalker, Minnie N., Canton.\nWalker, Clara R., Canton.\nWaterbury, R. A., Geneseo.\nWaterbury, Alice L., Geneseo.\nWebster, Fannie, Binghamton.\nWelle r, Elnette, W.olcott.\n\nWelch, W. A., Brooklyn.\nWhite, Mrs. F. N., Canandaigua.\nWhitehead, Mrs. Katherinc, Rochester.\nWoodman, P. C, New York.\nWright, J. L., Baldwinsville.\nWright, L. K., Eldridge.\nWyckoff, Adelaide E., Brooklyn.\nWyman, H. E., Brooklvn.\n\n—New York, 117.\n\nNORTH CAROLINA.\nAdams, E. H., Ashville.\nByneur, John G., Morgan ton.\nByneur, Mrs. H. E., Morganton.\nCampbell, Lizzie, Monroe.\nCorpening, Mrs. Z. T., Morganton.\nFarinholt, L. A., Ashville.\nFarinholt, Mrs. L. A., Ashville.\n\nGoodman, G. C, Mooresville.\nHouston, R. V., Mooresville.\nJones, L. E., Morganton.\nMcClelland, J. R., Mooresville.\nReid, John H., Morganton.\nRichards, K. B., Morganton.\nNorth Carolina, 13.\n\n—\n\nNORTH DAKOTA.\nAllen, H. M., Armstrong.\nAllen, Mrs. Bertha, Armstrong.\nBarnes, M. W., Odell.\nBrown, Mrs. Geo., Grand Forks.\nBrown, A. L., Grafton.\nCathro, F. W., Bismarck.\nCathro, Mrs. F. W., Bismarck.\nClemmer, C. H., Grand Forks.\nClemmer, Mrs. C. H., Grand Forks.\nEstes, L., Grand Forks.\nEstes, B. C, Grand Forks.\nFancher, L. B., Devil's Lake.\nFellows, B. L., Wheatland.\nGansl, J., Grand Forks.\nGansl, Mrs. J., Grand Forks.\nGreen, Belle, Casselton.\n\nHougen, Christine, Fargo.\nHunt, Mrs. Julia, Grand Forks.\nKoon, Mrs. M. A., Grand Forks.\nMcConnachie, Geo., Inkster.\nMill hone, T. W., Ellendale.\nMix, Mrs. E. H., Grand Forks.\nMix, Mamie, Grand Forks.\nMurray, Helen, Mayville.\nOgden, John, Bismarck.\nRank, Nettie, Larimore.\nSands, M. H., Grafton.\nShirley, M. A., Grand Forks.\nSpurr, B. M., Valley City.\nStobens, Mrs. J. H., Larimore.\n\nThomas, Kate, Bismarck.\nWing, Annie B., Bathgate.\nNorth Dakota, 32.\n\n—\n\nNORTHWEST TERRITORY—CANADA.\nBlack. John. McLeod.\nBrown, E. W., Maple Creek.\nBrown, J. A., Regina.\n\nGrimett, T. T., Indian Head.\nSmith, A. N., Moosonnie.\nWilloughby, Dr., Regina.\n\n—Northwest Territory,\n\n6.\n\nNOVA SCOTIA.\nAllison, Dr., Halifax.\n\nKirkpatrick, Martha, New Glasgow.\n\nBrodie, Isabel, Halifax.\nBrice, C. S., Shelburne.\nCalkin, J. B., Truro.\nCunningham, A. M., Halifax.\nForbes, Nettie, Yarmouth.\nForrester, J. L., Halifax.\nHaley, Alvin, Yarmouth.\n\nMackay, A. H., Halifax.\nMcCurdy, James A., Halifax.\nMcGregor, Mary, Halifax.\nMcLatchy, Blanch K., Windsor.\nMcQueen, Jessie, Sutherland's River.\n\nHamilton, Mary A., Dartmouth.\n\nSmith, J. A., Windsor.\n\nHustis, Hannah, Yarmouth.\nJones, M. C, Halifax.\n\nWorthylake, Alice, Windsor.\n\nPatterson, Mrs. S. B., Truro.\nRoscoe, H. W., Wolfville.\n\nWard, Chas., Yarmouth.\n\n—Nova Scotia,\n\n22.\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nOHIO.\n\nAdamson, Loreno B., Corning.\nApplegate, Mrs. M. F., Toledo.\nAustin, R. E., Tama.\nAustin, Mrs. R. E., Tama.\nBaker, Minnie C, Yellow Springs.\nBall, Emily, Portsmouth.\nBarstow, Tillie, Cleveland.\nBashford, J. P., Delaware.\nBashford, James W., Delaware.\nBecker, Anna, Cleveland.\nBecker, Ella, Cleveland.\nBeck, Flora E., Bethel.\nBeers, Oda, Cleveland.\nBenham, Ella, Cleveland.\nBerger, Julia, Cleveland.\nBidlake, Florence, Mantua.\nBlakiston, Mary, Columbus.\nBlanchard, F. G., Fredericksburg.\nBonebrake, L. D., Mt. Vernon.\nBooth, E. R., Cincinnati.\nBowen, Cina S., Sharonville.\nBower, R. L., Cincinnati.\n\nBoyd, Kate, Athens.\nBoyd, Carrie, London.\nBoyd, Jane A., Wooster.\nBoyle, James, Columbus.\nBrett, Ida J., Cleveland.\nBrinkhoff, Mrs. E. E., Columbus.\nBrooke, Emma, Delaware.\nBrown, R. M., Troy.\nBrown, Milly, Cleveland.\nBuck, Ida R., Alliance.\n\nBunker, Ida, Mechanicsburg.\nBurns, J. J., Canton.\nBurns, Mrs. J. J., Canton.\nBurns, Lucy, Dayton.\nBurns, Margaret, Dayton.\nBurr, Jessie L., Columbus.\nCalhoun, Alice, Cleveland.\nCall, Lucy B., Cleveland.\nCampbell, Florence E., Salem.\nCanfield, Jennie B., Springfield.\nCarothers, Alice, Cleveland.\nCarothers, Nettie, Cleveland.\nCarlett, Adelaide, Cleveland.\nCarpenter, Nellie, Delaware.\n\nClancy, Minnie, Cleveland.\nClark, Georgie, Cleveland.\nClark, Lizzie, Cincinnati.\nClaus, Marie, Cleveland.\nClegg, C. B., Dayton.\nClemens, I. M., Ashtabula. Clyne, Helen G., Cleveland.\nComstock, Marv E., Cleveland.\nCook, S., Cleveland.\nCondit, Ida M., Dayton.\nCorlett, H. E., Cleveland.\nCorson, 0. T., Cambridge.\nCothran, Lizzie, Athens.\nCowgill, D. E., Delaware.\nCox, E. B., Xenia.\nCoy, E. W., Cincinnati.\nCrabbe, Martha, London.\n.\n\nCrethers, Lillie, Columbus.\nCromer, Jennie, Greenville.\nCross, J. W., Ostrander.\nCulbert, Sophia, Fremont.\nCurrier, S. D., Youngstown.\nDalzell, M. Asenath, Alliance.\nDana,\nK., Cleveland.\nDavidson, C. C, Alliance.\nDavidson, Victoria, Cincinnati.\nDavis, L. W., Cleveland\".\nDay, L. W., Cleveland.\nDebol, Mrs. Alice W., Cincinnati.\n\nEmma\n\nDe Long, G. W., Corning.\nDe Long, Mrs. G. W., Corning.\nDennison, Libbie, Greenville.\nDickinson, J. F., Columbus.\nDickinson, Mrs. J. F., Columbus.\nDickinson, Minnie, Lima.\nDoane, Letitia L., Columbus.\nDorr, Eliza, Fremont.\nDowdall, Mrs. E. W., Columbus.\nDunathan, Rose, Van Wert.\n\nDunkle, Eli, Athens.\nDutton, Bettie A., Cleveland.\nDyer, Frank R., Salem.\nEarly, Margaret A., Cleveland.\nEaton, John, Marietta.\nEdgeter, Helen, Dayton.\nElliott, Cora B., Delaware.\nElmet, Florence, Van Wert.\nEnwright, Nellie C, Belle vue.\nEvans, Jennie, Hunter.\nFahnestock, Mary K., Cleveland.\nFarrand, Florence, Cleveland.\nFawcett, Effe, Salem.\nFawcett, Margaret M., Salem.\nFay, C. S., Wyoming.\nFenn, C. Belle, Hudson.\nFerguson, Celina, Van Wert.\nFite, Nettie, Marion.\nFite, Anna W., Marion.\nFindley, Catharine A., Athens.\nFlannery, M. J., Jamestown.\nFlowers, Olive, Columbus.\nFox, Mrs. Mary, Cincinnati.\nFrank, Cynthia, Lebanon.\nFraser, Helen, Columbus.\nFrost, J., Tiffin.\nFulmer, D. P., Perrysville.\nGalloway, Alice, Xenia.\nGarst, Henry, Westerville.\nGillumbromer, F., Greenville.\nGinn, F. M., Clyde.\nGlover, M. L., Akron.\nGoody, T. P., Athens.\nGoody, Mrs. T. B., Athens.\n\nGraham, Mrs. Mary, Cleveland.\nGrinton, Mary A., Delaware.\nHaley, Thos., Cleveland.\nHaley, Mrs. Thos., Cleveland.\nHammond. Jennie, Columbus.\nHanover, Nannie, Delaware.\nHanpert, Chas., Philadelphia.\n\n"}
{"page": 873, "printed_page": null, "text": "—\n\nANNUAL MEMBERSHIPS.\nOHIO\nHard, M. E., Salem.\nHarmount, Lizzie, Canal Dover.\nHarmount, Belle, Canal Dover.\nHart, Anna M., Cleveland.\n\nHartman, Mary, Fremont.\nHasenpflug, Mary, Cleveland.\nHatcher, E. L., Tiffin.\nHathaway, Helen, Milford Center.\nHayes, Ella L., Toledo.\nIlcidenbrand, Edith, Canton.\nHeldenbrand, Ida, Canton.\nHenschen, Cornelia, Cleveland.\nHervy, Mrs. L. R., Cincinnati.\nHiles, Hattie, Shelby.\nHill, A. N., Cleveland.\nHill, J. J., Cleveland.\nHitchcock, C. A., Collingwood.\nHoskins, M. M., Jefferson.\nHonecker, Leah, Cleveland.\nHonecker, Mary A., Cleveland.\nHonecker, Lydia S., Cleveland.\nHubbell, G. A., Fairfield.\nHutton, Anna A., Cleveland.\nHuxley, May Irene, Salem.\nIngles, H. L., Cincinnati.\nIngles, Mrs. M. L., Cincinnati.\nJacobs, Norma, Toledo.\nJackson, Ellen, Cleveland.\nJackson, Mrs. A., Akron.\nJackson, Lulu, Akron.\nJohnson, W. R., Columbus.\nJohn, Louise, Delphos.\nJones, Arthur 0., Cincinnati.\nJones, Jennie E., Canton.\nKellv, L., Cleveland.\nKelly, M. K., Cleveland.\n\nKenyon, J. F., Akron.\nKing, Mrs. Harriet E., Jefferson.\nKing, Alice, Jefferson.\nKlein, Julia, Van Wert.\nKnerr, Ella, Fremont.\nKoeberlin, Amelia, Greenville.\nKoehler, C. F., Berea.\nKolbe, Bertha, Cleveland.\nKost, J., Tiffin.\nKridler, Laura M., Fremont.\nLaird, A. E., Cleveland.\nLang, Kate, Cleveland.\nLanneus, Sue M., Chillicothe.\nLathrop, Mrs. Carry N., Cincinnati.\n\nLawrence, J., Columbus.\nLawrence, Mrs. J., Columbus.\nLawrence, Josephine, Marysville.\nLe Rett, Sallie, Columbus.\nLittle, Florence M., Mechanicsburg.\nLockhart, A. G., Columbus.\nLockhart, D. M., Columbus.\nLofland, Anna, Columbus.\nLoomis, E. S., Berea.\nLowry, L., Dayton.\nLowry, A., DaVton.\nLukens, Jos. F., Lebanon.\nLynch, Charles P., Warren.\n\nContinued.\nLyon, E. D., Berea.\nMackloy, Adele, Gettysburgh.\nMarckworth, Hermann, Cincinnati.\nMarckworth, Mrs. Marie, Cincinnati.\nMarckworth, Otto, Cincinnati.\nMarlay, Cara, Galion.\nMarlay, E. A., Galion.\nMass, Katie E., Delaware.\nMathews, Mrs. Samuel, Paynesville.\nMajor, Samuel, Hillsborough.\nMajor, Mrs. L. W., Hillsborough.\nMcCray, Minnie, Mansfield.\nMcDonald, Nellie, Salem.\nMcEachren, Florence, Cleveland.\nMcFadden, M., Wooster.\n\nMcFarland, William H., Columbus.\nMcFarland, Minnie, Springfield.\nMclntire, B. B., Springfield.\nMclntire, Georgie, Pittsburg.\n\nMcKean, J. E., Jefferson.\nMcKean, Mrs. J. E., Jefferson.\nMcKinney, Athella, Yellow Springs.\nMcKinney, Carana, Yellow Springs.\nMcVay, Pearl, Athens.\nMeyer, Mrs. V., Tiffin.\n\nMary E., Beliefontaine.\nMilligan, S., Wooster.\n\nMiller,\n\nMiner, J. W., Columbus.\nMitchell, R. W., Alpha.\nMontgomery, W. D., Martin's Ferry.\nMoores, Carrie E., Carthage.\n\nMorrey, W. T., Columbus.\nMorris, F. H., Cleveland.\nMorris, Frank, Cleveland.\nMorris, Chas., Cleveland.\nMorrow, Abbie R., Greenville.\nMorton, W. H., Cincinnati.\n\nMorton, E. C, Columbus.\nMorton, Mrs. A. M., Cincinnati.\nMoulton, E. F., Cleveland.\nMoulton, Mrs. E. F., Cleveland.\nMurfelt, Almnia, Cleveland.\nNewhouse, S. E., Greenville.\nOsgood, Anna M., Columbus.\nPalmer, Mattie, Delaware.\nPatrick, Marion, Philadelphia.\nPatterson, Jennie, Columbus.\nPendleton, M. C, Findley.\nPerfect, Ella, Delaware.\nPeterson, Mrs. S. F., Youngstown.\nPfeiffer, J. W., Canal Dover.\nPhillips, Mame, Athens.\nPinhard, Estella, Cleveland.\nPink, Fanny, Cleveland.\nPlumb, G. M., Galena.\nPowell, Arthur, Marion.\nPowell, Jessie, Findley.\nPowell, Bertha, Findley.\nPowers, Flora J., Cleveland.\nRankin, Mrs. C. F., Piqua.\nRay, W. H., Carrollton.\nRayen, Mary, Cleveland.\nReiter,\n\nEudora C, Miamisburg.\n\n869\n\n"}
{"page": 874, "printed_page": null, "text": "—\n\n870\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nOHIO\n\nReveley, Ellen G., Cleveland.\nRice, Laura A., Miamaville.\nRichards, E. E., Washington C. H.\nRideout, Addie A., Hudson.\nRickard, Izola, Alliance.\nRiggin, Eraile B., Cleveland.\nRobb, Lillian, Marysville.\nRoberts, W. E., Cleveland.\nRoberts, H. H., Marshalltown.\nRoberts, Mrs. R., Cleveland.\nRoberts, Lida, Cleveland.\nRoose, Leaman, Cincinnati.\nRoose, Isaac, Cincinnati.\nRoose, Mrs. Kate C, Cincinnati.\nRooney, Emma E., Toledo.\nRose, Mrs. W. W., Fremont.\nRose, Margaret, Van Wert.\nRoss, W. D., Fremont.\nRoss, W. W., Fremont.\nRoss, Clara J., Fremont.\nRoteck, A., Cleveland.\nRuess, Bertha, Mansfield.\nRyan, D. J., Columbus.\nSanor, S. D., Youngstown.\nSanor, Mrs. S. D., Youngstown.\nSaunders, W. A., Bryan.\nSaunders, T. J., Martin's Ferry.\nSchwary, Elise M., Cleveland.\nScott, W. H., Columbus.\nScott, Mrs. S. F., Columbus.\nSeitz, Anna E., Greenville.\n\nShane, Jessie, Richmond.\nShanter, Thos. J., Cleveland.\nSharpe, E. A., Fremont.\nSharpless, T., Springfield.\nShawan, J. A., Columbus.\nShivers, E. J., Tiffin.\n\nShook, Nevada, Lima.\nShucy, Frank G., Camden.\nSinclair, D. A., Dayton.\nSinclair, Mrs. D. A., Dayton.\nSlover, Ella, Greenville.\nSmith, L., Cleveland.\n\nSmith, Lou, Radnor.\nSnyder, Ella, Salem.\nStickney, Lucia, Cincinnati.\nStinchcbmb, Helen, Bellefontaine.\nStroup, Paul, Wooster.\nSullivan, Christine, Cincinnati.\n\nSummers, Annie, Canaan.\nSuper, C. W., Athens.\nSutherland, Margaret W., Columbus.\n\nConcluded.\nSutter, Dora, Shelby.\nSweeney, Mary K., Riverside.\n\nSymons, J. L., Columbus.\nSymons, Mrs. L.. Columbus.\nTagg, Clara G., Cleveland.\nTaylor, A. E., Springfield.\nTaylor, Zachary, Springfield.\nTaylor, Addie E., Springfield.\nTerrel, Harriet E., Cleveland.\nThomas, Lizzie, Xenia.\nTilton, G. E., Cleveland.\nTilton, Lulie, Cleveland.\nTorrence, Anna M., Clifton.\nTownsend, Helen, Athens.\n\nTownsend, M. J., Athens.\nVance, Sophia, Van Wert,\nVan Cleve, C. L., Troy.\nVerbeck, Mary, Cleveland.\nWalker, G. W., Canal Dover.\nWalker, flattie E., Cleveland.\n\nWard, Ralph B., Lorain.\nWard, F. D., Lorain.\nWelch, Anna, Delphos.\n\nWenham, Emma J., Cleveland.\nWheaton, C.\n\nS., Athens.\nWheeler, Grant, Mohawk Valley.\nWhite, E. E., Cincinnati.\nWhite, Mrs. E. E., Cincinnati.\nWhite, W. J., Dayton.\nWhite, F. H., Mantua.\nWhite, Addie, Mantua.\nWicks, Mrs. E., Cleveland.\nWidman, Emma C, Delaware.\nWilmott, J. A., Cleveland.\nWilmott, Addie, Mantua.\nWilmott, Minnie, Mantua.\nWinget, Delia, Greenville.\nWirth, R., Columbus.\nWise, Nettie, Canton.\nWolfe, Isaac, Cleveland.\nWolf, Carrie, Cleveland.\nWolfe, Bettie, Cleveland.\nWolf, Belle, Cleveland.\nWolf, Linda, Cleveland.\nWormer, Mrs. Van, Dayton.\nWright, Florence, Chillicothe.\nWright, Bessie, Worthington.\nWright, Bessie, Springfield.\n\nYoung, M. E., Mansfield.\nYoung, E. H., Belleville.\nZerbe, Ida, Cleveland.\n•Ohio, 355.\n\nONTARIO.\nAbram, E., Chatham.\nAllyn, Anna, Delta.\nAnderson, Bertha, Strathroy.\nAnderson, Mary M., Perth.\nArmistead, S. F., Bellville.\nArmstrong, James A., Boston Mills.\nArmstrong, F. E., Victoria.\nAtkin, W., St. Thomas.\n\nAtkinson, M., Chatham.\nAtkinson, Esther, Wardsville.\nAustin, B. F., St. Thomas.\nBain, John, Toronto.\nBain, Mrs. Mary, Toronto.\nBallard, J. F., Hamilton.\nBallard, W. H., Hamilton.\nBarber, A., Cobourg.\n\n"}
{"page": 875, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n871\n\nONTARIO—Continued.\nBarker, E., Toronto.\nBarnes, Chas. A., London.\nBarron, R. A., Meaford.\nBaxter, Duncan, Caledon.\nBechett, Elizabeth, Peterboro.\nBell, J. M., Nassagaweya.\nBell, A. M., Toronto.\nBin-hard, J. J., Bradford.\nBlack, Jean, London.\nBlack well, G. H., Winghan.\nBoddy, James, Toronto.\nBonnell, William, Toronto.\nBonnell, W. H., Toronto.\nBonnell, W. A., Toronto.\nBook, Hattie, Waubaushene.\nBooth, Harriet, Barrie.\nBooth, Lizzie, Barrie.\nBoothe, Mollie, Port Hope.\nBower, Emma, Perth.\nBreckon, James, Chatham.\nBremmer, R., Brooklin.\nBrocke, Mary, London.\nBrodie, Mrs. L. J., Essex.\nBrokovski, J. C, Elmvale.\n\nCole,\n\nMargoner E., Niagara Falls.\n\nColinson, Edith, Allendale.\nConger, Nina, Picton.\nCook, Frank, Delhi.\nCornel, D. M., Queensboro.\nCopeland, John, Cornwall.\nCottara, Andrew, Toronto.\nCousin, Mrs. F. X., Toronto.\nCraig, Rye, Walkerton.\nCrawford, Peter, Oldfield.\n\nCrawford, Mrs. Peter, Oldfield.\nCrawford, Bessie A., Belmont.\nCressweller, C. L. Essex Centre.\nCressweller, Sara, Essex Centre.\nCrews, Gertie, Trenton.\nCrickshank, A. Scott, Hamilton.\nDainty, W. C, Harrow.\nDanard, Fausta, Owen Sound.\nDavey, E. A. W., Whitby.\nDavey, T. Nelson, Whitby.\nDavidson, John, Harriston.\nDavis, W. II., Hamilton.\n,\n\nDawson. E. S. E., Chatham.\nDay, Win. II,, Victoria.\n\nBrown, James, Whitby.\nBrown, A. C, Toronto.\nBrown, J., Toronto.\nBrownscomb, F. J., Petrolea.\nBuchanan, Bessie, Lakefield.\n\nDay, Isaac, Orillia.\nDay, Lenna, Athens.\nDearness, J., London.\nDe Guerre, Ambrose, Gait.\nDewar, R. S., Burk's Falls.\n\nBurchard, I. J., Bradford.\nBurke, E., Fuller.\nBurns, Hetty, Port Rowan.\nBurwash, N., Canboro.\n\nDezell, Alice, Alvanley.\nDickinson, Arthur, Stratford.\nDichson, G., Toronto.\n\nCairnes, Geo., Breslau.\n\nDolan, Maggie, Orangeville.\nDonald, Geo. W., Owen Sound.\nDonald, Kate, Owen Sound.\nDonovan, Hattie, Portland.\nDorrance, D. C, Seaforth.\nDorrance, D. C, Centralia.\nDouglass, W., Meaford.\nDouglas, W. A., Toronto.\nDover, C. F., Haliburton.\nDowney, C, Flamboro Centre.\nDuff us, Mrs., Toronto.\nDuncan, Jane, Bayfield.\nEadie, J., Toronto.\n\nCampbell, N. M., St. Thomas.\nCampbell, Mrs. N. M., St. Thomas.\nCampbell, Annie, St. Thomas.\nCampbell, G. W., Tara.\nCampbell, W. A., Strathroy.\nCampbell, Maggie, Owen Sound.\nCampbell, D., Toronto.\nCampbell, A., Fullerton.\nCannell, Charlotte, London.\nCarlyle, J., Toronto.\nCarrie, M. E., Owen Sound.\nCarveth, Florrie, Port Hope.\nCase, Mrs., London.\nCase, E., London.\nCaverhill, Arthur E., Beamsville.\n\nDingman, Lilly, Melville.\n\nEdwards, C. B., Lucan.\nEidt, Edwin D., Philipsburg.\nElliott,\n\nEdwin, Windsor.\n\nChalmers, Annie, Owen Sound.\n\nElliott,\n\nAggie, Trenton.\n\nChambers, Lizzie, Stirling.\nChave, W. J., Woodstock.\n\nEllis,\n\nChristie, J. D., Simcoe.\nChristie, Amelia, London.\nChristine, Elsie R., Oil City.\n\nClarke, W. H., Halloway.\nClark, Levi J., Toronto.\n\nClapp, David, Hamilton.\nClendenning, V. A., Gananoque.\nCode, Charlotte, Perth.\nCode, Maude, Perth.\nCode, Jas. R., Toronto.\nCody, William S., Kemptville.\n\nAnnie II., Oshawa.\n\nEttinger, J. G., Garden Island.\nExley, R. H., Napanee.\n\nFalkenbach, H. F., Toronto.\nFerguson, Sarah E., Fergurson's Falh\nFetterley, Mrs. E., Chesterville.\nFetterly, J., Chesterville.\nFoley, Michael. Millington.\nForrest, Dr., Stratford.\n\nFord, Deborah, Owen Sound.\nFortune, Geo., Hamilton.\nFoster, M. M., Toronto.\nFoster, R. F., Arkona.\n\n'V\n\n"}
{"page": 876, "printed_page": null, "text": "8.72\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nONTARIO— Continued.\n\nFoster, Jennie, Welland.\nFraser, Thomas, Owen Sound.\nFraser, W. C, Vankleek Hill.\nFraser, Belle, Sandringham.\nFraser, Belle, St. Jacobs.\n\nFrench, Charles M., Oshawa.\nFrolley, Lyle, Bracondale.\nFuller, Annie E., Windsor.\nFulton, Maggie J., Toronto.\nFurinwall, Blanch H., Hamilton.\nFurlong, Thos. H., Simcoe.\nGandaur, C, Orilla.\nGarvin, J. W., Woodstock.\nGauld, Eliza B., St. Thomas.\nGeeson, Frances, London.\nGibbard, A. II., Georgetown.\nGibbs, E. E., Bervie.\nGibbs, Mrs. R. G., Bervie.\nGiffin, J. A., Clinton.\nGilchrist, Jane, Oxford.\nGilchrist, Jennie, Toronto.\nGiles, Edith, Brockville.\nGillespie, Julia M., Picton.\nGoenlock, Mary E., Seaforth.\nGraham, R. M., London.\nGraham, Hattie, Brockville.\nGraham, Gertrude, Plainfield.\nGrant, Robert, Brockville.\nGrant, James, Beaverton.\nGray, R. A., London.\nGray, C, Kinloss.\nGreenlees, R. F., Picton.\nGreenlees, Mrs. R. F., Picton.\nGreen, S. J., Franklin.\nGreenwood, Wm, H., Whitby.\n\nGreenwood, Wm, J., Whitby.\nGreer, Joseph, Listwell.\nGreer, Mary, Listwell.\n\nHagler, Emma, Toronto.\nHalliday, Minnie, Port Hope.\nHalliday, Ada, Port Hope.\nHall, John S., Belmont.\n\nHanna, Wilbur J., Lamia.\nHarding, S. H., Attwood.\nHardy, Sarah, Toronto.\nHardv, Kate, Toronto.\nHare,' J. J., Whitby,\n\nHarmon, A. Maria, Ottowa.\nHart, Richmond, Toronto.\nHauch, Samuel M., Dash wood.\nHaynes, E. M., Palmorston.\nHenderson, Anson G., Whitby.Henry, T. M., Napanee.\nHenstridge, J. W., Portsmouth.\nHeveron, Maggie, Perth.\nHewson, Richard, Toronto.\nHicks, R. W., Toronto.\nHinch, N. E., Camden East.\nHinch, Maria, Napanee.\nHinch, L., Hinch.\nHiscock, Nellie, Gananoque.\nHogarth, J. W., Exeter.\nHogarth, E. S„ Centralia.\n\nHolden, John B., Toronto.\nHolmes, M., Petrolia.\nHolmes, F. A., Clinton.\nHolmes, A., Clinton.\nHolmes, M. L., Clinton.\nHouston, John, Brighton.\n\nHow, Hessie, Toronto.\nHoward, Mrs. A. P., Glencoe.\nHughes, T. J., Chesley.\nHugill, Jas. W., Coboconk.\nHutchings, G. M.. Simcoe.\nIrwin, William, Flesherton.\nIrwin, Maggie J., Mongolia.\nJackson, Charlotte, Toronto.\nJackaberry, Madge, Chatham.\nJamieson, J. S., MorrisbUrg.\nJeffery, Solomon H., Pickering Village.\nJohnson, A. J., Toronto.\nJohnson, S. M. E., Toronto.\nJohnson, John, Sarnia.\nJohnston, Mrs. G. W., Toronto.\nKeddie, H. M., Oshawa.\nKeefler, Mrs. M. H., Weston.\nKeefler, Ethel, Weston.\nKelso, Thos. P., Belleville.\nKelso, Bella, Owen Sound.\nKennedy, Hugh, Norval.\nKennedy, Mrs. W. H., Toronto.\n\nKennedy, Mary, St. Thomas.\nKenny, 0., Durham.\nKerr, Brydon John, Rat Portage.\nKerr, C. W., Toronto.\nKerr, E. M., Toronto.\nKerr, C. S., Woodstack.\nKerr, W. F., Coburg.\nKeyes, Lizzie, Stutfad.\nKilty, Geo. M., Summer Hill.\nKirk, Geo., Chatham.\nKirkconnell, T. A., Port Hope.\nKirkconnell, Mrs. T. A., Port Hope.\nKirkland, Thomas, Toronto.\nLackaberry, Mary, Chatham.\nLamport, W. A., Toronto.\n\nLang, A. E., Napanee.\nLandells, R., Victoria.\n\nLangsdon, John, Prince Albert.\nLanglois, Grace, Toronto.\nLatter, Joseph, Toronto.\n\nLawrence, Wm. J., Goodwood.\nLawrence, Amelia, Toronto.\nLegge, L., Gananoque.\nLegge, Minnie, Gananoque.\nLeitch, Thomas, St. Thomas.\n\nLennon, Margaret, Smith's Falls.\nLennox, M., St. Marys.\nLe Vascount, H. M., Campbellford.\nLibrary, Public, Toronto.\nLillie, J. T., Port Elgin.\nLinklater, John C, Gananoque.\n\nD. C, Trenton.\nLochead, Maggie, Napanee.\n\nLittle,\n\nLockwood, Ellen, Warren.\nLogan, M., Toronto.\n\n"}
{"page": 877, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\nONTARIO— Continued.\nLongwell, Ella, Chatham.\nLowery, John H., Summerhill.\nLuke, M., Oshawa.\nLuke, Annie, London.\nLvnde, F. G., Madoc.\nMadden, J. H., Toronto.\nMiulden, Maria, Prince Albert.\nManning, F. M., Niagara Lake.\nMartin, J. C, Toronto.\nMartin, R. T., Toronto.\nMartin, Essy, Listowell.\nMarshall, Jean, Stratford.\nMassey, Arthur, Bay Side.\nMassey, H. L., Morresburg.\nMassey, Mrs. H. L., Morresburg.\nMatson, R. H., Toronto.\nMaw, Herb., Omagh.\nMc Arthur, Mrs. H., Port Perry.\nMcClaren, Kate, Morpeth.\nMcCargar, C. H., Ottawa.\nMcColl, Annie, St. Thomas.\nMcColl, Maggie, Sarnia.\nMcColl, Flora, Hubrey.\nMcDermott, Mrs. Joseph, Toronto.\nMcDonald, A., Merrickville.\nMcDonald, Mrs. A., Merrickville.\n\nMcDonald, J. V., Appin.\nMcDonald, Alex., Thedford.\nMcDougall, Duncan, Victoria.\nMcDougall, A. H., Ottawa.\nMcDougall, Ellen, White Oak.\nMcDougall, Agnes, White Oak.\nMcEachern, Peter, Toronto.\nMcFarland, Isadora, Toronto.\nMcFaul, J. H., Toronto.\nMcFaul, L. L., Seaforth.\nMcGibbon, Geo., Arkona.\nMcGregor, P. ft, Almonte.\nMcGregor, Alice, Toronto.\nMcintosh, W., Madoc.\nMcintosh, A., Toronto.\nMcKay, J. B., Kingston.\n\nMcKay, Ellen, Simcoe.\nMcKee, Alexander, Nexbridge.\nMcKenzie, W. L., Shedden.\nMcKenzie, Agnes, London.\nMcKenzie, Grace, Stratford.\nMcKerachen, Mary, Ottawa.\nMcKinnely, Mary, Perth.\nMcKinnely, Agnes, Perth.\n\nMcKirmon, D. J., Minnico.\nMcLaren, Maggie, Morpeth.\nMcLauren, Lizzie, Napanee.\nMcLaurin, Susie, Napanee.\nMcLean, Allan E., Walkerville.\nMcLeod, J. G., Seaforth.\nMcLenaghan, H. E., Toronto.\nMcLennan, D., Clarence.\nMcNeill, Mrs. Amanda, Port Elgin.\n\nMcPherson, C, Prescott.\nMcPherson, Lena, Wallacetown.\nMcQueen, Robert, Kirkwall.\nMcQueen, Alexander, London.\n\nMears, Sarah, Windsor.\nMerchant, F. W., London.\nMetcalf, Mary A., Chatham.\n\nMeyers, Nellie, Trenton.\nMilden, Alfred, Barrie.\nMillan, H. M., London.\nMiller, Alberta, Ancaster.\nMiller, G. A., Mount St. Louis.\nMiller, Martha, Harrow.\nMitchell, Rachel J., Whitby.\nMitchell, Rachel, Mt. Forest.\n\nMoberly, M. S„ Collinwood.\nMobel, G. E., Aylmer.\nMoore, R. J., Toronto.\nMoore, C. E., Hamilton.\nMooan, John, Barrie.\nMorley, T. K., Toronto.\nMorrison, Mrs. E. S., Toronto.\nMudie, B. IL, Sarnia.\nMullog, C. W., Lucan.\nMuir, Alex., Toronto.\nMuirhead, M. W., Toronto.\nMuirhead, M. J., Toronto.\nMurphy, S. J., Toronto.\nNeary, A., Toronto.\nNeilson, W. Allen, Ayr;\nNesbitt, Robt. G., Woodville.\nNewall, Miss, Toronto.\nNewcomb, Mrs., Toronto.\nNicholls, Mary A., Peterboro.\nNoble, W., Prince Albert.\nNoble, Etta, Tara,\nNorris, Ida, Ornemee.\n\nOliphant, M. A., London.\nPalmer, Annie, Trenton.\nParker, Thomas, Toronto.\nParlee, Edith, Yarmouth Centre.\nParsons, Mercie, Whitby.\nPeterson, R. A., Perth.\nPearen, Fred., Ottawa.\nPegg, Geo. E., Ballantrae.\nPegg, William, Windham Centre.\nPerry, S. W., Kincardine.\nPhilp, F. C, Port Hope.\nPierson, Maggie, Toronto.\n\nPomeroy, Mrs. M. A., Napanee.\nPrescott, R. B., Toronto.\nPreston, S. H., Toronto.\nPreston, Ella, Toronto.\nPyru, A. R., Toronto.\nPyru, R. A., Toronto.\n\nQuance, Noah, St. Thomas.\nRaines, Minnie L., Mohawk.\nRankin, L. P., Toronto.\nRamsay, Walter, Thorndale.\nRapier, John A., Toronto.\nReid, John ft, Westfiekl.\nReede, Maud, London.\nRenwick, Carrie B., Norwood.\nReazin, Henry, Victoria.\nRichardson, J., Tavistock.\nRichards, Hannah, Chatham.\nRichmond, Elliot, Blythe.\n\n873\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nONTARIO— Concluded.\n\nRitchie, John, Cornwall.\nRitchie, M. S., Brampton.\n\nRobertson, W. J., St. Catharines.\nRobertson, Charles, Hamilton.\nRobertson, L., Toronto.\nRobertson, Alice, Wyoming.\nRobertson, M. G., Essex.\nRobinson, Hattie, St. Thomas.\nRollins, Jennie, Madoc.\nRosebrugh, T. R., Toronto.\nRoss, Belle, Sundridge.\nRoss, Mary, Walkertown.\nRow, R. K., Kingston.\n\nRunnalls, W. H., Welcome.\nRussell, John, Milbrook.\nSanders. Edgar Chas., St. Thomas.\nSanders, Edith A., St. Thomas.\nSaunders, Sudie J., Whitby.\nSavage, Lizzie, Carlton Place.\nScales, Annie, Oshawa.\nScarlett, E., Cobourg.\nScott, A. M., Toronto.\nScott, Arthur S., Essex Centre.\nScott, Mrs. Arthur S., Essex Centre.\nScott, Mrs. J. A., Essex.\nScott, Laura K., Charlottetown.\nScott, A., Charlottetown.\nScott, Florence, Brampton.\nSegsworth, A. E., Toronto.\n\nSevenson, S., Perth.\nShannon, Samuel, Attwood.\nSharman, I. E., Goderich.\nShaw, John, Brussels.\nShaw, Mar'ow A., Merton.\n\nSherman, Ella, Eden.\nSheppard, Geo., Godridge.\nShickluna, Geo., St. Catherine.\nShields, A. M., Mt. Forest.\nSimms, Amelia, Toronto.\nSimpson, Jas. J. W., Whitechurch.\nSinclair, D. A., Kilsyth.\nSinclair, S. B., Hamilton.\nSinclair, Teenie, Sarnia.\n\nSitlungton, M., Sarnia.\nSmith, J. H., Hamilton.\nSmith, Sidney, Collingwood.\nSproule, C. J., Collingwood.\nStanley, Annie A., Perth.\nStanton, M. H., Cobourg.\nStemson, Mary, Strath Roy.\n\nStephenson, S. C, Cobourg.\nStevens, W. H., Lindsay.\nStewart, John L., Leeswater.\nStewart, H. A., St. Thomas.\nStone, Geo., Port Perry.\nStoodley, Sue, Toronto.\nStrang,\" H. I., Goderich.\nStuart, J. R., Stratford.\nStuart, David, Shipley.\n\nSwanzey, Maggie, Toronto.\nSuddaby, J., Berlin.\nSutherland, R. W., Toronto.\nSutherland, H., Toronto.\nSutherland, Annie, Ingersol.\nTate, Mrs. G. L., Waubaushene.\nTaylor, Bellp, Langslide.\nTaylor, Belle, Langslide.\nTaylor, Alice, Orillia.\nTewksbury, Sarah, Cold water.\nThirlwall, Nellie, Greystead.\n\nThomas, M. J., Oshawa.\nThompson, W. H., Massie.\nThomson, R. B., Donville.\nThorn, Walter, Dumbarton.\nTodd, Alice, Owen Sound.\n\nTom, John E., Goderich.\nTumbull, James, Clinton.\nTurning, J. B., Toronto.\nUnsworth, Sarah, Florence.\nVan Dusen, Orangeville.\nVeals, Elizabeth, Toronto.\nWaddell, G. B., Hillsburg.\nWard, J. W., At wood.\n\nWark, Alex., Sarnia.\nWarner, R. I., St. Thomas.\nWarner, Mrs. R. I., St. Thomas.\nWatson, Kate A., Goderich.\nWatts, Etta, Glenvale.\nWatts, Emma, Glenvale.\nWebster, A. F., Toronto.\nWeiy, W. F., Bowmanville.\nWesterel, S. B., Mount Forest.\nWhetlocker, C. J., Tavistock.\nWhytock, M., Madoc.\nWickham, A., Kincardine.\nWickham, W. Kincardine.\nWickett, Edith, Elmer West.\nWilkie, Amelia, Vernon.\nWilkie, Jennie, Vernon.\nWilliams, H. W., Toronto.\nWilliams, Mrs. E. A., Toronto.\nWilliams, W., Collingwood.\nWilliams, Jane, Perth.\nWilliams, Mary, St. Thomas.\nWilson, G. D., Glencoe.\nWilson, Mrs. G. D., Glencoe.\nWilson, Eli, Asburn.\nWilson, Alice, Toronto.\nWilson, Mary, Toronto.\nWodden, Emma, Perth.\n,\n\nWyatt, Lizzie, St. Thomas.\nWylie, Mary J. B., Branford.\nYarnell, M.' A., Sidney.\n\nYemen, J. F., Ripley/\nYoung, Robert, Trenton.\nYoung, Alex., Almonte.\nYourmans, Mary, Toronto.\n\n— Ontario, 511.\n\nOREGON.\nDurgin, E. H., Portland.\nDurgin, Fannie, Portland.\nGorman, W. L., Pendleton.\n\nLetchu, J. D., Corvallis.\n\nMcFadden, M. E., Portland.\n-Oregon, 5.\n\n"}
{"page": 879, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n875\n\nPENNSYLVANIA.\nAdair, M. J., Allegheny City.\nAdair, K. L., Allegheny.\nAdair, Elizabeth M., Allegheny City.\nAllen, Jenny, Blairsville.\nAllen, Mrs. E., Blairsville.\nBaker, Edith B., Pittsburg.\nBird, Elizabeth, Montoursville.\nBogart, C. D., Bradford.\nBoyle. Myrtle L., Allegheny.\nBradshaw, S. E., Philadelphia.\nBrown, Margaret, Pittsburg.\nBrown, M. L., Allegheny.\nCadwallder, L. H., Philadelphia.\nCaldwell, S. A., Allegheny.\nCarney, Sarah, Allegheny.\nCarney, Mary, Allegheny.\nCooper, H. L., Pittsburg.\nCramer, Dell, Philadelphia.\nCrosby, Margaret, Chester.\nCullis, Ellen, Oil City.\nDalzell, Jennie, Allegheny.\nDes Islets, C. M., Cannonsburgh.\nEvans, B., Cannonsburgh.\nFaringer, Mrs. Dr., Erie.\n\nGunnison, Bertie, Erie.\nGuttenburg, Gustave, Pittsburg.\nHasley, Annie R., Allegheny.\nHaynes, Margarett, Oil City.\nHunsiker, Ella M., Bradford.\nJames, Edmund J., Philadelphia.\nJude, Geo. W., Sugar Grove.\nKilbourne, A. C, Erie.\nKinsman, Winfield, Sugar Grove.\n\nMcAulis, Ida M., Rochester.\n\nMcElwee, E., New Wilmington.\nMcDonald, M. A., Allegheny.\nMcHendry, Eliza, Allegheny.\nMclntire, Elizabeth, Stony Point.\nMeloney, Robert J., Allegheny.\nMeloney, Wm. A., Allegheny.\nMeloney, Mrs. Ada, Allegheny.\nMinter, T. S., Jackson.\nMorrison, A. J., Philadelphia.\nMorrison, Clara, Philadelphia.\nMorrison, Jennie S., Philadelphia.\nMorrow, John, Allegheny.\nMorrow, Eleanor, Oakdale Station.\nNease, William, Pittsburg.\nNease, Mrs. William, Pittsburg.\nNelson, A. L., Taylorsville.\nOliver, A. E., Corry.\nRitchie, Chesley, Pa.\nReed, Abbie, Harrisburg.\nSawbell, Franklin B., Greenville.\nSchabacker, Minnie, Erie.\nSchaeffer, Nathan C, Kutztown.\nSchafer, S. J., Allegheny.\nShaw, F. H., North East.\nShelley, W. H., York.\nSoweel, Mrs. F. B., Greenville.\nStrait, G. B., Sylvania.\nStone, Mary J., Beaver.\nStout, Geo. H., Philadelphia.\nTaylor, R. T., Beaver.\nTaylor, C. A., Beaver.\n\nThomas, Anna, Oil City.\n\nKuhus, Isabelle, Oil City.\nKuhus, Margaret J., Oil City.\n\nTorrance, J. R., Wilkinsburg.\nTownsend, Geo. W., Philadelphia.\nTrout, Mrs. C, Altona.\nTrout, M. C, Altona.\nTurner, Marion, Corry.\nPennsylvania. 76.\n\nLaird, Maggie, Williamsport.\n\nLow, Abbie, Erie.\nLyte, E. Oram, Millersville.\n\n—\n\nMcAulis, T. S., Rochester.\n\nQUEBEC.\nAhem, John, Quebec.\nAnderson, Mrs. A., Huntington.\nAnderson, Mamie, Huntington.\nArthy, E. W., Montreal.\nBannister, A. W., Richmond.\nBannister, Mrs. A. W., Richmond.\nBliss, Nellie,\n\nCompton.\n\nFoss, G. E., East Farnham.\nJackson, C. A., Montreal.\nJones, P. M., Montreal.\nMacauley, W. B. T., Montreal.\n\nMastin, G. L., Coaticooke.\nMastin, Mrs. G. L., Coaticooke.\n\nMcGregor, L., Huntington.\nMcGregor, Mrs., Huntington.\nMetcalfe, Mary, Montreal.\nMiller, J. N., Quebec.\nParmelee, G. W., Montreal.\nRexford, E. I., Quebec.\nRivard, Edmond S., Montreal.\n\nThompson, W., Coaticooke.\n\n— Quebec, 21.\n\nRHODE ISLAND.\nAlmy, V., Little Compton.\nBartlett, Annie F., Providence.\nBudlong, L. M., Providence.\nCarpenter, Mary, Providence.\nChase, R. E., Providence.\nChase, E. J., Providence.\nDurfee, Lydia F., Providence.\n\nFarrell, Annie T., Providence.\nF., Providence.\nFarrell,\n\nEmma\n\nFenner, Mrs., Providence.\nFenner, Miss, Providence.\nGuilbert, J. T., Providence.\nHarvey, Abbie M., Providence.\nHarvey, Clara B., Providence.\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nRHODE ISLAND— Concluded.\nSteele, W., Olneyville.\nSteele, Mrs. W. S., Olneyville.\nStockwell, T. B., Providence.\n\nHayward, Mrs. A. F., Providence.\nHay ward, Mary, Providence.\nKennedy, Jennie 0., Providence.\nKenyon, H. C, Pawtucket.\n\nTanner, H. S., Providence.\nTanner, Mrs. H. S., Providence.\nTarbell, H. S., Providence.\n\nMetcalf, Mrs., Providence.\nMurray, Edith B., Providence.\nPeck, Annie S., Providence.\n\nTarbell, Matfrie, Providence.\nTarbell, Mrs. M. A., Providence.\nVan Doom, Mabel A., Providence.\n\nA. S., Providence.\nRichardson, Mary J., Providence.\nRichardson, Lizzie A., Providence.\nRing, Rebecca L., Providence.\nRose, Henry B., Providence.\nRose, Mrs. Florence S., Providence.\nPhillips, Mrs.\n\nWeek, A. W., Providence.\nWeek, Mrs. A. W., Providence.\nWeld, Mary E., Providence.\nWhitbeck, Mrs. W. F., Pawtucket.\nWilson, W. E., Providence.\n\nSherman, Ella, South Kingstown.\n\n—Rhode Island, 42.\n\nSOUTH CAROLINA.\nHubbard, L. C, Anderson.\nMcDonald, W. H., Kershaw.\n\nAlford, J. H., Marion.\nAlford, A. N., Marion.\nAlexander, Lizzie, Chester.\nAtkinson, Wm. R., Columbia.\nBeattie, F. R., Columbia.\nEhrlich, Edward, Columbia.\nEhrlich, Mrs. Edward, Columbia.\nFlinn, J. Win., Columbia.\nGraeser, C. A., Charleston.\n\nOuzts, I). A. G., Charleston.\nRankin, A. M., Florence.\n\nRembert, A. G., Spartanburg.\nRichardson, W. R., Spartanburg.\nRichardson, Mrs. W. R., Spartanburg.\nTounder, Martha S., Aiken.\nWatson, W. F., Greenville.\nSouth Carolina, 18.\n\n—\n\nSOUTH DAKOTA.\nBeckwith, B., Central City.\nBrennan, Josie L., Lake Preston.\nBrennan, Mary E., Lake Preston.\nDeschame, Mary L., Caston.\n\nDuncan, F. A., Mitchell.\n\nEva L., Aberdeen.\nHazen, L. D., Lead City.\nHood, B. F., Aberdeen.\nJones, J., Chamberlain.\nJones, Mrs. J., Chamberlain.\nMajor, Lucy, Deadwood.\nMcArthur, Mrs. John A., Central City.\nMcCordie, Alma, Groton.\nMcCordie, Rolla, Groton.\nGillespie,\n\nMcLouth, Lewis, Brookings.\n\nNapton, Mrs. Mary, Central City.\nNorton, Belle M., Hot Springs.\nRankin, Luella, Deadwood.\nRequa, Cora B., Sioux Falls.\nT\nRobinson, Mary, Grand V iew.\nScharstein, Julia, Sioux Falls.\nStay, J. D.,\n\nYankton.\n\nStenson, Dora, Hot Springs.\n\nStorman, Cornelia, Leed.\nSwain, H. H., Yankton.\nSwain, Mrs. H. H., Yankton.\nTaber, E. J., Sioux Falls.\nVolin, E. S., Yankton.\nWhittaker, M. Lotta, \"Warner.\nWitbey, Ella G„ Sioux Falls.\n\n—South Dakota, SI.\n\nMcNab, Mary, Flandreau.\n\nTENNESSEE.\nAdams, Ethel, Clarksville.\nAllison, R. E., Shelby ville.\n\nAnderson, Amanda, Lebanon.\nAnderson, Mary, Springfield.\nAndrews, Mamie, Nashville.\nArmstrong, Mrs. M. C, Nashville.\nBarnes, Geo. W., Nashville.\nBellmpsley, W. N., Spencer.\nBenkley, Carrie, Nashville.\nBennett, Mattie, Nashville.\nBoyd, Mrs. S. B., Knoxville.\nBoyd, M. R., Knoxville.\nBoyd, C. I., Knoxville.\n\nBraden, J., Nashville.\nBraden, M. E., Nashville.\nBryon, J. C, Nashville.\n\nBuchanan, J. S., Nashville.\nBuchanan, Tommie, Nashville.\nBuford, Mrs. E. G., Clarksville.\nBurgess, Louise, Clarksville.\n\nCannon, M. D., Memphis.\nCannon, Mabel, Nashville.\nCarter, Mrs. W. G., Ripley.\nCharles, C. M., Columbia.\nChildress, M. F., Fayette ville.\nColzar, Mrs. A. L., Nashville.\n\n"}
{"page": 881, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n877\n\nTENNESSEE— Concluded.\nConway, Mrs. Clara, Memphis.\nCope, M. E., Chattanooga.\nDalton, M., Nashville.\nDavis, R. E., Knoxville.\nDick, Nellie H., Knoxville.\nEvans, W. P.', Shelbyville.\nEvans, Mrs. W. P., Shelbyville.\nGrains, J. W., Nashville.\nGarrett, Mrs. W. R., Nashville.\nGill, Bennie, Clarksville.\nGodwin, PL, Nashville.\nGold, Mattie, Clarksville.\nGoodman, Mrs. Frank, Nashville.\n\nGrange, Nana L., Chattanooga.\nGrant, S. L., Chattanooga.\nGray, Lucas, Nashville.\nGreen, Mrs. E. B., Nashville.\nGreen, Shirley R., Nashville.\nHancock, Mrs. E., Nashville.\n\nHancock, Belle, Jersey.\nHancock, Lizzie, Nashville.\nHandly, M. W., Nashville.\nHarris, Jennie, Columbia.\nHaynes, Katharine, Springfield.\nHaynes, Sallie, Springfield.\nHeron, Wm. Edgar, Chattanooga.\nHeron, Mrs. William, Chattanooga.\nHickman, John H., Nashville.\n\nHickman, L., Nashville.\nHickman, Mrs. K., Nashville.\n\nMarshall, Park, Franklin.\n\nMassaquoy, Momoliu, Nashville.\nMatthews, E. S., Nashville.\nMcClure, Mrs. J. H., Nashville.\nMcKennie, Anna E., Nashville.\nMcLelland, F. S., Cornersville.\nMcLelland, Sadie, Cornersville.\nMeek, T. S., Nashville.\nMeek, Mrs. E. V., Nashville.\nMoore, Mamie, Nashville.\nMorgan, E. W., Nashville.\nNance, W. B., Cornersville.\nNance, Ruth, Cornersville.\nNance, Bethenie II., Nashville.\nNixon, B. A. J., Shelbyville.\nNorthern, C. C, Nashville.\nO'Dell, Mary, Knoxville.\nOverall, N. D., Murfreesborough.\nPatterson, Orton, Knoxville.\nPatterson, Mrs. M. L., Knoxville.\nPayne, E. G., Nashville.\n\nPeay, Mary B., Clarksville.\nPeay, Anna, Clarksville.\nPorter, Janie, Columbia.\nPowell, S. F., Chattanooga.\nPrice, E. A., Nashville.\n\nRamsey, J. C., Nashville.\nRobinson, Mrs. W. D., Murfreesborough.\nRose, J. L., Nashville.\nRuth, Albert, Knoxville.\n'\n\nHixson, Samuel, Chattanooga.\nHuffaker, W. F., Chattanooga.\nHuffaker, H. D., Chattanooga.\nHuffaker, Mrs. H. D., Chattanooga.\nHughes, E. L., Nashville.\nJenkins, Geo., Nashville.\nJenkins, J. S., Nashville.\nJohnson, Geo. W., Nashville.\nJohnson, M. H., Nashville.\n\nScott, M. L., Knoxville.\nScott, Mary, Knoxville.\nScott, Annie, Knoxville.\nSimpson, Wm., Nashville.\nSlaughter, M. A., Winchester.\nSparkman, E., Franklin.\nSutherland, Bessie, Nashville.\n\nJones, Wharton S., Memphis.\nJones, Mattie L., Shelbyville.\nJoy, Mrs. T. S., Nashville.\nKeely, Hannah, Clarksville.\nKennedy, Lizzie V., Knoxville.\nLeamon, Mrs. S. C, Nashville.\nLeavitt, V. W., Chattanooga.\nLichtenwanger, Minnie, Knoxville.\nLichtenwanger, Anna, Knoxville.\nLloyd, M. E., Knoxville.\nLyon, P. A., Murfreesborough.\n\nTaylor, Lillian, Nashville.\nTurulay, Nettie, Clarksville.\nWagner, G. A., Chattanooga.\nWatson, W. C, Ripley.\n\nSwanson, M., Nashville.\nSweeny, C. H., Nashville.\n\nW augh, Henry P., Morristown.\nx\n\nWhite, W. T., Knoxville.\nWilliamette, J. A., Nashville.\nWilson, J. R., Nashville.\nWyatt, II. D., Chattanooga.\nWyatt, Mrs. H. D., Chattanooga.\n\n— Tennessee, 124.\n\nTEXAS.\nAbney, J. G., Hillshore.\n\nCarr, Mattie W., Huntsville.\n\nAdams, Mary Pink, Marshall.\n\nCarrington, Mrs. Julia, Denton.\nChappell, E. B., Austin.\nChildress, Delia, Cleburne.\nCobb, Mary, Cameron.\nCollier, B. G., Dallas.\nCrow, F. P., Willis.\nDannelly, Helen, Galveston.\nGilbert, L. L., Paris.\nGoldsmith, J. D., Decatur.\n\nBaldwin, J., Huntsville.\nBarry, Sam., Paris.\nBarry, Mary E., Paris.\nBroyles, M. H., Hempstead.\n\nBurns, Mamie, Waco.\nByrne, Frances C, Galveston.\nCabaness, Mattie, Cleburne.\nCampbell, Lina, Galveston.\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nTEXAS— Concluded.\n\nGoodman, Frank, Marshall.\n\nRandall, Mamie, Dallas.\n\nHalleck, P. S., Hillsboro.\nHalleck, Mrs. P. S., Hillsboro.\nHarris, T. G., Dallas.\nHatcher, Kate, Goliad.\nHeartsall, L., Marshall.\n\nReagan, Catharine, Houston.\nReagan, J. M., Fort Worth.\nReilly, Maggie, Austin.\nRigs, Mary C. Marshall.\nRobbins, Sallie, Paris.\nRogers, J. B., Austin.\nStovall, Geo. H., Willis.\n,\n\nHenderson, A., Cameron.\nW. R., Whitney.\n\nLacefield,\n\nLeewright, Estelle, Austin.\nMaxwell, Janie, Austin.\nPenick, R. A., Austin.\nPrague, Myrtle, Gainesville.\nPryor, Kate, Gainesville.\nQuarles, Lucy, Galveston.\nRandall, A. E., Dallas.\nRandall, W. G., Dallas.\nRandall, Mrs. W. G., Dallas.\n\nStovall, C. F., Willis.\n\nVaughn, Mary W., Fort Worth.\n\nWagnon, Lulu, Marshall.\nWallace, Maggie, Clebourne.\nWalnerton, N., Marshall.\n\nWelch, M„ Goliad.\nWilkes, W. A., Waco.\nWilliams, Izora, Fort Worth.\n\n— Texas, 53.\n\nUTAH.\nMillspaugh, J. F., Salt Lake City.\nPark, John R., Salt Lake City.\nWheeler, Althea, Salt Lake City.\nWorstell, L. G., Salt Lake City.\nWorstell, Mrs. L. G., Salt Lake City.\nUtah, 10.\n\nBuckle, C. 0., Salt Lake City.\nHallock, E. S., Salt Lake City.\nKerr, W. J., Logan.\nKerr, Leonora H., Logan.\nLarson, Irena, Salt Lake City.\n\n—\n\nVERMONT.\nBrackett, S. H., St. Johnsbury\nRoss, H. H., Burlington.\n\nRoss, Mrs. II. H., Burlington.\n\nWarner, Hattie, Burlington.\n\n— Vermont,\n\n4-\n\nVIRGINIA.\nJohnson, Jemie, Farmville.\nMassey, John E., Richmond.\nMorton, Susie, Farmville.\nWoraack, J. W., Richmond.\n\nBuckley, R. R., Clifton Station.\nFries, J. N.,\n\nDayton.\n\nGarnett, James M., University.\nHott, Geo. P., Dayton.\n\nVirginia, 8.\n\nWASHINGTON.\nJohnson, W. G., Olympia.\nMacfarland, Maggie, Tacoma.\nMacfarland, Minnie, Tacoma.\nMcKee, Geo. C, Seattle.\nRichardson, P. C, Seattle.\nReynolds, H. A., Walla Walla.\nReynolds, Mrs. B. C, Walla Walla.\nWalker, J. B., Spokane.\nWalker, Mrs. J. B., Spokane.\nWashington, 18.\n\nAlbright, C. W., Fair Haven.\nBarton, A. A., Tacoma.\nBemiss, D., Spokane.\nBemiss, Mrs. D., Spokane.\n\nBrown, Mary E., Seattle.\nBryan, R. B., Olympia.\nBryan, Mrs. R. B., Olympia.\nGault, F. B., Tacoma.\nGephart, J. M., Seattle.\n\n—\n\nWEST VIRGINIA.\nAnderson, W. H., Wheeling.\nAnderson, Mrs. W. H., Wheeling.\nBarnes, J. Walter, Fairmount.\nBuckley, J., Wheeling.\nBurgell, E. E., Wheeling.\nCarter, M. A., Wheeling.\nCurtis, C. W., West Liberty.\n\nDelaplaine, M. L., Wheeling.\nDelaplaine, Huldah, Wheeling.\nEvans, Chas. W., Grafton.\n\nGarden, Drucilla, Wheeling.\nGittings, J. G., Clarksburg.\nGilchrist, J. P., Wheeling.\nGilchrist, Mrs. J. P., Wheeling.\n\n"}
{"page": 883, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n879\n\nWEST VIRGINIA— Concluded.\nGilchrist,\n\nM. E., Wheeling.\n\nHildreth, Lulu G., Wheeling.\nJacobs, John J., Wheeling.\nJacob, Annie, Wheeling.\n\nJohnson, Rena B., Parkersburg.\nMcCurdy, Geo. E., Wheeling.\nMcCurdy, Mrs. M., Wheeling.\nMcCurdy, Martha, Wheeling.\nMcCulloch, Sallie, Wheeling.\nMcLain, L. A., Wheeling.\nMeyer, Annie E., Wheeling.\nMeyer, Lena B., Wheeling.\nMilligan, J. N., Wheeling.\nMilligan, H. L., Wheeling.\nNorth, A. J., Wheeling.\nNorton, Virginia, Wheeling.\nPetrie, William, Wheeling.\nPetrie, Mrs. Win., Wheeling.\n\nPetrie, Fannie, Wheeling.\nPrillerman, B., Charleston.\nReeves, Annie E., Wheeling.\nRoberts, Etta, Wheeling.\nShields, D. W., Wellsburgh.\n\nShields, M. W., Wheeling.\nSivey, Wm. M., Elizabeth.\nSmith, Reed, Charleston.\nSpeidel, Joseph, Wheeling.\nSwift, M. E., Wheeling.\nSwope, R. R., Wheeling.\nSwope, Mrs. R. R., Wheeling.\n\nThornton, M. J., Wheeling.\nWilson, Rebecca M., Wheeling.\nWheat, J. M., Wheeling.\nWheat, Mrs. E. P., Wheeling.\nYoung, L. A., Wheeling.\nWest Virginia, 49.\n\n—\n\nWISCONSIN.\nAllen, Mrs. F. C, Eau Claire.\nAmes, J. N., Oregon.\n\nDe Hilt, Carrie, Oakfield.\nDell, F. B., Black River Falls.\n\nAppleyard, Emma, Milwaukee.\nApthorp, Mary E., Oshkosh.\nAtterberry, Mrs. M. M., Atlanta.\nAtwood, Mary A., Milwaukee.\nAugustine, A. B., Racine.\nAugustine, Mrs. A. B., Racine.\n\nDengler, Rosa, Madison.\nDixon, J. F., Kilburn City.\nDixon, Mrs. J. F., Kilburn City.\nDixon, H. A., Milwaukee.\nDixon, Hattie M., Milwaukee.\nDixon, Susie, New London.\nDoan, Mrs. Isabel, Fall City.\nDoty, F. E., Madison.\nDudgeon, R. B., Madison.\nDuncan, Autla, Marinette.\nDundas, Mrs. J., Milwaukee.\nDurand, Samuel, Madison.\nDurand, Loyal, Madison.\nEastman, Geo. P., Milwaukee.\nElkinton, Chas. H., Oakfield.\nFabsel, Agnes, Milwaukee.\nFairchild, A. N., Milwaukee.\nFairchild, Mrs. A. N., Milwaukee.\nFeeney, Kate H., Madison.\nFielding, A. F., Racine.\nFitzgerald, J., Oshkosh.\nFoeller, Jos., Ashland.\nFoote, Mattie, Oshkosh.\nFord, John, Milwaukee.\nFord, Belle, Milwaukee.\nFord, Ellen, Oshkosh.\nForsyth, 0. G., Milwaukee.\nGardner, D. E., Platteville.\n\nAustin, F., Fond du Lac.\nBacon, Harriet E. Waukesha.\nBarber, Ella, Milwaukee.\nBeck, Geo., Platteville.\n,\n\nBevan, Alexander, Milwaukee.\nBond, Lizzie D., Kenosha.\nBooth, J. H., Milwaukee.\nBooth, Mary D., Milwaukee.\nBradford, Mary D., Kenosha.\nBriggs, Alice M., Oakfield.\nBuck, Mrs. R. C, Milwaukee.\nBurns, IT. S. G., Sheboygan.\nBush, Gertrude, Milwaukee.\nCampbell, Mary, Milwaukee.\nCarey, J. L., Appleton.\nCarey. Mrs. J. L., Appleton.\nCarpenter, Mrs. M. I., Milwaukee.\nCarter, Mrs. E., Milwaukee.\nCarter. Ida, Milwaukee.\nChegwin, Rose B., Fond du Lac\nClark, Flora A., Beloit.\nCobban, Lucy B., Eau Claire.\nCole, Jessie M., Sheboygan Falls.\nCook. E., Neenah.\nCopeland, S., Broadhead.\nCraig, A. H., Waukesha.\nCraig, Mrs. A. H., Waukesha.\nCraig. A. M., Waukesha.\nCrandall, Bertha, Milwaukee.\nDavis, Mary M., Oshkosh.\nDavis, Alma, Winneconne.\nDe Cen, Mrs. A., La Crosse.\nDe Cen, Henrietta, La Crosse.\nDe Hilt, II., Oakfield.\n\nGlisan, S. A.. Platteville.\n.Gilbert, S., Oregon.\nGillan, Mrs. S. Y., Milwaukee.\nGillan, Silas Y., Milwaukee.\nGillan, Mary J., Milwaukee.\nGillespie, Mary, Waukesha.\nGoodhue, Nellie M., Marinette.\nGraham, Mrs. W. P., Eau Claire.\nHagerman, John A., Mauston.\nHall, May, Whitewater.\nHare, Wm., De Pere.\nHarnick, E., Oshkosh.\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nWISCONSIN—Continued.\n\nHarrigan, D. P., Milwaukee.\nHayes, W., Fond du Lac.\nHealy, C, Neenah.\nHenry, Eleanor, Milwaukee.\nHewitt, P. H., Manitowoc.\nHewitt, Mrs. P. H., Manitowoc.\nHibbler, Minnie, Marinette.\nHicks, Lou, La Crosse.\nHolden, W. L., Manitowoc.\nHooper, S. A., Milwaukee.\nHorton, Estelle, Milwaukee.\nHoskins, W. J., Waterloo.\n\nHoward, Etta, Janesville.\nHowe, Ed., Warsaw.\nIlowitt, John, Waukesha.\nJackson, Minnie, Evansville.\nJohnson, W. H., Berlin.\nJohnston, Mrs. Grace, Waupun.\nJones, H. A., Appleton.\nJones, D. A., Appleton.\nJones, Susan, Milwaukee.\n\nKamp, John C, Ahnapee.\nKamp, Mrs. John C, Ahnapee.\nKavasinki, W. J., Milwaukee.\nKeyes, M., Milwaukee.\nKemp, Addie, Eau Claire.\nKillian, Minnie, Cottage Grove.\nKirk, Geo., Fall River.\nKirk, Mrs. Mary, Fall River.\nLage, T. H., Tiffin.\nLargeant, Elma, Marinette.\n\nLuebeky, Emma J., Milwaukee.\nMagee, H., Peshtigo.\nMagee, Harriet C, Oshkosh.\nManning, Edith B., Lake Mills.\nMarling, Mrs. W. A., Milwaukee.\nMarling, Miss W. A., Milwaukee.\nMarsh, C. 0., Two Rivers.\nMartin, Helen E., Elkhorn.\nMatcheth, J., Eau Claire.\n\nNiskern, Perry, Berlin.\nNiskern, Mrs. Perry, Berlin.\nNolan, Kate, Greenbush.\nNorthrup, Kittle F., Clinton.\nOlcott, Jennie, Oshkosh.\nOlcott, Emma, Oshkosh.\n01m, Nora L., Waukesha.\nOlinda, Mary G. Van, Neenah.\n\nOsborn, Jennie, Oshkosh.\nOlsen, Ida, Milwaukee.\n\nParker, Florence, River Falls.\nPeck, L. H., La Crosse.\nPerkins, M. S., Fond du Lac.\nPidd, J., Augusta.\nPike, Bessie, Boscobel.\nPowell, J. F., Marinette.\nPratt, E. C, River Falls.\nPray, T. B., Whitewater.\nPray, E. F. M., Whitewater.\nPurdy, Annette C, Appleton.\n\nPurdy, Edith A., Platteville.\nRadford, L., Oshkosh.\nRichards, Sarah H., Milwaukee.\nRingwood, Lizzie, Marinette.\nRiordan, J. E., Sheboygan.\nRodman, Macy D., Ashland.\nRogers, C. E., Whitewater.\nRossiter,\n\nM. L., La Crosse.\n\nSchlundt, Herman, Two Rivers.\nSharpe, Rachel D., Waukesha.\nSheldon, Carrie, Milwaukee.\n\nSherwood, F. E., Milwaukee.\nSmith, Clara, New London.\nSnyder, Jessie F., Clinton.\nSnyder, Emma E., Madison.\nSpence, H. M., Milwaukee.\nSpurr, Mrs. J. L., New London.\nSpry, Eliza, Ft. Atkinson.\nSpry, Mary E., Ft. Atkinson.\nStayton, Luna, Berlin.\n\nEva L., Lake Mills.\n\nMcCumber, Anna L., Fond du Lac.\n\nStiles,\n\nMcDougall, L. A., Platteville.\nMcGregor, D., Prattville.\nMcGregor, Alice, Prattville.\nMclntire, Annie, Milwaukee.\nMcLaren, Mary, Milwaukee.\nMcTavish, May, Ashland.\nMeadows, Mary, East Troy.\nMeadows, Jennie, East Troy.\n\nSutherland, Retta B., Milwaukee.\nSutton, Rachel L., Milwaukee.\n\nMiller, F. M., Fisk.\nMinor, Mrs. C. A., Fond du Lac.\nMitchell, I. N., Fond du Lac.\nMitchell, Mrs. I. N., Fond du Lac.\nMitchell, Kate, Kenosha.\nMorse, Mrs. A. B., Delaware.\nMorrison, W. L., Mauston.\n\nMosher, Lovila M., New Richmond.\nMoss, B., Hurley.\nMurray, Lizzie, New London.\nMurphy, Mrs. L., Milwaukee.\nMurphy, Josie F., Milwaukee.\nNagle, Annie, Manitowoc.\nNelson, Mary A., Manitowoc.\n\nSwitzer, C. J., Wausau.\nThomas, 0. A., Milwaukee.\nThomas, Mrs. 0. A., Milwaukee.\n\nThomas, Jane, Milwaukee.\nThompson, W. A., Madison.\nThompson, Helen, Eau Claire.\nTickner, F., Menomonee.\nTickner, E., Menomonee.\nWahl, Nellie, Ahnapee.\nWalsh, Sarah C, Two Rivers.\nWalsh, Mary H., Two Rivers.\nWalsh, David, Milton.\nWalsh, Isabel, Kenosha.\nWarner, M., Shullsburgh.\nWard, J., Ashland.\nWard, Mrs. J., Ashland.\nWeber, A. W., Oshkosh.\nWebster, Ida J., Oshkosh.\nWells, O. E., Madison.\nWells, Mrs. 0. E., Madison.\n\n"}
{"page": 885, "printed_page": null, "text": "ANNUAL MEMBERSHIPS.\n\n881\n\nWISCONSIN— Concluded.\nWells, Bessie E., Kenosha.\nWheeler, Helen, Neenah.\nWheeler, Sadie, Neenah.\n\nWhetstone, Hulda J. V., Beloit.\nWhite, Christine, Ashland.\nWilley, Mrs. H., La Crosse.\n\nWilley, Sadie, La Crosse.\nWilliams, Emma M., Waupun.\nWood, M. C, Milwaukee.\nWorsley, A. M., Sylvania.\nWorsley, Alverta, Sylvania.\nWyckoff, Grace, La Crosse.\nWisconsin, 222.\n\n—\n\nWYOMING.\nCameron, E. M., Cheyenne.\nChurchill, J. 0., Cheyenne.\n\nDawney, Fanchon, Laramie.\nFox, Mrs. G. W., Laramie.\nFox, Hattie E., Laramie.\nKirk, Zoe., Rawlins.\nMarsh, Bessie, Laramie.\n\nMcCoy, M. D., Liesiding.\nMcGregor, Minnie, Cheyenne.\nMills, Cornelia,\n\nCheyenne.\n\nMoir, Mrs. Frank, Laramie.\nSmith, W. I., Laramie.\nSmith, Julia, Laramie.\n\n— Wyoming, IS.\n\n"}
{"page": 886, "printed_page": null, "text": ""}
{"page": 887, "printed_page": null, "text": "INDEX.\n\n"}
{"page": 888, "printed_page": null, "text": ""}
{"page": 889, "printed_page": null, "text": "INDEX.\nPAGE\nAborn, Frank, The Highest Office of Drawing,\nAcademical and Professional Training,\nAct of Incorporation,\nAddresses of Welcome, Rev. Dr. Allison,\n\n470\n713\n8\n63\n\nE. F. Clark,\n\n66\n\nJ. L. Hughes,\n\n57\n\nG. M. Grant,\nE. I. Rexford,\nG. W. Ross,\nAddress, President of Art Department,\nAdmission to College, Uniformity in Requirements for,\n\n58\n65\n61\n\n762\n306\n\nAims in Teaching Civil Government,\n\n657\n\nAllensworth, Allen, Military Education in the United States,\n\n221\n\nAllyn, Robert, Education of Girls,\n\n378\n290, 300\n\nDiscussion,\n\nAmendments to the Constitution, How Made,\n\n7\n\nAnnual Memberships, List of,\n\n839\n\nAnderson, William E., Qualification and Supply of Teachers,\n\n422\n443\n\nDiscussion,\n.\nApperception, Round Table Conference on,\nArt Education in European and American Schools, The Conditions Underlying,\nArt Instruction Department, Proceedings of,\nAddresses,\nAssociation, National Educational, Historical Sketch of,\nAtkinson, W. D., Discussion,\nAuditor, Report of,\nAustin, L. H., The Province of the Western High School\nBaker, J. H., Uniformity in Requirements for Admission to College,\n\nDiscussion,\n\n....\n\n835\n765\n761\n\n762, 806\n\n118\n115\n\n36\n677\n306\n323\n437, 466\n\nBalliet, T. M., Discussion,\n\nBardeen, C. W., Discussion,\nBarnes, Mrs. Mary Sheldon, Methods of Teaching History,\nBarringer, William N., Discussion,\nBartholomew, W. H., Response to Address of Welcome,\nBasis for Ethical Training in Elementary Schools,\n\n436\n673\n436. 522\n\n78\n170\n\nBeach, William H, Discussion,\nBeardshear, William M., Response to Address of Welcome,\nBlaker, Eliza A., Minutes of Kindergarten Department,\n\n530\n\nBlanchard, Charles A., Discussion,\n\n114\n\nMinutes of Higher Education Department,\n\n518\n76\n\n691\n\nBlodgett, A. B., Discussion\n\n431\n\nBoard of Directors, Defined,\nMeetings of,\nMinutes of Meetings,\nPowers of,\nBoard of Trustees, Annual Report of,\n\n7\n28\n6\n\n6\n\n35\n\n6\n\nDefined,\n\n7\n\nPowers and Duties of,\n\n502\n\nBouton, Eugene, Discussion,\nBoyle, David, Catalogue of Exhibits,\nBrewster, H. W., Spelling Reform,\nBradley, John E., Report on Exhibits,\n\nS55\n\n48\n255\n31 7\n\nDiscussion,\n\n(885)\n\n"}
{"page": 890, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n886\n\nPAGE\nBrown, George P., The Education of the Will,\n\n337\n\nDiscussion,\n\n298\n\nBurdens, Educational, upon the Lower Grades,\n\n599\n\nButler, Nicholas Murray, Discussion,\n\n100\n\nRound Table Conference,\n\n502\n\n829\n\nBy-Laws,\nCalendar of Meetings,\nCalkins, N. A., Response to Addresses of Welcome,\nCarman, C. W., Discussion,\n\ng\nt\n\n9\n72\n595\n\nCarhart, Joseph, Discussion,\n\n726\n\nCarter, Hannah Johnson, Address before the Art Department,\n\n762\n\nChildren, the Study of, Round Table Conference on,\n\n830\n\nCity Training School, The Place of,\n\n727\n\nNormal Schools,\n\n324\n\nGovernment, Aims in Teaching,\nService Reform, The Public School and,\nClark, E. F. Address of Welcome,\nClark, William, Elementary Education in England,\nCollege, Uniformity in Requirements for Admission to,\nCourse, Should it be Shortened ?\nProfessors, Importance of Pedagogical Training for,\nCollins, Frank H., Minutes, Department of Art Instruction,\nCivil\n\n,\n\n.\n\n.\n\n.\n\n657\n481\n\n66\n\n187\n306\n\n696\n701\n761\n\nColor in Nature,\n\n789\n\nCoulter, John M., Should College Course be Shortened ?\n\n690\n\nCommittee on Exhibits,\n\n23\n\nReport of,\nHenry Barnard Fund,\n\n49, 255\n\n29\n\nReport of,\n\n42\n\nHonorary Members,\n\n22\n\nReport of,\n\n26\n\nNecrology,\n\n22\n\nReport of,\nNominations,\nReport of,\n\n43\n\n...\n\n22\n.\n\nNormal Education,\n\n24\n\n336\n\nReport of,\nPedagogy,\nReport of,\nRequirements for Admission to College,\n\n324\n344\n337\n694\n\nReport of,\n\n694\n\nResolutions,\n\n23\n\nReport of,\nState School System,\nReport of,\nSecondary Education,\nReport of,\n\n37\n\nCommon Schools, Natural Science for,\nCompulsory Education,\n\n297\n294\n\n316\n306\n581\n\n294\n\n.\n\nRecent Legislation upon,\n\n393\n\nin Massachusetts,\n\n403\n\nConditions of Membership,\n\n5\n\nConnection, Organic, between Kindergarten and Primary School,\nConstitution of the Association,\nOriginal,\n\n.\n\nContents, Table of,\nCook, E. H., Response to Addresses of Welcome,\nCooper, Oscar H., Universities and Schools,\nCouncil, Auditing Committee of, Report of,\nCommittee on Reorganization, Report of,\nMembership, Report of,\nNominations, Report of,\nConstitution, Changes in,\n\n...\n\n539\n5-7\n123\n\n4\n70\n493\n\n284\n281\n\n285\n285\n284\n\nOfficers of, 1890-91,\n\n11\n\n1891-92,\n\n13\n\n"}
{"page": 891, "printed_page": null, "text": "INDEX.\n\n887\nPAGE\n\nCouncil, President, Report of,\n\n42\n\nReport of Attendance,\n\n286\n\nSecretary's Report,\n\n277\n\nCringan, A. T., Methods in Teaching Music,\nCropsey, Miss N., Organic Connection between Kindergarten and Primary School,\nCurtis, George William, The Public School and Civil Service Reform\nCoy, E. W., Discussion,\n\nDe Garmo, Charles, A Basis for Ethical Training in Elementary Schools,\nWhat Constitutes Professional Work in a Normal School,\nDepartments, Named,\n\n820\n\n...\n\n538\n481\n\n818\n\n....\n\n170\n\n719\n5\n\n.\n\nOfficers of,\n\n6\n\nDepartment of Superintendence,\nMusic Education,\nDirectors, Board of, Defined,\n\n387\n809\n6\n\nMeetings,\nMinutes of Meetings,\n\n7\n28\n\nPowers of,\n\n6\n\nDirectorship, Perpetual,\n\n14\n\nDirectors, Life,\n\n-\n\n14\n\nDistrict System, Independent,\n\n211\n\nDougherty, N. C, Recent Legislation on Compulsory Education,\n\n39:]\n\nDouglass, W. A., Discussion,\n\n117\n\nDraper, A. S., Discussion,\n\n117, 442, 524\n\nDrawing and Form Study in Public Schools,\n\n770\n\nDrawing, Highest Office of,\nDunton, Larkin, Discussion,\n\n470\n330, 726\n\nDuties of Association Officers,\nDutton, S. T., Discussion,\n\n6\n\n438\n\nEaton, Charles W., Minutes of Industrial and Manual Training Department,\nJohn, Discussion,\nEducation, Compulsory, Recent Legislation upon,\nin the United States, Present Status of,\n\n...\n\n.\n\n.\n\n.\n\n743\n\n372\n393\n136\n\nMilitary,\n\n221\n\nCompulsory,\n\n294\n\nIn Search of,\n\n239\n\nin England\n\n187\n\nEducational Association, National, Historical Sketch of,\n\n118\n\nSystem of Ontario,\n\n143\n\nPropaganda,\n\n209\n\nBurdens upon the Lower Grades,\nPsychology, Round Table Conference on,\n\n599\n\nElection of Officers,\n\nElementary Instruction Department, Proceedings of,\nAddresses,\nEducation in England,\nSchools, Voice Culture in,\n\n832\n6\n571\n\n571-614\n187\n606\n\nEllis, S. A., Discussion,\n\n441\n\nEnglish, How Taught in one High School,\n\n632\n\nEthical Training, A Basis for, in Elementary Schools,\n\n170\n\nExhibits, Report of Committee on,\n\n255\n\nCatalogue of\n\n255\n\nDrawing,\nForm and Color,\n\n262\n258\n\nKindergarten,\n\n49\n\nLetter of Transmittal,\n\n255\n\nSpecial Report,\nExperience, Theory Tested by,\nFairchild, Discussion,\nFawcet, Sara A., Discussion,\nFay, Miss L. E., Report on Color and Form,\n\n272\n\nFee, Life Membership,\n\n545\n317, 359\n\n786\n\n258\n5\n\nFisk, H. F., The Importance of Pedagogical Training for College Professors\n\n701\n\nForm Study and Drawing in the Public Schools,\nFrederickson, Anna E., Theory Tested by Experience,\n\n776\n\n545\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nPAGE\n\nFulcomer, Daniel, Discussion,\nFunction of a Teachers' Training College,\nFuture, School of the,\n\n726\n\nFoose, S. O., Discussion,\n\n434\n\n733\n\n82\n\nGarrett, W. R., Response to Addresses of Welcome,\n\n68\n\nDiscussion,\n\n453\n\nGates, Merrill E., The Profession of Teaching for Light and Power,\n\n180\n\nGeneral Association, Addresses of,\n\n55\n\nGerman Model School, A Year in,\n\n161\n\nGirls, Education of,\n\n375\n\nGoggin, D. J., The Professional Training of Teachers,\nGoodnough, Walter S., Supervision of Form Study and Drawing,\nGovernment, Civil, Aims in Teaching,\nGrant, George M., Address of Welcome,\nThe Influence of the Public School Nationally and Internationally,\nGreenwood, J. M., Response to Addresses of Welcome,\n.\n\nDiscussion,\n\n193\n\n776\n\n657\n58\n\n...\n\n244\n70\n\n439, 451, 522\n\nGriggs, Herbert, President's Address, Music Department,\nGorton, Charles E., Discussion,\nGove, Aaron, Discussion,\n\n480\n\nGrowth of Music among the People,\n\n813\n\nGutenberg, Gustav, Discussion,\nHailman, W. N., Discussion,\n\n598\n\n811\n\n451\n\n315\n\nHall, G, Stanley, Discussion,\n\n98, 354, 370, 440, 453, 504\n\nRound Table Conference,\nHancock, John, Discussion\n\n......\n\nA Tribute to his Memory,\n\n830\n\n401,452\n44\n\nIn Memoriam,\n\n28?\n\nHarlan, D. W., Discussion,\n\n435\n\nHarris, W. T., Response to Addresses of Welcome,\n\n72\n\nPresent Status of Education in the U. S.,\nThe National Educational Association Its Organization and Functions,\n:\n\nDiscussions,\n\nHervey, Walter L., The Functions of a Teachers' Training College,\n\nRound Table Conference,\nHewett, E. C, Discussions,\nHigher Education, Department of, Minutes,\nAddresses,\nHighest Office, The, of Drawing,\nHistorical Sketch of the National Educational Association,\nHood, B. F., A Plea for State and National Aid in Industrial Education,\nHoose, J. H., Discussions,\nHouston, William, Discussion,\nHughes, Mrs. Jas. L., Kindergarten Methods in Intellectual Training,\nHughes, James L., Address of Welcome,\nDiscussion,\nHuling, Ray Greene, Response to Addresses of Welcome,\nHygiene, Report of Committee on,\nIncorporation, Act of,\n\n136\n.\n\n.\n\n443\n\n319, 321, 323, 344, 357, 369\n\n733\n\n832\n133, 345\n\n691\n\n693\n\n470\n118\n640\n320, 358, 467, 726\n\n159\n\n533\n\n57\n95\n73\n\n348\n\n8\n\nIndustrial Department, Proceedings of,\n\nAddresses,\n\n743\n745-757\n\nIndividuality, Necessity and Means of Developing,\n\n665\n\nInfluence of the Public School Nationally and Internationally,\n\n244\n\nImportance of Pedagogical Training fop College Professors,\nIn Search of an Education,\n\n239\n\nInstruction in Form,\n\n796\n\nJackman, Wilbur S., Natural Science for the Common Schools,\nJones, S., Discussion,\n\nKarnes, Matilda, Geometry in our Schools,\nKiehle, D. H., Compulsory Education,\nDiscussion,\n\n701\n\n581\n101, 336\n\n651\n\n294\n298, 303, 304\n\nKindergarten and Primary School,\n\n531\n\nOrganic Connection between,\nKindergarten Methods in Intellectual Training,\n\n533\n\n539\n\n"}
{"page": 893, "printed_page": null, "text": "INDEX.\n\n889\nPAGE\n\nKindergarten Department, Proceedings of\n\n529\n\nPapers and Addresses,\nReport of Exhibits,\nKirkland,\n\n,\n\n531-567\n\n49\n\nDiscussion,\n\n335\n\nLegislature, Recent, upon Compulsory Education,\n\n393\n\nH\n\nLife Directors,\n\nMembers,\nMembership Fee,\n\n15\n\nLincoln, H. II., Discussion,\n\n158\n\nList of Annual Members,\n\n839\n\nLow, Miss Abbie, The Educational Burden upon the Lower Grades,\nLower Grades, The Educational Burden upon,\n\n599\n\n5\n\n599\n\nMacAlister, James, Art Education in the Public Schools,\n\n456\n\nDiscussion,\n\n438\n\nMacDonald, John A., The Independent Dhtrict System,\n\n211\n\nDiscussion,\n\n402\n\nMacintosh, W., Letter of Welcome,\nMarble, A. P., Discussion,\n\n67\n\n90,419,500\n\nMarshall, T. Marcellus, Response to Addresses of Welcome,\n\n77\n\nMartin, George H., Compulsory Education in Massachusetts,\n\n403\n\nDiscussion,\n\n504\n\nMassey, John E., Response to Addresses of Welcome,\nMcKay, A. H., Discussion,\nMcMurray, F. M., Discussion,\nMeans Available for Preparation of Teachers for their Work,\n\n80\n110\n177\n\n505\n\nMeetings, Calendar of,\n\n9\n\nSpecial, How Called,\nWhen Held,\n\n7\n7\n\n*\n\nMembers, General Association,\n\n839\n\nHonorary, General Association,\n\n26\n\nLife,\n\n15\n\nMembership,\n\n14\n\nConditions of,\n\n5\n\nLife, Fee,\n\n5\n\nPerpetual,\n\n17\n\nMental Development, Music in Relation to,\nMethods in Teaching Music,\n\n824\n\n820\n\nKindergarten, in Intellectual Training,\nof Teaching History,\n\n533\n673\n\nMilitary Education in the United States,\n\n221\n\nMinutes, Board of Directors,\n\n28\n\nCouncil,\n\n277\n\nDepartment of Art Education,\nElementary Instruction,\nHigher Instruction,\nIndustrial and Manual Training,\n\n761\n571\n\n691\n\n743\n\nKindergarten,\n\n529\n\nMusic Education,\n\n809\n\nNormal Schools,\n\n711\n\nSecondary Education,\nSuperintendence,\nGeneral Association, Meetings of,\nMissimer, H. C, Discussion,\n\n617\n381\n21\n\n522\n\nMitchell, I. N.. Discussion,\n\n419\n\nModel School, a German, A Year in,\nMomolu, Massaquoy, In Search of an Education,\nMowry, William A., Discussion,\nMusic Education, Department of, Proceedings and Addresses,\nPresident's Address,\n\nMusic, Growth of, among the People,\nin its Relation to Mental Development,\n\nMethods in Teaching,\n\nName of Association, Changed,\nNational Council of Education, Proceedings,\n\n161\n.\n\n239\n451\n\n809\n811\n\n813\n824\n\n820\n9\n\n277\n\n"}
{"page": 894, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n890\n\nPAGE.\nNational Council of Education, Addresses,\nEducational Association, Historical Sketch of,\n\n287\n118\n\nIts Organization and Functions,\n\nNatural Science for the Common Schools,\nNecrology, Committee on,\n\n443\n~\n.\n\n581\n\n22\n\nReport of,\nNewcomhe, Mrs. L. T., Report on Kindergarten Exhibits,\nAddress of Welcome,\nNominations for 1891-92, Committee on,\nReport of,\nNormal School Department, Proceedings of,\n\n43\n49\n531\n\n22\n24\n711\n\n713-740\n\nAddresses,\n\nNormal Schools, What Constitutes Professional Work in,\n\n719\n\nNorthrop, B. G., Discussion,\nNorton, R. C, Minutes of Department of Normal Schools,\n\n420\n711\n10\n\nOfficers, 1890-91,\n\n1891-92,\n\n12\n\nCommittee's Report on,\nDepartment,\nDuties of,\n\n24\n6\n\nHow Elected,\n\n6\n\nNamed,\nTerms of,\n\n5\n6\n\nWhen Chosen,\n\n6\n\nOntario, Educational System of\nManual Training in Educational System of,\n\n143\n\n752\n\nOrganic Connection between the Kindergarten and the Primary School,\nOrganization and Functions of National Educational Association,\nof Higher Education, Round Table Conference,\nParker, Francis W., The School of the Future,\n\n53!)\n\n443\n829\n82\n\nDiscussion,\n\n101\n\nPedagogy, Report of Committee on,\nPerry, Walter S., The Conditions Underlying Art Education in European and American Schools,\nPhysical Education,\nPollock, Mrs. Louise, Magicians That Make a Child's Life Happy or Miserable,\nPreparation of Teachers, Present Available Means for,\nPreston, J. R., Teaching Patriotism,\n\n....\n\n337\n765\n\n348\n551\n\n505\n102\n117\n\nDiscussion,\n\nPreston, S. H., Music in its Relation to Mental Development,\nPresent Status of Education in the United States,\n\n824\n136\n531\n\nPrimary School and the Kindergarten,\nOrganic Connection between,\nPrince, John T., Discussion,\n\nRound Table Conference on Apperception,\n\n539\n436\n\n835\n\nProfession of Teaching, The, for Light and Power,\nProfessional Training of Teachers,\n\n180\n\nPropaganda, Educational,\nPsychology, Educational, Round Table Conference on,\nPublic School, Influence of, Nationally and Internationally,\nForm Study and Drawing in,\nQualifications and Supply of Teachers, for City Public Schools,\nReading, The Synthetic Sound System of Teaching,\n\n209\n\nReform, Spelling,\n\n193\n\n832\n244\n\n776\n422\n572\n148\n\n.\n\n156\n\nReport of Auditor,\nBoard of Trustees,\n\nCommittee on Exhibits,\nHenry Barnard Fund,\nHonorary Members,\n\n36\n35\n49, 255\n\n42\n86\n\nNecrology,\n\n43\n\nNominations,\n\n24\n\nResolutions\n\n37\n34\n\nTreasurer, 1891,\n\nPresident of Council,\n\n.42\n\n"}
{"page": 895, "printed_page": null, "text": "INDEX.\n\n891\nPAOK.\n\nEesolutions, Committee on. Report of,\n\n37\n\nResponses to Addresses of Welcome, by Win, S. Beardshear,\nW. B. Bartholomew,\nN. A. Calkins,\nE. H. Cook,\n\n76\n78\n71\n\n70\n\nW. R. Garrett,\nW. T. Harris,\n\n68\n72\n\nR. G. Hnling,\nT. M. Marshall,\nJohn E. Massey,\nJ. H. Shinn\nReveley, Ellen G., The Place of the City Training School,\nRexford, Elson I., Address of Welcome,\nRichards, Zalmon, Historical Sketch of N. E. A.,\nVoice Culture in Primary and Elementary Schools,\n\n72\n77\n\n80\n79\n727\n65\n118\n\n606\n\nDiscussion,\n\n299\n\nRickoff, A. J., Educational Propaganda,\n\n209\n\nDiscussion,\n\n329\n\nRoss, George W., Address of Welcome,\nThe Educational System of Ontario,\n\n61\n\n143\n\nDiscussion,\n\n726\n\nRounds, C. C, Discussion,\nRound Table Conference, The Organization of Higher Education,\nThe Study of Children\n\n725\n\n829\n830\n\nEducational Psychology,\nApperception,\nSabin, Henry, Available Means for Preparation of Teachers,\n\n832\n835\n505\n\nDiscussion,\n\n334, 346\n\n.\n\nSchaeffer, N. C, Discussion,\n\n346\n\nSchofleld, Miss, Discussion,\n\n100\n\nSchool, Of the Future,\n\n82\n\nThe Public, and Civil Service Reform,\n\n481\n\nInfluence of, Nationally and Internationally,\n\n244\n\nSchools, City Normal\n\n324\n\nElementary, A Basis for Ethical Training in,\n\n170\n\nUniversities and,\n\n493\n\nSecondary Education, Department of, Minutes,\n\n617\n\nAddresses,\n\n619\n\nSeaver, Edwin P., Discussion,\n\n412\n\nSheldon, W. E., Some Things a Kindergartner should know,\nDiscussion,\nSherwood, W. A., Color in Nature in Relation to Color in the Schoolroom,\n\n554\n\n297,320,358\n\nShinn, J. H., Response to Addresses of Welcome,\n\n789\n\n79\n453\n\nDiscussion,\nSilver, Edgar O., The Growth of Music among the People,\n\n813\n\nSketch, Historical, of the N. E. A.,\nSome Things a Kindergartner should know,\n\n558\n\n118\n\nSound, Synthetic, System of Teaching Reading,\n\n572\n\nSpelling Reform\n\n148,156\n\nSpecial Report on the Kindergarten and Color Exhibits of Superintendent and Mrs. Hailman,\n\n2r2\n\nStatistics, School, Report of Committee on,\n\n3(il\n\nStatus, Present, of Education in United States,\n\n136\n\nSuperintendence, Department of, Proceedings and Addresses,\nSupply of Teachers, and Qualifications of, for City Schools,\n\n.\n\nSutherland, Margaret W., Minutes of Normal Department,\n\n.\n\n381-525\n\nSystem, Educational, of Ontario,\nSystem, Independent District,\n.\n.\nSystem, Synthetic Sound, of Teaching Reading,\nTeachers' Academical and Professional Training,\nof,\nFunction\nCollege,\nTeachers' Training\nTeachers, Professional Training of,\nQualifications and Supply of, for City Public Schools,\n\n422\n711\n\n.\n\n143\n211\n\n572\n\n•\n\nPreparation of, for their Work,\n\nTeaching Civil Government, Aims in,\n\n713\n'\n\n733\n193\n\n422\n505\n\n657\n\n"}
{"page": 896, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n892\n\nPAGE\nTeaching History, Methods of,\n\n673\n\nProfession of, for Light and Power,\n\nTerms of Office,\nTodd, Samuel B., Necessity and Means of Developing Individuality,\nTraining College, The Function of a Teachers',\nManual, and Industrial Education,\nManual, and its Place in Educational System of Ontario,\n\n180\n\n6\n665\n713\n745\n\n'\n\n752\n\nPedagogical, for College Professors,\n\n701\n\nProfessional, of Teachers,\n\n193\n\nSchool, the Place of the City,\n\n727\n\nTreasurer's Report, 1891,\n\n34\n\nTrustees, Board of, Denned,\n\n6\n\nPowers aud Duties of,\n\n6\n\nReport of,\nTutwiler, Miss Julia, A Year in a German Model School,\nUniformity in Requirements for Admission to College\nUnited States, Present Status of Education in,\nMilitary Education in,\nCompulsory Education in,\nUniversities and Schools,\nVickroy, T. R., Spelling Reform,\nVoice Culture in Primary and Elementary Schools,\nWalton, Thomas, Discussion,\nWebster, H.E., Discussion,\nWelcome, Addresses of,\n\n35\n161\n\n306\n138\n\n221\n\n294\n493\n156\n\n606\n436\n\n498\n57\n\n403\n\nWells, Mr., Discussion,\n\nWhite, E.E., A Tribute to the Memory of John Hancock,\nDiscussion,\n\n44\n\n297,302,323,439,452\n\nWhite, W. T., Minutes Department of Secondary Education,\n\n617\n\nWickersham, J. P., Memoir of,\nWill, Education of the,\n\n337\n\nWilliams, S. G\n\n,\n\n43\n\n113,500\n\nDiscussion,\n\nWork, Professional, What Constitutes, in a Normal School,\nWoodward, C. M., Industrial Education and Manual Training,\nWolverton, N., Manual Training and its Place in the Educational System of Ontario,\nYear in a German Model School, A,\n\n719\n\n...\n\n705\n752\n161\n\n"}
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{"page": 901, "printed_page": null, "text": "L\n13\n\nN3A13\n1891\n\nNational Education Association\nof the United States\nAddresses and proceedings...\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\nUNIVERSITY OF TORONTO LIBRARY\n\n"}
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