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{"page": 2, "printed_page": null, "text": "prc0cntc^ to\n\nZbc Xibran?\nof tbc\n\nXHntvereit^ of Toronto\n\nThe Buffalo Public Library\n\n"}
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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/addressesproce1892natiuoft\n\n"}
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{"page": 7, "printed_page": null, "text": "ip<\n\nJS'atioxal Bduoatioi^l\") AssociATio:!«r\n\no f -t-U\n\nJOUR^^AL OF PROCEEDmGS\nA¥D ADDRESSES\n\nif\nSESSION OF THE\n\nYEAR\n\n1892\n\nHELD AT\n\nSabatoga Springs, New York\n\nI\n\n«,\n\n4\n\n4\n\nNEW YORK\n1893\n\n"}
{"page": 8, "printed_page": null, "text": "L\n13\n\nmi\n\nL\\\\\n\"\"•>\n\nPress of J. J. Little 4 Co.\nAstor Place, New York\n\n^\n\n^\n\nBUFFALO\n\nPUBLIC LIBRARY\n•\n\n*\n\namttom^*!*,\n\ncut\n\n«\n\n"}
{"page": 9, "printed_page": null, "text": "CONTENTS\nPAGE\n\nConstitution and Act of Incorporation,\n\n1\n\nCalendar of Meetings,\n\n5\n\nOfficers for 1891-92,\n\n6\n\nOfficers for 1893-94,\n\n8\n\nLife Directors,\n\n10\n\n.\n\nLife Members,\n\n11\n\nFinancial Reports,\n\n15\n\nOfficial Minutes,\n\n19\n\nAddresses, Papers and Discussions, General Association,\n\nReports of Committees,\n\n....\n\n37\n243\n\nAddresses, Papers and Discussions\nKindergarten,\n\n:\n\n>k>\n\nElementary,\n\n251\n\n305\n\nSecondary,\n\n333\n\nHigher,\n\n375\n\n407\n\nNormal,\nIndustrial Education and\n\nManual Training,\n\n435\n\nArt,\n\n475\n\nMusic,\n\n507\n\nRouhd Table Conferences,\nSuperintendence,\nCouncil,\n\n.\n\n.\n\n.\n\nList of Annual Members\n\n543\n-.\n\n559\n745\n\n807\n\n"}
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{"page": 11, "printed_page": null, "text": "CONSTITUTION\nOP THE\n\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\nStates, we,\n\nwhose names are subjoined, agree to adopt the following\n\nCONSTITUTION.\nARTICLE I— NAME.\nThis Association shall be styled the National Educational Association.\n\nARTICLE II.— DEPARTMENTS.\nSection 1.\n\nIt shall consist of ten departments:\n\nthe second, of\n\nNormal Schools; the\n\nThe first, of School Superintendence;\n\nElementary Schools; the fourth, of\nHigher Instruction; the fifth, of Industrial Education; the sixth, of Art Education;\nthe seventh, of Kindergarten Instruction; the eighth, of Music Education the ninth,\nof Secondary Education the tenth, of Business Education and a National Council of\nthird, of\n\n;\n\n;\n\n;\n\nEducation.\nSec.\n\n2.\n\nOther departments\n\nmay be organized in\n\nthe\n\nmanner prescribed\n\nin\n\nthis\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 n3glect 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": 12, "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 tiie donation of one hundred dollars to the\nAssociation at one time, either by himself or on his behalf\nand any educational\nassociation may secure a perpetual directorship by a like donation of one hundred\n;\n\nWhenever a life-member\nbecome a life- director, he shall be credited with the amount he has paid\n\ndollars, the director to be appointed annually or for life.\n\ndesires to\n\nfor his life-membership.\n\nSec.\n\n2.\n\nThe\n\nPresident,\n\nVice-Presidents,\n\nDirectors, President of the Council,\n\nTreasurer,\n\nSecretary,\n\nand presiding\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\ncast being necessary for a choice.\nThey shall continue in office until the close of the\nannual session subsequent to their election, and until 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\nofficer.\nIn his absence, the first Vice-President in order who is present shall preside\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,\n\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\npertaining to his office, keep a list of the members of his department.\nSec.\n\n7.\n\nThe Treasurer shall receive and under the direction of the Board of Trusmoneys paid to the Association shall expend the same\n\ntees hold in safe keeping all\n\n;\n\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\n;\n\nof\n\nJuly each year, he shall render to the Board of Trustees, and, when approved\nby\nsaid Board, he shall report the same to the Board of Directors.\nThe Treasurer\n\nshall\n\ngive such bond for the faithful discharge of his duties as may be\nrequired by the\nBoard of Trustees ; and he shall continue in office until the first meeting of\nthe\nBoard of Directors held prior to the annual meeting of the Association next\nsucceeding that for which he is elected.\n\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,\nexcepting those\nherein intrusted to the Board of Trustees\nshall make all necessary arrangements\nfor its meetings, and shall do all in its power to\nmake it a useful and honorable\nmstitution.\nUpon the written application of twenty members of the Association for\npermission to establish a new department, they may\ngrant such permission.\nSuch\nnew department shall in all respects be entitled to the same\nrights and privileges as\nthe others.\nThe formation of such department shall in effect be a\nsufficient\n;\n\nment to this Constitution for the insertion of its name\n\nin Article 1I„\n\ntary shall make the necessary alterations.\nSec. 9.\n\nThe Board\n\nof Trustees\n\nshall\n\nconsist of fojir\n\namendand the Secre-\n\nmembers, elected by the\n\n"}
{"page": 13, "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 Board 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.\nBoa,rd 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\nThe\nsecutive annual meetings of the Board shall forfeit his membership therein.\nBoard of Trustees thus elected and constituted shall be the executive financial officers\nof this Association, as a body corporate, as conferred by the certific^-te 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 Xo. 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-directorand the income of such invested funds shall be used\nships, or from donations\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\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 Associaand, when practicable,\ntion acting under the authority of the Board of Directors\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.\nSec.\n\n2.\n\nSpecial meetings\n\nmay be called by the President at the request of five\n\nDirectors.\n\nSec.\n\n3.\n\nAny department of the Association may hold a\n\nspecial meeting at such\n\ntime and place as by its own regulations it shall appoint.\nSec. 4. The Board of Directors shall hold their regular meetings at the place,\n\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.\nSec. 6, Each new Board shall organize at the session of its election.\nAt 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 memr\nber 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 may be altered or amended at a regular meeting by the unanimous 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*\n\n"}
{"page": 14, "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 Association, upon approval of the Executive Committee.\n4.\n\nits\n\n5.\n\nIt shall\n\nbe the duty of the President, Secretary, and Treasurer of the Association,\n\nto appoint annually some competent person to examine the securities of the permanent\n\nfund held by the Board of Trustees, and his certificate showing the condition of the said\nfund shall be attached to the report of the Board of Trustees.\n6. Classification of Membership.\n\n(See page 33.)\n\nACT OF INCORPORATION.\nAt a meeting of the Board of Directors of the National Educational\nAssociation, held at Saratoga Springs, New York, July 14, 1885, the fol-\n\nlowing resolution was passed\n\n:\n\nResolved, That a committee of three be appointed to secure articles of incorporation\nfor the National Educational Association, under United States or State laws, as speedily\n\nas may be.\n\nN. A. Calkins, of New York, Thomas W. Bicknell, of Massachusetts,\nand Eli T. Tappan, of Ohio, were appointed such couimittee.\n\nUnder the authority of the resolution quoted above, and with the\napproval of the committee, and by competent legal advice, the chairman\nobtained a\n\nCERTIFICATE OF INCORPORATION.\nWe, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens of the United States, and\n\ntwo of them citizens of the District of Columbia, do\nhereby associate ourselves together, pursuant to the provisions of the Act\nof General\nIncorporation, Class Third, of the Revised Statutes of the District of\nColumbia, under\nthe name of the National Educational Association, for the full period\nof twenty years,\nthe purpose and objects of which are to elevate the character and\nadvance the interests\nof the profession of teaching, and to promote the cause of\npopular education in the\nUnited States.\nTo secure the full benefit of said act, we do here execute this\n\n...\n\nour Certificate of Incorporation as said act provides.\nIn witness whereof, we severally set our hands and seals,\n1886, at Washington, D. C.\n\nthis 24th day of\n\nFebruary\n\nNorman A. Calkins,\n\n[l. s.]\n\nJohn Eaton.\nZalmon Richards.\n\n[l. s,]\n\n'\n\n[l. s.]\n\nDuly acknowledged before xMichael P. Callan, notary public in\nand for the District\nof Columbia, and recorded in Liber No.\n4. Acts of Incorporation for the District\nof\n\nColumbia.\n\n"}
{"page": 15, "printed_page": null, "text": "CALENDAR OF MEETINGS.\nNATIONAL TEACHERS' ASSOCIATION.\n1857.—PHILADELPHIA, PA. (Organized.)\nJa.mes L. Enos, Cliairmun.\n\n1865.-HARRISBURG, PA.\nS\n\nW. E. Sheldon, Secretary.\n1858.— CINCINNATI, OHIO.\nZ.\n\nR[CHARDs, President.\n\nJ.\n\nW. BuLKLEY, Secretary.\n\nZ.\n\nJ. P, WicKERsHAM, President.\nS, H. White, Secretary.\nS. P. Bates, Treasurer.\n\n1859.— WASHINGTON, D. C.\nA. J. RicKOFF, President.\n\nW. BuLKLEY, Secretary.\n\nC. S.\n\n1867.— No session.\n\nPennell, Treasurer.\n\n1868.— NASHVILLE, TENN.\n\nI860.— BUFFALO, N. Y.\nJ.\n\nW. BuLKLEY, President.\n\nZ.\n\nRichards, Secretary.\n\nO. C.\n\nGreene, President.\n\nRichards, Treasurer.\n\n-INDIANAPOLIS, IND.\n\n1866,\n\nA. J. RiCKOFF, Treasurer.\n\nJ.\n\nS.\n\nW. E. Sheldon, Secretary.\n\nM. Gregory, President.\nL. Van Bokkelen, Secretary.\nJames Cruikshank, Treasurer.\nJ.\n\nWight, Treasurer.\n\n1862.— No session.\n1863.— CHICAGO, ILL.\nJohn D. Philbrick, President.\n1861,\n\n1869.—TRENTON, N. J.\nL.\n\nVan Bokkelen, President.\n\nW. E. Crosby, Secretary.\n\nJames Ckuikshank, Secretary,\nO. C. Wight, Treasurer.\n\nA. L. Barber, Treasurer.\n1870.— CLEVELAND,\n\n18G4.-OGDENSBURG, N. Y.\nW. H. Wells, President.\n\nOHIO.\n\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\nW. E. Crosby, Treasurer.\n\nDavid N. Camp, Secretary.\nZ. Richards, Treasurer.\n\nNAME changed TO\n\nNATIONAL EDUCATIONAL ASSOCIATION.\n1871.— ST. LOUIS, MO.\nJ. L.\n\n1881.\n\nJohn Hancock, Treasurer.\n1872.—BOSTON,\n\n1882.— SARATOGA SPRINGS, N. Y.\nG. J. Orr, President.\n\nMASS.\n\nWhite, President.\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\nE. E.\n\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\nI\n\nias.3.\n\n1873.—ELMIRA, N. Y.\nB. G.\nS.\n\nE. T.\n\nWIS.\nThomas W. Bicknell, President.\n\nH. S. Tarbell, Secretary.\nN. A, Calkins, Treasurer.\n\nH. White, President.\n\nMarble, Secretary.\nJohn Hancock, Treasurer.\nA. P.\n\n188.5.\n\nW. T. Harris, President.\nW. R. Abbott, Secretary.\n\n1886.— TOPEKA, KAS.\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\n\nA. P. Marble, Treasurer.\n1876.— BALTIMORE, MD.\n\nE. C.\n\nMarble, Treasurer.\n\nE. C. Hewett, Treasurer.\nFRANCISCO, CAL.\nAaron Gove, President.\n\n1888.— SAN\n\n1877.— LOUISVILLE, KY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\n\nJ.\n\nAlbert P. Marble, President.\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\n-PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\n\n1880.\n\nH. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n1889.—NASHVILLE, TENN.\n\nOrmond Wilson, Treasurer.\n\n1878.— No session.\n\nJ.\n\nHewett, Treasurer.\n\n1887.— CHICAGO, ILL.\nW. E. Sheldon, President.\nJ. H. Canfield, Secretary.\n\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\n\n1879,\n\n-SARATOGA SPRINGS, N. Y.\nP. Louis Soldan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\n1875.-MINNEAPOLIS, MINN.\n\nJ.\n\nTappan, President.\n\n18S4.— MADISON,\n\nJohn Hancock, Treasurer.\n\nA. P.\n\n-SARATOGA SPRINGS, N. Y.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nNorthrop, President.\n\nH. White, Secretary.\n\n1874.— DETROIT, MICH.\nS.\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\n1890.— ST. PAUL, MINN.\nJames H. Canfield, President.\nW. R. Garrett, Secretary.\n\nOkmond Wilson, Treasurer.\n\nE. C.\n\n-CHAUTAUQUA, N. Y.\n\nHewett, Treasurer.\n\n1891.— TORONTO,\n\nONTARIO.\nW. R. Garrett, President.\nW. D. Henkle, Secretary.\nE. H. Cook, Secretary.\nE^ T. Tappan, Treasurer.\nJ. M. Greenwood, Treasurer.\n1892.-SARAT0GA SPRINGS, N. Y.\nE. H, Cook, President. R. W. Stevenson. Secretary. J.\nM. Greenwood, Treasurer.\n\nJ.\n\nOrmond Wilson, President.\n\n|\n\n"}
{"page": 16, "printed_page": null, "text": "National Educational Association\nOF THE UNITED STATES.\n\nOFFICERS FOR 1891-92.\nGENERAL ASSOCIATION.\nE.H.COOK\nK. W. STEVENSON\n\nFlushing. New York\nWichita, Kansa-s\n\nJ. M.\n\nKansas City, Missouri\n\nGREENWOOD\n\nPre^dent.\nSecretary.\nTreasurer.\n\nVice-Presidents.\n\nW. R. Garrett, Tennessee.\n\nG. L. Osborne, Missouri.\n\nC. H. Clemmer, North Dakota.\n\nMiss Nebraska Cropsey, Indiana.\n\nT. A. FuTRALL, Arkansas.\nE. O. Ijyte, Pennsylvania.\n\nE B. MrELROY, Ore<,'oii.\nW. H. Bartholomew, Kentucky.\n\nJ. R. Preston, Mississippi.\nWm. M. Beardshkar, Iowa.\nIrwin Shepard. Minnesota.\nA. P. Marble, Massachusetts.\n\nBoard of Trtistees.\n124 East Eightieth street. New York.\n1301 Corcoran street, Washington, D. C.\n\nN. A. Calkins\n\nChairman\n\nZalmon Richards\n\nSecretary\n\nE. C. Hewett\nN. A. Calkins\n\nNormal, Illinois.\n\nNew York City\n\nH. S. Tarbell\n\nProvidence, Rhode Island\n\nTerm expires July, 1895.\n\"\n\"\n\"\n\n\"\n\"\n\"\n\n•'\n\n\"\n\"\n\n1894.\n1893.\n\nWashington, District of Columbia\nZalmon Richards\n1892.\nE. H. Cook\nFlushing, New York\nEx officio.\n\" The Board of Trustees shall be the executive financial officers of this Association, as a body cor\nporate.\"—^r/. /F., Sees. 9 and 10, of the Constitution.\n\nBoard of Directors.*\nAdams, E. H., Ashville, North Carolina.\nAnderson, W. H., Wheeling, West Virginia.\nAtkinson, W. R., Columbia, South Carolina.\nBaker, James H., Boulder, Colorado.\nBardeen, C. W., Syracuse, New York.\nBartholomew, W. H., Louisville, Kentucky.\nBeardshear, Wm. M., Ames, Iowa.\nBi-oss, J. M., Topeka, Kansas.\n\nBrackett, S. II.. St. Johnsbiiry, Vermont.\nBradley, John E., Minneapolis, Minnesota.\nBrown, Leroy D., Santa Monica. California.\nButler, N. M., Paterson, New Jersey.\nChurchill, J. O., Cheyenne, Wyoming,\nClemmer, C. H., Grand Forks, North Dakota.\nCollins, Frank E., Denver, Colorado.\nCook, E. H., Flushing, New York.\nCox, E. B., Xenia, Ohio.\n\nCropsey, 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.\nPairchild, Geo. T., Manhattan, Kansas.\nFkrnald, 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., Moscow, Idaho.\nGiLLAN, S. Y., Milwaukee, Wisconsin.\nGi.ovER, N. L., Akron, Ohio.\n\nGoodman, Frank, NashviUe, Tennessee.\nGove, Aaron, Denver. Colorado.\nGreenwood, J. M., Kansas City, Missonri.\nHadley, Hiram, Las Cruces, New Mexico,\nHall, Caleb G., New Berlin, New York.\nHamilton, Robert W., Muskogee, Ind. Territory'.\n\nJones, H. S., Lincoln, Nebraska.\n\nKern, F, L., Lake City, Florida.\nKnapp, W. E., Denver, Colorado.\nKruse, Edwin, Wilmington, Delaware.\nLeipzioer, H. M., 148 Grand street, N. Y. City.\nLyte, E. O., Millersville, Pennsylvania.\nMarble, A. P., Worcester, Massachusetts.\nMarshall, T. Marcellus, Charaita, New Mexico.\nMcElroy, E. B., Salem, Oregon.\n\nMcFadden, Miss Mary E., Portland, Oregon.\nMcLouTH, Lewis, Brookings, South Dakota.\nMiller, Tom B., Helena, IVfontana.\nMiLLspAUGH, J. F.. Salt Lake City, Utah.\nNicholson, Miss Mary E., Indianapolis, Indiana.\nNorton, R. C, Cape Girardeau, Missouri.\nOgden, John. Bisniark, 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.\nPrince, J. T., Newtonville. Massachusetts.\n\nRamsey, G. J., Clinton, Louisiana.\nRicHARDS, Zalmon, Washington, District Columbia\nRichmond, Miss Sarah E., Baltimore, Maryland.\nRiCKOFP, Andrew J., New York City, N. Y.\nRogers, C. P., Marshalltown, Iowa.\nRounds, C, C, Plymouth, New Hampshire.\nSabin, Heury, Des Moines, Iowa.\nSchaefper, N. C. Kutztown, Pennsylvania,\nShepard, Irwin, Winona, Minnesota.\nShinn, Josiah H., Little Rock, Arkansas.\nSill, J. M. B., Ypsilanti, Michigan.\n\nSmith, Euler B., La Grange, Georgia.\nSmith, Miss Nora, San Francisco, California.\nStanford, Leland, San Francisco, California.\nStevenson, R. W., Columbus, Ohio,\n\nStockwell, Thomas B., Providence, R. I.\n\nHarris, W. T., Washington, District of Columbia. Stratton, C. C, Portland, Oregon.\nHarris, T. G., Dallas, Texas.\nTaylor, A. R,, Emporia, Kansas.\nHicjHEs, Mrs. Jas. L., Toronto, Canada.\nTutwiler, Miss Julia, Livingston, Alabama.\nHunt, Mary H., Hj'de Park, Massachusetts.\nWalker, Peleo R Rockford. Illinois.\nJewett, a. v., Abilene, Kansas.\nWoopter, T. J., West Point, Mississippi.\n,\n\n"}
{"page": 17, "printed_page": null, "text": ".\n\nOFFICERS OF THE ASSOCIATION.\n\nNATIONAL COUNCIL OF EDUCATION.\nJAMES H. BAKER\nE. W. COY\nN. C. SCHAEFFER\n\nPresident\nVice-Presideni.\nSecretai-y\n\nPres. University of Colorado.\nPrin. Hughes High School, Cincinnati, O,\nPrin. Keystone State Normal School.\n\nDEPARTMENT OFFICERS.\nKindergarten.\nMrs. ADA MAREAN HUGHES\nMiss NORA SMITH\nMiss ANNA E. FREDERICKSON.\n.\n\n.\n\n.\n\nPr-etident\n\nToronto, Ont.\n\n.\n\nVice-President\nSecretary\n\nLa Porte, Ind.\n\nSan Francisco, Cal.\n\nElementary.\nMiss JULIA TUTWILER\n\nPresident\n\nLivingston, Ala.\n\nVice-President.\n\nTacoma, Wash.\n\nMiss LUCIA STICKNE Y\n\nSecretary\n\nCincinnati, Ohio.\n\nFRANK E. PLUMMER\nJ. A. HORNBERGER\nW. T. WHITE\n\nPresident\nVice-President\n\nF. B. GAULT\n\nSecondary.\n.\n\nS. A.\n\nCoi^esponding Sec\nRecording Sec\n\nMERRITT\n\nDes Moines, Iowa.\nNorfolk, Neb.\nKnoxville, Tenn.\nHelena, Mont.\n\nHigher.\n\nMERRILL E. GATES\nH ENRY WADE ROGERS\nJ. M. COULTER\n\nPresident\nVice-President\nSecretary\n\nCHARLES DeGARMO\nLARKIN DUNTON\nMARGARET E. CONKLIN\n\nPresident\n\nPres. Swarthraore College, Pa.\n\nVice-President.\n\nSecretary\n\nHeadmaster Boston Normal School.\nState Normal School, Milwaukee, Wis.\n\nEDWARD BROOKS\n\nPresident\n\nSupt. of Schools, Philadelphia, Pa.\n\nVice-President\nSecretary\n\nLate Supt. of Schools, Minneapolis, Minn.\n\nJ. H. PHILLIPS\n\nPres. Amherst College.\nPres. Northwestern University.\nPres. Indiana University.\n\nNormaL\n\nSuperintendence.\n\nJOHN E. BRADLEY\n\nSupt. of Schools, Birmingham, Ala.\n\nIndustrial Education and Manual Training.\n\nHENRY M. LEIPZIGER, Ph.D.\nW. R. BEARDSHEAR\nE. R. BOOTH\n\n.\n\n.\n\n.\n\nPresident\nVice-President\nSecretary\n\nAsst. Supt. of Schools, N. Y.\nPres. Iowa Agricultural College.\nPrin. Technical School, Cincinnati, O.\n\nArt.\n\nFRANK H. COLLINS\nLUELLA E. FAY\nHENRY W. POOR\n\nPresident\n\nN. L. GLOVER\n\nPresident\nVice-President\nSecretary\n\nVice-President\nSecretary\n\nDenver, Col.\nSpringfield, Mass.\nBoston, Mass.\n\nMusic.\n\nFRANK A. FITZPATRICK\n\nCLARENCE C. BIRCHARD\n\nAkron, Ohio.\n\nOmaha, Neb.\nChicago, 111.\n\n"}
{"page": 18, "printed_page": null, "text": "National Educational Association\nOF THE UNITED STATES.\n\nOFFICERS FOR 189^-94.\nGENERAL ASSOCIATION.\nA. G. LANE\nR. W. STEVENSON\nJ.\n\nChicago, Illinois\n\n.\n\nColumbus, Ohio\nKansas City, Missouri\n\nM. GREENWOOD\n\n.\n\nPresident.\nSecretary.\n\nTreasurer.\n\nVice-Presidents.\nE. H. Cook, New York.\n\nW. H. Bartholomew, Kentucky,\nL. E. Wolfe, Missouri.\nM. C. Pernald, Maiue.\n\nG. J. Ramsey, Louisiana.\nF. A. Pitzpatrick, Nebraska.\nE. E. White, Ohio.\nEdward Searing, Minnesota.\nJ. W. Dickinson, Massachusetts. C P. Rogers, Iowa.\nT. A. PuTUALL, Arkansas.\nN. C. Schabffer, Pennsylvania.\n\nBoard of Trustees.\n124 East Eightieth street, New York.\n1301 Corcoran street, Washington, D. C.\n\nN. A. Calkins\n\nChairman\n\nZ ALMON Richards\n\nSecretary\n\nZalmon Richards\nE. C. Hewett\n\nWashington, District of Columbia\nNormal, Illinois\n\nN. A. Calkins\nH. S. Tarbell\n\nNew York City\n\nA. G. Lane\n\nProvidence, Rhode Island\nChicago, Illinois\n\nTerm expires July, 1896.\n\"\n\"\n\"\n\n''\n\n\"\n\n\"\n\"\n\n\"\n\"\n\n1895.\n1894.\n1893.\n\nEx officio.\n\n\"The Board of Trustees shall be the executive financial officers of this Association, as a body corporate.\"— ^r<, /r., Sees. 9 and 10, of the Constitution.\n\nBoard of Directors.\nAnderson, W. H., Wheeling, West Virginia.\nBardeen, C. W., Syracuse, New York.\nBarnard, F. J., Seattle, Washington.\nBarnes, Earl, Menlo Park, California.\nBartholomew, W. H., Louisville, Kentucky.\nBeard, G. P., St. Albans, Vermont.\nBeardshear, W. M., Ames, Iowa.\nBeggs, R. H., Denver, Colorado.\nBingham, Rorert, Asheville, North Carolina.\nBlow, Miss Susan E., St. Louis, Missouri.\nBoyd, D. R., Norman, Oklahoma.\nBrown, Jesse H., Indianapolis, Indiana.\nBkown, LeRoy D., Santa Monica. California.\nBrooks, Edward, Philadelphia, Pennsylvania.\nBuchanan, John T., Kansas City, Missouri.\n\nButler, N. M., Paterson, New Jersey.\nCalkins, N. A., New York City.\nCamp, David N., New Britain, Connecticut.\nCarey, C. P., Fairbury, Nebraska.\nCook, E. H., Flushing, New York.\nCorthell, W. J., Gorham, Maine.\nCoy, E. W., Cincinnati, Ohio.\nCrombie, J. S., Brooklyn, New York.\nDay, L. W., Cleveland, Ohio.\nDickinson, J. W., Newtonville, Massachusetts.\nDougherty, N. C, Peoria, Illinois.\nPairchild, George T., Manhattan, Kansas.\n\nFernald, M. C, Orono, Maine.\nFitzpatrick, F. a., Omaha, Nebraska.\nFuTRALL, T. A., Marianna, Arkansas.\nGlover, N. L., Akron, Ohio.\nGoodman, Frank, Nashville, Tennessee.\nGove, Aaron, Denver, Colorado.\n\nGreenwood, J. M., Kansas City, Missouri.\nGuNBY, A. A., Monroe, Louisiana.\nHall, Caleb G., New Berlin, New York.\nHardy, Albert, La Crosse, Wisconsin.\nHarris, W. T., Washington, District of Columbia.\n\nHewett, E. C, Normal, Illinois.\nHunt, Mary H., Hyde Park, Massachusetts.\nJewett, a. v., Abilene, Kansas.\nJordan, Junius, Pine Bluff, Arkansas.\nLane, A. G., Chicago, Illinois.\n\nLaylander, O. J., Cedar Falls, Iowa.\nLipscomb, Dabney, Starkville, Mississippi.\nLow, Seth, Columbia College, New York City.\nMarquardt, William, Laramie, Wyoming.\nMarshall, T. Marcellus, Chamita, New Mexico.\n\nMcCahn, John E., Baltimore, Maryland.\nMcElboy, E. B., Salem, Oregon.\nMcNaughton, James, Mayville, North Dakota.\nMillspaugh, J. P., Salt Lake City, Utah.\nMilne, J. M., Oneonta, New York.\nPalmer, Solomon, East Lake, Alabama.\nParker, Charles I., South Chicago, Illinois.\nPasco, Frederic, Jacksonville. Florida.\nPritchett, H. C, Huntsville, Texas.\nRamsey, G. J., New Orleans. Louisiana.\nRaub, a. N., Newark, Delaware.\nRhodes, McHenry, Frankfort, Kentucky.\nRichards, Zalmon, Washington, D. C.\nRickofp, Andrew J., New York City.\nRicKOFP, Mrs. Rebecca D., New York City.\n\nRogers, C. P., Marshalltown, Iowa.\nRounds, C. C, Plymouth, New Hampshire.\nScHAEFFER, N. C, Kutztown, Pa.\nSearing, Edward, Mankato, Minnesota.\nShawan, J. A., Columbus, Ohio.\nSheldon, William E., Boston, Massachusetts.\nShepard, Irwin, Winona, Minnesota.\nSmith, Euler B., La Grange, Georgia.\nStanford, Leland, San Francisco, California.\nStay, J. D., Yankton, South Dakota.\nSteele, W. L., Galesburg, Illinois.\nStevenson, R. W., Columbus, Ohio.\nStockwell, T. B., Providence, Rhode Island.\nStratton, C. C, Portland. Oregon.\nStrong, E. A., Ypsilanti, Michigan.\nSullivan, Miss Christine, Cincinnati, Ohio.\nTarbell, H. S., Providence, Rhode Island.\nTaylor, A. R., Emporia, Kansas.\n\nWaller, D. J., Jr., Harrisburg, Pa.\nWhite, E. E., Cincinnati, Ohio.\nWilkinson, J. N.. Emporia, Kansas.\n\nWolfe, L. E., Jefferson City, Missouri.\nYoung, R. G., Helena, Montana.\n\nLanier, W. B., Brunson, South Carolina.\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.\"\n—Art. IV., Sec. 2, of the Constitution.\n\n"}
{"page": 19, "printed_page": null, "text": "OFFICERS OF THE ASSOCIATION.\n\nNATIONAL COUNCIL OF EDUCATION.\nE W. COY\nF. A. FITZPATRICK\n\nCincinnati, Ohio.\n\nPresident\nVice-President\nSecretary and Treasvrer\n\nCHAS. DeGARMO\n\nOmaha, Neb.\nSwarthmore, Pa.\n\nDEPARTMENT OFFICERS.\nKindergarten.\nMiss SUSAN E. BLOW\nMiss CONSTANCE MACKENZ IE\nMiss ANNA STOVALL\n\nPrendent\n\nSt. Louis, Missonri.\n\nVice-President\nSecretary\n\nSan Francisco, California.\n\nMrs. REBECCA D. RICKOFF\n\nPresident\n\nNew York City.\n\nVice-President\n\nDenver, Colorado.\nOhio.\n\nPhiladelphia. Pennsylvania.\n\nElementary.\n\nAARON GOVE\nF. TRENDLEY\n\nSecretai-y\n\nSecondary.\n\nCROMBIE\nAMELIA E. TRENT\n\nPresident\nVice-President\nSecretary\n\nJ. S.\n\nW.H.BARTHOLOMEW\n\nBrooklyn, New York.\nBuffalo, New York.\nLouisville, Kentucky.\n\nHigher.\n\nSETH LOW\n\nPresident\nVice-President\n\"\n\"\n\"\n\"\n\"\n\"\n\"\n\"\nSecretary\n\nRT. REV. JOHN J. KEANE\n\nWM. DEWITT HYDE\nW. G. BALLANTINE\nJ. H. CANFIELD\nWM. PRESTON JOHNSTON\nMELVIL DEWEY\n\nNew York City.\nWashington, D. C.\nBrunswick, Maine.\nOberlin, Ohio.\nLincoln, Nebraska.\nNew Orleans, Louisiana.\n\nAlbany, New York.\n\nNormal.\nJ.\n\nM. MILNE\n\nPresident\nVice-President\nSecretary\n\nJ.W.COOK\n\nJ.N.WILKINSON\n\nOneonta, New York.\nNormal, Illinois.\nEmporia, Kansas.\n\nSuperintendence.\n\nEDWARD BROOKS\n\nPresident\nVice-President\nSecretary\n\nJOHN E. BRADLEY\nJ. H.\n\nPHILLIPS\n\nPhiladelphia, Pennsylvania.\nMinneapolis, Minnesota.\n\nBirmingham, Alabama.\n\nManual Training and Industrial Education.\nW. M. BEARDSHEAR\n\nPresident\nVice-President\nSecretary\n\nA.C.GORDON\n\nW. B. FRIEDBERG\n\nAmes, Iowa.\nMinnesota.\nNew York, N. Y.\n\nArt.\nMiss CHRISTINE SULLIVAN\nE. C.\n\nCOLBY\n\nMiss ELIZABETH H. PERRY\n\n,\n\nPresident\nVice-President\nSecretary\n\nCincinnati, Ohio.\n\nRochester, New York.\nBridgewater, Massachusetts.\n\nMusic.\nN. L. GLOVER\n\nBENJAMIN JEPSON\nGEORGE C. YOUNG\n\nPresident\nVice-President\nSecretary\n\nAkron, Ohio.\nNew Haven, Connecticut.\nWichita, Kansas.\n\n"}
{"page": 20, "printed_page": null, "text": ":\n\nMEMBERSHIP\nNational Educational Association,\nThe dates in the margin indicate the year when the several memberships\nbegan.\n\nThe addresses given in this list were received in reply to letters\n\nsent to the latest known residence of each Life Director and Life Member, in October, 1892, enclosing a postal card addressed for return, with\n\nthe following request\n\n^^^ Please fill hlanhs on this postal card with your name, residence,\netc. ,\n\na7id mail it at once.\n\nIn cases where neither the letter nor the postal card has been returned,\nthe residence is indicated as doubtful by (?).\n\nPEEPETUAL DIRECTORSHIP.\n1879. Philadelphia Teachers' Institute, Sargent Street, below 9th, Philadelphia, Pa.\n\n1889.\n\nBoard of Education of Nashville,\nTenn.\n\n1890. Illinois State Teachers' Association,\nSpringfield, 111.\n\nLIEE DIRECTORS.\nKANSAS.\n\nCALIFORNIA.\n1888. Brown, LeRoy D.,\n\nBox 138, Santa\nMonica, Los Angeles Co.\n1888. Stanford, Leland, San Francisco (?).\n\n1886. Fairchild Geo T., State Agricultu^al College, Manhattan.\nAbilene, Dickinson Co.\n1886. Jewett, A.\n1886. Taylor, A. R., 1127 Congress St.,\n\nV\n\nEmporia.\n\nCOLORADO.\n1888. Gove, Aaron, 2045 Grant Ave., Den-\n\nILLINOIS.\n1887. Dougherty, Newton C, 906 E. Bluff\nSt., Peoria.\n1887. Parker, Chas. I., 9136 Exchange\n\nAve., South Chicago.\n1891. Pike, J., Jersey ville.\n\nMASSACHUSETTS.\n^^«^-\n\n^Xae^^AM^'^^^^\n\n^^^\"\n\nMISSOURI.\n1886. Greenwood. J.\nKansas City.\n\nM.,\n\n1312 Oak St.,\n\n"}
{"page": 21, "printed_page": null, "text": "LIFE MEMBERS.\n\n11\n\nNEW YORK.\n\nr\n\nOREGON.\n\n^\n\n1885. Hall, Caleb G., New Berlin.\nff 1881. Rickoff, Andrew J. 444 Central Park\n\nlygS. Stratton, C. C, Portland University,\n\nUniversity Park\n\n,\n\nWest, New York.\n\n^\nSh\n\nWEST VIRGINIA.\n\nOHIO.\nL. W.,\nCleveland.\n\n422\n\n1888. Day,\n\njL^\n\n<r\n\nSuperior\n\n1877. Marshall,\n\nChicago.\n\nAugusta W., 1633 Hyde\n\nSt.,\n\n1884.\n\nPasadena.\n\nDe Jarnette, Anna Kalfus, care of J.\n\nL. Kalfus, San Jose.\n1882. Morris, Harriette N., State\n\n1884. Hewett, Edwin C, 200 Ash St., Normal. McLean Co.\n1891. Hull, John, Normal University, Car-\n\nbondale.\n\nNormal\n\n1884.\n\nSchool, Chico.\n\nRaab, Henry, State House, Springfield.\n\nCONNECTICUT.\n\nINDIANA.\n\n1884. Barnard, Henry, 28 Main St., Hartford.\n1884. Northrop, Birdsey G., Clinton.\n\n1876. Bell, W. A., 66^ North Penn St.,\nIndianapolis.\n1880. Irwin, John S., 241 West Main St.,\n\nDISTRICT OF COLUMBIA.\n\nrX\\1884. Bell, Alex. Graham, Washington (?).\nBureau of Educa-\n\n^1876. Harris, WmT.\ntion,\n\nWashington.\n\n^^^'^'\n\nFort Wayne.\nMcRae, N. S., Marion (?).\nSmart James H. Perdue University,\n\n^g^g^\n\ngtevens'^M\n\n1866.\n\n.\n\na.\n\nversity, Washington.\n\n1864. Richards,\n\nZalmon,\n\n1301\n\nJ.\n\n1880. Wilson, J. Ormond, 1439 Massachusetts Ave., Washington.\n\nf^l890. Baker,\n\nGEORGIA.\nW. H., 150 Drayton St.,\n\nHouston St., Atlanta.\n\n«\n\nR.\n\nM.,\n\nDalton, Whitfield\n\nTT\nT TAT/^Tci\nILLINOIS.\n\n<3\n\n.1870. Allen, Ira W., 612 Maple St., Engle-\n\nn\n\nwood, Chicago.\nRobert, Carbondale, Jackson\n\n^1884. Allyn,\nf\n\nW.\n\nCc\n1886. Pickard, Josiah L., 419 N. Clinton\nSt., Iowa City.\ni884. Taylor, Henry J., 1635 Douglas St.,\n\nSioux City.\n1884. Willis,\n\nWm.\n\nCo.\n\nA., 612\n\nMarket\n\nSt.,\n\nIowa City.\n\nitaxtqac\nKANbAb.\n\nSavannah.\n1881. Mallon, Mrs Frances C., TheLeland,\n\n1870. Manley,\n^^-\n\nSt.,\n\n^^ ^^^yette.\n\nIOWA.\n\nCorcoran\n\nSt.,\n\nT\n\nC, Littleton\n\\ Favpffp\n\n1880. Gilchrist, J. C, Laurens, Pocahontas\n\n^ 1884. Rusk, Washington.\nM., Washington.\njL^\n\n-,\n\n^''^^'\n\nR\n\n1880. Hitz, John, 917\nSt., N. W., Washington.\n(^\n'/1889. Keaue, Rt. Rev. John, Catholic Uni-\n\n^\n\nHayward, Emily A., University of\nChicago, Chicago.\n\nSan Francisco.\n1879. Hoose, James H., 255 S. Euclid Ave.,\n\n^^\n\nGlenville,\n\nLIFE MEMBERS.\nILLmOlS— Continued.\n\nles Co.\n\nr\n\nMarcellus,\n\nEden, Philip, Pasadena, Los Ange- 1876. Forbes, Alexander, 24 Aldine Square,\n\n1889. Hobe,\n\n1877.\n\nT.\n\nGilmer Co.\n\nCALIFORNIA.\n1884.\n\nSt.,\n\n^ggg\n\nCampbell, A. G., Lock Box 37. Counm'l\n\nPrnvA\n\nFrank H., Minneapolis, Ottawa Co.\n1886. Coovcr, N. Wilson, Ellsworth Co.\n\n^ggg\n\nciark.\n\nEdward S., Ellsworth,\nEllsworth Co.\n1886. Jay, Walter M., St. John's School,\njggg\n\nFairchild,\n\nSalina.\n1886. Klock, J. E., Leavenworth.\n1886. Larimer, Henry G., 216 Clay St.,\n\nJ71880. Brown, Geo. P., Bloomington, McTopeka.\nLean Co.\n1884. Cheney, Augustus J., Oak Park (?), 1886. Limerick, A.\n\n1\n\nChicago.\n1864. Eberhardt, John F., 161 La Salle St.,\nChicago.\n\nH.,\n\n902 E.\n\n9th St.,\n\nWinfield.\n18i6. MacDonald, John, Topeka.\n1886. Meade, Richard C, Atchison (?).\n\n"}
{"page": 22, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n12\n\nMINNESOTA.\n\nKA-^SA-^-Cmtinued.\n,r\n\n.,\n\noo.. o«.i-o^\n\n1a\nSahna.\n\n1886. Roop, C. Y.. 336 S. 7th St.,\n1886. Rose, Geo. E., Rosedale, Wyandotte\nTiios. A., 309 N. 7th St.,\nConcordia, Cloud Co.\n1886. Schuyler, Aaron, 1316 S. Santa Fe\nSt.,Salina.\n1886. Sta^nl^J^^Edmund, 900 Kentucky St.,\n\n1886. Sawhill,\n\n1864. Pennell, Calvin S., 2245 St. Anthony\np^j.,^'\n\njg^^\n\nphelps,'Wm. F., 105 Gerraania Life\n\n^gg^\n\nInd.^School Dist. No.\n5\n\n1886.\n1886.\n\n.oo^\nt.\nf ''^^^\"'y.^.^- a u 1\n1886. Sedgwick City Schools,\n.oo.\n\n1886.\n\nWright, Edmund W., P. O. Box 353,\nVicksburg.\n\nC, 621 Fillmore St.,\nTopeka.\nATT«?sr>TTT?T\nmi&&uuki.\nWilliams, Philo J., Massachusetts\nSt., Lawrence.\n1886. Evans, Chas. H., 915 Locust St., St.\nLouis.\nPresident Board of Education, Abilene, Dickinson Co.\n1877. Soldan, F. Louis, 1616 Hickory St.,\nWebb,\nD.\nE.\nSt. Louis.\nDodge City Schools, care\nDodge City, Ford Co.\n^,^.\nNEBRASKA.\nBoard of Education, City of Ottawa,\n\n1886. Tillotson. D.\n\n1886.\n\ncare Wm.\n\nRice Co.\n\n'\n\nMISSISSIPPI.\n^^^^\n\n1886.\n\n3,\n\nPringle, Northfleld,\n«'\nJ.\n\n1876.\n^\nG\n1.\nSedgwick,\n•\n\n^^^J.^^\\\nu\nA\nAssociaTeachers'\nCowley\nCounty m\nr.\n\n•\n\n,\n\n.\nT.-^^°ri\nioo«\ni^ K .Association,\nf\n1886. Riley County Teachers\nM:anhattan (?).\n•\n\nKENTUCKY.\n\nReals, Samuel De Witt, 2118 Da ven-\n\n^^ g^\n\nOmaha.\n\n1880. Bibb-Sudbirough,\n\nMrs. Grace, 549\n\nOmaha.\n1884. Curry, Robert, cor. D and 4th Sts.,\nPalmvra\n;,gg4 ^^^^^ ^^^^ ^^ 2219 Capitol Ave.,\nOmaha.\n1886. Miller, J. H., Room 5, Ledwith Block,\ng s^th Ave\n\n,\n\nLincoln.\n1877. Bartholomew, W. H., 426 East Gray\nSt., Louisville.\n1877. Monsarrat, Mrs. L. L., 1250 First\nSt., Louisville.\n\n^^^,^ „\n^^^otttt^-t.\nNEW\nHAMPSHIRE.\n^\n\n1376.\n\nRounds, Charles C, Plymouth.\n\n^g^g^\n\nThompson, Langdon S., 30 Park St.,\n^^^^^ ^^^^'\n\nNEW JERSEY.\nMARYLAND.\nM. A., The High School,\nHavre de Grace.\n1876. Richmond, Sarah E. S., 1402 Penna.\n\n1876. Newell,\n\nAve '' Baltimore\n\nNEW YORK.\n.\n^ ,\n^^^^\n,\nt\n0.0 aj 1 i.- o^\n^^'l- Anderson, John J., 343 Adelphi St.,\n\nBrooklyn.\n\n'\n\n1879. Calkins, N. A., 124 E. 80th St.,\n\nMASSACHUSETTS.\n\n1880. Coe, Emily M., 50\n\n1884. Bascom, John, Park St., Williams-\n\ntown.\nThos., W., 175 Harvard\nSt., Dorchester.\n1864. Hagar, Daniel B., 12 Summer St.,\n1882. Bicknell,\n\nSalem.\n\nYork.\n\nHawthorn\n\nSt.,\n\n,\n\nNew York\n\nAlbert P., 492 Main St.,\nWorcester.\nMowry,\nWm.\nA., 97 Federal St.,\n1886.\nSalem.\n„,\n««\n^_\n„\n^\n1865. Sheldon, Wm. E., 3 Somerset St.,\nBoston.\n\n1880. Marble.\n\ntroit.\n\nSt.,\n\nJohn, San Remo, Central\nPark West, New York.\nRickoff, Mrs. Rebecca D., 444 Central Park West, New York.\n\n1879. Kraus,\n1880.\n\n1882. Stern,\n\nS.\n\nM., 29 E. 44th St.,\n\nNew\n\nYork.\n1884.\n\nVan Aken, Mrs. Georgiana, 63 Park\nSt., New York.\n\n1884.\n\nBingham, Robert, Asheville.\n\nMICHIGAN.\nMayhew, Ira, 119 Griswold\n\nOxford\n\nBrooklyn.\n1883. Day, Mrs. Albert,\nNew York.\n1882. Hodgdon, Josephine E., 80 Willoughby St., Brooklyn.\n1885. Hunter, Thomas, Normal College,\nSt.,\n\nRoxbury, Boston.\n\n1866.\n\nW. 22d St., New\n\n1864. Cruikshank. James, 206 So.\n\n1870. Jones, Daniel W., 4\n\nNew\n\nYork.\n\nNORTH CAROLINA.\n\nDe-\n\n"}
{"page": 23, "printed_page": null, "text": "LIFE MEMBERS.\nWISCONSIN— CoTi^mwerf.\n\nOHIO.\n1884. Bennett,\n\nW., 218\n\nC.\n\nW. Ash St.,\n\nPiqua.\n1880. Bennett, Hampton, Franklin, Warren Co.\n1880. Burns, J. J., Canton.\n1870. Cole, William H., Marysville, Union\nCo.\n1883. Coy, E. W., Hughes High School,\n\nCincinnati.\n1866. Curran, Ulysses\n\n13\n\nT., 623\n\nColumbus\n\nAve., Sandusky.\n1880. Davidson, Chas. C, 59 W. Ely St.,\nAlliance.\n1880. Button, Bettie A., 94 State St.,\n\nCleveland.\n\n1884. Carpenter, J. H., 315 Wisconsin\nAve., Madison.\n1884. Chandler, W. H., Sun Prairie, Dane\nCo.\n1884. Charlton,\nEdwin A., Broadhead,\nGreen Co.\n1884. Emery, J. Q., River Falls, Pierce\n\nCo.\n1884. Flavin, John T., Watertown, Jefferson Co.\n1884. Harvey, Lorenzo Dow, 335 23d St.,\n\nMilwaukee.\n1884. Hutton, A. J., Platteville, Grant\nCo.\n1884. Nye, Chas. H., Box 301, Platteville,\nGrant Co.\n1884. Parker, Warren D., 313 Qilman St.,\n\n1865. Hartshorn, 0. N., Alliance.\n1870. Holden, L. E., Cleveland (?).\n1879. McMillan, Reuben, Canfield, Maho1884.\nning Co.\n1880. McMillan, Mrs. S., Canfield, Maho1884.\nning Co.\n1884.\n1880. Miller, Lewis, Oak Place, Akron.\n1880. Peaslee, John B., McGregor Park,\nCincinnati.\n1884.\n1883. Robert, James A., 330 N. Summit\nAve., Dayton.\n1884.\n1880. Stevenson, R. W., 651 Franklin Ave.,\nColumbus.\n1884.\n1870. White, Emerson E., 387 E. Broad\nSt., Columbus.\n1884.\n1880. Widner, Esther, 201 S. Perry St.,\nDayton.\n1884.\n1870. Williams, Mrs. Delia Lathrop, 63 S. 1884.\nLiberty St. Delaware.\n1884.\n,\n\nMadison.\nParkinson, John B., 803 State St.,\nMadison.\nShaw, Samuel, Crandon, Forest Co.\nStack, Joshua, Martin Flats, Wisconsin St., Milwaukee.\nStewart, I. N., Appleton, Outagamie\nCo.\nStearns, J. W., 513 Wisconsin Ave.,\nMadison.\nSpencer, Robert C, Business College,\n\nMilwaukee.\nState\n\nNormal School,\n\nPlatteville,\n\nGrant Co.\nThayer, J. B., Madison (?).\nTwining, N. C, Monroe (?).\nWhitford, William C, Milton, Rock\nCo.\n\nPENNSYLVANIA.\n\n1884.\n\n1870. Arey, Oliver, 303 Springfield Ave.,\n\nState Historical Society, Madison.\nSupts.' Association, Wis.\nState Hist. Soc, Madison.\n1884. Board of Education, Beloit.\n1884. Board of Education, Jamesville.\n1884. Board of Education, A. N. Hardy,\n1884.\n\nPhiladelphia.\n1879. Avery, Rachel Foster,\nSomerton,\nPhiladelphia.\n1876. Brooks, Edward, 240 S. 39th St.,\nPhiladelphia.\n1879. Gratz, Simon, 1309 Locust St., Philadelphia.\n1865. Ingram, Samuel D., 113 Market St.,\n\nBoard Regents State N. Schools, Wis.\n\nCounty\n\nClerk, La Crosse.\n1884. Board of Education, Watertown.\n1884. Supt. Public Schools (Board of Edu-\n\nSt.,\n\n1884.\n\ncation), Milwaukee.\nBoard of Education (R. H. Halsey,\n\n1879. Shippen, Edward, 532 Walnut St.,\nPhiladelphia.\n1880. Singer, Edgar A., 4663 Penn St.,\nPhiladelphia.\n1884. Stewart, Sarah A., 1530 Chestnut St.,\n\n1884.\n\nAlumni Assoc. City Normal School,\n\nHarrisburg.\n1891. Schofield,\n\nMartha, 1717 Vine\n\nSupt. Schools), Oshkosh.\n\nPhiladelphia.\n\nTENNESSEE.\n\nwaukee.\n\nand\n\nUpper\n\nSection,\n\nMilwaukee.\n\nPioneer\n\n1884. Beck, Geo., 135 Elm St., Platteville,\n\nAthenaeum\n\nLit. Soc, State Normal\nSchool, Platteville.\n1884. Philadelphian Society, State Normal\nSchool, Platteville.\n1884. Public School Teachers, Jamesville.\n1884.%W^isconsin Principals' Assoc'n (?).\n1884, Wisconsin Teachers' Assoc'n (?).\n\n1884.\n\n1884. Albel, Geo. S., State Normal School,\n\nOshkosh.\nAylward, John Arthur,\nBlock, Madison.\n\nCounty Teachers' Association, Mil-\n\n1884. Intermediate\n\nConway, Clara, Memphis.\n\nWISCONSIN.\n1884.\n\n1884.\n\nTeachers' Corps, Milwaukee.\n1884. Principals' Association, Milwaukee.\n1884. Primary Section, Teachers' Corps,\n\nPhiladelphia.\n\n1887.\n\n,\n\nMilwaukee.\n\n"}
{"page": 24, "printed_page": null, "text": "14\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nADDRESSES UNKNOWN.\nLetters sent to the last known address of the following were returned\nby postmasters, marked \"Not called for,\" \"Left for parts unknown,\"\n\" Unknown,\" \"Name not in Directory,\" etc.:\n\nBrown, Mrs. A. J.\nClark, L. H.\nCorey, Lucien B.\nCrosby, W. E.\n\nDe Wolf, David F.\nEnglish, R. F.\nFranklin, M. B.\nGraham, Robert.\nHarvey, G. I.\n\nHeywood, C. W.\n\nO'Connor, Joseph.\nPartridge, Lelia E.\nFaxon, Joseph.\nSetzefaud, A.\nSchmitz, J. Adolph.\nSpring, E. A.\nWilcox, M. C.\nWoodward, G. A.\nVidelia, Dornia G.\nYoung, Chas. S.\n\nNAMES OF LIFE MEMBERS DECEASED.\nDanforth, Edward, New York.\nHancock, John, Ohio.\nHarvey, Thomas W., Ohio.\nHobbs, B. C, Indiana.\nHowland, H. C, Wisconsin.\n\nMcVicar, Peter, Kansas.\nStone, E. M., Rhode Island\nStone, Mrs. M. A., Connecticut.\n\nTourgee, Eben, Massachusetts.\nWickersham, James P., Pennsylvania.\n\n"}
{"page": 25, "printed_page": null, "text": "FINANCIAL REPORTS.\n\n"}
{"page": 26, "printed_page": null, "text": "16\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION\n\nSIXTH 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 sixth animal report of the\nfinancial condition of the permanent fund of the National Educational\nAssociation, for the year ending June 30, 1892, the following\n\n:\n\nAt the close of the fiscal year ending June 30, 1891, the amount of the\npermanent fund was thirty-six thousand four hundred dollars (136,400).\nDuring the past year there has been added to this fund, by one life\ndirectorship, the sum of one hundred dollars (1100), and by transfers\nfrom the receipts of the meeting at Toronto, 1891, as per Art. IV., Sect.\n10, of the Constitution, the sum of three thousand five hundred dollars\n($3,500), making the present total amount of said fund forty thousand\ndollars ($40,000).\n\n—\n\nInvestments.\nAt the date of our fifth annual report, the amount of the\npermanent fund invested was thirty-four thousand one hundred and\nthirty-eight dollars ($34,138).\nDuring the past year the sum of three\nthousand nine hundred dollars ($3,900) of these investments matured and\nwas paid. Additional investments have already been made to the amount\nof eleven hundred dollars ($1,100).\nThe total amount of investments, July 1, 1892, is thirty-one thousand\nthree hundred and thirty-eight dollars ($31,338).\nThe sum on hand\nuninvested is eight thousand six hundred and sixty-two dollars ($8,662),\nwhich will be duly invested at an early favorable opportunity.\nIncome from Interest, e^c— During the past year the amount of interest\nreceived from the permanent fund was two thousand and forty-nine dollars\nand thirteen cents ($2,049.13), and the sum received from sale of the\nproceedings was one hundred and ninety-seven dollars and eleven cents\n($197.11), all of which is included in the report of receipts by the treasurer\nfor this period.\n\nRespectfully submitted.\n\nN. A. Calkins,\nZ.\n\nRichards,\nJ- Trustees.\nS. Tarbell,\n\nHorace\n\nJ\n\n"}
{"page": 27, "printed_page": null, "text": "ANNUAL REPORT OF THE BOARD OF TRUSTEES.\n\n17\n\nCERTIFICATE.\nThis is to certify that I have examined the several bonds and securities\nof the '^ permanent fund\" belonging to the National Educational Association, now held by the\n\nBoard of Trustees, and that I found said securities\n\nto consist of a first mortgage for three thousand dollars ($3,000) on real\nestate in the\n\ncity of\n\nProvidence, Rhode Island, with a policy of\n\nfire\n\ninsurance for $3,000 ; of bonds of several school districts in the State of\n\nKansas to the amount of twenty-two thousand three hundred and thirtyeight dollars, with proper coupons attached\nof funding bonds of the\ncounties of Grant, Lane, and Seward, and of the city of Marion, Marion\nCounty, Kansas, to the amount of six thousand dollars ($6,000) ; total\namount of securities, thirty-one thousand three hundred and thirty-eight\ndollars ($31,338), all of which are kept in the safe deposit vault of the\nNassau Bank of the city of New York.\nRobert H. Tillsoi?-.\n;\n\nNew York, July 6, 1892.\n\n"}
{"page": 28, "printed_page": null, "text": ";\n\nSUMMARY OF TREASURER'S REPORT FOR 1892.\nJ. M. Greenwood, Treasubeb, in Account\n\nDr.\n\nwith the National Educational Association.\nJulyl, 1891, to July 1,1892.\n\nJuly 1, 1891.\n\n91. as per Treasurer's report\n\n$69 58\n\nAdditional receipts from meeting\nof 1890 (St. Paul), per E. C.\n\nHewett\n192 80— $262 38\nAnnual membership fees at Toronto, paid to Treasurer N. E. A\n1,198 00\nAnnual membership fees in Canada, per H. J. Hin\n140 00\nAdditional memberships\n30 00\nMembership fees at meeting of\nDepartment of Superintendence\n.\n\n.\n\n.\n\nat Philadelphia, 1891\n\n180 00\n\nMembership fees collected by railroad officials\n\n11,605 10\n\nOne Life Director, J. Pike, 111 ...\n\n.\n\n100 00-13,253 10\n\nBureau of Education, D. C, for\nProceedings Department Superintendence, 1891\nSale of volumes Proceedings N.\nE. A\n\n57 86\n139 25—\n\nReceived from interest on permanent fund from July 1, 1891, to\nJuly 1, 1892\n\n197 11\n\npartment of Superintendence, 1891 $221 50\nPreparing Proceedings of Toronto\nmeeting for publication, etc., E.\nH. Cook\n500 00\nPreparing alphabetical list of members for volume 1891\n24 00\nStenographic report of discussion,\nToronto meeting\n112 45\nPrinting and binding 4,000 copies\nProceedings, 1891, Toronto meeting\n3,777 25\nDistributing volumes 1891, by express ana mail, to members\n876 06\nSpecial expenses distributing volumes to members in Canada'\n30 00-$5,541\nExpenses of the President in making arrangements for meeting at\nToronto\n207 65\nExpenses of the Secretary for meeting at Toronto\n304 94\nExpenses of Treasurer for assistants,\n\n2,049 13\n\n$15,761 72\n\nclerks,\n\nToronto\n\nat\n\netc.,\n\nmeeting\n\n381 00\n\nFor assistant treasurer at meeting\nof Department of Superintendence, Philadelphia, 1891\n\n15 00\n\nExpenses of Executive Committee\non account of Toronto meeting\nFor badges, rubber stamps, printing, etc., at Toronto\nFor custom-duties and telegrams at\nToronto\nGeneral expenses of the Association from July, 1891, to July, 1892:\nPrinting membership certificates,\n.\n\nSUMMARY OP year's FINANCES.\nTotal receipts for 1891\nDisbursements for the year\n\nNet proceeds\n\nCr.\n\nBy publishing Proceedings of De-\n\nTo balance of accoant from 1890-\n\n$15,499 34\n8,349 75\n\n$7,149 59\n\n.\n\n77 67\n65 25\n\n46 55— 1,098\n\n$37.50 circulars, $79.35 ; rent of\ndepository, $30 ; services of custodian, $50 rent to safe deposit\ncompany, $21 ; freight on vol\numei* Proceedings to the depository, $33.01\npostage on volumes\nmailed at depository, $8.12 putting up shelves in new depository,\n$20.50; moving to new depository,\n$15; porter and packing books,\n$12.25 messengers and express,\npostage and telegrams,\n$9.89\n$32.98 ; stationery, $5.55\nExpenses of the several departments Superintendence, $52.50 ;\nHigher Education, $49.53; Art,\n;\n\n;\n\n;\n\nSaratoga Springs, July 11, 1892.\nThis report of the Treasurer for the year ending\nJuly 1, 1892, has been examined and approved bv the\nBoard of Trustees.\nN. A. Calkins, Chairman.\nZ. Richards, Secretary.\n•'\n\n;\n\n;\n\n;\n\n355 15\n\n:\n\n$23; Secondary Education, $24;\nKindergarten, $9.'-J5 Elementary\n:\n\nInstruction, $1..50 ; Music, $12.\nExpenses of State Managers Rhode\nIsland, $4.75\nNew York City,\nBrooklyn, and New Jersey, $30\nNew York, $14.25; Ohio, $20;\n,\n\n.\n\n171 78\n\n:\n\n;\n\nNebraska, $19.50; Iowa, $19;\nMissouri, $20 New Mexico, $8.\n;\n\nExpended for stock of the Henry\nBarnard Publishing Company, as\nSer vote of Board of Directors,\nuly, 1891\n\n;\n\nRailroad coupon? of membership\n\nredeemed for life members\n\n135 50-\n\n307 28\n\n1,000 00\n\n48 00\n\nTotal disbursements\n$8,349 75\nTransfer to permanent fund per\nSection 10, Article IV. of Constitution\nOne Life Directorship..\n100 00\nSurplus funds of Toronto meeting! 3,500 00—3,600 00\nBalance for transfer to account of\n3,811 97\n:\n\n$15,761 72\n\n"}
{"page": 29, "printed_page": null, "text": "OFFICIAL MINUTES.\n\n"}
{"page": 30, "printed_page": null, "text": ""}
{"page": 31, "printed_page": null, "text": "THE\nNational Educational Association,\nFIRST DAY'S PROCEEDINGS.\nMORNINa SESSION.\n\nA SPECIAL meeting of the Association was held in Congress Spring Park,\non the morning of Tuesday, July 12, 1892. The meeting was called to\nThe session was opened\norder by President E. H. Cook, at 9:40 A. m.\nwith prayer by the Rev. Dr. L. H. Angier, of Boston, Mass.\nPresident Cook made a few opening remarks and then introduced the\nHon. A. S. Draper, of New York, who delivered an address of welcome\nAt the close of Mr. Draper's remarks, President\nto President Harrison.\nCook introduced the Hon. Benjamin Harrison, President of the United\nStates, who made a brief address to the Association.\n\nPresident Cook then thanked President Harrison in behalf of the Association, and declared the meeting adjourned until 2:30 p. M.\n\nAFTERNOON SESSION.\nThe meeting was called to order in Congress Spring Park, at 2:30 p. M.,\nby Mr. E. N. Jones, Chairman of the local Executive Committee. Invocation by the Rev. Dr. J. L. Withrow, of Chicago.\nThe Hon. J. W.\nHoughton was introduced by the Chairman, Mr. Jones, and delivered an\naddress of welcome in behalf of the people of Saratoga.\nThe Hon. J. F.\nCrooker, State Superintendent of Public Instruction of New York, was\nintroduced, and welcomed the Association in behalf of the teachers of the\nState.\n\nThe Hon. Melvil Dewey, Secretary of the Board\n\nof\n\nRegents of the\n\nUniversity of the State of New York, delivered an address of welcome.\n\nThe Chairman, Mr. Jones, then introduced President E. H. Cook, of\n\nNew York, who delivered a brief response to the addresses of welcome,\nand then introduced Hon. W. R. Garrett, First Vice-President of the\nAssociation, who made a brief response.\n\nResponses were also made by Supt. J. M. Greenwood, of Kansas City,\nMo., the Treasurer of the Association ;\n^\nR. W. Stevenson, of Wichita, Kan., Secretary of the Association ;\n\n"}
{"page": 32, "printed_page": null, "text": ":\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n22\n\nDr. N. A. Calkins, of New York, Chairman of the Board of Trustees\nHon. W. T. Harris, U. S. Commissioner of Education, Washington,\nD. C, in behalf of the United States.\nAn address was then delivered by Dr. Harris on The Outlook of\nEducation in the World. This was followed by an address on A7neri;\n\n:\n\n:\n\ncaiiism and the Public Schools, by Francis Bellamy, of the Youth's Com-patiion, Boston, Mass.\n\nAfter announcements by the Secretary, the Association adjourned to\nmeet at 8:15 p. m. in the Casino.\n\nEVENING SESSION.\nThe meeting was called to order at 8:15 p. M., by President E. H. Cook,\nin the Casino.\n\nAfter the usual announcements by the Secretary, Dr. William Pepper,\nProvost of the University of Pennsylvania, delivered an address upon:\nAt the\nThe Relation of Undergraduate to Professional Curricula.\nPepper's address, the Adelphian Male Quartette, of Doane\nNebraska, appeared and favored the audience with a song.\nAfter a three-minutes recess. President Charles W. Eliot, of Harvard\nUndesirable and Desirable UniCollege, delivered an address upon\nformity in Schools. The session closed with a song by the Adelphian\nclose of Mr.\n\nCollege,\n\n:\n\nMale Quartette.\n\nSECOND DAY'S PROCEEDINGS.\nMORNING SESSION.—July 13.\nThe meeting was called to order at 9 a. m., in the Methodist Church,\nby President Cook.\nThe President announced the following Committees\n\n—\n\nOn Nominations Aaron Gove, of Colorado, Chairman J. H. Phillips, of Alabama ;\nJunius Jordan, of Arkansas Earl Barnes, of California Aaron Gove, of Colorado\n;\n\n;\n\nL. L. Camp, of Connecticut\nof District of Columbia\n\n;\n\nL.\n\n;\n\nEdwine B. Kruse, of Delaware\n\nFrederick Pasco, of Florida\n\n;\n\nP. R. Walker, of Illinois ;\n\nA. R. Taylor, of Kansas\n\n;\n\n;\n\nH. Jones, of Indiana\n\n;\n\n;\n\n;\n\nSupt. W. B. Powell,\n\nEuler B. Smith, of Goorgia\nC. M. Grumbling, of Iowa\n\n;\n\n;\n\nC. H. Dietrich, of Kentucky ; Warren Easton, of Louisiana ;\n\nM. C. Femald, of Maine W. E. Sheldon, of Massachusetts M. A. Newell, of MaryWalter S. Perry, of Michigan D. L. Kiehle. of Minnesota; J, R. Preston, of\nMississippi John P. Buchanan, of Missouri C. W. Danks, of Montana C. G. Pearse,\nof Nebraska\nC. C. Rounds, of New Hampshire\nE. 0. Hovey, of New Jersey Daniel\nD. Harkness, of New Mexico James M. Milne, of New York T. J. Mitchell, of North\n;\n\nland\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n"}
{"page": 33, "printed_page": null, "text": ":\n\nJOURNAL OF PROCEEDINGS.\nCarolina ; F. W. Cathro, of North Dakota ;\n\n^3\n\nW. Coy, of Ohio\n\nE.\n\n;\n\nE. B. McElroy, of\n\nN. C. Schaeffer, of Pennsylvania; T. B. Stockweli, of Rhode Island W. B.\nA. T. Free, of South Dakota Frank Goodman, of TenLanier, of South Carolina\nnessee\nA. J. Baldwin, of Texas; C. S. Davis, of Vermont; F. J. Barnard, of\n\nOregon\n\n;\n\n;\n\n;\n\n;\n\n;\n\nA. J. Rogers, of Wisconsin\nWashington W. H. Anderson, of West Virginia\nD. R. Augsburg, of\nD. R. Boyd, of Oklahoma\nWilliam Maynard, of Wyoming\n;\n\n;\n\n;\n\n;\n\n;\n\nUtah.\n\nOn\n\n;\n\n—\n\nB. G. Northrup, of\nJohn E. Bradley, of Minnesota, Chairman\nJohn S. Crombie, of New York N. C. Dougherty, of Illinois W. H,\n\nResolutions\n\nConnecticut\n\n;\n\n;\n\n;\n\nBartholomew, of Kentucky,\n\nOn Necrology— C. W. Bardeen, of New York, Chairman Geo. P Brown, of Illinois\nHenry Sabin, of Iowa W. E. Sheldon, of Massachusetts Mr. Lampson, editor South;\n\n.\n\n;\n\n;\n\n;\n\nwestern Journal of Education.\n\nOn Honorary 3Iemberships—M.. C. Fernald, of Maine\nJ. H. Baker, of Colorado\n\nIt was\n\n;\n\nJ.\n\n;\n\nM. Greenwood, of Missouri\n\nN. A. Calkins, of New York\nN. C. Dougherty, of Illinois.\n\n;\n\n;\n\nmoved and seconded that all resolutions be referred to the Com-\n\nmittee on Kesolutions, without discussion.\nCarried.\n\nGeneral H. B. Carrington (Mass.), U.\n\nS.\n\nArmy, offered the following\n\nresolution, which, on motion of Mr. Canfield, of Nebraska, was referred\nto the Committee on Resolutions for consideration and report\n\nA RESOLUTION\nTo Promote Americanism in the Public Schools.\nIt is evident that there is\n\nthroughout the land.\n\na revival of an earnest spirit of patriotic Americanism\nForemost among these is the\n\nIt is the result of various causes.\n\nwork so wisely carried out by patriotic schoolmasters. Nowhere is this new spirit of\nAmericanism more active than in our public schools. To day thirteen millions of our\npublic school pupils are being trained by the State for the duties of citizenship. The\nState requires for her own protection that these pupils shall be so trained that they may\n\nConcentration and\nbe able to render back to the State loyal, wise, and patriotic service.\nuniform action on the part of educators, with a definite purpose clearly in view, will do\nmuch in the future to stimulate our entire public school system with a greater zeal in\npatriotic education.\n\nIn view of the foregoing be it\nResolved, That the National Educational Association appoint a committee of seven,\n\nwhose duty shall be\n(1) To make a careful study of the various methods and plans adopted by educators,\nboth in America and abroad, which have been successful in developing the patriotic\n\nand\nTo report a recommendation as to the best methods which educators may employ to\n\nspirit ;\n(2)\n\nbring about a progressive and uniform system ^f patriotic education in our public\nschools.\n\n"}
{"page": 34, "printed_page": null, "text": ":\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n34\n\nAfter announcements by the Secretary, Irwin Shepard, President of the\nEthical Culture\n\nState Normal School afc Winona, Minn., read a paper on\n\n:\n\nin the Kindergarten.\n\nThis was followed by a paper on Ethical Culture in Elementary and\nSecondary Schools^ by Mrs. Delia Lathrop Williams, of Delaware, 0.\nJames H. Canfield, Chancellor of the University of Nebraska, read a\nThe discussion\npaper on Ethical Culture in the College and University.\nof these three papers was opened by Dr. E. E. White, of Cincinnati, 0.\nA general discussion followed, participated in by Mrs. Louise Pollock,\nof Washington, D. C. Prof. Fischer, of Wheaton College, 111. Supt. E.\nE. Ashley, of Troy, and Prof. Zalmon Richards, of Washington.\nCommissioner W. T. Harris, Chairman of the Committee on the\nWorld's Educational Congresses, read the report of the Committee, which\nwas adopted.\nThe Convention then adjourned to meet in the Casino at 8:15 p. m.\n:\n\n:\n\n;\n\n;\n\nEVENING SESSION.—July 13.\nThe meeting was called to order in the Casino at 8:15 p.m. by President\nCook.\n\nMusic by the Adelphian Quartette, of Doane College.\nAfter the usual announcements by the Secretary, President Richard H.\nJesse, of the University of Missouri, delivered an address on\nUniversity\n:\n\nEducation.\nMrs. Frances W. Leiter, of Ohio, gave an address upon\n\n:\n\nEducational\n\nEquipoise.\n\nMusic by Adelphian Quartette, of Doane College.\nAdjourned.\n\nTHIRD DAY'S PROCEEDINGS.\nMORNING SESSION.—July 14.\nThe meeting was called to order in the Methodist Church at 9:30 A. m.,\nJuly 14, 1892, by President Cook.\nThe Committee on Nominations submitted its report as follows\n:\n\nYour Nominating Committee beg leave to submit the following report\nPresident\n\n— Albert G. Lane, of\n\nIllinois.\n\nSecretary— R. W. Stevenson, of Kansas.\nTreasurer—^. M. Greenwood, of Missouri.\nVice- Prcndents— First Vice-President, E.\n\nH. Cook, of New York L. E. Wolfe, of\nRamsey, of Louisiana J. W. Dickinson, of Massachusetts F. A.\nFitzpatrick, of Nebraska\nC. P. Rogers, of Iowa W. H. Bartholomew, of Kentucky\nMissouri\n\n;\n\nG.\n\nJ.\n\n;\n\n;\n\n;\n\n;\n\n;\n\n"}
{"page": 35, "printed_page": null, "text": ";\n\nJOURNAL OF PROCEEDINGS.\nM. C. Feraald. of Maine\n\n;\n\n25\n\nE. E. White, of Ohio ; T. A. Futrall, of Arkansas ;\n\nEdward\n\nSearing, of Minnesota ; N. C. Schaeffer, of Pennsylvania.\n\n— Solomon Palmer, Alabama\n\nJunius Jordan, Arkansas\nEarl Barnes,\nDavid N. Camp, Connecticut R. H. Beggs, Colorado A. N. Raub, DelaFrederic Pasco, Florida\nware William T. Harris, District of Columbia\nEuler\nJesse H. Brown, Indiana\nB. Smith, Georgia\nW. L. Steele, Illinois 0. J. LayHenry Rhoades, Kentucky A. A. Trenby,\nlander, Iowa J. N. Wilkinson, Kansas\nJohn E. McCahn, Maryland W. E. Sheldon,\nLouisiana W. J. Corthell, Maine\nDabney Lipscomb, Mississippi\nE. A. Strong, Michigan\nMassachusetts\nJ. T.\nBuchanan, Missouri Irwin Shepard, Minnesota R. G. Young, Montana C. P. Carey,\nNebraska C. C. Rounds, New Hampshire T. M. Marshall, New Mexico C. W. BarRobert Bingham, North Carolina James McNaughton, North\ndeen. New York State\nDakota N. M. Butler, New Jersey J. A. Shawhan, Ohio E. B. McElroy, Oregon\nD. J. Waller, Jr., Pennsylvania T. B. Stockwell, Rhode Island W. B. Lanier, South\nFrank Goodman, Tennessee H. C. Prichett,\nCarolina\nJ. D. Stay, South Dakota\nTexas G. P. Beard, Vermont F. J. Barnard, Washington Albert Hardy, Wisconsin\nW. H. Anderson, West Virginia William Marquerat, Wyoming D. R. Boyd,\nDirectors\n\nCalifornia\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\nOklohoma\n\n;\n\nJ.\n\nF. Millspaugh, Utah.\n\nAaron Gove, Chairman Nominating Committee.\n\nThe report as submitted was unanimously approved.\nMr. Can field, of Nebraska, moved that the Secretary of the Association\nbe authorized to cast the ballot of the Association for the election of the\n\nand directors as named in the report of the Committee, which\nmotion was unanimously carried.\nIn pursuance of the motion of Mr. Canfield, Secretary Stevenson\nannounced that he had cast the unanimous ballot of the Association for\nthe officers and directors as named in the report of the Nominating Comofficers\n\nmittee.\n\nPresident Cook\n\n:\n\nThe unanimous\n\nhaving\n\nballot of the Association\n\nbeen cast for the officers and directors named in the report of the Committee, I declare that the\n\nsame have been duly and unanimously elected\n\nas the officers and directors of the Association for the ensuing year.\nIt will\n\nbe the duty of the incoming Board of Directors to\n\nfill\n\nany\n\nvacancies that may exist, and I again call for the names of any delegates\n\nfrom any of the States and Territories not already represented in the\nBoard of Directors.\nMr. Canfield, of Nebraska There has been distributed through the\naudience this morning a prospectus of the Gleason Home of Rest for\nThe trustees\nTeachers, which has been established near Pasadena, Cal.\nof the home very courteously and very kindly, indeed, ask me to present\nthis matter to the Association, and to present it in their name, represent:\n\ning the donor, as a gift to the teachers of the nation.\n\nMrs.\n\nAdell\n\nGleason, a physician of the city of Elmira, N. Y., selected for her own\nhome during a portion of the year the tract of land to which reference is\n\nmade in this little circular, and she built upon it a very attractive home.\nAfterward finding that she could not occwpy it as she desired, it occurred\n\n"}
{"page": 36, "printed_page": null, "text": "—\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n26\n\nto her that there could be no better or wiser use made of\n\nit\n\nthan to place\n\nit at the disposal\n\nof the teachers of the nation as a resting-place for those\n\nwho were weary.\n\nThe outline of this plan is given in this prospectus, and\n\nI need not enlarge upon it,\n\nexcept to say that since I have reached here I\n\nhave received a letter from the trustees, stating they had made this slight\nchange in the plans that any teacher paying the initiation fee of five dol:\n\nlars, and the monthly dues of fifty cents per month for nine months of\n\nthe\n\n— which, you will\n\nsee,\n\nteaching year, and remaining a member for five years\n\nplaces tlieir total contribution at about twenty-five or twenty-seven dollars\nwill be entitled to sixty days' free\n\nentertainment at the home.\n\nSo that\n\nthey are able already, by reason of the donation of the original gift, and\n\nby reason of some donations that have been made to it since, to maintain\nThey hope to do still more. What they may do\nhereafter will depend very largely upon the action of the teachers of the\ncountry, and the way they indorse this whole movement.\nThe Secretary of the Trustees hoped to be here to present this matter\nin person, but that was impossible, as the deeds of transfer came quite\nlate, and the organization was perfected but a little while before the date\nthis home in this way.\n\nof this meeting.\nI beg leave, therefore, to make this brief presentation,\n\nand ask a refer-\n\nence of the whole matter to the Committee on Resolutions, in order that\na proper resolution may be drawn covering the subject.\n\nThe matter was referred to the Committee on Resolutions for their consideration and report.\n\nMr. Richards I desire to say that those members of the Association\nwho went to California three years ago do not need any argument to convince them that it is a good place to go to.\nI am sure every one who can\n:\n\ndo so will enjoy the great privileges which are set out in the prospectus of\n\nHome of Rest at Pasadena.\nAfter announcements by the Secretary, E. 0. Vaile, of Chicago, editor\n\nthis Gleason\n\nof Intelligence, read a paper upon : Teaching\n\nCurrent Events in\n\nSchool.\n\nThe discussion was opened by 0. F. Presbrey, of Washington, D. C,\neditor of Public Opinion. The discussion was continued by Principal R. H.\nBeggs, of Denver, Col., and Miss Morris, of New York, and was closed\nby the author of the paper, Mr. Vaile.\n\nAnnouncements by the Secretary.\nAfter a short recess, Mr. George E. Hardy, of New York City, presented\na paper on\n\nLiterature for Children.\nThe next paper was read by Mr.\nHamilton W. Mabie, editor of the Christian Union, on Literature for\n:\n\n:\n\nTeachers.\n\nAfter a rising vote of thanks had been tendered Mr. Mabie by\n\nthe Association, Supt. Albert G. Lane, of Chicago, read a paper upon\nThe Representation of Educational Systems at the World's Exposition.\nPresident Cook read a letter from Josiah L. Pickard, President of the\nAssociation in 1871.\n\nOn motion of Mr. Marble, the President of the Asso-\n\n"}
{"page": 37, "printed_page": null, "text": "\"\n\nJOURNAL OF PROCEEDINGS.\nciation was instructed to send the cordial good will\n\n27\n\nand wishes of the\n\nAssociation to Mr. Pickard.\n\nUsual announcements by the Secretary.\nAdjourned.\n\nEVENING SESSION.—July 14\nThe meeting was called\n\nto order in the\n\nCasino at 8:30 p. m., July 14,\n\nPresident Cook in the chair.\n\nThe addresses of the evening were by Hon. A. S. Draper, of Albany,\nThe Duty of the State in Relation to the Kindergarten, and\nThe Harmony\nby Inspector James L. Hughes, of Toronto, Ont., on\nbetween Control and Spontaneity.\n\nN. Y., on\n\n:\n\n:\n\nAdjourned.\n\nFOUETH DAY^S PROCEEDINGS.\nMORNING SESSION.—July 15.\nThe meeting was called to order by President Cook, in the Methodist\nChurch, Saratoga, at 9:30 A. m., July 15, 1892.\nM. C. Fernald, of Maine, Chairman Committee on Honorary Membership, reported as follows :\n\nYour committee desires to present the name of but one man to be\nThe selection, it is believed, will commend itself as appropriate, and as a grateful recognition of the special consideration which he has shown\n\n\"Mr. PREsroENT\n\n:\n\nthe recipient of this honor.\n\nthe National Association at the present meeting.\n**\n\nIt is with great pleasure that, in behalf of the committee. I name for honorary\n\nmem-\n\nbership his Excellency Benjamin Harrison, President of the United States.\"\n\nThe report of the committee was unanimously adopted by a rising vote.\nMr. Bradley, of Minnesota, submitted the report of the Committee on\nResolutions.\n\nMrs. Leiter, of Ohio, moved that the resolution in regard to Physical\n\nCulture be amended to read as follows\n\n:\n\n\"The importance of physical education is fully recognized, and provision for such\ntraining heartily recommended.\n\nThe amendment was adopted.\nThe report of the Committee on Resolutions was then unanimously\nadopted.\n\nOn motion, the recommendation of the committee that a rising vote of\nthanks be tendered President Harrison waaimnanimously adopted.\n\n"}
{"page": 38, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n28\n\nHon. L. E. Wolfe, of Missouri, read a paper upon the subject\n\n:\n\nTo what\n\nExtent can a School System he Improved hy Legislation?\nPresident Cook introduced Supt. D. J. Waller, Jr., of Harrisburg, Pa.,\nwho opened the discussion of Mr. Wolfe's paper.\n\nThe subject was further discussed by Supt. W. H. Anderson, of Wheeling, W. Va.,\n\nand Supt. J. R. Preston, of Mississippi.\n\nSupt. L. H. Jones, of Indianapolis, Ind., was to have spoken on the\nsubject\n\n:\n\nThe School and the Criminal.\n\nMr. Jones having been unex-\n\npectedly called away by a telegram, his paper was read by Mr. Jesse A.\n\nBrown, of Indianapolis.\nThe paper was discussed by Principal H. G. Larimer, of Topeka, Kan.,\nand Supt. A. P. Marble, of Worcester, Mass.\nAfter announcements by the Secretary, President James MacAlister, of\nthe Drexel Institute of Philadelphia, Pa., delivered an address upon\nThe\nRelation of Education to the Economic and Industrial Conditions of the\n:\n\nTime.\nPresident Cook appointed as a committee on Americanism and Patriotism the following J. B. Upham, of Massachusetts A. S. Draper, of\nOhio W. E. Sheldon, of Massachusetts ; J. R. Preston, of Mississippi\nW. R. Garrett, of Tennessee ; Supt. Brooks, of Philadelphia, Pa. ; and\n;\n\n:\n\n;\n\n;\n\n(by request) the President, E. H. Cook, of New York.\n\nMr. Zalmon Richards, of Washington, submitted the following report\nof the Committee on Necrology\n\n:\n\nThe Committee on Necrology would respectfully report that they have received no\nnotice of the death of any other members of this Association than that of Thomas W.\nHarvey, of Ohio, whose memorial has already been received and printed in the Proceedings of the National Superintendents' Association at Brooklyn.\n\nAdjourned to 8:15 p. m.\n\nEVENING SESSION.—July 15.\nThe meeting was called to order by President Cook at 8:35 P. m., July\n15, 1892, in the Methodist Church, Saratoga.\n\nPresident William De Witt Hyde, of Bowdoin College, Maine, addressed\nthe Association upon\n\n:\n\nThe Organization of American Education.\n\nThe\n\nclosing address of the convention was given by State Supt. A. B. Poland,\nof New Jersey, upon\nScientific Physical Culture.\n:\n\nThe following resolution was read and unanimously adopted\n\n:\n\nThat the National Educational Association learns with pleasure that the\nsecond volume of the Report on Art and Industry— ''American Education in Fine\nand\nIndustrial Art \"—prepared by Col I. Edwards Clarke, and issued\nby the United States\nBureau of Education, has just been published. This encyclopaedic volume relating\nto\nindustrial and manual training in public schools\nis a storehouse of valuable iuformaResolved,\n\n"}
{"page": 39, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS.\ntion concerning those topics, and is a most timely contribution to the movement of the\nnew education.\nThe completion of this report is awaited with great interest, and it is the judgment of\nthis Association that when complete another edition from the stereotype plates should\nbe ordered by Congress for the use of the educators and libraries of the country.\n\nCLOSING EXERCISES.\nPresident Cook asked Dr. Calkins, of New York, to conduct Presidentelect Lane, of Chicago, to the platform.\n\n—\n\nMr. Calkins Mr. President-elect It becomes my pleasant duty to\nconduct you to the platform where seven years ago to-night I was conducted to receive the honor that is about to be bestowed upon you.\nPresident Cook received President-elect Lane with a few words, to\n:\n\nwhich Mr. Lane briefly responded.\nPresident Lane then called upon Miss Howe, of Flushing, N. Y., to lead\nthe audience in singing the Doxology, after which he declared the ThirtySecond Annual Convention of the National Educational Association\nadjourned sine die.\n\n"}
{"page": 40, "printed_page": null, "text": "TBE NATIONAL EDUCATIONAL ASSOCIATION\n\n30\n\nMINUTES OF THE BOARD OF DIRECTORS.\n\nSaratoga Spri^^gs, N. Y., July 12, 1892.\nThe Board of Directors of the National Educational Association was\ncalled to order in the Grand Army Hall, Saratoga, at 5:40 p. m., July 12,\n\n1892, by President Cook.\n\nTwenty-nine directors responded to the roll call.\n\nThe minutes of the last meeting of the directors were read and approved.\nC. 0. Bounds,\n\nChairman of the Committee on Membership, submitted\n\na partial report.\n\nOn motion of Mr. Dougherty, the partial report was referred back to\nthe committee, with instructions to embody the recommendations of the\n\ncommittee in a resolution, in conformity with the by-laws of the Association, and report back to the Board of Directors.\n\nThe annual report of J. M. Greenwood, Treasurer of the Association,\nwas received, read, and ordered printed in the proceedings (p. 16).\nN. A. Calkins, of New York, Chairman of Board of Trustees, read the\ntrustees^ report for the past year, and the same was ordered printed in the\nproceedings (pp. 17, 18).\n\nOn motion of Mr. Leipziger, of New York, the President, Secretary,\nTreasurer, and the Board of Trustees of the Association were appointed\nas an auditing committee for the Association.\n\nOn motion, the suggestion of the Board of Trustees to establish an\nEmergency Fund was approved by the Board of Directors.\nThe following resolution was offered and adopted\n:\n\nResolved, That there be established, as soon as the current expenses of the Association will warrant, an Emergency Fund not to exceed $4,000.\n\nSaid fund shall be sub-\n\nject to expenditure by the Board of Trustees in accordance with votes of tlie\n\nDirectors at any regularly called meeting.\n\nBoard of\n\nThe said fund may be used for the purpose\n\nof meeting deficiencies of income of the Association, and for such additional investigations\n\nand publications as may be determined by said Board of Directors\n\nand\n\n;\n\nit\n\nis\n\nfurther\nResolved, That the Board of Trustees be hereby authorized to transfer from the sur-\n\nplus funds of 1891-92, to the Emergency Fund, a sum not exceeding $2,500\n\nand that\nadditional transfers may be made to said fund from the surplus receipts of 1892-93 ;\n;\n\nand it is further\nResolved, That the Trustees be and .hereby are authorized to appropriate from the\nEmergency Fund suras duly authorized, not to exceed $2,500, the same to be expended\nby the Board of Trustees as recommended by the Board of Directors the said expenditures to be made upon duly approved vouchers, satisfactory to the Board of Trustees.\n;\n\n"}
{"page": 41, "printed_page": null, "text": "MINUTES OF THE BOARD OF DTRECT0B8.\n\n31\n\nMr. Butler, Chairman of a Committee from the National Council, submitted the following extract from the minutes of the National Council,\nwhich, on motion, was received and placed on file\n\n:\n\nTo the National Council of Education :\nIn the opinion of the conference of Representatives of Colleges and Secondary Schools,\ncalled\n\nby authority of the Council, certain conferences by departments of instruction\n\nof teachers in colleges and secondary schools are desirable.\n\nWe therefore recommend\n\nto the Council that the following ten persons, namely, President Charles W. Eliot,\n\nof Harvard University ; Dr. W. T. Harris, Commissioner of Education ; President James\n\nB. Angell, of the University of Michigan\nSchool, Boston\n\n;\n\n;\n\nMr. John Tetlow, Master of the Girls' High\n\nPresident James M. Taylor, of Vassar College\n\nPrincipal of the Albany, N. Y.,\nversity of Colorado\n\n;\n\nHigh School\n\n;\n\n;\n\nMr. O. D. Robinson,\n\nPresident James H. Baker, of the Uni-\n\nPresident R H. Jesse, of the University of Missouri\n\n;\n\nJames C.\n\nMacF\\enzie, Head Master of the Lawrenceville, N. J., School; and Prof. Henry C. King,\nof Oberlin College, be designated an Executive Committee, with full\n\narrange for such conferences during the academic year 1892-93\n\n;\n\npower to call and\n\nthat the results of\n\nthe conferences be reported to said Executive Committee for such action as they may\n\ndeem appropriate\n\n;\n\nand that the Executive Committee be requested to report fully con-\n\ncerning their action to the Council.\n\nWe recommend further that the Council ask the directors of the National Educational Association to authorize the\n\npayment of the necessary expenses of the conferincome and current funds of the present year\n\nence, and that they set apart out of the\n\nthe sum of f^2,500, which\n\nsum shall be available so far as may be necessary to carry on\n\nthe work of the committee, and shall be disbursed by the Trustees of the National\n\nEducational Association, on vouchers signed by the Chairman of the Executive Committee herein recommended.\n\nMr. Butler offered tlie following resolution, which was adopted\n\n:\n\nResolved, That the directors assent to the recommendation of the Council that a series\nof investigations into the courses of study in secondary schools be undertaken by specialists under the direction of the committee named for the purpose by the Council\n\nand\n\nhereby confirmed by this Board, and that the Trustees be authorized to appropriate\ntherefor from the Emergency Fund $2,500, or so much thereof as may be necessary.\n\nMr. Garrett, of Tennessee, moved that the resolution offered by Dr.\nButler be amended to the effect that $1,000 be fixed as the limit of expenditure under the resolution, which motion was lost.\n\nThe resolution of Dr. Butler was adopted by a vote of 21 for and 9\nagainst.\n\nA petition signed by the officers and members of the Business Educators^ Association for\n\nadmission as a department in the National Educa-\n\ntional Association was read, and the petition granted, and the department\n\ndesignated as the Department of Business Education'.\n\nAdjourned to meet in the vestry of the Methodist Church, at 12:30 p. m.,\nJuly 13, 1892.\n\n^ R. W. Stevenson,\nSecretary,\n\n"}
{"page": 42, "printed_page": null, "text": ".\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n32\n\nADJOURNED MEETING.\nThe Board of Directors of the National Educational Association was\ncalled to order in the Methodist Church, Saratoga, 12:30 P. m., July 13,\n\n1892, by President Cook.\n\nThe roll-call showed 33 directors present.\nRounds, Chairman of the Committee on Membership,\nreported to the Board of Directors as follows\n\nMr.\n\nC.\n\nC.\n\n:\n\nTo the Board of Directors, National Educational Association :\n\nThe committee appointed at the meeting of the Association in 1891 to consider the\nquestion of such changes as may be deemed necessary to secure the establishment of a\npermanent membership, and the collection of annual dues from such members, would\nsubmit the following report\nThey would recommend that two classes of membership be at once estabhshed, to be\nstyled active and associate members, of whom only active members shall be entitled to\n:\n\nparticipate in the business of the Association and to hold office.\n\nThe active membership of the Association shall consist only of those who are constiA classification shall, so far as possible, be made of\n\ntutionally eligible to membership.\n\nthe present membership of the Association, comprising in one class those who are con-\n\nnected with the work of education or with any educational association, and who shall\nbe considered as constituting the present active membership, and the remaining class\nshall be considered as constituting the present associate membership.\n\nThe directors are requested to communicate to the Secretary of the Association the\nnames of those worthy of active membership, and the Secretary shall forward to such\npersons a statement of the conditions and advantages of such membership, with a\nrequest that they become members of the Association, and, on receipt of the annual fee,\nshall enroll them among the active members.\nAt the first session of each regular meeting of the Association, the President shall\nappoint a Committee on Active Membership, to whom shall be referred all questions of\nactive membership during such meeting, and persons\n\nrecommended by this committee\n\nmay become members by a majority vote of members present and voting at any meeting of the Association,\n\nDuring the month of January (or any other), the Secretary of the Association shall\nsend to each active member a request for payment of the annual fee and any member\nwho shall neglect for one year the payment of the annual fee shall by such neglect\n;\n\nforfeit his membership\n\nThe committee would recommend that the By-Laws of the Association be so amended\nas to accord with these conditions.\nC.\n\nC Rounds, Chairman.\nWhite.\n\nE. E.\n\nGeo. F. Osborne.\nSaratoga, N. Y,, July 12, 1892.\n\nOn motion of Mr. Dougherty, seconded by Mr. Butler, the report was\nreferred back to the committee, with instructions to\n\ndraft a by-law in\naccordance with its recommendation, and report back to the Board of\nUrectors.\n\n"}
{"page": 43, "printed_page": null, "text": ":\n\nMINUTES OF THE BOARD OF DIRECTORS.\n\n33\n\nThe committee subsequently submitted the following draft of a by-law\nto the Board of Directors\n\n:\n\nThe membership of this Association shall consist of two classes, to be styled\nmembers, of whom active members alone shall be entitled to participate in the business of the Association and to hold oflBce.\nSecond, The active membership of the Association shall consist only of those who\nare connected with the work of education or with some educational association. Other\nmembers shall constitute the associate membership of the Association.\nThird, The directors shall communicate to the Secretary of the Association the names\nof persons worthy of active membership, and the Secretary shall forward to such persons the statement of the conditions and advantages of such membership, with a\nrequest that they become members, and, on receipt of the annual fees, shall be enrolled\nFirst,\n\nrespectively active and associate\n\namong the active members.\nFourth, At the first session of each regular meeting of the Association the President\nshall appoint a Committee on Active Membership, to\n\nwhom shall be referred all ques-\n\nmembership during such meeting, and persons recommended by this\ncommittee may become members by a majority vote of members present and voting at\nany meeting of the Association.\nFifth, During the month of January of each year the Secretary of the Association\nshall send to each active member a request for payment of the annual fees, and any\nmember who shall neglect for one year the payment of the annual fee shall by reason\nof such neglect forfeit his membership.\ntions of active\n\nThe report of the committee was received and approved.\nMr.\n\nHarris announced the following changes in the Committee on\n\nInternational Congress of Education\nMusic\n\n:\n\n—N. Coe Stewart in place of Walter Damrosch, declined.\n—\n—\n\nNormal Department E. 0. Lyte in place of J. W. Cook, declined.\nElementary Department James L. Hughes in place of L. F. Soldan, declined.\nBusiness Education\n\n—\n\nRobert C. Spencer.\nExperimental Psychology— G. Stanley Hall.\nRational Psychology— J. G. Schurman.\nTechnical Education— Francis A. Walker.\n\nOn motion, the nominations of Dr. Harris were confirmed.\nOn motion of Mr. Greenwood, the following resolution was adopted\nResolved, That the retiring President, under the direction of the Board of Trustees,\n\nbe authorized to edit, curtail, and revise the volume of proceedings of the Association\n\nand that the sum of five hundred dollars ($500) be appropriated for the\nincidental expenses connected with the editing and issuing of the same.\nfor 1892,\n\nOn motion, it was unanimously agreed that all reference in the proceedings of the Board of Directors, of July 12, 1892, as to what shall constitute\n\na quorum should be expunged.\n\nMr. Stockwell, of Rhode Island, moved that not less than twenty\nmembers of the Board of Directors shall be necessary to constitute a\nquorum of the Board for business, which motion was lost.\nThe motion of Mr. Greenwood, that a c?tmmittee of five be appointed\n3\n\n"}
{"page": 44, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n34\n\nto report at the next regular meeting on the\n\nmethod of obtaining mem-\n\nbership in the Board of Directors, was lost.\n\nThe motion of Mr. Garrett, that a quorum of this body shall consist of\nrhose present at a regularly called meeting was unanimously adopted.\n\nAdjourned, subject to call of the Chairman.\nR. W. Steveksoi^,\nSecretary,\n\nNEW BOARD OF DIRECTORS.\nThe Board of Directors for 1892-93 were called to order in the Grand\n\nArmy Hall, Saratoga, N. Y., at 4:30 p. m., July 14, 1892, by President\nLane.\nThirty-six directors responded to the roll-call.\n\nOn motion of Mr. Cook, the President of the Association was authorized to\n\nfill\n\nvacancies in the Board from the States and Territories not\n\nrepresented by suitable persons at any time hereafter.\n\nOn motion of Mr. Butler, the President, 1st Vice-President, Secretary,\nTreasurer, and Chairman of the Board of Trustees were constituted the\nExecutive Committee of the Association for the ensuing year.\nMr. Cook read the following from Milwaukee, Wis., inviting the Association to hold its next convention in that city\n\n:\n\nMilwaukee, Wis., July 12, 1892.\nChairman Executive Committee, N. E. A. Convention\nMilwaukee School Board passed unanimous resolutions inviting National Educational\nAssociation Convention here for ninety-three.\n\nHenry E. Legler, Secretary School Board,\nMilwaukee, Wis., July, 1892.\nChairman Executive Committee,\nE. A. Convention:\nMayor and Common Council, by unanimous resolution passed this afternoon, extend\n\nN\n\ncordial invitation to National Educational Convention for ninety-three.\n\nReception will\n\nbe hearty.\n\nGeo, R. Mahoney,\nCity Clerk.\n\nMilwaukee, July 11, 1892.\n\nPresident Cooh Board of Directors,\n\nN E. A., Saratoga, N. Y.\n\nDear Sir: At the last meeting\nresolution was unanimously adopted\n\nof the\n\nMilwaukee School Board the following\n\n:\n\n^Resolved, That the Milwaukee School Board extends a cordial\ninvitation to the\nNational Educational Association to hold its annual convention\nin 1893 in this city.\n\nYours truly.\n\nHenry E. Legler,\nSecretary School Board.\n\n"}
{"page": 45, "printed_page": null, "text": "MINUTES OF THE BOARD OF DIRECTORS.\n\n35\n\nThe same were received and ordered inserted in the minutes for consideration of the Executive Committee.\n\nMr. Malone presented an invitation from Salt Lake City, Utah, inviting\nthe Association to meet in that city, as follows\n\n:\n\nSalt Lake City, Utah.\nGovernor, mayor, presidents Board of Education, Chamber of\n\nCommerce, Stock\nExchange, and Real Estate Exchange authorize me to extend invitation to National\nEducational Association to meet here next year if no meeting '93, then come in '94.\nTabernacle and other halls tendered ample hotel and other accommodations guaranteed usual railroad rates promised\ncheap excursions to National Park, coast, etc.\nassured side trips through Utah, and other entertainments, concerts, etc., promised.\nJ. P. MiLLSPAUGH.\n;\n\n;\n\n;\n\n;\n\n;\n\nThe same was received and ordered inserted in the minutes, for consideration by the Executive Committee.\n\nMr. Barnard presented an earnest invitation from Seattle to hold the\nnext meeting of the Association at that place.\n\nOn motion of Mr. Sheldon, the renewed invitation from Seattle, as well\nas all other invitations (except Saratoga) presented to the Association at\n\nToronto, be reconsidered by the Board and the Executive Committee in\nfixing the place of meeting in 1893 and 1894.\n\nThe Chair appointed a committee to fill certain existing vacancies in the\nThe committee reported back the following recom-\n\nNational Council.\n\nmendation\nMr. Baldwin, of Texas ; Mr. Soldan, of Missouri Mr. Calkins, of NewYork ; Mr. Canfield, of Nebraska and Mr. R. Gr. Boone, of Indiana.\nThe recommendation of the committee was unanimously approved, and\n:\n\n;\n\n;\n\nthe persons named duly elected as members of the National Council.\n\nOn motion of Mr. Butler, the Commissioner of Education of the United\nStates, Dr. Harris,\n\nwas appointed a committee, with power to associate\n\nwith himself two other members of the Association, for the purpose of pro-\n\nposing a plan by which the round-table conferences may be organized and\n\nmade a part of the work of the National Educational Association.\nOn motion of Mr. Sheldon, Zalmon Richards, of Washington, D. C, was\nreelected one of the Board of Trustees of the National Educational Association, by acclamation.\n\nMr. Gove offered the following resolution\n\n:\n\nResolved, That a committee of five be appointed by the Chair, with instructions to\n\nreport to this Board recommendations for reorganizing the administration of the business affairs of the National Educational Association, in order to permit more careful and\ndeliberate action, and render the decisions to such questions as require\n\nprompt consid-\n\neration during the year legally operative.\n\nThe resolution was adopted.\nIn pursuance of the last resolution, theTlJhair appointed as such com-\n\n"}
{"page": 46, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n36\n\nmittee Mr. Gove, Mr. Shepard, Mr. Canfield, Mr.\n\nGreenwood, and Mr.\n\nCalkins.\n\nMr. Greenwood\n\n:\n\nI move that the\n\nBoard of Trustees be authorized to\n\nappoint a person, at a salary of fifteen hundred dollars a year, to edit the\nproceedings and transact other Association business under the direction\nof the Executive Committee.\n\nMr. Wolfe moved to amend by striking out the words fifteen hundred\nand inserting in place thereof three thousand.\nAfter a long discussion, on motion of Mr. Coy, the motion was laid\nupon the table by a vote of twenty-five to fifteen.\nOn motion of Mr. Butler, the Board of Trustees were authorized to\nexpend a sum not to exceed fifteen hundred dollars for the purpose of\nediting and publishing the annual minutes, and such other purposes as\nthe Executive Committee may determine\nthe work to be performed under\n;\n\nthe direction of the President of the Association.\n\nOn motion of Mr. Gove, all matters pertaining to the administration of\nthe aifairs of the Association, not already provided for by specific resolutions,\n\nwere referred to the Executive Committee with full power to act.\n\nA-djourned.\nR. W. Stevei^son,\nSecretary.\n\n"}
{"page": 47, "printed_page": null, "text": "ADDEESSES,\n\nPAPERS AND DISCUSSIONS\nGENEEAL ASSOCIATION.\n\n"}
{"page": 48, "printed_page": null, "text": "/\n\n"}
{"page": 49, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION.\nADDRESSES OF WELCOME TO PRESIDENT HARRISON,\nDR. E. H. COOK, PRESIDENT OF\n\nTHE ASSOCIATION\".\n\nPresident Harrison: In the sea of upturned faces before you, you\nbehold the representatives of more than three hundred thousand men and\n\nwomen whose hearts and minds are earnestly and thoroughly engaged in\ncarrying on a great warfare against ignorance.\n\nThey are the men and the women who are to mold the character and\nprepare the citizens of our future Eepublic.\n\nWhat shall be the character\n\nand citizenship of that Republic a quarter of a century hence will depend\nchiefly upon the work they are doing to-day in the country, the hamlet,\nthe village, the town, and the city.\nIt will be an inspiration to those men and women for me to repeat the\nwords which were so deeply impressed upon my own mind a few days\nsince in Washington, when you said that the hope of the nation, and, in\nfact, the hope of everything in the future of our great country, depended\n\nupon the proper education of its youth.\nIt gives me pleasure, sir, to welcome you in behalf of the National\nEducational Association, and to present to you and to this audience the\nHon. A. S. Draper, ex-State Superintendent of Public Instruction of New\nYork, whom I have invited to speak more fully of our high appreciation\nof this recognition of the work of education by the Chief Magistrate of the\nnation.\n\nHOK. A. S. DRAPER, ALBANY, N\". Y.\nPresident Harrison : The most unmistakable proof, the highest evidence, of sincere and cordial welcome to the meeting of the National\n\nEducational Association will not be found in any poor words which I may\nutter, but rather in the radiance of this scene, in this charming place,\n\nupon this glorious July morning. The happy faces, the cheery words of\nthis great throng, announce their welcome, and assure you of their respect\nmore earnestly and eloquently than can be expressed in words.\nWe are here from every part of our great country. New England and\nthe Middle States, the fair and sunny South, the old Northwest, the\nnewer States beyond the Mississippi, even those beyond the Rockies, are\n(39)\n\n"}
{"page": 50, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n40\n\nrepresented here.\nWe have some friends also from the Queen's\ndominions beyond the St. Lawrence, who adjure me that I shall uof\nexclude them from the word of cheer and respect to the Chief Magistrate\nof the United States.\nThere is no limit upon the membership of this Association, save one.\nThe only condition of eligibility is that members shall be connected with\nthe work of education.\nThe colleges and universities, the secondary\nschools, the normal schools, the great public elementary school system of\nthe country, the private schools, the publishers of educational books and\nall\n\nperiodicals, are all largely represented here.\n\nWe differ about politics and religion and all other matters of preference\nand opinion.\n\nIndeed, we never fail to embrace the slightest opportunity\n\nfor differing in opinion.\n\nentirely united.\n\nBut upon two points we are thoroughly and\n\nWe believe that the safety of American citizenship, the\n\nsecurity of the great Eepublic, lies in putting a sound elementary education within easy reach of every home in the land, and in\nliberal learning accessible to all who may acquire the taste\n\nambition to lay hold upon it.\n\nmaking more\nand have the\n\nAnd we are loyal and patriotic citizens.\n\nWe know the history, we recall the cost, and therefore we appreciate the\nvalue, of our distinguishing American institutions.\n\nAnd so we uncover in\n\nthe presence of the flag, and so we look upon the Chief Magistracy of the\n\nRepublic with respectful veneration.\nThis is not quite all we would say.\n\nI\n\nam not fully and faithfully\n\nrepresenting the sentiments of the National Educational Association\nsay no more.\nofficial.\n\nif\n\nI\n\nOur greeting is not purely perfunctory, and it is not alone\n\nWe are likely to separate on the tariff, but not in our esteem for\n\nhome who always governs his children but is\nalways goyerned by his grandchildren, for the lawyer at Indianapolis, for\nthe gallant soldier of the Union army, for the senator from Indiana, for\nthe head of an American\n\nthe man who has exemplified the best qualities of\n\nAmerican citizenship\n\nin the most exalted political and official station in the world.\n\nWe know the occasion of your journey to the mountains. Consider us\nnot obtrusive if we say that the prayer of this great Association, as of all\ngood citizens, is that your mission of love may be abundantly successful,\nand that the woods and waters and the bracing air of the Adirondacks\nmay give health to your home and bring joy to your heart.\nWe count ourselves fortunate that this journey has by chance given us\nthe benefit of your presence.\nYour sentiments, and your felicitous powers\nof expression, have frequently\n\ncommanded the approval of all citizens,\n\nand promoted the honor of the ximerican name around the world. You\nhave frequently taken occasion to show your interest in the good cause of\neducation, and to utter expressions which have carried counsel and cheer\nto all enlisted in its advancement.\nWe will wait upon your words, and\nthen we shall all be glad to pass along and shake your hand and say a\n\n/\n\n"}
{"page": 51, "printed_page": null, "text": ";\n\nADDRESSES OF WELCOME.\n\n41\n\nword of cheer. This over, we will thank you for the courtesy which\nprompted you to stop at our meeting, and then say God speed on your\njourney, in the hope that we have cast no additional burden upon you,\nbut that new courage, added wisdom, and greater strength for wisely\nmeeting the responsibilities of your great station may flow from your call\nupon the National Educational Association.\n\nADDRESS BY PRESIDENT HARRTSON.\nMr. President, Ladies and Gentlemen: If it is ''more blessed to give\nthan to receive,^' this is a blessed audience for I do not know any class\n;\n\nof our people\n\nwho give\n\nso\n\nlargely\n\nin\n\nexcess\n\nof\n\ntheir receipts\n\nas\n\nthe\n\ninstructors of the young, and especially the female teachers.\nIt gives me great pleasure to stand for a few moments in your presence,\nand to receive this cordial expression of your respect and interest. It is\nquite as appropriate, I think, that the President of the United States\n\nshould review the teachers of the land as that he should review its army\nFor, after all, the strength and defense of our institutions,\nor its militia.\nnot only in peace but in war, is to be found in the young of the land,\n\nwho have received from the lips of patriotic teachers the story of sacrifice\nwhich our fathers recorded to establish our civil institutions, and which\nThe organized\ntheir sons have repeated on hundreds of battle-fields.\narmy of the United States, if we include the militia of the States, is insignificant when put in contrast with the armies of the other great powers\nof the world.\n\nOur strength is not in these\n\n:\n\nit is\n\nin that great reserve to\n\nbe found in the instructed young of our land, who come to\n\na time of peril.\n\nits\n\ndefense in\n\nIt was not of the brawlers, it was not of the frequenters of\n\nthe tavern, of which our army in the\n\ncivil war was made, or of which\nany great emergency of war again confronts\nus.\nI recall a battle scene.\nThe line was advancing against an intrenched enemy ; from behind strong parapets eight double-shotted\nguns belched their missiles of death into the advancing line ; there was a\n\nour army must be made\n\nif\n\npause that threatened instant retreat, when a stripling soldier, a mother's\nboy, stepped to the front with cap in air, cheered the line on to victory.\n\nThe instinct of patriotism, of moral courage, was triumphant over mere\nphysical daring in that hour, and\n\nit\n\nalways will\n\nbe.\n\nIt\n\ngive that power that comes from education, but to give\n\nis\n\nnot simply to\n\nit\n\nsafe direction,\n\nHe is not a benefactor of his race who develops\nun- or misdirected power.\nTherefore it is we must insist that in all\nour schools the morality of the Ten Commandments shall be instilled\nthat schools are established.\n\nthat lessons of due subordination to authority shall be taught.\n\nIn the\n\nfamily and in the school are the beginnings of this fundamental element\nof\n\ngood citizenship\n\n—obedience\n\nto\n\nthe law ; a respectful deference to\n\n"}
{"page": 52, "printed_page": null, "text": "42\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\npublic authority ; a self-sacrificing purpose to staud by established and\nI rejoice in nothing more than in\n\norderly administration in government.\n\nthis movement, recently so prominently developed, of placing the starry\n\nbanner above every schoolhouse. I have been charged with too sentimental an appreciation of the flag. I will not enter upon any defense.\nGod pity the American citizen who does not love it ; who does not see in\nwho does not see in it the\nit something more than bunting and color\nstory of our great free institutions, and the hope of the home as well as\nof the nation.\nAnd I think, notwithstanding perhaps a little too much\ntendency to rote in our public schools, that it is still true that our\nteachers, and especially the women, are not without sentiment.\nAs I have just\nI am not here to instruct this convention of instructors.\nintimated, it has seemed to me that we are taking on in education some of\nthe developments which characterized the mechanic arts.\nNo workman\nproduces a finished product. He gives it a little touch and passes it on\nto somebody else.\nI sometimes regretfully recall the days when the\nteacher left his strong impress upon the pupil by reason of long years of\npersonal intercourse and instruction universities where the professor\nknew the members of his class, and could detect the fraud when a dummy\nwas substituted. Now we have the little one for a few months in the\nkindergarten, then pass him on to the primary and the graded system\ncatches him, much as a moving belt in a machine-shop, and carries him\non, until he is dumped from one of these great universities a \" finished\n;\n\n—\n\n;\n\n—\n\nPerhaps the work is so large, and the demand for economy so\ngreat, that this system is inevitable.\nPerhaps it throws the pupil somewhat more upon himself, and out of this there may come some advantage.\nBut without discussing the relative merits of the old way and the new,\nlet us thank God that this great army of instructors, reinforced by the\ngreat body of our citizens, is marching on to reach that great result,\nwhen there shall not be found an adult citizen of the United States who\nis not possessed of an elementary education.\nThere is a just mean, I\nthink, between a system of intellectual competition which destroys the\nbody and a system of physical training that eliminates the mind.\nPerhaps the stress is applied too early upon our little ones. I throw out\n\nproduct.\"\n\nthis word of caution to\n\nwho have them in\nwas passing down a street in Indianapolis\nfrom my residence to my office, and on the way there was situated one of\ncharge.\n\nour good lady friends here\n\nSome years ago\n\nI\n\nThe children were just gathering in the morning.\nAs I came near the corner, two sweet little girls, evidently chums,\napproached from different directions, and meeting at the crossing soon had\nour public schools.\n\ntheir heads close together, but not so close but that I caught the conversa!\"\n''\nOne said\n\nto the other\nOh, I had such an awful dream last night\nHer sympathizing little fellow put her head still closer and said \" What\n\ntion.\n\n:\n\n:\n\nwas it?''\n\n\" Oh,\" said the trembling little one, *'l dreamed\n\nI\n\ndid not\n\n"}
{"page": 53, "printed_page": null, "text": "ADDRESSES OF WELCOME.\n!''\n\nIt is safer to allow such little ones to\n\ndream, as in\n\n43\n\nmy careless\n\ncountry boyhood I was wont to, about bears.\nBut I have already, in this desultory way, talked too long.\n'*\n\n[Cries of\n\nGo on, go on.'']\nThat is very kind.\n\nI see that\n\nmotto everywhere about me.\n\nscribed over every door in that public institution where I live.\n\nIt is in-\n\nThere are\n\nsome proverbs or sayings that we use without any adequate appreciation\n\"\nI never knew what the old story of the *' last straw\nof what they mean.\nand the *' camel's back\" meant until I was called to exercise the office\nof President, and you will never know until you have that experience.\nIt gives me great pleasure to express a sincere personal interest, and to\ncommend with whatever official sanction I can give to it, the great work\n\nin which you are engaged.\n\nI\n\nsympathize with it not only because I see\n\nin it the safety of our country, but what\n\nis more, or perhaps what is the\nsame thing, the safety of society. I sympathize with it and appreciate it\nIf you did not understand me to present a plea\nbecause I love children.\nof guilty to the suggestion of Colonel Draper, I desire to do so now.\nI hope all of you may return to your homes and work with a new\nsense of, and interest in, and consecration to it.\nThere is none other like\nit.\nIt has the power of multiplication ; it has an element of life in it\nthat no other work has it is eternal.\nIt has that communicating touch\nof intelligence, morality, and patriotism which runs from one to another,\nand which goes, in the elements of character which come to it, to the\nskies.\nIf not crowns of wealth, if not the luxury and ease of great\nfortunes are yours, yours will be a more enduring crown, if it can be said\nof you that in every touch upon the life of the young you have lifted up.\nThat your meeting here in this delightful place may be accompanied by\nevery incident of pleasure and profit, and that you may find in it a fresh\ninspiration and dedication to your work, is the wish I leave with you.\n;\n\nNote.\n\n—At a subsequent meeting of the Association, President Harri-\n\nson was unanimously elected an honorary member of the Association, and\nin reply to an official notification by the President and Secretary, the fol-\n\nlowing was received.\nExecutive Mansion, WASHiNaTON, July 18,\n\n1892.\n\nE. H. Cook, Esq.\n\nMy dear Sir The President directs me to acknowledge the receipt of your favor of\n:\n\nthe 15th instant, informing him of his election as an honorary member of the National\n\nEducational Association.\n\nWill you please accept for yourself, and convey to your\n\nassociates, his sincere appreciation of this expression of respect and goodwill ?\n\nVery truly yours,\nB. W. Halford,\nPrivate Secretary.\n\n"}
{"page": 54, "printed_page": null, "text": "44\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nADDRESSES OF WELCOME.\nJUDGE J. W. HOUGHTON, OF SARATOGA SPEINGS.\nMr. President, and Ladies and Gentlemen of the National Educational\nAssociation : It is no ordinary welcome which Saratoga desires to extend\n\nAnd yet it is not unusual for Saratoga to welcome conventions.\nIn her midst have been discussed, year after year, problems of science,\nphilosophy, law, jurisprudence, religion, church, state, economics, mechanics, finance, manufacture, trade.\nBut to you at this time the greatest welcome is given, not alone on\naccount of your vast numbers, but because of the great and grand profession which you represent.\nWith you, the educators of our land, rest the\nThe law can\nfuture destinies of our lives, our property, our government.\nbut punish crime you can instill abhorrence of crime, and thereby prevent\nit.\nThe problems of immigration and socialism, of capital and labor, of\nrace, threaten our institutions.\nIt is with you to so educate the children\nof the land, that all shall become Americans, that capital and labor shall\nbe just and intelligent to one another, and that with equal intelligence\nrace shall be forgotten.\nIt is only by you, and through you, that our\nIt is\nchildren shall enjoy the heritage our forefathers bequeathed to us.\nsaid of justice that it is cheap at any price.\nHow much more, then, is\neducation cheap at any price ? And it is one of the evidences of our\nappreciation of this truth, that, by law, the poor man may say to the rich\nman, '' Give me of your suljstance to educate my child, not meagrely, but\nto you.\n\n;\n\nmay become learned\nand powerful and rich.\" Your task is an infinite one.\nTo you is delegated the duty of so training our children, that they shall\nhave exactness and quickness of mind, trained to receive impressions and\ndraw correct conclusions in after life, vigor of body, honesty of heart,\nin the languages, the arts, the sciences, that he, too,\n\ncorrectness of conduct, beauty of thought, beauty of expression, beauty\nof action, and beauty of manners.\n\nThe necessities of the system are such, that you have to contend with\nthe bright and the dull, the active and the sluggish, the quick and the\nslow, the careful and t^he careless, side by side.\n\nYour manner, your speech, your conduct, may be a child's inspiration.\nIt is expected of you that you\nters, of science, of art.\n\ndraw from the universe of nature, of let-\n\nAnd yet some say it is easy to teach\n\n!\n\nYou will permit me to compliment and congratulate you upon being\nWithout your training and influand perjury would ruin the lawyer's cause, ignorance\nwould render the doctor's remedies useless, the editorial would be mean-\n\nengaged in the noblest of professions.\nence, stupidity\n\nX\n\n"}
{"page": 55, "printed_page": null, "text": "ADDRESSES OF WELCOME,\n\n45\n\nand the preacher's words would fall upon stony and barren\nIt is because of your noble profession, your great work, that\nSaratoga feels herself honored by your presence. You are met together\nto discuss how your profession can be improved, and how your work can\ningless,\n\nground.\n\nbe better done.\nI want to congratulate you upon\n\nremedying one feature of our public\n\nschool system by the establishment of manual and industrial departments.\nIt is one of the first principles of education, that nothing is to be obtained\n\nwithout labor\n\n;\n\nand one of the chief truths of social economy, that man-\n\nual labor is honorable.\n\nA little learning is a dangerous thing\n\n;\n\nand just enough learning to\n\nmake a boy think he is better than his father, who is an honest carpenter\nor blacksmitli or mason or farmer, is a fatal thing.\nIt were better to\nhave stopped short with him, before he arrived to that high degree.\n\nWhen it is appreciated that honest toil is just as honorable as any proand that success in one is just as hard as success in the other,\nboth the toilers and the professions will be improved.\nfession,\n\nUpon learning that your association had decided to honor us with this\nmeeting, the citizens of Saratoga, with unparalleled enterprise, put their\nhands in their pockets and raised eighty thousand dollars to build, for\nyour occupancy, the largest and most substantial permanent convention\nhall in the Empire State.\nMuch to our regret, the vastness of the undertaking and the unfavorableness of the weather have made it impossible to\n\nThe massive walls stand, however, as an evidence of our good\nand other arrangements have been made which we trust you will\nfind comfortable.\nIf, however, you will honor us with another visit, we\nwill have for you a safe, comfortable, and complete convention hall,\nwhich will seat you five thousand strong, and every person shall have a\nseat as good as his neighbor.\nAgain let me welcome you to our beautiful\ncomplete it.\n\nfaith,\n\nvillage, to its delightful drives, to its beautiful parks, to its\n\nmagnificent\n\nhotels, to its unparalleled springs ;. and let me express the hope, that, when\n\nyou depart, it will be with\nhonored with your presence.\n\nH0:N^. J.\n\nF.\n\nas\n\nmuch satisfaction as we feel at being\n\nCROOKER, state SUPERTN^TEN^DENT of public HS^STRUCTIOl?',\nN^EW YORK.\n\nMr. President, Ladies and Gentlemen, Menibers of the National Educational Association : In the name of the Empire State, so largely represented in your distinguished body, and in behalf of the citizens of Saratoga, I bid you a hearty welcome.\n\nThis, I believe, is the fourth time that\nSaratoga has been honored by your presence, and its welcome is as earnest\n\nand profound as when it was first tendered ^'ou some ten years ago.\n\nThis\n\nbeautiful village has long been the chosen spot for conventions of\n\nall\n\n"}
{"page": 56, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n46\n\nkinds.\n\nNational associations, differing widely in character and purpose,\n\nhave selected it above all other summer resorts for their annual meetings.\nHonored as the citizens of Saratoga deem themselves to be by such preference, the honor is vastly greater when conferred by an association whose\ngrand purpose is ^*to elevate the character and to advance the interests of\nthe profession of teaching, and to promote the cause of popular education\nIt is an honor, indeed, beside which all others\nin the United States.\"\npale.\n\nThe citizens of Saratoga invite you to try again the eflBcacy of their\nhealth-giving waters, and the great body of professional brotherhood of\n\nNew York State personally invite you to drink freely from both the mental\nand mineral springs that flow here so copiously for the benefit of mankind.\nUnlike the Pierian spring, it is unnecessary for you to drink deep at the\nbubbling fountains, which gush from Nature^s bosom in almost every part\nof this beautiful village, to convince you of their efficacy and exhilarating\nIndeed, these celebrated water fountains are eloquent teach-\n\nproperties.\n\ners of moderation.\n\nThe waters of these springs have long been celebrated\n\nfor their peculiar properties even before the adventurous white\ntasted them.\n\nThe Indians were well acquainted with\n\nman had\n\ntheir medicinal\n\nproperties long before they had formed the acquaintance of the *^fire\n\nwater \" of the early settlers.\n\nThe original patrons of these springs were very numerous and happy in\nbut in late years the ^' war whoop \" is only heard\n\nthis vicinity at one time,\n\nhere at political conventions, where instead of tying a prisoner to a stake,\n\nthey make\n\nhim a candidate for office or a reluctant orator of the day,\n\nwhich is nearly as bad.\n\nThe pristine dwellers in Saratoga could not offer their stray visitors\nsuch superb hotel accommodations as we have to-day. They were entirely\nunacquainted with the Saratoga of the present time, with the most magIt is very doubtful whether they ever knew\nnificent hotels in the world.\nthe meaning of such common and enigmatical expressions as '^the favor-\n\nand the field.\" They certainly never heard of Worth toilettes, Mrs.\nGrundy, or a four-in-hand, and would have stared in wonderment had you\nmentioned polo, lawn tennis, or a garden party to them. The present\ngood citizens of Saratoga, then, know a thing or two that their aboriginal\npredecessors never dreamed of in their primeval homes.\nThe Saratogians\nof to-day have cultivated above all else the art of generous, graceful hospitality, and cheery welcome to friends and guests.\nThe evidence of their\nhospitality is never more bountifully shown than when educational\nite\n\nassemblies are held here.\n\nThe citizens of Saratoga invite you to visit the many beautiful spots\nthat\n\nNature and art have together provided them, and which have\n\nreceived fresh adornment and attraction since your last visit seven years\nago.\n\nThey ask you to renew the pleasant associations of former visits, and\n\n"}
{"page": 57, "printed_page": null, "text": "ADDRESSES OF WELCOME.\n\n47\n\nthey cheerfully pledge themselves to do all in their power to make this\nmeeting equally enjoyable to you and themselves.\nThe Empire State is proud of its high position in the sisterhood of\nStates, of its vast industries, extensive commerce, large manufacturing\ninterests, great cities, numerous thriving villages and hamlets, admirable\nsystem of canals and railroads, its rapidly increasing population and constant prosperity.\nIt is still prouder of the grand and successful efforts it\nhas made in the past and is still making in the cause of popular education.\nIn that cause it has been liberal to a lavish degree, and its liberality in that direction is an act it has never had any reason to regret.\nIn\n\ncommerce and business enterprises of all kinds, New\nYork has been true to its State motto and excelled by few if any of its\n\neducation, as in\nsisterhood.\n\nIt is, therefore,\n\nwith unstinted cordiality that I, in behalf of the\n\nNew\n\nYork State members of this Association, welcome the other members\nwithin our borders. And in the name of the public I congratulate this\nAssociation for having performed such valuable services for education\nduring the thirty-five years of its existence. It has labored earnestly and\neffectively to advance the standards of\n\nAmerican schools, and as one of\n\nthe prominent factors in the educational machinery of our country it has\nbeen potent in placing them in the front ranks of the educational\nprogress of the world.\nI consider it an honor, higher than words can express, to welcome such\n\na distinguished body, so thoroughly representative of our great country.\nHere the East greets the West, the North the South, in the name and\n\nunder the broad banner of education.\n\nThe Pacific slope sends representatives to tell us of the advancement of\nThe great prairie\n\nschool interests on the golden shores of the Far West.\n\nStates, bustling, progressive commonwealths, extending from the\n\nmighty\nOhio to our northern frontier, are well represented here to-day by earnest,\nactive workers in the field of education.\nFp from the sunny South come\nzealous laborers in the same cause, bringing good tidings of educational\nprogress in the land of fruits and flowers.\nWe have visitors also from the\nvast Dominion beyond the St. Lawrence and the great lakes, all deeply\ninterested in the proceedings of this convention.\n\nWe were their guests last year at Toronto, and cherish grateful remembrances of their hospitality and kindness, striking evidences of international brotherhood, and of the bonds of friendship which unite educational workers the world over.\n\nIn looking over the list of members I am astonished by the wide extent\nof territory, even outside of our own country, that is represented in this\n\nbody.\nEvery part of the Dominion of Canada where a schoolhouse stands,\nfrom Nova Scotia to the Northwest Territoj^, is represented on your list\nof members.\nEven far-off Brazil has a name enrolled, and England and\n\n"}
{"page": 58, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n48\n\nFrance have the same honor. I trust that at no distant day your membership list will become of thoroughly cosmopolitan character, in consonance with the spirit of your Association.\nThus the sacred cause to which you are devoted will grow and prosper\nuntil it embraces the entire world in its good work, bringing all mankind\nwithin its healthful, refining influences, and leading us to a nearer\napproach of the real millennium. The wider the sphere of activity of such\nan association, the larger the beautiful results ought to be, and the more\nrapid the progress of education in any direction.\n\nThe educational field is\n\nand a convention of this kind may be likened\nto a band of explorers, exchanging ideas and experiences, and seeking out\nnew routes and new realms to conquer. Such gatherings and interchange\nSuch conventions are\nof ideas cannot fail to bring forth ricli results.\nlimitless in its possibilities,\n\nschools of incalculable value to us\n\nall,\n\nas they furnish opportunities to\n\nnew truths, new methods, acquire new ideas, and to broaden and\ndeepen our views of our noble profession and work. They serve as\n\nleaiii\n\npowerful incentives to still greater zeal and more earnest exertion in our\nchosen field, and they lead to the solution of many perplexing problems\nof educational\n\nmoment, over which some of us may have labored long\n\nwithout gaining the desired end.\n\nIn the arena of discussion, where each\n\nquestion before the meeting is fully and exhaustively treated, the beneficial character of such gatherings is demonstrated to the best advantage.\n\nAgain I bid you welcome in the name of the State and its great teaching staff, and in behalf of the inhabitants of this hospitable village, and\nI trust that your stay will be replete with enjoyment, and that you may\nbear home with you pleasurable remembrance and great profit from your\nfourth visit to Saratoga.\n\nMELVIL DEWEY, SECRETAKY BOARD OF REGEN^TS, UlflVERSITY OF THE\nSTATE OF NEW YORK, ALBAKY.\nLadies and Gentlemen : I have the pleasure of giving you a welcome\nthat you can have in no other State.\n\nIt\n\nis\n\na welcome\n\nfrom a State\n\nuniversity without a student, without a professor, without a campus,\n\nwithout alumni ; and yet we believe in\n\nNew York that this peculiar\n\nuniversity has a great work to do, and that other States will hereafter find\n\nthat the work can be done better in this way than in any other.\n\nnot a new thing\n\n;\n\nThis is\n\nas most of you know, it is one of the oldest institutions\n\nin the State, and dates back to the time of the creative genius of Alexander\n\nHamilton, when his mind was full of the Federal Constitution, and the\nidea that a great nation could be made by a union of the sovereign States.\nSo we have in New York a university made of a confederation of our\ncolleges, universities, and secondary schools.\nWe have now in the\nuniversity 440 institutions 252 high schools, 103 endowed academies,\n\n—\n\nwhile the universities, colleges, law, medical,\n\nand theological\n\nschools,\n\n"}
{"page": 59, "printed_page": null, "text": ";\n\nADDRESSES OF WELCOME.\n\n49\n\nthrough the professional technical degrees conferred, amount to 85. We\nare proud of what New York has done in the past, and many of us feel\nmore than the pride of the past the responsibilities of the present. Nature\nseems to have designed New Yorkers for a serious stewardship. For, if\nyou think a moment, no other State has had done so much for it by\nnature.\nWith the greatest seaport of the Western world at the one end\nOntario and Erie, the inland seas, on the other; with Champlain, Lake\nGeorge, and twenty lakes (any one of which would be famous except for\nits fellows), Niagara, and the Thousand Islands ; with the great St.\nLawrence, the Hudson, and her agricultural and mineral resources. New\nYork has been singularly favored. Then, by its location, it stands at the\ncross-roads of the nation the great lines of travel between the North and\nSouth, the East and West, all intersect at our capital.\nAnd then our\ngreat railroads, running side by side with the Erie Canal, represent\nthe highest attainments in railroad and canal engineering.\nAll the\n;\n\nsigns of material prosperity— wealth, population — are ours.\n\"But to\nwhom much has been given, much will be required.\" And if in the past\nthe teachers of New York can look back with pride to what has been\n\ndone, all the more,\n\nmany of us feel, is our responsibility greater to-day\n\n;\n\nand all the more we feel that the generation of New Yorkers who cannot\nhold their place yery near the front ought to be ashamed of themselves in\ntheir failure of duty to the land that has given them birth, and has given\nthem all these facilities for their work. It is not strange that, long before\nHendrick Hudson pushed his way along the Palisades in the wonderfully\nbeautiful valley of the Hudson, this magnificent land was known to the\ndusky warriors of the Six Nations, from Buffalo to New Orleans. And so\nit is that we are trying to work out the problem cast upon us in our\n\nOur latest contribution was only the other day in the three\n\ndepartment.\n\nnew laws.\n\nWe are glad to assure others with our experience. We are glad\n\nto teach if we have anything to give ;\n\nand we are more eager, more glad\n\nto learn, and more anxious to have from you the results of your experiment,\n\nthat we may build up our schools.\nI will mention as our latest contribution that which\n\nis\n\nnow one of the\n\nestablished laws, and which rids the law of and protects the public against\nlegal technicalities such as cost the city of\n\ncent library ever planned.\n\nNew York the most magnifi-\n\nThat law proposes to give, and does give, full\n\nauthority to any man or woman to leave his property in any way he\n\nmay\n\nchoose for the benefit of the public, and so it cannot be taken away from\nthe public by a technicality.\nfifty-three years ago,\n\nthere\n\nis\n\nSecondly, Under the library law, established\ngiven $55,000 for the establishment of a\n\nsystem of school libraries, under such restrictions as experience has shown\nThird, The most important of the new university laws,\nwhich replaces seventy laws that have gro^n up in the last century, and\nputs within the compass of a dozen pages a new law, gives all the instituto be wise.\n\n4\n\n"}
{"page": 60, "printed_page": null, "text": "50\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ntions of higher education in the State a recognition for the first time.\n\nIt\n\nrecognizes for the first time that the great institutions of education, on\n\nwhich we have spent so much money, and to which so many of our best\nand noblest lives have been given, are entitled to protection from the State\nagainst charlatanry and quackery, just as much as insurance and banking\nThis new law makes it, for the\nare entitled to protection from the State.\nfirst time, a State's prison offense for any man or association or corporation\nto use improperly the name, or do business under the name, of a university\nor college, or to sell or traffic in degrees or credentials of educational institutions, feloniously\n\nand with intent to deceive the public, and further\n\nprovides that any man who shall represent that he holds these credentials\nshall be held guilty of a misdemeanor and be punishable by imprisonment.\n\nNew York\nAs we look at our present, we are inspired, because\nwe see so much earnest endeavor for the highest and best things. As we\nTherefore, as we look over our past, we are satisfied that\n\nneed not be ashamed.\n\nlook over our future, we see that it is full of hope.\n\nAnd with the welcome\n\nthat I give you to-day, I leave to you the great work before\n\nAmerican\n\nman and woman, that New York will\nnever do less than her full share in aid of human progress.\neducators, and assure you, each\n\nSUPT. E. K. JOl^ES, CH AIRMAIL\n\nLOCAL EXECUTIVE COMMITTEE, SARATOGA\n\nSPRIN^GS, N. Y.\n\nThe work of the Local Executive Committee in the direction of this\nmeeting is ceased. I now turn over the control of this Convention to Dr.\nE. H. Cook, President of the Association.\n\nRESPONSES,\nE.\n\nH. COOK,\n\nPRESIDENT OF THE ASSOCIATION.\n\nIt gives me great pleasure, in behalf of the representatives of the three\n\nhundred and seventy-five thousand teachers of the United States, who\nare molding the characters of the future citizens of the Republic, to\nrespond to these hearty and cordial words of welcome.\nWe appreciate\nthe great efforts made by your various committees in preparing for this\ngrand convention. We trust that our stay here may be one of mutual\nbenefit and inspiration in the great work of education.\nAgain accept\nour thanks for your welcome and your preparations.\nI now take great\npleasure in introducing to you the Hon. W. R. Garrett, First Vice-President of the Association.\n\n"}
{"page": 61, "printed_page": null, "text": "RESPONSES.\n\nW.\n\nR.\n\n51\n\nGAREETT, FIRST VICE-PRESIDENT.\n\nIf this Association were disposed to entertain any doubt of the sincerity\n\nof the words of welcome which have just been spoken to us by representatives of the educators and citizens of Saratoga Springs and of the State\n\nof New York, that doubt would be removed when we reflect that their\nwelcome is offered to us to-day for the fourth time, and that, in the very\nact of welcoming us, they have used the occasion to extend to us an addimaking the sixth invitation they have given us to meet\ntional invitation\n;\n\nat til is beautiful resort.\n\nNeither does our cordial appreciation of their hospitality admit of\ndoubt ; for we have accepted their invitation four times, and have met at\nSaratoga oftener than at any other place. In the future, as duty directs\nour steps from the Atlantic to the Pacific, and back again from the Pacific to the Atlantic, gathering together our educational family from all\nportions of our ocean-bounded country, as we pass on our annual journey,\nwe shall always look wistfully toward the great resort of health and pleasAnd where can we find a place at which our meetings will be more\nure.\nprofitable and delightful ?\nIt brings us in contact with the educators of\nthe Empire State, whose educational institutions are an example and an\ninspiration.\n\nThe health-giving waters, the invigorating atmosphere, the complete\naccommodations, and the cordial hospitality of Saratoga afford all that we\n\" The largest and most substantial convention hall in the\ncould desire.\nEmpire State,'' which will soon be completed, and which our friends\nassure us was built especially for us, is a standing invitation.\nBut, beyond and above all such considerations, the greatest educational\nassociation in the world deserves that its teachers should have rest and\nrelaxation at the greatest watering-place in the world.\n\nJ.\n\nM.\n\nGREENWOOD, TREASURER OF THE ASSOCIATION.\n\nMr. President, Ladies and Gentlemen : This is a period of readjustment in educational work in this country. The universities and colleges\nThe high schools are\nare readjusting and shaping their courses of study.\nendeavoring to fit the colleges and adjust themselves to the schools below.\n\nThe graded schools, including the primary, the intermediate, and the\ngrammar, are revising, readjusting, and carefully examining their courses\nof study.\nNot only this, but in many of the States of our glorious Union\nmore than a thousand men and women are considering at this time the\ngreatest of all edivcf}t)i,ODal^^'prpbI^qis ()i; s)ui*; iioiin^^ry^how to benefit and\nuplift our country schoolslSo^-iha^ h'o^dve^Vwe view the great educational movement, from the; AtJ^otift t^ i^e,. Pacific, from the Gulf to the\nGreat Lakes on the norti, ^V^.iiad /{jUe; 'inost intense personal, individual\n\n"}
{"page": 62, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n52\n\nactivity.\nNot only are we readjusting in the machinery of our school work,\nbut we are beginning to consider the question as to whether our little\nboys and girls are not capable of doing something on their own account\nwhether there is not an inherent energy in them that we have not taken\n\ninto consideration in very much of our educational work.\n\nI predict that\n\nthe time is not far distant when we will commence making a map of each\nchild, and study the strong points and the weak points in each character,\n\nrather than shoot at a bunch and then afterward try to get our baggage\n\nAnother suggestion in the half minute that is left me. I\nEducational Association it will be one of the duties of the President to give\nBut,\nus an annual review of the great educational work of our country.\nladies and gentlemen, I did not come here to speak, I came here to collect.\noff the field.\n\ntrust the time will soon come, when in the history of the National\n\nB.\n\nW. STEVENSOl^, SECRETARY OF THE ASSOCIATION^.\n\nI believe it a proper thing for me to respond to your words of cordial\nand sincere welcome, in behalf of the people of the Great West. While\nthe Association is composed of no one section, and recognizes no East, no\nWest, no North, no South, but the whole United States, the Territories,\niind Canada, yet we of the West believe we are second to no other section\nin our appreciation of, and in our gratitude for, your words of warm welcome, and the accommodations you have provided for the entertainment\nand comfort of all whose good fortune it may be to attend this meeting of\nthe Association.\nIn times past, so highly have the educators and teachers west of the Great Father of Waters esteemed the professional value of\n\nthe meetings of the National Educational Association, they have, in pro-\n\nthem wherever held, in the largest\nnumbers.\nIt was our earnest desire that this meeting should be held in the Northwest, that we should have the pleasant duty of making the speeches of\nwelcome, and you the responses ; but we were fairly beaten, and gracefully\naccepted the situation.\nTo show you that we hold no ill-will, we have\ncome to you in the East in larger numbers than ever. There are objects\nof interest and comforts in this beautiful city which we might not have\nbeen able to furnish, and yet we believe that we could have provided you\nwith many objects of equal interest and value which you cannot furportion to the population, attended\n\nnish us.\n\nIn Yellowstone Park, for instance, there is a piece of ground called the\nSome of you Eastern people would have had an\nexcellent opportunity of looking once more on your old homestead\nIt\n\n\" DeviFs Half Acre.'^\n\n!\n\nmight have been possible f op Tjsit^.esctend- the area of this Jialf -acre to ten,\nthat standing room m.igih.t.^G piavi&d for brfi^'MajevSty^snUmerous children\nof the East.\nThe air in our country is so;pHre, sp invigorating, and so exhilarating, that artificial stimul^iit8,/jko\\iid^ii:ij;:your country by saloons,\n\n"}
{"page": 63, "printed_page": null, "text": "RESPONSES.\n\n53\n\nThis good air is \"what makes prohibition possible in our\nWe have also pyramids and Eiffel towers as\nplaces for an outlook thousands of feet higher than those of Egypt and\nOur country is so much healthier\nFrance, New England and New York.\nare unnecessary.\n\ncountry\n\n— God's country.\n\nthan yours that we risk much physically in coming here, and our morals\nare so much better that they are in danger of corruption ; but courage\n\nand power to resist temptation are among the prominent characteristics\nof the Western people.\nThe fame of the remarkable medicinal properties\nof the mineral waters so abundant in your city has reached us, and we are\npersuaded that these waters, freely taken, will in some degree produce\neffects similar to our own pure air.\nBesides, we have heard that these wonderful waters are both meat and\ndrink, and for this reason the hotel-keepers urge their guests to visit the\nsprings and partake freely just before meals.\nBut I sincerely thank you,\ngentlemen, for the words of hearty welcome you liave spoken, and you, the\nmembers of the Local Committee, for what you have done to make our\nstay in this beautiful city pleasant and profitable.\nN^.\n\nA.\n\nCALKINS, CHAIKMAN\" BOARD OF TRUSTEES.\n\nMr. President, Felloiu Teachers and Educational WorJcers of the United\nStates : I am glad to greet you here on this occasion.\n\nIt is appropriate\n\nto recall a few of the important events in the history of this Association,\n\nwhich are identified with the place in which we are assembling to-day.\nIn 1882 this Association came to Saratoga for the first time, with an\nindebtedness of nearly six hundred dollars due to its officers for money\nadvanced to pay the expenses of previous years.\nIn 1883 the Association returned here with an indebtedness of nearly\nseven hundred dollars ; but it left with all its debts paid, and a balance\n\nThe proceeds of the large meeting of\nteachers that gathered at Madison, Wis., in 1884, left a balance of over\nof five dollars in the treasury.\n\nthree thousand dollars in the treasury, after all the expenses were paid.\n\nA third meeting of this Association was held at Saratoga in 1885.\n\nAs\n\nresults of action taken at that time, the National Educational Association\n\nbecame an incorporated body, with a Board of Trustees as its executive\nand it is in the capacity of Chairman of that Board that\nI thank those who welcome us here to-day for their cordial greeting, and\n\nfinancial officers ;\n\nthat I express my pleasure in returning again to this delightful\n\nsummer\n\nwith the privilege of announcing to you that the treasury of the\nNational Educational Association to-day has in its permanent fund forty\nthousand dollars. And, while it is fit that we should allude to these\nresort,\n\nis more fitting that we should now act so that\ngo forward in its great educational work, and\nwhen it returns here again some time duping the next ten years, as I\nhope it may, that it shall be able to present to you facts showing that it\n\nmatters of the past,\nthis Association\n\nit\n\nshall\n\n"}
{"page": 64, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n54\n\nhas acquired a still greater reputation, because of the good\n\nit\n\nhas done\n\nthroughout the country.\n\nHON. WILLIAM T. HARRIS, UNITED STATES COMMISSIONER OF EDUCATION,\n\nWASHINGTON,\n\nD. C.\n\nThe President of the United States has already responded this morning\nfor the whole country ; as his Commissioner of Education, I will respond\nfor the educational interests of this country.\n\nIn behalf of these interests I thank you for your welcome to this place\nhealth-giving waters,\n\nof\n\nto\n\nthis\n\nland\n\nof\n\nrest\n\nand refreshment.\n\nThe\n\nmembers of our Association come from the four quarters of the national\ndomain to confer on the problems that beset the work of education.\nThey come to gain wisdom by learning what solutions have been discovered to those problems, and they come to gain strength and courage to\nface the difficulties which the future sends toward them.\n\nThere are two elements of conflict which our national meetings give us\nThere is the struggle between civilization and savagery, the\nstruggle to overcome the strongholds of illiteracy and the slums of our\ncities, to overcome and heal the causes for social weakness that produce\ncrime and pauperism.\nThe second struggle is that which goes on within the ranks of the\neducational forces ; it is the struggle between education as a lofty ideal of\nculture, and education as a means of fitting the individual for his trade.\nBoth of these ideals are good and positive, although they are not of equal\nvalue.\nThis National Educational Association helps to reconcile these\ntwo ideals by methods which obtain both results, the useful and the\nhelp to meet.\n\nbeautiful.\n\nIn the name of the educational interest of the whole nation I thank you\nfor\n\nthis\n\nwelcome\n\nto\n\nsit\n\nwith you\n\nin\n\nconference on these themes\n\nso\n\nimportant to the conservation of the Republic.\n\nGREETING FROM DOMINION EDUCATIONAL ASSOCIATION\nHON. DR. INCH, CHIEF SUPERINTENDENT OF SCHOOLS OF\nWICK, CANADA.\n\nNEW BRUNS-\n\nMr. President, Ladies and Gentlemen : The great honor has fallen\nupon me of bearing to you the greetings of twenty thousand teachers of\nthe Dominion of Canada, as represented by the Educational Association\nof the Dominion.\n\nAs your President has said, the coming of the National Educational\n\n"}
{"page": 65, "printed_page": null, "text": ";\n\nBFSFOKSES.\n\n55\n\nAssociation to the city of Toronto last year was welcomed by the teachers\nliving under another government,\n\nand over whose head floats another flag,\n\nas an evidence of the desire of the teachers of the United\n\nStates\n\nto\n\nmore fraternal relation. And this\ndesire was responded to so generally from the east and west of the\nDominion, that we not only welcomed it as a token of greater things\nin the future, but we give what may be regarded as the sincerest proof of\nadmiration, by following in your footsteps, and imitating your customs in\nthe organization of an association of teachers in the Dominion similar to\nthe National Educational Association in the United States.\nLast week,\nin the city of Montreal, the first annual convention of the Dominion\nAssociation was held and though our members were not so numerous as\nhad been hoped, yet the enrollment showed the presence of four or five\nhundred teachers, and there were a series of important sessions held, at\nwhich most interesting and instructive papers were read and discussed\nand this gives us the promise that the enterprise will be of great advantage\nto the cause of education in the Dominion of Canada.\nI am talking, Mr. President, under a consciousness of the limitations,\nand of the further fact that the permission you have given me to speak is\ncultivate a closer acquaintance and a\n\n;\n\na matter of special courtesy, even for the prescribed three minutes.\nThere are so many things I wish to say which I must leave unsaid. Yet\n\npermit me to say that we, in Canada, feel especially under obligations to\nthe United States and your honorable Commissioner of Education for\n\nfurnishing our educational departments so freely with the valuable publications of his bureau.\n\nThe national boundary seems to form no obstruc-\n\ntion for the free passage of educational documents ; and we trust that this\n\nindication of good-will on the part of the United States will result in\n\neven closer intimacy in other respects between the two countries. The\nCanadian teachers, although rendering loyal and loving obedience to the\n-\n\nnoble woman who represents the majesty of the British Empire so well,\nare\n\nstill\n\nproud to be allowed membership in the National Educational\n\nAssociation of the United States, as you have already heard ; and from\n\nNova Scotia to British Columbia, the various provinces are represented\nin your Association, and we are trying always to be worthy of fellowship\n\n—\n\n—\n\ngrander republic the republic of letters.\nWe hope we\nit as a dream, and trust that it may not always be a\ndream, that our country, so little in point of population, but so grand in\nterritory and resources, that that country is to be, under Providence, the\nmedium by which the whole vast English-speaking peojile of the world\nin that\n\nstill\n\nlook to-day to\n\nare to be brought into closer relationship\n\nand more intimate fellowship.\n\nStanding, as Canada does, with political relations to the mother country\nacross the water,\n\nand with traditions which are woven\n\nthrough\n\nthe\n\nhistory of a thousand years ; and, on the otker hand, so intimately related\nto this great Republic\n\nby geography and contiguity, by the increased and\n\n"}
{"page": 66, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n56\n\nincreasing intercourse of the inhabitants of the two countries with each\n\nby a common interest, by a common origin, by the common sentiments which animate us let us hope that under the providence of God we\nmay together be the means of extending Christian civilization and the\nblessings of freedom over the wide world.\nStanding, as we do, intermediate between the Kepublic and Great Britain, we stretch forth one\nhand across the water to the mother-land, and the other hand to our\neldest sister, the Eepublic of the United States, and we say to them, one\nto the other, Clasp hands across the waters, and we three united shall form\nan alliance which shall guarantee the reign of universal peace, and extend\nliberty wherever men dwell upon the earth.\nother,\n\n—\n\nTeachers of the National Educational Association, teachers of the\n\nDominion Association of Canada, if this dream is ever to be a reality,\nupon you depends its accomplishment.\n\nTWENTY YEARS' PROGRESS IN EDUCATION.\nHOl!^.\n\nWILLIAM T. HARRIS, UIJ^ITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D. C.\n\nThe three characteristic instruments of modern civilization are the\nrailroad, the daily newspaper, and the common school.\n\nThe railroad means the connection of each part of the country with the\nmarket of the world. The newspaper means the participation of each\nman and woman, who can read, in the experience of the human race, so\nthat each individual may profit by the lives of all his fellowmen far\nand near.\nThe common school means the acquisition on the part of each boy and\ngirl, whether rich or poor, of the necessary knowledge required to read\nthe newspaper, and make use of the railroad to exchange the products of\ntheir own industry for a share in the products of the world's industry.\n\nThese implements of human invention are devised for the sake of the\ngeneral welfare and to promote democracy.\n\nThe modern trend of human history since the discovery of America has\nbeen slowly moving toward this result. The New World gave a great\nfield for adventure and the development of individuality.\nAdventure in\nnew lands and on untried seas has been paralleled and accompanied by\nadventures in the world of thought and theory.\nIn fact, the revival of\nlearning, so called, preceded the epoch of discoveries, and this epoch then\nfollowed as a result.\nThe revival of learning and the epoch of discovery\nushered in the epoch of natural science, which has made possible the\nepoch of useful inventions.\nThe epoch of discoveries, too, led to the founding of colonies by the\n\n"}
{"page": 67, "printed_page": null, "text": "TWENTY YEARS PROGRESS\n\nm\n\nEDUCATIOJST.\n\n57\n\nmost hardy and headstrong among the citizens of western Europe. The\naccidents of birth and wealth do not bear transportation on ships that sail\nOnly the aristocracy of intellect and will-power goes\nto new countries.\nHence, with the settlefor anything in the settlement of a border land.\nment of America, every step has been toward democracy and local selfgovernment, and toward the escape from the trammels of caste founded\non birth and wealth.\nSo great has been the influence of America upon Europe by way of\nreaction, that all the countries which have furnished immigrants for the\nNew World have been drawn toward democracy so far as to have constituThis has been\ntional limitations adopted in their forms of goyernment.\nnoteworthy in Northern Europe, less so in Southern Europe.\nThe progress grows more rapid as the Christian spirit which leavens our\ncivilization sends forward, one after the other, its legions into the field.\n\nFor great inventions, as well as great moral reforms, proceed from ChrisThe discovery of Watt in the last century gave us the steam\nFitch and Fulton soon applied it to the movement of boats\nengine.\nGeorge Stephenson, to railroads. In 1830 there were locomotives running\nbetween Manchester and Liverpool.\nBut even as late as 1840 there was only a force of two millions of horse\npower derived from steam in the whole world. This doubled by 1850,\nand again doubled by 1860, and still again by 1870. Since 1870 the\naggregate steam power of the world has increased from eighteen millions\nAbout one-third of all the steam power\nof horse power to sixty millions.\nin the world is in the United States some twenty millions of horse power.\nOf this vast force which toils for us, two-thirds is in the form of locomotives, which connect the hack country with its cities, and its cities with\nOver twelve millions of horse power mounted on wheels in\neach other.\nthe form of locomotives is now in process of making all the people who\n\ntianity.\n\n;\n\n—\n\nlive in the\n\ncountry sharers in city civilization.\n\nThe people in cities have\n\nthe advantage of the world market and of the world's discoveries in\nThe city offers to each of its inhabscience, art, literature, and history.\nitants the inestimable blessings of society with the wise and good.\n\nNow, it is steam power which has, so to speak, moved the back country\nWhat the\nof much\nis\nmade\nmining\nproducts\nand\ncountry can produce of agricultural\n\ninto the city, to the extent of twelve millions of horse power.\n\ngreater value by cheap transportation.\n\nThen, in turn, the products of\n\nmanufactures and the articles that come from around the world are made\ncheaper to the farmer and the miner by the same process of cheap freights\n\non the railroad.\nIn 1860 the cost of freight on railroads was three and four cents a mile\nnow it is less than one cent per mile.\n\nfor each ton ;\n\nWe have stationarv steam engines, to the amount of six millions of horse\npower, manufacturing goods for us.\n\n"}
{"page": 68, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n58\n\nAccording to Engel, the great German statistician, there were industries to the amount of thirty-two billions of dollars that depended on\nsteam for their motive power, and at this time there are upward of fifty\nbillions of dollars invested in industries for which the steam engine gives\nthe force and the laborer furnishes only the guiding power.\nLooking at the nations of the world, we can see which are producing\nthe wealth and which are democratically lifting\n\nup their population into\n\na share of the world product of industry, by the statistics of their steam\n\nFor each thousand inhabitants the United States has a steam\npower of three hundred horses. Great Britain is the only nation which\nGermany has a\nequals us in the amount of steam power per inhabitant.\nlittle more than half as much, France less than half, and Russia only\none-eighth as much, according to population.\nI dwell on this lesson of the steam engine because it is this which is\nmaking us a wealthy nation.\nIn 1800 I find that the total product of each man, woman, and child in\nIn 1850 it had\nthe United States did not amount to ten cents a day.\nIn 1880 it amounted to forty cents.\nIt\nincreased to twenty-five cents.\nnow comes to nearly, or quite, fifty cents per day.\npower.\n\nThe new census gives us data to prove that the total increase of wealth\nin the last decade, 1880-90,\n\nwas twenty billions, or an average of two\n\nThe increased use of the steam engine has made this\naccumulation possible. The increase, to some extent, is due to the\nincrease of the value of land near cities, and to new farming lands brought\nbillions a year.\n\nunder cultivation. But far more of it comes from buildings and improvements which have been made by labor aided by steam.\nThe use of machinery in productive industry causes a transfer of laborers from agriculture to manufactures and commerce.\nWe need fewer\npersons to obtain for us the raw materials of food, clothing, and shelter.\nMore persons can be spared for the elaboration of the material. Fewer\npersons are required to produce the bare necessities of life, and more are\nMore and more\nset to work on articles of luxury and human comfort.\npersons are employed, too, for the care of the spiritual wants, of protection and culture.\n\nIn a savage state, only one in a hundred can be spared for the production of articles of luxury and ornament, and for protection\n\nand culture.\n\nIn the old civilization, before the invention of the steam engine, only one\nin twenty could be spared for such work.\nNow we can spare one in ten\nof the population, and we are soon coming to the time when we can set\n\none in five to work at the production and distribution of newspapers and\nbooks, at the use of the telegraph and telephone, the work of teaching and\n\npreaching and lecturing, and the work of the professions of law and medicine, which protect life and property.\n\nThe vocations of man that have for their object the production of com-\n\n"}
{"page": 69, "printed_page": null, "text": "TWENTY TEARS' PROGRESS IN EDUCATION\n\n59\n\nfort and ornament, and the care for man's spiritual welfare, are bound to\ngrow from more to more with the increased application of machinery to\n\nproductive industry.\n\nIn the statistics of incomes for 1888 my attention has been attracted to\nthe increase of comfortable, well-to-do families in those countries where\n\nthe steam engine is much used, and where the laborers are educated into\nartistic skill.\n\nThirty out of every hundred families in G-reat Britain are\nThink of the comforts that can be\n\nreceiving $1,000 and upwards a year.\n\npurchased in London for $1,000\n\n!\n\nFrance, thanks to its instruction of its people in forms of art, manufactures works of taste and ornament for the world, and twenty-four per cent,\n\nof its families are receiving $1,400 and upwards a year.\n\nIn England, the\n\nseventy per cent, of the population remaining receive on an average $500\n\nper family, and this means greater luxury than the average nobleman\nenjoyed three hundred years ago.\nBut in Italy, with only one-tenth as\n\nmany steam engines per thousand inhabitants as Great Britain, there are\nonly one-tenth as many families in the hundred that receive $1,000 a year.\n\nNinety-seven per cent, of its families get on an average only $300 a year.\nIt is\n\nimportant to notice that the machinery of productive industry\n\ndemands eclucated intelligence to supervise and guide its direction. This\nhas been one of the causes why the nations of Europe have, one after the\nother, felt the need of adopting national systems of education.\n\nthose like England, France, and\n\nmarkets of the world\n\nit\n\nis\n\nEspecially\n\nGermany have seen that to hold the\n\nnecessary to develop the intelligence of the\n\nlaboring classes by means of schools.\n\nA still deeper lesson was learned by the results of the two wars which\n\n—\n\nthe first one with Austria, and the second with France.\nBoth of the conquered countries at once set about reforming their school\n\nPrussia carried on\n\nsystems.\n\nAustria has doubled its ratio of school attendance since the battle\n\nof Sadowa, and now has thirteen per cent, of the population in school.\n\nFrance has increased its school attendance to fifteen per cent, of its\npopulation from the nine per cent, which it had in 1804. Meanwhile, the\n\nnumber of illiterate men and women in France has decreased from fifty-\n\nA great French statesman said that it\nwas the German universities that conquered at Sedan.\nThe alarm at the military success of Prussia aided the Englisli reformLarge\ners in carrying through Parliament the radical measures of 1870.\nsums of money were given to encourage private schools and the school\nsystems of towns.\nThe schools thus aided were teaching at first about\neight per cent, of the population.\nOn the wave of this reform the friends\nof education succeeded last August in making the schools free to all children of the compulsory age. France had done this ten years before.\neight to eighteen in the hundred.\n\nThe effect of the English effort has been toijncrease the school enrollment\nfrom eight per cent, to sixteen per cent, of the population.\n\n"}
{"page": 70, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n60\n\nThe other\n\ncountries,\n\nItaly\n\nand Spain, have increased their school\n\nattendance to over ten per cent, of their respective populations, or to\ndouble the number enrolled in 1860, and have thereby decreased the\n\namount of illiteracy.\nTurning to our own country, one striking item of progress is that of the\nrapid increase of property used for school purposes.\nerty for the common schools in the aggregate\n\nIn 1870 the prop-\n\namounted to one hundred\n\nand thirty millions of dollars. In the twenty-two years this has increased\nto three hundred and fifty millions of dollars, or almost exactly ten milIt is interesting to note that up to 1888\nlions a year on an average.\nthe London school board had expended forty-two millions for school\nbuildings.\n\nMore remarkable than this is the increase of school attendance in the\nSouthern States. In 1870 the south Atlantic division of States, comprising\nfrom Delaware to Florida, enrolled in school only six per cent, of the\nIn 1891 the enrollment is twenty per cent., or one in\nentire population.\nThe south central States, including Missouri,\nfive of the population.\nKentucky, and West Virginia, and the States south of them, enrolled in\nschool only seven and one-lialf per cent, in 1870, and more than twenty\nall\n\nper cent, in 1891.\n\nTo understand at their true value the efforts of the South to make their\nschools what they should be, we ought to remember that the wealth which\n\nnumerous large cities give makes it easy in the North to raise money for\nthe support of schools without making a great burden for the tax-payers.\n\nIn the South the taxes are large, but do not yield the requisite amount to\n\nsupport the schools for more than one hundred days in the south A.tlantic\ndivision, nor for more than ninety days in the south central.\nThis, of course, is in process of correction, as the present villages\n\ngrow\n\ninto cities and the States grow wealthy.\n\nThe average length of school year in the north Atlantic division (full\nof cities) is one hundred and sixty-four days ; that of the north central\ndivision is one hundred and thirty-four days.\n\nchildren in the schools\n\nis\n\nThe largest enrollment of\n\nin the north central\n\nnearly twenty- three per cent, of the population.\n\namounting to\nThat of north Atlantic\n\ndivision,\n\nand the Pacific coast and mountain region falls below the south in proportion enrolled in school.\n\nThis is explained by the fact that children do\n\nnot constitute so large a proportion of the population in those sections\nas in the other parts of the nation.\n\nAs a whole, the United States appears as enrolling in school quite\ntwenty per cent, of its entire population. This is a better showing than\nBut many other nations of\nthat of any other nation, except Saxony.\nEurope have a much longer annual school session than we have. Here is\ntiie\n\nplace to show improvement in future years.\n\nTo sum up the results of our outlook, we see the nations of Europe first\n\n"}
{"page": 71, "printed_page": null, "text": "AMERICANISM IN THE PUBLIC SCHOOLS.\n\n61\n\nmaking education of all their people compulsory, and next, after some\nmaking education free.\nWe see that there are reasons of self-preservation, both industrial and\n\nyears, but as a logical consequence,\n\nIn our country tlie political reason was perhaps the first, as it is now the leading motive. We are to govern ourselves,\nand each of us is to help govern the rest. It is obvious that the better\neducated each citizen is, the better governed we all shall be.\nmilitary, which lead to this.\n\nThe introduction of instruction in manual training has become a large\nfeature in recent years, and will\n\ngrow a larger feature in proportion as\n\ncities are called upon to grapple with the population of their slums.\n\nHigher education\n\nis\n\nbecoming more practical in that it studies the\n\nproblems of the people, and endeavors to solve them in the laboratory.\nUniversity extension has a great role yet to perform to connect itself with\nthe public libraries growing up everywhere in the cities, and to form\n\nmen and women throughout the community\nwho are anxious to continue their studies for the sake of culture or for\nclasses of serious-minded\n\nspecial preparation in arts.\n\nIn these lines of progress we see the development of the missionary\nwhich goes out into the highways and by-ways and\n\nspirit of Christianity,\n\nmaimed, the halt, and the\nthem into the house of the Father.\nseeks out the\n\nspiritually blind,\n\nand brings\n\nAMERICANISM IN THE PUBLIC SCHOOLS.\nBY FRAKCIS BELLAMY, OF THE ^' YOUTH'S COMPANION.\n\nWe\n\nare in the midst of a revival of Americanism.\nAll signs point to\nthe fact that Americans are giving a fresh attention to America.\nThe\ngathering impulse to foster American trade the awakening to the need\n;\n\nof a navy large enough to\nscientific\n\nfit\n\nthe nation ; the turning of scholarship to a\n\nstudy of American institutions, political and social\n\n;\n\nthe\n\nnew\n\npopularity of American topics in our magazine literature; and, not the\nleast, the schoolhouse flag movement, which is giving to our public\nschools a national sense\n\n—these things are indications of a rising\n\ntide of\n\nAmerican feeling.\nTliis growing sentiment is to be hailed with delight.\nThere has been\nneed of such a revival. For after the war there came a natural reaction.\nMaterial developments absorbed attention, and our people had little mind\nfor national ardors.\nBesides, we had a growing comparative sense of our\nplace among nations\nand this undoubtedly made us a trifle apprehensive\nlest our old-time emphasis of the Americq,ji idea might seem like provin;\n\ncialism.\n\n"}
{"page": 72, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n62\n\nBut to-day witnesses a palpable change of attitude regarding the sentiment of country. Americanism is the word which covers this new spirit\nof national culture\nthis new consciousness America is beginning to have\nof her own true value and destiny, and which marks a new epoch in our\n;\n\nhistory.\nIt must be deepened and made\nmade a force strong enough to touch the immigrant\n\nThis nev7 Americanism brings a duty.\nsolid.\n\nIt must be\n\npopulation which is pouring over our country.\n\nFurthermore, Americanism must be defined. A clear discrimination\nmade between true Americanism and that which is inferior ;\nbetween the Americanism which cares for the highest destiny of the\nRepublic, and that which goes no further thau markets for special indus-\n\nneeds to be\n\ntries and prerogatives on the seas.\n\nIn a generation so lacking in idealism as ours, amid a people so given\nit is not strange that the tone of patriotism\nhas not been high. We have produced captains of industry in plenty,\nIt is not enough in our day,\nbut large-brained statesmen only a few.\nwhile the spoils and the barrel are still regnant in politics, to arouse a\nsentiment for country that sentiment must be informed with a clear\n\nto scornful materialism,\n\n:\n\nsense of what the United States really stands for.\n\nHow shall Americanism be defined ? Do we not all agree that the only\nAmericanism we care to cultivate is, devotion to the highest interests of\nAmerica ?\nThen, Americanism is not national self-conceit that belongs to a proNor is it national bumpvincial period, and exists only to be outgrown.\n;\n\ntiousness ; that quality of quarrelsomeness, of hot sensitiveness, of schem-\n\ning aggressiveness, is a survival of barbarism, and America lifts up her\ngreat tranquillity among the nations as sign of a better way.\nis Americanism national selfishness ;\n\nNor, again,\n\ngranting all that is required for self-\n\nprotection, our country has too broad a horizon, too large possibilities in\n\nthe future, for Americanism to be simply synonymous with the care of\n\nAmerican trade.\nAmerica has climbed beyond the point where these qualities seem noble,\nand stands as a protest against them among the peoples of the earth.\nThe true Americanism is more than exultation over square miles and\nmultitudes it is a joyous sense that America must be another name for\n;\n\nopportunity\n\n—opportunity for the realization of justice; opportunity for\n\nthe free use of all native powers ; opportunity for the rounded develop-\n\nTrue Americanism is more than pride in our\nit is a conviction that the rights we\nhave asserted involve duties we must render the duty of each citizen to\nthink for himself, to be independent of inferior party leaders, and to be\n\nment of every individual.\n\nachievements and in our institutions\n\n:\n\n—\n\nthoroughly acquainted with both sides of the political issues of the day\nthe duty of every good citizen to attend the primary and not to miss the\n\n"}
{"page": 73, "printed_page": null, "text": "AMERICANISM IN THE PUBLIC SCHOOLS.\n\n63\n\npolls ; the duty of a personal care that American self-goyernment is not a\nfarce,\n\nbut a truth.\n\nAnd true Americanism, also, is more than solicitude\n\nand hogs it is more than the fostering of\nAmerican wealth, more than the feeding and clothing of American\nbodies ; the true Americanism is the putting steadily the thing that is\nfor American wheat and iron\n\n;\n\nfair, the thing that is just, into legislation.\n\nOur politics are not hindered\n\nby the antique conventionalisms of Europe. There is no reason why we\ncannot start out and legislate the simple right. America is geared for this.\nOur free institutions themselves are but a means to a superior end the\nend that the right thing may be done in the easiest way. And it is the\nspecial glory of America, that, in spite of shameless leaders and of corrupt\n\n—\n\nparty machines, the heart of the people, in the long run, is true to rightdoing.\n\nThe ideal Americanism, then, not only sees in the Republic the\n\nattorney for every citizen, but also the mighty friend of all nations ; not\n\nnarrow, grasping,\n\nselfish,\n\nlike the old powers,\n\nbut the generous bene-\n\nfactor, the moral guide, the strong example for the world.\nIt is in the power of the public school to make this ideal Americanism the practical politics of the approaching century. President Harrison said the other day, \" When I was a boy, the schools thought if they\ntaught the three E^s, as we called it out West, they had done their duty ;\nthey never thought of training boys for the duties of citizenship.\" If the\nschools had been mindful of this kind of training, the few real statesmen\nof our day would not be so lonely.\n\nThe demand upon the public school to-day is the systematic training of\nTalk about patriotism in the schools is not enough. The time\nhas come when the highest ideals of American citizenship should be made\ncitizens.\n\na part of the curriculum, in the high school of course, and in the gram-\n\nmar school and the little schoolhouse on the country road as well.\nInstruction in civics\n\n—the story of our political struggles as a nation\n\n;\n\nthe way our town or city, the state, the nation, is governed ; the explanation of the principles at the bottom of our institutions ; and, above everything, the moral duties of citizenship ;\n\nshould be taught from\n\nall this\n\nthe primary grade to the end.\nIt should be taught picturesquely, and\nwith enthusiasm.\nThe normal schools and institutes should begin to\ntrain teachers specifically\n\nand carefully for the luminous teaching of\n\ncivics.\n\nThese efforts should be supported by object lessons which appeal to the\nimagination and stir the enthusiasm.\nIn this need of an appeal to senti-\n\nment is the importance\n\nmovement. There are those\nand claim that our\nIt\ngeneration has risen beyond the need of any symbol of textile fabric.\nof the school flag\n\nwho depreciate the use of tlie flag\n\n;\n\ncall it a fetich,\n\nwas well these ideas were not advanced in 1S64 men were dying for a\nThe time is far distant when our race will have outgrown the need of visible symbols. The flag over the school-yard makes\n;\n\ntextile fabric then.\n\n"}
{"page": 74, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n64\n\nthe nation a real thing to the very ones who are most in want of that lesson.\ntion.\n\nThe daily ceremony of raising and saluting it is a perpetual educaEecent testimony from teachers shows that in many schools an\n\nincreased interest in American history has been\n\nmanifested since the\nPerhaps the most striking feature of this testimony is\nthe frequent statement of the salutary influence on children of foreign\nparentage to them it is a daily object lesson in patriotism for the land\n\nadvent of the flag.\n\n;\n\nof their adoption.\n\nVisit the\n\nNew York City schools, where Col. Balch\n\nof the New York Board of Education has introduced his system of patriotic instruction.\nThese schools are made up from the very poor and\nfrom foreign families. The children of Italy, and G-ermany, and Portugal, and Ireland are all there.\nBut the enthusiasm with which the singing of ^^ Watch on the Rhine,\" and the other European national airs, is\nfollowed by \" The Red, White, and Blue,'' and '^ America,\" and the stars\nand stripes are given a series of thrilling salutes, would be evidence\nenough that the flag has as great a potency to Americanize the alien child\n\nas it has to lead regiments to death.\n\nOne\n\nof\n\nthe most significant events in this school flag\n\noccurred last Christmas in Salt Lake City.\ngift of\n\nsome twenty-five flags\n\nmovement\n\nAn Eastern journal made a\n\nto the schools of that city,\n\nwhich a few\n\nThe\nMormons dared not refuse to rent their great tabernacle for the exercises,\n\nyears ago half-masted the United States flag on the Fourth of July.\n\nwhere nearly ten thousand people gathered. That stronghold of disloytime in the history of Utah, as\nthe most distinguished Gentile citizens made addresses, and the great\norgan led the singing of the '' Star-Spangled Banner \" and \" My\nCountry.\"\nThe fabric means something still. It is more than the symbol of the\ngrandest republic on earth. It is an education which in these days of\nindividualism and special religious and secular interests is tremendously\nneedful to remind our citizens of common obligations in a common country.\nWhile, with the children who are to be taught the duties of citizenship, its flashing appeal to their sentiment is the spur which the study of\nAmericanism needs.\nAnother movement of vast importance to an intelligent appreciation of\nAmerica in the schools is the national public school celebration of Columbus Day.\nIn response to the suggestion to set apart this four hundredth anniversary of America for a public school celebration, thousands of letters were\nAt the Brooklyn\nreceived from teachers warmly approving the plan.\nmeeting of the Department of Superintendence of this Association, the\nproject was given final indorsement, commended to the public schools of\nAmerica, and committed to executive officers, who were especially instructed to prepare a uniform program for use in every school in Ameralty echoed with patriotism for the first\n\n"}
{"page": 75, "printed_page": null, "text": "AMERICANISM IN THE PUBLIC SCHOOLS.\nica.\n\nThe idea has met with wide popular response.\n\n65\n\nNearly all the State\n\nSuperintendents have taken measures to make the schools of their States\nSeveral governors\nthe centers of the local celebrations of Discovery Day.\n\nhave already made proclamations for the school observance of the Day.\nThe Grand Army of the Republic is taking a warm interest in the Celebration, and General Orders have been issued for the Posts to encourage the\nschools to assume the leadership of the local Celebrations, and on October\n21 to send a detail of Veterans to assist the pupils in raising and saluting\nthe flag, and in the afternoon Parades to act as an escort of honor to the\nschools.\n\nIn addition to this, Congress has recognized the movement by\n\npassing a bill authorizing the President to recommend to the people the\n\nThe press from\nmarked friendliness to the idea, and the support of\n\nobservance of the day by suitable exercises in the schools.\nthe start has shown\n\nthousands of newspapers has gone far to bring to pass its present acceptance.\n\nBy the 1st of September the Official Programme, uniform for all localities, is promised for\n\npublication.\n\nIt is to provide for a morning Celebra-\n\non October 21, in every schoolhouse in the Republic, and in the\nafternoon for a Public School Review, and a mass meeting of citizens in\nwhich the school idea shall still be the dominant feature.\nThis national observance of America's four hundredth anniversary pretion,\n\nsents a great opportunity to the schools.\n\nOne object of the Celebration is\n\nprominence to the free school as the most characteristic\nproduct of the four centuries of American life. Another object is to\nemphasize to our people and to the world the fact, that upon universal\nto give fitting\n\neducation is based the foundation of the greatness of this Republic.\n\nStill\n\nanother aim is to impress upon our thirteen millions of common school\npupils something of the real meaning of America.\n\nThey will be made to\n\ngrasp the forces that went to form this Western civilization ; they can be\n\nmade to see its destiny, and to understand its dangers.\n\nMoreover, these\n\nmillions of school-children, united on that day in concert of action, will\n\nbe made conscious of their coming power as the citizens of the new\ncentury.\n\nIt will be their first lesson in citizenship.\n\nThis national demonstration is to be urged as one more means to stimulate a pure Americanism in the public schools.\n\nWherever it is followed by\n\nincreased training in civic matters by earnest teachers, the ardor of the\n\nCelebration is not likely to be a spasm, but a persevering impulse toward\nintelligent patriotism.\n\nAmong other methods which may be used in the schools as a persisting\nmost effectual, is the\nan institution which\nlyceum\nwas\nThe old-fashioned village\nmade young men familiar with the issues of the time, and trained a race\nof statesmen.\nThere has already begun an extensive revival of the debating society.\nA league of lyceums, or^nized to teach young men the\ninspiration for Americanism, probably one of the\n\nschool lyceum.\n\n5\n\n"}
{"page": 76, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n66\n\nduties of good citizenship, is now stretching throughout the United States.\n\nmany excellent patriotic organizations in which the presThe debating club, however, has special advantages\nwhich fit it for school work. It is first of all a natural thing. Young\nmen like to debate. The matching of logistic skill is always a popular\nIt is one of the\n\nent time is prolific.\n\nthing, and school-fellows like to meet in evening aiTay, where each is on\nhis nerve and nothing\n\nis tame.\nMoreover, the debating club is a place\nwhere the schoolmaster can meet his pupils on equal terms a man-toman mingling, most salutary for class-room interest. For training pupils\n\n—\n\nin Americanism the school\n\nlyceum is almost a necessity. Here the abHere young men may learn\nthe first duty of an American to think for themselves, instead of always\nIn this arena where\nsubmitting to the views of text-book and teacher.\nnational problems, and especially the local issues of the town or city, can\nbe fairly discussed, our boys will become conscious of the responsibilities\nwhich bear upon the true American. The school lyceum, as an annex to\nstractions of civics become living questions.\n\n—\n\nthe political instruction of the class-room, is the schoolmaster's opportunity for the promotion of intelligent patriotism.\n\n—\n\nI have named these three things\nthe schoolhouse flag with its ceremonies and its culture ; the National Public School Celebration of Columbus Day, in which the schools shall take the responsibility of leadership in\nthe local demonstrations on October 21, throughout America and the\nschool debating club, where the patriotic impulses already aroused may be\nI have named these only as certain very practifocused and developed.\ncable devices for stimulating and supporting the pupils' interest in the\nAmerican instruction, which ought to be perseveringly given by every\nThe teacher is patriotic but civil government and\nteacher in the land.\npolitical economy have been dry-as-dust studies, and he wants to know\nhow they can be illuminated. These subjects can be made very centres\nof light by the wise use of some such outside methods as these which touch\nthe sentiment and fill the imagination.\nThe schoolmaster holds the future of American politics. With the\ngeneral increase of interest in Americanism all around him, with the present responsiveness of our youth to patriotic projects, the school-teacher is\nresponsible for the organizing of this unorganized impulse into a system\nwhich shall develop a new race of Americans.\nWe shall always have parties to look after our political issues we shall\nhave politicians to look after the parties we need somebody to look after\n;\n\n;\n\n;\n\n;\n\nthe politicians.\n\nThe public school of America is the only organization\n\nwide enough, and trusted enough, to render that service. The State fosters the school ; it is the schooFs business, in return, to make for the State\na substantial bottom of citizenship, to supply it with leaders who will lead\nworthily and intelligently, and with statesmen who will dare.\nIf\n\nour educational system shall rightly address\n\nitself\n\nto\n\nits\n\npresent\n\n"}
{"page": 77, "printed_page": null, "text": "UNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n67\n\nchance and duty, the approaching twentieth century will regard the pubschool training as a high civic qualification, and will distinguish the\n\nlic\n\nteacher as one of the responsible officers of the State.\n\nAll the centuries\n\nhave celebrated the patriot soldier and the patriot statesman the twentieth century must be made, above all, the age of the patriot school;\n\nmaster.\n\nRELATION OF UNDERGRADUATE TO POST-GRADUATE\nCURRICULA.\nBY WILLIAM PEPPER, M.D., LL.D., UNIVERSITY OF PEKKSYLVANIA.\nIn\" replying to the question of\n\nyour President as to the subject of\n\nmy\n\nremarks to you this evening, I fear that I selected the particular question\nof the \" relations between undergraduate and post-graduate curricula,\"\nrather because it interests me so deeply at the present time than because\nI have anything new or important to submit to you upon the topic.\nBut,\nin reality, we seem to have reached a point in the development of our college and university work at which this problem forces itself upon us more\nAs is tlie case with many others of our great\nurgently than ever before.\neducational questions, the data for the solution of this one are probably\nnot yet adequately at hand.\n\nIt is altogether likely that various solutions\n\nmay be found, or, at least, that for some years to come interesting experiments will be conducted along various lines. The mere fact that widespread attention is being given from an university standpoint to the courses\nof study in our professional schools marks a distinct and important advance\n\nin our educational position.\nI presume that the immense changes which have been made in the curriculum of our American colleges during the past twenty years have been\nalmost wholly without reference to post-graduate or professional courses\n\nproperly so called.\n\nThese changes have for the most part consisted in the marked increase\nin the\n\nrequirements demanded for admission to college, in the introduc-\n\nnumbers of new branches to the lists of subjects\ntaught in the four undergraduate years, and in the adoption of more\nthorough and exacting methods of instruction in each branch.\nThere\ntion of considerable\n\nhas been, as a necessary consequence, a marked increase in the ratio of the\nteaching force to the number of students taught, and in the amount expended by the college for each degree earned in course. The average age\nat entrance to college has advanced two full years in the last quarter of a\ncentury. The opportunities for high attainment and the incentives thereto\nhave been multiplied, and with this greater maturity on the part of the\n\n"}
{"page": 78, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n68\n\nstudents there has come au elevation of the grade of scholarship, and an\n\nimprovement in the tone and dignity of nndergradiiate college life.\nThe development of the free elective and of the group elective systems\nwould have been inevitable as a result of the overcrowding of the roster.\nBut other causes have contributed to produce the result. The gratifying\nadvance in the status of the teaching profession has been closely connected\nwith the reduction in the number of hours required per week from each instructor and with the advance in professorial salaries attainable as the result\nof the greater wealth of colleges and of increasing competition for success;\n\nSo long as the average college professor was overworked and\nunderpaid to the extent that prevailed a score of years ago, his influence was\nnecessarily restricted\nIt speaks eloquently for the force and devotion of our\nelder teachers that in spite of such grave disadvantages they raised so high\nthe standard of their calling, and impressed so deeply upon their students\nand associates the lessons of their self-consecrated lives. But with the return of a measure of leisure, and with the enjoyment of more liberal facilities for study and investigation, the college professor has become a vigorous\nand progressive student and a frequent and successful author.\nHis relations to society, to his students, and to his special subject have underful teachers.\n\n.\n\ngone great changes. His methods of instruction have felt the inspiration\nHis students\nof the freer and fresher intellectual life enjoyed by himself.\nIn every\nget more out of him, and in turn he gets more out of them.\nlive college in America to-day it is safe to assert that each hour in the\nroster stands for a greater reality and thoroughness of intellectual work\non the part of teacher and student than has ever before been secured here.\nWith such a state of affairs, new subjects clamoring for admission to the\ncurriculum, each subject claiming more hours and more earnest application, more force of instructors and wealth of illustration, the introduction of some privilege of election between studies became inevitable.\nAt the same time, no less inevitably there appeared the desire on the\npart of the more progressive teachers and of the more earnest students for\nan extension of study beyond the possible limits of the undergraduate\ncourse.\nWe have thus seen within a few years the raj^id development of\npost-graduate studies as a feature of our American college system, a feature\nwhose importance was certainly not recognized at first, and whose relations\nwith undergraduate work are still far from being clearly defined. In most\ninstitutions there was little or no endowment available for the snj^port of\nsuch advanced work. It encroached upon the time of the ablest teachers,\nwho alone could conduct it. The fees of the few students who sought it\nformed no adequate compensation. It is not strange that at first it met\nwith no warm encouragement, and that the attempt was made to crowd\nthe advanced work back into the already overcrowded undergraduate curriculum.\n\nUp to this very recent stage the nearest approach to a fully developed\n\n"}
{"page": 79, "printed_page": null, "text": "I\n\nUNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n69\n\nuniversity that was made by even the most highly organized among our colleges was in the co-existence of a vigorous undergraduate department with\n\none or more professional schools which owed their privileges to the same\ncharter and were nominally under tlie control of the same board of trustees,\n\nbut which in reality had no more to do with the college than if they had\nbeen wholly independent institutions.\ntlie\n\nThe trouble was aggravated by\n\nfact that such professional schools were nearly\n\nmanaged in the interest of the faculty.\n\nif not quite always\nIn many cases it was known that\n\nthe profits were out of all proportion to the duties performed by the professors, and it was more than suspected that the standard of education was\n\ndeliberately kept down to favor a larger attendance of students.\n\nIt is not\n\nstrange that popular enthusiasm and benevolence did not go out towards\nthat aspect of university work.\n\nNor is it strange that when the college\n\ndepartment of such an institution enriched its curriculum, elevated its\nstandard at entrance and all along the line, and later projected a postgraduate department under a so-called faculty of philosophy, but little\nconcern should have been felt for the effect such changes might have upon\nits relations with its own semi-detached medical or law school.\nYet, as a matter of fact, during these same eventful twenty years the\ntender consciences of medical and law faculties were beginning to prick\nuneasily at the flagrant disparity between their standards and those of\nother countries. A few of the stronger schools bravely incurred the risk of\nprolonging the course of study, exacting examinations at entrance and at\nthe close of each term, and increasing the number of subjects taught.\nThe wild race for cheap and easy diplomdfs went on, and these schools\nsuffered seriously for several years.\nTheir classes were greatly reduced ;\ntheir faculties did double labor for half pay.\nBut, with few exceptions,\nthey did not falter, and the tide soon turned.\nThe graduates under the improved educational methods immediately\ndemonstrated their superiority, and carried off all the prizes available.\nNow, as ever, one may safely assume that the American public will choose,\nand will cheerfully pay for, the best product, so soon as convinced of\nits superior excellence.\nIn a few years the success of the higher grade\nschools of medicine and of law became greater than it had ever been with\nlower standards. A strong revulsion of feeling occurred in favor of\nthorough, honest, and adequate professional training, and it was not long\nbefore those who had doubted the possibility of exacting three years of six\nmonths' study began to plan for four years of eight or nine months each.\nLet us consider briefly what this implies in the case of medical study. I\nspeak of this more fully, because it happens at present to be of the more\nimmediate and urgent importance. Twenty-five years ago an American\nmedical education meant the attendance upon two sessions of five or six\nmonths' duration, the instruction consisting of seven courses of didactic\nlectures, which were repeated annually, and a limited\n\nnumber of medical\n\n"}
{"page": 80, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n70\n\nand surgical clinics. The faculty comprised from four to seven professors,\nengaged in the practice of their profession, and expecting to receive\nthe larger share of their remuneration from the wide-spread advertisement\nof their prominent position, and from their cordial relations with their\ngraduates, who, indeed, may well have reciprocated the indulgent favors\nshown them at their final examinations. The only equipment necessary\nwas a building with one room big enough to hold the swelling classes ; if\nall\n\npossible, it should be conveniently accessible to a hospital.\n\nthere were none, excepting the dissecting-room.\n\nLaboratories\n\nThe apparatus was most\n\nmeager, and a library would have been regarded as a needless luxury.\nIt will give some idea of the strenuous efforts that\n\nhave been made to\n\nequip this one branch of professional education when I state that when the\nUniversity of Pennsylvania inaugurates an obligatory four-year course of\n\nmedical study, in 1803, there will have been expended for the requisite\nbuildings (including the Medical Hall, the Hospital, the Chemical Laboratory, the Laboratory of Hygiene, the Wistar Listitute of Anatomy, and\n\nthe Laboratory of Biology) over $850,000, without counting the value of\nground and equipment, which could not be estimated at less than $250,000;\nthat the annual cost of maintenance, without including a single professorial salary, will amount to $115,000 ; and that the staff of instructors will\nnumber between eighty-five and ninety. It is evident that this means a\nserious stroke of work, and that the schools which will stand together on\nthis advanced plane count confidently upon the support of the most intelligent and highly educated portion of the community.\nIt is evident they\nmust begin to compete vigorously for endowment, and that they will apply\nto the generous public for funds to endow professorships and fellowships,\nand to maintain costly laboratories (for we should spend several times as\nmuch in running a laboratory as will go to the teachers connected with it),\nwith no less weighty reason than now supports the appeals for our colleges.\nWithin a year there will be half a dozen great schools offering facilities in\n\nmedical education, almost, if not quite, equal to those obtainable abroad.\n\nThis four-year obligatory course will be carefully graded\n\n:\n\nthe\n\nfirst\n\ntwo\n\nyears will be devoted to the fundamental branches ; the latter two years,\n\nand especially the\n\nlast year,\n\nas to be equivalent to a\n\nshould be so largely clinical in character\n\nterm as interne in a hospital.\n\nThe principle\n\nof election will be introduced in the last year ; a certain number of hours\nwill be laid down, and then a certain number of additional hours must be\n\nmade by choosing out of a list of special subjects offered as electives.\n\nIn-\n\nducements of the most weighty nature will be offered to lead students who\nhave the means, and particularly those who would fit themselves as teachers\nor investigators, to remain over a fifth year, and to devote this added time\nto work in the fully equipped laboratories, the hospital wards, and the\nextensive libraries.\n\nAs may be gathered from the above statement, it has been found pos-\n\n"}
{"page": 81, "printed_page": null, "text": "UNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n71\n\nsible everywhere to interest the generous public in the endowment of pro-\n\nfessional schools just so soon as it is made clear that the school is conducted\n\nin behalf of science\nfaculty.\n\nIt\n\nand the community and not of the members of its\n\nmust, not be supposed that I would imply that medical pro-\n\nfessors were sinners beyond all the rest that dwelt in college land in these\n\nHuman nature is wonderfully uniform.\n\nThey did but what we all\nThere was absolutely no restraining\nauthority on the part of the State or of boards of trustees.\nThere was an\nimmense continent being opened up and sparsely settled the demand for\nmedical men was unprecedented neither time nor facilities could be had\nfor turning out the needed thousands with thorough training; half-baked\nloaves were gladly taken by those who otherwise must have fed on patent\npills.\nThe case was just as bad with the supply of teachers. What\nproportion of that great army had even the rudiments of the science of\ndays.\n\nshould do under similar conditions.\n\n;\n\n;\n\neducation ?\n\nIt remains true, that until each State of the Union shall enact\n\nsome wholesome legislation to protect the lives of its citizens from the\nmalpractice of incompetent doctors, and the minds of its children from the\nmalpractice of incompetent teachers, there will be abundant supplies of\nthese commodities. It is easy to argue that we may not hope to supply\nevery $500 place with a man with a $5,000 equipment.\nBut in fact it is\nprecisely in those small and inaccessible places, where the incumbent is\nthrown upon his own resources, and where the counsel of colleagues and the\nopportunities for self-improvement are hard to obtain, that we need the\nservices of men who have had thorough and practical education.\nIt\ncannot be expected that as students they will all have been able to pay\ntheir own way through a long and costly course in college and in proThe time has come when the public and the State\nfessional school.\nmust hear and heed the demand for the endowment of the higher education, and especially for the establishment of great numbers of fellowships\nin schools of medicine, schools of pedagogy, schools of law, so that earnest\n\nstudents may complete their preparation for their life-work.\n\nIn the last report of the Bureau of Education (Washington, 1891) the\nstatistics for the\n\nI\n\nyear 1888-89 show that in 354 colleges and universities,\n\nwith 86,996 students, there were but 111 fellowships endowed, 581 scholarships established by the State, and 4,588 scholarships established by private\n\nIn 32 schools of science endowed by the National Land Grant,\nwith 9,621 students, there were 9 fellowships ; 2,976 scholarships estabfunds.\n\nlished by the State, and 207 scholarships established by private funds.\n\nthe remaining 32 schools of science not endowed by the National\n\nIn\n\nLand\n\nGrant, with 7,716 students, there were 20 fellowships, 50 State scholarendowed from private sources. In these three\n\nships, and 93 scholarships\n\ngreat classes of institutions for higher education, with grounds and build-\n\nings then estimated at $64,898,319, and\n\nproductive funds reported at\n\n$76,487,973, and total annual income from investments, from State or\n\n"}
{"page": 82, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n72\n\nmunicipal aid, or from tuition fees, of $10,170,485, and with benefactions\nfor that year of $4,839,851, the number of\nfor post-graduate students\n\nwould seem\n\nto\n\nendowed fellowships available\nhave been only 140, although\n\nthe total number of resident graduates is reported as 1,358.\n\nOn turning to professional schools, we find in 141 schools of theology,\nwith 6,989 students, that the number who had received a degree in letters\nor in science was 1,453 (20.8^), and the number of endowed scholarships\nwas 584. The total income was $959,654, and the benefactions for that\nyear had been $630,402.\nIn 52 schools of law, with 3,906 students, the number who had received\na degree in letters or science was 829 (21.2^), and the number of endowed scholarships was 26. The total income was only $55,589, of which\n$46,164 was from fees of students, and no benefactions were reported.\nIt is needless to comment upon the low state of equipment and endowment revealed by these figures.\nIn 115 schools of medicine, including 92 regular, 9 eclectic, and 14\nhomeopathic, with 14,066 students, the number who had received a degree\nin letters or science was 1,378 (or 9.8^), and the number of scholarships was\nThe value of buildings and grounds is reported at $3,356,618; the\n219.\namount of productive funds, $248,000; the total income, $486,990, of\nwhich $390,361 was from fees ; the benefactions for the year had been\nDuring the years 1888 and 1889 there were 12,898 degrees in\n$104,343.\ncourse conferred, of which only 121 were Ph.D.\nIn 129 public normal schools, with 20,622 students of the science and\nart of teaching, and in 42 private normal schools, with 4,487 students, it\ndoes not appear that there were any endowed scholarships or fellowships.\nI come now to what seems a point of extreme importance.\nIt will be\nreadily inferred from the above figures that, in spite of the magnificent\npromise of the last few years a promise which surely will be more than\nkept there is no practically conceivable amount of benefactions which\nwill enable the bulk of these students to accomplish the desirable purpose\nof securing a baccalaureate degree before entering on their professional\nstudies so long as the completion of their college course occupies them\n\n—\n\n—\n\nuntil the close of their twenty-second year.\n\nJohn Fiske, in his ^* Outlines of\n\nCosmic Philosophy,^' has some fine passages on the influence of the lengthening of the time of caring for children, upon the development of the\nfamily, and of the lengthening of the period of youthful mental plasticity\nupon the ability of a new generation to improve upon the ideas and customs of its predecessors. But this process must be a very slow one and\nthe honest merchant or farmer who would fain give his ambitious child the\nbest equipment for his profession will draw from it small comfort in his\n;\n\nefforts to\n\nsupport that child up to the age of twenty-five or twenty-six\n\nAlthough I have spoken of the medical ])rofession chiefly, it must\nremembered\nthat the preparation needed for the highest success, or\nbe\n\nyears.\n\n"}
{"page": 83, "printed_page": null, "text": "I\n\nUNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n73\n\neven for good work, in very many callings is now so extensive and minute\nThis is so, of coarse,\nas to constitute a veritable professional education.\nIs it not practically the same as regards\nin the case of theology and of law.\npedagogy, journalism, chemistry, engineering, architecture, literature ?\nIt is assuredly the case that to-day all who aspire to be well\n\nequipped for\nany of these avocations desire, and, were it attainable, would insist upon\na post-graduate course in the branches specially related to the profession\nOf course, great numbers of the seven thousand graduof their choice.\nates * who received their degrees in letters or science last month will enter\nat once upon work in some of the professions which are not yet protected\n\nby the requirement of a special additional course of instruction.\n\nMany\n\nothers will be forced to satisfy themselves in their choice of a professional\nschool with those whose diplomas can be most readily won in the shortest\ntime.\n\nMany of us can attest this from our personal experience, but the\n\nfact is confirmed by the small percentage of the students of medicine, law,\n\nand theology who,\n\nas already\n\nshown, have received\n\ni:>revious\n\ndegrees in\n\nletters or in science.\n\nNo one questions the importance of previous academic training to\nThe higher the standard of the promore evident does the need of a higher\nWe would gladly insist upon the degree\nentrance examination become.\nBut in practice the\nof B.A. or B.S. as a prerequisite for admission.\nand especially in medical schools, where\nsignificant fact has been observed\nthe recent advances in standard have been more marked than in other\nprofessional schools that as the course has been lengthened, and the\ncurriculum rendered more rich and difficult, the proportion of students\nevery student of these professions.\nfessional school\n\nis\n\nraised, the\n\n—\n\n—\n\nholding degrees in letters or in science has tended to decline.\n\nIt cannot\n\nbe doubted that if the four-year obligatory course of medical study which\nwill speedily be enforced at the leading schools of the\n\ncountry were to be\n\nassociated with the requirement of a baccalaureate degree for admission,\n\nthere would not be a single institution that could stand the strain with\ntheir existing inadequate\n\nendowment.\n\nWhatever entrance examination\n\nmay be enacted will presumably be dealt with in most cases as a matter for\ncramming, rather tlian be met,\n\nas it should be,\n\nby the presentation of a\n\nsuitable degree or certificate won in a properly adjusted course of under-\n\ngraduate study.\n\nVery much the same thing exists in regard to the law\n\nschools, where, however, the case is further complicated by the fact that\n\nthe routine of the lawyer's office and the bar examination offers in most\nStates an additional avenue of entrance into the legal profession.\n\ntruth\n\nis,\n\nThe\n\nas indicated above, that all the changes and advances and pro-\n\nlongations of tlie undergraduate curriculum have been without reference\nto the effect upon these great branches of post-graduate study.\n*\n\nThere were 6,475 degrees in letters, science, and phif^ophy conferred by American colleges in\n\n"}
{"page": 84, "printed_page": null, "text": "—\n\n74:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\nBut the difficulty which has been for some years conspicuous as regards\nthese branches is coming to be felt keenly as regards others, such as pedagogy, architecture, engineering, the science of administration and finance,\n\nand the like.\n\nThe recognition of an actual need called into existence\nschools of science, and their unprecedented success has forced the colleges\nto reconsider their curriculum.\n\nAs the requirements for the profession\n\nof chemist, of architect, of engineer, have been successively advanced, it\n\nhas become clear that a typical education for any student intending to\npursue one of these professions would be, just as in the case of medicine\nor of law or of theology, a good college course followed\n\nyears in a post-graduate professional school.\n\nby two or three\n\nIt is not necessary to consider\n\nthe question here as to the propriety of a single baccalaureate degree B. A.,\nor of several, such as B.S. and Ph.B. in addition.\nto hinge almost upon the single item of Greek.\n\nThe decision has come\nMost people now belieye\n\nthat the discij^linary value of courses in science with a fair proportion of\nletters, is equivalent to\n\nthat of courses in letters with a fair proportion of\n\nNor can it be doubted, I think, that each of the branches above\nmentioned demands expansion into a highly equipped post-graduate pro-\n\nscience.\n\nfessional school.\n\nNay, more\n\n;\n\nI think it will soon be conceded that each\n\n— medicine, law, theology, pedagogy, architecture,\nsocial and political science, literature — embraces more than one subject\nof these schools\n\nart,\n\nwhich should be recognized in the strictly university course leading to the\ndoctorate of philosophy. *\n\nWhen scientific courses were first opened in colleges, in competition with\nthe preexisting literary courses, the grade was so\n\nmuch lower that they\n\nwho intended a serious preparation for\ntheir profession, but many others who chose them only on account of their\neasiness. As the standard of scientific education has been steadily advanced,\nliterary studies are being more and more crowded out from these scientific\ncourses, and we are witnessing the development of professional schools of\nattracted not only the students\n\ntechnology as integral parts of the undergraduate departments of our\nuniversities.\n\nWithin a few days I have listened to the earnest appeal of\n\nProfessor Shaler, Dean of the Lawrence Scientific School at Harvard, for\n\na larger recognition and development of these professional scientific courses\nin the college department of that university.\n\nAt the University of PennTowne\n\nsylvania we tried for fifteen years to conduct the courses in the\nScientific School from a university\n\n— or rather from a non-technological\n\nstandpoint ; but it has been found impossible to evade the difficulties and\ndefects of that position, and now they are fully equipped\nas true technological courses.\n\nand conducted\nEach technical course covers four years\n\nand leads to the degree of B.S. in architecture, chemistry, civil engineermechanical engineering, and electrical engineering, respectively.\n\ning,\n\n* For instance, at Johns Hopkins pathology, and at the University of Pennsylvania hygiene, have been\n\nso recognized.\n\n"}
{"page": 85, "printed_page": null, "text": "—\nUNDEROnADUATE AND POST-GRADUATE CURRICULA.\n\n75\n\nGraduates of these courses who have shown marked progress in their profession and have submitted a satisfactory thesis may receive the degree of\nmaster of science^ together with the professional degree appropriate to the\ncourse pursued.\n\nAt the same time, a scientific course covering five years\ntwo years devoted to general literary and scientific\n\nis conducted, the first\n\nstudy, the last three years chiefly to technical work in the various professional branches.\n\nAt the end of the senior year the general degree of\n\nB.S. is given, and at the end of the post-senior year the degree of master\nof science.\n\nThe professional degrees may be conferred upon masters of\n\nscience of two years' standing who have made satisfactory progress in their\n\nprofessions and have presented an acceptable thesis.\n\nThe effort to provide for the wants of earnest and valuable students,\nwho cannot postpone entirely the preparation for their profession until\nafter the completion of their undergraduate course, is leading in the same\n\nway to the intrusion into the B.A. and B.S. courses of subjects of the\nmost diverse character, which are clearly portions of post-graduate true\nuniversity work.\nAt the same time, the growing demands of each branch\nof professional study for more thorough, advanced, and prolonged work will\nlead to the establishment of numerous and varied post-graduate schools,\nwhose curricula cannot be adjusted economically to that of the B.A. or\nB.S. course, since\n\nits\n\ndemands are so great as to make it increasingly\n\ndifficult for the student to take a full college course prior to entrance upon\n\nhis professional studies.\n\nIt seems inevitable that this process\n\nshould go\n\non, and go on rapidly, if the age of admission to college continues as high\nas at present, and if the requirements for the B.A. degree are made, as of\nlate, more and more exacting.\n\nOf course there are colleges and colleges\nand soundness.\nIt is quite possible that one or more may maintain such a standard and\ncontinue to draw adequate numbers of students. There is much to be said,\nhowever, in favor of uniformity of educational requirements. There is\nseveral hundreds of them, and of all degrees of strength\n\nwide scope for superior excellence in the greater degrees of thoroughness\nwith which they are exacted. And, looking at the subject from the standpoint of the interests of the whole country, I have not been able to resist\nthe conclusion, the reasons for which are here merely glanced at in a desultory and defective fashion, that it would be better for the future of our\n\nuniversity education if the age of admission to college were to be lowered\ndecidedly, and if the B.A. degree was made to represent a definite stage of\n\ntrue college education attainable by good students of not more than nineteen\n\nor twenty years of age.\nI believe firmly, moreover, that with the establishment of proper relations between the college and the secondary school\n\n— a result which would be rendered infinitely easier by an approach to uni-\n\nformity and simplicity in the entrance examinations and curricula of our\ncolleges\n\n— would be found possible to send students up to college at an age\nit\n\ndecidedly lower than at present, and with even better preparation than can\n\n"}
{"page": 86, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n76\n\nnow be secured as a rule.\n\nThere would go with this, as an inseparable\n\ncorollary, the deyelopment of a group of vigorous, highly equipped post-\n\ngraduate schools, with curricula of two, three, or four years^ duration,\naccording to the subjects involved. As an essential to admission would\nbe exacted the B. A. or B.S. degree, or an equivalent preparation, and in\n\nconsequence there would be a harmonious and economical adjustment of\n\nThe post-\n\ninstruction in the undergraduate and post-graduate courses.\n\ngraduate schools would confer the appropriate professional degrees or the\ndegree of Ph.D. according to the faculty in which studies were pursued,\nand the coordination of this system of schools would constitute the university in the full sense of that term.\nIt is obvious that we in America are developing a great national system\n\nof college and university education.\nits leading features will be.\n\nIt may be too early to predict what\n\nThe entire absence of governmental control\n\nmakes it all the more important that frequent.and full discussion shall be\nOne thing that may be\nheld upon all the important questions involved.\nassumed is that it will not be a mere imitation of the system of any other\nAt the same time, it\ncountry, whether France, England, or Germany.\nwould seem likely that the general plan which in Germany has led to such\nbrilliant results may present more features adapted to our conditions than\nare to be found in the educational systems of other countries. All are familiar with the organization of the gymnasium and the realschule and without assuming that the courses of instruction therein provided, either under\n;\n\nthe former regulations or as recently modified, would be most desirable as\na college curriculum for us, it is important to observe how completely the\ndifficulties to which I have already alluded are there avoided.\n\nIn general,\n\ngymnasium or the realschule at the age of nine years,\nand the course in each is arranged to occupy nine years. By the more libthe boy enters the\n\neral conditions established by the recent official decrees, there is a distinct\n\napproach to a common type, as shown by the fewer hours devoted to classical studies (especially Greek) in the gymnasium, and by the corresponding increase in the amount of time devoted to the natural sciences and the\nmother tongue. The right to confer the certificate of maturity (admitting\nto the university) now pertains not only to the gymnasium, but to both of\nthe two schools into which the former realschule is now divided the realgymnasium and the ober-realschule. The gymnasial certificate, however,\nstill carries the higher distinction, and is the only one which admits to all\nfaculties of the university. We see here a proof that the German system is\n\n—\n\nplastic, and that it can adapt itself to the established claims of new educa-\n\nThe fact that the certificate of the gymnasium, or the realgymnasium, or even the ober-realschule (though in the case of this latter\ntional opinions.\n\nonly to certain courses), admits to the university without further examination, shows how thorough is the adjustment of the different stages of\neducation, and how effectively and economically the time available can be\n\n,/'\n\n"}
{"page": 87, "printed_page": null, "text": "I\n\nUNDERGRADUATE AND POST-GRADUATE CURRICULA.\ndisposed of.\n\nIt results, then, that\n\n77\n\nthe student can enter the university at\n\nfrom eighteen to twenty years, either by special examination or on certificate, and that he at once begins the special line of study adapted to his\nfuture career. Throughout the gymnasial course the fundamental principle is the giving of a liberal training, and there is declared opposition against\nthe introduction of professional studies of any kind, and even against the\ngiving of a professional turn to instructiou in any subject. The importance of this principle as helping to secure the broadening and strengthening effect of education upon the mind at this stage of its development\ncannot be over-estimated. Yet, with all this, the degree of Ph.D. can be\nattained in three years' study in the university, or by the age of twenty-\n\nThe courses ia theology and law are of the same\none to twenty-three.\nlength\nwhile even that in medicine, which is the longest, and occupies\nfour or five years, can be completed, with the stato^s examination for\nlicense to practice and with or without the doctor's degree, by the age of\n;\n\ntwenty-three to twenty-five years.\n\nThe entire educational system of the country\n\n—and this includes Austria\n\nas well as Germany-^is thus directed to secure thorough liberal training in\nletters or science, followed\n\nby thorough professional study, and yet is so\n\narranged as to permit the student to enter all branches of professional life\nPractior the higher employment of the state at a reasonably early age.\ncally the same result is secured in France, where, for instance, the candidate for the degree of doctor of medicine\nhachelier es\n\nlettres,\n\nmust possess the degree of\n\ncorresponding about to the certificate of maturity\n\n(Abitiirienten-Zeugniss of the German Gymnasia), and in addition must\npossess the haccalaureat es sciejices as regards mathematics\n\nand natural\n\nIn spite of this very thorough preparatory education, and of the\nfact that the required course of medical study is four years of ten months\neach, the license to practice can usually be secured by the age of twentyfour years. In France also, therefore, the system is coherent and secures\nsciences.\n\neffective results with economy of\n\ntime and labor.\nIn England, on the other hand, a struggle similar in some respects\nto our own seems pending over this very question of the relation of the\nmedical to the undergraduate curriculum. The demand for more thorough\ninstruction in natural science and the clinical branches has led to a conand\nviction that the medical curriculum must be prolonged to five years\nthe General Medical Council of Great Britain has accordingly passed\nresolutions that all students of medicine who matriculate after January 1,\n;\n\n1892, shall pursue a five-year graded course of study.\n\nBefore entering\n\nupon this course there must be passed a preliminary examination in\nEnglish, in Latin, in mathematics (including arithmetic, algebra, and\nthe first three books of Euclid), in the elements of dynamics, and in two\noptional subjects chosen from the follo\\>ing\nGreek, French, German,\nhigher mathematics, natural philosophy, logic, and moral philosophy.\n:\n\n"}
{"page": 88, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n78\n\nThe new medical curriculum ordains only a limited amount of instruction in botany, natural history, physics, and chemistrj^,\n\nand it is evident\n\nthat the above preliminary examination is scarcely equal to that required\nfor admission to the\n\nfreshman class of our stronger American colleges.\n\nAt the same time, in a report presented to the Board of the Faculty of\nMedicine of Oxford University, and communicated to my friend Dr. Ord,\nof London, by Sir Henry Acland, the principle is reaffirmed, that no candidate should be admitted to the first examination for the M. B. degree of\nOxford until he has passed all the examinations required for the degree\nIt seems to me apparent that, just as with us, the whole bearing\nof B. A.\n\nand influence of this new\n\nlegislation will be to still further divorce pro-\n\nfessional from college education, and to still further reduce the proportion\n\nof those\n\nwho bring up to the professional studies a degree or certificate\n\nattesting thorough previous education.\n\nThe question of time seems to me to enter so largely into the problem\nthat even though we advance the requirements for admission to our schools\nof medicine, of law, of theology, of pedagogy, of political science, as we\n\nshould and as we must, we shall not secure the great disideratum of more\ngeneral attendance at college, so long as the requirements for admission to\ncollege and the college curriculum are such as to make the age at graduation\n\nfrom twenty-two to twenty-four years.\n\nWe shall rather, I fear, tend to make a larger and larger proportion of\nstudents depend\n\nupon the secondary school or upon special cramming to\n\nprepare directly for the entrance examination to the various professional\nschools ; a result clearly, as\n\nit\n\nseems to me, to the disadvantage of the\n\nsecondary school, the college, the professional school, and the student.\n\nThere are, it would appear, but two alternatives\n\n— either a general restora-\n\ntion of the B. A. degree to its old signification and value, or else a continu-\n\nance of the process of modifying the college curriculum, which has set in\nso vigorously, with the view of adapting it to the increasing requirements\nof the post-graduate curricula.\n\nI\n\nhave already expressed my preference\n\nfor the former of these courses ; but this would be a slow process, and\n\nPending\nmore full study of the question, it will be interesting to note how the\nFor instance, at the\nvarious expedients that are to be tried will work.\n\nthe requirements of the case are, in various directions, urgent.\n\nUniversity of\n\nPennsylvania\n\nthe adoption of the obligatory four-year\n\ncourse of medical study has induced the trustees and the college faculty of\nthat institution to provide a special elective group in biology and natural\nscience, covering junior\n\nwho have\n\nand senior years, which may be chosen by those\n\nentered either for B.A. or for B.S.\n\nA student who pursues\n\nsuccessfully this elective course will be admitted to the second year of the\n\nmedical school.\n\nEven better than this, there has been arranged a graded\n\nfive-year course which may be elected at the close of sophomore year, so\n\nthat thus also the baccalaureate degree and the medical degree\n\nmay be\n\n"}
{"page": 89, "printed_page": null, "text": "UNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n79\n\nearned in seven years. In this really admirably combined biological and\nmedical course there are offered advantages not surpassed, if equalled, by\nthe new five-year English curriculum or by that of either the German or\nthe French universities.\n\nIn effect, indeed, it is not unlike theprovision in\n\nGermany where the student who has won the gymnasial certificate of\nmaturity, and proposes to take the medical course in the university, passes\nat first into the philosophical faculty to study zoology, mineralogy, botany,\n\nphysics and chemistry, anatomy and physiology, and at the close of the\nsecond year passes the tentamen physicum, after which the final two years\nare devoted wholly to technical medical branches.\n\nThe advantages of the methods adopted by the University of PennsylThey are open, how-\n\nvania are obvious, and they are very considerable.\n\never, to the serious objection that they still further complicate the under-\n\ngraduate curriculum and\n\nstill\n\nfurther introduce into\n\nit\n\nthe professional\n\nThey are open to a further practical objection. Such an\narrangement may be excellent where there are exceptionally strong advantages for the biological and natural science studies\nbut it is difficult\nto see how it can meet the wishes or promote the interests of other colIt may induce a limited number of students to leave their colleges\nleges.\nelement.\n\n;\n\nat the end of\n\nsophomore year so as to take advantage of one or the other\n\nof the elective courses above described, but this were a result which would\n\nseem undesirable.\nI do, indeed, venture to hope that this action of the University of Penn-\n\nsylvania\n\n— particularly\n\nif,\n\nas I trust to see, similar action shall be taken\n\nalso by other leading universities with strong medical schools\n\n—\n\nwill\n\nhave\n\nthe effect of inducing colleges to introduce such full biological courses in\nthe last two years of their curriculum as will lead many students to take\nit would secure admission to advanced\nstanding in their professional course and save one full year in the acquisi-\n\ntheir baccalaureate degree, since\n\nBut I fear that for the most part the immediate\nadvanced standard of medical education now established by\na number of the leading schools will be to deter students from going to\ncollege, and to induce them to prepare specially for the examination which\nwill admit directly to the professional school.\ntion of the doctorate.\n\neffect of the\n\nI know that the entrance examination, even to our best medical schools,\nis\n\nshamefully low.\n\nPersonally I advocate getting the prolonged medical\n\ncourse, with its ample practical and laboratory instruction, strongly estab-\n\nlished before loading the experiment down at the other end.\n\nThe absence\n\nof endowment and the destructive competition among the absurdly numer-\n\nous medical schools make me apprehensive.\n\nBut either at once or in a\ncouple of years the entrance examination must be decidedly advanced.\n\nThe most advanced requirement demanded to-day is, I presume, that called\nfor by Harvard College, which includes onl^ the following subjects\n1.\n\nEnglish.\n\n—Every candidate\n\n:\n\nwill be required to write, legibly and cor-\n\n"}
{"page": 90, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n80\n\nan original English composition of not\n\nrectly,\n\nless\n\nthan two hundred\n\nwords, and also to write English prose from dictation.\n\n— The translation of easy Latin prose.\n—A competent knowledge of physics (such as may be obtained from Gage's Elements of Physics).\nElective Sulject. — Each candidate must pass an examination in any\n2.\n\nLatin.\n\n3.\n\nPhysics.\n\n4.\n\none of the following subjects\nor plane geometry, botany.\n\n:\n\nFrench^ German, the elements of algebra\n\nBy the recent action of the Regents of the University of the State of\n\nNew York, it is directed \" that hereafter they will require their academic\ndiploma (which Mr. Secretary Dewey defines ^ as meaning a good, thorough\nhigh-school course ') or its equivalent as a minimum of general preliminary\n\neducation from any candidate for any degree conferred on examination by\nthe university.\"\n\nBut even when all the leading colleges shall have come up to, or shall,\nas I trust to see before five years are over, have passed the standard thus\nset,\n\nI\n\nam convinced we shall not have lessened in the least the difficulties\n\nof those students\ncourses,\n\nwho would gladly take both\n\ncollege\n\nand university\n\nbut are hindered by the exalted requirements for the B.A.\n\ndegree.\n\nThe expedient recently adopted at Columbia College seems to me neither\nmore hopeful nor less objectionable. As President Low writes '* At the\nend of the junior year our seniors take all their studies under one or the\n:\n\nother of the university faculties, including those that give a professional\n\neducation as well as those that do not.\nstill give four years\n\nBy this system the student must\n\nof study for our B. A. degree, but for such students as\n\ncombine with the college course a professional training, the total time is\nshortened by one year.\"\nThe ultimate effect of this arrangement upon both undergraduate\nand post-graduate curricula in Columbia cannot be foretold doubtless\n;\n\nthere are the strongest reasons for expecting it to be excellent, or the plan\n\nwould not have been adopted by the distinguished president and faculties\nof that institution.\n\nI can readily imagine also, that, as regards a single\n\nuniversity, the curriculum of the first three years might be so arranged as\nto enable such a plan as the above to work well.\n\nBut if, as would be in-\n\nferred from statements published, though not official, it were proposed to\n\nadmit students from other colleges at the close of their junior year to full\nstanding in the senior class at Columbia, with the privilege of securing\nthe B.A. degree in one year, and, for instance, M.D. in three years more,\nthe arrangement would seem open to grave criticism from the standpoint\nboth of Columbia and of the general college system of the country. It\nwere indecorous to discuss more fully arrangements which have not been\npromulgated officially in full detail, and equally indecorous to more than\nallude to the proposition advanced at Harvard by our distinguished col-\n\n"}
{"page": 91, "printed_page": null, "text": "I\n\nUNDERGRADUATE AND POST-GRADUATE CURRICULA.\n\n81\n\nleague, President Eliot, since it has not yet been embodied in legislation\n\nby that university.\nI feel that no apology is needed for the introduction of this subject.\nEven with the imperfect statement I have made, it challenges your serious\n\nThere are said to have been almost twenty thousand students\n\nattention.\n\nin medical schools during the last college year ; less than nine per cent,\n\nhad baccalaureate degrees.\ndeserve consideration.\nto our law students,\n\nThe claims of this great army of students\n\nPrecisely the same problems are arising with regard\n\nand our students of theology, of pedagogy, of archi-\n\ntecture, of engineering, and of other professions.\n\nSo many experiments have been tried with the undergraduate curricuthat we hear from every side demands of the most extraordinary\n\nlum\n\nboldness.\nIf the process which,\n\nmost unfortunately as\n\nit\n\nseems to me, has been\n\npursued with constantly accelerating speed for twenty years be continued\nmuch longer, it is to be feared that the undergraduate college curriculum\nwill be hopelessly distorted and perverted, and will become a medley of\ncollege\nschools,\n\nand university instruction, divorced from the true university\nand yet wholly inadequate for any class of the community except\n\nfor those estimable gentlemen of independent means, who find it unneces-\n\nsary to fit themselves for any serious pursuit in life by thorough education\nin any single branch.\nIt\n\nseems doubtful\n\nif\n\nany of the expedients suggested to avoid the\n\nurgent problems forced upon us in consequence of the present state of the\n\nundergraduate curriculum are of more than local and temporary value.\nIt remains to be seen whether a wiser course toward a solution of more\npermanent and general efiiciency may not be found in concerted efforts on\nthe part of university, college, and secondary school in favor of a restoration of the baccalaureate degree to a position of greater stability\n\nmore in accordance with its\n\noriginal historic signification.\n\nand\n\nThe great\n\nanniversary year, 1893, will find us with the victory over the huge material forces of this\n\npolitical\n\nfederation\n\ncontinent practically won ;\nstrongly, and,\n\nas\n\nit will\n\nfind\n\nus with our\n\nwe devotedly\n\ntrust,\n\nindissolubly\n\nBut we must recognize that our greatest battles are still to be\nbetween the wise\nfought between sound doctrine and specious error\nand humane equities of a true democracy, and the blind ignorance or the\nblatant folly which would array labor against capital, and masses against\nclasses\nbetween the forces that make for and those that make against\ntruth and order and progress.\nThe issues are portentous. Naught but\ncemented.\n\n—\n\n;\n\n;\n\neducation, thorough, free, universal, can win for us.\n\nNo less than we needed political federation do we need the federation of\nour educational forces from the primary school to the university— their\nfederation and their loyal, effective cooperation.\n\n"}
{"page": 92, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n82\n\nUNDESIRABLE AND DESIRABLE UNIFORMITY IN\nSCHOOLS.\nBY PEESIDENT CHAKLES W.\n\nELIOT, CAMBRIDGE, MASS.\n\nMy subject is \"Undesirable and Desirable Uniformity in Schools \" the\nword \" Schools'' being used in a large sense. To present it with tolerable\ncompleteness I shall be obliged to state some facts and principles already\n;\n\nfamiliar to\n\nmany persons in this professional assemblage.\n\nEducation\n\nis\n\nproperly the development and training of the individual body, mind, and\nwill ;\n\nbut when it is systematized, and provided for many thousands of\n\npupils simultaneously, it almost inevitably adopts military or mechanical\n\nmethods, and these methods tend to produce a lock-step and a uniform\ncommand rather than in the free\ndevelopment of personal power in action. The interests of the individual\nspeed, and result in a drill at word of\n\nare frequently lost sight of, or, rather, are served only as the individual\n\ncan be treated as an average atom in a homogeneous mass.\n\nThis natural\ntendency in systems of education I belieye to be a great evil, particularly\nin a democratic society, where other influences, governmental, industrial,\nand social, tend toward averaging the human stock.\n\nLet us first consider in some detail the undesirable uniformity in\nThe graded school of large towns and cities will supply our first\nillustration.\nIn any room of a perfectly graded grammar school we find,\nin the fall, a single class of from forty to sixty children who are supposed\nI.\n\nschools.\n\nto have had the same preparation for their\n\ncoming year's work who are\nsame times, under the\n;\n\nto have the same lessons in the same books, at the\n\nsame teacher, throughout the year\n\n;\n\nwho are to make as nearly as possible\n\nthe same progress each day in each subject, and submit to the same tests\n\nThey are all kept together day by day, so far as is\nThe bright ones never work to their utmost, and are frequently\n\nat the same intervals.\npossible.\n\nmarking time the slow ones are urged forward at a rate which drives\nsome of them to despair and the ideal of the class is that of equal prepaIf at the\nration, equal capacity, equal progress, and equal attainments.\n;\n\n;\n\nbeginning of tlie year the children are obtrusively unequal in capacity or\nattainments, it is an inconvenience to be regretted.\n\nThe teacher will not\n\nbe able to \" handle her class '' so easily as she could if they were all of the\nsame mental size and strength. If at the end of the year they have not been\npretty well evened up, the teacher has been less successful than she could\n\nhave wished.\n\nThis is an extreme statement of the most undesirable\n\n"}
{"page": 93, "printed_page": null, "text": "UNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\nThis is the sense in which close grading is an\n\nuniformity in schools.\neducational curse.\nor\n\n83\n\nIn my opinion the right aims in any room of a primary\n\ngrammar school are\n\nto\n\nrecognize at the beginning of the year, as\n\npromptly as possible, the different capacities and powers of the children ;\nto carry them forward throughout the year, each at his own gait and\nspeed and to turn them out at the end very much more different in\ncapacity and attainments than they were at the beginning.\nIt has always\nseemed to me that a teacher who did not discharge his pupils, at the end\nof each year, much more unlike in powers and acquisitions than they were\nat the beginning, was a proved failure.\nWe all know that children, like\n;\n\nadults, are not alike, but infinitely different ; that the object of education, as of life, is to\n\nbring out the innate powers, and develop to the\nnatural and acquired capacities of each\n\nhighest possible degree the\nindividual.\n\nAn education or training, therefore, which at the end of four\n\nyears, ten years, or twenty years, leaves the subjects of it alike in skill,\n\ncapacity, or power of service must have been ill directed.\n\nThe individuals in any group of men and women, who start together in\nactive life at about twenty years of age, become,\n\nthrough their various\n\nwork, service, and experience, more and more different as they go on.\n\nWe expect that at sixty their powers will be very different, having been\nexercised in unlike fields and in various measure,\n\nand that their acquired\nand experience will be as different as their powers.\nThis variety is at once the strength and the charm of human society.\nNow, the effect of school work on children should be analogous to the\n\nstores of knowledge\n\neffect of life on adults, for school is preparation for life.\n\nLet us take another illustration at a higher grade\n\n— the secondary\n\nschool, represented in the United States by the high school, the academy,\n\nand the private preparatory school.\n\nThese schools hold children until the\n'By that time of life almost\nevery peculiar mental or physical gift, which by training can be made of\nseventeenth, eighteenth, or nineteenth year.\n\nvalue to the individual or to society, is already revealed to\n\nits\n\npossessor,\n\nand to any observant friend, provided that the youth has had access to\nthose various fields of human knowledge and research in which the\nIf a youth has never\nvarious mental capacities and activities find play.\nhad access to any studies except Latin, Greek, and mathematics, he will,\nperhaps, remain ignorant of his powers in scientific or historical study.\nIf he has never had access to any language but his own, his linguistic\nThis revelation to\ngifts may be concealed from himself and his friends.\nhimself of a youth's natural predispositions and faculties is one of the\nprincipal objects of secondary education.\n\nNow, if the only school that\n\nthe youth has attended has had a narrow, uniform programme, contain-\n\ning a limited number of subjects without options among them, this\nimportant object in secondary education may not have been attained for\nthe individual.\nA good secondary school must have a programme of\n\n"}
{"page": 94, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n84\n\nstudies larger aud wider than any single pupil can follow, else its range of\n\nsubjects will be too small to permit the sure fulfillment of this allimportant function of a good secondary school the thorough exploration\n\n—\n\nof all its pupils' capacities.\n\nLet\n\nme further illustrate undesirable\n\nhigher programme still\n\nuniformity in schools with a\n\n—that of an old-fashioned\n\ncollege.\n\nA young man\n\non completing his college course is to make choice of a profession. A\nlarge majority of the graduates of all our colleges go into the three\nlearned professions so called into teaching, journalism, and the other\nliterary pursuits, and into the various scientific professions.\nI need not\nsay that the choice of a profession is of immeasurable importance in determining each man's future happiness and serviceableness. Now, these professions are so very unlike, calling for such different mental attributes and\n\n—\n\n—\n\npersonal qualities, that the choice among them should always be led up to\n\nby clear indications of the individual's aptitudes and tastes obtained in\nThe young man who is fit to make a physician should have\nearlier years.\nbeen earlier drawn irresistibly to chemistry, physics, and natural history.\nHe should have exhibited a natural tendency toward those subjects, and\nThe young man who is to be\nthat tendency should have been gratified.\na minister should have been drawn in college to the study of language,\nphilosophy, ethics, sociology, and political science, and should have had\nample opportunity to obey those natural attractions. The young man\n\nwho is to be a lawyer should have felt disposed to study in college Roman\nand mediaeval history, the\n\ninstitutions and governments,\nand logic, and to practice discussion and\n\nhistory of\n\npolitical history, ethics, rhetoric,\n\ndebate in speech and writing.\nThe journalist, long before he decides to\nbegin his specific training as a writer for the press, should have been\nconscious of a preference for literature, sociology, political science, and\nhistory,\n\nand should have been drilled daily for years in the writing of\nNow, the uniform prescribed college curriculum\n\nEnglish under criticism.\n\ngave no proper opportunity for the students to follow, each for himself,\nhis natural leadings toward the wise choice of a profession.\n\nConsidering the diversity of discipline and knowledge which should\nis it not\nwonderful that many generations of teachers should have advocated a\nuniform preliminary training for them all ? Yet the old-fashioned,\nuniform, prescribed, elementary college course was just that a preliminary training supposed to be equally good for those destined to any of\nthe learned, scientific, and literary professions. It was a vivid example,\n\nunderlie the professional training for these various callings,\n\n—\n\nindeed, of undesirable uniformity in schools.\n\nPeople have always recognized the great diversity of power between\nremarkable individuals and the common run of men, and even the\nThus, mandiversity between one remarkable individual and another.\nkirid has always refused to believe that its greatest benefactors belonged\n\n"}
{"page": 95, "printed_page": null, "text": "—\n\nUNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\n—\n\n85\n\n—\n\ncommon race of men they were gods, or demi-gods and eyerybody sees that Shakespeare, Napoleon, and Lincoln were types of quite\nindescribable diversity in character and mental powers.\nBut manto the\n\nkind has apparently failed to perceive how different ordinary people are\none from another ; and human society, until it became democratic in\norganization, never had a fair chance to win the proper advantages\nfrom the real diversity of ordinary individuals. It required the mobility\nof democratic social classification to prove the importance to society of\n\ndiscovering\n\nall\n\nindividuals.\n\nthe small, peculiar gifts and faculties which reside in\n\nWe know now that it is greatly the interest of society to dis-\n\ncover and utilize the man, ordinary in other respects, who has the little\ngift of determining with certainty the commercial value of different sorts\n\nof wool merely by rubbing them between his sensitive fingers.\n\nthat\n\nit is\n\ncan\n\nfeel\n\nWe know\n\nimportant to discover and educate as a surgeon the man who\nmore, and more certainly, with the tip of his fore-finger, in\n\nplaces out of sight, than any other person in the city.\nis for the interest\n\nof society to discover\n\nWe know that it\n\nand train every man who has the\n\npeculiar eye to recognize by tints, which tarry but for an instant, the right\n\ntemper of a steel drill. We know what a tremendous influence may come\nfrom a ploughman who can write verse, or from a peasant woman who\ncan sing, if only their natural gifts be discovered and trained. We have\nlately learned that from two German workmen of the mechanic class\nfather and son— endowed by nature with an exquisite eye for tints and\ntextures, may come, with proper training and encouragement, an entirely\n\nnew method of illustrating flowers, so that they can be studied in colored\nglass models, both of natural size\n\nthe year.\n\nworld\n\nIt is\n\nand of enlarged\n\nthe mobility of democratic society\n\nsize, at all\n\nseasons of\n\n—a new thing in the\n\n— which has brought home to us the importance of discovering and\n\ntraining each least individual gift and power.\n\nThe greatest natural gifts\n\nreveal themselves, and the genius is as a rule independent of institutions\nof education.\nIt is the humble, small, inconspicuous, but vastly more\nnumerous, peculiar individual endowments which systems of education\nshould take infinite pains to bring out. Uniformity in schools crushes\nand buries them.\nAgain, democratic society cannot help seeking equality of condition for\nall men, though it is not so foolish as to believe in equality of natural\nfaculties or powers.\nNow, the best chance of securing an approximate\nequality of condition lies precisely in this discovery and development\n\nthrough education of the peculiar endowments of each individual in the\ncommunity. The great capacities or powers do not lead to happiness and\nprosperity in this world any more surely than the small personal gifts.\nA little gift well utilized may do more for the individual and his family\nthan a greater gift.\n\nThe world does not reward men in proportion to the\nThe village shopkeeper earns more\n\nintellectual quality of their work.\n\n"}
{"page": 96, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n86\n\nthan his miuisfcer. Many a skillful mechanic, whose gift is one of the\neye or the hand, earns more than the grade teacher or the newspaper\nwriter.\n\neducation discovered and developed the infinite diverand powers among the school-children, the chances of an\n\nIf public\n\nsity of gifts\n\napproximate equality of condition during the adult life of those children would he greatly increased. Uniformity in schools impairs these\nchances.\n\nAny one who has had much experience in schools or colleges must have\nlearned that as the course of education goes on, and new subjects are set\nbefore a class or group of pupils, the bright and the dull children not in-\n\nfrequently change places\n\n:\n\nthose that were accounted bright become appar-\n\nently dull, and those that were accounted dull\n\nbecome perhaps\n\nleaders.\n\nThe reason is that the dull children have finally been brought to a subject\nin which they excel\nwhile the bright ones, who have been exercising a\n;\n\nfaculty which they possessed in large measure, have been brought to a\n\nnew field to which their powers are not adapted.\n\nFlexible and diversified\n\nschool programmes will give all the children their most favorable chance ;\nstiff\n\nand uniform programmes will\n\nnot.\n\nNo machine, like an army, a\n\nship, or a factory, can be a democratic institution ; for it\n\nthe\n\ndemands from\n\nmany implicit obedience, and the subordination of the individual\n\nenergy to the movements of the mass.\n\nSo far as a school is a machine of\nuniform product, it must fail on that very account to serve as it might\nthe real interests of democratic society.\nI have thus far urged that a strictly graded grammar school, a high\nschool or academy with a single limited programme, or a college with a\nuniform prescribed curriculum must suppress individual differences instead of developing them, and must leave individual capacities undiscovered and untrained, thus robbing the individual of happiness and serviceableness, and society of the fruits it might have enjoyed from the special\nendowments of thousands of its numbers. But this is not all the harm\ndone by undesirable uniformity in schools. It also degrades the teacher's\nfunction, and converts his occupation, which should be varied and inspiring, into a killing routine which runs its round in a single year.\nI do not\nknow how a woman teacher of one class in a grammar-school grade, who\ngoes year after year through the same prescribed routine with pupils previously made as uniform as possible, and to be turned out as uniform as\npossible, can maintain any intellectual freshness or enthusiasm in her\nwork for more than five or six years. There are many persons who say\nthat teachers in the graded schools ought not to serve more than ten years\nat the outside, for the reason that they become dull, formal, and uninteresting ; but, if this be true, it is certainly the fault of the system rather\n\nthan of the teachers. If we go higher in the educational hierarchy, the\nsame objection to uniformity holds. What can be the intellectual fate of\na man who year after year is compelled to read the same extracts from the\n\n"}
{"page": 97, "printed_page": null, "text": ";\n\nUNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\n87\n\nsame Greek and Latin authors, with boys at about the same stage of their\neducation, who present to him not a carefully cultivated diversity of power\nand attainment, but the greatest similarity which the educational mill is\ncapable of producing ? Many of us can recall college teachers who went\nover the same text-book with the junior class in college every year for\ntwenty years, making year after year the same hopeless effort to develop\nan interest in the subject in students who felt no attraction toward it ; to\ndrive the unwilling to make some attainments in it, however slight ; and\nat the same time to satisfy those who had some aptitude for the subject\nin hand.\nIt was a task well calculated to blunt the keenest enthusiasm,\nto destroy all pleasure in teaching, and to dull the mental faculties and\nscholarly aspirations of the victim.\nlife is to be found\n\ntal and\n\nThe main interest in the teacher's\n\nin studying and developing the infinitely various men-\n\nmoral qualities of his pupils.\n\nA rigid, uniform programme, alike\n\nfor all pupils, deprives the teacher of ready access to this most interesting\n\nand this degradation of the business of teaching is\none of the most mournful results of undesirable uniformity in schools. A\nfield of his calling ;\n\nteacher who is to preserve his mental freshness and enthusiasm must seek\nto vary his teaching as much as possible\n\nfrom year to year, and to culti-\n\nvate intimate contacts with pupils, whose infinite variety he recognizes\n\nand takes pleasure in developing. This principle applies just as well to\nthe primary school or grammar school teacher as it does to the university\nprofessor.\n\nIf it be observed, the teacher's life can never become\n\nmonoto-\n\nnous, dull, or depressing.\nIt\n\nis\n\nproper here to recognize the obvious\n\nfact,\n\nthat whereas twenty\n\nyears ago the tendency in American schools was toward stricter grading,\n\npromotions, and uniform prescribed programmes, the\ntendency in later years has been toward freedom and variety. Witness\n\nsimultaneous\n\nthe introduction of English sides,\n\nor courses,\n\ninto\n\nthe\n\nold classical\n\nacademies, the subdivision of the single high-school courses into three,\nfour, or even nine parallel courses, and the recent introduction of heretical\n\noptions into the sacred grammar-school grades.\n\nWe begin to hear a good\n\ndeal about loose grading, and flexible classification, and frequent irregular\n\npromotions.\n\nIt begins to\n\nbe recognized that close grading and\n\nstiff\n\nclassification are not good things, but evil ; and that uniform programmes,\n\ngradings, and promotion examinations are, at bottom, merely economical,\n\nmechanical inventions, which enable a city or large town to get tolerable\nschool results from a large number of inadequately educated and poorly\npaid teachers, who are directed by a small number of better trained and\n\nmore experienced principals and superintendents.\nOne of the most\nencouraging school papers that has appeared of late years is the valuable\n\nEmerson E. White, of Cincinnati, on ''^Promotions and\nExaminations in Graded Schools '' a papei*wliich not only describes evils,\nbut also suggests remedies.\nreport of Dr.\n\n"}
{"page": 98, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n88\n\nBut is not a school or a college necessarily a machine in some degree ?\nIs\n\nit\n\nnot an organization for dealing as intelligently and effectively as\n\npossible with large numbers of pupils, who must be sorted, classified, and\ndrilled,\n\non general principles, in masses and not as indiyiduals ?\n\nIs not a\n\nschool inevitably conducted with fixed hours of instruction in fixed subjects,\n\nwith examinations long anticipated and prepared for, with uniform\n\nstandards, and therefore with uniform means of enabling large\n\nnumbers\n\nof pupils simultaneously to reach those standards ?\n\nAll these questions must be answered in the affirmative, but with care-\n\nA school or college must be a machine in some degree.\n\nful qualifications.\n\nLet us avoid to the utmost cast-\n\nLet it be to the least possible degree.\n\niron rules, arbitrary enactments, and uniform prescriptions.\n\nOf course\n\nLet it be as\nTests of faithfulness and\nflexible and as frequently renewed as possible.\nbut these tests\nof mental condition are also necessary at stated periods\nshould be directed to ascertaining what the pupils can do rather than\nwhat they know. There must be examinations, anticipated and unanticipated.\nLet them always be conducted by the teacher for the\nteacher, and as helps and guides in teaching and in learning.\nThe\nteacher needs to ascertain, from time to time, by such tests, how his\ninstruction has been assimilated by his class; and the pupils need to learn\nfrom them what the teacher expects of his class. Of uniformity in subjects, in the periods allotted to each subject, and in minimum standards, I\npropose to treat in the second part of this paper.\nThe best way to avoid undesirable uniformity in schools is to push\nsteadily toward the individualization of instruction, by reducing the\nclassification is necessary in every large school or college.\n\n;\n\nnumber of pupils assigned to one teacher.\n\nThe larger the number of\n\none teacher, the greater the inevitable uniformity\nof method and pace, and the smaller the account that can be taken of\nindividual peculiarities, good or bad.\nIf one woman teacher has fifty to\nsixty pupils to deal with from nine o'clock in the morning until one\npupils assigned\n\nto\n\no^clock in the afternoon, she is little likely to have leisure to attend to the\n\npeculiar capacities\n\nor the peculiar defects of individual pupils, and\n\nsemi-military machine method becomes inevitable.\n\na\n\nSuch conditions may\n\nwell make one contrast the graded urban school of to-day with the old-\n\nfashioned rural school of thirty years ago, to the advantage of the latter.\nIn the New England village-school of forty pupils, the college undergraduate then taught a dozen classes the pupils were at every stage of\nprogress, and the bright boy or girl could pass rapidly from one class\nto another under the guidance of a sympathetic young teacher, whose\nwork was various, and whose interest was keen in the progress of all\n;\n\nhis earnest and capable pupils.\n\nTo the individualization of instruction\n\ntime the careful study of each pupil's temperament,\nconstitution, and mental aptitudes and defects by some method like\nwill be\n\nadded\n\nin\n\n"}
{"page": 99, "printed_page": null, "text": "UNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\n89\n\nthat so well described and practised by Superio tec dent Frye, of San\n\nBernardino.\nII.\n\nI turn now to consider desirable uniformity in schools ; for there is\n\nsuch a thing, and it has great importance in a system of public education, extending from infancy to manhood and womanhood.\nAlthough it\nmay not be best for all children to study algebra, geometry, zoology,\nphysics, or a foreign language, there is probably a best way of studying\neach of these subjects, which best way all the pupils who attack any one\nof them should follow.\n\nMoreover, it is altogether probable that there are\n\ncertain topics within each of these subjects which all children who take\n\nup the subject should study; and the expedient limits of each one of\nthese topics can probably be defined with a good degree\n\nAgain,\n\nif it\n\nbe worth while to teach a given subject at\n\nof precision.\nall,\n\nthere\n\nis\n\nprobably some ascertainable number of week-hours which\n\nmay best be\n\ndevoted to it through some ascertainable number of years.\n\nThus a con-\n\nvention of experts in teaching physics ought to be able to agree on the best\ntopics in i^hysics for beginners, the best mode of teaching the subject, and the\n\nnumber of year-week-hours which may wisely be devoted to it they ought\n;\n\nagreement for the second stage in the\nstudy of physics, when the pupils, having mastered the elements, are ready\nfor its more diflScult problems ; they ought to be able to agree how many\ntopics can be advantageously taught to a class of twenty pupils, working\nsix hours a week in the physical laboratory, and hearing three lectures a\nweek, in the first, second, or third year, of a progressive course on physics.\nIf physics be one of the subjects which may be presented at college admisto be able to arrive at a similar\n\nsion examinations, as part of the evidence of the candidate's fitness to\n\npursue college studies, then teachers of physics in secondary schools, in\nconference with college teachers of physics, ought to be able to determine\nthe reasonable limits of knowledge of that subject for a candidate for\n\nadmission to college at the age of eighteen years. In like manner, if\nelementary plane geometry be one of the subjects taught in the seventh\nor eighth grade, it ought to be possible for experts to determine about\n\nhow much geometry could advantageously be given to pupils of that\ngrade, and in how many year-week-hours.\nSome pupils would do more\nthan the advised amount undoubtedly others would find it impossible to\nmaster so much\nbut a minimum standard for a given grade could\n;\n\n;\n\nWithout desiring that all pupils should study the\nsame subjects, or should move at the same rate through any subject, and\nmaking ample allowance for the very various aptitudes for each subject\nin any given group of children, it must still be possible by careful study\nand by comparison of views to determine the reasonable limits up to\nwhich each subject should be pursued at^ given stage of the individual\n\nprobably be agreed on.\n\npupil's advancement.\n\nOne pupil may begin algebra at ten, another at\n\n"}
{"page": 100, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n90\n\neleven, another at thirteen ;\n\nbut whenever they begin algebra,\n\ndevote a certain number of hours a week to\n\nit\n\nif\n\nthey\n\nfor a year, a reasonable\n\nminimum expectation of attainment within that first year can be established.\n\nConventions or agreements covering topics, time allotment, method, and\nappropriate tests for each of the subjects which enters into the\n\ngrammar\n\nschool programme, and into the high school and academy programme, are\n\nvery desirable, in order to prevent waste of force and time at each of these\n\nThe grammar school programme is the foundation of the high school programme, and the high\nlevels of the national system of instruction.\n\nschool and academy programmes are the foundation of the college courses.\n\nNow, although it is wholly unnecessary that all the pupils who go from\nthe grammar schools to the high schools in any year should have studied\nthe same subjects, it is desirable that all high schools should be able to\n\ncount on all grammar schools having taught a given subject in a given\nway, with a range and scope agreed on, and up to a minimum standard of\nSo at the close of the high school period,\nacquired power in the subject.\nit is neither necessary nor desirable that all candidates for admission to colbut it is desirable that their\nleges should have pursued the same subjects\nattainments in those subjects which they have pursued should represent a\ntolerably uniform number of year-week-hours, and should normally cover\na definite number of selected topics in each subject studied in an agreedon method. This is by no means the case at present. For example.\n;\n\nHarvard and Yale universities conduct admission examinations at a large\n\nnumber of American cities, scattered over the country\n\n;\n\nbut there are\n\ncurious little diversities within the same subject in the requirements of\n\nThus, they both require Latin and algebra for\nadmission ; but every schoolmaster who presents candidates at both unithese two universities.\n\nversities\n\nknows that the Yale requirements\n\ndiffer\n\nfrom the Harvard\n\nrequirements both in Latin and in algebra. The Association of Colleges\nin New England has done something to diminish the absurd diversities\nwithin the same subjects in the admission requirements of the twenty colleges of New England ; but there still remain many unmeaning and trivial\n\nThe diversities within the same\nwhich the schools and colleges of the country at large exhibit\nare, of course, much more serious and numerous.\nNow, the number of subjects which enter into grammar school, high\nschool, and academy programmes, though somewhat formidable when we\ndiversities of a very vexatious character.\n\nsubjects\n\nimagine the attempt made to define the proper limits of each for school\nConsidering the immense expansion of\npurposes, is still distinctly small.\nknowledge within this century, it is remarkable how few subjects are used\nin a substantial way for primary and secondary education.\n\nThe require-\n\nments for admission to Harvard College are more varied than those of any\nother institution, in the sense that the number of options permitted to\n\n"}
{"page": 101, "printed_page": null, "text": "—\nUNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\n91\n\ncandidates is larger than in any other institution ; yet the number of separate subjects is only sixteen.\n\nThey are\nHistory of England.\n\nEnglish.\n\nAlgebra (elementary and advanced).\n\nGreek (elementary and advanced).\nLatin (elementary and advanced).\n\nGerman (elementary and advanced).\n\nPlane and solid geometry.\nTrigonometry.\n\nFrench (elementary and advanced).\n\nThe elements of analytic geometry.\n\nHistory of Greece.\n\nAstronomy.\n\nHistory of Rome.\n\nPhysics (elementary and advanced).\n\nHistory of the United States.\n\nChemistry.\n\nThe options among these subjects are so wide that at every annual\nexamination for admission from seventy to ninety different combinations\nof subjects are presented, and hundreds of combinations are possible ; yet\nthe examinations are conducted with perfect administrative ease, and with\nless labor and trouble on the part of the examiners than if one rigid set of\n\nsixteen examinations were prescribed for all candidates.\n\nThe Harvard requirements include\n\nat least two advanced subjects\ntwo subjects to which the candidates must have given several\nyears of study, and which have therefore been pursued beyond the elements.\nIn seeking a just variety of gates of admission to the higher\neducation, some colleges and universities have given entrance to persons\n\nthat\n\n;\n\nis,\n\nwho only present a considerable variety of elementary subjects, without\nany advanced subjects ; but such gates will always remain inferior to the\ntraditional door of Latin, Greek, and mathematics, for the simple reason\nthat they include no prolonged or advanced study of any one subject.\nThe main reason why the ordinary programme of a so-called preparatory\nschool yields a better training than the ordinary programme of a high\n\nschool is that the pupil's attention is more concentrated ; that the number\nof subjects is fewer, and that each subject is carried farther.\n\nIt has long\n\nbeen supposed that the superiority of the preparatory schools was due to\nthe fact that Latin and Greek were there studied ; but\n\nmy conviction is\n\nthat their superiority is due chiefly to the concentration of work on a few\n\nmany other subjects, if given as large a share of the\nwould yield as good a result. However that may be, we may be sure that to study botany, zoology, geology,\nsubjects, and that\n\npupil's time as the classics have had,\n\nphysiology, physics, chemistry, and astronomy, all taken together, in the\nscientific course of a\n\nhigh school for only the same time devoted to the\n\nsingle subject of Greek in the classical course, will not yield so valuable a\n\ntraining as to study the Greek.\n\nWe may be sure that to study French\n\ntwo years and German one year three times a week will not yield so good\na linguistic training as to study either language three years three times a\nweek. In order to get good discipline out of any subject at the age of\nthere\nfourteen to eighteen, it must be pursued beyond its mere elements\n;\n\nmust be prolonged and advanced study of it.\n\n"}
{"page": 102, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n92\n\nThe admission requirements at Michigan and Cornell universities illustrate, in another way from that which obtains at Harvard, variety for the\n\nindividual candidate procured through a few different combinations of a\n\nmoderate number of subjects.\n\nThus, at Cornell University there are four\n\ndistinct groups of admission requirements ; the\n\nfirst, and most difficult,\ncomposed of eleven subjects, the second of twelve, the third of eight, and\nthe fourth, and easiest, composed of ten subjects.\nTo make these four\ngroups, only fifteen separate subjects are used.\nAt the University of\nMichigan there are five distinct groups of admission requirements, containing from nine to thirteen subjects each, but using twenty-one separate\n\nsubjects in all.\n\nThe reason for the larger number of separate subjects at\n\nMichigan is this\n\n:\n\ndidates to present\n\nto keep nearer the high schools, Michigan permits can-\n\namong other things a selection from seven scraps of\n\nsubjects, no one of which is supposed to be pursued for more than half a\nyear.\n\nNow, it is not desirable that all the American colleges should have the\nsame requirements for admission, or that any college should have but a\nbut it would greatly facilitate the work of\nsingle set of requirements\nsecondary schools if all colleges and universities should agree on the limits\nof each subject which enters into their requirements for admission, on the\ntime to be devoted to it at school, the proper method of teaching it, and\nthe fairest way of testing the student's knowledge, of it.\nSo much uniformity is desirable, and it is by no means unattainable. If four or five of\nthe leading universities, such as Harvard, Yale, Cornell, Michigan, and\nCalifornia, should enter into an agreement on this subject, the work of\n;\n\nthe important secondary schools would, in\n\nall\n\nprobability, be gradually\n\nconformed to the recommendations of the universities. At present, the\nsubjects which enter into the ordinary grammar school grades are few in\nnumber, so that for these grades an agreement could be reached with\nmore ease than for high schools ; but the advantages to be derived by\nhigh schools and academies from an agreement for grammar schools\ncovering the points above mentioned would be great, particularly by\nacademies, because they receive pupils from many widely separated com.\n\nmunities.\n\nThe great field, however, for the profitable application of the doctrine\nThe number of\n\nof uniformity by subject is public secondary education.\n\nmany high schools in\ncomparison with the number used in grammar\n\nsubjects which enter into the four years' course of\nthis country is large in\n\nschools ; but this four years' course\nsections\n\n(classical,\n\nis very\n\ncommonly divided into three\n\nLatin, and scientific), within\n\nwhich a considerable\n\nnumber of options occur, so that no individual student is compelled to\n\nThe folstudy all the subjects which enter into the course or courses.\nlowing list, which is made up from the programmes of a considerable\nnumber of high schools situated in different parts of the country, is\n\n"}
{"page": 103, "printed_page": null, "text": "UNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\nbelieved to contain all the subjects from which high school\nare now commonly made up\n\nprogrammes\n\n:\n\nEnglish (including both Hterature and\ncomposition, and therefore compre-\n\n15. Geology.\n\nhending the elements of rhetoric).\nHistory (ancient, mediaeval, and modern).\nCivil government.\n\n17. Zoology.\n18.\n\nPhysiology.\n\n19.\n\nPhysics.\n\n4.\n\nFrench.\n\n20. Chemistry.\n\n5.\n\nGerman.\n\n21.\n\nAstronomy.\n\n6.\n\nLatin.\n\n22.\n\nPsychology.\n\n7.\n\nGreek.\n\n23.\n\nMoral philosophy.\n\n8.\n\nArithmetic.\n\n24. International law.\n\n9.\n\nAlgebra.\n\n25. Political economy.\n\n1.\n\n2.\n\n3.\n\nPlane geometry.\n11. Solid geometry.\n13. Trigonometry.\n13. Analytic geometry.\n14. Physical geography.\n\n16.\n\n26.\n\n10.\n\n93\n\nBotany.\n\nScience of education.\n\n27. Music.\n28.\n\nDrawing.\n\n29.\n\nStenography.\n\n30.\n\nBookkeeping.\n\nAfter all, these subjects are but thirty in number, and\n\nit ought not to\nhuman\nwisdom\nlay\napproximate\nlimits\nto\ndown\nthe\nof each subbeyond\nbe\nject for the years between fourteen and eighteen, the right method of\nstudy in each subject, and the proper number of year-week-hours to be\ndevoted to each. It does not seem impossible that a board of experts\nshould agree that a few of these subjects are desirable for all pupils, but\nPerhaps\nthat the great majority of them should be optional subjects.\nthere are in the list some subjects which such a board would agree ought\nnot to be included at all in a course intended to cover the years from fourIn the whole course\nteen to eighteen, unless, indeed, as reading matter.\nof organized education from five years of age to twenty-five, the public\nhigh school presents the greatest difficulty for the attainment of uniformity by subject.\nSince the adoption of the elective system by all the prin;cipal colleges, the variety of subjects attempted in the high school by the\nindividual pupil is greater than in any other institution, considering the\nshortness of the course\nand from necessity most of the subjects are\ntreated only in their barest elements.\nThe old-fashioned curriculum in\nthe American colleges was just such another exaggerated group of elementary subjects but that was partially redeemed by the fact that Latin,\nGreek, and mathematics bad already been studied for several years by\nstudents admitted to college, and that these three subjects were insisted\non during the greater part of the college curriculum.\nThere is much to be said in favor of the growing practice of organizing\n;\n\n;\n\na city school system in twelve grades, without dividing these grades into\n\ngroups called primary, grammar, and hi^h.\nAmong other advantages\ngained, uniformity by subject and variety for the individual pupil are\n\n"}
{"page": 104, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n94\n\nboth facilitated by this arrangement.\nthe twelve grades\n\nIt makes it easier to\n\nprovide that\n\nmay be finished in nine, ten, eleven, or twelve years.\n\nThere is no real division corresponding to these three traditional groujis,\nand the nomenclature which implies a division probably has some effect\nto diminish the proportion of pupils proceeding to the upper grades.\nThe introduction of new subjects into the grammar-school course\nalready begun in many places with vigor and prompt success is going to\naffect very favorably the high-school programmes, and will bring us per-\n\n—\n\nceptibly nearer to the realization of the only truly democratic school principle\n\n—every grade to provide\n\ntlie\n\nbest possible power-training for every\n\npupil at his stage of progress, no matter at what age his education\nend.\n\nis\n\nto\n\nMore information can never compensate at any age for less power.\n\nTo give children whose training is to be short a poorer education for\npower, just because their years in school are to be few, is surely to add\nThe enrichment of the grammar-school grades\n\ninjury to misfortune.\n\nmeans options for the individual pupil, and probably means also a differtown or city. Either\nof these improvements will reduce undesirable uniformity, and promote\nentiation among the grammar schools of the same\n\nthe advent of the desirable.\n\nOur governmental institutions supply no broad, authoritative superThe national government has no function of that\nSome of the newer States have a State superintendent and county\nsort.\nvision of education.\n\nsuperintendents ; but the authority of these\ntheir tenure brief\nofficers.\n\nand uncertain.\n\nofficers is often limited,\n\nand\n\nMany of the older States have no such\n\nIn the main, the administration of education is local, each town\n\nor city being independent as regards school administration.\n\nAccordingly,\n\nthe best hope of exerting an influence throughout the nation over school\n\nand college programmes is through the voluntary action of a few experts\nin each subject of instruction,\n\nwho can command the cooperation of\n\ninstitutions which have obtained an acknowledged preeminence, and can\n\nact under the sanction of an association having a national organization.\n\nAs encouragements in an undertaking which looks arduous, I take time\nto\n\nmention four interesting instances of considerable changes brought\n\nabout in the United States by the voluntary cooperation of a few competent persons and corporations one in practical affairs and three in educaThe change in practical affairs was the adoption of the standard\ntional.\ntimes across the continent.\nThis improvement was brought about by\nsome of the principal railroads acting on the advice of a few astronomers.\nIt was the work of a small number of strong corporations and of a few\n\n—\n\nexperts.\n\nYet it affected the daily lives of almost all the people of the\n\nUnited States, and in those sections where the standard and the local time\ndiffer by nearly or quite half an hour the population >vas distinctly inconvenienced by the change.\n\nThe first of the educational changes to which I refer was the early\n\n"}
{"page": 105, "printed_page": null, "text": ";\n\nUNDESIRABLE AND DESIRABLE UNIFORMITY IN SCHOOLS.\n\n95\n\nreplacement of Euclid in American schools and colleges by much simpler\nThis great improvement was\n\ngeometries, translated from the French.\n\nachieved by a few mathematical teachers in leading institutions.\n\nIn\nEngland, Euclid was retained for two generations after it had practically\nceased to be used in this country.\n\nA second interesting result of effective leadership in a few American\ncolleges and schools is to be seen in the adoption of the so-called Roman\n\npronunciation of Latin, which, being recommended by two or three pro-\n\nLatin in leading institutions, spread rapidly over the whole\nUnited States, and is now the accepted pronunciation in most schools and\nfessors of\n\ncolleges.\n\nIn sharp contrast to this result is the actual state of things in\n\nEngland, where the professors of Latin in Oxford and Cambridge united\n\nrecommending the adoption of the new pronunciation more than\ntwenty years ago ; but their recommendation has as yet had scarcely any\neffect in English schools and colleges.\nThe third educational change which has proceeded from a few centers\nin this country, and yet has been rapidly and widely adopted, is the substitution of the laboratory method for the book method in teaching natuThis is the most important improvement in educational\nral science.\nmethods during the past twenty years, for it gives science for the first\ntime a fair chance in the competition among subjects as discipline. The\nnew method yields the real training which science is adapted to furnish\nwhereas the book method yielded nothing characteristic of science, and\nfor memory training science so studied was inferior to history, grammar,\nin\n\nand literature.\nI urge, then, that\n\nuniformity in schools\n\nis\n\nundesirable so far as\n\nit\n\nmeans uniform subjects, gait, and pace, for individuals that it is desirable so far as it means selection of all the subjects which may wisely be\nincluded in the successive grades, either for all pupils or for some pupils,\n;\n\ndefinition of those subjects, determination of the average or ordinary time\n\nto be devoted to each subject, and prescription of the methods of instruc-\n\nAnd, finally, I believe that the most hopeful\nway of bringing about that desirable uniformity is through recommendation appropriate to each.\n\ntions as to selection, definition, time allotment, and method, which pro-\n\nceed from judicious experts acting under the sanction of a national asso-\n\nby a few leading cities\nimproved by cooperative experi-\n\nciation like this, to be soon adopted provisionally\n\nand institutions, and\n\nto be constantly\n\nmentation in many institutions and school systems year after year in all\nparts of the country.\n\n"}
{"page": 106, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n96\n\nETHICAL CULTURE IN THE KINDERGARTEN.\nBY IRWIK SHEPARD, WIlfONA, MII^TN.\n\nThe importance of ethical culture in school education is questioned by\nno one, and there is little difference of opiuion as to the general character\nand aims of such culture but the times, the methods, and the means are\nnot agreed upon among teachers, and few individuals, even, are satisfied\n;\n\nwith their own solution of this many-sided question.\nI am asked to discuss the relation of this culture to that department of\n\nschool training which is scarcely yet recognized as a part of the national\n\npublic school system, but which is winning its way to recognition largely\n\nthrough what it has done and is peculiarly fitted to do for ethical as\n\nand intellectual growth.\nwe understand the philosophy of education, the\nfarther back toward infancy do we fix the time when systematic philosophical instruction should begin.\nDuring the past quarter of a century\nwe have elevated the primary school to the place of chief importance in\nour educational system. Yet when the child enters the lowest class of\nthe primary school, at six years, we must presuppose an education which\nwell as physical, emotional,\n\nThe more\n\nclearly\n\nmatched in the next sixteen\na knowledge of the external\nworld ; a facility in the use of senses, memory, imagination, and reasoning ; habits of attention or non-attention\na code and a practice of\nethics which often makes his whole school life largely supplemental or\nThat period of child-life which can wisely be set apart with\ncorrective.\ncare for the physical growth only is very brief, if indeed it exists at all,\nand in the period intervening before school life is ordinarily begun the\nin extent and importance will hardly be\n\nyears.\n\nHe has already acquired a language\n\n;\n\n;\n\nethical as well as the intellectual bent is largely determined.\n\nWe have\n\ncome to realize that no child even begins life anew, but comes to it\nendowed with the accumulated power of inherited tendencies, not to say\nIf these tendencies and habits are ever to be modiovercome, it must be done in the very earliest years before they\n\nfixed ancestral habits.\nfied or\n\nbecome rigid through exercise.\n\nThe great ethical battle of life is between the two opposing forces of\nand who\n\nthe self and the not-self, the individual and the general interest;\n\nthat has stood in the presence of the petted, untrained, selfish, self-willed\nis already on and will be\n\nchild of three years, will not say that the battle\n\nwon or lost before school life begins ?\nLanguage comes early to the child as the expression of his budding\nit does not come earlier than those social acts which are\nThe wonderful\nthe expression of his ethical emotions and concepts.\n\nthoughts, but\n\n"}
{"page": 107, "printed_page": null, "text": "ETHICAL CULTURE IN THE KINDERGARTEN.\n\n97\n\nachievements in sense perception, discrimination, assimilation, association,\n\nmemory, imagination, and reasoning which must precede a child^s first\nsentence are fully equalled in the complexity of interlacing and interacting perceptions, emotions, desires, and volitions which condition his first\nsocial act as his first sentence of ethical language.\n\nAll this would seem to point to the home as the place where ethical\n\nNo institution can or should displace\n\nculture should begin, and so it is.\n\nas no love or care can or should displace a mother's love and care ; but\n\nit,\n\nif every home were an ideal home, and every mother a true teacher, with\nno busy tasks to turn her from the training of her children, it would be\nfound that the ethical culture of the home, beautiful and essential though\nit\n\nbe, is necessarily incomplete.\n\nNo educator has seen this so clearly, or\n\nhas done so much to honor the home and to aid the mother in her responsible duties to her child, as Froebel.\n\nHe would have her realize that edu-\n\ncation begins with the mother-play and the nursery-song.\n\nThrough his\n\nMutter und Kose Lioder he sought to bring the spirit and methods of\nkindergarten philosophy into the home and make of each mother a true\nkindergartner.\n\nAt its best, the home has its limitations.\n\nIt may train with loving care\n\nin the knowledge of the right, and may develop the full strength of noble\n\nemotions ; but the highest ethical culture of the home often results in\nonly ideals of duty, without either the disposition to do or the habit of\n\ndoing the duty\n\n— in moral temperament rather than moral character.\n\nThe very affection which has surrounded the\n\nchild and guided his\ngrowth in filial love often makes difficult the exercise of that altruistic\nchoice of the right which is alone the ethical element of an act.\nBeautiful as filial and fraternal affection is, it may become so self -centered in the\ncommon self of the family as to become purely egoistic and hinder true\nethical growth, which springs only from the soil of a broader fellowship.\nEthical culture without an opportunity for the exercise of altruistic love\nis impossible.\n\nThe power and habit of feeling rightly and beautifully, and of knowing\ntruthfully, constitute an ethical tendency,\n\nwhich becomes an ethical\n\nele-\n\nment of culture only when it finds its expression in the good, the beautiful,\n\nand the true act.\n\nThe home does not often furnish the conditions of fellowship essential\nto such ethical training unless the family is a large one, and then, too\noften, the child reigns as a crowned king over the subservient older brothers and sisters, until in turn he takes his place as the slave of a later and\n\nyounger prince, while neither condition has been conducive to ethical\ngrowth.\n\nThe kindergarten furnishes the fellowship of equals so essential to the\naction and interaction of forces in whiclt the ethical habit is best fixed.\nIt is here that many a child first loses his little self in the greater self of\n\n"}
{"page": 108, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n98\n\nthe community, and realizes the ethical kindergarten motto, '^ Each for all,\n\nand all for each/^\n\nAnd in losing himself lie first finds himself\n\n;\n\nfor it is\n\nhere that the birth of self-respect, through individual thinking to a definite\nend, individual feeling to a worthy choice, and individual willing to the\naccomplishment of a right action, comes like the dawn of a new morning\nto the kindergarten child.\nHere he learns to meet and to bear the responsibility of his own act, and to measure himself by the highest standards of justice, truth, and generosity, while in their felt presence he learns\nto conquer and govern himself.\n\nTroebel rightly conceived the first principles of educational philosophy\n\nwhen he said\n\n:\n\n^*^It is\n\nmy firm conviction that whatever gives a child pure,\n\npersistent pleasure is connected with some deep truth in his nature, and\n\nhas in it the germ of highest possibilities.^''\n\nBut Froebel also saw that a child's play did not always yield a pleasure\nwhich was either pure or persistent ; but that it was more often a capricious activity which reaches a pleasure-giving end only by accident, while\nit leaves no healthful habit in the actor.\nSo he devised the kindergarten\ngifts, occupations, and song-games, in which the ruling thought is simple\nand truthful purpose in play, in which every act that enters into the\nbuilded blocks or woven mat or folded sheet or happy game stands for a\nclear and definite idea for a general truth so simple that the child grasps\nit with ease, yet so true for all time that he will never outgrow it or leave\nit behind ; a truth which will be his pillar of cloud by day, and his pillar\nof fire by night, in all of his journeyings through the wilderness of social\n\n—\n\nlife.\n\nTo unfold within a child's mind simple but great truths, so that they\nlinger on his lips, are hummed as he works, break into song as he plays,\n\nare acted in his games, and are interwoven with all his happy hours, is the\n\nmethod of ethical culture in the kindergarten. In this way did Froebel\naim to secure the first great end of all education, which Thring calls \" setting the loving and the hating on the right track.''\nIt is a well-established principle of educational philosophy, that all mental growth has its origin in a self -directing energy which acts and reacts\non the world about. The later growth is largely conditioned by the character and definiteness of these early reactions out of which all concepts are\nbuilt\nand whatever interests, and therefore holds, the attention directs\n;\n\nthe will.\nI need not discuss the value of the kindergarten exercises in establishing the early mental activities and habitudes which make for the best\nThe ethical value of these exercises is not less promiintellectual growth.\n\nnent; indeed, the two phases of growth are most happily blended.\n\nA gift\ndo—the\n\ncome\nembodiment of another's thought and labor but as material upon which\nhe may work out his own ideal, and which stands when completed as the\nin the kindergarten does not\n\nto the child as gifts usually\n;\n\n"}
{"page": 109, "printed_page": null, "text": "ETHICAL CULTURE IN THE KINDERGARTEN.\nwell-earned reward of its young designer and maker.\n\n99\n\nWith the pleasing\n\nconsciousness of individual creative power comes the ethical consciousness of individual responsibility for the use of that power.\ntions no less emphasize the moral lessons, that one\n\nThe occupa-\n\nmay enjoy the rewards\n\nof his own labor and of that alone, that nothing is right unless it is exactly\nriglit, that all unused material is wasted material, that harmony in color\nand song is not more necessary or beautiful than harmony in social life,\nthat the law of opposites applies to things that are right and wrong as\nwell as to things that are right and left.\n\nIt is here that the child best learns that great ethical lesson of obedi-\n\nence, obedience to law, which constitutes the first steps in realizing that\n\nindividual liberty without which there can be no moral growth.\n\nEichard\n\nHooker voiced the great ethical principle of the kindergarten when he\n'*\nsaid\nOf Law there can no less be acknowledged than that her seat is\nin the bosom of God\nher voice the harmony of the world. All things in\nheaven and earth do her homage the very least as feeling her care, and\nthe greatest as not exempted from her power\nboth angels and men\nand creatures of what condition soever, though each in a different sort\nand manner, yet all with uniform consent, admiring her as the mother of\ntheir peace and joy.\"\nThe youngest child in the kindergarten learns to know and to obey\nthat voice which is ''the harmony of the world \" and \"the mother of his\npeace and joy,\" for Froebel has based every exercise of the kindergarten\non definite law, requiring exact obedience to secure any result whatever;\nthe law of rhythm, the law of opposition and contrast, the law of number,\nthe law of unity and proportion in design, and all the other laws of Froebel's philosophy, which are as inexorable as they are beautiful and tender\nand true. It has been said that there is music in heaven because there is\nno self-will there but perfect self-willing, obedience to law. It is the\nglory of the kindergarten that it teaches so beautifully and thoroughly\n:\n\n;\n\n—\n\n;\n\n;\n\nthe first lessons in such obedience.\n\nThe games especially furnish the social intercourse of equals so essential\nHere the domineering and arbitrary spirit and all\nforms of rudeness are checked ; diffidence and self-distrust yield to gentle\nencouragement. Here there is a minimum of theory about the duty of\n\nin ethical traming.\n\nself-restraint, self-denial,\n\nand love for others, and a maximum of practice\n\nof courtesy, gentleness, kindness, and love in a sunny atmosphere of happy\n\nplay where ''Virtue kindles at the touch of joy.\"\n\nThe kindergarten has been fitly called the soul-school for children.\nFroebel recognized the symbolic age of the child, and so he blended a\nspiritual symbolic training, through the Mutter und Kose Lieder, with the\nphysical\n\nand intellectual\n\nactivities\n\nthe ethical culture of the social games,\n\nof the\n\ngifts\n\nand occupations, and\n\nit is in the mother-songs that the\n\nchild realizes his spiritual self, in the highest type of self-activity freed\n\n"}
{"page": 110, "printed_page": null, "text": "\"\n\n\"\n\n\"\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\n100\n\nfrom the limitations of matter, physical power, or social surroundings,\nand builds with clear vision and joyous zeal his ethical ideals. The\nanalysis of a single mother-song, \" The Three Knights/' shows the range\nand depth of its ethical symbolism. It teaches the child's responsibility\n:\n\nfor his acts ; the reward of loving deeds, in the loving esteem of friends ;\n\nideas of right must conform to the universal standard of truth ; only the\n\nhighest ideals are worthy ; the distinction between right ideals and right\nresult ; the\n\nfrom the accomplished\ndependence of social harmony on individual generosity ; the\n\n'^ discipline\n\nof consequences.\"\n\nacts ; the ethical value of right effort as distinct\n\nThe value of these ideals appears in Froebel's thought, \" The clearer the\nthread which runs through our lives backward to our earliest conceptions\nof pleasure and right and duty, the clearer will be our\n\nonward glance to\n\nthe goal.\"*'\n\nChildhood is the age of poetry and song, and kindergartners have done\nMutter und Kose Lieder \" a wealth of songs and\npoems for children with which our literature abounds. The song of the\n\"Great, wide, beautiful, wonderful world;\"\" Lucy Larcom's glad song\nof \"The Brown Thrush,\" in which it seems indeed as if\nwell in adding to ^^Die\n\n'\n'\n\nThe world's running over with joy\n\n;\n\nMary Hewitt's \" Buttercups and Daisies,\"\n*'\n\nSpeaking to our hearts of Him\n\nWho doeth all things well\n\n;\n\nJane Taylor's \" Violet,\" teaching\n\" That I may also learn to grow\n\nIn sweet humility\n\n;\n\nand the sweet song of Little Christel, with its lesson\n«'\n\n:\n\nDo noble things, not dream them all day long,\nAnd so make life, death, and that vast forever\nOne grand, sweet song,\"\n\nare but types of the many that deserve and find a place among the child-\n\nsongs of the kindergarten.\n\nBut it is not the songs alone that so beautifully cultivate the ideal side\nThe kindergarten story as well furnishes means for\n\nof child nature.\n\nethical. training, limited only by the genius and skill of the kiudergartner\n\nto select and adapt from the Avorld of human thought and action.\n\nSo thoroughly interwoven\n\nis\n\nethical\n\nculture with\n\nevery element of\n\nkindergarten philosophy and practice that we cannot but say\n\" The paths that lead us to God's throne\nAre worn by children's feet.\"\n\n/\n\n:\n\n"}
{"page": 111, "printed_page": null, "text": "ETHICAL CULTURE IN ELEMENTARY SCHOOLS.\n\n101\n\nWho ever visited a true kindergarten and did not feel thrilled by the\nabounding presence of the good, the beautiful, and the true, in ideal, in\npurpose, and in action ?\nThe wonderful hold which the kindergarten has on the confidence of\nthe educational world is not due to its value for manual and intellectual\ntraining so mucli as for its beautiful ethical culture in that joyous atmos-\n\nphere in which *Move is the fulfilling of the law/'\n\nETHICAL CULTURE IN ELEMENTARY AND SECONDARY\nSCHOOLS.\nBY MRS. DELIA LATHROP WILLIAMS, DELAWARE, OHIO.\nIisr\n\nthe short time allowed for this paper it will not be possible to enter\n\ninto any detailed treatment of the topic of the\n\nhour\n\n— Ethical Culture\n'*\n\nPrimary and Secondary Schools.\" I shall therefore present but the\nbriefest statements, hoping that the discussion which follows will supply\n\nin\n\ndetails.\n\nassume that all who hear me admit both the desirability and the\ndirect and methodical moral training in the common\nschools; and also the possibility and practicability of basing this training\nI\n\npracticability of\n\nupon the principles of moral science, so that this phase of education shall\nbe no more empirical and inconsequent than the training of the intellect.\nEvery member of this Association recognizes the fact that character is\nand the further\nand vital fact that intellectual attainment is largely dependent upon\nmoral character. Lack of moral sense in children and youth is likely to\nissue in such phases of wrong-doing as very much to embarrass the work\nof intellectual culture, if not to make it altogether impossible.\nOnly the\npure and high-minded youth is in the narrow way that leads to the\nvastly more important than mere intellectual attainment,\n\nhighest intellectual life.\n\nAll immoralities that absorb the attention, or\n\nunduly excite the imagination, are in direct and immediate antagonism to\nschool work ; all habits that work harm to the body directly affect mental\nsuch conditions as demand no conscience,\nability all lax moral conditions\nno ^'right-because-it-is-right\" rule of action, no standards planted under\nwhich to fight the omnipresent inclination to self-indulgence, idleness,\ncheating, and sham work of every sort make the highest intellectual\nachievements impossible.\nThere is but one royal road to learning, and\nthat is the highway of moral purity.\nThe al) c oi moral instruction is not to be taught even in the primary\nschool.\nThe average child of our public^schools, from the time he was\nfirst able to comprehend a command of his parents, has been compelled to\n;\n\n—\n\n—\n\n"}
{"page": 112, "printed_page": null, "text": "102\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nform moral judgments upon his own acts and those of his mates.\n\nThe\n\npatrons of our public schools wish their children to be respected and\nres])ectable,\n\nand the home rule is, in the main, in the direction of correct\n\nliving.\n\nMost of the children of our public schools attend some sabbath instrucupon morality of conduct. Then\n'*\nA Boy's Town \" itself has a code which is mainly on the side of honor\nand truth, and which is good as far as it goes.\nYet the character which the average child brings to school is both\nvery imperfect and very incomplete. Even if the utmost care were\nexercised by the parents, the home training would require constant\ntion, in which further emphasis is put\n\nreinforcement in tlie school training.\n\nGrowing intelligence, and the consequent\n\noutlook upon\n\nlarger\n\nlife,\n\nbring with them new ethical inquiries ; and the circumstances attending\nthe constant association of large numbers of children not only give rise to\n\nnew moral questions, but tend to destroy a sense of personal responsibility\nin the more conscientious, and to embolden and make aggressive the evilminded.\n\nWhat is attained in ethical culture outside the school furnishes a basis\n\" known \" element from which to proceed to further\n\nfor school work, a\ninstruction.\n\nIt is the business of the public school to find\n\nalready done in the cultivation of the virtues which\n\nlie\n\nwhat has been\n\nat the base of a\n\nsound moral character, and, building upon these, to correct false notions,\nto supplement the lack of correct principles of action, and as far as\nThis is\npossible to render right thinking, feeling, and doing habitual.\nnot an easy task.\nIt is the universal judgment of teachers that formal moral instruction\nis\nmuch more difficult than intellectual culture. This arises from\nseveral causes.\nFirst, teachers are not prepared for the systematic teaching of ethics.\n\nIt is true that in order to teach practical morality it\n\nis\n\nnot necessary to\n\nteach a systein of ethics, but the teacher of practical morality must get his\n\norder of sequence, his terminology, his knowledge of the relation of the\nintellectual and moral faculties, and his justification for his positions,\nfrom the science of ethics, which has its roots in the nature and relations\nOnly so can the teacher be a wise masterof the powers of the soul.\nof each block which he puts into his\nj^lace\nbuilder, knowing the exact\nstructure.\nI have recently been watching the building of a large and\ncomplicated stone edifice, and the marvel to me is that there has been no\nThe entire plan\nfitting of stones to their places required on the ground.\nis so present in the minds of the builders that each stone is prepared and\nmarked for its place before it is delivered. The workmen on Mount\n\nLebanon had the same secret thirty centuries ago, for the record is\n''And the house was built of stone made ready before it was brought\n:\n\n"}
{"page": 113, "printed_page": null, "text": "ETHICAL CULTURE IN ELEMENTARY SCHOOLS.\nthither, so that neither\n\n103\n\nhammer, nor ax, nor any tool of iron was heard\n\nin the house while it was building.\"\nI have been asking myself, again and again, whether we teachers are\nsuch trained workmen. Have we an ideal, and are our blocks carefully\nfitted each to its place, and does our structure go noiselessly up according\nto the pattern ? I have sometimes feared that in an ill-advised haste we\nseize the first block of material\nits fitness for the\n\nwe can reach, and with little estimate of\n\nespecial demand, and with no all-comprehending plan, we\n\nfling it upon the wall,\n\nand then despair of ourselves and our pupils because\n\nour structure does not come from our hands symmetrical and beautiful.\nBefore teachers are prepared to give moral instruction in any methodical\n\nand comprehensive manner, they must themselves be instructed in the\nWithout this, ethical teaching is\nempiricism.\nrote teaching, mere\n\nscience of the moral nature of children.\n\nA second difficulty is that children require individual attention.\n\nIn-\n\ntellectual training may go forward in large classes, but character building\nis largely a heart-to-heart business.\n\nIt requires personal contact, intimate\n\nsympathy. In the schools the numbers are large,\nand the teacher finds it next to impossible to come into intimate relation\nwith each pujjil. No two children have the same mental or moral\ncharacteristics.\nN^atural temperament and home surroundings must be\ntaken into the account in estimating the real character of pupils.\nChildren must be reached by different methods.\nThe motives that\ninfluence one child will not reach another.\nassociation, genuine\n\nAgain, the circumstances of the same child differ.\n\nWhat will influence\n\nhim to-day would have been powerless yesterday. A new experience has\ncome to him, a new door is opened, and access is now possible. There\ncome climacteric experiences in the life of every child a day arrives when\nit is as if he had a peep at life through a Lick telescope.\nThe soul\nopens its eyes upon a new heaven and a new earth. All nature begins to\ntalk to him in a half-articulate, awe-inspiring way.\nThen he begins to\nquestion the past and the future.\nHappy the teacher who can read his\nopportunity in the new light of the boy's face.\nMore can be done in an\n;\n\nhour's wise conversation now, while the moral fiber\n\nis\n\nall vibrating with\n\nthis thrill of new power, than in all the previous years.\n\nNot infrequently the difference between success and failure depends\nupon seizing Just the critical moment \"to do the right thing, to say the\nright word, to give the encouraging or the reproving look.\"\n\nEoutine may not be fatal to intellectual teaching, but character building cannot so proceed.\nThere must be quick apprehension of motive,\nquick play of emotions, ready adaptation of means to ends, just discrimination between physical infirmity, flaccidity of will and moral obliquity.\n\nFor a man\n\nWhen on\nfrom grace and became restless\n\nto be weak may be a sin, but* not so for a child.\n\nthat sultry forenoon in which Dodd\n\nfell\n\n"}
{"page": 114, "printed_page": null, "text": "104\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nand mischievous again, the wise little Amy Kelly sent him on a quarter\nof a mile race to the old maple tree and back, she knew that the difficulty was a purely physical one that the undue accumulation of nervous\nforce must be used up, and that there could be no equipoise till the excess\nof animal spirits was exhausted.\nSo she held her watch to mark the\ntime, and when he returned told him how many minutes he had been\ngone and bade him take his seat; and between wondering why he was\ncalled on to perform this feat, and being tired from his race, he was a\ngood boy all the rest of the morning. Not all teachers are geniuses,\nbut all can make a study of children, and get much nearer their inner\nselves than most persons do.\nExcept one become a little child he cannot\nenter this kingdom of service for children.\nChildlikeness of spirit is a\nsine qua non.\nA third difficulty is that character is of slow growth. A friend of mine\nis accustomed to say that it takes twenty-one years to civilize a boy after\nyou have caught him, and then he is not civilized.\nIt requires a large measure of faith to work on, never ^* bating heart or\nhope \" when no returns are discoverable. In moral instruction there are\nno examination tests by which to prove our faithfulness, no brilliant\nclass-day performances to gratify our pride and secure to us commendation.\nWhat we are working for is not an intellectual apprehension of\nbut a\nduty, a mental assent to the right and dissent from the wrong\nHabits are growths, and\nhabit of right thinking and feeling and acting.\nwho sees a character grow ? He sees it least who is in deepest sympathy\nwith it. Oh, the patience, the faith, the love it requires to fashion the\nAnxiety cannot do\nsoul of the average boy into the nobility of manhood\nThere are a\nit.\nFussiness will spoil all.\nPerpetual repression is fatal.\n\"•\nlittle\nchild,\" one\nas\na\nthousand ways not to do it.\none\nbecome\nExcept\n;\n\n;\n\n!\n\ncannot find the one right way.\nI cannot pass on to the discussion of formal ethical teaching without a\nword upon the power of unconscious moral tuition.\nThe pupils in our primary and secondary schools are at the most plastic\nage, that in which habits are most readily formed, and are most tenaDuring these years, the capable and strong teacher is an almost\ncious.\n\nomnipotent factor in the child's life. He is the child's ideal of attainment and behavior. His opinions are unquestioned his decisions are final.\nYou know what a marvelous power there is in the influence of a strong\nYou have felt this power in your own childhood. You may\nteacher.\n;\n\nnot even now be able to analyze it or trace it to its sources, as I cannot,\n\nwhose lives, flawless under the keen\nscrutiny of their pupils, have been the most powerful element of their\nbut you have\n\nknown\n\nteachers\n\nWho can estimate the actual value to a child of living with\nsuch a person in the intimate relationship of the schoolroom six hours\nqaeh day, five days in the week, nine months in the year ?\n\nteaching.\n\n/\n\n"}
{"page": 115, "printed_page": null, "text": "I\n\n\"\n\nETHICAL CULTURE IN ELEMENTARY SCHOOLS.\n\n105\n\nBat a noble character cannot be simulated. In the schoolroom a man\nmust be what he seems, or he is a shorn Samson. This real nobility\nIt is not mere\nof character is essential to effective moral training.\n\nFrom the nature of the case,\nsaying, but heing, that counts with pupils.\nthe teacher stands before his pupils as the exponent of his teaching, and\nif there\n\nbe any divergence between his character and his precepts, what\n\nAn artist may\nown personality behind his pictures, an author may live a life\n\nthe teacher is will weigh vastly more than what he says.\nhide his\n\noutside his books ; but the teacher and the ma^i are inseparable.\n\nThat there should be a vast amount of moral tuition connected with all\nThe building of\n\nthe literary work of the school will be readily admitted.\n\ncharacter, the giving of pupils the mastery of themselves, the leading to\n\nthe intelligent choice of the right, however attractive the wrong may be,\nis\n\nthe chief consideration in every lesson, whether\n\nit\n\nbe reading, arith-\n\nmetic, or geography.\n\nMoral instruction may be drawn from much of the matter of the textwhich comes\nfrom a single question or remark \"Do you admire that boy, that girl,\nthat act ? Why ? Describe the opposite.\nDo you like it ? Why ?\nSuch questions teach a discrimination between right and wrong, win the\nbooks, not formal lessons, but the sharp, awakening blow\n:\n\napproval of the right, call attention to motive, teach pupils to\n\nreflect,\n\nawaken right feeling, inspire good resolutions, create a high ideal, and so\nprepare for the test in action.\n\nBut can formal moral lessons be profitably given in schools ?\n\nUndoubt-\n\nedly such lessons can be profitably given, but undoubtedly not all that\n\nhave been attempted have been profitable.\n\nAs has been before stated,\n\nteachers must base their methods upon the principles of moral philosophy\n\nand work in harmony with nature to secure the best results, and this has\nnot always been done.\nMoral science tells us that in order to secure correct action there must\nbe, first, an intellectual apprehension of moral distinctions.\nMoral judgment must be developed and a habit of moral discrimination. Secondly,\nthe feelings must be enlisted.\nA love for the virtues, such as purity,\ntruth, justice, loyalty, must be stimulated, and a corresponding aversion\nto the vices,\n\nsuch as selfishness, deception, injustice, cowardice.\n\nsentiment of duty must become the controlling one.\n\nThe\n\nThirdly, a proper\n\nvalue must be attached to motive.\nThe child is to be taught that the\nnature of an act is not determined by its appearance to one's associates,\n\nbut by the subjective character which the soul of the actor has given it in\nits conception.\n\nthe actor.\n\nThe act in its true character is the mirror of the soul of\n\nThis method of looking at action induces reflection and a\n\nsense of personal responsibility.\n\nThe will must be discii)lined to choose the right, though solicited to do\nmore pleasurable These choices of right must\n\nthe wrong as easier and\n\n"}
{"page": 116, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n106\n\nbe so invariable that a habit of right-doing shall be formed and tbe power\nof solicitation to evil be broken.\n\nThen the boy becomes his own master.\n\nHe has attained to freedom of spirit.\nCan special lessons be so prepared and taught as to lead up to this ultimate result, the end of all living perfect self-mastery ?\nLet us see in the light of the most approved educational methods what\ncharacteristics such lessons must have.\n\n—\n\n1st, They should be given in the concrete, except, possibly, in the\nThe statement of abstract\nadvanced classes of the secondary schools.\nmoral truths will have no power whatever to awaken the moral faculties\n\nEven we remember the illustration, the incident, the story,\nand forget the text. The basis of the lesson must be an incident from\nthe present life of the child, from biography, history, or literature, vividly\nIt must be so positive\npresented, and capable of teaching a moral lesson.\nin its character that the judgment of the class will decide on the right\nThe feelings must be moved to\nIt must appeal to the sentiments.\nside.\nconfirm and fortify the judgment.\nThe element of motive must enter\nof a child.\n\ninto the incident, so that children can be led to determine the quality of\n\nthe act in the light of it.\n\nThe Creator himself\nThe will of the child is his own to exercise as he\nHere personal\nshall choose when occasion arises for his own moral act.\nThis is the limit of the teacher's direct work.\n\ncan go no further.\n\nresponsibility begins, and every pupil\n\nis\n\nan independent soul.\n\nCompul-\n\nsion may sometimes be resorted to for temporary ends, but moral victories\n\ncome only through freedom of action. This thought of personal responsibility is a tremendous one when it is first comprehended by the child.\n2d, These lessons should proceed from the known to the unknown, from\nAs before stated, the\nthe already attained to the immediately attainable.\nchildren come into our schools with many of the virtues quite established\nby home and sabbath training.\nMay it not sometimes happen that, not taking account of this, we do not\ngive our pupils credit for the excellences they already possess, and by this\nfailure make our instruction so puerile or so general that it is valueless ?\nIt is in human\n\nlesson\n\nnature to wish the good in it properly recognized. In a\ninstance, it would be very unfortunate to\n\nupon truthfulness, for\n\nassume that all the pupils are liars, and liars at every point. Far better\nwould it be to note the circumstances in which all would undoubtedly tell\nthe truth ; but suppose this particular temptation, out of the ordinary\nexperience, then who has the will-power to resist ?\n\nOr the lesson may be\n\naddressed to some fault which prevails through lack of moral discrimina-\n\npeeping into books in recitations, receiving assistance upon\nOften the conscience has not been asked to sit in judgment upon such matters.\nThis has been already\n3d, The lesson should have a specific object.\n\ntion,\n\nas\n\nexamination, etc.\n\n"}
{"page": 117, "printed_page": null, "text": "—\nETHICAL CULTURE IN ELEMENTARY SCHOOLS.\nassumed.\n\nNot all selfishness, but one particular form of it not all disshould come under discussion.\nit\ncan the '^ thou-art-the-man \" conviction, come home to the\n;\n\nobedience, but one especial phase of\n\nOnly so\n\n107\n\n—\n\nchild.\n\n4th, It\n\nis\n\nwithout doubt true that moral conceptions are made more\n\nTivid by their expression in poetic form, and therefore a moral lesson may\n\nproperly culminate in the memorizing of a beautiful sentiment poetically\nexpressed.\nThese \" poetic gems \" will remain in the memory, a restraint\n\nfrom evil or an impulse to good, long after the occasion which suggested\n\nthem has been forgotten, perhaps after the teacher himself has passed\nout of mind.\n\nHistory is full of incidents where the snatch of a song or\n\npoem has inspired fainting virtue, has opened a door of\nhope to a despairing soul, has been the very voice of God to one unused to\nthe verse of a\n\nhear him speak.\n\nIn closing, let\n\nme repeat with the utmost emphasis, that all moral\n\n—words, words, words\n— unless the teacher has received the baptism of the\n\nteaching is a sounding brass and a tinkling cymbal\n\nemptiness itself\n\nfor this ministry to youth.\n\nspirit\n\nDo you ask how one can secure this prepara-\n\ntion ?\nFirst,\n\nBy making conscience regal in the teacher's life.\n\nThere must\n\nin no sudden wind of self-interest be a single flicker in his character.\n\nIt\n\nmust shed a calm, pure, steady radiance, which neither flattery nor defamation can affect. It is true that to be weak is only to be human, but\nthe ideal teacher abounds in superhuman graces.\nSecond, By understanding and properly estimating the nobility of the\nteacher's calling.\nHis is not a call to teach a few pages of geography,\narithmetic, and grammar, each year, but a laying on of hands, setting\none apart for the work of making out of very imperfect material men\nand women in the image of God. The great Teacher has shown the way.\nLet us study his methods, but above and infinitely more than all, let us\nstudy him.\nThird,\n\nBy learning to value childhood.\n\nGod has given, to children the\n\nleadership of the world.\n\nWe see everywhere the verification of Scripture, '^A little child shall\nFor whom is all the world toiling— the father in his shop,\nFor whom is the daintiest garment fashioned ? For whose coffin are the sweetest flowers chosen ? It is these\npriceless treasures of the home that are put into our care.\nWe have\naccepted the responsibility.\nThere is no charge compared to this.\nFourth, By getting into sympathy with children so as to see life from\nlead them.\"\n\nthe mother at the hearth ?\n\nTo do this, one sliould talk with them, try their\ngames, read their books and papers. No teacher of children can afford\n\ntheir angle of vision.\n\nBlessings be upon\nthe good men and women who have dra\\v» out for us the charming pict-\n\nto ignore children's story-books and children's papers.\n\n"}
{"page": 118, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n108\n\nures of child-life which can be found in our libraries and book-stores.\nOne who can read them and not become a child again has '^ no part nor\nlot in the matter/^\n\nFifth,\n\nBj keeping a brave and cheerful spirit.\n\nClouds\n\nmay lower\n\nto-day, but the sun is shining somewhere, and our clouds will lift by and\n\nby ; the heavens may weep to-day, but \" into each\nfall,''\n\nto mellow and enrich it ;\n\nlife some rain must\nimmediate results are disappointing, but\n\nwe are not building for to-day, but for eternity.\nand faithful, all is going well.\n\nWhile we are humble\nHope is the sure and eternal anchor, and\n\nfaith laughs at impossibilities, and cries, '^It shall be done.\"'\n\nETHICAL CULTURE IN THE COLLEGE AND UNIVERSITY,\nBY CHAKCELLOE JAMES H. CANFIELD, LIIS^COLN, NEBBASKA.\nI\n\nAM to give twenty minutes this morning to the discussion of '^ Ethical\n\nCulture in the College and in the University.\"\n\nIn such a brief time such\n\na subject must be discussed in a fragmentary way, in an assertive way,\n\nand in a rather dogmatic way.\n\nThere\n\nis\n\nelaborated argument or for rounded periods.\n\nchance for carefully\nThere is vast opportunity\n\nlittle\n\nfor misunderstanding and misquotation on the part of those who hear.\n\nThe subject is unfortunate not only in the time allotted to it, but in\nthat it endeavors to cover and express the proper form of instruction in\n\ntwo wholly different fields. In spite of all that may be said to the\ncontrary, we are rapidly differentiating the college and the university in this\ncountry, in life and in spirit, if not in curriculum and in form. It is\nalready quite difficult to prescribe the same rules, or lay down the same\nlines for both.\n\nwhich\nThere\n\naffect\nis\n\nAnd the differences in point of fact are precisely those\n\nto a great\n\ndegree this very question of ethical culture.\n\na certain fixedness and rigidity in the college, and a larger\n\nliberty and independence in the university.\n\nVery generally it is still true\n\nthat immature youth are sent to the college by parents and guardians,\n\nwhile young men and young women, largely capable of making their own\nchoice and of directing their\nretains\n\nown lives, go to the university.\n\nthe old dormitory system\n\n;\n\nthe other generally knows\n\nThe one\nlittle or\n\nnothing whatever about this. The one has an exhaustive disciplinary\ncode the other simply asks for exemplary conduct and strict attention to\nbusiness.\nThe one has a fixed curriculum the other gives larger latitude\nin choice of subjects.\nOne still gauges advancement by recitations ; the\nother seeks for growth by the freest discussion of largely independent\n;\n\n;\n\nwork.\n\nand\n\n/\n\nIn the one the faculty are taskmasters ; in the other, co-laborers\n\nfriends.\n\nThe one has pupils; the other has students.\n\nThe one\n\n"}
{"page": 119, "printed_page": null, "text": "ETHICAL CULTURE IN HIGHER EDUCATION.\ndictates ; the other inspires and guides.\n\nIn the one, precept\n\n109\n\nstill\n\nlargely\n\nin the other, influence is by far the more important and effective\n\ncontrols\n\n:\n\nfactor.\n\nThe one is still busy with the preparation for life\n\n;\n\nthe other is\n\nand the very highest kind of life. The\nstudent in the one is still of such age as to warrant direct and continual\nthe student in\nethical instruction of the simpler and more direct form\nthe other may profitably take a broad review of the history and philosophy\nof ethics, but especially needs to see and feel that ethical thought and\nlife is not for nursery-maids and kindergartners, but fills a large place in\nthe lives of strong and earnest men.\nThe methods of instruction, therefore, will vary between the two as\nthe beginning of\n\nlife\n\nitself,\n\n;\n\nthey are sharply distinguished, or shade into each other.\n\nIn one a certain\n\ngrade of text-books will be used, in a larger sphere there will be a choice\nof different authors ; while in the university there will be no text-books,\n\nbut the largest possible use of the library.\n\nIn the one there will be but a\n\nfew weeks given to the subject, and in what may be called a second-hand\n\nway\n\n;\n\nin the other there will be as much time as the subject warrants, and\n\nas the student\n\nmay choose to employ with more thoughtful work. One\nwho has written expressly for the\n\nwill be content with a single author,\n\nclass-room, and for a rather limited constituency ; the other will try to\n\nsweep the whole field from Spencer to Bascom and Hopkins.\nThough I can readily believe that at the very threshold of all strong and\nrighteous existence stands a keenly apprehensive and responsive intellect,\n\nam very far from believing that the cultivation of the intellect alone is\nenough to answer the purposes of wise education, or of any education\nworthy of the name. There can be no question that all education lifts\nman above what are sometimes known as the common or baser crimes.\nThe coarser forms of licentiousness,^ drunkenness, petty thieving, and midnight burglary these and many of their kind are almost impossible to a\nman who has advanced at all in the walks of learning and scholarship.\nBut they often seem impossible just as mere manual labor seems impossible,\nbecause there has been created a distaste for this at one and the same\ntime with an ability to do more and better.\nAnd so it is that all\nintellectual education possible does not seem to lift men above forgery or\ncounterfeiting, or gigantic frauds and steals.\nIndeed, sometimes unusual\ntemptations seem to be brought to bear by the very fact of an unusual\nsharpening of the wits, and by the very sense of superiority to one's\nfellows in this respect.\nThe crimes of reflection, as they have been\nI\n\n—\n\ncalled, the crimes of the higher passions, are not at all uncommon among\n\nthe highly educated, especially where\n\nmen have been content to let the\n\nhave full sway, with little if any thought of the\nethical.\nWhen one examines a modern college curriculum, therefore, he\ncan but be struck with the small part positive instruction in ethics seems\nto bear, and at once seeks for an explanatiTIn of this apparent negligence.\nintellectual\n\nfaculties\n\n"}
{"page": 120, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n110\n\nFor all wise men recognize that that is a poor education which has not\nsecured the right training of the will through the emotions ; the only way\nin which the will can be reached\n\nand stirred at all.\n\nIt is scarcely con-\n\nwas ever moved to action by mere intellectual\nLet me assume at once, then, the necessity for ethical training,\nconcept.\nbut let me also turn at once from forms of class-room instruction, and\nfrom the schools and authors, to that which I deem of far more importance, that which may in part account, though unconsciously account, for\nthe short time given to positive and direct ethical instruction, yet that\nwhich seems to be only too often overlooked.\nThe main business of education is twofold to secure power in man,\nand to secure dignity in man to put man in the line of conquest, first\nof himself, since without this he can do nothing worthily, and to put man\nAll success worthy of the\nin the line of large and generous service.\nceivable that\n\nany\n\nwill\n\n—\n\n;\n\nname is conditioned upon this. If education is to enlarge the man, to\nenable him to stand outside of himself, and to give him a happy life, it\nmust make him honorable and it must make him beneficent. Without\nthis education is a failure, man\n\nis\n\na failure, and life\n\nis\n\na failure, in the\n\nsaddest sense.\n\nThe trinity of powers which are conditions to this success are right\nthought, right feeling, and right action, each dependent on the others,\nneither long existing (if at all) without the others, and the three so closely\n\ninterwoven as to be scarcely separable. These three alone can save us\nfrom all that is base and ignoble and narrow and selfish in man, and in\nThe greatest of these is right feeling. Thought and\nthe life of man.\nThey are like light\nfeeling go together, but it is feeling that gives power.\nand heat we go but blindly without the one, but without the other we\n:\n\ngo not at all.\n\nNo instruction is sound, therefore, that has no ethical purpose in it or\nBut while this is true, and while ethical instruction is\nThe difference between the two is\nthe difference between the letter of the law that killeth and the spirit\nwhich maketh alive. It is the latter which I desire to push sharply this\nmorning. Others may dispute about masters and schools, I much prefer\nAll worthy results seem to spring from two conconditions and results.\nthe ethical atmosphere of the institution, and the\nditions or factors\nI press these because, deny it as we may,\nethical influence of the faculty.\nconsciously slighting these, though not\nand\nunconsciously\njust\nnow\nwe are\nignoring them altogether.\nUnquestionably the strongest form of moral influence and culture is\nGod recognizes this\nthat which comes from loving and unselfish contact.\nin its treatment.\n\ngood, ethical influence is far better.\n\n—\n\nin the constant revelation of his fatherhood.\n\nMan recognizes it in the\n\nready admission that in ethics the best school for the child is the symThe prime necessity, then, in any\npathetic indwelling of the mother.\n\n"}
{"page": 121, "printed_page": null, "text": ";\n\nETHICAL CULTURE IN HIOHEB EDUCATION.\n\nIll\n\ninstitution that is to give strength to those under its influence, is a large\n\nand sympathetic life, the largest and most loving service to all who are\nwithin or who may possibly come within its walls, and to offer this\nThis is the education that tends to the unification\nservice to all alike.\nof society, to the general advancement of all, to the breaking down of\nbarren pride and aloofness and reserve, to securing earnest life and unselfish life and\n\nwholesome life.\n\nThe institution that exists for some given\n\nclass ; that tends to separate rather\n\nthan unite society\n\n;\n\nthat creates or\n\ncontinues and fosters artificial distinctions ; that forgets to labor thoughtfully and intelligently for the welfare and advancement of all ; that fails\n\nthan thanksuch\nan institution is unethical and practically immoral in all its life and\nAll the formal instruction in ethics known upon earth caninfluences.\nnot save it from the final scorn and reproach of all true men and women.\nI recall not many years ago hearing an instructor in a celebrated Eastern\n\nto welcome all ; that adapts itself to a preferred few, rather\n\nfully working side by side with the great uncommon common people\n\ncollege say that not one of its faculty\n\nwould send\n\n—\n\nhis children to the\n\nknow that the school\nwas of high rank) because it was '''the common school, you know; and\n\npublic school in the town (though I happened to\nfull of the children of artisans and day-laborers.\"\n\nsuch a spirit exists\nethical life.\n\nis\n\na constant menace to\n\nall\n\nAn institution in which\nethical\n\nimpulses and\n\nA man may repent of licentiousness, and may turn from his\n\ncups, but if he is once attacked with exclusiveness in this malignant form\n\nHe is a moral cripple and weakling all his life.\nAnd so with the institutions that seem to love scholarship and erudi-\n\nhe rarely recovers.\n\ntion for their own sake;\n\nwho make these ends and not means ; who hug\nthemselves with joy because they are not as other men, and especially\nare not as this practical fellow, who always wishes to know what\n\nmay be\n\ndone with what he is to receive. These are the institutions that weigh\na single monograph on the iota subscript against years of devoted and\nsuccessful life in direct ministration to public and common welfare.\nTheir degrees and their commendations are for the men who publish\nsomething, not for the men who do something. They desire to sit in the\nshade by their own filled and overflowing fountain and minister to their\nown small segment of society, rather than that water should be poured\nout freely by the roadside for every passer-by.\nThey mistake the scaffolding for the building.\nThey think that mere erudition is better than\npower.\nThey forget that handling any moral means below its level is in\nitself immoral\nso they become the most unethical and immoral of all\ninstructors.\nThere is a constant divorce between such colleges and the\nactivities of daily life\nthere is an utter lack of that true scholarly spirit\nwhich is tempered by a constant recognition of personal and institutional\n;\n\n;\n\nrelationship ; that turns to the immediat^and pressing needs of one's fel-\n\nlow-men\n\n;\n\nthat recognizes that\n\nman must live before he can live well\n\n"}
{"page": 122, "printed_page": null, "text": "112\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\nthat seeks first to secure the strongest and bravest of life in the state at\n\nthrough the strongest and bravest life of its students and through a\nand there is ever present\nthe spirit that talks about scholastic cloisters rather than the market\nplace, and prefers the fossil leaves of ages past to the green blades and\nbranches which wave in God's sunlight of this nineteenth century. No\nmatter what may be its pretensions in morals or religion, no matter how\npadded its curriculum may be with the philosophy of ethics or ethical\nlarge,\n\ncertain large and well-defined publicity of life ;\n\nphilosophy, here is the salt that has lost its savor, and is fit for nothing\n\nbut to be cast out and trodden under foot of man.\n\nThis same weakness, and fatal weakness, of ethical influence, is also\nfound with those institutions that forget that the first object and end of\nall wise instruction is to seek the truth, and that the truth may only be\nfound by the freest investigation and research and discussion which hang\nan index expnrgatorius on one wall of the library, and an index proMbitorius on the other which even question the wisdom and safety of any\nlibrary or library methods ; which seem to forget that there is no Presbyterian geometry or Congregational astronomy or Lutheran geology ; and\nthat the Episcopalians have no exclusive property in the rule of three, nor\nthe Methodists in the laws of falling bodies, nor the Baptists in the\nhydrostatic paradox, nor Republicanism in economics, nor Democracy in\nThis substitution of teaching tenets, secular or religcivics and reform.\nious, in place of teaching the truth— though I am not to be understood as\nsaying that the two are always and necessarily contradictory is in itself\nconstantly undermining the ethical strength of every student on the\n;\n\n;\n\n—\n\nrolls.\n\nOnly the institution which is possessed of large and strong and brave\nand earnest life can possibly draw to it and retain in its teaching ranks\nthe men and women who are best fitted to secure the same characteristics\namong the students. Yet next to the general atmosphere of the institution and institutional life, comes the power and influence of the faculty as\na whole ; determined, of course, by the power and influence of the individI am not sure that this does not touch the student more\nual instructors.\nkeenly and helpfully, or otherwise, than does the institutional life and\nIf there exist that daily contact, that frankness between the\nspirit.\nteacher and taught, that ever-present sympathy, and that spirit of helpfulness that ought to characterize the daily life of all men worthy of the\nposition of instructor and friend, there can be little doubt that here is the\nWithout this 1 do not believe that a\nethical power of the highest degree.\nI\nof\nthe profession by employment.\nman should receive the recognition\n\nknow that it is somewhat dangerous, in the State of Charles Bardeen, to\nspeak of the ideal teacher yet it is delightful to know that in this State\n;\n\nthere is this one bold and daring and outspoken advocate of manhood as\nAnd\nthe first and most essential characteristic in all worthy instructors.\n\n"}
{"page": 123, "printed_page": null, "text": "ETHICAL CULTURE IN HIGHER EDUCATION.\nwhat are\n\ntlic\n\ncharacteristics of\n\n113\n\nmanhood if they be not an ever-present\n\nsense of opportunity and of duty, unceasing industry, unwearied patience,\nthe strictest honesty and integrity, the most unswerving candor and good\nfaith, impartial justice, that high heroism that makes man ready and will-\n\ning and glad to be worn out in gratuitous and generous service, that reverence which gives man his true place in the\n\neconomy of Grod, that char-\n\nacter that manifests all these daily, combined with such lower qualities as\n\npromj^tness, order, and accuracy, and that tempers all with friendship,\nsympathy, and affectionate regard for all under his care ? These are the\nqualities that the world needs more than it needs great railways, or great\ncities,\n\nAnd\nmen and the young\n\nor great factories, or thriving commerce, or extended trade.\n\nthese are the qualities that will bring the young\n\nwomen who have the good fortune to be under such influences, not into a\nslavish discipline, but into a voluntary and glad\n\nconformity with what is\n\nright and just and true.\n\nYet think of the carelessness with which faculties are often made up in reThink of the time-serving, and the indifference, and\nthe idleness, and the jealousy and suspicion, and the unfaithfulness, and\nthe selfishness, and the unlawful ambition gratified by unlawful means,\nand the want of loyalty, and the petty cliques and parties, and the thriftlessness, and the coldness, and the partiality, and the dishonesty, known\nspect to these things.\n\nto exist in so many faculties of even the highest institutions of the land.\n\nThink of young people coming under such influences, and stirred to take\npart in all this unworthy life, and even and often almost coerced into partisanship on the one side and distrust on the other.\n\nAnd think of the\n\nmen who undertake to teach such ethical principles as temperance, with\na reeking breath ; or purity, with mouths often polluted by obscenity ; or\nhonesty, with a lecture yellow with indolent age ; or duty, with a record\nof class work frequently neglected or slighted for trifling\n\nand personal\n\nreasons ; or loyalty, while holding by sheer force a position long after\nusefulness has been outlived ; or helpfulness, while never showing the\nslightest interest in student life or thought, or making the slightest sacriits behalf\nor sweetness and light, with extended chin and distended lips trying to draw fire and nicotine from a friend's cigar. And\nthink of the established authorities of educational institutions ignoring\n\nfice in\n\n;\n\nsuch things because a man is *^ smart,\" or because he is\n\n*'\n\na noted spe-\n\ncialist, '^ or '' is a frequent contributor to leading magazines,\" or is '^a rec-\n\nognized authority.\"\n\nIt is not difficult for me to recall a surly, indolent,\n\nill-mannered brute, who long held high educational place for one or more\nof these reasons\nnor do I forget the fact that those who attacked him\nhad to bear the odium of inability to appreciate his '' expert knowledge,\"\nand wore themselves assailed as willing to lower the standard by putting\nan inferior man in his place. I well recaW the remark made in my hearing a few years ago, by one of the great college presidents, '^ I cannot\n;\n\n8\n\n"}
{"page": 124, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n114\n\nscrutinize this man^s character too closely, for he\n\nentomologists in the country '^\n\nis\n\none of the ablest\n\n—which was simply establishing an utterly\n\nselection and appointment.\nYoung people are neither\nnor blind, though we often live as though we thought them both.\n\nwrong basis of\nfools\n\nI prefer the estimate of a man^s students in the long\n\nrun to that of his\nand the result of this intercourse with his\nstudents is the very best criterion.\nIt is a safer basis on which to elect\nassociates or contemporaries;\n\nor reject a candidate.\n\nAnd all the formal study of ethics known to man\n\nno consequence whatever under the conditions and influences at\nwhich I have just hinted.\nI beg you not to misunderstand me.\nI am not even intimating that\nmany of those engaged in the work of higher instruction are immoral.\nBut some are ; and more are unethical, and still more are non-ethical,\nin character and in influence.\nI simply wish to enter a strong protest\nagainst the present worship of mere intellectualism, and to make a plea\nfor giving due consideration and a proper value to intensity, to sympathy,\nto earnestness, to all true manliness and womanliness, as of the highest\nis\n\nof\n\nethical value in connection with ethical instruction, as with all instruction.\n\nAnd so I come back abruptly to my starting point.\n\nMake the institu-\n\ntional life and the life of the faculty, collectively and individually,\nit\n\nought to be\n\n;\n\nwhat\n\ncreate an atmosphere in which every instructor and every\n\nstudent is exj)ected to do his duty, and his whole duty, and simply because\n\nduty and there will be no trouble about the teaching of ethics.\nWhether it be material or Christian whether it be natural or revealed\n\nit is his\n\n;\n\n;\n\n;\n\nwhether it be evolutionary or inborn ; whether it be human or divine\nand I am very far from saying that it matters not what form instruction\ntakes there will be at least this inspiration that comes with and from all\nhigher life, without which ail formal instruction is worthless, and with\nwhich without formal instruction man may walk with his forehead touch-\n\n—\n\ning the stars.\n\nDISGUS8I0N,\nDr. E. E. White, of Ohio : I am asked to attempt the impossible task of discussing\nI obey orders, and let the responsibility\nthree twenty-mimite papers in fifteen minutes.\nfor the result rest on the President of the Association.\nThe first agreement of these three papers, to which I devote a minute, is their clear\nrecognition of the important fact that ethical training is the central function of the\nIt seems to follow from this fact that moral\nschool, and character its supreme test.\ntraining should not be crowded into a comer, and given the odds and ends only of\nschool time.\nAnother agreement of the three papers is their recognition of the fact that the\none essential condition of vital ethical training is character in the teacher that the one\nelement that surely works for righteousness in a school is rightness in the teacher's life.\nIt is thus seen that in ethical training character stands before intellectual culture or\nlearning.\nWhat is this but a recognition of the historic fact that the most uplifting\nforce that has yet touched the human race is the inspiring life of the Great Teacher ?\n\n—\n\n"}
{"page": 125, "printed_page": null, "text": "—\n\n:\n\nmSGUSSION^.\n\n115\n\nThe supreme ethical need of the school is an inspiring life back of precept, a soulinspired manhood back of instruction.\nhave at last learned that it is not words on the lips, but truth dwelling regally in\nAre we also ready to\nthe life, that touches children's hearts with transforming power.\nnot the most eloquent exhortations to the erring and\nsay with Dr. Huntington that\ndisobedient, though they be in the tongues of men or of angels, can move mightily upon\nour scholar's resolutions, until the nameless, unconscious, but infallible presence of a\nconsecrated heart lifts its holy light into our eyes, hallows our temper, breathes its\npleading benediction into our tones, and authenticates our entire bearing with its open\n\nWe\n\n'\n\n'\n\nseal \" ?\n\n\"No\n\nman or woman\nThis suggests that the unwritten law of the school should be\nshall enter as a teacher whose character and life are not fit models for the young to\n:\n\ncopy.\"\n\nAs we pass from these two elements of unity in the papers— the elements of end and\ncondition— to the question of method, we do not find equal agreement, and for the good\nreason that they refer to pupils of widely different ethical experience and power,\nI\ncannot devote a minute to these differentiations in method, but I must go straight to\nthe heart of ethical training in the elementary school, and here I can do but little more\nthan repeat what was so beautifully said in the excellent paper by Mrs. Williams.\nThe specific leading purpose of moral training is the training of the will; the training\nThe practical outcome of\nof the will to act habitually from high and worthy motives.\nmoral training is right conduct, and right conduct is right motive carried out by an act\nof will into a deed.\nIt is thus seen that will-training is, in its essential nature, the\neffective use of right motives, and here we touch the ethical weakness of thousands of\nThey seek to secure school results by an appeal to motives that are low and\nschools.\nselfish ; they thrust between the pupils and duty artificial incentives, and thus rob them\nThe two enemies of intellectual and ethical\nof the joy and help of virtuous action.\ntraining in the schools are respectively mechanism and artificialism.\nI do not believe that it would be possible for an angel from heaven to develop manly,\ntrue, and self-centered character in pupils by the use of the artificial incentives that\nhave so long been used in many English and American schools incentives that\nThink of urging\nincreasingly bring the will under bondage to low and selfish desires.\na band of pilgrims on the way to paradise, every step of the way attended with its own\nsatisfying reward, by a swarm of hornets in the rear for the laggards, and alluring imps\nin advance waving prizes, class honors, honor seats, etc. and, at stated intervals, promotion tickets bearing the image of those gods of the modern school 90^ to 100^. If\nhis Satanic Majesty had taken the job of alluring these pilgrims to that other place, I\ncould understand, in part, the {)hilosophy of his tactics !\nThe time has come for a radical and thorough discussion of the whole question of\nmotive as a determining element of ethical training.\nAnother important factor in ethical training is effective moral instruction, and what\nis now specially needed is the basing of such instruction on sound pedagogical principles.\nThe ends to be reached by such moral instruction are the awakening of right feelings,\nthe quickening of the conscience, and the development of clear moral ideas the training of the moral judgment ; and in the elementary school the materials for such\ninstruction must be concrete examples not didactic lectures, not the science of\nethics and fortunately this material is abundant in literature and in life.\nHere, as in\nintellectual training, we must begin with sense and end with reason\nmust begin with\nexperience and end with principle and law.\nI have only time to add that ethical training must give the pupil increasingly a clear\nperception of right conduct, and it must increase the imperativeness of the sense of\nduty, and, to these ends, ethical motives should be enforced by religious sanctions, and\nhere, again, example will be found more effective than creed or dogma.\nThe great law\nof right conduct is love to God and man.\n\n—\n\n,\n\n—\n\n—\n\n—\n\n—\n\n;\n\nMr. H. a. Fischer, Wheaton College, 111. 3Ir. President, Ladies, and Gentlemen\nI trust the authors of the admirable papers in many respects will kindly excuse me if\nI take no part of\nfive precious minutes in commending their excellent things.\nBut\nif in some respects\" I shall not agree with them, I wish to have it understood that in\nmany respects I certainly do agree with each one of them.\nAs your President has announced, I am perhaps I ought to be sorry for it after what\nChancellor Canfield has so eloquently said I am, however, the representative of a\nCongregational college.\nIt does seem to me th^ whatever Chancellor Canfield said\nwas excellent about these educational institutions oelongs to the college as well as the\nuniversity.\nIt is a matter of regret to me, as well as to the chancellor, that the subject\n\nmy\n\n——\n\n"}
{"page": 126, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n116\n\n—\n\nwas not divided right here, and that a college man not the one now speaking to you,\nbut some more eloquent and able might be permitted twenty minutes to speak for\n\n—\n\nethical culture in the college.\nLet me proceed from the college and university into the kindergarten. How shall\nwe teach unselfishness in the kindergarten ? 1 say the best way of all is to set before the\nchildren in the kindergarten the example of the one perfect, unselfish man that ever\nlived the God-man, Jesus Christ.\nHow shall we teach obedience to law and recognition of the authority of law ? I say\nfirst of all by bringing into the hearts and lives of the children the consciousness of the\nfact that there is an authority supreme an authority above all human authority.\nChildren think that parents are the best people in the world ; at least, parents ought to\nlive so that they can believe this.\nThey are apt to think that their teachers are among\nthe best people in the woi-ld, and I am glad to say that in most cases they do belong\nto the best people in the world.\nBut when the child passes out from the round of school\nlife and enters political life, how is it then ?\nare the ones to stand before him as\nthe representatives of law ? Why, they are the men you send to Albany. They are the\nmen that we in Illinois send to Springfield and I am not ready to say that we in Illinois send the best people to Springfield.\nI do not know what you New Yorkers will\nsay about Albany. The\"political child, or when the child begins to be political in his\nthoughts and ambitions, sees before him the examples of politicians.\ncan you\nteach that child reverence for law after he has made his observations of the doings\nin his State Capitol, where a large proportion of the lawmakers had to be carried upstairs in an elevator, because they were too drunk to walk or stand in the elevator?\ncan children retain respect for law, unless we can show to them that there is an\nauthority above all human authority ? However imperfect these men may be who represent the law, they represent in one sense the authority of God.\nAnd then I want to say also what I read in a book written by the gentleman who preceded me, Dr. White, that in his opinion, at least, people will yet learn that it will be\nvery difficult to teach morals correctly without reference to the best text-book on morals known, the holy word of God.\n\n—\n\n—\n\nWho\n\n;\n\nHow\n\nHow\n\nSuPT. Ashley, of Troy, N. Y. Mr. President and Members of the Association : I\nwanted to have a place here, because of a story that came to me concerning an incident\nthat occurred years ago while I was teaching in the South. One negro met another\nand said, \" Massa and I had a great 'spute this morning.\"\n\" What did you and massa 'spute about ?\"\n\" Well, massa and I was down in the corn-patch, and he looked all over the field at\nI think we are going to have a downright\nthe young sprouting corn, and he says\ngood crop of corn this year,' and I said, Massa, I think so too ; and there we stood\n'isputing about it for more than an hour.\"\nNow, fellow teachers, I feel there is nothing for us to dispute about in regard to this\nLast February 1 was in Brooklyn,\nmatter. I will tell you why I sent my name up.\nand I heard some excellent talk there in regard to kindergarten work and to-day the\npapers on \" Ethical Culture in the Kindergarten,\" on \" Ethical Culture in the Elementary\nand Secondary Schools,\" and on '* Ethical Culture in the College and University\" meet\nmy approval.\nAbout twenty years ago it was my pleasure and privilege to be a teacher in the schools\nI was there when they passed the law making the university a part of\nof Wisconsin.\nthe public school system to allow a pupil in the high school to take the examination\nthere, and send that examination paper to the university, without going to the university for examination, and so the pupil could be admitted to the university if he stood\nhigh enough in his per cent. Now, it seems to me we are doing, in many things, that\nwhich has been done years ago. The college stands for itself, the public school stands\nIf we were to take a vote to-day in\nfor itself, and the kindergarten stands for itself.\nthis vast audience, in regard to the kindergarten, I think you would be surprised to see\nhow many would vote it simply a play school. I was opposed to it when I thought of\nit that way\nbut when I saw. the possibilities of the kindergarten for intellectual development, for true psychologic growth, without the child knowing it, I became converted\nto the kindergarten.\nOne of the grammar masters in my State said to me the other day, \"Why, all the\nteachers of the primary school say that the most difficult children they have to govern\narc those who come from the kindergarten.\" My only answer to him— and I want to\nsay to all of you, and to the State superintendent, what I wanted to say in Brooklyn last\nFebruary, but which I hadn't the courage to get up and say was that you need to make\nthe kindergarten and the primary school one by having the teachers of the primary\n'\n\n:\n\n'\n\n'\n\n;\n\n;\n\n;\n\n—\n\n"}
{"page": 127, "printed_page": null, "text": "—\n\n:\n\nREPORT ON THE WORLD'S EDUCATIONAL CONGRESS.\n\n117\n\nnot alone in Froebel's method of object\nschool instructed hi the kindergarten method\nand if they do not know\nteaching, but in reaching the mind and heart of the child\nIn the past thirty-six years I have talked with pupils\nthis, teachers should be told it.\nand teachers. I have looked upon public employees in all departments from the highest\nto the lowest I have taught in the South. 1 have taught in Wisconsin, and I have\ntaught in this State, and I want to say there are no public officials in the great Republic\nin which we live, none in the commonwealth, none in the municipality, that so faithfully, so earnestly, so conscientiously labor as do the teacHers in the common schools of\nthe United States.\nThe great difficulty is, they do not know how to labor to the best\nadvantage.\nWhat we need is that teachers shall be instructed in the normal and training schools, not alone in one branch, but in all branches of the elementary schools,\nfrom the kindergarten up through the university, so that there shall be one magnificent\nsystem of education not great stepping-stones, but one grand perfected whole.\n;\n\n;\n\n;\n\n;\n\nMr. Zalmon Richards, Washington, D. C. Ladies and Oentlemen : I have only\ntime to emphasize one thought which has come to me as I have listened to the papers\nand the discussion. It seems to me that the first element of human character, of making character in the training of our children, is to teach them obedience obedience to\nthe laws, their parents, their teachers, the laws of their country and their Goc^ It\nseems to me, in relation to the kindergarten work, that we possibly need a little more of\nthis principle inculcated into the minds of kindergartners, in the conduct of those\nschools, in order that this principle of obedience, unvarying obedience, shall be secured.\nThen I would go and take up the second principle, to which a beautiful reference was\nmade by the first paper, as to the influence of love love for our fellow creatures first,\nlove for the authority under which we live, love for God, love for the highest authority.\nThen I would take, as the third point, the means that shall be used in the future culture of the child, carrying out the principles that have been so well brought out in the\nculture of the child, that it shall be a continued, constant culture, all the way through\n\n—\n\n—\n\nthe child's life.\n\nAnd finally I would say, as has been most emphatically brought out here to-day, give\nus the exemplary character, or all the instruction that can be given in the kindergarten,\nthe pi'imary, the secondary school, the college or university, will be of little avail.\n\nREPORT ON THE WORLD'S EDUCATIONAL CONGRESS.\nTo the National Educational Association\nThe undersigned would, beg leave to report that a committee was\nappointed at the annual meeting held at St. Paul, and empowered by the\nNational Educational Association to make provision for holding an international congress of education at Chicago in the summer of 1893, in\ncooperation with a local organization in that city, organized under Act of\nCongress by the name of The World's Congress Auxiliary of the World's\nColumbian Exposition. The committee thus appointed, after due deliberation, resolved on the formation of a committee of arrangements as the\nbest means of providing for the work of preparing the programme for\nsuch international congress, inviting its delegates, and organizing its corps\nof presiding officers.\n\nSaid committee was to consist of the IT. S. Commis-\n\nsioner of Education, Chairman, and a number of other members appointed\n\nby him, subject to the approval of the Board of Directors of the National\nEducational Association, one for each department of the congress to be\nheld.\nThe Commissioner of Education, accepting the position thus tendered him, selected as his associates the following gentlemen\n:\n\nJames MacAlister, President of the Drexel Institute, for Art Education,\n\n"}
{"page": 128, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n118\n\nW. H. Maxwell, Superintendent Brooklyn Public Schools, for School\nSupervision.\n\nW. N. Hailmann, Superintendent of Schools, La Porte, Ind., for the\nKindergarten.\nProfessor Nicholas\n\nMurray Butler,\n\nof\n\nColumbia College, for Higher\n\nEducation.\n\nEay Greene Huling, Principal of the High School of New Bedford,\nMass., for Secondary Instruction.\n\nE.\n\nOram Lyte, President of the Pennsylvania State Normal School at\n\nMillersville, for Normal Schools and\n\nTraining Schools for Teachers.\n\nJames L. Hughes, Inspector of Schools of Toronto, for Elementary\nInstruction.\n\nC.»W. Bardeen, of Syracuse, N. Y., for Educational PuUications,\nN. Coe Stewart, Musical Supervisor, Cleveland, 0., for Musical Instruction in Schools.\n\nA. J. Rickoff, of New York, for Manual Training,\nIt should be mentioned that the following-named gentlemen were first\nappointed and resigned F. L. Soldan, Principal of St. Louis High and\n:\n\nNormal School, for elementary instruction J. \"W. Cook, President of the\nState Normal University at Normal, 111., for training schools; Walter\nDamrosch, of New York, for music.\n;\n\nIt is proposed that a department congress devoted to schools of technology be set off from the Congress on Higher Education, and that Francis A. Walker, President of the Massachusetts Institute of Technology,\n\nrepresent that department on the committee ; that Robert C. Spencer,\nof Milwaukee, be\n\nadded\n\nto the\n\ncommittee, to represent the department\nname of Business\n\nrecently added to the National Association, under the\n\nEducation.\nIt is further proposed that the\n\nNational Council of Education be rep-\n\nresented at Chicago by two department congresses devoted to psychology,\n\ninasmuch as the work of the Council is, and has been, chiefly in this\ndepartment and that G. Stanley Hall, President of Clark University,\nWorcester, Mass., represent on the committee of arrangements the Congress of Experimental Psychology, and J. G. Schurmann, President of\nCornell University, represent in the same manner the Congress of\n;\n\nRational Psychology.\n\nYour committee would also report that it may be necessary further to\nnew departments for the\n\nsubdivide the department congresses or to add\n\nbest practical success of the meetings to be held, and for this they will ask\n\nauthority from the Board of Directors.\n\nYour committee has undertaken the preparation of lists of questions on\nhome and abroad, with a view to draw out\n\nthe points under dispute at\n\nwritten theses from the educational thinkers of Europe and America, and\nthereby obtain the requisite material for opening the discussions of the\n\n"}
{"page": 129, "printed_page": null, "text": "REPORT ON THE WORLD'S EDUCATIONAL CONGRESS.\nvarious congresses.\n\n119\n\nSelections from these theses can be made by the com-\n\nmittee of arrangements, which will set forth in a salient\n\nmanner the\n\nquestions which it is desirable or feasible to take up in the conferences.\n\nYour committee has been forced to consider the relation which a group\non education would have to the regular annual\nmeeting of this Association. It has, after many discussions and much\nof world's congresses\n\nconsultation with the public opinion that exists within the ranks of the\nAssociation, found it advisable to recommend for your adoption the fol-\n\nlowing plan\n\n:\n\nFirsty Let the regular officers of the general Association and its depart-\n\nments, which will be elected at the close of the present meeting, be\ninstructed to lay out their\n\nprogrammes for the meeting in July, 1894,\n\nLet them be further instructed by their several departments to be present in Chicago at the opening of the congresses which\nrepresent respectively their several departments, and call the meetings to\norder, and induct the several officers appointed by the committee of\narrangements into their respective chairs, and deliver to them the programmes agreed upon.\ninstead of 1893.\n\nSecond, Inasmuch as the ordinary means for collecting the membership fees due this Association, namely\n\n—the extra railroad coupons—are not\n\navailable for the year of the Columbian Exposition, it is further recom-\n\nmended that the treasurer of this National Association be present with a\nsufficient number of deputies to collect in their several\n\ndepartment con-\n\ngresses the usual fee of two dollars, entitling the member to a copy of the\n\nvolume of proceedings when published.\nYour committee has proposed that the time of the congress be placed\nin the week that includes the last days of July and the first days of\nAugust, in order to meet the convenience of delegates from abroad. It\nproposes two joint sessions of the entire congress, one to be held at the\nbeginning, and one to be held at the end of the series namely, the first\non the evening of Tuesday, and the second on the evening of Friday of\n;\n\nsaid week.\nIt proposes that the mornings of Wednesday, Thursday, and Friday be\ndevoted to the several department congresses meeting in the separate\n\nplaces assigned\n\nthem by the local committees of the World's Congress\n\nAuxiliary in Chicago.\ncongress can dispose\n\nIt is understood, of course, that\nits\n\nwork\n\nso as to hold a\n\neach department\n\nmorning and afternoon\n\nsession if it so decides.\n\nYour committee would further report that all questions of cooperation\nwith the World's Congress Auxiliary have been amicably arranged, and to\nThe Auxiliary recognizes fully and freely\nthe work and prerogatives of this Association, and, on the other hand, in\nall the invitations and announcements, yoiir committee of arrangements\n\nthe advantage of both parties.\n\nexplicitly states the position of the World's Congress Auxiliary as the duly\n\n"}
{"page": 130, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n120\n\nauthorized board of management of the entire series of congresses, and as\n\nYour committee of\n\nthe source of the power delegated to this Association.\n\narrangements has been given full authority to act in\n\nall\n\nmatters relating\n\nto the announcements of the congress, its lists of delegates, its invitations,\nits programmes,\n\nand its appointments of presiding officers.\nW. T. Hakkis, Chairman,\nKay Greeke Huling.\nE. Oram Lyte.\nNicholas Murray Butler.\nC. W. Bardeeis^.\n\nJames MacAlister.\n\nUNIVERSITY EDUCATION.\nBY president RICHARD H. JESSE, UNIVERSITY OF MISSOURI.\nIn the early history of this country, the influence of English precedent\nwas powerful in shaping our educational institutions of higher grade. As\nexamples, let me cite only Harvard in Massachusetts, and William and\n\nMary College in Virginia.\n\nThe cause of this influence is not attributable\n\nto our British origin alone, but even more to the fact that the scions, of\n\nwealthy families, sent to the mother country to complete their studies,\nreturned home deeply impressed with her institutions of learning.\n\nThe Eevolutionary war struck the first blow at this influence, and the\nblow was effectually repeated in the struggle of 1812. As the wars with\nFrance, and the consequent loss of her Continental possessions, helped\nEngland herself to develop on lines other than those of Norman origin;\nas later wars repeatedly stayed the influence of France in the progress of\nEnglish literature so here, in America, Anglican tendency in the formation of our schools was sharply checked by the war of the Revolution,\nand finally arrested by that of 1812. Common origin and common speech\nmight have restored it but for circumstances which I will now detail. The\n\n—\n\nestablishment of our national independence, the evolution of our political\n\nand the phenomenal growth of the country thereafter turned\nImmigration set in, forging a\nband of knowledge and sympathy with every land in Europe. A diplomatic service had to be maintained at every court in the civilized world.\nTo show that I do not overestimate this last-named agency, let me cite\nthe fact that Jefferson^s ideas on education did not ripen into maturity or\nreceive practical embodiment in any way until after he had served as minHis residence abroad marks an epoch in American eduister to France.\nFor not in France only, but elsewhereiikewise on the Continent,\ncation.\n\ninstitutions,\n\nthe eyes of the world to the new Republic.\n\n"}
{"page": 131, "printed_page": null, "text": "XimVERSITY EDUCATION.\nhe was preparing for a great work.\n\n131\n\nA professor of the Johns Hopkins,\n\nwriting under seal of the National Government, has recently declared that\nthe University of Virginia, which Mr. Jefferson founded in the fullness\nof years and which is the image of his ripened thought, has been the one\ngreat molding influence on Southern institutions of higher grade.\n\nWhat\n\nhave effected in the great Louisiana Purchase and elsewhere\nthroughout the West, I need not remind you. Simultaneously with the\nrevulsion from English precedent, the establishment of national existence,\nthe institution of diplomatic service, and the inpouring of immigration,\nhis ideas\n\nthere came a wonderful development of commerce and a multiplication of\n\nAll Europe was subjected rapidly to the inspection\n\nthe means of travel.\nof American eyes.\n\nmuseum suddenly opened to\nWhile the spirit of independence and eclecticism\n\nIt was like a vast model\n\na quick-witted people.\n\ngoverned the choice of our forefathers in everything, they were, nevertlicWhat land was to furless, willing to profit by the experience of others.\nfor she, however, continued to be an object\nnish models ? Not England\n;\n\nmore or less antipatliy almost to the middle of the present century.\nNot France for she, after shocking the world by a revolution of unparalleled atrocity, had plunged into recurring periods of unstable government,\ncoup d'etat and imperial despotism. Moreover, her reputation in morals\nwas much against her, after the religious feeling was intensified in America\nby the sweeping revivals of some fifty years ago. From what country,\ntherefore, was the new nation to take her models, consciously or unconof\n\n;\n\nthe\nquarter of the present\nJust about this time — that\n— Prussia, though crippled and impoverished by the Napoleonic\n\nsciously ?\n\ncentury\n\nis,\n\nfirst\n\nwars, began to struggle forward under leadership of men like Stein and Wil-\n\nThese venerable men conceived the idea of redeemThe mind of the whole people\nwas invigorated by common schools, secondary schools, and universities,\nall under government supervision, all practically at government expense,\nand all of the best quality. As head to the entire system, in one of the\ndarkest hours the nation ever saw, the University of Berlin was established, which has since become, all things considered, the finest seat of\nlearning in all the earth.\nIt is far from my intention to assert that this\nwas the begin^^ing of successful school work in Prussia a notion is\nalready advanced to conceive and execute even through leaders such a\nplan of national resuscitation. Nevertheless, this movement of which we\nare speaking marks, perhaps, the greatest advance in pedagogical evolution\nthat Europe has witnessed in the present century.\nOther German states,\ntoo small to hope for political glory, vied with Prussia and with one another\nin the intellectual race.\nA government that could not compete with\nlarger powers in military array or territorial possession could achieve a\ncertain glory through a university, a polytechnicum, a museum, an art\ngallery, or a school of music.\nWith this alititude of government and the\n\nhelm von Humboldt.\n\ning Prussia by lifting her up intellectually.\n\nj\n\n"}
{"page": 132, "printed_page": null, "text": "123\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\neager support of the people, it was not long before such men as Stein, the\n\ntwo liumboldts, Niebuhr, Schleiermacher, Friedrich August Wolf, Buthman, Savigny, Fichte, Goethe, and Schiller, and a host of other intellectual\ngiants, made Germany the literary and educational center of all Europe.\nThis fact was quickly perceived by the sharp-eyed American. Our young\nmen began trooping thither in eyer-increasing numbers for higher, lighter,\nand deeper learning. Coming back, they brought German conception.\nGerman method, and German thoroughness first to scores, and then to hundreds of American institutions. Nor is this movement yet abated probably it is rather increasing constantly with the shortening of time and the\nlessening of expense in travel.\nAs a result of all this, it is safe to say that\n;\n\nin the latter half of the present century Germany has exercised greater\n\ninfluence than\n\nall\n\nother countries combined in molding our institutions\n\nNot that we haye copied slavishly ; that has been\nby inborn American independence than by peculiar\n\nof higher learning.\n\nkept out no\n\nenvironment.\n\nless\n\nBut as the constitution of Crete helps us to understand\n\nthat of Sparta, in spite of certain divergencies ; as the development of constitutional right in England throws light\n\nupon our early political institu-\n\ntions, widely different though they were ; as our own institutions must be\n\nheld in mind to understand the drift of British politics in the last sixty \"or\nseventy years, notwithstanding sharp contrasts\n\n— so the influence of Eng-\n\nland explains much in the foundation of our early schools, while that of\n\nGermany accounts for even more in their later development.\n\nAnd, more-\n\nover, the consideration of these things enables us to forecast, perhaps, in\n\nwe are now drifting. But we must keep in\nmind constantly the difference in national genius and the dissimilarity of\nenvironment, lest we go grievously astray. In Germany, boys enter the\nsecondary schools a little less advanced in years, and perhaps in attainments also, than they do with us. The average age of entrance there is\ncertain directions whither\n\nten or eleven years.\n\nTheir secondary schools are of three distinct types\n\n:\n\n(1) Gymnasia, in which the strictest attention is given to Latin and Greek,\n\nand as much as possible thereafter to science, modern languages, and other\nthings ; (2) Eeal-gymnasia, in which Latin is taught thoroughly, but no\nGreek, the time thus saved being given to better work in other branches,\nchiefly science and modern languages ; (3) Real-schulen, in which neither\nLatin nor Greek is taught, but all the time is devoted to science, modern\n\nlanguages, and some minor subjects.\n\nThe course of instruction is from\n\nseven to nine years long, the student passing the final examination and\nentering the university at from eighteen to twenty years of age.\n\nThese\n\nBut in the RoyalGymnusium at Leipzig, where the course is nine years long, I found the\naverage age of the graduating class to be nineteen and a half years.\nIn America, the students enter the secondary schools a little older and\na little more advanced in attainments, I think perhaps the average age\n\nfigures are, of course, all general\n\nand approximate.\n\n;\n\n"}
{"page": 133, "printed_page": null, "text": "UNIVERSITY EDUCATION.\nof entrance\n\n123\n\nmight be stated approximately as from thirteen\n\nWidely as the courses of instruction differ in the\n\nto fifteen.\n\nhigh schools and acad-\n\nemies throughout the length and breadth of this vast country of ours, it\nmay be safely said that they generally include the classical languages, one\nor more modern languages, and one or more sciences, thus\n\ncoming meas-\n\nurably nearer than the German schools to uniformity in curriculum.\nWith us the course is usually from three to four years long, after which\nthe student enters upon a college course of four years more, making the\n\nwhole time from entrance into the high school to graduation from the\nFor the secondary education in\ncollege a period of about eight years.\nGermany, we must remember, includes tlie four years at our academies,\nand likewise the four years thereafter at college. Our secondary system\nhas two stories the lower labeled high school, and the upper labeled\nThese are of equal height, but of only one story. These three\ncollege.\n\n—\n\ntypes of\n\nGerman schools offer three curricula, diverging from the very\n\nbeginning\n\n;\n\nwith us there is general uniformity in the first period, and\n\n—\n\nThis postponedivergence only at the half-way point the college-door.\nment of divergence is, I think, in favor of our system. We now see how\nthis\n\nmodern notion of equivalent curricula in college courses probably\n\narose.\n\nManifold as are the differences in these curricula, they generally\nThe classical course, corresponding mainly\n\nfall into three great classes : (1)\n\nto the last four years at the gymnasium ; (2) the semi-classical, including\n\nLatin, but substituting for Greek more science or modern language, after\n\nthe model of the Eeal -gymnasium ; and (3) the scientific course, which\nincludes neither Latin nor Greek, but emphasizes science and modern\nlanguages, even as the \"Real-schule does.\ncurricula\n\nis\n\nNo doubt this idea of equivalent\n\nattributed to President so and so, of such or such a college,\n\nand perhaps it really belongs to him ; but, after all, the presence of Teutonic prototype seems discernible, even though slavish imitations have\n\nbeen wanting.\n\nIt is decidedly in favor of the German system in secondary\n\ninstruction that the student finishes it two or three years earlier in\n\nlife\n\nthan our students do their equivalent course in high school and afterward\nin college.\n\nAnd, at the same time, it is unquestionably true that success\n\nin their last examination is a full equivalent for baccalaureate degree in\n\nour American institutions.\n\nAt eighteen to twenty years of age the Ger-\n\nman is generally ready for what we call post-graduate or professional,\nwhat they call university, work\n\n;\n\nwhereas, at the same age, in our best\n\ninstitutions, at least, the average American is not yet through the sopho-\n\nmore\n\nclass.\n\nThe faster time the Germans make, with equal or even\n\ngreater attainment,\n\nis\n\nscarcely attributable to better\n\nmethods of actual\n\ninstruction, I think, but rather to better instructors all along the line.\n\nTheir teachers as a class are superior to ours, not in skill, but in depth\nand thoroughness of learning. Much, I fear, is lost in our public graded\nschools through the suppression of individualism.\nThe fact that in our\n\n"}
{"page": 134, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n134\n\nbest colleges the student at man's estate has generally two or three years\nmore of undergraduate work before he can enter upon the richer field and\n\nfreer movement of post-graduate or professional study is beginning to be\n\nour American system.\n\nsprung from the\nhigh\nschools have been lengthened and strengthened, and the requirements for\nadmission to college have been raised, simultaneously, while the curricula\nhave still remained four years long, and, at the same time, have been both\ncrowded and intensified. As a partial remedy of this evil of superadding\nfour years of college, or upper secondary work, to an ever-growing\nstatue of high school, or lower secondary work, the device has been\nemployed of offering election, mainly in the junior class, thus allowing\nBut this has not remedied\ngreater specialization in the last two years.\nAnd now come the presidents of two leading univerthe evil adequately.\nHarvard and Ann Arbor proposing as a remedy\nsities, east and west\nthe reduction of the college curricula to three years and the strengthening\nProphecy is always risky\nof the post-graduate or real university courses.\nfor the reputation of the prophet ; but does it not look as if this proposition, though temporarily rejected, must ultimately be accepted, and if the\ncondition of life is progress, and, therefore, the high schools and academies\ncontinue to advance their instruction, may not three years of college curriculum be some day shortened to two, and finally abolished altogether?\nThen the examination for bachelor degrees in art and science would be\nheld in the high schools and academies, as an American equivalent to the\nlast examination of the Gymnasia, Eeal-gymnasia, and Eeal-schulen of\nGermany, while the academical courses in the universities would become\nprofessional schools in philology, philosophy, science, art, and technology.\nI dare not say confidently that all this will ever come to pass, but assuredly German models, the present tendency, and the law of progress seem\nall to point that way just now.\nThe Johns Hopkins pays no attention to\nundergraduate courses.\nSuch, roughly speaking, seems to be the present status and the probable tendency in those parts of our country, east and west, in which\nfelt as a serious evil in\n\nIt has\n\nfact that in the older portions of the country the courses at the\n\n—\n\n—\n\neducation has been best developed.\n\nfrom the tax of undergraduate\n\nIf our larger universities, relieved\n\n—college curriculum— or upper secondary\n\non special professional\neconomy, law,\nscience, medicine, art, music, and technology, our higher education\nwould be wonderfully developed up to real university standards, up to full\nBut before this can be done some\nequality with European institutions.\nadvance is necessary in our secondary schools, and some radical changes\ncourses,\n\ncould concentrate\n\nschools of\n\nall\n\ntheir resources\n\nphilology, philosophy,\n\nhistory\n\nand\n\nmust be made in our public graded schools.\n\npolitical\n\nIt\n\nshould not take eight\n\nyears for quick-witted children to exhaust their instruction.\nversities would then become,\n\nThe uni-\n\nwhat they should be, great nursing mothers\n\n"}
{"page": 135, "printed_page": null, "text": "UNIVERBTTY EDUCATION.\n\n125\n\nto all that aim for mastery in any and every large department of intellect-\n\nual endeavor.\n\nTliey would train\n\nmen into largest aptitude and highest\n\nnot for law, medicine, and engineering alone, but also for commerce\nskill\nmanagement, for agriculture and manufactures, for journalrailroad\naud\n;\n\nism and statesmanship, for art, music, and architecture, for every great\nupon a basis of high knowledge. Our\nuniversities have been bringing their instruction steadily closer to the\noccupation, in short, that rests\n\nemployment of actual life. Half a century ago they were generally\nregarded as reservoirs of light and culture, where men got strength and\nsymmetry of mind ; but direct preparation for occupation in life was\nconfined to the so-called learned professions of law, medicine, and, at the\n\nEven theology was excluded from the range of direct\nBut we must remember that manufactures were then in their\ninfancy invention, as we understand it, had hardly been invented ; technology was hid in handicraft; agriculture was a thing of manual labor\nand good or bad weather architecture was for master carpenters ; music\nPerhaps, after all, the\nfor women ; and art mainly for itinerant Italians.\nuniversities of our fathers were as close as our own to the range of learned\nBut that range has increased enormously, and the universioccupation.\nThe complaint is sometimes\nties have only tried to keep pace with it.\nmost, engineering.\n\naim.\n\n;\n\n;\n\nmade that our institutions of higher learning are developing too rapidly\nin the direction of science and its application to industry.\n\nBut the world\nmoving in that direction with fearful speed, and we must move with it.\nIn fact, our instruction has not kept full pace with this world-movement\nFor while the usefulness of science as the handmaiden\nof modern times.\nof manufactures is universally admitted, and training is given in certain\nspecific applications, we have generally stopped far short of the mark.\nThere is no reason, except perhaps a financial one, why a school of manuis\n\nfactures, with a\n\nnumber of different chairs, covering the whole field of\n\nlarger production, should not form part of a university as much as a school\n\nOur courses make no direct procomplex thing called commerce, or for what is\nincluded under that vast word '^transportation.\" Mercantile schools\nhave, indeed, been established on private foundations, but they deal almost\nexclusively with the technique, and not with the history, evolution, and\nlaws of trade.\nThey scarcely enter the vast field of commercial economics.\nDoes not commerce afford ample basis for learned investigation\nand groups of studies ? And is not the same true of transportation by\nrailway and steamship systems ? Ask any of our merchant princes or\nrailroad magnates whose eyes are ever fixed on the markets of the world;\non the product of mine, farm, and factory over all the earth ; on the progress of invention\non the forming of treaties, and the ratings of tariff, and\nthe mutations of national and international policy.\nSomething is already\ndone for instruction in these directions by our departments of economic\nof mines or of mechanical engineering.\n\nvision as yet for that\n\n;\n\n"}
{"page": 136, "printed_page": null, "text": "126\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nmuch more is needed to make our universities the nursing\nmothers in these immense provinces of human thought and occupation.\nThe French have achieved some good results in this direction and for their\ncountry.\nIf it be urged that full preparation for these employments cannot be gotten from schools, let it be remembered that the same is true of\nstudy, but\n\nlaw, medicine^ or engineering.\n\nThe instruction of the lecture-room canit may be made an\n\nnot supersede actual experience in anything; but\n\n—\n\nit\nit may form a basis from which experience\nmay lift to higher skill and larger performance. A few years ago agricul-\n\ninvaluable j)reparation for\n\nture was regarded as beyond the pale of college instruction.\n\nNow the\n\nwhole nation is busy with the problem of bringing it within that pale.\nA course of study leading to journalism was looked upon as a novelty not\nlong ago ; politics were learned on the hustings and in the halls of legislature, while statesmanship was supposed to be a direct gift of God.\nAs\nsubjects of higher education, in America at least, such things as music and\nYet music is a noble science\nart would have been scouted in former days.\nIts development from age to age\nof sound, harmony, and expression.\ntaxes the powers of social and historical investigation.\nThe same is true\nof art, if we substitute for sound and harmony form and color.\nAll of\nthis old-time notion has passed away in many parts of our country, and is\nrapidly disappearing everywhere.\nWe are all straining to add facility after\nfacility, until our universities become nursing mothers to all that hope for\nmastery in any large form of art, investigation, or occupation.\nThis was\nMr. Jefferson's idea, advanced some seventy-five years ago. I am but following in his wake long after in time long after in ability. This was Ezra\nCornells idea, nobly expressed in the university that bears his name. It is\nBut all of our courses should not look\nfast reaching universal acceptance.\nThis would be rank utilitarianism.\nalways at practical occupation in life.\n\n—\n\nWe should remember that universities are also great reservoirs of sweetness\nand light.\n\nThousands come to them for culture and intellectual strength,\n\nAmple provision should always be made for\n\naiming at nothing more.\n\nthese noble souls, seeking spiritual light and spiritual strength as the chief\n\naim and study.\n\nIt is the presence of\n\nsuch spirits that makes a university\n\nfar more than an aggregation of professional and industrial schools.\n\nWe\n\nmust remember, on the one hand, that it is man's destiny to win his bread\nby the sweat of his brow but we should also remember, on the other\nhand, that man does not live by bread alone. The chief obstacle in the\nway of such development of our universities as I have described is lack of\nmoney. Some of them have vast incomes, greater than that of any German university but these princely resources are largely consumed in\n;\n\n;\n\nmaintaining the undergraduate, upper secondary, academical curricula.\nIf our high schools\n\nand academies could be lifted up into closer equiva-\n\nlents to the college proper, if the pace could be\n\nones in our\n\nquickened for the quick\n\ncommon schools, if the curricula could be amended a little,\n\n"}
{"page": 137, "printed_page": null, "text": "EDUOATIOWAL EQUIPOISE.\n\n127\n\nand post-graduate and professional study begun a little earlier, the development in our uniyersitics would be very rapid. Our institutions of\nhighest learning would become more than equal to their correspondents\nin Europe, through the superior cleverness and larger invention of the\nAmerican people. It should be remembered that post-graduate work differs from undergraduate not in depth alone, but also in purpose, spirit,\nand method. But while some portions of our country seem to be advancing toward tlie conversion of high school and academies into colleges, and\n\"\n\nof the college curricula into post-graduate or real university courses, there\nis a struggle in\n\nother portions for the establishment of the regular second-\n\nary schools and the maintenance of the regular college curricula.\n\nThe\n\nsecondary schools are not numerous enough, or thorough enough, as a\n\nand these, to get material to work upon,\nmaintain sub-freshman courses. The maintenance of these courses in\ntime is sadly in the way of development in the secondary schools. Such\nclass, at least, to fill the colleges,\n\nis\n\nthe status of aifairs throughout the greater part of the South and West.\n\nshow how post-graduate work is hindered in our\nWith us the\nmaintenance of college curricula even is hindered by our sub-freshman\ncourses post-graduate work is wholly impossible.\nI\n\nhave endeavored\n\nto\n\nbest universities by the maintenance of college curricula.\n\n;\n\nEDUCATIONAL EQUIPOISE,\nMRS. FRANCES W. LETTER, OF OHIO.\n\nA profou:n'd thinker of the present day has said \"The world is not a\nplayground, but a schoolroom; life is not a holiday, but an education.\"\nThis expresses in a nutshell the philosophy of human existence. The\n:-\n\ntruthfulness of the utterance is more and more apparent as, through study\nof natural laws, we come to a keener sense of the Divine idea in evolving\n\nman.\n\nWe turn to Genesis and read the history of the creation.\nact in that great\n\ndrama was consummated when\n\nliving flesh the habitation of a human soul\n\nGod^'s\n\nThe supreme\nmade\n\nbreath\n\n—\n\na soul whose beginning was\nthought of the Eternal whose gradual development in the space of\ntime usually allotted to man is according to nature's laws, modified by\ntlie\n\n;\n\nenvironment and whose end, so far as time is concerned, means simply\npassing on to the unknown but eternal \"beyond,\" to joy or suifer as the\n;\n\nsoul has profited under this world's tuition.\n\nRaces multiply upon the earth according to fixed and mysterious laws.\nIndifferently as we may permit ourselves to regard the birth of any child,\n\n"}
{"page": 138, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n128\n\nwhether in circumstances of state or abject poverty, the same mysterious\n\n—\n\nGarden of Eden flesh becoming life\nthrough the presence and power of the Creator.\nAdam and Eve little dreamed of the progress in store for the human\nrace, even under the curse of Eden's fall.\nAfter long ages of experience,\nact results as was manifest in the\n\nout of the plastic existence of that creative period has developed a type of\n\nhumanity whose knowledge has steadily grown through faithful study of\nGod's laws. Science, which is revelation through natural law, stands at\nthe cradle of the new-born babe to-day, and unfolds to us the wonderful\nwisdom of the higher Power in adapting tlie body to the demands of the\nsoul.\nScience, which has intimated a vague something of what is life in\nits essence, and taught us much regarding the development of the human\nframe, assures us, also, that in this helpless organism called a babe\n\nlies\n\na\n\ndormant power named the intellect, whose gradual unfolding, if under\nnormal circumstances, is according to fixed laws sealed by the same\nCreator.\n\nwe will permit it, the first few years in the life of any child can\nsomewhat of the Divine plan in the development of human\nexistence and the lesson should help us recognize and remedy some of\nthe errors and defects in what is considered education.\nIt is the first helpless cry of the infant which informs us that the vital\ncurrent is coursing through the precious little body. For weeks this\npower to cry is the only audible assurance of life little more than a\nIf\n\nreveal to us\n;\n\n—\n\nmollusk, save for the possibilities which are cradled in that cradled form.\n\nWith what eagerness do fond parents watch for evidence of recognition\nthrough tbe faint smile, the first assurance that the child has any knowledge of the great world outside its own diminutive self. Then come\nthe movements of the hands and feet, an intuition existing in the child\nSoon follow evidences of dawning coordination,\nwhen the feeble will, barely more than embryonic, has its first positive\n\nfor its bodily growth.\n\nWhen this same\ndevelopment that it ventures, for\n\nexercise in attempting to grasp objects beyond its reach.\nfeeble will reaches such a point in its\n\nthe first time, to combat the will of the mother, this proficiency, signifi-\n\ncant as it may prove in the future of family life, is regarded with justifiable pride by the parents.\nThe child is first upon its feet, with reasonable\npower of locomotion, before speech is rapidly developing. In fact, the\npower \"to get about\" is the forerunner of the investigating tendency so\ncharacteristic of the unfolding mind.\nThe aphorisms that have grown out of childish proclivities mean more\nthan critical declarations of exasperated members in the household such\nas, \"Little pitchers have big ears;\" \"Bobbing up and bobbing down,\nnever still and always around;\" \"Eyes in all parts of the head;\"\n\" Children and fools speak the truth.\" The faithful, conscientious study\nof child nature eventually revealed the fact that these same aphorisms are\n:\n\n"}
{"page": 139, "printed_page": null, "text": "EDUCATIONAL EQUIPOISE.\n\n129\n\nsimply homely utterances of scientific truths, demonstrated through\nWe are beginning to realize\nnatural tendencies in the early years of life.\nand act thereupon, that the first natural development of the child, from\nthe intellectual standpoint, is largely through the senses ; and if we desire\nto aid in this early natural development,\n\ntraining,\n\nwhether at home or in school\n\nwe should follow this trend of natural law.\n\nCultivating the\n\nintellect through the senses has a physical as well as mental bearing.\n\nThe ceaseless activity of children possessing reasonable degree of health,\nand the ravenous appetites that prove to be the **poor man's wealth\nversus poverty,\" are nature's methods for accommodating the capacity and\nproficiency of the body to the growing demands of its Master-tenant the\n\n—\n\nSoul.\n\nTheorize as we may, we cannot set aside the fact, that during the entire\nformative period, through childhood and youth to the very threshold of\nmaturity, the development of the body should keep steady pace with the\n\nUpon this depends the success of the indi-\n\ndevelopment of the mind.\nvidual.\n\nThe logic of experience proves that if these draught-horses in\n\nhuman\n\nexistence\n\nmust pull unevenly in the early part of the race, the\n\nrein should be given to the physical rather than the intellectual.\n\nThe tendency of the age is to specialize. Even nations have been\nknown to ride hobbies while the trend of individuality on the part of the\n;\n\npeople leads, frequently indeed, to strange separations of what are really\n\ncomponent parts, and incongruous connections of ideas and things that\nhave no definite relation.\n\nThrough\n\nthis individuality there is tendency to operate in\n\nrather than comprehensive circles defining planes of action.\n\ntangents,\n\nEven educa-\n\ntion does not escape altogether this tendency.\n\nLet us illustrate. If it\nwere convenient, we would place before this audience the fairest specimen\nof American boyhood or girlhood that this country can produce, of the\n\nage when New York or any other State expresses, by law, its right to\nassume the education of the child in preparing it for citizenship under a\n\nWe would next call to this rostrum the various bidders for\nthe conduct of the education of this child, as they are represented in\n\nfree republic.\n\nsociety at large :\n\nFirst,\n\nthe physicalist,\n\nplacing beside\n\nhim the full-\n\ngymnast or acrobat second, the metaphysician, accompanied by\nthe \" book-worm ;\" third, the moralist, placing by his side the \" dysi)eptic\nfledged\n\n;\n\nreligionist.\"\n\nEach of these specialists in the line of education will regard the needs\nof the child through the lens of his\n\nown individuality.\n\nThe physicalist,\n\nin making his bid, will discourse\n\nupon the wonderful mechanism of the\nhuman body, in its parts and as a whole, dwelling particularly upon the\n\nnecessity for such a course of training as will develop all the tissues of\nthe body, producing the fine physique so nJtich coveted, whose harmonious\n\noperations will have reflex influence on the mind.\n9\n\nThe acrobat will be\n\n"}
{"page": 140, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n130\n\nready to exhibit some results of cultivated muscle, in varied gyrations that\n\nhave become to him the sum and substance of existence.\n\nThe metaphysician will, as a matter of course, dwell upon the importance of cultivating the intellect, setting forth the possibilities of the mind\nunder systematic discipline ; while the '' book-worm/^ with his lank body\nand expressionless visage, will step forward with scholastic deliberation\nas a living example of how much one may actually Jcnow without corresponding power to do.\nThe moralist will weigh, measure, and estimate the conscience which\nGod has implanted in every human being, conveying the idea that to be\nfinely physiqued or intellectually proficient will be of small consequence\n\nin the day of reckoning which will surely come.\n\nNow, it is true\n\nthat the acrobat, the book-worm, and the dyspeptic\n\nreligionist are extreme types of what these three systems of education will\n\nproduce,\n\nif\n\nin each case.\n\nThey, nevertheless, indicate the trend\npursued exclusively.\nTo train this promising child into an acrobat only, means\n\nactivity without application.\n\nTo develop him into a book- worm possess-\n\ning all the lore that can be packed and crammed into one cranium, is of\nlittle value\n\nin a world where active intercourse\n\nis\n\nthe true sharpener of\n\n\" wit and wisdom,'^ and developer of much-needed common -sense. It\nmeans cultivated intellect, hide-bound. To degenerate him into a dyspeptic religionist, as this is properly understood, perverts the higher pur-\n\nposes of life under the influence of a narrow mind and disordered liver.\n\nThese three special systems, imperfectly presented in these few senIn their fullest interpretation these should, together, constitute the sum and substance of education,\neach with its modifying and harmonizing influence.\nA cultivated brain supported by a lamp-post remains only a lamp-post.\nAn educated body, with only sufficient brain-power to guide and control\nthe movements of the body for the ordinary demands of life, is comparatively little more than a lamp-post, with added power of intelligent locomotion. A cultivated mind in a disciplined body, with uneducated or\nThe most darperverted moral sense, is to be feared in any community.\ning ventures and atrocious crimes, involving deep-laid schemes, are perpe-\n\ntences, are simply parts of the great whole.\n\ntrated by intellectual villains.\n\nbe the case.\n\nThe records of penitentiaries pi-ove this to\n\nA sound mind in a sound hody, without a doubt, expresses,\n\nhumanly speaking, God's conception of a perfect man.\n\nAnalyze this con-\n\nception in the fullness of the human utterance, and we shall find that it\n\nmeans vastly more than is attributed to it by the indifferent thinker. It\ninvolves all that is found in anatomy, physiology, and hygiene, with our\nmost rational interpretation of psychology and theology. A sound body\nsignifies every organ and part of the body working successfully in itself,\nand in harmony with each other. A sound mind signifies all the intellectual faculties in first-class existence and running order for action or\n\n"}
{"page": 141, "printed_page": null, "text": "EDUCATIONAL EQUIPOISE.\n\n131\n\napplication, with ''will-power^\" capable of belting every capacity of soul\n\nand body to the demands of life, regulated by a conscience devoid of\noffense to both God and man.\nBy a strange misinterpretation of the Divine Idea, man is, by many,\nregarded a dual being, composed of soul and body, but sustaining no\ngraver relation to each other than that of house and tenant— the one to\nIf this were true, then\nbe lived in, and the other simply accommodated.\nthe tendency to specialize in education would prove less detrimental to\nthe success of human existence.\nWe turn from the physicalist, the metaphysician, and the moralist, to the psycho-physicalist who regards the\nphysical and spiritual linked together in the bond that recognizes the\nmysterious touch of the Divine Hand.\n\nWe have only to note intelligently the varied experience as individual\nlife progresses, to\n\nunderstand how great help or hinderance the physical\n\npart of our existence can be to the development and prolonged usefulness\nof the soul.\n\nTo sum up, briefly, a great matter, the body is the medium of commuThe adaptation of the\n\nnication between the soul and the material world.\n\nsubservient one to the superior other involves the hidden process which\n\nwe call life, but ]c7ioiu only in name.\n\nWe have physical eyes, whose optic\nWe have\n\nnerves are lenses through which operates the soul-power to see.\n\n-\n\nphysical ears, whose auditory nerves are psycho-physical harp-strings that\n\ntransmit vibrations from the outer world to the receptive inner being.\n\nWe have nerves for execution, which pass from the great centers through\nthe arms and hands, giving to the wonderfully constructed fingers the\n\npower to lessen the distance between the surging emotions of the soul\nand the keys of the instrument that simply echo higher, more subtle\nharmonies.\n\nWhen accident, or growing years and waning force devitalize these\nordained connections of the spirit with the material world, the soul-powers\nto see, hear,\n\nand feel remain entombed\n\nin the physical sepulcher until\n\nHim who gave.\nThe marked unfolding of intellectual power during the years of natural\n\nfinal dissolution sends the immortal back to\n\ndevelopment for the body, and its progress on through life, if under favorable physical\n\nconditions, together with the gradual closing-in of this\ndeveloped power during the period when physical force is abating, certainly demonstrates two facts\n:\n\nFirst, All soul-power in the individual has a physical basis upon which\nit rests absolutely in\n\n8eco7id,\n\nthis material world.\n\nThe greatest\n\nsuccess of this soul-power\nnected with the welfare of man's physical existence.\n\nis\n\ninseparably con-\n\nWith these premises, it is easy to conclude that any system of education designed to develop the highest possiltilities of the individual should\nprovide for both mental and physical discipline.\n\n"}
{"page": 142, "printed_page": null, "text": "132\n\nTBE NATIONAL EDVGATlONAn ASSOCIATION.\n\nOar forefathers built with wiser, deeper significance than was tben\nknown, when this Kepublic was based upon the education of the masses.\nThe free-school system of America stands the safeguard of this nation,\nand its privileges for the individual have kept steady pace with increasing demands upon citizenship, from the i7itellectual standpoint ; but if we\nplace the curriculum as\n\nit\n\nrepresents the schools at large in these days,\n\nand as it sums up in results through the individual, beside the standard\nwhich nature has ordained, we are forced to read in unmistakable terms\n\" Weighed in the balance and found wanting/^ This is no new declaraProminent educators have long recog'\ntion to such an audience as this.\nnized the lack of physical drill in our public school system.\nThe action\nof a goodly number of large cities and a few favored towns shows there is\n:\n\ntendency to correct this vital defect.\n\nWe learn from a published report, that as early as 1860, American educators,\n\nassembled at Buffalo in the same capacity as you are assembled at\n\nthis time, declared that physical training should become, by law, a part of\n\nMore than thirty years passed before this\njudgment was carried out by the first State. There is explanation for\nthe public-school system.\nthis neglect.\n\nThe public-school system originated at a time when the demands of\npioneer life gave active employment to the majority of the people, pro-\n\nducing such vigor of body as is not found in these days. As the country\nhas become more densely populated, the tendency has prevailed to congregate in centers ; while the manner of living, and methods of securing a\nlivelihood, have materially changed.\n\nAccording to estimates by compe-\n\ntent authority, more than one-half of the people are engaged in pursuits\n\nthat do little to make them hardy.\n\nEven farmers, who rank as the most\n\nfavored class in this respect, are to-day so relieved by mechanical inventions and appliances that they suffer, to an extent, from lack of suitable\n\nexercise in some directions.\n\nThen, too, our cities and towns, as tlitey have\nextended their areas througli increasing population, have trespassed upon\nthe time-honored playground both\nfields for sport.\n\nto the\n\nschool premises and convenient\n\nas\n\nThe delightful hill for coasting, sooner or later, yields\n\nonward march of improvement\n\n;\n\nwhile the long-cherished pond,\n\nthat was the croaking-ground of the frog in\n\nsummer, and the skating\nrink for youth in winter, succumbs eventually to the same spirit of enterprise.\n\nAs a consequence, young and old have, as a rule, been crowded\n\ninto recreations and amusements that largely neglect physical needs.\n\nDuring the earlier part of the century, log school houses and backless\nlegs were abundant accommodations in\nacquiring a fair knowledge of the three R's, during, perhaps, three or\nfour months each year.\nIn those days, a leap or two could carry the\ncomfortably burdened student from the ** master's\" authority to the\nun restraining, unbounded territory of recreation\nbenches with their forking\n\n"}
{"page": 143, "printed_page": null, "text": "EDUCATIONAL EQUIPOISE.\n\n133\n\nWith increasing demands upon citizenship circumstances have changed.\nIn our\n\ncities\n\nand towns, where youth are educated\n\nschoolhousc began\n\n''in bulk/' the log\n\nlong ngo to give place to beautiful\n\nhigh, tlirougli whose corridors\n\nedifices,\n\nstories\n\nand down whose stairs pupils must pass\n\nwith noiseless step, under the critical eye of the teacher, even to the\nouter gate.\n\nHere the burly\n\nofficer,\n\nduly suited and starred, virtually\n\nstands with authority in behalf of the public peace.\n\nThe three R's have lost their primitive personality under a system of\neducation eight and ten stories high, with\n\nits\n\napartments, corridors, bay-\n\nwindows, recesses, and nooks, broadening, all told, into acres of intellectual\nprivileges, over which, as the allotted years roll by, the average child must\nattempt to spread his mental capacity if he hope to receive the coveted bit\nof parchment.\nIf the curriculum of the representative school is examined,\nyou will find well-developed plans for mental discipline, while little if any\neffort is made to restore vitality sapped through the nervous strain of nine\nand ten months of steady application each year. As consequence of these\nchanged conditions, the children of to-day inherit physiques showing the\nImproperly developed bones, flabby muscles, and,\nretrograde tendency.\nwith all the intellectual advantages, in many instances still flabbier mental\nconditions, promise little under the exigencies of the period.\n\n\"What is the\nunbalanced education? If truthfully answered, it must be\nadmitted that many forms of nervous disease manifest themselves even in\nresult of this\n\nthe early years of the course ; and physicians tell us that constantly increas-\n\ning mechanical demands, through the use of the pencil, are producing\nafflicted eyesight.\n\nA very small per cent, of those entering the primary grade ever reach\nthe high school.\n\nThis is due to a variety of circumstances.\n\nIt\n\nis,\n\nhow-\n\never, too frequently owing to debilitated physical condition, particularly\n\nThis exhausted state becomes more apparen' \\)y numbering\nand noting the students of the several years in this advance department.\nBoys drop out from various causes, permitting the girls to outnumber\nthem in the graduating classes. Of the girls who do graduate, too many,\nindeed, are so seriously shaken in health that further intellectual pursuit\nbecomes an impossibility.\nPlace a representative class of those advanced pupils, boys as well as\ngirls, under the critical eye of a competent physical examiner, and you\nwill hear reported\nround shoulders, sunken chests, drooping heads, ungraceful carriage, uneven hips and shoulders, with frequent lateral\ncurvature of the spine\nwhile the prematurely dulled eye and sallow\ncomplexion tell of disordered digestion and imperfect nutrition.\nMany of these girls pass from the graduating rostrum back to the\n\ntrue of girls.\n\n—\n\n;\n\nschoolroom as teachers of the risingjk generation, poorly equipped,\nthrough physical disability, for the important duties laid upon them by\nthe\n\nState.\n\nToo frequently these teachers\n\nare\n\nthemselves unfortunate\n\n"}
{"page": 144, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n134\n\nobject lessons to pupils,\n\nwho ought to be trained to understand that\n\nhand in hand, if education\nproduce the best results for the individual. And these girls who survive\nthe strain of the schoolroom, going into mature womanhood, matching\nfair mental qualities with such imperfect bodily conditions, are to be\nmothers of coming generations. What dare we expect for the future of\nthe nation if this trend is not changed ? Even parents are seeking\nremedy, not alone to prevent the public-school system from falling under\nits own weight, but to protect the home from the calamities of general illhealth, that is stamping our high-pressure existence with low-pressure\nnervous prostration. This gradual, almost imperceptible, growing out of\nthe old into the new order of things has not wholly victimized the\nphilosophy of the people, and some conclusions may be drawn\nFirst\nA system of education which provides for mental drill, without\ncorresponding physical discipline, is not only seriously one-sided in its\naims, but equally one-sided in its results.\nSecond :— Under systematic progressive physical drill there is reason to\nbelieve the possibilities of the body may be made to keep pace with\nintellectual progress, so that, under ordinary circumstances, the graduate\nshould step from the schoolroom in better health than her constitution,\nperhaps indicated in the beginning of the course.\nThird :— A part of education that seems not only so imperative physically, but promises so much from the intellectual standpoint as well, should\nphysical and mental development should go\n\n:\n\n:\n\n—\n\nnot only be permitted, but put beyond the contingencies of unconcerned\n(because not informed) officials, onto the plan of unquestioned requirement.\n\nThis means compulsory physical education\" lif our schools.\nThe question may be pertinently asked What constitutes physical\n:\n\neducation ?\n1.\n\nWe will summarize, as suggested by various authorities\n\n:\n\nIt means the development of the body, particularly during the grow-\n\ning period, symmetrically and harmoniously, according to the best-known\nstandard.\n2. It aims to preserve and increase, or produce, bodily health, strength,\nand grace, through carefully devised and well-directed exercise.\n3. It seeks greater brain and nerve power through increased and more\nWe have long believed that exercise\nhealthful brain and nerve matter.\ndevelops and improves muscular tissue but people are only awakening to\nthe fact that with this increased muscular development comes also brain\nand nerve development.\n4. It creates and establishes in the body, through persistent drill, such\n])ossibilities as ''activity, dexterity, and efficiency,\" that the individual\nmay become the possessor of a rounded, well-balanced, efficient physique,\nthrough which a cultivated mind and soul may operate with the least\nOccupations, trades, and professions show the power\npossible hinderance.\n;\n\nof training in special directions.\n\n"}
{"page": 145, "printed_page": null, "text": ":\n\nW\n\nEDUCATIONAL EQUIPOISE.\n5.\n\nIt develops will-power.\n\n135\n\nThis connects mental energy with physical\n\nOne prominent specialist defines physical education as \" training pnpils to make the body subservient to the will,\" adding, that this\nactivity.\n\nnecessarily includes health, strength, activity, dexterity, and efficiency.\n\nThe history of physical education shows that early efforts were conIn 1817, when the militia was undergoing reorganization, effort was made in Congress to provide, by law, for\nphysical drill in all public schools, military tactics to become a part of\nnected with military demands.\n\nThis failed.\n\nthe higher education.\n\nFrom that date until 1860 the whole\n\nsubject was left to spasmodic efforts on the part of educators.\n\nIn 1861 a significant fact occurred.\nAs soon as war was declared.\nSouth as well as North, the call went forth for troops. In both sections\nrecruiting offices were established, and men of all ranks and ages, includ-\n\ning boys scarcely out of their teens, marched\nplaces, each writing his\n\nname upon the books.\n\nup\n\nto\n\nthese enrolling\n\nThis meant a pledge to\n\nserve the country according to their best knowledge of loyalty.\n\nWhat\n\nhappened ?\n\nImmediately these raw recruits, in squads, were placed under\na drill-master, and the *^ setting-up'^ process became the first order, and\nwas continued with other drill through the war. What was this for ?\nFirst, to get the body under better condition and command for the strain\nof\n\nmake these men more completely obedient to\nupon which the success of campaigns materially\nNow, if getting men upon scientific base with true physio-\n\nwarfare ; second,\n\nto\n\ntheir superior officers,\n\ndepended.\n\nlogical poise was desirable for killing purposes,\n\nis\n\nit\n\nnot good for living\n\nmade them more obedient soldiers, is not\nthis same training good in making the individual more thoroughly sub-\n\npurposes ?\n\nIf bodily training\n\ncommander, the unllf Physical education proposes this initial ^'setting-up'' process in our public schools, commencing\nservient to his superior\n\nWe need not go far to-night to discover how few\nknow how to stand, walk, and sit properly, and more than all how to\nbreathe. We would teach the fundamental principles of success in human\nwith the primary grade.\n\nlife,\n\nthe **^A\"of which is the largest possible hreatliing capacity.\n\nconcerns girls as well as boys, and women as well as men.\n\nThis\n\nWe have read\n\nrecently an account of the effort made by Mr. William B. Fowle to intro-\n\nduce physical exercise in the Boston Monitorial School for girls, in 1825.\nAfter overcoming, with some difficulty, the prejudice of prim parents, he\nfinally wrote to a friend interested in physical\n\neducation the following\n\n\" I hope the day is not far distant when gymnasia for women will be as\n\ncommon as churches in Boston\n\nand that our young men, in selecting\n;\nmothers for their future offspring, will make it one of the conditions of\nthe covenant, that they be healthy, strong, and capable of enduring fatigue,\nencountering dangers, and helping theiaselves.\" To this we say Amen,\nwith the addition, that our young women, in accepting fathers for their\nchildren, will make it one of the conditions of the covenant, that they be\n\n"}
{"page": 146, "printed_page": null, "text": "—\n136\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nable to give purity for purity, with lives untainted by the drugs and weed\n\nwhich are to-day wrecking the manhood of this nation and cursing posterity through the relentless laws of heredity.\n\nThe only physical drill that I can now recall in my early school life,\nwhich did get up\n\noutside of vigorous applications of birch and ferule\n\n—\n\nlively circulation occasionally— was '^toeing the line\" in class.\n\nSome-\n\ntimes it was a chalk mark ; again, it proved to be a convenient crack in\nthe floor, if the joiner's plans happened to be favorable. Yes, we were\nto\n\nmodem ideas.\n\n—\n\na most unhygienic act, according\n\" Toeing the line,\" however, was the sine qua non, if\n\ntold to fold our arms, forward usually\n\nwe may judge from oft-repeated movements sui generis. Under the\nnew phase of education we are still '' toeing the line\" — an imaginary one\n\n— turned on end. We are not only toeing\n\nit,\n\nbut breasting it as well.\n\nWith the opening of the civil war physical education revived, since\nwhich time it has steadily grown, until it is in the very air, waiting only\nfor an application of public sentiment to connect it inseparably with the\n\npublic-school system, where it properly belongs.\n\nThis introduces the vexing question of methods\n\n—a controversy which\n\nhas had some influence in hindering the progress of the work in our\nschools.\n\nThe physiological laws upon which the development of tissue depends\nThe applica-\n\nare called the foundation principles in physical education.\n\ntion of these foundation principles in different countries, or through indi-\n\nviduals in the same country, has given rise to varying methods or systems.\n\nThe ideas prevailing in the mind of those applying these principles determine the chief characteristics of special methods. The main point of\ndifference concerns the use of apparatus, one faction relying upon it, and\nthe opposing faction regarding it wholly unnecessary.\nOne method discards music entirely, while no one regards it applicable in\n\nall\n\nexercises.\n\nOne specialist places marked stress upon periodic measurements, basing\nexercises upon the same\nwhile another fails to appreciate its importance.\nOne considers a well-devised system of pulleys and chest-weights compre;\n\nhensive and effective in results ; while another, seemingly as successful,\nvigorously opposes them.\n\nOne seeks health and strength ; another adds\n\nprecision in movement with promptness in execution.\n\nAll plans promote\n\nthe end sought, while none can yet claim perfection.\n\nThe\n\nprincipal\n\nmethods recognized are the German, tlie Ling (Swedish), and the American.\nGraduates from these various schools hold responsible positions\nThe unsettled\nover the country, and are realizing encouraging results.\nproblem which is agitating i:)rominent apostles of this new education concerns the adaptation of these metliods to our system of graded schools,\nwith the limited facilities of the ordinary schoolroom.\nIt was a significant gathering of specialists that assembled in Drexel\nInstitute at Philadelphia last spring.\nAs usual, this question came again\n\n"}
{"page": 147, "printed_page": null, "text": "—\nEDUCATIONAL EQUIPOISE.\nto the front, eacli\n\nsystem claiming superiority over others. It was my\nThe one thought that impressed me at the close\n\n])rivilege to be present.\n\nof that conference was the great wealth of plans, but dearth of applica-\n\nThat body represented the principal colleges of the country. Young\nMen's Christian Associations, private gymnasia, and a limited number of\npublic schools.\nThe burden upon the mind of one listener, at least, was\ntion.\n\nthe uncared-for balance of the twelve millions of children who to-day\nare in the\n\nOver in Ohio,\n\nhands of the State preparing for citizenship.\n\njust before the close of the last session, the legislature did enact a law\n\nmaking physical education compulsory in all cities of five thousand inhabThis is the first and only State to take such a step.\nitants and more.\nNow, if this added tuition is desirable for the children in fifty-five cities\nin one State, why should not the same privilege be extended to all States,\nfrom the district school to the university ? This involves outlay of public\nfunds, as such instruction should be in the hands of able directors, not\ninexperienced makeshifts nor broken-down athletes.\nThe end to be\nattained will justify all that\n\nit\n\nwill cost.\n\nAdajiting this tuition to the\n\nmuch\n\nlimited facilities of the schoolroom will accomplish\nwill not result until the pupils from\n\n;\n\nbut the best\n\neach and every grade can be drilled\n\nunder the director in a properly equipped gymnasium,\nwhich should be found in every school-building.\nEvery true method aims to promote (1) Health (2) Strength. This\ninvolves no controversy.\nHealth is the condition of the body which permits one to live and work with the greatest possible ease, and this should\nnot be sought as a condition of maturity only.\nWhen a child is born, through the laws of heredity its possibilities are\nat stated times\n\n:\n\n;\n\nalready determined.\nAs another has expressed it, '^ The germ of perfecti\"\nthere\nmeaning the tent of which the individual is capable.\n\n—\n\nbility is\n\nBut to develop this germ\nair,\n\ncertain conditions are essential, such as fresh\n\nThe need for systematic\ngerm\n\nhealthful food, proper clothing and rest.\n\nexercise in producing the degree of perfection foreshadowed in the\nis\n\nnot so well appreciated.\nExercise\n\nis\n\nmuscular movement produced by muscular contraction, or\n\nthe power to shorten the space between the extremities.\n\nExercise breaks\n\ndown tissue, and the nutritive system builds up. During the growing\nperiod, if conditions are favorable, the supply of new material exceeds the\nwaste, so that the body increases in bulk\n\nIn restoring the\nit grows.\nreduced system to normal conditions, the same results.\nStrength depends\nupon the frequency of these changes. The quickened, more healthful\n\naction of the voluntary muscles quickens also the action of the involuntary muscles, producing corresponding and harmonious change.\nThe\nresults of educational exercise, in a strictly physical bearing,\n\nsummed up by a prominent specialist as follows\n1.\n\n:\n\nIt increases the size and power of the voluntary muscles.\n\nhave been\n\n"}
{"page": 148, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n138\n\n2.\n\nIt increases the functional activity of the involuntary muscles.\n\n3.\n\nIt promotes the health\n\nand strength of the whole body, by quicken-\n\ning the circulation and increasing respiration.\nRecreative exercise, such as games and sports, is sufficient to keep the\nbody in good condition when fully matured ; but it is not sufficient during the growing period, if we aim for the best that the individual can\nproduce.\nAfter some weeks in a gymnasium, an English soldier was\nasked by the specialist Archibald Maclaren, what he thought of it. The\nsoldier replied\n\n:\n\n*^I feel twice the\n\nman I did, sir.^'\n\nWhen questioned as\n\nmeant, he responded, '^ I feel twice the man I did, sir, for\nanything a man may be set to do.\" This implied more than physical competency.\nBrain and nerve tissue is matter subject to the same conditions\nof change resulting to other parts of the body through exercise.\nIncreasing the quantity and quality means all that brain and nerve tissue indicates in the body, so it cannot fail to result in quickened perception and\nincreased intellectual ability as well as physical readiness.\nWe do not\nto what this\n\nquite indorse the utterance of the writer who declares that every sick man\nis\n\na villain ; but it is apparent that with added physical force can\n\ncome\n\nhigher moral tone, particularly if the natural trend is not in the opposite\ndirection.\nIt has been satisfactorily demonstrated that systematic physi-\n\nschoolroom not only improves the physical condition and\nbut the government of the school more nearly\nand readily approaches the high ideal of self-control. It increases, also,\ncal drill in the\n\nmental\n\nability of pupils,\n\ncourage, and we may add patriotism.\nThe Greeks and\nRomans understood its value in promoting the qualities of good soldiers.\nThe consideration of this subject cannot consistently close without\n\nself-reliance,\n\nreference to a phase which has scarcely yet been given its place in the\n\ncurriculum of physical education.\n\nDuring the Centennial Exhibition at Philadelphia, in 1876, the great\npower in Machinery Hall. From the\ntime when Watt first studied the steaming teakettle on to that culminating period, long strides had been made in harnessing this force for the\ndemands of the time. Under the controlling hand of the master engineer,\nthat giant engine became the thing of life for the vast area of industries\nwhose machinery plied from early morning till night, showing to the passing countless multitudes what the inventive genius of man had wrought.\nCorliss engine was the center of\n\nIf,\n\nfor even brief periods during the day, the operations of any portion of\n\nthe applying machinery were suspended, the connecting belts were slipped,\n\nand the unused energy remained, for the time being, a reserve force\nWhen wood, iron, and\nin old Corliss and its far-reaching connections.\nwater are concerned, economy in expenditure is carefully studied, from\nthe construction of the engine for the generation and transmission of force\nthrough its application. We turn from all this, the product of man's\nfertile brain and skillful labor, to man himself, as a machine, possessing\n\n"}
{"page": 149, "printed_page": null, "text": "—\nEDUCATIONAL EQUIPOISE.\nin the exigencies of\n\nand applying nerve force\n\nlife.\n\n139\n\nAll the learning of\n\nages has not yet fully comprehended the marvelous structure and design\nof this\n\nmatchless body ; and yet man, the divinely appointed keeper of\n\nthis wonderful machine\n\ncalled self, involving such possibilities, uses less\n\ncare and judgment in its management than he bestows upon his own mate-\n\nThis is an age of great nervous pressure through mental\nand high nervous tension through unnecessary and extravagant\nexpenditure of nerve force.\nSpindles are kept whirring when the mateshuttles are kept flying when the web is not in, until, sooner or\nrial is off\nlater, physical wreck tells of the disaster.\nAs a matter of economy and safety, engines are supplied with governors,\nsafety-valves, and fly-wheels\nthis the applied device of man\nbut in the\ngreatest, most subtle of all mechanism, which combines the service of\nmind and matter, the power is permitted to boom on, trusting that the\ndelicately constructed machine will stand the pressure for the years numbering an average life.\nThe representative American does not even know how to rest, which is\none of Nature's most imperative laws persistently violated still less does\nrial inventions.\n\nactivity,\n\n;\n\n—\n\n;\n\n;\n\nhe know how to economize vitality.\nWe have much to learn from children and the animal world on this\n\nThe child knows how to yield its body to the bed or the arms of\nThe child knows how to fall, or does fall, in a manner to\nsustain the least possible injury.\nThe cat that purrs at the fireside, and the\npoint.\n\nthe mother.\n\nfierce animal that roams the forest or is caged for menagerie purposes, prac-\n\ntically understand, through instinct, that constantly used power is abused.\n\nAfter discipline for health and strength should come training for action\n\nand trai7iing for rest.\n\nAs it counts in the purposes of life, this may be\n\ncalled applied gymnastics.\n\nA symmetrical physique means the development of the voluntary muscles\n\nto their highest state of\n\nproportioned.\n\nperfection, with\n\norgans correspondingly\n\nTo make these five hundred and more muscles so many\n\nfretting steeds, wearing the harness in season and out of season, is a per-\n\nversion of nature^s laws.\n\npower to relax\nreally do\n\nit.\n\nthis balance.\n\nThe power to act should be balanced by the\nSimple as this may seem, we do not\n\nletting go the hold.\n\nThe perfect control of the body, however, depends upon\nThe horse which has proved so faithful a servant is of little\n\nvalue until his magnificently developed strength and will are brought\n\nunder complete submission to the will of his master; standing, if need\nbe, docile and restful in the harness until the directing touch of the rein\nbrings his strength to bear in the transportation of weight, or carrying\nthe rider with fleet foot and rhythmic motion until commanded to halt.\n\nMan controls this faithful servant more successfully and completely than\nhe manages himself.\n\nHow many of us know how to pursue a single subject of thought for\n\n"}
{"page": 150, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n140\n\neven a limited time, to the exclusion of all else that may concern us, save\n\nunder the most favorable circumstances ? How many of us are able to\ncarry on mental effort without holding some part of the body in some\n\nHow many of us know how to use any one\nown specific work, without calling into service\n\nkind of unnecessary strain ?\npart of the body in\n\nsome part not\n\nits\n\nthrough sympathy, increasing the\nWill-power is the crowning characteristic of the mind.\n\nat all involved save\n\nnervous demand ?\n\nIt is designed to be the throttle-lever that turns on and regulates the force\n\n;\n\nwe can bring our entire being in reasonable harmony with\nnature's laws concerning action and rest, as they are mutually related,\nbut,\n\nuntil\n\nwill-power is prostituted.\n\nIt is not the horse that frets in the harness\n\nbefore the rein is given that\n\nis likely to win in the race.\nIt is not the\nengine that fusses and sputters, sending the piston with uneven tread in\n\nits bearing upon\n\nthe great driving-wheel, that can be relied upon to carry\n\nthe steamer freighted with human life safely across the Atlantic ; but the\nfinely constructed, well-balanced engine,\n\nwhose equilibrium can steadily,\n\nand safely transmit the power, measuring distances at sea.\nIt is supreme consciousness of self that makes certain years between\nboyhood and manhood a period of such distressing awkwardness. Why\nis it so ?\nBecause, through deficiency in education, it is the period when\nnerve-power runs rampant in every part of the rapidly developing frame,\npersistently,\n\nwith will-power an undisciplined, undisciplining force. T lie ease which\ncomes through unconsciousness of self can only be acquired in these days\nof inherited tendencies and deficient education, by first becoming intelligently conscious of the existence and power of every part of the body,\nthrough exercise, and then learning to withdraw the power when not\nneeded for action. This applying and withdrawing energy according to\nthe '^ eternal fitness \" of demand, disciplines the will and adds to our\npower of concentration.\n\nMany of us, at this very moment, can call to mind individuals who are\nmaking woeful failure in life, simply because they lack this power of conTraining the mind\ncentration, whether thought or action be involved.\nto concentrate its power stands even ahead of training it to acquire knowl-\n\nupon it the success of the latter depends. The basis of\nmind training is muscle training ; the natural development of the body\n\nedge, because\n\nproves this to be true.\n\nProper muscle training involves deliberate relaxa-\n\ntion as well as action.\n\nUnder physical tuition as it prevails to-day, the\nproducing action but not so marked always\n\nwill is brought to bear in\nis this discipline\n\n;\n\nof withdrawing the power.\n\nFrom training the body with this double motive in view, including the\nmuscles, nerves, and senses, we turn the will-power upon the mind, train-\n\ning it to this power of concentration, without scattering of force.\n\nUpon\n\nthis depends the greatest success in life.\n\nWhen the developed body has reached the degree of freedom and ease\n\n"}
{"page": 151, "printed_page": null, "text": "—\nEDUCATIONAL EQUIPOISE.\n\n141\n\nintimated, and the will has acquired not only the habit of application,\n\nbut the habit of reserving all force not directly needed, then can the disciplined body, in its attitudes and movements,\n\nbecome the expression of\n\nthe biglier being.\n\nThis art of expression is founded upon conservation of force ; but conservation of force, built upon preparatory physical training, has not yet been\nproperly recognized in its educational bearing.\n\nTo mention the name of\n\nthe one who has given to the world the most significant utterances in this\ndirection,\n\nmay hold me liable to criticism.\n\nIt is the w*5representation\n\nand ?7^^sapplication of Delsarte theories which have given rise justly to\nsome of these criticisms but when the completed method for the fullest\ndevelopment of psycho-physical possibilities is in operation, the work of\nM. Delsarte will find place.\n;\n\nThe utter absence of specific training to conserve nerve force accounts\nfor much that grows out of the public-school system which is detrimental\nto both pupil and teacher.\n\nWhen students learn how to concentrate the\n\nmind during study, with power\n\nto fully relax mental\n\nwhen in\ndemands of\n\neffort\n\nrecreation, there will be less cause for complaint about the\n\nschool and the strain of examinations.\nWe may then be able to secure\nhigh grades for intellectual effort, with low per cent, of nervous outlay.\nIt is worry, rather than work, that sends the pupils of any grade into the\n\ncondition of sleepless nights, feverish pulse, and parched lips, with incli-\n\nnation to study long past the period when the\nimpressions\n\n—\n\nall this at the expense of\n\nmind receives clear-cut\n\nwhat is being sought.\n\nEducation, then, as the summing up of possibilities, should mean :\n1.\n\nDeveloped and trained physical force.\n\n2.\n\nDeveloped and trained intellectual force.\n\n3.\n\nDeveloped and applied moral force, adjusting properly the individual\n\nin his relation to God and man.\n\nAn illiterate workman upon the highway encounters a huge boulder\npartially imbedded in the ground.\n\nScarcely knowing\n\nhow to read, his\n\noccupation has educated him to a practical knowledge of laws which the\nscholar usually acquires only in the study of physics.\n\nThe great iron\n\ncrowbar is produced, and support is temporarily constructed which will furnish leverage on the weighty mass.\nHe well knows that if the boulder is\nto be lifted a certain space, he must look to the height of the support, the\nlength of the crowbar and its adjustment, as well as the force which is\nnecessary to balance the weight under this adjustment.\nThis is equipoise\nin physics.\n\nIn raising a human being to the highest possible standard, a similar\nadjustment is recognized discip^lined intellect, disciplined moral force,\nwith will-power as a connecting lever, reding upon the fulcrum of perfected bodily conditions.\n\nThis, the acquired result of systematic, com-\n\nprehensive education, is equipoise.\n\n"}
{"page": 152, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION,\n\n142\n\nTEACHING CURRENT EVENTS IN SCHOOL.\nBY E. 0. VAILE, EDITOR OF \"INTELLIGENCE^' AND ''THE WEEK'S CURRENT.\"\n\nHonest and intelligent citizenship is the foundation of the Republic.\nothers which we must have if we are to live\nand prosper as a nation, and we should congratulate ourselves on the\nnumber and activity of the forces which to-day are working to this end.\nWhile it is quite possible, and a tendency has appeared on this platform,\nto exaggerate the power of the school to affect the intellectual and moral\ncondition of the nation, there can be no mistake in maintaining that the\nschool is an exceedingly important, if not the most important, element\nin solving the problem of intelligent citizenship.\nThink of the number of homes existing all over our land in which the\nfirst elements of parental responsibility and of intelligent citizenship are\nentirely wanting homes transplanted from all parts of Europe and filled\nwith the ignorance and stolid indifference of the most stolid class of foreigners.\nThink of the number of truly American homes in which the\nmental and spiritual needs of the children, their needs as future citizens,\nIt is the one thing above all\n\n—\n\nIn comparison with the great mass, how small is the minorwhich the children receive adequate training and education with reference either to tbeir own good or the good of the community.\nSurely the American school is the salvation of the American\nare ignored.\n\nity of homes in\n\nrepublic.\n\nNow, what are these schools doing in the way of systematic training of\nour boys and girls for intelligent citizenship ? I include thQ girls in the\nquery, for I believe our girls should be educated for all the duties of citizenship just the same as our boys are, and I honor the girls\n\nthe\n\nwomanhood and\n\nthat their brothers\n\nthe pluck\nenter.\n\nto\n\nfit\n\nthemselves\n\nfor\n\nwho have\n\nthe same fields\n\nYes, educate the girls for the responsible\n\nTrain them to take intelligent interest in public\nmatters.\nThe investment will prove a good one.\nTo-day the elements of civil government and the Constitution of the\nUnited States are regular subjects of instruction in our high or grammar\nschools.\nBut is this instruction adequate to furnish what our boys\nduties of citizenship.\n\nThe movement of\nThe conviction is becoming universal\n\nand girls will need when they become full citizens ?\nthe times answers the question.\n\nthat our schools should do more than they have done in the past to fit\nour boys and girls to discharge the duties that are soon to devolve upon\n\nthem as mature citizens.\n\nHow are they to have their minds set in the direction of the needs\nHow is the spirit to be cultivated that will demand\n\nof good government ?\n\n"}
{"page": 153, "printed_page": null, "text": "TEACRING CURRENT EVENTS IN SCHOOL.\nhonest\n\nofficials,\n\nthat will\n\n143\n\nlook after the primaries, that will stand up\n\nin the convention resolutely for what is pure and right, that will insist at\nall hazards that every voter shall have a chance to cast his vote,\n\nevery vote shall be\n\nhonestly\n\ncounted ?\n\nand that\nTrue Americanism means not\n\nonly intelligence, it means right inclination, right determination, will to\nsecure the rights.\n\nAmericanism of this type cannot be developed by a term's work in civics\nIt comes as an attitude of mind, as a trained\npower of discriminating between what is right and what is wrong, as\na habit of looking at questions from all sides, of candidly and intelligently weighing the pros and 'cons it comes as a passion to see the right\nand the best prevail.\nFor cultivating this Americanism there is no way so effective as the sysor in the Constitution.\n\n;\n\ntematic study of the affairs of our own day.\n\nour young people at once.\n\nthem\n\nIt arouses the interest of\n\nfeel the economic and\nmoral bearings of all political and national questions.\nThere is nothing\nelse which will so broaden and vivify the intelligence and exercise the\njudgment. Let any boy or girl consider the questions, international, financial, engineering, and commercial, involved in the Nicaragua Canal enterprise, and what a breadth of view it gives him!\nSuppose he and bear\n\nIt\n\nforces\n\nin mind that ^Mie^' means ^^she'' as well\n\nto\n\n—\n—has studied the cause, methods,\n\nand results of the late election in the United Kingdom. Could anything be more valuable as a comparative study in the matter of government, or in deepening reverence for the Anglo-Saxon principle of self-\n\ngovernment ? What an opportunity and what a necessity for sifting and\nweighing arguments and evidence is presented by the tariff question\nThere is nothing equal to the study of current events for giving a practical application and color to what has been learned from books.\nOne\n!\n\ncannot understand the past excepting as he understands the present. The\nreader of Dr. Arnold's life remembers how strongly he urges the teacher\nof history to use the present to illustrate and illuminate the past.\n\nAs a means for developing love of country, for enabling our boys and\nunderstand and realize what our own institutions are and what\n\ngirls to\n\nthey afford in comparison with the institutions of other countries, the\nstudy of current history is not only invaluable, it is indispensable.\ntrue\n\nA\n\nAmericanism clearly requires not only a knowledge of our own country\nand its affairs, but a knowledge of other countries and their institutions.\nWe can truly appreciate our own only by comparing it with others. The\nstudy of current history is constantly provoking these comparisons, and\nfurnishing the knowledge which must be their basis.\nThis one consideration is sufficient not only to justify but to demand\n\ne^ry school in which the children\nBut there are other weighty reasons which sustain the\ngeneral judgment that more attention should be paid to this subject.\n\nthe regular study of current events in\nare old enough.\n\n"}
{"page": 154, "printed_page": null, "text": "144\n\nTHE WATIOKAL EDUCATIONAL ASSOCIATION,\n\nThe proper study of current matters develops that much-needed habit\nin newspaper readers\n\n—\n\nthe habit of discriminating, of deliberately shutting\nthe eyes to what is worthless speculation or gossi]\"), to what is sensational\nand demoralizing, and of instinctively giving attention to that only which\nis of actual\n\nYou can preach to ordinary readers until\n\nvalue and profit.\n\nthe crack of\n\ndoom about the folly and harm of giving time to the record\n\nof the police court, divorce i^roceedings, social crimes and scandals, suicides,\nmurders, and executions, which occupy so much space in the daily press.\nThis is the kind of reading which the ordinary reader can most easily read\n\nand best enjoy.\n\nIt is\n\nHe will have it.\n\nIt contains the sensational spice which is so essential to\n\non a level with his intelligence and his\n\ncuriosity.\n\nlow taste and an inferior intelligence. No\nand hope to thrive, although\nninety-nine editors in the hundred despise it and confess its demoralizing\neffect on the general mass of readers.\nGive to the ordinary reader of the\ndaily paper a clean, wholesome sheet, free from the sensational and exciting,\nand he will soon weary of it and demand a paper that has '* news^' in it.\nIn the first place, his reading vocabulary is not large enough to enable him\nto find ease and comfort in the mechanical work of reading such a paper.\nIn the second place, he is not sufficiently familiar with the ordinary trend\nof subjects and discussions in such a journal to make him feel at home\nwith it and enjoy its society. The fact must not be overlooked, that to be\nan intelligent reader of current history one must be in a measure trained\nThe person bred merely on. the school scrap-book reader or on the\nto it.\nsensational part of the daily paper will have little appetite for serious\narticles on the leading events of the day when he first undertakes to read\nthem. For want of previous reading or explanation, he does not under-\n\ntickle the reading palate of a\n\ndaily paper can omit this class of matter\n\nstand the plot, so to speak.\n\nBut let him read in company with a well-\n\ninformed person until he becomes acquainted with the situation, and then\nthe discussion and progress of events will be to him matters of interest.\nHere appears the advantage of the school study of current history. By it\na reading fiber and taste are developed in our young people which will\ninsure the closing of their eyes in their future reading to the trashy and\nworthless stuff that everywhere entices them, a fiber and taste which will\ngive them a genuine relish for, as well as an instinctive recognition of,\nGive our\nthings which it is worth an intelligent person's time to read.\nboys and girls a taste for better things, and the daily press will soon find a\nconstituency that will enable it to thrive upon a higher plane.\nThe study of current events tends more than most school work to train\nour boys and girls in the power of getting and retaining ideas by simple\nreading as distinguished from what, in school phrase, is called '' study.\"\n\nIn paying attention to current matters it is hardly possible for a class to\nLessons in this subject\npore over the written text, conning it by heart.\n\ncannot be assigned by pages.\n\nThe pupils must do their studying not by\n\n"}
{"page": 155, "printed_page": null, "text": "TEACnmO CURRENT EVENTS IN SCHOOL,\nmemorizing, but by reading\n\n—the only\n\nreal way to study.\n\n145\n\nIn other words,\n\nthey learn to read in the real sense, to get and hold ideas by simple reading with attention born of interest, instead of by conning.\n\nThe study of current events in school has a most wholesome effect in\n\nThe school and all\nconnecting school life with the home and the world.\nits work take on a new meaning when the pupils find themselves grappling the same topics and problems in the class-room wliich they hear\ndiscussed on the street and in the counting-room.\n\ngrows.\n\nHe feels a new stimulus to acquire knowledge.\n\nin the schoolroom because\n\nThe pupil's horizon\nHe finds new life\n\nhe feels the pulse of the great world outside.\n\nParents feel a strong added satisfaction in the school when they find their\nchildren better posted, possibly, than themselves in the affairs of the day,\n\nand intelligently alive to new developments.\nis\n\nNot the least of the beneficial effects of the study of current events\nThe lamentable ignorance of\nthe effect on the teachers themselves.\n\nteachers as a class in regard to contemporary matters has long been a\n\ncause of mortification to\nschools.\n\nall intelligent\n\nfriends of our teachers\n\nDoubtless most of you can recall illustrations that\n\nblush while you laugh.\n\nand our\n\nmake you\n\nThe sentiment is growing that teachers should be\n\ncompelled to purge themselves of this disgrace. In the State of New York\na knowledge of current affairs is now one of the requisites for a license to\n\nIn other States there are indications that a similar step will be\ntaken before long. While it is humiliating to think that the great mass\n\nteach.\n\nof teachers have to be compelled to thus qualify themselves, there is sat-\n\nadded respect and dignity which the new\nWhether in country or in city, the teacher\nwho knows what is going on in the world has a hold upon the respect of\nthe community which the mere book-informed teacher will long for in\n\nisfaction in thinking of the\n\nacquisition will bring them.\n\nvain.\n\nIn addition, the regular school study of current events has a wholesome\neffect on teachers,\n\nby its tendency to force them out of the oracular, posi-\n\ntive ways into which the hearing of text-book recitations is so apt to lead\n\nthem.\n\nWhen it comes to considering a newspaper article, and the ques-\n\ntions which\n\nit\n\nsuggests, the person of ordinary good sense will be very\n\nNext week he may find cause to radically\nchange his opinion. It is a wholesome thing for the average teacher to\nhave to consider with her class some subject which cannot be crystallized\ninto formal text-book statements, and in which positive assertions are apt\nto lead to embarrassment.\nConsidering the value which the community now begins to place on this\nsubject, and the importance to the teacher of not only being well informed,\nbut of acquiring the broad outlook wlfich comes from this study, it is\nsurprising that in our normal schools and colleges so little attention is\ncautious about dogmatizing.\n\npaid to the study of current history.\n10\n\n"}
{"page": 156, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n146\n\nAs a rule, normal school faculties seem to think that it is none of their\nbusiness whether or not their students are readers of current history, and\nin very few of these schools is anything attempted in this line beyond a\nfew comments now and then in general exercise, and the admonition,\nwhich is seldom heeded, to read the daily paper. In our colleges it is\nstill worse.\nConsidering their scholarly habits and tastes, it is doubtful\nif there is another community so ignorant or so indifferent on this matter\nof current history as the college community, including professors as well\nas students.\nIn regard to both colleges and normal schools, the misfortune lies not so much in the ignorance which they tolerate, as in the habit\nof thought and attitude of mind which they foster.\nThe mere information might be picked up quickly; but the habit, so essential to good citizenship, of taking an interest in all public matters, of interrogating the\nfacts, of carefully weighing the arguments before coming to a decision,\nrequires time to develop.\n\nBut little can be said in defense of that method of attending to current\nevents which puts the daily paper into the hands of the pupils and\nrequires them to pick out the news items of interest or value.\nFor a\nyoung reader to look through the daily paper wastes an amount of time\nthat he cannot afford to lose, and which no pupil should be allowed to\nHe has not the judgment and experience which by a glance can\nlose.\n\ndistinguish the valuable matters which he seeks from the worthless ones\nfor which he has no use.\n\nConsequently he has to read through the entire\npaper with more or less care in order to make his selection. Not only\ndoes this consume his time without profit, it obtrudes upon his attention\n\nmany things which no judicious teacher or parent would deliberately put\nbefore the eyes of a young person.\n\nIt is the teacher's business to read the\n\nand to prepare\nThere are several weekly papers which now publish\nan admirable digest of the week's news, and which the teacher will find\ndaily paper in order to separate the wheat from the chaff,\n\nthe bulletin of news.\n\nvery serviceable.\n\nNot much can be said, either, for the defense of the numerous attempts\ngrammar grades. To study these\n\nto teach current matters in the lower\n\nmatters with advantage requires no small stock of information to start\n\nProbably the seventh school year is as early as it is profitable to\nundertake this subject. To make a fad of it, as is the tendency in some\nwith.\n\nquarters, is a misfortune.\n\nNeither can much be said in favor of the plan of presenting to pupils\nOf course, every\nweek items of interest and sometimes of importance go the rounds of the\n\nthe news of the day in the form of brief, scrappy items.\n\nBut in the main their\nThey form\nexcellent texts or starting-points for conversations between the class and\nthe teacher, in which the pupil's mental power of association is greatly\n\npress, which should receive more or less attention.\n\nvalue\n\nlies\n\nnot in themselves, but in their suggestiveness.\n\n"}
{"page": 157, "printed_page": null, "text": "TEAcnme current events in school.\nstimulated, and he\n\nis\n\ntrained to be quick and alert in rallying\n\nresources of information and\n\n147\n\nall\n\nhis\n\njudgment on any point that may chance to\n\ncome before him.\nBut the really significant news of the day needs to be treated more fully.\nIt needs to be explained and interpreted, or it is of no value to the immaOf what use is it to the pupil to be put in possession of the\nture reader.\nbare fact that Prince Bismarck came out of his retirement to visit Vienna\nand attend the wedding of his son ? In that brief blackboard statement\nBut the interpretation of that\nthere is no value whatever for the pupil.\nsimple fact and its accompaniments opens an important chapter in late\nGerman history. Hence the whole account should be given with some\nfullness of explanation.\nBut this is only a single illustration of what\nappears in the news of every week.\nA mere tabular statement of events\nhas no educational or culture value in current history or any other history.\n\nWhat our boys and girls need is not merely a record of current significant\nevents.\nThey need an explanation of these significant events, showing\nhow one is connected with another, and throwing cross lights in all direcIf the teacher can furnish this commentary, all well and good.\nhe cannot, he should have at hand the papers that can. The large,\nrounded view the pupils should have, at all events, and they should not\nbe turned oif with a skeleton news bulletin of two-line items on the black-\n\ntions.\nIf\n\nboard.\n\nSome teachers complain that the language in which the press discusses\nthe news of the day is beyond the range of their i^upils ; that so many of\nthe words are new to them and have to be explained that it is hard or impossible to keep up an interest in the subject.\n\nfor this complaint in the ordinary style of\n\nThere is undoubted ground\nsome writers. But it should\n\nbe remembered that no writer can adequately treat of the events of the\n\nday and confine himself wholly to the vocabulary of the school. It is\nsimply impossible, and no man of sense will attempt to write ^'^down \" on\nsuch themes. When a class takes up physical geography or any other\nscience, no matter how common, they have to master a new set of terms.\nThey find things coming under consideration for which their previous\nvocabulary contained no names. The only thing for them to do is to master\nthe new words. So it is in current history. The words must be used that\nexpress the ideas, and it is one of the benefits of this study in school\nthat it gives to our children such a familiarity with these ideas and terms\nthat they afterward find it no labor to follow the serious discussion of the\ngreat topics of the time.\nIt helps to furnish the higher class of newspaper journalists with a constituency which they must have before any\ndecisive reform in the character of the daily press is possible.\nSo the only answer to the teachers yAio find this difficulty is, '^ Don't\ndodge, or allow your class to dodge, the new words.\nFace every one\npatiently and resolutely every time it occurs.\nOf course, you must not\n\n"}
{"page": 158, "printed_page": null, "text": "148\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nexpect your class to conquer it at the first encounter or the second.\nNewwords of broad significance do not plant themselves in our comprehension\n\nThey grow into our vocabularies by degrees, by repeated\nBut inspire your class with patience and perseverance.\nIn six or eight months' time you and they will be surprised at the extent\nin that way.\n\nsettos with them.\n\nto which the difficulty has disappeared,\n\nand the ease with which they read\n\narticles that before were nearly impenetrable.\"\n\nTo be sure, some writers lumber their sentences by the needless use of\nwords that do not belong to the working vocabulary of young people, or\neven of the adult mass. But choose your language as carefully as you will\nin discussing current events, and you cannot avoid such terms as fina^ice,\nlocal government, socialist, anarchist, absolutism, paternalism, reciprocity,\nfree silver, free gold, free trade, protection, tariff reform, municipal reform, tariff for revenue, etc., terras which every reader must master before\nhe can hope to find meaning or pleasure in any genuine discussion of the\nleading topics of our day.\nThe complaint is also made that the subjects are often too hard for\nThis is to be expected when the pupils are too young for\nschool study.\nthe study, as they often are.\n\nWith this exception, it is doubtful if the\n\ncomplaint is ever heard, unless the teacher is too lazy or too weak menTo be sure, there are questions in regard\ntally to handle this department.\nto which light, or what is thought to be light, is breaking very slowly on\n\nThe silver question and the tariff question are among\nBut these questions are with us. We cannot escape them. They\nwill have to be settled by the citizens who are boys and girls of to-day, if\nBut the world is not ordertheir fathers and mothers do not settle them.\ning its movements with regard to what people, young or old, can read and\n\nour best intellects.\nthese.\n\nunderstand with ease.\n\nThe editor cannot assort at will his array of topics.\n\nHe has to take things as they come, and it is hard to see how the teacher\nand her pupils can do otherwise.\nHowever, this ought to be borne in mind It is never wise to pursue\nanything too far, particularly a hard newspaper article. The subject of\ncurrent history can easily be maintained as an interesting and appetizing\nsubject, and where it is anything else the presumption is strong that it is\nbecause the teacher does not know where to stop.\nIt is hard to realize how few things of importance come up in our counOur press and our people\ntry which are not tinged with partisanship.\ntake sides on most of our domestic matters before they come up in the\nschoolroom. Now, your genuine Republican and your genuine Democrat\n:\n\nhave very thin skins if you chance to drop opposition suggestions into the\nminds of their children. But the thinnest skin, by all odds, grows on\nThis\nthe mugwump, and for him you must be constantly on the watch.\nschool\nof\nAmerican\nin\nadequately\ntreating\nis the secret of the difficulty in\naffairs.\nOur own affairs are the ones that our children ought to study the\n\n"}
{"page": 159, "printed_page": null, "text": "DISCUSSION.\n\n140\n\nmost, and yet they are the affairs which it is the hardest to touch except\nYou can safely tell your class, or you can have\n\nin the most barren way.\n\nthem read, that a certain political convention met in a certain city on a\nBut of what benefit is\ncertain date and nominated certain candidates.\nthat ? To go beyond it, however, is perilous. We all agree that it is not\ntlie province of the public\n\nmugwumps, but to do\n\nschool to help make Democrats, Republicans, or\n\nits\n\nutmost to make good, honest, conscientious,\n\nintelligent, patriotic American citizens.\n\nBut to become intelligent citi-\n\nzens our children must understand the questions upon which our political\n\nThey must see all sides of each question, and the arguments that bear upon it. This it is the business and duty of the school to\nIn his schoolroom the teacher must not be a partisan, nor\naccomplish.\nmust he be a cowardly or indifferent know-nothing on the party issues of\nparties differ.\n\nthe day.\nHe must speak of all parties with respect, explain their tenets\nand arguments with clearness and candor, holding his personal convictions\nin quiet so far as his relation as a teacher extends.\n\nFair play is a part of\n\ntrue Americanism, and no teacher in any enlightened\n\ncommunity need\n\nfear criticism of his explanation and discussion of current American affairs\nif\n\nhe has due regard to fair play.\n\nIf the Republican platform has been\n\nread and discussed in school, as it certainly should be, see to it that the\n\nsame time and attention are given to the Democratic and to the ProhiTreat free trade and protection in the same way, and\nbition platforms.\nall other disputed questions.\nOutside of good morals, good character,\nand supreme loyalty to the stars and stripes, and all they stand for, allow\nyourself in school to be the champion of nothing, but the expounder of\neverything that the course of events makes prominent in the thoughts of\nthe people.\nSo shall you escape criticism and contribute to the making\nof intelligent, truth-loving American citizens.\n\nDISCUSSION,\nO. F. Presbhey, editor of Public Opinion, Washington, D. C.\nNo subject of greater\nimportance than that suggested by the paper just read will engage the attention of this\ngreat gathering of educators.\nSolomon wisely said, \"Train up a child in the way he\nshould go, and when he is old he will not depart from it \" and Wordsworth declared,\n\"The child is father of the man.\" Milton phrases the same truth most beautifully:\n\"The childhood shows the man as morning shows the day.\" If these declarations are\ntrue as to the individual child, how greatly their importance is intensified when we\n:\n\n;\n\nremember that there are 12,728.419 children in the common schools, 753,972 in private,\nand 737.182 in parochial schools. Think of this vast army of 14,219,571 persons of\nschool age now under the instruction and guidance of 420,000 teachers.\nThese youths comprise nearly one-fourth of our present population, and within the\nnext decade three-fourths of them will have crossed the threshold of their majority, and\nentered upon the duties of active life and responsibilities of American citizenship.\nThe future destiny of this nation is soon to Be controlled by these millions, now\nunder instruction in our schools and colleges. There are many portentous clouds hanging over the horizon of our beloved country at the present time, and philanthropists\nare asking. What of the future of this favored land ?\n\nWhat shall prove a solvent potent\n\n"}
{"page": 160, "printed_page": null, "text": "150\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nenough to calm the troublous tides that flow athwart the pathway of our national life ?\nWhat can bridge the chasm that seems to lie wide open between capital and labor ?\nHow are these millions of foreign-born children and those born of foreign parents to be\nso educated and molded as to become in an all-rounded sense patriotic American citizens ? These are important questions, and it remains for us to answer them wisely. Js\nit not becoming more and more apparent that the ordinary curriculum of school\ninstruction falls far short of preparing students to enter as loyal Americans upon the\nresponsibilities of citizenship and the active duties of life ? No man can be an ideal\ncitizen who is not in close touch with the world in which he is living, and familiar with\nWhy, then, should these students in our\nits daily occurrences and topics of thought.\nschools and colleges be confined to a course of instruction which makes no provision for\nthe study of political, social, financial, economic, and other important questions which\ntliey will be confronted with in their majority long after the routine work of the schoolroom is forgotten ? The ordinary English branches and the languages are important,\nbut the study of American history and current events and the discussion of acknowledged facts and achievements in the material world, the growth of social and political\nscience, the expansion of religious thought, the history of different nations and people,\ntheir trials, failures, and successes, will furnish the student with a vastly better equipment for the battle of life and the obligations of loyal citizenship. There are thousands\nof students who liave passed through the public and private schools and spent ten years\nin preparatory, collegiate and professional studies, and have graduated and entered \"upon\nlife's responsibilities with a very narrow range of intellectual vision, because the ordinary\ncourse of study failed to keep them constantly in touch with the passing events of everyday life. They had no opportunity to take part in the discussion of important questions\naffecting the growth and permanency of our institutions, which demanded attention\nduring the many years they were shut out from the great world with its critical culture\nand its multiform activities.\nThis is an intensely practical age. The thoughts of to-day become the germinating\npower of new vital forces to morrow. Every new question that arises, whether in poliIgnorance of the curor sociology, is subjected to the sharpest criticism.\nrent history of one's own country may be tolerated in a monarchy, but in our American\nrepublic, where every man is a sovereign, it is all important that the young man in his\nstudent life should be so instructed as to widen his intellectual vision, and enable him\nto form opinions as a patriot and a loyal citizen after a careful examination of all sides\nof every question.\nThe student whose reading is confined entirely to a party paper\nwill pass out of the schoolroom into the business world an ignorant partisan, while lie\nwho critically examines opposing views on every question, and weighs the arguments\ntics, religion,\n\non all sides, will be an intelligent, patriotic citizen.\nThere are many who believe that intense partisanship endangers the perpetuity of\nour national life. The noble band of educators of America have it in their power to\navert and dispel all such threatening dangers by introducing into every school the\nstudy of current events, and requiring each student to carefully examine and critically\nThese millions\nanalyze all phases of every political and other controverted questions.\nThey are charmed and captivated by\nin our schools and colleges are hungry readers.\nthe passing events noted in the daily press, and a careful inquiry as to the character\nand interest taken in such reading would doubtless surprise many teachers and philanthropists.\nThe rapid increase in the number of public journals in the last few years is\nconclusive proof that not only those of mature age, but the young, are hungry readers.\nSince 1871 about 14,000 new journals of various kinds have been established, making a\ngrand total of over 20,000, and it is estimated that two new ones are added to the list\nevery day. Could all the presses used in journalism in the United States and Canada\nbe brought together in the Columbian Exposition, the grounds would be more than covered, and a hundred monster engines would be required to set this vast mass of\nmachinery in motion. The press is Argus-eyed in its pursuit of current happenings in\nour own land and in the whole world. No new discovery in electricity, mechanics,\n.\n\nIt lays down at the hearthstone of every home its\nscience, or art escapes its notice.\nprinted pages, bearing the fruits of the indefatigable labors of its untiring agents, who\nThere is no enterexplore every country, learn its climate, resources, history, and laws.\n\nprise on this continent or in the remotest portion of the globe where these knights of\nContinents are crossed,\nthe quill are not sent to search out its history and progress.\nocean beds are fathomed by wires that pulsate with a language freighted with the onmoving currents of thought and events in every land in the known world. The press\nis a vast text-book of current events, a syllabus of the thoughts and experiences of all\npeople, an encyclopedia of their material' growth and advancement, and a library filled\nwith conceded facts and recorded achievcinents. The press is the most influential and\n\n"}
{"page": 161, "printed_page": null, "text": "DISCUSSION.\n\n151\n\n—\n\nexhaustive text-book of the age and in these millions of homes the nation's great\nAmerican imiversity there is none so much studied, so wide in its scope of instruction,\nand so potential in shaping character and molding public opinion, because it gathers\nand focuses the thoughts of the world, and photographs its important events, and discusses critically all questions growing out of and attendant upon their occurrence.\nIs it not time to break down the barriers which now prevent the scholars in our\nschools and colleges from studying with a keen intellectual relish all these great questions so closely connected with our own national life not only, but with the marvelous\nprogress and material advancement of the whole world ? This great army of students\nin our schools and colleges should be kept, by constant study, in close touch with all\ncurrent events during their entire course of instruction, that they may be enabled to\nleave the schoolroom and enter upon their life-work with opinions that have been\nformed by the fullest discussion of all sides and views of every subject demanding pubAt no period in history has the teacher held so honorable and important\nlic attention.\na position as to-day. The schoolroom is the birthplace of influences which are to conNarrow\ntrol society not only, but the future character and destiny of our Republic.\nviews and ideas are no longer in harmony with our rapid growth and the material progThe intellectual character of our entire nationality is improving\nress of our country.\nwith every passing year. Creeds are being so broadened as to embrace the universal\nbrotherhood of man. All these changes emphasize the importance of keeping these millions of students in close touch with the real world, that they may be educated in the\nwidest sense, and fully prepared, with ripened judgment and patriotic devotion, to enter\nupon the responsibilities that await them as citizens of this glorious Republic. The one\ngreat need of our country in this the four hundredth anniversary of its discovery is, that\nthese millions in schools and colleges shall be fully educated and equipped to determine\nand settle great problems that are constantly arising, and to meet these responsibilities\nas loyal, patriotic American citizens, that the work begun by the founders of this Republic shall more and more become magnified as the years go by, so that our country shall\ntruly occupy in all the future the highest position among the nations of the earth.\n;\n\n—\n\nR. H. Beggs, Denver, Col.\nAs my views upon the subject under discussion will\nperhaps seem to you narrow and illiberal, I trust you will pardon me for stating, in\nself-defense, that circumstances with me, for some time past, have been unfavorable to\nI have been teaching in a school in\nthe formation of unbiased opinions upon this topic.\nwhich there appears to be less need of things to teach, than of time to teach them well.\nThe regular teachers complain that no subject has the time necessary for its satisfactory\ntreatment while every special teacher is in a state bordering upon despair on account\n:\n\nof the insignificant space allotted him upon the daily programme.\nThe director of\nmusic maintains that thirty- three hours per year is a beggarly allowance for so grand a\nsubject ; the director of gymnastics asserts confidently, that six minutes per day for\nhalf the days in the year cannot be so employed as to develop fully and symmetrically\nthe human form divine\nwhile the supervisors of drawing and of German find themselves treated no more generously.\nThis constant demand, in every quarter, for more\ntime for the subjects already in the curriculum, almost necessarily predisposes one to\nlook unfavorably upon the claims made for any new addition to the course.\nHovvever, an examination of the published courses of study in other schools convinces me that the state of affairs in our city is not exceptional in this respect.\nIndeed,\nalmost\nI\nblush for our own meager course when I read the imposing array of topics\ntreated in many other schools, in all parts of the Union.\nThese courses usually include\npaper-cutting, paper-folding, weaving, modeling, color study, primary^ geometrical\nforms, reading, botany, anatomy, physiology, hygiene, writing the physiological, psychological, and ethical effects of the excessive use of narcotics and stimulants ; drawing, hydrostatics, hydraulics, pneumatics, mechanics, gymnastics, geography, acoustics,\npyronomics, optics, spelling, electricity, magnetism, meteorology, grammar, elocution,\nDelsarte, history, an elaborate course of manual training for boys, a still more elaborate\ncourse for girls, drawing, civics, patriotism, zoology with special emphasis upon entomology and conchology, type-writing, stenography, and current events. And now an\ninfluential school of reformers is urging that more time shall be given to amusing the\ndear children while from the prairies of Illinois, the forests of Michigan, and the\nclassic halls of Massachusetts there comes an imperative demand that the time of completing this course shall be shortened, and that the^course itself shall be enriched by the\naddition of algebra, geometry, Greek, Latin, and a fair assortment of modern lan;\n\n;\n\n;\n\nguages\n\n!\n\nBut the crowded condition of the common school curriculum is no argument against\nfurther additions.\nIt is far easier to introduce a dozen \" ologies \" now, than it was to\n\n"}
{"page": 162, "printed_page": null, "text": "152\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nadd the fourth subject to the alliterative three of half a century ago. Indeed, the expansion of the school course appears to be like the inflation of a toy balloon the farther it\nis carried the easier it becomes.\nSome of the veterans in this room remember what\nyears of courage and perseverance it took to introduce language study into the primary\nand intermediate grades while within the last two years, a few smooth-tongued canvassing agents have, in New England alone, introduced type-writing into more than two\nhundred schools, and a writer in June Education informs us that the manual training\ncourse for girls has been successfully enriched in at least one excellent school by the\naddition of a full course in dry-goods shopping.\nI admit that my last illustration is\nhardly fair, as shopping comes under the head of manual training, making its introduction easier ; since it is a well-known fact that all manual training simply stimulates\nmental activity, serving, as the electrician would say, to convert the intellectual currents of low tension into those of higher voltage.\n\n—\n\n;\n\nBut while the congested condition of the graded school course may not be urged as a\nreason for refusing to assign current events a place on the daily programme, it would\nappear at first view that this part of the child's education might more advantageously\nbe undertaken by the home. Statistics show that between the ages of six and twentyone less than one hour out of twenty is spent in the schoolroom, or, making deductions\nfor s'eep, about one hour out of thirteen is given to the school.\nThe average home\ndoes do this work to a greater or less extent, regardless of what the school may do, and\nchildren in sixth, seventh, or eighth grades will be found wide apart both as to the\namount and the character of the information they possess, and consequently wide apart\nas to the quantity and character of that which they can assimilate. The instruction that\nwill have real educational value for one part of the class will be practically worthless\nThat which meets the wants of the best informed will possess little\nto the majority.\nvalue for minds practically destitute of related facts.\nThe boy who has read \" How\nFound\nLivingstone\"\nand \"Through the Dark Continent\" will be interested in\nI\nStanley's political campaign, and through this personal interest in one candidate may\nacquire some general notion of the present political outlook in England\nwhile to\nothers in the same class a paragraph concerning the African hero's candidacy would\nhave neither interest nor value.\nOn the other hand, instruction adapted to the wants of the one possessing the least\ngeneral information will be simply threshing over old straw for others. The child\nwho knows nothing of tlie fabled Atlas, or of England's relations with her colonial possessions, must have these explained to him before he can understand the reference to\nEngland as the \"weary modern Atlas,\" and while this explanation is made the remainder of the class are idle.\nBut should I suggest leaving this work to the home, I should be met with the undeniable statement that some homes do not and cannot do this work, and far be it from\nme to disparage that generous sentiment that prompts one to search all day in the desolate, coyote-infested arroyas for the one lost sheep, while the ninety and nine securely\nstarve in the dusty corral! No: we cannot shirk the responsibility; one-thirteenth of\nthe child's available time is given to the school, and who will dare question that this\nentails upon that institution the entire responsibility of equipping the citizen for the\nsatisfactory performance of every duty he owes to himself, his family, his neighbor, his\ncountry, his God, and the newspaper!\nIf, then, current events should be taught, it is ours to assume the task. But should they\nbe taught? Of course, every skillful teacher will make use of such events of the day\nIf ventilation is the\nas have a more or less direct connection with the assigned lesson.\nsubject, and by an accident a number of men have been imprisoned in a not distant\nmine, and have died of suffocation, an account of the catastrophe will take the place of\nthe story of the Black Hole of Calcutta. But the teacher of current events would make\nthe incident the subject of independent consideration, and, if it happened to have some\nbearing upon the regular lesson, might perhaps call attention to the relation. To follow\nthe first plan would be wise to follow the second would be otherwise.\nAs to disciplinary value, little can be claimed for this subject, while in most imporThe mind should be trained to associate new actant respects its effects are injurious.\nquisitions with related facts previously acquired; but this study, by filling the mind with\nunrelated and undigested facts, begets the habit of receiving without assimilating.\nAgain, no other power of the mind is more valuable, or should be more assiduously\ncultivated, than that of sustained and concentrated attention but this study, by presenting a kaleidoscopic succession of subjects to the child's mind, tends, in no slight\ndegree, to weaken and impair this power.\nAs a means of acquiring information which shall have either practical or culture\nIt is true that society demands of the man or the\nvalue, it is a delusion and a snare.\n;\n\n;\n\n;\n\n"}
{"page": 163, "printed_page": null, "text": "—\n\n153\n\nDISCUSSION.\n\nwoman a knowledge of what is transpiring in the world, but it makes no such demand\nupon the child. And bear in mind that when we teach the child the events of to-day,\nwe are filling the mind of the adult with facts that have lost all interest to the world at\nThe\nIt is giving to the dead past a prominence due only to the living present.\n\nlarge.\n\ncontents of to-day's paper are worth to-morrow about as much as a collection of second-\n\nhand Chinese door-plates would be to a Hibernian charity society. By sending the boy\nhome with his head full of anti-Chilean bluster or modus vivendi jargon, we may win\nbut, while this may make the unskillful\na little cheap applause from the unthinking\n;\n\nstare, it cannot but make the judicious grieve.\n\nIf the study bo defended upon the ground of cultivating a habit of reading newspapers and periodicals, the sufiicient reply is that the habit needs no cultivating it\nalready prevails to a hurtful extent. Whether the man of to-day reads anything else\nIn a well-considered article upon \" What to Read\"\nor not, he reads the daily paper.\nCanon Farrar uses these words \"Avoid the habit of promiscuous reading. The indiscriminate devouring of newspapers, magazines, and periodicals has much to answer\nit distracts the attention\nit vulit dissipates our energies\nIt wastes our time\nfor.\nit fills the mind with undigested or halfit weakens the memory\ngarizes the soul\ndigested scraps and fragments of knowledge which have little or no relation to each\nDuring the\nother, and which give the semblance of information without the reality.\"\nlast meeting of the superintendents' section of this ^ ssociation, while discussing the\nsubject of school libraries, Superintendent Coy is reported as declaring it to be his opinion that \"newspapers and periodicals furnish the most serious obstacles to good readBearing in mind that reading\ning,\" and no dissent from this opinion was recorded.\nmatter for young people was the subject under consideration, the opinions of these men\ndeserve serious consideration, if not unqualified approval. It will be noticed that they\ndeplore not the quality, but the promiscuous, desultory character of the matter read\nhence it cannot be claimed that the study of current events in school tends to the formation of correct habits in this respect. The essential character of the subject-matter\nalmost necessarily leads to the strengthening, rather than to the correction, of an aim-\n\n—\n\n:\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nless habit of reading.\nIt is true that a little may be done in developing good taste in the selection of matter,\nWhat one selects depends upon what he is, and one strong\nbut only a very little.\nwholesome book will do more to mold the character and create a taste for the best in\nliterature, than tenfold as many pages of the most carefully selected chapters of curEven for supplementary reading, stories from the ancient classics\nrent history.\nstories that all must know, to read the best literature of to-day with profit\nand the\nbiographies of American pioneers, the representatives of our own heroic age, are to\nbe commended on stronger grounds than ean be claimed for current events.\n\n—\n\nMiss Morris, New York : Mr. President, Ladies, and Gentlemen : Mrs. Stowe makes\nChristopher Crowfield say to his wife: \"Mrs. Crowficld, that remark is as good as\nthough 1 had made it myself.\" So I say of the papers which have preceded me. They\nare good, they are very good\nyet the American boy and girl will read the newspapers\nthey are reading the newspapers.\nNow, how shall the teacher of the American boy and\ngirl direct that reading ?\nMay I give a little out of my own experience ? It will be pardonable, I trust.\nLet me say how we use the newspaper in our school. Perhaps you\nmay find some better way. Let me take a concrete example. Immediately after the assassination of President Garfield, I used the daily papers of New York and Brooklyn, that\nthe boys and girls in the grammar department might feel in touch with the story of\nPresident Garfield's sufferings.\nImmediately after the opening exercises there were a\nfew words read from an editorial, usually from the New York Tribune. At the close\nof the sad story the papers were gathered up and put into a large portfolio.\nused\nalso the illustrated papers of New York, and those were put by for future use.\nThat\nwas the study of current history.\nI may take also another illustration.\nAt the time that our eyes were turned toward\nEmin Pasha, illustrated papers from across the water were brought into the schoolroom.\nMaps and pictures were used. They were hung in the corridor. Very little time was\ntaken from the school hours, but all these maps and pictures were placed where free\naccess could be had to them.\nAt the close some little papers were written. One little\nfellow became so interested that the superintendent, when he examined the school,\nseemed much delighted with what this little fellow had gathered from these pictures\nand papers.\nmade great use of the editorials i*the Youth's Companion. There we\ngot a colorless statement of current events, put in a brief, plain way, for boys and girls.\nIn the higher class we also made use, at times, of the Christian Union. I remember\n\" Eh ? \"\none evening after school going into the corridor and hearing a little fellow say\n;\n\nWe\n\nWe\n\n:\n\n"}
{"page": 164, "printed_page": null, "text": "154\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nI said, \" What is it ?\"\nHe said \"Why, the Christian Union and the Youth's Companion don't say the same thing about Erain Pasha.\" 1 had read both articles myself\nand hadn't noticed any contradiction he had noticed more closely than I.\nNow, a boy or girl accustomed to the best reading, or the use of such papers as the\n:\n\n;\n\nYouth's Companion and the Christian Union, will in later life read those same papers.\nI believe there is a large possibility in this direction.\n\nThe bright things that 1 should have said I cannot say, as my time is exhausted.\nMr, Vaile : I have but little to say but I do want to notice some of the objections presented by Mr. Beggs.\nI realize fully the demoralizing effect of miscellaneous\nWhat our children need in the\nperiodical reading\nit has a very injurious effect.\nway of newspaper reading is well-digested matter, and that the average news{)aper does\nnot give. Take the dispatches how many times you read over the same thing in the\nsame paper, only coming from different hours of the day, perhaps only a few minutes\napart.\nYet we all read a whole column of dispatches on the same subject. If our\nnewspapers would only digest the matter and give us the substance of the news, and let\nus be done with it, I think that would meet much of the objection which my friend\nmakes to periodical reading.\nAnother point : this newspaper reading of current events is not so much for the purpose of forming an opinion as it is to put the boy or girl in position to be able to form\nan intelligent opinion on current events, which should be its main object, and which is\nto put the pupils in position to form their\nits only legitimate purpose in the schoolroom\nown opinions, to draw their own conclusions on great questions which they must face\nin the future, and which we are facing now.\n;\n\n:\n\n;\n\n—\n\nLITERATURE FOR CHILDREN.\nBY PKINCIPAL GEORGE E. HARDY, NEW YORK CITY.\n\n—\n\nEecognizin'G what experience has so amply demonstrated namely, that\nany scheme of education which does not provide for the moral development of the child is radically defective, and contains within itself the\ngerms of its own ultimate destruction— let us consider whether under existing conditions there is any instrument of ethical culture available whereby\nwe as teachers can teach the child its duty, which, as Immanuel Kant has\ntruly said, is the obligation to act from pure reverence of the moral law.\nIt is not a task of great difficulty for one who is gifted with any insight\n\ninto child nature, or any sympathy with child life, to enlist a twelve-yearBut when\nold boy on the side of nobility, self-sacrifice, and right-doing.\nthis ingenuous period of child life is past, in what way can\n\nwe in our daily\n\nwork inspire our pupils with lofty ethical ideals, and plant them firmly in\nthe rugged path of duty ?\n\nLITERATURE AS AN ETHICAL AID.\nIt is\n\nmy conviction, based on the observation and results of ten years'\n\nwork in this direction, that under our present limitations this most important and vital part of our work can be accomplished only through the\nIn\ncontinued reading and study by our scholars of the best literature.\n\n"}
{"page": 165, "printed_page": null, "text": "LITERATURE FOR CHILDREN.\n\n155\n\nview of what I have already said, I cannot now be misunderstood as advocating the doctrine that in the study of literature will be found the regenernevertheless, accepting the definition of Professor\nation of mankind\n:\n\nLaurie, that ^''literature is the universal medium for the expression of the\n\nwhole range of man's nature under the impulse of the beautiful/^ it has\nseemed to me that in presenting the beauties of our noble English literature to our children we are training them in higher aspirations, and both\nby precept and example silently guiding and advancing them in the spiritual life. Plato in his ^' Republic '^ has said '' that the words of truth and\nbeauty are the best garrisons of souls whom God loves,\" and although\nmere aesthetic training can never take the place of training in morals, yet,\nas an introduction to the beautiful, it can, through the medium of literature, be made the stepping-stone to a loftier conception of life.\n\nCertainly\n\nmost probable that an intimate acquaintance with the purest and best\nof our literature will call into existence the spiritual life in many a child\nwho, for one reason or another, is beyond the reach of any higher formative agency, and with it will bring to him an elevation of character,\nwhich in itself is a development of moral strength.\nit is\n\nTHE TKUE FUN^CTION\" OF THE READING LESSON.\n\nThe great problem of the schools to-day is not to teach our pupils how\nThe true function of the reading lesson is to\nstimulate and control the child's imagination, to fill his mind with the\nhighest thoughts of the best men, and to create for him an ethical ideal\nto read, but what to read.\n\nwhich shall dominate his entire being and be at the very center of his\nconsciousness\nand it is our bounden duty as teachers to supply such\ninspirations to our pupils at every stage of their intellectual life, by presenting them the best of our literature that they can appreciate and\n;\n\nunderstand.\nIf we fail to do this, and content ourselves with giving the child the\nmere mechanical ability to read, we are leaving him in the possession of a\npower that is equally potent for evil as it is for good. For nowadays a\nchild who can read, must read\nand, if we do not lead and direct his taste,\nthe enemy, who is ever lying in wait for poor, faltering humanity, will\ngive the child abundant opportunity to taste of the knowledge of evil ;\nand this evil, whose knowledge is death to the soul of any pure boy or\ngirl, is crowding us at every turn and corner of life.\nIn what way can we save our little ones from such contamination ? My\nanswer is, by making it impossible from the very beginning for them to\nlike such literature, and by filling their minds from their earliest years\n;\n\nwith great thoughts, so that by constantly thinking of them they will\n•\nbecome like greatest men.\nBut, you ask, where will such important work be commenced ? Every\nintelligent teacher is agreed nowadays that English literature should be\n\n"}
{"page": 166, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n156\n\nmodern graded reader\n\nsubstituted for the\n\nthe upper grades.\n\nin\n\nNot\n\nevery intelligent teacher, however, is prepared to agree with me, I venture\nto say, when I state that a child should\n\ncommence the reading of real\nwhen he has acquired the mechanical power of reading in\nother words, when he has mastered the primer.\n\n—\n\nliterature\n\nOUR USELESS GRADED READERS.\nApart from the novelty of this statement, there can be no other real\nTo discard the graded series of readers with their trivial\nand commonplace reading matter, and to substitute real literature in\ntheir place, is neither the burdensome nor hopeless task that it appears to\nbe at first sight.\nWe are not called on to make literature it is lying at\nFor real literature commences in the nursery with\nour very doors.\nMother Goose, and continues onward through the folk and fairy tales unobjection to it.\n\n:\n\nbrokenly, till it reaches up to the greatest masters of our tongue.\n\nWe will\n\nfind it everywhere among the classics of our language, in the works that\nhave stood the test of years, \" the books of all time \" as Mr. Buskin calls\n\nthem.\n\nOUE TASK AS EDUCATORS.\nOur task is but to select and arrange to grade and adapt. Reading\nfrom the great masterpieces under the careful direction of his teacher, the\nchild will often form for himself unconsciously a correct standard of the\nand, acting under its influence, he will reject the false\ntrue and the good\nand the impure. In the course of time he will become possessed of a\n;\n\n;\n\nconscious ideal of life, which, while not rising to the highest, will yet\nserve\n\nhim as an ethical touchstone to which he can safely refer many of\n\nthe problems of life.\n\nIn the possession of even such a standard he will\n\nrefuse to accept phrases as principles, turgid sentiment as virtue, and\njingling words as measures of right living.\n\nIf\n\nwe can thus advance our\n\npupils upward in the path of right living, we shall have attained the highest results that teachers in our schools can hope to attain.\n\nTHE TEACHER HIMSELF.\nHaving made our selection of literature so as to bring it within the\nsympathy and intelligence of our young charges, there remains little to\nfor if the teacher's nature has not ''been subdued to what it\nbe said\nworks in, like the dyer's hand,\" and he fails to bring the growing minds\nof his scholars into sympathetic relations with the thoughts and aspirations of the saints and the sages into whose company he has admitted\nthem, then no discussion by me of the rules of method or procedure will\nHe, too, like our present scheme of public instruction, will\navail him.\nhave failed in the most \\ital part of the great work of education.\n;\n\n"}
{"page": 167, "printed_page": null, "text": "—\nLITERATURE FOR TEACHERS,\n\n157\n\nLITERATURE FOR TEACHERS.\nBY HAMILTOIT W. MABIE, EDITOR OF\nMr, President, Ladies and Gentlemen : I should not stand before you\nMatthew Arnold that in what\nthe\ngreatest\neducational\nforce available to man.\nliterature\nconsists\ncall\nwe\n\nto-day in this place if I did not agree with\n\nThis is an extreme statement, but\n\nI\n\nbegin with an extreme statement in\n\norder that you may see how radically I propose to express my own views.\n\nYou have listened to an admirable paper on the importance of the\nstudy of \" Literature for Children/' approached, I may say, from a somewhat novel standpoint.\n\nI want to speak to you about the importance of\n\nliterature for ourselves ; if\n\nyou will permit me, ladies and gentlemen,\n\navoiding as I shall any attempt to discuss this question from the technical\nside,\n\n—to\n\nclass myself with you as a teacher ; for surely the office and func-\n\ntions of the teacher are not confined to the class-room, but belong to all\n\nthose who, whether with the pen or voice, attempt to guide, instruct, and\ninspire public opinion.\n\nThere is\nThere is behind every special aptitude a general force.\nbehind every intelligent energy, constantly and successfully put forth, a\ndeep and rich nature. It is this which, it seems to me, literature is\neminently qualified to deepen and enrich. If I understand the special\nperils of the teacher, they are the danger of routine and the possibility of\nIt has been my good fortune to be under several\nloss of zest and interest.\neminent teachers. I have observed that their special quality was not so\neminently scholarship though adequate scholarship is of course always\n\n—\n\nnecessary\n\n—but something personal, intimate, and individual\n\n;\n\nsomething\n\nnot to be had from books or from other men ; something which they posAnd that which gave them\nsessed, and in a sense they alone possessed.\ntheir influence and their power, was the impartation of this personal quality\nby contact between the individual teacher and the individual pupil. Now,\nhow to get this richness and fullness of life ? In all great leaders, whether\n\nteachers or otherwise, in all great artists, this characteristic is noticeable,\n\nthat what we call work becomes play ; for when tasks pass so far onward\nthat the nature becomes adapted to them, accustomed to the doing of\n\nthem, and enters deeply into the spirit of them, they cease to become\nwork and they become play. For the distinction between the two is\n\nwork is forced, work requires the action of the will, work is a\nmeans to an end play is spontaneous, play is free, play is a joy in itself.\nNow, the great poets, and the great painters^ and the great orators, and the\ngreat writers, and the great teachers have so mastered their themes and\n\nobvious\n\n:\n\n;\n\nare so possessed by them, that these themes, through tlie whole expression\n\n"}
{"page": 168, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n158\n\nbecome the natural overflow of a full-tided nature\nbecome not severe task work, but the gracious, easy, lawful, natural outgoing of the tides of power within. Now, it is this vital, this life quality\nthat we find in the great writers.\nIt is this quality which literature offers\nus.\nI might say that there is no body of material in the world superior\nto literature for the teaching of information, of fact.\nBut that is not its\nof their thought,\n\ngreat quality, or the distinctive quality of the greatest writers, of Homer\n\nand Dante and Shakespeare and Goethe. The distinctive quality of these\nwriters is not the body of thought or compass of information in them.\nIt\nis the life quality, the vitality that pulses through them and makes their\nworks refulgent with this force. You remember Milton^s definition of a\n\nHe says \" It is the life-blood of a master's spirit/' So it is\nwith all the books of the writers I have named ; and, for the purpose of\nwhich I am speaking to-day, they are just as available in translation as in\n\ngreat book.\n\nthe original.\n\n:\n\nThis quality of vitality is the supreme quality in each and\n\nevery one of them.\n\nA man who really knows his Shakespeare\n\nhim, that is, not in the academic sense,\n\n;\n\nknows\n\n—for I have known men, who\n\nknow Shakespeare in the academic sense, to be as dry and dull and dusty\nas the country highroads in summer\na man who knows Shakespeare not\n\n—\n\nin the academic sense only, but in a vital sense, in the literary sense,\n\ncannot be either a dull teacher or a dead teacher. There is a quality of\nShakespeare which has the power, the faculty of imparting its\npower to our life. The wonderful thing about any group of plays which\n\nlife in\n\nyou may take\n\n—\n\nas, for instance, Antony and Cleopatra, Julius Caesar, or\nHenry V., these three contrasted plays by way of example is not the\n\n—\n\nthought, the quality of genius in expression, so wonderful, so rare, and so\nfine at\n\ntimes that there is nothing beyond\n\nit\n\nexcept nature itself.\n\nIt is\n\nnot this which is so wonderful ; but it is the quality of life in each one of\nFor when you study them to the bottom, when you get at\nthese plays.\nthe spirit of them, you feel that you have three different streams of\n\nlife\n\nflowing in upon you.\n\nYou have Oriental life, you have Roman life, and\n\nyou have English life.\n\nEach play, to the very heart of it, the last detail\nlife which it represents.\n\nof\n\nit,\n\ncorresponds, illustrates, and conveys the\n\nThere could be no more beautiful or perfect contrast in art than between\nthe richness and splendor and languor of Antony and Cleopatra, the\n\nand distinctness of outmanly power, the individual courage\nin Henry V.\nThere is something here more than art, my friends, something here more than the touch of the great man it is the impartation\n\nclear-cut architectural solidity, completeness,\nline of Julius Caesar, and the vital,\n\n;\n\nof life through another great life.\n\nAnd what is true of Shakespeare is true of Homer. The teacher who\nknows his Odyssey can teach the real significance of the ocean I mean,\n\n—\n\ncan convey to his pupil an idea of the ocean as one of the sublime\nfeatures of the natural world, one of the great features of the natural land-\n\n"}
{"page": 169, "printed_page": null, "text": ";\n\nLITERATURE FOR TEACHERS.\n\n159\n\n—\n\nhighway in history infinitely better\nand fact about it. And so\nthan he who knows\nDr.\nHarris is here, but I agree\nknow\nwhether\nnot\nI\ndo\nis it with Dante.\nonly\nDante, and we knew him\nthat\nif\nhad\nthinking\nwe\nHarris\nin\nwith Dr.\nto the heart, we should be educated as very few of us are educated to-day,\nfor in Dante there is tlie pulse of the life of a thousand years beating for\nhim who can put his finger upon it. This is true also of Goethe, one\nHowever we may\nof the greatest sources and fountains of education.\ndiffer from him in some of his ideas of life, however we may differ from\nscape, and as a great international\n\nevery physical quality\n\nhim if we choose to regard him as an ideal of character, we are agreed\nwhen it comes to the substance of education, the comprehension of life,\nthe perception of thought, and the broad sympathy and insight which\n\nmakes the man a master of his time and interpreter of it certainly there\nnone greater than this greatest of the modern minds.\nThese great leaders, as I have said, are vitalizing. They are great be;\n\nis\n\ncause they were so full of life, not because they were so full of fact.\n\nGreat\n\nhistorians were full of fact, full of information, but you may run the eye\n\nBut\n\nover the long list of their forgotten folios in any university library.\n\nthe distinctive quality of great writers is that they were so full of\nthat there were few dull\n\nmoments in the lives of any of them.\n\nlife\n\nThey\n\nwere so great because they were so full of life, and so freely imparted\nbecause thought did not become commonplace to them, nor experi-\n\nit\n\n;\n\nence become commonplace, and the great world did not lose anything of\n\ncharm and\n\nits\n\nthey touched\n\nits\n\npower.\n\nlife at first\n\nThey have the power of inspiration, because\nhand, and they have preserved it in fathomless\n\nfountains for all those who choose to go to them.\n\nThere is one other quality in these great leaders of which I must speak\nto you.\n\nIf I spoke out of\n\ner above all\n\nmy own experience, I should say that the teach-\n\nmen needs constant education in the larger truths\n\n;\n\nneeds to\n\naway constantly from details to climb, as it were, out of the valley\nand out of the dusty highroad, and stand as often as may be on the heights\noverlooking the whole landscape. The greatest things men have ever\n\nget\n\n;\n\ndone have been the interpretation of their own lives, through symbols\nThese are\nThese are the supreme achievements of the race.\nthe things to which all other knowledge is secondary, and to which all\nother knowledge contributes.\nAny change of knowledge and it is sigThe\nnificant\ninvolves ultimately a change in our conception of life.\nrecent advances in science have compelled a revision of our view of life\nand so, ultimately, every bit of knowledge that goes to the foundation\nof things reaches these finer conceptions and modifies them.\nThey are\nthe supreme achievements of the race, to which all other achievements\nmount and climb, and in which they are^expressed more beautifully and\nmore enduringly. Now, these supreme achievements, these great interpretations, are found in art, and chiefly in literature.\nThey are found\n\nin art.\n\n—\n\n—\n\n"}
{"page": 170, "printed_page": null, "text": ";;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n160\n\nespecially in the great writers whom I have named, and I take these\nnames not exclusively, but because they stand for the whole company and\n\nfor the first and the greatest.\n\nknow what the Greek thought of life was, go to your\nyou will find it there ; and you will find it not merely as a reflec-\n\nIf you want to\n\nHomer\ntion,\n\n:\n\nbut as a vital thing.\n\nOpen your Dante\n\n:\n\nyou will find again the life not only of the mediaeval\n\ntimes, but of the ages behind them.\n\nOpen your Shakespeare, and there is another conception of life.\nyour Goethe, and there is still another.\n\nOpen\n\nNow, these great thoughts of life are the things for which education\nNot\nthat we may gather facts with it, not that we may become informed simply, but that we may press knowledge on to truth, that we may press from\nevery fact the general law, and at last come face to face with the universe\nexists ; it is for the creation of these things that education exists.\n\nand understand what it is and what our lives are in it.\nLet me say, in closing, that I wish we understood a little more the pracWe think of it as an idle thing. I think of it as the\nsupreme expression of life. Do you remember Wordsworth's definition of\ntical use of poetry.\n\npoetry ?\n\n\"The breath and finer spirit of all knowledge ',\" '^the impasWhen truth mounts\n\nsioned expression on the countenance of all science.\"\n\nhigh enough and becomes general enough and broad enough, it passes on\nout of science into poetry.\n\nNow, there has been one great age that was educated on poetry, eduthe Periclean age. You know what the Athenian\neducation was, and how in a hundred years they produced supreme\n\ncated on a single poet\n\n—\n\nIt is true, race had somebut education must have had something to do\nwith it. How were those boys trained ? To what school did they go ?\nI do not need to tell you that Homer was their Bible, their text-book\nthat every Athenian boy knew that book, and by that knowledge was\nnursed at the breast of his race. He did not depend upon text-books\n\nmasters in half a dozen different directions.\n\nthing to do with\n\nit,\n\nhe was nurtured by great myths, he was taken straight to the history of\nhis race.\nHe learned it not abstractly, but in its great stories, its great\npoetry, its great characters.\nAnd I cannot help thinking that there\nwas something vitalizing in that education; that it was no accident\nthat the drama, that architecture and art and eloquence had their\nsupreme illustrations and examples in the age that was nursed upon\npoetry.\nThere was, I believe, a direct connection between this education\nand the splendid fruitage of Athenian life. There were two qualities in\nthis education which are always present in great intellectual\n\nmovements\n\nand it stimulated the imagination.\nrecords of fact, it held up constantly heroic men and their deeds\nit was vital,\n\n;\n\nIt did not deal with mere\n;\n\nit\n\ndid\n\nnot content itself with imparting information, it conveyed great truths of\n\n"}
{"page": 171, "printed_page": null, "text": "EDUCATIONAL SYSTEMS AT THE WORLD'S EXPOSITION.\n\n161\n\nunderstood at that time, and conveyed them not\nbut concretely, by living example. There is nothing to be\nsaid against the education which informs and instructs\nit is good as far\nas it goes, but it does not go far enough, and there is something beyond\nit.\nIn some form education must possess and impart the quality of inspiralife\n\nas\n\nthey were\n\nabstractly,\n\n;\n\nIt\n\ntion.\n\nmust furnish motivity as well\n\nas material for\n\nmental action.\n\nNow, inspiration springs not from the fact, but from the perception of\nthe truth to which the fact ought to lead.\n\nAnd this truth receives its\n\nfinest expression and its noblest form in poetry.\n\nTherefore, I urge you, as I constantly urge myself, to the study, the\n\ncompanionship of these great writers who have this power of life, and,\nthrough a constant companionship with these supreme conceptions of\nlife, to get out of the dreariness of detail, and out of the bondage of fact,\ninto the larger liberty of truth and into the great world of ideas and\nforce, which can inspire and elevate the life of drudgery and toil.\n\nREPRESENTATION OF EDUCATIONAL SYSTEMS AT THE\nWORLD'S EXPOSITION.\nALBEET G.\n1.\n\nLAN\"E, CHICAGO.\n\nIn^ February, 1890, the department of superintendence of the N. E. A.,\n\nat its\n\nmeeting in\n\nNew York City, very fully considered the question,\n\n''What shall be the character and scope of the American Educational\nExhibit at the International Exposition of 1893 ?\" Valuable suggestions\nand outlines were presented by Hon. John Eaton, James H. Canfield,\nAaron Gove, James MacAlister, William E. Sheldon, 0. W. Bardeen, Dr.\nButler, and others, which very fully covered all departments of educational\naffairs.\nIn addition thereto are the circulars of information and directions for the preparation of exhibits which have been issued by the chief\nof the Department of Liberal Arts and by the various State Superintendents\nThese\nor special committees representing State Teachers' Associations.\nschemes have been carefully examined, and exhibits are being prepared in\nnearly every city, town, county, and State in the Union in accordance with\nthe instructions issued by the various State departments.\n\nThe special\nThere\nmust be\n\ncharacteristics of each State system will be prominently set forth.\nwill be of necessity\n\nmuch that\n\nis\n\nduplicated, and repetition\n\nexpected.\n2.\n\nA brief summary of information furnished by Dr. Peabody shov/s\n\nthat nearly five acres, or two hundred tl^usand square feet, of space have\n\nbeen given to the educational exhibit, which will be placed at the entrance\nand Manufactures. This\n\nof the building assigned to the Liberal Arts\n11\n\n"}
{"page": 172, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n162\n\nbuilding is the largest in the enclosure of nearly six hundred acres, fronts\n\nthe Grand Central Ayenue, and has a total floor-space of forty-two acres.\nIt has been stated in the public press that there\n\nis\n\nnot\n\nroom for the\n\nforeign exhibits, that the space on the main floor which has been assigned\nto Education\n\nis\n\nurgently needed for Manufactures, and that the Depart-\n\nment of Liberal Arts will be obliged to occupy the galleries. I am informed that no action of this kind has been taken by the management\nbut, if it should become necessary, the construction of the great building\nis\n\nsuch that the galleries constitute the lightest and finest position for\n\neducational exhibits.\n\nLet us still hope that the appropriation asked from Congress may spedevoted to the construction\n\ncially provide that at least $350,000 shall be\n\nof a separate building for education.\n3.\n\nThe exhibits will be arranged by States and Countries in parallel\n\nsub-divisions extending north and south, and by grades or classification\n\naccording to the age of the children whose work is presented, from east\nBy this arrangement the exhibit of a State may be examined as\n\nto west.\n\na unit, or the grades of work from the kindergarten to the university may\n\nbe compared or traced through\n4.\n\nall the States.\n\nThe yery complete reports of the educational systems of the States\n\nand of foreign countries, published by the Bureau of Education, show an\napproximate similarity in the classification of children, as follows\n1. Kindergarten, 4 to 6 years of age.\n2. Primary, 6 to 10 years of age.\n3. Grammar, 10 to 14 years of age.\n4. High school, 14 to 18 years of age.\n:\n\n5. College, 18 to 22 years of age.\nThis classification will practically cover the different divisions, and the\nnumber of years in each division will indicate the grades of work in our\n\nComparisons must be made upon the work\ndone with children within certain limits of age.\n5. It is difficult to determine when the first educational exhibit was\never held. Not, however, until 1867, at Paris, did education receive special\nattention.\nSince then, at Vienna in 1873, at Philadelphia in 1876, at\nParis in 1878, at New Orleans in 1885, and at Paris in 1889, the educational\nsystems of various countries have been partially represented in material\n\nown and foreign countries.\n\nexhibits.\n\nThe United States has not been adequately represented at any of the\nThe educators of this country, however, have care-\n\nforeign expositions.\n\nfully studied foreign educational systems, and have introduced, experimen-\n\nAmerican schools, such as the kindergarten,\nmanual training, sloyd, sewing, cooking, etc.\nThe relation and value of each of these special subjects to a general\nThe efficacy of\neducation are still topics for discussion and controversy.\ntally, special features into\n\n"}
{"page": 173, "printed_page": null, "text": "EDUCATIONAL SYSTEMS AT TEE WORLD'S EXPOSITION.\ntrue kindergarten instruction for\n\n163\n\nyoung children has been demonstrtited\n\nafter twenty-five years of testing in this country.\n\ning an essential part of our educational system.\n\ngradually becomPrimary teaching has\n\nIt is\n\nbeen materially modified by it.\n\nManual training is seeking a legitimate place in our schools, and slowly\nSewing and cooking are demanded in the great\nit is being introduced.\nTrade scliools have been introduced from foreign educational\ncities.\nThese indicate the problems of education that must be solved\nsystems.\nThe\nin dealing with the children in the great centers of population.\ndemand for the practical in education is a cry for only the training which\nwill enable children to become bread-winners.\nA high ideal of education must be maintained, and the introduction of\nmanual training in its varied forms must be made to enlarge, strengthen,\nand make efficient the mental, moral, and physical development of\nchildren.\nIf the exhibits of foreign nations\n\nwhich have fostered a system of trade\n\nschools and have made manual training valuable in education, if the sewing, cooking, wood-carving, and other forms of hand-work,\n\nshow increased\n\nmental power above purely intellectual training, then the evidences of\nbroader thinking, better discipline, and higher culture will be manifest in\ntheir exhibits.\n6. Systems of education have been formulated in courses of study by a\nfew leaders. Courses of study have been copied or have been determined\nby the text-books in use.\nThe text -books have been mighty agents in diffusing the best educational methods, and at the same time have placed limitations on the power\nof the teacher.\nThe text-book has been the measure of the child's\ngrowth, and examinations have been used as the measure of a pupil's\npower. Unskilled teachers have made the system a burden and a hinderance to mental growth.\n7. A reaction in favor of the skilled teacher as compared with the\ndrill-master has come.\nThe new in education opens the world of things,\nwith their differences, resemblances, uses, form, color, a field for observation limitless, inviting the child to explore and to express his observations\nin his own language.\nHis effort to learn new things offers the opportunity\nfor presenting the symbols of his thought while his interest is intense,\nthus making reading, writing, and number aids and helps in the representation and expression of thought.\nGeography and history become the\nmeans of interpreting conditions about the child, and ultimately those\nbeyond his sight. The world of science, the phenomena of nature, life,\nand growth are studied with reference to the unfolding of an exact knowledge and a right relation to all things. *\n8. The text-books in use will constitute a very important and valuable\nfeature in the exposition.\nEvery device or special method in teaching\n\n"}
{"page": 174, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n164\n\nEvery map or chart\nany part of the whole scheme of education must find its\nAll that pertains to apparatus, furnishings, plans, and\nproper position.\nconstruction of schools, heating, light, and yentilation of buildings, must\nthat has any merit will be accorded a suitable place.\n\nillustrating\n\nbe presented.\n9.\n\nThe most effective agents in educational growth are the normal\n\nschools and departments of pedagogy in our own and foreign universities,\n\nthe educational publications, the institutes for teachers, the libraries, and\nthe reading circles.\n\nThey have all combined to make our systems of edu-\n\ncation vary in the different States according to the degree or extent to\n\nwhich these means have been employed.\nThe normal schools have been the experiment\nplans could be thoroughly tested.\n\nThe\n\nbecome potent factors in the education of teachers\n\nwhere ideal\nmagazines have\n\nstations\n\neducational\n\n—clearing-houses for\n\nThe institutes annually gather one hundred thousand\nThe libraries are silently\nteachers to study the best ways of teaching.\nbroadening and mentally enriching the American people. The reading\ncircles and university extension lectures are agents in making teaching\neducational ideas.\n\nthe equal of any other profession.\n\nCompulsory education is so prominently before the American people at\nthe present time, that all items of information which will give the require-\n\nments of the laws enacted, and the statistics showing the reduction of\nin States and countries where compulsory laws have been\n\nilliteracy\n\nenforced, will be of great value.\n\nThe establishment of night schools in the cities, their courses of study\ninvolving work from the beginning of the common branches to business\nforms,\n\narchitectural drawing,\n\nstenography,\n\nand typewriting, demand\n\nattention, and should be properly represented.\n\nThe Exposition of 1893 will represent all these and other phases of\nThe exhibits from the several States will make\nan immense representation of the visible products of our school system.\nThe special features which will indicate the result of original investiga10.\n\nthe educational problem.\n\ntion, the application of some principle in education, or the elimination of\n\nneedless work from the course of study will be found, provided suflBcient\n\ntime is given for investigation.\n11. The leaders of educational thought have outlined and discussed the\nNo one place has incorporated all these\nideal systems of child training.\nideas.\n\nWe have had several mass exhibits, and there is now a demand\n\nfor a selected exhibit, graded, related,\n\nand unified, showing the status of\n\nthe best in our varied systems.\n\nBy way of illustration, St. Louis might be selected to represent the\nkindergarten, St. Paul the primary grades, Washington (D. 0.) the grammar grades, Toledo the high-school grades, Albany the normal schools,\n\nand Michigan State University to represent higher instruction.\n\nManual\n\n"}
{"page": 175, "printed_page": null, "text": "EDUCATIONAL SYSTEMS AT THE WORLD'S EXPOSITION.\ntraining, color work, science in\n\n165\n\nelementary schools, drawing, physical\nwould all be represented in the\n\nculture, improved laboratory systems,\n\nexhibits of these schools.\n\nThe organization and scheme of work in our rural schools might be\nby the best selections which could be made from Illinois,\n\nillustrated\n\nIndiana, or Wisconsin, which were the first to adopt a uniform outline of\n\nstudy for all rural schools in the State, and to provide institutes for the\ninstruction of teachers in the method of carrying out its provisions.\n\nThis National Educational Association would render an invaluable\nservice to thousands of teachers,\n\nwould honor itself, and greatly advance\n\nthe best interests of education throughout the world, if it would authorize\n\nand collect such a special exhibit under the direction of Dr. Peabody.\n12.\n\nThe proposed world's educational congresses will afford opportuni-\n\nties to use the material exhibit in the illustration of ideas and principles\n\nwhich may be the themes of discussion.\nCertainly it will be possible to show many forms of educational work in\nnot in the crowded public thoroughfare, but in some of\nactive operation\nthe smaller assembly rooms, which will be arranged for illustrative exercises in manual training, laboratory work, physical culture, etc.\nWherever it is possible to properly represent a system by a working\n;\n\nclass,\n\nthere should be the active exhibit.\n\nThere are many great problems relating to capital and labor, economy\nin foods, dress reform, storage of power, waste of materials, that are\n\ndemanding the attention of thinkers throughout the world.\nOpportunity must be given for the fullest consideration of these topics\nin discussion and in material expression where possible.\nSuch questions\nare of the utmost importance to the welfare of this and other nations.\nFar more important and above every other interest that may find representation in the great Exposition of 1893 will be the problem of determin-\n\ning the best methods and means of developing a perfect physical being,\nof unfolding symmetrically intellectual faculties, and for the training of\n\nthe moral nature in\n\nits\n\ngrowth, so that children may be brought to a\n\nperfect use of all their powers, may live in right relations to their fellow-\n\nmen, and thus honor God and their country.\n\nThe source of power is in\n\nthose who control education.\n**\n\nThe people which has the best schools is the first people\n\nso to-day, it will be to-morrow.''\n\n:\n\nif it is\n\nnot\n\n"}
{"page": 176, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATIOff.\n\n166\n\nTHE WORLD'S CONGRESSES OF 1893.\nBY HON.\n\nC.\n\nC.\n\nBONKEY, OF CHICAGO, PEESIDENT OF THE WORLD'S\nCOI^GRESS AUXILIARY.\n\nThe aim of this address is to convey as mucli information in regard to\nthe World's Congresses of 1893 as can be given within the allotted time.\nThe educational advantages of the international congresses, to be\narranged and conducted by the World's Congress Auxiliary in connection\nwith the World's Columbian Exposition of 1893, can best be shown by a\nplain statement of their plans\n\nand purposes.\n\nIt may, in a preliminary way,\n\nto constitute a world's\n\nprogress of\n\nbe said that these congresses are planned\n\nsummer university, in which may be studied the\n\nmankind in all the departments of civilized life.\n\nThat the\n\nhuman achievements in material forms will be a magnificent\nsuccess is already known throughout the world.\nBut what is the World's Congress Auxiliary ? What is its relation to\nthe World's Columbian Exposition ? What is its relation to the Government of the United States ? What is the scope of the proposed World's\nCongress scheme ? What has actually been done in the execution of that\nscheme ? What still remains to be accomplished, and by what means\nexhibit of\n\ndoes the Auxiliary expect to attain the desired results ?\n\nThe world has become familiar with the idea of international exhibitions,\n\nand the tremendous influence which they have exerted in advancing\nis universally recognized.\nThe Exposition at\n\nthe civilization of the age\n\nLondon in 1851, at Philadelphia in 1876, and at\n\nParis in\n\n1889, con-\n\nfessedly marked new eras in human progress.\n\n\"The spiritualization of thought\" in France, wrought by the magic\npower of the last Exposition at Paris, is of such a remarkable character\nthat it has justly excited the surprise and admiration of those who watch\nwith solicitude the important events of the age.\nIt is safe to say that no recent event has excited more wide-spread wonder than the selection of Chicago, the youngest great city of the globe, as\nthe site for the proposed quadri-centennial celebration of the discovery of\n\nAmerica by Christopher Columbus.\n\nWe naturally look to the older cen-\n\nters of civilization for the highest displays of human genius and aspiration,\n\nand it almost seems\n\nas\n\nthough some mighty and mysterious power must\n\nhave intervened to so change the common course of events.\nAs soon as the location of the Exposition was fixed at Chicago, it was\nfelt that no merely material exhibit would answer the demands of the time.\n\nThe intellectual and moral forces of the nineteenth century have become so\n\n"}
{"page": 177, "printed_page": null, "text": "THE WORLD'S CONGRESSES OF 1893.\n\n107\n\npotent and active that there at once arose a demand for their proper presentation in connection with the proposed Exposition.\n\nA formal proposal of a series of world's congresses soon followed, and\nthe evolution of that proposal has steadily proceeded until the present\n\nThe primary idea of the project was that many of the leaders of\nhuman progress will naturally come to the Exposition of 1893, and that\nit is due to them that some arrangements be made under which those of\nsimilar tastes and callings from different countries may form the acquaint-\n\ntime.\n\nance of each other and engage in friendly conference on matters of com-\n\nmon concern.\nThis primary idea developed into the secondary thought\nincrease the benefits of such acquaintance\n\n—that to\n\nand conference, and to enlarge\n\nthe attendance at the Exposition, a reasonable effort should be made to\n\ninduce a general attendance of those who have taken an active part in any\nof the great fields of human endeavor.\n\nThis secondary idea speedily developed into a third— that instead of\nleaving the intellectual and moral administration of 1893 to occupy a\n\nmerely incidental relation to the material exhibit, a proper organization\nshould be effected, an adequate and comprehensive plan devised, and a\npersistent and well-directed effort made to crown the Exposition of 1893\nby a proper presentation of the achievements of human genius in a series\nof great assemblies to which the chief apostles of progress in all countries\nshould be invited, and by the formation of a series of world-wide fraternities to promote the future welfare of mankind.\nWith these ideas, a committee was formed to make the preliminary\narrangements.\nThe general proposal was received witli so much favor\nthat the necessity for a separate and relatively independent organization\nsoon became manifest, and the World's Congress Auxiliary was accord-\n\ningly organized.\n\nIt consists of the usual general officers, a local\n\nmem-\n\nbership divided into various committees of organization and direction,\nadvisory councils to assist these committees, and general honorary and\n\ncorresponding members.\n\nThe committees of organization are necessarily\n\nlocal, to enable them to attend committee meetings and execute the details\n\nof the necessary arrangements.\n\nThe advisory councils constitute the nonThe members of such coun-\n\nresident branches of the various committees.\ncils are\n\nselected from different countries throughout the world ;\n\nand such\n\nmembers are expected to cooperate actively, by means of correspondence,\nwith the committees to which they are adjoined.\nThe general honorary\nand corresponding members constitute what may be called the advisory\ncouncil of the whole Auxiliary.\n\nAlthough originally authorized and supported by the directory of the\nWorld's Columbian Exposition, and subsequently by the Government of\nthe United States, the World's Congress Auxiliary has, nevertheless,\nalways had the independent control and conduct of its own work.\n\n"}
{"page": 178, "printed_page": null, "text": "168\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThe Auxiliary was, soon after it entered ujoon the execution of its plans,\nThe origi-\n\nformally recognized by the Government of the United States.\n\nannouncement of the World's Congress scheme was sent with the\ndocuments to foreign nations. An act\nof Congress was passed making an appropriation for the support of the\n\nnal\n\nPresident's invitation and other\n\nAuxiliary, recognizing it as the proper agency to conduct the proposed\nseries of international congresses.\n\nSubsequently the Senate of the United\n\nStates, in acting on a report of the Committee on Foreign Relations, formally declared that the World's\n\nCongress Auxiliary so far represents the\n\nGovernment of the United States, in respect to such international congresses, that any further action on the part of the President of the\nUnited States or of Congress is unnecessary. In pursuance of the action\nthus taken, the foreign ministers of the United States have been instructed to invite the governments of the countries to which they are\nrespectively accredited to select and appoint delegates to all or any of\nthe proposed world's congresses, in addition to the representatives who\nare expected\n\nfrom the various institutions and societies throughout the\n\nworld.\n\nThe organization for the proposed world's congresses has been developed to meet the needs presented from time to time. The committees\nEach committee is formed according to the\nare not of any fixed number.\ncircumstances of the case, and an addition to its membership may be\nmade, for cause, at any time. While the committees of organization are\ngenerally of small numbers, the advisory councils may consist of any convenient number, located as they are or may be in all parts of the world.\nNo committee has been appointed except when the occasion for it arose.\nIf the committees are numerous, the demand has made them so.\nThe idea of a series of separate and disconnected conventions of various\nlearned societies has never been entertained by the Auxiliary.\nOn the\ncontrary, the leading idea from the beginning has been to bring the highest and best representatives of all the departments of human progress\ntogether in a series of harmoniously arranged and closely connected conventions to occupy the whole six months of the Exposition season of 1893.\nIt is obvious that if a large number of independent organizations should\nattempt to meet in Chicago next year, and each hold its own separate\nconvention, it would be impossible to provide adequate places of meeting,\nand the value of the proceedings would be seriously impaired by the repeFor this and other\ntitions and duplications which would be inevitable.\nreasons it was very early determined that all the learned institutions and\nsocieties which should respond to the invitation to participate in the world's\ncongresses of 1893 should be asked to merge their papers and discussions\nin appropriate world's congresses in which all should have just recognition.\nAt the same time, it was seen that such societies should be afforded\nopportunity\nan\nto transact any necessary business without holding an\n\n"}
{"page": 179, "printed_page": null, "text": "THE WORLD'S CONGRESSES OF 1893.\nadditional meeting at any other time and place.\n\n169\n\nArrangements will there-\n\nfore be made for brief sessions to enable the various existing organizations\nto transact such business.\nIt is also expected that arrangements will\n\nbe effected to secure the pub-\n\nlication of the proceedings of the whole series of world's congresses ; their\n\ndistribution by the\n\nGovernment of the United States to foreign govern-\n\nments, libraries, and other institutions, and a supply of the proceedings of\nall or any of the congresses, at cost, to all persons who may desire to obtain\nthe same.\n\nThe arrangements for the various congresses cannot be understood without a clear idea of the places of meeting which are in course of prepara-\n\nThe Art Institute of Chicago and the Directory of the World's\nColumbian Exposition have united in a plan which will secure the com-\n\ntion.\n\npletion, in time for the use of tlie world's congresses, of a magnificent\n\nCongress Art Palace,\" located on the\nLake Front Park of Chicago. This building will contain two audience\nrooms capable of accommodating about three thousand persons each ;\nalso more than twenty smaller rooms with a seating capacity of from\nIn these smaller rooms the meetthree to seven hundred persons each.\nings of the various sections of different congresses will be held.\nThese\nplaces of meeting will enable numerous bodies to hold simultaneous or\nalternate sessions during a given week or longer term of the Exposition\nbuilding called *^The World's\n\nseason.\n\nThe World's Congress work, as thus far organized, consists of seventeen\ndepartments, subdivided into more than one hundred general divisions, in\n\neach of which a congress will be held.\n\nEach of the sciences, for example,\n\nits own congress.\nThe popular sessions, for the presentation of subjects in which large num-\n\nhas\n\nits\n\nappropriate division, and will of course have\n\nbers of persons will be interested, will be held in one or both of the large\n\naudience rooms ; while the meetings of the chapters or sections of a division will be held in the smaller rooms, which will doubtless be sufficient\nto accommodate those who will desire to attend.\n\nBut how will the various congresses be constituted, and under what regulations will the proceedings be arranged ?\n\nThe first public official act of\n\neach committee is to issue its preliminary address, to be sent to persons\ninterested throughout the world, to inform them of the general plans and\n\npurposes of the proposed congress, and to invite their suggestions of\n\nmodes of proceeding to be utilized in forming the\nprogramme of the congress.\nThe World's Congress Auxiliary expressly disclaims the idea of organizing\n\npersons, themes, and\n\nand conducting a series of world's congressss without the cooperation of\npersons interested, in all countries. The Axillary therefore defers the formation of any programme until such persons shall have had opportunity to\nfurnish the desired suggestions.\n\nWith such opportunity the managing\n\n"}
{"page": 180, "printed_page": null, "text": "170\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ncommittees will form the appropriate programmes, and with due advice\nfrom the advisory councilors will finally settle and promulgate them.\n\nThe world's congresses of 1893 will not seek to do everything. If they\nshould attempt to do this, confusion and failure would result.\nTheir\nwork will be limited to certain specific objects which are believed to be\nThey will endeavor to present in every department a summary of progress down to the date of the Columbian Exposition.\nThey will also endeavor to present in a graphic and comprehensive\nmanner the pending problems of progress, the difficulties which impede\ntheir solution, and the means by which those difficulties may be removed.\nIt is obvious that there will not be any time or opportunity for any prolonged debate over any of the great themes which will be presented in any\ncapable of attainment.\n\nof the proposed congresses.\n\nThe papers for the congresses of 1893 are\n\nnot to be submitted to the passing decision of those who may happen to\nattend, but to the deliberate judgment of the enlightened world.\nThemes\nwill not be selected to suit particular persons ; but, the proper subjects\n\nhaving been chosen, the persons believed to be best fitted to make adequate presentation of them will then be chosen. It is expected that each\nselected writer will be given at least half a year for the preparation of the\npaper assigned to him. The regulations in regard to papers and discussions\nwill all be fixed with reference to the proposed publication, and not merely\nwith reference to the oral presentation during the congress. The Auxiliary\n\ncommittees will trust their advisory councilors throughout the world to\nthem good advice in relation to themes, persons, and modes of proceeding, and hope that, on the other hand, it will be believed that they\nare both willing and able to follow the good advice so to be given.\nVery obviously, a well-considered World's Congress scheme would not\nonly embrace, but largely depend upon, the cooperation of existing societies and institutions of the various participating countries ; and it was\ntherefore provided that such societies and institutions be not only invited\ngenerally to attend and participate in the various congresses, but that they\nbe also asked to appoint Committees of Cooperation to represent their\nrespective organizations and take an active part in connection with the\ncommittees and advisory councils in arranging plans for the various conventions to be held. By such committees of cooperation, existing organizations may not only have proper recognition, but may also be given\nopportunities to participate more actively than would otherwise be practigive\n\ncable in the arrangements in which they are concerned.\n\nThe administration of the\n\nseveral congresses will be such as to present\n\nto the attending participants the largest practicable\ners in the\n\ndepartment.\n\nnumber of the lead-\n\nDistinguished representatives will be invited to\n\npreside at different sessions, or at different parts of the same session, of a\n\nWhile controversial debate will be excluded, arrangements will be made for remarks by eminent specialists in elucidation of a\n\ngiven congress.\n\n"}
{"page": 181, "printed_page": null, "text": "THE WORLD'S CONGRESSES OF 1893.\n\n171\n\nThe utmost pains will be taken\nand secure the most useful and lasting\n\nsubject which shall have been presented.\nto economize the time at disposal,\n\nThe aim\n\nresults.\n\nwill be to\n\nmake such a presentation\n\nof\n\nthe\n\nactual\n\nstate of education, literature, science, art, government, labor, agriculture,\n\nand- the other\n\ndepartments of progress iu the different countries of the\n\nworld, as will be a worthy and enduring memorial of the Exposition of\n1893.\n\nBut of\n\nall\n\nthe benefits which are expected to flow from the world's\n\ncongresses of 1893, none can exceed the advantages of mutual acquaint-\n\nance and the establishment of friendly relations\n\namong the leaders of\n\nmankind from various countries.\n\nFor such acquaintance and relations\nwill be sure to advance the peace of nations and the general welfare of all\npeoples by promoting the reign of moral and intellectual forces throughout the world.\n\nThe dates for the various congresses have not yet been definitely fixed\nbut the list as it now stands, subject to needful changes, is as follows\n\n;\n\n:\n\nWHEN THE world's CONGRESSES WILL BE HELD.\nMay 15, Woman's Progress.\nMay 22, The Public Press.\nIII. May 29, Medicine and Surgery.\nI.\n\nII.\n\nIV. June 5, Temperance.\n\nV. June 12, Moral and Social Keform.\nVI. June 19, Commerce and Finance.\nVII. July 3, Music.\nVIII. July 10, Literature.\n\nIX.\nX.\nXI.\nXII.\nXIII.\n\nJuly 17, Education.\nJuly 31, Engineering.\nJuly 31, Art, Architecture, etc.\n\nAugust 7, Government, Law Reform, Political Science, etc.\nAugust 14, General Department.\nXIV. August 21, Science and Philosophy.\nXV. August 28, Labor.\nXVI. September 5, Eeligion, Missions, and Church Societies.\nXVII. October\n, Sunday Rest.\nXVIII. October\n, Public Health.\n\n—\n—\n\nXIX. October 16, Agriculture.\nWith this presentation of the nature and work of the World's Congress\nAuxiliary, the educational advantages they will offer can readily be seen.\n\nEach congress will be a summer school of the subject committed to its\ncharge.\nIf this shall be so, an attendance on the series of congresses, or\nany considerable number of them, would manifestly involve such educa-\n\n"}
{"page": 182, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n172\n\ntional advantages as in the natural course of events would not be offered\n\ntwice in a lifetime.\n\nSo much distinguished cooperation has been promised, that the general\nsuccess of the World's Congress scheme is now regarded as well \"assured.\n\nA day would not suffice for the presentation of the commendations received\nfrom leaders in various countries.\nA passing glance at the different constellations catches the familiar\nnames of King Oscar, Lord Tennyson, Lord Coleridge, Henry Drummond,\nEmilio Castelar, Cardinal Gibbons, Archbishop Ireland, Bishop Brooks,\nWashington Gladden, Lyman Abbott, Josiah Strong, Philip Schaff,\n\nEdward Everett Hale, John G. W^hittier, Oliver Wendell Holmes, George\nWilliam Curtis, Andrew D. White, William Dean Howells, James McCosh,\nWilliam T. Harris, Charles W. Eliot, James B. Angell, D. C. Gilman,\nWilliam E. Gladstone, Max Miiller, Sir Edwin Arnold, James Bryce,\nGeorg Ebers, Francis A. Walker, Carroll D. Wright, Seth Low, E. B.\nAndrews, Francis Wayland, George Dana Boardman, Bishop Vincent,\nSeymour D. Thompson, among hundreds of others who will do what may\nbe in their power to promote the world's congresses of 1893.\nThese congresses are planned, not so much for specialists as for the\npeople.\nIf the illustrious names in any department are few, there are\nnevertheless multitudes who have such knowledge and appreciation that\nthey will be eager to see and hear the leaders they revere. Those leaders\nwill therefore be asked to speak to the people, as well as to each other, in\n\nthe congresses of 1893.\n\nTHE EDUCATION\"AL CONGEESSES.\n\nOn this occasion it will be expected that some more specific information\nin relation to the Educational Congresses will be given.\n\nThe state of\n\neducation throughout the world will, as far as practicable, be presented\n\nThe achievements of the past, and the improvements demanded by the future, are the leading themes proposed for con-\n\nin those congresses.\n\nsideration.\n\nThe educational authorities of all countries are invited to meet in a\nWorld's Congress to consider the relations of the state to the education\nof the people.\n\nThe faculties of the coHeges and universities of all lands are invited to\nmeet and consider how they may best cooperate to extend the blessings\nof higher education throughout the world, especially among the masses\nof the people, that genius, wherever born, may find a helping hand to\nguide\n\nThe\n\nit\n\nto the heights of\n\nhuman service.\n\nbusiness and commercial colleges and allied\n\norganizations are\n\ninvited to convene for the purpose of elevating the standard and extending\n\nthe influence of education\n\nworld is conducted.\n\namong all those by whom the business of the\n\n"}
{"page": 183, "printed_page": null, "text": "THE WORLD'S C0NORE88E8 OF 1893.\nThe apostles of the new education\n\n173\n\n—the kindergarten, manual and art\n\ntraining, physical culture, the scientific instruction of the mechanic\n\nthe farmer\n\n—are asked to come, and in the light of the\n\nand\n\nbrilliant successes\n\nalready attained consider how the principles they advocate may be extended\n\nand enabled to exert their benign influence on all systems of education.\nThe leaders in the musical education of the people, and in the various\nother educational specialties, are invited to meet and consider how the\nbenefits of the work in which they are engaged may be more widely\nextended.\n\nThe wonderful progress made in recent years in philanthropic education,\n\nsuch as the instruction of the deaf and the instruction of the blind,\n\nwill also be suitably portrayed.\n\nIn response to repeated applications, arrangements are in progress for\nIt is proposed that there shall be not\nonly a congress of college students, somewhat like that which convened\nat Paris in 1889, but also a congress of representative youth drawn from\nappropriate congresses of students.\n\nunder the direction of the ministers of\nThese congresses, if properly conThey will bring to Chicago selected\nvened, will have a peculiar charm.\nthe public schools of\n\nall countries\n\neducation or other appropriate oflScers.\n\nrepresentatives of the rising generation,\n\nto witness for\n\nthemselves the\n\nevents of the quadri -centennial Columbian Exposition, and be able to bear\nwitness thereof when the leaders of our own generation shall have ascended\nto what the greatest of orators called *' the clear upper sky \" of enduring\n\nrenown.\nEducational authors and publishers have not been forgotten. They\nalso have interests peculiar to their own relations, and should be given an\nopportunity to consider and present the important subject of educational\ntext-books and the immense advantages which would result if substantial\nuniformity could be secured in similar grades of all countries. The well\neducated in any one country ought not to be ''a stranger in a strange\nland '^ in the educational domain of another.\nBut these alone would not meet the requirements of the occasion. It\nstill remains to make all the departments of education one, in a Greneral\nEducational Congress, in which each will have its appropriate place and\npart, and in which their reciprocal relations will be considered,\n\nand their\n\ncommon interests advanced.\n\nThis General Educational Congress has been\ncommitted to the charge of the Hon. William T. Harris, Commissioner of\nEducation, and the executive committee appointed in this behalf by the\nNational Educational Association.\nFor the distinguished cooperation and aid thus secured, I cannot do\nless\n\non this occasion than express the thanks of the World's Congress\n\nAuxiliary to this Association, as the largest and most powerful educational\nsociety in the world ; and also to the eminent educational leader who now\n\nhonors the office of commissioner of education, and who, by reason of his\n\n"}
{"page": 184, "printed_page": null, "text": "!\n\n174\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nhigh personal qualifications, as well as on account of the magnitude and\nimportance of the interests administered by him, deserves to be the secretary of a department of education, with a seat in the President's cabinet.\n\"With this adequate provision for the General Educational Congress, the\n\neducational committees of the Auxiliary will be able to give more efficient\nattention to the special congresses of which mention has been made.\n\nSuch are the opportunities which the world's congresses\noffer to the educational world.\n\nof 1893 will\n\nIf these opportunities shall be improved,\n\nas there is every reason to believe they will be, the practical benefits which\nwill result to the peoples of all countries will be so\n\nmany and so great,\n\nthat the genius and art of the orator, the poet, and the historian will be\n\ntaxed to do them justice.\n\nTHE DUTY OF THE STATE IN RELATION TO THE\nKINDERGARTEN.\nBY SUPT. AN-DEEW S. DRAPER, OF CLEVELAND, 0.\nMr. President f and Ladies and Gentlemen of the National Educational\nAssociation: In all the bewildering multitude of newly discovered facts\nin the history of\n\nColumbus which the approaching celebration has caused\n\nto be placed upon the market, I haye observed the statement that while he\n\nwas pursuing his idea, a petitioner at the court of Isabella for the means\nto sail unknown seas in search of other lands upon the faith of his belief,\nthe children were wont to follow him through the streets with derision,\nand tap their heads in suggestive inference that he had lost his reason.\n\nWhen the invitation to address the National Association upon the kindergarten came to me, the first effect was to call up in memory the remark\n\nwhich a word of mine, favorable to the kindergarten, once provoked on\na genial, knowing, selfpossessed man, quick in wit and effective in speech, whom we shall all\nand always delight to honor. Tapping his own majestic brow in a very\ninferential manner, he consigned my word to the deeps which are dumb,\nwith the exclamation, ^' Another good man gone daft \" Eemembering that one should not be altogether and forever discouraged by an\nopinion and an expression bred in an inflated atmosphere away up in\nthe top notches of the Rockies, I accepted the invitation and assignment, with full knowledge that there would have been more wisdom in\ngiving it to any one of other thousands, but in the hope that I could make\nsome advance toward the repossession of my old place in the good opinion\nof my friend, even though I could not hope to discover or explore a world,\nor provoke a fair on the shores of Lake Michigan, or contribute to the\naggrandizement of the city of Chicago.\nthe part of an ex-president of this Association\n\n—\n\n"}
{"page": 185, "printed_page": null, "text": "THE STATE IN RELATION TO TEE KINDERGARTEN.\n\n175\n\nFor obvious and imperative reasons the comparison with Columbus will\nbe pursued no farther.\n\nDUTY OF THE STATE CONCERNING EDUCATION.\n''The duty of the state in relation to the kindergarten.\" What is it ?\nand assumes that the state\n\nIt is worthy of remark, that the query suggests\n\nhas some duty in relation to education.\n\nAnd what do we mean by ''the state\" ?\n\nManifestly that organized\n\naggregation of individuals which exercises sovereign authority over all,\nfor the\n\ngood of all, pursuant to established rules and according to the\n\ndetermination of the greater number.\n\nUnder our plan of governmental organization, that sovereign authorlodged in one place, and upon another subject in\nanother place. So far as our coinage, a tariff upon our imports, or our\n\nity upon one subject is\n\nrelations with other powers, are coucerned,\n\nit is with the Federal GovernSo far as public proyision for the education of the\npeople is concerned, it is with the governments of the several States.\nIt\nhas never been given over to the United States.\nOf necessity it could not\nremain with the hamlets and villages and townships after State governments were organized and alone became possessed of the right to exercise\n\nment at Washington.\n\nsovereign authority.\n\nThere are those who continue to maintain that a town meeting, which\nmay be, and frequently is, ignorant, impoverished, filled with caprice, torn\nwith contention, which has neither original nor final authority to make\nan order or enforce its observance, is the only power for determining the\nsuch system as it may choose\n\nscope and supervising the operations of\nto provide foi general education.\n\nSo there are those who fail to see why\n\na great city, the center of wealth and intellectual activity, should give of\nits information\n\nand its means to the education of a remote and impover-\n\nished district, even in a State where the impoverished district helps make\n\nthe laws, and even under a system the corner-stone principle of which is\nthat \"the property of\n\nall\n\nthe people\n\nis\n\npledged to the education of the\n\nchildren of all the people.\"\n\nBut the greater number, indeed nearly the\nAssociation, do not hold to these views.\n\nentire membership of this\n\nIn their opinion, ample author-\n\ndo an unmixed public good is not dangerous to human liberty.\nThey are loath to believe that school officers and teachers are liable to\nbecome tyrants. Seeing the rapid growth of both Federal and State\n\nity to\n\nauthority, imperatively associated with the wonderful increase in population and the\n\ndevelopment of the resources of the country, discerning the\ndangers of the future, profiting by experience, they would promote educa-\n\nThey would\nemploy local agencies for local administrations, but they would hold the\n\ntional activity everywhere and through all instrumentalities.\n\n"}
{"page": 186, "printed_page": null, "text": "THE NATIOKAL EDUCATIONAL ASSOCIATION.\n\n176\n\npower which makes and administers the laws responsible for the existence\nof schools within reach of every home ; and not of schools only, but, so\nfar as practicable, of such schools as will hold out to every child educational advantages equal to those enjoyed by any other child of the\n\nmonwealth.\n\ncom-\n\nThis is the unmistakable trend of public opinion, and ought\n\nThe safety of our system of public schools and the security of our\n\nto be.\n\nplan of government are cornered upon it.\n\nNor are the American people likely to find fault with the public educational system, or the wide range of subjects it covers, or the cost it may\n\nChildless wealth may here and there protest, theorists may specu-\n\ninvolve.\nlate ;\n\nual,\n^'\n\nbut that irresistible public opinion which is wiser than any individ-\n\nand which carries all things before it, says, and will continue to say,\n\nStay not your hand, go on with this work to the uttermost, but have\n\ncare that the people get the worth of their money, that you reach every\nchild, that your education makes good, sensible, and substantial American\ncitizens.''^\n\nBecause of this general sentiment concerning public education, our\neducational system has come to have a broad basis, and its operations have\na wide scope.\n\nWith conscious pride we are accustomed to assert that it\n\nincludes all branches and grades, from the kindergarten to the university.\n\nBut there is very little of the kindergarten in it. In rare instances, it\nhas been taken up in earnest.\nMore frequently a town tries the experiment in a half-and-half, unscientific way, which is barren of results.\nEverybody talks in favor of the system, but it mostly ends in talk. An\naccomplished woman, who is at once an object lesson and an inspiration\nin herself, travels across the country to\n\naddress a national meeting of\n\nThey admire the woman, they\nfeel the force of what she says, but they also know enough of history to\nsuperintendents upon the kindergarten.\n\nbe aware that radical experimentation is frequently the price of superintendents^ heads.\n\nSo they settle with the woman and with their own concommendatory resolutions and dropping the matter\n\nsciences by passing\n\nuntil the next annual meeting.\n\nThe less they expect to do, the more effu-\n\nsive and vehement the commendatory resolutions.\n\nKIKDERGAKTEN\" A^J) PUBLIC SCHOOLS.\nIt is\n\nnot for\n\nme to discuss the merits of the kindergarten work or\n\nIf that were needed\nattempt to reenforce the lesson of its importance.\nWe have passed that stage,\nto be done, the task would fall upon others.\nhowever. In the presence of the National Educational Association, it\nwould certainly be a work of supererogation. The responsibility which the\noccasion presses upon me is that I shall present and promote the determination of the question whether the kindergarten is worthy, in its own\nNot whether it\nright, of a place in the American public-school system.\n\n"}
{"page": 187, "printed_page": null, "text": "THE STATE IN RELATION TO THE KINDERGARTEN.\nis\n\n177\n\ndeserving of the efforts of a few noble women with missionary propen-\n\nsities,\n\nbut whether\n\ntlie\n\nschool system stands in need of influences\n\nand\n\nwhether it is feasible to make it a com})onent part of the system, and whether it is worth the effort and the cost\ninvolved in attempting to make it such.\nWe ought to carefully consider\nand determine, not alone whether it is a good thing, not alone whether\nwe can afford to have it, but also whether we can afford to go on without\nit.\nWhen a determination is reached, let us act upon our determination.\nWhen we come to a conclusion, let us stand by our opinion. If we come\nto believe in it, let us go about making a place for the work in our system\nand, when we undertake it, let us make the conditions so favorable that it\nmay have a fair chance for its life.\nIn approaching the discussion of this particular question, we must not\ndo so from the standpoint of the mother too weak to meet the responsibilities of motherhood, nor from that of the maiden aunt who must always\nbe deemed competent to instruct the mother, nor from that of the trained\nkindergartner who is charged with having a fad and riding a hobby, nor\nfrom that of the general teacher whose habits are fixed and whose action is\nlimited, nor from that of the speculative psychologist who soars away from\nmundane and material things, nor yet from that of the college professor\nwho disagrees with every other college professor and seems to think\nresults which it alone can bestow,\n\n;\n\nthat the\n\nmain business of the public schools is to prepare students so\nmay the more easily make philosophers\n\nthat his particular university\nof them.\n\nThe kindergarten must stand the test of general utility, or go to the wall.\nIts philosophy must materialize, or it must fail.\n\nIt must meet a practical\n\nThe plain man of affairs in his office or in his\nshop, the plain woman of sense at her fireside, must see that it makes\nbetter schools, which more thoroughly promote health as well as grace of\n\nnecessity, or it cannot last.\n\nperson, mental alertness as well as gentleness of disposition, love of kin-\n\ndred and of country, or it must end in overthrow.\nlic opinion see that it\n\nIf the makers of pubmakes more trusty American citizens and promotes\n\nthe public security, it will endure.\n\nIMPORTANCE OF PRIMARY INSTRUCTION.\n\nWe cannot too often emphasize the importance of the best primary\nIt reaches all who ever come into the schools.\n\ninstruction.\n\nnumber get no other.\n\nIt prepares the way for what follows.\n\nThe greater\nIt is what\n\nthe base is to the mountain, what the foundation is to the building.\nIf\nthe child is entitled to anything in this life, if a self-governing state is\n\nbound to bestow anything, the one is entitled to receive and the other is\nbound to give the best elementary education which means can provide,\nand which human experience and ingenuity can devise.\n12\n\n"}
{"page": 188, "printed_page": null, "text": "178\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nYet, if there is indefiniteness and uncertainty, lack of plan and of scientific\n\ntreatment, anywhere in our American public schools,\n\nprimary work.\n\nNor is this\n\nit is\n\nin the\n\nnor is it the worst. There is visible\ninterest and improvement everywhere else\nthere is little or none here.\nThe teachers are, as a rule, the weakest and poorest of the whole system,\nfor the upper grades absorb the best. Each one is a law unto herself. She\nworks for small pay, and without competent supervision or definiteness of\nplan and purpose. Attendance is irregular. Commonly she is overworked\nbecause she works at a disadvantage.\nThe Prussian or the French primary\nteacher, a skilled and disciplined person with the whole power of the government behind him, and working to a fixed plan which rests upon a\nscientific basis, is confronted with the problem of producing definite results\nin a given time, with full and regular attendance, and without any danger\nof interruption or outside interference.\nThe American primary teacher,\nwith attendance when it suits the will of the parents, if not the will of\nthe children, and drifting without pilot or chart, is confronted with the\nproblem of showing indefinite results in an undefined time, if irate\nparents, or disgruntled petty officials, do not in the meanwhile destroy\nall,\n\n;\n\nher.\n\nWhat American educational work most needs is a decided movement,\nby the best thought of the country, in behalf of\nIn two governments which I have just incidentally\nprimary education.\nmentioned, the best statesmanship and the highest wisdom are not above\nthe problem of insuring for all the people the best elementary education\nwhich is attainable. Nero fiddled while Rome burned, it is alleged. The\nChristian Church discusses and divides about whether unbaptized infants\nwill be allowed in heaven, while the grog-shops are sending full-grown\nmen to hades by a limited express. There is no doubt about that. The\neducational Sanhedrim of America to-day discusses such delightful, cool,\nand refreshing subjects as *'The Failure of Scientific Pessimism to Establish Cosmic Suicide as an Adequate Solution of the World-drama,^'\n\"The Results of Psychological Psychology for Education,\" and ''The\nValidity of St. Anselm's Proof of Divine Existence ; \" while illiteracy\nincreases, and grave public apprehensions multiply as to the practical\n\ninitiated and supported\n\nefficiency and the stability of the public schools upon which the security of\n\nThere is no trouble about finding logical ground upon\nwhich to rest high schools and universities. But the subject which presses\nupon the United States to-day is the elementary education of all her\nInsure so much, and all the rest will take care of itself easily.\nchildren.\nTo insure this, there must be a decided movement in a new direction,\nwhich must be led by the scholars, by the men and women of educational\nSuch a movement must have a topic and a\nforce, throughout the country.\nrallying point. What better than the kindergarten for such a purpose and\nthe Republic rests.\n\nsuch a result ?\n\n"}
{"page": 189, "printed_page": null, "text": "THE STATE IN RELATION TO THE KINDERGARTEN.\n\n179\n\nTHE KINDERGARTEN THE BASIS OF NEW EDUCATION.\n\nWe have changed all our educational theories in recent years. We have\nchanged our methods to suit our theories. We are unquestionably right\nIn the logic of the old education, the human mind was a vessel\nin both.\nin that of the new, it is a magnificent engine to be fired and\nto be filled\nThe object of the old was to read and remember that of the new\nused.\nThe old was for information ; the new is for power.\nis to see and to do.\nThe change in theory has displaced and overthrown the book as the chief\nThings themselves, not characters representing\ninstrument of education.\n;\n\n;\n\nthings, claim the attention.\n\nOriginal investigation\n\nis\n\nthe order of the\n\nday, and the opinion of another is of weight only when it stands the test\nof scrutiny and of thought.\n\nEvery object is fruitful of suggestions which\n\nlight the fires of intellect and set the mind's wheels in motion.\nthis all.\n\nThe new education is not mechanical or materialistic.\n\nIt appeals to the\n\nlife.\n\nreverence, conscience.\n\nNor is\nIt is real\n\nemotions and the affections, to faith, hope, love,\n\nA writer in last week's Christian Union, treating\n\nof this subject in an able manner, quotes Dr. Roswell D. Hitchcock's defi-\n\n\" He only is great of heart who floods\n\nnition of greatness in these words\n\n:\n\nthe world with great affections ;\n\nhe only is great of mind who stirs the\n\nworld with great thoughts ; he only is great of will who does something\nto shape the world to a great career ;'' and adds, ** The object of the new\n\n—\n\nis to confer something of this greatness\nto give the pupil\npower to flood his world w^ith a great affection, to stir it to great thoughts,\nand shape it to a great career. The old education told its pupils about the\ngreat feelings, the great thoughts, the great deeds of the past, and trusted\nthat the information would kindle life in them. The new education aims\n\neducation\n\n—\n\nto endow with that power.\"\nThe old plan of operations was entirely ineffectual to carry out the new\ntheory of education.\nThe differences between the old methods and the\nnew need not be discussed at length here. The difference is complete\ndirectly to create life\n\nfrom the beginning to the finish, even more materially and consequentially\nso at the beginning than at the finish.\nThe old plan commenced with the\nalphabet and the book; the new plan commences without either, and before\neither can be practically employed.\nIt takes the little one before he can\nbe taught to read and becomes a fascination and a joy to him.\nWhile it\ngains his interest, it exercises his muscles, sharpens his observing and perceptive faculties, and starts the habit of inquiry and investigation ; it\narouses his emotions and directs his affections it trains his eye and his\nhand it develops his reason and stimulates his moral sense. This is the\nbeginning which is imperatively necessary before there can be any\nadvantageous prosecution of the new svstem of education. Then the\nstate has a duty in reference to it.\nAnd this is the work of the kinder;\n\n;\n\ngarten.\n\n"}
{"page": 190, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n180\n\nIKTELLIGEKT DEVELOPMENT.\n\nThe essential principle of the new plan for intellectual development is\nthe habit of observation and of original investigation.\n\nIt is\n\nperhaps too\n\nmuch to say that if this habit is not acquired in the kindergarten age it\nnever will be acquired at all.\nit never will\n\nIt is undoubtedly within the fact to say that\n\nbe acquired in the same degree of strength or of usefulness.\n\nThcn^ what is the necessity or the utility of this line of reasoning at all ?\n\nWhen a six-year-old child sees a stone of unusual appearance, when he is\nlooking for the difference in the leaves of the maple and the elm, when he\nis\n\ntalking about the appearance and the habits of the sparrow and the\n\nrobin, we know that he is not only acquiring a love for nature which will\n\nmake him a better man, but he has acquired a habit of investigation which\nwill make him a stronger one.\nThe habit will not desert him. It will\nlife, and he will quicken continually in intellectual alertness and\ngrow in intellectual power. So far as the mass of American children is\nconcerned, where and how is this habit to be acquired at all, if not in\nkindergartens which are an organic part of the public schools ?\n\nrule his\n\nSHORTENING THE COURSE.\nThroughout the land, particularly at the centers of population, we hear\nthe demand that the course of study be shortened, and that the competent\n\nbe not held back to suit the convenience of the slow. As great cities\nmultiply and grow, as the population becomes more dense, as competition\n\nbecomes more close, and the struggle for livelihood more severe, this demand will become more imperative, and it must be listened to. How can\nit be met so effectually as by gaining time at the beginning of the course,\nand by augmenting and wisely directing intellectual strength from the\nstart ?\n\nPHYSICAL EXERCISE.\n\nThe physical development of our children claims interest, and v^^ell it\nmay. The subject is receiving the attention of the schools. Calisthenic\nThe extent to which they\nexercises afford relaxation in the schoolroom.\npromote the development of the body is probably not great. The gymnasium trains athletes. It reaches but a small number of persons, however.\n\nWhen the physical development of American children is general, it\n\nOutdoor life, activity, love of nature,\npurely mechanical.\nfondness for open-air games and sports will inevitably lead to physical\nwill not be\n\nCultivate a disposition for these things if you\nwould have this kind of life among the people. A boy who has no fondness for games before he is ten years of age will never have it ; a girl who\nThen\nhas no music in her soul before that age will never have it.\n\nhealth and strength.\n\n"}
{"page": 191, "printed_page": null, "text": ";\n\nTEE STATE IN RELATION TO THE KINDERGARTEN.\n\n181\n\ncommence early to arouse and direct an interest in these things. Let\nlittle children know that grown people believe in them, and they will love\nthem.\n\nIt\n\nis\n\nnature's tendency.\n\nIt\n\ncan be trained and developed more\n\ncan be repressed. Develop it, and there will be no lack of\n])hysical exercise.\nThe songs and games of the kindergarten rest upon\n\neasily than it\n\nIf\nthis theory and are strong instrumentalities for promoting this end.\nwe could give all American children the advantage of this influence and\nthis training, 1 am confident that it would give them a new interest in outdoor life, a new love for nature, increased activity, better health, and\n\nstronger bodies.\n\nINDUSTRIAL DEVELOPMENT.\n\nThe decisive educational movement of\n\nrecent years has been toward\n\nwhat will be readily understood as covered by the term '' manual training.\" Public sentiment has insisted that our schools must prepare children for the practical affairs of life, for manual as well as intellectual pursuits.\nThe demand has been for eyes that are accurate, and hands that\nare deft.\nSchoolmen have been trampling over one another, trying to\nmeet this demand. But how ? Here is a great, beautiful, busy city with\na population of many thousands of souls.\nIt is clouded with the smoke\nof manufactories, and the hum of machinery is heard upon every side.\nIts people have eagerly demanded, and cheerfully paid for, the best schools\nthey could get. It has primary schools and grammar schools and high\nschools in imposing array.\nBut these schools are cultivating the intellectuality alone\nthey must cultivate the mechanical instinct, they must\nhelp the shop as well as the office, they must dignify manual labor, they\nmust promote the industrial growth of the city. To be sure, they should.\n;\n\nThe demand is the logical outgrowth of the situation. It is not anly a\ndemand from the people, but it is a reasonable demand, and it must be\nmet. How is it met ? It is met in measure so inadequate, with a plan\nso ineffectual, that it may truthfully be said that it is not met at all.\nA\nroom is secured, a mechanic employed, and one boy out of twenty in the\nhigh school goes puttering around two or three hours each week in heroic\n\nand make a stool that will stand up\nand the public schools of the city are said to be sprouting and training\nthe mechanical instinct of the city.\nIn the expressive language of a\nfriend, it makes one tired to contemplate it.\nWhat becomes of the ninetyfive children out of every hundred who never go to the high school ?\nWhat becomes of the nineteen out of twenty high-school cliildren who do\nnot go into the shop ? Indeed, what becomes of the one-quarter of one per\ncent, of the entire number in whom the mechanical instinct is neglected\nuntil the high-school age, and then ministered unto in this feeble way ?\nHow long at this rate before the school shop will add skilled mechanics,\nimproved machinery, and new enthusiasm to the industrial equipment of\n\nefforts to saw a board on the square,\n\n"}
{"page": 192, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n182\n\nthis city, to an extent which will be appreciable ?\nIf the last generation\nhad depended upon this reed for its material prosperity, where would it\n\nbe now ?\n\nBut the problem is not fictitious\n\n:\n\nit is\n\nreal\n\nand\n\nit\n\nis\n\npressing.\n\nIt is\n\nthrust upon the schools, and the schools have undertaken its solution.\n\nCircumstances are changing, have changed. The men who have produced the industrial prosperity of the present generation were boys before\nmanual training schools were established. They had their training in the\nschools of experience and necessity.\nMany of them were country boys\nwho broke steers and mended harness and made their own sleds ; in the\ncities, they came from homes where poverty was the inspiration of industry\nand ingenuity, and they came by way of the factory and the shop. In\neither case, they were in contact with things, and they had to use their\nhands.\nThere are such boys in this generation, and there will be in the\nnext.\nBut the conditions arc not the same, the demands are more exacting, and the proportion of such boys in such circumstance is not as\nlarge.\nThe unprecedented growth of this country in the last twenty-five\nyears has of itself produced a false conception of the foundation upon\nwhich industrial progress must rest, and a thoroughly unsound and highly\nunfortunate estimate of the most honorable or most promising road to\nindividual success.\nIt would seem that if the schools are to attain\n\nany measurable success\n\nin the solution of this problem, they must put children to doiug things.\n\nThey must reach not a few but the whole number. They must commence in the first years of school life, or they will never commence at all.\nThey must germinate the mechanical tendency when it may be germinated,\nThey must give all an\nif they would train it when it may be trained.\nequal chance, and they must reach the multitude, so far as the multitude\nwill be reached.\n\nHere\n\nis\n\nthe field and the necessity of the kindergarten.\n\nIn piling\n\nblocks, in cutting and folding papers, in weaving mats, in modeling clay\n\nand molding sand, under competent supervision and instruction, there\nmore to develop mechanical interest on the part of the new generation,\nand more to carry industrial power to the next generation, than through\nany other work which can well be related to the public schools.\nIf this work is followed by form-study and industrial drawing through\nthe primary and grammar schools, the public will be doing as much for\nhand training on the one side as for mind training on the other, in the\nelementary schools, and the foundation for the manual training school\n\nis\n\nand the technological school will be laid. If the foundation is not laid,\nIf the foundation is well laid, it\nit is idle to attempt the superstructure.\nis likely that the child who deserves to get on will get on, whether the\nIn any event, the public is bound to\npublic helps him farther or not.\nhelp impartially, and to do what will most promote the public interests.\n\n"}
{"page": 193, "printed_page": null, "text": "THE STATE IN RELATION TO THE KINDERGARTEN.\n\n183\n\nIt must not maintain high schools and colleges to help those who tend\ntoward the professions, with the inevitable inference that this is the best or\nthe only road for youth to travel, without also maintaining special schools\nwhich will attract toward the manual industries, which will put a premium\nupon skilled hand labor, and which will promote and direct the industrial development of the country.\n\nTHE ARTS.\nArt is struggling to get upon its feet in the United States.\npainting and sculpture find difficulty in doing\n\nMusic and\n\nThe artistic taste is\nThe impression may not\n\nso.\n\ngrowing, but it is not strong among the masses.\n\nbe justified, but certainly it is strong, that works of art of large value are\n\nWealth seeks its art treasures in the\nBut art treasures of large cost, which only find their\nway into the homes of the wealthy, are of comparatively small consequence in cultivating the artistic taste and increasing the demand for art\nnot being produced in this country.\nforeign market.\n\nproducts among the people.\n\nWe are doing much better in the way of industrial and decorative art.\nHow the demand for these products has strengthened in recent years,\nand how the taste has improved\nHow architecture has grown, and how\n!\n\nsound and discriminating has the household taste become concerning\ninterior furnishings and decorations\nAll this is one of the most gratifying and encouraging proofs of sound national progress and healthful\n!\n\nnational life.\n\nWe do not know, or we fail to remember, the debt of gratitude which\nmakes the homes of the people brighter and happier\nowes to the irregular and voluntary kindergarten work which has here\nand there been inaugurated. Nor can we have any appreciation of the\naid which the good cause of home culture would gain from the general\nthat art which\n\nintroduction of this work into the public schools.\n\nCULTIVATION or THE MORAL SENSE.\nThoughtful men are thinking, and they have occasion to think, of the\nmoral training of American children. Patriotic men are solicitous, and\nthey have occasion to be solicitous, about the influence of sectarianism\nupon the public schools. And churchmen are apprehensive about the\ninfluence of the schools\n\nupon denomi nationalism.\n\nThe whole trouble\n\npales and disappears before the spirit of the kindergarten.\n\nthe spirit of the kindergarten ?\n\nAnd what is\n\nIt is not for me to undertake to describe\n\n—\n\nThe task would be too much for a non-professional perhaps too\nmuch for a trained and accomplished kindergartner. It may be felt, but\nit is doubtful if it can be described.\nBu^ read, for instance, that book by\nit.\n\nMiss Elizabeth Harrison, of the Chicago Kindergarten Training School,\n\non *'The Study of Child Nature,\" with its wealth of sound principle\n\n"}
{"page": 194, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n184\n\nand new\n\ngospel, of incident\n\nand illustration, and you will gain a new\n\nrealization of the obligations which adult life owes to child nature, and a\n\nnew conception of the way to train cliildish instincts if you would strew the\npathway with flowers, while you grow men and women who will be loyal\nto their own consciences, and whose character will make the character of\nthe state.\nInstill the intelligence and the spirit which breathes through\nevery line of that book in the mothers and teachers of the land, and you\nwill go a long way in the solution of the problem of moral culture in the\nUnited States, for you will apply sound principles in a realistic and natural\nway, so that they will not be repelled, but find lodgment in the soul.\n\nTHE SPIRIT OE THE KIJiTDERGARTEN IN^ THE PUBLIC SCHOOLS.\n\nAnd the spirit of the kindergarten is precisely the spirit of which the\nAn understanding of the developing pro-\n\npublic schools stand in need.\n\ncesses of child nature, a scientific\n\nmethod\n\nof treatment, individuality,\n\nfreedom, pleasure, enthusiasm, real life, and natural ways in the school-\n\nroom are what this materialistic age demands of the public schools. I\ncannot see how the kindergarten spirit is to be brought into the schools\nunless the kindergarten\n\nis\n\nmade a part of them.\n\nCommence the course\n\nBrought in\natmosphere will be carried up through all the\ngrades, and its fragrant perfume will permeate every room and reach all\nOf alleged teachers willing to\nthe recesses of the whole institution.\nwork for four hundred dollars a year, the supply exceeds the demand.\nOf real teachers worth a thousand or two thousand dollars a year, the\ndemand far exceeds the supply yet the life of the schools depends upon\nmeeting it. Churches languish because the people care more for real life\nthan for theology. Tell me that it is a restless and vicious age, and that\nPerhaps so perhaps not. I do not think so,\nthe people are all wrong.\nwith this kind of work, and teachers must be prepared for it.\n\nat\n\nthe foundation,\n\nits\n\n;\n\n;\n\nbut never mind.\n\nIt is an established fact,\n\nand might as well be accepted.\n\nThe people care more, they will continue to care more, for life than for\ndogma. They care little, and they will continue to care little, for theology\nwhich always soars and never lights. Churches must have preachers who\nare in contact with affairs, who are broader than doctrine, who are in\ntouch with life, who are animated and alert, or they will languish. The\nThe same thing is true of the schools. They must\nold way will not do.\nhave a teaching force not only grounded in scholarship, skilled in pedagogy, and at home in any center of culture but one that is broader than\ntechnical scholarship, in touch with the activities, and awake to the\ndemands of the country. If not, they will languish.\n;\n\nASSISTING NATURE.\n\nAnd these teachers must act in accord with nature and not in opposition\nto the divine laws which are irresistible.\n\nThe old way of training chil-\n\n"}
{"page": 195, "printed_page": null, "text": "—\n\nTHE STATE IN RELATION TO THE KINDERGARTEN.\n\n185\n\nThere is a new way, and the\n\ndren by frowns and whips has happily gone.\n\nperson who does not know it has no place in the schools.\nThe efficacy of this principle is now very generally recognized in the\ntraining of dumb animals.\n\nThe old way in training horses was to let the\n\ncolt run wild, without any restraint whatever, until three or four years old,\nand then catch him and harness him in an intolerable fashion, and maltreat\nhim in a most inhuman way, until his spirit was broken and he submitted\n\nfrom sheer exhaustion.\n\nThis was the universal plan only a few years ago,\n\nbut it is universally discarded by all intelligent horsemen now.\n\nThe new\n\nplan is to handle and fondle the colt from birth, halter him as soon as he\n\ncan stand, put a bit in his mouth and light harness upon him and drive\nhim loosely by the side of his mother before he is old enough to leave her.\nColts which promise speed are driven by the side of trotting horses when\nAnd so they are taught gentleness, given confionly a few months old.\ndence, become more reliable, and answer all the good ends for which colts\nIf modern horsemen were\nlive, without so much fuss and trouble about it.\npresumed to know about psychology, I should say that they were acting\nupon psychological principles. They have learned the lesson not in the\nschool of philosophy, but in the school of experience.\nAnd if this is the best way in the case of dumb animals without reasoning faculties or a moral nature, how vastly important that it shall be\nuniversally recognized in the training of children\n\n!\n\nIt must be a\nwork of the country, if that\nwork is to meet the demands upon it. Therefore, with no original predilections in favor of the kindergarten, with no right to represent it now, I\nmay say that I have slowly, and perhaps reluctantly, come to the conclusion\nthat it can do for the American school system what it most needs, and can\ndo it more readily and completely than any other instrumentality.\n\nThis is the controlling principle of the kindergarten.\n\nvital principle of the future public school\n\nIS IT\n\nis\n\nPEACTICABLE ?\n\nIf this is so,\n\nthen the duty of the state is clear.\n\nvital,\n\ninfluence will lead in the very direction we need to go,\n\nif\n\nits\n\nIf the kindergarten\n\nthen we not only can afford it, but we cannot afford to do without it.\nother things are predicated upon\n\nit,\n\nand\n\nit\n\nchoose between this and those other things\n\nIf\n\nshould become necessary to\n\n—\n\nas it probably will not be\nthen it would be wisdom to take this even at the expense of letting some\n\nother things go.\n\nIn bringing it into the system, however, there are two or three points\nwhich ought to be borne in mind.\nThere is quite a disposition on the part of superintendents to compro-\n\nmise upon the subject.\nwill start schools which\n\nunable to establish pure kindergartens, tbey\nhave a little of the kindergarten and more of\n\nIf\n\n"}
{"page": 196, "printed_page": null, "text": "186\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nsomething else in them.\n\nThis\n\nis all wrong.\n\nIt\n\nis\n\ncruel to keep children\n\nof the kindergarten age in school unless they are treated with purely kin-\n\nAgain, these half-and-half schools do not succeed\ndergarten methods.\nbecause they do not rest upon a scientific basis, and are not in hands that\nare properly trained.\n\nWhen they fail, the people imagine that the kinder-\n\ngarten has failed, although it\nis to\n\nis\n\nsomething else that has failed.\n\nIf there\n\nbe any diplomacy exercised in getting the kindergartens started, let\n\nbe in starting a smaller number of schools than are needed, but make\nthem pure in their methods, taught by a thoroughly trained kindergarten\nOne such school will succeed, and in doing so will demonstrate\nteacher.\nit\n\nthe practicability of the system, and win the support of the people.\n\nAgain, there\n\nis\n\nsomething of a disposition on the part of the kinderThey live with their work\nThey meet in convention and discuss ways and means\n\ngarten enthusiasts to get into deep water.\n\nand magnify it.\nof improvement.\n\nI heard a\n\ncompany of kindergarten ladies, this after-\n\nnoon, speculating upon philosophical conundrums in a way which would\n\nhave thrown even Dr. Harris in the shade. Then there is too much of a\ntendency to unnecessarily increase the expenses. If a word to them from\nan outsider who has much interest in the general introduction of their\nwork would be welcome, it would be this Keep closely to the original\nplan, maintain the work in its simplicity, and operate as economically\nDon't reach after the unattainable. Don't grope around\nas possible.\nDon't ask for all the costly furnishings and applifor the unfathomable.\nI am confident\nances which dealers are anxious to sell to school boards.\nthat the observance of these principles will greatly promote and facilitate\n:\n\nthe general recognition of the kindergarten as a component and necessary\npart of our American public-school system.\n\nLEGISLATION\".\n\nduty in this connection, its only way of dischargLegislation is seldom spontaneous.\nIt is\nLegislatures pass laws, but they seldom frame or prepare them.\nThen\nrarely that they act at all except when they are moved to action.\nlet the friends of the kindergarten and the friends of the school system\nIf the state has a\n\ning that duty is through legislation.\n\nprepare legislation which will give the sanction and approval of the state\nto the kindergarten, which will make it the duty of state school authorities to aid its\n\nadvancement, and which\n\notherwise open the way\n\nwill\n\nmodify the school age and\n\nfor its general introduction.\n\nThis, with womanly\n\ngood cause, will lead to action by the lawmaking powers of the several States, and this in turn will give the system\nrecognized and authoritative standing it will arrest the attention and\nengage the interest of the people, and it may lead school oflBcers and teachers to more thoroughly understand its importance and act with the cour-\n\ntact and persistence in a\n\n;\n\nage of their convictions.\n\n"}
{"page": 197, "printed_page": null, "text": "THE HARMONY BETWEEN CONTROL AND SPONTANEITY.\n\n187\n\nTHE HARMONY BETWEEN CONTROL AND SPONTANEITY.\nBY INSPECTOR JAMES L. HUGHES, TORONTO, ONT.\n\nYon Scotch lad is controlled by his father^s iron will.\nchildhood and youth\n\nunreasoning submission to law.\n\nis\n\nHis duty in\nThere is power\n\neven in such discipline. In the boy's soul, dread of parental authority\nbecomes in time a solemn veneration for the majesty of law ; and reverent\nsubmission to the human father rises into devout subordination to God,\nand forms the granite in Scotch character individually and nationally.\nSuch training makes men strong, but narrow. It places law above liberty,\nand recognizes the power of the Creator more than his love. It values\nindividual rights more than individual growth.\nThis is control without\nspontaneity.\nIn too many American homes we find spontaneity without\ncontrol.\nThe results are usually disastrous. Control alone is better\nthan spontaneity alone for perfecting strength of character better even\nUntrammeled spontafor the development of productive spontaneity.\nneity would be the ideal educational condition if all natural tendencies\nwere toward truth or if all children had from their earliest years enlightened conscience, developed wills, and a recognition of the rights of\n;\n\n;\n\nothers so clear as to make them unselfish, and so strong as to be a controlling force in their lives.\n\nUnfortunately uncontrolled spontaneity often\n\nmeans unbridled evil and moral anarchy. The true ideal is the perfect\nunity of law and liberty and the greatest unsolved educational problem\nis, how to secure harmony between control and spontaneity in the train;\n\ning of the race.\nControl and spontaneity have been regarded as antagonistic forces in\n\nThey are really twin powers that should\nwork in harmony. Truth can never be at variance with other truth.\nThere are no irreconcilable contradictions, no chasms that clearer insight\nshall not span.\nMan cannot always see the harmony between principles\nthe development of the child.\n\nthat appear to be in conflict ; but Infinite Wisdom sees the mutually\nstrengthening inter-relationship of apparent contradictions.\nNature re-\n\nAs man grows consciously\ntoward the Divine, he sees harmonies more clearly, and the revelation of\nnew harmonies between the controlling laws of the universe makes the\nsweetest music that ever lifts his soul to higher joy.\nAfter the battles of\n\njoices in the equipoise of opposing forces.\n\npast ages, the veterans who fought for opposing principles have joined\n\nhands\n\nin loving unity,\n\nerror ;\n\nand\n\nwhen they have climbed through the clouds of\nwider vision has dispelled illusions, and shown the\nessential oneness of truths which partial insight had supposed to be at\nclearer,\n\n"}
{"page": 198, "printed_page": null, "text": "188\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nvariance.\n\nEacli party saw a single truth, and in the brighter light of the\n\nhill-top the two truths were blended into one.\n\nRightly understood, control and spontaneity work in perfect harmony.\n\nSpontaneity does not mean freedom from law, but freedom through law,\nin accord with law.\n\nlaw\n\n;\n\nit\n\nProductive spontaneity cannot be at variance with\ncan exist only in conformity.with law. Law and liberty are in-\n\nThey are giants whose union produces life, and growth, and\nThe *^naw of liberty'^ is the perfect law. David spoke\nwisely when he said, \" So shall I keep thy law continually for ever and\n\" To the truly free man freedom coinever, and I will walk at liberty.^'\n\ndissoluble.\n\nhappiness.\n\ncides with control.\"\n\ndevelopment\n\n;\n\nSpontaneity is the essential condition of individual\n\nlaw defines the relationship of the individual to the uni-\n\nThere is no wrong to the child\nSuch control is\nabsolutely essential to the full development of character.\nWe should\ncontrol childhood in order to define respect for human law, and reverence\nfor Divine law.\nThe perfect work of Christianity will be accomplished\nversal ; control is the application of law.\n\nin the exercise of wise control by parents and teachers.\n\nwhen all mankind is consciously, reverently, responsively, cooperatively\nsubmissive to the Divine will.\nthe child in the\n\ndience to\n\nits\n\nThis condition can never be reached until\n\nhome and in the school lives a life of cooperative obe-\n\nparents and teachers, and\n\nthus qualified for conscious\n\nis\n\ncooperative submission to the authority of the state, and beyond this to\na cheerful recognition of Divine authority and the glory arising from\n\nco-working with God. Eochefort was more philosophical than usual when\n*^\nI rebelled against my nurse in the nursery ; I rebelled against\nhe said\nmy parents at home I rebelled against my teacher at school I have\nand, if I ever go where\nrebelled against the government of my country\n:\n\n;\n\n;\n\n;\n\nthere is a God, I will rebel against Him.\"\n\nWe should control children because the wise and definite control by a\nsuperior will develops the will power of the child, and qualifies\ndirect his own life when he reaches maturity.\n\nhim to\n\nIf unchecked, the feelings\n\nand passions of a child sweep in an unrestrained torrent over his undeveloped will lack of control becomes habitual selfishness and self-will act\nMore than half the energy of\nautomatically, and character power is lost.\nhumanity is dissipated. Character energy must be controlled and directed\nby an enlightened will in order to become an executive force for good.\n;\n\n;\n\nThe child's will is neither suflaciently strong nor sufficiently enlightened\nto guide his activities\n\nand control his powers. Uncontrolled forces lead\nIt is a saddening fact that so much of\n\ninevitably to ruin and disaster.\n\nnature's physical force remains yet unmastered, but the saddest sight in\n\nthe world is an uncontrolled soul.\n\nBut, while control by a superior will is essential and natural, it should\nIt is not\nnever prevent the full development of spontaneity of character.\nThe child's individuality\nnecessary to dwarf a soul by controlling it.\n\n"}
{"page": 199, "printed_page": null, "text": ";\n\nTHE HARMONY BETWEEN CONTROL AND SPONTANEITY.\n\n189\n\nEach child has an incannot be weakened without fatal consequences.\nIt is a sacred power intended to grow forever.\nIt\ndividuality of his own.\nIt cannot be marred or misdirected without\nis the Divine in the child.\nI have no right to try to make a pupil like\ninterfering with God's plan.\nHe is God's child, not mine. I should help to make him his\nmyself.\n\nOne of most of us is enough.\n\ntrue self, not a reproduction of me.\n\nGod's\n\nnever a substitute for man's will ; neither should the will of the\nThe teacher's\nteacher be in any way a substitute for the will of the child.\nwill\n\nis\n\nwill\n\nmay direct the child's will, but never safely act in its stead.\n\nteacher's personality should never intervene\n\nThe\n\nbetween the child and the\n\nlight.\n\nThe relationship between control and spontaneity may be established on\nclearly defined laws.\n1.\n\nControl by external agencies should last for the shortest possible\nSelf-direction should be our aim for our pupils from the first.\n\ntime.\n2.\n\nPlato said\n\nControl should never degenerate into coercion.\n\n:\n\n\"A\n\nmind ought to learn nothing as a slave.\" There is no life-giving\npower in coercion. There is no growth in mere negation. God meant\n\nfree\n\nWell, Tom,\" said a father\non his return home one evening,\nwhat have you been doing to-day ? \"\n^' I\n''\nI've been don't-ing for\nhaven't been doing anything,\" said Tom\nhis\nopportunities for real,\nmother all day.\" Poor Tom\nHow small are\ntrue development\nWhen shall men and women learn that doing is a\nthousand times more destructive of evil, and a million times more pro-\n\nour characters to be positive, not negative.\n\n^'\n\n''\n\n;\n\n!\n\n!\n\nductive of good, than don't-ing ?\neradicates\n\nit.\n\nIt can only repress\n\ndoing so it restricts the good.\n\nCoercion\n\nmay repress\n\nevil, it\n\nnever\n\nthe wrong for a limited time, and in\n\nCoercion never made a child creative, and\n\nthe growth of his creative power is the central element in his education.\n\nCoercion does more than restrict the power of a child\nideals.\n\nThe common and unnatural dread of Divine\n\n;\n\nit\n\ncorrupts his\n\nauthority arises\n\nfrom the degradation of human authority into unreasoning, unloving\ncoercion.\n\nThe terrorism of the unknown is the most dreadful form of coercion.\nAttempts\n\nto secure passive submission by threats of\n\npunishment by the\n\nmysterious interference of imaginary monsters, either fiendish or sacred,\n\nhave done as much as any other cause to destroy the true spontaneity of\nchildhood.\n\nIt is\n\nimpossible to conceive the fullness of the evil influ-\n\nence of such threats at a time when the child's imagination\n\nis\n\nmost act-\n\nThe imagination itself is perverted and often becomes a corrupting\ninstead of a purifying power.\nThe child's activity becomes passivity\nhis instinctive interest in the great unknown dies out, and his spiritual\n\nive.\n\ndevelopment is thus prevented.\nangels, not demons.\n\n'J'he\n\nunk^iown land should be filled with\n\nMany parents and teachers degrade even the Father\n\nof light and love into a sort of goblin to terrorize their children,\n\nWith\n\n"}
{"page": 200, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n190\n\nGod won't love\nyou/^ till the child gets its little heart filled with misconceptions of God,\nsacrilegious\n\nimpudence they dare\n\nand irreverence for him\n\n;\n\nto say to\n\nchildren,\n\n*^\n\nand these false ideals often keep out the truth\n\nA little girl in Boston, whose mother said recently, \" God will\n\nforever.\n\nOh, well, he's always getting mad\nShe was not responsible for the con-\n\nbe very angry with you,\" replied,\n\nabout something\n\n!\n\nPoor child\n\n\"\n\n'^\n\n!\n\nclusion.\n3.\n\nThe child should not be conscious of the restraint of external conThe assertion of the personal\n\ntrol through the personality of the teacher.\n\nwill of the teacher inevitably leads to conflict and conscious resistance on\n\nThrough uncongrow to conscious recognition of\nauthority and obedience to law and up to the highest condition of\nhuman culture, perfect self-control and self-direction. The Divine will\nguides our wills in many ways that we do not understand or even recognize.\nOur control of childhood should be like Divine control in this\nthe part of the child.\n\nThis\n\nis\n\nthe root of great evil.\n\nscious responsiveness the child should\n;\n\nrespect.\n\nExternal control that reveals\n\nits\n\npersonality to the\n\nchild inevitably\n\nweakens its self-control, as external aid given unwisely necessarily destroys\nMost children are injured by being helped too much.\nits self-reliance.\nThe child whose foolishly fond mother rushes to pick it up when it falls\nis usually hurt by the picking up more than by the fall ; so the child\n\nwho looks to parent or teacher as its only controlling agency will never\nfully develop its own self-control.\n\nSelf-control develops in the\n\nsame way\n\nas all other powers of self-expression or self-direction, by regular and pro-\n\ngressive exercise.\n\nThe child should be led to feel his individual responsi-\n\nbility, for a child's\n\nduty not a man's, as early as possible, and allowed to\n\ndirect his own powers toward the accomplishment of his\n\nown purposes,\n\nReverence for the\nlimited by the law defining the rights of others.\nmajesty of law is a mightier force in character building than yielding to\nthe will of a teacher.\n\nSubmission to law is an element of true manhood\n\n;\n\nmere subserviency to a human being is a characteristic of a slave. The\nchild who is forced to submit passively to the personal domination of his\nteacher can never have true conceptions of liberty and individual responsibility.\n4.\n\nHuman control, like Divine control, should be prompted by love,\nHuman love is man's strongest con-\n\nbased on love, and executed by love.\n\ntrolling force, as well as his greatest life-giving power.\n\nDivine law is\n\noften necessarily restrictive of wrong, but it is lovingly restrictive.\n\nIt is\n\nstimulating and growth -giving, never destructive.\n5. It is utterly degrading to give pupils the idea that they are naturally\nexpected to do wrong, and that the teacher's constant duty is to check\n\ntheir natural tendencies.\nto tea\n\n•*\n:\n\nThe father who said to his wife as he sat down\nTom been up to to-day ?\" is a\n\nWell, Maria, what mischief has\n\n"}
{"page": 201, "printed_page": null, "text": "THE HARMONY BETWEEN CONTROL AND SPONTANEITY.\n\n191\n\nHave faith in your boys.\nThey deserve your faith, and, if they do not, you make them worthy of\nLet a boy understand that you expect him to do\ntrust by trusting them.\ntype of a large class of parents and teachers.\n\nwrong, and he will usually fulfill your expectations.\n\nBoys love the right\n\nThey prefer the true to the false.\n\nbetter than the wrong.\n\nThey like to\n\ndo good (not to be lectured about doing good) better than to do evil.\nThey would rather produce than destroy. They love activity because it\ngives life\n\n;\n\nthey hate passivity because it leads to death.\n\nEven if a boy is\nThe most\n\nbad, inspiration is a grander controlling force than coercion.\n\ncomplete belief in the depravity of a child's nature does not justify the\ndestruction of\n\nnot\n\nits\n\nWe should aim to control its depravity,\nNatural tendency may not always be toward the\n\nspontaneity.\n\nits\n\nspontaneity.\n\nDivine ; natural power is always Divine, and may become the controlling\nagency in correcting wrong tendency. Bad tempers and evil dispositions\nare defined in the consciousness of a child by criticism and coercion.\nSuch defining is necessarily evil. The wise teacher is never saddened by\nthe exhibition of strength and force by a child, even if they are manifested\nin selfish forms.\nThe child with most power for evil should become the\nstrongest angel with wise training.\nThe teacher's skill is shown by transforming power, not by destroying it. \"We should remember that when the\nchild comes to school he is in an advanced stage of his training.\nHuman\nagencies, by improper control or by equally improper freedom, or usually by\na dreadful mixture of both, have been destroying the true spontaneity of\nthe child.\n6.\n\nAll control\n\nis\n\nwrong that attempts to fetter the child with a man's\n\nthoughts, a man's motives, or a tnan's creed.\ndanger.\n\nHerein\n\nlies\n\nIt is a fatal blunder to rob a child of his childhood.\n\nthe greatest\n\nWe inter-\n\nfere a thousand times too often with a child's spontaneity by checking its\n\nfrom its reveries. Eemember that what would be\nyou may be absolutely essential for the highest\ndevelopment of the child physically, intellectually, and morally. You\nmay injure a child morally by stopping his play with the sand on the seashore, or his ramble among the flowers, or his apparently idle dream as he\nplays or by rousing\n\nit\n\nfolly or indolence\n\nin\n\nlies looking at\n\nhim to listen to religious exercises he\nThe music of the birds and bees is more likely to\n\nthe clouds, to force\n\ndoes not understand.\n\narouse his spiritual nature than the music of the organ.\nfellow never was a boy,\"\n\n^^I guess that\n\nsaid a little boy when his teacher had unreason-\n\nably interfered with a game.\n\nThere are few of us who do not give our\n\ncome to a similar conclusion every day. He is the\nbest teacher who most clearly remembers the feelings and thoughts of his\nown boyhood.\n\nscholars reasons to\n\nYou cannot force maturity on a child •in feeling, motive, thought, or\naction without making him a hypocrite, and you can make nothing w^orse\n\nout of him.\n\nThe darkest hour in a child's life is the hour when it draws\n\n"}
{"page": 202, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n192\n\na curtain over the windows of its heart to shut out mother or teacher, and\ndeceit usurps the place of honest frankness.\n\nIt is\n\neasy for a child to\n\nbecome- a monster when those in authority over him make him a hypocrite, and turn the life-producing waters of his free, responsive nature\ninto a stagnant pool.\n\nEvil habits are poisonous growths springing from\n\nthe trunks of decaying powers and nourished by the sap intended to\n\nMany people blame Satan for making monsters\nwhen they are themselves accomplishing the terrible\nwork of character destruction so thoroughly that it would be a work of\nsupererogation for Satan to interfere.\nThe motives of men and women\nare not those that stir children's lives to activity.\nThe child rises from\ndevelop holy aspirations.\nof their children,\n\nhigh to higher motives if properly guided.\n\nOh, how narrowing and restrictive and destructive of power creeds\nHow they have prevented progress in thought How they\nhave been\nHow they have imprisoned loye, that\nhave checked spiritual growth\nshould have gone out freely to help humanity\nHow they have shut out\n!\n\n!\n\n!\n\n!\n\nthe Father they should have revealed\n\n!\n\nDr. McLeod told of an old lady\n\nin his congregation whose creed he attempted to broaden.\n\nFinding his\n\nefforts ineffectual, he gave up the attempt with the remark :\n\n\" Why, Janet,\n\nI fear that you believe nobody will be saved but\ndoctor,'\" she replied,\n\nwoman\n\nyou and John.\"\n\n\"Fm not so sure about John!\"\n\n\"Ah,\n\nDear, poor, old\n\nShe was only a little narrower than the great majority to-day.\nShe was earnest and logical, and pure in motive, and a lover of the truth,\nbut she was creed-bound.\nCreeds can never be made plain by words.\nLove grows when it is lived out in loving deed. We should lead our\nchildren to see truth in our own lives, and to live truth themselves, and\n!\n\nwe should train them to recognize the beauty of God's nature in\nflowers, his sweetness in the bird-song, his perfection in the\n\nthe\n\nmarvels of\n\nthe speck of brown fernspore as shown by the microscope, his majesty in\nthe mighty mountain, his vastness in the wide sea, his power in the trans-\n\nformation of the little seed to the sturdy oak, his wisdom in the rhythmic\n\nharmony of the movements of a million worlds, and his love in our tender,\nunselfish, self-sacrificing love for them, not merely when they are good,\nbut especially when they are wayward. If we allow the young soul to\nhave the proper conditions for unconscious growth toward God, there\nneed be no anxiety regarding creeds. Infidelity is im2:)ossible to a being\nwhose heart and mind have been filled with God as revealed in his works.\nToo often the attempt to control children by the motives and creeds of\nadults makes them skeptics as well as hypocrites.\n\nWhen our creeds are\n\nrevealed by our lives, they become wings, not bonds, to our children.\n\nGrowth cannot be forced, and\n\nthe attempt to force it checks spon-\n\ntaneity and weakens individuality.\n\nTeachers often try to be power for\n\n7.\n\ntheir children, instead of guiding powers already existing in the pupils.\n\nThey try to force growth or to restrict growth, instead of providing the\n\n"}
{"page": 203, "printed_page": null, "text": "THE HARMONY BETWEEN CONTROL AND SPONTANEITY.\nbest conditions of\n\n193\n\ngrowth and reverently allowing growth to proceed in\nThey try to improve the flower queen by\n\naccordance with Divine law.\n\nopening the rosebud, instead of strengthening the rose-bush. How grandly\nnature's laws act\nThe sun never commands the flower to grow nor does\nDrink, or you shall not grow.\" The rain falls\nthe rain say chidingly,\ngently, the sun shines brightly, and the flower becomes strong and beauti!\n\n;\n\n'^^\n\nful.\n\nYonder is a man throwing water upward with a syringe.\n\nHe is trying\n\nto form clouds, but his clouds will never refresh the earth with rain, nor\n\nshow to a single human soul the joyous message of the rainbow or the\nmany-colored glory of the sun's farewell in the evening. There are, even\nyet, squirt-gun teachers who\n\nthink they can shoot the souls of children\n\nupward through their little\n\nsyringes.\n\nOf course, a squirt-gun teacher,\nmere word-grinder, or fact-giver, or\nthought-crammer so often misnamed a teacher. Pity that so good a word\nillogical as\n\nhe\n\nis, is\n\nbetter than the\n\nshould be so degraded\nretarded and misdirected\n8.\n\nGreater pity that soul-growth should be so\n\n!\n\n!\n\nIn the training of self-expression,\n\nself\n\nmust not be sacrificed\n\nto\n\nexpression, or spontaneity will be lost.\n\nThe methods of training all self-expression of the pupil, adopted by the\nscliools in the past,\n\nhave prevented the development of true spontaneity.\n\n\"My pupils write so much alike that you can scarcely see any difference\nIf it\nbetween their copy-books,'' says the proud teacher. Empty boast\nWriting is\nbe true, then you have dwarfed every pupil in your class.\nmore than better formation and shading. A free hand moving automatically in harmony with a free mind should be our ideal.\nWe have trained\nour pupils to draw letters, not to write. We have sacrificed freedom to\nform, and vainly hoped for the freedom that never came. We have\nrestricted spontaneity by limiting lines, by direction lines and by faint\nletters to be traced.\nWe have cramped the fingers and confined the free\nmovement of the arm, and the cramping and restriction have reacted on\nthe souls of the children.\nWe have made our pupils slow copyists and\nslavish imitators of writing; we should have given power to express\nthought rapidly on paper. The two elements in good writing are free,\nrapid movement and accurate letter formation.\nWe have striven for the\nsecond at the expense of the first, and in doing so have weakened the\n!\n\n.\n\nCopying head-lines tends to make a race of copybondage to those who\nassume the right to do their thinking for them. The time must come\nwhen there shall be no more mere copying in learning to write ; when\nwriting shall be, in mechanical execution as well as in thought expression,\n\ncharacter of the race.\nists,\n\nof unreasoning imitators who live and die in\n\nthe representation of conceptions defined in the mind of the child, not of\n\nform conceptions defined on paper by some other person. Copying subordinates the individual and prevents the true conception of the independ13\n\n"}
{"page": 204, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n194\n\nence and responsibility of the human soul.\nof good,\n\nis\n\nweakeniug.\n\nAll conscious imitation, even\n\n\" All children imitate naturally,\" you say.\n\n^Tis\n\nBut it is not fully\ntrue.\nThe strongest do not imitate. Some are strong enough to resist\nthe uniformly modeling process of the schools.\nPoor fellows\nThey\nused to have a hard time. They still have to suffer at the hands of teachers who have not learned to reverently respect the individuality of the\nweakest child. As the human race rises to higher planes, it loses the tendency to imitate. The schools should help men to rise by climbing, not\nby holding on to some one else. Do not be satisfied with any teaching\nprocess based on imitation.\nThe true test of writing is not the writing\ndone while the mind is concentrated on the writing itself, but the writing done while the mind is filled with original thought which has to be\na pity that your statement is true to a certain extent.\n\n!\n\nexpressed in written form.\nIt is equally true that freedom\n\nshould precede form in all other methods\n\nof self-expression through the hand, such as drawing, painting, modeling,\n\nand wood- working. It is wrong to try to force the child to express our\nmatured conceptions of the form of any object. It should express its\nown mental jDicture, not ours. Its power to express by hand, or tongue,\nor face, or gesture is weakened every time it tries to express what it does\nnot clearly conceive. Its power to express its individual self is weakened\nevery time it attempts to express the conceptions of anybody else.\nSuch\na course destroys the harmony that should exist between conception and\nrepresentation, and loss of harmony always means loss of power.\nThe crude lines made by a child to represent a bird, a worm, a flower,\na man, or a horse may suggest no picture to your mind, but they are\nrealities to\n\nthe child\n\nwho made them.\n\nA line does for a man at first.\n\nThat painting of a fish made by a five-year-old girl looks as much like a\nlog as a fish to me, but it represented life to her.\nShe will scarcely\nbelieve at fifteen that she ever made that for a fish.\nLet us examine her\nbook of sketches now when she is fifteen years old. She has been expressing her own conceptions with her brush for ten years and now her flowers,\nand worms, and insects, and birds are nearly accurate enough, both in\nform and color, for illustrations in a work on natural bistory. She became\nfree first, and her growth toward definiteness kept pace with her development in intellectual clearness. Her efforts to express herself, not some\nother person, defined her conceptions, and clearer conceptions gave greater\npower of expression. Oh, what growth is possible to humanity when\n;\n\nnatural processes are not reversed\n\n!\n\nNatural conditions should often be\n\nLittle children should draw at\nchanged, but natural processes never.\nfirst on blackboards, so that they may have free scope to represent their\nThey enjoy a wide sweep, which they cannot\nconceptions in large form.\n\nget in books or on slates, and this wide, free sweep of the arm defines the\n\nconception of freedom in their minds.\n\n"}
{"page": 205, "printed_page": null, "text": ";\n\nTHE HARMONY BETWEEN CONTROL AND SPONTANEITY,\nThe\n\nfettering\n\nof real spontaneity\n\nby bad methods of teaching\n\n195\n\noral\n\nexpression has been more destructive of individual power than even the\n\nmethods of training in hand expression.\n\nBoth\n\nin\n\npublic schools and in\n\nschools of elocution self-expression has been divorced from expression.\n\nNo one can ever regain his grandest power to speak his own thoughts who\nwas forced into formalism by oral reading when a child. There can be\nno method by which young children can be kept for years expressing the\nthoughts of others in the language of others without reducing the power\nIt is amazing that the\nof self-expression and weakening character.\nabnormal process we call oral reading should have been tolerated in the\nschools so long.\nWe should have more reading in the schools, and\ninfinitely more training in oral expression than we now have, but none\nI do not refer merely to\nof the paralyzing process we call oral reading.\nthe oral droning that all teachers ridicule, but most teachers develop I\ninclude the best oral reading done in any school in the wide world. Even\nthe best is relatively unproductive, and is weakening to self-expression\nand character. Heading is thought extraction, not thought expression.\nOral expression is a natural power ability to get thought from visible\nlanguage is an acquired power.\nWe should never destroy a natural power\nin acquiring a new power.\nOral expression should be an ever-growing\npower.\nIt would keep pace with the growing soul if it were trained as\nself-expression, not as the expression of the thought and language of\n;\n\n;\n\nothers.\n\nThere must, however, be definite, formal training of all forms of selfThere should be special practices to develop freedom of\nmovement and propej* position of hand and body in writing and drawing\nthe child should use the wood rasp, saw, and plane to gain power to rasp\nand saw and plane freely and definitely before it has to work to a hue with\nthese tools\nthere should be dictation lessons in color, and size and form,\nand symmetry and relationship, to develop and define these conceptions in\nthe minds of the children there should be preliminary gymnastic processes in voice culture, in emphasis, in inflection, in gesture, and in the\nexpression.\n\n;\n\n;\n\ndifferentiation of the feeling, in order to qualify each individual for his\n\nhighest success in oral expression.\n\nBut unfortunately these special prac-\n\ntices and preliminary processes are usually the end of school work, instead\n\nof means of preparing each pupil for creative activity along the lines of\nhis grandest powers.\n\nThe wise kindergartner gives her little ones formal\n\ndictation lessons in the gifts and occupations, that by the use of material\nto\n\nproduce certain\n\neffects\n\nnew concepts may reveal themselves naturally\n\nBut her lesson only begins with the formal process in which\neach child does the same work.\nIn the real lesson each child uses the\nsame material to work out his own pui^ose. This is a type of all true\nteaching, in which control and spontaneity are in perfect, productive\nharmony. There are frequent discussions regarding the relative values\nto the child.\n\n"}
{"page": 206, "printed_page": null, "text": "196\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nof formal physical exercises and unrestricted play.\n\nThe latter is infinitely\n\nbetter than tlie former for the development of the complete nature of the\nchild, and no system of physical education is worthy of consideration that\n\ndoes not include the entire being in\n\nits\n\naim.\n\nBut formal exercises are\n\nessential to prepare the body for its best work under the guidance of the\nchild^s own uncontrolled will.\n\nFellow-teacher, if your writing-books are really *^ copy-books ^' and no\n\nmore, if one drawing-book or color-book\n\nis a type of the books of the\nwhole class, and if all your pupils always make the same things in clay\nand wood and paper, then you are making automatons instead of men\nand women. The worst schools are those in which there is least selfactivity in working out realizations of original conceptions by the pupils.\nNo teaching should be allowed to end with the acquisition of power.\nPower should be applied. Control should be exercised by the teacher in\nthe production of the varied powers that enter into the characters of all\nwell-trained men and women\nspontaneity should be unrestricted in the\nuse of these powers by each individual in the execution of his own plans.\nIn the development of the universal, the trained teacher finds his true\nplace ; but in the unfolding of individual character, the wisest and most\nloving teacher should reverently stand with uncovered head to watch the\ndevelopment of the Divine. The teacher may cultivate power and may\nstimulate effort by supplying the conditions of growth, but independent\nactivity alone can give life, and vigor, and progressive expansion to indi;\n\nvidual character.\nAll methods of developing self-expression from without are barriers to\n\nIn elocution or oral expression, for instance, the almost\n\nreal spontaneity.\n\nuniversal plan of giving mechanical rules for emphasis and inflection, and\n\nthe tones of voice or gestures to be assumed to represent the feelings, or\nfacial expressions to be made to simulate ])assions, develops formalism and\n\nhypocrisy, not soul growth.\n\nThe soul should dominate the body, and the\n\nattempts to make the body respond to, or suggest, the thoughts or feelings\nthat have no real existence in the individual consciousness helps to destroy\n\nThe body may be made erect,\nand the voice may be made full, rich, elastic, pure, by\ncareful training\nbut by far the most important training is that which\ncultivates the mind and heart, and accustoms them to their natural control\nof body and voice.\nAll kinds of training in self-expression are wrong that devote attention\ndirectly to the expression more than to the self of the pupil.\n9. Spontaneity may be restricted by school programmes.\nProgrammes have been too narrow and too abstract, especially in primary\nclasses.\nThe programme should be wide, because there can be no learning\nwithout attention, no attention without interest, and no general interest\ncan be awakened and sustained without a variety of subjects for study and\nthe real power of body, mind, and spirit.\n\ngraceful, active ;\n\n;\n\n"}
{"page": 207, "printed_page": null, "text": "THE HARMONY BETWEEN CONTROL AND SPONTANEITY.\nAll children are not interested in the same subjects.\n\nwork.\n\n197\n\nAttempts\n\nto force a child to be equally interested in all subjects vveaken both the\n\ntemper and the power of attention. The programme should be wide\nenough to stimulate each child to interested effort on the lines of its highest\nIt is only when so working that man's growth is as\nindividual power.\n\"Blessed is the\ndefinite, as rapid, and as harmonious as it should be.\nman that hath found his work,\" said Carlyle 'Met him ask no other\n;\n\nblessedness.\"\n\nWhen a child's life runs along the channel of his greatest\n\nindividual power, all the other springs of power in his being flow into that\n\nchannel, and his life becomes broader and deeper, and its current stronger,\n\nA marsh is a stream without a proper outlet for\nThere should be no human marshes. Each child should\nbe a pure rippling stream, growing ever deeper and wider by fresh rills\nof knowledge and thought power, and gathering force by the exercise of\nexecutive power, till it becomes at length a glorious river turning some of\nthe mighty wheels of human effort, and bearing on its breast the white\nThe child acquires knowledge more rapidly,\nsails of onward progress.\nmore definitely, and more permanently before it goes to school than it does\nas the years pass away.\n\nits living:\n\nwaters.\n\nafterward.\n\nMan always makes a\nwhen he attempts to prove that God has\n\nGrod did not limit its range of study.\n\npitiable exhibition of himself\n\nmade a blunder.\nThe truest educational progress of the ages has been toward harmony\nbetween control and spontaneity, guidance and freedom, obedience and\nindependence, submission and liberty. Freedom is the only basis broad\nenough for a system of education. Individual freedom and individual\nresponsibility are the grandest lessons taught to the world by Christ, and\nis the noblest work of the cennot the wild growth of\nmust\ngrowth\nhave free\nturies since Christ.\nWe\nbest cultivated garden.\ngrowth\nof\nthe\nbut\nthe\nfree,\nassisted\nthe wilderness,\n^'\nNo man is free who is not master of himself,\" said Epictetus and we\nmay reverse his aphorism without altering its truthfulness no man is\n\nthe emancipation of the individual soul\n\n;\n\n;\n\n—\n\nmaster of himself who is not free.\nThe Baroness von Bulow wisely says\nto us\n\nis\n\nthat what\n\nbut, left to itself,\ntates for freedom.\n\n\" Childhood's unconscious lesson\nundeveloped can without guidance never be free,\nGuidance capacimust inevitably fall into caprice.\nIt is a dominant error of our age to demand freedom\n:\n\nis\n\nwhere the capacity for freedom is still lacking.\"\n\nWe should prepare our pupils for fruit-bearing at maturity, but we\nshould never try to make them bear to pattern as Dr. Blimber did ; nor\nshould we dare to destroy their spiritual wonder power as did Mr. McChoakumchild.\n\nWhatever there\n\nis\n\nof beauty, of purity, of holy aspiration in\n\nSoul growth must be from\nvsoul, should be helped to grow.\nThough we travel. the world\nEmerson was right in saying:\nover to find the beautiful, we must carry it with us or we find it not.\"\n\nthe child's\nwithin.\n\n\"^^\n\n"}
{"page": 208, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n198\n\nThe child is full of holy aspirations.\n\nLead these aspirations out, and\n\neverywhere in the wondrous world they will find corresponding beauty,\nwhose enjoyment will prepare them for the appreciation of the supernal\nglories that throughout the universe await the recognition of a higher\nspiritual insight.\n\nEach young heart in your class has a thousand strings\nharmony forever. Break none of the\n\nthat should pour forth enrapturing\nstrings.\n\nDare not to play on the wonderful instrument yourself.\n\nNo\n\nother hand can reveal its melody, but the hand of the child who owns it.\n\nControl the child, but your control should consist in letting in the sunshine to\n\nits life,\n\nthat\n\nit\n\nmay stir to action, and through action grow to\n\ngreater life.\n\nTO WHAT EXTENT CAN A PUBLIC SCHOOL SYSTEM BE\nIMPROVED BY LEGISLATION?\nBY HON. L.\n\nE.\n\nWOLFE, JEFFERSON CITY, MO.\n\nOf what does a public school system consist ?\n\nOf territorial divisions\n\ncalled school districts or school townships, of schoolhouses, of a system of\n\nraising a school fund, of text-books, of courses of study, of an army of\n\nlicensed teachers, sometimes of supervision.\n\nWhat is legislation ?\n\nIt is\n\nthe supreme direction of school districts, raising revenue, schoolhouses,\ntext-books, courses of study,\nitself with\n\nteachers.\n\nLegislation has already busied\n\nthese elements of a school system.\n\nIt has foisted upon us a\n\ncumbrous, illogical, and wasteful system of school district organization\nhas provided a method of raising revenue has intrusted the selection of\ntext-books and courses of study to pedagogic tyros ; has taxed the people\nfor the erection of schoolhouses in accordance with designs dictated by\nhas provided a more or less efficient system of\ncaprice and ignorance\nhas established common schools, high\ntraining and licensing teachers\nschools, and universities without articulation, each standing out in its\nIn other words, this public school system has received a legisweakness.\nlative armor, close-fitting and unyielding, which in a short time so cramps\nThe hoary past\nits organs as to produce deformity and prevent growth.\nhas rained these unwelcome conventionalities upon us, and legislation has\ncongealed them about our limbs. Shall these active, growing limbs remain\n;\n\n;\n\n;\n\n;\n\nbound by the armor of the past, or shall the same artisan that\nThen, let us not\nbe alarmed by the cry of Laissez faire (Let alone, let alone), but let us\nattempt no legislation that has not been carefully conceived and framed\nby a competent committee appointed by the State Teachers' Association,\n\nforever\n\nforged the armor shatter it to pieces and forge anew ?\n\nor by a commission authorized by law.\n\nThen,\n\nfirst,\n\nwhat\n\nis\n\nthe best school territorial organization, that our\n\n"}
{"page": 209, "printed_page": null, "text": ";\n\nA PUBLIC SCHOOL SYSTEM IMPROVED BY LEGISLATION.\n\n199\n\nmillions of expenditure shall not bo in vain ?\n\nIs it our weak, irrational,\nDayindependent school district organization ? A thousand times, no\nafter day there come pouring into my office, from all parts of the State,\nletters bearing these messages ** I am three miles from the schoolhouse in\nmy district, and only a mile from the schoolhouse in the adjoining dis''\nI am separated from the schoolhouse in my district by an imtrict.\"\n!\n\n:\n\n^^Our district is too small and too weak to hire a comShall our organiNot a municipal\nzation not rather be school township organization ?\ntownship, nor yet a congressional township, but a school township, composed of about nine independent school districts, as far as possible, formed\naround towns and villages as centers the eight encircling schools to\nthe central school to teach,\nteach a common-school course of study only\nin addition to the common-school course of study, a secondary course of\nstudy of from one to four years this school township to be under the\ncontrol of one board of education, and to have one rate of taxation. GloNo more forlorn letters telling of distant schoolhouses,\nrious change\nswollen streams, and animosities engendered at the annual district boundary contests, for each i)upil would be assigned to the district most accessNo more complaints of short terms, weak districts, and weaker\nible.\nteachers, for the weak schools would be abolished.\nThe school fund what direction shall legislation take upon this subAs previously shown, the school rate should be uniform not for a\nject ?\nschool district only, but for a school township at least.\nThe day is coming when a uniform rate of taxation will leap not only the boundaries of\nschool districts, but of school townships and counties, and be uniform for\npassable stream.\"\n\npetent teacher, or to have a sufficient length of term.\"\n\n—\n\n;\n\n;\n\n!\n\n—\n\nthe entire State.\n'\n\n'\n\nFor a' that and a' that,\nIt's coming yet,\n\nfor a' that\n\nThat man to man, the warld o'er,\nShall brothers be, for a' that.\"\n\nAgain, shall legislation touch the articulation of the different classes of\nschools\n\n— the common schools, the secondary schools, and the universities\n\n?\n\nbeen so long delayed ? Is it\npossible that in four-fifths of the common schools of this country teachers\nare attempting to teach everything, from the primer to geometry and rhetThat not only most of our academies and so-called colleges, but a\noric ?\nlarge per cent, of our State institutions have an elementary department ?\nIs it possible that effective articulation has\n\nThe common schools teach the fourth reader and geometry the colleges,\ngeometry and the fourth reader. When a State champions an educational\n;\n\nsystem at an annual outlay of millions of dollars, will it pay that State to\n\nemploy the same organization and division of labor that obtains in all successful business enterprises ? Did I say business enterprises ?\nIs a public\n\n"}
{"page": 210, "printed_page": null, "text": "TBB NATIONAL EDUCATIONAL ASSOCIATION.\n\n200\n\nschool system ii business enterprise ?\n\nWe had almost come to believe it a\n\ncharitable institution for the benefit of the friends\n\nand relatives of the\n\nmembers of boards of education.\n\nWhy not adopt school township organization ?— confine the tributary\nschools of the township to a\n\ncommon school course of study\n\n;\n\nteach in\n\nthe central schools a secondary course of study of one or two years in the\nsmaller towns and villages, and of three or four years in the larger towns\n\nand cities ; legislate the elementary work out of the State institutions,\nand either legislate or frown it out of the colleges and academies, leaving\nnothing for the State universities except specialties and original investigation ?\n\nNo business enterprise managed as loosely as our public school\nNo argument is needed to\n\nsystems would pay a dividend of one per cent.\n\nprove that it is not profitable for a taxpayer to provide for teaching a\ncommon-school course of study in the local district schools and in the\nState institutions also,\n\nand that\n\nit\n\ndoes not pay a parent to squander\n\nmoney on his sons and daughters at private and State institutions before\nthey are reasonably well equipped in the school work at their own homes,\nwhere board, lodging, and tuition are free. Some of these times the taxpayers and doting parents will refuse longer to be humbugged, and will\nrise up in their might and require their talents with usury.\n\nAgain, should legislation prescribe courses of study for common schools,\nsecondary schools, and universities, and require them taught, or shall all\nthese be left to local boards and inexperienced teachers ?\n\nWhat I have\n\nBut what shall be the char-\n\nsaid on articulation answers this question.\n\nacter of the common-school course of study ?\n\nShall\n\nit\n\ncling to the effete\n\npast, or shall it be shaped in accordance with the world's advanced thought ?\n\nShall\n\nit\n\nits model the tallow dip and the stage-coach, or the\nand the lightning express ? Why is it that conservatism\n\ntake for\n\nelectric light\n\nruns riot and worships the dry bones of the past ?\n\nShall the course of\n\nstudy be left to caprice and ignorance, or shall it be conceived and shaped\nby a competent commission after mature deliberation ? Shall the pupil\n\nbe doomed to wrestle year after year with compound numbers, or shall the\ngreat metric system become the heritage of English-speaking peoples ?\nShall we burden our courses of study with common fractions, proportion,\n\nand the hare-and-hound probreign supreme, abandon the\nartificial and improbable hare-and-hound problems, and lay our arithmetic\nAgain, shall we cling to parsing ad infinituin, ad\nclose to actual life ?\nshall\nwe\nnail to the masthead, \" Language for Expression\nnauseam, or\nand Thought-Interpretation,\" and tack as close as possible to this line ?\nThen, there are geography, history, and the natural sciences. Geography, and especially the geography of location and boundary, like Aaron's\narithmetical and geometrical progression,\n\nlems, or shall we\n\nlet\n\nthe decimal system\n\nrod, has devoured everything in sight.\n\nHistory is postponed to grades\n\nseven and eight, and natural science to the distant high school\n\nIn a log-\n\n"}
{"page": 211, "printed_page": null, "text": "A PUBLIC SCHOOL SYSTEM IMPROVED BY LEGISLATION.\nical\n\ncourse of study the natural sciences would begin in the\n\nthe child's school life, and end in the last.\n\n201\n\nfirst year of\n\nHistory, in the form of folk-\n\nand legend, would begin in the first year and end in the\nGeography would be made to disgorge three-fourths of its isolated\nThe fundamental truths in geography are, man on the one\ncontents.\nhand with his multiplied needs, and nature on the other to supply those\nneeds man, through the magic of commerce, laying under tribute the\nAnd then\noccupations and productions of all individuals and climes.\nthere is our delightful and logical system of orthogTaphy, by which the\nword scissors can be spelled fifty million different ways. Must the children of the United States forever groan under this outrageous system ?\nShall we have legislation upon text-books ? Yes, until teachers can\nteach subjects with any and all text-books.\nShall we have district,\ncounty, or State uniformity ? Shall this uniformity be attained through\ncontract. State publication, or district ownership ? I do not know. These\nare all vexed and comparatively new questions, requiring clear heads and\nlore, fairy tale,\n\nlast.\n\n;\n\nhonest hearts.\n\nIn every State legislation has intrusted the examination and licensing of\nThe examin-\n\nteachers to authorities more or less competent, usually less.\n\ning authority should be a board and not an individual, the most competent and least subject to local pressure.\n\nThis would rule out the\n\ncounty commissioner or county superintendent as an individual, for he is\nnot only not a board, but he is subject to every species of local influence.\nThe county board should be ruled out because of local pressure. Then,\n\nA board, com-\n\nwhat constitutes the most efficient examining authority ?\nposed of one local\nintendent\n\nmember\n\n—the county commissioner or county super-\n\n—and of two or more able non-resident members the former as\n;\n\nauthority upon character and actual schoolroom work, and the latter\n\nby the former) upon scholarship and theoretical professional\nMisBut to secure able non-resident members costs money.\nsouri secures them, without extra expense, by making the annual county\ninstitute boards of instructors also the examining and licensing boards.\nMissouri's town superintendents and principals and the county commissioners, in the capacity of boards of institute instructors and examiners,\npass upon the qualifications of teachers at the close of the annual month's\n(assisted\n\nability.\n\nThe institute\n\ncounty institute.\n\nboards, in a month's instruction, are\n\nable to estimate all those finer qualities which go to make up the successful\n\nteacher\n\n—\n\ntact, address, courtesy, persistence, self-sacrifice\n\n—these in addi-\n\ntion to scholarship.\n\nAgain, there is the schoolhouse, a very important educational factor.\nand rule-of-thumb, or shall\n\nShall its construction be left to incompetence\nit\n\nbe constructed in accordance with the ktest deliverances of architec-\n\nture, pedagogy,\n\nand hygiene ?\n\nWere plans and specifications furnished\n\nschool officers by tne State, they would be followed in most cases without\n\n"}
{"page": 212, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n203\n\ncompulsion.\n\nWhat railroad system would be indifferent as to the con-\n\nstruction of its track, its rolling stock, its shops ?\n\nLaissez faire is, indeed,\n\nparamount when the giant hand of the State takes millions from the\npeople's pockets for school-buildings, but refuses to give a single direction\nas to the character of the buildings to be erected\nwhen this same strong\nhand takes other millions for the payment of teachers, but refuses to provide an efficient system for training and licensing them\nrefuses to give\n;\n\n;\n\nus efficient school territorial organization, articulation, county supervision\na rational course of study.\n\nAgain, shall legislation provide for county supervision ?\n\nYes, unless\n\nwe wish to violate the economic principles obtaining in all great business\nenterprises.\nWhat would we think of a steamship line, a factory, or a\nrailroad without a head ?\n\nus ?\n\nWhat kind of supervision shall legislation give\n\nEfficient supervision, luith a professional qualification, but without\n\npolitics or religion.\n\nIn many States, legislation has provided a system of\n\n—\n\nsupervision wofully inefficient\n\nelection,\n\nby the people, of a resident of\n\nthe county for a specified time, thus introducing the \"push\" and \"pull\"\n\nCounty superintendents should be elected as town and city\nby boards of from six to twelve members\nchosen by the people. Think of a town being obliged by law by that\nquintessence of wisdom to confine its choice for town superintendent to\nits own residents for a specified number of years.\nThink of learned and\ndignified professors being told that they must submit their claims to a vote\nof the people. Yet are not the positions of town and county superintendents identical in all essentials ? The demagogue cries, \" Undemocratic.\"\nIt is the same representative democracy that employs teachers through\nboards in town and country, and legislates for municipality, State, and\nnation.\nWith election by the people, it is comparatively easy for a demagogue to defeat an able and devoted teacher. With election by the\nof politics.\n\nsuperintendents are elected\n\n—\n\n—\n\n—\n\npeople, first-class salaries will not always secure first-class superintendents.\n\nFor proof, compare your town and city superintendents with your county\nsuperintendents. When county supervision comes for Missouri, let it come\ndivested of politics, religion, and sex.\nBut, finally, when will these reforms, or such of them as commend\nthemselves to the thoughtful world, be inaugurated ? Not soon, if State\nassociations still continue to beat the old straw of schoolroom methods\n\nand glittering generalities.\n\nIn the reasonably near future, it is hoped, if\n\nState associations learn their high mission to inaugurate and push forward\n\nWhile the\neducational reforms through committees and commissions.\nmust\nbegin\ninauguration\ntheir\nbottom,\nat\nthe\nnecessity for reforms exists\nat the top with State\n\nand national associations, with commissions, with\n\nlegislatures.\n\nYou ask. Are all these reforms to be inaugurated at once ? No sane person would attempt\n\nall\n\nthese reforms at the same time in the same State.\n\n"}
{"page": 213, "printed_page": null, "text": "A PUBLIC SCHOOL SYSTEM IMPROVED BY LEGISLATION.\n\n203\n\nOne in my State, another in\nEach State will attempt the reform lying nearest the last reform\nand most urgently needed. The furrow to be plowed is the next one.\nWere I to see a team hitched to\nLegislation is an order from above.\nfront,\ndragging the wheels instead of\ninstead\nof\nthe\nthe side of a wagon\nunhitch\nand\nhitch\nright.\nWere I to hear the\nwould\nsay\nrolling them, I\ncommander-in-chief give an army orders to march backward, I would say\nIn like manner, when I see a great\nrevoke the order and issue another.\n\nWhich reform slionlcl be attempted first ?\n\nyours.\n\nschool system paralyzed by an illogical course of study, wasteful school\ndistrict organization,\n\nwant of\n\norder and issue another.\n\narticulation, I say revoke the legislative\n\nTo leave the pupils and the rank and file of inex-\n\nperienced teachers to wrestle with courses of study and organization\n\nis\n\nlike leaving an army without orders.\n\nBut says one, \" All this about articulation, organization, and improved\ncourse of study is visionary/'\n\nVisionary ?\n\n—to organize the educational\n\nhundreds of millions, when every\ngreat business enterprise of the world is thoroughly organized ? Visionary ? for the fifteen thousand teachers of Missouri to join hands in\ncooperation, when the soul of all civilization is the clasping of hands\nacross the continents and down the centuries ?\nSuppose a certain State\nwas about to undertake, for the first time, a system of education at public\nexpense.\nSuppose that you, as representative of a great syndicate, had\njust closed a contract with the State to furnish, for a specified sum,\nschoolhouses, apparatus, and teachers, and to equip all the youth between\nthe ages of six and twenty in the common branches, and to give secondary and university training to suclx as sliould desire it.\nSuppose, further,\nthat the State was to appoint an examining board to pass upon the results\nof your work.\nDo you suppose that you would tolerate our eifete course\ninterests in which this country invests\n\n—\n\nwant of articulation\nyou did, your syndicate would not pay running\n\nof study, extravagant school district organization,\n\nand supervision ?\nexpenses.\n\nand impede\nhandicap.\n\nIf\n\nHow they hamper\nThey come to us as inheritances, but they weigh down and\nOh for power to sweep them away\nIt would be a proud day\n\nOh these conventionalities of the past\n\n!\n\n!\n\n!\n\nfor my State, could I in reality, as I do in imagination, sweep from it every\n\nschoolhouse and every district boundary line, and redistrict and rebuild.\n\nThese inheritances of the past are found in every pursuit. But the hotels\nby electricity ; the\nrailroad tracks are being reballasted, and new and improved coaches placed\nupon them. Everywhere there is improvement. Every other occupation\nfaces the future, and faces it squarely.\nWhen will the educational column\nsquarely face the future and keep step to the drum-beat of progress ?\nWith me these are not mere words, but wor^s to be backed with determined,\norganized effort.\nI would not presume to present a tlieory that I do\nnot believe in.\nI believe the future holds a mighty work for the coming\nare being remodeled ; gas fixtures are being replaced\n\n"}
{"page": 214, "printed_page": null, "text": "204\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\neducator.\n\nOur school system is but in its infancy. The sun has but\nupon the day of universal education at public expense. It\n\nfairly risen\nwill not\n\nbe given to us, or even to our immediate successors, to see high\n\nBut let us so act that those who do witness the coming\n\nnoon of this day.\n\nsplendors will commend our action.\n\nEven though you do not accept a single solution I have given, my\nattempt to solve these great problems will tend to cause others to attempt\n\nThe mighty army of teachers actuated by an honest,\ncourageous purpose will yet solve the last of these vexed questions. Many\n\ntheir solution.\n\nvaliant warriors will go down, but their places will be taken by others.\n\nOh these mighty on-moving floods of reform — the home, the Church, the\nschool,\n\nand the State\n\n!\n\nThe million tiny rills singing gently in their\n\ndistant mountain homes go to make these four principal tributaries, and.\nthese in turn the father of waters, ever seeking the infinite sea.\n\nDISCUSSION.\nSuPT. D. J. Waller, Jr. The question indicates that legislation is not regarded as a\ncatholicon, and yet that it may be a valuable remedy.\nIt recognizes the fact that the\ncommunities constituting a State cannot be directly elevated to an ideal standard of\neducation by legislation. Legislation in our land depends for its efficiency upon the\napproval of the people. It is the servant, not the parent, of improvement. Though it\nbe an embodiment of ideas approved by a majority of the general assembly and by the\nchief executive, its vitality will depend upon the people's appreciation of the benefits to\nbe derived from it or, in other words, upon its adaptation to their situation.\nThe\ncloser the fit the better the law is likely to be executed.\nLegislation can improve a\nschool system as far as it can secure a close adaptation to local needs, and this can only\nbe by a large measure of local control, but it can advance rapidly along this line by\nlarge general appropriation distributed to districts complyoffering conditional aid.\ning with prescribed terms will secure a given standard as to the qualifications of the\nteachers, the studies to be pursued, the length of the term, and even the salaries of\nManifestly this standard will be the minimum standard, the least that will\nteachers.\n:\n\n;\n\nA\n\nbe countenanced anywhere within the commonwealth, but it can be raised, improved,\nas rapidly as public sentiment will permit.\nThe general appropriation may be so distributed as to deepen public interest in education to the verge of enthusiasui.\nIt is deep public interest\nenthusiasm, if you will\nthat is all important for the improvement of a school system and this enthusiasm,\nnot on the part of a few professionals, but pervading the people, is inseparable from\nlocal control\nit may be made both general and intense by an appropriation of money\nLegislation may,\nsufficient to insure active educators for annual county institutes.\nwhile allowing to localities, to townships, boroughs, and cities, the largest liberty, prothe county, city, or borough supervide for authoritative supervision by specialists\nintendent, a man of literary and scientific acquirements, and of skill and experience in\nthe art of teaching.\nHe, with power to grant and to annul teachers' certificates, by\nvisitation of the schools becomes the professional adviser of directors or committee-\n\n—\n\n—\n\n;\n\n;\n\n;\n\nmen, and of teachers, and gives direction to the public desire to improve the schools, or\nThe\nstirs up by county and by local conventions those who desire no improvement.\nlegislation, then, that can improve a school system must include provision for a systematic and an efficient application of the general laws. It must give the largest liberty\nconsistent with system to localities.\nIt must include authoritative local supervision by\nIt must include\nspecialists, and a system of local and of general teachers' certificates.\nthe means for arousing systematically the interest of the general public.\nThis is really the answer to the question propounded, given hj the system in operation in Pennsylvania since 1854, under which she is distributing annually a general\nfund of five millions of dollars, the largest in the United States.\n\n"}
{"page": 215, "printed_page": null, "text": "DISCUSSION.\n\n205\n\nSuPT. W. H. Anderson, Wheeling, W. Va. Since the free school system is a creature\nof the law, an offspring of legislation, it is quite natural and proper that we should look\nThe able paper to which we have just\nto our legislators with great expectations.\nlistened has covered about all the ground in sight, and has taken advanced ground,\nground which is beyond the range of the common observer. In every State the school\nsystem should be something more than a name. It should be a systematic system, complete and unified, as is suggested by the paper just read.\nCommencing with the primary grades of our public schools, there should be an\nattractive graded course through grammar and high schools, and end with a course in\nThis system should comprise city, town, and country schools.\nthe State university.\nFrom these high schools there should be promotions to State normal schools. These\nschools should be located in different parts of the State, as is the case in many instances\nin our country.\nAfter completing the curriculum in these normal schools, about two\nyears in the State university should complete the course.\nThere is a conflict in the minds of the people as to how much the State should do for\nThose who look on the subject through the\nthe youth to prepare him for citizenship.\nglasses of the unwilling taxpayer think that the State should do little or nothing, while\nothers think there is little or nothing that the State should not do.\nThe way in which this matter is regarded is, to a very great extent, a matter of\n'* habit in\ngood many years ago, when Church and State were a little\neducation.\"\nmixed in New England, religious zeal led the people to support the pastor, and the\npastor was teacher for all on the first day of the week, and a school-teacher on other\nIn after years the work became too great for one man, and the people naturally,\ndays.\nfrom the force of habit, were willing to contribute to a fund for the instruction of their\nchildren.\nIn other parts of the country this was thought to be a very unfair thing to\ndo, and was voted down time and again one hundred years later.\nThe world moves, and as it moves people are moved to look on questions in a way\ndifferent from the manner in which their fathers viewed them, or in which they themselves once did.\nWhile we shall be compelled to wait awhile for legislators to favor all that Mr, Wolfe's\npaper proposes, yet the proposition must precede the realization. In my own State the\nfree schools are very popular in counties which voted down the proposition to establish\nfree schools when we belonged to Virginia\nmy own county, Ohio, being the only county\nin the State to establish a system of free schools.\nThe State can make no better investment than to furnish a good education to its\nfuture citizens.\nOne of the annoyances and obstacles of almost every school is the failure on the part\nof some of the parents or guardians to supply text-books.\nThese books should be supplied by the State.\nThe object of the State in incurring the expenses of the free schools\nis to fit the pupils for good citizenship.\nThe object is not secured as it should be unless\npupils are\nthoroughly furnished for every good work \" of school. If this is not the\ncase, the expenses of the school will, so far as it is to benefit many pupils, be money\nspent in vain.\nIn a great measure, the cost of these books comes out of the same pockets, whether\nbought by the school officers or the individual patrons of the school. In the aggregate\nthis would be a great saving, because the books would be bought at a lower price when\nbought in large quantities, and would be better taken care of than when held as the\npersonal property of the pupil, giving him, in his opinion, an unquestioned right to\ndestroy.\nEach school should be a home for one teacher, and should afford him a way of supporting himself and family.\nIn many instances it is almost impossible for the teacher to find a boarding-place, and\noften board can be found only at a place remote from the schoolhouse.\nTo obviate this\nthere should be a comfortable house and two or three acres of ground belonging to\neach country school, just as a parsonage often belongs to a church.\npart of this\nground should be planted in fruit and part of it left for a garden. In case the teacher\nis unmarried, he or she should be provided with board by such tenant as is allowed\nto occupy the premises belonging to the school.\nSince the subject has been treated so exhaustively in an affirmative way, it seems\nthat it should be treated negatively.\nIn my own State the free school system has been\nin existence about thirty years.\nThe law was modeled after the school law of several\nother States, and was thought to embody many of the very best features of those\nmodels. Since that time it has assumed many different phases. It seems that most of\nthe legislators have some time during life attended school. It seems, also, that the\nindelible impressions of younger days still remain, and the one thing which they know\n:\n\nA\n\n;\n\n'\n\n'\n\nA\n\n"}
{"page": 216, "printed_page": null, "text": "206\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nmuch about is schools. So it is that each separate legislature gives the kaleidoscope a\nturn, and a new form is presented.\nhave had it in every conceivable shape. At one\ntime a State board of examiners, at another this dispensed with and all State certificates revoked.\nAgain, the same thing is instituted.\nhave had at one time three\ntrustees to manage each sub-district, at another but one, and again no trustees at all,\nbut the whole matter left to the commissioners of the district or township. The regulations relating to the county examining boards have been multifarious, as well as those\nrelating to the certificates issued by our State normal schools.\nSo much change is very objectionable and quite a hinderance to the successful operation of the system.\nfaulty law, well understood and well executed, is better than so\nmany changes that by the time school officers and teachers learn what the law actually\n\nWe\n\nWe\n\nA\n\nis it becomes something else.\n\nI conclude by saying that the eflaciency of the school system in any State depends not\nonly on what legislation does for it, but, in addition to this, by how well it is let alone\n\nby legislative bodies.\nMr. Anderson said he believes in public\nSuPT. J. R. Preston, Jackson, Miss,\neducation, and that his State believes in it better than any State in the South. Mine\ncomes next. The people in his State put up seven and eight-tenths mills, and in my\nMy State is really the poorest State in\nState seven and one-tenth mills for education.\nper capita wealth in the United States. I am really ashamed to say that but I am\nproud to say that, in proportion to her ability, she puts up to-day twice as much for\npublic education as the great commonwealth of Massachusetts.\nbelieve in public\nhave taken hold of public schools down there, and we are buildschools down there.\ning them up for the town, and for the country, and for the black man and for the white\nman. We are willing to submit to taxation, and to do all we can to push the law out\ninto every community, so that in that beautiful State, in the land of flowers, and where\nthe roses in mid-January are in full bloom, we are trying to shed the light of intelligence into the intellects of the rising generation.\n:\n\n;\n\nWe\n\nWe\n\nWe have had something to do, too, with legislation, and what legislation can do for a\npublic school system, I am a great believer in local management of things but a public school system is a thing of the State, and I do not believe that local management\nshould go too far. But 1 do believe in this, that the State ought through intelligent\nlegislation to know what should be done to make an effective system of public schools,\nand that she ought to enact that into her law, and that then she should have a legislature that would urge that upon the people. Now, how to get legislation is a very\ndifficult thing,\nI have wrestled now with four different legislatures and with a\nconstitutional convention; and when 1 tell you that one of them was an \"Alliance\nI tell you that in order to get\nsome\nlegislature,\"\nof you will know what I mean.\nproper legislation you have to resort to all sorts of caprices and tricks and circumvenWell, we did it down there.\ntion and dodges in order to get what you are entitled to.\nIn our very last legislature it was impossible to get the necessary school legislation\nOur entire school law was abrogated by\npassed, on account of the new constitution.\nthe new constitution, and we had to get an entirely new law, and we had to get it out of\nan \" Alliance legislature,\" and we got it, too. I saw from the Committee on Education\nin the house, that it could not be done if it had to go through the house, and consequently I had to have it delayed, run it into the senate, and had the seventy-five\namendments put on to the school law in the house killed in a body through the comThen we put on some proper amendments, sent it to a conference\nmittee in the senate.\ncommittee of the house and senate, and passed the law, and it is a good one. It is the\nstrongest law we ever had. It has superintendence, supervision, it has the district\nsystem, it has county teachers' institutes, it has uniform examination, it gives to the\nState Board of Education power to adopt a course of study for the common schools, for\nthe public schools of the rural districts, and makes it the duty of county superintendo not answer the politician.\ndo not\ndents to enforce the courses of study.\nThat feature has not got into our schools yet,\ndeal with politicians down in our State.\n;\n\nWe\n\nWe\n\nand may it never come.\nBesides, we have great difficulties there in dealing with the two races, and that is a\nproblem which I think has never been appreciated in the North. I know pretty well how\nthe question is looked at but 1 tell you, my friends, if you were there dealing with that\n;\n\nproposition, where five white children are to be educated along with seven colored children,\nand where the white people own ninety-three per cent, of the property, when you come\nto consider the question of taxation, you would begin to know what a difficult problem\nBut we are dealing with the proposition honestly, and Mississippi to-day, under\nit was.\nher new system, maintains her new schools from beginning to end, throughout the State,\n\n"}
{"page": 217, "printed_page": null, "text": "DISCUSSION.\n\n307\n\nby State taxation, for four months in the year. And that is not all, for we give to the\nlocalities, in the county, the power to levy an additional tax to maintain their schools\nan additional time that is in the law, too.\nIt is going to take time to get all our problems worked out, to get our people worked\nup to the mark; but 1 believe, with the law properly framed, it is capable of great\ngrowth, as it has grown wonderfully in the last ten years. With a law that reaches out on\nproper lines and gives proper power, I believe we can, by building up public sentiment,\ncarry out the law through the remotest districts. I believe in that law which provides\nI believe such a law will give the greatest\nfor the greatest degree of local enterprise.\nstimulus to local interests, I have a firm conviction that such a law can be carried into\noperation with the support of the teachers, and that under such an enactment there\n;\n\ncan be aroused the greatest enthusiasm in the hearts of the people for public education.\nI believe in a good law, and then in pushing that law, through your teachers, through\nthe educational influences, and all the powers that can be brought into it\n\nThe address on ^' The Eelation of Education to the Economic and\nIndustrial Conditions of the\n\nTime/' by President James MacAlister,\n\nof Drexel Institute, Philadelphia, Pa.,\n\nauthor,\n\nis\n\nomitted at the request of the\n\nwho has been prevented by illness from preparing the same for\n\npublication.\n\n"}
{"page": 218, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\n208\n\nTHE SCHOOL AND THE CRIMINAL.\nBY SUPT.\n\nL.\n\nH. JOJiTES, I^-DIANAPOLIS, IN\"D.\n\nThe full treatment of my theme would require an analysis of four\nheads;\n\nyiz.\n\n:\n\n1.\n\nThe school as\n\nschool as it should be ;\n\ni.e.,\n\nit\n\nis;\n\ni.e.,\n\nas a product of definite factors.\n\n4.\n\n2. The\nThe criminal\n\nthe actual school.\n\nthe ideal or possible school.\n\n3.\n\nThe criminal as possible subject of\n\nremedial agencies.\n\nMy brief time makes it necessary to treat the first hastily, and to omit\nMy chief effort, therefore, shall be to show the possi-\n\nthe fourth entirely.\n\nble school to have in it the\n\npower to prevent the production of the\n\ncriminal.\n\nOf the actual school, then, I can only say in passing, that it is poor\nenough to justify almost anything said of it by its enemies or, at least,\nso it would seem when compared with the ideal school.\n\"When seen by\nitself, however, or compared with the other actual institutions, it assumes\n;\n\nits friends.\nAt least, it needs to be\ndefended against but one of the charges made against it by its traducers ;\nAn appeal has been\nviz., that it is a factor in the production of criminals.\nmade to statistics to prove this assertion. This attempt has given good\nreason to supplement the old adage, '* Figures will not lie,\" by a newer\nTo make the statement appear reasonable,\none, ''Liars will figure.^'\nstatistics have been so manipulated as to leave the impression upon the\nmind of the reader of two classes of population illiterate and educated\nwithout any definite conception of the disparity of the numbers in the\ntwo classes. Then, with a flourish of trumpets, it is shown that the greater\nnumber of criminals come from the educated classes.\nDr. Harris, as you know, has exposed the fallacy by showing that, in\norder to compare the numerators of two fractions, the fractions themand that the approselves must be reduced to a common denominator\npriate comparison is between ratios, and not between numbers in mass.\nYou are familiar with these results, so I need not state them further than\nto say that illiterate population is thus shown everywhere to produce from\neight to twelve times its proportionate quota of criminals.\nBut my purpose is not really to defend the actual school, but rather to\narraign it because it has not become a larger factor in preventing the pro-\n\na perfection quite gratifying to\n\n—\n\n;\n\n"}
{"page": 219, "printed_page": null, "text": "THE SCHOOL AND THE CRIMINAL.\n\n209\n\nWhen the actual school has been transformed into\n\nduction of criminals.\n\nthe ideal one, it will be so.\n\nA study of the criminal as a product of certain agencies will show us\nliow to make the school the best possible preventiYC agency against crime.\n\nSociety creates\n\nits\n\nown criminals.\n\nI\n\nmean this in a new sense.\n\nIn a\n\nprimitive state there are no criminals, because there are no laws ; there\nare no laws, because there is no quickened public conscience out of which\n\nthe idea of law can grow.\n\nAs mankind emerges from barbarism, the\n\nHe is one whose practices offend the puband conscience, and who becomes amenable to the formulated\nAs fast as\nexpression of the taste and conscience of the upper stratum.\ninstitutional life becomes possible, the force of these institutions is turned\nupon this same laggard to civilize him, if possible, to a degree which\nmakes companionship with him possible but, if he is not sufficiently\n\nlaggard becomes the criminal.\nlic taste\n\n;\n\ndeveloped to be lifted into communion with his self-appointed censors,\nthese same institutions are called upon to separate him as a criminal from\n\nSo on throughout the evolution of institutional life, the\nand conscience marks off an ever-increasing number of actions as beneath the low-water mark of social propriety or the\npublic sense of justice; and so it happens that the country of greatest\n\nhis fellows.\n\nrising culture of taste\n\nenlightenment will in general exhibit the largest list of criminal offenses.\nThus the criminal in any civilization is he whose taste is low, whose\nis coarse, whose perception is dull, whose selfishness is in excess,\njudged by the standard of the average of the community in these\nrespects as it has crystallized itself in belief, custom, law, and institution.\nAnd the enumeration just given includes all except one class; viz., those\nwhose wills are too weak to enable them to withstand even a mild temptation to fall below the common level of morality.\nNow, the value of the school in this matter depends on its ability to\ndevelop in these laggards of society the quick perception, the finer taste,\nthe view of truth, the proper relation of self to society, and to strengthen\n\nnature\nas\n\nthe weak will.\nIt is necessary here, then, to say a few words of the possible school, in\n\norder to prove it the capable instrument for the prevention of the growth\n\nThe school, like all other institutions, is an evolution. In\nThe science of\nit, one must study its embryology.\nbiology has made such rapid strides in recent years, because it has been\nof criminals.\n\norder to understand\n\nwilling to study the embryology of plants\n\nand animals, and has followed\n\neach through such metamorphoses as belong to its nature.\n\nAn institution has a life and a development peculiar to itself.\nassociation\n\nand organization of ideas.\n\nIt is an\n\nSin^e ideas grow, institutions do\n\nlikewise.\n\nThe process of development may bring new names. The naturalist\nknows a butterfly as a developed caterpillar.\nBut not all men are\nIt\n\n"}
{"page": 220, "printed_page": null, "text": "210\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nnaturalists,\n\nand some people do not know a caterpillar from a worm.\n\nAnd it is peculiarly difficult to see the different stages of development of\nthose abstract ideas upon which an institution is founded.\n\nThe school, then, properly considered, is an organized institution, with\nand agencies acting together for the realization\n\nparts, forces,\n\nits\n\npurpose\n\n— that of the proper development of the pupil.\n\nsee that the school is for the pupil.\n\nof a\n\nIt is necessary to\n\nIt is not for the parent, the teacher,\n\nHe comes to the school\nThese possibilities are to be developed into realities. If the school shall do its perfect work in him, he will\nleave the school with his nature so developed that he will be fitted to live\nwith his fellows in the other institutions the state, the Church, the family,\nand civil society.\nThe parts of the school are originally two the parent and the child ;\nbut in time, the progress of evolution, the parent, for good reasons, transferred his powers and duties to the teacher.\nThe teacher and pupil (or pupils) are then the two organs (or parts) of\nor even the state directly.\n\nIt is for\n\nthe pupil.\n\na bundle of undeveloped possibilities.\n\n—\n\n—\n\nthe school.\n\nThe forces of the school are such as lie in the spiritual nature\n\nof each, and such increase and transformation of these as come\n\nincrease of the\n\nfrom the\n\nnumber of pupils, and by the association of teacher and\n\nThe powers of the teacher are the power to know, to feel, and to\nThose of the pupil are the same but always the powers of the\nteacher are those of a developed person as against the undeveloped powers\nCertain peculiar powers arise, also, in the interaction of\nof the pupil.\nthese developed powers of the teacher with the undeveloped mind of the\nchild ; laying a foundation for sentiments of respect on the part of the\npupil for the teacher, which could by no means arise between persons of\npupils.\ndo.\n\n;\n\nA new force arises, also, in the association of a large\nnumber of pupils under the same organization a force called the influThe nature of a pupil is changed when, no longer the\nence of numbers.\nonly pupil, he is one of forty. The action of developing mind upon developing mind is peculiar and powerful.\nNow, the pupil has in him the germ of all that is good, and the negaThe school should nourish the germs\ntive possibility of all that is evil.\nequal development.\n\n—\n\nof cliaracter and starve the negative tendencies to evil.\nit is to be through the development in\nand this development comes through action and reac-\n\nIf the child is to be saved at all,\n\nhim of character\n\n;\n\ntion of teacher and pupil.\n\nThe first action and reaction of teacher and pupil arise when they first\nmeet, and have reference to the regulation of conduct.\n\nBut no regula-\n\ntion should be made that is not required in the interest of the pupil, and\n\nonly in a secondary sense can the teacher or parent be considered in this\nconnection.\n\nEach regulation of the school must defend itself on the ground of its\n\n"}
{"page": 221, "printed_page": null, "text": "TEE SCHOOL AND THE CRIMINAL.\n\n211\n\nnecessity to the well-being and normal development of the pupil, and not\nin any sense on the will and pleasure of the teacher.\n\nhimself, together with\n\nIndeed, the teacher\n\nthe pupil, is amenable to law and order\n\n— not, of\n\ncourse, to the same law and order, because they are the different but com-\n\nBut there must be no arbitrariness.\nThree great laws of the school will manifest themselyes at once. They\nWhat is the ground\nare the laws of promptness, regularity, and silence.\nplementary organs of the school.\n\nof each ?\n\n—\n\nPromptness, or punctuality this is the time-element of institutional\nIts observance is part of the development of a soul, and its preparaIt appears alike\ntion to live with others in the other institutions of life.\nThe moment it is mentioned with refin competition and cooperation.\nlife.\n\nerence to school, the following questions suggest themselves\n\n:\n\nWhat is the\n\nmost commonly talked-of offense against promptness in school life ? TarIs this the worst phase of\ndiness in assembling morning and afternoon.\nits violation ?\nWhy should pupils be taught to avoid being tardy ? Is it\na good motive to place before a pupil, to urge him not to make a bad\nrecord for his school? Is this the highest possible motive ? Is a child\nfulfilling the law of punctuality when he barely gets into his seat at nine\no'clock, puffing and blowing, out of breath and noisy, attracting the attention of all around him, disturbing the serenity of those who have a right\nto quiet ?\nHas the law of punctuality a wider meaning for character than\nmere success in the objects of the school ? Is it right to urge a pupil to\nbe punctual that he may not disturb others ?\nShall we make the\n\nfirst\n\nIs this the highest reason ?\n\nexercise of the day of such interest that pupils\n\nwill desire to be present and thus prevent tardiness ?\n\nIs promptness thus\n\nsecured of so much importance in shaping character as the same secured\n\nthrough an understanding of the inherent laws of the organism to which\nthey belong, and the other institutions for which we are preparing ?\n\nA rational settlement of such questions as these makes it possible that the\nvery machinery of the school may be a potent means of developing character.\n\nThe second law is regularity.\ntinuous, and\n\nits\n\nThis is promptness continued and con-\n\nphilosophy is the same as that for the practice of the\n\nother virtues.\n\nThe last of the three is silence.\n\nCarlyle has said,\n\n*^\n\nSilence is the soil\n\nin which thought grows, '^ and no study worth the name is possible without\nit.\n\nThe chief business of the pupil is to study.\n\ncondition of sound scholarship.\n\nfoundation of character.\n\nHard study is the only\n\nSilence also implies self-control, the\n\nThe school, then, whose aim is the realization\n\nupon this fundaThese three great laws of the school may be\nproperly classed as the laws of non-interference non-interference with\nthe rights of others.\nThey are negative, not positive, and furnish the\nin its pupils of character and scholarship, must insist\n\nmental condition of both.\n\n;\n\nconditions for the real activities of the school.\n\n"}
{"page": 222, "printed_page": null, "text": "212\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nIt is to be observed that there is a wonderful likeness of the school to\nthe family, together with a striking difference between them.\nThe same\n\nethical principles in the main\n\nseem to control in each case\n\n;\n\nbut there\n\nis\n\na difference of purpose in the two institutions, which results in a differ-\n\nence of management that is very marked.\n\nThe school is utterly devoted\n\nto the interests of the pupil, and does nothing for the other party of the\ninstitution, except by way of making him more useful in his further asso-\n\nciation with the pupil.\n\nWhen, for instance, the teacher stands up for his\nown sake, but because the pupil\n\nrights, he properly does so not for his\n\nmust be taught to give such respect for difference of station and for conBut in the family the other parties to the institution,\nthe father and mother, have the right to life, liberty, and the pursuit of\nhappiness as well as the child has and their rights to life in this instistituted authority.\n\n;\n\ntution for their development are quite as sacred as are the parallel rights\nof the child, and are not merely subject to the requirements of the child's\n\ndevelopment.\nIndeed, the average parent is very likely to overestimate his right to\npeace and happiness under his own vine and fig-tree, and purchases peace\n\ntemporarily by granting license to the child;\n\nwith him.\n\ni,e.,\n\nhe\n\ntries to\n\nget along\n\nIt is the old story of dividing the house between them : the\n\nparents take the inside, and the child takes the outside, and\n\nso, if you\nan Hibernianism, they get along together by keeping apart,\nand the child becomes a street Arab.\nWhen, however, such a child comes to school, without any sense of the\nmutual rights of the members of an institution, he is neither respectful\nto teacher nor courteous to his mates ; and the teacher undertakes his\nreformation not for her own ease, but for the protection of the other pupils\nin their rights, but chiefly for the development of the unruly child himself,\n\nwill permit\n\nfitting him for future living in institutional life.\n\nUpon the first conflict,\n\nthe parent says the teacher does not try to get along with John ; she could\n\ndo so, he knows, if she would coax him, etc. But, if the teacher understands her business, she is not merely trying to get along with the child,\nshe is trying to develop him into moral sanity, and to teach him the elementary ideas of institutional life. Too often, however, from continual\nnagging from parents, from misconception herself of the legitimate work\nof the school, or from lack of physical force to hold up her will, or from\n\nsome one of the other thousand and one reasons that operate in this\nsphere, the teacher breaks down before the reformation of the child is\ncomplete, and he turns the school from its purpose, as he had done the\nfamily aforetime and, after the other institutions have tried their hand\nupon him, it is a mercy if he is not a confirmed criminal.\nBut it often happens that the parent gives out before the teacher does,\nand the process of reformation is not relished, and the child goes out\n;\n\nof school merely for lack of parental\n\nattention.\n\nIt\n\nis\n\na rare teacher\n\n"}
{"page": 223, "printed_page": null, "text": "—\nTHE SCHOOL AND THE CRIMINAL.\n\n213\n\nindeed who can visit the parent and say such judicious things as will\ninduce father or mother to join in the effort necessary to retain and\nreclaim the child.\nIt is indeed a rare teacher who\n\ncan so operate a school as to secure to\n\nmaking any of\n\nthe children the necessary discipline of the will, without\n\nthe disciplinary processes objectionable to the subject of them.\n\nEspecially\n\nwhen the home life of the child has enamored him of selfish-\n\nis this true\n\nness and willfulness, and has left undeveloped for many years his better\n\nThus far I have spoken of the operation of the school in so far\n\nfaculties.\n\nas it affects character\n\nthrough the regulation of conduct.\n\nof the school that usually escapes notice altogether, or\n\nconsidered to have any large educational value.\nsense, only the negative side of the case ;\n\nit\n\nThis is a side\nnot, at least,\n\nis\n\nIt is, of course, in\n\na\n\nfurnishes the condition for\n\nBut it does have an import-\n\nthe active processes of study and recitation.\n\nant relation to the development of what may be called the minor virtues\nvirtues, the absence of which in the average person makes\n\nliving with.\n\nhim not worth\n\nNo school system can do its proper share in the proper pre-\n\nvention of crime\n\ntill\n\nits\n\nvery administration\n\ncarried out in accordance with one sole\n\naim\n\nis\n\nconceived in love, and\n\n—the real and permanent\n\ngood of the pupil, instructing him by precept and practice in the ideas of\ninstitutional life.\n\nBut it will not do to leave the matter in this negative form. It will\nnot do merely to hold the fort. An aggressive campaign in the field\nbrings out soldierly qualities in an army.\nIt is the lighting up of the\nthe creating and refining of ideas of life and conduct, the\nstrengthening of the will by successful achievement in study, that presents\n\niutellect,\n\nthe transformation of a human being that is possible in a school.\n\nThese\n\nthings become the pupil's own property by development in him through\nhis\n\nown efforts, and are never by any circumstances placed as a thin\n\nveneering upon him.\n\nThe ideal school not only teaches the child to read, but in so doing, by\nemploying his efforts upon noble literature, so interests him therein and\nenamors him thereof, that the lower trash of libraries and news-stands has\nno attraction for him.\nTo have the ideal school we must attend to the following conditions\n:\n\n1.\n\nWe must get the best people to teach our schools.\n\nphilosophy of education, I believe ; but\n\nit\n\nThere\n\nis\n\na\n\nconsists chiefly in getting the\n\nThe processes of instruction may be\nlearned by a careful study of psychology, ethics, and related sciences ; but\nright person to do the teaching.\n\ncharacter outweighs all external trappings. But it is not enough to possess\nthe character ; one must also have the means of making this character felt\n\nupon the children. This double possessiou-»-that of great character, and\nthe power to make it felt is a rare gift of nature.\nAll things great and\nnoble become possible to children in the presence of some people. Once\n\n—\n\n"}
{"page": 224, "printed_page": null, "text": "214\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\npossessed, this power of inspiring can be cultivated.\nfills\n\nBut nothing ever\n\nthe vacuum left by its absence.\n\nThe educational specialist who is seeking for teachers must seek first\nfor this regal character, confident that all things else in rare scholarship\n\nmay be added unto it.\n\nWhen such teachers are found, and the additional\nand necessary qualifications have been added, such teachers should be\ncontinued in oflSce secure from the outward disturbance of ward politics.\n2. Regular attendance must be secured.\nThe attendance must be for\nthe full school year, not a spasmodic movement for the first two or three\nmonths, to be given up when school becomes serious work, or when something else more attractive solicits attention. This attendance should be\nobtained voluntarily on the part of the parents and children, if possible\nbut it must be obtained.\nThat compulsory attendance is less valuable than voluntary attendance,\nI am prepared to admit.\nThat most compulsory laws have failed to meet\nthe expectations of their projectors, is without doubt true. But it is to be\nremembered that compulsory attendance, because of its regularity, afterward becomes voluntary and it is capable of demonstration, that compulsory laws have failed most signally, because they have been political\ncompromises and not rationally conceived measures.\nAnd, lastly, public kindergartens must take the children at four years of\nage, and give them two years of moral and aesthetic training before the\nThere arise in my judgment two\nbeginning of school life proper.\n;\n\n;\n\nunanswerable reasons for doing this.\n1. The period between four and six is a very dangerous one morally to\nMany of the evil\nchildren that are not well cared for in their homes.\nhabits learned during this period require for their correction the strength\nThis reason in itself is suffiof the teacher for many years of school life.\ncient proof of the wisdom of placing the child during this period where\nhe will not only form no bad habits, but will form good ones.\n2.\n\nRecent studies of physiological psychology have fairly well estab-\n\nlished a definite relationship between certain conditions of the brain and the\n\nadaptability of the\n\nmind to certain classes of studies, the main principle\n\nbeing that, during periods of greatest growth and most rapid development\nof the brain, the mind\n\nis\n\nadapted to receive lasting impressions, and to\n\nthe forming of permanent habits ; that, during the later periods of slighter\n\nchange, the mind acquires less rapidly, but tends to reflect more upon its\nacquisitions.\n\nNow, school\n\nchiefly acquisition, and life afterward\n\nlife is\n\ngives the opportunity for reflection.\n;\n\nPhysiologists agree that the brain has three marked periods of difference\nin rate of growth.\n\nFrom birth to seven years of age, the growth is most\n\nrapid ; from seven to fourteen, slightly less so ; from fourteen to twentyone, growth proceeds but slowly ;\n\nand at the age of twenty-one, in most\n\ncases, the brain has reached its full weight.\n\n"}
{"page": 225, "printed_page": null, "text": "—\n\n:\n\nDI8CU88I0:N'.\n\n215\n\nPsychologists, from their side of the subject, have long since determined by observation the adaptation of the mind in these periods to quite\nWithin the first seven years, environment\ndifferent lines of acquisition.\nis tyrannical, controlling through the senses and emotions the culture of\nMemory and the fancy are at their flood tide. The tendency\nthe child.\nLong-continued attention is impossible.\nto form habit is at its greatest.\nMost work must come under the guise of play. During the second period,\nmemory is still quite active fancy changes to imagination, and some dis;\n\nposition is seen to seek for important relationships of facts learned.\n\nThe\n\nthird period includes the time devoted, in grammar schools, high schools,\n\nand colleges, to the more serious mastery of the higher tools of culture.\nNow, it is well known that a large ratio of children do not complete the\nsecond period, and that a very small ratio finish the third period. It is\nmanifest that all should complete the first and second periods, though, as\nhas been said, the exigencies of life with the poor, and the lack of discipline and aspiration in the families of the poor, make it well-nigh impossible to keep their children in school to the age of fourteen.\nNow, seeing that in all probability children will leave school at an early\nage anyway, and in view of the physiological and psychological proof of\nthe great value of the years from four to seven, morally and intellectually,\nit seems downright stupidity to lose the two most valuable years, from\nfour to six, from our school curriculum.\nIf no serious school-work were done by the children in those years, but\nthe time were taken chiefly in arranging, through play and voluntary\nactivity on their part, the entire environment, so that distinct moral and\naesthetic impressions should be imperishably made upon the growing brain,\nand through it upon the immortal spirit, the gain to the community would\n\nAs an economical proposition, I claim that it is wiser to\nexpend our money in reducing the probabilities of crime, than wholly in\npunishing the perpetrator after the crime is committed.\nI believe the\npublic kindergartens, as a part of our general educational system, would\nprove an economical investment, aside from the increased happiness brought\nto all by the higher standard of living which would be brought about in\nbe incalculable.\n\nthe next generation.\n\nDISCUSSION.\nPrincipal H. G. Larimer, of Topeka, Kan. Mr. President, Ladies and Gentlemen\nnot detain you long. I hold the following truths as self-evident Civilization\nincreases the catalogue of acts which are called crimes education tends to decrease the\nnumber of criminals the public school is the great instrument of education. I think\nSuperintendent Jones is correct in stating tha^the public school has not done all it\nshould do with a view to correcting criminality but that it has done very much in the\nway he has outlined is true, and that it may do much more is to be hoped.\nThus far we are in harmony as to what the public school has done, and, if I understand him correctly, we travel far together in outlining the ideal school. If he means\nI shall\n\n:\n\n;\n\n;\n\n;\n\n"}
{"page": 226, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n216\n\nby punctuality, system and order in attendance by regularity, methodical scholarship\nby silence, self-restraint, I am agreed. And these are the meanings, 1 think, he\nTo these factors of the ideal school he adds but one or two\nattaches to the terms used.\nmore the \"regal teacher\" and the kindergarten. And hej^e our paths diverge, here\nwe join issues upon the rock of kindergarten at four years we split.\n;\n\n;\n\n—\n\n;\n\n—\n\nKindergarten. 1 suppose that the weakling in body, in physical condition, is not able\nto keep pace with the strong in body that the weak in body is not able to support a\nstrong intellect. There should be a strong body, that the intellect may have a strong\nA man so blessed is less likely to commit crime than he who\nbasis upon which to work.\nis not in full vigor of life and health.\nIt seems to me that our boys and girls, as was\nhinted by the President of the United States the other day, are placed under too severe\nstress, too severe a strain in the early period of their lives.\nIf the kindergarten must\nkeep them from the time they are four until they are six to watch their physical development, and pay no attention, except incidentally, to the moral and intellectual trainBut it seems to me, instead of putting our boys and girls to\ning, all right and well.\nschool at the early age of six or seven, we should detain them at home, where they have\nhomes, until they are at least eight years of age, that the body may grow strong in\norder to stand the strain and pressure that must soon be placed upon the mind, and\nthrough it upon the body. It seems to me this is sound doctrine that a boy or girl\nwho has been detained at home, where he has a home, until he is eight years of age,\nwill accomplish more in two years, from eight to ten, than he will accomplish in six\nunless it be in certain\nyears, from four to ten, where he is detained part of the time\ncommunities, smaller districts of our great cities, and then, if the child has no home,\nsuch a school should be provided as a home, call it a home, not a school, and the children should be kept there, not from nine till twelve, or from half -past one to half-past\nfour, but be kept there all day long, where their mothers and fathers are away from\nhome all day. But where the children have homes, let their bodies there be trained to\nwithstand the great burden and the severe nervous strain that is to be placed upon\nthem later in life, when the physical must perforce yield something in development\nto the rapidly growing mental.\nThen secondly, it seems to me, our public schools fail to teach absolute\nObedience.\nobedience to the requirements of school. It seems to me that the one fault of American\nmanhood is that we have not enough reverence for law, for constituted authority, for\nhuman character, in our consideration and treatment of our great men. A boy or girl\nwill -stop to ask for the reason\na child insisting that he shall know the wherefore for\nthe requirements of obedience.\nought to teach him to obey the requirements of the\nlaw of the schoolroom, exactly as the State requires obedience from us namely,\nbecause it is on the statute book. Teach him, \"It is the authority, and therefore it is\nvour business to obey.\" Now, do not misunderstand me; I believe there are times when\nit is necessary for men to go outside the pale of the law in order to secure rights\nbut such can never be the case with the child.\nLet me say here, I think there is one fatal error into which Superintendent Jones has\nIt exists for the\nfallen, and that is that the school exists for the individual alone.\ngreatest good of the greatest number and any teacher who goes upon the theory that\nIndithe school exists or should exist for the individual only makes a great mistake.\nThere\nvidual rights must be subordinated to the rights of the majority of the school.\nis no other excuse upon which you can ask the State to give of its finances for the support of the public school.\nReligion.— C^rt'^m. archbishops have condemned the public school as a godless institution.\nHow far is this true ? It seems to me we are teaching the child bald facts of\nmorality without any life in them. We are saying to our school-teachers throughout\nthis land, teach morality, give lessons in morals, and instructing them to banish religion\nfrom the schoolroom. Oh, it is like giving the bone and muscles and tendons without\nthe life and vigor of the soul\nI think, in order to make American schools worthy of\nthe name, they shall have to come back to something like the old Puritan doctrine\nteach to the child day by day, hour by hour, that there is a God and a personal God,\nthat there is such a thing as the immortality of the soul, and that every individual is\nNot teaching, sir, right because it is right\nresponsible to God for his conduct here.\nand that only, not teaching to do this or not to do that because it will profit by and\nby, but do it because the great God who made you says that it is right and says\nthat you shall do it. You cannot understand why, neither can I, but He has said to do\nit.\nTeach the God, teach the immortality of the soul, teach the individual responsibility of that soul to that God for acts done both within and without your schoolroom,\nand I do not care how much science or reading or arithmetic you teach, you are helping\nto make a citizen who will not commit crime.\n;\n\n—\n\n;\n\n—\n\n;\n\nWe\n\n;\n\n;\n\n;\n\nI\n\n:\n\n"}
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{"page": 229, "printed_page": null, "text": "THE ORGANIZATION OF AMERICAN EDUCATION\n\n217\n\nA. P. Marble, Worcester, Mass. The first thing which I wish to say in regard to\nthe discussion just closed is that this last remark of the last speaker closing his most\neloquent address, \" That children should do right because God says so,\" is a pernicious\nheresy.\nThere has been more sin committed in the world within my recollection because\nThey should be taught to do\nof such teaching than because of any other one thing.\nright, not because an arbitrary despot, whom you could not respect if you believe that\nhe is what he has been represented to be sometimes, says so, but do right from a love of\nright doing.\nThe other arbitrary law and selfish motive are what create crime. I know\nI am sorry I cannot explain what\nI was taught that way.\nit from my own experience\nbut I assure\nI mean, because I see from the ladies' eyes that they think I am a heretic\nyou I am the purest orthodox, and if 1 had time I could make you think so.\nNow, the other idea contained in Mr. Jones's address was concerning silence as one of\nthe foundation stones of good teaching and an education which prevents crime. Now,\nWithin the last\nI think we ought to have a degree of silence in every schoolroom.\nfifty years millions of children have been punished with silence that they might be\nallowed time to refl.ect.\nThe pupils have had their ears filled with a perpetual stream\nof talk from the teacher.\nShe does not allow them to think, she does not allow them to\nread.\nIf I was going to make a school law I should say have fifteen minutes at the\nbeginning of the session, at the middle of the session, or at the end of the session, perhaps all three, when there should be absolute silence in the schoolroom. The teacher\nshould hold her tongue, and no child should speak. I think it would do more for education and more to prevent crime than a great many of our other laws.\n:\n\n;\n\n;\n\nTHE ORGANIZATION OF AMFRIGANT EDUCATION.\nPRESIDE JTT WILLIAM DEWITT HYDE, BOWDOIN COLLEGE, BRUNSWICK, ME.\n\nThe historian of one of our Maine towns, naturally desirous of including as many great names as possible in the number of its sons, discovered,\nto his great disappointment, that the man who had always been regarded\nthe most distinguished son of the town, had the misfortune to be born in\n\nmaking a visit. Wishing\nand at the same time to be strictly\n\na neighboring town, to which his parents were\nto give all possible glory to the town,\n\nfaithful to historic fact, the judicious historian stated his case as follows:\n\nDr. A. was born in this town, though his parents were absent at the time.\n\nAmerican education was born in similar circumstances. The professors\npedagogy were absent at the time. American education, like Topsy,\n\"just growed.^' It has already outgrown the ideals which gave it birth.\nLet us briefly recall what these ideals were. First came the ecclesiastical ideal, the parent of the New England school, academy, and college,\n\nof\n\nhaving the training of a learned clergy as its foremost purpose. This is\nstill one aim of education ; but not even the narrowest sectarian college\n\nwould be content to limit its work to so circumscribed a sphere.\nNext came the political ideal, the parent of the free public school,\nclaiming public support on the ground of the necessity of education as\na basis of intelligent universal suffrage.\nThis is still an important aim of\nour public school system.\nThere is, howler, hardly a large town or city\nthat has not already left that ideal far behind in the liberality of its provision for education at the public expense.\n\n"}
{"page": 230, "printed_page": null, "text": "218\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION\n\nThen came the industrial ideal, which justified what otherwise would\nhave seemed to penurious parents an inordinate amount of '^ schooling,\"\non the ground of its commercial value as a means of earning a living.\n\nThousands of women have secured an education on the ground that it\nwould enable them to support themselves by teaching, which they could\nhave secured from their incredulous parents on no other pretext. This\nideal, though still an important factor in education, is not its final cause.\nWhile these partial and relative ideals have been doing their work, there\nhas been springing up within the minds of the American people an ideal\nof education, deeper, richer, truer than any of these, and broad enough to\ninclude them all.\nIt is the social ideal of complete and rounded manhood\nthe ideal of a life full of intellectual interest, and\nand womanhood\nrational enthusiasm, and intelligent delight; the ideal of humanity and\nhuman life as an end in itself, and of education as essential to the noblest\nand fullest human life. Our fathers builded better than they knew. This\nsocial ideal is the child of the union of the two ideals which were most\nprominent in their minds the ecclesiastical and the political.\nThis social ideal of an intelligent, full, free, and happy human life,\nwhether we like it or not, whether we believe in it or not, whether we vote\nfor it or not, actually has come to be the dominating force in American\neducation.\nOn no narrower grounds can you justify what we have done,\nand what we are about to do.\n;\n\n—\n\nSince this ideal\n\nis\n\ndestined to rule, it\n\nis\n\nwell for us to reckon with it,\n\nand see precisely what it means, and what changes it calls for. For whatever this ideal calls for, that sooner or later we shall have to grant. Ideals,\nseriously cherished in the heart of a nation, are mighty and irresistible\nforces.\nHere in America we tolerate no outside interference in educational affairs.\nOne authority, and one only, we recognize and obey the\n\n—\n\nauthority of clear ideas.\nIt is\n\nmy purpose to-night to point out the forms in which this social\n\nideal of education is embodied\n\nand expressed in our educational system\n\n;\n\nto indicate the changes it ought to welcome, and the changes it ought to\nresist.\n\nI promise you no new and short route to the riches of\n\nlectual Indies.\n\nsome intel-\n\nI shall try to help you see that the educational world, in\n\nwhich we have been living all the time, is not a flat surface, on which subhave arranged themselves by accident ; but that it is a\nsphere, the parts of which are related to each other by necessary laws, and\nthe functions of which are determined by this spiritual ideal, which is\n\njects for study\n\ntheir common center.\n\nThe particular scheme which I shall present will doubtless fail to win\nyour assent. I expect it to be criticised, rejected, and condemned. That\nMy consolation lies in the fact, that ''victi victois what it is here for.\nrihus leges dederunt/' and that, in the very act of rejecting my conclusions, you may be led to take my point of view, and think out the organi-\n\n"}
{"page": 231, "printed_page": null, "text": "THE ORGANIZATION OF AMERICAN EDUCATION\n\n219\n\nAmerican education on these lines to more successful issues. It\nwould be the height of presumption for any man to expect to commend\nIt is not\nhis own views on such a subject to such an audience as this.\nunreasonable to hope, however, that in the attempt to show how I have\nthought the problem out, you may receive hints and suggestions which\nzation of\n\nwill facilitate your subsequent endeavors to think it out for yourselves.\nis\n\nfor the sake of its\n\nform rather than\n\nits\n\nIt\n\ncontents, that I invite your\n\nattention to my diagram.\n\nThe diagram consists of seven concentric circles, representing the seven\nstages of education\n\n— the nursery, the kindergarten, the primary school,\n\nthe grammar school, the high school, the college, and the university.\n\nThe\n\nby eight radii into as many arcs, representing the eight\ndepartments of language, literature, mathematics, science, physical culcircles are divided\n\nture, art, history, and philosophy.\nis\n\nThe ever widening scope of education\n\nrepresented by placing the nursery at the center, and advancing by\n\never widening circles to the university on the outside.\n\nThe university\n\ncircle is subdivided in each department, presenting the practical profession\n\nthe left, and the theoretical pursuit at the right.\nBy taking one\ndepartment at a time, the relation of the circles, or stages of education, to\neach other can be made clear.\nThe department of language is represented by writing in the primary\nschool ; grammar or language study in the grammar school\ncomposition\nand the study of foreign languages in the secondary school ; rhetoric and\nmore languages in the college ; and in the university it becomes, in its\npractical aspect, journalism, using that word in its broadest sense as\ncovering the communication 'of ideas by writing, and in its theoretical\naspect it becomes the study of philology.\nThe department of literature, which is so closely allied to language that\nit is impossible to draw a hard-and-fast line between the two, begins with\nreading in the j^rimary school ; takes up selections from the best authors\nin the grammar school ; studies authors directly, and their works as wholes,\nat\n\n;\n\nin the high school ; includes the literature of the chief ancient and modern\n\nnations in the college ; and in the university finds its practical consummation in authorship, and its theoretical application in literary criticism.\n\nMathematics begins with number in the primary ; passes to arithmetic\nand geometry in the high school to trigonometry and calculus in the college and in the university becomes practical in engineering, and theoretical in the higher mathematics.\nPhysical science begins with the study of natural objects in the primary\nschool\nstudies the more obvious and impressive aspects of nature in the\ngrammar school ; presents the outlines of the more general sciences in the\nin the grammar ; to algebra\n\n;\n\n;\n\n;\n\nhigh school ; enters upon the detailed study of special sciences in the col-\n\nand in the university finds practical ajiplication in technology and\nmedicine, and theoretical continuation in special scientific investigation.\n\nlege ;\n\n"}
{"page": 232, "printed_page": null, "text": "\"\n\n220\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nPhysical culture is provided for at the primary stage by play and rhythmic movements in unison ; in the grammar school by the Swedish or some\nother convenient system of gymnastics ; in the high school by the more\ndiflBcult and interesting gymnastic exercises and feats ; in college by manly\nsports and athletics ; and has its special practical application in the army,\nand is kept up by life in the open air.\nArt should begin with studies of form and color in the primary school\ndeal with drawing and construction in the grammar school ; become\nmanual training in wood and metal in the high school ; keep its hand in\nby laboratory methods and artistic studies in college ; and in the university lead either to the mechanic or the fine arts.\nHistory should begin in the primary school with stories ; lead to con-\n\nnected narratives in the grammar school ; take up the history of nations\n\nand institutions, and forms of government in the high school deal with\nconstitutional history and sociology in the college\nand open out into\nlaw and politics as the practical, and historical research as its theoretical,\n;\n\n;\n\nconclusion in the university.\n\nPhilosophy in the primary school consists in training the children in\nright habits ; in the\n\ngrammar school it is instruction in the grounds of\n\nright conduct ; in the high school it is a presentation of practical ethics\nin its reasonable and necessary laws ; in college it is psychology and moral\n\nphilosophy ; it is theology or pedagogy if practical, metaphysics if theoretical, in the university.\n\nThe first and most obvious corollary to be drawn from this diagram is\nthe principle that knowledge advances from the general to the particular,\n\nThe\nAs Pro-\n\nnot, as has often been supposed, from the particular to the general.\n\nnursery is the place where study is most general and universal.\nfessor\n\nJames\n\nsays\n\n:\n\n*^\n\nThe baby, assailed by eyes, ears, nose, skin, and\n\nentrails all at once, feels it all as one great, blooming, buzzing confusion.\n\nThe first sensation an infant gets is for him the universe.\nverse which he later comes to know\n\nAnd the uni-\n\nnothing but an amplification and\nimplication of that first simple germ, which, by accretion on the one\nhand, and intussusception on the other, has grown so big and complex\nand articulate that its first state is unrememberable.^' Knowledge is from\nwithin outward, and proceeds from the universal to the particular.\n\nBrowning rightly says\n\nis\n\n:\n\n\" To know\n\nRather consists in opening out a way\nWhence the imprisoned splendor may escape,\nThan in effecting entry for a light\n\nSupposed to be without.\n\nThe kindergarten is a systematic continuation of the processes of the\nThe sepaIt retains the same universality of subject-matter.\n\nnursery.\n\n"}
{"page": 233, "printed_page": null, "text": "THE ORGANIZATION OF AMERICAN EDUCATION.\n\n221\n\ndepartments of study are not here marked off and named. The\nthose tremendous universals self and the\nis still dealing with\nThe glory of the kindergarten is its emphasis on education as a\nworld.\nrate\n\n—\n\nchild\n\nletting out of power, rather than a cramming in of information.\n\nThe well-conducted primary school retains many of the methods of the\nThe long names of the several departments of study\n\nkindergarten.\n\nremain unknown. I was looking over some examination papers in a Boston primary school not long ago, and I noticed that, while their work with\nnumbers was excellent, they had spelled arithmetic in such a variety of\nways that the only common quality about them was that of being wrong.\nthey never\n'^'^AYhy,'' she said,\nI asked the teacher how that happened.\nsaw or heard the word until it came to them on this examination paper.''\nThe grammar school presents these departments for the first time as\nAnd yet good teaching makes each\ndistinct and separate subjects.\ndepartment help all the others at this stage. Drawing, for instance,\nenters into everything.\nIn the grammar grade of this same school,\nwhether it was a product of the country studied in geography, or the\narticles mentioned in a problem in arithmetic, or a scene described in a\npoem, or an event related in history, or bones and muscles described in\nphysiology, everything was accompanied by a sketch to give it reality and\n'^^\n\nlife.\n\nIn the high school, the departments become so distinct that they require\nemphasis to the different depart-\n\ndifferent courses, which give different\n\nments.\n\nIn the college, differentiation between the branches of the same general\n\nThere is a professor, a room, a library or laboratory\nGround which the high\nand languages.\nschool would go over in a single term is so subdivided as to occupy several\ncourses, a year or more in length, in the college.\nFinally, in the university, fields which {)ccupy a year of study in the\ncollege widen out so as to give opportunity for a three years' course in\n\nsubjects comes in.\nfor each\n\nof\n\nseveral sciences\n\neach of many subdivisions.\nProgress thus\n\nis\n\nnot from one subject to another, but from the more\n\ngeneral and superficial study of the fundamental subjects to more minute\n\nand particular study of the same subjects. This explains the increasing\nmodesty which comes with advancing knowledge.\nThe graduate of the lower schools thinks he knows everything. So he\ndoes, in a sense ; and that is just what is the matter with him. He knows\nThe graduate\neverything, but does not know much of anything about it.\nof college or university begins to realize the tremendous sweep of the vast\ncircle of special knowledge, and hence he sees how small is the fraction\nhe can hope to compass.\nThis is why knowledge, and the conceit of\nknowledge, are always in inverse ratio.\n\nIt\n\nshows, too, very clearly why\n\nthere can be no such thinsr as a finished education.\n\n"}
{"page": 234, "printed_page": null, "text": "222\n\nTHE NATIONAL EDVGATIONAL ASSOCIATION\n\nI propose to consider in order the five great institutions of\n\nour educa-\n\nsystem— the primary, grammar, and high school, the college and\nthe uniyersity with a view to the part each must perform, and the contribution each must make, in order to fulfill its function in a system the\nend and aim of which is the richest life, the completest manhood, the\n\ntional\n\n—\n\nhighest well-being of the citizens of a republic.\n\nThe primary school can no longer confine itself to the three R's. A\nprimary school thus restricted covers only three out of the eight departments which must lie at the base of a symmetrical education.\nThe\naccurate observation of natural objects must lay the foundation for future\nscientific interest.\n\nInasmuch as it is impossible for children at this stage\n\nto confine their attention for over twenty minutes or half an hour at a\n\ntime to self -directed study, there must be frequent intervals of exercise\nand recreation. The five or six hours of close confinement in artificial\npositions which has done so much to injure the health of growing children\n\nmust give way to shorter hours, be broken by exercises and diversions\nwhich will tend to strengthen the body and improve the health.\nThe bodily exercise may be combined with exercise of mind. Modeling in clay, paper-folding, drawing, not only develop the powers of eye\n\nand hand, but bring them under the control of eye, mind, and will, and\nhave intellectual, aesthetic, and moral results in accuracy, patience, perseverance, self-control, taste, and appreciation of beauty.\nStories of heroes, explorers, stirring adventure, and thrilling exploits\nwill awaken the interest in human deeds, which later will find its proper\nfood in biography and history.\nDiscipline in punctuality, prompt obedience, neatness, orderliness,\nthoroughness, and politeness will lay the foundation for that conscious\ndirection of the life in wisdom^s ways which is the best fruit of philosophy.\nWith good teaching it is perfectly possible to do all these things and\nmake just as much progress in writing, reading, and arithmetic as is ordinarily made in the primary school in which these are the only subjects\ntaught.\n\nThe expansion of the curriculum in\n\nthe directions indicated\n\nsimply takes advantage of the child's natural curiosity and interest, and\nturns into pleasant and profitable channels energies which have hitherto\n\nbeen wasted in dawdling or repressed by the rod.\nThe bane of the grammar school has been the narrow industrial ideal\nthat has been forced upon it by narrow-minded parents.\nIn order to keep\nchildren in the grammar school it has been almost necessary to offer a\ncourse which the most stupid and hard-headed parent would consider\npractical.\nThe tendency of this subserviency to the narrowest sense of\nthe word practical has been to keep the grammar school\n\ndown pretty\n\nclosely to a continuation of *^ the three E's.\"\n\nThe acceptance of the social ideal by the grammar school will work\nre;forms in nearly every department.\n\nReading will be confined no longer\n\n"}
{"page": 235, "printed_page": null, "text": "THE ORGANIZATION OF AMERTCAN EDUCATION.\n\n223\n\nto ^' pieces \" from a reading book, but will deal with continuous selections\nfrom the best authors. Literature will be dissected less and enjoyed\nmore. Arithmetic will not be carried to its remotest commercial applications ; and, instead, algebraic methods will be introduced for the solution\nof the more difficult problems, and children will learn at this stage what\nWithout attempting to treat any para geometrical demonstration is.\nticular science exhaustively, the more obvious phenomena of physiology,\nhygiene, astronomy, botany, political and physical geography, and phys-\n\nmade intelligible to children in the grammar school.\nThe Swedish, or some equally simple and convenient system of gymnastics, will be a regular exercise.\nThe beginning in the study of form and\ncolor made in the primary school will be continued by drawing and construction of forms and olDJects in the grammar school.\nThey will know\nhow to express their thoughts through hand and eye, as well as by tongue\nics will be\n\nand lips.\n\nThe consecutive narrative of English and American history, with\nenough of general history to give their rightful setting to the histories of\nthese nations, will be so taught as to convey the sense of the continuity\n\nand causation of events rather than the mere sequence of names and\ndates.\n\nWithout attempting to construct a system of morality, the teacher will\nencourage pupils to inquire into the reasonableness of moral rules and\ncustoms, to appreciate their necessity, and to respect their authority.\n\nThe narrow ideal of industrial utility does not press so hard upon the\nParents who send\n\nacademy and high school as upon the grammar school.\n\ntheir children to the high school thereby manifest a sympathy with the\nliberal, or, as I have called it,\n\nthe spiritual ideal of education.\n\nOr, if a\n\nportion of the scholars are lacking in this liberal purpose, the high school\nsolves the problem by turning them over to an English or business course,\nand thus leaves its classical and scientific courses free for the purposes of\n\na liberal education.\n\nThe requirement of some language other than English should\n\nbe\n\nmade\n\nof all high-school scholars who are able to bear it, on the ground that he\n\nwho knows but one language knows none. The substitution of the direct\nstudy of authors in literature for the cramming of dry and dreary textbooks about them, and the study of classical literature in translations for\nthose who do not intend to study it in the original, are the next steps for-\n\nward in the department of literature in high schools. The application of\nmathematics to surveying gives a reality and interest to this most abstract\nof studies.\n\nThe high school can make a good beginning in the outlines of zoology,\nOne or more of these sciences, taught by actual work in the laboratory, should be required of every\nbotany, chemistry, physics, and astronon^\\\n\nstudent, whether he be fitting for college or not.\n\n"}
{"page": 236, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n224\n\nGymnastic feats, games, and sports\n\nwill best\n\ncontinue the gymnastics\n\nSevere training for athletic contests should be discouraged at this period, as likely to injure growing youth.\nStudents who\nof the lower schools.\n\nhave had manual training in the earlier stages will be prepared to undertake work in wood and metal.\n\nHistory may now penetrate beneath the surface and study the growth\nof nations, the rise of institutions, and the forms of civil government.\n\nStudents are by this time sufficiently mature to study the relation of\nduties to each other, and to see duty and virtue not as a\n\nsum of isolated\n\nrules and regulations, but as the indispensable and inter-related conditions\n\nof individual and social well-being.\n\nWithout attacking the psychological\ncomprehend the essential princi-\n\nsubtleties of moral philosophy, they can\n\nples of practical ethics.\n\nA high school or academy in which these subjects are taught will, at\nthe same time, be an adequate preparation for college and a valuable preparation for life.\n\nIn the college, the question of required and elective studies, owing to\nthe increasing size of the circle, becomes one of great importance\n\nand\n\nIn the primary school, the subjects are so general and funda-\n\ndifficulty.\n\nmental, that all must be required.\n\nIn the university, on the other hand,\n\nthe circle is so vast, and the subjects are so highly specialized, that every-\n\nthing must be elective.\n\nThe departmental method\n\nof\n\ninstruction gives promise\n\nof a\n\nslight\n\ndegree of election, such as that of a foreign language in place of the\nrefinements of English\nschool.\n\ngrammar and arithmetic, even in the grammar\n\nIn the high school, the demands of the widening circle of knowl-\n\nedge, and the limitation of the scholars in maturity\n\nand judgment, have\n\nled to the adoption of different courses, between which the scholars choose\n\nonce for all.\n\nThe circle of studies represented in a college is too vast to be required\nthroughout.\n\nA college course, wholly or chiefly required, is merely a\n\ncontinuation of the high school under an improper\ngenerality,\n\ntitle.\nVagueness,\nand superficiality are the inevitable outcome of the dissipation\n\nof energy over so large a field.\n\nA course entirely elective at this stage, on the other hand, is liable to\nbecome so specialized as to stunt and dwarf powers which, if not developed\nThis is the anticipation of a\nhere, will remain forever undeveloped.\nuniversity course under an improper title.\nThe college should require of every student some thorough work\nin each of the great departments of human knowledge, and at the same\ntime give each student opportunity to pursue two or three of these lines\nfar enough to come in contact with its problems at first hand, and feel the\nthrill of intellectual ardor that comes from bivouacking for a time on the\nA course about half required and half elective.\noutposts of scholarship.\n\n"}
{"page": 237, "printed_page": null, "text": "THE ORGANIZATION OF AMERICAN EDUCATION.\n\n325\n\ncontinuing the symmetry of early education, and keeping the mind open\non all sides, and at the same time developing special aptitudes and powers, and preparing for the special studies or profession of the future, is\nthat which best fulfills the function of the college in our educational sys-\n\ntem.\n\nThe college which does not aim at some such adjustment of its\nHigh school it may be. University it\n\ncourses is unworthy of the name.\n\nmay want to be. College it is not.\nThe college stands preeminently for liberal education.\ninterference from town or city, or state or nation.\n\nIt is free from\n\nIf the college is\n\nnot\n\ntrue to the ideal of a liberal education, it has no one but itself to blame.\n\nmark out the ideal course for the college as for the\nThe college must require of its graduates familiarity with\n\nIt is not so easy to\n\nlower schools.\n\nthe important languages, Latin, Greek, French, and German, and give\n\nopportunity for Anglo-Saxon, Spanish, and Italian in addition.\n\nIt should\n\nrequire intimate and accurate knowledge of some of the masterpieces of\nai^cient\n\nand modern literature, and give opportunity for the study of all\n\nthe greatest writers of Europe and America.\n\ngeometry, and trigonometry on all\nample opportunity for the study of the higher\n\nIt must enforce the drill of algebra,\nits\n\nstudents, and give\n\nmathematics.\n\nThe separate sciences must each have their professors, their laboratories,\nand facilities for individual work. The college should require of every\nstudent familiarity with the scientific method of study in at least one\nimportant branch of science, and give opportunity for the prolonged study\nof at least five or six of the leading sciences.\n\nThe college may well require regular exercise, and reasonable proficiency\nin such manly sports as sparring, fencing, and wrestling, of all its students ;\n\nleaving athletics to the free choice of the students, under competent medical supervision.\n\nThe laboratory methods of scientific study will keep up the dexterity\nacquired in previous manual training, and electives in the fine arts will\ncontinue the artistic development.\n\nSome knowledge of constitutional history and political economy should\nbe required of all college graduates, and there should be numerous electives in history and sociology.\n\nAll should be required to study psychology and\n\nmoral philosophy, and\n\nthere should be elective courses for advanced study of philosophy.\n\nThe distinguishing feature of American education is the college.\n\nThere\n\nnothing exactly like it in any other country.\n\nIn European countries\nthe first half of the work done by an American college is done in institutions corresponding to our academies ; ^he last half is done in the uni-\n\nis\n\nThere is a great deal of talk at the present day about the excellent\nVarious schemes have been suggested\nfor abolishing the college in whole or in part.\nMore serious than all this\nversity.\n\nfeatures of these foreign systems.\n15\n\n"}
{"page": 238, "printed_page": null, "text": ";\n\n226\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\ndiscussion, however, is the attitude actually taken by universities, which\nadmit to university courses, university methods, and university freedom\nBoys and girls who\nstudents directly from high schools and academies.\nhave had no training beyond the drill of the preparatory school ; who have\nnever assumed the direction of their own minds in any intellectnal pursuit\nwho have never tasted literature except in the dried extracts of a text-book\nor the set pages of a requirement ; who have never carried scientific study\nbeyond witnessing a few spectacular performances by the instructor ; who\nhave never been trained to bring their nerves and muscles, their appetites\nand passions, under either physical or moral control ; wlio have never\nlearned to do a piece of neat and thorough work with hand and eye\nwho\nhave never carried history and political science beyond a narrative of\nexploits and the description of the established institutions of their country\nwho are utterly ignorant of the laws which govern the working of their\nminds, and which ought to govern the exercise of their wills these boys\nand girls are to be thrown into the distractions of city life, into the maze\n;\n\n;\n\n—\n\nof university specialization, into the vastness of our outer circle.\n\nWhat\n\nwill be the result ?\n\nFor persons residing in the vicinity, and who can live at home, these\ninstitutions will offer exceptional advantages, though at the sacrifice of\n\nthat indefinable but priceless experience which we call college\n\nlife.\n\nFor\n\npersons of exceptional maturity of mind, purpose, and character to start\nwith, these institutions afford opportunity for self-development in\n\nmany\n\nFor the great\nmajority of boys and girls who desire to continue their education beyond\nthe high school, immediate admission to the freedom of a great university\nThe breaking down of health, of character, and of serious\nis undesirable.\nrespects superior to those offered by smaller institutions.\n\nintellectual 'purpose cannot fail to be vastly greater in the free life of a\n\ngreat university city than in the quiet seclusion of a country college town,\n\nwhere each professor knows his students not by name only, but by their\nhabits, their associates, and their whereabouts.\n\nI know it is easy to sneer\n\nat a virtue which needs to be secluded, and the character which has to be\n\nformed at a distance from temptation. It is true that strength is formed,\nThere may be somedeveloped by conflict with the evil of the world.\nthing in the claim that it is worth while to sacrifice many weaklings to\none man of power. If these arguments were applied to the case of mature\nmen, there would be much force in them. Applied, as in the discussion\nof this question they are applied, to immature persons, they are utterly\nIf mature men fall into temptation, they have themselves to\nfallacious.\nblame. If immature persons fall before temptations, which, if they had\nmet in maturer years, and with proper previous training, they would\neasily have overcome, then the blame rests with those who exposed them\nto temptation prematurely.\n\nThe colleges connected with great universities,\n\nfor reasons already indicated, receive a much larger proportion of the sons\n\n"}
{"page": 239, "printed_page": null, "text": "THE ORGANIZATION OF AMERICAN EDUCATION.\nof idle, luxurious, and falsely ambitious parents,\n\nwhom it is impossible\n\nfor any institution to save from worthlessness and disgrace.\n\nproportion of the\n\n227\n\nBut a large\n\nmen who come to nothing in these larger institutions\n\nwould be saved to respectability and usefulness, if not to honor and distinction, in the smaller colleges.\n\nThe college holds its students to an all-round development intellectually,\nand to individual responsibility morally, during the critical years from\nseventeen to twenty-one. As a result, it turns out not specialists, but men.\nAnd you can always make a specialist out of a man afterward if you\nplease.\nYou cannot always make a man out of a person who has been\nmade a specialist first. As long as character is of more consequence than\nmanners ; as long as symmetry is of more consequence than particular\naccomplishments in early training ; as long as the comprehensive achievements of a lifetime, rather than the precocious performances of youth, are\nthe test of education\n\n— so long the country college\n\nwill continue to be the\n\nbest place to send a boy or girl for the four years succeeding the academy\n\nor high school.\n\nThe American college is the peculiar product of American democracy.\nDemocracy requires for its successful working that each individual who\naspires to leadership shall be a tolerably complete and rounded being.\nPremature specialization will do well enough for a nation in which each\nman^s place and function is fixed for him by caste or custom or royal\nmandate. Democracy requires in addition to his special profession that\neach man shall be, as Simonides says, ^* built four-square in hands and feet\nand mind, a work without a flaw.''' The institution which continues the\nsymmetry of elementary education until the elements of the languages,\nthe sciences, and of the social institutions are mastered, and thus prepares\nthe way for subsequent specialization on this broad basis\nthe institution\nwhich has approved itself by sending forth the great majority of the men\nwhose lives and labors have made the experiment of American democracy\na glorious success\nthis institution will never be superseded by institutions whose proper work lies in another sphere, nor crowded out to make\nroom for an educational regime patterned after that of foreign monar;\n\n—\n\nchical countries.\nI will not attempt to speak in detail of the great variety of subjects with\nwhich the university must deal. I will confine myself to certain obligations which these institutions owe to our educational system, and to the\ncommunity which it serves. First, a university, which is a university in\nfact as well as in name, will insist on the equivalent of a college course as\na condition of admission to that specialized study and that academic freedom which are the prerogative of students seeking the higher degrees.\n\nNot only candidates for the degree of doctor of philosophy, but also candidates for such professions as law, medicine, and the ministry, need all\nthe breadth of culture, the openness of mind, the range of intellectual\n\n"}
{"page": 240, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n228\n\nsympathy^ that a college course can give, before they narrow themselves\n\ndown to the details of their special studies.\n\nIf a sufficient\n\nnumber of\n\npowerful universities will take the lead, as a few are already doing, and\nrefuse to allow men to become candidates for these professions without the\nequivalent, in whole or in part, of a college training, they will do a great\nservice in elevating the standard of intellectual\n\nand professional life in\n\n.There will then come to be recognized two kinds of men\n\nthis country.\n\nin these professions\n\n—those who have passed from a broad culture through\n\nthe best institutions to their profession, and those who with little previous\n\npreparation have received their professional education in inferior institu-\n\nam well aware that in time past some of the most talented and\nhave entered them without much\nSuch men are to be found to-day in the front rank of\nprevious training.\n\ntions.\n\nI\n\nskillful members of these professions\n\nall the professions.\n\nrapidly rising.\n\nBut the standard of education in these professions is\n\nWhat was possible twenty years ago, is undesirable to-day,\n\nand should be made impossible twenty years hence. If the universities\nwill only insist upon it, we can just as well have men of the broadest and\nmost thorough training in these professions as not. What the country\nneeds is not more doctors, but a larger proportion of men in the medical\nprofession who are capable of forming by scientific methods a correct and\nThe\naccurate conception of the cause and process and cure of disease.\ncountry needs not more lawyers and politicians, but more men among them\nwho see clearly and proclaim effectively the principles which underlie our\nlegal and political relations.\nWe do not need more clergymen, or, if we\ndo, the need is an artificial one, begotten of excessive and extreme sectarianism.\nWe are, however, terribly in need of men to whose minds the\nlaws that govern spiritual life are clear and transparent, and who can\nmake those laws effective for the uplifting of mankind. We are not in\nsore need of numerical reinforcements in the profession of teaching. We\nare sadly in need of scholars who have carried their studies far on into the\n\nouter circles of human knowledge, and are willing to come back into the\nsmaller circles, and make the abstract and general terms, with which education at these earlier stages is occupied, luminous and attractive with the\nlight which\n\ncomes only from accurate\n\nspecial knowledge.\n\nHe that will do anything well must come to\n\nAs Emerson\n\nfrom a higher\nground.'^ Unless in your own study you have gone far beyond the point\nat which you undertake to teach, no elaborateness of method, or outfit of\npedagogical theories and devices, can save your teaching from being dull\nand heavy, and dry and dead.\nWithout the broader basis in thorough and symmetrical education, the\nprofessions degenerate into trades, and their practice becomes subject to\nrule of thumb.\nTo guard against these tendencies, and to maintain the\nintellectual standards of professional life, is the first duty of universities\nand the managers of professional schools.\nsays,\n\n*^\n\nit\n\n"}
{"page": 241, "printed_page": null, "text": "—\n\nTHE ORGANIZATION OF AMERICAN EDUCATION\n\n229\n\nThe universities and colleges need to respect each other's rights and\npromote each other's interests. The college, or university of collegiate\ngrade, which keeps half a dozen graduate students hanging about its\ngrounds with inadequate facilities, irregular instruction, and uninspiring\ncompanions, is doing a wrong both to the individuals whom it thus keeps\nfrom the universities, and to the universities from which it keeps them.\nThe college should be content to do with all its might its proper work,\nand then speed its departing graduates to the universities. The universities, in turn, owe it to the colleges to make admission to their graduate\nand professional courses conditional upon a college training.\nSuch is the system, such are the institutions, which America has developed for the expression of her social ideal of education. These are the\nmeans she has established for the distribution, to all who will receive and\nappreciate them, of the intellectual riches of the world.\nOther systems\n\nmay make better soldiers, better functionaries, better specialists, in shorter\nThere is no system in existence so perfectly adapted to the highest\nwork of education the development of symmetrical manhood and woman-\n\ntime.\n\n—\n\nhood.\n\nLet us not be blind to its imperfections and shortcomings.\n\nLet us be\n\never ready to welcome all improvements which will make it more efficient\nin its great and noble work.\n\nLet us, however, jealously guard it against\n\nits symmetry, or maim or destroy any\nmembers, or divert it from its high spiritual calling to\nlower and more mercenary aims.\nIt stands to-day at once the firm foundation and the crowning ornament of this great Republic. No vocation\ncan be more patriotic than serving in its ranks. No calling can be more\nholy than that of ministering in its name.\nLet us return to our several tasks with the consciousness that, in all its\ngrades and departments, this work in which we are all engaged is one.\nWhether it be the mother in the nursery who represents to her trusting\nchild all wisdom and all goodness, or the university professor who meets\na few chosen students on a single narrow line once or twice a week ;\nwhether it be the primary teacher instilling knowledge through every\nopening pore of the child's intelligence, or the college professor kindling\nenthusiasm for his one special department whether it be the grammarschool teacher giving to the great mass of working men and women the\nimpressions they will carry into the heat and burden of their laborious\nlives, or the high-school principal molding the thought and purpose of\nthose who are to be leaders of their fellows, we are all co-laborers in the\nsame great and glorious work, one of the noblest in which man can engage\nthat of interpreting the infinite riches of iiature's truth and beauty,.and\nthe searchless treasures of the thoughts of God, to minds naturally formed\nand divinely fitted for their apprehension and enjoyment.\nall\n\ninnovation that would destroy\n\nof its essential\n\n;\n\n"}
{"page": 242, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n230\n\nSCIENTIFIC VALUE OF PHYSICAL CULTURE,\nBY STATE SUPT. A. B. POLAND, I^EW JERSEY.\n\nThe subject that has been assigned me for this evening, Mr. President,\nis so\n\ntechnical in most of\n\nits\n\naspects, and has\n\nbeen so ably treated on\n\nmany occasions by distinguished specialists who\n\nare members of this\nmust confess to no slight'degree of embarrassment in\nappearing before you, and more particularly since I can lay claim to no\namount of familiarity with the subject, either on its theoretical or prac-\n\nAssociation, that I\n\ntical side,\n\nnot possessed by every intelligent teacher who has followed the\n\ndrift of scientific thought and discussion for the last decade.\n\nSo many-sided, too, is this question of physical training, especially in\nits practical\n\napplication to individual and social needs, that I am at a loss\n\nknow what phase of the subject I can safely present upon this occasion with any hope that it may prove either fresh, interesting, or\nto\n\ninstructive.\n\nSince, however, the discussion of physical culture has oeen most frequently approached from the standpoint of the physiologist, the gymnast,\n\nor the schoolmaster, I may, perhaps, be pardoned if I select rather the\npoint of view of the biologist or sociologist, and attempt to explain the\nrelationship of physical culture to the present stage of evolution.\n\nThe student of anthropology who proposes to himself the query, \" Is\nthe race deteriorating physically ? '' is confronted by two startling deductions apparently incompatible with each other\n\n—one, that the race\n\nis slowly,\n\nthough none the less surely, approaching extinction by the predominant\ndevelopment of the psychic at the expense of the physical factor and the\nother, that the modern man, not of extremely sedentary habits, though\nnot larger, is stronger and has greater vital persistence than his remote\nancestors, because of the finer quality of nerve force gained through the\n;\n\nconditions of civilized life.\nIt will be the aim of this\n\npossible, the first-mentioned\n\npaper to present, as briefly and succinctly as\nphase only, and show its bearings upon the\n\ngeneral subject of physical culture.\n\nThe effect of our present intense civilization upon the human physique,\npointing as\n\nit\n\ndoes toward the positive and rapid deterioration,\n\nif\n\nnot\n\nultimate extinction, of the race, has received a great deal of attention\n\nabroad, and especially in France, at the hands of such distinguished and\nreliable scientists as M. Guyau and M. Fouillee.\n\nThe former, in his \" Edu-\n\ncation and Heredity,\" a translation of which can fortunately now be had\nin English (see\n\nContemporary Science Series), has laid down these two\n\n"}
{"page": 243, "printed_page": null, "text": ":\n\nSCIENTIFIC\n\nprinciples,\n\nVALUE OF PHYSICAL CULTURE.\n\n231\n\nwhich will be found fundamental to all systems of education,\n\nnamely\n1. That education must have for its chief object the progress of the\nrace.\n2.\n\nThat whatever system of education is best for the race is best for the\n\nindividual.\n\nAccepting the former proposition as valid, whatever may be said of the\nwe may properly inquire what has been the progress of the race in\n\nlatter,\n\npast ages.\n\nThe answer to this inquiry, if rightly conducted, may throw some light\nupon our duty, both for the present and future, in all matters of education.\nIt can hardly be necessary at the present day,\n\nand before such an audi-\n\nence as this, to present in detail any of the numberless arguments by which\nthe theory of evolution is generally sustained.\nIt is quite within the truth to say that almost no one who is\n\ncompetent\n\nthrough familiarity with the facts of comparative biology, histology, pathology, and therapeutics, considers the doctrine of evolution\nany longer a matter of question. He may be Lamarckian or Darwinian,\nor what, perhaps, is still more probable, he may, like Spencer, recognize\nAll agree in this that throughout the long\nthe value of both factors.\nages during which the ancestors of man were developing from simple\namoeboid cells through the varied forms of gastrula, ascidian, annelid,\namphibian, and marsupial, until the particular line eventuated which has\nman for its \" chief work and crowning glory, ^' the entire line maintained\nits existence solely because its /orm was constantly changing in happy harmony with ever-changing environment. Now, whether, like Lamarck, we\naffirm that change of environment modified function, and function modior whether, with Darwin, we hold the other view, namely, that\nfied organ\nsuch creatures only continued to exist whose happy accidental variation\nrendered them better fitted for life under the new conditions the result\nIn either case the animal was always subject to its environis the same.\nment, and change of form to accommodate changed conditions was the\nessential of continued existence.\nThus far we have alluded only to change in form and bodily function ;\nbut throughout these long ages, during which the body was undergoing\nincessant and important modifications, another factor, the psyche, had\nbeen likewise evolving from its rudimentary state and growing more and\nmore complex.\nIts earliest appearance we are able to discern in the single nucleated\namoeba for here are to be found, indeed, all the evidences of consciousness such as the realization of the presence of food, knowledge of direction as shown by the certainty with which its envelope elongates to\nencompass food, and the freedom and accuracy of its movements in fact.\nto judge\n\n:\n\n;\n\n—\n\n;\n\n—\n\n—\n\n"}
{"page": 244, "printed_page": null, "text": "232\n\nin\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nall its life\n\npowers of nutrition, growth, reproduction, and movement,\n\nthere is given evidence of the rudiments of that phase of universal force\n\nthat we are pleased to call intelligence.\n\nThere appears to be, however, in this earliest form of psychic activity a\nlack of division of labor ; for we iind the powers to which we just\n\nnow\n\n—namely, the power of sensation, recognition of sensation, deduction from what\nrecognized, the decision on that deduction as shown by\nthe motor impulse flowing therefrom — diffused, apparently, throughout\nreferred\n\nis\n\nthe whole being.\nThough capable of being distinctly identified, as we\nhave said, these powers are nevertheless highly embryonic and undeveloped.\n\nFrom this time forward, there follow the age-long sequences of differentiation of\n\nform and integration of matter, the processes of which\n\nSpencer has so profoundly summarized.\nWe are interested, however, only to note that in each succeeding modification we find the psyche more highly localized and specialized, amidst\nincessant change being ever born to newer and loftier powers.\nIt may be\nremarked, also, as worthy of note, that during this line of development\nfrom the amoeboid to man, while specialization of form and function is\nconstantly going on, each new form is found to vary less and less readily\nthrough the force of environment, but more easily, it is probable, through\nsexual selection.\n\nThis modification is due, no doubt, to the growing importance of the\npsychic factor in the economy of evolution, which is henceforth able to\n\noppose a greater and greater resistance to the power of environment to\nalter form, until in man we find changes due to this cause almost wholly\n\neliminated.\n\nThroughout this whole period of gradual evolution to the\n\nman state, the foes that his ancestral line has had to contend with have\never been the same ; namely, the natural destructive forces first of all,\nchange ; then cold, heat, hunger, and the myriad opposing life forms,\nanimal and vegetable.\nNot, however, until the stage of man is reached, not until ages of\nexperience and fiercer struggle have stimulated and developed his now\ncomplex psyche, does he become aware that he can modify his environment, that he can make his summer by fire, that he can shield himself\nfrom winter's blast by other covering than his tender skin, that he can\nface the savage carnivora with more hopeful weapons than his clawless\nfingers and shortened teeth, that by covering the fecund seed in the rich\nloam he can discount in advance the failure of the chase.\nLittle by little he learned all these lessons, and thus stage by stage was\n:\n\ncivilization born.\n\nHenceforth the foes that he is to meet will be those of his own houseHe is now a complex psychic being, and no longer at the mercy of\nevery changing mood of nature.\nHeretofore his struggle has been for\n\nhold.\n\n"}
{"page": 245, "printed_page": null, "text": "—\nSCIENTIFIC VALUE OF PHYSICAL CULTURE.\n\n233\n\nexistence merely, to force from the rude breast of nature a few bitter drops\nof life.\n\nNow his living must be deeper, richer, fuller.\n\nHenceforth, in the\n\nfiercer struggle for individual and tribal supremacy, his fellow-man will\n\nbe his chief competitor; brain, not simply brawn, will determine\n\nwho\n\nshall be the victor.\n\nWith the advent of civilization artificial needs are created. New purnew pleasures, new sufferings arise. These in turn create conditions that are still more artificial, by reason of which the competition\namong individuals increases. The myriad of new desires when once gratified seem but to breed new wants yet more difficult of satisfaction, until,\nindeed, no material luxury seems left now to strive for that is not wholly\nsuits,\n\nborn of power, envy, or insatiate greed.\n\nAnd for such ignoble prizes man\n\nto-day stretches forth with redoubled speed in a race of sheer katabolism.\n\nThe symptoms of this mad struggle we all know too well.\n\nWe have but\n\nto open our eyes and look about us to realize that we are in the midst of\nit.\n\nThe ever-increasing list of nervous disorders\n\n;\n\nthe even-paced use of\n\nand anodynes; the rapid closing of brilliant careers among\nour public men, whether in politics or business, men who early become\nunreliable in digestion, and bankrupt in circulation our insane asylums\n\nnarcotics\n\n;\n\nwith their multitudinous towers in magnificent perspective ; Bright's disease, heart failure, suicide\n\n—\n\nall tell\n\nthe same story of nervous tension and\n\nunhygienic living beyond the organic power of the body to withstand.\n\nIff\n\nany further evidence needed to convince us that, in this struggle for a\nmore intense existence, the body, not being the principal factor, has failed\nto develop sufficiently to meet the extraordinary demands that are put\nupon it ?\nNow, without dwelling further upon this aspect of the question, what,\nmay I ask, is the lesson that is taught us by this story of the past ? What\nmay we fairly look for as the logical outcome of this marvelous development of the psychic powers unbalanced by the physical ? This, ifc seems\nWhenever\nto me, is the answer of science from which we cannot escape.\nin the processes of evolution the conditions of existence changed beyond\nthe animal's power to vary in harmony therewith, the animal became\nextinct.\nWhenever, also, through some change of conditions any function of an animal, formerly essential, became unnecessary, such function\nbecame modified, and the corresponding organs became also modified or\natrophied, and were lost.\nMight we not, therefore, reasonably conclude that in the case of man\nwere this struggle of man with man the only factor to be considered the\nresult would be gradual obliteration of the body as it became less and less\nimportant, and the eventual evolution of man as an incorporeal psyche,\n\n—\n\nas Mr. John Fiske has suggested ?\n\nBut this is purely si^eculative, for the old contest with our environment\nhas not yet ceased.\n\nMoreover, it is open to grave doubt whether a con-\n\n"}
{"page": 246, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n234\n\nstanfc\n\nand successful development of the psyche through struggle to a\nwhile it might result in a genius for victory— might\n\nbodiless condition\n\n—\n\nnot, like other forms of genius, be closely allied to insanity.\n\nFurthermore,\n\nwere this complexity of mind capable of constant increase at the same\nratio as hitherto, it is extremely probable that it would result in racial\nsuicide.\n\nIndeed,\n\nthere\n\nis\n\nabundant evidence\n\nto\n\nshow that a higher\n\nincrease in mental complexity is always attended with vital katabolism, a\n\nprominent factor of which is a lessening of the reproductive power and a\nlowered fund of vitality, extending even to those who are produced, to be\nin turn passed down to the next generation as a handicap in the future\nrace for existence.\n\nAs a single illustration of this tendency of a weakened vitality to cause\nme cite a statement made by W. J.\n\nthe rapid extinction of a family, let\n\nGreenstreet in art article in Physique.\nthat observations\n\nHe affirms upon good authority,\n\nmade for many years in the out-patients' wards of the\n\nCharing Cross Hospital, in London, disclose the fact that it is extremely\nrare to find in that metropolis an individual whose father, mother, grand-\n\ngrandmother were born, bred, and had lived in London all\nThis would seem to indicate that under the intense strain of\nmodern life in the greatest centre of population in the world, where the\nstruggle for existence among the poorer classes is most intense, a family\nmay reasonably be expected to become extinct in two generations. Nor\nwould a fact of this nature, however well authenticated, necessarily dis-\n\nfather, and\n\ntheir lives.\n\nprove that other generally accepted conclusion of anthropological science,\nto which allusion has been\n\nmade\n\n— namely, that the civilized man has\n—for evidence not\n\ngreater vital persistence than his savage ancestor\n\nis\n\nwanting that a strongly developed will with definiteness of mental action,\nwhich is a product of civilized life, is to a certain degree a superior force\nto simple anabolism, and should, other things being equal, prolong the\nperiod of natural life.\n\nMoreover, the civilized man has more control over\n\nhis environment and a more ready adaptation of self to temporary change\nin the same ; and, besides, his nutrition is superior.\n\nAll of these factors\n\nfavor the longevity of the civilized man of to-day.\n\nHad\n\nthe psychic development of\n\nman been simply in response to the\n\ndemands made upon him on behalf of his continued physical existence,\nthen the body only need have gained thereby. But, as we have said, the\nincrease in mental capacity created new wants, and the struggle to satisfy\nthese resulted in creating still others even more artificial, which in nowise\nserve the continuance and well-being of the body in proportion to the\namount of energy expended. Hence, the balance against vitality began\nto grow, and the prodigal waste of nerve force has not been made up by a\ncorresponding increase in the ease of gaining nutrition.\n\nThere is abundant statistical evidence in support of the statements that\nhave been made as to this general tendency of our present development\n\n"}
{"page": 247, "printed_page": null, "text": "SCIENTIFIC\n\nVALUE OF PHYSICAL CULTURE.\n\n335\n\nand the dangers that threaten us. Its effect upon health we have referred\nIf time\nto ; its adverse influence upon reproduction is known to us all.\npermitted, it would be interesting to point out the unwholesome effect\nof this excessive psychic development,\n\nunsupported by a corresponding\n\nphysical development, upon the moral atmosphere of man.\n\nThat it is\n\ndemoralizing in its nature and. effects, is evidenced by what are generally\nconsidered legitimate business methods, which, whatever may be said of\ntheir honesty, can hardly be viewed as altruistic.\n\nhave outlined\n\nis\n\nTruly, the picture we\n\na dark and forbidding one for the future of the race.\n\nNo wonder that the narrow-visioned pessimist is loud in his anathemas\nNo wonder that socialism, nor indeed\nagainst the present social order.\nthat anarchism, is able to make some headway, even among highly civilized communities.\n\nWith such a prospect of ultimate racial extinction staring us in the face,\nwhat is the remedy ? Is there anything that can be done ?\nYes in the course of our future evolution we are not altogether helpless,\nas might be supposed, for the development of the psyche has made of our\nIt is, of course,\nconscious effort a most important factor in the process.\nimpossible for us, as well as undesirable, to retreat upon the course of civilization.\nPsychic atavism, for that matter, is not open to us. But there\nare at least two remedies left us, one having reference to the struggle itself,\nand the other to the contestants in the struggle and their better condition.\nThe former consists in a more complete altruistic condition of mankind\nthan now exists, and the consequent lessening of the destructive competition which characterizes nearly every species of human activity in the\nmost highly civilized countries to-day. Herein, it is probable, lies the\nchief hope for the race.\nIs there any hope, we may ask, that such an altruistic condition of\nsociety may ever be brought about ?\nFor an answer we must turn to the\nhistory of social development and draw our conclusions therefrom.\nIt is admitted by nearly all untrammeled thinkers in sociology, that,\nwhile society originated before the man state was reached, and while it is\n:\n\ncommon to other forms of animal life as well as to man (notably the\nhymenoptera), its origin in them, as well as in him, was based on selfishness, using the word in its\n\nbroad sense and recognizing that there is a\nan individual selfishness. As the economy of energy,\notherwise called anabolism, was subserved by association, so the struggle\nfor existence was thus aided ; and the individual, by sacrificing his own\npreferences for the sake of his greater personal advantage, gained thereby.\nThere was developed in this manner first, a judgment as to what was\nbest and not best\nthis\nnext, as. to what was allowed and not allowed\nlatter became at length what was right and what was wrong, thus evolving a moral sense, which in time developed into genuine altruism.\nThis\naltruism has been steadily growing through the various acquired motives,\nracial as well as\n\n:\n\n;\n\n;\n\n"}
{"page": 248, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n236\n\nsuch as love of approval both of one^s self and of others, although in\nopposition to the general principle of competition or modified struggle for\nIn other words, the artificial needs which have sprung up\nexistence.\nfrom association outweigh with the potent psyche the original need of\nsimple, continued life. Again, this association of individuals, which pri-\n\nmarily took place as a means of protection against external foes, in the\ndevelopment of the social economy for this purpose, evolved government,\nwhose early form was necessarily military and autocratic. As the social\ngrowth, however, became more complex, and interests became more involved,\nlaw arose to regulate the relations of individual to individual, and later\nAs nations became more enlightened, and as they,\nof nation to nation.\nlike individuals, have learned to sacrifice immediate preferences for higher\nand more permanent mutual advantages, an international moral sense is\nbeing gradually developed, whose essence is peace.\nSo, also, as nations have become more civilized, and as their interests\nhave become more interwoven, the governmental forces have shown a tendency to develop away from military models and toward those of business.\nOur recent reciprocity treaties with foreign countries are in point. But,\nto push our inquiry no further, it may be affirmed that sociological development at the present day is away from the antagonistic and toward the\ncooperative, and hence we may, through the evolving altruism, gradually\nsubstitute for the fierce competition of to-day a cooperation\n\nand conser-\n\nvation of energy in the future.\n\nMeanwhile, however, we must have recourse to our other remedy, in\norder that, while this struggle continues, the vital forces be not wholly\nsacrificed, and that remedy consists in developing and strengthening the\n\nbody by all intelligent means at our command, lest this katabolic civilization that we have described shall not culminate in racial extinction.\nIt is upon these grounds, therefore, above all others, that science bases\n\ndemand for a rational, systematic, thorough, effective physical culture.\nTo put the argument briefly the present condition of civilized human-\n\nits\n\n:\n\nity is a state of\n\nnervous katabolism, caused by the predominant development of the psyche in the struggle for existence ; and while the hope of\nthe future may lie in a purer altruism, and a non-competitive condition of\n\nproduction and distribution, the hope of the present at least lies in the\ndirection of bodily development, that each succeeding generation may be\nendowed with vital powers more equal to the strain that is put upon them.\n\nFrom the foregoing discussion, which has aimed to give a comprehensive,\n\nthough by no means an exhaustive, survey of the biological and socio-\n\nlogical aspects of the question, the following\nat least be drawn\n\nimportant conclusions may\n\n:\n\n(1) That the general outcry against the schools^— namely, that they are\npushing intellectual training too far for the good of society and the indi-\n\nvidual\n\n— not without good foundation in\nis\n\nfact.\n\n"}
{"page": 249, "printed_page": null, "text": "SCIENTIFIC\n\nVALUE OF PHYSICAL CULTURE.\n\n237\n\nAgain (2), That the present extraordinary interest in physical culture,\nexhibited not only in the United States, but the world over, and the\ndemand that it be made an essential part of the school curriculum, is\nfully warranted ; that, so far from being\nis an\n\nan evanescent fad or fashion, it\n\nabsolute necessity for the well-being not only of the present gen-\n\neration, but of generations to come.\n\nPresident Harrison, in his address to this convention day before yesterday, voiced the\n\ncommon sentiment, when he inveighed against intelYou remember his words, the story\n\nlectual over-pressure in the schools.\n\nof the little Indianapolis girl who\n\npass an examination.\n\nhad the horrible dream of failing to\n\nFrom the standpoint of the argument which this\n\npaper has been able only feebly to present, this question of intellectual\nover-pressure is the most vital one for schoolmen everywhere to consider.\nReform must begin here. There can be no effective physical training\nwhile mental training is allowed to run riot.\nIf the limits of this\n\npaper permitted, it would be interesting to show\n\nhow the two cultures,\n\nthe intellectual and physical,\n\nwhen\n\ncarried\n\non\n\ntogether and harmoniously, react each to the advantage of the other.\n\nIn\n\nany examination of the methods pursued by the Greeks in attaining a\nhigh physical development, we are first struck by the fact, that the aim\nwas primarily in the direction of the perfect balancing of the physical\nand mental powers, showing thus early a recognition of the principle, that\nthe test of the strength of a chain is its weakest link ; and in consequence\nof this recognition we find the Greeks very early allying physical training\nwith mental training in their educational system the two working\ntogether contemporaneously and for a common end.\nBut for a further study of this question I must beg to refer you to\n•the history of the old Athenian education, when dual culture reached\n\n—\n\nits highest achievements.\n\nThe conception that has prevailed among us for so many years, that\neducation by the school should be confined to the intellect mainly, that the\nchild himself must look after his body, and his parents look after his morals,\n\nway to a better and more wholesome view ; namely, that the\nschool should seek to train the pupil for his environment, that it should\ncarefully nurture all his powers, physical, moral, and intellectual.\n\nis fast giving\n\nStill, whatever may be our theoretical views upon this subject, it is not\nan easy task to adapt our practice to accord therewith, and as a result we\n\nwitness, in the crowded and unsanitary schools of our cities, every condi-\n\ntion of healthy physical growth violated with hardly a protest.\n\nReform\n\nin the environment of pupils while in school is the first step in a scientific\n\nphysical culture.\n\nIt will be of comparajj^vely little use to give the children\n\nin our schools a half hour per day of calisthenics or gymnastic drill if the\n\nbalance of their time\n\natmosphere.\n\nis to be spent in cramped attitudes and a vitiated\nBut, before closing this discussion, permit me to speak\n\n"}
{"page": 250, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n238\n\nbriefly of the nature of the physical training that is recommended, and\n\nthe means and method to be employed in carrying it into effect.\nBriefly stated, the elements of this culture are the following\n:\n\nHygienic reproduction ;\n2. Hygienic nutrition and care of the body, so that its powers may be\n1.\n\nconserved well beyond the period of transmission ; and\n3. Equable development of mind and body.\n\nThe first head it is not within the province of this paper to discuss.\nIndeed, it is doubtful if anything more can be done with the adult population of the present generation further than to disseminate among them\ncorrect hygienic information\n\non this topic.\n\nThe question, however, is\n\nfraught with great interest to the sociologist.\n\nUnder the second head, that of hygienic nutrition and correct use of\nthe body,\n\nmuch can be done.\n\nAlready instruction in physiology and\n\nhygiene is made a part of the course of study in most of our schools.\n\nSo\n\nfar as my own observation goes, too great attention is given to anatomy\n\nand physiology, and too little to the thorough indoctrination of children\nin the principles that underlie the maintenance of health.\nHow to\nbreathe how to carry the body in walking, sitting, and standing; how to\neat, to bathe, and to sleep ; how to clothe and care for the body\nall these\nthings should be so thoroughly inculcated that no child may leave\n;\n\n—\n\nschool at the age of twelve or thereafter who\n\nis\n\nnot thoroughly versed\n\ntherein.\nIt is true that knowledge and practice do not always go hand in hand,\nbut much has certainly been accomplished when a groundwork of knowl-\n\nedge has been thoroughly laid.\n\nGreat attention, too, ought to be paid to\n\nthe rigid enforcement of correct physical habit within the school.\n\nFirst\n\nTo secure habits of\ncorrect sitting, standing, walking, and of breathing, should be made a\nof all, absolute cleanliness should be insisted upon.\n\nconscious and persistent effort of every teacher.\n\nEational physical culture\n\nbegins here.\n\nThe chief value of any system of school gymnastics will consist in\nthoroughly fixing a habit of performing these functional processes in a\nnormal manner.\nPhysical training, I repeat, must not be disassociated from hygienic\nThe one is conscious and artificial ; the other is unconscious, but\n\nliving.\n\nfar more effective.\n\nOne of the most deplorable results of the introduction of gymnastic\ntraining into the public schools of many places has been the tendency to\n\nmake it a substitute for the old-time mid-session recess. No greater misfortune could befall our schools.\nThe few moments of absolute relief\nfrom the tension of the class-room are oftentimes worth more than the\nmost elaborately carried out gymnastic drill.\n\nUnder the third and last head, that of equable development of mind and\n\n"}
{"page": 251, "printed_page": null, "text": "SCIENTIFIC\n\nVALUE OF PHYSICAL CULTURE.\n\n239\n\nbody, let me briefly state some of the principles on which a truly scientific\ntraining in schools should be based.\n1. As to the cliaracter of the training, it should be thoroughly graded to\nmeet all the demands of sex, age, and capacity for endurance it should be\nit should have in view the three\nhighly varied and always interesting\nends of education, recreation, and healthy growth.\n2. Participation in physical training should be made compulsory for both\nExceptions, however, should always be made for\nsexes and for all grades.\n:\n\n:\n\ncause.\n3.\n\nTo be effective, physical culture must be organized, supervised, and\nTo this end every city,\n\ncontrolled as effectively as intellectual education.\nif not every\n\nschool, should have its supervisor of physical training, a man\n\nor woman professionally trained for that particular service.\nIt would be well if such supervisor were a physician of good standing and\n\nlarge experience, one competent to diagnose accurately any pathological\n\nconditions apparent in the school as a whole or in individual pupils.\nIt would not be too much to demand that every child on entering school\n\nshould be examined physically, as he is now examined mentally, and a record made of any facts requiring special care or treatment.\nIt is not to be\nexpected that the average teacher could do this, but a board of physical\ninspectors,\n\nwho are competent therefor, should be employed. In several\nmy own State, this physical examina-\n\ncolleges, and in the normal schools of\n\ntion of pupils is being made.\n\nWe lack at the present time sufficient data upon which to base our deductions as to the value of certain physical exercises in correcting\n\nnervous or muscular conditions.\n\nIf a series of records were\n\nare outlined, for instance, by Pr. Francis Warner in his\n\n*^\n\nabnormal\n\nkept such as\n\nCourse of Lect-\n\nures on the Growth and Means of Training the Mental Faculties,^\" it would\n\nnot be long before we should have a body of generalized truth that even\nthe ordinary class-room teacher could make good use of.\n4.\n\nAs to systems of physical training.\n\nIt\n\nwould extend the limits of\n\nthis paper beyond the time allotted to enter into a discussion of this subject.\n\nSuffice it to say that\n\nwhat system\n\nis\n\nit\n\nis\n\nnot so important at the present time\n\nadopted, as that some system should be intelligently,\n\nsystematically, and thoroughly carried out.\n\nIn concluding I would say that the outlook for physical education in\nthis country could not be brighter.\n\nThe interest in the subject is fast\n\nextending, and the time is not far off when the cultivation of the body will\n\nbe considered as legitimate and necessary a work of the schools as the cultivation of the mind.\n\n"}
{"page": 252, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION\n\n240\n\nGL08ING EXERCISES.\nADDRESS BT RETIRING PRESIDENT COOK.\n\nMembers of the National Educational Association We have come to\nthe end of our thirty-second annual gathering, but, before I resign this\ngavel to my distinguished successor, permit me to say that this administra:\n\ntion has\n\nhad but oue object in view since I became its president.\n\nIt was\n\nour determination to make this a notable gathering of educational men\nand women from every part of our country. We have had delegates from\nevery State and Territory in this great Union except three.\n\nOur friends\n\nhave come to us in numbers from across the borders, and it has delighted\nour hearts to give them a cordial welcome. From the beginning to the\n\nend I have had the earnest and hearty cooperation of the National Commissioner of Education, of the leading educational men all over the country,\n\nof the citizens of Saratoga, of the press, and of the railroad\n\nmen\n\nthroughout the country. I have made no demand upon their time or\nability that has not been honored.\nThe officers, directors, and State managers have universally been indeTo those who have so\nfatigable in their efforts in behalf of this meeting.\nheartily responded when called to the programme, or to do work in behalf\nof the Association, I return my sincere thanks.\n\nAnd now I have great pleasure in resigning this emblem of authority\ninto the hands of the gentleman whom\n\nyou have unanimously elected as\nand I can only trust, sir, that you will have, in the work\nwhich shall devolve upon you, the same hearty cooperation which has\nbeen extended to me. I take great pleasure, ladies and gentlemen, in\nintroducing to you Superintendent Albert G. Lane, of Chicago, to whom\n\nmy successor\n\n;\n\nI now resign this emblem of authority.\n\nADDRESS BY PRESIDENT-ELECT LANE.\nPresident-elect\n\nLane received the gavel from the\n\nDr. Cook, and spoke as follows\n\n:\n\nretiring president.\n\nI realize that for seven years, and for the\n\nyears preceding the seven, men have been called to this position who have\n\nhonored this place by earnest labors and by such efforts as have made\npower for good throughout the whole land. I\nrecognize the fact that boards of directors have been called from every\nState in the Union to aid the officers in bringing together the representa\nthis Association a great\n\ntives of education at some great central point, where the important ques-\n\ntions that so concern this country have been discussed.\n\nI know that out\n\nfrom these deliberations have gone many inspired with new purposes and\nconvinced of new truths, and they have put them into effective action\n\n"}
{"page": 253, "printed_page": null, "text": "—\nCLOSING EXERCISES.\n\n241\n\nthroughout the whole land, and that educational thought has been\nadvanced in every quarter of the nation. The necessities of the Republic\nhave been considered in the training of the children, and the thoughts\nthat have been presented here have been repeated, and have become the\nwatchwords for progressive teachers throughout the whole country.\n\nAnd, sir, in accepting this emblem of authority, I want to extend my\ncongratulations to you for this successful meeting, and my thanks to the\nI feel unvrorthy of it, but I respond\nAssociation for this honor conferred.\nand in behalf of the city of Chicago, who has opened her\nto your call\ndoors and invited you to come there in 1893 to attend the sessions of the\nWorld's Educational Congresses, I want to extend again the welcome that\n;\n\nthe city of Chicago has given to all educational representatives through-\n\nWe expect to entertain you, we expect to greet you, and\nwe expect that that conference will give to the world formulated educational thought and systems that shall set in motion the influences that are\ngoing to elevate mankind, and that out of it all shall come that truth\nwhich God in the beginning gave us, and which we are searching out\nthat truth which shall set us free.\nout the world.\n\nIt becomes my duty at this time to close this session of the National\nEducational Association. I will call upon you all to join in singing the\n\nDoxology.\nMiss Mary S. Howe, of Flushing, N. Y., led in the singing of the Doxology, after which President Lane declared the Thirty-second Convention\nof the National Educational Association adjourned.\n16\n\n"}
{"page": 254, "printed_page": null, "text": ""}
{"page": 255, "printed_page": null, "text": "REPORTS OF COMMITTEES.\n\n"}
{"page": 256, "printed_page": null, "text": ""}
{"page": 257, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\n\n245\n\nREPORT OF COMMITTEE ON RESOLUTIONS.\n\nThe Committee on Resolutions have considered the various matters\nreferred to them, together with the views expressed in the papers and discussions, and the sentiments which seem to prevail among the members of\n\nthe various departments here represented, and they respectfully recom-\n\nmend the adoption of the following statement as the public declaration of\nthe Association\n1.\n\n:\n\nThe National Educational Association notes with satisfaction the\n\nevidences of a growing appreciation in the public thought of the funda-\n\nThis interest has found\nimportance of the teacher^s work.\nduring the past year, in legislative enactment in several\nStates ; in munificent gifts and bequests to educational institutions, libra-\n\nmental\n\nexpression,\n\nries,\n\nand other agencies for the advancement of science and learning\n\n;\n\nin\n\na dispassionate and helpful discussion of educational topics in the magazines and public press, and in a more intelligent popular interest through-\n\nout the country in whatever pertains to the excellence and efficiency of\nthe schools.\n2.\n\nThe year has been marked by a\n\nrapid development of what\n\nis\n\npopularly known as the '\"^ University and School Extension Movement.'\"\n\nWhile deprecating any attempt to substitute the methods of this movement for the systematic work of the school, we recognize in it a potent\nagency for stimulating and guiding the self-improvement of those whose\nearly educational advantages have been deficient.\nEspecially do we commend it as a convenient and fruitful means of prolonging and supplementing the culture of school and college, and an added intellectual force\nin our social life.\n3. This Association rejoices in the development of great universities,\nand the establishment of new agencies for higher intellectual training and\nthe extension of knowledge during the year. It nevertheless recognizes\nthe paramount importance of our free public school system. It desires the\nconstant elevation and enrichment of the work of the teacher in these\nschools, and that the influences which are to mold the mind and character of the young should be intrusted to no unskillful or disloyal hands.\nIt regards with deepest solicitude and indignation any attempt to submit\nthe management of our public schools to personal or party ends, and it\ncalls upon patriotic citizens everywhere to ^uard and defend this bulwark\nof a free people.\nWhatever other evils may be endured in State or\n\n"}
{"page": 258, "printed_page": null, "text": "246\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nmunicipal government, this Association can never rest satisfied till the\nis effectually removed from the debasing\n\ndirection of our public schools\n\ncontrol of party politics.\n\nIn the selection of teachers, your committee have observed with\nwho have received professional\ntraining.\nRealizing the lasting injury inflicted upon multitudes of chil4.\n\npleasure a growing preference for those\n\ndren by inexperienced and unskillful instructors, we would urge that all\npossible inducements be offered to successful teachers to remain in the\ncalling and elevate it to the rank of a profession.\n\nTo this end we urge,\n\nand superior teachers, the fullest social recognition, just\nand remunerative compensation, and a permanent tenure of office during\n\nfor cultivated\n\ntheir period of efficient service.\n5.\n\nThe preparation and qualification of teachers is the most imperative\n\nl)roblem now before the educational world.\n\nAll friends of progress have\n\nreason to rejoice in the earnest and widespread attention which this subject is receiving.\n\nThe sentiment of\n\nopposition to the\n\nemployment of\n\ncrude and incompetent teachers is intense and well-nigh universal.\n\nIntel-\n\nligent communities everywhere demand that young teachers shall receive,\n\nupon their work, broad culture, and, if possible, profesThe number of those who have enjoyed collegiate training is rapidly increasing the number who have been graduated from\nState or city normal schools is increasing still more rapidly.\nMany of\nthe colleges and universities have established normal departments or\nchairs of pedagogy, that their graduates may enter more successfully upon\nthe work of instruction. The number of city and village training classes\nbefore entering\n\nsional training.\n\n;\n\nis\n\nenormously increased.\n\nWe report these movements with great satisfaction, and suggest that,\nin all efforts of this kind,\n\ndue emphasis be placed upon the opportunities\n\nafforded to the student for actual practice in the w(^k of teaching.\n\nThe\n\nmere discussion of pedagogic and psychological principles, however able,\nmust fall short of the desired end, unless experience is also gained in their\napplication under the guidance of a wise instructor.\n6. The importance of condensing and coordinating the work of our\ngraded school systems has been widely recognized of late, and in the judgment of this Association should receive further attention. Without cram\nor pressure, each year of a pupil's life should yield the largest possible progress and the most fruitful results.\n\nThis Association commends the effort\n\nto enrich the course of study in the grammar school by incorporating into\nin elementary science, literature, and hygiene, by the\nelimination of work in arithmetic and grammar which is too difficult or\ntoo technical for pupils in the lower grades, and by so correlating the\ninstruction in the different subjects that the work of the school shall\nit oral instruction\n\nblend into a vital unity.\n\nFree-hand drawing should be made practical by daily use in connection\n\n"}
{"page": 259, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\n\n247\n\nwith the ordinary studies, and various other forms of manual and artistic\nThe importance of physical education is\n\ntraining should be provided.\n\nfully recognized, and provision for such training is heartily recommended.\n7.\n\nThis Association renews its indorsement of the movement to add the\nNot only is a year or more of\n\nkindergarten to the work of the schools.\n\nvaluable time thus gained for the processes of education, but the gentle\ninfluences of the kindergarten are most beneficent\nof the mind and character of the child.\n\nupon the development\n\nWe are glad to note the spread of\n\nthe kindergarten spirit into the instruction and discipline of the primary\ngrades, and we believe that much of the improvement which the schools\nhave made in recent years has been due to the increased helpfulness, good\ncheer, and kindly appreciation of the teacher.\n8.\n\nWe rejoice in the practical result of the conference of college presand principals\n\nidents\n\nof\n\nrepresentative\n\nhigh schools\n\nand academies,\n\nregarding the requirements for admission to colleges and universities.\nThe action of the National Association in this matter will come with\npleasing surprise to the country, and the suggestions of the special con-\n\ncoming year will certainly have great\nweight everywhere. The prospect of a speedy solution of this vexed\nquestion is a matter for most hearty congratulation.\nferences to be called during the\n\n9.\n\nThis Association heartily recognizes the importance of moral train-\n\ning in the public schools. In all efforts to quicken the intellectual life\nof pupils, we should not lose sight of the fact that the ultimate aim is to\nelevate and invigorate character.\n\nVice and pauperism are a greater menThe corrupt are always bad\n\nace to free institutions than even illiteracy.\n\nWhile, therefore, we earnestly recommend the enactment and\nenforcement of laws for compelling the attendance of all children of\nschool age upon some good school, we also urge that adequate efforts be\n\ncitizens.\n\nmade to teach them the great lessons of obedience, industry, justice, and\nintegrity.\n10.\n\nYour committee reports, with pleasure,\n\nthat Arbor Day\n\nis\n\nnow\n\nobserved, in accordance with legislative act or annual public proclamation, in forty States and Territories.\n\nWe recommend that its observance\n\nbe universal, that village and district improvement associations be founded,\nthat memorial trees be planted, and that all appropriate means be employed to inspire in pupils and parents the love of beauty, and a desire for\n\nhome and landscape adornment.\n11.\n\nThis Association finds cause for rejoicing in the educational outlook\nPrejudice against the public school gives way to sound\n\nat the South.\n\njudgment, and the foundations of future prosperity and harmony are laid\nThe new South is convinced that all\nin a growing popular intelligence.\nclasses must be educated,\n\nand we rejoice in the fact that the black race\n\nhas already blotted out forty per cent, (ft its illiteracy.\n12. The American public school is distinctively the product of Amer-\n\n"}
{"page": 260, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n248\n\nican soil.\n\nIt is not a copy or\n\noutgrowth of any foreign system of educa-\n\nadapted to American needs, and this Association cordially\nAny\ncommends whatever will make this adaptation more complete.\nschool, or system of schools, must be regarded as a failure in one great\nIt is\n\ntion.\n\nessential, if pupils are not loyally\n\nand good citizenship.\n\ntaught the great lessons of patriotism\n\nDefinite provision should be made for this work in\n\nour courses of study, and its faithful performance should be required of\nWe recommend that a committee of seven be appointed\nevery teacher.\n\nby the president of this Association, whose duty it shall be\n(1) To make a careful study of the various methods and plans adopted\nby educators, both in America and abroad, which have been successful in\n:\n\ndeveloping the patriotic spirit ; and\n\nTo report a recommendation as to the best methods which educamay employ to bring about a progressive and uniform system of\n\n(2)\n\ntors\n\npatriotic education in our public schools.\n\nThis Association reiterates its former recommendations and those of\n\n13.\n\nthe department of superintendence, that the best possible exhibit of our\neducational progress be made at the great International Exposition at\n\nChicago, in 1893, and it approves of the methods of representation pro-\n\nposed by the Director General and the Chief of the Department of Liberal\nArts.\nIt also commends to American educators the unprecedented opportunities for inspiration and enrichment which will be afforded by the\n\nWorld's Educational Congress during the Columbian Exposition, and it\ncalls the attention of school officers and teachers throughout the country\nto the proposed participation of the schools in the celebration of the four\n\nhundredth anniversary of the discovery of America, and urges that they\nunite in the effort to make this National Columbian Public School Celebration universal, and worthy of the event which it commemorates.\nTogether with the foregoing statement, your committee offer for consideration the following special resolutions :\n(1)\n\nThat his Excellency Benjamin Harrison, President of the United\n\nhereby tendered, by a rising vote, our hearty thanks for his\nadmirable address, replete with wholesome and inspiring thought, clothed\nStates, is\n\nmay be assured that his words of wisdom\nbecome vital forces in every school represented in this great con-\n\nin rich diction, and that he\nwill\n\nvention.\n(2)\n\nThe Association has learned with peculiar pleasure that Dr. Adele\n\nGleason, of Elmira, N. Y., has founded a teachers' home at Las Casitas,\n\nthose who may need the rest and recuperation\nIn behalf of the teachers of the United States, this\nAssociation accepts this munificent gift and thanks the generous donor.\n(3) This Association, having for the fourth time enjoyed the extraordinary hospitality and incomparable preparations provided by the citizens\nof Saratoga Springs, expresses its deep and grateful appreciation for these\nCal., for the benefit of\n\nwhich it affords.\n\n"}
{"page": 261, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS.\nbountiful\n\nevidences\n\nof\n\nthoughtful care.\n\nIn particular,\n\nit\n\n249\n\ndesires\n\nto\n\nacknowledge the great obligations under which it has been placed by Supt.\nE. N. Jones, Chairman of the Local Executive Committee, for his patient\nand laborious attention to every detail of preparation. Thanks are also\nextended to the transportation companies and hotels for the courtesies so\ngenerously extended, to the Twenty-second Separate Company of the\nNational Guard of the State of New York, to the Wheeler Post G. A. E.,\nto the Remington Typewriter Company, and to the press for their valuable services.\n(4) And, finally, the Association expresses to Dr. E. H. Cook, the Presi-\n\ndent, to Supt. R. W. Stevenson, Secretary, and to Supt. J. M. Greenwood,\n\nTreasurer, its thanks for the laborious and efficient services which they\n\nhave rendered in their respective offices.\n\nJoHi^ E. Beadley.\nB. G. NORTHKOP.\n\nJOHK S. CrOMBIE.\nW. H. Bartholomew.\nN. C. Dougherty.\n\n"}
{"page": 262, "printed_page": null, "text": ":\n\n:\n\n250\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nREPORT OF COMMITTEE ON EXPENDITURE OF MONEY FOR\nPEDAGOGICAL RESEARCH.\n\nTo the Directors of the National Educational Association\nThe committee appointed at Toronto, July 16, 1891, to consider and\nreport as to how some portion of the annual income of the Association\n\nmay best be employed to foster the work of pedagogical investigation and\nresearch, submit the following report\n\nThe committee are not able at tbis time, in view of the great importance of the matter referred to them, to submit for adoption the details of\nIn order, however, that such a plan may be perfected\na permanent plan.\n\nand laid before the directors at some future time, the committee ask to\nbe continued.\nAt the present time, the committee believe that the directors should\npromptly grant the request unanimously made by the National Council of\nEducation, that the sum of 12,500, or so much thereof as may be necessary, be set aside for the purpose of carrying on certain specific investiga-\n\ntions into the courses of study of the secondary schools of the country,\nand their relations to the higher and lower institutions ; such investigations to be conducted by small bodies of specialists selected for the purpose by the representative committee of college and school men constiThe committee take this opportunity\ntuted by the Council on the 9th inst.\nof expressing to the directors their conviction that the proposed investigations are of the utmost importance, and that their effect will be most\nbeneficial on every grade of school work in the country.\nIf these investigations are undertaken, it will be by the authority of the Association as\nwell as of the Council, and the credit of the performance will be theirs.\nThe committee earnestly commend the request of the Council to the\n\nfavorable action of the directors.\n\nKespectfully submitted.\n\nJames H. Baker.\nNicholas Murray Butler.\nW. T. Harris.\n\n"}
{"page": 263, "printed_page": null, "text": "PEOCEEDESTGS AND ADDEESSES\nOF THE\n\nKINDERGARTEN DEPARTMENT.\n\n"}
{"page": 264, "printed_page": null, "text": ""}
{"page": 265, "printed_page": null, "text": ";\n\nKindergarten Department,\nSECEETAEY'S MINUTES.\nFIRST SESSION.\nSakatoga Springs, N. Y., July 13, 1892.\n\nThe first session of the Kindergarten Department, N. E. A., at Saratoga, was held in the First Baptist Church, Wednesday, July 13, 1892, at\n\n3 P.M.\n\nThe meeting was opened by an organ voluntary.\nThis was followed by the Address of the President, Mrs. Ada Mareau\nHughes.\nA telegram of greeting from Mrs. Sarah B. Cooper, of California, was\nOwing to an unavoidable interruption, the first paper, which was\nread.\nto have been read by Mrs. E. L.\n\nHailmann, was deferred.\n\nThe first paper of the afternoon, *' Symbolic Education as Defined in\nthe Mutter und Kose Lieder,^^^ was read by Miss Laura Fisher, of St.\n*\n\nLouis, Mo.\n\nThis was followed by a paper read by Mrs. E. L. Hailmann, the subject\nof which was ** Professional Training.\"\n\nThe last paper of the afternoon, ^'Artistic Simplicity of Child Work,\"\nwas read by Miss Amalie Hofer, of Buffalo, N. Y.\nThe Association appointed the following Nominating Committee\nMiss McCullough, St. Louis, Mo. ; Miss Van Wagenen, Brooklyn,\nN. Y. ; Miss Lucy Wheelock, Boston, Mass.\nIt was decided to hold a round table talk on Thursday at 2 p.m., place\nto be designated upon that day.\nThe President and ex-President were\nappointed to decide upon topics and appoint leaders of discussions.\nMeeting adjourned until Friday, July 15, 3 p.m.\n\nROUND TABLE CONFERENCE.\nThursday, July 14, 2 p.m.\n\n—The round table talk was held in the par-\n\nThe round-table talk was a new departure,\nand looked forward to with much interest. The President presided. The\n\nlors of the\n\nM. E. Church.\n\n"}
{"page": 266, "printed_page": null, "text": ";\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n254\n\nmeeting was fully attended by enthusiastic workers. The subject under\ndiscussion was Stories in the kindergarten especially fairy and mythitheir place and effect upon the child mind.\ncal stories\nThe discussion\nwas opened by Mrs. Newcomb, of Hamilton, Ont., followed by M.\nBarnes, of California, Mrs. Hailmann, Miss Constance Mackenzie, Miss\nWheelock, Mrs. Rickoff, Miss Pollock, W. E. Sheldon, Miss Pingree, and\nmany others. The discussion was animated, and presented various views\nThe prevailing thought was that stories should be of such\nof the subject.\na character as to develop the poetic sense of the child by proper development of the imagination, and at the same time, to give information and an\nopportunity for the exercise of judgment. An appeal was made for the\ncareful use of fairy stories and a study of their psychological effect.\nThe\nentire discussion was characterized by a desire to know the truth on the\nbasis of experience, the outcome of the study of child mind.\n\n—\n\n:\n\n—\n\nSECOND SESSION.—July 15.\nThe second session was held in the First Baptist Church, at 3 p.m.\nThe meeting was opened by an organ voluntary.\nThe following Committee on Resolutions was appointed by the Chair\nMr. N. C. Schaffer, Kutztown, Pa. Mrs. Ruth Burrett, Pasadena, Cal.\nMiss Mary S. Clark, St. Paul, Minn.\nThe first paper of the afternoon was read by Miss Constance Mackenzie,\nof Philadelphia.\nThe subject was '' Practical Psychology in the Kinder-\n\n:\n\n;\n\ngarten.\"\n\nThis was followed by a paper by Miss Emilie Poulsson, the subject of\nwhich was '' Morning Talks, Songs, and Stories.''\nThe last paper was '' The Influence of Expression on Thought,'' by\nMiss Giddings.\n\nThe Nominating Committee submitted the following report\nFor President. Miss Susan E. Blow, St. Louis, Mo.\n\n—\n\nVice-President.— Mi^s Constance Mackenzie, Philadelphia, Pa.\nSecretary.— Miss Anna M. Stoval, San Francisco, Cal.\n\nThe report was received and adopted.\nThe Committee on Resolutions submitted the following\n\n:\n\nWhereas, Another year in the development and spread of kindergarten has\ncome to a\nclose with the present meeting of the Kindergarten Department\nof the National Educational Association ; and, whereas, new fields are opening up on\nall sides for the\n\nprosecu-\n\ntion of our specific work ; therefore, be it\n\nE' solved, I., That we express our intense gratification at the many\nevidences of\nincreasing success in our work, and of growing interest on the\npart of the public in our\nefforts to make children happy, and to secure for them\ngrowth and training in accordance with laws impressed by the Creator upon child life.\nMesolved, II., That we call upon all teachers in public\n\nand private kindergartens to\n\n"}
{"page": 267, "printed_page": null, "text": "SECRETARY'S MINUTES.\n\n255\n\nunite in a grand effort for a full exhibit of work at the World's Columbian Exposition\nat Chicago, 1893.\n\nResolved, III.,\n\nThat we, as individuals, cooperate\n\nin every possible\n\nway with the\n\nAdvisory Committee appointed by the National Educational Association, and with the\nLeague appointed for harmonizing the efforts of kindergartens, public and private, to\nshow at Chicago what can be done for children by the methods of Froebel and his followers.\n\nResolved, IV., That we express our hope that the League shall\n\nbecome a permanent\n\norganization.\nResolved, V., That we tender our thanks to the local committee and citizens of Sara-\n\ntoga and the officers of the First Baptist Church for the complete arrangements made\nby them for this meeting of the Department.\nResolved, VI., That we extend our thanks to the retiring officers for the efficient dis-\n\ncharge of their duties, and to all who read papers at the sessions of this year.\n\nAfter remarks by W. E. Sheldon, of Boston, and Superintendent Wolfe,\nof Missouri, the report was adopted as a whole.\n\nAdjourned.\n\nAnna E. Fkedrickson, Secretary.\n21\n\n"}
{"page": 268, "printed_page": null, "text": ":\n\n;\n\n256\n\n:\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nREPORT OF COMMITTEE ON ORGANIZATION OF\nKINDERGARTEN WORK.\nSaratoga Springs, July 15, lb92.\nTo the National Educational A asociation\n\nA committee was appointed by the Kindergarten Department of the\nNational Educational Association to prepare plans for the organization of\nkindergarten interests in such manner as should extend that field of work\n\nmore widely than the Department has as yet been able to do, and yet that\nshould act in harmony with, and supplementary to, the Kindergarten\nDepartment of the National Educational Association.\nThis committee presented a report at the afternoon session of the\nDepartment held Friday, July 15, which led to the following result\nAn organization was effected, called the International Kindergarten\nUnion, with the following aims\n1. To gather and disseminate knowledge of the kindergarten movement\nthroughout the world.\n:\n\nTo bring into active cooperation all kindergarten interests.\nTo promote the establishment of kindergartens.\n4. To elevate the standard of professional training of the kinder2.\n\n3.\n\ngartner.\n\nThe following officers were elected\n\n:\n\n— Mrs. Sarah Cooper, San Francisco, Cal.\nVice-President. — Miss Stewart, Philadelphia, Pa.\nVice-President.— Wi^^ Pingree, Boston, Mass.\nRecording Secretary. — Miss McCullough,\nLouis, Mo.\nGorrespondiiig Secretary. — Miss Haven, New York, N. Y.\nTreasurer. — Miss Whitmore, Chicago,\n\nPreside7it.\n\\st\n\n2(?\n\nSt.\n\n111.\n\nIt was decided there should be an Executive Committee of seventeen, of\n\nwhich the officers should form part, the remaining eleven to be appointed\nby the\n\nofficers,\n\nrepresenting as widely as possible the different kinder-\n\ngarten interests and localities ;\n\nThat all persons or societies actively interested in promoting the kindergarten cause, whether public or private, should be eligible to membership\nin the Union ;\n\nThat the question of annual dues, with various other matters pertaining\nto the organization, be left in the hands of the Executive\n\nbe determined later\n\nCommittee, to\n\n"}
{"page": 269, "printed_page": null, "text": "REPORT ON ORGANIZATION OF KINDERGARTEN WORK.\n\n257\n\nThat the duties of the Executive Committee for the coming year shall\nprincipally be to arrange for a fitting representation of the kindergarten\nidea\n\nand work\n\nat the\n\nColumbian Exposition of 1893, and\n\nto cooperate\n\nwith the various committees already formed for that purpose.\nIt was also decided that this committee be empowered to take such steps\nas would be necessary to place the\n\nmatter of the organization properly\n\nbefore the public.\n\nRespectfully submitted,\n\nAnnie Laws, Secretary pro tern.\n17\n\n"}
{"page": 270, "printed_page": null, "text": "358\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nPRESIDENT'S ADDRESS.\nMRS.\n\nJ.\n\nL.\n\nHUGHES, TOROITTO,\n\nOI^T.\n\nThe kindergarten, as a new inspiration in educational methods, has\nfound its stanchest supporters and bitter opposers everywhere. It has\nsurvived and overcome opposition, and strengthened its hold upon its\nfriends, because it embodied a great universal principle which cannot be\ngainsaid or denied.\n\nWith the few faithless ones who still see in the kindergarten only the\nplay school, where children can be kept happy and out of mischief (a\nluxury to the rich, and a boon to the sad childhood of poverty), we have\nonly to be patient until the greater light of the true ideal shall illumine\ntheir darkness, and their instinctive sympathy become conscious insight.\n\nBut among those who have grasped the true spirit of Froebers thought\nthere is a diversity of expression in the attempts to realize it in actual effort\n\nwhich is almost bewildering to the faithful student, and to those who\nlook on from without there seems to be a lack of harmony wholly inconsistent with the avowed creed of kindergarten faith.\n\nAmong kiadergartners there is a movement toward an organized effort\nto unify thought\n\nand purpose, and to define a platform which shall be\nbroad enough to include all true workers in one real fellowship.\nIt is a hard task to convince many that to deal with early childhood\nwisely and successfully requires more than the best intelligence of the best\n\nIt is not the ability to teach especial subjects in an especially\nhappy way, or natural love for children, that constitutes a good kindergartner.\nAll that training and natural ability can give of teaching\npower is a boon to a kindergartner as to a teacher. But we must remem-\n\nteacher.\n\nber that the little ones, wliose very life atmosphere we create for\n\nthem in\n\nhave not specialized their thoughts or interests, and\ntherefore are not naturalhj interested in an especial line of facts.\nWe\nhave to stand by and watch for the signs of natural interest and be ready\nto respond to nature's signals, and through wise sympathy define the\nthis early period,\n\nimpressions gradually into conscious knowledge.\n\nKindergarten training does not consist of scientific study of things.\nsoul growth, that we need to know more clearly if\nwe would stand on the holy ground of unconscious childhood with reverent feet and hope to do good.\nWe must study to know the genesis and\nprocess of growth of especial virtues.\nWe must be able to discern signs\nIt is child nature,\n\n"}
{"page": 271, "printed_page": null, "text": "PRESIDENT'S ADDRESS.\nof thought awakening in instinctive activities, and be strong\n\n259\n\nand ready\n\nto foster and stimulate the process of development.\n\nIn the consciousness of our need, in the face of such a sacred work, we\n\nhave no room for unkind criticism of others' work and methods.\nOur attitude should be one of receptivity, holding present insight with\nsufficient tenacity to make us strong in our efforts to realize them in\nshall\n\nactual effort, but not with the assurance that ive hold the single torch\n\nwhich is to give light to the whole world.\n\nTo discuss the educational n;ethods of Froebel we must take his standpoint\n\n:\n\nThat education\n\nis\n\nprimarily character huildbig, and that each\n\nchild born into the world has within his unconscious soul the germs of\nhis character in its completeness, and that as the seed waits for warmth\nand light, so the germs of his complete being await the influences of sympathy and insight to make them germinate and grow.\nThe being is divinely organized in G-od's thought and embodied in a\nhuman form, through and by which it is to reach the point of a conscious\nbeing, God's life within him, realizing itself through the self-activity of\n\nthe life.\n\nGod sets the child going and sustains his activity. If external will\nlife, it can only mar the perfection of a\n\nattempts to force that sacred\n\ndivine creation, and dwarf its growth to the limit of finite measurement.\n\nFroebel insists that education, to be natural, should be passive and\nfollowing, never arbitrary or compelling.\n\nThis does not imply that there must be no control, but that control\nmust be exercised through environment and by means of organized\nexperiences, in which he may feel the recoil of his own acts, and so learn\ntheir nature by the impressions upon his own being.\n\nNatural education implies a soul growing naturally through its own\ninherent power, made active by instinctive interest, not the filling of the\n\nmind with pleasantly put facts about inanimate nature.\nIf we accept any other basis for our work and methods, we soon find a\nlimit to our enthusiasm, our work grows mechanical, and our sympathetic\nnature dulled.\n\nWithout the thought that organized it, the material of\n\nthe kindergarten is only lifeless matter.\n\nAccepting this theory as the foundation truth of early education, we\nhave, at the same time, a solution of our own lives in the manifoldness\n\nand diversity of our individual expression.\n\nWe see our need, as kindergartners, of discipline for ourselves in selfand strength, and that only the patience which is bom\n\ncontrol, courage,\n\nof insight and faith in the all\n\nand continued effort.\n\ngood can keep us in the quietness of hope\n\nA knowledge of the practical work of the kinder-\n\ngarten alone cannot give sustained inspiration, however pleasing\n\nit\n\nmay\n\nbe to our intellectual insight and emotional nature.\n\nThe demand\n\nfor a deeper insight into the real nature of Froebel 's\n\n"}
{"page": 272, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n260\n\nphilosophy of childhood and soul growth is a growing one, and voices the\nunspoken wish of many an earnest worker. In the satisfaction of this\nwant, through a higher standard of training will come the unifying influ-\n\n—\n\nence which shall make our gatherings of kindergartners our congress of\n1893 not a Babel of strange tongues which shall confuse and separate\n\n—\n\nus,\n\nhis\n\nbut a season like Pentecost of old, wlien we shall hear every one in\nown tongue— the Parthians, Medes, Elamites, and the dwellers be-\n\nyond the sea.\n\nThe spirit of truth universal shall enlighten and unite, making of our\ndiversity of expression a harmony of complete thought.\n\nSYMBOLIC EDUCATION AS ILLUSTRATED IN THE\n''MUTTER UND KOSE LIEDER:'\nMISS LA.URA FISHER, ST. LOUIS, MO.\n\nTo approach the kindergarten from the standpoint of the \" Mutter und\nKose Lieder '^ is always a grateful task. It is like contemplating a character in the light of its ideal, looking at that which is best and noblest, and\nbasking in the warmth and beauty which are revealed.\nOne may tire of the plea that FroebeFs gifts and occupations are good\nbecause they lend themselves readily to the teaching of facts and the\nforming of habits which are essential to the education of the child and\none may well doubt the wisdom that insists upon the child's learning\nthings because they are easily taught him.\nBut it never wearies us to\nread and hear of the *' wisdom that is hid in childish play'' of the truths\nforeshadowed to the child and revealed to us in the simplest songs and\ngames of the nursery of the ideals which, when presented, may stir in\n;\n\n;\n\n;\n\nhim, long before he is aware of their significance, a response which shall\ngrow into an incentive and culminate in a realization.\nFroebel's claim that we can dispose a child toward an ideal before he is\nconscious of it himself, is disputed by those alone who fail to recognize the\nfact that much of our education is an unconscious process ; that we grow\n\ntoward and away from things without being aware either of our growth or\nthe things themselves.\n\nThis does not mean that we should remain in this stage of unconsciousness ; certainly Froebel does not mean this, but he does claim that in the\nprocess of self-realization in which\nof our real self\n\ninvolved, the\n\nself- consciousness\n\ncondition\n\nor a consciousness\n\none of ignorance and\nunconsciousness, and that to rise out of it the human being should be surrounded and helped by those who know better than himself where it is\nthat he should go, and how he is to get there.\nis\n\nfirst\n\nis\n\n"}
{"page": 273, "printed_page": null, "text": "SYMBOLIC EDUCATION IN \"MUTTER UND K08E LIEDER:'\n\n^61\n\nIn order to appreciate the hints given in the '^ Mutter und Kose Lieder/'\nwe want to remember several things; above all, we want never to forget\nthat Froebel intends what he says to be hints merely that he impltes\nrather than explains, and that a too literal and explicit statement of his\nmeaning always fails to catch and convey it. It is more like a poetic\n;\n\nstatement than a philosophic explanation, and, like a figure of speech,\noften loses somewhat under the process of analysis.\n\nBut there are\n\nseveral large ideas\n\nwhich he touches upon again and\n\nagain, figuring them, in varied forms, to the heart and mind of the child,\n\nupon their importance in his words to the mother, and upon\nsome of these I would like to linger with you to-day.\nIt has often been said that the '' Mutter und Kose Lieder \" deals too much\nwith ideals, that in it we have the ideal child and the ideal mother, but\nthat actual conditions and practical difficulties are not found there. What\nt\\\\Q practical educator wants is not to know what the child should do and\nbe, but how to make a child do what he ought to do and be what he ought\ninsisting\n\nwhen he himself doesn't care for either. Froebel does not ignore\nimportant practical difficulty, but the only general practical answer\nmust be that it is the teachers task to excite interest and right activity in\nto be,\n\nthis\n\nthe child, and the infinite detail as to\n\nhow this is to be doue does not\nThe objection\n\nbelong in the statement of general principles of education.\n\nmet more largely by the answer that no system of education can treat\nmind from the standpoint of what it should not be, but only on the\nbasis of what, in its normal conditions and activities, it really is, just as\nphysiology is written not from the standpoint of a diseased, but from that\nKnowing what the mind and body ought\nof a normal and healthy body.\nto be, what their normal conditions and activities really are,\" is the only\nguide toward detecting violations of these, and becomes the means of finding restoratives in cases of illness and disease.\nHumanity's ideal is one we all have the same aim, infinitely varied as\nour deviations from it are, and hoio to reach it is the problem of education.\nNaturally we ask. What is meant by an ideal ? Where is it to be\nfound ? and we find ourselves thinking of it as of something outside and\nThe first thing to remember is that man's\nforeign to the being itself.\nis\n\nthe\n\n;\n\n—\n\nideal, the child's ideal, is not something outside of himself ;\n\nthat it does\n\nnot lie in a different being of a different kind, but that it is the\" implication of his own nature, of the truth of which he is but a partial realization ; the thing he should and\n\nmust become\n\n;\n\nthe condition for which his\n\nsoul longs and strives, and in which alone he can be happy.\n\nThis ideal ^' marches ever before,\" alluring, coercing, constraining,\nhaunting man when he disobeys its commands, inciting to new realizations\nof itself when he follows where it leads.% Bound up within himself is this\ndual being of what he ought to be and what he is.\nIt\n\nseems as though\n\nit were\n\nsomething outside of us, partly because we\n\n"}
{"page": 274, "printed_page": null, "text": "262\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nknow that we have not realized it within ourselves, and partly because it\nis\n\nrevealed to us through external agencies.\n\nbefore the child that he\n\nFroebel holds this ideal\n\nmay see himself, as it were, in a glass, and that\n\nhis heart may answer to the call which comes to him from this image.\nit different from the way in which man has always acted ?\n\nto heroism by stories of cowardice ?\n\nIs\n\nDo we incite\n\nDo not legend and history preserve\n\ntales of heroes and saints that all men may be thrilled into deeds equally\nIt is the possibility within man rising to meet the realiand learning to know itself as it comes to each through\nWith its power to stir into activity all that is good, it\nthe lives of others.\nalone possesses the power to bring us to a consciousness of our defects, and\nso the same ideal which makes us recognize what we can and ought to be,\nshames us into a knowledge of what we are.\nFroebel's first means for making the child what he should be is to show\n\nbrave and Qoble ?\n\nzation of\n\nitself,\n\nhim such a picture of his ideal self as will fill his heart with a desire to\nbe like it.\n\nThis image of man's real self lies not in any individual, but is\n\nrevealed to him through those ^* larger selves,'' as they have been called,\n\nthe institutions in which are embodied, so far as he knows it, the common\n\nnature of humanity\n\nby entering into relationship with these the individual\nputs off what is special and limited and takes on the nature and life which\nare larger\n\n;\n\nand more universal.\n\nIt is this institutional life\n\nwhich marks\n\nthe difference between the savage and the civilized man, as it is the growth\nof institutions which marks the march of civilization. As it is especially\nthrough these institutions that man comes to a realization of himself,\n\nFroebel claims that their influence must not be left out of the child's life\n;\nthey must help him to know and to be himself.\nTherefore they must be\n\nimaged in his play, and therefore, all unconscious of the fact, the child\nmakes these symbols of the large world for himself in his play. In the\n'' Mutter und\nKose Lieder \" many of tlie songs fall under the heads of the\nfamily and society in a few of them are traced the ideas of the state and\nthe church as well.\nThere is not a single song in which Froebel does\n;\n\nnot hint to the child his relationship to his larger self, either in the form\nof what is commonly called a symbol, or in the\n\nabstract ideal as such.\n\nmore direct form of the\nAll those songs which fall under the general head\n\nof '* nature songs\" are designed to bring\n\nhome to the child's experience\n\nsome great truth, into the consciousness of which he shall eternally grow\nand the perfect realization of whicli can come only with his own perfection.\nPerhaps these songs better than any others illustrate what is known\nas the \"symbolism\" of the kindergarten,\n\nnot because it lies exclusively\n\nthere, but because it comes in a form in which symbolism is most familiar\n\nbut in every song is a symbolic representation of some idea.\ncharm of the book as well as the key to Froebel's system\n\n;\n\nThe great\nlies in this\n\nfeature of it.\n\nBefore entering upon illustrations by means of special songs, it may be\n\n"}
{"page": 275, "printed_page": null, "text": ";\n\nSYMBOLIC EDUCATION IN ''MUTTER UND ROSE LIEDER.\"\n\n263\n\nwell to dwell a little upon the meaning and nature of the symbol in general.\n\nA symbol is generally some material object which stands for a\n\nspiritual fact ; for instance, the ring is a symbol of eternity, the lion of\n\ncourage, the lily of purity.\n\nThese objects are symbols of the ideas men-\n\ntioned because they possess in what we call a material form an attribute\nsimilar to the spiritual facts they stand for ; that is, there is something in\n\neach of these objects which\n\nsuggests the thing\n\nit\n\nis\n\nsaid to symbolize.\n\nThey also possess many attributes besides this one, but in the role of symbol these all seem to vanish.\n\nThe next point to remember is that the symbol is neither the product\nnor the expression of analysis, that it manifests the recognition of resemblances felt but not defined, and the symbol and idea symbolized are\nseized together.\n\nchild\n\nis\n\na lily.\"\n\nThe statement in words would be '' man is a lion,\" '^ the\nIt is\n\nthe poetic yiew and the poetic form which finds\n\nanalogies before it states them abstractly, and creates figures in which\nexpresses and conveys thoughts and feelings.\n\nit\n\nThe ''why\" has not yet\n\nbeen arrived at ; indeed, it has not yet knocked at the door of the\n\nintel-\n\nlect to disturb the peace of the heart.\n\nThe simple symbol is the product of the unconscious mind, and is the\nresult of the same activity which makes the child ride his stick and call it\n\na horse, or carry it and call himself a soldier.\n\nWhen the question, *' Why\n\nis the man a lion ?\" finds utterance, we pass beyond the mere symbol into\n\na comparison, and hence a separation between the term\n\nand the idea it\n\nstands for.\n\nWe create by association and with consciousness what we call symbols,\nSuch are many of the symbols of the Church,\nbut of a different kind.\nand each of us in our individual lives can think of things or of places\nwhich stand to us for experiences with which they are identified.\nAccording to Froebel there is but one explanation for all symbols.\nTo the most superficial way of thinking and observing nothing is farther\nremoved from the world of spirit than the material objects about us.\nIndeed, the material and spiritual worlds seem so far apart, have been\nheld so far apart, that they were looked upon as absolutely hostile to each\nother.\n\nMaterial things were considered utterly bad ; a desire for their\n\npossession, a delight in them, was wicked ; so that the logical inference\n\nfrom this point of view ought to have been, that while God created our\nsouls, the creations of the material world, from the clay beneath our feet\nto the clay in which these God-created souls found their habitation, were\nalike the products of Satan.\n\nFortunately, man is saved from many ''logical inferences,\" and to the\nsame God was attributed the creation of the entire universe.\nThe only basis for symbolism lies in ftiis view of the world that every\ncreature, from the lowest to the highest, flows from the same source\nthat the universe is a spiritual one, and every being bright with the radi:\n\n"}
{"page": 276, "printed_page": null, "text": "264\n\nance of\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\ntlie\n\ndivine ; that while there are different orders or planes of\n\nbeings, they differ only in the degree in which they possess and manifest\nthis same divine life or power.\n\nThe lower hints and realizes itself in the\nHence\n\nhigher, the higher includes and reveals the nature of the lower.\n\nthe lowest thing, that is, the object most devoid of life and intelligence,\n\nmay point to its fulfillment in the perfect soul, and could feel and find\nMan^s heart feels\nitself there if it had but this element of consciousness.\nwhere his reason afterward sees this one life running through all things,\nand in the symbols he creates gives utterance to that fact. Therefore he\ncan say that 'Sail that is transitory as symbol is sent\" therefore he can\n\"read sermons in stones,\"' and find in the world of nature a revelation of\nhis own soul ; for he, too, is the product of this one life, in himself must\nbe parallels to the various planes of being, and through them, from the\nleast to the greatest, shall he come to know himself.\nIf the symbol is the product of the unconscious mind, it will find its\nhome, as it does, where the race is still unconscious, and will be the means\nThis fact leads Froebel\nof reaching the mind when it is still unconscious.\nto teach the child by means of the symbol, learning from the race as well\nas from the child that this was what he needed.\n;\n\nIt is not possible to enter into much detail in a short paper, or to give\nall\n\nthe ideas Froebel hints at in his songs.\n\nI can but attempt to touch\n\nupon songs representative of a class, hoping that you may get some idea\nof this phase of FroebeFs method, and study for yourselves the book of\nwhich we are speaking. A favorite song with children and teachers is\nthat of the \" Fishes,\"' one of the so-called nature songs.\nThe mother\nsings to the child of the fishes in the brook\n:\n\n\" See how in the shallow stream,\n\nThe silvery little fishes gleam\n\n;\n\nSee how they dart upon the ground,\n\nChasing each other round and round.\"\n\nAs she sings she represents the fishes by means of her fingers, the only\npoint of resemblance between her fingers and the fishes being the fact that\nboth move freely, rapidly, variedly.\n\nThat one point of resemblance is\nnot something with scales\nand fins and a tail, but something that swims, that moves, and is alive,\nand this representation of the object is as good as the object itself. For\nthe young child it is even better, for he can learn to be the fish and prosufficient for the child, because to him a fish is\n\nduce its movement at will.\nTo Froebel comes the question. Why do children like birds and fishes ?\nand promptly comes the answer, Not because of their outward form or color\n\n—no mere external appearance charms the child.\n\nIt is their free moveBoth bird and fish seem to go along without impediment, impelled from within, checked by nothing from without, and yet\n\nment that he likes.\n\n"}
{"page": 277, "printed_page": null, "text": "SYMBOLIC EDUCATION IN \" MUTTER UND KOBE LIEDER.\"\n\n265\n\nthe child wants to catch the bird and fish, and once caught they lose their\n\nWhy ?\n\npower to charm.\n\nIs it the foolish notion that we weary of pos-\n\nsession, that things hold ns only because they are unattainable ?\n\nNothing\n\nanswer to Froebel. It is true that in many\ncases '^distance lends enchantment \" and that we want most what we do\nnot have, but to value things not for what they are but simply because\nthey are not ours is not the mark of an earnest soul. The fish, when\ncaught, loses its charm because it loses that which charmed its free\nThen comes one of those touches of FroebeFs symbolism which\nmotion.\nreach the mother's heart at once, and are but the first of an infinite numHow can the child possess himber of experiences necessary to the child.\nAnd tlie lesson comes not by external holding\nself of the fish's motion ?\ncan it be won only by getting it within only as the power which charms\nyou in the fish becomes an inward force, and as you, in your way, can\nproduce what you desire in it, do you get what you want. To the child,\nunknown, unrealized, the fish is the symbol of his freedom, of the ideal\ntoward which man is growing and striving, and because it is a symbol of\nhis ideal self it charms him, though he cannot know why.\nFreedom is\nwhat the soul craves, and where it dwells it finds itself at home ; where\nThe child can learn from\nit manifests itself, the soul delights to linger.\nthe song not only that freedom must be won from within, but what the\n'' Out of the water, which is his\nconditions of freedom to the fish are.\nhome,^' the fish cannot swim in other words, to be free, to be itself, the\nfish must be in its element, in the sphere where it was meant to be.\nIs\nthere no lesson for us, for the child, in this ? Where do we realize ourselves, and how ?\nOnly as we, too, live in the atmosphere which makes\nthe soul's life, our life, possible.\nAs the fish loves the clear water, the\npure stream, so clearness and purity should be the elements in which your\nchild dwells, says Froebel to the mother.\nClear and pure shall be the\natmosphere of his soul, clear and pure shall be the things he loves.\nNext comes the question, '^ How do the fishes swim ?\" and the answer,\n*' Crooked and straight,'' holds a twofold lesson for us\nfirst, that crooked\nand straight are terms which, by transfer, are applied to spiritual as well\nas material things\nsecond, that in the moral sphere it is the straight and\nnot the crooked which is right and beautiful.\nFrom the symbolism of\nthings the child can be led to the symbolism of words, and learn that\nthis use of language arises out of experience, and becomes possible through\nso superficial is a sufficient\n\n—\n\n—\n\n—\n\n;\n\n;\n\n:\n\n;\n\nthe detection of parallelisms and analogies.\n^•'\n\nWith these suggestions of what Froebel does with the song of the\nFishes,\" we must pass on to another class of songs, and consider some\n\nof the hints he gives us elsewhere.\nI would recall\n\nthe statement which J'roebel makes, that through the\n\nman comes to a knowledge and\nand that the child's life is not, and we must not\n\nlarger selves of the family and society\nrealization of himself ;\n\n"}
{"page": 278, "printed_page": null, "text": "266\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nThe child instinctively\nthat we can do is to\n\nleave it, devoid of these influences and agencies.\n\nworld in his play ;\n\nall the\n\nrepresents the life of\n\nall\n\nhelp him to a growing realization of his relationship to and place in that\nworld.\nIt is interesting to see how Froebel brings home to the child the idea of\n\nthe family\n\n— the only institution with which the young child comes into\n\ncontact, and the one in which his life finds itself.\n\nWe have seen how Froebel uses some of the facts of nature to foreshadow to the child the truths of the spirit. We want also to see how\nFroebel takes the suggestions of nature to help the child to a sense of his\n\nWe learn from our own poet that\n\nrelationship.\n\n\" There was never mystery,\n\nBut /twas figured in the flowers\nNever secret history,\nBut birds tell it in their bowers.\"\n;\n\nIn the song of the '^ Bird's Nest\" we find one of the simplest and most\ncharming illustrations of Froebel's use of symbolism. The song, as you\nknow, runs as follows\n:\n\n\" In the branches of a tree\nIs the bird her nest preparing,\n\nLaying in two little eggs,\nComing out two little birds.\nCalling their mother, peep, peep, peep.\n\nMother dear, peep,\nWe love you dearly, peep, peep, peep.\"\n\nThe idea is simple enough, the building of a home, the raising of a\nbird-family—the return of love for love given. The parallel to be drawn\nby the child I, too, have a mother, a home, protecting love I, too,\n\n—\n\n:\n\nlove in return.\n\nWhy does Froebel choose the bird's nest, and not the real home, in\norder to bring\n\nhome these ideas to the child ?\n\nBecause between the\n\nbird's life and the child's there are many differences, with this one point\n\nof resemblance, and the differences emphasize and so make it possible for\n\nthe child to detect the resemblance and become aware of the one thing\nFroebel wants him to realize namely, his mother's care for him.\nHav:\n\ning learned this great fact from the\n\nlittle bird's nest, he has yet to know\nthat he as well as his mother are alike members of a whole, parts of\na\nfamily— and so Froebel represents the family in twofold form to the\n\nmeans of his fingers. There upon his hand are five individual\nparts, independent in a way and yet strangely united in one—\nguided by\nchild by\n\none power, moved by one will, helping, serving, gracing one another.\nIs it not like the home in which there are many individuals,\nunited yet\nseparate, each with his own life, yet all joined in a common\nlife ?\n\nAnd\n\n"}
{"page": 279, "printed_page": null, "text": "SYMBOLIC EDUCATION IN \"MUTTER UND KOSE LIEDERr\n\n267\n\nthen there is the extended family in which we have tlie double relationship\n\n:\n\ngrandparents, parents, children ; and the child learns to realize his\n\nrelationship to his parents by seeing\n\nthem\n\nin their relation\n\nto\n\ngrand-\n\nparents, and vice versa.\n\nFrom this representation of the family circle on the fingers, Froebel\npasses to a further development of the idea of the family by means of a\n\nhint given\n\nhim by a child.\n\nIt is in the little song of the\n\n'^\n\nMaiden and\n\nthe Stars ^^ that Froebel relates how a two-year-old babe called out,\n'^Father, mother, stars !\" as she looked at two bright lights in the sky.\n\nFroebel takes this as the starting-point of his song, and then adds the\n\" Star Children '^ to the family group. When the child himself passes\n\nfrom the experience of an analogy, as in the previous songs, to the finding of a similar analogy, he is beginning to make the symbol which was\nat ^mi provided for him; and the little girl who called out, '^ Father,\nmother, stars,\" must have had a sense of these relationships in her own\nlife, to have imputed them to the stars in the sky.\nThe '' Family Songs'' naturally suggest the *' Trade Songs \" that is,\nthe songs in which the working-world is represented.\nThey are the most\nnumerous and the most familiar of the kindergarten songs. '^ Butcher,\nBaker, and Candle-stick-maker\" receive due recognition, and the child\n;\n\nrepresents with great delight the activities of each.\n\nIn the first of these songs Froebel makes what might be called a very\nIt is the '^ Grass-Mowing,\" in which he describes\n\ninteresting transition.\n\nthe mowing of the grass, the milking of the cow, the preparing of the\nbaby's supper, and the return of thanks to every one who labored for this\n\nThe transition made to the \" Trade Songs\" here is a double one,\nthrough the chain of natural circumstances, and of the family life\nrepresented in the mother.\nIt would seem that Froebel wanted to hint\n\nresult.\n\nthat the relationships of life are like circles within circles, and the larger\n\nmust contain the smaller.\nThe ideas common to this class of songs, and hinted in each of them,\nare among the most important.\nThe child does not come into direct\ncontact with the working-world, and yet his life in large measure depends\non it ; therefore he must be made to feel its power and his obligation.\nAnd so he must learn in his play how varied are the activities of men,\nhow infinite the dependence of each upon all, how impossible is one life\nwithout all life. The great truth of the brotherhood of humanity is\nillustrated by the material wants satisfied, the material benefits bestowed\n\nupon each of us by the work of others.\n\nThe child should learn that man\nmen render mankind\n\nlabors for man, and that in the least thing done\ninfinite service ; that the spirit in which\n\nman labors makes his smallest\nAn endless chain binds the\n\ndeed the possible bearer of the divin^pirit.\nleast to the greatest,\n\nand the least has a share in the greatest in virtue of\n\nthe service it renders to make the great possible.\n\n"}
{"page": 280, "printed_page": null, "text": ":\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n^68\n\nIt is an interesting feature of all the songs that nothing is presented to\n\nthe child as a dead and finished fact, but that more than the thing itself\nis\n\nthe process back of\n\nonly as we\n\nWe understand physical as well as moral facts\nHow did it come to be ? is the'impor-\n\nit.\n\nknow their histories.\n\ntant question, and the answer to which alone explains.\n\nthe importance attached to causes and motives.\n\nThis accounts for\n\nIn every instance the\n\nprocess of making an object, the causes which lead to an event, are repre-\n\nsented and traced in a simple way, readily grasped by the child, and soon\n\nhe comes to feel the importance of and look for the process himself.\nThe world thus from the first becomes a living, active power, and not a\ndead result, and the child^s mind is prepared for the true view of things.\nNot the bread, but how the bread is made, is told of ; not the milk, but\nthe conditions which make it possible for the child to have it, are sung\nabout.\nAs the fact that each life depends upon all lives prepares the\nchild for a realization of the unity of mankind, so this tracing of the history of things helps him to see the unity of all.\n\nWill you bear with me\nthe Carpenter \" ?\n\nif I take up, somewhat in detail, the *' Song of\nThe words may be familiar to you\n:\n\n\" Oh\n\n1\n\nsee the carpenter I\n\nAll day he works away.\n\nThe high he maketh low,\nThe long is shorter now\nThe crooked soon comes straight,\nThe curved he maketh flat;\nAll smooth he makes the rough.\nIs that not skill enough?\"\nIf we just ponder these childish words for a moment we will see at once\nthat Froebel begins the story of the carpenter by showing him at work ; each\nbit of the material with which he works is undergoing a process\nof transformation, and he is the transformer. The raw materials provided by\nnature the trees which had to be cut down have to be changed before he\n\n—\n\n—\n\ncan construct what he wants to make. Thus he hints the truth of everything wherever anything is put to higher uses it must cast off the old\n:\n\nform and take on a new under man's creative, active nature it serves\na higher purpose and lends itself to the embodiment of his ideas.\nThe song continues\n;\n\n:\n\n\" Now all must he combine.\nAll parts together join.\n\nJust see what now he shows\n\nFrom timber a house soon grows.\"\n\nThat is, elements by themselves are useless only when the whole for\nwhich these parts were designed, and in which they find their justification,\n;\n\nis realized, is the\n\ncarpenter's skill complete.\n\n"}
{"page": 281, "printed_page": null, "text": "a\n\n:\n\nSYMBOLIC EDUCATION IN ''MUTTER UND KOBE LIEDER.\"\n\n269\n\nThen it continues\n**\n\nA house for ray good child,\nWhere dwell his parents mild,\n\nWho night and day attend him,\nAnd from all harm defend him.\"\n\nThe house built by the\n\ncarpenter,\n\nwho is one in the great world of\n\nworkers, is built for the protection of the family, which, so to speak, rests\n\nwithin the protecting arms of civil society.\n\nAnd, finally\n\n:\n\n\" The carpenter must love the child,\n\nThe good, protecting house to build.\"\n\nLove, as he\n\ntells\n\nus in the motto at the head of the song, is at the\n\nsource of all labor rightly done.\n\nService should be the expression of love,\n\nand find its explanation there. If men stood in the right relationship to\neach other, all labor would be the expression of love, for all men would\nlabor for the good of mankind.\n*'The Bridge,'^ the last song I can touch upon to-day, is generally\naccepted by students of the *^ Mutter und Kose Lieder\" as the symbol of\nthe well-known and much-abused kindergarten principles of the media\" The Carpenter \" leads naturally to it, and in that\ntion of opposites.\nhint of the process of transformation has always seemed to me to prepare\nfor it.\n\nTo state it crudely, by the mediation of opposites Froebel means any\nThere are merely mechanical\nand chemical processes, and there are processes of the development of life,\nand processes of spiritual activity and growth. AVhen we see the world as\nthe product of an active intelligence, we see it truly and as we grow into\nthe comprehension of this active Reason, we see that all minor processes\nIn the bridge\nare faint echoes of the fundamental creative activity.\nmaterial thing which unites other things that are separated, and so makes\nthem into one we have a symbol of the union of opposites. In the commentary Froebel speaks of the family as a great mediator. It unites\nmany individualities its ruling spirit is love, which makes the strong\ngive themselves to the weak, that they, in turn, may grow strong. Finally,\nhe reminds us that in the giving of himself to the service of man, the carBut within ourselves\npenter's Son mediated the human and the divine.\nas well does this process of mediation go on.\nEach of us must grow out\nof his ignorance and weakness and slavery, into intelligence, strength,\nand freedom, and must so broaden his n^^row individualities that he will\nIn this\ninclude all life and be stamped with the image of the whole.\nprocess of becoming a whole where he is only a part, man becomes the\nprocess in which there is transition or union.\n\n;\n\n—\n\n—\n\n;\n\n"}
{"page": 282, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n270\n\nopposite of what he was.\n\nHe\n\nHe is unconscious, and takes on consciousness.\n\nweak, and becomes strong ; enslaved by ignorance and\n\nsin, but\ngrows into intelligence and holiness exclusive and selfish, and enters into\ncombination with all men for the good of mankind.\nIt is the growth from the natural to the spiritual\ngrowth out of the\nbrute-nature into the image and realization of the divine.\nI am well aware that all that I have said to you is but a superficial\ntouch upon a great theme\nthat there are many songs and many\nthoughts which I ought to have named, and yet which I find it impossible to consider now.\nThe benefit we derive from the \" Mutter und Kose\nLieder\" grows with the earnest study and thought we give to it. It was\nwritten not merely to help the child, but for the mother, and for those\nwho supplement the mother's work, and into their hands Froebel places\nthe means whereby the child may take those first steps toward that selfrealization which is his aim.\nWe no longer hear the questions, '' Does\nthe mother need to be trained for her sacred office ? '' and, '' Is not the\ninstinct which comes with motherhood sufficient for the task ? \"\nThese\nis\n\n;\n\n—\n\n;\n\nare out of date since the world has begun to see what motherhood really signifies, and\n\nhow great the work and profound the duties of the mother are.\n\nA growing reverence for the supreme privileges of womanhood, and a\ndeeper sense of the magnitude of her special sphere, will make every\nwoman feel the need of being trained for her work in the home and the\nfamily, and will divert her\n\nfrom that craving for work in every sphere\nbut her own, which is as unnatural as it is unhealthy.\nShe will see that\nin the main her place is at the heart of things, at the center of life\nthat\n;\nher best influence upon the world at large is an indirect one\nthat she\n;\n\ncan create reforms by training the young reformer, and when she comes\nto realize that in all this she is shaping the life of the world,\nshe will fit\nherself for her task by learning to understand the needs and\npossibilities\n\nof human nature.\n\nIt has often seemed to me that the\n\n\" Mutter und Kose\n\nLieder\" was not only a call to the mother to rise out of the limits of her\nignorance and instinct into the large light and freedom of intelligence,\nbut\nFroebel almost foresaw that the narrow restrictions of home life were\ndangerous and would be rebelled against ; that with a sense of possible\npower, women would insist upon its exercise ; that they would seek\navenues of work and influence outside of their truest province, because\nthese alone seemed to make possible the activities their minds\ncraved\nthat so\n\nhumanity would\n\n;\n\nwhat women alone can give it, a proper\nhome for the fostering of its childhood, and its life be robbed of its foundations. The '^Mutter und Kose Lieder \" may become\na call to a higher\nwomanhood, by showing mothers and those who have the education\nof\nyoung children and young women in charge how necessary a large intelligence, and a large sympathy with all the world contains, are\nto a proper\nlife in\n\nthe home\n\n-,\n\nlose\n\nthat all the learning\n\nand training, all the accomplish-\n\n"}
{"page": 283, "printed_page": null, "text": "SYMBOLIC EDUCATION IN \"MUTTER UN I) KOSE LIEDER:'\n\n271\n\nments and all the power in the world, are none too great to be expended\nand to find a fitting place there.\nThe true home should be a miniature world. It must contain the life\nit must know and care for all that is\nof the great world within its own\ngoing on outside, and must re-live it in thought and feeling. The mother\nmust he the creator of the bond between these two worlds, the small\nworld in which she lives with her child and the large world into which\n;\n\nthe father goes forth.\n\nThis does not imply that Froebel would immure woman within the four\nwalls of her house, and keep her from direct contact with or interest in\n\nthe great world with its varied life.\n\nIt is this old condition of\n\nand narrowness which he wants to break down\n\n;\n\nignorance\nbut it does imply, I think,\n\nthat outside activities must be secondary, that they must be held subordinate to and esteemed of less value than the primary duties which seem\nso insignificant and are so great.\n\nAccording to him the family is the great institution, and upon it the\nand national fabric rests whpre the sacredness of the family is\nignored, there neither virtue nor freedom can find a home, and both\nmercy and justice are aliens.\nThis institution woman guards its life is shaped by her, and through\nit she influences the life beyond.\nShe needs to know it to meet its\nrequirements, but she shall not give herself in largest measure to it.\nThere seems to have been a time in the history of the Church when the\nwise and good thought it wisest and best to withdraw from the world, to\nse]iarate themselves from the race of which they were the best part, and\nto leave the shaping and the perpetuating of its life to those least fitted for\nit, and who would shape and perpetuate what ought to have found a speedy\nend.\nIt is true that\ntime's revenges \" brought a partial reaction, and\nthe wicked world was looked upon as a promising field for cultivation.\nIt was so bad that these good people found it proper to struggle with its\nwickedness and exercise their virtues upon it, and so they came back from\ntheir retreats into the world they had cast off.\nIt was only a partial compromise ; they were still a class apart, and in life and garb manifested\nthis fact.\nNot until men recognized that the world is essentially good\nnot until they again felt that the true human life is in essence divine\nand the world a heaven in which God might find a fit dwelling-place\nnot until they saw that man^s highest place is among men, and the best\nnone too good for man not until this was achieved, did the Church find\nits true place and work in the world.\nIs it necessary to draw the parallel ?\nsocial\n\n;\n\n;\n\n*^'\n\n;\n\n;\n\n;\n\n"}
{"page": 284, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n272\n\nPROFESSIONAL TRAINING OF TEACHERS,\nBY MRS. EUDORA L. HAILMANN, LA PORTE, IKD.\nProfessional training signifies fitness to be regarded as an authority\nupon a given subject.\nFitness to be an authority on the art of child culture implies self-culture, scholarship, understanding of child nature, and a love of humanity.\nIn fixing a standard of excellence, we cannot place our ideal too high.\nLet every kindergartner, every teacher,\nPerfection should be our motto.\nand every mother, aim at perfection, and the little children will have an\napproximate model to imitate.\nThat absolute perfection is not attainable, does not enter here, nor does\nit lessen\n\nour obligation to strive in the direction of its attainment.\n\nEffort for the sake of others strengthens the nobler faculties and sub-\n\ndues self. This is the mission of woman to live for others.\nThat she\nmay live for others most effectively, it is essential that her whole being\n:\n\nshould reach fullest strength and efiBciency.\n\nFor this purpose a thorough\n\nculture of her whole nature is necessary.\n\nIn the following paper I shall endeavor to describe conditions and to\narrange a course of study with this end in view.\n\nThe plan seems to me\n\nperfectly feasible wherever sufficient funds are available.\n\nWhen Ameri-\n\ncans want a thing they usually get it, at whatever cost.\n\nThe question is frequently asked\n\n*^\n:\n\nWhat is it to be a perfect kinder-\n\nA description of a perfect kindergartner is a description of a\nperfect woman.\nA perfect woman is one who is well born and fully develgartner ? \"\n\noped.\nWe cannot completely reconstruct badly born individuals, but a\njudicious method of culture, arranged with due reference to making the\n\nyoung women students healthy, vigorous, efficient, scientific, philosophic,\nartistic, and beautiful, would, in two or three generations, evolutionize\nhumanity. This, and no lower an aim, should characterize the professional training school for women.\nThe following is an attempt to picture such an institution Location\nnear, but not in, some large city.\nGrounds— extensive, and artistically\nlaid out.\nResidence and school buildings sufficiently large to accommodate one hundred or fewer students.\nInasmuch as the house we live in has a great influence upon the character, permit me to say a few words concerning the school home\nwhich is to\nbe the residence of the young ladies for a period of three years, with the\nexception of vacations and holidays.\nExtremes in the direction of either luxury or simplicity have a dele:\n\n—\n\n—\n\n"}
{"page": 285, "printed_page": null, "text": "PROFESSIONAL TRAINING OF TEACHERS.\n\n'IT6\n\nhome is a model\nand refinement, conducive to the\ngreatest and best possible all-sided activity on the part of the students and\nterious effect upon the inmates.\n\nof complete comfort, beauty,\n\nTherefore the school\n\norder,\n\nthe instructors.\n\nEach department of this school home should be a model for subsequent\nimitation in their own homes.\n\nNot only should the food be wholesome and sufficient, but all the\nappointments of the dining-hall the service, the linen, the conduct of\nthe meals, the decorations, indeed every detail should be so planned as\nthat not only the physical needs are supplied, but also the spiritual, the\n\n—\n\nintellectual,\n\n—\n\nand higher endowments of the mind are nourished.\n\npictures on the walls should not, as\n\nis\n\nThe\n\nso frequently the case, represent\n\ndead beast, fish, and fowl, nor portray the suffering of a little fawn or\nrabbit being chased by cruel hunters and ferocious hounds, nor scenes of\nexcessive sensuous indulgences of\n\nany kind\n\n:\n\non the contrary, beautiful\n\nfruit and flower pieces, a wheat field, a harvest scene, gathering fruits, a\n\nvintage, children picking berries or feeding pet animals, a wedding party,\n\n\"The Last Supper,\" and so on.\n\nSuch pictures have a tendency to uplift\n\nthe mind into cheerful, healthy thinking and feeling, which is essential to\nperfect digestion.\n\nThe parlor, where the teachers and students assemble mornings and\nevenings for free social interchange of thouglits and opinions in a free and\ninformal manner, should contain worthy specimens of fine art, paintings,\nengravings, etchings, and models of the choicest of every age and nation,\nbooks, musical instruments, plants, and objects of interest.\n\nBeautiful\n\nsurroundings will enrich and stimulate their minds. A thing of beauty\nis a joy forever.\nA joy forever is well worth an effort to win.\n\nThe dormitory of the school home is on the second floor. Each room\nThe most approved\nwell ventilated, well heated, and well lighted.\nmodern bathing facilities are provided, and of easy access to each room.\nis\n\nI\n\nam induced to mention the details of this department because the\n\nhealth and happiness, and, consequently, the character and\n\namount of\n\nthe work done by the students, depends upon the health and vigor of the\nbody.\n\nEducation no longer means learning only.\n\nBeing educated is a\n\nlife\n\nprocess of assimilation of impressions and influences, like attracting like.\n\nA well-educated person is one whose innate possibilities have been fully\ndeveloped, and inasmuch as the surroundings influence to a great extent\nthe state of mind, its moods, tendency, and scope, I\n\ndeem it an essential\n\nthat an atmosphere of culture, beauty, and refinement should be established\nin all schools dedicated to the professional training of young people.\n\nThe\n\nschool home should be a worthy habitatton of high-minded teachers and\n\naspiring youth\n\n— a concrete expression of an inner soul reality.\n\nThe school and the school home are one.\n18\n\nIt is true, each has its special\n\n"}
{"page": 286, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n274:\n\nEach depends\nthe other.\nfunction, but tlie one is no less important than\nmember of\neach\nof\nwelfare\nupon the other, and both, conjointly, have the\nthe school in view.\nFacing the school\nsides of\n\na\n\nhome stands the academy building, inclosing three\nThis building\n\nquadrangular court.\n\nstrength, grace, and comfort.\n\nhome to the main entrance.\n\nis\n\nthe\n\nembodiment of\n\nA covered avenue leads from the school\nOver the door, carved in stone, is the motto\n\nequilateral triangle. On\nof the school. This is a circle circumscribing an\nHead, Heart, Hand.\nwords\nthe\nare\ntriangle\nthe\nof\nsides\nthree\neach of the\n:\n\n\" Life.\" Interpreted, it means :\nIn the center of the triangle is the word\nGiven suitable and consistent conditions, a course of study that will\nstrengthen the reasoning faculties, warm and inspire the sympathies,\nmake dexterous and artful the hand, will conduce greatly to the estabEducation should therefore aim to cultivate the\nlishment of a full life.\nhead, heart, and hand for life.\nThe academy contains, on the\n\nfirst floor,\n\nreception room, private par-\n\nalso a\nlor, calisthenic and a number of other occupation and class rooms,\nart\nand\nmusic\nthe\nare\nfloor\nsecond\nthe\nOn\nhall.\nlecture\nand\nconcert\nThe laboratory is separate from\nrooms, also a concert and lecture hall.\n\nthe main building.\nThe teachers in charge are a supervisor and several specialists. Each\nspecialist is master of the subject, not only in its entirety but also in\nits\n\norganic connections.\n\nThe supervisor is a lady of the\n\nbest type of\n\nwomanhood ; mature, yet youthful and sympathetic ; scholarly, yet not\npedantic ; general-minded, yet not scatter-brained ; in a word, a cultured,\nversatile woman of\nall\n\nbroad and deep experience, one who loves God and\nfrom prejudices, one who is faithful\n\nof his revelations ; a lady free\n\nto her convictions of duty and\n\nis able to adapt her religion to the pracShe is the shining light in which they may see\nreflected their own future, not in a superficial aping of attractive\nexternalities and agreeable mannerisms, but in endeavoring to follow the\nsame rule of duty in the direction of high ideals that developed her. It\nThe chief\nis the mission of age to be an example and a guide to youth.\nobject of this professional school is to produce model specimens of\nwomanhood not mere kindergartners, but all-around, wide-awake, supeSuch women will be good kindergartners, good teachers,\nrior women.\ngood mothers, good sisters, good friends, and good citizens.\nThe subjoined course of study is believed to be well adapted to the\nTo any one who is inclined to think there is too much variety\npurpose.\nin the subjects of instruction, I would say that in university courses, as a\nrule, there is greater diversity, while at the same time the subjects lack\ncombination and adaptability to all-sided life purpose. The aim is rather\nto get learning for tlie sake of learning, than to use knowledge as a\nmeans of power and usefulness in the service of love and progress. We\n\ntical duties of daily life.\n\n—\n\n"}
{"page": 287, "printed_page": null, "text": "PROFESSIONAL TRAINING OF TEACHERS.\n\n275\n\ndo not approve the one less, but the other more, at least for women, with\n\nwhom the art of human culture is the natural vocation.\nThis cannot be otherwise, for in the very nature of her being, as\n\nmother of the race, her own completeness will touch at every point the\noutreachings of humanity.\nProofs are abundant to show this.\nThe\nincrease in the number of lady superintendents and lady prmcipals, the\nnoteworthy achievements in the direction of moral and social reforms\nbrought about by them directly or indirectly, the many successes won\nby them in the higher institutions of learning, are unerring signs of\nfuture power and efficiency in all lines of productive skill where Religion,\nPhilanthropy, and Philosophy predominate.\nThe course is intended to extend over an average period of three years.\nThe relative extent and importance of each subject of instruction will\nnecessarily depend upon its bearing on the central purpose of the school.\nThus, subjects which, like anatomy and physiology, are intended mainly\nto furnish necessary data, will cease to be considered when this purpose\nhas been fulfilled.\n\nOn the other hand, subjects which, like psychology,\n\nand others which, like\nmusic and drawing, require constant practice in order to establish proficiency, should continue in the curriculum throughout the entire course.\nWith these limitations and explanations, the following subjects should be\nconsidered framing the course of study\nHistorical and sociological studies, biology, physiology, anatomy, hygiene, psychology, mathematical drawing and constructive geometry,\nbotany and horticulture, logic, ethics and the religions of the world,\nmusic, sketching, painting and modeling, history of education, science\nand art of teaching, with special attention to the Pestalozzi-Froebel\ntheory and work.\nTo this should be added instruction in domestic economy,\" which would\ninclude principles in hygienic cooking, dress and care of children, the care\nof the sick, and the significance of home-making.\nare intended to develop skill in securing data,\n\n:\n\nWith women, to know is to act.\n\nThey are direct.\n\nThey comprehend\n\nreadily the needs of children, but, from lack of the necessary knowledge\n\nand professional skill, their work is frequently fragmentary and crude.\n\nThe function of the professional training\n\nschool\n\nis\n\nto\n\nsupply this\n\ndeficiency and to afford to its students opportunities not only for acquir-\n\ning needed knowledge, but needed skill as well.\n\nTo secure the latter on\n\na firm foundation is the chief purpose of the model kindergarten and pri-\n\nmary school connected with the institution.\n\nThis school is in no sense a\n\nTrue practice presupposes\nupon experience, which is to be gained in this\n\npractice school, but a school of observation.\n\na theory, and theory rests\n\nTo use experiment for this purpose is forbidden by the sensitiveness and fragility of early childhood.\nKnowledge\n\ncase primarily by observation.\n\nand skill for the treatment of dead plastic material may be gained profit-\n\n"}
{"page": 288, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n276\n\nis\nably by experiment, for it matters little how much of the material\nspoiled in the process ; but with children this is different, it is important\nthat not one of them should be injured through ignorance and lack of\n\nskill, if this can be\n\nprevented.\n\nFor this reason, the model kindergarten and primary school serve priHence superior\nmarily the purpose of observation on the student's part.\nthe training\nof\nideals\nthe\nbest\nteachers, who in their work represent\nof the little\ndevelopment\nthe\nguide\nand\nschool, adjust the surroundings\nchildren.\n\nAt first the students are chiefly interested on-lookers, not many at a\nmight realize to a damaging extent the\nfact that they are objects of study, but a limited number, and each one\nhaving some suitable place in the economy of the school, assisting in thg\ntime, for fear that the children\n\nreception and dismissal of the children, in the distribution of the material,\nin needed aid to particular children, or forming, ostensibly, a part of the\nlittle class,\n\nfollowing, with the children, the dictations of the leading\n\nteacher, and taking part in the songs and games.\nselves into the spirit of\n\nliarities of the little children,\n\ninterest in them.\n\nThus they live them-\n\nthe place, familiarize themselves with the peculearn to love them, and take a true personal\n\nThe children, too, learn to look upon them as beloved\n\nhelpers and school-mates, and truly live with them, as they live with the\nchildren.\n\nNo notes are taken during these periods with the children.\n\nWhatever\n\nneeds to be fixed in this fashion must wait until the children are out of the\n\nway, for fear that they might begin to suspect a hidden purpose in the\nand look upon them as interlopers.\n\nvisits of these older people,\n\nAs time rolls on, and the children become more and more familiar with\nthese sympathetic, helpful visitors, and learn to look upon them as organic\n\nmay be admitted at\none time, and frequently the entire school— students, teachers, and children may be united in some common social enjoyment out-door game,\n\nelements of their school, larger numbers of students\n\n—\n\nfestival, or school celebration\n\n—\n—in which each plays an important part.\n\nOnly in this way can the student learn to appreciate sufficiently the mean\" Come, let us live with our children.''\ning of Froebel's motto\nIn addition to this, the model teachers, from time to time, if need be\nunder the direction of the principal of the school, gather the student\nteachers in convenient sections, and discuss with them the observed work\nof the model school, helping them to see the hidden purposes of the work\nin its varying details, teaching them to find the organic connection among\napparently disconnected exercises, and affording them guidance for practice in the deliberate planning of programmes of work adapted to the chil:\n\ndren who are the objects of the\n\ncommon earnest solicitude of the entire\nschool, showing everywhere the faithful following of principle in every\ndetail of the practice.\n\n"}
{"page": 289, "printed_page": null, "text": "PROpESSrONAL TnAINING OF TEACHEttS.\n\n277\n\nThe ordinary practice school connected with normal school, and the\napprentice method followed, under the stress of necessity, by a number of\n\nphilanthropic organizations that use kindergarten work in carrying out\nthe objects of their charitable ardor, have none of these advantages.\npractice school, indeed, in\n\nThe\n\nvery constitution, defeats the purpose for\n\nits\n\nwhich it was organized. Here the student is to learn the art of giving\nto\nherself, with her whole being, to the development of the children\nmake their growth her single interest ; to subordinate her every purpose\nto criticise her every thought and word\nto the purpose of the school\nand action, with reference to the help they may give to the children in her\nYet what does she do in reality ? The eyes of the critic teacher\ncharge.\nare upon her, and in the hands of the critic teacher lie professional\nThe critic teacher is reinforced by an eager\napproval and disapproval.\ncrowd of fellow-students, who, in their criticisms, are actuated by motives\neven more trying than those of the critic teacher.\nBefore her is the living material upon which she is to experiment. But\nTo her the failure\nher whole being is not with them, it is with herself.\n;\n\n;\n\nor success of these children has value only in so far as\n\nit is\n\nrelated to her\n\nown personal failure or success; that she should grow in the estimation of\nThe purpose of\nher comrades is her single, or, at least, her chief interest.\nthe school is wholly subordinate to her own purpose of self-development.\n\nShe criticises her thoughts, words, and actions with reference to the gain\nit\n\nmay bring to her children only in so far as this gain may reflect credit\n\nupon her.\n\nThat is, her fundamental attitude toward her work is pre-\n\nvented.\nIs it to be wondered at, if, under such circumstances, the normal schools\n\nsucceed in making fair instructors, but exert little influence on the devel-\n\nopment of that missionary spirit that characterizes truly educational\nwork ?\nThe apprentice method of charitable organizations is open to similar\nobjections.\nHowever, there are so many things in the make-up of these\norganizations to mitigate the perversions just mentioned, that my heart\n\nalmost fails to say one word against it.\nIt is\n\nonly from a sense of duty that I do\n\nso.\n\nIn the first place, the\n\ncharitable organizations exist for the children ; to help\nobject,\n\nand\n\ntheir apprentice schools\n\nthem is their first\n\noccupy a secondary place, being\n\nsimply a device, which, for the time, renders possible the establishment\n\nneeded to carry out the objects of the organization.\nThis fact impresses itself upon the mind of the new apprentice, even on\nthe first day.\nShe feels, indeed, her ignorance and helplessness, but her\nof kindergartens\n\nwork is not done in the presence of unloving, and sometimes even hostile,\nShe is, at least, alone with her group of children, and her\nheart in its sympathy reaches the child.\nTo her, subsequent instruction\ncomes as a relief in her anxiety for her children, and is turned to account\n\ncriticism.\n\n"}
{"page": 290, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n278\n\nby Iier, with the immediate purpose of helping the children rather than\nNevertheless, before she attains tolerable efficiency,\nmany a day may pass, and much that the children might have gained\n\nto help herself.\n\nfrom a teacher prepared for full practice by thorough instruction and by\nand much pervera good school of observation is irretrievably lost to them\navoided.\nhave\nbeen\nmight\ninadvertently,\nthem,\nto\ncome\nsion that has\nOf the plan of a model school for observation proposed in this paper,\nThe student should be\nthe primary classes constitute an essential part.\nenabled to see not only the immediate proximate results of her work, but\n;\n\nshould follow it in its remoter influences upon the subsequent development of the child. Were it possible, I should follow up this careful\ncourse of preparation, after graduation, with actual practice under the\nsupervision of the institution.\n\nShould the city near which this school is\n\nsituated not afford sujBBcient opportunities for the employment of these\n\ngraduates, a number of neighboring cities or districts might unite for tliis\n\npurpose.\n\nFor at least one year, under the ordinary conditions of actual kindergarten or school work with the ordinary responsibilities, emoluments, and\nduties of kindergartner or teacher, and under the immediate supervision\nof the training school, each graduate should teach.\n\nThis would insure the\n\nvaluable circumstance of making experience, theory, and practice of one\n\nmold\n\n;\n\nit\n\nwould enable the graduate, in whatever first doubts may come to\n\nto appeal directly to the Alma Mater, to whom she is tied by\nbonds of mutual love. It would enable the training-school, on the one\nhand, to prevent incipient errors and, on the other hand, to encourage\n\nher,\n\nstill\n\n;\n\nvaluable new departures, happy applications, striking success.\n\nIn bringing this subject to you for consideration, I have confined myself\nto the presentation of an ideal scheme.\nto which this scheme may be accepted\n\nIn the light of this, to the extent\nby each one as a worthy ideal, can\n\neach one test existing training schools, and seek to bring them nearer to\ndesirable thoroughness and efficiency.\n\nTo all of us, whatever may be our ideal, there will come the hindrances\nTo these, in a certain measure, we are compelled to\n\nof environment.\n\nIf, however, in thus yielding, we do not transfer our love to\nthat\nwhich expediency forces upon us, but still continue to hold fast to our\n\nyield.\n\nideal, it is well with us.\n\nAs time rolls and our ideals become realities, we may test the value of\nsuch professional training schools as I have tried to describe.\nBy their\nproducts and by their fruits shall ye know them.\n\n"}
{"page": 291, "printed_page": null, "text": "THE AUTISTIC SIMPLICITY OF CHILD WORK\n\n279\n\nTHE ARTISTIC SIMPLICITY OF CHILD WORK.\nBY AMALIE HOFER, BUFFALO, K. Y.\nIt is not a great distance in the past since a certain faction of educators\n\ncandidly said of a certain other faction\n\n:\n\n*^\n\nYou kindergartners are supreme\nwho cannot be\n\nsentimentalists ; nay, worse, you are blind enthusiasts,\n\nmade to see more than one decimal side of a subject you spin fine theories\nad libitum, until you get yourselves tangled all out of sense.\"\nSuch is scarcely our epitome to-day. Can it be that our fine theories\nhave tangled our critics out of an old into a new sense of education ? By\ndint of sincere and vigilant adhesion to a principle, we have proven our\ntheories to be something more than fancy, and the daguerreotype of the\n;\n\nkindergarten sentimentalists is fast fading out of fact.\n\nTo him who still prides himself on being the ''good, old-fashioned kind\nof a school-master,\" our present subject may still have a sentimental tinge.\n\nOn ears attuned to the n^usic of dead languages, it sounds, no doubt, like\na tinkling cymbal ; but to us, as professional kindergartners, there\n\nis\n\nno\n\nquestion more vital or practical to-day than this of our children's work in\nits simplicity and truth.\n\nEvery now and again the followers of Froebel are seen to wander far\naway from their master's straight and narrow path, in the vain ambition\nto seek out a newer or more modern short-line to the desired destination\nof natural development.\nThey have as often found themselves lost in the\nmazes of materialism and heterodoxy. It is at such times that the\ninstinctive rightness of the child is lost sight of, and for it are substituted\nthe uncertain manipulations of so-called latent and accidental faculties.\nFroebel declares that the child\nfaculties\n\nis\n\na spiritual fact possessed of spiritual\n\n— identity —pure and simple, which, if\n\nskill or brainy wisdom could develop.\n\nit were\n\nnot so, no human\n\nWe of this congress are, by virtue\n\nof our calling, pledged to this statement, not as a silken phrase, but as an\n\nThis is the cardinal principle of the Froebelian doctrine.\nAbiding by it, in order to demonstrate it, is what makes of the kinderabsolute fact.\n\ngarten a science.\n\nNow, the question arises, how are we to attain to its practice ? How\nwe to bring the child to more certainly possess his acceded inheritance ? How may we open his eyes to see the truths about him, and how\nare\n\nmay he be brought to assert his artistic nature ? How is childish effort\nto show forth the result of his own childish thought, rather than merely\nto imitate maturer production ? We discourse full much about the artistic\nopportunities and tendencies of the kindergarten, but how are we to define\nthese tendencies accurately enough to further their fulfillment ?\n\nWe talk\n\n"}
{"page": 292, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n280\n\nmuch about the child's innate sense of the right and the beautiful and the\nnatural, at the same time administering a sad mixture of our own halfdistilled notions, in order to stimulate, as is said, these higher faculties.\n\nHowever far-we have fallen short of our own duty, we are still in the right\nway, and the educational world is to-day waiting on us, looking eagerly in\nour direction, and crying \" Give us of your manna/' It awaits and has\nthe right to expect great things of us.\n\nWe are compelled to acknowledge varying motives in our work as kinwe must confess to each other that there are few of us\nwho have found the way out of the wilderness. Can it be that we do not\n\ndergartners, and\n\nfully comprehend the principle of our work, the one motive above noted ?\n\nHere\n\nis\n\nbetter,\n\nthis\n\none who\n\nis\n\nan honest questioner, searching everywhere for a\nanother experiments with her children, testing\n\nhigher method\n\n;\n\nor the other professional venture ; another, in the hope of being\n\nreputed clever, attempts novel, almost fantastic measures, or to display\nher own versatility leads the children a veritable pipers' dance.\nA mass\nand confusion of materials is sometimes found loading down and covering\nover certain deficiencies on the part of the kindergartner, who, if she\nhave, on the other hand, a clear-cut motive, will go straight to her goal by\nthe simplest route and the fewest possible distractions.\nA great variety of\nmaterials, however attractive or fascinating, can never be honestly substituted for a decided purpose or conscious understanding of the science of\n\nkindergartning.\nI have read the choicely worded circular\n\nof a certain seaside kinder-\n\ngarten art school, which pledges to introduce to\nof novelty,\n\nits baby patrons, by way\nmany of the quaint and charming manual occupations of the\n\nJapanese kindergarten.\n\nSuch overtures are not rarely misinterpreted as\n\na mark of individuality ; which tendency,\nforce of its\n\nif\n\nencouraged, would, by the\n\nown logic, prove the clown the most strongly individualized\n\ncharacter in the human procession.\n\n^' It is\nmore important that the kindergarten should be kept jmre than that it should become popular.\nIts\n\ndeep simplicity should always be maintained.\" Occasionally a teacher, a\nkindergartner, is found, who yields to the mortal temptation of exercising\nthe preponderance of her own mental power over her children, charming\nthem with the weight of her personal wisdom, until they cower like the\nhelpless hare before the boa, instead of overshadowing their every effort\n\nwith that maternal appreciation which is the true teacher's strongest power.\n\nWe\n\nneed not more methods, not newer fancies for sugar-coating old truths\nto make them palatable to abnormal cliildren ; we need not more\nfacts of\nunnatural science at tlie frontal of baby brains ; but we do need\nmore\nideals, more conscious conviction and principle before\nand behind and\nwithin every effort of the profession.\n\nNot long since, the children of one of the mission kindergartens of a\nlarge eastern city were taken to the country beach\n\nand\n\nleft to their\n\nown\n\n"}
{"page": 293, "printed_page": null, "text": "THE AUTISTIC SIMPLICITY OF CHILD WORK.\n\n281\n\nTliey gathered pebbles, plucked the flowers, and were full of a\ndevices.\ngladsome exuberance. They ran wildly up and down the broad beach, and\ndrank in the free air, but scarcely one looked beyond the stretch of sand\nIs there no analogy here for us ?\nAre we not, perhaps, in\nat his feet.\nthe first fresh freedom of our beauteous work, keeping our eyes too near\nthe shore ?\n\nThe cultivation of the art instinct, even when rooted in the play impulse,\nIt must inform the child's intelmust seek more than mere amusement.\nligence, must enlarge the horizon of his thought, must humanize his feelit must open the altruistic door of his nature, and supply him with\nings\ninsight whereby he can read the progressive truth and incarnate beauty\n;\n\nwhich constitute\n\nart,\n\nments, or ornaments.\n\nwhether expressed in buildings,\n\nfabrics, imple-\n\nThe kindergarten materials in themselves will not\n\ncreate the art instinct, since they possess no innate charm.\n\nThey, too, are\n\ndead tools, which can only become means to noble ends when directed by\nnoble hands to express beautiful thoughts.\n\nThe same Taw of harmonious\n\ncounterparts of form can be illustrated to the child as well by means of\nhillside twigs as by the\n\nmachine-made staves.\n\nThe principle of art and\n\nof nature is one, and we must seek to teach of it rather than any machina-\n\nsleight-of-hand performances of material skill.\nKaleidoscope\narrangement of geometric bits is no more color and form art than is the\nPuncli and Judy dramatic art. Nor can we produce artistic results by\nconfining our children to so-called schools of work, however well they may\nteach unity or continuity or symmetry. These must all be subject to the\nmotive power of the child's own heart and soul. The true message of\nbeauty and divinity must not be lost in either intellectual or manual\nmanipulation ; feeling must predominate and infuse all work with life\ntions or\n\nand beauty.\n\nThe child, in his turn, has individualized motives back of every effort,\nand the true teacher has learned before this that his affections and loves\n\nTo\nmake a picture for uncle at once enhances the possibilities of every line,\nare the sunshine to his intellectual as well as to his artistic growth.\n\nfor uncle can read between the lines ; he loves the little artist,\n\nand never\n\ncriticises or mistakes the motive.\n\nArtistic quality is no passive abstraction, nor is it ever the thing itself,\n\nbut it is that touch of life and nature which makes the thing real.\n\nThe\n\nchildren of the kindergarten were busy one Christmas season modeling\nsheep, each child fashioning the image of his own heart.\nOne little\none clapped her hands, and said: ^' See, mine is looking at you '' All\ngazed, and in a moment every little earthen head was turned to \"look at\n\nlittle\n\n!\n\nyou,\" giving a life-likeness to the clay image which delighted the little\nartists beyond measure.\nThis touch did not necessarily suggest realism.\n\nEvery piece of handiwork has the rigTit to bear a message, and has the\nright to ''look at you\" and tell its own story.\nThe manual skill devel-\n\n"}
{"page": 294, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n282\n\noped in the making of a thing is only a means^ and not an end. That\ntime is gone by when art is pursued for art's sake ; use is tlie excuse for\nits being, and the useful is no longer the plebeian ; labor is the proof\nof energy and activity, and work has become worship.\nWhen we learn,\nthrough loying services, how truly work is worship, then can we throw the\ninspiration of natural activity into our every effort.\nRural crudeness is\nno longer called ''sweet simplicity ;'' but the natural, which is always the\nbeautiful, the strong, the true and ennobling, is become the standard.\n\nMany kindergartners already appreciate the importance of broad study\nand self-culture as not only preparing them to give out more naturally and\ngenerously, but also training them to detect every effort made by the child\nin the right direction.\nTo illustrate If a kindergartner has a technical\nunderstanding of drawing, she will appreciate the difference between an\naccidental effect and the curve or line resulting from controlled effort.\nIf\n:\n\nshe has seen the fruits of her own conscious perseverance, she will appreciate the satisfaction and pleasure that\n\nviewing his work.\n\ncome to her charge when likewise\nTaken in the matter of music, there comes an occa-\n\nsional day in the kindergarten when the children, prompted by nobler\nimpulses, sing so sweetly and purely that an artist musician would be\n\nUnless the kindergartner be such an one, or unless she be at\nwith the law of tone-purity and the standards of artistic\nsound, how can she add her smile of benediction, which shall set this as a\nstandard for her children ?\nthrilled.\n\nleast familiar\n\nThe kindergartner— the teacher— who has herself confused ideas of\nart can scarcely extract such effort from the child as will conform\nto the\nlaws of art, for the child constantly responds to the unuttered\nstandard\n\nof the teacher's thought.\nFirst the teacher, through the child,\n\nmust master the already estaband accepted rules that govern art work, before either can\ngo\nbeyond. Unless the guide has been over the mountain paths\nhimself, and\nhas experienced the by-ways and dangers of the journey,\nhe is not likely\n^\n\nlished\n\nto lead the traveler happily,\n\nmuch less point out the beauties of view and\n\nlandscape.\n\nA work of art is an embodied\nand the nobler the ideal the more wonderful the\nwork.\nThe\nshrouded ideal of Egyptian thoughts took on the form\nof the Sphinx,\nwhich is no less a work of art than is the classic statue\nwhich pictures\nforth the Greek ideal of beauty and perfection.\nThe hideous\nArtistic results are never accidental.\n\nidea,\n\ngods of the\n\nChmese to-day reveal the evil of their ways, and tell the tragic\nnation whose thought\n\nstory of a\n\nunillumined by a single star.\nThese gods are\nexpressions of barbarous mental images which can\nnever take on artistic\nform the god within must be resurrected before\nhe can be clothed in\nouter beauty and goodness.\nHere is barbaric simplicity, but it bears no\nmessage of artistic truth.\nAs with the infant race, so with the indi;\n\nis\n\n"}
{"page": 295, "printed_page": null, "text": "THE ARTISTIC SIMPLICITY OF CHILD WORK.\nvidual— the change of heart, of\n\nidea,\n\n:i83\n\nmust ever precede the growth in\n\nexpression, in deeds, in v/orks.\n\nMichael Angelo,\n\nafter\n\nlaboring\n\nincessantly\n\nfor\n\nthirty\n\nyears,\n\nwhen\n\n*'\nBy thinking and\naccused of having a special genius, said these words\nthinking on a thing a man can do anything, if he but think the thing\n:\n\nuntil his hand keeps time with his thought.\"\n\nIn the experience of Mil-\n\nlet we have the illustration of a man's ideal dominating to the extent that\n\nevery detail of technique responded accurately and beautifully in its execution.\n\nOur duty then, as conscious teachers, should be toward unveilOur average\n\ning the inner rather than the outward child to himself.\n\nmodern child has few ideals\n\nthought pictures clamorHe is surrounded by a\nmass and variety of eniginatical things which do not produce the cameoThe whole past of civilization\nlike impressions essential to reproduction.\nis pouring forth its treasures into the lap of to-day, and the demands of\ndiscrimination and selection ov^erbalance those of original production.\nThe early races, with their few and simple surroundings, were compelled\nto externalize their emerging thoughts in order to satisfy the law of the\nmind, which law is constant expression. To-day thought may turn in\nany direction and find some outer form corresponding to its inner picture.\nShall we conclude from this that mind is exhausted ?\nOr, because the\nmodern generation produces neither Sphinxes nor Apollos, that it has\ntherefore no ideals ? Nay, mind is eternal progression, and every to-day's\nnew thought demands a higher, nobler clothing. The child of to-day\nwill search out a new form for his thought as soon as the expression of\nthat thought becomes imperative to him.\nThe mission of modern early education is first to make this next step\nplain to him, then show him how to take it.\nFor some time until the\nadvent of the kindergarten the way was dark, and crude ideas struggled in vain for expression were even strangled because of their crudity.\nFroebel taught us to encourage each effort, and so in time generate the\npower to bring forth great and noble thoughts into corresponding works.\nWithout doubt he anticipated this necessity in his arrangement of the kindergarten gifts and occupations.\nThe simplicity, perfection, and substan-:\ntiality of his first type-forms speak directly to the primal thought of the\nchild, and produce the ideal impression of, and the vital feeling for, that\nwhich is typical, clear, readable, and full of meaning. This working with\nand handling of perfect, embodied forms feeds the sense which has been\nwell-nigh starved for want of giving itself expression.\nHaving nearly lost\nthe power to put forth his ideals of form, this must be retrieved to the\nchild through the conscious vicarious assistance of his teachers.\nThe true\nenvironment may thus be brought back to the child in his intellectual\ninfancy, which environment consists not so much of the circumstances of\nwealth and poverty, education or ignorance, location or condition, but the\n;\n\nthat\n\ning for expression ; and this for\n\n—\n\nis,\n\ndefinite\n\nmany reasons.\n\n"}
{"page": 296, "printed_page": null, "text": "284\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nideal qualities of mind and character.\n\nBy the constant handling of typi-\n\nforms; the hearing of stories which make clear and distinct mental\npictures; hy singing pure melodies in true pitch; by seeing good pictby inhaling that pure\nures, and associating witli them definite meanings\ncal\n\n;\n\nhome atmosphere which should be as honest and true as that of our Puritan forefathers, Frocbel would reconstruct the true environment.\nthis he would put a child with a clear-hearted purpose, giving\n\nInto\n\nhim ample\n\nopportunity for action, encompassed over and above and around with a\nloving, gentle, trusting mood.\n\nBehind him he would have, standing like\n\nthe blue-robed Goddess of Wisdom, his ideal of womanliness\n\n—the kinder-\n\n\" sweetness and light.^'\n\nGiven such an environment as\nthis for a few generations to come, may we not look for wonders of spongartner, full of\n\ntaneous artistic productions, of such as we have not yet dared to dream ?\nHaving the innate tendency to express possessing the joyous, true\n;\n\nthoughts to express ; having generated the power of expi'ession, why\nshould not the latter day's child break forth into song and poetry, art and\nbeauty, and a perfected life? The proem to Arnold's ''Light of the\nWorld '' calls for ''a song unstained by any tear.\" There is no room for\nsorrow or suffering in pure art, and who better than the children may so\n\nTheir natural delights and childish Joys may\nbe translated, crystallized into works and worship. As geometry of\nform is the basis of all art production, so truth of character is the inspiratruly fulfill tiiis requisite ?\n\nall\n\ntion of all art conception.\n\nEach succeeding generation takes up the brush\n\nand palette laid down by the last, and works with the perennial zeal of the\nancient of days at the unfinished canvas, picturing there man's progression\n\ntoward ideality. The race has for centuries been blindly fulfilling this\nlaw of progress in art production, but the time is now come for open-eyed\neffort— for conscious externalization of the right thought.\n\nWhere instinct\n\nprompted men in the early dawn, understanding and established law make\ndemands upon them in the fullness of light. The generations have be6n\nbusy deducing laws from the depths of experience. We of to-day are com-\n\nmanded to fulfill them. In our daily work with the children, if we could\npay our first attention to the giving of clear ideas, be they of form, number, color, or properties,\n\nthe creativity and activity of the child\n\nwould\npower is not to be generated so much\nthrough geometrical sequence and arrangement of materials as\nthrough\nstrong motives and true, natural living.\nIt is only by keeping\nconstruct more truly.\n\nArtistic\n\nhis\n\nthoughts in line with that which is true, beautiful, lovable,\n\nand upright—\nwhich are the fruits of the spirit— that the child can produce\nartistically.\nTruth is always simple, always readable, and full of meaning.\nIt is its\nown excuse for being, and the intuitional nature of man— of\nthe childturns ever toward it.\n\nOur work as teachers, then, is not so much to teach artistic\nways of\ndoing, as to give ''open sesame \" to the child's\nnatural, not his\nunnatural\n\n"}
{"page": 297, "printed_page": null, "text": "PRACTICAL PSYCHOLOGY IN THE KINDERGARTEN.\n\n285\n\npromptings, and let him fashion forth that which already lives in his pure\nIf a simple, pure life such as Millet, Fra Angelieo, and Phidias\nheart.\nlived, has\n\nproven itself the prime element in complete art production,\n\nwhy not concentrate our educational energies upon that one point, and\nLet us look less to brilliant and prokindergartners will say or think\nfellow\nour\ndigious results, less to what\nmore\nand\nto that unseen, quiet, abiding\nmore\never\nbut\nof oar methods,\nsense of truth and purity with which Froebel would have every child's\nthat gained, secure\n\nheart filled.\n\nIf\n\nall the lesser.\n\nwe are seeking for this highest life of the child, we can\n\nnever fall into the dangers of tolerating caprices of license, often so-called\nspontaneity, or a false sense of love towards our children, which\n\nmay\n\njustly he condemned as sentimentality.\n\nGreat is the artist who can put forth his thought into things of comand utility and common convenience for his fellow-man. Greater\n\nfort\nis\n\nthe artist who can translate the visions of his highest hope into forms\n\n—\n\ninspirations and revelations to the men\nBut by far greatest of all is he who, through the potency of\nan honest life and conscious influence, brings out his ideals in characters\nabout him who through words and deeds reveals the living truth and\nuncovers to his every neighbor the capacity to become both artist and\n\nof perfection, beauty, and truth\nof earth.\n\n;\n\nartisan.\n\nPRACTICAL PSYCHOLOGY IN THE KINDERGARTEN,\nBY CONSTANCE MACKENZIE, PHILADELPHIA,\n\nNot yet has the day quite run\n\nto\n\nits\n\nclose in\n\nPA.\n\nwhich the popular\n\nsuperstition obtained, that, with almost no qualifying circumstances, love\n\nsynonymous with ability to train children.\nNot a few of us, I fancy, are familiar with the stereotyped answer to\nquestions put to a candidate who contemplates adopting the kindergarten\n\nis\n\nOh, I know I shall succeed, for I love children \"\nAnd most of us recognize in that same confident candidate the girl\nwho, finding herself incapable in other directions, has turned her face to\nthe kindergarten, because \" One doesn't have to know anything, especially to teach such little children.\"\nThe day for this has not gone by. Bufc, fortunately for the children,\nits sands have run low in the glass.\nThe truth has begun at the top and\nis working downward.\nThe combined, forcefully uttered convictions of\neducational thinkers, in conjunction with the practical and undeniable\ngood wrought by our hundreds of kindergartens the country over, are\n\nas a profession\n\n:\n\n''\n\n!\n\ncompelling a general recognition of the fact that the kindergarten is, of\nall\n\ntraining grounds, the most difficult and delicate that a teacher can\n\n"}
{"page": 298, "printed_page": null, "text": "286\n\nelect.\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nYet, in spite of the unquestionable result of the work of the kin-\n\ndergarten, there still remains an infinite deal for us to do before it shall\n\nbe impressed upon the universal mind that our motto is a double one.\nNot love alone, but love and intelligence, is the standard of the kindergartner of the twentieth century.\n\nA mistaken estimate of the province of the kindergarten is what lies\nbehi-nd us, too often due, in a measure, to a narrow view of the question,\n\neven within our own ranks.\nwarnings, looking back\n\nis,\n\nBut, except to keep our mistakes in mind as\nas a rule, unprofitable ;\n\nnow is not the past, but the immediate work of\n\nand what concerns us\nthe present, and the\n\nglowing encouragement and high hopes of the future.\nLet us then ask ourselves these questions What is the urgent need\nof our coming kindergartners, and how shall we best meet it ?\nIn Harper's for May, 1892, Miss Anna 0. Brackett gives this definition\n:\n\n'' A\nof a teacher\nteacher,\" she says, \" might be defined as one to whom\neverything that children do or say has become a sign. She therefore loses\n:\n\nmuch careless amusement which other people find in their sayings and\ndoings; and she shrinks with a protest, which she has often no right to\nmany an account of the subjects which are being taught\nto them, or the ways in which they have responded to some way of\nmanexpress, from\n\naging.\"\n\nThere is here a hint of an answer to both our questions.\n\nwhom everything that children do or say has become a sign.\"\n\n'*\n\nOne to\n\nThat simply means that a teacher recognizes the necessity of studying\nchildren, soul, mind, and body.\nAnd to do this to good purpose, she\nmust be endowed with love ; with quick, accurate judgment\n;\n\nwith infinite\n\npatience and tact ; and she must have attained to scientific\nexactness in\nassociating effects with causes.\nThis, in a word, refutes the popular\nnotion that love is enough, were we quite without\nevidence of the injury\ndone to children by loving but unwise parents and teachers,\nwho, with\nall the good-will in the world, lack\nother most essential\n\nMy plea is not for psychology.\n\nqualifications.\n\nThere is no need, nowadavs, to urge\n\nthat; for the demand for a higher standard\nfor kindergartners has\nresulted already in the introduction of the\nstudy of psychology in every\ntraming school that wishes to keep abreast with the\ntimes.\n\" What is to be expected,'' asks Herbert Spencer,\nin a wonderfully\nclear-cut, searching page or two of his\nbook on education ; \" what is to be\nexpected when one of the most intricate of\nproblems is undertaken by\n\nthose who have given scarcely a thought\nto the principles on which its\nsolution depends ? For shoemaking\nor house building, for the management of a ship or a locomotive-engine, a long\napprenticeship is needed.\nIs It, then, hat the unfolding\nof a human being in body and\nmind is so\ncomparatively simple a process that anyone\nmay superintend and regulate\nIt with no preparation at\nall ?\nIf not-if the process is with\none excep-\n\n"}
{"page": 299, "printed_page": null, "text": "PRACTICAL PSYCHOLOGY IN TEE KINDERGARTEN.\n\n287\n\ncomplex than any in nature, and the task of administering it\none of surpassing difficulty, is it not madness to make no provision for\n\ntion more\n\n'^\n\nsuch a task ?\nIn the introduction of psychology, we do recognize the vital need of such\nBut what we have is not enough, or, rather, it is not adepreparation.\n\nand it can never hold its true place of importance until '^ everything that children do Or say shall have become ^a sign,\" with psychology\nquate\n\n;\n\nas partial interpreter.\n\nHow many pupils of our training classes go out from their graduating\nexercises with the book, psychology, at their tongue's end, but with the\n\nthing, psychology, as yet a closed volume to them ?\n\nAnd what profits it\n\nthat the words are theirs, that book statements of principles of develop-\n\nment are theirs, while these things are to be of no living value in the kinIt is '^as if one should be ignorant\nlittle children ?\nnothing concerning the scent of violets,\" says George Eliot, '^ except\nthe scent itself, for which one has no nostril.\" There are three ways of\nstudying psychology one is, as I have said, from the book, another is\nfrom the child himself. But the third way, the method which we seek,\ncombines the other two, and gives us a kindergartner who turns instinctively to the child for a knowledge of his little being, and who has\nher way thereto smoothed and shortened by the combined observation of\nall thoughtful child observers before her.\nShe thus becomes not only a\nstudent of psychology, but a discoverer as well.\nAnd because she has the\n\ndergarten with the\n\nof\n\n;\n\nindividual as well as the general nature with which to deal, it is especially\nnecessary that she shall thus apply her studied psychology, and formulate\n\nan experimental psychology of her own.\nillustrate what I mean\n\nLet me go back a paragraph to\n\nwhen I say that psychology to the ordinary pupil\n\nonly a book, and unfortunately a closed book, after her training.\nyou to bear in mind that my illustrations are from life.\nis\n\nI beg\n\nExamine the average kindergarten candidate upon the order in which\nAsk her to go somewhat into detail. She\n\nfaculties develop, let us say.\nwill no doubt\n\ntell you,\n\namong other things, that as an understanding of\n\nthe concrete antedates an understanding of the abstract, children can do\n\"v\\ihat they\n\nsee done earlier\n\nthan they can do what they are asked to do in\n\nI have heard such answers glibly given.\n\nlanguage.\n\nLater, I have seen\n\nthe same girls in their kindergartens, dictating work to children who were\nutterly confused by it, because they had not yet reached the point of being\n\nable to follow language unassisted by the thing for which the language\nstood.\n\nI\n\ngently.\n\nThe kindergartner was a\nwho required only a suggestion to set her thinking intelli-\n\nremember distinctly one such case.\n\nbright girl\n\nI took her class\n\nwithout explaining to her her mistake.\n\nI built\n\nand every little child, listej^ing to me almost unconsciously,\nand watching and completing every move I made, finished the form in\ndelight over his success.\nAfterward, when the children were deep in the\n\nas I dictated,\n\n"}
{"page": 300, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n288\n\njoys of invention, I said to the kindergartner,\n\naptitude\n\n:\n\nwho had exclaimed at their\n\nDo you remember anything in your study of psychology about\n\n'*\n\nthe necessity of putting things before words with the smallest children ?''\n\nYes, certainly she did.\n\nShe remembered even the heading of the para-\n\ngraph.\n\n\" Well, that is it,\" I answered, pointing to my finished form.\n\n\"You\n\nneed to translate your book into every-day life.\"\n\nShe looked at me as though a light had dawned upon her. Yet she\nmust have had that told her in her training class over and over again.\nThere lay part of the trouble. Had she also been sent into a class of children, and had she been directed to observe in their presence the close\nfriendship with which theory and practice clasp hands, she would have\nlooked at one principle of her psychology as a thing to be taken out of a\npage and woven into life.\n\nanother kindergartner who was much in earnest in\nShe was in despair at her failure in the management of one\n\nI recall the case of\n\nher work.\nchild.\n\n\"I have tried to study that boy,\" she said, '^but all my appeals\n\nto him seem futile.\"\n\nAs I sat and watched the little fellow, who was certainly full of the\nliveliest and most misdirected of spirits, I heard her say :\n\n\"Now, Paul, you want to be a good man, don't you, dear ?\"\ndon't,\" responded the small mortal with startling promptness.\ndespair she sent him back to his seat, utterly at a loss what else to do.\n\nward I said\n\n:\n\n\"No, I\n\nAnd in\nAfter-\n\n\"Your trouble is that you do not study that child in the\n\nlight of your psychology, and you are not yet experienced enough\nto use\nyour judgment with effect. If you had done the former, you would have\n\nappealed to PauFs desire for activity instead of to an impossible desire\nto\na certain good many years in the future.\nChildren live in the\npresent, and they must have exercise.\"\nThe truth was, that Paul had\nattain\n\nfin-\n\nished his work before the rest of the class; and, having\nnothing further\nto make for himself, he was attempting to\nunmake the work of the other\nchildren.\nThis young kindergartner knew it all as well as I did.\nBut\nshe had left it all behind her in her book at the\ntraining school.\nEvery schoolgirl knows that repetition is one of the\n\nordinary condi-\n\ntions of\n\nmemory, and can tell you so, when she is aware that\n\nyou are askShe also knows that a thing done even\nonce IS the beginning of a habit, and that the oftener\nthe action is repeated\nthe stronger grows the forming habit,\nright or wrong.\nYet with both\nthese bits of knowledge in her store,\nready for use if only she knew\nhow to use them, over and over again does she\ndo something like the\nlollowmg\nThe day was warm, and the children were restless.\nOne touched his\ncompanion lightly on the back of the neck, in\nplayful good humor.\nThe\nother, of course, with a little laugh,\nresponded.\nThe play grew fiercer\ning her a psychological question.\n\n:\n\n"}
{"page": 301, "printed_page": null, "text": ":\n\nPRACTICAL P8YCHOL0OY IN THE KINDERGARTEN.\nBoth hands were used.\n\n289\n\nThe second child began to dislike what was fast\n\nturning into unpleasant teasing.\nFinally there\n\ncame slaps,\n\nprotests, a\n\ncall\n\nto\n\nthe kindergartiier, two\n\nunhappy, crying children removed from the table, and a disturbed class.\nAfter the children had gone home, I recalled this little incident to the\nkindergartner's mind.\nYou could have anticipated the outcome of that with the first touch,\"\n'^\nWhose fault was it ? If\nIt could have ended no other way.\nI said.\nyour little children are taught to respect one another's persons, and to\ntouch no child without that child's permission, that never would have\nhappened.\" \" I do try to break them of the habit of touching one\nanother,\" she said. But, as she herself told me, on further thought, she\nhad forgotten two things, both tending to one result\nFirst, that to help a child to remember, he must, in the beginning, be\n''^\n\nreminded constantly and continually\n\n— the repetition must follow every\n\nviolation of the rule ; and, secondly, she forgot that a habit strengthens\n\nTherefore we both conit is given a chance to assert itself.\ncluded that the children had been punished for the indirect fault of the\n\nevery time\n\nkindergartner.\n\nmight multiply instances, were two or three not sufficient to make\nI might tell you of the kindergartner who said she\nhad been '^ through the books six times,\" and who literally expressed the\ntruth.\nWhen it came to the practical work, there was nothing to show\nAnother kindergartner said that if one learned the printed words\nfor it.\nexactly as they were given, that was enough to insure a good examination\nmark. This was, of course, true if an examination be the object in view\nBut if the end to be attained be an understanding of menof any study.\nand we presume that teachers who are in earnest\ntal and moral science\nlook beyond the examination, to the children for whose training they will\nbe responsible then we must protest against so flagrant a violation of one\nI\n\nmy meaning evident.\n\n—\n\n—\n\nof psychology's own principles, in placing words, the symbols, before ideas,\n\n^the\n\nthings.\n\nThere are some points which the average kindergartner, as a rule, need\nAmong these\nonly to have suggested in order to put them into practice.\nare such evident truths as the necessity for constant use of the senses ; the\nneed of variety and change in attitude and work ; the importance of interest, if attention is to be held.\nOne doesn't often hear a kindergartner say\nto a child, '^I think you ought to have remembered\" that song or this\n\nShe usually remembers herself the conditions attendant upon\nmemory, and recognizes when hers is the fault for forgetfulness in the\n\nstory.\n\nchild.\n\nBut there are some matters which ar^ less directly evident, and those\nWhat methods of\n'* Hills Difficult\" to beginners.\ncorrection, for example, shall one best employ, in hundreds of varying\n\nare apt to prove the\n\n,.\n\n"}
{"page": 302, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n290\n\ncircumstances, with hundreds of different children ?\n\nThat is not always\n\nan easy question to answer. But one is at least helped toward its solution\nif one acts on the general principle that the correction should be a logical\nresult of the action.\n\nIn one kindergarten the teacher has certainly grasped that principle\nfirmly and acted upon it with clear, sure judgment, deliberation, and\nimpressiyeness.\n\nThe occupation was painting. One child was disinclined to work, and\nThe result was a spoiled, smeared paper. When all had finWithout comment\nished, the kindergartner herself collected the papers.\ndid not try.\n\nshe passed the spoiled piece by, leaving it on the table.\n\nAfter examining\n\nand talking with the children about the collected work, she walked to the\ntable, took up the ruined piece of paper, and, saying quietly, '* This isn't\nfit to use ; Mary didn't try,\" she crumpled it in her hand, and threw it into\nThere was a dead pause. Mary turned scarlet, then\nthe waste basket.\n\nVery gravely the kindergartner turned. \" Was that my\nNext time I think Mary will have as well done a piece to take\n\nburst into tears.\nfault ?\n\nhome as any one else.''\nIt was a most impressive lesson.\n\nThe perfect quiet of the kindergart-\n\nmanner throughout her grave, grieved face her few words, each\npowerful with meaning, awed the entire class.\nEvery child felt the justice of that quiet '' Was that my fault ?\"\nAnd the encouragement given\nin the last words\nthe hope for better work in future quite took away the\nbitterness of Mary's tears.\nThe correction had followed in the direct line\nner's\n\n;\n\n;\n\n—\n\n—\n\nIt was absolutely impersonal on the kindergartner's part.\nShe was applying her general principle, and using her good judgment to\nfit it to an individual case.\nAnother fact tliat a beginner may forget is, that a little child is absorbed\n\nof the fault.\n\nonly in such prese^tations of gifts, occupation, talk, as are not abstract to\n\nhim, as hold an element of familiarity, and possess a living daily interest.\n\nOne who remembers this will see, for instance, that almost all the forms\nthe children make, whether of knowledge,\nlife.\n\nlife,\n\nor beauty, are forms of\n\nThey may still be forms of knowledge or beauty, as\n\n:\n\n''\n\nLet us make\n\nthe cake Alice had for her birthday, and see how many forms we can turn\n\nout of the mold.\ngarden.\n\nLet us lay some of the flower-beds or borders in Alice's\n^\\Q want them just as beautiful as possible.\" And, behold we\n!\n\nhave squares, oblongs, triangles, what-not ; or tasteful designs worked in\nopposites from a center, or from side to side, in border patterns.\nAll these\nlife-forms are associated in the child's\nloves.\n\nmind with things he knows and\n\nAnd these other new things, which he is just learning to know,\n\nare thus so closely connected with familiar objects, that he finds\nto\n\nremember them.\n\nit no\n\ntask\n\nWhat languor, what tepid interest would attend a\n\nfrequent request for squares, oblongs, triangles, as geometric\n\nforms only\n\n!\n\nThen if, as a novelty, there comes an intentionally exceptional exercise\n\n"}
{"page": 303, "printed_page": null, "text": "PRACTICAL PSYCHOLOGY IN THE KINBERQARTEN.\n\n291\n\nwhich, by the mystery and breeziness of the kiiidergartner's manner, carwith it an element of expectancy, is that not an inspiration to the\n\nries\n\nwaiting, wondering class ?\n^^\nNow, to-day, who would like to do something very hard ? \"\nChildhood is valiant, and dares even the impossible. So all are eager\n\nto try.\n\n^'\n\nThen out of these tablets I give you, see who can fit together\n\npieces to make a square, an oblong, and a triangle.\n\nIf anyone finishes, and\n\nthinks of something else, he may make it, if he tells me how many tablets\n\nhe wants, and of what kind.''\nThere are the elements of familiarity and of novelty, of expectancy, of\nsomething to be overcome, and the delightful prospect of an own idea\nbeyond, to be worked out later a most important consideration, by the\n\n—\n\nby, and worth all the dictated\n\nwork in the world, if one had to choose\n\nbetween them.\n\nOne might enlarge indefinitely upon the subject of my paper, for, turn\nas we may, as soon as one enters a school or a kindergarten, the\n\nproblem\n\nof practical psychology confronts one.\n\nSo we turn to our second question\n\n:\n\nHow shall the urgent need of\n\napplied psychology in the kindergarten be mot ?\nManifestly, it lies primarily with the trainer.\n\nIt is for her to start the\n\ncoming teachers, and to point the way they are to take. For a few stepis\nonly can she tread it with them.\nBut the direction in which she sets\ntheir faces is the doing or the undoing of hundreds of little children yet\nunborn.\n\nTo make psychology a living study while the student is yet in the training class requires, above all, a constant application of each of its tenets as\neach is learned.\n\nThe place to accomplish this is in the observing\n\nIt seems to be a feasible\n\nckss.\n\nplan for the trainer to require from her pupils\n\nillustrations along every line of psychological principle which they shall\n\nthemselves think out in the kindergarten in which they observe.\n\nIf a\n\nclass have been studying the value of sense-training, let that be the text\n\nLet them intelLet them\nnote the eagerness with which they stretch out their hands to grasp the\ndesire to teach, to examine for themselves ; the lack of interest with which\nthey receive an object at second-hand, through verbal description\nthe\nexception to this, and from what they have thus seen, let them be shown\nfor their reports and the direction for their observation.\n\nligently watch the children, with their class lesson in mind.\n\n;\n\n;\n\nhow to make their conclusions.\nThe average pupil will not think thus of applying her psychology unless her interest and attention are enlisted\n\nrequirements of her trainer.\n\nby the suggestive help and the\nHave no fear that meanwhile the observa-\n\nmethods will be overlooked in the endeavor to find out by original\nwhy methods ^e either good or bad. Those will\nassuredly not escape the student, and in her practical application of prin-\n\ntion of\n\ninquiry the reasons\n\n"}
{"page": 304, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n293\n\nciple she is preparing herself not only to copy well good methods, but to do\n\nan hundredfold better. She is developing the power to modify and adapt,\nand to make her own good methods, fitting them to different conditions\nand children. In a word, if one trains a young girl to make her theory\npractical, one has made her an independent thinker and an invaluable\nteacher.\n\nThat is where it begins\n\n—right in the kindergarten training school.\n\namong us out of the training school, still inexperienced, still wondering how psychology may be made practical.\nStill there are hundreds\n\nI by no means intend to indicate that one\n\nconscious of one's psychology.\n\nIt\n\nmust be continually actively\n\nsoon becomes by constant use a habit\n\nway of dealing with children.\nBut I would earnestly urge that when a kindergartner finds she has made\na mistake, she look for its cause and its remedy in a violation and in an\napplication of a principle of education, as well as in her own manner and\nof thought, an incorporate part of one's\n\nattitude, and in the special child's special peculiarity.\n\nThe kindergartner,\nthe individual child, and children as a class— these form the important\ntriple alliance of the kindergarten.\n\nAnd for searching for causes of suc-\n\ncess or failure, not one of these allies can with safety be ignored.\nIf, in addition to all else she shall have gained in her training\nclass, the\nkindergartner going out of one door as a pupil to enter in at another as a\n\nteacher, bears with her a clear understanding of the ways in\nwhich psychology can be an every-day help to her ; if she patiently examines\nall\nresults in the light of herself, the children,\n\nher\nand the science of mind and\n\nmorals ; if, in a word, she be both loving and intelligent, it\nmust be a\nquestion of months only before every kindergartner, in spite\nof paradox,\nshall be an exceptional teacher, \" one to whom\neverything that children\ndo or say has become a sign.\"\n\nSONGS, MORNING TALKS, AND STORIES\n{An Elmtration.)\n\nBY EMILIE POULSSOiq-, BOSTON, MASS.\n\nAll the week we have been bountifully served with the \"\nof philosophy by the mighty hunters\n\nsplendid game.\nfor babes\n\nstrong meat \"\n\nwhose arrows fly far and bring down\n\nAll I have to oifer, however,\n\nis\n\na little veritable - milk\n\n\"-m other words, a bit of practical work, not as a model, but\n\nonly as a sample of the way one\nsubject\ngarten children in talk, song, game,\n\nmay be treated with the kinder-\n\nand story.\n\nEach\n\nof these\n\nvalue, and there\n\nmodes\nis\n\nof presentation has its own\nspecial office and\nnot one which does not also augment\nthe power of\n\n"}
{"page": 305, "printed_page": null, "text": "SONGS, MORNING TALKS, AND STORIES.\n\n293\n\neach and all of the others. For instance, in the talk the teacher seeks to\ndraw out the children's ideas and knowledge, arouse their interest, guide\ntheir observation, and touch their moral nature, sometimes by the symbolism with which creation is rife, sometimes by more direct delineation\nof the beauty of goodness.\n\nIn the game\n\n— the dramatic representation—the child becomes the\n\nbird, the fish, the farmer, the\n\nbrook, for the time being, and thus by\n\nexperience attains a closer sympathy than could be reached from an outside standpoint.\n\nThe story reviews and continues the interpretation of the subject which\nthe talk presented, either illuminating it with the wonder-light of imagination,\n\nor vivifying\n\nit\n\nby\n\nreality\n\n—both imaginative and true\n\nstories\n\nbeing needed for the symmetrical development of all the child's faculties.\n\nThe song groups together the prominent features of the subject in an\nBy learning the words and frequently singing them, the\nimpressions received from the talk, story, and game are often recalled,\nand therefore deepened and preserved in the mind of the child. Even\nattractive form.\n\nthe simplest songs have this value ; and if, as sometimes happens, the\n\nwords are poetic and set to good music, other distinct gains are added.\nThe subject which I have chosen for to-day is '^ The Hen and Chickens,'' and I will\n\nexemplify the treatment of it as far as time will allow,\nbegging you to excuse the unavoidable artificiality of a talk with children\n\nwho are not here to answer.\nThe talk and story which I shall use are from a collection soon to be\npublished.\n\nThis collection, to be entitled *^In the Child's World,\" will\n\nupon subround\" of a little child's life, such as\n\ncontain morning talks and stories related to each other, and\njects\n\nembraced\n\nin\n\nthe *^ whole\n\nanimals, plants, natural forces, trades, and the seasons and festival days\nof the year.\n\nTHE HEN AKD CHICKElSrS.\n{The Talk.)\n\nLast week we talked about the little birds who fly in the air and live in\nthe trees.\n\nNow let us talk of some other friends who are dressed in\n\nfeathers and have wings, but who are larger and live on the ground.\n\nyou guess who these friends are ?\nfarm-yard.\n\n(If the children\n\nCan\n\nWe shall find them if we go to the\n\nname the inhabitants of the farm-yard, the\n\nhen and chickens will surely be mentioned. In comparing the hen and\nsmaller birds, note particularly the hen's heavy body and short wings,\nand consequently feeble flight, and the strong toes for scratching.) What\nkind of a noise does the hen make ? Does she lay eggs ? Build a nest ?\n\nNot a snug, pretty nest as the little birds do. Usually the farmer gives\nher some hay in a box or barrel when she wants a nest, but sometimes\nthe hen chooses a place herself, up in the hay-loft in the barn, where it\n\n"}
{"page": 306, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n294\n\nis all\n\ndark and quiet ; or perhaps she finds a sheltered place in the field,\n\namong the grasses which will hide her safely.\n\nWhen she has laid ten or twelve eggs, she sits on the nest day after day\nand night after night. She will scarcely leave the eggs to get what she\nneeds to eat and drink. How long do you think she sits there ? Twentyone days. And after all this time, what happens ? One of these days\nthe hen hears a faint little tapping, and then a cracking noise, and one\nof the eggshells breaks, and out comes a tiny, weak chicken\nAnd soon\nanother breaks its shell and comes out, and so on, until, instead of ten\nwhite eggs lying in the nest, there are ten cunning little chickens nestling\nin the hay and cuddling under the mother hen's soft feathers.\nThe\nchickens are dressed in very soft, fine feathers called down.\nThe down\nis often bright yellow.\nAs the mother hen walks about with her dear lit'' This is why I\ntle chickens she seems to say\nwas willing to sit still so\nlong on those eggs of mine. Isn't this joyful ?\" When the farmer sees\nthe happy mother hen he is glad, too ; but he is afraid the chickens will\nget tired if they follow her everywhere.\nSo he puts mother hen into a\nnice coop.\nThe chickens run in and out of the coop, and their mother\nwatches them and calls to them if any danger is near.\nWhen she calls\nthem, or when anything frightens them, they run into the coop and cuddle under her wings.\nDon't you know how glad you are to run to your\nmotlier when you are hurt or frightened, or in any trouble ? 1 suppose\nthe chickens feel as safe and comfortable with the mother hen's wings\nover them as little children do in their mother's arms. When night\ncomes the mother hen clucks to her chickens, and they creep under her\nwings to sleep. By and by, when they are big enough, they will roost on\nperches at night and run about all day, scratching and pecking, finding\ninsects and worms and seeds to eat as the other big fowls do.\nBut while\nthey are little, their mother watches them and takes care of them night\nand day.\n!\n\n:\n\nTHE STORY OP SPECKLE.\nHer name was Speckle, because her feathers were white speckled all\nover with black.\nlittle\n\nShe had just as many eggs in her nest as the '' merry\nmen \" you have on your hands, and her nest was in a wooden box in\n\nthe barn.\n\nThe box was filled with hay, so it was soft and warm for the\n\neggs to lie on.\n\nThere was something soft and warm over the nest, too.\n\nWhat do you think that was ?\n\nWhy, Speckle herself. There she sat on\nthe nest, having stepped in very carefully, so as not to break the\neggs.\n\nAll day she stayed there, and even when the cows and\n\nhorses came into\n\nthe barn, and the other hens went to roost for the night.\nSpeckle sat as\ncaring for nothing but to keep the eggs warm.\n\nstill as ever,\n\nThe next morning, before the farmer came to the barn, Dobbin, the big\nhorse, poked his nose out of the stall and neighed to\n\nSpeckle.\n\n"}
{"page": 307, "printed_page": null, "text": "—\nSONGS, MORNING TALKS, AND STORIES.\n^' I\n\n\" What are you doing ?\n\nnever saw you there before/' said he.\n\n295\n\n''\n\n*^I am keeping my eggs warm/' said Speckle, cheerily.\n\" Moo-o \" said the old red cow. ^' Are you not in a hurry to get out\ninto the fields where the new grass is so fresh and green ?\"\n\" Oh, no \" said Speckle. \" I would not leave my eggs. I must stay\nhere and keep them warm.\"\nBy and by the farmer came into the barn.\n** Why, is that little Speckle ?\" said he, walking\nup to the corner where\n!\n\n!\n\nthe box was.\n\nSpeckle had never been afraid of the farmer before, but\n\nnow she felt so anxious about her precious eggs that she made a queer\nnoise in her throat and bristled up her feathers.\n\n''There, there,\" said the farmer kindly, stepping away, \"I won't touch\n\nyour eggs.\n\nAnd he went about his work in the\n\nDon't be afraid of me/'\n\nbarn.\n\nThe cows were milked and turned out to pasture\nnessed to the cart and went out to do his day's work.\n\n;\n\nthe horse was har-\n\nThe barn was very\n\nquiet.\n\nSpeckle was left alone, but only for a short time.\n\nFritz, the farm dog,\n\nstrolled in and looked at her with surprise.\n\nThe rest of the hens are having their breakfast,\" said he. '' Little\nPhoebe is giving them a regular feast of corn. Hurry, or you won't be in\n''\n\ntime!\"\n''I cannot go,\" said Speckle, though she was really very hungry.\n\"I\nmust sit here and keep my eggs warm.\"\nFritz was so astonished that he did not know what to say.\n'' 1 suppose\nI shall have to go sometime,\" said Speckle, ''for I must not\n\nstarve ; but I can get along for a while yet.\"\n\nFritz put out his paws and stretched himself, and then lay down on the\nsunny barn floor to think ; but it was so comfortable that he fell asleep\ninstead.\n\nNot long after, some swallows flew into the barn, and one of them,\nswooping down with a sudden dive, came so close to Speckle that her\nswift wings fanned the patient sitter.\nSpeckle was startled, but only for\nan instant, for the swallow folded its wings and rested on the edge of the\nbox, looking at Speckle in a friendly way.\n\n\"I know why you sit there,\" said she.\nthe secret of the eggs ?\n\n—\n\none we found up high there\nkeep warm, just as you have.\"\n\nnest\n\n\"Isn't it a beautiful secret\n\nMy mate and I have almost finished mending our\n;\n\nand I shall soon have some eggs to\n\nTwittering thus, the swallow seized a wisp of hay and darted away, evidently too busy to\n\nmake a longer visit.\n\nSpeckle looked after her with\n\nbright eyes, but the swallow was soon out of sight in a dim comer far above\nSpeckle's head.\n\n*\n\nThe hours passed, and it was night again.\n\nSpeckle had only been\n\noff\n\n"}
{"page": 308, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n296\n\nher nest once to get a little food and water, when she was so hungry and\nthirsty that she could not wait any longer.\nHer legs felt yery stiff and\n\ncramped, and it seemed strange to her to be sitting there on a nest all by\nbeing on the perch in the hen-house with her friends.\nBut she was contented and glad, and felt that there was nothing in the\nworld that could make her leave her precious eggs.\nThe next day little Phoebe came running into the barn.\n\"Where are you, Speckle?\"^ said she, peering about in the corners.\n\" Oh, here you are, you dear thing\nFather said last night that you had\na nest here.\nI've brought you some breakfast, and a nice little pan of\n\nherself, instead of\n\n!\n\nwater.\"\n\nSpeckle really did not know how to say \"thank you,\" but she felt very\nmuch like it, I assure you, not only that day but many times after for\n;\n\nlittle Phoebe came every day and brought corn or meal, and filled the little\n\npan with fresh water, leaving them very near to the wooden box, so that\nSpeckle had only to hop out to get them, and could be back again on\nher eggs in a trice, instead of having to look all about for something\nto eat.\n\nThe old kind of life, when Speckle had run about the farm all day and\nit was now three\nweeks that she had been living in this new way sitting on her nest night\nroosted on the perch at night, seemed long past ; and\n\n—\n\nand day, and with kind little Phoebe bringing her what she needed to eat\nand drink.\nAnd now, at the end of the three long weeks twenty-one days a most\nwonderful thing happened.\nSpeckle heard some faint little sounds,\nwhich seemed to come from the eggs beneath her breast. It was certainly like the sound of an egg-shell being broken.\nSpeckle listened and\nwaited.\nSoon she actually felt something moving beneath her, and then\nshe knew instantly what had happened.\nDo you know ? A little chicken\nhad come out of one of the eggs. It had been growing inside the shell all\nthese twenty-one days, until, being all ready for life in the world, it had\nbroken its shell and crept out.\nBefore long there were several others\nfidgeting about in the nest, as, one after another, they broke open the\npretty white houses in which they had lived so long and at last there\nwere ten cunning baby chickens, covered with bright yellow down, stepping about on their wee bits of legs, and staring at the new world with\nround black eyes.\n\n—\n\n—\n\n;\n\nSpeckle could scarcely contain herself for joy.\ntures were hers, her very own\n\nAll these pretty crea-\n\n—\n\nShe began to cluck softly a little song\nshe had never sung before, and yet knew perfectly from the love in her\nheart.\nAnd the little chickens, as they listened, nestling under their\nmother's soft breast, chirped in answer; and though all they said was\n\"peep peep !\" it made Speckle happy to hear them.\nAfter she had cuddled them long enough, and they were ready to take\n!\n\n!\n\n"}
{"page": 309, "printed_page": null, "text": "SONGS, MORNING TALKS, AND STORIES.\n\n307\n\na walk, Speckle started out as proud and happy as a hen coiild be.\n\nFor-\n\ntunately, the barn was not far from the house, or it would have been too\n\nWhat a walk that was\nSpeckle found\nlong a walk for the chickens.\nspmething to cluck about every step of the way, and the chickens looked\n!\n\nin\n\nwonder at all the strange new things. They found it a great comkeep calling to their mother, and to run very close to her many\n\nfort to\n\ntimes.\n\nOn the way from the barn to the house they met the farmer driving old\nDobbin.\nin\n\nSpeckle clucked loudly to the chickens for fear one might get\n\nthe road and under the horse's feet.\n\nThis attracted the farmer's\n\nattention.\n\n\"Ho, ho. Speckle!\n\nThat's a fine brood,\n\nupon my word,\" said he,\n\ncounting the ten.\n\nDobbin said nothing, but rolled his eyes around toward Speckle with an\nexpressive glance, which meant as much as the farmer's kind words.\n\nThe pasture\nSpeckle led her yellow train on toward the farm-house.\nwas on one side of the road, and Speckle chose to walk on that side, hoping that some of the cows would see her. Yes, Lady Jane, the oldest and\nAgain Speckle\nthe leader of the herd, was standing near the bars.\nclucked very loudly to her chickens, for she was afraid they might run\nLady Jane looked up from the tender grass she was\ninto the pasture.\nShe made no attempt at speaking, any more than Dobbin\ncropping.\nhad but by the way she put out her head and took several deep breaths\nand switched her tail. Speckle knew that Lady Jane noticed her chickens\nwith due astonishment and admiration.\n;\n\nBut Fritz, the dog, was more surprised than\n\neither the horse or the\n\ncow, for he had only been on the farm a short time, and these were the\nfirst\n\nbaby chickens he had ever seen.\n\nHe\n\nthought\n\nit\n\nmust be that\n\nSpeckle had found a whole troop of canary birds, like the pretty creature\n\nwho lived in the cage, and whom Phoebe loved so much.\n\nSo off he ran\nahead of Speckle, barking loudly.\nThe chickens were greatly frightened at this noisy monster, and ran to\ntheir mother\nin front of her, and under her, in their panic\nbut she\nclucked soothingly, and presently succeeded in quieting them.\nSo when\nPhoebe opened the door to see what Fritz was barking at. Speckle and her\nbrood were walking quite properly across the dooryard, and Fritz stood\nwagging his tail and looking up into Phoebe's face as if to say, \" There\nAre you not glad I called you ? \"\nPhoebe shouted with surprise and delight.\nShe was soon close to\nSpeckle, and was so quiet and gentle that Speckle could not be afraid of\nher very long, and even the chickens forgot to be afraid when Phoebe\nbrought a nice pan of meal for them. %\nWhile they were eating this, the farmer came up, carrying a new coop.\nHe set it down under a cherry-tree.\n\n—\n\n;\n\n!\n\n"}
{"page": 310, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n298\n\nSpeckle ? \" asked Phoebe.\n\"She would trot those\nsaid the farmer.\nSpeckle/'\n*^Yes, it is for\ninto\na coop.''\nher\nput\nnot\ndid\nif\nI\nfarm\nthe\nover\nchickens all\nherself looking\nfound\nshe\non,\ngoing\nwas\nwhat\nknew\nSpeckle\nbefore\nSo,\n\n\"\n\nfather !\n\nis that for\n\nout between the slats of the coop. She called anxiously to her chickens,\nand though they ran about wildly for a little, they soon found their way\nThey rested there a few minutes,\ninto the coop and under her wings.\nbut dear\n\ndear\n\n!\n\n!\n\nmuch to see outside, and they were such\n\nthere was so\n\nlively little creatures,\n\nthat before long they were out again.\n\nSpeckle\n\naway\nwatched them and talked to them all\nones\nif\nthey\nlittle\nback\nthe\ncalling\nand\ncoop,\nout between the slats of the\naway.\nwere running\nSuddenly a bird passed by, flying low, and Speckle looked up in alarm\nAgain the bird passed,\nlest it might be something to hurt her chickens.\nthe time, stretching her head\n\nand this time Speckle saw that it was her friend, the barn-swallow, the\none who had spoken to her when she was sitting on her eggs.\n\" Look, look\nLook, look \" called Speckle in great joy, delighted\nthat the swallow should see her treasures and the swallow twittered as\njoyously in return, for she, too, had glad news to tell.\n\" Happy, happy, happy !\" she chirped. \" Long I sat on my nestful of\n!\n\n!\n\n;\n\neggs— now it is a nestful of birds.\"\n\nAnd away she darted to the barn,\n\nwhither she had been flying, as full of rejoicing over the baby swallows\nawaiting her as Speckle was over her yellow darlings.\n\nINFLUENCE OF EXPRESSION ON THOUGHT,\nBY MISS GIDDINGS, PROVIDENCE, R. I.\n\nOne of the most prominent educational men of the country has said\nthat ** one definition of education\n\nis the realization of possibilities,\" and\nthe spirit of this statement has been the inspiration of the world's best\nthinkers whenever and wherever they have lived.\nThe harmonious devel-\n\nopment of the individual has been the aim of all educational philosophy\nfrom the days of Plato to the present. A recognition of man's three-fold\nnature formed the foundation of the educational system of the Greeks.\nThe Grecian youth was trained in a religion unrivaled for its beauty\namong the pagan nations ; in a philosophy profound and exhaustive in\n;\n\nathletics to the perfection of all his physical powers.\n\nhuman body was a part of the Greek's religion\n\n;\n\nReverence for the\n\nto him the fleshly vehicle\n\nwas a means of leading the soul on to what is eternally and imperishably\nbeautiful\nand to educate the body from the soul side was the aim of\nGrecian culture.\nBeauty was to the Greek thought the outshining of\n;\n\n"}
{"page": 311, "printed_page": null, "text": "INFLUENCE OF EXPRESSION ON THOUGHT.\n\n299\n\ndivine radiance, and as the body was looked upon as the natural manifestation of the soul, it was educated from within outward.\n\nOrators, poets, philosophers, sought by every possible means to win the\n\nfavor of gods and of\n\nmen by a synthetic development of all the powers.\n\nThe Grecian sculptor revealed the result of this study. Every part of the\nThe hand emphasized the expresfigure portrayed the central thouglit.\nsion of the face, the chest was in harmony with both, and it was the unity\nin expression thus produced which gave, perfection to the whole work.\n\nMovements merely mechanical, or exercises purely physical, could no\nmore have produced the beauty which made the Greek immortal than the\ndrawing of heavy burdens can make the dray-horse a study in grace for\nThe beauty of tlie Greek was the outcome of harmonious developartists.\nment, and as we emerge from the superstitions which have so long blinded\nus in our pursuit for truth, we shall recognize, even as Plato and his countrymen did, tlie divinity of harmony as revealed in the human form.\nAs the Greeks revered beauty of form and grace in motion, so have the\nand in the desire to magnify\nlater ages reverenced intellectual power\n;\n\nman's mental attributes, his physical powers have been consciously belit-\n\nupon the minds of the more progressive thinkers has come a\ndawning realization of the great truth that mind and body are one in their\ndependence upon each other. How to realize all the possibilities, is the\ntled until\n\nquestion to-day of supremest interest to educators.\n\nIn the attempt to solve so difficult a problem many mistakes must, of\nnecessity, be made ; but honest purpose and determined effort\n\nmust ulti-\n\nmately achieve success. All thinkers are agreed that culture of mind and\nbody must keep pace with each other for the best possibilities of the indilife to be accomplished, but the methods suggested whereby this\nharmony of culture is to be attained are both varied and numerous. Some\n\nvidual\n\neducators emphasize the importance of muscular training ; others urge the\n\nvalue of rigid calisthenic drill ; others contend for exercises allied to the\n\nmovements taken in manual training\n\n;\n\nand yet others hold that the body\n\nshould be educated to express the psychological divisions of the mind.\n\nOne of the most successful teachers of what is known as psycho-physical\n'*\nThe body should be educated from the soul side that is,\n\nculture, says\n\n:\n\neducated from within outward\nj)erfect\n\n—\n—expressively rather than mechanically. A\n\nline of correspondence\n\nstates of being\n\nshould be developed between the inner\nThe body should be\n\nand their physical manifestations.\n\nlooked upon as a natural manifestation of the soul, and educated according to that principle, and not trained as a machine merely ;\n\nfor,\n\nwhile\n\nit\n\ninvolves mechanical principles in its structure, it is vastly more than that,\nbeing, as it is, the outward medium of the mind.\"\n\nHowever\n\nreluctant\n\nthe formalists\n\nijjay\n\nbe to accept a\n\nphilosophy\n\nwhich recognizes the need of a culture deeper than muscular streiigth,\nand freer than automatic motion, the kindergartners have too thoroughly\n\n"}
{"page": 312, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n300\n\nstudied the doctrine of the \" unification of life/' as set forth in Froebel's\nworks, to oppose a system of education which makes the attainment of\nunity its primal thought. What is unity ? Unity is the whole expressed\nin each and every one of its parts.\n\nfor the expression of the soul.\n\nIts possession means a free medium\n\nJust as the Greeks taught that the body\n\nwas the expression of the soul, so Froebel believed that the divine essence\nof things and of man is known by its outward manifestations. The inner\n\nIn the foliage of plants\nIn the song of the bird,\nin the gambols of young animals, we behold an expression of the vital\nlife expresses itself\n\nand\n\nin\n\noutward manifestations.\n\ntrees we see revelations of the natural life.\n\nBut just as the influence of external elements is required to.\nman depends upon\nexternal aid in its efforts for full and free expression.\nThe first expression of childhood, whether of the race or of the individual, is through\nimpulse.\n\nstimulate the growth of nature, so the inner life of\n\ngesture.\n\n\" The conscious possession of his own body by emotion, '^ says Professor\nCurry,\n\n'*\n\nawakened man,\n\nas his\n\nconceptions\n\nwidened and his feelings\n\ndeepened, to mold matter as a new embodiment of the expanding soul.\"\n\nThrough physical expression the\nrecognition of this truth that the\n\nand it is by conscious\nwork of the true kindergartner is so\n\nsoul awakens,\n\nstimulating to the spiritual nature of the child.\n\nStudy the games of the kindergarten under the direction of a true dis-\n\nand note the marvellous influence they have upon the\n'\" Because,\"\nas Froebel says, *' the child himself begins to represent his inner being outwardly.\nHe imputes the same\nactivity to all about him, to the pebble and chip of wood, to the plant,\nthe flower, and the animal, and thus there is developed in the child at\nthis time his own life, his life with parents and family, his life with a\nhigher invisible spirit, and particularly his life in and with nature.\" In\nciple of Froebel,\n\nwhole being of the child.\n\nthe plays of childhood\n\nthe creative energies are quickened into life,\nawakened, the intuitions are developed, the emotional\nnature is aroused, the whole being is stimulated. \" The feelings develop,\"\nsays a writer on psychology, '' like other faculties, only by exercise.\nThe\n\nimagination\n\nis\n\noftener a certain emotion\n\nis\n\nentertained, the stronger it grows, and the\n\nmore readily it comes into play.\nthem into exercise.\"\n\nTo develop the feelings we must call\n\nThe\n\nkindergarten in its games and songs, arranged according to the\ninstinctive needs of the child, calls the emotional nature into\nactivity by\n'* There is a\nideas.\ntime,\" says Colonel Parker, ^^ when all the brainparts are ready for cultivation ; there is an order of growth\nand evolution.\nThe child is unaware of this time ; it is unaware of the possibilities that\n\nexist, within it.\nTherefore it is safe to conclude tliat if the child has not\nproper conditions presented for its development, it will\nnot of itself\ndevelop to the utmost capabilities.\nEarly development of the modes of\n\n"}
{"page": 313, "printed_page": null, "text": "INFLUENCE OF EXPRESSION ON THOUGHT.\nexpression\n\nmeans freedom.''\n\nFroebel taught that\n\n*'all\n\n301\n\neducation was\n\nemancipation,\" and as the life of the child expands it gains in freedom.\n\nXo faculty is more alive in the child than that of imagination.\nThrough its culture the artistic side of nature is developed and all life\nexalted and purified.\nYet it is only through freedom in expression that\nimagination can grow.\n\nBy portraying the life of other things the child\n\nenters into new relations of thought.\n\nAs he imitates the movements of\n\nbirds he becomes conscious of a sympathy for the little warblers ; out of\nhis representation of their life comes a desire to study more closely their\n\nNew thoughts are awakened, powers of observation are stimuand\na reverence for God's creatures is aroused.\nlated,\nhabits.\n\nAs he seeks to represent the gambols of animals, his physical and menand this is true also in the representaTrue always, if the kindergartner directs\nin true Froebelian spirit, the activities of the child.\nWhen work is made\nmechanical to the child it loses life and spirit. Teachers in all departments realize this. If a child is taught to assume certain attitudes, they\ncramp rather than free the little spirit. If, on the contrary, the attitude\nis the expression of an instinct, an emotion, it means growth.\nAll bodily\naction affects the mind and soul it is the province of the wise teacher to\n\ntal life receive conscious stimulus,\n\ntion of many of the occupations.\n\n;\n\ndevelop soul-life, not restrict it.\n\nA teacher may enter into the games and plays of her little ones, but the\nthought to be expressed, the emotion to be awakened, must be called\nforth, never formulated.\nThe plays of childhood show, as Froebel has taught, the man. They\nreveal the elements of the inner life, and in their revelations are many\nThe natural tendencies of the child may be\nmovements in play by judicious\ncontrol the evil may be repressed, the good encouraged.\nNot by talking\nto the child\nto discuss a fault is often the surest way to confirm it.\nThe thought to be presented to the young mind must thrill the imagina-\n\nlessons for the wise teacher.\n\ndiscovered by a critical study of his\n\n;\n\n;\n\ntion in order to touch the heart.\nIt was once thought that any one possessed of the first elements of\neducation was capable of teaching young children ; as the world grows\n\nwiser it begins to realize thut the wisdom of its best minds should be given\nto the evolution of the child natuit;.\n\nThe philanthropists in our large\n\ncities are concerning themselves more and more\n\nwith the children, realizing that in their salvation is the hope of the future.\nOne of the most\nsuccessful trainers of kindergartners in\n\nNew England refuses to receive\n\nvery young girls into her training class for the reason that she has found\n\nthem incapable of comprehending in its entirety the complex nature of\nThe kindergarten is unquestionably full of inspiring influences\nfor the youngest teacher, but the wise mother would prefer that the one\n\nthe child.\nto\n\nwhom she intrusts for three hours every day the soul of her little child\n\n"}
{"page": 314, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n303\n\nshould be herself an awakened\n\nspirit.\n\nShe who would study expression\n\nin others must first have studied the laws of her own being.\n\nThe senses are most keen in childhood, and the character of the teacher\n\nTo his\nwonderful clearness to the intuitions of the child.\nmind her every motion is full of a language that presents ideas. If\n\nis revealed with\n\nlittle\n\nshe\n\nis\n\nawkward,\n\ninfluences the\n\nrigid,\n\nnarrow, through the physical manifestation she\n\nyoung life.\n\nChildren are ready imitators, and\n\nif\n\nthe\n\nteacher's deformities of character present themselves in her body, the\nchild, through the physical, dwarfs his inner growth.\nis\n\nAttitude\n\nalways a revelation of character, the surest revelation.\n\ngesture\n\n—\n\nWhen this is\n\nmore fully understood, we shall demand more of our teachers than we do\nat present.\n\nTo the susceptibilities of the child, only the best influences\n\nHe should live, so far as possible, in an atmosphere\nEvery expression of the real life should be studied by one\nwho is to direct the education of the young. And one of the most valuable manifestations will be found in the tones of the voice.\nIt is impossible for a woman with imagination, feeling, intensity of emotion, to have\na cold, narrow voice.\nSuch an one may have philosophy enough to start\na modern symposium of philosophy, but the emotional and imaginative\nshould be presented.\nof harmony.\n\nelements of her nature require cultivation.\n\nWhat has voice to do with gesture ?\n\nEverything.\n\nGesture defined in\n\n—\n\nmeans bearing of the individual physical expression\nand no influence is more potent in stimulating physical and mental being\nthan that of voice. Tones express character, the gradations of spiritual\nits broadest sense\n\nlife.\n\n;\n\nCulture, vocal training, will, of course, do much toward improving\n\nthe quality of the natural voice, but the growth of the inner life will\nreveal itself always in the colorings of tone.\nIt is true, also, that tones\n\nhave a reflex action, and that the emotional nature\n\nmay be influenced by\n\nvocal expression.\n\nAll the various emotions which exist in the adult are not found developed, the psychologists tell us, in children.\nThe selfish emotions awaken\n\nand in dealing with them the voice is too powerful an influence to\nAll the avenues of expression should be studied by one\nwho would be a successful instructor.\nfirst,\n\nbe overlooked.\n\nBecause the mind requires physical assistance in its manifestations, the\n\nmeans for securing harmony of development should be sought.\nThese means the kindergartners have more closely approximated than\nany other class of educators. They have rejected ordinary gymnastic\nmethods as tending to hinder perfect growth. They have sought the\nchild's normal development by guiding his activities\nin'^natural directions.\nbest\n\nStereotyped movements, mechanical exercise, have always\nprevented the\nharmonious growth of the child. Sympathetic culture of all the being\nis\nthe aim of true education.\nTo train one part and ignore another\nis\n\ntrary to the very spirit of life.\n\ncon-\n\nThe kindergarten seeks to make all the\n\n"}
{"page": 315, "printed_page": null, "text": "¥\n\nINFLUENCE OF EXPRESSION ON TEOUOHT.\nactivities of tlic child spontaneous,\n\n303\n\nand what it does for the little ones,\n\nthe physical culture systems will ultimately do for children of a larger\n\ngrowth.\n\nAll systems of education are false which prevent spontaneity of\n\nexpression.\nIt is as true now as it has been from the beginning, that to childhood\nThrough Pestalozzi and\nwe must go for our noblest lessons of life.\nFroebel and their worthy followers our hearts awaken to new reverence\n\nfor the divine lessons written all over the souls of our children.\nfaithful study we shall grow in knowledge of\n\nGod and man.\n\nIn their\n\n"}
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{"page": 317, "printed_page": null, "text": "PROCEEDINGS AND ADDRESSES\nOF THE\n\nELEMENTARY DEPARTMENT\n\n80\n\n"}
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{"page": 319, "printed_page": null, "text": "DEPARTMENT OF\n\nELEMENTARY INSTRUCTION\nSECEETAEY'S MINUTES.\nFIRST SESSION.\nSaratoga, N. Y., July 14, 1892.\n\nThe Department of Elementary Education, of the National Educational\nAssociation, was called to order at 3:30 p.m.\n\nPresident, Miss Julia S.\n\nTutwiler, in the chair.\n\nPrayer was offered by Dr. Richards of Washington.\nBrief introductory remarks were made by the president on '* The Indi-\n\nvidualization of Children in Public Schools.\n\nA paper on\n\n''\n\n^^\n\nHistory in Elementary Education \" was presented by\n\nHon. M. A. Newell, of Maryland, and was discussed by Dr. Richards, of\nWashington, L. B. Corey, of New York, Prof. S. G. Williams, of New\nYork, Mr. W. I. Twitchell, of Connecticut, and Mr. G. R. Shawan, of\nIllinois.\n\nA paper on\n\n*^'\n\nMoral Training in Elementary Schools\" was offered by\n\nDr. Z. Richards, of Washington, and was discussed by Mrs. Rebecca D.\nRickoff, of New York, Dr. Richards closing the discussion.\n\nOn motion, a Committee on Nominations was appointed as follows\n\n:\n\nProf. S. G. Williams, of New York, Mr. W. I. Twitchell, of Connecticut,\n\nand Miss Bettie A. Dutton, of Ohio.\nOn motion, the department adjourned to 3 p.m., July 15.\n\nSECOND SESSION.\nSaratoga, N. Y., 3 p.m., July 15, 1892.\n\nDepartment of Elementary Instruction, National Educational Association.\n\nThe department was called to order at three o'clock, by the president,\nand the minutes of the preceding meet\\pg were read and approved.\nDr. S. G. Williams, of Cornell University, presented a paper on '^ The\nNatural Sciences in Elementary Education.\"\"\n\n"}
{"page": 320, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n308\n\nThe paper was discussed by Messrs. Richards, of Washington, Corey, of\nNew York, Supt. Marble, of Massachusetts, Van Reed, of Alabama, Wise,\nof Maryland, H. S. Purdy, of New York, Miss E. E. Curtis, of Missouri,\nMr. Shawan, of Illinois ; Prof. Williams closing the discussion.\n\nBy special invitation a paper on *' Language \" was presented by Mrs.\nRebecca D. Rickoff.\nMrs. Delia Latlirop Williams, of Ohio, having been called, responded by\n\nsaying that she quite agreed with what Mrs. Rickoff had said of language\nlessons, but her ow^n experience had led her to believe that every school\n\nLanguage is the instrument of\nexercise should be a lesson in language.\nthought and while it is true, as stated, that there is no satisfactory use of\nlanguage without clear thinking behind it, it seemed clear to. her that it\nis quite as true that there is no clear thinking without language in which\n;\n\nto embody the thought.\n\nLanguage is the means of communicating thought, and often our pupils\ndo not get clear conceptions from the text-books they use, nor from the\nstatements of the teachers themselves, because they have no exact appreciation of the language used to convey the thought.\n\nPupils should be tested at every step upon the meaning of the words\nand phrases they are using. When teachers do this they will be surprised\nat the crudeness and indefiniteness of conception and the pitiable blunders\ntheir pupils are perpetually making through total misapprehension of the\nmeaning of language.\n\nThe poor pupils in geography, history, even arithmetic, are those\nwho cannot read understand! ngly. When we have taught pupils to read\nappreciatingly and to enjoy reading, we have done the best school work\n\nwe can do for them.\nShe was so impressed with the value of a love of good reading to a child\nit would be well to go back to the good old\ntimes when children read in the morning, read at mid-day, read in the\nafternoon, did nothing but read, for the first three or four years of school.\nCertain it is, when we have made our children good readers, and have\ntaught them to express their own observations and thoughts clearly and\ncorrectly, we have put them a long way on toward the goal of an education.\nMrs. Rickoff's paper was further discussed by Miss Virginia C. Piper, of\nPhiladelphia, Mrs. Belle Speed, of Kentucky, and Mr. AVise, of Maryland.\nThe committee on nominations presented the names of the following\nthat she sometimes thinks\n\nofficers :\n\nFor President, Mrs. Rebecca D. Rickoff, New York ; for Vice-President, Supt. Aaron Gove, Colorado ; Secretary, Supt. F. Trendley, Ohio.\nThe report was approved, and, on motion, the department adjourned.\n\nMiss Bettie A. Dutton,\nSecretary jE?ro tern.\n\n"}
{"page": 321, "printed_page": null, "text": "INDIVIDUALIZATION BY GROVPINO PIWFOSED,\n\n309\n\nPAPERS.\n\nINDIVIDUALIZATION BY GROUPING.\nBY THE PRESIDEN^T OF THE DEPARTMEI^T.\nI AM told that it is my duty and privilege^ as your president for this year,\n\nsome one point toward which your attention may\nI will, therefore, urge upon\nyou to consider the possibility of doing more to individualize the work of\nthe public schools. The advisability of this has long been seen and ac-\n\nto call to your attention\n\nbe specially directed during the coming year.\n\nknowledged, but\n\nlet\n\nus consider\n\nits\n\npossibility.\n\nAs God has fashioned\n\nevery human soul and mind after a distinct and separate pattern, of which\nthere\n\nis\n\nno replica, the ideal school would provide each child with a\n\nteacher and a set of studies chosen with reference to his needs and capacities alone.\n\nPerhaps in the far-off land of Utopia each child will have two\n\n—one for the spiritual and emotional part of his nature, and one for\nthe physical and intellectual— and these\nbe the father and mother.\nteachers\n\nwill\n\nBut let us be practical. The individual teacher and course is an impossibility, until we have the ideal father and mother, and the ideal state\nof life which will enable them to devote their whole time to the training\nof the next generation.\nYet something can certainly be done to improve\nthe present condition of school life.\nI have no doubt that the twentieth\ncentury will look back upon our vast system of machine education, in\nwhich, as President Harrison remarked to us the other day, the children\nare treated like pins manufactured in the same factory, with the same pity\nand surprise with which we look upon the crude institutions of mediaeval\nsuperstition.\nIs there any practical step which can be immediately taken\nin the direction of individualization ?\n\nI\n\nthink there\n\nis.\n\nIt\n\ncannot be\n\ntried in the small schools of villages and\n\ncountry places ; but in the large\ncities, where generous hearts and well-filled purses are ready to respond to\nevery call for an experiment which promises to promote human progress, I\n\nthink you can at once try this experiment.\n\nEvery primary teacher knows\n\nnow and then among her little ones one whose deft fingers\non the slate or blackboard move with almost magical touch, and produce\nthat she finds\n\npractical results,\n\nwhich the average teacher, taught drawing for class pur-\n\nposes, sees that she cannot teach.\n\nAgain, she hears from another pure, cherubic notes, accurately and cor-\n\nwhich touch the heart and bring tears to the eyes with an\nuntaught skill she cannot equal.\n%\nHave not some of you also sometimes received from the little ones, who\nhave been told to write a story, a little tale, infantile it is true, but bear-\n\nrectly uttered,\n\n"}
{"page": 322, "printed_page": null, "text": "no\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ning traces of an imaginative and poetic faculty in which you felt yourself\n\nwanting ? Here and there, also, we find a child who can solve the problem\nof intellectual arithmetic more rapidly than his teacher can follow him.\nAnother is a natural mechanician, and his frames, water-wheels, and windmills are the delight of his companions.\n\nLong before there was a science\n\nof pedagogy, Cicero's keen powers of observation evolved the remark, that\n\nchildren seem to know many things which they have had no opportunity\nof acquiring, and which they may, therefore, be supposed to have learned\nin a previous state of existence.\n\nThe wonderful discoveries made in the\n\nstudy of here'dity confirm this bold doctrine of the great orator, and show\nus that the child does actually bring into this world with him much that\n\nhad been acquired not only in a previous life, but in a previous individuWe know now that his education began not merely a hundred years\nNow, shall we, who boast\nbefore his birth, but perhaps many thousand.\nof our practical course of education, and this great economy of time and\nlabor, put this child, who has even at birth advanced so far into knowledge of music, of art, of style, of mechanics, in the same class in these\nsubjects with one who is merely beginning them ? Is it not possible, by\nthe expenditure of additional money, to group the children of our public\nschools according to their natural bent ? Perhaps we shall do it roughly\nat first, but we shall learn better methods of classification all the time.\nI\nshould propose, as a first experiment, the following groups\nThe musical,\nthe artistic (using this word in its ordinary sense), the literary, the\nmathematical. Let the child for the first two years of its school life be\nplaced under the care and observation of a practical psychologist and\nteacher, and let her discover during this time to which group he should\nafterward be assigned.\nWho can say how many artists, musicians, and\npoets have been lost to mankind by the Procrustean bed on which we have\nstretched the short and lopped off the long ? These words are merely suggestive.\nI wish you would consider them during the year, or two years,\nwhich must lapse before our next meeting, and see whether you can evolve\nfrom them something which may be put into practice.\nality.\n\n:\n\nHISTORY IN ELEMENTARY EDUCATION.\nBY M. A. NEWELL, HAVRE DE GRACE, MD.\n\nA PERSONAL reminiscence will furnish an introduction and give the\nkeynote to this brief essay.\nWhen I was between ten and thirteen years of age, I was very fond of\nBooks for the young were not as plentiful then as they are\na loss not altogether without compensation.\nI had ''Robinson Crusoe\"\nreading.\n\nand ''Sandford and Merton,\" but they were soon exhausted.\n\nnow—\n\nI had also\n\n"}
{"page": 323, "printed_page": null, "text": "HISTORY\n\nm ELEMENTARY EDUCATION.\n\na small old-fashioned library abounding in\n\nBll\n\ntheology, but destitute of\n\nnamed and the romances\nwhich might be found in the Apocrypha of the *'big ha' Bible;\" and\nthis last I reserved as a Sunday treat, alternating with Fox's *'Book of\nMartyrs.\" The only poetry I could find was Young's \" Night Thoughts\"\nand Thomson's '^Seasons.\" These I took in homoeopathic doses, and\n{similia similibus curimtur) my slight craving for poetry was abated.\nThen I happened on a shelf of history ; Hume's \" England,\" Rollin's\n^* Ancient History,\" Mosheim's ^'Ecclesiastical History,\" Jones's ''History of the Waldenses and Albigenses,\" and many others of the same\nThese I devoured, dry and indistripe, whose names I have forgotten.\ngestible as they were, and suffered no dyspepsia nor loss of appetite.\nBut at an early day I was sent to the Latin school, and one of the books\nput into my hands was Goldsmith's '^ History of Rome,\" which I was to\nmemorize at the rate of four or five pages a day. I finished my task, and\nFrom that time till Macaulay's\nit put an end to my enjoyment of history.\nfirst volume was published, I never voluntarily opened an historical book.\nThen my appetite returned and has been in vigorous operation ever since.\nNeed I point the moral ? The main purpose of learning history in\nschools should be not the acquisition of facts, but the creation and fosterfiction,\n\nthe exception of the books just\n\nwitli\n\ning of a taste for historical literature.\nIt is\n\nnecessary to be as precise as possible with regard to the range\n\nBabes must have milk, and school-\n\nincluded in the term \"elementary.\"\n\nboys bread, and there comes a time when meat is alleged to be proper and\n\ndo not care to speak positively on this last point, because\namong us, and I do not wish to arouse her\nbump of combativeness. But who shall draw a chronologic line between\nmilkhood and bread hood, or between breadhood and meathood ?\nIn like manner we have a general notion of the primary school as distinguished from the so-called and mis-called grammar school, and of the\ngrammar school as distinguished from the high school ; but who shall\ndraw with any precision the lines of demarcation ? Let it be understood,\nthen, that in the present essay the term '* elementary\" is meant to exclude\nthe lower half of the primary and the upper half of the high school course.\nIn other words, it begins where mere story telling leaves off, and ends where\nIn\noriginal investigation, properly so called, may be supposed to begin.\nreality, story telling, story hearing, story reading never leave off.\nIt is a\npermanent instinct it is a necessity to the young an occupation, a rest,\nand an amusement to the grown-up a comfort and a solace to the old.\nBut at a certain period, not to be indicated merely by years, it ceases to\nbe educational. It is at that juncture that our work of elementary hisnecessary.\n\nI\n\nthere may be a vegetarianess\n\n—\n\n;\n\n;\n\n%\n\ntory begins.\n\nHistory, according to an old definition,\n\nexample.\"\n\nI should\n\nprefer to\n\nis\n\n''philosophy teaching by\n\nsay \"philosophy taught by example.\"\n\n"}
{"page": 324, "printed_page": null, "text": ".\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n312\n\nWho can tell when, in a child's mind, the example— the story—begets\nchild under six years\nthe philosophy ? I have in my own experience a\nof telling every evening a\nhabit\nthe\nin\nwas\nmother\nhis\nwhom\nto\nof age,\nAmong others was the career and tragic death of Julius\nhistorical story.\nThe child was overwhelmed. His sympathies were all on the\nBut next evening— he had evidently been\nthe great Julius.\n\nCsesar.\n\nside of\n\nphilosophizing in his childish\n\nway—he apologized for his enthusiasm,\n\nand said, \" Mamma, perhaps Brutus was right— Caesar might have become\ntoo strong for Rome.\"\nI\n\nThe story may and must be told, orally or from\nThe philosophy should be the spontaneous product of\n\ndraw this moral\n\nthe printed page.\n\n:\n\nA ready-made philosophy is like peptonized food —useful in\n\nthe mind.\n\nindividual cases of chronic dyspepsia, but fatal to the healthy development of normal strength in constitutions of normal health. It is here\nthat our advanced and *Mmproved '' school books\n\nmake a great mistake.\n\nand one might say indispensable, that a learner should\ndraw a certain inference from certain facts and the book proceeds to\ndraw the inference, which is valuable only on the condition that the pupil\nshould make the inference for himself. If the moral has to be added to\nIt is desirable,\n\n;\n\nthe fable, the fable has been told in vain.\n\nBut it will be said, '^The cliild\n\nwill\n\ndraw the wrong inference.\"\n\nanswer, \" Better so, than that he should draw no inference at all.\"\n\nI\n\nIt is\n\ndesirable that he should think rightly, but it is of prime necessity that he\n\nshould ihmk freely\nProfessor Lavisse of the Sorbonne, the author of the latest philosophical\n\ncompendium\npreface\n\n''\n:\n\nof the history of Europe, an admirable work, says in his\n\nThis volume presents the sequence of the great phenomena of\n\nand it also attempts to give the how of things. It would be well\nwhy, if it were not too bold an undertaking.\" The \"why\"\nwould certainly be a bold undertaking and the question is also ambiguous,\nas some would understand it to apply to the reasons or motives vrhich influenced the actors, and others would refer it to the final cause, known\nonly to the Almighty, and hardly to be even guessed at by mortals.\nA\n\nhistory,\n\nto add the\n\n;\n\nludicrous misapplication of the *'why\" is exemplified in the story of the\n\nteacher who asked her class *'why the Almighty had caused great rivers\nto flow by great commercial cities.\"\nI adopted several years ago, and followed with satisfactory results, a similar arrangement, but in terms better\n\nadapted to the capacity of the class under instruction\n\n:\n\n—event, occurrence, or historical\n\n1.\n\nThe phenomenon\n\n2.\n\nIts conditions in time and space.\n\n3.\n\nIts causes or preparatory antecedents.\n\nfact.\n\nIts consequences, or subsequences.\nCauses again were subdivided into immediate and remote, and consequences into direct and indirect. It seems to me that a course of this\n4.\n\n"}
{"page": 325, "printed_page": null, "text": "HISTORY IN ELEMENTARY EDUCATION\nkind helps the learner to consider historical facts\ntime, place, cause, and effect.\n\nnecessary relations\n\n—\n\nin their\n\n313\n\nproper and\n\nIt also provides the\n\nmeans of extending historical knowledge on the same plan from the beginning to the end of the course. The elementary scholar, in studying the\nhistory of the civil war, would probably give as the cause, .the desire of\nthe South to perpetuate, or at least to regulate without interference, their\npeculiar institution and as a consequence, the abolition of slavery.\nAs\nhe advances, he will recognize other contributing causes and a long chain\nof consequences, until finally he connects with this one historical phenomenon a very long chapter in the history of the United States.\nIt need not be stated before this audience, that- the knowledge of unrelated facts is not permanent, and, even if permanent, would not be educative.\nNeither need it be said that the knowledge of facts linked\ntogether merely by the sequence of time is apt to be among the things\nthat are ^^shed^^ soon after leaving school, if not long before that time.\nBut, bound together as links in the chain of causes and consequences, they\nbecome part of the permanent furniture of the mind.\nThe question whether original investigation should be attempted with\nelementary pupils ought not to be passed over without brief notice. Such\na course is certainly desirable, if it were practicable ; but I fear it is not\npracticable.\nThe investigator requires not only material, but a certain\namount of skill in the use of the material he needs a considerable fund\nof collateral information, which, by the conditions of the case, he has not\nyet acquired.\nBut even the material is not easily procured. Pupils in\ncities where they can have access to libraries may do something in this\nline ; but the majority of elementary pupils in the United States have not\nthis resource, and those who have would in many cases simply substitute\nanother piece of second-hand information for that given in their text-book\nA\na useful practice sometimes, but not akin to original investigation.\nhighly skilled teacher, with an enthusiastic class and a fair supply of material, might accomplish something in this line ; but these conditions are\n;\n\n;\n\n—\n\nexceptional.\n\nSome kind of luork, however, must be done by the learner, in addition\nto the exercise of the memory, if history is to be made palatable or even\nI can only hint at some of the practicable forms of work;\nand I assume that the pupil has access to no historical authority except\nhis text-book.\nThis assumption \"limits the work to the various modes in\nwhich the information of the text-book may be thrown into various forms.\nThe work should spring from the lesson of the day, but it is not necessary\nIt may be conthat all the information should be found in that lesson.\n\nendurable.\n\ntained in previous lessons or in subsequent lessons ; for the habit of search-\n\ning a book for needed information isjhe\ngation.\n\nfirst\n\nstep in original investi-\n\nThe pupil may be required to write in a short compass, say in\n\nwords numbering one-fourth of the words in the lesson, what he considers\n\n"}
{"page": 326, "printed_page": null, "text": "314\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nThis will stimulate him to compare one\nHe will\nhis faculty of judgment.\n\nto be the most important points.\n\nevent with another and\n\nto exercise\n\noften go wrong, but his error will be the teacher's\n\nopportunity.\n\nHe may be required to re-write one or two paragraphs, using his\n\nown\n\nThis will test his power of comprehending\nthe text, and will give the teacher another opportunity.\nHe may be asked to give in writing his opinion of some prominent\nwords as much as possible.\n\ncharacter named in the lesson, although he may have to search further\nfor the information needed.\n\nHe may be called on to compare two similar characters, or to contrast\ntwo dissimilar characters.\n\nHe may be required to answer hypothetical questions\n\n;\n\nsuch\n\nas,\n\nWhat\n\nwould probably have happened if Andre had not been arrested ? if the\nFrench had not aided the Americans ? if Mason and Slidell had not\nbeen surrendered ? if General Lee had won the battle of Gettysburg ?\nI have considered this problem in its most difficult aspect, on the\nassumption that the class has access to no historical information outside of\nthe text-book and the teacher.\n\nIt is to be\n\nhoped that this condition is\n\nseldom met with. If there be but one pupil who knows something not\nin the book, he should be encouraged to tell it, pro lono publico. If there\nare several such pupils, there is the beginning of a historical seminary.\nIf auxiliary\n\nbooks are within the reach of all, the teacher will direct the\n\nattention of the pupils to the best books ; and, if authorities should hap-\n\n—\n\npen to differ, a beginning will be made in original investigation a beginning which may be compared to a child's first attempt at walking ; but\nthe feeblest beginnings of the infant in the way of self motion are incomparably better than being always dandled in the nurse's arms.\n\nThe daily or weekly newspaper is one of the original sources of history,\nand should be used as such. Some teachers divide the world into sections,\nand investigate the United States on Monday, the countries north and\nsouth of our boundary on Tuesday, England on Wednesday, continental\nEurope on Thursday, and the rest of mankind on Friday. Others parcel\nout the topics among the pupils, giving amusements to one, accidents to\nanother, politics to a third, and so on.\n\nIngenious teachers can devise a\n\ngreat variety of methods by which a newspaper can be made one of the\n\nmost effective of school-books.\nThere is no need to insist further on the fact, that in the elementary\ngrades it is not acquisition that is of prime importance, but power.\nAnd\nhere the examination steps in to mar our theory\nfor the examination,\n.\n\n;\n\nas usually\n\nconducted, tests nothing but the apparent amount of acquisi-\n\nMay we not hope, however, that the day is coming when some sage\nsuperintendent will invent a method of examination which will call into\n\ntion.\n\nexercise some mental faculty besides memory ?\n\nWhat faculties are cultivated by the judicious study of history in school ?\n\n"}
{"page": 327, "printed_page": null, "text": "HISTORY IN ELEMENTARY EDUCATION.\n\n315\n\nIf the learner cannot form a\n1st, The representative imagination.\nmental image of the objective phenomena which history describes, his\nstudies have been in vain. If rightly exercised, he will see the spot where\n'•\nthe embattled farmers stood,\" and will hear ^^the shot heard round the\nworld \" he will see the red-coats climbing the breastworks at Bunker\nhe will see the bloodHill, twice driven back, and at last successful\ntracks in the snow made by the bare-foot soldiers at Valley Forge\nhe\nhe will weep with the soldiers\nwill see Cornwallis„giving up his sword\nwho crowded around their loved commander to bid him farewell he will\nsee the flag floating in '' the dawn's early light '' over Fort McHenry\nhe\nwill see the assassin leaping from the box in the theater to the stage\nhe\nwill see that tremendous charge of Pickett up the rugged slope of Ceme;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nand he will see the recoil of that gallant but shattered\nand he will see the old house at Appomattox, where the two\ngreatest living generals in the world met as enemies, and parted as friends,\non terms alike honorable to the victors and the vanquished.\ntery Ridge,\n\ncolumn\n\n2d,\n\n;\n\nThe right study of history stimulates and cultivates all the mencomplicated processes which we call reasoning.\n\ntal powers involved in the\n\nActing on the data furnished by the representative imagination, the pupil\nlearns to classify, to compare, to judge, to draw inferences.\nHe learns\nthe art of prophesying not certainties, but probabilities.\nHe learns that\nin the moral and political as well as in the natural world '* similar combinations of circumstances are followed by similar results.\" The only\nobstacle in the way of foretelling certainties lies in the difficulty of determining how far the '^ circumstances '^ are similar. He will be able to\nannounce, among the '* probabilities'\" which approximate certainty, that\noppression leads to revolution\nthat a revolution may have a temporary\ncounter-revolution, but that revolutions never go backward permanently ;\nthat power once given to a people can never be safely withdrawn\nthat\nthe most sensitive part of a nation is not individual life, hut property ; and\nthat all attempts to make money out of that which has no intrinsic value\nhave proved and must hereafter prove a disastrous failure.\nSomething ought to be said about dates. Every one says that but few\ndates should be memorized, and yet almost every teacher requires at successive recitations a very great number of dates from his pupils.\nThe\nconsequence is that pupils get into the condition of Paul Dombey under\nthe instruction of Miss Blimber awfully mixed.\nFor whether twenty\nRomuluses made a Remus, or hie, haec, hoc were a Troy weight, were open\n\n—\n\n;\n\n;\n\n—\n\n'*^\n\nquestions with Paul.\"\n\nSome dates must be learned, even as we must learn the multiplication\nThe question is how to limit the number so that the memory may\n\ntable.\n\nhave a permanent possession of them.\nI\n\n^\nhave a few suggestions to make, which\n\nsion ;\n\nI\n\nhope\n\nwill lead to discus-\n\n"}
{"page": 328, "printed_page": null, "text": "316\n\nFirst,\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nA very few dates must be learned with absolute accuracy. The\n\nnumber I would limit to ten, or at the most twenty.\nSecond, Many events can be well timed by centuries— the beginning,\nmiddle, and end of such a century; e.g., the French Revolution occurred\nat the close of the eighteenth century, the English Revolution near the\n\nend of the seventeenth.\nT/iird, Many events can be placed between two fixed points of time,\nand the order of sequence may often be determined by the principle of\nAnd this leads me to say that the important fact in\ncause and effect.\n\nchronological history (iiaving in view elementary history alone)\n\nis\n\nnot\n\nthe exact year of the event, but the order of sequence between two given\ndates.\n\nDISCUSSION.\nIn opening the discussion on the paper on \" History in Elementary Education,\" Prof. S.\nG. Williams of Cornell University said he desired to bear testimony to the excellence of\nThey were all wise and timely; they were\nthe recommendations made in this paper.\ncapable of being used effectively by any intelligent teacher; and, besides, they recognized,\nas fully as it could be done by elementary pupils, the threefold work of history study;\nviz., the search for authorities, the weighing and verification of testimony, and the\ngrouping of facts to a pi'obable historic picture. The important thing with elementary\npupils must always be to gain what Montaigne termed the ability to judge histories, and\nIt contemplated, however, only text-book work, and\nthis the paper kept fully in view.\nwork auxiliary to this. But there is a very important work that may profitably precede\nthis and rouse interest in it, by the oral presentation of a series of vivid historic narrations illustrated, where possible, by pictures.\nThese lay hold of the lively interest of\nchildren in heroic stories, and if such stories follow a chronological order, they will later\nbe a great aid in fixing the causal sequence of events.\nArchbishop Fenelon in \" L'Education des Filles\" suggested such a plan for biblical history, in which the stories were,\npossibly by design, arranged in the order of time, and later in \" Dialogues of the Dead\"\nhe gave it somewhat of a dramatic form without following a chronologic order. Dr.\nArnold of Hugby, in 1832, advised a series of heroic pictures with appropriate descriptions, chronologically arranged, to aid the historic imagination of boys in the English\nschools; and two decades later two German teachers, Drs. Spiess and Verlet, prepared\na series of biographic narrations extending in chronological order from the myth of\nHercules down to the present century. To this they added afterward two other series.\neach intended to overlap and review the preceding series, and thus to form a set of\nvitalized centres extending through time, about which all future historic acquisitions are\nlikely to group themselves.\nSuch a series of stories introductory to American history has\nvery recently been prepared by Edward Eggleston; and the speaker was inclined to\nthink that the idea might be very profitably utilized in preparing young pupils for the\nmore formal study of history which the paper had in view.\n\n"}
{"page": 329, "printed_page": null, "text": ":\n\nMORAL TRAmiNG IN ELEMENTARY SCHOOLS.\n\n317\n\nMORAL TRAINING IN ELEMENTARY SCHOOLS.\nBY Z. RICHARDS, WASHINGTON, D. C.\n\nWithout attempting to discuss the psychological or physiological, the\negotistic or altruistic, terminology of *' ethics,\" I propose to consider the\ns.ibject of\n\n''Moral Training in Elementary Schools,\" by attempting to\n\nanswer the following question, viz.\n\nWHAT SHOULD BE TAUGHT IN PUBLIC SCHOOLS ?\nIn the present advanced stage of public school instruction, the number\nof persons\n\nis\n\nsmall who would confine a free public school education to\n\nthe narrow limits of the three R's,\n\n'' reading,\n\n^riting,\n\nand 'rithmetic/'\n\nIf\n\nthe largest meaning possible be allowed to reading, we may be able to see\nthat to become fully master of the three R's, would be about all the com-\n\nmon school education which nine-tenths of the people of any country\nactually need.\n\nOf course, reading, in such a case, is not to be understood in its usual\nnarrow and restricted sense, of calling words readily at sight, however\nimportant such an accomplishment may be.\nIf a person becomes not only qualified to call all English words readily\nat sight, but becomes also sufficiently familiar with their meaning and\nuse to be able to use them, intelligently and intelligibly, in communicating the full import of all words to those who listen to him, he must be\na thoroughly educated person.\nFruitful as the topic of reading would be,\nI do not propose to discuss it now.\nThe only appropriate answer to our opening question, \" What should\nbe taught in our public schools ? \" is briefly given as follows, viz. '* Such\nbranches of education, and ouly such branches, should be taught in our\npublic free schools, which are sustained by public taxation, as are necessary to make good, honest, law-abiding citizens under the Grovernment.\"\nBut as the people of our country are divided into parties and sects,\ndenominational and undenominational, there will be different opinions\nas to what is necessary to make our youth honest and reliable citizens.\nAll will agree, probably, that our youth should receive as much of what\nmay be called '^ secular education \" as their time and means will allow.\nVery many, perhaps the majority of parents, would be glad to give their\n:\n\nchildren a good and thorough moral training in the public school.\n\nSome would go\n\nfurther\n\nand\n\ninsist\n\nupon some system\n\nof\n\nreligious\n\ninstruction along with secular training. ^Some, we regret to say (but the\n\nnumber is very small and generally uninfluential), would have neither\nmoral nor religious instruction formally given in public schools, because\n\n"}
{"page": 330, "printed_page": null, "text": ";\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n318\n\nthey do not want any moral or religious bias brought to bear upon their\nchildren, but would leave them to choose their own course of life\n\nown\n\nand others because they want their children's moral and religious sentiments to harmonize with their own.\nIt may be taken for granted that every upright and reasonable parent\nwould be glad to have his own children grow up to become honest, reliable,\nand respectable in the world.\n\nNow, in view of the fact that the public school system, in this country,\nhas come to stay, what shall be the course of studies best calculated to\n\nmeet the wants of the several classes of parents above referred to ?\nThis is the question which now claims the attention of all true friends\nof universal education, and which we now propose to answer.\nIn the first place, all sound educators agree that a certain amount of\nwhat may be called '^ secular, education '' ought to be acquired by every\nchild.\n\nWe may assume, also, that much the largest portion of all respect-\n\nable people desire to have their children carefully trained in all the moral\nvirtues, as a necessary preparation for\n\ngood citizenship. And we may\nmoral training given dur-\n\nalso assume that they would prefer to have this\n\ning the school period, while receiving their secular training\n\n;\n\nfor the most\n\nmoral and intellectual training is always given in the days of\nchildhood and youth.\neffectual\n\nThis is the period also for giving the most effectual religious training.\nBut on account of the numerous conflicting and antagonistic views of\nreligion entertained, both by religious and non-religious people, no one\nsystem of\n\nreligious instruction can be required in a free public school\nsupported by common taxation.\nThe public free school, therefore, is\nnot the place for teaching sectarian dogmas or denominational rituals.\n\nIn this country these\nIt is\n\nmust be ruled out of the State schools.\nsomewhat remarkable that most of the hostility to our public\n\nschool system, on account of alleged godlessness, arises more from the\nfact that the peculiar denominational and non-essential dogmas and\nrituals are not enforced in them,\n\nthan that the essential moral virtues are\n\nignored in them.\n\nBut as the prejudices and inconsistencies of people cannot be easily\novercome, we must meet them by providing a public school system for\nall our youth, in which the secular branches,\ncombined with a good\ntraining in the moral virtues, shall be faithfully taught and exemplified.\nThis is the kind of public school education which we must have; and\nif\n\nany of the religious denominations insist that their children shall be\n\ntaught any of\n\nthe Church dogmas, which are not included in such a\nmoral virtues\" as constitute the basis of good citizenship\nand of a sound moral character, let them resort to the\nchurches, the\n\nsystem of\n\n'^\n\nSunday school, and the private parochial school, or teach them at home.\nBut if there are any persons who do not want even the '' moral\n\"\nvirtues\n\n"}
{"page": 331, "printed_page": null, "text": "MORAL TRAINING IN ELEMENTARY SCHOOLS.\n\n—\n\n—\n\n'\n\n319\n\nII\n\ntaught to their children in the public schools, which the State in selfdefense is obliged to provide in order to make good citizens of all the\nyouth,\n\nsuch persons be ignored and treated\n\nlet\n\nas\n\nunpatriotic ultras\n\nand as enemies of good government.\nEvery State, or every municipality under the State, is obliged, for\nself-defense and self-preservation, to provide an efficient system for\ntraining all the youth in the moral virtues, as well as in secular branches.\n\nNo\n\ncurriculum ought to be considered as good, or as even\nwhich does not make moral training the first and the most\n\nschool\n\ntolerable,\n\nimportant element in its course.\nWe will venture here to specify the most important of the moral\nvirtues, in which we think all our youth ought to be taught.\nFirst, Every child\n\nshould be taught appropriate reverence for his\n\nCreator, and obedience to all His known laws.\n\nSecond, Reverence and obedience to his parents, to his guardians, and\nteachers.\n\nThird, Obedience to all civil laws, and to the civil government of his\ncountry.\n\nFourth, Courteous and proper respect for his superiors, his equals, and\n\neven for his inferiors— or a proper regard for the rights of others.\nFifth,\n\nThe intelligent government and\n\ncontrol of his will, including\n\nself-control.\n\nSixth, Conscientiousness, or the controlling of human actions by the dictates of conscience.\n\nSeventh, Honesty, and its kindred virtue, truthfulness.\n\nEighth, Benevolence, and its companion virtue, beneficence ; including\nlove and acts of charity.\n\nNinth, Personal cleanliness, or purity of body, of speech, and habits of\nlife.\n\nTenth, Self-denial, including temperance and\n\nall\n\nits concomitants\n\n—or\n\nphysical control.\n\nEleventh, Integrity, or a whole moral character, a harmonious combination of all the moral virtues.\nTioelfth, All these virtues\n\nshould be taught by contrasting them with\n\ntheir corresponding vices.\n\nAn appropriate manual or text-book of morals, based upon the foregoing or some similar system of the moral virtues, should be introduced\ninto every elementary school at least,\n\nand be judiciously used with as\n\nmuch regularity as any text-book on secular studies.\nRight here we meet with formidable difficulties in the way of introducing regular lessons on morals into our public schools.\nIt has doubtless\n\nbeen observed by manv, that for many years past there\n\nhas been a growing impression in the minds of public school men, that\nreligious\n\nand moral training are not a specific work of the public free\n\n"}
{"page": 332, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n320\n\nthat it is not the duty of those who employ teachers, nor of those\nwho teach, nor of those who arc preparing to teach, to seek for special,\n\nschool\n\n;\n\npersonal, moral qualifications, and trained ability to impart and exemplify\n\nthe moral virtue*.\n\nSuch qualifications seem to be non-essential, so far as our schools are\nStill we are happy to know that not all public school men\nconcerned.\nbelong to the class above described.\nAs the moral, or spiritual, part of our being is of more importance\nthan the physical ; in fact, as the physical being derives its chief value\n\nand importance from its being the dwelling-place of the spiritual being\nduring its probationary existence, the natural order in the processes of\nyouthful training requires that the spiritual, or moral, being should\nreceive the first and the most important care in all the educational\nprocesses.\n\nIn the days of our fathers, who originated the public free school, this\nsubject was more highly appreciated and better understood than it is at\npresent.\n\nYea, from the days of our blessed Lord, who said, '* Suffer little\n\nchildren to come unto me,\" rebuking his too fastidious disciples, who, like\n\nmany of our modern educators, seemed to consider it undignified and weak\nfor their Master, the Great Teacher, to condescend to give moral lessons to\n\n—\n\nthe young children who were brought unto him from our Lord's time,\nwe say, to the present day, the really great and good men and women, who\nare considered model educators, have not failed to put moral and religious\n\ntraining first and foremost in the school curriculum.\n\nThe necessity for early moral instruction seemed to dominate the minds\nof nearly all the early European reformers in school training.\n\nComenius, in 1600, said, *'The children should early be taught, that\nthat time\n\nnot the present, but everlasting life is the object of our being\nis a preparation\n\n—\n\nfor eternity.\"\n\nPestalozzi said,\n\n**\n\nEducation ought to be essentially religious and moral.\n\nIt should penetrate* and regulate the entire being.\"\n\nFroebel, and\n\nhis\n\nmost\n\nintelligent\n\nmaking the earliest impressions\n\nand earnest\n\nof the child's\n\ngive direction to his moral character.\n\ndisciples, insist\n\nupon\n\nmind those which\n\nwill\n\nMake the first impressions pure and\n\ntruthful, as the best preparation for the reception\n\nand the controlling\n\ninfluence of sound moral instruction in after life.\nIt is a latter day notion that pure morality\n\nreligious instruction\n\n—\n\nis to\n\n—\n\nor, if you please, that sound\n\nbe ruled out of our free elementary schools.\n\nWithin the memory of some of us, in some parts of our country, the first\nstep in the examination of a common school teacher was the presentation\nof a well-vouched certificate of a good moral character.\n\nAnd the civil law,\neven, required that \"sound morality \"should be the first essential element\nin a course of public instruction.\nBut in these days of boasted improvement and enlightenment, we have become so refined and reformed (?), that\n\n"}
{"page": 333, "printed_page": null, "text": "MORAL TRAININO IN SLEMENTART SCHOOLS.\nin some places the\n\nBible, prayer,\n\n321\n\nand even ''instruction in morals\" have\n\nbeen expurgated from the school curriculum.\nWhat is stranger and more alarming than all, the moral and religious\nqualifications of teachers are so far ignored that no preliminary test of\n\nand rarely, if ever,\nNot only\nso, but even in our normal and our pedagogical schools and departments,\nit is very rare that any systematic and thorough moral instruction is given\nOf course, all the graduates of such proas a preparatio!) for teaching.\nfessional schools will not only come from them unqualified morally, but\nmoral and of religious fitness for teaching is required\n\n;\n\nin these days, is the candidate's moral qualification examined.\n\nwith low ideals of moral character.\n\nThe two great and most vital questions in regard to the education of\nour youth, which merit and demand positive and immediate answers, are\nas follows :\n1.\n\nHow shall the public sentiment of our people, of the fathers, mothers,\n\nand guardians of our youth, be so aroused, reformed, and molded, that the\nproperly recognized authorities shall demand and provide for a course of\n\nsound instruction and training in the universally recognized moral virtues\nin\n\nour public schools ?\n2.\n\nWhen and how shall all the teachers of our public free schools be\n\ntrained and qualified to give sound moral instruction, theoretically and\npractically, in all our schools ?\n\nThe public mind has probably never been so ripe and ready for a proper\nThe importance and claims of\n\nsettlement of these questions as it is now.\n\nthese questions have always been acknowledged by thoughtful philanthropists,\n\nand they have long been felt by a small number of conscientious\n\neducators.\n\nWhat we need now is not so much a \"renaissance\" as a new\n\ncreation of public sentiment on moral education.\n\nWhile we abhor pessimism and chronic fault-finding\n\nas\n\namong\n\nthe\n\ntroublesome evils of human society, we nevertheless feel constrained to say\nthat there is at the present time an alarming\n\namount of fastidiousness\n\nand sensitiveness, if not of irreligion, in regard to the subject of moral and\nreligious instruction in public schools.\nMany who are bold and courageous in political and sectarian matters are fearful and cowardly on the\nquestion of moral instruction in schools.\nYet these fearful souls are oftentimes ready to denounce the deficiencies and inefficiencies of our public\nschools.\n\nThey see, what we all know exists, an alarming amount of youthful\ndepravity in almost every community ; but, strange to say, they are inclined\nto attribute the evils of this depravity to the teaching in our public schools,\nand see no way of overcoming them except by teaching history, mathematics, and the sciences more thorougl:^y.\nSome tell us that the four\ncardinal virtues are effectually taught in our schools, when they secure\n*'\nregularity, punctuality, silence, and industry.\"\nThese are indeed im21\n\n"}
{"page": 334, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n322\n\nportant factors, or rather conditiooal aids, in securing a correct moral\ntraining but thej cannot be considered as positive virtues, for they are\njust as essential to a perfect, unintelligent steam engine as to an intelli;\n\ngent human being.\nIt must be evident to every one, that mere abstract negative principles\ncan never supply the place of pure and positive moral virtues. If there\nmust be four cardinal principles of human training, let them be 1st, the\n:\n\ntraining of the motives; 2d, the training of the will ; 3d, the training of\nthe conscience ; and 4th, the training of the sense of accountability.\n\nNow, the great question before all philanthropic educators is, *' How\nthe public conscience and the hearts of the ruling masses be so\naroused, enlightened, and inspired, that the people will take hold of this\nshall\n\nquestion and agitate it in the family, in all public gatherings, in the halls\nof legislation, in the sabbath -schools, in the churches, and in every public\n\ngathering, until our legislators shall give their constituents such laws as\n\nmoral virtues in every free public\n\nwill require public instruction in the\n\nand at the same time provide professional schools where all the\nteachers shall learn how to impart and exemplify sound instruction in\nschool,\n\nmorals, as well as in secular branches ?\n\nTo\n\nsecure\n\nthese\n\nimportant\n\n\"\n\nresults,\n\nthe\n\nfollowing\n\nsuggestions\n\nare\n\nsubmitted\n\nEvery parent must, by some means, be made to believe and feel\nmore importance than any or\nthan all other kinds of human training, because it is the only sure and\nsafe guarantee of their present and future success and happiness, even in\nFirst,\n\nthat the moral training of his children is of\n\nthis life.\nSelf-interest,\n\nif\n\nthey have no higher motive, should be sufficient to\n\ninspire every parent.\n\nIt is of vital importance that parents should be in\n\nearnest about this matter, or it will be next to impossible to\n\nmake\n\nthe\n\nguardians of our schools and our lawmakers feel that j;hey have something\nto do in this noble work.\n\nSecond, Every patriot and lover of his country should be made to see\nand feel that neither property nor life nor the public welfare is safe and\nsecure in any country or community where the children and youth grow\nup without receiving sound moral instruction and training.\nTrue patriotism is the result of virtuous citizenship. An immoral man\ncannot be a good citizen\nand good citizens do not grow up by accident\nnor by spontaneity, but they become such by virtuous, exemplary\n;\n\ntraining.\n\nEvery lover of his country should, therefore, not only take a deep interest in public school education,\n\nbut use his positive and constant influence\nto have a systematic course of moral training made the leading and prominent part of the school curriculum ; and not, as now, a neglected or\nmerely incidental ad liUtum branch of instruction.\n\n"}
{"page": 335, "printed_page": null, "text": "THE NATURAL SCIENCES IN ELEMENTARY EDUCATION.\n\n323\n\nThird, Every legislator and friend of the physical prosperity of his\n\ncountry should be made to see and feel that the careful moral training\nof all -our youth constitutes not only the basis, but is really the chief pro-\n\nmoter of commercial and national growth and strength.\nKailroads, merchant vessels, mining and banking corporations, manufacturing companies, geological surveys, and astronomical observations,\nare chiefly valuable only as they serve to promote the moral development\nof the masses of the people.\n\nOur legislators, therefore, should provide, by judicious laws, for a systematic moral training in all our State normal and common schools.\n\nFourth, Every philanthropist and Christian should be profoundly impressed with the fact, that the careful training of our youth in the moral\nvirtues is the best preliminary preparation for works of true charity, and\nfor a righteous and holy life.\n\nWhether such youth ever become Christians\nmore likely to\n\nor not, they make not only the best citizens, but are the\n\nbecome positively religious.\nIn answering the question at the head of this paper, we have not\nintended to formulate a curriculum, nor to speak of all the branches of\na necessary course of school training,\n\nbut particularly to emphasize the\n\nnecessity for embracing a branch of instruction which in\nentirely ignored, and nowhere used as it ought to be.\n\nmany places is\n\nBut what is worse\n\nthan all, in view of the fact, which almost every one will admit, that\n*' moral training\" is more important than any or than all other branches\nschool training, this most important part of youthful training is becoming more and more neglected and we are constrained to believe, that\n\n.of\n\n;\n\nas a result of this neglect, so far as our schools are concerned, the\n\nof our country are becoming\n\nyouth\n\nmore and more demoralized and unfitted for\n\ngood citizenship.\nOur motive for preparing this paper is to awaken, if possible, more\ninterest, and to secure some decisive action toward placing *^ moral training '' at the head of all public school curricula, and securing its general\nand thorough enforcement in our schools.\n\nTHE NATURAL SCIENCES IN ELEMENTARY\nEDUCATION.\nBY PROF. S.\n\nG.\n\nWILLIAMS.\n\nIn this closing decade of the nineteenth century, and in this representabody of enlightened teachers, it will doubtless be safe to take for\n\ntive\n\nall will agree that the great leading purpose of youthful\neducation is a harmonious and all-sided development of the human capa-\n\ngranted that\nbilities ;\n\nthat the attainment of certain kinds of knowledge, which is the\n\n"}
{"page": 336, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\ndU\n\npowers of the young, is useful\ngrowth of power to use this knowledge in appropriate ways ; that hence every desirable form of knowledge\nessential school means for developing the\n\nonly in so far as it coincides with the\n\nshould be so presented as not only to insure its retention, but also to assure the exercise of the very powers it is fitted to develop ; that, in truth,\nacquisitions can be vitalized only by metliod ; and, finally, that a har-\n\nmonious development of all the human capabilities will demand the duly\nproportioned and continuous use in all classes of schools of means suited\nto develop efficiently in the child all these capabilities, and to enable him\nto sympathize intelligently with all the leading interests of his race.\n\nThe employments that may be used in schools fall into five somewhat\nnatural groups, viz., language, mathematics, the sciences of nature, history, and those exercises which, like writmg and drawing, train the physical\ndexterities and react on taste.\n\nEach of these has its own special kind of\n\ntruth and its own special method of striving after it.\nsued, trains the powers of the student in its\n\nEach, rightly pur-\n\nown peculiar and salutary\n\nTogether they store the growing intelligence with knowledge\nwhich may gradually interact and combine to form wisdom, and to fit the\nmature man to grapple successfully with all the problems that life may\ndirection.\n\npresent.\nlively\n\nTogether,\n\nalso,\n\nhuman interest.\n\nthey correspond with the great currents of\n\nThese, then, together with those other subtle\n\ninfluences which shape character, and in\n\nwhich studies rightly pursued\nmeans for pro-\n\nonly indirectly yet powerfully cooperate, are our school\n\nmoting a harmonious and all-sided development.\n\nAll should be provided\n\nfor by suitable representatives in every part of a well -constructed curricu-\n\nlum, from the lowest primary to the university where specialization properly begins.\nIt is no part of the purpose of this paper to discuss the interesting ques-\n\ntion of the proper proportioning and arrangement of these several parts of\n\na truly liberal education.\nThis is a question which may well tax the\npowers of our wisest and most experienced schoolmen, as it is even now\ndoing in Germany.\nWhat is essential to our present purpose is the idea\nof \\inbrolcen continuity in the use of every group of studies, remembering\n\nalways that in the higher stages of advancement, the mathematics and\nphysical dexterities, by becoming useful tools, may need little special\nattention.\n\nSo much has seemed necessary to be said in a general way that we may\nbe pro])erly oriented for the subject that we have immediately in view.\n\nFor if all groups of subjects should be represented in instruction, then the\nsciences of nature should not be neglected.\nIf, for the purpose of insuring desirable intellectual habits, such instruction should be unbroken, then\n\nbecomes us to inquire, what portions of science\nin the most elementary classes, in what way these\nit\n\nmay profitably be used\nportions should be pre-\n\nsented, and what aim should be kept steadily in view in\n\nsuch instruction.\n\n"}
{"page": 337, "printed_page": null, "text": "THE NATURAL SCIENCES IN ELEMENTARY EDUCATION.\n\n325\n\nBut the first two of these inquiries can receive a satisfactory answer only\nwhen we have a clear idea of what the sciences of nature should contribute\nKnowing this, we\nto the equipment of the completely developed man.\nshall know for what the teacher should be held responsible in scienceteaching.\n\nWe shall have a definite purpose to attain, and shall thus be\n\nin a better position to select our means judiciously and to use them effi-\n\nHence, as in all other teaching, so emphatically here, the question\nmust taiie precedence of all others and it hardly\nadmits of doubt that the unsatisfactory results of past science-teaching are\ndue more largely to vague notions in this respect than to any other cause.\nAlthough animated instruction in science is pleasing to the young, its\nprimary purpose is not merely to afford innocent pleasure. Although\ncorrect science- teaching opens wide fields of useful information, its chief\npurpose is not knowledge, but the ability to gain knowledge, and therewith the ability and the disposition to be all one's life a learner.\nNow, all sciences of nature have their very foundation in correct and\nIt is therefore of\ndefinite observation of the facts which nature presents.\nthe very essence of science that the pupil should first of all be taught to\nciently.\n\nof aim to be gained\n\nobserve\n\n;\n\n— to use his own senses directly upon appropriate objects—and\n\nthus to increase their delicacy and power by repeated use ; and, moreover,\nto give an account of what\n\nof observation\n\nlanguage.\n\nhe has in any way experienced, that the fact\n\nmay be assured, and that its results may be embodied in\n\nBut when even the youngest child is thus brought into direct\n\ncontact with nature, he is quick to note the infinite variety which she presents, to see that this object is similar to that and quite unlike the other.\n\nIncipient\n\npowers of comparing^ and judging\n\nappealed to in\n\nall\n\nemerge,\n\nand should be\n\npossible ways ; for ripeness of judgment results only\n\nfrom repeated acts of judging. Rude and then more perfect classifications result from the grouping of the like and the separation of the unlike\nand the beginning of class notions is made which future experience\nshall fill with ever clearer and more definite meaning, until gradually and\nalmost unconsciously the pupil grows to a considerable mastery of the\ngeneral and abstract terms which make so large a part of the language of\nthe more enlightened members of his race.\nEven those larger operations\ncalled generalization and induction from observed facts and phenomena\nshould have their definite beginnings in some parts of the elementary\ncourse, and especially in certain easy and natural observations of physical\nphenomena. The youngster whose attention has a few times been directed\nto the flash of a distant gun, and to the report which more tardily reaches\nhis ear, can readily be taught to infer that sound travels more slowly than\nlight, and to apply his generalization to lightning and the resultant roll of\n•\nthunder.\n;\n\nThus it is obvious that the aim which the science teacher should keep\never clearly in view\n\nis\n\nfirst\n\nof\n\nall\n\nto train the senses to ever-growing\n\n"}
{"page": 338, "printed_page": null, "text": "326\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\naccuracy and completeness in observation ; as accessory to this, to secure\nto neglect no\ninterpretation of what is observed\n\nthe expression and\n\n;\n\nopportunities, however slight,\n\nfor\n\nthe\n\nexercise\n\nof\n\njudgment\n\n;\n\nand to\n\nadvance, gradually, indeed, but always with definite purpose, toward the\nclassification and generalization of results secured by direct personal observation.\n\nIt will be observed that the keynote of the whole matter is direct\n\ncontact with nature, and a diligent study of what she has to teach through\n\nthe proper use of trained senses.\n\nThrough these, important vitalized cen-\n\ntres, or, in Herbartian phrase, apperceiving masses, are gradually\n\nto which all later acquisitions naturally gravitate, like to like.\n\nformed,\n\nAnd when\n\nwe consider how deeply the results of early habits of observation affect all\nthe higher uses of the intellect, and how frequently through their lack the\nresults of the highest intellectual and spiritual efforts are clouded by\ndoubt or vitiated by error, we can but be surprised that so little definite\nattention has hitherto been given to this primal source of knowledge, and\nto the most effective means for its development, the elements of natural\nscience.\n\nThe aim which we should strive to reach in elementary science-teaching\nbeing definitely determined, we come next to the consideration of the\nmeans that may be used. Here it will be found that a considerable latitude is afforded for choice, depending in part on what the locality most\nabundantly supplies ; in part, and even more largely, on the tastes and\n\nacquirements of the teacher.\n\nIn one place these circumstances may com-\n\nbine to dictate the study of plants, in another of insects or of living\nhigher animals, in another of minerals and rocks, and in still another of\n\n—\n\nthe objects of the sea its pebbles and its plant and animal life.\nIn\nevery place the definite study is at hand, and ought never to be neglected,\n\nand distance of various local objects,\nwhich the Germans aptly call \" knowledge of the home,\" as a key to the\nwider study of the globe on which we dwell. By the faithful and skillful\nuse of any of these means, extending over large portions of the early school\nlife, the powers of observing and judging may be efficiently trained,\nwhile a love for nature and the objects she presents may be inculcated\nwhich will not only foster the germs of good taste, but also prove a great\nmoral safeguard in the critical period of youth.\nOf these various branches of the wide tree of science, it will probably\nbe found that the study of plants will be the most widely available, furnishing objects everywhere attainable and interesting, affording the most\nabundant means for multiplied observations and easy comparisons suggesof the relative position, direction,\n\nand cherishing most directly a love for the beautiful\nJ^ext in general availability to the study of plants is doubtless\n\ntive of classification,\nin nature.\n\nthe observational study of minerals and rocks.\n\nFew places, even crowded\nabundant materials for such study to the ingenious\nand observant teacher ; and where crystalline minerals can be obtained,\ncities, fail to supply\n\n"}
{"page": 339, "printed_page": null, "text": "TIW NATURAL SCIENCES IN ELEMENTAliV EDUCATION.\n\n327\n\nthey have the advantage of furnishing an introduction through natural\nforms to the hiter study and description of geometric forms of which\n\nsome city schools make use for training to habits of observation. A\nground of preference of the two subjects here named, over any of those\ninvolving the study of living creatures, may be found in the fact that\nthey furnish no occasions for giving pain or uneasiness to animals, whilst\nthey give a wide and harmless range for observation and comparison.\nDoubtless at more advanced stages of the work of the elementary schools,\nwhen pupils have become more considerate, and when careful training in\nobservation and comparison has made them able to detect higher similariamidst puzzling adaptive changes in structure, certain elementary\nzoological observations may with good teaching be made profitable.\nYet\nbeyond the barest elementary comparisons of the more obvious points of\nties\n\nstructure, such zoological studies\n\nmay well be\n\nleft to\n\nmore advanced\n\nstages of progress than we are considering, and the attention of the more\n\nexperienced pupils directed to the always attractive play of physical\nforces.\n\nIn this, it need hardly be said, a great field\n\nhighest skill of the teacher ; for here not only\ncised on\n\nis\n\nis\n\nopened for the\n\nobservation to be exer-\n\nphenomena rather than on objects, but generalization plays a\n\nlarger part ; with the occurrence of invariable sequences, causal relations\nare to be traced ;\nis to\n\nand amidst all the intei-play of blind forces the pupil\n\nbe brought gradually to discern the reign of unchanging laws.\n\nI am, therefore,\n\ninclined to recommend that in the elementary schools\n\nattention should be confined to the observational study of plants, of minerals and rocks, of the local features which introduce to\n\nof the simplest\n\ngeography, and\nand easiest phenomena of physics, with perhaps some\n\nstructural study of the\n\ncommon animals.\n\nWhere circumstances permit\n\nthe study of all these, the observation of some of the more striking parts\nof plants, like leaves, may be\n\nbegun with the youngest classes, may at\nsome distance be followed and alternated with the examination of local\ncharacteristics and of minerals, and may in later stages of progress be\nsucceeded by the elements of physics the elements of zoological structure occupying the latest place as demanding the greatest maturity of\nmind. Where but two can be used, they should be botany and physics,\nboth of which admit of extended use without overpassing the growing\npowers of youth. Quite possibly in the schools of crowded cities, minerals and rocks, succeeded by geometric forms, and then by physics, may\ndo good service. Certainly in at least one of the schools of Boston the\nstudy of minerals has met with great success.\nW6 come now to the important question, how to use the means which\n;\n\nthe various branches of natural science offer for the attainment of the\nend that has been proposed. And first mnd foremost, all useful teaching\nin the elements of science\n\nmust be purely oral and observational, the\n\nteacher bringing the pupils into direct contact with Nature, and the\n\n"}
{"page": 340, "printed_page": null, "text": "328\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nLet nothing like a text-book intrude ; for\nsuch is the tendency of human nature in schoolrooms, that, when textobjects that Nature presents.\n\nbooks on such subjects enter, Nature at once flies out of the window, and\ndirect observation gives place to\n\nmere uninterested efforts of memory\n\nBooks may indeed play a most useful part in confirming and\nbut their only safe\naiding to correlate what has already been observed\nplace is in grades beyond the elementary, and even there they need to\nbe carefully watched lest they usurp the place of both teacher and Nature,\nand arrogate to themselves functions which do not at all belong to them.\nThis last remark is true also of subjects other than scientific in science\nabout Nature.\n\n;\n\n:\n\nit\n\nHence let teachers of elemen-\n\npoints to a source of positive danger.\n\ntary science, in preparing their lessons, study carefully the objects they\n\nare to present,\n\nand glean useful hints from books; but let them when\n\nthey enter the class-room leave all books behind.\n\nA second suggestion, which is of first-rate importance, is this, that in the\nmake their own experiown fingers. To be sure\nPractice only can make\nat the outset they will be awkward and purblind.\nthem acute and dexterous, kt first they will see little save the most salient\nQuestions brief and skillfully directed will guide them to still\npoints.\nThe duty of\nothers, and interest will grow with that on which it feeds.\nclass-room the pupils, even 'the youngest, should\n\nments, use their own senses, handle with their\n\nthe teacher here is to be the unobtrusive guide, the sympathetic friend,\n\nSuch mere guidance\nThe teacher is often tempted to tell the pupils what\nBut don't. Wait a little, drop a suggestive\nis plainly before their eyes.\nquestion, show eager interest, and when your pupils have overcome the\ndifficulty by their own efforts, both they and you will be repaid by their\n\nthe wise suggester, while Nature herself instructs.\nis not always easy.\n\nfeeling of growing confidence for future trials of their powers.\n\nWhat is\n\naway what the child experiences\nremains.\nIf something needs to be told\nand who can say that occasions\nfor telling may not arise ? tell it freely at the outset, and illustrate until\n\ntold is apt to lack life and to slip soon\n\n—\n\n;\n\n—\n\nthe matter is brought clearly within the range of the child's experience ;\n\nbut consider carefully whether there is not a way in which the pupil may\ndiscover what you\n\nwould tell by his own effort under your guidance.\nWhat needs always to be borne in mind in this teaching is that your\nand judge can be developed to readiness and\nstrength only by their own use of such powers, not by your ready use of\n\npupils' ability to observe\n\nYou can as easily digest their food for them, as train their senses\nand powers of comparison by merely using yours.\n\nyours.\n\nMy third suggestion is that the child's ability to embody his senseexperiences and his efforts of judgment in appropriate language should\nkeep even pace with his progress in these regards.\nWhen he has fully\ngrasped some new fact, if the words of his present vocabulary will fitly\nexpress it, let him use them.\n\nIf not, give\n\nhim the essential new words^\n\n"}
{"page": 341, "printed_page": null, "text": "THE NATURAL SCIENCES IN ELEMENTARY EDUCATION.\n\n329\n\nwrite them before him, and see that he uses them correctly both now and\narise.\nIn this way alone can his ability to use\nwith precision language, that peculiarly human instrument, keep pace\nWith regard to scientific terms, it may be\nwith his intellectual growth.\n\nwhen future occasions\n\nsaid, that, as they have been devised to express certain characters or facts\n\nwith precision and brevity, it will probably be found expedient to use them\nfrankly from the first, taking care always that the idea bring with itself\n\nWhen clear ideas are to be embodied, the young\nnew words readily enough. The difficulty with scientific\nterms arises when they are presented without any facts to correspond to\n\nthe need of the word.\nlearn needful\n\nthem.\n\nProperly introduced,\n\nthey will be found helpful rather than\n\ntroublesome, and they will save pupils the inconvenience in more ad-\n\nvanced stages of progress of changing from somewhat vague common\nwords to terms more precise.\nWhen pupils have learned to write and to draw with some degree of\n\nmeans are afforded for assuring acuteness and\n^^\nsays Bacon, '^maketh an exact\n*' Writing,\nman \" and when pupils attempt to delineate what they see, it will be\nfound that vision penetrates more deeply into the characters of objects\nand discerns those that are less obvious. Hence they should be encouraged, if not required, to write about what they observe, in the form either\nof systematic lists of characters or of connected descriptions, and to resort to the pencil as another means of expression.\nEven somewhat more\nadvanced pupils who have had no lessons in drawing show a surprising\nreadiness in the use of the pencil when they see a useful purpose which\nI have very recently had a convincing proof of this in\nit may subserve.\nseveral collections of botanical drawings, by such pupils, which have been\nreadiness, very effective\n\ndefiniteness of observation.\n;\n\nsent for my inspection.\n\nWritten notes and careful drawings are an excellent preparation for the\nmore advanced work in classifying numerous objects to which the elemenIt is obvious from what has already\ntary work in botany should lead.\nbeen said that definite and complete observation should precede every\nattempt at classification.\nProbably such work should begin by the separation of collections of objects, whether plants, minerals, or rocks, into\ngroups based on their prominent observed characters, and the rectification\nWhen, however,\nof these groupings by a closer comparison of characters.\nthe time comes for the use of manuals with analytical keys, great care\nwill be needed that pupils first do their work of observing carefully and\nsystematically, and advance as far in the classification as their knowledge\nFor example, in botany, if\nwill permit, before resorting to the manual.\npupils have made a study of some member of the rose or lily family, they\nshould thereafter be expected to need no J;able of analysis in the recognition of any new members of the same families.\nIt may be remarked here\nthat in botany the assignment of plants to their classes has the great\n\n"}
{"page": 342, "printed_page": null, "text": "330\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nmerit of serving as a test and keeping an effectual check on the thoroughA like advantage, but on the side of generali-\n\nness of our observation.\n\nzation, is presented in the case of physical science.\n\nFinally it will be found most serviceable, in securing a healthy and\nenduring interest in natural history studies, and in training youth to\n\nhave their eyes and thoughts about them wherever they go, to encourage\nThese colthe making and arrangement of collections of natural objects.\nlections may be for the school, in which case they should be so cared for\nas to express value ascribed to them, or they may belong to the collector.\nChildren and youth have an instinct for collection ;\n\nif\n\nthey find nothing\n\nbetter, they gather postage stamps or coins, or even buttons.\n\nThis craving\n\nmay be turned to good account in the elementary study of nature\nif to this be added, as an\n\n;\n\nand\n\nauxiliary, class excursions for the study of cer-\n\ntain phases of nature, the strong social instinct will be enlisted in behalf of\n\nsuch study.\n\nGerman elementary schools, under less favorable conditions,\nWhy may not also we ?\n\nfind such excu7'sions both feasible and instructive.\n\nThroughout this discussion the competent teacher, gifted with sound\nhas been assumed. A somewhat thorough previous\nacquaintance with the sciences of nature is of course desirable. Yet it is\nby no means impossible that an earnest and progressive teacher, thoroughly\nalive to the value of the kind of training here advocated, and disposed to\ndo vigorous work, may fit herself by private observation and study, not\nonly to give most useful lessons to young pupils, but also ultimately to do\nthe highest work demanded by elementary schools.\nSuch teachers will\nfind some of our best summer schools very helpful.\nThere are, besides,\nnumerous elementary works to aid them by suggesting how to attack the\npedagogic sense,\n\nproblems that the study of nature presents. Several highly suggestive\n*' Guides for\nScience Teaching,\" under the auspices of the Boston Society\nof Natural History, have recently been issued by D. 0. Heath & Co.\nFor\nthe teacher of botany. Miss Youmans's First and Second Books of Botany,\nwith Gray's Lessons, would be excellent, as also No. 2 of the '' Guides \" just\n\nnamed. Nos. 13 and 15 of the same \"Guides '' would be very helpful in\nthe study of minerals and rocks, to which I may be permitted to add the\nfirst two chapters of my own work on '^ Applied Geology.\"\nFor elemenwork by Dr. Edward E. Shaw, entitled \" Physics\nby Experiment,\" and the '^Elements of Natural Philosophy,\" by Prof.\nCooley of Vassar, would be valuable aids.\nIn this brief list of books which\nwould be suggestive to the teacher in preparing for her work, I do not\ntary physics, a recent\n\nintend to give any preferred catalogue, but merely to name some of the\nhelpful treatises that lay at my hand in the preparation of this paper.\nDoubtless many that are equally helpful and equally suggestive may be\n\nknown to many of you. But pray remember to use them only as helps,\nand by no means permit them to intrude upon your work in the elementary class-room.\n\n"}
{"page": 343, "printed_page": null, "text": "BISCU'SSION'.\n\n331\n\nLet us, ill conclusion, briefly recapitulate the positions of this paper on\nthe elementary teaching of natural science.\n\n(1)\n\nThe teaching should he\n\nprogressive and continue through the entire course of the elementary\nschools, with lessons as frequent as the relative\n\nimportance of the sub-\n\naim should be to assure habits of careful and\ndefinite observation, of comparison, and finally of classification and generalization.\n(3) Its most available means are likely to be the study of\nplants, of local features, of minerals and rocks, and of the most interesting physical phenomena.\n(4) The work should be done through the\ndirect observation of objects and phenomena, and without text-books;\nthe pupils themselves should do the work under the wise and sympathetic\nguidance of the teacher, and embody its results in fitting language, oral\nthe work should lead ultimately to classificaor written, or in drawings\nand throughout its course the makirfg of\ntion and easy generalizations\ncollections, and field lessons and excursions, will be very serviceable.\nject\n\ndemands.\n\n(2)\n\nIts\n\n;\n\n;\n\nDISCUSSION.\nProf. Williams, of Cornell University, closed the discussion on \" Elementary Science\nin the Public Schools.\" Controverting an idea that had been expressed, that no special\ntraining was needed for the observing powers, since the unaided experiences of the\nchild developed them sufficiently, he said that this too common opinion was negatived\nNothing is more common than errors of\nby the general experience of the race.\nopinion arising from failure of exact observation of the most simple facts and circumProfessors in charge of laboratories usually find that they must begin by\nstances.\nteaching young men how to use senses that ought to have been trained in elementary\nschools. Such training, skillfully and systematically given from the very outset of school\nlife, would not only give pupils a lively interest in the school, but would prove of incalculable advantage to all the other work of the school, since its difficulties spring largely\nfrom lack of definite use of the senses, and especially of the sense of sight. It is a\nmistake to suppose that the elementary knowledge of science that may be gained in\nthe public schools is of little value.\nTo the vast majority of pupils it is all they will\n\never acquire yet, after all, the mere information that is gained by any one, whether in\nschool or college, is of far less importance than that familiarity with the method of\nscience which may enable a man to be all his life a learner.\nIf the boy at school has\nlearned to observe thoroughly and accurately, to compare and judge habitually, and,\nfinally, to classify and generalize his experiences, he will be equipped for a successful\nlife, whether the number of scientific facts that he brings away with him be many or\nfew.\nThe method vitalizes the facts, and gives them a value they could not otherwise\n;\n\nattain.\n\n"}
{"page": 344, "printed_page": null, "text": ""}
{"page": 345, "printed_page": null, "text": "PROCEEDIi^GS AND ADDRESSES\n\nSECONDARY DEPARTMENT.\n\n"}
{"page": 346, "printed_page": null, "text": ""}
{"page": 347, "printed_page": null, "text": "Department of Secondary\nInstruction.\nSECRETARY'S MINUTES.\nFIRST SESSION.\n\nThe department was called to order at 3 p.m., in the First Presbyterian\nChurch, Saratoga Springs, N. Y., by the President, Frank E. Plummer.\nThe Recording Secretary being absent, the Corresponding Secretary acted\nin that capacity.\n\nPlummer delivered his annual address, after which SuperinThe paper\nwas discussed by E. W. Coy, M. H. Paddock, J. T. Buchanan, J. M.\nStarke, and W. W. Birdsalh\nPresident\n\ntendent Denfield read a paper on ^'High School Discipline.^'\n\nA paper was then read by Walter A.\n*'\n\nEdwards, on the subject of\n\nHistory.\"\n\nThe third paper, by J. L. Halloway, on ''The Duty of the Secondary\nSchools in\n\nRelation to the World's Fair/'\n\nwas discussed by Messrs.\n\nMcBroom, Curry, Paddock, and Denfield; Mrs. Wilmarth and Miss\nSpencer.\n\nAfter appointment of the usual committees, the department adjourned.\n\nSECOND SESSION.\nSakatoga, June 14th, 1892.\nAt 3 o'clock the programme was opened by a selection on the organ.\nAfter this the Committee' on Nominations, through the Chairman, E.\nCoy, of Cincinnati, reported as follows\n\nW.\n\n:\n\nPresident, J. S. Crombie, Brooklyn, N. Y.\nVice-President, Amelia E. Trent, Buffalo, N. Y.\n\nW. H. Bartholomew, Louisville, Ky.\nThe report was adopted.\n^\nPresident Plummer then read a report which he had been requested to\nSecretary,\n\nprepare on matters contained in his Toronto address of last year.\n\n"}
{"page": 348, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n336\n\nThe paper was discussed by M. H. Paddock who favored the plan proW. Coy who opposed it. Mr. Paddock then read a\nset of resolutions favoring the appointment of a committee, and moved\nThe resolution was discussed by Mr. Curry,\nthat the report be adopted.\nMr. Bacon, of Boston, moved an\nof New York, and Mr. Kirk, of Chicago.\namendment to the resolution, striking out the enacting clause, which was\ncarried.\nThe original motion, as amended, was taken up and passed. It\nposed, and also by E.\n\nis as\n\nfollows\n\n:\n\nResolved, That a committee of three be appointed, of which Frank E. Plummer shall\n\nbe Chairman, to devise a plan of high school extension in accordance with his report,\n\nand to report at the next annual meeting.\n\nA paper was then read on\n\n'^\n\nUsage as Authority in Matters of Language,\"\n\nby Braincrd Kellogg, of Brooklyn.\n\nNext was read a paper on '' Physical Education in our Schools,\" by\nMiss R. Anna Morris, of Des Moines, Iowa.\nThe paper was discussed by W. G. Anderson, of Brooklyn, New York\nMrs. Annie Jenness Miller discussed the subject; Principal Hovey, of\nNewark, N. J., made remarks upon the question and propounded several\ninquiries.\nMiss D. E. Voll, of Hornellsville, N. Y., also gave some interesting facts on the topic.\nDr. Claes Einesbuske gave a talk on the Swedish method of physical education.\nMrs. Romans, of Boston, indorsed the\n;\n\nSwedish system. Mrs. Leiter, in the same connection, stated her views in\nregard to what she thought were defects in modern education as regards\nphysical training.\nJ. M. Hawley, of North Carolina, Mrs. Spencer, of\n\nWashington, Mrs. Douglas, of Brooklyn, all debated the different systems\npro and con.\nNext came the report of the Committee on the Exhibit at\nthe World's Fair, which is as follows\n:\n\nMr. President : Your committee, appointed to confer with the State superintendents\nrelative to the best steps to be taken\n\nby this department to secure a complete and\nthorough exhibit from the secondary schools of the country, beg leave to report as follows:\n\nWe think it advisable for this department to adopt the following resolutions, to\n\nwit:\nResolved, First, that it is the sense of this department that the appointed\npower of\neach State appoint a sub-committee from the members of a general committee\nalready\nappointed, whose attention shall be directed solely to the exhibit of\nsecondary schools.\nSecond, That this body urge upon all representatives of\nsecondary schools the earnest\n\nprosecution of this work and their cordial cooperation\nwith the special committee of\ntheir respective States in securing a complete\nexhibit of every phase of their work.\nRespectfully submitted.\nL. Hallo WAV,\nD. B. Denfield,\nH. S. PuRDY,\nJ.\n\nM. H. Paddock,\nRay Greene Ruling,\n\nThe report was unanimously adopted.\n\n')\n\nCommittee.\n\n"}
{"page": 349, "printed_page": null, "text": ":\n\nSECRETARY'S MINUTES.\n\\V. T.\n\nWhite\n\ntlien\n\noffered\n\n337\n\nthe following resolution, which was also\n\nadopted\nResolved, That the committee on exhibit of secondary schools at the World's Fair be\ncontinued, with power to add two members to their number to correspond, gather\ninformation, make suggestions, and serve in any capacity as representatives of the\n\nsecondary section that may seem advisable.\n\nThe following were appointed as the extra members\n\n:\n\nE. H. White, Des\n\nMoines, la.; J. L. Taff, Austin, Tex.\nAfter some remarks by the president, the meeting adjourned.\n\nW. T. White, Secretary.\n\n"}
{"page": 350, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n338\n\nPRESIDENT'S OPENING ADDRESS.\nBY FRANK E. PLUMMEE.\nLadies and Gentlemen, and Fellow Teachers of Saratoga and of this\nWhat a\nI give you welcome, free and warm.\nContinent : I greet you.\ngreat\n\ngathering\n\nimportant\n\n!\n\nthis !\n\nHow\n\nrepresentative\n\n!\n\nHow\n\nsignificant !\n\nevery section of the Union, and from\n\nFrom\n\nparts of this continent, ye come.\n\ntlie\n\nHow\n\nremotest\n\nNew England is here — New England,\nNew\n\nwith her older civilization and honored institutions of learning ;\n\nEngland, whose great men and women, great in heart and intellect, have\ngone out over our country in steady streams, hearing kindness and\ncultm-e with them.\nThe West is here— the West, the land of gold and\nglory, the land rich in mines and men, and richer still in climate\nand character the West, with its mountains and its valleys, its minAnd the South-land\nerals and its pasturage, its sunshine and its hopes.\nof America is here the South-land, with its hospitality, its eloquence,\nand its future the sunny section of our country, snow-white with its\ncotton fields, fragrant with blended perfumes of the magnolia and the\njessamine, and always esteemed for its delicate refinement, its beauty,\nand its chivalry.\nAnd the great Central Plain, the heart of our nation the central\n;\n\n—\n\n;\n\n;\n\nsection, as priceless\n\nin\n\nher possibilities as in her present possessions ;\n\nwaving grains, proud of lier virtuous homes, safe\nand churches, and honored for her thrift, intelligence,\npush, and power. Then, too, the '^Land of Montezuma's Children of the\nSun \" is here ^'a land in which three great civilizations, and the remains\nof the fiercest barbarism, side by side, in peace, beneath the stars and\nstripes, abide.\"\nAnd Canada, the land of our cousins to the North, is\nrepresented here the land of piety and peace, of industry and happy\nrich in her fields of\nin her schools\n\n—\n\n—\n\nwho last year invited us to her domains, intertwined our flag\nwith hers, and welcomed us and entertained us as only the great warm\n\nhomes\n\n;\n\nshe\n\nheart of a cold country can.\n\ncontinent we come.\n\nYes, from all these great sections of a great\n\nAnd our coming is significant, our marshaling im-\n\nportant ; for we come with a purpose.\n\n—\n\nis our vacation-time\nour outing. We seek change and\nThese we need, and these we shall find. Here we may find\ncongenial society and worthy fellowship.\nThen let our hearts glow with\nfraternal feeling toward our friends, whilst we strive to strike responsive\nchords in the hearts and feelings of our new-found acquaintances.\nBut\nwe must not forget that close to our hearts one great central purpose lies—\n\nTrue,\n\nthis\n\npleasure.\n\na purpose better than personal pleasure\n\n;\n\nabove personal influence.\n\nYou\n\n"}
{"page": 351, "printed_page": null, "text": ";\n\nPRESIDENT\n\nt^\n\nOPENING ADDRESS.\n\n339\n\nare here possessed of a grand purpose.\n\nYou are here to lift still higher\n\nthe standard of universal education.\n\nThe\n\nespecial meeting\n\nis\n\nparticular mission\n\nof\n\nthis\n\nto thoughtfully and profoundly consider how best to\n\nmake our high schools and academies accomplish\n\ntheir difficult, double\nduty as fitting and finishing schools, that the American boy and girl may\n\nbe rightly prepared and richly equipped for the duties of both business\n\nand social life.\n\nYou are here to deliberate how best to plan and how best\nmay know the\n\nto execute the work, that the boys and girls of the future\n\nand enlightened people. At this meeting\nwe must accomplish more than the mere reading of papers. You are\nleaders of thought in your respective sections.\nYou are able and ready,\nand it is expected of you to here declare your intelligent thought on the\nfull value of a yirtuous, free,\n\ntopics about to be discussed.\n\nYou should crystallize your conclusions into\n\nacceptable, well-defined policies, which shall settle mooted questions, and\n\nwhich shall go far toward making method and matter in educational\nLet what you say to-day go\nout as worthy measures, definite policies, and crystallized conclusions, so\nthat the young teachers of our land, and the rank and file of the profession, hearing them, from them may be informed, and may shape their\nwork and the general trend of educational progress with confidence, withSo, too, I urge that each of you, as\nout experiment and without doubt.\nthis\nmeeting,\ngo\nstrengthened\nand enthused by the results\nyou go from\nand conclusions here arrived at, that your own work during the coming\nyear may be a sweeping, onward stride in educational principles, thus lifting it yet higher toward an ideal perfection.\nAnd you will do this, for\nyou are of the number who believe in educated masses, rather than amassed\nscience definite, reliable, suitable, sufficient.\n\nmillions; in decrease of illiteracy, rather than in expanse of territory; and,\n\nwhile you know that natural growth\n\nis\n\ngood, you are firm in the belief\n\nthat intellectual development is better, and so your lives will be devoted\nto the great aim and end of securing it.\n\nI feel constrained at this\n\ntime to\n\nmention, briefly, important matters especially relating to the teacher and\nThere is such a thing\nto the profession.\nI believe in thought-kinship.\nas intellectual ties ; such a thing as a family circle of culture ; such a\n\nthing as a hearthstone of educated mind, around which to gather and talk\nover some of the brainwork of life, and where, as we sit peering into the\n\nglowing embers on the grate, we have our thoughts and our feelings warmed\nand enkindled until they fuse into a refined, harmonious, liberal conclusion, acceptable to all alike.\nWe are gathered around that intellectual\nhearthstone to-day.\nAll here congregated are intellectually related, for\nyour scholarly attainments were secured under a common tutor thought\nenergy,\nfor your high culture came from an exercise of the same powers\napplication, persistency\nfor your wccesses and your reputations as\n\n—\n—\n\n;\n\nteachers have\n\nacademies.\n\ncome to you from a similar source\n\n—the high schools and\n\n"}
{"page": 352, "printed_page": null, "text": "340\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nTherefore,\n\nye lovers of learning, ye miners\n\nin\n\ndeep philosophic\n\ntruths, ye sailors on the limitless ocean of literature, ye hunters in the\nlabyrinthian forests of psychological principles, ye brain workers for the\n\nimprovement of humanity, ''know your brothers, recognize your kin,\ngreet your intellectual fellows, and strengthen each other by a generous\nLet each one here catch the idea of\nand a heart-sympathy may\nthought-sympathy\nthis thought-kinship, that a\nengaged in the same\nothers\nall\ntoward\nreality\nvivid\nglowing,\ninto\nspring\na\nThis sympathetic feeling and loyal support in the great\ngreat work.\nthought-lines of life are duties which every man and woman of honest\nheart, earnest jmrpose, and breadth of intellect owes those pursuing a\ncommon trend of study and work. Extend this sympathy and this assistappreciation of each other's work.\"\n\nance to your fellow teachers, and your profession will be ennobled, the\ncause of education subserved, and you yourselves will grow strong in\nI\n\nbelieve teachers as a class need\n\nto feel a deeper professional responsibility.\n\nEvery profession is debtor to\n\nhonesty of purpose, loyalty, and love.\n\nYour\n\nthe world, and each individual is, in turn, debtor to his profession.\n\nprofession, and your skill in it, is society's investment in you, from which\n\nreturns are rightfully expected, and will be\n\ndemanded\n\nat\n\nyour hands.\n\nYes, a universal law of compensation requires you to give back to human-\n\nmeasure and with equal liberality,\nwhich your powers and your opportunities will permit. Thus will\na generous public be justly dealt with ; thus will you contribute your\nquota to the sum of human happiness and human usefulness ; and thus\nwill you build high your noble calling.\nThis is your duty. The teacher's\ncalling, which belongs at the head of all occupations, especially deserves\nloyal and hearty support.\nThat distinguished artist, Gustave Dore, exclaimed, ''I think for my art \" Herein lies the secret of his success;\nhere is the element of his greatness.\nGod grant that we, fellow teachers,\nmay be imbued with this same sentiment, and acclaim in truth and with\npower, \" I live for my profession, my intellectual calling, my chosen\ndepartment of the high work of life.\"\nWhen we can bring ourselves to think kindly and helpfully of our\nfellow teachers, when we come to live loyally and constantly for our profession, human advance will be more sudden and certain, and the greatest\neducational good and growth will be the consequence.\nThen professional\ncourtesy will be practised by all then jealousy, that curse of the teacher's\nprofession, will no longer limit individual and professional growth\nthen\n\nity through your profession, in equal\nall of\n\n!\n\n;\n\n;\n\ninstruction will be effective, because aid in\nin efforts will be freely\n\nbestowed\n\n;\n\nmethods and encouragement\nthen discipline will be easy and just,\n\nbecause love, and generosity, and knowledge, will enter in as principal\nfactors.\n\nOne word more.\n\nof us often forget,\n\nSome of us never fully realize, while others\n\nwhat a great charge we assume when we take up the\nnoble, difficult work of teaching.\nI shall never forget the impassioned,\n\n"}
{"page": 353, "printed_page": null, "text": "mSCTPLINE IN HIGH SCHOOL.\n\n34l\n\nsensible words of a patron to a member of the Des Moines school board—\n\nthe member, a Christian ; the patron, an unbeliever.\n\nHe said, ''John, yon\n\nhave for your daily model, your constant example, a Christ.\n\nMy children\n\nare with their teacher three-fourths of their daylight hours, and she\n\nis\n\nthem throughout their childhood years their model, their example.\nDo I ask too much when I ask you to select for their model the best\nto\n\nteacher to be found ?\"\n\nFellow teachers, let us ask ourselves three plain\n\nDo we love our fellow teachers well enough ? Do we rank\nour profession high enough ? Do we feel sufficiently the deep responquestions\n\n:\n\nsibility we\n\nassume when we accept the position of being a living, ever-\n\npresent example to a community of\n\nyoung people, who will pattern after\n\nus, appropriating our virtues and our vices with equal avidity,\n\nwill with equal certainty\n\nshow again\n\nin their lives,\n\nagain of those whom they in turn influence ?\ntheir principles a trinity of virtues\n\nand\n\nin\n\nand which\nthe lives\n\nLet the teachers select for\n\n—mutual helpfulness, loyal professional\n— and on these erect a mighty\n\nsupport, and a higher standard of fitness\n\nLet the teachers establish a fraternity on these sublime\nand high purposes, and their labors of love and works of\nmercy \\vill outweigh and outlast all the good deeds of all the oathbound civic orders combined, and the teachers can and will then proclaim, '' Peace on earth\ngood- will to men.\"\nbrotherhood.\n\nprinciples\n\n:\n\nDISCIPLINE IN HIGH SCHOOL.\nBY R,\n\nE.\n\nDENFIELD, DULUTH, MIKN.\n\nSo many well-known conditions enter into a discussion of this subject\nthat it is impossible to present it in phases that are new.\n\nIn reviewing the position of the high school with reference to other\nis indeed the\n\neducational institutions and the community, we find that it\n\ncrowning point of common school education, and, as such, occupies a\nsort of middle ground between the grades and the colleges and universities.\nIt aims to prepare for business life, and at the same time, in a\nlimited way at least, for the more advanced work pursued in colleges\nor in special schools.\n\nWhen one considers the number of\n\npupils whose term of schooling\n\nends with the high school, and compares that number with those who\nenter more advanced institutions, one cannot fail to be impressed with\nthe fact that the general training of this school must conform to the\n\nneeds of the pulOic as those needs are m^mifest.\n\nWhere State boards exist, the tendency is to make the school a feeder\nand its curriculum corres[)ondingly changed. Where\n\nto the university,\n\n"}
{"page": 354, "printed_page": null, "text": "TttE NATIONAL\n\n342\n\nEDUCATIONAL ASSOCIATION.\n\nthere is no such superior authority, public sentiment demands shorter\ncourses ; and the school becomes, as it were, a high grammar school,\nnominally, for the sake of economy, and to meet the charge that the\n\ncommunity should send such as desire a collegiate training to some preparatory school, the desire being to get nearer the practical side of life.\nFrom this it seems that the standard of the schools must vary, and\nexhibit, necessarily, different degrees of proficiency and training.\n\nThe discipline, however,\n\nin each will\n\nbe very\n\nmuch the same, and\n\nmerely a continuation of what was found best in the grades below, adapted,\n\nupon age, studies, etc.\nNow, what is understood by the term discipline ? We are told that it\n\nof course, to conditions dependent\n\nis that part of education, which, on the one hand, assures the industry of\nthe pupils by maintaining good order in the school, and exciting their\n\nzeal,\n\nand which, on the other hand, working for more remote and higher\n\npurposes, prevents or represses irregularities of conduct, and tends to train\nresolute wills\n\nand energetic characters, capable of self-control ; and that\n\nit thus serves\n\nthe double purpose of establishing the actual government of\n\nthe school, and of teaching pupils to govern themselves after school-life\ncloses.\n\nIt is, therefore, a means,\n\nand not an end.\n\nIts main purpose is to secure\n\nattention and application, and so proper instruction\n\nand the development\n\nof strong characters.\n\nThat kind of discipline, then, is the best which attains its end with the\nand appeals most forcibly to the higher motives, repressive\nor preventive, and at the same time strengthening; it implies that rules\nand regulations are essential to the well-being of school, and that these\nshould be few, and thoroughly understood, not for the sake of the rules,\nbut for the object to be gained. It is dependent upon conditions which\nrender it possible to secure the most beneficial results, without calling\nattention to the fact that stress is laid upon this particular phase of\nleast friction,\n\nschool-work. Among the conditions are the physical surroundings. Some\none tells us that this is half the battle ; indeed, the proper arrangement\nof class and study rooms facilitates the management of a school, as fewer\nopportunities for commotion arise, and greater 'regularity prevails in the\n\nmovements.\n\nA structure containing a large assembly-room, with class-rooms of good\nsize, capable of seating thirty\n\nor forty pupils, particularly adapted to the\n\nThe assembly-hall would thus\nfurnish a study-room for the pupils, under the supervision of the principal or some one of the assistants, where all aids to study are easily\nneeds of a high school, will materially aid.\n\naccessible.\n\nWe are aware that objections are often raised against this\n\nplan, on the\n\ntime\n\n;\n\nstill,\n\nground that one person cannot control so many at one\n.\n\nwe see no reason why a good disciplinarian cannot easily take\n\ncharge of five hundred to a thousand pupils, although seldom so large\n\n"}
{"page": 355, "printed_page": null, "text": "f^LlNE IN HIGH SCHOOL.\na\n\n343\n\nnumber would be in the room for study, by far the greater portion\nWith the requisite number of\n\nbeing engaged under a class instructor.\n\nteachers there is little to fear from this arrangement, and we are strongly\n\nfavor of it because it facilitates a change of divisions, as the movements are performed under the eye of one whose special business for\nThe principal and his assistants, too, come\nthe time is to direct them.\n\nin\n\ninto closer contact with all the\n\nmembers of the school, without restrict-\n\ning them to those of their respective divisions.\nrior to the plan\n\nIt certainly\n\nis\n\nfar supe-\n\nadopted in some high schools, of assigning entire classes\n\nto certain rooms, and requiring the teacher who has charge to instruct,\nand at the same time supervise, those seated in the room, and not\nThis arrangement imposes double\ndirectly engaged in recitation work.\nduty upon the one having charge, when liis entire thought should be\nupon the lesson, to say nothing of the fact that pupils could not be assembled for general exercises as often as desirable. It weakens the school\nspirit, which should make itself felt among all, and restricts it, rather, to\nTo neutralize this effect requires great tact and ability on\nthe class.\nthe part of the instructor, if the most satisfactory results in general\nIt also suggests rooms of smaller size, adtraining are to be obtained.\njoining the large class-rooms, thus making too distinctive a body of the\nclass.\n\nAnother consideration is the session, or length of time pupils should be\nThe one-session plan, for the most part, prevails, and has\nmany advantages, in so far as it entails upon teachers less supervision in\nstudy hours ; many, if not all, the subjects being prepared for recitation\nThis plan, no doubt, is preferat home or out of the regular hours.\nable, although in many of the smaller schools there are now two sessions,\nsimilar to those in the grades where the teacher is required to superintend\nthe pupils more closely during the study period, and of necessity must\ngive the pupils more personal attention and assistance in the preparation\nof lessons, which is unfavorable if the teacher is at all weak in discipline.\nIt has some advantages, however, inasmuch as pupils are not confined to\nkept at work.\n\ntheir work for too long a period.\n\nThe one-session plan requires a short\n\nintermission, which may not give all the time necessary for recreation and\nrest ; still, in large cities, where pupils\n\ncome from a distance, it may be\n\nimpossible to adopt any other.\nIt has been suggested that there be one session for the pupils and two\n\nfor the teachers, thus allowing pupils sufficient recreation, teachers return-\n\ning for the purpose of assisting in the preparation of lessons.\n\nAnother aid is found in the proper organization and classification.\nThis is, indeed, a matter of importance and bears strongly upon the general\ndiscipline, as pupils entering the high school come from different teachers,\nwhose methods necessarily differ, though the standard of admission would\nimply uniformity\n\n;\n\nstill\n\nthere are those not sufficiently prepared to take\n\n"}
{"page": 356, "printed_page": null, "text": "344\n\nTHE J^ATIONAL EDUCATIONAL ASSOCIATION.\n\nup the work, and justice to them requires that thej be placed where they\ncan work to advantage.\nThe marking system is introduced to determine their proficiency, or the\nopinion of the teacher taken as to the pupil's readiness to enter upon the\nadvanced work of the high school.\nRight here there is room for the exercise of considerable skill in the\narrangement of divisions, and in the selection of the courses to be purAt tliis time the principal has it in his power to relieve himself of\nsued.\nconsiderable annoyance if sufficient attention is given to the aptitude of\nThis should be done by conference with the teacher under\neach pupil.\nwhose charge the pupil has been. In this respect, well begun may be\nWhen everything is in readiness for work, the programme\nhalf done.\nitself requires careful thought, and such an arrangement and distribution\nof time that there will be the least inconvenience to pupils, and the largest\nnumber occupied with class- work of some kind during each period of the\nThere will be no difficulty in securing this if the requisite number\nday.\nof teachers is employed.\nThe question has been asked, whether particular subjects had anything\nAll will grant that the entire school should not be\nto do with discipline.\nground through the same mill, but that sufficient elasticity should prevail to enable each pupil to pursue that which is most congenial and best\nOn this account, there should be many electives. One may be\nfor him.\nmore thoroughly disciplined and trained by studying the languages another, by the sciences and mathematics a third, possibly, by more practiMusic, drawing, and physical training,\ncal studies, manual training.\nunder competent instructors, are, indeed, great aids in the management\nof schools, and no one should be excused from pursuing them without\ngood and sufficient reasons. In these subjects the training should be\n;\n\n;\n\ngeneral.\n\nToo much\n\nstress\n\ncannot be laid upon physical training as a separate\n\nbranch, as it secures regularity and precision in movement, and impresses\n\nupon the pupil the necessity of obedience to every command.\n\nI\n\nam in-\n\nclined to think we are not sufficiently progressive in this direction,\n\nA\n\nschool that has regular and systematic work of this nature cannot fail to\n\nmost salutary effect upon the deportment of its students.\nThere are those, also, who believe that the sciences are conducive to this\nend, inasmuch as they more fully absorb the attention.\nOur experience\nhas been that those pupils who have become thoroughly interested in\nmanual training are more readily influenced and more amenable to the\ndemands made upon them.\nWhat are the means employed by the instructor ? Certainly they must\nbe the same as those appealed to in all schools, although to-day a more\nhumane yiew prevails than formerly. The feelings and sentiments enter\nlargely into the internal government of the schools to secure good order\n\nexercise the\n\n"}
{"page": 357, "printed_page": null, "text": "DISCIPLINE IN HIOU SCHOOL.\n\n345\n\nand to encourage pupils to difficult labor, correcting faults, and developConsiderable is accomplished by appealing to the\ning the best qualities.\nA thoughtful and considerate teacher will see that this\npupil's self-love.\nMany, however,\nquality is properly directed and not unduly exercised.\nbelieve that there should be no appeal to any motive that creates a spirit\nof rivalry,\n\nor rather emulation,\n\nin\n\neducation.\n\nSuch persons forget\non by this\n\nthat men in business, and in the world at large, are spurred\n\nmany schools throughout the country, prizes have been\nBy some this has been\nyet it may be said, without fear of contradiction,\ncalled in question\nvery thing.\n\nIn\n\nestablished for excellence in various departments.\n;\n\nthat where they exist, great good has been accomplished, not only in rais-\n\ning the standard of excellence in the special lines where the prize has been\noffered, but the general\n\nmanagement of the schools has been far better.\n\nTake, for example, those schools where there are prizes for elocution.\nThe average ability of the boys and girls interesting themselves in this\n\nwork\n\nis\n\nhigher, and the so-called school discipline better.\n\nmajority of pupils do not work from a sense of duty, so\n\nThe large\n\nmuch as from\n\na feeling that certain things have been imposed which they are compelled\n\ndo if they wish to enjoy its privileges, and it is necessary that they\nbe stimulated and brought into sympathy with the aims of the teacher,\nto\n\nby every means that can be brought into play.\naroused ; the stubborn, cajoled\n\n;\n\nThe indolent must be\n\nthe well-meaning, encouraged and led.\n\nWhatever means can be employed to secure this are legitimate.\nThose who take the view that the discipline of consequences, so forcibly\ndwelt upon by a prominent writer on education, is more in sympathy with\nthe workings of nature, set up a false standard of school life, in that they\nput off the day of reckoning until it is too late to counteract the\n\nevil of\n\nwasted energy.\n\nWe all know, from our college experience, the feeling that some had in\nreference to their work, thinking a recitation omitted was so much gained.\n\nwhy may not the same be true\nwhere pupils as a rule are more immature, and\nneed something besides a knowledge of what follows a failure to attend\nregularly and promptly to tasks assigned ? The skillful teacher keeps this\nin mind in the motives he plays upon to check such feelings, and prevent\nthem from gaining the mastery, in that he realizes the necessity of conIf true at this stage of intellectual effort,\n\nin the high school period,\n\nstant attention to the training of the will.\n\nIndeed, a pupil may know\n\nwhat is good for him, and yet not be able to put himself in a position to\nobtain it he may see something in the instructor which urges him on\nto acts against which his better nature rebels, and yet be powerless to resist\nthe temptation ; he may have in class some pleasing suggestions which he\ndesires to communicate to his neighborvind thus distract the attention of\nothers.\nFor such things the remedy lies wholly in the methods.\n;\n\nIn taking a survey of a class, one will invariably select those who are\n\n"}
{"page": 358, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n346\n\nthe least amenable to government, and the instructors efforts should be\ndirected toward these in a manner to gain their interest and command\ntheir support ; and, when this is done, the great body of the class will give\nOne might almost say that\nattention and be in harmony with the work.\n\nvigilance is the price of attention.\n\nEverything cannot be done that should be done for the pupil during the\nrecitation period, and there must be a great amount of personal labor outside the school, that the instructor may thoroughly analyze the character\nand fully understand the disposition of each, making his instruction as\nHe must follow his pupil to his home, and\nlargely personal as possible.\nseek the cooperation of parents, and with and through them endeavor to\nThere are\ninfluence, so that right character may constantly take form.\nmeans of\nby\nis\none,\nmany ways of accomplishing this. The report system\nof\nproficiency\ngeneral\nof\nthe\nstanding\nand\nnotified\nwhich the parents are\nParents,\ntheir boys or girls, and praise or censure bestowed as seems wise.\n\nas a rule, are willing to assist in placing their children in the right light\n\nwith reference to their work, and will always take a more lively interest\nin aiding the school\n\nwhen they see that the teacher is interested in the\n\nThere should be many private talks with the\nand\namusement outside the school, with an effort to direct it into proper channels, encouraging to new and more stimulating lines of independent work.\nIndeed, every effort must be made to correct the faults that the pupil is\nwhether they be glaring or only trivial whether they be the\nguilty of\nwelfare of their children.\n\npupil, so as to ascertain, if possible, the general bent of thought\n\n—\n\n;\n\nresult of indolence, or a general desire to get along with the least possible\n\n—\n\nand instil at the same time a high sense of honor.\nPerhaps no greater good can be done a boy or girl than a careful train-\n\nexertion\n\ning of his sense of honor, as upon it all real success in life depends.\n\nWhen it is borne in mind that a very large number will drop out of\nschool before completing the course, no teacher should fail to get as near\nto the life of his pupil as personal interest will joermit, for no one can tell\n\nwhich of the seeds sown will germinate and fructify.\nor true\n\nwomanhood is the great aim of school\n\nAs true manhood\n\ndiscipline, it should be\n\nsought for by cultivating all the virtues that lie dormant in the individual.\n\nNow, as to the qualities a teacher should possess. After everything has\nbeen said, and all the essentials considered, and the ways and means presented which should secure thorough discipline in the school, it will still\nresolvG itself into this\nthat value is given to rules of discipline by those\n:\n\nwho apply them.\n\nThe teacher is, indeed, the personification of discipline,\n\nby virtue of the qualities, physical, mental, and moral, that he possesses.\n\nA pleasing appearance, a dignified bearing, a quiet yet firm voice, trained\nand well modulated, are requisites, without which it is difficult for any\n\nman or woman to control those whom he instructs.\n\nHe should be the\n\nmint from which the character of his pupil comes, bearing the distinctive\n\n"}
{"page": 359, "printed_page": null, "text": "DISCIPLINE IN HlOn SCHOOL.\n\n347\n\nmark of his nobler virtues he must be the soul of honor, and his word\nnever doubted\nhe may make mistakes, but he must be ready to acknowlcourteous and kind in all his dealings, his temper will never\nedge them\n;\n\n;\n\n;\n\nbe ruffled by the little annoying things that constantly arise ; he controls\n\nand directs with force, without in the least seeming to go beyond justice\nor reason\nbroad-minded and liberal in his views, there is nothing of the\n;\n\npedant in his methods, but everything savors of decision, clearness, intelligence his personal appearance and his habits call for imitators by reason\nof their silent influence\nin. short, everything about him tells of the true\nman, and his pupils feel that they are in the presence of a scholar and a\ngentleman.\nSuch a person, indeed, will do more in the way of discipline,\nthan rules or regulations. He is the embodiment of regularity, system,\nand method. He may inspire his pupils with affection for him yet, if he\nhas not that method which will impress upon his pupils the necessity of\ncorrect ways of thinking and doing, he will fall far short of the true\n;\n\n—\n\n;\n\nteacher.\n\nThere\n\nis\n\ndanger, however, in having too great confidence in\n\nhuman\n\nnature, and believing that boys and girls will always do right.\n\nSo hemust possess keen penetration, and analyze their motives or deception\nand dishonesty will creep in, and the pupil will be led to feel that in outwitting his teacher he has shown himself more clever, and be encouraged\n;\n\nto repeat the practice.\nI have known teachers, who, though excellent instructors, were marred\nby the fault of trusting too much to the apparent honesty of pupils, and\n\nthus a serious stumbling-block has been thrown in the path of their\ndiscipline.\n\nWhen one instructor in the corps is a little lax in any direction, the\nburden will necessarily fall on others, and the faults, that might have\nbeen corrected when first manifest, are magnified, until an outbreak occurs,\nand summary means are required to quell it.\nAgain, many teachers do not possess sufficient tact in dealing with the\ncases that come up, because they have not rightly interpreted the motives,\nand believing in severe measures, or that certain actions warrant an angry\ntone, proceed on that line with poor results, while, had they used discretion, the pupils might have been made to keenly feel their disgrace\nthrough silent contempt. It is safe to say that in the majority of cases\nthis method will cure, while a boisterous or undignified manner will\nsimply irritate, and place the offender upon the defensive, creating often\na school sentiment against the instructor.\nEach day's work should be a continuation of that of the preceding\nday no wavering, no irregularity until the boy or girl is of a char-\n\n—\n\n—\n\nacter that a good teacher has it in his 4)ower to form.\n\nUnder these cir-\n\ncumstances so-called school discipline will never be thought of. It has,\nindeed, been my experience, that, when a teacher failed to secure good\n\n"}
{"page": 360, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n348\n\nand,\nit was largely due to the faults the teacher possessed\nwe may truly say, as many have said, that almost everything\ndepends upon the teacher.\nNow, how shall we recognize a well-disciplined school ? We may say\nby the school spirit, if we may so term it\nat once, By its general tone\nwhere everything moves on with exactness where each one knows his\nplace ; where there is no confusion, no unnecessary disturbance or noise\nwhere everything betokens honesty and industry in short, by the general\nbearing of tlie pupils, by their conduct within and without the school,\nby the way in which they address the teacher, by the respect they show\ntheir superiors\nwhere culture and politeness are present, where the boys\nand girls are, indeed, men and women, realizing the opportunities they\nhave, and making the best use of them.\nSo great is their love for the school, that everything mean and contemptible is frowned upon.\nThe will-power of each has been so thoroughly trained, that little danger exists of their being led astray by\nordinary temptations.\nYou may, perhaps, call this tlie ideal of school\ndiscipline\nit certainly may be approached ; and I have no hesitation in\ndiscipline,\n\n;\n\ntherefore,\n\n;\n\n;\n\n;\n\n;\n\n;\n\n:\n\nsaying, that, in the large majority of high schools of the country, excellent\ndiscipline prevails— far better, at least, than in colleges,\ngirls are often subjected\n\nwhere boys and\n\nto temptations too great for them to resist, be-\n\ncause they are not personally near the teaching force, and have been\nhome before its influence has been sufficiently\n\nallowed to depart from\ndeep-seated.\n\nTHE CHIEF AIM IN THE STUDY OF HISTORY.\nBY WALTER A. EDWARDS, ROCKFORD, ILL.\n\" For the drift of the Maker is dark, an Isis hid by the veil.\n\nWho knows the ways of the world, how God will bring them about ?\nOur planet is one, the suns are many, the world is wide.\nShall I weep if a Poland fall ? shall I shriek if a Hungary fail ?\n\nOr an infant civilization be ruled with rod or with knout ?\nI have not made the world, and\n\nHe that made it will guide.\"\n\nThese are the words of Tennyson's hero in the bitterness of his isolation\nand his morbid burying of himself from his kind. But when the great\njoy of Maud's love comes into his life, what does be say ?\n\" Pass the happy news,\nBlush it through the West;\nTill the red\n\nman dance\n\nBy his red cedar tree.\n\nAnd the red man's babe\nLeap, beyond the sea.\"\n\n"}
{"page": 361, "printed_page": null, "text": "THE CHIEF AIM IN THE STUDY OF HISTORY.\n\n349\n\nHere is no longer a turning of the back upon his fellow-men\n\n— no more\n\nthe angry question, itself a confession,\n\n''\n\nAm I my brother's keeper ? \"\n\nThe world, which before seemed so wide, has no spot, however distant or\nwild,\n\nwhither his joy shall not penetrate.\n\nMankind, before innumerable,\n\nare not too many for him to claim from each individual one, civilized man\n\nor barbarian, an interest in his happiness.\n\nAnd which is the normal attitude ?\n\nWho is the true man —he who\n\nshuts himself away from his kind, or he whose heart throbs in unison with\nthe great heart of\n\nhumanity ?\n\nAVe are at no loss for an answer.\n\nThe\n\nman is one of broad human sympathy, one to whom no worthy\nhuman interest ever appeals in vain, one who does not narrow his\n\nideal\n\nthought and his activity down to his own little round of work, but has a\nkeen and intelligent interest in whatever concerns his kind. He is one to\nwhom nothing human is foreign. He may have graduated from the bestequipped scientific or technological school of the country, and understand\nall biological mysteries and all mathematical knowledge\nbut he does not\non that account despise literary and philological learning. If an alumnus\nof a great classical school, speaking with the tongues of men and of angels,\nhe still has something better than contempt for \" utilitarian \" standards\nand studies. He does not relegate books to \" them literary fellers,\" nor\npolitics to the politicians, the discussion of social problems to those who\nlike that sort of thing, nor religion to his wife.\nHe may be an American,\nbut he is not blind to the advantag-es and needs of the Qhinese. His\nsense of personal interest and responsibility is not narrower than humanity\nitself.\nHe may nay, must be a specialist, but he is a man.\nIt would be a narrowing down of the broad position I have thus assumed\nto deny to any of the studies of the curriculum their share in developing\nthis perfect humanity.\nBut for the most part these studies develop one\nor another of particular faculties.\nThe poets. Bacon tells us, make men\nwitty the mathematics, subtile ; natural philosophy, deep ; moral, grave ;\n;\n\n—\n\n;\n\nand rhetoric, able to contend. But the same great authority distinguishes history as that study which makes men wise.\nHistory it is\nwhich more than any other one study produces, or may produce, that\nbreadth of mind and bigness of heart which discover and respond to the\nelements of a common humanity wherever they may exist.\nProperly\npursued it makes one's horizon as wide as humanity. It makes the whole\n\nlogic\n\nworld kin.\n\nThis I conceive to be the chief aim of history study in the public schools\n\n—the inculcation of abroad,\n\nintelligent,\n\nhuman sympathy.\n\nThere\n\nare,\n\nindeed, other legitimate and important benefits derived from this study, but\nas they are necessarily involved in the attainment of this great aim they\nwill not be neglected if our eyes are •fixed upon it.\nThe imagination\nmust be quickened and trained by history but how can a lively interest\nin men and women be cultivated without a vivid picturing to the mind\n;\n\n"}
{"page": 362, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n360\n\nof these\n\nmen and women ?\n\nHistory, they\n\ntell\n\nns,\n\nshould educate the\n\nbut no one could by any chance overlook this element\nsense of causality\nwhen seeking to arouse his pupils to an appreciation of the importance of\n;\n\nAnd what teacher uses history to betgood citizenship than he who would have his\npupils see in the nations of the earth only different households of one\nfamily, and in their varied experiences precedents and warnings for his\nown land ? Thus he who seeks to cultivate in his pupils breadth and\nseriousness of interest must incidentally attain the minor objects of hisevents to them and to the world.\nter effect in training to\n\ntory study.\n\nThe great work of the teacher of history, then, is to lead his pupils to\nThey are\n\nidentify themselves with the peoples and the times they study.\nto\n\nput themselves in their places, so that, as Mrs. Sheldon Barnes has\n^'\nthey feel that they might have been ancient Egyptians them-\n\nsaid,\n\nselves.\"\n\nThey are to gain that intimate knowledge of nations and men\n\nwhich is denied to the merely scientific student of the philosophy of history, and is granted only to him who unites to the seeing eye the understanding heart.\nPhoenicians, Romans, and Teutons are to him not so\nmuch dead material, invested only with a cold scientific interest, but living personalities, friends, brothers.\n\nNow, interest, and keen interest too, may be aroused by that which is\nstrange and uncouth.\nfairies and griffins\n\nNo child but will listen entranced to stories of\n\n— the more unheard-of and impossible the better.\n\nThe\n\nburial rites of ancient Egypt, the queer dress of the Chinese, the quaint\n\ncustoms of the Dutch, may be set forth in all their outlandishness to the\nwondering gaze of open-mouthed young Herodotuses, until all foreign\ncustoms and institutions seem a mass of the strangest absurdities. But\nin the novel and the odd are not found the roots of\n\nThe attention that is aroused by\n\nan enduring interest\n\nthe weird rites of the fire-worshipers\n\nand the strange antics of the bacchanal dies in the contempt which familiarity breeds.\n\nThe historical education of our pupils can be built upon no\n\nsuch shifting sand.\n\nOnly on the sure foundation of an ever-during interwhich itself rests on the rock of a common humanity, can we rear an\nedifice which is to stand.\nThe pupil is then to feel his own kinship with the peoples he reads\n\nest,\n\nHe is to see them as men and women of like passions with himwith the men and women about him.\nResemblances are to be\nemphasized, not differences\nand under these differences the common\n\nabout.\n\nself and\n\n;\n\nneed or motive, expressed only in a different way. The most outlandish\nof races have infinitely more points of resemblance with us than of difference, and a little thought will find in these very differences only a\npeculiar way of doing a thing which we do in our way.\nBut this kinship is a real thing and not a make-believe, and it must be\ntaught as something real.\nOf what use is it to assure the pupil that the\n\n"}
{"page": 363, "printed_page": null, "text": "V\n\nTHE CHIEF AIM IN THE STUDY OF HISTORY.\n\n351\n\npuppets moving before his eyes in the panorama of history are truly\n**men, his brothers/' unless he can see it for himself ? Seeing is believing, and no pupil in our high schools is too young to attain to some\n\nunderstanding of the brotherhood of man and the unity of history. Let\nsee, then, the intimacy of interdependence existing between\ndifferent nations and different epochs of the world's history.\nLet him see\neach event in its proper place in the cliain, itself the outcome of previous\nyour pupil\n\nevents and conditions, and the cause, in turn, of changes whose influence\nreaches down through the ages to our own time and our own land.\nLet\nhim see that the Greeks did the deeds of heroes at Marathon, that he\nmight be free that Huss, dying at Constance, bequeathed to him religious\nliberty\nthat for him Egyptian and Phoenician perfected their alphabet,\n;\n\n;\n\nand Gutenberg his printing-press; that all the great and good of history\n\nThen history will i)e\nhim no longer a mass of disconnected, and therefore meaningless,\nfacts and dates\nbut each event will have its own meaning, all strung\nupon the thread of the one increasing purpose running through the ages,\nhave labored that he might enter into their labors.\nto\n\n;\n\nand the whole human race will appear as one great family working\ntogether for the accomplishment of that mighty purpose.\nIn this kinship, this similarity in motives and character of men of all\nages and climes, is found the justification of the proverb, ** History\nrepeats itself.\" Human nature is the same the worli over, and its phenomena must present many similarities. Time and again we find an\nevent, an institution, a detail of organization, in one country which calls\nup a perfect parallel in another. These repetitions of history, these hisnuggets of gold to the true teacher, for they are the\n\"When the student sees similar expedients adopted\nfor a common purpose by widely different peoples; when he finds an\ntoric parallels, are\n\ntokens of brotherhood.\n\ninstitution of the nineteenth century paralleled in every important detail\n\nand function by one two thousand years old when he\nEnglishmen boldly confronting just such a crisis as\nonce stirred the courage and patriotism of old Rome then the phrase, ^'a\ncommon humanity,\" has a meaning to him, and his sense of relationship\nwill need no further quickening.\nBut this matter of historic parallels is\nnot only philosophically sound\nit is of great practical utility in the\nclass-room.\nParallel events help both to explain each other and to fix\neach other firmly in the memory.\nTwo nails hold better than one. And\nof organization\n\n;\n\nfinds Elizabeth's\n\n—\n\n;\n\nhow often does an attempted parallel by a pupil reveal a misapprehension which might otherwise remain undetected.\nOne of my pupils\nthen,\n\nlast term, after a very fair account of the Jacobin\n\nparallel Pinkerton's detective force.\n\nClub, gave as a modern\n\nAnd the boy whom Professor Lever-\n\nmore cites in a late number of \"School and College\" could not have\nbetrayed his ignorance and his need more pointedly than when he compared\nthe Ku-Klux Klan to a *Myceum where people went to hear lectures.\"\n\n"}
{"page": 364, "printed_page": null, "text": "352\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nAn appreciation of parallel events in history opens the pupil's eyes to\nthe unity of human experience in all ages and makes him feel his brotherhood with all races. To understand more clearly that unity in its endless\nvariety of form, a near approach to, and familiarity with, those varied\n\nforms is necessary.\n\nThe pupil must know the great men of history per-\n\nsonally in order to see in them his own human nature and to come under\n\nthe spell of their many-sided personalities.\n\nThe electric spark of per-\n\nsonal influence leaps from one pole to the other only when they are brought\n\nAnd yet we, distrusting the self-revelation of the mighty\ndead and the quick intuition of the child, hold them carefully apart, and\n\nclose together.\n\ninstead of the living personality of the hero, we present the pupil with a\n\ncatalogue of his virtues, faults, and exploits, and, like Olivia in the play,\n\nask him to be content with an inventory.\nthe actors themselves in the great\nit better\n\nown lips.\n\nthan we can for them.\n\nThis is no history study.\nLet\ndrama of history speak. They can do\n\nLet the boy hear their story from their\n\nThen will they be living realities to him, invested with a true\n\nhuman interest.\nMany teachers have felt this need, and have tried to meet it by encouraging their pupils to read the literature of the various periods as they\n\ncome to them. Some go further, and try to arrange the regular reading\nand literature study of the school with reference to the history work.\nThe gain by this scheme is evident. The two studies do not neutralize\neach other, as is so often the case\n\n— the reading teacher rousing her pupils\n\nto a vivid realization of the French Revolution, that they may gain some\n\nappreciation of Burke's *' Reflections/' while the history teacher each day\ncarefully undoes her work, and carries the same pupils back to the time\n\nof Homer or the Caesars.\n\nOn the contrary, by this plan of parallel work\n\nthere is a gain all round; the reading stimulating interest in the history,\n\nand the history aiding the reading. It is only carrying this plan out a\nlittle more fully when we base all our history work upon a study of the\noriginal documents ; and this, to my mind, is the ideal method.\nIn these\noriginal documents the pupil comes face to face with the makers of history themselves.\nHe hears their own words. He meets them in their\ndaily lives.\nNo one tells him of them or their deeds with his own eyes\nhe sees them doing and suffering, and he knows them as he does his fellowtownsmen. This, I submit, is true history study. This is, indeed, a\nwidening of the intellectual horizon, and an enlarging of the heart. This\nis a preparation for full, many-sided living.\nOne who has learned to\nknow the great men of the past in their own words and those of their\ncontemporaries, who has traced the causes and results of historic events in\n:\n\nthe utterances of the actors themselves, such a one will be neither uninterested nor helpless amidst the variety of present influences which are to\n\nshape his judgments and his actions.\nI plead for a deeper\n\nand broader culture in history study.\n\nNo one is\n\n"}
{"page": 365, "printed_page": null, "text": "SECONDARY SCHOOLS AT THE WORLDS FAIR.\nnow content with kings and battles and dates alone.\ninto the philosophy of history the highest thing ?\n\n353\n\nBut is an insight\n\nIs a merely scientific\n\nknowledge of historic sequence the best our pupils can attain to ? Let\nthem seek also as a higher and more precious reward a broad and keen\nsympathy with men, a rounded fulness of life, in which every man and\nThis is more than science, as life is\nevery human interest has a part.\nmore than knowledge.\nOur forefathers found the true education of the perfect man in a study\nof the ancient classics, and accordingly gave them the name 'Miumanities,\"\nthe\n\nhuman studies.\n\nMay not this name be claimed with greater justice\n\nby that study whose subject-matter is man himself, and whose purpose is\nthe development of a broad human spirit ?\n\nWHAT SHOULD SECONDARY SCHOOLS DO TO PROMOTE\nTHELR INTERESTS AT THE WORLD'S FAIR?\nBY J.\n\nL.\n\nHALLOWAY.\n\nWhen\" the representatives of the nations shall have assembled at Chicago on May next, 'twill not be the great iron and glass roofs covering\nacres of space without a single interior pillar of support ; 'twill not be\nthe fabrics of the loom, the products of the soil, the curios of antiquity,\nthe dexterous touch of painter's brush, the deft turn of sculptor's chisel,\nthe wonders of\nskill\n\nmodern art and science wrought and controlled by human\n\n—nay, not these things, however great, as indicative of the rapid\n\nstrides of modern civilization, will constitute the wonder of the occasion ;\n\nbut the city of Chicago herself, as the epitome of the fast approaching\nindustrial and commercial supremacy of the New World over the Old,\nwill be the\n\ncynosure of all who look beneath the surface of things for\n\nthe forces that control the destinies of nations and of peoples.\n\nAnd it seems specially fitting that alongside this materialized representation of achievement should be placed an exhibition of the products and\n\nmethods of our\n\nschools, one of the chief factors in\n\npromoting the dis-\n\ntinctive elements of our greatness which foreigners admire and we cherish.\n\nThis, of\n\ncourse, will be done in a great exhibit embracing\n\nwork from\n\nevery grade of every kind of school, both public and private.\n\nWhat shall be done to conserve the interests of secondary education ?\nIt occurs to me that it is within the province of this body,\n\nto ask\n\nthe several State committees to appoint\n\nby resolution,\nsub-committees whose\n\nwork shall be exclusively directed toward the preparation and classification of the exhibits of these schools in their respective States.\nSuch a\ncommittee could draught a plan of classification which would indicate the\n23\n\n"}
{"page": 366, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASS0CIA7WN.\n\n35-4\n\nscope and variety of the work of such schools, their articulation with\nboth elementary and higher education, their gradations through various\n\nshades of literary work and manual training, the differentiating features\nin a word, such an arrangement as would\nof their many-sided aspects\n\n—\n\nmost clearly show the influence these schools have upon the culture of\nthe masses, and their bearing upon the great problems of industrial\nIn addition, there could be gathered fresh data relative to the\n\nactivity.\n\nnumber of such schools, extent of curricuhim, enrollment, cost of tuition,\nand other items of value for comparative purposes. From this array of\nmaterial might be formulated an ideal course, characterized by a degree\nof flexibility that would render it practical of adoption in many secondary schools, so that at least one step toward unifying this work throughAn additional argument\nout the country might be intelligently taken.\nfor such an effort finds ample justification in the need of a closer articulation of these schools with institutions for higher education. The work,\ntherefore, of such a committee could be made a large element not only in\nincreasing the intrinsic value of the exhibits made, but in arousing among\nthe members of the profession a healthy rivalry and spirited competition,\nthe certain forerunners of more efficient and praiseworthy work.\nAgain, to secure the hearty cooperation of those engaged in secondary\nschools, the mid-winter associations of the various States should draught\nsuch programmes as will rivet the attention of the leading teachers of\nthese schools, and call for large representation.\n\nAt these meetings the\n\nforces could be marshaled for effective service.\n\nSteps could be taken to\n\ndistrict the State,\n\nand an efficient manager appointed over each district.\n\nThe secular press could be brought into requisition, and made an effective\nagent in awakening both teachers and people in the interest of this specific\nwork.\n\nA well-planned educational campaign waged through the press\n\nof every\n\nState along\n\nthe line of the proper organization, equipment,\n\nsupport, and control of secondary schools, would increase their value a\n\nhundrea-fold in the next decade.\n\nAll these are means to the attainment\nawakening of an enthusiasm that will spend\nand be spent in emphasizing the worth of secondary instruction through\nand by means of a great exhibit. This is the goal which, if attained,\nwill speak in more eloquent and forcible terms than any orator, however happy in the use of words or gifted in the turn of phrases.\nThis\naccomplished, indorsed, and emphasized by a rally of our forces from\nevery State and Territory a year hence at Chicago, to compare data, to\nof a great end ; namely, the\n\nmake an inventory of stock in hand, to take our bearings for larger\nricher things, to discuss a well-formed practical programme, will result in\ninestimable good to the secondary schools of the country.\n\n"}
{"page": 367, "printed_page": null, "text": "HIGH SCHOOL EXTENSION, OR SUPPLEMENTARY WORK.\n\n355\n\nHIGH SCHOOL- EXTENSION, OR S UPPLEMENTA R Y\nWORK.''\nMembers and Friends of this Department : At your last animal meetng' this department passed the following\n\nresolution\n\nResolved, That the earnest attention of the department be given to the subject of\n\nhigh school extension, and that our president, Franli E. Pluramer, be requested to\ncontinue the investigation along the line suggested by him in his paper.\n\nOf course the efficiency and popularity of the university extension\nscheme suggested to me the idea of high school extension, or supplementary work. While there are some objections to university extension,\nthe scheme has been tried sufficiently to place it beyond the stage of doubt\nas a great educational instrumentality which deserves a place in our\nThe high school extension, or supplementary work\neducational system.\nhowever,\nwill\nbe far more effective for that great class of students\nscheme,\nin which we as high school and academy instructors are, or should be,\nespecially and personally interested.\nSchool boards, teachers, and the general public are doing well by the\nboys and girls who remain in our high schools and academies.\nBut there\nis a great class, numbering tliousands, who enter upon secondary education,\nbut after a short time are compelled from various causes as sickness,\nto drop\nnecessity to engage in secular employment, and discouragement\nIt is this class of boys and girls\nout before the completion of the course.\nthat I would interest in a well-planned course of reading and lectures to be\npursued under good guidance. Let the high school extension, or supplementary work scheme, have this for its noble aim, set about it with energy\nand enthusiasm, and, through the teachers and school journals of our\nland, attain to national recognition, and it will be a Godsend not only to\nthe pupils directly benefited, but to the cause of education as well.\nThese\npupils will be instructed, they will keep their interest in the school with\nwhich they are identified, and many of them, as opportunity offers, will\nbe encouraged, by thus being kept in touch with the school, to reenter and\n\n—\n\ncomplete their course.\n\n—\n\nBelieving that this class of students deserves such\n\nattention as this, I offer the following\n\nof organization, which, with modifications, I believe will be\n\nand will prove efficient.\nLet a committee be appointed by*this organization\n\npracticable\n\nto outline a light.\n\nSpecial report by the president, as requested by the t'.iirty-flrst session of this department.\n\n"}
{"page": 368, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n356\n\nand lectures, which they may recommend for\nLet the principals and\nadoption by the high schools and academies.\nlecturers, arranging the\nand\ninstructors\nthe\nbe\nteachers of these schools\nwork so that it will not fall too heavily upon any one. Let the classes be\nformed from those who have been students of the schools. Here the\nsuitable course of reading\n\nprincipal has the grandest opportunity that can possibly be presented to\n\nkeep in touch with all of his students who from time to time drop out of\nschool,\n\nand on this opportunity can form a hope of reinstating a large\n\nper cent, of them\n\nin the school.\n\nLet the\n\nschool\n\nboards furnish the\n\naccommodations and facilities, and allow the teachers who do the lecturing and class work a reasonable compensation in addition to their\nregular salary.\nThis they have as much legal right to do as to furnish\nthe accommodations, facilities, and teachers for those who are in regular\nattendance\nwho^ in point of fact, do not outnumber very greatly, or\ndeserve this outlay any better than, the neglected and unfortunate class\nwhich this plan is designed to aid. Let a system of records be kept,\nand certificates granted when the various stages of the course of reading\nand lectures have been completed, so that the credits thus given will\n;\n\nentitle the\n\npupils to a place in the regular classes should they find\n\npossible to reenter school.\nwill tend to\n\nit\n\nThis will furnish a more tangible tie, which\n\nhold the pupils more closely related to the school.\n\nThe plan is feasible and sure of success in its operation, because the\nteachers will welcome a measure which will enable them to organize and\nhold together their former pupils, and because the funds necessary to\nkeep the machinery in operation will come from the general school fund.\n\nThis money will be as wisely and as well spent as it can be in any other\nmanner. School journals will favor some plan like this, because they\nare working primarily and especially for the promotion of the cause of\neducation in every line, and here\n\nis\n\nan opportunity for them to help that\n\nclass which our schools liave hitherto been unable to reach.\nI therefore recommend to you that you appoint such a committee as\nthis report contemplates, whose duty it shall be to formulate more in detail\n\nthe plan herein suggested, and communicate\n\nto the high school\n\nit\n\nand\n\nacademy principals for practical operation the coming year.\nRespectfully submitted hy\n\nFfiANK E. Plummer.\n\n"}
{"page": 369, "printed_page": null, "text": "USAGE THE AUTHORITY IN LANGUAGE.\n\n357\n\nUSAGE THE AUTHORITY IN LANGUAGE.\nBY BRAINERD KELLOGG, POLYTECHNIC INSTITUTE, BROOKLYN, N. Y.\n\nA LANGUAGE like ours, made up of elements diverse, yet blending harmoniously, rooting in Northern and in\n\nSouthern Europe, transplantecf\n\nfrom the Continent to Old England, and thence to the New, and growing\nup there and here to stately proportions, its words saturated with history,\nfull of imagery, lending themselves gracefully to the thought, and capable\nsuch a language is worth watching over jealously\nof yeoman service to it\n\n—\n\nNo catastrophe like that of the eleventh cen-\n\nand cultivating with care.\n\nWhatever changes it undergoes herewill affect it only at points\nand,\nand\nafter will probably come slowly,\ntury is likely again to overtake it.\n\n;\n\nwhen they occur, it will be at the instance of those using the language.\nThe changes of which a language is susceptible are of two kinds they\nSome of the first, or additive, class\nare additive and they are subtractive.\nare seen in the new words that, by combination of native material, or by\n\n—\n\nborrowing from foreign sources, are brought into the language\n\n;\n\nin the\n\nfigurative uses of words ; in the widening of meaning which old words are\n\nstretched to cover ; in the multiplication of prefixes and suffixes, and the\n\nextension of these, for grammatical or lexical purposes, to independent\nThose of the second, or subtractive, class arise in part from the\nwords.\n\ndropping of words and phrases out of the vocabulary from the sloughing\nfrom the narrowing of the\noff of terminations, grammatical and other\nsignification of words; from the dropping of silent letters in words, etc.,\n;\n\n;\n\netc.\n\nIt goes without saying, that all changes in language are wrought by those\n\nusing the language ; for language has no organic life of its own, is a mere\nThe changes it\ninstrument, incapable by itself of change of any kind.\n\nBut these men\nmay do their work unconsciously or consciously without purpose or of set\npurpose.\nThose changes made unconsciously and without purpose are the\n\nsuffers are wrought in it, I repeat, by the men who use it.\n\n—\n\nmost sweeping and the most vital that a language undergoes. In illustration I may instance those made when, in the childhood of a language, two\nmonosyllabic roots are united to form a dissyllable ; made still more\nnoticeably when one of these syllables in combination gradually loses its\nspecific gravity as an independent word and runs down into a mere termination becomes a suffix significant of number or case in nouns, of\nmode, tense, number, or person in verbs, of degree in adjectives. The jiages\n;\n\nof Latin, Greek, English\n\n—\n\nall\n\nsynthetic tongues\n\n—are strewn with these\n\nverbal wrecks, which, attachable and attached, each to multitudes of Avords,\n\nhave furnished the language its grammatical apparatus, have mobilized its\n\n"}
{"page": 370, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n358\n\nwhole vocabulary, multiplied the words in it, and immensely increased the\nThese unconscious changes of which I am\n\nfunctions of the same word.\n\nspeaking constitute so large and so essential a fraction of all verbal changes,\nthat Max Miiller is not without ground for his contention that language\nis\n\nnot a moral or historical science, as Professor Whitney insists, but a\n\nThe study of it, he claims, is not a study of what men\nhave knowingly and of free will done with their tongue, but of what\nthey have done without thought and intention, compelled thereto by the\nphysical science.\n\nthe organs of speech, by the intractableness of the material\nworked upon, and by climate in a word, by environment in its Protean\nAnd if the forces producing verbal change were wholly of this\nforms.\nkind, or worked only in this way, Miiller would be right and Whitney\nwrong but, if there are changes wrought in language by the conscious\nand voluntary agency of men, then neither of these authors is right and\nneither wrong, or rather both are right and both wrong; and language is\nnot exclusively a moral, nor exclusively a physical science, but a science\nboth moral and physical.\nAnd there are changes proposed for adoption.\nThere are changes wrought in language by -our conscious and voluntary\nagency.\nOf this class are changes in the accentuation, the pronunciation,\nthe compounding, the spelling of words ; the introduction of new words\nby combination of old ones or by appropriation from ancient and modern\ntongues ; the conformity of such appropriated vocables to the idiom of the\nlanguage the revival of obsolete words ; the dropping from use of words\nand combinations of words where this is not accomplished silently and\ninertia of\n\n—\n\n;\n\n;\n\nwithout agreement, etc*, etc.\n\nNobody purposely initiated any change of the first class, nobody wittingly caught up any such change after it was made, accepted it for himself, and pressed it upon others for general adoption.\nAll that any person\nhas a right to do respecting such changes\nhis fellows— do\n\nis\n\nmerely to fall into line with\n\nwhat other people do— no more, no less, no other.\n\nspecting this class of changes,\nauthority is utterly impertinent.\n\nReunconscious changes, the question of\nThey were not authorized and warranted\n\nby any man, by any body of men. A higher authority than either controlled them.\nSuch changes, then, are withdrawn from the discussion at\nthis time.\n\nBut the question, \"What is the authority to which we may appeal, and\nby whose decisions we must abide, in regard to the second class of changes,\nthe changes whicli\n\nimportance.\n\nI\n\nmen control ?\" is pertinent here and of tremendous\n\nbelieve\n\nthat this authority is usage, the usage of the\nmajority of the best writers and speakers of the generation.\nI take my\n\nbelief\n\nfrom Horace and from many a writer since, who has repeated,\n\namplified, and illustrated it.\n\nNow, just here I am met by the man who, either uninstructed in what\nothers have done or careless of it, ignores all authority save himself, and\n\n"}
{"page": 371, "printed_page": null, "text": "Ut^AOE THE AUTtTORTTY\n\nm LANOUAOE.\n\n351)\n\nwho, not content with the right of private judgment and with the practice\nI make bold to say\nit, gives forth his dicta as law for others to obey.\nnow\nis the work of\nlanguage\nhas\nto\nfear\nespecially\nthe\nthat\nwhich\nthat\ntliis man upon it, and that never was the language in greater peril from\nof\n\nWithin the last few years there have\nus not what we may, but what we\nmay not, must not, say proscribing words, expressions, phrases, grammatical forms, that hitherto have been thought innocent and proper.\nThe index expurgatorius is already alarmingly long and is rapidly lengthening.\nNo writer of these books makes any pretense, or anything more\nthan a pretense, that in his work of interdiction he has the warrant of\nOn the contrary, most of the expressions he\nusage to bear out the deed.\nputs under ban are those that usage has long approved, from before\nThe sole authority to which he\nShakespeare often, and still approves.\nWhatever expressions seem to him\nappeals is his own individual reason.\nhis hands than at the present time.\n\nappeared dozens of books,\n\nall telling\n\n—\n\nincongruous, unparsable, ill-sounding, illogical, or unnecessary, opposed\nto the genius of the tongue as he interprets it,\n\nwithout analogy to support\n\n—\n\nthem or etymology to vindicate them whatever, for any of these reasons\nor for any other reason, seems to him objectionable, is ruthlessly condemned and hurried to the verbal block for instant execution.\nNow, no fault would be found, publicly at least, with one who in writing and speaking merely avoided that which, though generally used,\nseemed to him improper. But that for which I am arraigning this selfconstituted verbal autocrat is that in articles and books, sown broadcast,\nhe\n\nis\n\nteaching pernicious errors, and, above all, is preaching the heresy\n\nthat whatever in current speech, sanctioned by the best authors, will not\n\nstand the test of one's private examination,\n\nmade within lines and on\n\ngrounds all his own, should be cast out and trodden under foot of men.\nMy contention is, that in these matters no one has a right to set up his\nindividual judgment in opposition to that of the educated majority, and\ngive this forth as law for others to obey.\n\nA few words relative to the illegitimacy of such teaching, and to the\nevils it breeds, are appropriate to this time\n\nand place.\n\nthing said, impugning the right of individual judgment.\n\nI\n\nam not, in anyIn the republic\n\nof language, as in that of letters, every man and woman has a voice and a\n\nand the right to make these as influential as he may. There is a\nObjections of whattime when both of these are proper, are called for.\never kind to the introduction of a word, to the use of a word in a new\nsense, to its orthography or orthoepy, to a new combination of words, to\n\nvote,\n\nany verbal changes determined by suffrage, are in place when these novelnot after\nties are seeking acceptance, knocking at the door for admission\ntheir request has been granted, and they admitted and assigned to duty.\n;\n\nDiscuss the proposition fully and freely when as a\n\nbill it is\n\nbefore the\n\nhouse, not after the battle has been fought and won, and the bill has been\n\n"}
{"page": 372, "printed_page": null, "text": "THk: NATIONAL\n\n360\n\nenacted into law.\n\nEDUCATIONAL ASSOCIATION.\n\nAll right of objection to a verbal or a grammatical\n\ninnovation ceases when a majority of those entitled to suffrage have\nThen the duty of acquiescence begins. It is no longer\ndeclared for it.\nSuch behavior is\nallowable openly to oppose or to counsel opposition.\ntreasonable and leads to anarchy in the realm of speech.\nlegislation\n\nat\n\ndefiance.\n\nIt\n\nIt sets linguistic\n\nmakes every one a law unto\n\nhimself.\n\nIt\n\nexchanges the consensus of the competent for the discordant decisions of\nIt resolves all linguistic order into chaos.\nthe many-headed incompetent.\n\nNew words and phrases, and new senses for old words and phrases, creep\ninto favor slowly.\n\nNot infrequently they work their way up into literaupon them the stamp of humble\n\nture from colloquial speech, and bear\n\nbirth ; sometimes they have a higher origin\n\n:\n\nbut, from whatever source\n\nderived, only here and there does a writer employ them at first, and even\n\nhe cautiously and tentatively.\n\nDuring their probation, all that is possi-\n\nble to urge respecting their unfitness for duty or their uselessness is perti-\n\nnent and is sure to be urged. If in this fierce storm of criticism they\nperish, their presence on the pages of him who has ventured to employ\nthem is a reproach to his taste and an impeachment of his judgment.\nBut if they weather the storm and survive, our need of them is therein\nTheir adoption should close\nproved, and their right to be vindicated.\nAny further opposition of his is an anachthe mouth of every objector.\nronism\n\n—\n\nis\n\nthe arrogant assumption that his unsupported opinion out-\n\nweighs in value that of\n\nNay, it\n\nis an\n\nassumption\n\nthe vast\n\nmajority against\n\nself -destructive ; for\n\nwhom he is pitted.\n\none can claim validity for\n\nthe principle of individual judgment, and for his own right to exercise it,\nonly by allowing this to everybody else.\n\nBut this concession to others he\n\nrenders null and void when he issues his dicta to others, and says, ''You\n\nmust, or you must not. '^\n\nHis work is/e/o de se ; digs from under itself the\n\nvei7 ground on which it rests.\n\nFrom all dictation to others in verbal\n\njudgment and individual authority is\nwhich his work proceeds.\nAnd let it be observed that there can never come a time when one may\n\nmatters, the* believer in private\n\neffectually estopped by the very theory on\n\nThe reasons cogent for closing his mouth are equally cogent for keeping it closed. Not that words\nand expressions once in vogue are always current and cannot be driven\nfrom use. Literature is sprinkled with words and phrases now obsolete,\nand with words and phrases used in senses now obsolete. The tastes of a\non the old grounds renew the old criticism.\n\npeople change in literature as in other things.\nthe majority of them,\n\nGood writers and speakers,\n\nmay gradually, and consciously or unconsciously,\n\ndrop from employment any voca'ble for one of older standing or one of\nmore recent adoption, or may discharge it without exchange. Following\ntheir authority, never leading it, the critic may then, on the warrant of\nthis authority, properly insist that others shall\ninsist,\n\ndiscard\n\nit.\n\nBut thus to\n\nand for this reason to insist, is to abandon the kind of attack I am\n\n"}
{"page": 373, "printed_page": null, "text": "USAGE THE AUTHORITY IN LANGUAGE.\n\n361\n\ncensuring, is to concede that usage is decisive of the question, is to plead\nit,\n\nin fact, as the only arbiter.\n\nThe legitimacy of this argument, and the\n\nillegitimacy of any other, on this question,\n\nis\n\nthe point for which I am so\n\nstrenuously contending.\n\nAmong the evils of the teaching here complained of is this\n\n:\n\nit\n\nneutral-\n\ngood that comes to us from example. It is from observing customs which the best writers and speakers of our time have in their best\nworks established or approved, that we come ourselves to do anything reThe broad highway of precedent, so slowly\nspectable with tongue or pen.\nand so laboriously thrown up, these rash teachers counsel us to forsake.\nThey ask us to desert the great routes, along which so many have traveled to eminence, for the poor trails they have so hastily and imperfectly\nizes the\n\nblazed out\n\n;\n\nnay, by implication, they advise us to\n\nmark out a trail each\n\nfor himself, with nothing but his unaided reason for his guide.\n\ndoubt, what hesitancy, what stumbles and\n\nWhat\n\nmust attend the steps of\nthe conscientious who follow the advice, and what unutterable conceit it\nmust nourish in the breasts of those without the true literary conscience\nMany of the strictures made by these critics are upon the later meanings of words that have chipped the shell of their etymology and are now\ndoing duty once impossible to them. In no respect is the growth of\nvocabulary more serviceable than in the widening of the scope of words.\nWe do not say that words often lose their anchorage to their root idea,\nfalls,\n\n!\n\ntheir etymological signification ; but they certainly do swing, many of\nthem, with ever-lengthening cable, on all sides around this as the stress\nof wind and of tide carries them. - To send such words as these back to\ntheir etymology, and bid them take their only meanings from that, is to\nremand them to a state long since outgrown, is to check that development which language, like everything else human, is meant to make. To\ncall new words into existence to do the work which the old could, by\nextension, do just as well is to create needless synonyms, is to burden the\nmemory of writer and reader with distinctions without essential differ-\n\nence, is to waste in feather-edge the intellectual discrimination of both.\n\nThe possessions of a speech most essential to it are its idioms.. It is\nmake our language English, the Parisian's French, and\n\nthe idioms that\n\nthe Teuton's German, and distinguish each tongue from all other tongnes.\n\nThey are the most vital parts of a language.\ncuticle ;\n\nAll else is in comparison\nbut penetrate to the idioms, you touch the quick, and the lan-\n\nguage bleeds. They are the expressions in the vernacular of a people,\ninto which so much that is j^eculiar to that people, characteristic of\nits habits of thought and expressive of its ways of life, has crystallized,\nand are as natural to speech and speaker as needles to the pine or heat\nto a flame.\nIt is those that are so ©omnion in oral discourse, give it\nfreshness and vigor, and make it in so many respects a standard for the\nwriter.\nThe ease, flexibility, and cft'ectiveness of written discourse lie in\n\n"}
{"page": 374, "printed_page": null, "text": "—\n\n—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n362\n\nthese idioms.\n\nRob language of them, and style loses its litheness, grace,\n\nnaturalness, power, all distinguishing national characteristics, and becomes\nstiff, stale, stinted,\n\nwooden.\n\nOur great writers are our idiomatic writers\n\n:\n\nthose using few idioms seem not to the manner born, and handle the\n\nlanguage as foreigners do.\n\nNow, it is these idioms upon which the brunt of our critic's attack\nShould this prove true, could anything better justify my\nwe have to fear for our lan-\n\nlargely falls.\n\nrecent remark, that that which especially\n\nguage is the work upon It of this purist ?\nI am not\n\nnow dealing with a supposititious case, indulging in flights of\n\nimagination, or running a tilt against a windmill.\nthe last ten or fifteen years\n\nAs was said, during\n\nmany books have been written to tell the\n\nEnglish world what words and phrases must not be used at all ;\nused, in what senses only and with what functions.\n\nor, if\n\nThe writers of these\n\nbooks singularly agree in what they proscribe, and in what, openly or by\n\nBut it does not appear that they have' the\nwarrant of usage for what they so oracularly teach. Each writer speaks\nfor himself, and on the authority of his individual reason.\nThis I can\nimplication, they prescribe.\n\naffirm, for in\n\nmany, in most, of the important judgments pronounced,\nusage plainly allowing what they peremp-\n\nthey are in conflict with usage\ntorily forbid.\nsettled,\n\n—\n\nTo get at the verdict of usage on points thus dogmatically\n\nand on others that these critics have passed by, I have been con-\n\nsulting the best authors, British and American, now living, or, if dead,\nliving till recently.\n\nI have carefully read fifty of these authors,\n\nand read\nJust what these men by habitual use teach\non these points, and what they thus declare to be good English, has been\n\nthree hundred pages of each.\nnoted.\n\nHere are a few of the judgments of these critics reversed by the higher\ncourt of usage.\n\n1.\n\nWe may use such before an adjective and its noun, even when such\n\ndoes not modify the noun alone\nSudi a valuable answer.\n2.\n\n;\n\nTennyson,\n\nwe are not restricted to so in such cases.\nSurprise at such unwelcome news.\n\nFroude.\n\nWe may use each other when speaking of more than two objects we\n;\n\nare not restricted to one another in such cases.\n\nThe three modes of shaping a proposition, distinct as they are from ecbch other, follow\neach other in natural sequence. —e7. H. Newman. Concourse of the various faculties of\nthe mind with eac/i other.\n\n— Walter Pater.\n\n3. 'We may use one another when speaking of two objects only; we are\nnot restricted to each other in such cases.\n\n—\n\nThe two armies failed to find one another. T. R. Q-reen.\nuniverse communicate with one another.— Martineau\n\nHow do the mind and the\n\n"}
{"page": 375, "printed_page": null, "text": "—\n\n—\n\n— —\n\n—\n\n——\n\n—\n\nUSAGE THE AUTHORITY IN LANGUAGE.\n4\n\n363\n\nAYe may use a great deal, a great many, or a good deal, a good many;\n\nusage is equally divided between the two forms.\n\n— E. A. Freeman. A great many authors live because, etc.\nA good many things have gone out with the fire on the hearth. G. D. Warner.\n\nMeans a great deal.\nLowell.\n\nDe Quincey.\n\nDetained before the eye a good deal longer.\n5.\n\nWe may use which with a clause for its antecedent.\n\nOn these subjects they are devoid of the false pretensions of the upper class, rchich is\nIf Oldys meant the last Duke of Bucking-\n\nP. G. Hamerton.\nan unspeakable comfort\nham, wjAic^ is possible— 7?. G. White.\n6.\n\nWe may use whether when three or more objects are spoken of\n\n;\n\nit\n\nis\n\nnot restricted to two.\n\n—\n\n—\n\nWhether grim,\nWhether as a citizen, a patriot, or a practical philosopher. Everett.\nMinto.\nWhether art or science or prac-\n\ngrotesque, whimsical, or playfully affectionate.\ntical craft.\n\n7.\n\n—\n\n— Dean Church.\n\nWe may use the conjunctions either and neither when speaking of\n\nthree or more objects ;\n\nwe need not restrict them to two.\n\nNeither Lear nor Othello nor Macbeth nor Hamlet is so typically perfect a tragedy as\nBy either Marlowe, Greene, Peele, or Shakespeare.\nFr. Harrison.\nthe Agamemnon.\n\n—\n\n—R. G. White.\n8.\n\nWe may use the adjective pronoun either or neither when speaking\n\nof three or\n\nmore objects; we are not restricted to any or none in such\n\ncases.\n\n—\n\nThere is little or no reference, in either of the thi'ee parts, to the dialogue.\nVerplanck.\nHigginson. The decision may\n\nAnd so neither [of three families] can have precedence.\ncome in either of many modes. — Pi'of. Wm. James.\n\nthey need not\n9. We may use hoth or all with of and its noun after it\nbe adjectives belonging to nouns or pronouns, though this is their more\n;\n\ncommon use.\nYoY all of them the Greek had only elegiacs.\nhoth of us.\n\n10.\n\n— Everett.\n\nA. Lang,\n\nWe may use either in the sense of each.\n\nHe saw the land swiftly receding on either side.— Irving.\nby craggy rocks at either end\n11.\n\nThere is enough of him for\n\n— Hawthorne.\n\nA long beach terminated\n\nWe may use the forms any or every or no or some one else's, or any\n\nor every or no or somebody else's.\n\nThere is very little authority for put-\n\nting the ^s upon one or body.\n\nMy happiness is no more desirable than anybody else's. — Martineau.\none else's quarrel.\n\n— Wm. James.\n12.\n\n— Wm. Black. Our faith\n\nis apt\n\nFight in some\n\nto be a faith in some one else's faith.\n\nWe may use none in the singuld^ and in the plural.\n\nBut none of those who laugh at him possess a tithe of his sensibility.\n\nNone A^a^s always so acute a sense.\n\nLowell.\n\nMacauLay.\n\n"}
{"page": 376, "printed_page": null, "text": "—\n\n——\n\n——\n\n—\n\n— —\n\n——— —\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n364\n\nW. We may use some, with numerals, in the sense of about.\nSome six years ago or more.— Carlyle.\ngate.\n\n14.\n\nSome thirtp horsemen dashed through the\n\nBulwer.\n\nWe may use the form seen in is heing buiU, teas being built, to\n\ndenote continuing action in the passive\n\nwe are not restricted to the form\n\n;\n\nseen in is building, was building.\n\nThe point on which the battle was being fought.— Froude.\nmeans of it.— J. Morley. While it was being prepared,\nJ. A. Symonds.\n\nWhich is being done by\nhe stayed at Bath.—\n\n...\n\n15.\n\nWe may use the with\n\n2i\n\nparticiple and\n\nits object-,\n\nwe are not com-\n\npelled to place the object after a preposition.\n\n—\n\namilton.\nThe\nModification is properly the bringing a thing into a certain mode.\nPoltroonery is the\nMill.\nis a crime against others.\n..\n\n'making himself Arwnk\n\n.\n\nacknowledging an inferiority to be incurable.\n16.\n\nEmerson.\n\nWe may use betiveen when speaking of three or more objects\n\n;\n\nwe\n\nare not restricted to among in such cases.\n\nThis use of between is favored\nby the great dictionaries, and can be traced all the way back into AngloSaxon.\n\nThe intercommunications between the eye, the ear, and the tail were of the oddest\nThe family likeness between the nine is so\nand the strangest. Dr. John Brown.\nstrong.\nMarsh. And they three were the dragon, the lion, and the wolf, which should\nThe genetic relationship claimed to exist\ndivide the realm between them.—Holinshed.\nW. D. Whitney.\nbetween ihefiTie great branches of the Scythian family.\n17.\n\nWe may follow the indefinite adjective pronoun one by a personal\n\npronoun or a noun used in place of one\n\n;\n\nwe need not repeat the one.\n\nTo have seen a numerous household assembled round the fire, one would have\nimagined that lie was transported back to those happy days. Irving.\nTo walk\nstaunchly by the best light one has\nthis is the discipline by which alone\nman is enabled to rescue his life from thraldom. M. Arnold.\n\n... —\n\n18.\n\nWe may use had rather, had better, before the infinitive\n\nnot say would rather, would better, instead.\n\nwf need\nThis is common usage from\n;\n\nbefore Shakespeare and all the way down.\n\nHe had better go to an old curiosity shop on High Street. Hawthorne. I h^d rather\nthe Legend and the Talmud and the Alcoran.\nBa^on. We\n\nbelieve all the fables in\n\nh^d better seek for a system which will develop honest men.\n19.\n\nBuskin.\n\nWe may use get in other senses than to '* express attainment by\n\nexertion.\"\n\nIt\n\nmay be used with have to indicate (1) possession and (2)\n\nnecessity; without have, (3) as a causal, (4) in the sense of become, to\nindicate (5) real movement and (6) figurative movement.\n\nWhat large eyes you have got, what large teeth you have got. — Thackeray.\ngot to learn that statesmanship is the most complicated of all arts.\n\n^Stedman.\n\n—\n\nWe have\nThey are\n\nBagehot.\nEmerson got wet and chilled. Holmes. Adam\nOeorge Eliot. How the Jews got on under the Mosaic law.\n\nthe most easy to get obeyed.\ngot down from his horse.\n\nLowell.\n\n"}
{"page": 377, "printed_page": null, "text": "I\n\n——\n\n—\n\n——— — —\n\n——\n\n—— —\n\n—\n\nUSAGE THE AUTHORITY IN LANGUAGE.\n\n365\n\nWe may use at length instead of at last.\n\n20.\n\nAt length we can no longer touch the metal with impunity. Tyndall. The leader\nMacaulay. At length Richard trembles on the brink of annihilation.\nat length arose.\nDowden. The mental force which originates exact thinking will at length command\nTill at length we reached the Blue Hills.\nexact expression. Prof. Phelps.\nEverett.\n\n—\n\n21.\n\nWe may use at best\n\n;\n\nwe need not say at the\n\nOr at best but the Devil's elixir. Longfellow.\nThey are\nsome wandering horde. Prescott.\nrepresentatives of the spirit of the time.\n\n22.\n\nSaw himself at best but tiie chief of\nat\n\nbest\n\n.\n\n.\n\nbut the insufficient\n\n.\n\nBuckle.\n\nWe may use the phrase at all.\n\n—\n\nI must have slept on it or not slept at all.\nDaniel Webster. No eye at all is better\nthan an evil eye. Dickens. If certified at all. Hadley. If it has any meaning at all.\nHuxley. In point of naked syntactical accuracy, the English of America is not at all\ninferior to that of England.\nMarsh.\n\n—\n\n—\n\nWe 7nay use consider with the meaning of deem, thinh, regard we\n\n23.\n\n;\n\nneed not restrict it to the sense oi ponder, deliberate.\nShe considered him a renegade.\ncals.\n\nMotley.\n\nHe considered it his duty to criticise Radi-\n\nMinto.\n\n24.\n\nWe may use just to denote time and in the sense of recently\n\n;\n\nwe\n\nneed not restrict it to mean exactly, precisely, only.\n\nHe had/Ms/ been so indignantly and rhetorically denying.— Motley.\nbeen cleansed by a snow-storm.\n\n25.\nit only\n\nWhich had/ws^\n\nTyndall.\n\nWe may use quite with the meaning very, rather\n\n;\n\nwe need not use\n\nin the sense of completely.\n\nWhich is quite closely allied to one of the more common forms of insanity. HamerQuite early in English literature.\nMarsh. He was quite a lion. John FisJ^e.\n\nton.\n\nQuite ordinary humanity.\n\nWalter Pater.\n\nThese are a few of the words and phrases respecting which usage and\nI say\nusage allowing what they forbid.\nallowing, for the expressions which I here claim may be used are found in\ngreat abundance in the authors read.\nThose expressions for which no\nalternatives are given are those commonly employed\nof the alternative\nexpressions I may say that the one condemned is more often the one especially favored by usage.\nSurely I am not astray in saying that while he who shows us the wide\nfreedom great writers have conquered for themselves and for us, and\nstrives to bring us into the full enjoyment of it, is doing us high service,\nhe who abridges this freedom by markjjig out for our feet a path narrower\nthan the broad highway cast up is engaged in a work of which the least\ncertain critics are at variance\n\n—\n\n;\n\nwe can say is, that it is calamitous in the extreme.\n\n_\n\n"}
{"page": 378, "printed_page": null, "text": "366\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nPHYSICAL EDUCATION IN OUR SCHOOLS.\nBY R. ANl^A MORRIS, OF DBS MOIXES,\n\nlA.\n\nThe wonderful progress which our country has made in her commercial,\nher manufacturing, her financial, and especially her educational interests,\n\nduring the last hundred years, has been done largely at the expense of the\nhealth of her people.\n\nThe physical weakness of the people\nfact that tliey are *' wearing out^\" and\n\n'^\n\nof the nation is proven by the\nbreaking down \" just at an age\n\nwhen they ought to be in the best possible condition to enjoy middle life.\nThis condition is not an accident, but it is the result of the rusli in\nbusiness life, which crowds ten years' work into one ; the strife for intel-\n\nwhich leaves the pupils at the end of\ngood\nhealth; and the lack of attention to projier diet, healthful clothing, and\nlectual excellence in the schools,\n\ntheir course well equipped in everything necessary to success but\n\ncorrect exercise.\n\nThe Greeks, as a natural consequence, owed their magnificent bodies\nand high ideals of form, which have made their sculptures immortal\nthrough the ages, to the refined, systematic exercise which was a regular\nand essential part of their education.\n\nThe weak, over-strained, nervous state of so many men and women,\nand the poorly endowed bodies of a large majority of the children, are\narguments convincing enough to prove the necessity of body cultivation\nfor the youth of our country ;\n\nand they are arousing, within the last few\n\nyears, a general and popular awakening on the subject of health promotion.\n\nJust how the introduction of physical education in America began, I\ndo not know. Surely somebody ought to be congratulated. Perhaps the\nattention of the people was first attracted to the practice of gymnastics\nby the German Turner societies, but the promulgation of physical education has spread far beyond them.\n\" It is\nHon. W. T. Harris says\nthe glory of the present revival of physical exercise, that it is led by\n:\n\neducated physicians.\nof our colleges,\n\nThe establishment of a resident physician in each\n\nas supervisor of gymnastics\n\nand recording inspector of\nphysical development among the students, is a movement of the highest\nimportance.''^\n*'\n\nThe American Association for the Advancement of Physical Educa-\n\ntion\" has recently held its seventh annual convention, and discussed in\na masterly way *' The Condition and Prospect of Physical Education in\nthe United States,\" \" The Influence of Methodical Gymnastics in\nIncreasing Chest Capacity,\" *' The Influence of Habitual Posture on\nthe\n\nSvm-\n\nmetry and Health of the Body,\"\n\n^'Delsarte and his\n\nWork,\"\n\n'^The\n\n"}
{"page": 379, "printed_page": null, "text": "PHYSICAL EDUCATION IN OUR SCHOOLS.\n\n367\n\nSwedish System,\" '' The German System,\" and the '' Best System of PhysEducation for American Schools.\"\nThe Swedish system has its strong advocates, and has taken firm hold\non the Boston schools. The normal schools in Boston and Brooklyn are\nical\n\nsending out well-equipped teachers to all parts of the country.\nIn the\nEclectic Schools of Physical Training at Chautauqua, N. Y., where Dr.\n\nAnderson superintends the instruction of almost & thousand students\neach year, the work is carried on according to scientific principles. This\nschool\n\nis\n\nthe\n\nmedium of disseminating the profound truths of physical\n\nIn the past thirteen weeks 40,000 children in the St. Louis public schools have been weighed and measured.\nMore than a million items relating to the physique of these children have\nbeen collected, and this research is the most extensive of its kind ever\nundertaken in this countr}^ And so the work goes on, not only in a scientraining all over the country.\n\ntific way, but from Maine to Texas, teachers, clubs, societies, and schools\nhave been experimenting on the joints and muscles of the people of all\nThey have patched up the middle-aged and elderly\nages and conditions.\nwith the Delsarte nerve-training and sleep exercises ; they have pinned\non to the society lady a few graces and poses ; they have rounded out the\nmuscles of the boys and girls with Indian clubs and dumb-bells ; and\nthey have worn out the little ones with magnificent displays of sashes,\nwhat is most marvelous they have in eight oneparasols, and fans ; and\n\n—\n\n—\n\nhour lessons prepared physical educators to teach in county institutes.\nAll of this desultory, fragmentary effort follows in the awakening, and\nproves that something is perceived to be physically wrong with the people.\nThere may be some good in this dissemination, and be it far from me to\ndepreciate anything that is being done for physical improvement.\nNo\neffort for the betterment of humanity, however small, can be lost in the\ngrand total. Through the kindergarten and the manual training principles,\nthe science of pedagogy has made a great discovery that of the human\nbody in the schoolroom, and the question is. What is best to do with it ?\nEducators and school officers must establish a systematic organized movement, that will not only reach the colleges and universities but the more\nthan thirteen millions of children in our public schools. Just how far\n\n—\n\nthe schools are responsible for the physical condition of the children is\na hard question to solve.\n\nIt would seem that. they should\n\nsimply supple-\n\nment the home but as conditions are, when in so many instances the\nhome fails to do its part, and in a manner makes a general assignment of\nits children to the school\nthen the school must not fail the Government.\nThe children of the vicious must be trained for humanity's sake so must\nthe children of the weak.\nHealth is a poor man's fortune, and the rich\nwould give his fortune for it. Herbert Spencer says ^' The first requisite\n;\n\n—\n\n;\n\n:\n\nI\n\nto success in life is to be a good animal, and to be a nation of good animals\nis\n\n_\n\nthe first condition of national prosperity.\"\n\n"}
{"page": 380, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n308\n\nThe school management have been somewhat reluctant about taking up\nknow what to do, and\n\nthe work, partly from the fact that they did not\npartly because the school curriculum\n\nis\n\nalready overcrowded ; and then,\n\nagain, they must meet the economy objection.\n\nsame intelligent and busiThere\nmust be money spent in its interests, and push and patience given to creThe advocators must\nating a sentiment in-its favor, before it will succeed.\nbe prepared to show that this extra work in the schools will abundantly\n*' It will make any\njustify added taxation and expense.\nteaching a farce to\ntreat it with financial indifference.\"\nThe ultimate aim will be to secure\nFirst, physical education should receive the\n\nness-like consideration that is given toother branches of education.\n\nstate legislation on the teaching of physical education in all schools supported by public money ; for if it is ever to become a potent factor in our\n\neducational system it must be\n\nmade obligatory in the schools where the\n\nmasses are developed.\n\nOhio has already taken the first step in this direction, and at the last\nlegislature passed a law requiring the teaching of physical education in the\nschools of\n\nall\n\ncities\n\nand towns numbering\n\nas\n\nmany as\n\nfive\n\nthousand\n\ninhabitants.\n\nOur advanced thinkers in the higher schools of learning took up the\nsubject first ; therefore the tendency has been to reverse the natural order\nof things,\n\nand promote the work in the colleges and higher schools instead\n\nof in the common schools.\n\nThis is wrong, for if ever a child needs carebody training it is while his body is being built. Then is the time\nto form habits of health and teach a greater reverence for the sanctity\nof\n\nful\n\nthe body.\n\nThe body training should begin with the child's advent into\n\nschool.\n\nAt present, the successful introduction of physical education in the pubschools will require a competent supervisor, whose duties it shall\nbe to\ntrain the pupils at stated times, and as frequently as\ncircumstances will\npermit, and also to train the teachers, who shall daily conduct\nthe\nlic\n\nwork\nwould be desirable that each school\nbuilding should have its properly fitted apartment for\ngymnastic exercises,\nto which the pupils should repair at such times\nas they could come directly\nunder the charge of the supervisor.\nHowever, very efficient service will result when the\nregular teacher can\nadjust herself to existing circumstances and carry\non a health training along\nwith the other work of her room. She may\nget her training from whatduring tlie intervening period.\n\never source she can\n\nIt\n\none thing is certain, slie must begin with\nherselffirst\nThe work is not an imposition ; on the contrarv, it\nis a blessing to every\nteacher, who ought to hail with delight\nevery good thought\n:\n\nward on the subject.\n\nbrought for-\n\nWhen I hear a sunken-chested, limp-muscled, heelgaited teacher say, -I'm introducing\nphysical culture into my school,^'\n1\n\nthink,\n\nphysician, heal thyself, before you stand\nas an example in the\n\n"}
{"page": 381, "printed_page": null, "text": "PHYSICAL EDUCATION IN OUR SCHOOLS.\npresence of the children!\n\nIf you are only willing to pay the price of prac-\n\nyou can do much to build your body up into strength and good form\n*^\nThe period of body training is not limited to youth,\neven in middle life.\nbut lasts as long as you inhabit your body/' I believe that a teacher should\npossess something of righteousness, something of intelligence, and much\nShe should possess strength and self-control\nof physical wholesomeness.\nsufficient to carry herself with ease and personal dignity before her school.\nAside from the standpoint of strength and carriage, good health has a\ntice,\n\nmoral bearing upon the character of the teacher.\n\n'Tis true that breath-\n\ning will cure anger ; few people know how to breathe as deeply and fully\nWeak muscles and poor nerves cannot easily command\nas they should.\nthe virtues of patience, cheerfulness, and firmness, so needful to the pro'Tis not enough to be able to '-'go through '' a series of mechanifession.\ncal\n\nevolutions with wands and\n\nclubs ;\n\nbut the principles of physical\n\ndevelopment, muscle building, nerve training, and hygiene must be underAll teachers\nstood, and the practice taken hand in hand with the science.\nshould understand that part of physical culture which bears on training\nthe vocal organs.\nruffle the temper of\n\nThey should know enough of voice training not to\nThe bearing,\nthe children and injure their voices.\n\nthe vitality, the carriage, the tones of one who goes in and out before the\nstudents each day are a great silent teaching.\n\nThe presence of a teacher\n\nsometimes, instead of radiating light and good cheer, hangs over the\nchildren like a mantle of darkness.\n''\n\n'MVhat is the best system of gymnastics for our American schools ?\nMost surely do we\nis the question in the minds of our leading thinkers.\nwant a system that is based upon scientific principles, and has the quality\nof conforming to the needs of the rising generation, from the kindergarten\nto the college.\nSuch a system is in the progress of evolution and compilation, and will be built upon the study and practice of our best thinkers\nand teachers. We want a training that establishes the best physical posone that\nsibilities in each individual, and leaves no muscle undeveloped\nwill compel the blood to circulate strongly in the weak parts of the body,\nand will teach the children how to recreate correctly.\nWe want a training that will in a measure prevent disease. Physicians\nbear testimony to the fact that a large proportion of sickness and death\n;\n\nis traceable\n\nto the ignorance of such common laws of health as should be\n\ndrilled into the minds of every school pupil.\n\nWe want such teaching as\n\nwill make promptness, control of the body, and\n\ngood manners habitual.\n\nWe want a training that will teach how to eat and dress more in accordance with nature's laws.\n\nIt is natural to be healthy, and there is no reason\n\nwhy the most intelligent animal should suffer the most from bodily pain.\nI wish that\n\nwe might have\n\na school\n\nhealth, planned for utility and\n\ndress suited to the promotion of\n\ncomfort\n\n;\n\none that would laugh at the\n\nfads and follies of fashion, and be so fi-tted to the natural form as to hang\n24\n\n"}
{"page": 382, "printed_page": null, "text": "—\n\n370\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nfrom the shoulders, and not press the stomach and contents of the abdomen\ndown out of their natural position. We want a training that will develop\nstrong healthy bodies, and store up a large quantity of reserve force for\n\" for July, recomDr. Rice, in ^*The Popular Science Monthly\nafter life.\n'' If we assist the organs during childmends physical exercise and says\n:\n\nhood when they are weak, not only will much be done to restore good\nhealth during this period, but the age of maturity will be reached with a\nwell-developed body, and good health to a considerable extent will be\nWe want such exercise as will coordinate body,\nassured through life.\na physical education that shall bear its part in the true\nwhich means the development and libera-\n\nmind, and soul\n\neducation of the entire leing\n\n—\n\nI believe that the com-\n\ntion of all our powers, mental, moral, physical.\n\nplete development of a triune nature is the grand design of a triune God.\n\nWhen the physical passes from the slavery of weakness and awkwardness\nand personal control, then the individual\ncomes in nearer kindred with the Divine. In harmony with the moral\ninstincts, it is every Christian's duty to take care of his body.\nWe are\ncommanded to glorify God in our bodies as well as in our spirits, and not\ninto the freedom of strength\n\nCO defile the temple of\n\nthe soul.\n\nWe appreciate genuine exercise, we want honest, genuine muscle-building and nerve coordination, but we do not believe in such exercise as too\nstrongly compels the attention and taxes the will ;\n\nprolonged attention\n\nfatigues the brain, over-develops the nerve centers, and destroys the beneficial effects of exercise\n\non the muscles.\n\nThe harmonious cultivation of the nerves and muscles cannot be separated, as the motor part of the brain can only attain its full vigor when\nthe body is in a healthy condition.\nTiiere is danger of gymnastics being too severe\n\ning all good\n\nhave a place.\n\nand entirely overthrowand just here the relaxing and recreative exercises\nDon't say to the child, '*Be still,\" but by recreative and\n\neffects,\n\neducative exercises train his little body into self-control.\nRemember, his\nblood is warmer and circulates faster than yours he needs an outlet for his\n:\n\nsuperabundant animal life.\nBefore this habit of wasting the vital forces\nbecomes fixed, he should be taught how to rid himself of this nervous\nstrain ; then when he has once learned the lessons of ^Hetting\ngo of him-\n\nand feels sure that his head and feet will stay on without\nwatching, he is in a possession of a knowledge that will be a blessing to\nhim through his entire life.\n\nself,\" as it were,\n\nOur overworked American people, and especially the teachers, need to\nknow the secret of resting the muscles and freeing the tired nerves when\nthey are not in use.\n\nHon. W. T. Harris says : '' The great need of\npupils is relaxation ; the\npupil needs to stretch his cramped\nmuscles and send the blood in torrents\nthrough his limbs, which become torpid with\nunuse.\nThe pupil is in want\n\n"}
{"page": 383, "printed_page": null, "text": "PBTSICAL EDUCATION IN OUR SCHOOLS.\n\n^1\\\n\nof fresh air, and of the deep inflation of the lungs that exercise in the open\n\nHe ought to use his voice, too. The reformers propose to\nthrow open the windows and let in fresh air ; they will have a system of\nwell-devised movements which will give the needed circulation of the\nair gives.\n\nblood, etc.\"\n\nHe admits that gymnastics serve a good place in the schoolroom, but\nsays, ''^The chief demand\n\nupon the pupil in calisthenics is a requirement\n\nof him to strain his attention and exercise his will.\n\nIt is a will-training\n\nThe instructor's best\nservice is to be along the line of enlightening the student who is on the\nverge of nervous prostration how to build anew his nerves.\"\nthan a physiological training.\n\nto a greater extent\n\nMr. Harris says this in defense of out-door recesses, because they are\nbeing displaced with a kind of gymnastics which\nthe time when rest is needed.\n\nis\n\never taxing\n\n—just at\n\nBelieving, as we do, that out-door recesses\n\nmore evil than good, from harmful associates, violent\nand irregular exercise, indiscriminate racing and shouting, we have given\nthis phase of the work especial attention, and would suggest recess recreation instead of recess gymnastics.\nThe windows can be thrown open while\nthe pupils engage in full deep breathing and recreative marching ; they\ncan practice ''^chinning\" on the horizontal bar suspended in the cloakroom door, or they can exercise on the vaulting bar ; they can engage in\nthe\ntug of war,\" *' chest dipping\" by pushing on the desks, and, best\nall of which afford cheerful recreation.\nof all, in the \" relaxing exercise \"\nA student who is correctly trained will never come to the verge of\nnervous prostration therefore we will not in the future need the restorative exercises that Mr. Harris suggests.\nWe have told you that we believe in strength ; we also believe in knowing\nhow to save and use strength. We believe not in cultivating the body as\nan end in itself, but as the agent of the mind and soul so we would weave\ninto the fabrics of our system a thread of connection between the strong\nbody and the expression which is made not of the body, but through it,\nand would introduce courteous deportment and movements expressive of\nare productive of\n\n**'\n\n—\n\n;\n\n:\n\nthe emotions.\nI\n\nhave no sympathy with the kind of instruction which deals out only\n\nthe dry bones of mechanical practice, without suggestions of\ntion to practical life and beauty.\n\nits\n\napplica-\n\nThe mind must be awakened to a keen\n\nappreciation of the need of a good body ; then practice to the end of\n\ndeveloping the physical being becomes a pleasure.\n\nBoys can be won to\n\nearnest work by suggestions as to the importance of strength and manli-\n\nThey can easily be led to see the commercial value put upon a good\nform and courteous bearing by the business world. Tell them of the boy\nwhose healthful, gentlemanly appearance won him the position over a\ncrowd of careless, slouching competitor.\nGirls are pleased with the attainments of grace, good form, strength.\nness.\n\n"}
{"page": 384, "printed_page": null, "text": "372\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nfor health and\nand beauty, while all acknowledge the universal demand\ngood manners.\nWhen once a child is taught the importance and language of movement,\nshuffle his feet\nand its reflex action upon his character, he will no more\n\nprofanity to pass his lips.\nor slam the door, than he will permit slang or\nare doing for the nation\nwe\nto-day\nWhat we are doing for the children\nThe results\nreformation.\nthan\nbelieve rather in formatiou\n\nto-morrow.\n\nWe\n\nof such a physical training as we want will make it\n\nimpose artificial restraint for good\n\nwholly unnecessary to\nTruly trained\n\nconduct on the people.\n\nthemselves\n\nphysical movements, rooted in moral vitality, will so incorporate\nThe laws of\ninto the very being of the individual as to become natural.\ntlieir existence will\n\n\" Vice\n\ncommand their appetites and evil natures.\n\nand crime can be controlled at the fountain head of physical law.\"\nonce taught in this way, people will depend on Nature's true tonic\n\nWhen\n\n—exer-\n\nair—for invigoration, and will thus build themselves up\ninto purer and more honest living.\nThe work is new, and true growth is slow but I believe that in time\n\ncise and fresh\n\n;\n\nmy most ardent hopes for the bettering of our people through a systematic\nphysical training in the schools is not beyond fulfillment.\n\nDISCUSSION.\nDr. W. G. Anderson, of Yale : It is too generally admitted by institutions of\nlearning, that physical training is essential, for me to dwell upon this particular feature.\nOur schools agree in their catalogues, if not in any other way, that pupils should rethis being the case, let us turn our attention to other phases\nceive gymnastic training\nof the question.\nFacts will be worth more just now than theories.\nIf we who represent the physical educators wish the school commissioners to adopt\nsome system of physical training, we must present something worthy of being accepted.\nThe colleges can take care of themselves ; the public and normal schools should be\n;\n\nlooked after.\nThe system that goes into these institutions should be to a certain extent eclectic, or\nAmerican if the name is any better. It must be made up of the strong parts of the\nrecognized methods.\nIt must be one that will produce results, because the value of any method of training\nis based on the results it can produce.\nIf from three systems the same result can be had, then use that one that will most\npleasantly effect it.\nIf the Swedes, or Germans, or the followers of Delsarte, claim that their systems are\nthe only ones, and that good does not exist in others, they are putting a fence around\ntheir profession, and consequently narrowing the field of work.\nThe Swedish theory is fascinating; the practice is not, especially for children.\nThe reverse may be said of the German gymnastics. They have not presented their\ntheory so well, but their practice is more interesting.\nIf the school boards wish their teachers to instruct the pupils in gymnastics, they\nmust educate the teacher.\nNo one can teach what he does not know.\nThe plan of training to be adopted in this country must be a broad and liberal one.\nIt must seek to educate and to produce the results supposed to be the outcome of gymnastic training.\nIt will take time to formulate a system, but such a system will surely come some day.\n\n"}
{"page": 385, "printed_page": null, "text": "TUB TEAUHINO OF LATIN IN SECONDART SCHOOLS.\n\nIlEPORT\n\n373\n\nOF ROUND-TABLE CONFERENCE ON \"THE\n\nTEACHING OF LATIN IN SECONDARY SCHOOLS.\"\n\nCongress Hall, Saratoga Springs, N. Y.,\nFriday, July 15, 1892.\n\nThe conference was organized at 9.30 at the above hotel by calling W.\nT. White of Tennessee to the chair.\nSome twenty-three teachers, engaged\nin teaching high school Latin in different sections of the Union, were pres-\n\nThe session lasted some two hours, and among other topics discussed\n'* Inductive\nMethod of Teaching Latin,\" '* Should Pupils be\nTaught to Converse in Latin ? \" '' At what Age should the Study of Latin\nbe taken up ?\" '^ Latin Prose Composition,^' etc., etc.\nSo great was the\n\nent.\n\nwere,\n\ninterest manifested, that it was the unanimous opinion of all present that\n\nthe conference should be continued at the next annual meeting of the N.\nE. A. ; and, upon motion, a committee of three were appointed to prepare\ntopic or topics on *^^High School Latin,'' for that occasion.\n\nThose ap-\n\npointed were. Principal H. P. Lewis, of the Omaha (Neb.) High School,\n\nMiss DeVoll, of the Hornellsville (N. Y.) High School, and Dr. Carl F.\nKayser, of the Packard Institute, New York City.\n\nW. T. White, Chairman.\n\n"}
{"page": 386, "printed_page": null, "text": ",J^\n\n"}
{"page": 387, "printed_page": null, "text": "PROCEEDINGS AISTD ADDRESSES\nOF THE\n\nDEPARTMENT OF HIGHER EDUCATION,\n\n"}
{"page": 388, "printed_page": null, "text": ""}
{"page": 389, "printed_page": null, "text": "Department of Higher Education.\nSECEETAEY^S MINUTES.\nFIRST SESSION.\nAUDITOKIUM OF THE HiGH SCHOOL BviLDINQ,\nThursday, July 14, 1892.\n\n)\n\nj\n\nNoJ^E of the officers being present, the meeting was called to order by\nJames H. Baker,\nDr. Nicholas Murray Butler, of Columbia College.\nPresident of the University of Colorado, was elected permanent Chairman Dr. Gr. E. Fellows, of the University of Indiana, was elected SecDr. Butler moved that a committee on nominations be appointed,\nretary.\nMotion carried. The Chair appointed\nto report at the meeting on Friday.\nDr. Butler, Mr. Melvil Dewey, and Professor Henry C. King.\nThe Department was then addressed by the Hon. Cliarles C. Bonney,\nof Chicago, on the World's Congresses of 1893.\nAt the close of his remarks, in reply to a question, Mr. Bonney said\nthat the relation between the local committee on the World's Congress\nand the Department of Higher Education was to be here established, and\nthat it was desirable that a committee of conference be appointed.\nUpon\nmotion of Professor Fellows, the Committee on Nominations had added to\nits duties the appointment of the committee of the kind desired, to report\nthe same on Friday.\nThe Department then listened to a paper on\n''Rhetoric and Public Speaking in the American College,\" by Professor\nHenry AUyn Frink, of Amherst College.\nThis paper was freely discussed.\nA brief summary of the discussion\n;\n\nfollows :\n\nPREsroENT Chas. Scott, of Hope CoUeg^e, Michigan, said he was sorry to hear that\nliterary societies are about dead, as he learned more of public speaking in literary\nsocieties than in any other way, and the real preparation for life was there obtained.\nPublic speaking cdnnot be taught in the class-room.\n\nProfessor Fellows, of Indiana University, said that we only had to listen to a\ncomplete programme of any of our great conventions to see how sadly was training\nneeded in public speaking. Men are eminent as specialists, but many cannot properly\ngive expression of their thoughts to others. They cannot be heard in a great assembly.\nPublic speaking can be learned at college, and college men. above all others, who are\nsupposed to have great thoughts, should be able to present them well.\n\nProfessor Fisher, of Wheaton College, sg^d that the literary society is still alive,\nand the members discussed old questions with enthusiasm. The occasion is just as real\nto them as if newer questions were brought before them.\n\n"}
{"page": 390, "printed_page": null, "text": "378\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nProfessor Hume, of the University of North Carolina, said that the literary society\nThey are one hundred years old.\nflourished in his institution as a green bay tree.\nMany statesmen of old and recent times received their training there. Graham, on the\nProfessor Hume thought that work in\nticket with Winfield Scott, was one of them.\nliterary societies should be co-ordinated with work in the class-room, and believed it\npractical.\nProfessor King, of Oberlin, commended the paper as proper in all respects, but also\nthought that there is a need for free public speaking, some occasion which is real, and\nwhere the student has something to gain. There are eight literary societies at Oberlin.\nProfessor King learned more from recitation than in literary societies, and thought\nthat may be the lecture system, as now more generally introduced into our large instituThe recitation is most\ntions, obstructs the training that would come from recitation.\nimportant in training for public speaking, as there is something at stake.\n\n—\n\nPresident Mauck, of the University of South Dakota, said that the fact that training in public speaking is looked down upon is because it is confused with elocution.\nBy elocution one strives to give to others not his own ideas, but the ideas of some one\nPresident Mauck was most impressed by the part of the paper where Professor\nelse.\nFrink describes his method of finding out what is each one's special characteristic, and\nthen giving attention to the development of that.\nThe other style of teaching takes\nout the personality. The method described in the paper is surely better.\n\nProfessor Sprague Smith, of New York City, said that it was unfortunate that\nGreek-letter societies had replaced the old literary societies.\nThere is something stiff\nand not individual in the American speaking.\nnot take a child and develop a\nnatural tendency to easy speaking and gestures, instead of giving formal instruction ?\nKeep the straight- jacket off and we get more natural oratory.\n\nWhy\n\nProfessor Brown said that the same method that was described by Professor Frink\nhad already been tried successfully in New York State, in Hamilton College. Mannerism is acquired by practice in a small room, and those who practice speaking in a large\nroom are more successful.\n\nProfessor Frink said that the Greek-letter societies in Amherst College are a great\naid in the rhetorical and oratory work.\n\nMeeting adjourned until 3 p.m., Friday.\n\nSECOND SESSION.\nFriday, July 15, 1892.\n\nThe meeting was called to order at 3 o'clock by President Baker. The\nreport of the Committee on Nominations was first presented.\nThe report\nwas adopted.\nThe first paper on the programme was by Hon. W. T. Harris, Commissioner of Education, on '*The Future of Higher Education in America.''\nThe second paper was by President Raymond, of Middletown AYesleyan\nUniversity, on \"Education and Citizenship.\"\nThe third paper of the session was by Pi-ofessor Elmer E. Brown, of\nMichigan University, on \"The University in its Relation to the People.\"\nProfessor Charles M. Gayley, of tlie University of California, made\nsome extemporaneous remarks upon the subject of literary science. No\n\npaper having been prepared, no report of the address appears.\n\nMeeting adjourned.\n\nJames H. Baker, President pro tern.\nGeorge E. Fellows, Secretary pro tern.\n\n"}
{"page": 391, "printed_page": null, "text": ":\n\n:\n\nREPORT OF COMMITTEE ON NOMINATIONS.\n\n379\n\nREPORT OF COMMITTEE OX NOMINATIONS.\n\nTo the Department of Higher Education :\n\nYour Committee on Nominations beg leave to submit\n\nthe following\n\nreport\n\nIn view ofjtlie fact that the Department has been permitted to run\n\ndown during the last two or three years, it seems to be absolutely necessary that no person shall be elected to responsible office at the present\n\ntime who will not agree, at the time of his acceptance, to be present at\nthe next meeting of the Department, and labor earnestly for its success.\n\nWith a little concerted effort, a large and representative attendance can be\nsecured for the meeting of the Congress of Higher Education in Chicago\nin 1893, as well as for the next regular meeting of the Department at some\n\nplace yet to be determined.\nYour Committee, therefore, report the following list of nominations, and ask to be empowered to fill any yacancy\nin the list, should the persons here named, if elected, decline to state\nspecifically that they will be present at the next regular meeting of the\n\nDepartment\nPresident\n\n—President Seth Low, of Columbia College, New York.\n\nVice-Presidents— Rt. Rev. John\n\nJ. Seane, Rector of the CathoHc University of\nAmerica, Washington, D. C. President W. D. Hyde, Bowdoin College, Brunswick,\nMe.\nPresident W. G. Ballantine, Oberlin College, Oberlin, 0.\nChancellor James H.\nCanfleld, University of Nebraska, Lincoln, Neb.\nand President William Preston John;\n\n;\n\n;\n\n;\n\nston, of Tulane University, New Orleans, La.\n\nSecretary\n\n—Melvil Dewey, Secretary of the University of the State of New York,\n\nAlbany, N. Y.\n\nYour Committee were also instructed to report a committee to represent\nthis\n\nDepartment in co-operation with the World's Congress Auxiliary at\n\nthe Congress of Higher Education to be held next year.\n\nWe recommend\n\nthat the officers now to be elected be constituted as such committee, and\n\nbe directed to co-operate not only with the World's Congress Auxiliary, but\n\nwith the Committee of the !N\"ational Educational Association on the\nWorld's Educational Congresses, of which committee Dr. William T.\nHarris is Chairman.\nRespectfully submitted,\n\nNicholas %1urray Butler, ^,\nTT rx T^\nr Committee,\nH. C. KiKG,\n)\n)\n\n"}
{"page": 392, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n380\n\nTHE WORLD'S CONGRESSES OF 1893.\nBY PRESIDENT CHARLES C.\n\nBOI^^KEY, OF\n\nTHE WORLD'S CONGRESS\n\nAUXILIARY.\nMr. Bonney spoke substantially as follows\nMr. President, Ladies and Gentlemeii: On the eve of my arrival to\n:\n\nattend the Convention of the National Educational Association, I had the\npleasure of* listening to Dr. Pepper, Provost of the University of Penn-\n\nHarvard University, at the great\nand when I listened to Dr. Pepper's appeal\nfor a federation of learning, and to Dr. Eliot's earnest plea for individualism in education, I felt that we were, indeed, living in the midst\nsylvania,\n\nand Dr.\n\nEliot, President of\n\nmeeting held in the Casino\n\nof the\n\n;\n\nWe have heard much of the federation of\nsomething of tlie federation of man, but the idea of a uni-\n\nnew educational age.\n\nlabor, and\n\nversal federation of learning is a new star in the intellectual firmament.\n\nWe have heard much — quite too mnch — of uniformity in education, of\nequal attainments by unequal faculties ; and it was refreshing, indeed, to\n\nhear the head of Harvard University plead for the right of individual\ngenius to recognition and development.\n\nEven the briefest review of the events of the last fifty years is sufficient\nto show how largely ^*old things have passed away, and all things in the\n\neducational realm have become new.\"\nIf asked to\n\nname the most important distinguishing characteristic of\n\nthe educational movement of onr own immediate time, I should, without\nhesitation, say that it is the impulse of the higher institutions of learning\n\nof truth and learning, accumulated through\nformer generations, to those multitudes of the people who have hitherto\nbeen deprived of them, and to say, take freely, *^ without money and\nwithout price.\" At last the higher institutions of learning have reached\nthe condition of development and strength from which they can go forth\nto conquer new realms and confer the new citizenship of culture on their\nto carry their treasures\n\nwilling inhabitants.\nIt is a familiar truth that there can be no evolution without a precedent\n\nthat nothing can be evolved which has not\nbut it is not so familiar truth that when at last evo-\n\ncorresponding involution ;\nfirst been involved ;\n\nlution has become complete by ascending to the borders of the divine, it\nreverses its course, and, descending on a new mission, will be content with\n\nnothing less than the regeneration of all things within its sway.\nThus,\nthe higher institutions of learning which through many weary centuries\nhave struggled, first for mere existence, and afterward for enlargement,\n\n"}
{"page": 393, "printed_page": null, "text": "PRESIDENTS ADDRESS.\n\n381\n\ncompletion, perpetuity, and power, have at lust reached a stage from\nwhich they can go forth like armies with banners to overcome the world\nof ignorance and superstition which lies around and below them.\nThis is\nthe secret and the meaning of the present world-wide movement which\npasses by the name of *' The Extension of University Teaching.\"\nBefore this new era, not only were the higher institutions of learning\nisolated from the people, they were also isolated from each other.\nNo\ncommon tie bound them in fraternal relations. But in this our day, the\n\nimpulse\n\nto give the treasures of learning to the masses of the\n\npeople\n\nis\n\nnecessarily accompanied by tlie impulse to bring those who are engaged in\nthis heavenly mission into friendly relations with each other.\n\nThat we live in the midst of what may not improperly be called **an\nimpending revolution,\" all may see. That great changes in the relations\nof different classes and peoples to each other are inevitable, few close\nobservers will question.\nThat the result of these changes will be the\nestablishment of a higher and better justice among men, all who love\ntheir kind will ardently hope.\nBut the most vital question involved is\nwhether the impending changes shall be wrought in peace or with violence,\nby the weapons of truth or by the clash of arms ?\nIn the days when force was king, men turned their eyes in times of\ntrouble to forts and commanders and armed hosts but now, in this dawn\nof \"the peace beginning to be,'\" the leaders of mankind, confronted with\nthe great and far-reaching changes to which I have referred, turn their\nanxious eyes to the fortresses of learning where are gathered the apostles\nof science and art, of culture and progress, and call for heroes who have\nthe knowledge, the wisdom, and the strengtli adequately to deal with and\neffectually to settle such conflicts as that of which the impending struggle\nbetween capital and labor is the leading type. From land to land the\n\"black anarchist\" whispers the war cry of \"ninety-three!\" Let the\nleaders of progress throughout the world proclaim that in these closing\nyears of the century of progress the only torch by which a just cause can\nbe advanced is the torch of learning the only sword by which evil can be\neffectually subdued, the sword of truth.\n;\n\n;\n\nBUT WHAT CAN^ BE DONE AT CHICAGO NEXT YEAR ?\nI will\n\npresume that you heard the presentation made, in\n\nmy discourse\n\npurposes of the series of World's\nCongresses to be held at Chicago during the six months of the Exposition\nthis morning, of the general plans and\n\nseason of 1893, and will therefore not repeat what was then set forth.\n\nhowever, properly refer in more detail to the Congresses of Higher\nEducation which are embraced in the plans of the AVorld's Congress\n\nI may,\n\nAuxiliary.\n\nWe invite the faculties of the colleges and the universities of all coun-\n\n"}
{"page": 394, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n382\n\ntries to convene in a fraternal assemblage for the purpose of\n\nconferring in\n\nmode in which the blessings of\nhigher education may be most effectually extended among the masses of\n\nregard to their mutual interests and the\nthe people.\n\nWe invite the students of the higher institutions of learning throughout the world to meet in congress, in Chicago, next year, and emulate the\nexample set by the International Congress of Student Youths, held at\nParis,\n\nduring the Exposition of 1889, under the leadership of Ernest\n\nLavisse.\n\nWe invite the college fraternities of all countries to assemble in Chicago\nnext year, to consider how they may most effectually contribute to the\nspread of learning throughout the world.\n\nThese higher educational congresses will be in addition to the General\nEducational Congress, and the other special educational congresses\nmentioned this morning. We desire the attendance at them, not only of\nthe presidents and faculties of the most renowned institutions of learning, but also, and as earnestly, the presence of the representatives of the\n\nhumbler colleges of all countries.\n\nWe want them all to feel that the\n\nglory and the power of learning throughout the world are the\n\ncommon\nmay\n\nheritage of all who are engaged in its pursuit, and that the humblest\n\nshare with the greatest in the sacred war against ignorance and superstition.\nI think 1 cannot do better, in conclusion,\n\nthan read to you the official\nDepartment of State to all the diplomatic\nand consular officers of the United States, resident in other countries, to\nformally invite the governments to which they are respectively accredited\nto send delegates to all or any of the World's Congresses of 1893, in addition to the representatives who are expected from the societies and instiletter of instructions from the\n\ntutions of different countries.\n\nDepartment of State,\nWashington, June 18, 1892.\nTo the Diplomatic and Consular Officers of the United States:\n\nGentlemen\n\n— The Department\n\nis\n\nin receipt of a letter\n\nfrom ^Ir. Charles C. Bonney,\n\nPresident of the World's Congress Auxiliary, dated Chicago the 3d instant.\nthat, in\n\nIt states\n\npursuance of the course indicated in the original announcement of the World's\n\nCongress Auxiliary, which was transmitted with the act of Congress approved April 25,\n1890, and the President's invitation of January 14, 1891, extending to all foreign\ngovernments a cordial invitation to participate in the World's Columbian Exposition,\nto be held at Chicago in 1893, the work of the World's Congress Auxiliary has been\norganized to the present date in sixteen departments and more than one hundred general\ndivisions in which congresses are to be held.\n\nThe preliminary organizations of these congresses are contained in the preliminary\npublications of the Auxiliary, copies of which are herewith transmitted.\n\nIt is especially\n\ndesired that the largest practicable participation of foreign peoples and governments in\n\nthe whole series of these important congresses may be secured, and. in consequence of\nthe brief intervening period, the utmost diligence to that end is earnestly enjoined.\n\n"}
{"page": 395, "printed_page": null, "text": "PUBLIC SPEAKING IN THE AMERICAN COLLEGE.\nIt is particularly\n\n383\n\nrequested that a convenient number of the most eminent representa-\n\ntives of the various departments of human progress be selected as delegates to attend the\n\nrespective congresses, by or under the direction of each of the foreign governments, in\n\naddition to those\n\nwho will come as the representatives of the leading institutions and\n\nsocieties of the different countries.\nwill, it is confidently believed,\n\nSuch a co-operation on the part of other governments\n\ntend in the highest degree to promote, strengthen, and\n\nextend those fraternal relations and mutual benefits which may now justly be regarded\nas the supreme object of international intercourse,\n\nand as involving a higher civiliza-\n\ntion and a broader human progress.\n\nYou will promptly communicate this supplementary invitation to the government to\nwhich you are accredited, and use your best endeavors to obtain its cordial and hearty\nco-operation, reporting, without unneccessary delay, the result of your efforts in this\nbehalf.\nThe plans aims, objects, and purposes of the congresses in question are amply\ndisclosed by the printed pamphlets accompanying this invitation.\nOn receipt of the names of such delegates as may be selected to attend these several\ncongresses, suitable communications will be promptly forwarded to them.\nI am,\n\ngentlemen,\n\nYour obedient servant,\nWilliam F. Wharton,\nActing Secretary.\n\nWith a cordial invitation\n\nto attend the educational congresses of 1893,\n\nhave the honor, ladies and gentlemen of the Department of Higher\nEducation, to return my thanks for the kind attention I have received.\nI\n\nRHETORIC AND PUBLIC SPEAKING IN THE AMERICAN\nCOLLEGE.\nBY PROFESSOR HEJfRY ALLYN FRINK,\nRHETORIC,\n\nPH.D.,\n\nDEPARTMENT OF\n\nLOGIC,\n\nAND PUBLIC SPEAKING, AMHERST COLLEGE.\n\nThe rhetoric included in my subject is the rhetoric of the forms of\ncomposition adapted to public delivery.\n\nI\n\nmay add that there is also a\n\nlarge range of composition not intended to be spoken, yet which, to be\neffective in its purpose,\n\nmust have the directness, force, and pointedness\n\n—\n\nIn fact, nearly\n\nall successful composition\nexcept perhaps the higher forms of literature, which, as the critics tell us, are not a\nmeans, but in themselves an end is marked by these characteristics of\nthe spoken v/ord.\n\nof oral address.\n\n—\n\nOne of the great mistakes in rhetorical training, I think, has been the\nfailure to make the necessary distinctions between this\n\nkind of composi-\n\ntion and that of the purely literary type.\n\nLiterature proper, which appeals to the thought, the imagination, the\nsensibilities,\n\nof rhetoric.\n\nsimply through the eye, is»but slightly subject to the rules\n\nThe essential elements of\n\nindefinable, illusive,\n\nliterary power and beauty are\nand are not to be communicated by formal instruc-\n\n"}
{"page": 396, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n384\n\nThe nearest approach to this end by direct teaching is from the\nBut this cannot go beyond the mere form\n\ntion.\n\nanalysis of literary models.\nof literature.\n\nIts spirit is not to be thus dissected.\n\npurpose to show in what ways,\n\ncomposition to a literary sense and\n\nspirit,\n\nexpression and skill in construction.\nsecret, if\n\nhas any\n\nman\n\n;\n\nand I\n\nIt is\n\nany, the student\n\nif\n\nI\n\nno part of my\n\nmay be helped in\n\nor even to a literary style of\nhave a colleague who has the\n\nshall leave\n\nit\n\nto\n\nhim to tell in his own\n\nway, and at some other time and place, his methods.\n\nIt is\n\nenough for\n\nme to say that, in my opinion, the formal study of rhetoric will be, at\nthe most, no more than a preliminary step in helping to produce the\nsuccessful sketch, story, or literary and critical essay.\n\nThe field of rhe-\n\ntorical training that may be largely and immediately fruitful, however, is\n\nHere instruction may be defiWith the wise and faithful use of right methods\n\nin the direction indicated by ray subject.\nnite, positive, helpful.\n\nthe student may be aided in this broad range of practical composition\nto write with ease and power.\nTo be definite, then, as to the rhetoric of\n\nmy theme, I repeat that it is concerned simply with that composition\nwhich can be successfully produced only when the writer, while composing, imagines his audience before him, and writes as\n\nif\n\nspeaking to a\n\nWith this understanding, the close connection between the work\nin rhetoric and the work in public speaking will, I think, be suggested.\nAnd now let me explain what I mean by public speaking. Coupled with\nrhetoric, the combined phrase answers in some small measure to what was\nhearer.\n\nonce included under the term oratory.\n\nSchools for the technical training\nof actors and dramatic readers have of late, however, usurped this word,\n\nand turned it from its original sense.\nYet the term oratory, as it appeared in the college catalogue, had in\nit-s old significance, when not an indefinite, a most inadequate meaning.\nAs far as it represented the actual work of a department, it usually stood\nfor the public hearing of a few declamations in the early part of the\ncollege course ; and, in the latter part of the course, the hearing of a\n\nfewer number of orations.\n\nA term or part of a term of the formal study\n\nof rhetoric, with the reading of a\n\nfew essays, added\n\nto\n\nthis\n\nuntrained\n\ndelivery of a few declamations and orations, completed what was thought\nto be a generous course.\nIt is a question whether this is not an ample\nstatement of the actual work done in this direction, even to-day, in\n\nmany of our colleges.\nBut I mean, by a course in public speaking, something very different.\nmean such a broad and thorough training in power of expression, both\nin the spoken and in the written word, as shall prepare the student to\nmeet, as a speaker, the varied demands of professional and public life.\nI\n\nIt is a course that has its general disciplinary value as well as its practical\nuse.\n\nIt is a course that is to have its\n\nand perfecting the man, no\n\nless\n\npart in developing, strengthening,\nthan in training the future preacher,\n\n"}
{"page": 397, "printed_page": null, "text": "PUBLIC SPEAKING IN THE AMERICAN COLLEGE.\nlawyer, legislator, or speaker, who\n\nis\n\nsocial, or philanthropic interests.\n\nIt stands\n\n385\n\nthe representative of large business,\n\nnot simply for vocal culture,\n\nelocutionary drill, and the study of effective action, but for such special\ntraining in logical force and rhetorical skill as shall make easy, natural,\nand thus genuine, the grace and power of the spoken word. The course,\ntherefore, has to do with the student as thinker and as writer as well as\nspeaker.\nIt means no enforcement of an arbitrary system of delivery,\nno limitation of means to a prescribed set of rules. Recognizing with\nEmerson that behind the orator is the man, it stands for a training that\nshall call forth the individual powers of the student, and help these\npowers to their largest usefulness by preserving, stimulating, and developing the personal force of the speaker, freed, as far as possible, from\n\npersonal defects.\nIts work, it is plain, is in a large degree radical.\n\nIt goes to the sources\n\ndo with the man no less than with the orator, it\nnot only seeks to help guide his thinking processes and shape his habits\nof written expression, that he may speak logically and forcibly, but it also\naims to inspire his moral qualities to their highest reach, and to deepen\nand broaden his emotional susceptibilities, that he may speak nobly and\n\nof power.\n\nHaving\n\nto\n\nheartily.\nIts aim is something very different from imposing a manner.\n\nIt is pre-\n\nparing the matter to form rightly its own manner.\n\nIn a certain sense this developing and training of character, this disand molding speech in its written and spoken\nforms, is, as it may be said, the province of the whole college curriculum.\nciplining the thought,\n\nIt belongs, however, peculiarly to such a course as I\n\nhave in mind, to\n\ngive immediate opportunity for the expression of this general develop-\n\nment, discipline, and training.\n\nAll that the student has gained in every\n\nother department he will have occasion to use in this particular depart-\n\nment. It will be, from term to term, the measuring center of his gain\nand growth. But, more than this, it will have its own especial developing, disciplining, and training power, in teaching the student how to use\nfor a definite end the resources acquired in his general course of study.\n\nAs a means of this right application of knowledge and mental power, there\nas has been said, not simply elocutionary training, but combined with it logical and rhetorical training while behind all forms of\ninstruction there must be an inspiring, invigorating force to help the\nWith this hint of\nspeaker as a man to be at his best and to do his best.\n\nis required,\n\n;\n\nthe nature and the range of the department of public speaking, I leave\nthe details of its work until I have spoken more fully of the practical and\ndisciplinary value of such a course.\n\nThe utility of oratorical training, ^ know, is questioned. Oratory, as\nAs it is claimed, there is now for the art\nneither demand nor supply.\nThe press, as we are told, has taken its\nwe often hear, is a lost art.\n\n"}
{"page": 398, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n386\n\nplace of influence.\nis\n\nto forget\n\nspeaker,\n\nBut\n\nto say that the day of\n\nthe orator\n\nis\n\npassed,\n\nhow only a few years ago, in a Northern city, a Southern\n\ncomparatively unknown, by a single speech drew to himself\n\nNot\nwithin twenty- four hours the mind and the heart of the nation.\nsince the death of Henry Clay have all sections of our land so mourned\ntogether a\n\ncommon loss as that of the man who, in his brief mission of\n\neloquence, had so greatly helped North and South to mutual confidence\n\nand brotherly regard. Nor will there fail to come to mind others of today, who, with skill in those lighter forms of speech which grace the festivities of after-dinner gatherings, are well known to fill no small place\nand who, also, by the telling word felicitously spoken,\nin the public eye\nhave a power, often deprived the more solid parts of statesmanship, to tip\nthe scales of party judgment and action, and to influence not only muni;\n\ncipal but national affairs.\n\n'*\n\nThe deepest avenue to the soul,\" says one of\n\nour most philosophic thinkers, \" is by the ear.\" The religions that have\nmoved mankind most profoundly have addressed themselves to the ear\nand not to the eye. Moses spake, the prophets spake, the Son of God\nspake, the apostles spake, is the record of the means of God's drawing to\n\nhimself the heart and mind and will and life of the human race.\n\nNor to-\n\nday can the cold, speechless type, however freighted with wisdom, work\nupon man the spell of the living presence, the speaking gesture, the\ninspiring voice.\n\nThe press is but the agent\nNeither is the journalist the orator's rival.\nIt makes the speaker known where, with-\n\nof the pulpit and the rostrum.\n\nEarely in the history of eloquence\nout its help, he would be unknown.\ninstantaneously\nunheralded\norator\nrisen\nso\nto national eminence as,\nan\nhas\n\nthrough the aid of the press, did Henry Grady.\n\nPublishing and distrib-\n\nuting the words of the speaker, the press intensifies their force, multi-\n\nand for every new utterance of his attracts larger\nand more deeply interested audiences. To the denunciations of a Dr.\nParkhurst it gives a volume and a range that bring upon Tammany Hall\nnot a local but a world-wide condemnation, and gain for the preacher,\nplies their usefulness,\n\nwherever he may go, the hearing that always attends the fearless prophet\nUnquestionably are great causes necessary to develop\nof righteousness.\nIt may be also granted that great orators abound most not\ngreat orators\nin a nation's brightest, but darkest days.\nStill, while human nature\nremains as it is, and there is a wrong to right and a work for good to be\ndone, and this there will be until the end of time, eloquence will not\nbe without its task, and its power to do it.\nBut all that I have said in answer to the popular assertion that the orator's day has passed, is not especially to my purpose.\nThe great orator,\nlike the gi*eat poet, is not the product of the schools.\nHis transcendent\npower is a gift, and this training cannot supply. The effective public\nspeaker, however, is largely, and often almost wholly, the result of iustruc-\n\n—\n\n—\n\n"}
{"page": 399, "printed_page": null, "text": "PUB TAG SPEAKIKO IN THE AMERICAN GOLLEQK\ntion\n\nand practice.\n\nAnd whatever may be claimed as\n\noratory and the hopelessness of\n\nits\n\n387\n\nto the decease of\n\nresurrection, the public speaker was\n\nFor him there is constant\nand urgent demand.\nOur age is peculiarly one of organization. Men act\nThe pulpit, the bar, the\nin bodies, and so must be addressed in bodies.\nlegislative hall, that were once almost the only field of public speech, no\nlonger monopolize its opportunities and its necessities.\nThe interests of\nevery grade and phase of active life now often require in their behalf the\npower to address public gatlierings with ready ease and effective force.\nThese interests may not call for eloquence nor a high order of oratorical\nnever more a living power than he is to-day.\n\nskill.\n\nBut the trained ability to state their claims in public speech clearly,\n\nincisively, earnestly, is indispensable.\n\nBut were there no other call for the training of the public speaker in the\nAmerican college, we ought to hear one clear and commanding in the fact\nThe opportunities of polit_\nthat the student is to be an American citizen.\nical advancement through power in public address have been sufficiently\nIt is, however, a question whether at\npresented to the young American.\ncollege or at home the duties of citizenship have always been urged upon\nhim with equal force. That he may rise to high or lucrative positions in\nIt\nthe State ought not to be the reason for insisting upon such training.\nis, that, in the ordinary walks of citizenship open to every man, he may not\nNo other\nhold himself back from the discharge of his public duties.\nremark has kept such constant company with our educational assemblies\nas that the welfare of our country depends upon the intelligence of its\ncitizens.\nWould it not be wise to vary this statement and make it truer\nto the facts, by saying that upon the right use of that intelligence depends\nthe future of our country ? Our political life is what it is to-day not\nIt is because this\nfrom lack of intelligence of the American people.\nWhy New England\nintelligence plays so small a part in public affairs.\nhas kept freer than other sections of our country from the worst evils\nIt\nthat disgrace our political life has been because of the town meeting.\nhas been a training-school for every citizen in public speaking, and has\nhelped every man not only to recognize his responsibilities as a citizen, but\nAnd so the American colto meet them efficiently in word and action.\nlege should be for the whole country what the town meeting has been for\n\nNew England.\n\nIt should\n\nby training and practice make participation in\n\npublic debate and discussion so easy and natural that no college graduate\nwill,\n\nfrom timidity and incapacity in public speech, shrink from bringing\n\nhis intelligence to bear upon our political life.\n\nBut the especial work of the American college, it is said, is disciplinary.\nWere it to include courses of training simply for their practical advantage,\ncurriculum would lose both its distinctive characteristics and its peculiar value.\nA rightly conducted course in public speaking is, however, as\nLet me illustrate what I\nuseful in a disciplinary as in a practical way.\nits\n\n"}
{"page": 400, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n388\n\nmean by a simple feature of such a course\n\n;\n\nas, for example,\n\nthe debate.\n\nUpon a question on some important interest, the speaker is required to\nprepare himself to debate intelligently by reading and careful study of the\nsubject.\n\nThe speeches, however, at both the first and the second appear-\n\nance, are not to be written and memorized, but in form of expression to be\n\nwholly extemporaneous.\n\nThe debater by means of his preparation has\n\nready for use certain resources ; but the particular manner in which he is\nTo meet,\nto use these resources is to be determined by the occasion.\nthen, successfully\n\nits\n\ndemands, he must be trained to orderly habits of\n\nThe analytic power must be developed, and he be made quick\nto see the right relations of parts, that he may arrange his material with\nthought.\n\nHis judgment must be in constant exercise, that as\n\nlogical effectiveness.\n\nThe\nmemory must be ready and swift to serve, that the resources of knowledge\nmay be at instant command. Nor must the mind fail to have that com-\n\nto facts he may distinguish between the essential and the accidental.\n\nprehensive grasp which holds the subject firmly as a whole, so that in the\n\nenforcement of the part the greater is never sacrificed for the less.\n\nOf equal value is the discipline in habits of expression. The power over\nlanguage which it gives is not second to any exercise in classical training.\n\nNot another's, but the speaker's own thought is to be translated into\nforms of speech that will help instantaneously to convince and to persuade.\nThe strength and weakness of the speaker's vocabulary are thus constantly\ntested, and his success or failure in fitting the word to the thought is\nimmediately apparent.\nWhat better means of making language crisp,\nvigorous, expressive\n\n!\n\nBut the discipline is not only of the faculties of thought and speech.\nVery soon the speaker learns that, to reach, impress, and persuade, something more is required than a mere logical and rhetorical presentation of\nhis subject.\nUnless he can add a personal force the might of his\nown conviction and the warmth of his own earnestness he has simply\n\n—\n\ninstructed, not moved, his hearers.\nto the sensibilities.\n\n—\n\nProse appeals to the intellect, poetry\n\nEloquence, combining the qualities of prose and\n\nThus, only as the speaker gives himwill, are intensified by\nthe single purpose that his audience shall share his convictions is he\nable in any large way to make speech in its effect vital, immediate,\npoetry, addresses itself to the will.\n\nself freely to his\n\nhearers\n\n—as his thought, feeling,\n\n—\n\npotent.\n\nAnd I know nothing more interesting, and I may say more inspiring,\nthan to see a young man day by day gaining this power. Think what\nan awakening it is to him\nOften it brings him his first knowledge of\n!\n\nwhat he really is.\n\nIt is not, as in other processes of training, a test of a\n\npart of his resources.\n\nIt is the bringing together all his faculties and\npowers, and so using them as to develop a personal force that is to him a\n\nrevelation.\n\nIt is line and plummet touching depths in his nature of which\n\n"}
{"page": 401, "printed_page": null, "text": "PUBLIC SPEAKING IN THE AMERICAN COLLEGE.\nbefore he lias had no intimation.\nopening upon new possibilities.\n\n389\n\nIt is the inspiring experience of the eyes\n\nIn a word, it is literally the man finding\n\nhimself, learning of his inheritance, coming into his kingdom.\n\nNor is this a matter of the imagination, a picture of what possibly might\nbe a young man's experience.\n\nAgain and again have I heard it said with\nbegan to do this work.\"\nNot infrequently have I seen plans of life changed with the coming of this\nknowledge of self. Very often have I known the college course itself to\ntake a worthier direction, and gain a fresh impetus, because of the new\nhope and purpose that have been born.\nBut this development and exercise of the personal power in debate\nimplies also tlie especial training of the moral qualities of self-reliance and\nself-command. Not long is it before the student sees that, cost what it\nmay, he must allow no lack of confidence in himself to weaken his cause\nwith others. Every exercise in which he takes part impresses the need of\nmanly independence and gives opportunity for its growth. Confidence\nbegets confidence, and practice develops an inward strength that congenuine feeling\n\n:\n\n^'I did not know myself until I\n\nquers timidity, hesitation, doubt.\n\nWith the\n\nspirit of self-reliance\n\ncomes that of self-command.\n\nThe\n\ntemptation, at first so strong in the excitement of the moment, to overstatement, to unbecoming passion, to the discourteous word or manner,\n\nexperience makes less and less a temptation.\n\nThe unbalanced mind, the\n\nuncertain will, the uncontrollable feelings, gain poise and steadiness, and\nin their strength serve the speaker, where before in their weakness they\n\nmastered him.\n\nSomething also is to be said of the peculiar intellectual awakening of\nThe course of which I speak includes in debates and\nEach member of the class lisdiscussions nearly two hundred questions.\ntens to the presentation of all of these subjects, and votes upon all excepting perhaps a tenth of the number on which he himself speaks. These\ntwo hundred questions cover a wide range of subjects, historical, political,\nBut, as the especial aim of the course is to\nethical, literary, scientific.\nsuch an exercise.\n\nprepare for the duties of citizenship, the larger number of the subjects\nand to questions of social reform and eco-\n\nrefer to our political history,\n\nnomic interests.\nWhile the important works to be consulted in preparing the question\nare placed upon shelves especially assigned in the public reading-room, the\nstudent is led, as far as possible, to make his own use of the college library.\nIn this way there\n\nis\n\nnot only brought to his attention a broad\n\nfield\n\nof\n\ninformation, but, as this information, to serve the speaker^s end, must be\nassimilated, what he reads is not easily forgotten, but remains with him a\n\npart of himself.\n\n•\n\nNo unusual occurrence is it for the subject to inspire an enthusiasm\nthat directs the student's optional reading a long time after the debate.\n\n"}
{"page": 402, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n390\n\nAs for the debate itself, it is rare when participation in it is not eager and\nHow, then, can the effect of the exercise and its preparation be\nother than broadening and invigorating ? Not only is there a constant\ngain in general intelligence, but a constant widening and deepening of\nintellectual interests and sympathies.\nBest of all, the student learns early to utilize his resources and attainments.\nThe result of such training is no modern Hamlet with the power\nto think and reflect, but whose thought and reflection so overpower him\nWith no\nas to leave him nerveless in the important moment of action.\nless ability to think and reflect, he will have the power to do as well as to\nHe will not be another example of that mistake of collegiate\nknow.\nearnest.\n\neducation, which, at the expense of every active power, trains the critical\nfaculty to be so sharp and swift in discovering errors and defects that the\n\ngraduate dare attempt no public service\n\nlest\n\nhe blunder and\n\nviolate his\n\nown rules and standards. Nor will he feel that his knowledge and culture\nhave set him apart from the ordinary interests of men.\nWith his attention thus early drawn to the social problems and practical needs of the age\nin a way to enlist his sympathies, he will see\n\nand feel these claims upon\n\nthe educated man.\n\nBut, granted the benefits of a course in debates and discussions, it\nbe urged that the place for such exercises\nsocieties of the college,\n\nin the halls of the literary\n\nnot in the class-room.\n\nThe answer is, first, that\n\nthe literary society as a rule no longer flourishes, even\n\nAmerican\n\ncollege.\n\nmay\n\nis\n\nif it exists,\n\nin the\n\nNor, as many hope, can it be restored to a place of\n\nWherever its successor, the Greek-letter\nif any vitality.\nNeither\nis the condition of things to change.\nThe secret fraternities, apart from\ntheir beautiful chapter-houses and other valuable property, have elements\nof permanence and growth that assure their continuance of power.\nIn the\nsecond place, the literary society, when at its best, is unequal to the\ndemands of such training. With the largest prosperity, its active influence\nreaches only those who are naturally interested in its exercises.\nThat\nlarge body of young men who, having no knowledge of their possibilities,\nare therefore indifferent, do not gain anything of value from these organizations.\nOn the contrary, where such exercises are prescribed or have\na prominent place in the college curriculum, it is often the students having little or no interest at first because ignorant of their power who\nlater make the most marked progress and gain the largest benefit.\nEvery\nyear I see young men taking leading honors as writers, speakers, and\ndebaters, who began their course with the supposition that they had not\nordinary ability in these directions, and who were incredulous when told\nwhat they might accomplish. After the appointment of a student in\ngeneral influence and usefulness.\n\nfraternity, thrives, the public society has little\n\n—\n\n—\n\ndebate, I send him a careful estimate not only of his appearance, but of\nthe capacities indicated by the appearance, with a statement of what.\n\ny\n\n"}
{"page": 403, "printed_page": null, "text": "PLBLIG SPEAKING IN THE AMERICAN COLLEGE.\n\n391\n\nwith faithful effort in correcting certain faults and developing certain\nqualities, he may reasonably hope to attain.\n\nI usually learn that by means\n\nof this personal word a large number who have been disheartened by their\n\napparently unpromising appearance, and who would at the first opportunity\n\nhave abandoned the work, are encouraged to test themselves afterward in\na full optional course, and rarely with other than successful results.\n\nAgain, the training, to have its full benefit, must be individual.\nthe personal power that\n\nis\n\nto be developed.\n\nIt is\n\nThis means, on the part of\n\nThe question or sub-\n\nthe instructor, personal knowledge of the student.\n\nject that will call out the powers of one man may only discourage another.\n\nA subject assigned at one time will also have a different influence on the\nsame student when assigned at another time. There is in no department\ngreater need than in this of a progressive line of work according to the\ndevelopment of the student.\nBut there is at times a deeper work to be done than any criticism of\nthought or expression, of manner or method. Progress may be barred\nNot a\nwork be-\n\nbecause of certain personal peculiarities or defects of character.\nstep forward can be taken in such circumstances until a radical\n\n\"Why can I not come into contact with my hearers as do other\nmembersof my class?\" asked an able, conscientious, and scholarly student\n\ngins.\n\nwho was looking forward to the ministry. Only one answer could be\ngiven to the young man and, when the significance of the answer was\n;\n\nrecognized, there was on his part the\n\nprompt determination\n\nto spare\n\nno\n\neffort to correct a natural tendency that threatened all future usefulness.\n\nAnd now let us see more plainly the close relations which were intimated\nin the early part of the paper between this exercise\n\nother lines of rhetorical and oratorical training.\n\nand\n\nits\n\nresults,\n\nand\n\nSaid a well-known pro-\n\nmost prominent theological semi\"It is not often that I find a college graduate who is able, in his\nwriting, to distinguish between composition addressed to the reader and to\nthe hearer.\"\n\"I am therefore compelled,\" he continued, \"to undo\nlargely the rhetorical work of the college course before the student can\nput his sermon into a form which he can deliver, and to which a congrefessor of sacred rhetoric in one of our\n\nnaries\n\n:\n\ngation will listen.\"\n\nProbably\n\nall\n\nprofessors of sacred rhetoric are not\n\nas faithful in thus undoing the work of the college course, and this\n\nmay\n\naccount in part for the large number of pulpit failures.\n\nThe greater popular effect of extemporaneous address comes not only\nfrom the spontaneity, freshness, and directness of its delivery, but also\nvery often from its rhetorical characteristics.\nThis is why the same man\nseems so unlike in his mental processes when using the spoken and the\nwritten form of address.\nThis is why, again, the speaker's whole nature\nNow vivaat times changes as he passes from onejnethod to the other.\ncious, flexible, earnest, enthusiastic ; and then, as he puts on his written\nstrait- jacket, dull, cold, formal.\n\n"}
{"page": 404, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n392\n\nYet Wendell Phillips could so give the best characteristics of his\nextemporaneous speaking to his most carefully written addresses, in both\ncomposition and delivery, that his intimate friends could not at times tell\nwhat had been his method of preparation. But had not Mr. Phillips been\na master of extemporaneous delivery, his written speeches would have\nmissed this rare power. And so, if the student is to be helped to his\nlargest and best success in the written word, especially in all forms of\ncomposition that are to be delivered, he should be trained to his greatest\npower in the spoken word. To impress upon the young writer this vital\nconnection between the spoken and the written word, I have sometimes\nrequired, at the beginning of the extemporaneous work, the writing of one\nThen, after a term^s practice in debate and discussions,\nor two orations.\nAnd as\nhas come the regular work of the course in preparing orations.\nthe student has then acted upon the instruction to prepare his oration as\nhe had his debates, with the difference only of writing out for his hearers\nthe line of thought so conceived, instead of speaking it to them, he has at\nonce been able to see the distinction in his own composition between what\nThe act of composing, which at the first trial\nis dead and what is living.\nwas in spirit unreal and irksome, became, with a right preparation for it,\ngenuine and interesting work.\nPassing to the delivery of the written word, the value of the extemporaneous work is still more apparent. That the speaker is effective with the\ngreat body of men in proportion as his manner is that of the best form of\nextemporaneous address, will be generally admitted.\nWhatever may be\nhis method of preparation, his aim should therefore be to speak as when\nThis, in my opinion, is the only safe\nat his best in unwritten speech.\nstandard to set before the young speaker when delivering his written composition.\nIf he begins his work in college on the basis of personal imitation or by attempting to follow a particular system of elocution, he will\nonly check the development of his real power.\nIf, on the contrary, his\neffort is to put himself in the same attitude of mind, and to infuse into\nhis delivery the same spirit and purpose as when speaking extemporaneously, his gain in effectiveness will be steady and marked.\nThe aim,\ntherefore, to set before the young man, is for him to bring so near together,\nin his highest development as a speaker, his delivery of the spoken and the\n\nwritten word, that, as in the case of Wendell Phillips, even a friend could\n\nThe aim is most difficult, I admit ; but any\napproach to it is work in the right direction.\n\nnot observe the difference.\nI\n\nmay at this point add that a course in public speaking is not neces-\n\nsarily limited to the debate, the discussion,\n\nof orations.\n\nIt\n\nand the writing and speaking\n\nmay include training in almost every form of address\n\nbelonging to the requirements of professional and public life. Even the\nafter-dinner speech may be introduced, as I know from the trial, with a\nresult as useful as happy.\n\nBut as the work in debates may be the most\n\n"}
{"page": 405, "printed_page": null, "text": "PUBLIC SPEAKING IN THE AMERICAN COLLEGE.\n\n393\n\nthoroughly systematized, and hence the most vigorously conducted,\n\nit\n\nwill be found, in connection with the written speech, address, and oration,\n\nto be the most fruitful means of training.\n\nThe course will be most profitable if made largely optional.\nstudent\n\nmay begin active\n\ncertain\n\nexercises\n\nlife\n\nwithout some\n\ndrill\n\nin\n\nBut the success of\n\nshould be required.\n\nThat no\n\npublic speaking,\nthis\n\nspecial\n\ncourse will depend in no slight degree upon the spirit of the participant.\n\nTo have this spirit hearty and enthusiastic, it is better that it be the work\nAnd I may add that, if the course is wisely and earnestly\ndirected, it will be an exception when it is not the student's choice.\nPreceding this special course, which may perhaps be pursued most\nof his choice.\n\nadvantageously junior year, there should be in freshman and sophomore\nyears preliminary drill in the elements of elocution\nrhetoric.\n\nThis\n\ndrill\n\ncertainly ought\n\nto\n\nand the essentials of\n\nbe required, as in senior year\n\nthere ought to be required a limited number of exercises in debates, and\nalso desirable\n\nto\n\nassociate with the special\n\ncourse in public speaking, particularly at\n\nits\n\nbeginning, the study of ele-\n\npossibly in orations.\n\nmentary logic.\n\nIt\n\nis\n\nIn connection with the logic there should be extended\n\nsynonyms and definitions, in the different forms of\nimmediate inference, in fallacies, the analysis of themes, and the criticism,\ndrill\n\nin the use of\n\nof arguments.\n\nAVhat, then, in general, is to be said of rhetoric and public speaking\nin the American college ?\n\nIt is that\n\nthe work in logic, rhetoric, and elo-\n\ncution should be largely associated ; that the thinker, writer, and speaker\n\nshould within certain limits have a common training\ntion essential to this\ndirection.\n\ncommon\n\n;\n\nthat the instruc-\n\ntraining should therefore be under one\n\nThe instructor may, if necessary, have his assistants; but he\n\nshould be equipped for the triple work, and for\n\nits\n\nright direction be\n\nLogic on its philosophic side, rhetoric on its literary, and\nBut\nelocution on its dramatic side, may not come within his province.\nthe public speaker, who on the one hand is to be more than a mere\ndeclaimer, or on the other more than a soporific reader of essays, is not to\nNeither can the\nbe trained apart from the thinker and the writer.\nresponsible.\n\nthinker and the writer do their best work in public life, as we have seen,\n\nwithout having in some measure the training of the speaker.\n\nAnd my final word is, that if the American college is to do its full duty\nin preparing the student for citizenship, to say nothing of preparation for\n\nother public demands, it will in\nits\n\nmany instances be compelled to enlarge\n\nopportunities for a judicious, vigorous, and truly helpful training in\n\nrhetoric and public speaking.\n\n"}
{"page": 406, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n394\n\nEDUCATION AND CITIZENSHIP.\nBY PRESIDENT RAYMOND, MIDDLETOWN WESLEYAN UNIVERSITY, CONN.\n\" What can the teacher contribute to the elevation of the ideal of citi\"\nzenship, and what to the improvement of the quality of the citizen ?\nOur work is so near the center of all the soul's movements, that it must\nand directly or indirectly every interest\nFor this reason the educator must keep life in view. Mr.\nHuxley has shown in his own inimitable way the relation of a trained\n\" That\nmind to life. In his description of a liberal education he says\nman, I think, has a liberal education who has been so trained in youth\nthat his body is the ready servant of his will, and does with ease and pleaswhose intellect is\nure all the work that as a mechanism it is capable of\na clear, cold, logic engine, with all its parts of equal strength, and in\nsmooth working order ; ready, like a steam engine, to be turned to any\nkind of work, and spin the gossamers as well as forge the anchors of the\nmind whose mind is stored with a knowledge of the great and fundamental truths of nature and of the laws of life who, no stunted ascetic, is\nfull of life and fire, but whose passions are trained to come to heel by a\n\ninfluence every power of the soul,\nof society.\n\n:\n\n;\n\n;\n\n;\n\nvigorous will, the servant of a tender conscience\nall beauty\n\n;\n\nwho has learned to love\n\nwhether of nature or of art, to hate all vileness, and to respect\n\nothers as himself.\"\nI would add, and his religious nature sensitive to all revelations of God,\nwhether they come from the material universe, from the human heart\nwith its longings for and intimations of the truth, or from inspired\nprophet.\nWe must not lose sight of the ideals that spring from the\nvery summit of our being. If we do, we shall have half-trained men ; life\nwill be emptied of its spiritual contents, and then surely life will not be\nworth living. Moreover, we shall lack inspiration for the highest ideals of\ncitizenship, which are to be found in the nation only as it is expressive\nof a divine will and purpose.\nThe crown of laurel at the great Olympic games was never given to the\n\nhalf-trained or the unsystematically trained athlete.\n\nThe great German\n\nwriters in the field of pedagogics offer you a philosophy which begins with\ndietetics, or the nourishment of the body ;\n\ngymnastics, or the training of\n\nthe muscular system ; intellectual education and education of the will,\n\nwhich runs out into social, moral, and religious culture. Following\nnature, and instructed by all the systems of the past, we are working at\nthis great problem of education under the most favorable circumstances\nand with the greatest responsibilities.\nOur ideals of citizenship must come from a more profound study of the\n\n"}
{"page": 407, "printed_page": null, "text": "EDUCATION AND CITIZENSHIP.\n\n395\n\nIt would be an exaggeration to say that we form our ideals\nfrom what we see at the caucus, and from what we see and\nhear of \\ulgarity, profanity, and intemperance on election day.\nBut it\nis no exaggeration to say that the exhibitions of all that is low and unworthy on election day go far toward determining the conception sof the\nnation formed by our youth and by the untrained foreigner.\nThese exhibitions are, however, only the eruptions which the bad blood brings to\nthe surface of the body politic.\nThe family row in the alley does not\nsliow the meaning of the family life in society ; it goes unceasingly on\nwith all its sacred functions, in spite of abnormal manifestations of it.\nMore than thirty years ago I was startled by the remark of an old man\nwho said '' Next to a man's love for his God should be his love for his\ncountry.\" But those words were big with the profoundest politico-ethical\n\nnational\n\nlife.\n\nof the nation\n\n:\n\nphilosophy of the nineteenth century, for the nation is the institution of\nrights ; like the family, it is called of God in the interest of righteousness\n\namong men.\n\nThere is one conception in religion and the\n''\nMilton says\nA nation ought to\nbe but as one huge Christian personage one mighty growth and stature\nof an honest man, as big and compact in virtue as in body for look, what\nthe ground and causes are of single happiness to one man, the same ye\nshall find them to a whole state ;\" and Burke affirms that \"it is a part-\n\nHegel says\n\n'^\n\n:\n\nstate, and that is the highest of man.\"'\n\n:\n\n—\n\n;\n\nnership in all science, a partnership in\n\nall\n\nart, a\n\npartnership in every\n\nvirtue, and in all perfection ;\" and one of the profoundest political philoso-\n\nphers of our time, the late Elisha Mulford, says, after indorsing the above\ntheory of Hegel and Burke, *^The nation moves toward the development\nof perfect humanity.\"\n\nIn the most humble court of justice, in the litigation of gigantic corporations, what\n\nmean witnesses, advocates, jurists, and judges ?\n\nThey are\n\nbut the media through which the nation works for the rights of men.\n\nAbove the clamor of political strife, the conflict of ecclesiastical parties,\nand the war of sections, stands the nation, Argus-eyed, vigilant of the\nrights and the interests of men.\nLet this principle be forgotten for a\nmoment, and fancy that the inspiring spirit back of all is active in the\nWith that fancy, could it be realized, you\ninterests of unrighteousness.\nlay a train of explosives which would blow the fabric of society to atoms.\nRemember this principle well, and the talent of every man finds opportunity, every home security, and every citizen protection, as surely in\nThere has been a kind of sub-consciousness of\nMrs. Browning's words in\n'*\nMother and Poet \" ring true both to the heart of the mother and to the\n\nValparaiso as in Brooklyn.\nthis truth\n\namong all the nations of history.\n\nsacredness of the nation as she sings\n*'\n\n:\n\nTo teach them— It sting-s ther#!\n\nI\n\nmade them indeed\n\nSpeak plain the word country. I taught them, no doubt,\nThat a country's a thing men should die for at need.\"\n\n"}
{"page": 408, "printed_page": null, "text": "396\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThe nation thus conceived gives meaning to all the sacrifice that has\nheen made to preserve it. Conceive it to be but the leproused thing indicated by the emptiness of an election day, and why should a man die for\n\nit?\n\nThe nation is not simply a body of people living upon an ample extent\nof otherwise unoccupied territory.\n\nSuch a body of people may be only a\n\nbody of banditti or a nest of pirates.\nPresident Woolsey tells us that the Barbary powers could not be taken into\nthe family of nations until they had organized in the interest of rights\namong men. Our Constitution is an instrument of rights. Our civil instiThey are the forms under which men\ntutions are institutions of rights'.\n\nmay realize the fullness of their powers.\n\nThey bear witness to the teach-\n\ning of Hegel, who says, '' The State is the realization of the moral idea.\"\nWe must ask Who is the citizen ?\n:\n\n*' All\n\npersons born or naturalized in the United States and subject to\n\nthe jurisdiction thereof are citizens of the United States and of the States\n\nBut this definition is about as near empty as it\nTo be born on American soil is a privilege, and to have\n\nwherein they reside.\"\ncould possibly be.\n\nbecome an American citizen by the magic of naturalization is also a privBut neither the locality of one's birth, nor the process of naturalization, gives any clue to citizenship ; the term is still meaningless and\nempty. A well-built black and shaggy Newfoundland might almost fulfil\nNeither birthplace nor naturalization-papers give any\nthe conditions.\n\nilege.\n\nspiritual content to the citizen.\n\nWho, then, are the citizens ? In an empty and superficial sense, the whole\nbody of the people ; to all born upon the soil, and all naturalized citizens,\nBut these guarantees are only\nthe law guarantees rights and privileges.\nforms which are supposed to be filled up with a spiritual content ; it is\npresupposed that the child born on the soil will feel the throbbing life of\nthe nation in the swing of his cradle and learn it from his mother's songs\nit is presupposed that the alien, naturalized, will thereby be born again,\nand that, as he swears allegiance to her laws and devotion to her interests,\nhe will feel the thrill of our national life. The citizen must feel not only\nthe impulse of our business life, not alone the fierce passion of partisan\npolitics, but the breath of that spirit of patriotism which leads the German farmer on the distant prairie to look to the condition of his fowlingpiece whenever he reads of national peril or national dishonor from whatHe is the citizen in fact who feels the\never quarter they may come.\nHe and he alone knows the meaning of citizenship. He\nnational spirit.\nwho feels this spirit is a citizen not only by virtue of the external insignia\nof birth or of naturalization, but by virtue of the fact that he fills out the\notherwise empty form of citizenship with an ethical content.\nThe spell is\nupon him, and with pride he says, ^' I am an American citizen.\"\n;\n\nOur greatness as a nation in several respects is secure.\n\nOur domain is\n\n"}
{"page": 409, "printed_page": null, "text": "EDUCATION AND CITIZENSHIP.\n\n397\n\nbroad enoagli, our resources are rich enougli, our progress in the development of these resources is rapid enough, onr numbers are with eacli decade\nQuantitatively speaking there is little to be desired.\nBut\nwe must recognize the fact that multitudes, both those of native birtli and\n\nlarge enough.\n\nthose made such by a paper regeneration, are aliens to the national spirit.\nIt is in the light of this truth that the schools seem to\n\nme to be the center\n\nfor the propagation of the national spirit.\n\nWe may well go back to Greece for lessons in method\nthe poet, who, by\n\nback to Homer\ncommon consent, has been set \" at an unapproachable\n;\n\n—\n\nback to old blind Homer. His songs were\nsung by minstrels on public occasions, and learned by youth in every part\n^' At Athens\nof Greece.\nthere was a law that the Homeric poems should\nbe recited on every occasion of the Panathenaea.\" We may study Pindar,\nas he handles the mythic forms of history, and connects the life of the\ngreat families of Greece with the gods whence they sprang ; we may study\nthe Olympic games, which brought together representatives from all\nGreece to see and participate in the athletic contests, and which were\nutilized for the glory of Greece ; or study ^schylus, remembering that\nthe idea of his greatest work *Ms to show the redeeming influence of the\nstate in the life of mankind.\" We shall not, then, be surprised at the effect\nproduced by the Phillipics of Demosthenes, nor at the audacity of the\nhandful of men who met the multitudinous hordes of Persia at TherThe poets,\nmopylae, and filled the sea with their dead bodies at Salarnis.\nthe great educators of the time, had trained the youth, had fired the\nnational heart with the loftiest patriotism.\nThey had kept the national\nheroes alive ; they had preserved a sense of intimate relationship between\nthe gods and the glory of Greece.\nWe shall not find our most fruitful themes in contemporary politics.\nThe\nThe partisan strife and pitiable self-seeking are too obtrusive.\ndiviner side is with us in contemporary politics, but we cannot give to the\nlife about us that perspective which is essential to the understanding of its\nmeaning.\nTime does that for us. We shall be the more likely to find\nfruitful themes in the past in those greater movements of the national life,\nwhen the mighty forces which for a century have been working in the\ndark are suddenly brought to light. They are like the movements of revelations in Israel's history.\nAll subsequent history seems to grow out of\nthem.\nThey always find their way into literature. Schiller's Wilhelm\nTell is an illustration of the spirit of a national epoch, made incarnate by\nheight of poetic excellence,\"\n\nthe touch of genius.\n\nIn our own history, that period which Fiske has called \"The Critical\nall the great political problems of\n\nPeriod of American History \" opens\nthe age.\n\nThe spirit of which the American Revolution was the outcome\n\nhas by the genius of Longfellow, in '' Paul Revere's Ride,\" been quickened\ninto a kind of immortality.\n\nAnd that \"shape in the moonlight,\" that\n\n"}
{"page": 410, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n398\n\nbulk in the dark,\" will rise like a vision before the boy who learns that\nHe cannot breathe its\nsong, whenever he reads of freedom imperilled.\n*'\n\nspirit and despise his birthright.\n\nWe may find our themes in the lives of the men who stand for their\nage.\n\nsays\n\n:\n\nFor every important age is made incarnate in a man. Emerson\n'*\nA magnet must be made man in some Gilbert or Swedenborg\n\nmind can come to entertain its powers.''\nThe name of Washington stands for all that was good and great in this\nepoch of our national history. The great principles of our national life\nwere made conspicuous again in the critical period which culminated at\nAppomattox Court House in 1865. From the view-point of history, with\nor Oersted, before the general\n\nfrom the study of literature, in which the spirit\nmade immortal and in the biography of the great representatives of these movements, the ideals of citizenship may be learned and taught, provided that the teacher has learned\nthat the state is not a mere mechanism, is not a business corporation, but\nis the means designed for the realization of the highest in man, and\nthrough which the divine will works to that end.\nCivil-service reform, the secret ballot, and all other like agencies must\nbe utilized for all they can accomplish\nbut through the school may be\nits vast sweep of events ;\n\nof the great historic epochs has been\n\n;\n\n;\n\npropagated the faith that shall make this land a fatherland to the alien\nmillions, and make every ballot speak for a voter thoroughly imbued\n\nwith that spirit which teaches that \" a country's a thing men should die\nfor at need.\"\n\nTHE UNIVERSITY IN ITS RELATION TO THE PEOPLE.\nBY PROFESSOR ELMER E. BROWN, MICHIGAN UNIVERSITY.\n\nThe traditional relation of the colleges to the people is very nearly\nsummed up in the relation of the teaching body to the student body pursuing a prescribed course within the college walls.\nsities, this traditional relation seems often to\n\nfull\n\nAs regards the univer-\n\nbe accepted as covering the\n\nmeasure of the responsibility of the institution\n\nas over against the\n\ngeneral body of citizens.\n\nThe university gathers out from among the people a select body of\nperhaps of young women also. It applies all of its resources\nto their training, and then sends them out again, permeated with its ideas\nand molded to its ideals. It is in this indirect way that it comes into\n\nyoung men\n\n—\n\n^' the people \"\nas a whole, and exercises a general influence\ntending toward enlightenment. The university may never have existed\n\nrelations with\n\nwhich answered perfectly to the narrowing down of activity implied in this\nBut it would seem that the description fairly represents, in\n\ndescription.\n\n"}
{"page": 411, "printed_page": null, "text": "THE UNIVERSITY IN ITS RELATION TO THE PEOPLE,\n\n399\n\ngeneral terms, the prevailing college and university type in this country a\nI would not attempt to measure, and certainly\nwould not underrate, the widespread influence exerted by universities\nupon the people at large through the indirect agency of the graduates\nwhom they send out. This is doubtless the most potent influence which\n\ngeneration or two ago.\n\nany teaching body can exert. But I simply say at this point that the\ncondition which has just been sketched represents the minimum of influence exerted upon the university from the side of the people and, vice\nversa, the minimum of influence exerted by the university upon the\n;\n\npeople.\n\nIn this condition\n\nmay be found the strong hold of conservatism in\n\ninstitutions of higher education.\n\nThe school, relieved\n\nin considerable\n\nmeasure from the pressure of influences from without, tends naturally to\nadvance, by carrying on to the point of refinement the old familiar lines\nof instruction.\n\nStudents of the history of education find an element of confusion in the\nfact that schools of different ages and nations differ more widely than the\nIf the school were\nviews of life which have then and there obtained.\nstrictly a means of preparation for life, each varying conception and con-\n\nBat such is\nThe five classics and the four books make up the sum and\nsubstance of Chinese education. The trivium and quadrivium constituted\nin like manner the education of Christian Europe in the Middle Ages.\nBut life m China and life in Mediaeval Christendom have much more in\ncommon than these two courses of study. It is necessary to bear in mind\n\ndition of life would find its exact counterpart in the school.\n\nnot the case.\n\nthat at different times different portions of the preparation for life are\n\nan important part of\nA certain portion —\n— must always be accomplished in the home and in the\n\nassigned to the school.\nthat life preparation\nsocial life.\n\nitself\n\nNow that portion of education which falls in any given case\n\nto the school shows a tendency to\nitself the exclusive\n\nbecome crystallized and to take upon\nThis word \" education \"' comes to\n\ntitle ^' education.\"\n\nmean some pretty well defined result of scholastic training\n\n;\n\nand as the\n\nprocess is elaborated, the ^^ educated ^' man comes more and more to be, in\nhis own estimate and that of his neighbors, a man who has learned certain\n\nscholastic arcana technicalities and subtleties.\n\nEducation becomes in the\n\nPythagorean sense esoteric.\nThere is formed a certain aristocracy of\nlearning.\nUnder such conditions as these, the ideal of education sv/ings\nfar away from the ideal of life.\nIt is no longer a Mars leading on to the\nit is rather the concern of those who stand at the ford and\nbattle of life\n;\n\ncall upon all comers to pronounce the test word\n\n'' shibboleth.\"\n\nSo the conventionalized college and university spirit would make of\nfrom without, and foster an\n\ncollege walls a barrier against influence*\n\nexclusive devotion to the training of the students within those walls, in\n\naccordance with well established and elaborated standards.\n\n"}
{"page": 412, "printed_page": null, "text": "400\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nNow no one seems to question that the first duty of any school is to the\nstudent body; and where this primary duty is but shabbily discharged, it\nBut there is evidence\nis not likely that any other will be faithfully met.\nof a gradual change of view regarding the relations of universities to the\n\nlarger constituency.\n\nOne of the most patent evidences of the tendency of universities to\ndraw nearer to the people is found in the general introduction of naturalscience studies.\n\nThese studies seem to have been introduced under a twofold pressure\nwas the demand of educational theorists that the natural\n\n:\n\nFirst, there\n\nsciences be recognized because of their educational value,\n\n— because they\n\nwere subjects well suited to occupy and form the mind. Secondly, there\nwas the demand of a rapidly developing industrial life that the trained\nintellects sent out from institutions of higher education be familiarized in\nthe course of their training with those obscure and fundamental facts of\nnatural science which have a decisive bearing\n\nupon our industries.\n\nFor\n\ngenerations experimental science was cultivated in private laboratories,\n\nwhile the schools, low and\n\nhigh, pursued undisturbed the old ways.\nLearning advanced, and the great dispensers of learning stood still. When\nthe universities gradually opened their doors to the teaching of natural\nscience, they found among ^Hhe people '* the accumulated scientific\nknowledge of the day ; and enlarging their borders they drew this new\nwisdom from among the people, that they in turn might give more\ngenerously to the seekers after wisdom.\nThe establishment of chairs of pedagogy in the universities is a comparatively recent sign that the universities are drawing near to the people.\nConsiderations urged both from the side of theory and from that of practice were influential again in this extension of university teaching.\nOn\nthe one hand it was urged that the highest educational institutions should\nbe prepared to offer the most complete answer to the great questions of\n\nOn the other hand, the fact that so many uni-\n\nthe theory of education.\n\nversity graduates taught in the common schools, and so many even of the\n\nmost intellectual of them taught badly, made it appear that instruction\nin the art of teaching should be given in the undergraduate course.\n\nThe\n\nadvanced their own interests in the introduction of this department.\nTheir graduates who prepare the future freshmen for the entrance examination undoubtedly do that work better than\nuniversities have doubtless\n\nthey otherwise would.\n\nBut this is not all.\n\namong the children in the comWhere university graduates teach in those schools, univer-\n\nAll classes of citizens are represented\n\nmon schools.\n\nsity culture is brought very near to all\n\nsocial\n\norders in the community.\n\nOne great danger on the part of university men in the common schools is\nthat of placing the center of gravity of their instruction in the subject\n\ntaught and not in the child.\n\nThis naistake is not commonly made by the\n\n"}
{"page": 413, "printed_page": null, "text": "THE UNIVERSITY IN ITS RELATION TO THE PEOPLE.\n'graduates of normal schools.\n\n401\n\nWith them the education of the child is\n\nthe great tiling, and the various studies are pursued in their schools to the\n\nend of forming and disciplining the learners. In this way teachers from\ncome to have an influeuce over their pupils, and\nin general a command over the forces of common-school education, which\nthe average college or university graduate, with his broader culture, misses\nentirely.\nLet professional spirit and professional training be added to the\nbroad, scholastic preparation of the college man, and he will be able to bring\nthe higher culture near to varied classes and conditions represented in his\nschool, and that in a very pervasive and effective way.\nBy uniting, in\nhearty sympathy, with the schools of the people, in the work of popular\neducation, the universities break down one great wall of exclusiveness.\nIt\nis a step in the direction of democracy.\nOur peculiar group of university studies, embracing political science,\neconomics, and finance, is at once the evidence and the promise of closer\nrelations between the people and the higher schools.\nAgain we have the\nrecognition of the study demanded on both theoretical and practical\ngrounds. In an elementary form, to be sure, political economy had long\nheld a place in the ordinary curriculum as a department of moral philosophy ; but in this respect it resembles the study of physics, which was also\nrecognized at first as a department of philosophy.\nUniversity instruction\nin the various lines of economics is extending recognition to the wisdom\nthat has been developed apart from the schools ; and in so doing it is widening the field of university influence among the plain men of the busithe normal schools often\n\nness world.\n\nI\n\ntook\n\nit\n\nas strikingly characteristic of present tendencies\n\nwhen, a few days ago a practical and broad-minded banker, of long experience said he had been seriously considering a proposition to enter upon the\nwork of an instructor in the department of economics in a great university.\nOne important point at which the universities have too often parted\ncompany with the people is that of religious thought and life. It is not\nto be forgotten that some of the most important and general religious\nmovements have originated in the centers of learning. Universities took\nthe lead in the Reformation.\nMethodism was a university movement at\nthe start.\nThe semi-religious effort embodied in the university settlements\nis a more recent case in point.\nBut too often the universities have drawn\naside from the religious life of the people.\nThis is strikingly illustrated\nin Germany to-day, where university men look with contempt on the\nreligion of the lower and middle classes, and those classes look with suspicion upon university theology.\nIt is a condition resulting, in part at\nleast, from the lack of social and intellectual sympathy, and one that shuts\nout the possibility of vital, fruitful sympathy in the religious field. The\nrecent religious history of higher school* in this country is instructive.\n\nThe Christian associations of students have labored not as missionaries,\nbut on equal footing with similar associations representing other walks of\n\n"}
{"page": 414, "printed_page": null, "text": "THE NATIONAL EDUCATtONAL ASSOCIATION.\n\n402\n\nIt is no uncommon thing in the great religions conventions to see\nwhite-handed and scholarly young men from the highest institutions of\nlearning stand on the same platform with brown and sturdy locomotiveengineers and lumbermen.\nEach group learns from the other, and the\nlife.\n\nstudents often get more than they give.\n\nIt is a great\n\nwhen it can keep its hand and its heart at one.\n\nthing for any land\n\nThe more direct the con-\n\nnection between the two, the better, if only the heart does not overheat\n\nthe brain or the head shut up the heart in a refrigerator.\n\nThere is another way that may be mentioned here in which the universeem to be strengthening their hold upon the people. A good\nphysique commands respect and admiration everywhere. The common\npeople think of scholars as men inferior in nerve and muscle, and there\nis much historical and scientific ground for that opinion.\nYet college\nathletes have long been famous in the world of sports.\nA newspaper\ncartoon some time ago represented the scholarly and athletic types of college man as standing respectively for the then and the now of higher\neducation.\nThe then was a little, puny form with a great head and\nexpansive brow, and wearing eyeglasses.\nThe noiu resembled an antique\nHercules.\nHis head was small, his frame large, and his muscles something\ntremendous.\nThe now was looking down contemptuously upon the then,\nand saying ** You a college graduate? Where is your biceps ?\" And\nsities\n\n:\n\nthe little then was trying in vain to find some swelling in the upper part of\nhis\n\ndrawn-up arm.\n\nNow these two types do not fairly stand for now and\n\nThey have existed side by side in the colleges for many long years of\nhistory.\nWhat belongs more distinctively to the now is the attempt to put\n\nthen.\n\nthe scholar's head on the shoulders of the athlete.\n\nSo far as this can be\n\ndone, the division of a college into the two distinct classes of\n\nmen of\n\nmuscle and men of mind is prevented. The strong man who can think,\nand the thinker who is physically strong, are great in any community.\nThey have points of contact and sympathy with both day-laborers and\n\nThey have a certain assurance of length of days for active\nimportant for the community that the wisest and best men\nin it should bequeath to families of healthy children the treasures of cul-\n\nlearned men.\nservice.\n\nIt\n\nis\n\nture and character which adorn their homes.\n\nIt\n\nfamilies of learned men are sickly and soon die out.\n\nis\n\na public loss if the\n\nThat such is not the\n\ntendency of the time in this country, we\nuniversity\n\nmay be thankful. In so far as\nmen are at one with the people in sharing in the soundest\n\nphysical life of the people, one unfortunate badge of the aristocracy of\nlearning is thrown away.\nWisdom is hindered in its striving to fly away\n\nfrom earth into the sky, forsaking its uncared-for and rickety tenements;\nit is induced to abide longer and more contentedly in the world of vigorous,\nmoving, working human life.\nLet us in the next place consider the question. Why is it desirable\nthat the universities should come nearer to the people ? Many answers to\n\n"}
{"page": 415, "printed_page": null, "text": "THE UNIVERSITY IN ITS RELATION TO THE PEOPLE,\n\n403\n\nKnowledge is the business of universities.\nKnowlCompanions all for a\nedge once discovered and stored up is a trust.\n\nthis question lie near at hand.\nIt is\n\ndangerous for them to despise knowledge wherever found.\n\nseason on this little ball, the earth, no man or institution has any rightful\n\nmonopoly in the little light we have.\n\nThe more knowledge, the larger\n\n—stewards of the wisdom and learning\nthat the past has bequeathed and the present greatly increased — univerthe responsibility.\n\nsities,\n\nto\n\nUniversities\n\nwhich so much has been given, are charged with distributing\nhuman health or hope or\n\nlearning and wisdom wherever it can add to\nhappiness.\n\nThere is a widespread hunger for knowledge among the people.\n\nMany\n\na boy grows up even in sight of the towers of a great institution of learning, and hopes for an opportunity of enjoying its privileges ; enters upon\n\nmanhood and a trade, wishing that higher education were possible for him\ngoes through the vicissitudes of\n\nlife\n\n;\n\n—work, love, the getting of a home,\n\nsorrow, loss, experience, and the wisdom that experience gives, and comes\n\ndown to old age with the abiding regret that the doors of learning, just\nhave been opened to him. What is the university\n\nin sight, could never\n\nto do for such as these, whether near its gates or far removed Y\n\nand\n\nfor encouraging\n\nyouth ?\n\nYes\n\n!\n\nI\n\nProvide\n\nassisting them in taking the college course in their\n\nknow no better answer to the question.\n\nthat, when the obstacles which prevent the\n\nBut beyond\n\nyouth from going to college\n\nare insurmountable, the university may still find ways for bringing many\nof the treasures of wisdom and knowledge within his reach.\n\nBy lectures,\n\nby publications, by the use of newspapers and periodicals, by correspondence, by establishing relations between the university collections and\nprivate libraries, museums, clubs, and the like, by countless ways which\nit is not the province of this paper to enumerate, but which the need will\nsuggest to the open and earnest mind, the good work can be done.\nThen\nwhen our youth comes to full manhood and has his part in the solid\naffairs of life, the university which regards knowledge as a trust will stand\nto him as a great light-tower ; it will discharge its function, so far as he\nis concerned, by faithfully spreading out, and as widely as possible, its\ncircle of illumination.\nAnd some part of his path in the practical concerns of life can hardly fail to come inside that circle.\nThis consideration has an inlportant bearing on one of the great\nintellectual signs of the times ; namely, the lengthening of the period of\n\nmental plasticity.\n\nIt\n\nseems hardly possible that this sign can be mis-\n\nMen do not fossilize so early in life as they once did. There are\nmore men who are capable of expanding and changing their opinions at\ntaken.\n\nan advanced age than was once the case. In this respect Gladstone is\nnot so much the prodigy of the era^'ust passing away as the herald of\nthat which is just begun.\nIf this view be correct, the age in which\neducation is possible reaches out farther beyond childhood and youth than\n\n"}
{"page": 416, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n404\n\ncommonly supposed.\n\nHere is a great opportunity for our universities, if only they -can devise ways of meeting the changing conditions.\nThere are many men in middle life who are capable in a high degree of\nis\n\nintellectual culture.\ncareers, have time\n\nMany of these, in the midst of successful business\n\n—in fragments, to be sure — which they would gladly\n\nconcentrate on the studies of the higher education.\na\n\nman who, eighteen years ago, at\n\nI\n\nam reminded of\n\nthe age of twenty-five, finished his\n\nhigh-school course ; and only last month, after years of successful service\nin a high executive position, took his degree of Bachelor of Arts at the\nage of forty-three, having done the required work in absentia, but with\nmarked success. The lengthening of the teachable age in men and\n\nwomen increases the opportunity and the responsibility of universities.\nmany as they can, here is found a steady\n\nIf it be their duty to teach as\n\nwidening of the field which they are to occupy.\nThere is another reason why it is for the health of the university to\n\ncome near to the people.\nconsists, first, in the\n\nThe general process of increase in knowledge\n\naccumulation of particular facts\n\ntion from those facts, rising to general laws\n\n;\n\nsecondly, induc-\n\nand principles ; thirdly, the\n\nnew particulars, the solving of new\nThe third step in this series the application of ascertained\ngenerals to new particulars is as essential as the others to the health of\napplication of the general laws to\n\n—\n\nproblems.\n\n—\n\nthe intellectual\nfills\n\nlife.\n\nInduction, the discovery of laws and principles,\n\na large place in modern science\n\nand education.\n\nthese laws and principles to new conditions\n\nis\n\nThe application of\n\nnecessary to give direction\n\nto new inductions, to correct errors, to infuse health and soundness into\n\nthe whole investigation.\n\nIt\n\nis\n\nwhen new\nwork by the demand that he\n\nfortunate for the naturalist\n\ndirection and fresh impetus is given to his\n\nfind out the answer to some practical problem lying in his field.\n\nIt\n\nis\n\na\n\nreal advantage to the chemist when his theoretical\n\nknowledge is brought\nto bear on some urgent question in some industry.\nThe studies which\nare farthest from application are most in danger of running off into worth-\n\nThe contact with the people, the necessity of translating\nlearning into comprehensible terms, the call for evidence that carefully\n\nless subtleties.\n\nwrought-out theories are capable of some use\ntheir bearing on\n\nuniversity life.\n\n—\n\nall tliese\n\nare healthful in\n\nThe university that gives in these ways\n\nwill itself be enriched.\n\nThis paper is not intended to discuss the j)ractical ways by which the\nmay join hands more efficaciously with the people. Nor is it\nintended as in any sense a special argument in favor of the universityuniversities\n\nextension movement.\n\nThat movement does undoubtedly present one very\n\nIt may fairly be regarded as\none highly significant aspect of a larger movement which has already\nexerted a profound influence upon university, life and seems likely to\n\npromising solution of the problem in hand.\n\nbecome more general in the future than it has been in the past.\n\nThe\n\n"}
{"page": 417, "printed_page": null, "text": "THE UNIVERSITY IN ITS RELATION TO TBE PEOPLE.\npresent discussion has fulfilled its purpose if\nthese two things\n\nthat\n\nit\n\nis\n\n:\n\nit\n\n405\n\nhas shown with clearness\n\nFirst, that such a general movement is under way,\n\nand\n\none of the notable facts in the university conditions of the\n\npresent day ; secondly, that the spirit which favors and promotes this\n\nmovement ought to be cultivated. There is a wisdom residing in the\n\" the common sense of most/' The great political leaders have\nnot merely pretended to follow the opinions of the people.\nThey have\nfollowed, and that because they have had faith in the people.\nThey\nhave exercised full leadership, because they themselves knew how to follow,\npeople\n\n—\n\nbut not in chains.\nlittle,\n\nAnd I doubt not that the universities, by following a\n\nwill be only the better able to maintain their\n\nand, in the best sense, continue to take the lead.\n\nown high standards,\n\n"}
{"page": 418, "printed_page": null, "text": ""}
{"page": 419, "printed_page": null, "text": "PEOCEEDIE\"GS AND ADDEESSES\nOF THE\n\nNORMAL DEPARTMENT,\n\n"}
{"page": 420, "printed_page": null, "text": ""}
{"page": 421, "printed_page": null, "text": ":n^ormal\n\nschool department.\n\nSEORETAEY^S MINUTES.\nPresident De Garmo called the meeting to order at 3 p.m., July 13.\nIn the absence of the Secretary, the President appointed J. N. Wilkinson,\nof Kansas State Normal, to act as Secretary pro tern.\n\nBy authority of a vote of the Section, the President appointed a nominating committee, naming the following:\n\nDr. Green, of Trenton, N. J.;\n\nDr. A. G. Boyden, of Bridgewater, Mass.; Professor Lyte, of Millersville,\nPa. ; Pres. Norton, of Cape Girardeau, Mo. ;\n\nand Professor Wilkinson, of\n\nEmporia, Kan.\n\nThe President then delivered an address on '^ The Co-ordination of the\nNormal School and the University in the Training of Teachers.^\" Professor Patten, of the University of Pennsylvaniaj then read a paper on\n''Ethical Training.\" This subject was then thrown .open to the house.\nAfter an interesting discussion of Professor Patten's paper, the Section\nthen agreed by motion to discuss the President's paper at the close of a\nfive-minute recess.\n\nAt the close of this discussion it was »voted that the Chairman appoint\na committee of three to nominate at to-morrow's session a committee to\n\nreport on what can be done to secure the co-ordination of normal schools\nand universities in the training of teachers. He appointed Principals\nPalmer, of Fredonia, N. Y.; Cook, of Normal, 111.; and Green, of Trenton,\nN. J.\nThe Section then adjourned for the day.\n3 P.M., July 14.\n\nThe minutes of the previous session were read and approved.\nThe committee appointed at the close of yesterday's session made the\nfollowing report, which after some discussion was unanimously adopted\n\n:\n\nMr. President :\nThe committee appointed to recommend a committee to consider and report to this\nSection of the National Educational Association% plan for co-ordinating universities and\nnormal schools in order to secure a university education to the graduates of the normal\nschools, and a pedagogical training for university graduates intending to teach, and\n\n"}
{"page": 422, "printed_page": null, "text": "410\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nthus supply the profession with teachers who shall have had both a pedagogical and a\nuniversity training, respectfully recommend the following as such committee\n\n:\n\nChas. De\n\nGarmo, Ph.D.; R. G. Boone, Ph.D.; Charles McMurry, Ph.D.; N. M. Butler, Ph.D.; G.\nStanley Hall, Ph.D. James M. Green, Ph. D., and Supt. D. L. Kiehle.\nF. W. Palmer,\n^\nJohn W. Cook,\nCommittee,\nJames M. Green. )\n;\n\n/•\n\nThe Committee on Nominations reported as follows\n\n:\n\n—\n—\nSecretary — J. N. Wilkinson, of Emporia, Kan.\n\nPresident J. M. Milne, of Oneonta, N. Y.\nVice-President J. W. Cook, of Normal, 111.\n\nBy vote, the Section ordered the Chairman of the committee to cast the\nballot of the meeting for these officers.\n\nProfessor Frank McMurry, of Normal, 111., read a paper on *' The\nValue of the Herbartian Philosophy,^' which was discussed by Professor E.\nE. Brown, of University of California, and others.\nPresident John Hull,\nof Southern Illinois Normal, discussed '^ What Training a Pupil Teacher\nShould Have.\"\nThis completing the programme, the Section adjourned.\n\n"}
{"page": 423, "printed_page": null, "text": "THE TRAINING OF TEACHERS.\n\n411\n\nPAPERS.\n\nCO-ORDINATION OF THE NORMAL SCHOOL AND THE\nUNIVERSITY IN THE TRAINING OF TEACHERS,\nPRESIDENT CHARLES DE GARMO, OF SWARTHMORE COLLEGE.\n\nNo co-ordination of the normal school and the university in the training\nof teachers now exists.\n\nThis condition of things\n\nis\n\nowing chiefly to two\n\nbecause normal-school graduates are not admitted to the\nuniversities on their diplomas ; and, second, because the pedagogical\ncauses\n\n:\n\nfirst,\n\nwork in the universities\n\nis\n\nnot, as usually organized, distinctly different\n\nfrom that of good normal schools. With a total lack of credit on one side\nand a general lack of educational facility on the other, it is not strange that\nthere should be such a complete disjunction of the two classes of instituThat the higher pedagogical training of\ntions in the training of teachers.\nnormal-school graduates is desirable, can hardly be doubted.\n\nIn the first\n\nplace, from among their number\n\nmore perhaps than from any other class\ncome the persons who are desirous of making teaching in the public\n\nOn the other hand, the training they get in the\nnormal schools is necessarily elementary and general. It must deal primarily with the common-school studies, and being so detailed, thoroughgoing, and technical, it cannot at the same time be broad and liberal.\nThe normal-school graduate has a facile skill in the application of what he\nknows, but he lacks two essentials of the highest usefulness as an educational leader, a broad outlook over the whole field of education, and a\nThe university, if he could get\nspecialized knowledge along a few lines.\ninto it, would give him the latter ; but the probability is, that in making\nhim a biologist or economist it would unmake him as a teacher. This\n\nschools a life calling.\n\nleads to a consideration of the pedagogical work in universities as it is,\n\nand as it must be to be of any real service to the normal-school graduate.\nThe first idea that came in with the chairs of pedagogy seems to have\nbeen that the university should make up to the student in some degree\nhis lack of normal-school training, so that the first work along these lines\nwas elementary, and not unlike that given in normal schools. Such elementary treatises as Page, Quick, Fitch, Compeyre, were freely used.\nThe result has been that to many persons the term '' pedagogy \" has become synonymous with the contents of these books. So long as university\nwork in pedagogy bears this character^it will contain nothing for the\ntrained normal-school graduate.\nFurthermore, however strong the personal influence of the professor of pedagogy may be, he has small chance\n\n"}
{"page": 424, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n412\n\nof imbuing men with the spirit of education, of developing in\n\nthem the\n\npedagogical consciousness in everything they do, so long as their instruction in content-studies like biology, physics, economics, history, is given\n\nby men whose standpoint is anything rather than pedagogical. Two\nchanges, therefore, seem to be necessary before any real, desirable co-ordination of normal schools and universities in educational training can\nFirst, the pedagogical work of universities must be radically\n\ntake place.\n\nand, second, normal-school graduates must be freely admitted\n\nchanged ;\non their diplomas. Aside irom defects in the quality of work\noffered, our chairs of pedagogy are fatally defective, in that they are\ncomponent but not organic units of university life. They are mechanically\nto it\n\nThe funcbut not organically connected with their own allied subjects.\nRobinson Crusoe in the university of the isolated professor\n\n—\n\ntion of the\n\n—whose work\nof the past,\n\nno organic connection with a group of men, is a thing\nEvery great departor at most of the immediate future.\nis in\n\nment of education, such as medicine, law, theology, biology, history, economics, engineering, chemistry, etc., forms a nucleus for a group of men\n\nwhose work is thoroughly organized and directed to one end. But how is\nHe is neatly glued on to the university as a whole, btit he has no group of men with whom he can organize\nan education department. He goes it alone. Psychology may be taught\nso late or in such a manner as to make it useless for him as a basis upon\nwhich to build. The department of philosophy looks upon him with a\nfatherly eye, but never thinks of reorganizing its work for his benefit.\nDepartments of history and economics wonder what they have to do with\npedagogy, while literature and linguistics pursue their path quite uncon-\n\nit generally with a professor of pedagogy ?\n\nscious of the needs of the pedagogical department.\n\nOccasionally a professor,\n\nin the goodness of his soul, will give a few lectures on the teaching of his\n\nbranch\n\n;\n\nhe will do it as if throwing a bone to a dog.\n\nNobody doubts that chairs of pedagogy have done much good.\n\nThey\n\nsomething better, but that they are the\nideal finality cannot be imagined.\nThe isolated chair of pedagogy must\ngive way to the organized group, or faculty, of an education department.\nThis group, or faculty, must have control of the instruction, not only in\nstrictly educational subjects, but also in all closely allied ones.\nIt must,\nfor instance, control the kind and amount of work done in general and\nspecial psychology, to say nothing of fixing its place in the curriculum.\nIt must do the same in political as well as school administration, in economics and in history and literature. Ultimately, five or six men will be\nneeded to conduct an education department of a great university. Their\nwork will measure up to the highest university standards in scope and\ncharacter, and will probably consist of two courses ; one undergraduate for\njuniors and seniors, and one postgraduate for advanced study.\nThis\ncoarse should also cover two years.\nThe undergraduate work, instead of\nare perhaps a necessary step to\n\n"}
{"page": 425, "printed_page": null, "text": "THE TRAINING OF TEACHERS.\n\n413\n\n•\n\nduplicating that of even our best normal schools, will be a distinct advance\n\nupon it. In a paper before the Council I have entered more into detail\nas to what the scope and character of a pedagogical course should be.\nTurning now to the normal-school graduates, we find them excluded\nfrom the university as a class, because they have not had the traditional\ncollege preparation in languages.\nAfter teaching a few years, they wake\nup to find themselves confronted by a dead wall to further progress, on\naccount of the elementary character of their training, and too old to\nbegin the work that others are doing before tlie age of sixteen or eighteen.\nThe result is that most of them stop growing, settle down into routine\nwork, or drift off into other callings.\nNow, if educational departments\nsuch as have been indicated can be established, the star of hope once more\nnormal-school graduate.\nHis facile skill as a teacher, his\nenthusiasm acquired at the normal school, his maturity and his\nearnestness of purpose, far more than counterbalance any loss he may have\nsuffered from a lack of drill in language.\nThe education department,\nnot being dependent upon linguistic training in its students, or responsible for its absence, may freely and with credit to itself admit normalschool graduates to its undergraduate course upon equal terms with those\nwho come to it from lower university classes.\nIt ought to require but little argument before this body of normalrises for the\ninitial\n\nschool men and women to\n\nshow that the present incapacity, not to say\nto give an opportunity for\nadvanced training in educational science to those who need it most and\nwould use it best, is an educational mistake. We are trying all along the\nline to unify our educational system, to build an unbroken educational\nladder from the primary school to the university, but we seem thus far to\nhave thought but little about any correlation of effort between normal\nschools and universities in the training of teachers.\nIf we do not want\ndisinclination,\n\non the part of universities\n\nour educational system loaded at every point with short-sighted, incompetent leaders, we must make it not only possible, but desirable, for the\nnatural push and executive ability found among normal-school graduates\nto find a place where their native ability can come to its full development.\n\nNor is the whole obstruction to such a consummation altogether on the\nthe university.\nThe natural tendency for the normal school,\n\nside of\n\nfinding itself discredited at the higher seats of learning, is to crawl into\nthe shell of its own individuality, proclaiming itself a peculiar institution,\nquite sufficient unto\n\nitself.\n\nThe same thing is seen a notch lower down\n\nthe scale, in the private normal school, which assumes the same aspect\n\ntoward colleges and State normal schools.\nThis is most unfortunate\nbusiness.\nIt tends to fill the young graduate so full of conceit that it\nsometimes takes years of practical failure^to convince him of his folly; and\nin some cases, where the soil is fertile, one of them may remain in a fooFs\nparadise\n\nall\n\nhis life, and\n\nnever find\n\nit\n\nout,\n\nThe best receipt I know to\n\n"}
{"page": 426, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n414\n\nenable the normal school to awake from its dogmatic slumbers is to place\n\nupon\n\nits\n\nfaculty, at every opportunity, men\n\nuniversity training.\n\nand women having a broad\n\nEven if they are at first slip-shod in their methods,\n\neven if they do overrate the strength of the normal-school student, in the\nend their refinement of mind, their broad, rich scholarship, will work like\nThe most fortunate thing that ever\nleaven among teachers and pupils.\n\nhappened to the Illinois State Normal School, at Normal, was to have\nGeorge P. Brown establish a philosophy club in the neighboring city of\nBloomington. Many of the faculty became members of this club. It\nbrought into that school an element of thinking and culture that had\nalways been lacking.\nIt roused the whole faculty out of the dogmatic\nslumber of which I have spoken. Its effect was immediate and permanent\non the whole body of teachers and students. The instruction became\ndeeper and more earnest ; the school was relieved of the tyranny of the\nnon-essential; fads and tricks of method received less attention; and, most\nof all, the graduates began to push for higher instruction in colleges and\nuniversities.\nSad, indeed, is it for the normal school whose faculty is\ncomposed of persons who have never felt the quickening power that comes\nfrom contact with great minds in the higher education, who have given\ntheir lives to the more mechanical phases of their calling.\nAs well may\nwe attempt to build a fire from icicles as to expect such people to open up\nto their pupils the avenues to the higher education, or to inspire them\nwith the idea of getting it.\n\nLet us, then, gentlemen and ladies, go to work at our end of the line.\nSo far as in us lies, let us rise in our own instruction above the petty, the\nmechanical, the non-essential\nlife-giving, that which will\n\n;\n\nlet\n\nus strive for the\n\ngrow and produce\n\nfundamental, the\n\nfruit hereafter.\n\nNormal\n\nschools should strive constantly to raise the standards of qualification for\n\nadmission, but this is not so important as trying to infuse\n\nnew life into\n\nemployment of highly educated instructors, and the\nall along the line to rise above the commonplace and\n\nthe faculty by the\ngeneral effort\n\nmechanical.\n\nWhen we shall get tlie ideal educational training in universities, of\nwhich I have spoken, no man can tell but of this we may be assured,\nthat the sooner we aspire to it and prepare for it, the sooner we shall get\nit.\nThere is no interest in the educational world to-day that transcends\n;\n\nin importance the proper' training of teachers,\nin this time of educational expansion,\n\nand I am convinced that\n\nwhen the most needful things are\n\nonce comprehended, they will be provided for. What could not President Harper or President Eliot or President Jordan accomplish along this\n\nhe saw the need and the opportunity ? You can get money for\nthe education of teachers as easily as for that of doctors and scientists,\nif the world is once convinced that they need it.\nAs soon as the teachers\nline if\n\nof the country cry for more light, they are sure to get it.\n\n"}
{"page": 427, "printed_page": null, "text": "THE ECONOMIC CAUSES OF MODERN PROGRESS\n\n415\n\nTHE ECONOMIC CA USES OF MODERN PROGRESS.\nPROFESSOR PATTEN-, UNIVERSITY OF PEN-NSYLVAN-IA, PHILADELPHIA.\n\nIn clearing awaj the obstacles that have obscured economic laws, the\nis forced to investigate all the problems that cluster around\nindustrial life.\nHe cannot get at the secret springs of economic activity\nwithout going beyond the limits which, in a strict sense, bound his science.\n\neconomist\n\nWhen the tendencies were strong in economics to seek a physical basis\nfor all economic theories, he\n\nwas forced to become a physicist, and even\n\nan agricultural chemist, in order that he might determine the principles\n\nwhich regulate the production of wealth on its physical side.\nOf recent years a strong tendency has arisen to lay stress upon the\nsubjective side of economics, and. hence the economist has become a\npsychologist, and has investigated many neglected psychological problems.\nOut of all this has come a new method of psychological investigation\nand the formulation of laws that throw new light upon some old problems,\nthe solution of which was not possible by accepted methods.\n\nWith the vantage-ground thus\n\nobtained, I desire to re-examine\n\nthe\n\nprinciples of ethics, and to modify them by the new doctrines that have\narisen from investigations purely economic.\n\nEthics in the past has been closely associated with transcendental\nits terminology, ideas, and concept of\n\nphilosophy, and has borrowed\n\nmental activity from that mode of thinking. A large part of the same\nmental phenomena has been investigated by economists, men of instincts\nand education other than those possessed by the group of thinkers called\nphilosophers.\nIt is therefore no matter of wonder that these two essentially different types of thinking should use different terms to express\nnor that there should be a liability to confusion when\nthey meet upon the common grounds of ethics.\nCertain\nMorality is intimately connected with pleasures and pains.\nactions give us a surplus of pleasure, and we are inclined to choose them.\n\nsimilar ideas,\n\nIf right conduct always gave the greatest surplus of pleasure,\n\nour choice\n\nwould be simple, and there would be no science of ethics. But too often\nthe surplus of pleasure seems to be on the side of wrong action, and\nthen the ethical\n\ndifficulties begin.\n\nHow can the mental attitude in this\n\ncase be so changed that the surplus will be on the right side ?\n\nThe early types of morality seek to secure a conformity to the moral law\nin two ways\n\n:\n\nby educating the actor, through some form of ascetic doc-\n\ntrine, to be indifferent to pleasure, and by associating evil results with the\n\nkeen pleasures which so often lead the actor astray. It should be noticed\nthat both of thes« remedies act primarily upon the surplus on the side of\n\n"}
{"page": 428, "printed_page": null, "text": "416\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nThe right action gets the excess of pleasure on its side,\nany increase of the pleasure from it, but because of a\nThe natural\ndecrease of the surplus pleasure from the wrong action.\nhe\ninclination of the culprit to do the wrong may be as strong as ever\nmerely yields to the superior force of society, and sighs for a world in\nwhich his stronger desires could be gratified without any restrictive conwrong conduct.\n\nnot because of\n\n;\n\nditions.\n\nThese doctrines are the natural outcome of the education and environ-\n\nment of the early moralists. Ethics has always been regarded as a part\nof philosophy, and philosophers have confined themselves too much to\nintrospective methods, and are inclined to believe that elements are fixed\n\nwhich an inductive method would show to be changing. The laws of\nutility which lie at the basis of morality have not attracted the attention\nof philosophers.\n\nThough a part of psychology, they have been overlooked\n\nby psychologists ; while economists, from the necessities of their investigaIn\ntion, have been compelled to devote much attention to these laws.\nthis way studies which are purely economic have helped to clear up a\nneglected part of morals, and thus may assist in laying the foundation of\ntrue ethical science.\n\nEconomic theory can throw light upon moral problems if it can show\n\nhow the higher pleasures obtain the power to resist strong passions. It\ncan thus show how moral ideas grow, or under what conditions the conIf the same psychological principles act\nconsumption of wealth as in morals, moral progress must dej^end\nupon the same conditions as economic progress. The mechanism of economic progress is best seen in the theory of consumption, especially in dis-\n\nscience becomes more efficient.\nin the\n\ncussing the standard of life.\n\nI desire, therefore, to call attention to this\n\npart of economic theory, and to formulate one of\n\nits\n\nlaws as a basis for\n\nsubsequent discussion.\n\n—\n\nThe Influence of Complementary Goods.\nThe pleasure secured from\nan harmonious group of articles is much greater than the sum of utilities\n\nwhich can be obtained from their separate consumption. The pleasure\nderived from the consumption of each article is not a unit separate from\nthe pleasure derived from every other article. Meat, bread, potatoes, and\ncoffee consumed at one meal give greater pleasure than if each article was\nconsumed in isolation. A suit of clothes, harmonious in color and form,\ngives a greater utility to its possessor than the same articles would give if\nthey were not adjusted to one another.\n\nWe seek to unite isolated articles\n\nharmonious groups so that their utilities may blend.\nThere results\na synthesis of mutually complementary elements, the joint utility of\nwhich is greater and more intense than the sum of the separate utilities\nGoods are not complementary in consumption unless\nof its components.\nthe gratification derived from the group as a unit is greater than the sum\ninto\n\nof isolated utilities of the parts making up the group.\n\n.\n\n"}
{"page": 429, "printed_page": null, "text": "THE EUONOMIO CAUSES OF MODERN PROGRESS\n\n417\n\nThe increase in the sum of pleasures which society has to enjoy, or, to\nexpress the idea in economic terms, the increase of the standard of\n\nlife,\n\ndepends upon these economic causes. The simple pleasures of primitive\nBy association we learn that certain\nlife depend mainly upon sensation.\narticles are harmonious, and with them we form complementary groups,\nthrough which the pleasure of the articles is greatly increased. Certain\ninharmonious articles are eliminated from consumption, or are, perhaps,\nunited into groups of their own, in a way that will not interfere with the\nleading groups with which they are out of harmony.\nIt is usually the\ncase that when two small groups are united into one, through progress in\nconsumption, some articles must be omitted, or the increase of total utility\ndue to the formation of the larger group will not be secured.\nPerhaps the best illustration of discordant groups is furnished by the\nsour, heavy foods that harmonize with strong liquors, and the diet of the\nabstaining classes, in which sugar occupies the leading place.\nWith the\nfree use of liquor, coarse food can be washed down and digested, but such\nfood will not harmonize with a free use of sugar.\nA marked opposition\nthus arises between a liquor diet and a sugar diet, and consumers are\nforced to choose between them.\nThe raising of the standard of life involves, therefore, the ejecting\nfrom our consumption of articles out of harmony with the new conditions, though these articles are often those that, by themselves, were\nsources of great pleasure. The choice must be made between the pleasure\nof some single article and that of some complementary group of goods\nwhich tends to displiice that article. The primitive man gets his pleasure\nfrom some one or two articles, and adjusts his other consumption to this\n\nThe civilized man, however, ejects those leading pleasures\nwhich depend mainly upon sensation, choosing instead larger groups, the\nparts of which separately have less utility, but, being harmonious, give a\nlarger total utility. The disuse of liquor and tobacco by so many individuals is a notable instance of the change of which I speak. These articles\nare sources of great pleasure, but are so inharmonious with the consumppleasure.\n\ntion of sugar and other articles, which enter into large groups, that there\nis\n\na rapidly increasing tendency to omit them altogether.\n\nThe steady\n\ndecrease in the use of vinegar and of fat foods has the same explanation.\n\nViewed from an economic standpoint, the difference between a good\nand bad consumer lies in the willingness to eject elements from the consumption which do not unite readily into large groups. Some consumers\naccept the increasing variety which improved economic conditions permit,\nand from the new articles, as well as from the old, get the pleasurable\nThey lose in this way the\nsensation which their consumption affords.\ngreater pleasure which the formation of%their goods into groups would\ngive, and suffer, in addition, the ultimate results which flow from an inharmonious consumption.\nThe good consumer ejects the discordant ele-\n\n"}
{"page": 430, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n418\n\nments, forms large groups, and gets the greater pleasure, present as well\nas future, that follows his wiser action.\nI have described in full the conditions that create a higher standard of\nlife,\n\nnot because the economic and the moral standards are the same, but\n\nbecause the same psychological principles act in each case.\nthere is no distinct line of demarcation between the two.\n\nsimple groups that are plainly economic\n\nfirst attract the\n\nMoreover,\n\nThe small and\nattention of the\n\nconsumer, and then he begins to appreciate the larger groups in which\nthe moral and economic blend, finally reaching the largest groups that\nare distinctly moral.\n\nThey are\n\nall\n\ncreated on the same plan, and have\n\ntheir growth conditioned by the changes in\n\nthe mental organization of\n\nAs the smaller groups unite to\nform the larger, there are always discordant elements to eject, and a sum\nof added pleasure which must be imputed to the several members of the\nnew group. Thus the consumer becomes a better consumer, or, if we\nthe race which accompany\n\nits\n\nprogress.\n\n'\n\nhave passed into the groups which form the ethical world, the moral judg-\n\nment and conscience become more active elements in forming our characters.\n\nOf the groups partly economic and partly moral in their character, peris that we designate by the word \"home.'\"'\nA\nhome is not a simple pleasure, but it is a great group of many pleasures,\nso many that it would be impossible to describe them in detail\nand yet\nIt is\nthe word, with the meaning we attach to it, is of modern origin.\nsaid that many languages are without it.\nThis means that in early\ntimes, and in many nations at present, the numerous pleasures that are\nnow blended in this group were isolated pleasures or members of small\ngroups associated with other objects.\nYet a process of ejection and of\namalgamation of pleasures has gone on until the new complementary\ngroup is strong enough to be able to hold in check the strongest of the\npassions.\nIt has modified many pleasures, changed their character, and\nhas also created many which could not have arisen under other condihaps the most powerful\n\n;\n\ntions.\n\nFrom the foregoing it will be seen that there are, in morals, two active\nprinciples, with two underlying conditions accomj)anying their working.\n\nThe latter come from the economic world\n\n;\n\nthe former, though also active\n\nthere, are seen in their purest form in morals.\n\nThe conditions to moral-\n\nity lie in the size of the groups of pleasures and in the equality of the pleas-\n\nures forming the groups.\n\nThe principles shaping the action of the will are\n\nthe ejection of discordant elements and the correct imputation of pleasures.\n\nThe economic creates the possibility of the larger group of pleasures, while\nthe moral drive out the discordant elements, through which alone the\n\nformation of larger groups is possible.\n\nThe moral ideals are formed on the same plan as the complementary\ngroups of our consumption. We create in our imagination ideal coudi-\n\ny\n\n"}
{"page": 431, "printed_page": null, "text": ";\n\nTHE ECONOMIC CAUSES OF MODERN PROGRESS.\n\n419\n\nwhere many of the pleasures of life are brought in one group.\nThe elements of this group are collected from widely different and contioiis,\n\nwhich cannot blend into one unit until some of the elements are dropped from the picture, and others are reduced to a more\nOnly those who have acquired the habit of summarily\nsubordinate place.\nejecting discordant elements can form the highest ideals, or have the\ncharacter needed to realize them.\nTwo plans alone are possible by which right conduct may be encourflicting sources,\n\naged.\n\nOn the one hand, the requital for evil deeds may\n\nbe emphasized,\n\npunishment created, and thus the pleasure of\nthe wrong action can be reduced by its associated evils, until the greater\nsurplus of pleasure is on the side of right action.\nOn the other hand,\nthe pleasure of right action may be increased by enlarging the complementary groups of pleasures, and thus the instincts and motives that\na vivid picture of future\n\ninduce the actor naturally to choose the right are strengthened. The\nfirst plan is best realized in our moral literature and criminal law ; the\n\nsecond in our economic activities.\n\nThe increase of our economic activities, moreover, changes the associahave with the future. The primitive man associates pleasure\nwith the present, and retribution with the future.\nThe economic man\ntions we\n\nthinks of the future as the place where he can realize the pleasure for\n\nwhich he is now preparing. The first man enjoys to-day and suffers tomorrow, while the other works to-day and enjoys to-morrow his capital,\nthe future goods of to-day, will then be his present goods, and ready for\n;\n\nconsumption.\n\nTbe imagination of the one will fill the future with horrid\nhim as a retribution of his past deeds\n\npictures of suffering which face\n\nthe imagination of the other creates an economic paradise where he will be\n\nexempt from present woes.\nfor both of these classes ?\n\nWill the same literature serve as moral food\nMust it not differ in character as widely as\n\nDante's \"Inferno\" does from Plato's '''Ideal Republic\" or Bellamy's\n\"\n*'\n\nLooking Backward ?\n\nThus, in spite of the emphasis given to the primitive ideals and to the\nkind of imagination they demand, it is doubtful if the moral progress of\n\nmodern nations is due to these agencies.\n\nThe trend of events was against\n\nthe popular remedies for moral evils, and, if they had been the only force\nin action, there\n\nmight have been a retrogression instead of a progression.\n\nThe unseen growth of economic forces, however, has more than compensated for this possible loss.\nThe larger groups of pleasures have made\nus moral in a natural way.\nWith a greater surplus of present pleasure\ngradually forming upon the side of the right conduct, we have less need\nof an appeal to motives that revive our primitive feelings, and force us to\n\neconomic\nenvironment can give.\nThe moral education should begin with lessons from the economic\n\nfight the moral battle without the protection that our present\n\n"}
{"page": 432, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n420\n\nworld,\n\nbecause the mechanism of morality is the same as that of the\nEconomic activity exercises the faculties which at a\nlife.\n\nstandard of\n\nlater period become moral.\n\nThis education should begin with the small\n\ngroups of pleasures which are vivid\n\nrealities\n\nto\n\nthe child, and. seek to\n\nIn this way, not only will the\nsum of pleasure be greatly augmented, but, with a more correct imputation\nunite them gradually into larger groups.\n\nof the pleasure that comes with the change, a natural bulwark is created,\n\nby which the isolated but strong animal passions are held in check.\n\nA\n\nhabit will thus be acquired of ejecting from the consumption the dis-\n\ncordant elements which prevent the formation of larger groups, and this\nhabit will greatly strengthen\n\nthe\n\nconscience\n\nwhen moral\n\nacts\n\nare in\n\nquestion.\n\nThis transformation of the consumption should be made on purely\neconomic grounds. Each small evil should be associated with the concrete group where it usually appears, and should not be allowed to amalgamate with otlier evils, forming a group so large as to disturb the normal\norder of the consumption.\nDo not bring in a great principle for a small\nend.\nInstead of using up the force of purely moral motives in getting the\nmechanism of morality in working order, economic motives which appeal\nto the same psychological principles should be employed, and the former\nreserved for a later period of a child's development, when he is more\nconscious of the subjective forces moulding his character.\nConscious\nethical training should be delayed until the economic motives are working\nin a normal way, and have created the largest groups that the economic\n\nworld can give.\n\nManual education furnishes excellent means for this end. It brings\npsychological principles into activity that are essential in morals, yet it\nsecures its results by an appeal to motives that are active in the child.\n\nThe pleasures it creates are at first weak, but they readily become parts of\ncomplementary groups, and thus control our action. A greater\nis needed to satisfy the consumer trained in\nthis way, and he\nnotices more quickly the lack of harmony which the absence of certain\nlarge\n\nvariety\n\nelements causes.\n\nThe growth of artistic feelings\n\nmentary group of\n\nall\n\ncreates a great complethe qualities seen by the eye ; manual skill brings\nthe different forms of construction into relation with one another and\n;\ncooking unites in the same way the various kinds of food.\n\nThe different ways in which paper can be folded causes the child to\nthink of the various geometric forms as one group, and he finds\n\na greater\npleasure from the harmony which he discovers through\ncomparison. In\nsewing, the different kinds of stitching help\nto unite our clothing more\nclosely into a complementary group.\nComplex associations arise which\ngreatly increase the pleasure of the whole.\nIt is easier to pass by association from one form to another, and hence\na defect is more jarring and a\nharmony more pleasing. The propensity to cut and destroy comes from\n\n"}
{"page": 433, "printed_page": null, "text": "HERBARTIAK PEDAGOOT FOR NORMAL SCHOOLS.\nthe small size of the groups of pleasures which tlie boy enjoys.\n\n421\n\nIf he\n\nassociated in one group all the pleasures of the schoolroom, a desire to\n\ninjure the furniture would be held in check by the thought that it was a\n\npart of a group of pleasures^ and that he would reduce the pleasure of this\n\ngroup more than he would gain by his destructive act.\nthe teacher to aid his pupils in enlarging their\nTheir capacity for enjoying associated pleasures\ngradually increases with their age, and the teacher must be active in\nshowing the natural groups into which their pleasures will unite. They\nmust also be taught to eject the discordant elements which prevent the\nIt is always possible for\n\ngroups of pleasures.\n\nunion of small into large groups. Too often the pleasures of children\nremain mere aggregates of sensations of a low character because they are\nunconscious of the increase of pleasure which a harmonious consumption\nwill give.\n\nIn relation to the food supply there is a vast field for instruction.\nThe\ngrouping of food into the best combinations, and the ejection of the discordant elements, are both matters of the greatest importance.\nChildren\nshould be taught how coarse foods and strong drinks would keep them\nfrom a full appreciation of the best combinations of food, and they should\nbe helped to form the habit of rejecting crude, isolated pleasures which\nprevent the formation of these larger groups.\nIn this way they will not only be better consumers of food, but also they\nwill get into working order the moral mechanism upon which their ethical\ncharacter will depend.\nWhoever would make mankind moral in a natural\nway must make his beginning and get his mechanism in operation in the\neconomic world.\n\nVALUE OF HERBARTIAN PEDAGOGY FOR NORMAL\nSCHOOLS.\nBY PROFESSOK FRANK MCMURRAY, N^ORMAL, ILL.\n\n\"Love of the work,\" \"desire to do good,\" and \"pay\" are the three\nmotives which are commonly held up for the guidance of young teachers.\nWhile it is hoped that \"love of the work\" and \"desire to do good\" will\nbe their ruling motives, it is well known that \"pay\" will have the\n\npower over them. For, without doubt, a majority of teachers\nwould abandon their profession to-morrow, could they be assured of better\ngreatest\n\nincomes in other reputable callings.\n\nnormal school to develop the \" desire\nthought in the\\iinds of its students. That is a\n\nIt is hardly the mission of the\nto do good \" as the chief\n\nmost desirable spirit, indeed, but savors rather too much of missionary\nwork for a school of that kind.\n\n"}
{"page": 434, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n42'Z\n\nIt is, however, a primary duty of a normal school to engender among its\n\n—\n\nfor both the theory and the art, or\nFor it is only when controlled by such a\nlove that one is likely to grow, become an excellent teacher, and remain\nin the profession.\nBut what a rare exception it is to find one who\nreally feels this love.\nMen are devoted to biology, they love physics and\nchemistry, they revel in psychology and metaphysics.\nThe study of these\nsubjects is their chosen lifework, and they find their chief delight in\npondering them over. But this spirit of devotion is not characteristic of\nteachers.\nA very small portion of them love the theory of teaching or its\npractice.\nAnd many of those who seem to enjoy it thoroughly like rather\nthe companionship of the children than the activity called teaching, or\nthe field of thought called pedagogy they dislike teachers' meetings and\navoid pedagogical discussions.\nBut why is it that one sphere of thought,\n\nstudents a decided love for teaching\n\nthe doctrine and the practice.\n\n;\n\nas natural science or metaphysics, should be so enticing to so many minds,\n\nwhile this other, called pedagogy, is, on the whole, very unattractive ?\n\nIt\n\nnot necessarily on account of the greater content of the former ; for,\nwhile the former subjects deal with an abundance of concrete facts or\n\nis\n\ndetails, the latter does\n\nthe same.\n\nPedagogical books contain a limitless\n\nnumber of specific directions as to what is true and right in teaching.\nNor is it owing to the greater practical value of the former studies, for,\nwhile metaphysics\n\nis purely theoretical, pedagogy is capable of constant\nPhilosophers find great enjoyment in the contemplation of\nvarious views as to the plan of the universe, while they may possess\nexceedingly little faith in the correctness of such views.\n\napplication.\n\nOn the other hand, teachers feel little interest in ideas pertaining to\ntheir work, although these ideas may be of daily use in the schoolroom.\nThere must be some reason why one field of thought is so much more\nattractive than another ;\n\nand that reason is found largely in the fact\nthat the ideas in the one field are much more thoroughly organized\nthan\nthose in the other.\n\nAny subject which contains only a collection of single, isolated, independent facts is usually of little interest. The lecture which lacks unity is\ncondemned on that ground\n\n;\n\nso a subject that\n\nis\n\ncomposed of a chaotic\n\nmass of facts cannot secure devoted students.\n\nThis is because it is the\n\nnature of people to love systems of thought.\nfaith whatever in Leibnitz' conception of the\n\nEven though one feel no\n\nworid, he may still very much\n\nenjoy studying that conception, simply because it is\n\na system of thought.\nGreat ideas are there brought into such harmony\nwith one another\nthat they together make an entire unit ;\nthere is a completeness there that\nIS delightful.\nLikewise the enjoyment of physics is due to the fact that\nten\n\ntliousand\n\nfew great laws.\ntitude of\n\nindividual facts are explained\n\nand held together by a\nWithout knowledge of these laws, one is lost in the mul-\n\nphenomena before him; with\n\nit\n\ncomes order, comes system.\n\n"}
{"page": 435, "printed_page": null, "text": "I\n\nHERBARTtAN PEDAGOGY FOR NORMAL SCHOOLS.\nWith it lie can find his bearings and keep them\n\n;\n\n423\n\nhe can enjoy taking a\n\nlook at his surronndings, for he is on a high j^lane and has a wide view.\nIt\n\nis\n\nclear,\n\nthen,\n\nwhy physics and metaphysics secure such devoted\nit is clear why the theory and art of\n\nFor the same reason\n\nstudents.\n\nteaching do not secure such.\n\nFor, while we have hundreds of books on\n\nthe subject, they reveal no plan.\n\nEach contains many good things, many\n\nimportant truths, but these truths are not bound firmly together. One is\nnot lifted to such heights that he can keep his bearings and realize that\nHe realizes, on the conhe is in the midst of a great system of thought.\nhe is in no system ; in other words, that he is continually lost.\nMost of our pedagogical books produce this disheartening effect. Even\nJoseph Payne's most excellent *^ Lectures on Teaching'' possess no unity\nthey are simply good individual lectures the book, as a whole, presents\nno system of thought. But perhaps no work is more disappointing in this\ntrary, that\n\n—\n\n;\n\nrespect than Bain's '^ Education as a Science.\"\n\nIts title is very promising.\n\nBut the first chapter, after discussing at some length the purpose of education, concludes that the purpose cannot be determined, because, while\n\npeople may assert that it is human happiness and perfection, they are not\n\nagreed as to what this happiness and perfection really are.\n\nAfter reach-\n\ning this conclusion, the author, in the remainder of the book, discusses\nthe means and methods of accomplishing this unknown purpose.\nIt can hardly be said that such a book contains a great system of\nthought with its parts firmly welded together. Still, Bain's book is a fair\nrepresentative of our pedagogical literature in English. As long as that is\ntrue, there is little hope of arousing a decided love for pedagogy by reading.\nBut if our text-books on teaching do little to engender a love for this\nsubject through a closely related system of ideas, our normal-school faculties do little more.\nFor the thoughts of the individual professor ordinarily lack\n\nunity as much as the\n\ncommon text-book, and the views of the\n\ndifferent members of the faculty are as much at variance with one another\nas the books they read.\n\nSuch want of harmony is natural, since the teach-\n\ners have usually been educated in different schools and in various sections\n\nof the country.\n\nBut it is exceedingly injurious in its effects\n\nthe different tastes of the instructors\n\n;\n\nfor,\n\nwhile\n\nmay develop a student in several\n\nhim broad in his views and likings, their inharmonious opinions on important points of teaching tend actually to destroy\nprofessional zeal and produce shallowness.\nA student in a normal school\nhas abundant opportunity to learn what these opinions are ; for not only\nin the training, but also in the academic, department should aims and\nmethods of teaching be frequently considered.\nEach professor should\n\ndirections, thus making\n\nfrequently call attention to the purpose of his branch, its relation to other\nstudies, and the metliods\n\nthrough whicIT these aims can best be realized.\n\nWhat must be the effect upon the students when they discover no unity\nin these views, but rather discord, even on the most important question ?\n\n"}
{"page": 436, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n424\n\nStill, if\n\nthey are inclined to reflect at all, they must make this discovery.\nuncommon thing for the teachers to wrangle even about the\n\nIt is not an\n\none believes that it is mental power\nchief purpose of the public school\nanother, useful knowledge ; a third, mental activity ; a fourth, the devel:\n\nopment of the different lines of interest\n\n;\n\na fifth, good moral character.\n\nDisagreements exist, further, as to the relation of the separate studies to\npurpose ; also as to the method by which they shall be taught.\nThe professor of histoiy may value his branch mainly on account of the\nthis chief\n\nuseful knowledge it contains, while the teacher of literature emphasizes\nThe professor of reading may assert posiespecially its ethical worth.\ntively that reading is the\n\nmost important study in the primary grades,\n\nwhile the instructor on the theory of primary teaching may assert just as\npositively that beginning reading is a study quite subordinate to literature\n\nand elementary science.\n\nThe professor of geography may teach his sub-\n\nject by tracing lessons, while the critic teacher in the training department\n\nforbids the students under his supervision to teach according to that\n\nmethod.\n\nThe training department may strive to relate, as closely as possi-\n\nble, all of\n\nthe branches taught in each grade, while the specialists in the\n\nacademic department seem to ignore entirely the important principle\ntherein involved.\n\nThese are only examples of the many differences that may exist between\nSome of them, of course, could be easily harmonized, and others are of minor importance. Students, however, do not\nreadily distinguish between important and unimportant points, nor do\nthey easily perceive the essential harmony of varying views ; they are\nstruck simply with the differences they see. But, even were they thoughtful enough to avoid such shallowness, the disagreements and inconsistencies they would still see are numerous and important.\nThere would\nbe forced upon them the conviction that there is comparatively little\nthat is fixed or settled in pedagogical doctrine\npedagogy is no science at\nall it is a chaotic mass of facts, very many of which are in dispute.\nThat\nis the prevalent impression.\nUsually, the older the teacher becomes, the\nmore clearly does he see this he realizes that he is bewildered in his\n\nmembers of the faculty.\n\n;\n\n;\n\n;\n\ndoctrine, that individual opinion is his chief guide, that mere authority,\n\nnot scientific reasoning, settles disputes.\n\nMany of our best teachers aban-\n\ndon the profession when they reach this point. They are fairly well satisfied with their pay, they have a missionary spirit, and they enjoy children,\nbut they do not see enough of science in teaching to satisfy their minds.\n\nThe first need, therefore, of authors of books on teaching and of normalschool faculties is a commonly accepted fundamental doctrine.\nIt is not\nnecessary or desirable to do away with all difference or disagreement, but\n\n—\n\n—\n\nharmony on vital questions a common standpoint must be secured. A\nwould then be much more common, and discussions\namong teachers would prove more profitable. This doctrine, to be comlove for teaching\n\n"}
{"page": 437, "printed_page": null, "text": "HERBARTIAN PEDAGOGY FOR NORMAL SCHOOLS.\n\n425\n\nand show clearly by what\nmeans and methods that purpose can be accomplished. If it does that,\nit might tlien be called a science, or at least a well-organized system of\nplete, must fix a definite purpose for the teacher,\n\nthought.\n\nThere are few men who have given\n\nto the\n\nworld such a doctrine.\n\nPestalozzi has not done it, nor Rousseau, nor Joseph Payne, nor Quick,\n\nnor Fitch\n\n;\n\nComenius and Herbert Spencer have approached the mere\n\noutlines of one ; the Herbartians alone have developed such a S3^stem in\n\nand its essential points are accepted by a considerable body of\n\ndetail,\n\nteachers in Germany.\n\nAccording to the Herbartians the teacher cannot reach the best results\n\nHe must\nwhich is a definite aim.\nThis aim is especially necessary since the school has numerous purposes,\nand a person might easily become confused or misled among so many.\nThese different purposes, however, have not all the same degree of importOne must distinguish itself by its supreme\nance they cannot well have.\nby trusting merely to good fortune in the training of children.\n\nfollow a systematic plan, the\n\nfirst\n\nessential of\n\n;\n\nimportance, and, whatever it be, all of the others should be subordinate to\nit.\n\nWith the Herbartians this supreme and ultimate object is of an ethical\nit is the development of good character.\nThe welfare of the child\n\nnature\n\n:\n\nhimself, as well as that of the State, gives to character-building the highest rank.\n\nAll of the other objects of the school, such as useful knowl-\n\nedge, mental discipline, etc., are subordinate to it, and mere\n\nthe accomplishment of the final end.\n\nmeans for\n\nUntil the teacher accepts some\n\nsuch end as his highest aim, he has no method of determining whether\n\nmeans chosen are sufficient, or stand in the right relation to\none another, or are applied in the right way. And unless he can rightly\nor not the\n\ndecide these matters, his various purposes cannot well be attained: since\nthere is no standard by which to judge of their relative importance, they\n\nand some of them, perhaps the\nmost important, must degenerate into mere wishes. A highest purpose,\ntherefore, is absolutely necessary in order to secure unity of plan and\naction\nand unity in these respects is as necessary for the teacher as\n\nare likely to conflict with one another;\n\n;\n\nfor the dramatist.\n\nThe ultimate object being determined, it remains to consider the means\nby which it maybe realized. The Herbartians recognize two such means\nthe example and personal influence of the teacher as one, and instruction\nas the other.\nWhile they agree with Americans in considering the per:\n\nsonal influence of the teacher a very potent factor in securing the final\n\nthey distinguish themselves from us decidedly in the degree of\nimportance they attribute to instruction in helping to accomplish the\n\nresult,\n\nThey believe that the courSe of study itself, owing to the\nthoughts it may contain, can affect character, and they therefore place it\n\nsame end.\n\nin direct relation to the final object in view.\n\nThey reason as follows\n\n;\n\nThe\n\n"}
{"page": 438, "printed_page": null, "text": ";\n\n426\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nBut the will is not somecan be influenced, it can\nbe affected, and the instrument by which it can be affected is thought.\nThe things which we decide to do are not simply willed outright, but\nchief elemeufc in good character is a good will.\n\nthing wholly independent of everything else ;\n\nit\n\nby the ruling thoughts that occupy our minds.\nThen, if our ruling thoughts are of the right character, so will our actions\nCertain thoughts,\nbe ; but if they are not, our conduct will be faulty.\nwhether good or bad, are maxims or j^rinciples controlling our conduct.\nBut maxims are the product of education they have not always had control of us, nor did they secure their control instantaneously ; they were\nFirst, ideas secured our attention and may have\nslowly taught to us.\nexcited some feeling.\nIf they excited feeling to a sufficient degree, desires\nand longings sprang up ; and, finall}^ convictions and resolutions were\nreached.\nSuch is the history of the activity called willing. Then, feelings, desires, and determinations are not activities outside of and separate\nfrom ideas, but an outgrowth from them. If this be true, he who takes\nproper care of the ideas that enter a child's mind, seeing to it that they are\nof the right quality, and are placed in such a relation to one another that\nthey are thoroughly understood and interesting, is determining to a considerable degree the kind of person the child shall will to be.\nOf course he\ncannot determine it entirely, for the child has native tendencies that\nwill assert themselves, but he can do much toward it.\nNow, it is exactly\nsuch work that the instructor has an opportunity to do: he is placing\nthoughts in the mind; therefore it is in his power to have a decided effect\nupon character.\nare determined largely\n\n:\n\nAs indicated above, however, not all concepts influence the will.\nKnowledge is often a mere supply of information, a dead treasure acting\nas a stimulus in no direction whatever.\nBut that knowledge which influences the will does so by arousing feelings, desires, and then resolutions.\n\nTo do that, it must be felt\n\nit must have an enlivening, quickening effect\nmust be thoroughly interesting. Unless it is interesting, it will\nreceive little attention, and prove valueless as far as character is con;\n\ni.e./\\i\n\ncerned.\n\nBut, if it arouses a lively interest, it will frequently occupy the\nThose thoughts which are of great interest to us are the ones that\nare reviewed most often, pondered most carefully, and most fully digested,\nso that they become a part of us.\nOur daily experience tells us that it is\n\nmind.\n\nthe interesting thoughts that keep our minds active therefore it is through\n;\ninterest in thoughts that that very important object of the\npublic school,\nlively mental activity, is attained.\n\nNow, if it happen that the thoughts that excite such a deep interest are\nof a moral nature,\n\nwe shall then not only become more active-minded, but\nFor reflection upon such truths will\n\nalso more sensitive as to our duty.\n\ndecide our attitude toward them, will lead us gradually to\ntake a stand\nin regard to what is right and\n\nwrong, and to determine to do the one and\n\n"}
{"page": 439, "printed_page": null, "text": "I\n\nherbartiaj^ pedagogy for normal schools.\n\n427\n\navoid doiug the other.\nBut lively interest in these truths is always the\nprimary condition under which this result can bo brought about. We\nsee, therefore, that interest is the condition under which great mental activity is secured, and moral character is affected through instruction\nthe\ntwo most important objects of the public school. It is of great moment,\nthen. To the Herbartian a lively, permanent interest is the highest immediate purpose of instruction.\nMere knowledge is entirely subordinate to\nit.\nInterest is not excited simply in order that one may learn better, i.e.,\nmore knowledge may be acquired. This is the usual view, but it is not\nthe Herbartian.\nAccording to the Herbartian view, facts are learned\nabout a subject in order that, through them, a deep, permanent interest in\nthat subject may be aw^akened.\nThe more thoroughly and accurately the\nThis is a fundafacts are taught, the stronger the interest, of course.\nmental principle of that school of pedagogy. It does not disdain definite\nknowledge at all, it insists upon it strenuously; but it regards it as a\nmeans rather than an end in itself. The chief object of instruction is,\nthrough several studies, to make children deeply interested in several different spheres of thought.\nThe Herbartiaus, wishing to excite a lasting\ninterest on the part of the child in the world about him, teach geography\nand elementary science wishing to plant within him a similar interest in\nthe welfare of other individuals and society in general, they give instruc-\n\n—\n\n—\n\n;\n\ntion in history and literature ; wishing, finally, to interest the child in\n\nGod and his relation to that Being, they teach religion, their most importIn all of these branches a permanent interest is the highest\naim that the instructor seeks directly to attain. This is his highest\nimmediate object, because, if he accomplishes it, his ultimate purposes are\n\nant study.\n\nvery likely to be attained, since lively interest\n\nis\n\nthe chief condition of\n\ntheir attainment.\n\nThis interest\n\nis\n\nnot dependent primarily upon the manner of the\n\nteacher or his numerous devices ; these are good things, great helps indeed;\n\nbut this interest is a direct liking, a love for the subject-matter taught.\nTherefore the choice of such matter for the\n\ncommon schools becomes a\n\nThe child should be given thoughts which\n\npoint of great importance.\n\nIndeed, what the child should study is the first\nHe, like the adult, has not the same degree of interest in\nall kinds of knowledge ; owing to his nature, some kinds are more attractive to him than others.\nOf course, then, the more attractive kind should\nbe offered him.\nFor certain reasons other uninteresting studies may be\ntaught, but the realization of the main purpose of the school must depend\nmainly upon the teaching of those branches that are by nature of interest\n\nhe can thoroughly enjoy.\ngreat question.\n\nto the pupil.\n\nHe who cherishes this view will not accept the oft-quoted\n\nremark of Emerson, that he cared little what his daughter studied, but\nmainly how she did it. Good, interesting thoughts, as well as good discipline, are to be aimed at indeed, they are of first importance.\n\"We see,\n;\n\n"}
{"page": 440, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n428\n\nthen,\n\nHerbartians object to our common-school curriculum,,\n\nwhy the\n\nespecially to that for the first few years, for it suffers remarkably from a\n\nTliere is nothing inspiring about it.\n\ndearth of thought.\n\nReading, writ-\n\ning, spelling, and number were not made the chief studies because they\n\ncontained interesting ideas, but because they are branches which have a\nThey tend rather to deaden than to enliven\n\ngreat practical utility.\n\nmental activity, and bear little relation to character-building ; for these\nreasons they cannot be regarded as the most important studies.\n\nThus far I have endeavored to show that character-building is the chief\npurpose of the public school, and that instruction is a very important factor in the realization of this purpose.\nAlso, since interest is the chief\ncondition under which instruction can affect character, the excitement of\n\na lively,\n\npermanent interest in\n\nseveral spheres of\n\nhighest immediate aim of the teacher.\n\nthought becomes the\n\nFurther, since this kind of inter-\n\nest is not excited merely by a pleasant manner or\n\nby happy devices, but is\nbased upon a direct liking for the subject-matter taught, a course of study\n\nmust be chosen which contains an abundance of interesting thought.\nquestion now arises\n\n:\n\nThe\n\n''Where are thoroughly interesting thoughts of the\n\n\"What principle should guide one in\nSince literature and history are especially the studies\nthat deal witli the motives and actions of men, they are the ones from\nwhich the thoughts must be selected that can influence character. Hence\none or both of these branches should be taught throughout the course in\nright quality to be obtained ?\" or,\ntheir selection ?\"\n\nThey are the most important studies of each year,\nsince they stand in the closest relation to the ultimate object.\nBut they\nthe public school.\n\nthemselves contain a vast amount of material from which to choose.\nSince we already know in general the nature of the thoughts that can\naffect character, the chief\n\nproblem really is, to decide what truths of the\ndesired kind will prove most interesting to children at different ages.\nThis is plainly a question of apperception ; we are called upon to decide\n\nwhat is most closely related to the experiences and interests of the child\nduring each year of school. In decidmg this question it is helpful to have\nreached the conviction that the child, on the whole, passes through the\nsame great stages of development through which all races pass. The Herbartians, as well as Herbert Spencer, have reached\nthis conviction ; and this\nprinciple—called by them the Culturstufenidee— is their guide in\n\ndeter-\n\nmining a course of literature and history.\n\nThey see clearly a parallelism\n\nbetween the development of the race and that of the\n\nchild.*^\nJust as one\nlargely at first with pictures of the imagination, then\nloves especially physical feats of bravery,\nand finally becomes reflective, so\n\nentertains\n\nitself\n\ndoes the other.\n\nSince the two are so much alike, what interests one most\n\nat a certain age\n\nis\n\nof like interest to the other at a coi-responding age.\n\nBut we know what has interested races during their\ndifferent periods of\ngrowth we have their thoughts and deeds preserved\nto us in the form of\nJ\n\n"}
{"page": 441, "printed_page": null, "text": "I\n\nHERBARTIAN PEDAGOGY FOR NORMAL SCHOOLS.\n\n429\n\nmyths and fairy-tales, legends, epics, poems, and actual history.\n\nThese\n\nexperiences, then, are what will interest the child most\n\nproper time.\n\nif\n\ngiven at the\n\nIn imagination he can and does live through them, just as\n\nthe races have lived through\n\nthem in\n\nreality.\n\nThe Herbartians have,\n\ntherefore, chosen fairy-tales as a regular study of the first school year ;\n\nRobinson Crusoe^' as one for the second ; German legends, the Song of\nthe Nibelungen, and other literature and history, for the grades following.\nThus classical literature or history, or both, are taught to the children\nduring each year of school through them good motives are implanted in\n*'\n\n;\n\nthe minds of the children, and thus their wills are affected.\n\nBut if these were the only branches taught, we might have young\npeople who desired to do what was right, but whose knowledge of the\n\nworld about them was too limited to allow them to accomplish their\ndesires.\n\nA man who is influential for good in a community must not\n\nHe must\namount of useful knowledge which he is able to apply.\nHence other studies besides literature and history must be included in the\nschool course in order to impart this useful information.\nAmong them\nare elementary science and geography, which can acquaint the pupil with\n\nonly will to do right, but he must be able to execute his will.\npossess a fair\n\nanimals, plants, the laws of nature, the physical features of the earth, etc.\n\nOthers are arithmetic, languages, reading, writing, and spelling.\n\nThey\n\nafford good discipline in various ways, and prove practically useful ; but,\nsince the worth of a man lies primarily in his moral will, they are inferior\nin rank to those subjects which by nature influence this will.\n\nbartian course of study\n\ning characteristics\n\n:\n\nis\n\nthus briefly outlined.\n\nfirst, it ascribes the\n\nThe Her-\n\nIt has two distinguish-\n\ngreatest importance each year to\n\nliterature and history, as just remarked ; second, in the selection and successive\n\narrangement of fitting subject-matter for each year, the principle\n\nthat the child passes through the same great stage of development as the\n\nrace\n\nis\n\nthe guiding thought.\n\nBy a careful application of this principle\n\nmore complete apperception is secured i. e., the new ideas taught fit so\nclosely upon those that are already in the child's mind, that they are much\nbetter understood and more interesting than they otherwise could be.\nThe course of study being now determined in a general way, the principle of concentration decides what relation the different branches shall\nbear to one another.\nThey are not to stand in an isolated position and\nbe taught independently of one another, but are to be brought into a close\nrelationship to each other. This paper has already attempted to show that\nthe pedagogical knowledge which teachers possess should be closely related\nand carefully organized into a system. Portions of it should not be iso_\nlated from other portions.\nThe reasons given were that disconnected\nfacts are less easily remembered, less thoroughly understood, less interesting, and less influential over us.\nThe same reasons hv\")ld with still greater\nforce in regard to the relationship which should exist among the facts that\n;\n\n"}
{"page": 442, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n430\n\nchildren acquire.\n\nFor adults by nature reflect more than children\n\n;\n\ni. e.\n\nthey themselves establish connections between the portions of their knowledge.\nstill\n\nBut they do this much less than they ought.\n\nworse\n\noff.\n\nChildren, then, are\n\nUnless the teacher takes special precautions to avoid it,\n\nthere is the greatest danger that their knowledge will be a chaotic mass of\n\nThe danger is quite apparent when we remember that\nwithin a single day |the child studies one half-dozen different branches.\nPerhaps arithmetic comes first, and is followed by reading and spelling\ninformation.\n\nthen, after the study of plants for a while, may come writing and literature ; geography is the next subject, and is succeeded by music, or painting, or drawing, or language.\n\nWhen go much material of different kinds\n\ncrowded into his mind so rapidly, it must remain unorganized, unless\nspecial measures are taken to prevent that evil.\nIt is the duty of the\nis\n\nteacher to take such measures.\n\nIt is as much his duty to do that as it is\n\nman is one who not only\nabundance of facts, but has brought them into immediate\n\nto impart information at all ; for the educated\n\npossesses an\n\nrelations with one another.\n\nThis close relationship of ideas is an essential\n\nThe Herbartians distinguish themby acknowledging this fact and making special arrangements to\nrelate closely the ideas they teach.\nIn their minds, just as the steps in a\nsingle recitation should form a closely connected series, and the parts of\na single study an organized whole, so the different studies taught at any\none time should make up a unit, an organized body of knowledge. It is\ncharacteristic of the educated man.\n\nselves\n\nonly in this manner that the mass of facts acquired can be well mastered\nby the pupil, and stand at his disposal for use at any time it is only by\n;\n\nhaving all of his knowledge closely related that he can have command of\nhimself, maintain his self-reliance, and present a strong character.\nWith\nthese thoughts in mind, the Herbartians make one study a center\nabout\nwhich all others as far as possible are grouped. This central study, since\nit determines to a considerable\ndegree the content and progress of the\nother studies, will necessarily be the most important branch in the\n\ncourse.\n\nIt\n\nmust be, then, either literature or history.\n\nIf\n\nit is\n\ninstance, '' Robinson Crusoe '' in the second grade—\n\nliterature— as, for\n\nthe reading-matter will\n\nconsist of the story of Robinson in simple form; the thought\n\nfor the writtenlanguage work will be chosen from this same story,— for instance,\n\na letter to\n\nRobinson ; the geography, if taught at all, will introduce such\nsubjects as\nisland, spring, stream, etc., notions\nwhich the story introduces ; and the\nelementary science will treat of such animals and\nplants as Robinson met,\ncomparing them with the most nearly related ones at\nhome. The other\nbranches will be related as far as possible to\nthose already mentioned.\nThe danger here is, that, in order to have connection of\nsome kind, very\nartificial relationships will be\nestablished.\nThe Herbartians certainly\nhave not always avoided this danger but their\nmerit consists, first, in their\n;\n\nconviction that the principle of concentration\nis one of the most import-\n\n/\n\n"}
{"page": 443, "printed_page": null, "text": "HERBARTIAN PEDAGOGY FOR NORMAL SCHOOLS.\nant ones involved in teaching\n\n;\n\n431\n\nand, secondly, in their continuous effort to\n\napply this great principle in their daily practice, they are unifying the\ncourse of study, and\n\nGerman instruction as a whole must be greatly in-\n\nfluenced thereby.\n\nSince I have\n\nnow discussed the chief aim of instruction, the choice of\n\nsubject-matter for the realization of this aim, and the relation which the\nvarious branches bear to- one another, the only remaining subject in the\n\nHerbartian system of thought is that of method.\nAs said at the beginning of this paper, there is an abundance of literature in English upon this subject, but it lacks organization almost\n\nThe merit of the Herbartians in this field, also, is not that they\nhave made new and important discoveries, but rather that they have\nsystematized and applied what is already known in regard to method.\nPestalozzi emphasized the fact that in all of our studies we are aiming at\nknowledge in a certain form that of the general notion. For instance,\n\nentirely.\n\n—\n\nhistory should not stop with individual notions, but should proceed to\ngeneralizations.\n\nIt\n\nshould\n\nmake clear that '* slavery is a curse,'' or that\n\ncomprehension of patriotism\nSo arithmetic and grammar teach general truths, usually called rules or definitions.\nThe same is true of the other branches,\nalthough with some of them the time seems to be occupied almost wholly\nwith details and mechanical work. Now, there is only one way of arriving\nat general notions, and that is through the particular cases\nthrough the\nindividual examples we see the general truths involved.\nSince in the\ndifferent studies we thus aim at the same object, generalizations, and can\nreach it in only one way, by individual cases, there is in reality only\none general method of learning or imparting knowledge.\nWe acquire\nindividual notions and then pass from them to general notions. Then, if\ntwo questions can be satisfactorily answered, the whole subject of method\ncan be determined with a fair degree of completeness.\nThe first one is,\n'^ How do we acquire clear, concrete notions ?\" and the second, \"How\ndo we pass from them to clear generalizations ?^'\nThe answer of the Herbartians to the first question is that we reach\nclear percepts by careful ai3perception, or by a thorough fusion of new\nideas with the old ones which are closely related to them.\nAs already\nseen, apperception plays a very important part in the choice of a course of\nstudy\nit is likewise important in method.\nTo bring it about, it is\n**in unity there is strength,'' or give a full\n\nor bravery, etc.\n\n;\n\n;\n\nfirst\n\nnecessary to bring vividly into consciousness all the experiences the\n\nhad which pertain to the subject in hand. After they have\nbeen thus reproduced, the new ideas should be presented, to be explained\nby the light of the old and thoroughly apperceived ones. There are thus\nchild has\n\nplainly\n\ntwo steps involved in careful apperception.\n\nThe old ideas are\n\nrecalled to consciousness, and then the new related ones presented.\n\ntwo steps must always be taken in acquiring individual notions.\n\nThese\n\n"}
{"page": 444, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n432\n\nThe answer to the second question is that we pass from percepts to\nconcepts by a careful comparison of the percepts and abstraction of the\nBy such a comparison the non-essentials are\nessential characteristics.\nThe mind discovers what is commonly true, and dwells upon\n\nlost sight of.\n\nthat alone ;\n\ni.\n\ne., it\n\nalso, there are\n\ngrasps the generalization or the general truth.\n\ntwo important steps\n\nfirst,\n\n:\n\nHere;\nthe act of comparison ; and,\n\nfrom the non-essential, the mind\nThe comprehension of\nNo matter what the study\nthis notion is to be followed by its application.\nbe, after a rule or law has been reached, the instructor must see that it is\nThese steps are all\nThis is the fifth necessary step in learning.\napplied.\ncalled necessary, because all minds in acquiring knowledge must take\nSo the Herbartians have\nthem. We all learn in the same general way.\nsecond, the separation of the essential\n\ndwelling upon and formulating the general notion.\n\nnamed these the five formal steps.\n\nAs said above, their virtue consists in\nThey cause tlie instructor to fix\n\nthe fact that they systematize method.\n\nhis mind upon generalization as his end,\nas a means to their attainment.\n\nand to regard individual notions\n\nThey keep ever before him the import-\n\ncomparison, and application of ideas.\nThrough a knowledge of them one can keep his bearings better he can\nestimate the worth of other so-called methods and devices more truly,\nsince he has a true standard of measurement and he is less likely to omit\nance of careful apperception,\n\n;\n\n;\n\nimportant steps.\n\nMany excellent teachers, of course, have never heard\n\nof the formal steps ; they apply them unconsciously.\n\nleads to a more careful application\n\nBut a study of them\n\nwhich govern\nminds in the' act of learning ; better results necessarily follow.\nstill\n\nof the great laws\n\nWe have now seen that the aim of instruction, the choice of interesting subject-matter, the relation of its parts to one another, and method, are\nthe fundamental points in the Herbartian pedagogy.\nI have endeavored\nto present them in such a way that they would seem related and compose\na system of thought ; for in\n\nreality they\n\nform an organized body of\n\nknowledge.\n\nEven if this system is entirely wrong in some very important respects,\nit still possesses\n\nsolution.\n\nthe merit of placing before us certain great problems for\n\nSome of these problems are the following\n\ntion of school studies to character ?\n\n:\n\nWhat is the rela-\n\nIs there really a parallelism between\n\nthe development of the child and that of the race\nand, if so, how far\n;\nshould that fact influence us in our choice of a curriculum ? Should we\n\nattempt to relate closely the different studies ? Is there such a thing as\ngeneral method, i. e., are there great laws governing us in all acquisition\nof knowledge, and, if there are, what are\nthey ?\ndirected the attention of German teachers to\n\nThe Herbartians have\n\nthese questions until they\n\nare recognized as great problems vrhose solution\nis a life-work.\nThus in\nthis system a definite field of study and\ninvestigation is mapped out for\nthe teacher.\n\n"}
{"page": 445, "printed_page": null, "text": "herbartian pedagogy for normal schools.\n\n433\n\nBut, if this is a system of thought which in the main is correct, these\n\nproblems are already partially solved, and a knowledge of their solution\nSince the Herbarcannot help but be of great value to normal schools.\ntian pedagogy fixes a definite end to be accomplished, and shows clearly\n\nmeans by which it can be attained, it will inculcate a stronger belief\nBoth\nnormal-school teachers as well as students are in need of an influence that\nwill have such an effect upon them.\nthe\n\nin teaching, a greater devotion to it, and a more progressive spirit.\n\n"}
{"page": 446, "printed_page": null, "text": ""}
{"page": 447, "printed_page": null, "text": "PEOOEEDINGS AND ADDEESSES\nOF THE\n\nDEPARTMENT OF INDUSTRIAL\nEDUCATION AND MANUAL TRAINING.\n\n"}
{"page": 448, "printed_page": null, "text": ""}
{"page": 449, "printed_page": null, "text": "¥\n\n:\n\nDepartment of Industrial\nEducation and Manual Training.\nSECEETAET'S MINUTES.\nSaratoga Springs, July 13, 1892.\n\nThe Department met in the Court of Appeals room. Town Hall, at 3\nP.M., President Leipziger in the chair.\n\nThe following programme was carried out\nAddress by Dr. Henry M. Leipziger '^Education as Affected by Man:\n\nual Training.^'\n\nAddress by Miss Caroline T. Haven, Workingmen's School, New York\n'^The Kindergarten in its Eelation to Manual Training.\"\nAddress by Prof. C. A. Bennett, College for Training of Teachers, New\n\nCity\n\n:\n\nManual Training from the Kindergarten to the High Scliool.\"\nAddress by J. H. Trybom **Sloyd as an Educational Subject.\"\nAfter usual announcements, appointment of usual committees, etc., the\n\nYork\n\n:\n\n*'\n\n:\n\n•\n\nDepartment adjourned.\n\nThursday, July 14, 3 p.m.\nDr. Leipziger, the President of the Department, called the session to\nHe first called for the report of the Committee on Nomiorder at 3 p.m.\nProf. Ordway, Chairman of the\nCommittee, reported as follows\nThat the Committee on Nominations\nrecommend for President, W. M. Beardshear, of Iowa ; for Vice-President,\nA. A. Gordon, of Minnesota for Secretary, W. B. Friedberg, of New\nYork. The gentlemen named were elected for their respective offices\nunanimously.\nThe first paper was read by Mr. S. S. Packard, of Packard's Business\nIts Place in the\nCollege, New York City, on *^ Business* Education\nAmerican Curriculum.\" Then followed an exposition by Dr. 'Paul Hoffman, Assistant Superintendent of Schools, New York City, of manual\nThis was accompanied by an\ntraining in the New York City schools.\n\nnation of Officers for the ensuing year.\n:\n\n;\n\n:\n\n"}
{"page": 450, "printed_page": null, "text": "438\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\nexhibition of the work done by the pupils in the schools of New York,\nand also an illustration by Dr. Hoffman showing the methods by which\nthis work was accomplished.\nThe discussion that followed was with regard to the points brought\nout by Dr. Hoffman. Many questions were asked and satisfactorily\nexplained.\n\nBefore adjourning, a vote of thanks was passed, heartily thanking the\ngentlemen who had prepared the papers for the session.\n\n"}
{"page": 451, "printed_page": null, "text": "EDUCATION AS AFFECTED BY MANUAL TRAINING.\n\n439\n\nEDUCATION AS AFFECTED BY MANUAL TRAINING.\nBY DE. HEKRY M. LEIPZIGER, NEW YORK CITY.\n\nA DISTIJJGUISHED educator in a recent address said that\ngradually become an almost universal faith and practice.\n\n*^\n\neducation has\n\nMen differ in\n\ncreed, in race, in culture, in party ; but men and women of all ranks and\nstations unite in their faith in the\n\npower of curricularized knowledge to\n\nprevent a relapse to barbarism and to insure general progress and indi\"\nvidual success in life.\n\nEvery one engaged in the profession of teaching must certainly indorse\nProfessor's Hall's statement, and the best proof of its truth is given in the\ninterest of the public, not alone in institutions of learning, but in methods\n\nof instruction.\n\nThe nineteenth century has witnessed much progress in what may be\ntermed the realms of science ; it has seen, too, progress in the popular\nThe good time is coming, we\nestimation in which the teacher is held.\ntrust, when the chief citizen in the community will not be the banker,\nthe merchant, the politician, but the moulder of character, the former of\nthe teacher; and in that day the budget of our large cities will\ncitizens,\nshow but a very small proportion of its taxes paid for police purposes, and\nthe largest share for education.\nThis consummation will be in a large\nmeasure brought about by the introduction of manual training, if properly\n\n—\n\nunderstood.\n\nThe manual-training idea in education which has taken so deep a hold\nof the popular mind is not a sudden growth, but is a natural development\nof the social and industrial conditions of our time.\nThe question as to\nwhat education is for, finally resolved itself into this form, that education\nis preparation for \" life, not for examinations.\"\nThe fact that our ordi-\n\nnary school education did not prepare for practical\n\nlife gradually became\napparent ; and thus manual-labor schools, technical schools, art schools,\ncommercial schools, grew up to supplement the deficienciies of the regular\n\ntraditional schools.\n\nmany minds a term\nbecoming better understood now,\nand both physiology and philosophy show that manual training is a part\nof the intellectual, the moral, and the physical training of the human\nbeing.\nThe difference of an education without manual training and with\nIn this way the term manual training became in\n\npurely practical in its meaning.\n\nIt is\n\nit can\n\nbe illustrated by the experiment of Mr. Leland, who, while studying wood-engraving, had read all he could find in books on wood-engraving,\n\nbut two days' work over a block taught him more than a library had done.\n**\n\nFor all learning since books were invented, there was never aught like\n\nexperience, and of all experience there is none like one's own.''\n\n"}
{"page": 452, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\nUO\n\nA brief review of the growth of the manual training idea will clear up\nmisapprehension.\n\nThe old idea of a school was that of a place where the\n\nhumanities were taught ; here education was not a developing process,\nbut rather a tilling in. Skill in dialectic, in reasoning was aimed at ; and\neducation thus understood was the privilege of what are termed the upper\nThe mass of workers learned their craft after a long apprenticeclasses.\nship.\n\nIt was education very much of the same sort as that\n\ngiven in the\n\nBut as time advanced,\nRevolution began to\nFrench\nand the influence of the Reformation and the\nschool, and produced workmen of a high order.\n\nbe felt, the lines between classes were broken ; and, naturally, the traditional ideas regarding education, which typifies the main characteristics of\n\nany age, became modified. Rousseau's ** Emile\" taught the doctrine that\nlearning was not education, but that the object of education should be\nharmonious development.\nThis book of Rousseau's is responsible for the mental awakening of\nPestalozzi, who practically illustrated the value of a return to the methods\nof nature.\nIn his experiments he showed that sense impression is the\nfoundation of instruction, and as his influence has spread, so does the\nbelief in his cardinal principle.\nHe insisted with Rousseau on the connection of manual work with the school, for he says \" words alone cannot\ngive us a knowledge of things\nthey are only useful for giving expression\nto what we have in our minds.\"\nThat this view, which seems to us so\naxiomatic, is not yet generally adopted, is shown by the fact that in many\nof our elementary schools, where physics is taught, it is taught from a\nbook and without adequate experiments.\nContemporaneous with the social changes came industrial changes\nwhich have affected education.\nThe invention of machinery caused\nthe decay of the apprenticeship system and the gradual diminution of the\nnumber of skilled workmen. The increasing knowledge of facts in the\nrealm of science led to the growth of special institutions where the principles underlying the machine and the material came to be understood,\nand educational methods thus came to be applied in the acquisition of an\n:\n\nOur age is industrial, not military. Our education is democratic,\nnot exclusive ; hence our education must be harmonious, it must concern\nart.\n\nitself with\n\nthe great facts of the world in which we live and move and\nhave our being.\n\nThere is, therefore, a historical, a philosophical, an educational, an\neconomic reason for the growth of the manual-training idea.\n\nThe new education is based on physiological psychology, and from this\nstudy we receive the strongest argument in favor of manual training in\nEminent specialists have established the fact that the \" brain\nnot, as it was at one time supposed, a single organ acting as a whole, but\n\neducation.\nis\n\na congeries of organs capable of\n\nmore or less independent action.'' The\nbrain has a sensory and a motor area, the latter presiding over groups of\n\n"}
{"page": 453, "printed_page": null, "text": "EDUCATION AS AFFECTED BY MANUAL TRAINING.\n\n441\n\nEach set of muscles has a special motor center, which moves as\nOur mental states are dependent, therefore, as much\nupon the motor centers as upon the sensory centers. Dr. Brown says\n\"As the hand centers hold a permanent place amongst the motor centers,\nmuscles.\n\nthe will dictates.\n\n:\n\nand are in relation with an organ which in prehension, in touch, and in\na thousand different combinations of movement, adds enormously to our\nintellectual resources, besides enabling us to give almost unlimited expres-\n\nsion to our thoughts and sentiments, it is plain that the highest possible\n\nfunctional activity of these hand centers is a paramount consequence not\nless to mental grasp than to industrial success.\"\n\nThe writer of the above\n\nsentences shows that the brain, to be serviceable, must be used, and the\n\nmotor centers in particular demand exercise. Hence he concludes that it\na requisite that exercises of the hand should commence at a very early\n\nis\n\nage\n\n—as soon after the fourth year as possible.\n\nHere comes the value of the kindergarten, the spread of which must\ndelight all who believe with Pestalozzi that '' every human being is entitled\nto the development of the faculties he was born with. ''\nall\n\njoints are supple, the child's fingers are trained.\n\nthe\n\nIn the kindergarten,\n\nthe child's activities are brought into play, and here, at a time when the\n\nfirst\n\nseven years of childhood are\n\nAs the impressions of\n\namong the most enduring, how\n\nimportant it is that the great years between three and six should not go to\nin playful work or workful play,'' the\nwaste. Here in the kindergarten,\n*^*\n\nchild finds a relief for and a satisfaction of his active impulses, and receives\n\nan elementary groundwork for all later work, whether artistic or professional.\nHe learns geometry without a text-book, and when in after-days\nhe studies his Euclid, he finds himself like the bourgeois in Moliere's\n\ncomedy, who had been speaking prose for forty years without knowing it.\nSo, then, manual training, both for intellectual and industrial reasons,\nshould begin early, to be effective. The writer above referred to says\n*^ Depend upon it that\nmuch of the confusion of thought, awkwardness,\nbashfulness, stuttering, stupidity, and irresolution which we encounter in\nthe world is dependent on defective or misdirected muscular training, and\nthat the thoughtful and diligent cultivation of this is conducive to breadth\nof mind as well as to breadth of shoulders, and that a strong, steady, and\nobedient right hand is one of man's proudest possessions as proud a possession as a glib tongue, for there must be a strong, steady, and obedient\nbrain behind to drive it.\"\nNor should economic reasons be entirely disregarded.\nThe great\nindustrial opportunities afforded by our land should be developed by our\nown skilled workmen, not by those of other lands. We would not have\nour schools turned into workshops but do we not practically bias children when we do teach them bookkeeping and keep them ignorant of the\nuse of the hammer and the saw ? Do we not prejudice them against\nhonest labor by keeping them ignorant of it ?\n:\n\n;\n\n;\n\n"}
{"page": 454, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n442\n\nThe race of modern life is yery keen, and the fittest alone surviye.\nOur system of education, beginning with the kindergarten, should include\nnot only the ordinary schools where manual training methods are adopted,\nThe university of to-day, with its\nbut technical and trade schools.\nschool of mines and electrical engineering, illustrates the march of\nprogress.\nSo that manual training is necessary to preserve our national\nskill.\n\nIt is not necessary here to give but a passing reference to the fact that\n\nour schools will become thoroughly democratized by a more frequent use\nThe number of those who live by their wits\nof the hand in education.\nwill become lessened,\n\nand our criminal class become smaller in number.\n\nThree-fourths of the criminals have never done an honest stroke of work.\nSurely a true school has for its main purpose not the acquisition of\nknowledge, but the upholding of character. And manual training has a\nmost valuable effect as a developer of moral character. It was Mr.\n\nFroude who said that learning the three R's, unaccompanied by any •inwas sure to bring about the fourth R of rascality. The\ngovernor of one prison said, \" The greatest rascal I have in custody can\nwrite out our Lord's Prayer in seven languages.\"\nThe training in exactness and in truth, under skilled manual training teaching, has a powerful\nmoral effect.\nAs an aid in physical upbuilding, statistics would prove the immense\nvalue of some form of manual training, and men engaged in sedentary\noccupations would call that teacher blessed who had given them an\ninteresting ^Miobby\" as a rest and recreation.\nThe value of manual training having been amply demonstrated, it\nremains to briefly refer to its influence on the methods, instruction and\ndustrial training,\n\ntraining of teachers.\n\nThe methods of instruction still too generally adopted are relics of the\ntime when \"cram\" was mistaken for education, and instruction took the\n''\nNot only are we taught a mass of rubbish, but what\nnot rubbish is taught so as to make us waste as much time as possible.\"\n\nplace of training.\nis\n\nThe course of study should be revised so thaif its different parts correlate.\nThen manual training will not be considered as a distinct subject, but as\na means to be employed in our subjects.\nArithmetic is the main subject\nin all public schools.\nHow live it becomes when pupils handle the measures and use them\nWhat a difference in the appreciation of geometry\nbetween the boy who has learned his propositions by rote and he who has\ndiscovered the proofs by the inventional plan by using his own eyes and\n!\n\nhands\n\n!\n\nWhat better aid in the study of geography than the modeling-\n\nboard and the relief map ?\ning ?\n\nCan history be properly taught without draw-\n\nAnd in teaching natural sciences the knowledge of the use of tools\n\nThe president of Harvard has confessed the debt due to\nthe wisdom of his parents who had him taught carpentry and wood-turnis indispensable.\n\n"}
{"page": 455, "printed_page": null, "text": "B ELATION OF THE KINDEEQARTEN TO MANUAL TRAINING. 443\ning before he was fifteen years old, and he says\nuse to me all my life, and a great pleasure.\n\n:\n\n\" It has been of great\n\n'^\n\nMy own observation is that the only way to teach physics or any of the\nnatural sciences is by the handling of apparatus and the discovery of laws\n\nby the pupils.\nSo that to every one of the old and traditional studies, manual training\nbecomes an aid. The exercises in the kindergarten, in sloyd, in papercutting, modeling in clay, wood- working, sewing, cooking, drawing, are\nnot by any means ends in themselves, but means for the training of the\njudgment, of the will, and thus developing power and executive ability,\nand preventing the boy or girl from becoming one-sided. On the value\nto the teacher of manual training methods we cannot dwell but certainly\nThe\ninterest will be maintained, and interest is the key to teaching.\nThe teacher is not a mere\ntraining of teachers will have to be modified.\nHe must possess the knowledge\nhearer of recitations, but an inspirer.\nto\nothers.\nThe curriculum of the normal\nwould\nimpart\nskill\nhe\nthe\nand\nschool must provide the proper all-round equipment which the pupils\nmust receive. The teacher must have a generous classical and scientific\nThen will our schools become the nurseries of the future intraining.\nventors and designers of the world, of men and women of proper physique,\nfine sensibility, and noble moral character.\n;\n\nUnder a system of training in wliich manual training plays a proper\npart, the wealth of our land will be vastly increased, the perceptive faculties will\n\nbe developed, the aesthetic side will be nurtured, the distinction\n\nbetween the manual worker and the brain worker will be obliterated, and\neach human being, having learned to think, observe, and act for himself,\nwill enjoy his own life and not be the echo of another, and then will\nbe realized the dream of Emerson\n\n:\n\n\" His tongue was framed to music,\n\nAnd his hand was armed with skill\n\n;\n\nHis face was the mould of beauty.\n\nAnd his heart the throne of will.\"\n\nTHE RELATION OF THE KINDERGARTEN TO MANUAL\nTRAINING,\nBY CAROLIlfE T. HAVEN^,\nIt\n\nis\n\nbut a little more than\n\nfifty\n\nyears since Friedi'ich Froebel\n\nfirst\n\napplied tlie word '* Kindergarten \" to his system of education, and embodied\n\nthought in his experimental work in a little German village. Small\nthough the seed, it at once took vigorous root in its native soil, sending\n\nhis\n\n"}
{"page": 456, "printed_page": null, "text": "444\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nout shoots on every hand, till it has spread to a greater or less extent into\nAustria, Switzerland, Italy, Belgium, Portugal, Spain, Greece, Kussia,\n\nown country. Everywhere the original name has been accepted and incorporated into the language of the country and, though certain modifications of method have\noften been necessary to meet the requirements of different peoples and\ntheir environments, the general principles have remained unchanged\nHolland, Sweden, and England, as well as to our\n\n;\n\nthroughout.\n\nTransplanted to these shores, its growth was at first feeble and uncertain, and not until about twenty-five years ago did it receive much notice.\n\nDuring the past ten years it has rapidly increased in strength and numbers, in city and in town, among rich and poor alike, till *' kindergarten''\nhas become a household word wherever children abound.\nWith this phenomenal growth there have naturally arisen many misunderstandings of\nthe true idea of\n\nits mission.\n\nIts enthusiastic advocates, in their laudable\n\ndesire to further its advance, have too often adopted the methods of ven-\n\ndors of sovereign specifics, and\n\nmade claims which could not be main-\n\ntained under the existing circumstances.\n\nIn endeavoring to supplant the\n\nold education by the new, they have also sometimes failed to recognize the\n\ngood already in the\n\nold, and, by their wholesale condemnations, have\nantagonized where they ought to convince.\n\nof\n\nThere have been many, too, who, with a merely superficial knowledge\nFroebeFs idea, have played upon a too credulous public who were\n\nunable to distinguish between the true and the false. As a result, we\nhave had *' Kindergarten Exhibitions\" without number, in which very\n\nyoung children j^erformed on a stage before an applauding audience, and\neven \"Kindergarten Graduating Exercises\" of children of eight or ten\nyears, with the absurd accompaniment of valedictory and diploma.\nPerhaps the most serious mistake has been, and unfortunately still is,\nin many instances, the idea that the kindergarten occupations constitute\nits chief claim as an\n\neducational factor, and that a knowledge of the simple mechanical handling of these is alone necessary to their successful\nuse.\nUnder this supposition, sewing or weaving, folding or clay, are often\nintroduced into a school, which is straightway catalogued as kindergarten,\n\nthough in the application of these occupations each bears no relation to\nthe others, and all with none of the regular exercises.\nIt is not surprising, perhaps, that these many misunderstandings have\noccurred, or that the kindergarten, like the many-sided solid, presents a\ndifferent aspect from every point of view.\nThe emphasis of its aim is\n\nvariously laid by those who fail to study it on every side.\nHere it is\nupon the development of the physical nature ; there, upon the inculcation\nof good habits.\nHere, upon the manual training afforded there, upon\n;\n\nthe cultivation of the perceptions, or upon the exercise of the moral and\nsocial duties.\nEach of these views may be correct from a single point of\n\n"}
{"page": 457, "printed_page": null, "text": ":\n\nRELATION OF THE KINDERGARTEN TO MANUAL TRAINING. 445\nobservation, but no one presents a fair representation of the whole object.\n\nThe real kindergarten is a combination of all these phases, and of many\nRemembering that the child has come to it from his mother's\n\nmore.\n\narms, it is allowed much of the freedom of the nursery, and seeks to supply the motherliness which belongs by right to every child.\n\nRecognizing the creative instinct implanted in every human breast, it\nencourages the child to build and make till he can express his awakening\nthought in concrete form. It develops his growing intelligence by the\nsystematic presentation of objects under the guise of play.\n\nIt exercises\n\nmarching and simple gymnastics. It judiciously\nstrengthens the imagination through song and story and game.\nIt fosters a love for nature by an interest in, and an acquaintance with, all\nIt cultivates the aesthetic sense through harmonious\nnatural objects.\ncombinations of form and color. It strives to fit the child for the social\nrelations of later life, and employs every means to promote harmony and\ngood feeling among the members of the little community within its borders.\nIt shows the worth and dignity of labor, and provides suitable\nIt teaches filial love and\nmaterial for combinations and transformations.\nrespect, a reverence for all things good, true, and beautiful, and, through\nthe body through\n\nthe constant exercise of his moral nature, surrounds the child with a\ngentle, spiritualizing influence.\n\nThat the kindergarten does provide for good physical development is\nFresh air, sunshine, exercise, and a general observance of the laws of health, are the accompaniments of nearly every kindergarten, and may readily be discerned by the most superficial examinaNearly as obvious, too, are the means employed for the cultivation\ntion.\nof the moral nature, as day after day, by precept and example, the formaOn the intellecttion of a good character is slowly but surely carried on.\nual side, however, the aim is not so apparent, except to those who have\nlearned to look beneath the surface. It is granted that the play methods\n\nusually conceded.\n\nof the kindergarten do not produce results according to the standard of\n\nthose who can estimate only what may be measured or tabulated.\n\nIt\n\nis,\n\nhowever, no idle claim that the foundation of all the school studies may\nLet us note some of\nbe laid by the correct application of these means.\nthese in detail\n\nForm-study is an accepted branch of instruction in every well-regulated\nschool of to-day, and form-study constitutes a large part of every kinder-\n\ngarten lesson.\n\nWhat is\n\noften taught laboriously in primary\n\ngrades\n\nis\n\nreadily assimilated by the child in his play with his blocks or squares of\n\n—\n\n—\n\nThe typical forms the sphere, cube, and cylinder are intel*woven into his life from the first, and from these he gains an acquaintance\nwith the principal solid and plane geometrical figures, and learns to see in\nall objects about him the type form to which it is most closely allied.\nAdded to this is the encouragement to produce them in clay, or to repre-\n\npaper.\n\n"}
{"page": 458, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\n446\n\nsent\n\nthem by drawing, even though at first the power is limited and the\n\nresults crude.\n\nDesign finds its foundation in the symmetrical figures constantly laid\nwith blocks or tablets, as well as in many of the occupations in which\npleasing arrangements are produced by a proper balancing of the individ-\n\nThese effects are still further emphasized through color, and\nual parts.\nAgain, the\ncareful attention is now given to harmonious combinations.\nkindergarten gives the child constant objective practice in number.\n\nWith\n\nthe cubes of the third gift, the various numerical changes as far as eight\nare rendered simple, and are unconsciously learned ; while further combinations and a good general idea of fractions are provided for in the suc-\n\nceeding gifts.\n\nThe kindergarten in its relation to natural science presents a wide field.\nThe elements of botany, zoology, mineralogy, and physics are brought\nbefore the child in a most engaging form.\n\nnatural\n\nphenomena\n\n;\n\nHe is encouraged to watch all\n\nto note the changes that the seasons bring to all\n\nanimal and vegetable life ; to collect flowers, seeds, stones, leaves, or any\nspecimens that may come to his hand ; and to love nature and her vast\nstorehouse of treasures.\n\nTo the city child, especially, the lessons thus\n\nlearned are of inestimable value, not only in the development of the\n\npower of observation, but in the actual knowledge of common things\nwhich would be gained in no other way.\nThe natural\nAll manual work has its beginning in the kindergarten.\ndesire of children to touch, to handle, to build, to form, to shape, to construct, here finds vent.\nThe hand, that expression of man's sovereignty,\ncomes into constant and systematic use. Did you ever try to put a glove\nwith its thumb and fingers on the hand of a child of three or four years ?\nNothing can make you realize more forcibly the lack of power in this\nlittle member.\nThe soft bones, the weak muscles, the tender flesh with\nits lovely curves and dimples, present a mass of inert material which only\nregular exercise will change into the strong, supple, and obedient servant\nof the will.\nFroebel recognized the need of training in this direction\nand in his famous \"Mutter und Kose Lieder '^ he provided songs for even\nthe baby, which, accompanied by movements, serve to develop strength\nand flexibility in the tiny fingers.\n\nIn the kindergarten itself this work is carried on ; the innate sense of\nmusic and rhythm adding to the enjoyment of the children, and giving\n\nthem that grace and beauty that accompany all unconscious efforts. With\nthe various material of the kindergarten, the same educational process\ncontinues.\nThe placing of the block on a line of the table, the balancing\nof one form upon another, the moving to exact distances so as to give due\nproportion to the desired form, all combine to give skill to the hand, and,\n\nthrough that, accuracy to the eye. In the occupations this is even more\napparent. Sewing, in which even the youngest child participates, calls for\n\n/\n\n"}
{"page": 459, "printed_page": null, "text": "RELATION OF THE KINDERGARTEN TO MANUAL TRAINING. 447\nconstant exercise of the hand.\n\nThe holding the card steadily in one and\n\nthe needle in the other, the finding the exact hole in which to put the\nneedle, and the pnlling through of the thread, all mean much to the little\n\nworker, whose hand\n\nis\n\noften so unsteady that time and patience are\n\nrequired for even this simple process.\n\nWeaving brings into more active\n\nuse both hands, and requires more skill as the needle\n\nis\n\ndexterously\n\nand under the strips of the mat, till, drawn through at the\nother side, the woven threads are plainly seen.\nFor gaining accuracy of eye and delicacy of touch, especially in the tips\nEven in\nof the fingers, nothing can be more effective than the folding.\nthe simplest fold, edges and corners are made to exactly coincide, while the\nslipped over\n\nthumb of the right hand, like the little tool of the bookbinder, creases the\nThe use of the scissors in the kindergarten gives\nfold already indicated.\nincreased delight, for where is the child who does not like to cut ? At\nfirst\n\nthe tool\n\nis\n\ngrasped\n\nawkwardly in the whole hand, and the cuts\n\nare aimless ; but with a little practice the child gains\n\nmuscles and produces results according to his desires.\n\ncommand over the\nAnd so all occu-\n\n—\n\neach serves the same end. Froebel based them on the idea that\nwhat the child instinctively likes to do must possess an educational value\nif rightly presented, and the correctness of his view is shown in the\nNor is this all. The\nincreased power gained by these occupations.\ninnate creative energy of the child, while developing hand and eye, produces an intellectual activity by which the material forms are recreated in\nAt the same\nthe mind, to be again reproduced under different conditions.\npations\n\ntime the moral nature receives a fresh impulse towards a higher plane,\nas the doing becomes the outward expression of love and sacrifice for others.\n\nThe influence of the kindergarten is shown in every form of industrial\nwork, and receives emphasis on every hand by the present general use\nof the occupations in primary grades.\nlies\n\nIts misuse in the latter direction\n\nwork is often unworthy the child^s age and\nEvery stage of life has its own needs, which can be satisfied\n\nin the fact that the\n\ndevelopment.\n\nat no other time.\n\nthree or four years\n\ngrowth.\n\nWhat contributes to the development of the child of\nis\n\nobviously unsuited to the requirements of a later\n\nFrom the simple forms of the kindergarten well suited to the\n\nage for which they were intended, there should be a steady advance of\n\nmanual work throughout the whole school life.\nThroughout all these lessons there is also constant practice in oral\nlanguage.\n\nThe child is stimulated to express the results of his investiga-\n\nand though at first the account is meagre, and the vocabulary\nlimited, the power of expression grows with use, and the story is at last\ntold clearly and understandingly.\nTo thi» elementary work may be added\nthe daily enforcement of habits of order, regularity, exactness, and neatness\nhabits that are essential to the progress in the later school life, and\nwhich may readily become a part of the child's being at an early age.\ntions,\n\n—\n\n"}
{"page": 460, "printed_page": null, "text": "448\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nTruly it is on the whole child th^lt the kindergarten exerts its influence,\nand it is the harmonious development of all his powers that is its highest\nThe kindergarten is yet far from this ideal ; but, looking back over\nideal.\nIt has shown the\nthe past twenty years, its progress cannot be doubted.\ntraining before\nto\nsystematic\nright\nhis\nand\nchild,\nlittle\nthe\nof\npossibilities\nIt has demonstrated the need of such training\nthe accepted school age.\n\noutside of the family and\n\namong other children, and has proved itself a\n\nsafe bridge over the gap between the nursery and the school.\n\nIts spirit is\n\nabroad in the land, and where its gentle influence is felt new life awakes.\nIn all departments of the school methods of teaching and discipline have\nmaterially changed, and, through the tendency to individualize, a study of\nBut the mission of the kindergarten\nthe child nature is made possible.\n\ndoes not end here.\n\nInstead of the scattered few established by philan-\n\nthropic individuals or societies for preventive work, the kindergarten must\n\nConnected\n\nbecome an integral part of the whole educational system.\n\nwith every school, there will then be established a sufficient number of\nkindergartens to meet the wants of the surrounding neighborhood. The\nincreased expenditure thus called for will, in the end, be recognized as a\nprofitable investment, by reason of the better results that will ensue.\n\nWith the cosmopolitan character of our population, in which every\ncountry and people finds its representatives, we shall learn that we cannot\n\nany opportunity to mold and blend these dissimilar\nThe primary school will draw its\nmembers no longer from the street, but from well-ordered kindergartens,\nwhere the work of educating has already been started. The kindergartner\nand teacher will work together ; each will have a full understanding of\nthe methods and aims of the other, since each will be a teacher in the\nafford to neglect\n\nelements into harmonious conditions.\n\ntruest sense of the word.\n\nThe schools of our nation have been its pride and glory\ncontributed alike to its material prosperity and\n\nits\n\n;\n\nthey have\n\nintellectual strength.\n\nThe school of the future will make us more truly great by its decided aim\ntoward the upbuilding of character.\n\nFreed from the clutches of political\n\nintrigue and party strife, it will become the mightiest force of our land,\nas,\n\nstanding on the firm foundation of the kindergarten,\n\nchildren by easy but progressive steps to the ideal manhood.\n\nit\n\nraises\n\nour\n\n"}
{"page": 461, "printed_page": null, "text": "MANUAL TRAimNO-KINDERGARTEN TO HIGH SCHOOL.\n\n440\n\nMANUAL TRAINING FROM THE KINDERGARTEN TO\nTHE HIGH SCHOOL.\nBY CHARLES A. BENNETT, NEW YORK COLLEGE FOR THE TRAINING OF\nTEACHERS, NEW YORK CITY.\nIntroduction.\nI.\n\nConditions in various schools.\n\nII.\n\nAdaptation of work to pupils.\n\nIII.\n\nClass instruction.\n\nIV. Correlation with other studies.\n\nV. Cost.\nYI. Suggestions as to courses of study.\n\nFor the primary grades.\nFor the intermediate grades.\n3d, For the grammar grades.\n\n1st,\n\n2d,\n\nConclusion.\n\nAt no time since the manual training movement begnn in this country\nhave there been so many wide-awake educators studying the problem as\nthere are to-day.\nNot only the philanthropist and the reformer, but all\nprogressive school-teachers, the superintendent and the high-school principal,\n\nthe grammar-school\n\nmaster and the primary-school teacher, are\none destined to put new life and\n\nlooking for more light on this subject\n\n—\n\ninterest in every stage of the child's development, from the kindergarten\n\nThese educators, however, are not considering whether\nmanual training to warrant its introduction\ninto the public schools, for that question has already been answered in\nthe affirmative.\nThey are now considering the ways and means of introducing it into those schools, are comparing proposed courses of study, and\nare discussing mooted methods of instruction.\nThe question is no longer,\n*' Do\nwe need manual training?\" but rather, ^' Can we have manual\ntraining?\" The value of manual training is no longer in doubt; but\nmany problems of the proportion it should bear with other studies, and its\nadjustment with those studies, are still partly or wholly unsolved.\nIn considering what kinds of manual training are best adapted to grades\nbetween the kindergarten and the high school, let us note briefly\n\nto the college.\n\nthere\n\nis\n\nsufficient value in\n\n:\n\nI.\n\nCONDITIONS IN VARIOUS SCHOOLS.\n\nThere are in this country so many^lasses of public schools, existing\nunder conditions so widely different, that it is hardly possible to devise a\nmanual training course suitable alike to all. In the large cities hundreds\n\n"}
{"page": 462, "printed_page": null, "text": "450\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nof pupils attend school in large buildings ; each department is carefully\ncourse of mangraded, and recitations are carried on in large classes.\n\nA\n\nual training, practical under these conditions, might not be possible in the\n\ncountry district schools, nor in those of the smaller towns and villages.\nIn these the grading is usually imperfect, classes are small, comparatively\nfew pupils are in each school, and the buildings are far apart. The\n\nAmerican system of manual training that is to be must meet the conditions in all these classes of schools.\nII.\n\nADAPTATION^ OF WOKK TO PUPILS.\n\nThe character of the work to be done in each grade must be determined\nby the physical and mental development of the children in that grade.\nOnly a little experience is needed to convince one that the average boy or\ngirl of nine years is physically unable to use with profit the jack-plane or\nthe turner's gouge.\n\nBut, even with the necessary physical strength,\n\nchildren of this age rarely possess the mental power which the profitable\n\nuse of these tools requires in manual training.\n\nBefore pupils begin work with the plane and the turner's gouge, they\n\nshould become familiar with the tools used in drawing and with many of\nthe simpler laying-out, testing, and cutting tools used in wood-working.\n\nGive the children in each grade only such tools as they can use profand make the exercises and models very simple, progressive, and\n\nitably,\n\ninteresting ; but do not repeat again and again the kindergarten occupa-\n\nthey are in their place, in order to give something\nThere is a kind of hand-work best adapted to children of the\nkindergarten, and a different kind that seems best for the high school,\nbut neither of these is best for the intermediate grades. The bright boy\nor girl of nine years tires of kindergarten work, and, on the other hand,\nit is unreasonable to expect children of this age to do the work done by\ntions, excellent as\n\nsimple.\n\npupils of sixteen years.\nIII.\n\nCLASS INSTRUCTION.\n\nThe course of study should be planned so that class instruction may be\nThe fact that, from the character of the work and the needs of\nthe learner, much of the instruction must be individual, is frequently\nadvanced as an argument in favor of manual training. This is true.\nBut, because the individual must be so considered, it does not follow that\ngiven.\n\ninstruction should be either abolished or neglected.\nThere is a\ntraining acquired by the pupil in class instruction that cannot be given\nwith the teacher's help alone. The individual instruction should follow\nclass\n\nthe class instruction, as is the case in teaching many other subjects\n\n;\n\nbut\n\nclass instruction should, nevertheless, be given, because of its value to the\n\npupil, and because it greatly simplifies the problem of introducing manual\n\ntraining into the public schools.\n\n"}
{"page": 463, "printed_page": null, "text": "MANUAL TRAINING—KINDERGARTEN TO HIGH SCHOOL.\n\n451\n\nWhen a teacher has a class of but five or six pupils, he will be able to\ngive a large amount of individual help ; but a teacher in the public schools\n\nwho has from fifteen to fifty pupils in a class must have the work so well\narranged,\n\namount\n\nmust have the successive\n\nsteps\n\nso easy, that\n\nof individual instruction will be required.\n\nthe\n\nminimum\n\nManual training in\n\nmust be of such a nature that one teacher may give\n\nthe lower grades\n\ninstruction, not to a class of five pupils merel}^, but to a class of twentyfive.\n\nUnder certain favorable conditions this number may be exceeded.\nIV.\n\ncorrelatio:n^\n\nwith other studies.\n\nManual training, in the judgment of even its more conservative advocates, is a unifying element of the highest value in a course of study.\n\nIt\n\nand reacts on the other studies of the curriculum, and helps to\nestablish among them a fellow-feeling which too often does not otherwise\nexist.\nManual training when properly taught should and does bring\ndrawing, arithmetic, geometry, geography, and language into warmer\nsympathy with one another. In all these lines it stimulates the pupils to\ngreater interest and greater activity for it puts a new meaning into\nmuch of their study, and helps to give a real significance to all their\n\nacts\n\n;\n\nwork.\n\nIn order to have this correlation most complete, the teacher of manual\nwork.\nHe should know something of the lessons his pupils are studying in other\n\ntraining should be in touch with the other branches of school\n\nbranches, and the teachers of the other branches should know something\n\nabout the work the manual training teacher is doing.\nof view it would\n\ntion in\ntraining.\n\nFrom this point\n\nseem desirable that the teacher who gives the instruc-\n\nthe other branches should\n\nalso give the instruction in manual\n\nIt may be said in reply that the regular teacher perhaps cannot\n\ngive instruction in tool- work.\n\nNeither could the common-school teacher\n\nof twenty-five years ago give instruction in drawing ; yet to-day there is\n\nhardly a schoolroom in our progressive cities and towns in which some of\nthe essentials of drawing are not taught by the regular teacher.\n\nThe\n\nsame is true of music. Why, then, cannot manual training be put\nthrough a similar process of sifting and adapting and systematizing, and\nwhatever is needed for lower-grade work be presented in such simple form\nas to be as well taught in the schoolroom as drawing and music ?\nThen\nthere need be no lack of correlation.\nV.\n\nCOST.\n\nDoubtless there are hundreds of school-boards in this country that\nwant manual training, but think they cannot have it on account of the\ncost.\nThey cannot afford expensively equipped shops, and they know of\nno other means of introducing it. Even if the shops were provided.\n\n"}
{"page": 464, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n452\n\n—perhaps given by a rich friend,— the extra teacher to give the instruction might be beyond the resources of a slender treasury.\n\nSome cities may be wiUing to incur that extra expense in every school,\nallowing the regular class teacher to remain idle while the pupils are\nbeing instructed in manual training by the special teacher, for that is\nwhat it usually amounts to in the eyes of the average member of the\naverage school-board but to do this many are not willing, and some,\n;\n\nperhaps, are not able.\n\nIn order, then, to have the lower grades enjoy the\n\nmanual training, the work must be of such a nature that it\ncan be done in the ordinary schoolroom and taught by the regular teacher.\nSuch a plan is as applicable to the school in the small town as to the one\nThe larger cities can have supervisers of manual\nin the large city.\ntraining, as a few do now ; the smaller cities and towns can save expense\nby employing one person able to supervise both manual training and\nIf the towns are very small, two or three can combine to this\ndrawing.\nend, as they have done in some States for general superintendence.\nbenefits of\n\nA New Jersey principal says\n\n:\n\n'MVhile the question of expense should\n\nbe secondary to the education of the child,\n\nit\n\nis\n\nin most places the\n\nMake manual\nmore expensive than other lines of instruction of equal\nimportance, and it will certainly be generally adopted.\"\n\ngreatest obstacle to the introduction of manual training.\n\ntraining no\n\nVI.\n\nSUGGESTIONS AS TO COURSES OF STUDY.\n\nNot long ago a professor of natural science remarked in conversation\nthat each year he was ashamed of what he had done the previous year.\n\nIn the light of new experiences, his former methods, once fondly cherished,\n\nseemed so\n\ninferior to the\n\nbeen guilty of employing them.\nscience, what self-reproach\n\nnewer that he wondered he had ever\nIf that be true with a teacher of natural\n\nmust await the manual training teacher of\n\nto-day who presumes to give practical suggestions to other teachers\n\n!\n\nIn\n\nmanual training, means and methods are so rapidly improving, that,\nhoping his hearers will be charitable and forgetful, the teacher may at\nbest state only fundamental principles, and give such practical applications of them as have come within the limited range of his own experience and observation.\nFor convenience the eight grades, representing the eight years, of the\nchild's school life between the kindergarten and the high scliool, may be\ndivided into three parts\n1.\n\n:\n\nPrimary grades, or the first three y^rs.\n\n2.\n\nIntermediate grades, or the second three years.\n\n3.\n\nGrammar grades, or the last two years.\n\n1. For the Primary Grades.— The necessary amount of manual training in these grades is supplied by work in clay m-odeling, in sewing, and\nin paper cutting, folding, and pasting, now so admirably done in many\n\n"}
{"page": 465, "printed_page": null, "text": "i\n\nMANUAL TRAINING—laNDERGARTEN TO HIGH SCHOOL.\n\n453\n\nand drawing. This work can be\ndone not merely in the large city, but also in the small town. Wherever\npupils of these grades are instructed in other subjects, they may be given\ninstruction in this important kind of manual training, since no extra room\nis required, but little material is needed, and the work can and should be\ntaught by the regular teacher in charge of the room.\nThese grades mark a period in the\n2. For the Intermediate Grades.\nplaces in connection with form-study\n\n—\n\nchild's development in manual training that is neglected more frequently\nthan any other. Apparently, little careful thought has been given to\nIn many cases, enthusiasts in primary\ncourses of study for these grades.\nwork have surfeited the pupils with kindergarten material ; in others,\n\nteachers\n\nwho have seen the value of a kit of carpenter's tools in high-\n\nschool work have sent the children of these grades to the shop, expecting\n\nthem to follow there a course planned for high or grammar school pupils.\nDisappointment has been the result.\nBesides the work in free-hand drawing, sewing, and modeling in clay,\n\nmuch valuable training can be given in the making of geometric solid\nforms out of stiff paper or cardboard, but this can be pursued profitably\nonly for a limited time. Work opening up broader training possibilities is\nneeded ; and this we find in elementary wood-working, in which the prinThe material at first used\ncipal cutting-tool is some form of the knife.\nis thin\n\nwood, the thickness being increased as the work proceeds.\n\nAn outfit valuable for fourth and fifth grades in this kind of work conwhich may easily be made to\nwith\nsimple\ntools for drawing and cutany\nschool\ndesk,\ntogether\na\nfew\nfit\nting.\nThe cover and tray being secured to the desk by a wedge, that part\nof it at the child's right is used as a cutting-board, while that at the left\nis arranged to hold either the pad of paper for mechanical drawing, or the\nThe part of the cover\nthin board upon which the work is to be laid out.\nThese tools are\nfarthest from the pupil is the tray for holding the tools.\na knife designed for the purpose, a small bracket-saw, a T-square, two\ntriangles, a pair of compasses, a ruler, and a pencil.\nTo begin with, a lesson is given in which the pupil learns to make a\nNext\nmechanical drawing of the model he is about to lay out in wood.\nhe is taught to lay out the form on the thin wood, then to cut approximately to the line with the saw, and, finally, to trim to the line with the\nsists of a combined desk-cover and tool tray,\n\nknife.\n\nSuch work may, after a little practice with the tools, be taught by any\nbright teacher who is familiar with drawing.\n\nIt correlates with arithmetic\n\nand free-hand drawing, and it may be made the basis for much instruction\nin language, and of great assistance in tjie study of elementary science.\nThe course of study is rich in geometry, is interesting to the pupil, and\naffords an excellent grounding in the principles of mechanical drawing.\nThe outfit is inexpensive and durable.\n\n"}
{"page": 466, "printed_page": null, "text": "THE NATIONAL EDTTGATtONAL ASSOCIATION\n\n454\n\nThe sixth-grade outfit is obtained by substituting a try-square and a\nwhittling knife for the special knife and the bracket-saw used in the\nfourth and fifth grade outfit. The pupils now also use thicker wood, and,\nin drawing, begin to make two views of the object represented.\n\nFor this\n\ncourse of study many valuable hints may be taken from the Swedish slojd.\nSimple constructive work interesting to the pupils should be encouraged.\n\nThere is often great gain in so combining the exercises that they become\nIn planning these exercises, the age of\nobjects of interest to the pupils.\nthe pupils is obviously to be taken into consideration.\nIf the cost is not a serious obstacle, and if it is deemed desirable to fit\nup a separate room and to employ a special teacher for the fifth and sixth\ngrades, the work for these grades may be done on small, light benches.\n\nhammer and a chisel may profitably be added to the\nand the exercises changed accordingly.\n3. For the Grammar Grades.\nIn the manual training work the boys\nand girls are often separated at the beginning of the seventh grade, the\ngirls going to cooking twice a week, and the boys to wood-working.\nFor\nthese purposes two rooms are fitted up, and two special teachers employed.\nThe desirability of this plan would hardly be questioned save by those\nwho think that boys and girls should be trained precisely alike.\nThe results obtained through this plan in most cases fully justify the\nmeans. By keeping the teachers in the cooking and wood-working departments in touch with the other lines of teaching, the manual training becomes\nan integral part of the school work, and not an annex to it.\nIn such a plan\nthe tasks in the shop should be gonfined to wood-working.\nIn view of the\nshortness of the time per week given to manual training, it would be a\nwaste of money to put blacksmith work, foundry work, or any extensive\nmetal work into these grades.\nThat should be reserved for the high\nschool.\nEven wood-turning should not be undertaken until the pupils\nhave become thoroughly familiar with the bench tools; and that point is\nseldom, if ever, reached before the high school.\nThe work in the seventh\nand eighth grades should consist of a carefully graded series of exercises\nand models of such a character as to arouse and hold the interest of the\npupils, and the working out of which would involve the principles of\njoinery and wood-carving.\nThe course should not consist merely of\njoints, though it ought to include all the more important.\nWhen useful\nIn this case a small\n\nlist of tools,\n\n—\n\narticles, pieces of scientific experimental apparatus, or objects that\n\nmay be\n\nornamented with wood-carving are introduced into the course, the pupils\nof these grades take a keener interest in their work, make\na greater effort,\nand, consequently, accomplish more than if their labor was expended on a\n\nmultitude of single joints.\n\nWood-carving has been too long neglected by teachers of manual training.\n\nIt has very much to\n\nIS interesting to\n\ncommend it. It is inexpensive to introduce, it\nthe pupils, it encourages the study of ornament, it affords\n\n"}
{"page": 467, "printed_page": null, "text": "SLOTJ) A8 AN EDUCATIONAL SUBJECT.\n\n455\n\nwide opportunity for the application of the design work of free-hand\ndrawing, and, as the chief end in view, gives valuable training through\n\nhand and eye. Mechanical drawing, also, should be given in every grade\nwhere wood-working is taught.\nBut in the grammar, as in the lower grades, the question of cost is\n\nMany grammar schools are not so fortunate as to have a shop\nand a special teacher. To supply the needs of these, a desk-cover has\nIt is fastened to the\nbeen designed which takes the place of a bench.\ndesk in the same manner as the one described for the intermediate grades.\nThe ordinary school desk is a convenient height for a bench to be used by\nHe may turn up the seat and stand at his\nthe pupil who occupies it.\nwork, or may remain seated, according to the demands of the work in\nimportant.\n\nhand.\n\nThe desk, as it resists all pressure downward or forward, need not\n\nbe injured.\n\nFastening devices may be applied to the desk-cover, enabling\nmany kinds of work to advantage. The tools used are a\n\nthe pupil to do\n\nback saw, two chisels, a knife, a small plane, two or more carving-tools, a\ntry-square, a pair of dividers, a rule, a gauge, a\ncarver's mallet.\n\nhammer, and a small\n\nA great variety of wood-carving and constructive work\n\nmay be done with this inexpensive outfit\n\nand any ingenious teacher,\nunder a competent supervisor, can give the instruction, if she will spend a\nA teacher good at drawing can, as a rule, very\nshort time in preparation.\neasily take up wood-working.\nIt seems to the waiter of this paper that along the lines he has here\nsuggested must we look for the larger part of the development of the\nfuture in manual training.\nThe conditions now existing in the schools of\n;\n\nvarious kinds, in different localities, must be carefully studied ; the question of cost must be met and answered, with no evasion of the fact that\nin many places, when means are considered, manual training is expensive ;\n\nand courses of study must be devised providing for an uninterrupted\ndevelopment from the kindergarten through the successive grades up to\nthe high school.\nWhen these many different phases of the problem have\nbeen worked out, then, and not until then, shall we have what will deserve\nto be characterized as the American system of manual training.\n\nSLOYD AS AN EDUCATIONAL SUBJECT,\nBY J. H. TRYBOM, HORACE MAKN SCHOOL, BOSTON\", MASS.\nIiT\n\na treatise on education. Professor\n\nHuxley says:\n\n\"That man,\n\nI\n\nthink, has had a liberal education, who has-been trained in his youth so\nthat his body is the ready servant of his will, and does with ease and\npleasure all the work that as a mechanism\n\nit\n\nis\n\ncapable of ; whose intel-\n\n"}
{"page": 468, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION^.\n\n466\n\nparts of equal strength and in\nlect is a clear, cold-logic engine with all its\nlove all beauty, whether of\n; and who has learned to\nnature or art, to hate vileness, and to respect others as himself/' Many\ndeep thinkers on educational subjects, in this as well as in by-gone cenThey have\nturies, have given similar definitions of a liberal education.\n\nsmooth working order\n\nseen the superficialities of their systems of education, and pointed out\nwhat education should be ; that it is a development of the physical and\n\nTo judge from those definimental, as well as moral faculties of man.\nhave\nbeen in the curriculum\nto\ntraining\ntions, we might suppose manual\nStill it is only during\nyears.\nhundred\nseveral\nfor\nof the public schools\nthe last twenty years that manual training has gradually been recognized\nIf we at present have come to that\nas an actual factor of education.\n\non a level with the purely intellectual studies\nbecomes us to consider what system of manual trainbest adapted to fulfill the requirements of a truly liberal edu-\n\nstage when\n\nit\n\nis\n\nto be put\n\nof our schools, it\n\ning is\ncation.\n\nAt the request of this Association I shall now have the pleasure of presenting to you something of the method and special features of the Swedish\nsloyd system.\n\nThe word \"sloyd'' is difficult to translate literally into any foreign language.\n\nIn one of the provincial laws of Sweden, written in the twelfth\n\ncentury, it is used to mean any kind of trade or handiwork.\n\nThis mean-\n\ning has been more and more restricted, until the word at present has come\nto signify merely a system of educational\n\nmanual training where wood is\n\nthe material employed.\n\nWhen the sloyd instruction first was considered in Sweden, it was not so\nmuch on account of its educational value, but as an experiment in national\neconomy. From the annual reports sent in to the central government\nfrom the different provinces it was evident that the '' hem sloyd \" (that is,\nAs\nSweden is a country depending mostly on agriculture, it was of importance\nthat the farmers and their help should be able to manufacture for themselves all kinds of domestic articles, which work could be done during the\nlong winter evenings.\nThe falling off of this work was felt to be so serious'\n\nthe general sloyd work in the farmers' homes) was disappearing.\n\na loss that in the year 1872 the government granted 2,500 crowns to revive\n\nhome industry. This amount was to be used in part for traveling\nexpenses for two civil engineers, already in the employ of the government,\n\nthe\n\nwho were to lecture on the importance of the home industry, and also to\nhold classes in certain country parishes a few weeks each year.\nThese\nclasses were meant for young men, and their principal object was to make\nthe pupils skillful artisans.\n\nBefore long, these promoters of sloyd for its\neconomic value realized that better results could be gained if the boys of\nthe public school received the benefit of the instruction.\n\nBut the merit of awakening the interest in manual training in Sweden\n\n"}
{"page": 469, "printed_page": null, "text": "SL07D AS AN EDUCATIONAL SUBJECT.\ndoes not wholly belong to these economists.\n\n457\n\nEarnest teachers and gen-\n\nerous promoters of education were working with the same aim in view ;\nthat is, to have a system of manual training taught in the public schools,\n\nThe object of the two\nthe latter having its educational value in view.\nwas now to combine the sloyd school and public school. But, since the\npurpose of the public school is to give a general education, this instrucThe trade carpentry\ntion in manual work must be arranged accordingly.\nthat the economists wished to have could never be introduced into public\nThus the econoschools, because every boy was not to be ^ carpenter.\nmists, though succeeding in their effort to have manual training taught\nin the public school, had lost the control of the instruction, and those who\nworked for sloyd as an important educational factor decided what methods\nNevertheless, this effort of the government to\nwere to be followed.\nawaken the home industry was an effective help to the introduction of\nExperiments were now made\nsloyd into the public schools of Sweden.\nwith different sloyd methods in several schools of the country. But it is\nchiefly through the earnest work of the Naas School that the system has\nSince its opening, this school\nbeen developed to what it is at present.\nhas been under the able supervision of Herr Otto Salomon. The sloyd\nsystem as taught at Naas is not the outcome of one man's experience and\nresearch, but over a thousand teachers have contributed, through discusThe Naas School, founded in\nsions and suggestions, to its improvement.\n1872, has trained sloyd teachers from almost every civilized nation.\nJapan has sent some of its teachers, as well as several of the American\nStates, all anxious to investigate the principles of sloyd and apply them to\ntheir respective needs.\nTwo hundred and fifty-nine applications have\nThe school can accommodate\nbeen received to the course this summer.\nabout one hundred and ten students. Those that have been admitted to\nthe course represent thirteen different nationalities, the United States\nhaving sent eight students.\nOne of the principles of the sloyd system is that the articles made should\nbe useful in the home. This makes the series of models subject to frequent\nchanges, certain models not being useful at all times or in all countries.\nThus, if the Swedish sloyd system is used unchanged in this country, it is\nagainst the principles of the system, and consequently no longer sloyd.\nExperiments of that kind have been tried in several places, but have\neverywhere, I believe, proved a failure.\nSuch failures can, however, not\nbe attributed to the sloyd system, but rather to a misrepresentation of the\nsame.\n\nTo follow out the principles of the system, the series of models\n\nhas to be modified to the needs and conditions of the place of adoption ;\n\naccordance with these principles th^t this series of American sloyd\nmodels has been arranged. This work of modification has been done by\nMr. Grustaf Larsson, principal of the Sloyd Training School, Boston.\nThis method has at present a series of thirty-two models, representing\n\nit is in\n\n"}
{"page": 470, "printed_page": null, "text": "\"\n\nTEE NATIONAL EDVGATIONAL ASSOCIATION.\n\n458\n\nsixty-nine different exercises.\n\nI will\n\nrules upon which this series is based\n'*\n\nhere quote a few of the essential\n\n:\n\nThe exercises should follow in progressive order from the easy to\n\n1.\n\nthe difficult, from the simple to the complex, without any injurious break,\n\nand with such carefully graded demands on the powers of both mind and\nbody that the development of the two shall be simultaneous. This duality\nof progress is an essential feature of sloyd.\nIt cannot be shown in any\ncourse of manual work ; nothing but careful observation of the child's\ngain of power will show the result aimed at.\n*'2. The gradation of the models should be such as to put it within the\npower of the pupil to make an exact copy.\n**3. The exercises should admit of the greatest possible variety, in order\nto guard against any tendency toward too great mental tension or physical\nstrain.\n^*4.\n\nFrom the very outset the exercises should result, if possible, in the\n\nmaking of an article of use. This arouses and sustains a child's interest\nin his work, and helps him to understand the reason for each step, for he\ncan see to what these steps are leading.\nIt makes him careful in his\nwork, for he soon learns that poor work will spoil a model which is worth\nsomething. The child's self-respect and pride are also touched.\nHe is\nnot only learning to do, but he is actually doling and making. Much of\nthe moral value of sloyd centers in this ' useful ' model.\nSome persons,\nnot knowing its true purpose, have thought that it owed its place in this\nsystem to its industrial value only ; but the truth is that the useful model\nis\n\nvalued above all for the lesson it teaches and the interest it gives to the\n\nwork.\n\n•\n\n\" 5. Sloyd aims higher even than intellectual development, since it seeks\nto cultivate the aesthetic sense\n\nand proportion with\n\nutility.\n\nby combining in the models beauty of form\nIn addition to straight and rectangular\n\nand some carving are introduced. Throughout\nthe system, as in that of the kindergarten, the love of beauty is regarded\n\nfigures, graceful curves\n\nas an important factor in education.\n\n\" 6. Every model should be so constructed that it can be drawn by the\npupil, not copied or traced.\n''1. The work should be of such\na character as to admit of the best\nhygienic conditions, and to counteract, as far as possible, the effect of\n\nsedentary occupation.\n\nBy \" exercise \" in sloyd we mean a specific use of a tool. Thus the\ntool may be used for different exercises.\nWe call, for instance,\n\nsame\n\nsurface-planing and bevel-planing different \"exercises.\"\n\nThe series of\n\nmodels should be carefully graded in regard to these. Every new model\nshould contain at least one, and not more than three, new exercises. The\nfirst\n\nexercises should be of such a character that the untrained\nchild can\n\nreadily understand them.\n\nFor that purpose the fundamental sloyd tool is\n\n"}
{"page": 471, "printed_page": null, "text": "8L0TD AS A]^ EDUCATIONAL SUBJECT.\n\n459\n\nIts parts and action can\nand complete articles can be made with the knife\nalone.\nMoreover, it gives a rapid development to the muscles of the hand,\nwhich will greatly facilitate the use of the unfamiliar tools gradually put\nThe knife is the least mechanical of tools,\ninto the hands of the pupil.\ndemanding the constant concentration of the mind, which fact gives it\n\nthe knife.\n\nIt is a familiar tool to every boy.\n\neasily be understood,\n\ngreat educational value.\n\ntoo dangerous a tool.\n\nThe criticism has been made that the knife is\n\nDuring the last two years I have had an opportu-\n\nnity to teach sloyd to blind pupils, who have used the knife occasionally,\n\nmaking with it penholders and parts of other models\ntheir fingers\n\nleft.\n\nI believe\n\nit\n\n;\n\nstill\n\nthey have\n\nall\n\nperfectly safe to place the knife in the\n\nhands of any sloyd pupil, after proper directions as to its use.\nThe material value of the useful models has seemed so evident thai the\nmore important points resulting from the exercises embodied in them have\nbeen overlooked.\n\nIf the series contains a knife-box as a model, it must\n\nnot be thought that the pupil is required to make it because a knife-box\nis\n\na useful article to take home, but because the exercises at that stage of\n\nthe work can be best represented by such a model.\n\nThe sloyd system lays great stress upon the advantages of individual\nSomebody says that by so doing the work will be two-thirds\n\ninstruction.\n\nteacher and one-third pupil.\nsloyd system.\n\nIt\n\nto both of them.\n\nTJiat\n\nis\n\na rather severe criticism on the\n\nmay refer to the manual or mental activity, or perhaps\nAs to the manual part, we follow the principle in sloyd\n\nthat the teacher never should lay his hands upon the pupils' work.\n\nIf a\n\ncertain exercise is to be shown, a separate piece of board is employed.\n\nAs\n\nmental part of the work, let us compare class and individual\nLessons given from the platform to the whole class place all\ninstruction.\nThe mental stimulus which the teacher\npupils\non\na fictitious level.\nthe\nto the\n\naims to give in a class lesson\n\nis\n\nlikely to reach the bright\n\npupils only ; the dull and slow, whose need\nor no benefit.\n\nis\n\nand attentive\n\nthe greatest, getting little\n\nOr, on the other hand, the temptation to make everything\n\nmuch information, so that little independent\nThe individual instruction, on the other hand,\nthought is aroused.\nadapted to the powers of the individual, brings forward the mental activity of each child and enlarges the educational value of manual training.\nHowever, this ideal form of sloyd instruction has to be somewhat sacrificed\nwhen teaching large classes, say about thirty pupils. In such cases class\nThe construction and particinstruction must be given to some extent.\nular features of each model are considered by the whole class at the same\ntime. Class lessons are given with more advantage in drawing, and on the\ntools, on the wood, and working position^.\nThe criticism has been made that sloyd is a foreign element, and that it\nIf we read such authors as Felix\ncannot be adapted to American schools.\nAdler, Professor Woodward, and some other Americans who have written\n\nclear leads one to give too\n\n"}
{"page": 472, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n460\n\non educational manual training, wq shall find the sloyd principles clearly\n\nManual training as a means to intellectual training is nothing\ndefined.\nnew, and the sloyd principles may in many respects be attributed to\nAmerica as well as to Sweden. What we have to learn from the Swedish\nsloyd system is how to adapt those principles.\n\nBut as this adaptation\n\nis\n\ndone according to general educational ideas, the so-called foreign element\nin sloyd should entirely disappear if the system is successfully modified to\ntlie\n\nconditions of this country, making it an American system based upon\n\nthe same universal educational principles.\n\nDrawing is an essential feature of the American sloyd system. The\nexecution of a working drawing should always be preliminary to the making of the model.\n\nBy working drawing, in connection with sloyd, we\n\nmeafl a simple mechanical drawing giving all the dimensions necessary\nfor the construction of the model, and such views as are needed to show\n\nFor this grade of drawing it has been found clearnames of top view, front view, etc.,\ninstead of horizontal and vertical projections, giving the views the positions their names indicate.\nThe drawing may be done in the sloyd room,\na block of paper and T-square being all that is required in addition to\nthe ordinary bench tools.\nThe models are more strictly arranged as to\nthe tool exercises, and the progression in drawing alone may in some\nhave to be sacrificed. The difficulties in bench work and drawing differ\ngreatly.\nFor instance, a cube is very easily drawn, but it is one of the\nall its different parts.\n\nest to\n\nthe children to employ the\n\nhardest models to execute in wood.\nStill it has been the endeavor, in\narranging this series, to arrange the bench work and drawing, as far as\npossible, in progressive order.\n\nThis course is arranged for the four upper classes of the grammar\nschools, or for children between the ages of eleven and fifteen years.\nI\nnow wish to call your attention to the models, and this chart showing the\n\narrangement of the exercises, the tools and the drawing.\n\n(Explanation of\nThis American modification of the sloyd system has\nbeen successfully tried in the public schools of Boston and several other\nschools in this country.\nAs a conclusion, I wish to quote some remarks\nthe exercises.)\n\nupon these experiments.\n\nThe last report of the superintendent of public schools of Boston\ngives some of the masters' opinions on sloyd.\nOne of them says on the\n'' I\nsubject\nheartily approve of the manual work. It is educational and\n:\n\ndisciplinary, and I think\n\nit has a moral influence, as the results present\nan object-lesson in wrong or right doing. In my judgment, the pupils\naccomplish as much intellectually as they would if the whole time were\nemployed in the regular studies. Teachers approve of it, pupils enjoy it,\nonly one boy out of ninety-four says, 'I don't like\nAnother master\n\n\\V\n\nsays:\n\n\"In this district the experiment of teaching sixty pupils at one\n\ntime in sloyd has been successfully\n\ntried.\n\nOnly the first sloyd models\n\n"}
{"page": 473, "printed_page": null, "text": "B U8INES8 ED UCA TION.\nbeen tried so\n\nliave\n\nfar,\n\n461\n\nand so it is too soon to declare that so large a\n\nnumber can be continued through the course, but the present indications\nfavor the opinion that it will be a success in the end/' At the graduating\nexercises of the Sloyd Training School, Mr. Seaver, superintendent of public schools of\n\nBoston, said\n\n:\n\n^'I hope the time soon will\n\ncome when every\n\nboy in this city will receive instruction in sloyd/'\n\nBUSINESS EDUCATION: ITS PLACE IN THE AMERICAN\nCURRICULUM,\nBY S. S. PACKARD, KEW YORK CITY, X. Y.\nIt is estimated that twenty-two and a half per cent, of the entire population of the country are in its schools\n\n—of\n\nall grades.\n\nOf this number\n\nninety- four per cent, are in the elementary schools, five per cent, in the\n\nsecondary, and one per cent, in the highest grade, which includes colleges\n\nand universities. These figures do not include evening schools, schools\nof art, of manual and industrial training, trade schools, business colleges,\nAccording to the report of the Commissioner of Education there\netc.\nare in attendance upon the business colleges of the country over 75,000\nAs the\npupils, and in the literary colleges or colleges of art, 126,854.\naverage time of attendance upon the business colleges is about seven\nmonths, and upon the literary colleges four years, it may be said, roughly,\nthat the\n\nnumber of pupils who enter the business colleges is five times\n\nthat of those who enter the literary colleges.\n\nI place these two institu-\n\ntions in juxtaposition, not for the purpose of\n\nexalting the one or of\n\ndegrading the other, but because, in relation to their constituency, they\nThe graduate of\nhold the common ground of being finishing schools.\nthe literary college passes out of his alma mater into his life-work, and the\nThe one enters upon the\ngraduate of the business college does the same.\nduties of a profession,\n\nit\n\nmay be\n\n;\n\nthe other, into business\n\n—each, as I\n\nmust assume, equally prepared for the work which comes directly to his\nhand.\n\nThe place of the literary college in the American curriculum is pretty\nclearly defined, and I have undertaken, in the small space given me, to\n\ndefine that of the business college ; for I\n\nmust assume at the start that\n\nby ''business education \" is meant the body of learning comprised in the\nprescribed course of the business college as it is known to-day.\nI\n\nspeak of a \" prescribed course '' of \\j^Q business college with all the\n\nlimitations that the case\n\nmay admit, fully aware, as I am, that it would\n\nbe difiicult to state in exact terms what this course is\n\n;\n\nand knowing, also,\n\nthat where schools are wholly independent of each other, and are subject\n\n"}
{"page": 474, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n462\n\nno general supervision, they will differentiate according to the ability\n\nto\n\nor the individuality of their managers, and more especially according to\n\ndemands of the community in which they are. Inasmuch, however,\ngrown up to supply a particular want, and inasmuch as that want has come to be well understood, and is mainly the\nsame in all parts of the country, it has come to pass that, whatever may\nthe\n\nas business schools have\n\nbe the methods adopted in the different schools to secure results, there is\nvery little difference of opinion as to the results themselves.\n\nAnd it is well to state here, that, while the business college has grown\nand recognized institution, having its particular work\nand filling its particular sphere, it has attained to this distinction entirely\nthrough its fidelity to the public needs and, more than this, it has made\nits own place by doing its special work better than it had previously been\ndone in existing schools, and better than it could possibly be done in\nto be a separate\n\n;\n\nschools of general culture.\n\nAnd this is a good place to say that the business college does not rob\nthe elementary school, nor the secondary school, nor the literary college,\n\nbut draws its support from those\neducation complete.\n\nwho would\n\notherwise consider their\n\nThe constituency of the business college is mainly of those who have\nfinished the grammar school or the boarding school, and have no thought\n\nof entering the higher institutions.\n\nThey average about eighteen years\n\nand their principal anxiety is to get into business. Some of\nthem, indeed, would be glad even to get rid of the year's study which\nwe offer them, and take it only as the sick man takes medicine\nbecause it is good for them, and because they know that they cannot\nIt thus becomes the duty as well as the interest\nwell do without it.\nof the business college to make this last school year something more\nthan a sugar-coated pill— to make it, in fact, the great school year of\nthe student's life.\nAnd here, again, comes the forced comparison between\nthe business college and the literary college.\nThey are both the open\ndoors upon the great unknown future, but they both each in its own\n\nof age,\n\nway\n\n— seek to make this future as\n\n—\n\nlittle\n\nunknown as\n\npossible, and, in\n\nany event, to put the outgoing student into healthful relations with it.\nHorace Greeley once said that there Avere two thousand college graduates\nwalking the stony streets of New York, unable to find employment for\nlack of education ; and Mr. Carnegie has emphasized this arraignment\nby speaking of the \" total absence of college graduates from every depart-\n\nment of business affairs.\"\nThe position of neither of these eminent men is against education as\nsuch, but against that form of education that does not fit the possessor\nto do the work that lies before him.\nMr. Greeley would have supple-\n\nmented his remark by saying that if any one of these two thousand\nunemployed and unemployable college graduates had included in his col-\n\n"}
{"page": 475, "printed_page": null, "text": "B USINESS ED UGA TION.\n\n463\n\nHege education a practical knowledge of book-keeping, or of the things\nrequired to be done in the stores or shops, he might have been able at\nleast to earn enough to pay his board while waiting for something which\n\nmight better\n\nsuit his\n\nsuperior attainments.\n\nBut Mr. Carnegie would\n\nprobably say that the great mistake of the young man, if he desired to\nget on, was in going to college at all ; that, on the other hand, he should\n\nhave\n\nleft\n\nschool\n\nat\n\nfourteen, and taken\n\nhis place at\n\nladder as the only reasonable way to the top.\nthat\n\n\"the\n\ncollege graduate\n\nthe foot of the\n\nWhen Mr. Carnegie says\n\nhas not the slightest chance, entering at\n\ntwenty, against the boy who swept the office, or who began as shippingclerk at fourteen,^'' he has in mind simply the\n\nmeans by which fortunes\n\nAnd yet he does not necessarily inveigh against education\nfor, in spite of the untoward experiences of his own life, the world classes\nhim with its educated men. And the world is right.\nare made.\n\n;\n\nThe difficulty of discussing\n\nthis\n\nquestion fairly, or so that its points\n\nwill force conviction, is that in estimating the effect or the tendency of\n\neducation we are inclined to overrate the processes wbich have been potent\nin our\n\nown\n\nlives,\n\nand to underrate all other processes.\n\nMr. Carnegie,\n\nfor instance, is not only a successful man, as the world measures success\n\nbut he\ncolleges,\n\nis\n\nan educated man, and has become so not by the grace of the\n\nbut by the grace of an earnest, aggressive mind applied to the\n\nproblems of business and of life. And, as he finds himself able to cope\nwith the college graduate in discussing these great issues, it is natural\nthat he should conclude that the college training was not necessary to\nhim ; in fact, that the time which such training would have required\nwas more profitably spent in the educational methods which he pursued,\nand which are not prescribed by the schools. In other words, that there\nis more than one way to get an education.\nThe same difficulty we are apt to encounter in presenting the advantages of business education.\nThe business man or the accountant who\nhas attained to distinction in his line without the preliminary school\ntraining is apt to think such training unnecessary, simply because the\nprocesses of his own acquirements are distinct in his mind, and are logical\nand satisfactory. The road which lies behind him seems so open, clear,\nand direct, that it is hard for him to conceive that another road might\nhave been more so.\nIt might be difficult, even, to prove to Mr. Carnegie that a good share of\nthat available knowledge which he wields with so much force in upsetting\nan adversary might have been obtained from teachers and text-books with\nmuch less labor and in a more logical form than by digging it out piecemeal through experience. I will not repeat in support of my position the\nold copy-book adage, \"Experience is a dear school, but fools will learn\nin no other,\" for it would not apply to this case.\nI will say, however,\nthat, while chance education may sometimes be effective, it cannot be\n\n"}
{"page": 476, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n464\n\nrelied\n\nupon with safety to do prescribed work\n\n;\n\nand that, although the\n\neducation of environment is a thing to be considered, it is mainly that\nits errors and disadvantages may be counteracted by direct and positive\n\nmeans.\n\nNo department of education, no effort in education, can proceed on\nother lines than those of conscious means to a desired end ; and the value\nof all such efforts will depend upon the wisdom used in directing the\n\nmeans.\n\nWisdom of this sort comes mainly by experience, and when this\n\nexperience is sharpened and intensified by self-interest the conditions are\nfair for hopeful results.\n\nThe business colleges of America are the outcome of forty years of\n\n—\n\nwork some of it perhaps feebly, but all of it earnestly, done.\nThey are, without exception, private and unendowed institutions, established as a business and conducted with a view to securing and holding\npatronage.\nThey have had to fight against serious opposition, if not\nprejudice some of which, no doubt, has been the result of their own\nfaithful\n\n—\n\nand some, I am free to say, of extravagant promises\nfounded on the illimitable hope which characterizes American optimism.\nBut they have kept on uninterruptedly, and have continued to grow in\nstrength and importance, until they no longer have to render an excuse\nfor being, but rather have as much as they can do to fulfill the expectations and the confidence which they have inspired.\nThe following extract from the last report of the Commissioner of Edushortcomings,\n\ncation will fairly illustrate this difficulty\n\n:\n\n'^'The increase of the business\n\ncolleges of the country lias kept pace with the increase of population and\n\nwith the growth of the business enterprises during the last ten years.\nImprovements have also been made in the course of study and in the\n\nmanner of preparing pupils for the responsible positions they seek to fill\nafter leaving or graduating from the institution.\nMost of the colleges\ngive the student\n\nthe large cities\ncial houses.\n\npractical\n\nknowledge of how business\n\n—in banking, in insurance, in\n\nis\n\ntransacted in\n\nand in commerIf the student is far enough advanced in mathematics and\nreal estate,\n\nin English, very little attention\n\nis given to text-books.\nIn the college\nbuilding are found the college bank, with its president and board of\n\ndirectors,\n\ncashier and tellers ;\n\nthe jobbing house and the commission\n\nhouse, and the real-estate and insurance offices.\n\nThe student before finishing his course is required to act as paying teller, receiving teller, discount\nand bookkeeper. He buys and\nmakes deposits, draws checks, and sustains the same general relation\nto the college bank and to the jobbing house that is held by a merchant\nin the great business world.\nHe is also given instruction in the modus\noperandi of the insurance office, and is taught by the real-estate broker\nclerk, shipping clerk, salesman, cashier,\nsells,\n\nhow to estimate the increased value of real estate by the increase of popand by the laws of supply and demand. As the business of the\n\nulation\n\n"}
{"page": 477, "printed_page": null, "text": "B USINESS ED UCA TION,\n\n465\n\ncountry has enlarged, the knowledge of commercial law, of commercial\ncalculations, and of the tariff laws of different nations, has become a necessity ;\n\nand business men are coming to demand a thorough practical edu-\n\ncation in all these branches before employing young men as their business\nassistants.\n\nThe education of the business man in all that appertains to\n\nbusiness life is as essential as the education of the professional man in all\nthat appertains to professional life.\n\nHis attainments, his powers, and his\n\nmanhood are laid under contribution, and without a thorough and practical business education\n\nhe is like a ship at sea without a compass or rud-\n\nWhen students were taught only the theories of business, and were\n\nder.\n\ngiven only an indistinct outline of business forms, and the merchant\nfound them unable to do the work of the office, his conclusions were\n\nthem properly for\n\nthat business colleges could not, or did not, educate\nactive business life.\n\nThese objections have been met in a practical man-\n\nner by the introduction of practical business departments in the institutions, and by the employment of intelligent teachers\n\nwho were once active\nThe ap-\n\nbusiness men, having a practical knowledge of business forms.\n\nprenticeship system has passed away, and with it the prejudices against,\n\nand the ignorance of, a business education in a business college.\"'\nI am sure every conscientious business-college teacher will feel a degree\n\ntoward the Commissioner for this glowing picture of our\nand whatever mental reservations he may have as to the completeness with which this programme is carried out in all the schools, he will\nhave none whatever as to the earnestness of purpose which actuates the\nwork, or as to the fidelity with which the demands of the business community are met. There is nothing here mentioned that is not within the\npossibility o^ the business college, and nothing which is not carried out in\nthe foremost institutions.\nThe only drawback which any college has lies\nin the character of its constituency and the necessary limitations of its\ncourse of study. In the commercial schools of Europe— especially in those\nof France and Belgium, and possibly of Germany, where under government patronage the course of study extends to three years— all that is\nhere claimed, and much more in various directions, can be and is accomplished.\nIn these countries the commercial schools are not so strictly\nprofessional as they are in America, and take the place of the secondary\nand technical schools. Besides, there is not the insane dosire to rush\ninto business, and the insane grasping for immediate wealth, which\ncharacterize Young America\nhence, the limitations which restrict our\nwork are not encountered.\nMuch as I might be inclined to exalt the\nwork of the business college of America, and to proclaim its importance\nin the American curriculum, I must be tme to facts\nand the facts are,\nthat taking these institutions as they are now, and as they have been for\nthe past twenty years, with an average limitation of the course to seven or\neight months and an average limitation of age to eighteen years, the fullest\nof gratitude\n\nwork\n\n;\n\n;\n\n;\n\n30\n\n"}
{"page": 478, "printed_page": null, "text": "466\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nrequirements of a sound and broad education\n\nlie\n\nin the future develop-\n\nment of our work rather than its present realization.\nThere is very little danger, however, of exaggerating the practical benecommercial schools, or of\nfits of what is known as business practice in the\nis secured by intelligent\nand\nbe\ncan\nthe general grasp of business which\nbest colleges ; and the\nthe\nin\nuse\nin\nstudents through the exercises now\nthat\nthe improvements\nstatement\nhis\nin\nright\nCommissioner is clearly\nduring\nthe past few years\nstudy\nof\ncourse\nthe\nin\nmade\nwhich have been\nexisted as to the\nformerly\nwhich\nobjections\nthe\nof\nmost\nremoved\nhave\nAnd, beyond this, there is no\nsuperficiality of the instruction given.\nclass of schools in which can be more practically and effectively taught\nthe great lessons of contact with the business world through the introducIt\ntion of exercises which train the mind and quicken the apprehension.\nmust not be lost sight of that the great work of the business college is to\nprepare its students for immediate service as clerks, bookkeepers, stenographers, etc., and to put them upon their duties while they are still young\nand inexperienced. And yet much can be done, and much is done, to\nimprove the mind in a general way, and to fit the student for contact with\nmen and things. Take, for instance, the matter of expression. The best\nbusiness colleges to-day are introducing into their curricula, and enforcing\nwith excellent results, the practice of extemporaneous speaking and the\nresults of this practice have been notable in the way of enlarging the mental grasp, making the student more self-reliant and manly, and giving a\npractical value to all that he acquires.\nLeading directly out of this practice, and as a part of it, comes the organization of public bodies, the study\nand application of parliamentary rules, and the orderly pursuit of information relating to public men and public questions, and to the great enterprises which characterize the age.\nWith all the limitations as to age and time of attendance upon the\nschool, the teachers do not lose sight of the fact that the graduate of the\nbusiness college must venture out into the world with the equipments\nwhich are here secured and hence, whatever is deemed of use to him in\npushing his advantages and in taking his place as a business man and a\ncitizen should, as far as possible, be given him.\nThere is no call to concede the ground to Mr. Carnegie, that in order to\nsucceed in business a boy must begin at fourteen without an education,\nand depend upon the accidental opportunities for culture which may come\nto him in his contact with business men and business affairs.\nThe business college can well afford to wait for its students until they shall have\n;\n\n;\n\nmastered the ordinary grammar-school course, have been fairly proficient\nin mathematics and English, and have a mind somewhat matured by years\n\nand study.\n\nAt the age of seventeen, a young man with the ordinary\nadvantages of the preparatory schools should be able, with the course of\ninstruction now given in the best business colleges, to take a position quite\n\n"}
{"page": 479, "printed_page": null, "text": "BUSIJSTESS EDUCATION.\n\nin advance of the fourteen -year-old boy who, in\n\n\" starts at the bottom of the ladder/'\n\n467\n\nMr. Carnegie's language,\n\nHe is even then young enough to\n\nwork into the spirit and customs of the house which employs him not too\nnor yet too feeble to ascend\nold even to begin at the bottom of the ladder\nA year\nits rounds with strength and purpose and with sufficient speed.\nof careful instruction under competent teachers, in the very things he will\n;\n\n;\n\nhave to use in a business house, will lay a much better foundation for his\nreal progress than could be picked up by rubbing against the boxes and\nAnd a somewhat extended\nbarrels of even a progressive business house.\nand careful observation has taught us that promotions under these circumstances have been not only rapid, but sure ; so that to-day the intelligent\n\nbusiness\n\nmen in our large cities, instead of attempting to rob anxious\n\nfamilies of their fourteen-year-old boys in order to bring\n\nthem up in the\n\nbusiness, are, quite willing to look for their supply of clerks and future\n\npartners to the accredited business colleges, feeling sure that, whatever\n\nmay be the limitation of their study, the things they have learned, even if\nonly fairly well, being in the direct line of their future duties, will be no\ndrawback to them, either as to their immediate work or their prospective\n\nAnd one very suggestive reason for this existsdn the fact\n\nadvancement.\n\nthat a large share of the managing business men in our principal cities are\n\nthemselves graduates of business colleges, and are thus competent to judge\nof their work.\n\nEnough has been said to show that the business college does not limit\nthe work of the elementary and secondary schools, nor does\n\nit\n\ninterfere\n\nwith the higher departments of learning, but that it aims to make effective\nall\n\nprevious education, while giving\n\nit\n\nform and attaching it in a most\nWhatever else is done for\n\ndirect and positive way to the real work of life.\n\nthe student in the way of general culture along the lines suggested in the\n\nCommissioners report, the essentials are not neglected.\n\nFirst of all, he is\n\nmade to write a business hand of such quality as to give him immediate\naccess to the merchant's books of records and to do the work of correspondence.\n\nSo far as the science of bookkeeping can be taught,\n\nit is\n\nhere taught, and with such a variety of illustrations and forms as will\nenable the student to comprehend the most intricate entries, and to adapt\nhis theoretical knowledge,\n\nextent\nresults.\n\nwith very little practice, to any department of\ncommercial arithmetic to whatever\n\nHe is made proficient in\n\nrecord.\nis\n\nrequired, and\n\nis specially\n\ntrained in rapid processes and correct\n\nHe secures a sufficient knowledge of commercial law to enable\n\nhim to make contracts, to deal in commercial paj)er, and to avoid the penalties of ignorance in contact with\n\nbusiness customs.\n\nThe text-books used in these schools, all of which are specially prepared\ntherefor, will compare favorably with th(5fee in other departments of study.\n\nThey have grown up to fill a known want, and lack none of the requirements to that end.\n\n"}
{"page": 480, "printed_page": null, "text": ";\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\nIt\n\nwould not be out of place to speak here of the character of the teach-\n\nnow engaged in business college work, a large proportion of whom are\ngraduates of literary colleges, and are men of experience and good standAdded to these, as indicated in the Commissioner's\ning among educators.\nreport, are men who have had extended experience in business, and know\ners\n\nits\n\nmanifold requirements.\n\nIt is doubtful, indeed, if in any other schools\n\nin the country there can be found so large a proportion of thorough, practical educators ;\n\nand they find ready employment for all their gifts and all\n\ntheir sympathies.\n\nThe thing which most interests the student is the busy life that lies\nbefore him, and the more forcibly he is brought in contact with that\n\nthe more he feels that he is being educated for his work.\n\nlife,\n\nThis view is\n\nshared by the business college teacher, and one of the most interesting and\naggressive exercises of the school is in making a personal study of great\nbusiness enterprises.\nquestion comes up, for instance, touching jour-\n\nA\n\nnalism, or the\n\nmaking of newspapers.\n\nEverybody has some idea how\n\nnewspapers are made, though they may not have learned how not to read\n\nthem but the real work required to produce a daily paper is so little\nknown by the ordinary person, that a chance to investigate the methods\nis readily seized upon.\nArrangements are made for such an investigation,\n;\n\nand a body of intelligent and gentlemanly students selected\nwork.\n\nto\n\ndo the\n\nThe duties are divided so as to save time and fix responsibility.\n\nOne person takes up the general arrangement of the offices and their relation to each other, with such a view of the enterprise as\n\nwould strike an\n\nordinary observer ; another investigates the methods of setting and distributing the type, and the mechanical devices which modern science has\ncontributed to the preparation of the matter to be printed ; another inves-\n\nand notes the workings of the ponderous machinmethod of handling forms, and all the interesting matter which\n\ntigates the press room,\nery, the\n\nthat department furnishes; another visits the editorial department and\ncollects information as to the methods of obtaining and preparing the news,\nas also the conduct of the editorial and literary work ; another may be\npermitted to look into the financial management of the paper, to learn its\n\nsources of revenue, and how it prospers by supplying the people what they\nlike to read.\n\nAnd so all the peculiarities of the establishment are gathered,\n\nunder conditions which make the knowledge acquired reliable, the whole\nserving as an object-lesson in education.\nThe preparation of these separate reports to be presented to the school is a valuable exercise, and is\nlikely to impress the facts upon the mind much more vividly than could\n\nbe done by books or lectures.\nI give this as a single illustration, leaving\nthe imagination to supply the endless opportunities which a busy com-\n\nmunity affords for such exercises.\nAnother admirable exercise is the selecting of some subject of interest\none, for instance, that is claiming public attention and is being discussed\n\n"}
{"page": 481, "printed_page": null, "text": "460\n\nBUSINESS EDUCATION'.\nin\n\nthe papers and in the family.\n\nThe teacher makes himself conversant\n\nwith all sides of the question, intensifying his knowledge by reference to\nbooks, newspapers, magazine articles, public addresses, etc., and brings it\n\nup for discussion in his classes. The more intelligent students will have\nbecome sufficiently interested in the question to have positive opinions\nconcerning it, and will be only too glad of the opportunity to ventilate\nIt is an easy matter to secure\ntheir ideas and to add to their knowledge.\nsuch, for\nattention to a subject that is uppermost in the public mind\ninstance, as the political situation, the management of great enterprises,\n;\n\nthe abuses of municipal power, etc.\n\nknow where to look for things\n\nAn important part of education\n\nand the wide-awake teacher not only\nputs his students to this ordeal, but assists them as best he can, pointing\nout the books and periodicals where the best information can be obtained.\nAnd when the matter has been thoroughly discussed in the classes, and\nthe ordinary means exhausted, he calls in from the outside some intelligent\nand eminent expert, who gives a graceful conclusion to the investigation\nby an hour's talk to the assembled class, and a submission to such inquiries as may be drawn out.\nThese are the days of clubs and after-dinner speaking. Great public\nquestions are now being discussed in this festive way, much more pleasantly\nand quite as effectively as hitherto from the pulpit and the rostrum. And\nthe hint thus given has not been lost upon the business colleges, but is\nbeing improved in the establishment of clubs for cementing friendships\nand pursuing knowledge under favorable auspices. In this way the practice of speaking is encouraged, and the best interests of society are promoted in untrammeled expressions of opinion upon vital topics.\nI am drawing no faifcy picture of what might possibly be done in busiand I am doing\nness colleges, but am simply stating what is being done\nthis with a view to placing these institutions where they should stand in\nIt may be said that the business college has\nthe American curriculum.\nno patent on these methods, and that they are quite within the province\nI will simply say\nof other schools, and as well adapted to their genius.\nis to\n\n;\n\n;\n\nthat the very constituency of the business college renders this sort of exercise eminently in its line.\n\nKeeping\n\nin view this constituency,\n\nand the\n\nfact that an education, to be effective and lasting, must be greatly outside\nof books, it is doubtful if in any other class of schools these devices can be\nas readily enforced, or the results secured so sure and lasting.\n\nam aware that in thus circumscribing our work I shall meet with some\nmy co-workers, to many of whom its possibilities\nextend over a much greater area than I have given. The time may come\nI\n\nprotest on the part of\n\nwhen the business colleges can secure a wi^er patronage, and do effectively\nsome of the work already accomplished by the elementary and secondary\nschools but I have always felt that the mission which seems so providentially placed in our hands is so clearly defined,- so positive, and withal so\n;\n\n"}
{"page": 482, "printed_page": null, "text": "470\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nbeneficent, that we can afford to wait for our expansion, above and below,\nuntil we have more fully met the expectations which we have inspired,\n\nand have a clearer indication that the work to which we might aspire is\nsuffering in other hands.\nIt is not necessary to say that until the business colleges took in hand\nthe work which is theirs, of supplying the great demand for clerks and\nstenographers, that work was very poorly done, if done at all; and it\n\nshould be some satisfactiqji for us to\n\nknow that through our efforts the\n\nbusiness community has been served with a far better class of assistants,\nand that the promotion of young men and young women through our help\n\nhas been not only more rapid, but more beneficent and permanent.\nIt has been the privilege of the business college to supplement the edu-\n\nfrom the elementary schools, and to supply much of that\nknowledge which could only have been obtained through the\nIts special work is a work that cannot be\nhardest experience in business.\nso well done in schools of general culture, and is besides a kind of work\ncation received\n\npractical\n\nthat the world wants done.\nI will then say briefly, in\n\nFirst,\n\nThat the place\n\nconclusion\n\nof business\n\n:\n\neducation in the American cur-\n\nriculum is a positive, clearly defined place.\nSecond, That, with all the temptations which have beset its promoters\nto enlarge its area so as to invade other fields, it has kept within its proper\n\nlimits as a distinct educational enterprise, seeking only to extend its work\n\nby making it more practical and more efficient.\nThird,\n\nIts great mission is to supplement the training received in other\n\nschools, aird to supply a professional training which cannot otherwise be\n\nsupplied ; and, beyond this, to send out into th^ business world wellequipped men and women who will not only fit into their places, but will\nadorn and magnify them by helping to elevate the standards of business\n\nand ennoble its pursuits.\nFourth, While its chief end is to supply the world with an educated\nclass of accountants and stenographers, it seeks also to make better citizens by dignifying labor and stimulating patriotism.\nFifth, While it makes no pretense to culture as such, it seeks to avoid\nmechanical methods, and to invest its studies with the philosophical spirit\nwhich looks to the ultimate end as well as to present results.\nSixth, The graduates sent out by the business colleges are not supposed\nto be ready the next day to displace experienced men in the management\nof large enterprises, but are quite satisfied to begin at the bottom and\nwork up by degrees to the high places in the world to which their accomplishments and their virtues entitle them.\n\n"}
{"page": 483, "printed_page": null, "text": ";\n\nMANUAL TRAINING IN NEW YORK CITY 8CB00L8.\n\n471\n\nMANUAL TRAINING IN NEW YORK CITY SCHOOLS.\nDR.\n\nPAUL HOFFMAN-, ASSISTANT SUPERINTENDENT, NEW YORK CITY.\n\nAt the best, it is a dijBficult matter to judge even approximately, by a\ntrial of seven\n\nterms, of the efficacy, not to speak of a possibility, of a new\n\ncourse of study, planned to extend in its entirety over at least fifteen terms.\n\nThe difficulty is necessarily augmented by a passive apathy, not to say\nactive antipathy, on the part of some few teachers, to any change from an\n\nThey (and particularly the older\nnew subjects or\n\nestablished and tried course of study.\n\nones) are unwilling to begin anew, and either to learn\n\nhandle the old ones in a new way.\n\n•\n\nFew if any teachers in the city of New York were familiar with the\nnew method when it was introduced\nand the special teachers, those\nwho took charge of the work-shops, were young men fresh from college,\nwhile those who taught sewing and cooking were without any experience\nwhatever in a public school. The brunt of the work therefore fell upon\n;\n\nthe regular class teachers, but at the same time these were ably supported\n\nby the few special teachers who were employed.\nThe appropriation made for the experiment was not large, and the\nexperience necessary for choosing the proper tools and articles, to make\nsure of the economic side of the question, was lacking.\nAdded to this\ncame the prejudices of the pupils or their parents, engendered and fostered in many cases by teachers who had no mind for the innovation.\nIt\nwas widely reported, for example, that skin diseases were propagated by\nthe handling of clay\nwhile, to the even half-educated mind, clay is\nknown to be one of the very best antiseptics. It was said that boys and\n;\n\ngirls,\n\ninstead of getting a \"school education,'' were taught to be carpen-\n\nters,\n\nor seamstresses and cooks\n\n— a proposition as false as\n\nit was absurd.\n\nIndeed, there prevailed, and, in the great school-world outside of manual\n\ntraining, still prevails, the erroneous idea that the so-called old\nbranches have been clipped and curtailed to within the utmost limits, and\nin their stead new studies such as paper folding and cutting, clay-modeling,\nsplint-work and form-study, historical and geographical map-making,\n\nmechanical drawing, shop-work, sewing, and cooking have been added.\nThis is emphatically not the case, although it seems to be a very difficult matter to make clear, to those who have not made the trial, that the\n\ntime in reality has not been curtailed at all, but that, on the contrary, a\ngreat deal is saved by the employment of rational, time-saving methods\nby the development of spontaneous thought in the children themselves,\ninstead. of the often misdirected hammerings of old-time teachers.\nIt should be emphasized that manual training really means not the\ntraining of the hand alone, but the employment of all the senses which\n\n"}
{"page": 484, "printed_page": null, "text": "THE NATlOl^AL EDUCATlOiTAL ASSOCIATION.\n\n473\n\nreach the seat of understanding, instead of two only, those of hearing and\nseeing ; touch, smell, and taste have been added as additional perceptive channels to the nervous center.\n\nThere are to this day those who look upon manual training as indusin its tendency rather than educational.\nIt has taken much time\nand more trouble, and it will take a great deal more of both, to dispel\ntrial\n\nthis fallacy.\nits purely\n\nTo convince thinkers to consider it not in its industrial but\n\neducational and pedagogically utilitarian aspects is the watch-\n\nword of the hour.\nimportant in itself,\n\nTeaching boys and girls a trade, though highly\nnot one of the duties of the State as it is now\n\nis\n\nconstituted, and, unless\n\nit\n\nbe so considered, such teaching should not\n\nbe forced upon any community through the portals of the public school.\n\nIn other large cities manual training is not made the means, the steppingthe finishing touch, the coping-stone of education, almost\ninvariably in the high school.\nThis course seems to us short sighted.\nIf the co-education of all the senses be a good thing anywhere, it is a\ngood thing everywhere, in all the grades from the kindergarten, through\nthe grammar and high school, to the college laboratory and the university\nWhat should be aimed at throughout is continuous, pracobservatory.\ntical development, and this cannot be accomplished with the masses when\nonly a few favored boys or girls, those who reach the high school, derive\nthe practical part of it, and the great bulk of the people, those indeed\nwhom it ought to reach most surely and thoroughly, go on in the old way\nof acquiring knowledge by ear and perhaps by eye, instead of having it\ntransmitted to their consciousness by all available means and channels.\nTo build the educational structure of only the comparatively few favored\nchildren with dry and musty bricks in a shape of facts held together by a\nmore or less unreliable memory-mortar, and to embellish this structure\nstone, but\n\nby rearing a bell-tower of manual training over it to extol the excellence\nEach educational brick used\n\nof the whole, is not psychologically rational.\n\nin the grand structure of moral and mental development should be laid in\n\na trowelful of common-sense, manual training cement, to bind together\n\nevery particle from foundation to weathercock into a harmonious, well-\n\nrounded, beautiful tower of strength, fitted and able to withstand the\nblasts of social and political storms that sooner or later must assail it.\n\nSuch a structure, we of New York, or at least some of us, are trying to\nbuild, feeling well assured that boys and girls brought up in such a house\nat once understand the dignity of labor together with the dignity of mind,\n\nproductive as they are of love of home and country, and above all things the\nsacred sense of duty toward their fellowmen.\n\nNaught but the emblem of law\n\nand liberty could find lodgment on the flagstaff of such a building, and the\nred flag of discontent and lawlessness could never wave over a community\nwhich has been reared to be physically, morally, and intellectually clean.\nIt is conceded that some schools, by hard work, and great but wisely\n\n"}
{"page": 485, "printed_page": null, "text": "MANUAL TRAINING IN NEW YORK CITY SCHOOLS.\n\n473\n\nrestricted enthusiasm, liave mastered all the grades as they are prescribed\nby the course of study, though no child who has entered the primary\nStill, in n,o sense can\ncourse is higher than the fifth grammar grade.\nany of these classes be compared with those which must come, when the\ninstruction has been progressive throughout all the grades, without undue\n\npressure or interruption whatever.\nIt is also true that the work of some schools has attained such a degree\n\nof excellence, that it is hard to see how either betterment in the character\n\nof the work or a greater advance in the studies can be secured ; but this is\n\nreadily explained by the fact that, to both teachers and scholars, the subject was new, and, therefore,\n\nmore interesting than the well-known and\n\nIn the college examinations, at both\nmale and female colleges, at which pupils from all schools are examined\nimpartially on the same papers, there is not only no sign of falling off in\nstanding, but a degree of advance, gratifying in the extreme, inasmuch as\nparticularly the intellectual studies have gained.\nTo the question, ^^ Is manual training a success ? \" the answer has come,\nand the verdict is there can be no doubt that, so far as human ken can\npenetrate and probability can be relied upon, the experiment is not only\na success, but a surprise to all thinking people who have taken the trouble\nto inform themselves on the subject.\nOnly those who do not see, or who\ndo not wish to see, can remain skeptical as to the real value of the change in\nthe mode of instruction. There are none so blind as those who will not see.\nPresident Gilman, of Johns Hopkins University, the founder of the\nSheffield Scientific School at Yale, a man whose name it is a pleasure to\nmention here as a leader of thought and inquiry, speaks of the work done\nin the New York manual training schools as a ^^ revelation \" ; General\nArmstrong, of the Hampton School, an institution with not only a\nnational but universal reputation, says that 'Mt does not seem possible\nthat so much could be done in a public school \"\nCommissioner McNeill\nof Boston, sent by Governor Russell of Massachusetts, a State that seriwell-worn topics of the old course.\n\n:\n\n;\n\nously thinks of introducing\nsays, after visiting\nject, as\n\nmanual training into all the State schools,\n\nNew York and many other large cities, that the sub-\n\ntaught in the former place, is handled with greater care, more\nand a higher degree of far-reaching pedagogic value than\n\nintelligence,\n\nelsewhere ; the committee of seven of the Board of Education, after many\nto other cities, and mature deliberation thereon, reports that\nmanual training has come to stay,'' and recommends its extension the\ndoughty, enlightened little State across the Hudson has adopted manual\ntraining bodily\nCity Superintendent Jasper, of New York, expresses his\n\nvisits\n*'\n\n;\n\n;\n\nopinion that the experiment has been '^ eminently successful\" (approba-\n\nupon\nhang from the\n\ntion from Sir Hubert Stanley is praise indeed) ; and, finally, I call\n\nthese silent but impressively eloque||^t witnesses, which\n\nwalls and weigh down the tables, to lift their all-powerful voices to utter\n\n"}
{"page": 486, "printed_page": null, "text": "474\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nword of cheer, for this is, perhaps, the proper place and time to say that\nword of cheer and appreciation to the teachers who have carried on the\nwork, and more than half solved the problem of the co-education of the\nhand and mind.\nWithout previous special preparation, they faithfully met week after\nweek for years, listened to such counsel and advice as could be given to\nthem by the assistant superintendent, who was in charge of the work,\ncompared experiences, and made such use of the mutual aid they\nreceived by these conferences, that at the present time many have become\nand are recognized as experts in manual training. Without their ready,\nloyal, and hearty support, results might indeed have been different\nyet,\nin spite of ridicule from without and semi-suppressed skepticism from\nwithin, they patiently bore and are bearing the brunt of the experiment,\nwhich is destined very materially to aid in the great forward movement\nin practical pedagogics.\nThey are entitled to hearty appreciation and\nthanks for past and future services.\nThe exhibit which you see here is not an exhibit properly speaking.\nA single week in the busiest time of the scholastic year, the period of\npromotions, receptions, and commencements, suflSced to bring together\nfrom the closets and shelves of the different grammar schools the work\nhere shown. No preparation, no show-work, no extra effort has been\nmade. We have written upon our banners the glorious motto, ^* Be\nable to do, not to show\"; and this highly creditable ''showing\" is no\nshowing at all, but only a fair sample of what we can do and are doing\nevery day, not what we might do if called upon to make a special effort.\nThe space here allotted for an exhibit is too small, and the inconveniences\nof transportation without an appropriation so great, that in the nature of\nevents but little can be shown, and we prefer to say Come to New York\nand see what we are doing.\nThe movement was set on foot in February, 1888, when eight departments ventured upon the new order of things. Since then, accessions have\ncome from all over the city, so that now, in round numbers, forty departments, with five hundred teachers and twenty-two thousand pupils, are\nengaged in the work. I will leave the special subjects the shop, kitchen,\nand clay-work to take care of themselves for the present, most excellent\nresults having been brought about universally, and will merely mention\nji\n\n;\n\n:\n\n—\n\n—\n\nhow the so-called old subjects have been affected by the new methods.\nIt should be borne in mind that the children themselves do what I shall\nendeavor to show, and not merely the teacher. The object-lesson thus\nbecomes really a true object-lesson the children do not only see, but\nhandle objects themselves, and endeavor not only to make them, but to\nimprove upon them by bringing their inventive faculties into action. I\nshall be happy to confer with all or any people after the time allotted to\n;\n\nme has expired.\n\n"}
{"page": 487, "printed_page": null, "text": "PROCEEDINGS A'NB ADDRESSES\nOP THE\n\nDEPARTMENT OF ART\n\n"}
{"page": 488, "printed_page": null, "text": ""}
{"page": 489, "printed_page": null, "text": "Art Department.\nSEOEETARY'S\n\nMIJSTUTES.\nWednesday, July 13.\n\nThe Department met in Congregational Church, Henry Street, President Collins in the chair.\nIn the absence of Secretary Poor, Walter F. Brackett was appointed\nSecretary jt?ro tern.\nFirst paper : President's Address.\n\nSecond paper: ^'The Manual Training Side of Drawing/' by W. B.\nPowell, Superintendent of Schools, Washington, D. C.\nDiscussion.\n\nThird paper: ''Art Instruction in Normal Schools.\"\n\nElizabeth Helen\n\nPerry, Normal School, Bridgewater, Mass.\n\nDiscussion followed.\n\nThe president appointed the following Nominating Committee Hon.\nWarren P. Easton, New Orleans, chairman Miss Mary J. Dwyer, Roch:\n\n;\n\nRobert Beggs, Denver, Col.\nMiss Elizabeth H. Perry, BridgeArthur 0. Jones, Cincinnati; E. C. Colby, Rochester;\nand Walter Brackett, Cambridge, Mass. the committee to make its report\n/\nFriday afternoon at 2 o'clock.\nester ;\n\n;\n\nwater, Mass.;\n\n;\n\nROUND TABLE.\nThuksday, July 14.\nThe members of the Department met at the same place at 3 p.m., and\nheld an interesting Round Table discussion.\nFriday, July 15.\nMeeting called to order at 2.30 in same place.\nThe Nominating Committee reported the following nominations for the\nensuing year\n\n:\n\nFor President Christine Sullivan, of Cincinnati, Ohio.\nFor Vice-President E. C. Colby, of^Rochester, :N\". Y.\nFor Secretary Elizabeth H. Perry, of Bridgewater, Mass.\n:\n\n:\n\n:\n\n"}
{"page": 490, "printed_page": null, "text": "478\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nVoted : That the Secretary cast one ballot for nominations, to be considAnd they were declared elected.\n\nered as the vote of the Department.\nFirst paper\n\n:\n\n''Art Instruction in Public Schools,\" by Superintendent\n\nAaron Gove, Denver, Col.\nDiscussion followed.\n\nSecond paper:\n\n\"The Aim of Art Instruction in Public Schools,\" by\n\nChristine Sullivan, Cincinnati, Ohio.\n\nDiscussion followed.\n\nAdjourned.\n\nWalteb F. Bracket!, Secretary pro tern.\n\n"}
{"page": 491, "printed_page": null, "text": "PRESIDENT'S ADDRESS.\n\n479\n\nPRESIDENT'S ADDRESS.\nFRANK H. COLLIN^S.\nEducators are never tired of telling us that the chief value of public\nschool work is in the training, mental\n\nand moral, that it affords.\n\nThere\n\nBut, like all truths that are subject to so\nperhaps no gainsaying this.\nmuch unchallenged iteration, it seems liable to the danger of over-state-\n\nis\n\nment. Since this has become the shibboleth of a class, the very zeal with\nwhich it is insisted upon seems to carry with it the notion, that, in securing\nYet there\ngeneral training, the special must of necessity go to the wall.\nThe ability to do this\nis such a thing as even reading a newspaper well.\nnaturally and understandingly is of itself well worthy of attainment outAchieving this accomplishment in\nside all questions of general training.\nspecialization will I hardly think be found to interfere seriously with any\ngeneral results.\nObedience, application, mental alertness, all the mental\nand moral qualities that are sought, can as readily follow from doing a\nthing as well as it can be done, as by doing it well enough.\n\nAnd so when it comes to drawing\n\n—we should\n\nbetter\n\nstudy of\n\nit\n\nas\n\n—or art education perhaps would be\n\nupon the qualities peculiar to it.\n\nMake the\n\nmuch as possible an effort in specialization.\n\nBut, even\n\ninsist\n\nfrom the point of view of general training only, the study of art has high\nclaims to consideration.\nAs much if not more can be got from it, in the\nway of general training, than from the study of either languages or\nmathematics. In fact, no other single subject is capable of training the\nmental faculties to the same extent.\nOnly let it be gone at understandingly, intelligently.\nLet the pupil acquire as much of the technique as\nhe Can. Have one eye on art as art, for its own sake, and do not fear the\ngeneral results aimed at will suffer in consequence.\nWhy is it when an artist— not a painter or sculptor merely, but perhaps a designer of wall paper or carpets is asked about the art study in\npublic schools, he hastens to change the subject\"? Ask the average young\nman fresh from the schools about drawing, or art if you choose, and you\nwill find he has little to say, and, what is more, the thing does not interest\nhim.\nHe would be stumped if asked to make with a pencil a representation of a simple object, say a street corner or a passing figure\nand to\noriginate an illustration for a story, that might pass even for beginners'\nwork, would be away beyond him. True, he is full of theories. He knows\n\n—\n\n;\n\nthat '*the highest beauty in nature\n\nis\n\nrealized only when it is perceived\n\nthat the various objects in nature are fashioned upon certain type forms.''\n\nHe has a keen appreciation of the beautiful, too — or he should have. But\nwhat of the art about him in the worTd outside of the schoolroom, the\nfound in the text-book ? Does he know anything of it ? An\n\nart not\n\n"}
{"page": 492, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n480\n\nexample\n\n:\n\nThe illustrations in the different monthly magazines.\n\nThese\n\nillustrations are cheap, true : for the price of a magazine quite a number\n\ncan be had.\n\nNevertheless, tliey are the best thing in art America has produced so far, and because of their cheapness it is not too much to suppose\nthat our student, who is studying art, should know something about\nthem.\nBut does an illustration by Abbey pass for anything but a '^ picture \"\nto our young artist ? The art in the thing this illustration\nhas his\nattention been called to it ? Did it ever occur to him, or even to his\nteacher, that this picture had a higher value than its original use as an\nDoes our pupil even know what a pen drawing\nillustration to a text ?\nDid he ever try to make either ? Abbey, Reinis, or a wash drawing ?\nhart, Smedley, Gibson, Kemble\nare these names familiar to him ? I am\nThe fact is^^ our pupil has but a vague idea that drawing can\nafraid not.\nbe turned to practical account, while of art in any higher sense he has\nnot even the faintest conception. Its meaning, scope, purpose, are as far\nfrom his understanding as the fixed stars. Such results seem hardly commensurate with the energy expended by our leading educational talkers.\nWith such a state of things in mind, one will not perhaps go far wrong in\nsuggesting any change from the present striving-after-the-unattainable\nsystem of teaching generally in vogue. We can remedy these defects by\ninsisting on greater specialization\nthe greatest possible within the time\nand conditions. Make the pupil as much of a draughtsman as circumstances will permit.\nTeach him to see clearly, if you can. Make him\nunderstand that drawing is merely a matter of analysis, and the mental\nalertness and clearness of perception that will follow this could hardly be\nattained so easily in any other way. Above all, be assured that the ability\nto suggest a simple object on paper, by whatever means, will never inter-\n\n—\n\n—\n\n—\n\n—\n\nfere with essential things.\n\nThis matter of means brings us to another weakness of the present\nA pupil who has gone through a drawingbook '^ course \" gets an idea that it is impossible to draw with anything\nHe is also impressed with\nbut a No. 2 pencil and a piece of white paper.\n\ngenerally accepted system.\n\nthe notion that everything to be a drawing should be in outline ; yet outline is the poorest, most conventional, least adequate method of suggesting\n\nthe appearance of any object, even in the hands of a master.\n\nOur pupils\n\nshould understand that, in any drawing worthy the name, the matter\nWhether you use a two-inch brush\nof material is of slight importance.\nloaded with lead and ocher, or a crow-quill pen dipped in ink, does not\nmatter.\n\nThe artistic result will depend on mental perception and not on\n\nIn other words, drawing or art work is a purely mental proyou can see a thing, you can draw it. The trouble is that few\never see anything.\nThere are people to-day who are looking at life in\nDenver through the eyes of Dumas. To be sure, we hear much about the\nwrist work.\n\ncess.\n\nIf\n\n"}
{"page": 493, "printed_page": null, "text": "'\n\nPRESIDENT'S ADDRESS.\n\n481\n\nennobling power of art by people who in their hearts prefer chroraos.\nBut there is little real understanding of any art. It should be one of the\n\naims of the public school teaching to remedy this defect. The pupil who\ncan begin to appreciate the worth of a drawing by Abbey has enlarged his\nSuch a result can\nperceptions to an extent thart few can even appreciate.\nonly be accomplished by making the aims of the public school work in art\n\napproximate as closely as possible to Abbey's aims.\n\nLet a pupil even\n\nrealize that he is learning the rudiments of a language that\n\nis\n\ncapable of\n\nwould be much. The present work is rather away\nfrom such possibilities. Naturally enough our pupils get the idea that\npublic school drawing is one thing, the drawing of artists something difThe\nferent something vague, mysterious, and not to be comprehended.\none ends with book No. 8 of the course the other well, the other is not\nsafe to meddle with.\nIn addition to making the pupil as much of an artist as the conditions\nallow, it would be well to interest artists in the public school work, and\nas far as possible make an effort to keep the practical art work of the\nworld in touch with the work of the schools.\nAccustomed to think of\ndrawing as something merely formal and meaningless, like calisthenics, or\nthe system of pothooks that is supposed to facilitate the formation of the\nletters of the alphabet, it never occurs to our pupil that his art work is\nalong the same line as the work of the illustrator, painter, etcher, or\nsuch results, and\n\nit\n\n—\n\n—\n\n;\n\ndesigner.\n\nAnother thing I\n\nam going to suggest.\n\nsuperintendent knows but\n\nIt\n\nobtains that the general\n\ndrawing or public school art work.\nThe result is that the specialist is given full swing. There is no restraint,\nno intelligent criticism, without which the best results are never possible.\nOf course, one is treading on dangerous ground here. But, at present,\nlittle\n\nof\n\nthe common attitude of the general superintendent, of calmly ignoring the\nentire subject, or else priding himself on his lack of exact\nit, is\n\nto be regretted.\n\nknowledge of\n\nOn this account, I would suggest that in future\n\nsuperintendents, and principals even, be invited to take part in our meet-\n\n—\n\nour department. We specialists\nLet us endeavor to break up the snug complacency that is sure to follow from a gathering of our kind.\nLet us hear\nfrom St. Gaudens and Kenyon Cox, too if we can get them. The result\nwould be diverting, at least. I would bring in the business man, if possible\nthe broker, the real estate dealer anything to break up the sterile\nmonotony of the regulation educational talk. A five minutes' talk by a\nmember of the stock exchange, on educational work, would be like opening\na window on life itself.\nings\n\nlet us even make them officers in\n\nare inclined to be one-sided.\n\n—\n—\n\n—\n\n31\n\n%\n\n"}
{"page": 494, "printed_page": null, "text": "482\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\n\nART INSTRUCTION IN NORMAL SCHOOLS.\nBY ELIZABETH H. PERRY, BRIDGEWATER, MASS.\n\nArt instruction is but a part of the normal school curriculum.\n\nUnless\n\nthe director of drawing acknowledges the ends to be acquired by the\n\nschool as a whole, and sympathizes with\n\nthem in the conduct of her de-\n\npartment, her work fails to accomplish\n\nall it should.\n\nWe exist in the\n\nhope that we are the means of sending to the children in our public\nschools young men and women who will educate them ; whose conception\nof education is that expressed by Mrs. Jameson when she says: '^The\ntrue purpose of education is to cherish and unfold the seed of immortality\nalready sown within us\nto develop to their fullest extent the capacities\nof every kind with which the God who made us has endowed us.'^ If our\npupil-teachers have this conception of their life-work, we need have no\nfear for their success, for to live up to that ideal they must be constantly\nwatchful that they make themselves faithful and earnest in their daily\nlives.\nSuch a life means a broad outlook a gathering of material from\nevery source of knowledge an effort to lay sure foundations upon which\nto raise the framework, and an effort to finish every detail of the superstructure with care and thought, and the honest and earnest purpose\nwhich comes of thorough preparation.\nHorace Mann says, ''Two grand qualifications are equally necessary in\nthe education of children love and knowledge.'' We wish to send out\ngraduates of high moral character with a true love for children which\nshall spur them on to every effort to make men and women of the little\n;\n\n—\n\n;\n\n—\n\nones in their charge.\n\nOur graduates must be possessed of a considerable degree of mental\nan all-round education, and a large share of common-sense they\nmust have studied human nature for the purpose of learning the laws\nability,\n\n;\n\nwhich govern the action of the mind, have seen these laws applied to\nteaching, and have applied them themselves under the supervision of\nmost capable instructors.\nIf such qualities are to belong to our graduates, they must exist to some\nextent in those whom we receive into our schools.\nIn the public schools one expects to labor with pupils of all degrees of\nmental ability, but in a normal school this should not be. Every one\nmust have a public school education, but every one need not train himself\nfor teaching, though that seems at present the respectable thing to do,\nespecially for our girls.\nSo we find among our applicants many who have\nnot dreamed that the life for which they are preparing themselves is one\nrequiring a broad culture and constant devotion to work.\n\n"}
{"page": 495, "printed_page": null, "text": "AUT INSTRTICTION IN NORMAL SCHOOLS.\n\n483\n\nHear what is said in the catalogue of the Cook County normal school,\nregardifig the mental ability of our pupils\n\n*' Ideally,\n\n:\n\nthe pupil should\n\nenter the training class equipped with knowledge and skill sufficient to\n\nbegin the work of learning\ncollege should\n\nhow to teach.\n\nFour years'' course in a good\n\nsupplement the high school course before a student enters\n\nupon professional training. The true requirements for the teacher should\nBut the standard of\nbe a college course and professional training.\nadmission to a normal school is governed by circumstances which do\nWhen the majority of candidates\nnot admit of an ideal standard.\nfor positions as teachers attain their purpose by two years in a high\nschool and examinations, it is obvious that an ideal standard of admission to professional training would close the doors of every normal\nschool.\n\nWhat are the requirements for admission ?\n\nThe catalogues say: ''Ap-\n\nmust pass an examination in subjects taught in the grammar\nschools; viz., arithmetic, geography, reading, grammar, spelling, writThe drawing\ning.\" Can you tell why drawing is not on this list ?\nteachers have not demanded it. The majority of drawing teachers do not\nstudy seriously to ascertain what may be done to improve their department, and even if they are convinced of possible improvements do not press\nplicants\n\ntheir needs with sufficient determination when opposed, because the appro-\n\npriation\n\nis insufficient,\n\npublishers.\n\nor they are required to face prejudices or book\n\nWe should not be intimidated, but should feel that we have\n\nnot only a right to demand means for every improvement, but fail in\n\nour duty if we do not do so.\n\nThe normal art teachers of Massachusetts realize that they are responpublic schools.\nThey find upon their\n\nsible for the future of art in the\n\nhands each year a class of pupils ignorant of the subject of drawing, yet\nexpecting to be able to teach it in a few months.\n\nThey realize that the\n\nlaw of more than twenty- two years' standing, requiring the subject to be\ntaught in the public schools, is not in effect ; that in many places where\nthe letter of the law is carried out by requiring pupils to fill drawingbooks, the spirit of the law is wholly evaded.\nThey know that by requiring pupils entering the normal schools to pass an examination in drawing,\nas in other\n\ngrammar school subjects, they can force greater attention to\n\nthis department in public schools.\n\nOur State supervisor has therefore presented this claim for us to the\nBoard of Education, with the result that '*on and after September, 1893,\nsome knowledge of drawing will be required for admission to our normal\nThis is but one step toward the elevation of our subject to the\nschools.'''\ndignity which becomes it.\nMay it lead some of the poor teachers who have drawing on th^ir programmes only because they must, and*who dread the lesson, and so make\ntheir pupils dislike it\nmay it lead some of these teachers to turn their\n\n—\n\n"}
{"page": 496, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n484\n\nthoughtful attention to drawing, and learn that\n\nit\n\nmay be made as\n\nattractive as any exercise of the day.\n\nYet we cannot expect these teachers of a multiplicity of subjects to be\nable to make the drawing all it is capable of being, until the normal teachers and supervisors handle the subject in a more masterly way.\n\nOur general plan of work is superficial ; our daily work fails to make\nThere came to my\n\nthe child think independently and systematically.\n\nnotice recently an examination given to a training class in one of the\n\nAs I read the questions, notice the simthem, and the hit-and-miss way in which they are thrown\n\nlargest cities of Massachusetts.\nplicity of\n\ntogether.\nIt illustratQS right well the thoughtlessness with which many\ndrawing teachers work\n1. When are two lines or two surfaces said to be perpendicular to each\n:\n\nother ?\n2.\n\nDescribe a cone.\n\n3.\n\nDraw the bottom of the cone\n\n;\n\ndraw the front view of the cone\n\n;\n\nin\n\nthese two drawings show the facts of form.\n4.\n\nWhen are plane figures said to be equilateral ?\n\n6.\n\nDraw two examples of an equilateral figure.\nWhat are prisms ? How are they usually named ?\n\n7.\n\nState the resemblances and differences of figures a, b, c.\n\n8.\n\nName three objects whose entire surface is curved.\n\n5.\n\nDraw a square ; bisect each side ; draw the diameters ; bisect each\nsemi-diameter ; from each of these points draw a straight line to each of\n9.\n\nthe two corners nearest.\n10.\n\nWhen are lines said to be parallel ?\n\nIs a pupil who can answer these questions capable of being taught how\n\nto teach drawing ?\n\nSuch questions indicate a state of stagnation.\n\nour graduates should have studied human nature to\ndetermine the laws governing the action of the mind, should have seen\nthese laws applied to teaching, and should have applied them themselves\nIt was said that\n\nunder the best of supervision.\nThis leads me to a consideration of the so-called training school as distinguished from the normal. The training school was an outgrowth of\nthe feeling, on the part of superintendents, that the normal graduates\nwere too theoretical.\n\nIt is not long since many looked askance at the nor-\n\n"}
{"page": 497, "printed_page": null, "text": "ART INSTRUCTION IN NORMAL SCWOLS.\n\n485\n\nmal school, feeling that it sent out teachers full of beautiful theories which\nonly gave them confidence in themselves and contempt for much of the\nexisting teaching.\n\nThe training school gave us the other extreme\n\n—graduates who had no\n\nfoundation for their teaching, but were merely imitators. There was a\ndifference of opinion as to the comparative value of the normal and training school graduate.\n\nThe normal was too burdened with theories to make\nThe\n\nher first year's work meet the requirements of individual children.\n\ntraining school graduate, familiar with the ways of the schoolroom and\n\nmany devices of the teacher under whom she had been trained, did\nmore practical work. Comparing their work of the second year, we find\nthe normal school graduate's experience Las taught her the need of knowing not only theory, but its application, and she supplies her want by conwith\n\nsultation with experienced teachers.\n\nThe second year of the training school\n\ngraduate has been a repetition of the first, only, being without a knowledge\nof the principles upon which the work is based, she has unconsciously wan-\n\ndered farther from the right.\nremedy the difficulty.\n\nIf she be serious and thoughtful, she may\n\nNow the authorities of the training school are supplying their need by\nrequiring some study of psychology and pedagogy, and the normal schools\nare sending out more practical workers because of the attention they are\n\ngiving to the establishment of model schools, in which their pupils\n\nmay\n\nhave some experience.\nIn the model school the pupil-teacher learns that she must bear in mind\nthat she is developing a human being; that the primary teacher, when she\n\non the sphere, cylinder, and cube,\nmust have her thoughts not upon the little wooden forms, but upon the little\nminds before her, each of which has a peculiar interest for her. Anna 0.\nBrackett puts it well in her fine article in Harper's for May, on *' The\n**\nPrivate School for Girls,\" when she says\nThe teacher of children now\ndoes not keep in mind the subject she is teaching so much as the mind of\nthe child that it is which she is working on, and the studies are only the\ntools that are used\nit is the live mind of the child that she is watching,\nand by its reactions she directs her labor.\"\nThe normal and training schools are reacting upon each other, and we\nmay look for much the same results from them as they approach the same\n\ngives for the tenth time her exercises\n\n:\n\n;\n\n;\n\nplane.\n\nThe feeling of teachers that the normal school is too theoretical has\ncreated a distance between the normal and public school teachers which\nmost deplorable. Every normal teacher should keep herself in close\nsympathy with the public schools, that she may be familiar with the\napplication of the theories she is expounding.\nShe should do more she\nshould teach the children herself, thai she may go before the normal class\nimbued with the child spirit. Pleasant and free intercourse between the\n\nis\n\n—\n\n"}
{"page": 498, "printed_page": null, "text": "THE NATIOJS^AL EDUCATIONAL ASSOCIATION.\n\n486\n\ntwo classes of teachers would prevent the normal school from stagnation,\nand the public school from deviating too far from principles.\nIt is possible to arrange as systematic, logical, and elastic a course of\nstudy in drawing as in any subject but we have confined ourselves in our\npast ignorance so long to copies, and later to pretending to teach before\nthe copying was done, that we have worked with our hands tied, and the\npoor children have profited but little from our attempted teaching. Does\nthis seem a rash statement ?\nVisit normal drawing teachers and supervisors ; notice their arrangement of work\nnotice their management of\nclasses.\nVisit normal and regular teachers of other subjects.\nYou will\nfind a vast difference between the drawing lesson and lessons in geography,\nreading, arithmetic, language, etc.\nThere is only a teacher here and there\nwho has commenced to think that drawing is capable of being taught.\nPerhaps this is not the place for criticism of this nature, but unless we are\n;\n\n;\n\nwilling to look the situation squarely in the face we cannot improve\n\nit\n\nas\n\nwe must.\n\nDo you know the feelings of wide-awake regular teachers in regard to\nThey are anxious to adopt it, knowing how usebut many avoid it because they do not feel competent to handle\nful it is\nthis matter of drawing :\n;\n\nit,\n\nand do not care to half-way do anything.\nIf you have seen the faces of regular teachers light up as you showed\n\nthem that children may be led to find out for themselves the principles\nunderlying drawing, and to express their ideas of objects by drawing with\n\nno more assistance than is given in other studies, you must have been\nencouraged to go on in your good work of finding how to make your\nteaching bear most and best fruit.\nThe most skillful regular teachers are waiting for help from the special\ndrawing teacher ; not because they are incapable of doing the work alone,\nbut because their attention is turned in so many directions that they have\nWe offer them assistance, but we\nnot time to devote to this one subject.\nWe do not get at the heart of the matter. Why ?\ndo not satisfy them.\nBecause in arranging our work for them we do not keep in mind that it is\nthe underlying principle we are teaching, and not the product of a certain\nnumber of drawings ; because we do not carry on our work in the logical,\nsystematic way in which they are accustomed to conduct other studies ;\nbecause we do not make the most difficult problems our own we advise,\nbut we do not do and, in case of the normal teacher, because she is too far\naway from the children. Let her go into the public school, and lead the\nchildren through an exercise in drawing, holding their interest and enthuIf she\nsiasm, and making them solve all the problems for themselves.\ncan do this, and show at the close of the exercise a paper from each child\nexpressing neatly and accurately his idea of the thing taught, and uninfluenced by little sketches in the corner of his paper which he may copy,\nthe normal teacher can win the confidence of the regular teacher, and not\n\n—\n\n;\n\n"}
{"page": 499, "printed_page": null, "text": "Anr msTRUGTioK iir normal schools.\nbefore.\n\n487\n\nWhen the normal teachers of drawing or any other subject show\n\nthat they can do this, they cancel the charge which\n\ncondemns them as\n\nmere theorists.\nThe drawing teacher is a specialist ; the normal drawing teacher is a\nShe is not present at meetspecial specialist, and a very exclusive one.\nshe does not attend meetings of normal teachers ;\nings of drawing teachers\n;\n\nshe does not realize that the discussion of general topics may benefit her\nas much as the instructor in geography, reading, the sciences, etc.\n\nThere has been adopted\n\nthis\n\nyear,\n\nby the Massachusetts Board of\n\nEducation, an outline of a course of drawing for normal schools which it\nis\n\nmy pleasure to refer to to-day as embodying those qualities which are\n\nany subject. This course has proved its value\nin ungraded schools ; it meets with approval\nfrom all regular teachers, and in sending our students out with it we feel\nconfident that we are giving them a knowledge of principles, and a\nsystematic method of working which cannot fail to be applicable to any\ndesirable in an outline of\n\nin thoroughly graded\n\nand\n\nschool.\n\nDrawing is the representation\n\nof ideas\n\nA knowledge of\n\nof objects.\n\ndrawing, then, implies a knowledge of objects and of the principles which\n\nThe first should be acquired in primary\n\nunderlie their representation.\n\nschools ; the second, in grammar.\n\nObjects must be considered with reference to their color and form.\n\nSome normal teachers require their pupils to make a study of form first,\nbecause it is with that that the child begins.\nThe other work of the first\nyear follows, then that of the second, and so on through the nine years\n\nThis keeps the pupils working on all kinds of\nand gives them the whole subject in sucli broken\npieces that when the work is done they have little idea of the continuity\nof any one part\nfor example, design\nthrough the nine years. Dividing\nthe work into years makes the element of time altogether too prominent.\nOur pupils come to us with some knowledge of form, and acquire a\nmore accurate knowledge in the study of geometry hence, so far as\nsubject-matter is concerned, here is an opportunity to begin at once upon\nof public school work.\n\ndrawing\n\nat all seasons,\n\n—\n\n—\n\n:\n\nteaching the pupils\n\nyoungest pupils\nto force\n\nhow\n\nto\n\nteach ; but this subject-matter\n\n— the hardest of\n\nall\n\nupon beginners anything\n\nis\n\nfor the\n\nages to teach\n\n—and\n\nso difficult.\n\nIf we leave the drawing\n\nit\n\nis\n\nscarcely wise\n\nof primary grades until our pupils have been in the school long\n\nenough\n\nmeasure the meaning of the work they have undertaken,\nenter into the spirit of primary teaching as they cannot pos-\n\nto realize in a\n\nthey will\n\nsibly do before.\n\nEepresentation may be geometric, decorative, or pictorial.\nA knowledge of geometric representation implies a knowledge of measurement,\n\ngeometric problems,\n\nworking drawing, development. A knowledge of\nimplies a knowledge of color, historic orna-\n\ndecorative representation\n\n"}
{"page": 500, "printed_page": null, "text": "—\nTSE NATIONAL EDtlCATtONAL ASSOCIATION.\n\n488\n\nment, plant drawing, design.\n\nWe have, then, nine divisions for consid-\n\nOur pupils must be thoroughly familiar with the principles\ngoverning all representation, must be able to represent freely and accueration.\n\nand to arrange series of drawings\nshould be the aim of every normal\nteacher to make her pupils enjoy drawing.\nTo do this the work itself\nto\n\nrately,\n\nfor\n\nteach\n\nthese\n\nprinciples,\n\nany condition of school.\n\nIt\n\nmust be interesting, and must be such that the pupils can produce results\nThe most of those who have had any experience\nin drawing come with a strong prejudice against design and an almost\n\npleasing to themselves.\n\nequally strong feeling against free-hand work.\n\nSo it seems wise to start\nwith geometric work, in which it is possible for each to feel some satisfaction.\n\nThis mechanical work requires such exactness and neatness, and is\n\nso unsatisfactory\n\nif\n\nit fails\n\nin these respects, that\n\nit\n\nforms habits which\n\nwill not allow the pupil to be content later in his pictorial drawing with\n\npoor ellipses or unsymmetrical representations.\n\nWe give one-fourth of\n\ntime for drawing to this department. The second fourth of the\ntime is devoted to pictorial drawing ; and, as tlie pupils are at the same\n\nthe\n\ntime studying botany and geology, we have an opportunity to apply our\n\ndrawing directly to illustration in these sciences. The science studies\nhave been so recently introduced into the public schools systematically,\nthat we drawing teachers have but begun to realize how valuable is the\nmaterial they furnish us.\nWe have dwelt too long upon the model,\nwhich in its place is excellent, but which has made us unpardonably conDuring the third quarter of our course we study decoration,\nventional.\nfourth quarter our students are led to arrange the work they\nin\nthe\nwhile\nhave done by years for a well-graded school, and to understand where to\neliminate and how to extend the work under circumstances demanding\nWith this knowledge of the grammar work the pupils can better\neither.\nappreciate the preparation necessary in the primary schools, and now\n\nmake a special study of that.\nDuring the course we hope the students have gained\n1.\n\n2.\n\nA knowledge of the subject.\nA love for the subject.\n\n3.\n\nAbility to draw.\n\n4.\n\nAbility to teach.\n\n5. Power to arrange a series of drawings adapted to any school.\nTime will not permit us to enter into the details of the nine divisions\n\nincluded in representation, but I have with\nthese\n\n—\n\npictorial drawing\n\n—which\n\nme illustrations\n\nis sufficient to\n\nTo know the form of a body is one thing\n\n;\n\nof one\n\nof\n\nshow the plan of work.\n\nto represent it as it appears,\n\nThe first step toward doing\nThe simplest noticeable difference between\n\nquite another and more difficult thing to do.\nthis should be a very easy one.\n\nfacts\n\nand appearances is that caused by distance.\n\nDuring the primary\n\ncourse the child has been representing objects having but two dimensions.\n\n"}
{"page": 501, "printed_page": null, "text": ":\n\nART INSTRUCTION IN NORMAL SCHOOLS.\n\n489\n\nNow he is ready to deal with those having three dimensions, and he must\nrepresent\n\nsolidity\n\nas\n\nwell\n\nas\n\nmay\n\nbe without light and shade.\n\nThe\n\nIf the sphere,\nsphere presents fewer difficulties than any other object.\nhaving a dot on its highest point, be placed in front of and below the eye\n\nof the pupil, he\n\nis\n\neasily led\n\nto represent\n\nthe appearance by drawing\n\nthe outline of the sphere and placing the dot within it\n\n—\n\nnot on top of the\non top of the object. When the pupil adds the\nrepresentation of the farther edge of his model rest, he has done all he\ncan to indicate the solidity of the object without using light and shade.\nLet the prolate spheroid be represented in the same way, and the child\nIt is well to select nothing\nis ready to draw objects similar to these.\nOur drawing will be sufficiently conventional\nwhich has exact outlines.\nif we avoid that characteristic at every opportunity.\nThe apple and potato have\nNatural forms give us the best material.\nhad their claims well recognized, and nothing can quite replace them.\ndrawing, though\n\nit\n\nis\n\nThe cherry, squash, beet, onion, turnip, etc., furnish plenty of variety.\nThe circle presents this free from\nForeshortening is next taught.\nother difficulties, and the solid embodying\nsphere.\n\nIf this is followed\n\nit most simply is the hemiby the cone suspended above the eye, so the\n\nbase is visible, the child has practice in representing foreshortening twice\nin easy objects before undertaking anything requiring\n\nmeasurement of\n\ncone below the eye and the cylinder\nThese solids in themselves have little interest, but as the\n\ninvisible faces, as in the case of the\n\nwhich follow.\n\npupil finds himself able to\n\nmake pictures of objects similar to them, he\n\nappreciates the knowledge he has gained by the study of them.\n\nWhen the foreshortening of the circle has been conquered, concentric\ncircles may be taken as a more difficult application of the principle.\n\nThe study of convergence follows.\nedges\n\n:\n\nfirst in a\n\nWe notice one set of retreating\n\nhorizontal plane, second in a vertical plane.\n\nThe first is\n\nby the square prism parallel to and resting on a rectangular\nface.\nThe square prism is better than the cube in this case, because the\nconvergence is much more evident. The second is illustrated in as interesting a manner by the drawing of the half-cylinder, which should be made\nfrom the whole cylinder.\nNext notice two sets of retreating edges in vertical planes first at equal\nangles as illustrated by the cube and square prism at forty-five degrees\nsecond at unequal angles, illustrated by the same objects at accidental angles.\nAgain we notice convergence, and this time in oblique planes, illusillustrated\n\n:\n\ntrated in the triangular prisms.\n\nThe use of diagonals follows this, and finally relation of axes in ovoidal,\nconical, pyramidal, and cylindrical objects.\n\nThese principles are taught in the normal classes as in public school\nThe applications are more difiicult in normal work, the age of\nthe pupils making it possible and it giving them more practice.\n\nclasses.\n\n"}
{"page": 502, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n490\n\nThe eight other divisions are laid out in the same way, so that when the\npupil has completed his two years' course he has an outline for teaching\n\ndrawing which can be adapted to any school, because he understands\nwhat are the essential things to be taught. He has the course illustrated\nby his own drawings.\nLeaving the general arrangement of work, consider for a moment the\ndaily lesson.\n.\n\nIn too many drawing exercises the pupil\n\nhe can by questions.\nsatisfied.\n\nis left\n\nto himself to get what\n\nIf the result on paper is fairly good, the teacher is\n\nInstead, the teacher should be a guide ; should lead the pupil\n\nToo often the\n\nby orderly, systematic steps to obtain the desired result.\n\ncompleted drawing is merely a collection of lines, especially in mechanical\nTake the working drawing of the cube at forty-five degrees, for\nwork.\ninstance ; it is not enough for the pupil that he see in the plan only\nthe sides of the top face, and in the elevation only edges.\n\nHe must see\n\nthe whole cube in each view, and must be able to show where in each the\ndifferent faces\n\nand edges are represented.\n\nEach line of the plan repre-\n\nsents a face, and the space within. the lines, both top and bottom faces.\n\nThe two rectangles in the elevation represent four foreshortened squares.\nThe center vertical line represents two edges. By this seeing around the\ndrawing, the imagination is trained, and the pupil enabled to read drawings as well as make\n\nthem\n\n—a part of the work which\n\nis\n\nsadly neglected.\n\nA lesson I saw given by a normal teacher upon the pictorial representation of the cube at forty-five degrees is a fair sample of much of the work\n\ndone, I fear.\n\nTo prepare the pupils for this pictorial representation, she\n\nclaimed it was necessary that they make working drawings of the cylinder,\n\nhemisphere, square prism, cube parallel, equilateral triangular prism, and\n\ncube at forty-five degrees. The subject of working drawing was new to\nthe class.\nAfter these working drawings had been made at the blackboard, each pupil placed her cube at the back of her own desk, and was\ntold to draw it as it looked.\n\nDuring the exercise,\n\na\n\nnumber of questions were asked which led to\nThe\n\nthe explanation finally of all the points to be noticed in the lesson.\n\nobject had been placed too far below the eye to give a satisfactory picture.\n\nQnly one drawing was shown to me that represented a cube very nicely,\nbut not the cube from which the pupil worked. Evidently the subject\n;\n\nof the lesson was not\n\nnew to her, and she had drawn what she remem-\n\nbered ought to represent a cube.\nIf the great principle of\n\nin drawing,\n\nwholes before parts be applied to each lesson\n\nmany difficulties will disappear.\n\nIn this lesson on the pictorial representation of the cube at forty-five\ndegrees the first consideration is the proportion of the whole width to the\nwhole height. When this is determined and indicated upon the paper,\n\nthe parts may be considered in the following order\n\n:\n\nwidths of the two front\n\n"}
{"page": 503, "printed_page": null, "text": "ART INSTRUCTION IN NORMAL SCHOOLS.\nfaces,\n\n491\n\nwidth of the top face, parallel diagonal of top face to find position\n\nof right and left corners, lower edges.\n\nwith pleasure of a lesson given to children in the\n\nfifth\n\nThe subject was the pictorial representation of\n\nthe cylinder.\n\nI think\n\nschool.\n\nyear of\n\nThe point which was especially gratifying was the result of the pupils'\nattempts to find the degree of foreshortening of the upper circle. One\npart of the class claimed the proportion of one to four ; the other part,\n\none to three.\nbe mistaken.\n\nThe teacher suggested measuring again, since some might\nThe second result was the same as the first, no child being\n\nwilling to change his opinion.\nNoticing the heights of the children, it\nwas found in every case the difference of opinion corresponded to the difWhen pupils can be made to realize the great advanference in heights.\ntage of independent thought, and when they stand by their opinions until\nconvinced of error, then and not before have we made them capable of\n\nbeing educated.\n\nThose pupils who fit for high school teachers should have a high school\ncourse which\n\nis\n\na continuation of the above.\n\nAnd the plan of work\n\non principles which the pupils thoroughly\nunderstand and which they illustrate by a series of drawings.\nAfter the first year in high schools, pupils usually elect a mechanical or\nOur normal pupils must' be fitted for both.\nfree-hand course.\nshould\n\nbe,\n\nas before, based\n\nGeometric representation develops into orthographic projection, and is\napplied in building construction and machine drawing.\nI have in mind schools where there is no manual training, and since\nunder such circumstances the pupil has no chance to make objects from\nhis drawings, it is doubly necessary that he have as complete a knowledge\nI suppose the size\nof the building and machine he represents as possible.\nand weight of the objects has been the excuse for not having the building\nand the machine in the schoolroom, but, instead, parts of each. Pupils\ndo not take much interest in these parts because they are detachments\nand their use is not half understood. This diflBculty can be obviated.\nWe are having a house built from plans accepted by an architect. This\nhouse is modern in its arrangement, and by being sectioned twice, enables\nEnlarged details of windows and\nus to show pupils how plans are made.\ndoors are sectioned to show their construction.\nFor machine drawing a\nhydraulic ram is excellent, being small enough to be easily handled, and\nIt has a sufficient number of parts to keep twenty pupils\ninexpensive.\nworking individually, and, as may be seen from the drawings, it is quite\ncomplicated enough for our purpose.\nIn pictorial drawing the principles of appearance represented in outline\nhave been learned, and we are ready to study the principles of light and\nshade.\nWhat medium shall we use ? Pencil, pen and ink, or crayon ?\nThe results desired from the teaching Bf light and shade are, first, to give\nthe pupil power to express himself more graphically than in outline ; sec-\n\n"}
{"page": 504, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n492\n\nond, to increase his love of nature ; third, to enable\nciate works of art.\n\nhim to better appre-\n\nIn most high and normal schools precedence is given\n\nwork over pencil. Much time is devoted to models and casts.\nNo doubt this has its place in training the pupil to careful study and\n\nto crayon\n\nenabling him to appreciate shade and shadow in nature and art.\n\nBut he\n\nwho can record in his sketch-book, with the pencil, localities or events\nwhich he wishes to remember, has a power to be valued far above that of\nthe student who labors to get a more finished piece of work.\n\nUse of the\nand shade, and in sketching from\nnature, have first claim, and until the pupil has fair ability to do this\neasily, he has no use for the point.\nIn our normal schools especially, another power should be developed in\npencil in expressing breadth of light\n\nour pupils before they are allowed the crayon.\n\nThe use of the blackboard\n\nin illustrating exercises in geography, history, reading, arithmetic, lan-\n\nguages and the sciences, is essential for teaching, and practice in this is\nof infinitely more value than the generally accepted light and shade.\n\nPen and ink, in demanding accurate thought and great care, gives, no\ndoubt, excellent practice, but seems almost too exacting for class work in\nschools where time\nskill in the\n\nis\n\nso limited.\n\nWhen pupils have acquired sufficient\n\nuse of the pencil, they should be taught water-color.\n\nIt is\n\nand gives, of course, infinitely more\npleasure than crayon.\nThe latter can claim no more time than is absolutely necessary to cultivate the appreciation of light and shade called for\nuseful in illustrating the sciences,\n\nin the intelligent use of water-color.\n\nAs the aim in teaching reading is to create a love for good literature,\nnot to make elocutionists, so one aim in teaching drawing is to create a\nThe acceptance of this view of the\nlove for good art, not to make artists.\n\nmatter forces us to introduce much more of history into our work than we\nThe study of decoration must lead to a study of the history\n\nhave done.\nof art.\n\nPupils must know the ancient and mediaeval schools, searching in\n\neach for the characteristic architecture, the enrichment, and the pictorial\nart.\n\nMr. Bailey, our State supervisor, has selected a set of photographs\nwhich admirably illustrate the six schools referred to above. There are\nNotice in the arrangement the illustration of\nfour plates of each school.\nthe principle, '^ wholes before parts, ^^ mentioned before.\nIn the Egyptian photographs the first represents the general appearance\nof the country, showing the Nile in the foreground, the village of Jeezeh\nIn the distance beyond the village is the greatest\n(or Gizeh) at the right.\nAt\nof the pyramids, supposed to have been built by Cheops, 2170 B.C.\nBetween this and the river is the\nthe left is the second great pyramid.\nThe second picture shows us a typical\nSphinx, half buried in the sand.\nEgyptian temple, Edfou, while the third gives us a detail of this temple,\nshowing typical Egyptian capitals, winged globe, and hieroglyphics. The\n\n"}
{"page": 505, "printed_page": null, "text": "ART INSTRUCTION IN NORMAL SCHOOLS.\n\n493\n\nfourth photograpli represents a portion of a wall from the temple of\n\nEgyptian work\ndivinities and\ntheir symbols, the hawk, asp, etc., frets, borders of geometric figures, of\nAbydos, and shows the decoration\n\n\\vhicli characterizes\n\n:\n\nportrait sculpture, hieroglyphics, lotus, papyrus, various\n\nlotus buds and flowers, etc.\n\nThe photographs of the Greek school show a typical Greek landscape\nwith the Temple of Jupiter in the foreground, Athens in the middle distance,\n\nand the Acropolis rising above all.\n\nThat most famous structure,\n\nthe Parthenon, with the ruins of the Erechtheum in the distance, is the\n\nThe third shows a portico of the Erechtheum supported by caryatides, and the fourth a detail of the same ruin\nin which we see the three characteristic Greek moldings, '' tongue and\nsubject of the second picture.\n\ndart,\" astragal and echinus, and the anthemion.\n\nThe illustrations of the Roman school show first, the Forum as seen\nfrom the Capitol, the Palatine Hill, th.e Coliseum, and other remains of\nancient Roman architecture\nthird, part of the\nsecond, the Pantheon\nTemple of Minerva, in w^hich are seen the Corinthian columns, the triple\narchitrave, the- frieze with figures, the richly ornamented cornice, the\n:\n\n;\n\n;\n\nsecond story, with its figure of Minerva.\n\nA detail of Roman ornament from the Forum of Trajan, showing acanthus foliage, modified Greek units, and the\n\nhuman figure harmoniously\n\ncombined, completes the three ancient schools.\nThe Mosque of St. Sophia is, of course, the starting point in the study\nof the Byzantine school.\nThe photographs show us the exterior of the\nbuilding and part of the interior, where are seen arches, columns, balustrades, a staircase.\n\nA portion of St. Mark^s, Venice, gives examples of\n\nsymbolic ornament with foliated work, and the three types of Byzantine\ncapitals\nthe concave, convex, and straight.\nA more enlarged detail,\nfrom the altar at Ravenna, shows the ornament more clearly.\nA photograph showing the location of the Alhambra commences the\nseries illustrating the Saracenic school.\nThis is followed by the Ambassadors' Court, Court of the Lions, and a detail of ornament showing varieties of geometric interlacing, typical capitals, inscriptions, and sculptured\n:\n\nsurface patterns.\n\nThe Cologne Cathedral is taken as the purest type of Gothic architecture,\n\nand\n\nis\n\nshown in the first picture with a general view of Cologne.\n\nA picture of the west doors of this cathedral gives an idea of Gothic arches,\nThe third photograph\nshows the interior. The fourth is taken from the Lichfield Cathedral,\nEngland. It gives the west door, and illustrates wrought iron work and\nsculptured ornaments at their best.\nIn this picture are seen the Virgin\nand Child, apostles and saints, and detaiJs of the human figure, birds and\nanimals, foliated capitals and moldings, geometric tracery, plain and\nornamental cusps and crockets.\ngeometric tracery, statues, canopies, and gables.\n\n"}
{"page": 506, "printed_page": null, "text": "494\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nTurn now to the pictorial art.\nhave some claim upon\n'^\n\nus.\n\nSurely, the great artists of the past\n\nPhotographs of such works as\n\nDa Vinci's\n\nLord's Supper/' Michael Angelo's \" Last Judgment/' Raphael's cartoons\n\nand ^'Transfiguration/' Correggio's ''Nativity/' Titian's \"Assumption/'\nGuido Reni's \"Aurora/' Rubens's \"Taking down from the Cross/' should\nbe perfectly familiar to our pupils.\n\nIn closing, allow me a suggestion in reference to the drawing room.\n\nLet it be the most attractive room in the school.\nwhy it should be. Art cannot be taught in an\n\nThere is every reason\nroom.\n\ninartistic\n\nmaterial we use in teaching is in itself interesting and ornamental.\n\nThe\nThe\n\nroom must, first of all, be characterized by cleanliness. A plea for doors\nor curtains to keep the dust from cases is always met by the remark, \" It\nis\n\nno use to try to keep dust out of a schoolroom.\"\n\nGranted\n\nbe to-day's dust instead of that of the past ten years, can\ncasts\n\nand models in most schoolrooms are\n\nrepulsive,\n\nand\n\n;\n\nbut it can\n\nit\n\nnot ?\n\nit\n\nis\n\nThe\n\nquite a\n\ncommon occurrence to be forced to consider a moment before deciding\nwhich is dust and which is shade. In the drawing room there is every\nchance for disorder, so much and varied is the material in constant use.\nThis gives an opportunity to prove to our pupils the possibility of having\norder under most trying conditions.\nThis room of ours should be tastefully decorated. The walls should be\ntinted, and hung with photographs of the famous architectural wonders of\nthe world, and reproductions of the pictures of world-wide reputation.\nPlants in abundance should give the room a flavor of nature.\nThe refinement of the drawing room should pervade the atmosphere.\nWe should struggle constantly to keep free from the stilted attitudes of\nthe teacher, and to avoid schoolroom mannerisms.\nBest of all, let there exist between teacher and pupil that true heart\nsympathy which is productive of helpfulness in the work of each day, and\nthrough that makes the secret life nobler and more in accord with that of\nthe greatest Teacher man has ever known.\nWhat one of us is there who, if he take time for what James Martineau\ncalls \"meditative self-knowledge\" that will enable him to \"see, side by\nside, what he is and what he ought to be,\" will not blush to own so many\nGeorge Herbert, in referfailings, the result of indifferent forethought ?\nring to the spiritual life, says\n*'\n\n:\n\nBy all means use sometimes to be alone,\nSalute thyself, see what thy soul doth wear,\n\nDare to look in the chest, for 'tis thine own,\n\nAnd tumble up and down what thou findest there.\"\n\nWe might well apply this to our school work, for we should surely find\nmany things grown musty in the\n\nclose\n\natmosphere.\n\nOur\n\ndeficiencies\n\nhave been overlooked long enough, on the plea that the subject is unde-\n\n"}
{"page": 507, "printed_page": null, "text": "THE STUDY OF DRAWING A8 COMMON SCHOOL WORK.\n\n495\n\nIt is quite time we showed an effort to conduct our daily\nveloped.\nwork in the systematic, logical manner in which other subjects are car-\n\nried on.\n\nLet us aim constantly, as William T. Harris says, to ''educate toward a\nknowledge of truth, a love of the beautiful, a habit of doing the good/'\n\nTHE STUDY OF DRAWING AS COMMON SCHOOL WORK,\nBY SUPT. AARON\" GOVE, DEN'YEE, COL.\n\nDrawing is taught in schools, first, for its disciplinary value\n\n;\n\nsecond,\n\nThe teaching of the study in\nthe common schools cannot be defended, when the aim and object be the\n\nfor the cultivation of facility in expression.\n\nacquisition of art as an accomplishment.\n\nthat he\n\nA pupil learns to read in order\n\nmay appropriate to his own use the thoughts of another.\n\nThe\n\nacquisition of the art of reading, in later years, commences at too early a\n\nYoung people of the present time read too much. A vast\namount of current literature, prepared especially for the juvenile mind, is\n\nperiod of life.\n\nharmful.\n\nYoung people, particularly girls, at an early age can be found\n\nin many homes, with rounded shoulders, in poorly ventilated rooms, reading,\n\nwhen good judgment requires that they be\n\ninvolving physical discipline.\n\nened by excessive reading.\nover by young children.\n\nat other\n\nemployment\n\nThe, perceptive powers of a child are weak-\n\nParents boast of the number of volumes pored\nReading circles and societies for the diffusion of\n\nown\nAnd yet, as\n\ncatalogues, corporations organized primarily for the benefit of their\ntreasury, have increased to the\n\nharm of the young public.\n\nwith all markets, the demand for the reading causes the supply, and will\ncontinue so to do.\nI see in the introduction of drawing, as a study generally, a force that\nshall modify this abuse of excessive reading.\nart of reading is acquired\n\nis\n\nThe purpose for which the\n\nquite similar to that for which the art of\n\n—\n\ndrawing should be acquired to communicate one^s thoughts accurately to\nanother, and to appropriate another's thoughts faithfully to one's own\napprehension.\n\nDrawing has failed of success as a study in our schools largely because\nits\n\nwho were not\nmen and women have come to the front who appreciate\n\ndirection fell at the outset into the hands of artists\n\nteachers.\n\nLater,\n\nA child returns\nthe importance of the study from a different standpoint.\nfrom a visit, and enthusiastically describes to its parents some of the\nfeatur'Cs of the trip.\n\nHe tells of the beautiful home of his friend\n\ndescribes the furniture of the rooms and the location\n\nthe house, the street, and the neighborhood.\n\n;\n\nhe\n\nand appearance of\nWhen he adds to his power\n\n"}
{"page": 508, "printed_page": null, "text": "496\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nof expression by words,, the ability with the pencil to picture to the eye\n\nthat about which he talks, the description\n\nis more definite, and the\nthought is conveyed fairly accurately to the parent.\nHow many times in oner's life is the mechanic requested to construct\nIt may be a kitchen utensil, it may be an article\nsomething for the house\nof furniture, it may be the top of a chimney.\nHeretofore, whenever any\ncomplicated article has been needed, a description by words has been\ninadequate, and the skill of a trained draughtsman has been called to assist\nin making an order for the articles. To-day, in our best towns, the average\nboy or girl can make such an order, and give such directions without\nassistance.\nThe many trips and tedious hours with the dressmaker, and\nthe correction of her mistakes, are avoided by those who have the ability\nto use the pencil as well as the written or spoken word.\nIn making\norders for the drapery and trimmings, even the milliner is made to comprehend more completely than words can do the wish of the patron.\nIn considering this phase of the purpose of this study in the schools,\none must remember that, as in all other studies, a degree of discipline is\nacquired, and with pencil in hand a different sort of discipline from that\nwhich comes from tasks involving only the calculation or the memory.\nCultivation of the eye, with that of the hand as a complement, is nowhere\nso satisfactorily obtained as in the study under contemplation.\nTo be able to draw is also to be able to comprehend and interpret the\ndrawing of another. A result of the study is that the competency of the\npupil acquired by the drill and practice, enables him intelligently to observe\nworks of art about him, and to assist in establishing a proper standard of\n!\n\ntaste in all sorts of decoration.\n\nOne realizes the mistakes in the teaching of drawing in the schools, when\nhe remembers the attempts made in the earlier years, and which have not\nyet altogether ceased, to reach results without regard to method.\nA beautiful picture, ostensibly made by the pupil, but materially assisted by the\nteacher, has been exhibited as evidence of excellent school work.\nA wise\nteacher of to-day makes no attempt to illustrate the work by showing an\nexample of beautiful products, but rather calls attention to the originality,\nskill, and discipline used in obtaining that product.\nJust as the common schools should avoid the introduction of the teaching of dramatic reading and rhetorical display, that being distinctly without the province of the common school and within the duty of the special\nschool of elocution, so should drawing be held well to lines leading to such\na product as will make not necessarily an eminent artist of a boy, but an\nJust as the young people\nall-round competent and intelligent citizen.\nin the high schools are harmed by wild-eyed, long-haired, gesticulating,\ndramatic elocutionists, so will they be harmed by an exquisite, accomplished man or woman, or so-called genius in art, whose knowledge in\nother directions is limited.\n\nWhat is needed in a director or teacher of\n\n"}
{"page": 509, "printed_page": null, "text": "THE STUDY OF DRAWING A8 COMMON SCHOOL WORK.\n\n497\n\ndrawing is that lie should be a man or woman of the world, appreciating\nthe condition in which we live and knowing something of everything and\nmuch of teaching, who shall have concluded the main purpose of the study\nto be similar to that of other coordinate branches, viz., general discipline.\n\nLike all reforms presented to our profession, this one of drawing was born of\ntruth and right. It was encouraged through various stages of experiment,\nand nourished by specialists, oftentimes almost fanatics. The stage of\nunsatisfactory trifling passed, we now approach the healthful part of the\nlife of the study when\n\none can look out upon the prospect deliberately, and\n\nThousands of dollars have been worse\nthan wasted by the investment in incompetent directors, and in a mass of\nmaterial now found to be unnecessary to the successful issue.\nAll schools are quite ready to initiate the work, if not already begun,\nand the annual expense per capita is but a few dimes. The one requisite,\nwithout which the enterprise is a certain failure, is a competent director\nSystems and series of books, manuals, and publications of all\nor teacher.\nsorts, each has its place ; some are of value, but that which shall be used,\nand that which shall be avoided, should be subjected to the direct decision\nof one mind, and that one a director of drawing in the schools, in whom\nall authority should lie, and to whom the board, superintendent, teacher,\npupil, arid parent should look for direction and instruction.\nThis direcview with satisfaction the outcome.\n\ntorship should be permanent,\n\nand his administration have the assured\n\ncontinuance of at least five years.\n\nThe teaching of reading commences with the first grade.\n\nI\n\nam not\n\nsure that the time may not profitably be postponed, notwithstanding the\n\napplause which you choose to give to that person who invents a method\nfor teaching reading\nsible time.\n\nwhereby the art can be learned in the shortest pos-\n\nThe teaching of drawing may commence at the same time,\n\nbut we can afford to wait until the third or fourth grade before the study\nbe systematically commenced.\nI cannot\n\nemphasize too strongly the opinion that this work should be\n\nboth constant and continuous through a\n\nseries\n\nof years, else\n\nit\n\nwould\n\nakin to the study of penmanship, but\ndifferent, as the marked ability to write a beautiful hand soon disappears\n\nbetter not be undertaken.\n\nif\n\nIt is\n\nthere be not persistence in constant repetition.\n\nA beautiful penman\n\nloses his skill quite as readily as does the pianist when relieved for a time\n\nfrom practice. In drawing we learn that the finer part of the execution\nmay suffer from vacation but the power of delineation, when once\nacquired, will remain.\nMovement in civilization points to penmanship to\nbecome a lost art, for the phonograph and stenograph, and inventions yet\n;\n\nto come, will soon cause the business of the penman to be little required ;\n\nand the same causes point to the return of picture language for definite\ncommunication the presentation to the^eye of the form of things. In\nthe study of the natural sciences, both the written and spoken word will\n\n—\n\n32\n\n"}
{"page": 510, "printed_page": null, "text": "498\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nbe insignificant compared to the presentation of the picture of a leaf,\nstalk, root, or fragment of organic or inorganic matter.\n\nWe must combat that prevalent idea that drawing as a study in the\nschools is an accomplishment akin to the teaching of instrumental music,\npainting, or embroidery.\n\nIt is our duty to represent it as of the same sort\n\nof disciplinary study as are arithmetic, grammar, geometry, and physics.\n\noccupy as important a place on the school programme both\nTasks should be as definitely assigned\nas are those of arithmetic, and the requirements as conscientiously\ndemanded. The pupil in the sixth j-ear of school life should be able to\nsketch any object within reach of his eye.\nThe pupil in the twelfth\nyear of his school life should be able to construct working drawings for\nany piece of machinery or article of household furniture with which he is\nmost familiar, and to give complete instructions to the mechanic. He\nshould be able to draw fairly well with his pencil, in true perspective, any\nneighborhood in which he may be. He should be able accurately to present to the builder, plans for a house for himself and drawings for the\nThese are some of the results which are already accominterior finish.\nplished in some schools, and which will be accomplished by those who are\nconstant in their efforts and by all schools that claim to be abreast with\nthe advance of the world.\nIt should\n\nwith regard to time and sequence.\n\nBut these results are secondary.\n\nThe object of the study is not to be\n\nemphasized upon the utilitarian side, however great may be the so-called\nShould the advance of modern education ever be\npractical outcome.\nseriously impeded, the words practical education, with all their coordinate\nignorant and idiotic adjuncts and shallow superficial catch-penny schemes\nin the hands of irresponsible and unprincipled men and women mis-\n\nnamed educators, will be the obstructing force.\nI have little patience with that drawing introduced in the schools, that\ncalls for great\n\nexpense for material.\n\nI\n\nhave read of an appropriation in\n\na medium-sized city of five hundred dollars for water colors, and I have\n\nnoticed the reaction and condemnation of drawing in some districts, the\n\ncause of which, by the thinking man, would be attributed to the financial\nside as it had been presented to the home. I would have drawing as much\na part of the course of study as is reading, as definite, as rigid ; and\nwould hold the teachers and pupils for positive results. I am not dis-\n\ncouraged by the apparent failures. They are not any more in number\nthan failures in teaching in any other branches. Year by year, profiting\nby the errors and experiences of our neighbors, we are advancing. Men\nand women skillful in the work, while yet few in number, can be found.\n\n"}
{"page": 511, "printed_page": null, "text": "THE AIM OF ART INSTRUCTION.\n\n499\n\nTHE AIM OF ART INSTRUCTION.\nCHRISTINE SULLIVAN, CINCINNATI, OHIO.\n\nThe aim of public school education should be to develop the miDd and\nimpart such knowledge as is useful in any sphere of life, not the\nknowledge that prepares for special trades or professions, but that which\nLet us\ngives the best equipment for successful entrance upon any work.\nto\n\nconsider the claims of art instruction as a factor in this result.\n\nThe\n\nstudy of a branch of knowledge that trains to activity certain powers of\nthe mind, increases the capacity to master all other branches that appeal\nto these\n\npowers.\n\ngently with\n\nany\n\nNay, further, it increases the\naffair\n\nof\n\nlife,\n\nrequires the action of these powers.\n\nability to deal intelli-\n\nmanagement\n\nof which\nViewed in the light of these truths\n\nthe successful\n\nthe study of drawing, as a means of mental development, an educational\nprocess, assumes a position of importance second to that of\n\nno branch in\n\nour school course.\n\nWhen rationally pursued it furnishes an unrivaled means of developing\nthe power to perceive, to remember, and to imagine form, the power\nof attention or concentration, and the appreciation of the beautiful.\nAlthough other studies may conduce to this cultivation, drawing alone\n\ngives to the faculties that systematic training that\n\nis\n\nalways essential to\n\nsatisfactory mental growth.\n\nA keen perception of form is an advantage to its possessor, be his\nposition in life what it may.\n\nIts cultivation really enlarges the world for\n\nhim, for whatever one fails to perceive might as well not exist so far as\nhe is concerned. To the architect, engineer, designer, draughtsman, to\nall whose occupations lead to the production or embellishment of form\nthis power is a\n\nfundamental\n\nnecessity.\n\nThe scientist, whether geologist,\n\nknowledge upon the basis of\nabundant observation of forms and appearances. The power of\nlogical induction avails him little should he lack that of specific percepbotanist, chemist, or anatomist, rears his\n\ncorrect\n\ntion.\n\nA mind capable of broad, intelligent observation sees variety, individuality,\n\nwhere a less developed faculty finds sameness only.\n\nThe fruits of\n\nthe larger perception furnish stimulus and material for higher mental\n\nThe observer is led to compare, analyze, and reflect, thus gaining a fuller knowledge of the objects of his attention and enlarging his\nsphere of thought.\naction.\n\n** The more I think\nof it,\" says Ruskin, '^ the more I find this conclusion\nimpressed upon me, that one of the greatest things a human soul ever\ndoes in this world is to see something, and to tell what it saw in a plain\n\n"}
{"page": 512, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n500\n\nway.\nHundreds of people can talk to one who thinks, but thousands can\nthink to one who can see.'' Speaking on the same topic, Morris says\n''\nHow much time we spend in looking, yet how little we see. Cultivate\nthe perceptive power, that our looking may be seeing.\" Youth is the\n:\n\nseason for this cultivation, and the study of drawing furnishes the occasion for the mental activity that develops the power.\nThe student is\ncompelled to give a close scrutiny and prolonged attention to the forms\nhe would copy. His effort to reproduce them shows him the uncertainty\nof his impressions and the necessity of a closer inspection.\nHe examines\nthe parts, compares them, notes their relation to each other and to the\n\nwhole, thus calling to the work a perceptive energy that no other purpose could enlist.\n\nSince the acquiring of a clear perception of an object\n\nis\n\ndesirable,\n\nmust be equally so; yet how small a per cent,\nof the forms we studiously observe and strive to remember leaves enduring impressions on the mind.\nThe effort to recall them reveals images\nblurred and retreating.\nWhat we thought to make our permanent possessions prove transient and dissolving.\nThe Grecian myth tells us that Mnemosyne, the goddess of memory, is\nthe mother of the muses.\nShe might with truth claim numerous and\nsurely the retaining of\n\nit\n\nsturdy progeny besides these lovely genii of the arts, for every department\n\nhuman knowledge\n\nof\n\nis\n\ndependent on memory for its very existence,\n\npercepts being valuable only as the mind is capable of retaining them.\n\nDrawing from memory develops the power to remember any object of\nwe have attentively observed. It is this faculty that enables\n\nsight that\n\nthe\n\ntraveler\n\nthat have\n\nto\n\nrecall\n\nthe\n\nnatural\n\nscenery,\n\ncommanded his attention.\n\nfaces,\n\npictures, buildings\n\nBy it the student holds in mind\n\nthe appearance of scientific experiments, scenes from history, the maps,\n\ndiagrams, and illustrations of geography, botany, astronomy, geology,\n\nand physiology.\nof anything in\n\nIt furnishes material for the imagination, and invention\ntlie\n\nway\n\nof form, these original products being combi-\n\nnations of elements furnished by memory ; so the richer her store, the\n\nmore successful the endeavor to produce something new. Speaking of\nthe value to recall form to him who would gain culture by travel brings\nHe prides himto mind a gentleman who has visited Europe six times.\nself particularly on his knowledge of Paris, and his familiarity with all\nher grand buildings.\nNot long ago while complacently discoursing on\nthe cultivating influence of these masterpieces of architecture he betrayed\nhis ignorance of the\n\nfact that\n\nNotre\n\nDame boasts\n\na spire and\n\nbuttresses, and had forgotten, perchance never knew, that\n\nflying\n\nLe Pantheon is\n\nbeautified by a dome.\n\nThe power to imagine form, to project before the mind's eye new comforms stored in memory this is one of\n\nbinations created from the\n\n—\n\nthe most valuable results that art education can claim.\n\nIt translates into\n\n"}
{"page": 513, "printed_page": null, "text": "THE ATM OF ART iNSTlit'CTlON.\n\n501\n\nmental pictures, word descriptions, whether written or spoken.\nIt furIt brings before the\nnishes the artist and the inventor with their ideals.\n\nmind of the engineer, architect, or artisan, an image of his work as it\nwill appear when completed.\nThe highest development is rare, and its\npossessor a genius\n\n—a Raphael, a Michael Angelo, a Leonardo, a Galileo, a\n\nFulton, or a Morse ; but a fair development\n\nis\n\npossible for all and its cul-\n\ntivation should be a feature in every educational system.\n\nIts influence\n\non the quality and quantity of our mental store is obvious. How much\nof history, poetry, accounts of travel, geography, and natural science\nconsists of descriptions of scenes, forms, and apjiearances that must be\ntranslated into pictures ere we get the author's idea\n\n!\n\nOtherwise they are\n\nwords, merely dry statements of facts, and must be remembered as words.\n\nWhen we consider the inferior development of this faculty in the\nmajority of persons, and remember that so little effort is made to cultivate\nwe should not be surprised that graphic descriptions of scenes, natural\nand historic, make so little impression upon the average mind, nor that\nso much that we study is so soon forgotten.\nAlmost dormant in some, stronger in others, this power may be culti-\n\nit,\n\nvated by rational methods, carefully pursued.\n\nPractice in certain depart-\n\nments of drawing, as original designing and the execution of drawings\nfrom verbal descriptions, stimulates it to an activity that must develop\neven the weakest faculty.\n\nIn cultivating the aesthetic faculty, drawing opens the mind to the\nand art. In the language of Addison: *^A person\n\nbeauties of nature\n\ntrained to understand art expression and to find a\n\nnature is let into a great\nof receiving.\n\nmeaning in visible\n\nmany pleasures that the vulgar are hot capable\n\nHe can converse with a picture and find an agreeable comHe meets with a secret refreshment in a description,\n\npanion in a statue.\n\nand often finds a greater satisfaction in the prospect of fields and meadows\nthan another does in the possession.\nIt gives him indeed a kind of property in everything he sees, and makes the rudest, most uncultivated parts\nof nature administer to his pleasures\nso that he looks upon the world in\nanother light, as it were, and discovers in it a multitude of charms that\nconceal themselves from the generality of mankind.\" The moral influence of this love of the beautiful must not be ignored, for this gives the\nstudy of drawing an added importance in the education of the child. By\nrevealing to him his inheritance of the beauties of nature, by leading him\n;\n\nto see the wonders of art, it indirectly aids his\n\nmoral growth.\n\nThe con-\n\ntemplation of beauty and the practice of drawing furnish peaceful, humanizing occupation, thus luring the mind from grosser pleasures.\n\nFormerly drawing was considered an accomplishment, or at best an\neducational luxury, requiring a special aptitude on the part of the pupil,\n\nand therefore a study for the few only. *An analysis of the activities concerned in the work shows that every normal mind possesses in some\n\n"}
{"page": 514, "printed_page": null, "text": "502\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ndegree the faculties necessary to the school study of the subject.\nwise the child could not even read or write.\n\nOther-\n\nOf course, the original\n\nendowment varies in different children, some possessing a fine development as a birthright, others being very poorly supplied. All, however,\nare capable of further development, and, as we see, immeasurably benefited thereby.\n\nThese facts emphasize the absurdity of the suggestion\n\nthat a child be excused from drawing because he has \"no talent for it/'\n\nThose most deficient in the so-called \" talent,\" need most the cultivation\nthat drawing gives.\n\nLet us now turn to the industrial phase of our subject.\n\nAs a study\n\nexerting an important influence on the growth of the mind, drawing is a\nsubject for the consideration of the educator and the moralist.\n\nViewed\n\nin the light of its relations to the industries of the country, it becomes a\n\nsubject for the statesman and political economist as well, for the wellbeing of all classes of society is influenced by the condition of the country's labor interests.\n\nIndustrial drawing is a first necessity in the thorough\n\ntraining of the artisan.\n\nEverything that is made, from a toy boat to an\n\nocean steamer, from a one-cent whistle to a grand organ, is fashioned and\n\nmanufactured according to drawings. In the construction of houses,\nbridges, ships, and railroads, carefully prepared drawings showing plan,\nelevation, section, and detail are furnished the workmen.\nEvery article\nof dress is made from a pattern.\nImplements of labor, hoe, spade, rake,\nour glassware, pottery, and jewelry would be impossibilities but for the\nexact directions for their manufacture furnished by the draughtsman.\nThes6 drawings are given to the workman for his guidance in the production of the article, and, be he mason, iron worker, carpenter, glass worker,\nor weaver, upon his understanding of these drawings, his ability to read\nthem, depend largely his efficiency as a workman. This intelligence lifts\nhim above the mere drudgery of his trade. His work becomes lighter,\nfor it is a weary business at best, weary for the foreman, weary for the\nworkmen, this constant overseeing, directing, and, of a necessity almost,\ndriving.\nWe want workmen capable of making an article that will realize\nIn order to do this they must be\nin every detail the draughtsman's idea.\nable to translate into a mental picture the lines given for their guidance.\nOtherwise they are working *^in the dark,\" and are liable to make misTheir work is apt to be botchy\ntakes, thus wasting time and material.\nand ill constructed, therefore less durable and less valuable. The study\nof drawing would acquaint them with the principles upon which the\ndaughtsman's drawing is made, enable them to imagine clearly the object\nthey are about to make, and give a manual dexterity that would further\nNot requiring constant\nassist in realizing the draughtsman's conception.\nmore valuable to the\ntheir\ntime\nis\nwork,\nsupervision and doing better\nemployers, and as a result they receive better wages. Several leading\nmanufacturers have expressed the conviction that the work of a man who\n\n"}
{"page": 515, "printed_page": null, "text": "THE AIM OF ART INSTRUCTION.\n\n503\n\nhas received systematic education in drawing is worth twenty-five per cent,\n\nmore than the labor of him who has not had\n\nthis advantage.\n\nIn the\n\nmanufacture of articles into which the art element enters a knowledge\nof drawing is indispensable, and there is scarce anything that we use\nor fashion that\n\nis\n\ndecoration about\n\nnot considered unfinished until it has some touch of\nit.\n\nThere are many objects of utility whose worth\n\nis\n\nincreased a hundredfold by beauty of form and by applied decoration.\n\nMany others owe their value solely to the fact that they gratify that love of\nharmony, of beauty, of form and color, which is inherent in every mind.\nThe savage, when he has secured food and shelter, begins to decorate his\nown person, the objects of his rude home, and the weapons of the chase.\nCivilized man, when satisfied with the acquisition of the necessities of life,\nproceeds to add what he considers beauty to his own person and to all his\nbelongings.\nRich dress and jewelry, elegant houses, and all kinds of\ninterior decorations are secured.\n\nThe display is beautiful in proportion\n\nto the cultivation of the owner's taste.\n\nThese manufactures, of which\n\nthe chief purpose is the gratification of the aesthetic feeling, these are the\n\nones that enrich a country.\n\nThe commercial value of the beautiful can-\n\nnot be over-estimated ; a carpet, a shawl, a dress pattern, a piece of furniture, may be of\n\nmost durable material\n\n—inharmonious coloring or ugly\n\nwhen the\nFlaxman lent his skill to the production of the celebrated\nWedgewood ware the Staffordshire clay beds became gold mines. The\nwork of the designer is lost if i)laced in the hands of the unskilled workman. Fine art products can be made only by the artisan trained to\nappreciate the beauties of the designer's model, and with the dexterity of\nhand to carry it out in his material. The countries excelling in these\nforms\n\nwill render it unsalable.\n\nIt\n\nhas been aptly said that\n\nsculptor\n\nmanufactures have for years given -to all classes of their people opportuniTlie nation who would not be\nties for thorough industrial art education.\nat a disadvantage in the markets of the world will give its workmen tlie\neducation that will enable them to produce the best quality of work.\nThese are the manufactures in which a countiy should aim to excel.\nThey bring wealth to the nation and, by requiring more knowledge and\nskill in their manufacture, they demand a more intelligent class of\nworkers. The foundation of this as of all other education must be laid in\nchildhood.\n\nSince a large per cent, of the pupils leave school before the\n\nage of fifteen and enter the workshop, their education should begin in the\nlowest grade.\n\nIt\n\nshould prepare them not for any particular department\n\nof industry, but should give the foundation for any, the workshop, the\n\ntechnical school, and the art academy being the schools for special education.\nIt is\n\nthe aim of art instruction to give the education that will subserve\nBy following comthe educational and th^ industrial.\n\nthese two ends\n\n:\n\nprehensive methods we\n\nmay make these ends identical, for that instrue-\n\n"}
{"page": 516, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n504\n\ntion which furnishes the best educational development\n\nthe industrial standpoint, because\n\nit\n\nis\n\nalso best\n\nfrom\n\ngives most power to the faculties\n\nthat are necessary to a good artisan, and, at the same time, an art knowl-\n\nedge and\n\nskill\n\nthat are the foundation for after-training in any special\n\nbranch of industrial art.\n\nAnd, again, if the knowledge that is necessary\n\nin the industrial field is imparted according to these methods, it serves, at\n\nthe same time, the educational end.\nI\n\nhave dwelt thus at length upon the influence of drawing and the aim\n\nof art instruction in order to show what character of work\n\nand what comparatively aimless.\n\nis\n\nprogressive,\n\nIn arranging our methods we should be\n\nguided by the educational maxim that the ability to acquire is more valuable than the knowledge acquired.\nWe should remember that drawing is\na language, a means by which we can express our own thoughts and read\n\naim to develop independent progressive\ndepartments of human activity advancement is conditional upon the power to exercise independent, original thought.\nThe\nreal achievement should be sought in the mind of the pupil, not on his\ndrawing paper, for his work is valuable only as an evidence of his mental\ngrowth.\nAccordingly, a simple original design may be more pleasing to\nthe teacher than a copy of one of Raphael's drawings, for the latter exercises the perceptive power only, while the former enlists memory and\nimagination as well. All who have given attention to the subject of art\ninstruction know that a great deal of time may be spent in drawing, and\nthose of others, and therefore\n\npower, for in\n\nall\n\nvery little practical education result therefrom.\n\nPupils spend years at the\n\n—\n\nwork only to find themselves in the end copyists merely copyists of the\nflat or copyists of the object.\nI have in mind now a school of design in\nwhich, during the course of three years, not one drawing calling for the\nmemory or imagination is -required of the pupils, the reason\n\nexercise of\n\ngiven being that they are not yet sufficiently skillful in copying\n\n;\n\nthat they\n\nmust not attempt any original Work until their means of expression are\nFrom the first we should\nimproved.\nSad confusion of means with end\n!\n\ngive such exercises as require the widest range of mental activity of which\n\nthe class is capable, considering memory and imagination as Well as perception in the work of even the youngest pupils.\n\nIf we would make the\n\ninstruction most effective we would require the children to utilize in their\n\nother studies the systematic training they received in the drawing class.\n\nThis practice should be begun in the lower grades and continued throughout the school course.\n\nIt\n\nmay be\n\nintroduced as a valuable assistance\n\ninto the study of almost every other branch.\n\nThat the children's earli-\n\nsimply grotesque must not deter from further effort. If\nthey make merely an attempt, the purpose of the work has been in some\n\nest efforts are\n\ndegree accomplished; which purpose\n\nis\n\nthe cultivation of the power to\n\nconcentrate the attention, to observe detail, and to remember the same.\n\nThis practice increases many fold the value of the object lesson, while in\n\n"}
{"page": 517, "printed_page": null, "text": ":\n\nTHE AUf OF ART INSTRUCTION.\nthe study of geograpliy and the natural sciences it is invaluable.\npupils advance iu their\n\n505\n\nAs the\n\nregular drawing-class work and gain a juster\n\nappreciation of form, a knowledge of light and shade, and of perspective,\n\nthe quality of these illustrations will improve.\n\nA double purpose is here served.\n\nThe wider application of art knowl-\n\nedge increases the pupil's skill while at the same time it serves to advance\nAs a result of art instruction\nhis education in the other branches.\n\npursued in\n\nthis\n\nmanner we may expect a more finely developed percep-\n\ntive power, an improved ability to remember and imagine forms,\n\nsequently a higher rate of progress in\nthat\n\nall\n\nand con-\n\nthose studies and aptitudes\n\nmay be influenced by the improved quality of these faculties.\n\nenables one to enjoy with\n\nIt\n\nkeener delight the manifold beauties that\n\nnature spreads on every side and to understand the messages that the\n\nand sculptured art. It gives the power to\nand convey ideas through the language of form. It makes the\nskilful workman, capable of producing artistic wares, and it makes the\nappreciative buyer.\nIn the words of one of arfs devoutest worshipers\n\"It opens new fields of enjoyment, new powers of comprehension, and a\nbroader basis for a correct understanding and a sound judgment of what-\n\ngifted send through painted\nreceive\n\never belongs to human experience.\"\n\n"}
{"page": 518, "printed_page": null, "text": ""}
{"page": 519, "printed_page": null, "text": "PEOOEEDIlSraS AND ADDEESSES\nOF THE\n\nDEPARTMENT OF MUSIC EDUCATION.\n\n"}
{"page": 520, "printed_page": null, "text": ""}
{"page": 521, "printed_page": null, "text": "Music Department,\nSECEETAET'S MINUTES.\nJULY 14, 1892.\n\nThe eighth annual meeting of the Music Department of the National\nEducation Association was opened at 3 p.m., in the Second Presbyterian\nChurch, by prayer by the Eey. A. H. Trick, Pastor of the Second PresbyThis was followed by four selections, entitled\nterian Church, Saratoga.\n**\nMount Vernon Bells,\" '' America \" in two-part music, '' Tenting Tonight,^' and a hymn, ''Now the day is over,\" in two-part music, by the\nchildren of the public schools of Saratoga, under the direction of David\nM. Kelsey, teacher of music, Saratoga.\nThe President's Address was then given, and was followed by a contralto solo entitled '' Call me Back,\" by Miss Myrtle Mabbett, of Saratoga.\nThis was followed by a paper on '' The Value of Music in Public Education,\" etc., by George C. Young, Wichita, Kansas.\nDiscussion of this\npaper was opened by W. E. Pulsifer, New York City.\nMr. Pulsifer's time\nwas extended by a vote of the meeting beyond the eight-minute limit.\nThe discussion was then thrown open to members of the department.\nMr. Twitchell, of Paterson, called out H. E. Holt, of Boston, who discussed the paper.\nHe said \"I received the questions sent out by Mr.\nPulsifer, and replied that I had no time to answer these questions except\nthe last.\nTo this I answered emphatically. Yes. We have gotten beyond\nIt seems to me that we in this\nthe stage of doubt on the other questions.\nmusic section of the National Education Association are much behind\n:\n\nthe other sections.\n\nWe should now turn our attention to learning how\n\nbetter to teach music in the public schools.\n\nWe, as musicians, are con-\n\nstantly asking our pupils to do what we ourselves cannot do\n\n—sing inde-\n\ndo not believe in the theory that none but professional\npeople are able to teach music.\"\nSupt. Powell, of Washington, was called out by Mr. Pulsifer.\nHe said\n''I indorse what has been said this afternoon, particularly by Mr. Holt.\nI have been spending a great deal of time in finding out how to teach\nmusic as we teach other subjects, objectively. I looked for the man who\ncould tell me how, and I found him in Mr. Holt, and I followed him up\ntill I found out how from him.\nI differ from Mr. Holt in his opinion\nthat the teacher who doesn't know how to sing can teach music, espe-\n\npendently.\n\nI\n\n:\n\n"}
{"page": 522, "printed_page": null, "text": ":\n\n510\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nIt can't be done, Mr. Holt to the contrary notAllow me another thought.\nThe teacher should give\nmuch of his time in getting the children to distinguish sound, and then to\n\ncially to little folks.\n\nwithstanding.\n\nmake them musical.''\nMr. Philip C. Hayden, of Quincy,\n\n111.,\n\n\"Mr. Powell\n\nsaid:\n\ndeclares\n\nthat music can't be taught except by a musician, but I wish to differ with\n\nThere is here in this audience a lady who never sang a song in her\nand never sings a note before her class, but for the past three years\nshe has most successfully taught music in one of the schools of Quincy.\nThis, I think, is an argument which Mr. Powell cannot meet.\"\nThe audience was then favored by the following selections upon the\nvioloncello by Victor Herbert: **Traumerei,\" by Schumann, and ** La\n\nhim.\nlife,\n\nCinquantaine,\" by Gabriel Marie.\ngave a third selection.\n\nAfter vigorous applause, Mr. Herbert\n\nA vote of thanks was then offered as follows\n\nResolved, That the thanks of this audience are due to Victor Herbert for his exquisite\nplaying, Professor Lund in accompanying Mr. Herbert, and to them both for their kind-\n\nness in favoring us this afternoon.\n\nThe next paper on the programme, \" Music as an Aid in School Government,\" was not given, as Mrs. Thomas was unable to be present on\naccount of sickness. The discussion by Mr. W. K. Steffy, of Elmira, was\nalso omitted.\n\nThe next paper, \" Music in the Public Schools\n\n:\n\nWhat it is and what it\n\nought to be,\" by A. J. Gantvoort, Piqua, 0., was then read. This paper\naroused a vigorous discussion, though the one who was to open the discussion, Mr. F. A. Lyman, of Syracuse, was not present.\nPrincipal Round, of Elmira, asked that some one eminent in the teaching of music would explain to him why it was that a class of pupils would\nsometimes sing flat and sometimes the same selection accurately. Professor Holt was called on, and said this was one of the things in music\nvery difficult to explain, but that he was convinced that it was largely\ndue to lack of study and voice-training. Mr. Gantvoort said that the\nteachers are to blame, usually, if pupils flat, because they do not inspire\n\nthem to sing accurately.\nProfessor Howard, of Bridgeport, Conn., said that he indorsed what\nthe President in his opening address had said, if he correctly understood\nthat the musical director should carefully study the voices of the\nit\n:\n\npupils, and should help the teachers, so that they could help in cultivation of the pupils' voices.\n\nThe discussion was further continued by N.\n0., W. K. Steffy, Elmira, David M. Kelsey,\n\nCoe Stewart, of Cleveland,\nSaratoga, N. L. Glover, Akron, 0., and Philip C. Hayden, of Quincy,\nIn closing the discussion, Mr. Forsman said that, from his observa111.\ntion, he believed that the occasion of flatting was largely due to physical\ncondition.\n\n"}
{"page": 523, "printed_page": null, "text": "SECRETARY'S MINUTES.\n\n511\n\nThe President then appointed as a Nominating Committee, N. Coe\nStewart, of Cleveland, 0., George C. Young, Wichita, Kan., and Philip\nC.\n\nHayden, Quincy, 111., with instructions to report at the opening of the\n\nnext meeting.\n\nThe meeting then adjourned until the next day, at 3 p.m.\n\nSECOND SESSION.\nJULY 15. 1892.\nThe second session of the eighth annual meeting of the Department of\nMusic of the National Educational Association was opened by a solo by\nThis was followed by a paper,\nMiss Alice Humeston, of Saratoga.\n^'\nMusic in Public Education and Some Elements Essential to its Success,\"\nby Philip C. Hayden, Quincy, 111. Mr. Hayden, before presenting his\npaper, spoke as follows\n•'\n\nthis meeting,\n\nof\n\n:\n\nIn order to put myself more quickly in sympathy with the atmosphere\n\nand as an introduction to my paper, allow me to in-\n\nformally give expression to some thoughts suggested by the papers and\n\nThe paper\nbut is the outcome of work in schools\n\naddresses which we heard yesterday afternoon in this section.\nto be read is not a theoretical one,\n\nalong the line indicated.\n\nWe shall have no time to discuss methods.\n\nThey lie back of the results which we strive to attain, and are all important and vital, but it is a vexed question which cannot be settled by discussion, but which will be settled only when right\n\nmethods bring forth\nmen. The question\nLet us decide together what results we\n\ntheir perfect fruit of good works and are seen of all\n\nof results is the important one.\n\nare aiming to secure before we differ as to\nfirst speak what we should\n\nhow to secure them. Let us\nhow we should teach\n\nteach before we discuss\n\nThe papers read and the remarks made yesterday show that there is a\n\nit.\n\nvast amount of faulty teaching in our schools, and the paper read leads up\nto the practical question of howthis»is to be remedied.\n\nWe are confronted\n\nby this deplorable condition in our school music. What shall we do about\nThe paper presents a suggestion which, I trust, will meet the supjwrt\nit?\nof the members of this section.\n\nOne further remark we wish it understood that in the using of the\nword music we do not mean singing we mean by it the mental effects of\n*'\n\n:\n\n;\n\nscales and intervals and the harmonic relations of tones and keys.\n\nSing-\n\ning or playing may be the expression of these mental concepts, or they\n\nmay be the veriest mechanical performance of a selection of music, which\nmay be put on a level with driving nails or sawing wood. Having made\nthese prefatory remarks called out by thej:)apers and discussions of yester-\n\nday, I will proceed with my paper.\"\n\nAfter the able paper by Mr. Hayden, the Misses A. G. and Nettie S.\n\n"}
{"page": 524, "printed_page": null, "text": "—\n\n;\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n512\n\nCarey and Messrs. J. S. Pardee and G. R. P. Shackelford favored the\naudience with the quartette entitled \"Maiden with the Lips so Rosy\"\n\nJan Gill.\nThe discussion of Mr. Hayden's paper was opened by N. Coe Stewart,\nCleveland, 0.:\n\n\"It seems to have been determined by much philosophical investigation\nand practical induction, and hence has become the prevailing opinion, that\nin perfect mental, moral, and physical development, the proper study of\nmusic, woven into each individual life, as the education has proceeded\nfrom childhood to manhood and womanhood, makes a better quality of\nmaterial in the individual person, gives him material for enjoyment and\nself-employment, makes him of greater service in the family and in\nsociety, and, consequently, better fitted for the duties and relationships of\nMusic, therefore, should be an element in public education. It\nlife.\nrequires much time for communities universally to come to this conclusion, but progress is being made in this direction, and in proportion as\nproper teaching and proper hearing of music create better ideals, communities will advance; for public opinion, like organic life, must grow,\nand the quality and extent of growth depend on what it feeds upon, and\nthe time and care required for full development.\n\"These are some of the elements to its success; namely, the general\npublic, the parents, the school authorities, the teacher, and the children.\nThese all, except the children, are the parties interested in the education\nof the children, who in time are to become the parents, the school\nauthorities, and the general public.\nUpon the appreciation of the public,\nthe parents, and the school force, and upon the qualifications of the\nteachers proper teaching as well as upon the right learning of the children, their continued and earnest practice of the same, depend the result.\nProper teaching of music in public schools is comparatively a new study\nhence proper conditions in all of the foregoing parties cannot be expected.\n\n—\n\n—\n\nThe work, then, while doing the best possible with the present\n\nschool\n\npopulation, is also to educate the publite to right appreciation of the necessary conditions.\n\nThis must be done by interesting the children, and by\n\nso instructing them that they will desire to learn, will make the necessary\neffort,\n\nand will continue the study and the practice.\"\n\nAt the close of his discussion, Mr. Stewart offered the following series\nof resolutions, which were seconded and discussed by Mr. F. E. Howard,\nof Bridgeport, Conn.\nResolved, That it is the sense of the music section of the N. E. A. ; that,\nFirst. Sight\n\nsinging,\n\nthat\n\nis,\n\nthe thinking of musical tones in their scale and\n\nharmonic relations, the thinking of rhythm, of tone lengths, and the quick perception of\nthe signs which stand for these definite mental concepts, should be taught in the\nprimary grades, and made the basis of all work in music.\nand the\nSecond. Good quality of tone should be sought in all exercises and songs\n;\n\n"}
{"page": 525, "printed_page": null, "text": "SECRETARY'S MINUTES,\n\n513\n\nvoices of children should be protected from injury by avoiding the extremes of high\nand low pitch, or of loud and soft singing, and by securing distinct'articulation.\nThird. Correct intonation and blended voices in part singing should be developed.\nFourth Musical taste should be cultivated by the use of best music in all grades.\nFifth. Emotional or expressive singing should be secured.\n\nThese resolutions were adopted by a unanimous Tote.\nFollowing this, Benjamin Jepson, of New Haven, Conn., read a paper\non *' Methods and Devices in Teaching Music/' which was followed by an\nexercise illustrating this, with a choir of twelve boys, twelve and thirteen\n\nyears of age, of the seventh grade in the New Haven school.\n\nAfter the exercise a vote of thanks was unanimously extended to Mr.\nJepson and his choir of boys for their excellent work in illustrating\nmethods of instruction and the delight they gave by their song-singing.\nThe Committee on Nominations reported as follows:\nPresident N. L. Glover, Akron, Ohio.\nVice-President Benjamin Jepson, New Haven, Conn.\n\n—\n\nSecretary\n\n—\n\n— George C. Young, Wichita, Kansas.\n\nThese oflBcers were unanimously elected.\nThe section then stood adjourned sine die,\n33\n\n"}
{"page": 526, "printed_page": null, "text": "—\n514\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nPRESIDENT'S ADDRESS.\nN. L. GLOVER.\n\nFellow Teachers Our annual meeting again brings us together.\nThe object of these meetings is too well understood to demand attention\n:\n\nat this late period in the existence of educational associations.\n\nThis year, we believe, marks the greatest elevation of our beloved art\n(in an educational way) that it has attained since its incipiency.\n\n,We base\nno time in the history of the world\nhas it been possible to disseminate knowledge as at the present period.\nThe wonderful annual increase of educational and art journals, the great\nfacilities for the distribution of them, and the willingness of musicians\nand educators to take up the pen in the interests of their profession\nthese and many other indications bring us to the conclusion alluded to\nthis conclusion upon the fact that at\n\nabove.\n\nOf a certainty we have not reached that degree of excellency whereby\nwe may relax our efforts and feel that we have accomplished all that is\ndesirable.\nThere are yet many barriers that stand in the way of anything\nlike uniform success, one or two of which I will endeavor to indicate.\nIt\nhas become proverbial that superintendents of public instruction almost\ninvariably prefix any remarks that they may make at these meetings, upon\nthe subject of music, with the statement that they *'know nothing whatever about the matter. ^^ After which they proceed to make manifest the\ntruthfulness of the assertion.\n\nWe would not require that superintendents of schools be specialists in\nmusic, but would have\n\nthem sufficiently informed to readily discern the\n\nand a superficial imitation of the\nThis would not demand a great knowledge of the subject. With\nproper investigation they could readily perceive the difference between a\ngood and an indifferent quality of tone. Then, too, it would not call for\nunusual attainments, for them to absolutely determine the readiness with\nwhich the pupils under their supervision read music at sight. These are\nvery important factors, the possession of which will almost invariably\ninsure the remaining essentials.\nWe believe this an important duty that\nrests with superintendents of schools.\nWe also think that the general\npublic have a right to expect that men having the management of their\nschools shall be competent, general men.\nAnother obstacle in the way of a high degree of success is the wide difference of opinion existing between music teachers, as to what may be\ndifference between\n\nsuccessful results\n\nsame.\n\ntermed ideal results in music.\n\n"}
{"page": 527, "printed_page": null, "text": "\"\n\nMUSIC AS A MEANS OF DISCIPLINE AND CULTURE.\n\n515\n\nNot long since, we listened to an address upon the subject, \"Music in\n\nA\n\ngoodly part\nthe Public Schools/' which was illustrated by a class drill.\nof the address was directed to the tone quality that should be recognized\n\nand propagated.\n\nThe expressed ideas concerning this important branch\n\nof our work were excellent, but the practical illustrations as given by the\nclass were indifferent indeed.\n\nWe believe that no one should be intrusted with the responsible occupation of directing the voices of youth in singing, without having at\n\nThe abuses that arise from\n\nknowledge of vocal culture.\n\nleast a practical\n\na lack of this knowledge are manifold, and obviously very disastrous.\n\nIn conclusion,\n\nlet\n\nme urge upon every music teacher, every superin-\n\ntendent of public education, and every friend of music, to use\ninfluence at\n\nall\n\nthe\n\ncommand to see that vocal music be made a part of the\n\ncourse of study in every school in this broad land of ours, including, of\ncourse, the rural districts ; so that a pupil,\n\nwhether he come from the\nmay have had musical\n\ncountry, village, or city to enter our schools,\n\ninstruction commensurate with his other attainments.\n\nWe will now submit to you our programme, which we hope may furnish\nWe desire that a free and kindly dis-\n\nmaterial for beneficial reflection.\n\ncussion of each number may be participated in.\n\nTHE VALUE OF MUSIC IN PUBLIC EDUCATION AS A\nMEAN'S OF^DISCIPLINE AND CULTURE,\nBY GEORGE C. YOUN^G, WICHITA, KAl^SAS.\n\nThe genius of music is as old as creation.\n\nIn the twilight of history\n\nthe \"music of the spheres'' was but the prelude to a science that has\ncommanded the attention of the profoundest thinkers of all times, and\nthe development of t^n art that appeals to the highest type of culture.\n\nAnd yet the three famous verses on Peter Bell, to whom\n^\n\"A primrose by the river's brim\nA yellow primrose was to him,\nAnd it was nothing more,\"\nmight be readily paraphrased, and in their new setting be justly applied\nto the crusty Dr. Johnsons, the self -elected critics, and to a large class of\npresumably intelligent people, to whom music is mere sound, and \"nothing\nmore.\nIf for no other purpose than to serve as a means of defense against the\nunwarranted assumptions of those who would deny the potency of music\nas an agent for intellectual and moral growth, it may not be uninteresting\n\n"}
{"page": 528, "printed_page": null, "text": "TUB NATIONAL EDUCATIONAL ASSOCIATION.\n\n516\n\nfor us to pause a\n\nmoment at\n\nthe threshold of this discussion to note\n\nwhat some of the master minds of the world have said about it.\nPlato wrote :'\nMusic is a moral law. It gives a soul to the universe,\nflight to the imagination, a charm to sadness, gayetv and life to everything.\nIt is the essence of order, and leads to all that is good, just, and beautiful,\nof which it is the invisible, but nevertheless dazzling, passionate, and\n'^'\n\neternal form.''\n\n\"is one of the best arts. The notes breathe\nMusic drives away sadness, quickens and refreshes the\nheart.\nIt is half the discipline, and makes men more gentle, more\nmodest and sensible. Music I have always loved. A schoolmaster must\nknow how to sing, else I will have nothing to do with him. It is a\nbeautiful and noble gift of God.\"\nBeecher esteemed music so highly as to take the ground that ''in\nsinging you come into sympathy with the truth as you perhaps never do\nunder the preaching of a discourse.\"\nThat wonderfully gifted woman, Margaret Fuller, wrote in her journal\n\" I felt raised above all care, all pain,\nin regard to the influence of music\nall fear, and every taint of vulgarity was washed out of the world.\"\nThe Grand Old Man of England says '' They who think music ranks\namong the trifles of existence are in gross error, because from the\nbeginning of the world down to the present time it has been one of the\nmost forcible instruments both for training, for arousing, and for govern*' Music,\"\n\nsaid Luther,\n\nlife into the text.\n\n:\n\n:\n\ning the spirit of man.\"\n\nEven the trenchant Carlyle found it possible' to rise above the mutterhis discontent into the serene atmosphere of music, when he\n\" All inmost things are melodious naturally utter themselves in\nsaid\n\nings of\n:\n\nsong.\n\n;\n\nThe meaning\n\nWho is there that, in logical\n\nof song goes deep.\n\nA kind of inarticulate,\nunfathomable speech, which leads us to the edge of the infinite, and\nlets us for moments gaze into that !\"\nIf these estimates are true, and they might be almost indefinitely\nmultiplied, we may at once claim a place for music as a regular branch\nand if it possesses sufiicient\nof instruction in public school education\nmerit to justify such a claim, its value, from whatever point of view it\nmay be regarded, is worth some consideration.\nI\nI wish to give to the word discipline the broadest interpretation.\nshall not confine it to the sense in which we ordinarily hear it used.\nWhatever contributes to one's mental growth, whatever enlarges our\nrange of vision, whatever gives us a keener insight into the relations of\nthings that is discipline, at once the means and the end of all true\nwords, can express th'e effect music has on us ?\n\n;\n\n—\n\neducation.\n\nWith this point\n\nclearly defined in our minds,\n\ngreat value that music possesses consists\n\nwe shall find the one\n\nin the relation that\n\nit\n\nbears\n\n"}
{"page": 529, "printed_page": null, "text": "MUSIV AS A MEANS OF DISCIPLINE AND CULTURE.\nto other studies, aiding\nthis\n\nus\n\ncontact.\nlittle\n\nWhile\n\nit\n\nassistance in\n\n517\n\nthem both directly and indirectly by means of\nstimulates the faculties in general,\n\nthe\n\ncultivation\n\nof\n\nthe will,\n\nit\n\nit\n\nrenders\n\nstrengthens the\n\nmemory, inspires the imagination, leads to habits of exact thought, and\npromotes graceful expression in reading and speaking. In every song a\nchild attempts to interpret, he is training the eye, the ear, the memory,\nthe voice, each performing a distinct service, yet blending in the one\nthought the song is intended to convey\nnor must we forget that\nbeneath these outward forms lies the silent influence of that inward\ngrace, the training of the emotional nature, and the cultivation of that\npeculiar sympathy which human nature always demands, but which is so\n;\n\ndesirable in child-life.\n\nPerhaps the more immediate\napparent in the work of reading.\n\neffect of\n\nmusic\n\nas a related study is\n\nIt is very evident that the cultivation\n\nof the soft, pure tone of voice in every singing exercise, whether that\n\nexercise be a practical drill or a song for recreation simply, cannot pass\n\nwithout in a large measure reacting on the vocal drills incident to the\nIt does not of necessity follow that a good singing school\nmust be a good reading school, but, other things being equal, the child\n\nreading lesson.\n\nthat uses his voice correctly in singing will\n\nknow how to use it correctly\n\nSpeech may be made melodious, and the testimony of those\nwho have taken the pains to look into the results in this regard, is unanimous in support of the belief that the rapidly fading sing-song and drawl\n\nin reading.\n\nof the reading class of our earlier years are largely due to the influence of\n\nmusic in the schoolroom. If reading is thus made better, all oral work\nmay be improved and if proper articulation, clear enunciation, and correct intonation be made an essential part of every musical exercise, it\nwill surely bear fruit in promoting flexibility, facility, and correctness in\neverything in which our pupils are expected to express themselves in any\n;\n\nway whatsoever.\nAgain, were music desired for disciplinary purposes merely as a means\n\nwould be found to fully meet all that could reasonably be\ndemanded of it. How often does it act as a safety valve through which\nan overflow of bo3dsh fun or girlish mischief may expend itself, and thus,\nin the pleasantest way possible, harmonize the discordant elements that\nPeriods of\nso frequently arise between muscular and intellectual activity\nunrest, moments of fear, and occasions of nervous excitement may all\nbe controlled by some simple song.\nAnother source of more than ordinary value in tiie study of vocal music,\nand one which is of vital interest to every person, is the service it renders\nin the promotion of health.\n\"It accomplishes this directly, by the exercise which it gives the lungs and oth^ vital organs\nand indirectly, by\nthe cheerfulness and genial flow of spirits which it is the prerogative of\nmusic to bestow. Vocal music cannot be performed without an increased\nof control, it\n\n!\n\n;\n\n-\n\n"}
{"page": 530, "printed_page": null, "text": "518\n\nTH£: NATIONAL\n\naction of the luDgs;\n\nEDUOATIONAL ASSOCIATION\n\nand an increased action of the lungs necessarily\n\ncauses an increased action of the heart, and of all the organs of digestion\n\nand nutrition.\nwith the blood.\n\nThe singer brings a greater quantity of air in contact\nHence the blood is better purified and vitalized. Good\n\nblood gives more active and' vigorous play to all the organs of absorption,\nassimilation, and excretion.\n\nThe better these functions are performed,\nThe scientific\n\nthe purer will be the influences which ascend to the brain.\n\nphysiologist can trace the effects of singing from the lungs into the blood,\n\nfrom the blood into the processes of nutrition, and back again into the\nblood, and into the nerves, and, finally, from the whole vital tissue into\nthe brain, to be there developed into the flower and fruit of cheerfulness,\nincreased health, increased strength, and prolonged life.\"\nIn support of the foregoing, and especially of the preceding statement,\nwhich is given from a musical point of view, I beg to quote the opinion of\nDr. Charles Warren, of the United States Bureau of Education. He says:\n*^It is well to remember that singing, when well and gradually done during the whole of school life, affects favorably distinctness of hearing, the\nhealth of the throat and lungs, the stature and carriage of the body, and\nthe development and shape of the thorax that by judicious alternation\n;\n\nwith other studies\n\nit\n\npreserves the beautiful childish capacity of quick\n\nperception and retentive memory, while it does not interfere with the ac-\n\nquirement of that tenacity and continuity in all effort which will be found\nand that of all arts it is among the most social, natuseful in later life\nand\npermanent in all the occupations and responsibilities\nhumanistic,\nural,\nof maturer life and culture.^'\nBefore so intelligent an audience, it is needless for me to enlarge upon\nthe influence of music in relation to the development of the moral nature.\nNot a small part of the earnest teacher's work is to illustrate, both by precept and example, the moral value of refined pleasures, and I assume that\n;\n\nyou appreciate the advantages that music affords in this particular.\nFor the same reason, I shall refer but briefly to music as a means of\nculture, awakening and refreshing as it does the intellectual activities,\ncultivating the phantasy, and touching the life of the soul far beneath the\nanalytic processes of thought, thus abiding with us as an agency for good\nThis power which reaches out into the\nin our strivings for the ideal life.\ninfinite for its inspiration, this force which permeates all nature, is not an\nemotional fancy, is not the caprice of some turbulent soul, is not the whim\nTake the best of Bach, Beethoven, Menof some day-dreamer's vagaries.\ndelssohn, Mozart, Chopin, or Schumann, let it enter into one's inner life\nand become an essential part of his being, \" what culture can he lack that\nAnd all the more\nwould seem rich enough to covet in exchange for this\n!\n\nby virtue of this one unspeakable possession will he be sensitively open,\nheart and mind, to every hint of truth and beauty in nature, in poetry\nand art, in history, philosophy, or science.\"\n\n"}
{"page": 531, "printed_page": null, "text": ";\n\n510\n\nbisCussioN.\n\nMusic enters into all the conditions of life. It is at the cradle as the\nmother, with some familiar melody, or, perhaps, an improvised lullaby,\nhushes her child to sleep it is at the marriage altar to mellow the stern\n;\n\n'^\n\nWilt thou ?^' and strengthen the confident '' I wilV ;\n\nit is in the sanctu-\n\nary to sanctify the holy office and hallow the sacred service ;\n\nit is in\n\nthe\n\nhome circle as a wall of protection around the dear ones who are soon to\ngo out from the anxious eye of father and mother ;\n\nit gives an unceasing\ncharm to social life, while it lends character to public life and it is at the\ngrave to comfort the grief- stricken heart, and to waft the soul, released\n;\n\nfrom earth, beyond the spangled court of God into the sunlight of glorified\npeace.\n\nWith an agency of this character, meeting us under so many different\ncircumstances and affecting us in so\n\nmany different experiences, at our\n\ncommand, if we may regard ourselves as centers of influence for the development of the mind, the heart, the soul, we shall, as we radiate from our\nvarious centers, touch first the magnificent army of school children with\nwhom we come into daily contact these children, perhaps feebly in their\nearlier years, but more and more strongly as they struggle upward, will\ntouch the home circle the influence of the home circle will reach out in\n;\n\n;\n\nmany different ways and affect the social circle\n\nthe social circle with its\nnumberless charms will tone the more practical life of the public circle\nand thus, as these circles widen and become more far-reaching, the influ;\n\nence of this sweet, persuasive power shall grow and continue to grow until\n\nhas received due recognition in its unlimited resources to refine, elevate,\nand expand all the lasting associations of life.\nAccepting music, then, as an essential in all processes of education,\nplacing it, where it justly belongs, on the same plane with other branches\nof study, and regarding it as such from the highest point of view, let us,\nas co-workers in this field of action, endeavor to read more intelligently\nthe underlying thought of the text we are seeking to interpret ; and,\nseeing thus more clearly for ourselves, we shall be the means of helping others to see that Divine light which, beaming in rich effulgence\nthrough the pages of prophetic genius, shines for all who are willing to\nbehold its rays as they fall from an altar that stands as the symbol of\nunselfish devotion to one's self-purpose, and before which no one need\nit\n\nhesitate to bow.\n\nDiscussiojsr.\n\nW. E. PuLSiPER, New York City.— JI/t-. President, Ladies and Gentlemen : Should\nvocal music have a place in the curriculum of the public schools? Relatively, is the\nsubject of sufficient value from an educational point of view to have its time and place\nin the course of study with reading writifl|:, arithmetic, and the other required\nbranches? Is it purely an ornamental study, and the main reason why it should be\ntaught, that it gives pleasure to the pupils or is a means of relaxation from the fatigue\n\n"}
{"page": 532, "printed_page": null, "text": "520\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nconsequent upon close attention and application to the other studies of the curriculum?\nCan the friends of music give sound pedagogical reasons, based upon observation and\nexperience, to the patrons of the schools and the taxpayers who support them, why the\npupils should concern themselves at all with this subject in the public schools?\nThese are practical questions that we must satisfactorily answer to members of school\nboards, some of whom are often honestly skeptical concerning the wisdom of teaching\nmusic at all in the schools, to a large number of taxpayers whose ideas of education are\nfound shut in somewhere between the lines of the triangle each vertex of which is\nmarked with an R, and to those musical people who are frequently superciliously critical, and profess to believe that nothing good can be found outside the wall of their\nlittle Nazareth.\nFortunately music, as a school study, has now passed beyond the experimental stage.\nIt is now possible to present to those who object to it as a branch of public school education the most indisputable evidence to show the value of music, first, as a means of\nmental discipline; second, as an almost invaluable aid in moral education and, third,\nas a potent agency in securing a helpful discipline in the schoolroom.\nThe history of music is as old as the history of civilization. A certain sort of music\nseems to have existed in all countries and at all times. The Hebrews, Egyptians, Greeks,\nand Romans considered music as one of the essential elements of their civilization, and\naccordingly fostered it.\n\"Plato and Aristotle seem to have agreed in thinking,'- says\nPaine, \" that the rhythm and harmony of music inspire the soul with the love of order,\nwith harmonious regularity and a soothing of the passions.\" Music, as we all know,\nheld a large place in the life of the Greeks. Their laws were promulgated in song.\nYou remember it was held that the education of Themistocles had been neglected because\nhe did not know music. Although Plato placed a high value on gymnastics, he regarded\nmusic as of more importance. \" We attach,\" says Plato, \" such great importance to a\nmusical education because rhythm and harmony sink most deeply into the recesses of the\nQuintilian would have the child taught\nsoul, bringing gracefulness in their train.\"\ngeometry, music, and philosophy simultaneously. For this plan he proposes the following argument: \" Must he, the child, learn grammar alone, and then geometry, and in\nthe meantime forget what he first learned ? As well advise a farmer not to cultivate at\nthe same time his fields, his vines, and his orchards and not give his thought simultaneously to his meadows, his cattle, his gardens, and his bees.\" He considered music an\nexcellent preparation for eloquence, as he thought it cultivated the sense of harmony\nand a taste for number and measure. The Quadrivium, one of the courses of study of\nthe middle age, comprised music, arithmetic, geometry, and astronomy. Luther, as you\ndoubtless remember, attached great importance to music, especially vocal music.\n\" Unless a schoolmaster knows how to sing I think him of no account,\" he says. Germany, France, England, and other modern European countries have recognized the\nvalue of a training in music, and the fact that that training should be begun early, to\nthe end that the voice of the pupil might be well shaped and his ear properly educated\nfrom the beginning. Mr. E. Mooney, in a paper read at the International Health\nExhibition, London, 1884, discusses the importance of music in the schools in the fol\" Where should music then be placed in the system of primary educalowing manner\ntion? I answer: Music must be distinguished in two different capacities; first, as a\nmeans of culture second, as a special form of knowledge and at once I say that in its\nfirst capacity it is entitled to be treated with the three R's as a necessary element or\ninstrument of mental culture.\"\nMr. John Spencer Carwin, the noted tonic-sol-faist, and Her Majesty's assistant\ninspector of music, W. G. McNaught, who also read papers at this meeting, were\nequally emphatic in their statement that music is of the very first importance as a means\nof mental development, and insisted with much earnestness that it should be more diligently taught in both country and city schools.\nHaving now shown the high regard that music has inspired in the minds of all civilized people since civilization began, allow me to come more directly to the discussion of the subject, music as a rneans of mental development and here I want to put\non the witness stand some of the foremost educators of the country, whose opinions it\nis worth while to carefully consider.\nFour questions were prepared and presented to\nthese educators, to which answers have been returned. The questions were as follows:\n1. Do you think that the subject of vocal music should have a place in the public\nschool curriculum ?\n2. Do you consider vocal music, as it should be taught in the schools, a means of\nstimulating and developing the mental faculties?\n3. Which particular faculties of the mind do you think vocal music most directly\n;\n\n:\n\n;\n\n;\n\n;\n\nstimulates?\n\n"}
{"page": 533, "printed_page": null, "text": "BISCUSSION^.\n\n4.\n\n521\n\nIn your judgment, should vocal music be made a required study by act of Legisla-\n\nture?\n\nHon. Andrew S. Draper. Superintendent-elect of the Cleveland schools, and exSuperintendent of the public schools of the State of New York, answers \" Yes \" to the\nTo the second, \" Perhaps so. Certainly does no harm in that direction.\nfirst question.\nAnyway it makes school life and then home life brighter and happier.\" To question\nfour he gives an affirmative answer.\nHon. John W. Dickinson, Secretary of State Board of Education, Mass., replies\n1st, \"I think that vocal music should be one of the regular branches of instruction in\n2d, \"Musical sounds, as they fall upon the ear,\nall grades of our public schools.\"\nmay produce an agreeable effect without regard to what they may express. They may\nproduce a pleasing effect, by being the representatives of other sounds, or by expressing\nWhatever is agreeable or pleasing to us, becomes an object of our\nideas and emotions.\nIn the desires is found one source of motives that move the will.\ndesires.\nWhatever\nmoves the will is the occasion of activity, and mental activity develops the powers that\n\"\nThe perceptive faculties, imagination, the mental sensibility, called taste,\nact.\" 3d,\nthe moral sensibility, called conscience, and the will. Music is naturally associated\nwith our ideas of beauty and sublimity, and the employment of musical sounds in expressing these ideas stimulates the mind to a more intense activity in forming them\n(the ideas).\" 4th, \" I am sure that a complete course of studies must include vocal\nmusic among the branches to be taught in all our schools.'^\nDr. Edward Brooks. Supt. of Schools, Philadelphia, replies; 1st, \"I most certainly\nthink that it should.\" 2d, \"It is especially adapted to cultivate the sensibilities and the\nmoral mature, and thus elevate and refine the character.\" 3d, \" The sensibilities and\nIndirectly, like gymnastics, only in a higher degree, it gives tone to\nthe moral feeling.\nIt is an 'intellectual tonic.\"\n4th, \" I have not a decided opinion.\"\nall mental activity.\nDr. Wm. H. Maxwell, Supt. Brooklyn Public Schools, replies: 1st, \"Yes.\" 2d,\n\" Yes.\" 3d, \" All of them.\" 4th, \" No.\"\nSupt. W. B. Powell, Washington, D. C, answers: 1st, \"Most certainly,\" 2d,\n\"Yes.\" 3d, \"Perception, memory, judgment, its tendency to develop a fine discriminative power is most valuable and remarkable, attention, imagination.\" 4th,\" Yes.\"\nSupt. Edwin P. Seaver, Boston Public Schools, replies\n1st, \" I do.\"\n2d, \" Yes.\"\nAlso perception in tone and harmony. \" 4th,\n3d, \" The feelings, or emotions.\n\" Permitted, not required. \"\nPrincipal Larkin Dunton, of the Boston Normal School, replies 1st, \" I do. \" 2d,\n\" I do. \" 3d, \" The faculty of hearing, and that of beauty.\n4th, \" By all means.\"\nSupt. Thomas M. Balliet, Springfield, Mass., answers\n1st, \"Yes.\"\n2d, \" Yes, to\n:\n\n:\n\n:\n\n:\n\ndevelops the power of tone- perception as far as the senses\nare concerned; also the power of comparison.\" 3d, \"I think the chief pedagogical\nvalue of music lies in the fact that it is the language of the emotional life and is one of\nthe most effective means of mental culture. \" 4th, \" This involves a question of pracI feel like answering it affirmatively.\ntical expediency.\nMusic ought to be taught in all\nschools, but so long as it may be taught very poorly in some, if it is made compulsory,\n\"\nit is a question whether it had better be made compulsory at this time.\nSupt. C. B. Gilbert, of St. Paul, replying to question 1st, says \"Yes.\" 2d, \"Yes.\"\n3d, \" When properly taught, accuracy, perception, judgment, imagination, taste,\" 4th,\n\" I am inclinei to think that legislative action would do more harm than good to the\ncause of music.\"\nWm. E. Anderson, of Milwaukee, gives a most excellent reply, as follows-: 1st, \"I\ndo.\" 2d, \"I answer this question emphatically in the affirmative. While it develops\nthe mental faculties its larger influence is exerted in developing moral sentiment and\nWithout singing in the schools, without the songs of the age, some of\nsocial feelings.\nI bethe best flavors of our civilization would be lost in our system of education.\nlieve singing should be systematic and technical, but in all the lower grades should in\"\nVocal\nclude a liberal portion of the time in singing a variety of songs or hymns.\" 3d,\nmusic improves the faculties largely by improvement of the sensibilities. It is therefore\nmore indirect than direct. Rhythm, tone, simple incident with sentiment and proverb,\nform the staple literary composition of vocal exercises. The most positive and direct\nresult of vocal music is in its appeal to the moral and emotional nature of the child.\"\nI\n4th, \" I do not think it necessary to make vocal music a study by act of legislature.\nhave a suspicion of the motives which suggest the making of any particular branch\ncompulsory. If you mean it should be required as one of the elementary subjects, to be\ntaught as reading and arithmetic, then I see no oojection.\"\n1st, \" Certainly, in all city and village\nSupt. L. H. Jones, of Indianapolis, answers\n3d, \"Discrimination, judgment, taste (or\n2d, \"To a high degree.\"\nschools.\"\n\nsome extent.\n\nIt certainly\n\n:\n\n,\n\n1\n\n.\n\n)\n\n"}
{"page": 534, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n522\n\nsesthetic faculties in full) and the finer emotions.\"\n\ntion 1.\n\n\"\n\n4th, **Yes, as in\n\nanswer to ques-\n\nSupt. GoVe, of Denver, answers: 1st, \"Yes.\" 2d, \"Yes.\" 4th, \"No.\" His paper\nread before this body at St. Paul, 1890, clearly sets forth his views on this question, and\nshould be read by every friend of school music.\nSupt. A. P. Marble, of Worcester, Mass., says in answer to question 1st, \"Yes.\"\n\"\n2d; \"Yes.\" 3d. \" Attention.\" 4th, \" Yes.\n\" I cannot answer fully,\nBr. Nicholas Murray Butler, of Columbia College, replies\nowing to pressure of work, regarding music in the schools. That it has an important\nplace in education is very certain, for its psychological influence, while subtle, is very\n:\n\nreal.\n\n\"\n\nSupt. C. E. Meleney, of Somerville, Mass., expresses his views as follows\n1st, \"Most\ncertainly.\" 2d, \"I consider it an important and very effective means t)f mental\n\"\ntraining.\" 3d,\nPerception through voice and ear training.\nThought power in the\ndevelopment of the concept of musical tones representation. The habits formed by\nproper music instruction are of especial importance in education. Attention, precision,\ntime, self-restraint, subordination, etc., and a whole chapter on moral values.\"\n4th,\n:\n\n—\n\n\"Am not prepared to say. \"\nSupt. Benj. Baker, Newport, R. I., answers: 1st, \"Yes.\" 2d, \"Yes.\" 3d, \"Perception in its relations to sounds, judgment as to classification of sounds, and reason as\nVocal music, properly taught, is also a tonic to the emotions,\nto the relation of sounds.\ncultivates the taste, and puts a person in possession of a new mode of expression for his\nfeelings.\"\n\nSupt. Gregory, of Trenton, says \"Yes\" to questions 1st and 2d. 3d, \"Perception\nAs to the 4th, he is in doubt.\n1st, \"Yes, by all means.\"\nSupt. C. N. Campbell, of Saginaw, Mich., answers\n2d,\n\"Decidedly. Its educational value is great.\" 3d, \"Judgment, observation, memory.\n4th, \"I believe so.\nSchools should train the\nIt trains to attention and accuracy.\"\nmoral nature. Unless they do that, they fail. Music, properly taught, is of very great\nvalue along special lines.\"\nSupt. Mary S. Snow, of Bangor, Me., replies: 1st,\nthousand times yes.\" 2d,\n\" Most absolutely.\" 3d, \"Concentration, perception, calculation, imagination, attention.\" 4th, \" Perhaps so, on the theory that a bird that can sing, etc.\"\nSupt. Amos Hyatt, of Des Moines, la., replies 1st, \" Yes, by all means.\nI know of\nno study that is productive of more good than music. It would be very difficult to get\nour people to abandon it.\" 2d, \" Yes, we find that pupils will take music in the schools\nand then do better work in other branches than they did before. But it is in the line\nof character building that music has the most power.\" 3d, \"Memory, seeing, harmony,\nlove, reverence, conscience, admiration \" 4th, \"No.\" Thinks if the question is forced,\nharm would be done. Believes in keeping sentiment in favor of music alive, and then\nthe music question will be settled according to the desires of its promo ers.\nDr. Bouton, Supt. at Bridgeport, Conn., answers: 1st, \"Yes.\" 2d, \"Yes.\" 3d,\n\"Attention, quickness of apprehension, memory, accuracy.\" 4th, \"At least, not at\npresent.\"\nProfessor Edward Conant, Principal of the Normal School at Randolph, Vt., replies :\n2d, \"Yes.\"\n1st, \"Yes.\"\n3d, \"The power of voluntary attention as associated with\nperceptive and reproductive powers.\" 4th, \" Yes, whenever the conditions will permit\nthe enforcement of such requirement.\"\n1st, \" Ido.\"\nSupt. Hatch, of New Bedford, replies\n2d, \" Ido.\" 3d, \" The aesthetic\nfaculties chiefly, that is, the emotional.\nOf course, the training and discipline that\ncome through the proper teaching of music, reaches other and various faculties.\" 4th,\n\"I do not.\"\nSupt. William E. Buck, ISIanchester, N. H., replies: 1st, \"Certainly I do.\" 2d,\n\"Yes.\" 3d, \"Attention, judgment.\" 4th, \"No; instead, have right kind of school\noflBcers elected, then all proper studies will be cared for.\"\nIt is a\n1st, \" Without any question.\nSupt. S. T. Dutton, Brookline, Mass., replied\nvery important element in both aesthetic and moral culture.\" 2d, \"Certainly it is equal\nto arithmetic or algebra.\" 3d, \" Attention, judgment, will.\" 4th, \"Just the same as\nthe three R's.\"\nDr. C. C. Rounds, Principal Plymouth Normal School, Plymouth, N. H., answers\nAt1st, \" Yes.\"\n2d, \" In some degree.\"\n3d, \" Sense perception through the ear.\n4th, \"It would not be well to do\ntention, comparison.\nIts main value is assthetic.\"\n\nand imagination.\"\n\n:\n\n\"A\n\n:\n\n:\n\n:\n\n:\n\nthis now in New Hampshire.\"\n1st, \" Decidedly yea.\" 2d,\nSupt. Vernon L. Davey, of East Orange, N. J., replies\n\" The mental faculties must be developed by the study of any subject pursued regularly\n:\n\n"}
{"page": 535, "printed_page": null, "text": "DISCUSSION.\n\n523\n\nand logically. This is true whether the subject is coal-ashes, geography, or music. It\ndoes not seem to me tliat there is any particular mental benefit obtained from music\n3d, '\"It seems valuable for the pleasure it\nin the line of increasing mental power.\"\nbrings and for its soothing and refining influences \" 4th. \" No.\"\nDr James M. Cassety, of State Normal School, Buffalo, N. Y., replies 1st, \"In a\nThe public school curriculum is so full now that if anything is\ncertain way it should.\nput in, something must be left out. Singing should be practised daily in all schools.\nI am not prepared to say that the science of vocal music should be made compulsory\nstudy.\" 2d, \"Yes.\" 3d, *' The imagination and a certain faculty of discrimination.\nIt also improves the taste, and improves the aesthetic nature and gives a certain form of\npure pleasure that cannot be obtained in any other way.\" 4th, \"No. Leave such\nmatters to the free choice of localities. Home rule.\"\nSupt. W. W. Stetson. Auburn, Me., replies: 1st, \"Yes.\" 2d, \"Yes.\" 3d, \"Attention, perception.\"\n4th, \"Permitted, yes.\"\nDr. E. A. Sheldon, Principal, Oswego, replies: 1st, \"Yes.\" 2d, \"I do.\" 3d, \"At:\n\ntention.\" 4th, \"Yes.\"\nSupt. W. H, Love, of Buffalo Normal School, replies: 1st, \"I do.\" 2d, \"I do.\" 3d,\n\"Sense, perception and emotions, particularly {esthetic emotions.\" 4th, unanswered.\nPrincipalJ. H. Haaren, School No. 10, Brooklyn, N. Y., replies: 1st, \"Yes.\" 2d,\n\" Yes \" 3d, \" While I think it appeals more to the emotions, its study secures power\nover attention and the effect as a discipline, in my mind, is great.\" 4th, \" Yes but\nthe mistake made in England should be profitable to us. I believe that the place of\nthe expert teacher is to act as a stimulus, while the class teacher should teach the subject\nas a regular study.\"\nProfessor Charles H. Whiting, formerly a teacher of music in the Boston Public Schools,\nand the author of the \"Whiting Public School Music Course, replies 1st, \"Yes, because I believe it gives more pleasure to the pupil in his school days and after life than\nany other study.\" 2d, \"Yes, if the child is taught (as he should be) to think as in his\nother studies.\" 3d, \" Memory, attention, not only to his own singing, but to the other\nparts.\nHe must keep his own voice in unison with the other parts.\" 4th, \" Yes.\"\nProfessor Geo. A. Veazie, an author of repute and the director of music in Chelsea,\nMass.. public schools, answers: 1st, \"Yes.\"\n3d, \"Concentration of\n2d, \"Yes.\"\nthought, judgment, memory, reason, quick perception.\" 4th, \"By all means, if for no\nother reason than that there is no study which can be used so advantageously as a means\nof inculcating and fostering a love of country and a spirit of patriotism.\"\nProfessor A. S. Caswell, director of music, Brooklyn, N. Y., and a well-known author,\nreplies: 1st, \" As an extra, as in Brooklyn, yes.\"\n3d. \"Percep2d, \"Undoubtedly.\"\ntive.\"\nRegarding No. 4 he doubts the wisdom of making the subject a required study.\nProfessor James J. McCabe, teacher of music in the Brooklyn public schools, answers:\n1st, \" Yes.\"\n2d. \" Yes.\"\n3d, \" Memory, hearing and sight.\"\n4th, \" No.\"\nMr. Bernard O'Donnell. teacher of music in the Brooklyn public schools, answers:\n2d,\n1st, \" I consider it (music) one of the most important studies in the whole list.\"\n\" Yes, if it is taught theoretically and practically. Rote singing should not be taught\n\"\nat all except in the lower primary graded schools.\"\nIt trains thought, attention,\n3d,\nobservation, and correct hearing.\nBesides it is a positive benefit as a physical exercise,\ndemanding as it does correct position of the body and exercise of the vocal organs,\"\n4tli. \"I should wish to see it made so, provided it would be under the supervision of\ntrained teachers as well as practical and experienced musicians.\"\nProfessor Frederick Chapman, director of music in the Cambridge, Mass., public\nIt is\nschools, answers: 1st, \"I believe no school curriculum is complete without it.\ntrue wisdom to cultivate that which makes us happy.\" 2d, \"I believe no study can\nclaim superiority over music in developing mental activity; and if the circumstances\nattending its thorough teaching are perfect, its influence is at once apparent in all other\nstudies, stimulating and lubricating the mental faculties to wonderful attainments.\"\n3d, \" Unquestionably the perceptive faculties.\" 4th, \"I have been on record for years\nas a thorough believer in and supporter of the fact that vocal music should be made a\nrequired study by law.\"\nIt is only by\nPrincipal H. C. Young, Wichita, Kan., replies : 1st, \"By all means.\nteaching it as a regular branch of instruction, under first-class supervision, that we can\nlook for the best results.\" 2d, \" Yes. Know it to do so through my experience in my\n4th,\npresent work.\"\n3d, \" The mind, the reasoning powers, and the phantasy.\"\n;\n\n:\n\n'\n\n\" Yes.\"\n«\nProfessor I^eonard Mai-shall, director of music, Boston, answers: 1st, \"Yes, most\nassuredly.\" 2d, \"Yes; I believe if the subject is properly presented and developed,\n'\nthere are few, if any, subjects more })otent for stimulating \"and developing the mental\n\n"}
{"page": 536, "printed_page": null, "text": ":\n\n524\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n3d, \" In answer to this question, I hardly know which faculties to specify.\nCertainly the imagination and the judgment are awakened and trained but it seems to\nme that through the perceptions so many delightful impressions are made upon the\nbrain that the general thinking power is strengthened, and that many, if not all, of the\nfaculties of the mind are brought into action.\nI would not confine the beneficial effects\nof music to its influence upon the mental faculties.\nIt has other charms which command our respect and admiration. As a means of moral, spiritual, and physical culture,\nand because of its bearing upon the health and happiness of each individual, I unhesitatingly answer in the affirmative to the above inquiry.\"\nMr. L. Richards, director of music in Worcester, Mass., replies \" 1st, \"Yes,\" 2d,\n\nfaculties.\"\n\n;\n\n:\n\n3d, Unanswered.\n4th, \"Yes.\"\nSupt. of Schools Bradley, Minneapolis, Minn., replies: 1st, \" Yes,\" 2d, \" Yes.\" 3d,\n\" It cultivates the taste, refines and stimulates all the mental faculties on their aesthetic\nside,\" 4th, \" I do not see any serious objection, but doubt if it is necessary to enforce\ninstruction in music by legislative requirement.\"\nTo recapitulate. All these authorities agree that music should be taught in the public schools.\nAll agree that music is a valuable means in stimulating, shaping, and developing the\nfaculties of the mind.\nThe particular faculties of the mind which music most directly stimulates have been\nmentioned in detail without hesitation or reservation by nearly every writer. As to\nwhether it is wise to make music a required study by act of legislature, there is con\" In the multitude of counsellors there is safety,\"\nsiderable difference of opinion,\nThese eminent educators by general consent then agree that vocal music, because of\nits value as a means of mental development, as well as for its importance in moral education, should have a place in the curriculum of the public schools.\nWith such a strong, vigorous, and intelligent sentiment behind them, it is possible for\nthe friends of vocal music to place the subject on so high an educational plane that it\nmay find its way into the course of study of every city and village school in this land.\nThe music of the masters has been to a large number of people in this country practiBut if\ncally a sealed book, though it means much more to them now than formerly.\nthe public schools continue to do the work so well begun there is no reason why, in the\nnear future, the grand creations of Wagner, Beethoven, Mendelssohn and the other\ngreat composers may not be as familiar to the scholar at least as the creations of ShakeEducators have come to recognize the fact that the three\nspeare, Milton, and Bacon.\nR's give the instruments by which knowledge can be acquired, and that art, especially\nthe art of music, cultivates the sense of feeling for the beautiful, which vivifies the\n'Science, art, religion. They are the\ngrosser things of life with spiritual beauty.\nthree primary colors which blend and form the living light of the soul.\"\nAs we think of the far-reaching influence of this noblest art of all, we feel like ex-\n\n\"Yes.\"\n\nclaiming with the poet\n\n\" There is a charm, a power that sways the breast,\nBids every passion revel, or be still;\nInspires with rage, or all our care dissolves,.\nCan soothe distraction and almost despair;\nThat power is music,\"\n\nMUSIC IN THE PUBLIC SCHOOLS— WHAT IT IS, AND\n\nWHAT IT OUGHT TO BE,\nBY A.\n\nJ.\n\nGANTVOOET, PIQUA, OHIO.\n\nIn writing a paper on this topic I was naturally thoroughly conscious\nof the expansive proportions of the subject,\n\nand felt that timidity was\n\nentirely out of place in dealing with the first part of\n\nit,\n\nas\n\nmuch so as a\n\nlack of lofty ambition would be with the second part.\nI have, therefore, tried to tell briefly the exact state of things as I have\n\n"}
{"page": 537, "printed_page": null, "text": "!\n\nMUSIC IN TEE PUBLIC SCHOOLS.\n\n535\n\nseen it in many places, and to offer my criticisms upon it, in the hope that\nit may aid some fellow-teacher in whose hands the volume of Proceedings\nmay presently pass, to a better realization of his work, and to the con-\n\nsciousness of its deficiencies.\n\nLet us begin, then, with a view of the iitstruction of music in the\nprimary grades of some of the schools which I have visited. Upon\nentering the room with the music teacher I was introduced to the regular\n\nmy request to hear the children\nmaking\nbegan\na staff on the board, asking tlie\nmusic\nteacher\nsing, the\nAn answer followed in tremendous chorus. He\nchildren what it was.\nteacher and to the children, and, upon\n\nnext placed the notes representing the scale of\nthat it be sung, which was done\n\non the board, and asked\n\n— the children starting each from their\n\nown individual tone, ranging from A below the staff up to F first space.\nBy the time the third or fourth tone was reached the stronger boys' voices\nhad drawn the girls' voices with them until, with the exception of two\nor three, all the voices had the same pitch, finishing about B flat.\nThe\nteacher then turned to explain to me about the owners of the voices who\n\nwere not in pitch with the rest, and expatiated on the difficulty of treating them for fully three minutes ; the children, meanwhile, sitting idle,\nanxiously awaiting a word of praise or instruction.\n\nThe teacher then\n\ncontinued asking questions of a technical nature, such as definitions of\na bar, a measure, a note, a tone, a scale, and so forth.\n\nThis continued\nminutes of the twenty minutes assigned for the lesson.\nIrritated almost beyond endurance by the teacher's catechising of the\nchildren on such questions, I asked him to please let them sing something,\nAssent was given, and\nas the children were evidently anxious to do it.\nthe children were asked what they would like to sing. There were\nnumerous requests for different songs, but judge of my surprise when,\nafter consultation with the regular teacher, a decision was given in favor\nThink of it\nof a song telling all about the bones in the human body.\nsix-year-old children singing such things as that wedded to a tune that\nwas simply wooden, and that had to be altered in each verse to suit the\nAt the close of the song, which consisted of several verses, the\nwords\nlesson was declared over for the day, and the teacher would not return\nto that room for a week or more.\nI left the room thoroughly disgusted,\nnot with the work done, for there had been none done to my knowledge,\nbut with the incapacity of the teacher, the carelessness of the superintendent, who allowed such work to go on in his schools without criticism\n(for I know he thought the music teacher an exceedingly able exponent\nof the profession), and almost with myself for having spent the time and\nmoney in going to visit this school.\nAt another place which I visited the teacher informed me how much\nthe children knew about voice-culture, and proceeded to illustrate by\nhaving the children perform a series of gymnastic exercises supposed to\nfor fully fifteen\n\n!\n\n"}
{"page": 538, "printed_page": null, "text": "526\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nfavor the correct use of the vocal organs.\n\nFully two-thirds of the lesson\ntime was thus expended in this work, and a little technical questioning\non the orthographical part of music, and then the children sang. And\n\nsuch singing as\n\nit\n\nwas, in spite of the so-called voice-culture exercises !\n\nIt was not singing at all, and words fail me when I try to give it a name.\n\nThe higher grades of the same school were no improvement on those\nof the younger children ; but\n\nstill\n\nthe teacher in his locality\n\nuniversally considered one of the brightest\n\nmembers\n\nis\n\nalmost\n\nof the profession,\n\nbecause he so thoroughly understands voice-culture that the children do\n\nnot need any further private instruction to become great singers.\nteacher confidently informed\n\nThe\n\nme that he had a natural voice, and that\n\nwhen he went to a voice-teacher\n\nin a certain city he was\n\ninformed that\nneeded no further instruction.\nI could go on with this subject of music in the primary grades almost\nad infinitum^ but I will not weary you with a further recital. Suffice it\nto say that, in four out of every five schools which I have visited, theory,\ntechnicalities, and so-called voice-culture absorbed three-fourths of the\nlesson time, and singing the remainder.\nNow, I am well aware that a certain amount of theory is necessary, but\nit is so infinitely small in comparison with what is attempted in many\nThe third and\nplaces, that it seems hardly necessary to mention it.\nfourth years of school seem to be the best time for instruction in the\ntechnicalities of music, because they can be better understood and more\nclearly realized than at the earlier ages, and because the pupils at that\nage seem to remember more clearly the things they learn than either\nbefore or afterward.\nThere is one more thing which I noticed almost\nuniversally in my visits to various schools in different States, and that\nwas the poor class of songs which were taught the children such songs\nas had not only no musical value whatever, but were positively silly as\nor else\nregards the text, and absolutely wooden as regards the melody\nsongs whose text and music were very good, but better adapted to children\nThere seems to be a dearth of real good poetry\nof a much advanced age.\nbut I cannot help thinking\nfor children that can be adapted to music\nthat if a want was more universally felt for this class of literature it would\nnot be long till that want was filled.\nLet us now take a look at the work in the intermediate grades, say the\nAs a rule, the work is much more satisfifth and sixth years of school.\nfactory in some respects than that in the lower grades. There is, however,\none thing absolutely necessary to a proper realization of what music in the\npublic schools should be, and that is the cutting loose from singing by\n\nhis singing was already perfect, and he\n\n;\n\n;\n\n;\n\nThe child which can only sing the song or exercise properly besyllable.\nlonging to his or her grade after a repeated singing of the syllables has\nnot fulfilled the ideal realization of the possibilities of the work in that\nOnly a few days ago, I heard a music teacher of many years'\ngrade.\n\n"}
{"page": 539, "printed_page": null, "text": "MUSIC\n\nm THE PUBLIC SCHOOLS.\n\n527\n\nstanding, a man who has occupied a prominent position for more than\ntwenty years, say that he could read music at sight, but not at first siglit,\nand when quizzed as to what he meant by reading music at sight he answered that he meant reading the notes by syllable, not the words and\nmusic, as that was a double i)erformance. The thing was so utterly absurd\nthat I could scarcely contain myself, and asked him what use vocal music\nwas without the words. Fellow-teachers, there, is something wrong with\nour methods of work if we do not realize the result of having enabled the\nmajority of children to read words and music at sight.\nIt can be done,\nand is done by some teachers, and I for one am anxiously and devoutly\nstudying methods for the purpose of thoroughly achieving this result,\nand I expect to do it in the higher grades as I am doing it already in\nsome of the lower ones.\nBut we must first of all cut loose from an\nentire dependence on the syllable system, which should be regarded only\nas a crutch or a brace which is to be laid aside as soon as possible so that\nwe may be able to get along without it and get strong from within and\nnot from without.\nWhile on this subject it seems perfectly appropriate to state the custom\nand manner of the ancient Greek system of teaching music. The child\nfirst learned to read and write simultaneously a given lesson, and on the\nThe reading and writing\nnext day he learned to sing the same lesson.\nlesson was necessarily thoroughly adapted to the capabilities of the child,\nand the music was consequently of the same grade of difficulty. How\nIn most places the child first learns to sing the song\nis this done to-day ?\nby syllables, and then without first reading the text learns to sing the\nNow, is that logical ? Can we thus divorce the\nsong, words and music.\nmusic from the text without serious loss of understanding of the song ?\nIf so should not the text\nIs it not true that the text suggests the music ?\nbe the first to be understood ? Why, then, should we teach the music\nIs that not going backfirst and give no study whatever to the text ?\nward ? The Greeks of the time of Aristotle held music and poetry as\ninseparable and necessary to the true cultivation of the moral and intelBut they also held, and logically so, that the\nlectual qualities of man.\nmusic without the text was undefinuble and uncertain as far as any\nmeaning was concerned. We know this to be true to-day, even of our\nadvanced state of music. A certain instrumental composition does not\nTo one, the music seems\nexcite the same emotions in different individuals.\nto another, the restless feeling of a mind in trouble\nto portray a storm\nto a third, perhaps the homely idea of getting out a week's washing.\nIt is only when music is wedded to a text tliat it can definitely express any\nmeaning. Let us, then, not neglect the text in the study of the song, and\nAnother\nlet it be thoroughly adapted to the und^fstanding of the child.\n;\n\n;\n\ncrying evil in the musical instruction in the intermediate grades is the\nThe teacher is constantly urging the\nunnecessary shouting of the boys.\n\nU\n'\n\n/\n\n"}
{"page": 540, "printed_page": null, "text": "528\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nboys to sing louder, thus forcing the voices and producing that abominable\nflatting\n\nwhich we liave all experienced, if not in our own schools then in\n\nothers.\n\nAnother fact which I noticed was the inability of many teachers to tell\nwhich part was wrong when the school was singing two or three part music.\nIt may seem surprising to some of you, but is nevertheless a fact which I\nhave repeatedly noticed in my visits. The cause is simply a lack of thorough preparation on the teacher's part.\nWe now come to the grammar grades, the seventh and eighth years of\nschool, when many pupils leave school forever and ought to be able to read\nat sight the words and music of a simple chorale or anthem without any\naccompaniment whatever. Can they do it, fellow-teachers ? How many\nof us can hold up our hands and say that three-fourths or even half of\nour pupils of the eighth year can do this ? Of course, you who are present\nat these meetings can do this and more, for you are alive and progressive\nteachers, which is j^roven by your attendance at these meetings every\nBut how many others do you know who are able to do this ? If\nyear.\nwe do not accomplish this result there must be something wrong with\nour method of teaching, and as we are here to learn from each other, to\ncompare methods, and to become conscious of our deficiencies or inflated\nwith the thought that many of the foremost of the profession are doing\nas we are doing, therefore I sincerely hope that a thorough discussion of\nmethods may follow.\nWe have now arrived at the point where the high-school work ought\nIn many high schools which I have visited, the work\nto-be considered.\nis an utter failure, or at least falls far below what might be expected\nfrom the excellent work which is sometimes done in the lower grades of\nI have in mind now a certain school which I visited\nthe same school.\nlast year where the work in the lower grades was apparently very good,\nbut in the A grammar and the high schools it was an utter failure. Not\nmore than one-third of the school sang willingly ; another third sang\nevidently either from a sense of duty or because the eye of tiie teacher\nwas upon them, and the remaining third sang not at all. I visited this\nsame school again at another time and found things just the same. I\nbegan to study the matter to see why this failure in the high-school w^ork\nwhen the lower grades were apparently so well taught, and found that the\nThere were several things totally\nfault lay largely with the teacher.\nwrong about his high-school work. First, the class of music sung was\nnot educational in its tendency, and of the Sunday-school variety as far as\nmusical value is concerned.\nSecond, the teacher was hampered by an over-officious superintendent,\nwho thought that the work in the high school could not be well done\n\nwho informed me, in fact, that his presence\nwithout his assistance\nwas necessary to discipline the room, and to assist the basses in their\n;\n\n"}
{"page": 541, "printed_page": null, "text": "MUSIC IN TUE PUBLIC SCHOOLS,\n\n520\n\nstruggles with the music, but who really spoiled the music teacher's best\nefforts.\n\nThird, the teacher could not play a moderately difficult accompaniment\n\nand was thus entirely dependent upon a faulty accompanist,\nwhose time was as uncertain as April weather, and whose idea of the altitude of her abilities was only equalled by the profound contempt she had\nfor the music teacher's instrumental inability.\nFourth, the music teacher himself either could not tell which part was\nwrong when anything went crosswise, and therefore accused the wrong\npeople of the wrong thing or else blamed the singers when the accompanist was at fault, rather than lose such a valuable assistant ; or blamed\nthe sopranos and altos for mistakes when the basses were to blame, for fear\nof offending the superintendent who sang with them.\nLadies and gentlemen, let me assure you this is not overdrawn, but a\nfact, and I have no doubt there are many other places where the lack of\nsuccess in the high-school work is attributable to one or more of these\nreasons, which may all be said to originate from the same cause, viz. lack\nof ability and preparation on the teacher's part.\nThe teacher of music in the public schools must first be a teacher in the\nnot a talker, but a teacher ; one who knows not\nfull sense of the word\nonly how to impart knowledge to others but who knows how to make\nEducation to be\nothers teach themselves, he being simply their guide.\nvaluable must come from within as well as from without, and I am not\nHe must also be a person\nsure but the former part is the more valuable.\nwhose knowledge of school work is not confined to a little elementary or\neven an extensive knowledge of music alone, but who is thoroughly up\nwith the times and Who can take an active interest in the other branches\nof school work and appreciate their value.\nNot long ago I heard some teachers talking together on the subject of\nthe time given to music in the school curriculum, the average being twenty\nminutes per day.\nIt seemed to be the universal opinion among them that\nwhat the public had a right to expect from the musical instruction could\nnot be accomplished in that time. I think it can be done if our work is\nthoroughly systematized and our methods apace with those of other\nI know in Europe the time given to the subject\nbranches of education.\ndoes not exceed fifteen to twenty minutes per day, and the results are\nreached there without any apparent effort. Now, why should we not do\nso ? We have as good teaching talent, if not better, as there is in Europe,\nand all that is necessary is study on our part and we will be sure to reach\nI learned some time ago that certain American methods of\nthe goal.\nteaching public-school music had been adopted in some of the principal\nI do not know how true it is (perhaps some one here\ncities of Europe.\nmay know), but the fact that the matter should even be contemplated is a\nfeather in the cap of American methods of instruction.\nto a chorus,\n\n;\n\n:\n\n;\n\n34\n\n"}
{"page": 542, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n530\n\nThe music teacher in the public schools should be also a musician in\nmean an executant, but a\n\nthe highest sense of the word, which does not\n\npractical musician thoroughly informed on all musical matters, history,\n\nbiography, etc.\n\nHe ought to use only the best of music for the school\n\nwork, for a lack of it will cause the best part of the pupils to lose interest\nin his work.\nI might say many other things necessary for good work,\nbut enough has been said for this time. If we will all go to work with\nthe desire to become all-around musicians thoroughly fitted for our work,\n\nwe will be sure to make public-school music not what it is, but what it\nought to be.\n\nMUSIC IN PUBLIC EDUCATION, AND SOME ELEMENTS\nESSENTIAL TO ITS SUCCESS.\nBY PHILIP C. HAYDEN^, QUINCY, ILL.\nMusic in public education needs no advocate in this assembly. It\nwould be an ill use of time to plead its cause before a body already filled\nwith a great faith in its value, and inspired with a purpose to use every\npower to make its future the future of the expanding public-school system\nof the nation.\n\nWe believe in it because it trains the mind, stimulates the\n\nemotions, invigorates the body, develops character, and enriclies\n\nlife.\n\nIt\n\nstands in our school system as a champion of beauty and of pure emotions,\n\ncounteracting in a degree the tendency of the age toward an extreme utilitarian conception of the purpose of public education.\n\nNeither is there the same need for an advocate of rnusic before the public which\n\nexisted a few years ago.\n\nWhen in 1885 the National Education\n\nAssociation voted to add a music section to its departments, the unequivocal stamp of approval was placed upon music as a study which should be\npursued in every system of public schools in our nation. This placing\nof music on the list of the necessary studies was not an act reluctantly\nperformed, nor was it merely the passing of a meaningless resolution to\nIt was plainly\nsatisfy the demand of a few enthusiastic music teachers.\nthe recognition of the fact that a large proportion of our educators\nwere heartily in favor of making music an important element of public\n\neducation.\n\nThis position has been steadily maintained by the association, and the\neffect of its\n\nmoral support has been positive and wide-reaching\n\nbenefit to the cause of public-school music.\n\nattitude of the public, and of school boards\nfavor.\n\n— a great\n\nIt has strongly influenced the\n\nand superintendents, in its\n\nSince that time scores of cities have added this to the list of their\n\nregular required studies, and it is steadily growing in favor with the public and school authorities.\n\n"}
{"page": 543, "printed_page": null, "text": "MVSIG tN PUBLIC EDUCATION.\n\n531\n\nAnother cause for the increase of confidence and interest in the practical\nresults of this study is that specially prepared teachers\n\nhave entered the\nnormal schools for the training of special\nmusic teachers, which have been organized and successfully maintained\nwith constantly increasing numbers ; men and women who are now doing\nsuccessful work in school music.\nfield from the several excellent\n\nThe advent of the specially trained teacher marks a new era in the\nschool music work.\n\nSchool authorities are coming to understand that\n\nability to play the violin or piano does not necessarily carry with it the\n\nmusic to a class of school chil-\n\nability to properly present the subject of\n\ndren.\n\nIt is a truism that the\n\nteaching of music, like the teaching of all\n\nother branches, should be based on tested and sound educational princi-\n\nand that the instructor should be first of all a teacher, then a musifirst a pedagogue, and then^ if you please, a performer.\nThe improvement in teaching, and in the sentiment of the public and\nof school authorities toward music, has been very marked.\nAs vitally interested in the development of this branch of study, the consideration of\nthese facts must be gratifying to all.\nBut this is only one side of the school music question. I desire to direct\nyour attention to another view one that, as it seems to me, cannot be\n\nples,\n\ncian\n\n—\n\n—\n\ncontemplated with entire complacency.\n\nI refer to the subject matter pre-\n\nsented to the class by the average teacher as the proper element of the\nscience and art of music, to be studied by public-school scholars ; to the\n\norder of study pursued in many schools, or rather to the lack of any order\nof study in practical work ; to the faulty conception of what constitutes\n\nthe proper study of school music which prevails to-day in a large number\n\nWe refer to the antagonistic theories and systems held\nby writers and teachers, embodied in published music courses, and put\ninto practice by various special teachers ; to the widely divergent practice\nof school systems.\n\nin their daily work of instructors who hold\n\nimportant positions as special\n\nteachers; to the fact that to-day in many large school systems in important cities the teaching of music is by methods which cannot for a moment\n\nstand the test of true educational principles, nor of that searching and\n\nultimate test by which\n\nall courses of books and all methods of teaching\nmust finally be judged, by an examination of the results obtained. We\nrefer to the fact that in some large cities there is no uniformity of system\nin different districts, and that each of the special teachers devotes a certain amount of time to teaching that element of music by him esteemed\nmost important, practically ignoring other equally important, or more\nimportant elements.\nThere is a chaos of systems, and music teachers are\nnot trying to teach the same things, are not aiming to procure the same\n\nultimate results.\n\n^\n\nAnd there is to-day no statement embodying a course of study to serve\nas a guide to inquiring teachers or superintendents or stating the kind of\n\n"}
{"page": 544, "printed_page": null, "text": "THE NATIONAL EDVGATlONAL ASSOCIATION.\n\n532\n\nwork which should be required of the different grades in the school, which\ncarries the sanction of any number of influential teachers, as for instance\n\nof this section of the National Educational Association.\n\nDo not understand that objection is made to the methods, or systems, or\nexpedients of teachers, or that individuality in teaching\n\nis\n\ncriticised.\n\nFar from it. A teacher to be earnest and enthusiastic and successful\nmust be individual. It is not the road the teacher travels that we would\ncondemn, but the place he is going to. Not the way he teaches, but what\nhe teaches not his method, but his results.\nIt may be that some think this point is urged too strongly, that school\nmusic is taught in about the same way the country over, and that about\nthe same results, in a general way, are attained by all special music\n;\n\nteachers.\nillustrate\n\n:\n\nUnfortunately such a view is not sustained by the facts. To\nSome time ago the speaker visited five special music teachers,\n\nwhile at work, in a certain large city.\nIt was observed that the results\naimed at by these five teachers differed in a marked degree. Only one\n\nout of the five made the intelligent thinking of tones the basis of his work.\n\nThe other teachers were doing what might justly be called one-sided work.\nIn one district the classes could sing songs well, but could read neither tune\nnor time. In another they could sing in parts excellently, but showed\nthat they were dependent on their ears for all the music they learned.\nIn another the children's voices were being trained very skilfully and\nsome beautiful tones were produced, but the class could not think the\nsimple tone represented by a short phrase written for them on the black-\n\nFour of these teachers were striving to give artistic expression\nmusic which belonged to their classes only as they could remember\nCan thoughtful teachers commend teaching which ignores\nthe melodies.\nthe faculties of perception and comparison, and makes no demand on the\nthinking powers of the child? For example: Could a teacher demonstrate that literature was being well taught by having a class or pupil\nrecite a selection with perfect elocutionary effect, when an examination\nwould reveal the fact that a page of simple English in the Second Eeader\nboard.\nto\n\ncould not be read intelligently ?\n\nThis brings us to the point where it is timely to state that the first element,\nand the fundamental element in school music, is sight reading of both\ntune and time. By sight reading is meant, not simply the rapid reading\nof music at first glance, but that the music is read and comprehended\n\nthrough the eye, and not through the ear.\n\nIt represents the attitude of\n\nSight reading means that the written note when\nseen, stands for a definite concept which has been developed by comparing\n\nthe mind when singing.\n\nthe mental effects of the tones of the scale in their scale and harmonic\nrelations, and that a series of tones enters the mind through the eye, from\n\nthe written sign, unaided by voice or instrument, and\n\ngenuine\n\nis\n\nthe basis of\n\neducation in music, instrumental as well as vocal.\n\nIt\n\nis\n\nall\n\nthis\n\n"}
{"page": 545, "printed_page": null, "text": "MUSIC IN PUBLIC EDUCATION.\n\n533\n\nwhich makes the musician. As this is the element so many teachers fail\nto make duly prominent in their work, it should be considered at some\nlength.\n\nSight reading should be promptly taken up in the lowest grade, for the\nfollowing reasons\nFirst, It\n\nis\n\n:\n\nthe basis of\n\nall\n\nmental culture in music.\n\nCulture of the\n\nmind is only possible by the efforts of the mind. The uncertain groping\nfor a phrase in music which addresses the mind through the ear as in the\npractice of rote singing, imitating either voice or instrument,\n\ndoubtful mental culture.\n\nIt only requires a simple act of the\n\nimitate a certain succession of sounds.\n\nreading of music from the\n\nis\n\nvery\n\nmind to\n\nOn the other hand, the genuine\n\ncomplex action of the mind,\nthe accurate and keen use of the sense of seeing, the carrying in the mind\nstaff requires a\n\nof the rhythm and key and a constant effort of the\n\nmind in thinking the\n\npitch of the tone represented by the notes, and in securing accuracy by\n\nmentally comparing that tone with the other tones of the scale. These\nimperatively swift and accurate constitute as valuable\n\nacts of the mind\n\n—\n\n—\n\nan exercise for its powers as any study in the public-school curriculum ;\ntheir use develops accuracy and promptness of thought, and gives a\nmental culture not supplied by any other study. Rote singing is guessing\nat it, note singing is thinking it out.\n\nSecond, It is the method of progress.\nIt gives power for reading,\ncomprehending, and singing difficult music almost at sight, a power which\nincreases and expands with exercise, unlocking the riches of musical\nliterature to an active and cultured mind, feeding to overflowing the fountain of the emotions, and adding to the keen mental enjoyment of knowing\nthe music, the great delight of feeling its beauty, its grandeur, or its tenderness.\n\nWith the ordinary ear singer this is not true.\n\ncertain proficiency by continued\n\nHaving gained a\n\nprogress ceases.\n\nIt takes a\n\ncertain time to learn a selection, or a phrase, by listening,\n\nand it will\n\nalways take about that time.\nthis power of imitation\n\npractice,\n\nUsually before the High School is reached\n\nits utmost, and further practice\nsimply brings knowledge of new music, to be remembered if possible, but\ngives no new powers for the mastering of new music almost at a glance,\nis\n\ndeveloped to\n\nas is done by the proper study of music reading.\n\nRote singing\n\nis\n\nnot\n\nprogressive.\n\nThird, It\n\nis\n\nthe only way to get general singing.\n\nTeaching the scale\n\n—the whole\nthe parts, the parts in relation to the whole, the parts\nrelation to each other, the harmonic relations — teaching music reading\n— the only way to secure general attention and general\nIf the\nscale,\n\nin\n\nresults.\n\nis\n\nfirst\n\nyears of school life are given largely to song singing, from one-third\n\nto one-fourth of the scholars will not J^arn to sing.\n\nNot having special\n\nmusical ability the singing of songs will be very hard, almost impossible.\n\nEach new song is a new discouragement, for the class will take up a new\n\n"}
{"page": 546, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\no34\n\nsong before the unmusical scholars have learned the old one.\n\nWhat do\n\nthese musically dull scholars learn of singing during these early years of\n\nWhy, they learn that they cannot sing, and it will require\nwork and continued urging to secure their efforts, later in the\n\ntheir course?\n\ncareful\n\ncourse, if they are then asked to study music in a rational manner.\nIf\nyou start with the scale and continue the scale and develop its harmonic\nrelations you will secure the efforts of all your scholars, and will make\n\naccurate singers of at least ninety-five per cent, of them.\n\nThey discover\nmay\n\nthat they can learn the scale, and their application and final success\n\nthen be counted on, for they can be assured with truth, that, having\nmastered all the intervals of the scale, they can read any music they may\nbe called on to sing.\nFourth,\n\nIt is\n\nthe only consistent\n\nway of presenting the study. To\nfirst work in music in the lower\n\nintroduce the study of the scale as the\n\ngrades is the only course which requires no change.\n\nIf the study is taken\n\nup that way at the start it can be so continued to the finish. There is no\noccasion for a change later in the course, and the first habits of mental\nactivity, acquired in the lowest grades, when the mind is enthusiastic and\nreceptive, may be continued and confirmed by all the subsequent study.\nThe practice of learning songs by rote makes its appeal to the mind through\nthey\nthe ear; the attention of the ear is riveted upon the tones produced\nare listened to, gauged, and sounded; the attention is concentrated on the\nimpression made on the organs of hearing by the tones as they are formed\nThat\nby voice or instrument, and the word of admonition is ^listen\n;\n\n—\n\npractice,\n\nif it\n\n!\n\naccomplishes anything, develops a habit of catching music\n\nby listening and merely imitating the tones created by others; it fixes the\nDoes the time finally arrive\nhabit of learning music through the ear.\nwhen the pupil should be taught to sing through the eye; to read music\n\nThen comes a revolution. Do not listen to what others\nThink how the tones sound. Stop singing through the ear,\nNow the word of admonition is do not listen, look and\nuse your eyes.\nPut away that habit formed by months or years of study, and\nthink\nBreak up that old habit and form this new one to\nlearn this new way.\nA method or practice involving such a violation of sound\ntake its place.\nintelligently?\n\nare singing.\n\n—\n\n!\n\npedagogics and of sound common sense, cannot stand the test of intelliIt is wrong theoretically and fatal to the\n\ngent analysis for a moment.\nbest results in practice.\n\nFifth.\n\nIt\n\nis\n\nthe only way to teach the musically dull scholars to sing\n\nin tune, and to give the mass of the public-school pupils permanent powers\nas independent singers\n\nand readers of music.\n\nThere is a charm in the\n\nrapid and accurate action of the mind, which results in the accomplishment of the desired end, which gains and holds the interest of all minds to\na greater or less extent, and the teacher of music will gain his highest sucr\ncess by taking advantage of this tendency of the mind, securing the con-\n\n"}
{"page": 547, "printed_page": null, "text": "MUSIC IN PtJBLIC EDUCATION.\ntinued effort of\n\ntlie\n\n535\n\nunmusical scholar by demonstrating that the mind\n\nmay act as definitely and as accurately in music as in mathematics.\nSixth, It is the only way to fully utilize the teaching powers of the many\ngood teachers who may be deficient in music, and, for some reason, unable\nto sing.\nSuch a teacher can make a class practise music reading, and\naccomplish excellent results, by seeing that every scholar works at his\nmusic, for, as in other studies, it is only by doing i\\\\di>t progress is made-in\ntiiis study.\nAs Locke says, *' Children are not to be taught by rules,\nwhich will always be slipping out of their memories. What you think it\nnecessary for them to do, settle in them by an indispensable practice.\"\nTo summarize The thinking of musical tones through their scale and\nharmonic relations, and the thinking of rhythm through the musical\naccent should be taught in the first year at school, continued through each\nyear of the course, and made the basis of all work in music because it is\nthe foundation of all strictly mental culture in music ; it is only by this\nmeans that thoroughly progressive results can be obtained ; it is the only\nway to secure the efforts of all scholars and to get general singing it is the\n:\n\n—\n\n;\n\nonly consistent method of presenting the study ; it is the only way to teach\nthe musically dull to sing and to give the mass of pupils permanent power\n\nand readers, and because it is the only way to fully utilize the\nteaching power of good teachers who are deficient in music or unable to\nas singers\n\nsing.\n\nHaving presented arguments in favor of this first and fundamental\nelement in successful school music at length, a brief mention of some other\nnecessary elements, concerning which there is less division of opinion, will\nsuffice.\n\nThe second essential to successful music is — preventing injury to the\nvoice by securing musical tones; in other words, teaching soft singing.\n\nIf\n\nsoft singing is secured, the extremes of high and low singing avoided, and\n\ngood articulation taught, the voices will improve and not deteriorate from\nschool singing.\nSchool music cannot be successful which permits loud,\nharsh singing, for by it voices are permanently injured, and vocal habits\nare formed which eventually render the voices wholly unmusical.\nThird, Pure intonation and blended voices in part singing should be\ndeveloped.\nWhere all the children take part in the singing, and they\nshould always do so, this can only be secured by patience and persistency,\nand by the assistance of music reading. However, the teaching cannot be\nconsidered satisfactory which does not cultivate a keen conception of tones\nand harmony, and establish, so far as is possible, correct hearing and correct\nintonation.\nThe study of the scales as a mental as well as a vocal exercise\nwill be found very important in securing these ends.\nFourth, A taste for the best in music^hould be cultivated by the use\nof music which is the best, musically speaking, which can be understood\nand mastered in the grade using it. When words are used they should have\n\n"}
{"page": 548, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n536\n\nliterary merit.\n\nIt is not difficult to create a taste for good music, it will\n\nbe readily formed if good music is practised, and such a taste, formed in\nthe school work, will prove a permanent and powerful factor in securing\nfor the masses of the American people a more general musical culture.\n\nFinally, emotional singing is essential.\n\nMusic is the natural expression of\n\nemotion, and children should early be taught to analyze the sentiment of\nsongs and to give expression in their voices to the feelings of the words and\nmusic.\n\nThe importance of securing this sort of singing is unquestioned.\n\nIt\n\nwhich softens the hard, smooths out the rough, cheers up\nthe despondent, makes brave the timid.\nWhen the emotions are engaged in\nsinging, the singer becomes, for the time, a new being; he is sympathizing\nwith suffering, aiding the weak, inspiring the discouraged, burning with\npatriotism, thrilling with the highest emotions embodied in the music and\nwords written by noble men, giving expression to the noblest sentiments\nwhich can inspire mankind. In emotional singing is the element which\nis this element\n\nassists in the discipline, for it refines and ennobles, not only for school life,\n\nbut for all life.\n\nNo one of these elements which enter into the study and singing of music\ncan be neglected without detracting from its value as a study, and as a\nmeans of culture. It may be that all are not of equal importance, but the\nbest results cannot be obtained if any one of them is overlooked or lightly\nconsidered.\n\nIn conclusion one practical point\n\nis\n\nsuggested to this section of the\n\nwould be of great benefit to the\nadvancement of school music in general, if an influential body of\nteachers, like those gathered here, should adopt a statement enumerating the elements which are, in their judgment, essential to the proper\nteaching of music in the schools. Such a statement would be a valuable\nNational Educational Association.\n\nIt\n\nguide to students preparing themselves for this special field of labor,\nto older teachers who desired\ndefining for them the scope of their work\n;\n\nto\n\nknow the opinion of their\n\nfellow-teachers on the important points\n\nwith which such a statement would deal.\n\nBut it would be of the highest\n\nuse in furnishing a standard to superintendents and committees whereby\nto judge of the character of the work done in their schools.\nfail to clear up the subject and to bring some degree\n\nIt could\n\nnot\n\nof uniformity where\n\nnow there is the greatest diversity and contradiction.\n\nWe do not think such a statement should contain any reference to\nsystems so-called nor to methods.\n\nThe best teachers may differ vastly in\n\ntheir manner of teaching, and there should be no attempt in this body to\n\nabridge the liberty of teachers or to express disapproval of methods which\nBut it cannot be truthare producing good results along proper lines.\nfully said that the best teachers may differ vastly in the matter that they\nteach, because there are certain essential elements which must take their\n\nproper places, and be given proper attention, in any judicious course of\n\n"}
{"page": 549, "printed_page": null, "text": "METHODS IN TEACHING PUBLIC SCHOOL MUSIC.\nstudy in school music.\n\n537\n\nThis would seem to be the proper place, and this\n\na propitious time, for giving form to a statement or course of study, which\nshall explicitly state those\n\nelements which must be taught in order to\n\nreach that standard of results which is commended by the Music Section\nof the National Educational Association.\n\nMETHODS AND DEVICES IN TEACHING PUBLIC\nSCHOOL MUSIC,\nBY B. JEPSOK, SUPERVISOR OF MUSfC IN THE NEW HAVEN\nPUBLIC SCHOOLS.\n\nTo have lived in an age and especially in a country in which the universal watchword seems to be\n\n\"onward,^' is a cause for profound gratitude.\nEvery avocation, profession, or calling whatever, is organized in quest of\nlight, more light.\nAVe have lived to little purpose, as it seems to me, if\nwe have not been influenced, more or less, by this great American quest.\nEducational methods on all subjects are undergoing a searching investigation, in fact I am informed that the department of music in this association has already been the theatre of some animated discussions.\nI\nbelieve that a little friction, just enough and not too much, is a very\ngood thing, and while I am glad at all times and in all places to give a\nreason for the faith that is in me, I am also willing that others should be\nheard I am not willing, however, to concede that any one theory embodies all the wisdom and experience of the ages.\nIf any one can accomplish more without the aid of staff notation than\nI can with it, they are certainly welcome to proceed on that line ; at the\noutset then I will say that I have no quarrel with Tonic Sol Fa, with\nfixed dohs or movable dohs.\nBy way of defining my own position I may\nsay that if the fixed doh is something which stays in one place for a long\n;\n\ntime, I suppose I\n\nmay be fairly classed among the adherents of that\n\nsystem, as I have been a fixture in the New Haven schools since January,\n\n1865 ; otherwise\n\nmy sympathies are with the movable doh.\n\nIt requires a\n\ndegree of courage to figure up the number of years which have intervened\nsince\n\nmy first appointment, and I will therefore leave that task to those\n\nwho are fond of statistics.\n\nI can only say in extenuation that I entered\n\nJoking aside, however, it is a matter of pride\nthat I was permitted to be a pioneer of public-school music in the State of\nPersonally I feel it a privilege no less than a duty to do\nConnecticut.\nwhat lies within me in behalf of this great work, whether in a municipal,\nstate or national direction, and I am glaJ therefore to be able once more\n\nthe service very young.\n\nto respond to the summons of your programme committee.\n\n"}
{"page": 550, "printed_page": null, "text": "538\n\nIt has\n\nTFIE NATIONAL\n\nEDUCATIONAL ASSOCIATION.\n\nbeen my uniform experience that whenever the study of music\n\nin public schools has been thoroughly systemized and faithfully practised,\n\nawakens an interest and enthusiasm which never die out. Especially\nthe case in primary grades.\nWhen the little children find themselves actually singing their first simple exercises by sight, their pleasure is\nunbounded, and this interest, when it reaches the parent, becomes intensified in a manner that impresses itself upon the whole community.\nNotwithstanding the recognition which music has received and is still\nreceiving as a regular branch of study throughout the country, much,\nvery much, remains to be done. With our magnificent system of graded\nschools the study of music should also be carefully graded, and in 6very\nrespect made subject to the same rules and regulations as other branches.\nIn other words, the study of music should be made a real thing and not\nBut here comes the difficulty. Not all boards of education,\na sham.\nsuperintendents, principals, and teachers can be made to see that the\nclaims of music are equal, if not superior, to those of any other study,\nwhethei* pertaining to life in its childhood or manhood.\nThe popular estimate of music in schools has been, and in most communities continues to be, its use as a recreation to relieve the tedium of\nTaught in this way, the study of music loses\nstudy in other branches.\nall character and dignity, and the public come to regard it as an ornamental branch to be lopped off whenever economy of public funds or\nit\n\nis this\n\npolitical expediency may dictate.\n\nThe practice of music is refining in its tendencies, conducive to social\nand moral elevation, decidedly antagonistic to pulmonary diseases, encourages precision and punctuality in the pupil, is unequalled as a means\nIn\nof mental discipline, comforts the home, and makes the heart better.\na word, no single study can compare with music in its multifarious advan\"What we need at present, is some influence, more\ntages to the children.\npotent than any yet discovered, to make the public realize the truth of\nAs teachers, we must aim by practical results to\nthese statements.\ndemonstrate the utility of music as a study, and at least make it morally\nimpossible for future governors to veto legislative enactments in\n\nthe\n\ninterest of musical education.\nIf in some communities reproach and failure have been the result of\nattempts to introduce music as a study, it must be said that not infre-\n\nquently, the underlying cause has been found to be the indifference or\n\nincapacity of the instructor.\n\nIn some instances the study of music is\nIn\n\nmade obnoxious by the dry and uninteresting manner of the teacher.\n\nother cases tlie elementary practice is ignored and all progress is measured\nby the number of songs which may be taught in a given time. Surely\n\nthe last estate\n\nis\n\nworse than the\n\nfirst.\n\nIn this connection I may be per-\n\nmitted to say that if I have enjoyed a degree of success in public-school\nwork, it has been entirely on opposite lines.\nI have endeavored in all\n\n"}
{"page": 551, "printed_page": null, "text": "METHODS IN TEACHING PUBLIC SCHOOL MUSIC.\npossible ways to so sysfcemize\n\n539\n\nand simplify the study as to make note\n\npractice even more attractive than rote practice.\n\nIn music, as in everything else, the foundation must be laid before the\nIt goes\n\nsuperstructure is built.\n\nelementary instruction\n\nis\n\nwithout saying that the bed-rock of all\n\nfound in the kindergarten.\n\nIn\n\nmy early days\n\nof teaching, one of the greatest difficulties encountered was how to adapt\nI have met many teachers\nwho were similarly embarrassed, and many are still asking IIow do you\nbegin musical instruction with the little ones ? With the assistance of\nthe class of boys present, I will presently endeavor to show how I would\nbegin the study of music with \" six-year-olds \" on the first day of school\nlife, and how proceed through all the various grades of study from kinder-\n\nmusical study to the lowest primary grade.\n\n:\n\ngarten to high school.\nI venture to assert that the elements of music, if properly presented to\nlittle\n\nchildren, can be\n\nmore successfully taught than any other branch.\n\nMy own experience is that children of tender years learn to read notes\nlong before they can read the\nneedless\n\nsay that\n\nto\n\nlittle\n\nlittle\n\nwords placed under them. It is\nless than children of larger\n\nchildren, not\n\ngrowth, need to have their studies amplified, not condensed.\n\nHow many\n\nadults are there present who would achieve success in the study of music\nif asked to\n\ncondense a dozen or more topics in the first lesson ?\n\nAnd yet\n\nthere are many primary instruction books published in which staff, notes,\ntime, rests, letters, keys, signatures, varieties of time, clefs, and\n\npresented in the\nability to read,\nfirst\n\nfirst\n\nfew pages.\n\nIn music, as in\n\nall\n\nall,\n\nare\n\nother studies, the\n\nand thereby to interpret and understand, must ever be the\n\ngreat object in education ; and this must be our first great care with\n\nthe masses who attend our public schools, comprising, as they do, the\n\nhigh and the low-born of every creed and nationality in the world.\n\nIt\n\ncannot be expected, with but fifteen or twenty minutes per day devoted to\nmusical instruction, that [iny portion of this time can be expended in the\nIt will surely be sufficient if, by a wellgrounded knowledge of the elements of music, the children are fitted to\nunlock the treasures of music themselves. If I might condense all I\nThe highest and best\ndesire to say in a single paragraph, it would be this\nincentive to sing music is the ability to read music.\n\ntechnicalities of vocal culture.\n\n:\n\nIf the children of our public schools are well versed in the science of\nmusic the art will take care of itself, and so I say it is not well to go into\nIn the practice of singing, children\nthe technicalities of vocal culture.\nnot one in a hundred will fail to imitate corlearn most by imitation\nrectly, the first time, a loud tone, a soft tone, a sweet tone, or a harsh\n;\n\ntone.\n\nOn the other hand, scarcely one in a hundred will succeed, the first\n\ntime, in giving the required sound wher^hampered by technical explanations.\n\nOn the whole, 'twere better far, perhaps, that children should sing\n\nin blissful ignorance of vocal cords, diaphragms, abdominal muscles, etc.\n\n"}
{"page": 552, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n540\n\nChildren sing as sweetly and naturally as birds, if they are properly\nAll that is needed, in this respect, is a few common-sense\n\nrestrained.\n\nrules in reference to erect position, full breaths, and sweet tone, such as\nwill suggest themselves to any competent teacher.\n\nThe time spent in elementary drill by the regular teacher should be at\nmore than that might prejudice the study,\nsome instances, especially when the school curriculum is somewhat\ncrowded. A less amount of time would be insufficient.\nIn primary grades more or less rote practice will always be necessary.\nThrough the instrumentality of rote songs, many lessons in loyalty, reverence, obedience, filial affection, and other virtues, may be taught, which,\nif withheld until the children actually read music, might never be learned.\nNo one doubts that the children should be early imbued with sentiments\nof loyalty and national pride, hence teachers of all grades, both public and\nprivate, have a duty to perform in educating the children to love, revere,\nand defend the flag, with all it represents. Surely this desirable result\ncan be attained in no better way than by the practice of national songs.\nI know of but one objection which can be urged against a proper\nleast fifteen minutes per day ;\n\nin\n\nThe practice of songs, especially those of a\nmuch more exhilarating than that of solfeggios,\n\namount of rote singing.\npatriotic character,\n\nis\n\nhence the tendency to harsh singing. In reference to this whole matter\nlet recreation in music be ever kept suborof rote and note, I would say\ndinate to study in music ; throughout the lower grades let the study of\nthe science and the practice of songs go hand in hand, each having its\nallotted time in the school programme, and neither being allowed to inter:\n\nfere with the other.\nI\n\nam frequently asked my opinion in reference to the use of charts in\n\nteaching music.\n\nI think that all who have used them, whether for music,\n\ndrawing, writing, arithmetic, or any other branch, will concede that they\nare very good in the absence of a blackboard.\n\n-In my early days of teach-\n\ning I expended much time and money in the preparation of charts, but I\nsoon found they were inadequate to furnish the needed supply of daily\n\nThe limited number of exercises which\nfood for hungry music readers.\nthey contained were soon learned, and thenceforward were practised by\nrote.\nThere is inspiration in an original exercise, or even in one which\nmay be copied, so long as it is new to the class ; hence I have found\ncrayon in the hands of a live teacher far more effective than either books\nor charts, especially in primary grades, where single-part exercises only\nare needed.\n\nIn reference to time and measure, I have never yet failed to obtain perwhether for the full, half, or quarter beat, by the\n\nfect accuracy in time,\n\nmost rational way, it seems to me, ever yet devised, viz., a motion of the\nhand.\nPendulums and time-names may answer the purpose when attention to the music is immaterial, but with pupils in the act of reading\n\n"}
{"page": 553, "printed_page": null, "text": "METHODS IN TEAGHINO PUBLIC SCHOOL MUSIC.\n\n541\n\nmusic, any device that does not permit pupils for themselves to estimate\nthe length of rests and notes by self-made counts or beats, must be a\n\nfail-\n\nThe only device outside of themselves which can be of any use\nThe ultimate object of all\nwhatever, is the audible tap of the teacher.\nThe best\nmusical drill is to enable the pupil to read exercises at sight.\nure.\n\nresults in this direction\n\nmay be accomplished by frequent tests.\n\nIn\n\nmy\n\nown practice I have found that daily tests, and as many of these as possible,\n\nfrom book, blackboard, or printed slip, greatly facilitate the work.\n\nIn this kind of practice a single reading, perhaps two, is sufficient, as perfect accuracy cannot be expected.\n\nThe plan of fifteen minutes' daily drill by the regular teacher, which is\nnow practised all over the United States, is obviously the best, as without\nthe co-operation of the regular teacher perfect success cannot be attained.\n\nThe speaker, by the way, adopted this plan in January, 1865, and unless\nsome one can antedate him, is clearly entitled to the patent.\nFellow teachers, we have every reason to feel encouraged in our work.\nThousands of voices in every street and alley of our large towns and cities\nThe grand army of\nare ringing out the praises of public-school music.\nadult pupils who have graduated, with more or less ability to read music,\nand have become parents themselves, are now anxious to perpetuate\nmusical instruction in the schools for the benefit of their own children.\n\nEducational associations, both State and national, have accorded musical\nexercises and discussions a place in their programme.\n\nMore and more, as\n\nthe years move on, will come the demand for competent teachers and best\n\nmethods.\n\nTo those of us whose lives are devoted to this work, may these\n\nthings be a perpetual stimulus and inspiration to\n\nfulfil\n\nour best desires\n\nand highest conceptions of the work intrusted to our keeping.\nIn conclusion, I will submit for the benefit of any who may wish to\nknow, a condensed programme covering eight years of study.\nDevelopment of scale\nFirst year\nblackboard exercises, using quarter\nnote heads without form or measure, simply writing seyen-note cadences,\nfirst to three, next to five, and finally to include all the notes of the scale.\nSecond year Double, triple, and quadruple measure without skips,\nintroducing quarter, half, dotted half, and whole notes.\nDictation exer:\n\n;\n\n:\n\ncises in singing with cadences of three notes.\n\nThird year\n\n:\n\nLetters, note Avords, key signs, and slurs, \" all-key exercises\n\nwritten in Cand snng in G, F, D, B, A, and E.\n\n\"\n\nDictation with five-note\n\ncadences and note words of three letters.\n\nFourth year Intervals from thirds to octaves with quarter notes, eighth\nand sixteenth notes, accent, triplets, and rounds, dictation with seven-note\ncadences, and note words of four letters.\nFifth year Treble and bass clef, two-jKirt music, varieties of time, slurs\nwitli all intervals, singing with syllables lo and loOj dictation exercises on\nbass clef, also note words of two syllables.\n:\n\n:\n\n"}
{"page": 554, "printed_page": null, "text": "542\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nSixth year\ntice,\n\n:\n\nThree-part music, half beats, compound time, triad prac-\n\ncrescendo, diminuendo, and swell, dictation exercises on both clefs.\n\nSeventh year\n\nFour-part music, diatonic and chromatic\n\n:\n\nscales, acci-\n\ndentals, transpositions, syncopation, chanting, dictation with accidentals.\n\nEighth year\n\n:\n\nModulation, major and minor keys with accidentals, dic-\n\ntation exercises in\n\nC on either clef, transposed to any other keys.\n\nThe reading of this paper was followed with a class exercise by a small\ncompany of boys from the New Haven public schools, with which Mr.\nJepson illustrated various methods and devices as practised by him in his\nsystem of musical instruction.\n\n"}
{"page": 555, "printed_page": null, "text": "ROUND TABLE CONFERENCES\nON\n\nPHILOSOPHY.\n\n•\n\n"}
{"page": 556, "printed_page": null, "text": ""}
{"page": 557, "printed_page": null, "text": "The Round Tables on Philosophy,\nThe foHowing abstracts have been seut in for printing in this volume of\nProceedings.\n\nA reference to the programme wiU show what proportion of\n\nthese exercises they cover.\n\nIt is regretted that reports of the other round-\n\nA meeting was\n\ntable discussions have not been furnished to the editor.\n\nheld at Congress Hall, and some twenty or more of the leaders in this\nmovement gave their counsel as to the future of this part of the programme\nin the National Educational Association.\n\nsided, and it was voted that the\n\nPresident G. Stanley Hall pre-\n\nmanagement of the round tables at the\n\nnext meeting should be placed in the hands of an executive committee\nconsisting of W. T. Haris, Nicholas Murray Butler and James MacAlister\nto act in conjunction with\n\nthe President of the National Educational\n\nAssociation.\nI.\n\nII.\n\nIII.\n\nAbstract of Professor Fullerton's Remarks.\nLetter of Professor Howison to Professor Fullerton.\n\nAbstract of Professor Bryant's Paper.\n\nIV. Abstract of Dr. McBride Sterrett's Paper.\n\nHOW DO CONCEPTS ARISE FROM PERCEPTS?\n(An abstract of Introductory Remarks made by Professor Fullerton' at the Round\nTable held at the meeting of the N. E. A., Saratoga, N. Y., 1892.)\n\nMy remarks on the rise of the concept out of percepts will be brief, as\nthe object of a Round Table is free discussion and an exchange of views,\n\nnot the detailed exposition of the views of the leader.\n\nMoreover, I shall\n\nconsider only the sense of the word *' concept\" which makes it equivalent\nto \"general notion,\" leaving out of view altogether the concept as\n\nmem-\n\nory-image, and treating in the same way empirical general notions of the\nlowest order and the concepts sometimes known as rational or transcen-\n\nBy the concept I shall\nmind grasps and holds together as\nbelonging to one class a plurality of individuals which have some element\nor elements in common. I shall briefly consider\n(1) The relation of conactually present to\nelements\nand\nThe\nto\nsensations\nto\npercepts\ncepts\n(2)\ndental, the much-mooted universals of philosophy.\n\nmean\n\nthat by\n\nmeans of which\n\nthe\n\n:\n\n;\n\n"}
{"page": 558, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n546\n\n(3) The various degrees of generality\ncovered by the concept ; and the distinction between the abstract and the\n\nthe mind when it forms a concept\n\n;\n\ngeneral notion ; and (4) certain questions arising out of\nnature of the concept.\n\nmy view of the\n\nI.\n\nWe may regard sensations and the records left in the memory by sensa-\n\n—\n\nelements which, when arranged\nand interrelated, give us consciousness as it appears when we are in a\nposition to reflect upon it in even a rudimentary way.\nOf course, a group\nof wholly unrelated sensations is, to the developed mind, a something\ntions as the raw material of consciousness\n\nconceived of, but never actually experienced, for sensations, when they\nenter consciousness are ap perceived, i. e., are elaborated.\n\nNevertheless,\n\nwe can draw the distinction between the sensations, as mere material for\nthought, and the forms in which they are worked up into knowledge.\nSensations and memories of sensations grouped in certain orderly ways\nform percepts, or individual things. Percepts do not differ from each\nother in all their elements, but contain points of likeness and points of\nWhen the mind compares and classes them, it distinguishes,\ndifference.\nwhether with or without conscious purpose, between the elements in\nwhich they agree and those in which they differ, and gathers them into a\nclass by means of the former, ^. e., it frames a general notion.\nIT.\n\nThus it will be seen that, in forming the concept, the mind takes cognizance of\n\n—holds in the focus of attention —certain psychic elements which\n\nare insufficient, taken alone, to form a percept, a complete individual, and\n\nrecognizes that these elements are to be found now in combination with\nthis group of other elements,\n\nnow with that.\n\nIn other words, our con-\n\nsciousness is* of a given nucleus with a varying ^^ fringe.\"\n\nIt is the pres-\n\nence of this varying *' fringe \" that gives generality to the concept\nit\n\na concept proper, and not merely an incomplete image.\n\n—\n\nmakes\nAs conscious-\n\nness tends to rest in images, it is but natural that the attempt to discover\n\nby direct introspection what\nconcept should\n\nresult\n\nin\n\nis\n\nmind when one forms a\nThe nominalist, finding it\n\nactually in\n\nmisconception.\n\nimpossible to picture the nucleus I have mentioned, denies generality to\nall but the\n\nname (Berkeley, ^' Principles,\" Introduction, § 10).\n\nThe crude\n\nadds to this nucleus elements that belong to the '' fringe,\" and\nmakes of his general notion an individual of the same nature as those he\n\nrealist\n\nis\n\ntrying to class (Pulleyn, ''Sentent.,\" p.\n\n1, c. iii.,\n\nquoted by Haureau,\n\nThe conceptualist admits that the mind\ncan grasp the nucleus and abstract from the elements which, when added\nto it, form an individual, asserting generality of what is in the mind of\n''Philos. Schol.,\"I., p. 328).\n\nthe person forming the concept, but denying it of the world of real exist-\n\n"}
{"page": 559, "printed_page": null, "text": "a\n\nHOW no CONCEPTS ARISE FROM PERCEPTS?\n\n547\n\nences ; a procedure which, of course, denies that the mind knows things\nas they really are, and classes\n\nhave in common.\n\nthem by means of that which they really\n\nNo one of these three doctrines expresses the whole\n\ntruth concerning the concept.\nThe couceptualist is, from the point of\nview of psychology, the nearest to the truth, though his philosophical\nposition with regard to real existences is open to criticism.\nIII.\n\nThe concept may be one of the most rudimentary sort, or it may be the\nmuch abstraction and generalization. In every case the process\n\nresult of\n\nof its formation is essentially the same.\n\nIn every case there is the nucleus\n\nand the *' fringe,\" whether we consider the empirical concepts of common\nIt may be difficult in any\nlife or the ^' universals'' of the school-men.\ngiven case to discover just what elements belong to the nucleus, as it may\nbe difficult to enumerate all the elements present in a percept ; but there\nis in the nature of the concept nothing occult or inexplicable, nothing to\nprevent one's forming a clear idea of the process and expressing it in psyThe concept formed by the\nchological terms sufficiently unambiguous.\nbrute, as we may infer from his actions and his comprehension of general\nterms, and the concept discussed by the philosopher do not differ in\nkind, though they differ vastly in degree of generality and in wealth of\nmeaning.\nIn speaking of the rise of concepts out of percepts, one conveniently\ntreats percepts as though they were definite and complete before the comBut it is evident that\nparison of them which results in the concept.\n\nmay arise long before the mind has attained\nThat concepts may be\nformed, it is only necessary that the mind experience groups of sensations\nconcepts of a certain order\nto such full and definite\n\nknowledge of percepts.\n\nConcepts formed at\nhaving points in common and points of difference.\nsuch a stage of a mind's development are necessarily of a low order, and\nextremely vague. Still they are concepts, with nucleus and *' fringe,\"\nlike concepts formed later.\nIV.\n\nThe view of the nature of the concept expressed in what precedes suggests one or two interesting questions upon which I can merely touch.\n\nIn\n\nthe first place, can one hold this view, if one regards, with Professor James,\n\n—\n\nmoment as an unanalyzable unit\nsomething without parts ? Plainly one cannot ; nor can one, in my\nopinion, make in any way intelligible what is present to the mind when it\nforms a concept. In the second place, can we conceive of the concept as\nhaving a physical basis in cerebral activity ? I answer, yes ; and we have\nhere no greater mystery than that we meet in assuming a physical basis\nfor sensations, or the complexes of sensation, which form for us individual\n\nthe total consciousness at any one\n\n"}
{"page": 560, "printed_page": null, "text": "THB NATIONAL EDUCATIONAL ASSOCIATION\n\n548\n\nobjects.\n\nIn speaking thus, I have no desire to bring forward any theory\n\nas to the nature of the connection between mind and brain.\n\nto point out that one\n\nI wish merely\n\nmay as reasonably assume a physical basis for con-\n\ncepts as for sensations, whatever the significance one allows to that ambiguous expression '' physical basis. ^^ Finally, may one ask why the mind\nforms concepts at all ? why it is thus active ? Yes, but it may also ask,\nand with as much reason, why it experiences sensations at all. If the\nformer question can be satisfactorily answered, probably the latter can\nalso, and probably the answer will, in both cases, be substantially the\n\nsame.\n\nHOW DO CONCEPTS ARISE FROM PERCEPTS?\nBY PROF. GEO.\n\nS.\n\nFULLERTOI^-.\n\nSir I beg to offer the following points for the consideration of your\ncompany. They are not intended to furnish a definitive settlement of\nthe question discussed, but rather to bring out certain facts and certain\ndistinctions which seem to me to be of a determining importance for such\n:\n\na settlement.\n\nEightly weighed, they should lead to the conclusive result.\n\nBy way of preliminary, I may say that my attention has been called to\nthis subject through a partial discussion of it that has been going on, at\n\nintervals during\n\nthe past year,\n\nin '^ The Public-School Journal,'' the\n\nwell-known educational magazine published at Bloomington,\n\n111.\n\nThe\n\nquestion appears to have been raised in that periodical by our eminent\n\neducational psychologist. Dr.\nmissioner of education.\n\nI\n\nW.\n\nT. Harris,\n\nnow United\n\nagree with him, that there\n\nis\n\ncomno problem\n\nStates\n\nmore fundamental to psychology than this of the true origin of concepts\n(unless it be that of the origin of percepts), and none of greater practical\nimport to the right theory and the genuine art of education. I can therefore well understand\n\nwhy its discussion, left as yet incomplete in\n\nthe\n\njournal mentioned, should be transferred to the more public field of the\n\nunder\n\nNational Association, and brought\n\nthe\n\nconcentrated\n\nthe best minds engaged in our teaching profession.\nin this brief communication,\n\nis\n\nlight\n\nof\n\nMy own purpose,\n\nto contribute, if I can, toward a just\n\nsolution of this problem, so difficult as well as so vital, mainly by aiding\n\ntowards an exact understanding of what the question started by Dr.\nHarris really means. Until an agreement is reached upon this, there can\nbe no hope of a conclusive result.\nI.\n\nMy first point is this\n\n:\n\nThat the word concept employed in the quesall its variety of meaning clearly realized, in\n\ntion must, of course, have\n\n"}
{"page": 561, "printed_page": null, "text": "How DO CONCEPTS ARISE FROM PmCEPTS?\norder to a fruitful discussion\n\n;\n\nand that\n\n549\n\nthis variety, or ambiguity, is\n\nmuch wider than seems to be recognized in the usual discussions.\nThere is,\n\nbetween the general, gen-\n\nin the first place, the distinction\n\n\"universal'' concept, and the particular concept\n\n—\n\nbetween the\nany single object of sense and the generalized\nnotion of the class to which we are in the habit of saying the object\nbelongs.\nVery likely, the intent of our question, us apprehended by\nthose who have raised it, is to include only the origin of these general\nconcepts indeed, it may probably be claimed by some, that the word\nconcept, as distinguished from the word conception, has a technical\neric, or\n\nremembered image\n\nof\n\n;\n\nrestriction to such generic notions.\n\nMy main purpose, however, in this\n\non the significance of the fact that the very\nsame stem-word is used to cover both meanings, and to call attention to\nThe procedure by which the particular\nthe need of considering both.\nconception arises from the percept is at least as interesting and as important an inquiry as the rise of the general notion.\nI believe that the\ntrue doctrine of the rise of the particular concept is the clue to the true\ndoctrine of the rise of the generic ; if, indeed, it be permissible to speak\nwhich, strictly speaking,\nof the \" rise '' of concepts from percepts at all\nThis is so really the case, and so,\nI think is assuredly not permissible.\nthoroughly implied to be the case by Dr. Harris himself, in his letter\non the subject to ** The Public-School Journal,\" that I am tempted to\nwonder why he did not rather reverse his question, and put it Hoio do\nfirst connection, is\n\nto insist\n\n;\n\n:\n\npercepts arise from concepts 9\nIT.\n\nFor now we must not fail to notice, in the second place, that there is a\nOver against all such\nthe word concept.\nconcepts as we have thus far been considering, whether particular or\ngeneral, stand concepts of a wholly different and a higher order, which, so\nfar from being derived from them, or even from percepts, require us to\nadmit that they are acts of consciousness strictly original. Without admitting their reality, and their actual operation, the existence not only of\nthe generic but of the particular concept will prove to be inexplicable; and\nnot merely this, but the existence of percepts as well. For the sake of\nstill subtler distinction covered by\n\ndiscrimination, let us agree to call concepts as they are usually understood,\n\nboth general and particular, empirical concepts; and give to the others the\n\nname of transcendental.\n\nIn this nomenclature we are following Kant,\nthough we give to his term transcendental an extended and new application.\n\nInstead of restricting it to the absolutely primordial eleinents of\n\nthought, that are constitutively present in every concept alike, and indeed\nin every percept also, and usually kno^n as the categories, we carry it\n\nforward to cover all those primary yet specific acts of apperceptive unification of the categories and the sensation-contents, which must be recognized\n\n"}
{"page": 562, "printed_page": null, "text": "—\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n550\n\nas at the basis of all percepts\n\nand general.\n\nand all empirical concepts, both particular\n\nWe employ it in Kant's own meaning — to denote a causal\n\nthought that remains indeed within the limits of jyossz^^e experience, and is\nalways engaged in setting objects of sense into being, but which neverthe'' transcends '^\nthe limits of ac^?/aZ experience, actual\nless passes beyond\n\n—\n\nsense perception, and predicts the course of subsequent perception, in that\n\nkindjhj laying down a priori the condition for the total career of each\nparticular object of perception, and of the whole kind, or genus, to which\nit belongs\nindeed, the particular can be said to \" belong \" to the genus only\nin virtue of its transcendental concept covering by its nature the whole range\nThis\nof relations both within the particular object and within the class.\nleads us to recognize now, that our 'transcendental concept\" means the\nsame as Plato's ''idea; \" that is, when Plato uses the term consistently to\nsignify the self-active ideal forms that are the life of real objects, and does\nnot by confusion employ it, as he too often does, to signify the mere gen;\n\neral notion abstracted out of experience.\nIII.\n\nDistinguishing thus between transcendental and empirical concepts, and,\nin the latter, between the particular concepts and the general, and duly\n\nmarking off all from percepts\n\n—that\n\nfrom the always particular objects\nto which of\nthese, now, does our question about the rise of concepts from percepts\nrefer ? And will our answer to it vary according to the order of concept\nto which we may happen to refer it ?\nI will not occupy the time of the '' Table \" by discussing this at any\nis,\n\nof sense-perception, or actual existences, ordinarily so called\n\nlength.\n\n—\n\nI will only say that those who give as the proper answer the doc-\n\ntrine current in most books on logic, evidently consider no concept but the\n\nempirical generic notion, and that their answer is, from that point of view,\nof course convincing ; the generic notion, as part of experience, based on\nexperimental reflection upon the particulars of experimental perception, is\n\nthe result of comparison and abstraction;\nis by\n\nits ^' rise ''from\n\nthe percepts\n\ndropping out the differential traits of the real particulars, and retain-\n\ning only those common to all.\n\nThis explanation, granting the assumption on which it rests, no one,\nLet us admit that it is right, so far\nas it goes; but let us not overlook the fact that it goes but a very little way\non the regressive path to the cause of the concept investigated, and let us\nThis pernot ignore the perplexity into which its result plunges us.\nplexity is the old and famous one that shook the mediaeval schools with\nsurely, can accuse of incorrectness.\n\nthat dispute over Nominalism and Realism, wliose faint echoes\ntrained ears in the close of this nineteenth century of\n\nlightenment.\"\n\n'^ utility\n\nstill\n\nreach\n\n\" and '' en-\n\nIs the universal real 9 or is it a mere figment of speech 9\n\nOr\n\nat best, shall we say, following Abelard, that it is a mere wag of thinking\n\n"}
{"page": 563, "printed_page": null, "text": "—\nJIOW DO CONCEPTS ARISE FROM PERCEPTS?\nabout particulars, which alone are real ?\n\nIf\n\n651\n\nthe universal has no other\n\nreality than this ; if it is only away the thinker has of looking at realities,\n\nthen farewell to all reality for science ; farewell, still worse, to the reality\nof human hopes for immortality, and even of human belief in God.\nFor\n\nwe cannot blink the awkward\n\nfact, that, if there is\n\nno other founda-\n\ntion for the universal than generalization by abstraction\n**\n\n—\n\nif\n\ntaking the\n\ncommon remainder \" after dropping out every trace oi particular differ-\n\nence be the true and sufficient account of it\n\n— then the universal\n\nis reduced\n\nto the nondescript that has neither definite quality nor quantity nor mode\n'^ Triangle,^' for example, turns out to\nnor relation.\nbe that extraordinarily *'pure\" three-sidedness that has no real dimensions, no real slope of\n'Tis only another name, apparently, for nonsides, and no real position.\n\nand so, likewise, of all other general notions. Truly, it seems but\n''\na mere notion\" should have become the proverbial\nequivalent for vagary and phantasy.\nAnd yet, on the reality and the self-active character of the universal in\nour consciousness, and on its consequent conditioning of all our sense-perception (that is, of all Nature), depends our provable existence after death\nwhile upon this grounding of Nature in human nature depends the doctrine that the eternal ground of things is the realized ideal of our true\nhumanity the doctrine, that is, that there is a God.\nentity;\n\njust, that the phrase\n\n;\n\n—\n\nIV.\n\nBut if this view has unpleasant consequences for such as have no\n\ntaste\n\nfor philosophical scepticism, how is it to he evaded?\n\nSo long as the question is so put as to imply a *^ rise'^ of concepts out of percepts, so long\nmust the attention be fastened upon merely derivative elements in thought;\nso long, it would seem, must the purview of the inquiry he confined to the\nmerely empirical and reflection-grounded aspect of the universal to its\nmere pseudo-universal aspect of a generalization from particulars.\nIt is no explanation, even of this mere general notion, to say that it\n'^ arises\" from percepts by a \"process\" of dropping out particular differThis does not touch the Jcnoivledge of the general concept in its\nences.\ncause, which is the only philosophical knowledge of it, the only real knowlThis is only to describe the manner in which the abstract uniedge of it.\nversal is found, on after comparison, to differ de facto from the particulars.\nWhile it answers that obvious part of the question which requires\nus to take note of concepts (general ones) on the one hand, and of\npercepts on the other, and include in our notice their differences, this is\nThe vital word in the question the word how is\nabsolutely all it does.\nHow come we this is the real question how come we\nsilently ignored.\nto have the instinct to drop the particular differences, and seek thus, even\nthough in vain, for something that we feel is more real than the particular?\nfor something that may answer for the permanent identity of the partic-\n\n—\n\n—\n\n—\n\nI\n\n—\n\n—\n\n"}
{"page": 564, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n552\n\nular amid the fleeting instants of\n\nits\n\nsense-perceived elements on the one\n\nhand, and something that may answer to the felt and experienced greater\nreality of its kind or genus on the other?\n\nThus it becomes plain that, before we can look for a sufficing answer to\nWe must insert into it the real\nmeaning of concept the causal thought-element at the basis even of perception itself if we are to save our investigation from ending in the cul de\nour question, we much change its tenor.\n\n—\n\n—\n\nsac of Nominalism.\n\nThe preliminary question, in short, is one which takes us still farther\n\n—\n\nand genuine psychology the question. How do\nAre they conceivable as merely coming to us\nfrom existences that are in and of themselves, whether we exist or no ?\nAre they mere data to us —us purely passive recipients given by force of\nsuch things-in-themselves ? Or do they depend absolutely on certain pure\nthought-acts of ours, the existence and spontaneity of which, conditioning\nand so far setting into being the particulars of the sense-world themselves,\nare the real explanation of those after-experiences of reflection which we\ncall by the name of concepts of experience, particular and general both ?\nAs I have already indicated, it is not my object to present any solution\nof this question in this paper, but rather stimulate and guide inquiry upon\nIn the hope that what I have written may really prove of service in\nit.\ninto the depths of a true\n\npercepts themselves arise?\n\n—\n\nthat sense, I subscribe myself,\n\nYours sincerely,\nG. H. Howisoiq-.\nUniversity of California,\nBerkeley, July 6, 1893.\n\nTHE FREEDOM OF THE WILL— DOES IT CON'CERN\nSPONTANEITY OR CHOICE?\nBY WM. M. BRYANT.\n(The paper here presented in abstract will be published in full as a monograph.)\n\nWill is life in manifestation. Freedom is self -consistency in such manifestation.\n\nHow does the will that is born become possessed of this quality\n\n(freedom) in the concrete ?\n\nFor the created (evolved) individual, life, as Mr. Spencer has defined it,\nthe \"continuous adjustment of internal relations to external relations.''\nFor our present purpose this is to be interpreted in its highest spiritual\nimplications no less than in its lower physiological import.\nThe existence of evolved minds presupposes the actual existence of a\n\nis\n\n"}
{"page": 565, "printed_page": null, "text": "THE FREEDOM OF THE WILL.\nperfect,\n\nand hence eternal mind\n\nthat\n\n;\n\nis,\n\nthe\n\n553\n\ntype of\n\nmind\n\nis\n\nreally\n\nthinkable (in the sense of tracing its necessary implications) only as completely realized.\n\nEvolution is really thinkable only as a consistent process ; as the manipower conforming to law, to a method.\nThe ultimate\n\nfestation of a\n\nenergy manifested in the total range of evolution\nrelations.\n\nthus self-regulated.\n\nis\n\nHence it can have no \"external\"\n\nIt is the absolute ^o^«? of existence.\n\nOn the contrary, all relations, in respect of the ultimate energy,\n\nare necessarily internal relations ; for there is nothing\nit could\n\nbeyond it to which\n\nbear relation.\n\nThus, as the organic total of all\n\nrelations, this ultimate energy, in re-\n\nspect of its method, must be intelligence; in respect of its manifestation, it\n\nmust be self-directed energy or toill; and in respect of the unison between\nits method and its manifestation, it must hQ feeling.\n\nThat is the type which\n\nit\n\nis\n\nthe (normal) destiny of the\n\nindividual\n\nSuch mind is itself (initially) an\n\"external \" unit; since to all those aspects of the typical mind, which it\n\n(evolved) mind progressively to fulfil.\n\nhas not yet realized in its own individual life, it\n\nstill\n\nstands in relation as\n\nto something practically external.\n\nFor\n\nit,\n\nthen,\n\nlife\n\nconsists\n\nin\n\nits own\nsum of those\n\nthe continuous adjustment of\n\nalready developed modes of internal activity to the whole\n(as yet to it) external relations constituting (as ultimate\n\ncomplement of\n\nthe individual mind) the total self-unfolding energy.\n\nBut this means that for the individual (evolved) mind, life consists in\nthe continuous adjustment of internal relations to external relations in\n\nsuch way that the relations initially external to\nassimilated into its own substance and into\n\nits\n\nit\n\nshall be progressively\n\nown modes.\n\nThat is, for\n\nthe individual (evolved) mind, life consists in the continuous and progressive 1 7' ansformation of external relations into internal relations.\n\nIt is, in\n\nshort, just the process of approximation on its own part to the perfect (and\n\nhence eternal) mind.\n\nThe perfect mind is self-manifested in absolute self-consistency.\nis the\n\n\" necessity \" of its nature.\n\nIt is also its perfect freedom.\n\nThat\n\nTo ap-\n\nproximate the perfect mind in the sense of progressively realizing in\none's own life the universal type of mind, that is progressively to attain\nfreedom.\n\nThis process of self-realization is exceedingly complex.\nof the world to which (as primarily \" external '' to\n\nThe relations\n\nhim) the individual\n\nmust adjust himself are (1) physiological (including physical), as well as\n(2) social and (3) cosmic.\nThe physiological relations involve the whole vast complex of conditions\ndetermining what is commonly termed \"heredity.\"\" Man is born of an\nancestry reaching back, through more and more humble degrees, to a\nThere heredity seems to vanish altogether. The ^^first \"\nfirst generation.\n\n"}
{"page": 566, "printed_page": null, "text": "—\n554\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ngeneration simply arose out of nature through the workings of purely\n*'\n\nnatural \" laws.\n\nBut nature is itself nothing else than the outer aspect of the self -maniIt is in and through\nthis that man has arisen, as the highest term of evolution (that is, of the\n\nfestation of the ultimate energy or perfect mind.\n\ntotal creative process).\n\nas literally natura\n\nIn other words, nature may very well be regarded\n\n—the eternal birth-process of man as the one (evolved)\n\nbeing possessing, in type, all the characteristics of the ultimate creative\nenergy.\nDivine fatherhood and divine sonship are but correlative terms.\n\nWithout this primal factor \" heredity ^Ms a will-o'-the-wisp.\n\nWith it\n\nheredity presents a legitimate account of the origin of man, both as an\nindividual and as a race.\n\n—\n\nThus, in his nature, individual man is already at birth a will a unit\nAnd yet, as determined\nthrough heredity, he is at birth already a jt?redetermined unit. He has\ntendencies toward definite forms of activity ; but such tendencies are\n2i\\YQB.Ay predestined ihvowgh. his vastly complex and extended birth-pro-\n\nof energy destined to self -regulated development.\n\ncess.\n\nThus limited in point of development, will is of that degree known as\nsimple instinct.\n\nIt is will,\n\nbut not free will.\n\nNevertheless, the simplest act even of such will is still an individualized\nact ;\n\nand so far as such act is of a nature to emphasize the unison between\n\nthe individual and his environment,\n\nit\n\nquickens his life-functions ; his\n\nenergy as a will is thus increased and rendered more definite and consistent ; whence his activity is heightened in rhythm, ease, and effectiveness\nthat is, a degree of physiological freedora is attained.\n\nBut mistakes are inevitable, and collisions resulting in pain to him will\noccur between the individual and his environment.\nthus be quickened.\n\nHis intelligence will\n\nWhence (normally) he will come to prefer (choose)\n\nthose modes of activity in which he avoids such collisions on the one hand,\n\nand on the other hand increases the degree of harmony in his relations\nwith his environment. In this process he develops a \"healthy nature^^\n\n—\n\nis progressively\n\nborn into a higher degree of life.\n\nHere, too, his more complex environment is the social world.\nsphere again he is primarily determined by his environment.\ndegrees he comes to determine himself to\nof activity known as hahit\n\n—that\n\nis,\n\nit\n\n—\n\nIn this\n\nBut by\nunfolds the definite modes\n\nof subjectioe social freedom.\n\nSo doing he gains in individual power (\"force of character\"), and so\ncomes to react upon the environment, and in greater or less degree to\ndetermine it to himself; that is, he attains an appreciable measure of\nobjective social freedom.\n\nThis is a distinct expansion in his spiritual birth-process.\n\nThe elements\n\nand conditions of his life are more complex, and there is undeniable\nincrease of self-consistency and of vigor in the manifestation of his life.\n\n"}
{"page": 567, "printed_page": null, "text": "—\n\n;\n\nTHE FREEDOM OF THE WILL.\n\n555\n\nThis aspect also in the birth-process of the individual as will reaches\nback through the whole history of the race. For habit is but confirmed\nas well as consistent conformity to custom ; and custom is just the slowly\nevolved, organic habit of the race.\n\nBut here, too, collisions arise\n\n— collisions of such subtle violence and\n\nwide-reaching import as to arouse the whole intellectual nature into a\nvigorous questioning of the whole order of the world in its widest com-\n\nThe intelligence, awakened out of mere vague wonder, becomes\npass.\nWith the shock of contradiction the\nmore positively infused with will.\nmildest interrogation points become keen-edged poniards to thrust into\n\nWhat is the ultimate order of the world ?\nWhat is my relation to that order ? What is my destiny within that\n\nthe heart of every mystery.\norder ?\n\nSuch inquiry leads to the discovery that the ultimate world-order is\ncharacterized above all by its absolute self-consistency ; that normal relation of the individual to that order\n\nindividual life\n\nis\n\nis\n\na relation of conformity ; that the\n\nto be realized only through continuous self -adjustment\n\n(willing conformity) to that order ; and that, hence, the individuaFs destiny\nwithin that order is, by his willing conformity thereto, to progressively\nassimilate the very world-order itself into his own life-process.\n\nThis, indeed, is the highest degree of the endless birth-process by which\n\nthe individual attains the concrete realization of his own true {i. e., divine)\nnature.\n\nBut thus also, in this very manifestation of his life (consisting, on first\nupon external conditions), the individual\nattains continuously to richer degrees of actual life and to ever-increasing\n\nview, merely of reflex action\n\nself-consistency of manifestation of life.\n\nThat is, the continuous self -adjustment of the individual to the ultimate\nworld-order in its spiritual as well as in its physical aspects is the process\nof actual assimilation of that order the progressive transformation of\nIt is\nthe external or '^mechanicaV^ into the internal or '^ spontaneous.^^\nthe gradual approximation of the created mind to the creating Mind ; the\nincreasing attainment of concrete, creative self-activity Freedom in the\n\n—\n\nultimate or cosmic sense of conscious, deliberate conformity to the rational\n(ultimate) world-order.\n\nIn its subjective, predominantly intellectual aspect, such self-activity is\nchoice (as between subjective representations of possible courses of action)\n\nwhile in its objective or predominantly volitional aspect, it is spontaneity\nin the character of concrete self-manifestation of will, giving objective\n\nform to the selected representation (ideal, type, plan).\nIt thus appears that the actual, concrete freedom of the individual will\nis progressively attained, and that it concerns both spontaneity and choice,\nsince these are but the complementary*(subjective and objective) aspects\nof the will in its actual process of concrete self -manifestation.\n\n"}
{"page": 568, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n556\n\nCOSMIC SUICIDE.\n(An abstract of Prof. Sterrett's paper.)\n\nScientific pessimism fails to establish cosmic suicide as a solution of\nthe world-drama.\n\nThe topic was opened by stating the difficulty of taking pessimism seriously, its proposed cosmic suicide seeming, at a first glance, to be rather\n\ncomic philosophy.\n\nYet sucli philosophy is really only an analysis and\n\ninterpretation of the Welt Schnierz (despair of life) that imbues so large a\n\nThe discussion, however, eliminated all\nthat of mood and fancy and was\nconfined to the reasoned or scientific form given by Von Hartmann. The\n\npart of current popular literature.\n\nsentimental and rhetorical pessimism\n\n—\n\n—\n\nSchopenhauer was only touched\n\nsubjective, individualistic pessimism of\n\nupon. Von Hartmann^s criticism of it being given ; note being made of the\neasy optimism and capricious individualism of the last part of the eigh-\n\nteenth and much of the nineteenth centuries, pessimism being a product of\ntheir failures.\n\nA brief outline of Von Hartmann's philosophy of the\n\nunconscious was given, showing his unreconciled dualism of a reasonless\n\nand a powerless intellect, following through the three disillusionments of humanity in its progress to the goal of painlessness through a\n\nwill\n\nconcerted cosmic suicide\n\n;\n\nthus, as he says, *'to annihilate the whole actual\n\nand cause the whole cosmos to\nGranting this to have been once accomplished, it\nwas maintained that there was nothing in the first principle to guarantee\nagainst another a logical act of creation, another resurgence of the reason-\n\nvolition of the world without residuum,\n\ndisappear at a stroke.''^\n\nless will\n\ninto the\n\n'* sinister\n\nfact^^\n\nor\n\n^'original\n\nmistake\"' of creation\n\nagain.\n\nVon Hartmann's concession of the probability of\n\nthis occurring\n\nwas\n\nnoted and emphasized as leading to the Hindoo doctrine of cyclic transmigration.\n\nThe chief criticism was that of his failure to prove the unconscious to\nThe Christian\n\nbe a sufficient first principle rather than self-consciousness.\n\nform of the\n\ntheistic first\n\nprinciple was maintained as meeting all the\n\nneeds.\n\nHis \"Philosophy of Histoiy\" was also sharply criticised by contrast\nwith the Christian conception of the kingdom of God, resulting in the\nperfection of the creation back to God, its home, rather than in annihilation, due use being made of his relative optimism and of his caricature of\n\nHegel's view.\n\non the practical side, that his philosophy failed\nmoral dynamic necessary to carry on the social\nprogress, intellectual and moral, to the point where cosmic suicide\nIt was also pointed out,\n\nto\n\nshow the\n\nsufficient\n\n"}
{"page": 569, "printed_page": null, "text": "COSMIC SUICIDE.\n\n557\n\nwould be possible. For he declares that growth of consciousness is necessary for this, and yet that all progress into consciousness is progress into\nOnly a few will at first live through the third stage of illudeeper pain.\nsion and gain the sense of the absolute worthlessness of life.\nAnd yet\nthey must be heroic leaders in the moral conflict ; they, thorouglily blase,\nmust heed the categorical, imperative calling to noblest forms of self-sacrifice.\nBut the practical syllogism of such prematurely enlightened ones\nwill be ^' back to less knowledge and less pain,\" both for their own sakes\nand that of their fellow-men, and thus prevent that cosmic disillusionment that must come before man can resolve upon cosmic suicide. He\nhas allowed that '' the life of a fish is more enviable than the life of a\nthat of a plant than that of an\nhorse ; that of an oyster than that of a fish\ntill we descend below consciousness, and find individual pain disoyster\nappear altogether.\" Maintaining eudaemonism, weighing the worth of the\nworld in the scales of hedonics, he cannot expect individuals to do other\nthan apply the same unheroic principle to their own conduct, and to\ndecline the moral effort necessary to advance the intelligence of the race\nto the point at which cosmic suicide could take place.\nAmong those who also took part in the discussion were Prof. King, of\nOberlin, Rev. George L. Richardson, and Commissioner W. T. Harris.\n;\n\n—\n\n"}
{"page": 570, "printed_page": null, "text": ""}
{"page": 571, "printed_page": null, "text": "PEOOEEDIlSrGS\nOF THE\n\nDEPARTMENT OF SCHOOL\nSUPERINTENDENCE.\n\nI\n\n"}
{"page": 572, "printed_page": null, "text": ""}
{"page": 573, "printed_page": null, "text": "—\n\nDepartment of Superintendence.\nSEOKETAET'S ME^TUTES.\nFIRST DAY.— Morning Session.\nTuesday, February 16, 1892.\n\nThe Department of Superintendence of the National Educational Association met in the rooms of the Brooklyn\n\nArt Association, Brooklyn,\n\nN. Y., on Tuesday morning, February 16, 1892. The President of the\nDepartment, Hon. Henry Sabin, of Iowa, called the meeting to order at 10\no'clock.\n\nPrayer was offered by the Rev. Dr. R.\n\nS. Storrs, of the Church of the\n\nPilgrims, Brooklyn, N. Y.\n\nMayor Boody, in behalf of the people of Brooklyn, extended a cordial\ngreeting to the Department, tendering the hospitality of the city.\n\nPresident Joseph 0. Hendricks, of the Brooklyn Board of Education,\n\nspeaking in behalf of that body and of the City Public Schools, extended\na generous welcome to the members of the Department.\n\nTo these very neat addresses the President of the Department made\nsuitable response.\n\nOn motion of Mr. W. E. Sheldon, of Boston, the President was authorized to appoint the usual standing committees.\n\nSuperintendent Edwin P. Seaver, ©f Boston, extended a most earnest\nDepartment to meet next year in the city of Boston,\n\ninvitation to the\n\nsubmitting the following action of the Board of Education of that city\n\n:\n\nBoston, Mass., February^, 1892.\n\nOn motion of Mr. Capen, the Superintendent of Schools was authorized to invite the\nNational Association of School Superintendents to hold their next annual convention\nin Boston, and to extend to them the usual hospitalities.\n\nAttest\n\n:\n\nPHINEAS BATES, Secretary.\n\nAction deferred until the afternoon session of Wednesday.\nHon. Henry Raab, State Superintendent of Illinois, was introduced.\nHe read a paper on the Rural School PiK)blem.\nSuperintendent J. A. Shawan, of Columbus, Ohio, was appointed to\nreport the discussions on this paper.\n\n"}
{"page": 574, "printed_page": null, "text": "—\n562\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nSuperintendent Raab's paper was discussed by Hon. 0. E. Wells, State\nSuperintendent of Wisconsin; Mr. John MacDonald, editor of the Western\nSchool Journal, Topeka, Kansas ; Hon. E. B. Prettyman, Srate Superin-\n\ntendent of Maryland; C. C.\nent of New York\n\n;\n\nPrincipal of Plymouth Normal\nAndrew S. Draper, State Superintend-\n\nRounds,\n\nSchool, Plymouth, N. H.; Judge\n\nHon. G-eo. H. Martin, Agent Massachusetts State Board\nKlemm, of the Bureau of Education, Washington,\n\nof Education ; L. R.\n\nD. C; and Dr. Henry Barnard, of Connecticut.\n\nThe President declared a recess until 2:30 p. m.\n\nAFTEENOON SESSION\".\nThe Department conyened at 2:30 p.m.. President Sabin in the chair.\nThe following standing committees were announced\n0^ RESOLUTiOisTS.— Hon. Andrew S. Draper, of New York Miss\nElizabeth Harrison, of Chicago; Supt. J. M. Greenwood, of Missouri; In:\n\n;\n\nspector Jas. L. Hughes, of Toronto, Canada ; and Hon. E. B. Prettyman,\nof Maryland.\n\nOn Nominatioks. — Supt.\n\nA.\n\nP.\n\nMarble, of\n\nMassachusetts ; C. C.\n\nRounds, of New Hampshire ; Hon. D. H. Kiehle, of Minnesota Hon.\nN. B. Coy, of Colorado ; and Hon. W. R. Garrett, of Tennessee.\nDr. Selim H. Peabody, chief of the Department of Liberal Arts, read\na paper on the Educational Exhibits of the World's Columbian Exposi;\n\ntion.\n\nSupt. F. Treudley, of Youngstown, Ohio, was appointed to report the\ndiscussions of the afternoon.\n\nA running discussion* followed the reading of Dr. Peabody^s paper, conand answers, participated in by U. S.\nCommissioner Harris; Seaver, of Boston; Greenwood, of Kansas City;\nTarbell, of Providence, R. I. Brooks, of Phildelphia; Supt. 0. M. Brands,\nof Paterson, N. J. , and others.\nDr. W. T. Harris, U. S. Commissioner of Education, read a paper on\nsisting principally cf questions\n\n;\n\nthe World's Educational Congress.\n\nThe subject was discusssed by Supt. Lane, of Chicago, and others.\nIN MEMOEIAM.\nPresident Sabin, addressing the Association, called attention to the\n\nmembers of the Department of Superintendence, N. E. A., had died since our last meeting.\nDr. John P. Wickersham, late State Superintendent of Pennsylvania.\nBorn March 5, 1825; died March 25, 1891.\nBorn FebruDr. John Hancock, late State Superintendent of Ohio.\nary 18, 1825; died June 1, 1891.\nBora\nDr. Thomas W. Harvey, late State Superintendent of Ohio.\nDecember 18, 1821; died January 20, 1892.\n\nfact that the following distinguished gentlemen,\n\n"}
{"page": 575, "printed_page": null, "text": "REPORT OF SECRETARY.\n\n563\n\nEulogies on the lives and public services of the above were pronounced\nby the following gentlemen\nOn Dr. Wickersham, by Dr. Edward Brooks, of Philadelphia.\nOn Dr. Hancock, by Mr. W. E. Sheldon, of Boston.\n:\n\nOn Dr. Harvey, by Supt. L. W. Day, of Cleveland.\nDr. Zalmon Richards of Washington also addressed the Department.\n\nThe President declared a recess until 8 o'clock p.m.\nEVEN^INCt session^.\n\nThe Department re-assembled at 8 o'clock, President Sabin in the chair.\n\nA paper was read by Supt.. J. H. Phillips, of Birmingham, Ala., on History and Literature in Grammar Grades.\nPres. Charles W. Eliot, of Harvard University, read a paper on Shorten-\n\ning and Enriching the Grammar-School Course.\nSupt. V. G. Curtis, of New Haven, Conn., was appointed to report the\ndiscussions of the evening.\n\nPresident Eliot's paper was discussed by the following gentlemen\n\n:\n\nDr.\n\nBrooks, of Philadelphia ; Hon. John T. Prince, of Massachusetts; Supt.\n\nBouton, of Bridgeport, Conn.; Judge Draper, of New York; and President\n\nLow, of Columbia College. President Eliot closed the discussion.\nAdjourned until 10 o'clock, Wednesday morning.\n\nA reception was tendered the Department at the close of the\nTuesday evening, by the Brooklyn Board of Education.\n\nsession,\n\nSECOND DAY.— MoEiTiNG Session.\nWednesday, February 17.\nThe Department re-assembled at 10 o'clock. President Sabin in the\nchair.\n\nJudge A. S. Draper,\n\nof\n\nNew York, moved that it be the sense of the\n\nmeeting that persons who discuss papers do so without using previously\nAdopted.\nprepared manuscript.\nOn motion of Superintendent Aaron Gove, of Denver, Col., the Secretary was directed to send the manuscript of the proceedings, addresses, and\ndiscussions of this meeting to the printer, not later than March 1, 1892.\nCommissioner Harris submitted the following preamble and resolutions,\nwhich were unanimously adopted\n:\n\nWhereas, The World's Congress Auxiliary of the World's Columbian Exposition\nhave made a patriotic suggestion that, at the same time that the Exposition Grounds\nat Chicago are being dedicated on Oct. 12, 1893, the Anniversary of the Discovery of\n\nAmerica, all the people of the United States unite in a celebration of the Anniversary,\nof which celebration the Public Schools of the Republic be everywhere the centre\ntherefore.\n\n;\n\n"}
{"page": 576, "printed_page": null, "text": ":\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n564\n\nResolved, 1.\n\nThat tlie Department of Superintendence of the National Educational\n\nAssociation heartily indorse this suggestion, as serving the purpose both of interesting\n\nthe youth of the Republic in the Exposition, and also of giving to the Public Schools\nof the Nation a fitting prominence as the fruit of four centuries of American life,\n2. That we ask Superintendents of Education and Teachrirs everywhere in the\nRepublic to unite in the effort to do all in their power to make this National Columbian\nPublic School Celebration universal and successful.\n8. That we request the newspaper press of the United States to insure the success of\nthis celebration by lending to it the powerful aid of their sympathy and co-operation.\n4. That we name the heads of education in the several States as a General Committee, ex-officio, to be the patrons of the celebration in their respective States, and to\ncarry cut so far as they can, the suggestion of the Executive Committee,\n5. That a Program Committee of five persons shall be appointed by the Chair to\nprepare a program of exercises and furnish the same to the Committee of Superintendents to use according to their discretion\none of the five persons of said Program\nCommittee to be the manager already appointed by Mr. C. C, Bonney, President of the\nWorld's Congress Auxiliary.\n;\n\nIn accordance with the above resolutions, the following standing committee was appointed\n\n:\n\nFrancis Bellamy, of Massachusetts; Hon. J. W. Dickinson, of Massachusetts ; Thomas B. Stockwell, of Rhode Island ; Hon. W.\n\nR Garrett, of\n\nTennessee ; and N. C. Hewett, of Michigan.\n\nSuperintendent Frank A. Fitzpatrick, of Omaha, read a paper on What\nis\n\nthe Duty of the State towards children of Kindergarten Age ?\n\nThe subject was further discussed by Superintendents Aaron Gove, of\nEdwin P. Seaver, -of Boston Miss Elizabeth Harrison, of Chicago Inspector J. L. Hughes, of Toronto Superintendent W. B. Powell,\nof Washington, D. C; Eugene Bouton, of Bridgeport, Conn.; Mrs. ReSuperintendent W. N. Hailman, of\nbecca D. Rickoff, of New York City\nLa Porte, Ind. Judge Andrew S. Draper, of Albany Superintendent W.\nH. Maxwell, of Brooklyn; United States Commissioner W. T. Harris; and\nSuperintendent Fitzpatrick, who closed the discussion.\nDenver\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\nDuring the discussion the following resolution, offered by Superintendent Hailman, was, on motion of Superintendent Maxwell, referred to the\n\nCommittee on Resolutions\nResolved,\n\nThat the Kindergarten as a means to give to the nascent social tendencies\n\nof children direction toward benevolence and civic efl5ciency is a necessary part of a\n\ncomplete system of schools.\n\nDr. A. J. Rickoff, having obtained permission of the chair, called attention to two circulars that had been placed on the members' desks after the\n\nmorning session.\n\nBoth circulars were issued by Dr. W. T. Harris, United\n\nStates Commissioner of Education.\n\nThe first one, dated March, 1891, calls to mind the efficient services of\nHenry Barnard (1839 to 1849), in reforming the schools of Connecticut\nand Rhode Island, and that then 'Miaving resolved to devote his life to the\nwork of providing easy access to the great works on education in all\n\n"}
{"page": 577, "printed_page": null, "text": "REPORT OF SECRETARY.\n\n565\n\nlaDguages, through translations into English, he printed and published\nthirty-one vol\n\nmes of the American Journal of Education, containing\n\nnearly one -thousand pages each, with the result of sinking his own private\n\nfortune and embarrassing himself in his old age by debts and mortgages\nto a vexatious degree.\"\n\n*^\n\nThis circular further informs us that in March, 1891, Dr. Barnard\nhad on hand at his home in Hartford volumes of the Journal and special\n\ntreatises derived therefrom, to the\n\namount of at least $;30,000, counting\n\nat half price, together with stereotype plates of the Journal,\n\nwhich alone\nwould cost $30,000 at current rates/'\nDr. Barnard having thus exhausted his resources and arrived at an age\nwhen the further prosecution of the enterprise was impossible, many\nindividual efforts were made to aid him, but they have\n\nall\n\nproved inade-\n\nThe printed matter was in danger of being sold for waste paper,\nand the stereotype plates in danger of being sent to the melting pot. To\nsave this valuable material as the nucleus of a standard library for all who\nare now or in time may become interested in the cause of education or in\nquate.\n\nany department of human culture from the Kindergarten to the University, but one plan seemed available, the formation of a stock company to\npurchase the entire plant of the American Journal of Education.\nIn the circular of December 1, President Harris formally announces the\nincorporation and complete organization of the Henry Barnard Publishing\nCompany under the Laws of the State of New Jersey. '^ The amount of\ncapital stock is twenty-five thousand dollars, which is divided into shares\nCertificates of\nof 1100 each, FULL PAID AND NON-ASSESSABLE.\nstock are ready for delivery on receipt of $100 by the Treasurer.\"\nIn this circular he also publishes the fact that \" the Company has purchased of Dr. Henry Barnard, of Hartford, Conn., the plates, stock, and\nentire plant of the American Journal of Education, to and including\nVolume 31, and all the special publications derived therefrom, and will\ncontinue the publication and sale of these works and of other treatises on\npsychology, pedagogy, and schools; and that, to facilitate the accomplishment of this object, a contract has been made and entered into with\nCharles W. Bardeen, Esq., of Syracuse, N. Y., whereby the latter has\nbecome the general agent of the Company for the purpose of publishing\nand selling the works named.\"\nThe circular of Dec. 1, 1891, also announces that at the meeting of the\nBoard of Directors held July 2d, action had been taken to establish the\nHenry Barnard Society, the object of which is to make known and pro-\n\nmote a general circulation of Dr. Barnard's publications.\nThe management of the Society to the end of the year 1893 is in the\nhands of the officers and general agent o4 the Henry Barnard Publishing\nCompany, and its business and correspondence will be conducted through\nthem.\n\n"}
{"page": 578, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCiATJON\n\n566\n\nThe certificate of membership, handsomely engraved by the Homer Lee\nBank Note Engraving Company, \"bears on its face a portrait of Dr.\nBarnard, from a daguerreotype taken when he was about to begin his\neducational publications, and a second, from a photograph taken fifty\nyears later, when about to close his educational activity.\"\n\nOn the back\nmem-\n\nof these certificates will be printed the rates of discount allowed to\nbers, as follows :\n1.\n\nA member paying one dollar for a certificate of membership is en-\n\non the retail price of any of the Henry\nBarnard Publications that are kept in stock by the Publishing Company.\nThe payment of five dollars or more for a certificate of member2.\ntitled to a discount of 25 per cent,\n\nship entitles to a like discount of one-third of the retail price.\n3.\n\nThe payment of fifty dollars or more entitles to 40 per cent, discount.\n\n4.\n\nAny number of members having paid, in the aggregate, one hun-\n\ndred dollars for membership in the Society are entitled to appoint a representative to act as a member of the Publishing Company.\n5.\n\nAny club or other association may in its associate capacity become\n\na member of the Company.\n\nIn this way the National Educational Asso-\n\nciation has taken five shares of stock at one hundred dollars per share, and\nalso ordered and paid for five hundred dollars' worth of the publications\n\nof the Company, exchangeable for capital stock at the discretion of the\n\nBoard of Trustees.\nAllow me to Tecapitulate briefly the means by which you may aid this\nenterprise.\n\nYou may secure memberships of either the Society or the Comfrom\nthe attendants at State, County, City or Township associations.\npany\nThe names, addresses, and fees of all members of the Society should be\npromptly sent to the Secretary or agent of the Company for certificate\nand record.\nYou may procure the sale of publications of the Company. Com2d.\nplete sets of the Journal should be placed in every public library.\n3d.\nBy becoming a member of the Company you will help to forward\nits purposes not only by your financial contribution but by your personal\n1st.\n\ninfluence.\n\nFinally, permit me to express confidence that by the\n\nmeans proposed\n\nthe teachers and friends of education in the United States will not fail to\nthe burden from the shoulders of Mr. Barnard, who has struggled\nunder it for forty years, and who by old age and by the exhaustion of his\nown private fortune is now compelled to relinquish any further prosecution of an enterprise which from the beginning was designed, in the language of Dr. Harris's first circular, \" to provide easy access for teachers\nto the great works on education in all languages through translations into\n\nlift\n\nEnglish.\"\n\nThe President declared a recess until 2:30 p. m.\n\n"}
{"page": 579, "printed_page": null, "text": "HEPOttT OF SECttETAitY.\n\nml\n\nAFTERNOON SESSION.\n\nThe Department was called to order by the President at 2:30 P. m.\nMr. Charles W. Hill, President of the Massachusetts Schoolmasters'\nClub, read a paper on the subject What can be done to bring Children\n:\n\non further in their Studies before they leave School to go to Work.\n\nThe question was further discussed by Hon. J. H. Shinn, State Superintendent of Arkansas ; Mr. J. H. Blodgett, of Washington, D. C. ; E. 0.\nVaile, Editor of Intelligence, Chicago ;\n\nand Mr. C. W. Hill, who closed\n\nthe discussion.\n\nPresident E. H. Cook, of the National Educational Association, made a\nnumber of important announcements in relation to the Saratoga Meeting.\nJudge Draper extended a cordial invitation to the members of the\n\nDepartment and teachers generally, to attend the N. Y. State Teachers'\nAssociation, convening this year at Saratoga, and also the University con-\n\nvocation at Albany early in July next.\n\nThe report submitted by the Chairman of the Committee on Statistics,\nHon. W. T. Harris, National Commissioner of Education, will be found\non page 000.\n\nThe report as submitted was unanimously approved.\nThe matter of the selection of the next place of meeting was then\nbrought up by Mr. W. E. Sheldon, in accordance with the action taken on\nTuesday.\n\nSuperintendent E. P. Seaver extended a cordial invitation to\n\nthe Department to meet in Boston next year.\n\nHon. J. H. Shinn urged\n\nthat Little Kock, Ark., be selected as the next place of meeting.\n\nOn motion of Superintendent G-ove, Boston was selected.\nOn motion of Mr. Winship, a vote of thanks was tendered the people of\nLittle Rock for the very cordial invitation extended to the Department to\nmeet there next year.\nAdjourned to meet at the Pratt Institute at 8 o'clock p. m.\n\nEVENING SESSION.\nThe evening session was held in the auditorium of the Pratt Institute,\nPresident Sabin in the chair.\n\nSuperintendent John E. Bradley, of Minneapolis, Minn., read a paper\nThe Influence of Manual Training upon Habits of\n\non the subject\n\n:\n\nThought.\nSuperintendent W. B. Powell, of Washington, D. C, read a paper on\nIs there a Place for Manual Training between the Kinder-\n\nthe question\n\n:\n\ngarten and the High School ?\n\nThe question was further discussed by Mr. W. E. Sheldon, Superintendent Hailman, Dr. E. E. White, of Ohio, Superintendent A. P. Marble,\nof Mass., and Superintendents Bradley\n\nand Powell, who closed the dis-\n\ncussion.\n\nAdjourned to meet at 10 a.m., Thursday.\n\n"}
{"page": 580, "printed_page": null, "text": ":\n\n568\n\nTHE NATIONAL EDUCATIONAL AlSSOCIATION.\n\nTHIRD DAY.-MoKNiNG Session.\nThursday, February\n\nThe Department re-assembled in\n\nthe\n\nrooms\n\nof\n\nthe\n\n18, 1892,\n\nBrooklyn\n\nArt\n\nAssociation at 10 o'clock, President Sabin in the chair.\nSupt. W. H. Maxwell extended a cordial invitation to the\n\nmembers of\n\nthe Department to vi&it the Brooklyn city schools on Friday.\nDr. G. Stanley Hall, of Clark University, Worcester, Mass., read a\npaper on the Health of School Children as afPected by School Buildings.\n\nThe subject was further discussed by means of running questions and\nmany members of the Department participating.\nDr. Nicholas Murray Butler, of Columbia College, New York, offered\n\nanswers,\n\nthe following resolution\n\nThat this Department deprecates most strongly the tendency in this\ncountry to make the political opinions of school\n\nofficers\n\na condition of\n\nand asks the sympathy and support of intelligent\npublic opinion in wholly divorcing school administration from party\ntheir retention in office,\n\npolitics.\n\nAdopted by an unanimous rising vote.\nThe Committee on Resolutions, through the Chairman, Hon. A. S.\nDraper, of New York, submitted the following report, which was unanimously approved\n:\n\nThat the thanks of the Department are hereby expressed to the PresiW. Day, for the good judgment\nand indefatigable effort which have resulted in such complete and excellent preparations for this meeting, as well as for the satisfactory manner in which they have discharged the delicate and exacting duties of their respective positions during the\nsessions.\nTheir conscientious labors have largely contributed to the great success of\none of the largest and most profitable meetings ever held by the Department.\nThat we likewise extend our appreciative thanks to the Mayor, the\nResolved,\nSchool Board, the Superintendent of Schools, his assistants, and innumerable citizens of Brooklyn, for the courteous attention and generous hospitalities which hav e\nbeen manifested at all times and on every side, and which will cause every member of\nthis Department to hold this city and its active and generous people in pleasant and\nBesohed,\n\ndent, Hon. Henry Sabin, and the Secretary, Supt. L.\n\ngrateful recollection.\nResolved,\n\nThat the Department reiterates the declarations of the National Eitj-\n\ncational Association in reference to the importance of co-ordinating the Kindergarten\n\nwith the Common School work of the country, and expresses satisfaction that the movement in that direction seems to gain strength and headway in the succeeding years.\nThe Kindergarten has unquestionably passed the experimental stage, is not only entirely practicable in connection\n\nwith the Common Schools, but will greatly promote\nwork in preparing parents and children\n\ntheir efficiency and greatly facilitate their\n\nalike for the duties and responsibilities of citizeiis'hip.\n\nThat we commend the policy of the General Government concerning the\nResolved,\neducation of the Indians, and urge upon Congress the increase of appropriations for\nthat purpose until schools are provided for all.\n\nAdjourned to meet at 2:30 P. M.\n\n"}
{"page": 581, "printed_page": null, "text": "I\n\nREPORT OF SECRETARY.\n\n569\n\nAFTER]!^OON SESSION.\n\nThe Department met at 2:30, the President in the chair.\nMr. W. H. Brett, Librarian of the Public Library of Cleveland, Ohio,\nread a paper on the Relations of the Public Library to the Schools and\nWorkingmen.\n\nThe question was further discussed by Dr. A. E. Winsbip, editor of\nW. A.\n\nthe N. E. School Journal; Supt. Whitcomb, of Lowell, Mass.; Dr.\n\nMowry, of Salem, Mass.; Hon. D. H. Kiehle, of St. Paul, Minn.; Dr. H.\nM. Leipziger, of New York City; Hon. N B. Coy, of Denver, Colorado; Miss\nElizabeth Harrison, of Chicago; Hon. E. B. Prettyman, of Baltimore, Md.;\nDr. Brooks, of Philadelphia; Supt. Greenwood, of Kansas City, Mo.; Mrs.\nRebecca D. Rickoff, of New York; Dr. Houston, of Philadelphia; Supts.\nPowell of Washington, Lane of Chicago, Day of Cleveland; and Mr. W. H.\n\nwho closed the discussion.\nThe Committee on Nominations submitted the following report, which\n\nBrett,\n\nwas unanimously adopted\nFor President, Supt. Edward Brooks, of Philadelphia.\nFor Vice-President, Supt. John E. Bradley, of Minneapolis.\nFor Secretary, Supt. J. H. Phillips, of Birmingham, Ala.\nAdjourned to meet at 8 o'clock p.m.\n:\n\nEVENING SESSION.\nThe Department re-assemb^.ed at 8 o'clock, the President in the chair.\nDr. Max Hark, of Lancaster, Pa., read a paper on the Life and Characteristics of Comenius.\n\nSupt. W. H. Maxwell, of Brooklyn, N. Y., read a paper on the TextBooks of Comenius, illustrated by stereopticon views.\nDr. Nicholas Murray Butler, of Columbia College, New York, read a\npaper on the Place of Comenius in the History of Education.\nDr. Brooks, the newly elected President of the Department, was introduced.\nHe accepted the responsibilities of the Presidency in a neat but\nbrief address.\n\nThere being no further business, the Department adjourned to meet\nnext year in the city of Boston.\nL.\n\nW. DAY, Secretary,\n\n"}
{"page": 582, "printed_page": null, "text": ""}
{"page": 583, "printed_page": null, "text": "I\n\nTHE RURAL SCHOOL PROBLEM.\n\n571\n\nPAPERS AND DISCUSSIONS.\n\nTHE RURAL SCHOOL PROBLEM,\nBY HOK. HEKRY RAAB, STATE SUPERINTENDENT OF ILLINOIS.\n\nWhen I promised to present at this meeting a *' paper \" on the \" Eural\nScliool Problem \" I felt conscious that I should not be able to solve this\nproblem but in the conviction that everything that may help to bring\nthis problem nearer its solution will be meritorious, I undertook to offer a\ncontribution to that end. And the improvement of the rural schools is a\ntask in which every lover of his country and his race may profitably engage.\nOur city schools, in fact all our schools, do need the thought and work of\nthe best talent, but our social and financial conditions rest more heavily\nupon the schools of the country, and naturall}^ hinder their growth and\n;\n\nprosperity.\n\nWhere I quote statistics I can give them\n\nbest for\n\nmy own\n\nState, Illinois, but I believe that, except the former slave States and those\n\nrecently admitted into the Union, Illinois is a fair average representative\nof the condition of the schools in the\n\nAmerican Commonwealth.\n\nThe\n\nsuperior or inferior features of the scliool laws of the different States do\n\nnot affect the conditions of the graded or ungraded schools in such a\n\nmanner as to come under consideration here. And what I am able to say\nmy own State, namely, that the people under\nthese laws have the power to make their schools good, provided they will\nput enough money into them and give them sufficient care and attention,\nThe machinery of administration in\nis equally true of the other States.\nsome States may not be quite perfect and the application of a little oil\nin its different parts might prevent friction, yet one thing the school\nto employ competent\nlaws of all the States permit the people to do\nteachers, to giving them permanent positions, and to pay them living\nThe last two named things, especially, will secure the first, the\nsalaries.\ndesideratum in all schools, competent, well-prepared teachers, who love\nabout the school laws of\n\n:\n\ntheir calling and are proud of their work.\n\nFor, with the most glorious\n\nenactments, the most spacious and well arranged school buildings, the\n\nmost comfortable furniture, the best te^^-books and the most ingenious\napparatus and contrivances, schools without good teachers are like a manufacturing establishment without the propelling power.\n\n"}
{"page": 584, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n572\n\nAfter these prefatory remarks you will at once see where I stand and\nwhat I consider the solution of the problem mentioned yet there are\nother factors, which enter into the problem, and which have to be discussed.\n;\n\nThough it seems scarcely necessary in this assembly of enlightened schoolmen to define what a rural school is, I make free to state, it is a school\nwhich\n\nis\n\ntaught by one teacher and in which all ages from\n\nsix years to\n\nmajority are represented ; a school which is mostly kept open from five to\nseven months in the year ; a school situated all alone in the country and\ngenerally more than forty rods from any human habitation.\n\nIt\n\nis\n\ndis-\n\ntinguished from the graded school, which is situated in a village, town, or\ncity,\n\nand is divided into grades according to the attainments of the\n\nchil-\n\ndren, and is supervised by a principal or superintendent, and of which each\n\ngrade is taught by a different teacher.*\n\nI very much regret that, for com-\n\nparison's sake, this distinction does not extend further back than 1880 in\n\nthe school reports of Illinois, and the numbers for 1880 and 1890 only are\nhere given.\n\nOf a total of 704,041 pupils enrolled\n\nin 1880, 266,831 were\n\nenrolled in graded schools and 437,220 in ungraded schools; in per cent.,\n\nabout 38 of the whole number in graded and 62 in the ungraded schools.\nThe graded schools were taught by 4,908 teachers, or 22 per cent, of all\nthe teachers in the State ; the ungraded by 17,340 teachers, or 78 per\n\nNow mark how these figures are\nOf a total of 778,319 children, 400,159,\n\ncent, of all the teachers in the State.\n\nchanged ten years later, in 1890\n\n:\n\nor 51 per cent., are enrolled in the graded ; 378,160, or 49 per cent., are\n\nenrolled in the ungraded schools ; of a total of 23,164 teachers, 8,462, or\n\n36^ per cent., wei^ employed in the graded, and 14,702, or 63^ per cent.,\nThe average number of children taught by one\nin the ungraded schools.\nteacher was 47 in the graded and 26 in the ungraded schools the average\nlength of term in the graded schools was 8.6, in the ungraded 7.2 months ;\nthe cost of tuition per capita on the enrollment was $15.43 in the former\nand $13.25 in the latter per year, or to reduce it to an equality, $1.80 and\n1.84, respectively, per month.\nWhat do these figures teach ? In the first place it is most conclusively\n;\n\nshown that the number of children instructed\n\nin rural\n\nschools\n\nis\n\ncon-\n\nstantly diminishing ; that the cost of tuition in rural schools is higher by\n\na fraction than that in graded schools, owing to the smaller number of\npupils intrusted to the teacher in the former compared with that of the\nlatter,\n\nand that the salaries paid in rural schools are\n\nmuch smaller than\n\nWere the salaries paid in the country\nin a measure equal to those paid in towns and cities, the cost of tuition\nwould be about 100 per cent, higher. And what a loss of human energy,\nwhen 51 per cent, of the children are taught by 36^ per cent, of the\nteachers, in the graded schools, and 49 per cent, of the children are\nthose paid in the graded schools.\n\ntaught by 63^ per cent, of the teachers, in the ungraded schools.\nI suppose the drift of population into the cities, instead of diminishing.\n\n"}
{"page": 585, "printed_page": null, "text": "THE RURAL SCHOOL PROBLEM.\n\n573\n\nnumber of children instructed in\nThe labor-saving machines in agriculture have lessened the number of laborers on farms, and\nthe constant growth of our large cities has correspondingly drawn more\nwill\n\nincrease in the future, and the\n\nrural schools will proportionately diminish, too.\n\nmen to those centers of population.\nBut\n\nlet\n\nus look\n\nfirst at\n\nthe rural school,\n\nits\n\ngrounds, building, sur-\n\nroundings, outhouses, drainage, water-supply, furniture, apparatus, and\nteachers.\n\nThe picture that I have to draw has a few bright spots.\n\nThere\n\nare rural districts where the culture and sentiment of the people demand\n\ngood houses, beautiful surroundings, needful apparatus and contrivances,\nand comfortable furniture, and where the directors have the good sense\nto seek competent teachers and, when they have found such, to keep them\n\nby paying living salaries and sustaining them in their laudable efforts to\ninstruct and educate the children of the district. Such bright spots, however, are the minority ; the daubs and blotches, gray in gray, are far more\nnumerous. In many instances the school grounds are bare, the fences\ntorn down and neglected, no shade trees nor flowering shrubs, coal bin\nopen to the depredations of the tramps, outhouses unclean and offensive,\nno walks nor well, a rectangular, tasteless house, looking more like a barn\nthan a building for human beings to live in. The gable-ends without any\nwindows, the door in one of them, and three windows in each of the long\nside-walls.\nThe provisions for healthy light, one of the first requisites of\nThe door opens directly into the\na schoolhouse, are totally ignored.\nschoolroom, where, besides the furniture, clothing and dinner pails, and\nin winter time, sleds and skates and all sorts of things, have to be kept\nduring school hours. (It seems impossible to keep the air in such a room\nin a condition fit to breathe.)\n\nThe stove, oftentimes rickety so that it is\n\nconstantly endangering the lives of the children, overheated in wintertime, causing those that\n\nsit\n\nnear\n\nit\n\nto roast, while those in the remote\n\ncorners are shivering with cold ; the walls dingy and without plaster in\n\nsome places, the ceiling black with smoke, the floor unswept, the windows\ncovered with film ; such is often the place into which the rural population sends its children.\n\nWithout sound blackboards, without maps and\nis com-\n\ncharts, without globe, reference books or supplies, the teacher\n\npelled to *'make bricks without straw.\"\n\nNow, all this would not be so bad if care were taken\n\nto procure\n\ngood\n\nteachers, those agents who can awaken the minds of the children and lead\n\nthem to culture and humanity.\n\nBut what is the practice ? The schoolDuring the winter\n\nyear is divided into a fall, a winter, and a spring term.\n\nterm, when the work on the farm does not require their presence at home\n\nand the larger boys can attend school, a strong, experienced (?) teacher,\nsometimes a man, is hired in fall and spring, when only younger chil;\n\ndren attend, a young, cheap teacher of little experience, generally a woman,\nWhat, under such ciris considered good enough for that primary work.\n\n"}
{"page": 586, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n574\n\nciimstances, the results must be, needs no comment.\nat all, the teacher can\n\nconvey some\n\nlittle literary,\n\nIf anything is done\n\ntextbook knowledge ;\n\ngovernment and moral training receive very scanty attention. Yet, even\nwhere the school year is not divided into terms and the teacher is employed\nfor the entire year, from five to eight months, cheapness is the condition\non which he or she is hired. That '^ poor teaching, poor pay \" go hand\nin hand, needs no proof.\nAnd where does our supply of teachers come\nfrom ? When a boy or girl, mostly the latter, has '^ fagged through \"\nthe country school as it is, and has imbibed sufficient textbook knowledge\nto pass the county superintendent's examination and is of the minimum age\nat which she is by law permitted to engage in teaching, she goes out in search\nof a school, and hires to the district at the closest salary they can agree\nupon. In the name of humanity, I ask, what preparation, what training,\nhave these young people for the responsible office which they are to fill ?\nDo not tell me that *^ docendo discimus,'\" that by teaching we learn, and\nLike the desire to teach, the\nthat the desire to teach is inherent in man.\nyet do you, for this desire, employ\ndesire to heal is inherent in man\nevery man as your physician ? Do you not expect of the one who is to take\ncharge of your body that he undergo a rigid training in a medical college,\nhearing lectures and dissecting bodies, studying in hospitals and at the\nbedside, before you allow him to apply the scalpel or to administer physic ?\nYet, in teaching, no such preparation is deemed essential ; the desire to\nteach stands for the preparation and ability to teach.\nIt is true many\nhave become teachers in the course of years after many sad failures, but\nthe truth is also that only few, as teachers, survive this time of trial and\nexperiment. The average life of the teacher in Illinois in '84 was as\nIn graded schools, men 81.5 months, women 59.5 months; in\nfollows\nungraded schools, men 34.5 months, and women 21.5 months. Or in\nother words, men in ungraded schools taught almost five years and women\n;\n\n:\n\nabout three years.\n\nNo one will contend that five or three years, respec-\n\ntively, are sufficient time for\n\nacquiring experience in teaching, even for\n\nteachers who have before had professional training in normal schools.\n\nSince the average experience of the teaching force of one entire State is\nof so short duration, the graded schools have another advantage over the\n\nWhere in towns and villages more\nthan one teacher is employed, generally the more experienced one is made\nprincipal, and to that one the subordinate teachers look for guidance, aid\nand support, for counsel and admonition in questions of government and\nrural schools, that of supervision.\n\nIn cities some person or persons are appointed simply for\nBut in the rural schools the young teacher has for days, nay,\nweeks and months, no one to look after him or her, if a disgruntled\nparent does not come around to ^' look after things.\" The county superintendent would gladly do more in this direction, but the great number\nof schools and their distance from one another forbid that officer from\n\ninstruction.\nthis work.\n\n"}
{"page": 587, "printed_page": null, "text": "THE RURAL SCHOOL PROBLEM.\n\n575\n\ndoing more. By supervision our city school systems are kept in motion,\nand somewhat creditable results are obtained iu them. Then the city\nteachers enjoy the advantages of living in constant touch with their colleagues scarcely a day passes on which questions of common interest are\nnot brought under discussion among them.\nI do not wish to multiply the many hindrances to good education in\nrural districts, but will turn my attention to the means by which the\n;\n\nteaching in country schools\n\nmay be improved.\n\nThe farmers themselves\ncommon-\n\nare beginning to feel that they do not hold the position in the\n\nwealth which by reason of their numbers, their importance as the principal producers, they ought to occupy.\n\nThey have organized themselves\n\ninto all sorts of societies, open\n\nand secret\n\nare found in many townships.\n\nAmong a great many impossible things\n\ngranges, alliances, and clubs\n\n;\n\nthey demand also a great many just things, and in these they deserve the\nrecognition and support of every citizen and, especially, the teachers of\n\nWhen the farmers demand special legislation in their bewhen they propose to form into a political party by virtue of their\noccupation\nwhen they expect the government to purchase their surplus\nproduce and store it when they demand the unlimited issuing of paper\nmoney without any funds to redeem it; then citizens, and especially\nteachers, will respectfully differ with them\nbut when they strive to iml^rove their social, intellectual, and financial condition, every one may well\ncontribute his share towards the consummation. But as long as the- farmers\nexpect salvation from without, they will look for any improvement of\nThey can elect\ntheir condition in vain, even in the shape of legislation.\nthe country.\n\nhalf;\n\n;\n\n;\n\n;\n\npublic-spirited, liberal men, school directors, vote sufficient funds to main-\n\ntain good schools, and cause their children to attend these regularly and\n\nIn the same manner they may improve\nand intellectually. What hinders them from\n\nfor the necessary length of time.\ntheir\n\ncondition\n\nsocially\n\nuniting in townships or smaller territories for the purpose of organizing\n\nreading circles, debating clubs, dramatic and musical entertainments, and\nsimilar pastime ? With a little energy and a small outlay of money, not\nonly an improvement of the social and intellectual needs of the farmer\nwill be accomplished but also another complaint would be silenced, namely\n\nthe drift of the young people into the\n\ncities.\n\nFor, why do the\n\nyoung\n\npeople wish to leave the country and go into the city, if it is not from the\ndesire to take part in those social and intellectual advantages that city\nlife offers ?\n\nPerhaps, the expectation of better financial results in the\nBut it is a well-known fact that the fittest\n\ncity may lead to this drift.\n\nonly survive and the great majority go under in the race ; shattered in\nfortune many, too many, return to the country to find themselves unable\nUsed to city^ays, they find it impossible to\nto follow the work there.\n\nwork with energy on the farm.\n\nWould it not be better and cheaper for\nmuch coveted\n\nthe parents to prepare for their sons and daughters the\n\n"}
{"page": 588, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n57G\n\nprize at home and allow them under their parental surveillance all those\n\nand amusements, those opportunities for mental improvement\nand recreation, in the country ? I believe teachers of ambition, too, could\nbe induced to remain in rural districts where they may have a more blissliberties\n\nful field of labor than ever they can find in graded schools.\nIt seems to me that school officers should labor both in meetings and\nthrough the press in this direction to convince tlie farmers of the necessity\n\nof their helping themselves in this matter.\n\nIf they go on in their present\n\ncourse, the evil will grow greater from year to year ; whilst by a judicious\nself-help the regeneration of the rural schools is not impossU)le.\nEven if\nthere should be the present employment-of home talent only, that talent\nwill be so much\n\nmore serviceable and better cultured as the farmers avail\n\nthemselves of this self-help.\nexert themselves.\n\nIn another direction the farmers have to\n\nWe have seen from the figures quoted that 49 per cent,\n\nof the children in rural schools are taught by 63 per cent, of the teachers,\n\nor while one teacher in the city was able to instruct 47 pupils, in the\ncountry he was able to instruct only 26 pupils, on an average. I know\nby inquiry from county superintendents made in 1886, that there are\n\nnumerous districts in which one teacher has an enrollment\n\nof less than\nFor the most trivial causes districts are cut in two so that neither has enough assessed valuation of property to maintain a good school.\nThe tendency has been to increase the\n\nten children.\n\nnumber\n\nof\n\nWhat a waste of energy\n\ndistricts,\n\n1\n\nwhile, for the\n\nopposite ought to be the rule.\n\nsake of strong, good schools, the\nThis is another text upon v^hich school\n\nofficers and the press might preach.\n\nSince our people are apt to believe in self-given laws, and foreigners\n\nme also to pro-\n\npraise them for obedience to these laws, you will expect\n\npose some amendments to the existing acts.\n\nThe first one I have to make\n\nwhat I have always proposed as a condition sine qua non for effective\nwork in all common schools, the training of teachers for their calling in\nThe recruiting of the teaching force for the comState normal schools.\nmon school from the common school, without professional preparation, is\n\nis,\n\nso detrimental to the interests of education,\n\nthe professional training of teachers\n\nis\n\nand the lack of provision for\nit seems to me\n\nso manifest, that\n\nlike \" carrying coals to Newcastle \" were I to dwell\n\nin this assembly.\n\nupon this extensiA^ely\nThe State hav-\n\nI hold these truths to be self-evident :\n\ning assumed the control of elementary education for its own sake, it follows that this elementary education should be made as thorough and\neffective as human skill can make it.\nart.\n\nEducation is both a science and an\n\nScholarship alone does not constitute ability to impart knowledge,\n\nnor the ability to govern a school well, nor to educate.\nteacher, namely, to develop the human being in all\nits possibilities, is not\n\nits\n\nThe ideal of the\npowers and to all\n\nthe product of common school life, not even of the\n\nhigh school or college ;\n\nit\n\nmust be acquired by careful training and con-\n\n"}
{"page": 589, "printed_page": null, "text": "THE RURAL SCHOOL PROBLEM.\n\n577\n\nAnd, when the ideal has been\n\nstant exhibition of example to this end.\n\nsecured, the means leading to this end do not come as a matter per se.\n\nThese means have to be taught, theoretically and\n\npractically, so that the\n\nteacher may perform his work cheerfully, harmoniously, and successfully,\n\nwith the least expense of energy and the highest advantage to the taught.\n\nWhat is most conducive to all this, is not acquired by chance\n\nit\n\n;\n\ncan not\n\neven be acquired in colleges and universities which make scholarship and\ngeneral culture their aim ; but there have to be established by the State\nprofessional schools for this purpose, the same as law schools for the jurist,\n\nmedical schools for the physician, theological schools for the clergyman,\nand all the polytechnic schools for the engineer and architect.\n\nAnd is not the field covered by education sufficiently large to demand\nwho are to engage in\n\nspecial schools for the training of those\n\nit ?\n\nThe\n\ndemands made upon the teacher are so enormous, and ought to be great,\nand the agencies to satisfy these demands are so scanty. Especially in the\ncountry is there such a wide field of usefulness for the progressive, enthusiastic teacher.\n\nture,\n\nin\n\nThe establishment of libraries, instruction in horticul-\n\nbee-keeping, etc.,\n\nthe leadership in\n\nall\n\nintellectual\n\nand\n\nsocial\n\nentertainments, would be a task that every teacher might be proud to\n\nengage in.\n\nBut in order to do this, the teacher must have superior cul-\n\nture, should be well versed in literature so as to assist in all\n\nthese laud-\n\nWould not men who possess these qualifications enjoy\nmuch greater confidence and respect than is now the case, when the pedagogue is looked down upon by every one who is competent to earn a few\npennies more ? Is is not about time that Ichabod Crane existed in literature only ? But who is sufficient for that circle of usefulness that I should\nlike to see the teacher hold in rural districts ?\nCertainly not those who\ngraduate from the rural schools such as they now are.\nThe State normal\nschools should make it their business to prepare their students to fulfill\nthis mission for teachers when they are to take places in country schools.\nAnd I have no doubt that, when such usefulness and attendant respect is\nable enterprises.\n\naccorded the teacher in rural\n\ndistricts,\n\ncountry, thinking like Julius Caesar\n\n:\n\nhe will prefer to remain in the\nI would rather be first in this\n\n'^\n\nvillage than second in Rome.\"\n\nWhile I like to see women teach in certain departments of graded\nschools, I think it unwise both for directors to employ and for\n\naccept places in ungraded schools.\n\nwomen to\n\nWhile I believe that women when\n\nthey possess the scholarship and the necessary training can instruct as\nwell as men, I doubt whether they can properly govern a school or exert\n\nWe cannot\nThere are certain things which\n\nthe proper educational influence over large boys and girls.\nclose our eyes to this condition of things.\n\nwomen, because of their sex, can not do ^d should not be made to do.\nfor one, have always considered it cruel to place\n\nI,\n\nan innocent girl all by\n\nherself in a country school, there to watch over the large boys.\n\n"}
{"page": 590, "printed_page": null, "text": "TBE NATIONAL EJDDCATIOJStAL ASSOGlATlON.\n\n578\n\nThis reflection brings me to another one and the last suggestion I have\nOur country schools need closer supervisi(m. There is more\nand better work done in city schools because of the supervision. Now, I\n\nto make.\n\nam not of the opinion that in the country schools supervision is necessary\nfor the enforcement of courses of study, for uniformity of attainments\n\nand all those measures which govern the city schools, but for the enencouragement and assistance of the teachers and ascertaining whether\neach one makes the best of his opportunities for the good of the people\nThere is now supervision, and it is made incumbent\nof the district.\nupon him by law in Illinois, by the county superintendent ; but when you\nconsider a territory of 550 square miles with 200 teachers scattered over\nIf a\nit, you will see that close, nay adequate, supervision is impossible.\nlaw could be passed to enable the districts of a township to unite in appointing a competent teacher, superintendent to watch over the schools of\nthe township, visiting them often and doing all that a principal in a town\nor village school does, much in the way of better instruction and discipline might be accomplished.\nI feel that I have not been able to advance any new thoughts upon the\nsubject of the rural schools.\n\nBut, on the other hand, I\n\nam conscious\n\nthat startling disclosures could not be expected on this subject.\n\nIt re-\n\nmains partly in the hands of the farmers themselves, and partly in the\nhands of our law-givers, to make the best of the opportunities offered them.\nAs the people are the source of all power in our commonwealth, it is also\nthe people who must aid themselves, if they really desire the help which\nis to liberate them from the vice of indolence and to give them intelligence\nand culture. I do not preach extravagance, but true economy. Too often\nthe people do not derive the advantages which should accrue from their\nIt will not be necessary to invest 25 per cent, more under\ninvestments.\nthe favorable conditions named, to improve the schools 100 per cent. But\none thing is needed in addition to the enhanced investments, namely as\nmuch care and attention to the education of the young as the prudent\nfarmer gives to his crops and to his stock. The noblest product of creation is, after all, noble men and women.\n:\n\nDI8CU88I0N.\n[Reported by Stjpt. J. A. Shawan, Columbus, Ohio.]\n\nHoK.\n\n0. E. Wells, Madison, Wisconsin.\n\n—The solution of any problem\n\nrequires us first to find out the conditions, and then to apply rational principles.\n\nIf there is a rural school\n\nproblem,\n\nit offers\n\nno exception to the\n\nrule.\n\nWe are not at liberty in the office or in a convention,' to describe\n\nideal\n\nconditions to be secured\n\nby theoretical applications.\n\nA\n\ngood\n\n"}
{"page": 591, "printed_page": null, "text": "DI8CU88T0N.\n\n579\n\nsystem of schools must be a growth under normal conditions and in natuways. If the people have low ideals, they must be taught higher ones,\nbut it takes time to grasp and to appreciate new and noble ideals.\nWe\n\nral\n\nmust study the schools as they now are.\n\nWe need to know what changes\n\nIf they are at a standstill, we\nshould know whether they have crystallized at perfection or in deformity.\n\nthey have undergone or are undergoing.\n\nComplaints and denunciations will work no cure. If the rural schools\nit is of no use to rail at the people for giving better quarters\nto their live stock than to their children.\nIt is not so unnatural that they\nshould do so as it seems at first statement.\nThe farmers' gains are largely\ndue to it. Well-sheltered stock can be more cheaply and better prepared\n\nare ill-housed,\n\nfor the market.\n\nIt is not so easy to see what poor school-houses\n\nand un-\n\ntidy surroundings have to do with the child's education, health and morals.\n\nThe untimely death of the boy may be due to a crack in the wall or a cold\nfloor or to foul air,\n\nbut the parents are quite as likely to charge it to a mys-\n\nBad manners and morals may be due to vile pictures\nand filthy apartments on the school premises, but it is more than probable\n\nterious Providence.\n\nthat they will be considered as the outcropping of inbred tendencies.\n\nBetter school facilities will come with increasing wealth.\nComfortable\nhomes will be followed by comfortable schoolhouses. It may be more\nfitting that these latter should have precedence of barns and sties, but\nIt may be that an educated\nboy is a more productive animal than a fatted calf, but the fact has not\nbeen so readily perceived.\nThere may even be a higher ideal in education\nthan the production of wealth, but the necessity of gaining a livelihood\ngives money-getting a natural precedence.\nThe stern facts of daily life\ntake little heed of fine theories.\nThis is why there is so much misdirected\neffort upon the part of the well-to-do.\nIf anything could be done to im-\n\nthe rule has usually worked the other way.\n\nprove the condition of the masses in material things, the educational and\nesthetic would not be long wanting.\n\nMr. Carnegie has said, in substance,\n\nthat it is better for the people that the government should so shape\n\nits\n\npolicy as to concentrate their earnings in the hands of a few, because the\n\nmoney would thus be more wisely spent.\n\nIt may be true that great universi-\n\nties and public libraries would be built in centers of wealth and population,\n\nbut it\n\nis\n\nnot so clear that the children of the peasant and the laborer\n\nwould be better provided for.\nIt cannot be too often nor too strongly urged that\n\nany scheme for help-\n\ning the rural population must recognize their pecuniary ability, their way\nof thinking, and their real needs.\n\nTheir conception of an education as\n\nthe ability to read, write, and cipher\n\nis\n\nIt more nearly meets their present needs\n\nthan any other ever proposed.\n\nnot illogical or short-sighted.\n\nTheir ideal does not need change but expansion. They need not only\nknow how to read, but what to read and to love to read. The world\nhas not gone entirely wrong during all the centuries. The instincts of\n\n•to\n\n"}
{"page": 592, "printed_page": null, "text": "580\n\nTHE NATIONAL EDUCATIONAL ASSOCIATJOJ^.\n\ntlie people are right.\n\nThey want, first, the keys of knowledge, and, second,\n\nenlarged and enlightened views.\n\nWe do not, therefore, need a new system or new machinery.\n\nWe ought\n\nThe first requisite is closer and\nNo one will question this who has seen the\n\nrather to try to perfect what we have.\n\nmore intelligent supervision.\n\nrevolution made by a capable superintendent even in one brief term.\n\nIt\n\nAs is the teacher, so is the school.\" With equal propriety\nmay it be said, *' As is the superintendent, so are the teachers, and consequently, the schools.\"\nThe efficient superintendent does his most\neffective work not by means of legal enactments, but by tactful leadership.\nis often\n\nsaia,\n\n*'\n\nHis gentlemanly bearing, his scholarly habits, his prudent counsel, his\nindustry and enthusiasm create conditions and direct effort in ways that\n\nlaws can never reach.\n\nIn order that this influence may be at its maximum,\n\nthe superintendent districts should be limited in extent.\n\nSeventy-five\n\nschools will afford ample scope for the best available talent.\n\nIf the usual\n\nterms could be lengthened and the salary increased to an equality with that\npaid to the principals of the city schools, the position would attract and\n\nhold capable men.\nThe wise superintendent will strive to introduce proper courses of study\nand se^ that they are intelligently followed. He will explain and exemplify\nthe courses, and enforce suitable methods of instruction in examinations,\nin associations, in institutes, in summer schools,\n\nin personal visitation of schools.\n\nm training classes, and\n\nHe will co-operate with high schools,\n\nacademies, and normal schools, in the preparation of teachers and in secur-\n\ning employment for them.\n\nBy personal contact and correspondence with\n\nthe people, by public addresses, by circulars, and with the help of the local\npapers, he will create and direct public opinion. These are agencies through\n\nwhich he may labor according to his ability.\nthey\nI know very well that there is nothing new in these suggestions\nare almost as old as the system of public education, and as commonplace\nThis is a commonplace world with commonplace\nas the air or sunlight.\npeople upon it, whose commonplace wants are met by commonplace subThe crying need is for common-sense superintendents,\nstances in nature.\nwith such a love for our common humanity that they can mingle with it,\nA system formulated at the capital and imposed\ninspire it, instruct it.\nupon the people .through the aid of subservient supervisors can never\nOne must know\naffect them as a wise development of their own plans will.\nthe people and sympathize with them if he is to understand their plans and\nimprove them. He must therefore meet them face to face, or address them\nthrough their channels of communication. He must also co-operate witn\nThus the logical\nthe individual and combined efforts of the teachers.\ndevelopment of the agencies enumerated is indicated. The attempt to\nImprovement must come, if it\nsolve this problem is in the right line.\ncome at all, by perfecting the instruments and agencies. The schools are\n;\n\n"}
{"page": 593, "printed_page": null, "text": "581\n\nI)ISCUSS10]!{.\n\nnot so desperately bad as superintendents commonly think them to be.\n\nFrom the nature of their position they hear the worst side.\n\nEver}\"one\n\nwith a grievance makes his complaint to the superintendent, and the\n\nwelkin seems to ring with the cry of strife.\nContented people seem to\nhave no voice. A little computation will show that scarcely more than\n\nThe schools are\nThe problem is simply that of\n\none district in a hundred is really in serious difficulty.\nalready in process of peaceful growth.\n\nstimulating a more rapid and healthy growth.\n\nA powerful factor in this development, though not as yet in general use,\nis\n\nthe district library.\n\nNot a collection of profound and ponderous tomes,\n\nbut the presence in every school of a few simple, vivifying books.\n\nFables\n\nand folk stories, classic tales, stories of travel and adventure, works upon\nnatural history, simple biographies of noble men and women, all these\nbrighten and sweeten life. They should be read aloud in the homes,\nand not confined to the schools. Books of the higher class will come in\ntheir own good time, some of them, perhaps, as supplementary reading,\nand thus will the pupils grow i»p in reading and loving good books, and\ntheir awakened intelligence will permit no lack of facilities for good schools.\nIt will doubtless be conceded without argument, that there are defects\nin our system of rural schools, and that they are generally so well known\nAll plans for their removal may\nthat I need not now mention them.\nfairly be classed under two heads, namely, the strong government, or\n*^boss\" theory, and the self-governing system. The former is more\nprompt and certain in its operation, up to the point where the will of the\npeople begins to control.\nIt can only be made perfectly effective by taking all administrative power out of the hands of the people. This will\nrequire the chief supervisor or state superintendent to be appointed, rather\n\nthan elected.\n\nThe local commissioners or county superintendents must\nWith a system which would always secure good\n\nalso be similarly selected.\n\nand wise men and with only wise laws to administer, there might be a\nspeedy uplift which should have some degree of permanence.\nIn a centralized government the chief danger lies in the possibility of a failure at\nsome time to furnish good men and wise laws. Moreover, the necessity\nfor it increases with its growth.\nThe more people are stayed up by outside\nforce, the more will they need to be, and the system is likely to fall the\nmoment the props are taken from under it.\nI am aware that an appointive system has among its representatives\nsuch men as Henry Barnard and Horace Mann ; yet this is hardly sufficient to justify the growing favor with which this plan is advocated\n\nin certain quarters.\n\nAn aristocracy, which is literally a government by\n\nthe best, is attractive in statement and seemingly perfect in theory, but\nthere is nothing in human history to justify it in practice.\n\nIt has always\n\nand everywhere failed to do for the people as well as they could have done\nfor themselves.\nThe method of self-government may be slower in devel-\n\n"}
{"page": 594, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n582\n\nopment, but it is in harmony with our political ideas, and the system will\nbe self-sustaining\n\nwhen developed.\n\nMistakes will be made under it,\nThose who suffer have the remedy in\nThe people now have the control of these schools, and\n\nbut they carry their own lessons.\ntheir own hands.\n\nthey will continue to exercise\n\nit.\n\nWe can only help to a wiser application\n\nof it.\n\nMr. Johi^ MacDonald, Topeka, Kansas.— I think Supt. Raab has very\nand has also fairly stated the remedies. I by\nno means take the rose-colored view of our rural schools, that Supt. Wells\ntakes.\nThere is much more than a gentle stimulation needed there is\nneeded the voice of inspiration heard in the valley of dry bones, we read\nfairly stated the problem,\n\n;\n\nabout in the Bible.\nI\n\nam sorry to learn that the rural population is decreasing, because from\n\nthe rural school comes a large percentage of our distinguished people.\n\nThe boy from the rural school coming into the city schools with his\nobtrusive angularities and ungracef ulness, 'is found to be a serious disturb-\n\ning\n\nfactor by city\n\nprincipals\n\ntrying to\n\nfit\n\nthat angular creature into\n\nThat angular boy is far behind his gracefully\ncurved brother from the city, and short-sighted mortals draw inferences.\nThe time to compare and to contrast results is fifty years later, and then\nit will probably be found that the ungraceful and angular boy from the\nProcrustean grades.\n\nrural schools\n\nis,\n\nbecause of his angularities, far in advance of the city\n\nboy.\n\nWhile in the main I agree with what has been said in the paper, I differ\nwith Supt. Raab, when he says that the people can pay high wages to\nteachers if they choose.\nA school district which has an assessed valuation\nof 18,000, and which is dependent for its revenue on its own resources, and\nwhich can levy a tax of two per cent., will at the maximum rate of taxation have a total school income of $160 per annum.\nDividing that\namount by nine will give a fraction more than $17 per mouth. How, I\nask Supt. Raab, can competent teaching be secured for such a salary as\nthat ? There are in the Western States hundreds of districts which have\nvaluations as low as $8,000.\nWe do need legislation. The ways of the wicked, we are told in the\nBible, are unequal.\nThat is true of our school laws.\nYet the prospect is not discouraging. It is only when we look back\nover twenty-five or fifty years of work that we can see what a great\nadvancement has been made. In my own State of Kansas a vast deal\nhas been done, by normal schools and institutes, to fit teachers for their\n\nwork.\n\nIn this State of New York a great deal has been done to improve the\nschools and teachers, but\n\ndown and checks progress.\n\nnow the blighting hand of the politician comes\n\n"}
{"page": 595, "printed_page": null, "text": "EDUCATIONAL EXHIBIT OF THE COLUMBIAN EXPOSITION- 583\n\nTHE EDUCATIONAL EXHIBIT OF THE WORLD'S\nCOLUMBIAN EXPOSITION.\nBY DR. SELIM H. PEABODY, CHIEF, DEPARTMENT OF LIBERAL ARTS.\n\nThe Edncatioaal Exhibit will be installed chiefly upon the ground floor\nof the Main Building, which has been assigned to the Liberal Arts and to\nIt will occupy the entire south end of the building, and\napproached through the lofty entrances opening upon the Grand\n\nManufactures.\nwill be\n\nAvenue that connects the principal marine and railway entrances to JackThe space given to the Educational Exhibit is about 200,000\nson Park.\nsquare feet, or between four and five acres.\nAdjacent to this will be\narranged the exhibits of music, literature, physical apparatus, hygiene and\nsanitation, medicine and surgery, etc.\nThe Educational Exhibit will be organized both by States and by grades.\nEach State will occupy a definite area, which will be assigned with reference to the elements which the several States will have to represent, as\nnearly as that can be ascertained.\n\nThese areas\n\nparallel subdivisions extending north and south.\n\nwill be side\n\nby side, in\n\nThe arrangement of the\n\nelements in the several States will be expected to conform to a general\nplan, presenting the several grades in consecutive arrangement extending\n\nand west. The studious observer may follow the grades, from the\nmost elementary to the most advanced, in any State or crossing the areas\nhe may trace the similarities or variations in any chosen grade. The\nparochial schools will have a definite place in the scheme, conformably to\nthe same system.\neast\n\n;\n\nEach State exhibit will include\n1.\n\n:\n\nA presentation of its public school system.\nnormal schools, colleges, and universities.\n\n2.\n\nIts academies,\n\n3.\n\nIts special, technical, and professional schools ;\n\nexcept in cases where\n\na specialty in education can be better illustrated by a collective exhibit,\n\nindependent of State lines.\n\nThus, there will be a single collective exhibit,\n\nshowing library organization and management ; one of commercial schools;\nThis method should\nof manual training-schools ; of trade schools, etc.\nprobably be adopted, with exhibits of schools for the blind, the deaf, etc.\n\nThe\n\nruling idea will be to bring into the closest local relationship those\n\nelements which have the closest educational affinities, thus to offer the best\nopportunities for interesting comparison an4 critical observation.\n\nIn some\n\ncases these benefits may be secured better by observing State lines ; in\n\nothers by obliterating them.\n8\n\n"}
{"page": 596, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n584\n\nAn earnest desire has been expressed, both in private and by resolutions\npublicly adopted, that all grades of educational work should be\n\nshown\n\nin\n\nactive operation, in the actual work of living teachers upon living pupils.\n\nThe suggestion is an attractive one. It has received careful consideration.\nIn its discussion, no question has been raised as to space, or expense\nbut only. Is such a presentation of schools a feasible project ?\nAll worthy teaching aims to aid the growth of the soul, and the discipline of the intellectual powers.\nThe larger part of the work employs\nonly the reactions of intellectual and spiritual forces.\nYet certain forms\nof instruction find abundant uses for material and concrete modes of illustration and such as can be practically applied.\nThe public mind, seldom\nphilosophically accurate, readily groups' our\n\nwork\n\ninto\n\ntwo divisions,\n\naccording as they are supposed to present more notably, in practice and in\n\nThe latter kind of work may\n\nresults, the intellectual or practical phase.\n\nbe illustrated to some extent in active exhibits, pupils and teachers working together, as in the kindergarten, the sloyd, manual training, laboratory work, physical culture, etc.\n\nFacilites for this work will be provided.\n\nThe attempt to present forms of class-room work, other than that just\nnamed, will not be made. The conditions of a World's Fair in intensely\nactive progress, the throngs of visitors, the tumult of distracting events,\nsights,' sounds\n\n—strange,\n\nbrilliant,\n\nexciting, engrossing\n\n—\n\nwill\n\ninevitably\n\nremove from the minds and hearts of both pupils and teachers the quiet\nenvironment and the inspired attention indispensable to either teaching or\nlearning.\nThe Commissioner of Education, commenting upon this subject, asserts that ^^the atmosphere of an international exposition is convulsed with a spiritual tornado ; \" that\n\nit\n\n'' will\n\nrequire supernatural\n\npowers either to teach or to study in such a place \" and that \" the instruction will speedily drop to the purely mechanical level, and become both\nan untruthful and an undesirable presentation of American education.\"\nIn the presentation of public school systems, the several States and\n;\n\nTerritories will be the smallest units for which separate provision can be\n\nmade by the Chief of the Department.\nwill find\n\nCities, villages, and rural schools\n\nsuch recognition and representation as can be allowed within\n\nthe limits assigned to the States which include them.\n\nThe educational\n\nexhibit from each State will be under the immediate supervision of a duly\n\nauthorized executive officer or committee, who may have been selected by\nthe State Commission for the World's Columbian Exposition, or\n\nmay be\n\nthe State Superintendent of Public Instruction, or a committee represent-\n\ning the State Association of Teachers.\n\nIt is not presumed that any conflict\n\nof authority can arise, but that in each State such amicable arrangement\nwill be\n\nmade as will harmonize all elements, and thus promote the most\n\ncomplete success.\n\nIn every case the exhibit will be subject to the ultimate\n\nsupervision of the Chief of the Department, acting under the Director-\n\nGeneral of the Exposition.\n\n"}
{"page": 597, "printed_page": null, "text": "EDUCATIONAL EXHIBIT OF THE COLUMBIAN EXPOSITION. 585\nSo far as is practicable, the liigher institutions of learning, colleges,\nuniversities, technical and professional schools, will be arranged according\n\nto the sequences of their respective States.\nit\n\nshall\n\nspecific\n\nThis plan maybe varied when\n\nappear more desirable to unite more closely the elements of any\nphase of work, to facilitate comparison and study.\n\nThe\n\nState\n\nexecutive officer will naturally extend to each collegiate institution the\nlargest liberty in arranging its own affairs.\n\nColleges and special schools\n\nmay apply to the Special State Commissioner, or directly to the Chief of\nthe Department.\n\nAll distinct applications for space must be entered in\n\nthe office of the Director-General.\n\nThe assignment of space to the several States and Territories will be\ndetermined by the information secured as to the character of the respective\nState exhibits.\nEvidently, the most suitable division will not give to each\nan equal allowance, or on3 proportioned to area, or population, or even to\nschool attendance.\nThe State which has made the most decided educational progress, and has the best harvest to show, should have the best\nopportunity to show it.\nEach State should present a clear and concise epitome illustrative of its\n\npublic school system.\n\nThe conditions in the several States vary widely.\n\nExact rules of procedure cannot be formulated. Reliance must be placed\nupon the good judgment, invention, taste, and skill of the several State\nexecutive committees, and the teachers and school officers co-operating\nwith them.\nThe general regulations of the Exposition, as well as the\n\nmust be observed.\nshow some or all of the elements to Lc\n\nspecial rules of the Department of Liberal Arts,\n\nThe several\n\nState exhibits will\n\nenumerated, and substantially in the following order of arrangement.\n1.\n\nOrganization and Administration.\n\n—A mdp of the State upon\n\na generous scale, readable at a distance of fifteen or twenty feet, showing\n\nby suitable conventions of color, the location of every educational institu-\n\nfrom the common school up, proving in many instances that the\nThat the\ncolors maybe uniform, special directions and scale will be furnished by the\nChief of the Department.\nDiagrams may show, by the graphic methods\nso well understood, the progress of education, by years or by decades, in\nthe history of the State as to the kinds and values of school buildings ;\nthe numbers of pupils, by ages, sexes, colors, and grades; the numbers of\nteachers, actual and related to number of pupils, and their ratios by\nsexes; the cost of schools, actual, and in ratio to other taxes and to the\ntion,\n\nschool house crowns every hill top, and nestles in every valley.\n\n;\n\nwealth of the State\n\n;\n\nilliteracy ; statistics of public and of school libraries,\n\netc., etc.\n\nThe authorized or approved courses of study for rural, city, and village\nschools.\n\nQualifications for admission to various grades, and for graduation.\n\nQualifications of teachers\n\n;\n\nlength of service\n\nment by institutes and normal schools.\n\n;\n\nopportunities for improve-\n\n"}
{"page": 598, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n586\n\nThe school law\n\n;\n\ndivision of territory into districts.\n\nCounty, township,\n\nManner of election, term of of&ce, and duties\n\nor district organization.\n\nof school officers, trustees, boards of education, city and county superin-\n\ntendents, etc.\n2.\n\nSelected Specimens of the Actual Work of Pupils.\n\nresults,\netc.\n\n—\n\nConcrete\ndrawings, maps, essays, examinations, apparatus, shop-products,\n\nThe evident danger here is that there will be gathered a wilderness\n\nof material which will appall the visitor by the magnitude of the exhibit,\n\nand the endless repetition of similar things. It is not necessary, when\nshowing the splendid agricultural resources of the State of Illinois, that a\nsheaf of wheat and a shock of corn should be offered from every farm, or\nevery township, or even from every county.\nThe teacher, as well as the\nfarmer, must content himself by showing in a limited way that which is\ncharacteristic, and that which is best. For this reason it is evident\nthat complete exhibits from organic units less than the State, as cities,\ncounties, etc., such as might be appropriate in an exposition representing\na territory of smaller extent, cannot be provided for in this.\nIt is not\npossible to assume that every city or county can have a distinct repressntation.\nBut whatever is shown should be carefully credited to its source.\nAs before suggested, the method of obtaining pupils' work must be en-\n\nWhatupon the injunction\n\ntrusted largely to the discretion of the State executive authorities.\n\never method is adopted, much stress should be laid\n\nthat every item of work presented as the product of the pupils should be\nabsolutely genuine.\n\nThe interference of a teacher, even to the correc-\n\ntion of an obvious mistake, the retouching of a shade in a drawing, the\nfitting by a shaving of a joint of woodwork, the dotting of an\n\n\" i \" 6r the\n\ncrossing of a ''t,\" should be deemed an inexcusable fault ; and any work\nEach item should be forso \" improved \" should be rigorously rejected.\n\nwarded exactly as the pupil left it. No special instruction, practice, or\ndrill should be given to any pupil, class, or school, preparatory to work\nwhich is intended for the Exposition. The actual fruits of the regular\nschool system should be presented without being worked up for this\nspecial purpose.\n\nThe Educational Executive Committee in each State will collect, select,\nprepare, forward, and, under the approval of tlie Chief of the Department,\ninstall the material for the State exhibit.\n\nThe following plan of selec-\n\ntion is suggested, but will not be insisted upon, if a better can be devised\n\n:\n\nLet the Executive Committee in each State appoint a series of days\nupon which papers may be prepared upon assigned subjects by the pupils\nof all schools which wish to offer work for exhibition ; one day for history,\nanother for grammar, another for essays, etc.\n\nQuestions prepared under\n\nthe supervision of the State executive are distributed under proper precautions and regulations\n\n;\n\nan equal number are added in each community,\n\nprepared by the local officers, the work to be done on the same day, and\n\n"}
{"page": 599, "printed_page": null, "text": "EDUCATIONAL EXHIBIT OF THE COLUMBIAN EXPOSITION. 587\nbetween given hours, the pupils to have a given time for answering the\nquestions, and for making a fair copy of the answers upon paper of a pre-\n\nscribed form and style.\n\nLet the teacher select the best portion, say one-\n\nfourth, of the papers presented by his class, to be sent to the next higher\nofficer,\n\nsay the principal of the school.\n\nFrom these papers let the princi-\n\npal select, say, fifteen or twenty, which shall be put together as the work\nof the representative class of that school upon that subject, and be sent to\n\nthe superintendent of the town, city, or county.\nFrom the classes which\ncome to him, let the superintendent select that class which he will send\nIf the num-\n\nforward to represent his city or county in the State exhibit.\n\nber of pupils in the city be large, let a number of classes be thus sent for-\n\nward, proportioned to the number of pupils to be rei\">resented.\nclasses thus received let the\nfifty or sixty,\n\nFrom the\n\nState executive select a given number, say\n\nor even a larger number, which may go forward to the Ex-\n\nwill happen that in a given city one school will win the\nhonor of sending forward the representative class in one subject, another\nin another, and so on.\nIt will be possible that every community which is\nreally excelling in some particular may have the honor of being represented in something in the final selection.\nEach pupil will feel that the\nhonor of a position in one of the representative classes is worth striving for,\nand these honors may be distributed among a great number, while the\nprinciple of the survival of the fittest will have its application.\nAfter the representative class in any school has been selected, let the\nmembers be i^hotographed together in a group, the photograph to be the\nfrontispiece of the papers that the class has written, to be followed by a\nneatly* engrossed statement setting forth names, ages, nationalities, grade\nin school, length of time in grade, etc., after a form to be presented by\nTo this might be appended a further statement\nthe State Committee.\nsetting forth the facts concerning the numbers represented by the class,\ntime\nthe course of study, and the place of this subject in the course\ndevoted to it, methods of instruction, etc., etc.\n.The work of ^imilar classes may be bound together in convenient volumes, plainly lettered on the side to indicate the facts in the case.\nDrawings, elementary, from the flat, from objects, designs, maps, etc.,\nmay be selected in a manner somewhat similar but it may not be pracSome drawticable to order special examinations from a central point.\n\nposition.\n\nIt\n\n;\n\nj\n\nmay be produced, like examinations, within a limited time. Advanced pupils may be encouraged to offer more elaborate work, designs,\n\nings\n\nsketches, finished drawings, from nature,\n\nfrom\n\nlife, etc.\n\neach drawing should bear a legend, giving, in addition to\netc., of the pupil, a\n\nIn such cases\ntlie name,\n\nage,\n\nstatement of the amount of time given to drawing ;\n\nthe time, in hours, spent on the given piece of work ; whether it is original\nor copy, and with or without aid\n\nfrom\n\ntlTe\n\nteacher, it being understood\n\nthat aid was limited to advice or suggestion, and that in no case was any\n\n"}
{"page": 600, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n588\n\nmark\n\nor erasure\n\nmade by any person other than the pupil whose name\n\nis attached.\n\nAll drawings with pencil, crayon, chalk, etc., should be '' fixed \" to pre-\n\nThey should be of such size as will permit mounting on\ntwenty-two inches wide by twenty-eight inches high. Smaller\ndrawings may be grouped on cards of the same size, when it can be done\nvent rubbing.\n\ncards\n\nharmony of arrangement and economy of space. A\nnumber of pictures of special merit may be framed and glazed,\n\nconsistently with\n\nlimited\n\nbut the framing should be modest and unobtrusive.\n\nPhotographs will be found useful throughout the exhibit.\n\nThey may\n\nillustrate schools in operation, exteriors, interiors, classes, museums, laboratories, special appa^ratus, etc.\n\nThe best size will be eight inches high by\n\nten wide, of which six may be mounted on one side of the card described\n\nThey may be placed on both sides of the card, the card to be\nmounted on a \" wing \" frame, by which device a large number may be shown\nin a small space.\nAs a rule, photographs should be sent unmounted to\nthe State Committee, wliich may then arrange them in an orderly and\nsystematic manner.\nEach view should be accompanied with a full deabove.\n\nscription.\n\nSchool architecture will form a valuable element of a State exhibit.\nSets of drawings of school houses, existing or proposed, may show floor\nplans, elevations, perspectives, systems of heating\n\nand ventilation, light-\n\nThey should be drawn to an uniform scale of one-fourth inch\nto the foot, and should be bound together in sets in folios. In some cases\nthe perspective may be framed, reference being made to the folio\ning, etc.\n\nAn historic series of\n\nwhich contains the remaining sheets of the design.\n\nschool houses will be instructive, presenting the oldest as well as\n\nthe\n\nnewest examples, and including the very humblest, the log-houses, sodhouses, dug-outs, etc.\nBonaventure's tobacco shed would be a welcome\naddition.\n\nA special department will include architects' plans, designs, etc., and\nthese will not find a place in the State exhibits.\n\nEvidently a part of each State exhibit will illustrate general progress\nand the status of affairs as a whole. Another part will show material\ngathered, as previously suggested, or otherwise, from all parts of the\nThis is the portion which will present most of similarity and repState.\nTo relieve this in a measure, to economize space, and at the\netition.\ntime\nto give wider range to the exhibits from cities and schools, the\nsame\nfollowing plan is suggested\n\n:\n\nAfter the work, which is deemed worthy of presentati(m, has been carefully selected, let that from the public schools be divided into four parts\nas nearly equal as possible in\n\nquantity and value\n\n;\n\nlet\n\neach element, as\n\nprimary, secondary, etc., be included in equal portions in each division.\nAt the opening of the Fair one-fourth of the material will be placed on\n\n"}
{"page": 601, "printed_page": null, "text": "EDUCATIONAL EXHIBIT OF THE COLUMBIAN EXPOSITION\nexhibition, while the remainder will be placed in drawers, where\n\nbe easily accessible if there should be any reason for consulting\nsix weeks the first fourth\n\n589\n\nmay\n\nit\n\nAfter\n\nit.\n\nmay be withdrawn, and the second fourth put\nand so with the other portions.\n\nin its place, for a similar length of time,\n\nMany advantages will accrue from this method of treatment, which will\nbe apparent without explanation.\nIt will be\n\nmore logical to place special schools alongside\n\ntheir corre-\n\nsponding grades of public schools, than to separate out two distinct series,\npublic and private, in the same State exhibits.\nKindergartner's work\nshould be placed near primary work, but not confused with it. Along with\nhigh-school work, come all forms of secondary instruction intermediate\nbetween the grammar school and the college, except such as may be\ngrouped by themselves as specialties. Then follow normal schools, colleges, schools of agriculture, of technology, universities, with their pro-\n\nfessional\n\nschools,\n\nand professional\n\nschools\n\ndetached.\n\nIt\n\nwill\n\nnot be\n\npossible, and it might be invidious if possible, to attempt any sharp grada-\n\ntion among institutions of higher grades.\n\nThey will form a group, whose\narrangement must be determined by good nature and convenience, bringing kindred institutions as much in line as possible.\nAn exception has been suggested as to manual training schools, which\nwill apply to\n\nprovision\n\nAs before explained,\nmade for a series of active exhibits of this practical\n\nsome others of a similar character.\n\nwill be\n\nThese exhibits will not form a part of the systematic organization\nwhich has been described, but will have a place near by, and at the same\ntime withdrawn from the busiest throng of visitors. They will be easily\nIt will probably follow, that the\naccessi\"ble, but not on the thoroughfare.\nmanual training exhibits should be grouped in the immediate vicinity\nThe same may apply in like\nof the active exhibit of that specialty.\nkind.\n\ncases.\n\nCollege and university exhibits will vary greatly, both with the character of the institutions themselves, and with the genius\n\nwho prepare them.\n\nwill have a decided advantage, because\n\ntheir\n\nhorizon of the material and the concrete.\n\n^_^\n\n^k\n^B\nl^B\n\n^^m\n\\^M\nv^k\nI^K\n\nI^K\n\nY^L\n\nand skill of those\n\nIn this respect technical departments and schools\n\nwork\n\nlies\n\nso\n\nmuch in the\n\nIt will not be so easy to present\n\nlogic or logarithms, as it is to show chemistry, or art, or shop-work,\nIf one were endeavoring to present a college, he might wish to show,\nby graphic methods, its history, its development, its progress, its faculty,\nthe\nits courses of study, its requirements for admission and graduation\nits\nnumber of its students by classes and sexes, and departments\nalumni, and if possible, it would be interesting to follow those alumni\ninto life and to show what they are doing and have accomplished.\nThere may be views of buildings, without and within ; illustrations of\nThere\nequipment, and of all beautiful features, ^natural and artificial.\nshould be portraits of founders, presidents, notable professors, and of\n\nL\n\n;\n\n;\n\n"}
{"page": 602, "printed_page": null, "text": "590\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nsuch alumni as have achieved distinction ; usually those who would be\nparticularly anxious to appear in such a portrait gallery, are they\n\nwho\n\nshould be excluded.\n\nThat which is shown should present something that stands for an\nachievement or a product of the institution, not something that it has\nbeen rich enough to purchase.\n\nIf a professor has devised a\n\nnew method\n\nof investigation or of instruction, has invented a new piece of apparatus,\n\nor a process, we wish to\n\nknow it, and it should be presented with such\n\nApparatus which will illustrate the growth of\nany science or art, which will present the history of its development, will\nbe particularly desirable. If that which the venerable Professor Snell\nhad gathered at Amherst, much of it his own handiwork, had not perished\nit would fill a most important place in the Exposition.\nBut the ordinary\nequipment for instruction should not be brought forward. A professor of\ncivil engineering need not occupy space with a transit and level, and a\nsheaf of arrows, unless his own brain has exerted its formative power upon\nthese very instruments, so that they are his in some way more intimate\nthan because he has paid shekels for them. Any other possessor of\nshekels may do the same.\nThe Exposition has other places for this sort\naccessories as are needed.\n\nof display.\n\nSome institutions may make a valuable exhibit by showing the achievements of their alumni, in those lines which represent the natural outcome\nof their college discipline.\n\nBesides the portraits already suggested, there\n\nmay be tablets, or scrolls, on which will be written the names of those who\nhave added to the renown of their alma mater by service in their country's\ndefense, on land or sea ; they who have been chosen to places of honor\nand responsibility, congressmen, governors, foreign ministers ; they who\n\nhave won distinction as jurists, clergymen, physicians, teachers, inventors,\netc.\nWhat a glorious diadem would be a collection of all the books which\nhave been written by the alumni of one of our older universities, say Harvard, Yale, or Columbia\nMany of these institutions have precious relics\nof the olden time, like the crown in the library of Columbia College, sent\nby the King of England, when the college was called Kings; manuscripts,\nmissals, charters, etc., which, in fact or in fac-simile, they might use to\n!\n\nadd interest to their exhibits.\n\nThe space assigned to this exhibit is by far larger than was ever before\noffered to this interest.\nis\n\nIt is in the choicest place in the Exposition.\n\nenvironed by the great departments, every one of which\n\nis\n\nits\n\nIt\n\nchild,\n\nsome of them, in former expositions, being included within its fold. If\nto any the space still seems inadequate, the remedy is to fill that space\nwith only the noblest and the choicest material, leaving behind all which\nis feeble and commonplace.\nThere is room enough, there is material\nenough, to make the Educational Exhibit the jeweled crown of the\nWorld's Columbian Exhibition.\n\n"}
{"page": 603, "printed_page": null, "text": "THE WORLD'S EBUGATIOXAL CONGRESS.\n\n591\n\nTHE WORLD'S EDUCATIONAL CONGRESS.\nW.\n\nT.\n\nHARRIS, COMAITSSIONER OF EDUCATION, U.\n\nS.\n\nIt has been well considered by the World's Columbian Exposition at\n\nChicago, that side by side with the exhibit of the material resources of all\n\nTo use\nTo provide for the proper presentation\n\nnations there should be an exhibit of the spiritual achievements.\n\nthe words of the announcement,\n\n**\n\nof the intellectual and moral progress of the world,\" there should be held\n*'\n\nA series of World's Congresses with the assistance of the leaders in all\n\nthe chief departments of human achievement.\"\n\nActing on this idea a programme has been mapped out which sets apart\neach of the six months of the exposition for some one class of these congresses.\n\nFirst the\n\nand music.\n\nmonth of May,\n\n1893, is set apart for art, literature,\n\nIt is very appropriate that the series\n\ndiscussion of the spiritual\n\nactivities\n\nhuman nature — the manifestation of\n—because the whole exposition\non this\n\nartistic display of\n\nforms\n\nshould begin with a\n\nwhich have for their object the\nrests\n\nspirit in material\n\nidea.\n\nEvery\n\ninter-\n\nnational exposition is a revelation of the ideals and achievements of the\npeoples of the world.\n\nFor the second month\n\nit\n\nis\n\nproposed to hold the congresses and con-\n\nventions that relate to religion and morals, including temperance, social\n\nreform, and the suppression of vice in all its shapes.\n\nThe third month, July, is set apart for education in its various forms.\nThis is the special month which interests our National Association. But\nnot merely school education is provided for in congresses.\nBesides this\nthere are all\n\nmanner of learned\n\nsocieties\n\ndevoted to science, philosophy,\n\nand invention, which are to meet in conference.\nFor August the congresses of jurists, the students of politics, the\nframers of laws, and the military also the secret societies.\nSeptember is set apart for labor congresses and kindred movements;\nwhile October closes the series with congresses of agriculture, commerce,\nand finance.\nThe bare mention of these great spiritual interests impresses us with\n;\n\ntheir vastness.\n\nIn order to properly provide for such a\n\nseries\n\nof con-\n\ngresses it became evident that a separately organized directory body had\nto be formed with nearly as much work on its hands as the business of the\n\nmain exposition.\n\nThe directory to whom is intrusted this series of con-\n\ngresses is called '' The World's Congress Auxiliary,\" and it consists of loca'\n\ncommittees resident in Chicago and of advisory councils residing in vari-\n\n"}
{"page": 604, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n592\n\nous parts of the world.\n\nThe committees resident in Chicago are charged\n\nwith the management of the whole enterprise.\n\nKeturning to the educational congresses in which we are especially\ninterested we note that local committees and advisory councils have been\n\nformed on the departments of higher education, public instruction, music,\nteaching, instruction of the unfortunates, and special education.\nThe\nspecial committee of ten from the National Educational Association\nappointed on ^' The World's Congress of Educators\" has been recognized\nand made an advisory council on public instruction. Inasmuch as the\nNational Educational Association has nine departments and represents\nthat number of educational interests, your committee have been at first\nsomewhat embarrassed by seeming to find their functions limited to the\noffice of making suggestions to the local committee in Chicago on the\nsubject of public schools and excluding the topics of higher education,\nmanual training, music, and the kindergarten. A correspondence with\nthe President of the Auxiliary and a full and free conference with the\nlocal committee on public instruction have removed nearly all of our\ndifficulties and the way seems now open for the following course of action.\nThe committee will act in conjunction with the local committee as a\njoint committee, and adopting the action already taken by the latter,\nproceed to complete the organization of the several departments of the\nCongress by inviting distinguished educational specialists from the several\nStates and from foreign nations in Europe and on this Continent to join\nin the work of the following named sections :\n{a)\n\nThe Kindergarten.\n\n{h)\n\nElementary Instruction.\n\n(c)\n\nSexjondary Instruction.\n\nHigher Instruction.\nNormal Instruction.\n(/) The Superintendence of Schools.\n{d)\n\n(e)\n\n(g)\n\nIndustrial Education.\n\n{h)\n\nArt Education.\n\nMusical Education.\n{h) Educational Publications and School Journals.\n\n(i)\n\nThese sections, omitting the last, cover exactly the scope of the National\nEducational Association, and if it is to move at all in this matter of an\ninternational congress it seems to your committee that it should undertake all these departments.\n\nLet us suppose for one moment that the higher education were to be\nomitted from the programme as provided for in your committee. This\nwould imply that the department of higher education in the National\nEducational Association is not a representative body of such dignity as to\nIt would mean such a slight\njtand for higher education in this nation.\ncertainly be a decline of\nwould\nto this department, that in future there\n\n"}
{"page": 605, "printed_page": null, "text": "THE WORLD'S EDUCATIONAL CONGRESS.\nthe interest which has grown up in later years.\n\n593\n\nWhat would be the effect\n\nof abolishing in the National Association the department of higher educa-\n\nThe educative influence that comes from association with the best\n\ntion ?\n\neducated teachers in the country would be all lost for the teachers and\n\nWe may add, too, that the managers\nwould give up by the same act of withdrawal that\ninter-communication with elementary and secondary education which the\nsuperintendents of the lower schools.\nof higher education\n\nNational Educational Association has for a long time cultivated.\n\nThis,\n\ntoo, would happen just at a time when important changes are proposed in\n\nthe course of study of the common schools to effect an earlier preparation\nfor college.\n\nThere has never been before an epoch when elementary and\n\nsecondary education seemed to be on the point of being enriched through\nthe studies made upon it by the leaders of higher education.\nially in this department of\n\nWe espec-\n\nsuperintendence have profited repeatedly from\n\nthe sharp and wholesome criticisms of the President of Harvard University and the President of Clark University.\n\nJust now, too, the management of the National Educational Association is reaching out wisely to\n\nadd dignity and usefulness to its influence\n\nby applying a portion of the proceeds of its large and increasing endowment\nfunds to publish and distribute full reports of its proceedings to offer\nannual medals as a recognition of the most distinguished educational con;\n\ntributions of the year ; to establish conferences for distinguished specialists at its annual gatherings, and by these to attract those rare minds\nengaged in original investigation to our annual meetings.\nWhatever injury would come to the National Educational Association\nif the department of higher education were to be withdrawn or even\nslighted, would happen in a less degree if any other' one of its nine\ndepartments were thus removed. I think that it is clear that we must\ninsist on the representation of all our sections in the National Congress.\nBut on the other hand we see the necessity of the local executive committees at Chicago, and must not propose to them any abdication of their\nAlthough our committee\nrights of final adjudication in this matter.\ndesires to act, it must act subject to the approval of the local committees\n\nof the Auxiliary.\n\nWhat shall be the scope of the World's Congress ? The programme\nmust be skillfully prepared, and distributed throughout this country\nand Europe before the coming summer. The questions must be of international interest and not mere local questions.\nThe following list has been prepared and printed by President Bonney\nof the Auxiliary, and we can all see that it touches live questions in our\neducation systems\n(a)\n\nage,\n\n''\n\n:\n\nThe rational limits of education for children under five years of\n\nand the\n\nlike limits for children of ten, fifteen,\n\nof age, respectively.\n\nand twenty years\n\n"}
{"page": 606, "printed_page": null, "text": "694\n\n(b)\n\nTHE! JSTATIONAL\n\nEDVOATtOKAL ASSOCIATION.\n\nThe rational limits and practical utility of recitations and examina-\n\ntions.\n\nThe rational methods of control and discipline.\nThe essential principles and proper place of kindergarten education.\n(e) The essential principles and proper place of manual training and\n(c)\n\n(d)\n\nart education.\n(/)\n\nThe proper office and use of music in the public schools.\n\nHow far agricultural chemistry, economic geometry, economic\nentomology, and the like branches, should be made a part of the course\n(g)\n\nof instruction in the common schools of agricultural districts.\n(h)\n\nHow far the use of tools, and the sciences applicable to the mechan-\n\nical arts should be\n\nmade a part of the course of instruction in schools in\n\nvillages and cities.\n(i)\n\nHow far the laws of life and health, and the use of remedies in case\n\nof accident or other emergency should be\n\nmade a part of the course of\n\ninstruction in the common schools.\n(/)\n\nHow far the subjects of civil government, embracing the holding of\n\npublic meetings, the conduct of public business, and a knowledge of the\n\nlaws involved in the every-day proceedings of\ntaught in the common schools.\n(Jc)\n\ncommon\n\nlife,\n\nshould be\n\nHow far the universal principles of morals and religion should\n\nbe taught in such schools.\n\nThe extension of higher education among the masses of the people.\nThe school library as a means of education.\n{n) What reforms in the architecture of modern school buildings and in\n(l)\n\n(m)\n\nschool furniture and apparatus should be recommended.\n(o)\n\nWhether the existing educational systems may be best adapted to the\n\nrecent enormous increase in all departments of knowledge by dividing the\n\neducational term into three periods, during the first of which the scholar\n\nshould be taught the merest rudiments of the largest practicable number of\nbranches of knowledge, but the details of none except his own language\n\nand matters necessarily incident thereto ; and during the second of which\nperiods he should be taught the exact details of a special course of instruction, selected with reference to his future calling in life ; and during the\nlast of which he shall be taught the practical application of technical\nknowledge to the subjects involved in his proposed life-work.\n(p)\n\nHow far uniformity of scholastic attainments should be required,\n\nand how far prescribed courses of study should be adapted to the intellectual characteristics of individual students.\n(q)\n\nWhether the manual of arms and the simplest principles of tactics\n\nshould be taught in the common schools, as involving\nbenefits\n\nall\n\nthe substantial\n\nnow derived from what is known as calisthenics, and giving the\n\nstudents in addition thereto the benefits of superior discipline and deco-\n\nrum, and providing, for the sake of the State, the rudiments of the knowl-\n\n"}
{"page": 607, "printed_page": null, "text": "THE WORLD'S EDUCATIONAL CONORESS.\n\n595\n\nedge necessary to convert the citizen into a soldier for the defense of his\ncountry.\n(r)\n\nThe importance\n\nof\n\na national\n\ncivil\n\nservice\n\nacademy,\n\nin\n\nwhich\n\nstudents selected from each representative district throughout the whole\n\ncountry shall be educated and trained for the civil service as such students are now educated for the military and naval service in the military\n\nand naval schools.\n{s)\n\nThe importance of a scientific education for common soldiers and\n\nmarines, to the end that when not engaged in military operations they may\nbe employed in scientific observations and explorations under the direction\nof qualified officers, and to the further end that such soldiers and marines\n\nmay be saved from the habits of dissipation and vice engendered in idleness.\n{t)\n\nThe history, influence, results, condition, and prospects of educa-\n\ntion in different countries.^'\n\nWe must compare these questions w4th the existing live questions in\nEurope, and strike the common ground so that the debates may interest\nalike the delegates from all nations.\nIt has been\n\nthe custom in international educational congresses to pub-\n\nlish in advance the questions,\n\nexecutive committee.\n\nand invite written theses to be sent in to the\n\nFrom these theses are selected such as are found\n\nmost suitable to be read and debated at the several sessions of the congress.\nThere are three great questions, the pivots as it were of all our educational management, and if we can bring out these in our international\nconference we shall accomplish the best results.\nThese pivotal questions\nrelate to the course of study, the methods of instruction, and moral training\nor discipline.\nThese are quite properly placed in the foreground in President Bonney's scheme above. The course of study question, for exam'ple, involves these practical issues of shortening and enriching the programmes of our common schools Can we flank a certain amount of higher\narithmetic by placing algebra and geometry in our elementary schools ?\nCan we change the work of the college so as to require the study of general history and the rudiments of natural science such as are given in\nthe so-called '^ natural philosophy\" and '* physical geography\" text-books\n:\n\nused in our high schools ?\n\nOught the colleges to lower their standards\n\nof admission so as to diminish the dangerous hold which secondary schools\nare getting to have in our national education ?\n\nThe old question of religious education in connection with the public\nit is very important just\nnow in\n\nschool is alive yet in this country, and\n\nGermany, where there is a reactionary school law proposed, and in France,\nwhere the State is endeavoring to completely secularize the schools and\nfinally in England, where the parochial schools are strongly contesting\n;\n\nthe rising influence of the non-sectarian education.\nFinally, the general objects of the international congresses are so well\nset forth by the World's Congress Auxiliary at\n\nI\n\nChicago that I read from\n\n"}
{"page": 608, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n596\n\ntheir circular of last October, wherein they present these objects as themes\nof the six great classes of congresses :\nI.\n\n\"The grounds of fraternal union in the language, literature, domes-\n\ntic life, religion, science, art,\nII.\n\n*'\n\nand civil institutions of different peoples.\n\nThe economic, industrial, and financial problems of the age.\n\nIII. \"Educational systems, their advantages and their defects\nand the\nmeans by which they may best be adapted to the recent enormous increase\n;\n\nin all departments of knowledge.\n\nIV. \" The practicability of a common language, for use in the commercial relations of the civilized world.\n\nV. \" International copyright, and the laws of intellectual property and\ncommerce.\nVI. \"Immigration and naturalization laws, and the proper international privileges of alien governments, and their subjects or citizens.\nVH. \"The most efficient and advisable means of preventing or decreasing pauperism, insanity, and crime ; and of increasing productive\nability, prosperity, and virtue throughout the world.\nVIII. \"International law as a bond of union and a means of mutual\nprotection ; and how it may best be enlarged, perfected, and authoritatively\nexpressed.\n\nIX.\n\n\"The establishment of the principles of judicial\n\njustice as\n\nthe\n\nsupreme law of international relations ; and the general substitution of\narbitration for war, in the settlement of international controversies.\n\n\" It is impossible to estimate the advantages that would result from the\nmere establishment of personal acquaintance and friendly relations among\nthe leaders of the intellectual and moral world, who now for the most\npart know each other only through the interchange of publications, and,\nperhaps, the formalities of correspondence.\n\n\"And what is transcendently more important, such congresses, convened under circumstances so auspicious, would doubtless surpass all\nprevious efforts to bring about a real fraternity of nations, and unite\nenlightened people of the who^.e earth in a general co-operation for the\nattainment of the great ends for which human society is organized.\"\n\nFollowing Dr. Harris, Mr. Lane, of Chicago, made brief remarks.\n\nHe said that demands had come in from various learned societies, for\nHe said that the committee\nwhich he was a member would co-operate with the National Educational Association, and endeavor to bring all things into harmony with\nit.\nHo gave account of the opportunities that would be afforded by the\nArt Institute building and the Auditorium for all meetings that might\nbe held, and said, in conclusion, that while invitations in general had\nbeen extended to foreign nations to participate, all special matters belonging to it would be referred to the National Educational Association.\nopportunity to deliberate upon their work.\nof\n\n"}
{"page": 609, "printed_page": null, "text": "IN MEMOniAM.\n\nDr. Johk Wickersham, of Pennsylvan^ia.,\n\nBorn March 5, 1825,\nDied March 25, 1891.\nDr. John Hancock, of Ohio,\n\nBorn February 18, 1825,\nDied June 1, 1891.\nDr. Thomas W. Harvey, of Ohio,\n\nBorn Dec. 18, 1821,\nDied January 20, 1892.\n\n697\n\n"}
{"page": 610, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n598\n\nIN MEMORIAM—DR. JOHN WIOKERSHAM,\nBY DR. EDWARD BROOKS, OF PHILADELPHIA.\nIt is very gratifying to me that, though through an inadvertence the\nname of Dr. Wickersham does not appear on our program, he is not forgotten by the members of this Association. It is also gratifying to me to\n\nbe called upon to speak a few words in his memory, though I should have\n\nbeen better prepared to do justice to the occasion had I known beforehand\nthat this duty would be assigned me.\nDr. Wickersham was Pennsylvania's most distinguished educator.\nsure I do not overstate the matter\n\nI\n\nam\n\nwhen I say that he did more for the\n\nman in Pennsylvania.\nMoreover, I believe that Dr. Wickersham ranks among the greatest educa-\n\nprogress of education in our State than any other\n\nHis work was deep, broad, and\nand his name deserves to be enrolled among America's most\neminent educators. His career was one of uninterrupted advancement and\nsuccess.\nEvery position he occupied was filled with conspicuous ability,\nand became the stepping-stone of a higher position. He began his educational work as a teacher of a country school, then became the principal of\nan academy, was then elected county superintendent, then became principal of the first State Normal School of Pennsylvania, and finally crowned his\nwork by being placed at the head of the Department of Public Instruction in the Keystone State.\nAs teacher of the country school he aroused\nthe enthusiasm of his pupils and patrons ; as principal of the academy\nhe became known throughout his country as a wise and progressive educator ; and as a county superintendent he was one of the most intelligent\n\ntors that this country has produced.\nlasting,\n\nand distinguished in the State.\n\nAs principal of the Normal School at\n\nMillersville he laid the foundation for normal instruction in Pennsylvania.\n\nThe Normal School law of the State was largely shaped by the work of\nthis school,\n\nand it became a model after which the other schools of the\n\nState were patterned.\n\nDr. Wickersham's views on education were broad, progressive and philosophical.\n\nHe was one of the earliest to base pedagogical instruction on\n\nphilosophical principles, and to claim that teaching could be developed\ninto a science\n\nand an art.\n\nHis lectures to teachers at the beginning of\n\nthe Millersville Normal School, nearly forty years ago, presented many of\n\nthe principles which have since been called the \" New Education.\"\n\nThe\n\nbasis of this course of instruction was a careful study of the nature of the\n\nmind, and this was before any works on educational psychology were\n\n"}
{"page": 611, "printed_page": null, "text": "IN MEMOniAM-DR. JOHN WWKER8HAM.\n\n599\n\nSo high was his appreciation of the value and responsibility of\nwere prepared with the greatest care. No\namount of labor seemed too great in order to make them worthy of the\nThese lectures were subseattention of h*is classes of student-teachers.\nquently published, forming his two works \" School Economy \" and\n** Methods of Instruction,\" works which were not only extensively read iu\nthis country but have been translated into several foreign languages.\nIn 1866, he resigned his position as principal of the Normal School\nand was appointed State Superintendent of Public Instruction. In\nthis position Dr. Wickersham showed, pre-eminent abilities, and accomplished a great work.\nHe put a life and enthusiasm and dignity into the\ndepartment that it had never before known. This influence permeated\nevery part of the State and gave a wonderful uplift to the cause of public\neducation.\nWhile as State Superintendent his name is not identified with\nany striking act of legislation, it can be truly affirmed that no one who\never occupied the position did so much for the advancement of the cause\nof education in Pennsylvania as Dr. Wickersham.\nNecessary legislation\nhad already been made what was needed was a strong executive to put\nthe machinery into motion, and Mr. Wickersham was such an executive.\nThe educational atmosphere of the State was filled with the spirit of life\nand progress. School buildings were improved and multiplied, new normal schools were established, teachers' qualifications were raised, county\nsuperintendents were stimulated and strengthened in their work, and there\nwas a grand movement forward all along the line. Upon his resignation\nfrom the office of State Superintendent he was appointed Minister to\nDenmark, a position which was not congenial to his taste and which he\nresigned after a few months' residence abroad.\nMr. Wickersham was more widely known abroad at one time than any\npublished.\n\nthis work, that these lectures\n\n;\n\nother educator in this country.\n\nMany here present will remember th.e\n\nposition he occupied at the Centennial Exposition in Philadelphia in 1876,\n\nand will corroborate the statement that no American educator attracted\nwider attention among foreign educators than did Mr. Wickersham.\nIt\nwas my pleasure to renew my acquaintance this summer with M. Buisson,\nDirector of Primary Instruction in Paris, who was at the head of the\nFrench Commissioners of Education in this country in 1876, and the first\nquestion he asked me, after a few words of personal greeting, was in respect\nto his old friend, Dr. Wickersham of Pennsylvania.\nHe seemed deeply\ntouched to learn of his death, and spoke in high terms of his writings and\nhis work,\n\nmember of the National EducaHe was present at its organization in Philadelphia in\n\nMr. Wickersham was a distinguished\ntional Association.\n\n1857, was elected President in 1865, and ^p,s also President of this depart-\n\nHe took great interest in its meetings, was\none of its wisest counselors, and his contributions to its literature showed\nment of superintendents.\n\n"}
{"page": 612, "printed_page": null, "text": "600\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nand practical thinker on educational subjects. At the\nmeeting of this Association, one year ago, Mr. Wickersham was present,\n\na clear, vigorous\n\nand the distinguished presiding officer, Judge Draper, seeing him enter\nthe hall and remembering his conspicuous and honorable services as an\neducator, invited him to a seat upon the president's platform.\nA few\nmonths later and, unexpectedly to himself and his friends, he was suddenly\ncalled away.\nHis strong and impulsive heart ceased to beat, and he passed\nover into the land of silence.\nBut though he is not with us to-day, his\nmemory remains as a rich heritage of lofty purposes and noble achievements, and we honor ourselves as we pause a moment in our exercises to\ndo honor to his deeds and his memory. And it is with great personal\ngratification that I twine this wreath of grateful memories and lay it on\nhis honored grave.\n\nIN MEMORIAM— THOMAS W. HARVEY.\nBY SUPT. L. W. DAY, CLEVELAND, OHIO.\nOhio was one of the first States in the Union to adopt State supervision\nof\n\npublic instruction.\n\nAs early\n\nas the year 1837, in\n\nobedience to a\n\nmost earnest appeal made by a semi-state organization of teachers, the\nlegislature passed a law creating the office of State Superintendent of\n\nSchools, to which position, on request of the same body of educators,\nMr. Samuel Lewis was soon after appointed. It may be worthy of note\nthat within a few weeks after the appointment of Mr. Lewis, Horace Mann,\nwhose memory is venerated by all Ohio teachers, was placed at the head of\nthe Massachusetts schools as Secretary of the State Board of Education.\n\nIn Ohio there was some instability, the duties and responsibilities of\nthe office being assumed by the Secretary of State during a portion of the\ntime down to the year 1853. In that year the commissionership of the\n\ncommon schools was made an independent office, and clothed .with such\nauthority and power as to give it, at least, a degree of dignity.\nAmong the men who, under circumstances at once disheartening and\ndiscouraging, labored unflinchingly for the elevation of the schools and\nthe cause of education generally in these early days, as well as in the\n\nprosperous years that succeeded those dark hours, may be named Samuel\nLewis, Lorin Andrews, A. D. Lord, M. F. Cowdery, M. D. Leggett,\n\nHorace Mann, Andrew J. Rickoif, I. W. Andrews, W. D. Henkle, Thomas\nW. Harvey, John Hancock, E. E. White, Anson Smythe, Andrew Freese,\nJohn Eaton and many others, each of whom was a hero in the protracted\nstruggle against the powers of ignorance and indifference in our good\nState.\nThe enthusiasm of these men knew no permanent discouragement.\n\n"}
{"page": 613, "printed_page": null, "text": "IW MEMOBIAM— THOMAS\nStrong\n\nin\n\nW.\n\nHARVEY.\n\n601\n\nthe right, powerful in will, determined and united in effort,\n\nthey conquered a glorious measure of success.\nInto the State Teachers' Association, organized in 1848,\n\nall\n\nthe leading\n\neducational workers of the State came, bringing with them experience,\nability and reputation.\n\nThe teachers of the State were roused, conven-\n\ntions and institutes were held, the standard of teachers' qualifications was\nraised, local supervision of schools\n\nwas urged, public school libraries were\n\nestablished in both town and country, normal schools were urged, methods\n\nwere discussed, better school buildings were secured, especially in villages,\ntowns and cities in short, every school interest received its due share of\n\n—\n\nmore or less of success. Under the inspiration of this\norganization and the influence of the army of earnest men and women\nattention with\n\nenrolled as educational workers, the schools steadily forged ahead.\nIt was to an inheritance thus\n\nfounded that Mr. Thomas Harvey came,\n\nas State Commissioner of Common Schools, in the year 1871.\n\nHe labored\n\nmost assiduously to extend, broaden and deepen the work of his predecessors in office and his co-laborers in educational work.\nHe placed great\nreliance in the efficiency of the Institute, and sought steadily to strengthen\nand establish firmly the feature of educational effort. Layipg aside his\nofficial robes at the expiration of his term, he continued his interest in\nthe common schools without abatement of zeal, laboring shoulder to\nshoulder with his associates in all parts of the State.\n\nIn step with the\n\nwise and determined leaders of thought and effort throughout the nation,\n\nhe was always found in the storming column in the assaults upon the\ncitadel of ignorance, a stalwart in the fray armed cap-a-yie for the fight.\n\nBorn among the hills of New Hampshire, he was early imbued with a\nspirit of self-reliance and independence, which were leading characteristics\n\nof his\n\nlife.\n\nAn earnest, conscientious boy, he developed into a noble\n\nman, broad of view, pure in thought and word, a safe leader, an inspiration to all.\n\nHis early educational privileges were limited.\n\nHe availed\n\nhimself of every opportunity which his vicinity afforded, and at the age\nof fifteen began the printer's trade in Painesville, Ohio.\n\nLater he became\na student in the Western Eeserve Teachers' Seminary, at Kirtland, Ohio,\n\nwhere he laid the foundation of a broad and\n\nliberal education.\n\nHe was\n\na close student all his life, and although not a graduate of any college he\n\nwas a thoroughly educated man.\n\nEminently practical, genial and perse-\n\nvering, his work prospered in his hands.\n\nHe came to the office of School\n\nCommissioner fully equipped, and through his writings, his books and\nhis addresses, thoroughly intrenched in the confidence of the teachers and\nfriends of education throughout the State.\nUpon all appropriate occasions, as a private citizen, a teacher, and a State officer, he spoke earnestly\nfor the normal school, the teachers' institute, for local supervision, for a\nmore comprehensive course of study, and%r a higher grade of excellence\non the part of teachers. He accomplished much. In the Association of\n\n"}
{"page": 614, "printed_page": null, "text": "602\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nhis own State, on the floor of this department, and in the councils of the\nNational Association his voice was often heard pleading for measures cal-\n\nculated to better the condition of the common schools.\n\nnot divided\n\n;\n\nhe pursued no uncertain course.\n\nHis interests were\n\nHe was not a politician\n\nin the offensive use of that term, but\n\noptimistic tendencies.\n\nhe was an educator with decidedly\nKeenly sensible of the shortcomings of the public\n\nsystem, he nevertheless looked bravely forward to the time when the\nhandicapping of the schools should be, in large measure at least, removed,\n\nwhen the mission of the public school should be more fully appreciated,\nand when illiteracy, ignorance, superstition and bigotry should be dissolved in the light of moral and intellectual excellence.\n\nTo the accomplishment of this desirable end he devoted his life. To\nus he has left the legacy of a noble character, the example of an unselfish\ncareer, the inspiration of a broad, generous, pure Christian gentleman.\n\nIN MEMORIAM—JOHN HANCOCK.\nBY W. E. SHELDON, OF BOSTON.\nThe contemplation and study of the individual characteristics of repremen who have achieved success in educational work furnish\nmaterial for comparison, contrast and imitation.\nThe character and life\n\nsentative\n\nof a good\n\nman open a field for the student's investigation that will yield\n\nhim pure and permanent pleasure, and will reveal the elements of true\nsuccess in life.\n\nJohn Hancock has left behind him a record of a noble manhood, of an\neminent educator, of a highly-cultured gentleman, of a patriotic citizen,\nand of a sincere Christian. From the dawn of his life to the end of it he\nillustrated the value of habits of diligent application, of temperate living\n\nand of high thinking.\n\nIn such elements of character lies the secret of\n\nhis useful life.\n\nCount Hamilton once said of Richelieu that ^^this man commanded\nand little armies did great things.\" So we would say of Mr.\nHancock, that from his early experience in the log school-house, as\nstudent and teacher, as superintendent of schools, as a writer and lecturer,\nand as Commissioner of Education of the great Commonwealth of Ohio,\n\nlittle armies,\n\nhe never neglected the little things that presented themselves in the disHe never worked for the mere rewards of\ncharge of his daily duties.\nwell-doing, nor did he despise or refuse the well-earned advancements\nthat came to him from such a course of action.\nIn reviewing Mr. Hancock's life and work, in every position he held,\none cannot fail to be deeply impressed with his methodical habits in all\n\n"}
{"page": 615, "printed_page": null, "text": "m MEMORIAM—JOUN HANCOCK.\nthe details of his life.\n\n603\n\nEvery step he took was a logical one.\n\nEverything\n\nhe did was systematized, and this marked characteristic, which was practised and developed from his early youth through his entire career, unquestionably furnishes the key to his remarkable success.\nstrongly emphasize the practical benefit that\n\nit\n\nwould be\n\nWe cannot too\nto young men\n\nentering upon a life of educational work to read the memoir of Mr. Han-\n\ncock so well prepared by his life-long friend, \"W. H. Venable, LL.D., of\nCincinnati, Ohio, to which are appended selections from his writings.\n\nIt\n\nand to guide them.\nThe study of his boyhood will quicken our youth to a truer sense of the\nvalue of this period as a time for preparation, and open the paths to a\nHis life confirms the\nrealization of their highest and best aspirations.\ntruth of the words of a great writer, who said, \"It is no man's business\nwhether he has genius or not worh he must, whatever he is, quietly and\nsteadily, and the natural and unforced results of such worh will be always\nthe things that God meant him to do, and will be his best.\nIf\nhe be a great man he will accomplish great things if he be a small man\nhe will perform small things.\"\nMr. Hancock, although a bright young man, could not be regarded as a\ngenius, but his life illustrates the truth that men of good talents, wisely\ndirected, will often advance securely in the way of success, when what is\ncalled '^ genius \" vainly attempts to scale the rugged heights of the hill of\nGoethe once said, '^ We are not all born to solve the problem\ndiflficulty.\nuniverse,\nbut to find out what we have to do, and confine ourselves\nof the\nwithin the limits of our powers of comprehension,\" and we may add, of\nwill serve to encourage, to stimulate,\n\n;\n\n...\n\n;\n\naction, also.\n\nMr. Hancock evidently relished grappling with large questions, for we\nwhen he was only twenty-three years of age he prepared and\nread an essay at a teachers' meeting in Clermont County, Ohio, \" On the\nNational Association for the Promotion of Education.\" The mastery of\nsubjects, broad and comprehensive in their scope, made him, unquestionably, the man of influence and power he has ever been in the councils and\nwork of the National Educational Association and its departments.\nHe joined the Association in 1858 at the meeting held in Cincinnati,\nwhere his close friend, Andrew J. Rickoff, was chosen the President. As\nDirector, President, and active member of this body, he had, for a third\nof a century, held a front rank among the earnest workers of the nation\nHis prominence was largely due\nfor the promotion of popular education.\nto his earnestness, his attractive methods of speaking, his charming social\nHis reports, as Superintendent\nqualities, and to the piirity of his motives.\nof Schools in Cincinnati, Dayton and Chillicothe are models, showing a\nthorough and intelligent knowledge of the varied departments of scliool\nHis\nadministration, and of the best approved methods of instruction.\nreports made for the National Council of Education, and his addresses\nfind tliat\n\n"}
{"page": 616, "printed_page": null, "text": "604\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nbefore Count}^, State, and National associations,\n\nall give evidence of a\nbroad and comprehensive study of educational subjects.\nThe position he took was generally the golden mean between the extreme\n\nwho think that the good old\nmethods are always the safest and best, and those advocated by the enthusiastic radicals, who think they have discovered a more royal road to learning,\nor, to quote the words of Mr. Hancock, '^ who think they have disviews held by conservatives in education,\n\ncovered the true educational philosopher's stone,\n\nthat will\neverything it touches into the golden ore of wisdom.\"\n\ntransmute\n\nHis mind once made up on any question of vital importance, it was not\nHis character was of the positive order. Convince him\nthat he was in error, and he knew how to yield gracefully, but no special\npleading or sophistry ccfuld change his mind when he had studied a subTo him firmness was an element\nject deliberately and taken a position.\nof power and a means of usefulness.\nIn his relations with teachers under his supervision, he was a model\neasily changed.\n\nsuperintendent.\n\nHe recognized the fact that all real instruction must emanate from the\nindividual teacher, and always encouraged large freedom in work, looking\nto results as the test of their efficiency.\n\nHis individuality was a distinguishing characteristic, and showed itself\nBeing largely a self-made man, he had\nHis forceful manner at times might have led\nconfidence in his opinions.\nthe casual observer to think him, to a degree, intolerant, but by those who\nknew him better, no such charge would ever be made. He was often, in\nthe discussions of the National Council of Education, inquisitive, and\navailed himself of his rightful privilege to gain all the light on a question\nhe could, with a view to broaden his knowledge and aid his judgment in\narriving at correct conclusions.\nEven when he was not fully satisfied\nwith the answers he obtained from those differing with him, he respected\n\nin public and private relations.\n\nhis opponents' honest opinions.\n\nHe won his fame and success by strict integrity and close adherence to\nright principles of action, and the conscientious discharge of his practical\nduties.\n\nFrom his purpose to devote his life to educational work he never\nHe put great industry into all his work.\n\nturned aside.\n\nHis self-reliance and perseverance were shown in every position he held.\nI never knew\nhim to become excited and vehement in utterance but once, and that was\nwhen he felt called upon to denounce a sham pretense in educational work.\nThe tenor of his life was earnest, and yet he had ready wit, and his\n\nHe loved the right and despised all shades of wrong-doing.\n\nIn his educational doctrines he was\nand progressive, and at the same time he was unwilling to set aside\nthe lessons which experience had taught him.\nNew theories and devices\nin education were all brought to the test of his deliberate judgment.\n\nhumor gave zest to his conversation.\nliberal\n\n"}
{"page": 617, "printed_page": null, "text": "REMARKS OF Z. RICHARDS, OF WASHINGTON.\n\n605\n\nMr. Hancock was a conspicuous member of a remarkable group of good\nmen wbo have represented the State of Ohio in educational councils and\nwork. Many of them have gone, with him, to their reward.\nThe names\nof W. D. Henkle, Lorin Andrews, Israel TV. Andrews, ex-President Garfield,\nAnson Smythe, Thomas W. Harvey, Eli T. Tappan, Horace Mann and\nmany others have left behind them the imperishable monuments of good\nservice in the varied walks of educational work.\n\nOf this group remaining in the ranks are Andrew J. Kickofif, E. E.\nWhite, John Eaton, B. A. Hinsdale, L. W. Day, and many others. Long\nmay they live to enrich the world by their counsel and work. They all\nmourn with us the loss of Mr. Hancock as a worker, as a comrade, and as\nfriend and brother.\n\nMay our reflections upon his life and\n\ncharacter\n\nstrengthen our efforts to maintain the great principles which he so faithfully and courageously defended, and so well illustrated in his life.\n\nREMARKS OF Z. RICHARDS, OF WASHINGTON,\nMr. Presideitt\n\n:\n\nmy full approval of the interesting and appropriate\nremarks which have been made in memory of three lamented deceased\nmembers of the National Educational Association, viz., J. P. Wickersham,\nJohn Hancock and T. W. Harvey. But our friend Sheldon, in his very\nI rise to express\n\nappropriate reference to these departed friends, as\n\namong the original\n\nfounders of this Association, and in referring to the\n\n^'\n\noriginal members now present, has unintentionally I\n\nam sure, forgot to\n\nonly two \" of the\n\nmention our worthy friend. Dr. D. B. Hagar, now present with\n\nus,\n\nhas the honor of preparing the first\n\nNational\n\nConstitution of the\n\n*'\n\nwho\n\nTeacher's Association.\"\n\nWe are happy to know that our kind Heavenly Father has prolonged his\nuseful life, to permit him to be here with us to-day, to join with us in\n\npaying our tributes of honor to the memory of a Wickersham, who helped\nto organize this Association, at its first meeting in Philadelphia, thirty-\n\nand of the noble Hancock, who was among the first to welcome and assist the very few original members at our first anniversary in\n\nfive years ago,\n\nCincinnati, in 1858.\n\nIn all\n\nmy connection with the w^ork of this N. E. Association, I am\n\nhappy to say that the lamented Wickersham, Hancock and Harvey, have\nbeen among our best co-workers, and our best friends in this Association.\n\n"}
{"page": 618, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n606\n\nHI8T0RY AND LITERATURE IN GRAMMAR GRADES.\nBY SUPT.\n\nJ.\n\nH. PHILLIPS, BIKMII^GHAM, ALA.\n\nIt is not without\n\ndiscuss so vital\n\ntrepidation that I appear before this Department to\nand comprehensive a subject as that assigned to me by\n\nyour president.\n\nFully aware of the fact that I am addressing those\n\nwho\n\nare far better equipped than I for this task, I beg at the outset that\n\nwhat\nI shall say upon this important topic may be considered tentative and\nsuggestive rather than didactic.\n\nThe connection between history and literature is so intimate that the\ntreatment of the latter in its broad sense might include the former, without violence to either.\n\nConsidering each in\n\nits\n\nmore restricted meaning,\n\nhowever, and particularly in its commonly accepted scholastic sense, the\nreason for the separation of these subjects in the caption becomes apparent.\n\nIn presenting the claims of history and literature to a place in the curriculum of the elementary school, I do not feel that I am advocating the\nintroduction of new subjects into our already too crowded course.\n\nHis-\n\nmany years in the majority of our\nschools, and literature has received at least a passive recognition.\nThe\n\ntory has been assigned a place for\n\nactaal instruction in both has been far from satisfactory ; in quantity,\n\nit\n\nhas been for the most part, nominal and uncertain ; in method, aimless\n\nand desultory.\n\nThat these subjects have not been\n\n—are not now —ade-\n\nquately appreciated by the vast majority of the educational guild of this\ncountry, will be readily conceded.\n\nDuring the past decade, the methods of instruction in nearly all of the\nother branches of elementary school work have undergone radical changes,\n\nand have reached a wide range of development. In the subjects of history\nand literature, however, it must be admitted that but little if any progbeen made in securing systematic instruction either in matter\nmethod.\nor\nIn language and arithmetic, we find a careful gradation throughout\nin every stage of the child's progress, we become conscious of\nthe course\nan efifort to adapt matter and method to the capabilities of the growing\nmind, to arouse and develop self-activity by creating an interest in the subAn extended examination of courses of study in different secject-matter.\ntions of the United States reveals the fact that in few instances only has\nthere been any serious attempt to apply to history and literature the\nress has\n\n;\n\nsystematic treatment accorded to other subjects.\n\n"}
{"page": 619, "printed_page": null, "text": "HISTORY AND LITERATURE IN GRAMMAR GRADES.\n\n607\n\nThe explanation of this fact cannot be found in any inherent difficulties\nThe plaintive question of the venerable Walt\nWhitman regarding our national literature may have been unconsciously\napplied by many to our national history, though we should be loth to\nPopular indifference may, perhaps, be joartially\nmake the admission.\nin the subjects themselves.\n\nattributed to the absence in our local and institutional history of the ele-\n\nment of antiquity, an element quite necessary to enlist the attention and\nUntil within recent years, our people\nhave been more actively interested in the making, than in the recording, of history.\nAs a people, we are even yet standing far too near the\nseething caldron of our later history to form a calm dispassionate judgment respecting its character and value. Proper perspective will doubtless enhance our interest, both in American history and American literatake hold of the imagination.\n\nture.\n\nThere is still another cause, deeper lying perhaps, but farther reaching\nin its results.\n\nThe curriculum of the common school is not a mere arbitrary or accidental catalogue of subjects\n\n;\n\nit is\n\na development, a growth, under influ-\n\nences as potent and as complex as those which have given\nto our social organism.\n\nlife\n\nand form\n\nOn the one hand we find those fundamental prin-\n\nand psychological, which appertain to the nature and\ndevelopment of mind, those laws of mental action which indicate the\nrelative strength and activity of the several powers at different ages and\nstages of growth, and dictat(j the order and methods of training.\nThese\nciples, physiological\n\nfactors, so far as understood, within certain limits at least, are definite,\n\nuniversal\n\nand\n\ninvariable,\n\nrational course of study.\n\nand must constitute the subjective basis of a\n\nOn the other hand, we encounter objective con-\n\nwhich may be mentioned the sphere of\ntime and extent of\nhis education, the spirit of the age and the demands of public sentiment\nas dictated by that spirit.\nThese factors, embodying the popular ideal of\neducation, are variable, and are subject to changes and modifications, sometimes radical and revolutionary, always more or less definite and percepditions and requirements, among\n\nactivity and environment designed for the child, the\n\ntible.\n\nThis elasticity of conditions, due so largely to the genius of our Ameriitself an important factor in the progress and development of our national life, as well as of our educational ideals.\nBased upon these primary conditions, we find two distinct lines of\neducational thought, characterizing the two predominating ideals of the\nThe one, emphasizing subjective conditions, subordinates the\ncentury.\nacquisition of mere knowledge or information to the disciplinary value of\nthe studies pursued; the other makes the i^tility of the subject-matter the\nmeasure of its disciplinary valuo. The predominating t3ndency of the\nformer has been the concentration of all the agencies of education to\n\ncan institutions, is in\n\n"}
{"page": 620, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n608\n\nsecure the severe training and exact discipline of the intellectual faculties,\n\nleaving the culture of the emotional and executive faculties largely to the\n\nSuch subjects as were deemed unsuited to intellectual\nHistory, poetry and music, were\nfor men who aspired to intellectoo\ntrivial\nand\neffeminating\nas\naside\nlaid\naccidents of life.\n\ngymnastics, were carefully excluded.\ntual strength.\n\nWith the rise of the utilitarian ideal, we find in recent\nThe practical\n\nyears a pronounced tendency towards the opposite extreme.\narts as elements in individual\n\ntheir marvelous\n\npower\n\nto\n\nand national progress, have demonstrated\n\nsuch an extent that to-day science\n\nis\n\nidolized\n\nand knowledge is declared omnipotent.\nIt is not difficult to see that under the sway of these two great educational ideals, history and literature have received but little direct encouragement as branches of school work. Considered by the one inadequate as a\nmeans of severe mental training and exact scholarship, and by the other\nas containing too little promise of immediate utility in the business of life,\nthese subjects have been assigned a subordinate and precarious lodgement\nin the curriculum of the elementary school.\n\nThe tendency has been to relegate the study of literature \"as such to the\nhigh school and the college to place it as far as possible beyond the\n\n—\n\nreach of the masses.\n\nThe value of literature as a means of culture may\n\nbe admitted, but it is claimed to be beyond the comprehension of pupils\n\nbelow the high school.\n\nIn the meantime, these pupils take their reading\n\ninto their own hands, and drift away unwarned to the dangerous shallows\nAY^i^n we remember that only\nabout fifteen per cent, of the children in our elementary schools ever\nreach the high school, it becomes evident that those educational agenof sensational and ephemeral literature.\n\ncies designed to advance the\n\nmasses and to conserve the highest interest\n\nof the state, must be concentrated in the\n\ngrammar schools.\n\nIn the mil-\n\nlions of youths in these schools to-day are centred the hopes and the in-\n\nThe boys from these schools, not those from our\nterests of the future.\nhigh schools and colleges, will roll up the future majorities in our great\nFor many years to come the battle-ground of the republic must\ncities.\nbe the grammar school, and the instruction here imparted will determine\nthe future battle-cry of American civilization.\n\nwithout fitness that literature and its allied subjects were\nThese studies appeal directly to\nthe human element in life, and are calculated to inspire the soul and mold\nthe life more effectively than all the other subjects of our elementary course\nIt was not\n\ncalled by the ancients the humanities.\n\ncombined\n\n;\n\nthese are the only studies of the course that are likely to be\n\nprojected into the child's after-life ; they serve to cultivate the affections,\nto ennoble the emotions and the desires\nof\n\n—in short, to purify the springs\n\nhuman action, and to render secure from pollution\n\nthe streams\n\nof\n\nsocial and national life.\n\nLiterature in its comprehensive sense has been defined as the expression\n\n"}
{"page": 621, "printed_page": null, "text": "niSTOBT AND LITERATURE tN GRAMMAR GRADES.\n\n609\n\nof life ; history relates to the visible form, the outward expression, while\n\nand fiction deals with the throbbings of that inner\nwhich animates and beautifies the whole. The interest of both cenHistory and biography, appealing to individual experience,\nters in man.\nand exercising the imagination by vivid portrayals of past scenes and\nincidents, constitute perhaps the surest and most direct avenue to the\nThis service of history to literature will be\nbroader fields of literature.\nadmitted, but not so readily recognized as the connection between the\nother naturally related subjects of the grammar school course and literaIt is evident that reading,\nture, the supplement and complement of all.\ngrammar, history and geography are bound together in a most intimate\nReading is not reading, if it\nrelationship through the bond of literature.\nmechanical\nobservation of pauses\nsatisfied\nwith\nword-calling\nand\na\nstops\nand inflections. That study of United States history which fails to invest\nthe lives of the noble men and heroic women of the past with an interest all\nabsorbing, and to lead the child to appreciate in their proper setting the\neloquent and impassioned outbursts of patriotic sentiment, has fallen misliterature in poetry\nlife\n\nerably short of its mission.\nIf the\n\ntechnical\n\nlong and dreary journey through the desert of language a.nd\n\ngrammar\n\nfails\n\nto\n\nvouchsafe\n\nnow and then an encouraging\n\nglimpse of the promised land of literature, even if it be beyond the Jordan, much time has been wasted, much energy vainly exhausted.\nAs ^'all\nroads lead to Rome,\" so should all the studies in the grammar school lead\nto the cultivation of the literary sense as the end and sum of all education\n\nbelow the high school.\nThe study of history and geography might be profitably united throughout the course.\n\nWhile studying the physical and political characteristics\n\nof different countries, let the child learn something of the prominent men\n\nand notable events associated with them in history.\n\nCall to his aid a few\n\nof the heroes and noted travellers of history ; let Alexander, Hannibal, or\n\nNapoleon, Captain Cook, Livingston, or Stanley do service as guides.\n\nLet\n\nthe progressive map of Italy, Greece, or Germany, as it expands before the\npupi],\n\nbecome instinct with the living, glowing millions of the past\n\n;\n\nlet\n\nthose horrid wriggling lines be translated by the imagination into remarklakes, and mountains, associated with deeds of valor and\nrenown, and invested with something of the ancient glory of romance.\nBoth in general and American history the child will thus associate place\nand circumstance in such relation that the one may recall the other. History and geography as studied independently are woefully abused ; in the\none, the element of time is unduly emphasized, in the other that of place.\nIt is in their union we must seek strength.\nIf need be, let the geography\nbe rewritten, and let the endless list of ijisignificant places that have\nfailed in all the centuries to prove interesting to the makers of romance\nand history, rest silent in deserved obscurity. Winnow, if you will, from\n\nable rivers,\n\n"}
{"page": 622, "printed_page": null, "text": "610\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n.\n\nthe school history much of dry indigestible detail.\n\nLet history and ^QOgraphy be co-ordinated, and the two will move on hand in hand, mutually\nhelpful, mutually inspiring.\nBut, while much may be accomplished by co-ordinating the more\nobviously related subjects of the course, and by organizing the instruction\nin these subjects with reference to literary culture, specific and exclusive\nattention should be given to history and literature in any well- arranged\ncurriculum.\n\nA brief survey of history-teaching in the grammar grades is all that\nThe course in United\ncan be attempted within the limits of this paper.\nIn a few inStates history usually covers a period of one or two years.\nstances\n\nwe\n\nfind\n\nhighest grade.\n\nEnglish history or outlines of general history in the\nEarely do we find any systematic effort to teach history\n\nbefore the sixth or seventh year of the child's school life.\n\nThe increased attention given to this study of late in many of our leading colleges and universities, under the direction of eminent specialists,\n\nhas revealed three important needs of history- teaching in the\nschool:\n\nBetter preparation\n\n1.\n\non the part of teachers;\n\n2.\n\ngrammar\nImproved\n\nmethods of teaching 3. Better gradation of the course in history.\nDr. Thorpe, in an article published in 1887, gives the following vivid\n;\n\ndescription of the prevailing method of instruction in history\n^'\n\n:\n\nThe teacher assigns a fixed number of pages in the text-book to be\n\npupils repeat the text in recitation; they are examined in\nmemorized\nthe text, and the subject is dropped, usually willingly. This method prevails in large cities and in crowded schools, and is the sine qua non of\nevery teacher who is compelled to hear lessons which he does not underThe result is that thousands pass from these schools with a brief\nstand.\nmental incumbrance of names, dates and isolated events. In some public\nschools no text-book is used.\nThe teacher not being a special student of\n;\n\nhistory talks text-book on a small scale.\n\nThe notes of pupils are disconThe\nis memorized.\n\nnected statements swept together into a table which\nrecitation\n\nis\n\nthe story after the teacher with unique variations by the\n\nchild ; the text-book abridges the larger work, the teacher abbreviates the\ntext-book, and the child abbreviates the teacher.\"\nsion is anything but flattering\ntion,\n\n:\n\nDr. Thorpe's conclu-\n\n\" In these schools for elementary instruc-\n\nthe study of American history as at present conducted\n\nis,\n\nwith few\n\nexceptions, time wasted, money wasted, energy wasted, history perverted,\n\nand intelligent elementary knowledge of elementary history prevented.\"\nThis is doubtless true enough to-day, though the past five years have\nwrought progress in many schools. The grammar school teacher of today, be it remembered, is not a specialist; existent conditions preclude such\na possibility.\nis required\n\nIn the majority of our schools, the grammar school teacher\n\nto give instruction in almost the entire circle of the arts,\n\nis expected to\n\nand\n\ninclude in her mental equipment the elements of all knowl-\n\n"}
{"page": 623, "printed_page": null, "text": "HISTORY AND LITERATURE IN GRAMMAR GRADES.\nedge.\n\n611\n\nThe salary received in most instances is barely sufficient to justify\n\nrespectable subsistance, much less afford the luxury of extended travel\n\nand study.\n\nYet, some of the overworked, underpaid\n\ngrammar school\n\nteachers I wot of do excellent work even in history, better, perhaps, than\n\nmany a university specialist could do\n\n—in the grammar\n\nschool.\n\nBut while we cannot emphasize too much the need of better preparation and better methods for the teacher, faulty instruction may be oftentimes attributed to the arrangement of the course of study. Good historyteaching in the grammar grades must have its roots deep in the primary.\nWe must recognize the fact that the study of history, like that of language\ngradation\nand arithmetic, is essentially progressive in its character\n;\n\nshould be adapted to the several stages in the development of the historical sense.\n\nTo place in the hands of a grammar school pupil an advanced\n\ntext-book in history without previous instruction, without securing even\na mental attitude favorable to the study, is a blunder second only to the\n\nplacing of technical grammar in the hands of a primary language tyro.\nIf the childhood of man repeats in miniature the childhood of the race,\n\nand the education of the individual proceeds upon lines parallel with\nthose of humanity, as Herbert Spencer tells us, we may get from history\nitself a valuable suggestion with regard to the development of the historiWith the child, as with the race, a vivid imagination revels\ncal sense.\namid fairy tales and legends of wonderful beings, superhuman in size and\npower.\nTo the nursery and the kindergarten belongs this the first stage\nof history-teaching.\n\nChronology, geography and biography, time, place and personality, are\n\nThe child cannot grasp these relaThe chronological sequence of past events is too\n\nthe primary essentials of history.\ntions simultaneously.\n\nabstract a conception for the beginner; the\n\nweights\n\ndown\n\nthe imagination too\n\nmuch\n\n;\n\neffort to locate the\n\nstory\n\nthe personal element alone\n\nattracts and dominates the fancy during the first two years of school life.\n\nIn the third and fourth years, we may expect the element of place to combine naturally with that of personality, and geography and biography\nconstitute the vehicles of history-teaching.\n\nAny adequate conception of\n\norderly sequence in the great past is as yet too vast for his mental grasp,\n\nthough the story may expand into an elaborate narrative and the personal\nsketch into a respectable biography.\n\nDuring the next two years, the three elements are called into\n\nrequisi-\n\ntion; the fragmentary accumulations of former stages, in which the child\n\nnow feels something of a proprietary interest, may be reproduced and\nsupplemented, and the whole crystallized into a connected narrative.\nIn the last stage of the grammar school, the deeper and more philosophical relations of history will be appreciated.\n\nThe facts of history\n\nmay be examined in their general relations as conditions and results,\ncauses and effects.\nThe simpler generalizations may be derived and their\n\n"}
{"page": 624, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n61^\n\nmore obvious applications utilized, while the philosophy of history in its\nwider generalizations and applications to social and political science, must\nbe reserved for high school aad college.\n\nTime will not permit me to touch upon text-books or specific methods.\n\nMy effort must be confined to this simple outline of the basis of a course\nin history as indicated in the development of the historical sense.\n\nIf the\n\ncourse be thus begun in the primary, the study will prove more fruitful\nin results, both as a means of mental discipline and as a practical guide in\nthe duties and exigencies of life.\nI have dwelt thus at some length upon history,\n\nbecause it is recognized\n\ndoorway to general literature ; besides, what has been said with\nregard to the development of the historical sense, applies with equal force\nto the development of literary taste, particularly in the primary grades,\nwhere the foundation must be securely laid.\nDeQuincey classifies literature into two great divisions, the literature of\nThe latter now\ninformation and the literature of power, or inspiration.\nHow shall we cultivate in our grammar schools a\nclaims our attention.\ntaste for that class of literature which inspires the soul and ennobles\nas the\n\ncharacter ?\n\nMany plans and devices have been suggested, and tried with varying\nIn many schools the old system of numbered readers\n\ndegrees of success.\n\nhas been either supplanted or supplemented by the introduction of continuous selections from our best English and American authors.\ncelebration\n\nof\n\nauthors' days in\n\nmany schools has proven an\n\nThe\n\nexcellent\n\nmethod of impressing upon the mind the character and personality of\neminent men of letters, and of familiarizing the children with their works.\nThe spasmodic character, and the celebration feature of this method, however, constitute an artificial stimulus not entirely favorable to the\n\ntion of the '* reading habit,\" unless supplemented with\n\nforma-\n\nmore permanent\n\nand continuous work.\nAnother effort, assuming various forms and proportions according to\ncircumstances and local surroundings, may be termed the \"library\nmethod.\"\nIt is not my purpose to examine specifically into the merits of the several methods suggested.\nTheir existence serves to emphasize the conviction that the need of special instruction in literature is most urgent, and\nis a virtual admission of the fact that the teaching of English in our\nschools to-day is a failure so far as it concerns the cultivation of literary\ntaste.\n\nWe give ample time to English in our grammar schools\n\nlanguage, grammar and composition\n\nnearly one-half the child's time in school.\nsurate with this vast effort ?\n\n;\n\nreading,\n\n—the related English studies, occupy\nAre the results at all commen-\n\nA very large per centum of our pupils pass\n\nthrough our grammar schools, aud even enter our colleges without mastery of the rudiments of language, with no facility of expression in their\n\n"}
{"page": 625, "printed_page": null, "text": "msTonr akd literature iist gram^iar grades.\n\n613\n\nown vernacular, and with no appreciation of the wealth and splendor of\nthe literature within their grasp.\n\nIs it not possible that\n\nour language\n\nteaching is too cold, abstract and technical ? that our aims are too verbal\nand our methods too mechanical ? In other words, are we not trying to\nteach all ahoiit the language and too little in and o/the language\n\nitself ?\n\nWe\n\nof the\n\ntoo often content ourselves,\n\ndissecting-room\nis\n\n:\n\nit seems\n\nto me, with the\n\nmethod\n\nthe pupil studies the anatomy of a language that to him\n\npractically dead, so far as its soul-breathing literature\n\nconcerned.\n\nis\n\nSucli a process may bring dexterity in the mechanical manipulation of\n\nwords, but it cannot inspire thought.\n\nIt may develop skill in analysis, but\n\ncorresponding power of synthesis and the enlargement of the intellectual\n\ndo not of necessity follow.\nFar from decrying technical grammar, I hold it indispensable as a means\nof training in the relation of ideas and in the logical analysis of language.\nAs a science it has its place, but as a science it demands that the pupil shall\nthe\nfirst come face to face with the living facts upon which it is based\nlife\n\n—\n\nliterature of the language.\n\nCould we turn the light of mature experience upon our early school\ntime, and vividly recall our early views of literature, we should feed our\n\npupils less on the dry, unpalatable husks of thought.\n\nWhat wonder some\n\nof us were led to conclude that the masterpieces of Jefferson and Webster,\n\nClay and Calhoun, were written expressly for the big boys to declaim on\nFriday afternoons ; that the fragmentary literature with which the pages\nof the\n\ngrammar were so generously sprinkled had been generated for the\nYet, these '^ disjecta memhra\"\n\nsole purpose of illustrating rules of syntax?\n\nof poet, orator and essayist, constituted the sole literary equipment of the\n\nmillions who left the district school of the long ago to enter\n\nupon\n\nlife's\n\nduties.\n\nBut many of us cherish tender memories of the old school reader. The\nfragments read and memorized in school time may have been enigmas then,\nbut how often since have they flowered into consciousness and power.\nHow often since have we been surprised and iielighted to recognize our old\nfamiliar friends, when met by chance, no longer isolated nomads, but at\n\nhome, in the pages of Irving, Wirt or Webster;\n\nDickens,\n\nScott\n\nor\n\nBulwer.; Wordsworth, Bryant or Longfellow.\n\nBut the old school reader has been dethroned it holds to-day but partial\nsway in our city and village schools. A literary scrap-book, it may yet\nserve as a hand-book of elocution, a drill manual in the mechanical process\nl^kof reading, but it creates no lasting interest in literature, cultivates no\nLet the reform go on let the grammar\ntaste for continuous reading.\nschool pupil read with the teacher some of the old masterpieces bequeathed\nby the children of the past introduce ''Robinson Crusoe,\" the \"Swiss\nFamily\" and \"Gulliver,\" Whittier, Longfellow or Tennyson; Irving,\nBegin in the lowest primary with the substitution\nScott or Hawthorne.\n;\n\n^P'\ni^_\n\n;\n\n;\n\n"}
{"page": 626, "printed_page": null, "text": ":\n\n614\n\nTHE I^ATIONAL EDUCATIONAL ASSOCIATION.\n\ncommonplaces and worthless\nLet the literary taste be developed\nby natural stages from the primary to the high school, and the pupil will\nleave school having an intimate acquaintance with a few great masters of\nthought and style, with more exalted views of life, with judgment\nstrengthened, taste cultivated and desire ablaze for truth and beauty.\nof suitable child literature for the insipid\n\ninanities of the average primary reader.\n\nThe reading of a few great masterpieces in their integrity, with sole reference to their enjoyment and appreciation as literature, may both precede\nand accompany verbal drills and grammatical analysis.\nTrue culture does not consist simply in the development of the reasoning faculty or the power of discrimination in the subtleties and trivial\nThe child has sentiments, feelings and\nniceties of technical learning.\nemotions ; an innate love of the beautiful, the true and the sublime a\nShall\nyearning for immortality, an impulse to the ideal and the perfect.\nwe emphasize the grosser faculties of the mind and neglect these, the\n;\n\ndivine part of his nature ?\n\nFrederick von Schlegel in his Philosophy of History has the following\nadmirable passage to the point\n'^ There can be no comprehensive culture of the human mind, no high\nand harmonious development of its powers and the various faculties of\nthe soul, unless all those deep feelings of life that mighty productive\nenergy of human nature the marvelous imagination, be awakened and\nexcited, and by that excitement and exertion attain an expansive, noble\nand beautiful form. Were the mental culture of any people founded,\nsolely on a dead, cold, abstract science, to the exclusion of all poetry in\naction or thought, such a mere mathematical people, with minds thus\nsharpened and pointed by mathematical discipline, would never possess a\nrich and various intellectual existence, nor even probably attain to a living\n\n—\n\n—\n\nscience, or a true science of life.\"\n\nIn illustration of this argument, an eminent authority has suggested a\ncomparison of the philological methods of two representative American\nuniversities.\nThe high standard of exact scholarship in the one made\npossible the most critical analysis and laborious research upon a few lines\nof Horace or Sophocles, while the beauties of thought, sentiment and\nIts graduates have been celebrated\nstyle were passed with scant attention.\nas exact scholars, and prodigies of intellectual\n\nacumen, but they have\n\ncontributed little to the enrichment of the world's literature.\n\nThe other\n\nimparted a more generous culture of the imagination and the feelings, and\ngave to the world a Prescott, a Holmes, a Long-fellow and a Lowell.\n\nThe two dominating educational ideals exist side by side in the modern\nschool, now diverging into extremes, now converging, and uniting through\n\na series of compromises, but seldom fusing in harmonious coalescence.\nIf the exclusively disciplinary use of the old school reader constitutes\n\none extreme, the other extreme may be seen in the reactionary and unwise\n\n"}
{"page": 627, "printed_page": null, "text": "HISTORY AND LITERATURE IN GRAMMAR GRADES.\n\n615\n\nsubstitution of strictly information readers, science readers, the newspaper\n\nand manuals of current events— all falsely labeled as\n\nliterature.\n\nIf the\n\none emphasizes intellectual gymnastics at the risk of mental starvation,\n\nmay simply tickle the palate with modern sweetmeats, in the\nname of utility, to the fatal exclusion of wholesome nutriment.\nthe other\n\ndanger of emphasizing the exclusively\nstage by introducing Latin,\nalgebra and geometry, there is danger on the other of enfeebling the\ncurriculum with a dilute mixture of commercial and industrial branches.\nThe simple terms, '^ commercial\" and '* industrial,\" possess a potent\ncharm to the educational as well as the popular ear, and we must make\nroom for Commercial Book-keeping, Commercial Stenography, CommerReciprocity\ncial Savings Banks, and even '^Commercial German,\" with\nIf,\n\non the one hand, there\n\ndisciplinary ideal\n\nin\n\nthe\n\nis\n\ngrammar school\n\n''^\n\nSpanish \" doubtless to come in later ; we must make room for industrial\ndrawing, the industrial science, and the whole round of \" industrial-isms,\"\nThis diversity of instruction\nvaguely accredited to Manual Training.\n\nmay produce versatility, but it is incompatible with intensity. No wonder\nour common schools are so often charged with the overproductii)n of\nmoral debility and mental mediocrity, when the curriculum is crowded to\nthe verge of feebleness and teaching energy\n\nis\n\nso effectually dissipated.\n\nNo wonder the great educational essentials, the mold of humanity and the\nglory of civilization, must be abandoned, while we open wide our doors to\n\nmodern marvels to convince ourselves of progress.\nThe gravest danger of our educational system to-day, lies in the effort\nto make the common school subserve too many specific purposes.\nThe\nwrecks of the schools of antiquity admonish us against this error. The\na throng of\n\nfailure of popular elementary education in ages past has been chiefly due\nto the effort to subserve some selfish aim, some immediate purpose.\nCompensation for the neglect of certain powers of the human soul was often\n\nsought in the over-education of others ; the unique product too often consists\n\nof an\n\nintellectual\n\nintellectual giant combined with a moral imbecile, or an\nand moral dwarf with massive but unorganized and impotent\n\ninformation.\n\nWe need to-day in our common schools the counteracting influence of\nthose studies which will exert a direct power upon the moral conduct of\n\nFar better omit the rigid drill in advanced arithmetic and technical\ngrammar, if need be, than to send out the millions of youth now in our\nschools, to assume the duties and responsibilities of life, without the aid\nto character building obtained from the examples of noble lives recorded\nin history and biography, without inspiration to noble living drawn from\nthe visions of beauty and moral loveliness presented in literature.\nIt is\nnot enough to teach reading ability to read is a power that grows more\ndangerous day by day. This power in the hands of the child, without\ndirection, may be perverted to the basest of uses and prove at the last his\n\nlife.\n\n;\n\n"}
{"page": 628, "printed_page": null, "text": "THE NATIONAL EDtTGATtONAL ASSOCIATION.\n\n616\n\nThomas Arnold did not speak\none soul-destroying instrumentality.\nunadvisedly when he said, ^'1 would rather that a son of mine believed\nthat the sun went round the earth, than that he should be entirely deficient in knowledge of beauty, of poetry and of moral truth.\"\nIt is\n\nnot enough that the child's mind be prepared by a scientific pro-\n\ncess to receive truth ; the seed must be sown,\n\nand the tender shoot must\n\nbe nourished by sunshine, rain and dew, if we are to expect abundant\nfruitage in the life.\n\nAs the *^ heirs of all the ages,\" the youth of America should be impressed\nwith the value of their inheritance, and the solemn responsibility it entails;\nthey should learn the trite but oft forgotten truth, that the past is our\nonly key to the future\n\n:\n\nthat\n\n\" The unerring voice of Time\nWarns us that what hath been, again shall be.\nAnd the broad beacon-flame\n\nOf History casts its light\n\nUpon Futurity.\"\n\nWhen the history of American institutions, and the literature of the\nEnglish tongue in its most inspiring and enduring forms, become fundamental studies in our common schools, then may we hope for the speedy\nassimilation of the diverse elements now thronging our shores from every\nclime, into\n\nhomogeneous American citizenship\n\n;\n\nthen will the priceless\n\ninheritance of the past, cherished in tlie hearts of a grateful and patriotic\npeople, prove an exhaustless well-spring of individual solace and joy, and\n\nthe substantial guaranty of social purity and national integrity.\n\n(This paper was not discussed.)\n\n"}
{"page": 629, "printed_page": null, "text": "SHORTENINQ AND ENRICHING GRAMMAR SCHOOL COURSE.\n\n617\n\nSHORTENING AND ENRICHING THE GRAMMAR SCHOOL\nCOURSE,\nBY PRESIDEl^T CHARLES W. ELIOT, HARVARD UNIVERSITY.\n\nThe subject assigned to me is, shortening and enriching the grammar\nschool course.\nI.\n\nWe may properly use the term shortening in either of two senses.\n\nIn the first place, the number of grades may be reduced from ten to nine\n\nand from nine\n\nto eight, so that the\n\ncombined primary and grammar\n\nschool periods shall end at fourteen or thirteen ; or, secondly, the studies\nof the present course may be reduced in volume or in variety, or in both,\nso that there shall be\n\nroom for the introduction of new subjects. I obbegun in various\n\nserve that both kinds of shortening have actually been\n\ntowns and cities, and I believe that both are desirable, if not universally,\nThe argument for the first kind of shortening\nis a compact and convincing one ; averaging the rates of progress of\nbright children with those of dull children being the great curse of a\ngraded school, it is safer to make the regular programme for eight grades,\nand lengthen it for the exceptionally slow pupils, than to make it for ten\nIn other words, since\ngrades and shorten it for the exceptionally quick.\nholding back the capable children is a much greater educational injustice\nthan hurrying the incapable, the programme should be so constructed as\nat least, in most localities.\n\nto give all possible chances of avoiding the greater evil.\n\nWithout altering\n\nthe nominal length of the programme in years, a great shortening of the\ncourse can be effected for part of the children, simply by permitting the\nI heard a grammar school\nmaster testifying a few days ago, in a teachers' meeting, that nearly one-\n\ncapable ones to do two years' work in one.\n\nquarter of the pupils in his school (which numbers about 650 children)\nwere successfully accomplishing this double task. Such a statement opens\n\na cheerful vista for one who desires to see the grammar school course both\n\nshortened and enriched.\n\nWith no more words about the first kind of shortening, I turn to the\nsecond kind, namely, the desirable reductions in the volume and variety\nof the present studies.\n\nmade in arithmetic.\n\nThe first great reduction\n\nI find that it is very\n\nshould, I believe, be\n\ncommon in programmes of the\n\ngrades to allot to arithmetic from one-eighth to one-sixth of the whole\nschool-time for nine or ten years.\n\nIn\n\nmany towns and cities two arith-\n\nmetics are used during these years ; a smaiU one of perhaps one hundred\npages, followed by a larger one of two or three hundred pages.\nNow the\n\n"}
{"page": 630, "printed_page": null, "text": "618\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nsmall book ordinarily contains all the arithmetic that anybody needs to\nknow ; indeed, much more than most of ns ever use. Before a body of\n\nOn\nexperts like this it were superfluous to enlarge on this proposition.\ngrounds of utility, geometry and physics have stronger claims than any\npart of arithmetic beyond the elements, and for mental training they are\nBy the contraction of arithmetic, room is made for\nalso to be preferred.\n\nalgebra and geometry.\n\nIn a few schools these subjects have already been\n\nintroduced, with or without mention in the official programmes, and they\nhave proved to be interesting and intelligible to American children of\n\nfrom eleven to thirteen years of age, just as they are to European children.\nMoreover, the attainments of the pupils in arithmetic are not diminished\n\nby the introduction of the new studies, but rather increased. The algebraic way of solving a problem is often more intelligible than the arithmetical, and mensuration is easier when founded on a good knowledge of\nThe three\nelementary geometry than it is in the lack of that foundation.\nsubjects together are vastly more interesting than arithmetic alone purSecondly, language studies, includsued through nine consecutive years.\ning reading, writing, spelling, grammar and literature, occupy from oneThere is ample room\nthird to two-fifths of most grades' programmes.\nhere for the introduction of the optional study of a foreign language,\nHere it is to be observed\n\nancient or modern, at the fourth or fifth grade.\n\nthat nothing will be lost to English by the introduction of a foreign\n\nlanguage.\n\nIn many schools the subject of grammar still fills too large a\nimprovement has taken place in\n\nplace on the programme, although great\n\nthe treatment of this abstruse subject, which is so unsuitable for children.\n\nIn the Beginner's Latin Book, by Messrs. Collar & Grant, I noticed, five\nyears ago, an excellent description of the amount of knowledge of English\n\ngrammar needed by a pupil of ten or twelve years of age about to begin\nLatin.\nOf course, the pupil who is not to begin Latin needs no more.\nAll the grammar which the learner needed to know before beginning\nLatin was ^'the names and functions of the parts of speech in English,\nand the meanings of the common grammatical terms, such as subject and\nManuals have\npredicate, case, tense, voice, declension, conjunction, etc.\"\n\nnow been prepared in considerable variety for imparting this limited\namount of grammatical information by examples and practice rather than\nby rules and precepts, so that the greater part of the time formerly spent\non English grammar can now be saved for more profitable uses. Thirdly,\ngeography is now taught chiefly as a memory study from books and flat\n\nand much time is given to committing to memory masses of facts\nBy\nwhich cannot be retained, and which are of little value if retained.\ngrouping physical geography with natural history, and political geography\nwith history, and by providing proper apparatus for teaching geography,\natlases,\n\ntime can be saved, and yet a place made for much new and interesting\ngeographical instruction.\nFourthly, a small saving of time can be made\n\n"}
{"page": 631, "printed_page": null, "text": "SHORTENINO AND ENRICHFNO GRAMMAR SCHOOL COURSE.\n\n619\n\nfor useful subjects by striking out the book-keeping, which, iu many towns\n\nand cities, is found in the last grade. This subject is doubtless included\nin the grammar school programme, because it is supposed to be of practibut I believe it to be the most useless subject in the entire\ncal value\nprogramme, for the reason that the book-keeping taught is a kind of bookkeeping never found in any real business establishment. Every large\nbusiness has in these days its own forms of accounting and book-keeping,\nwhich are, for the most part, peculiar to itself. Almost every large firm\nor corporation lias its own method, with printed headings, schedules, billheads, invoices, and duplicating order-books, adapted to its own business,\nand intended to simplify its accounts and reduce to lowest terms the\namount of writing necessary to keep them. What a boy or girl can learn\nat school which will be useful in after-life in keeping books or accounts\nfor any real business is a good hand-writing, and accuracy in adding,\nsubtracting, multiplying and dividing small numbers.\nIt is a positive\ninjury to a boy to ^ive him the impression that he knows something about\nbook-keeping, when he has only learned an unreal system which he will\nnever find used in any actual business.\nAt best, book-keeping is not a\nscience, but only an art based on conventions.\nAs trade and industry\nhave been differentiated in the modern world, book-keeping has been\ndifferentiated also, and it is, of course, impossible to teach in school the\n;\n\ninfinite diversities of practice.\nII.\n\nI have thus indicated in the briefest manner the reductions\n\nwhich\n\nmay be conveniently made in some of the present subjects in order to\neffect a shortening of the present grammar school programme.\nMy next\ntopic is diversifying and enriching it.\nThe most complete statement of\nthe new subjects proposed for the grammar school programme is that\nmade by the Association of Colleges in New England at their meeting at\nBrown University last November. That association then invited the\nattention of the public to certain changes in the grammar school programme which it recommended for gradual adoption. These changes are\nfive in number\nThe first is the introduction of elementary natural his:\n\n—\n\ntory into the earlier years of the programme, to be taught by demonstrations and practical exercises rather than from books.\n\nThe term natural\n\nhistory was doubtless intended to include botany, zoology, geology\n\nphysical geography.\n\nand\n\nSome room for these subjects is already made in\n\nmost grammar school programmes, and the recommendation of the association refers as much to methods of teaching as to time allotted to the\n\nThe association recommends that the teaching be demonstraand that adequate apparatus be provided for teaching these subjects.\nThere is a lamentable lack of the proper apparatus for teaching geography\n\nsubject.\ntive,\n\nin the public schools.\n\nIndeed, in many schools there is no\n\npro].-)er\n\nappa-\n\nratus for teaching geography, or any otfcer natural history subject, to\n\nyoung children.\n\nNatural science apparatus has been provided in some\n\n"}
{"page": 632, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n620\n\nexceptional high schools ; bufc as a rule grammar schools are still destitute\nin this important respect.\n\nThe second recommendation is the introduction of elementary physics\nprogramme, to be taught by the laboratory\nmethod, and to include exact weighing and measuring by the pupils theminto the later years of the\n\nselves.\n\nThe third and fourth recommendations cover the introduction of algebra and geometry at the age of twelve or thirteen.\n\nThe fifth is the offering of opportunity to study French or German or\nLatin, or any two of these languages, from and after the age of ten.\nIII.\n\nSuch are in brief the proposals for shortening and enriching the\nI want to use the rest of the time allotted to me\n\ngrammar school course.\n\nfor discussing the objections to these various changes.\n\nThe first objection I take up is the objection to a reduction in the time\ndevoted to arithmetic.\n\nMany teachers are shocked at the bare idea of\n\nreducing the time given to arithmetic, because they believe that arithmetic affords a peculiarly valuable training, first, in reasoning, and\n\nThey perceive\nprogramme calls only for memorizing\npower, and they think that arithmetic develops reasoning power.\nThe\nsecondly, in precision of thought and accuracy of work.'\n\nthat the greater part of the school\n\nform of logic\nwhich has very little application to common life, and no application at\nall in those great fields of human activity where perfect demonstration is\nnot to be obtained. As a rule, neither the biological nor the moral\nfact is, however, that mathematical reasoning is a peculiar\n\nmake use of mathematical reasoning. Moreover, so far as\nmathematical reasoning is itself concerned, variety of subject is very usesciences can\n\nful to the pupils.\n\nThe substitution of algebra and geometry for part of\n\nthe arithmetic is a clear gain to the pupil so far as acquaintance with the\n\nmathematics goes. Again, practice in thinking with accuracy\nand working with demonstrable precision can be obtained in algebra,\ngeometry and physics just as well as in arithmetic. It is quite unnecessary\nto adhere to the lowest and least interesting of these exact subjects in\norder to secure adequate practice in precision of thought and work.\nlogic of\n\nThe second objection is that there are children in the grammar schools\nwho are incapable of pursuing these new subjects. Assuming that this\nallegation is true of some children, I have to remark, first, that we shall\nnot know till we have tried what proportion of children are incapable of\npursuing algebra, geometry, physics, and some foreign language by the\ntime they are fourteen years of age. It is a curious fact that we Americans habitually underestimate the capacity of pupils at almost every stage\nof education from the primary school through the university ; the expec-\n\ntation of attainment for the American child, or for the\n\nAmerican college\n\nstudent, is much lower than the expectation of attainment for the Euro-\n\npean.\n\nThis error has been very grave in its\n\neffects\n\non American educa-\n\n"}
{"page": 633, "printed_page": null, "text": "SHORTENING AND ENRICHING GRAMMAR SCHOOL COURSE.\n\n621\n\ntion all along the line from the primary school through the university,\n\nand till within twenty years the effects were nowhere worse than at the\nIt seems to me probable that the proportion of grammar\nschool children incapable of pursuing geometry, algebra and a foreign\nlanguage would turn out to be much smaller than we now imagine but\nthough this proportion should be large, it would not justify the exclusion\nof all the capable children from opportunities by which they could profit.\nAt the worst this objection can only go to show that it will be necessary\nsome\nto adopt in the grammar schools a flexible instead of a rigid system\nThose\nselection or choice of studies instead of a uniform requirement.\nchildren who are competent to study a foreign language should certainly\nhave the opportunity of doing so at the proper age, that is, not later than\nten or eleven years, and those who are competent to begin geometry at\nIf experience\ntwelve and algebra at thirteen should have the chance.\ncollege grade.\n\n;\n\n—\n\nshall prove that a considerable proportion of\n\ngrammar school children are\n\nincapable of pursuing the higher studies, that fact will only show that the\nselection of\n\nappropriate studies for children by their teachers should\n\nbe adopted as a policy by the public\n\ngrammar school.\n\nTo discriminate\n\nbetween pupils of different capacity, to select the competent for suitable\ninstruction, and to advance each pupil with appropriate rapidity, will ultimately become, I believe, the most important functions of the public\nschool administrator those functions in which he or she will be most\n\n—\n\nserviceable to families and to the state.\n\nAnother objection to the changes proposed often takes this form—^they\n\nThe democratic theory —\nsaid\n—implies equality among the children, uniformity of programme, uniform\n\nare said to be aristocratic in tendency.\n\nit is\n\nand no divisions in the same school room according\nI need not say to this audience that these conceptions of true democracy in schools are fallacious and ruinous.\nDemocratic\nsociety does not undertake to fly in the face of nature by asserting that all\nchildren are equal in capacity, or that all children are alike and should\nEverybody knows that children are infinitely diverse\nbe treated alike.\nthat children in the same family even are apt to be very different in\ndisposition, temperament and mental power.\nEvery child is a unique\npersonality.\nIt follows, of course, that uniform programmes and uniform\nmethods of instruction, applied simultaneously to large numbers of children, must be unwise and injurious an evil always to be struggled\nagainst and reformed, so far as the material resources of democratic\n\ntests for promotion,\n\nto capacity or merit.\n\n;\n\n—\n\nsociety will permit.\n\nIt is for the interest of society, as well\n\nas of the\n\nindividual, that every individual child's peculiar gifts and powers should\n\nbe developed and trained to the highest degree.\nschools of a democracy the\n\nHence, in the public\n\naim should be to give the utmost\n\npossible\n\namount of individual instruction, to gradie according to capacity just as\nfar as the number of teachers and their strength and skill will permit, and\n\n"}
{"page": 634, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n622\n\nto promote pupils not by battalions, but in the most irregular and individ-\n\nual\n\nway possible.\n\nA few days ago I heard an assistant superintendent in\n\nan important city declare that many grammar school teachers in his city\nobjected to any division among the fifty or more pijpils in each room, any\ndivision, that is, according to the attainments and powers of the individual\nThey wanted all the jmpils in a given room to be in one grade,\npupils.\nlike soldiers on parade, and to arrive at examination-day\ntogether\nmove\nto\nhaving all performed precisely the same tasks, and made the same progress\nIf that were a true portrait of the city graded\nin the same subjects.\nschool, it would be safe to predict that the urban public school would before long become nothing but a charity-school for the children of the de-\n\npendent classes. Intelligent Americans will not subject their children to\nsuch a discipline, when they once understand what it means. The country\ndistrict school, in which among forty or fifty pupils there are always ten or\na dozen distinct clavsses at different stages and advancing at different rates\nof progress, would remain as the only promising type of the free school.\nNot only is it no serious objection to the new proposals that they must\ndiminish uniformity in schools it is their strongest recommendation.\nSo far from the changes proposed being of aristocratic tendency, they\nare really essential to a truly democratic school system, for they must be\nadopted and carried into effect before the children of the poor can obtain\n\n—\n\nequal access with the children of the rich to the best education they are\ncapable of, whatever the grade of that education may be.\n\nAccessibility of\n\nappropriate opportunity is the essence of democratic society, not equality of\ngifts,\n\nattainments or powers, for that equality is unnatural and impossible,\n\nnot abundance of inappropriate opportunities, for such abundance is of no\navail, but accessibility of such appropriate opportunities as the individual\n\ncan utilize for his own benefit and that of society. The American grammar school programme now actually prevents an intelligent child from\nbeginning the study of a foreign tongue at the right age.\nthat that age is very early, long before the high school period.\n\nWe all know\nIt prevents\n\nhim from beginning the study of algebra and geometry at the right age.\nIt makes it impossible for him to get a chance at the right kind of study\nIf a boy is not to go to the high school, he loses that\nof natural science.\nIf he is going to the high\nchance forever under our present system.\nThe poor boy in\nschool, he does not get the chance till much too late.\nthe United States should have as good a chance as the child of a rich man\nto obtain the best school training which his character and powers fit him\n\nto receive.\n\nIs\n\nnot that a fair statement of what democratic society may\n\nits own grammar schools ?\nYet the existing grammar school programme actually prevents the poor\nboy from getting that chance. The rich man can obtain for his children\n\nreasonably aim at, and seek to effect through\n\na suitably varied course of instruction, with much individual teaching, in\na private or\n\nendowed school, but the immense majority of American chil-\n\n"}
{"page": 635, "printed_page": null, "text": "SHORTENING AND ENRICHING GRAMMAR SCHOOL COURSE.\n\n623\n\ndren are confined to the limited, uniform machine programme of the\ngraded grammar school. A democratic society was never more misled as\nto its own interest than in supposing such a programme to be for the interest of the masses.\n\nThe grades for pupils from six to fifteen years of age\n\nare an obstruction to the rise through democratic society of the children\n\nwho ought to rise.\n\nUniformity is the curse of American schools. That\nany school or college has a uniform product should be regarded as a demonstration of inferiority\n\n—of incapacity to meet the legitimate demands\n\nof a social order whose fundamental principle is that erery career should\n\nbe opened to talent.\n\nSelection of studies for the individual, instruction\n\naddressed to the individual, irregular promotion, grading by natural\ncapacity and rapidity of attainment, and diversity of product as regards\n\nage and acquisitions must come to\n\ncharacterize the\n\nAmerican public\n\nschool, if it is to answer the purposes of a democratic society.\nIt is further alleged that the changes proposed are chiefly for the advan-\n\ntage of the well-to-do children whose education is to be carried beyond the\n\ngrammar school to the high school, and possibly to the college above the\nhigh school. They are indeed for the interest of this class of children\nbut they are much more for the interest of the children who are not going\nto the high school and for whom, therefore, the grammar school is to\nprovide all the systematic education they will ever receive.\nThe Associ;\n\nof Colleges in New England distinctly says that it makes its\nrecommendations in the interest of the public school system as a whole\n\" but most of them are offered more particularly in the interest of those\nchildren whose education is not to be continued beyond the grammar\n\nation\n\n;\n\nschool.\"\nTake, for example, the subject of geometry.\nIt has many and\nvery important applications in the arts and trades. Every mechanic needs\n\nsome knowledge of it. Its applications are as important as those of arithmetic, if we except the very simplest and commonest arithmetical\noperations.\nThat the great mass of American children should leave school\nwithout ever having touched this subject, except perhaps in arithmetic\nunder the head of mensuration, is a grave public misfortune. To introduce variety into the grammar school programme is in itself likely to profit\nthe children who are never to go to school after they are fourteen years of\nage, even\n\nmore than the children who are.\n\nsubject may be bright in a different subject.\ngift in\n\nA child who is dull in one\nThus, a chiW who has no\n\nmay be keen and quick in natural history studies. A\nno taste for arithmetic may prove unusually strong in\n\nlanguage\n\nwho has\nOne whose mind is not easily moved through purely mental\nexercises may be intellectually developed through drawing and manual\nchild\n\ngeometry.\n\ntraining.\nIn college we are extremely familiar with these diversities, and\nthe elective system is now giving in most American colleges free play for\n\nthe profitable exhibition and\nsimilar\n\ncultivation\n\nM these diverse\n\ngifts.\n\nIn a\n\nmanner the grammar school will be better for even the dull and\n\n"}
{"page": 636, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n624\n\nslow children, if its studies are\n\nmade more various and its whole system\n\nmore flexible.\n\nA fifth objection to the introduction of new subjects is that children\nare already overworked in school.\n\nIn an address I gave rather more than\n\na year ago, I pointed out that there are two effective mechanical precautions against the ill-effects attributed to overwork at school\n\n—precautions\n\nwhich it is delightful to see are more and more adopted. They are good\nventilation, and the systematic use of light gymnastics at regular intervals\nduring school hours. School time ought to be the best managed of all\nthe day from a sanitary point of view, excepting those hours which the\nchildren pass out of doors.\n\nIf the school-room were invariably healthier\n\nhome, we should hear less about overwork at school. There is, however, a third precaution against overwork\nwhich is quite as important as either of those already mentioned it is\nmaking the school-work interesting to the children. Four years ago I\nin every respect than the average\n\n—\n\nasked the attention of\n\nthis\n\ndepartment of the National Educational\n\nAssociation to the depressing effect which lack of interest and conscious\nprogress in school-work has upon children.\n\nTo introduce new and higher\n\nsubjects into the school programme is not necessarily to increase the strain\n\nupon the child. If this measure increases the interest and attractiveness\nof the work and the sense of achievement, it will diminish weariness and\nthe risk of hurtful strain.\nLastly, there is an apprehension lest the introduction of the\njects\n\nrecommended should increase\n\npromotion.\n\nnew sub-\n\nexisting difficulties with regard to\n\nParents are sensitive about the promotion of their children.\n\nThey want the dull ones and the bright to be promoted at the same rate.\nTheir sympathies are quite as apt to be with the slow children as with the\nquick.\nI believe that this practical difficulty should be met in part by the\nabandonment of uniform attainment, or of a standard of required knowlIn Harvard College, where there is no\nedge, as ground of promotion.\nsuch thing as a uniform programme of study for all students, and where,\nindeed, there is small chance that any two students out of fourteen hundred and fifty will pursue the same course of studies during their four\nyears of residence, we have long since abandoned uniform attainment as\n\nground of promotion from one class to another. The sole ground of promotion is reasonable fidelity. I venture to believe that this is the true\nground of promotion in grammar schools as well, and that by the sole use\nof this principle in promoting, the difficulty now under consideration\nwould be much alleviated, if not done away with. The right time for\nadvancing a child to the study of a new subject, is the first moment he is\nAll our divisions of the total school period\ncapable of comprehending it.\ninto years, and into primary, grammar, and high schools, are artificial,\nand in most cases hurtful or hindering to the individual. The whole\nschool life should be one unbroken flow from one fresh interest and one\n\n"}
{"page": 637, "printed_page": null, "text": "SHOBTENING AND ENlUGBING GRAMMAR SCHOOL COURSE.\n\n625\n\nnew delight to another, and the rate of that flow ought to be different\nfor each\n\ndifferent child.\n\nEconomical school administration inevitably\n\nsomewhat with the desirable continuity and variety of motion\nbut the most skillful and wisest administration is that which interferes the\ninterferes\n\n;\n\nleast.\n\nOn reviewing the progress of this reform since I had the honor of discussing the question \" Can school programmes be shortened and enriched?\"\nbefore this Department of Superintendents four years ago, I see\n\nmany\n\nevidences that a great and beneficent change in public school programmes\nis rapidly\n\nadvancing.\n\nThe best evidence is to be found in the keen interest\n\nthe superintendents and teachers take in the discussion of the subject.\n\nThrough them the proposed improvements will be wrought out in detail,\ntheir influence will be successfully exerted on parents, committees\n\nand\n\nthe public press, and their reward will be, first the daily sight of happier\n\nand better trained children, and secondly the elevation of their own profession.\n\n"}
{"page": 638, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\ne26\n\nWHA T SHALL THE STA TE DO TO WA RD THE ED UCA TION\nOF CHILDREN BELOW THE SCHOOL AGE, BETWEEN\nTHE AGES OF THREE AND SIX?\nBY SUPEKINTEl^TDEiq^T FRAKK A. FITZPATRICK, OMAHA, NEB.\n\nThe topic assigned me for discussion will be treated as follows\n\n:\n\nFir sty What can the State do under existing conditions ?\nSecond, What may the State do at present ?\nThird, What would be the effect of this extension of the school age\n\ndownward ?\nFourth,\n\nWhat are the limits of State interference within the domain\n\nof the family ?\nFifth,\nSixth,\n\nWhat are the physical impediments in the way ?\nWhat is the proper method of procedure ?\n\nUntil comparatively recently the province of government was thought\nto be merely the protection of the weak ; but the exigencies of modern life\n\nhave impelled the State to reach down into the details of private life, and\nless the environments of its citizens.\nThus, fire\nlimits are established in cities, inside of which no frame building can be\nerected\nawnings and sheds over the pavements are also prohibited ; a\ncitizen may not even build a bay window projecting over the walk in front\nof his house, and in many cities cannot even make use of the well upon\nhis lot, but must use the water furnished by the city water-works.\nHe\nmay not even build windows overlooking his neighbor's yard he may not\nmake such a fire in his furnace or heating plant as will throw out unconsumed fuel in the shape of smoke he may no longer whip his wife, and,\nhe may not even keep his children at home\nin some places, his children\naway from school he may not carry weapons to protect himself from real\nor affected dangers ; he may not, in Nebraska, make a contract with his\nInstances might\nlaborer to work longer than eight hours in any one day.\nbe multiplied to illustrate that the modern State has taken under its\ncharge many duties which years ago would have been thought violent\nthus to shape more or\n\n;\n\n;\n\n;\n\n;\n\n;\n\nusurpation of the rights of citizens.\n\nIn the modern world the tendency has been to continually enlarge this\npower of the State, and correspondingly to encroach upon the sphere of the\nfamily on one side, and to trench upon the domain of private enterprise\non the other.\n\nIn the older States compulsory enactments require that\n\nwhat is commonly known as primary, grammar, and high school education\nshall be provided.\nIn the newer States addition to this is made by giving\n\n"}
{"page": 639, "printed_page": null, "text": ";\n\n:\n\nTHE EDUCATION OF CBILDREN BELOW THE SCHOOL AGE, 627\npermission to citizens to obtain college and university, and, in\n\nmany\n\ninstances, even professional education at the exi^ense of the public purse.\n\nIn Washington, one of the newest States, a proposition appears in the\nconstitution which reads as follows\n\n:\n\n'^Tlie State shall establish common\n\nand a university but the entire revenue derived\nfrom the common school fund and the State tax shall be exclusively\napplied to the support of the conimon schools.\" But that this marks the\nbeginning of a change in public sentiment relative to the extension of a\nsystem of public education upward may well be doubted in the prevalence\nschools, high schools,\n\nof\n\n;\n\na well-nigh universal\n\ndemand that the province\n\nof\n\nthe schools be\n\nextended downward, until it includes children of three years of age.\n\nNearly\n\nevery commonwealth has provided, either in its constitution or by legal\n\nenactments, for a system of common schools for the proper education of\n\nIn all of these States some limitation has been\nthe children of the State.\nput upon the power of boards of education and municipalities in the direction of restricting the expenditure of public money to the education of a\ncertain class of children ;\n\n/. e.,\n\nto that class of children in the community\n\nwhose ages are directly specified either in the constitution or in some legislative enactment.\n\nThus\n\nEleven States limit the expenditure of money to children between the\nages of five and twenty-one (5 and 21).\n\nTwo States limit the expenditure to children between the ages of six\nand twenty (6 and 20).\nFourteen States, between ages of 6 and 21.\nFive\n6\n18.\n\nTwo\n\n4\n\nOne State\n\"\nOne\n\"\nOne\n\"\nOne\n''\nOne\n\n5\n\n18.\n\n8\n\n16.\n\n6\n\n17.\n\nTwo States\n\n5\n\n20.\n\nOne State\n\n5\n\nupward,\n\n21.\n\n7\n\n21.\n\n7\n\n20.\n\nTo be more specific, public money is expended and explicitly authorized\nto be used in the States of Oregon and Wisconsin for the education of all\n\nchildren between the ages of 4 and 20 ; in Maine and Montana, between 4\n\nand 21 in New Hampshire, New York, Virginia, Mississippi, Minnesota,\nIowa, Nebraska, Kansas, Idaho, New Mexico, and Washington, between the\nin New\nin Vermont and Michigan, between 5 and 20\nages of 5 and 21\nJersey, from 5 to 18\nin Rhode Island, from the age of 5 upwards\nin Georgia, South Carolina, Arizona, l^ouisiana, and Nevada, between the\nages of 6 and 18; in Kentucky and Missouri, between 6 and 20; in\nPennsylvania, Delaware, Maryland, West Virginia, North Carolina, Flor;\n\n;\n\n;\n\n;\n\n"}
{"page": 640, "printed_page": null, "text": "628\n\nida,\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nTennessee, Ohio, Indiana, Illinois, Wyoming, Colorado, Arkansas,\n\nand California, between the ages of 6 and 21 in Dakota, from 7 to 20\nin the District of Columbia, from 6 to 17\nin Alabama, from 7 to 21\nin\nTexas, from 8 to 16 while in Massachusetts there is no direct constitu;\n\n;\n\n;\n\n;\n\n;\n\ntional or legislative prohibition of the use of public money for the educa-\n\ntion of children of any class, public sentiment seems to have\ncrystallized in the\n\nsomewhat\ncompulsory school law of that State, which requires\n\nthe compulsory attendance at school of children between the ages of 6\nand 14. In the following named States ; Colorado, Wyoming, Montana,\n\nNebraska, Kansas, Iowa, and Missouri, this limitation as to the school age\nIn the remaining States this limitation is simply an\nis constitutional.\n\nenactment of the legislature.\n\nI\n\nhave used the expression 'limitation to\n\ncertain ages^' advisedly ; for in the only decision of the courts upon this\n\nquestion that has been brought to my notice— that of Roach vs. the City\n\n—\n\nthe Supreme Court of Missouri held that within that State,\nof St. Louis\nwhere the school age is fixed by the constitution at from 6 to 20 years,\npublic money could not be used to maintain kindergartens for children\nwho are under six years of age. In consequence of that decision the city of\nSt. Louis was compelled to limit the attendance in the common schools\nand kindergartens to those children who were between the ages of 6 and\n20, instead of admitting them to the kindergarten at the ages of 4 and\n5 as was the custom from the time of the starting of the kindergartens\nin that city in 1875, up to the time when the decision of the Supreme\nCourt was rendered. In the absence of special powers conferred by the\nconstitution or legislature in any particular State, it seems to be the opinion of attorneys that boards of education can be successfully enjoined\n\nby any tax-payer from the expenditure of public money for the education\nof any child below or any child above the limits fixed by the constitution or\nthe legislature of such State ; such opinions being in the line of the Missouri decision, as well as decision of courts in other States, denying to boards\nof education the right to prevent by local regulations the attendance of\n\nchildren upon the school who fall within the limits as to school age defined\n\nby the State.\n\nThus, for instance, it has been held by the Supreme Court\n\nin a Western State that where a child five years of age in the community,\n\nby reason of a statutory enactment, was entitled to be enumerated, and\nthus to draw public money from the State, any action of the local board\nlimiting the age at which children might be taken into the school to the\nIt would seem, therefore, on\nage of seven was invalid and inoperative.\nthe basis already formulated, that there is no valid legal objection visible\nat this distance to prevent the successful establishment of kindergartens\n\nin the States of Maine, Montana, Oregon, Wisconsin, New Hampshire,\nNew York, Virginia, Mississippi, Minnesota, Iowa, Nebraska, Kansas,\nNew Mexico, Idaho, Wasliington, Vermont, Michigan, New Jersey,\n\nRhode Island, and Massachusetts.\n\nWhile in Kentucky, Missouri, Penn-\n\n"}
{"page": 641, "printed_page": null, "text": "THE EDUCATION OF CHILDREN BELOW THE SCHOOL AQE. 629\nsylvania, Delaware, Maryland,\n\nWest Virginia, North Carolina, Florida,\n\nTennessee, Ohio, Indiana, Illinois, Wyoming, Colorado, Arkansas, California, Dakota, Alabama, and Texas, kindergartens, if established, would\n\nneed to limit the attendance to those pupils who are six years old and\nupward, at which time children are usually not fitted to profit in the\nhighest degree by kindergarten training.\nIn spite of the experience of John Stuart Mill, as given in his autobiography, there has been a pretty unanimous consensus of opinion among\neducators,\n\nthat the school education\n\nof\n\nchildren could not profitably\n\nand, while there have been\nsome minor differences of opinion relative to the exact age, there have\n\nbegin before they had attained the age of six\n\n;\n\nbeen as many careful observers who held that seven years was even a\nbetter age for the average child to begin his school life, as there have been\nthose who rather timidly expressed the opinion that the child should\nIt may well be\nbegin his career at school as early as five years of age.\ndoubted, had it not been for the work of Froebel, and the consequent\ndevelopments of the kindergarten as a phase of primary instruction,\n\nwhether this question of the early attendance of children at school would\nhave, even in this age, any substantial support.\ngotten, however, that the State in\n\nits\n\nIt\n\nshould never be for-\n\nschools always does\n\nmerely provide for the intellectual training of its children.\n\nmore than to\nEvery year\n\nof school influence should add to the child's power of self-control, because\n\n**And\na wise restraint of children always leads to a wise self-control.\nthe habits of neatness, regularity, and order that are begun in the tender\nyears of childhood are strengthened by a prolonged effort through the\n\nadditional time gained by early admission to school.\"\nIt is therefore in the interest of the general\n\nespecially in the crowded districts of cities\n\ncommunity that children,\n\nwhose population is mainly of\n\nthe poorer people, be admitted to school at the age of five years.\nIt would not be profitable to enter at this time into any discussion as to\n\nthe relative value of the differing and diverging opinions held by followers of Froebel as to the best means of adaptation and application of kinder-\n\ngarten principles.\n\nWhile many enthusiastic followers\n\nof\n\nFroebel\n\nat\n\nthrough the\nschool life of the child, and seek in reality to have the rest of the world\nchange its modes of life and modes of thought, that they may be in harmony with what they hold to be the doctrines of Froebel, the more\nthoughtful representatives of the new education merely seek to graft the\n\ntimes claim that kindergarten methods are applicable\n\nall\n\nj\n\nprinciples of kindergarten instruction upon the school life of the child, J\n\nthat these principles may indirectly modify the present system of instruction.\n\nIn consequence of this\n\nbelief,\n\nthe latter class of kindergartners\n\nhold tenaciously to the opinion that th«re are limits beyond which kindergarten instruction cannot be pushed without damage to the child.\nIndeed, the results obtained in a Western city after an experience of nearly\n\n"}
{"page": 642, "printed_page": null, "text": "630\n\nTltE NATIONAL\n\nEDUCATIONAL ASSOCIATION\n\ntwenty years with kindergartens, where children were not admitted at an\nearly age, would seem to leave grave doubts as to the net value of kinder-\n\ngartens, under such\n\nlimitation,\n\nas\n\nan element of intellectual growth.\nteachers in this country do\n\nSome of the most prominent kindergarten\n\nnot hesitate to ascribe the apparent negative results obtained in that city\nto the fact that children are not admitted to the kindergartens until\n\nthey have reached the age of six years, after the most modifiable period of\nlife has to a great extent been outgrown, and have, therefore,\nconcluded that the time from the age of six to seven in the life of a child\n\na child's\n\nwas not suitable to the best and highest kindergarten training.\n\nIf there\n\nbe a limit upward beyond which kindergarten training may not be safely\nit would seem possible, also, that there is a limit below which\nkindergarten instruction may not be profitably placed.\n\npushed,\n\nThe kindergarten philanthropists and amateur kindergartners, whose\nlittle children, but who have never\n\ntender hearts are filled with love for\n\nstudied in detail the physiological grounds upon which the kindergarten\n\nnor the aims to be reached by the new education, doubtless see\nno limits below which kindergarten training may not be pushed. To\nthem it seems as if the principles of Froebel, properly applied, would\nmean a complete regeneration and upbuilding of the race because it\nmakes it possible, in their view, to substitute for debased and vicious and\nunwise and careless and shiftless maternal care, the wisest and best and\nmost careful training. In other words, in their eyes it affords the opportunity, possibility, and certainty for giving those children who have not\nthe advantages of educated, cultivated, and refined mothers, a fostermotherhood in the shape of carefully trained teachers in the kindergarten,\nrests,\n\n;\n\nwho are to eradicate the ills that this uncultivated childhood is heir to,\nand thus, in fact, give every child the same opportunity for development\nthat the more carefully nurtured child of cultivated parents possesses.\nLike all amateur physicians, they seek to prescribe a remedy for the ills\nand evils of society without diagnosing the causes which have led to the\ngrowth and development of these ills. But to the more thoughtful, their\nchances of success are not greater than the chances of cure for diseases\nheld out by any of the venders of patent cure-alls.\nIndeed, the proposed plan reminds one of that adopted by the Turkish\nGrovernment in the Middle Ages to develop that famous branch of their\nmilitary service known as the Janizaries.\n\nOne child in every five of the\n\nChristian population living in the Sultan's dominions was taken away by\nforce from the parents\n\nand sent off into a different part of the empire,\nall of the elements which seemed to look\ntoward the upbuilding of a perfect physical manhood, and when they\n\ncarefully drilled and trained in\n\nreached the age of eighteen they were gathered together in this branch\nTheir characteristics\nof the military service as soldiers of the Saltan!\nare known to the world\n\n:\n\nthey were obedient to the state, cold and callous\n\n"}
{"page": 643, "printed_page": null, "text": "I\n\nTHE EDUCATION OF CHILDREN BELOW THE tiCHOOL AGE.iJ^l\nto the sufferings of others, and as pure children of the state were always\nready to do the bidding of their master in the most expeditious and\nmechanical manner. It would be both interesting and profitable, at this\n\nsome statement as to the comupon child-life and child nature, of the substitution of\neven such an agency as that of a well-regulated and efficient orphan\nBut no invesasylum for the training of a less than average home.\nstage of our discussion, to have before us\n\nparative effects\n\ntigator has yet given\n\nto\n\nthe world the results of his investigations into\n\nthis comparatively unknown region.\n\nHistory has presented us with some parallels, which, however, are not\nsufficiently near us to be studied in the proper spirft, nor with much hope\n\nOf course the well-\n\nof being able to arrive at any satisfactory conclusion.\n\nknown kindergarten axiom, of return after separation, makes a compenNature\nsation here for some of these ills, if the child be not too young.\nhas fixed\n\nmany periods\n\nin the early child-life\n\nwhen\n\ndivorce from the\n\nmother means an increased difficulty in raising the child to maturity.\nUp to an age more or less certain, the child does not feel the need of any\ncompanion or playmate, and he is as much the companion of his mother\nas he was before he acquired the power of self-locomotion.\nAny observer of the development of child-life must have noticed the\nease with which young children amuse themselves, and the simple devices\nwhich chain their attention during this era, when they are growing away\nfrom the side of physical union with the mother. At this period, the\nchild not only does not care for other playmates or for the outside world,\n\nbut rssents in an. unmistakable manner any attempt to divorce him from\nhis mother, or to take him out of her sight or out of her immediate\nvicinity.\n\nAfter a time, however, the period arrives\n\nwhen a child longs\n\nand desires more\nfrom his mother, and to go out upon the world which his growing vision\nThis epoch marks a more thoughtful period,\nsees spread out before him.\nand the beginning of the era at which kindergarten training should\nWhile varying in different children, it is very rare to find this\nbegin.\nepoch of separation developed before the child reaches the age of four and\na half years, and oftener it is at some point between the ages of four and a\nBefore this age the child has not developed\nhalf and five years of age.\nsufficiently on the mental side to make it profitable to begin kindergarfor other children,\n\nten instruction.\n\nor less definitely to separate himself\n\nTherefore, if children are to be gathered into a State\n\nschool at the early age of three, and until they are four and a half or five\n\nmust be after the type of the French\nmaternal or the English infant schools which schools are radically different from, and indeed subversive of the ideas which lie at the basis of,\nFor, primarily, the end sought in the maternal\nkindergarten training.\nand infant schools is the early development in the pupils of these schools\nthe teaching of language, letof the power to take care of themselves\n\nyears of age, the pattern of school\n\n;\n\n—\n\n"}
{"page": 644, "printed_page": null, "text": "632\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nters, and numbers, that the children\n\nmay be able to acquire knowledge the\n\nmore rapidly and certainly, during the short interval of time before they\nmust go out upon the world to become bread-winners, than would otherwise fall to their lot\n\nif\n\nthey were kept out of school and on the streets\n\nuntil they reached the age of six ; while the kindergarten,\n\non the other\nhand, seeks to keep the child in the realm of developing ideas, and, therefore,\n\npostpones the teaching of the alphabet, and the practical side of\nIn fact, the kindergarten, in its develop-\n\nschool life, until a later time.\n\nment, seeks to provide for the period of infancy by lengthening the time\nfrom infancy to maturity, while the infant and maternal schools seek to\nshorten that time.\n\\his will mean, briefly stated, that if the State\nundertakes the care of children between the ages of three and six, two\ndistinct types of schools will be necessary in order to properly provide for\n\nand educate these children.\nThese infant and maternal schools also presuppose a division of the\npopulation into classes, and the existence of a duty on the part of the socalled upper classes to take care of and provide for the children of the\nlower classes. This tendency makes these schools pauper schools, the support of which, in a free State, must be left to the fostering care of philanthropic private enterprise.\nAs such, therefore, the State should not be\ncalled upon to attend to the education of children below the school age,\nwho are between the ages of three and four and a half 3^ears.\nOn the contrary, as the kindergartners propose to enlarge and widen the\nscope of training for all children of the State, by lengthening the period of\ninfancy, and thus extending the period of growth and usefulness, the State\n\nshould provide facilities and means for the education of children below the\nschool age, who are between the ages of four and one half and six years.\n\nThere are, however, grave difficulties in the way of providing proper\nkindergarten training, even after all legislative and constitutional objections have been swept away.\nI believe it is a generally conceded fact, by authorities on the kindergarten, that the greatest good derived from kindergarten instruction comes to\nIn nearly\nthe children who belong to the poorer and the wealthier classes.\nall the addresses and reviews upon this subject, great stress is laid upon\nthis phase of the results of kindergarten training, but usually the authorities are silent as to the benefits to be derived by the children of the great\nmiddle class, who more than ever are called upon to bear the increased\nburdens of taxation.\nThe development of urban life in this generation seems to have brought\nforward conditions which point to our large cities as the localities which\nThese same large\nare especially favorable for kindergarten training.\ncities, where people live faster and mature quicker, are exactly the places\nwhere the training of the kindergarten would have its greatest scope and\nmost favorable results.\nfacilities for\n\n"}
{"page": 645, "printed_page": null, "text": "THE EDUCATION OF CHILDREN BELOW THE SCHOOL AOE.QZ^\nBy a singular irony, however, these large cities — I mean those cities\n\n—\n\nhaving a population of 100,000 and upwards which would be so greatly\nbenefited by the establishment of kindergartens for the education of children below school age, have their resources taxed to the utmost to provide\naccommodations for the education of children who are, under present\nregulations, entitled to attend school.\n\nIn the large majority of these\n\ncities in\n\nthe West, it\n\nis\n\nonly possible to\n\nprovide suitable schoolhouses for the shelter of the children of age, by the\nissue of bonds, and the consequent laying of burdens upon the population\nthat is growing up to care for the necessities of the present.\ntypical Western city, which I have in mind, it\n\nis\n\nAnd in one\n\nestimated that\n\nit\n\nwill\n\ntake seven years' time before the school authorities can, with the large\n\nmeans at their command, provide suitable accommodations for the children\nwho are clamoring for admission to school. And if rumor is to be credited, none of the larger Eastern cities are yet able to say that they are\nready and able to take care of all the children who are now entitled under\nthe law to demand the benefits of the common schools.\n\nOn this side of preparation for the physical necessities of the kindergarten, it may be said that a\n\nproper room for kindergarten purposes should\n\nbe nearly twice as large as the ordinary schoolroom, and> that the furni.ture needed in such a room will cost about as much as that required to\n\nFrom the experience of other\nmay be assumed that a suitable building for kindergarten purposes may be erected for about $3,000, and that such a building will\naccommodate sixty pupils— one-half of whom may attend in the morning,\nequip an ordinary primary schoolroom.\ncities, it\n\n—\n\nand one-half in the afternoon and that the cost of proper kindergarten\ninstruction is about double that of the instruction now given in primary\nschools.\n\nThis item of expense\n\nmay be\n\nlargely reduced\n\nif\n\nthe\n\nchildren are\n\nturned over to the tender mercies of inexperienced assistants, who are to\nget their practical training at the expense of the children placed in their\n\nBut the experience of localities where this plan has been tried\ncharge.\nhas not been encouraging. The figures given out by the census authorities show, approximately, that to extend the school age down to four and\none half years would add about twenty per cent, to the school enrollment,\nand probably fifteen per cent, to the average daily attendance, and\nincrease running expenses twenty-five per cent.\nIn almost any one of these cities mentioned, such an increase of expenditure would produce very great complications, and perhaps cause a recurrence to the device which saved the kindergartens in a Western city viz.,\n;\n\nthe voting of a reduction of ten per cent,\n\nin salaries of teachers\n\nwho\n\nwere employed in the primary, gramma«^ and high schools.\nAgain, in the effort to establish kindergartens, we always encounter the\nsame old prejudices with which conservatism combats every reform. For\n\n"}
{"page": 646, "printed_page": null, "text": "634\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ninstance, there is probably no one branch in the common-school curricu-\n\nlum, the mastery of which to a greater or less degree offers such increased\nremuneration to the laborer or artisan, as drawing ; and yet in most school\nsystems it requires constant pressure to prevent the children who would\nbe the most benefited by drawing from dropping the study on account\nof prejudice against the new departure from both parents and pupils.\nIt is so with the kindergarten.\n\nIf entrance to the kindergarten\n\nand\n\nthe primary school is equally free to pupils, fully fifty per cent, will elect\nto pass by the superior prospective advantages of the kindergarten training, for the\n\nmore alluring immediate\n\npractical\n\ninformation and power\n\ngiven by the primary school.\n^\n\nIt is possible that this conservatism on the part of the people arises from\n\nthe new presentation of an old conflict.\n\nThe State desires to educate its\n\nchildren in order that they may ultimately be worth more to themselves\n\nand indirectly to the State. The parent desires to educate his child in\nsuch a way and to such an extent as may the sooner relieve him from the\nburdens of the .child's support, and thus indirectly assist himself in his\nbattle with the world.\n\nThe one side reiterates the old statement of the indebtedness of children\nThe other preaches the new dispensation of the indebtedness\nof parents and the State to children, who have no voice relative to their\nto parents.\n\nentrance into the world, and thus are entitled to the utmost consideration\nfrom both parents and the State.\nThis conflict comes up in many forms in the efforts to enforce the compulsory school law, where at times great suffering results from the forced\nattendance of young children at school, who are really the only support of\nAnd it came to the surface quite often in England,\na bereaved family.\nearly in the present century, when, in the laudable efforts of the government to collect the taxes assessed as poor rates, reputable and industrious\npeople were reduced to the condition of paupers by having their belongings seized and sold to support the idle and shiftless who were already in\nthe almshouse.\n\nFortunately in this age the exemptions from seizure of the implements\n\nwith which a man gains a livelihood, and the exemption from taxation of\na minimum amount of household furniture, have prevented the recurrence\nof many of these distressing scenes.\n\nAnd, as it is, this conservatism is really of service to us in our efforts to\nestablish a system of kindergarten instruction, because\n\nit\n\nlargely reduces\n\nthe prospective immediate demands upon our resources, enabling us to\n\nmake a beginning with a comparatively small amount\nconservatism also materidly\n\nassists\n\nus upon another\n\nof\n\nmoney.\n\nside.\n\nIt\n\nThis\n\nmay be\n\ndoubted whether a greater calamity could befall the kindergarten than to\nhave each one of twenty large cities begin to equip and maintain a system\nof kindergartens inadequate for the needs of each of them 5 for the reason.\n\n"}
{"page": 647, "printed_page": null, "text": "THE EDUCATION OF CHILDREN BELOW THE SCHOOL AGE. Q^h\nthat this would necessitate the employment of a large number of teachers,\n\nwho are unfitted by nature, and wanting on the side of correct practice\nIt may well he doubted whether the kindergarten has not\nalready suffered much more in the public estimation from the establishand theory.\n\nment of kindergartens\nteachers,\n\nthe\n\n'*\n\nall\n\nover the land, under charge of incompetent\n\nwho emphasize the side of games and play, to the exclusion of\n\noccupations '' and\n\nfore, this conservatism\n\n*^ gifts,\"\n\nthan from unfriendly critics.\n\nThere-\n\nof the people reacting will have a tendency\n\nto\n\nmake it easier to establish kindergartens in a given locality, and thus\nmake it possible to secure competent teachers and better results.\nThere is another phase of this subject, however, which always has made and\nalways will make difficulty in the way of taking advantage of this conservatism of the people relative to the gradual establishment of kindergartens\nin any given\n\ncommunity.\n\nI refer to the efforts and agitation of kinder-\n\ngarten enthusiasts, and people who are alive to the advantages of the kindergarten, toward the locating of kindergartens in their immediate\n\ncommu-\n\nThis discussion always develops the fact that a board of education,\nacting for all the people, cannot consistently and legally establish kindergartens for the avowed purpose of improving the instruction given in the\nschools in such a way as to favor any one class of people or any particular\nnity.\n\nand ignore the wishes of other classes of people and other localiThere is still another phase of the question which may be touched\nupon here viz., that as it is, as I conceive it, the duty of the State to hold\nfast to the organization of the present primary schools, for the functions\ntherein contained, the problem which will always present itself for solution,\nis how to harmonize and adapt the kindergarten and the primary school\nto conserve the best interests of the children who pass through these\ndepartments.\nTo this end, the State should carefully guard the interests\nof the children in the kindergarten, and not delegate the control of such\nan adjunct to the schools to any separate body or organization, and not\nallow any supervisor of kindergarten instruction to lose sight of this\nnecessity for so arranging the outcome of instruction that it will fit into\nthe primary school.\nAlthough the development of the kindergarten, both at home and\nabroad, has been provokingly slow, and indeed discouraging to those who\nhave fought its battles in season and out, there is one redeeming element\nin the fact that public interest is continually growing in the right direction, and it is significant that there are few educators of the present day\nwho do not see the need, while holding fast to the functions of the primary school, to still further hroaden the work of primary education by\nadding to the analytic side of the primary school the sympathetic side of\nthe kindergarten.\nTo this end it is fitling that kindergartens be established in all com.munities where the law permits the attendance of children\nat the age of five years, and where the establishment of such kindergartens\nlocality,\nties.\n\n;\n\n"}
{"page": 648, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n636\n\nwill not interfere with the education of children above that age.\n\nIn such\n\nStates as limit the age of children attending school to those above the age\nof six years,\n\nwould seem that kindergartens at public expense are not\nIn such States the real friends of kindergartens\n\nit\n\nprofitable or feasible/\n\nshould confine their attention to the necessary agitation that will secure\n\nsuch modification of existing legislation as will reduce the school age to\nfour and a half or five years.\n\nDISCUSSION.\nSuPT. Curtis, of New Haven, Conn., took the chair, and announced\nthat the next thing in order would be the discussion of Mr. Fitzpatrick's\n\npaper.\n\nSuPT.\n\nGove\n\n:\n\nI\n\nshould like to say something,\n\nif\n\nI\n\ncould, to prevent\n\nwhat I seem to see before me, a great dispersion of this discussion within\nthe next hour and a half in this way— the presentation of the claims\nand advantages of kindergarten instruction. If I understand the purposes of the committee and the temper of this paper to which I have\njust listened, they are to teach us or tell us, who have come up here for\nthat purpose, how certain objects may be accomplished, we accepting and\nconceding, without time being taken to-day to demonstrate\n\nit,\n\nkindergarten has an existence through the efforts of its\n\npromoters\n\nfirst\n\nthat the\n\nand that this education is exceedingly desirable, more than desirable, and\nimportant and that we, as superintendents and teachers, desire its introThe paper has\nduction and use in every city and State of the country.\nshown to us some of the obstacles which are to be surmounted and now,\n;\n\n;\n\nMr. President, I trust the Chair will hold those who follow in this discussion to that point of the work, instead of allowing the presentation of the\nclaims of an institution which is so popular, and which has already gained\nthat which it deserves enthusiastic support and assistance in almost all\nparts of our land.\nHere is\n\"We are confronted to-day with this problem\nsomething so excellent and desirable, it would seem that we must have it\nwe need it in our school. How shall we get it ? Gentlemen and ladies\nare here who have it already.\nIt is their dut_y to tell us how they sucFirst,\nceeded in getting it, and how they are progressing with the work.\nthe paper presented to us the financial problem.\nI regard the statutory\nprovisions as unworthy of attention.\nThere is no legislature which can\nbe induced to prevent the efficiency of public education.\nThere is no\n\n—\n\n:\n\nlegislature, from the State of California to the State of Massachusetts, that\n\nThat does\nAccording to the statement which the\n\nwill not enact laws which will advance the cause of education.\n\naway with statutory obstacles.\n\n"}
{"page": 649, "printed_page": null, "text": "I\n\ndiscussio:n^.\n\n637\n\npaper gives in regard to the increase of the enrollment in the schools, if I\n\nremember aright, fourteen per cent, of the enrollment in the schools are\nchildren five years old, fifteen per cent, are four years old, and eighteen\n\nper cent, are three years old.\n\nAccepting the proposition that those three\nyears old need not be counted, and that those three and a half years old\nneed not be counted, that makes a material increase, does it not, in the\nexpenditure of the schools ?\n\nproblem for discussion here.\n\nTherefore I conclude that to be the first\nCan we persuade the people to increase, or\n\nare they willing to increase, the present school expenditure from fifteen to\n\ntwenty-five per cent, in order that we may, as we believe, return to\n\nthem\n\nvalue by lowering the school age and educating the young people ?\nCan that be done ? Now, we read in the press that several cities already\n\nits\n\nhave public kindergartens.\nthe private kindergartens.\n\nIt is true that what we\n\nread most about are\n\nI have a sort of notion that the only real, good,\n\nbeautiful, and efiicient kindergartens to-day are those private kindergartens\n\nwhich are managed by intelligent administrators backed by the purses of\npowerful financial friends.\n\nThe difiiculty of expense being overcome, it would seem that if we\nshould at once proceed with the introduction of the kindergarten, another\nobstacle would appear in the proposition to furnish to a portion of the\n\npeople of the city kindergarten schools,\n\nwhile another portion of the\npeople of the same city, and under the same administration, is suffering\nfrom lack of adequate school accommodation.\nIf Philadelphia, that we\n\n—\n\nsaw a year ago, has founded public kindergarten schools Mr. McAllister\nit is a question with some of us in the far West what defense\ncan be made for providing kindergartens in some wards, and saying to the\nchildren in the other ward (there are two hundred and fifty children in it)\nWe will have to give you quite inferior accommodation and inferior teaching.\nWhat defense can we make ? How did the superintendent and the\nboards of education take care of themselves on that problem ? A third\nthought has occurred to me, vvhich seems to be, and I believe it is, a\ngreater one than either of the others.\nTo revert, however, for one\nmoment to the last thought. It may have been said, and could have\nbeen said two or three years ago, that all enterprises can be begun in a\nsmall way try an experiment with the kindergarten, and show the people\nhow desirable a thing it is. Now the experimental age is past. Every\none is satisfied with the desirable things in the kindergarten. Some in\nIt is nonsense,\nour profession are spending their time on this question.\nin my mind, to give that part of the discussion a moment's thought. The\nsaid it had\n\n—\n\n;\n\npeople are all ready for the kindergarten.\n\nBat the third great trouble\nNow,\n\nthat I refer to is the material to place upon the teachers' platform.\nin reply to that, the average superintendmit of the city is\n\ninformed that\n\nthe material for kindergarten instruction is as plentiful as was the material\nfor unskilled instruction fifty years ago.\n\nTherefore, as there must be a\n\n"}
{"page": 650, "printed_page": null, "text": "G38\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nbegmning to all things, these obstacles that have presented themselves\nmay be, if they have not already been, overcome. The administration of\nour schools, we were told yesterday, depended largely upon the teachers.\nWe have been told so a great many thousand times, until we really believe\nThe best school that any one of us has seen has had the best teachers.\nit.\nWith kindergarten instruction, the number of teachers necessary in order\nto make the establishment a success must be more largely in proportion to\nthe pupils than the ratio is in the primary and grammar grades.\nI present to this gathering these thoughts, and trust that the limitation I sugThe most important problem to us now is not the\ngest will be heeded.\nmerits of the kindergarten, not the desirability even of giving earlier\ninstruction in the public schools at the public expense, in charge of well-\n\nadministered public school systems, but how shall the obstacles, as presented in the paper before us, be overcome, that the public kindergarten\n\nmay be established as a part of our public school system ?\n\nThe Chair\n\n:\n\n[Applause.]\n\nAccepting the suggestions of the speaker, you\n\nwill con-\n\ntinue the discussion as to ways and means for the removal of the obstacles.\n\nSuPT. Seayer, of Boston I am not on the programme, Mr. President,\nbut I want to say a word. 1 feel very much as if I wanted to write a\npaper, and that paper would give to you the history of the introduction of\n:\n\nthe kindergarten in the city of Boston.\n\nWe have in that city now 33\n\nof them, containing about 2,000 pupils.\n\nIn other words, one-third of\n\nthe children are between three and a half and four and a half years of\n\nOur limit of age, however, is from three and a half years to five.\nNow, accepting the limitations which have jusfc been laid down by the\nlast speaker, for I must speak but a moment, I will say there is Just one\nway in which the financial diffiaulties can be removed, and that is by\nage.\n\nmeans of an object lesson long enough continued to convince the people\nthat every dollar that goes into the payment for kindergarten instruction\nis\n\na dollar better expended than any other dollar in the whole school\n\nThat practical demonstration by means of an\nmy city, as is well known, by Mrs. Quincy A.\nShaw, whose labors in behalf of the kindergarten are well known, and\nwhose generous purse enabled her to carry out her plans. About fifteen\nyears ago an experimental kindergarten was started in Boston, and it\nBut it did\nflourished a little, and it dwindled a little, and then it died.\nexpense.\n\n[Applause.]\n\nobject lesson was given in\n\nMrs. Shaw took that kin[Applause.]\nnot die without a resurrection.\nThen she\ndergarten, told the teachers to go on and she would pay them.\n\nadded another and another, until in the course of ten years she had established in the city sixteen kindergartens, well provided with able teachers\n\nwhom she had taken pains to have instructed by kindergartners the best\nthe country could produce.\n\nThese kindergartens were established in the\n\n"}
{"page": 651, "printed_page": null, "text": "DISCUSSION.\n\n639\n\nWhenever the school board decided to increase\nShaw got a room if she could and\nThen it came to be a serious question\nkindergarten.\n\nprimary school rooms.\n\nthe number of school buildings, Mrs.\na\n\nestablished\n\nwhether the school committee sliould adopt those kindergartens from the\ndate of their establishment in the city and pay the salaries and other\nThe impression still prevails in parts of the city, where those\nexpenses.\nkindergartens have been established, that they were part of the public,\nschool system.\n\nI well remember the surprise of some of the members of the\n\nCommon Council with whom I had interviews, when they were informed\nthat those kindergartens had been supported wholly by private charity\n\nand not at*all by public money, except so far as the rental of the schoolrooms was concerned. They didn't know it. They thought they had\nbeen supported by the public school committee for a number of years.\nWhen I told them that it was not so, they said there should not be any\nmore difficulty in getting the money for them. I said '' You convince a\nfew more members of the Common Council, and there will be none.\"\n:\n\nA Voice\n\n:\n\nIs that in Boston\n\nSuPT. Seaver\nlike\n\nNew York.\n\n:\n\n?\n\nYes, that is in Boston.\n\n[Applause and laughter.]\n\nI grant that\n\nit\n\nsounds a little\n\nWe want you to come down\n\nand see what they aie like. Well, to finish my story, we wanted\n$20,000 added to our regular school appropriation in order to adopt the\nkindergarten and pay the expense of the rooms and the material for the\nchildren\nand although the Common Council thought it was in a narrow\nfinancial condition, tliat 120,000 came as easily as a five dollar bill would\ncome out of Judge Draper's pocket if I were short of money and wanted\nThere has been no trouble in getting ths money since no\nto get home.\nthere\n\n;\n\n—\n\ndifficulty at all.\n\nThe kindergarten now is the most popular part of our educational sysThe number of kindergartens has increased from 17 to 33. They\ncontain a large number of children, and they are under the instruction of\nnot green girls who are learning the art at the\nskilled kindergartners\nexpense of the children, but skilled hands those who have received instructem.\n\n—\n\n—\n\ntion for a year and a half in the normal school, and a half year's tuition in\n\nNow, an\nand maintained long enough, will, I\n\nthe special instruction necessary for the art of kindergartning.\nobject lesson, if it can be established\n\nbelieve, convince the people in any city that the money necessary for the kin-\n\ndergartens should be voted it, whether any other money is voted for school\ninstruction or not.\n\nOne other point and I am done.\n\nto the condition of legislation in Massachusetts.\n\nReference was made\n\nWe arc very fortunate,\n\nwe never have had a lower limit for the school age. The statute of\nMassachusetts provides that every child has the right to attend school in\nA few years ago a question arose,\nthe town or city where he resides.\n\nfor\n\ninvolving the payment of a large sum of money, upon the meaning of the\n\n"}
{"page": 652, "printed_page": null, "text": "640\n\nTHE NATIONAL EDZfCATIONAL ASSOCIATION\n\nword \"child \" in the statutes. It was concluded that the school age in\nMassachusetts was from five to fifteen years, and that that should constitute the definition of the\n\nword child.\n\n—that the school\n\nIt\n\nturned out that that is not a\n\nThen it was contended that the compulsory education age, 8 years to 14, should define a\nchild.\nIt was proved then that that is not the school age.\nThe court\nfinally held that the word child meant any human being from the age of\nlimitation\n\nagfe does not define a child.\n\none hour to the age of 21 years, and practically this is the position now,\nand always has been. Any child, however young, may be admitted into\nschool by the rules established by the school committee of the town.\nBoston at one time established four years as the proper time for* admission\ninto the primary schools.\nLater it provided that five years should be the\nlimit.\nStill more lately it has admitted to the kindergarten children as\nyoung as three and a half years. There is no legal obstacle in the way,\nif the school committee should decide to-morrow to admit into school\nchildren of the age of one year or one mouth, to prevent such a thing.\nThere is absolutely no limitation. That construction has been established\nby a recent decision of the Supreme Court, in a case I could cite if I had\naccess to the books.\n\nThe first step is to get rid of the constitutional limi-\n\ntation, or rather get rid of the statutory limitation, and admit children of\nall ages to\n\nthe schools, which must have the kindergarten in time.\n\nSuPT. Sabik, of Iowa\nI see that Miss Harrison, who is the superintendent of the kindergarten college of Chicago, is here. I think it would\n:\n\nbe well to have her tell us something about the kindergarten.\n\nMiss Elizabeth Harkisok\n\nthank you, gentlemen, for the priviI wanted to make a reply to, or some\ncomments upon, Mr. Fitzpatrick's paper, and although I have not a\nmanuscript, I have brought headings from which I wish to speak. In\nthe first place Mr. Fitzpatrick spoke of the difficulties which might\narise in connection with the training of children under three years of age\nthe early difficulties.\nIt seems to me that we, as educators of the\nnation, should take more into consideration the education of the mothers\n:\n\nI\n\nlege of standing before you to-day.\n\n—\n\nAnd I know that the influence of the teachers in this\nand can have much to do toward making\nthe average mother feel that there is much yet for her to learn.\nIn our\nown city of Chicago, we have about 2,000 mothers of the educated class\nof the children.\n\ndirection particularly may have\n\nstudying kindergarten principles as applied to home work.\n\nWe have this\n\nlast year started a number of classes in the poorer districts of\n\nthe city for\n\nthe mothers of the children that are in the free kindergartens of Chicago.\n\nAnd we find it an enormous help to us.\n\nWe find it also a great revelation\n\nof the earnestness and the interest and the loyal intelligence of the class\nof women ordinarily known as the char-women of the city.\n\nIt seems to me\n\n"}
{"page": 653, "printed_page": null, "text": "DISCUSSION.\n\n641\n\nthat when this great subject of kindergartens is properly understood, it means\n\nthe study of human nature and how to develop it so that the mother classes\nwill grow spontaneously ; that is, that the kindergarten will\n\nclass of mothers.\n\nheartily indorse,\n\nThe next point which Mr.\nis that\n\nhave its own\n\nFitzpatrick makes, which I\n\nthe kindergarten class should have but sixty chil-\n\ndren— thirty at a time— thirty in the morning and thirty in the afternoon.\nMy one fear is that there would be a tendency to crowd too many children\ninto the room.\nIf the children are subdivided into morning and afternoon classes, that will do away with the necessity for two rooms. The\nrooms you have here in New York and Brooklyn would be sufiBciently\n\nlarge for all practical purposes for a kindergarten of thirty children.\n\nThe\n\nthird point is that generally there is too high an estimate given, too large\n\nan idea of the expense connected with the kindergarten. I have just been\ninformed by Felix Adler of New York, who is thoroughly familiar with\nthe workings of the kindergarten, and who has watched its progress with\ngreat interest, that there are 100 children in a private kindergarten and\nthe material used by them during the year costs only $0.50 a year per pupil.\nSuPT. Powell, of Washington\nhere ?\n\n:\n\nWill the lady permit a question right\n\nDoes the one teacher attend the forenoon and afternoon classes ?\n\nThat would depend upon that individual teacher's\nMiss IIakrison^\nIf she was as strong as she ought to be, she should\notherwise\nI have come here to-day\nshe should not.\nI thank you for your question.\nwith a very earnest heart and a very burning desire to help one kindergarten, and I beg aid of your State Superintendents in this matter, because\nour fate rests in your hands largely not altogether.\n[Applause.] We\nare going to have the thing, whether you can help us or not.\nThe next point Mr. Fitzpatrick touched upon was that concerning the\ninfluence of teachers.\nI would indorse and emphasize that, but I would\nsay, in continuing the matter, that the mother element so strong in the\nheart of every true woman that mother element which brings the woman\n:\n\nphysique.\n\n;\n\n—\n\n—\n\ninto sympathetic touch with the little child\n\n—will do much to obviate\n\nmake atonement for many other defects. In Chicago we\nrequire three years^ training before we send our young ladies out as fitted\ndifficulties and\n\nfor kindergarten instruction.\n\nThe next point which I would like to speak upon is that of having\nspecial studies for the kindergarten.\n\nAny true kindergartner, beginning\n\nwith the cradle and going to old age, would do what she could to cooperate\nwith the after-life of the school.\n\nIf there is allowed in the public schools\n\na special superintendent of drawing and music and physical culture, and\nother things\n\n—which I believe\n\nis allowed\n\nIn our schools\n\n— why should there\n\nnot be a special supervisor or superintendent of this very important branch\nof the educational system known as the kindergarten ?\n\n"}
{"page": 654, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n642\n\nNow my last point is this\n\n:\n\nI got an impression\n\nfrom Mr. Fitzpatrick's\n\npaper, contrary to the impression which I had previously of his belief\n\non the subject.\n\nI\n\nmay be mistaken in my impression; that is, as to the\n\nim])ortance of the games and the plays.\n\nI\n\nunderstood the paper con-\n\ntended that a great many people could go in and see the children at their\n\ngames and \"plays, but w^hen they came to ask the children as to the needs\nof the occupation and of the materials used they could not answer them.\n\nThe play circle is the center.\n\nThe child begins with the passive period\nthe period when environment\nis all-important.\nI could tell you many, many things which have been,\ncalled to my attention in connection with the little tots who come into the\nkindergarten, if I had time.\nThen comes the creative period, which\ncalls for a spontaneous expression of what is within the child.\nThen\nlater on comes the school period of the child.\nThe true kindergartner\n\nthe period of infancy ; the receptive period\n\ntakes the child out of himself.\n\nparing him for\n\nI use\n\n—\n\nthat in the broad sense of pre-\n\neducation means anything at\n\nall worthy of the\nwhich it aims, it means that process of training by which\na human being leads, hereafter, a nobler and a more rational and better\nlife, and which helps him to meet the problem of life better than he could\n\nIf\n\nlife.\n\nlife-work at\n\nwithout this education. I think it is proper to speak of this preparatory play.\nEalph Waldo Emerson said that in music there were certain\nthings no man hesitated to buy.\nI think of the kindergarten the same\ncan be said, and I shall quote here in support of that statement the\nIn the\nwillingness of the Boston school board to spend $20,000 for it.\nplay circle the child is trained by his gifts trained intellectually by the\n\n—\n\npowers of observation, trained by the powers of judging and contrasting the things he sees his memory and imagination and creative powers\nare trained, he learns occupation ; his love of the beautiful is trained.\nAnd then, I say, in the play circle of the kindergarten comes the promi;\n\nnent and all-important element of understanding his or her relationship\nHe is taught to bear and forbear. He is taught his own place\n\nin life.\n\namong others in life, his significance and insignificance in the world. We\nnot only develop the child's muscles by the plays, and train him concerning the materials he has, but by the actual handling of the materials and\nhis use of them.\nWe begin his training in preparation of what is to follow\n\nWe begin\nlater, his understanding of them to the relationship to life.\nwith birds and bird life, and the father and mother and the little baby\nbirds, and in a thousand and one ways, by means of songs and stones, and\nparticularly games, in which he imitates these little things, usually captives in a cage, he is gradually led into\n\nrelationship.\n\nan understanding of the family\n\nWe have a little game called the '^ birds' nests,\" in which\n\nfour or five little bird children may represent the baby birds.\nare flying off into the air while the\nfly.\n\nHere they\n\nmamma bird is training them how to\n\nOn one occasion I stopped the gam-e.\n\nI said :\n\n\"Alfred, what kind of\n\n"}
{"page": 655, "printed_page": null, "text": "DISCUSSION.\n\n643\n\na papa bird have jou here, I would like to know ? Why are you not helping mamma to teach the babies ? \" He turned his head to one side and\n\nWhy, I got the worms for them/' [Laughter.] I do not know\nwhether you think Alfred was in the right.\nYes, I said to him, '^ But, Alfred, don't you think you ought to help\nteach the little baby birds to fly ?\" The little fellow looked up to me and\nsaid :\n\n*^'\n\nwas not quite sure of my views. So I turned to the class for public opinion and said\n\"What do you think about this ?\" Instantly the whole\nThen we had\nclass decided yes, that he ought to help teach them to fly.\nvery little trouble with the fathers after that.\nOur system believes in cooperaI will give you another illustration.\ntion and coeducation, and equality of men and women, but in different\nAnother time we were playing the blackspheres and in different ways.\nsmith's game.\nTwo little girls were chosen to do their part of the game,\nand two little boys were to be the blacksmiths. The little boys were\npounding on their anvils, and blowing the fire, and attending to the vari\n:\n\nOne little girl entered\nThe other little girl, dressed in vel-\n\nous duties in connection with a blacksmith's shop.\nheartily into the spirit of the game.\n\nand plush, seated herself off a little way and seemed indifferent.\n^^Why,\" I said, \"Beatrice, I am afraid you won't have any dinner ready\nwhen Charles comes home for it.\" She gave a haughty toss of her head\nand replied: \"My mamma does not cook dinners.\" The dinner hour\ncame the blacksmiths washed their hands and started for their homes.\nThen I said \"Beatrice has no dinner for the tired and hungry blacksmiths.\" With that, Charles walked over to the house of the other little\nThe next time Beatrice\ngirl, where he found a nice dinner awaiting him.\nvet\n\n;\n\n:\n\nplayed she did her part of the household work.\nlittle\n\nthey gain the knowledge of what\n\nis\n\n[Applause.]\n\nLittle\n\nby\n\nto be required of them in the\n\nThe little girl learns what her duty is in the home the boy,\nwhat is expected in that sort of trade. Later on in the year, we begin to\nlead these children into the knowledge that the blacksmith's children\nmust have shoes to wear, and the carpenter's children must have bread to\neat, and the blacksmith's wife must have clothes to wear, and the blacksmith must have his tools, and so on through all the avenues of trade and\nnecessities for them which have grown up into the world of civilization.\nfuture.\n\n;\n\nWe take the children at different times to the carpenter's shop, the shoe\nshop, and the tailor shop, so that they can see the men at their work, and\n\ncome back to the class-rooms and imitate them the better.\n\nI shall never\n\nforget the lesson a dear little five-year-old girl gave me on one occasion.\n\nWe brought a scissors-grinder into the room in order that the children\nmight see how he patted his foot, and how he made his wheel go, and\nwhat he did in sharpening the knives o^^ scissors. When he had finished\nsharpening the scissors I paid him his charge, and he was going out of the\nroom, when the little girl looked up into my eyes and said \" Why, you for:\n\n"}
{"page": 656, "printed_page": null, "text": "644\n\nTBE I^ATIONAL EDUGATIOITAL ASSOCIATION.\n\n[Laughter and applause.] The little girl had been\nShe had had it indelibly impressed\nupon her that courtesy, as well as wages, was due. A lesson in the question of capital and labor, which can well be taught the citizens of Brooklyn and New York, is that the laborer is worthy of a courteous word as well\n[Applause.] I want to say, here is one of the necessities\nas wages earned.\nwhich we cannot afford to do without. Later on in the year these trade\nactivities are connected with advanced life.\nWe have to be served by\npolicemen who will protect the carpenter's home, the blacksmith's shop,\nThen we show what firemen are\nthe shoe store, and the corner grocery.\nfor, how they put out fires in the homes of the people, and then we get up\nto where the children learn of the heroes of all nations who have sacrificed\nhome and family and prosperity for the sake and honor of their country ;\nand if you could see, as I have seen, twenty-five, thirty, and forty little\nones, calling themselves Swedes and Germans, and nihilists and anarchists,\nmarching in our kindergarten with their swords drawn and their banners\nflying, and understanding what it all meant, you would think of the importgot to thank him, too. \"\n\nplaying scissors-grinder at one time.\n\nance of State relationship to this matter, and the necessity for this kinder-\n\ngarten education for the\n[Applause.]\n\nlittle\n\nones three, four, and five years of age.\n\nIt was this point particularly that I wanted to emphasize.\n\nLater on we come to the universal relationship, or tlie church relation-\n\nThat means the common brotherhood of all mankind, for without\nit is not worthy the name.\nWe cannot say with truth\n\" Our Father who art in Heaven\" until we can say our brother who is on\n[Applause.]\nearth.\nI have taken more time than I should, but it was\nwith the feeling that if we were to amalgamate this great nation for all\nthat is good and dear to us, for the elevation of the human race in general, I know of no way in which this solid foundartion can be cemented\ntogether for a higher national life, which begins with the child in its\ninfancy, better than this agency which trains him to realize, the different pledges of life, that teaches him that which makes all the difference\nbetween the savage and the civilized world. It is for this great realization\nthat we take so long a time to prepare our students for the work of teaching.\nIt seems to me that we should have a supervisor of this department,\nfor not only are the skilled hand and brain and earnest heart required in\nand I earnestly appeal to you,\nthis work, but philosophic views of life\nship.\n\nthat relationship\n\n;\n\ngentlemen, not to put off the day of considering the subject of the kindergarten as the foundation of the great public school system of America,\n\nwhich is the bulwark of our nation.\n\n[Applause.]\n\n"}
{"page": 657, "printed_page": null, "text": "BRING tNG PTTPIL8 FURTHER ON IN THEIR STUDIES.\n\nG45\n\nWHAT CAN BE DONE TO BRING PUPILS FURTHER ON\nIN THEIR STUDIES BEFORE THEY LEA VE SCHOOL\nTO GO TO WORK?\nBY CHARLES W. HILL, PRESIDEiq-T MASSACHUSETTS SCHOOLMASTERS' CLUB,\nBOSTON.\n\nThe topic assumes the existence of a class of pupils whose school life is\nmade undesirably short, with school acquiremefits correspondingly meager,\nby some real or supposed necessity for exchanging the work of the school\nfor those forms of activity in which the pupil becomes a wage-earner.\n\nassumption is all too well founded.\n\nThe\n\nhave not thought it necessary or\ndesirable to inflict statistical tabler oearing upon this matter upon a body\nof men who, of necessity, spend so large a part of their lives at such tables,\nand whose requests for material therefor, addressed to the busy workers in\nthe schoolrooms, sometimes sound the knell of cherished plans for rest or\nI\n\nrecreation.\n\nBoston is not below the average of her sister cities in holding her pupils\nthrough the grammar course. By the report of Supt. Seaver on this matter it appears that less than three-eighths of those who enter our grammar schools finish the course and graduate, the other five-eighths falling\nout before reaching the end.\n\nAssuming that these proportions are fairly representative, and assuming\nthat a child should at least finish the\nschool for work,\nsubject before us.\n\ngrammar\n\nbefore\n\nleaving\n\nwe realize something of the great importance\n\nof the\n\nIt is not a matter affecting a\n\ncourse\n\nfew of our pupils only,\n\nbut is of great importance to large numbers of those who for a longer\nor shorter time may be connected with our schools.\nA discussion of\nview of the attention which is being\nturned toward the work of the elementary schools by the criticisms and\npropositions of the N\"ew England Association of Colleges, which you heard\nthis topic is especially timely, in\n\nso ably and skillfully presented last evening.\n\nSome of these propositions\n\nare wise and have been for\n\nsome time in practice in our best schools.\nAll are put forth in good faith and with an evident desire to benefit the\nschools.\nIt is unfortunate that their authors lack experimental\n\nknowledge of\n\nwhat is now being done in our element^fe-y schools, and of the average\nability of the pupils instructed in them.\n\nBeautiful theories, which seem unassailable, sometimes need consider-\n\n"}
{"page": 658, "printed_page": null, "text": "046\n\nTHE NATIONAL EDVCATIONAL ASSOCIATION.\n\nable adjustment to facts\n\nand\n\npossibilities\n\nwhen the light of a personal\n\nexperience is thrown upon them.\n\nThese changes are proposed from the standpoint of the college\n\navowed interest of the\n\n;\n\nI do not\n\nwould not be true.\nStill, there seems to be an easily traced and perfectly natural and proper\nanxiet}^ on the part of these distinguished educators, that our school\ncourses should face the bright boys and girls toward the doors of the\ncollege.\nAlmost of necessity, we look at the world from our own standpoint, and in weighing opinions this fact should be kept in mind.\nsay in the\n\ncollege, for that\n\nThe naturalist sees in a tree an opportunity to explore the mysteries of\nsecretion and growth, the poet and the painter see a thing of beauty and\n\na perpetual joy, and a woodman sees so many cords of wood.\n\nIn judging\n\nwhat you are to do with the tree, and in taking advice, you need\n\nto\n\nknow\n\nwhether it is the poet or thg woodman who gives it.\n\nWe all agree with the college presidents that as many of the bright boys\nand girls should take the college course as can spare the time, but only a\nvery small minority do or can take it one in fifty it is said. They agree\nwith us that the supposed or real interest of the one must not be permitted to eclipse that of the many, especially as the one is usually, by endowment and surroundings, the one best able to care for himself.\nIt is particularly gratifying that this large and influential body of educators turn their thought, for a time, away from the fortunate and gifted\nto the less fortunate, less interesting, struggling majority ; to those who, by\nforce of circumstances or their own inertia, are deprived, or deprive them-\n\n—\n\nselves, of the benefits of a full course in our grammar schools.\n\nIn order to discuss intelligently the topic before us, we need to recall to\n\nmind some of the causes which\n\ntake such pupils out of the schools, and\n\nalso some of the reasons why the grammar course, or its equivalent, should\n\nbe completed before school-days close. Among the causes which operate\nto shorten school-life the cupidity of the parents of some children has a\n\nprominent place.\n\nOwing, partly, to the suicidal laxity of our immigration\n\nlaws, there is a large and increasing number of parents\n\namong usj not all\n\nof them of foreign birth, but sordid and alien in spirit, who are perfectly\n\nwilling their children should\n\ngrow up in ignorance, and even in vice, if\n\nmay lazily stretch themselves in the sun while they continue\ntheir worthless and corrupting lives by means of the money earned,\nbegged, or stolen by the poor unfortunates who are forced to call them\nonly they\n\nparents.\n\nSuch children\n\nin our large cities are often so employed as to\n\nevade the laws restricting the employment of child-labor, the cupidity of\nthe parent being aided and abetted by the equally culpable cupidity of\nthe employer, whom the sharp competitions of business have made blind\n\nand deaf to all considerations except the ratio of profit to cost.\nVery far removed, in the intellectual and moral scale, from such parents\nas we have described, is another class whose children do not as a rule\n\n"}
{"page": 659, "printed_page": null, "text": ";:\n\nBUINQING PUPILS FURTHER 01^ IN THEIR STUDIES.\n\n647\n\ncomplete the grammar course.\n\nThey are the parents who have fallen\nbehind in the race of life, a race so sharply contested that Carlyle says\n*'Woe to him who stops to tie his shoe-string.\" Having thus fallen\nbehind, the tide of remunerative business goes by their doors, before which\nthe wolf of an unrelenting poverty stands, till in desperation the child's\nschooling is sacrificed to help keep the faniiily together and off the public\ncharge.\n\nThere is still another class of parents who neither from cupidity nor\npoverty are dependent, but whose children early terminate their connection\n\nwith the schools.\n\nThey are the easy-going parents, who, having had few\nmake their own\n\nschool advantages themselves, and having been able to\n\nway fairly well without them, fail to appreciate the advantage to their\nmuch as the grammar school can offer. Such\nparents, shut up in their little world like passengers in a railroad sleeper,\nfail to realize that the train of modern life is passing on with lightning\nspeed into new and more intricate conditions, and that what answered for\nthem in their day a very good purpose will leave their children as far\nchildren of at least as\n\nbehind in the ever sharpening competition of society, as that city would\nbe which should now depend upon stage-coach connections with the outside world.\n\nThe children of such parents often hear so much about self-made men,\nwho, while never having attended school more than a few weeks or\nmonths, have yet risen to the highest places, that the impression is sometimes left upon their minds that school preparation is no advantage, if it\nbe not a real disadvantage, to the smart, enterprising fellow who ''has\n\nit\n\nin him.\"\n\nSuch parents, or any others, would do well to teach their children that real\nforce of character will enable them often to rise superior to circumstances,\n\nbut a great harm is done when such lessons are so taught as to lead the\nchild to despise those early school advantages which give such a tremendous\nOften it is against the wishes and best judgment\nstart in the race of life.\nof the parent that school connection\n\nis\n\nbroken.\n\nThe lazy fellow drags\n\nhimself out of school because it is too much of an effort to keep in sight\nof his mates who are willing to work.\n\nThen there are those at the other\n\nextreme, who scent the world's battle from afar, and long to be in it ; who,\nintensely active, find the restraints of school and school work irksome\n\nwho look forward with an intense longing to the time when they shall be\nin business and go down-town with the men to do something manly.\nThen begin the pleadings to be allowed to leave school and go to work,\nuntil the too yielding parent succumbs, school\n\nwork begins.\n\nconnection ceases, and\n\nA short experience often dispels the illusion and turns the\n\npoetry of anticipation into the hard aiM grinding prose of realization.\n\nThen come bitter regrets, but school ties are broken, time has been lost,\namong younger associates in\n\npride prevents a return to take one's place\n\n"}
{"page": 660, "printed_page": null, "text": "TBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n648\n\nschool work ; and so the poorly equipped fellow, now conscious of his mistake, goes handicapped into the hard struggle, almost sure to fail of the\n\nhighest success.\n\nThe long time required to work up in almost any good business, if\nmany a boy, who would\n\ndestitute of influential help, Tcry naturally leads\n\notherwise be glad to continue in school, to question whether he can afford\n\nthe time.\n\nBut, while parents and pupils are justly to be held to responsibility in\nthis matter, the teacher and the school authorities are not always without\n\nblame.\n\nChildren, hungry for intellectual food, have held out their hands\n\nwe have sometimes given them stones they have asked\nthem that serpents were better.\nHappily the stones and the serpents are being removed from our bills of\nfare, and this reason for cutting short the school course no longer exists\nfor bread, and\n\n;\n\nfor fish, and we have tried to persuade\n\nto the former extent.\n\nThe causes, then, which we find for the failure to hold some pupils in\nschool as long as would be desirable exist in the cupidity, poverty, or\neasy indulgence of parents, the laziness or impatience of pupils, and the\nfailure of the school, sometimes, to meet the needs of those who have no\n\nextra time to spare upon school work.\n\nLet us now consider some of the reasons why it is important that ou\npupils should be further along in their studies before they leave school\nto\n\ngo to work\n\n;\n\nwhy,\n\nif\n\npossible,\n\nthey should complete the grammar\n\ncourse.\n\nA reason, not of the greatest importance, is the moral power acquired\nby carrying to success what one begins.\n\nOne of the most distinguished\n\neducators in Boston was asked if he did not intend to withdraw his sons\n\nfrom the grammar school and place them in the Latin school, where they\nHis reply was\ncould earlier begin their special preparation for college.\n^*No whatever course of study they begin, I intend they shall complete,\nand not acquire the habit of leaving one thing undone to begin another.^'\nPerhaps he was an extremist, but the habit he sought to form will be of\nvery great value to his boys in the restless age in which they are to live.\n:\n\n!\n\nunwise to leave a course of study unfinished in order to begin\nit certainly cannot be wise, except from absolute necessity, to\nIt should be\nleave it unfinished with no purpose of beginning another.\nnoted that a pupil, dropping out of a course of study before completing\nIf the course is one of six years, the\nit, loses the most valuable part.\nloss of the last two years is the loss of more than a third, perhaps more\nthan a half. It is in the beginning that the cost is most disproportionate\nto the result, whether it be in moving a railroad train, acquiring wealth,\nor mastering a course of study.\nA very important reason for bringing pupils further along in their\nstudies before they go to work appears in the growing necessity for\nIf it be\n\nanother,\n\n"}
{"page": 661, "printed_page": null, "text": "BRINGII^Q PUPILS FURTHER\n\nON IN THEIR STUDIES.\n\n649\n\nhigher and higher degrees of intelligence to do successfully the ordinary\n\nwork of life.\nIf it was ever necessary that there should be an ignorant, menial class\nto do contentedly the coarser and more disagreeable services necessary in\nThe place of\na complex civilization, there is no such present necessity.\nthe unskilled laborer is being filled by machinery to a greater extent each\nIntelligence is needed to guide and manipulate these machines,\nyear.\nSkilled labor is in demand,\nthemselves almost endowed with intelligence.\nand will be more and more so as our country grows older, and the rougher\nwork which newness involves disappears. There is danger in adding to\nthe army of unskilled and unintelligent labor, either by native or foreign\nThe danger approaching imminence is that those capable of\nrecruits.\nperforming only the rudest kinds of labor, and finding the demand for\nsuch labor disappearing, will not only be driven into- crime and pauperism themselves, but, as tools in the hands of unscrupulous leaders, become\na menace and peril to the body politic.\n\nAnd this leads us, naturally, to notice the increasing necessity for intelThe tariff\nThe coinage of silver what\nThe relation of capital and\nwill be the effect of its being unrestricted ?\nhow can each be made the most helpful to the other ? These and\nlabor\nquestions like these, now demanding serious thought and careful adjustment, are as far beyond the reach of one who has never been taught how\nligence, in order to perform aright the duties of citizenship.\n\n:\n\nshall it be protective or for revenue only ?\n\n:\n\n—\n\n:\n\nto look for cause and effect, or to reason with any degree of correctness,\n\nmountain tops to the child who lifts up his hands to them.\nThe only part he can take is to follow his leader, and the leader he chooses\nThe duties to the discharge of which\nis very apt to be a demagogue.\nas are the\n\nthe state has a right to call the citizen, from casting a ballot under the\n\nAustralian system, and serving on a jury, to holding offices of trust and\nresponsibility, cannot rightly be fulfilled by him who has had but little\nor\n\nno mental training.\n\nAs the principles of a true civil service reform\n\nare carried out, he who lacks mental training will be more and more shut\n\nout from the public service, and rightly, too, though by natural endowment he might have been made ready to serve the state well in some line\nof effort for which he may have special aptitude.\n\nThere is one other reason, among many still unnamed, for advancing\nthe pupil further in his studies before going to work, which is too imporIt is the acquiring of power and intant to be passed by unnoticed.\nclination to use wisely the increasing hours of leisure resulting from the\nFor the man who reads and thinks, who can keep\nshortening work day.\ncompany with the good and great of all ages, it is a priceless blessing to\nhave some hours after the day's labor iji which, with his family about\nhim, he can commune with the past, study the problems of the present,\nBut it is a quesexplore the works of God, and grow into his likeness.\n\n"}
{"page": 662, "printed_page": null, "text": "THE NATIONAL EBUOATIONAL ASSOCIATION.\n\n650\n\ntion whether it is a real advantage to that man who has no resources in\n\nhimself or in his family, to have his work day shortened.\n\nThoughtful\n\nobservers are coming to look upon the lengthening time after work hours\nas a positive source of\n\ndanger to the ignorant and thoughtless.\n\nThey,\n\nfinding the time drag, are easily tempted to turn to the saloon as a con-\n\nvenient meeting-place with kindred spirits, and to vicious sources, for the\n\nexcitement craved.\n\nWe find, then, that we should carry our pupils fur-\n\nther on in their studies\n\n—because of the moral power which comes from\n\ncarrying to success that which is begun ; because, for the times in which\n\nthey are to live, a considerable degree of intelligence will be necessary for\n\neven the most ordinary work of life because, otherwise, the duties of\ncitizenship cannot rightly be performed; and because in no other way\n;\n\ncan they be prepared to make the best use of leisure time.\n\nIn considering what can be done to retain all the pupils of our elementary school till each shall have gotten as much out of the school ast\nfor him may be possible, it is evident help must come from without and\nfrom within. The state and the home must become allies of the school\nto accomplish the best results.\nOne very helpful agency in accomplishing the work we are considering is the hindergarten, the duty of the\nBy means of this\nstate toward which you consider at this gathering.\nagency the school work and discipline may be extended downward into\nthe unproductive years of the child's\nitself\n\nlife.\n\nThe kindergarten is proving\n\ncapable of shortening ordinary school life a year; that\n\nthe age of five, that\n\nis,\n\nbefore\n\nmay be accomplished which will bring the child of\n\neight as far along in his school work as an ordinary child of nine would\n\nbe without these advantages.\n\nAnd this can be done not only at no risk\n\nto the child's physical well-being, but to his great advantage in that respect.\n\nIts\n\nwork and play are so wisely planned, and so in accord with\n\nis much better developed, physically, than\nhe possibly could be if left to his own devices. He is happier to be occupied a part of the day with his teacher-playfellow, than when the whole\nday passes without regular occupation. It becomes a great joy to him\nto be able to see and do for himself, and he forms habits of observation,\npatient endeavor, and of being in right relations to those about him,\nwhich not only easily save him a year in the primary schools, but which\nalso come to his aid all the way through his school life. .Educators, interested in any department of school or college work, should rejoice that\nthis helpful agency is so rapidly growing in usefulness and power just\nnow when it is so much needed, not only in meeting the difficulty now\nunder consideration, but also when its natural methods and true aims are\nso much needed in leavening the spirit of the work to be done all along\nthe educational line.\nThis association, and all educational organizations,\nshould unite forces in helping to make the kindergarten an integral part\nof our school systems.\nIt would be an agency for the accomplishment of\n\nnature's ways, that the child\n\n"}
{"page": 663, "printed_page": null, "text": "BRINGING PUPILS FURTHER ON IN THEIR STUDIES.\n\n651\n\ngreat good in any community, at any time ; but with us, with our hurry\nand high pressure felt all through our school life and work, it becouies of\nespecial importance to save that year of unproductive child life, especially\nas his physical and moral natures are both greatly benefited thereby.\n\nAs it is comparatively easy to hold pupils in school up to eleven\n\nor\n\ntwelve, the lower part of the course of study, which very nearly all our\n\npupils take with more or less thoroughness, should be\n\nmade as rich as\n\npossible with those studies which will so interest as to- help hold for future\n\nThis is being done to a much greater extent than is realized in\nNature studies can be made still more\nNothing elaborate should be attempted. The \"R\" studies\nuseful.\nBut if the boy who does not memorize\nshould not be crowded out.\nreadily, or reason accurately, finds that what he knows about birds and\nstones, and what he has noticed about physical and chemical changes, are\nconsidered useful knowledge and give him a standing in the class, it will\nnot be as easy as it otherwise would be to get that pupil out of school.\nSomething more than we have had of manual training is to play an\nimportant part in holding these short- time pupils in school. Attention\nhas already been called to the fact that many children are withdrawn\nfrom school at an early age, because of the long time it takes to work up\nbut if he is to work with\nto a good position in almost any occupation\nhis hands, here is a line of school work which must tend to shorten that\nlong period.\nHe sees that it must give him the lead in the race, and so\nwork.\n\nthe higher educational circles.\n\n;\n\nhe and his parents often come to regard it a great privilege for him to be\nable to\n\nremain where such preparation is possible.\n\nHe may, and prob-\n\nably does, exaggerate the relative value of this part of the course of study ;\nbut, nevertheless, it holds him in the school, and so gives him time to get\ninterested, also, in other lines of school work, as he finds that the\n\nmore\n\nhe knows along any line the more he is helped along every other. This\nis not mere theory.\nManual training, where intelligently introduced, has\nalready been found to have a decided influence in retaining these pupils\n\nwho are so inclined to cut school life undesirably short.\nangels of them, nor does\n\nit\n\nIt doesn't make\n\nalways lead to brilliant scholarship ; but it\n\ndoes help, in very many cases, in giving them an intelligent and hearty\ninterest in school work.\n\nSomething more of flexibility in our courses of study is desirable. There\nare classes in some of our city schools in which, on entering, not a pupil\n\ncan talk or understand English.\nant sort of way,\n\n''\n\nWe are sometimes asked, in a triumph-\n\nCan^t American schools do for their pupils what Ger-\n\nNow the German teacher sits\ndown before his pupils, all German, with German type of mind and\nGerman traditions, and makes his pupile good Germans. We do more\nthan he does out of divergent and antagonistic races we are making a\nman or French schools do for theirs ?\"\n\n:\n\n7ieio\n\nrace, and it ill\n\nbecomes one to minimize the value of the work.\n\n.•\n\nSuch\n\n"}
{"page": 664, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n652\n\nclasses are clearly outside of an}^ ordinary course of stud^f.\n\nBut, in\n\nless\n\nextreme cases, there are topics of study which are desirable for pupils who\nare to continue some years in school, which are less desirable for those\nwho, presumably, are to enter early upon the weary struggle for bread.\nSuch topics can be dropped out for these pupils, thus gaining time for\nthe work of highest importance to them as individuals and future citizens.\nA pupil thus situated will be able to keep well abreast of his class in the\nwork he does undertake, his self-respect will be raised, and he will the\n\nmore easily be retained in the membership of the school.\nThis differentiation in the course of study should operate not only to\nwho are in danger of leaving to go to work,\nbut also in retaining in the elementary schools, while they properly belong\nthere, the pupils who are now drawn out to prepare for higher courses of\nstudy. There need be but few changes to meet the wants of both extremes.\nBy far the larger part of what the elementary schools can or should offer\nis equally needed at both ends of the line.\nTo reach most effectively these children who are in danger of continuing\nbut a short time in school, requires an individualism in teaching and\nmolding which is not possible to the extent necessary, while a teacher\nhas as large a number of pupils as in this grade is now generally required.\nIn Harvard College the ratio of pupils to instructors is seven to one. In\nretain longer in school those\n\nBoston the average number of pupils to a teacher in the grammar grades\nBy rule it is fifty-six. Give the grammar schools the same\nproportionate teaching force that Harvard College has, and I am not sure\n\nis fifty-two.\n\nthat the teachers would not only take all the\n\nnew studies recommended,\n\nbut stuff the poor children with Greek and Hebrew to keep themselves out\nIn the story of rescue from the grammar school, and of\nof mischief.\nrefuge in the Latin school, with the great personal gain resulting, which\nwe heard last evening, the speaker forgot to inform you that in the gram-\n\nmar school the number of pupils to a teacher is from fifty to fifty-six,\nwhile in the Latin it\n\nis\n\nfrom thirty to thirty-five\n\n—\n\nless\n\nthan two-thirds.\n\nAlso, that in the Latin school each teacher, after a probationary period,\nattains the rank and pay of the principal of the grammar school, making\n\nthe cost in the Latin school somewhere about twice as much per pupil as\nin the\n\ngrammar school.\n\nSo that the rescued party didn't pay for his\n\nbringing up in the Latin school unless he came to know at least twice as\n\nmuch as his mates whom he left behind. It may have been true then that\none did know twice as much, but it isn't true now.\nIf our college presidents really wish to help the grammar schools in the\nmost effective way, let them join hands with us in seeking to reduce the\ngreat inequality as to number of pupils to a teacher, which\n\nnow exists in\n\ncomparing this grade of schools with those above it.\nNo teacher with fifty-six pupils can bestow upon each that individual\nstudy and interest which are necessary to search out in the depths of the\n\n"}
{"page": 665, "printed_page": null, "text": "BRINGING PUPILS FURTHER ON IN THEIR STUDIES.\n\n053\n\nnature—depths, perhaps, never explored before^hose hidden\n\nchild's\n\nsprings of interest and action, which, being touched by a friendly hand,\n\nunknown to him.\nThus new interest is excited, dormant faculties are aroused to action, bonds\nof mutual sympathy come to bind together teacher and taught, and the\npupil becomes so happy in his work and so fixed in his place that nothing\nshort of an imperative necessity will be able to take him out of the\ncause the child to feel the throbbing of a life liitherto\n\nschool.\n\nA good teacher will do something of this work in spite of excessive\nnumbers, or of anything else, but she longs for strength and opportunity\nto do more of it. Such teachers often become morbidly self-condemnatory\nhardening under the influences surrounding them,\nmoved by any ordinary incentives, but whom the\nteacher feels sure could be saved to the school and to themselves, could\nas they see pupils\n\nsturdily refusing to be\n\nshe but find the right way.\n\nThe harm arising from giving a teacher such numbers as make it impossible for\n\nher to do her work most successfully is admitted by\n\nall ;\n\nbut,\n\nwhen it comes to a remedy, the greatly increased cost of suitably increasing the teaching force in our elementary schools seems to many to be an\nunanswerable argument. But is it so ?\nIn this matter the Scripture maxim applies with peculiar force ''There\nis that scattereth and yet increaseth ; there is that withholdeth more than,\n:\n\nbut it tendeth to poverty.\"\nWhile, to secure a proper individualism and the highest success in\nteaching in the lower grades, a larger proportionate teaching force is\nis meet,\n\nimperative, the need of improvement in the quality of the work is quite\n\nNo class in the community know so well as the superintendwhom I have the honor to address, that during the last few years\n\nas urgent.\nents,\n\nvery great improvements have been made in the work of the elementary\nschools improvements which many of those whose work is mainly in the\n\n—\n\nhigher grades fail to realize or appreciate. There has been a decided elevation of the plane on which schoolroom work in these grades is being\n\nThere is still need, however, on the part of teachers, of more skill,\nbetter preparation, a more enthusiastic love of the work, and an unselfish\nThere are still too many cases of appointments made, and\ndevotion to it.\nteachers retained, in which the supposed interest of the teacher is the\nground of action rather than the best good of the school. No matter\nwhat may be the circumstances of the candidate, or the past services of\nthe teacher, neither should have any weight against the real interests of\nThe Teachers' Benefit Societies, now coming into being in\nthe school.\nour large cities, are to do much toward making it possible for teachers\nwhose strengtli declines to leave their woi^t in more vigorous hands, releasing themselves from the exacting duties of the schoolroom, which they\nare now no longer able to perform, while at the same time they can retain\ndone.\n\n"}
{"page": 666, "printed_page": null, "text": "654\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\ntheir own self-respect and not become altogether\n\ndependent upon friends\n\nor charity.\n\nTeachers who enter upon the work, or continue in it, with no love for\nchildren, and\n\nno solemn sense of responsibility regarding the work to he\n\ndone, must be mercilessly weeded out.\n\nA teacher who cannot see in each\n\nunder her charge something to call out either her love or her pity,\nand show her warm, heartfelt interest and unselfish effort, is not the one to\nchild\n\nA\n\nhold pupils in the school.\nteacher who will crowd out of school pupils\nshe deems undesirable, that she may have a prettier class or an easier time,\n\nunworthy of her calling and recreant to her most solemn obligations.\nSuch a teacher is in lienor bound to withdraw from her place and let some\n\nis\n\none take it who has the heart qualifications therefor.\nrarely have pupils\n\nleave\n\ntheir\n\nclasses\n\nto\n\ngo to work.\n\nSome teachers\nIn some way\n\nobstacles are overcome, the pupil holds on while the class remains in that\n\nparticular room, and forever after holds the teacher in grateful remem-\n\nbrance.\n\nTo aid teachers in this work of holding pupils in the schools, our\nschoolrooms should be furnished with all the appliances necessary for\nawakening interest, stimulating thought, developing the powers of observation, and making a felt connection between the work of the schoolroom\nand the activities of the greater world outside. In too many American\nschoolrooms the progressive teacher is left to make her bricks without\nstraw, or gather it when she ought to he resting, or draw upon her scantily\nfilled purse to purchase that which, to her, is indispensable if she would\ndevelop and hold the interest of those who are in danger of dropping out.\nToo large a share of school funds has been spent in showy buildings, and\ntoo small a share in furnishing those appliances which are to the teacher\nwhat his tools are to the mechanic. A better day is dawning, and this\npoverty of means for interesting pupils needing encouragement is not\nalways to stand in the way of teachers doing their best work.\nWhen the kindergarten shall have taken its proper place in our school\nsystem, when such changes shall have been made in our courses of study\nas are necessary to meet the needs of all classes of pupils, when in all com-\n\nmunities suitable school buildings and appliances shall be provided, when\nteachers unfitted by nature and acquirements for the delicate\n\nwork of\n\nteaching shall have been dismissed, and only teachers of sterling worth,\nthen\nskill, ability, and enthusiasm are to be found in our schoolrooms\n\n—\n\nthe question we are considering will be answered for large numbers of\nthese short-time pupils.\n\nThey will complete the grammar course, at least,\n\nand go forth in some degree fitted for their place and work in life.\nBut for other large numbers the question is not answered. Were all\npossible perfections of school conditions at our command, what are we as\nsuperintendents and principals to say to that mother who interrupts her\n*'song of the shirt '' long enough to come over to the schoolhouse to talk\n\n"}
{"page": 667, "printed_page": null, "text": "BRING ING PUPILS FURTHER ON IN THEIR STUDIES.\n\n655\n\nnow twelve years of age, out of\nwe show her our splendid equipment and tell her how\nmuch we can do for her daughter ? Shall we tell her that we cannot\nwith us about taking her daughter,\n\nschool ?\n\nShall\n\nis the ornament of her class, and if allowed to\nremain is sure to come up, by and by, not only to an honorable self-support, but to be also a source of pride and joy and help to her mother ?\nWe may then learn, for the first time, that that mother has just as clear\nan apprehension of the yalue of an education as we have, that she sees\nwith a clearer and fonder eye than we possibly can the signs of promise in\nher darling child.\nOur kindness may win her confidence enough for her\nto lift the veil from the family life, and we shall see with surprise how\nmuch it has cost that mother to send the child to school so long, keeping\nher neat and tidy all the time. We may learn that the father, now dead,\nhad set his heart upon giving the daughter a good education, and so\n\nspare the child, that she\n\nfitting her to support herself in the higher\n\nwalks of life.\n\nWe shall find\n\nthat the mother has burned the midnight oil, not as an exception but as\n\na rule, that such plans might be carried out, and that now she has\n\ncome\nHer unaided strength can carry the burden no\nlonger\nshe has too much refined, womanly spirit to beg she has no\nfriends who can help\nand the little that the daughter can earn is her\nonly known resource.\nWhat shall we say to such a mother ? As things\nto the parting of ways.\n\n;\n\n;\n\n;\n\nA present necesfood knows no considerations of future equivalents in mental\n\nare in most communities, there is but one thing to say.\nsity for\n\npower or social standing. Tlie food must be had at whatever loss to the\nchild. The child must become an earner in that family, even if her whole\nfuture is thereby narrowed and darkened. It will be said that the picture\nis overdrawn, that there are really but very few such families.\nWe all\nrejoice that there are no more, but the number of parents who are thus\ncompelled to weigh the school advantages of their children against daily\nbread is larger than is generally supposed. Such parents, be they few or\nmany, deserve sympathy and help. How helped ? It is not an easy question to answer.\n\nTwo things should be taken for granted.\n\nIn this land\n\nof plenty every child should have, does have, a right to its childhood for\n\nschool purposes.\n\nThe State should lay its hand upon so much of the\n\ngreat wealth of the community as will enable her to guarantee this privi-\n\nBut the mother who came to see us would\nThe feeling marks the nobleness of her\nnature.\nChristian statesmanship is surely adequate to the working out of\nthe problem how necessary aid shall be rendered in the support of the\nlege, this right, to every child.\n\nrather die than become a pauper.\n\nchildren of such parents during the time necessary to be spent in school,\nso that the family shall not be pauperized nor the State's bounty be misapplied.\n\nPossibly this aid may best be giv^ by means of some organiza-\n\ntion not directly under State or municipal control.\n\nHowever done, there\nshould be in it no suggestion of charity or pauper-support, but it should\n\n"}
{"page": 668, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n656\n\nbe placed upon the high ground of the right of the child to tlie opportunity ^o\n\nfit\n\nhimself for the responsibilities of adult life\n\n—responsibilities\n\ngrowing more and more diflScult to meet.\nThere remains to be considered the question, what shall be done with\nand for such children as, at the best, get only snatches of schooling\nbetween long intervals of absence, some of whom do not darken the doors\nof the schoolroom from January to December.\nAmong these truants\nand absentees are some children, stubborn and perverse in nature, from\ncomparatively good homes, whose parents would be glad to have them\nattend regularly had they the moral power to enforce their wishes ; but\nmost of them are children of parents, who, as has been already noted,\nwith cunning cupidity or sheer indifference, evade or trample upon all\nlaws for the schooling of their children, in whose tenement-house homes the\nchild works unchallenged ; homes often in which the common decencies of\nlife are unknown, and in which a child without strong counteracting influences has about as much prospect of growing up to an intelligent, honest,\nvirtuous manhood or womanhood as a thorn-tree has of bearing grapes.\n\nThese are the children who need our wisest planning. No one can\nthe crowded tenement-house districts of our large cities, or walk\nthrough the streets of such sections on a pleasant Sunday afternoon,\nwhen the children swarm out to play, notice the marks of early and\ninherited vice, listen to the profane and obscene talk which is the current\nmedium of communication no one can make these observations and not\nbe profoundly impressed with the gravity of the situation, and the peril\ninvolved in it.\nNow, what can be done for these children? When\nbrought into our schools, as where there is an efficient truant force many\nof them are, it is most difficult to hold them, and if held there is great\nrisk of a contaminating influence in which the loss to otherwise good\nShall we let them go, and\nchildren overbalances the good done them.\nThen good-by to our form of government.\ntry to forget their existence ?\n\"We cannot go on forever with an ignorant and debased class multiplying\nabout us. A free government commits suicide when it allows an ignorant\nand vicious class to increase in the community. Such a government must\ndepend upon the intelligence and virtue of its citizens or it becomes the\nNo these\nworst of all despotisms, that of the ignorant and vicious mob.\nchildren cannot be left to come and go in our schools or absent themselves altogether, as the whim may lead them, or as their parents may fail\nIn many communities\nor succeed in finding something for them to do.\nmore rigid laws regarding truancy and absenteeism, especially absenteeIt should be no more possible for a parent to\nism, are imperative.\ndeprive his child of the opportunity of going to school by employing him\nvisit\n\n—\n\n:\n\nIt should be made\nmake frequent visits of inspection, especially\n\nat home than if he be employed in a store or factory.\n\nthe duty of some officer to\nin\n\ntenement-hoitse neighborhoods, to see\n\nthat children are not being\n\n"}
{"page": 669, "printed_page": null, "text": "—\n\nBRINGING PUPILS FURTHER ON IN THEIR STUDIES.\n\n657\n\ndeprived of their school rights and privileges.\nWhat shall we do with\nsuch as cannot be safely admitted to ordinary school privileges, or such\nas will not attend regularly when admitted ?\nlike the school in Detroit,\n\nimportant auxiliary to any school system.\nschool I\n\nFor such children a school\n\nknown as Tlte Ungraded School, would be an\n\nam indebted to a recent\n\nreport\n\n(For facts regarding this\nSupt.\n\nof\n\nSeaver, of\n\nBos-\n\nwhich the Board of Education of the city is\nempowered by law to establish, and into which truant officers are required\nto gather all habitual truants and absentees, as well as those pupils from\nton.)\n\nTiiis is a school\n\nother schools who are incorrigibly turbulent, vicious, or immoral.\n\nSuch\n\npupils are not entirely removed from parental control, but they are obliged\n\nand are under the care of the teachers during the\ntime between sessions as well as in school hours. Truant officers are\nempowered to compel attendance upon this school, and any absence is\nimmediately made known to them. The term for which a child is sent\nto the ungraded school is indefinite in length.\nBy good behavior, punc-\n\nto carry their dinner,\n\ntuality, and earnest work he may make it short, or by the opposite course\nhe may make it long. No outside power is allowed to interfere and grant\nan undeserved release. Upon the child alone depends the length of his\ndetention.\nIn Detroit one term at the ungraded school works reforma-\n\ntion in three-quarters of the cases\n\na grand success.\n\nschool as this Detroit school shall have done\n\nall it\n\nBut when such a\ncan do, there will\n\nremain children, in quite considerable numbers, whom it will be impossible to save while the home and street life exert their baleful influence\nfor so considerable part of the day.\nFor such children the parental\nThey must be taken out of the mire and filth of\nschool is a necessity.\ntheir surroundings and placed in charge of such foster-parents as shall\ngive them what they have never before known, a real home.\nA parental\nschool is not a prison, but a school-home, a school in which the child is\ntaught what he most needs to know, especially along the lines of manual\ntraining ; a home in which he shall learn what the word ^^home\" means,\nand in which he shall be placed under those healthful, elevating influences\nof which a real home is the center and inspiration.\nMembership in\nsuch a school-home should be continual, until if possible a relish shall\nhave been acquired for the new ways, which shall restrain from a return\nto the old haunts and habits.\nSuch a work will be often discouraging to\nIt will be too much to expect that heredity and\nthose who engage in it.\nearly surroundings will in every case be overcome, but the child will at\nleast have had a chance, and many will be encouraged and helped to a\nworthy and successful struggle against the odds of the lives to which they\nseem born. It will be expensive expensive as it is efficient. In all\nour large cities there are children, in very considerable numbers, who\nought to be gathered into such school-homes. Some cities have already\nDelays are dangerous children who may be\nr started in this direction.\n\n—\n\n;\n\n"}
{"page": 670, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n658\n\nrescued to-day, to-morrow will be beyond our reach.\nWhen we shrink\nfrom the expense of such reformatory work we should bear in mind the\nfact that such children, if let alone, will almost inevitably grow up to be a\n\npublic charge, either in our penal or our charitable institutions.\nwill involve the greater cost\n\n—\n\nWhich\n\nthis or that ?\n\nIt may be said that this assisting during school attendance in the\npecuniary support of the children of the worthy poor, and the colonizing\nof the children of the depraved and vicious, savors too strongly of socialit carries the work of the government too far, that the school\nsupported at the public expense is as far as the government can properly\n\nism, that\n\ngo.\n\nIt\n\nwas far enough once, but do not the times in which we live and\n\nthe conditions surrounding us demand more than that now ?\nlute right of the child to so\n\nThe abso-\n\nmuch of its childhood as is necessary for\n\nschool purposes should, in our country at least, be regarded as an axiom,\nand whatever custom, law, or precedent stands in the way of giving this\n\nright practical force must give way.\nRealizing, as we do, the importance of carrying these pupils further\nalong in their school studies before they go to work, we shall use the\npower and influence of our positions in aiding to bring about such\n\nchanges, both within and without the schoolroom, as will accomplish so\ndesirable a result.\n\nWe will not fail to bear in mind the fact that, much\n\nneed instruction and mental discipline, they need still\nmore the strengthening and development of the moral nature and purpose.\nWe shall teach, that knowledge put to bad uses is worse than\nas these children\n\nignorance, that learning is not chiefly valuable as a means for making\nmoney or gaining power, that it is infinitely better to be useful than to be\nrich, and that the more one knows the more useful he may make himself.\nWhatever we do or fail to do for the happy children of prosperous homes,\nwe must not fail to realize the vast importance of doing all we may for\nthese children born under a cloud, for whom often the only door of escape\nfrom the wretchedness and degradation of their home surroundings is the\nschoolroom door. Let us send into their lives as much of sympathy and\nhelp as may be possible, realizing that with them as with happier children\nwe are working upon imperishable material, and if enough on the alert\nand sympathetic enough, we so may make our mark for good that no\nuntoward influences shall ever blot it out. Let us hear as addressed to\n\" Take heed that ye despise\nus the admonition of the great Teacher\n:\n\nnot one of these little ones.\n\n'^\n\nDISCUSSION,\n[Discussion keported by Hon. O. E. Wells, op Wisconsin.]\n\nHq]^. J. H. SHiifN, Little Rock, Ark.\nentire\n\n:\n\nIt\n\nhas been said, that of the\n\nnumber of pupils attending the schools sixty per cent, are in the\n\n"}
{"page": 671, "printed_page": null, "text": "DISCUSSION.\n\n659\n\nprimary grades, from six to ten thirty-five per cent, in the grammar\ngrades, from ten to fourteen\nand five per cent, in the high school, from\n;\n\n;\n\nfourteen to eighteen.\nIt has also been said, that of every hundred entering the primary less\nthan half of them are found pursuing it to its end ; less than thirty\n\nper cent, finish the fifth year ;\n\nless than twenty per cent, the sixth year ;\nper cent, the seventh year, and less than six per cent, the\n\nless than ten\n\neighth year.\n\nTaking these\n\nfigures as bases, let us look at the problem\n\n:\n\n12,325,411\n\nchildren enter the primary department ; they divide as follows:\n7,395,246, primary ; 6 to 10 years of age.\n\n4,313,893, grammar; 10 to 14 years of age.\n\n616,270, high school ; 14 to 18 years of age.\n\nThis showing would not be so bad if all children entering each of the\nthree great divisions pursued it regularly to the end.\n\nBut of the whole number entering the primary department less than\nhalf pursue it regularly to the end ; that is, less than 6,162,705 children\n\ngo beyond the primary ; that is to say, fully 6,162,705 children receive their\n\nwhole school education in the primary department before the beginning of\ntheir tenth year ; that is to say, one-half the children of school age in\n\nthe United States graduate from the schools in the beginning of their\n\ntenth year.\n\nThe question is, ^'What can be done to bring children on further in\ntheir studies before they leave school to go to work ?\n1.\n\n\"\n\nWhat studies have they to be brought on in ? We begin to bring them\n\nfurther on by setting up limitations at the beginning which may not be\n\nWe say at the start No child shall know more at the end of four years*\n:\n\nteaching than this\n\nReading\n\n:\n\n:\n\nFinish the third reader.\n\nThirty-six months or 720 days on\n\nthe first, second, and third readers.\n\nArithmetic: Through addition and subtraction of common fractions,\n720 days on 100 pages of\n\nwith selected tables of weights and measures.\n\nelementary arithmetic.\nGeography The western hemisphere in outline, without a book.\n:\n\nPenmanship Words, phrases, and short sentences.\nLanguage Develop the idea of an action word with an object after it\nto complete the sense\ndevelop the idea of when, how, and where an act\nmay be performed. Four years gone, graduation at hand for over 6,000,000 children, and the transitive verb and objective case just reached,\nTl%e whole of the last four months\ntogether with the use of adverbs.\n:\n\n:\n\n;\n\nto be diligently devoted to the development of the transitive verb and the\n\nadverbs.\n\n"}
{"page": 672, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n660\n\nIn orthography they are limited to about 750 words.\nIn looking over this course, the one almost universal in our schools, one\nis\n\nprompted to ask, *' Could there have been a better scheme devised for\n\n\"\nkeeping the children back ?\nWise men sometimes make great mistakes, and it is certainly a grave\nmistake to prepare a course of study for a set of children who are expected\nto continue regularly therein for twelve years, and apply it rigorously to the\nfull one-half of our children who quit at the beginning of their fifth school\n\nThe National Educational Association advised a system of public\nmay be justly termed *Hhe three fours.\" Primary\ngrammar course, four years high school course,\ncourse, four years\nThis same body then outlined the work which good schools\nfour years.\nyear.\n\neducation which\n\n;\n\n;\n\nmight safely do in twelve consecutive years.\nThe schools of America fell into line, and the twelve-year course became\nTo string out the common and high\nthe standard for nearly all schools.\nschool branches through twelve j^ears, it became necessary to dilute the\nmatter in the first four; to compensate for the singular dilution, the\ncountry was promised greater accuracy. Accurate in emptiness.\nThen\nmore than 6,000,000 children were put into this course and required to\nmaster it. Then ten months to ten became a mania. Boys became so\nproficient in their alphabet after four years' teaching that they could say\n\nand read the third reader. They then quit school, and grave\nto get children further on in their studies\nbefore they quit school to go to work.\nIs the mental stature of the aver-\n\nit backwards\n\nmen began to discuss how\n\nGrammar to the\n\ntransitive\n\nIf so, then we can do\n\nno more\n\nage nine-year-old only third reader high ?\nverb high ?\n\nArithmetic to fractions ?\n\nthan we are doing.\n\nIf not,\n\nthen the first step towards an answer is a\n\ndestruction Of the false standards that now limit the progressive develop-\n\nment of the great masses of the children.\n12,305,411 children are the work we have to fashion.\nOnly 739,504 enter the high school.\n\n11,585,907 cannot go to the high\n\nThey are as effectually barred out as if restrained by law. The\nenvironment of the universe takes more than ninety-four per cent, of the\nschool.\n\nAnd we,\ngrave teachers, deliberately construct a course of study wiiich deprives\nchildren out of school at the beginning of the fourteenth year.\n\n11,325,411 children of any school knowledge of history, civil government,\nmorals and manners as a study, citizenship, science, language, algebra, and\n\ngeometry.\n\nMy answer to this question is, to remove the course barriers\n\nnow obstruct child progress. Try the three-threes instead of the\nthree-fours.\nDo from six to nine what is now done from six to ten from\nnine to twelve, what is now put from ten to fourteen.\n1. The standard for the primary and grammar grades is too low.\nthat\n\n;\n\nand therefore requires too little labor.\n\n2.\n\nIt is too easy,\n\n3.\n\nThe practice advances teaching at the expense of learning.\n\n"}
{"page": 673, "printed_page": null, "text": "DIS0U88I0N.\n\nA second answer is\n\n661\n\nHave the children use good, logical books to obtain\nright\nby\na\nand\nuse of these facts grow in developed power\nfacts,\nthat is to say, abolish to an almost total degree the habit of developing\nfacts that need no development, and of hunting everywhere for matter that\nAct as if the average boy had some sense, require him\nis already in hand.\nto work, and the masses of children will get further along in their studies.\nOral teaching, unless done by masters, is a fraud of the worst kind, and is\n:\n\n;\n\ndaily cheating thousands of children out of their heritage.\n\nare authority and are lasting standards.\nits last and\nit\n\nGood books\n\nUntil the human mind reaches\n\nhighest estate, the power to reason rightly and independently,\n\nshould lean upon the books which contain the logical expressions of\n\nthose who have reached that estate.\n\nChildren should be led to lean upon\n\nRock\nThe teaching of a poor book is infinitely better than the vapidity of an oral instructor who is unfamiliar with his case.\nAnd ninetyauthoritative statements of the truth, as they would lean upon the\nof Ages.\n\nnine out of every hundred are not so far masters of the subject as to be\ndefinite, certain,\n\nand logical.\n\nTo get children further on is to give them\n\ngreat living books full of great living thought, and to require them to rub\n\nup against the fatness of the thing.\n\nOf all sad things of tongue or pen,\n\nthe saddest are these, cadaverous orality by licensed men.\n\nA third answer is a change in management.\n\nGive the three primary\nFor the high school and\ngrammar grades let the division be as follows as many male as female\nteachers\nseat the girls from two consecutive grades in one room with a\nfemale teacher seat the males of the same grades in another contiguous\nroom with a male teacher. Let the rooms interchange for recitations.\nTwo influences will act upon each child in each room, in study and recitation, while the government of each sex will be in the hands of its kind.\nLast of all To get children further on requires that adults be pushed\ngrades into the exclusive control of women.\n\n;\n\n;\n\n;\n\n:\n\nfurther on.\n1. Adults must be led to know that public education is something more\nthan public beneficence.\n\n2. Adults must be led to know that public education is something\nmore than public defense.\n3. Adults must be led to know that public education is a function of\ncivilized government, without whose exercise it has nojight to exist.\nThe common duties of men are common rights which demand a common\n\nteaching under a common law.\n\nThe common hopes of men are common\n\nrights which demand a similar common treatment.\n\nthe end of human government.\n\nDuties and hopes are\nBecause these things are common, they\n\nshould be taught in a common way under a common law.\n\nThis will only\n\ncome when each State shall have an educ^ional legislature equal in power\nand dignity, upon all educational questions, to the ordinary legislature\nupon the ordinary legislative questions. In the Federal government there\n\n"}
{"page": 674, "printed_page": null, "text": "662\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\n\nshould be a Secretary of Education, equal in the cabinet with any other\nIn each State all educational questions should be settled,\n\ncabinet officer.\n\nby a co-ordinate, independent, educational arm.\n\nGreat is the Diana of\n\nour Executive ; greater, perhaps, is the Diana of our legislative department ; greater, because quieter, is the Diana of our judiciary ; but greater\nthan any one of these, and greater possibly than all, is the Diana of our\nState public education.\nWe shall never get further on with child education till we advance further with adult education ;\n\nand the perfection of\n\nboth will only be reached when the fourth estate, the Educational Depart-\n\nment of Government, shall rise like the star in the east to glorify the ages.\n\n"}
{"page": 675, "printed_page": null, "text": "INFLUENCE OF MANUAL TRAINING ON HABITS OF TlIOUGUT.\n\n663\n\nTHE INFLUENCE OF MANUAL TRAINING ON HABITS\nOF THOUGHT\nBY SUPT. JOHJS^ E. BRADLEY, MINNEAPOLIS, MINN.\n\nThe forces which mold a\nBlending with native aptitudes\nand hereditary tendencies, they yield widely different results under conditions apparently similar.\nTastes and interests which seem permanent\nto-day may prove ephemeral to-morrow. Stimulating and ennobling influences are lost upon one, while a chance word or trifling incident rouses\nanother to grand achievement. Time alone can determine what product\nthe fair promise of youth shall yield.\nIt\n\ndifficult to trace\n\nis\n\nformative influences.\n\ncharacter are manifold and often obscure.\n\nIn attempting, therefore, to estimate the relative value of various parts\nof our educational work, we have need, in the first place, of caution lest\n\nour predilections lead us to unwarrantable inferences ; and, in the second\n\nneed that openness of mind which will enable us to recognize\nWe unconsciously magnify that\nwhich is familiar, and we are slow to accept new truths and new methods\nplace, we\n\nthe excellences of any system of training.\nof work.\n\nI have therefore relied largely, in the preparation of this paper, upon the\n\nobservations of those\n\nwho are engaged in the work of manual training.\nthan urge my own opinions. I have had\n\nI wish to report results rather\n\nbefore\n\nme the notes of eleven teachers engaged in various branches of\n\nmanual\n\ntraining.\n\nBefore I conclude, I shall quote some of their\n\nown\n\nwords.\n\nI shall endeavor to reflect their views throughout this paper.\n\nLet\n\nme first quote from one who is not a teacher.\n\nA recognized leader, who has had large experience in the business world,\nsaid a few days ago\n\n:\n\n'*\n\nEducation in books is only one-third of an educa-\n\ntion ; education in the ways of the world and a knowledge of\n\nhuman\n\nnature is another third, and education or training of the will is the other\nthird.\n\nschools.\nplish\n\nTo a large extent, it is only the first third which is given in the\nBook education alone is too deficient and one-sided to accom-\n\nanything in this world.\n\nHere is a man whose schooling was neg-\n\nlected or confined to a few months ; yet he\n\nand a man of great influence.\n\nTliere\n\nis\n\nis\n\nvery successful in business\n\na college graduate whose life is\n\na failure ; yet he is said to be a man of considerable ability and has no very\n\nbad habits.\n\n\"You ask why is it that the man of so little education gets along so much\nbetter than the man with so much.\n\nhas the most education.\n\nYou are simply mistaken as to which\n\nThe man who is almost illiterate has trained his\n\n"}
{"page": 676, "printed_page": null, "text": ";\n\n664\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nenergy, perseverance, self-reliance, all the powers of his will, to a high\ndegree, is well posted in the ways of the world, and has a thorough knowledge of human nature ; then he has two-thirds of an education. The\nother is lacking in these qualities, but he has a very thorough knowledge of\n\nbooks ; then he has a little more than one-third of an education.\nThe\neducation of each is deficient, neither has the education he should have, but\ncertainly the college-bred man has the least.\n\n'^\n\nNow, without stopping to reply to certain minor criticisms which will\nmade upon this utterance, I wish to inquire whether the onesidedness which is here so graphically depicted must necessarily exist.\n\nat once be\n\nGrant that the picture is drawn, as most criticisms of the schools are, by\none who only knows of their work as it was conducted years ago, still\nis there not here indicated a great need in mental training which\n•\n\nNo previous decade has brought so many\nchanges in educational work as have occuri:ed during the last ten years.\nMost of them have been strenuously opposed by teachers and other friends\n\nthe schools ought to supply ?\n\nof the schools.\n\nProgressive\n\nmovements are often misunderstood.\n\nAnd\n\nyet so rapidly have our views changed with reference to the best aims and\n\nthe best methods, that the teachers^ meetings are\n\nnow full of convicted\n\nsinners and new converts.\n\nNeed, we then, be too apprehensive concerning\nfurther modifications in our work ? If an element of training can be\nadded that will develop neglected powers, should we not rather rejoice ?\nToo much has been claimed for manual training by enthusiastic advocates\ngroundless fears and objections have been raised by its opponents.\nWe\nneed a new estimate, based upon experience and familiarity with the\ndetails of the subject.\nAs we consider the influence of manual training\nupon mental growth, we need to look at the subject not with the eyes of\nthe enthusiast and specialist, but from the standpoint of the teacher\nwishing to maintain due proportion in educational work, and to give due\nemphasis to that which is most important.\nAmong the various educational ends which are proposed, there is none\nupon which all are more fully agreed than the '' Formation of Correct\nHabits.''^\nIt is true that Dr. Johnson, fixing his attention upon the\n\nenslavement of evil habits, represents education as principally concerned\nthat youth should be free from their power ; and Kousseau, in one of\nhis oracular utterances, declares that the only habit a child should be\npermitted to form\n\nis\n\nto contract\n\nno habits.\n\nBut though moralists and\n\nteachers have thus often portrayed the dangers of evil habits, the world\n\nhas come to see that man's safety and strength depend upon the establish-\n\nment of good habits.\n\nTlie law of habit is the same as that of association.\n\nIt indicates a tendency in the mind to repeat its activities, and with a conIt is Nature's method of accumulation of\nEducation implies personality the ability to assert one's self.\nIntelligence is not abstract and absolute\nit waits upon performance.\n\nstantly increasing facility.\n\nenergy.\n\n—\n\n;\n\n"}
{"page": 677, "printed_page": null, "text": "INFLUENCE OF MANUAL TRAINING ON HABITS OF THOUGHT\n\n665\n\nHabit gives ease and certainty. It not only lays down the lines of associaThe mind moves with greater prompttion, but it adds vigor to the will.\nness and force when sure of its way.\nWhat, then, are some of the habits which the schools should cultivate in\ntheir pupils ?\n\nThe child^s thoughts flit from one thing to another, like\nHe must acquire the power of concenfrom\nflower\nto flower.\na butterfly\nThere\nis a spontaneous attention and there\nupon\none\nobject.\nthem\ntrating\nchild\nshould learn in the schoolroom to\nattention.\nThe\nvoluntary\nis a\nprolong the act of spontaneous attention and add new energy to it by an\nThis implies careful adaptation of the instruction to\neffort of the will.\nHis powers of purely intellectual activity are\nthe capacity of the child.\nhis mind must be reached through the avenues of the senses. He\nfeeble\nis capable of observing individual objects, and his power of acquiring\nbut his interest flags when you\ncertain classes of facts is wonderful\nattempt to apply your story, and he gets nothing out of the relation, which\nTo a certain extent this necessity of the\nto you seems so important.\nchild to think along the line of specific and tangible objects remains for\n1.\n\nAttention.\n\n;\n\n;\n\nmany years.\n\nThe full\n\nsignificance of abstract ideas\n\nis\n\ngrasped very\n\nslowly.\n\nA true philosophy of childhood teaches us, then, to supply, during the\nearly years of school life, both objective teaching and manual occupation.\n\nTrain the child to habits of attention by giving him employment to which\nhe can attend. Horace Mann once said that if teachers would giye onehalf the school hours to creating a desire to learn, more would be accomplished than by giving all the time to book work.\nPrimary teachers\ntestify to the superior capacity of pupils who come from the kindergartens.\n\nThe occupations which have trained the fingers and eyes of these little\nones have also stimulated mental activity and given them power to think.\nThe habit of attention must have its foundation in tlie activity of the\nVigor of thouglit depends upon interest. A primary teacher of\n^^No exercises train children to habits of attention like those in which the hands can be employed.\nThe best ' busy\nwork' is that which gives the hands most to do. The kindergarten\noccupations train the mind even more than the eyes and fingers.\nTlie\nchildren learn to attend to the exact thing to be done.\" First of all, then,\nsenses.\n\nlarge experience reports\n\n:\n\nmanual training has a place in the primary school.\n2. Another habit which the school should cultivate is that of observation.\nThe intellectual fabric must have a solid foundation in senseknowledge.\nCrude ideas of what constitute observation are too prevalent.\n\nA teacher, for example, carries an object into the schoolroom, and, as she\ncalls attention to its various features, the^hildren look at them and try to\nremember them. It is called an observation lesson, and is perhaps useful.\nBut something more is needed. True observation goes further. Suppose\n\n"}
{"page": 678, "printed_page": null, "text": "666\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nnow, that under the direction of the teacher, the children place different\nkinds of seeds on prepared paper or cotton and watch their germination\nand growth. Careful record is made in their little note-books of what\nThey are permitted to ask questions ; their curiosity and\nthey observe.\ninterest are encouraged, but they are not too freely told what they can\nfind\n\nout for themselves.\n\nNow a valuable habit of thought is fostered.\n\nThey learn to examine and investigate for themselves. They observe for\na purpose. Still more beneficial is the observation required in constructive\nwork, like making and fitting the parts of an article accurately and tasteThe acquisition of knowledge at first hand is needed for\nfully together.\nthe best mental growth.\nThe muscular sense should be developed and\nManual training exercises conjointly the nerve-centers of the\nutilized.\nhand and eye, by which knowledge is primarily acquired. It is in the\nelementary and high school, what laboratory work is in the college. True\nobservation has an end in view.\n\nUnderstanding alone is not enough.\n\nIntelligence is not merely a store ;\n\nit is also perceiving power.\nKnowledge must be kept alive by new acquisitions, else it becomes as worthless\n\nas unused coin.\n\nThe child needs to handle colors, to place them side by side and select\n\nHe needs to handle counters, weights, and measHe needs to handle plants, and to make and record his observations\nconcerning them. He needs to handle the various type-forms, to draw\nthem, and make them of clay, paper, and wood.\nHe needs to represent in\n\nhis own combinations.\nures.\n\ndrawings and in solids the facts which he learns in geography, history, and\nelementary science, and to relate this work to his language exercises.\n\nThese are the ways in which observation is trained and thought stimulated.\n\nAnd the exercises which require the closest and most delicate use of the\nhand and the eye are also the ones which best arouse mental activity.\nThey are especially efficacious in reaching dull and backward pupils. A\nprimary teacher says \" My pupils attend more regularly since we have\n:\n\nhad industrial work. I have never known a child to be absent, except\nfor sickness, on clay day or sewing day.\nThis work is particularly successful with dull children.\"\n\nAnother teacher says\nboard is just the thing for backward pupils.\"\n\n:\n\n''The work on card-\n\n3. The school should train to habits of definite and accurate thinking.\nSuch training must be largely indirect. Generalization and inference, no\nless than memory and imagination, depend upon clear perception.\nSully\nsays: ''Thought will be loose and inaccurate when the preliminary stage\nof perception has been hurried over.\nThe first-hand knowledge of things\nthrough personal inspection is worth far more than any second-hand\naccount of them by description.\" Loose and shallow thinking must prevail where facts and relations are imperfectly understood.\nEvery teacher\nknows how difficult it is to get pupils to clearly apprehend the exact thing\nwhich is to be done. Half of a class will raise their hands to answer, be-\n\n"}
{"page": 679, "printed_page": null, "text": "INFLUENCE OF MANUAL TRAINING ON HABITS OF THOUGHT. 667\nfore they really know what the question\n\nis.\n\nThey are ready to solve a\n\nproblem or analyze a sentence before the teacher can state it. They feel\nno chagrin at mistakes, and hopelessly mingle thinking and guessing.\nWhat teacher has not been mortified and astonished at the mistakes of his\nThe author of Engpupils, misled by a sound or careless inference ?\nShe tells us of\nlish as She is Wrote \" gives us many ludicrous examples.\n'^^\n\npupils who believe that '' the principal occupation of the people of Austria\n\nmendacious means that which\nare found in theological\ncan be mended,\" that **the\nmeans\ncourt-martial\na man who goes around\nthat\n^'a\ncabinets,\" and\nmistaking\nthe identity of the State\nchild,\nbewildered\nnight.\"\nOne\nat\nlate\nof Virginia, declares that Abraham Lincoln was the '^ Mother of Presidents.\" These are only extreme examples of the use of words without\nthought with which teachers are only too familiar. Pupils form the habit\nis\n\ngathering Austrich feathers,\" that\nbest\n\nof\n\n''\n\nfossils\n\ndepending implicitly upon the text-book or the\n\ninstead of obtaining facts for themselves.\n\nteacher'*s statement,\n\nInstead of growing intellectu-\n\nIf a word is misapprehended\nand makes nonsense, it gives them no great uneasiness, because they do\nManual training compels pupils to be\nnot really think about it at all.\nA boy\naccurate, to depend upon themselves, to consider before they act.\ncorrects an error in his arithmetic or algebra and thinks no more about it.\nHe is used to such mishaps. But when he comes to similar oversights in\nthe workshop, he finds that his labor is lost and his materials spoiled. He\ncannot afford to make mistakes. Ho quickly learns to work with his\nfaculties alert.\nManual occupations, from paper-folding to metal-work,\nDexterity of the hand implies a certain\nrequire thoughtful attention.\nA\ndexterity of thought which is acquired along with the manual skill.\nprimary teacher reports ^^ This work cultivates exactness and rapidity of\nthought. Unless a trained mind can be manifested by a trained hand,\nA principal who has a great variety of manual\nhalf its power is lost.\"\nwork in his building says \" To my mind, the main educational feature in\nall manual training is the fact that a pupiFs work is largely the expression\nBefore a boy can do a thing he\nof his practical and definite thought.\nmust have the idea of that thing clearly fixed in his mind. Careful work\nThe finished piece is a perfect\nis always preceded by careful thought.\nThus this training leads, I think, more\npicture of the mind behind it.\ndirectly to independent and original thought than any other training in\nour course of study.\nIn much school work, pupils do not have an opportunity to think for themselves.\nTheir originality is crippled by method\nand process. In this work the pupil has a chance to express himself in\nally honest and self-reliant, they grow listless.\n\n:\n\n:\n\nspite of precept or teacher.\"\n4.\n\nare\n\nThe school should cultivate the sestheMc nature.\nneeded to\n\nset forth\n\nthe importance of this work.\n\nNo words of mine\nThere is need of\n\nevery influence which can be exerted to raise the popular standards of good\n\n"}
{"page": 680, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n668\n\ntaste.\n\nLet more sunshine into the lives of the children.\n\nThe reading\n\nlesson, the language lesson, the general atmosphere of the school,\n\ncultivate refinement\n\nshould\nNearly every form of manual\nWho can inspect good drawing, or clay work,\n\nand love of beauty.\n\ntraining helps in this work.\n\nor the pretty designs in colored paper, and question their value for purposes\n\nThe grotesque and incongruous disappear where such\n\nof aesthetic culture ?\n\nNo pupil can construct a well-finished article in wood or\nNo one\nmetal without learning better to appreciate good workmanship.\nwork is done.\n\ncan execute ornamental designs in wood-carving or lathe work without\nskill in manipulation a corresponding delicacy of\n\ngaining along with his\n\nthought and feeling.\nA supervisor of sewing says\n\n:\n\n\" This branch appeals especially to the\n\npersonal pride of girls, to their ideas of neatness, grace, and beauty.\n\nIt\n\nhas a gentle, refining influence, cultivates the habit of observation and\n\nharmony of color, materials,\nThe work in sewing means not merely so many stitches\n\npractical thought, and trains to taste in the\n\nand arrangement.\n\ntaken in the proper manner, but also training in refinement, self-reliance,\n\nand self-respect.\"\n\nAn instructor in wood-carving says: \"Wood-carving, one of the most\nancient of mechanical arts, has especial value on the artistic side of edu-\n\nThe requisites of success are an appreciation and study of plant\nforms and ability to adapt them to decorative purposes.\nSimple typical\nforms of foliage are taken for the first exercises, and the student soon\nrecognizes the fact that all plant growth, while founded on certain geocation.\n\nmetrical forms, has an endless diversity in its development.\n\nThe mere\n\nliteral copying of natural forms is of little use for decorative carving, and\n\ntheir treatment in a\n\n^\n\nconventional ' manner must be considered.\n\nrigid rules can be laid down.\n\nNo\n\nThe skill and genius of the designer will be\n\nEvery cut of the tool is a development of an original idea.\nThis is education, pure and simple, as distinguished from the more literal\n\nfully taxed.\n\nreproduction of the work of others.\"\n\nCan any one doubt the refining culture of such training as this quotation\ndescribes ?\n5. The school should be a place where pupils will acquire the habit of\naccomplishing something a place for the training of the executive\npowers.\nOf what value are the '' cunning hand and cultured brain \" un-\n\n—\n\ntheir owner uses them ? A generation ago most* boys and girls\nbecame practically familiar with some employment at home. The farmer's son and daughter both learned to work out of school.\nTheir quick\nand'accurate eyes were trained to observe every feature of an object. But\nnothing gives our modern city schoolboy any such opportunity. He does\nnot even know the uses of so marvelous a mechanism as the hand.\nAnd\nthis one-sidedness of his educational environment is a serious loss to his\nteacher as well as himself.\nChildren gain the power of application very\nless\n\n"}
{"page": 681, "printed_page": null, "text": "INFLUENCE OF MANUAL TRAINING ON HABITS OF THOUGHT. 669\nThe world is full of men who\nThey are intelligent enough to do\ngood work, but they are restless and unstable. The schools should be\nslowly ; too many, alas\n\n!\n\nnever gain it at all.\n\nhave no power of persistent\n\neffort.\n\nplaces not only to inform the mind, but also to invigorate the character.\n\nTo store the memory and train the reflective powers without arousing the\nexecutive faculties is like loading a steamer without providing engines and\n\nrudder.\n\nIndeed, the best training of the other powers is impossible if the\n\nThe universal weakness of human nature, until trained\n\nwill is neglected.\n\nand disciplined, is a tendency to do things imperfectly, partly from ignorance, partly from reluctance to make the requisite effort.\nThe boys and\ngirls in our public schools need to learn, more than any other lesson, the\nvalue of earnestness, of a great o'er-mastering purpose.\nManual training\nstrengthens the will.\nIt gives specific direction and force to every mental\nact.\nThe boy acquires in the workshop the habit of overcoming difficulties and persisting in an undertaking till it is crowned with success.\n\nHe conquers his sluggish tendency to do things carelessly.\n\nHe learns the\n\nlessons of industry, perseverance, and genuineness.\n\nLet me again quote the testimony of a manual training instructor of\nlarge experience\n''\n\n:\n\nWhen a boy has put a question to nature in regard to a matter which\n\ncan only be answered through the aid of a compound microscope, and by\nhis own application has obtained the information sought, rather than take\nit second-hand from his teacher or text-book, he has done something to\nentitle him to respect ; and when he has chipped and filed a block of iron\n\nso well that no light shines under the try-square as he applies\n\nit\n\nto the\n\nand angles of the block, he has done something which requires\npatience, attention, and care.\nHe can prove his work to be well done, and\nhe has a right to be proud of it, for he is developing those qualities which\ngo to make up the highest human character. It requires mind and will\nto do such work.\nGood intentions are of no avail unless the will is strong\nenough to carry them out. No other exercises of the school train to\nfaces\n\nsustained effort like those of the workshop.'^\n\nAnother instructor in manual training says\n^'\n\n:\n\nAfter several years of careful study of this subject, it is my belief that\n\nmanual training proves a more complete and thorough all-round education than studies which are purely mental.\n\nIt broadens the views, teaches\n\nexactness, makes students practical and self-reliant, affords vent to nervous\nrestlessness,\n\nand stimulates to industry and perseverance.\n\nstudents who are not interested in intellectual work.\n\nI\n\nIt reaches some\n\nsaw last summer\n\nmost beautiful and artistic work in the free schools of the People's Palace,\nLondon, which was. executed by students who had proved to be almost\nabsolute dunces in classical and literary wor^.\"\nIn this connection we also note that the success of each pupil after\nleaving school depends largely on his will-power on his ability to work.\n\n—\n\n"}
{"page": 682, "printed_page": null, "text": "670\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nWhile we would nofc teach trades in the public schools, this incidental\nbenefit of manual training should not be overlooked, that the productive\npower of a workman is at once visibly increased by giving dexterity to his\nThe future leaders of our industries will receive their first trainhands.\nThe highest mechanical and\ning in the use of tools in the public schools.\nIntellectual and\nartistic skill is usually the product of early training.\nmanual training are both needed to qualify a man for the position of foreman. When can the foundation of both these requisites be better laid\nthan simultaneously in the public school ?\nChauncey M. Depew, whose voice has been so often raised in defense of\n\" Steam,\nclassical culture, said at the opening of the Drexel Institute\nconditions\nthe\nof\nhardened\ncompetition\nhave\nand\ninventions\nelectricity,\nand multiplied indefinitely the number of specialties. In the briefest\ntime, and almost without warning, we are brought face to face with the\n:\n\nproblem that education and prosperity, education and livelihood, educaand morals, education and law, education and liberty are wedded\ntogether.\nManual training solves the problem of labor and industrial\ndevelopment. It so equips the youth and opens avenues for his energies,\nthat, instead of dynamiting the successful, he will be himself a success.\"\n\ntion\n\nThe demand for manual training is not ephemeral.\n\nSuch magnificent\n\ninstitutions as the Pratt Institute and Drexel Institute illustrate both the\n\nwide-spread need\nphilanthropic men.\n\nand the clearness with which that need is seen by\nIt\n\nshould be the part of the patriotic leaders in\n\n—\n\nmovement to practical results to\nmake it the means of infusing strength and interest into the work of our\n\neducational affairs to guide this great\nschools.\n\nIf now the value of this training be admitted,\nit\n\nbe urged ;\n\nif\n\nit\n\nbut the lack of time for\n\nbe said that our courses of study are already over-\n\ncrowded, I will venture to quote once more from Dr. Johnson.\n\nBoswrell\n\nrelates that one day Mrs. Gastrell set a little girl to repeat to Dr.\n\nJohnson\n\nCato's Soliloquy, which she went through very correctly.\nAfter a pause\nhe asked the child what was the meaning of *' bane and antidote \" in the\n\nShe was unable to tell. Mrs. Gastrell said: '^You cannot\nexpect so young a child to know the meaning of such words.^'\n\npassage.\n\nHe then said to the little girl '^ My dear, how many pence in\npence ?'' \"I cannot tell, sir,\" was the half-terrified reply.\n:\n\nOn this, addressing himself to Mrs. Gastrell, he said\n\nsix-\n\n:\n\nNow, my dear lady, can anything be more ridiculous than to teach a\nchild Cato's Soliloquy who does not know how many pence there are in\n'^\n\nsixpence ?\"\n\nOur courses of study have recently been much improved, but there are\na few Cato's Soliloquies still left.\nThere are some teachers who still cling\nwith pride to exercises which might better be spared. The good names\nof drill and thoroughness are made to cover much misdirected work.\n\nWe\n\n"}
{"page": 683, "printed_page": null, "text": "INFLUENCE OF MANUAL TRAINING ON HABITS OF THOUGHT.\nneed more of the spirit,\n\nless of\n\nthe letter, of these things.\n\nIf\n\n671\n\nmanual\n\ntraining could crowd out some of the dreary repetitions which still prevail,\n\nwould be a great gain.\n\nit\n\nIf freedom and originality could take the place\n\nof slavery to method, if powers could be evoked which are\n\nnow repressed,\n\nwould rejoice.\nAlready teachers and pupils feel that pressure is removed as the range\nInterest in the work makes it easier.\nAdaptaof instruction is widened.\ntion to the age, capacity, and needs of the pupils makes interest possible.\nTroublesome problems disappear as the schools become truly attractive.\nIf we are now able to accomplish double the work in geography with half\nthe labor formerly required, because our aims are better, let us not hesitate\nto welcome other changes which will increase the helpfulness of our\nschools.\nLet us remember with Lowell that:\nall\n\n\" New occasions teach new duties,\n\nTime makes ancient good uncouth.\"\n\nwork need not be given\nBut improvement is always possible, and vitality and progress should\nThe scope and methods of our work should be made\nbe steadily gained.\nmore flexible. Provision should be made for the harmonious training of\nall the pupil's powers, and the people should have new reason for pride in\nUseless experiments need not be tried ; good\n\nup.\n\ntheir cherished system of public schools, because of their adaptation to the\n\nchanging needs of society.\n\n"}
{"page": 684, "printed_page": null, "text": "672\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nMANUAL TRAINING BETWEEN THE EMPLOYMENTS OF\nTHE KINDERGARTEN AND THOSE OF THE TOOL\nLABORATORIES OF THE GRAMMAR SCHOOLS.\nBY SUPT. W. B. POWELL, WASHII^^GTON^, D. C.\nFive years ago a small beginning in teaching the use of wood-working\ntools was made in the high school of Washington.\n\nGrradually,\n\nfrom that time to\n\nthis,\n\nnew branches of work have been\n\nadded, each of which, together with the one with which we began, has been\nextended, so that now manual training is recognized as a regular and per-\n\nmanent branch of education in all the schools. The manual training done\nour schools, resulting from changes to which reference has been made,\n\nin\n\nmay be stated in a general way, as follows\n\n:\n\nAll the girls of the third, fourth, fifth,\n\nand sixth grades are taught\n\nWe are gradually introducing shops in which\nsewing one hour a week.\nthe girls of the sixth grade are taught to cut and fit.\nAll the girls of the seventh and eighth grades are taught cooking two\n\nhours a week.\nAll the boys of the seventh and eighth grades are taught the use of\nwood-working tools two hours a week.\nAll kinds of work thus far mentioned are practically compulsory, or as\nnearly so as is any other branch of the school curriculum.\nThe girls of the high school are not taught cooking, as it has been\ndetermined that the two years of instruction given below the high school\nare as much as it is desirable for the schools to give in that branch of\n\neducation.\n\nBoys of the high schools have one year at lathe work, one year of forging, and one year of machine tool work.\n\nAll manual training in the high schools is optional, as is every other\nbranch of education with the exception of English.\n\nThe subject that I propose to discuss is not the one stated in the programme exactly, being stated better as follows\nManual Training between the Employments of the Kindergarten and\nthose of the Tool Laboratories of the Grammar Schools.\nThe manual training that is now given in our schools is very inade:\n\nquately set forth in the foregoing remarks relating to the subject.\n\nIt was\n\n"}
{"page": 685, "printed_page": null, "text": "MANUAL TRAINING.\n\n673\n\na comparatively easy task to project plans for giving instruction in sewing, ^\ncooking, and tool laboratory employments. It was not difficult, the financial\n\nmeans being assured, to provide and arrange appliances, and practically to\nput the work into the respective grades of the school. It was seen, however, at the start, though much might be done by the introduction of the\nemployments named, to give to some of the children valuable training in\nthe use of the eye and hand, and a profitable acquaintance with practical\nthat it would postthings, that such a course would be unsymmetrical\npone the beginning of some kinds of muscular training too late for the\nmost profitable returns for a given expenditure of effort that it would\n;\n\n;\n\nomit entirely some lines of desirable training because of its narrowness,\nand that children withdrawing from school during the early years of the\nschool course would get little training of the kind we were seeking to give\nthem.\nIt was felt that a year or two of kindergarten work at the beginning of\nschool life and a corresponding amount of shop or laboratory work at the\nclose would not develop to a very high degree that accuracy of perception,\ndeftness of hand, and trustworthiness of\n\njudgment in application that a\n\nchild's school training should give to him.\nIt was believed that the gap between the sense-training of\n\nthe kinder-\n\nand the use of carpenter's and metal-worker's tools in manual\ntraining shops might be filled by a system or course of hand-work in the\nschoolroom running parallel with the purely mental studies of the\ncurriculum of the same grades that such a course should, by its many and\nvaried employments, develop the eye, the hand, and the judgment in the\nthat definite, measurable\ndirection of expertness, facility, and reliability\nresults in skill, in ingenuity, and in continuity of effort for the accomplishment of purpose should be the aim of all teaching in this course of work\nthat the objects studied and formed might serve as a foundation for or be\nthe beginning of other kinds of work iij the school, and for supplementing,\nthat such a course, if\nbroadening, or explaining still other kinds of work\npracticable, would be in the interest of economy.\nSince the beginning of manual training exercises in our schools, therefore, efforts have been made to arrange some practicable lines of hand- work\nthat should begin in the first primary grade and lead sequentially to the\nemployments of the tool laboratories of the seventh and eighth grades, for\nthe boys, and that should be equally profitable to the girls who would be\ninstructed in cooking when reaching the same grades.\nDrawing was at the time mentioned a branch of instruction in the\ngarten\n\n;\n\n;\n\n;\n\n;\n\nschools.\n\nIt\n\nwas determined that the subject could not be taught well\n\nfrom flat copies. Though we had not been able, previous to the time to\nwhich reference is made, to direct the work of drawing in the light of our\nbest knowledge, it was known that only by a liberal and intelligent use\nof objects by which children could be made acquainted with natural and\n\n"}
{"page": 686, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n074\n\n.art\n\nforms could drawing be successfully taught.\n\nIt became more evident\n\nevery day, as the work of teaching drawing was studied, that representation\n\neven\n\n—the simplest product sought by the study—could proceed only from\n\nan accurate knowledge of the facts of form for, however appearances of\nforms might differ from the facts, the underlying causes of the differences\ncould be understood only by him who had been made acquainted with the\n;\n\nfacts.\n\nFurthermore, when contemplating the purpose of the study higher than\nthat of simple representation, it was believed that as a healthy, productive\n\nimagination could be cultivated only after there had been acquired a store\nof facts well understood ; so artistic work could be done by him only who\n\nwould fashion his art out of materials taken from his own conscious storehouse of facts whose relations were understood.\nIt was agreed, therefore, that if the child is to be taught drawing at all,\nno matter for what purpose, first of all the teacher must see that he has\nabundant opportunity to learn form-facts, and that, as in the study of\nspoken or written language, so in his study of drawing or of graphic\nlanguage, he must be made to know before an attempt is made to teach\nhim expression. An important step forward in the teaching of drawing\nwas made when this almost axiomatic truth was recognized.\nIt was believed, also, that facts of form could not be learned from dictation or from representation, or from both.\nChildren learn to know forms only imperfectly by seeing them and\nhandling them they get correct, permanent conceptions of form best by\nanalysis and by construction, by making them of different sizes and of\ndifferent material and under different circumstances and for different\n;\n\npurposes.\nIt requires the action of one set of nerve centers excited by the eye,\ncooperating with other sets of nerve centers excited by muscular action\n\nof fingers and hands directed by the will, for the establishment of correct,\npermanent concepts of form. Concepts are built.\nForm study and drawing are sequential steps for beginners form study\nbeing the first, drawing being the second.\nForm study is a prerequisite\nto drawing.\nManual training is one of the two coordinate parts of form\nstudy.\nManual training, then, and drawing are as inseparable as are ideas\nand words in the study of verbal expression.\nA study of color cannot be separated from that of objects and their\nThis is true in an especial sense of all objects in plant life.\nappearance.\nA most important educative purpose of learning to represent objects as\n;\n\nthey appear, or seem, is that the learner\n\nmay acquire power to see objects\n\nin flat representations of them as they are, and not as they seem to be, just\n\nphenomena of physical geography in sand maps,\nand afterwards in flat maps, is to train the learner to see contour in flat\nmaps. As he who has thus been trained to make flat maps can read conas learning to represent\n\n"}
{"page": 687, "printed_page": null, "text": "MANUAL TRAINING.\n\n675\n\ntour in the flat and represent it in sand or some plastic material, so will\nhe who has been taught to draw properly be able to draw objects as well\n\nfrom flats as from life.\nSuch perfect seeing as is here implied requires a knowledge of color\ncorresponding to that of form given in the foregoing and as a part\nThe changes in the appearances of color under influence of light\nthereof.\nand shade, of distance, and of environment may be understood by him only\nwho studies the subject in connection with the study of forms of objects\nunder varying circumstances.\nThe difference between the forms of objects in a picture, as they are and\nas they appear to be, is the personal equation of the picture.\nWhat is true\nof pictures is true of all art products.\n\nThe ability to see the objects of a picture as they are, and thus separate\nthem from what they seem to be, is the ability to see the artist in the picture, and hence the art.\n\nIn this work, so necessary to correct, profitable instruction in drawing, is\n\nfound an opportunity for the training of the eye, hand, and judgment\nIn these employments, the study and making of geosimultaneously.\nmetric forms, of natural forms allied to them, and of art forms developed\nfrom them, and of common objects whose forms are based on them, is in\npart the work for which we have been seeking.\nWhat an amount of\nprofitable seeing is here made possible\nWhat employments for the\nacquirement of deftness and reliability in the use of the hands and\nWhat delightful exercises for the development of judgment\nfingers\nand taste\nDrawing was selected as the branch of study along whose lines of work\nrelated to them might be found those employments of mind and hand\nthat would afford all the training desired to make the manual course of\nthe school symmetrical and a unified entirety.\nTo Mrs. S. E. W. Fuller, the directress of drawing in our schools, and\nher corps of assistants, is due the credit of adjusting the technical work of\nthe different kinds of employments to the grades of the school.\nApart from the strictly practical sense and hand cultivation, much may\nbe done by this work to assist the aesthetic and the moral growth of\nThe study of graceful forms and harmonious coloring will\nthe child.\nstimulate a love for the beautiful and appropriate which will leave its\nimpress on all the work of the hand.\nIn his home, in his dress, and in the products of handicraft, good taste\nwill guide his choice of form and color, and thus render the world\nbrighter and pleasanter both for himself and for those about him.\nThe\nappreciation of the beautiful and of the pure and chaste go hand in hand,\nand will keep the mind and heart ever ^ith higher and nobler things.\nFrom the kindergarten through the high school, the pupil should be\n!\n\n!\n\n!\n\nkept in constant association with the object world about him, that he may\n\n"}
{"page": 688, "printed_page": null, "text": "TUB NATIONAL EDUCATIONAL ASSOCIATION.\n\n67G\n\nacquire knowledge of its structure and the laws governing its appearance.\nWithout this knowledge of his environments, he is but a stranger in the\ngarden of God. Bj the proper study of geometric solids and planes, and\nof forms related to these, he will acquire, through the natural avenues of\nacquisition, sight and touch, a comprehensive and classified knowledge of\nall forms.\n\nTo the little child the form world must ever remain a perplexity until\nhe has been led to a classification of its variations.\nThe general purposes of the course of exercises developed are as follows\n\nmind with\n\ntrue conceptions\n\nof forms\n\nand\n\n:\n\nand\n\n1.\n\nStoring the\n\n2.\n\nDeveloping the ability to select from masses of materials that which is\n\n3.\n\nDirecting the attention to the essential elements of the beautiful in\n\ncolors,\n\ndeveloping the ability to acquire new concepts.\nappropriate for specified or desired purposes.\n\nnature and in\n\nart,\n\nneglecting in such attention the accidental, thus\n\ndeveloping the beginning of an artistic standard.\n4.\n\nTraining the hand to use, shape, and arrange materials with neatness,\naccuracy, and taste, that the learner\n\nmay express artistically\n\n;\n\ni.\n\ne.,\n\nwith truth and beauty.\n5.\n\nTeaching the use of tools adapted to the age and strength of the child\nand to the character of materials employed.\n\nCLAY.\n\n\"There is no other material\" like clay for bringing the mind down to\nthe fingers.\"*\n\nThe handling of perfect models of geometric forms may be followed\nby making them in clay. Natural objects whose forms resemble these are\nnext made.\nThen objects whose forms are derived from these may be\nmade. The objects to be copied are so easily obtained that every child\ncan have a model on his desk for study.\nThe amount of work possible here at the very threshold of form study\nis practically without limit.\nThe clay soon becomes a ready material in which to fashion forms with\nwhich the eye is delighted and the mind interested. As from the making\nof apples in clay, to distinguish them from oranges, lemons, or pears, the\n\nchild gives you the likeness of the individual apple on his desk as distin-\n\nguished from other apples, he begins to notice particulars in everything\nhe looks at. He is beginning to notice appearances of objects, too, more\nclosely.\n\nHe gives you the likeness of a half apple, on which you are delighted to\nsee the skin stand above the pulp which has been -wasted away by evaporation.\n\nHe is beginning to see details of form.\n\npossible here, too, is practically without limit.\n\nThe amount of work\n\nHe studies roots, stems.\n\n"}
{"page": 689, "printed_page": null, "text": "MANUAL TRAINING.\nleaves, flowers, branches, for science\n\nwork and\n\n677\n\nas a\n\nmeans of language\n\ntraining.\n\nHe will get better science training and better language train-\n\ning if he\n\nis\n\nmade to see particulars and to represent them both in clay\n\nand in words.\nThis work is not simple representation of forms. The child is to see\nthe stem dimple of the apple and know its relation to the branch on which\nit hung ; he is to examine the blossom dimple of the apple and understand its relation to the blossom whence it came, that there may be thought\nin the mind before the building of form begins, else how can clay bring\nthought down to the fingers ? When knowledge and muscle cooperate\nin making natural forms, there is more in the product than shape.\nFrom the modeling of nature forms the learner, while yet in the fourth\ngrade, may pass to the representation of objects from working-drawings,\nmodeling to dimensions. In this the use of tools may be allowed and\nencouraged.\n\nThe child should ascertain for himself the dimensions of\nThis will train his judgment and give him\n\nthe objects to be made.\n\nskill in doing accurate work.\n\nHe may incise ornament designs ia clay plinths, and on other plinths cut\naway the clay from the drawn forms, leaving the ornament in relief. This\nIf while working in clay the\ndevelops careful workmanship with tools.\nchild passes to the study of historic ornament, he finds a limitless field\n\nfor the exercise of\n\nmind and hand.\n\nThe more he knows of the origin of\n\nthe graceful forms and of those who originated them, the more he knows\nof the uses to which they were put and how they have come down to us,\n\nLet him model these from the casts\nand let him model them also from the flat, for he is strong enough to do\nit.\nIn this work he may use tools both for measuring and for construct\ning while doing the work.\nThere is no limit to the original designing\nthat may be done for production in clay forms.\nWhile the child has been at work with clay during the six or seven\nyears of school life he has been doing other kinds of work correlated with\nthe more form he will see in them..\n\nit.\n\nTABLET AND STICK LAYING.\n\nHe lays tablets and sticks to get proper concepts of surfaces and of\nedges.\n\nBefore this can be done satisfactorily to the child who begins\nsee form, the hand must acquire much steadiness.\nThis is\n\nreally to\n\nmanual training.\n\nPAPER FOLDING.\n\nThe child continues the study and making of geometric forms and\ndevelopments from them, and representations of art forms based on them,\nby folding colored paper and cutting it.\n\nAfter the forms are cut they are\n\n"}
{"page": 690, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n678\n\nstiff paper for preservation that they may be\nThe number and variety of forms and the purposes to which they\nmay be put in ornament and in uses is innumerable. The work, proceed-\n\npasted on cardboard or\n\ndrawn.\n\ning from the simple to the complex and compound, develops deftness of\nThe use of tools appropriate to the\nfingers and continuity of purpose.\n\nwork is also taught.\n\nMODEL MAKING.\nThe child easily goes from making forms by folding paper to the makFor these he makes\ning of objects of stiff manilla paper or cardboard.\nsketching\nthe object and one\nthe working-drawings to measurement, after\nof each of its different faces.\n\nThis\n\nis\n\ndemanding\n\ndone by the shop method, involving the use of tools and\ncareful, accurate work.\n\nThe amount\n\nof\n\nwork that may be\n\ndone in this branch of employment is practically without limit. It is\nmost valuable for teaching the relations of the different dimensions of\nsolids as a foundation for art study, and for supplementing the work in\nThe child passes\narithmetic as no other kind of work can do in this line.\nfrom the making of these working-drawings to making others for exercises\nand objects to be made in the shops with wood-working tools.\n\nCOLOB.\n\nWhile pursuing the lines of work indicated but inadequately in this\nThe paper that he has\nfolded and cut, as well as that he has made into solid forms, has been so\nbrief paper, the child has been learning color.\n\nselected as to teach him the relations of color to light.\n\nColor having its origin in light, the colors composing the light are\ndeemed a proper basis for the study. From the observation of the spectrum the child is led to notice the colors of the rainbow, of the plant\nworld, the blue of the noonday sky, the red and yellow of evening, the\ngreen grass, the violet neutral tints of the roots and soil beneath his feet.\nThe study of the hues of nature awakens his color perception and brings\nhim into sympathy with the whole realm of color.\n\nA complete development of the subjects requires representation by\nwashes in water colors.\n\nThis has been done in many of the schools.\n\nThe\n\nchild has had washing tints of primaries in squares of paper ; coloring\n\ndecorative arrangements around a center, and borders\n\n;\n\nmixing second-\n\nThis work correlates with\nthe paper folding, the paper model making, but more especially and\ndelightfully with the study of leaves and flowers.\nThe color work of the schools is not yet fully developed.\n\naries,\n\nand washing\n\nin tints of\n\nsecondaries.\n\n"}
{"page": 691, "printed_page": null, "text": "MANUAL TRAINING.\n\n679\n\nDRAWIN^G.\nParallel with these lines of work, supplementing them and auxiliary to\nthem, the child draws. He represents all he handles and studies in the\nearly grades of the school ; and he makes representative specimens in the\nIn the beginning he draws only what he sees ;\nlater years of his course.\nlater he draws the forms of what he is to make, as well as the workingdrawings for them, and the patterns for them, before he makes them.\n\nHe has been learning to see fully and accurately\n\n:\n\nhe has also been\n\nlearning to represent truthfully.\n\nLAKGUAGE.\nIn all the work the child represents what he sees and what he does, in\ngood English idiom.\nThis is no small part of the purpose of the work. He has learned the\nrelative value of word representation and of graphic representation, and\nlearns to employ the two when one is inadequate to show what it is desired\nto express in its exactions.\n\nART.\n\nThe child in all this correlated work has been developing the art sense,\nthe art feeling, and the love of art.\n\nHe is learning what art is. Throughout the work he is led to invent\nby change of form and by composition of form. He is led to study the\nneed of decoration, the purpose of decoration, the character of the thing\nto be decorated, and the kind of decoration suited to it.\nHe is led to get\nmotives from nature, from art, and by composition.\nHe is taught, by\ndoing, the art principle, selection.\n\nAs conceptions of forms and colors increase, more attention is given\nThis\nthe power of selection and arrangement.\ndone in the grouping of fruits and vegetables for object drawing ; in\n\nto the development of\nis\n\nthe adaptation of units to space ; in the selection of suitable curves to\n\nmodify such units\n\n;\n\nand, lastly, in the use of natural forms by seeking for\n\nthe type form, deciding which type form\n\nand rejecting\n\ndetails\n\nthat\n\nis\n\nbest adapted to the space,\n\ninterfere with the conception of this\n\nform\n\nas adapted.\n\nThe child is early led to apply the law of selection to what he does,\nwhich is discriminating between the principal, or the essential, and the\nsubordinate, or the non-essential.\nThe artisan, the artist, and the author,\nalike,\n\nmust, to succeed, skillfully apply the law of selection.\n\nIt distin-\n\nguishes between the necessary and the accidental, between the essential\n\nelements and those that are ornamental, auxiliary, or complementary.\n\n"}
{"page": 692, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n680\n\nThe beginning of power to select appropriately marks the birth of the\nIts correlated applications are the beginnings of judgment\n\nartistic sense.\n\nin other affairs.\n\nThe details of the course of training that is here suggested may be\nSuch a course affords\nall employment in handicraft that the schools of the grade for which it is\nmodified to suit circumstances or tastes, or both.\n\nintended will have time to give.\n\nIt exercises the eyes and hands for the\ndevelopment of accuracy in seeing, and skill and dexterity in doing, and\nfor the acquirement of definite valuable knowledge\nits steps are sequentially graded and its employments logically grouped ; it furnishes employments suited to the intelligence, size, and strength of pupils, and is\npracticable in schools where pupils do their own work\nit is done with\ntools which adults would use for the same purpose, and it is therefore in\nno sense adapted or play work ; it supplements by the investigation it\nrequires into nature and into historic facts, as well as by its treatment of\nthem, and thereby enriches most or all the other studies of the grades in\nwhich it is done ; it provides a means by which the future artisan may lay\na faultless foundation for a meritorious, delightful, and profitable handicraft, and at the same time it provides the only means by which it is\n;\n\n;\n\npossible to develop true art.\n\nThe schools of those grades in which this work is done give the same\nwho are to be laborers, business men, and\n\nscholastic training to pupils\n\nprofessional men.\n\nThat is the theory of popular education.\n\nUpon no\n\nother theory can the public free school stand.\n\nIn a corresponding way the schools may provide the early sense, hand,\n\nand judgment training for the unskilled laborer, the artisan, and the artist,\nas well as for him who will be neither of these.\n\nOne purpose of art teaching in our schools is to make a constituency\nfor better workmanship and for artistic products of the artisan, as well as\n\nfor art products.\n\nand to\n\nwait.\n\nFor the development of artists we are content to labor\n\nA general demand for a higher grade of workmanship by\n\nthe artisan will secure it.\nThis, while it will be the evidence of an\nadvancing civilization, nourished and stimulated by the gratification of its\n\nown demands, will develop a national standard of handiwork and later on\na national idea of art.\n\nThus is\n\nit\n\npossible to develop a system of instruction which will give\n\nfullness of life in all its\n\nmoral.\n\nmodes—life physical, life intellectual, and life\n\n"}
{"page": 693, "printed_page": null, "text": ":\n\nMANUAL TRAININO.\n\nG81\n\nThe following schedules show what is being done in the city of Washington, D. 0.\n\nSchedule A.\nGrades.\nSUB.IECTS.\nFirst.\n\nThird. Fourth.\n\nSecond.\n\nSeventh Eighth.\n\nFifth.\n\nSixth.\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\nX\nX\nX\nX\n\nX\nX\n\nX\n\nX\n\nDrawing\nPencil drill\n\nX\n\nFrom construction by the pupils\n\nX\nX\n\nX\n\nX\n\nProm nature\n\n.\n\n.\n\nX\n\n.\n\nX\nX\n\nWorking-drawings\nGeometric problems\nModeling in clay\n\nX\n\nX\nX\n\nX\n\nX\nX\n\n:\n\nFrom made objects\nFrom nature\nTo measurement\n\nX\nX\n\nX\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nfrom\n\nand\n\nworking-drawings\n\nFrom the cast\nFrom original designs\n\n:\n\n;::::::j:'\n\nCarving in clay\nOrnamt'nt from the flat, incised.\n\nX\n\nX\n\nX\nX\nX\n\nX\n\n:\n\nConstruction with other materials\n\nPaper folding and cutting\nDevelopment in paper fjoin\nworking-drawings\nDesigns, applied\n\nX\nX\n\nX\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\nX\n\n:\n\nTo clay\nTo paper construction\nTo cloth\nLanguasre\nColor\n\nX\n...\n\n:\n\nSticks\n\nI\n\n.\n\n'\".\".'.'.'\n\nFrom original designs\n\nX\nX\nX\n\nX\nX\n\nX\n\n. .\n\nX\nX\n\nX\nX\n\nX\nX\n\nX\n\nX\nX\n\nX\n\nX\nX\n\nX\n\nX\n\nX\nX\nX\n\nSchedule B.\nHands of Children.\n\nTools and Materials in the\n\nPencil\n\nGrades.\n\nClay.\n\nsticks. Tablets.\n\nand\npaper.\n\nX\nX\n\nV\n\nX\nX\nX\n\nnilla paper\n\npaper.\n\nand cardboard.\n\nX\n\nX\n\nX\nX\nX\nX\n\nSixth\nSeventh\n\nX\n\nX\n\nX\n\nEighth\n\nX\n\nFirst\n\nX\n\nSecond\nThird\nFourth\n\nX\n\nX\nX\n\nHeavy maColored\n\nScissors.\n\n....\n\nFifth\n\nX\nX\nX\n\nX\n\nTools for\n\nMucimodeling\nand cutting. lage.\n\nX\n\nX\nX\n\nX\nX\nX\nX\n\nX\n\nX\nX\nX\n\n"}
{"page": 694, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n682\n\nTHE HEALTH OF SCHOOL CHILDREN AS AFFECTED BY\nSCHOOL BUILDINGS.\nBY G. STAI5LET HALL, PRESIDENT OF CLARK UI^IVERSITY, WORCESTER,\nMASSACHUSETTS.\n\n[An Abstract.]\n\nThe development of education in nearly every country of the world in\nthe last few years has been amazing.\ntill\n\nlately uncivilized or\n\nNot only in civilized, but in lands\n\nhalf-civilized\n\n—\n\nin\n\nNew Zealand, Algeria, Fin-\n\nland, as well as in India, South America and\n\nJapan\n\n— schools and school\n\nsystems have become methods of colonization and of political influence.\nThey now do the pioneer work once done by missionary preaching and\neven the missions of the world are more and more teaching stations.\n;\n\nSchools have a control over the bodies and minds of children five or six\n\nhours a day, for five or six days a week, which is greater than the control\never exercised by any other institution in history.\n\nSchools are uniform-\n\nizing the knowledge and the sentiments of the world\nraces, ranks, those who differ in\n\n:\n\nmen of all creeds,\n\neverything else, unite in believing in the\n\nomnium gentium whicli the\nwhich philosophers have postulated,\nand is now more practical and comprehensive than either have ever\ndreamed. The modern school is thus in a sense a church universal, and\n\nefficacy\n\nof\n\nmediaeval\n\nschools.\n\nchurch\n\nThis is a consensus\n\nlong\n\nsought,\n\nhas all that deep consecration of a belief\n\n—a love now well nigh universal.\n\nWhen a child begins to go to school the change of his environment is\nvery great.\nstill ;\n\nInstead of constant activity, he must\n\nnow sifc still and keep\n\ninstead of moving his hands and arms freely, the strain of effort is\n\nnow focussed upon the very few, tiny, pen-wagging muscles.\n\nThe eyes,\n\nmoving freely, are confined in the zig-zag treadmill of the\nprinted line. It is no wonder, therefore, that the child so commonly loses\nweight on first entering school\nthat short-sightedness and other eye\n\ninstead of\n\n;\n\ntroubles increase almost regularly through the school period\naches, anaemia, scoliosis, defects of development\n\nif\n\nthat headnot signs of disease\n;\n\nappear in stomach, heart, and lungs, and especially in the nervous system,\nthe gradual deterioration of which\n\nis\n\nso\n\nhard to recognize (see the well-\n\nknown works of Hertel, Key, Warner, Cohn, and others).\n\nIf the school\n\ntending to physical deterioration and toward a sickly age, as certain\nmediaeval institutions are said to have caused the dark ages and the plagues,\nwe ought to know it. The school ought to develop a sound mind in a\n\nis\n\n"}
{"page": 695, "printed_page": null, "text": "HEALTH OF CHILDREN AS AFFECTED BT SCHOOL BUILDINGS. 683\nsound body\n\n;\n\nfor what shall a man give in exchange for his health, or what\n\nshall it profit a man if he gain the whole world of\n\nown health ?\n\nknowledge and lose his\n\nI hold that it is not too much to say that everything about\n\nthe school— building, seats and desks, hours, subjects and methods of\nstudy should be determined primarily with a view to health, on which,\n\n—\n\nespecially in children, even morality so largely depends.\n\nIn much of what follows I am immediately indebted to the studies of\nDr. William H. Burnham, who has devoted the entire year in his course\nof Pedagogy at Clark University to hygiene, and who has allowed me to\n\nexamine and condense his far more extended and detailed studies, a part\nof which are now in press for the '^ Pedagogical Seminary.^'\nOf his\nstudies, much of what follows is simply a digest, and to these the reader\nis\n\nreferred.\n\nThe body of the growing child is a mazy federation of cells, freighted by\nheredity with reverberations from a past, the remoteness of which we can\nhardly conjecture.\nIt is so infinitely plastic that there is nothing in the\nenvironment that does not affect it. Every effort of thought modifies\nthe temperature of the brain, and every effort of the muscles increases the\nproducts of waste and modifies circulation, while fatigue and all its\ndemoralization is always lurking to prey upon the body and mind.\nYet\nso little does science know of many of these problems that the body might\nalmost be called a laboratory marked \"^o admittance;\" while for the\naverage teacher the ignorance of the psycho physic organism of the child\nis\n\nprofound.\n\nThe schoolhouse, which has been called more important for the development of the average child than the home itself, ought to be a palace of\nhealth.\n\nI proceed to sketch very roughly the salient points culled partly\n\nfrom laws, which are far more detailed in Europe than here, partly from\nnorms recommended by educational bodies, and partly from ideals\ndescribed in various books.\n\n—\n\nA. The Site. This should be high, dry, a natural and not artificial soil,\nwith no foreign matter in it ; is sometimes tested by boring; marl, lime,\nor sand\n\ningredients being good, and clay bad.\n\npossible, from liquor saloons,\n\nIt\n\nmust be remote, if\n\nthe noise of machinery, offensive or un-\n\nwholesome odors, marshes, ponds, graveyards, dust, or any form of\nnuisance or danger, and the street should, if possible,, be asphalted near\nit.\nOne norm prescribes that the distance of the schoolhouse from all\nother buildings should be twice their height.\nB.\n\nYard. —This should be enclosed by a hedge rather than a high wall,\n\nor by some transparent enclosure, that children may see the life of the street,\n\nand that all passers-by may see and be interested in the children, their\nand the school. The yard should be a porous earth rather than\n\nplay,\n\nSome norms prescribe three square meters per child as the\nminimum. Sheds for play in rainy days, often with glass roofs, are very\n\nbrick.\n\n"}
{"page": 696, "printed_page": null, "text": ";\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n684\n\nA few simple, permanent pieces of\ncommon, especially in France.\nIn more\ngymnastic apparatus are perhaps more common in Germany.\nfew\nmedicinal\nplants,\ncontaining\na\nand\neven\ngardens\nrural districts school\na few poisonous ones to be avoided, flower-beds, a bee-hive, a tiny hot-\n\nhouse, and even individual beds for children to be responsible for, etc.,\nare often found.\nC.\n\nBasement and Walls.\n\n— All the building should be undercellared\n\nshould never contain water-closets ; janitor's quarters, especially pantries,\nshould be separated from the rest of the cellar by tight walls ; the floor\nshould be cemented ; the basement should be kept scrupulously clean\n\nand well ventilated, and more or less heated. Some norms prescribe a\nwater-table all round the building, a meter wide and plastered, to prevent\nThe walls should contain plenty of air\nthe ascent of ground moisture.\nSteps up to the\nchambers, and be strong enough for an additional story.\nbuilding should always be protected above and on the sides, or, better yet,\nwithin the walls.\n\nD. Floors.\n\n—The lower\n\nfloor, for the\n\nleast a foot or two above the street level,\n\nyoungest children, should be at\nshould be of boards neither too\n\nHamburg legislates on the cracks in\nhard nor too soft, but splinterless.\nthe floor, which have been found to contain almost as many bacteria as the\nThe thickness of the floor boards\n\nfilth under the finger-nails of children.\n\nbetween the\nThere should be no dry sweeping, and the floor might sometimes\nSome ideals avoid all corners and\nbe washed with a weak sublimate.\nangles by means of curved moldings such as are sometimes found in\n\nshould bear a fixed\n\nratio, often i^rescribed, to the distance\n\nJoists.\n\nhospitals.\n\nAll ceilings should not only be double, but should contain\n\nsound-deadening layers.\nE. Halls and Stairs.\n\n—The halls should be wide,\n\nlight, well ventilated,\n\nso that not only clothes-racks and umbrella-stands can be placed in them,\netc., but that exercises may be\nThis is, of course, quite ideal. The stairs should be at\nleast a yard and a half wide, with steps broad and not too high, and\ncorners not too sharp.\nThe stairway should always be broken by one or\ntwo landings, never circular should be of brick or iron, or some fireproof\nmaterial, should have hand-rails on both sides, should be light, warm, and\n\nif\n\nnecessary,\n\nand sometimes bookcases,\n\nheld in them.\n\n;\n\nventilated.\n\nF. The Schoolrooms and Windows should contain no posts or pillars,\nshould be from three to four meters high ; the walls of the room should\n\n— light blue, green, yellow, or gray.\n\nbe of some mild color\nfinish\n\nIf\n\na wood\n\ncan be afforded, pipes for gas and water, and electrical and other\n\nconnections, should not be covered.\n\nSome laws prescribe the proportion\n\nroom to its breadth as two to three, some as three to five.\nThe ratio of the window surface to the floor has been regulated by many\nlaws, and in point of fact has been found to range from one-third to\n\nof length of\n\n"}
{"page": 697, "printed_page": null, "text": "HEALTH OF CHILDREN AS AFFECTED BT SCHOOL BUILDINGS.\n\n685\n\none-ninth.\nThere is little uniformity as to exposures, but south and east\nThere should be no direct or reflected sunseem on the whole preferred.\nlight.\n\nWindows in front of the pupil are worst, those behind better, and\n\nwindows on the left of the pupil are preferred.\nable,\n\n\"Windows should be openceiling, and be\n\n—a horizontal axis preferred, — should go to the\n\nsquare and not curved at the top.\n\nThe height of the top of the window\nThe bottom of the\n\nshould be at least three-fifths the width of the room.\n\nin one norm must be a meter and a quarter above the floor;\nanother law prescribes a minimum distance of one and a fourth meters\n\nwindow\n\nbetween windows, but they should be as near together as possible. Dr.\nCohn thinks that each child should see the sky from his seat, and has\ndevised an instrument to determine the amount of sky visible to each\nchild.\nHe would have a photometer used in each schoolroom, and\nsuggests, as the norm, what would be equivalent to the reading of good\ndiamond type at a distance of ten inches. The door should be a meter\nwide, never behind the children, should open outward, and should have a\ntransom.\nThe cross piece bearing the number of the room should be\nas high as the eye of the average child in that room.\nG. Heating and Ventilation.\nI am inclined to agree with the sentiment\nof Dr. Burnham, that whoever says that any existing system is superior\nto all others is either uninformed and crotchety, or else an agent.\nArchitects, as a rule, know almost nothing of heating, and still less of\nventilation.\nIt is these matters in which false economies are most often\npracticed.\nLiving, as we do, at the bottom of a sea of air, where it takes\nas much force to move 100 lbs. of air as it does 100 lbs. of iron, we forget\ntoo that each day has its own problem.\nMany an excellent system is\nquite ineffective because not well managed through the ignorance or carelessness of a janitor.\nTo change the air- in a schoolroom completely\nonce in every twenty minutes or half-hour, as should be done if each\nchild has on an average only IJ square meters of surface and five cubic\nmeters of air space, is a very grave problem. The \"school smell,'' and\nthe injury foul air works in the blunting of faculties and the deterioration\nof tone, is due not so much to the carbonic acid as to the organic matter\nin the air of which this in the index.\nOne ideal system is heating at\nfrequent intervals all over and through the floor, with gratings and\npockets to prevent the ascent of floor dust, by a central system regulated by thermometers in each room, with electrical contact shutting off\nor letting on heat automatically a system, however, involving great\nexpense, and therefore not generally practicable.\nJacketed stoves, with\nair coming directly from out-doors, are used in country schools.\nOpen\nfire-places with their great waste are now sometimes resorted to in despair\nThis whole matter i^ a very complex bundle of\nof a better system.\nproblems in physics, as yet but partially understood, and still less often\n\n—\n\n—\n\nwell applied.\n\n"}
{"page": 698, "printed_page": null, "text": "686\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n—\n\nH. Cost and School Architects. The German Government prints once in\nten years an account of all educational buildings of all grades, each of\nwhich is described in tables of fifteen columns. An interesting method\nof presentation here found is to calculate always the cost of the entire\nbuilding per cubic meter, per square meter, and per child, and also the\ncost of heating, ventilating,\n\nand plumbing per cubic meter.\n\narohitecture in Europe, while not exactly a vocation by\n\nEducational\nitself,\n\nhas an\n\nincreasing number of experts, and has a vast and rapidly accumulating\nliterature.*\n\nWithin the last decade and a half the number of buildings\n\nerected has been enormous; a single lycee, recently finished in Paris, cost\n\nnearly two and a half million dollars\n\n;\n\na single university building in\n\nVienna, nearly four million dollars ; and for\n\nall\n\ngrades of education\n\nthe present might almost be called an architectural epoch.\n\nEven very\n\nschool dormitories,\n\neye clinics,\n\nspecial institutions,\n\nlike school baths,\n\nschool and university gymnasia, have elaborate laws or norms full of\ndetails and specifications, while the views of the tax-payer and the doctor,\nwhich are perhaps most opposed on the question of expense, are complicated and confused by the traditions of carpenters and the ideas of\nconvenience by teachers.\n1. School Seats and Desks.\nThese are most important for the child.\nSharp corners and angles must be avoided the teacher desires convenient\nvisibility of as much of the child's body as possible, ease and quickness of\ngetting in and out ; while the doctor insists on adjustability to every part\nof the body with severely orthopaedic exactness.\nBefore Barnard's epochmaking work, which prompted a German writer to say that the school\ndesk was the only contribution of America to pedagogy, seats sometimes ran around three sides of the room, so that the children sat with\ntheir backs t&ward the center and- must swing their feet over the seat to\nget out.\nIn Freiburg, where many thousand children were lately measured, the difference in total height, and the way that the total height was\ndistributed between back, legs, etc., was found to vary.\nThus, the\nmethod of marching before a scale, in the presence of the janitor, the\nnumbers on which designated the seat proper for each scholar, seemed inadequate, convenient and rapid as it is for approximating a fit for seats.\nThe body should be held upright, in a healthfnl, symmetrical position,\nwith least muscular effort. Seats which favor bad positions tend to lateral\ncurvature of the spine, and interference with the functions of chest and\nstomach.\nThe desk should overlap the seat by an inch or two that is,\n\n—\n\n;\n\n;\n\nthe so-called ''distance\" should be minus.\n\nWhen the lower leg is at\n\nright angles to the floor, and the foot rests squarely, the lower part of the\nupper leg should touch the seat with the lightest possible contact. The\ndistance from the seat to the floor is not the same for two persons of the\n* See \"Pedagogical Seminary,\" Vol. I. No. 3.\n\n"}
{"page": 699, "printed_page": null, "text": "HEALTH OF CHILDREN A8 AFFECTED BY SCHOOL BUILDINGS.\n\n687\n\nsame height, and foot-rests, both horizontal and inclined, are very common\nin Europe.\nTo get the distance from the top of the seat to the top x>i the\ndesk, the child should sit erect, and the distance from the seat to the\nThe ideal seat and desk are of\nelbow, plus 2 inches, is a common rule.\ncourse adjustable to fit each child, and children should be re-seated two\nor three times a year.\n\nWriting.\n\nJ.\n\n— This\n\nis\n\nthe most important\n\nquestion of school ortho-\n\nThe position in writing\nnow much commended in Germany is perfect uprightness of the body,\n\npaedics, and concerns especially the spine and eye.\n\nboth arms resting symmetrically in front and upon the desk about two\ninches from the elbow ;\n\nthe copy-book square and in the middle, not\n\nThe new\nnow introduced, either as an experiment or permanently,\nin a number of places in Germany (Vienna, Bavaria, Wiirtemburg, Bohemia), brings the pen on the down strokes perpendicular to the line, and\nslightly to the right, and not obliquely to the edge of the desk.\nvertical script\n\n[Samples of these copy-books were shown. J\nPaper straight, writing straight, body straight, is the motto of this script\nIt is easier and more\nof the future, and indeed of a not very remote past.\nrapid.\nOne observer found that over ninety per cent, of the children,\nwhen required to change from the old method of writing to this, straightened up the body, and when changed back to the old script, fell into the\n\" collapsed '^ position, and twisted the head so as to keep the axis joining\nthe two eyes perpendicular to the direction of the down stroke of the pen.\nThis latter position brings the eyes to unequal distances from the letters,\nand, some think, is distinctly productive of optical disorders.\nThe new\nvertical script favors an engrossing pen with no sharp lines ; the pen must\npoint toward the elbow, which must be held one hand's breadth from the\nbody the pen must be grasped at a good distance from the point, the\nhand supported by the side of the nail of the little finger. The line is\nonly from eight to ten centimeters long, and the paper must be pushed up\nOne writer says he can always tell by the position of the\nafter each line.\nbody what script is used. One of the worst positions ever devised is one\nwhich has been introduced in some parts of this country, that requires\nthe child to sit with its right side to the desk, and the left turned away\nthe line is a very short one.\n\n;\n\nalmost at right angles to it.\n\nK. Reading Hygiene.\n\n— The zig-zag of the eye in reading lines and\n\ndis-\n\ncriminating letters throws great strain upon the nervous centers involved.\n\nMany of our reading books are now printed in very good type, but dictionaries, atlases,\n\nand Sanford\n*^\n\nand maps are often wretched. Cohn, and especially Javal\n(see American Journal of Psgcliology, Vol. I. No. 3, on the\n\nRelative Legibility of Letters\"), have made very careful studies of this\n\nsubject.\n\nThe scientific problem is, how to secure the greatest amount of\n\nlegibility for a given surface, without interfering too much with the tradi-\n\ntions of type makers or of readers.\n\nThe forms of a few letters, like the small\n\n"}
{"page": 700, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n688\n\n'*e,\" which has a very low degree of legibility, and is confused with other\nletters at the least distance from the eye, are very slightly changed, as are\n\nthe\n\ncommon rules of spacing, and all with great gain to the eye.\n\nThe\n\nmoves along a line with its focus directed to the upper half of the\nletters, for in English it is in the upper half that the letters are chiefly\nlatter\n\nThe little lines in letters should never be\nThe lower lengths of the\nin thickness.\nmillimeter\nof\nquarter\na\na\nthan\nless\n\" j '' and ^^y \" can be slightly shortened. The line should not exceed ten\ndistinguished from each other.\n\ncentimeters in length, and new rules are laid down for spacing and leading.\nI have spoken of but few points connected with school hygiene, and\nof these in the most sketchy and inadequate way.\n\nThe subject requires a\n\ncourse of lectures, and there is nothing in all the school courses of study\nthat should not be considered from the standpoint of health.\n\nFatigue in\n\nschool work brings not only distaste, but habits of inaccuracy and carelessness, and thus blunts the *' school conscience.\"\n\nBurgerstein has shown\n\nby elaborate experiments and careful tabulation of the kinds of error made\nin simple arithmetical operations, based on the study of a large number\nof school children, that fatigue begins far sooner than was supposed, while\nover-effort brings increased speed of work, but greatly increased number\nand kinds of error. His studies are of great importance. Lakorsky thinks\nthat the fourth hour is degraded in value 33 per cent, less than the first\nhour, by fatigue.\n\nWe know now that school children grow far more rapidly in certain\nyears than they do in others, and that during the stationary years they\nare\n\nmost liable to\n\ndisease.\n\nIt is possible that\n\nwe may infer that during\n\nthe growing years they both catch and originate the most new impressions\n\nand ideas, but are most easily injured by strain and fatigue. Again, we\nknow that growth is greatest at certain periods of the year, and yet again\nthat the body does not grow uniformly in all directions at once, but that\nthe energies of growth are focussed now upon hands and arms and their\ncenters, now upon chest and trunk, or face, or sex.\nOther experiments\nare showing us what are the most effective hours of the day for work.\nWe are making progress in obtaining a table of normal interests of children.\nJust as the hand is dwarfed if too great strain is thrown upon it\nin drawing or otherwise, before its ^' nascent period,\" while it would\nthrive and grow strong under the same strain just after, so, if an interest\nis forced jirecociously, its development is arrested.\nSchool life and work may cultivate a habit of haste, rush, nervous impetuosity.\nIt may develop sluggishness, apathy, indifference, and distaste\nfor\n\nall\n\nthe exquisite pleasures of intellectual activity.\n\nIt\n\nmay foster a\n\nand worry, and I sometimes think that the\nmethod-cram is breeding a morbid neurosis of its own (for all form and\nno substance is straining to the mind; as one of our humorists says, ^' To\nkick at nothing is wrenching \").\nOr, finally, the school may bring new\ndiathesis of care, anxiety,\n\n"}
{"page": 701, "printed_page": null, "text": "689\n\nDISGU88I0N.\n\nand deepen old ones, and deliberately foster a habit of repose\nand reserve which is not incompatible with eager curiosity. Nothing is\nso worthy of love and reverence and devotion as the soul and the body of\nthe growing, healthy child, and no institutions can be so noble as those\nwhich have for their object to bring these to most complete maturity.\ninterests\n\nDISCUSSION.\nLReportkd by Mr. J. H. Blodqett, op Washington, D. C]\n\nSuPT. Barrington, of Newark, N. J.\n\n:\n\nWhat is your view of the mid-\n\nsession recess ?\n\nDr. Hall\n\nEvery moment over a\n\nIt is of the most vital importance.\n\n:\n\nhalf hour's attention by the younger children in the primary school\n\nsource of error through a slackness of attention.\n\nis\n\na\n\nThe no recess plan is\n\nan abomination.\nSuPT. J. M. Greenwood, Kansas City, Mo.:\n\nWould you teach the\n\ngirls especially as to ascent aii4 descent of stairs ?\n\nDr. Hall\n\nThere are elements of the greatest importance in the ques-\n\n:\n\ntion, and details are given in the authorities named.\n\nWhat is the physiological\nattempting to read that which is not understood by\n\nSuPT. W. B. Powell, Washington, D. 0.\neifect or influence of\n\n:\n\nthe pupil ?\n\nDr.\n\nHall\n\n:\n\nAll that a child\n\nis\n\ncalled\n\nupon to do that he abhors is\n\nhurtful, except so far as it trains the will.\n\nSuPT. Greenwood\n\n:\n\nWhat influence has the school had\n\nin\n\ncausing\n\nmyopia and other eye difficulties ?\nDr. Hall\nof\n\nthe\n\n:\n\nAmerican conditions have developed a most wonderful type\nIt is injured by using it under unfavorable con-\n\nhuman eye.\n\nditions.\n\nSupT. Treudley, of Youngstown, Ohio\nwhat is the influence of '^ lattice \" ruling ?\n\nDr. Hall\n\n:\n\n:\n\nIn the matter of writing,\n\nIt is of vastly more importance to have the lines exact in\n\ntheir relation to the axis of the eye than it is to have any ruling that does\n\nnot produce this condition.\n\nVertical letters\n\nand\n\nlines are\n\nconsidered\n\nbetter than slanting lines, and such writing is coming into great favor in\n\nmany sections.\n\nPhysiologically, it is the correct method.\n\n"}
{"page": 702, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\ncoo\n\nSuPT. BouTON, of Bridgeport, Conn.\n\n:\n\nWhat is the result of investiga-\n\ntions made with reference to the use of blackboard and slate ?\n\nDr. Hall Black lines on a white surface are about one-third better\nthan white lines on a black surface.\n:\n\nSuPT. Tarbell, Providence, E. I.\n\n:\n\nWhat is the effect of copying from\n\nthe blackboard to the slate or paper, thus frequently varying the focus ?\n\nDr. Hall\n\n:\n\nThe effect is likely to be beneficial\n\n;\n\nit\n\nacts as a relief by\n\nchange.\n\nSuPT. Treudley\n\nHow long should pupils of primary grades be held\n\n:\n\nto close attention ?\n\nDr. Hall\n\n:\n\nThe intensity of child life is greater in America than in\n\nother countries.\n\nPrimary children should never be held to continuous\n\nattention more than half an hour without change and respite.\n\nSuPT. Gilbert, of St. Paul, Minn.:\n\nWhat do you consider the best\n\ncolor for blackboards ?\n\nDr. Hall\n\n:\n\nBlack and white are best for contrast.\n\nSuPT. Greekvtood\n\n:\n\nWhat especial influence is temperature supposed\n\nto have in matters educational ?\ndifferent countries.\n\nDr. Hall\ntries,\n\n:\n\nThere seem to be radical differences in\n\nIs this due to different climatic conditions ?\n\nThis matter has received much attention in several counChildren can work better in\n\nbut reliable results are not attainable.\n\nsummer than in winter, according to some hygienists.\nclaimed by others.\n\nThe reverse is\n\nWe must have a surplus energy to use in the work;\n\nVarious methods of heating\nand ventilating have been devised at different times and in different\ncountries.\nOne plan was to use a perforated floor, the air to pass through\nthe perforations and out through the ceilings.\nI mention this as a\nthe child must therefore be comfortable.\n\nnovelty.\n\nSuPT. A. P. Marble, Worcester, Mass., said he was much delighted\nwith the exhaustive resume of the opinions of experts in all these\nvarious directions.\nThe paper was an invaluable treatise on the subject ;\n\nbut he desired to point out some of the\n\ndifficulties in securing\n\nThe ideal metliod of introducing warm air into a\nschoolroom, as set forth by an expert, was itself extremely faulty. To\nforce the warm air through minute perforations in the floor and allow it\nto escape by means of its own rarity through the ceiling, is open to the\nvery grave objection that in this way all the air to be breathed by the\nthe best conditions.\n\npupils comes\n\nup through the dust\n\nof the floor\n\nand all the inevitable\n\n"}
{"page": 703, "printed_page": null, "text": "DISCUSSION.\nroom on muddy\n\nimpurities brought into\n\nthe\n\nbreathe in a perpetual\n\ncloud\n\nbacteria,\n\nbacilli,\n\nand\n\nall\n\n691\n\nimpalpable\n\nof\n\nsorts\n\nof\n\ncreatures with magniloquent names\n\nfatal\n\n—\n\nshoes.\n\ndust\n\nChildren would\nimpregnated with\n\nmicrocosms and infinitesimal\n\nin other words, the dust of a school-\n\nroom floor is not fit to breathe. Now, if such a difficulty exists in an\nIn conideal system, how far from perfect must the real systems be\n!\n\ntemplating the difficulty in\n\nsecuring\n\nperfect\n\nsanitary conditions for\n\nchildren, Mr. Marble called attention to the fact that the healthy human\n\nanimal has the power of adapting himself to varying conditions.\n\nOf all\n\ncreation man alone (with the exception of the house fly, perhaps) can live\n\nHe can winter amidst Arctic ice, and summer in tropical\n\nin all climates.\nheat.\n\nHe\n\ncan work by day in the deadly gases of the sewers and be\n\nhealthy and strong.\n\nWhile attempting, then, to secure the best possible\n\nsanitary conditions for school children, which is a plain duty, at the same\n\ntime is it not well for us to devote some attention to work from the other\n\nWith the automatic heat-regulator and damper, and\nalong with the adjustable seat, should we not try to develop bodies robust\nend of the line ?\n\nenough\n\nto\n\nwithstand the inevitable climatic changes\n\nadjustable boy\n\n— to develop the\n\n!\n\nDr. White, of Ohio\n\n:\n\nAre the educational conditions\n\nof\n\nto-day less\n\nfavorable than they were twenty-five or fifty years ago ?\n\nDr. Hall\n\n:\n\nThe demands are more exacting.\n\nIn concluding the discussion Dr. Hall said ^^ After all, I have much\nsympathy with the notion that the old district school was excellent in its\nday.\nBut everybody thinks that we can do much better. The demands\nare far different\nBut we\nthe problem of to-day is much more complex.\nshall be able to solve it with much success, and moreover we shall be able to\nmeet in large measure the changing demands of our growing nation. In\n:\n\n;\n\ndoing all this we shall be obliged to give much attention to the questions\nof health and morals.\n\nGood bodily health is the most favorable condition\n\nfor good moral health.\n\nA study of the various phases of the health ques-\n\ntion, as presented in the\n\npaper this morning, will be found valuable, as\n\nthe results of the most patient investigations are there given in reliable\ndetail.\"\n\n"}
{"page": 704, "printed_page": null, "text": "692\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nTHE RELATIONS OF THE PUBLIC LIBRARY TO THE\nPUBLIC SCHOOLS.\nBY W. H. BRETT, LIBRARIAN, PUBLIC LIBRARY, CLEVELAND, 0.\nIn speaking of the relations of the public library to the schools, I use\nthe term public library in\n\nits\n\ncommon acceptation,\n\nas including only\n\nthose libraries intended for the use of the entire community, and free as\nthe schools are free.\n\nI do not attempt a discussion of the use of books in\n\nconnection with any theory of education.\n\nI\n\nassume, however, and the\n\ndiscussions to which we have listened during this meeting strengthen the\n\nassumption, that there is a strong desire and earnest effort to broaden and\nenrich without attenuating the course of study in the grammar schools,\n\nand it is with grammar schools that I am particularly concerned. I\nassume that the varying and to some extent contradictory plans which are\n\n—\n\nurged for this purpose have this in common that they are disposed to free\nthemselves from the exclusive use of text-books text-books which are too\n\n—\n\noften mere quiz-compends— and to study literature, history, and the natural\nsciences by a broader and more attractive method.\nof books and suggests the library.\n\nschool and the library\n\nis\n\nThis implies the use\n\nThe desirable relationship between the\n\none of mutual helpfulness, \"and is eminently a\n\nhave nothing new to offer. If I can collate a few\nfamiliar facts in such a way as to illustrate the value and emphasize the\npractical one.\n\nI\n\nnecessity of the cooperation of the teacher and the librarian, I shall have\n\naccomplished my purpose.\n\nThe public library is the creation of the last\n\nsixty years, and the substantial development of the common-school system\n\nincluded in the same period.\nThese sixty years of the life of our\ncountry have been years of vigorous growth, boundless expansion, maris\n\nvelous activity, and undreamed of progress. They have witnessed changes\nin the conditions of business and manufacturing which amount to an\n\neconomic revolution.\nThe shoe-shop, the hat-shop and the tool-shop of\neach town and village have been replaced by great manufacturing establishments, employing their hundreds or thousands of operatives, and selling\ntheir products in every market.\n\ngreat bazar, where one\n\nThe little shop is being replaced by the\nmay purchase anything from a pin to a piano.\n\nAn army of shop-keepers and small manufacturers have felt their business\nslip from their grasp, and have been thrust over into the crowded ranks of\n\nthe wage-earners.\n\nIt is not wonderful that a large and increasing population has not been able without friction to pass through such a revolution.\n\n"}
{"page": 705, "printed_page": null, "text": "RELATIONS OF THE PUBLIC LIBRARY TO PUBLIC SCHOOLS.\nand cannot without\nchanged conditions.\n\ndifficulty and distress\n\naccommodate itself\n\nto\n\nG93\n\nsuch\n\nWhen we consider that this\n\ntransformation has been accomplished\ntwo generations, and that while it has been in progress the\ncountry has received and begun to assimilate an immense immigration, it\nis, indeed, wonderful that the hardships are not greater, and the discontent more general.\nOne result of this has been a widespread dissatisfaction with the prevailing educational methods, and a demand for some\nchange which will render education more helpful in the struggle for\nexistence.\nThe answer to this has been sought in different directions.\nAn earnest movement has progressed with increasing volume during the\nlast twenty years for the popularization of education.\nThe Chautauqua\nCircle, the societies for home study. University Extension, and other\nsimilar activities, have for their purpose the sharing of that culture which\nwill sweeten and enrich the life, and bring content, even though it put no\nmoney in the pocket. Seeking the answer in the opposite direction, it has\nbeen urged that the public school should aim to fit its pupils to earn a\nliving, should give them information which has a money value, should to\nsome extent replace the obsolescent apprentice system.\nThis demand ignores real education. The aim of the school is character,\nnot livelihood. Given this, and that will follow. It would fit its pupils to\nlive a life, not merely earn a living ; it would set their feet in that way\nwhere, if they continue to walk therein, they will reach true manhood and\nwomanhood. It does not aim to turn out mechanics and cooks, mere\nbread winners and loaf dividers, but men and women, feeling sure that the\nnearer they attain to that full stature, that rounded character, the stronger\nwill they be to meet the difiBculties of life, the more able to solve its problems.\nIt has refused to introduce the commercial spirit, the atmosphere\nof the workshop and the market, into the schoolroom.\nRemembering\nthe words of Plato, it does not teach arithmetic with the purpose of a\n\nwithin\n\nshop-keeper, but for its niental discipline.\n\nIt does not teach\n\ngeography\n\nmake commercial travelers of its pupils, but that they may look out\non this world which God has made and crowned with beauty. It would\n\nto\n\nlink together physical and political geography and history not as being\nindependent subjects, but parts no one of which can be understood except\nin its relation to the whole.\n\nfather, who, presenting his\nthis history of the world.\n\nIt would teach history in the spirit of that\nboy a set of books, wrote this ''To my son,\nMay he never find it too large for him.\" I\n:\n\nbelieve that there is a place for the library in this broader scheme.\n\nThe public library system has shared the quickening impulses of the\nmade its greatest growth within the last twenty years.\n\ntimes and has\n\nIf the passage of the various public school library laws,\n\nthat of\n\nbeginning with\n\nNew York in 1827, may be regarded as its genesis, its exodus\n\nmay be dated from the centennial year.\n\nIn that year was published the\n\n"}
{"page": 706, "printed_page": null, "text": "THE NATIOXTAL EDUCATIONAL ASSOCIATION.\n\n694\n\nspecial report of the\n\nUnited States Commissioner of Education, which\n\ngave an account of the condition of the libraries of the country, with full\nIt\nstatistics, a consideration of their various relations and apparatus.\nall the benefit of plans and ideas which a few progressive men\nhad elaborated. To many it was a revelation and a release, breaking the\ncumbering fetters of antiquated methods, and leading them into broader\nIn the same year, the American Library Association\nfields of usefulness.\nand the Library Journal were founded, which, in bringing librarians together and furnishing a medium for communication and discussion, have\nmaterially aided further progress. The School of Library Economy, established in 1887, is teaching the science and art of librarianship, broadly\nand thoroughly, and its graduates are doing a missionary work throughout\nthe country.\nThe more recent appointment of its founder to the position\nof State Superintendent of Libraries for New York is a step from which\n\ngave to\n\ngreat results maybe expected.\n\nThe educational value of libraries has been\n\nsubstantially recognized in the willingness with\n\nwhich the people tax\n\nthemselves for their support, and in. magnificent gifts for their foundation\n\nand enlargement. Within the past ten years, more than as many millions\nof dollars have been given in a few large sums, and the smaller benefactions have been numerous.\nAccording to the statistics of the Commissioner of Education, there\nwere in 1876, in the public libraries of the country, in round numbers,\ntwelve millions of volumes in twenty-five hundred libraries.\nIn 1885,\nnine years later, there were twenty millions of volumes in five thousand\nlibraries, an increase of fifty per cent, in libraries, and sixty-six per cent, in\nbooks.\n\nNo later statistics have been published\n\nhave been\n\n;\n\nbut the intervening years\n\nassume a large additional\nincrease.\nThese statistics include college and other libraries, but the\npublic libraries form a large part of the totals given.\nThe important function of the library as an independent educational\ninstitution is to supply the means of self-culture. This includes the wide\nrange from books suited to the smallest capacity and slightest attainment,\nto those which a liberally educated man may need in pursuing his studies\nin any field of thought or knowledge.\nAnother is to furnish information\non the practical arts. This ranges from a cook-book or a work-shop\nmanual to text-books for advanced professional and technical studies.\nIn this it resembles the American university with its college of the\nliberal arts, and group of professional and technical schools.\nThe best\nequipped library does not give systematic instruction, nor prescribe a\ncurriculum. It has no means of holding the sluggard to his work.\nIt\ncarries the elective plan to its last possible development.\nIt is the workshop of the earnest student.\nfull\n\nof growth,\n\nand\n\nit\n\nis\n\nfair to\n\nThe proper administration of a library includes not only the selection\nand collection of its books, their arrangement and custody, but also their\n\n"}
{"page": 707, "printed_page": null, "text": "IIELATIONS OF TllE PUBLIC LtBUARY TO PUBLIC SCHOOLS. 695\ndistribution, and so far as may be helpful the direction of their reading.\n\nTo extend the facilities for distribution, branch\nstations are established in many of the larger cities.\n\nand delivery\nThese are helpful, but\n\nlibraries\n\nnot entirely adequate, and multitudes in our large\n\nout of reach of the libraries, and the\n\nlittle\n\ncities are practically\n\nhelp in the choice of books\n\nwhich can be given to any individual is often entirely insufficient. It is\nin these important functions of the distribution of its books and the\ndirection of their reading, that the cooperation of the school is needed by\nthe library.\n\nSince the organization of the American Library Association in 1876 no\nsubject has been more frequently or earnestly discussed than that of read-\n\nNot merely to supply them with books, but to stimu-\n\ning for the young.\nlate\n\nreading and guide\n\nto higher levels, to educate a discriminating\n\nit\n\njudgment and to inspire with a love for reading, have been the recognized\n\nTo secure definite information I addressed notes\n\nduties of the librarian.\n\nof inquiry as to theiT work with the schools to the librarians of all public\n\nappeared to have more than 5,000 volumes.\nThe replies were prompt, full, and interesting. As I have them tabu-\n\nlibraries in the country which\n\nlated,\n\ntwenty-two States extending from the Atlantic to the Pacific are\n\nrepresented.\n\nThe general tenor of the\n\nreplies indicates that librarians\n\nthroughout the country are alive to the importance of the work. A few\nonly of the whole number report that they are doing nothing further\nthan to promote the individual use of the library by teachers and pupils.\nMany buy books with especial reference to the needs of the school, and\ngive personal direction to the pupils.\n\nSome devote particular hours of\n\neach week to the\n\nIn one\n\nlibrary\n\nthe\n\nto\n\nwork.\n\nIt\n\nof\n\nan\n\nassistant\n\nschool\n\nlibrarian\n\nchildren.\nis\n\ngiven\n\nthis\n\nentire\n\nis\n\nrequiring a rare combination of information, tact, -and enthusiasm.\n\npersonal association\n\nis\n\ntime\n\na position\n\nThis\n\nthe most potent and valuable means of influenc-\n\ning the reading of the\n\nchild;\n\nbut\n\nwhile\n\nthe\n\nteacher\n\nhas\n\nperhaps\n\nwhom she meets daily, the librarian has many times that\nnumber whom she can only meet occasionally and irregularly. Their\n\nfifty children\n\nrelative opportunities for influencing the child may be measured and the\nneed of the teacher's cooperation emphasized by this comparison. Much\nhelp has been given to this work by the publication of lists of good books\nfor young people.\nSome of these are general, others graded to meet the\n\nrequirements of the successive classes in school.\nThe superintendent of\neducation in West Bay City, Mich., has prepared lists giving the names\n\nfrom seventeen to twenty-five books suitable for each grade from the\nThey begin with the \" Eollo \" books and embrace a wide and progressive selection, until the list for the highest grade\nincludes Draper's \"Intellectual Development of Europe,\" Thoreau's\n\"'\n\\Yalden '^ and Emerson's \" Conduct of Life.\" The reading of from two\nto five of these books is required each year, and a test of the thoroughness\nof\n\nfifth to the twelfth inclusive.\n\n"}
{"page": 708, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n696\n\nwith which they have been read is made a part of the examinations upon\nwhich promotions are based.\nThe first recognition of the special needs of the teacher, and the first\nsystematic attempt to make the library useful to him in his professional\ncapacity, has been the issue of special cards allowing the drawing of\nThis plan has come into general\nadditional books for use in the school.\nThe number of additional books varies\nuse during the last few years.\nfrom two to six. In some libraries ten or more additional books are placed\nFor these books the time of retenin a school for the use of the pupils.\ntion is usually, but not invariably, extended.\nThe library is also used as a reference and study room by teacher and\npupil.\nMost libraries have, in addition to those reference books which\nare fundamental, various illustrated and other books which are of interest\nThese are invariably placed at the\nin connection with the school work.\nIn a few cases they are sent\nservice of the schools, and are largely used.\nto the class-room when needed.\nIn many libraries special rooms are provided to which the teacher may bring a class for an illustrated lesson.\nThe \"Worcester, Mass., public library has been a pioneer. A record\nof its work would serve as an epitome of the best that has been\ndone in the public libraries of the country, for the public schools. The\npresent librarian, from the beginning of his twenty years' administration,\nestablished and has maintained the most intimate and cordial relations\nwith both teachers and pupils.\nHis office has ever been open, his time\nand that of his assistants at their disposal, and the whole library theirs to\nuse.\n\nHis next step, taken more than twelve years ago, was the issue of cards\nthem to draw six books for school use. This was\nfollowed a little later by a card on which twelve books could be drawn\nto teachers permitting\n\nfor the use of pupils\n\n—thus allowing each teacher eighteen books. In\n\naddition to this, small reference libraries were placed in some of the\nschools, and in 1886 collections of fifty books each were placed in four\n\nThis plan was successful and has been still further extended.\nTwenty-five or fifty copies of the same book have in some cases been furnished in order that an entire class might read it simultaneously. Durschools.\n\ning all this time a large individual use of the library by pupils has been\nencouraged, and the pupils made to realize that in its relations to them\nthe public library was a department of the public school.\nCol. Higginson, speaking of the work of Mr. Green, says, ^* He has succeeded in linking the schools and library so closely that he and the teachers, acting in concurrence, indirectly control the reading of the whole\ngeneration that is growing up in that city.\"\n\nI\n\nhave thus fully described the work of the Worcester library as being\n\nespecially noteworthy, both for the length of time during\n\nwhich\n\nit\n\nhas\n\nbeen carried forward, for its thoroughness and efficiency, and as including\n\n"}
{"page": 709, "printed_page": null, "text": "RELATIONS OF THE PUBLIC LIBRARY TO PUBLIC SCHOOLS.\n\n697\n\nmost of the plans for placing the library at the service of the schools,\nwhich are in use in any part of the country. In only a few places have\nany part of these plans been amplified or new features introduced.\nThe Detroit Public Library has had since 1888 a contract with the\nBoard of Education by which it furnishes collections of books of from\nthirty to fifty volumes each to the high and grammar schools.\nThe\nBoard of Education becomes responsible for the books, and transports\nthem to and from the schools. They are sent out eight times annually.\nCollections of books were provided especially for this purpose.\n\nThe Chicago Public Library is issuing books on a similar plan, and\nsends out 3,000 to 4,000 volumes per year.\n\nThe St. Louis Public Library is working earnestly in the same direction,\nthough seriously hampered by the fact that the library is not a free one.\nMembership cards have been issued to pupils at half price. In one colored\nschool twenty boys, under the influence of an enthusiastic teacher, bought\nlibrary cards with money earned by shoveling coal and doing errands.\nThe Fletcher Free Library, of Burlington, Vt., has been issuing books\nto the schools since 1882, practically without any limit as to number of\nvolumes or time retention.\nThe Milwaukee Public Library is systematically issuing collections of\nbooks to schools of the fourth to eighth grades, inclusive. These books\nare issued to the teacher for two months at a time, and she may re-issue\nthem to those pupils who have cards entitling them to draw books from\nthe library.\nFrom December, 1890, to July, 1891, there were 4,096\nbooks issued to the schools, which were again issued by the teachers to\nthe pupils, 15,120 times.\n\n''There are now\" (I quote from a letter of February 8) \"about fifty\nteachers issuing books to their classes, with an average of forty books to\n\nThese classes are distributed among nineteen schools.\n\"Besides proving of inestimable value in the school work, we find the\n\na class.\n\nparents reading the books as well; a large proportion of the increased\ndirect circulation being attributable to this method of circulation, through\n\nThe books most called for are those of science\nand travel, with a sprinkling of wholesome fiction. Many of the schools\nthe school into the home.\n\nhave libraries of their own, and draw books from our library to supplant\nown collections. For example, a teacher just taking up United\n\ntheir\n\nStates history sends to the library for twenty' or thirty books dealing\nwith the early period. The same plan applies to the study of other\n\nsubjects.\"\n\nThis account is quoted from a letter written by the superintendent of\nthis work in the Milwaukee library,\n\nwho had formerly, as a teacher, been\nunusually successful in interesting her ptlpils in reading by the use of\nbooks drawn from the library. Dr. Linderfelt, the librarian, gave a\ncircumstantial account of this work, speaking in the highest terms of\n\nits\n\n"}
{"page": 710, "printed_page": null, "text": "a\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n698\n\nvalue, and concluding with the\n\nremark that they would sooner think of\n\ngiving up any other department of the library.\n\nThe Cleveland Public Library has\n\nfor\n\nthe past seven years issued\n\nspecial cards to all school-teachers, permitting them to draw books, and in\n\nsome cases to keep them for a longer time.\n\nIt has also endeavored to give\n\nto the pupils of the schools every facility for reference, work, and study.\n\nA convenient room has been used by classes, both of the public and\nprivate schools, for studies in history, geography, and art.\n\nThe library is also issuing books to the teachers for the use of their\non a plan similar to the Milwaukee library. They are, however,\n\npupils,\n\nissued for the entire year, with the privilege of exchanging any part, or the\n\nwhole of them, at any time.\n\nOur last year's experience, however, was\n\nthat a well-selected collection of fifty volumes will interest a school of\n\nabout the same size during the entire year, and comparatively few exchanges\n\nwere made.\n\nThe\n\nassistant librarian,\n\nwho has the school work\n\nvisit each school once each month,\n\nin\n\ncharge, aims to\n\nadvising the teacher beforehand of the\n\nday and hour of her visit. She checks the books to see that they are all\naccounted for, examines their condition, and arranges for any exchanges\nthat may be desired.\n\nThis is as effective in protecting the library from\n\nthe loss or improper usage of its books as a frequent return of the books\nto the library, is less expensive, and has a great additional advantage in\n\nthat\n\nit\n\ndoes not interrupt, even for a day or two, the use of the books.\n\nThe teacher is at liberty to issue these books to her pupils for home use\nat her own discretion, and without requiring them to be vouched for at\nthe library and receive a card.\nThe teacher is held responsible for their\nreturn to the library, and for reasonable care.\nThe teachers have almost\ninvariably issued the books freely for home use, and very few of the\npupils drawing\n\nthem were holders of\n\nlibrary cards.\n\nyear during which this plan has been in operation.\n\nThis is the third\n\nDuring the last two,\n\nof which we have had over three thousand volumes in active use in the\nschools, we have thus far lost three volumes, and the books have received\n\nmore careful usage than the average of those issued from the library in\nThis work in Cleveland was suggested by a conversation several years ago with one of the supervising principals.\nShe spoke\nof the marked superiority in general information shown by the pupils of\na school situated near the library over those of another farther away\nsuperiority which could not be attributed to any home advantage, but\nwhich she believed was due to the fact that they were within easy reach\nof the library, and used it largely.\nAs a fruit of this suggestion, the issue\nof a few books was begun to some more distant schools.\nThe only object\n\nthe regular way.\n\n—\n\nthought of at first was to place books within reach of pupils who were too\nremote from the library to conveniently reach it but in operation it has\ndeveloped such additional advantages as to justify the opinion that it\n;\n\n"}
{"page": 711, "printed_page": null, "text": "RELATIONS OF THE PUBLIC LIBRARY TO PUBLIC SCHOOLS.\n\n699\n\nwould be a desirable method of placing books in the hands of the pupils,\neven if the schoolhouse stood next door to the library. At the present\ntime we have books in use in one hundred and one schools, ,from the third\nto the eighth grades inclusive, distributed in thirty-one buildings.\n\nThe\n\ncollections vary in size from fifteen to fifty volumes, and average a little\nmore than thirty ; all the books available for this purpose, a little more\nthan three thousand, being in use. Many more could be used at once, as\nevery teacher who has less than fifty books would be glad to have her\ncollection made up to that number, and we have received additional\napplications which we are unable to fill. With a selected library of twelve\nor fifteen thousand volumes it would be possible to carry this plan not\nonly through all the public schools from the third to the eighth grades,\nbut through the parochial schools. The influence upon the community\nof such a work, carried forward intelligently and thoroughly for a series\nof years, is incalculable.\n\nThe quality as well as the quantity of the books issued gauges the value\nof this work.\n\nOf the books in use at present 41 per cent., or something\n\nAmong\n\nover twelve hundred volumes, are classed as juvenile stories.\n\nthem are a large number of Miss Alcott's, Susan Coolidge's stories these,\nwith Mrs. Burnett's \"Lord Fauntleroy \" and Mrs. Dodge's \"Hans\n;\n\nBrinker,\" are\n\nmuch sought after.\n\nThere is 4 per cent, of\n\nfiction,\n\nin-\n\ncluding Cooper, Mrs. Stowe, and Mrs. Whitney ; 10 per cent, biography,\n11 per cent, travels, 13 per cent, history, mostly of our own country,\n9 per cent, literature make up the list.\n\nThe opinions of librarians throughout the country, and the opinion of\nteachers as reflected by them, is almost unanimous as to the value of the\n\nbooks in the schools.\n\nhave little direct opinion of teachers, except of\n\nI\n\nthose in the Cleveland schools.\n\nI recently sent a circular of inquiry to\n\nthose Cleveland teachers who had been using books long enough to enable\n\nthem to form an opinion.\nI asked, among other things, whether any special means had been\nadopted to interest the children in the books and induce them to read.\nTo this the reply of many was that no special means were necessary.\nOne teacher says, almost pathetically \" They need no incentives. They\nTheir minds and hearts\nprefer their books always to their school books.\nstill\nusing\nher\nbooks,\nhowever, and I imagine\nare set upon them.\"\nShe is\n:\n\nis\n\nable to keep the too intense interest of her pupils within reasonable\n\nSome read extracts from books, tell stories from them, refer to\nvolumes of travels from the geography lesson, or to an author from an\nextract in the reader.\nOne strikes the keynote when she says \" I am\nbounds.\n\n:\n\nwhether any attempt was made to\nTo\nascertain how carefully and understandiagly the books were read.\n\ninterested\n\nthis I\n\nmyself.\"\n\nI\n\nalso\n\nasked\n\nreceived a great variety of answers.\n\nSome talk with the pupils\n\nabout the books, or encourage them to give oral or written accounts of\n\n"}
{"page": 712, "printed_page": null, "text": "700\n\nTHE WATIONAL EDUCATIONAL ASSOCIATION.\n\nwhat they have read. Some reply that the pupils frequently make\nremarks upon subjects under discussion in the classes which show that\n\nOne teacher of the seventh grade has\nBy some\nthe books are grasped as a whole, and their salient points noted in a way\nthey are reading intelligently.\n\nrequired from each pupil a written abstract of each book read.\nthat seems remarkable for children of that age.\n\nIn reply to a question as to the favorite books, while there was a\ndecided preponderance in favor of story books, still there was a surprisingly large number who preferred history, travel, biography, and natural\nhistory.\n\nAmerican history with its stirring stories and travel, spiced with\n\nadventure, is a prime favorite with the boy, and a strong rival of the story\n\nbook for his affections.\n\nThere seems to be nothing which exactly takes\n\nthis place for girls.\n\nTo the inquiry as to whether books interfered in any way with the\nunanimous ''No,\" and in most\nemphatic statement of their great helpfulness. Two teachers\nonly out of the fifty thought the reading interfered with the work, and a\nvery few mentioned cases of individual pupils in which it had been a\nhindrance, though in the main helpful.\nA number of teachers spoke of\nsome boy, particularly difficult to manage, who had been transformed by\nbecoming interested in books. Some teachers have made the use of particular books as a reward for specially good work\nothers have taught lessons in neatness by refusing to let them be taken in dirty hands.\nSeveral\nschool work, the answer was an almost\ncases an\n\n;\n\nspeak of their influence in replacing trashy reading.\n\nAmong the benefits\n\nmost frequently mentioned were improvement in the use of language and\nbroader information in history and geography.\nThus far the questions concerned the direct effects of the books in the\nschool.\nI was also informed that the books issued for home use were\nlargely read by other members of the families, that they were in many\ncases going into homes where there was very little other reading matter,\nand that the parents and older brothers and sisters were greatly interested\nin them.\nSeveral instances came to the notice of teachers in which books\nhad been bought as a result of the interest awakened by the library books.\nThis may not seem of any special importance to the school, but it certainly\ndoes affect the pupil, as does anything which improves his home conditions.\nIt has been said that if\n\nwith his grandmother.\n\nyou wish to really educate a boy you must begin\nIn this way we can at least work back to the\n\nparents.\n\nIn the language work of the Cleveland grammar schools for the present\nmonth there are not less than seven distinct subjects drawn from history,\nbiography, travel, zoology, and manufactures, no one of which could be\nsatisfactorily studied in any text-book used in those grades.\n\nThis implies\n\nthe accessibility, and compels the use, of a collection of books.\n\n"}
{"page": 713, "printed_page": null, "text": "BELATIONS OF THE PUBLIC LIBRARY TO PUBLIC SCHOOLS.\n\n701\n\nOne of the subjects noted is amphibious animals. What a fund of\nentertainment and information any fairly stocked library contains on a\nsingle one of those animals, the beaver\nWhat a different thing will the\npage of the geography which gives an account of Chili be to a boy who\nhas read the interesting descriptions of those \"Yankees of South Amer!\n\nica,\"\n\nand their country, given by Knox, or Ohilds, or Curtis\n\n!\n\nCoffin's\n\n\"Old Times in the Colonies,\" or Trving's \"Washington,\" will illuminate\nthe pages of his United States history for a boy.\n\nHe will read between\n\nthe lines a hundred interesting things which the boy beside\n\nhim knows\n\nThese are only suggestions of the many ways in which\nnothing about.\nthe use of books will enlarge and enrich the school course, will transfigure\nthe dull pages of the text- books with the glow of romance, and transform\ntheir dry leaves with warm pulses of life.\nBut beyond and even more\nimportant than the assistance which reading may give to the other work\nof the school is the formation of the reading habit.\nIf a boy can leave\nschool acquainted with even a few good books, with a taste so discriminat-\n\ning that he will hold his reading up to even a materially high standard,\n\nand above\n\nall\n\na love for books, he has a precious possession, something\n\nmore to him than any study in the curriculum, something that will not only help him in his daily work, but will throw a safethat will be worth\n\nguard about his leisure hours.\nI have thus indicated some of the advantages to the school work of the\nfree use of books.\n\nIt is too\n\nsoon to express a decided opinion as to the\n\nbest method of supplying books to the schools.\n\nThe plan of placing collec-\n\ntions of books in the charge of each teacher for her own pupils has decided\n\nadvantages.\n\nSuch collections can be used effectively in all schools, from\n\nthose primary grades which have acquired the mechanical art of reading,\nto the highest grammar schools ; that is, from the third to the eighth years,\ninclusive.\n\nThe advantages of issuing them from a central library, whether it be\nthe public library or a special one for the purpose, are great.\n\nIt assists\n\nthe teacher in the care of the books, and is a check on any negligence.\n\nIt\n\naffords the advantage of greater variety, and an opportunity to exchange\n\nbooks when desired, and brings expert\ncataloguing.\n\nskill to the work of selecting and\n\nCollections of books would of course be progressively graded,\n\nand in some of the higher grades instruction might be given in the use of\nThe pupil entering the high school needs and should be\nprepared to use a large library.\nA small collection of books will not meet\nhis requirements.\nHe must look either to the library of the school or the\npublic library.\nThe use of the library by the pupils of the high school is\nan important and desirable thing, but not difficult to secure. They gladly\navail themselves of it, and only require the^ame measure of courtesy and\nattention which is due to all its users.\nThe work in the lower grades is\nof vastly more importance.\nThey contain that great majority who never\nreference books.\n\n"}
{"page": 714, "printed_page": null, "text": "702\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nreach the high school, and include those whose opportunities are least and\nwhose needs are greatest. In the grammar schools of Cleveland there are now\n\nabout ten thousand pupils, and in the high schools less than two thousand.\nThe figures read from this platform yesterday show a still greater disproThis means, carried forward a little, that\nportion in the country at large.\nnot one in five of the pupils in the grammar grades to-day will ever enter\nAYhatever is done for these boys and girls must be done\n\nthe high school.\nfor them now.\n\nfor their benefit.\n\nLet the resources of our libraries be used to the utmost\nThey cannot be used more worthily. Let the teacher\n\nand the librarian unite their best efforts to help these boys and girls to\nThen, though their school days must end so\nThen will they never lack that stimulus\nsoon, their education will go on.\nand strength, that solace and comfort, which are the portion of those who\ntruly love and rightly use good books.\nread and to enjoy reading.\n\n"}
{"page": 715, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\n703\n\nJOHN AMOS C0MENIU8,\nEXERCISES IN COMMEMORATION OP THE THREE HUNDREDTH ANNIVERSARY OP HIS BIRTH, 1592-1893.\n\nI.\n\nHis Pkivate Life ai^d Persois^al Characteristics.\n\nby john- max hark, d.d., of lan^caster, pennsylvania.\n\nOn this occasion, when you are gathered together here, as representatives of the noble cause of\n\npopular education, to call to remembrance the\n\nservices rendered that cause by one of its most heroic pioneers, it is but\n\nnatural and altogether proper that most stress should be laid on Comenius\n\nYet will it not be deemed improper, I trust, if I briefly\nman the man whose intense patriotism and\nfervent piety, whose loyalty to his country and his God, were the very\ntraits out of which grew all his educational work, and an acquaintance\nwith which will help to make the latter more correctly and fully underthe schoolman.\n\nspeak of him simply as a\n\n—\n\nstood.\n\nThere are several portraits of John Amos Comenius extant, all of which\nagree in representing him as a man of stately bearing, dignified and venerable ; with a face refined and eminently intellectual,\n\ncrowned with a\n\nhigh forehead ; a heavy beard covers his long chin and partly hides a sensitive\n\nmouth, while the soft, gentle eyes are full of a profound sadness,\n\nthat gives to the whole expression a sorrowful cast as pronounced as that\n\non Banter's face\n\ngloom and sternness of the\nlook of tender yearning, and even of\nPerhaps this latter, however, would not appear so\nconfident hopefulness.\nplainly in his outward features did wo not know it to have been a leading\n;\n\nbut, in place of the settled\n\nlatter, there is markedly present a\n\nfeature of his soul.\n\nAt all\n\nevents,\n\nwhether visible in the\n\nthese characteristics were all present in his life.\n\nflesh or not,\n\nThey are clearly revealed\nin all his works, and shine forth distinctly through all his history, which\nis\n\npreeminently that of one who, with Lowell, could say\n'*\n\n:\n\n*Tis sorrow builds the shininsr ladder up,\n\nWhose golden rounds are our calamities,\nWhereon our firm feet planting, nearer God\nThe spirit mounts, and hath its eyes unsealed.\"\n\n"}
{"page": 716, "printed_page": null, "text": "—\nTHE NATIONAL EDUCATIONAL ASSOCIATION,\n\n704\n\nA less large-hearted man, one whose sympathies and interests had been\nnarrower and\n\nless\n\nall-embracing, might perhaps, even in those terrible\n\ntimes in which Comenius lived, have been capable of some comfort, at\nBut not so he, whom Herder\nleast contentment, and even enjoyment.\naptly describes as *'a noble priest of humanity,\" and one '^^ whose single\n\n—\n\nend and aim in life was ever the same the welfare of his brethren, i.e.,\nHe was *'a man of sorrows and acquainted with grief,\"\nof all mankind/'\nin the same sense as He whom the Hebrew prophet describes ; for he bore\nnot only his own personal trials, but the burdens of all his people as well,\nbecause of the fervor of his patriotism and the depth of his devotion to liis\nbrethren in the faith, and his ^* dear mother\" the Church of the Unitas\nFratrum.\nWell might his personal afflictions alone have crushed and overwhelmed\nhis spirit had he been cast in a less heroic mold.\nBorn at Niwnitz, a\nmarket-town in Moravia, on March 28, 1592, the cup of bitterness was\n\nhim early to drink\n\nwhen\n\nscarce ten years old he lost his\nHis guardians, he tells us in his\n'^ Prodromus,\"\nneglected him, though he was sent to the schools of the\nChurch of which his parents had been devout members, thence to the\ntheological seminary in ]N\"assau, and two years after to the University of\nHeidelberg.\nIf he ever enjoyed a season of comparative freedom from\ncare, it must have been during this period, and Avhen after graduation\nhe traveled in Holland, and probably to England. Scarce was he settled\nas pastor at Fulneck and rector of its schools, a few years after, when the\nprolonged horrors of the Thirty Years\" War began. Fulneck was sacked\nby Spanish mercenaries, Comenius's dwelling and school destroyed, and\nhis entire library with all his manuscripts burned, while he himself had\nto hide, and finally flee for refuge to Brandeis on the Adler.\nHere, to\nadd to his sorrows for his countrymen and brethren, his young wife and\nher babe both died that same year, leaving him homeless, childless, wifeoffered\n\n;\n\nfor\n\nfather, and two years after his mother.\n\nless\n\n—desolate indeed, and well-nigh in despair.\n\nBut the Divine Helper\n\nwas at hand, to prove to him that\n\" Through the clouded glass\nOf our own bitter tears, we learn to look\nUndazzled on the kindness of God's face.\"\n\nThe cellar of the house is still shown, and near it a stone memorial erected\nin 1865, where,\n\nthe Word of\n\none sleepless night, he sprang from his couch to find in\n\nGod the comfort denied him of men.\n\nIt came to him while\n\nprayerfully reading Isaiah's marvelous prophecies, and straightway seizing\nhis pen he wrote for the help of others in like distress his spiritual experi-\n\nences, his struggles in the slough of despond, and his final triumph through\n\nthe manifestation in his heart of the Saviour himself, the Suffering One,\nrevealing unto him the mysteries of joy in pain, and victory in defeat.\n\n"}
{"page": 717, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\n705\n\nScarce was he married again when his refuge at Brandeis had to be\nabandoned, and he became an exile from his country and a pastor of the\ncongregation of refugees at Lissa, in Poland, fulfilling in his own experi-\n\nence what had been foretold the banished Florentine poet in such touching words\n\n:\n\n\" Thou shalt abandon everything beloved\n\nMost tenderly, and this the arrow is\nWhich first the bow of banishment shoots forth.\nThou shalt have proof how savoreth of salt\nThe bread of others, and how hard a row\nThe going down and up another's stairs.\"\n\nThere, though he dwelt in outer security for about twenty-eight years, he\nlost his second wife, Bishop CyriFs daughter, after she had borne him one\n\nson and four daughters ; and later, in 1656, at the capture of Lissa from\n\nthe Swedish invaders, went through\n\nsame\n\nthe\n\nbitter experience as at\n\nFulneck, again losing his entire very valuable library with\nproperty, and once more being forced to\nfinally settling at\n\nAmsterdam.\n\nexclaim at the end of his career\n\n:\n\nflee for\n\nall\n\nhis other\n\nsafety to another land,\n\nWell might the aged man pathetically\n** My whole life was merely\nthe visit\n\nof a guest ; I had no fatherland.\"\n\nYet he never complains of his own troubles. His lamentations are all\nand his Church, often coupled with stern reproof for\ntheir past sins and shortcomings. We can well believe that to such a man\nhis own tribulations were the least part of his sufferings.\nHis worst trial\nwas to behold his beloved native land bleeding from many wounds,\ninvaded, and trodden ruthlessly under foot by a foreign foe, until not\none in three of its inhabitants was left and to see his dear Church\npersecuted, pursued, driven from her strongholds, her members killed or\nscattered, and she, a second Eachel, weeping for her children because\nNot his own, but the pain of others, pained him most.\nthey were not.\nFor his was a sensitive, profoundly sympathetic nature. He loved his\ncountry with a deep and true love, and was attached to his Church with\n\nfor his country\n\n;\n\nthe tender affection of a child for its parent.\n\nWe have proof of this at the\n\nvery beginning of his priesthood, when the intrigues, injustice, and cruel\noppression of the Jesuits were forcing Bohemia and Moravia into revolt\nagainst their faithless sovereign, and at Fulneck he wrote his\n\n\"Cry of\n\nthe Oppressed Poor to Heaven,\" in which he passionately bewailed the\nlamentable condition of his people.\nWe note it in his '^ Citadel of Security,\" composed during his enforced leisure at Brandeis, in which\n\nto cheer\n\nand encourage them in their afflictions.\n\nhe tried\nHis letters to Oxen-\n\nWestphalia, when he learned how Sweden\nwas about to break all her promises with regard to restoring the Moravian\n\nstiern, just before the treaty of\n\nexiles\n\nand protecting them in their political and religious rights, show\n\n"}
{"page": 718, "printed_page": null, "text": "706\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nhow deeply pained he was at heart, at the saaie time that they are bold\nprotests, and cutting reproofs of the wrong, full of the courage and devo-\n\ntion of a pure-minded patriot ; as are also his words on the same subject\nin his History.\n\nIf it be true, as has\n\nbeen asserted, that Comenius aided\n\nand abetted the Swedes in their invasion of Poland and capture of Lissa,\nHe still hoped that Sweden\nit is but evidence of the same sentiment.\nmight restore his exiled people and Church to their homes. He hailed\nthe invader because he looked upon him as a liberator of his native land.\nNor did his sympathy and love grow cold when afterward, far away at\nAmsterdam, lie used his high position and influence to raise large sums\nof money for the exiles, to gain positions for hundreds in England and\nSweden, and to make Amsterdam itself an asylum and headquarters for\nbanished Moravian and Bohemian Protestants.\nNever was pastor more self-sacrificingly loyal to his flock than he, from\nEven after the\nthe day of his ordination in 1616 to the end of his life.\nsack of Fulneck he continued visiting and secretly ministering to the\nmembers there from his hiding-place in the forest. Before finally leaving\nBohemia, he had made a perilous journey in behalf of the Church to find\nan asylum in Poland or Hungary. Afterward, at Lissa, in Amsterdam,\nwherever he was and however busily engaged, he ceased not to pray and\ncare for his brethren, remaining their true and faithful bishop to the\nend ; in pastoral letters, preached and printed sermons, and on frequent\nvisitations, admonishing, instructing, cheering, and encouraging them as\nDid his duty to his Church call,\na friend and spiritual father and guide.\nhe was ready at any time to drop his school- work, as he did at Prerau, in\norder to obey what he deemed his highest call.\nFor first and foremost he\nwas and always remained a pastor, and a minister of the spiritual mysteries\nof God.\nAn ardent patriot he was ; a famous educator, scholar, and\nauthor, whom princes loved to honor but before all else he was a Bishop\nof the Unitas Fratrum.\nYet we should make a great mistake did we suppose that his restless zeal\nand untiring labors were prompted only by pity and the desire to afford temporary relief to the oppressed.\nHis motive was a deeper, higher one, and\nsprang from the very distress and suffering of his own soul and of his dearly\nloved Church and country. Deeper than all his pain and anxiety, more basal\nand abiding than any mere emotion or occasional depression of spirit to\nwhich he was subject, was the firm, unwavering, ever-present hope, the\ntruly prophetic conviction, that from the present death that was threatening there would be a resurrection into a new and better life, when the scattered members should be gathered together from the four quarters of the\nearth, and the essential Unitas Fratrum should renew her youth as the\neagle's.\nHe mourned indeed and lamented at the evident signs of decadence and decay which his clear vision could not fail to see in the exiled\nChurch, even in the midst of her outer security and seeming prosperity in\n;\n\n"}
{"page": 719, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\n707\n\nPoland.\nHe felt that she was slowly dying. But he knew that the good\nand true in her could never die. And this made him confident and\nstrong.\nSense and reason, looking only at the things which are seen and\nare corruptible, told him the end was drawing nigh. But faith and hope*\nwith steadfast face beholding, assured him of things not seen and eternal.\nIn the face of apparent defeat, destruction, and ruin for all that he loved\nbest, the heroic man deliberately planned and persistently worked for a\nfuture that never seemed more distant, more chimerical, more utterly\nimpossible than it did then ; namely, the restoration of his people to their\nnative land, and of his\n\nChurch\n\nto her original purity\n\nand strength.\n\nFrom this time forth to the end of his days, though the prospects grew\ndarker and ever darker, he lived and labored in spem contra spent.\n\nHow\n\nwas this restoration to be accomplished ? He did not know. When would\nit be brought to pass ?\nHe did not ask. All in Grod^s own time and way.\nSufficient for him that it surely would be done.\nSo that all his energies\nwere bent to fit and prepare his people for the event when it should come.\nTo this end, he reasoned, two things were essential First, education,\npopular, universal the education of men for manhood, with all its rights\nand duties '^for all who have been born human beings,^' to use his own\nlanguage, \"general instruction to fit them for everything human. ^^ Secondly, the maintenance of the old spiritual landmarks ; keeping in\n:\n\n;\n\n;\n\nremembrance the original principles and ideals, and in order to this, as\nand discipline of the Church, so that\namong the exiles themselves there should be left a remnant at least, a\n\"hidden seed,'' from which the new growth might spring up and mul-\n\nfar as possible, the pure practices\n\ntiply.\n\nIf the renewed Bohemia and Moravia were ever to become a permanent\nreality, it must be with a people renewed in intelligence and virtue.\n\nWith\n\nthe capture of Prague, a systematic crusade had begun against all institutions of higher and popular learning, and the destruction of everything lit-\n\nerary that was not distinctively Roman Catholic.\n\nProtestant and Catholic\n\nhistorians alike bear testimony to the consequent lamentable decay of all\n\nlearning and literature.\n\nSays one of the latter\n\n:\n\n\" I do not know of a\n\nsingle scholar, subsequent to the expulsion of the Protestants, who distin-\n\nguished himself by his learning.\nall the\n\n.\n\n.\n\n.\n\nThroughout the kingdom nearly\n\nschools were in the hands of the Jesuits or the ecclesiastical orders,\n\nand little more than bad Latin was taught.\" Under such circumstances,\nComenius knew there could be no such thing as a permanent rejuvenation\nof his fatherland\nfor a people's prosperity is dependent upon its intelligence, and a nation's stability upon the righteousness of its inhabitants.\nHence, to prepare the rising generation for the new era that was to dawn,\nhe set to work in the language of the laiest historian of the Unitas \" to\nlay the foundation of an educational system, simple in its structure, suitable to the minds of children, exercising their faculties, fitting them for\n;\n\n—\n\n—\n\n"}
{"page": 720, "printed_page": null, "text": "TBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n708\n\nthe most important avocations of life, and preparing them for their eter' From\nthe school there should proceed a newnal mission.\n.\n\n.\n\n.\n\npeople ; from the family, a new school.'\"\nIt was with this end in view that, soon after\n\nliis\n\narrival at Lissa, and\n\neven before assuming the rectorship of the college there, he began his\nseries of educational works on which his fame in the world at large is\nchiefly based,\n\nand whose value and importance are to be treated later in\n\nthis evening's exercises by those more competent than I to speak authori-\n\nNor need I dwell on how these writings at once\nmade kings and parliaments solicit his aid in reforming their systems of instruction how he\ntatively on the subject.\n\nattracted all the civilized world's attention, and\n\n;\n\nwent to England, Sweden, Holland, Transylvania, was wanted in France,\nand almost came over here to America, as Cotton Mather tells us, '* to\nIlluminate this Colledge and Country in the Quality of President \" of Harvard\nhow his plans grew, and his purpose broadened, till it embraced all\nknowledge for all mankind all this is well known to you.\nWhen we remember that all the time that he was engaged in this\neducational work he was also, since his consecration in 1632, bearing the\nresponsibilities and faithfully performing the labors pertaining to the\n;\n\n—\n\nholy office of bishop, the general oversight of the scattered church, his\n\nimmense official and private correspondence, attending synods and conferences, until his resignation in 1641\n\nacting as rector of the college at\n\nwhose entire constitution and system of instruction he radically\nreformed ; and, finally, besides his sermons, also prepared and published,\nin accordance with his fixed general purpose of fitting his people for their\nfinal restoration, his edition of '^ Lasitius's History of Bohemia,\" wfth\na lengthy introduction and conclusion of his own\nthe very next\nyear, 1650, wrote his pathetic and beautiful '^ Last Testament of the\nDying Mother, the Brethren's Unity,\" instinct with faith and love and\nhope, and that broadly catholic spirit which so distinguished him ;. pubLissa,\n\n;\n\nlished a new edition of his translation of the *' Ratio Disciplinae,\" with a\nnew dedication and exhortation, besides a *' Biblical Manual,\" and many\nother theological and devotional works when we remember all this, I\nsay, we cannot but be amazed both at the fertility of his mind and the\nstupendous energy and capacity for work of this wonderful man. Never\n\n—\n\nwas a fuller, more laborious life.\nHis originality probably nowhere shines forth more clearly than in his\neducational work.\nYet such was his humility that he did not undertake\nthe promulgation of his ideas until he had reluctantly been forced to the\nconclusion that there was no system of education then extant which would\nfulfil the large purpose and noble end he had in view.\nHe was a stranger\nto anything like selfish ambition, and could honestly affirm \"that these\nforty years my aim has been simple and unpretending, indifferent whether\nI teach or be taught, admonish or be admonished, willing to act the part of\n\n"}
{"page": 721, "printed_page": null, "text": "JOHN AMOS COMENIUS.\na teacher of teachers, if in Anything\n\nit\n\nbe permitted\n\n109\n\nme to be so, and a\n\ndisciple of disciples where progress may be possible.\"\n\nAs characteristic as his humility was that eminently practical turn of\nmind sound common sense we now would call it which distinguishes his\neducational writings, though not more than his religious works and his offiIt was this that made him the\ncial and private course of action everywhere.\n\n—\n\n—\n\nthorough realist he was in all pertaining to the practical life of men ; and\nit is all the more marked because along with this trait there was also\nunmistakably present in his mind a decided vein of mysticism, which at\none time led him temporarily astray in his theological views. Is this not\noften so, that mysticism and the most practical realism go together?\nAre they not perchance only two phases of one and the same fundamental\ncharacter, and that, too, of the strongest, grandest, and best characters\n\nThey are the poet's distinction, the true\nwho is not less a *^ maker\" because also a dreamer and the proph-\n\nproduced in our humanity ?\npoet,\n\n;\n\nets as well, if indeed poet and\n*'\n\nprophet be not one and the same, whose\n\nClearer eye should see, in all\n\nEarth's seeming woe, the seed of Heaven's flowers.\"\n\nAnd Comenius had a poet's spirit, as his exquisitely conceived and written ** Labyrinth of the World\nsufficient to\nstill\n\nprove\n\nand Palace of the Heart\" would alone be\n\n—a prose poem written in his retreat at Brandeis, and\n\npopularly read and prized as one of the gems of Bohemian classic liter-\n\n—\n\nevery way worthy to be called the forerunner of Bunyan's somewhat similar allegory.\nCertainly in Comenius the practical and the mystic were closely joined,\nthe accompaniments, if not the result, of an unusually refined, gentle,\nsensitive nature.\nThe latter's fate it always is to be most liable to be\ntossed between the extremes of hope and fear\neven as Comenius not seldom suffered from gloom and despondency, and then again rose to almost\necstatic heights of sanguine hope and expectation.\nYet seldom did this\nThe sound,\nreally unbalance him.\nIt went no deeper than his feelings.\npractical element invariably asserted itself, having the deeper hold on his\nnature, controlling his judgment and reason.\nWhile deeper even than\nthis, enduring, persistent, unshaken by storms of circumstance or ebb and\nflow of passion, the prinium mobile of his being was his firm faith in God,\nand fixed confidence in the justice and truth of him who is the Eternal\n\nature\n\n;\n\nLove.\nIt was this, rooted in his strong Czech character, that\n\nwas the basis of\n\nthat pertinacity of purpose and persevering hopefulness in the midst of\ndefeat, disaster, and every opposition and contradiction, that gave him the\nclear gaze of a seer into the future, the firm utterance of a prophet of the\n\nUnitas Fratrum.\n\nWhen in midwinter of 1628, at the head of a band of\n\nrefugees, he crossed the frontier\n\nmountains between\n\niiis\n\nhome and the\n\n"}
{"page": 722, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n710\n\nland of exile^ looking back for the lasfc time 'through his tears to behold\nhis dear fatherland once more, he knelt down on the snow-covered moun-\n\n\"WhereThou forget us forever, and forsake us for so long a time ?\nLead us back to Thee again, so that we may again return home. Eenew\ntain top and broke forth in this impassioned cry to his G-od\n\n:\n\nfore dost\n\nour days as of old\n\n!\n\nAnd ever after he trusted in the fulfillment of that\n\n\"\n\npetition ; he looked for\n\nit ;\n\nhe relied on it with absolute confidence and\n\nAll his activity thenceforth was carried on in view of the accom-\n\nfaith.\n\nTo this end his scholastic work was\n\nplishment of this prophetic hope.\n\nprosecuted ; to this end his History was written ; to this end his Church's\nBiblical Manual,\" and the\n'* Confession of Faith'' republished, and the\nBohemian and German \"Hymnals,\" and the \" Catechism for the Scat^'^\n\ntered Sheep of Christ\nsignificant of\n\nall,\n\n;\n\n\" and to this end, finally, and most important\n\nhis second edition, in 1660, of the\n\nand\n\" Ratio Disciplinas,\"\n\nwith its strikingly prophetic dedication \"To the Anglican Church, heretofore driven about by manifold stormwinds, but now seeing before her a\nhaven of rest.\" By these publications he meant to keep firm the principles of the scattered brethren, the hidden seed of the future, to stir\n\nup\n\ntheir zeal, strengthen them in their patient waiting, and keep pure their\noriginal doctrine and discipline ; and, on the other hand, he solemnly\n\ncharged the Anglican Church tenderly to care for \"our dear mother\"\nthe Unitas Fratrum, in her seemingly dying condition, until her restoration either in the home of her fathers or in some other land.\n\n\" Whether\n\nGod will deem her worthy to be revived in her native land,\" he writes,\n\"or let her die there and resuscitate her elsewhere, in either case do you,\nin our stead, care for her.\n\n.\n\nYou ought to love her, because in\n\n.\n\n.\n\nher life she has gone on before you, for more than two centuries, with\nWe certainly ought to take care\nexamples of faith and patience.\n.\n\n.\n\n.\n\nthat such gifts may not perish with us, and that amidst disorder and con-\n\nUnity may not be so\nmake it impossible for our posterity to find them.\"\n\nfusion, as these now exist, the foundations of our\nentirely ruined as to\n\nThe whole work is aglow with a broad Christian charity and a catholicity\nfar in advance of his times\n\n—scarce yet reached,\n\nalas ! in our own.\n\nHe was indeed zealous for his Church, but not with the zeal of a bigot\nIn all his life and works he proved the sincerity of his noble\nwords \"Let separate churches pass away, and ours with them, only let\nnothing that is good be lost, but rather be gathered into the common\ntreasury of the Church universal.\" By word and example he labored for\n\"Let all sects,\" he exclaims, \"with\ntrue Christian union everywhere.\nI have dedicated myself\ntheir sympathizers and supporters go to nought.\nto Christ alone.\nHe knows no sects, but hates them, and hath\nor sectary.\n:\n\n...\n\ngiven peace and mutual love to his own as their inheritance.\"\nAll this is in perfect keeping with those true and precious utterances\nwherewith he brought his literary labors to a dlo&e in his \"Unum Neces-\n\n"}
{"page": 723, "printed_page": null, "text": "JOHN AMOS GOMENIUS.\nsarium,\" which, he says,\n\n^^\n\n'S'll\n\nJohn Amos Comenius, a Sire, in his seventy-\n\nThings of Earth, and\nNeedful,\nsets\nforth\nfor\nthe Consideration of\nThing\nstriving for the One\nseventh\n\nyear,\n\nthe World.\"\nlegacy.\nit is\n\nexhausted by the Unnecessary\n\nWell has\n\nit\n\nbeen said of this:\n\n^*He has left no richer\n\nIt is a solemn farewell spoken to the world by a grand old man ;\n\nan aged saint's anticipation of coming glory.''\n\nIt is\n\nindeed the\n\nfit\n\nexpression of a character such as is beautifully summed up by the historian Palacky\n\n^^\n:\n\nIn his intercourse with others Comenius was in an ex-\n\ntraordinary degree friendly, conciliatory, and humble ; always ready to serve\nhis neighbor\n\nand sacrifice himself.\n\nHis writings as well as his walk and\n\nconversation show the depth of his feelings, his goodness, his uprightness,\n\nand fear of God. He never cast back upon his opponents what they\nmeted out to him. He never condemned, no matter how great the injusAt all times, with fullest resignation,\ntice which he was made to suffer.\nwhether joj or sorrow was his portion, he honored and praised the Lord.\"\nIt is a satisfaction to know that the hopes and j^ro^hecies of this servant of God were, partially at least, fulfilled not many years after he himself had passed away, and that his own writings had so much to do with\nbringing that fulfillment about. Refugees from each of the eight congregations to whom his Catechism had been addressed by name helped to\norganize the Renewed Unitas Fratrum, soon after the beginning of Herrnhut in 1722 while the very aim with which his \"Ratio Disciplinse\" had\nbeen republished was reached when Count Zinzendorf by reading it was\nconstrained, as he himself tells us, to devote himself to the upbuilding\nMoreover, through Bishop\nof the Church on its original foundations.\nJablonsky, Comenius's grandson, the last Bishop of the Ancient Church,\nwhom he had helped to consecrate in 1662, the Episcopal succession was\nhanded down to the Renewed Church, when he consecrated David Nitsch;\n\nman its first Bishop in 1735, but sixty-four years after the venerable saint\nhad gone up higher, on November 15, 1670, in the seventy-ninth year of\nIn the neighboring town of Naarden his\nhis pilgrimage, at Amsterdam.\ndust lies buried, under the floor of the military barracks there, with no\nmemorial of any kind, not even a tombstone to mark the spot nor need\nof one\nwhere lies he of whom we may as truly say as did Beu Jonson of\n\n—\n\n—\n\nShakespeare,\n\" Thou art a monument without a tomb,\n\nAnd art alive still, while thy work doth live,\nAnd we have wits to read, and praise to give.\"\n\n"}
{"page": 724, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n712\n\nII.\n\nThe Text-books of Comenius.\nBY SUPT. WILLIAM H. MAXWELL, BROOKLYl?^,\n\n:N^.\n\nY.\n\n\"The special aims of pedagogy,\" says Oomparye, \"are essentially\nrelated to the general aims of science.\n\ncorresponding effects on education.\n\nAll progress in science has its\n\nWhen an innovator has modified the\n\nlaws for the discovery of truth, other innovators appear, who modify, in\ntheir turn, the rules for instruction.\"\n\nComenius was such an innovator.\n\nMen had been studying words without meanings, propositions without\ncontents, and abstractions without realities.\n\nFraacis Bacon had turned\n\ntheir intellectual efforts in another direction, toward the observation of\n\nnature, the study of concrete things, the formulation of laws not deduced\nfrom barren abstractions, but generalized from, and verified by, experience.\nComenius sought to apply the rules of the Baconian philosophy to education.\nWhat his system is, what are the principles of his educational philosophy, will be set forth by Dr. Butler.\nAs a prelude to his address, I\nhave the honor to invite your attention for a few minutes to the school\ntext-books Comenius wrote and left behind as a monument to his genius\nand his industry.\n\n\" Latin,\" says Comenius, \" is the one language to be preferred to all\nRoman, but of all\nBut in\nwhat a deplorable condition was the teaching of Latin when Comenius\nothers for schools, because it is the vehicle not only of\n\nlearning, and because it is the common language of the learned.\"\n\naddressed himself to its reform ? In 1614 Eilhardus Lubinus, an\neminent theologian who edited the Greek Testament in three languages,\nas quoted by Professor Laurie, says of the teaching of Latin in his day\n\" When considering this matter I have, to speak the truth, been often led\nto think that some wicked and malign spirit— an enemy of the human\nrace had, through the agency of some ill-omened monks, originally introduced the method of instruction. And with what result ? The production of Germanisms, barbarisms, solecisms, mere abortions of Latin, dishonorings and defilements of the tongue.\" In his Novissima Linguarum\nMethodus Comenius enumerates the evils of existing methods of teaching\nLatin.\nIt is taught abstractly without a prior knowledge of the things\nwhich the words denote Latin grammar is taught not only before a\nLatin vocabulary is acquired, but before the grammar of the vernacular is\nstudied, and that, too, in the unknown Latin tongue\nand, lastly, boys are\ncompelled to take impossible leaps, from a grammar whose rules are\nmeaningless to a literature that is beyond their comprehension, instead of\n\nfirst\n\n:\n\n—\n\n;\n\n;\n\n"}
{"page": 725, "printed_page": null, "text": "JOHN AMOS COMEJVIUS.\n\n713\n\nbeing carried forward step by step from the easy to the more difficult,\nfrom the simple to the complex.\nTo remedy these evils Comenius projected, in 1628, a first Latin book\nin which, to quote his own words as given by Professor Laurie, \" all\nthings, the properties of things, and actions and passions of things, should\nbe presented, and to each should be assigned its own proper word, believing that in one and the same book the whole connected series of things\nmight be surveyed historically, and the whole fabric of things and words\nreduced to one continuous context.\"\nWhile meditating on this project, there fell into his hands a book which,\nIt was the Janua Linguarum,\nhe tells us, made him leap for joy.\nwritten by William Bath, an Irishman, born in Dublin, who was educated\nat Bauvais and Padua, and who spent the greater part of his mature years\nas Spiritual Father to the Irish Jesuit College at Salamanca, in Spain.\nThis book was an attempt to arrange in twelve hundred short sentences\nLatin language.\nNo word was\nall the common root- words in the\nrepeated, and the Latin was accompanied by a word-for-word Spanish\nThis work, however, upon examination, did not satisfy the\ntranslation.\nMoravian scholar, as it did not even pretend to connect the study of words\nAnd so, in 1631, he published his Janua Linwith the study of things.\n'* The\nThe full title is\nGate of Languages\ngum LatincB Reserata.\nUnlocked ; or. The Seminary of all Languages and Sciences ;\" that is, a\ncompendious method of learning Latin, or any other tongue, along with\nthe elements of all the sciences and arts, comprehended under a hundred\nThe thousand sentences\nchapter-headings and in a thousand sentences.\ncomprehended eight thousand different words, the Latin and the German\nequivalents being in parallel columns.\nThe sentences are simple at first, but afterward complex and compound.\nThe subjects treated range from herbs and shrubs to dialectic, rhetoric,\nand geometry. The book was immensely popular, and was soon translated\nThe \"Vestiinto nearly all the European and some Asiatic tongues.\nbulum,\" an easier book on the same plan, was published in 1632 as an\nintroduction to the ** Janua.\" To the second edition of the latter work\nan easy grammar and an etymological lexicon were attached. The next\nbook of the series, the '^ Atrium,\" in which the sentences are longer and\nmore involved than in the \"Janua\" and \" Vestibulum,\" is intended to\nserve as an introduction to the highest book of the series, the \" Palatium\nor, Palace of Authors.\"\nComenius not only wrote text-books, but he laid down strict rules for\nI summarize the account of his method from Prothe method of study.\nEach book\nfessor Laurie's exhaustive treatise on his life and writings.\nwas to be read ten times. At the secoi^ reading the whole should be\nwritten out, vernacular and Latin, and the teacher should begin to con:\n\n;\n\nverse with his pupils in the\n\nLatin tongue.\n\nAt the third reading the\n\n"}
{"page": 726, "printed_page": null, "text": "714\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nteacher is to read the Latin aloud, and the pupil is to translate in the ver-\n\nnacular without seeing the printed page, and at the same time he is to\nAt the fourth reading the remainder\nof the grammar is to be written out, and the words in the \" Janua\" are to\n\ncopy out the syntactical grammar.\n\nAt the fifth reading special attention is to be given to the\nAt the sixth reading synonyms and paronyms are to\nAt the seventh reading the syntactical rules are to be writbe explained.\nten out once more, and examples under each rule collected from the text.\nAt the eighth reading the pupils are to learn the text by heart. The ninth\nbe parsed.\n\nderivation of words.\n\nreading is to be devoted to a logical analysis of the subject-matter ; and\nthe tenth perusal is to be conducted by the boys challenging one another\nto repeat portions of the text.\n\nAll the while Latin compositions are to be written, '^the vernacular\n\nbeing constructed by the teacher (apologues, fables, etc.) out of the words\nin the ' Janua' and\n\nits\n\nlexicon, and translated into Latin\n\nby the pupils.\n\nThe afternoon is always to be spent in writing out the morning's work,\"\nThis method,\n\nit\n\nwill be readily admitted,\n\nwas sufficiently thorough.\n\nIndeed, it may well be questioned whether Comenius's plan of several readings, each\n\nwith a distinct object in view, is not very much better than the\n\nsystem now in vogue\n\n—that of a single reading in which translation, com-\n\nposition, syntax, meaning, and analysis are all attempted at the same time.\n\nIn 1657, Comenius, probably finding his series too elaborate, published\na simpler and better book than any of those mentioned.\n\nIt is entitled\n\nOrhis Sensualium FictuSf '^A World of Things Obvious to the Senses,\n\ndrawn in Pictures.\" The pictures were made by Michael Endter, of\nNuremberg, and are rude and ungainly to the last degree. All the same,\nhowever, they made the '' Orbis \" ^' the first children's picture-book,\" and\nfor at least fifty years the most popular school-book in the world. From it\nmothers taught their children. From it schoolmasters taught not only\n\nFrom it many a\nLatin, but the vernacular of every language in Europe.\nboy gained his first general notions of the outside world, an acquaintance\nwith things beyond the sphere of his daily life, strong impulses toward\nwhat is right and noble, and withal a mastery of the Latin language.\n\"The ground of this business,\" says Comenius, as translated in 1658\nby quaint Charles Hoole, a schoolmaster of London, \"the ground of\nthis business is that sensual objects may be rightly presented to the senses,\n\nfor fear they may not be received.\n\nI say, and say it again aloud, that this\n\nbecause we can neither act nor speak\nwe first rightly understand all the things which are to be\nNow, there is nothing in the underdone, and whereof we are to speak.\nlast is the foundation of all the rest :\n\nwisely, unless\n\nstanding which was not before in the sense.\n\nAnd therefore to exercise\n\nthe senses well about the right perceiving the differences of things, will be\nto lay the ground for all wisdom, and all wise discourse, and\n\nall\n\ndiscreet\n\nactions in one's course of life.\"\n\n1\n\n"}
{"page": 727, "printed_page": null, "text": "JOHN AMOS COMENITIS.\n\n715\n\nComenius's objects in this book may be summarized under three heads\nan outline of all knowledge before anything is taught in\n:\n\nFirst, to give\n\ndetail ; second, to connect a\n\nknowledge of things with the words which\n\nstand for them, both in a vernacular tongue and in Latin ; and, third, to\ngive a Latin vocabulary extensive enough for all the requirements of\n\nlife.\n\nTo serve these purposes, pictures alone, he is never tired of insisting, are\nnot sufficient. The objects themselves must be closely examined while\n;\n\nthe pictures should be not only observed and talked about, but imitated\nin drawing.\n\nHe has thus fairly earned the title of first of the sense real-\n\nBut I now propose to let the pictures speak for themselves.\nIn Section L, labeled ^* Invitation,\" we are introduced to the boy, a\nplump but not a pleasing person, and to the master, a man \"severe\" and\n*^ stern\nto view,\" who has evidently all the frowns and none of the jokes\nThey are conversing on a barren plain, the\nof Goldsmith's schoolmaster.\nonly other living thing in sight being a wild animal apparently of some\nIn the background are a village ciiurch of the regulation\nextinct species.\npattern, the roofs of houses, and a couple of pyramids which are intended\nfor mountains, but which look suspiciously like hayricks.\nThe master\ninvites the boy to \" understand rightly, to do rightly, and to speak out\n\nists.\n\nrightly all things that are necessary.\"\n\nThe boy answers, \" See, here I am\n\n;\n\nlead me in the name of God.\"\n\nAnd now we enter upon whab, were we to judge from the\nalone,\n\nmight well be regarded as an unknown land.\n\nsticks at nothing.\n\npictures\n\nComenius's artist\n\nHe is ready to give pictorial representation to anything\n\nin the heavens above, or in the earth beneath, or in the waters under the\nearth.\n\nine\n\nSo grotesque are the forms depicted that one could almost imag-\n\nthem pictures of life in another strange land discovered\n\nin a fifth\n\nvoyage by Gulliver.\n\nThe gateway of this strange land is what Oomenius calls a lively and\nWith each letter is given a drawing more or less generally\n\n—\n\nvocal alphabet.\n\nmore\n\n—unlike some creature whose sounds are supposed to represent the\n\n\"The crow crieth \" gives the sound oi a. \" The lamb\nblaiteth\" gives the sound of J.\n\"The grasshopper chirpeth\" gives the\nsound of a letter.\n\nsound of c.\nThe remaining sections of the \" Orbis Pictus \" one hundred and fifty in\nnumber are each and all arranged on the same plan. An illustration is\nThe subject matter is given in two\nplaced at the head of the section.\nin the original, Latin and German\nin the edition from\nparallel columns\nwhich these pictures are taken, that published by Mr. 0. W. Bardeen,\nLatin and English. Each detail in the verbal description has a number,\nand the same number is attached to the corresponding part of the pictorial\n\n—\n\n—\n\n—\n\n;\n\nrepresentation.\n\nIn Section III., a representation of the world, we have a wood-cut showing an exceedingly ugly man and woman.\nOne can fancy either one of\n\n"}
{"page": 728, "printed_page": null, "text": "\"\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n716\n\nthem saying, in the words of Touchstone \"A poor, ill-favored thing,\nbut mine own.\" The man sits on the edge of a boulder overlooking a\nsheet of water, on which are depicted a whale and a couple of seals.\nOn\nthe mudbank to the left are a horse, a bear, a lion, and a duck.\nBehind\nthe mudbank rises a mountain covered with trees of the Noah's ark\nwhile eleven stars, a bank of clouds, and nine birds, one of\ndescription\nportentous size, diversify the heavens. Underneath the picture is the les'^ The heaven,\nson\nThe clouds, 3, hang in the\n1, hoih fire ox^^ stars.\nFishes, 4, swim in the water.\nBirds, 3, fly under the clouds.\nair.\nThe\nearth hath hills, 5, woods, 6, fields, 7, beasts, 8, and men, 9.\nThus the\n:\n\nsir,\n\n;\n\n:\n\ngreatest bodies of the world, the four elements, are full of their own\n\ninhabitants.\"\n\nAfter this bird^s-eye view, so to speak, of the world, Comenius passes to\nheaven, and then treats of fire, air, water, and clouds.\nair,\n\nIn the section on\nhowever, he allows himself to depart so far from realism as to inform\n\nus gravely that \"a wind under ground causeth an earthquake.\"\n\nSo\n\ndiflB-\n\ncult is it for even the professed realist to be always realistic.\n\nThe next half dozen chapters are devoted to the fruits of the earth,\nwhich the artist makes anything but \" pleasant to the eye.\" Out of gratitude, doubtless, to the Dutch, among whom he had found an asylum from\npersecution, he says of the tulip that it is decus fiorum sed expers odoris.\n\n\" It is the grace of flowers, but affordeth no smell.\"\nWe now come to animals. A living creature Comenius defines thus\n\"A living creature liveth, perceiveth, moveth itself; is born, dieth is\nnourished and groweth standeth, or sitteth, or lieth, or goeth.\" The\nwords of the definition are determined, you will observe, not more by the\n:\n\n;\n\n;\n\nconnotation of the term defined than by the necessity of introducing cer-\n\nOur author tries to teach a knowl-\n\ntain new words in the Latin tongue.\n\nedge of all things visible and invisible, and at the same time to impart a\nLatin vocabulary coextensive with this knowledge.\nSeveral sections are devoted to birds, upon some of which he is quite\nsevere, as when he says :\nis sordidissimus,\n\n'*\n\nThe owl is the most despicable\n\nship is doubtful, as\n\n;\n\nthe whoopoo\n\nIn some cases his zoological scholar-\n\nthe most nasty.\"\n\nwhen he tells us that \" the bittern putteth his bill in\n\nthe water and belloweth like an ox \" or that the wild goat hath \" very\nEealist though\nlittle horns,\" ^' by which she hangeth herself on a rock.\"\nhe is, it seldom occurs to Comenius to question popular superstitions, for he\n;\n\nand that the dragon is\n\n*'\n\n;\n\nhath but one horn, but that a precious one\na winged serpent which killeth with his breath.\"\n\ntells us that *' the unicorn\n\nNor did he hinder his artist from distorting the actual in order to present\na more complete view, as when he represents fish as swimming on, never\nin, the water.\n\nNext we come to man. After an illustrated version of the story of\nAdam and Eve and the serpent and the forbidden tree, he gives, in Section\n\n"}
{"page": 729, "printed_page": null, "text": ":\n\nJOHN AMOS C0MENIU8,\nXXXVIL, a picture of ''the\n(1), the boy (2),\n(6),\n\n717\n\nseven ages of man.\"\n\nWe see the infant\n\nthe youth (3), a young man (4), a man (5), an elderly man\n\na decrepit old\n\nman (7).\n\nSo, also, in the other sex, he\n\ncontinues\n\nthere are a girl (8), a damosel (9), a maid (10), a woman (11), an elderly\n\nwoman\n\n(12),\n\nand a decrepit old woman\n\n(13).\n\nHow\n\nfaint an illusion\n\non the mind would be produced by even a good picture of the seven ages\nwhen compared to that which flows from Jaques's noble speech in ''As\nYou Like It.\" After all, there is no artist like the artist in words.\nThe outward parts of a man, the head and the hands, the flesh and the\nbowels, the '' chanels \" and the bones, are treated in as many lessons, in a\n\nmanner not materially different from that in which they are presented in\nmodern object lesson-books that is, in the true dry-as-dust style. But\nin Section XLII., '* The Outward and Inward Senses,\" we have a picture\nthat shows no small amount of ingenuity.\nIn the center is a human head\nwith a portion of the skull removed so as to show the convolutions of the\n;\n\ncerebrum.\n\nSurrounding the head are the organs of the special senses.\n\nThe eye (1) seeth colors, what is white or black, green or blue, red or\n'' The ear\nyellow.\"\n(2) heareth sounds, both natural, voices and words,\n'*\n\nand artificial, musical tunes.\" \"The nose (3) scenteth smells and stinks.\"\n\"The tongue (4) with the roof of the mouth tastes savors, what is sweet\nor bitter, keen or biting, sour or harsh.\"\n\"The hand (5), by touching,\ndiscerneth the quantity and quality of things, the hot and cold, the moist\nand dry, the hard and soft, the smooth and rough, the heavy and the\nlight.\"\n\nThe second part of this lesson, on the inward senses, is not farther\nremoved from the comprehension of children than it is from our knowledge\n**\nof the brain as developed by physiological psychology.\nThe common\n\"\nsense\n(7), he says, \"under the forepart of the head, apprehendeth things\ntaken from the outward senses.\nThe phantasie (6), under the crown of\nthe head, judgeth of those things, thinketh and dreameth.\nThe memory\n(8), under the hinder part of the head, layeth up everything and fetcheth\nthem out; it loseth some, and this is forgetfulness.\"\nThe artist who made pictures for the \"Orbis Pictus,\" as I have said,\nsticks at nothing.\nHe has all the courage of Comenius's convictions. The\nlast picture shows that he would leave nothing to the imagination of the\nchild that he would not have him learn the Latin for ear or tongue with-\n\n—\n\nout a picture of the thing.\nthose\n\nHe has his imitators in modern days among\n\nwho would not allow a child\n\nto learn\n\nto read the\n\nword \"cat\"\nBut no\n\nwithout seeing a picture of that \"necessary, harmless'' animal.\n\nmodern \"fad \" has been carried so far as Comenius carries his in Section\nXLIIL, where he attempts the impossible, and presents us with a picture\nof \" The Soul of Man.\"\nIt is the outline of the human body thrown on a\nsheet.\nThe first sentence of the text supplies a key to what at first sight\nseems inexplicable. \" The soul,\" says Comenius, \" is the life of the body.\n\n"}
{"page": 730, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n?18\n\none in the whole.'^\n\nThen he continues\n\n:\n\n\" The soul is only vegetative in\n\nplants ; withal sensitive in animals ; and also rational in man.\nsisteth in three\n\nthings\n\nIn the understanding, whereby\n\nThis con-\n\njudgeth and\nunderstandeth a thing good and evil, or true, or apparent. In the will,\nwhereby it chooseth and desireth, or rejecteth, and mistaketh a thing\nunknown. In the mind, whereby it pursueth the good chosen, or avoideth the evil rejected.^'\nHence is hope and fear, love and joy, anger and\n\" The true judgment of a thing,\" he adds, *Ms knowledge; the\ngrief.\nfalse is error, opinion,\n\nIn Section\n\n:\n\nit\n\nand suspicion.\"\n\nXLIV. attention is directed to \" Deformed and Monstrous\n\nThere is, as you see, a giant, a dwarf, and a two-bodied monster.\nIn addition to these unhappy parsons, he enumerates among monstrosities\nPeople.\"\n\n^'the jolt-headed, the great-nosed, the blubber-lipped, the blub-cheeked,\n\nthe goggle-eyed, the wry-necked, the great- throated, the crump-backed,\nthe crump-footed, the steeple-crowned,\" and, growing rather personal,\n\n\"the bald-pated.\"\nidea that the\n\nEvidently he was very far from having reached the\n\nhuman animal, when it attains complete development, will\n\nbe hairless.\n\nThe remainder of the book is occupied chiefly with men's occupations.\nLike Juvenal, he makes quidquid agunt homines the chief theme of his\nbook.\n\nThe lesson on hunting. Section\n\nLIII., is very amusing.\n\nThe hunter,\n\nvenator, on horseback, is in the act of piercing a wild boar with a great\nspear.\n\nThe boar\n\nis\n\nclosely\n\npursued by a beagle, while vertagus, the\n\n\"tumbler or greyhound,\" gallops along in front, pursued rather than\nA very melancholy bear, held fast by a dog, is belabored by a\npursuing.\nman with a huge club. The stag is making straight for the \"toyls.\" A\nwolf (6) has fallen into a pit, while two nondescript animals, labeled\n^^hare \" and \" fox,\" are making off over the hill and this leads our author\nto remark, somewhat after the manner of Dogberry, that \"if anything get\naway, it escapeth.\" The time when mercy to the lower animals should be\npreached as a part of the moral law binding on all human kind had not\nYet in our own day field sports are not a whit less cruel than\nyet arrived.\n;\n\nin the days of Comenius.\n\nOf the lessons on particular trades. Section LXIV., that on the car\"We have seen man^s food and clothing,\"\nAt first they dwelt in\nsays Comenius, \"now his dwelling followeth.\ncaves (1), then in booths or huts (2), and then again in tents (3), at the\nThe woodman felleth and heweth down trees (5) with an\nlast in houses.\nax (4), the boughs remaining. He cleareth knotty wood with a wedge,\nwhich he forceth in with a beetle (8), and maketh wood-stacks (9). The\ncarpenter squareth timber with a chip-ax, whence chips (11) fall ; and\npenter, will give a good idea.\n\nsaweth it with a saw (12), when the saw-dust falleth down. Afterwards\nhe lifteth the beam upon tressels (14) by the help of a pulley (15), fast-\n\n"}
{"page": 731, "printed_page": null, "text": "JOHN AMOS COMENIUS.\neneth\n\nwith cramp-irons (16), and •marketh\n\nit\n\nit\n\n710\n\nout with a line (17).\n\nThus he frameth the walls together, and fasteneth the great pieces with\npins.\"\n\nIn Section XCVIII. we have the picture of a school as it was in the first\n*^\nschool,\" the ^* Orbis Pictus \" tells us,\n\nA\n\nhalf of the seventeenth century.\n\n*Ms a shop in which young wits are fashioned to vertue, and it is distin-\n\nThe master sitteth in a chair the scholars, in\nSome things are writ down before\nthey learn.\nthem with chalk on a table. Some sit at a table and write he mendeth\ntheir faults.\nSome stand and rehearse things committed to memory.\nSome talk together, and behave themselves wantonly and carelessly.\n\nguished into forms.\n\n;\n\nHe teacheth,\n\nforms.\n\n;\n\nThese are chastened with a ferrula and a rod.^'\nThe next picture might be taken for the original of Shakespeare^s\n'*\n\nlean and slipper'd pantaloon,\n\nWith spectacles on nose, and pouch on side.\nHis youthful hose, well sav'd, a world too wide\n\nFor his shrunk shank.\"\n\nBut\n\nit\n\nis\n\n\"He picketh all the best\n\nonly the student in his study.\n\nthings out of books,\" says Comenius, \"into his own manual, or marketh\n\nthem in them with a dash, or a little star, in the margent. Being to sit\nup late, he setteth a candle on a candle-stick, which is snuff'd with snuffers.\nBefore the candle he placeth a screen, which is green, that it may\nnot hurt his eye-sight ; richer persons use a taper, for a tallow candle\n\nstinketh and smoaketh.\"\n\nIn Section C. there are four female figures and I venture to say that\nno one who has not read the book will guess what they are intended to\nrepresent.\nThe figure to the extreme left represents Grammar, which is\n\"conversant about letters, of which it maketh words, and teacheth how\nto utter, write, put together and part them rightly \"\nan infinitely better\ndefinition than Lindley Murray's.\nThe second figure is Rhetoric, which\n\"doth as it were paint a rude form of speech with oratory flourishes.\"\nThe third is Poetry, which \"gathereth these flowers of speech and tieth\nthem as it were into a little garland and so making of prose a poem.\"\nThe fourth is Music, which \"setteth tunes with pricks, to which it setteth\nwords, and so singeth alone, or in consort, or by voice, or musical instruments.\" The lady is evidently performing a solo, to the great distress of\nGrammar, Rhetoric, and Poetry.\nAfter a lesson on musical instruments we are somewhat abruptly intro;\n\n—\n\nduced, in Section CII., to Philosophy.\nthere\n\nis\n\nIn the in-door scene to the right\n\na table with a heap of countermand a slate on which is written\n\nsome kind of arithmetical problem\n\n;\n\nMetaphysicus, the supernaturalist,\neffects of things,\" is saluting\n\njust what it would bo difficult to say.\n\nwho \"searches out the causes and\nwho \"vieweth all\n\nPhysicus, the natux'alist,\n\n"}
{"page": 732, "printed_page": null, "text": "TBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n720\n\nthe works of God in the world. '^ Apparently Oomenius desired to impress\nupon his readers the superiority of Physicus over Metaphysicus.\nIn Section GUI. we get the first glimpse of geometry. ^' A geometrician/'\nwe are told, '^ measureth the height of a tower, or the distance of places,\nHe maketh out the figures of\neither with a quadrant or a JacoVs staff.\nthings with lines, angles, and circles, by a rule, a square, and a pair of\ncompasses.\n\nOut of these arise an oval, a triangle, a quadrangle, and other\n\nAnd so endeth the first lesson in geometry.\n\nfigures.\"\n\nTo geography two sections are devoted, and they are chiefly valuable as\nshowing the deplorable condition of geographical knowledge so late as the\nmiddle of the seventeenth century. The first gives us a map of the hemispheres, and in the attached lesson we are gravely informed that ^* The\nocean compasseth the earth about, and five seas wash it, the Mediterranean\nSea, the Baltic Sea, the Red Sea, the Persian Sea, and the Gaspian Sea.\nBesides,\" he adds, \"the earth is divided into three continents, this of\nours, which is subdivided into Europe, Asia, and Africa ; America, whose\ninhabitants are antipodes to us, and the South Land, yet unknown.\"\nTo\ncap the climax, the lesson ends with the truly extraordinary statement,\nislands swim (natant) in the sea.\"\n\nWith the change of a single\nhe might have applied to his islands the words of Vergil\ndescribing ^neas's ship-wrecked sailors, rarce nantes in gurgite vasto.\nIn the second lesson on geography. Section GVIII., we have a map of\nEurope, on which are depicted twenty-eight chief kingdoms. Unfor'* Infinite\n\ninflection,\n\ntunately, the numbers by\n\nwhich these kingdoms are designated are now\n\nalmost obliterated ; but I have read that, in an earlier edition than that\nfrom which this picture is taken, Finland was placed between Norway\n\nand Sweden, and the word Switzerland was printed in capitals across the\nBlack Sea.\nFrom geography to moral philosophy is an abrupt transition but it is\nIn Section GIX. he\nthat which the student is next called upon to take.\nshows us an allegorical picture of life on the left, the broad path that\nbelongs to vice on the right, the narrow way that is the way of virtue.\n\"Mind, young man,\" he exclaims, \"imitate Hercules; leave the left\nhand way, turn from vice, the enterance is fair, but the end is ugly and\nGo on the right hand, though it be thorny, no way is imsteep down.\npassable to vertue, follow whither vertue leadeth through narrow places to\nstately palaces, to the tower of honour.\" But with characteristic caution he\n\"Take heed thou do not go too much on the right hand.\"\nadds\n;\n\n:\n\n;\n\n:\n\nThen follow the virtues, personated by most unprepossessing female figPrudence, Section GVIII., like Janus, has two faces. With one she\nures.\ngazes in a looking-glass on things past.\n\nWith the other, through a \" per\" She watcheth opportunity\n\nspective glass,\" she watches things to come.\n\n(which,\n\nhaving a bushy forehead, and, moreover, having wings, doth\n\nquickly slip away) and catcheth it.\"\n\n"}
{"page": 733, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\n721\n\nDiligence is represented with a Tam-o-Shanter cap, a sickle in one hand\nand a rake in the other.\nTemperance, which \"restraineth the desire as with a bridle,\" is apparently pouring liquor with no unstinted hand from a bottle into a bowl,\nwhile in the background are several intemperate persons who seem to be\nvery sick indeed.\n\nFortitude is a stalwart female, fully accoutered as a warrior, with a sword\nin one\n\nhand and a shield in the\n\nother.\n\nShe leans against a pillar and\n\nseems to have just got the better of a lion, which is walking away with most\ndejected mien.\nPatience kneels, with a lamb on one side and an anchor on the other,\nin the attitude of prayer, while at a little distance one very impatient person tears his hair, and another kills himself by falling on his sword.\nJustice sits on a square stone, *^for she ought to be immovable, with\nhoodwinked eyes, that she may not respect persons, stopping the left ear\nto be reserved for the other party,\" and holding in her right hand a sword\nto punish, a bridle to restrain, and a pair of scales to weigh.\n\nThe most amusing, however, of these allegorical representations is that\nTwo stout women, whom the artist makes\n\nof Humanity (Section CXV.).\n\nmore than usually repulsive, are embracing.\nWhichever is the uglier\nbids the other be \" sweet and lovely in her countenance, gentle and civil\nin her behavior and manners. ''\n\nIn the background are seen two pairs of\n\n\" froward men,\" one pair wrestling, the other fighting a duel with swords.\nIn the front two turtle-doves are billing and cooing, while in the extreme\ndistance Envy, a miserable looking object, \"pineth away herself.\"\nThe remainder of the book is occupied with subjects of a miscellaneous\ncharacter.\nThere is a picture of a marriage ceremony, in which the bride\nhas a face like a hatchet, and the groom is a simpering idiot. The various\ndegrees of relationship are\n\nshown in a ^' tree\n\nof consanguinity.\"\n\nThe\n\ncourse of a boy's life is shown from the cradle until, with a most mournful\n\ncountenance, he is seen reading a good book, and laboring with his hands.\nMasters and servants, the parts of a city, a court of justice, and the tormenting of malefactors depicted with details too horrible for description\nis\n\n—\n—are each treated in a separate section. A ghastly picture of a burial\n\nsucceeded somewhat incongruously in Section OXXX. by a stage play.\n\nThe attention of the audience is divided between the return of the prodigal son and the clown who is performing his antics and cracking his jokes.\nThen come various sports, such as the fencing-school, tennis, \" that is the\nsport of noblemen to stir their bodies,\" dice, cards, and chess, foot-racing,\n\nand all manner of children's sports, which differ but very slightly from\nthose that may be seen every day on our 4^wn streets.\n\nChapters on Warfare, that are illustrated with cuts fearfully and wonderfully made, are followed by one on Religion, which he divides into\n\nGentileism, Judaism, Christianity, and\n\nMohammedanism.\n\n"}
{"page": 734, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n722\n\nIt\n\nis\n\ncurious to observe, however, how far this good and highly intel-\n\nlectual man was from being able to divest himself of the superstitions of\n\nIn writing of God's providence, Section CXLIX., he says:\nMen's states are not to be attributed to fortune or chance, or the influence\n\nhis time.\n*'\n\nand naively adds, ** comets, indeed, are wont to portend no\nIn the picture a man is supposed to be giving his right hand to\na good angel, while with his left he repels the devil, who is trying to put\nof the stars,\"\n\ngood.\"\n\na noose around his neck.\nBehind is a witch who is drawing a circle\naround herself and calling upon the devil with charms. \" Wo,\" exclaims\nComenius, \"to the mad wizzards and witches who give themselves to the\nthey dally with him and fall from God; for they shall receive their\ndevil\nreward with him.\" Comenius was once invited to become president of\nHarvard College. He had passed away, however, before the horrors of\nthe witchcraft delusion fell on New England.\nAfter a truly shocking illustration of the Last Judgment we are again,\nin the last section, brought face to face with the same chubby schoolboy\nwho started out on this strange journey through an unknown world, and\n''Thus,\" says the\nthe same stern schoolmaster who was his guide.\nschoolmaster, *' thou hast seen, in short, all things that can be shewed, and\nhast learned the chief words of the English and Latin tongue. Go on now\nand read other good books diligently, and thou shalt become learned,\ndoctus, sapiens, et pius.\"\nwise, and godly\nIt would not be difficult to point out the faults of the ''Orbis Pictus.\"\nThe vocabulary is as far beyond the child's powers of memory as are much\nof the subject-matter and many of the terms used beyond his comprehenIn his old age Comenius himself admitted that he had attempted\nsion.\ntoo much that it is better to know a few things well than many things\nFrom his face you may clearly judge that his whole life was an\npoorly.\nexemplification of Chaucer's noble line regarding the clerk of Oxford\n;\n\n;\n\n:\n\n\" Gladly would he learn and gladly teach.\"\n\nWe may smile at the rude pictures, we may deplore the attempt to give\nan outline of all knowledge and a complete vocabulary at a single dose in\none book. But we may well ask how far we have advanced since his day.\nThere are those among us, we must confess, who still believe that the\nvocabulary of our own language is to be learned through a book that has\n\" or the \"Orbis\nall of the defects and none of the merits of the '' Janua\nPictus\"\n\n— the modern spelling-book.\n\nWe may laugh at the quaintness of\n\nmany of his sentences, but let us not forget that we ourselves were required\nto translate into French sentences such as, \" The old kitten of the young\ncat smiled pleasantly from the back fence of the house of the uncle of my\n\nmother's cousin.\"\n\nHis text-books were a great advance on those he found\n\nThey were in advance because he followed the lead of the BaconThe evolution of text-books has progressed just in proportion\nian logic.\n\nin use.\n\n"}
{"page": 735, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\n723\n\nas their writers have followed the laws of investigation in natural science.\n\nThat such an evolution has progressed and is still progressing, there can\nThe spelling-book and many other school books are but the\nreversions to primitive barbarism that accompany every form of evolution,\nbe no doubt.\n\nwhether physical, intellectual, or social.\n\nIII.\n\nThe Place of Comen'ius in the History of Educatiok.\nBY DR. N^ICHOLAS MURRAY BUTLER, COLUMBIA COLLEGE, NEW YORK.\nTravelers in distant lands describe rivers which are seemingly absorbed\nby the sandy desert. They disappear and leave little or no trace behind\nthem. After a time, perhaps many miles away, the stream reappears. It\ngathers force and volume with going, and lends its fertilizing power to\nthe surrounding country.\nEven while hidden to view, it has not ceased\nto exist.\nThough the arid wastes have concealed its course, its effect\nhas been felt beneath the surface, and here and there is a green oasis\nto\n\nmark\n\nits\n\nsilent path.\n\nHuman history is rich in analogies to this\n\nnatural phenomenon, and in Comenius the history of education fur-\n\nexample.\nIn life he was persecuted for his religious conand sought after for his educational ideas. In death he was\nnegldcted and forgotten by friends and foes alike.\nIt could be said of\nhim, as the Emperor Julian said of the Epicureans, he was so completely\nstamped out that even his books were scarce. But the great educational\nrevival of our century, and particularly of our generation, has shed the\nbright light of scholarly investigation into all the dark places ; and to-day,\nat the three hundredth anniversary of his birth, the fine old Moravian\nbishop is being honored wherever teachers gather together, and wherever\neducation is the theme. We have found in Comenius the source and the\nforecasting of much that inspires and directs our new education.\nIt is difficult to project one's self back into a time when our present\nenvironment social, political, material was in its infancy, and when\nmodern invention had annihilated neither time nor space. It is still more\ndifficult to give due credit to one who at such a time saw visions and\ndreamed dreams that we have since realized to the full. What is commonplace to-day was genius three hundred years ago.\nAmerica was one hundred years old Tf4ien Comenius was born, but the\nwilderness of the New World was unbroken.\nNeither at Jamestown nor\nThe Spanish\nat Plymouth had a permanent settlement been established.\nArmada had just been defeated, and the future of Great Britain made\nnishes\n\nits\n\nvictions,\n\n—\n\n—\n\n"}
{"page": 736, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n724\n\nShakespeare, Spenser, Johnson, and Hooker were making Elizabethan literature. Francis Bacon was growing in power and reputation,\nbut the climax of his career was yet to come. Copernicus had done his\nwork but Galileo, Kepler, and Harvey were still young men. Montaigne\nwas dying, and Giordano Bruno was soon to be led to the stake. Luther\nhad finished his fight, and the shock of the contest was felt in every corner of Europe. The universities were growing in numbers and influence\nbut Descartes and Newton, with the secrets of modern philosophy and\nsecure.\n\n;\n\n;\n\nmodern science locked in their breasts, were yet unborn. It was an age of\ngrowth, of development, of rapid progress ; but what we know as modern\nideas and institutions only existed in their beginnings.\n\nThe education of\n\nthe people, true to its conservative traditions, was still shackled.\n\nSturm,\n\nthe typical schoolmaster of partisan humanism, had endeavored to escape\nthe unsatisfactory present by anchoring the school to the newly found\npast.\n\nRabelais and Montaigne had scoffed and ridiculed in vain.\n\nSome-\n\nthing more systematic and constructive than mere literary criticism of the\nextravagances of humanism was necessary, if education was to be in touch\n\nwith the time.\n\nThe impetus to this constructive work, and many far-\n\nreaching suggestions concerning it, were given by Comenius.\n\nHis own education was belated and deficient.\nhis reflective spirit\n\nBefore it was concluded\nwas aroused, and Comenius conceived the idea of\n\ndevoting his\n\nmaking the road to learning easier to travel for those\n\nlife to\n\nwho were to come after him.\n\nThis. philanthropic enthusiasm was natural\nhim, and was fostered by the religious atmosphere in which he was\nborn and brought up. It grew with years, and became the ruling passion of his life.\nAt the close of his work he could say, with dqepest\n'^ I\nfeeling\ncan afiirm from the bottom of my heart that these forty years\nmy aim has been simple and unpretending, indifferent whether I teach or\nbe taught, admonish or be admonished, willing to act the part of a teacher\nof teachers, if in anything it may be permitted me to be so, and a disciple\n''\nof disciples where progress may be possible.\nThe intellectual development of Comenius bears traces, both in its charThese are the\nacter and its direction, of the influence of five men.\nthe Irish Jesuit,\nHolstein educational reformer, Ratich or Ratke\nBateus ; the Italian .Dominican, Campanella\nthe Spaniard, Vives, the\nfriend of Erasmus\nFrom Ratich he\nthe Englishman, Francis Bacon.\nlearned something of the way in which language-teaching, the whole curriculum of the time, might be reformed and from Bateus he derived both\nthe title and the plan of his Janua.\nCampanella suggested to him the\nnecessity for the direct interrogation of nature if knowledge was to progress, and Vives emphasized for him from the same point of view the\ndefects of contemporary school practice.\nBut it was Bacon's Instauratio\nMagna that opened his eyes to the possibilities of our knowledge of nature\nand its place in the educational scheme. The combined influence of Cam-\n\nto\n\n:\n\n;\n\n;\n\n;\n\n;\n\n"}
{"page": 737, "printed_page": null, "text": "JOHN AMOS COMENIUS.\n\nTZh\n\npanelJa, Vives, and Bacon caused him to throw off the traditional scientific\n\nmethods of scholastic Aristotelianism, and to cry out for the observation\nand induction that have served later generations so richl}'. *^ Do we not\ndwell in the garden of Nature as Avell as the ancients ? '^ he exclaims. *' Why\nshould we not use our eyes, ears, and noses as well as they ? And why\nshould we need other teachers than these our senses to learn to know the\nworks of Nature ? Why, say I, should we not, instead of these dead books,\nlay open the living book of Nature, in which there is much more to contemplate than any one can ever relate, and the contemplation of which\nbrings much more of pleasure, as well as of profit ?'' These are the thoughts\nthat underlie the text-books of Comenius and give them their value.\nThe early part of the seventeenth century was not a period when an\naggressive and enthusiastic reformer like Comenius could work in peace\nanywhere in Western Europe. On the Continent the Thirty Years' War\nwas raging with all the bitterness and cruelty that a religious motive\ndevelops.\nIn England the struggle between the Stuarts and the people\nwas approaching its crisis, and the modern democratic spirit was crouching for a spring.\nComenius was himself a follower of John Huss, who had\npaid for his principles with his life, a century before.\nHe himself and\nhis beloved Church suffered grievously during the turmoil and anarchy of\nWhen Fulneck was taken by the Spaniards in 1621,\nthe long struggle.\nComenius lost all that was dear to him his wife and children, his manuHenceforth he was an exile, wandering over the\nscripts and his library.\n\n—\n\nface of the earth preaching the gospel of education.\n\nIn Michelet's signifi-\n\ncant phrase, he lost his country and found the world.\n\nUnder the influence of Bacon, Comenius had advanced a stage beyond\nthe mere desire to reform educational method and conceived a plan for a\n\nPansophia, a vast encyclopaedia of all the world's learning\n\n—Bacon's own\n\nHis aim in this ambitious work was rather practical\nthan speculative. To be sure, he wished to show that all departments of\nknowledge could be organized systematically in accordance with the new\nprinciples of method; but he was particularly anxious to husband the\nlabors of scientific investigators all over the world, by placing in their\nhands an account of all that was known, and so turn their attention and\nenergy to new and unsolved problems. To obtain suggestions for this\nscheme and assistance in carrying it out, Comenius entered into an extensive correspondence with the leading men of science and patrons of learning in every country of Europe.\nHe regarded his educational method as part of the Pansophia and an\nintroduction to it. With feverish enthusiasm he pressed his projects upon\nthe attention of prominent men, and bectme widely celebrated for his zeal,\nHe corresponded,\nhis lofty motives, and his educational propaganda.\namong others, with that modern Maecenas, Samuel Hartlib, the friend of\nTogether they planned for the establishment of an academy or\nMilton.\n\nglobus intellectualis.\n\n"}
{"page": 738, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n726\n\ncollege to carry out the Pansophic idea and to be the center of the world's\n\nIn 1(341 Comenius journeyed to London,\nwhere he found that Hartlib had made him known to Parliament, and\nwas in high hopes of securing from the government an endowment for the\nwork. Hartlib had paved the way so cleverly that Comenius would probably have succeeded in this, but for the political disturbances which were\novershadowing everything else and rapidly plunging England into civil\nwar. The Long Parliament had little time to think of education.\nBaffled at this point, Comenius grasped at the next straw, which was an\ninvitation to visit Sweden in the interest of his projects.\nThis invitation\ncame from De Geer, a wealthy Dutchman resident in Sweden, who\nremained a steadfast friend and patron while he lived. In Sweden Comenius was giveu a courteous and sympathetic hearing by Oxenstiem and\nbut as practical men they\nthe chancellor of the University of Upsala\nadvised him to subordinate his Pansophia to the more pressing reforms of\nschool instruction. He did this under protest and only after some friction,\nand a number of publications bearing on methods of teaching were the\nfruit of his labors for the next seven or eight years.\nThen in 1650 he\ntransported himself to the recesses of Hungary, in response to a request\nof Prince Sigismund, and spent four years in writing and organizing\nschools there.\nOf the rest of his life the greater part was passed at\nAmsterdam, in comparative retirement, and he died there in 1671, at the\nadvanced age of eighty.\nThe Pansophia of Comenius need not be seriously considered. Whatever may have been the arguments in its favor two hundred and fifty\nThe printing press, the telegraph,\nyears ago, it has no significance now.\nthe rapid and frequent communication between nations and peoples have\nmade it unnecessary and impossible. An important scientific discovery is\nknown in Tokio, Sydney, and Valparaiso as soon as it is announced in\nNew York or London. The dream of Bacon and Comenius was a noteworthy one, but it is largely owing to their own influence that its fulfillment in just the form they planned it was forever postponed. The world\nscientific advance in the future.\n\n;\n\nof learning has become its own Pansophia.\n\nThe verdict of the literary historian on Comenius, as voiced by Hallam,\nthat he was a man of '* much industry, some ingenuity, and little judgment.\" The student of education, however, must take another and much\nbroader view.\nIn tracing contemporary movements and ideas back to\ntheir sources, he finds that a surprisingly large number of them were\nis\n\nabsorbed from the progressive tendencies of the time and formulated for\nthe school by Comenius. The' elementary school course must be shortened\n\nand enriched, we say\n\n;\n\nthe pupil is consuming his life in preparing for life,\n\nEote-learning and mere memory-training are useless, we\nmy fundamental principle is that the understanding and the tongue\n\nsays Comenius.\n\nhear\n\n;\n\nshould advance in parallel lines always, says Comenius.\n\nNot enough time\n\n"}
{"page": 739, "printed_page": null, "text": "!\n\nJOHN AMOS COMENIUS.\n\n'\n\n727\n\nand care are devoted to the teaching of English, it is said ; instruction in\nmother-tongue must lie at the basis of all else, says Oomenius. The\nlist might be continued indefinitely.\nThe infant school or kindergarten,\nfemale education, the incorporation of history and geography in the curriculum, the value of drawing and manual training, the fundamental\nimportance of sense-training, the physical and the ethical elements in education, and, finally, that education is for all, and not for a favored few\nonly, were all articles in the creed of Oomenius.\nYet many of them are\nfar from being universally adopted to-day.\nSurely this man was a\nprophet\nThe robust and practical character of the proposals of Oomenius is most\ntiie\n\napparent when they are contrasted with the educational doctrines of those\n\nwho have come after him, particularly Locke, Rousseau, Pestalozzi, and\nFroebel.\n\nFrail as the psychology of Oonienius was,\n\nthat of Locke.\n\nit\n\nwas truer than\n\nHe knew that the human mind was an organism, an\n\nactivity, a seed with wonderful\n\npotency of growth aud development, and\n\nnot a mere sheet of wax, as the Englishman taught, on whose passive surface the environment merely leaves certain impressions or traces.\n\nLocke's\nthought was of the education of the gentleman Oomenius proclaimed\nthat education was for the race.\nThe single point in which Locke corrected Oomenius was in exalting character, rather than knowledge, as the\n;\n\nchief aim in education.\n\nOf Rousseau one may say, with Mr. Quick: ''His writings and the\nproduced by them are among the strangest things in history and\nespecially in matters of education it is more than doubtful if the wise man\nof the world Montaigne, the Ohristian philanthropist Oomenius, or that\n'slave of truth and reason' Locke, had half as much influence as this\ndepraved serving-man.\" Rousseau's enthusiasm took the form of theory\nrun mad, and the practical impossibility of his educational plans was only\nexceeded by their philosophical unsoundness.\nOomenius had been himself a teacher and an organizer of schools.\nHe knew the practical limitations under which any theory is put when reduced to practice.\nHe asked\nresults\n\n;\n\nand the pupil nothing that was impossible. He accepted\nRousseau would\nblow it into a million atoms and deify each.\nThere is 'nothing in the history of education so touching as the story of\nthe life of Pestalozzi.\nHis own immortal words, \" I lived like a beggar\n\nof the school\n\nsociety as he found it, and would teach it to reform itself.\n\nto teach\n\nbeggars to live like men,\" only half reveal the story of his\n\nunwearied patience, his intense suffering, his self-sacrifice for childhood.\nHis life gave reality to his half-mystical principle that \" the essential\nYet his thought is\nprinciple of education is not teaching it is love.\"\nrelatively unimportant.\nPestalozzi gave himself to education, but few\nnew principles. His theory of the value of intuition needs to be carefully\nsupplemented, aud his insistence on the fact that education is develop;\n\n"}
{"page": 740, "printed_page": null, "text": "—\n728\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nment, a drawing out and not a putting in, merely repeats the thought\non which all of the work of Oomenius was based. Without that principle,\nwhich Oomenius had made familiar more than a century before, the work\nof Pestalozzi would have been of little importance in the history of education.\nIndeed, it would have been philanthropy merely, not education.\nNor does it detract from the estimate to be put upon Froebel's teachings\nto say that in almost every important particular they were built upon\nfoundations laid by the Moravian bishop. Froebel himself is strangely\ndeficient in masculinity and in practical capacity.\n\nHis exaggerated and\nabsurd symbolism and his unbalanced religiosity give a certain curious\ninterest and stimulus to his doctrines, but add nothing to their force or\ntheir permanent value.\n\nHis seed-thought is again that of Comenius's\nown activity. Out of it and its corollaries the new education has grown.\nThe place of Oomenius in the history of education, therefore, is one of\ncommanding importance. He introduces and dominates the whole modern\nmovement in the field of elementary and secondary education. His relation to our present teaching is similar to that held by Copernicus and\nNewton toward modern science, and Bacon and Descartes toward modern\nphilosophy.\nYet he was not, in a high sense, an original mind. But his\nspirit was essentially modern and remarkably receptive.\nHe assimilated\nthe ideas that were inspiring the new civilization and applied them to the\nschool.\nIn an age of general ignorance Oomenius had an exaggerated,\nidea of the importance of mere knowledge.\nThis is easily understood and\nreadily excused.\nMost of his educational tenets, preached with all the\nfervor of a Peter the Hermit, and fought for with all the determination of\na Ooeur de Lion, have become commonplaces. But such is their value that\nwe do well to pause to honor the memory of him who made them so.\neducate by developing the pupil's\n\n"}
{"page": 741, "printed_page": null, "text": "REPORT ON SCHOOL STATISTICS.\nTo the Department of Superintendence.\nGentlemen:. Your committee, consisting of the undersigned and Messrs. James\nMcAlister and George P. Brown, holding over from the last year, conclude their report *\n\n*\n\nPRELIMINARY REPORT, MADE IN FEBRUARY, 1891.\n\nGentlemen Your Committee, appointed at the last annual meeting for the purpose of considering\nand reporting on the subject of School Statistics, beg leave to offer the following preliminary report, setting forth the results of their studies on the subject, and postponing for another meeting, or for the work\nof another committee, if it be your pleasure, the completion of the details of a scheme of statistics which\nwillaff )rd the data 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 statistics, which\nthey conceive to be the following\nStatistics reveal the nature and efficiency of the powers and forces involved in a process.\nForces and\npowers are revealed in their results. Their results are of little moment, if dead results, except as they\nindicate what the living power has been and still is. In matters of education we inquire into the aims\nand purposes of the educative process, and learn this by a quantitative study of the means employed and\nthe results obtained. It is evident, therefore, at the outset, that the quantities given by our statistical\ntables can have no significance except in connection with the qualitative elements involved. We pass\nover at once from the how many to the what kind. We seek, again, new quantitative data that may indicate the quality, but we never reach quantitative data that are significant in and for themselves.\nYour Committee would suggest as the four principal heads under which school statistics may be\ngrouped\nFirst, Attendance of Pupils.\nSecond, Course of Study.\n7%ird, Teaching Forces and Appliances.\nFourth, Support— Revenue and Expenditures.\nUnder these four heads they would group the following details\n:\n\n:\n\n:\n\n:\n\nStatistics of attendance\n\nshould answer questions like the following—\n\nHow many ?\n(6) How long?\n(c) Who ?\n(a)\n\n(2) How many relatively to the entire popHow many relatively to the population of the school age, say 5 to 21, 6 to 14, or some\nother period agreed upon ? Then this item should be further defined in five items\n(1) How many\nenrolled during the annual session of school ? (2) How many as average belonging ? (3) How many\nin actual average daily attendance ? (4) How many were dropped and afterward readmitted ? ^5) The\n\nThat is to say: (1) How many pupils in the aggregate ?\n\nulation ?\n\n(3)\n\n:\n\nnumb^sr of cases of tardiness.\nUnder the second item of attendance {/low long?) we wish the number of daily school sessions for the\nyear, and the hours of a school session, the length and hour of recesses and intermissions.\nUnder the third item of }Vho f we include such items as—\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\n(4)\n(5)\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\n"}
{"page": 742, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n730\n\non Statistics by offering, first, a list of the items which, in their opinion, should be\ncollected to show the workings of a school system.\n\nThey have arranged these items in three classes.\ndata which should be taken every year, and from\n\nThe first class includes the essential\nail schools.\n\nThis first list contains\n\nthe essential and indispensable items for every annual report.\n\nThe second list contains the more important of what we may call occasional statis(6)\n\nHow many bom abroad ?\n\n(7)\n\nOccupations of parents.\n\nn.\n\nUnder the second of our four chief heads we should ask for statistics regarding the course of study,\nand thus determine by this grade of schools as follows\n:\n\nKindergarten.\n\n(a)\n\nPrimary and grammar school.\nSecondary education.\nid) Higher education.\n(b)\n\n(c)\n\nWe should ask very carefully as to the relations of these items to the first class of items, especially\nage, sex, and average attendance.\n\nThe primary and grammar schools are to be distinguished from the secondary schools by the followThe introduction of algebra, or of an ancient or modern language, marks the beginning of the\nsecondary course of study. The higher course of study should be marked by analytic mathematics, or\ning tests\n\n:\n\nby logical and philosophical studies, or by advanced language studies.\nIII.\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 (or else 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\nExaminations of teachers.\n\n(7)\n\nMethods of discipline and instruction used by teachers.\nIV.\n\nThe fourth general head, \"The Support of Schools,\" includes—\nItems of.\n(1) Revenue.\n(a) Receipts from State and local taxation.\n(6)\n(c)\n\n(2)\n\nReceipts from funds or productive property.\nReceipts, if any, from tuition.\n\nExpenditures.\n(o) For teachers' salaries, including supervision.\n(6)\n(c)\n\nIncidentals, including janitor hire, fuel, apparatus, and other current expenses.\nPermanent investments, including building and repairs.\n\nYour Committee would call attention to the importance of a detailed discussion of the use to be\nmade of these several items, in studying the effective forces of educational systems, and in comparSuch discussion is not here attempted, but is suggested as a proper subject\nMoreover, your Committee have observed the prime necessity for such a\ndefinition of the several items as to prevent misunders^tanding. A description of the best methods\nof keeping and tabulating the several items would also be a very useful addition to sucti a report.\nIn dealing with reports, not merely reports from a foreign country, but with reports from difllerent sections of the United States, your Committee has been impressed with the necessity of a glossary of terms used in tabulating statistics. There should be a careful collation of all terms and designations used here and abroad, and so minute a description given of the processes of ascertaining the\ndata under the several heads, as to leave no doubt in the mind as to the exact meaning of each.\nWithout this accurate information there can be no satisfactory comparative study of school systems.\ning one with another.\n\nof a supplementary report.\n\nAll of which is respectfully submitted.\n\nW. T. Harris.\nJas. MacAlister.\nGeorge P. Brown.\n\n"}
{"page": 743, "printed_page": null, "text": "APPENDIX I.\ntics,\n\n731\n\nand should not be expected every year, perhaps, nor from all schools.\n\nA State\n\nsuperintendent may, for example, collect statistics one year regarding the place of nativity of pupils and parents, another year he may take occupations, and another year he\n\nmay collect items regarding the preparation of the teaching force.\nIn our third list we have included still less essential items, which may be collected at\nstill rarer intervals.\n\nIn the next place, we have given a tabular summary showing in detail the items actu-\n\nand side by side with it an exhibit of\nAs these details cannot be read before an audience, your committee submit the same for printing in an\nally collected in the several States of the Union,\n\nthe statistical items collected in the several countries of Europe.\n\nappendix, hoping that they will be found useful to State officers in the preparation of\ntheir forms and blanks for collecting these returns.\n\nAll of which is respectfully submitted.\n\nW. T. Habris,\nChairman of Committee.\n\nAPPENDIX I.\nSCHOOL STATISTICS.\nI.\n\n1.\n\nNumber\n\nof\n\nFundamental Items.\n\nchildren of legal\n\nschool\n\nage, classified\n\nby race and sex (school\n\npopidation).\n\nb.\n\nWhite males.\nWhite females.\n\nc.\n\nColored males.\n\nd.\n\nColored females.\n\na.\n\nNote.\n\n— These\n\nletters, a, b, c, d, are\n\nused in these tables always to indicate race or\n\nsex as here indicated.\n2.\n\nNumber of pupils enrolled on the school registers (excluding duplicate registrasex (a + b + c + d).\n\ntions), classified by race and\n\nNote.\n\n— The plus sign +\n(\n\n),\n\nwhen\n\nused, indicates that the items between which it is\n\nThus, a -4- b means that the white males and white females\nWhere this plus sign is omitted, the items are not given sepa-\n\nplaced are taken separately.\nare given separately.\nrately in the reports.\n3.\n\n4.\n5.\n6.\n\n7.\n\nAverage daily attendance, classified by race and sex.\nAverage length of school year (days).\nNumber of teachers, classified by race and sex.\n\n,\n\nNumber of pupils receiving kindergarten instruction, classified by race and sex.\nNumber of pupils receiving elementary instruction (including kindergarten\n\npupils), classified by race and sex.\n8.\n9.\n\nNumber of pupils receiving secondary instruction, classified by race and sex.\nNumber of students receiving higher instruction, including colleges, schools of\n\nmedicine, theology, law, technology, classified by race and sex.\n\n10\n\nNumber of students in special schools, classified by race and sex, including trade\n\nschools, evening schools of all kinds,\n\nmanual training schools, schools for the defective\nand dependent classes, reform schools, commercial schools, and nurses' training schools.\n11.\n\nNumber of buildings used as schoolhouses^\n\n12. Total seating capacity of\n\nsuch buildings (number of pupils that can be accommo-\n\ndiited).\n\n13.\n\nValue of all property used for school purposes.\n\n"}
{"page": 744, "printed_page": null, "text": "733\n\n14.\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nAverage monthly salaries of teachers classified by race and sex.\n\n15. Total school revenue.\n(1)\n\n16.\n\nIncome from productive funds and rents.\n\n(2)\n\nState school fund.\n\n(3)\n\nLocal taxes.\n\n(4)\n\nOther sources.\n\nTotal expenditure.\n(1)\n\nSalaries of teachers (including supervision).\n\nOther current expenses.\n(3) Permanent expenditure (for buildings, grounds, etc.).\n17. Amount of permanent invested funds.\n(3)\n\nII.\n\n18.\n\nAge classification of pupils enrolled.\n(1) Number of pupils under six.\n(2) Number of pupils between six and seven, etc.\n(11)\n(12)\n\n19.\n\n20.\n\n21.\n\nLess Essential but Desirable Items.\n\nNumber of pupils between fifteen and sixteen.\nNumber of pupils over sixteen.\n\nNumber of cases of tardiness.\n(1) Number of pupils born within the State.\n(2)\n\n\"\n\n(3)\n\n\"\n\n'\n\"\n\n\"\n\n**\n\nin other States.\n\n*'\n\n'*\n\nin foreign countries.\n\nOccupations of parents.\n(1) Agents,\n(2) Bankers and brokers.\n(3) Clerks and salesmen.\n(4)\n\nDomestic servants and waiters.\n\n(5)\n\nDraymen and teamsters.\n\n(6)\n\nFarmers.\n\nFactory and mill operatives.\nHotel and boarding-house keepers.\n(9) Laborers (unskilled).\n(10) Manufacturers.\n(11) Mariners and boatmen.\n(7)\n\n(8)\n\nMechanics and artisans.\nMiners and quarrymen.\n(14)' Merchants, traders, and dealers.\n(12)\n(13)\n\n(15) Professionals.\n(16)\n\n(17)\n\nPublic officials and employes.\nEailroad employes.\n\n(18) Seamstresses.\n\n22.\n23.\n\n24.\n\n(19)\n\nSaloon-keepers and bartenders.\n\n(20)\n\nUnclassified.\n\nAverage number belonging, including temporary absentees,\nNumber of pupils in each branch of study.\n(1) Average age of kindergarten pupils.\n\"\n\" elementary pupils.\n\"\n(2)\n(3)\n\n\"\n\n\"\n\n*'\n\n''\n\n\" higher pupils.\n\n''\n\n'•\n\n« special pupils.\n\n(4)\n(5)\n\n•'\n\nsecondary pupils.\n\n"}
{"page": 745, "printed_page": null, "text": "APPENDIX II.\n\n733\n\nNumber of normal schools.\nEnrollment in normal department.\n(3) Average attendance.\n\n25.\n\n(1)\n\n(2)\n\n(4)\n\nNumber of teachers.\n\n(5)\n\nExpenses.\nIII.\n\n26.\n\n(1)\n\nOccasional Items.\n\nNumber of teachers who have taught less than two years.\n\"\n\"\n\n(2)\n(3)\n\nfrom two to five years.\nover five years.\n\nNumber of applicants for teachers' certificates.\n*'\nwho are certified.\n(2)\n(1) Number of teachers graduates of normal schools.\n\n27.\n\n(1)\n\n28.\n\n(2)\n(3)\n(4)\n\n\"\n\n**\n\n\"\n\n•'\n\n*'\n\n•'\n\n\"\n\n\"\n\n*'\n\n\"\n\n\" universities and colleges.\n\n\"\n\n\" high schools, academies, etc.\n\nwho have received only an elementary education.\n\n29.\n\nNumber of pupils dropped and readmitted in the course of the year.\n\n30.\n31.\n\n\"\n\" hours in each school session.\nLength of recesses or intermissions, and time of beginning.\n\n32.\n\nNumber of cases of corporal punishment.\n\"\n\n33.\n\n\" pupils promoted to next higher grade.\n\nAPPENDIX II.\nAn exhibit showing which of the essential items enumerated in Appendix I. are\nreported by the several States of the Union and by leading foreign nations.\n\nNote.\n\n— Acknowledgment\n\nis\n\nhere\n\nmade by the Committee to Mr.\n\nF. E.\n\nUpton, of\n\nthe Bureau of Education, for valuable assistance in the compilation of this and the\n\nfollowing appendices.\n\n— W. T. H.\nI.\n\nAlabama.\n4.\n\nThe United States.\n\n—\n\n3. ab + cd.\n2. ab + cd.\n1. ab + cd (enumeration made on alternate years).\n15. (1) f-(2) + (4)\nab-f-cd.\n5. a + b + c+d.\n14. ab + cd.\n(3) is imperfectly\n;\n\ngiven.\n\n16.\n\n(1) and (3) are only\n\nArizona.— 1. ab.\nArkansas.\n\n—\n\n1.\n\nreported in city districts.\n\na + b.\n\n3.\n\nab.\n\na + b + c + d.\n\n2.\n\na + b+c + d.\n\n2.\n\n5.\n\n4.\n\na + b.\n\n13.\n\n5.\n\nac + bd.\n\n14.\n\n23.\n\n25.\n\na + b.\n\n15.\n\n13.\n\n11.\n\n22.\n\n16.\n\n14. ac + bd.\n\n15.\n\n13.\n\n15.\n\n16.\n\nCalifornia.— 1. a + b + c + d.\n16.\n\n22.\n\n25.\n\nColorado.— 1. a + b.\na-f-b.\n\n15.\n\n2.\n\na + b.\n\n3.\n\n2.\n\nab.\n\nab.\n\n2.\n\nDistrict op Columbia.\n\n—\n\nab + cd. 15.\nFlorida.— 2. a + b + c + d.\n23.\n\nab.\n\n3.\n\n4.\n\na + b.\n\n5.\n\n7.\n\n8.\n\n11.\n\nab.\n\na + b.\n\n4.\n\n5.\n\n5.\n\na + b.\n\n7.\n\n8.\n\n11.\n\n12.\n\n13.\n\n14.\n\n3.\n\n4.\n\n6.\n\n11.\n\n12.\n\n13.\n\n14.\n\na +b\n\n15.\n\n26.\n\nDelaware.— 1. a + b.\n10.\n\na + b.\n\n16.\n\nConnecticut.— 1. at.\n16.\n\n2.\n\n28.\n\n27.\n\n14.\n\na + b.\n2.\n\n3.\n\n4.\n\n5.\n\na + b + c + d.\n16.\n\n22.\n\n3.\n\nab + cd.\n\na + b.\n3.\n\n13.\n\nab^cd.\n\n14.\n4.\n\na + b. 15. 16.\na + b + c + d.\n\n5.\n\n23. ab.\n6.\n\n7.\n\n8.\n\n25. (1) (2) (3) (4).\n4.\n\n5.\n\na + b + c + d.\n\n11.\n\n13.\n\n14.\n\n15.\n\n16.\n\n"}
{"page": 746, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n734\n\nGeorgia.— 2. a + b + c + d. 3. ab + cd. 5. a + b + c + d. 7. 8.\nIdaho. 2. a + b. 4. 5. a + b. 15. 16.\nIllinois.— 1. a + b. 2. a + b.\n4.\n3. ab.\n5. a + b.\n8. a + b.\n\n15.\n\n—\n\n15.\n\n17.\n\n16.\n\n25. (1) (2) (3) (4) (5).\n\nIndiana.— 1. a+b.\n\n2.\n\nIowa.— 1. a + b.\n\nab.\n\n2.\n\na + b.\n3.\n\n16.\n\n11.\n\n23.\n\n13.\n\na + b.\n\n14.\n\n27.\n\na + b.\n\n3.\n\nab.\n\n4.\n\n5.\n\nab.\n\n4.\n\n5.\n\na + b.\n\n11.\n\n14. a + b.\n\n13.\n\na + b.\n\n14.\n\n15.\n\n16.\n\n16.\n\n25.\n\n26. (1) (2).\n\n15.\n\n27.\n\na + b.\n\n15.\n\n(1) (2).\n\nKansas.— 1. ac + bd.\n\nac + bd.\n\n2.\n\n3.\n\nac + bd.\n\n4.\n\nKentucky.— 1. a + b + c + d.\n8.\n\na + b.\n\n5.\n\n11.\n\n13.\n\n14.\n\n27.\n\n16.\n\n11.\n\n13.\n\n2. a + b + c + d.\na-hb + c + d.\n15.\n16.\n\n14.\n\na + b + c + d.\n\n3.\n\n23. (1) (4).\n\n4.\n\na + b + c + d.\n\n5.\n\n25.\n\n26.(1).\n\n7.\n\n27. (1) (2).\n\n28. (1).\n\nLouisiana.—2. a + b + c + d.\n15.\n\nab + cd.\n\n3.\n\n4.\n\na + b + c + d.\n\n5.\n\n11.\n\na + b + c + d.\n\n14.\n\n16.\n\nMaine.— 1. ab. 2. ab. 3. ab. 4. 5. a + b.\nMaryland.—2. a + b+c+d. 3. ab + cd. 4.\n\n14.\n\na+b.\n\n15.\n\n16.\n\n5.\n\na + b + c + d.\n\n11.\n\n15.\n\n16.\n\n23.\n\nMassachusetts.— 1. ab.\n\n5.\n\na+b.\n\na + b.\n\n15.\n\n16.\n\n25.\n\nab.\n\n2.\n\nab.\n\n3.\n\n11.\n\n4.\n\n13.\n\n14.\n\n8.\n\n23.\n\n22.\n\n28. (1).\n\nMichigan.- 1. a + b.\nMinnesota.— 1. ab.\n\n2.\n\na + b.\n\n4.\n\n2.\n\nab.\n\n3.\n\nab.\n\nMississippi.— 1. a + b + c + d.\n\n2.\n\n5.\n\n11.\n\n12.\n\n5.\n\na + b.\n\n4.\n\n13.\n\n15.\n\n16.\n\n13.\n\n14.\n\na + b.\n\na + b+c + d.\n\n4.\n\n5.\n\n11.\n\n16.\n\n28. (1)\n\n(2) (3).\n\n13.\n\n14.\n\na + b + c + d.\n\na + b + c + d.\n\n15.\n\n16.\n\n27. (1)\n\n3.\n\nMissouBi.—l. a + b + c + d. 2. a + b+c+d. 3. 5. 12. 13. 14. 15.\nMontana.— 1. a + b. 2. ab 3. ab. 4. 5. a + b. 11. 13. 15.\n\nNebraska.— 1. ac + bd.\n16.\n\n18.\n\nabed.\n\n3.\n\n11.\n\n4.\n\n5.\n\n3.\n\na + b + c + d.\n\n4.\n\n4.\n\n5.\n\nac + bd.\n\n16.\n\n27. b.\n\n16.\n\n28.(1).\n\n8.\n\n7.\n\n28.(1).\n\n11.\n\n13.\n\n15.\n\n27. (1) (2).\n\nNevada.— 1. ab + cd.\n15.\n\nac + bd.\n\n2.\n\na + b + c + d.\n\n(2).\n\n22.\n\n16.\n\n2.\n\nac + bd.\n\n5.\n\na + b.\n\n11.\n\n13.\n\n14.\n\na + b.\n\n13.\n\n14.\n\na + b.\n\n15.\n\n16.\n\n22.\n\nac + bd.\n\n11.\n\n12.\n\n13.\n\n14.\n\n26. (1).\n\nNew Hampshire.— 2. a + b.\n\n3.\n\na + b.\n\n11.\n\n26. (1).\n\nNew Jersey.—1. abed.\nac + bd.\n\n15.\n\n16.\n\nabed.\n\n2.\n\n3.\n\nabed.\n\n4.\n\n5.\n\n27. (1) (2).\n\n18.\n\nNew Mexico. — 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 15. 16.\nNew York.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 14. 15.\n\n16.\n\n27. (1)\n\n(2).\n\nNorth Carolina.— 1. a + b + c + d. 2. a + b + c + d.\nNorth Dakota.— 1. a + b. 2. a + b. 3. ab. 4.\na + b.\n\n15.\n\n15.\n\n4.\n\na + b.\n\n5.\n\nabed.\n\n15.\n\n16.\n\n23.\n\n13.\n\n14.\n\n8.\n\n11.\n\n8.\n\n11.\n\n13.\n\n13.\n\n14.\n\na + b.\n\n15.\n\n16.\n\n12.\n\n13.\n\n14.\n\na + b.\n\n16.\n\n7.\n\n2.\n\nac + bd.\n\n3.\n\nac+bd.\n\n2.\n\na + b.\n\n3.\n\na + b.\n\nab.\n\n2.\n\n4.\n\na + b.\n\n5.\n\n7.\n\n14.\n\na + b.\n\n23.\n\n16.\n\nOregon.— 1. a + b.\n23.\n\nabed.\n\n5.\n\n23.\n\n16.\n\nOhio.— 1. a + b.\n\n3.\n\n4.\n\n5.\n\na + b.\n\n11.\n\n27. (1) (2).\n\nPennsylvania.- 1\n26. (1)(4).\n\n27. (1)(2).\n\na + b.\n\n3. ab.\n\n4.\n\n5.\n\na + b.\n\n11.\n\n28. (1) (2) (3).\n\nRhode Island.— 1. ab. 2. a + b. 3. ab. 4. 5. a + b. 11. 13. 15. 16. 23.\nSouth Carolina.— 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 14.\nac + bd. 15. 16. 23.\nSouth Dakota. 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 11. 12. 13. 14. a + b.\n\n—\n\n15.\n\n16.\n\nTennessee.\n13.\n\n14.\n\n—\n\n28.\n1.\n\n27. (1) (2).\n\na + b+c + d.\n\na + b + c + d.\n\n15.\n\n2.\n\na + b + c + d.\n\n16.\n\n23.\n\n3.\n\nac + bd.\n\n4.\n\n5.\n\na + b + c + d.\n\n11.\n\n"}
{"page": 747, "printed_page": null, "text": "APPENDIX It\nTexas.— 2. a + b + c + d.\n\nac + bd.\n\n5.\n\n4.\n\n12.\n\n11.\n\n13.\n\na + b + c + d.\n\n14.\n\n15.\n\n16.\n\n28. (1) (2).\n\n23.\n\n17.\n\n735\n\nUtah.— 1. a+b. 2. a+b. 3. ab. 4. 5. a + b. 13. 14. a+b. 15.\nVermont.— 1. a+b. 2. afb. 4. 5. a+b. 7. 8. 13. 14. a + b.\n\n16.\n\n23.\n\n15.\n\n16.\n\n18.\n\n23.\n\nVirginia.— 1. a + b + c + d.\n2. a + b + c + d.\n8.\n4.\n5. a + b + c + d.\n3. a + b + c + d.\nab + cd. 11. 12. ab + cd. 13. 14. ac + bd. 15. 16. 18. 24. 25. 27. (1) (2).\nWashington.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 7. 8. 11. 12. 13. 14.\na + b.\n\n15.\n\n27. (1) (2).\n\n16.\n\nWest Virginia.—2. a + b + c + d.\n23.\n\n16.\n\nWisconsin.— 1. a + b.\n\na + b.\n\n2.\n\n4.\n\n—England. —\n\n12.\n\na + b + c + d.\n\n5.\n\n4.\n\n11.\n\n13.\n\n15.\n\n2.\n\na+b.\n\n15.\n\n16.\n\nab.\n\n1.\n\na + b (yearly).\n\n14.\n\na + b.\n\n5.\n\n13.\n\n11.\n\n14.\n\n13.\n\na + b.\n\n15.\n\n16.\n\nForeign Countries.\n\nII.\n\nCanada\n\na + b + c + d.\n\n3.\n\n27.\n\n3.\n\n18.\n\na + b.\n4.\n5. a + b.\n6. a + b.\n7. a + b.\nab (a + b in some cities). 23. 25. 26 (in\n\nsome cities). 27. 28.\nScotland. 1. ab.\n3. afb.\n4.\n5. a + b.\n2. a + b.\n6. a + b.\n7. a + b.\n8. a + b.\n15.\n16.\n18. ab.\n23.\n25.\n27.\n28.\n12.\n14. a + b (average annual salaryV\nFrance.— 1. a + b. 2. a + b. 4. 5. a + b. 6. a+b. 7. a + b. 8. a + b. 9. ab. 10.\n\n—\n\nab.\n\n16.\n\n15.\n\n14.\n\n11.\n\n—\n\n21 (Paris).\n\n18.\n\n28.\n\n25.\n\n30.\n\n31.\n\ninfant schools\n5. a + b.\n6. ab (reports\na + b. 4 (by months).\nwhich include Froebelian methods and a few kindergartens in the largest cities).\n8. a + b.\n10. a + b.\n14. a + b (reports maximum and mini7. a + b.\n9. ab.\n11.\n\nItaly.\n\nab.\n\n1.\n\n2.\n\nmum annual salary).\nNetherlands.\n\n—\n\na + b.\n\n8.\n\nannual\n\nab.\n\n1.\n\nsalary).\n\na + b.\n\n2.\n\na+b.\n\n9.\n\n10.\n\n15.\n\n—\n\n8.\n\nab,\n\n1.\n\na + b.\n\nmum\n\na + b.\n\n2.\n\nannual\nthose\n\n30.\n\n31.\n\n5.\n\na + b.\n\n7.\n\na + b (kindergartens\n\n11.\n\n14.\n\na + b (reports\n\nsalary).\n\na + b.\n15.\n\na+b.\n\n2.\n\ndergartens not\n\na + b.\n\na + b (kindergartens not included).\nab (reports maximum and minimum\n28. a + b (reports\n25. a + b.\n27. a + b.\n7.\n\n14.\n\n10 (in part).\n\n3.\n\nab (reports\n\na+-b.\n\n8.\n\n—\n\n1.\n\nab.\n\nincluded).\n\n2.\n\n8.\n\na + b.\n\na + b.\n\n9.\n\nminimum annual salary).\n\n4 (by\nab.\n\na + b.\n\na + b.\n\n11.\n\n14.\n\n18. ab.\n\n23.\n\nin each branch in secondary schools).\nsexes).\n\n31.\n\n30.\n\n25.\n\n5.\n\n7.\n\na + b. (kin-\n\n28.\n\nab (reports\n\na + b.\n\n25. ab.\n\n31.\n\n30.\n\n5.\n\n16.\n\n16.\n\n15.\n\nweeks).\n\n10\n\n15.\n\nweeks).\n\nof\n\ngraduates of normal schools and academies).\n\nSweden.\n\nincluded).\n\nab (reports numbers certified,\nwith normal certificates).\n\n27.\n\nab.\n\n9.\n\nnot\n\nmaximum and mini-\n\ngraduates\n\nnumber\n\n4 (reports\n\nincluded).\n\na+b.\n\n25.\n\n16.\n\n28.\n\ncertificated).\n\nNorway.—1. ab.\n\n23.\n\ncertified).\n\n83. ab.\n\n9 (in part).\n\nand\n\n11.\n\nnumbers\n\n31.\n\n30.\n\na + b.\n\n5.\n\n27. a + b (reports\n\na + b.\n\n25,\n\na + b.\n\n16.\n\ngraduates of normals).\nSpain.\n\n16.\n\n15.\n\na + b (reports graduates of normals).\n\n28.\n\n7.\n\na+b. (kindergartens not\n\nmaximum and\nab (reports per cent, of pupils\na + b (reports\n\na + b (reports separate schools for the\n\n33. ab.\n\n—\n\nincluded).\n8. a + b.\n2. a + b.\nnot\n1. ab.\n5. ab.\n7. a + b (kindergartens\na + b. 10. a + b. 15. 16. 25. a + b.\nPrussia. 1. a + b. 2. a + b (every third year). 4. 5. a + b. 7. a + b. 8. a + b. 9.\n\nRussia.\n9.\n\nab.\n\n—\n\n11.\n\n15.\n\nSaxony.— 1. a + b.\n15.\n\n16.\n\nWiJRTEMBERG.\n11.\n\n15.\n\n17 (every third year).\n\n16,\n2.\n\na + b.\n\n4.\n\na + b,\n\n5,\n\n17 (every third year).\n\n25.\n\n—\n\n4.\n\n16.\n\n1.\n\na + b.\n\n2.\n\na + b.\n\n17 (only partially).\n\n25.\n7.\n\n27.\n\n28.\n\n30.\n\n28.\n\n27.\n\n^ + b.\n\n8.\n\na + b.\n\n8.\n\n9.\n\nab.\n\n10.\n\nab.\n\n11.\n\n30.\n\n5.\n\na + b.\n\n7.\n\na+b.\n\n25.\n\n27.\n\n28.\n\n30.\n\na + b.\n\n9.\n\nab.\n\n10. ab.\n\n"}
{"page": 748, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n736\n\nHamburg.— 1. afb.\n16.\n\n17.\n\n25.\n\n27.\n\n2.\n\na + b.\n\n4.\n\n27.\n\n2.\n\na + b.\n\n4.\n\n28.\n\n11.\n\n15.\n\nSwitzerland.— 1.\n11.\n\n15.\n\na + b.\n\na + b.\n\n7.\n\n8.\n\na + b.\n\na + b.\n\n8.\n\n10.\n\n10.\n\nab.\n\nab,\n\n11.\n\n15.\n\n11.\n\n15.\n\n16.\n\n5.\n\na + b.\n\na + b.\n\n7.\n\n8.\n\na + b.\n\n10. ab.\n\n11.\n\n15.\n\n16.\n\n2.\n\na + b.\n\n4.\n\n5.\n\na + b.\n\n10.\n\n11.\n\n25.\n\n5.\n\n9.\n\nab.\n\n10.\n\na + b.\n\n10.\n\nab.\n\n7.\n\na + b.\n\n8.\n\na + b.\n\n9.\n\nab.\n\na + b.\n\n6.\n\na + b.\n\n7.\n\na + b.\n\n8.\n\na + b,\n\n28.\n\n30.\n\n5.\n\na + b.\n\n30.\n\nHungary.— 1. a + b.\nab.\n\na + b.\n\n5.\n\n7.\n\n28.\n\nAustria.— 1. a + b.\n27.\n\na + b.\n\n5.\n\n28.\n\nLuBECK.— 1. a + b.\n25.\n\n4.\n\n28.\n\nBremen.— 1. a + b.\n25.\n\na + b.\n\n2.\n\n27.\n\n16.\n\n2.\n\n16.\n\na + b.\n17.\n\na + b.\n25.\n\n2.\n\n27.\n\n4.\n\n25.\n\n27.\n\na + b.\n28.\n\n4.\n\n7.\n\na + b.\n\n8.\n\na + b.\n\n9.\n\n30.\n\nAPPENDIX III.\nGiving the definitions of certain technical terms used in educational reports, together\nwith their equivalents in certain foreign countries.\n\nTechnical Terms Used in Education— Definitions and Foreign Equivalents.\n\n—\n\nAge at which children are permitted free attendance at the pubThis age varies in the different States, but\nto 21 may be considered the\nrepresentative school age in this country, being designed evidently to embrace all\nminors old enough to render school instruction advisable and profitable to them. The\n1 (a).\n\nSchool age.\n\nlic schools.\n\nchildren of school age in each State, whatever that age\n\nmay be, collectively constitute\n\nthe school population of such State.\n\n—\n\nNote. There are, in the foreign countries considered in this vocabulary, no terms\ncorresponding in significance to \" school age \" and \" school population,\" as understood\nin the United States.\n\nIn a popular sense, however, as used in literature everywhere,\n\" school age \" includes the period of life from the age of four or five years to adult age,\n\nas the epoch most suitable for schooling.\n\n—\n\n1 (b). Compulsory school age.\nThe age at which children are obliged by law to\nattend school in those States of the Union having compulsory school laws. This age\nalso varies in the several States, but 8 to 14 may be considered as the representative.\n\nThe children subject to a compulsory school law constitute the \"compulsory school\npopulation \" of a State.\n\nEng. Age for school attendance.\nGer.\n\nScJiulpflichtige Alter.\n\nFr.\n\nAge scolaire.\n\nIt.\n\nObUigo di frequentare la scuola.\n\nSp.\n\nEdad escolar.\n\n—\n\nNote. The compulsory school age in the foreign countries considered above varies,\nbut 6 to 13 may be regarded as typical. All the children subject to compulsory school\nlaws in England and France, and the major part of those in Germany, are allowed free\ninstruction at public schools.\n\nSee 1 (a) and note.\n\n1 (c).\n\nSchool population.\n\n1 (d).\n\nCompulsory school population. For definition see 1 (b).\nEng. Population of school age.\nGer. Schulpfiichtige Kinder.\nFr.\n\nEnfants d'dge scolaire; or, Nombre d^enfants a instruire.\n\nIt.\n\nPopolazione da Q a 12 anni.\n\n"}
{"page": 749, "printed_page": null, "text": "APPENDIX Itl.\n2.\n\n737\n\nBiiTollmerht.—^\\x.vc^iQr of different pupils enrolled (or entered) on the school regis-\n\nters during any given year ; or, in other words, the entire\n\nnumber of different pupils\n\nwho have attended at any time during the year.\nEng. Number of children (or scJiolars) on registers.\nGer.\n\nZahl der Eingeachriebenen.\n\nFr.\n\nNombre des inscrits.\nNumero degli iscritti.\nNumero de niftos concurrentes (or inscriptos).\n\nIt.\n\nSp.\n\n3\n\n(a).\n\nAttendance.\n\n—Number of pupils present (on any given day or at any given\n\ntime).\n\nEng. Attendance.\nGer.\n\nFrequenz, determined on two test-days (Stichtage) each year.\n\nFr.\n\nFrequentation, or Eleves presents, determined as in Germany.\n\nSp.\n\nAsistencia.\n\n—\n\nAverage number of pupils attending each day or session.\nEng. Average attendance.\n\n3 (b). Average attendance.\n\nSp.\n\nAsistencia media,\n\n4 (a). School year.\n\n—\n\n(1)\n\nThe year, or period of twelve months, for which school offimoney made, teachers hired, school reports made,\n\ncials are elected, appropriations of\n\nthough the annual epoch of some of these features sometimes dates from a difIn the United States the school year usually begins the\nfirst of July, or some other day during the summer vacation.\nThe term is sometimes\nrestricted to (2) that portion of the school year during which the schools are in actual\n\netc.,\n\nferent day than that of others.\n\nsession.\n\n\" A year or other period for which an annual parliament-\n\nEng. School year.\nary grant is\n\n.\n\n.\n\npaid or payable,\"\n\n.\n\nday of the month preceding that fixed\n\nIt \" is the year ending with the last\n\nfor the inspectors' annual visit.\"\n\n—Ed. Acts Man., 17 ed., p. 375,\nGer.\n\nSchuljahr.\n\nFr.\n\nAnnie scolaire.\n\nIt.\n\nAnno scolasiico.\n\n—\n\n4 (b). Length of school year. The number of days, weeks, or months the schools\nwere in actual session during the school year. The expressions \"length of schools,\"\n\"duration of schools,\" \"length of school term,\" etc., are also used. The average\nlength of the school year is the average of a group of schools in which the number of\ndays of session varies. As in most foreign governmental school systems the number of\ndays is nearly uniform, this latter term has little application outside the United States.\n\nEng. Number of times school has kept.\n\nThis must be divided by two to get\n\nthe number of days.\nGer.\n\nFr.\n\n5.\n\nBauer des Schuljahres.\nDuree de Vannee scolaire.\n\n—\n\nAn instructor in an elementary or secondary school.\nEng. Schoolmaster, schoolmistress, teach^.\n\nTeacher.\nGer.\n\nLehrer, Lehrerin.\n\nFr.\nIt.\n\nMaXtre, maUresse, instituteur, iastitutrice.\nInsegndnte, maestro, maestra.\n\nSp.\n\nMaestro, maestra.\n\n"}
{"page": 750, "printed_page": null, "text": "—\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\n738\n\n6.\n\nKindergarten.\n\n— A school for young children, from about three to six years, con-\n\nducted after the methods of Froebel.\n\nEng. Infant school, or class.\n\n7.\n\nGer.\n\nKindergarten.\n\nFr.\n\nEcole maternelle.\n\nIt.\n\nAsili d'infancia.\n\nElementary instruction.\n\n—Instruction in the\n\nfirst principles or rudiments of knowl-\n\ngrammar, geography,\nUnited States history, and often the outlines of natural history and science, the pupil\nbeing prepared by this course to enter upon algebra and Latin or some modern language.\nUsually in the United States the first eight years of a fully graded public school course\nmark the period of elementary instruction, taking the child at the age of about 6 years.\nElementary schools are schools in which elementary instruction is the sole or predominatThese in a fully graded course may be subdivided into primary schools\ning feature.\n(first four years) and grammar (or intermediate) schools (second four years).\nKinderedge, including chiefly reading,\n\nwriting, spelling, arithmetic,\n\ngarten instruction is also classed as elementary.\n\nEng. Elementary instruction.\n\n8.\n\nGer.\n\nElementar-Unterricht.\n\nFr.\n\nEnseignement primaire (excluding the ^ primaire superieur \").\n\nIt.\n\nIstruzione elementare.\n\nSp.\n\nEnseftanza primaria.\n\n'\n\nSecondary instruction.\n\n—This\n\nis\n\nsupposed to begin the ninth year of the course of\n\nup algebra, geometry, natural philosophy, physical geography,\nLatin, Greek, French, and German, for some or all pupils, and for a whole or a part of\nthe four years also an outline study of universal history, English literature, and some\nstudy,\n\nand\n\nto take\n\n;\n\nof the special natural sciences, as geology, human physiology, botany, etc.\n\nA second-\n\nary school is a school whose ultimate object is to give a secondary education, and which\nmay or may not have a preparatory course of elementary grade, or pupils pursuing\nelementary studies.\nEng. Secondary (or intermediate) instruction. The term \" secondary schools\"\nin England is applied to certain groups of schools designed for the education\nof the upper and middle classes, including endowed grammar (i.e., classical)\nschools, endowed non-classical schools, private scJiools, and proprietary schools.\n\nThese are also known as middle class schools. They receive pupils at about\n8, continue them in their elementary studies, and carry them\nalong to an age varying from 14 to 19, giving them an education in some\ncases higher, in others— especially in the \" private\" schools not so high as\nThe nine great\nis indicated by the term secondary in the United States.\npublic schools of England (Eton, Harrow, etc.), which are properly \"intermediate\" schools i. e., standing between preparatory primary schools or\nprivate tutors, and the \" Universities \"—receive pupils from 10 to 15, and are\nof higher grade than most of the secondary schools of the United States.\nHigher hoard schools have developed in some of the large cities, and corthe age of\n\n—\n\nrespond nearly to our public secondary schools (high schools), giving to the\nchildren of their people an opportunity to continue their education beyond\nthe elementary grade.\n\nAbout 80,000 pupils pursue high school subjects in\n\nelementary schools.\nGer. Hohere Unterricht (i. e., higher than that given in the Volksschulen).\nThe instruction given in the Division\nFr. Enseignement primaire superieur.\nde grammaire of lycees and colleges communaux also belongs here.\nIt.\n\n.^\n\nIstruzione secondaria.\n\n"}
{"page": 751, "printed_page": null, "text": "APPENDIX III.\n\n739\n\n—\n\nThis is supposed to take the fourth epoch of\n9. nigher (or superior) instruction.\nfour years in a complete course of education, secondary taking the third four years, and\n\nelementary education the first eight years.\ntion\n\nis\n\nBy topics and methods, the higher educa-\n\ndistinguished by taking mathematics in those branches which succeed plane\n\ngeometry and elementary algebra Latin and Greek writers that require more maturity\nof reflection to master, such as Horace, Livy, Tacitus, Juvenal, Cicero's moral essays,\nHomer, Demosthenes, Plato, ^schylus, Sophocles, Euripides, Aristotle\nphysics\nmental philosophy the philosophy of history. In\ntreated by mathematics rhetoric\ngeneral, the studies of higher education are conducted on a comparative method\nwith\nthe purpose of treating each theme in the light of all branches of knowledge. A higher\ninstitution of learning is one whose ultimate object is to give a higher education, and\nwhich therefore may or may not have a preparatory department in which instruction is\ngiven in secondary or even elementary branches.\nEng. University instruction ; collegiate instruction.\n;\n\n;\n\n;\n\n;\n\n;\n\n—\n\nGer.\n\nHochschulunterricht.\n\nFr.\n\nEnseignement superieur.\n\nsecondaire\n\nis\n\nThe last three years of the enseignement\nthe higher grade according to the United States\n\nalso of\n\nstandard.\nIt.\n\nIstruzione superiore.\n\nSp. Enseflanza universitaria.\n\n—\n\nSchools of elementary or secondary grade which (1) educate for\n10 (a). Special schools.\nsome special trade, business, or occupation (e. g. commercial colleges, art schools) or\n(2) educate some special class of persons {e. g., deaf-mutes, juvenile delinquents).\n,\n\n10 (b). Evening schools.\n\n;\n\n—A class of special schools, generally public and located at\n\nthe centers of population, designed to give evening instruction in elementary and some-\n\ntimes in secondary branches, general and technical, to persons whose occupation, age,\nor both, prevent them from attending the day schools.\n\nA special feature of evening\n\nschools in some cities of the United States is the instruction of foreigners in the English\n\nlanguage.\n\nEng. Evening schools.\nFr.\n\nClasses d'adultes.\n\nIt.\n\nScuole serali.\n\n(Held in the evening or on Sunday.)\n\n10 (c). Evening high schools.\n\nContinuation schools.\n\n— A class of evening schools\n\ndesigned more particularly to give some degree of secondary education to youths who\nare obliged to go to work after finishing their elementary education in the day schools.\n\nGer.\n\n11.\n\nForthildungsschulen.\n\nSchoolhouse.\n\n(Evenings or Sundays.)\n\n—A building used for school purposes, one in which instruction\n\nis\n\ngiven.\n\nEng. School building.\n\n12.\n\nGer.\n\nSchulhaus.\n\nFr.\n\nMaison d^ecole.\n\nIt.\n\nEdificio-scolastico.\n\nSp.\n\nCasa ae escueia.\n\nLocale per le scuole.\n\nNumber of sittings for study, excluding those used only for recitation purposes.\nEng. Accommodation, number of seats.\ncapacity.\n\nIncludes all seats, being total seating\n\n"}
{"page": 752, "printed_page": null, "text": "TBE NATIONAL EDUCATIONAL ASSOCIATION.\n\n740\n\n—\n\nAll property, real and personal, belonging to a school system\nSchool property.\nnot hired or rented), and designed to be used for school purposes, including\n\n13.\n{i. 6.,\n\nschool sites and buildings, furniture, libraries, apparatus, etc.\n\nEug. ScTiool buildings, premises, and furnishing.\nGer. Schul-Eigenihum.\nFr.\nBdtiments et materiaux scolaires.\nSalary (or wages) of teachers.\n\n14.\n\n— The sum paid to teachers weekly, monthly, or\n\nIn computing the average monthly salaweekly and annual salaries must be reduced to a monthly\n\nannually, as compensation for their services.\nries of any group of teachers,\nbasis.\n\nEng. Salary.\nGer.\n\n(a).\n\nGehalt.\n\nFr.\n\nTraitement.\n\nIt.\n\nOnorario stii\n\nSp.\n\nSueldos.\n\nRevenue (school).- -Money from any source received for school purposes.\nEng. Income.\nGer.\n\nEinnahmen.\n\nFr.\n\nBessource.\n\nIt.\n\nRendita.\n\nSp.\n\nIngresos.\n\n15 (b). State (school) tax.\n\n—A uniform tax levied on\n\nall\n\nthe property or polls of a\n\nState, the proceeds whereof is apportioned to the counties, towns, or school districts,\n\ngenerally according to school population or average attendance.\n\nEng. Rates.\nGer.\n\nSiaats-Steuern.\n\n15 (c). Local (school) taxes.— Count j, town, and school-district taxes for school purposes.\n\nEng. Rates.\nGer.\n\nOris- (or Municipal-) Steuern.\n\nFr.\n\nCentimes additionels, or speciaux.\n\nIt.\n\nTasse communale\n\nSp.\n\nFondos provinciates, comunales, y municipales.\n\n15. (d).\n\ne provinciate.\n\nRevenue from permanent funds.\n\n— The interest on invested funds, including\n\nrent of school lands, if any.\n\nEng. Income from endowment.\nGer.\n\nInteressen angelegter Fonds.\n\nFr.\n\nProduit des legs et dons.\n\nSp.\n\nIngresos de los donativos y legados.\n\n16 (a). Expenditure (school).\nEng. Expenditure.\nGer.\n\nAusgaben.\n\nFr.\n\nDepenses.\n\nIt.\n\nSpese gen&raU*\n\nSp.\n\nGastos.\n\n-Money expended for school iDurDOses.\n\n"}
{"page": 753, "printed_page": null, "text": "APPENDIX III\n16 (b).\n\n741\n\nAmount paid to teachers (for salaries), including salaries of superintendents.\nEng. Teachers' salaries.\nGer. Ausgabcn fur Oehalte.\nFr.\n\nTraitements.\n\nIt.\n\nStipendi ; rimunerazimii ed indemnita al personale.\n\nSp.\n\nOUigaciones del personal.\n\n16 (c). Other current expenditure\n\nin\n\naddition to\n\namount paid\n\nto\n\nteachers\n\n;\n\ni.e.,\n\nincidental or miscellaneous expenditure for the maintenance of the schools and care of\n\nschool\n\nbuildings, including,\n\namong other things,\n\nrepairs, tree text books if any, and stationery,\n\nbuildings, etc.\n\nfuel,\n\nlighting, janitors, incidental\n\ncost of administration, rent of hired\n\nForeign countries do not conform to this classification, but the analo-\n\ngous foreign terms are as follows\n\n:\n\nEng. Miscellaneous expenditure.\nGer. Andere Ausgaben,\nFr.\nDepenses diverses.\n\n—\n\n16 (d). Permanent expenditure.\nExpenditure for school buildings (including\nmanent repairs), grounds, furniture, libraries, and lasting apparatus.\n\nper-\n\nEng. Capital charges.\nGer. Banhosten.\nFr.\nDepenses de construction.\nIt.\nSussidi per construzione e riparazione di edifici scolastici.\n17.\n\nPermanent funds.— YaXue\n\nof funds\n\nand other property yielding an annual\n\nrevenue for school purposes.\n\nEng. Endowment.\nPonds.\n\nGer.\n\n19.\n\nFr.\n\nDons et legs.\n\nSp.\n\nDonativos, legados, y mandos.\n\nTardy.\n\n— Late in arriving at school.\n\nEng. Not punctual.\nGer.\n\nZuspdikommend.\n\nFr.\n\nEn retard.\n\nAverage number belonging to a school, or system of schools, includes temporary\nPupils absent for sickness or other cause, but with intention of returning\nThis number differs from the number \"ento school, are considered as \"belonging.\"\nrolled \" (see 2), inasmuch as the latter contains all different pupils who have attended at\nany time during the year, some of whom may have been dropped from the roll of those\n\" belonging,\" on account of death, removal from the district, protracted sickness,\nentrance on business, etc.\n22.\n\nabsentees.\n\n25.\n\nNormal school.\n\n— A school designed for the professional training of persons\n\nintending to become teachers, usually maintained by a State or city.\n\nEng. Training college.\nGer.\n\nLehrer- Seminar.\n\nFr.\n\n£cole normale.\n\nIt.\n\nScuela normale.\n\nSp.\n\nEscuela normals\n\n*\n\n"}
{"page": 754, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION\n\n742\n\n27.\n\nCertificate; license (to teach).\n\n—A formal testimony of ability to teach, or per-\n\nmission to teach, awarded as the result of satisfactory examination before an examining\nboard, or after having successfully completed a certain prescribed course of study, or\n\ngiven other evidence of capacity to teach.\n\n28 (a).\n\nEng.\n\nCertificate.\n\nGer.\n\nZeugniss ; Reifezeugtiiss ; Licenz.\n\nFr.\n\nTitre (or brevet) de capacite ; certificat cPaptitude pSdagogiqtte.\n\nIt.\n\nDiploma d'abilitazione (or dHdoneita).\n\nSp.\n\nCertificado de aptitud.\n\nUniverdty.\n\n— An institution for higher education, having as\n\nits nucleus a col-\n\nlege in which the so-called liberal arts are taught in a course of three or four years for\n\nthe degree of A.B., and in addition one or more departments for the learned profes-\n\nmay be for advanced or post-graduate work,\n\nor divinity— or it\n\nsions, medicine, law,\n\nalong any lines of learning or investigation.\n\nIn England the university unites several\n\ncolleges.\n\nEng. University.\nGer.\n\nUniversitdt.\n\nFr.\n\nFaculte.\n\nUniversite is the term very generally\n\nemployed for the Paris\n\n\"facultes.\"\nIt.\n\nUniversita.\n\nSp.\n\nUniversidad.\n\n28 (b). College,\n\n— Strictly speaking, an institution of higher education, usually with a\nThe word college is\nword to designate other species of higher\n\nfour years' course completing preparation for the degree of A.B.\nalso used in connection with a descriptive\n\neducation, as, \" Agricultural College,\" \" Medical College.\"\n\nEng,\n\nCollege.\n\nGer.\n\nGymnasium.\n\nFr.\nIt.\n\nLycee ; college communal {de plein exercice)\nOinnasio ; liceo.\n\nSp.\n\nInstituto ; colegio.\n\n28 (c). High school.\n\n—A public secondary school.\n\nEng. Higher hoard school.\nGer. Hohere Schule.\nFr.\n^cole primaire superieure.\n28 (d). Academy; institute; seminary.\n''\n\nary schools.\n\n—Names given indifferently to private second-\n\nInstitute \" is occasionally applied to schools of higher grade.\n\nEng.\n\nGrammar school; high school; institute; public school, etc.\n\nFr.\n\n£tablissement\n\nlibre\n\nd'enseignement\n\nsecondaire; etablissement\n\nla^ue;\n\netablissement ecclesiastique ; petit seminaire.\n\n30.\n\nSession.\n\n— A sitting of a school, or assembly of the pupils for recitations, exercises,\n\nand studies, continuing from the time the school is called to order until the pupils are\ndismissed beyond the teachers' jurisdiction. There are generally either one or two sessions each day.\n\nEng. Meeting of the school,\nGer.\n\nSchulstunde.\n\n"}
{"page": 755, "printed_page": null, "text": "APPENDIX III.\n31. Recess;\n\nintermission.\n\n743\n\n— Brief suspensions of school exercises, recurring periodisome other purpose.\n\nIn public elementary\n\ncally each day, for recreation,\n\nmeals, or\n\nschools holding sessions from\n\nnine to twelve a.m., and from one to four\n\np.ai.,\n\ntwo\n\nrecesses of fifteen minutes each take place, the first at or near the hour of 10,30 a.m.,\n\nThe noon hour for dinner is not\n\nand the second at or near the hour of 2.30 p.m.\ncalled a \"recess,\" but usually an \" intermission.\"\n\nGer.\n\nFreiviertelstunde.\n\nFr.\n\nB^crecUions ; sortie de midi.\n\n—\n\nPunishment inflicted upon a pupil's person, generally\n33. Corporal punishment.\nwith a rod, cane, or ruler, but including a variety of other punishments in which\nbodily pain is caused. Other punishments, to be discriminated from corporal, are such\nas are based on the sense of honor, such as deprivation from privileges of the school,\n\nconfinement after school hours, requirement to\n\nsit\n\nor stand in some unusual place,\n\nenrollment on a list of disgraced pupils, etc.\n\n—\n\nAdvancement from any grade to the next higher.\nEng. Advance to higher standard.\n\n33 (a). Promotion.\nGer.\n\nVersetzung.\n\nFr.\n\nAvancement ; moniee d'une classe.\n\n—\n\n33 (b). Grade ; class. The body or group of pupils having the same degree of\nadvancement, pursuing the same studies, etc.\nEng. Standard.\nGer.\n\nKlasse.\n\nFr.\n\nClasse.\n\nIt.\n\nClasse; grado.\n\nSp.\n\nCelas; grado.\n\n"}
{"page": 756, "printed_page": null, "text": ""}
{"page": 757, "printed_page": null, "text": "PEOCEEDINGS\nOP THE\n\nMtional council of Education.\n\n•\n\n"}
{"page": 758, "printed_page": null, "text": ""}
{"page": 759, "printed_page": null, "text": "National Council of education.\nOFFICERS FOR 1892-93.\nPresident— E. W. Coy, Cincinnati, 0.\nVice-President F. A. Fitzpatrick, Omaha, Neb.\nSecretary and Treasurer Chas. De Garmo, Swarthmore, Pa.\nExecutive Committee— The President, Vice-President, Secretary and E. E. White,\nColumbus, 0. D. L. Kiehle, St. Paul, Minn. N. M. Butler, New York, N. Y. J.\n\n—\n\n—\n\n;\n\n;\n\n;\n\n;\n\nBaldwin, Austin, Texas.\n\nMEMBERS.\nNote.— The letter \" A \" following a name denotes that the member is of the class elected by the\nAssociation ; the letter \" C \" by the Council.\n\nTerm Expires.\n\nW. H. Bartholomew,\n\nLouisville,\n\nFrank\n\n.\n\nA 1893\n\nKy\nA.\n\nFitzpatrick,\n\nOmaha,\n\nA 1893\nA 1893\n\nNeb\nHenry Sabin, Des Moines, la\nE. 0. Lyte, Millersville, Pa\n\nA 1893\nJ. M. Greenwood, Kansas City, Mo. A 1893\nWm. A. Mowry, Salem, Mass\nC 1893\nC 1893\n\nSelim H. Peabody, Chicago, III\n\nNathan\nPa\n\nC.\n\nSchaefifer,\n\nKutztown,\n\n.\n\n.\n\nA 1895\nA. R. Taylor, Emporia, Kan\nW. R. Garrett, Nashville, Tenn.. .A 1895\nA 1895\n\nJas. L. Hughes, Toronto, Can\n\nGeo. P. Brown, Bloomington, 111. .C 1895\nBettie A. Dutton, Cleveland, 0.\n\n.\n\n.C 1893\n\n.\n\nIndianapolis,\n\nC1893\n\nInd\n\nC 1895\n\n.C 1895\nWm. F. King, Mt. Vernon, Iowa. .C 1895\nDelia L. Williams, Delaware, 0.\n\n.\n\nEdwin C. Hewett, Normal, 111 ... .A 1896\nAndrew J. Rickoff, New York,\n\nA 1896\nN. Y\nEuler B. Smith, La Grange, Ga. A 1896\nA 1896\nGeorge Howland, Chicago, 111\nJohn S. Irwin, Fort Wayne, Ind. .A 1896\nJohn W. Dickinson, Boston, Mass.C 1896\n.C 1896\nH. S. Tarbell, Providence, R. I\nC 1896\nE. W. Coy, Cincinnati. Ohio\nC 1896\nElla C. Sabin, Fox Lake, Wis\nC 1896\nJohn^. Cook, Normal, 111\n.\n\n.\n\nA 1894\n\nRounds, Plymouth, N. H.\n\n.\n\n.\n\nH. S. Jones, Lincoln, Neb\nWashington, D. C.\n\n.\n\n.A 1894\n\nC. C.\n\n.C 1895\n\n.\n\nHenry M. James, Omaha, Neb\n\nC1893\n\nDavid L. Kiehle, St. Paul, Minn\n\nMary E. Nicholson,\n\nTerm Expires.\nR. W. Stevenson, Columbus. O. .A 1895\n.A 1895\nJohn Eaton, Washington, D. C\n\nA 1894\n\nZ. Richards,\n\nJames H. Baker, Boulder, Col. ... A 1894\nA 1894\nJohn T. Prince, Boston, Mass\nAaron Gove, Denver, Col\nC 1894\nWm. E. Sheldon, Boston, Mass .C 1894\nJames H. Hoose, Cortland, N. Y.. .C 1894\nClara Conway, Memphis, Tenn.\n.C 1894\nH. H. Seerley, Cedar Falls, Iowa..C 1894\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nWm. T. Harris, Washington, D. C. A 1897\nD. Bemiss, Spokane Falls, Wash. .A 1897\n\n"}
{"page": 760, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n748\n\nJ.\n\nE. Bradley, Minneapolis, Minn.\n\nGeo.\n\nT.\n\nFairchild,\n\nA 1897\n\nManhattan,\n\nR. G. Boone, Bloomington, Ind.\n\n,A 1898\n\nA 1898\nN. A. Calkins, New York, N. Y.. .A 1898\n\nP. Louis Soldan, St. Louis, Mo\n\nA 1897\nKan\nChas. W. Eliot, Cambridge, Mass. A 1897\n\nJoseph Baldwin, Huntsville, Tex. .A 1898\n\nCharles De Garmo, Swarthmore, Pa.C 1897\n\nJas. H. Canfield, Lincoln, Neb\n\nL. H. Jones, Indianapolis, Ind.\n\n.\n\n.\n\n.C 1897\n\nM. Woodward, St. Louis, Mo .C 1897\nW. N. Plailmann, La Porte, Ind.. .C 1897\nButler,\nNicholas Murray\nNew\nC1897\nYork\nC.\n\n.\n\nA 1898\nA. S. Draper, Albany, N. Y\nC 1898\nWm. H. Maxwell, Brooklyn, N. Y.C 1898\nEmerson E. White, Cincinnati,\n.C 1898\nB. A. Hinsdale, Ann Arbor, Mich.C 1898\nN. C. Dougherty, Peoria, 111\nC 1898\n\nHONORARY MEMBERS.\nRobert AUyn, Carbondale, 111.\n\nJames McCosh, Princeton, N. J.\n\nIsrael W. Andrews,* 1888.\n\nAlbert P. Marble, Worcester, Mass.\n\nHenry Barnard, Hartford, Ct.\n\nFrancis A. March, Easton, Pa,\n\nWilliam N. Barringer, Newark, N. J.\nNewton Bateman, Galesburg, 111.\n\nThos. J. Morgan, Washington, D. C.\n\nThomas W. Bicknell, Boston, Mass.\n\nLemuel Moss, Minneapolis, Minn.\nM. A. Newell, Havre de Grace, Md.\n\nAlbert G. Boyden, Bridge water, Mass.\n\nBirdseye G. Northrop, Clinton, Ct.\n\nAnna C. Brackett, New York, N. Y.\n\nEdward Olney,* 1886.\n\nEdward Brooks, Philadelphia, Pa,\nMatthew H. Buckham, Burlington, Vt.\nDavid M. Camp, New Britain, Conn.\n\nJohn M. Ordway, New Orleans, La.\n\nAaron L. Chapin, Beloit, Wis.\nMatilda S. Cooper, Nyack, N. Y.\nWilliam J. Corthell, Gorham, Maine,\nJ, L. M. Curry, Richmond, Va.\nN. R. H. Dawson, Selma, Ala.\nV. C. Dibble, Charleston, S. C.\n\nLarkin Dunton, Boston, Mass.\nWilliam W. Folwell, Minneapolis, Minn.\nDaniel C. Gil man, Baltimore, Md.\nSamuel S. Greene,* 1883,\nJames C. Greenough, Westfield, Mass.\nJohn M. Gregory, Washington, D. C.\nDaniel B, Hagar, Salem, Mass.\nG. Stanley Hall, Worcester, Mass.\nWilliam D. Henkle,* 1883.\nElnathan E. Higbee,* 1889.\nIra G. Hoitt, Sacramento, Cal.\nJ. George Hodgins, Toronto, Can.\nGeorge W. Howison, San Francisco, Cal.\nThomas Hunter, New York, N. Y.\nEllen Hyde, Framingham, Mass.\nE. S. Joynes, Knoxville, Tenn.\nThomas Kirkland, Toronto, Can,\nMerrick Lyon,* 1888.\n\nJames MacAlister, Philadelphia, Pa.\nMartin, Lillie J., San Francisco, Cal.\nParker, Warren D., Madison, Wise.\n* Deceased.\n\nGustavus J. Orr,* 1888.\nFrancis W, Parker, Chicago, 111.\nS, S. Parr, St.\n\nCloud, Minn,\n\nW. H. Payne, Nashville, Tenn.\nJohn B. Peaslee, Cincinnati, Ohio.\nWilliam F. Phelps, St. Paul, Minn,\nJoseph L. Pickard, Iowa City, Iowa.\n\nJohn D. Philbrick,* 1885.\nWilliam H, Ruffner, Lexington, Ya.\nH, E. Shepard, Charleston, S. C.\n\nEdgar A. Singer, Philadelphia, Pa.\nJames H. Smart, Lafayette, Ind.\n\nHomer B. Sprague,\nCal.\nW. Stearns, Madison, Wis.\nThomas B. Stockwell, Providence, R. I.\n,\n\nJ.\n\nGrace Bibb Sudborough, Omaha, Neb.\n\nJohn Swett, San Francisco, Cal.\nEli T, Tappan,* 1888.\n\nCharles 0, Thompson,* 1885.\n\nH. S. Thompson, Columbia, S, C,\nL. S. Thompson, Jersey City, N. J.\nS. R.\n\nThompson, New Wilmington, Pa.\n\nJulia S. Tutweiler, Livingston, Ala.\n\nJames P. Wickersham,* 1891.\nJ. Ormond Wilson, Washington, D. C.\n\nJohn Hancock,* 1891.\nThigpen, W. R,, Savannah, Ga.\nJames, E. J., Philadelphia, Pa.\n\n"}
{"page": 761, "printed_page": null, "text": ";\n\n;;;\n\nSTANDING COMMITTEES.\n\n749\n\nSTANDING COMMITTEES.\nThe committees from which reports are due in 1894 are Nos. IL, III., IV., VII., X.,\nThe topics already reported on will be found in italics, with the year of the report\n\nXII.\n\nin parentheses.\n\nThe chairman of each of the above-named committees should communicate with the\nand notify the President,\n\nother members of his committee at once, select a subject,\n\nW. Coy, Cincinnati, Ohio.\n\nE.\n\n(2)\n\nJohn Eaton, Washington, D. C.\n\nOrganization (1883)\nSupervision (1885) ; (3) Licensure of\n:\n\nTeachers (1889)\n\n(1)\n\n;\n\n(4)\n\nCompulsory Education (1891)\n(6)\nTenure of Office of Teachers (1887) (7)\nSupplying the schools with Text Books\n(8) State, County, City and District Su;\n\n;\n\n;\n\nR.\n\nIV. On Secondary Education.\n—Sub-topics\n(1) High Schools (1882)\n(2) Academies (1885)\n(3) Preparation\nfor College (1884); (4) RelaHon of High\n:\n\n;\n\nSchools to Colleges (1887) ;\n\npervision (1892).\n\nW.\n\nB. A. Hinsdale, Ann Arbor, Mich.\n\nRevenues ;\n\nSchool\n\n(5)\n\nGarrett,\n\nNashville,\n\nTenn.,\n\nJames H. Canfield, Lincoln, Neb.\nDavid L. Kiehle, St. Paul, Minn.\n\nEducation (1889)\nCor(6) Schools by\nrespondence ; (7) Uniformity in Requirements for Admission to College (1891)\n(8)\n\n:\n\n(1)\n\nOrganization\n\nvision (1884, 1890)\n\n;\n\n;\n\nfication of Pupils (1886)\n\n;\n\n;\n\n(6)\n\n(5)\n\nClassi-\n\nUngraded\n\n(7) Business Side of City School\nSystems (1888, 1889, 1890) (8) Promotions and Examinations\n(9) Evening\nSchools\n(10) Enriching the Course of\nStudy below the High School.\n\nSchools\n\nChairman.\nJames H. Baker, Boulder, Col.\nF. Louis Soldan, St. Louis, Mo.\nH. H. Seerley, Cedar Falls, la.\nJohn S. Irwin, Ft. Wayne, Ind.\n\n(2) Super-\n\n(3) Superintendency ;\n\nQualification of Teachers\n\nmethods\n\nW. H. Bartholomew,' Louisville, Ky.,\n\nOn City School Systems.—\n\nSub-topics\n\nDifference between College\n\nof Instruction and High-school methods.\n\nGeorge Ilowland, Chicago, 111.\nII.\n\nOpportuni-\n\n(5)\n\nties of the Rural Population for Secondary\n;\n\nC?iairman.\n\nA. S. Draper, Albany, N. Y.\n\n(4)\n\nWm. F. King, Mt. Vernon, la.\n\nOn State School Systems.\n\nI.\n\n—Sub-topics\n\n;\n\nV. On Elementary Education.\n\n;\n\n—Sub-topics\n\n:\n\n(1) Course of Study (1882);\n\n;\n\n(2)\n\nOral Teaching (1884)\n\n;\n\nText-Books\n\n(8)\n\n;\n\nFrank A. Fitzpatrick, Omaha, Neb.,\nChairman.\nAaron Gove, Denver, Col.\nN. C. Dougherty, Peoria, 111.\n\nJohn E. Bradley, Minneapolis, Minn.\nH. S. Tarbell, Providence, K. I.\n\nOn Higher Education.—\n\nIII.\nSdb-topics\n\n:\n\n(1)\n\nHigher Institutions Re-\n\nquired (1885) ; (2) Harmonizing of Higher,\n\nSecondary, and Elementary Schools (1882);\n\nWaste in Elementary Educor\ntion (1888)\n(5) Kindergarten; (6) Language Lessons in Elementary Schools\n(7) Science Teaching in Lower Grades\n(8) Essentials in Elementary Education\n(1890)\n(9) The Uses of Literature in\nElementary Education (1892).\nL.\nH. Jones, Indianapolis, Ind.,\nChairman.\n(1886) ;\n\n(4)\n\n;\n\n;\n\n;\n\nElla C. Sabin, Fox Lake, Wis.\n\nWm. E. Sheldon, Boston, Mass.\nH. S. Jones, Lincoln, Neb.\n\nAdmission to College (1884) (4) ElecSystem (1888)\n(5) College Government (6) What Should Precede the University ? (7) The Seminary Method of In-\n\nSub-topics\n\n:\n\nstruction.\n\nrequirdi\n\n(2)\n\n(3)\n\n;\n\ntive\n\nBettie A, Dutton, Cleveland, Ohio.\n\n;\n\n;\n\nNew York,\nN. r., Chairman.\nCharles W. Eliot, Cambridge, Mass.\nNicholas Murray Butler,\n\nYI. On Normal Education.—\n;\n\nKind of Normal Schools\nAcademical and Profes-\n\n(1)\n\nsional Training (1883, 1889)\n\nDepartments (1885)\nSchools (1891)\n\n;\n\n(5)\n\n;\n\n(4)\n\n;\n\n(3) Practice\n\nCity\n\nTeachers'\n\nNormal\nInstitutes\n\n"}
{"page": 762, "printed_page": null, "text": ";\n\nNATIONAL GOUNGTL OF EDUCATION\n\n750\n\n(6) The Relation of the Normal\nSchool to Other Institutions of Learning\n(1893) ; (7) Normal School Extension.\n\n(1887)\n\nJoseph Baldwin, Austin, Tex., Chair-\n\n;\n\nC. Rounds,\nChairman.\n\nC.\n\nPlymouth,\n\nN.\n\nman.\n\nMary E, Nicholson, Indianapolis, Ind.\n\nH.,\n\nE, E. White, Columbus, Ohio,\n\nNathan C. Schaeffer, Kutztown, Pa.\nJohn W. Dickinson, Boston, Mass.\n\nClara Conway, Memphis, Tenn.\n\nA. R. Taylor, Emporia, Kansas.\n\nW. N. Hailman, La Porte, Ind.\n\nYII. On Technological Edu-\n\n—\n\nSub-topics\nTechnical\n(1)\nTraining in Public Schools (1881) (2)\nPreparation for Institutes of Technology\n(3) Pedagogical Value of the School Workshop (1886)\nAgricultural Colleges\n(4)\n\ncation.\n\n:\n\nX. On School Sanitation, Hygiene and Physical Training.—\n[Changed from — \" On Hygiene in Education,'\" 1891,]\n\n;\n\n;\n\n(6)\n\nSummer Schools\n\n(5)\n\n;\n\nof Science ;\n\n(1883)\n\n(2)\n\n;\n\nOn\n\nXI.\n\nEuler B. Smith, La Grange, Ga.\n\nPedagogics. — Sub-\n\n(3)\n\n;\n\nRe-\n\nR, W. Stevenson, Columbus, Ohio.\n\nSelim H. Peabody, Chicago, 111.\n\nChairs of Pedagogy in Col-\n\nRecesses (1884, 1885)\n\nJames L, Hughes, Toronto, Canada,\nChairman.\nWm. A. Mowry, Salem, Mass.\nHenry Sabin, Des Moines, la,\nD. Bemiss, Spokane, Wash.\n\nM. Woodward, St, Louis, Mo.,\nChairman.\nGeorge T. Fairchild, Manhattan, Kan.\nHenry M. James, Omaha, Neb,\n\nOn\n\nSanitary\n\n(5) Physical Education (1891).\n\nC.\n\n(I)\n\n(1)\n\n(1887) ; {^)Harmoniou8 Development (1889)\n\nRelation of Technological to Liberal\n\nVIII.\n\n:\n\nlation of Mental Labor to Physical Health\n\nEducation.\n\ntopics\n\nSuB-TOPics\n\nExercises and Appliances in Public Schools\n\n;\n\n(1888)\n\nWashington, D. C.\n\nZ. Richards,\n\nquiry.\n\nPsychological\n\nLiterature,\" 1891.]\n\ntional\n\nIn-\n\n— [Changed from — \" On EducaSub-topics\n\n:\n\nPedagogy as a Science\n\nSchool Reports (1885)\n(2) Books on\nUse of General\nPedagogy (1888)\n(3)\n\n(1884); (3) Pedagogical Inquiry; (4) Func-\n\nLibraries (1887) ; (4) Educational Litera-\n\ntion of Public Schools (1886, 1887)\n(5)\nEducational Value of Manual Training\nPeda(1889 )\n(6) Moral Education\n(7)\n\nture\n\n:\n\nleges (1882) ;\n\n(2)\n\n;\n\n;\n\n;\n\ngogical Terminology ; (8) The Education of\nthe Will (1891)\n\n(10)\n\n;\n\n(1890)\n(5) Relation of Mnemonic\nSystems to the Cultivation of the Powers\nof Thought (1892).\nWm, T. Harris, Washington, D. C,\n\nSystem of Pedagogy\n\nChairman.\n\nScope and Character of Pedagogical\n\nEdwin C. Hewitt, Normal, 111.\nN. A. Calkins, New York, N, Y,\nJohn W. Cook, Normal, 111.\n\nDe Garmo, Swarthmore, Pa.,\n\nChairman.\nJohn T. Prince, Newtonville, Mass.\nGeo. P. Brown, Bloomington, 111.\nDelia L. Williams, Delaware, Ohio.\nR. G. Boone, Bloomington, Ind.\n\nIX.\n\nOn Moral Education.—\n\n[Changed\nof Girls,\"\neducation\n\nfrom\n\n— \" On\n\n1890) ;\n\nTraining for Girls (1886)\ncation is Best (1888)\n\nof Girls (1891)\n\n;\n\nthe\n\nSub-topics\n\n1891.]\n(1883,\n\n;\n\nE. 0, Lyte, Millersville, Pa,\n\n;\n\nYiorTc in Universities (1892).\n\nChas,\n\n;\n\nDistinguishing Ideas\n\n(9)\n\n;\n\nin the Herbartian\n\n(1)\n\n(5)\n\n;\n\n(2)\n;\n\n(4)\n\nEducation\n:\n\nCo(1)\nTechnical\n\n(3) What EduThe Education\n\nPractical Culture of\n(6) Direct and\n\nthe Moral Virtues (1892)\n\nIndirect Moral Teaching.\n\n;\n\nXII. On Educational Reports\nand Statistics.— [Changed from—\n'\n'\n\nOn Education al Statistics, \" 1 89 1 ]\n\nSub-\n\nReforms in\n\n(1885,\n\n.\n\ntopics\n\n:\n\n(1)\n\n1887) ; (2)\n\nStatistics\n\nWhat Statistics Should be Col-\n\nlected (1889, 1891).\n\nM. Greenwood, Kansas City, Mo.,\nChairman.\nAndrew J, Rickoff, New York, N, Y.\nWm, H, Maxwell, Brooklyn, N, Y.\n\nJ.\n\nJames H. Hoose, Thousand Islands\nPark, N. Y.\nE. W. Coy, Cincinnati, Ohio.\n\n"}
{"page": 763, "printed_page": null, "text": "EEPOET OF SEOEETAET.\nOPENING SESSION.\nSaratoga Springs, N. Y., July 7, 1892.\nAt 10 o'clock, President Baker in the chair, the Council was called to\norder.\n\nPrayer was offered by Dr. Baldwin.\nOn motion it was agreed that the\nand at 3:30 p. m.\n\nsessions open at 10 A. m.\n\nVoted that the report on '* Practical Culture of the Moral Virtues \" be\npostponed to the afternoon session.\n\nThe following members were present Baker, Baldwin, Coy, Dougherty,\nMiss B. A. Dutton, Dickinson, Fitzpatrick, De Garmo, Prince, Schaeffer,\n:\n\nSheldon, Stevenson, Honorary Member L. Dunton.\n\nAdjourned till 3:30 p. m.\n\nAFTERNOON SESSION-July 7, 1892.\nThe Council met at 3:30 p. m.\nThe report on '^Practical Culture of the Moral Virtues,'' postponed\nfrom the morning session, was read by Joseph Baldwin, chairman of the\nCommittee on Moral Education.\nAt the close of the report, the Committee introduced Larkin Dunton\nas a specialist, who spoke at length upon the theme of the paper and\nanswered the questions of the members.\nThe five minute rule was re-adopted by vote of the Council, to govern\nthe length of the speeches in the discussions.\n\nThe report was discussed by Messrs. De Garmo, Dougherty, Sheldon,\nThe discussion\n\nEichards, L. H. Jones, Prince, Dunton and Schaeffer.\n\nwas closed by Mr. Baldwin.\nThe report was, on motion, received and ordered to be printed in the\nproceedings.\n\nThe Council then took a recess of five minutes.\nAfter the recess the report on ''The Uses of Literature in Elementary\nEducation \" was read by Mr. L. H. Jones, chairman of the Committee on\nElementary Education,\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n753\n\nThe report was\n\nby Messrs.\n\ndiscussed\n\nDe Garmo, Kiehle, Sheldon,\nThe discussion was closed\n\nRichards, Dunton, Prince, Mowry, Baldwin.\n\nby L. H. Jones.\n\nThe report was, on motion, received and ordered to be printed.\nMembers present Baker, Baldwin, Coy, Dougherty, Miss Button,\n:\n\nDickinson, Fitzpatrick, De Garmo, Kiehle, L. H. Jones, Prince, Eichardson, Schaeffer, Sheldon, Stevenson,\n\nN. Camp, Larkin Dunton.\nAdjourned at 6:15 P. M.\n\nMowry.\n\nHonorary members, David\n\n.\n\nSECOND DAY—July 8, 1892.\nCouncil met in the High School at 10 a. m.\n\nPrayer was offered by Mr.\n\nSchaeffer.\n\nThe minutes of the First Day's Sessions were read and approved.\nThe Council then adjourned to the rooms assigned to the several committees for Round Table Conferences.\n\nAFTERNOON SESSION.\nCouncil met at 3 :30 p. m.\nJ.\n\nW. Dickinson read his report of the discussion on '^ Practical CulThe report was accepted.\n\nture of the Moral Virtues.^'\n\non the \" Uses of LiteraThe report was accepted.\n\nJ. T. Prince read his report of the discussion\n\nture in Elementary Education.\"\n\nA report on\n\n'^\n\nScope and Character of Pedagogical Work in UniversiDe Garmo, chairman of the Committee on Peda-\n\nties\" was read by Chas.\ngogics.\n\nThe Committee introduced Dr. Nicholas Murray Butler, of Columbia\nand Prof. S. G. Williams of Cornell University, who spoke at\nlength upon the various points of the report.\nThe report was further discussed by Messrs. L. H. Jones, Sheldon,\nCanfield and Prince.\nThe discussion was closed by Mr. De Garmo.\nCollege,\n\nIt was voted that the report be received and printed.\nJ.\n\nH. Canfield received permission to read his report of the discussion.\n\nThe report was accepted.\nThe President announced the following Committees\nCommittee on membership W. E. Sheldon, A. S. Draper, F. A. Fitz:\n\n:\n\npatrick.\n\nCommittee on nominations N. C. Dougherty, J. Baldwin, J. Canfield.\nAuditing Committee L. H. Jones, D. L. Kiehle, Z. Richards.\n:\n\n:\n\n"}
{"page": 765, "printed_page": null, "text": "REPORT OF SECRETARY.\nThe following members were present\n\n:\n\n753\n\nBaker, Baldwin, Butler, Calkins,\n\nCanfield, Coy, Dickinson, Dougherty, Draper, Miss Dutton, Fitzpatrick,\n\nDe Garmo, Rowland, L. H. Jones, Kiehle, King, Miss Nicholson, Prince,\nHonorary\nmembers, Larkin Dunton, David N. Camp, Albert Boyden, Wm. J. CorRichards, Hounds, Miss Sabin, Sheldon, Stevenson, Schaeffer.\n\nthell.\n\nAdjourned at 5 o'clock.\n\nTHIRD DAY^S SESSIONS—July 9, 1892.\nCouncil met at 10 a. m.\nThe meeting was opened with prayer by Mr. Baldwin.\nThe minutes of the Second Day's Sessions were read and approved.\nThe report on *'The Relation of the Normal School to other Institutions of Learning\" was read by C. C. Rounds, chairman of the Committee on Normal Education.\nThe report was discussed by Messrs. Schaeffer, Dickinson, Harris, De\nGarmo, Greenwood, Boyden, Camp, Baldwin, Dunton, Richards. The\ndiscussion was closed by Mr. C. C. Rounds.\nIt was voted that the report be received and printed.\n\nThe report on State, County, City and District Supervision was on\nmotion postponed to Monday afternoon.\nIt was moved and seconded that the Council hold an Executive Session\non Monday morning after the regular session.\n\nVoted that the motion be laid on the table.\nVoted to receive and hear a report of progress from the Committee of\nConference between Colleges and Secondary Schools.\nVoted that a recess of five minutes be taken.\nAfter recess the Committee on Conference between Colleges and Secondary Schools received permission to\n\nmake a final report at the afternoon\n\nsession.\n\nVoted that the Council go into Executive Session.\nOn motion it was resolved that in the opinion of the Council absence\nfrom a meeting of the Council one year, followed by absence at the sucmeeting up to the time of the report of the Committee on Membership on the last day of the meeting, must be held to be a resignation\nIceeding\nof membership.\nThe following members were present Baker, Baldwin, Butler, Canfield,\nDickinson, Dougherty, Draper, Miss Dutton, Fitzpatrick, De Garmo,\nGreenwood, Harris, Howland, L. H. Jones, Kiehle, W. F. King, Miss\nNicholson, Prince, Richards, Rounds, Mffes Ella Sabin, Henry Sabin,\nSheldon, Schaeffer, Tarbell.\nHonorary members L. Dunton, David N.\n:\n\n:\n\nCamp, Albert G. Boyden, Wm. J. Corthell, Thos. B. Stockwell.\nAdjourned at 1:15 P. M.\n\nI\n\n"}
{"page": 766, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n754\n\nAFTERNOON SESSION.\nCouncil met at 3 :30 p. m,\n\nW. T. Harris, chairman of the Committee on Psychological Inquiry,\n^' The Kelation of Mnemonic\nSystems to the Cultivation\nof the Power of Thought.\"\nThe Committee introduced the specialist, Prof. E. Pick of London,\nwho addressed the Council and answered questions by the members.\nThe report was discussed by Messrs. Greenwood, Sheldon, Harris and\nSchaeffer.\nThe discussion was closed by Mr. Harris.\nThe report was ordered to be received and printed.\nThe report of the Committee of Conference between Colleges and Secread a report on\n\nondary Schools was read by Mr. Butler, and, after discussion by the\nmembers, was amended and adopted in the following form\n:\n\nTo the National Council of Education.\nIn the opinion of the Conference of Representatives of Colleges and Secondary Schools,\ncalled\n\nby authority of the Council, certain conferences by departments of instruction,\nWe, therefore, recommend\n\nof teachers in colleges and secondary schools are desirable.\nto the Council that the following\n\nten persons, namely. President Chas.\n\nW. Eliot,\n\nof Harvard University, Dr. W. T. Harris, Commissioner of Education, President James\n\nB. Angel], of the University of Michigan, Mr. John Tetlow, Master of the Girls' High\nSchool, Boston, President\n\nJames M. Taylor, of Vassar College, Mr.\n\n0. D. Robinson,\n\nPrincipal of the Albany, N. Y., High School, President James H. Baker, of the University of Colorado, President R, H, Jesse, of the University of Missouri, Mr. Jas. C.\n\nMackenzie, Head Master of the Lawrenceville, N. J., School, and Professor Henry C.\nKing, of Oberlin College, be designated as an Executive Committee, with full power to\ncall and arrange for such conferences during the academic year 1892-3; that the results\n\nof the conferences be reported to said executive committee for such action as they may\n\ndeem appropriate\n\n;\n\nand that the executive committee be requested to report fully con-\n\ncerning tlieir action to the Council.\n\nWe recommend, further, that the Council ask the Directors of the National Educational Association to authorize the payment of the necessary expenses of the Conference,\n\nand that they set apart out of the income and current funds of the present year the sum\nof twenty-five hundred dollars, which sum shall be available so far as may be necessary to carry on the work of the committee, and shall be disbursed by the Trustees\nof the National Educational Association on vouchers signed by the Chairman of the\nExecutive Committee herein recommended.\nRespectfully submitted on behalf of the Conference,\n\nNicholas Murray Butler,\nChairman of Committee.\nJuly 9, 1892.\n\nA committee of three, consisting of Messrs. Baker, Sheldon, and Butler,\n\nwas, by motion, appointed to present and press these recommendaBoard of Directors of tlie National Educational Associ-\n\ntions before the\nation.\n\n"}
{"page": 767, "printed_page": null, "text": "REPORT OF SECRETARY.\nThe following members were present\n\n:\n\n755\n\nBaker, Baldwin, Butler, Calkins,\n\nCanfield, Coy, Dickinson, Dougherty, Draper, Miss Dutton, Fitzpatrick,\n\nDe Garmo, Greenwood, Harris, Howland, James, L. H. Jones, Klehle,\nKing, Miss Nicholson, Prince, Richards, Rounds, Ella C. Sabin, Sheldon,\nHonorary Members L. Dunton, David\nSchaelfer, Henry Sabin, Tarbell.\nN. Camp, Albert G. Boyden, Wm. J. Corthell, Grace C. Subborough.\nAdjourned at 6.15 p.m.\n:\n\nFOURTH DAY'S SESSIONS— July 11, 1892.\nCouncil met at 10 a. m.\n\nPrayer was offered by Mr. E. E. White.\n\nThe minutes were read, corrected, and adopted.\nThe reading of the report of the discussion on the Relation of Normal\nSchools and other Institutions of Learning was, on motion, dispensed\nwith, and ordered to be printed in the Proceedings.\n\nA similar motion was carried with reference to the report of the discussion of the Relation\n\nMnemonic Systems\n\nof\n\nto the\n\nCultivation of\n\nthe Power of Thought.\n\nIn the absence of G. Stanley Hall, the report on State, County, City,\nand District Supervision was taken up and read by W. R. Garrett, Chairman of the Committee on State School Systems.\nThe Committee introduced Mr. George \"Walton, as a specialist, who\npresented a paper on that portion of the report relating to ungraded\nschools.\nIt was\n\nmoved and seconded that the report be recommitted, with the\n\nrequest that it be returned to the Council at a subsequent session.\n\nVoted that this motion be laid on the table.\n\nThe report was taken up seriatim\n\n;\n\nthe first five points were, on motion,\n\npassed over ; the sixth item, that the country school should be graded,\n\nwas discussed by Messrs. Harris, Baldwin, Sabin, Richards, Greenwood,\nHarris, Dickinson, White, Kiehle, Brown.\n\nWalton be printed.\n\nIt was ordered that the report of Mr.\n\nThe motion to recommit the report of the Committee was taken up\nand passed.\n\nThe following members were present\n\n:\n\nBaker, Baldwin, Brown, Butler,\n\nCanfield, Coy, Dickinson, Dougherty, Draper, Miss Dutton, Fitzpatrick,\n\nDe Garmo, Gove, Garrett, Greenwood, Harris, Howland, James, L. H.\nJones, Kiehle, King, Lyte, Miss Nicholson, Peabody, Richards, Rounds,\n\nElla Sabin, Sheldon, Schaeffer, H. Sabin, I'Vtrbell, Mrs. Delia L. Williams,\n\nWhite.\n\nHonorary members\n\n:\n\nL. Dunton, David N. Camp, A. G. Boyden,\n\nW. J. Corthell, Grace C. Subborough, Thos. B. Stockwell.\nAdjourned at 12.45 p. M.\n\n"}
{"page": 768, "printed_page": null, "text": ".\n\nNATIONAL COUNCIL OF EDUCATION.\n\n756\n\nAFTERNOON SESSION.\nCouncil met at 3:30 P. M.\nThe minutes of the morning session were read, amended and approved.\nIt was voted that more time be allowed for the completion of Mr.\nJameses report of the discussion on Ungraded Schools, and that in case it\n\nbe unfinished at the close of this meeting, the report be referred to the\n\nExecutive Committee and printed.\nN. C. Dougherty presented a report of the conference on City School\nsystems.\nL.\n\nH. Jones presented a report of the conference on Elementary Edu-\n\ncation.\n\nC. C.\n\nRounds made a report of the conference on Normal Education.\n\nChas. De Garmo read a report of the conference on Pedagogics.\n\n'\n\nThe reports were on motion received, referred to the Executive Committee, and ordered to be printed under the usual limitations.\nIt was agreed that the reports of these\n\nRound Table Conferences be\n\nprinted with the statement that they were not discussed in the regular\n\nmeetings of the Council.\nA telegram was received from G. Stanley Hall, stating that he had been\ndelayed.\n\nOn motion it was resolved that the Council go into executive session.\nThe report of the Auditing Committee upon the account of the Treasurer was received and adopted.\n\nN. C. Sehaeffer, Treasurer, in account with National Cou7icil of Education.\nReceipts.\n\n1891.\n\nDr.\n\n—Received from D. L. Kiehle, former Treasurer\n\nJuly 14\n\nCr.\n\n$97 53\n\nI\n\n1892.\n\nJuly\n\n9—Dues received from July 14, 1891, to July 9, 1893.\n\n.\n\n142 00\n\nDisbursements.\n1891.\n\nAug. 19— Express charges paid to Z. Richards\n\n—\n\nSept. 28 Printing charges paid to G. P. Brown\nOct. 24— Express charges and type- writing to S.\n1892.\n\nJuly\n\"\n\"\n'\n\n'\n\n,\n\n.\n\n$6 90\n\n.\n\n7 50\n7 02\n\nH. Peabody.\n\n— Stationery\n—Express charges\n— Printing 750 copies, N. A. Calkins\n—Express charges on same\n—Balance on hand\n\n50\n40\n97 00\n16 16\n104 05\n\n8\n8\n9\n9\n9\n\n$239 53\n\n$239 53\n\nTo the National Council of Education : The undersigned, Auditing Committee,\nhave examined the accounts of the Treasurer of this Council, Nathan C. Schaeffer,\ntogether with the vouchers accompanying said accounts, and find the whole correct.\nL. H, Jones, Chairman.\nZ. Richards.\nD. L. Keihle.\n\n"}
{"page": 769, "printed_page": null, "text": ":\n\nREPORT OF SECRETARY.\n\n757\n\nThe Committee on Membership made the following report, which was\non motion received and adopted.\nSaratoga Springs, July 11, 1892.\nTo the National Council of Education : Your Committee on Membership have attended to the work assigned to them, and respectfully submit the following report\nThe term of membership of five persons expires in 1892, viz. Andrew S. Draper,\nAlbany, N. Y. Emerson E. AVhite, Cincinnati, Ohio N, C. Dougherty, Peoria, 111.\nB. A. Hinsdale, Ann Arbor, Mich. and William H. Maxwell, Brooklyn, N. Y.\nYour Committee recommend that these gentlemen be respectively reelected for a\nterm of six years— term to expire in 1898.\nThe action of the Council, as embodied in the following resolution '* Resolved,\nThat in the opinion of the Council, absence from all the sessions of the Council for one\n:\n\n;\n\n;\n\n;\n\n;\n\n:\n\nyear, followed by absence at the succeeding meeting up to the time of the report of the\n\nCommittee on Membership, on the last day of the meeting, must be held to be a resignation of active membership,\" creates four vacancies on account of such absence.\n\nYour Committee recommend the following persons to fill these vacancies 1. A. R.\nfill the vacancy caused by the absence of Lillie J.\nterm to expire in 1895. 2. John W. Cook, of Normal, 111., in place of Warren\nMai-tin\nD. Parker term to expire in 1896. 3. Euler B. Smith, of La Grange, Ga., in place of\nW. R. Thigpen term to expire in 1896. 4. Charles W. Eliot, of Cambridge, Mass.,\nin place of E. J. James term to expire in 1897.\nRespectfully submitted,\nWilliam E. Sheldon,\n:\n\nTaylor, of Emporia, Kansas, to\n;\n\n;\n\n;\n\n;\n\nFbank a. Fitzpatrtck,\nA. S.\n\nIt was voted that the officers of\n\nthe Council\n\nDraper.\n\nmake arrangements with\n\nthe officers of the National Educational Association to have the proceedings printed from the plates or type of the general volume.\n\nA letter was read from D. B. Hager, saying that when he was ready to\nstart for the meeting of the Council his physician forbade his coming.\n\nThe Committee on Nominations made the following report\nPresident.\n\n:\n\n—E. W. Coy.\n\nVice-President.\n\n— F. A. Pitzpatrick.\n\nSecretary <fe Treasurer.\n\n—Charles De Garmo.\n\nExecutive Committee.— E. E. White, D. L. Kiehle, N. M. Butler, J. Baldwin.\n\nThe Secretary was instructed to cast the ballots for the officers placed\nin nomination.\n\nThey were declared elected.\nThe Custodian was authorized to ask active and honorary members for\ncopies of the Proceedings of the Council, and to sell the same at fifty cents\n\nper copy.\n\nVoted that the thanks of the Council be extended to the retiring\nWith appropriate remarks the retiring President presented the\nnewly elected President, who had been\" conducted to the chair in the usual\nofficers.\n\nform.\n\n"}
{"page": 770, "printed_page": null, "text": "758\n\nNATIONAL COUNCIL OF EDUCATION.\n\nVoted that the names of deceased members be placed with a star upon\nthe list of Honorary Members.\n\nAfter the minutes of the afternoon session were read and approved, the\nCouncil adjourned.\n\nJ. H. Baker, President,\nN. C. ScHAEFFER, Secretary,\n\nREPORT OF ATTEJfDANCE.\n\nThe following were present at one or more of the sessions of 1892\nBaker, Baldwin, Brown, Butler, Calkins, Canfield, Coy,\n\n:\n\nDe Garmo,\n\nDickinson, Dougherty, Draper, Miss Dutton, Fitzpatrick, Garrett, Gove,\n\nGreenwood, Harris, Howland, James, L. H. Jones, Kiehle, King, Lyte,\nMowry, Miss Nicholson, Peabody, Prince, Richards, Rounds, Miss Sabin,\nH. Sabin, Schaeffer, Sheldon, Stevenson, Tarbell, Mrs. Williams, White.\n\n"}
{"page": 771, "printed_page": null, "text": "PRACTICAL CULTURE OF THE MORAL VIRTUES.\n\n759\n\nREPORT OF THE COMMITTEE ON MORAL\nEDUCATION.\nPRACTICAL CULTURE OF THE MORAL VIRTUES.\nBy the practical culture of the moral virtues is meant the development\nof moral character, for the moral virtues are the ingredients of moral\nIt seems fitting that we\n\ncharacter.\n\nshould approach the study of moral\n\neducation from the standpoint of history, for history and biography teach\n\nby example, how to cultivate the moral virtues. As we go to the\nSpartans to learn the possibilities of physical culture, and to the Atheni-\n\nus,\n\nans to learn the possibilities of aesthetic culture, so we go to the peoples\n\nwho have exalted the moral virtues, to learn the possibilities of ethical\nHistory and biography present us a marvellous series of object\n\nculture.\n\nlessons in the practical culture of the moral virtues.\n\nTwo or three exam-\n\nples selected from this wonderful series, will illustrate the historic plan of\nethical study.\n\nThe Jew teaches us fidelity.\nsavagery\n\nThe savage is a savage from habit, for\nThe unthinking masses move\n\nthe line of least resistance.\n\nis\n\nround and round in the treadmill of custom, for this is easier than indeBut the Jew is a Jew from conviction as well as from\npendent action.\nhabit.\nFor many centuries it has cost much to be a Jew, yet the Jewish\npeople have proven true to their convictions.\nTheir history is a striking\nobject lesson in the development of the virtue of fidelity to enlightened\nconviction.\nThat the God of Abraham created the worlds and gave the\nBible, is the earliest lesson taught tlie Jewish child.\n\"With the years the\nconviction\nis\n\nis\n\ndeepened.\n\nFrom infancy to age, fidelity to this conviction\n\nthe deepest impulse in the heart of the Jew.\n\nFidelity grows into a\n\nThrough all the centuries, the profound belief in Jehovah\nand in the Hebrew Scriptures has made the Jewish people a perpetual\nfixed habit.\n\nmiracle.\n\nThe Scotch teach us integrity. The integrity of the Scotch people is\nGo to the homes and schools and kirks of Scotland. You\nfind that integrity in things great and small is every way inculcated.\nBy\nexample, by precept, by training, the habit of integrity is developed. The\nGod of the Scotch is a God of integrity, twid the heaven of the Scotch is\nfilled with the departed spirits of men and women of integrity.\nThe Scotch\nproverbial.\n\nstand for integrity, and are a living object lesson in the practical culture\nof the moral virtues.\n\n"}
{"page": 772, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n760\n\nThe Quaker teaches us truthfulness. His word stands for more than\nGo to the home of the Quaker. From the earli-\n\nthe oaths of other men.\n\nest to the latest periods of life, truthfulness and honesty are exalted as the\n\ncrowning virtues.\n\nEarly and always the Quaker child and youth learn to\n\nlove truth and speak and act truth.\n\nThat it is a sacred duty to be truthbecomes a fixed principle, and the habit of truthfulness becomes a\nfixed habit.\nThe Quaker is a noble object lesson in the practical culture\nof truthfulness and honesty.\nThe world's moral heroes teach us all the moral virtues. The lives of\nthe great and good are the best of all lessons in practical ethics. We study\nthe life of Jesus as the one perfect life.\nWe study the lives of the best\nwomen and men that we may discover how they grew into moral greatHistory and biography are immensely rich in object lessons teachness.\ning the practicaV culture of the moral virtues.\nFrom these lessons we\ndeduce the laws and the methods of moral education. Sacred and classic\nliterature must be counted of highest value.\nIt seems fitting, in the second place, to study the lessons of environment\nand heredity as influencing moral conduct. No one knows the extent of\nthe moulding influences of heredity and environment.\nA moral atmosphere conditions the growth of the moral virtues A\nsturdy moral manhood is almost impossible in the midst of moral pestilence.\nOur first care should be to remove alluring temptations and\ndegrading influences. Moral pest-houses are very necessary.\nOur second\ncare should be to throw around the child and the youth all favoring influences.\nHelpful environments, helpful companionship, helpful literature,\nful\n\nOur third care\nThe idle classes,\nOnly men and women who have\n\nhelpful society, helpful work are of incalculable value.\n\nshould be to incite high purposes and earnest work.\n\nrich and poor, are our moral lepers.\nhigh purposes, and who work with tireless energy, develop sturdy moral\ncharacters.\n\nCircumstances do not make the man, but it is certain that\nmuch to thwart us in our efforts to develop a grand\n\ncircumstances do\n\nmoral manhood.\n\nWeak, struggling mortals need all possible helps and\nIn a moral atmosphere we find it vastly less dif-\n\nall favoring influences.\n\nficult to develop the moral virtues than in an atmosphere surcharged\nfolly.\n\nEducators\n\nwith\n\nmay study with great profit the management of our\n\nreform prisons, such as those at Elmira, N. Y., St. Cloud, Minn., and\nelsewhere.\nUnder favoring environments and skillful management the\nMost\nprisoners are educated out of their vices and into the moral virtues.\nof our pupils come to us with\n\nbad habits.\n\nOur work is to educate them\n\nout of these bad habits and into good habits.\n\nMoral ancestry tends to morality.\n\nPractical ethics may gain invaluable\n\nlessons from the study of heredity.\n\nThe' tendencies of the offspring of\n\nmoral ancestors are toward the right. It is certain that the\nmoral education of such persons is far less difficult than that of the off-\n\nlines of\n\n"}
{"page": 773, "printed_page": null, "text": "PRACTICAL CULTURE OF THE MORAL VIRTUES,\nspring of immoral ancestors.\n\n761\n\nHenry \"Ward Beecher uttered an important\n\ntruth when he said that we should begin with the grandparents to educate\nthe child.\nIt\n\nseems\n\nfitting,\n\nin the third place, to consider moral education in\n\nthe light of psychology.\n\nEducational evolution\n\nthe possibilities of the human germ, for each\nself in embryo.\n\nis\n\nthe development of\n\nhuman germ is a human\n\nEach human self is endowed with the same elemental\nno new activity has been added. Educa-\n\nenergies, and in all the ages\n\ntion does not create activities;\n\nAll the capabilities of the\n\nit\n\nsimply develops native capabilities.\n\nman are feebly active in the child\n\n;\n\neducation\n\nmeans the growth of the feeble activities of the child into the mighty\nactivities of the man.\nEducation makes the difference between the infant\nNewton uttering its first cry, and Newton, the philosopher, trembling\nwith joy as he grasped the problem of the heavens.\nEducation makes the\ndifference between the weak conscience of the child and the powerful conscience of a Spurgeon or a Paul.\nConscience stands for our moral nature\nand keeps us en rapport with the moral universe. Ethical laws are the\narticulated language of conscience.\n\nthe education of conscience.\n\nIn its last analysis, moral culture is\n\nSelf as intellect finds out right, and self as\n\nand does right, but it is self as conscience that feels the\nConscience is the central idea in moral education.\nWhen a man does what he considers right, we call his act a moral act,\nand when moral acts grow into habits, we call them moral virtues. The\npractical culture of the moral virtues is the development of these virtues\ninto fixed principles and controlling habits.\nWe educate the moral virtues by putting conscience into conduct.\nIn the mental economy all our\nactivities supplement each.\nWe feel in view of ideas, and we determine\nin view of ideas and emotions.\nConscience is our capability to feel in\nview of ideas of right and wrong, and it is the basis of moral conduct.\nThe brute can do no moral act because it can have no moral ideas. The\nadmirable traits of animals are not moral virtues. Brutes have no moral\ninstincts, nor in fact has man.\nMan is the only earth-born being capable\nof moral acts.\nWe stand face to face with the moral universe by direct\ninsight we gain elementary moral ideas just as we gain elementary cause\nwill purposes\n\nimpulse to right.\n\n;\n\nideas.\n\nOur elementary ethical ideas are intuitions.\n\nRationality condi-\n\ntions morality, and moral education is the education of conscience.\nentific morality and mechanical morality are misnomers.\n\nSci-\n\nThe little child\n\nThe impulse to obey because it\nought is the voice of conscience. The child thus early gains the intuition of right, and begins to do moral acts.\nEach moral act strengthens\nrealizes that it ought to obey its parents.\n\nI\n\nconscience just as each act of reasoning strej^gthens reason.\n\nThe habit is\n\nformed of doing what is considered right. The impulse of conscience to\nfind out right, to choose right, and to do right becomes practically imperative.\nThe moral habits of the child grow into the moral virtues of the\n\n•\n\n"}
{"page": 774, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION,\n\n762\n\nStudy a single example.\n\nadult.\n\nThe child realizes that it ought to be\n\nIt feels the impulse to truthfulness,\n\ntruthful.\n\nand so persists in truth-\n\ntelling until truthfulness grows into a habit, into a moral virtue, into character.\n\nAs reasoning educates reason, so truth-telling develops truthful-\n\nness.\n\nIt\n\nis\n\narticulated\n\nit\n\nis\n\nmy duty, I ought — these expressions are the\n\nlanguage\n\nof\n\nconscience.\n\nright,\n\nMoral\n\nconduct\n\nis\n\nconscientious\n\nThe greatest thing in education is the development of the\nhabit of doing what we believe we ought to do.\nThis is the education\nconduct.\n\nof conscience.\nIt is fitting, in the fourth place, to study applied ethics\n\nas the art of\n\npromoting the growth of moral virtues.\nMoral virtues are moral acts\nrooted into habits and ingrained into character.\nA rational act done\nfrom a sense of duty is a moral act. No one thinks of the acts of brutes\nNo more do we think of acts intrinsically right as moral\nas moral acts.\nMany virtues are not moral viracts when not pi*ompted by conscience.\nGracefulness is an aesthetic virtue, but honesty is a moral virtue.\ntues.\nThe moral virtues are the ingredients of moral character. You are convinced that it is your duty to act honestly. You go on acting honestly\nuntil honesty becomes your habit.\nYou are honest from habit as well as\nfrom principle. You are now an honest man, for honesty is ingrained in\nyour character. We understand reasonably well how to develop the intellectual powers, but can we claim that we understand equally well how to\neducate the emotions and the will powers ?\nWe have it in\n1. We determine the ideas and the ideals of the young.\nour power, to a great extent, to control the ideas and ideals of the child\nand the youth. This truth is the rock on which we build. Parents,\nteachers, ministers and writers determine the ideas and the ideals of the\n\nWe can teach as object lessons, even to the little ones, such great\nmoral laws as these Be truthful, be honest, be just, be pure, be generous,\nbe faithful, be kind. We can tell of moral heroes in all the walks of life,\n\nyoung.\n\n:\n\nand thus lead even children to form high moral ideals.\nHere we stand face to\n2. But moral ideas must become moral acts.\nHow can we bring it about\nface with one of our most difficult problems.\nthat moral ideas shall lead to moral conduct ?\n\nMoral ideas occasion moral\n\nBe\nThe law,\nThe child\n\nemotions, and naturally prompt to moral purposes and moral acts.\nkind, is a moral law which the young child can understand.\n\nwhen wisely taught, occasions the moral impulse to be kind.\nought to be kind. The idea and the impulse lead the child\nThe moral purpose leads the child to do kindly\nto resolve to be kind.\n\nfeels that it\n\nacts.\n\nWe get the child in love with kindliness.\n\nmore, to do kind acts and speak kind words.\n\nWe lead it, more and\n\nKindliness thus grows into\n\na habit and becomes a moral virtue.\n3.\n\nHigh moral ideas and worthy moral ideals are fundamental. .The\n\nmasses do not rise above the dead level because their ideas and their ideals\n\n"}
{"page": 775, "printed_page": null, "text": "PRACTICAL CULTURE OF THE MORAL VIRTUES.\n\n763\n\nOnly men and women with grand ideas and grand ideals develop\ngrand characters. It is in the moral world that this principle has its widare low.\n\nest sweep.\n\nSupreme motives are necessary to self-control.\n\nIn the absence\n\nof such motives men become slaves to lawless appetites and mad passions.\n\nWhen we learn to think of God as our loving father, of happiness as the\nresult of obedience to law, and of our position among the eternal tenantry\n\nof a boundless universe as conditioned by our conduct,\n\nwe become strong\n\nto live the lives of the righteous.\n4. The specific culture of each moral virtue is the practical side of\nmoral education.\nWe cannot educate abstractions. To say to the child,\n^'\nBe good,\" does little good. We succeed in moral education only when we\nThe wise\nconcentrate ; we must develop the moral virtues one by one.\nteacher now devotes her best efforts to fostering the truth habit.\nShe\ngives object lessons from life.\nShe tells anecdotes and reads short stories\n\nwhich truthfulness is exalted. She contrasts the truthful character\nShe works in her pupils a love of truth and an abhorrence for falsehood.\nShe develops in her pupils a determined purpose to\nbe truthful. Above all, she trains her pupils, in things great and small,\nto speak the truth and act the truth.\nThus, one by one, she promotes\nthe growth of the moral virtues into moral habits.\nShe carries over into\nmoral culture the plans of work that have proven so efficient in intellectual culture.\nShe secures good conduct with as much certainty as good\nin\n\nwith the deceiver.\n\nthought.\n5.\n\nThe key-note in moral culture is love and duty.\n\nthe tune of human conduct too low.\n\nWill\n\nit\n\ngive\n\nThe millions pitch\n\nme pleasure ?\n\nWill\n\nit\n\npay ? Is it good policy ? These are the considerations that determine the\nconduct of most men. The consequent moral degradation is appalling.\nBut duty is the key-note of every grand life. Conscience stands for duty,\nfor it is our capability to feel duty impulses.\nThese are our deepest and\nonly imperative impulses.\nFind right, choose right, do right, enjoy right\nare the imperial mandates of conscience.\nAs the needle points to the\npole, so conscience impels each one to do his duty as he understands it.\nHere all vital moral culture has its root. Is it right? Is it duty ? These\nare the considerations that determine moral conduct.\nDuty is the supreme\n\n—\n\nmotive.\n\nFrom infancy to age, the greatest thing in education is to so fos-\n\nter the ethical impulses, that they shall become practically imperative in\n\ncontrolling human conduct.\n\nThe noblest work of God is a man who from\nand from habit, does what he deems right. The highest work\nof the educator is the development of such men and women.\nprinciple,\n\nJoseph Baldwin, Austin, Texas, Chairman.\n\n"}
{"page": 776, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n764\n\nDISCUSSION.\n[reported BT J. W. DICKINSON.]\n\nMr. Dunton (introduced as a specialist) : The aim of moral education should be\nthreefold : knowledge of what ought to be done, power to choose the right, and the\nhabit of right conduct in view of right motives.\nMotives may be classified into higher and lower motives, on the basis of selfishness.\nThe lower class of motives consists of those feelings which impel us to do harm to\nThe next higher class of motives is those\nothers, such as resentment, envy, and fear.\nfeelings which impel us to do what we believe will result in good to ourselves, such as\nthe desire for life, knowledge, power, and companionship.\nNext above the desires\nstand those feelings which urge us to do good to those who have in some way been beneficial to us, such as family affection, friendship, patriotism, and humanity.\nHighest of\nall is the sense of duty, which moves us to do right and refrain from doing wrong, without regard to personal good, either past or future. These motives can be called into\naction in the minds of children only by changing the state of their knowledge.\nIt is\nonly through the action of the intellect that we can change the state of the feelings.\nThe teacher should know just what knowledge is antecedent to each kind of feeling\nwhich is to be used as a motive. Each class of motives has its use, even the lowest.\nFear should be used as a motive but sparingly. The desires are proper and sufficient\nmotives for a large part of human conduct, and should be used by the teacher. The\nprinciple of love has an important place as a motive, but it should never be made to\nusurp the place of the desires or of conscience. If a pupil is made to act constantly\nfrom love to his teacher, he is in danger of being left without sufficient motives when he\nis deprived of the teacher's presence.\nThe sense of duty should always be the motive\nwhere other motives fail. The fundamental law in the government of children is this :\nWhenever two motives of different rank impel them to different courses of action, always\nlead them to act in accordance with the higher motive.\nThis may be accomplished in\nany or all of three ways weakening the lower motive, strengthening the higher motive,\nor reinforcing the higher motive by creating other motives, which will act in the same\ndirection.\nIf this principle be constantly applied, the conscience will ultimately be\nmade the supreme motive in all cases of conflicb of motives. The order of procedure in\nmoral education may be briefly stated : knowledge, motive, volition, action, habit.\n:\n\nWould you ever resort to corporal punishment ?\n\nMr. Richards\n\n:\n\nMr. Dunton\n\nI have no objection to the use of corporal punishment if wisely admin-\n\n:\n\nistered, but I would use it mainly as a restraining influence, and even here less and less\nas the higher motives can be brought into play.\n\nMr. Richards\n\n:\n\nMr. Dunton\n\nPerhaps not often by the immediate effects of it, but he is often led by\n\n:\n\nIs the child ever made better through corporal punishment ?\n\nthis means to form correct habits of action.\n\nMr. De Garmo : I wish to call attention to the fact that modern history is an uncerEven teachers are not\ntain quantity in the teaching of ethics in the elementary schools.\nsure to be right.\nSuppose the question should arise which is the moral hero, Grant or\nLee.\nchorus of voices might be heard in favor of each, while some might be in favor\nof both.\nClassical literature is much better than history, for it treats of topics as\nwholes, and in imaginative forms.\nThe ethical lessons stand out clearly and distinctly,\nso that the child can be led to comprehend an action in its chief moral relations.\n\nA\n\nMr. Prince\n\n:\n\n1 consider love to be the key-note of moral culture rather than duty.\n\nThe paper was further considered by Messrs.\nDougherty, and Sheldon.\n\nRichards, Sheldon, Butler,\n\nJones,\n\nMr. Schaeffer I have thought of the report as a whole. When the celebrated\nProfessor Delitzsch translated the Epistle to the Romans into Hebrew, he could find no\nterm in that language that corresponded to our word conscience. This shows that the\nteachers in the schools of the prophets founded by Samuel did not talk of the conscience\n:\n\n"}
{"page": 777, "printed_page": null, "text": "discussion:\n\n765\n\nAnd yet by the use of Old Testament biography and history the\nas much as we do.\nschool of those times produced moral heroes like Isaiah and Daniel.\nConscience deals\nwith the future, the present, and the past. With regard to the future, it is a monitor,\nwith regard to the present, it acts as a\ntelling us what to do and what to leave undone\njudge, either approving or condemning our conduct with regard to the past, it performs\nthe functions of an executive, inflicting penalties upon us for wrong doing, and rewarding us for good conduct. If too much stimulus is given to the primitive activities of the\nconscience, it may paralyze effort and hinder the development of practical virtues.\nThe New Testament doctrine is that we grow in virtue by oblivion of the past. Forgetting the things which are behind, we press forward toward the mark of our high\ncalling as moral beings.\nOld Testament literature is quite valuable for the purpose\nof developing the practical virtues, and while the Old Testament writers, by their use of\nthe Hebrew word for heart, show that they looked profoundly into the inner life of\nman, the significance of their peculiar treatment of the conscience should not be ignored\nin our modern discussions on the cultivation of moral virtues.\n;\n\n;\n\n"}
{"page": 778, "printed_page": null, "text": ";\n\nNATIONAL COUNCIL OF EDUCATION\n\n766\n\nREPORT OF THE COMMITTEE ON ELEMENTARY\nEDUCATION.\n\nTHE USES OF LITERATURE IN\" ELEMENTARY\nEDUCATION.\nYour Gommitteehas thought it might tend to clearness to define the\nprincipal terms of the title of this report\n\n;\n\nor, at least, to state the mean-\n\ning given to these terms in this j^aper.\n\nThe term ^* Elementary Education\n\n''\n\nhas been used to name the process\n\nof education as it is carried on in the eight years below the High School\n\nand the recommendations as found herein, are intended to be specially\napplicable, in the forms here indicated, to those years of the school life.\n\nThis paper will therefore deal but incidentally with any questions\nrelative to the uses of literature in the\n\nHigh School, the College, or the\n\nUniversity.\nIt is not so easy to define the other leading\n\nterm\n\n— Literature.\n\nSome\n\nillustrations and distinctions may lead toward, if not to, a definition.\n\nWe are told in the Bible that\n\n'^\n\nGod is a spirit,^' and that we are cre-\n\nated in His image ; hence we infer that\nspirit.\n\nman in his inherent nature is a\n\nBut this spirit builds unto itself, from the dust of the earth, a\n\nbody, so intimately related to itself as an instrument of expression or\nmanifestation that it is still a question of doubt among thinkers whether it\nis nearer\n\nthe truth to say *^ man is a spirit, ^^ or \" man is body and spirit.\"\n\nNo one claims, however, that this dust of the earth is any part of man\nuntil it is organized by the spirit of man into its own typical form.\n\nLiterature is either an inner essejice,\nSee the force of the comparison.\nan\nouter form harmonized by the influand\nor spirit, or an inner essence\nBut the body, in this\nence of the inner over the outer body and spirit.\n\n—\n\nby the spirit. It is easy to see what\nBut no one claims that mere words, phrases or\nonly when\nclauses, or even sentences as such, are any part of literature\nthese are organized into a fitting external expression of an inner essence,\nor spirit, do they become a proper body of literature.\ncase, as in the illustration, is built\n\nthe outer is\n\n—language.\n\n;\n\nIn other words, there is a sense in which style may fairly be considered\n\nan external part of literature ; but mere language never. If, then, style\nbe the lody of literature, what is the inner essence, or spirit, of literacombines words,\nture, which thus dexterously builds unto itself a body\nphrases and clauses into its appropriate instrument of manifestation ?\n\n—\n\nThe following considerations may help to a correct conception\n\n:\n\n"}
{"page": 779, "printed_page": null, "text": "TEE USES OF LITERATURE IN ELEMENTARY EDUCATION.\n.\n\n1.\n\n767\n\nThe mind's action on objective things does not change the things.\n\nIt is the\n\nmind's pi'oducts occasioned by these things, that can be trans-\n\nformed or organized at will.\n\nSince this essence of literature is product\n\nhuman spirit, then its elements must be those things which the\nliuman mind can make. Now, the human mind can produce thoughts,\nof the\n\nfeelings,\n\nand volitions, and can do no other thing in the way of making\n\nelementary products.\n\nIt\n\ncan organize these elementary products of\n\nits\n\nown making in endless variety, especially as to the relative degree of each\nemployed in any combination.\n\nBut these elements themselves are not\n\nthe inner essence of literature unless organized, any more than words are\nstyle, or\n\ndust is the\n\nsideration\n2.\n\nhuman body.\n\nAt this point comes the second con-\n\n:\n\nThe character of the organized product is determined not alone by\n\nthe elements which enter into it, but chiefly by the nature of the ruling\nprinciple under which the organization is effected.\n\nThis ruling principle in the case here referred to is believed to be as\nThoughts, feelings, and volitions may be organized into liter-\n\nfollows\n\n:\n\nature by relating them properly to the universal life of\n\nman as expressed\n\nThere are four underived or fundamental\ninstitutions, /. e., institutions not derived from one another, but evolved\nfrom the nature of man. These four are general society, the church, the\nstate, and the family.\nGeneral society is evolved from mere aggregation by an attempt to systematize companionship for the greater general pleasure ; and since its\naim is general, society has always remained in a half- organized condition.\nBut each of the other three fundamental institutions is founded on a\ngreat yearning or hope. So soon as man begins to ponder upon the destiny\nof man, the church in some form arises.\nWhen he begins to consider\njustice as between man and man, the state is born.\nWhen he begins to\nconsider the proper regulation of the companionship of the sexes, the\nfamily is seen to be a necessary institution. And, finally, all these are\nseen to have mutual relationships, whereby each institution receives aid\nfrom all the others.\nNow, each of these great institutions, as has been said, is founded upon\na great yearning or a great hope it is, in fact, a means of realization to\nthe race of the great human hope on which it is founded.\nLife becomes\nfull of meaning\nbecomes worth living when it is passed in these insti-\n\nin\n\nthe great institutions.\n\n—\n\n—\n\n—\n\nThe portrayal of\nThe portrayal of\nlife as it may he lived in these institutions is pure literature.\nThus you\ntutions, each realizing its purpose in the individual.\n\nlife as it\n\nhas been lived in these institutions is history.\n\nwill see that thoughts, feelings\ntions, or organized in\n\nand volitions about life in these instituCfentral hope of each, become\n\nview of the great\n\nliterature, or at least become the spirit of literature, if literature be con-\n\nsidered composite ; for it is claimed by some, I know, that however worthy\n\n"}
{"page": 780, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n768\n\nsuch thoughts, feelings and volitions may be, or however elevated the spirit\nof their organization may be, unless they weave unto themselves a fitting\nbody of style they can not be preserved, and can not become, therefore,\n\nany part of the permanent literature of the world.\nWithout having made a formal definition, then, of literature, it has\nbeen shown that two appropriate uses of the term may be made, one naming an inner essence the spirit, so to speak and the other the combination of this with its outer form of style.\nThe context will show in which\nsense the term is employed from this point throughout the paper.\n\n—\n\n—\n\nNow, the school is a derived institution. Its purpose is to prepare the\nyoung to live in the other and underived institutions. For when the\nfamily, the state and the church have done all they by their nature are\ncapable of doing for man, he is not only saved for this world, but likewise for the next.\n\nEvery subject taught in school has an immediate or remote relation\n\nto\n\nThe scope of this paper precludes the statement of these.\nAmong all these ends it is easy now to select the chief use or function of\nliterature in elementary schools\nTo give to children elevated notions of\ninstitutional life, and to acquaint them with their duties and privileges in\nthis end.\n\n:\n\neach.\n\nAs has already been said, the other subjects give the practical details of\nIt is left to literature to idealize and universalNothing is more needed in our American life.\nThese institutions are the outgrowth of the inherent nature of man.\nNo race or variety of men has ever been discovered in which these institutions did not exist at least in germ and progress in civilization everywhere is but progress in the perfection and idealization of one or more of\nthese fundamental institutions.\n\nlife in these institutions.\n\nize each institution.\n\n;\n\nTo have the conduct of man\nthese three institutions\n\nis\n\nreach the universal standard in each of\n\nto realize the\n\nhope and the destiny of man.\n\nWhen the deed of one may, without detriment to any, become the deed\nof\n\nall,\n\nunder like circumstances, the institution is ideally perfect, and its\n\nmembers realize the good which they have reason to expect from life in\nsuch institution.\nIt has been said that some men live poetry while some men write it.\nSo it is with all literature. Some men live it, and some men write it, and\nTo live with people of noble nature, high\na few both live it and write it.\npure life, is in itself ennobling. But in literature there is\nsomething still better, viz. the portrayal of the ideally perfect and the\nuniversal in life.\nLiterature is not bound by those unpleasant limitations\nof time, space and casualty, which so mercilessly hold us in bondage\nbut it can transcend all and put the student into contact with ideal life\nin all lands and in all ages, can universalize and idealize all institutions.\nDoubtless the limitations must come into literature, too, as a means of\n\nideals, and\n\n:\n\n;\n\n"}
{"page": 781, "printed_page": null, "text": "THE USES OF LITERATURE IN ELEMENTARY EDUCA TION.\ncontrast ; but the function of literature\n\nis\n\n769\n\ndoubtless not to emphasize\n\nlimitations, but to eulogize the ideally perfect.\n\nThis it can do through\n\nthe power of the imagination to leap from peak to peak without the necessity of passing through the dark intervening valley.\n\nThe practical details of living greatly materialize the notions of the\nyoung, and leave them open to the insidious approaches of the sordid vices.\n\nTo withstand this modern Hercules, some power not derived from earth\nThe idealization of life as found in the best literature gives\n\nis necessary.\n\nthis power.\n\nThe proper order of presentation of literature to the child is doubtless\nThe interests of family and social life\nchiefly engage his attention.\nThe graver concerns of state and church\ndoubtless come later.\nYet the elements of all are simple, and all should\n\npsychological rather than logical.\n\nreceive some attention from the first.\n\nIt is not the purpose of this paper\n\nto outline a course in literature, except so far as this may be necessary to\n\na clear conception of the nature of true literature and its function in\n\nElementary Education.\n\nA brief statement further, therefore, is all that is allowable on this\npoint.\n\nThe statement of the uses of literature as already given, viz.\n\n:\n\nTo give\n\nto pupils elevated notions of institutional life, has its greatest importance\n\nkind of literature\nWritings which idealize the\n\nin the fact that this statement determines both the\n\nselected and the method of its presentation.\n\nrelationship of\n\nhusband and wife, of father and mother to children, of\n\nbrothers and sisters in the family, and represent in a pleasing way these\n\npersons engaged in the duties growing out of such relations, are helpful\n\nThese duties must be faithfully repremade to seem duties but over each\nmust be placed the rainbow glow which gives the charm necessary to make\n\" Snow Bound,\" ** Among\nsuch a course of life seem truly beautiful.\n\nin setting the ideal of family life.\n\nsented from their ethical side, and\n\n;\n\nthe Hills,\" and '* Evangeline\" show that glorification\n\nis not inconsistent\nwith the ethical element, while the fairy tale of ^' Cinderella \" shows in a\n\npleasing\n\nway that life may be lived happily and worthily whether in a\n\npalace or a hovel.\n\nBut instances in which these family relationships are glorified and sancwithout distorting the ethical element involved, are so numerous in\npoetry, fairy tale, or charming prose, that it is unnecessary even to men-\n\ntified,\n\ntion any further illustrations.\nIt\n\nshould be added that nothing which lowers or materializes these\n\nrelationships should ever be admitted, unless occasionally for purposes of\ncontrast, for some purpose of effective\n\ncondemnation\n\nthese latter uses scarcely warrant their introduction.\n\n;\n\nand, indeed, even\n\nIn like manner, the\n\nrelationships of general society, those of the state and the church, should\nin their time be surrounded by the halo of youthful enthusiasm.\n\n"}
{"page": 782, "printed_page": null, "text": "770\n\nNATIONAL COVNCIL OF EDUCATION.\n\nFrom the above chief use of literature in the elementary grades, I pass\nto the consideration of a subordinate one, which,\nI\n\nregard as valid, viz.\n\n:\n\nAs material to be used\n\nin\n\nthough subordinate,\nteaching children to\n\nread.\n\nIn order to be able to read, a child must, of course, know words as\nwords and letters as letters. But the process by which this is learned will\nreceive its significance, and therefore its effectiveness, from a hope and a\npurpose beyond letters and words. The printed word in black ink on a\nwhite page is not a thing of beauty. It is not even a temporary joy to\nThe idea which it helps to signify gives its meaning, enlists\nthe child.\nthe interest of the child, and brings the powers to bear on its mastery,\nbecause of the purpose involved in its mastery, viz. That through this\nword, combined properly with its fellows, ideas of bewitching interest and\npermanent value may be obtained.\nNo reading matter should ever be placed before children which does\nnot thus lead them' to strive to master the form for the sake of the\nentrancing beauty and worth of what is enshrined within the outer form,\nand none of these outer forms should ever be presented for study except\nThe teacher who thus\nas the shell, holding within the valued kernel.\nlearns to search for and to show the beautiful institutional truth in the\nsimple child-literature will teach reading as an incidental exercise much\nmore rapidly and correctly than the driller upon words can ever do while\ndevoting her wliole time to this profitless routine.\n:\n\nIt is in place here to say that while I\n\nam in favor of placing before our\n\npupils only the best in literature, and while I claim that children should\n\naccomplish their learning to read by testing their powers on the best literature, I wish yet to say that I think the great outcry against our school\nreaders, now to be heard on every hand, is\n\ndue not entirely to the fault\nbut partly to a lack of comprehension by\nteachers of the possibilities of these same pieces of composition contained\nof the readers themselves,\n\nin the readers.\n\nTeachers do not themselves know the meaning of the pieces they conI have heard a class read Hans Andersen's story of the \" Five\nPeas \" without being transported outside of the kitchen garden I have\nheard pupils read selections from \" Snow Bound \" without having had\n\ndemn.\n\n;\n\ntheir notions of the family the least bit glorified.\n\nBut this was not the\n\nfault of the reading book in either case, but distinctly the fault of the\nteacher.\n\nhave myself never finished the delightful task of studying out the\nmanifold interesting relationships to literature and life of those fragments\nI\n\nof eloquent prose\n\nand beautiful poetry which early in life I found in\n\nMcGuffey's Sixth Reader, and which were fortunately interpreted to me\nby a spiritually minded teacher. While, therefore, I believe in supple-\n\nmentary reading, and while\n\nI believe\n\ndecidedly in wholes rather than\n\n"}
{"page": 783, "printed_page": null, "text": "DISCUSSION.\n\n771\n\nfragments, I also believe in teaching our teachers how to use the materials\nalready in their hands ; and any one who will take the trouble to examine\n\nour best school readers will find many literary gems of great worth in\nthem.\nL. H. Jones, Indianapolis, Ind.,\nChairman.\n\nDISCUSSION.\n[reported by J.\n\nT.\n\nPRINCE.]\n\nMr. De Garmo said that the real truth has been laid bare in this report. Literature\nfor chirdren is doubly valuable, because it reveals institutional life, and because it interests them.\nIt interests them because it is concrete and appeals to their imagination.\nMen commit crime because they have not imagination enough to see themselves as what\nthey are capable of becoming. The reading of good literature will serve to supply this\nlack.\n\nMr. Kiehle asked when the reading of literature should be begun.\nMr. Jones replied that it should be begun on the first day the child enters school.\nMr. Sheldon, as a member of the committee, desired to emphasize that part of the\nThe best literature tends to culreport relating to the selection of material of reading.\nHe\ntivate the aesthetic nature of the child, and to arouse in him higher notions of life.\nprotested against the use of \"Information Readers.\" There is a notion abroad that\ntime given to anything that idealizes is a waste. The utilitarian idea of education is\nso strong in many places as to lead School Boards to adopt readers wholly unworthy as\na means of culture.\nThe standard pieces in our best reading-books frequently teach patriotism, and all\nHe commended highly Pluof the noble virtues, better than any other text-book.\ntarch's Lives, whiph had been to him one of the best text-books he had ever had.\n\nMr. Richards said that the natural inference which might be made from one passage\nof the report was that the school may teach the child all he need to know of religion.\nMr. Dunton was in thorough accord with the spirit of the report, but desired to call\nattention to one paragraph which seemed to carry the idea that reading words is only\nincidental.\nA good knowledge of words is a necessary condition for reading literature.\nThe child should be led first to read what he is most familiar with. There is a distinction between colloquial language and literary language although there is doubtless a\nconnection between the two. The child may pass from one to the other, but should not\n\n—\n\nbegin with reading literature which he may not understand.\n\nMr. Kiehle said that he agreed with Mr. Dunton. The exercise of handling the\nwords and thoughts familiar to the child should precede the reading of literature, which\ncould hardly be presented so early as the primer period.\n\nMr. Prince said that while the mechanical stage in reading is necessary, the reading\nHe referred to\nof literature may be begun earlier than is generally thought possible.\nthe practice of German teachers in leading children to read classical poetry as early as\nthe second year in school, and spoke of having recently fourth-year pupils reading with\ngreat delight \"Hiawatha\" and \"Evangeline.\"\nWe are likely to underestimate the\npowers of children in this regard.\nMr. Mowry spoke of the great value of good reading in cultivating the imagination\nand in awakening the aesthetic and ethical powers of children. There is in all literature\na body and spirit, and attention must be given to both. Little interest can be excited\nin children by reading words only.\nJust as soon as possible the words should be\nbrought into known relations. He' cited an instance of a total change of interest in\nreading about natural objects as soon as the objects were brought into the presence of\nthe children and talked about.\nMuch will necessarily depend upon the teacher in awakening an interest and in making the reading effective.\n\nMr. Baldwin wished to emphasize the cultivjflion of a literary taste in children by\nreading the best literature. Less arithmetic and less facts should be learned, and the\ntime thus gained should be given to leading the children to come into contact with the\nbest in literature.\n\n"}
{"page": 784, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n772\n\nREPORT OF THE COMMITTEE ON PEDAGOGICS,\nSCOPE AND CHARACTER OF PEDAGOGICAL WORK IN\nUNIVERSITIES.\nIt is not strange that\n\nmany prominent school men should sit in the\n\npedagogy is mentioned, when\npedagogy is the exceedingly elementary discussion concerning education found in such books as Page's *' Theory and Practice of\nTeaching\" and '* Fitch's Lectures '' books which are indeed an inspiration\nto young misses just from the village high school, but which are wholly\ninadequate for university work. At most they are but the occupation of\nleisure hours.\nCollege students get no inspiration, and but little knowledge, from primers in any department of learning.\nNor has the rote\nlearning of the history of education from such volumes as Compayre or\nQuick much more significance.\nGentlemen have been pleased to call\nsuch elementary instruction the history and philosophy of education.\nseat of the scornful as soon as the study of\n\ntheir ideal of\n\n—\n\nThey have occupied the attention of university students in many cases\nwith painful efforts to demonstrate truths that become axiomatic upon\npresentation.\n\nA most unfortunate result of such teaching of pedagogy is that the\nmind soon becomes inoculated against any genuine fundamental study of\nDealing only with the commonplace and axiomall disputed questions with a maxim\nfrom Page or Quick. In reality, however, educational problems are not so\nsimple that they can be solved by a little pedagogical mental arithmetic.\nThey involve, rather, wide knowledge and profound research. For example, the history of education for any period is not understood in its vast\nimplications when studied from a manual, but only when approached in\nthe spirit and with the methods of Mr. Davidson's recent book on ^' ArisIt is not to be imagined that\ntotle and Ancient Educational Ideals.''\neducational problems.\natic, it\n\nsoon complacently settles\n\nthe student will be able to produce such results as the erudition and\ntrained power of Mr. Davidson have given us, but only that he should\n\nwork by the same methods, under such a master as Mr. Davidson would\nbe.\n\nI\n\nam well aware that the quality of work which I have described does\n\nnot\n\nnow pervade the whole, and, perhaps, not even a part of the peda-\n\ngogical\n\nwork done\n\nin\n\nsome\n\nuniversities.\n\nYet, unfortunately, it\n\nis\n\nthe\n\n"}
{"page": 785, "printed_page": null, "text": "SCOPE OF PEDAGOGICAL WORK IW UNIVERSITIES.\nideal that many of the most influential of\n\nonr school men have.\n\n773\n\nHad I,\n\nlike them, so low an ideal of the study of pedagogy, I, too, should regard\nit\n\nas an idle fad of short-sighted pedagogues.\n\nBut however distorted or\n\ninadequate the popular notion may be, a thoughtful consideration of the\nquestion shows one that there is plenty to do in the educational field, and\n\nthat it is eminently worthy of being done.\n\nEven the gentlemen who sneer at their own conceptions of what the\nstudy of pedagogy is good for, acknowledge by their attentive presence at\nthese national conventions that there are important unsettled matters in\neducation, worthy of this great annual gathering, quite deserving the\nlong, thoughtful study of our best minds.\n\nEven President Eliot, himself,\n\nfinds it worth while to rouse all New England by his proposals for strictly\n\neducational changes in the grammar-school curriculum.\n\nA few days ago,\n\na professor of English in one of our great universities gravely informed\n\nme that he had no faith \" in this pedagogical theory,\" yet this same gentleman has for five years vainly striven to master the pedagogical problems arising in his own department, and must now await a greater than\nEven so eminent a man as Professor Huxley\nhimself to solve them.\nencounters the following educational dilemma, as described by himself in\nthe preface of the second edition of his ^' Practical Biology \":\n\n''\n\nThe reader\n\nwho compares the two\n\neditions will observe that the order in which the\n\nsubjects are presented\n\nis\n\ncompletely changed.\n\nIn tlie\n\nfirst\n\nedition the\n\nlowest forms of life were first dealt with ; the series of plants followed in\n\nascending order ; and then the series of animals, from the bell animalupwards to the frog. No doubt,\" he continues, '^ there is much to\n\ncule\n\nbe said for the principle of this arrangement, which leads the student\nfrom the study of simple to that of complex phenomena ; but the experience of the lecture-room and the laboratory taught me that, philosophical as\n\nit\n\nmight be in theory, it had defects in practice.\n\nAfter two or\n\nthree years' trial of the road from the simple to the complex, I became so\n\nthroughly convinced that the way from the\neasier for students, that I reversed\n\nknown to the unknown was\n\nmy course, and began with such ani-\n\nmals as a rabbit or a frog, about which everybody knows something,\nwhile their anatomy and physiology are illustrated by innumerable analogies with those of our own bodies.\"\nIn this argument, Mr. Huxley seems balancing between two educational\nprinciples, both of which he regards as theoretically valid.\nIn the end,\nhowever, one proves to be the higher principle and gains the day at the\nTruly, here is a tragedy in pedagogy.\nexpense of the other.\nIt arises\nfrom failure to distinguish between the logically simple in a completely\ndeveloped science, and what is psychologicaliy simple to an undeveloped\nmind concerning a science which to that mind is also undeveloj^ed. Mr.\nHuxley's dilemma in method is one that always forces itself upon a\nteacher who has never considered whether or not the logical order in the\n\n"}
{"page": 786, "printed_page": null, "text": "774\n\nNATIONAL COUNCIL OF EDUCATION.\n\nparts of a developed science is at the same time the best pedagogical order\nfor a learner to whom this science\n\ninvestigation for every subject in\n\nis\n\nall\n\nunknown.\n\nEvidently this line of\n\ngrades of schools is worthy of the\n\nprolonged attention of students of pedagogy in universities, since every\nteacher must find some sort of an answer, and the danger of getting the\nwrong one is so imminent. We find, therefore, that all classes of educational\n\nmen, the president of the great\n\nuniversity, the professor in his\n\ndepartment, and the author in his text-book, meet educational problems\n\non every side, and, whether they\n\nwill or not, must at least make an\nattempt to solve them. They may scorn a given method of doing it,\nbut they cannot consistently despise the attempt itself.\nBut the most serious defect, as it seems to me, of our present arrangement of pedagogical work in universities is that it bears no organic relation to allied subjects. It is in the main mechanically united, but organically separated.\nLike the nest in the tree, it is perhaps snugly ensconced,\nThese chairs have been established,\nbut it is no part of the living tree.\nnot so much from demonstrated need as from sentiment a sentiment\nfounded on reason, it is true, but still a sentiment. It is, therefore, not\nstrange that for the most part they have been isolated rather than organic\nA few courses have been arranged quite\nunits in the university life.\nindependent of other departments, a single man has been appointed to\ngive them, and such students as had a fancy for the man or his subjects\nhave been allowed to hear the courses. That much good has been done,\neven in this way, I doubt not but that such an arrangement is the ideal\none, no man who gives the subject consideration can imagine for a\nmoment. It has been simply tlie first stage in the development of what\n\n—\n\n—\n\nI am sure is destined\n\nto attract increasing attention from all men who\n\nhave the good of education at heart.\nTwo prominent faults of the present system have been noted, namely,\nmechanical instead of organic connection with the allied studies of the\nuniversity, and the tendency to teach easy things as if they were hard.\nIt will be seen as the argument proceeds, that a single professor does not\nsuffice to make the educational department what it should be.\n\nAs soon as the university begins to specialize, usually at the beginning\nof the junior year, the tendency everywhere\n\nis\n\nto separate the instruc-\n\nThese subjects are taught by men\ninto\ngroups,\nthat\nwork\nof each fits exactly into that of\nso\nthe\norganized\nevery other, all parts working together as an organic whole. The isolated\nprofessor is being pushed to the wall, for there is no room for educational\n^'Robinson Crusoes\" in the university, when once its instruction differtion into groups of allied subjects.\n\nentiates into special lines of activity.\n\nWhere is the successful technical\n\nschool inside the university that does not control in all subjects deemed\n\nWhere are the schools of political and economic\ndeem it absolutely essential to make their group of\n\nvital for its success ?\n\nscience that do not\n\n"}
{"page": 787, "printed_page": null, "text": "SCOPE OF PEDAGOGICAL\n\nWORK IN UNIVERSITIES.\n\n11t^\n\nThe professor who wants to\nLike the comet, he may be fine to\n\nprofessors and assistants work as one body ?\n\nteach all over a field, fits in nowhere.\n\nlook at, but he performs no useful function. As fast as the universities\ncome to a full realization of this fact, they insist that he fit in or get out.\nNow, under such conditions as these, it is easy to see that an effective\neducational department is impossible when there is but one professor, and\nthis one bearing such an extra-organic relation to the rest as he does.\nIf\nhe as an individual becomes absorbed in another department, like history\nor economics, his influence on education is secondary and feeble ; if he\ngoes it alone, he can do but little, for he is the isolated unit in a life where\nthe only things that count are organization, concentration, synthesis of\nvaried forces working together to a common end.\nTo have an educational\n\ndepartment that shall be an educational force, we must have a suflficient\ngroup of men working togetlier to control not only strictly pedagogical\nsubjects, but also enough allied ones to give students a pedagogical consciousness in all their work.\nAs matters now stand, the chief interests\nare in some other group, like history or economics or biology, where there\nis sufficient organization to give a denominating tone of mind, while the\nstudent exercises his pedagogical interests much as some men exercise\nin church on Sundays.\ntheir religion\nWhy should he be more than theoretically interested in pedagogy, when it occupies this isolated position ?\n\n—\n\nThe unrelated is always uninteresting to the extent of its isolation.\n\nNo department of university activity is more potent for good throughout our whole country than that of education, were it properly organized\n\nand sustained.\n\nNone would yield a more immediate or lasting return\nIt may be thought\n\nto the university thus establishing and maintaining it.\n\nthat nobody can be brought to see the way to establishing so expensive a\n\ndepartment, but in these days of Harpers and Jordans, money can be\n\nfound for every line of educational activity that will pay a reasonable\ninterest on the investment.\nWith this idea of an education department large enough to control tlie\ninstruction in pedagogy and immediately allied subjects fairly before us,\nwe may proceed briefly to inquire what subjects should enter into this\npedagogical organization.\n\nThe first requisite of a department of pedagogy is an ample provision\nwe may call general and special psychology. By general psychology, I mean a survey of introspectional psychology in some such book\nas that of John Dewey or J. Mark Baldwin, or even the larger works of\nProf. James.\nIt might be thought that this part of the work might\n\nfor what\n\nsafely be trusted to the general psychol(^ical\n\ndepartment of the univer-\n\nbut if there were no other reason, we know that it Avould ordinarily\ncome too late to do much good. This subject must be under control of\nthe educational department, so that it shall be right in time and method.\nsity,\n\nGeneral psychology should be followed by at least two lines of special\n\n"}
{"page": 788, "printed_page": null, "text": "—\n\nlifATIONAL COUNCIL\n\n776\n\nOF EDUCATtON.\n\npsychology, which must likewise be under the control of the department\nThe first of these should be the special psychology of\nof education.\napperception, and the second should be physiological psychology.\n\nThe\n\nkey to all arraugemeiit and progress in the course of study\nas well as to the fundamental laws of method.\nThe second enables us\n\nfirst gives the\n\nto solve the\n\nhundred and one educational problems that arise from the\n\nphysical environment of the child, such as questions of temperature, light,\nventilation, eyesight, fatigue, rest, exercise, puberty, sex, food, clothing,\n\nsanitation, etc.\n\nThe psychology of apperception guides us in the solution of such groups\nof questions as the following, each of which\n\nlonged and thorough -going investigation\n1.\n\nmust\n\nin\n\nturn receive pro-\n\n:\n\nHow shall the component parts of a subject, say language work, be\n\narranged ?\n\nIs the logical order of the science as\n\na completed whole the\n\npsychological one for the growing child, to whom the subject is unknown ?\n\nEvidently not, as we have seen from Mr. Huxley's dilemma.\norder a variable or an invariable one ?\n2.\n\nIs the true\n\nHow shall we determine ?\n\nSupposing the correct order to have been found, what shall be the\n\nrate of our progress ?\n\nHow rapidly shall generalizations be presented in\n\nany given subject ? How rapidly shall they increase in difficulty ? What\nbearing has advancing age on power of comprehension ? May that which is\nhard in one year of a child's life become small business for him in the next ?\nIs there ever hope in the next grade for those who are without it in the\none below ? What effect on a child's progress does over-analysis have ?\n3. Shall each study pursue an independent path substantially unrelated\nto all the others, or shall all studies run on parallel and related lines ?\nDo coordination and conglomeration of studies mean the same thing ?\nAre they equally valuable ? How much force is there in the German\nprinciple of coordination, called the historical stages of culture, as a guide\nto the development and correlation of studies ?\n\nIs such\n\na principle appli-\n\nAre the historical stages of growth in science of any account\nShall we, for instance, teach alchemy before\nas a guide to teaching ?\nchemistry ? What, then, would be valid principles of correlation ? When\n\ncable here ?\n\nthese questions are answered there remains the great labor of actually\n\nworking out the coordination.\n4.\n\nWhat are the essential laws of method ?\n\nWhat are\n\ntheir possible\n\nmodifications when applied in the various subjects ?\n5. Even before all the above questions may be asked and answered, we\nmust determine, partly according to the laws of apperception, and partly\nfrom teleological reasons depending upon our civilization, what the curriculum of studies shall be for the various grades and kinds of schools.\n\nThis takes us not only to the realm of psychology, but to that of practical\nHere we find involved a study of political and economic\nethics as well.\nhistory and science, for which, as matters\n\nnow stand, we must again\n\n"}
{"page": 789, "printed_page": null, "text": "SCOPE OF PEDAOOOIGAL WORK IN UNIVERSITIES.\n\n777\n\ndepend on the other departments of the university, but which should be\ncontrolled by the education department for its own students.\n\nIn\n\nbrief, then, the\n\nstudy of psychology from the standpoint of apper-\n\nception leads to a direct consideration of the following matters\n\n:\n\nThe selec-\n\ntion of the studies of the curriculum ; the arrangement of the order in\n\nwhich the parts of each subject can be most advantageously presented;\nthe rate of progress in each as determined by the needs of the growing\n\nmind\nand\n\n;\n\nand, finally, the determination of the best principles of correlation,\n\ntlie\n\nactual labor of\n\nmaking them, at least in outline.\n\nIt is\n\nhardly\n\nnecessary to say that this closely related study of special psychology should\n\nbe entirely in the hands of the education department.\n\nWe have, fortunately, a very good illustration of the right correlation\nof special psychology and education as viewed from this standpoint in the\n\nwork now done in Clark University. Pres. Hall, Prof. Burnham, and\nProf. Sanford form a trio, each in his work presupposing and reflecting\nDr. Sanford has direct charge of the early work in physiologithe others.\nDr. Burnham\ncal psychology, and Pres. Hall of advanced investigations.\nis\n\nthe head of the department of education.\n\nHe treats the philosophy of\n\neducation from the psycho-physical standpoint, regarding education as a\n\nmethod of human development.\ntions\n\n:\n\nHe studies the school in its various func-\n\nin the ligiit of sensation, memory, habit, attention, association, and\n\nThis line of work coordinates well with that in psycho-physics\nby Dr. Sanford, who treats, in lecture and laboratory, of the nervous system, the senses of touch, hearing, and vision, quantitative measures of\nsensation, time measurements of mental processes, memory, association,\nmental span, attention ; also of the development of speech, apperception,\ntemperaments, character, personality, will, criminology, sleep and dreams,\nimitation and emulation.\nNow, whatever we may think of the value of physiological psychology\nas a method for examining educational questions, I think it undeniably\ntrue that the organic connection between the educational and the psychological department, for which this paper contends, is better illustrated in\nClark University than elsewhere. Admirable as this is, I regard it as a\nhappy accident, not likely to be found in any other university in the land.\nNor is the arrangement an adequate one, for it wholly ignores other\nthe like.\n\nimportant departments that are closely allied to education.\nIn addition to the two phases of special psychology and their attendant\nsubjects of pedagogical investigation, there are other important depart-\n\nments of educational work, all of which should have adequate correlation\nto allied subjects, which can only be effected when these related topics are\n\nwithin the control of the educational department.\n\nEducational adminis-\n\ntration, in all its aspects, involves close cotltact with political administra-\n\nand must always take account of determining economic conditions.\nEconomic and political science should be presented, therefore, from the\n\ntion,\n\n"}
{"page": 790, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n778\n\nThis can be done, of course, only when directed by\nI have already referred to investigations in educational history, which is only a department of general history,\nwhich, again, should be so taught as to emphasize the educational features.\nIn addition to the subjects mentioned, the study of literature should be\nin the hands of the education faculty.\nThere are several strong reasons\nfor such an arrangement.\nIn the first place, many of our most potent\npedagogical standpoint.\n\nthe facility of the education department.\n\naesthetical and ethical ideals are fully exemplified only in literature, which\nis idealized\n\nhistory.\n\nIt has this advantage : that it presents in brief, sen-\n\nsuous form, ethical and aesthetical ideals that are wrought out only at great\nlength and in an obscure manner in history and art.\n\nConsequently the lit-\n\nerature should be taught for the pedagogical department from the pedagogical standpoint.\n\nFurthermore, no subject is larger in possibilities for good,\n\nnow taught, than literature. It would be a sad\nmistake to allow a great subject like this, which touches the school at\nevery point, from kindergarten to university, to be taught by those out of\nor smaller in results, as\n\ntouch with these educational ideals.\nIn brief, then, this paper contends that, instead of having a single, isolated professor, an education department of a university should have a\n\nfaculty of five or six men, in whose control the following lines of work\n\nshould be placed\n\n:\n\n1.\n\nAll strictly pedagogical subjects.\n\n2.\n\nPolitical and Educational Administration.\n\n3.\n\nEconomic Science.\n\n4.\n\nHistory.\n\n5.\n\nLiterature in English.\n\n6.\n\nPhilosophy and Psychology.\n\nAccident may make it possible, but not probable, that some of these\nlines of study could be suitably coordinated with the education department\n\nby other departments, as happens at Clark University.\n\nThat nobody else\n\nin the university should teach economic, historical, literary, or political\nscience, will hardly be claimed by any.\nBut if we acknowledge the\npotency of the organic group of professors as contrasted with isolated\n\ninstructors, we shall need to demand all this, and perhaps more, for effective work in pedagogy.\nits\n\nMoreover, if any strong university will organize\n\npedagogical work in this way, it will soon have students enough to\n\nkeep all its professors busy, so that the partial duplication of work will\nnot be so expensive as would at first appear.\nAn important phase of the education department should be complete\naccounts of foreign contemporaneous educational systems.\nThis topic, of\ncourse, covers the whole field of administration, curriculum, methods,\nAn ideal plan would be to have a number of fellowships in connecetc.\ntion with each pedagogical department, so that two or more men could,\n\n"}
{"page": 791, "printed_page": null, "text": "SCOPE OF PEDAGOGICAL\n\nWORK IN UNIVERSITIES.\n\n779\n\nbe kept constantly at work in foreign countries, returning from time to\n\ntime to give the results of their labor.\nIn my opinion, there should be two courses in pedagogical subjects, one\nundergraduate, for juniors and seniors, and one graduate, lasting also for\ntwo years. The work sliould be so arranged that a graduate student could\nchoose any department of study, say history or economics, and at the\nsame time do such work in general and special pedagogy as will best fit him\nHe should have ample\nto become a s])ecialist as a teacher in these subjects.\nopportunity to study his favorite topics in the light of general and special\npsychology, the history of education, and contemporaneous foreign practice.\n\nNot only should\n\nthe regular undergraduates of the university be ad-\n\nmitted to the courses in pedagogy, but graduates of State normal schools,\nalso.\n\nThey constitute the army of men and women who have at heart\n\nthe business of teaching as a\n\nlife\n\noccupation.\n\nWhat they may lack in\n\nscholarship after their three years^ course in the normal schools, they more\n\nthan make up in maturity, in earnestness of purpose, and in trained skill\nTheir great lack as normal\nin applying the results of their education.\nThe\nschool graduates is development as specialists, and a broad outlook.\n\nTwo years of earnest work\nsome department of knowledge, while\nthe mind-expanding studies of general and special psychology, ethics and\nphilosophy, to say nothing of other departments, will give him such an\nuniversity will supply both of these lacks.\nwill start a man as a specialist in\n\noutlook that he will be able to sustain himself in responsible positions.\nIt is time for the universities to pull down the barrier that separates those\n\nwho wish higher\n\ntraining in pedagogy from the only place where such\n\ntraining can be effectively given.\n\nIn this paper, I have urged three things\nFirst, that departments of\npedagogy should raise their work to the dignity of real university study\n:\n\nin the lines I have pointed out, entirely discarding primers, except for\n\namusement\n\n;\n\nsecond, that the education department should consist of a\n\nfaculty of five or six\n\nmen who should control the instruction given to\n\nstudents in their department in all educational and closely allied subjects,\nto the end that these students may acquire the true pedagogical conscious-\n\nness in all their work ; and third, that normal school graduates should be\n\nthe undergraduate course, and given full credit for\nThis third topic I hope to elaborate more fully before the\n\nfreely admitted to\nall work done.\n\nnormal school section.\nIt may be said that this plan will cost more\n\nwill be willing or able\n\nto spend.\n\nmoney than the university\n\nExperience has shown, however, that\n\nmen can find money for whatever is grandly worth doing. However this\nmay be, we may rest assured that univetssities will never be able to do\nmuch for education until they see clearly what is needed.\nCharles De Garmo, Swarthmore, Pa.,\nChairman.\n\n"}
{"page": 792, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n780\n\nDISCUSSION.\n[reported by J. H. CANFIELD.]\n\nMr. Butler Mr. De Garmo has described the specific system on which Columbia is\nnow at work, and has advanced ideas toward which we are now aiming. The universi:\n\ntaking up pedagogy, because of the weakness of its\nThe literature on pedagogy thus far has been so generally conpresentation and form.\ntemptible that university men have not been willing to touch the subject at all.\nBut\nthere is a strong side, a worthy side, that the university is now recognizing.\nThis\nstrength is showing itself most favorably in the demand for strength, maturity, and previous training on the part of the student.\nIt is not best that boys and girls of fifteen or\nsixteen should attempt such work.\nEspecially should the st udent have known something\nof elementary philosophy.\nThe weakness of the single instructor has become very apparent, and painfully apparent.\nMr. De Garmo's thought of a pedagogical faculty is the only true way out of this\ndifficulty.\nThe coordination of various topics, all handled from the pedagogical standties have thus far hesitated about\n\npoint, is most essential.\n\nMr. Butler then described at some length the plans and purposes of Columbia College\nin the matter of educational training, explaining that some men are engaged along\nthose lines.\nAs yet, however, these men have not been drawn closely together.\nBut pedagogics must mean more tlian individual and specific classroom methods, or\nthe university will not touch it.\nThe normal school may do such specific work, and\nought to do it ; but the work of the university is different.\n\nMr. Jones: Wished to add that the contempt of the university for \"pedagogy\" as\nis no greater than that felt by all good normal school men for the same\n\noften taught\nthing.\n\nMr. Sheldon Thought the practical difficulty was the lack of funds in the hands of\nmust hold to what we have,\nthe universities to organize these pedagogical faculties.\nand not do away with chairs already established.\n:\n\nWe\n\nMr. Williams, of Cornell (introduced as a specialist) Accepts the criticism on pedaThere seems to be no strong and worthy textgogical instruction as on the whole just.\nbook on pedagogics that can be used as a text-book, though there are several authors that\nare useful in a way\nbut nothing that could properly be called a university text-book.\nThe proposed organization is certainly desirable, thougb there are possibly some subabout\nwhich\nquestion\nmight arise. The Cornell chair of pedagogy is included in\njects\na\nthe School of Philosophy, which arrangement has been very helpful and strengthening.\nAll students of pedagogy certainly should have mastered elementary psychology, mathematics, science, history these are all necessary as preliminary training, not only in\nthemselves, but in their methods.\nIn the history of education, again, there is really no\nworthy volume, though there are several that may be helpful below the university\ncourse.\nThe worthy worker in pedagogics must go over this ground for himself and for\nhis students.\nThis is true, also, of the matter of administration.\nThe undergraduate course at Cornell admits juniors as well as seniors, but this is\nbecause Cornell does elementary work in philosophy in the sophomore year.\n:\n\n;\n\n;\n\nMr. Canfield Asks that all students be encouraged to take up some phases of this\nwork, as preparing them for citizenship. The average man on the average city school\nboard can scarcely give a reason for public education, for State education. Give the\nstudents an opportunity to take up this work.\n:\n\nWas\n\ndelighted to know what Columbia is doing.\nMr. De Garmo (closing discussion)\nIf that university takes up the work organically, others must follow.\n:\n\nMr. Prince\n\n:\n\nWhat can be done for seminary work, for practice work ?\n\nMr. De Garmo\nMr. Prince\n\n:\n\n:\n\nThat will be left to the pedagogical faculty.\n\nWe have no access to the secondary schools for practice work.\n\nMr. De Garmo That is a question of details, which must be settled hereafter.\nhard to say how to meet this now.\n:\n\nMr. Prince\n\n:\n\nIt is\n\nBut in Massachusetts we are called on to answer that question at once\n\n— within the next four months.\n\n"}
{"page": 793, "printed_page": null, "text": "NORMAL SCHOOL AND OTHBB INSTITUTIONS OF LEARNING. 781\n\nREPORT OF THE COMMITTEE ON NORMAL\nEDUCATION.\n\nIt has been the object of the committee in this report to make a brief\nstatement of points for full consideration by the council rather than to\n\npresent a completely elaborated discussion of the subject.\n\nTHE RELATION OF THE NORMAL SCHOOL TO OTHER\nINSTITUTIONS OF LEARNING.\nI.\n\nAs REGARDS COURSES OF StUDT.\n\na.\n\nRelation to Preparatory Schools.\n\nAfter more than fifty years of trial, the course of study in the State\nnormal schools is still, in most cases, based upon that of the common\nschool, and the applicant who is qualified to enter a high school is admitThis holds true in the States in which normal\nted without conditions.\nschools have been established longest.\nThe requirement of completion of\na high-school course as condition for admission, is evidently considered\n\nneither wise nor practicable.\n\nIn most cases a preparatory course would\n\nbe of great advantage.\n\nJ.\n\n1.\n\nActual.\n\nRelation to Higher Schools.\n\n—The general normal-school course connects with that of no\n\nHence, but few normal-school graduates purother institutions, and when advanced\ncourses are provided in the normal school itself, in but few cases do any\nThe individual is\nconsiderable proportion of the students take them.\nhigher school or college.\n\nsue more advanced courses iu\n\nthus deprived of culture almost within reach ; his influence is restricted ;\nthere is great loss in educational forces.\n\nFew colleges give even the slightest atten^on to questions of pedagogy ;\nmost of their graduates who teach, bring to their work scholarship only;\nthe study and application of principles of method are mostly confined to\nthe lower grades.\n\nWe find incompleteness of culture below\n\n;\n\nlack of pro-\n\n"}
{"page": 794, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n782\n\nfessional spirit above.\n\nThe normal school, first established as an institu-\n\ntion apart, still remains apart.\n\nIt is\n\nin the system of schools, but not\n\no/it.\n\n—\n\nThe normal-school course develops purpose and ability,\n2. Desirable.\nand gives rise to a thirst for knowledge. It brings its pupils in sight of\nfountains of which they cannot drink because of a barrier which the normal school makes no attempt to remove. By differentiation of courses,\nby increase of electives, by modification of requirements for admission,\ncolleges and scientific schools have made advances toward other schools.\nTo this advance the normal school has not responded. By the broadening and enriching of courses of study in public schools, increased demands\nare made upon teachers in regard to art, science, and literature.\nThe\nrapidly increasing number of graduates from the young ladies' colleges\ncrowd the higher grades of schools with teachers of an advanced culture,\nSuch adjustments should be made\nbut without professional preparation.\nin normal-school courses as will open the way to higher culture not\nmerely to the privileged few who take the advanced courses in these\nschools, but to all who bear their diplomas.\nIn the distinction of classes of studies, the normal school\n3. Possible.\nIts course fits much better for the\ndevotes itself mainly to the modern.\nThere is great need in the norscientific than for the classical school.\nmal school First, for the development of more power in the severer\nstudies of the course ; second, for the addition of some language other\nthan English.\nThe language may be ancient or modern Latin, French,\nor German. Without regard to a higher course of study, such acquisition\nwould be a benefit to all, of inestimable value to some. With the general\nconditions of admission to the normal school strictly enforced, a three\nyears' course may be so arranged as to give that more thorough culture in\nthe severer studies of the course, and that degree of knowledge of a foreign language, which will enable the graduate to pursue with profit a\nwide range of selected higher studies, and will also open the way to\nvaluable courses offered in some of the best colleges and scientific\n\n—\n\n:\n\n—\n\nschools.\n\nIn pleading for such extension and modification of the general normalschool course, we can cite high authority from abroad.\n\nIn this selection of some of the leading studies from the normal-school\ncourses of several foreign countries, for ease of comparison with the\n\ncourses in American schools the number of lessons per week in the studies\n\nnamed is summed up and presented in the equivalent number of lessons\nIn all such comparisons it should be\nper week in a course of one year.\nborne in mind that the arrangement of courses abroad radically differs\nfrom our own in that most of the studies of the course are extended\nthrough all the years of the course, in many cases not more than two or\nthree lessons a week being given.\n\nThe student's mind is thus kept in\n\n"}
{"page": 795, "printed_page": null, "text": "NORMAL SCHOOL AND OTHER INSTITUTIONS OF LEARNING. 783\ncontact with the subjects for a\n\nmuch\n\nlonger\n\ntime than\n\nin\n\nAmerican\n\nschools.\n3 years' course.\n\nPRUSSIA.\n\nSWITZERLAND (Zurlch).\n\n4 years^ course.\n\nPedagogy\n\n6\n\nPedagogy\n\n7\n\nGerman\n\n15\n\nGerman\n\n20\n\n5\n\nGeography\n\n6\n\n6\n\nHistory\n\n12\n\nArithmetic\n\n7\n\nMathematics\n\n22\n\nGeometry.\n\n6\n\nScience\n\n16\n\n10\n\nDrawing\n\n12\n\n5\n\nFrench\n\n14\n\nGeography\nHistory\n\n....\n\n.\n\nScience\n\nDrawing\nLatin,\n\nand\n\nFrench\n\nEnglish,\n\nFRANCE.\n\noptional.\n\nAUSTRIA.\n\n17\n16\n\nHistory\n\n4 years' course.\n\nPedagogy\nMother tongue\nGeography\n\n3 years' course.\n\nPedagogy\nFrench language and literature.\nGeography\n\n^\n.\n\n16\n3\n\n10\n\n7\n\nArithmetic\n\n8\n\nHistory\n\n8\n\nGeometry\n\n6\n\nMathematics\n\n14\n\nScience\n\n12\n\nScience\n\n16\n\nAgriculture and horticulture ....\n\n3\n\nDrawing\n\n7\n\nDrawing\n\n12\n\nA foreign language\n\n12\n\nA foreign language, optional ...\n\n6\n\nII.\n\nAs REGARDS METHODS OF PROFESSIONAL WORK.\n\nThe spirit which has of late years been especially strong in professional\nschools, has been that of bringing their pupils more and more face to face\n\nwith the problems which they are proposing to solve.\nlecture, can\n\nno longer\n\nsuffice.\n\nAside from the engineering and\n\nTheory must be\n\nThe text-book, the\n\ntested in application.\n\nallied professions\n\nwhich have led this\n\nadvance, we find that in the other professions inductive methods more\n\nwidely prevail.\n\nLaboratory methods have been extended. The medical student studies\nby the bedside of the patient the law school makes less of the formulated\ntext-book, and more of the induction of principles from the study of leading cases ; even the school of theology, most conservative of all, is more\nand more bringing its students into practical contact with the real problems which in their subsequent ministry they will have to meet. The\nnormal school has not uniformly been found in the front line of this\nadvance in method. To establish a true relation to those other professional schools which have most efficiently prepared their students for the\nhighest success, it must study the real child in his actually existent conIts pupils must be trained more to\nditions more, the ideal child less.\ndeduce principles from cases, to formulate •doctrines by observation and\nby inductive inquiry and research, rather than to take them as something\nready-made, which are merely to be illustrated and confirmed. Practice,\ntraining, must no longer follow theory a long way off.\n;\n\n"}
{"page": 796, "printed_page": null, "text": "784\n\nNATIONAL COUNCIL OF EDUCATION.\n\nIt should go without saying that a completely organized school for\nobservation and practice, in connection with every normal school and\n\nunder its control, is a necessity.\nC. 0.\n\nRouj^-DS, Plymouth, N. H.,\n\nChairman.\nN. C. ScHAEFFER, Kutztown, Pa.\n\nDISCUSSION,\n[kbported by\n\nMr. Schaeffer\n\n.]\n\nOur normal schools are growing too large, and cannot give the\nindividual attention to their pupils that is given in Germany and France. There should\nbe an entrance examination, and where the lower schools do not qualify the candidates,\npreparatory courses must be maintained.\n1'he pedagogical work of the universities is conducted from the standpoint of philosophy. Philosophy is satisfied if the idea is grasped in its essence and relations. TeachThis is aimed at in\ning, as art, requires the application of theory to individual cases.\nStudents who take the course in pedagogy are greatly helped\nthe schools of practice.\nby the previous training of the normal and model school. The normal school should\ninspire a desire for the advanced work of higher institutions, and the course of study\nshould carry the student over the obstacles which now keep him from taking such advanced\n:\n\ncourses.\n\nMr. Dickinson : It seems to be the province of the normal school to teach the principles of teaching, which are found in the laws of the mind that control it in the acquisition of knowledge, and in the development of its power ; to teach the method of teachand to teach the history of what\ning, derived from a knowledge of the principles\nothers have done in the application of principles and method in teaching the branches\nrequired in the schools.\nThe principles and method of teaching must be made familiar to the pupil teacher's\nmind before he can comprehend in a practical way either the nature or the value of difThe\nferent educational systems or the significance of different methods of instruction.\nmodern student of pedagogical science must have a standard by which he can measure\nsystems and methods of teaching and education before he can be prepared to make an\nintelligent study of their history.\n2. It belongs to the normal schools to teach the ends for which the disciplinary\nschools have been organized, and their support and administration made compulsory.\n3. The normal schools should direct their pupils to a typical course of studies, adapted\nto present right occasions for knowledge in its various grades of development, and for\nThis course of studies\nthe corresponding grades of mental activity and mental growth.\nshould be thoroughly understood in its relations to elementary and scientific knowledge,\nand to the disciplinary results which are expected from its pursuit. The normal student\nshould be led over this course for perfecting his knowledge, and for arranging each\nbranch of learning under appropriate topics, and all the branches in the order of their\n;\n\ndependence upon one another.\n'i'he normal pupil should also derive his knowledge of school organization and school\ngovernment from the same source as that from which he derives his knowledge of the\nmethods of intellectual instruction.\nFrom what has been said it appears that the normal schools have a province of their\nown. They were not established to teach in an academical way the different branches\nof learning, but to teach the principles and method of teaching all branches, especially\nTherefore, the normal schools should\nthose required in our system of public schools.\nrequire those who desire to enter these classes to have what may be called an academical\nknowledge of all the branches taught in our elementary and secondary schools, and to\nhave that maturity of mind which a proper pursuit of these studies in the preparatory\nsch(.ols is adapted to produce.\nThe normal schools of the future should not be confused, as they have been in the\npa^, with work that belongs to the preparatory schools.\n\n"}
{"page": 797, "printed_page": null, "text": "DISCUSSION.\n\n785\n\nIf the preparatory studies have been fairly well mastered by the candidates for professional instruction, then the normal schools can devote their attention to their legitimate work, and pupils will graduate from them prepared to teach in any grade of\ninstruction.\nhigh-school preparation should be the minimum required for entrance into our\nnormal schools. And on account of the relations that elementary teaching holds to\nscientific, all grades of our teachers should be prepared to teach in any grade in our\nsystem, and then there will be that unity in our school work which success in its results\ndemands. Let it not be forgotten that our normal schools are to teach teachers to\nteach, in the highest and best sense of that term.\n\nA\n\nMr. Habris said that Dr. Dickinson had pointed out that there is a difference in\nmethods between the normal school and the secondary school. I think that it is well to\ndraw attention to this difference, inasmuch as it explains both the great value of the\nnormal school and also the causes of a class of defects which some of the normal pupils\nfall into at the beginning of their career.\nThe normal school pupil is, on an average,\ntwo years older than the pupil of the secondary school. The method of the normalschool instruction is what may be called the comparative method. It attempts to study\neach branch of the common-school course of study in the light of the other branches.\nEspecially does it look after the derivation of one branch from another.\nIt studies arithmetic in the light of algebra, showing how the several rules are statements in words of the algebraic formulas in which the process is demonstrated in a universal manner.\nIn geography, for another example, the causes of the configuration of\ncountries is sought in geology. Mineralogy and meteorology are brought in to explain\nsuch things as erosions of rivers and peculiarities of climate. All means at the command of the teacher are brought into requisition to give the normal pupil an idea of the\ngenesis of a given branch of study.\nWe may also call this the constructive method\nBut this\nfor the pupil is taught how to construct a text-book in a given subject.\ngreat advantage the normal method has over the secondary, which cannot work along\ncomparative lines, cannot compare and derive branches one from another, because it\ndoes not yet possess them in any form, and consequently cannot begin to reflect about\nthem. It happens, sometimes, that the best pupils of the normal school make the mistake of trying to use the method which they have learned in the normal school in their\nteaching in the elementary school. Dana P. Colburn tried to introduce that method\ninto elementary instruction, and have little boys and girls deduce the rules of arithmetic\nalgebraically.\nGuyot tried to make a primary geography on the constructive principle,\nand deduce geography from geology. It is a mistake to suppose that the normal method\ncan be used in any other school unless the maturity of the pupils has developed the\nepoch of reflection. Not the elementary school, nor even the secondary school, can use\nthe comparative method, except sparingly. But all the normal schools that I have\nseen. North, South, East, and West, seem to have adopted the comparative or constructive\nmethod as the only proper thing to do, quite independent of one another. I suppose\nthat they felt that just the knowledge which the teacher most needs is this one of\nthe derivation of the systematic arrangement of the matter to be learned in a text-book\nfrom the higher sciences which show causes and processes.\n;\n\nMr. De Garmo The actual state of the normal-school graduate is that he is very\nsoon stranded, because of his lack of a broad outlook and of specialized knowledge.\nAlthough he pursues his studies, as Dr. Harris says, yet he pursues each in isolation\nfrom the others, so that he is not prepared to meet intelligently the more serious problems of practical education. He makes a good drill-master and can manage the outline\nEvidently\nof his business, but is helpless when confronted by more serious problems.\nthis state of things should be changed, and we can discuss what changes are desirable\nunder the appropriate topics.\n:\n\nMr. Greenwood The courses of study in the normal school, high school, college,\nand university, are all based upon a knowledge of the common branches. The normal\nschools of the several states are designed to supply local demands, hence the different\nIn some of the states,\ncourses of study must be accounted for on this hypothesis.\nthe normal schools graduate pupils in two year^ others in three, and others in four\nyears.\nWhether the normal school should spread out so as to usurp the whole sphere\n:\n\nof the college in order to secure for its graduates the college culture, is a question of\n\nsome moment. It, doubtless, would be an unwiso thing to attempt such an expansion.\nOf course, the ideal normal school is a strictly professional school but none of the states\n\n— unless\n\n;\n\nit\n\nbe true of Massachusetts\n\n—have yet reached that high degree of proficiency\n\n"}
{"page": 798, "printed_page": null, "text": ":\n\nNATIONAL COUNCIL OF EDUCATION.\n\n7S6\n\nand furnishing teachers. The children will not stop growing, and the\nmaterial that we have must be used in the schoolroom.\nThe first condition of good teaching is scholarship, and the second is professional\nIt is just here that the normal schools of\npractical skill in teaching and managing.\nthe country are doing their most effective work.\nThe pedagogical instruction in the\ncolleges and universities designed to prepare teachers to teach, is, in nearly all\ninstances, a significant failure in that the heads of these departments do not know how\nto teach children.\nThey talk about the subject. That is all.\nThe high -school girl who has gone through the city training-school goes into the\nschoolroom with some very definite notions how to begin.\nFor the actual teaching of\nchildren she is much better equipped for her duties than is the average pedagogical\ngraduate fresh from the unpractical pedagogical atmosphere of the college or univerThere are exceptions, however, but the exceptions are rare indeed.\nsity.\n1 do not agree with the statement that the full-fledged normal graduate is more liable\nto die of hrain cramp in three or four years than is the graduate of the college or university.\nIn fact, so far as my experience extends in a live region of our country, I\nfind that the four-year normal graduates are the most active, progressive schoolmen to\nbe found.\ntwo-years' course is too short to give much culture, yet even that short\nperiod is enough to stimulate to something better that is worth striving for.\nThe normal school teaches how to teach the others teach about how teaching might,\ncould, would, or should be done.\nin training\n\nA\n\n;\n\nMr. Boyden The distinctive work of the State normal school should steadily be\nkept in mind. Its work is to prepare teachers for the public schools of the State.\nIt\nhas to consider the course of studies as a means to be used in training the child.\nIt must consider each branch in the curriculum of the public school with reference to\nthree things, namely, what parts of the subject shall be used as a means in teaching\nthe logical arrangement of these parts\nand the method of teaching in this subject.\nThis requires of the normal student a careful study of the subject matter and\nits arrangement, and the actual teaching of the subject.\nTo go through the public\nschool curriculum in this way requires much time and hard work. It will always be\ntrue that the normal student will have to study the subject matter to be used in teaching.\nThe better his knowledge of the subject upon coming to the normal school, the\nless the time he will require for this study.\nIn the preparatory schools he studied subjects for the possession of knowledge and\ninformation, and for general training.\nIn the normal school he must study each subject as a whole, its parts, and their relations, and the relation the subject holds to other\nsubjects in the course, with reference to using the knowledge in the specific work of\nteaching.\nThese two lines of work are essentially different. Acquiring knowledge for\nuse in teaching is as much a part of professional work as is the teaching or application\nof the principles of education\nWhile studying the elementary branches the normal student should carefully observe\nthe teaching of children in these branches in the model school.\nAfter studying and teaching the subject in his own class, the normal student should\nstudy human nature to find the principles of education, which underlie the method he\nhas learned to use in teaching then he should go into the model school as an assistant\nto apply these principles in teaching and governing, and to correct the mistakes he is\nliable to make in his first work.\nIn some of the normal schools there is a two-years' coui-se, wholly English, which\nprepares, so far as it can be done in this time, for teaching in the primary and grammar grades of the public schools. There is also a three-years' course which includes\nthe advanced English branches, and the languages required in the public schools which\nprepare students for high-school work.\nThe normal school must get the best prepared students it can secure. It should have\nthose who have had a four-years' course in a good high school or its equivalent. If it\ndoes its legitimate work, those of its graduates who deserve it, and who have the means,\nwill be prepared to continue their work in advanced courses of study.\nThe normal school is distinctly professional in its work. It looks to the high schools\nfor its students.\nIts graduates may go on to advanced work in other institutions.\n:\n\n;\n\n;\n\n;\n\nMr. Camp Permit me to refer to a few special considerations which were presented at the \"Round Table\" Conference yesterday, which were not fully brought out\nin the report of the chairman of the committee\nOne very\nof admission to the normal school.\n1. In regard to the conditions\nimportant and essential condition of admission to the normal school was specially\n:\n\n"}
{"page": 799, "printed_page": null, "text": "787\n\nDISCUSSION.\n\nthat every candidate received should have a good moral character.\nThis should be a requisition for entrance into every normal school.\nIf it should be found that\n2. Every candidate should be received on probation.\nthe candidate received should give evidence that he is by nature or by character incapable\nshould\nbe advised, and, if possible,\nof being made a successful teacher, the candidate\nmade to feel that he should seek some other employment for his life work.\ntraining\nwas\nproposed,\nwhich should give\n3. The importance of a graded course of\nappropriate training (^5) for elementary teachers; (&) for teachers of high schools and\nsecondary schools; and (c) for instructors in colleges and universities. Different qualifications are required for these different grades of insti-uction.\nreferred to, viz\n\n,\n\nMr. Baldwin The high school will doubtless prove the key to the situation. I\nbelieve the time is near when it will be safe to make high school graduation, or its\nequivalent, the condition of admission to our normal schools as well as our colleges.\nThis will enable the normal school to devote all its resources to its special work. Our\ngreat work, just now, is to adjust and coordinate the work of our various schools.\n:\n\nMr. De Garmo\nschool.\n\nI\n\n:\n\nhave no desire, at this point, to criticise the work of the normal\n\nI wish merely to urge that it receive the credit that it deserves at the hands\n\nof\n\nhigher institutions of learning. It is true, as Mr. Greenwood states, that normal school\ngraduates do, to some extent, continue to grow, but it is in spite of the normal school,\nand not because of it. They pursue the higher education because they are driven to do\nWe,\nit in order to compete with those who have already gained this vantage ground.\nas friends of the normal school, should therefore urge the fitness of its graduates for\nfurther study at the university, and should secure an opportunity for them to go on in\nany appropriate line of work without obliging them to return to the work of the secondary school for further preparation.\n\nMr. Schaeffer I find some difference between the ideals of professional study\ncherished by those who have been trained in a school of law. medicine, or theology, and\nthose who have never had such training.\nThe student of medicine spends more time in\nacquiring a knowledge of the science than in the compounding of drugs or the amputathe student of theology devotes more time to learning what to preach\ntion of limbs\nthan to the art of preparing and delivering sermons. The figures of the report show\nthat in old countries, like Prussia, Austria, Switzerland, and France, the pupil -teachers\nof the normal school devote far more time to the study of the branches than to the\nstudy and practice of pedagogy. Whilst I cherish ideals similar to those of Mr. Dickinson, I am not willing to bind a particular method upon any teacher in a normal\nschool, believing that the teacher should be greater than his method, and that it is\nimpossible to realize the ideals cherished by many who have never passed through a\ncourse of professional training.\n:\n\n;\n\nMr. Dunton\n\nThere is a difference between the preparation needed by teachers, espeelementary teachers, and that needed by superintendents and principals of\nThe latter should have a college education and a thorough\nlarge graded schools.\ncourse of broad professional training, which should include the history of educational\nmovements, systems, reformers, etc. But we are not yet prepared to pay for a similar\ntraining for the rank and file of the teachers of the elementary schools. Hence, it\nseems to me that the normal school has its special work, and so has the university, or a\nschool fitted to the needs of college graduates.\n:\n\ncially by\n\nMr. Richards : There are three considerations to which I wish to call the special\nattention of this conference\n1. That in admitting pupils to normal schools, great care should be taken to examine\ninto the moral qualifications and character of the candidate, so that no one should presume to fit himself for the work of teaching who will not exemplify the moral virtues.\n2. When pupils are admitted, it should be done so that each pupil should understand\nthat his admission is probationary ; that if his improvement and mental and educational\ncharacteristics do not prove to be of the right kind for a teacher, he should be advised\nto seek some other employment for a life work, and that he should not receive a diploma\nas a teacher.\n3. It has seemed to me that a complete normal school should have three grades of\ntraining in its curriculum :\n{a.) One for training teachers for our elementary schools, including that for kindergartens ;\nand\n(&.) Another grade for teachers in secondary schools\n(c.) Another grade for teachers and professors in colleges and in universities.\n:\n\n;\n\n"}
{"page": 800, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n788\n\nIt cannot be successfully maintained that the special training for each of these grades\nshould be the same as the others in all details.\n\nMr. Rounds I thank those who in this discussion have considered the points presented in the report. Though differences of opinion were manifested by the inquiries\nmade, some of the most able and experienced normal-school teachers in the country\nThis discussion in the\nare in most hearty accord with the views taken in this report.\nreport has been conducted with some reference to the several courses of two or three\nIt is idle to talk of requiring a high-school course as preliminary to admission to\nyears.\nthe normal school.\nThere is a question as to whether the normal school of to-day as fully meets the demands\nmade upon it as did the normal school of a generation ago. The common-school courses\nhave been expanded all along the line, in art, science, literature, and now even the\nadmission of foreign languages is advocated. Means of education have in some cases\nbeen increased with the demands, but, as a whole, has the average culture of our people increased ? I wish 1 could believe that the statement made in a recent government\npublication, by the Assistant-Secretary of the Smithsonian Institute, is not true: that\n\" Year by year it becomes clearer that despite the large increase in the number of cultivated men and women in America, the nation is deteriorating in regard to culture.\nAmong five hundred towns where formerly courses of varied entertainments worthy of\ncivilized communities concerts, readings, lectures on artistic, literary, and scientific\nwere successfully arranged season after season, scarcely fifty\nsubjects, and so forth\nnow feel justified in continuing their efforts in the cause of culture, knowing that the\ncommunity will not support them. Scientific, literary, and artistic societies, formerly\nflourishing, are now dying or dead in many cities which have in the meantime increased\nin wealth and population.\" For many years I have been forced to consider this subject.\nTwenty years ago it was my duty to arrange the programme of the normal department\nof the National Association, and again ten years ago, and to-day, after twenty-four years\nof trial in the attempt to adjust the normal-school course to existing conditions, I must\nconfess to a feeling of dissatisfaction, in many cases of entire disappointment, at results.\nThere are many among those who in their work have most honored the normal-school,\nwho should have taken instead a course offering a broader culture. The way to this\nmust be opened before all in the normal school. The demand becomes more imperative year by year, as the ranks of the teaching profession become crowded by the\nincreasing number of graduates from women's colleges, possessing a culture which\nthese do not, but without professional preparation.\nIn the inquiries preliminary to this report, it has been shown that the colleges and\nscientific schools have now made such concessions in their demands for admission to\nIn justice to reasonable\ntheir privileges that the connection can easily be made.\ndemands it must be made. Whatever may be said, it is true that very few now take a\nhigher course after the normal school. The advanced course for the comparatively few\ndoes not suffice; this cannot take the place of advanced study, in association with\nmaturer minds and with the appliances of a broader culture.\nI do not like this talk of an elementary course for the teachers of the elementary\nschools.\nIt is the elementary school, in which the great mass of our people are trained,\nwhich especially needs the teacher of true culture. I have seen such a child's school as\nthis ideal sets before us, in which a teacher of true culture was doing more for the salvation of souls than all the clergymen in the place.\nI am more and more firmly convinced that we are wrong in holding to the formal\nand deductive method in our training work. Practice must accompany theory. At\nthe same time with the study of principles must go on the practice in teaching, that\nLess of dead formalism, more of the living\ninduction may accompany deduction.\n:\n\n—\n\n—\n\nspirit.\n\nOn this whole matter we need not less inspiration, but more light not less enthusiasm, but more of well-considered purpose. I yield to none in my high regard for the\nnoble work which the normal school has done, but we must move forward if we would\ndo our whole duty to the children before us and the God above us.\n;\n\ny\n\n"}
{"page": 801, "printed_page": null, "text": "RELATION OF MNEMONIC SYSTEMS TO POWER OF THOUGUT. 789\n\nEEPORT OF COMMITTEE ON PSYCHOLOGICAL\nINQUIRY.\n\nTHE RELATION OF MNEMONIC SYSTEMS TO THE\nCULTIVATION OF THE POWER OF THOUGHT,\nYour Committee for Psychological Inquiry have selected for their\nreport this year the question of memory so far as\n\nit\n\nrelates to\n\nschemes\n\nThey have considered it to be evident that whatever\ncultivation of memory tends to the arrest of the power of rational thinking is to be by all means avoided. It seems therefore to them that some\nof the schemes of mnemonics which are advocated are to be condemned\nThose which proceed upon the principle that memwithout reservation.\ndevised for its aid.\n\nory is to be cultivated by association, and that all kinds of association are\n\nFor in order to find interesting\nand ridiculous relations.\nThe philosopher Locke has condemned such devices and asserted that\n^* the connection in our minds of ideas in themselves loose and independent\nof one another, has such an influence, and is of so great force to set us\nwrong in our actions, as well as moral and natural, passions, reasonings,\nand notions themselves, that perhaps there is not any one thing that\ndeserves more to be looked after.\"\nYour committee think that in all cases the mind should seek essential\nrelations, and particularly the relation of cause and effect and that of\nNecessary connection enables the mind to make\nindividual and species.\ndeductions, and thus it acquires a sort of generative memory, so to speak,\na memory which can deduce or develop from given data the other data\nequally good, should fall under the ban.\n\nassociations they suggest the search for absurd\n\nthat stand in relation to it.\ncertain classes of\n\nIt is true that this is difficult with regard to\n\nmemory, as, for instance, the memory of proper names,\n\nor the memory of dates, or memory of words in general.\n\nYour committee think that the memory of dates, names, or words in\ngeneral can and should be cultivated to some extent without attempting\n\nThe committing to\nmemory of fine passages from poets and literary prose writers certainly\nA memocultivates a memory for words without deftiment to thought.\n\nassociation of any kind except that of sequence.\n\nrized list of proper names, names of persons of historic note, or characters\n\nin the great literary works of art, such as the plays of Shakespeare, the\nIliad,\n\nand Odyssey\n\n—the memorizing of these names\n\nwill serve the double\n\n"}
{"page": 802, "printed_page": null, "text": "790\n\nNATIONAL COUNCIL OF EDUCATION.\n\npurpose of being at once very useful and a means of arousing into activity\nfaculties in the mind grown torpid.\n\nAlso, the memorizing of paradigms\n\nin the study of language has the effect to cultivate this\n\nand isolated items.\n\nmemory of words\n\nIf the mind thinks at all in the process of\n\nmemoriz-\n\ning these lists of proper names and the important dates of history or the\n\nparadigms of grammar, it considers the deeds and characters of the persons named, or the events associated with the dates, or the logical relation of the inflections to the verbs and nouns inflected.\nAnd such kind\nof thinking as this is positive and valuable.\nBut in case of associating in\naccordance with certain mnemonic rules the names, dates, and inflections\nwith arbitrary and fanciful suggestions, the thinking power is set moving\n\non wrong lines.\nbeginning of\n\nIf the discovery of Broca, generally recognized as the\n\nphysiological psychology on the\n\nnew basis, is to be understood in the\n\nsense that a certain convolution near the base of the brain is used by the\n\nmind in recalling words and associating them with ideas, it would seem\n\nmemory of words should be undertaken in later\nwho have an incipient tendency to aphasia. If a person\nfinds himself forgetful of names it is a health-giving process to take a\ncertain portion of time in committing to memory words.\nIf this is done\nby committing to memory new masterpieces of poetry and prose, or in\ncommitting to memory the words of a new language, there is profit and\n\nthat a cultivation of the\nlife by all people\n\ngain to the thinking powers as well as to the memory.\n\nDoubtless, the\n\ncultivation of verbal memory, building up as it does a certain convolution\nin the brain, has a tendency to prevent local paralysis in that organ.\n\nThis contains a hint in the direction of keeping up in the later part of\nwhich are usually so active in youth. The tendency is to\n\nlife the faculties\n\nneglect childish faculties and allow them to become torpid.\nis\n\nBut if this\n\nliable to weaken certain portions of the brain in such a way as to induce\n\nhemorrhage, ending in softening of the brain, certainly the memory\nshould be cultivated if only for the health of the brain, and the memory\nfor mechanical items and details should be cultivated on the grounds of\nhealth as well as on grounds of culture.\nYour committee present these considerations as looking toward the\ntrue solution of the much-vexed question of\n\nmemory in schools.\n\nThe\n\nextreme advocates of rational methods of teaching are perhaps wrong in\nrepudiating entirely all mechanical memory of dates and names or items.\nCertainly they are right in opposing the extremes of the old pedagogy\nwhich obliged the pupils to memorize page after page the contents of a\n\ngrammar ''verbatim et literatim et punctuatirrif'' as, for instance, the\ngraduates of the Boston Latin School tell us was the custom early in this\n\nBut is there not a middle ground ? Is there not a minimum\nof dates and names which must and should be memorized\nboth on account of the health of the nervous system and on account of\n\ncentury.\n\nlist of details\n\n"}
{"page": 803, "printed_page": null, "text": "DISCUSSION.\n\n791\n\nAnd must not the per-\n\nthe intrinsic usefulness of the data themselves ?\n\nson in later life continue to exercise these classes of\n\nmemory which deal\n\nwith details for the sake of physical health ?\n\nYour committee have obtained the assistance of a distinguished specialmatters of memory, Dr. Pick, of London, who is noted for his\n\nist in these\n\nrepudiation of fanciful methods of mnemonics and for his adoption of\nrational methods in their place.\n\nDr. Pick has promised to open the dis-\n\ncussion on this report by some appropriate remarks.\nAll of which is respectfully submitted.\n\nW. T. Harris.\nAs a member of the Committee, I take pleasure in signing the report\nprepared by Dr. Harris.\nE. 0. Lyte.\n\nDISCUSSION.\n[kbported by\n\n.]\n\nDr. Pick (introduced as a specialist) r Memory has little to do with ease or difficulty\nof remembering.\nMany things easily remembered are easily acquired, and vice versa.\nThe basis of my explanation is found in \" HerI endeavor to show why this is true.\nbart's Psychology.\"\nIdeas constantly come to the mind they usually find other ideas\npresent. The stronger ideas temporarily exclude the weaker from consciousness, \\^'hen\nwe look without seeing, it is because the ideas present fully occupy the mind. One\noften finds his attention fail in reading ; this is because some other idea has come in and\nclaimed the attention\nSuppose two equally strong ideas to be in the mind. Since they\ncannot retreat to separate compartments, they must fuse or blend. These blended ideas\nrecall each other.\nThe ease with which one idea recalls another depends upon the inti;\n\nmacy with which they originally blended. Facility of memory, therefore, depends upon\ncloseness of fusion.\nIt is of great importance that we strengthen impressions.\nThe\nfirst requisite is concentration of attention upon a few things\nit is also needful to\nintroduce comparison. This is so important because the ideas should be clearly before\nthe mind, that they may fuse sufficiently.\nDr. Pick introduced a long list of words,\nassociating each word with the following. This list was easily recalled, since there was\neffort to associate but two words in each case.\nIn learning a list where the order is not\nimportant, the pupil may rearrange the words in such a way that he can associate them\nin connected pairs\nHe further showed that this principle applies in the learning lists\nof exceptions and the like in language studies.\nIn comparison it is wise to make the\nknown one member of the comparison.\n;\n\nDr. Harris\n\nDr. Pick\n\n:\n\nWould Dr. Pick have students study arbitrary associations ?\n\n:\n\nThese associations should not be arbitrary.\n\nDr. Harris But if we look for fanciful relations we distract the mind. The report\nshows the proper use of mechanical memory. Do not look for artificial connections, but\n:\n\nuse only the connection of sequence.\n\nDr. Pick : What Dr. Harris calls mechanical memory, is a method of acquiring in\na very clumsy way what may be easily learned.\nYou can get the strongest of impressions needful by proper contrast or comparison.\nEven dates and numbers may be\nremembered by comparing with known numbers,\neasiest way to hold a lecture or\npoem is to make an outline or skeleton. Then read the text again, to see what its full\ncontext is.\n\nhe\n\nThe discussion was now continued by suggestions from Messrs. Fitzpatrick, Schaeffer,\nSheldon, Jones, and Richards.\n\n"}
{"page": 804, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n792\n\nDr. Habris\n\nThe essential thing in rational memorizing is to inquire What is the\n\n:\n\nWhat is it for ? If one habituates himself to attend to\nfanciful, accidental associations, one enters upon a vicious course that will result in\nharm to the thinking power.\nthing ?\n\nWhat caused it ?\n\nDr. Pick\n\n:\n\nI,\n\ntoo, select the causal when practicable,\n\nand look for association only\n\nwhen causal relations do not appear.\nMr. Greenwood\n\n:\n\nWe have been swinging around to the idea of memory culture\n\nthat for fifteen years has fallen into disuse.\n\nMr. Sheldon\n\n:\n\nThe results will be most beneficial.\n\nHow would you teach spelling ?\n\nDr. Pick The unknown must here also be compared with the known. In learning\nthe distinction between heech and heach, one may remember that the word tree ends in\nee, and that the word sea ends in ea.\nThis suggests the right spelling.\n:\n\nDr. Harris described a plan of selecting a list of twelve hundred words of irregular\nspelling, upon which he trained the grammar-school pupils.\nMr. Schaelfer and other gentlemen of the Council continued the discussion substantially along the lines already laid down.\n\n"}
{"page": 805, "printed_page": null, "text": "GRADING IN COUNTRY SCHOOLS.\n\n793\n\nEEPORT OF COMMITTEE ON STATE SCHOOL\nSYSTEMS.\n\nGRADING IN COUNTRY SCHOOLS.\nBY GEORGE A. WALTON, WEST NEWTON, MASS.\n[Mr. Walton was introduced as a specialist.\n\nThe main report was re-committed.]\n\nGrading is for the purpose of instructing together in classes children\nof about the same attainments and mental development.\n\nIt is a part of the\n\norganization of the school, a guide in its administration.\n\nmaking\n\nconsolidation of schools and classes,\n\narranging a program.\n\na\n\nIt involves the\n\ncourse of studies, and\n\nCountry schools usually have but few pupils.\n\nThey differ in attainments and pursue a wide range of subjects.\nI. Consolidation of Schools.\nGrading is facilitated by concentrat-\n\n—\n\ning the children.\n\nIt is advisable, wherever possible, to unite small schools\n\ntogether, or with larger ones.\nrate in the Massachusetts rural\n\nThis process is now going on at a rapid\nand suburban towns. To aid in it, chil-\n\ndren remote from the school are conveyed at public expense.\n\nIt\n\nmakes\n\npossible the closest grading.\nII. The Two- class System is employed in some foreign countries, and\nsomewhat in rural towns in our own. The older children are taught in\n\none grade, four hours in the forenoon the younger in another grade, three\nhours in the afternoon. Each grade may consist of two or of three classes.\n;\n\nThe plan is practicable for small, compact neighborhoods, having fifty or\nmore pupils. Grading is made easy under this system.\nIII. Grading for Mixed Country Schools.\nThis kind of schools\nhas many branches to teach, for the most part few pupils, with one\nteacher.\nThe general principles stated by Dr. E. E. White, page 9 \"Bu-\n\n—\n\nreau of Education, ^^ No. VII., 1891, concerning grading in graded schools,\n\napply equally to country schools.\n\nThe little time the teacher can person-\n\none class or to an individual, is the unfortunate condition\nThis is to be\nto be compensated for in some way, in this kind of school.\ndone by its organization and administration, of which an important eleally devote to\n\nment is the grading.\n\nThere are the same school hours in the day and\n\nschool days in the week here as in the city graded school.\nthis time,\n\nProperly use\n\nand give an equal school year, and it will hold its own with the\n\n"}
{"page": 806, "printed_page": null, "text": ";\n\nNATIONAL COUNCIL OF EDUCATION.\n\n794\n\nSo far as the use of time enters into the problem,\nwould be solved if it were practicable to simply base the grading upon\n\nclosely graded school.\nit\n\ndevelopment.\n\nIt will\n\nbe difiScult of solution so long as\n\nit\n\nis\n\nbased so\n\nupon knowledge and information, with development for the basis\nThe school would require three grades to correspond to the\nof grading.\nthree kinds of mental activity or classes of mental powers— presentative,\nlargely\n\nrepresentative, and elaborative.\n\ninclude\n\nA course of studies to correspond would\n\n:\n\nFirst Period: Nature studies ; form; color; numbers and arithmetical\n\nproblems, with objects ; weights and measures ; experiments in physics\n\nand lessons in position, distance, and direction, preparatory to the study\nThe knowledge is of facts. The training is of the powers\nof geography.\nthis would include talking,\nof observation, and for the use of language\nreading, and writing.\nI would add to the above, gymnastics, manual\nwork, manners and morals, and singing. This is for the first period, covering two or three years, more or less.\nSecond Period: Nature studies, and form, with drawing; color; numarithmetical problems home\nbers (abstract), with figures and diagrams\nand foreign geography, with history, using moulding and map drawing\nthe earth and man language, including reading of narrations, allegories,\nand fables, and written compositions— these with special reference to training the memory and imagination, and making comparisons for elementary\nexperiments in physics; singing, and manners and morals,\nclassifications\n;\n\n;\n\n;\n\n;\n\n;\n\nSo far the course is elementary.\nThird Period : Nature studies now pass to botany, zoology, physinumbers pass to\nology, mineralogy, geology, physics, and chemistry\narithmetic and algebra form studies to geometry geography and history\nfrom facts to causes language to grammar, rhetoric, and English literature ; continue drawing, and read for information civics and psychology.\nOther languages than the English are now pursued.\nThis course is scientific\nit appeals to the reflective or elaborative\nfaculties, and leads to the discovery of rules of conduct for man and for\n\ncontinued.\n\n;\n\n;\n\n;\n\n;\n\n;\n\nthings.\n\nGrading upon this basis implies a certain order of development it\npresumes coincidence of time and rate, which are not, however, fatal to its\nbeing pretty fully realized. It requires a proper selection of studies adapted\nto the stages of development and presented to the learner's mind by a right\nmethod. Grading under such a scheme would be easy, because natural.\nDid it admit of complete practical application, most of the difficulties of\npromotion would be removed. At certain periods of development children in normal conditions, completing appropriate courses of study under\n;\n\ncompetent instructors, would simply pass to the next course of studies as\nthey now do in many schools.\nI learn since writing the above that schools in Chicago and Indianapolis\n\n"}
{"page": 807, "printed_page": null, "text": "GRADING\n\nm COUNTRY SCHOOLS.\n\n795\n\nare working close up to this plan.\n\nSome, I know, in the East are intelliit.\nI have not seen the way to\nfully base grading for country schools upon it, and no doubt it will\nThen much that is doing in the schools\nstrike some as purely theoretical.\nis theoretical.\nFor example, gymnastics, military drill, manual training, industrial drawing, nature studies, kindergarten work, and I might\nadd singing, are almost wholly for development. And this is admitted\nby every writer and speaker upon education to be its supreme end. Development must be the goal to be reached, whatever the basis of the grading.\nWere this made the basis, the knowledge gained would be greater in\namount and better in kind.\nThe current sets that way ; we can go\nwith it, or be stranded.\nThe pilots have their choice the passengers\ngently, others unconsciously, falling into\n\n;\n\nhaven't.\n\nThe Progeam. — With this prevision,\n\nIV.\n\nrealizing the difficulties\n\nwhich is the inefficient supervision of the\ncountry schools, we will proceed to the program.\nA prescribed order\nIt can do no harm if directed by a\nof exercises by subjects is necessary.\nteacher with his mind on the increase of power in his pupils. The course\nof studies will be the same as above outlined, except that beginning\nwith the pupils' fifth or sixth, it will end with their thirteenth or fourof an ideal grading, one of\n\nteenth year of age.\n\nThe studies for these eight years are those of the ele-\n\nmentary, including part of those for the scientific course.\nSome principles to guide in teaching it are\n(1.) No subject can be taught exhaust:\n\nEvery study has a development, from\ncomplex relations; (3.) At the same time\nthat you observe the maxim, '^ Teach but one thing at a time,\" apply\nthat other, '^ Teach as many things at a time as possible ; \" (4. ) The mind\ndevelops by its own activity.\nIn making the program we first decide what amount of time per\nweek shall be given to each branch, and then distribute the studies with\nThe first diffitheir proportions of time through the days of the week.\nKeduce them to four\nculty to be overcome is the large number of classes.\nTwo are preferable to one in any\nclasses or grades, to three if possible.\nschool.\nIn no case have over five.\nThese may be (1) first year; (2) second and third years ; (3) fourth and fifth years ; (4) sixth and seventh\nyears\n(5) eighth year and onward.\nThe program for the first day must be made by forecasting the situation.\nA full day's work should be done the first day by the second a\npermanent program should be prepared and posted. It should assign a\nTill reconstructed it should be closely\ntime for reciting and for study.\nively in an elementary grade ; (2.)\nits\n\nsimplest elements to\n\nits\n\n;\n\n;\n\nfollowed.\n\nA five- grade program has been prepared ; a four-grade and a three\nwould have been made, but for want of time. With fewer grades the\nrecitation periods would be lengthened.\n\n"}
{"page": 808, "printed_page": null, "text": ";\n\nNATIONAL COUNCIL OF EDUCATION.\n\n796\n\n—\n\nWoRKiKG OF THE ScHOOL UKDER THE PROGRAM. Having seen the\nends to be reached we come now to the means. These are, study by the\npupil ; teaching, drilling and testing by the teacher. Teaching presents\nthe occasion for the pupil's activity and knowledge.\nDrilling is training\nfor the purpose of leading the pupil to experience the truths he has been\n\nTesting is for the purpose of discovering what\nknows and can do, and what he does not know and cannot do\nits sole reference is to future teaching and drill.\n\ntaught or trying to learn.\nthe pupil\n\nAn essential element that enters into teaching is sympathy.\nfondness, patience, solicitude.\n\nIt implies\n\nThe elements that enter into testing are\n\nimmobility, placidity, unconcern.\n\nTeaching is a kind of nurturing its symbol is the parent. Testing is a\nits symbol is the sphinx, looking into the future.\nTeaching and testing require comparatively little time. Take all that is\nBut drill, so far as the teacher is concerned, or some substitute,\nneeded.\n;\n\nprocess of toughening ;\n\nis the\n\nchief business of elementary schools.\n\nStudy for the purpose of gaining information from books, cannot be\nexpected of children in their early years ; they work and they play.\nWork\nfor the lower grades in country schools is the substitute for drill in the\nclosely graded schools.\n\nFor the upper grades, study is the substitute.\nthe reliance of the country schools.\n\nThese substitutes are\n\nTo give children constant employ-\n\nment, useful and agreeable work and study, is the key to success here as\nTo provide for this as a means is the vital essential purpose\n\neverywhere.\nof grading.\n\nMeans of Saving Time. — Some exercises should occupy the whole\nSuch are talks on morals and manners, on the\nnews of the day ; singing vocal and physical exercises experiments,\nand penmanship. Some may be presented to the upper four grades at\nschool at the same time.\n\n;\n\n;\n\nonce ; such are drills in reviewing elementary studies, geography, numbers,\n\nand physiology\n\n;\n\ndictations of various kinds, and\n\nimpromptu com-\n\npositions.\n\nTrain the lowest-grade pupils as early as possible in some of the essenthe several branches, that they may participate in these general\nArrange the program with reference to these. Discrimiexercises.\nnate in all subjects between the essential and the less important topics.\nBe thorough with the former, treat lightly or wholly omit the latter.\nThis principle applies to most branches, but especially to arithmetic and\nAfter\ngeography. They can be reduced from one-third to one-half.\nsimple percentage is taught in the application of arithmetic, I would say\ntials of\n\nin the language of the turf,\n\n'^\n\nGo as you please.'^\n\nLet me suggest before passing to my next topic, that provision should\nbe made for an assistant teacher in all elementary schools containing\nthirty or more pupils studying all the branches ordinarily taught in our\n\n"}
{"page": 809, "printed_page": null, "text": "GRADING IN COUNTRY SCHOOLS,\ncountry schools.\n\nIf teachers\n\ncannot be employed on\n\n797\n\nfull pay,\n\npersons\n\ndesiring to teach and in waiting can be obtained at low wages to observe\n\nand teach, assisting experienced\n\nteachers.\n\ncity schools by teachers in training.\n\nMuch good work is doing in\n\nThe system is commended for coun-\n\ntry schools.\n\nPROMOTIONS AND LOOSE GRADING.\nSacrifice no pupil to the grading.\n\nIf a pupil can do more work than\nhave it to do. Don't limit him to arithmetic when\nhe can do that, and geometry and algebra too.\nWe liear much of keeping\nback in graded schools. There is no lack of it in country schools the\nforcing of an ambitious, active boy or girl to keep in the traces, beside the\nindifferent and plodding, is common. This is an abuse of grading. Bring\n\nhis class, he should\n\n;\n\nup the weaklings, but let the strong press ahead.\nIn teaching the course of any grade,\nessentials of\n\na branch ; then\n\nreview,\n\ncover the principles, the\n\nfirst\n\nmake\n\napplications,\n\nand amplify.\n\nThen if a pupil is able, encourage him, help him, make him pass to the\nhigher grade, else let him do both grades at once. This is what the\ngraded schools are doing ; it is more easy to do in country schools.\n\nLoose\ngrading consists in allowing a pupil to work with one class in one branch,\nwith another in a second, and so on.\nLive superintendents and teachers,\neverywhere, employ some form of loose grading.\n\nThis, for those who enter\n\nlate and want to make up for lost time, is their right.\n\nIt is so, indeed,\n\nfor all.\n\nRegular promotions should be based upon the ability of the pupil to do\nHas he the development ? Has he the essential\nknowledge? If '^ Yes,'\" then give him his passport with a God-speed.\n\nthe next grade work.\n\nNobody can answer these questions so well as the teacher.\n\nHe would better\n\nkeep a record, weekly or monthly, of the pupiFs achievements, of his efforts\nand success, this by estimate. His opinion should have the greatest\n\n—\n\nhe lacks courage, or is too full of the mother spirit, let the\njudgment of the superintendent be put into the scale with or against\nthat of the teacher.\nTo assure and assist both, and especially satisfy\npatrons and pupils, a special examination in essential branches is a wise\nweight.\n\nIf\n\nprovision.\n\nTaking into account all the disadvantages of the country schools with\nsome evident advantages, with proper grading and administration their\ngraduates may be expected to take rank with those from closely graded\nschools.\n\n"}
{"page": 810, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n798\n\n«\n\nin\n\na\n\na\n\n-J\n\n-*^\n\nWo\n\n< < <\n\n9\n\nbb\n\no^S\n\nO\n\np^\n\n'^\na»\n\n«\n\nbo\n\n\"S\n(D\n\nd\n\nft\n\nM>\n\nbe\n\n9\n\n^\n\nO\n\nP4\n\nrH\n\nC^l\"\n\n«\n\n<M*\n\nd\n\n^\n\n05\n\nCO\n\n00 CO\n\n"}
{"page": 811, "printed_page": null, "text": "mSCUSSIOK\n\n799\n\nDI8CU88I0N.\n[reported by II. M. JAMES.]\n\nThe first four <li visions of the report were passed, and the discussion was confined to\nthe last, which referred to the grading of country schools.\n\nDr. Harris The chief difficulty in the management and instruction of country\nschools lies in the great number of classes, there being sometimes twenty or thirty in a\nschool of not more than thirty pupils.\nI have been familiar with such schools, and in my\nchildhood attended them, and 1 fully appreciate their difficulties. The amount accomplished varies greatly with different pupils and with different subjects.\nSometimes a\ngreat deal is done when a pupil is ambitious, but the work is usually irregular.\nBecause\ngrading has done so much for our city schools, on the false ground that what is good for\nthe city must necessarily be good for the country also, some county and State superintendents have undertaken to introduce into these schools a classification similar to\nthat adopted in the cities, having however, only three or four grades where the city\nwould have ten. Grouping pupils in this way means that when the teacher sets the lessons for the best pupils they are too hard for the poorest, who become discouraged; and\nif they are set for the poorest, they are too easy for the bright pupils, who, in turn,\nbecome listless and form habits of idleness. If the average pupils are regarded in the\nassignment of lessons, both extremes of the class will suffer. Now it has been shown,\nand may easily be verified, that with pupils under fourteen a year's interval between\nclasses is too great, as it is in the case of those under ten with half a year's interval.\nThe growth of the mind is too rapid at these early periods to keep pupils in the same\nclass for a year without detriment to the pupils in the two extremes of the class.\nThe\nbest get listless and indolent, losing interest in their work, while the slow minds get discouraged because they are dragged along after their more brilliant rivals, and lose their\nself-respect.\nIt is plain, then, that the longer intervals necessary in this country school\nclassification must result in still greater harm.\nThis evil sometimes exists in city\nsupposed\nto be well graded.\nAny classification that discourages the slow pupils\nschools\nor makes idlers of the bright ones, is hurtful, and should be avoided.\nWhen the wants of all the pupils are met, as is sometimes the case, it will be found\nthat there is a subclassification which amounts to individual instruction, with very little\nIn other words, the school is not graded at all. I do not consider the\nreal class-work.\nevils of the ungraded school as great as those of schools partially graded, such as are\nfound in many of the States. I regard them as stiflers of talent, in most cases.\nIn my judgment, the remedy for this waste of the best pupils' energies and the discouragement of those of slow intellect, may be found in the adoption of some form of\n'the Lancasterian or monitorial system, in which the more advanced pupils, under the\ndirection of the teacher, are set to instruct the backward ones.\nThis system should be\nused sparingly, and only under careful supervision. Jf carefully managed, this method\nWith the mere routine teacher this plan would\nwill prove advantageous to both classes.\nnot succeed, and there are dangerous tendencies attendmg its introduction. Invention\nhas not been exerted much in this line, but I believe the hope of the country schools Ues\nI hope good teachers may be found who\nin the adoption of some form of this system.\nwill brave public prejudice, and experiment in this direction.\n:\n\nDr. Baldwin For several years I have been familiar with the Lancasterian or monand have seen good results secured in this way, but it has very dangerous tendencies. What the country schools need most is intelligent supervision. Effort\nunder guidance educates, but the highest intelligence must guide. This law conditions\nIts application has made our city\neducational efficiency and educational progress.\nschools and our higher institutions marvels of efficiency. By observing this law France,\nHow to embody this\nin two decades, has created the best school system in the world.\nlaw in the management of our rural schools is now the great problem for educators and\nstatesmen.\nBut let each township constitute a school district, with a central school,\nwhose teacher shall be principal of all the schools in the district, and the country schools\nwould be revolutionized. This district principal. Elected to serve during the pleasure\nof the board, would work under the direction of the county superintendent just as city\nWise courses of study, good grading,\nprincipals work under a city superintendent.\nefficient district institutes, helpful school libraries, and all other needed improvements\nwould then become practical.\n:\n\nitorial system,\n\n"}
{"page": 812, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n800\n\nMr. Sabtn There is no attempt to grade the country school after the pattern of\nonly design to gather the pupils in classes, perhaps, four classes\nthat of the city.\nin arithmetic, three in reading, and a certain number in other branches.\nNow, the\nboy who is fitted for one class in arithmetic may be fitted for a higher or lower one in\nHe is not necessarily classified in the same class in each branch. Then we\nreading.\nhave, in Iowa, a system by which a comparatively complete record is kept of his attainment and progress in each branch, which is left with the district secretary the same as\nthe register of attendance, for the government of the succeeding teacher in assigning\nthe boy on his return to school.\nhave many counties in which the schools have\nmonthly cards of information to parents, regular promotions, and enough of the\nmachinery of the graded school to give stability to the course.\nAs for the Lancasterian system proposed by Dr. Harris, it would breed discord with\nus at once.\nYou set John Smith's girl to instructing John Jones's boy, and the\n*' What\nquestion would be asked at home\nis that girl teaching you for ?\nI want you\nto recite to the teacher.\"\nThis system could never in the world be introduced s\\iccessfully into the schools of Iowa.\n:\n\nWe\n\nWe\n\n:\n\nDr. Richards\n\nI should think the classification would necessarily be very imperfect\nthe pupils were brought into three or four classes.\nWould it not be a plan of\nmerely calling pupils members of one grade when, in fact, they are in three or four\n:\n\nif all\n\nditt'erent grades ?\n\nMr. Greenwood : This method of grading is very common already in many Western\nThe county and State superintendents in Illinois, Iowa, Missouri, and other\nStates.\nStates, have been preparing courses of study and programmes for the use of the country teachers, and they have overcome many of the difficulties alluded to. In the investigation of this subject the Committee might get the experience and practice of the\ndifferent States in this matter.\nThere are many superintendents ready to explain how\nthese difficulties may be overcome.\n\nDr. Harris\n\n:\n\nWill Mr. Greenwood, or any one else, tell us how to meet these diffi-\n\nculties of so many grades and classes in a room ?\n\nMr. Sabin Dr. Richards asks if we should not have in this classification simply\nfour or five classes taught as one. In just the same way as in the city school in a class of\ntwenty-five pupils in reading you will find twenty-five different classes, for no two pupils\nwill read alike.\nThe objection which he urges will apply to any school in which other\nthan individual instruction is given.\nSome of the evils referred to will cure themselves in time. Every one who has had\nexperience in grading the schools of a city or village for the first time knows that this\ngrading is at first very loose, but he relies upon time to remedy the evil. By an interchange of pupils between the classes from term to term, he finally works out the*\nproblem of gradation. The same is true in the rural school.\nI desire to call attention to the further fact that, as the work of classification\nbecomes successful, there follows an improved feeling in the community toward the\nschool, manifesting itself in better buildings and surroundings.\nI wish the Committee would investigate the workings of the new Ohio law which\ncompels the grading of the rural schools, and also permits the directors to pay the tuition of pupils sufficiently advanced who may desire to attend the school in the neighboring city or village.\n:\n\nDr. Dickinson I would recommend, as a means to a more satisfactory classification,\nthat pupils be collected from large areas and brought to convenient centers, instead of\nhaving so many schools scattered over a wide expanse of territory. This may require\nsome public provision for the transportation of children living at a distance from\nthe school.\nThis is done in Massachusetts, and the plan is found quite practicable,\nexperience proving that this transportation costs much less than would at first thought\nseem necessary. By this means the classification has been greatly improved, and the\nschools have gained much in public favor.\nThe time has come in our country when all schools, rural as well as urban, should\nhave trained teachers and intelligent supervision. Both are essential to the highest\nThe\nresults, and the public has a right to insist on them as a condition to success.\nteacher is the chief factor in the building up of a school, and no pains should be spared\nto equip him well.\nHis education and character are of the utmost importance. He\nteaches by what he is as well as what he knows or what he can do.. The schools of the\n:\n\n"}
{"page": 813, "printed_page": null, "text": "DISCUSSION.\n\n801\n\nrural districts need trained teachers, improved classification, rational courses of study,\n\nand intelligent supervision.\nDr. White I share to some extent Dr. Harris's doubt with respect to the feasibility\nof grading country schools after the close classification of city systems.\nAttempts\nthus to grade rural schools have now been made on a wide scale 'by State, county, and\nlocal authority.\nCalifornia adopted a graded course of instruction for all its schools\nover twenty years ago.\nProgressive counties in several States took the same step years\nago, and the present movement is strongly towards the general adoption of the system.\nWhere adopted and intelligently administered, it has imdoubtedly resulted in improvement, but it has not been free from serious difficulty. Grading has been accompanied\n:\n\nwith mechanism, and the bright and capable pupil has been unduly sacrificed. The\nunclassified schools of my boyhood gave bright pupils who needed little instruction,\nbut only required an opportunity to study a chance to go ahead. They were not held\nback by the dull and indolent, but the less capable pupils made little progress. I\nshould be sorry to see a return to the old regime of no grading, and I have not much\nconfidence in the remedy proposed for its evils— the Lancasterian plan of assistance by\nThe monitorial system means the memoriter system with all its weakness.\npupils.\nBut is there not a more feasible plan of grading country schools than the close city\ngi-ading so generally attempted ? The special report somewhat modestly suggests a plan\nof grading based on the three stages or phases of mental development the objective, or\nprimary phase the transitional, or secondary phase and the thought, or grammar\nSome years ago I worked out a scheme for grading country schools on this basis,\nphase.\nand I wish to emphasize this suggestion in the report, I thought I had made a little\ndiscovery but, a few months since, I learned that the schools of Wisconsin had been\ngraded on this plan for several years, and now comes Massachusetts, with her experience\nIt will be seen that this plan makes few points of promotion, and\nin the same direction.\n\n—\n\n—\n\n:\n\n;\n\n;\n\n;\n\nthat these come at the place of natural transition in the course of study.\nBetween these\npoints it permits needed flexibility, the brighter pupils having an opportunity to make\nIt also permits all art branches to be taught\nas rapid progress as may be desirable.\nwithout multiplying exercises. The three grades of pupils in language, drawing, and\nIn other studies the pupils in\nwriting, for example, may be taught in the same period.\neach grade may be divided into classes, but their rate of progress will not be fixed by the\nprogramme. I wish to commend this three-grade plan to all who may be interested in\nthe gradation and improvement of country schools.\n\nThe very elaborate and excellent report\nSmart of Indiana, a few years ago, on this subject, is commended; but without\nundertaking to review or supersede it, the committee would render a good service if it\nshould report what progress has been made toward realizing the ideals there offered.\nThe condition of the country schools is far from satisfactory. Those of Minnesota\nhave made little if any progress in the last twenty-five years. The teaching has not\nimproved. The desirability of a good system of classification is to be recognized but all\ndepends on efficient teachers and an efficient and continuous superintendency. The\nschools are not suffering so much from the selection of officials by political means, as\nfrom the frequent changes that are made. The terms of service are too short for any\nadequate results. Help us to secure good teachers and an efficient superintendency, and\nwe will promise a practical and economical classification.\n\nMr. Kiehle: I desire to defend this report.\n\nof Dr.\n\n;\n\nMr. Brown\n\nThe ungraded school has certain advantages over those with a careful\nChildren learn more from each other than from the teacher, and in the\nungraded school the opportunities for this kind of tuition are the very best. But the\nschools must go through this process of gradation to a better condition of things.\nAlthough along with this grading come many objectionable features, minor considerations may be made too prominent, and the schools may become excessively mechanical.\nThrough mechanism to spirituality is the law of progress. Heretofore methods have\npassed for all they were worth, but the time has come when scholarship is more highly\nregarded, and the rural teachers follow higher ideals than they did a generation ago.\n:\n\nclassification.\n\nWe\n\nMr, Garrett: The committee has gained what it desired from the discussion.\ndesire to incorporate Dr. Walton's paper in the re|)ort, and ask permission to consider\nthe subject further, and to report again next year.\nThe request to incorporate was granted, and the subject was recommitted for a report\nat the next meeting of the Council.\n\n"}
{"page": 814, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION.\n\n803\n\nREPORT OF ROUND-TABLE DISCUSSION ON\n\"PROMOTIONS IN CITY SCHOOLS.\"*\n[reported by N. C. DOUGHERTY.]\n\nSix years since. President Eliot, at the meeting of the Department of\nSuperintendents, at Washington, presented a paper on shortening and\n\nenriching the program in the elementary schools.\n\nThe\n\ndiscussion of\n\nthe paper was opened by Dr. Harris, who, in his remarks, strongly urged\nthe need and desirability of irregular promotions, in order that the bright\nboy might be able to find full employment in his school work, and that\nthe dull boy should not be so hurried as not to do the work thoroughly.\nThis paper and its discussion formed for the ensuing year the basis of\nother discussions in many county, district, and State associations particularly in the West and the Northwest.\nOut of it there has grown up,\nparticularly in thes3 sections, a system of flexible or loose promotions, as\ndistinguished from the more rigid system of annual or semi-annual promotion which had formerly existed, and which still obtains almost excluThe committee thought the time had come to examsively in the East.\nine the results obtained by the flexible system, and to this end they held a\nround-table conference in Congress Hall, at which were present some of\nthe leading superintendents of the country they selected Chicago as the\ncity in which it had had the longest trial.\nThe facts were given by\nA. E. Sabin, one of the superintendents of the Chicago schools, and are\n\n—\n\n.\n\n;\n\nas follows\n\n:\n\nThe number of promotions during the year ending June,\n\n1892, of\n\npupils of all grades to the next higher grade were, in\n578 March\n\n7,745\n\nOctober\n\n1,141 April\n\n13,989\n\nNovember\nDecember\nJanuary\n\n1,282 May\n\n6,675\n\n8,923 June\n\n56,156\n\nFebruary\n\n2,809\n\nSeptember\n\n5,112\n\n104,410\n\nThe average daily membership during the year was 127,000.\nIn Chicago pupils are admitted to school membership every day in the\n* This report ami the following ones were not subject to discussion in the couueiL\n\n"}
{"page": 815, "printed_page": null, "text": "BEPORT OF DISCUSSION ON PROMOTIONS IN PUBLIC SCHOOLS. 803\nyear ; hence\n\nit\n\nnaturally follows that there should be promotions every\n\nmonth in the year.\nThe graded course provides for a year's work for each grade.\n\nProbably\n\neighty per cent, of the pupils require a year in which to do the work of a\n\nBut there are some hundreds of pupils who can do the work of\nPerhaps an equal number require five\nyears for the same work.\nThe Chicago or flexible system of promotion favors each individual.\ngrade.\n\nfour grades in three years or less.\n\nPupils need not be hurried faster than they can go, nor held back a\n\nmonth longer than necessary.\n\nMany hundreds of pupils enter the Chicago schools each year directly\nfrom Europe the children of immigrants. They are generally without\na word of English. Many of them give evidence of careful instruction\nbefore coming to this country. They are as far as possible placed in a\nroom together and taught the language and reading till they are able to\ntake their place in the third, fourth, and even fifth grade. The flexible\nsystejn of grading and promotions provides for the welfare of all such\nchildren.\nIt also provides that pupils who fail of promotion with their\nclass need not fail a half year or a year, but generally for a month or half\n\n—\n\nterm.\n\nThis plan of promotion of pupils whenever a class has satisfactorily\ncompleted the work of a grade, draws a sharp line between the work of a\nsuccessful teacher, as compared with the work of an ordinary one.\nare teachers who will accomplish as much with a class in three\n\nothers can in four months.\n\naccrue from a good teacher.\n\nwork of the good teachers.\n\nThere\n\nmonths as\n\nPupils should have all the benefits that\nThis flexible system puts a bounty on the\n\n"}
{"page": 816, "printed_page": null, "text": ":\n\n804\n\nNATIONAL COUNCIL OF EDUCATION.\n\nREPORT OF ROUND-TABLE DISCUSSION ON \"THE USES\nOF LITERATURE IN ELEMENTARY EDUCATION.\"\n[bBPORTED by L. H. JONES.]\n\nTo the National Council of Education\nYour committee on elementary education held a Round Table meeting\nThe subject was that upon which\nat the time appointed by the Council.\nThe discussion\nthe committee had just made its report to the Council.\nwas spirited and. profitable, but lay mainly along lines already emphasized\nin the report of the committee.\nIt was insisted that the true use of literature for children is to give to\n\nthem early, true views of institutional life, rather than the filling of the\nmind with isolated facts, or even information.\nIf the literature deal at all with nature, it\n\nshould present the poet's\n\nview ratlier than that of the utilitarian gatherer of details.\n\nIt was freely\n\nrecommended that the literature be selected which idealizes the relationship of the family, and later those of the state, the church, and especially\nof general social life.\n\nKeferences were made to many contributions to periodicals bearing upon\nthis use of literature in early school training ;\n\nand\n\nit was\n\nagreed to\n\ncall\n\nattention in this report to articles found in the Atlantic Monthly, and the\n\nPopular Science Monthly.\n\nThe former is an article by Miss Mary E.\n\nBurt, in the issue for April, 1891.\n\n"}
{"page": 817, "printed_page": null, "text": "REPORT OF DISCUSSION ON APPERCEPTION.\n\n805\n\nREPORT OF ROUND-TABLE DISCUSSION ON\n\" APPERCEPTION.\"\n[reported by CHA9. DE GARMO.]\n\nThe range of exposition and discussion in this Round Table conference\nwas substantially as follows The old empirical psychology was inclined\nto stop at the stage of classification, so that the doctrine of separate and\nThe memory, for instance, was thought to be\ndistinct faculties grew up.\nan organ of mind, and to need cultivating by appropriate exercise. The\ntendency was to reduce all knowledge to lowest terms in the form of rules,\ndefinitions, abstracts, etc., and to present it to the mind for storage.\nSo\nof other faculties, like imagination and reason.\nA subject matter supposed to be appropriate, was proposed and given to the mind for the train:\n\nThe point of view was, therefore, exterThe standpoint was not at the true center, but reminds\n\ning of the appropriate faculties.\nnal to the mind.\n\nus of the Ptolemaic astronomy, which found the center of the system\nat the earth.\n\nNow, just as Copernicus corrected this view by taking his\n\nposition at the sun as the center, so the doctrine of apperception corrects the old pedagogical view by finding the educational center in rather\n\nthan outside of the mind itself. It is the merit of the Herbartian psychology, that it shows how new experience is colored, and even determined,\nby experience already obtained by the mind. Kant showed the «jonoW\nconditions of experience, by showing that certain things must be presupposed in order to have a mind capable of any perception at all, but Herbart showed that our present experience is the a posteriori determination\nof what effect a new experience shall have upon us.\n\nThis is preeminently\n\nthe teacher's point of view, for in knowledge, what we have determines in\nlarge measure what we get from a new experience.\n\nOur methods of teaching are, therefore, to be largely deduced from this\nFurthermore, the\nThus,\nfor instance, we want to know what the best order of parts is for each\nstudy.\nShall we be governed by the logical order of the developed whole,\nor by the psychological needs, interests and knowledge of the pupil ? If\nby the former, then we must take every step in logical order, omitting\nnone ; if by the latter, we may omit many things, and take an order that\npsychological view of the acquisition of knowledge.\n\nsubjects of study must be governed by this idea of apperception.\n\nappeals most forcibly to tiie interests and abilities of the growing child.\n\n"}
{"page": 818, "printed_page": null, "text": "806\n\nNATIONAL COUNCIL OF EDUCATION.\n\nWe must examine carefully, too, how rapidly we may with safety proceed,\nafter the order of steps is determined.\n\nThis will depend largely upon the\n\nchild^s growing power of grasping abstract statements, in the form of con-\n\ndensations of knowledge, such as rules, principles, and definitions.\nthese are presented too fast, the\n\nmind is dazed\n\n;\n\nrapidly in diflSculty, it is confused and discouraged.\n\nIf\n\nthey increase too\n\nif\n\nThe whole thing is\n\nto be governed by the power of apperception in each mind.\n\nIn like manner, the coordination of studies depends upon this same\nstandpoint of apperception in the child.\n\nIn brief, it may be said that skill in methods of teaching, arrangement\nof the parts of a study, the rate of progress in each, and the coordination\nof\n\nall,\n\ntion.\n\ndepend closely upon psychology from the standpoint of appercep-\n\n"}
{"page": 819, "printed_page": null, "text": "ANNUAL MEMBERSHIP\nFOR THE\n\nYEAR ElfDIlSTG JULY 1, 1893.\n\n"}
{"page": 820, "printed_page": null, "text": ""}
{"page": 821, "printed_page": null, "text": ".\n\nANNUAL MEMBERSHIP FOR THE YEAR ENDING JULY 1, 1893.*\nALABAMA.\nAbernathy, J. D., La Fayette.\nAllen, Miss B. A., Birmingham.\nAllen, Minnie, Anniston.\n\nMcAdory, Mrs. M. E., Birmingham.\nMilner, Mary A., Birmingham.\nMorgan, J. W., Florence.\n\nAndrus, A. M., Birmingham.\nBates, N. W., Florence.\nBates, Mrs. N. W., Florence.\nBenson, W. W., Ozark.\nChristenbury, D. P., Greensboro.\nClements, M. K., Bluntsville.\nCornell, C. A., Brewton.\nDallas, Mary B., Tuskegee.\nDeForest, H. S., Talladega.\nDeForest, Mrs. H. S., Talladega.\nDuncan, G. W., Lawrence,\n\nNewton, Mary P., Tuskegee.\nPalmer, Solomon, East Lake.\nPalmer, Mrs. S., East Lake.\nPalmer, Lida, East Lake.\nPatrick, Myra, Monroeville.\nPhillips, J. H., Birmingham.\nPlesner, Julia, Birmingham.\nRobertson, Fannie W., Birmingham.\nRoof, F. M., Birmingham.\nRussell, Imogen, Monroeville.\nSchmidt, Kate, Montgomery.\nSmith, E. C, Birmingham.\nStarke, J. M., Birmingham.\nTate, A. W., Birmingham.\nThornton, H. R., Birmingham.\nThornton, Emma, Talladega.\nThrash, J. V., Birmingham.\n\nEstes, W. G., Birmingham.\nEstes, Mrs. W. G., Birmingham.\n\n.\n\nGiddens, L. P., Birmingham.\nHammond, L. W., Atiniston.\nIsby, R. E., Marion.\nJenkins, S. C, Camden.\nKirkpatrick, Mrs. L. F., Talladega.\nLiner, J. A., Bluntsville.\nLovett, J. A. B., Bluntsville.\nLunguist, M. J., Birmingham.\nLunguist, Mrs. M. J., Birmingham.\n\nTowle, Amos, Mobile.\nTutwiler, Julia S., Livingston.\nVan Wie, C. B., Florence.\nWisner, W., Birmingham.\nWoodruff, Mollie, Florence.\n\n—Alabama, 51.\n\nMcAdory, J. W., Birmingham.\n\nARIZONA.\nChandler, H. L., Phoenix.\n\nChandler, Mrs. H. L., Phoenix.\n\nArizona, 2.\n\nARKANSAS.\nBourhand, Fagan, Fort Smith.\nBoyd, Virginia, Hope.\nBrowne, Eunice, Arkadelphia.\nClark, L R., Berry ville.\nCorbin, J. C, Pine Bluff.\nCravens, Daisy, Fort Smith.\nFutrall, T. A., Marianna.\nGarnett, Wm. C, Hope.\nGoolsby, Ollie, Fort Smith.\nGregory, Mrs. E. F., Fort Smith.\nHenderson, C, Waldron.\nHinds, Mrs. L. C, Fort Smith.\nHolloway, J. L., Fort Smith.\nHolloway, Mrs. J. L., Fort Smith.\nJordan, J., Pine Bluff.\nKenney, Lillie, Fort Smith.\n\nLee, Lillie, Fort Smith.\nMartin, E. W., Little Rock.\nMay, Varnette, Clarksville.\nMcClure, Miss E. E., Fort Smith.\n\nMcCullum, H. B., Fort Smith.\nMcNutt, Mrs. A., Arkadelphia.\nMitchell, E. E., Morrillton.\nMurrey, T. P., Morrillton.\n\nParke, Mary, Fort Smith\nShinn, J. H., Little Rock.\nSmart, Corinne L., Pine Bluff.\nSpencer, Mrs. E. A., Hope.\nTaylor, Grace, Palestine.\nVenable, Miss L. H., Fort Smith.\nWilliams, Mattie, Little Rock.\nArkansas, 33.\n\n—\n\nCALIFORNIA.\nBarnes, Earl, Palo Alto.\nBrill, Mrs. J. J., Los Angeles.\nBurritt, Ruth R., Pasadena.\nCooper, Mrs. S- B., San Francisco.\nGayley, C. M., Berkeley.\n\n-•=\n\nGayley, Mrs. C. M., Berkeley.\n\nMonroe, W. S., Palo Alto.\nRodgers, Arthur, San Francisco.\nS^vall, Anna M.. San Francisco.\nWalsh, E. M., Oakland.\n\nLists furnished by J. M. Greenwood, Treasurer.\n\n— California, 10.\n\n"}
{"page": 822, "printed_page": null, "text": "810\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nCOLORADO.\nLeonard, Mary T., Durango.\n\nBaker, T. 0., Durango.\nBaker, Mrs. T. 0., Durango.\nBaker, A. J., Denver.\nBaker, Mrs. A. J., Denver.\nBaker, Grace, Denver.\nBarker, Chas. F., Central City.\nBarker, Mrs. C. F., Central City.\nBeggs, R. H., Denver.\nCarter, Chas. M., Denver.\nCampbell, Christabel, Denver.\nCoffman, J. D., Longmount.\nCollins, F. H., Denver.\nCoy, Nathan B., Denver.\nCrosby, G. H., Denver.\nDewey, Lora C., Denver.\nEastman, Sue, Trinidad.\nFlynn, J. A., Denver.\nFlynn, Mrs. J. A., Denver.\nGove, Aaron, Denver.\nGrafton, L. B., Manitou.\nGreenlee, L. C, W. Denver.\nHamilton, A. L., Loveland.\nHaskell, Miss M. E., Denver.\nHaskell, Miss A. M., Denver.\nHayward, Emily A., Denver.\nJackson, D. M., Denver.\nJackson, L. E., Denver.\nJackson, Mrs. G. F., Denver.\nKnapp, W. E., Denver.\nKnapp, Mrs. W. E., Denver.\n\nLobdell, M. H., Georgetown.\nMcCluny, J. S., Pueblo.\nMartin, May L., Denver.\nMassey, M. Etta, Canon City.\nMayor, Frank, Central City.\nMayor, Richard, Central City.\n\nPalmer, Mrs. Anna, Denver.\nReal, Katie, Durango.\nReid, Mary D., Greeley,\nShaeffer, Arling, Denver.\nShepard, A. D., Denver.\nShepard, Mrs. A. D., Denver.\nShiland, Mrs. Elbert, Denver.\nSmiley, Wm. H., Denver.\nSmiley, Mrs. W. H., Denver.\nSmith, Sidney F., Denver.\nSnyder, Z. X., Greeley.\nStevens, Eugene C, Trinidad.\nStevens, Mrs. Eugene C. Trinidad.\nThompson, D. G., Trinidad.\nTippatt, Edward, Central City.\nTitus, Mrs. H. W., Denver.\nVansickle, J. H., Denver.\nWatkins, Lenore, Salida.\n,\n\nWalkins, Eva, Salida.\nWest, John S., Denver.\nWest, Mrs. J. S., Denver.\nWood, Anna S., Denver.\n\n— Colorado, 69.\n\nCONNECTICUT.\nAnderson, W. G., New Haven.\nArnold, Harry, New Haven.\nBabcock, Alex., New Haven.\nBarstow, Mattie R., Norwich.\nBartley, Joseph D., Bridgeport.\nBishop, N. L., Norwich.\nBishop, Mrs. N. C, Norwich.\nBishop, Fannie A., Norwich.\nBishop, Katharine, Norwich.\nBishop, N. S., Norwich.\nBoardman, E. A. Meriden.\nBoardman, H. E., Meriden,\nBouton, Chas., New Haven.\nBouton, Eugene, Bridgeport,\nCamp, L. L., New Haven.\n,\n\nCamp, David N., New Britain.\nChild, C. H., New Haven.\n\nCrosby, M. S., Waterbury.\nCurtis, Virgil G., New Haven.\nCurtis, Carlene, New Haven.\nDisbrow, Wm. A., Bridgeport.\nDisbrow, Mrs. W. A., Bridgeport.\n\nFox, Farnham, New Haven.\nFoote, W. C, Fairfield.\nFoster, F. T., Meriden,\n\nGraham, Mary, Middletown,\nHannum, T. W,, Hartford.\nHanser, Paul, New Haven.\nHudson, L. W,, Hartford.\nHungerford, F. L., New Britain.\nHungerford, Mrs. F, L., New Britain,\nHulchinson, Wilder, New Haven.\n\nJepson, Harry B., New Haven.\nJepson, B., New Haven.\nJohnson, W., Meriden.\nKies, Miss M., Danielsonville.\nLee, Lillian, Niantic.\nLees, R. T., Westport.\nLees, Lucy P., Westport.\nLovell, Geo., New Haven.\nLovell, Arthur, New Haven.\nMcClain, Geo. G., Portland.\n\nFrank V., Windsor.\nNorth, F. A„ Plantsville.\nNorthrup, E. J., Clinton.\nPeck, J. H., New Britain.\nPinks, Ida K., Meriden.\nRaymond, B. P., Middletown.\nRice, L. S., Meriden.\nRobertson, Josephine P., Hartford.\nRossiter, John, Norwich.\nSavage, Alfred B., Meriden.\nSchneeloch, Ralph, New Haven.\nSmith, Louis, New Haven.\nSmith, Fred, New Haven.\nTodd, H. IL, Bridgeport.\nTodd, James, New Haven.\nTwitchell, W. I., Hartford,\nWells, Lottie E., New Milford.\nMills,\n\nWells, Mary C, New Milford.\n\nWhite, A. H., New Haven.\nWitter, J. C, Bridgeport.\nWitter, Mrs. J. C, Bridgeport.\n\n— Connecticut,\n\n"}
{"page": 823, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n811\n\nCUBA.\nCabrera, Naeumundo, Havana.\n\nGonzaler, Antonio, Havana.\n\n—Cuba, 2.\n\nDELAWARE.\nBerlin, A. H., Wilmington.\n\nDover, Mary, Wilmington.\nKollock, Elizabeth. Newark\n\nKruse, Edwina B., Wilmington.\nRaub, A. N., Newark.\nRaub, Mrs. A. N., Newark.\n\n—Delaware,^\n\n6.\n\nDISTRICT OF COLUMBIA.\nPowell, W. B., Washington.\nBlodgett, James H., Washington.\nClarke, I. Edwards, Washington.\n\nCowling, Miss E. E., Washington.\nDaly, Miss I. M., Washington.\nDavis, Adelaide, Washington.\nEnthoffer, Miss L. C, Washington.\nFuller, Mrs. S. C, Washington.\nGarst, Miss M. C, Washington.\nHarris, Wm. T., Washington.\nHendley, M. M., Washington.\nHendley, C. W., Washington.\nHendley, F. L., Washington.\nHoward, Miss A. P., Washington.\nLattimore, Helen J., Washington.\nMcGill, Miss M. C, Washington.\nMcLean, Nellie E. L., Washington.\nNorth, Hilda, Washington.\nPollock, Mrs. Louise, Washington.\n\n.Presbrey, O. F., Washington.\nRavenburg, Miss M. G., Washington.\n\nRichards, Zalmon, Washington.\nRoach, Florence, Washington.\n\nScammell, Anna, Washington.\nSmith, Miss A. T., Washington.\nSpencer, Mrs. Sarah A., Washington.\nSpencer, Mrs. H. C, Washington.\nSquier, M. L., Washington.\nSterrett, Rev. Dr., Washington.\nSyphax, Mary M., Washington.\nTolman, Miss A., Washington.\nGoodyear, S. H., Washington.\nWalker, Miss G. A., Washington.\nWard, H. P., Washington.\nWard, Mrd. H. P., Washington.\nDistrict of Columbia, 35.\n\n—\n\nENGLAND.\nPick, Dr.\n\nEdward, London.\n\nFLORIDA.\nMaclay. E, L., Pensacola.\nPasco, Frederick, Jacksonville.\n\nPollard, Mrs. R. M., Jacksonville.\nFlorida, 3,\n\n—\n\nGEORGIA.\nAbraham, A. D La Grange.\nAbraham, Mrs. A. D., La Grange.\nAbraham, Lillian, La Grange.\nAbraham, B'lorence, La Grange.\nAdams, Miss A. T., Atlanta.\nAllen, Miss R. L., Macon.\n,\n\nArmstrong, Jennie, AtlantaBaker, W. H., Savannah.\nBaldy, E. V., Cuthbert.\nBass, Mamie, Atlanta.\nBeach, S. W., Atlanta.\nBeach, Mrs. S. W., Atlanta.\nBeatie, Mary L., Atlanta.\nBeatie, Nellie, Atlanta.\nBeatie, D. A., Atlanta.\nBethel, W. B., Thomaston.\nBlock, F. E., Atlanta.\nBowie, John A., Atlanta.\nBradley, Miss C. W., Atlanta.\nBrown, L. C, Atlanta.\nBrown, M. C, Gainesville.\nBryson, W. E.. Atlanta.\nBryan, Mary E., Atlanta.\nBurtchall, Mattie, Atlanta.\nCamp. J. G., Douglasville.\nCary, A. H., La Grange.\nCompton. H. W., Milledgeville.\nCooper, Rnfns, Atlanta.\nCorrigan, Mrs. M., Atlanta.\n\nCorrigan, Mamie, Atlanta.\nCovin, Mrs. J. H., Hogansville.\nCovin, Jennie L., Hogansville.\nCowles, Miss S. R., Americus.\nCrawford, Lillie M., Atlanta.\nCrittenden, Lizzie, Shellman.\nDavidson, Mrs. J. W., Atlanta.\nDay, Albert L., Atlanta.\nDeane, C. S., Milner.\nDean, Mrs. L. M., Atlanta.\nDillon, W. B., Augusta.\nDuBose. Ed. R., Atlanta.\nDunson, Albert, La Grange.\nDunson, Mrs. M. L., La Grangf^.\nEarnest, D. L., Athens.\nElliott, Lennie, Jonesboro.\n\nEvans, Lucy, La Grange.\n\nFaw, Olive E., Marietta.\nFerguson, Mattie, Shellman.\nField, Minnie, Dalton.\nField, Miss L. A., Decatur.\nFletcher, H. M., Barnes vi He.\nFoute, Miss L. C., Atlanta.\nFrancis, C. W., Atlanta.\nG^dsmith, J. H., Atlanta.\nGoldsmith, Mrs. J. H., Atlanta.\nGreene, AnnaM., Atlanta.\nHanes, Emilene, Atlanta.\nHendrix, J. C, Atlanta.\n\n"}
{"page": 824, "printed_page": null, "text": "812\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nGEORGIA—Concluded.\n\nHendrix, Mamie, Atlanta.\nHeidt, Grayson V., Atlanta.\nHeidt, John W., Atlanta.\nHeidt, Carobel, Atlanta.\n\nHightown, W. C, Thomaston.\nHolt, Willie, Columbus.\nHope, Belle, Hopeville.\nHudson, E. M., Newman.\nHudson, Mrs. E. M., Newman.\nHudson, Myrtie, Hogansville.\nIngraham, Mrs. L., Atlanta.\nIngraham, Miss L., Brunswick.\nJames, W. M., Social Circle.\nJewell, E. H., Gainesville.\nJohnson, W. C, Atlanta.\nJohnson, D. W., Atlanta.\nJohnson, Mary, Atlanta.\n\nJones, Ruby, Atlanta.\nJones, Helen, Atlanta.\nKeefer, D. H., Atlanta.\nKeefer, Mrs. W. F., Atlanta.\nKelly, W.T., Monticello.\nKelly, Ina, Monticello.\nKontz, E. C, Atlanta.\nLayless, Mary, Cochran.\nLewis, D. R., Atlanta.\nLiddell, D. W., Easton.\nLowry, H.. Atlanta.\nMartin, Ellen, Dawson.\nMathes, N. B., Atlanta.\nMerritt, Lizzie, La Grange.\nMozley, H., Atlanta.\nMozley, Mrs. Ada, Atlanta.\nMozley, Ruby, Atlanta.\nMozley, Pearl, Atlanta.\nNelms, A. P., Atlanta.\nNelms, Mrs. A. P., Atlanta.\nNorthen, Annie Belle, Atlanta.\n\nOgden, J. Monroe, Macon.\n\nPound, J. M., Barnesville.\nRaddev, Anna, Atlanta.\nReed, M. T., Oxford.\nRichardson, A. St. Geo., Atlanta.\nRobinson, Alice, Atlanta.\nRyder, C. A., Gainesville.\nSanders, R. C., Danville.\nSanders, R. C, Danville.\nSanford, S. V., Marietta.\nSlaton, W. F., Atlanta.\nSlaton, Lulu E., Atlanta.\n\n\"Smith, A. M., La Grange.\nSmith, Mrs. A. M., La Grange.\nSmith, C. L., La Grange.\nSmith, R. H., Easton.\nSmith, F. P., Atlanta.\nSmith, Mrs. A. J., Atlanta.\nSmith, Euler B., La Grange.\nSmith, Claire L., La Grange.\nSmith, Mrs. E. B., La Grange.\nSmith, Cola, Atlanta.\nSosnowski, Mrs. C, Athens.\nSpear, John, Atlanta.\nSteinheimer, Ed. E., Atlanta.\nSteinheimer, Ruby, Atlanta.\nStevens, Frank L., Newman.\n\nSwanson, Mrs. E. Baxter, La Grange.\nThayer, D. W., Atlanta.\nTompkins, Miss M. S., Grantville.\nTorbett, M. B., Atlanta.\nTownsend, C. 0., Macon.\nTownsend, Mrs. C. O., Macon.\nTrimble, R. W., Hogansville.\nTrimble, Mrs. R. W., Hogansville.\n\nTrimble, A. F\n\n,\n\nHogansville.\n\nTruitt, J. G., La Grange.\nTruitt, Mrs. J. G., La Grange.\n\nTuUer, Emma, Atlanta.\nUpton, Lucy H., Atlanta.\nVickers, Claude, Atlanta.\nWalker, L G., Dublin.\nWalker, J. H., Harmony Grove.\nWalker, Mrs. J. H., Harmony Grove.\n\nO'Keefe, Mamie, Atlanta.\nO'Keefe, Mrs. S. F., Atlanta.\nO'Keefe, Maude, Atlanta.\nOliphant, G. F., Thomaston.\nOviatt, D. B., Atlanta.\nPackard, Mary J., Atlanta.\nPark, Howard P., La Grange.\nPark, Henry B., La Grange.\nPark, L. M., La Grange.\nPerdue, J. A., Atlanta.\nPerdue, Mrs. J. A., Atlanta.\nPhillips, H. T., Atlanta.\n\nWheeler, Miss S. P., Americus.\nWhitaker, T. A., La Grange.\nWilson, Mrs. D. T., Americus.\nWilson, Emma, Hampton.\n\nPlumb, Hugh.\nPlumb, A. F.\n\nYarbrough, David W., Atlanta.\n\nWare, J. H., Hawkinsville.\nWatson, Ida, Hawkinsville.\nWellhouse, L., Atlanta.\nWells, Susie, Atlanta.\n\nWoodward, J. C., Milledgeville.\n\n— Georgia, 163.\n\nIDAHO.\nBuller, P. F., Hailey.\n\nILLINOIS.\nAlbrecht, F. J., Chicago.\nArmitage, B. F., Mattoon.\nArmitage, Mrs. B. F., Mattoon.\nAtkins, Martin I)., Irving Park.\nBall, Kate M., Chicago.\n\nBarbour, 0. F., Rockford.\nBarbour, Mrs. 0. F., Rockford.\nBard well, CM., Canton.\nBarker, Carrie L., Gardner.\nBates, Mrs. A. E., Chicago.\n\n"}
{"page": 825, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\nILLINOIS— Continued.\nBay, Geo. P., Chicago.\nBeatty, Miss M. E., Quincy.\nBigelow, Millie, Davis Junction.\n\nBlanchard, Mrs, S. B., Minonk.\nBlanchard, Irene M., Minonk.\nBlanchard, Jeannette. Minonk.\nBlanchard, Julia E., Wheaton.\nBonney, C. C, Chicago.\nBrewer, Kate, Springfield.\nBrown, J. W., Quincy.\nBrown, G. W., Jacksonville.\nBrown, James A., Quincy.\nBrua, Minnie, Belleville.\nBrua, Ida, Belleville.\nBryant, H. W., Chicago.\n\nCahow, Anna, Kewanee.\nCampbell, Mrs. E. A., Chicago.\nChacksfield, G., Chicago.\nChacksfield, M., Chicago.\nCharles, Thomas, Chicago.\nChamberlin, W. H., Chicago.\nChamberlin, Mrs. W. H., Chicago.\nChace, P. H., Winnebago.\n\nCheney, A. J., Oak Park.\nClancey, A. W., Chicago.\nClark, Maria, Chicago.\nCobbs, T. H., Roodhonse.\nCollins, J. H., Springfield.\nCollins, Mrs. J. H., Springfield.\nCollins, Lida M., Quincy.\nCook, John W., Normal.\nCowan, A. T., Milledgeville.\nGrain, Ethel G., Freeport.\nCrockett, May M. Quincy.\nDavis, M. E., Freeport.\nDecker, A. M., Dixon.\nDement, Isaac S., Chicago.\n,\n\nDiehl, S. A., Kent.\nChicago.\nDinoon, L.\nDougherty, N. C, Peoria.\n\nA\n\n,\n\nDrummet. William, Eureka.\nEastabrook, Harriet, Milledgeville.\nEaton, Ira F., Chicago.\nEdwards, W. A., Rockford.\nEdwards, Mrs. W. A., Rockford.\nFarris, Mrs. Marv C, Galesburg.\nFifield, Mary, Dwight.\nFilmore, Emily E., Belleville.\nFisher, Anna W.. Springfield.\nFischer, F. L., Wheaton.\nFischer, P. B., Wheaton.\nFischer, Mrs. Julia W., Wheaton.\nFischer, H. A., Wheaton.\nFisk, H. F., Evanston.\nFitzer, Levi R., Belvidere.\nFitzPatrick, Ilattie L., Dixon.\nFlower, Alice, Springfield.\n\nGettemy, Mrs. Mary E., Galesburg.\nGlasheen, Mary, Delavan.\nGlasheen, Gretta, Delavan.\nGibson, John, Oregon.\nGrant, H. L., Peoria.\nGrassart, Bena, Belleville.\nGrass, Josie E., Belleville.\nGreunan, A. V., Aurora.\n\nGriggsby, Mrs. S., Pittsfield.\nGrote, Caroline, Augusta.\nHale, Mrs. Maria R., Chrystal Lake.\nHampton, Eleanor, Illiopolis.\nHannay, Jessie, Peoria.\nHannon, Anna R., Springfield.\nHanstein, Neunann, Chicago.\nHarding, F. F., Rogers Park.\nHarris, L. E., Chicago.\nHarris, Miss K. E., Chicago.\nHarrison, Elizabeth, Chicago.\nHatch, Henry D., Chicago.\nHavden, P. C., Quincy.\nHeidler, S. H., Springfield.\nHemle, Wm., Springfield.\nHeywood, Richard, Creston.\nHofer, A., Chicago.\nHofer, Andrew, Chicago.\nHofer, Miss B., Chicago.\nHofer, Miss M., Chicago.\nHowland, Geo., Chicago.\n\nHuling, Mrs. E. J., Chicago.\nHull, John, Carbondale.\nJenkins, Williams, Mendota.\nJenks, Ella L., Rockford.\nJocelyn, J. E., Peoria.\nJones, Emma Frances, Springfield.\nKendrick, A. A., Alton.\nKendrick, Mrs. A. A., Alton.\nKinnie, Charles J., Rockford.\nKirby, Ed. P., Jacksonville.\nKirby, Mrs. E. P., Jacksonville.\nKirby, Edith, Jacksonville.\nKirk, Alfred, Chicago.\n\nKroh, C. J., Englewood.\nLane, A. G., Chicago.\nLarrison. Eleanor. Ravenswood.\nLorey, Emma, Belleville.\nLorey, Joanna, Belleville.\nLukens, H. T., Chicago.\nMaxwell, Eleanor, Springfield.\nMcBurney, Minnie, Prairie Home.\nMcCollum, W., Chicago.\n\nMcCord, W. E., Peoria.\nMcLaughlin, Ada G., Pekin.\nMcMurray, Normal.\nMercer, J. A., Peoria.\nMerriman, A. N., Chicago.\n\nFoley, Lillie C, Springfield.\n\nMettler, Edna, Creston.\nMiller, J. C, Chicago.\nMil|£r, Mrs. J. C, Chicago.\n\nFord, P]mma A., Aurora.\nFrench, C. H., Chicago.\nFurbeck, W. F., Oak Park.\nGear, D. S., Chicago.\n\nMiner, Geo. F., Edwardsville.\nMorris, Harriet N., Upper Alton.\nMuhling, Mrs. F. M., Braidwood.\nNeely, A. C, Chicago.\n\nForesman, Robert, Chicago.\n\n813\n\n"}
{"page": 826, "printed_page": null, "text": "814\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nILLIN OIS—Concluded.\n\nNeil,\n\nStipp, W. E., Bushnell.\nStiver, P. 0., Free Port.\nSquier, E. Clara. Chicago.\n\nMary, Macon.\n\nNichols, F. W., South Evanston.\nNichols, Louella, Carlyle.\nNowland, E., Peoria.\nNorton, James H., Chicago.\nO'Brien, Mollie, Peoria.\nOlmsted, F. L., Kennel worth.\n\nSuramerfield, Edward, South Chicago.\nSummerfield, Mrs. E, C, South Chicago.\nTracey, F. N., Kankakee.\nVaile,'E. 0., Oak Park.\nVandervort, C. R., Peoria.\n\nOwens, Emma, Mattoon.\nOwen, Edwine H., Carlinville.\nPage, Mrs. C. L., Chicago.\nPeabody, Selim H., Chicago.\nPhelps, Laura, Malta.\nPierce, Mary E., Chicago.\nPollard, Mrs. R. S., Chicago.\nPryor, Nellie, Cissna Park.\nRamsdell, Marion, Franklin Grove.\nRice, Helen A., Chicago.\nRichardson, F. M., Chenoa.\nRobinson, A. R., Chicago.\nRobinson, Mrs. Julia E., Chrystal Lake.\nRovce, Geo. H., Chicago.\nRussell, C. N.. Sterling.\nRussell, Mrs. C. N., Sterling.\nRussell, Annie F., Sterling.\nSabin, A. R., Chicago.\nScott, Mrs. A. B., Chicago.\nSeeley, L., Lake Forest.\nSeeley, Mrs. L., Lake Forest.\nSellars, A. B., Matk)on.\nShawhan, G. R., Urbana.\nSims, Claribel, Carlinville\nSisson, F. M., Chicago.\nSisson, Mary E., Peoria.\nSmalley, D. H., Chicago.\n\nSmith, Ceylon, Quincy.\nSmith, Mrs. Cevlon, Quincy.\nSmith, E. R., Chicago.\nSmith, Mrs. J. A., Braidwood.\nSteele, W. L., Galesburg.\nStevenson, Albert L., Chicago.\n\nWade, I. N., Champaigne.\nWalker, P. R., Rockford.\nWallen, W. L., Chicago.\nWallen, Mrs. W. L. Chicago.\nWare, J. W.. Moline.\nWaterman, Richard, Chicago.\nWatson, Lyda, Aurora.\nWeaver, Emily A., Chicago.\nWebster, Ida J., Chicago.\nWebster, Ida M., Chicago.\nWebster, Hattie R., Peoria.\nWeeks, C. W., Ottawa.\nWeeks, Mrs. C. W., Ottawa.\nWeldon, G. A., Shawneetown.\nWhite, Mrs. Jean M., Elgin.\n,\n\nWilcox, Ira T., Aurora.\nWilkinson, J. J., Springfield.\nWilkinson, Mrs. H. H., Chicago.\nWillard, S. G., Chicago.\nWillard, Mrs. S. G., Chicago.\nWilliams. J. M., Chicago.\nWilliams, Mrs. J. M., Chicago.\nWilliams, Frank B., Chicago.\nWilliams, W. H., Lake Forest.\nWillsey, F. B., Gault.\nWilmarth, Mrs. H. M., Chicago.\nWinchell, S. R., Evanston.\nWinner, Louise C, Carine.\n\nWinters, Bessie, Springfield.\n\nWood, John, Chicago.\nWoods, F. M., Chicago.\n\n— Illinois, 2\n\nINDIANA.\nAUerdice, Florence L., Indianapolis.\nAllerdice, Esther M., Indianapolis.\nAltman, Cora, Huntington.\nAyres, Edward, Lafayette.\nBass, Florence, Indianapolis.\nBoone, Richard G., Bloomington.\nBrown, J. F., Spiceland.\nBrown, Jessie H., Indianapolis.\nBrown, Bertha M., Spiceland.\nBrunton, Miss F. M., Indianapolis.\nCox, Sheridan, Kokomo.\nCropsey, MissN., Indianapolis.\nDay, Jenny, New Albany.\nDobson, Jack, Brownsburg.\nFellows, G. E., Bloomington.\nFitzgerald, Jennie, Marion.\nFredrickson, Anna E., La Porte.\nGordon, Nellie M., Bloomington.\nGreene, Anna C, Danville.\nGriffith, E. E., Indianapolis.\nGriffith, Mrs. E. E., Indianapolis.\n\nHailmann, W. N., La Porte.\nHailmann, Mrs. E, L., La Porte.\nHarris, Mrs. M., South Bend.\nHarris, Miss S., South Bend.\nHeeb, E. J., Indianapolis.\nHege, Mrs. Enos, Indianapolis.\nHeneks, Miss E. L., New Albany.\nHerbel, Alice, Marion.\nHornbrook, R. S., Evansville.\nHornbrook, Philip R., Evansville.\nHornbrook, Adelia, Evansville.\nHoughton, Anna, Plymouth.\nIdding, Lottie N., Kendallville.\nJones, Mary, Ft. Wayne.\nJones, Mary E., Ft. Wayne.\nJones, S. Ella, New Albany.\nJones, L. H., Indianapolis.\nKeeney, Mrs. M. A., Danville.\nMcCoy, Ella, Dublin.\nMcCray, Lena, Kendallville.\nMessm'ore, Mrs. M. IL, Terre Haute.\n\n"}
{"page": 827, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n815\n\nINDIANA— Concluded,\nMessmore, Elizabeth, Terre Haute.\nMiller, Stella G., Marion.\nModerwill, M. J., Ft. Wayne.\nMowver, Mrs. EujC^ene, Warsaw.\n\nMustard, Mary V.'. Indianapolis.\nNicholson, Mary E., Indianapolis.\nNewland, Robert A., Indianapolis.\n\nVandenBosch, J. W., South Bend.\nVandenBosch, Miss A., South Bend.\n\nVan Pelt, Geo. A., Indianapolis.\nVan Pelt, Mrs. Geo., Indianapolis.\nVan Pelt, Fred., Indianapolis.\n\nRemg, E. A., Columbus.\n\nWarden, J., South Bend.\nWarden, Mrs. J., South Bend.\nWalters, Frank M., La Porte.\nWeaver, W. D., Marion.\nWeaver, Grace, Marion.\n\nStudebaker, Mrs. C. N., South Bend.\nSuter, Anna, Aurora.\n\nWilliams, W. J., Franklin.\nZeller, J. A., Lafayette.\n\nPalmer, Etta, Huntington.\nPepple, Minnie, Kendallville.\n\n— Indiana, 65.\n\nIOWA.\nArnold, Agnes, Mt. Pleasant.\nBarbour, Emily, Clinton.\nBarker, Clinton.\nBarnum, J. H., Lyons.\nBarnum, Mrs. J. H., Lyons.\nBartlett,\n\nM. W., Cedar Falls.\n\nBeardshear, W. M., Ames.\nBeardshear, Mrs. Josie, Ames.\nBlanchard, Louise, Des Moines.\nBlanchard, Ella C, Des Moines.\nBostwick, 0. P., Clinton.\nBrackett, Chas., Mt. Vernon.\nBrackett, Libbie, Mt. Vernon.\nBrown, C. H., Afton.\nBrown, C. H., Afton.\nBrown, Laura J., Mt. Pleasant.\nBrown, Lucy, Afton.\n\nBurnham, Mary E., Clinton.\nCalder, A. B., Morrison.\nCalder, Mrs. A. B., Morrison.\nClark, Lillian B., Clinton.\nCleveland, H. P., Hesper.\nColeman, E. N., Lamars.\nCrody, D. E., Sioux City.\nCrosby, W. E., Des Moines.\nCrosier, M. E., Walnut.\nCrosier, Mrs. M. E., Walnut\nDavis, Cora L., Lyons.\nDeming, Geo. E., Shariton.\nDeming, Mrs. Geo. E., Shariton.\nDoolittje, Margaret. Ames.\nDwells, H. A., North wood.\n\nEarhart, Mabel, Ackley.\nEly, E. H., Iowa City.'\nFehleisen, Bertha, Newton.\nFogg, E. P., Marshalltown.\nForde, Lillian B., Clinton.\nFord, EllaM., Cherokee.\nFullerton, Alice, Nora Springs.\nGallion, Mrs. R. E., Toled(\\\nGibson, E. Grace, Rock Rapids.\nGoan, B. A., Madrid.\nGoyette, C. A., Des Moines.\nGraham, M., Strawberry Point.\nGreene, Clara, Cedar Rapids.\nGregg, Eva L., Cherokee.\nGrumbling, C. M., Mt. Pleasant.\n\nHackworth, J. T., Ottumwa.\n\nHackworth, Mrs. J. T., Ottumwa.\n\nHammond, Luella, Cherokee.\nHennessy, Margaret, Clinton.\nHennessy, Mary E., Clinton.\nHoffman, Lou, Nora Springs.\nHolt, Mrs. Edward, Marshalltown.\nJames, Mrs. Luette B., Des Moines.\nJeffries, J. Q., Clinton.\n\nJewell, C. A., Pulaski.\nKaeppler, Carrie, Lansing.\nKidder, T. B., Mason City.\nKing, W. F., Mt. Vernon.\nKing, ]\\Irs. P. R., Des Moines.\nKing, Charlotte, Des Moines.\nKnoepfler, J. B., Des Moines.\nLarrabee, H. B Creston.\nLaylander, 0. P., Cedar Rapids.\nLyon, G. W., C'edar Rapids.\n,\n\nManly, Jennie M., Mechanicsville.\nMcBride, Miss E Green Island.\nMcClain, Ellen G., Iowa City.\nMcKenzie, Geo W., Sioux City.\nMehan, J. M., Des Moines.\nMorehouse, Emma, Council Bluffs.\nMorris, R. Anna, Des Moines.\n,\n\nMiller, G. I., Boone.\nMiles, D. R., Humboldt.\n\nMusselman, Clara B., Red Oak.\nNash, M. D., Des Moines.\nOverholtzer, Alice L.\n\n,\n\nOwen, Ella, Mt. Vernon.\nPalmer, A. N., Cedar Rapids.\nPalmer, Mrs. A. N., Cedar Rapids.\nPalmer, Mary J. Lyons.\nPorter, Channie, Cedar Rapids.\nPlummer, Frank E., Des Moines.\nRay, D. A., Humboldt.\nPerdu, Rosella, Tipton.\nRobertson, Agnes, Cherokee.\nRogers, C. P., Marshalltown.\nSabin, Henrv, Des Moines.\n,\n\nSears, Ella E., Toledo.\nSeerlev, H. H., Cedar Falls.\nStaff«-d, C. L., Mt. Pleasant.\nStiles, A. E., Rock Vallev.\nStiles, Mrs. A. E., Rock Valley.\n\nStockey, Mrs. S. W., Cedar Rapids.\nStratton, F. E., Davenport.\n\n"}
{"page": 828, "printed_page": null, "text": "—\n\n816\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nIOWA\n\nConcluded.\nTiner, R. H., Des Moines.\nTucker, Grace, Boone.\nVan Camp, Otranto.\nWallbank, Nellie, Mt. Pleasant.\nWeichard, Ella C, Cherokee.\n\nSweet, Miss J. J., Clinton.\nTanner, Mary A., Ackley.\nTate, Clara L., Washington.\nTaylor, A. C, Cedar Rapids.\nTaylor, Mrs. A. C, Cedar Rapids.\nTemple, Annie, Atlanta.\nThompson, Maude, New Providence.\n\nWhite, Mamie, Lansing.\nWilder, Carrie, Otranto.\n\n—Iowa, 110.\n\nKANSAS.\nAldrich, Alice H., Galena.\n\nArmstrong, John, Topeka.\nBacheller, Mrs. S. B., Lyons.\nBaldwin, Jessie E. Howard.\nBarnes, Gertrude A., Blue Rapids.\nBates, SaraD., Ft. Scott.\n,\n\nBates, Mrs. L., Concordia.\"\n\nBennett, Belle, Topeka.\nBenton, Guy P., Ft. Scott.\nBikerdyke, J. R., Russell.\n\nBowen, Mamie, Arkansas City.\nBoyce, S. B., Lawrence.\nBrock, Rose, Eureka.\nBroughton, Caroline, Topeka.\nBroughton, Bessie, Topeka.\n\nBrown, Anna, Ft. Scott.\nBrunson, Carrie A., Solomon City.\nBuck, Mrs. Anna, Sedgwick.\nBunker, Flora, Topeka.\nCarney, Mollie, Galena.\nClarke, Dell, Emporia.\nClarke, Elva E., Emporia.\n\nCoburn, Gertrude, Kansas City.\nCollins, H., Cheney.\nCollins, Mrs. I. M., Cheney.\nCollins, Lura, Solomon City.\nCornish, Alice G., Arkansas City.\nCunningham, G. W., Arkansas City.\n\nCunningham, Mrs. G. W., Arkansas City.\nDana, Fenella, Topeka.\nDaniels, Hattie, Udall.\n\nDavidson, Wm., Topeka.\nDavis, Lizzie, Topeka.\nDietrich, John, Emporia.\nDougherty, B. C, Wichita.\nDunham, Mrs. Lizzie, St. Clair.\nDusinberre, E. F., Howard.\nFarrington, E. A., Paola.\nFlint, F. L., Minneapolis.\nFoster, Annice, Topeka.\nFoster, Elma, Topeka.\nGeorge, Hattie, Wilson.\nGiffin, Mary B., Arkansas City.\nHagar, Anna M., Topeka.\nHenry, Ida M., North Topeka.\nHenry, Anna, North Topeka.\nHughes, Maggie, Kansas City.\n\nJewett, E. v., Abilene.\n\nJohnson, Alice, Sedgwick.\nJohnson, Helen, Sedgwick.\nKing, Anna, Leavenworth.\n\nLittle, E. Ada, Manhattan.\nManchester, Inez, Chiles.\nMarsland, Cora, Emporia.\nMcDonald, John, Topeka.\nMcNeal, Florence, Norcatur.\nMontieth, Annie R. Topeka.\nMontieth, Mary, Topeka.\nMorehead, Ida, Augusta.\nMoser, Tillie, Halstead.\nMurray, John A., Valley Falls.\nMurray, Laura, Valley Falls.\nMurray, Annie, Valley Falls.\nNicholson, Geo. H., Topeka.\nOlin, A. S., Kansas City.\n,\n\nOrr. J. D., Ft. Scott.\nPatterson, Lena L., Blue Rapids.\nPearce, Julia R., Marshalltown.\n\nPearson, M. E., Kansas City.\nPomeroy, A. B., Topeka.\nPounds, Mrs. T. E., Topeka.\n\nProuty, A. B., Hollenberg.\nRandall, G. P., Clay Center.\nRandall, Mrs. G. P., Clay Center.\nReasoner, Florence, Leavenworth.\nSaunders, Florence, Topeka.\nShepard, Julia, Winfield.\nShull, W. P., Wichita.\nSims, J. J., Topeka.\nSims, E. C, Topeka.\nSkinner, Mrs. L. J., Wichita.\nSkinner, Mrs. L. D., Wichita.\nSkinner, H. S., Wichita.\nSkinner, Ida, Wichita.\nSmith, Mrs. Oscar, Wichita.\nSmoke, Miss D., Wichita.\nSpalding, F. M., Minneapolis.\nStam, Lovie, Winfield.\nStanley, Edmund, Lawrence.\n\nStevenson, R. W., Wichita.\nStewart, Mary E., Topeka.\nStewart, Mrs. A. L., Ness City\nStrong, Mrs. C, Winfield.\nSturgis, J. M., Topeka.\nSwayze, Clarke, Topeka.\nSwayze, Horace G., Topeka.\nTaylor, A. R., Emporia.\nTaylor, Mrs. A. R., Emporia.\nTaylor, E. F., Kansas City.\nThompson, J. W., Waterville.\nThompson, N. B., Waterville.\n\nThompson, Mary, Waterville.\n\nKrehbiel, Susie L.. Halstead.\n\nTully, Mattie, Winfield.\n\nLarimer, H. G., Topeka.\n\nVasey, Lou, Caldwell,\n\n"}
{"page": 829, "printed_page": null, "text": "—\n\nANNUAL MEMBERSHIP.\nKANSAS\nVasey, Mary, Caldwell.\nWarden, Mrs. C. E., Topeka.\nWare, Lucy A., Fort Scott.\nWeyeneth, Edith A., Wichita.\nWharton, Mollie, Ottawa.\nWharton, Nellie, Ottawa.\nWheeler, Clara, Lawrence.\nWilder, Kate, Lawrence.\nWilder, Mary E., Topeka.\nWilder, Anna, Lawrence.\nWilkinson, J. N., Emporia.\n\n817\n\nConcluded.\nWilliams, Martha, Topeka.\nWilliams, Ella, Winfield.\nWilliams, Charles, Arkansas City.\nWilliams, Margaret, Arkansas City.\nWilson, Mary, Hollenberg.\nWilson, Harry G., Topeka.\nWinans, G. W., Topeka.\nWinans, Mrs. G. W., Topeka.\nYater, Cora, Topeka.\nYoung, George C., Wichita.\n\n—Kamas, 127.\n\nKENTUCKY.\nAllen, Caroline S., Louisville.\nAllen, Eva, Louisville.\nArnold, Julia, Hopkinsville.\nBartholomew, W. H., Louisville.\nBartholomew, Susie M., Louisville.\nBell, MaryB., Hopkinsville.\nBell, Sarah A., Frankfort.\nBronough, Sallie, Hopkinsville.\n\nLander, Alice E., Hopkinsville.\nLewis, Margaret A., Frankfort.\nLong, Elizabeth, Hopkinsville.\nMcBrown, G. 0., Paducah.\nMcBrown, Mrs. G. 0., Paducah.\n\nBurdine, Lily, Paducah.\n\nMerker, Margaret, Louisville.\n\nClarke, Jennie, Louisville.\nColeman, J. D., Frankfort.\nDietrich, C. H., Hopkinsville.\nDietrich, Hattie, Hopkinsville.\n\nPrice, Lilly B., Hopkinsville.\n\nDodson, Mary F., Paducah.\nDonaldson, Lida, Hopkinsville.\nDorland, J. E., Louisville.\nHarbison, Martha, Shelbyville.\nHogue, Jennie W., Louisville.\nHogue, Mollie K., Louisville.\nKeating, A. W., Louisville.\nKeating, Miss M. K., Louisville.\n\nMcDonald, Annie I., Louisville.\nMcGill, Mamie, Louisville.\nMehan, Mamie, Louisville.\n\nReese, Mattie, HopKinsville.\n\nRhoads, McHenry, Frankfort.\nRogers. Fannie B., Hopkinsville.\nRutherford, Susie B., Hopkinsville.\nSouthworth, Mrs. J. A., Earlville.\nSpeed, Mrs. B. T., Louisville.\nTucker, L. B., Louisville.\nTucker, M. B., Louisville.\nWallis, Albertine, Hopkinsville.\n\nWybrant, Mary J., Louisville.\nYoung, Mattie, Hopkinsville.\nKentucky\n\n—\n\nLOUISIANA.\nBrown, Marion, New Orleans.\nByrd, C. E., Monroe.\nChewers, John A., New Orleans.\nDixon, Biandt V. B., New Orleans.\nEastoU; Warren, New Orleans.\nEaston, Mrs. Warren, New Orleans.\nFlanagan, Mary H., New Orleans.\nGill, H. M., New Orleans.\nGunby, A. A., Monroe.\nGunby, Mrs. A. A., Monroe.\nHuling, O. W., New Orleans.\n\nJohnson, William Preston, New Orleans.\nJohnson, Mrs. Margaret A., New Orleans.\nKilgrove, Nora E., New Orleans.\n\nKoppel, Bertha, New Orleans.\nMcLain, Carrie, Monroe.\nOrdway, John M., New Orleans.\n\nRamsey, George J., Clinton.\nRuss, Jasper W., New Orleans.\nSoule, George, New Orleans.\nStuart, Charlotte, New Orleans.\n\n—Louisiana, 21.\n\nMAINE.\nCorthell, W. J., Goreham.\nEmerson, Helen, North Castine.\n\nFernald, M. C, Orono.\nFernald, Mrs. Mary L., Orono.\nHall, D. W., Skowhegan.\nHart, James N., Orono.\n\nHyde, William DeW., Brunswick.\n\nKing, Emma A.\nLeland, Rose, Deering Center.\nRexdale, Robert, Portland.\n\nSnow, B. P., Yarmouth.\nStetson, W. W., Auburn.\nStuart, G. A., Lewiston.\nWilliams, Cornelia.\n\n— Maine, 10.\n\nMARYLAND.\nAndrews, Robert, Mt. Winans.\nAndrews, Mrs. Robert, Mt. Winans.\nBeattey, L. L., Centerville.\nBeziat, Marion E., Baltimore.\n\n52\n\nBosley,\n\nMary E., Philopolis.\n\nBrewer, Fannie, Baltimore.\nBrown, Mollie E., Baltimore.\nCkenoworth, E. C, Baltimore.\n\n"}
{"page": 830, "printed_page": null, "text": "818\n\nTEE NATIONAL EDUCATIONAL ASSOCIATION.\n\nM AR YLAN D—Concluded.\nChunn, Annie, Annapolis.\nCockey, Mary E., Kent Island.\nConnolly, Ella E., Cockeysvillo.\n\nPrettyman, E. B., Baltimore.\nPrice, Nannie, Kent Island.\n\nDenny, Katie, Kent Island.\nDiffenbaugh, James A., Westminster.\nGamble, Sally, Manor.\nCora, Jacksonville.\nHammond, William A., Baltimore.\nHilberg, Annie E., Baltimore.\nHodges, S. E., Baltimore.\nHollingshead, Mrs. L. T., Baltimore.\nJones, R. Bradley, South River.\nMarburg, Charles L., Baltimore.\nMcCahan, John E., Baltimore.\nMcCoy, Pattie E., Baltimore.\nMiller, Charles R., Westminster.\nMolloy, Mary L., Baltimore.\nNewell, M. A., Baltimore.\nNewell, Mrs. Charlotte, Havre de Grace.\nPerveil, W. H., Rutland.\nPietch, A. J., Baltimore.\nIlaile, S.\n\nRichmond, S. E., Baltimore.\nRichmond, Sarah B., Baltimore.\nRiley, Ida M., Ashland.\n\nRogers, Charles B., Towson,\nW. H., Baltimore.\nSmyth, L. K., Baltimore.\nSumwalt, Mrs. M. H., Baltimore.\nSadler,\n\nThompson, Mary P., Kent Island.\nTorsch, Sallie J., Baltimore.\nWalters, Grace O., Baltimore.\nWalters, Estelle S., Baltimore.\nWaters, M. E., Baltimore.\nWeller, Minnie, Baltimore.\nWelsh, Mrs. S. L., Baltimore.\nWise, Henry A., Baltimore.\nWolf, D. Elmer, Hagerstown.\nWolf, Mrs. D. Elmer, Hagerstown.\nWoodall, Lillian, Baltimore.\n\n—Maryland, 49.\n\nMASSACHUSETTS.\nArraington, J. W., Weymouth.\nArraington, Mrs. J. W., Weymouth.\n\nArmington, Helen F., Weymouth.\nArmstrong, G. W., Boston.\nAtwood, J. H., Springfield.\nBacon, Geo. A., Boston.\nBagg, R. M., West Springfield.\nBaker, 0. M., Springfield.\nBallow, Cornelia C, Franklin.\nBarnes, Thos. II., Boston.\nBarnes, Wm. T., South Boston.\nBarrell, James S., Cambridgeport.\nBarrows, Cassandra M., Revere.\nBarrows, Alice, Reading.\nBates, W. C, Lawrence.\nBellamy, Francis, Boston.\nBennett, Emma J., Fitchburg.\nBillings, Ada D., Cambridge.\nBillings, Mrs. Emma, North Adams.\nBillings, Maude, Framingham.\nBlake, H. W., Springfield.\nBoyden, A. G., Bridgewater.\n\nBoyden, Arthur C, Bridgewater.\nBradley, Milton, Springfield.\nBradley, Mrs. Milton, Springfield.\n\nBrigham, S. Eliza, Marlborough.\nBrigham, Ilattie E., Marlborough.\nBrockett, Walter F., Boston.\nBrown, David H., West Medford.\nBrown, Lizzie M., Wenham.\nBryant, Mrs. Jno. J., Stoneham.\nCarpenter, Miss C, Auburndale.\nCarrington, H. B., Hyde Park.\nCarroll, Mary E. C., Worcester.\nC'hace, L. M., Boston.\nChapin, A. P., Rochester.\nChildes, E. E., Springfield.\nChildes, Mrs. E. E., Sprmgfield.\n\nClark, J, S., Boston.\n\nComstock, Fannie A., Bridgewater.\nCouncil, William. Fall River.\nCook, Eliza A., Marlborough.\nCostello, Miss C., Boston.\nCrane, ttev. Oliver, Boston.\nCrane, Mrs. Sybil B., Boston.\nGushing, J. P., Holyoke.\nDewey, Julia M., Lowell.\nDickinson, J. W., Boston.\nDunton, Larkin, Boston.\nDuston, D. M., Munson.\nEaton, W. L., Concord.\nEaton, Clara W., Middleborough.\nEdwards, A. M., Pittsfield.\nElder, Miss E. C, Brightwood.\nEliot, Chas. W., Cambridge.\nEnebuske, C. J., Boston.\nFillebrown, Walter M. Boston.\nFisher, E. H., Boston.\nFisher, S. Lizzie, N. Weymouth.\nFisher, Miss E. C, Boston.\nFisk, Everett O., Boston.\nFiske, Mrs. Geo. W., Lowell.\nFiske, Sarah C, Lowell.\nFrink, Henry A., Amherst.\nFox, Miss N. W., Springfield.\n,\n\nFreeman, Mary A., Newton Upper Falls.\nFrothingham, Thos. G., Boston.\nFrothingham, Mrs. T. G., Boston.\nFuller. M. N., Springfield.\nFuller, D. L., Springfield.\n\nGarland, James S., Concord.\nGarland, Miss M. J., Boston.\nGiddings, Laura E., Somerville.\nGinn, Edwin, Boston.\nGoldthwaite, A. M., Cambridgeport.\nGoldthwaite, Miss A.M., Boston.\nGrav, Hattie L., Palmer.\nGreeley, W. H., AUston.\n\n"}
{"page": 831, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n819\n\nMASSACHUSETTS—Concluded.\nGreenman, W. F. Fitchburg.\n,\n\nHall, Bert, Springfield.\nHall, J. Freeman, Natick.\nHall, G. Stanley, Worcester.\nHamlin, Sara A., Provincetown\n\nHawks, A. C, N. Hampton.\nHardy, J. C, Jackson.\nHarrie, Mrs, E. C, Boston.\nHartwell, E. Adams, Fitchburg.\nHarvey, E. B., West Westborough.\nHastings, H. R., Worcester.\n\nPerry, Mrs. A. H.. Springfield.\nPerry, Elizabeth H.. Bridgewater.\nPettey, Miss A. E., Fall River.\nPettey, Miss M. L., New Bedford.\nPhillips, Miss C. H.. Pittsfield.\nPichonor, B. H., Boston.\nPierce, James, Maiden.\nPierce, J. M., Cambridge.\n\nPoulsson, Emilie, Boston.\nPray, Nellie F., Weymouth.\n\nPrescott, Wm., Cambridge.\nHayes, Catherine E., Saxon ville.\nPrince, J. T., West Newton.\nHeath, D. C, Boston.\nPrince, Miss C. C, Bridgewater.\nHeminway, H. L., Boston.\nPritchard, M. T., Boston.\nHicks, Mrs. M. D., Boston.\nPurgree, Miss, Boston.\nHill, Chas. W., Boston.\nRadio, Dora, N. Adams.\nHolt, H. E., Boston.\nRea, A. A., Worcester.\nMorris,\nHomans, Amy\nBoston.\nRice, Edna C, Lowell.\nHopkins, Mrs. Louise T., Boston.\nRichards, Mrs. Harriet E., Roxbury.\nHosmer, Clarissa, Fitchburg.\nRobbins, Mabel S., N. Weymouth.\nHuling, Ray G., New Bedford.\nRowell, H. v., Boston.\nHunt, Mrs. Frank, Framingham.\nSanborn, Benj. H., Boston.\nHunt, Miss J. P., South Sudbury.\nSawin, H. C, Newton.\nHuntley, Addie Dela, Gilbertville.\nSmith, Arthur P., Waltham.\nHussey, Eliza M., Cambridgeport.\nSmith, Mrs. E. L., Boston.\nIreson, J. E., Boston.\nSmith, Hamilton J., Boston.\nJohnson, Fanny L., Jamaica Plain.\nSmith, Ida G. Cambridge.\nJones, D. W., Boston.\nSmith, Fannie A., Pittsfield.\nJones, Mrs. D. W., Boston.\nSmith, Martha R., Cambridge.\nKeene, Annie N., Cohasset.\nSpavin, Annie M., Revere.\nKelly, Edward P., Auburndale.\nStevens, Henry J., Leominster.\nKemp, Myrta, N. Adams.\nStreet, Annie M., Cambridgeport.\nKenerson, A. H., Boston.\nSturtevant, Miss M. E., New Bedford.\nKenerson, Mrs. A. H., Boston.\nTapley, Wm. W., Springfield.\nKing, C. F., Boston.\nTechnor, Mrs. B. H., Boston.\nKirby, H. Jennie, New Bedford.\nTower, Jennie B., Cohasset.\nLamere, Malvina, Lowell.\nTowle, Mary E., Cambridge.\nLamere, Lizzie, Lowell.\nTownsend, Mary A., Cambridge.\nLancaster, Mrs. E. M., Roxbury.\nTravis, C. B., Boston.\nLathrop, Andrew J., Waltham.\nTrundy, Mrs. A. M., Boston.\nLathrop, Mrs. A. L., Waltham.\nTrybora, J. H., Boston.\nLewis, L. B., Maiden.\nTucker, C. C, Pepperell.\nLovering, Lucia N., Marlborough.\nUnderbill, Olive E., Lowell.\nLowe, Mrs. E. S., Lowell.\nUpham, J. B., Boston.\nLyons, J. J., Boston.\nWakefield, N.S., Boston.\nLyons, Mrs. J. J., Boston.\nWalker, Harvey W., Franklin.\nMaloney, Jennie. Worcester.\nWalton, G. A., West Newton.\nMarble, A. P., Worcester.\nWarden, Sarah, South Hadley.\nMcLaughlin, L. Rena, Maiden.\nWare, Miss E. L., Springfield.\nMetcalf, C. C, Boston.\nWashburn, K. N., Springfield.\nMetcalf, Robt. C, Boston.\nWaterbury, Louise, East Bostou,\nMessenger, Mrs. C. A., Melrose Highlands. Waterhouse, F. D., Newton.\nMills, Mabel 0. Somerville.\nWeeks, Mabel, Boston.\nMiner, J. P., Boston.\nWeston, Miss R. J., Boston.\nMorse, Emily, Medway.\nWheeler, H. N., Boston.\nMo wry, W. A., Salem'.\nWhitcomb, A. K., Lowell.\nNolen, A. E., Fitchburg.\nWiggin, Mrs. G. W., Franklin.\nNutter, Carrie A., N. Beverly.\nWiejgin, Alice, Franklin.\nOsgood, Lora M., North Andover.\nWimams, Kate R., Taunton.\nPackart, Anna, Hudson.\nWinship, A. E., Boston.\nWinship, A. E., Somerville.\nPartridge, Geo. F., Great Barrington.\nPattee, Miss, Boston.\nWinship, Edith A., Somerville.\n,\n\n,\n\n—Massachusetts, £li\n\n"}
{"page": 832, "printed_page": null, "text": "820\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nMICHIGAN.\n\nAbernathy, E. F., Iron Mountain.\nAbernathy, Mrs. E. F., Iron Mountain.\nAlford, Miss C. P., Detroit.\nAllen, Camille, Saginaw.\nAllen, Cora L., Cold water.\nAnderson, Mrs. T. F., Flint.\nArmstrong, R. F., Reed City.\nArmstrong, Mrs. R. F., Reed City.\nBabcock, S. S., Detroit.\nBabcock, Mrs. S. S., Detroit.\nBailey, Cora, Pontiac.\nBaird, Agie M., Bay City.\nBaldwin, Clarke, Adrian.\nBaldwin, Mrs. M. E., Hillsdale.\nBaldwin, Helen, Detroit.\nBall, Millie M., Marquette.\nBarck, Emilie, W. Saginaw.\nBarnard, Mary E., Grand Rapids.\n\nBean, Lulu J., Adrian.\nBennett, Jennie E., Detroit.\nBethopiece, Laura B. Bay City.\nBird, Alice J., Detroit.\nBlack, E. S., Yale.\n,\n\nBlackmore, Ella, Fenton.\n\n•\n\nBrackett, Anna, Petersburg.\nBrackett, M. Ellen, Petersburg.\n\nBrown, Elmer E,, Ann Arbor.\nBrown, Mrs. Elmer E., Ann Arbor.\nBrown, Margaret, Detroit.\nBurgess, Vida A., Adrian.\nBurns, M. D., St. Clair.\nCarleton, Jennie, Marysville.\nCarleton, Helen, Marysville.\n\nChandler, Anna M., Marquette.\nChapman, Mrs. C. X., St. Mary.\nChase, Nellie, Detroit.\nChittenden, H. B., Petersburg.\nCoffin, Mathilde E., Detroit.\nColby, F. L., Dowagiac.\nColby, Mrs. F. L., Dowagiac.\nColeman, Mrs. M. P., Detroit.\nConverse, Mrs. J. S., W. Saginaw.\nConverse, Miss M. L., W. Saginaw.\nConvoy, W. E., Saginaw.\nConvoy, Mrs. W. E., Saginaw.\nCook, Alma D., Detroit.\nCarstens, H., Detroit.\nConsidine, L. A., Detroit.\nCrane, Harold G., Adrian.\nCrane, Mrs. E. W., Adrian.\n\nCrosman, Caroline, Detroit.\nCronk, Carrie, Flint.\n\nCummings, Mrs. E. S. P., Centerville.\nCurtis, A. E., Adrian.\nCurtis, Mrs. A. E., Adrian.\nCurtis, Caroline, Adrian.\nDalrymple, A. J., Detroit.\nDanear, Clara, Fenton.\n\nDavenport, Lura, Grand Rapids.\nDavis, J. Amanda, Coldwater.\n\nDavy, Edith M., Detroit.\nDelaney, D. A., Detroit.\nDessotell, Mrs. C. H., Detroit.\n\nDessotell, Ella S., Detroit.\n\nDewey, John, Ann Arbor.\nDickson, Florence, Detroit.\nDoyle, A. F., Elsie.\nDoyle, Mrs. A. F., Elsie.\nDrake, Hattie C, Detroit.\nDucey, Alice T., Muskegon.\n\nDumphy, M. A., Detroit.\nDumphy, M. E., Detroit.\nDurkee, B. K., Lawton.\nDuncan, Mrs. Elizabeth, Detroit.\nDuncan, H. Adaline, Detroit.\nEby, Emma, Detroit.\nEdison, Elnora, Detroit.\nEllis, Geo. N., Olivet College.\nEllis,\n\nW. A., Detroit.\n\nEstabrook, J. B., Petoskey.\n\nEuveard, E. J., Detroit.\nEwer, Lizzie, Battle Creek.\nEwer, Addie, Battle Creek.\nFinn, Alice, Grand Rapids.\nFitch, F. S., Pontiac.\nFitch, Mrs. F. S., Pontiac.\nFisher, Sarah T. Grosse Point.\nFlagler, Floy, Ortonville.\nFlagler, Myrtle, Ortonvillt^.\nFletcher, Mabel A., Detroit.\n,\n\nFoot, Anna M., Centerville.\nGaffney, Mary, Auburn.\nGardinier, Cora, Grand Rapids.\nGarraan, L. B., Centerville.\nGorton, L. G., Detroit.\nGarvey, Katie, Capac.\n\nGerman, Littie, St. Clair.\nGilliland, Maria, Adrian.\nGilliland, Donna, Adrian.\nGodfrey, Mellie, Owosso.\nGoffney, Nellie S., Negaunee.\nGoff, Mrs. Geo., Byron.\nGraham, H. A., Calumet.\nGray, E. A., Detroit.\nE., Detroit.\nGreen, Mrs.\nGreene, Jennie B., Lansing.\n\nEmma\n\nGreenwood, L. M., Muir.\nGriel, Katherine A., Detroit.\nHagerty, E. J., Detroit.\nHall, James H., Port Austin.\nHall, Jessie E., Port Austin.\nHall, C. B., Detroit.\nHall, Miss L. G., Detroit.\nHall, Miss A. G., Detroit.\nHalloran, Mary E., Detroit.\nHamilton, Mrs. A. G., Detroii\nHamet, Amanda M., Bay City\nHammond, J. E., Hillsdale. •\nHeffron, M. C, Detroit.\nHessler, Marie, W. Saginaw.\n\nHewitt, W. C, Lansing.\nHolt, Jennie E., Corunna.\nHorton, E. D., Grand Rapids.\nHorton, Mrs. E. D., Grand Rapids\nHowe, Sarah, Detroit.\nHumphrey, Henry, Lansing.\n\n"}
{"page": 833, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n821\n\nMICHIGAN—Continued.\nHumphrey, Mrs. H., Lansing.\nHunt, Lillian, Grand Rapids.\nHutchins. Adella, Detroit.\nHutchinson, Mabel, Detroit.\nJohnson, May I., Lansing.\nJones, Myra, Detroit.\nJoyce, Miss A. M., Detroit.\nKelly, Miss C. E., Grand Rapids.\nKennedy, M., Jackson.\nKennedy, Lucy, Jackson.\nKimball, Harriet, Adrian.\nKingsley, J. R., Ypsilanti.\nKirtland, Ella, Ann Arbor.\nKline, Emma, Grand Rapids.\nKobe, May, Muskegon.\nLamb, Ida A., W. Saginaw.\nLane, V. H., Adrian.\nLane, Mrs. V. H., Adrian.\nLarkin, Ella, Detroit.\nLayle, F. Rena, St. Claire.\nLee, L. B., Ann Arbor.\nLester, Miss E. M., Detroit.\nLester, Josephine, Detroit.\nLiddle, Ramson G., Tustin.\n\nMary E., Muskegon.\nLong, M. L., Detroit.\nLongyear, C. H., Lansing.\nLovejoy, Lena, Muskegon.\nLyon, W. F., Detroit.\nMackenzie, David, Muskegon.\nMarsh, Mrs. E. F., Jackson.\nMartin, Mrs. A. C, Paw Paw.\nMarshall, Miss M., Detroit.\nMarquardt, Carl, Mount Clemens.\nMarquardt, Helena, Mount Clemens.\nMason, Mrs. W. H., Battle Creek.\nMason, Cora B., Battle Creek.\nMauck, S. W., Houghton.\nMayrowitz, Olga, Detroit.\nMcCune, MissE., Detroit.\nMcElroy, May, Adrian.\nLittell,\n\nMcMahon, L. A., Ypsilanti.\nMcMillen, Olive, Detroit.\nMilligan, Anna, Detroit.\nMixter, Tillie, Williamston.\nMixter, M. R., Williamston.\nMixter, K. A., Williamston.\nMixter, Louis C, Williamston.\nMonroe, Alice L., Detroit.\nMorrice, Bessie, Morrice.\nMorrice, Matie, Morrice.\nMunroe, Mary F., Detroit.\nMurphy, Maggie, Detroit.\nMurphy, Nellie, Detroit.\n\nMurray, Alice, Champion.\nNorton, Ada P., Ypsilanti.\nNote, Edna J., Pontiac.\nNvkirk, J. B., Holland.\nO'Brien, N. E., Detroit.\nOverton, W.-H., Saginaw.\nOwen, Geo. A., Detroit.\nOwen, Mrs., Detroit.\nPalmerlee; C. E;, Lapeer.\n\nPalmerlee, M. L., Lapeer.\nParker, Miss M. F., Essexville.\nPattengill, H. R., Lansing.\nPearce, Abbie, Ypsilanti.\nPeer, Minnie, Cooper.\nPennycook, Miss A. M. Detroit.\nPercey, F. A., St. Johns.\nPerry, W. S., Ann Arbor.\nPitts, James L., Grand Rapids.\nPitts, Mrs. J. L., Grand Rapids.\n,\n\nPhillips, J. B., Mason.\n\nPoncher, W. R., Morenci.\nPrentiss, Sarah, Bay City.\nProbasco, H. 0., Muir.\n\n'\n\nProctor, C. S., Romeo.\n\nRebec, Geo., Ann Arbor.\nReplogle, I. Bernice, Cadillac.\nRice, J., Saginaw.\nRigley, Louis E., Owosso.\nRigley, Chas. E., Owosso.\nRing,* Mara E., Saginaw.\nRipley, Anna, W. Saginaw.\nRivers, W. W., Columbia.\nRoberts, A. C, Ann Arbor.\nRoberts, Mrs. A. C, Ann Arbor.\nRoberts, Libbie, Owosso.\nRobinson, Mrs. W. D., Detroit,\nRodgers, R. M., Adrian.\nRohnert, L. E., Detroit.\n\nRomaine, S. E., Detroit.\nRoat, Miss C. M., Detroit.\nRose, Anna, W. Saginaw.\nRosenberry, Chas. C., Bay City.\nSales, Miss, Detroit.\n\nSaunders, Belle, Detroit.\nSchafer, W. C, Baraga.\nSchafer, Mrs. W. C, Baraga.\nScheffield, J. H., Muskegon.\n\nSchenck, Geo. H., Elsie.\nSchenck, Mrs. M. E., Elsie.\nSchroepple, E. H., South Haven.\nScott, Chas., Holland.\nScott, H. M., Detroit.\nSiggins, Mrs. Wm., Detroit.\nSkinner, Miss N. M., Detroit.\nSkinner, Mrs. E. C, Detroit.\nSkinner, Genie, Detroit.\nSlayton, Mrs.M. F., Grand Haven.\nSlayton, Florence M., Grand Haven.\nSlocum, Gavlord, Kalamazoo.\nSmith, Ella', Fenton.\nStebbins, Carrie, Cooper.\nStevenson, Miss L. A., Detroit.\nStewart, Frances L., Ypsilanti.\nStewart, J. A., Port Huron.\nStickney, Alary, Marshall.\nStopleton, J. L., Detroit.\nStiingham, Nellie, Battle Creek.\nStrong, E. A., Ypsilanti.\nTillotson, Mrs. C. J., Hillsdale.\nTobey, Miss N. M., Battle Creek.\nThomas, M. E., Lansing.\nThompson, 0. D., Romeo.\n\n"}
{"page": 834, "printed_page": null, "text": ".\n\n822\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nMICHIGAN— Concluded.\n\nThompson, Emma, Detroit.\nTressler, A. W., Marine City.\nTurner, May, Saginaw.\n\nWilcox, Carrie L., Detroit.\nWilkins, Sarah S., Bay City.\n\nVan Deusen, R. H., Elsie.\nVan Deusen, R. G., Elsie.\nVan Warner, L. H., Elsie.\nWalker, E. V., Adrian.\nWalker, Jessie L., Adrian.\nWalkins, A. L., Detroit.\nWatts, R. A., Adrian.\nWatts, Mrs. R. A., Adrian.\nWatson, Nellie, Detroit.\n\nWillets, C. J., St. Louis.\nWillets, Mrs. C. J., St. Louis.\nWilliams, Emma, Detroit.\nWilliams, May, Detroit.\nWilson, Miss Lois, Paw Paw.\nWilson, Jennie C, Atlas.\nWilson, Mary E., Flint.\nWines, L. D., Ann Arbor.\nWines, Mrs. L. D., Ann Arbor\nWinter, Jessie, Detroit.\nWitter, Mrs. Frank, Lawrence.\nWood, Miss M. E., Detroit.\nYerkes, Mellie D., Ypsilanti.\nYoung, C, Detroit.\n\n—\n\nWells, C. J., Battle Creek.\n\nWheelock, Mrs. Sarah B., St. Johns.\nWheelock, Ellen B., St. Johns.\nWhitney, M. A., Ypsilanti.\n\n2.\n\n—Michigan,\n\nMINNESOTA.\nBradley, Jno. E., Minneapolis.\nCampbell, E. E., Spring Valley.\nCarman, G. N., St. Paul.\nCarman, Mrs. G. N., St. Paul.\nCarvill, R. D., Minneapolis.\nCarvill, Mrs. R. D., Minneapolis.\nCranston, J. A., Wadena.\nCranston, Mrs. J. A., Wadena.\nCross, C. H., Albert Lea.\nCurtis, C. C, Minneapolis.\nDeCouisins, Mrs., St. Cloud.\nDenfeld, R. E., Duluth.\nDolan, Chas., Redwing.\nEllis, Marguerite, Austin.\nElmer, E. S., Winona.\nElmer, Frances, Winona.\nFaddis, P. P., Minneapolis.\nFalconer, J. W., Minneapolis.\nFalconer, Mrs. J. W., Minneapolis.\nFarr, Sarah, Minneapolis.\nFife, D. L., Minneapolis.\nFife, Mrs. Mary E. Minneapolis.\nFurrow, S. M., Minneapolis.\nGalbreath, L. H., Winona.\nGaylord, Mary, Stillwater.\nGiesse, M., Winona.\nHarrington, W. H., Winona.\nHarris, Ada V., Duluth.\n,\n\nHartigan, Jno. A., St. Paul.\nInglis,\n\nM. F., Winona.\n\nJones, L. H., Indianapolis.\n\nKeys, Miss M., Winona.\nKiehle, D. L., St. Paul.\nKnott, Laura A., St. Cloud.\n\nMcCutchen, May R., Winona.\nMorgan, France E., Winona.\nMorgan, S. W., Winona.\nMuckey, Mrs. F. S., Minneapolis.\nNeedham, M., St. Paul.\nPringle, Wm. J., Northfield.\nRoss, Fred. C, Winona.\nSearing, Edward, Mankato.\nShepard, Irwin, Winona.\nSould, Maude, Stillwater.\nStrayer, Emma, Winona.\nSwain, Mrs. S. G., Winona.\nSwain, Josephine, Winona.\n\nThompson, Hugh, Winona.\nThompson, Miss N., St. Cloud.\nTrevett,\n\nEmma L., Minneapolis.\n\nWagner, C. W., Madison.\nWasson, V. R., Wells.\nWhite, Floy, Sabula.\nWilkins, Frankie A., St. Cloud.\nWillis, Jennie, Winona.\n\n—Minnesota, 54.\n\nMISSISSIPPI.\nArcher, S., Greenville.\nArcher, Alice, Greenville.\nBardwell, Carrie, Starkville.\nBarksdale, Stella, Coffeeville.\nBixby, Joseph P., Vicksburg.\nBuckley, Anna, Jackson.\nCampbell, Mrs. C. C, Jackson.\nComan, Rebecca, luka.\nFrazer, Robert, Columbus.\nFrazer, Mrs. Robert, Columbus.\nFry, H. J., Canton.\nGarner, Miss C. H., Canton.\n\nGovan, Elsie, Macomb City.\n\nG winner, H., Starkville.\n\nHairston, Pattie, Columbus.\nHarris, Laura, Columbus.\nHogan, F. L., Starkville.\nHunter, Idalette, Jackson.\nJohnson, 0. M., Clinton.\n\nLampkin, Evans E., Starkville\nLake, R. P., Jackson,\nLewis, Mrs. M. A., Jackson.\nLipscomb, Dabney, Starkville.\nLipscomb, Mrs. Dabney, Starkville.\nMims, Mrs. R. B. Chrystal Springs.\nMims, Anna J.. Chrystal Springs.\nMontgomery, Evelyn, Starkville.\nPreston, J. R., Jackson.\n,\n\n"}
{"page": 835, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n823\n\nMISSISSIPPI— Concluded.\nTerrall, Lala, Chrystal Springs.\n\nRiley, F. L., Hebron.\nSlierrod, Ella, Columbus.\n\nTucker, Rosa Lee, Jackson.\nWiens, Mrs. A. G., Meridian.\nWilliams, Mrs. C. C, Meridian.\n\nSherrod, Sarah, Columbus.\nTerrell, C. D., Chrystal Springs.\n\n—Mississippi, 36.\n\nMISSOURI.\nAlden, Jennie, Kidder.\n\nArmstrong, Irene, Kansas City.\nArnold, Denham, St. Louis.\nBahlmann, W. F., Independence.\nBaker, Miss N., Cameron.\n\nBannon, Sue 0., Jefferson City.\nBarnes, Josephine, Memphis.\nBeckwith, Lillie, Charleston.\nBeckwith, Ollie, Charleston.\nBeery, Mrs. A. F., Kansas City.\nBehan, Julia M., Kansas City.\nBernard, Fanny, Richmond.\nBillmeyer, G. M., Chillicothe.\nBooth, Mrs. R. T., Jefferson City.\nBlanton, J. P., Columbia.\nBlanton, Mrs. J. P., Columbia.\nBlow, Susan E., St. Louis.\nBridgeford, Mrs. C. G., Kansas City.\nBridwell, Ida, Charleston.\nBrouster, Annie, St. Louis.\n\nBrown, Mrs. Amanda J., Kansas City.\nBryan, Ethel, Carthage.\nBryant, Wm. M., Webster Grove.\n\nBuchanan, Jno. T., Kansas City.\nBuchanan, Mrs. J. T.. Kansas City.\nBuchanan, R. R.. Kansas City.\nBuchanan, Mrs. R. R., Kansas City.\nCarter, Maude, Appleton City.\nCaster, Adele, Memphis.\nCave, Lutie, Mexico.\n\nConnoway, J. W., Columbia.\nClark, Anna L., Nevada.\nClay, Maggie, Pleasant Hill.\nClements, W. R., Louisiana.\nCliff, Fannie H., St. Joseph.\n\nCrouch, Sallie E., La Grange.\n\nCunningham, Inez, Memphis.\nCurtis, Nellie, St. Louis.\nCutler, Mollie, Warrensburg.\nDailey, Mollie, Columbia.\nDavis, J. W. Kansas City.\n,\n\nDavis, Kate, Richmond.\nDodd, E. E., Carthage.\n\nDouglas, Belle, Windsor.\nDeal, E. J., Charleston.\nDeal, Mrs. E. J., Charleston.\n\nDeMasters, Effie, Richmond.\nDetterbeck, Laura T., St. Louis.\nEstes, Fannie, Columbia.\nFerguson, Marie, Fayette.\nFisher, Laura, St. Louis.\nFletcher, Fannie, Webster Grove.\nFox, Ellen, Kansas City.\nFrouchte. A. C, St. Louis.\nGarth, Mary, Columbia.\nGass, Alma, Jefferson City.\n\nGibbs, Delia, St. Louis.\nGilchrist, Maggie H., Kansas City.\nGill, Bevie, Kansas City.\nGill, Eliza C, Kansas City.\nGreenwood, J. M., Kansas City.\nGreenwood, Mrs. J. M., Kansas City.\nGuitar, W. H., Columbia.\nHackett, Ellen, Kansas City.\nHackett, Jennie, Kansas City.\n\nHamilton, Nannie O., Columbia.\n\nHanaday, W. F., Chillicothe.\nHarris, Belle, Chillicothe.\nHarvey, N. A., Kansas City.\n\nHastain, Cecelia, Appleton City.\nHawk, Allie, Lucerne.\nHayes, Almira, Kansas City.\nHeermans, Josephine, Kansas City.\nHenry, Carrie, Independence.\nHenry, Mattie, Hamilton.\nHillrouse, Nellie, Warrensburg.\n\nHitch, R. M., Kansas City.\nHoffmann, B. F., Columbia.\nHoffmann, Mrs. Charlotte, St. Louis.\nHoffman, Jennie, Sedalia.\n\nHorton, J. C, Kansas City.\nHorton, Mrs. J. C, Kansas City.\nHouston, Geo. M., Harrison ville.\nHouston, Anna, Harrison ville.\nHowe, Geo. H., Warrensburg.\nHunter, Alma, Gallatin.\nHurt, H. H., Kansas City.\nJackson, Fannie J., Kansas City.\nJaudon, Thomas P., Kansas City.\nJesse, R. H., Columbia.\nJohnson, Fannie, Mexico.\nJones, Jas. W., Liberty.\nKelley, Birdie, Carollton.\nKlein, Jas., Appleton City.\nLee, Lillian, St. Louis.\nLeslie, J. G., Jefferson City.\n\nLobb, Gertrude, Kansas City.\nLong, E. H., St. Louis.\nLong, Mrs. E. H., St. Louis.\nLorton, R., Kansas City.\nMann, Miss S. R., Jefferson City.\nMathews, Laura. Columbia.\nMathews, Lucy, Columbia.\n\nMcCullough, Mary C, St. Louis.\nMclntire, Mrs. Sarah, St. Louis.\nMclntyre, Nellie, St. Louis.\n\nMcK^nney, J. J., High Point.\nMcNeeley, T. E., Shawneetown.\nMcNeill, I. C, Kansas City.\nMcNeill, Mrs I. C, Kansas City.\nMedbury, Alice, Kansas City.\nMichael, Max M., Louisiana.\n\n"}
{"page": 836, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n824\n\nMISSOURI—Concluded.\nMilligan, Miss S. J., Webster Grove.\nMitchell, Maria, Kansas City.\nMorehead, Sallie, Salisbury.\nMorgan, A. R., Memphis.\n\nSmith, Bettie, Fayette.\nSpalding, Frank C., Kansas City.\nSpenc&r, Kate, Kansas City.\nStark, Mrs. W. P., Louisiana.\n\nMurphey, Geo. T., St. Louis\nMurphy, Mary E., St. Louis.\n\nStecher, Wm. A., St. Louis.\nSteele, E. K., Holden.\nSteele, S. E., Westport.\nSteinberg, Eva Z., Kansas City.\nStokes, J. S., Columbia.\nStone, Sallie C, Chillicothe.\nStosberg, Emma, Sedalia.\n\nMyers, Stella, Carthage.\nNorthcutt, Mary L., Kansas City.\nNorton, R. C, Cape Girardeau.\nOrr, H. C, St. Louis.\nOuten, J. T., Morrisville.\n\nOsborn, Geo. L., Warrensburg.\n?age, Sulta, Richmond.\nParks, E. A. Louisiana.\nParks, Mrs. E. A., Louisiana.\nParks, Lily I., St. Louis.\nPatton, Lucy, Richmond.\nPatton, Jennie, Richmond.\n,\n\nKansas City.\nPoorman, Mrs. J. B., St. Louis.\nPhillips, Ella,\n\nPrather, P. D., Columbia.\nPrentis, H. W., St. Louis.\nPritchard, Mattie, Jamison.\nPurcell, Helena, Kansas City.\n\nRamey, Maria, Kansas City.\nRamey, Mildred, Kansas City.\nRichmond, H. M., St. Joseph.\nRiley, Mrs. T. E., St. Louis.\nRitcher, Frances, St. Joseph.\nRives, Juanita, Columbia.\n\nRobbins, D. S., Chillicothe.\nRobbins, C. W., Sedalia.\nRobins, Mrs. D. S., Sedalia.\nRobinson, Temple B. Paris.\nRoot, Mary, St. Louis.\nRule, Sue Eva, Louisiana.\n,\n\nRussell, Belle G., Charleston.\nShackleford, B. G., Richmond.\nSheetz, Ed. R., Chillicothe.\nSmith, Annie L., Jefferson City,\n\nStrong, F., St. Joseph.\nStumberg, Chas. H., St. Charles.\nTharpe, F. D. Kansas City.\nTheilman, Louis, Appleton City.\nTheilman, G. A., Appleton City.\nTheilman, Emil. Appleton City.\nTheilman, Bertha, Kingston.\nThompson, M. E., St. Louis.\nTichenor, John, Kansas City.\nTinsley, Mattie, Louisiana.\nToms, Laura E., St. Louis.\nTumbaugh, J. 0., Liberty.\nTurner, Marie T., St. Louis.\nVan Arsdale, Mrs. M. E., St. Louis.\nVan Meter, Sadie, Kansas City.\nVictor, Adolph, Columbia.\nVivion, AdaC, Columbia.\n,\n\nWalker, Bettie, Kansas City.\n\nWare, Mary E., Kansas City.\nWarner, Mary E., Kansas City.\nWelles, Anna A., St. Joseph.\nWhitaker, Elizabeth, Marshall.\nWhite, J. N., Jefferson City.\nWiggenhorn, Mrs. C. P., St. Louis.\nWilderman, Etta, Minden Mines.\nWitten, Tompie, Chillicothe.\nWolfe, L. E., Jefferson City.\nWoodress, Kate, Edinburgh.\nMissouri, 189.\n\n—\n\nMONTANA.\nBanks, C. W., Great Falls.\n\nLadd, Miss N. M., Great Falls.\n\nFowles, F. H., Helena.\nGilchrist, Mary P., Great Falls.\nHarley, Miss M. E., Helena.\n\nPaxton, E. E., Butte.\nPriestley, Emily, Ft. Benton.\nYoung, R. G., Helena.\n\n—Montana,\n\nHarmon, W. E., Bozeman.\n\nNEBRASKA.\nAdams, Edna, Plattsmouth.\nAlden, Mrs. Mary L., Aurora.\nAllison, Hattie, Beatrice.\n\nAndrews, C, Nebraska City.\nArnot, S. P., Sterling.\nAyres, A. T., Omaha.\nBanker, Lizzie L., Omaha.\nBarnes, Myrtle, Weeping Water.\nBarr, Robert J., Grand Island.\nBateman, S. J., Grand Island.\nBirss, M. Evelyn, Peru.\nBischof, Eda, Nebraska City.\n\nBronner, J. L., Palmer.\nBrooks, Etta, Lincoln.\n\nBrown, Adaline L., Fremont.\nBuncher, Kate M., Lincoln.\nBunconson, H. B., Lincoln.\nCanfield, J. H., Lincoln.\nCary, C. P., Fairbury.\nCase, F. B., Grand Island.\nChaplin, H. L., Geneva.\nCole, E. E., Grand Island.\n\nColeman, Adele, Lincoln.\nCorbett, Henry R., York.\nCorbett, Virginia, York.\nCornell, A. H., Lincoln.\nCornell, N. M., Lincoln.\n\nCook, Andrew, Tecumseh.\n\n9.\n\n"}
{"page": 837, "printed_page": null, "text": "ANNUAL MEMBER8HTP.\n\n825\n\nNEBRASKA—Concluded.\nCopson, R. E., Omaha.\nCowles, Mrs. F, W. Nebraska City.\nCurrier, A. T., Crete.\nCurrier, Mrs. A. T., Crete.\nCurrier, Eva M., Crete.\n,\n\nCurrier, Ora B. Crete.\nCushman, Charles II., Omaha.\nDaniels, Edward, Omaha.\n\nMiller, J. H., Lincoln.\n\nMorgan, Eliza C, Peru.\nMurke, Henry, Nebraska City.\nNettleton, Mrs. E. G., McCook.\nOkey, Maria, Omaha.\nPalmer, Allene, Lincoln.\n\n,\n\nPearse, C. G., Beatrice.\n\nPeckham, Mrs. N. T., Pawnee City.\nPeckham, Emma, Pawnee City.\n\nDonaldson, J. C, Beatrice.\nDuffett, Mrs. F., Beatrice.\nFair, Jennie E., Omaha.\nFarnham, George L., Peru.\nFinnegan, Ella, Eldorado.\nFinney, Minnie L., Fairbury.\n\nPentzer, J. C, Lincoln.\nPentzer, Jennie, Lincoln.\n\nLaura, York.\nQuackenbush, Miss M. E., Omaha.\nRakestraw, C. D., Nebraska City.\nRakestraw, Mrs. C. D., Nebraska City.\nRea, H. D., Holdredge.\nPfeiffer,\n\nFitzpatrick, Frank A., Omaha.\nFlor. E. S., Valley.\nFlor. Mrs. E. S., Valley.\nFowler, W. R., Scribner.\nFowler, Mrs. W. K., Scribner.\n\nRichardson, J. P., Grand Island.\nRobertson, Mary, Beatrice.\nRolph, S. F., Fullerton.\nRolph, Mrs. S. F., Fullerton.\nRoys, Lucy J., Omaha.\nSclirader, Lottie, Holmesville.\nShepherd, J. E., Omaha.\nShepherd, Mrs. J. E., Omaha.\nSkinner, W. H., Crete.\nSm alley, Edith, Beatrice.\nSmith, Miss, Crete.\nSpink, Maynard, Grand Island.\nSprague, E., Orleans.\nStobbton, J. K., Lexington.\nStrock, Anna K., Peru.\nStrong, I. L., Holdredge.\nSudborough, Mrs. Grace C, Omaha.\n\nFranklin, E. S., York.\nFranklin, Mrs. E. S., York.\nFrancis, John, Omaha.\nFrice, C. H., Omaha.\nGere, Laura, Beatrice.\nGleason, Mrs. J. F., Holmesville.\nHall, Jeimie, Beatrice.\nHarris, Miss H. L., Central City.\nHoag, Katie, Grand Island.\n\nHogan, Mrs. Nannie, Ainsworth.\nHopkins, Miss, Crete,\nHurford, Maud, Grand Island.\nJames, Henry M., Omaha.\nJones, Mrs. Kate, Pawnee City.\nLee, Kittie, Eldorado.\n\nThompson, E. E., Grand Island.\nThompson, Ida L., Grand Island.\n\nLemon, Daisy, Omaha.\nLemon, Minnie, Omaha.\nLewis, Homer P., Omaha.\nLewis, Mrs. Homer P., Omaha.\nMathew, John, Grand Island.\nMcBren, J. L., Tecumseh.\nMcCarthy, Margaret, Omaha.\nMcCheane, Sarah M., Omaha.\n\nTibbetts, Emma, Lincoln.\n\nWebster, 0. E., Beatrice.\nWebster, Mrs. M. E., Beatrice.\nWheatley, Emma, Omaha.\n\nMcClelland, M., Plattsburgh.\nMcClelland, F. C, Plattsburgh.\nMerrill, Mrs. B. M., Nebraska City.\nMiller, H. C, Grand Island.\nMiller, Mrs. H. C, Grand Island.\nMiller, Hudson, Fullerton.\nMiller, Mrs. Hudson, Fullerton.\n\nWhitman, Helen L., Lincoln.\nWieferich, Fred., Hickman.\nWightman, A. R., University Place.\nWirt, G. W., York.\nWirt, Mary E., York.\nWirt, Lulu E.. York.\nWithnell, R. N., Omaha.\nWithnell, Mrs. R. N., Omaha.\nWithnell, Libbie, Omaha.\nWolfe, Thomas, David City.\n—Nebraska^ 126.\n\nNEW BRUNSWICK.\n\n—New Brunamck,\n\nInch, J. R., Fredericton.\n\n1.\n\nNEW HAMPSHIRE.\nCook, Ella M., Nashua.\nHooper, Mrs. Emily J., Exeter.\n\nRounds, C. C, Plymouth.\n\nRounds, Mrs. C. C, Plymouth.\nWentworth, Geo. A., Exeter.\nNew Hampshire, 5.\n\n—\n\nNEW jerse;^.\nAllen, Milton H., Medford.\nAugustus, J., Elizabeth.\nBenard, Rosalie, Manasquan.\n\nBenard, Ada, Manasquan.\n\nBosworth, Miss M. A., Trenton.\nBulkley, Miss J. E., Plainfield.\nButler, Nicholas M., Paterson.\nButler, Mrs. N. M., Paterson.\n\n"}
{"page": 838, "printed_page": null, "text": "826\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\n\nNEW JERSEY— Concluded.\nCarr, Elias F,, Trenton.\n\nChandler. F., Asbury Park.\nDavey, V. L., East Orange.\nDavis, E. R., Jersey City.\nDenison, Sadie, Lyndhurst.\nBunnell, Anna C, Bloomfield.\nEly, Sarah Y., Trenton.\nFarley, D. H., Clinton.\nFarley, Mrs. D. H., Clinton.\nFarley, M. M., Clinton.\nFarley, R. B., Clinton.\nGreen, J. M., Trenton.\nGreen, Mrs. J. M., Trenton.\nHewling, Mary L., Marlton.\nHolloway, M. E., Camden.\nHutton, H. H., Passaic.\nMacVicker, J. G., Montclair.\nMcCallum, Christine, Clarendon.\nMathews, D. H., Orange.\n\nMathews, B. C, Newark.\nMatlack, Anna H., Moorestown.\nMatthews, H. M., Orange.\nMatthews, M. Alice, Orange.\nMaxson, H. M., Plainfield.\nMessier, Frances,\nMinihan, Julia A., Jersey City.\nMoore, D. Wilson, Clayton.\nOborski, Florian, Paterson.\nPaddock, M. H., Jersey City.\n\nPerdue, Mary E., East Orange.\nPoland, A. B., Trenton.\nPowell, E. M., Camden.\nPowell, W. F., Camden.\nPrice, P. S., Hackettstown.\nPullen, Blanch, Trenton.\nPullen, Isabell, Trenton.\nRalston, J. M., Asbury Park.\nRamsdice, W. C, Jersey City.\nRyan, G. G., New Brunswick.\nScarlett, Aug., Newark.\nScarlett, Mrs. S. B., Newark.\nScarlett, Anna,\nSearle, Emma,\n\nNewark.\n\nSkinner, A. H., Hackettstown.\nSlattery, W. J., Paterson.\nSouthard, Elizabeth A., Griggstown.\nSpaulding, Randall, Montclair.\nSpaulding, Mrs. R., Montclair.\nStephens, G. H., Princeton.\nStiger, Louise W., Asbury Park.\nStoley, Jno. M., New Brunswick.\nSweeney, W. S., Jersey City.\nTwichell, W. S., Paterson.\nWakeman, Jotham W., Jersey City.\nWilbur, Lloyd, Hightstown.\nWilliamson, Mrs. B., Elizabeth.\nWright, Wm. R., Trenton.\n\n—New Jersey, 65.\n\nNEW MEXICO.\nDriscoll,\n\nW. M., Socorro.\n\nHadley, Hiram, Las Cruces.\nJones, Ida M., Las Cruces.\n\nMallette, J. R., Albuquerque.\nMallette, Mrs. J. R., Albuquerque.\n\n—New Mexico,\n\nNEW YORK.\nAbbott, Kittie F., Johnstown.\nAbernathy, J. W., Brooklyn.\nAdams, Anna H., Clifton Springs.\nAdams, Miss M. J., W. Alma.\nAdams, C. Gussie, Saratoga.\nAhearn, Maggie, Saratoga.\nAlcott, Alice, Port Chester.\nAldridge, Belle V., Flatbush.\nAldridge, Vincent, Brooklyn.\nAllen, C. E., Marion.\nAllen, Jno. E., Saratoga.\nAllen, Jno. G., Rochester.\nAllen, Mrs. E. N., Brooklyn.\nAmes, D. T., New York.\nAmigh, Henry, New York.\nAnderson, Jno. J., Brooklyn.\nAndrews, Oren, Townsend.\nAndrus, Jessie, Saratoga.\nAngell, Helen E., Frankfort.\nAshley, E. E., Troy.\nAshley, E. D., Troy.\nAshley, H., Saratoga.\nArcher, Mrs. John, Rome.\nArmaynce, A., New York.\nArmstrong, Geo. P., Bay Shore.\nArmstrong, Ella, Shushan.\nAtwood, Geo. P., Tarrytown.\n\nAt wood, Mrs. G. E., Tarrytown.\nAxtell, F. Josephine, Middleburg.\n\nBabcock, Miss I. M., Lawrence.\nBackus, L. G., Rome.\nBacon, E. A., Oneonta.\nBagg, Hattie C, Bemis Heights.\nBailey,\n\nMary E., Ft. Ann.\n\nBalch, Geo. T., New York.\n\nBaldwin, W. A., Ithaca.\nBall, Martha A., Cooperstown.\nBallard, W. J., Jamaica.\nBanks, C. M., Sea Cliff.\nBarber, L. B., Dormansville.\nBarbour, Sara C, Ballston Spa,\nBardeen, C. W., Syracuse.\n\nBard well, Darwin L.. Cortlanr;.\nBarhit, Jared, Long Island.\nBarnes, C. T., Sauquoit.\nBarr, W. J., Batavia.\nBarron, Maud K., Johnstown.\nBarrows, Marion E. H., Flushing.\nBartlett, E. Seely, Kendaia.\nBartlett, A. A., Warsaw.\nBassett, J. Anthony, Richfield Springs.\nBates, I. H., New York.\nBavalt, L. A., New York.\nBeals, Frederick, Oneonta.\n\n5.\n\n"}
{"page": 839, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n827\n\nNEW YORK—Continued.\nBeals, E. E., Oneonta.\nReals, Mrs. E. E., Oneonta.\n\nBcardsley, E. J., Elmira.\nBeardsley, Mrs. E. J., Elraira.\nBeathup, Frank D., N. Y.\nBeattie, Carrie A., Salem.\nBeauchamp, Ellen, Baldwinsville.\nBeaudry, Miss P. E., Lansingburgh.\nBecker, Maria T., Poughkeepsie.\nBeeher, John R., Richmond ville.\nBeers, Jessica E., Buffalo.\nBegley, Maggie G., Brooklyn.\nBelknap, Emmet, Lockport.\nBenedict, W. H., Elmira.\nBenedict, A. G., Clinton.\n\nBenham, N. L., Niagara Falls.\nBenjamin, Geo. H., Albany.\nBennett, Delia M., Tarrytown.\nBergen, Kate A., Jamaica.\nBermingham, Jennie, N. Y.\nBigelow, J. D., Moravia.\nBlackwell, C. G., N. Y.\nBlodgett, A. B., Syracuse.\nBlodgett, Mrs. F. E., Syracuse.\nBlood, Anna P., Mt. Vernon.\nBobrick, G. A., N. Y.\nBogert, Clara I., Albany.\nBonta, I. L., Amsterdam.\nBosworth, Wm. S., N. Y.\nBourne, Abbie A., Spencerport.\nBoy ton, F. D., Webster.\nBoyton, Mrs. F. D., Webster.\nBrace, Chas. T., LeRoy.\nBriggs, Ella M., N. Y.\nBrook, Jennie B., Elmira.\nBrooks, Miss A., N. Y,\nBrooks, Jennie B., Elmira.\nBrower, C. G., W. New Brighton.\nBrower, Mrs. C. G., W. New Brighton.\nBrown, S. Reed, St. Johnsville.\nBrown, Mrs. L. I., Syracuse.\nBrown, M. Augusta, N. Y.\n\nBrown, Eunice H., Verona Mills.\nBrownell, Harriet, Shushan.\nBrua, Helen, Rushford.\nBrust, Laura J., Center Brunswick.\nBuell, MaryL., Schenectady.\nBugbe, P. T., Oneonta.\nBuker, Eva F., Flushing.\nBull, N. N., Oneonta.\nBull, Harriet E., Buffalo.\nA. Hall, Stapleton.\nBurdick, Miss M. L., Albany.\nBurnett, C. R., N. Y.\nBurnett, Sarah F., Tarrytown.\n\nLBurdick,\n\nI). H., Rochester.\nBushnell, Harriet, Bath.\n\nBurritt,\n\nButler, Ilattie E., Albany.\nBiirnz, Eliza B., N. Y.\nCallahan, Julia A., Saratoga Springs.\nCallahan, Mary E., Charlton.\nCanimeron, Lucy E., Warsaw.\n\nCampbell, Miss F. A., Caledonia.\nCapen, Frank S., New Paltz.\nCarlton, Martha L., W. Chazy.\nCarmel, Lottie, Attica.\nCarmer, W. G., Lyons.\nCarnell, Jno. R., Albany.\nCarr, W. H., Madrid.\nCarter, MaryA. E.,N. Y.\nCarter, Fannie, Troy.\nCary, J. H., Richfield Springs.\nCarvey, D. C, Montgomery.\nCass, Levi, Albany.\nCass, Mrs. L., Albany.\nCass, Miss A. L., Schenectady.\nCassatt, G. M., N. Y.\nCassety, James M., Buffalo.\n\nChalmers, Frances, Perth.\nChalmers, Mary J., Perth.\nChamberlain, I^ina, Saratoga.\nChamberlain, Kate, Sandy Creek.\nChamberlain, Lottie, Jonesville.\nChandler, Jno. W., Jordan.\nCheetham, J. E., Canton.\nCheney, P. J., Cortland.\nCheney, Mrs. F. J., Cortland.\nCheney, Lyman A., N. Y.\nChristie, S. N., Poughkeepsie.\nClancy, Mary, Schuylerville.\nClapp, B. G., Fulton.\nClark, Sophia A., Syracuse.\nClark, Sarah, Perrv.\nClark, E. M. H., W. Chazy.\nCline, C. M., Amenia.\nClute, Mary E., Fullers.\nCobb, Chas. N., Oneonta.\n\nCoburn, Mrs. Parley, Elmira.\nCocks, Mary A., Cornwall.\nColby, Eugene C., Rochester.\nColden, Miss E. C. Newburgh.\nCole, J. W., Troy.\nCole, Chas. W., Albany.\n,\n\nCole, Frances A., Albany.\nColey, Sarah E., N. Y.\n\nComings, Fannie S., Brooklyn.\nConsalus, M. E., W. Charlton.\nCook, B. H., Flushing.\nCook, Mattie J., Waterford.\nCoons, C, Binghamton.\nCory, L. B., N. Y.\nCoswell, T. A., Little Falls.\nCotton, Mary E., Perry.\nCover, B. F., Saratoga.\nCoyriere, Mrs. E. Miriam, N. Y.\nCramer, A. W., Cazenovia.\nCrane, AdellaE., Elmira.\nCrane, Julia Etta, Potsdam.\nCrawford, E. J., N. Y.\nCrawford, A. E., N. Y.\nCrawford, Frances M., Cohoes.\n\nHenry M., N. Y.\nCrombie, Jno. S., Brooklyn.\n\nCrisp,\n\nCross, E. B., Syracuse.\nCullen, James, Middle Village.\n\n"}
{"page": 840, "printed_page": null, "text": "828\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nNEW YORK—Continued.\nCullen, Jeanie F., Albany.\nCurtis, Clara E., Camden.\n\nCussack, James, Brooklyn.\nDaily, Mrs. F. S., Adams.\nDaley, Helen A., N. Y.\nDaley, Charlotte F., N. Y.\nDandaran, Mrs. M., Greenbush.\nDanforth, Halsey J., N. Y.\nDavies, Mrs. Clara, N. Y.\nDavis, Miss M. J., Albany.\nDa^^, Minnie, North Bay.\nDenton, Elizabeth B., N. Y.\nDewey, Chas. 0., Binghamton.\n\nDewey, Melvil, Albany.\nDewey, Mary Beaufort, Saratoga Springs.\nDeVoy, M. E., Camden.\nDickson, Myrtie M., Jamestown.\nDolph, J. M., Port Jervis.\nDolphin, John, Auburn.\nDolphin, Mrs. J., Auburn.\nDolphin, Lora A., Auburn.\nDommick, D. C, Walden.\nMabel, Schuylersville.\nDouglas, Henry, Norwood.\nDowning, A. S., Palmyra.\nDowner, Mrs. F. W., N. Y.\nDumond, N. H., N. Tarrytown.\nDumond, Mrs. N. H., N. Tarrytown.\nDunham, Mrs. Geo. H., N. Y.\nDunham, Helen, N. Y.\nDunston, Nellie T., Buffalo.\nDunston, Helen L., Buffalo.\nDunston, Lucy, Buffalo.\nDwyer, Jno., N. Y.\nDwyer, Mrs. Jno., N. Y.\nDyer, Mary J. Rochester.\nEggenberger, James, Dolgeville.\nEggenberger, Mrs. James, Dolgeville.\nElgas, Mathew J., N. Y.\nEldredge, Helen M., Johnstown.\nEllis, M. H., Brooklyn.\nEmerson, Helen, Saratoga.\nErwin, Kate A., N. Y.\nErwin, Anna, Albany.\nEsselstyn, Miss F. C, Mellenville.\nDoolittle,\n\n,\n\nEstee, J. A., Gloversville.\nEttis, James P., Rochester.\n\nEvans, Mrs. M., N. Y.\nFairchild, Jennie, Oneonta.\nFalconer, Alexander, Stillwell.\nFarrell, E. D., New York.\nFarrell, Elizabeth L., N. Y.\nFarlless, Adeline W., N. Y.\n\nFenn, Ida J., Schenectady.\nFenton, Geo., Broadalbin.\nFenton, Mrs. Geo., Broadalbin.\nFerguson, A. C, Saratoga.\nFerguson, Mrs. A. C, Saratoga.\nFerguson, Mrs. Clara, Brooklyn.\nFerguson, Anna, Schenectady.\nFilkins, Carrie E., Burn.\nFitzgerald, Alice, Brooklyn.\nFitzgerald, Eugenia, Brooklyn.\n\nFitzgibbons, W. L., Brooklyn.\nP'leming, Mary A., Buffalo.\nFlynn, Alice, Clyde.\nFoley, E. H., Louisville.\nFoote, W. Y., Syracuse.\nForbes, Susie, Waterford.\nForbes, Harriet, Libertv.\nFord, P. C, Saratoga.\nFord, Agnes H., Syracuse.\nFord, Celia, Syracuse.\n\nForward, Emma E., Blossvale.\nForward, Emma, Blossvale.\nFosdick, F. S., Buffalo.\nFoster, S. C, Ithaca.\nFoster, Charlotte, Ithaca.\nFoster, Miss M. M., N. Y.\nFoster, Nettie S., Warsaw.\nFreeman, A. A., Cortland.\n\nFrench, H. B., Albany.\nFrench, Geo. W., Brooklyn.\nFrench, Mrs. Geo. W., Brooklyn.\nFriedburg, Wm. B., New Yor£.\nFuller, Alma A., N. Y.\nGaines, C. C, Poughkeepsie.\nGardner, Emma J., Camden.\nGardner, L., N. Y.\nGardnier, Sarah, Charlton.\nGalusha, Fannie M., Cortland.\nGalusha, Annie M., Cortland.\nGibbs, M. L., N. Y.\nGibson, Sarah E., Albany.\nGick, Frank, Saratoga Springs.\nGick, Jolin, Saratoga Springs.\nGifford, Europa D., Johnson villCo\nGildersleeve, R. B., Stapleton.\nGilgore, Mary, Perth Center.\nGlennie, A. J., Bolivar.\n\nGoddard, Caroline J., Cohoes.\nGordon, W. E., Patchogue.\nGorton, Chas. E., Yonkers.\nGraybiel, Sara N. Buffalo.\n.\n\n,\n\nGraybiel, Adelide, Buffalo.\nGreene, J. A., N. Y.\n\nGunnison, W. B., Brooklvn.\nGuylford, J. B., Elmira.\nHall, Mary F., Spencer.\nHall, Esther S., Elmira.\nHallenbeck, Wm. S., Hudson.\nHalpen, Anna M., Albany.\nHalsted, 0. W., Lockport.\n\nHamilton, E. J., Oswego.\nHaney, Emma J., Seneca Falls.\nHardy, Geo. E., N. Y.\nHarrington, Miss M. L., Troy.\nHarris, Edwin S., Catskill.\nHarris, Mabel L., Schuylersvillco\nHarris,\nN., Gansevoort.\n\nWm.\n\nHarrison, H. B., Borden.\nHarrison, W. B., N. Y.\nHarrison, Mrs. W. B., N. Y.\nHarrison, M. Beatrice, Brooklyn.\nHartnett, Nora, Waterford.\nHasbrook, E. P. Syracuse.\n,\n\n"}
{"page": 841, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n829\n\nNEW YORK— Continued.\nHasbrook, Mrs. E. P., Syracuse.\nHaskin, A. R., Poiighkeepsie.\nHathaway, Clara R., Yonkers.\nHaven, Miss C. T., N. Y.\nHawkins, Eugene P., E. Setauket.\nHawkins, E. J., Buffalo.\nHawkins, Geo. W., E. Setauket.\nHayes, H. E., N. Y.\nHayes, Frances C, Albany.\nHaynes, Edna A. Rome.\nHaynes, C. H., N. Y.\nHayward, Edward, Lockport.\n,\n\nHeiidrik, Willard, Cortland.\nHendry, Victoria, Jamaica.\n\nHenry, Ida M., Cambridge.\nHervey, W. L., N. Y.\nHickey, Kate M., Brooklyn.\nHiggins, Eliza, Elmira.\nHillary, Mary, Buffalo.\nHilliard, Helen J., Utica.\nHilliard, Maudane, Utica.\nHodges, Florence E., Saratoga.\nHodges, Clara B., Kings Station.\nHoffley, N. P.. Brooklyn.\nHoffman, Paul, N. Y.\nHoffman, Alice E., Buffalo.\nHoffman, Mary W., Buffalo.\nHogan, Susie B., Albany.\nHolder, Henrietta, Buffalo.\n\nHoUenbeck, Jessie, Syracuse.\nHolmes, Myra, Saratoga.\nHolmes, Mary, Saratoga.\nHolmes, Frances A. Saratoga Springs.\nHolton, Miss M. A., Eaton.\nHomer, Mary, Brooklyn.\n,\n\nHomer, Florence, Brooklyn.\nHorton, Helen M., Buffalo.\nHoward, Miss J. I., N. Y.\nHowe, E. J., Pittsford.\nHowe, MaryS., Flushing.\nHowe, Laura, Maple Valley.\nHowland, E. W., Felts Mills.\nHowland, Emily, Sherwood.\nHowley, Mary A., Buffalo.\nHubbell, C. B., N. Y.\nHueston, Jessie E., Flushing.\nHull, Elizabeth R., Onconta.\nHulse, P. B., N. Y.\nHumphrey, Hattie E., Saratoga Springs.\nHunt, Grace L., Ketchum's Corners.\nHurd, Frances A., Oneonta.\nHusted, A. N., Albany.\nHyde, Mary F., Albany.\nHyde, Fanny M., Albany.\nIngalsbe, Myra, Hartford.\nIsdell, Ida M., Albany.\nJacobson, M. E., Jamestown.\nJackson, Louise, Marlborough.\nJaques, Lucia A., Ticonderoga.\nJenkins, Lillian M., Saratoga.\nJessel, Henry R., Buffalo.\n\nJewell, Eva, Deposit.\nJewell, Anna, Deposit.\n\nI\n\nI\n\nJohnson, W. D., Morris.\nJones, C. W., N. Y.\nJones, W. v., Albany.\nJones, E. N., Saratoga Springs.\nJones, Anna M., Saratoga.\nJones, Nellie, Albany.\nKane, T. F., Ithaca.\nKellogg, Brainard, Brooklyn.\nKellogg, Amos M., N. Y.\nKellogg, Frances D., Oneonta.\nKellogg, Sarah F., Gansevoort.\nKellogg, Ida M., Elmira.\nKellogg, Antoinette M., Elmira.\nKellogg, Lillian R., Fulton.\nKelsey, D. M., Saratoga.\n\nKennedy, Wm. F., Rome.\nKennedy, John, Batavia.\nKent, Mary E., Rome.\nKeyser, Roland S., Middleburg.\nKilgen, Geo. J., N. Y.\nKing, J. E., Rochester.\nKing, Fred D. L., Lawrence Station.\nKing, Emma A., Ithaca.\nKing, Alice C. Trumansburg.\nKinne, Candace M., llion.\nKinney, W. S., Lyons.\nKinskem, J. W., Deposit.\nKinsley, M. H., Massena.\nKinsley, Alice, Chazy.\nKipp, Oliver B., Saratoga Springs.\nKirkpatrick, Mrs. D. E., Saratoga Springs.\nKittenger, Jennie, Ransomville.\n,\n\nKlein, Alice, Flatbush.\nKnapp, F. W., Ithaca.\nKneil, T. R., Saratoga.\nKnowles, Miss L. E., Chittenango.\n\nKnox, M. L., N.Y.\nLacey, Hattie A., W. Troy.\nLane, F. H., Babylon.\nLane, Anna, Oneonta.\nLane, Anna, Schenevus.\nLane, Fred. H., Babylon.\nLang, Ossian II., Buffalo.\nLangford, Rebecca, Jamestown.\nLarkins, Chas. D., Brooklyn.\nLarkins, Mrs. C. D., Brooklyn.\nLathrop, N, C, Rochester.\nLawton, I. H., Nyack.\nLeach, Orlando, N. Y.\nLeach, Mrs. 0., N. Y.\nLeipziger, Henry M., N. Y.\nLeonard, Albert, Dunkirk.\nLester, O. A., Brooklyn.\nLewis, G. A., Syracuse.\nLincoln, S. E., 'Syracuse.\nLittaye, Florence, Booneville.\nLittaye, N. J., Booneville.\nLivingston, II. W., N. Y.\nLockv#>od, James B., White Plains.\nLockwood, Mrs. Cora E., White Plains.\n\nLockwood, Ruth F., Buffalo.\nLongstreet, Geo. B., Auburn.\nLongstrect, Edith, Auburn,\n\n"}
{"page": 842, "printed_page": null, "text": "830\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nNEW YORK— Continued.\nLoomis, H. PI., Waterford.\nLottridge, Silas A., New Berlin.\nLounsberv, Louise A., Randall.\nLove, Win. H., Buffalo.\nLovell, A., N. Y.\nLovell, Thos. B., Attica.\n\nLoveridge, Ruth M., Cuba.\nLukens, M. Frances, Lansingburg.\nLummis, William, New York.\nLyman, Mary, Hume.\nLynch, Nellie A., Elmira.\nLyon, Nettie, W. Troy.\nMacdonald, Mason A., New Brighton.\n\nMadden, M. L., Rochester.\nMagovere, Mary A., N. Y.\nMaguire, Edward, Rushford.\nMainwaring, May, N. Y.\nMaitland, Susie F., Cohoes.\nManderville, F. E., Oleon.\n\nManro, W. D., Fairport.\nMarburg, Theodore, Saratoga.\nMassee, J. Edward, N. Y.\nMatteson, Florence M., Oneonta.\nMaxwell, F. B., Ithaca.\nMaxwell, Wm. H., Brooklyn.\nMayhew, Caroline, Marcy.\nMayhew, Laura F., Marcy.\nMciBride, Elizabeth, Geneseo.\nMcClaskey, Alice G., Saratoga Springs.\n\nMcDonald, E. F., Norwood.\nMcFalls, Alida, Gouverneur.\nMcFarland, Margaret, Salem.\nMcHench, Mrs. J., Cobleskill.\n\nMcKee, J. M. Silver Creek.\nMcKee, Jennie T. Silver Creek.\nMcKenna, Isabel, Buffalo.\nMcLean, C. D., Broekport.\n,\n\n,\n\nMcMillan, A., Utica.\n\nMcMonagle, Carrie E., Montgomery.\nMcMurray, J. B., Margaretville.\nMcNeill, Sallie L., Montgomery.\nMcRae, Mary S., Saratoga.\nMead, Linda V., Oneonta.\nMeineke, Miss E. M., N. Y.\nMeredith, Kate, Vernon.\nMeredith, Frankie, Vernon.\nMiller, Chas. M., N. Y.\nMiller, Margaret, Montgomery.\nMiles, Helen A., Brooklyn.\nMiles, Ida L., Greenbush.\nMilliken, A. E., Port Henry.\nMilne, W. J., Albany.\nMilne, John M., Geneseo.\nMilne, James M., Oneonta.\nMiner, Sara B., Chazy.\nMitchell, Mary, Adams.\nMitchell, Mary A. G., New Rochelle.\nMitchell, C. Estelle, North Bay.\nMonks, Elizabeth, Elmira.\nMontfort, R. V. K., Newburg.\n\nMooney, Mrs. M. S., Albany.\nMoore, Mrs. Mary Davis, Oswego.\nMoore, Lucy P., Lansingburg.\n\nMoore, Clara L., Cobleskill.\nMoran, John J., Kingston.\nMore, Frances C., Salem.\nMorehouse, H. L., N. Y.\nMorey, Clayton L., Greenwich.\nMorgan, May B., Avon.\nJMorgan, Ruth, Cuba.\nMorrissey, Sarah, Dunkirk.\nMoss, J. C., Buffalo.\nMoss, Mrs. J. C, Buffalo.\nMumford, A. W., Utica.\nMumford, Mrs. A. W., Utica.\nMyers, Ada, Adams.\nNapier, Mrs. C. F., Brooklyn.\nNelson, Clara A., Auburn.\nNelson, Lillian, Saratoga Springs.\nNewbury, M. Louise, Cropseyville.\nNewland, Libbie, Stillwater.\nNewman, Miss E. A., Buffalo.\nNewson, H. D., N. Y.\nNichols, A. P., Adams Center.\nNorth, Edward, Clinton.\nNorth, Mary H., Clinton.\nNorton, A. W., Oswego.\nNorton, Carrie, Sandy Creek.\nNostrand, N. M., Flushing.\nOakley, Miss M. R., Buffalo.\n\nOatman, Etta C, Adams.\nO'Brien, MissC. E., N. Y.\nO'Connor, Grace, Buffalo.\nOlcott, J. M., N. Y.\nOlmstead, E. G., Potsdam.\nO'Neil, Hugh P., N. Y.\nO'Neil, IlenryP.. N. Y.\nO'Neil, Rose M., N. Y.\nO'Neill, Kate M., N. Y.\nOrr, Miss M. E., N. Y.\nOsborn, A. S., Rochester.\nOsborn, Abbie, Oswego.\nOsborn, Abbie P., Saratoga Springs.\nO'Shea, M. V., Leroy.\nOsincup, Lena K., Vestal Center.\nOveracker, M. L., Syracuse.\nOwen, E. J., Ticonderoga.\nPacker, E. L., Albany.\nPackard, S. S., N. Y.\nPackard, Mrs. S. S., N. Y.\nPalmer, F. B., Fredonia.\nPalmer, Mrs. S. G., Fredonia.\nPalmerton, Wilhelmina S.. Maraaroneck\nPardee, Sheldon J. Long Island.\nPardo, Carlos, N. Y.\nParks, S. A., Glens Falls.\nParsells, Isabelle, N. Y.\nParsons, J. R., Albany.\nPascal, Miss M., N. Y.\nPateman, Edna E., Brooklvn.\nPatton, C. L., N. Y.\nPatton, Anna M., Troy.\nPayne, Emma H., Brooklyn.\nPeabody, Laura J., Holland Patent.\nPeabody, Elizabeth G., Palmyra.\nPeck, J. W., Fairport.\n,\n\n"}
{"page": 843, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n831\n\nNEW YORK— Continued.\nPeckham, Miss J. E., Chittenango.\nPerry, Mrs. A. H., Chittenango.\nPerry, Louisa A., Elizabethtown.\nPerkins, A. D., Syracuse.\nPierce, W. M., Mayvillc.\nPierce, E. J., Saratoga.\nPinks, M. E., Port Chester.\nPlace, F. R., Caledonia.\nPlank, C. S., Waddington.\nPlimpton, George A., N. Y.\n\nPlough, M. C, North Cohocton.\nPool, Adelaide, Adams.\nPost, A. E., Durhamville.\nPotter, Belle, Conklingvillo.\n\nPoulson, Elmer, Brooklyn.\nPowers, Elizabeth M. Saratoga Springs.\nPowers, Gussie, Hudson.\nPratt, William 0., Brooklyn.\nPrice, Hattie E., Cornwall-on-the-Hudson.\nProte, Anna M., Jones ville.\nPulsifer, W. E., N. Y.\nPurdy, Henry S., Brewster.\nPurdy, Mattie E., Brewster.\nPye, George W. Palmyra.\nQuay, George H., Bath-on-the-Hudson.\nRadcliff, Emily H. Oswego.\nRanney, William C, Elbridge.\nRanney, Mrs. W. C. Elbridge.\nReed, A., N. Y.\nReed, Mrs. A., N. Y.\nReese, Cora, Westmoreland.\nReese, Lizzie A., Westmoreland.\nReeve, Charlotte E., Greenport.\nRegan, Mrs. E., N. Y.\nRemmell, Mrs. G. L., Johnstown.\n,\n\n,\n\n,\n\n,\n\nRennek, M. B., Geneva.\nRice, J. M., N. Y.\nRice, G. L., Buffalo.\nRice, Emily A., N. Y.\nRich, F. F., LeRoy.\nRichardbach, F. A., Rochester.\n\nRichardson, A. S., N. Y.\nRichardson, Ella, N. Y.\nRickoff, Mrs. Rebecca D., N. Y.\nRidell, R. R., Hamilton.\nRidell, Mrs. R. R., Hamilton.\nRiggs, Miss R. J., Troy.\nRiggs, Edith T., Elmira.\nRing, B., N. Y.\nRoberts, D., Greene.\nRoberts, H. H., Binghamton.\nRoberts, Louise, Syracuse.\nRobins, L. F., East Albany.\n\nRobinson, Miss S. C, N. Y.\nRobinson, Ella, Chittenango.\nRobinson, Ida L., South Glens Falls.\nRobinson, 0. D., Albany.\nRoblee, Marion, Canister.\nRoblee, Stella, Canister.\nRoot, Jeanette, Schuylerville.\nRorick, Lizzie M., Middleburg.\nRoth, Alice A., Buffalo.\nRound, R. J., Elmira.\n\nRourk, Anna L., Albany.\nRowley, Hattie E., Ketchum's Corners.\nRusk, Rebecca, Marlborough.\nRussell, James E., Ithaca.\nRussell, Frank D., I lion.\nRussell, Theresa A., Belgium.\nRyan, Fanny M., Fortsville.\nRyan, Isabelle M., Buffalo.\n\nRyon, Charles M., Kingston.\nSage, A. H., Waterville.\nSage, L. Belle, Norwich.\n\nSagomarsino, C, N. Y.\nSanders, Ardilla, Albany.\nSandford, Jared, Albany.\nSandford, Mrs. J., Albany.\nSalisbury, IMarv, Sandy Creek.\nSatterlee, E. E'., Elmira.\nSawyer, G. F., Carthage.\nSawyer, E. E., Saratoga.\nSawyer, Mrs. E. E., Saratoga.\nSchiller, Lina, Flushing.\nSchiller, Bianca. Flushing.\nSchoonmaker, Kate, Kingston.\nScott, M. W., Binghamton.\nScribner, Julia, Fairport.\nSears, Anna Bess, Montgomery.\nSeeley, Mrs. G. B., Rochester.*\nSeeley, Jessie A., Ballston Spa.\nSeely, Chas. D., Broclqport.\nSexton, Chandler, N. Y.\nShaffer, M. D., Albany.\n\nShanley, Anna M., Camden.\n\nShaw, W. B., Albany.\nShear, S. R., Pulaski.\nShearer, Flora A., N. Y.\nSheldon, Helen M., Ft. Ann.\nSheldon, E. A., Oswego.\nSheldon, Frances A. B., Oswego.\nSheldon, Laura A., Oswego.\nSheldon, Dorliska E. Oswego.\nShepherd, Carrie, Saratoga.\nShepherd, Jennie R., Saratoga.\nSherley, Frederick, Albany.\nShields, Nellie F., Rochester.\nShotwell, W. J., Skaneateles.\nSlaught, Mrs. Beatrice H., Brooklyn.\n,\n\nSmith, S. E., Sherrill.\nSmith, J. M., S. Glens Falls.\nSmith, A. W., Dolge ville.\nSmith, Frederick R., Norwood.\nSmith, F. E., Sandv Creek.\nSmith, H. P., Brooklyn.\nSmith, Edward, Syracuse.\nSmith, Chas. Sprague, N. Y.\nSmith, Ida M., S. Corinth.\nSmith, Esther J., Saratoga.\nSmith, Olive, Albany.\nSmith, S. Ellida, Verona.\nSmitl^ Margaret K., Oswego.\nSmyth, Marv Frances, Albany.\nSnyder, G. E., E. Carleton.\nSpeare, Georgiua, Johnstown.\nSpence, Eliza, Saratoga Springs.\n\n"}
{"page": 844, "printed_page": null, "text": "832\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\n\nNEW YORK— Concluded.\nSpence, Annie M., Saratoga Springs.\nSpencer, H. A., N. Y.\nSpencer, Carrie, Ithaca.\n\nTracy, Helen A., Elmira.\nTrainor, Mary A., W. Troy.\nTraut, Miss A. E., Buffalo.\n\nSpoonmaker, Mary, Newburgh.\n\nTryon, H. I., Winthrop.\nTucker, Ella, Stillwater.\nTurner, Geo. M., Auburn.\nTusbrick, W. W., Buffalo,\nlinger, Anna H., Greenbush.\nVan Akers, Mrs. G., N. Y.\nVan Allen, D. D., Camden.\nVan Ant weep, Syracuse.\nVan Norden, Ada, Waterford.\nVan Tuyle, C. H., Hamilton.\nVanderpool, Edwin C, Newburgh.\nValkenburg, I. D., W. Troy.\nVan Vorhes, Mrs. C. W., Saratoga.\nVan AVagener, Mary L., N. Y.\nWagar, H. File, Brooklyn.\nWaglum, Sarah A., Oneida.\nWaite, Henry R., N. Y.\nWaite, Mrs. H. R., N. Y.\nWalker, Agnes M., Brooklyn.\nWalker, Mary E., Brooklyn.\nWalker, Elizabeth H., Saratoga.\nWalker, Ettie D., Saratoga.\nWarde, A. D., E. Syracuse.\nWeast, Jno. C, S. Schenectady.\nWest, Geo. H., Galway.\nWeymeth, Grace M., Utica.\n\nSpragiie, Josie, S. Butler.\nSprague, Sarah E., Gouverneur.\nSprole, S. E., Syracuse.\nSquire, Mary V., Buffalo.\nStearns, W. E., Mohawk,\nStearns, Mrs. W. E., Mohawk.\nSteffy, W. K., Elraira.\nSteffy, W. K., Elmira.\nStephens, Esther, Mt. Vision.\nStephens, Harriet E., Mt. Vision.\nStetson, Arthur D., Brooklyn.\nStevens, H. E., Bergen.\nStevenson, M. C, N. Y.\nStewart, Clara, Oneonta.\nStill, Mrs. M. C, Syracuse.\nStockwell, A. P., Brooklyn.\nStoddard. Ella M., Buffalo.\nStout, I. H., Geneva.\nStout, Mrs. I. H., Geneva.\n\nStowell, T. B., Potsdam.\nStowits, G. H., Buffalo.\nStrachan, Grace C, Buffalo.\nStratton, Geo. H., Arcade.\nStratton, Mrs. Geo. H., Arcade.\n\nS trout, Emma, Brooklyn.\nStrong, Otis, Auburn,\nStrong, Mrs. C. W., Oneonta.\nStrough, P. A., Lafargeville.\nSullivan, Ellen, Albany.\nSwartwood, Elizabeth W., Elmira.\nSweet, Mrs. N., Ballston.\nSvkes, E. Louise, Ballston.\nTaber, Miss S., Buffalo.\nTaft, G. A., Potsdam.\nTalcott, Ella J., Silver Creek.\n\nTawson, Anna F., Montgomery.\nTaylor, H. L., Canandaigua.\nTaylor, Mrs. H. L., Canandaigua.\nTaylor, A. J., Rochester.\nTaylor, A. N., Westfield.\nTaylor, Musette, Adams.\nTebbits, Nellie K., Camden.\nThatcher, Eleanor T., E. Albany.\nThayer, Minnie M., Burnsides.\nThomas, Nancy R., Bath.\nThompson, Sue, Elmira.\n\nThomson, W. P., Auburn.\nThurston, M. B. H., Buffalo.\nTichenor, M. N., S. Lansing.\nTierney, Agnes L., Sherwood.\nTiffany, M. J., N. Cohocton.\nTifft, W. C, Sandy Creek.\nTilden, P. W., Albion.\nTodd, Augusta, Fairport.\nTompkins, Mrs. C. P., Utica.\nTompkins, Lily M., Sidney.\nTorrey, Mrs. E., N. Y.\n\nWhalen, E. S., Rochester.\nWheeler, Minnie P., Center Creek.\nWheelock, Chas. F., Canajoharie.\nWhitcomb, J. A., Brooklyn.\nWhite, Andrew I)., Ithaca.\nWhite, Mrs. A. D., Ithaca.\nWhitney, Wm., Athens.\nWilkins, A. E., Flushing.\nWilkinson, Ara, Caledonia.\nWilliams, L. L., Rochester.\nWilliams, Mrs. Jno. F., Rome.\nWilliams, Sherman, Glens Falls.\nWilliams, C. L., N. Y.\nWilliams, S. G., Ithaca.\nWilliams, Cornelia, Ithaca.\nWilson, W. S., Farmer.\nWinne, James, Poughkeepsie.\nWitherbee, G. P., Port Henry.\n\nWood, Judson I., Ilion.\nWoodard, May, North Bay.\nWright, A. M., Waterville.\nWright, Jennie L., Baldwinsville.\nWright, Grace, Grahamsville.\nWright, Carrie, Grahamsville.\nWright, Julia A., Oneonta.\nWright, Abbie A., N. Y.\nYager, Adele, Oneonta.\nYoumans, Lydia D., Winterford.\n\nYoung, I. E., New Rochelle.\nYoung, Miss Frank, Montgomery.\nZuber, Paul, N. Y.\n\n—New York, 611.\n\n"}
{"page": 845, "printed_page": null, "text": "ANNUAL MEMBERSHIP,\n\n833\n\nNORTH CAROLINA.\nAlexander, Nannie L., Concord.\nCaldwell, A. E., Statesville.\nChapman, S. E., Concord.\nChapman, M. E. Concord.\nDaney, Charlotte E., Tarborough.\nDavis, A. C, Winston.\nFarinholt, Mrs. L. A., Asheville.\nFoust, J. J., Wilson.\nHalyburton, Minnie, Asheville.\n,\n\nHanss, J. W., Statesville.\nHorner, J. M,, Oxford.\nHume, Thos., Chapel Hill.\nButton, Belle, Greensborough,\nLong, Lorena, Graham.\nMcArn, A. H., Wilson.\nMillard, Katie, Asheville.\n\nWhite, Annie, Greensborough.\n\n— North Carolina, 17.\n\nNORTH DAKOTA.\nBarnum, Anna L., Mayville.\nBemus, Carrie E., Mayville.\nCathro, F. R., Bottineau.\nCathro, F. W., Bismarck.\nCathro, Mrs. F. W.. Bismarck.\nDavis, Mrs. Mattie M., Casselton\nHelfuty, Frances, EUendale.\nHelfuty, Grace, EUendale.\n\nKundson, R. S., Grand Forks.\nMcMillan, Harlon, Milnor.\nMcNaughton, James, Mayville.\nMilne, Jennie, Grand Forks.\nPhelps, H. W., Grafton.\nPhelps, Mrs. H. W., Grafton.\nRuring, G., Durbin.\nRuring, Mrs. G., Durbin.\n\n—North Dakota, 16,\n\nOHIO.\nAbraham, V., Cincinnati.\nAndrews, Idelette, Dayton.\nBaker, J. H., Boulder.\nBaker, Lewis A., Fayette.\nBaker, Mrs. Mary, Fayette.\nBaldwin, N. Dora, Urbana.\nBeaver, Ida D., Cleveland.\nBelles, Eva, Cleveland.\nBeltz, W. H., Alliance.\nBennett, C. W., Piqua.\nBennett, Mrs. C. W., Piqua.\nBennett, Frank, Piqua.\nBennett, Mrs. F., New Lisbon.\nBennett, B. S., Milford Center.\nBennett, Orpha, Milford Center.\nBennett, Harriet, Milford Center.\nBenson, Fannie B., Cleveland.\n\nBonebrake, Lewis D., Mt. Vernon.\nBoyd, A. A., Cincinnati.\nBradbury, E. P., Cleveland.\nBrennan, K. S., Cleveland.\nBrown, Frances, Cleveland.\nBuoton, Sarah, Chagrin Falls.\nBurns, J. J., Canton.\nBurns, Mrs. Kate E., Canton.\nBurns, Lizzie S. E., Toledo.\nButler, Alice M., Columbus.\nCampion, Kate, Cleveland.\nCampton, H. W., Toledo.\nCampton, Mrs. H. W., Toledo.\nCleveland, Charlotte, Washington.\nCorson, 0. T., Columbus.\nCox, E. B., Xenia.\nCox, Mrs. E. B., Xenia.\nCox, C. B., Xenia.\nCunningham, Susan, Columbus.\nCunningham, Mary, Columbus.\nDana, Mrs. H. C, Oberlin.\nDana, Lucy H., Oberlin.\nDavis, Nellie, Norwalk.\nDeaver, Clara 0., Cleveland.\nDraper, Andrew S., Cleveland.\n53\n\nDutton, Kate E., Cleveland.\nDutton, Bettie A., Cleveland.\nDyer, Frank R., Salem.\nDyke, F. L., Cleveland.\nDyke, Mrs. F. L., Cleveland.\nEspleman, N. V., Cleveland.\nFoster, Mary V. A., Norwalk.\nEraser, Helen, Columbus.\nGantvoort, A. J., Piqua.\nGerlaugh, J. A., Harshman.\nGerlaugh, Mrs. Bertha, Harshman.\nGerkins, Irma C. Dayton.\nGladding, Alfred E., E. Liverpool.\nGlover, N. L., Akron.\nGotwald, Fred., Springfield.\nGray, Jennie L., Wauseon.\nGregg, F. M., Nevada.\n,\n\nGriffith, J. W., Tiffin.\nGriffith, Rose, Tiffin.\n\nHaile, Jane T., Cincinnati.\n\nHand, M. J., Xenia.\nHanes, J. C, Mansfield.\nHarding, S. C, Oberlin.\nHarding, Mrs. S. C, Oberlin.\nHenderson, G. W., De Graff.\nHickox, Chas., Cleveland.\nHickox, Frank F., Cleveland.\nHickox, Annie B., Cleveland.\nHippard, Minette, Dayton.\nHorsley, Louise D.. Cincinnati.\nHoward, Mrs. T. F., Oberlin.\nHubbell, G. A., Fairfield.\nHuddleston, Ida, St. Paris.\nJacobs, Norma, Toledo.\nJones, E. A., Massillon.\nJones, A. O., Cincinnati.\nKaedd, Jennie C, Canton.\nKaedel, Clara E., Waynesburg.\nKelley, Eva M., Cleveland.\nKelley, Lucy X., Cleveland.\nKelty, Cornelia, Youngstown.\nKennan, Jairus R., Medina.\n\n"}
{"page": 846, "printed_page": null, "text": "—\n\n834\n\nTBE NATIONAL EDUCATIONAL ASSOCIATION.\nOHIO\n\nConcluded.\nPerteson, Mary L., Cleveland.\nPrice, Nettie, Columbus.\nRankin, Stanley, Columbus.\nRankin, Belle, Columbus.\nReveley, Ellen G., Cleveland.\n\nKennan, Cora E., Medina.\nKimball, Mary L., Medina.\nKing, H. C, Oberlin.\nKuleman, Agnes, Akron.\nLair, Mrs. L. B., Dayton.\nLaird, Mrs. Ida E., Cleveland.\nLawrence, Edith, Akron.\nLaws, Annie, Cincinnati.\n\nRichardson, Wm., Cleveland.\nRiordan, Anna E., Columbus.\nScott, Jessie J., Canton.\n\nLaws, Alice, Cincinnati.\n\nShawan, J. A., Columbus.\n\nLeathly, Ella, St. Paris.\nLee, S. J., Columbus.\nLee, Jennie A., Columbus.\nLeiter, Mrs. Frances W., Mansfield.\nLewis, Elizabeth, Urbana.\n\nSked, Miss C. P., Cleveland.\nSmalley, Elizabeth A. Ashtabula Harbor.\nSnyder, Linda L., Columbus.\nSpooner, Mrs. Nora, Cincinnati.\nStevenson, Mary H., Cincinnati.\nStewart, N. Coe, Cleveland.\nStone, F. S., Cleveland.\nStorrs, Mrs. E. A., Plainsville.\n,\n\nLofferty, L. L., Akron.\nLoomis, H. T., Cleveland.\nLoomis, Mrs. H. T., Cleveland.\nLowes, Lottie, Dayton.\nLowes, Blanche, Dayton.\nMarsh, Mrs. Geo. H., Van Wert.\nMcClelland, R. 0., Austinburg.\nMcFarland, Wm. H., Columbus.\nMcGee, Mrs., Sandusky.\nMcGraw, Mrs. A. H., Cleveland.\nMcVance, W., Urbana.\nMeyer, Ida, Cleveland.\nMever, Mrs. Viola, Tiffin.\nMiller, C. C, Hamilton.\nMiller, Mrs. C. C, Hamilton.\nMiller, Elizabeth, Columbus.\nMiller, Mary, Columbus.\n\nStorrs, Hattie, Plainsville.\nSullivan, Christine, Cincinnati.\n\nSupee, Chas. W., Athens.\nTagg, Clara G., Cleveland.\nTerrel, Harriet E., Cleveland.\nTrendley, F., Youngstown.\nTurnbull, Lillie, Canton.\nTurnbuU, Mary, Canton.\nUmbstaetter, Clara M., Cleveland.\nVance, Sophia, Van Wert.\nVogel, Wm. H.. Cincinnati.\nWade, Mrs. M. C, Dayton.\nWalke, Matilda L., Cincinnati.\nWalker, Mrs. A. B., Canton.\nWard, A. L., Cleveland.\n\nMitchell, T. J., Cleveland.\n\nMorrey, W. T., Columbus.\nMorse, L. I., St. Paris.\nMorse, Mrs. L. I., St. Paris.\nMosford, Curtis R., S. New Lyme.\nMulford, J. M., Mechanicsburg.\nMulford, Mrs. J. M., Mechanicsburg.\nMurray, Annie, Cincinnati.\nMyers, P. V., Cincinnati.\nMyers, Ida C, Cincinnati.\nNorthrop, Calvin T., Garrettsville.\nOrth, Florae, Canton.\nOrton, Clara G., Columbus.\nOsgood, Anna M., Columbus.\nPatterson, C. C, Springfield.\nPelton, Ella M., Cleveland.\n\nWarner, Frank C, Plainsville.\nWarner, Mrs. F. G. L., Plainsville.\nWhite, E. E., Cincinnati.\nWhite, Mrs. E. E., Cincinnati.\nWhite, W. J., Dayton.\nWhite, Mrs. W. J., Dayton.\nWhite, Mira, Dayton.\nWilliams, W. G. Delaware.\nWilliams, Mrs. D. L., Delaware.\n,\n\nWilmot, Julia, Cleveland.\nWilson, Miss S. J., Chardon.\nWilt, A. D., Dayton.\nWood, Elizabeth A., Columbus.\nWood, Linnie S. Columbus.\nYarnell, M. A., Sidney.\n,\n\n—Ohio, 178.\n\nOKLAHOMA.\nBoyd, D. R., Norman.\nBoyd, Mrs. D. R., Norman.\n\nHarvey, Flora E., Norman.\nSmoke, Delia M., Kingfisher.\n\n— Oklahoma,\n\nONTARIO.\nBaird, Hester, Toronto.\nBaird. R. S., Toronto.\nBallard, W. H., Hamilton.\nBowron, Minnie, Toronto.\nCurrie, Louise M., Toronto.\nDeawn, Geo., Toronto.\nGallagher, R. E., Hamilton.\nGray, Alice, Toronto.\nGrigg, Miss E. J., Toronto.\n\nGrigg, May, Toronto.\nHarton, A. M., Toronto.\nHogarth, E. S., Woodstock.\nHogarth, Mrs., Woodstock.\nHolton, C, Toronto.\nHughes, James L., Toronto.\nHughes, Mrs. J. L., Toronto.\nHughes, Helen M., Toronto.\nHyves, James S., Toronto.\n\n4'\n\n"}
{"page": 847, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n835\n\nONTARIO—Concluded.\nJohnston, Geo. L., Hamilton.\nKerr, Chas. W., Toronto.\nMackenzie, Grace, Stratford.\nMcCabe, Wm., Toronto.\nMcCabe, Clara, Toronto.\nMaunell, Lorena, Toronto.\nNewcoinb, Mrs. Leontine F., Hamilton,\nRitchie, M. S., Brampton.\nRitchie, Geo. M., Toronto.\nSanderson, A. L., Toronto.\n\nHamilton.\nSmith, Byron, Hamilton.\nStoddard, A., Toronto.\nStoddard, Miss E., Toronto.\nTaylor, Miss S. L., Toronto.\nWalker, Maggie, Toronto.\nWilkinson, W. C., Toronto.\nWilkinson, Ida, Toronto.\nWilson, E. B., Harriston.\nWylie, Mary J. B., Brantford.\nSinclair, S. B.,\n\nSemple, Jessie, Toronto.\n\nOntario, 39.\n\nOREGON.\nCraine, Annie, Junction City.\nMcElroy, E. B., Salem.\nMcElroy, Mrs. E. B., Salem.\n\nSlatten, Lillian E., Portland.\nWallace, Grace I., Portland.\n\n— Oregon,\n\nPENNSYLVANIA.\nAlbro, S. H., Mansfield.\n\nAmet, Mrs. R. W., Philadelphia.\nAnthony, Anna, Philadelphia.\nBaer, Samuel A., Reading.\nBehm, Mary E., Reading.\nBirdsall, W*^. W., Germantown.\nBishop, Eliza A., Harrisburg.\nBoger, Cyrus, Lebanon.\nBoone, J. W., E. Downingtown.\nBoughton, Willis, Philadelphia.\nBraden, Ella S., Philadelphia.\nBradshaw, Sarah B., Philadelphia.\nBrelsford, Chas. H., Philadelphia.\nBrooks, H. Maria, Philadelphia.\nBrooks, Edward, Philadelphia.\nBuchel, R. R., Lancaster.\nBurke, E., Philadelphia.\nCanning, Ella, Philadelphia.\nCargo, R. M., Pittsburg.\nCargo, Gertrude, Pittsburg.\nChew, Miss S. H., Philadelphia.\nCleaver, K., Hawley.\nCoburn, E. J., Erie.\nCordery, Sara M., Philadelphia.\nCornell, Watson, Philadelphia.\nCornell, Mrs. W., Philadelphia.\nDagers, M., Ambler.\nDagers, Anna E., Ambler.\nDavis, Annie, Conshohocken.\nDeatrick, W. W., Kutztown.\n\nDeGarmo, Chas., Swarthmore.\nDeyoe, Mrs. R. E., South Oil City.\nDu Bois, W. P., Coudersport.\nDunn, Miss M. B., Philadelphia.\nDunne, Miss M. H., Philadelphia.\nEagle, May, Bristol.\n\nEckhardt, Miss A. R., Philadelphia.\nElliott, Florence A., Philadelphia.\nEugard, L., Philadelphia.\nEvans, Sarah A., Philadelphia.\nFichthorn, Clara C, Reading.\nFichthorn, Hannah E., Reading.\nFisher, H. W., Pittsburg.\nFisher, Mrs. H. W.. Pittsburg.\nFoster,\n\nRoland H., Chester.\n\nFoster, C. F., Chester.\nFox, Miss H. A., Philadelphia.\nGabrylwitz, M. M., Philadelphia.\nGarrett, Mrs. M., Philadelphia.\nGibson, T. W., Philadelphia.\nGressly, Mrs. S. S., McKeesport.\nGross, H. L. W., Hartford.\nGussly, S. S., McKeesport.\nHaggenbotham, Miss M., Philadelphia.\nHayden, Anna F. Wawa.\nHeerman, David A., Hazleton.\n,\n\nHeins, Mary, Eshbach.\nHigham, I. W., Philadelphia.\nHouck, Henry, Harrisburg.\nIrwin, Sara M., Philadelphia.\nJacob, Louisa M., West Grove.\nJames, S. M., Philadelphia.\nJardley, Chas., Reading.\nJohnson, Maria L., Philadelphia.\nJones, M. G., Philadelphia.\nJones, A. L., Philadelphia.\nJones, Addison, West Chester.\nJude, G. W. Sugar Grove.\nKinsman, Winnie, Sugar Grove.\nKitner, Lotta, Wvalusing.\nKleisz, C. v., Philadelphia.\nKline, Jas. G., Philadelphia.\nLamberton, Miss M. J., Philadelphia.\nLewis, Lizzie J., Avondale.\nLighty, W. H., Mulberry.\nLipsett, J. W., Philadelphia.\nLipsett, W. J., Philadelphia.\nLipsett, Mrs. J. W,, Philadelphia.\nLloyd, Elizabeth, Newtown Square.\nLukens, Ella, Philadelphia.\nLyte, E. 0., Millersville.\nMacAlister, James, Philadelphia.\nMackenzie, Constance, Philadelphia.\nMackenzie, Adelle, Philadelphia.\n,\n\nMackey, E., Butler.\nMdlCaskey, J. P., Lancaster.\n\nMcFarland, Mary P., Linwood.\nMalin, Nettie S., Coatesville.\nMaltby, Albert E., Slippery Rock.\nMaris, Geo. L., Philadelphia.\n\n5.\n\n"}
{"page": 848, "printed_page": null, "text": "836\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nPENNSYLVANIA—Concluded.\n\nMarkley, Minerva, Schwenksville.\nMartin, Agnes, Philadelphia.\nMaxwell, Isabelle, Philadelphia.\nMaxwell, Mary, Philadelphia.\nMichener, J. H., Wissinoming, Phila.\nMichener, Alice B., Wissinoming, Phila.\nMickleback, L., Philadelphia.\nMickleback, Clara. Philadelphia.\nMiller, L. D., Philadelphia.\nMiller, Jno. M., Philadelphia.\nMiller, Mrs. J. A., Philadelphia.\nMofEett, Elizabeth N., Philadelphia.\nMoffett, Martha, Philadelphia,\nMorrison, Andrew J., Philadelphia.\nMoyer, Nora C, Reading.\nNelson, Miss A. L. Taylorsville.\nNeville, Margaret J., Philadelphia.\nNeville, Agnes G., Philadelphia.\nNoss, H. B., California.\nNyce, Olivia, Norristown.\nOsier, Miriam R., Philadelphia.\nOsier, Mrs. L. A., Philadelphia.\nParry, Kate, Philadelphia.\nPasmore, Jno. A. M., Philadelphia.\nPassmore, Jno., Philadelphia.\nPassmore, Anna B., Philadelphia.\nPassmore, Edith D., Philadelphia.\nPatten, Simon N. Philadelphia.\nPepper, Wm., Philadelphia.\nPhillips, F. J., McKeesport.\nPhillips, Mrs. F. J., McKeesport.\nPhillips, G. W., Scranton.\n,\n\n,\n\nPike, L. May, Linwood.\nPiper, Virginia C, Philadelphia.\nProwell, Elizabeth, Yocumtown.\nPyle, L. M., Philadelphia.\nRandall, Chas. A., Philadelphia.\nRandall, Elizabeth N., Philadelphia.\nRementer, Katie L., Philadelphia.\n\nRoland, Lina M., Reading.\nRoss, Mattie A., Collamer.\nRowell, F. C, Factory ville.\nRyan, A. M., Philadelphia.\nSaidler, Mrs. E., Philadelphia.\nSchaeffer, N. C, Kutztown.\n\nC, Kutztown.\nSchmucker, S. C, Indiana.\nSeegmiller, Miss W., Alleghany.\nSilliraan, Phoebe C, Philadelphia.\nSilliman, Irene, Mt. Carmel.\nSmith, A. G. C, Media.\nSchaeffer, Mrs. N.\n\nSmith, Mrs. A. G. C, Media.\nSmithson, Edith, Pittsburg.\nSnyder, J. L., Alleghany.\nSnyder, Frank, Point Marion.\nSuyder, Happy L., Point Marion.\nSnyder, Clara M., Alleghany City.\nSpayd, H. H., Minersville.\nSpayd, Mrs. H. H., Minersville.\nStephens, A. M., Philadelphia.\nSterling, S. H., Philadelphia.\nSterling, Mary, Philadelphia.\n\nStewart, T. S., Philadelphia.\nStewart, Mrs. T. S., Philadelphia.\nStewart, Ralph C, Philadelphia.\nStewart, Jno. L., Harrisburg.\nStewart, Sarah A., Philadelphia.\nStiles, Gertrude, Erie.\nStiles, Netta, Erie.\nStout, Geo. H., Philadelphia.\nTadd, J. Liberty, Philadelphia.\nTalbot, Henry, Philadelphia.\nThomas, E. L. G., Philadelpliia.\nTilney, Mrs. Anna L., Philadelphia.\nTownsend, Geo. W., Philadelphia.\nTreanor, Anna B., Philadelphia.\nTwitmyer, Geo. W., Honesdale.\nVan Gunten, Mary, Philadelphia,\nWallace, Ella J., Philadelphia.\nWaller, D. J., Bloomsburg.\nWaller, Mrs. D. J., Bloomsburg.\nWalton, R. S., Philadelphia,\nWalton, Joseph S, Ercildoun.\n,\n\nWelsh, J. P., Bloomsburg.\nWelsh, Mrs. J. P., Bloomsburg.\nWilde, Sarah E., Chester.\nWilkinson, Mary, Bristol.\nWilliams, Anna W., Philadelphia,\nWilliamson, L. J., Philadelphia.\nPennsylvania, 178.\n\n—\n\nQUEBEC.\nMitchell, S. A,, Sherbrooke.\nMurray, J. Clark, Montreal.\n\nTemple, E, M., Quebec.\nRexford, E. I., Montreal.\n\nRexford, Mrs. E. I., Montreal.\nRinfret, Raoul, St. Stanislas.\nSimpson, Mrs. Margaret, Montreal.\nWalbridge, Mabel, St. John's.\n\n— Quebec,\n\nRHODE ISLAND.\nBaker, Benj., Newport.\nBarrows, A, C, Providence.\nBarrows, Ella, Providence.\nBellows, Annie, Ashton.\nBellows, Carrie, Ashton.\nCollins, Ada M., Warring.\nFisher, G. C, Pawtucket.\nGuilbert, J. F., Providence.\nHall, Mrs., Providence.\n\nHall, Amy, Providence,\nHarris, Miss E, G., Woonsocket.\nKelliher, M. W., Pawtucket.\nKetchura, Mrs, E., Providence.\nLittlefield, Geo. A., Providence.\n\nMarble, Sarah, Woonsocket.\nMatteson, Plortense A., Allenton.\nMatteson, Anna S., Allenton.\nSchaffer, Emma, Providence.\n\n8.\n\n"}
{"page": 849, "printed_page": null, "text": "ANNUAL MEMBERSEIP.\n\n837\n\nRHODE ISLAND— Concluded.\nTarbell, H. S., Providence.\nWilson, W. E., Providence.\n\nSchaffer, Helena, Providence.\n\nStockwell, T. B., Providence.\nStrout, Susan L., Wakefield.\n\n— Rhode Island, S3.\n\nSOUTH CAROLINA.\nMcCants, Fannie C, Columbia.\nMcCaslan, Eliza, Laurens.\nRoach, Emma, Rock Hill.\n\nBrown, V. D., Anderson.\nBulkley, W. L., Orangeburg.\nCater, Miss L. C., Charleston.\nMaggie, Yorkville.\nLaniel, W. V., Brunson.\nLucas, Rosa, Parksville.\n\nRowell, P. E., Lexington.\nRowell, Mrs. P. E., Lexington.\n\nGist,\n\nStonley, J. C, Columbia.\nStonley, Mrs. E. D., Columbia.\nSouth Carolina, I4.\n\nLynch, A. W., Johnson.\n\n—\n\nSOUTH DAKOTA.\nDinsraore, R. M., Aberdeen.\n\nDuncan, T. A., Mitchell.\nEricson, Sylvia A., Elk Point.\nEricson, E. C, Elk Point.\nFree, A. T., Yankton.\nJones, John, Chamberlain.\n\nKing, C. L., Milbank.\nKing, Mrs. C. L., Milbank.\nLovejoy, E. M., Aberdeen.\nMauck, J. W., Vermilion\n\nNoble, Dell, Mitchell.\nShuckman, P., Charleston.\nShuckman, Mrs. P., Charleston.\nSpencer, C. A. M., Bismarck.\nStay, J. D., Yankton.\nTalcott, J. S., Elk Point.\nTalcott, Mrs. Susan, Elk Point.\nTalcott, Will C, Elk Point.\n\nThomas, Mrs. Lizzie, Sioux Falls.\nWhipple, H. J., Sioux Falls.\n\n—South Dakota, 20.\n\nTENNESSEE.\nBailey, Miss L. B., Jackson.\nBoone, J. L., Hartsville.\nBoower, Mrs. Z. H., Nashville.\nBoyd, Miss C. I., Nashville.\nBoyd, S. B., Nashville.\nBoyer, M. R., Nashville.\nBrandon, Geo. W., Nashville.\n\nBush, Maggie, Chattanooga.\nCharaplin, H., Nashville.\nChilders, J. S., Pulaski.\nChilders, Mrs. J. S., Pulaski.\nCrosthwait, Eliza, Nashville.\nDavis, Miss R., Knoxville.\nDick, Nellie H., Knoxville.\nDuncan, Callie, Nashville,\nGarrett, W. R., Nashville.\nGoodman, Frank, Nashville.\nGoodrich, Mary, Nashville.\nGoodrich, Belle, Nashville.\nGrant, S. L., Chattanooga.\nHavnes, Manda, Nashville.\nHubbard, G. W., Nashville.\nHuffaker, H. D., Chattanooga.\n\nLichtenwanger, Minnie, Knoxville.\nLichtenwanger, Anna, Knoxville.\nLitton, Mattie, Nashville.\nManning, P. H., Nashville.\nMcCallie, J. H., Knoxville.\nMcCallie, J. M., Knoxville.\n\nMarch, Mariana, Jackson.\nMonroe, W. T., Nashville.\nMuse, W. A., Rutherford.\nOdell, Mary, Knoxville.\nPayne, W. H., Nashville.\nPryor, J. C, Nashville.\nRandle, Lulu, Nashville.\nReynolds, Pauline, Nashville.\nSneed, J. R., Nashville.\nSneed, Mrs. J. R., Nashville.\nSneed, Mrs. E. G., Brentwood.\nSneed, Annie L., Nashville.\nSpurlock, Sara, Nashville.\nSullivan, Irene, Tracy City.\nSwift, Mrs,, Knoxville.\nTate, James A., Fayetteville.\nTurner, Frank, Nashville.\n\nJohnson, Mrs. J. W., Franklin.\n\nWagner, Miss G. A. Chattanooga.\n\nJones, W. S., Memphis.\nJones, Mrs. C. S., Memphis.\nKerley, T. A., Nashville.\nLanter, Mrs. Sarah, Chattanooga.\nLanter, Katie, Chattanooga.\n\nWhite, W. T., Knox^^lle.\nWinstead, Walter, Nashville.\nWinstead, Mrs. Walter, Nashville.\nWyatt, H. D., Chattanooga.\n\n,\n\n— Tennessee, 67.\n\nTEXAS. ^\nBaldwin, Joseph, Austin.\nBoyd, Miss M. V., Pearsall.\nChrisman, Oscar, Gonzales.\nHalsted, Geo., Austin.\nLacefield, W. R., Waco.\n\nLipscomb, Maude, Luling.\nManey, Bessie, Pearsall.\nPritchett, H. C, Huntsville.\nRobinson, Maud, Gonzales.\nTexas, 9.\n\n"}
{"page": 850, "printed_page": null, "text": "838\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION.\nUTAH.\nMalone, W. R., Salt Lake City.\nMarlatt, Abby L. Logan.\nMillspaugh, J. F., Salt Lake City.\n\nAngsburg. R., Salt Lake City.\nBarton, W. W., Salt Lake CityBrown, Antoinette, Salt Lake City.\nChadwiek, Blanche, Salt Lake City.\n\n,\n\nWork, Frank B., Salt Lake City.\n\n— Utah,\n\nVERMONT.\nBaker, Henry S., Danby.\nBeard, Geo. P., St. Albans.\nCamp, Ellen, South Barre.\nCampbell, John, Barre.\nCarpenter, Maude, North Benningtoi\nCleveland, Sinnie, Ludlow.\nCleveland, Carrie, Ludlow.\nDavis, Chas. S., Bennington.\nFerrin, A. C, Manchester.\nFisk, Amy B., Montpelier.\nFisk, Hattie C, Montpelier.\n\nGordon, Minerva, Grand Isle.\nHazen, Irwing A., Windsor.\nKamp, Don, Barry.\nKennedy, G. W., Fair Haven.\nRogers, Anna, Bennington.\nRogers, Helen O., Bennington.\nSibley, M. Blanche, Bennington.\nWaldleigh, Edna, Berkshire.\nWheeler, Mary L., Fairfax.\nWhite, Julia A., Bennington.\nVermont,\n\n—\n\nVIRGINIA.\nFarmer, Minnie, News Terry.\n\nSmithdeal, G. M., Richmond.\n\n— Virginia,\n\n2.\n\nWASHINGTON.\nBarnard, F. J., Seattle.\n\nWEST VIRGINIA.\nAnderson, B. S., Wheeling.\nAnderson, W. H., Wheeling.\nBullerman, Bird, Charles town.\nCampbell, C. N., Charlestown.\nCampbell, Miss F. S., Wheeling.\nChaplin, Amy, Wheeling.\nFrasher, J. M., Wheeling.\nGibson, Mrs. Geo. H., Wheeling.\nHamilton, Mrs. M. V., Wheeling.\nHamilton, Miss L. D., Wheeling.\n\nMatthews, Mrs. Geo., Wheeling.\nMatthews, Edith, Wheeling.\nMcCurdy, Martha, Wheeling.\nNorton, Virginia, Wheeling.\nOgden, H. N,, Morgantown.\nPrillerman, Byrd, Charleston.\nSchmiedt, Oscar, Bethany.\nShriver, N., Wheeling.\nTucker, Mac C, Parkersburg.\nTurner, E. M., Morgantown.\nWest Virginia, SO.\n\n—\n\nWISCONSIN.\nBailey, F. J,, Janesville.\nBailey, Mrs. F, J., Janesville.\nBarrett, Carrie F. Milwaukee.\nBenton, W. W., Galesville.\nBonfoey, Jennie, Milwaukee.\n,\n\nBryan, Alexander, Milwaukee.\nBushnell, Nellie, Warsaw.\nCase, L., Prairie Du Chien.\nCase, Laura, Prairie Du Chien.\nChapin, Ellen F. Beloit.\nChapin, R. C, Beloit.\n,\n\nMilwaukee.\nColman, Mrs. Henry, Milwaukee.\nColman, Anna L., Milwaukee.\nComstock, Mrs. J. T., Milwaukee.\nComstock, Jessie, Milwaukee.\nCooley, Frank W., Janesville.\nCunningham, M. A., Dayton.\nChristie, Jessie,\n\nDavis, Nancy M., Oshkosh.\nDopp, Cora, Warsaw.\nFelker, L. M., Oshkosh.\nGraham, Robert, Oshkosh.\n\nGraham, Adda, Milwaukee.\n\nHanson, Mary, Beloit.\nHardy, Albert, Lacrosse.\nHoyt, Judson E., Menomonee.\nHoyt, Mrs. J. E., Menomonee.\nHughes, Jennie, Cambria.\nHumphrey, J. N., Whitewater.\nHumphrey, Mrs. J. N., Whitewater.\nKaunhenner, Wm., Milwaukee\nKratsch, Wm., Milwaukee.\nLammers, H. C., Milwaukee.\nLittell, Anna H., Milwaukee.\nLloyd, Anna C, Milwaukee.\nMaloney, Alice M., Milwaukee.\nMapell, J. J., Milwaukee.\nMarvin, Jennie G., Oshkosh.\nMayer, Chas., Oshkosh.\nOlcott, Miss A., Oshkosh.\nOstrom, Henry, Milwaukee.\nOstrom, Mrs. H., Milwaukee.\nPassmore, Wm., Milwaukee.\nPassmore, Jane B., Milwaukee.\nPease, Lynn S., Janesville.\nPennell,Miss E. J., Milwaukee.\n\n"}
{"page": 851, "printed_page": null, "text": "ANNUAL MEMBERSHIP.\n\n839\n\nWISCONSIN—Concluded.\nPierce, Marion, Milwaukee.\nPringle, Tom, Milwaukee.\nPringle, Mrs. Tom, Milwaukee.\n\nRadford, Elizabeth, Oshkosh.\nRead, Harriet A. M., Lake. Geneva.\nRoberts, Wm. P., Evansville.\nRogers, A. J., Milwaukee.\nSabin, Alice A. Windham.\nSabin, Miss E. C, Fox Lake.\nSalisbury, Albert, Whitewater.\nSarles, Deborah. Racine.\nSechler, Grace, Sechlerville.\n,\n\nSho waiter, Clyde R., Plattsville.\n\nSlightam, Geo., Janesville.\nSlightam, Mrs. Henrietta, Janesville.\nSmith, Hattie E., Milwaukee,\nSpencer, R. C, Milwaukee.\nSwart, Rose C, Oshkosh.\nTerry, H. L., Lake Mills.\nTerry, D. C, Lake Mills.\nTravers, Lewis C, Two Rivers.\nTravers, Mrs, L. C., Two Rivers.\nTrowbridge, Mrs. H. E., Milwaukee.\nVan Tassel, Mrs. J. E., Milwaukee,\nWells, O. E., Madison.\nWright, Janette, Milwaukee.\nWisconsin, 72.\n\n—\n\nWYOMING.\nIngersol, Belle, Laramie.\n\nMarquardt, W., Laramie.\n\nWhiting, Mrs. B., Laramie.\nWhiting, Mary A., Laramie.\n\nWyoming, 4.\n\n"}
{"page": 852, "printed_page": null, "text": ""}
{"page": 853, "printed_page": null, "text": "INDEX.\n\n"}
{"page": 854, "printed_page": null, "text": ""}
{"page": 855, "printed_page": null, "text": ".\n\nIITDEX.\nPAGE\nAddresses of Gteneral Association,\nWelcome, E. N. Cook,\n\n37\n39\n\nF. Crooker,\n\n.\n\n.\n\nMelvil Dewey,\n\n.\n\n.\n\nJ-.\n\n45\n\n'.\n\n48\n\nA. S. Draper,\n\n• .\n\n.\n\n.\n\nJ. W. Houghton,\n\n44\n\nE, N. Jones,\n\nAim of Art Instruction,\n\n.\n\n.\n\n50\n\n-\n\n\"\n\n....\n\n.\n\nAmerican Education, Ttie Organization of,\nAmericanism in tjje Public Schools,\n\n•\n\n.\n\n.\n\n.\n\n499\n\n217\n61\n\nAnderson, W. H., Discussion,\nAnnual Membeiship, ..\nApperception, Round Table Conference on,\nArt Department, Minutes,\n\n205\n\n809\n\n•.\n\n805\n\n477\n\nP{iper§ and Addresses,\n\n479\n\n^ President's Address,\nArt Instruction, Aim,of,\nin Normal Schools\n\n479\n499\n\nArtistic Simplicity 6f Child Work,\n\n'\n\n....\n\nAshley, Supt.; Discussion,\n\n482\n279\n116\n\nBaldwin, Dr., Discussion,\n\n788, 799\n\n^\n\nBeggs, R..H., Discussion\nBellamy, Francis, Americanism in the Public Schools,\nBennett, Charles A., Manual Training from Kindergarten to High School,\n\nBoard of Directors, Defined,\nMeetings of,\nMinutes of Meetings,\nPowers of,\nBoard of Trustees, Annual Report of,\n•\n\nDefined,\n\n•\n\n...\n\nPowers of,\n\n151\n\n61\n\n449\n\n2\n3\n80\n\n»\n\n2\n16\n2\n\n3\n\n'\n\nBonney, C. C, The World's Congresses of 1898\nBoj'den, Mr., Discussion,\n\n39\n\n.\n\n166, 380\n\n'\n\n786\n\n,\n\nBradley, John E., Influence of Manual Training on Habits of Thought,\nBrett, W. H., Relations of the Public Library to the Public Schools,\n\n663\n\n692\n\nBringing Pupils further on in their Studies before they leave School,\nBrooks. Edward, In Memoriam— Dr. John Wickersham,\n\n645\n\nBrown, Mr., Discussion,\nBrown, Elmer E., The University in its Relation to the People,\n\n801\n\nBryant, Wm. M., The Freedom of the Will,\n\nBusiness Education\n\n:\n\n598\n398\n652\n\n,\n\nIts Place in the American Curriculum,\n\n461\n\nButler, Nicholas Murray, Place of Comenius in History of Education,\n\n723\n\n780\n\nDiscussion,\n\n4\n5\n\nBy-Laws,\nCalendar of Meetings,\nCalkins, N. A., Response to Addresses of Welcome,\nCamp, Mr., Discussion,\nCanfield, James H., Ethical Culture in the College and University,\nDiscussion,\nChildren, Literature for,\n\nChild Work, Artistic Simplicity of,\n\n53\n786\n108\n__:\n\n%\n\n.\n\n780\n154\n\n279\n\n"}
{"page": 856, "printed_page": null, "text": "TEE NATIONAL EDUCATIONAL ASSOCIATION.\n\n844\n\nPAGE\nCitizenship, Education and,\n\n394\n\nCity Scliools, Promotions in,\nClosing Exercises of General Association,\n\n240\n\nCollege and the University, Ethical Culture in the,\nCollins, Frank H., President's Address, Art Department,\n\n479\n\n802\n\nComenius, John Amos,\nCommittee on Resolutions, Report of,\nPedagogical Research, Report of,\n\n108\n703, 712, 723\n\n....\n\n245\n\n250\n\nCongresses, The World's, of 1893,\nCongress, The World's Educational, Report on,\n\n166, 380\n\n117\n\nConstitution,\n\n1\n\nControl and Spontaneity, Harmony between,\n\n.\n\n.\n\n.\n\n187\n\n.\n\n.\n\nCook, E. H., Address of Welcome to President Harrison,\nAddress at Closing Meeting,\nResponse to Addresses of Welcome,\nCoordination of Normal School and University in the Training of Teachers,\n\n411\n\nCosmic Suicide,\n\n556\n\n39\n\n240\n50\n\n'.\n\nCouncil of Education,\n\n.\n\n745\n\n,\n\nOfficers, 1892-93,\n\n747\n\nMembers,\n\n747\n\nHonorary,\nStanding Committees,\n\n748\n749\n\nSecretary's Report,\n\n751\n\nCountry Schools, Grading in,\n\n793\n\nCriminal, The School and the,\n\n208\n\nCrooker, J. F., Address of Welcome,\nCurrent Events, Teaching, in School,\nCurricula, Relation of Undergraduate to Postgraduate,\n\n45\n\n.142\n67\n\nDay, L. W., In Memoriam—Thomas W. Harvey,\nDe Garmo, Charles, Coordination of Normal School and University in Training Teachers,\nDiscussion,\n\n600\n.\n\n.\n\n411\n\n780, 785, 787\n\nDenfield, R. E., Discipline in the High School,\n\n341\n\nDepartments, Named,\n\n1\n\nOfficers of\n\n2\n\nDewey, Melvil, Address of Welcome,\n\n48\n\nDickinson, Mr., Discussion,\nDirectors, Board of. Defined,\n\n784, 800\n\n2\nMeetings,\n\n3\n\nMinutes of Meetings,\nPowers of,\n\n30\n2\n\nDirectorship, Perpetual,\n\n10\n\nDirectors, Life,\n\n10\n\nDiscipline in the High School,\n\n341\n\nDominion Educational Association, Greeting from,\n\n54\n\nDraper, A. S., Address of Welcome to President Harrison,\nDuty of State in Relation to the Kindergarten,\n\n.174\n\nDrawing, The Study of, as Common School Work,\nDunton, Larkin, Discussion,\n\n764, 787\n\n39\n\n495\n\nDuty of State in Relation to the Kindergarten,\nEconomic Causes of Modern Progress,\n\n415\n\nEducation, American, Organization of,\n\n217\n\n174\n\nand Citizenship,\nas Affected by Manual Training,\nof Children between Ages of Three and Six,\nEducational Equipoise,\nExhibit at the World's Columbian Exposition,\nSystems at the World's Columbian Exposition,\n\nEdwards, Walter A., Chief Aim in the Study of History,\nElementary and Secondary Schools, Ethical Culture in,\nElementary Department, Minutes of,\n\n394\n439\n626\n127\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n583\n161\n\n348\n101\n\n307\n\nPapers,\n\n309\n\nPresident's Address,\n\n309\n\nElementary Education, History in,\n\n310\n\n"}
{"page": 857, "printed_page": null, "text": "INDEX.\n\n845\nPAGE\n\nElementary Education, History in, Discussion,\n\n316\n\nNatural Sciences in,\n\n323\n\nDiscussion,\n\n331\n\nReport of Committee on,\nUses of Literature in,\nElementary Schools, Moral Training in,\nEliot, Charles W., Shortening and Enriching the Grammar School Course,\nDesirable and Undesirable Uniformity in Schools,\n\n766\n766\n\n317\n617\n\n82\n\nEquipoise, Educational,\n\n127\n\nEthical Culture in the Kindergarten,\n\n96\n\nin Elementary and Secondary Schools,\n\n101\n\nin the College and University,\n\n108\n\nEvents, Teaching Current, in School,\nExercises, Closing, of General Association,\nFinancial Reports,\nFischer, H. A., Discussion,\n\n142\n\nFisher, Miss Laura, Symbolic Education in the \" Mutter und Kose Lieder,\"\n\n260\n\nFitzpatrick, Frank A., Education of Children under School Age,\n\n626\n\nFrink, Henry AUyn, Rhetoric and Public Speaking in the American College,\nFullerton, Professor, How do Concepts Arise from Percepts,\nGantvoort, A. J., Music in the Public Schools,\n\n883\n\n...,\"...\n\n29\n15\n115\n\n545\n\n524\n\nGarrett, W. R., Response to Addresses of Welcome,\n\n51\n\nDiijcussion,\n\n801\n\nGeneral Association, Addresses and Papers of,\nGiddings, Miss, Influence of Expression on Thought,\nGlover, N. L., Presidents Address, Music Department,\nGove, Aaron, The Study of Drawing as Common School Work,\n\n37\n298\n\n514\n495\n\nDiscussion,\n\n636\n\nGrading in Country Schools,\nGrammar Grades, History and Literature in,\nSchool Course, Shortening and Enriching the,\nGreenwood, J. M., Response to Addresses of Welcome,\nDiscussion,\n\n793\n606\n\n617\n51\n\n785,800\n\nHailmann, Mrs. E. L., Professional Training of Teachers,\nHall, G. Stanley, Health of Children as Affected by School Buildings,\nHalloway, J. L., Interests of Secondary Schools at World's Fair\nHardy, George E., Literature for Children,\nHark, J. M., Private Life and Personal Characteristics of Comenius,\nHarmony between Control and Spontaneity,\nHarris, William T., Response to Addresses of Welcome,\n\n272\n\n682\n353\n154\n\n703\n187\n\n54\n\nTwenty Years' Progress in Education,\n\n56\n\nThe World's Educational Congress,\nDiscussion,\n\n591\n\n785,799\n\nHarrison, Hon. Benjamin, Address,\n\n41\n\nHarrison, Miss Elizabeth, Discussion,\n\n640\n\nHaven, Caroline T., Relation of Kindergarten to Manual Training\nHayden, Philip C. Music in Public Education,\nHealth of Children as Affected by School Buildings,\nHerbartian Pedagogy, Value of, for Normal Schools,\nHigher Education, Department of, Minutes,\nPapers and Addresses,\nHigh School, Discipline in the,\nExtension or Supplementary Work,\nHill, Chas. W., Bringing Pupils further on in their Studies before they leave School,\nHistory and Literature in Grammar Grades,\nChief Aim in Study of,\nin Elementary Education,\nof Education, Place of Comenius in,\n\n443\n530\n\n,\n\nHofer, Amalie, The Artistic Simplicity of Child Work,\nHoffman, Paul, Manual Training in New York City Scho<^,\n\nHoughton, J. W., Address of Welcome,\nHow do Concepts Arise from Percepts,\nHughes, James L., Harmony between Control and Spontaneity,\n\n682\n421\n\n377\n380\n341\n\n...\n\n355\n\n645\n606\n348\n\n310\n723\n\n279\n471\n\n44\n\n545\n187\n\n"}
{"page": 858, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n846\n\nPAGE\nHughes, Mrs. J. L., Presidenfs Address, Kindergarten Department,\nHyde, William De Witt, Organization of American Education,\nInch, Hon. Dr., Greeting from Dominion Educational Association,\nIndividualization by Grouping\nInfluence of Expression on Thought,\n\n258\n\nIn Memoriam—Dr. John Wickersham,\nThomas W. Harvey,\n\n598\n\n217\n54\n\n309\n\n298\n600\n\n.......\n\nJohn Hancock,\nJepson, B., Methods and Devices in Teaching Public School Music,\nJesse, Richard H., University Education,\n\n602\n\n537\n120\n\nJones, E. N., Address of Welcome,\nJones, L. H., The School and the Criminal,\nKellogg, Brainerd, Usage the Authority in Language,\n\n...\n\n5o\n208\n357\n\n-\n\nKiehle, Mr., Discussion,\n\n801\n\nKindergarten Department, Minutes,\nPapers and Addresses,\nPresident's Address,\n^\nKindergarten, Duty of the State in Relation to the,\nEthical Culture in the,\n.Practical Psychology in,\nRelation to Manual Training,\nLane, Albert G., Address at Closing Meeting of General Association,\nEducational Systems at World's Exposition,\nLanguage, Usage the Authority in\n.\n\n.\n\n253\n\n258\n258\n174\n\n96\n285\n\n.\n\n443\n\n........\n\n340\n161\n\n357\n\nLarimer, H. G., Discussion,\nLatin, Teaching, in Secondary Schools, Conference on,\n\n215\n\nLeipziger, Henry M., Education as Affected by Manual Training,\n\n439\n\nLeiter, Mrs. Frances W., Educational Equipoise,\n\n127\n\n373\n\nLiterature for Children,\n\n154\n\nfor Teachers,\n\n157\n\nand History in Grammar Grades,\nUses in Elementary Education,\nMabie, H. W., Literature for Teachers,\nMacDonald, John, Discussion,\n\n...\n\n606\n766, 804\n\n157\n\n582\n\n-\n\nMackenzie, Constance, Practical Psychology in the Kindergarten,\n\n.\n\n,\n\nManual Training,\n\n672\n\nDepartment of. Minutes,\n\n437\n\n439\n\nPapers,\n\nEducation as Affected by\nFrom Kindergarten to High School,\nInfluence of, on Habits of Thought,\nin\n\n439\n449\n663\n\nNew York City Schools,\n\n471\n\n.443\n\nRelation of Kindergarten to,\n\nMarble, A. P., Discussion,\n\nMaxwell, Wm. H., Text Books of Comenius,\nMcMurray, Frank, Value of Herbartian Pedagogy for Normal Schools,\n\n*\n.\n\n217, 690\n\n712\n421\n\nlO\n\nMembership,\nLife,\n\n285\n\n11\n\n.\n\n809\n\nAnnual,\n\nMethods and Devices in Teaching Public School Music,\nMinutes of General Association, Official,\n\n537\n\nMnemonic Systems, Relation of, to Cultivation of Power of Thought,\n\n789\n\nMoral Education,\nTraining in Elementary Schools,\n\n'''59\n\nVirtues, Practical Culture of,\n\n19\n\n317\n\n759\n\nMorris, Miss, Discussion,\n\n153\n\nMorris, R. Anna, Physical Education in Our Schools,\n\n366\n\nMn*ic Department, Minutes,\nPapers and Addresses,\n\n514\n\nPresidenfs Address,\n\nMnsic as a Means of Discipline and Culture,\n\n509\n\n514\n\n515\n\nin the Public Schools,\n\n524\n\nin Public Education,\n\n530\n\n"}
{"page": 859, "printed_page": null, "text": "INDEX.\n\n847\nPAGE\n\nMusic in Public School, Methods and Devices in Teaching,\n\" Mutter und Kose Lieder,\" Symbolic Education in,\nNatural Sciences in Elementary Education,\nNewell, M. A., History in Elementary Education,\nNew York City Schools, Manual Training in,\nNonnal Department, Minutes,\n\n537\n323\n310\n\n.\n\n471\n\n409\n\nPapers,\n\n411\n\nNormal Education,\n\n781\n\nSchools, Art Instruction in,\n\n482\n\nRelation to other Institutions of Learning,\n\n781\n\nOfficers for 1891-92\n\n6,7\n8,9\n\n1893-94,\n\nOrganization of American Education,\nPackard, S. S., Business Education, Its Place in the American Curriculum,\n\n217\n\n'\n\n.\n\nPatten, Professor, Economic Causes of Modern Progress,\nPeabody, Selim H., The Educational Exhibit of the World's Fair,\n\n....\n\n461\n\n415\n.\n\n.\n\n583\n\nPedagogical Research, Report of Committee on,\n\n250\n\nWork in Universities,\n\n772\n\nPepper, William, Relation of Undergraduate to Postgraduate Curricula,\nPercepts, How do Concepts Arise from,\nPerry, Elizabeth H., Art Instruction in Normal Schools,\nPhillips, J. H., History and Literature in Grammar Grades,\n\n67\n\n545\n\n482\n606\n\nPhilosophy, Round Tahle Conferences on,\n\n543\n\nPhysical Culture, Scientific Value of\nEducation in our Schools,\n\n230\n366\n\nDiscussion,\n\n372\n\nPick, Dr. E., Discussion,\n\n791\n\nPlace of Business Education in American Curriculum,\nPlummer, Frank E., President's Address, Secondary Department,\n\n461\n\nHigh School Extension,\n\n355\n\n.\n\n.\n\nPoland, A. B., Scientific Value of Physical Culture,\nPoulsson, Emilie, Songs, Morning Talks, and Stories,\n.\n,\nPowell, W. B., Manual Training,\n\n338\n230\n\n292\n672\n\nPresbrey, O. F., Discussion,\n\n149\n\nPreston, J. R., Discussion,\n\n206\n\nProblem, The Rural School,\nProfessional Training of Teachers,\nProgress in Education, Twenty Years',\nPromotions in City Schools,\nPsychological Inquiry, Report of Committee on,\nPsychology, Practical, in the Kindergarten,\nPublic Library, Relations of the, to the Public Schools,\nSchool System To What Extent Can it be Improved by Legislation\n\n571\n\n272\n56\n\n....\n\n:\n\n198\n\nPulsifer, W. E., Discussion,\n\n519\n\nRaab, Henry, The Rural School Problem,\nRaymond, President, Education and Citizenship,\n\n394\n\nRelation of Undergraduate to Postgraduate Curricula,\n\n67\n\n571\n\nRelations of Public Library to Public Schools,\nResolutions, Report of Committee on,\n\nResponses to Addresses of Welcome, N. A. Calkins,\nE. H. Cook,\n\nW. R. Garrett,\nJ. M. Greenwood,\n\n....\n\nW. T. Harris,\nRt W. Stevenson,\nRhetoric and Public Speaking in the American College,\n;\" '•,'*•••\nRichards, ^.,J)i8<»iv6>oD, ^v •.«•.\nJ\n1\n\n..J\n\n^ • ••\n\n^ai^ TYaiiricg fn l^eraenti*V'Sch»clsi;\nIfemarte, •.''•*'?'•'.\n\nRounds. C. C, Discussion,\n\n»••.»•,. ^\\\n\n•••.%\n\nRound Table Conferences «n^Pl\\i^>joll?V« **\"• '•\nRural School Problem, J5he^ ••*. •\nSabln, Supt., Discussion,\n\n117, 787, 800\n\n317\n\n-\n\n'.\n\n.\n\n•.,\n\n•'•\n\n788\n\n•\n\n543\n\n'.*?'!'.\n\n571\n\n640,800\n\n"}
{"page": 860, "printed_page": null, "text": "THE NATIONAL EDUCATIONAL ASSOCIATION.\n\n848\n\n»\n\nPAGE\nScliaeflEer, N.\n\nC, Discussion,\n\n734^ 787\n\nSchool Statistics,\nSchool, The, and the Crimmal,\n\n739\n208\n\nScientific Value of Physical Culture,\n\n.\n\n230\n\nSeaver, Supt., Discussion,\n\n638\n\nSecondary Department, Minutes,\nPapers and Addresses,\n\n338\n\n335\n\nPresident's Address,\n\n338\n\nSecondary Schools, Interests of, at World's Fair,\nSheldon, W. E., In Memoriam— John Hancock,\n\n353\n\n602\n\nShepard, Irwin, Ethical Culture in the Kindergarten,\nShinn, J. H., Discussion,\nShortening and Enriching the Grammar School Course,\nSloyd as an Educational Subject,\nSongs, Morning Talks, and Stories,\nSpontaneity and Control, Harmony between,\nState, in Relation to the Kindergarten, Duty of,\nSchool Systems, Report of Committee on,\nStatistics, School, Report on,\n\n96\n\n658\n617\n\n455\n\n292\n187\n174\n\n7§3\n\n729\n\nSterrett, Professor, Cosmic Suicide,\n\n.\n\n566\n\nStevenson, R. W., Response to Addresses of Welcome,\nStudy of Drawing as Common School Work, The,\n\n495\n\nSullivan, Christine, The Aim of Art Instruction,\n\n499\n\n52\n\nSuperintendence, Department of. Minutes,\n\n561\n\nPapers and Discussions,\n\n571\n\nSymbolic Education in \" Mutter und Kose Lieder,\"\n\n260\n\nTeachers, Literature for,\n\n157\n\nProfessional Training of,\n\n272\n\nThought, Influence of Expres=sion on,\nInfluence of Manual Training on Habits of,\nTraining of Teachers, Coordination of Normal School and Universiry in the,\nTreasurer, Summary of Report for 1892,\nTrustees, Board of, Sixth Annual Report,\nTrybom, J. H., Sloyd as an Educational Subject,\nTutwiler, Miss Julia S., President's Address, Elementary Department,\nUniformity in Schools, Desirable and Undesirable,\n\n298\n\nUniversity Education,\n\n120\n\n663\n411\n18\n\n16\n\n455\n309\n\n82\n108\n\nEthical Culture in the,\n\nThe, in its Relation to the People,\nUsage the Authority in Language,\nUses of Literature in Elementary Education,\nVaile, E. O., Teaching Current Events in School,\n\n398\n357\n\n766,804\n142\n\n154\n\nDiscussion,\n\nValue of Herbartian Pedagogy for Normal Schools,\nMusic as a Means of Discipline and Culture,\n\n421\n\nWaller, D. J., Jr., Discussion,\n\n204\n\n515\n\nWalton, George A., Grading in Country Schools,\n\n793\n\nWells, O. E., Discussion,\n\n578\n114\n\nWhite, E. E., Discussion on Ethical Culture,\n\n800\n\nDiscussion,\n\n552\n\nWill, The Freedom of the, Does it Concern Spontaneity or Choice ?\n\n101\n\nWilliams, Mrs. D. L., Ethical Culture in Elementary and Secondary Schools,\nWilliams, S. G., Natural Sciences in Elementary Education,\nDisciission,\n\nWolfe, L. E., To What Extent can School Systems be Improved by Legislation ?\nWorld's Congresses of 1893,\nEducational Congress,\n^'*,\n.\n1\nReport on,r L ,, ^»'\nExposition, Educational Systems at the,\nYoung, George C, Value of Music as a Means of DisclpliteaJidCultiire,'.\n.\n\n.\n\n.,„,..\n\n....\n\n198\n\n166, 380\n\n'^\n\n.\n\n323\n'*^\n\n-^^\n\n•'\n\n;•\n\n^^^\n\n;•\n\n^^^\n\n* •\n\n•\n\n^^^\n\n515\n\n"}
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{"page": 865, "printed_page": null, "text": "/\nL\n13\nN3A13\n1892\n\nNational Education Association\nof the United States\nAddresses and proceedings...\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\n\n"}
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