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{"page": 2, "printed_page": null, "text": "?. J.\n\n•?.3-Ct.\nBook\n\nClatt\n\nUniversity of Chicago Library\nGIVEN BY\n\nBesides the main topic this book also treats of\n\nOh faze\n\nSubject No,\n\nWADE\n\nTl':\n\nDup,\nU. of C.\n\nM. L. N.\n\nSubject No.\n\nOn page\n\n"}
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{"page": 5, "printed_page": null, "text": ".\n\nDigitized by the Internet Archive\nin\n\n2007 with funding from\nIVIicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproce1900natiuoft\n\n"}
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{"page": 7, "printed_page": null, "text": "r\n\n.e,.\n\nNATIONAL educational) ASSOCIATION V^^ ^\n\nJOURNAL\nPROCEEDINGS AND ADDRESSES\nOF THE\n\n'\n\n/\n\nTHIRTY-NINTH ANNUAL MEETING\nHELD AT\n\nCHARLESTON, SOUTH CAROLINA\nJULY\n\n7-13,\n\n1900\n\n1900\n\npubltdbed b^ tbe Bddociatton\n\n"}
{"page": 8, "printed_page": null, "text": "i\nIS\n\nPRINTED BY\n?rbe TnnivergftB of Cbicacio\n\nCHICAGO\n\npress\n\n"}
{"page": 9, "printed_page": null, "text": "——\n\n—\n\n—\n\n—\n\n—\n\n138229\nCONTENTS\n\n.----.--.-------..-...----..-.-.----.....-----------------16\n.-.---..-.\n...--------21\n--------------------PAGE\n\nConstitution,\n\nBy-Laws,\n\ni\n\n-\"\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n.\n\n-\n\n-\n\nAct of Incorporation,\nCalendar of Meetings,\n\n-\n\n4*\n\n4\n6\n\nOfficers for 1899-1900,\n\n8\n\nOfficers for 1900-1901,\n\n12\n\nTreasurer's I^eport,\n\nReport of Board of Trustees,\n\n19\n\nGENERAL SESSIONS\n\nJournal of Proceedings,\n\nReport of Committee on Necrology,\n\n23\n\nMinutes of Annual Business Meeting of Active Members,\n.\nReport of Committee on Nominations,\n\n24\n\nReport of Committee on Resolutions,\nDeclaration of Principles,\n\n-\n\n-\n\n-\n\nMinutes of Meeting of Board of Directc^,\n\n25\n\n-----------\n\n-\n\n-\n\n-\n\nMinutes of Meeting of New Board of Directors, McSweeney, McMahan, Smyth, Archer,\nAddresses of Welcome\n\n—\n\nResponses\n\nLyte, Carr, Foshay,\n\nPresident's Address\n\nCorson,\n\nIts\n\n-\n\n-\n\n-\n\n-\n\nHarper,\n\nBy the Baptist Church\nBy the Catholic Church\n\nThe State University\n\n-\n\n--------------\n\nContributions of Religious Organizations to Education\nI.\n\n-\n\n— Thompson,\n\nWork in the Past\n\nII. Its Prospects\n\nII.\n\n-\n\n-----------------------—\n—\n\nThe Small College:\nI.\n\n-\n\n— Swain,\n\n-\n\n-\n\nThe Problem of the South -— W;jz*W»?4'-/o«,\nThe Problem of the Grades\n\n31\n\n35\n38\n41\n\n49\n58\n\n61\n\n67\n\n:\n\nCooper,\n\n/*«//<•«,\n\n31\n\n87\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n94\n106\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n114\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n:\n\nI.\n\nII.\n\nEdmund,\n\nDiscipline\n\nClassification and\n\nIII. Instruction\n\n—\n\n-\n\n-\n\nCooley,\n\n-\n\n-\n\n--------------\n\nPromotion\n\n— Buchanan,\n\n-\n\n-\n\nThe Influence of Music upon National Life Gantvoorl,\nThe Influence of Poetry in Education Beardshear.\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n123\n\n128\n137\n\n145\n\n-\n\n-\n\n-\n\n-\n\nI53\n\n-\n\n-\n\n-\n\n-\n\n160\n\n-\n\n-\n\n169\n\nThe Value of English Literature in Ethical Training\n\nHalleck,\n\nEducational Principles in the Teaching of Literature\n\nBrtimbangk,\n\n---------\n\nWhat Manner of Child Shall This Be ? — 6^/^«;/, -\n\n174\n\nClosing Address\n\n180\n\n— Montague,\n\nDEPARTMENT OF SUPERINTENDENCE\n(CHICAGO meeting)\nijecretary's Minutes,\n\n-\n\n-\n\n-\n\n-\n\n-\n\nStatus of Education at the Close of the Century\n\nDiscussion\n\n— Eliot, Harris,\n\nAdministration of Graded Schools\nDiscussion\n\n— Bayliss,\n\n-\n\n-\n\n-\n\n— Harvey,\n-\n\n-\n\n-\n\n-\n\n— Butler,\n\n-.\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n183\n188\n\n--------210\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n196\n\n203\n\n"}
{"page": 10, "printed_page": null, "text": "—\n\n——— —\n\n— ——\n\n—\n\nAV'^\nNATIONAL EDUCATIONAL ASSOCIATION\n\ni,V\n\n.......\n.......\n-----—\n---------------—\n------.\n\nThe Trail of the City Superintendent\nGove,\nThe Superintendent in Small Cities\nGorton,\n\n222\n\nAlcohol Physidlogy and Superintendence\n\n229-\n\n—\n\nDiscussion,\n\nA(7i>ater,\n\nObligations and Opportunities of Scholarship\n\nImproving the Efificiency of Teachers\n\nAlderman,\n\nCook,\n\n-----------\n\nThe Superintendent as an Organizer and Executive\nDiscussion\n\n— Mark,\n\nDenfeld,\n\n-\n\n-\n\n-\n\n-\n\n214\n\n250\n266\n276\n286\n294\n\nNATIONAL COUNCIL\nConstitution,\n\n297\n\n-\n\n.--..-\n\nOfficers for 1 899-1 900,\n\n._\n\nOfficers for 1900-1901,\n\n-------------------------------—\n.-------.--.\n-----------—\n-----------------—\n\nList of Members,\nHonorary Members,\n\nList of Members Deceased,\n\nSecretary's Minutes,\n\nEducation in the Colonies\nDiscussion,\n\nCoz/^,\n\n-\n\nEducational Progress During the Year\nClass Intervals in Graded Schools\nDiscussion,\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\nHinsdale,\n\nHarris,\n\n299\n299\n^00-\n\n300\n301\n\n302\n305\n310.\n\n312\n332\n\n3^0\n\n------------351\n\nReport on High-School Statistics\nDiscussion,\n\nGreenwood,\n\nGeneral Culture as an Element in Professional Training\n\nBoone,\n\n-\n\n-\n\n-\n\n-------------------.---..\n\n340\n351\n\nKINDERGARTEN DEPARTMENT\n\nSecretary's Minutes,\nPresident's Address\n\n— Kraus-Boelte,\n\n---------—\n\nA Mother's Advice to Kindergartners— J/<f/<f«<j',\n\n—\n\nThe Need of Kindergartners in the South\nClaxton,\nThe Kindergarten Gifts— iViW,\nThe Kindergarten and the Primary School — Newman,\n\nEducational Use of Music for Children under Seven Years\n\nHofer,\n\n-\n\n-\n\n-\n\n365.\n\n367\n370-\n\n376-\n\n383\n\n390\n\n397\n\nELEMENTARY DEPARTMENT\nSecretary's Minutes,\n\n......\n—\n-.------..-.\n-----—\n------------\n\nNature Study in the Public Schools\n\nThe Geographical Phase\nEnglish in the Grades\nDiscussion,\n\n— Lange,\n\nRedway,\n\n-\n\n-\n\n-\n\n-\n\n-\n\nReed,\n\nThe Elimination of the Grammar School\nDiscussion,\n\n-\n\n403\n\n-\n\n-\n\n404\n411\n\n-\n\n-\n\n416-\n\n•\n\nAs/imore,\n\n422'\n\n424\n426\n\nSECONDARY DEPARTMENT\nSecretary's Minutes,\n\n-\n\n-\n\n-\n\n^ Election in High-School Studies\n\n-\n\n-\n\nDiscussion,\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n.\n\n-\n\n428^\n428^\n\n-\n\nHow to Teach Correct Use of English Language\nDiscussion,\n\n-\n\nBryan,\n\n435\nWestcott,\n\n-\n\n.\n\n-\n\nDiscussion of Report of Committee on College- Entrance Requirements\n\n.\n\n.\n\n437\n\n.\n\n.\n\n^^j\n\nHinsdale,\n\n451\n\n.\n\n455,\n\nHIGHER DEPARTMENT\nSecretary's Minutes,\n\nThe Satisfactions of Being a College President\n\n454\n\nThwing, -\n\n-\n\n.\n\n.\n\n"}
{"page": 11, "printed_page": null, "text": "—\n\n— — ——— —— —\n\n—\n\n—\n\n—\n\nCONTENTS\nHIGHER DEPARTMENT\nDiscussion,\n\ncontinued\n\n.-..-- ......\n\n^55\n\nBeardshear,\n\n473\n\n-----------------\n\n480\n\nEurope and America\n\nState Aid to Higher Education in\n\nSwain,\n\nAn Ethnic View of Higher Education Howerth,\nThe Function of the Land-Grant College in American Education\n\n-\n\n-\n\n-\n\n457\n462\n\nNORMAL DEPARTMENT\n\nSecretary's Minutes,\n\n—\n\nThe Training of Negro Teachers\n\n......\n-.--..-\n\nMclver,\n\nTraining of Teachers for White Schools\n\nFrissell,\n\nDiscussion,\n\n481\n\n482\n\n^89\n\n-._--.\n.-4^1\n—\n—\n......\n—\n\n-.-\n\nMANUAL-TRAINING DEPARTMENT\n\nSecretary's Minutes,\n\nWarner,\nTeaching Trades in Connection with the Public Schools\nLenfest,\nHigh-School Courses in Manual Training\nVan Sickle,\nManual Training for the Ordinary High School\n\n-\n\n-\n\n-\n\n.\n\n.\n\n.\n\n492\n\n495\n\n.\n\n----------..........\n\n501\n\nART DEPARTMENT\n\nSecretary's Minutes-,\n\nWillis,\nAddress of Welcome\nResponse and Presidential Address\n\nArt in Everything\nPicture Study\n\nOrr,\n\n— Ransom,\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-----------.--....\n\n— Parker,\n\n-\n\n-\n\nRelative Value of Brush and Pencil\n\n-\n\n-.\n\n-\n\n-\n\nSnow,\n\n-\n\n-\n\n— Stone,\n\nThe Relation of Nature Study to Drawing in Public Schools\n\n-\n\n-\n\n-\n\n-\n\n-\n\n505\n506\n\n507\n509\n\n514\n516\n524\n\n-------.--.-531\n—\nMUSIC DEPARTMENT\n\nSecretary's Minutes,\n\n•Common-Sense as an Aid to the School-Music Supervisor\nShould Music be Taught from the Song to the Exeicise 1-\n\nWeaver,\n\n— Congdon,\n\n-\n\n-\n\n-\n\n532\n\n-\n\n-\n\n-\n\n537\n\n------...--......\nBUSINESS DEPARTMENT\n\nSecretary's Minutes,\n\n-----......\n—\n........\n\nHerrick,\n\nCurriculum for a School of Commerce\n\n— Anderson,\nThe Commercial High-School Course — Doggett,\n\nShould Colleges Educate for Business ?\n\nCommercial Branches in Grammar and High Schools\nSchool and Business Arithmetic\nStitt,\n\nKowe,\n\n-\n\nAdvertising as Applied to Business Colleges\n\nWheeler,\n\n-\n\n-\n\nEssentials of Modern Business Penmanship\n\nHaeberle,\n\n-\n\n-\n\n•\n\n542\n\n543\n\n549\n555\n562\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n573\n\n-\n\n-\n\n-\n\n576\n\n---------—\n.......\n—\n.......\n—\n---------------—\n\n^55\n\nCHILD-STUDY DEPARTMENT\n\nSecretary's Minutes,\n\n-\n\nSome Difficulties of Child Study\n\nBailey,\n\nIs there a Nationality Problem in Our Schools ?\n\nA Study in Musical Interpretation\n\nBroken,\n\n.\n\n.\n\n.\n\n.\n\nKratz,\n\n582\n582\n585\n\n590\n\nSCIENCE DEPARTMENT\n\nSecretary's Minutes,\n\nRelation of Advanced Science to Nature Work\n\nWilson,\n\nNature Study for the Graded Schools^^ZJ^/^^ar,\n\n592\n592\n600\n\nSCHOOL-ADMINISTRATION DEPARTMENT\nSecretary's Minutes,\n\nSchoolhouse Architecture\n\n--------—\n-\n\n— Parsons,\n\nSchool-Administration Problems in the South\n\n-\n\n.\n\nPeres,-\n\n.\n\nThe Relations of the School Board and the Teachers\nSchool-Board Organization\n\n—\n\nEllis,\n\n— Hunt,\n\n-\n\n.\n\n-\n\n609\n610\n\n.\n\n.\n\n.\n\n.\n\n618\n\n.\n\n.\n\n.\n\n.\n\n625\n\n-\n\n-\n\n.\n\n631\n\n"}
{"page": 12, "printed_page": null, "text": "—\n\n—\n\n,\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n---------------—\n.-....-..\n—\n-.---.--.--.\n--.-.--.\n—\n---------------------..\n..-.-...\n—\n--.-.....\n—\nLIBRARY DEPARTMENT\n\nSecretary's Minutes,\n\nHow to Direct Children in Their Reading\nThe Greater School\nDiscussion,\n\nElmendorf,\n\nTlie Free Traveling Library\n\nDiscussion,\n\nSchreiber,\n\nHeard,\n\n63?\n\n636\n\n643^\n\n647\n\n5^8\n55^\n\nDEPARTMENT FOR DEAF, BLIND, AND FEEBLE-MINDED\nSecretary's Minutes,\n\nSouthern Schools for the Deaf\n\nThe State of the Case\n\nDobyns,\n\nGarrett,\n\nPennsylvania Institution for the Deaf and Dumb — Crouter,\nStatistics of Speech-Teaching in Schools for the Deaf\n\n—\n\nBooth,\n\n-\n\n.\n\n-\n\n.\n\n-\n\n-\n\n-\n\n-\n\n------—\n------------------—\n-------—\n---------—\n—\n-----—\n—\n......\n—\n\nThe Higher Education of the Blind\nSwearinnen,\nThe Claims of the Feeble-Minded — Bancroft,\n\nOn the Training of the Feeble-Minded\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\nJohnstone,\n\n6s6.5\n\n65S\n661\n\n663\n668\n671\n\n674\n677\n\nINDIAN-EDUCATION DEPARTMENT\n\nSecretary's Minutes,\n\nThe Indian Problem\n\n-\n\n-\n\n,-\n\n-\n\n-\n\n-681\n\nFrissell,\n\nLiterary and Industrial F^ducation of Indians\n\nStanding,\n\nl-Vainiuright,\nThe Health of the Indian\nThe Training of Teachers for Indian Schools— ZJyy^f,\n'I'he\n\nTeaching of Trades to the Indian\n\nRogers,\n\nThe Training of the Indian Girl as the Uplifter of the Home\nKindergarten Work among the Indians\nFinley,\nSanitary Conditions among the Indians\nBulloch,\nPractical Methods in Indian Education\n\nSeger,\n\n-\n\n-\n\n-\n\nRichards,\n\n-\n\nMISCELLANEOUS\n\n-\n\n-\n\n-\n\n-\n\n.\n\n-\n\n-\n\n696\n696\n\n5gg\n701\n\n705\n706\n708\n\n\\\n\n---.--.-.\n-------.--.\n----------------------------\n\nReport of the Committee on Necrology,\n\n682\n692\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-712\n\nList of Corresponding Members,\n\n^29\n\nList of Active Members,\n\n729\n\nIndex to Active Membership List,\n\nStatistical Table of Membership for 1900,\n\nStatistical Table of Membership since 1884,\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-j^q\n\n800\n801\n\nInventory and Price List of Publications,\n\n802\n\nGeneral Index,\n\n803\n\n"}
{"page": 13, "printed_page": null, "text": "CONSTITUTION\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, whose 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\n\ni.\n\nIt shall\n\nconsist of\n\neighteen departments:\n\nof\n\nfirst,\n\nSuperintendence;\n\nsecond, of Normal Schools; third, of Elementary Education; fourth, of Higher Education ;\n\nfifth,\n\nof\n\nManual Training\n\n;\n\nsixth, of\n\nArt Education\n\n;\n\nseventh, of Kindergarten\n\nEducation; eighth, of Music Education; ninth, of Secondary Education; tenth, of Business Education ; eleventh, of Child Study; twelfth, of Physical Education; thirteenth, of\n\nNatural Science Instruction ; fourteenth, of School Administration\n\nDepartment\n\n;\n\nteenth, of Indian Education;\n\nSec 2.\n\n;\n\nfifteenth, the Library\n\nsixteenth, for the Education of the Deaf, Blind, and Feeble-Minded ; seven-\n\nand eighteenth, the National Council of Education.\n\nOther departments may be organized in the manner prescribed in this con-\n\nstitution.\n\nARTICLE III — MEMBERSHIP\n\nSection i. There shall be three classes of members, namely, active, associate,\nand corresponding.\nSec. 2. Teachers and all v?ho are actively associated with the management of\neducational institutions, including libraries and periodicals, may become active members.\nAll others who pay an annual membership fee of two dollars may become associate memEminent educators not residing in America may be elected by the Directory to\nbers.\nbe corresponding members. The number of corresponding members shall at no time\nexceed fifty.\nSec.\n\n3.\n\nAny person\n\neligible\n\nmay become an active member upon\n\napplication\n\nindorsed by two active members, and the payment of an enrollment fee of two dollars\n\nand the annual dues for the current year.\nActive members only have the right to vote and to hold office in the general association or in the several departments.\n\nAll active members must pay annual dues of two dollars, and will be entitled to the\nvolume of proceedings without \" coupon \" or other conditions. The annual membership\n\n"}
{"page": 14, "printed_page": null, "text": ";\n\nNATIONAL EDUCATIONAL ASSOCIATION\ntee shall be payable' at the time of the annual convention, or by remittance to the Secre-\n\ntary before September i of each year.\nAny active member may discontinue membership\nby giving written notice to the Secretary before September i, and may restore the same\nonly on payment of the enrollment fee of two dollars and the annual dues for the current\nyear.\n\nAll life members and\n\nlife directors shall\n\nbe denominated active members, and shall\n\nenjoy all the powers and privileges of such members without the payment of annual dues.\nAssociate members may receive the volume of proceedings in accordance with the\nusual\n\n\"coupon\" conditions, as printed on the membership certificate.\n\nCorresponding members will be entitled\n\nto the volume of proceedings without the\npayment of fees or other conditions.\nSec. 4. The names of active and corresponding members only will be printed in\nthe volume of proceedings, with their respective educational titles, offices, and addresses,\nthe list to be revised annually by the Secretary of the association.\n\nARTICLE IV — OFFICERS\nSection\n\ni.\n\nThe officers of this association shall consist of a President, twelve Vice-\n\nPresidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees, and an\n\nExecutive Committee, as hereinafter provided.\nSec.\n\n2.\n\nThe Board of\n\nDirectors shall consist of the President of the National\n\nEducational Association, First Vice-President, Secretary, Treasurer, chairman of the\n\nBoard of Trustees, and one additional member from each state, territory, or district, to be\nelected by the association for the term of one year, or until their successors are chosen,\n\nand of all life directors elected previous to July 10, 1895.\nAll past presidents of the association\n\nnow living (July\n\n^\"^\n\nall\n\nfuture\n\npresidents at the close of their respective terms of office, and the United States\n\nCom-\n\n10,\n\n1895),\n\nmissioner of Education shall be life directors of the association.\n\nThe President of the National Educational Association, First Vice-President, Treasurer, chairman of the Board of Trustees, and a member of the association\n\nannually by the Board of Directors, which member shall hold\n\nto be chosen\n\noffice for one yea!r, shall\n\nconstitute the Executive Committee.\n\nSec.\nshall be\n\n3.\n\nThe elective officers of the association, with the exception of the Secretary,\n\nchosen by the active members of the association by ballot, unless otherwise\n\nordered, on the third day of each annual session, a majority of the votes cast being\n\nnecessary for a choice.\n\nThey shall continue in office until the close of the annual session\n\nsubsequent to their election, and until their successors are chosen, except as hereinafter\nprovided.\n\nEach department shall be administered by a president, vice-president, secdeem necessary to conduct its affairs but no\nperson shall be elected to any office of the association, or of any department, who is not, at the\ntime of the election, an active 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\nSec.\n\n4.\n\nretary, and such other officers as it shall\n\nofficer.\n\nand\n\nIn his absence, the\n\nin the\n\nfirst\n\n;\n\nvice-president in order, who\n\nis\n\npresent, shall preside\n\nabsence of all vice presidents a pro-tempore chairman shall be appointed on\n\nnomination, the Secretary putting the question.\nSec. 6.\n\nThe Secretary shall keep a full and accurate report of the proceedings of\n\nthe general meetings of the association and all meetings of the Board of Directors, and\nshall conduct such\n\ncorrespondence as the directors\n\nmay assign, and\n\nshall\n\nhave his\n\nrecords present at all meetings of the association and of the Board of Directors.\n\nThe\n\nsecretary of each department shall, in addition to performing the duties usually pertaining\nto his office, keep a list of the members of his department.\n\n"}
{"page": 15, "printed_page": null, "text": "CONSTITUTION\nSec.\n\nThe Treasurer\n\n7.\n\nshall\n\nreceive,\n\nand under the direction\n\nTrustees hold in safe-keeping, all moneys paid to the association\n\nonly upon the order of said board\n\n;\n\nshall\n\n;\n\nof the\n\nBoard of\n\nshall expend the same\n\nkeep an exact account of\n\nhis\n\nreceipts\n\nand\n\nexpenditures, with Vouchers for the latter, which accounts, ending the ist day of July each\nyear, he shall render to the Board of Trustees, and, when approved by said board, he shall\n\nThe Treasurer shall give such bond for the\nmay be required by the Board of Trustees and he\n\nreport the same to the Board of Directors.\nfaithful discharge of his duties as\n\n;\n\nshall continue in office until the first meeting of the Board of Directors held prior to the\n\nannual meeting of the association next succeeding that for which he is elected.\nSec.\n\nThe Board of Directors shall have power to fill all vacancies in their own\n\n8.\n\nbody; shall have in charge the general interests of the association, excepting those herein\nintrusted to the\n\nBoard of Trustees shall make all necessary arrangements for its meetpower to make it a useful and honorable institution. Upon\n;\n\nings, and shall do all in its\n\nmembers of the association for permission to\nSuch new department shall\nin all respects be entitled to the same rights and privileges as the others.\nThe formation of such department shall in effect be a sufficient amendment to this constitution for\nthe insertion of its name in Art. II, and the Secretary shall make the necessary alterations.\nSec. 9. The Board of Trustees shall consist of four members, elected by the Board\nof Directors for the term of four years, and the President of the association, who shall\nbe a member ex officio during his term of oflSce. At the election of the trustees in 1886,\nthe written application of twenty active\n\nestablish a new department, it may grant such permission.\n\none trustee shall be elected for one year, one for two years, one for three years, and one\nand annually thereafter, at the first meeting of the Board of Directors\nfor four years\n;\n\nheld prior to the annual meeting of the association, one trustee shall be elected for the\n\nterm of four years.\n\nAll vacancies occurring in said Board of Trustees, whether by resig-\n\nnation or otherwise, shall be filled by the Board of Directors for the unexpired term ; and\nthe absence of a trustee from two successive annual meetings of the board shall forfeit\nhis membership therein.\n\nThe Board of Trustees thus elected shall constitute the body\n\ncorporate of the association, as provided in the certificate of incorporation under the pro-\n\nAct of General Incorporation, Class Third, of the Revised Statutes of the\nday of February, 1886, at Washington, D. C, and\nrecorded in Liber No. 4, \"Acts of Incorporation for the District of Columbia.\"\nvisions of the\n\nDistrict of Columbia, dated the 24th\n\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 donations and the\nincome of such invested funds shall be used exclusively in paying the cost of publishing\nthe annual volume of proceedings of the association, excepting when donors shall specify\notherwise. It shall also be the duty of the board to issue orders on the Treasurer for the\npayment of all bills approved by the Board of Directors, or by the President and Secreand, when\ntary of the association acting under the authority of the Board of Directors\n;\n\n;\n\npracticable, the trustees shall invest all surplus funds exceeding one\nshall\n\nhundred dollars that\n\nremain in the hands of the Treasurer after paying the expenses of the association\n\nfor the previous year.\n\nSec. 1 1\n\n.\n\nThe Board of Trustees shall elect the Secretary of the association, who shall\n\nalso be secretary of the Executive Committee, and shall fix the compensation and the term\n\nof office for a period not to exceed four years.\n\nARTICLE V— MEETINGS\nSection i.\n\nThe annual meeting of the association shall be held at such time and\n\nplace as shall be determined by the Board of Directors.\n\nSec. 2.\n\nSpecial meetings\n\nmay be\n\ncalled\n\nby the President at the request of\n\nfive\n\ndirectors.\n\nSec. 3.\n\nAny department of the association may hold a special meeting at such time\n\nand place as by its own regulations it shall appoint.\n\n"}
{"page": 16, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSec. 4.\n\nThe Board of Directors shall hold its regular meetings at the place and\n\nnot less than two hours before the assembling of the association.\n\nSec. 5.\n\nSpecial meetings may be held at such other times and places as the board\n*\n\nor the President shall determine.\n\nSec. 6.\n\nEach new board shall organize at the session of its election.\n\nAt its first\n\nmeeting a committee on publication shall be appointed, which shall consist of the President and the Secretary of the association for the previous year, and one member from\neach department.\n\nARTICLE VI — BY-LAWS\n\nBy-laws not inconsistent with this constitution may be adopted by a two-thirds vote\nof the association.\n\nARTICLE VII — AMENDMENTS\n\nThis constitution may be altered or amended at a regular meeting by the unanimous\nvote of the members present ; or by a two-thirds vote of the members present, provided\nthat the alteration or amendment has been substantially proposed in writing at a previous\n\nmeeting.\n\nBY-LAWS\nAt the first session of each annual meeting of the association there shall be\nand at the third session of such\nmeeting there shall be appointed a committee on nominations, consisting of one member\nfrom each state and territory represented, the same to be appointed by the President on\nthe nomination of a majority of the active members in attendance from such state or\nterritory provided, however, that such appointment shall be made by the President without such nomination, when less than three active members from a state or territory are in\nattendance, and also when a majority of the active members in attendance from any\n1.\n\nappointed by the President a committee on resolutions\n\n;\n\n;\n\nstate or territory shall fail to make a nomination.\n\nThe meetings of active members to nominate members of the nominating committee\non the first day of the annual meeting of the association, at\n\nshall be held at 5 : 30 p. M.\n\nsuch places as shall be announced in the general program.\n2.\n\nThe\n\nPresident and\n\nSecretary shall certify to the Board\n\nof\n\nTrustees\n\nall\n\nbills\n\napproved by the Board of Directors.\n3. Each paying member of the association shall be entitled to a copy of its proceedings.\n4.\n\nNo paper, lecture, or address shall be read before the association or any of its\n\ndepartments in the absence of its author, nor shall any such paper, lecture, or address be\npublished in the volume of proceedings without the consent of the association, upon\n\napproval of the Executive Committee.\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\n\nexamine the\n\nsecurities of the\n\nPermanent\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,\n\nACT OF INCORPORATION\nAt a meeting of the Board of Directors of the National Educational\nAssociation, held at Saratoga Springs, N. Y., July 14, 1885, the following\nresolution 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\n"}
{"page": 17, "printed_page": null, "text": "ACT OF INCORPORATION\nN. A. Calkins, of New York Thomas W, Bicknell, of Massachusetts\nand Eli T. Tappan, of Ohio, were appointed such committee.\nUnder the authority of the resolution quoted above, and with the\napproval of the committee, and by competent legal advice, the chairman\n;\n\nobtained a\n\nCERTIFICATE OF INCORPORATION\nWe, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens\nof the United States, and\n\ntwo of them citizens of the District of Columbia, do hereby\n\nassociate ourselves together, pursuant to the provisions of the Act of General Incorporation, Class Third, of the\n\nRevised Statutes of the District of Columbia, under the name\n\nof the \" National Educational Association,\" for the full period of twenty years, the pur-\n\npose and objects of which are to elevate the character and advance the interests of the\nprofession of teaching, and to promote the cause of popular education in the United\nStates\n\nTo secure the full benefit of said act, we do here execute this our certificate\n\nof incorporation as said act provides.\n\nIn witness whereof we severally set our hands and seals this 24th day of February,\n1886, at Washington, D. C.\n\nNorman A. Calkins.\nJohn Eaton.\nZalmon Richards.\n\n[l. s.]\n\n[l. s.]\n\n[l. s.]\n\nDuly acknowledged before Michael P. Callan, notary public in and for the District\nand recorded in Liber No. 4, Acts of Incorporation for the District of\n\nof Columbia,\n\nColumbia.\n\n"}
{"page": 18, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS' ASSOCIATION\n1857.— PHILADELPHIA, PA. (Organized.)\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary.\n\n1864.—OGDENSBURG, N. Y.\n\nW. H.Wells, President.\nDavid N. Camp, Secretary.\nZ. Richards, Treasurer.\n\n1858.— CINCINNATI, O.\nZ. Richards, President.\n\n1865.— HARRISBURG, PA.\n\nJ. W. BuLKLEY, Secretary.\n\nS. S. Greene, President.\n\nA. J, RiCKOFF, Treasurer.\n\nW. E. Sheldon, Secretary.\nZ. Richards, Treasurer.\n\n1859.— WASHINGTON, D. C.\nA. J. RiCKOFF, President.\n\n1866.— INDIANAPOLIS, IND.\n\nJ. W. BuLKLEY, Secretary.\n\nJ. P. Wickersham, President.\n\nC. S. Pennell, Treasurer.\n\nS. H. White, Secretary.\nS. P. Bates, Treasurer.\n\ni860.— BUFFALO, N. V.\n\n—No session.\n\nJ. W. BuLKLEY, President.\n\n1867.\n\nZ. Richards, Secretary.\n\n1868.— NASHVILLE, TENN.\n\nO. C. Wight, Treasurer.\n\nJ.\n\nM. Gregory, President.\n\nL. Van Bokkelen, Secretary.\n\ni86i, 1862.— No session.\n\nJames Cruikshank, Treasurer.\n\n1863.— CHICAGO, ILL.\nJohn D. Philbrick, President.\n\nTRENTON, N. J.\n\n1869.\n\nJames Cruikshank, Secretary.\n\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\n\nO. C. Wight, Treasurer.\n\nA. L. Barber, Treasurer,\n1870.— CLEVELAND, O.\n\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\nW. E. Crosby, Treasurer.\n\nNAME CHANGED TO\n\nNATIONAL EDUCATIONAL ASSOCIATION\n1871.— ST. LOUIS, MO.\nJ. L. Pickard, President.\nW. E. Crosby, Secretary.\n\n1876.— BALTIMORE, MD.\nW. F. Phelps, President.\n\nW. D. Henkle, Secretary.\n\nJohn Hancock, Treasurer.\n1872.— BOSTON, MASS.\nE. E. White, President.\n\nA. P. Marble, Treasurer.\n\n1877.— LOUISVILLE, KY.\nM. A. Newell, President.\n\nW. D. Henkle, Secretary.\n\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\n\n1873.— ELMIRA, N. Y.\nB. G. Northrop, President.\n\nJ. Ormond Wilson, Treasurer.\n\n1878.\n\n—No session.\n\nS. H. White. Secretary.\nJohn Hancock, Treasurer.\n\n1874.— DETROIT, MICH.\nS. H. White, President.\n\nA. P. Marble, Secretary.\n\nJohn Hancock, Treasurer.\n1875. -MINNEAPOLIS, MINN.\n\n1879.—PHILADELPHIA. PA.\n\nJohn Hancock, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n•\n\n1880.— CHAUTAUQUA, N. Y.\n\nW. T. Harris, President.\nW. R. Abbott, Secretary.\n\nJ. Ormond Wilson, President.\n\nA. P. Marble, Treasurer.\n\nE. T. Tappan, Treasurer.\n\nW. D. Henkle, Secretary.\n\n*\n\n"}
{"page": 19, "printed_page": null, "text": "CALENDAR OF MEETINGS\n1881.— ATLANTA, GA.\n\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\n1891.— TORONTO, ONTARIO.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1882.— SARATOGA SPRINGS, N. Y.\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\n1892.— SARATOGA SPRINGS, N. Y.\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\n\n1883.— SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President.\n\n1893.-CHICAGO, ILL.\n\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nJ. M. Greenwood, Treasurer.\n\n(International Congress of Education.)\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1884.— MADISON, WIS.\nThomas W. Bicknell, President.\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\n1894.— ASBURY PARK, N. J.\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\n1885.— SARATOGA SPRINGS, N. Y.\nF. Louis Soldan, President,\n\n1895.— DENVER, COLO.\n\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n1886.— TOPEKA, KAN.\nN. A. Calkins, President.\n\nJ. M. Greenwood, Treasurer.\n\nNicholas Murray Butler, President.\nIrwin. Shepard, Secretary.\nI. C. McNeill, Treasurer.\n1896.— BUFFALO, N. Y.\n\nW. E. Sheldon, Secretary,\n\nNewton C. Dougherty, President.\n\nE. C. Hewktt, Treasurer,\n\nIrwin Shepard, Secretary.\nI.\n\n1887.— CHICAGO, ILL.\n\nW, E. Sheldon, President.\nJ. H. Canfi^ld, Secretary.\n\nE. C. Hewett, Treasurer.\n\nI.\n\nt888.— SAN FRANCISCO, CAL.\n\nAaron Gove, President.\nJ. H. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\nC. McNeill, Treasurer.\n\n1897.— MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\n1898.— WASHINGTON, D. C.\nJ. M. Greenwood, President\n\nIrwin Shepard, Secretary.\nI. C.\n\n1889.—NASHVILLE, TENN.\n\nAlbert P. Marble, President,\nJ. H. Canfield, Secretary,\nE. C. Hewett, Treasurer.\n1890.— ST. PAUL. MINN.\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\nMcNeill, Treasurer.\n\n1899.— LOS ANGELES. CAL.\nE. Oram Lyte, President.\nIrwin Shepard, Secretary.\nI.\n\nC. McNeill, Treasurer.\n\n1900.— CHARLESTON, S. C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary,\nCarroll G. Pearse, Treasurer,\n\n"}
{"page": 20, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nOF THE UNITED STATES\n\nOFFICERS FOR 1899-1900\nGENERAL ASSOCIATION\nOSCAR T, CORSON\nIRWIN SHEPARD\nCARROLL G. PEARSE\n\nPresident\nSecretary\n\nTreasurer\n\nVICE-PRESIDENTS\nW. H. Bartholomew, Louisville, Ky.\n\nE. Oram Lytk, Millersville, Pa.\nJ. A.\n\nColumbus, O.\nWinona, Minn.\nOmaha, Neb.\n\nW. A. Bell, Yellow Springs, O.\nW. F. Slaton, Atlanta, Ga.\nL. W. Buchholz, Tampa, Fla.\n\nFosHAY, Los Angeles, Cal.\n\nH. M. Slauson, Ann Arbor, Mich.\nE. B. McElroy, Eugene, Ore.\nJ. P. Hendricks, Butte, Mont.\nJ. M. Green, Trenton, N. J.\n\nMrs. Gaston Boyd, Newton, Kan.\nGeorge H. Conley, Boston, Mass.\n\nBOARD OF TRUSTEES\n\n•\n\n(See Art. IV, sec, q, of the constitution.)\n\nAlbert G. Lane\n\nChairman\n\nChicago, 111.\n\nNicholas Murray Butler\n\nSecretary\n\nNew York, N, Y.\n\nJ. Ormond\n\nWashington, D, C\n\nWilson\n\nF. Louis SoLDAN\n\nNicholas Murray Butler\nAlbert G. Lane\nOscar T. Corson\n\nChicago, 111\n\nTerm expires July, 1900\nTerm expires July, 1901\nTerm expires July, 1902\nTerm expires July, 1903\n\nColumbus, O\n\nEx officio\n\nSt. Louis,\n\nMo\n\nNew York, N. Y\n.\n\n.\n\n.\n\n.\n\nEXECUTIVE COMMITTEE\n(See Art. IV, sees, 2 and it, of the constitution.)\n\nOscar T. Corson\nE. Oram Lyte\nCarroll G. Pearse\nAlbert G. Lane\nWm. T. Harris\n\nPresident\nFirst Vice-President\n\nColumbus, O.\n\nTreasurer\n\nOniaha, Neb.\n\nIrwin Shepard\n\nSecretary\n\nChairman Board of Trustees\nMember by election\n\nMillersville, Pa.\n\n.\n\n.\n\nChicago, 111.\n\nWashington, D. C.\n\nWinona, Minn.\n\nBOARD OF DIRECTORS\nDirectors ex officio\n(See Art. IV, sec. 2, of the constitution.)\nC. G. Pearse, Omaha, Neb.\nAlbert G. Lane, Chicago, 111.\n\nOscar T. Corson, Columbus, O.\nE. Oram Lyte, Millersville, Pa.\n\nIrwin Shepard, Winona, Minn.\nliife Directors\n(See Art. IV, sec. 2, of the constitution.)\n\nCanfield, James H., New York, N. Y.\nCook, E. H., Yonkers, N. Y.\n\nBiCKNELL, Thomas W., Providence, R. I.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N. Y.\n\nDougherty, Newton C, Peoria, 111,\n\n8\n\n"}
{"page": 21, "printed_page": null, "text": "DIRECTORS\nIiife Directors\n\n— continued\nPhelps, W. F., St. Paul, Minn.\nPicKARD, Josiah L., lowa City, la.\nPike, Joshua, Jerseyville, 111.\nRichards, Zalmon, Washington, D. C.\nSheldon, W. E., Boston, Mass.\nSkinner, Charles R., Albany, N. Y.\nSmart, James H., Lafayette, Ind.\nSoLDAN, F. Louis, St. Louis, Mo.\nStratton, C. C, University Park, Ore.\nTaylor, A. R., Emporia, Kan.\n\nFairchild, George T., Berea, Ky,\n\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Grayling, Mich.\nGreenwood, J. M., Kansas City, Mo.\nHall, Caleb G., New Berlin, N. Y.\nHarris, Wm. T., Washington, D. C.\nHunt, Mary H., Boston, Mass.\nJewett, a. v., Abilene, Kan.\nLane, Albert G., Chicago, 111.\n\nTeachers' Institute, Philadelphia, Pa.\nWhite, Charles G., Lake Linden, Mich.\nWhite, E. E., Columbus, O.\nWilson, J. Ormond, Washington, D. C.\n\nLvte, E. Oram, Millersville, Pa.\n\nMarble, Albert P., New York, N. Y.\nMarshall, T. Marcellus, Glenville, W. Va.\nParker, Charles I., South Chicago, III.\n\nDirectors by Election\nNorth Atlantic Division\nMaine\nNew Hampshire\nVermont\nMassachusetts\n\nRhode Island\nConnecticut\n\nNew York\nNew Jersey\n\nJohn S. Locke\nChanning Folsom\nMason S. Stone\nWill S. Monroe\nGeorge E. Church\nC. N. Kendall\nAugustus S. Downing\nH. Bkbwstbk Willis\n\nSaco\n\nDover\nMontpelier\nWestfield\n\nProvidence\n\nNew Haven\nNew York\nNew Brunswick\n\nSouth Atlantic Division\nPenn.sylvania\n\nDelaware\n\nMaryland\nDistrict of Columbia\n\nVirginia\n\nWest Virginia\nNorth Carolina\nSouth Carolina\nFlorida\n\nH. W. Fisher\nA. H. Berlin\nE. B. Prbttvman\nW. B. Powell\nE. C. Glass\nJ. N. Deahl\nE. A. Alderman\nF. C. Woodward\nW. N. Sheats\n\nPittsburg\n\nWilmington\nBaltimore\n\nWashington\nLynchburg\nClaude\nChapel Hill\nColumbia\nTallahassee\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\n\nAlabama\nMississippi\n\nLouisiana\n\nMcHenry Rhoads\nH. C. Weber\n\nFrankfort\n\nWilliam M.Slaton\nJ.H.Phillips\nR. B. Fulton\nWarren Easton\n\nAtlanta\n\nOklahoma\n\nAlexander Hogg\nDavid R. Boyd\n\nArkansas\n\nJ.\n\nIndian Territory\n\nW. A. Caldwell\n\nTexas\n\nR. Rightsell\n\nNashville\n\nBirmingham\nUniversity\n\nNew Orleans\nFort Worth\n\nNorman\nLittle Rock\n\nMuskogee\n\nNorth Central Division\nOhio\n\nJ. A. Shawan\n\nColumbus\n\nIndiana\n\nJ. W. Carr\n\nAnderson\n\nIllinois\n\nJ. H. Collins\n\nSpringfield\n\nMichigan\nWisconsin\nIowa\nMinnesota\n\nD. W. Springer\nL. D. Harvey\n\nAnn Arbor\n\nW. M. Beardshear\nF. V. Hubbard\nW. T. Carrington\nW.E.Hoover\nFrank Crane\n\nAmes\nRed Wing\n\nMissouri\n\nNorthDakota\nSouth Dakota\nNebraska\nKansas\n\nMilwaukee\n\nJefferson City\n\nPark River\nWatertown\n\nJ. H. Miller\n\nLincoln\n\nFrank R. Dyer\n\nWichita\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nDirectors by 'EXqgWotx— continued\nWestern Division\n\nSamuel D. Largent\nEsTELLE Reel\nL. C. Greenlee\n\nMontana\n\nWyoming\nColorado\n\nNew Mexico\n\nGreat Falls\n\nWashington, D. C.\n\nDenver\n\nArizona\n\nMrs. E. R. Jackson\nF. A. Cooley\n\nUtah\nNevada\n\nJ. E.\n\nIdaho\n\nJ.\n\nWashington\nOregon\n\nO. C. Whitney\nE. D. Ressler\n\nTacoma\nEugene\n\nCalifornia\n\nJohn Swett\n\nMartinez\n\nSilver City\n\nTucson\nSalt Lake City\n\nF.B.Cooper\nStubbs\n\nReno\n\nW. Daniels\n\nBoise\n\nDEPARTMENT OFFICERS\nNational Council\nF. LOUIS\n\nSOLDAN\n\nELMER E. BROWN\nMiss BETTIE A. DUTTON\nNICHOLAS MURRAY BUTLER....\nMiss LUCIA STICKNEY\n\nELMER E. BROWN\n\nPresident\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nSt. Louis,\n\nMo.\n\nBerkeley, Cal.\n\nCleveland,©.\nNew York, N. Y.\nCleveland,©.\nBerkeley, Cal.\n\nKindergarten\nMrs. KRAUS- BOELTE\nMiss MINNIE MACFEAT\nMiss EVELYN HOLMES\n\nNew York, N. Y.\nRock Hill, S. C.\n\nPresident\nVice-President\nSecretary\n\nCharleston, S. C.\n\nSlementary\nMiss N. CROPSEY\nJ.W.DINSMORE\nMiss BETTIE A. DUTTON\n\nPresident\nVice-President\nSecretary\n\nCOY\nG. B. MORRISON\n\nPresident\nVice-President\nSecretary\n\nIndianapolis, Ind.\nBeatrice,\n\nNeb.\n\nCleveland, O,\n\nSecondary\nE. W.\n\nH. L. BOLTWOOD\n\nCincinnati,©.\n\nKansas City, Mo.\nEvanston, 111.\n\nHigher\n\nJEROME H. RAYMOND\nWILLIAM F. KING\nOSCAR J. CRAIG\n\nPresident\nVice-President\nSecretary\n\nJAMES E. RUSSELL\nMiss N. CROPSEY\nCHARLES B. DYKE\n\nPresident\nVice-President\nSecretary\n\nMorgantown, W. Va.\nMt. Vernon, la.\nMissoula, Mont.\n\nNormal\nNew York, N. Y.\nIndianapolis, Ind.\n\nHampton, Va.\n\nSuperintendence\nA. S. DOWNING\nG. R. GLENN\nJ. A.\n\nSHAWAN\n\nC. M.\n\nNew York, N. Y.\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nJORDAN\n\nAtlanta, Ga.\n\nColumbus,©.\nMinneapolis, Minn.\n\nManual\n\nCHARLES H. KEYES\nCHARLES A. BENNETT\nL. A.\n\nBUCHANAN\n\n...\n\n'.\n\nPresident\nVice-President\nSecretary\n\nHartford, Conn.\n\\\n\nPeoria, 111.\n\nStockton, Cal.\n\nArt\nMiss FRANCES E. RANSOM\nHENRY T. ARDLEY\nMiss MARY A. WO©DMANSEE\n\nWILLIAM A. M AS©N\n\nPresident\nVice-President\nSecretary\nExecutive Committee\n\nNew York, N. Y.\nBerkeley, Cal.\n\nDayton,©.\nPhiladelphia, Pa.\n\n"}
{"page": 23, "printed_page": null, "text": "DEPARTMENT OFFICERS\nMusic\n\nHERBERT GRIGGS\nMrs. GERTRUDES. PARSONS\nMrs. CONSTANCE B. SMITH\n\nPresident\nVice-President\nSecretary\n\nDenver, Colo.\nLos Angeles, Cal.\nJacksonville, 111.\n\nBusiness\n\nCARLC. MARSHALL\nM. B. WICKS\nI.\n\nPresident\nVice-President\nSecretary\nChairman Executive Committee\n\nO.CRISSY\n\nW. C. STEVENSON\n\nBattle Creek, Mich.\n\nPhiladelphia, Pa.\n\nAlbany, N. Y.\nEmporia, Kan.\n\nChild Study\n\nFREDERIC L. BURK\n\nPresident\nVice-President\nSecretary\n\nTHOMAS P. BAILEY, JR\nMissCELESTIA S. PARRISH\n\nSanta Barbara, Cal.\nBerkeley, Cal.\n\nLynchburg, Va.\n\nPhysical Training\n\nGEORGEW. FITZ\nW. O.KROHN\nMiss ELLEN le GARDE\nMiss MABEL PRAY\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nGEORGE MANN RICHARDSON\nCHARLES WILLIAM DABNEY\nCHARLES B. WILSON\n\nPresident\nVice-President\nSecretary and Acting President\n\nCambridge, Mass.\nHospital, 111.\n\nProvidence, R. I.\n\nToledo, O.\n\nScience\nStanford Univ., Cal.\nKnoxville, Tenn.\nWestfield, Mass.\n\nSchool Administration\n\nBARTHELL\nTHOMAS M. GAFNEY\nE. F. BRADT\nWILLIAM GEORGE BRUCE\nCHARLES CASSATT DAVIS\nE. E.\n\n.\n\n.•\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary.\nChairman of Executive Committee ...\n\nNashville, Tenn.\n\nSyracuse, N, Y.\n\nIshpeming, Mich.\nMilwaukee, Wis.\nLos Angeles, Cal.\n\nLibrary\n\nSHERMAN WILLIAMS\nMrs. HARRIET CHILD WADLEIGH\nMiss MARY EILEEN AHERN..\n\nPresident\nVice-President\nSecretary\n\nGlens Falls, N. Y.\nLos Angeles, Cal.\nChicago, 111.\n\nDeaf, Blind, etc.\n\nWARRING WILKINSON\nMiss MARY McCOWEN\nEDWARD E. ALLEN\nMiss MARGARET BANCROFT\nEDWARD ALLAN FAY\n\nPresident\nV.-Pres.Subdeft. for the Deaf\nV.-Pres. Subdept. for the Blind\nV.-Pres. Subdept. for Ment. Deficient\nSecretary\n\nBerkeley, Cal.\n\nChicago, 111.\n\nOverbrook, Pa.\nHaddonfield, N. J.\n\nWashington, D. C.\n\nIndian education\nMajor R. H. PRATT\n\nMERRILL E. GATES\n\nEDGARA.ALLEN\n\nPresident\nVice-President\nSecretary\n\n.\n\nCarlisle, Pa.\nWashington, D. C.\nAlbuquerque, N. M.\n\n"}
{"page": 24, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nOF THE UNITED STATES\n\nOFFICERS FOR\n\n1900-1901\n\nGENERAL ASSOCIATION\nJAMES M. GREEN\nIRWIN SHEPARD\nLEWIS C.GREENLEE\n\nPresident\nSecretary\n\nTrenton, N. J,\nWinona, Minn.\nDenver, Colo.\n\nTreasurer\n\nVICE-PRESIDENTS\nOscar T. Corson, Columbus, O.\n\nW. H. Bartholomew, Louisville, Ky.\n\nFosHAV, Los Angeles, Cal.\n\nO. H. Cooper, Waco, Tex.\nWilliam M. Davidson, Topeka, Kan.\nR. B. Fulton, University, Miss.\nGertrude Edmund, Lowell, Mass.\nH. E. Kratz, Sioux City, la.\n\nJ. A.\n\nH. P. Archer, Charleston, S. C.\nH. B. Brown, Valparaiso, Ind.\nFrancis W. Parker, Chicago, 111.\nL. W. BucHHOLZ, Tampa, Fla.\n\n•\n\nBOARD OF TRUSTEES\n(See Art, IV, sec. q, of the constitution.')\n\nAlbert G. Lane\n\nChairman\n\nChicago, 111.\n\nNicholas Murray Butler\n\nSecretary\n\nNew York, N. Y.\n\nF. Louis Soldan\nNicholas Murray Butler\nAlbert G. Lane\n\nSt. Louis, Mo\nNew York, N. Y\n\nNewton C. Dougherty\nJames M, Green\n\nPeoria, III\n\nTerm expires July, 1901\nTerm expires July, 1902\nTerm expires July, 1903\nTerm expires July, 1904\n\nTrenton, N. J\n\nEx officio\n\nChicago,\n\n111\n\nEXECUTIVE COMMITTEE\n(See A rt. IV, sees. 2 and 11, of the constitution^\n\nJames M. Green\nOscar T. Corson\nLewis C. Greenlee\nAlbert G. Lane\n\nPresident\nFirst Vice-President\n\nTrenton, N. J.\n\nTreasurer\n\nColumbus, O.\nDenver, Colo.\n\nWm. T. Harris\n\nChairman Board of Trustees\nMember by election\n\nWashington, D. C.\n\nIrwin Shepard\n\nSecretary\n\nWinona, Minn.\n\nChicago, 111.\n\nBOARD OF DIRECTORS\nDirectors ex officio\n(See Art. IV, sec, s, of the constitution.)\n\nJames M. Green, Trenton, N. J.\nOscar T. Corson, Columbus, O.\n\nLewis C. Greenlee, Denver, Colo.\nAlbert G. Lane, Chicago, 111.\nIrwin Shepard, Winona, Minn.\n\nLife Directors\n(See Art. IV, sec, 2, of the constitution.')\n\nCanfjeld, James H., New York, N. Y.\nCook, E. H., Yonkers, N. Y.\nCorson, Oscar T., Columbus, O.\n\nBicknell, Thomas W., Providence, R. I.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N, Y,\n\n12\n\n"}
{"page": 25, "printed_page": null, "text": "oPficeHs 6P the Association\nIjife HixeotOTB\n\n13\n\n— continued\nMarshall, T. Marcellus, Glenville, W, Va,\nParker, Charles I., South Chicago, 111,\n\nDougherty, Newton C, Peoria, 111,\nFairchild, George T., Berea, Ky.\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Grayling, Mich.\nGreenwood, J. M., Kansas City, Mo.\nHall, Caleb G., New Berlin, N. Y.\nHarris, Wm. T., Washington, D. C.\nHunt, Mary H., Boston, Mass.\nJewett, a. v., Abilene, Kan.\nLane, Albert G., Chicago, 111.\n\nPhelps, W, F., St. Paul, Minn.\nPiCKARD, JosiAH L., lowa City, la.\nPike, Joshua, Jerseyville, 111.\nSkinner, Charles R., Albany, N. Y.\nSoLDAN, F. Louis, St. Louis, Mo,\nStratton, C. C, University Park, Ore.\nTaylor, A. R., Emporia, Kan.\nTeachers' Institute, Philadelphia, Pa.\nWhite, Charles G., Lake Linden, Mich.\nWhite, E. E., Columbus, O.\nWilson, J. Ormond, Washington, D. C.\n\nLyte, E. Oram, Millersville, Pa,\nMarble, Albert P., New York, N, Y.\n\nDirectors by Election\nNorth Atlantic Division\nMaine\n\nJohn S. Locke\n\nNew Hampshire\n\nVacant\n\nVermont\n\nJohn L. Alger\n\nMassachusetts\n\nNew York\nNew Jersey\n\nFrank A. Fitzpatrick\nGeorge E. Church\nCharles H. Keyes\nA, S, Downing\nH, Brewster Willis\n\nNew York\nNew Brunswick\n\nPennsylvania\n\nH.W.Fisher\n\nPittsburg\n\nRhode Island\nConnecticut\n\nSaco\n\nBennington\nBoston\nProvidence\nHartford\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\n\nVirginia\n\nWest Virginia\nNorth Carolina\nSouth Carolina\nFlorida\n\nA. H. Berlin\n\nWilmington\n\nM. Bates Stephens\nW. B. Powell\n\nBaltimore\n\nGeorge J. Ramsey\nJ. Walter Barnes\nW, T. Whits ett\nW. K. Tate\nMiss Clem Hampton\n\nWashington\n\nRichmond\nFairmont\nWhitsett\n\nCharleston\n\nLive Oak\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\n\nMcHenry Rhoads\nM, M, Ross\n\nLouisiana\n\nD. Q. Abbott\nJohn W. Abercrombie\nH. L. Whitfield\nWarrkn Easton\n\nTexas\n\nJ. M. Fendlev\n\nAlabama\nMississippi\n\nFrankfort\nNashville\n\nMacon\nMontgomery\nJackson\nNew Orleans\nGalveston\n\nOklahoma\n\nDavid R. Bovd\n\nNorman\n\nArkansas\n\nJ, R, Rightsell\n\nLittle Rock\n\nNorth Central Division\nOhio\n\nN. H. Chaney\n\nIndiana\n\nT. A. Mott\n\nRichmond\n\nIllinois\n\nJ. H. Collins\n\nSpringfield\n\nD. W. Springer\n\nAnn Arbor\n\nMichigan\nWisconsin\nIowa\nMinnesota\nMissouri\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\nChillicothe\n\nL. D. Harvey\n\nMadison\n\nW. M. Beardshear\n\nAmes\n\nCM. Jordan\n\nMinneapolis\n\nW. T. Carrington\nW. E. Hoover\n\nJefferson City\n\nE.E.Collins\nC. G. Pearse\n\nVermillion\n\nFrank R. Dyer\n\nWichita\n\nPark River\n\nOmaha\n\nJVestern Division\n\nMontana\n\nE. A, Carleton\n\nWyoming\n\nMiss Estelle Reel\n\nHelena\nWashington, D. C\n\nColorado\n\nH. S. Phillips\n\nDenver\n\n"}
{"page": 26, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n14\n\n— fo«tf»«?rf\n— continued\n\nDirectors by Election\nWestern Division\n\nNew Mexico\nUtah\nNevada\n\nMrs. E. R. Jackson\nMilton J. Needham\nF. B. Cooper\n\nSalt Lalce City\n\nJ. E. Stubbs\n\nReno\n\nIdaho\n\nJ. C. Black\n\nAlbion\n\nWashington\nOregon\n\nO. C. Whitney\n\nTacoma\n\nCalifornia\n\nT. J, KiRK\n\nArizona\n\nE. B.\n\nSilver City\n\nAlgert\n\nMcElrov\n\nEugene\nSacramento\n\nDEPARTMENT OFFICERS\nNational Council\n\nCHARLES M.JORDAN\nMiss BETTIE A. BUTTON\nJ. H. PHILLIPS\n\nELMER E.BROWN\nNICHOLAS MURRAY BUTLER\nJOSEPH SWAIN\n\nPresident\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nMinneapolis, Minn.\nCleveland, O.\n\nBirmingham, Ala.\nBerkeley, Cal.\n;\n\nNew York, N. Y,\nBloomington, Ind.\n\nKindergarten\nMiss EVELYN HOLMES\nMiss CAROLINE HART\nMiss ANNIE LAWS\n\nPresident\nVice-President\nSecretary\n\nCharleston, S. C.\n\nBaltimore, Md.\n\nCincinnati,©.\n\nElementary\nJ. W. CARR\nJ.C.HARRIS\n\nMrs. SARA D. JENKINS\n\nPresident\nVice-President\nSecretary\n\nAnderson, Ind.\n\nRome, G a.\nIthaca, N. Y.\n\nSecondary\nW. J. S. BRYAN\nMiss NETTIE FILLMORE\nC. A.\n\nGRAESER\n\nPresident\nVice-President\nSecretary\n\nSt. Louis, Mo.\n\nCincinnati,©.\nCharleston, S. C.\n\nHigher\n\nCHARLES F. THWING\nWILLIAM M. BEARDSHEAR\nWILLIAM H. BLACK\n\nPresident\nVice-President\nSecretary\n\nCleveland,©.\n\nAmes, la.\nMarshall, Mo.\n\nNormal\nCHARLES D. McIVER\nZ.X. SNYDER\n\nPresident\nVice-President\nSecretary\n\nN. A. HARVEY\n\nGreensboro, N. C.\nGreeley, Colo.\n\nChicago, 111.\n\nSuperintendence\nL.D. HARVEY\nA. K. WHITCOMB\n\n.•\n\nW. F. SLAT©N\nF. B.\n\nCOOPER\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nMadison, Wis.\nLowell, Mass.\nAtlanta, Ga.\nSalt Lake City, Utah\n\nManual\n\nCHARLES A. BENNETT\nB. A. LENFEST\nL. A.\n\nBUCHANAN\n\nPresident\nVice-President\n\nW^altham, Mass.\n\nSecretary.\n\nStockton, Cal.\n\nPeoria, 111.\n\nArt\nMiss BONNIE E. SNOW..\nMiss MYRA JONES\n\nPresident\n\nMinneapolis, Minn.\n\nFREDJ.ORR\n\nVice-President\nSecretary\n\nAthens, Ga.\n\nA. J. GANTVOORT\n\nPresident\n\nCincinnati,©.\n\nVice-President\nSecretary\n\nNew York, N. Y\n\nDetroit, Mich.\n\nMusic\nH. W. FAIRBANKS\n\nH.W. GRAY\n\n.\n\n.\n\n.\n\n,\n\nChicago. III.\n\n"}
{"page": 27, "printed_page": null, "text": "DEPARTMENT OFFICERS\n\n15\n\nSusiness\n\nWILLIAM E. DOGGETT\n\nWILLARD J. WHEELER\n\nEDWARD W. STITT\n\nPresident\nVice-President\nSecretary\n\nBrooklyn, N. Y.\n\nBirmingham, Ala.\nNew York, N. Y.\n\nChild Study\n\nTHOMAS P. BAILEY, Jr\nMiss MARION BROWN\nPATTERSON WARDLAW\n\nPresident\nVice-President\nSecretary\n\nBerkeley, Cal.\n\nNew Orleans, La.\n\".\n\nColumbia, S. C.\n\nPhysical Training\n\nGEORGEW. FITZ\nW.O. KROHN\nMiss ELLEN le GARDE\nMiss MABEL PRAY\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nN.A.HARVEY\nCHARLES B. WILSON\nCHARLES N. COBB\n\nPresident\nVice-President\nSecretary\n\nBoston, Mass.\nHospital, III.\n\nProvidence, R. I.\n\nToledo, O.\n\nScience\nChicago, 111.\nWestfield. Mass.\n\nAlbany, N. Y.\n\nSchool Administration\nW. S. ELLIS\n\nISRAEL H. PERES\n\nJOHNOGREN\nW. A. HUNT\nWILLIAM GEORGE BRUCE\n\nPresident\nFirst Vice-President\nSecond Vice-President\nThird Vice-President\nSecretary\n\nAnderson, Ind.\n\nMemphis, Tenn.\nCharleston, S. C.\nNorthfield, Minn.\nMilwaukee, Wis.\n\nLibrary\n\nROBERT C. METCALF\nJEROME H. RAYMOND\nMiss MARY EILEEN AHERN\n\nPresident\nVice-President\nSecretary\n\nBoston, Mass.\n\nMorgantown, W. Va.\nChicago, 111.\n\nDeaf, Blind, etc.\nMiss MARY McCOWEN\n\nJOHNSTONE\nE. A. GRUVER\nEDWARD E.ALLEN\nE. R.\n\nPresident\nVice-President\nSecretary\nChairman of Executive Committee.. ..\n\nChicago, 111,\nVineland, N. J.\n\nNew York, N. Y.\nOverbrook, Pa.\n\nIndian Education\nH. B. FRISSELL\nMiss ESTELLE REEL\nF.\n\nF.AVERY\n\nPresident\nVice-President\nSecretary\n\nHampton, Va.\nWashington, D. C.\nMiles, Wash.\n\n"}
{"page": 28, "printed_page": null, "text": "TREASURER'S REPORT\n\nNATIONAL EDUCATIONAL ASSOCIATIO.N\nJuly\n\ni,\n\nJune 30, 1900\n\n1899, to\n\nMEETING AT LOS ANGELES. CAL.\n\nCarroll G. Pearse, Treasurer, in account with the National Educational\n\nAssociation\nDr.\n'lo Balance from last report\n\nIn Union National Bank, Denver, (unavailable)\n\nCash\n\n$\n\n66.19\n2,489,99\n\n,\n\n$\n\n2,556.18\n\nTo Receipts:\nFrom railroad and steamship lines, delayed receipts, Washington meeting\nFrom railroad receipts, Los Angeles meeting:\nGross\nLess refunded membership\n\n$\n\n823.00\n\n$30,2x6.00\n1,277.00\n\n18,939.00\n\nFrom memberships and enrollments paid Secretary at Los Angeles\nFrom Secretary's office during year\nMembership, enrollment, etc\n\n7,029.00\n\n$ 3,436.26\n\nSale of back volumes\n\n1,141.50\n\nSale of committee reports, etc\n\n677,35\n\nS.25S-\"\n\nFrom Board of Trustees, interest on permanent funds\nFrom meeting of Department of Superintendence, Chicago, February, 1900\nFrom copyrights\n\n3>4S'-39\n\n624.00\n69.95\n\n36,190.45\n\n$38,746.63\n\nBv Expenditures:\nOf department meetings\nNational Council (971)*\n\n$\n\n13.94\n\nSchool Administration (972)\n\n25.00\n\nMusic (972)\n\n35.00\n\nArt Instruction (972)\n\n35.00\n\nManual Training (972)\n\n13.10\n\nSecondary Education (972)\nBusiness Education (972)\n.\n\n14.50\n24,65\n\n.'\n.\n\nPhysical Education (972)\n\n21,00\n\nKindergarten (972)\n\n14,00\n\nHigher Education (972)\n\n24.06\n\nScience (972)\n\n8.50\n\nChild Study (972)\n\n7.28\n\nNormal Schools (972)\n\n22.50\n\nElementary Education (972)\n\nIQ-IS\n\nLibrary (972)\n\n25.00\n\nDeaf, Dumb, etc. (972)\n\n.\n\nSuperintendence (1000, 1008, 1013, 1014, 1017, 1018)\n\n33.10\n\n201.10\n\n$\n* Denotes number of trustees' order on which payment was made,\n\n16\n\n506.88\n\n"}
{"page": 29, "printed_page": null, "text": "TREASURER '5 REFOR 7\n\ni 7\n\nOf state directors and managers\nMaine (973)\n\n$\n\nMassachusetts (973)\n\n14.7S\n11.56\n\nRhode Island (973)\n\n9.75\n\nConnecticut (973)\n\n12.50\n\nNew York (973)\nNew Jersey (973)\n\n20.00\n\n20.00\n\nPennsylvania (973)\n\n20.00\n\nDelaware (973)\nDistrict of Columbia (973)\nWest Virginia (973)\nNorth Carolina (984)\n\n2.00\n\n.\n\n20.00\n20.00\n11.00\n\nFlorida (973)\n\n15.00\n\nGeorgia (973)\n\n20.00\n\nMississippi (973)\n\n16.00\n\nArkansas (973)\nOhio (973)\n\n20.00\n\nIndiana (973)\n\n20.00\n\n20.00\n\n20.00\n\nIllinois (973)\n\nMichigan (973)\nWisconsin (973)\nIowa (973)\nMinnesota (973)\n\n20.00\n\n20.00\n\n.'\n\n11,00\n\n20.00\n\nMissouri (973)\n\n20,00\n\nNorth Dakota (973)\nSouth Dakota (973)\nNebraska (973)\nKansas (973)\n\n20,00\n20.00\n5,50\n18.35\n\nMontana (973)\n\n20.00\n\nWyoming (995)\n\n20.00\n\nColorado (973)\n\n20.00\n\nNew Mexico (973)\n\n11.00\n\nArizona (973)\n\n20.00\n\nUtah (973)\nWashington (973)\nOregon (958)\n\n20.00\n\nCalifornia (973)\n\n20.00\n\n16.00\n\n18.00\n612.41\n\nOf special committees:\nCommittee on College -Entrance Requirements:\nA. F. Nightingale (969)\n\n$\n\n32,00\n\nCommittee on Necrology\nE, C, Hewett (968)\n\n5,00\n\nCommittee on Normal Schools\nN, C, Schaeffer (970)\n\n16.62\n\nCommittee on Libraries\nJ, C, Dana (945)\n\n$\n\n65.96\n\nLouise Jones (945)\n\n32,00\n\nF. A, Hutchins (945)\n\n17,00\n\nSherman Williams (945)\n\n2,99\n\n117.9s\n\nOf Executive Committee\n0, T. Corson, President\nTraveling (979, 986, 994, 1013, 1045)\n\n$\n\n165.80\n\nStenographer (1045)\n\n75.00\n\nMiscellaneous office expenses (1045)\n\n33 74\n\n^\n\nE, O, Lyte, President (1898-99)\n\nTraveling (957)\n\n$\n\nStenographer (957)\n\n100.00\n\n\"^•*'\n\nE.O. Lyte, Vice-President:\nTraveling (980, 989, 1022)\n1.\n.\n\nC. McNeil, Treasurer (1898-99)\n\n'7^-SA\n\n113.42\n\n183,06\n:\n\nTraveling (967)\n\n$\n\n72.95\n\nStenographer and clerk (967)\n\n70,70\n\nMiscellaneous oflfice expenses (967)\n\nn,6o\n155-25\n\n"}
{"page": 30, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n1\n\nC. G. Pearse, Treasurer\n\n$\n\nTraveling (987, 1004, 1023)\n\n140.10\n\nPremium on bond (956)\n\n5o-SO\n\nMiscellaneous office expenses (955)\n\n32.18\n\n222.78\n\nA. G. Lane, chairman Board of Trustees:\nTraveling (953,985)\n\n$\n\nMiscellaneous office expenses (953)\n\n9S.SS\n8.15\n103.70\n\nW. T. Harris, member of Executive Committee\nTraveling (988)\n\n49'OS\n1,201,80\n\nOf Secretary's office\n$ 4,000,00\n\nSalary (946, 983, 1007, 1031)\n\nStenographer (952, 977, 981, 990, 999, 1009, 1019, 1027, 1030, 1040, 1042)\n\n464,33\n\nPostage (952, 977, 981, 990, 999, 1009, 1019, 1027, 1030, 1040, 1042)\nTelegraph (952, 977, 981, 990, 999, 1009, 1019, 1030, 1040, 1042)\n\n642,76\n118,86\n\nFreight and express (952, 977, 981, loog, 1019, 1027, 1030, 1042)\n\n55,44\n\nTraveling (952, 981, 990, 999, 1009, 1017, 1019, 1027, 1042)\n\n398,63\n\nMiscellaneous office expenses (952, 977,981,990, 999, 1009, 1019,1027,1030,\n160,07\n\n1040, 1042)\n\nClerks and messengers, Los Angeles (965, 966, 951)\n\n561,55\n\nFiling cabinets (962, 950)\n\n91,29\n\nOffice desk (1015)\n\n27.86\n\n6,520.79\n\nFor printing and stationery\n7,500 volumes of proceedings (997, 1021)\n\n$5,514.98\n\nCommittee reports (1002, 1020, 1041, 954)\n\n2,096.80\n\nBulletins, programs, etc, (959, 960, 1029, 1038)\n\n1,021,60\n\nMiscellaneous (961, 963, 1005, 1006, 1016, 1028, 1037)\n\n288,63\n8,922,01\n\nFor telegraph (964)\nFor express and freight\n\n32,23\n\nVolumes of proceedings (982, 991, 996,1001, 1003, loio, ion. 1025, 1032, 1033,\n1034, 1035, 1044)\n\n$ 2,662.43\n\n,\n\nCommittee reports, bulletins, etc. (948, 949, 1024, 1026, 1039)\n\n80,00\n2,742.43\n\nRent depository at Washington (944, 978, 998, 1026)\nOfficial stenographer, Los Angeles meeting (947)\n\n100.00\n\n64,10\n\nAuditing of securities in hands of trustees (993)\n\n11.92\n\nJ, O, Wilson, services as custodian (975)\n\n$\n\nOffice expenses (97s)\n\n50.00\n2,15\n\n52-15\n11.67\n\nPress clippings (1043)\n\nTotal expenditures\n\n$20,949.96\n\nExcess of receipts over expenditures\n\n17,796,67\n\n$38,746,63\n\nSummary\nExcess of receipts over expenditures\nTransferred to Board of Trustees for permanent investment (974, 992, 1036)\nIn Union National Bank, Denver, (unavailable)\nCash on hand\n\n$17,796.67\n\n$14,000,00\n\n$\n\n66.19\n3,730,48\n3,796.67\n\n$17,796.67\n\nCharleston, S, C, July 9, 1900,\n\nThe undersigned trustees of the National Educational Association have this day examined and approved\nthe foregoing accounts of Mr, C. G, Pearse, the Treasurer, with all statements of receipts and vouchers for\n\nexpenditures.\n(\n\n(Signed) I\n\\\n(\n\nAlbert G, Lane, Chairman,\nOscar T, Corson,\nOCHOLAS MyRRAY BuTLEI^\nNi'\n\n"}
{"page": 31, "printed_page": null, "text": "FOURTEENTH ANNUAL REPORT OF THE\nBOARD OF TRUSTEES\nTo the Board of Directors of the National Educational Association:\n\nThe Board of Trustees presents the following report of the Permanent Fund of the National Educational\nAssociation, and its income, for the year ending June 30, igoo:\n\nPermanent Fund, July i, 1899:\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\nCash on hand for investment\n\n$21,000.00\n27,000,00\n19,500.00\n\n6,500.00\n\n$74,000.00\n\nCash received from C. G. Pearse, Treasurer, transferred to Permanent Fund from\nproceeds of Los Angeles meeting and from income of Permanent Fund\nTotal in Permanent Fund July i, 1900\n\nIn the following items\n\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\n\n$45,500.00\n18,890.00\n18,500.00\n\nTotal\n\n$82,890.00\n\nCash on hand for investment\n\n5,110.00\n\n$88,000.00\n\nTotal\n\nINVESTMENTS\nInvestment July i, 1899\n\n$67,500.00\n\nBonds paid during the year\nAVhite township, Kingman county, Kan\n\n$ 7,000.00\n\nWashington county, Kan., S. D. 136\nGreenwood county, Kan., S. D. 2\nOsborne county, Kan., S. D. 52\nEudora City, Kan., Bond No. 8\nDeKalb, III., Bond No. i\n\n500.00\n\n200.00\n310.00\n100.00\n1,000.00\n\n9,110.00\n,\n\n,\n\n.\n\n,\n\nInvestments durmg the year\n\nV\n\n— real-estate mortgages:\n,\n\nMadison avenue, Chicago\nFirst mortgage. First Universalist Church, Englewood, Chicago\nFirst mortgage, 4762 Lake avenue, Chicago\nFirst mortgage, 4802 Lake avenue, Chicago\n\n$58,390.00\n\nFirst mortgage, 5603\n\n5,000.00\n\n10,000.00\n\n.\n\n5,000.00\n\n4,500.00\n\nTotal investment July i, 1900\n\n$82,890.00\n\nINCOME STATEMENT\nKBCEIFTS\nReceipts from interest\n\n$ 3,474.12\nDISBURSEMENTS\n\nPaid exchange for coupon collections\n\n$\n\n3.51\n\nPaid express charges on bonds\n\n6.82\n\nPaid rent of box. Merchants' Safe Deposit Co., Chicago\n\nxo.00\n\nPaid expense on loans\n\n2.40\n\n$\n\nTotal\n\nPaid C. J. Pearse, Treasurer\n\n22.73\n3,451*39\n\nTotal\n\n$3,474.13\n\n19\n\n"}
{"page": 32, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSTATEMENT OF SECURITIES AND BONDS BELONGING TO THE PERMANENT FUND OF\nTHE NATIONAL EDUCATIONAL ASSOCIATION, JULY i, 1900\nKANSAS SCHOOL BONDS\n\nNumber\nCounty\n\nRate of\n\nAmount\n\nschool\n\nGarfield*\n\n66\n\n$ 330\n\n143\n24\n41\n\n70\n95\n\n360\n800\n200\n500\n200\n\n51\n\n1,000\n\n129\n\n300\n\nNess\n\nInterest payable\n\ninterest\n\nBond due\n\nper cent.\n\ndistrict\n\nJan. and July\n\n6\n6\n6\n6\n6\n6\n\n1900\n\nJuly,\n\n]iuly I, 1900\n\n1910\n1905\n1903\n1902\n1902\n1902\n\nJan.,\nJuly,\nJuly,\nJuly,\nJuly,\nJan.,\n\n6\n6\n\n$3,690\n\nKANSAS COUNTY AND MUNICIPAL BONDS\n\nBond\n\nKind of bond\n\nCounty\n\nCloud\n\nCity of Concordia, Invested on Sept. 24, 189s\nEudora City\n\nDouglass\nGrant*\n\nHodgeman\nLane*\nMarion*\nMcPherson\n\nMontgomery\nReno*\n\nInterest\n\nInterest payable\n\nBond due\n\n6\n6\n\nJan. and July\n\n6\n\nJan. and July\nJan. and ,fuly\nJan. and July\n\nJuly I, 1918\nOne due each\nyear March i\nFebruary, 1920\nJuly I, 1918\nJuly I, 1918\n\nper cent.\n\n35 to 40\n9 to 20\n\n$3,000\n\n47,48\n\n2,000\n1,000\n3,000\n1,000\n\n6\n\n5Ji\n\nMar, and Sept.\n\nMarch i, 1900\n\n1,000\n1,000\n1,000\n\n6\n6\n\nJan. and July\nApril and Oct.\nFeb. and Aug.\n\nSept.\nOct.\n\nCounty\nCounty\nCounty\nCity of Marion\nSharp's Creek Tp, In-\n\nII to 13\n\nvested Dec. 12, 1895\n\nI\n\nI,200\n\nI\n\nI\n\nCaney township\nCity South Hutchinson\nWith Bentley & Hatfield, Wichita, Kan.\n\nSeward*\n\nAmount\n\nNos.\n\nI.\nI>\n\n2\n2\n\nMarch\n\n6\n\n7\n\nI,\nI,\n\n1916\n1916\n\nApril, 1908\n\nJudgm't obtain'd\n\n1,000\n\n$15,200\n\nILLINOIS, INDIANA,\n\nAND MISSOURI SCHOOL BONDS\nInterest\n\nCounty\n\nper cent.\n\nJackson, Kansas City, Mo\nNoblesville, Ind\n\nJanuary and July\nJanuary and July\n\n$ 2,000\n\nDeKalb, 111\nCook, village of Morgan Park, III\nLemont, 111., School Nos. 4, 6, 8, 12, 14, 16,\n\nS.ooo\n2,000\n3,500\n\nApril\n\nI\n\nMarch and Sept.\nJune and Dec.\n\n6,000\n\n18, 20, 22, 24, 30, 32\n\nInterest payable\n\nBond due\n\nJuly\nJuly\n\nI,\n\nApril\n\nI,\n\n1901\n1912\n1902\nSeptember, 1905\nI,\n\nIssue $16,000,\n$1,000 due each\nyear, Dec.\n\n$18,500\n\ni\n\nREAL ESTATE\nProvidence real estate, first mortgage\nFirst mortgage, 1919 Wabash ave., Chicago.\nFirst mortgage, 5136 Hibbard ave., Chicago.\nFirst mortgage, 428 W. Adams st., Chicago.\nFirst mortgage 5605 Madison ave., Chicago.\nFirst mortgage, First Universalist Church,\nChicago\nFirst mortgage, 4762 Lake ave., Chicago.\nFirst mortgage, 4802 Lake ave., Chicago.\nTotal\n\n$ 3,000\n\nMay and Nov. i\nMay and Nov. i\n\n5,000\n5, 000\n\nMay I, 1903\nNov.\n\n1, 1903\n\n,\n\n8,000\n5,000\n\nMarch and Sept. 15\n\nMarch 15, 1904\n\nJuly and January\n\nJuly I, 1905\n\n10,000\n\nOctober, 1905\n\n.\n\n.\n\n5, 000\n\nOctober and April\nMarch and Sept.\n\n.\n\n.\n\n4,500\n\nMarch and Sept.\n\nMarch, 1905\nMarch, 1905\n\n$45,500\n\nRespectfully submitted,\n(\nI\n\nicA\\\n(Signed)\n\nJ\n<^\nI\n\nV\n\nThe\n\nAlbert G. Lane, Chairman,\nNicholas Mukrav Butler,\nOscar T. Corson,\np Lo^jjg Soldan,\nJ. Ormond Wilson,\nTrustees.\n\nforegoing securities were examined at the Merchants' Safety Deposit Vaults, Chicago, June 29^\n1900, and I certify that the above is a correct statement of the investments belonging to the Permanent Fund\nof the National Educational Association in the custody of A. G. Lane, chairman of the Board of Trustees.\n(Signed)\nGeorge P. Brown.\n*Interest or principal in default.\n\n"}
{"page": 33, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nOF THE\n\nTHIRTY-NINTH ANNUAL MEETING\nOF THE\n\nNATIONAL EDUCATIONALASSOCIATION\nCHARLESTON, S. C, JULY 10-13, 1900\n\nFIRST DAY'S PROCEEDINGS\nOPENING SESSION.— Tuesday, July 10, 3:30 p. m.\nThe association met in Thomson Auditorium, and was called to order by W. H,\nWelch, Esq., chairman of the Local Executive Committee of Charleston.\nPrayer was offered by Rev. A. Toomer Porter, D.D., rector of Porter Military Academy, Charleston, S. C.\n\nMusic by the First United States Artillery band, under the leadership of Professor\nGustav Koitzsch.\nAddresses of welcome were made by Hon. Miles B. McSweeney, governor of South\nCarolina, on behalf of the state\n\n;\n\nHon.\n\nJ.\n\nB. McMahan, state superintendent of public\n\nHon. J. Adger Smyth,\nand Henry P. Archer, superin-\n\ninstruction, on behalf of the educational interests of the state ;\n\nmayor of Charleston, on behalf of the city of Charleston\n\n;\n\ntendent of city schools, on behalf of the educational interests of the city.\n\nThe conduct of the meeting was then transferred by the chairman of the Local\nExecutive Committee to Hon. Oscar T. Corson, President of the National Educational\nAssociation.\n\nResponses to the addresses of welcome were made by Dr. Eliphalet Oram Lyte, principal of the First Pennsylvania State Normal School, Millersville, Pa.; J. W. Carr, super-\n\nintendent of city schools, Anderson, Ind.; and James A. Foshay, superintendent of city\nschools, Los Angeles, Cal.\n\nMusic by the First United States Artillery band.\nPresident Oscar T. Corson then delivered the annual presidential address.\n\nThe President then announced the following Committee on Resolutions\nNicholas Murray Butler, New York, chairman.\nEUlwin A. Alderman, Louisiana,\n\nJames A. Foshay, California.\nJames H. Van Sickle, Maryland.\nWilliam R. Harper, Illinois.\nCharles F. Thwing, Ohio.\n\nCharles D. Mclver, North Carolina\n\nWilliam B. Powell, District of Columbia.\nAlfred Bayliss, Illinois.\n\nThe Secretary read the following announcement\n\" I am instructed by the Board of Directors to give notice of proposed amendments\nto Art. Ill of the constitution, concerning membership, to the effect\n\n\" First, that active members only shall have the right to vote in the general association and in the several departments.\n\n\" Second, that active\n\nmembership dues shall be payable at the time of the annual\n\nmeeting, or subsequently before September i of each year, and that notice of discontinu-\n\nance shall be given before September i to be effective for that year,\"\n\nAdjourned.\n21\n\n"}
{"page": 34, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSECOND SESSION.— Tuesday, July io, 8 :3o p. m.\nThe meeting was called to order in Thomson Auditorium by President Corson.\nMusic by the First United States Artillery band.\n\nThe topic of the evening, \" The Small College,\" was presented by President W. O.\nThompson of the Ohio State University, who spoke on \" Its Work in the Past,\" and by\nPresident W. R. Harper of the University of Chicago, who spoke on \" Its Prospects.\"\nThe meeting then adjourned.\n\nSECOND DAY'S PROCEEDINGS\nTHIRD SESSION.— Wednesday, July ii, io a. m.\nThe association was called to order in Thomson Auditorium, President Corson in the\nchair.\n\nPrayer was offered by Rev. D. M. Ramsey, D.D., pastor of Citadel Square Baptist\nChurch of Charleston.\nMusic by the P\"irst United States Artillery band.\nThe topic for the morning discussion was \" The Contributions of Religious OrganiPapers were presented by President Oscar H.\nzations to the Cause of Education.\"\nCooper of Baylor University, Waco, Tex., on \"Contributions by the Baptist Church,\"\nand by Dr. Conde B. Pallen, St. Louis, Mo., on \" Contributions by the Catholic Church.\"\nThe following Committee on Necrology was appointed\n:\n\nE. E. White, of Ohio, chairman,\n\nAaron Gove, of Colorado.\n\nR. C. Metcalf , of Massachusetts.\nAlexander Hogg, of Texas.\n\nE. Oram Lyte, of Pennsylvania.\n\nThe Committee on Nominations, appointed by the President in accordance with sec.\nI\n\nof the By-Laws, was announced as follows\n\nCOMMITTEE ON NOMINATIONS\nJohn R. Kirk, of Missouri, chairman.\n\nNorth Atlantic Division\nMaine\nNew Hampshire\nVermont\n\nJohn S. Locke\nVacant\n\nRhode Island\nConnecticut\n\nF. E. Howard\n\nMason S. Stone\n\nA. S. Downing\n\nMassachusetts\n\nGertrude Edmund\n\nNew York\nNew Jersey\n\nT. B. Stockwell\n\nJ. L. Hays\n\nSouth Atlantic Division\nPennsylvania\nDelaware\nMaryland\nDistrict of Columbia\n\nJ. W. Lansinger\n\nWest Virginia\n\nJ. Walter Barnes\n\nA. H. Berlin\nE. B. Prettyman\n\nNorth Carolina\nSouth Carolina\n\nCharles B. Mclver\n.... Henry P. Archer\n\nFlorida\n\nJ. L. Hollingsworth\n\nW. B. Powell\n\nWm. F. Fox\n\nVirginia\n\nSouth Central Division\n\nW. H. Bartholomew\nM. M. Ross\nM. L. Brittain\n\nLouisiana\n\nAlabama\n\nJ. H. Phillips\n\nArkansas\n\nMississippi\n\nJohn C. Fant\n\nKentucky\nTennessee\nGeorgia\n\nTexas\n\nOklahoma\n\nMiss Marion Brown\nAlexander Hogg\nDavid R. Boyd\nJ. R. Rightsell\n\nNorth Central Division\nOhio\n\nCharles M. Jordan\n\nMinnesota\n\nIndiana\n\nJohn A. Heizer\nJoseph Swain\n\nMissouri\n\nJohn R. Kirk\n\nIllinois\n\nAlfred Bayliss\n\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\nJ. G. Halland\n\nMichigan\nWisconsin\n\nIowa\n\n'\n\nWilliam Lightbody\n\nMiss Mae E. Schreiber\nRichard C. Barrett\n\nW. D. Anderson\nA. H. Waterhouse\nWilliam B. Davidson\n\n"}
{"page": 35, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n23\n\nCOMMITTEE ON NOMINATIONS — <r<»«//«»^rf\nWestern Division\nMontana\n\nS. D. Largent\n\nWyoming\n\nMiss Estelle Reel\nAaron Gove\nHiram Hadley\n\nColorado\n\nNew Mexico\nArizona\n\nM. J. Needham\n\nUtah\n\nFrank B. Cooper\n\nT.B.Brown\n\nNevada\n\nMiss Doris McMaster\nR, S. Bingham\n\nIdaho\n\nWashington\nOregon\n\nE. B. McElroy\nJ. H. Francis\n\nCalifornia\n\nThe meeting then adjourned.\n\nFOURTH SESSION.—Wednesday, July ii, 8 30 p. m.\n:\n\nThe meeting was called to order by President Corson.\nMusic by the First United States Artillery band.\nAn address on \" The State University,\" by President Joseph Swain of the University of Indiana, was followed by an address by Booker T. Washington, president of\nthe Normal and Industrial Institute, Tuskegee, Ala.\n\nAdjourned.\n\nTHIRD DAY'S PROCEEDINGS\nFIFTH SESSION.— Thursday, July 12, 10 a. m.\nThe association met in Thomson Auditorium, President Corson in the chair.\nPrayer was offered by Rev. E. O. Watson, pastor of Bethel Methodist Episcopal\nChurch of Charleston.\nMusic by the First United States Artillery band.\nThe topic of the morning was \" The Problem of the Grades.\"\n\" The Problem of Discipline \" was discussed by Miss Gertrude Edmund, principal\nof the Teachers' Training School, Lowell, Mass.\n\n\"The Problem of Classification and Promotion \" was presented by Miss Elizabeth\nBuchanan, Kansas City, Mo.\n\" The Problem of Instruction \" was presented by Mrs. Alice Woodworth Cooley,\nsupervisor of primary grades, Minneapolis, Minn.\nDr. Emerson E. White, chairman of the Committee on Necrology, submitted the fol-\n\nlowing report of the committee\n\n:\n\nREPORT OF COMMITTEE ON NECROLOGY\nYour Committee on Necrology, appointed on Wednesday, finds it not possible to obtain the necessary\n\nWe\n\ninformation for the preparation of its report in time for submission at this meeting of the association.\ntherefore ask for permission to present a report, when prepared, to the Secretary for insertion in the volume\nof proceedings.\nIt has received from the Secretary the names of the following ez-ofiicers and active members of the association who have departed this life since our last annual meeting\n\nZalmon Richards, District of Columbia.\nJames H. Smart, Indiana.\nWilliam E. Sheldon, Massachusetts.\n\nHenry Barnard, Connecticut.\nLarkin Dunton, Massachusetts.\n\nEmanuel R. Boyer, Illinois.\nEdwin H. Owen, Illinois.\nH. R. Blaisdell, Kentucky.\nJohn Russell Olin, Massachusetts.\nS. S. Parr, Minnesota.\n\nA. E. Engstrom, Minnesota.\nMiss M. J. B. Thomas, New Jersey.\n\nLouis H. Galbreath, New York.\nElias J. Beardsley, New York.\nFrederick H. Lane, New York.\nChristine Gordon Sullivan, Ohio.\nW. H. Morgan, Ohio.\nJohn T. Flavin, Wisconsin.\nFrank Ostrander, Wisconsin.\nMiss A. N. Miller. Colorado.\nWilliam H. Shelley, Maryland.\nCharles M. Davis, New Jersey.\nS. Olin Garrison, New Jersey.\nJohn Braden, Tennessee.\n\nThe committee will be greatly obliged if those who can supply needed data for an appropriate minute of\nany of the deceased named will communicate the same to the chairman of the committee at an early day.\nRespectfully submitted,\nEmerson E. Whitb.\n\n£. Oram Lvte.\nAakon Gove.\nR. C. Metcalf.\n\nAlkx. Hoec.\n\n"}
{"page": 36, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n24\n\nDr. White then spoke as follows\n\" It seems fitting that we pause in our proceedings long enough to place at least a\n\nfew flowers on these fresh graves. The committee's report contains the names of three\nex-Presidents of the association, and also the names of several other deceased members,\n\nwho contributed much to the success of the association in its earlier history. Their work\nis done, and the places that once knew them will know them no more.\n\"Zalmon Richards was the first President of this association, and for near forty\nyears he was a faithful attendant upon\n\nmeetings.\n\nits\n\nIt is believed that\n\nMr. Richards\n\nattended more meetings of the association, and, to do this, traveled more miles, and at\ngreater expense, than any other member.\n\nHe always took a deep interest in the work of\n\nthe association, frequently participated in\n\nits\n\noffices, which\n\nhe filled with marked\n\nfidelity\n\nproceedings, and held various important\n\nand\n\nability.\n\nFor years past he has been\n\nlooked up to and honored as one of the fathers of the association.\n\" William E. Sheldon was the first Secretary of the association, and, like Dr. Richards,\nhe was a most faithful member for near forty years. He presided at the great meeting\nin Chicago in 1887, the largest meeting then held, and outnumbered by few meetings\n\nHis organization and conduct of this meeting put Mr. Sheldon among the most\nassociation.\nMr. Sheldon filled the office of\nHe was called\nSecretary several years at different times, and always with marked ability.\nNo face or voice was more\nto various other positions, which he filled most acceptably.\nsince.\n\nsuccessful Presidents in the history of the\n\nfamiliar in the association than his.\n\nWe missed him at Milwaukee, and were pained to\n\nlearn that he was ill, but all rejoiced to see\n\ntime vigor and activity.\n\naccustomed place.\n\" Dr. Henry Barnard was never an\ninterest in its success in all\n\nstruggle and promise.\n\nhim again at Washington, showing his old-\n\nThis was his last meeting, and we sadly miss him from his\n\nits\n\nofficer of the\n\nassociation, but he took a lively\n\nhistory, and especially in\n\nits\n\nearly history\n\n— the years of\n\nDr. Barnard was in a large sense the organizer of public educa-\n\nHe was the forerunner,\nHorace Mann in what has been called the 'common-school\nHe was not only among the earliest, but the ablest advocates\nrevival in New England.'\nof common schools, and in his later years he carried in his memory the history of\nHe was a part of that history. Dr. Barcommon-school progress in the United States.\nnard, as well as Horace Mann, anticipated by many years the more important features of\nwhat is now called the 'new education.' His great work on the kindergarten preceded\nDr. Barnard was\nthe practical recognition of kindergarten training in the United States.\nthe first United States Commissioner of Education.\ntion in several states, notably in Connecticut and Rhode Island.\n\nand\n\nlater\n\ncolleague, of\n\n\" Time forbids even the briefest reference to other distinguished\n\nassociation who have departed this life since our last annual meeting.\n\nmembers of the\nIt is hoped that\n\nthe volume of proceedings may contain fitting tributes to their memory.\n\n\"We thus must take our leave of the dear colleagues with whom we have been so\nclosely associated in the years that are passed.\nsilence, but at each recurring annual\n\nThey have passed out of sight and into\n\nmeeting memory will bring back their forms, and\n\nwe shall hear again their voices. As we stand for the moment by their fresh graves, our\nprayer is that our memory of them may long be green,\"\nThe meeting then adjourned.\n\nMINUTES OF THE ANNUAL BUSINESS MEETING OF THE ACTIVE MEMBERS OF THE NATIONAL EDUCATIONAL ASSOCIATION\nTHOMSON AUDITORIUM, THURSDAY, JULY I3\nThe annual meeting of active members was called to order by President Corson at 12 M.\n\nThe first order of business was the presentation of the annual report of the Treasurer,\nC. G. Pearse, of Omaha, following which the annual report of the Board of Trustees was\n\n"}
{"page": 37, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nread by Chairman A. G. Lane, of Chicago.\ndistributed to the members.\n\n25\n\nBoth of these reports had been printed and\n\nA few explanations were called for and were duly made.\n\nAttention was called to the fact that both reports had been carefully examined by\nthe Board of Directors, and had been adopted by that body without dissent.\n\nOn motion, each report was adopted and ordered printed in the annual volume of\nproceedings, and a vote of thanks tendered the Treasurer and the chairman of trustees\nfor\n\ntheir efficient services,\n\nand for the complete and satisfactory financial reports pre-\n\nsented.\n\nThe report of the Committee on Nominations was read by the chairman, John R.\nKirk, of Missouri, with the introductory statement that the nominating committee understood it to be the policy of the association, since the election of a permanent Secretary,\nto make the Treasurer's office\n\nan honorary office to be held for one year only, as in the\n\ncase of the office of President.\n\nExplanation was made that Miss Estelle Reel, of Wyoming, had been nominated as\nthe thirteenth vice-president, but as the constitution provides for only twelve vice-presidents, the nomination was necessarily withdrawn.\n\nREPORT OF THE COMMITTEE ON NOMINATIONS\nCharleston, S. C, July 12, 1900.\nTo the Members of the National Educational Association:\nYour Committee on Nominations respectfully reports and recommends the following nominees to fill the\noffices of the National Educational Association for the ensuing year :\n\nNOMINATIONS\nPresident\n\n..\n\nTreasurer\nFirst Vice-President\nSecond Vice-President\nThird Vice-President\nFourth Vice-President\nFifth Vice-President\nSixh Vice-President\nSeventh Vice-President\nEi{;hth Vice-Pressdent\nNinth Vice-President\nTenth Vice-President\nEleventh Vice-President\nTwelfth Vice-President\n\n•\n\nJ.M.Green\n\nNew Jersey\n\nL. C. Greenlee\n\nColorado\n\nO. T. Corson\nJ. A. Foshay\n\nOhio\n\nH. P. Archer\nH. B. Brown\nFrancis W. Parker\nL. W. Buchholz\n\nW. H. Bartholomew\nO. H. Cooper\n\nWilliam M. Davidson\nR. B. Fulton\n\nCalifornia\n\nSouth Carolina\nIndiana\nIllinois\n\nFlorida\n\nKentucky\nTexas\nKansas\nMississippi\n\nGertrude EDMimo\n\nMassachusetts\n\nH. E. Kratz\n\nIowa\n\nDIRECTORS\nNorth Atlantic Division\nMaine\n,\n\nNew Hampshire\nVermont\nMassachusetts\n\nRhode Island\n\nJohn S. Locke\nVacant\nVacant\n\nFrank Fitzpatrick\nVacant\n\nConnecticut\n\nCharles H. Keyes\n\nNew York\nNew Jersey\n\nA. S. Downing\nH. Brewster Willis\nH. W. Fisher\n\nPennsylvania\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\n\nVirginia\n\nVacant\n\nWest Virginia\n\nM. Bates Stephens\n\nNorth Carolina\nSouth Carolina\n\nW. B.Powell\nGeorge J. Ramsey\n\nFlorida\n\nJ. Walter\n\nBarnes\n\nW. T. Whifsett\n\nW. K. Tate\nMiss Clem Hampton\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\n\nAlabama\nMississippi\n\nMcHenry Rhoads\nM. M. Ross\nD.Q.Abbott\nJohn W. Abercrombie\nH. L. Whitfield\n\nOklahoma\n\nWarren Easton\nJ. M, Fendley\nD. R. Boyd\n\nArkansas\n\nJ. R. Rightsell\n\nIndian Territory\n\nJ.D.Benedict\n\nLouisiana\n\nTexas\n\n"}
{"page": 38, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n26\n\nNorth Central Division\nOhio\nIndiana\nIllinois\n\nN. H. Chaney\nT. A. Mott\n\nMinnesota\n\nJ. H. Collins\n\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\nD. W. Springer\nL. D. Harvey\n\nMichigan\nWisconsin\nIowa\n\nW. M. Beardshear\n\nC. M. Jordan\nW. T. Carrington\n\nMissouri\n\nVacant\nE.E.Collins\nC. G. Pearse\n...\n\nF. R.\n\nDyer\n\nWestern Division\nMontana\n\nE. A. Carleton\n\nWyoming\n\nEstelle Reel\n\nColorado\n\n... H. S.Phillips\nMrs. E. R. Jackson\n\nNew Mexico.\n\nM. J. Needham\n\nArizona\n\nUtah\n\nNevada\n\nVacant\n\nIdaho\n\nJ. C. Black\n\nO. C.Whitney\nE. B. McElroy\nT. J. Kirk\n\nWashington\nOregon\nCalifornia\n\nF. B. Cooper\n\nOn motion, it was agreed to recommend that vacancies left in the Directory by this committee should be\nfilled by the Executive Committee of the National Educational Association.\n\nRespectfully submitted,\n\nJohn R, Kirk, Chairman,\nJ.\n\nH. Phillips, Secretary,\n\nCarroll G. Pearse, of\n\nOmaha, moved that the rules be suspended and the Secretary\nThe motion\n\ninstructed to cast the ballot of the association for the nominees presented.\n\nbeing duly seconded and unanimously carried, the Secretary cast the ballot as directed,\n\nand the nominees were declared elected.\nPresident-elect Green was escorted to the platform by ex-Presidents Lane and Lyte,\nand briefly thanked the members of the association for the confidence shown in electing\nhim to the high and honorable office of President of the National Educational Association.\n\nThe Secretary reported a communication from the Board of Directors recommending\nthat certain amendments to the constitution be made, as follows\n\n:\n\nIn Art. Ill, sec. 3, to be added to the first paragraph the following\nActive members only have the right to vote and to hold office in the general association or in the several\ndepartments.\n\nIn the second paragraph, the second sentence to be amended to read\n\n:\n\nThe annual (active) membership fee shall be payable at the time of the annual convention or by remittance to the Secretary before September i of each year. Any active member may discontinue membership by\ngiving written notice to the Secretary before September i, and may restore the same only on payment of the\nenrollment fee and the annual dues for the current year.\n\nPresident Corson What is the pleasure of the association with respect to the\namendments to the constitution proposed and recommended by the Board of Directors ?\nA motion was made and duly seconded that the amendments be adopted.\nDr. E. E. White, of Ohio I hesitate to say a word in opposition to the recommendation of the Board of Directors. We may play a little fast and loose with constitutional provisions that refer simply to detail, but when we come to amendments that\n:\n\n:\n\ninvolve the fundamental rights of members, we must regard and follow strictly the terms\nits amendment.\nThere is nothing clearer than that no\nchanges can be made in the constitution except in the manner provided by the constitution itself.\nNow, under our present constitution\nand I have had occasion to study it\n\nof the constitution respecting\n\ncarefully recently\n\n—\n— the active members have not the authority\n\nto change the constitution.\n\nNo amendment can be made in the constitution except by vote of \" the members of the\nassociation,\" active and associate, at a regular meeting\n\n;\n\nand no amendment can be made\n\nat a meeting without notice at a previous meeting, except by unanimous vote.\n\nNow, it is\n\nclear that if amendments to the constitution are to be made by the members of the association, then\n\nsuch amendments cannot be made at a meeting of the active members called\n\nfor business.\n\nThis can only be done at a meeting of the association.\n\nAnd then, further,\n\n"}
{"page": 39, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n2?\n\nnote the infelicity of active members assuming the right of disfranchising\n\nall\n\nthe other\n\nAs I see it, that question must be submitted to the membership of the association, and my suggestion is that these amendments be postponed one\nmembers of the association.\nyear,\n\nand that they then be referred\n\nPrior to 1897 all\n\nto the general association at a regular meeting.\n\namendments to the constitution were made by the general association,\n\nand I think this is the proper course to take.\nA. H. Nelson, of Chicago, 111.: Mr. President, I am in favor of the motion that the\nproposed amendment be adopted. As 1 understand the matter. Dr. White is in error with\nrespect to the right of associate members as well as active members to act on matters of\nthis kind.\nAssociate members in no organization with which I am acquainted have a\nright to act upon so vital a question as amendment of the constitution.\nUnless it is specifically provided in the constitution of this organization that associate as well as active\n\nmembers shall vote upon such questions as this, I believe that this body of active members has rightfully the authority and power to amend the constitution in accordance with\n\nthe recommendations of the Board of Directors.\n\nUpon request the Secretary read the provision of the constitution as to amendments,\nas follows\n\n—\n\nArt. VII\nAmendments. This constitution may be altered or amended at a regular meeting by the\nunanimous vote of the members present; or by a two-thirds vote of the members present, provided that the\nalteration or amendment has been substantially proposed in writing at a previous meeting.\n\nThe Secretary then stated that notice of the proposed amendments was given in accordance with the constitutional provision at the first meeting of the association on Tuesday\nafternoon, July 10, to the effect that action would be taken at this time on the amend-\n\nments proposed by the Board of Directors.\nCarroll G. Pearse, of Omaha, Neb.: Assuming that Dr. White's idea is the correct\none, since notice was given at a former public meeting that action would be taken this day\non this question, is there any reason why all members, associate and others, should not have\n\nbeen here at this time, had they desired to vote on this question ?\n\nDr. White: This is an unusual interpretation. You cannot give a notice on one\nday of a meeting and have that avail in place of a notice at a previous meeting. Only\none meeting of the association is held in 1900, and no amendment can be adopted at this\nmeeting if proposed at any of its sessions except by unanimous vote. The word \" meeting \"\nhas been thus understood ever since the adoption of the constitution.\nis\n\nBut my contention\n\namended by vote of the active members. Notice the\n\"by vote of the members present.\" Who are the members of\n\nthat the constitution cannot be\n\nreading of Art. VII\n\n:\n\nThe railroads have sold membership tickets thruout the country, and\nit is understood that those who pay two dollars are members of the National Educational\nAssociation.\nIt ought to be clear that the fundamental right of a member of an organization to vote on-all questions that come before it cannot be abridged except by a specific\nprovision of the constitution.\nNow, the constitution limits the voting of members in but\none direction, to wit the active members alone can elect the officers of the general\nassociation.\nOn all other questions in this association the associate members have the\nsame right to vote that the active members have. And for one, I shall resist the disfranchising of the great body of the members by a change in the constitution without\ntheir consent, without their vote\na change by the active members of the association. We\nmust respect the fundamental rights of the members of the association, and we can limit\nfundamental rights only in the way in which the constitution provides. The amendments\nmust be adopted by the members of the association and this business meeting of active\nmembers cannot pass the amendments proposed.\nDr. Nicholas Murray Butler, of New York\nI regret to detain the members of\nthis association ?\n\n:\n\n—\n\n;\n\n:\n\nmoment, but I am surprised at the obvious misunderstanding of the provisions of our constitution and the obvious forgetfulness of our conthe association, even for a brief\n\nstitutional history.\n\n"}
{"page": 40, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2B\n\nThe amendments recommended by the Board of Directors accomplish a change in\nthe merest details, and affect no existing principle and no existing practice other than to\n\nmake perfectly clear what was the intent of the far-reaching amendments adopted at\nThose amendments were the result of an investigation, extending over\n\nDenver in 1895.\n\nfour years, by a committee consisting of some of our oldest and most prominent members.\n\nThe report was signed, if I remember correctly, by Aaron Gove, of Colorado Irwin\nShepard, of Minnesota and James M. Greenwood, of Missouri. The purpose of those\n;\n\n;\n\namendments was to rescue this association from the undignified and uneducational position of having its name, fame, and policies in the hands of any persons in the United\nStates who might choose, under the provisions of the Interstate Commerce Law, to buy\none of our excursion tickets with the coupon attached. Those gentlemen recommended,\nand we then unanimously adopted, a provision which was intended to make this impossible in the future.\nIt was my fortune to be in the chair at the Denver meeting, and I\nfollowed each stage of the discussion with great interest. It was clear to me then, as it\nhas been since, and as has been the consistent ruling of every President since 1895, that\nthe amendments made this an educational association by limiting its active membership\nto teachers, and to those teachers and others interested in education who cared to take\n\nthe trouble to pay an additional enrollment fee of two dollars and to keep up their mem-\n\nbership whether they attended the annual meetings or not.\n\n.\n\nIf\n\nyou will go back to the\n\nold volumes of proceedings, you will find that the membership roll contained the names of\n\n—\n\ncommercial travelers, ordinary tourists\na great collection of the names of persons who\nhad bought the tickets. Under the provisions of the Interstate Commerce Law we could\nnot procure our reduced rates without throwing them open to the public, and the question\n\nwas\n\nShall the association be educational or excursional ? The intent of the new amendments was not expressed with sufficient definiteness, and therefore it is the purpose of the\n:\n\nimpending amendment to make clear to everybody, what has been our practice for six\nyears, and what every President has ruled, that no one but an active member is a real\nvoting member of the association, able to participate in the formation of\n\nits\n\npolicies or\n\nThe associate members, who need not be teachers at all, but\nsimply excursionists, are not in the least discriminated against. Our duty to them is discharged when they are given an opportunity to travel upon our tickets and to attend our\nthe conduct of its business.\n\npublic meetings.\n\nIf\n\ncome in on our roll.\n\nthey are teachers, they should simply pay the additional fee and\nIf\n\nyou will look at that roll now, you will find that it includes num-\n\nbers of the best teachers of the United States, and\n\nif you will contrast it with the old\nEvery President has ruled consistently,\nand there is no trouble here but we have several departments, whose proceedings\noccupy several hundred pages in our annual volume, and it has not been made clear to\nthem that they are subject to this general rule. This amendment makes that clear and\nnothing else. No person could be elected President of this association who would reverse\nthe present ruling and turn over the control of the National Educational Association to\n\nrolls,\n\nyou will see what has been accomplished.\n;\n\nchance excursionists.\n\nWhy was it provided that in some cases a unanimous vote should be required to\namend the constitution, and in others a two-thirds vote only ?\n\nWas it the idea that this\n\nassociation, coming together annually from all over the United States, could not take any\n\nstep whatever to amend its constitution at one of these great annual gatherings ?\n\nously not.\n\nWhy not ?\n\nBecause the Denver amendments were passed in\n\nnotice was given on Tuesday and the amendments passed on Thursday.\n\nthis\n\nObvi-\n\nway\n\n—\n\nThe Milwaukee\n\namendments were passed in that way; the Washington amendments were passed in that way,\nI ask the members of this association not to be led into supposing that any great\nchange is proposed. That was all accomplished in the most admirable and far-reaching\nmanner at Denver, but the gentlemen who framed the amendments did not make it\nsufficiently clear that it included the departments.\nThe directors have now framed an\namendment to make that clear. The other amendment merely has reference to the conduct of the Secretary's office.\n\n"}
{"page": 41, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n29\n\nI desire to submit that by an unbroken series of rulings and acts, and\n\nciple for which we stand, this proposal is in order, and this amendment\n\nby every prin-\n\nmay be adopted\n\nby a two-thirds vote of the active members present in this hall.\nPresident Corson In view of what has been stated and of the precedents of the\npast several years, and in view of the fact that these proposed amendments do not in any\nfar-reaching way affect the policy of this association, it is the ruling of your chairman that\nthe motion before the house is in order and may be acted upon at this meeting, and that\nthe constitution may be amended by a two-thirds vote of the active members present.\nA motion was offered by Dr. White, and duly seconded, that the consideration of the\nproposed amendment be postponed for one year.\n:\n\nDr. White\narticle ;\n\nit is\n\nThe article of the constitution referring to its amendment is the old\nall of the amendments were\n^^^ ^ow I think we are bound by the constitution, whatever may be\n\n:\n\nnot a new article, but the article under which\n\nmade up to 1897\n\n;\n\nthe rulings, or whatever may have been the practice for three years past.\n\nNaturally, all\n\nwere quite surprised to find that the constitution did not contain the provisions on which\nthis ruling and practice were based.\nIt is clear that the constitution has not justified the\ncourse that has been pursued.\nstitution itself for direction\n\nThe question is whether it is too late to return to the con-\n\nand guidance.\n\nMy judgment is that the constitution is the\n\nsole determiner of whether this motion is a correct one or not.\n\nAll\n\namendments to the\n\nconstitution prior to the Milwaukee meeting, in 1897, were made by the members of the\n\nassociation\n\nand by unanimous vote.\n\nIt\n\nseems to me the best way would be to put this\n\naction off for one year, consider it carefully, and then in the proper way, as the constitution provides, submit the matter to the association.\nsionists.\n\nExcursionists\n\nWe need not fear the vote of excur-\n\nwho are not teachers do not attend the business meetings of\n\nthe association.\n\nMr. Pearse\n\n:\n\nMay I be permitted to call attention again to a point which it seems\nI am entirely disposed to agree with the gentlemen\n\nto me that we ought to remember ?\n\nwho support the proposed amendments\n\n;\n\nbut waiving that point for a moment, and assum-\n\ning Dr. White's position on the matter of amendment to be right, notice of proposed action\n\nhas been duly given.\nto act on another day.\n\nThe custom in this association has been to give notice one day and\nEvery member of the association can be summoned between the\n\nmeeting of one day and the meeting of the next.\ntage taken.\n\nThere can be no snap judgment or advan-\n\nThe provision for amending the constitution evidently means what every\n\nPresident for five years past has said it did mean, viz., that notice may be given one day\n\nand action taken the next.\nThe motion of Dr. White to postpone consideration was then put and lost.\nIn response to a request, the Secretary explained the purpose of the second proposed\n\namendment, in substance as follows\n\n:\n\nThe constitution provides that membership shall\n\nlapse if not paid during the fiscal year, which closes nearly one year after the time of the\n\nannual meeting\n\n;\n\nbut the active membership\n\nlist\n\nmust be compiled\n\nfor publication, the\n\nannual volume published and delivered, before the fiscal year is half over.\nis\n\nThe Secretary\n\nnot able to determine who intend to continue on the active membership\n\nlist\n\nunless\n\npayment of dues is made or notice of discontinuance given before the annual volume\ngoes to press.\n\nThe amendment proposed provides that notice of discontinuance of mem-\n\nbership to be applicable for any year must be given before September i of that year\n\n—\n\nand simply removes the present indefiniteness as to the time when annual dues are payable and when notice of discontinuance shall be given.\nA standing vote was taken on the motion to amend. The Secretary's count showing\n53 for and 3 against the motion, the President declared the motion carried and the\namendments adopted as proposed.\nThere being no further business, on motion the meeting adjourned.\n\nIrwin Shepard,\nSecretary.\n\n"}
{"page": 42, "printed_page": null, "text": "NATIONAL EDLCATIONAL ASSOCIATION\n\n30\n\nSIXTH SESSION.— Thursday, July 12, 8\n\n:\n\n30\n\np.\n\nm.\n\nThe meeting was called to order in Thomson Auditorium at 8 30 P. M. by President\n:\n\nCorson,\nIntroductory to the exercises of the evening the audience, under the leadership of the\nauthor, joined in singing the \"National Teachers' Rallying Song,\" composed by Professor\n\nArnold J. Gantvoort, words by W. H. Venable, of Cincinnati, O., as follows\n\n:\n\nUnder the banner of freedom rallyStates of the snowdrift and states near the sun,\nLakeshore and seaside and mountain and valley,\n\nGlorious commonwealths\n\n— many in one.\nCHORUS\n\nSwelling the chorus of proud exultation,\n\nArmy of peacemakers marching along\nSpreading the empire of free education,\n\nSing we the school-teachers' national song\n\nLegions of soldiers we drill in the college,\nReason's our arm'ry and books our supplies.\n\nPens are our sabers, our ars'nal is knowledge,\nWar we on ignorance, battle with lies.\n•\n\n^\n\nJoin in our anthem of conquering science,\n\nNow be the banner of violence furled\nTruth, Love, and Justice, in holy alliance,\nShall, by our victory, govern the world.\n\nA special program of patriotic music was presented by the First United States Artillery band, under the leadership of Professor Gustav Koitzsch.\n\nThe topic \" The Influence of Music on National Life \" was presented by Arnold J.\nGantvoort, of the College of Music, Cincinnati, O., and president of the National Association of\n\nMusic Teachers.\n\nThe address of President Gantvoort was interspersed by illustrative patriotic and\nnational airs rendered by the First United States Artillery band.\n\nAdjourned.\n\nFOURTH DAY'S PROCEEDINGS\nSEVENTH SESSION.— Friday, July 13, 10 a. m.\nThe association met in Thomson Auditorium, and was called to order by President\nCorson.\nPrayer was offered by Rev. Charles S. Vedder, pastor of the Huguenot Church of\nCharleston.\n\nMusic\n\n— \"The National Teachers' Rallying Song \" — by the audience, led by Pro-\n\nfessor Gantvoort and accompanied by the First United States Artillery band.\n\nThe topic of the session was \" Relations of Literature to Education.\"\nThe \" Influence of Poetry in Education \" was discussed by President William M.\nBeardshear, State College of Agriculture and Mechanic; Arts, Ames, la.\n\" The Value of English Literature in Ethical Training \" was presented by Principal\nReuben Post Halleck of the Boys' High School, Louisville, Ky.\n\" Educational Principles Applied to the Teaching of Literature \" was discussed by\nDr. Martin G. Brumbaugh, professor of pedagogy, University of Pennsylvania, and com-\n\nmissioner of education for Porto Rico.\n\nAdjourned.\n\nEIGHTH SESSION.— Friday, July 13, 8 30 p. m.\n:\n\nThe association met for its closing session in Thomson Auditorium, President Corson\nin the chair.\n\n"}
{"page": 43, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n3^\n\nMusic by the First United States Artillery band.\n\" The National Teachers' Rallying Song \" was sung by the convention, led by Professor Gantvoort.\n\nAn address was delivered by Hon. G. R. Glenn, state superintendent of public\ninstruction, Atlanta, Ga.; subject, \"What Manner of Child Shall This Be ?\"\n\nBy special request. Dr. A. P. Montague, president of Furman University, Greenville,\nS. C, addressed the association in remarks appropriate to the closing of the thirty-ninth\n\nmeeting of the National Educational Association.\nDr. Nicholas Murray Butler, as chairman, read the report of the Committee on Resolutions, which was, on motion, unanimously adopted, as follows :\n\nREPORT OF COMMITTEE ON RESOLUTIONS\nNational Educational Association, Charleston, S. C, July 13, 1900.\nIn accordance with established custom, and in order better to enforce those beliefs\nand practices which tend most powerfully to advance the cause of popular education and\na civilization based on intelligent democracy, the National Educational Association,\n\nassembled in its thirty-ninth annual meeting, makes this\n\ndeclaration of principles\nThe common school is the highest hope of the nation. In developing character, in\ntraining intelligence, in diffusing information,\n\nits\n\ninfluence\n\nis\n\nincalculable.\n\nIn last\n\nresort the common school rests, not upon statutory support, but upon the convictions\naffections of the American people.\n\nIt seeks\n\nand\n\nnot to cast the youth of the country in a\n\ncommon mold, but rather to afford free play for individuality, and for local needs and\nIn this\naims, while keeping steadily in view the common purpose of all education.\nrespect it conforms to our political ideals and to our political organization, which bind\n\ntogether self-governing states in a nation, wherein each locality must bear the responsibility for those things which most concern its welfare and its comfort.\n\nthe school as for the state is:\n\nA safe motto for\n\nIn essentials, unity; in nonessentials, liberty; in all things,\n\ncharity.\n\nA democracy provides for the education of all its children. To regard the common\nschools as schools for the unfortunate and the less well-to-do, and to treat them as such,\nit is to build\nto strike a fatal blow at their efficiency and at democratic institutions\nup class distinctions which have no proper place on American soil. The purpose of the\nAmerican common school is to attract and to instruct the rich, as well as to provide for\nand to educate the poor. Within its walls American citizens are made, and no person\n\nis\n\n;\n\ncan safely be excluded from its benefits.\n\nWhat has served the people of the United States so well should be promptly placed\nat the service of those who, by the fortunes of war, have become our wards.\n\nThe exten-\n\nsion of the American common-school system to Cuba, Porto Rico, and the Philippine\n\nIslands is an imperative necessity, in order that knowledge may be generally diffused\ntherein, and that the foundations of social order and effective local self-government may\n\nbe laid in popular intelligence and morality.\n\nThe provisions of law for the civil government of Porto Rico indicate that it is the\nintention of the Congress of the United States to increase the responsibilities of the\n\nBureau of Education.\n\nWe earnestly urge upon the Congress the wisdom and advisability of\n\nreorganizing the Bureau of Education upon broader lines\n\n;\n\nof erecting it into an independ-\n\nent department on a plane with the Department of Labor ; of providing a proper compensation for the Commissioner of Education\n\n;\n\nand of so constituting the Department of Education\nbe in no wise\n\nthat, while its invaluable function of collating and diffusing information\n\nimpaired, it may be equipped to exercise effective oversight of the educational systems of\n\nAlaska and of the several islands now dependent upon us, as well as to make some provision for the education of the children of the tens of thousands of white people domiciled in the Indian Territory, who are without\n\nany educational opportunities whatever.\n\n"}
{"page": 44, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n32\n\nSuch reorganization of the Bureau of Education and such extension of its functions we\nbelieve to be demanded by the highest interests of the people of the United States, and\nwe respectfully but earnestly ask the Congress to make provision for such reorganization\n\nand extension\n\nat its next session.\n\nThe\n\nrecommended\n\naction so strongly\n\nwill\n\nin\n\nno\n\nrespect contravene the principle that it is one of the recognized functions of the national\n\ngovernment to encourage and to aid, but not to control, the educational instrumentalities\nof the country.\n\nWe note with satisfaction the rapid extension of provision for adequate secondary\nand higher education, as well as for technical, industrial, and commercial training.\nNational prosperity and our economic welfare in the years to come will depend, in no\nsmall measure, upon the trained skill of our people, as well as upon their inventiveness,\ntheir persistence, and their general information.\nEvery safeguard thrown about the profession of teaching, and every provision for its\nproper compensation, has our cordial approval. Proper standards\nboth general and\nprofessional\nfor entrance upon the work of instruction, security of tenure, decent salaries, and an adequate pension system are indispensable if the schools are to attract and to\nhold the service of the best men and women of the United States\nand the nation can\nafford to place its children in the care of none but the best.\nWe welcome the tendency on the part of colleges and scientific schools to co-operate\nin formulating and administering the requirements for admission to their several courses\nof instruction, and we rejoice that this association has consistently thrown its influence\nin favor of this policy, and has indicated how, in our judgment, it may best be entered\nupon. We see in this movement a most important step toward lightening the burdens\nwhich now rest upon so many secondary schools, and are confident that only good\n\n—\n\n—\n\n;\n\nresults will follow its success.\n\nThe efficiency of a school system is to be judged by the\nlectual power of its pupils,\n\ncharacter and the intel-\n\nand not by their ability to meet a\n\nseries\n\nof technical tests.\n\nThe place of the formal examination in education is distinctly subordinate to that of\nteaching, and its use as the sole test of teaching is unjustifiable.\n\nWe renew our pledge to carry on the work of education intrusted to us in a spirit\nwhich shall be not only non-sectarian and non-political, but which shall accord with the\nWith the continued and effective suphighest ideals of our national life and character.\nport of public opinion and of the press for the work of the schools, higher and lower\nalike, we shall enter upon the new century with the high hope born of successful experi-\n\nence and of perfect confidence in American policies and institutions.\n\nNicholas Murray Butler, New York, Chairman;\nEdwin A. Alderman, Louisiana\nCharles D. McIver, North Carolina\nWm. B. Powell, District of Columbia\n\nAlfred Bayliss, Illinois;\nJames A. Foshay, California\nJames H. Van Sickle, Maryland\n;\n\nWilliam R. Harper, Illinois;\nCharles F. Thwing, Ohio\nCommittee on Resolutions,\n\nresolutions of thanks.\n\nThe following resolution was offered by Dr. Butler, on behalf of the Committee on\nResolutions, and was, oh motion, unanimously adopted\n\nThat the National Educational Association hereby tenders an expression\nand appreciation to all those persons, committees, and associations\nwhich have co-operated to promote the comfort and success of its thirty-ninth annual\nResolved,\n\nof sincere thanks\n\nmeeting at Charleston, S. C.\n\nSpecial mention is due of the obligation of the association\n\n"}
{"page": 45, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n33\n\nto W. H. Welch, chairman, and to W. K. Tate, secretary, and their associates\n\nupon the\n\nLocal Executive Committee, as well as to Superintendent Henry P. Archer, and the teachers\n\nwho have cordially co-operated with him in his labors on behalf of this meeting.\nThe hospitality of the citizens of Charleston has touched our hearts, and for it we\nThe full, accurate, and eminently satisfactory reports of our meetare deeply grateful.\nings by the press deserve especial mention and commendation.\n\nWe are again indebted to Messrs. Wyckoff, Seamans, and Benedict, proprietors of\nthe Remington typewriters, and to their representatives, for typewriter service gratui-\n\nand its officers. For these services and\nan expression of grateful appreciation.\n\ntously placed at the disposal of the convention\nattentions, one and all, we offer\n\nDr. Butler then, on behalf of the Committee on Resolutions, offered the following\nresolution, which was, upon motion, put by the Secretary and unanimously adopted:\n\nResolved, That to our retiring President, Oscar T. Corson, of Ohio,\n\nand\n\nto our\n\nretiring Treasurer, Carroll G. Pearse, of Nebraska, we make a sincere expression of our\n\nthanks for their efficient services to the National Educational Association, and we assure\n\nthem of our confidence, respect, and best wishes.\nPresident Corson then introduced President-elect Dr. James\nJersey, who responded as follows\n\nM. Green, of New\n\n:\n\nMembers of the National Educational Association, Ladies and Gentlemen:\n\nOne would be insensible indeed who did not appreciate most sincerely the conferring\nupon him of so great an office of honor and trust as the presidency of the National EducaIn making your choice you have been consistent with your traditional Association.\ntionary custom of seeking your executive, rather than have him come to you.\nI trust that\nthis fact may be an assurance of your cordial support of my administration.\nIt is especially gratifying that you should honor me on this occasion of our meeting\nin this historic city.\nFrom boyhood I have found a charm in reading the story of the\nstatesmen, orators, and soldiers of this section of our beloved country hence, to be preferred in this presence brings an added sense of responsibility.\n;\n\nI\n\nam not expected to map out a policy for the year at this time, but it may be fitting\n\nto suggest two or three leading thoughts.\nFirst, we\n\nshould aim to render good instruction more uniform thruout every part of\n\nwe have stood emphatically for the common\nmust recognize the fact that good common schools are found\nas yet only in spots that there are large sections of our country where attendance at\nschool is but for a small portion of the year, and where instruction given during that\nattendOTce is of an indifferent character. This means that many of our youths are still\ngrowing into manhood and womanhood without the blessings of that education necessary\nto good citizenship.\n\nour country.\n\nWhile\n\nin our recent history\n\nschool, the close observer\n;\n\nSecondly, our land is more and more becoming a distinctly commercial land.\n\nOur\n\nexports are now entering the markets of all the nations of the world, and he who interprets the national thought must recognize that it is largely upon commercial enterprises.\n\nYet it is true, as will appear if we will study the curricula of the schools, that economic\nand commercial branches are rarely set for instruction in any thoro manner. What is\n\nWhat is the meaning of co-operation and what are its\nWhat is the meaning of corporation ? What are its advantages and what\n\nthe meaning of price and value ?\npossibilities ?\n\nThese and similar questions are not sufficiently answered to the youth of\nThose who observe our great social agitations cannot help feeling that, whatever may be the virtue of the questions involved, more light is needed.\nThirdly, we should aim to popularize the higher education. Every nation, as every\nindividual, has its distinct destiny and its distinct purpose.\nWhat is it that distinguishes among France, Germany, Italy, England, America,\nand their respective citizens, no matter what may be the time or condition ? I will\nits\n\ndangers ?\n\nour land.\n\n"}
{"page": 46, "printed_page": null, "text": "34\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nnot undertake to define the national purpose of other nations, but\n\ngerminal idea of our country was defined by its earliest\nthe \"Mayflower,\" that\nlifted the pen he must\n\nlittle\n\nsettlers.\n\nit\n\nseems to me the\n\nWhen, in the cabin of\n\nband of nation-builders asked their scribe to write, as he\n\nhave been touched by the inspiration of a longing that reached\n\ndown thru the ages, and he wrote\n\n:\n\n\" Equality before the law, freedom to worship God.\"\n\nIn other words, the emancipation of the human soul.\n\nTo work out this definition into its\n\nNo other purpose can offer so tempting a goal.\nIf we\nIf we seek empire, we can scarcely hope to rival Rome under the Caesars.\n\nfulfillment should be our greatest aim.\n\nseek territory, we can scarcely expect to surpass Russia.\n\nIf\n\nmerce, we can hardly expect to outstrip Great Britain.\n\nBut\n\nwe seek wealth and comif we seek the complete\n\nemancipation of the human mind from the thraldom of heritage, ignorance, and dependence, we shall appear in the family of nations as a star with an entirely new luster, and\n\none that surpasses all others.\n\nThis is the highest possible education, the sole aim in life,\n\nindividual or national.\n\nIn this presence I ask that the educators from every part of the nation will join\nin an effort to make our association prosper during the\n\nme\n\ncoming year as never before, and\n\nthis in view of all the brilliant success of the past.\n\nAnd now, to you, sir, our retiring President\n\n:\n\nThis meeting is distinctly yours in all the\n\ngreatness of its success, and I wish to place again in your hands the gavel you have\n\nwielded so justly and with such satisfaction to your\n\nmany admirers, and\n\nask that you\n\nhold it until the close of this session.\nPresident Corson resumed the gavel, and called for the singing of \"America \" by the\naudience, under the leadership of Professor A.\n\nJ.\n\nGantvoort, accompanied by the First\n\nUnited States Artillery band.\nAfter benediction by Rev. John Kershaw, rector of St. Michael's Church, the thirtyninth meeting of the National Educational Association was declared adjourned.\n\nIrwin Shepard,\nSecretary.\n\n"}
{"page": 47, "printed_page": null, "text": "MINUTES OF MEETING OF OLD BOARD OF\nDIRECTORS FOR 1899-1900\nCHARLESTON, S. C, Tuesday, July io, 12 m.\nThe annual meeting of the Board of Directors was called to order in Masonic Temple, Charleston, S. C, July 10, at 12 M., by President Oscar T. Corson.\nThe following directors responded to roll-call\nOscar T. Corson, Ohio ; E. Oram Lyte, Pennsylvania ; C.Xr. Pearse, Nebraska ; Albert G. Lane, Illinois\nIrwin Shepard, Minnesota; Nicholas Murray Butler, New York; Aaron Gove, Colorado; J. M. Greenwood,\n\nMissouri ; Charles R. Skinner, New York ; John S. Locke, Maine ; Augustus S. Downing, New York ; H.\n\nW. Fisher, Pennsylvania; W. B. Powell, District of Columbia; E. A. Alderman, North Carolina; F. C.\nWoodward, South Carolina; W. N. Sheats, Florida; McHenry Rhoads. Kentucky; William M. Slaton,\nGeorgia; J. H. Phillips, Alabama; Alexander Hogg, Texas; J. R. Rightsell, Arkansas; J. W. Carr,\nIndiana; J. H. Collins, Illinois; D. W. Springer, Michigan; L. D. Harvey, Wisconsin ; W. M, Beardshear,\nIowa; W. T. Carrington, Missouri; Frank R. Dyer, Kansas; Estelle Reel, Wyoming: L. C. Greenlee,\nColorado; Mrs. E. R. Jackson, New Mexico; F. B. Cooper, Utah; O. C. Whitney, Washington.\n\nThe following were elected as directors to fill vacancies\nCharles H. Keyes, of Connecticut, vice C. N. Kendall, resigned.\nJ. Walter Barnes, of\n\nWest Virginia, vice J. N. Deahl, resigned,\n\nM. M. Ross, of Tennessee, vice H. C. Weber, resigned.\nMiss Gertrude Edmund, of Massachusetts, vice Will S, Monroe, resigned.\nJames A. Foshay, of California, vice John Swett, resigned.\nCharles M. Jordan, of Minnesota, vice F. V. Hubbard, resigned.\n\nE. B. McElroy, of Oregon, vice E. D. Ressler, resigned.\nJohn A. Heizer, of Ohio, vice J. A. Shawan, resigned.\n\n'\n\nTotal number of directors present, forty-one.\n\nOn motion of Director Butler, the reading of the minutes of the last meeting, held at\nLos Angeles, Cal., July 14, 1899, was dispensed with, and the same approved as printed\nin the volume of proceedings of the Los Angeles meeting.\nThe annual report of the Treasurer was read and explained in detail by Treasurer\nC. G. Pearse. Special attention was called to the fact that the receipts from the Department of Superintendence at its meeting in Chicago exceeded the expenditures by over\nJI400, which was an unusual occurrence.\nExplanation was also made of the increased expenses of the Secretary's office, owing\nto the fact that practically all of the business of the association\n\nnow falls to the Secre-\n\ntary, and that all expenses of the registration of members at the time of\n\nthe annual meet-\n\ning, and the collection of all receipts during the year from railroads and other sources,\n\nwhich had formerly been charged to the Treasurer's office, are now included\nexpenses of the Secretary's office.\n\nin the\n\nAttention was called to the large items for printing,\n\npostage, and expressage due to the unusually large editions of the volume of proceedings,\n\nand of the three special reports published and distributed during the year.\nStatement was made that the receiver of the Union National Bank of Denver had\ngiven notice that the amount reported as unavailable would be paid in full at an early\ndate.\n\nOn motion, the report of the Treasurer was adopted and ordered printed in the\nannual volume of proceedings, and a unanimous vote of approval and thanks tendered\nto him for his efficient services during the year and for the excellent report rendered.\n\nDirector A. G. Lame, chairman of the Board of Trustees, presented the annual\nreport of the Trustees.\n\n35\n\n"}
{"page": 48, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n36\n\nIn explanation of the report, Chairman Lane called attention to a number of Kansas\n\nbonds paid during the year, amounting to over $8,000, and expressed his opinion that\nultimately nearly all of the Kansas county and municipal bonds would be paid. In the\ncase of the Grant county bond, reliable assurances had been made to the board that pay-\n\nment of both interest and principal would be made.\nAt present certain compromise settlements had been tendered to the Board of\nTrustees in the case of the Lane county and the Reno county bonds, but these had not\nbeen accepted in view of the prospects for a more favorable basis of settlement.\nIn the case of the Seward county bond on which judgment had been obtained, favorable report of progress toward final settlement was made.\nThe default in the case of the Marion county bonds had been due to neglect of the\nproper officers to make the necessary tax levy to meet the indebtedness. An agreement\nhad been reached by which the full amount of this indebtedness would be provided for\nin the next tax levy.\n\nIn the case of the Providence real-estate mortgage, report was made that the security\nwas entirely satisfactory, the semi-annual interest being promptly paid, and the loan\nbeing practically renewed with each interest payment.\nFull explanation was made to the Board of Directors as to the character of the\nsecurities in the other real-estate investments, and as to the care taken in inspecting titles\nand securing reliable guarantees for the same.\nAfter full discussion of the details of the report, a motion prevailed to adopt the\nreport and to extend to the\n\nBoard of Trustees, and particularly to Chairman Lane, the\n\nthanks of the Board of Directors for the care exercised over the investments of the\nassociation and for the efficient conduct of\n\nall\n\nof the affairs under their charge.\n\nIn this connection especial attention was called to the valuable business skill and\n\njudgment which for many years have been generously given to the financial affairs of the\nassociation by Chairman Lane without compensation and practically without incidental\nexpense to the association.\n\nUnder miscellaneous business Director Butler offered the following amendments to\nthe constitution, to remove obscurity in language which had previously existed, and moved\nthat the same be recommended by the Board of Directors to the active members for adoption at the regular meeting on July 12, as follows\n\nIn Art. Ill, sec. 3, to be added to the first paragraph the following\nActive members only have the right to vote and to hold office in the general association or in the several\ndepartments.\n\nIn the second paragraph, the second sentence of the same section to be amended to\nread\n\n:\n\nThe annual (active) membership fee shall be payable at the time of the annual convention, or by remittance to the Secretary before September i of each year. Any active member may discontinue membership\nby giving written notice to the Secretary before September i, and may restore the same only on payment of\nthe enrollment fee and the annual dues for the current year.\n\nAfter full discussion of the proposed amendments, the motion of Director Butler prevailed, and the Secretary was instructed to give notice of the proposed amendments at\n\nthe first meeting of the association to be held at 3 :30 P. M., July 10.\n\nA communication was read by the Secretary from Mr. W. Scott, secretary of the\nCheap Library Post Association, asking the co-operation of the National Educational\nAssociation in securing the passage of a bill providing for the transmission of library\n\nbooks thru the mails at second-class rates of postage.\n\nOn motion, the matter was referred to the Committee on Resolutions.\n\nA communication was read from Dr. B. A. Hinsdale suggesting the propriety of\nfurnishing to each author of a paper before the association or any of the departments a\ncertain\n\nnumber of reprints without charge.\n\nCommittee, with power to act.\n\nThe letter was referred to the Executive\n\n"}
{"page": 49, "printed_page": null, "text": "H\n\nPROCEEDINGS OF TJfJE BOARD OF DIRECTORS\n\nA communication from the Missouri State Teachers' Association requesting the\nBoard of Directors to make an appropriation to advance the cause of spelling reform was\nreferred to the National Council for recommendation.\nCommunications were read from Professor Charles Mills Gayley, of Berkeley, Cal.,\nwho was appointed by the Board of Directors at the Los Angeles meeting as a delegate\nProfessor\nto the Alfred Millennial Celebration to be held in England in October, 1900.\nGayley desired to know what appropriation would be made for the expenses of the delegate, and estimated such expenses as likely to range from $500 to 5700.\nOn motion, the application for an appropriation to pay the expenses of a delegate to\nthe Alfred Millennial Celebration was laid on the table, and the Secretary was instructed\nto convey to Professor Gayley the understanding of the board that his appointment as a\ndelegate was an honorary appointment, and that it was not expected at the time it was\nmade that the association would be called upon to provide for the expenses of such\ndelegate.\n\nAfter announcements, the board adjourned.\n\nIrwin Shepard,\nSecre/ary.\n\n"}
{"page": 50, "printed_page": null, "text": "MINUTES OF MEETING OF NEW BOARD OF\nDIRECTORS FOR 1900-1901\nCHARLESTON, S. C, Thursday, July 12, 4 130 p. m.\n4 :\n\nThe newly elected Board of Directors was called to order in Masonic Temple at\n30 p. M,, July 12, by President James M. Green. The following directors responded\n\nto roll-call\n\nJames M. Green, of New Jersey; A. G. Lane, of Illinois; L. C. Greenlee, of Colorado; Nicholas Murray Butler, of New York ; Aaron Gove, of Colorado ; E. Oram Lyte, of Pennsylvania ; Frank A. Fitzpatrick,\n\nDowning, of New York H, Brewster\nNew Jersey; M. Bates Stephens, of Maryland; W. B. Powell, of the District of Columbia; George\nJ. Ramsey, of Virginia; J. Walter Barnes, of West Virginia; W. T. Whitsett, of North Carolina; W. K.\nof Massachusetts ; Charles A. Keyes, of Connecticut ; Augustus S.\n\n;\n\nWillis, of\n\nM. M, Ross, of Tennessee; D. Q. Abbott, of\nGeorgia; John W. Abercrombie, of Alabama; J. M. Fendley, of Texas; J. R. Rightsell, of Arkansas; N. H.\n\nTate, of South Carolina; Miss Clem Hampton, of Florida;\n\nChaney, of Ohio ; T. A. Mott, of Indiana; J. H. Collins, of Illinois; D. W. Springer, of Michigan; L. D,\nHarvey, of Wisconsin; W. M. Beardshear, of Iowa; C. M. Jordan, of Minnesota; C. G. Pearse, of\nNebraska; Frank R. Dyer, of Kansas; E. A. Carleton, of Montana; J. C. Black, of Idaho; O, C. Whitney,\nof Washington ; Irwin Shepard, of Minnesota. Total present, thirty-five.\n\nThe minutes of the meeting of the Board of Directors held on July 10 were read\nand approved.\n\nOn motion, a committee, consisting of Directors\n\nLane, Gove, and Willis, was\n\nappointed to nominate members of the National Council.\n\nOn motion of Director Lyte, Newton C. Dougherty, of Illinois, was nominated\ntrustee for four years, to succeed\n\nJ.\n\nOrmond Wilson, of Washington, D. C, whose term\n\nof ofl5ce had expired.\n\nNo other nominations being offered, the Secretary was by unani-\n\nmous vote directed to\n\ncast the ballot of the directors for the nominee.\n\nThe ballot was\n\nso cast, and Director Dougherty was declared elected.\n\nOn motion of Director Ramsey, the Secretary was directed by unanimous vote to\ncast the ballot of the directors for William T. Harris to succeed himself as member of the\n\nExecutive Committee.\n\nThe ballot was so cast, and Dr. Harris declared elected.\nPresident Green announced as the next order of business the receiving of invitations for the next place of meeting.\n\nThe roll of states was called by the Secretary.\nDirector D. W. Springer, of Michigan, extended an invitation to meet in the city of\nDetroit, and submitted written\n\nport of the invitation.\n\ncommunications from the authorities of that city in sup-\n\nDirector B. A. Hinsdale, of Ann Arbor, Mich., on behalf of the\n\nteachers of the state of Michigan, supported the invitation of the city of Detroit.\n\nSuperintendent Richard G. Boone, of Cincinnati, O., presented an invitation on\nbehalf of that city for the meeting in 1901, submitting ofHcial communications from the\nvarious authorities of Cincinnati supporting the invitation.\n\nMr. Harry Walter Hutchins, of Cincinnati, spoke on behalf of the commercial and\nbusiness organizations of Cincinnati.\n\nWhen, under the roll-call of states, Washington was reached. Superintendent R. S.\nBingham, of Tacoma, presented an invitation from the city of Tacoma to meet in that\ncity either in 1901 or in any subsequent year, at the pleasure of the association. Superintendent Bingham announced the intention of the city which he represented to invite the\nassociation annually until a favorable response should be received.\n\n38\n\n"}
{"page": 51, "printed_page": null, "text": "PROCEEDINGS OF THE NEW BOARD OF DIRECTORS\n\n39\n\nAfter the close of the roll-call, H. W. Prentis, of St. Louis, extended an official invitation from that city and from the board of directors of the World's Louisiana Purchase\n\nCentennial to meet in St. Louis in 1903.\n\nOn motion of Director Ramsey, the selection of a place for the next meeting of the\nassociation\n\nwas referred, without vote of preference, to the Executive Committee of the\n\nassociation, with power to act.\n\nDirector Gove presented the question of\n\nmaking a special appropriation for the\n\nexpenses of the Department of Superintendence at the meeting to be held in Chicago in\nP'ebruary next, and urged that an adequate sum for such expenses be placed at the dis-\n\nposal of the president of that department.\n\nOn motion, an appropriation of six hundred dollars (;5!6oo), or so much thereof as\nshould be necessary, was made for the expenses of the Department of Superintendence\nfor the year 1901.\n\nDirector Downing presented a resolution indorsing the South Carolina Interstate\nand West Indian Expositon, which, on motion of Director Lane, was referred to the\nCommittee on Resolutions of the general association.\nDirector Lane presented the report of the committee to nominate members of the\n\nNational Council, as follows:\n\nMembers of the Board of Directors of the National Educational Association:\nYour committee finds the following vacancies in the membership of the National Council, viz.\n\nBy expiration of term\nJames A. Foshay, of California.\nJ. H. Phillips, of Alabama.\nEmerson E. White, of Ohio.\nJames H. Baker, of Colorado.\nOscar H. Cooper, of Texas.\n\n\"\n\nBy absence from two consecutive meetings, term expiring in —\n1901, Ellen C. Sabin, of Wisconsin.\n190a, Arnold Tompkins, of Illinois.\n1903, George T. Fairchild, of Kentucky.\n1904, James H. Canfield, of\n\nNew York.\n\nThe following are nominated to fill the vacancies as indicated\n\nTerm expiring in\n1906, James A. Foshay, of California, to succeed himself.\nJ. H. Phillips, of Alabama, to succeed himself.\n\nEmerson E. White, of Ohio, to succeed himself.\nJames H. Baker, of Colorado, to succeed himself.\nOscar H. Cooper, of Texas, to succeed himself.\n1901, Charles D. Mclver, of North Carolina, to succeed Ellen C. Sabin, of Wisconsin.\n1902, Charles F. Thwing, of Ohio, to succeed Arnold Tompkins, of Illinois.\n\n1903, George J. Ramsey, of Virginia, to succeed George T. Fairchild, of Kentucky.\n1904, Carroll G. Pearse, of Nebraska, to succeed James H. Canfield, of New York.\n\nThe report of the Committee on Nominations was, on motion, unanimously adopted,\nand the nominees declared duly elected for the respective terms stated in the report.\nDirector Fitzpatrick called the attention of the Board of Directors to the matter of\nhotel rates during the sessions of the annual convention, suggesting that the local committees of the cities inviting the convention should secure written agreements from the\nhotel proprietors of these cities that they shall not raise their usual rates during the con-\n\nvention.\n\nBy common consent, the matter was referred to the Executive Committee, with the\nsuggestion that the necessary conditions to secure proper hotel rates be incorporated in\nthe contract with the city chosen.\n\nThere being no further business, the meeting adjourned.\n\nIrwin Shepard,\nSecretary,\n\n"}
{"page": 52, "printed_page": null, "text": ""}
{"page": 53, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION\nADDRESSES OF WELCOME\nHON. MILES\n\nB.\n\nMcSWEENEY, GOVERNOR OF SOUTH CAROLINA\n\nMr. Chairman, Ladies and Gentlemen\n\n\"The schoolmaster is abroad,\" and I might add with propriety on\nI am glad that we have you with\nthis occasion, the schoolmistress too.\nus in this historic old city.\n\nOn behalf of South Carolina I greet you with\n\na hearty welcome.\n\nThe soldier is abroad even in this day of civilization and enlightenment. There are those who claim that it is our duty to carry civilization\nand Christianity to the heathen, even tho we have to open the way with\nleaden bullets.\nIt seems that we are about on the verge of another war.\nIt may be the hand of Providence to carry our civilization to the uttermost parts of the earth. This is not the place nor the time to discuss\nthis question.\nWe have with us today another personage more important\nin maintaining our civilization than the soldier.\n\nYou remember what Lord Brougham said in a speech on the elevation\nof Wellington, the military hero, to the premiership\n\n:\n\n\" Field Marshal the\n\nDuke of Wellington may take the army, he may take the navy, he may\nLet him come on\nI make him a present of them all.\n\ntake the miter.\n\nwith his whole force, against the constitution, and the English people will\n\nnot only beat him back, but laugh at his assaults.\"\n\nIn other times the\n\ncountry may have heard with dismay that the soldier was abroad, but now\n\" the schoolmaster\n\nis\n\nabroad, and I trust to him\n\narmed with his primer\n\nagainst the soldier in full military array.\"\n\n\"The hand that rocks the cradle,\" it has been said, \"rules the world,\"\nand second only to this hand in power, and in influence over the destiny\nof nations, is the power and influence of the school-teacher. His influence\nfor the weal or the woe of the children under his care \" will remain as\nlong as the susceptibility of the mind to retain impressions shall endure.\"\nThen how important a personage is the school-teacher! \"In intellectual attainments his mind should be a fountain and not a reservoir.\nHis knowledge should gush up of itself, and not have to be drawn up as\nby a windlass. He should be fresh in his feelings and sympathies his\nheart should be young in all its pulsations, tho his head may be as bald\nas Eiisha's.\"\nHe must know and study human nature as well as books.\nAnd yet he must be a scholar who knows more than the simple routine of\n;\n\n41\n\n"}
{"page": 54, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n42\n\n[General\n\nthe schoolroom, \"and not a man whose half-dozen thoughts rattle in his\n\nvacant head like shrunken kernels in a beanpod.\"\nhis\n\nAnd, in addition to\n\nmental and intellectual attainments, he must be a man of character\n\nand moral rectitude and purity of life, fully imbued with the spirit of truth,\nand his whole being should be guided by the light of a Christian faith.\nBut I am not here to eulogize the teacher, however pleasant the task\nmight be. Neither am I here to speak of the teacher, and his duties and\nresponsibilities, tho there is scarcely any subject of so much importance,\nof so much interest, and so fruitful. But I am here rather to bid you\nwelcome to this grand old city, full of historic interest and noted for her\nhospitality wherever her name is known.\nI am here to bid you welcome\nto the Palmetto State, the peer of any in the galaxy of states.\nI am here\nto bid you welcome to the cradle of secession and the home of nullification, \"which finally put the North on the pension list and the South on\ncrutches.\"\nIn material development we are able now to lay aside our\ncrutches, and with our magnificent natural resources and advantages we\nhave taken our position, and are able to stand erect amid the rest of this\ngreat country in material progress, and before many years will lead all\nothers.\n\nOur people you will find hospitable, kind, courteous, generous to a\nand yet I doubt if there is another city in the union with the nerve\nand the energy and the determination to rise Phoenix-like from war,\ncyclone, tornado, fire, and earthquake, as the city of Charleston has\nfault ;\n\ndone.\n\nWe are glad to welcome to our midst so many distinguished educators\nfrom all sections of\n\nthis great country.\n\nYour coming, I hope, will not\n\nonly be beneficial to you, but an inspiration to us.\n\nSouth Carolina from the\neducation.\n\nearliest\n\nperiod of her history has fostered\n\nContemporaneous with the settlement of the country and the\n\nestablishment of the colony was the organization of societies for the\n\nteaching of children.\n\nThe first free school in the state dates back to\n\n1710, less than forty years after the first permanent settlement, and when\nthe population had scarcely reached five thousand.\n\nFrom that day there\n\nhas been great interest in education, and many private schools flourished,\n\nand even during the Revolution \"learning did not languish.\"\nIn 1777 were incorporated Mount Zion Society, Winnsboro, and\nCatholic Society, Camden\n\nand in 1785 three colleges were incorporated,\none being the College of Charleston, which is in existence to this day;\none was Mt. Zion College at Winnsboro, which subsequently became an\nacademy widely known, of great influence and usefulness the other was\nThere were numerous other societies, most of them\nat Cambridge.\nendowed by private benefactions. The most noted of them possibly was\nthe Willington Academy, in Abbeville district, conducted by Dr. Moses\nWaddell, and here some of the most distinguished men of this state and\n;\n\n;\n\n"}
{"page": 55, "printed_page": null, "text": "Sessions]\n\nthis\n\nADDRESSES OF WELCOME\n\nnation received their early training.\n\n43\n\nJames L. Petigru, Hugh\n\nS.\n\nLegare, George McDuffie, Patrick Noble, D. L. Wardlaw, J. H. Wardlaw,\n\n—\n\nthe latter the first president of the South Carolina\nand A. B. Longstreet\nSouth Carolinians\nA. P. Butler and P. M.\nand\nall\ndistinguished\nCollege,\nButler, besides a host of other noted men who won fame in other states,\nall received their first inspiration to learning in this famous academy,\npresided over by that stern Presbyterian, Dr. Moses Waddell.\nSouth Carolina College was incorporated in 1801 upon the strong\nrecommendation of Governor John Drayton in his message to the legislature.\nIt will soon have rounded out the century with a history of which\n\n—\n\nand the state are justly proud.\nOther colleges were founded, and public and private schools were fostered, and the rudiments of an education were within the reach of every\nchild in South Carolina.\nThe census of 1850 showed that the expenditures for education within the state amounted to $510,179, most of which\nwas raised by tuition fees. By the end of the next decade the sum\nexpended for education had increased to $690,412, and during that\nit\n\ndecade there were in successful operation the South Carolina College, the\nState Military Academy, the Charleston College, Erskine College, Wof-\n\nford College, Furman University, Newberry College, the Medical College\nof Charleston, besides classical institutes and academies in different parts\nof the state.\n\nAt the close of this decade the dark clouds of war hung over this fair\nland, and for four long years the men and the boys of Carolina went from\n\nworkshop and the plow, the counting-house and tRe professor's chair, the\nand the country schoolhouse, to the tented\nfield, and when defeat came to our arms \" the desire for knowledge gave\nclassic halls of the college\n\nplace to craving for bread.\"\n\nBut one of the first acts of the legislature, after the storm was over\nand military rule had ceased, was to open the South Carolina College,\nand with it came the opening of the doors of academies and schools in\nall\n\nparts of the state.\n\nBy the constitution of 1868 a system\n\nof public schools was incor-\n\nporated in the organic law, but on account of bad management very little\n\nwas accomplished for the\n\nfirst\n\neight or ten years.\n\nThis system was\n\nreaffirmed by the constitution in 1895, and the special tax for common\n\nschools raised to three mills on the dollar.\n\nTho it was long\n\nneglected. South Carolina\n\nnow provides for the\n\nhigher education of her daughters as well as her sons, and possibly no\nstate in the union, in proportion to population\n\nfor the higher education of her youth.\n\nand wealth, does as much\n\nBesides the denominational col-\n\nleges already mentioned we have Winthrop and several other private col-\n\nleges for our daughters, and\n\nClemson College, South Carolina College,\n\nthe Citadel, and a college at Orangeburg for the colored people.\n\n"}
{"page": 56, "printed_page": null, "text": "44\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[General\n\nAccording to the report of the superintendent of education, South\nlast year for her white schools $536,353.26, and for the\ncolored schools $193,461.30 and this does not include the appropriations\nfor the colleges.\nAnd yet we are not doing for the children what we\nshould or what we would like to do.\nIt is worthy of note that the first manual-labor school in the United\nStates was established in Abbeville district in 1796, when Dr. John De\nla Howe by his will, dated September 7, 1796, gave the greater part of\nhis property to the Agricultural Society of South Carolina in trust \" for\nthe purpose of establishing and maintaining forever at his former residence in this district an agricultural school for twelve poor boys and\ntwelve poor girls, to be boarded and clothed, and well educated, and\ntaught to work.\" The trust was resigned to the state in 1805.\nMuch of\nthe endowment was lost during the war, but the school is still kept open.\nThen there is the Winyah Indigo Society, the Cheraw Lyceum, and\nother noted societies and academies that have contributed to the education of our youth.\nIn fact, the subject of education in South Carolina is\nan interesting one, well worthy of careful study. These societies and\npublic schools have largely been supplanted by the graded school and the\ncollege.\nI hope it is an advanced step.\nIn almost every incorporated\ntown and city we have the graded school, and in many of the country\ndistricts the public-school fund is supplemented by local taxation.\nBut I must desist. I trust you will find the sea breezes pleasant,\ntho the mercury may play around the 100° mark. We are assured by the\nNews and Courier thati:his is the most delighful summer resort on the\nAtlantic coast, and cooler and more pleasant even than some secluded\nspot on the mountain top. And it must be so. It may require faith, and\na strong faith, on your part to make it so, but a sufficient faith is all that\nCarolina spent\n\n;\n\nis\n\nneeded.\n\nOf course, you will take time from your deliberations to take a sail\naround the harbor, and to make a visit to Fort Sumter and Fort Moultrie,\nand the other historic points of interest, which will be pointed out to you.\nNo one has ever been to Charleston who has not visited old St. Michael's\nand listened to the melody of her chimes, which rang the curfew for 162\nThese chimes first reached Charleston in 1764, and when the city\nyears.\nwas evacuated by the British army in 1782 they were carried off by one of\nFor nearly a hundred years\nthe officers and afterward brought back.\nthey summoned to worship, or tolled the mourning of the departed, or\nsounded the chimes of rejoicing, until 1862, when they were taken to\nColumbia for safe-keeping, and were destroyed when the capital city was\nburned. The fragments were again sent to England and recast out of\nthe same amalgam and in the same mold, and they still send forth the\nsame sweet sounds of joy or the soft, sad notes of mourning. Of course,\nyou will visit this historic church.\n\n"}
{"page": 57, "printed_page": null, "text": "r\n\nADDRESSES OF WELCOME\n\nSessions]\n\n45\n\nOnce more I bid you welcome to our hearts and our homes, with the\nhope that your coming may be a benediction to us and a blessing to you.\nMcMAHAN, STATE SUPERINTENDENT OF EDUCATION OF\nSOUTH CAROLINA\nIn welcoming the teachers of the broad union to the ancient city\nof this distinctively southern state\na historic individual whose character is known of all men, and, we are proud to believe, respected by\nall, if not beloved\nI feel that, whatever of pleasure and profit your\ncoming may mean to you, to us it brings a valued stimulus and many a\nuseful lesson.\nIn return we pledge you our hearty gratitude and a long\nremembrance. That fad of the day, \" lest we forget,\" has not been\nadjudged the frailty of the Southron.\nHON. JOHN\n\nJ.\n\n—\n\n—\n\nThis association, tho\n\nmany educators from all classes of schools con-\n\ntribute to its results, would not be possible but for the great public-school\n\nsystems, the establishment\n\nof\n\nwhich has changed the self-complacent,\n\nisolated pedagog of old into the rational and gregarious being of the pres-\n\nent day, is transforming our educational ideals to the practical promotion of\n\nhuman welfare, and constitutes the most significant and the most\n\nbeneficent world-influence of the age.\n\nOn behalf, therefore, of more\n\nthan five thousand public-school teachers of South Carolina\nyou.\n\nI welcome\n\nWe are not asleep to the opportunities and obligations of our pro-\n\nfession, yet from conference with you we shall feel a quicker pulsation of\n\nambition, a stronger dissatisfaction with conditions that should be changed,\n\nand hence can be changed and shall be changed.\n\nWe have a noble body of teachers in South Carolina. I would that\nyou might know them as some of us know them. They teach largely for\nthe love of the work\nit must be so, for the money received is a very\n\n—\n\ninconsiderable item.\n\nThis year closes the thirty-third year of our public-school system\n\n—\n\npublic-school education as a complete system\nnot \"pauper schools,\"\nwhich we had before the war, which did a certain work for a certain class\n;\n\nof people, but a complete system of schools for all the people, which the\n\nproud of a system in\nwhich are now the best schools in the state, and upon which we rely for\n\nrichest as well as the humblest patronize and are\n\nthe best education of the future.\n\n;\n\nThis year, which marks the close of\n\nthe first generation of public-school education in South Carolina, and is\nthe last year of the nineteenth century, is signalized by your meeting\n\nWe thank you. As we look back we have reason to be\nencouraged and to be assured of the future. All differences of opinion\non the principle of public education have disappeared. Our people, with\none accord, are now demanding better schools, and we are ready to profit\nhere with us.\n\nby your experience and to receive light from you. You will be interested\nto know something of our educational conditions, and I cannot use better\n\n"}
{"page": 58, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n46\n\n[General\n\nthe time I am expected to occupy than by pointing out to you some of\nI shall not attempt to tell you of our strong points.\nOf our forty counties, in only three does the school term average\nmore than seven months, and in only two others does it average over six\nmonths\nand that is for white schools; for negro schools, on an average,\n\nour weaknesses.\n\n—\n\nthe school year in these counties is about four months.\n\nIn nine counties\n\nout of our forty we have an average school year of less than four months\nfor white and\n\nfrom two to three months for negro schools\n\nsadly discouraging to the teacher's profession.\n\n— a condition\n\nIn our country schools\n\nwe have few teachers who have had normal-school\n\ntraining.\n\nYet when\n\nlast year the legislature rendered possible a four-weeks' school for teach-\n\ners in each county, and I\n\nmade an appeal to the trustees and teachers\n\nto make it possible that the teachers might attend, out of somewhat more\n\nthan three thousand white teachers more than two thousand attended\nthese schools, and out of something over two thousand negro teachers\n\nover eight hundred attended.\n\nSo there\n\nis\n\na response of professional\n\npride and ambition manifested that gives us hope for the future.\n\nWe have had for educational purposes for many years a two-mill tax\non all the property in the state, besides one dollar a head on voters, with\nsome instances of extra taxes.\n\nthe possibility in\n\nIn 1895 the constitu-\n\ntional convention which passed an educational qualification for suffrage\n\ntwo mills to three mills, and provided easy\nmachinery by which any district may vote an additional tax of not exceedraised the school tax from\n\ning four mills.\n\nMany districts have levied this tax and established excel-\n\nlent schools.\n\nOur honor-roll now is the roll of districts that each year\n\nadd themselves to this list.\n\nTho the average of schools is as I have stated, we take pride in the\nand there, in even the poorest counties, thru the energy\nand ambition of a few men, we have country schools that are in session\nfor eight or ten months in a year, and do as good work as is done anywhere in rural schools.\nThere are sections, however, where a local tax would be ineffective\nbecause of the lack of taxable property. But we shall soon have a state\ntax to bring up these deficiencies and to insure to every community a\ngood school, worthy the name in every sense, so that adequate education\nshall be within the reach of all. To this achievement we pledge ourselves\nhere in your presence, and as South Carolinians and Americans we will\nfact that here\n\naccomplish it.\n\nHON.\n\nJ.\n\nADGER SMYTH, MAYOR OF CHARLESTON\n\nLadies and Gentlemen\nIt is\n\na great honor as well as a great pleasure to voice Charleston's\n\ngreetings to the distinguished ladies and gentlemen I see gathered here\ntoday, in this convention of the National Educational Association.\n\n"}
{"page": 59, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n47\n\nThat we were in earnest in wanting you to come to Charleston was\nproven by our sending that delegation of persuasive\n\nmen thousands of\n\nThat we\nshown you by our deeds\n\nmiles across the continent to urge you to accept our invitation.\nare glad to have you with us we trust we have\n\nhence words are not necessary to prove the sincerity of our welcome.\n\nGathered as you are from all sections of this great American republic,\nwe welcome you to this city, where the first ordinance of secession was\npassed, and across the waters of whose bay that April morning the first\ngun sent its hurtling sound which echoed and re-echoed all over this\n\nbroad land.\n\nWe want you to realize from your own experience that there is no\nlonger any bloody chasm across which we must clasp hands today.\n\nIt is\n\nnot only filled up, but the tramping feet of our sons and brothers, those\n\nboys in blue of our army and our navy, as they marched side by side, under\na common\n\nflag, to\n\nglorious victory over a\n\nobliterated every trace of\n\nits\n\nexistence.\n\ncommon enemy, have forever\n\nWe are Americans just as you\n\nare Americans, and as such we extend to you a heartfelt welcome.\n\nRepresenting as you do the educational interests of this great country, we esteem\n\nit\n\na high privilege to be your entertainers, and to sit at\n\nyour feet as learners.\ndestinies of our land\n\nFor we realize that your, influence in shaping the\nis\n\nnot confined to the present, but extends to the\n\nfuture.\n\nA man without education is like marble in the quarry.\nof\n\nits\n\nIt shows none\n\ninherent- beauties until the skill of the artist brings out the colors,\n\ncauses the surface to shine, and makes patent every ornamental vein and\n\nspot that runs through it.\n\nSo the educator works upon a noble mind and\n\ndraws out to view every latent virtue and perfection.\nAristotle tells us that there is a statue hidden in every block of marble,\nand that the skill of the sculptor only clears away the superfluous matter\nand removes the rubbish. The figure is in the stone. The artist only\nfinds and reveals it.\nWhat sculpture is to the block of marble education is to the human\nsoul.\nMichael Angelo, walking with some friends through an obscure\nstreet in Florence, saw a block of marble lying neglected and covered\nwith dirt and rubbish. To the surprise of his friends, regardless of his\nholiday attire, he ran to it and at once commenced cleaning away the filth,\nstriving to lift it from the slime and mire.\nHis astonished companions\ndemanded what he was doing and what he wanted with this worthless\n\" There is an angel in the stone,\" he answered \"I must\npiece of stone.\nlet it out.\"\nThe block was removed to his studio. With patient toil,\nwith earnest labor, with repeated blows of chisel and of mallet, he let the\nangel out.\nWhat to others seemed a rude, unsightly stone to his eye\ncontained the buried glory of his art. A mason would have built the\nstone into the wall of an edifice,\nA cartman would have hauled it to fill\n;\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n48\n\na hole or grade a street.\n\nBy the process of\n\n[General\n\nhis calling, the artist trans-\n\nformed it into a creation of genius, and made it a thing of beauty and a\njoy forever.\nAll around us lie human souls buried in the sloughs of ignorance and\n\nThere is an angel in each soul. Your noble mission as teachers is\nby training and by discipline, by constant and by unwearied toil, day after\nday, over and over again, so to shape and mold and change those souls that\nthe imprisoned angel will be freed from its environment and soar out\ninto the glorious light of intellectual liberty.\nThe mother and the\nteacher are the powers behind the throne.\n\"The hand that rocks the\ncradle rules the world,\" but the teacher who plants the immortal seeds of\ntruth and light in the young and ardent mind comes next in influence and\nin authority to the mother, and shares her responsibility and her reward.\nAs we look backward over our life-story, while the mother's love and\ngentle warnings mark the initial chapter and lay the foundation of all\nour future, we recognize with tender gratitude the guiding and training\nhand of the beloved teacher, who early in our experience helped us so\npowerfully and shaped our characters for all time.\nThat man must live with a soul dead indeed whose heart does not\noverflow with grateful thoughts and loving memories of the teacher whose\nconstant and gentle influence drew out all that was good within him, and\nfilled him with lofty hopes and noble aspirations.\nReverencing as I do from my own experience your heaven-born mission and your world-wide influence, it is with no idle words that I bid\nyou welcome to this ancient city, which has ever held the education of\nthe young its highest duty, and has always esteemed and honored its\nteachers and its educators.\nAs you wander by the sad sea waves, the ocean breezes, as they whistle\nthrough the palms, will sing the soprano, and the seabirds with their cries,\nas they wheel and dart about, the tenor and the alto, while the mighty\nwaves of the grand Atlantic, as they roar and pound the shore, will furnish\nthe solemn bass, all joining in unison in a glad and joyful song of\nwelcome, welcome, welcome, to this city by the sea.\nvice.\n\nHENRY p. ARCHER, SUPERINTENDENT OF THE CITY SCHOOLS OF\nCHARLESTON\n[stenographic report]\n\nMr. President, Ladies and Gentlemen :\nBelieving that brevity is the soul, not only of wit, but also of a speech\n\non a July afternoon, I feel sure that I can add nothing to the words\nwhich have already been spoken by the distinguished gentlemen who\nhave preceded me. They have but echoed the chorus of the welcome\nextended by the state of South Carolina, and by her metropolis, to the\n\n"}
{"page": 61, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n49\n\nBut I feel that I reflect the welcome\nNational Educational Association.\nand the greetings, not only of the school authorities of my native city,\nbut of the trustees and presidents of the colleges of the state and the\nIn the name of the commissioners of the public\nname of their humble servants, the superintendent, the\nprincipals and teachers in the name of the pupils, from the kindergarten\nto the college, we not only welcome you, but we thank you.\nWe thank you, fellow-members for I am now one of you for having brought this grand army of representative and influential educators\ncity of Charleston.\n\nschools\n\n;\n\nin the\n\n;\n\n—\n\nto this\n\ngrand old\n\ncity by the sea.\n\n—\n\nWe thank you for the enthusiasm\nWe thank you for those\n\nwhich your presence has even already inspired.\n\nexpressions of fellowship and good-will, of sincere and genuine brother-\n\nhood, which have come from your hearts and from your hands.\n\nthank you above all that you have come to this southern\n\nWe\n\ncity to lead us\n\nby an example which, God granting it, we will follow.\nYes, my fellow-members of the National Educational Association, we\nthank you more than we are able to tell you but more especially and\nabove all we thank you \"for that expression of a broad, liberal, national\nspirit of which that holy ensign, our national flag, is the symbol.\nWe\nthank you that you are here today as our friends and our helpers, and\nabove all as our brethren. For us, today and henceforth, as long as that\nnational ensign floats, there is no North, no South, no East, no West.\n;\n\nIn spite of differences in educational thought, methods, and opinions,\nwe are all here today on a common platform of education in its broadest\nsense.\nI repeat\nWe thank you for your presence, and we bid you thrice\n:\n\nwelcome.\n\nRESPONSES\nELIPHALET ORAM LVTE, PRINCIPAL OF THE FIRST PENNSYLVANIA\nNORMAL SCHOOL, MILLERSVILLE, PA.\n\nMr. President, Ladies and Gentlemen\nIf\n\nthere had been any doubts in our minds as to the wisdom of hold-\n\ning this meeting in this beautiful city by the sea, the eloquent words of\n\nwelcome to which we have all\ndispelled these doubts.\n\nlistened with so much interest would have\n\nBut we had no doubts.\n\nThe fame of the hos-\n\npitality of the city of Charleston is world-wide, and we have come to this\n\nlovely seaside town from the north Atlantic's rock-bound coast\n\nand the\n\nwaters of the far-off Pacific, from the valleys of the middle West and the\n\nsnow-capped heights of the Rockies, from the great lakes and the great\ngulf, knowing that we should be received as brethren, the members of one\ngreat family, the citizens of one great republic.\n\nThis is not the first time that some of us have come south.\n\nMany years\n\nago, with some companions, I crossed the Long Bridge at Washington and\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5°\n\n[General\n\ntrod the sacred soil of Old Virginia.\nThere I was met with flags flying,\ncannon booming, and musketry rattling. From every part of the sunny\nSouth men had come to meet us, and the warmth of the reception they\nthen extended to us overcame us, and the name of Bull Run passed into\nhistory with more of truth than poetry in the name.\nToday we are met\nagain by a great army, but this time we do not fear the arms you bear.\nToday we acknowledge that you have conquered us, but this time we\nshall not run away.\nMany years ago I risked my life to escape from\nbeing taken to Libby Prison. Now I gladly surrender to the same brave\nmen I have met some of them here foes no longer, thank God, but\nfriends, and friends forever.\nWe are here in this land of bright skies to become better acquainted\nNearly ten years ago I happened to visit one of the schools of\nwith you.\nCharleston.\nIt was just before the Christmas holidays, and several hun-\n\n—\n\n—\n\ndred children were assembled in a large room for their closing exercises.\n\nThe teacher in charge of this multitude of little folk asked me to say a\nword to them, and\n\nI\n\nmy remarks by telling the little ones that\n\nbegan\n\nwhen I left home my three-year-old boy commissioned me to buy him a\npair of skates\n\nand\n\nand\n\na sled,\n\nI\n\nasked the children where I lived.\n\nbright, blue-eyed, golden-haired little maiden said\nI\n\n:\n\nA\n\n\" At the north pole.\"\n\nhave sometimes thought that some of our southern brethren imagined\n\nthat we lived in as cold and inhospitable a region as the little girl ima-\n\nBut no we are like you in thoughts, in feelings, in\nand in prejudices; and we rejoice at the opportunity of meeting\nyou in order that hereafter there shall be no north pole in your notions\ngined I came from.\n\n;\n\naims,\n\nof us.\n\nWe have come into this beautiful south land as teachers and as\nWe want to teach you that you of the South can help us of the\n\nlearners.\n\nNorth in many ways, and that possibly we can be of some service to you.\nAnd we have come as learners. We need to learn by actual observation\n\nsomewhat of the great problems that confront you, and that you are\nendeavoring with so much of bravery and patience and wisdom to solve.\nI do not use the word \"section,\" Mr.\nEach part of this great union\neach part of this great union has its peculiar problems that\nChairman\nthe educator must study and while the South is compelled to face questions of unusual difficulty, the North and the West and the central states\nare not exempt from obstacles that bar the way to rapid progress. The old\nand vexed problem of immigration, which will be solved only when our\nlaws are so framed and executed as to offer a premium for honest industry\nand bar out the vicious and the lazy, confronts both East and West.\n\n—\n\n—\n\n;\n\nThe tramp question\n\nis\n\nquestion, which agitates\n\nalmost wholly unsolved.\nall\n\ncapital has most accumulated\n\nsections,\n\nThe capital-and-labor\n\nand which is most burning where\n\n— these three great questions\n\nare in a sense\n\none mighty educational problem, which demands the most thoughtful\n\n"}
{"page": 63, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n51\n\nattention of our most thoughtful educators, but which we can scarcely\nhope can be solved thru the schools alone. In the next few months\nwe shall hear much of trusts\none form of the capital-and-labor problem\nmuch of \"imperialism,\" and much of \" i6 to i.\" These questions\nhave grown beyond the schools into the wider field of business and\ngovernmental life but it is within bounds to assert that even these problems are not unaffected by the work of the schoolmaster. The schools\n\n—\n\n—\n\n;\n\nshould teach that it\n\nused brings\n\nits\n\nis\n\nnot dishonorable to be rich\n\npossessor honor and happiness.\n\n;\n\nthat wealth properly\n\nBut they should also\n\nteach that the twofold aristocracy of character and culture should not be\n\npushed to the rear by the aristocracy of money.\n\nWhile the banking\n\nhouse is important, the church and the school are more important. The\ncitizens of a republic must not forget that man as man is greater than\n\nman as a money-maker, or even as a soldier, a statesman, or a scholar.\n\nWe must not forget that the greatest thing in man, or about him, or\nbelonging to him, is his manhood.\nWhile the questions I have mentioned are the subjects of discussion,\n\nand possibly of disturbance, in many parts of our country, there are also\nserious questions that directly confront the schoolmaster.\n\nThe terrible\n\nwaste of time and energy in child education, the question of laying a\n\nproper educational foundation in our new possessions, upon which the\nfuture prosperity and permanency of the government of these possessions\n\n—\n\nthese and hosts of other subjects must engage our\nwe\ngather\ntogether year after year.\nattention as\nI\nmay\nspeak\nplainlyj probably the greatest good to be expected\nBut, if\ngathering\nis the liberalizing influence that we shall\nof this educational\nLet me\ncarry away with us and that we hope we shall leave with you.\ngive you a concrete illustration of- what I mean when I say that we need\nwill largely depend\n\nthe leaven of liberality in\nbattlefields of\n\nthat\n\nall\n\nparts of our\n\ncommon country.\n\nOn the\n\nChattanooga and Chickamauga the lines of both armies\n\ncontended there are marked by handsome, enduring monuments\n\nthat commemorate the valor of the brave boys\n\nwho gave their lives for\n\nwhat they believed to be right. My heart filled with emotion as I followed those long lines of silent witnesses to the heroic deeds of your\nbrethren and mine.\n\nA battlefield thus marked is an illuminated history\n\nbe known and read by all who visit it. 1 have said in the\nand I have been criticised for saying so\nthat I hope the day is\n\nlesson, to\n\nNorth\n\n—\n\n—\n\nnot far distant when our one battlefield in Pennsylvania, Gettysburg, will\n\nbe as thickly dotted with monuments erected by the South as it now is with\nthose erected by the North.\n\nHe reads history with a contracted vision, with\n\na narrow understanding of its lessons, who does not read that the generation that ended the great conflict had nothing to do with\n\nits\n\nbeginning.\n\nMay we not hope that one result of this fraternal meeting which begins\ntoday with the cordial words of welcome of the distinguished gentlemen\n\n"}
{"page": 64, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n52\n\n[General\n\nwho preceded me may be to broaden our views of the greatness and oneness of our fair land ?\nI\n\nhave felt that these rambling remarks upon the purposes of our\n\nwould not be inappropriate in the first response to the\nYou may glean from what has been said on this\nplatform and in your enterprising newspapers why we have come together\nand why your greetings are received with peculiar pleasure. We are here\nassociation\n\naddresses of welcome.\n\nto consider some of the great educational questions that confront us, and\n\nwe rejoice at the knowledge your kind and complimentary words give us\nthat our deliberations will be held among sympathetic and appreciative\nfriends, who, by their presence and words of counsel and assistance, will\nmake our common labors lighter.\nMore than this\nWe hope to leave this charming city with clearer\nideas of our duty than when we came.\nWe hope to appreciate more\n:\n\nhighly the real purpose of education, the high ideal that must be before\nevery\n\nteacher.\n\nWe hope to carry away stronger convictions of the\n\nwho attempt to mold and fashion the plastic\nmind of childhood and youth. We hope to realize more fully than ever\nthat the safety of a nation rests largely with its schools.\nFinally, we\nresponsibilities of those\n\nhope to be filled with something of the spirit of the Great Teacher, and\ncarry with us into our different fields of labor over\n\nall\n\nthis\n\nbroad land a\n\nclearer knowledge of our profession, a fuller feeling of devotion to our\n\nprofession, and a deeper determination to realize the loftiest ideals of\n\nour profession.\nW. CARR, SUPERINTENDENT OF SCHOOLS, ANDERSON, IND.\n\nJ.\n\nMr. President, Ladies and Gentlemen of the\n\nCity of Charleston\n\nNever till now have I been able to understand the joy of the meeting\nof Jacob and Esau.\nFor years they had been estranged and separated\neach had had his joys and sorrows\nNow\nhis triumphs and defeats.\nthey meet and embrace each other and mingle their tears of rejoicing.\n\n—\n\nThey are\n\nbrothers once more.\n\nThe\n\nold hatred\n\nis\n\ndead.\n\nThe\n\nwords, the threats of vengeance, the wrongs of former days are\ngotten.\n\nThey think of their boyhood,\n\nof Isaac\n\nand Rebekah.\n\nbitter\n\nall\n\nfor-\n\nThey\n\ntalk of their trials and triumphs, and of the wonderful providence of God\n\nthat blessed them in so many ways.\nThen Esau shows Jacob his horsemen and warriors, and tells of his power and glory; and Jacob shows\n\nEsau his wives and children, and servants and flocks, and tells of his\nand they kiss each other and thank God that they are\nagain united as brothers, with a common faith and a common destiny.\nThis magnificent welcome affects me greatly. No other portions of\nour country have been farther apart in the past than Indiana and South\nCarolina.\nSo little intercourse and sympathy between the people, so\nmuch remembrance of the estrangement of the past, so little knowledge\n\nwealth and power\n\n;\n\n"}
{"page": 65, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n53\n\nof and regard for each other, so much prejudice and so little love\n\n— these\n\ncame your kind invitation to\nvisit you in your homes in this beautiful city, and our joyful acceptance.\nYet, as we journeyed hitherward, the thought uppermost in our minds,\nHow shall we be received ? Shall we be\nlike that in Jacob's of old, was\nadmitted to your houses, but denied access to your hearts ? Or will the old\nlove which has lain dormant so long wake once more \"when touched by\nhave kept us apart too long.\n\nBut\n\nat last\n\n:\n\nthe better angels of our nature\"?\n\nBut all misgivings are dispelled. The warmth of your greeting, your\nwords of welcome, the hospitality of your homes, the deference and\nrespect shown us by all classes of your people, your innumerable courtesies and civilities, and, best of all, your soul-greetings, which the tongue\nthese assure us beyond\ncannot describe, but which the heart understands\n\n—\n\ndoubt that we are being entertained, not simply as guests, but as brethren.\nWe appreciate your hospitality and accept it in the generous spirit in which\nWe accept the freedom of your city, and assure you that\nit is given.\nwe are already at home in your midst. We rejoice in your prosperity, in\nyour enterprise, in your wealth, in your beautiful scenery, and in your com-\n\nWe take a just pride in your history, and we honor the\nnames of your distinguished living and illustrious dead. Forts Moultrie\nand Sumter, and the city of Charleston, and the state of South Carolina,\nand the whole South are ours. Marion and Laurens and Pinckney and\nHayne and Calhoun and Beauregard and Hampton and Jackson and\nLikewise \"Dixie\" and the \"Bonny\nthey too are ours.\nRobert E. Lee\nBlue Flag,\" and whatever is cherished in the southern home, or is dear to\n\nfortable homes.\n\n—\n\nthe southern heart, or is sacred to the southern altar\n\n— these too are ours,\n\nfor we have received them as gifts from our brethren.\n\nWhile we receive so much from you, what can we give in return ?\nWhat tokens and mementos that will compare with your priceless treasures ?\n\nPoor, indeed, seem the gifts we have to\n\noffer.\n\nBut here are our\n\nhands, my brothers ; and in giving them we give our hearts also.\n\nWe\n\npledge you our faith that whatever we have of wealth and of learning and\nFranklin and Hamilton and Webster\nof fame and of honor is yours.\nSheridan\nand\nGrant\nand Abraham Lincoln\nall are\nSherman\nand\nand\nyours\nand\nyou\nare\nours,\nbrethren\nindeed,\nFor we are\nunder one\nyours.\nflag, with a common hope and a common destiny.\n\n—\n\nHow appropriate it is that this, the first great national gathering to\nmeet in this city since before the war, should be the National Educational\nan association whose sole aim is the elevation of character,\nAssociation\n\n—\n\nHow beautiful is the thought,\n\nthe exaltation and glory of our national life!\nalso, that the childhood of the nation\n\nshould be the mystic power that\n\nhas drawn us together, making this meeting truly national\nfulfilled in\n\nthem.\"\n\nour midst that divine prophecy\n\n:\n\n!\n\nAgain\n\nis\n\n\"And a little child shall lead\n\n"}
{"page": 66, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n54\n\n[General\n\nBut while we make joyous this occasion, let us not forget that\nthe duty of the hour to plan for the future.\n\nit\n\nis\n\nAnd, as never heretofore,\n\nbe national, let us mutually pledge each other that\nhave a new birth, and that public education shall receive a new\nMuch has been accomplished educationally in the United\nimpetus.\n\nthis association is to\nit\n\nshall\n\nStates in the past.\n\nPublic education, primary, secondary, and higher,\n\nhas become firmly rooted, and has already borne\n\nmuch excellent fruit.\n\nBut, if the public schools are to perform their true mission in the republic,\n\nmuch still remains to be done.\n\nThey must be freed from the blighting\n\ndomination of politics and every other sinister influence, and administered\naccording to business and educational principles, and in the sole interThe profession of teaching must be so elevated and\nest of the children.\n\nennobled that it will be impossible for untrained men and women to enter\nit as a stepping-stone to some other occupation or profession, or as a mere\nmakeshift.\n\nThe true teachers must not be the poorest paid and the least\n\nhonored servants of the state, but they must receive compensation adequate to the service rendered, and respect and honor due to their high\ncalling.\nThe course of study in our schools must be freed from the flotsam and jetsam that have drifted from every shore, and be made to meet\nChildren must not go thru school with the idea\nthe needs of our people.\nhigh-school\nthat a\ndiploma will admit them to the aristocracy of learning, and that from the day of their graduation they can make a living\nwithout labor. On the contrary, the gospel of work must be preached\nand practiced thruout this broad land. Children must be taught from the\nbeginning that an education is to fit \\htmfor work, not to get out of it.\nThe schools must give to the country trained leaders and trained followers\nleaders who are able to direct every form of human activity, and\nfollowers who can intelligently carry out directions.\nThe schools must\nalso teach the patriotism of peace as well as the patriotism of war\na\npatriotism which spurns the wrong and upholds the right a patriotism\nwhich the arts of the demagog cannot seduce, the emoluments of office\ncannot bribe, the wine of party zeal cannot intoxicate a patriotism which\ndemands efficient public service, the honest enforcement of law, the free\nand impartial administration of justice, and the security of the rights of\nthe humblest citizen.\nThe schools must give more knowledge, power,\nskill, courage, freedom, and conscience, so that the problems of life, both\nprivate and public, may be dealt with skillfully, intelligently, and sympathetically, whether they be the honest performance of a day's work, the\nchoice of an occupation, the proper care for one's family, the government\n\n—\n\n—\n\n;\n\n;\n\nof a city, the preaching of the gospel to the rich, the solution of the race\n\nproblem, the abolition of the liquor traffic, the adjustment of the conflict\nbetween capital and labor, or the formation of a code of laws for the gov-\n\nernment of a nation. And, finally, the school must teach a faith that is\nimmovable in the ultimate triumph of truth, justice, and righteousness.\n\n"}
{"page": 67, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n55\n\nJAMES A. FOSHAY, SUPERINTENDENT OF SCHOOLS, LOS ANGELES, CAL.\n\nMr. Chairman, Ladies and Gentlemen :\nAfter the distinguished gentlemen\n\nremains but\n\nlittle\n\nwho have preceded me,\n\nthere\n\nfor me to say, unless I repeat, and thus emphasize, our\n\nthanks for your generous welcome, which I gladly do.\n\nHaving had the pleasure of entertaining this grand organization at its\nmeeting, Los Angeles sends congratulations to Charleston for her\npresent opportunity.\nThe eyes of many people are now turning upon\nthis fair city, and the proceedings of this week will be watched with\nWe have been looking forward to this time when\nearnest expectations.\nwe should be guests instead of hosts but the welcome accorded us has\nlast\n\n;\n\ntaught us that\n\nall\n\nthe stories about southern hospitality fall far short of\n\nexpressing its warmth and genuineness.\n\nWe pride ourselves in our free and untrammeled West on \"Californian hospitality,\" and have always felt that to have it said that we\n\" entertain like southerners \" was a cherished compliment now we fully\n;\n\ncompliment, while we are learning that true\nsouthern hospitality lives in the South only.\n\nrealize the value of such a\n\nLast year we met in what, in many ways, is a new land\n\n;\n\nthis year we\n\nstand on old historic ground, made sacred to all of us thru\n\nmany loving\n\nmemories. Our cities are far apart. Not only by miles, but by industries,\nby associations, and by landscapes do we differ. The Californian stands\nin his rose-embowered garden, and his gaze travels far across the yellow\ngrainfields to the bright green foothills, and beyond, miles away, to the\nrugged, snow-capped Sierras\n\"Mountains on whose barren breast\nThe laboring clouds do often rest.\"\n\nAll about him is bathed in brilliant sunshine ; above him is the vivid blue\nof his California sky.\n\nWhen his sunset comes it is a gorgeous moment of\n\norange and red and deep purple lights.\nus today\n\n!\n\nHave\n\nHow different the view all about\n\nthe old, the historic, the sacred memories mellowed\n\neven the landscape and the skies of your lovely South ?\n\nHas nature\n\nrewarded you loyal South Carolinians by giving to you alone the restful,\nquiet blue of your bay and sky, the tender pinks and yellows and greens\nthat lie all about you, and the soft splendor of your sunsets ?\n\nAfter we of the newer states have thrown off a little of the glamour of\nthe beauty of your city, we find much busy life to interest us.\n\nYour broad\n\nharbor, with the many vessels anchored at peace upon its bosom, we com-\n\npare with our own long-fought-for San Pedro harbor.\n\nYour cotton-mills\n\nspeak of a great, an ever-growing, permanent industry.\n\nWe contrast\n\nthem in our minds with the thousands of oil-derricks that now cover our\nYes, the East and the West are different\nstate like a new kind of forest.\neach has its own attractions.\n\n"}
{"page": 68, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n56\n\n[General\n\nIt is fitting that the meetings of the greatest and grandest association\n\nof our country should be held in different places, in order that its influ-\n\nence may fall on those who could not otherwise be brought in touch with\nit, and that we may learn of the various cities of our land.\nAfter\n\nall,\n\nthe East and the West are one.\n\nCharleston and Los Angeles\n\ndo not seem so far apart when we realize that the ideas of those before us to\nbuild the great system of education on firm foundations for the future\nhave been adopted by our whole nation, \"to elevate the character and\nadvance the interests of the profession of teaching, and to promote the\ncause of popular education in the United States.\" There is much disWhat shall constitute the\ncussion and careful thought upon the question\ncurriculum of our schools? Our ideas of teaching are so different from\nToday we teach\nthose of the past that we must make a general change.\n:\n\nchildren instead of subjects or facts\n\n;\n\nlead the children to use facts as an\n\nOur aim should be to furnish to the children\nsuch training as will fit them to become faithful, practical, intelligent men\nand women, prepared to perform the duties of life.\nThe responsibility of the teacher cannot be passed lightly, and when we\n\" Who is suffireflect how great these obligations are, we are led to ask\naid in developing power.\n\n:\n\nWe attempt to excel the Athenian in our\n\ncient for these things ? \"\n\ndesire for intellectual accomplishments, and to imitate the Spartan in our\n\nphysical culture ; for we must have the sound body for the sound mind,\n\nand hold the lessons of morality that have descended thru the ages, that\nour children may be educated harmoniously.\nCertain periods furnish\nothers.\n\nmuch\n\ngreater opportunities for\n\nman than\n\nWe are passing thru a critical period in our nation's history, and\n\ndeciding a national policy which will affect the history of the world for\n\nThe great energy of education is more than counter-\n\ncenturies to come.\n\nbalancing the opposing forces, and the next few years will bring to us\ngreater developments than the world has ever witnessed.\n\nThe various systems of education in our country have originated in\nThe events\n\nnecessity, and have been built upon the needs of the country.\n\nof\n\nthe\n\nrecent war have\n\nshown us that\n\na people trained in the public\n\nschools of a free country, where children of all classes and denominations\n\nwork together in the same grades, play together on the same grounds,\nand learn the same great truths of life, can be counted upon to do its\nduty.\n\nA large proportion of the multitudes coming to our shores are youths.\nThe question arises What shall be done with them in order that they may\nbecome an element of power instead of a source of danger ? The public\n:\n\nschool is the best place for them to be trained for American citizenship.\n\nThey must come in contact with one another, and learn to recognize the\nThey roust learn to give and take; and thus they\nrights of their fellows.\nare prepared to come naturally into tne conditions of the true American.\n\n"}
{"page": 69, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n57\n\nThey learn that the state maintains schools because ignorance is dangerous and intelligence is a necessity for every citizen.\n\nThe\n\nfull\n\nduty is not done when the flag\n\nis\n\nhoisted over the school\n\nbuilding, the children taught to sing \"America,\" \"Red, White, and Blue,\"\n\nand even when the excellent pledge, \" I pledge allegiance to my flag,\" is\ngiven. But the children who will soon become active and intelligent citizens\nmust be given a practical knowledge of the political system under which\nthey live. They must know their rights as American citizens, and realize\ntheir duties to their fellows\nthey must be taught that the security of their\nindividual liberty depends upon laws and their enforcement.\nThus they\nwill acquire the idea of the political system of which they are a part, and\nlearn to recognize their duties, which they owe to the community, the\nstate, and the nation.\nThe Spartan general who was asked to show the walls of Sparta\npointed to his soldiers and said: \"These are the walls of Sparta, and\nevery man is a stone.\" The bulwarks of our nation are our teachers and\npupils\nmightier than our army and navy, and accomplishing more than\nwe realize.\nWhile our attention is being called to the fleets of other nations, and\nwhile we are preparing our battleships, cruisers, and torpedo boats, and\ncaring for our army and navy, we, as a nation, must not forget that\n;\n\n—\n\nour greatest foes are within our own country ; that intemperance, idleness,\n\nand vice, in its many forms, are doing more to destroy our people than\nwe need fear from foreign enemies. These are in our midst, and are well\nfortified\nthe teachers of today must prepare to overcome them.\nThey\nmust dignify labor, and assist in establishing and maintaining a society\nwhich shall be composed of self-supporting people.\nThe greatest need of this country is men of personal worth and stability, who will not be swayed from truth and right, and who will see to it\nthat justice is not perverted, and who will do their duty by participating\n;\n\nin public affairs.\n\n\" God give us men\n\n;\n\na lime like\n\nthis demands\n\nStrong minds, great hearts, true faith and ready hands.\n\nMen whom the lust of office does not kill,\nMen whom the spoils of office cannot buy.\nMen who will obey the people's will,\nMen who have honor — men who will not lie.\nMen who can stand before a demagogue\nAnd damn his treacherous flatteries without winking.\nTall men, sun-crowned, who live above the fog\n\nIn public duty and in private thinking.\"\n\nThe schools and colleges, the churches and homes, must furnish such\nmen.\n\nOn behalf of the teachers of the far West who are present, and on\nbehalf of the thousands of others who could not come, I thank you for\n\nyour generous welcome,\n\n"}
{"page": 70, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n58\n\n[General\n\nADDRESSES\nPRESIDENTS ADDRESS\nOSCAR T. CORSON, COLUMBUS, O.\n\nCustom long established makes it the duty of the President of this\nassociation to give expression to his views regarding some of the educational problems of the day, and in obedience to that\n\nceed as best I can to perform that duty.\nstate frankly that I am not\n\nI\n\ncustom I shall pro-\n\ndesire in the first place to\n\nan educational philosopher, and hence have\n\nnothing of a profound or mysterious nature to offer for your considera-\n\nam I an educational reformer, and hence I have nothing\nI am sure that I am not a chronic pessimist,\n\ntion ; neither\n\nnew or startling to suggest\nand hence\n\nI\n\n;\n\nhave nothing in particular to condemn.\n\nIt is\n\nmy honest\n\nconviction, however, that the whole problem of education is an intensely\npractical one, requiring for\neffort of\n\npractical\n\nits\n\nsatisfactory solution the best thought and\n\nmen and women everywhere.\n\nIn\n\nmy judgment, the\n\neducational welfare of our country depends very largely upon the con-\n\ntinued confidence of the people in the wisdom bf those\neducational leadership.\n\nIf this leadership is unsettled\n\nwho aspire to\n\nand erratic in its\n\npolicy, confidence on the part of the people is destroyed, and the schools\n\nthereby become the prey of designing politicians\n\nwho are\n\nalways wise\n\nenough\nremember — what so many people with much better intentions\nso\nforget — that the people are the\nsource of power.\nEducato\n\neasily\n\nreal\n\nwhich inspires and retains public confidence must not\n\ntional leadership\n\nonly have high\n\nideals, but must also recognize positive limitations.\nWhile it must ever strive to bring about better conditions, it must not lose\nsight of those which actually exist.\nThese principles should guide in the\n\nconsideration of the school problem from both the financial and educational standpoint.\n\nWith a yearly expenditure of over $200,000,000 in the United States\nfor public education alone, it is very important that those who assume to\n\nlead in forming\n\nand directing the educational sentiment of our country\n\nshall possess, not\n\nonly educational qualifications, but also that business\n\nability which will inspire confidence in the business world.\n\nCare should\n\nbe exercised lest we go too far in the modern movement of separating the\nbusiness and educational management of our schools, and thereby develop\nthat business and education have nothing in common.\nOur real educational experts are not the visionary theorists whose opinions\nchange so often as to make them practically worthless, but the thoughtful, conservative men and women whose business sense leads them care-\n\nthe false idea\n\nfully to\n\nconsider the conditions which actually do exist, as well as the\n\n"}
{"page": 71, "printed_page": null, "text": "gessions]\n\nPRESIDENT'S ADDRESS\n\n5^\n\nideal ones which many good people wish might exist ; and, as a result of\n\nsuch consideration, enables them to originate and execute policies which\nalways\n\ncommand the confidence of the people.\n\nThe\n\nreal\n\neducational\n\nleaders of this age whose influence will be permanent are those who have\n\nthe business capacity to appreciate and comprehend the business problems\n\nwhich are always a part of the educational problem.\n\nLeadership of\n\nthis\n\ncharacter recognizes at once the impracticability of any attempt to carry\n\non the work of public education in schools whose cost of equipment and\nmaintenance is so great as to render their operation a financial impossibility.\n\nSuch leadership also recognizes the fact that, if the schools are to continue to have the financial support which is essential to their success, the\n\npeople must be led to feel that education pays\n\n;\n\nthat\n\nmoney judiciously\n\ninvested in good schools and well-equipped teachers will bring in large\nreturns, not alone in the higher intelligence, happiness, and culture of the\n\npeople, but in a financial sense as well ; that the two most important\nfactors which enter into the value of property cannot appear on the tax\n\nduplicate, viz.: the intelligence and morality of the people.\nful\n\nThe success-\n\nprosecution of the work of public education will be aided to a far\n\ngreater extent by impressing parents and boards of education with a keen\n\nappreciation of the financial value of a child's time during the years of\n\nschool age than by requiring teachers to exhaust their time and energy in\na fruitless study of the peculiarities of children.\n\nWhile we must never\n\nlose sight of the higher ideals in education, and strive in every possible\n\nway to lead the youth of our land to look beyond the mere making of a\nliving to the making of noble lives, on the other hand it is never wise to\nignore the bread-and-butter phase of existence, and what the common\npeople consider an important and immediate end in education. With\nthe large majority of the people of every community the struggle of life\nis both difficult and constant.\nWith each passing year the competition\nseems to become more intense, and we cannot change the facts or better\nthe conditions by closing our eyes and sentimentally regretting that\npractical people everywhere are demanding that the schools shall so train\ntheir boys and girls as to enable them to go out into life prepared to\nmeet its difficulties and make an honest living. Much of the sentimental\ntalk of the present day\nthat the schools must cease to be utilitarian in\ntheir aims and purposes, and devote all their time and energy to the\ndevelopment of character\nwould not be worthy of consideration were it\nnot so misleading. No one doubts that true character is the true end and\naim of all true education but it is equally important that we also recognize that true character is not a visionary something which grows up\nseparate and apart from practical life, but is the product of right training\nand earnest living, and usually thrives best in the midst of toil and diffi-\n\n—\n\n—\n;\n\nculty.\n\n"}
{"page": 72, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6o\n\n[General\n\nIn the educational management of our schools there is also great need\nof that stability and conservatism which will beget confidence and insure\n\nIn their anxiety to be considered progressive those to whom\n\nthoroness.\n\nthe people look for guidance in educational affairs should ever be mindful of the fact that all genuine reforms have their roots down deep in the\n\nhearts of the common people, and that all true growth is slow growth.\n\ncorrect one\n\nwrong tendency an attempt should not be made\n\na worse one in an opposite direction.\n\nTo\n\nto create\n\nText-book teaching may have\n\nbeen carried to a harmful extreme in the past, but that is no reason\nwhy it should be abolished now. It will ever remain true that one of\nthe best things that any school can do for any pupil\n\nhow to make proper use of\n\nis\n\nto teach\n\nhim\n\nthe books of the schoolroom and library.\n\nCourses of study in the old-time schools\n\nmay have been\n\ntoo\n\nmuch\n\nabridged, and as a result narrowing in their tendency, but many thoughtful\n\namong both patrons and teachers are today seriously ques-\n\npeople\n\ntioning the\nchildren.\n\nmodern attempt\n\nof teaching\n\nsomething of everything to\n\nSchools in which formal tasks assigned by heartless teachers\n\nmake children unhappy need reformation, but it is not wise to replace\nthem with playhouses in which amusement and entertainment are mistaken for interest.\nA firm belief in the doctrine of hard work is still\nnecessary to both happiness and success, and the gospel of labor needs to\nbe preached anew in many localities.\nThe public-school critic who\nimagines that he sees in what he terms the \"overwork\" of the school the\nonly source of \"nervous prostration\" should turn his attention for a time\nto society, the premature entrance to which, on the part of many, leads to\nphysical, mental,\n\nand moral decay.\n\nThe student of trained mind and\n\nmature judgment should certainly be allowed some choice of studies in\n\nmaking preparation\n\nfor\n\nhis special\n\nlife-work,\n\nbut\n\nmany old-fashioned\n\npeople still insist that children in grammar and high schools should have\nvery definite direction in their work.\n\nIn dealing with all these important phases of the work of public education, what is needed more than anything else to give it that stability and\nsolidity which will insure the support of public sentiment without which\n\ntrue progress is impossible, is the active influence of broad-minded, great-\n\nhearted, liberally educated teachers, who are superior to\n\nall\n\nmethods and\nWith the\n\nsystems, and whose influence is always inspiring and uplifting.\n\nmajority of those who compose this audience, I have practically forgotten\n\nmy schoolboy life.\n\nThe course of study,\nmany other\nthings of minor importance, have practically all passed out of mind but\nall\n\nthe formal experiences of\n\nthe methods of instruction, the plans of promotion, and\n\n;\n\nthere remain as a part of my very being the hallowed memories and helpful influences of a teacher or two\n\n— great personalities\n\nintellect developed and character grew.\n\nin\n\nwhose presence\n\nHe does most for education in\n\nthis age who leads the people to appreciate that the one great necessity of\n\nany school is a great teacher.\n\n"}
{"page": 73, "printed_page": null, "text": "Sessions]\n\nTHE SMALL COLLEGE— ITS WORK IN THE PAST\n\n6i\n\nWhile it is right that in the consideration of the educational problem\nis today placed upon a proper recognition of the rights\nand needs of the individual, on an occasion like this no one can be\nunmindful of the importance of education from a national standpoint.\n\ngreat emphasis\n\nWe believe that the intelligence of the common people is the real safeguard of our republic, and that the\n\nfree public school\n\nthe one great source of this intelligence.\n\n.\n\nmust ever remain\n\nIn this great work of preparing\n\nan intelligent citizenship, capable of exercising the rights of freemen, we\n\nknow no North, no South, no political party, no sectarian creed.\nWith the firm\n\nbelief that the national educational sentiment already\n\nso firmly established in all sections of our country would be deepened and\n\nstrengthened thereby, the National Educational Association accepted the\ncordial invitation extended at Los Angeles, and today meets in this beautiful\nI\n\nsouthern city under circumstances both delightful and impressive.\n\ndesire, as President of this association, to join with those\n\nwho have\n\nalready spoken in expression of appreciation of the cordial words of wel-\n\ncome which have come to us from our distinguished friends whose acts of\nkindness and hospitality have already endeared them to the teachers of\nthis great union.\n\nI\n\nam sure that our stay here will not only broaden our\nour common sympathy and interest in the great\n\nideas, but also deepen\n\ncause which\n\nwe\n\nAs\n\nrepresent.\n\nteachers\n\nand\n\ncitizens\n\nwe\n\nall\n\nhave an\n\nabiding faith in the future destiny of our united country, whose flag, the\n\nand stripes, today floats so majestically over land and\nWith a faith in the God of nations which knows no wavering, and\nwith unselfish purpose and loyal devotion, let us as members of this great\nassociation rededicate and reconsecrate ourselves to the great principle\nand work of popular education.\nbeautiful stars\nsea.\n\nTHE SMALL COLLEGE\nI.\n\nITS WORK IN THE PAST\n\nPRESIDENT WILLIAM OXLEY THOMPSON, OHIO STATE UNIVERSITY,\nCOLUMBUS, O.\n\nThere is no disguising the fact that there is a widespread feeling that\nWithin twenty-five years there\nhas grown up a sentiment that the place to educate a boy is in a large\nthe small college has seen its best days.\n\ncrowd.\n\nIt looks very\n\nmuch as if in the popular mind mere bigness was a\n\nvirtue and littleness a vice.\n\nIt will\n\nhelp us to understand this remarkable\n\nstate of mind when we remember that a generation ago there was nothing\n\nThe development of the large college\nThe fact that the development is so recent may\n\nbut the small college in America.\nhas come since 1870.\n\nexplain why we who have seen the genesis of the large college should\n\nregard it as precisely the thing.\nprogress the world is making.\n\nOtherwise we should not be loyal to the\n\n"}
{"page": 74, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n62\n\n[General\n\nLet me remind you that in 1850 Yale had 432 students, and Harvard\n\nThese were the largest colleges in the country. In i860 Yale had\nIn 1870 Yale had 522, and Harvard 616. As late\nas 1870 no other college in the country, so far as I can learn, had 400\n296.\n\n521, and Harvard 451.\n\nstudents.\n\nIn 1850 the whole number of students in American colleges was a\nlittle less\n\nthan 9,000; in i860, a little over 13,000;\n\nin 1870, a little over\n\n16,000; and now, not far from 40,000.\n\nThere has been a remarkable\ngrowth in the attendance at colleges during the lifetime of most of the\n\nmembers of this association.\nPrior to 1800 Yale and Harvard were pretty small colleges.\nIn 1800\nHarvard graduated a class of 47. For the first ten years of the century\nthe average was 44. This could not be called a very large college.\nYale shows a considerable increase about the beginning of the century.\nIn 1800 she graduated 36, as against 47 from Harvard. The first\nten years of the century Yale averaged 52 in a class, as against 44 from\n\nHarvard.\n\nTo get an average of some of the best colleges in the country for the\nperiod from 1850 to i860, I have taken the best New England colleges,\nwith this result, viz.:\n\nBowdoin averaged, for the ten years, 32; Amherst,\n\n44; Williams, 48; Dartmouth, 56; Harvard, 82; Yale, 95.\nIt is interesting to note that Yale up to 1859 had graduated 6,810\n\nmen, while in 1898 she had graduated 12,468.\n\nThat is to say, from 1859\n\nto 1898 she graduated 5,658 as against 6,810 from 1702 to 1859.\n\nOr, to\n\nput it another way, Yale graduated almost as many in the last forty years as\n\nThe average size of a class from Yale\nin 157 years previous to that time.\nfrom 1702 to 1898 is 64. From 1702 to 1859 it is 43. From 1859 to\n1898 it is 145. This shows very clearly where Yale's great growth has\nbeen.\n\nAt Harvard the story is much the same.\n\nIn 1870 Yale's catalog was a pamphlet of seventy pages.\n\n—\n\nThe library\n\nthe collection of 169 years.\nhad 50,000 volumes\nIt shows that the\ncollege proper had nineteen professors, including the president.\nThe\nstudents numbered 522.\nThe terms of admission were not beyond what\nwould be standard in a good small college today. It was specified that a\nfreshman must be fourteen years of age. In those days college students\nwere still boys. They are men now, so far as I see in the newspapers.\nA bond was then required in the amount of $200 from all students. The\nwork was nearly all prescribed. Certain concessions were made to German in the junior year, but there was nothing that a modern student\nwould call the privilege of electives.\nThe average class of Bowdoin for 115 years up to 1890 numbered\nThe average class at Amherst from 1821 to 1885 numbered 43.\n19.\nThe class at Williams from 1795 to 1890 averaged 37. At Dartmouth\nfrom 177 1 to 1890 the classes averaged 41.\n\n"}
{"page": 75, "printed_page": null, "text": "Sessions]\n\nI\n\nTHE SMALL COLLEGE— ITS WORK IN THE PAST\n\ndetail these figures out of the great\n\n63\n\narray of statistics simply to\n\nenforce my statement that the history of higher education in this country\nprior to 1870 was the history of the small college, a fact often apparently\nlost sight of.\n\nSince 1870 there has been a rapid development in higher\n\neducation, and the country now has a considerable\n\nnumber of schools\n\nwhere great congregations of students are found, and where catalogs are\nso bulky that a college faculty of fifty years ago would have been hopelessly lost in an effort to explain their contents.\nIt is within this period that the state universities have made their\nwonderful growth. In the same time have arisen such institutions as\nCornell, Chicago, and Stanford.\nThe older institutions of the East, like\nColumbia, Harvard, Yale, Princeton, and the University of Pennsylvania,\nhave in this same period made a phenomenal development, both in\nresources and in students.\n\nOut of this condition of things has arisen a considerable debate about\nthe college of the future.\n\nMany have thought that the great institutions\n\nwere to be the only ones, and that the small institutions would soon have\n\nno place in the educational econonfy.\ntake to settle the question, but\n\nit\n\nis\n\nIt were a hopeless task to under-\n\na very pleasant privilege to bring\n\nbefore you a few truths concerning the past of the small college.\nFirst of all\n\nI\n\ndesire to emphasize the fact that the criticism often made\n\nof the small college by inference, if not by direct statement, is both unfair\n\nand untrue.\n\nIt is not quite\n\nfair for us to cast a reflection\n\nupon the only\n\ninstitution that fostered higher education prior to the past thirty years.\n\nThat institution, as we have seen, was the small college.\ntest\n\nof greatness\n\nis\n\nemergencies of the hour.\nthe small college\n\nFurthermore, the\n\nthe ability to meet, or the actual meeting\n\nof,\n\nthe\n\nThe questions at issue, therefore, are whether\n\nmet the issues of its time and whether present small\n\ncolleges are actually meeting an existing need.\n\nPresently I shall state\n\nthe evidence in support of an affirmative reply to these questions.\n\nremark, in passing, that the inference against the small college\n\nis\n\nI\n\nnot\n\ndrawn from any facts that prove that the large college or modern uniwould have done the work then needed in any superior way.\nIndeed, there is a lack of evidence that the modern idea would have been\nat all suitable to conditions fifty years ago, and we are not at all sure but\nthe close of the twentieth century may see present universities so changed\nand modified as to be practically new. The business of an educational\ninstitution is to meet the needs of the times.\nThe fact that in our attempt\nto meet present needs we have developed a considerable number of great\ninstitutions does not at all prove that the small college has not had a\nplace, or that it is not now meeting a real need.\nThe fact is, the large\ncollege and modern university are rather new institutions.\nThey are so\nyoung that their real value and efficiency are still problematical. The\nalumni of the modern large university have yet to win a distinction that\nversity\n\n"}
{"page": 76, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n64\n\nwill eclipse the glory of their fathers.\n\nof the son.\n\nIt\n\n[General\n\nmay yet develop into an eclipse\nLet us now turn to a\n\nHowever, we hope for better things.\n\ncollege.\nThese will tell us\nsomething of its character and work.\nFirst, I remark that the small college was set for the development of\nIn 1854 President William A. Stearns, in his inaugural\nmanhood.\n\nbrief statement of the ideals of the small\n\n\"The idea of education is the formation of men,\nmen capable of high scholarship, of professional eminence and honorable\n\naddress at Amherst, said\n\n:\n\nachievement, but first of all men.\"\n\nThis was neither new doctrine nor unfamiliar statement.\n\ncommon and popular sentiment.\nthe upbuilding of character in men.\n\nIt was\n\nthe\n\nThe college of those days was set for\nOften it was declared to be a Chris-\n\nThe college recognized that character and\nmanhood were the supreme need of society. The college curriculum was\n\ntian character and manhood.\n\nan instrument that men of lofty ideals used to these great ends.\n\nThe measure of success that has attended these efforts is but little\n\nTo read the alumni roll of Yale, Harvard, and Princeton,\nwhen they were very small colleges, or the rolls of Amherst, Bowdoin, and\nWilliams in New England, of Hamilton in New York, or of Washington\nand Jefferson in Pennsylvania, Centre College in Kentucky, and Miami in\nOhio, is an inspiration to any young man struggling for place and use-\n\nappreciated.\n\nfulness in his generation.\n\nI freely confess\n\nthat three hours with these\n\nme a new appreciation of the splendid possibilities of American\nmanhood. These men have been the embodiment of the best things in\n\nrolls gave\n\nThey have stood for the best things in religion, in scholarWhat the world would have\nbeen without them I khow not, but for what it has been with them we are\ncivilization.\n\nship, in politics, in society, and in the state.\n\nindebted to the small college.\nit is\n\nThat debt will forever remain unpaid, but\n\nhere most gratefully acknowledged.\n\nSecondly, I remark that the small college put an important emphasis\n\nupon the personal contact between the professor and student as a power-\n\nThe professor in the small college\nman of character, who recognized his opportunity.\nThe heroic service that many of these men have rendered is sufficient\nful influence in\n\ndetermining character.\n\nhas always been a\n\ntestimony to their excellence.\n\nSenator Hoar has recently said, in speak-\n\ning of the Harvard of fifty-eight years ago, that\n\nmen were then called to\n\nprofessorships because they had attained an eminence in their professions.\n\nThe result was that young men were brought under the instruction of\n\nmen whose lives were an inspiration and whose characters were a most\nwholesome influence. These men recognized the possibilities in their\nservice. Without offering any criticism upon the modern professor, I may\nThe condisay that eminent men are not now called to professorships.\ntions have so changed that they prefer another life.\nThe modern Longfellow or Holmes is not a professor.\nThe college of these days must\n\n"}
{"page": 77, "printed_page": null, "text": "THE SMALL COLLEGE— ITS WORK IN THE PAST\n\nSessions]\n\ntrain its professors\n\nup to eminence.\n\nreward to patch out a meager salary.\n\n65\n\nThey attain it as a part of their\nMoreover, the modern professor\n\nwith his specialty often looks upon his work as merely teaching, and\n\nmakes a rather narrow business of it. A broad education is looked upon\nas impossible, or undesirable, and broad and deep sympathy with the\nstudent as unnecessary.\n\nemphasis.\n\nJust here the small college has always put its\n\nIt has insisted that teaching is\n\npersonal where inspiration and\n\nleadership are quite as important as instruction.\n\nTo lead out into the\n\nlarger world with a proper perspective requires a master-workman.\n\nleadership, I grant you, may be found in the larger colleges.\n\nThis\n\nIf not, then\n\nis wanting.\nThat such work has been done and is still\ndone in the small college is beyond any question.\nThirdly, I remark that the small college has done a great work in\ncultivating a respect for scholarship.\nIt may as well be conceded that no\n\nsomething vital\n\nvery great scholarship\n\nis\n\npossible within the limits of a college course.\n\nOne of the silliest fallacies in modern times is the frequent assumption\nthat because a boy has graduated from a large college he is both a gentle-\n\nman and a scholar.\n\nAs a matter of fact, he is often neither the one nor\nThe honest college has never made any pretensions in this\n\nthe other.\n\nScholarship is the ripe fruit of years of patient toil.\n\nregard.\n\nIt is to be\n\nkept in mind, however, that the college-bred man has been usually a man\nof\n\nbroad sympathies, of a reasonably liberal culture, and of a\n\nsufficient\n\nintelligence to appreciate the scholarship of men who have been the path-\n\nThe considerable body of such men in\nmade it possible for the scholar to hope for a reward in\n\nfinders in the world's research.\n\nthe country has\n\nThe college has been the bulwark of scholarship. In this field\nThe fact that his studies in the\nsmall college have widened his horizon and given him a bird's-eye view\nhis labor.\n\nthe college man has done a great service.\n\nof the knowledge and scholarship of his day is a reason for his readiness\nto appreciate scholarship.\n\nThe elective principle has deepened the study\n\nof many a student, but often at the expense of his\n\nmen.\n\nsympathy with other\n\nThe lack of unity in college life so often apparent in the larger\n\nschools is no doubt due in a considerable degree to the relative isolation\n\nHe does not know his classmate. There is\nno common feeling, and but little that is common in their thinking, and\nhence no fellowship in scholarship. I regard this appreciation of scholarship as a great help in the progress of the world.\nThere is no man who\nof the student in his work.\n\nshould more appreciate the work of the small college than the man whose\nlife is given to research and\n\nsmall college\nuniversity.\n\nis\n\nthe development of critical scholarship.\n\nThe\n\nsomething more than, and better than, a feeder for the\n\nIt is building and\n\nuniversity must rest.\n\nmaintaining the foundation on which the\n\nBut for the work of the college the university would\n\nThat it is now preparing the men\nwho will in the future do the best things for scholarship is perhaps not\nnot have had a field in which to work.\n\n"}
{"page": 78, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n66\n\ntoo much to say.\n\nWhether the\n\nlarge college can\n\n[General\n\ndo this work without\n\nthe aid of the small college is at any rate a debatable question.\n\nFourthly, I remark that the small college has done great service for\nits immediate\n\nIt is so evident as to\n\nvicinage.\n\nneed only a passing remark\n\nthat all colleges receive the large portion of their support from the adja-\n\ncent territory.\n\nEven Harvard still draws a considerable proportion of its\n\nstudents from the immediate vicinity.\n\nsmall college.\n\nIt\n\nThis has been the history of the\n\nhas done great things for\n\nits\n\nterritory.\n\nHere young\n\nmen have received an intellectual awakening that has been an intellectual\nMany a so-called poor college has been the birthregeneration to them.\nplace of a noble soul.\n\nIt\n\nhas brought within the reach of these boys an\n\nuplift that the larger school could not have brought.\n\nIn this small college\n\nthe individual more easily rose to a limited leadership.\n\nYou may say the\n\nopportunities were limited, but they were sufficient to arouse the boy to\nhis\n\nown prophetic powers.\n\nMy own native state has been sneeringly\n\nMen have spoken disparagingly\nThere is a justice in some of this criticism, but\nThe most luminous pages of Ohio's history have\nquite as much injustice.\nbeen made and written by men trained in her small colleges. Those\ncalled the land of freshwater colleges.\n\nof her numerous colleges.\n\ntrained at home have not fainted in the race with those who were able to\n\ngo to more expensive schools without her borders. Ohio would never\nhave had her men or her leadership but for the small college. But, aside\nfrom the men graduated from those colleges, there is no room to doubt\nthat the presence of such colleges has done a great deal to give tone and\ncharacter to the communities.\ncitizens\n\nThey have been an object of pride to the\nto the people.\nOf the 450\n\nand something of an inspiration\n\ncolleges in the country a large proportion must be classed as small colleges.\n\nThey are, however, centers of life and light\n\nto hosts\n\nof people\n\nwhom the greater schools do not and cannot reach. They are constantly\nseeking out boys, many of whom rise to eminence. These men more\nthan justify the reason for existence.\n\nIn the poorer grade of the small\n\nmay be found much to criticise. No doubt the standards\nSome harmful results do follow, but it is a mistake to\nare often too low.\nbe too sweeping in our condemnation. The small college is winning\ncollege there\n\ntoday more than\n\nThese facts\n\nits\n\npersist\n\nproper share of the honors in our great universities.\n\nand are very stubborn\n\nthings.\n\nThe self-denial, the\n\nhardship, the heroism still found in many of these colleges with the lack\nof some modern fancies, are pretty useful ingredients in the coming man.\n\nThe small college has usually been the poor man's college. It cultivated\neconomy and has usually been free from the vices that\naccompany a liberal use of money. Its own poverty and economy have\nbeen an object-lesson to the student. The democratic sentiment usually\nprevailing has bound the studenij in a close friendship.\nHere have\nbeen trained many of the recruits who have saved the interests of the\nthe habits of\n\n"}
{"page": 79, "printed_page": null, "text": "THE SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\n67\n\nSome of them have risen to eminence, but more of them have\n\npeople.\n\nquietly but efficiently served the community which supported the college.\n\nThe unwritten history of the small college is liable to be overlooked and\nforgotten in the annals of the great, but there are a thousand hillsides\n\nand as many fruitful valleys in our country where the service is gratefully\nWhat Webster said of Dartmouth many a man will say of\nrecognized.\nothers \" She is small, but there are those who love her.\"\n:\n\nTHE SMALL COLLEGE\nII.\n\nITS PROSPECTS\n\nWILLIAM RAINEY HARPER, PRESIDENT OF THE UNIVERSITY OF CHICAGO\n\nmy opinion the two most serious problems of education which\n\nIn\n\nrequire to be solved within the next quarter of a century are, first, the\n\nproblem of rural schools, which falls within the domain of lower educaand, secondly, the problem of the small college, which lies within\n\ntion\n\n;\n\nthe domain of higher education.\n\nThis second problem, which forms the subject of our consideration\nhere, is at the same time serious and delicate\n\n;\n\nserious, because the great-\n\nand spiritual, are at stake delicate, because\nthere are involved special and peculiar questions of privilege and right.\nThe study of the problem is a difficult one, because it deals with data\ninsufficiently gathered and not yet properly tabulated because, also, the\nterritory covered is so vast and so differently situated.\nMy\nI may be pardoned for mentioning my personal experience\nstudent life was divided, my undergraduate work being done in a small\nMy life as a\ncollege, my graduate work in a large college or university.\n\nest interests, both material\n\n;\n\n;\n\n:\n\nteacher has been almost evenly divided, twelve years having been spent\nin institutions\n\ncalted \"larger.\"\n\ntermed \"small,\" thirteen in institutions which may be\nI approach the subject, therefore, with no prejudice\n\nborn of lack of experience in one or the other kind of educational\n\ninsti-\n\ntution.\n\nWe shall consider —\n\nI. Some factors which would seem to guarantee the life and the\ngrowth of the smaller institutions.\nII. Some factors which will be found to stand in the way of such\ndevelopment.\nIII. Some changes affecting the small colleges which are to be\nexpected and which are to be desired.\n\nI.\n\nSOME FACTORS WHICH WOULD SEEM TO GUARANTEE THE LIFE AND THE\nGROWTH OF THE SMALLER INSTITUTIONS\nPrevalence of belief in the advantages of smaller colleges.\n\nfirst\n\nof\n\nall,\n\nas\n\n— Let us notice,\n\nconstituting one of these factors, the widely prevailing\n\n"}
{"page": 80, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n68\n\n[General\n\nbelief that the smaller institution has certain decided advantages over the\n\nThis belief is entertained\n\nlarger in the character of the results produced.\n\nso strongly and in so\n\nmany quarters that, whether true or false, it fur-\n\nnishes a substantial element of strength to the cause of the smaller college.\n\nIt cannot\n\nbe said\n\nthat,\n\nif\n\nthis belief\n\nfalse, its\n\nis\n\nfalsity will\n\nsoon\n\nbecome apparent for, in weighing evidence on both sides of so delicate\na question, the number of points to be considered is very great, and the\n;\n\nindividual equation, in each case, is altogether different.\n\nWho can say\n\ndogmatically that it would have been better or worse for this or that boy\nif\n\nhe had gone to the larger institution instead of to the smaller; or to\n\nthe smaller instead of to the larger?\n\nContact with instructors.\n\n— The student\n\nof the small college, it is urged,\n\nhas greater advantage because of the closer contact into which he comes\n\nwith the officers of the faculty.\nequal, that the student who\n\nIt\n\ncertainly true, everything being\n\nis\n\nknows intimately his instructor, and\n\nis himby him, has a much greater chance of achieving\n\nself intimately known\n\nsatisfactory results than the student who has little or no personal contact\n\nBut here two things should be noted.\n\nwith his instructor.\n\nIs\n\nit\n\na fact\n\nthat in the larger institutions the student comes into less vital touch with\nhis teachers ?\n\nA study of this question extending over several years\n\nhas convinced\n\nme that the student in the larger institutions not only\n\ncomes into relationship with\n\na greater\n\nnumber of instructors, but also\n\ntouches in the closest possible way as many of this number as he would\n\nhave touched in the smaller college.\n\nIt\n\nnot, however,\n\nis\n\na question\n\nmerely of close contact, but of receiving that incitement which stirs the\nsoul to its very depths.\ninstitutions, close\n\nany higher life\n\n;\n\nI\n\nhave known instructors in both large and small\n\ntouch with whom would deaden rather than quicken\n\nand\n\nit\n\nis\n\nonly fair to say that the number of such is as\n\ngreat proportionally in the small as in the large institution.\n\nHigher rank of instructors.\nit\n\nis\n\n— Again, the student of the small college,\n\nurged, has great advantages, especially in the earlier college years,\n\nbecause in most cases he does his work under men who have the rank of\nprofessor, while in the larger institutions he is turned over to young men\n\nwho are only tutors or instructors.\n\nAnd yet it should be remembered\n\nthat these same tutors and instructors, if they were in the smaller institutions, would\n\nenjoy the rank of professor.\n\nI\n\nhave in mind a university\n\nin which every man who is ranked as an assistant professor, instructor, or\n\ntutor has been offered a full professorship in a small college, and several\nof them, the presidency of such an institution.\n\nDevelopment of responsibility.\nit is\n\n— Further, the student\n\nof the small college,\n\nurged, has greater opportunity to develop responsibility; the number\n\nof students being small, each one stands out more definitely and receives\n\ngreater recognition, while, at the same time, he actually counts for more\nin the various activities of the college\n\nlife.\n\nIt\n\nshould be remembered,\n\n"}
{"page": 81, "printed_page": null, "text": "THE SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\n69\n\nhowever, that the incentive to excel and the number of activities which\n\nmore rapidly\nand that these opportunities\n\npresent themselves to the student-ambition increase even\n\nthan the proportionate increase in numbers\n\n;\n\nare higher in character and more varied in proportion to the horizon of\n\nthose who find themselves in this or that environment.\n\nBut I have allowed myself to wander somewhat. The point I wish to\nThe belief in the superior advantages of the small colis this\n\npresent\n\n:\n\nupon the minds of men in general that,\nupon grounds which are in large measure fancied or sentimental, it will serve as a strong factor in assisting to maintain and to\n\nlege has taken so strong a hold\n\naltho it rests\n\nadvance the interests of the smaller as against those of the larger\n\ninsti-\n\ntutions.\nHostility to powerful institutions.\n\nthe smaller\n\ninstitutions\n\nrender strong assistance,\nfear, at\n\n— A second factor which has helped\n\nthe past, and\n\nin\n\none which\n\nwill\n\nthat feeling, sometimes of\n\nis\n\ncontinue to\n\nawe and almost\n\nother times of jealousy and hostility, which is invariably aroused\n\nin the minds of\n\npowerful.\n\nmany, toward an\n\nThe\n\ncollege\n\nsmall\n\nis\n\ngrown large and\nand cherished, in most cases,\n\ninstitution that has\n\nloved\n\nit is small and weak; while the larger institution is hated\nand opposed, because it is powerful. This has been the history of every\nIt is the history of nearly every\ninstitution that has become great.\none of the state universities in the western states. It is the same feeling\nwith which the smaller towns or cities in a state regard the one great\n\njust because\n\ncity of a particular region.\n\nLegitimate use may be\n\nmade of this characteristic of human nature.\n\ndo not call it a weakness. It is a mark of\nstrength when a man, or a community, or a nation, turns in sympathy\nand compassion toward that which is small and weak and when this\nvery weakness is in itself so strong as to serve as a ground of appeal\nPlease\n\nobserve that\n\nI\n\n;\n\nfor help.\n\nThe\n\nweakness.\n\nAnd the corollary of this is equally true\n\ntution will\n\nhave enemies because of\n\nas\n\nit\n\nshould be\n\nsmall\n\n;\n\ncollege\n\nthat which\n\nwill\n\nis\n\nalways have friends because of\nstrength.\n\nits\n\n:\n\nits\n\nthe larger insti-\n\nMoreover,\n\nthis\n\nis\n\nstrong will be more likely to become\n\nstronger as the result of opposition than as the result of sympathy and\nhelp.\n\nThe latter, too, is often weakening, instead of strengthening.\n\nfeeling, therefore, of hostility\n\ntoward the larger institutions\n\nThis\n\n— a feeling\n\n—\na guaranty of a conLoyal support of faculty and alumni. — Closely associated with\na third\nwhich, thru\ntime,\nstand arrayed on the side of\nthe small college — a strong and noble phalanx of supporters.\nmean\n\nentirely natural and altogether general\n\nis\n\nin itself\n\ntinued interest in the small as opposed to the large institutions.\n\nthis is\n\nfactor,\n\nall\n\nwill\n\nI\n\nthe faculty and the alumni of the institution.\n\nNo greater acts of heroism or self-sacrifice have been performed on\nbattlefield, or in the face of danger, than those which are written down in\n\n,\n\n"}
{"page": 82, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n70\n\n[General\n\nthe book of the recording angel to the credit of the teachers whose very\n\nblood has gone into the foundations of some of our weak and struggling\n\nBlood thus freely and nobly given can never have been given\ncry out to heaven in behalf of the cause for which it\nwas spent, and this cry' will be heard and answered, and new friends will\nbe raised up. The love of an alumnus for his alma mater is something\nsacred and very tender.\nDoes the true son think less of his natural\nmother because she is, perhaps, poor and weak, or even sick and\ndeformed? The'true college man is and will be all the more devoted to\ncolleges.\n\nin vain.\n\nIt will\n\nhis spiritual mother, if, perchance, in the varying tides of\n\nhuman vicissi-\n\nbecome low or if, in spite of long and weary years of\nstruggle, she has failed to grow into full and perfect vigor.\nThere are\ntudes, she has\n\n;\n\nscores of colleges which live today, and in God's providence will continue\nto live, because of the devotion, even\n\nterrible cost, of a few teachers,\n\nat\n\nSuch devotion money cannot purchase. It is worth\nmore than money. It is a gift more precious than anything material.\nIt is, moreover, the very essence of the life of the institution for which\n\nor a few alumni.\n\nAnd, as the essence of that life, it is the guaranty of the\n\nit is\n\ncherished.\n\nlife\n\nof the institution.\n\n— Another factor the preser— a factor the potency of\nthe desire of men who have\nincrease with passing decades —\n\nSympathy of men of wealth in vicinity.\n\nin\n\nvation and upbuilding of the small college\n\nwhich will\n\nis\n\nbeen successful in accumulating wealth to do something with that wealth\nwhich will be constructive, creative. The faculty of amassing wealth is a\nconstructive faculty, a creative faculty, and the man who has this faculty,\nif\n\nhe is of a benevolent disposition, is likely to turn it to a work which is\n\nlikewise of the constructive or creative type ; for example, to the develop-\n\nment of college work.\nIt might almost be said to be a law of philanthropy that it is exercised\n\nwithin a territory co-extensive with the horizon of the philanthropist.\n\nThe great majority of men who have achieved a moderate success in life\nOccasionally a man is strong\nare known only within a certain district.\nenough and large enough to have his name and fame extend beyond the\nAnd\nlocality in which his work is done; such men are an exception.\njust so, men whose hearts and minds are large enough to take in the\nwhole world, whose benefactions are bestowed over a wide area, are\nexceptions.\nMost men of liberal mind limit their benevolences to those\ncauses with which they themselves\n\nmay keep in\n\nclose touch.\n\nIn every\n\nsection of the country, and in almost every county of every state, there\nare men who are disposed to use their means for the\n\nparticular locality in which their wealth\n\nimprovement of the\n\nhas been accumulated.\n\nIt\n\nis\n\nimpossible to interest such men in any kind of benevolent work at a distance.\n\nIf rightly approached, they will\n\nundertake work at home.\n\nAltho\n\ninterested in educational work, they are nevertheless not interested in\n\n"}
{"page": 83, "printed_page": null, "text": "THE SMALL COLLEGE— LTS PROSPECTS\n\n71\n\nthe work of the large institution, even when it is close by.\n\nThey cannot\n\nSessions]\n\nbe\n\npersuaded\n\ndollars which\n\nthat\nit\n\nlarger institution, with the several millions of\n\nthe\n\nhas already secured, can need additional\n\nendowment\n\nany case, they cannot be persuaded that the smaller gifts which\nand,\nmight\nmake would be appreciated in the midst of so much wealth.\nthey\nthen\nis\na condition of things which will bring about benevolence\nHere\nin\n\nThe number of such men\nnumber is constantly increasing with the\nThe small college furnishes an\nincreasing prosperity of the country.\nopportunity for these men, within their own circle, to do a work for the\n\ntoward the smaller institution within reach.\ntoday\n\nis\n\nvery large, and that\n\ncause of higher education\n\n— a cause which has a peculiar fascination for\n\nmany minds, because it is a constructive and creative work.\n\nIn this con-\n\ndition of things there is a guaranty that provision will be made in the\nfuture, here\n\nand there thruout the entire country, for the development\n\nof the smaller institutions.\n\nAdaptation to need of certain individuals.\n\n—\n\nStill\n\nanother guaranty for\n\nthe future of the institution under consideration is the fact that, whatever\n\nmay be said of the relative advantages of the small and the large instituman or woman, it cannot be denied that the\nsmall college is particularly adapted to the needs of many an individual.\nAnd yet I do not mean to say that these individuals are below\nthe average\nfor many of them certainly are far above the average.\nI\nhave in mind young men and women of certain peculiar temperaments,\nas well as those in whose case the transition from a certain mode of life\n\ntion for the average young\n\n;\n\nto\n\nthe\n\nmore free and\n\nuniversity, would\n\natmosphere of the larger institution, the\n\nliberal\n\nprove to be too sudden.\n\nlocalities in which, for one\n\nJust so\n\nlong as there are\n\nreason or another, the privilege of thinking\n\nfor oneself upon every subject is denied, or in which the habit has not yet\n\nbeen cultivated, there will be needed\n\nfor those who are destined, in the\n\nprovidence of God, to reach out and attain higher possibilities, places of\ntransition\n\nbetween that which\n\nmore restricted and that which is more\n\nis\n\nTo step suddenly from one atmosphere to another will seriously\ninterfere with proper growth. The smaller college furnishes such a place\nfree.\n\nof transition, and prepares minds that have been under restriction for the\n\nbroader and higher privileges of the university.\n\nwhich\n\nI\n\nhave alluded\n\nmay be the outcome\n\nThis narrowness to\n\nof an imperfect religious\n\nsystem, or of a lack of proper facilities in the lower spheres of educational\n\nactivity; or, as in certain districts of our country, the result of\n\ngeographical separation from the great centers of influence, or isolation\n\nfrom the great routes of travel\n\n;\n\nbut, in\n\nany case, the small college is\n\nspecially adapted to the needs of such persons.\n\npeculiar work, being so strong\n\nand so\n\nThe demand for this\n\nuniversal, constitutes in itself a\n\nguaranty for the future existence of the college.\n\nEconomic advantages,\n\n— Perhaps\n\nit is\n\nat this point that I\n\nmay mention\n\n"}
{"page": 84, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n72\n\n[General\n\nthe economic side of student life, which controls, far more generally than\n\nperhaps we might suppose, the possibilities of higher education.\n\nThe\n\naverage young man or woman who desires a college education finds more\nor less difficulty in securing the\ntion possible.\n\nIt is a\n\nmeans with which to make such educa-\n\nquestion of so many hundred dollars a year.\n\nIt is\n\nevident that in large institutions the expense is more considerable than\nthe smaller institutions.\n\nin\n\nIt is true\n\nthat all-of the larger universities\n\nfurnish aid to many students, and that in general\nis\n\nany deserving student\n\nable to secure help sufficient to assist him in completing his work; but\n\nmany men are unwilling to accept such assistance.\nthe courage nor the cleverness to secure it\n\n;\n\nMany have neither\n\nand if all who desire an edu-\n\ncation were to make application to the larger institutions, the funds used for\nthat purpose would prove sadly inadequate.\ninstitutions, scattered\n\nIt is\n\nonly because the smaller\n\nthruout the country, are able to do the work for\n\nyoung man or woman of moderate means that the larger institutions\nupon them.\nOnly a few comparatively can gather together so large a sum as five or six\nhundred dollars a year for a course of college study, and yet such a sum,\nin most of our larger institutions, is quite small, in view of the many and\nThere must be institutions in\nvaried demands made upon the student.\nwhich the man who can command only two or three hundred dollars a\nyear may find help and guidance in his pursuit of higher education. The\nlarger institutions, located in many cases where rents and food are more\nexpensive, and where the demands of society compel a style of living\nwhich would not be considered necessary elsewhere, are prohibitive to the\nsons and daughters of families whose annual income is fifteen hundred\ndollars or less\nand if an estimate were made, the great majority of\nAs long as there\nfamilies would find their classification in this category.\nare families with small incomes, and as long as in these families there are\nsons and daughters who desire a higher education, there must be colleges\nThe\nin which this education may be obtained at a minimum of expense.\nthe\n\ncan, in any satisfactory way, meet the demand which is made\n\n;\n\nfuture of the small college is, therefore, absolutely assured.\n\n—\n\nIn this same connection there is to be\nGeographical law of limitaiion.\nconsidered what may be called the geographical law of higher education.\n\nIn accordance with this law, about 90 per cent, of those who attend college select for that purpose an institution within one\n\nhome\n\n;\n\nor, to put the\n\nhundred miles\n\nof\n\nmatter in another form, the constituency of even\n\nthe largest institutiorre comes in great measure from within one hundred\n\nmiles of the institution itself.\n\nThis fact is at once an explanation of the\n\nnumber of colleges scattered thruout our land, and the ground\nfor belief that this large number will, in one form or another, remain for\nlarge\n\nthe most part undiminished.\n\nEducational tradition.\n\n—\n\nIt is to be\n\ntradition is peculiarly conservative,\n\nnoted still further that educational\n\nThe tradition in the Uiiited States,\n\n"}
{"page": 85, "printed_page": null, "text": "i\n\nTJ/E SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\n73\n\nestablished two and one-half centuries ago, and continuing almost without\nchange until within the last quarter of this century, has been in favor of\nIt is only\n\nthe small college.\n\nwithin twenty or twenty-five years that the\n\nknown on American soil.\n\nlarger institution, or the university, has been\n\nThe\n\ntradition\n\nis\n\nThis\n\ndeeply rooted.\n\npoints unmistakably to the\n\nfact\n\nand while the university idea, which has so recently\nit large and unlimited possibilities, the\npolicy of establishing small colleges here and there is one so strongly\nThe additional\nfixed that no great modification of it may be anticipated.\nfact that, side by side with the more recent development along university\nlines, the colleges have grown, financially as well as numerically, is evidence in favor of the proposition just mentioned. There is no reason to\nsuppose that the larger institution, however influential it may become, will\nsupplant the smaller. The two may go forward side by side, each exerting upon the other a helpful influence.\nIt is not conceivable that the\npolicy of two centuries and a half, a policy which has been found so\nacceptable on every side, should suffer serious modification.\nIn any case,\nsuch modifications will be gradual, and will permit an easy adjustment\nunder the new conditions which may arise.\nReligious affiliation and support.\nOne of the most important factors\nto be considered in any study of the small college is the religious purpose and control with which a great majority of these colleges stand conThe smaller colleges, for the most part, have been founded with\nnected.\nThis aim has been, in some cases,\na distinct and definite religious aim.\npolicy of the future\n\n;\n\nsprung up among us, has before\n\n—\n\nto protect certain peculiar tenets of religious faith ; in others, to provide a\n\nbe in harmony with the feelings and\n\nreligious atmosphere which should\n\nopinions of\n\nits\n\npatrons\n\n;\n\nin\n\nstill\n\nothers, to secure a definite\n\nguaranty of specific Christian influence.\ntinctly religious motive.\n\nand tangible\n\nIn all these cases there was a dis-\n\nThe fact that so many of these colleges are sup-\n\nported by particular denominations of Christians, and that almost every\n\ndenomination\nin\n\nsupporting colleges in the territory\n\nfeels the necessity of\n\nwhich that denomination\n\nis\n\nrepresented, shows the strong and\n\npervading influence of the religious spirit.\n\nall-\n\nIf denominationalism in Chris-\n\ntianity were to disappear, one of the strongest foundations of our small\n\ncolleges would likewise be removed\n\n;\n\nbut just as, in these United States,\n\nthe denominational spirit has developed\n\na marked characteristic of American\nso\n\nthe small\n\ncollege, inseparably\n\nand\n\nlife in\n\nflourished, and has become\n\ncontrast with\n\nEuropean\n\nlife,\n\nconnected with the denominational\n\ngrown and developed in striking contrast with the educational\nIf men of deep religious convictions continue to\ncherish such convictions, and to propagate them, they will find it necessary\nTo do this\nto educate those who shall hand down these same traditions.\nwith economy and certainty, there must be institutions for higher study\n\nspirit,\n\nhas\n\npolicy\n\nof Europe.\n\nwhich\n\nshall\n\nbe pervaded by the\n\nspirit of the\n\ndenomination desirous of\n\n"}
{"page": 86, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n74\n\nmaintaining and developing this growth.\n\n[General\n\nThis factor is as strong as any\n\nthat has been mentioned, perhaps strongest of all\n\n;\n\nand yet this and all\n\nthat have preceded it find their basis in another factor\n\n— the\n\nlast which I\n\nshall present.\n\n—\n\nAn expression of the American spirit. The small colleges, scattered\neverywhere, are but the natural and inevitable expression of the American\n\nspirit in the\n\nThe universities of Camnow constituted, are an expression of English\n\nrealm of higher education.\n\nbridge and Oxford, as\n\nThe universities of Berlin and Leipsic, and the gymnasia\nGermany, represftit most fittingly the German imperial spirit. The\nsmall colleges in Ohio and Missouri, in Iowa and South Carolina, and in\naristocracy.\n\nof\n\nevery state of our magnificent union, are the expression of the democratic\nspirit,\n\nThe small college exists today\n\nwhich is the true American spirit.\n\nas a legitimate result of the working of that spirit.\n\ncan as\n\nis\n\nany other institution of our country.\n\nIt is as truly Ameri-\n\nThe American spirit\n\nwhich has created these colleges is, after all, the highest and the most certain guaranty of their continuance, and in this\n\nfundamental fact and fac-\n\ntor the others to which I have referred find their basis.\n\nII.\n\nFACTORS WHICH WILL BE FOUND TO STAND IN THE WAV OF THE\nDEVELOPMENT OF THE SMALL COLLEGE\nThe modern high school.\n\n—Among the\n\nfactors\n\nwhich will be found to\n\nstand in the way of the development of the small college, first let us note\nthe development of the high schools.\n\ntimes called the \"people's college,\"\nyears.\n\nMuch of\n\nThe modern high school, someis\n\na\n\ndevelopment of twenty-five\n\nthe work formerly done by the colleges\n\nis\n\nnow being\n\ndone by the high schools. The course of study in many of the high\nschools is more extensive and more thoro than was the course of study in\n\nmany of the better\n\ncolleges thirty or forty years ago.\n\nThis course of\n\nstudy is likewise stronger and more effective in the results produced than\nis\n\nthe course of study provided in many of the smaller colleges of today.\n\nThere is no evidence that the public attitude toward the high school will\nchange. If there were no other reason for the support of the high school\nby the public, reason enough would be found in the fact that without\nsuch work it would be impossible to provide teachers for the lower schools.\nWhile much of the constituency of the high school is a new constituency,\na considerable portion of it has been drawn away from the preparatory\nschools and the colleges.\nSo great a degree of perfection has been\nreached in the work of the high school in many quarters that even those\nparents who have the means prefer the public high school to the private\n\nacademy or college\n\n;\n\nand by many, a great incentive to patronize the high\n\nschool is found in the absence of a tuition fee.\n\nThe requirements\n\nfor\n\nadmission to the high school and the length of the curriculum have been\nsteadily increasing, and it seems quite certain that the end has not yet\n\n"}
{"page": 87, "printed_page": null, "text": "THE SMALL COLLEGE — ITS PROSPECTS\n\nSessions]\n\n75\n\nbeen reached, since satisfactory arrangements have been made in many\nThis is a serious menace to\nschools for the work of the freshman year.\nthe small college.\n\nThe fact that the equipment\n\nof the high school for\n\nequipment of the college which\nconfers the bachelor's degree, brings reproach upon the college work\nwhen compared with that of the high school. The preparatory schools\nof colleges in the West and South are no longer crowded, because students\nscientific\n\nwork is often\n\nbetter than the\n\nare able to secure the desired instruction in the high school.\n\nThe influ-\n\nence of this is felt very keenly, and officers of the small colleges are regarding with considerable apprehension the rapid growth of this, to say the\nleast, distracting element.\n\nTendency toward specialism.\n\n— In\n\nearlier\n\nwhen\n\nyears,\n\nthe\n\nentrance\n\nrequirements were lower, it was possible for the student to give four years\nof time to work the aim of which was general\n\nculture.\n\nIn these latter\n\ndays, when the requirements for admission are so high that they in themselves constitute an equivalent of the college course of twenty or thirty\n\nyears ago, and when young men and women are unable to enter college\nat an earlier age than nineteen or twenty, it is impossible and undesirable\n\nto hold the student to four years of general work.\nto specialize\n\nis\n\nAlready the tendency\n\nseen at the beginning of the third year of college work.\n\nThis is a natural result of the privilege of election, and also a necessary\n\nfrom the large number of subjects offered in the curricuThe small college does not furnish the opportunity to follow out\nthis tendency, and in the case of many students a longer period than is\nresult flowing\n\nlum.\n\nreally necessary\n\nis\n\nspent on subjects which sustain no particular relation\n\nto the future work of the student.\n\nIt is easy to see the great disadvantage\n\nunder which the student works when brought into touch with his professional studies. In many professions it is essential that the technical work\nof the profession be taken up before the age of physical and mental\nflexibility has passed,\n\nand especially in\n\nlines of scientific work the small\n\ncollege is unable to meet the demand made upon it.\n\nwhen held\nmovement with which the\nsmall college finds difficulty in keeping pace, the more so because it is\n\nThe whole tendency toward\n\nspecialism, therefore, even\n\nwithin reasonable and legitimate bounds, is a\n\nevidently not justified in providing instruction in this or that special\nline of work, when the number of its students interested in such subjects is\n\nso small.\n\nInstruction higher than that of an exceedingly elementary\n\ncharacter may not be provided in a great majority of subjects to advantage,\nif\n\nthe college has a smaller attendance than 150 students;\n\nand yet of the\n\n480 colleges and universities in the United States, about 160, or one-third,\nbelong to this class\nthat is, 160 colleges have less than 150 students.\nDecline of sectarian spirit.\nAs has been said, by far the larger number\nIn\nof our smaller colleges have had their origin in the religious spirit.\nmany of these even to'day the spirit is not simply religious, nor indeed\n\n—\n\n—\n\n"}
{"page": 88, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n76\n\nsimply Christian\n\n—\n\nis\n\nit\n\n[General\n\nEven from New England\n\nthe sectarian spirit.\n\none not infrequently hears the cry from denominational bosses that the\ndenominational college must be supported, its halls must be filled by\nstudents from the families of those belonging to the denomination, and\nthe denominational ideas must be propagated, or dishonor\n\nis\n\nshown the\n\nfounders of the institution and the denomination of which it is a representative.\n\nBut, on the whole, the sectarian idea in religion is disappear-\n\ning; except in certain sections, a broader spirit prevails, and sectarianism\nin education is destined to die within the next half century or so.\n\nIn this\n\nstruggle against sectarianism the colleges everywhere take the lead, and one\n\nneed only study the history of educational institutions during the last\nquarter of a century to see how one institution after another has quietly\npassed out from under ecclesiastical control and how one institution\n;\n\nafter\n\nanother has gradually, but surely, thrown off the shackles of the\n\nsectarian spirit.\n\nIf\n\nnow these colleges have in themselves strength to\n\nendure the struggle, they will be stronger and better institutions when\nthe struggle has passed.\nBut many of them are so closely identified with\nthe sect whose teachings they were established to promulgate that with the\n\ngradual disappearance of the sectarian spirit there remains no longer\n\ngood ground for their existence, and we see them steadily losing the place\nwhich they once occupied and taking a lower position in some cases,\nindeed, entirely disappearing.\nThis is especially true when, on account\nof the rivalry between different sects, more institutions have been crowded\n;\n\ninto\n\na particular\n\nterritory than\n\nthe\n\nterritory could\n\npossibly support.\n\n—\n\nDeath in these cases is, of course, a blessing\nnot only to the institutions\nthat have died, but to the world about them.\nWith the gradual weakening of this narrow religious spirit\noften\nconfounded with the denominational spirit, but indeed something entirely\nseparate therefrom\na great success of power and strength which has\nhitherto lent support to the building up of the small college will be\nremoved. Here is a serious menace to the future of many institutions of\n\n—\n\n—\n\nthis class.\n\n—\n\nMultiplication, of professional schools.\nThe professional schools with\nlow requirements for admission attract many students who might other-\n\nwise take a college course.\n\nThis multiplication of medical schools and\n\nlaw schools of a low grade is one of the greatest evils in connection with\neducational work.\n\nIt is an evil which\n\nseems to be increasing, and one\n\nwhich, in many sections of the country, is encouraged for political reasons\n\nby our legislators.\nOf an entirely\n\ndifferent character\n\nis\n\nthe policy, adopted\n\nin\n\nmany\n\ninstitutions, of allowing the college senior to substitute for regular college\n\nwork the first year of the professional school.\n\nThis concession, brought\n\nabout because of the feeling that men must enter the professional schools\nat an earlier age than has been the custom, is a distinct blow at the small\n\n"}
{"page": 89, "printed_page": null, "text": "THE SMALL COLLEGE — tTS PROSPECTS\n\nSessions]\n\n77\n\ncollege, where no such connection with the professional school exists,\nand where, consequently, such concession cannot be granted. The rela-\n\ntionship of college training to the training of the professional school is\nas yet indefinitely formulated, but the facts already in evidence show that\n\nthe whole tendency of the development of professional work is antago-\n\nMen have come to see that in all of\n\nnistic to the work of the small college.\n\nthe courses directly preparatory to a professional training, and indeed in\n\nmany of the technical courses included in that training, there is a culture\nas large and strong and uplifting as in any subject to\n\nmight devote himself\n\n;\n\nand, besides,\n\nit\n\nis\n\nwhich the student\n\nevident that in work bearing\n\ndirectly upon one's life-work the student has a stronger motive\n\nand a\n\ndeeper interest than he would have in some subject the significance of\n\nwhich he himself did not appreciate. The problem of correlating college\nand professional training is one toward the solution of which many minds\nare turning, and from the study of which much good may be expected in\n\nBut in every case it will be found that serious\nencroachment is being made by the professional schools on the territory\nthe years that are to come.\n\nof the college.\n\nDevelopment of the university idea.\n\n— Closely associated with the develop-\n\nment of the professional schools is the development of the university idea.\nAs has already been said, this idea was scarcely in existence twenty-five\nBut now that the spirit has taken root, great things are to be\n\nyears ago.\n\nexpected, and during the next quarter of a century important strides for-\n\nward will be made\nsiderable\n\nextent\n\nconstituency.\n\nin\n\nthe\n\nmany centers of intellectual influence.\n\nTo a con-\n\nconstituency\n\nbe a\n\nof\n\nthe\n\nuniversity\n\nwill\n\nIn large measure, however, this constituency\n\nis\n\nnew\n\ndrawn\n\nThe phenomenal increase in\nnumbers of the larger institutions of learning within the past ten years is\nan indication of what is to be expected in the future. The same spirit\nwhich today draws men to the city, where special advantages are thought\nto exist, and where special privileges may be secured, will draw men to\ndirectly from the field of the small college.\n\nthe larger institutions, with their larger libraries, their better-equipped\nlaboratories, and their more direct contact with life\n\nand modern civilizaBut, however\nstrong the effort made, in the end the larger institutions will prevail, and\ntion.\n\nWith\n\nthis\n\ntendency the small college must battle.\n\nthe smaller institutions will suffer.\n\n—\n\nThe personnel of the faculty.\nOne of the more important, perhaps the\nmost important, of the difficulties with which the small college must contend is the difficulty of securing the strongest\n\nmen to do work upon the\n\nsalary that may be offered ; and, further, its inability to hold such men if\n\nonce they have been secured.\npolicies.\n\nThis leads to the adoption of one of two\n\nIn some cases the college is wise enough to be satisfied with\n\nhaving young instructors who are strong and vigorous, even with the consciousness that vacancies will constantly occur, and thus innumerable\n\n"}
{"page": 90, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n78\n\n[General\n\nThe disadvantage of this policy is, of course, the lack\n\nchanges be made.\n\nof continuity in the spirit of the institution\ninfinitely better policy than the other one, in\n\n;\n\nbut in any case\n\nit\n\nis\n\nan\n\naccordance with which men\n\nof second- or third- or even fourth-rate ability are employed, with the\nfeeling that\n\nno other institution will cause trouble by calling away the\n\nOn the other hand, the larger institution is able,\n\nmembers of the staff.\n\nnot only to select the strongest men and to pay them a salary which will\n\nmake them satisfied to remain indefinitely, but also to employ younger\nmen, even at a lower salary than is paid by the small colleges, because the\nyounger men see that there is always opportunity ahead. The women's\ncollege, even when a large one, labors under the same difficulty, because\nthe strongest men will not consent to devote their lives to work in a\nwomen's college. This is a serious factor in the situation, and one the\ndifficulties of which increase every year.\nThe migration idea.\nThe habit of moving from one institution to\nanother is beginning to gain ground. This is in some sense in imitation\nof the German custom, and when thoroly considered it is a custom the\nadvantages of which cannot be denied.\nHundreds and hundreds of students, I might perhaps say thousands, find it to their advantage, for one\nreason or another, to spend a portion of their college life in one institution and another portion in another.\nAn examination of several hundreds of these cases shows that in nine out of ten cases it is a migration\nfrom the small college to the larger one.\nImpelled by a desire to go out\ninto the larger world, led by the reputation of some great teacher or\ninvestigator, driven perhaps by the necessity of earning his livelihood, or\nforced by reason of the removal of the family home, the student finds his\nway to the university and finishes the work begun in the small college.\nMigration from the large to the small college is comparatively rare. This\nis an index of the situation, and points conclusively to a tendency from\nthe development of which greater embarrassment will fall to the lot of the\n\n—\n\nsmall college in the future than ever yet in the past.\n\nThe state university.\n\n— The source\n\nof greatest trouble to many of our\n\nsmall colleges in the South, and especially in the western states, is the\nstate university.\n\nSlowly the influence of the state university has gained\n\nground, until in some states it has become almost impossible for the colleges to continue their work with satisfaction.\nSo strong has the antagonism come to be that in more than one state the smaller colleges have\njoined themselves together in an alliance, the object of which is to meet\nthe rapid encroachments of the state institution.\nIn the whole Mississippi\nvalley there are not more than two or three non-state institutions which\n\ntoday do not stand in actual fear of the state institutions.\n\nThe explana-\n\nWith a political influence which naturally lends itself\nwith the large number of alumni occupying the\nto the state institution\nchief positions as principals and teachers in high schools with no tuition\ntion of this is clear.\n\n;\n\n;\n\n"}
{"page": 91, "printed_page": null, "text": "THE SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\nfee,\n\nbecause provision has been\n\n79\n\nmade by the state, and instruction is\n\noffered free; with excellent facilities for work in nearly every line; with\nfully equipped laboratories, and with libraries far more complete than any\n\nordinary college can ever hope to possess, the state university presents\nan inducement to the prospective student which the smaller college can-\n\nnot under any circumstances duplicate.\n\nA great outcry has always been made against the state university that\nits\n\ntendencies were anti-Christian, and that its students were under influ-\n\nences many of which were evil and powerful\n\nbut a careful study of these\n\n;\n\ninstitutions shows that the facts do not support these charges.\nif\n\nIn many,\n\nnot in all, of the state universities there is cultivated a deep religious\n\nspirit,\n\nand the Christian\n\nactivity and interest in Bible study are greater\n\nby far in proportion than in some of the smaller colleges which are under\ndenominational control. This fact is coming to be more and more\nlargely appreciated, and with the appreciation of it there will come a still\n\nlarger shrinkage of the constituency of the small coljege.\n\nThere have\n\ncome to me within one week letters from the presidents of three colleges\nin securing the principalship of a\n\nin a single state asking for aid\n\nschool in the city of Chicago or in\n\nits\n\nhigh\n\nThe request was made\n\nvicinity.\n\nupon the ground that it was no longer possible to continue the struggle\nof building up a college when the adverse influences were so many and\nso stiong.\nIt is an important fact that in some states the influence of\nthe state institutions has been so great as actually to prevent the organi-\n\nzation of any considerable\n\nnumber of small colleges. I do not at this\nis, upon the whole, favorable\n\npoint say whether this condition of things\n\nor unfavorable to the general cause of education.\n\nI\n\nmerely cite it as an\n\nmay expect in the future when the\nstate institutions in their vicinity shall have become stronger and more\n\nexample\n\nof what the small colleges\n\npowerful.\n\nLack of financial resources.\n\n— But,\n\nafter\n\nall,\n\nthe- greatest difficulty of\n\nthe small college is its lack of means with which to do the work demanded\nin these\n\ndays of modern methods, the methods of the library and the\n\nlaboratory.\n\nThe number of institutions called colleges with an endowment\n\nof less than one hundred thousand dollars is appallingly large, and yet today\n\nthe\n\nincome of an endowment of one hundred thousand dollars may be\n\nreckoned at only 4 or 5 per cent.\n\nHow much opportunity does this afford\n\nfor furnishing instruction of a higher grade ?\nthat, as has been already shown,\n\nIt\n\nshould be remembered\n\nonly 66 per cent, of all the colleges and\n\nuniversities have more than 150 students.\n\nThis total income is scarcely\n\nsufficient to pay the salary of three or four men ;\n\nand yet out of it must be\n\npaid expenditures for administration, for fuel and light, for circulars and\n\nHow is it possible to do adequate\nA well-equipped academy for 250 students cannot be conducted\n\ncatalogs, for expenses of every kind.\n\nwork?\n\nin these days for less\n\nthan forty thousand dollars a year.\n\nThe cost per\n\n"}
{"page": 92, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o\n\n[General\n\ncapita of instruction furnished the high-school students in some of our\n\neven where the classes are crowded, exceeds the average cost per\n\ncities,\n\ncapita of the instruction furnished in many of our colleges.\nof\n\nmodern methods have quadrupled the difficulty in\n\nlong as the curriculum could be restricted\n\nin\n\nThe demands\n\nthis respect.\n\nSo\n\nlarge measure to the study\n\nof Latin, Greek, and mathematics, no great cost was incurred for equipment but with the introduction of work in history, political economy,\nand political science the requirements for books and periodicals is very\ngreat.\nWith the introduction of laboratory work in the various sciences\nthe expenditures required for laboratories and for equipment are very\nWithout money these demands cannot be met, and yet without\ngreat.\nmeeting the demands of the present age our colleges all over the land are\ngraduating students who are impressed with the belief that they have\nbeen educated in accordance with modern ideas. An institution consists\nof the men who make up the faculty, of the buildings, and of the equipment.\nThese, however, can be obtained and maintained only with\n;\n\nresources of a liberal character.\n\nThese, then, are some of the difficulties which confront those who are\nresponsible for the maintenance and development of the small college.\n\nIII.\n\nCHANGES AFFECTING THE SMALL COLLEGE WHICH MAY BE EXPECTED\nAND WHICH ARE TO BE DESIRED\nStrengthening of the surviving colleges.\n\n— We come now\n\nto the consid-\n\neration of the changes affecting the small colleges which may be expected\nFirst among these will be the strengthening of\nThe laws of institutional life are very similar to those of individual life, and in the development of institutions we may confidently\nbelieve in \" the survival of the fittest.\"\nThe severe tests, to which the\nlife of many institutions is subjected, serve to purify and to harden these\nlives.\nThe institution which has survived the trials and tribulations of\n\nand are to be desired.\nsome.\n\nearly years, and which, by this survival, has justified its existence, not only\nto its constituency, but to the world at large, deserves to live;\n\nsequent\n\nlife will\n\nand its sub-\n\nbe all the stronger and heartier because of the difficul-\n\nthru which it has passed.\nThe purpose of suffering is, therefore,\nmuch the same in the case of an institution as in the case of an individual.\n\nties\n\nThere will, of course, be fluctuation, and the institution destined to\nlive and to exert a strong influence will at times be less strong than at\nother times, its clientage less numerous and earnest, its standard less\nideal, and its life less vigorous\nbut, here and there, as determined by the\nneeds of spiritual life, and by the conveniences of practical life, an institution will gradually grow into strength which, in the face of even the\ngreatest difficulties and disasters, will prove invincible.\nThe small college, as has already been said, is an expression of the\nAmerican spirit, and, unless this spirit is fundamentally changed, there is\n;\n\n"}
{"page": 93, "printed_page": null, "text": "THE SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\nno reason\n\nto\n\n8i\n\nsuppose that the time will ever come when, under proper\n\nconditions, there will not be a function and a mission for the smaller\ninstitution.\nWhatever may be the development of the university spirit,\nhowever strong the work of professional education shall come to be, the\nneed of the other kind of institution will continue to exist and to grow;\nand if only the means may be secured for providing the proper facilities,\nthe worth and standing of such colleges will be increased and the advantages of such work will be unchallenged.\n\nReduction of some colleges to academies.\n\n— In\n\nthis struggle for existence,\n\nhowever, some of the colleges that have already been organized, and\nothers the organization of which\n\nis\n\nin the future, will be compelled to\n\nlimit their activity to the sphere of work\n\ndemic, or preparatory, field.\n\nIt is\n\nknown commonly as the aca-\n\nprobable that a careful examination of\n\nthe colleges now chartered in the United States would show that at least\n\n20 to 25 per cent, are doing work of a character only little removed from\nthat of an academy.\n\nThis means simply that the term \" college \" has\n\nbeen misappropriated by these institutions.\nlibrary of less\n\nSurely an institution with a\n\nthan a thousand volumes, with scientific apparatus and\n\nequipment which has cost\nbuilding which has cost\n\nless\nless\n\nthan one thousand dollars, with a single\nthan forty thousand dollars, and with an\n\nincome of less than six to eight thousand, is not in a position to do college work and yet it is probably true that more than one hundred\nso-called \"colleges\" belong to this category.\nForty years ago such a\ncollege, if its small faculty had contained a few strong men, might have\njustified itself; but today the situation is changed, and institutions of\nthis kind are recognized at a distance, if not at home, at their true worth.\nThese, and, in addition, some that in times past have been more prosperous, will, in the course of educational development, come to occupy a\nmore honest position before the world, and nothing could occur which\nwould be more advantageous to the cause of education. Strong academies are needed side by side with the high schools of the state, just as\nstrong colleges and universities, founded by private means, are needed to\nwork side by side with the universities of the state.\n;\n\nWhile, therefore, 25 per cent, of the small colleges now conducted\nand be all the stronger for the struggle thru which they\n\nwill survive,\n\nhave passed, another 25 per cent, will yield to the inevitable, and, one by\none, take a place in the system of educational work which, while in one\n\nsense lower, is in a true sense higher.\n\nIt is surely a higher thing to do\nhonest and thoro work in a lower field than to fall short of such work\nin a higher field.\n\nThe modification of some to Junior colleges.\nsmaller institutions will\n\n— Another group of these\n\ncome to be known as junior colleges.\n\nI\n\nuse the\n\nwords \"junior colleges,\" for lack of a better term, to cover the work of\nthe freshman and sophomore years.\nWith these may usually be closely\n\n"}
{"page": 94, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n82\n\n[General\n\nassociated the work of the preparatory department, or academy:\n\nThis\n\nperiod of six years is, I am inclined to think, a period which stands by\nitself as between\n\nversity.\n\nthe period of elementary education and that of the uni-\n\nThe work of the freshman and sophomore years is only a con-\n\ntinuation of the academy or high-school work.\n\nIt is a continuation,\n\nonly of the subject-matter studied, but of the methods employed.\n\nnot\nIt is\n\nnot until the end of the sophomore year that university methods of\ninstruction may be employed to advantage. It is not until the end of the\nsophomore year that the average student has reached an age which\nenables him to do work with satisfaction, except in accordance with acad-\n\nemy methods.\n\nAt present\n\nthis consecutive period of preparation, cover-\n\ning six years, is broken at the end of the fourth year, and the student\nfinds himself adrift.\n\nHe has not reached the point when work in any of\nis finished.\nHe is compelled to continue the\n\nhis preparatory subjects\n\nsame work under new and strange conditions, with new and strange\ninstructors.\nNot infrequently the instructors under whom he is placed in\nthe freshman year of college are inferior to those with whom he has been\nassociated in the academy.\n\nA great waste of energy, time, and interest\n\nfollows this unnatural break in the prosecution of the student's work.\n\nNature has marked out the great divisions of educational work, and the\nlaws of nature may not be violated without injury.\nis\n\nMy firm conviction\n\nthat in time this difficulty will be appreciated, and that a large num-\n\nber,\n\nperhaps even a majority, of the colleges\n\nnow attempting to do\n\nthe four years of preparatory course and the four years of college work\nwill be satisfied to limit their work to the six years which would\n\nthe preparatory training and the\n\nfirst\n\ntwo years of college\n\ninclude\n\nlife.\n\nThe\n\nmotives to this change will be found in its economy, and in the possibility\n\nof\n\ndoing thoro and satisfactory work, where today such work\n\nis\n\nimpossible.\n\nThere are at least two hundred colleges in the United States in which\nchange would be desirable. These institutions have a preparatory\n\nthis\n\nschool as well as a college course.\n\nThe number of students in the pre-\n\nfifty.\nIn the freshmen and\nsophomore classes they have thirty to forty students, and in the junior and\nThe annual income of these institutions\nsenior classes twenty to thirty.\nis restricted for the most part to the fees of the students, and will average\n\nparatory school\n\nis\n\nperhaps a hundred and\n\nIn order to\nfrom all sources, let us say, eight to ten thousand dollars.\nkeep up the name of the college, the income is made to cover the expenses\nof eight years\nthat is, the preparatory and the collegiate departments.\n\n—\n\nIn order to do the work of the junior and senior years of the college,\neven superficially, where the classes are so small, as\n\nmuch of the total\n\nincome is spent upon the instruction during these two years as upon that\nof the five or six years below.\n\nIt is evident that, even with this dispropor-\n\ntionate expenditure, the work of the junior and senior college years can be\n\n"}
{"page": 95, "printed_page": null, "text": "b\n\ntllE SMALL COLLEGE— ITS PROSPECTS\n\nSessions]\n\n83\n\ndone only in a superficial way, because the library and laboratory facilities\nare meager, the range of instruction is very narrow, and a single instructor\nis\n\noften required to teach in three or four subjects.\n\nBut\n\nthis is not the most significant fact.\n\nWhen the money paid by\n\nthe students of the first six years has been used for instruction of a few\n\nmen who are working in the last two years, in order that the college may\nknown as a college, there does not remain sufficient\n\ncontinue to be\n\nincome to do justice to the work of the lower years. This is an attempt\nNor are examples of this kind\nlimited to states in the West and South.\nMore than one instance will be\nfound in the state of New York, while in Pennsylvania and Ohio, Indiana,\nIllinois, and Michigan, such institutions abound.\nThe reduction of institutions of this class to the rank of colleges which\nshall do, in addition to the preparatory work, only the work of the freshman and sophomore years, will accomplish several results.\n1. The money now wasted in doing the\nhigher work superficially\ncould be used to do the lower work more thoroly.\n2. The pretense of giving a college education would be given up, and\nthe college could become an honest institution.\n3. The student who was not really fitted by nature to take the higher\nwork could stop naturally and honorably at the end of the sophomore\nto do higher work at the cost of the lower.\n\nyear.\n4.\n\nMany students who might not have the courage to enter upon a\n\ncourse of four years* study would be willing to do the two years of work\nbefore entering business or the professional school.\n5. Students capable of doing the higher work would be forced to go\naway from the small college to the university. This change would in\nevery case be most advantageous.\n6. Students living near thie college whose ambition it was to go away\nto college could remain at home until greater maturity had been reached\n\n— a point of the highest moment\n\nin these days of strong temptation.\n\nThe substitution of the six-year institution, including the academic or\nhigh-school course, for the present four-year institution, without preparatory work, would, at one stroke, touch the greatest evils of our present\nsituation.\n\nDevelopment of high schools into Junior colleges.\n\n— Directly along\n\nthis\n\nline will be another change, namely, the development of high schools into\n\nEvidence that this change is already taking place may\nbe found on every hand. The establishment of hundreds of high schools\n\njunior colleges.\n\nthru all the states is in itself a new element in our educational machinery which\n\nhas disarranged\n\nthe\n\nformer system, but has,\n\nat\n\nthe\n\nsame\n\nThe quickening\ninfluence of these institutions is seen, not only in the increased number\nof those who continue their work in the college and the university, nor\ntime, greatly advanced the interests of education itself.\n\n"}
{"page": 96, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n§4\n\n[General\n\nmerely in the fact that a larger number of more intelligent men and\nwomen is thus contributed to the various communities, but especially in\nthe fact that the teachers of the schools of\n\na\n\nlower grade are vastly\n\nstronger and better prepared for their work.\n\nThe suggestion is made from time to time that the people will not\nconsent to continue the public support of these high schools.\nmatter of\n\nfact, they\n\ndo continue to support them\n\nBut, as a\n\nand, more than\n\n;\n\nthis,\n\nthese schools are constantly increasing their requirements for admission,\nas well as their facilities for instruction\n\nand the number of years of the\n\ncurriculum. It has now come to be generally recognized that the ideal high\n\nschool must have a curriculum of four years, and in many sections of the\n\ncountry this has already been secured.\n\nIn others, it is coming.\n\nThe next\n\nstep in the development of this work will be the addition of one or two years\nto the present courses ;\n\nor,\n\nin\n\nother words, the carrying of the high\n\nschool up to the end of the sophomore college year.\npractically been accomplished in certain schools in\n\nof our cities.\n\nIt can\n\nAlready this has\nMichigan and in some\n\nbe done at a minimum of cost.\n\nToday only lo per\n\ncent, of those who finish the high school continue the work in college.\n\nIf\n\nthe high schools were to provide work for two additional years, at least\n\n40 per cent, of those finishing the first four years would continue to the\n\nend of the sophomore year.\nWith this modification of the high school on the one hand, and with\nthe suggested modification of many of our colleges upon the other, there\nwould come to be a system of colleges, state or non-state, which would\nmeet the demands of the situation today as they are not met. Many\nof the normal schools of western states practically occupy this position.\nGreater variation of type.\nAgain, the small college of America is\neverywhere practically of the same type. So far as general plan is con-\n\n—\n\ncerned, each college\n\nis\n\na duplicate of\n\nmonotony presents itself\n\nits\n\nto the eye of\n\nnearest neighbors.\n\nA terrible\n\none who makes any attempt to\n\nstudy the aims and motives of these institutions.\n\nAll alike try to cover\n\nmuch ground, and, worse than this, all\n\npractically cover the\n\ntoo\n\nalike\n\nsame ground. A change in this respect is desirable, and inevitable. This\nchange will come partly in the way of establishment of colleges for particular purposes\n\n;\n\na college, for example, established principally for the\n\nstudy of science\n\n;\n\nanother college established principally for the study of\n\nliterature ;\n\nanother for the study principally of historical subjects.\n\nThe\n\nprinciple of individualism, which has already been applied in education\nto the work of the student\n\nand to the work of the instructor, must find\nwork of the institution. The idea has prevailed\nthat every newly founded institution should duplicate the work of\nthose which had preceded it, and in consequence the colleges of our\n\napplication\n\nto\n\nthe\n\ncountry are, with a few notable exceptions, institutions of a single character.\n\nThis means narrowness, but\n\nit\n\nmeans more.\n\nInasmuch as each\n\n"}
{"page": 97, "printed_page": null, "text": "THE SMALL COLLEGE— LTS PROSPECTS\n\nSessions!\n\n85\n\ninstitution tries to cover the same ground, and all the ground, the result\n\nhas been that no effort has been undertaken to establish a school which\nallow thoroness or depth.\n\nwill\n\nor an endowment of a\n\nThe\n\ncollege\n\nhundred thousand\n\nthat has\n\nno endowment,\ndo the same\n\ndollars, seeks to\n\nthing which the institution with millions of dollars of endowment finds it\ndifficult to accomplish.\nThe technical school with no endowment, or an\nendowment of a hundred thousand dollars, seeks to cover every field of\ntechnical work.\nThe time will come when institutions will cultivate\nindividualism\nwhen one institution will give a large measure of its\n;\n\nstrength and energy to the development of a department of history and\npolitics, another to physics and chemistry, and\n\nanother to the biological\n\nsciences, another perhaps putting all its efforts into the great field of electricity.\n\nThis will be in striking contrast with the present policy, in accord-\n\nance with which the most poorly equipped college announces courses in\nevery department of human learning\n\n;\n\nand students are compelled, in self-\n\ndefense, to dabble in everything rather than to do work in a few things.\n\nNotable examples of what may be done in this way are to be found in\nthe case of the splendid work of the late Professor March, in\n\nphilology\n\nand Anglo-Saxon, in Lafayette College, and the equally notable results\nsecured at Haverford College, under Professor J. Rendel Harris, in the\ndepartment of New Testament Greek. These institutions, lacking the\nmeans to develop equally all the departments, chose to select a single\ndepartment on which to spend the highest energy, and the character of\nthe work done in this department gave tone and coloring to the entire\nwork of the college. In these institutions, altho colleges, work was\ndone of which even a university might be proud.\nCloser relationship with each other.\nYet a further change will be the\ndevelopment of a spirit of co-operation. It is only within a few years\nthat there has been any co-operation worth mentioning among colleges\nand universities, and the co-operation which has so far been inaugurated\nis of an exceedingly superficial character.\nEnough of it has been worked\nout, however, to make those who have tasted it desire still more, and the\n\n—\n\nfew steps already taken are but precursors of many that are to follow.\nIt is\n\nnot enough that there should be associations in which, once a\n\nyear, the representatives of certain institutions may come together for the\n\nreading of papers and the passing of resolutions.\ntion\n\nWith better classifica-\n\nof educational work, with the greater similarity of standards for\n\nadmission and for graduation, and with the variety of type secured, so that\nindividual institutions will have individual responsibilities, there will be\n\nfound a\n\nbasis for co-operation such as has not hitherto existed.\n\nassociation\n\nwill\n\nbe similar to that which\n\nmen in all divisions\n\nbusiness world have found necessary and helpful.\n\nThis\nof\n\nthe\n\nSuch relationship will\nserve as a protection for all who thus stand together, against misunderstanding and ignorance. It will secure results which no institution of its\n\n"}
{"page": 98, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n86\n\nown strength could secure.\n\nIt will\n\nlift\n\n[General\n\neducational work above the petty\n\njealousies and rivalries which today bring reproach and disgrace upon\nIt will\n\nit.\n\nmitigate the evils of competition, and, indeed, will substitute for\n\nthese evils the blessings which follow honorable and legitimate rivalry.\n\nSuch a relationship entered into by the colleges of a certain district\nwill dignify the work of the small college and secure for it a proper place\n\nby the side of the institution under state control.\nbe, in effect, a federation\n\nof higher institutions,\n\nThis relationship will\n\nand thru\n\nthis\n\nfedera-\n\ntion it will be possible for each of the interested colleges to strengthen its\n\nThere is no reason why a great specialist in a particular department might not be the servant of two or three institutions, to the advantage of the subject represented, the colleges thus associated, and the\nSuch an association, in brief, will open up new\ncause of higher learning.\npossibilities for the small college, and it will secure privileges which today\nare far beyond its reach.\nThere will also exist in the\nCloser association with larger institutions.\ndays that are coming a more and more close association of the smaller\nfaculties.\n\n—\n\ncolleges with the larger institutions or universities.\n\nThe great advantages\n\nwhich will be found to accrue both to the college and to the university in\nsuch association will bring it about\n\n;\n\nfor, after all, institutions, like indi-\n\nviduals, move along the line of least resistance.\nI\n\nam unable to point out these advantages in detail, but among them\n\nwill be included\n1.\n\n:\n\nThe intermingling of the teachers and lecturers, those of the col-\n\nlege doing work in the university and those of the university doing work\nin the college\n2.\n\n— the interchange of blood,\n\nas it were.\n\nThe recognition of university appointment thus bestowed directly\n\nand indirectly upon the teacher of the college.\n3.\n\nThe opportunities for special investigation at the university afforded\n\nthe younger college instructors.\n4.\n\nThe special\n\nassistance of\n\nmany kinds which the university may\n\nrender the college in the conduct of its work.\n5.\n\nThe prestige secured to the degrees of the college in view of re-en-\n\nactment by the university.\n6.\n7.\n\nThe loan of books and apparatus to the college by the university.\nThe establishment of scholarships and fellowships in the university\n\nopen to students of the college.\n\nThe assistance rendered in the selection of instructors.\nThe financial confidence created, upon the basis of which larger\nendowments may be secured.\n10. And, in general, that help which a stronger agent may furnish\n8.\n\n9.\n\none not so strong in the accomplishment of the latter's work.\nAll this points to\nDevelopment of a system in higher educational work.\nthe development of a system in our higher educational work. The change\n\n—\n\n"}
{"page": 99, "printed_page": null, "text": "CONTRIBUTIONS TO EDUCATION— BAPTIST CHURCH\n\nSessions]\n\n87\n\nof certain colleges into junior colleges, and of others into academies, the\n\nassociation of the colleges of a denomination or a geographical district\n\nwith each other, and the close association of such colleges with the universities\n\n—\n\nall this will contribute\n\ntoward a system of higher education (some-\n\nnow exist in America), the lack of which is sadly\n\nthing which does not\n\nevery sphere of educational activity.\nSystem means organization,\nand without organization, without the sharp distinctions and the recognized\nstandards which come with organization, the work, however excellent,\nlacks that essential element which gives it the highest character and pro-\n\nfelt in\n\nduces the best results.\n\nThere are some advantages, perhaps, in lack of system\nenjoyed these advantages long enough.\n\n;\n\nif\n\nso, we have\n\nThe time is ripe for something\n\nmore definite and regular and tangible, and the modifications which have\nbeen suggested in the policy of secondary and college education\n\nwill\n\ncontribute in this direction.\n\n1.\n\n—\n\nI may sum up all that I have said in these sentences\nThe small college is certain of its existence in the future educational\n\nConclusion.\n\n:\n\nhistory of the United States.\n2.\n\nIt must, however, pass thru a serious struggle with\n\nmany antagonistic\n\nelements, and must adjust itself to other similar and, sometimes, stronger\nagencies.\n3.\n\nIn the process of this struggle and adjustment some colleges will\n\ngrow stronger\n\nsome will become academies some, junior colleges\nstill more important position than\n;\n\n;\n\nthe high schools will be elevated to a\n\nthat which they now occupy; while, all together, high schools, colleges,\nand universities, will develop greater similarity of standard and greater\nvariety of type and, at the same time, they will come into closer and\nmore helpful association one with another. The general result will be\nthe growth of system in the higher educational work of the United States,\nwhere now no system exists.\n;\n\n4.\n\nThe future of the small college will be a great future\n\ngreater than\n\nits\n\npast, because that future will\n\n;\n\na future\n\nbe better equipped, better\n\norganized, and better adjusted.\n\nOF RELIGIOUS ORGANIZATIONS TO\nTHE CAUSE OF EDUCATION\n\nCONTRIBUTIONS\n\n7.\n\nOSCAR\n\nH.\n\nBY THE BAPTIST CHURCH\n\nCOOPER, PRESIDENT OF BAYLOR UNIVERSITY, WACO, TEX.\n\nThe Baptist church is the most democratic organization in the world.\nEach church is sovereign.\n\nLarge educational enterprises require co op-\n\neration, hence the difficulties in the way of educational organization are\n\ngreater under Baptist auspices than under the direction of churches more\n\n"}
{"page": 100, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n88\n\n[General\n\nThe Baptist church emerged into\nmodern history during the great century that gave birth to\n\nhighly centralized in administration.\nthe light of\n\nHistorians differ as to whether this stream of evangeli-\n\nthe Reformation.\n\ncal Christianity had\n\nbeen flowing on\n\nin\n\nunbroken continuity from the\n\ndays of the apostles, or whether it had originated in the sixteenth century.\n\nBut there seems little doubt that in its simple creed, its ordinances, and\nthe Christian\nits democratic organization it conforms very closely to\nchurch of the\n\nearliest\n\ncenturies.\n\nFor nearly two centuries\n\nafter the\n\nReformation Baptists gave little attention to the establishment of educational institutions ; yet the church grew.\n\nBaptists were often persecuted\n\nand were generally misrepresented, even by the best men of other forms\nThey were a factor, however, of considerable imporof Christian faith.\ntance in the great rebellion under Cromwell, and the faith spread early to\nthe American colonies.\n\nAltho the growth was checked by repressive\n\nlegislation in most of the colonies, yet they were a factor in the American\n\nRevolution, and in 1800 they numbered about 2 per cent, of the population of the United States.\n\nThe vast majority of the Baptists were poor,\n\nand doubtless a large percentage were illiterate during this period. This\nwas true both of preacher and people; yet, intense in conviction\nand having the courage of their convictions, they believed and\nMany of the preachers, altho uneducated in the\nstudied the Bible.\ntechnical sense, have always been men of great power and rare nobility\nThey were masters of the marvelous imagery and diction\nof character.\nThey understood the hearts of the people, and\nof the Sacred Book.\npreached with transcendent power the simple story of the cross. If their\noutlook on life was narrow, it was at the same time intense, for it included\nand impressed honesty, virtue, courage, and fidelity. Baptists have\nalways been loyal to the ideals of Christian education, as they have\nunderstood them but to them always life has meant far more than\nTheir attention has been\nlearning, character more than intellect.\ndirected, in large measure, to the seamy side of humanity, and by their\nefforts to improve that side they have contributed in lasting and permanent ways to the improvement of the whole.\nIn a wide and true sense, all genuine Christian work is educative, and\n;\n\nall\n\ngenuine Christian workers are educators, whether with reference to\nBut I shall treat the sub-\n\nindividuals, communities, states, or humanity.\nject in a\n\nnarrower sense, as signifying directly the training given as\n\npreparation thru the well-recognized instrumentalities of institutions for\neducation, the great educational leaders who shape educational thought,\n\nand the underlying ideas\n\nof\n\nwhich both leaders\n\nand\n\ninstitutions are\n\nexponents.\nFurther, I deem it best to confine\n\nmy views to the educational record\n\nof the Baptists of the United States, because it is in our country that their\n\nchief educational work has been done.\n\n"}
{"page": 101, "printed_page": null, "text": "CONTRIBUTIONS TO EDUCATION— BAPTIST CHURCH\n\nSessions]\n\n89\n\nThe Baptists emerged from the obscurity of a thousand years with a\n\nI.\n\ndoctrine new to civilization, but destined, under God's guiding hand, to\n\nreorganize society and thus create a new era in the world's history.\n\nwas the doctrine that man\n\nis\n\nThis\n\nresponsible for his religious faith to God\n\nWherever Baptists appear in history, from the sixteenth century\nthem maintaining with marvelous clearness of thought and\n\nalone.\n\non, we find\n\ninflexible firmness of conviction this great truth of soul-liberty.\n\nIt is the\n\npeculiar glory of this denomination that the first state ever established\n\non the principle of liberty of conscience was founded by a Baptist, who\nhad learned the significance of this truth thru persecution. Yet Roger\nWilliams only applied the lessons already taught by the Baptists of England and Holland, whose noble pleas for liberty of conscience, issued\n\nmany years before and undoubtedly known to Williams, are still preserved.\nThe revelation of this transcendent truth came not to the great\n\n— not\n\nnor to Calvin, not to Melanchthon nor to\nand good men as they were, were stained by\npersecution.\nMay we not say that this obscure and lowly church, \" the\nsect everywhere spoken against,\" was selected by God himself to teach\nthis the most far-reaching truth of modern times\nabsolute liberty of conscience\nthat the glory might be to Him, and not to man?\nThe removal\nof the jurisdiction of religious faith from the courts of earth to the court\nof heaven was the last step in the evolution of the Master's prophecy\n\"And ye shall know the truth, and the truth shall make you free.\"\nreformers\n\nr Knox\n\n;\n\nto Luther\n\nfor they all, great\n\n—\n\n—\n\n\" Right of individual judgment in religion, the requirement of personal faith and obedience, lead inevitably to civil freedom.\n\nIndividuality in relation to God and Christ and\n\nsalvation, the Scriptures and judgment and eternity, conducts\nto freedom of thought and speech and press, to popular\ntific investigation,\n\nI\n\nby an irresistible sequence\n\ngovernment, to unfettered scien-\n\nand to universal education.\"\n\nhold that the most important contribution made by Baptists to edu-\n\ncation has been their vindication of this fundamental doctrine of soulliberty.\n\nA striking example of their general attitude on this subject —\n\npending.\n\n—\n\nwas given when the constitution of the United States was\nThe Baptists of Virginia thought that Article VI of the origi-\n\nsoul-liberty\n\nnal draft did not guarantee full liberty of conscience, and accordingly\n\ncommittee sent a memorable letter about the matter to\nWashington himself. Washington's reply bore testimony to the loyalty\nof the Baptists to civil liberty, and their generous part in promoting \"our\nglorious revolution,\" and gave pledge of his devotion to the principle\nof freedom of conscience.\nWith the approval of Washington, Madison\nthen submitted the first amendment to the constitution \" Congress shall\nmake no law respecting an establishment of religion, or prohibiting the\ntheir general\n\n:\n\nfree exercise thereof, or abridging the freedom of\n\nspeech or of the press,\n\nor the right of the people peaceably to assemble and petition the govern-\n\nment for a redress of grievances,\"\n\nAnd so, from wh^t might be deemed\n\n"}
{"page": 102, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n90\n\n[General\n\nthe squeamishness of Virginia Baptists, the fullest freedom of conscience\n\nwas established in America forever.\n\nI\n\ndeem\n\nthe establishment of soul-\n\nmost important contribution to educational progress made\nsince Christ uttered the prophecy and the command: \"Ye shall know the\ntruth, and the truth shall make you free.\"\nliberty the\n\nI shall devote brief space to some of\n\n2.\n\nuted by this denomination.\nBaptists whose leadership in\n\nthe educational leaders contrib-\n\nThru all modern times there have been\nthe world of thought, both religious and\n\nsecular, has contributed toward the shaping of the educational ideal.\n\nJohn Milton, of whom Dryden wrote,\nThree poets, in distant ages born,\nGreece, Italy and England did adorn.\n\nThe first in loftiness of thought surpassed\n\nThe next in majesty in both the last.\nThe force of Nature could no further go.\nTo make a third she joined the other two.\n;\n\nand not only indirectly by his immortal poetry, but also\nTractate on Education, and other educational writings,\ndid he aid in shaping the educational ideal for all coming time.\nAnd what shall I say of Bunyan, whose marvelous allegory. Pilgrim's\nProgress, has been second only to the Bible in advancing intense religious\nlife, thereby making an\nimperishable contribution to the educational\nwas a Baptist\ndirectly\n\nby\n\n;\n\nhis\n\nideal ?\n\nIn our\n\nown country many of\n\nthe\n\nforemost educators have been\nespecially Brown\nHenry Dunster, the\n\npresident of Harvard College, was a Baptist.\n\nPresident Eliot said\n\nUniversity.\nfirst\n\n—\n\nmay mention only a few of these.\n\nBaptists, or have been trained in Baptist institutions\n\nlast year, at\n\nI\n\nthe inauguration of President Faunce of\n\nBrown University\n\nTwo hundred and forty-five years ago Henry Dunster, first president of Harvard\nCollege, was turned out of his office by the Congregationalists, who then ruled Massachusetts, because he was a\n\nBaptist ; but today Henry Dunster is one of Harvard's saints and\n\nheroes, and for a hundred years Harvard has been devoted in every fiber of her body and\nin every drop of her blood to freedom of thought and speech.\n\nFew men\n\n[says Boone, the historian of education in the United States]\n\nso much for American education as Dunster.\n\nhave done\n\nDuring\nHarvard acquired such repute that youths of opulent families in the parent\ncountry were sent to the American Cambridge for a finishing education.\nIn a chaotic period he gave it form.\n\nhis office\n\nIt is not\n\nimprobable that John Harvard himself was a Baptist, but the\n\nevidence on this point seems to me inconclusive.\nthat\n\nIt is certain,\n\nhowever,\n\nThomas Hollis, who endowed the first professorship established\n\nat\n\nHarvard, or for that matter in America, was a Baptist.\nI may not omit, in mention of the Baptist leaders, the name of Francis\nWayland, the peer as president and professor of the foremost men in the\nnation.\nThe nobility, sincerity, and charm of his life left an indelible\nimpress on the thousands of students who passed under his instruction.\nBy his energy and wisdom Brown University was raised to a high place\n\n"}
{"page": 103, "printed_page": null, "text": "I\n\nSessions]\n\nCONTRIBUTIONS TO EDUCATION— BAPTIST CHURCH\n\n91\n\nin American education, and his writings influenced for righteousness all\ncivilized\n\nnations.\n\ngreat man.\"\n\nWayland was what Carlyle\n\ncalled\n\nLuther, \" a true,\n\nPresident Faunce, in his inaugural, has recently said\n\n:\n\nThe revolt against the narrowness of the old education in America began with the\nmemorable report of President Francis Wayland to the corporation of Brown University\nin 1850.\nWhoever reads that report will perceive that this university (and he might have\nadded the other universities of America) in broadening its courses of study is simply\nrealizing the vision of fifty years ago.\nWhoever reads that report will see that our most\nradical educators are not yet ready to adopt what Dr. Wayland fearlessly advocated.\n\nHe\n\naffirmed that the college course should no longer be confined to a fixed term of four years,\n\nor to any other term ; that every student should study what he chose ; and that in addition\nto the present courses of instruction such should be established as the wants of the various\n\nclasses of the community required.\n\nAmerican colleges have been following out for the last thirty years,\nmore or less boldly, the ideas projected in this famous report of Wayland,\nwhich produced the most remarkable debate on higher education ever\n\nknown in this country. President Wayland also projected the establishment of a department of education in the university, thus anticipating\nmore fully than has been realized in many at least of our higher institutions the creation of departments of pedagogy.\n\nWayland must be regarded as a creative factor in American education.\n\nname as the most significant Baptist leader in\nMann, altho a graduate of Brown\nUniversity, was not a Baptist.\nTo Dr. Sears, who while a student in\n[Germany had baptized Oncken, and thus become the father of the German\n[Baptists, and who in his manhood had worn the mantle of Horace Mann\n[in Massachusetts and of Wayland at Brown, was intrusted the delicate\nAfter Wayland I should\n\neducation, Barnes Sears; for Horace\n\nland difficult work of sowing the seeds for a sound and healthy publictschool sentiment thruout the South, under the auspices of the\n\neducation fund.\n\nHow quietly, how skillfully, how\n\nwas done has not yet been adequately told.\n\nfrom\n\nmy own experience.\n\nIn\n\nI\n\nPeabody\nwork\n\neffectively this\n\nmay give an illustration\n\n1878 Dr. Sears came to Austin during a\n\nsession of the Texas legislature.\n\nI\n\nwas an eyewitness to the following.\n\n\"I will give,\" said Dr. Sears to Governor Roberts, \"56,000 from the\nPeabody education fund to support a normal school, if the state will\ngive an equal amount.\"\nThe Sam Houston Normal Institute, the most\ninfluential institution\n\nfor the training of teachers in the South, the Pea-\n\nbody Normal College at Nashville alone excepted, was the result.\nThe great work, begun so wisely by Sears, was carried forward by\nanother Baptist, to whom the South and the nation owe an imperishable\nobligation. I refer to Dr. J. L. M. Curry, statesman, diplomatist, historian,\nteacher, and preacher.\nI am not sure that Dr. Curry has not been the\nmost potent individual factor in our generation, at\n\nment of broader ideas and sounder methods\nthe South.\n\nin\n\nleast in the advance-\n\neducational matters in\n\n"}
{"page": 104, "printed_page": null, "text": "92\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nall\n\ntime the educational foundations of our denominational institutions\n\nof\n\nRichard Furman, Jesse Mercer, Broadus, Harper, and a host of other\n\nTime would\n\nfail\n\n[General\n\nme to tell of the work of others who have built for\n\n—\n\neminent men, whose efforts, often put forth under circumstances of great\ndiscouragement and difficulty, under God's guiding hand, have been\n\ncrowned with success.\n\nnow to the institutions which constitute the chief contributions\nThese institutions immortalize and embody\nThey are the centers where the leaders gather, and reinforce each\nwhence the superior young men and women go forth to their\n\nI pass\n\n3.\n\nof Baptists to education.\nideas.\n\nother\n\n;\n\nappointed stations to serve and conquer in their day and generation.\ninstitution is rarely the lengthened shadow of\n\nany one man\n\n;\n\nAn\n\nmany men\n\nand women must have wrought— some in the glare of publicity, some in\nthe darkness of obscurity; some with the plaudits of the multitudes, some\nin the silence of privacy; but all to realize the ideal which the institution embodies.\n\nThe present century is the century of the establishment and development of Baptist institutions. Of the two hundred institutions now\nexisting and bearing the Baptist name, only five belong to the first\nquarter of the present century\n\ntwenty-eight originated during the sec-\n\n;\n\nond quarter; sixty-six were established during the third quarter; and\nnearly one hundred belong to the last quarter.\nBrown University is\nthe only Baptist college which has celebrated its centennial.\nThe instithe first quarter are as follows:\nBrown, founded in 1764,\nhas endowment and property now valued at about three million ; Colby\n\ntutions of\n\nUniversity, founded in 18 18, has endowment and property valued at about\n\nthree-quarters of a million; Colgate University, in 1819, is\nat something more than two million ;\n\nTo the second quarter of the\n\nhas a present valuation of 1^1,200,000.\n\nbelong Shurtleff\n\ncentury\n\nCollege,\n\nnow valued\n\nColumbian, at Washington, in 182 1,\n1827,\n\nKentucky, 1829, valuation about $4.00,000\n\n;\n\n$250,000; Georgetown, in\nDenison University, 1831, val-\n\nRichmond College, Virginia, 1832, valuaWake Forest University, North Carolina, 1833,\nof about $310,000.\nTo the same year belong Kalamazoo,\n\nuation of more than $600,000;\ntion of about $1,000,000;\n\nvaluation\n\nMich., valuation $260,000; Franklin College, Indiana, 1834, valuation\n\n$400,000 Mercer University, Georgia, 1837, valuation of about $500,000.\nIn 1841 Howard College was established in Alabama; in 1845 was estab;\n\nlished Baylor University in Texas, an institution from which about ten\nthousand students have gone out, and which has a present valuation, with\n\nBaylor Female College, of about $500,000.\n\nThe enrollment in these two\n\ninstitutions during the past year has reached a thousand students.\n\nTo\n\nthe same year belong Limestone College, South Carolina; Southwestern\nBaptist University of Tennessee\nnote.\n\n;\n\nand several other institutions of lesser\n\nIn 1849 William Jewell College was established in Missouri.\n\nIn\n\n"}
{"page": 105, "printed_page": null, "text": "Sessions]\n\nCONTRIBUTIONS TO EDUCATION— BAPTIST CHURCH\n\n93\n\n1850 the University ot Rochester, the present valuation of which\nmillion and a quarter;\n\nis\n\na\n\nFurman University in South Carolina, the present\n\nvaluation of which is about $165,000; and several institutions which need\n\nTo these institutions of the first half of the century\n\nnot here be named.\n\nbelongs the glory of having given shape and tone to the tremendous work\n\nwhich has followed.\n\nThe development of the denomination in its edu-\n\ncational contribution\n\nduring\n\nthis\n\nperiod has been\n\nmarvelous\n\n:\n\nat\n\nthe\n\nbeginning of the century, one institution, in Rhode Island, with ninetytwo students\n\n;\n\nat the end of the century 200 institutions, in every state, with\n\nat the beginning of the century, property and endowment of $50,000 at the end of the century, property and endowment of\nDuring this period all the theological seminaries of the\n$44,000,000.\ndenomination have been established: Hamilton in 1819, Newton in\n\n40,000 students ;\n\n;\n\n1825, Rochester in\n\n1850, the Southern Baptist Theological\n\nSeminary\n\nin 1859, the Chicago Divinity School in 1857, the Richmond Theological\n\nSeminary (for colored students) in 1868, and the Crozer in the same year.\nOne of these institutions, the Southern Baptist Theological Seminary,\nhas the largest enrollment of theological students of any institution in\nthe United States.\n\nmillions of dollars.\n\nThe total valuation of these institutions is about five\nThe time has surely passed when it could be said that\n\nthe Baptists do not require and provide for an educated ministry.\n\nThere have been four great movements toward educational progress\nthis century.\nThe first was in 181 7, when the\ntriennial Baptist convention, under the leadership of Richard Furman,\nand the impassioned advocacy of Luther Rice, committed the denominain this denomination in\n\ntion forever to educational as well as to missionary work.\n\nInterest was\n\nfrom Maine to Mississippi.\n\nThe second\n\nstirred in Christian education\n\ngreat impulse was given by the educational commission from 1870 to\n\nBy this movement the Baptist denomination was moved to deeper\nnumber\nof the Baptist institutions of the preseiit quarter of the century.\nThe\n1876.\n\ninterest in every form of education, and from it resulted a great\n\nthird impulse was the noteworthy work of the American Baptist\n\nMission Society, which committed\nthe negroes and Indians.\norganization, in\n\nThe\n\nitself in\n\nHome\n\n1865 to educational work for\n\nfourth great impulse\n\ncame from the\n\n1888, of the American Baptist Education Society, an\n\nassociation representing the whole country, and devoted to the creation\nof sentiment in favor of\n\nlarger\n\nendowments\n\nof\n\nexisting institutions.\n\nDuring the twelve years of the life of this society greater material progress\nhas been made than during any previous period of the century.\nMany\nnoteworthy gifts in money have been made to our Baptist colleges. In\nNew England, Gardner Colby, Joseph B. Hoyt, and Chester W. Kingsley\nhave each given more than $100,000. In New York, Trevor has given\nabout $350,000 to Rochester, James B. Colgate more than $1,000,000 to\nColgate University, and Mr. John D. Rockefeller has given about\n\n"}
{"page": 106, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n94\n\n[Genera\n\n$10,000,000 to Chicago and other institutions.\n\nIn Pennsylvania the\n\nCrozer family, has given to Crozer about $500,000.\n\nBaptist universities\n\nhave been the beneficiaries at times of large contributions from members\n\nMr. Corcoran gave Columbian about $170,000,\nMatthew Vassar gave Vassar $800,000, and this institution has received\nfrom other members of the Vassar family about $575,000. Hiram Sibley\ngave to Rochester $100,000, and the same institution received from the\nof other denominations.\n\nFayerweather estate nearly $200,000; while the\n\ngifts\n\nof\n\nothers\n\nthan\n\nBaptists to Chicago University, ranging from $100,000 to $250,000, have\n\nbeen unprecedented in the history of American colleges.\n\nBeyond question the most striking contributions made by the Baptists\nto educational progress in America in the last quarter of the century\nhave been Vassar College, the pioneer in the higher education of women,\nand the University of Chicago, which, under President Harper's magic\ntouch, has reached within ten years a place beside the most venerable and\npowerful universities of the world.\n\nGod has blessed the Baptists in this century.\n\nUnder the light of free\n\ninstitutions their progress has been marvelous.\n\nAt the opening of the\n\ncentury the Baptists numbered about eighty thousand, at the close of the\n\ncentury they number more than four million.\n\nDuring this period they\n\nhave increased fifty-fold, or three times as fast as the population of the\n\nThey will enter upon the new century with\naugmented and possibilities immeasurably increased.\nLet us hope that they will meet their mighty responsibilities with adequate faith and courage.\nMy friends, education must be loyal to the highest ideals of the race.\n\nnation\n\nhas increased.\n\nresources vastly\n\nI\n\nbelieve implicitly that these ideals are those furnished by the Christian\n\nIf God rules this universe, if Christ died to save mankind, we\nmay not dissever the Christian religion and the higher education without\n\nreligion.\n\ndisaster to the highest interests of the race.\n\nCONTRIBUTIONS OF REIIGIOUS ORGANIZATIONS TO THE\nCAUSE OF EDUCATION^\nII. BY THE CATHOLIC CHURCH\nCOND]6\n\nB.\n\nFALLEN, LL.D.,\n\nST. LOUIS,\n\nMO.\n\nAt the time of the advent of Christianity into the world the elder type\nof Roman education had disappeared, the old political education (woXitik^\nwatSeta),\n\nakin in purpose to that of elder Greece prior to the period of\n\ndecadence.\nI\n\nIts\n\nscope was to fashion the capable citizen, to train and\n\nBy request of the author, the amended spellings adopted by the Board of Directors do not appear in this\n\naddress.\n\n[\"See resolution of Board of Directors adopted at I^s Angeles, July 13, 1899.]\n\n"}
{"page": 107, "printed_page": null, "text": "CONTRIBUTIONS TO EDUCATION— CATHOLIC CHURCH\n\nSessions]\n\nprepare the child for the duties and functions of civic\n\nhuman\n\n95\n\nThe state as\n\nlife.'\n\nand early Rome, was the\nThe conservation and\nvital principle of all individual and public action.\nthe end of\n\nliving, both in early Greece\n\nEducation\n\nwelfare of the state was the substance of their religious cults.\n\nwas directed and inspired by that end it was definite, vital, and purposeful, and accomplished its end with a success which has left a distinct and\n;\n\nluminous mark in the history of mankind.\n\nBut\n\nthis\n\nprimitive political\n\neducation had been long superseded by encyclopaedic education {lyK\\r)(Kio<i\njrai8€ia),\n\nwhich\n\nRome had adopted from decadent Greece\namong\n\nthe Christian dispensation had spread\n\nextinction of the\n\nautonomy of the Greek cities perished\n\npolitical education.\n\nIn\n\nits\n\nWith the\n\nthe systems of\n\nstead arose encyclopaedic education\n\nwhich proclaimed education\nsake.\n\nlong before\n\nthe nations.\n\nfor\n\na type\n\n;\n\neducation's sake, culture for culture's\n\nWhen Rome ceased to be republican and became imperial, when\n\nthe spirit\n\nof\n\nher ancient\n\nwas corrupted by the luxury of\n\nsimplicity\n\ndominion, and the stern example of her Catos had\n\nlost the active virtue\n\nof typical models for Roman statesmen, the ancient and the virile type of\n\nher political education yielded to the deleterious influence of the Greek\n\nRoman education ceased to have a definite purpose\n\nimportation.\n\n;\n\nit\n\nno\n\nlonger aimed at the training of the citizens, but merely to fashion the\nvotary of culture.\n\nSuch was the general educational condition of the Roman world,\nwhose rule was then universal, when the Church entered upon her mission,\nas commanded by her Divine Founder, to go forth to teach all men and\nall nations.\nThe encyclopaedic system was in universal vogue it was\nsteeped to the lips in paganism it had lost the virility of the ancient\n;\n\n;\n\ndiscipline ;\n\nit\n\nhad nothing of the ancient integrity of the primitive politi-\n\ncal education, where at least the civic virtues had flourished in view of the\n\ncivic end enjoined.\n\nThe divine commission to the Church to teach was not directly and\nformally pedagogical, but indirectly and by implication that commission\nincludes the education of\n\ncance of the word.\n\nall\n\nmankind, in the highest and fullest signifi-\n\nBy inference education, in the sense of pedagogical\n\ntraining, is a function of the\n\nChurch\n\n;\n\nand she has acted upon this conWith her the school has\n\nception of her ministry from the beginning.\n\nalways been the vestibule of the church.\n\nIt\n\nis\n\ntrue that, at the outset,\n\nshe did not, for she could not under her primitive untoward conditions,\nact\n\nupon\n\nthis in all\n\npedagogical activity.\n\nthe fullness which subsequently characterized her\n\nBut even\n\nin her\n\ndays of\n\npersecution,\n\nwhen her\n\nchildren were hunted, driven, and slaughtered like the beasts of the field\nfor Christ's sake, she entered upon the duties of the pedagogue, and\nsowed the seeds of an educational system which was destined, not only to\nrevitalize the Greek\n\nand Roman systems in\n\n'CouRTHOPK, History of English Poetry, Vol. I, chap. ii.\n\nall\n\nthat was\n\ngood in them,\n\n"}
{"page": 108, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n96\n\n[General\n\nbut to create pedagogy anew by giving it a scope and an end as\n\nmuch\n\nhigher, broader, and completer than the ancient systems of paganism as\nChristianity transcends Greek and\n\nRoman civilization in all that makes\n\nfor the temporal and eternal welfare of mankind.'\n\nMan's concern of his eternal welfare\n\nis\n\nlogically bound\n\nup with his\n\ntemporalities, for the stage of this life has its exit in eternity ; the character of\n\nprobation here determines the state of his hereafter. To\nmen in truth at all is to teach its unity, to show that the higher\n\nhis\n\ninstruct\n\nand the lower\n\ntruth have an indissoluble connection.\n\nAn institution\n\nwhich teaches religious truth, which is the explication of man's relations\nwith God, necessarily brings all other truth into correlation with that\nprimary and fundamental truth. When the Church set out upon her mis-\n\ngo forth and teach all nations, and therefore to regenerate the\nhuman nature and by illuminating the pagan intellect with the light of her revelation, she necessarily came into contact and, in large measure, into conflict with that vast\nbody of doctrine which the ancient civilization had elaborated into a\nphilosophic and educational system.* This conflict was at first waged in\nthe concrete, with the powers of the state, and issued in the Christian\nThe Christian franchise of the liberty of the sons of God,\npersecutions.\nwhich was the gift of truth, was essentially incompatible with the despotism of the empire. Caesar had usurped the things that are God's, and\nfelt by instinct that the subtle and intangible power of Christianity was a\nmenace to his own domination. He therefore sought to sweep the\nChurch away in the blood of her own children.\nBut it was not long before that conflict entered into other spheres.\nIn the speculative order Christian revelation met the philosophies of\npaganism. The defense, exposition, and explication of the body of\nChristian truth grew and expanded as the lines of battle variously shaped\n\nsion to\n\npeoples of the world by rehabilitating fallen\n\nthemselves through the centuries.\n\nIn all this was necessarily implied an\n\neducational process which would lead up to a maturity and equipment of\n\nmind equal to the conflict.\npurpose\n\n;\n\nThe Church must teach and train to that\nThe truth she\n\nshe must assume the duties of the pedagogue.\n\ntaught stood in sharp contrast with the medley of pagan doctrines around\n\nabout her.\n\nPedagogy was a logical and imperative necessity\n\nalways will be\n\n;\n\n;\n\nwas and\n\nshe therefore, according to her circumstances, began the\n\nfoundation of schools.\n\nAt first her teaching was domestic.\n\nThe family was the school.^ The\n\nparents, as far as in them lay, educated their children, and in this far her\n\neducational system resembled that of early Rome\n\n— the\n\npolitical education\n\nwhich had built up the stern and admirable character of the fathers of the\n1\n\nSee Rev. Eugene Mageveney, S. J., Christian Education in. First Centuries.\n\nCathedral Library Association.\n\nFormation of Christendom, Part III.\nMageveney, Christian Education in First Centuries, p. 9.\n\n2 See Allies,\n3\n\nNew York:\n\n"}
{"page": 109, "printed_page": null, "text": "CONTRIBUTIONS TO EDUCATION— CATHOLIC CHURCH\n\nSessions]\n\n97\n\nBut this did not, of course, suffice the exigencies of the situaand the opportunities of changed circumstances demanded and\nBy the end of the secoffered an amplification of the earlier methods.\nond century we find a well-defined system of Christian schools in operation, the seed of which was the catechetical school founded by St. Mark,\n\nrepublic.\n\n;\n\ntion\n\nthe evangelist, at Alexandria, in the sixth year of Nero's reign and- the\nsixtieth of the new dispensation.'\n\nAt first of a purely religious character,\n\nSt. Mark's foundation, under the fostering care of his successors, developed\n\ninto an institution of lower and higher learning embracing all the branches\n\nElsewhere throughout the empire rose Christian schools\nmodeled upon the Alexandrian exemplar. These institutions, however,\nenjoyed no unbroken peace, and suffered from all the vicissitudes which\nthe stress of persecution brought upon the church of the first three cenof the period.\n\nturies.\n\nIt\n\nis\n\nnot to be supposed, however, that these early schools were\nall\n\nthe needs of education in\n\ntheir day, and to accommodate all the faithful.\n\nThey were not everywhere,\n\nso plentiful or so prosperous as to fulfill\n\nand where they were they were not always available to all nor for all purposes.\nThe Church must needs educate her own clergy in an especial\nmanner for their sacred vocation. Out of this need grew up the episcopal\nor cathedral schools.\"\nFrom the beginning it was an apostolic tradition,\nafter the example of the Twelve themselves, to gather the aspirants to the\nministry in the house of the bishop for that training and instruction\nwhich might fit them for their sacred office. At first the curriculum of\nstudies was confined to ecclesiastical subjects, but as time grew the exigencies of new conditions, and the natural development of the character\nof theological subjects confronted with the learned paganism of the times,\nbrought about a more amplified plan, until the episcopal school embraced,\nnot only those branches of studies which were formally ecclesiastical, but\nall\n\nthat was included in the liberal education of the times.\n\nAs the episcopal schools grew and developed, another type of educainstitution arose, destined to become later on, in an especial\n\ntional\n\nmanner, the great teaching force of the Church. The cathedral schools\nhad as their specific end the training of the clergy. The laity, for obvjous reasons, rarely enjoyed their advantages. To meet this need, and to\nwithdraw the faithful from the pernicious influence of the paganized public\nschools of the empire, the monastic schools began to spread.\nAfter\nthe advent of St. Athanasius to Rome in the middle of the fourth century,\nthe monastic institution, which had grown up in the East, multiplied\nrapidly throughout the West.\nIt possessed a twofold system of schools,\nthe interior and the exterior; the former for the education of those who\nentered upon the monastic life, the latter for the laity. Within a century\n• Newman, Historical Sketches, Vol. Ill, chap, viii;\nDrake, Christian Schools and Scholars, chap.\n\nalso Allies, •CA«rcA\n\nand State, p.\n\n355;\n\ni.\n\n2 See\n\nNewman, Idea of a University, p. 341\n\nturies, pp. 931 ff.\n\n;\n\nalso Magbveney, Christian Education in First Cen-\n\n"}
{"page": 110, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n98\n\n[General\n\nthe monastic schools were numerously planted and flourished in Italy,\n\nand when the empire of the West fell crumunder\nthe\nsledge-hammer\nbling\nblows of the barbarian invaders, it was in\nthe monastic institution that learning and letters found their only secure\nGaul, Britain, and Ireland\n\n;\n\nWhen the eclipse of learning came in the darkness of the fifth\n\nshelter.\n\nand sixth centuries on the continent, the monastic institutions in Britain\nand Ireland, free from the stress of the storms raging on the continent,\nnot only preserved the ancient learning, but fostered and developed a\nsystem of culture both brilliant and substantial.'\nWith the dissolution of Rome came social and civic chaos in Europe.\nSociety was in a maelstrom of ferment and change.\nIt took some three\ncenturies to bring order and stability out of the chaos.\nA new element\nhad entered into the fabric of European society. Rome and its civilization had passed forever.\nA new formation was taking place out of \"barbarian elements a new civilization in travail.\nIt was being fashioned on\na new ideal absolutely transcending the ancient.\nEducation was to be\norganized and energized on the new lines. The spirit of the old encyclopaedic system had passed away, the framework remained.\nThe old framework was to be seized upon and animated by the new ideal, which had\nbeen slowly and laboriously working its way through the corrupt social\nbody of the dying Roman world. With the death of the Roman body it\nwas freed from the ancient trammels with the advent of the barbarians it\nmet with new obstacles and new difficulties, but which, in the order of\n;\n\n;\n\nProvidence, were to be transformed into instruments of\n\nits\n\ntriumph.''\n\nThe political education of early Greece and Rome had been vital and\neffective\n\n;\n\nit\n\nwas based upon an\n\nideal, and energetically achieved its end.\n\nThe encyclopaedic system which followed it possessed no ideal and had\nno definite end. It was mere education without scope or object. The\nolder system had its purpose, the making of the citizen\nit was understood to be a means to a definite end, and it was so conducted. The\n;\n\neducational system of the Church was akin to the political education of\nthe ancient republic\n\nend in view\n\n;\n\nits\n\n;\n\nit\n\nalso rested upon an ideal and\n\npurpose was to train the citizen\n\nhad a well-defined\n\n— not the citizen of a\n\ntemporal polity, like that of Athens or Rome, but the citizen of the city of\n\nGod.\n\nHere was an ideal utterly transcending the ancient.\n\nThe ancient\n\nideal had been temporal and particular; the new ideal is eternal and universal.\n\nAs long as Rome lasted and her influence predominated\n\nin the\n\nwestern world, so long would the incubus of the apathy, which had seized\n\nupon her body going the way of death, weigh upon and retard the free\nplay of the new ideal in the practical order.\ncational system, no tradition, no\n\nan\n\nideal, just so\n1 S«e\n\nfar\n\nideals ;\n\nThe barbarians had no edu-\n\nand\n\nin\n\nDranb, Christian Schools and Scholars, chaps, ii and iii.\n\n2 See Allies,\n\nso far as they lacked\n\nwere they incapable of receiving any educational\n\nThe Wandering^ of the Nations, chap, i.\n\n"}
{"page": 111, "printed_page": null, "text": "Sessions]\n\nCONTRIBUTIONS TO EDUCATION —CATHOLIC CHURCH\n\nadvancement.\n\nIt\n\nwas\n\nfirst\n\nnecessary to create an ideal\n\namong them\n\nbefore there could be hope of any systematic educational\n\nThey had destroyed the elder civilization\nit\n\n;\n\n99\n\nmovement.\n\nor rather, they had fallen upon\n\nas a legitimate prey at the moment of its agony;'\n\nto be made over anew, not upon the old lines, but\n\nand civilization had\nupon foundations set\n\ndeep enough in eternal principles to carry the superstructure whose pinnacles towered into the empyrean of a divine faith.\n\nHere was the task 'of building up, not a little city of Athens with its\nphilosophies and its literature and its art, nor the huge city of Rome with\nits\n\nworld-wide lust of dominion and its pride of life; but the city of God,\n\nbuilt up of all nations\n\nand all peoples of all climes and of all times, here\nand hereafter, now and forever.' The foundations of this city had been\nlaid under the streets of old Rome in the faith of the catacombs, and its\nstones sealed and cemented with the blood of the martyrs. These foundaNay, out of\n\ntions the barbarians did not, for they could not, destroy.\n\nthese very barbarians was to be built the great\n\norder of time.\n\nsuperstructure in the\n\nFor three centuries they were cut and fashioned in the\nChurch, slowly and laboriously, but surely and\n\nspiritual quarries of the\n\ngloriously.\n\nIn the eighth century, under Charles the Great, the revival began.\n\nAt\n\nthe invitation of the emperor, and under his liberal patronage, scholarly\n\nmasters flocked to the continent from England and Ireland, laden with\nthe sweets of learning garnered there in peace during the centuries of\n\nturmoil which had afflicted Europe.\n\nThe emperor and his family set the\n\nlaudable example of scholars in the great palace school.\n\nEdicts were\n\nissued in the interest of learning, and the subjects of the empire\n\nmanded\n\nto\n\npromote the new educational\n\nmovement.\n\ncom-\n\nSchools were\n\nUnder the guidance of the famous Alcuin\nmovement rapidly spread and flourished. The political stability of\n\nfounded wherever possible.\nthe\n\nEurope assured under the firm hand\n\nof a master like Charles the Great,\n\nthe cause of learning at once revived and put forth shoots of promise.\n\nBlasted by three centuries of social and civic devastation, the tree of\n\nhad withered and shrunk until only its roots retained a hidden\na soil encumbered with the ruins of a fallen civilization\nand wasted by the incessant harries of barbarian wars. It needed, however, but the cherishing touch of the hand of peace to send forth shoots\nagain and bud once more under the tender and solicitous care of the\ndove of Christianity. The monastic institution, transplanted in the fourth\ncentury from the Orient to Europe, had become a permanent and widespread system, and under its safeguard, like the nestling beneath the\nmother's wings, letters found shelter and protection.\nMonasticism was\nculture\n\nvitality beneath\n\n» C/. De QuiNCBV, \"Philosophy of\nRoman History,\" in Historical Essays;\nHistory of English Poetry, chap, ii, p. so,\n\n» St. Augustine, City of God,\n\nalso\n\nCourthope,\n\n"}
{"page": 112, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nlOO\n\n[General\n\nthe cradle and the ark of learning during the period of storm and the\n\nHappily England\n\nsubsequent development.\n\nand\n\nIreland\n\nhad been\n\nspared the frightful havoc of the barbarian invasions, and from these\nislands of the West, as from a fresh and limpid spring, issued the stream\nof learning to again irrigate the long uncultivated soil of the continent.'\n\nFrom this\n\nperiod date the beginnings of the great mediaeval educa-\n\ntional movement\n\n;\n\nfor,\n\nthough temporarily interrupted by the disorders of\n\nthe tenth century following the dismemberment of Charlemagne's empire,\n\nthe educational system of the Middle Ages has its foundation and takes its\n\nThe framework of the Roman\nThe trivium and quadrivium of the\n\ncharacter from Charlemagne's institution.\n\nencyclopaedic system was retained.\n\nseven liberal arte formed the method of the curriculum.\n\nBut, unlike the\n\nencyclopaedic method, education was no longer mere education.\n\nencyclopaedic in its mode, it was political in its spirit and scope\n\n;\n\nWhile\nits\n\npose was to train and develop the citizen of the city of God, the\nber and subject of the\n\nkingdom\n\nNot merely Athenian or\n\nof Christ.\n\nRoman was its citizen to be, but Christian.\n\nNeither Greek nor\n\nnor gentile nor Jew was to be there met with\n\nits\n\nall\n\nthese; herein\n\nall\n\npur-\n\nmem-\n\n;\n\nRoman\n\ncitizenship transcended\n\nmen were to be of one family; its walls were not\n\nmade of brick nor mortar, but its foundations and its superstructure were\nbuilt of the souls of men\nall\n\ncemented and sealed with the blood of Christ;\n\ndwelling within its walls were brethren in a celestial city.\n\nNot simply\n\ncosmopolitan, but more than this, was the final mark of its citizenship\naspired to the fullest and\n\ncompletest and supremest\n\nlife\n\n;\n\nit\n\nbeyond the\n\nbounds of time, in the eternal franchise of that celestial city which Christ\nhad come to bestow upon mankind.'\nAspiration was the dominant note of mediaeval education, as it was of\nmediaeval life. It was a deeply and intensely spiritual life, working in\nand through gigantic elements, forming and fashioning masses of rugged\npeople into one vast polity, and yet differentiating into a variety of divergent expressions. While it aimed at one dominant unity, it diversified\ninto many varieties, each in its own way exemplifying that unity.\nThe\nGothic cathedral, its own peculiar creation, is typical of its spirit; here is\nfundamental massiveness soaring into the finest lightness of aspiration,\nits dominant\nupward and beyond, yet deeply and substantially founded below.\nScholastic philosophy, which is also the elaboration of this period, evinces the same elevated character.\nIts basis is\nthe Aristotelian system, broad and deep in the fundamentals of human\nreason, but lifted and carried up far beyond the Aristotelian substructure.\nThe mass of its foundation, like the Gothic cathedral, ascends in\n\nunity of plan with an endless variety of expressive detail\n\n;\n\ntrait aspiration, a reaching\n\n1\n\nSec\n\nNewman, \" Benedictine Schools,\" in Historical Sketches, Vol. II.\n\n2 For account of schools of Charlemagne see Newman,\n\nChristian Schools and Scholars, chap. vi.\n\nIdea of a University, chap, xiii;\n\nalso Dramb,\n\n"}
{"page": 113, "printed_page": null, "text": "Sessions]\n\nCOMTRIB UTIONS TO ED UCA TtON— CA THOLIC CHURcH\n\ni\n\nOi\n\ncolumned lightness into airiest pinnacles of thought, with marvelous precision of distinction and detail. In scholastic philosophy, as the intellectual\nfruit of these ages, we have evidence of the educational activity of the\n\nThe vigor of the schools in the speculative world was\nBy this time\nas great as the social and architectural energy of the age.\nmiddle period.\n\nthe monastic institution had reached\nlife\n\nits\n\napogee.\n\nWith its growth the\n\nMonasticism flourished throughout all Europe,\n\nof letters expanded.\n\nand herein was the center of the educational development of the day.\nMonasticism was the hive of learning, and from it flowed the richness of\nthe stream of letters over the land.*\n\nOut of this\n\nfertile\n\nsoil\n\nrose the great banyan tree of the university\n\nup in the great centers. Students by the\nthe\nthousand flocked to them.\nIntellectual life grew phenomenally\nlife\nof\nstudent became as distinctive and familiar as the soldier in the\nthe period.' The speculative ferment grew apace.\nIn the thirteenth\ncentury the universities had become the great organs of education. The\nsystem.\n\nUniversities sprang\n\n;\n\nis made manifest ip Dante.\nThe vast scope of its conception and its spiritual intensity is revealed to\nus in the Divina Commedia.\nIn this great poem the state of learning is\n\ncharacter of mediaeval university education\n\naccurately and substantially set forth, not as a formal exposition, but as\nliving fiber in the\n\nmake-up of the work.\n\nDante was clearly well-versed\n\nin the physical sciences of his tiroes, though the stage of\n\nment at this period was extremely crude.\n\nBut\n\nit\n\nis\n\nin\n\ntheir develop-\n\ntheological and\n\nphilosophical science, coupled with a profound spiritual\nreach, that the\n\npoem is luminously typical of his age.\n\nedge is accurate, precise, and yet comprehensive.\n\ninsight\n\nand\n\nDante's knowl-\n\nIn him\n\nis\n\nmanifest a\n\nwell-poised mind, a balanced judgment, faculties thoroughly trained and\ndrilled ; what in the fullest sense of the word is to be called an educated\n\nWith an imagination so vast that it ranged the very confines of\nis never vague\nand indefinite. The entire scheme of the Divina Commedia is planned\naccording to measure, weight, and number in his profoundest mysticism\nhe is ever accurate and precise the proportions of the Inferno are\ngiven foot for foot. And, notwithstanding all this minuteness of detail,\nthe imaginative power, which is essentially the poet's faculty, is never\nminimized or weakened its flight is always vigorous and large, its heat\nintense, its coloring harmonious.\nIn Dante the man, and in the Divina\nCommedia the work, we have the ripe fruit of the political education of\nmind.\n\nthe universe from deepest hell to highest heaven, yet he\n\n;\n\n;\n\n;\n\nIn the man we have the enfranchised citizen of the city of\nGod, with his eyes on eternal things as the finality of all human living\nand endeavor, using the things of this world as stepping-stones to the\nthe Church.\n\nhigher things, thoroughly trained in\nI See\n\nall\n\nhis powers, well-versed in the\n\nVaughan, Life of St. Thomas^ chaps, xxiii and xxiv.\n\n» Vaughan, Life of St.\n\nThomas, chap, xvi\n\n;\n\nalso Nbwman, Idea of a University, chap. xiv.\n\n"}
{"page": 114, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n102\n\n[General\n\nand sciences of his day, imbued to the very core of his soul with the\ntremendous sense of the right performance of his duty here as the means\narts\n\nto his welfare hereafter; his conscience freighted with the responsibility\n\npower of freedom, upon whose correspondence with the divine\ndepends his eternal salvation. In the Divina Commedia is set\nforth a deep and comprehensive spiritual insight into the divine scheme of\nthe universe the harmonious concatenation of human and divine'things\nof his\n\ngift of grace\n\n;\n\n;\n\nthe reconciliation of\n\nhuman reason with the sublimity of faith\n\nphilosophy illuminated by the light of revealed wisdom\nof\n\nhuman living made clear and\n\ndefinite\n\nin\n\nall\n\n;\n\n;\n\nhuman\n\nthe relations\n\nthe higher knowledge of\n\nwhich has as its beginning and end the eternal Love, the source\nand aim of creation. Man's domestic, social, civic, and religious life\nhere takes on an infinite meaning under this penetrating light there is\nno duty, no detail of human living, which escapes illumination here is\nno room for doubt, hesitation, difficulty; life is all action, explicitly set\nforth in its final end and aim.\nThe Middle Ages were dominated by\nthis supreme idea.\nIt was essentially a period of vast and gigantic\nactivity; it strove largely, earnestly, and untiringly after a great ideal,\nplaced before it in distinct and comprehensive outline.\nIt was upon\nfaith,\n\n;\n\n;\n\nthis\n\nprinciple\n\nit\n\nbuilt\n\nits\n\ngreat cathedrals, generation after generation\n\ntoiling, irrespective gf its own temporal realization of the result, toward\n\nthe great end, which was as clearly before the minds of those who laid\nthe huge foundations as it was to be in actuality to those who should cap\n\nthe myriad pinnacles in the far-off century which was to witness the con-\n\nsummation of the vast work.\nAll this was the result of that political system of education of the\n\nChurch which held aloft a supreme and eternal ideal for men never\nwork better in time than with a view to eternity. This was not mere\neducation.\nIt achieved its results because it possessed a great and lofty\nideal it had a definite end, a clear-cut and concrete object to attain\nits\nscope was universal and eternal. It brought its purpose home to every\nindividual soul, it formed every conscience\nexcused none and held all\n;\n\n;\n\n;\n\n;\n\nto the vast consequences of its responsibilities.\n\nUnfortunately, the intensely creative energy of the Middle Ages began\nto wane in the fifteenth century.\n\nThe accumulation\n\nof wealth\n\nin\n\nthe\n\ndominant European states began to undermine the hardihood of both\nrulers and people.\nPolitical corruption grew apace, luxury and ostentation spread like a cancer, eating deep into the bowels of the social body,\nand the great ideal which had animated and lifted up the vast activities\nof the middle period waned and weakened.\nTo trace the causes of this\nchange in detail is beyond the scope of my present consideration.' What\nI wish to note is that with this deterioration came a change in the spirit\nI\n\nFor an account of the literary, moral, social, and religious conditions of this period see the respective\nThe distinction between true and false\n\nintroductions to Vols. I and V of Pastor's History of the Popes.\n\nHumanism is admirably pointed out.\n\n"}
{"page": 115, "printed_page": null, "text": "CONTRIBUTIONS TO EDUCATION— CATHOLIC CHURCH\n\nSessions]\n\nof learning and a corresponding change in education.\nof the predominance of Humanism.\n\n103\n\nThis was the period\n\nAll learning sought its model in the\n\ndepends upon the closeness of imitaThe originality and the vigor of native\nall\nlife, which had so characterized the middle period, had passed away\nwas rhetoric. The ideal of Humanism was the polish of Cicero, imitation\nof a dead model.\nThe spirit that had begot Cicero was dead and buried\nthese thousand years and more.\nTo revive that spirit was an impossibility the Europe or the Italy of the fifteenth century was as far from the\nRome of Cicero in spirit as we are. The movement called Humanism was\nclassics ; the excellence of letters\n\ntion to the writing of the ancients.\n\n;\n\n;\n\ntherefore mere rhetoric, the lifeless closet-copy of a long-perished model.'\n\nIn the folly of\n\nits\n\nzeal\n\nand the mimicry of its folly, it did revive the\n\nlust of paganism, where it could not resuscitate the\n\nancient spirit of the\n\nWe have, therefore, in Humanism the vicious anomaly of a\n\nclassics.\n\nliterature endeavoring to revive the cult of a perished\n\npaganism without\n\nthe vital reality which once vivified it and could alone extenuate\n\ndiscordant\n\nsensualism\n\ndebauched\n\nin\n\nshade in\n\nits\n\nwas the result of\n\nmorals that even\n\nits\n\nthis\n\na\n\neffort ;\n\nA\n\nit.\n\nliterature\n\nso\n\npagan prototype was cast into the\nas an example of the\n\nimpotency to shame human nature\n\ndebauched profligacy\n\nto\n\nwhich the human mind can sink.\n\nIt\n\nwas a\n\nperiod of letters for letters' sake, and, we may add, shame for shame's sake.\n\nAs\n\na result, education in a large measure\n\nencyclopaedic scheme of education\nuniversal political character which had\n\nfell\n\nback into the old\n\nThe\nsake.\nmade it so powerful and effective\n\nfor\n\nmere education's\n\nduring the Middle Ages yielded in great part to the literary tendencies\nof the times.\n\nIts vitality, for the lack of a definite end,\n\na scheme of mere rhetoric.\n\nebbed away into\n\nHumanism, instinctively feeling itself to be\n\nno true duplicate of the classics, sought its real basis in a scoffing rationalism, and the education of the day, naturally taking its cue from the\ncharacter of its letters, or, rather, being their effect, fell under the same\ndeteriorating influence.\n\nThe inroads of rationalism and the weakening of the political ideal\nThe religious\n\nin education became widespread in the sixteenth century.*\n\nand\n\npolitical\n\nfusion.\n\ndissensions of the period contributed to the general con-\n\nIt was at this time that the greatest teaching body the world has\n\never seen sprang into existence.\n\nIn the latter part of the sixteenth cen-\n\ntury Ignatrtis of Loyola, a Spanish ex-captain, founded the Society of\nJesus, devised\n\nand drew up the famous Ratio Studiorum, or system of\n\nstudies, which has always been the order's governing rule in the conduct\n\nof\n\nits\n\npedagogical work.'\n\n1 Rhetorical\n\neffect\n\nThis instrument possesses the\n\nwas the dominant trend of the literature of that day.\n\nstability\n\nThe revival of the classics as\n\nsources of literary inspiration is commendable, but the slavish imitation of ancient writers as mere models\n\nevidence of literary decay.\n2 See\n\nThe so-called Renaissance was, for the most part, of the latter character.\n\nMagevenev, The Jesuits as Educators.\n\n3 See Hughes, Loyola, in the \" Great Educators \" series.\n\nof\n\nis\n\n"}
{"page": 116, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI04\nprinciple\n\nand the elasticity of adaptation\n\n;\n\nit is\n\n[General\n\norganic in its character,\n\na thing of growth, designed to meet the changes of the development of\n\nWhat was a crying need\n\ntime without sacrificing the roots of principle.\nin the\n\ntime of Ignatius was an organized system of education from the\n\nrudiments up to the higher studies, between which there had always existed\na gap to be made up only by the private exertion of the student.\nThis\nwas thoroughly supplied by the Ratio. Another urgent want was a system\n\nproviding not merely for the education of the pupil, but for the thorough\nformation of the master.\nsince, the institution\n\nAs no other system had done, or has ever done\nand forms the master with a\n\nof Ignatius prepares\n\nspecial view to the work of teaching.\nis\n\nto teach, and the entire training of\n\nThe specific purpose of the order\nits\n\nmembers, covering a period of\n\nsome fifteen years, has this sole object in view, with a thoroughness, care,\nand patience unequaled in the world's pedagogical history.\nBut above all things the need of bringing back the educational world\n\nChurch had led the bar-\n\nto the old ideal of education, under which the\n\nbarians from the wilderness of savagery to the temple of civilization,\n\nactuated and guided the founders of the society at a time when men were\n\nabandoning and forgetting the traditions and work of their mediaeval\nforefathers, whence had issued the blessing they enjoyed.\nEducation\nmust needs become again Christian in the full sense of the word it must\nneeds be dominated by the imperishable ideal its purpose must again\nbe to train and fashion the citizen of the city of God. Under this inspiration, though bitterly antagonized, the Society of Jesus spread and developed its institution throughout the civilized world, the model of teachers as\nwell as the most powerful influence in the educational world.\nIn 1710\nthe society had \"a sum total of more than 200,000 students in the\ncollegiate and university grades, all being formed at a given date, under\none system of studies and government, intellectual and moral.'\"\nAs time advanced educational needs increased; the area of pedagogi;\n\n;\n\ncal activity was constantly widening.\n\nExtensive as was the spread of the\n\nJesuit institution, it could not keep pace with the growth of the sentiment\n\nwhich it itself had done so much to create. Wise and ardent minds saw the\nneed of some organized educational force to take up practical educational\nwork among the poor of the parishes. St. Vincent de Paul, the great\napostle of\n\norganized charity, deplored this\n\nremedy, and lived to see his prayers answered.\nin the\n\nlatter\n\nneed and prayed\n\nfor its\n\nJean Baptiste de La Salle\n\nhalf of the seventeenth century founded the great teaching\n\ninstitution of the Brothers of the Christian Schools, designed especially\nto teach the poor in the rudimentary branches.\nful\n\nLike all great and fruit-\n\nundertakings, destined to become permanent institutions, its begin-\n\nnings were hampered by a series of constant struggles against hostile\nI Mageveney, The Jesuits as Educators, gives a concise summary of the\nfamous Ratio Studiorum;\nHuOHES, Loyola, a more extensive analysis.\n\n"}
{"page": 117, "printed_page": null, "text": "Sessions]\n\nCONTRIBUTIONS TO EDUCATION— CATHOLIC CHURCH\n\n105\n\nBut, emerging triumphant from its persecutions,\n\njealousy and ignorance.\n\ngrew and spread, until it is now coextensive with the civilized world, its\ngreat army of teachers laboring with sacrificial love in the cause of the\neducation of the poor wherever the Church carries the divine word to\nmen.\nIn this century the teaching congregations of both men and women\nit\n\nhave multiplied tenfold, until now they are legion.'\n\nEducational activity\n\nunder the inspiration of the Church has more than kept pace with the\nspread of pedagogical interest throughout the civilized world. There is\npractically now no church without\n\nits\n\nschool.\n\nIt\n\nis\n\na universal axiom\n\nThe educational system\nsame system of political education which made\n\nthat a flourishing parish means a good school.\n\nof the Church is that\nAthens and Rome great, the system which educates for a definite purpose\n\nwith this difference that hers is the Christian ideal, transcending theirs as\nthe citizen of the city of God excels in height and breadth and universality\nof culture the pagan exclusiveness of Rome or Athens.\n\nmethod in\n\nits\n\nsubstance it\n\nis\n\nHer educational\n\naccidents varies with the times and circumstances\never one and the same.\n\n;\n\nin its\n\nEducation with her means the\n\ntraining and development of the whole being, all powers and faculties to\n\nbe co-educated in concord and harmony, as radicated in the same essential\nunity of human nature to one and the same definite end.\nreligious being\n\nis\n\nWith her the\n\nnever separated from the intellectual, and the moral\n\ncharacter one with the religious.\nShe knows no division in man she\nacknowledges no secular compartment marked off from his moral and\nmental being. The religious influence in the schoolroom is the ozone\nof its atmosphere.\nAs the flower cannot grow without sunlight from the\n;\n\nnutriment of the soil alone, so she\n\ninsists\n\nupon the sunlight of religion\n\nin the schoolroom in the expansion and development of the child's nature.\n\nThe creature of God should be brought up in the knowledge of God. If\nman be not religiously educated, his being is incomplete and stunted.\nWhat to teach is first to be understood; how to teach follows. What to\nteach depends upon the objective purpose of education, upon the ideal\nset up; method is merely the means to that end.\nThe first essential in a\nteacher is to be something more than a pedagogue he must be a gardener\nof the soul.\nThe teacher should be filled with the enthusiasm of his\n;\n\nvocation, clearly and definitely understand the objective aim of his work\n\nhe should be an idealist with power to lift and carry his pupil to the end\nin view.\n\nAbove all he is not a mere instructor, a pourer-in of knowledge\n\nis not mere learning,\nYou may have an educated man,\nwho is well trained and matured, of ji^alanced and symmetrical character,\nand yet not an erudite man. It is not how much a man knows, but his\n\nfor education\n\ntrained capacity to acquire, harmonize, systematize, and apply knowledge,\n«\n\nIn the Untied States alone the church has 10 universities; 30 secular seminaries with 2,630 students ; 79\nparish schools\n\nreligious seminaries with 1,998 students; 178 colleges for boys ; 662 academies for girls ; 3,811\n\nwith an attendance of 854,533 pupils.\n\nThe Catholic population of the United States is estimated at to,ooo,ooo.\n\n"}
{"page": 118, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nro6\n\nthat is the test of real\nat the\n\nLGeneral\n\nIn other words, true education aims\n\neducation.\n\nformation of character and the development of power.\n\nIn propor-\n\ntion to the ideal aimed at in an educational system will be its value in the\n\nformation of character.\n\nThe aim of the Church in her educational scheme\nHer ideal is all-\n\nhas always been to form the citizens of the city of God.\ninclusive, for in\n\nit\n\nare embraced all the virtues, natural and supernatural.\n\nThe patriot and the enlightened and virtuous member of civil society are\nthe logical effect.\n\nIn seeking the higher things all lesser things shall be\n\nadded unto you.\n\nTHE STATE UNIVERSITY\nPRESIDENT JOSEPH SWAIN, STATE UNIVERSITY OF INDIANA, BLOOMINGTON,\nIND.\n\nThe rapid development of institutions of higher learning in the United\nStates is one of the most remarkable historical facts of the closing quarter\n\nof the nineteenth century.\n\nWithin\n\nthis\n\nperiod small and struggling\n\ninstitutions have grown into great universities, with large storehouses of\nlibraries and laboratories and other equipment.\nThese institutions have\nbeen heavily endowed, employ hundreds of trained and skillful specialists,\n\nand educate thousands of students from this and other lands.\nThe recognition by this body of the value of higher education may be\ntaken for granted.\nIt may also be assumed that it is the duty and privilege\nof the state, under such regulations and supervision as wisdom and\nexperience approve, to make conditions favorable to the growth and\ndevelopment of all the different kinds of institutions of higher education.\nThe church school, promoted by the love and devotion of its members\nfor\n\nits\n\ndoctrinal teachings, educates for\n\nthe great\n\ngood to\n\nits\n\nown work.\n\nWe recognize\n\nsociety which these institutions have wrought.\n\nOur\n\nnation is also profoundly grateful for the work of inestimable value per-\n\nformed by those private institutions of higher learning which in recent\nyears have played such a leading part in the higher educational work of\n\nthe United States.\nin the West\n\nThe state higher educational institutions, especially\n\nand South, are growing year by year in public appreciation,\n\nand form an important part of our educational development.\n\nThe state university, like all other parts of our public-school system\ncreated, supported, and controlled by the state, must\n\nthe whole people\n\n;\n\ncommend itself ta\n\notherwise its right to existence will be questioned.\n\nRec-\n\nognizing, as this association does, that the state university is as necessary\na part of the public-school system as the high school or the lower grades,\n\nthe grounds for its existence, its aim and field, cannot too frequently be stated:\n\nHISTORICAL STATEMENT\nThe extent of state support of higher education in the past, and the\npractice of the present, create a strong presumption of its continuance in\n\nthe future with increasing liberality.\n\n"}
{"page": 119, "printed_page": null, "text": "THE STATE UNIVERSITY\n\nSessions]\n\n107\n\nThe first university of the world was the museum of Alexandria, supported from the public treasuries under the Ptolemies.\n\nState support of\n\nhigher education became the policy of the Roman empire.\n\nwas\n\nrec-\n\nognized that if the state would have leaders it must have trained men.\n\nIn\n\nthe Middle Ages there was perhaps no greater\n\nIt\n\nman than Charlemagne.\n\nHis proudest claim to distinction was his patronage of all forms of higher\neducation.\n\nFrance maintains fifteen state universities at an annual expense to the\n\ngovernment\n\nof about fifteen million francs.\n\nchiefly an affair of the state.\n\nboth state institutions.\n\nEducation\n\nin\n\nSweden\n\nis\n\nThe universities of Upsala and Lund are\n\nNo better illustration of the advantages of higher\n\neducation to the state need be given than the wonderful advances of the\n\nGerman empire in the present century, and these advantages are conceded\nto be\n\ndue to the establishment and support by the state of her public\nGermany's rapid advance to commercial rivalry with England\n\neducation.\n\ndue in large part to the absorption of university men into the trades.\nOxford and Cambridge have received large contributions from royal favors.\nThe University of Edinburgh has received support from the British government. Private wealth did early what the state might have done later.\nThe existence of colonial state universities is ample evidence that English spirit favors higher education by the state.\nTo the early American\nis\n\ncolonists learning was a trust which had been carried across the sea to be\nfostered and handed down to posterity, and was sacred alike to the church\nand to the society of the new community. Like Harvard in Massachusetts,\n\nYale College in Connecticut received constant support from the\n\nlegislature of the colony in which\n\nit\n\nwas situated.\n\nThe appropriations\n\nlike.\nAt the\nend of the last century the first president, Dwight, declared that the state\nIn the\nof Connecticut had been the chief benefactor of Yale College.\nearly colonial education the church and the state were closely allied. The\ndominant spirit was benevolence. The whole emphasis was upon moral\nelevation and the support of religion.\nAfter the Declaration of Independence there was a movement in favor of universities \" created, controlled, and supported \" by the state.\nThere was a demand for a political\neducation\n\"an education of the individual as a sovereign citizen.\"\n\ntook the form of land grants, taxes, bills of credit, and the\n\n—\n\nNearly every state constitution has a section relating to the encour-\n\nagement of higher education.\n\nSeveral constitutions have provisions rec-\n\nognizing certain schools as state universities, while twenty-four states\n\nhave established state universities by state laws.\n\nThat the state should provide higher education was a doctrine of\nWashington, Jefferson, Madison, Franklin, Monroe, and later Edward\nEverett and\n\nall\n\nAmerican statesmen of the first order, and such weighty\n\nauthority has done much to promote public higher education.\n\nThe belief\n\nof Jefferson that the university is as much a public trust as the primary\n\n"}
{"page": 120, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nIo8\n\n[General\n\nschools is one that is receiving practical acceptance in the development\nof the state universities in the West and Northwest.\n\nFrom an educational point of view the ordinance of 1787 was one of\nthe most important documents ever penned.\n\nThis ordinance declares\n\nknowledge being necessary to good government and the happiness of mankind, schools as the means of education\n\nthat \"religion, morality, and\n\nA few days after the adoption of the ordinance of 1787 Congress placed its own interpretation upon it by making\nan appropriation for higher education in the territory of Ohio.\n\nshall be forever encouraged.\"\n\nJefferson saw very clearly the necessity for public higher education in\n\nHe had observed that never in the history of the\nworld had higher education been successful except when it had been\n\nthe United States.\n\nestablished and, at least in its childhood and youth, been encouraged and\n\nsupported by all the forces in the state.\nBefore 1821 it was estimated that more than six million acres of land\nhad been appropriated to the purposes of higher education.\nIt\n\nthus appears that the policy of state support of higher education\n\nhas been the accepted policy for centuries in Europe\n\npendent growth\n\nin\n\n;\n\nthat it had an inde-\n\nAmerica, was established as a colonial policy, was\n\nadopted by Congress, and has become the national policy of the United\nStates.\n\nWhile the above historical facts furnish an excellent reason\nsupport of higher education by the state\n\n— we naturally seek a\n\n— the\n\nrational ground for it.\n\nfor the\n\njustification of experience\n\nThis is found in the func-\n\ntion of the state.\n\nTHEORY OF THE STATE\nThere are two extreme views of the function of the state held by\npolitical theorists.\nThe one magnifies, the other minimizes its duties.\nThe one regards the state as merely a great police force. Its chief\n\nUnder\nno sense of obligation on the part of the state to its\ncitizens to improve their physical, intellectual, and ethical conditions.\nThe exigency of war is more important than the possibilities of peace.\nfunction, according to this view, is the administration of justice.\nthis theory there\n\nis\n\nThe other view, the magnifying theory, is to make .the state, not just,\nbut benevolent.\n\" It would feed\n\nthe hungry, clothe the needy, furnish\n\nwork\n\nfor the idle,\n\nprovide\n\nbounties for those engaged in a losing business, and protection- for those who feel too\nIt would make the state a\nmight take part, and by which all should be lifted\n\nkeenly the competition inherent to the struggle for existence.\ngigantic trust in which\n\nall\n\ncitizens\n\nfrom the condition of poverty.\"\n\nBetween these extreme views there is a better one, and one which\n\nis\n\nreceiving practical acceptance in the United States.\n\"That unworthy\ntheory of the state,\" says President Angell, \" which makes it a mere\n\npoliceman to protect\n\nlife\n\nand property has rarely appealed to men as\n\nstrongly as the Aristotelian conception, which\n\ncommands\n\nthe state to\n\n"}
{"page": 121, "printed_page": null, "text": "THE STATE UNIVERSITY\n\nSessions]\n\n109\n\nseek every high and noble end that it can secure better than the private citizen.\"\n\nThis obligation rests upon the acknowledged necessity in a republic\n\nfor diffusion of intelligence and nurture of character.\n\nThese are essential,\n\nnot only to the prosperity, but even to the existence, of a free state.\n\nThe ultimate control of and\nwith the state.\n\nresponsibility for education must rest\n\nIn a democracy there can be no other power to which\n\nit\n\nThis does not mean that every state must of neces-\n\ncan be delegated.\n\nused in the West\nand South. If Massachusetts can secure all her needs in higher educaBut\ntion thru Harvard and other private institutions, well and good.\nHarvard College in her earlier history was fostered by the state. The\nstate can only secure for her children the advanced training they need\nsity have a state university in the sense of the term as\n\nthru the control and support, if need be, of her higher institutions.\n\nAn education which is to train men for the duty of citizenship in a\nmen beyond the limits of elementary knowledge.\nThey must have that large knowledge which prepares them to underfree state must train\n\nstand and discharge their duties to each other, to society, to the state.\nIt is the function of\n\nthe state to provide educational opportunities, limited\n\nAny\nits citizens to embrace these opportunities.\nargument which justifies the state in supporting or aiding high schools\nis a justification of supporting and aiding the higher institutions.\nonly by the ability of\n\nCRITICISMS\n\nANSWERED\n\nSome oppose the state university on the ground that all cannot use\nit.\n\nThis is as valid against high schools or elementary schools as against\n\nuniversities.\n\nOn the same ground one might reply that bachelors\n\nchildless men can object to being taxed for the common schools.\n\nuniversity existed merely for those\n\nthere\n\nwho are\n\nstudents within\n\nmight indeed be objection to giving it\n\nor\n\nIf the\n\nits\n\nwalls,\n\nstate support ; but, as a\n\nmatter of fact, the state gets the benefit of the finished product.\n\nHas the\n\nHas the\nmost benefited himself or the community?\nteacher most benefited himself or his pupils ?\nGraduates of universities\nskilled physician\n\ncould not, if they would, appropriate to themselves the\n\nfruits\n\nof their\n\nuniversity training.\n\nThe university is sometimes opposed on the ground that it is unjust\nmen of modest means to support higher instruction, as none but\n\nto tax\n\nthe wealthy can go to college.\n\nStatistics of\n\nour state universities do not\n\nsupport such a view, as more than half of the students, in\n\nmany of our\n\nand daughters of\n\nfarmers and\n\nstate\n\ninstitutions\n\nmechanics.\n\nat\n\nleast,\n\nare\n\nsons\n\nThe number of poor boys who earn their money and send\n\nthemselves to college is increasing from year to year.\nIt is sometimes said that a state university is\n\ndents can go to institutions outside the state.\ntions to this idea.\n\nnot necessary, that stu-\n\nThere are serious objec-\n\nA majority of the students in our state universities\n\n"}
{"page": 122, "printed_page": null, "text": "J^ATJOI^AL EDUCATIONAL ASSOCIATION\n\n116\n\ncannot\n\nafford\n\nto\n\n[Ceneral\n\npay the necessary expense incurred by attending\n\ninstitutions in other states.\n\n\" The rich can send their sons to distant\n\nNot so with the poor and those of modest means. They\nmust have institutions near at hand or be excluded from its advan-\n\ninstitutions.\n\ntage.\"\n\nThe state institution furnishes a common meeting-ground where the\nyoung men and young women of the state are free from any influences\nIt becomes a forum\nexcept those which are accepted by the state itself.\nwhere the rising young men and women of the whole state may know\none another and value one another rightly. The lack of a state uniMany of the\nversity would be a great loss to the state in every way.\nyoung men who go to institutions outside the state lose their state affiliaI\nhave heard President\ntions and become citizens of other states.\nAngell of the University of Michigan say, with force and truth, that one of\nthe great benefits of the university to the state of Michigan was the fact\nthat able young men who came to the University of Michigan to study not\n\ninfrequently take up their residence in the state and\n\nbecome useful and\n\ninfluential citizens.\n\nCan we not depend wholly on wealthy men to furnish higher education?\n\nThis would be un-American.\n\nWealthy men might grade our roads, build our courthouses, conduct our courts,\ndo anything for the public good, if the state should neglect these matters, or turn them\nover to private hands. But this would not release the people from their duty in the mat-\n\nThe people have safety only in independence.'\nThere is [says President White] no system more unrepublican than that by which a\nnation or state, in consideration of a few hundreds or thousands of dollars, delivers over\nits system of advanced instruction to be controlled and limited by the whim of living\ndonors or dead testators. In more than one nation dead hands stretching out from\n\nter.\n\nchill upon institutions for\nMore than one institution in our own country has\n\ngraves closed generations gone have lain with a deadly\n\nadvanced instruction for centuries.\nfelt its grip and chill.\n\nIf we ought to govern ourselves in anything, it ought to be in this.\n\nTHE NECESSITY FOR A STATE UNIVERSITY\n\nThe people must provide for the things they need, or these things\nnever be properly and adequately furnished.\n\nwill\n\nPrivate provision\n\nfor\n\neducation cannot guarantee, and cannot be expected to guarantee, absolute freedom\n\nfrom bias\n\nin religion, politics, and morals.\n\nThe state can\n\nsecure unsectarian instruction, unpartisan institutions, only by providing\nthese itself.\n\nThis fact does not in the\n\nleast\n\ndisparage the existence of\n\nprivate and denominational colleges, but indicates that these alone are not\nsufficient.\n\nOf ail the state treasures [says Andrew D. White] the genius and talent of citizens\nis\n\nthe most precious.\n\nIt is\n\nthe duty of society to itself, a duty which it cannot throw\n\noff,\n\nto see that the stock of talent and genius in each generation may have a chance for devel-\n\nopment, that it may be added to the world's stock and aid in the world's work.\nI\n\nJordan.\n\n"}
{"page": 123, "printed_page": null, "text": "m\n\nTHE STATE UNIVERSITY\n\nSessions]\n\n\"The common school is the hope of our country.\"\n\nIn like manner,\n\nthe high school and college are the hope of the common school, and the\nuniversity the hope of the college.\n\nEach part of the system depends on\n\nthe next higher for its standards and for its inspiration.\n\nFrom those eduLop off\n\ncated in the higher schools the teachers in the lower must come.\n\nthe upper branches of the tree, and the sap ceases to rise in its trunk.\noff the\n\nhigher schools from the educational system, and\n\nCut\n\ngrowth and\n\nWeakness at the head means paralysis of the members.\n\nprogress stop.\n\nThe state\n\nits\n\neducational institutions\n\nthought of the world.\n\nshould bring to the state the best\n\nThis best thought should go to the high school\n\nthru the college graduates who teach in the high school, and thus be dis-\n\nThus have come to my own state the thought\nand inspiration of Agassiz in the study of animal life, of Asa Gray in the\nstudy of plants, of Sylvester and Crystal in the study of mathematics, of\nTait, Thompson, and Helmholtz in the study of physics, of Zeller in the\nseminated thruout the state.\n\nhistory of philosophy, of Pickering in the study of astronomy, of Hall in\n\npedagogy and experimental psychology, of White in history, of Goodwin\nand Gildersleeve in Greek, of Fresenius in chemistry, and of Child,\nHart, and Cook in English.\nThe state university exists for the state, and must therefore be democratic.\nThe young man from the farm, from behind the counter, stands\nside by side with the son of the minister, the doctor, and the lawyer.\nIn\na people's university there can be no aristocracy of trade, profession, or\nwealth.\nThe only road to high regard and distinction is thru the avenue of superior excellence. This avenue is one thru which the poor man's\nson is more likely to pass than the son of the rich man. Poverty in itself\nhas no virtue\nbut the qualities of mind and heart which have grown\nwhile overcoming poverty, and have led the young man to consecrate\n;\n\nhimself to the highest things, are \"more to be desired than gold, yea\n\nthan much fine gold.\"\n\nTHE UNIVERSITY A PUBLIC TRUST\n\nA state university is indeed a public trust, and sooner or later the\npeople of most of our states will see to it that the state university is built\n\n\"higher and broader and deeper\" than any ideal which we may now contemplate.\n\nIt is\n\nwell\n\nthat\n\nLeiand Stanford and John\n\nD.\n\nRockefeller\n\ndevote their millions to the building of great universities, but these\n\nendowed institutions have only strengthened and not retarded the growth\nof the state universities of the West and Northwest.\nThe efficiency of the\nUniversity of California has increased more within the past nine years\nthan within any other period of the same length in its history.\nThis is\nmanifest, not only in the number of its students, but in the improvement\nand breadth of its work. Thus the establishment of Stanford University\nhas not only given California a new institution, but it has at the same\n\n"}
{"page": 124, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n112\n\ntime been of great service to the state university.\n\nnow where there was one before.\n\n[General\n\nThere are six students\n\nIn turn, the state university is necessary\n\ndevelopment of the newer institution, and the efficient\nwork of the former has made the latter possible.\nIn contributing to the maintenance and growth of the state university\nwe not only make better every high school in the state, and therefore the\ncommon schools, but every step of the university in advance compels like\nsteps in other colleges and private schools of the state.\nto the highest\n\nIDEALS\n\n\"I would found,\" said Ezra Cornell, \"an institution where any person can find instruction in any study.\"\n\nMake this the best instruction in\n\nany study, and we have the ideal university.\n\n\"Its course of study should\n\nbe so broad, so thoro and complete, that no young\n\nman or woman\n\nneed to leave his state to secure the best education the world affords.\"\nSuch a university must be modern, democratic, human, and its instruction\nmust be largely individual. The modern university is the product of\nmodern life. All subjects which can be reduced to a science should have\nattention in\n\nits\n\ncurriculum, and every branch of\n\nhuman inquiry should\n\ncommand its share of the time and attention of the university men.\nWhile it must sacredly \" preserve all the treasures of the past, and\nmust not neglect the spirit and refinement of the old-time scholars,\" it\nmust, most of all, recognize the demands of the living present, and extend\nthe boundaries of human knowledge by countless pathways into the\ninfinite creations and thoughts of God, in whom these pathways meet.\nA university must recognize its environment. Yet an institution of\nlearning would be foolish indeed should it accept and promulgate any\ncurrent theory simply because it is current.\n\nTo teach either free trade\n\nor protection because either is the theory of the party in power would be\n\nunworthy of, and wholly contrary to, the ideals of the scholar. It should\nbe the duty of the university to examine into every question, industrial,\nhistorical, philosophical, political, scientific, which is of present or future\ninterest to the people of the state.\n\nTo gather together all the facts of\n\nexperience and the thoughts of the profoundest thinkers on these questions, and place before the students\n\nand people a scientific treatment of\n\nthe subject, is of the utmost importance.\n\nThe university exists for the good of the student, and, therefore, every\nsort of personal helpfulness\n\nis\n\npart of the university's duty.\n\nA student\n\nshould not be forced to do what is not best for him, either for entrance,\n\nHe is taking his own course, not one preWith this view of the duty of the university,\nHe must live with him. He must\nthe teacher must know the student.\nHe\noccasionally have him at his home, be with him in his leisure hours.\nmust be an elder brother, who has gone a little farther on the road to\ncontinuance, or graduation.\n\narranged for someone else.\n\n"}
{"page": 125, "printed_page": null, "text": "I\n\nTHE STATE UNIVERSITY\n\nSessions]\n\nlearning, and\n\nis\n\n113\n\nin the university to give the benefit of his experience to\n\nthose who are younger and have not traveled so far on the journey.\n\nThe encouraging lesson is this\n\n:\n\nThe greater the development of the\n\nhigher institutions of learning, the more determination there seems to be\n\non the part of the\n\nstates to\n\nprovide\n\nstill\n\nmore ample means for their\n\nexpansion and for increasing their efficiency.\n\nWHAT CAN THE UNIVERSITY DO FOR THE STATE?\nThe universities should send out into every township of the state, to\nher schools, to her professions, to her farms and her shops, strong young\n\nmen and young women who are trained in \"plain living and high thinking,\" and who by this training are armed against the shams of the world, in\n\neducation and in politics.\n\nThis is the age of specialization, and the com-\n\nplex question of capital and labor, the best means for the growth of the\n\nproduct of the soil, the best meansof dispensing charity, the best methods\nof municipal government, the best methods of taxation, the vexed questions of finance, of dealing with criminals, of treating insane people\n\nmany scientific questions which must be\nby the searching methods of scientific and trained\nspecialists.\nThe scholarship and training of the schools should form a\nbackground for the wisdom gained from a knowledge of affairs. The\ngreat problems of our day, scientific, historical, political, and industrial,\nthese are only a few of the\n\nsettled,\n\nif\n\nat\n\nall,\n\ncan best be settled by those who have special training for their special\n\nWe are living in an age when there is a demand for re-examination\nWe are not satisfied simply because a belief or a custom\nhad the sanction of our fathers. We are not willing to say that anything\nwork.\n\nof all things.\n\nis\n\ntrue, or that any method\n\nis\n\nthe best method, until all the facts available\n\nare examined by those who know how to estimate the value of data.\n\nThe\nmodern university is an institution where all subjects are considered of\n\nvalue, and the great ambition of the teacher of each subject is, first, to\n\ngain a complete mastery of his subject, and then to assist his students to\n\nsuch mastery\n\n;\n\nand, in the second place, to contribute something to the\n\nsum total of human knowledge in his own line of work. The university\ndoes not do its duty to the state if it does not, in some degree at least,\nwiden the field of human knowledge.\nIt is chiefly thru the discoveries and contributions of original workers that those facts and principles\n\nare discovered\n\nthru\n\nwhich the state seeks a more advanced stage of\n\ncivilization and culture.\nIt would\n\nbe easy enough to make a catalog of the things the higher\n\neducational institutions should do for the state, and show by an appeal\nto history that, even from a pecuniary point of view, higher institutions of\n\nmore than they have cost but the best thing\ndone is in the direction of intellectual freedom. Every\ndollar expended properly in a university is so rawch toward freeing the\n\nlearning have been worth\nthat they have\n\n;\n\n"}
{"page": 126, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n114\n\n[General\n\nhuman mind from the bondage of prejudice, ignorance, and superstition.\nTo free the American slave from the shackles of human slavery was a\nholy office, but to provide the young men and women of our country with\nthe means and opportunities of freeing themselves of all the shackles that\n\nbind them to the lower allurements of\n\nlife\n\nis\n\nnot only a holy office, but\n\nthe most sacred obligation of the state.\n\nTHE PROBLEM OF THE SOUTH\nBY BOOKER\n\nT.\n\nWASHINGTON, PRINCIPAL, TUSKEGEE NORMAL AND\n\nINDUSTRIAL INSTITUTE, TUSKEGEE, ALA.\n[stenographic report]\n\nLadies and Gentlemen :\n\nWe stand tonight on historic ground.\nhave made history\n\n— history that\n\nthe annals of our country.\n\nwill\n\nCharleston and South Carolina\n\nalways occupy a prominent place in\n\nBut South Carolina was never greater or\n\nprouder than tonight, when, with open arms and generous hospitality, she\nextends a welcome to the educators of America, regardless of race or\ncolor.\n\nThe world is moving forward, not backward.\n\nof Fort Sumter we find ourselves tonight.\nit\n\nUnder the shadow\n\nIf history be true, I\n\nthink that\n\nwas nearly forty years ago that a little company of men, moved by a\n\ndifferent spirit, clad in different uniforms, armed with different weapons,\n\ncame to this vicinity to bring cheer, comfort, food, and reinforcement to\nan endangered, suffering, and starving garrison. The army that comes\ninto Charleston today comes with guns beaten into plowshares, and swords\ninto pruning-hooks.\nIt comes with no special regalia.\nAlready we find\nIt is in this\nthat Fort Sumter has surrendered and Charleston is ours.\nspirit and with this object we come to you\n^to bring relief, the relief that\ncomes from the spreading of education and intelligence, kindness and\nbrotherly love, among all nations and all classes.\nIt is when we witness\n\n—\n\nsuch scenes as this that our belief in the ability of our country to work\nout all its problems becomes stronger, and that the education of\npeople, in heart, head, and hand, will be the solution of\n\nall\n\nall\n\nthe\n\nthe trying\n\nproblems that surround and confront this southland, where both races\nhave had difficulties to contend with which no other people have ever\nmet.\n\nWhen we\n\ndisarm ourselves of prejudices and passions, we must\n\nacknowledge that the white South owes much to the Negro, and that the\nNegro owes much to the white South. The Negro has a right to cherish\nIt was here that we came centuries ago in our\nlove for the South.\nheathenism, and here we were taught the religion of Christ here we came\nwithout a language, and here we were taught the Anglo-Saxon tongue;\n;\n\nhere we came without habits pf\n\nthrift,\n\nand here we were taught industry\n\n"}
{"page": 127, "printed_page": null, "text": "THE PROBLEM OF THE SOUTH\n\nSessions]\n\nand economy.\n\n1 1\n\nThe Negro has a right to cherish memories of the South.\n\nIn a large degree it has been the brawn and muscle of the black man that\n\nhave cleared the forests, opened the mines, and built the railroads\n\n;\n\nthat\n\nthat have\n\nmade the\n\nsubject\n\nwe must\n\nhave grown the rice and cotton and the sugar-cane\n\n;\n\nSouth rich and prosperous.\nIn all discussion and legislation bearing upon\n\nthis\n\nkeep in mind that the Negro has a peculiar claim upon the conscience,\nthe intelligence,\n\nremember\nthis\n\nand the hearts\n\nof the\n\nAmerican people.\n\nYou must\n\nthat you are dealing with a race not only forced to come into\n\ncountry against its will, but in the face of\n\nits\n\nmost earnest\n\nprotest.\n\nThese people have a claim upon your intelligence and your sympathies\nAnd, now that we are here, the\nthat perhaps no other people can have.\ngreat problem that is confronting us is how to solve this problem in justice\nto southern white men, among whom the Negro must live, and in jus-\n\nNegro himself.\nDuring the last thirty-five years quite a number of suggestions have\nbeen made looking to a solution of this problem. A few years ago some\nsix hundred of our people sailed from Savannah, Ga., bound for Liberia,\nand people said all at once \" We have found a way to solve this problem\nour people have sailed for Africa, and the problem is solved.\" But those\npeople forgot that on this same morning, here in the black belt of the\nSouth, perhaps before breakfast, about six hundred more black children\ntice to the\n\n:\n\n;\n\ncame into the world.\nI have a good friend in the state of Georgia who is very earnest in his\nbelief that the way to solve this difficulty is to set aside some territory in\nthe far West and put the Negro in it, and let him grow up there a distinct\nIn the first place, you would have\nkeep the black man in it, and, in\nthe second place, you would have to build a wall about it\nand I suspect a much higher one\nto keep the white man out of it.\nI was on the train not very long ago with a gentleman who had a third\nrace.\n\nThere is difficulty in that way.\n\nto build a wall about that territory to\n\n—\n\nsuggestion.\n\n—\n\nHe contended that the problem was solving itself, because\n\nthe Negro was so fast becoming a part of other races that there soon would\n\nbe no negro race in this country.\n\nThere is difficulty about that.\n\nIf it is\n\nproven that a man has even i per cent, of African blood, he becomes a\nNegro every time the 99 per cent, of Anglo-Saxon blood counts for\n;\n\nnothing\n\n— the man always\n\nfalls to\n\nour pile in the count of the races.\n\ntakes 100 per cent, to make a white\n\nman, and i per cent, will make\n\nIt\n\na\n\nNegro every time. So, you see, we are a stronger race than the white race.\nThis problem will not be solved in any of these ways. There is only\none way to solve it\nby treating the Negro with humanity and justice,\n\n—\n\njust as I find the people of Charleston treating the black man today.\n\nWhen\n\nyou go still farther in the study of this question, you will find that the\nNegro is the only race that has ever had the rare privilege of coming to\n\n"}
{"page": 128, "printed_page": null, "text": "NA TIONAL EDUCA TIONAL ASSOCIA TION\n\n1 1\n\n\\\n\nGeneral\n\nAmerica by reason of having a very special and very pressing invitation\nThe unfortunate white race came here against the protests\nof the leading citizens of this country in 1492 and later; while, for some\nreason, we seem to have been so important to the business prosperity of\nthis country that we had to be sent for, and sent for at great cost and inconvenience on the part of our white friends. And now we have the reputation of being rather an obliging and polite race\nafter having put our\nwhite friends to so much trouble, expense, and inconvenience to get us\nhere, it would be rather unkind and ungracious on our part not to stay\nhere.\nNow, my friends, that we have got the white men of the North and\nthe white men of the South face to face, I want to make one request of\nthem, and I want to do it in the form of a story\nAt one time an old colored man in South Carolina sold a hog to a\nwhite man for $5. The white man paid his money, took the hog, and\nwent on his way. When he got about half way home the hog got out of\nthe pen and went back home to the old Negro, Uncle Zeke.\nAbout\nnoon another white man came along and wanted to buy a hog and\nUncle Zeke sold him the same hog for another $5. The second white\nman went on his way home, and met the first coming back to Uncle\nZeke's house for his hog.\nHe said \" Mister, where did you get that hog ?\nUncle Zeke sold me that hog this morning for $5, and he got away from\nme and went back.\" \"Well,\" said the other, \"he sold him to me this\nafternoon.\" \"How are we going to settle this thing?\" said the first purchaser. \" Let's go back and see Uncle Zeke about it,\" said the other. They\nwent back to Uncle Zeke's, and the first one said \" How about this hog ?\nDidn't you sell him to me this morning for ^5?\" \"I sure did,\" said\nUncle Zeke. \"Didn't you sell him to me this afternoon for $5?\" said\n\" I sure did,\" said Uncle Zeke.\nthe other man.\n\"Well, how about this\nthing?\" they said, \"we don't understand it.\" Uncle Zeke said: \"Fore\nGawd, can't you white people go settle that thing among yourselves ? \"\nNow, for thirty-five years, my friends, you white people of the North\nand of the South have been contending as to which one of you is responsible for bringing the black man into this country.\nNow that you are\nhere face to face, I want you to get together and settle this thing among\n\nto come here.\n\n;\n\n:\n\n;\n\n:\n\n:\n\nyourselves.\n\nBut I assure you, my friends, I am not here this evening\n\nto plead for\n\nThose of you who understood\nslavery and what it meant will agree with me when I say that slavery\nwrought almost as much permanent injury to the white man during its\nexistence as to the black man.\nAnd those of ypu who understand condieducation merely in behalf of the Negro.\n\ntions as they are today in the South will agree with\n\nthe rank and\n\nme that so long as\n\nand ignorance, so long\nwill there be a millstone about the neck of progress in the South.\nSo\nI plead, not for the Negro alone, but in a higher spirit, that you will\nfile\n\nof our people are in poverty\n\n"}
{"page": 129, "printed_page": null, "text": "I\n\nSessions]\n\nTHE PROBLEM OF THE SOUTH\n\nremove the burden\n\nof poverty\n\n1\n\n1\n\nand ignorance from both races thruout\n\nthe South.\n\nIn a larger degree, if we would work out our problem as black people,\nwe have got to consider the immediate needs that surround and confront\nus as a race\nand in a brief, earnest manner get down to the bottom facts\n;\n\nof our conditions.\n\nAt one time, in Alabama, an old colored man, teaching a Sundayschool class, was trying to explain to the class how the children of Israel\n\nwere able to cross the Red Sea without getting wet, and how the forces of\n\nHe said\n\nPharaoh got into the water.\n\n:\n\n\"It was this way\n\n:\n\nWhen the first\n\nparty came along it was early in the morning, and it was cold, and the ice\n\nwas hard and thick, and they had no trouble in crossing.\nnext party came along\n\nBut when the\n\nwas 12 o'clock in the day, and the\n\nice had\nbegun to melt, and when they went on it it broke and they went down.\"\nThere was in the class a man who had been going to school, and he said:\n\"I don't understand that kind of an explanation. I have been studying\nthat kind of thing, and my geography teaches me that ice does not form\nso near the equator.\"\nThe old minister said \"I was expecting just that\nsort of a question.\nThe time I am speaking 'bout was before they had any\ngografys or 'quators there.\" That old minister, in his straightforward\nway, was simply trying to brush aside all the artificiality and get to the\nbedrock of common-sense and that is what we have to do to lift our\nit\n\n:\n\n;\n\npeople up.\nI\n\nclaim that, in the present condition of our people, industrial educa-\n\ntion will have a special place in helping us out of our present state.\nfind that in\n\nWe\n\nmany cases it is a positive sin to take a black boy from an\n\nagricultural district\n\nand send him\n\nto a school or a city where he is edu-\n\ncated in everything in heaven and earth that has no connection with\nagricultural life, with the result that he remains in the city in an attempt\nto live by his wits.\n\nAnd again, my friends, you will find that in propor-\n\ntion as we give industrial training in connection with academic training,\nthere go with it a knowledge and a feeling that there is a dignity, a\nAnd you will find at those institucivilizing power, in intelligent labor.\nemphasized,\nand the student enabled\nis\ntions where industrial education\nthe\nvery\neffort\ngives him a certain\nto work out his own expenses, that\nwithout such effort\nhe\nwould\nnot\nget\namount of self-reliance or backbone\n\non his own part. When the Bible says, \"Work out your own salvation\nwith fear and trembling,\" I am tempted to believe it means about what it\nsays.\nI believe it is largely possible for a race as well as an individual to\nwork out its own salvation, and in the South we are to work out our salvation in a large measure in the field, in the college, in the shop, and with\nthe hammer and the saw.\n\nOnce, in the South, an old colored man was very anxious to have\nturkey for his Christmas dinner, and he prayed for it night after night\n\n"}
{"page": 130, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nIi8\n\n[General\n\n\" Lord, please send this darkey a turkey ; \" but no turkey came.\n\nnight, when\n\nit\n\ngot near Christmas time, he prayed\n\n:\n\nSo one\n\n\" Lord, please send\n\nI don't know\nit that same night.\nhow you white people get hold of turkeys, but, my friends, we don't get\n\nthis\n\ndarkey to a turkey \" and he got\n;\n\nhold of very much, as a race or as individuals, unless we put forth something of the kind of effort that old black man put forth.\n\nThere are three\n\nthings as a race we have to learn to do if we want to get on our feet.\n\nWe\n\nhave got to learn to put skill and dignity and brains into all our occupations.\nA few days ago a gentleman asked me in what way the North\ncould protect the Negro in the exercise of his rights in the South.\nanswered, as I say to you tonight\nin the community.\n\n:\n\nI\n\nMake the Negro the most useful man\n\nIt will constitute his most lasting and most competent\n\nHelp him to do things\nHelp him to do a common thing\n\nprotection, whether in the North or in the South.\n\nso well that no one can do them better.\n\nin an uncommon manner, and that will in a large measure help to solve\n\nour problem.\n\nThe black man, in connection with all this, has to learn that we have\nto pay the price ; that a race, like an individual, must\n\nfor\n\nnothing;\n\ngradually,\n\nit\n\npay the price for\n\nNo individual or race can get hold of something\n\nanything that it gets.\n\n— starting\n\nat the bottom, and\nworking up toward the\nOne of the hardest lessons for a race, like an indi-\n\nhas got to pay the price\nthru\n\nearnestly,\n\nhighest civilization.\nvidual, to learn is that\n\nit\n\na\n\nseries\n\nof years,\n\ngrow strong and powerful in proportion as\n\nwill\n\nThe race that learns\nmay be retarded in its upward progress, but it can never be\nIn a larger measure thruout this country the black man\ndefeated.\nshould seek to make himself, not a burden, but a helper to the community\nit\n\nlearns to do well the little things about its doors.\n\nthis lesson\n\nin which he lives ; not a receiver, but a giver ; not a destroyer, but a pro-\n\nducer in the highest sense.\n\nwant to see the Negro put that intelligence\n\nI\n\ninto labor which will dignify it, and\n\nlift it\n\nout of the atmosphere of sloth\n\nand drudgery into that atmosphere where people will\n\nfeel that\n\nlabor\n\nis\n\nglorified and dignified.\n\nA short time ago I was in the state of Iowa, and I saw a white man\nout there planting corn, and this white man was sitting down upon some\n\nkind of a machine.\n\nAll the work this white man seemed to do was to hold\n\nback two fine spirited horses and keep them from working themselves to\n\nHe was not only sitting down planting corn, but he had a big\nWhen it went over the ground, I think\n\ndeath.\n\nred umbrella hoisted over him.\n\nthat machine plowed up the ground, and I think it made all the furrows\nI\n\nam sure it dropped the corn\n\nwas in one of our southern\ncorn.\n\nI\n\nsaw him competing\n\nin the furrows\n\nand covered the corn.\n\nI\n\nstates later, and I saw a black man planting\n\nin the\n\nmarket with this white man in Iowa.\n\nHe had a mule going about a mile an hour.\n\nHe had a pole on the plow.\n\nThe mule would go a step or two and stop, and he would get the pole\n\n"}
{"page": 131, "printed_page": null, "text": "THE PROBLEM OF THE SOUTH\n\nSessions]\n\n1\n\n1\n\nand hit him to make him start again. He would go on again and stop,\nand the old fellow would go and get a stone and knock the old plow\ntogether.\nHe would go on a little farther, and then the old fellow would\nhave to stop and fix up the harness\nmade partly of rags and partly of\nleather.\nHe would go on a little farther, and have to stop and fix his \"galHe was what we call a \" one\nluses \" before he got to the end of the row.\ngallus farmer\"\nhad only a strap across one shoulder. He would go on\nin that fashion and plow up the ground, and another black man, with the\nsame kind of mule, would come behind him and lay off the furrows\nanother would come behind him and put in the corn, and a fourth would\ncome behind and cover the corn. Under no conceivable circumstances\nis it possible for that black man, following that mule in the South, to\ncompete with that white man in Iowa sitting under that red umbrella.\nYou are going to buy your corn every time from the individual who\nall you want is the\ncan produce it cheapest, no matter what his color\ncheapest and best corn.\nMy object in emphasizing industrial education\nis to help give the Negro boy in the South so much brain and skill that\nhe can sit under a red umbrella and raise corn just as that white man\ndoes in Iowa; and we have got to do the same kind of a thing for the\npoor white boy\ngo and take him from that mule and put him under that\numbrella, so as to make the forces of nature in a large degree work for\nhim. When that is done we shall cease to buy our corn, and to compete\nWe will\nas we do now in so large a degree with the West and the North.\nfree the poor white boy and free the poor black boy in the South at the\nsame time.\nI was in Boston some time ago, and I saw a white man washing shirts\nand, as usual, this white man was sitting down. You don't see a white\nman doing much work unless he is sitting down. But he \"gets there\"\nhe gets results, and results are what the world is looking for. When it\nwants corn and cotton, it does not care whether it is made by a black man\nall it wants is the best and\nstanding up or a white man sitting down\nYou must put brains and skill into all these\ncheapest corn and cotton.\ncommon but important occupations if we would hold our own as a race in\n\n—\n\n—\n\n;\n\n—\n\n;\n\nthis country.\n\nAll this pertains to the material side, and not to the ethical, higher growth\nof the Negro, you say.\n\nI\n\ndo not overlook or undervalue that side of our\n\nBut show me a race that is living from day to day on the\nouter edges of the industrial world show me a race living on the skimmed\n\ndevelopment.\n\n;\n\nmilk of other people, and I will show you a race that is a football for polit-\n\nThe black man, like the white man, must have this industrial,\ncommercial foundation upon which to rest his higher life. The black man\nbut, my friends, it is hard to make a\nin the South is very emotional\nical parties.\n\n;\n\nChristian out of a hungry man, whether black or white.\n\nbut always failed.\n\nIn proportion as the black\n\nI have tried that,\n\nman gets into habits of\n\n"}
{"page": 132, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI20\n\n[General\n\nand industry, in the same proportion he improves in his moral\nand industrial life. Would you think the average black man can feel as\n\nthrift\n\nmuch in ten minutes as the white man can in an hour? In our religion\nwe feel more than you do. When the black man gets religion he is\nexpected to shout and jump around. If he does not, we get skeptical, and\nwe say he has the white man's religion. This emotional side of our nature\nSome time ago a good old\nputs us in awkward circumstances sometimes.\ncolored woman in some southern city went to the Episcopal church,\nand they gave her a seat in the gallery. When the good preacher got\nwarmed up in his sermon, the old woman got \" happy\" and got to groaning and singing. One of the officers of the church heard her going on\nand went to her. \"What is the matter?\" he asked; \"why do you disShe said: \"I am happy; I got religion.\" \" Why,\" he said,\nturb us ?\"\n\"this is no place to get religion.\"\nBut gradually thruout the South, as we watch the influence of this\nindustrial education as it strikes the rank and file of our people in the\ncorners of the South, it not only changes them into habits of industry, but\nSome time ago I met\nit is helping them in that moral and religious life.\nan old colored man going to camp-meeting. I asked \" Where are you\ngoing?\" \" I am going to camp-meeting,\" he said. \" I haven't been in\nI heard you tell us some time ago to\neight years, and now I am going.\nbuy land and stop mortgaging crops. I followed your advice. I ain't\nbeen to camp-meeting in eight years, but I am going now, sure. I bought\nI got a house on\nfifty acres of land, and I done paid the last dollar on it.\nit with four rooms, all painted, and I going to camp-meeting this year.\nDo you see this wagon ? I done paid the last dollar on it ain't no man\ngot a mortgage on it, and the wagon got a right to go to camp-meeting\ntoo this year. Do you see these two big mules ? They belong to Sam.\nI paid the last dollar on them, and they got a right to go to camp-meetDo you see this bread in this basket ? My old woman cooked the\ning.\nbread I raised it, and the old woman cooked it. We are all going to\ncamp-meeting, and are going to shout and have a big time. We have\nfood in our stomachs and religion in our hearts.\"\nGradually we are changing the moral condition of the colored people\nthruout the South. We are making progress in the settlement of these\nproblems. The black man is gradually buying land and teaching schools\nThe Negro is not only getting an education,\nin every part of the South.\n:\n\n—\n\n;\n\nman to believe in the education of the\nAnd in proportion as we can convince\nthe white men in every part of the South that education makes black men\nbut is fast converting the white\nblack man thruout this country.\n\nmore useful citizens, in the same proportion will our problem as a race\nAnd I want you all to remember that when you hear of crime\n\nbe solved.\n\nbeing committed in the South, this crime is not being committed by the\neducated black men of the race. It is very seldom, if ever, that anyone\n\n"}
{"page": 133, "printed_page": null, "text": "THE PROBLEM OF THE SOUTH\n\nSessions]\n\nhas heard of a black man\n\n121\n\nwho has been thoroly educated\n\nin\n\nindustrial\n\nschools or in colleges committing any of these heinous crimes so often\n\ncharged up against our race.\n\nIn a larger degree you must learn to judge\n\nthe Negro race as you do other races, by the best that the race can produce,\n\nand not by the worst. You must judge us by those in the schoolroom,\nand not by those in the penitentiary; by those who are in the field and in\nthe shop, not by those on the streets in idleness\nby those who have\nbought homes and are taxpayers, not by those in dens of misery and crime\nby those who have learned the laws of health and are living, not by those\nwho are breaking the laws of health and are dying out. Keep the searchlights constantly focused upon the weaker elements of any race, and who\namong them can be called successful people? You judge the English\nby Gladstone, the Germans by Bismarck, the French by Loubet\nby\nthose who have succeeded, not by those who have failed.\nWe are making progress in another direction, and the Negro is not\nunappreciative of the opportunity the South gives him in this respect.\nGo out here about a mile from the center of this city, and I will show you\na spectacle that perhaps no other city, in the North or West, can present\nthe spectacle of the white South giving to the black boy and the black\ngirl an opportunity to work in a cotton factory.\nIn proportion as we get\nthese business opportunities, in the same proportion shall we go forward\n;\n\n—\n\n—\n\nas a race.\n\nAt one time, in a certain part of the South, there was a white man who\nwanted to cross a river, and he went to a colored man near by and asked\nhim to lend him 3 cents to pay his way across the ferry. The colored\n\nman said: \"Boss, how much money have you got?\" The white man\n\" I haven't got any today. I am broke and in bad circumstances,\n\nreplied\n\nand\n\nI\n\n:\n\nwant to borrow 3 cents to pay my way across the ferry.\"\n\n\"Boss,\"\n\nman, \"I know you are a white man, and I expect you\ngot more sense than this old 'nigger,' but I ain't going to loan you no\nThe man that ain't got no money is just as well off on one\n3 cents.\nside of the river as on t'other.\"\nNow, in reference to our race, I would\nsay that a race that is without bank accounts, or property, or business standing, is just as well off on one side of the river as on the other.\nWhether\nwe live in the North or the South, we have got to enter into the industries\nand enterprises of the community in which we live. And in proportion as\nwe do that the whites will respect us more, no matter where we live.\nWhenever a black man has $500 to loan there is never any trouble\ngetting a white tnan to borrow it from him.\nI never heard of any\nsuch thing. A short time ago one of our men at Tuskegee tried to find\nhow many bushels of sweet potatoes he could produce on a single acre of\nsaid the colored\n\ni\n\nland.\n\nHe got a yield last year of 266 bushels.\n\nThe average production\n\nin that community before had been forty-nine bushels.\n\nthose 266 bushels, you should have seen the white\n\nWhen he produced\nmen coming to see\n\n"}
{"page": 134, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n122\n\nhow he did that thing.\n\n[General\n\nThey forgot all about the color of his skin they\nthey simply knew\n;\n\ndid not have any prejudice against those potatoes;\nthere was a\n\nNegro who by his knowledge of improved methods of agri-\n\nculture could produce more potatoes than they could.\n\nEvery white man\n\nthere was ready to take off his hat to that black man.\n\nPut such a black\n\nman in every community in the South, and you will find that the race\nproblem will begin to disappear.\nIn discussing this problem further, I thank God that I have come to a\npoint in the struggle where I can sympathize with the white man as much\nas I can sympathize with the black man.\nAnd I thank God further\nand I make a statement here which I have made in our northern cities\nthat I have grown to the point where I can sympathize with even a southTo me \" a\nern white man as much as I can with a northern white man.\nman is a man for a' that and a' that.\" And in extending this sympathy\n\n—\n\nI\n\nbelieve, as a race, we shall strengthen ourselves at every point\n\n;\n\nfor no race,\n\nblack or white, can go on cherishing hatred or ill-will toward another\nrace without itself being narrowed\n\nand drawn down in everything that\nI propose that no race\n\nbuilds character and manhood and womanhood.\nshall\n\ndrag down and narrow my soul by making me hate it.\n\nI\n\npropose\n\nthat the Negro, if possible, shall be bigger in his sympathies than even\n\nthe white man, and\n\nif\n\nthe white\n\nhate us, let us love him\n\nhim the hand of mercy;\nhim up.\n\nif\n\n;\n\nif\n\nman in any part of this country would\n\nhe would treat us cruelly, let us extend to\nhe would push us down, let us help to push\n\nNo race has ever made such immense progress, under similar conditions, as the black race of this country.\n\nYou must not, however, measure\n\nus by the distance we have traveled so much as by the obstacles we have\n\novercome in traveling that distance.\nIn conclusion, my friends of the white race, this problem concerns\nnearly ten millions of\n\nmy people and sixty millions of yours.\n\nWe rise\n\nThere\nno power that can separate our destiny. No member of your race in\nany part of this country can harm the weakest member of mine without\nthe proudest and bluest blood in your civilization being degraded. I believe\nthe time has come in the history of this problem when the culture, the\neducation, the refinement of the white South is going to take hold and\nhelp lift the black man up as it has never done before.\nNo race can\nas you rise, fall as you fall.\n\nWhere we are strong you are strong.\n\nis\n\noppress or neglect a weaker race without that race itself being degraded\n\nand injured.,\nrace\n\nNo strong race can help a weaker race without the strong\n\nbeing made stronger.\n\nOppression degrades, assistance elevates.\n\nBut you as white people and we as black people must remember that mere\nmaterial, visible accumulation alone will not solve our problem, and that\n\neducation of the white people and of the black people will be a failure\nunless\n\nwe keep constantly before us the\n\nfact that\n\nthe final aim of\n\nall\n\n"}
{"page": 135, "printed_page": null, "text": "PROBLEM OF THE GRADES— DISCIPLINE\n\nSessions]\n\n123\n\neducation, whether industrial or academic, must be that influence which\nsoftens the heart, and brings to\n\nit\n\na spirit of kindness and generosity\n\nthat influence which makes us seek the elevation of all men, regardless of\n\nThe South will prosper in proportion as with development\n\nrace or color.\nin\n\nagriculture, in\n\nmines, in domestic\n\nin\n\narts,\n\nmanufacture there goes\n\nthat education which brings respect for law, which broadens the heart,\n\nsweetens\n\nthe\n\nnature,\n\nand makes us\n\nfeel\n\nthat\n\nwe\n\nare\n\nour \"brother's\n\nkeeper,\" whether that brother was born in England, Italy, Africa, or the\nIslands of the Sea.\n\nTHE PROBLEM OF THE GRADES\nI.\n\nMISS\n\nDISCIPLINE\n\nGERTRUDE EDMUND, PRINCIPAL OF TEACHERS' TRAINING SCHOOL,\nLOWELL, MASS.\n\nThe\n\nbest discipline\n\nis\n\nthat which produces the natural development\n\nof the ideal within the nature of the child.\n\nSuch development depends\n\nprimarily on the personality of the teacher and the influence she exerts\nthru the power of suggestion.\n\nNatural aptitude to control and govern\n\npersonal magnetism to rivet with links of steel\n\n;\n\nthe power to express the\n\nbeautiful impulses and noble emotions of a strong, steadfast character\n\nthese are fundamental factors.\n\nPedagogy has been defined as the science of translating yourself into\nyour pupil's exact environment, so that you maybe able to think with his\n\nmind, to experience the thousand and one embarrassments under which his\n\nown tuitional approaches to\nThus to put yourself in his place, sympathetically,\nhabitually, is at the same time the simplest, hardest, and\n\nstruggling brain labors, and to view your\n\nhim thru his eyes.\nscientifically,\n\nmost important lesson the professional school has to teach, or an intending teacher to learn and I know of no better means to this end than the\ntraining in dramatic art, and the study of childhood and youth.\nOur best schools of acting claim that personal magnetism is developed\nthru practice in reading and reciting such literary productions as require\nstrong emotions for their portrayal.\nDramatic art teaches pupils to\nbecome keen students of life, and their imaginations are trained to be in\nsympathy with the joy and pathos, heights and depths of that humanity\nwhich they are to interpret. Pupils are trained, not only to observe the\n;\n\nslightest\n\ndetail\n\nof\n\nexpression, but to reproduce such expression\n\nthru\n\nvoice, face, and gesture.\n\nO the power of the human voice\n\n!\n\nThe living agent of the soul, the agent\n\nof the imagination and feeling, as well as of thought\n\n!\n\nTo the student of\n\nvocal expression every note in nature is alive with suggestions.\n\ni\n\n>\n\nIn every\n\nwind that blows, in every thunderpeal that rolls, in every laughing,\ndancing brook, in every storm-tossed wave, there are instructive lessons.\n\n"}
{"page": 136, "printed_page": null, "text": "NATIONAL Educational association\n\n124\n\n[General\n\nBut of far more value than the voice, in the discipline of the school,\npower of facial expression. It is with the countenance we supplicate,\n\nis the\n\nwe threaten, we\n\nsoothe, we rouse, we rejoice, we mourn, we triumph, we\n\nexpress submission.\n\nThru the eye are expressed, with the utmost power,\n\njoy, grief, anger, love, hatred, affection, pity, contempt\nall\n\n—\n\nall\n\nthe passions,\n\nthe emotions, of the human heart.\n\nThe time is coming when every professional school for the training\nof teachers will follow in the footsteps of Colonel Parker, and organize a\n\ndepartment of dramatic art; when the systematic study of children will\nconstitute a regular part of the normal course of study, and the child's\n\nphysical and moral well-being will be considered of as much importance\nhis intellectual progress in passing from grade to grade, and each\ntemperament will be dealt with according to its nature when the training\n\nas\n\n;\n\ndepartments of our professional schools\n\nwill\n\nbe so organized that the\n\nown children in her own room to manage in her\nown way without unnecessary interference. If you take away the opporteacher will have her\n\ntunity for testing the teacher's ability to govern a school, she can get no\n\ngrowth\nwhich\n\nin this direction, and you have failed to train the teacher, in that\nis\n\nmost essential to her success and usefulness, and, without know-\n\ning it, you may turn out upon the public an incompetent teacher.\n\nTo stimulate and direct energy and impulse, to arouse and develop\nthe moral elements, to get into sympathy with the children, to get a\n\nstrong hold of their inner life, and to strengthen the moral character so\nthat it becomes self-poised and self-controlled, is far more than ability to\n\nThis can be done only when the harmony without\nThe\nharmony within, when \"deep calleth unto deep.\"\nteacher who would inspire and raise young people to higher ideals of\nlife, enabling them to see the good, the true, and the beautiful in life,\nbecause it is right, and not thru any false incentives, must possess the\nwarmth and magnetism of an ardent and passionate soul.\nThe happy teacher with a strong sense of humor suggests a cheerful,\nsunshiny schoolroom. When a teacher is suffering from some derangement of the nervous system, brought on by excessive work with some fifty\ngive\n\ngood\n\narouses\n\nlessons.\n\nthe\n\nor sixty children, she should be excused from her duties, paid full salary,\n\nand a substitute teacher provided.\nThe teacher whose education has developed a wide range of thought\nstimulates broader interests in her pupils. If the teacher knows and loves\ngeometry, the majority of her pupils will entertain a similar feeling for\nthe subject.\n\nShe who has had wide experience\n\nin life, who\n\ntemptations and conquered them, inspires self-control in others.\n\nhas met\n\nLarge\n\nsympathies, a personal interest in each pupil, ability to appreciate the\n\ngood in him, furnish the surest means of developing heart-power, and\nwinning affection in return.\n\nWhen the teacher puts something of her\n\nactual self into the task that is set before her, it is no longer a task, it is a\n\n"}
{"page": 137, "printed_page": null, "text": "PROBLEM OF THE GRADES— DISCIPLINE\n\nSessions]\n\njoy\n\n—\n\nit\n\nis\n\nan art; and that subtle influence enters into the\n\n125\nlife\n\nof every\n\nchild.\n\nTo nriy mind, discipline is the very essence of the teacher's individuality,\n\nand should be allowed\n\npowers\n\n;\n\nit\n\nto\n\nfollow the outlines of one's peculiar\n\nshould furnish an outlet of expression for the teacher's\n\nspirit.\n\nThe stronger the teacher, the more spontaneity will she allow, the more\nwill\n\nshe encourage self-direction; for\n\nif\n\nself-government be the whole\n\nobject of political freedom, then self-control\nobject of\n\na child's instruction.\n\nis\n\nthe legitimate primary\n\nDiscipline should in no\n\nway repress\n\nby means of regulated restraint. Activity we must\nhave, for without it there would be nothing to discipline.\nAs teachers,\nour problem is to retain the immense vitality of children, to purify it by\nadmixture of higher life-qualities, and, above all, to keep it in continuous\nexpression.\nSet the child to do what you think he can do well, and show\nhim how. Let him learn self-control in contributing toward results, where\nactivity, but\n\ndirect\n\nit\n\nresponsibility may be exacted and co-operation is a necessity.\n\nGood order, a necessity in every schoolroom, is but the merest incident in the series of steps by which the child learns self-government.\n\nIn\n\nthe child's earliest years the most we can hope to do is to develop a habit\nof right obedience by applying true moral stimuli and requiring regular\n\nobedience to them. This basis of habit is what we have to work with\nwhen the development of reason proceeds, and the child learns that above\nhim is the law, and that the law is for his good and the good of his\nfellows, and that obedience to that law must be absolute.\nTo bring him\ninto a right attitude toward this law, he must first be taught\n\npurpose\n\nits\n\nand operation, and then led to adopt it voluntarily as the rule of his life.\nIn the hands of a capable teacher the so-called self-government plan\nfor high schools and the upper grades of the grammar schools is not\nonly practical, but, recognizing students as citizens of the school community, with the rights, privileges, and responsibilities which such\ncitizenship implies, is directly in line with our republican institutions.\n\nWe do not want to train men and women who will follow the cry in religion or\n\npolitics, but\n\nmen and women who are\n\nindependent opinion, and of\nviction.\n\nIf\n\nwe trace the\n\nvoluntary\n\nhistory of\n\ncapable of holding an\n\nobedience to personal con-\n\nwoman thruout\n\nwe find\n\nthe ages,\n\nthat it was only as she was allowed personal freedom and accorded intel-\n\nWe\n\nlectual training that she became a teacher worthy of\n\nour admiration.\n\ngather back the thick curtain of the past, and lo\n\nthere appear before\n\n!\n\npalmy days of Egypt, \\fhere women contributed so largely in\nforming that brilliant intellectuality which had its home on the banks of\nus the\n\nthe Nile so many thousand years ago.\n\nHigher education has not passed\nwe find\nthe \"Sacred Songs of Isis,\" said\n\nher by, for we find her in the colleges as a teacher and a student\nher the founder of Egyptian literature\n\n;\n\n—\n\nby Plato to be 10,000 years old; we find her as a physician alleviating\n\n"}
{"page": 138, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n126\n\nthe sufferings of humanity\n\n;\n\nfGeneral\n\nwe find her on the throne directing the civ-\n\nilization of the country from first until last.\nIf we cross the sea and come down to Greece, during the Homeric era,\nwe find woman an important member of society, the instructor, to a great\nextent, of the youth of the Homeric age.\nWomen were free to come and\ngo, but this freedom did not deprive them of any womanly virtues, for we\nfind the finest traits of tenderness and affection for husband and children\nthruout the poems of Homer.\nWhen we come down to democratic Greece, where a man's vote alone\ncounted, we find woman pushed aside to make room for the politician,\nfor the man who carried arras and exercised civic rights.\nWhen culture advanced there inevitably rose the question what to do\n\nwith the\n\nwomen\n\n:\n\nshould they be admitted to share\n\nshould they be excluded ?\n\nAthens,\n\nthis\n\nculture,\n\nor\n\nunder the leadership of Asiatic\n\nmodels, said, \" We will expel them;\" while the ^olian colonies, especially Lesbos, admitted both culture and women.\ncity of Mitylene, on whose\n\nIt was here, in the fair\n\nrocky promontory the softly wooded\n\nhills of\n\nsilvery olive,rdarker pomegranate, and scarlet oleander looked down upon\n\nthe fair waters of the\n\n^gean, that Sappho, the \" Lesbian\n\nnightingale,\"\n\nlived and wrote and sang.\n\nYoung women from all parts of Greece came thronging to the olive\ngroves of Mitylene, and the first woman's college in Greece was established.\n\nHere, with her devoted pupils about her, she taught the accom-\n\nplishments of the age, and created the\n\nfirst\n\nGreece, and, therefore, of the world.\n\nShe knew of but one method of culture\n\nlyric and dramatic poetry of\n\n— poetry; and she trained her\n\npupils to be poets, to weave into verse the noblest maxims of the intellect\n\nand the deepest emotions of the heart.\nPindar and Anacreon were both pupils of women who were Sappho's\nimitators, while \"Latin poets,\" says Higginson, \"draw avowedly from\nthese ^olian models, to which nearly all the meters have been traced.\"\nModern critics generally admit the loss of her poems to be the greatest\nover which we have to mourn in the whole range of Greek literature.\nA perfect picture of health and grace is the Spartan woman, who\nstands before us but for her individual freedom is but a name, and culture has no place in Sparta.\nEngraven in marble, adorning the proudest niches of forum and\ntemple, we find portrayed the physical beauty of the Athenian woman to\n;\n\nwhom culture has been excluded.\nCould a Pygmalion but come and waken into\nshould we find here our highest types of beauty\nsense, beauty not only of\n\nlife\n\nthese Galateas,\n\n— beauty\n\nin\n\nits\n\ntruest\n\nform but of soul ?\n\nWhat is needed to blend with beauty to keep it fresh ? Is it not intellect and culture ?\nIs there anything that destroys the bloom so quickly\n\n"}
{"page": 139, "printed_page": null, "text": "PROBLEM OF THE GRADES— DISCIPLINE\n\nSessions]\n\nas dull vegetation in mindless monotony?\n\ndition, but an act.\n\n127\n\nTo be beautiful is not a con-\n\nBeauty is the highest activity, no dead object of admi-\n\nration, no motionless light, but, like the sunbeams, a living dance of rays,\n\nWe let the curtain fall o'er Athens.\n\na shower of sparks.\n\nRome, surely, in the Christian era, must give us a higher type of\nwomen, and in this we are not mistaken. Many of the early Christians\nrealized the great career that lay open before woman, and they threw\nopen to her all the stores of learning, all the methods of education then\navailable.\n\nThey did not content themselves with stimulating the emotions,\n\naffections, and submissiveness\n\nof\n\nwomen\n\ninto disproportionate\n\npromi-\n\nnence, for their psychology was too clear-sighted to lead them into such\n\nmoral quagmire.\n\nBut they aimed at strengthening them in solid reflec-\n\ntion, breadth of view, accuracy of reasoning, justness of aim, and stead-\n\nfastness of purpose.\n\nWoman's power as a teacher\n\nin\n\nthese early days\n\nShe might preach, baptize, administer church\nsacraments, and fill church offices. The grand ideal of the Roman matron,\nwith her strength of character softened, purified, and ennobled by the\nSavior's teachings, produced those exquisite flowers of womanly worth\nmany of whom, alas, were destined to martyrdom.\nWhen the white dove of chivalry spread its fair wings over the land,\nwas exceedingly great.\n\nwe find revived, in a lesser sense, the high-born woman of chivalry, chaste\nin conduct, modest in bearing, courteous to her inferiors, gentle and\nloving in very truth, a lily in the darkness round about her.\nBut chivalry, altho it was the means of uplifting woman as a being to be revered,\n;\n\ndid not aim at broadening her intellect, for her education was\n\nmade to\n\nconsist mainly in studying those subjects which appeal to the emotional\n\nnature.\n\nWhen the Renaissance, that glorious culture of\n\nthe Middle Ages,\n\nunfolded itself in Italy, it was in a land where tyranny and fraud reigned\nsupreme.\n\nNo man was certain of his life even for a day, and when the\n\nlight of the intellect of the past ages was opened to the perusal of the\n\nhaughty noble, he eagerly grasped the opportunity of finding pleasure in\n\nand solace from the cruelties of the times in his revels amid the literature\nof ancient Greece and Rome.\nNor was he willing that his daughter\nshould be excluded from the rare enjoyments into which he had plunged,\nand it followed that the women, as well as the men, contributed toward\nthis glorious opening of new and tender blossoms in science and art.\nStriving after a characteristic and complete individuality, we find them in\nthe highest places in educational circles, occupying chairs of law, medicine, Greek, and philosophy in the universities of Heidelberg, Padua, and\nBologna.\n\nWherever freedom, training, and responsibility are given them, we find\nmore perfect\nteachers, and mankind attaining a higher state of civilization.\n\nbetter-disciplined minds, increased strength of character,\n\n"}
{"page": 140, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n128\n\n[General\n\n\" So much as man holds woman in esteem,\n\nPurely or basely as he deals with love,\n\nSo much is his regard for honor, or\nSo little such the honor he receives\n;\n\nWho not himself respects, honors not woman\nWho does not honor woman, does he love ?\nWho knows not love, can he know honor then ?\nWho knows not holior, what has he beside ? \"\n;\n\nThese lessons from the history of womaji's progress are full of suggestions for those\n\nwho would develop in our young men and women\n\na\n\nstronger personality, and train the brighter intellects for leadership and\nco-operation.\n\nFreedom, responsibility for both teacher and pupil, are necessary for\nthe development of the ideal within the nature of the child, and are the\nchief elements in our broader ideas of school life and discipline.\n\nTHE PROBLEM OF THE GRADES\nII.\n\nCLASSIFICATION AND PROMOTION\n\nMISS ELIZABETH BUCHANAN, KANSAS CITY, MO.\n\nWhile there is probably no more important element in the successful\nmanagement of a modern city school than proper classification and promotion of the pupils, yet just how to do this in order to subserve the best\ninterests of the school as a whole, as well as of the individual child, is an\n\never-recurring problem.\n\nThere can be no ideal classification and promotion unless all teachers\nand pupils be reduced to a uniform dead level of ability and attainments.\nEach city in America has worked out a system of its own, and\neach claims a reasonable degree of satisfaction in the success of\n\nmany are as\n\ntho\n\nyet\n\nits plan,\n\nonly in the experimental stage, and, from the\n\nnature of the question and the changing conditions and environments of\nthe schools, always will be.\n\nThere were many excellent features in the old ungraded schools, but\nmany objectionable ones. The graded schools, in\n\nthere were equally as\n\ntrying to avoid these faults, fell into others no less grievous.\nis\n\nnow being made to combine the advantages of both\n\n;\n\nAn effort\n\nto bring into the\n\nwork of the present schools the individual attention enjoyed by\nWhen this is successfully accomof the ungraded schools.\nplished, then \"marking-time\" of pupils on certain portions of the school\nwork and the \"lock-step\" system of promotion will be done away with,\nand with them will vanish one of the most serious complaints ever made\nclass\n\nchildren\n\nagainst the public schools.\n\nA move in the right direction is to make the interval between classes\nshort.\n\nIt\n\nis\n\nmuch easier\n\nto assign\n\nchildren\n\ntheir\n\nplaces,\n\nand more\n\nJ\n\n"}
{"page": 141, "printed_page": null, "text": "GRADE PROBLEM— CLASSIFICATION AND PROMOTION\n\nSessions]\n\n129\n\nconvenient for the superintendent to make reports in a system of schools\n\nBut such a classifi-\n\nhaving the year or half-year interval between classes.\ncation is at times manifestly unjust.\n\nBecause of a few weeks' absence from school, on account of ill-health\nprobably, children are required to go back a year or half-year in their\n\nwork, or else be placed under a great strain to overtake their classes when\nthey are least able, physically, to do it.\n\nAn interval of a year, or even a half-year, between classes is too long\nfor primary and lower grammar grades.\n\nIn a school year of nine months,\n\nthree divisions of twelve weeks each will give a better opportunity for the\ncorrect placing of children\nchild\n\nis\n\nin\n\ngrade work.\n\nThen,\n\nif\n\nfor\n\nany cause a\n\ndebarred from school for a time, he will the more cheerfully\n\nreturn, knowing that at the\n\nmost he need go over only a third of the\n\nyear's work, probably only over a sixth, because in a large school\n\nof the classes are only six weeks apart.\n\nsome\n\nHe thus takes up his studies\n\nwhere he was forced to lay them down, and\n\nhis future work is not\nweakened by omitted or hastily reviewed lessons, nor is it made wearisome\nby his being compelled to idle his time away while the next lower class\ncatches up with him.\nThis division of the year into three terms gives\n\nopportunity for an equal number of promotions.\n\nThe classes, however,\n\nneed not change rooms or teachers in making these promotions. They\nremain with one teacher during the year and pass to more advanced work\nin that\n\nroom, as too frequent change of teachers has been found\n\ndetri-\n\nmental to the progress of young children.\nIn the highest grammar grade the half-year interval can satisfactorily\n\nbe introduced, and promotions be made twice a year to correspond with\nclass promotion in the high school.\n\nThe pupils\n\nin a\n\nroom are divided\n\ninto two classes ; these classes may be three months apart in their work, or\n\nthey may all be together at the beginning of the year.\nIf their attainments are so nearly equal that they begin the work as\none class, the brighter ones, in a few weeks, show ability to outstrip their\nslower classmates.\nAt the end of six weeks it is better to rearrange the\nclasses, and give the brighter children the opportunity to advance as\nrapidly as their ability will justify, and at the same time accord a like\nprivilege to the slower ones.\nThese classes will gradually drift farther\napart, until by the end of the year the slower class has accomplished only\nThe\nfive-sixths as much as the other, or possibly only two-thirds as much.\nchildren of slower development are thus accorded more time than the\nbrighter children to cover a given amount of work, and are not dragged,\n\nbound to the chariot wheels of the brighter ones, rapidly over the year's\nwork, and then assigned, at the end of the year, to go over the same\nground, or part of the ground, again.\n\nSuch an arrangement might be deplorable if\n\nit\n\nthrew all the bright\n\nchildren permanently into one class, and the dull ones into another\n\n;\n\nor if\n\n"}
{"page": 142, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n130\n\n[General\n\nthe teacher having a bright class and a slow one so poorly understood\n\nher mission as to\n\nGod and man.\n\nmake the slow class feel like Ishmaelites, forsaken of\n\nThere is a remedy for both evils\n\n;\n\nfor the latter, the watch-\n\nfulness of the principal ; for the former, recruits\n\nwho come in as special\n\npromotions from below, and the readjus'tment of the slow children with\ndifferent classes each year.\n\nInstead of placing forty or fifty children of the same class under one\n\nharmonious work to separate\nthem under different teachers, with\nThese classes are near\nclasses three months behind or in advance of them.\nenoughtogether to combine them in music, writing, drawing, calisthenics,\nor any oral instruction necessary; and far enough apart to prevent one\nclass absorbing most of the freshness of the lessons before the second\nteacher, it affords a better opportunity for\n\nthem\n\ninto two divisions and place\n\nclass reaches\n\nthem.\n\none of these teachers is inexperienced in the work, she has the\nstronger teacher as a model, and will endeavor to hold her class to the\nIf\n\nsame work; or if a child and his teacher are antagonistic, as sometimes\nthey will be, instead of driving that child from school or making the\nteacher's task almost unendurable, a quiet transfer from one room to the\nother often restores peace, and the classes continue their work without\nserious friction.\nIf at any time, under either arrangement of classes, a child in\n\nthe lower\n\nclass shows an awakening, a desire to undertake the work of the advanced\nclass,\n\nhe can, with a little extra study and assistance, bridge the interven-\n\ning gap\n\n;\n\nand should one\n\nof the\n\nupper class become lazy or indifferent,\n\nhe can, after having been warned of his shortcoming and given sufficient\ntime in which to retrieve himself, be demoted to the lower class, if he has\nfailed to do so, and review the work not satisfactorily learned at first.\n\nThe children in the class that has completed only five-sixths or twowork ought not to be forced to go over, next year, the\nwork already performed, as they surely must in a system of schools where\nThis would be a most serious\nthe classes are a year or half a year apart.\nwrong done to each child in the class. If they were permitted to begin\neach year's study at the point where they left off the year before, they may,\nat some stage in their school life, under the right teacher, not only accomplish a full year's work as prescribed by the course of study, but they may\ndo more than .this the one-third or one-sixth lost in a grade below may\nbe compassed also, and the children enter high school on schedule time.\nChildren seem to have periods of mental as well as physical growth,\nand can during such times accomplish wonders. In any city the individual schools must conform, in a general way, to the system of classification and promotion in favor with the superintendent and board of\neducation yet each school in the system has to meet and solve its own\nspecial problems along this line, and not a little of the success and\nthirds of the year's\n\n;\n\n;\n\n"}
{"page": 143, "printed_page": null, "text": "Sessions]\n\nGRADE PROBLEM— CLASSIEICA TION AND PROMOTION\n\n1 3\n\nharmony of the school depends on the man or woman in charge of it, and\nthe relations existing between principal and teachers.\n\nIt is impossible to\n\nhave a fair and just method of classification and promotion where the\nprincipal is a \"faddist,\" or where there is constant friction between him\nand his teachers regarding methods of instruction or requirements for\npromotion.\nFor the successful solution of these questions the school\nneeds in its principal a keen, incisive mind that looks closely into conditions of affairs\nis not daunted by the seeming hopelessness of gathering\nup the many threads of this reticulated work and weaving them into a\ncable is sympathetic with childhood, yet firm enough to resist the pressure brought by those who, ignorant of the requirements of the school,\nurge their children's promotion with undue haste.\nHe must be able to\nsee clearly and distinctly the design or purpose of each division and subdivision of the school, and then systematize the whole into a splendid\nworking force.\nIf behind the general running plan of the school there is not a clear\nknowledge and definite purpose of each class and grade, then there is,\nand can be, no system of classification and promotion. Each room is a\nschool, separate and apart from all the rest, with only one tie to bind them\ntogether\nthe misfortune of being crowded into the same building with\n;\n\n;\n\n—\n\nmany others.\nIn a well-graded and long-established system of schools the placing\nof those children\n\nwho have been regularly in the schools, to their best\n\nadvantage for work, is readily determined.\nclassify the\n\nchildren\n\nwho are new\n\nto\n\nIt\n\nis\n\nfar\n\nmore difficult\n\nthe schools, whose\n\nto\n\neducational\n\nantecedents are unknown, whose attainments are obscured either by a\ntimid manner or by an overconfidence in their scholarship.\nIf\n\nchildren\n\ncome from other schools in the same city, or if they have\n\nnever attended school before, it is an easy matter to assign them to their\n\nfrom different cities or towns, or from the\nungraded country schools, add to this question the perplexing element,\nand awaken in the minds of both principal and teacher a feeling of\nuncertainty and hesitancy in passing judgment on their ability or\nattainments, and thus defining their places in the school.\nMany cities have an eight-year course of instruction before the pupils\nare prepared for the high school, while others do this work in seven years.\n-Children from the former cities cannot, regularly, fit into the grades of\nclasses; but the children\n\ncorresponding number in the\nrally compresses into\n\nlatter cities.\n\nThe seven-year course natu-\n\neach year more of the work than the eight-year\n\ncourse, and a child in the sixth grade of the eight-year schools will prob-\n\nably fall somewhere in the fifth grade of the seven-year system.\nJust to which division or class of the fifth grade to assign him, and at\n\nthe same time remove from his mind the suspicion of being \"put back,\"\nthat great\n\n\"bugbear\" to most children\n\nin\n\nchanging schools, is, in\n\nmy\n\n"}
{"page": 144, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n132\nopinion,\n\nmore satisfactorily accomplished by\n\n[General\n\na conversation with\n\nthe\n\nHe has forgotten many\n\nchild than by a formal written examination.\n\nthings in the migration from one place to another, is surrounded by new\nfaces and conditions, and probably could not acquit himself creditably if\n\nput thru the ordeal of a written examination.\n\nA few pertinent questions\n\nenough of the child's attainments to give him\n\nwill discover\n\na trial in a\n\ncertain class, with the understanding that if he prove himself able to do\n\nmore advanced work, he will at once be placed in a higher class: but if,\non the contrary, he finds the work beyond him, he must be willing to take\na lower class and not feel demoted, since he is only endeavoring to find\nhis proper place in the school.\n\nThe child from the ungraded school is even more difficult to classify.\n\n—\n\nmerely the indifferent pronunHis reading is usually very mechanical\nIf he\nciation of words; his writing execrable; music and drawing, nil.\nhas studied arithmetic, grammar, geography, and history, he has been permitted to devote most of his time to the one subject that suited his fancy,\nto the partial neglect of all the others.\n\nIt is rare that\n\nsuch children can\n\nThey feel discouraged and\nhumiliated when placed where they really belong, with children much\n\nbe advantageously placed in a graded school.\n\nyounger than themselves; yet they are\n\nwhen assigned\n\nto\n\na clog in the wheel of progress\n\na class with children near their own age.\n\nclass they are a source of\n\nIn either\n\nSome edu-\n\nworry and distress to the teacher.\n\nmore\nmore\nnearly that of the ungraded pupils, trusting to the reserve force in them\nThe\nfor determined effort to bring up the studies hitherto neglected.\nmajority of children who have been allowed to arrive at this condition\nhave no great amount of reserve force. They are content to do the little\ntasks set for them and feel that they have accomplished all that could be\ndesired.\nFor such children it would be well, in large schools especially,\nto have a room set apart and presided over by a strong, enthusiastic\nteacher.\nThere, if the child has this reserve force, he can more readily\nrepair the damage done by neglect or lack of opportunities in his earlier\nA few cities have tried this plan, and they speak enthusiastically\nyears.\nThere is no reason why it could not be made a success if\nof its success.\nno reproach be attached to that room. A knowledge and appreciation of\ncators advocate the idea of\n\nplacing such\n\nchildren with\n\npupils\n\nadvanced, rather than with younger children whose scholarship\n\nits\n\nis\n\nmission in the school should be a well-established fact.\n\nAs soon as a child had made sufficient progress in the neglected studies,\nhe could be placed in the class and grade to which he now belonged.\nif\n\nhe could not accomplish\n\nthis,\n\nhe could\n\nstill\n\nin\n\nthis room\n\nBut,\n\npursue his\n\nstudies according to his inclination, with credit and honor.\n\nIn\n\nmany schools the\n\narithmetic.\n\nbasic study for classification or promotion is\n\nIf the child is proficient in the amount of\n\nthe grade, he\n\nis\n\nwork assigned\n\nto\n\npromoted, tho not up to the mark in reading, spelling,\n\n"}
{"page": 145, "printed_page": null, "text": "Sessions]\n\nGRAD^. PROBLEM — CLASSIFICATION AND PROMOTION\n\nlanguage, geography, or other subjects.\n\nI33\n\nSo completely does this arith-\n\nmetic idea prevail in certain localities that a child is promoted, and his\n\nweaknesses in other branches readily condoned, if he is well up in arith-\n\nand the child whose strength lies in history, geography, or language\nfrowned upon and held back from promotion if he cannot show\nWhile it is necessary\na clean bill of health in handling numbers also.\nfor children to learn certain combinations of numbers and certain fundamental processes before they can attempt higher work in arithmetic, it is\nmetic\n\n;\n\nis actually\n\nnot essential that they should fully understand the philosophy underlying\nthese processes.\n\nThey are to go over this field again and again, and on\n\neach journey can be taught to look for new and different meanings to\nthose puzzling, hieroglyphic signs of a year or so ago.\n\nonly do this work mechanically\n\nhim do it and be promoted.\nnext time he comes across\n\nIf a child\n\n— and believe most children do\nI\n\nit\n\ncan\n\n—\n\nso^\n\nlet\n\nHe will learn the reason why he does it the\nthis subject in a\n\nhigher grade, with a mind\n\nnumber. He here repeats the\nearlier processes, and associates them, with a broadened understanding,\nin new and varied colors that his mental eye could not have seen and\nbetter trained to look into the secrets of\n\nenjoyed in the lower-grade work, tho he had been detained there indefinitely.\n\npromote him, or withhold promotion\nin one study\nalone.\nIf he has, as we claim, a many-sided nature, then we should be\nconsistent in our methods of development and training for him, that this\nnature may have symmetrical unfolding, instead of producing a one-sided\ncreature by retarding his advance along certain lines while we apply hothouse forcing processes to produce abnormal growth in another. Nor\ncan it be necessary to hold a child in one class or grade until he thoroly\nunderstands every subject taught in that grade. Thoroness is not characteristic of childhood\nstill he must have a reasonable degree of proIt is an injustice to the child to\n\nfrom him, on the strength or weakness of his attainments\n\n;\n\nficiency in the subjects taught in each grade before he can be eligible for\n\npromotion to the next higher, or the standard of scholarship will be held\nin light esteem.\nIn the primary grades both reading and arithmetic\nshould be considered essential studies\ngrades the\n\nin\n\npromotion, while in the higher\n\nrequired ones should be reading, arithmetic, language or\n\ngrammar, geography, and history.\n\nThe greater number of children in a school will meet the requirements in these branches of study as well as in all others, but if pupils are\ndetained in any grade until they are thoro in the work, some child would\nbe kept at the same monotonous task long after the children of his age\nhave gone to newer and higher duties. Not that it is unnecessary for\nsome children to go over certain portions of their studies again, but the\nretardation of children in school is often too thoughtlessly done by both\nprincipal and teachers.\nIf a child has been regular in his attendance at\n\n"}
{"page": 146, "printed_page": null, "text": "134\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nschool, and has\n\nmade a reasonable effort to perforin the work assigned\n\n[General\n\nhim, he should have the opportunity to attempt the work of the next\ngrade, even if he rank among the poorer ones of his class.\n\nIt\n\nhas been\n\nmy experience that such children, if detained another year in the same\ngrade, are no better the second year than the\n\nfirst.\n\nThey may, by this\n\nextra time, be more accurately drilled in certain portions of arithmetic or\n\ngrammar, but they show no more ability to grasp the subjects and no\nmore familiarity with them than the children who are attacking the lessons for the first time; and the teacher has the disadvantage of contending with a feeling on the part of the delayed children that they have\nbeen unfairly dealt with, and that the pupils regularly promoted always\nhave a pitying regard for them. If held too long on any part of their\nearlier work, they are apt to drop out of school before reaching the\ngrades where they take the studies that enable them to widen their horizon beyond the mere drill stage, and their after-lives are not brightened\nby the memory of enjoyable school days.\nThe progress of the great majority of children from one class to\nanother, or from a lower to a higher grade, should be easy and natural.\nThe parents, teachers, and the children themselves expect this yet in\nthis onward movement of the great body of students each child should\n;\n\nbe individualized in the school.\n\nThe teacher should know his ability to\n\nreceive instruction, his power of application, his relative age to his grade,\nhis possible future opportunities for attending school, and in all\nful cases for promotion\nIt\n\ndoubt-\n\nthese facts should have due consideration.\n\nmay be that a child is not so well prepared as other children in the\n\nsame class on a certain portion of the year's work, and yet it would not\nbe wise to hold him on that work for further instruction and drill. The\nlatter half or third of the grade work may be still harder and require\nlonger time. Some children are not of the nature to show satisfactory\nresults from the instruction given, no matter how long they may stay on\nIt is better to give such\na subject, nor how often they may go over it.\nchildren the opportunity to find pastures fresh and green, where they\nmay search out a few rich, juicy leaves of truth, than keep them treading\nworn-out fields with vacant eye and listless manner, in the vain hope of\nmaking them thoro before the next teacher above receives them with the\ndisparaging remarks of the previous teacher's training.\n\nNo system of promotion should be so iron-clad that it cannot be bent\nto\n\nsuit\n\nthe needs of the\n\nindividual pupil.\n\nWhenever\n\naway from and ahead of his class, the principal\nnotified of the fact, that he\n\nshort time.\n\nIf,\n\na\n\nchild studies\n\nof the school\n\nshould be\n\nmay give that child special attention for a\n\nafter observing the child's power of thought and applica-\n\ntion, he feels that it will not be an injury, but rather an advantage, to pro-\n\nmote the child to the class above, the parent should be informed of the\nand teacher, and his advice asked. If the\n\njoint decision of principal\n\n"}
{"page": 147, "printed_page": null, "text": "Sessions]\n\nGRADE PROBLEM— CLASSIFICATION AND PROMOTION\n\nchild's physical health is\n\n135\n\ngood, the parent usually gives his consent, but\n\nnot always.\n\n,\n\nIn any special promotion or demotion the parents should always be\n\nA special promotion is not always\n\nconsulted before final action is taken.\n\ndesirable, because of outside duties that would overtax the child if extra\n\nschool work be put upon\n\nand a demotion can often be avoided if\nthe aid of the home be invoked in time to check the backward movement\nit,\n\nof the child in school.\n\nThe evil attendant on tardy prom(Wion is no greater than that associHere is a pupil leading his\n\nated with hasty, ill-considered advancement.\nclass and taking great pride in the fact.\n\nHe is specially promoted to the\n\nclass above, thus passing without notice or drill many important connect-\n\ning truths between the two classes.\n\nConscious elation at his promotion\n\nwill sustain him for a short time, but unless he is exceptionally bright\nand studious he will find himself at the foot ot the class to which he has\nbeen promoted. He does not fully grasp the meaning of his present\n\nHe feels bewil-\n\nlessons because of the loss of the intervening lessons.\n\ndered in this wider sea of knowledge, becomes discouraged, loses interest,\n\nand\n\nfinally drifts along in a mechanical sort of\n\nwearied.\n\nway, his rtynd dulled and\n\nHe is as a man who has bounded up a long flight of stairs,\n\nskipping two or three steps at each jump, and finds when he has reached\nthe top of the\n\nfirst\n\nstairs that there\n\nahead to be climbed, while he\n\nis\n\nare longer\n\nand steeper flights just\n\nalready tired and out of breath.\n\nnext stairs will be more and more toilsome as he ascends\n\n;\n\nThe\n\nhe has lost the\n\nvigor and enthusiasm that spurred him up the\n\nfirst steps, and which\nmight have carried him even to the highest point in the tower, had he\ncalmly walked up each step at first.\n-Promotions based on formal written examinations alone are, in many\n.\n\ncities, a thing of the past.\n\nThe schools have outgrown that idea, and now\n\npromote on the daily work\n\nof\n\nthe pupils\n\nand the judgment\n\nof\n\nthe\n\nteacher as to their ability to undertake the studies of the next higher\nclass,\n\ndeeming it a wiser and better method to develop in the child a\nand the power to think than to crowd his mind with\n\nhabit of study\n\nisolated facts that he may pass a creditable examination.\n\nAmong the many teachers employed in every city or town will always\nbe found the weak and inexperienced teacher whose work needs to be\ncarefully watched, and the results in some\n\nexaminations or\n\nway tested.\n\nFrequent written\n\ntests in all grades above the primary for the' purpose of\n\nshowing both teacher and pupil where further instruction or additional\ndrill\n\nis\n\nnecessary are very beneficial to such teachers, and no hardship to\n\nwhose class is always well taught. These tests, however,\nshould count no more/^r or against promotion than an ordinary recitation.\nthe\n\nteacher\n\nIn doubtful cases probably it is well to have a written examination to\ndetermine the promotion, but these cases should be exceedingly rare in a\n\n"}
{"page": 148, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n136\nschool\n\nwell supervised.\n\nSuch children\n\n[General\n\nfor the last half of each\n\nshould be carefully watched and weighed\n\nin\n\nthe balance\n\n;\n\nterm\n\nthe children\n\nthemselves should have full knowledge that tliis is being done, and when\nthe decision is finally reached in regard to their classification\n\nfor the\n\nnext term or the next year, they may, if the decision is unfavorable for\n\npromotion, feel somewhat depressed over\n\nit,\n\nbut few will ever question\n\nthe justice of the assignment.\n\nAs the judgment of the teacher must always count a great deal in the\npromotion of children, the principal should know his teachers well before\nrelying implicitly upon their\nfor several reasons\n1.\n\njudgment as to promotions or demotions,\n\n:\n\nShe may not fully understand the requirements of the grade above\n\nher.\n\nHer standard for judging the work of her own grade may be poor.\nShe may fear the criticism of the teacher above, and unduly hold\nback from promotion.\n4. She may have such a prejudice against a child that she cannot\naccord him proper credit for his work.\n5. She may wish to gain favor with patrons and with children, and\npromote indiscriminately.\n6. She may be fluctuating in\nher power of discrimination.\nThe\nsame pupil, with the same effort put forth, will at certain periods receive\ncommendation at her hands, and at others condemnation. If the latter\nperiod should unfortunately fall near promotion time, that pupil is apt to\nsuffer, unless one who understands the situation interfere in his behalf.\nIf the principal makes frequent tours of special inquiry into the\nprogress of each pupil in the school, and keeps a record of the same, it\nwill be a check to the children who are falling back in their work, and\nan encouragement to those who always do their best. They look for this\nvisit from time to time, and if on any occasion it has been necessary for\nthe teacher to report unfavorably on a child's work\nor if he reports his\nown case\nhe will, after a calm talk with the principal over the causes of\nOn the\nfailure, determine to remove them, and he usually succeeds.\nnext visit he will meet with the statement from the child, and be confirmed by the teacher, that he is improving, and soon there is perfect\nIf the pupil does not improve after two or three visits, then his\naccord.\nparents are notified of the unsatisfactory condition of affairs and their\nassistance asked\nit\nis usually most heartily given, and the combined\ninfluence of school and home arouses the seemingly incorrigible from his\nlethargy\nbut if this fails, the child is then demoted to the next lower\n2.\n3.\n\n—\n\n—\n\n;\n\n;\n\nclass.\nIf this\n\nplan\n\nis\n\nfollowed thruout the year, it will be found that at the\n\nclose of the year's work the children are in their proper classes and ready\nfor the next step\n\nforward.\n\nIt will\n\nnot need an examination to decidf\n\n"}
{"page": 149, "printed_page": null, "text": "m\n\nPRoblMM of the grades— instruction\n\nSessions]\n\nwho shall be promoted the work during the year has been looked into,\nand parents, principal, teachers, and pupils all know if the work has been\nsatisfactory or not.\nNo child is surprised at his grading for the next\nterm.\n\"Snap\" judgment has not been taken on anyone, but all come\nup with full knowledge to the final adjustment of the classes for next\n;\n\nyear.\n\nOne fault of our schools, and one that causes much of the confusion\nin the matter of promotions, is the teaching of each subject separately, and\n\napart from\n\nall\n\nother subjects in the course of study, instead of regarding\n\non its own axis, yet\nand recrosses the paths of the others at every revolution. The\nreading class is heard at a given period and dismissed for the day the\nteacher complains that her children are poor readers because she has not\ntime enough to drill them, not knowing that every recitation in arithmetic, language, geography, history, etc., is in one sense a reading lesson.\nThe drawing, so little understood or appreciated by many teachers,\n\nthem\n\nas wheels within wheels, where each revolves\n\ncrosses\n\n;\n\nshould be a valuable aid in arithmetic, geography, history, reading, language, literature, and in many other branches.\n\nThus it is with each study taken up in the school, and when we have\nlearned the value of each subject we are attempting to teach, and its inter-\n\ndependence on every other subject, we shall then be capable of dealing\nwith this special problem of school management and when the question\nof promotion presents itself for consideration, we shall not say the child\nis weak in this branch or strong in that, but shall take into account his\ngeneral proficiency in the work he has accomplished, and the power and\nbreadth of mind acquired for the work of the class or grade above him.\n;\n\nTHE PROBLEM OE THE GRADES\nIII.\n\nMRS. ALICE\n\nINSTRUCTION\n\nWOODWORTH COOLEY, SUPERVISOR OF PRIMARY GRADES,\nMINNEAPOLIS, MINN.\n\nMore fully expressed, the fourfold problem of instruction is: the child\ninstructed (his evolution), the means of instruction (curriculum), the\nmanner of instruction (method), and the personality and power of the\ninstructor.\nis the greatest world-problem, past and present, because, once\nand its results proven, all other problems relating to human life\nare solved\nindustrial and sociological, ethical and religious; since \"in\nthe grades\" means the all-important time when men and women are \" in\nthe making.\"\nThirty minutes is the time allotted for presenting this world-problem\nin the present stage of its evolution to the highest representative body\n\nThis\n\nsolved,\n\n—\n\n"}
{"page": 150, "printed_page": null, "text": "138\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n— the senate —\n\nof\n\n[General\n\nAmerican educators, who are themselves making it\n\ntheir life-study\n\nCan you not feel the tumult of the brain, as the multiform and manifold phases of this problem go tumbling about in the head, challenging\nyes, daring\n\n—\n\n— attack? Educational values; formale ducation \"the three\n;\n\nR's \" and the so-called \"fads;\"\n\nnew; the\n\nthe old education and the\n\nvalue and place of nature study, music, drawing, painting, and modeling\nindustrial training, ethical training, aesthetic training\n\ncorrelation, con-\n\n;\n\ncentration, and all the other \"-ations\" that follow in this train\n\n;\n\nmethods\n\n— text-book and laboratory, synthetic and analytic, hygienic and dyspeptic; the evolution of the child, \"culture epochs;\" and so on, ad infiAll under cover of this tremendous subject\n\nnitum!\n\n1\n\nCan one thought be found to unify the many ? Reminding ourselves\nthat upon the platform of the National Educational Association one is\nnot to settle them\nwe take courage.\nexpected merely to state problems\n\n—\n\n—\n\nIn this case the attempt will be to state the problem from the point of\n\nview of\n\nthe\n\nelementary schools\n\nsimplest, terms\n\n;\n\nso to state it that\n\n;\n\nto\n\nstate\n\nit\n\nin\n\nhighest, therefore\n\nits\n\nwe may go back to the children for\n\nthe solution, with clearer insight, renewed enthusiasm, earnestness, deter-\n\nmination of will, consecration of heart and will, courage, faith, and joy.\n\nA problem, as defined, is a \" matter of uncertainty requiring further\nA clear statement must indicate desired\nlight to determine the truth.\"\nresults in illuminated as well as simple terms, since to bring into view\n\nthe outlines of the to-be-struggled-for quantity is to draw\nlight.\n\nit\n\nin lines of\n\nThis implies clear understanding of conditions, and of the specific,\n\ndefinite character of the\n\nunknown to-be-found quantity.\n\ncome the \"further light\" needed?\n\nIt\n\nWhence shall\n\ndoes not emanate from the class-\n\nroom of the doctor of philosophy, tho here must be sensitized\nthat would see\n\n;\n\nnor from the pages of the notebook\n\nfilled\n\nthe eye\n\nwith the\n\nwisdom of the psychologist who makes occasional visits to the schoolroom and views conditions from behind his learned spectacles (blue or\nIt does emanate from the\nHere philosophy, insight, sympathy\n\notherwise), tho he, too, serves as an oculist.\n\nroom in which children daily live.\n\nwith child-life, combined, must read as well as solve the problem.\npossible so to express it as both to illuminate the ideal\nlights upon the means to be used in reaching it ?\n\nto the schoolroom.\n\nIs\n\nit\n\nand radiate side-\n\nWe take the question\n\nThe combined and accumulated wisdom of the phi-\n\nlosopher and of the poet earnestly asks of the child whom it would serve\n\nWhat are you?\n\n:\n\nWhat are your needs? Browning, the poet-philosopher,\n\nhas voiced the answer that comes to every truthseeker that has \" ears to\n\nhear\": \"I am made up of an intensest life; .... a principle of rest-have, see, know, taste, feel all.\"\n\nlessness which would be all\n\n—\n\nUnquestionably the teacher's present concern\nthrobbing, pulsating, all-demanding\n\nlife\n\nthat\n\nis\n\nnow\n\nhow to nourish this\nis.\n\nThat, too, has\n\n"}
{"page": 151, "printed_page": null, "text": "PROBLEM OF THE GRADES- INSTRUCTION\n\nSessions]\n\n139\n\nThe \" letter killeth, but the spirit [the essence of life]\nLife is generated by life only.\nThe life of mind and soul\n\nbeen answered.\ngiveth life.\"\nis\n\nquickened by contact with life.\n\nIt\n\ncannot be touched by the \"outer\n\nThe child of today gives the same answer that\n\nshells and skin of life.\"\n\nhas been proclaimed and reiterated by every educational prophet\n\nwe offer many a stone for bread.\nof instruction of his time\n\n;\n\nand still\n\nWe recall Goethe's ridicule of methods\n\n:\n\nHe who would know and treat of aught alive\nSeeks first the living spirit thence to drive\n*\n*\n*\n*\n*\n*\n.\n\nThen are the lifeless fragments in his hand.\n\nAnd Mrs. Browning's burst of gratitude for salvation from the general\nwreck\n\n:\n\nIn looking down\n\nThose years of education ....\nI wondered if Brinvilliers suffered more\nIn water torture, .... flood succeeding flood\n\nTo drench the incapable throat and split the veins.\n.... Certain of your feebler souls\nGo out in such a process many pine\nTo a sick, inodorous light my own endured\n;\n\n;\n\n;\n\nI\n\nhad relations in the Unseen.\n\nI\n\nkept the life, thrust on me, on the outside\n\nOf the inner life, with all its ample room\nFor heart and lungs, for will and intellect.\nI\n\n— God,\n\nthank thee for that grace of thine\n\nThis order of things\ngreat need of today\n\nis\n\nis\n\nThe\n\npassing away, but has not yet passed.\n\nthe vitalization of the\n\ncurriculum, of methods,\n\nand of ourselves. Life is the result of instruction life is to receive the\ninstruction by means of life.\nHere, then, is the desired statement Life\ndemands life. Life-stuff in the curriculum\nMethods born of life and\n;\n\n:\n\n!\n\ntouching life\n\n!\n\nEducation, a life-process\n\n!\n\nWe know that the life of mind and soul means seeing, knowing,\nthinking, and feeling yet we have often seemed to believe that life in the\nschoolroom is sui generis, a life of knowing facts, or perchance of know;\n\ning with a little incidental thinking; while it is quite traditional that the\n\nschoolroom feeling shall be one of dislike for school tasks. \" How else\ncould the doing of tasks give proper discipline ? \"\nBut what are the\nUp-reaching desires loves\nmanifestations of the true life that grows ?\n;\n\n;\n\nout-reaching toother lives and to\n\nmovement within\n\n;\n\nlife\n\nin\n\nnature; response to beauty;\n\nactivity ; dynamic force ; power to do and to overcome\n\njoy in receiving, in expressing, in achieving.\nis\n\njust where we want\n\nit\n\nfirst.\n\nIs this \"in the air\" ?\n\nIn the air of every schoolroom\n\ncollege, and university — so that\n\n;\n\nThat\n\n— elemen-\n\nit must be breathed into the lungs.\nIhen shall we develop the clear eye that can see the beauty of the flowers\n\ntary,\n\nof the field beneath, of the\n\nstars in\n\nthe sky above, and\n\nthe beauty of\n\n"}
{"page": 152, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI40\n\neveryday living and loving and working\n\n;\n\n[General\n\nthe open air that can hear the\n\nsongs of the birds, the murmur of the winds in the treetops, and also the\ncall to\n\nshare the joys and griefs of those about us\n\nfeel \" the\n\n;\n\nthe tender heart to\n\nthrob of spring,\" and the singing bird, and the rejoicing or\n\nsorrowing neighbor; the nerve that\n\nthrills with aspiration and faith; the\n\nfirm muscle of determination that overcomes\ncarries vigor and health to\n\n;\n\nthe vitalized blood that\n\neach and every part — the vigor that makes for\n\ndynamic force, for radiating power of personality, for power to reach\nothers, to stir them to new life, in turn to quicken, hearten, and uplift.\nThis life-test is intensely practical. Let us apply it to the curriculum,\nmethod, and teacher, and ask of each, in turn\nDo you awaken loves\nand aspirations for what is healthful and high ? Do you promote sym:\n\nrelations with life in nature or with human life ?\nDo you\nawaken the fundamental interest that holds to concentrated attention and\ncontinued effort ? Do you create a desire to express open a new avenue\nof expression give to the child the joy of expression ?\nDo you help to\nhabitual use of more fitting, more effective, and more beautiful form^ of\nexpression by voice, hand, or body ? Do you open eye or ear to the\nbeauties of the world ?\nDo ybu cultivate appreciation of beauty ? Do\nyou vivify the imagination\nthat gift of gifts— the power to see that\nwhich is not visible to the physical eye ? Do you generate increased\npower to do greater joy in doing ?\nThe affirmative of each one of these questions means the life-touch, as\nregards both the child and what is given him.\nInstruction in the grades\nmust meet every one of these demands give \"right of way \" to what meets\nmost of them shut out everything that meets none. That which cannot\nbear the life-test must go\nthe sooner the better. It is dead. Bury it.\nWhat of knowledge-getting, observation-training, and form-study ?\nEach is a necessary element of that which stands the life-test. But these\nmeans are not ends, and must be felt as all-important because they serve\nhigher purposes. Men feel and have learned to know by observing. God\nplanned it so. Knowledge of the facts of life deepens his feelings of\nwonder, awe, love, and sympathy.\nGod planned it so. This is as\n\npathetic\n\n;\n\n;\n\n—\n\n;\n\n;\n\n;\n\n—\n\ntoday as of the child-man\n\ntrue of the child of\n\nof the past.\n\nObser-\n\nBut physical\n\nvation is the divinely ordered first step in the life-process.\n\nseeing, mind-seeing, and heart-seeing (seeing, knowing, feeling) go hand\nin hand, and here is where we\n\ndivine plan.\nsake,\n\nof\n\nand\n\nlife\n\nIt\n\nis\n\nhave failed to work in harmony with the\n\nnot years of observation-training for\n\nof knowledge-getting for\n\nin the future;\n\nnor\n\nis\n\nit\n\nits\n\nobservation's\n\nown sake, with vague thoughts\n\na sentimental working\n\nupon the emo-\n\ntions; but daily training to observe, daily \"knowing for certain\" some\n\nGod planned\nThat which stands the life-test does so because observation and\nknowledge are the building-stones, but living relationship with things\nnew truth that shall at once cause the heart to respond.\nit\n\nso.\n\n"}
{"page": 153, "printed_page": null, "text": "PROBLEM OF THE GRADES— INSTRUCTION\n\nSessions]\n\nthat only\n\nknowledge can breed\n\nis\n\n14*\n\nthe final goal; the knowledge\n\nis\n\nnot\n\nitself life.\n\n\" Let knowledge grow from more to more,\n\nBut more of reverence in us dwell.\"\n\nThe relation of form-study to\n\nthe life-test\n\nis\n\nthat of perfecting or\n\nmastering the forms of expression in order that they may more effectively\n\nand beautifully reveal or express a larger measure of life.\n\nOur curriculum, then, has two divisions\n\n:\n\nsubjects that bring in vital\n\ncontact with life-sources ; exercises that develop power to express and\n\ncommunicate that life in various forms.\nTo bring in these subjects and exercises at the right time, §o as to touch\nthe life of the child at that time, is the life-test applied to method.\n\nNow to the daily program with our standard.\nthat of nature or of\n\nman, every\n\nlife- idea\n\nSince all\n\nrelates\n\nto\n\nlife\n\neither\n\nis\n\nknowledge\n\nthe\n\nof\n\ntruths concerning life in nature or in man, or to their interpretation.\n\nWe challenge nature study.\nis\n\na study of death.\n\nThere is a so-called study of nature that\n\nCarlyle gives us a hint of the life-method by which\n\nthe race-child has grown by contact with nature.\nto the life-method needed by the child of today\n\ntruly a hint as\n\nIt is as\n:\n\nThe young generations of the world, who had in them the freshness of young children,\ndid not think that they had finished off all things in heaven and earth by merely giving\n\nthem scientific names, but had to gaze direct at them there, with awe and wonder.\n\nTrue nature study, founded in observation-training and knowledge of\nrouses the thought and the determined, persistent effort to express\nit, that results in discovery and mastery of forces\ninventions; it also\nappreciation\nawakens a response to the inner meanings of things\nfacts,\n\n—\n\n—\n\nof beauty, wonder, reverence.\n\nOver our manhood bend the skies\nAgainst our fallen and traitor lives\nThe great winds utteV prophecies\nWith our faint hearts the mountain strives\nIts arms outstretched, the Druid wood\nWaits with its benedicite\nAnd to our age's drowsy blood\n;\n\n;\n\nStill shouts\n\nsays Lowell.\n\n;\n\nthe inspiring sea,\n\nWe would have our children see the bending skies, hear\n\nthe prophecies of the winds, respond to the strivings of the mountains,/!?^/\nthe blessing of the wood, be urged to action by the shouts of the sea.\n\nTruly, we dare not transplant the child from the world of nature in\n\nwhich God placed him into a world of our own planning.\n\nIf\n\nwe are not\n\nready to lead him there, we must either get ready or \" get out.\"\nHistory, the story of the\n\nlife\n\n—\n\nof\n\nman\n\n—\n\nhis thoughts,\n\nloves,\n\nhopes,\n\nelementary phases (child-life,\nin its\nand victories\nprimitive life, and biography) makes the direct appeal to the child that\nis the life-touch, rousing the imagination, sympathy, aspiration, and\n\nefforts,\n\ndefeats,\n\n"}
{"page": 154, "printed_page": null, "text": "MATIONAL educational association\n\n142»\n\ndetermination to reach ideals.\n\n[General\n\nLed along this line he becomes conscious\n\nthat \"through the ages one eternal purpose runs,\" and later learns to know\n\nhistory as the story of human life in sequence\n\n;\n\nthe story that sounds the\n\nbugle-call to his own duties, as his part in this world-life takes\n\non new\n\nmeaning and significance. This is the true teaching of patriotism.\nGeography finds its place as a study of mutual relations.\nLiterature, the queen of the curriculum, brings the higher\n\nhighest\n\n— touch. Thru experience,\n\n—\n\nyes, the\n\nas we have noted, the child gains a\n\nknowledge of life-truths and more or less vaguely feels their inner mean\ning he may even be able to express a part of what he sees and feels but\nin literature he finds the thought of those who have seen and felt more\ndeeply he catches the spirit and takes a deeper breath. This, however,\nonly when he has himself lived to some degree the life portrayed. It is\nin this sense\nconsidering the previous contact with nature and human\nlife as essential elements of interpretation of literature\nthat it becomes\nthe queen which all others must serve.\nBut, like a true queen, it also\nserves right royally.\nThe word \"reading\" on our daily programs should\nhave all the significance of literature, and more, the oral reading of literature; both life and its expression.\nThus interpreted, life-lessons and\n;\n\n;\n\n;\n\n—\n\n—\n\nliterature precede reading-lessons.\n\nfrom the first day of school\nlatter.\n\n;\n\nTo the former the child is entitled\nmany reasons for postponing the\n\nthere are\n\nAnd literature in abundance is his.\n\nFairy stories and myths have in them the life-touch for little children,\n\nbecause here are word-pictures of what they are themselves living in the\n\nworld they know, which is but enlarged for new fairies, and fancies with\n\nThe myth, the \"report of the dawning of great truths on\nminds of primitive men,\" is eagerly devoured, because there is a\nsimilar dawning on the minds of the primitive men of the schoolroom.\nSuch poems as those of Stevenson and Eugene Field are a delight to\nthem, because they find there pictures of everyday plays and loves of\ntheir own child-world.\nHiawatha is, perhaps, the children's favorite.\nHe lives in their plane and in their beloved out of-doors his little\nbrothers are theirs his rainbow of flowers is theirs his fondness for the\ngreat story-teller is theirs; his \"What is that, Nokomis ?.\" is but the echo\nof their daily refrain\nand the poem \"Hiawatha\" is literature. It is full\nof life and beauty, set in the rhythm beloved of childhood. Longfellow's\nnew meanings.\nthe\n\n;\n\n;\n\n;\n\n—\n\n\"Children's Hour\" appeals to another side of their life.\n\nThey find here\n\npainted the tenderness and strength of the love of a father\n\n— what they\n\nhave unconsciously felt, either by having or missing.\n\nBoys and girls that have tasted the delight of wandering in November\nwoods see and feel the pictures in such poems as Helen Hunt Jackson's\n\" November,\" and go back to the woods with deeper sympathy with all\nThey delight in the stanzas\nwild things as they \" lie down to sleep.\"\nfrom \" Barefoot Boy \" that portray their own experiences. (The last stanza\n\n"}
{"page": 155, "printed_page": null, "text": "PROBLEM OF THE GRADES— INSTRUCTION\n\nSessions]\n\nis\n\nnot for them.)\n\n143\n\nSaid one small boy (what thousands have\n\nlike best that place where he sat barefooted on the\n\nfelt):\n\n\"I\n\ndoorstep and ate his\n\nbread and milk and looked around at the sunset, and said 'I am monParts of \" Snowbound\" are very dear to them also, because of\narch !' \"\nthe home-feeling\ndelights.\n\nand\n\nhome-loves pictured, as well\n\nYes, literature daily\n\n;\n\nfirst\n\nas\n\nout-of-door\n\nthru the teacher, later in the daily\n\nreading-lessons.\n\nConsidering reading\nread.\n\nripe\n\nas the oral expression\n\nof literature, we have a\n\nnot only of what shall be read, but of the methods of learning to\n\ntest,\n\n—\n\nbecause the\nWith reading-lessons proper, begun at the right\nfor such lessons, symbols vivified by thought are easily\n\n— stage\n\nmastered without previous study as symbols.\n\nThis is not a theory, but a\n\nand the rapid mastery of vocabulary under the impulse of\nthought seems marvelous. Children taught in this way are readers, and\nare not cursed with that false glibness in using words that sacrifices mental\npictures and definite thought.\nThere are so-called exercises in reading that are ready for burial.\nThese are built on the plan of making and polishing beautiful shells, into\nwhich life is later to be induced to creep and find a magnificent home.\nThis hermit-crab method of teaching reading does not recognize the fact\nthat life must make the shells, and cast them off as it \"builds more stately\nmansions;\" that the word is of value only as it is itself vitalized; that we\nhave lowered, degraded it in the eyes and the heart of the child by giving\nHe\nhim devitalized words with which to perform gymnastic tricks.\nenjoys the feeling of mastery as he finds himself able to make new combinations and untangle others, but such appeal to the trick-performing\npower should be made with other material than the word. This trick\nperformance is in no way akin to the pleasure of reading to which the\nchild is entitled, and which he may taste in some degree from his first\nThe great wrong lies in the resulting mental\nreading-lesson to his last.\nattitude toward the printed word as dead and cold, instead of winged with\nlife; and first impressions are seldom, if ever, quite erased.\nReading is\nthe Cinderella of the kitchen and not Cinderella the queen, so long as\ndoggerel and sentences prepared for word-calling are substituted for the\nsentences that are alive because the breath of thought and feeling is in\nthem. How dare we sell the child's birthright for a mess of pottage ?\nproven\n\nfact,\n\nWe turn to the second division of the curriculum\nexpression.\n\nIt is a recognized law of growth that live\n\n:\n\nmodes of\n\nlife-\n\nthought and feeling\n\nmust break forth in some form, not only that it may give to others, but\nalso express itself, and become a means of mind- and soul-expansion.\nIt\nseeks expression in terms of beauty and effectiveness.\nThe development\nof the child, then, demands of us that we open many avenues of expression, and also develop skill in the use of most beautiful and effective forms.\nWhat avenues? Again we turn to the children for answer. We find\n\n"}
{"page": 156, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n144\n\nLGenera)\n\nthat those forms which child-life seeks are oral language (expression by\n\nthe spoken word); representation by painting, drawing, modeling, and\nmaking (expression by hand) song, and later written language (involving writing and spelling).\nWe believe that every one of these bears a\nvital relation to growth.\nAgain we recall the questions in the life-test,\nand note the affirmative answers. We have not time to note the specific\nvalue and place of each, but must pause to give thanks for the truer as\nwell as the enlarged vision, the deeper appreciation of beauty, the more\nvivid imagination, and the increased joy that have come to thousands of\n;\n\nchildren with the use of brush and color in the elementary schools; for\nthe help that illustrative drawing has proven in the interpretation\n\nof\n\nliterature; for the quickening of brain, as well as practical skill in doing,\n\nthat are coming with greater opportunities for hand-training.\n\nAnd, then,\n\nthe joy of achievement when the child has made something, has created\n\n!\n\nWe need a systematic course in industrial work from the first to the last\ngrade, but it must touch life, and not be merely a set of formal exercises.\n\nThe methods of training to express in terms of beauty and effectiveness must also be shaped by the\n\nlife-test.\n\nEvery art has\n\ntechnique,\n\nits\n\nbut the approach to it is thru quickened thought and feeling, that desire\n\nand attempt to express may lead to appreciation of need of skill in use of\nits forms.\nThese are best shaped and perfected by using. The proportion of form-study will increase, but remain subordinate to the thought\n\nand feeling expressed. Study of structure and pure technique belong to\nthe later stages of the development of child and of art.\n\nOur curriculum\n\nis\n\nstill\n\nincomplete.\n\nPhysical training\n\nfelt\n\nis\n\nto be\n\nnecessary because of the life-relation between body and soul.\n\" The soul is not the body, and the breath is not the flute\n\nBoth together make the music\n\n;\n\neitlier marred,\n\nand all is mute.\"\n\nThe body must be trained to serve, and to express health, strength,\nharmony, and beauty of soul.\nits\nArithmetic, or number, finds its place in the elementary school\ntouch with life\nas a necessary means of exchange, enabling men to live\ntogether in communities.\nThis must not be interpreted to mean that all\nthat is in our text-books in this guise has any excuse for being there, or\nanywhere else, but in dust and ashes.\nNature study, history, geography, oral reading of literature and oral\nlanguage (including training to express in clear, well-modulated tones\nand with correct pronunciation); representation by drawing and painting;\nmusic manual, training written language (including writing and spelling) physical training number. All these ? Yes, every one\nNot the\n\n—\n\n—\n\n;\n\n;\n\n;\n\n;\n\narbitrary will\n\nof\n\npedagogs, but\n\nsuperficiality and dissipation of\n\n!\n\nlife\n\ndemands\n\nenergy ?\n\nIt\n\nit.\n\nmay\n\n;\n\nWill\n\nit\n\nnot mean\n\nor it may mean con-\n\ncentration of forces and energy, if the subject of thought and feeling be\n\nmade the keynote, and each exercise contribute to the seeing of a new\n\n"}
{"page": 157, "printed_page": null, "text": "M5\n\nINFLUENCE OF MUSIC UPON NATIONAL LIFE\n\nSessions]\n\nphase, or to the mastery of another\n\nmode of expression.\n\n(We believe\n\nand number, and these only, should\nthat the latter makes its fundabe excepted from this direct unification\n•^\nmental associations with form -study.)\nIt is, perhaps, needless to add that this life-test is the supreme test of\nthe educator.\nNothing is of value in the hands of a dead leader.\nAgain a message from Goethe\nthat exercises in physical culture,\n\n;\n\n:\n\nprompt not, if it doth not flow\nFresh from the spirit's depths, with strong control,\nIf feeling\n\n******\nIdle your toil.\n\nOh, if it rush not from thine inmost soul.\n\nThou hast not now the life-restoring draft.\nOurselves winning this life-restoring draft, we may hold it to the lips\nof the children, that they may go out from us knowing a few things \"for\ncertain,\"\n\nbelieving\n\nmore things, hoping all\n\nthings, loving high ideals,\n\nresponding to beauty, able and eager to do honest, efficient work in the\nworld, and finding joy in doing, in achieving, in being.\n\nThis is the life\n\nthat knows no end.\n\nTHE INFLUENCE OF MUSIC UPON NATIONAL LIFE\nARNOLD\n\nJ.\n\nGANTVOORT, LECTURER, COLLEGE OF MUSIC, CINCINNATI, O.\n\nWhen Louis XIV. asked his prime minister, Colbert, how it was that\nso great and popular a nation as France was unable to subdue or conquer\n\na little country like Holland, the prime minister answered:\n\ngreatness of a nation does not depend\n\n\"Sire, the\n\nupon the extent of its territory,\n\nbut rather upon the character of its citizens.\"\nLuther, in summing up the elements of national greatness, said\n\nThe life and character of a nation do not depend upon the abundance of its revenues, the strength of its fortifications, the size of its army, the beauty of its buildings ; but\n\non the number of its cultivated\nacter.\n\ncitizens\n\n:\n\nits\n\nmen of education, enlightenment, and char-\n\nIn them He its chief strength, true greatness, and real power.\n\nAn English poet wrote\n\n:\n\nWhat constitutes a state ?\nNot high-raised battlement or labored mound,\nThick wall or moated gate.\nNot cities proud with spires and turrets crowned,\nNot bays and broad armed ports.\n\n******\nNo\n\n:\n\nmen, high-minded men.\n\nWith powers as far above dull brutes endued\nIn forest, brake, or den.\n\nAs beasts excel cold rocks and brambles rude.\nMen who their duties know,\nBut know their rights, and knowing, dare maintain.\n*\n\n*\n\n*\n\n*\n\nThese constitute a state.\n\n*\n\n*\n\n"}
{"page": 158, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n146\n\nHere are the opinions of three great men\nstatesman\n\n;\n\n;\n\nthe\n\n[General\n\na warrior\n\nfirst,\n\nand\n\nthe second, a minister, philosopher, and thinker; the third, a\n\npoet and seer.\n\nJudging from these statements, to affect the life of a nation effectupermanently we must affect the lives of its individual citizens;\nand to affect those lives we must begin with them in the plastic years of\nchildhood, when the mind responds most readily to the invitation and\nally and\n\nincitation of the great truths placed before it.\n\nThe child who comes to us in the first years of his school life, still\nalmost fresh from the hand of God, is, as someone has said, a bundle of\npossibilities.\nBut still more might we say that he is a bundle of likes\nand dislikes, the result of his inborn emotions. It is universally recognized that childhood is the most favorable time for character-formation,\n\nbecause the character\n\nis\n\nthen in its formative state, consisting only of a\n\nnumber of tendencies or emotions. During the child-life these emotions\nbut action oft\nare usually the springs that move the child to action\n;\n\nrepeated results in habit, and habit of action in childhood forms, later on,\n\neveryday conduct, and everyday conduct results in character for the man\nthat\n\nis\n\nto be.\n\nThe process of education is but\n\nthe continuous battle\n\nbetween the inherent egoistic and the desirable altruistic emotions which\nwe, as teachers, endeavor to\n\ninto the child by the processes of\n\ninstill\n\nThe subsequent character of the man to be is\nmodern education.\nIf the egoistic\ndependent upon the final outcome of this struggle.\ntriumphs, man becomes an undesirable quantity in society; while\n\nthe\n\nif\n\nascendency, conquering and subduing some of the\n\naltruistic gains the\n\nand casting out others, then man becomes a man\n\negoistic emotions\n\nthe fullest sense of the word\n\n;\n\nin\n\nman who can rise not only above his\n\na\n\nsurroundings, his labor, the circumstances of his\n\nlife,\n\nbut\n\nwho can rise\n\nabove himself, and\n\" Unless above himself he can\n\nErect himself, how mean a thing is man\n\nThe\n\nquestion\n\nnow presents\n\nitself\n\n!\n\nwhether music can help\n\nin\n\nthis\n\nstruggle between the egoistic and altruistic emotions, and upon which\nside it arrays itself ; for upon that will depend its influence in the formation\n\nof\n\nindividual\n\ncharacter; and\n\nwhen\n\nthese individuals are\n\ntogether into societies which we call town,\n\ncity,\n\nstate,\n\nbanded\n\nor nation, the\n\ncumulative influence of music will be felt upon the life of these societies,\n\nupon the life of that nation.\nI\n\nspoke a\n\nmoment ago of the struggle between the egoistic and\nThe first of these are fear, hatred, sullenness,\n\nthe altruistic emotions.\n\nknown, are forever and forever\nand engaged in deadly fray with,\ntheir opposites, the altruistic emotions of courage, love, cheerfulness,\nThe very archenemy of all soul-expansion\nkindness, hope, sympathy, etc.\n\ncruelty, despair, etc.\nbitterly\n\nThese, as\n\nit is\n\nand unutterably opposed\n\nwell\n\nto,\n\n"}
{"page": 159, "printed_page": null, "text": "INFLUENCE OF MUSIC UPON NATIONAL LIFE\n\nSessions]\n\nis\n\nfear.\n\nWhen fear is cast out the soul expands in courage, which is\n\nsimply the sense of the soul's triumph over, and\nprison of self in which it had lain captive.\nof self.\n\ni47\n\nCourage is the forgetfulness of self.\n\nthe assertions of\n\nself,\n\nits\n\nescape from, the\n\nFear is but the preponderance\nAll egoistic emotions are\n\nwhile courage, love, kindness, hope, and sympathy\n\nare the results of self-forgetfulness.\n\nCan music cast out fear and thus permit courage to assert itself?\nThe battlefield is pre-eminently the place where we expect to see exhibitions of greatest courage\nand we shall find a striking answer to our\nquestion if we wiJl but note the prominence given to music in warfare,\namong all nations, savage or civilized. There has never been a people\n;\n\nso poor that\n\nit\n\ndid not have some simple song or ballad, dear to the\n\ncommon heart, to serve as a source of comfort or inspiration in the time\nof sorrow or peril.\n\nHow many times has\n\" The hollow eye grown bright\n\n,\n\nAnd the poor heart almost gay \"\n\nwhen the wearied and disheartened\n\nsoldier has heard\n\nsome well-known\n\nstrain and felt his pulse beat in unison to its measure\n\nA recent instance is but one of many hundreds which might be given\nOn June 24, 1898, when the memorable battle of Santiago\nwas being fought, the regulars of the United States army, firmly supto illustrate\n\n:\n\nported by the volunteers, were arrayed against the very flower of the\n\nSpanish forces, and were suffering from a fearful rain of shot and shell\nand most deadly rifle-fire. Men fell wounded and dead on all sides.\nReinforcements were constantly in demand.\nAn unseen' enemy was\ndecimating our troops, and it seemed as if all were lost in the face of\nthat awful fire.\nSuddenly one brave, enthusiastic soldier struck up the\nstrain of the \" Star-Spangled Banner.'^\n\nOthers, as they caught a fresh\ngleam of the bit of sacred bunting, joined in the song and with souls\nthrilled anew, and hearts nerved by what seemed almost superhuman\npower, they pressed forward, and victory crowned our arms.\nA great and thoughtful writer has said that when at the last day the\n;\n\nrecording angel opens the books and reads the story of the battle of\nWaterloo, it will be found that a very large portion of the dead who fell\nin the latter part of that conflict\n\nis\n\nset\n\ndown on the debit side of that\n\nintrepid military band of the Old\n\nGuard which persisted in playing the\n\"Marseillaise\" long after Napoleon had uttered the never-to-be-forgotten\nwords, \"Sauve qui peut!\" and had himself left the field.\nHistory is full of examples of the wonderful power of song and\nmusic upon the battlefield, in turning the tide of battle and in invigorating men with a courage that was simply sublime.\n\nLifted out of him-\n\nself,\n\nthe soul of man, when listening to the inspiring strains of music,\n\nlives\n\ntemporarily in an atmosphere and in a clime whose air and sun-\n\nshine are the result of the most exalted emotions.\n\n"}
{"page": 160, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n148\n\nSound is a social\nexcellence.\n\nagent, and\n\nsoul's\n\nmusic move us\n\nagent par\n\nfar more than\n\n;\n\nemotions and to the soul\n\nemotions and by the soul\n\nin\n\nand when we would give voice to our\nmedium employed. It addresses itself directly\n\nwords or gestures ever could\nhighest joy, music is the\nto the\n\nmusical sound the\n\nPain and sorrow expressed\n\n[General\n\n;\n\nyet\n\nit\n\nin\n\na language understood only by the\n\nis\n\na universal language, and speaks as\n\nmany dialects and idioms as there are nations, races, and individuals.\nThe modern development of music is but a response to the needs of\nhumanity\n\nfor a vehicle\n\nof the emotions, the\n\nfor the expression\n\nsoul-\n\nfeelings, which cannot find utterance in words, and for a medium which\nwill calm\n\nthese emotions or will exalt them beyond the power of words.\n\nMusic\n\nthe\n\nis\n\nmost popular\n\nof\n\nall\n\ncalm the violent emotions which\n\nIt\n\ncan reach and\n\nit\n\nto\n\narts.\n\nimpersonal soul of a crowd, and arouse\nprevail\n\nin\n\nmove\n\nthe\n\nthe noblest deeds, or\n\ntimes\n\nalso fosters love tor refined pleasures, and leads from\n\npanic.\n\nof\n\nMusic\n\nlow and degrad-\n\ning pastimes.\n\nThat nation\nin\n\nis\n\nwhich learning\n\nfar as\n\nbest educated in which\nis\n\nknowledge is most diffused,\nnumber; and only so\n\nin the grasp of the greatest\n\nany art or science becomes a part of popular education can that\nBut there are\ninfluence in the land.\n\nart or science become a power, an\n\nsome people who would make the keynote\n\"utility,\" and would bar out music as useless.\nin\n\nof their\n\neducational creed\n\nWell, they have one thing\n\ncommon with the savages, who are the most utilitarian people on\nAnd yet even they, these savages (according to the testimony of\n\nearth.\n\nStanley, Grant, and other travelers), chant a sort of song when cleaning\n\nrowing their boats, or traveling, knowing that they can work\nand accomplish more when thus accompanied. Field Marshal\nWolseley, viewing the subject from his standpoint, wrote not long ago\nthese words: \"Troops that sing on the march not only get to their\nand not only\ndestination soonest, but they get there in better condition\nthat, but they get there with a feeling of self-confidence which is the\nmother of victory.\"\nPopular education today means more than mathematics, language, or\ntheir rice,\n\nbetter\n\n;\n\nthe natural sciences.\n\nalone does not\n\nWe have finally learned that mental experience\n\nmake the most desirable character, and that emotional\n\nexperience is absolutely necessary.\n\nAfter the instinct of self-preservation,\n\nthe strongest motives of action spring from the emotional nature.\n\nTo\n\nthe purest elements of that emotional nature music appeals; therefore,\n\nhow can this most desirable experience be better gained than by music ?\nWe are now speaking a great deal, and doing a great deal as well, for\nThe schoolroom of today is full\nthe culture-education of our children.\nof pictures and casts, copies of some of the greatest art works, because\nwe believe that the contemplation of these copies will be of lasting benefit\nIt must not be\nin the formation of the characters of these children.\n\n"}
{"page": 161, "printed_page": null, "text": "INFLUENCE OF MUSIC UPON NATIONAL LIFE\n\nSessions]\n\n149\n\nnone of these copies can in any way be considered equal to> the originals which remain in the possession of the\nforgotten, however, that\n\nowners.\n\nWith music, however, it is otherwise. The performance of a great\nmusical art work by an orchestra or by a chorus is not a copy of the original, but is the original itself, living, breathing, pulsing, fresh as it came\nfrom the soul of the composer. It is therefore not at all to be considered\nas optimistic if we say that, if the contemplation of the copy of an art\nwork is considered elevating, the contemplation of the original, especially\nif we ourselves can help in re-creating this original, will undoubtedly be\nfar more elevating.\nEven the person who knows nothing of the musical\nart receives often his greatest joy from music because it is to him a mental, and unconsciously also an emotional, stimulant and food.\nMusic,\nperhaps more than in any other way, discloses its power in its indirect\neffects.\nChrist said, \" He that would be greatest among you, let him be\nservant of all,\" and it is when music becomes the servant that it is most\ndivine.\nBusy men, thoughtful men, and profound thinkers, understanding this, have often put themselves in contact with music, not to listen to\nthe music itself perhaps, but for the effect which it had upon them uncon-\n\nGeorge Sand \"wrote many of her best thoughts while listening\n\nsciously.\n\nto\n\nChopin, and Browning has often expressed his debt to music as a\n\nquickening influence upon the mind.\n\nMusic has held a prominent place in the educational systems of all\nIt has gone hand in hand with intellectual and aesthetic culture,\nand has ever been reckoned as a divine art, an acknowledged force in\nmolding character and government. The most highly educated and\ncivilized people have been the most musical.\nThe first great musical awakening in America began in New England.\nAnd it is a significant fact that this awakening came at the time when the\nnew spirit of culture, in its fullest, broadest sense, became rife. The love\nfor good music came with the conquering ideas those ideas which \" pronations.\n\n;\n\nclaimed liberty throughout\nliberty of\n\nthe land to\n\nall\n\nall\n\nthe inhabitants thereof;\"\n\nthought and conscience, freedom from the traditional bonds of\n\nchurch and\n\nstate ;\n\nthose ideas which placed deeds above creeds, mind\n\nabove matter, and the dignity of human nature above the mere chance of\nbirth\n\nor\n\ncircumstance\n\nwhich believed\n\n;\n\nin\n\nworth as the standard of\n\npolitical justice, and in the common heritage of all in\n\nwhatsoever things\n\nwere good, pure, and beautiful.\nThis was culture\n\nin\n\nthe free unfolding of the best of character ; the\n\nkindling anew of that divine spark in the human heart which brings man\nto see,\n\nunderstand, and\n\nwithin him.\n\nfeel\n\nthe beauty of the world about\n\nBut when man reaches this point there\n\nis\n\nhim and\nsome\n\nsure to be\n\ntangible evidence of his advancement, and we find these higher elements\nof\n\nculture expressing themselves in\n\nart\n\n—\n\nart,\n\nwhich\n\nis\n\nthe harmonic\n\n"}
{"page": 162, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n15°\n\nexpression of the\n\nhuman emotions\n\n;\n\n[General\n\nthe sphere of man's activity wherein\n\nthe creative energy asserts itself, and his kinship with the divine is\n\nmore plain.\n\nmade\n\nAnd what form of art,\n\nwhat appeal to that part of man's\nbeing which is wiser than the intellect, was peculiarly the need of our age,\nthis Christian age, this age where \"Thou shalt love thy neighbor as thy-\n\nself\" is the principle by which we seek to live ?\n\nWhat form of art, we say,\n\nwas so widely available and so eminently fitted to meet these wants as\nmusic ? The people who began to see deeply saw musically. And those\n\nwho turned to Emerson and his fellow-philosophers\n\nfor spiritual\n\nfood\n\nfound in Beethoven and his musical associates that which likewise met\ntheir desire for \"something more and more divine.\"\nWe are told that\nthe people from Brook Farm often walked seven miles to Boston to drink\nin the great symphonies, and trudged home unconscious of fatigue, happy\n\ncarrying with them a new genius, beauand strong, to help them in the next day's labor. These people\nwere scoffed at by their more pfosaic neighbors, but they did much to\nmake music respected, and to bring its merits, as one of the humanities,\nin the joys thus experienced, and\n\ntiful\n\nto the attention of thoughtful people.\n\nTheir ideas have permeated the\n\nthought and culture of our entire land.\n\nIn the fierce heat of controversy\n\nwhich they aroused, creeds have been melted, the lines of demarcation\nbetween sects almost obliterated, great national wrongs righted, and the\nbrotherhood of man more firmly established.\n\nFrom these beginnings have sprung those mighty forces, of which\nmusic is not the least, which are now molding, refining, and humanizing\nour too crude and boastful civilization.\n\nGreat reforms are the product\n\nand great songs are the living embodiment of these ideas.\nGreat music, into which great men have breathed their inmost souls, calls\nforth lofty thoughts and impulses, and often renews the spirit of the times.\nMusic is the most fluid, subtile, and sympathetic of all arts. It is a bit of\nheaven upon earth, breathing of life and its possibilities, and immortality\nMusic, therefore, must become an integral part of our\nand its joys.\ncommon, our atmospheric education. It must be made the people's\npossession, not alone a source of enjoyment and cultivation, but a mighty\nthe upbuilding and strengthening of this great\nmeans for a mighty end\nMusic has ever been a potent agent in civilization.\nAmerican nation.\nWe Americans are a conglomerate people, \"half-brothers of the world,\nwith something good and bad of every land,\" and we need music more\nthan any other nation. We need some ever-present, far-reaching, potent\ninfluence, which shall weld into one mighty whole these different elements\nof our national character, subdue our self-assertion, round off the sharp\ncorners, and efface our glaring inconsistencies\nthat shall sweeten the\nbitterness engendered by the conflict of opinion, temper party strife, and\npervade the masses; bringing out the genial humanity of each individual,\nand freeing him from the thralldom of party, creed, or fashion\nan influence\nof great ideas ;\n\n—\n\n;\n\n—\n\n"}
{"page": 163, "printed_page": null, "text": "INFLUENCE OF MUSIC UPON NATIONAL LIFE\n\nSessions]\n\n151\n\nthat shall give us a proper conception of the meaning of the word \" freedom ;\n\nthat shall teach\n\nus that\n\nfreedom\n\nis\n\nnot license, but a source of action\n\ngoverned by certain fixed laws that the highest freedom, and that which\nshould be the real motive for the assertion of our individuality, takes\ncognizance of the laws of divine order and unity; that,\n;\n\n\"True freedom is to share\nAll the chains our brothers wear.\n\nAnd, with heart and hand, to be\nEarnest to make others free.\"\n\nBut this very spirit of freedom must be properly restrained, or it will\nrush to its own destruction.\n\nIt must be\n\ncontrolled by some gentler, more\n\nharmonious, more humanizing agency, which\n\nshall pervade the whole\nmass of the people with a beautiful enthusiasm, and a deep reverence tor\n\nsomething\n\nfar\n\nabove themselves\n\n— something beautiful and pure, which\n\nwill waken the sleeping ideality in\n\ntheir souls, and lift them above the\ndead level of daily life and toil. Legal enactment or stern prohibition\ncannot exert this power. It must be something which shall touch that\n\npart of\n\nhuman\n\nnature from which the actions spring; something which\n\nshall put into the soul higher motives and broader sympathies.\n\nWhat can\n\nWhat can\n\nso quickly\n\ndo all\n\nthis,\n\nand do\n\nit\n\nso effectually, as music ?\n\nmagnetize a people into harmony of thought and action as this divine\nart ?\n\nThe more prosaic and sordid a man's life and daily occupation, the\nmore he needs the outlooks and leadings to a higher life.\nThe more he\ndwells among things, the greater his need of contact with a spirit greater\n\nthan mere things\n\nthe material life must touch the immaterial the body\nmust have an indwelling soul with aspirations and affinities, with a life\nabove and beyond the routine of everyday life. The solution of our labor\nproblems will speedily be reached when we come to realize that the need of\nthe millions of toilers in our land is soul-expansion, and the ennobling,\n;\n\n;\n\nrevivifying influence of pure joy.\nlarger, freer\nall\n\nlife,\n\nWhen these people learn to look for a\n\nnot so much in their toil, or party, or creed (for these\n\nhave their limitations), but in themselves, in that part of their being\n\nwhich can rise above mere circumstances and surroundings, and live and\nenjoy, then will they become more happy and contented.\nThey need to\ntaste this better, broader\n\nlife;\n\nand has not this\n\nlife\n\ncome to thousands\n\nof us, and to thousands of others, while listening to music, or while join-\n\ning our voices in some thrilling chorus, that seemed to make the very\n\nWe simply must\n\nheavens open and to give us a glimpse of the divine?\n\nlook to music to help us in this good work of providing soul-expansion\n\nan appeal to which we are all open in music we can\nwe can blend into good fellowship and friendship when\nwe listen or sing together; when our emotions are permitted to express\nthemselves in their own language, and our baser natures are silenced.\nfor the masses ;\n\nit is\n\nforget ourselves;\n\n;\n\n"}
{"page": 164, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n152\n\n[General\n\nWe believe that when the genius of song crowns the gospel of work\nthere will be fewer strikes, the grimy faces will be less haggard, the tense\n\nmuscles\n\nwill\n\nlose\n\nrigidity\n\ntheir\n\n:\n\nunder the unconscious influence of\n\nbeauty, harmony, and rhythm, labor will be more cheerfully, more faithfully performed.\n\nThe influence of music in our schools at this time supports our arguments and presages much for the future. Wherever music is a part of the\nregular curriculum the culture and influence of that school are being\nThe\nCoercive discipline is superseded by happy self-control.\nuplifted.\npupils are acquiring elasticity of spirit, joy in harmonious co-operation,\nin the blending of life with life; a rhythmical sense of order, a quickening\n\nof the ear and senses, a new and deeper respect for the rights of others,\n\nWe of older growth may not be as amenable to\n\nand a loftier patriotism.\n\nsuch influences as the children, but in so far as we place ourselves within\nthe reach of this mighty agent shall we be benefited and helped.\n\nAfter\n\nall,\n\nfreedom, to the average American, is not a\n\nreality, but\n\na\n\nWe are so enterprising, so unceasing in our pursuit of the means\nWe are veritable slaves to business,\nof living, that we have no time to live.\nmyth.\n\nand to a barren theory of\n\ndiscipline, ^/j^////«^, unrelenting discipline.\n\nWe still cling to the old Puritanic idea of self-repression, and are afraid\nThe paths of\n\nto give ourselves up to the happy instincts of our natures.\n\nbusiness, fashion, intellectual advancement, and even religion are clearly\n\n;mapped out\n\nfor us,\n\nand woe unto him who dares to leave the beaten\n\nIrack\n\nWe lack the knowledge of the art of living we lack geniality we do\n;\n\n;\n\nnot even know the true meaning of the words.\n\nLiving, to many, is a\n\nsynonym for existence, while geniality is a part of some forgotten language.\nThis last word comes from the same root as the word \"genius,\" and we all\nknow that genius is a spontaneous thing, which\n\" Soars\n\n—\n\nit\n\ndoes not need to climb\n\n—\n\nUpon God-given wings to heights sublime\n\n;\n\nit contributes to and sympathizes with enjoyment, excites pleasure,\nand reconciles it with loyalty to conscience, and with universal, holy, and\n\nthat\n\ndisint^ested purposes.\n\nIf our civilization endures or progresses, this ele-\n\nment must enter more largely into our national character. We must live\nmore, think more, /<?<?/ more. The garb of business, the stamp of party\nor profession, must be laid aside, and our lives must become more genial,\nmore responsive to the demands of our higher natures.\n\" So far as it is a matter of culture, it is through art that this genial era must be ushered\nand music offers itself as the most available, the most popular, the most influential, of\nall the fine arts.\nIt possesses the nature and ability to unite and blend and harmonize\nin,\n\nall\n\nwho may come within its sphere.\n\" It nourishes and feeds the hidden springs of hope, love, and faith\n\nconvictions of\n\nlife's springtime :\n\nthat beauty is a divine end of\n\nthat the world\n\nlife.\n\nis\n\n;\n\nrenews the old\n\nruled by love, that God is good, and\n\n"}
{"page": 165, "printed_page": null, "text": "INFLUENCE OF POETRY IN EDUCATION\n\nSessions]\n\n153\n\n\" It floods out of sight the unsightly, muddy grounds of life's petty, anxious, doubting\nmoments, and makes immortality a present fact, lived in and realized. It locks the door\nagainst the outer world of discords, contradictions, importunities, beneath the notice of a\nsoul so richly occupied ; lets 'Fate knock at the door'\n\n—\n\n—\n\nFate and the pursuing Furies\nand even welcomes them, and turns them into gracious goddesses, Eumenides\nWhen\nman has tasted of that higher life, and has given himself up to it, at least for a time, until\nhe has become acclimated to it, then man, no matter what may be his party or creed, will\nbelong to the harmonic and anointed bodyguard of peace, fraternity, and good- will.\nHis instincts have all caught the rhythm of that holy march, and the good genius leads.\nSomehow the smallest fiber, the most infinitesimal atoms of his being, are magnetized and\nattracted to the pole star of unity he has grown attuned to the believing mood, just as\nthe body of a violin or the walls of a concert-room become gradually seasoned into\nsmooth vibration.\"\n!\n\n;\n\nWhen the individual men and women who make up this nation have\nattuned to this believing, loving mood which leads to the\nrealization of the brotherhood of man in its highest phases, I am certain\nfinally grown\n\nthoughtful and studious\n\nthat\n\ncause and\n\neffect, will\n\nmen, observing and understanding the\n\nsay that much of this result is due to the influence\n\nof music upon our lives, and consequently upon the life of the nation.\n\nTHE INFLUENCE OF POETRY IN EDUCATION\nPRESIDENT WILLIAM\n\nM.\n\nBEARDSHEAR, STATE COLLEGE OF AGRICULTURE\n\nAND MECHANIC ARTS, AMES, lA.\nwidest range poetry treats of nature, man, and God.\n\nThere\nPoetry has two\nboundary lines separating these.\nessential elements\none is thought intensely felt; the other is thought\nIn\n\nare\n\nits\n\nno\n\ndistinct\n\n—\n\nIt has its fullest fruition when these are happily\n\"A vein of poetry,\" says Carlyle, \" exists in the hearts of all\nmen. No man is made altogether of poetry. We are all poets when we\nread a poem well.\" The phenomena of human experience and the ideals\n\nartfully expressed.\n\nblended.\n\nof poetry and nature are complementary parts of an arch wanting a key-\n\nstone.\n\nPoetry is the putting\n\nin of the\n\nkeystone, and, like Cicero's con-\n\nception of reason, it is the chain that links God and man.\nof poetry is variously interpreted.\n\nThe true aim\n\nProfessor J. C. Shairp says\n\n:\n\nTo appeal to the higher side of human nature, and to strengthen it, to come to its\nrescue when\n\novercome by worldliness and material interests, to support it by great\nthis is the one worthy aim, the adequate\nend of all poetic endeavor, and this it does by expressing in beautiful forms and melodious\nlanguage the best thoughts and the noblest feelings which the spectacle of life awakens\nit is\n\ntruths set forth in their most attractive form\n\n—\n\nin the finest souls.\n\nOur own Steadman, in dedicating the first chair of poetry in America,\nsaid:\n\n\"Poetry is rhythmical, imaginative language expressing the inven-\n\ntion, taste, thought, passion,\n\nand insight of the human soul.\"\n\nPoetry\n\nhas most largely to do with the realm of the perfect, altho it may include\njin\n\ngreater or\n\nless\n\ndegree the other principles of rational intuition.\n\n"}
{"page": 166, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n154\n\n[General\n\nGoethe probably had this relation in mind when he said \"The beautiful\nhigher than the good. The good is included in the beautiful.\" The\nworthiest poetry is born when the poet, with his soul high-wrought, sees,\nas in a new vision, the harmonious relation that nature bears to the human\nmind, and in the enrapture of the inspired scene expresses this beauty in\nmelodious and truthful language. Every thinker remembers what new\nrelations of truth and beauty at times dawn on his mind with the distinctiveness of a creation's morn.\nIn some such way the poet grasps\nwhat has been called \"the open secret\" of the universe. \" Open to all,\"\nsays Carlyle, \"seen by almost none.\"\nThe untutored savage strolls with\nstolid indifference amid sublime mountain scenery, along wonderfully\nterraced cafions, and down beautiful, musicful woodland streams\nwhile\n:\n\nis\n\n;\n\nhe who approaches these scenes with the\n\nlife\n\nof an artist is impassioned\n\nwith their voiceful thought and ravished with their evolving graces.\n\nHe\n\nwho sits inattentive in a great auditorium with unnurtured ear may not\nbe fit for treason, stratagems, and spoils, yet his smile of incredulity is\nin\n\nthe inspirited soul, sunlit by the truth and\nharmony of a grand chorus from one of the\nSt. Augustine once said\n\"Being thus admonished to return to\n\npainful contrast with\n\nexalted with the sweet\nmasters.\n\n:\n\nmy inner self. Thou being my pride, and I was\nable to do so because Thou wast my helper, and I entered and beheld the\neye of my soul (such as it was) even above my soul, above my mind, a\nmyself,\n\nI\n\nentered into\n\nlight unchangeable.\"\n\nSo the largest-minded poet approaches nature,\n\nman, and God, and\n\nthe \"light unchangeable\" reveals the beauty of\n\nin\n\nhigher, exquisite thought and skill.\n\nSuch an\n\nenvironment poetry brings to education.\n\nThe\n\ngreatest\n\nand of the world is personality. An inspirer\nmust be inspired in turn. Spirits feed on spirits. Poetry furnishes to\nthe educator and the youth ambrosial food essenced from earth, air, sky,\nman, and God. Prince Metternich said \" Revolutions begin in the best\nheads and run steadily down to the populace.\" The most epochal and\nforce of the schoolroom\n\n:\n\nmarvelous revolutions of history occur\n\nin\n\nthe schoolroom.\n\nThe evolu-\n\ncome\n\nthru the revolutions of the brain of some\n\" Alexander [the Great] left his schoolmasterful teacher or character.\ntions of civilization\n\nmaster, living Aristotle, behind him, but took dead Homer with him,\"\n\nsleeping with a copy under his pillow every night because in the characters of Achilles, Ulysses, Nestor,\n\nAjax, and Hector he found fortitude,\n\nheroism, and virtue more forcefully taught than was possible in the acute,\ncold abstractions, of Aristotle.\n\nSome books are the livest things in the\n\nworld, and of such poetry furnishes the largest proportion, for \" poets are\nthe rulers of men's spirits more than the philosophers, whether mental or\n\nphysical.\"\n\nPoetry brings to education a universal language.\n\nSome months ago,\n\nstanding by trees on the banks of a South American river, environed by\n\n"}
{"page": 167, "printed_page": null, "text": "I\n\nk\n\nWFLUENCE OF POETRY TN EDUCATION\n\nSessions]\n\n15S\n\nflowers of most exquisite loveliness and fragrance, were several Spaniards\nand an American. We didn't know each other's language, but there was\na language in the beauty of the coloring and the inspiration of the perfume that kindled our emotions with a mutual spirit of a universal language.\nThose flowers were both English and Spanish, and beside us we\nmight have selected representatives of all the tongues of the earth, and\nthey in turn would have understood this mother-tongue in the flowers of\nGod. So with the kingdom of men in the profoundest depths of character are written by the Almighty the elemental principles of universality.\nAs the poet in the meanest flower that blows could find thoughts even\ntoo deep for tears, so in the humblest creature among the children of\nmen there are thoughts superlative and profoundly too deep for tears.\n:\n\nThe poet is to this universal language in inspirational verbiage much like\nthe epistles of the saints\nknown and read of all men. Tennyson, in\nhis \"In Memoriam,\" reaches the deepest depths of the soul's experience\nin severance from its friend.\nHeights and depths of human experience,\n\n—\n\nlike Victor Hugo's intellectual primacies, have no secondaries, but all are\n\nIn the sublimities and profundities of \" In Memoriam\" is a language common to all tongues of men. Wordsworth, \"the whole world's\ndarling,\" with his triune theme, nature, man, and God, has disclosed the\nuniversal mind teeming thru all matter, and translated earth, sky, woodequals.\n\nlands, lakes, animal, man, and Deity with characters universal as love of\n\ntruth\n\nand beauty, and hallowed\n\nas\n\na scripture\n\nfrom\n\nheaven.\n\nMilton\n\nfathoms the human soul to its ocean beds with a plummet line of poetic\nthought, revealing the war of the spirits in heaven and the wars of the\nspirits of earth so fully that the\n\nof the race of\n\nman, of paradise\n\nhuman tragedy, as perpetual\nlost and paradise regained,\n\nas the life\n\nlongs for no\n\nother master-portrayal in the annals of time, and has contributed beyond\n\ncompare to the securement of his own definition of education, as fitting a\nman to \"perform justly, skillfully, and magnanimously all the offices of\nlife, both public and private, in peace and in war.\"\nPoetry reveals the uncommonness in the common things of everyday\n\nenvironment.\n\nThe Millers, the Locks, and\n\nthe Mannings, not only in\n\nthe landscapes of Emerson's description, but in all portions of the earth,\n\nhave an eye and a desire largely for the harvest's grain, while a revealer\nof nature will find a property in the horizon, an integration of field\n\nand\n\nwoodland, to which warranty deeds give no title.\n\nOne man looks on the\n\nmodest humblebee of the meadow merely as\n\nfor a\n\nfoot to crush into the earth, while the\n\nfit\n\ndog to snap or a\n\nman who sees and understands\n\nwith the poet this \" yellow-breeched philosopher \" will have to tell him\n\n\"Of Syrian peace, immortal leisure,\nFirmest cheer, and bird-like pleasure.\"\n\nA humble birch tree seems of little worth, especially to the ax of the\nwoodman, but a seer of nature can stand in its presence and\nthought-keys of many sylvan revelations as he addresses it\n\nfind the\n\n"}
{"page": 168, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n156\n\n[General\n\n\"Thou art to me like my beloved maiden,\nSo frankly coy, so full of trembly confidences\n\nThy shadow scarce seems shade, thy pattering leaflets\nSprinkle their gathered sunshine o'er my senses,\n\nAnd Nature gives me all her summer confidences.\"\n\nThe water-fowl is an\n\nobject of smallest attention upon the part of\nmost people. A few gather around it the pleasure of the hunt, but to\nhim who in the love of nature holds communion with her visible forms\nthis humble water-fowl becomes a thoughtful messenger of the highest\ndestiny, and the poet sees that\n\" He who, from zone to zone.\n\nGuides through the boundless sky thy certain flight.\nIn the long way that I must tread alone,\n\nWill lead my steps aright.\"\n\nThe chambered nautilus to the general observer is but a small object\nof idle curiosity ; to the scientist a mere specimen of a once abundant race\n\nof mollusks ; but to the poet\nglory, differing in magnitude\n\n— and we are\n\n—\n\nall poets,\n\nonly, like the stars in\n\nthis mollusk becomes a child of thewander-\n\ning sea, to call forth thanks for a heavenly message, as thru the deep cave\nof thought he hears a voice that sings\n\n:\n\n\"Build thee more stately mansions, my soul.\n\nAs the swift seasons roll\nLeave thy low-vaulted past\n\n!\n\nThe mind as emotion is a kind of understanding that often penetrates\nfarther into truth than the emotions will furnish adequate words to unfold\n\nand express. The poet is a philosopher by seership. Some minds can\nmore than they know, and others know more than they can tell.\n\ntell\n\nPoetry leads men to see, but does not deal with conduct ; yet to succeed it\n\nmust deal with life morally.\n-ologies, but\n\ngive\n\nthese\n\nLike the Holy Scriptures, it does not give\n\nfurnishes the philosophies of\n\nall life.\n\nThe poet is able to\n\nemotions interwebbed of the soul a language\n\nfit\n\nto their\n\nwhy the songs of a nation outweigh its laws.\nThe churches have sung more truth into the people than they have\nintrinsic worth.\n\npreached.\n\nThis\n\nis\n\nKeble's \" Christian Year \" in the devotions of the church\n\nranks equal with the \" Imitations of Christ.\"\nhas sung\n\nitself into\n\nPatriotism thru the poets\n\nthe lives and hearts of this American people credit-\n\nably with polemics and wars\n\nmade in defense of our institutions. It\nThe poet takes many of our emotions\n\nministers to child and man alike.\n\nthat are languageless and gives them a vocabulary of their own.\n\nand publishers who\n\nAuthors\n\nare producing and collecting poetry for the youth,\n\nrelating to love of country, love of nature, man,\n\nand heaven, are world*\n\nformers into a higher life.\n\nPoetry brings the priesthood of nature into education.\ncates\n\nby revelation and illumination.\n\nPoetry edu-\n\nFrom a single bird's nest is inter-\n\npreted a poetic beauty for all bird nests as the poet enhancingly sings\n\n:\n\n"}
{"page": 169, "printed_page": null, "text": "Sessions]\n\nINFLUENCE OF POETRY IN EDUCATION\n\nI57\n\nAn oft unintruding guest,\nI watched her secret toils from day to day\n\nHow true she warped the moss to form the nest,\nAnd modeled it within with wood and clay.\nAnd by and by, like heath-bells gilt with dew.\nThere lay her shining eggs as bright as flowers.\nInk-spotted over, shells of green and blue\n\n:\n\nAnd there I witnessed in the summer hours\n\nA brood of Nature's minstrels chirp and fly.\nGlad as the sunshine and the laughing sky.\n\nA spring morning is a wide-flung portal to heaven's palace-gate, and\nWordsworth gives form to the language of your heart\nBut now the sun is rising calm and bright\nThe jay makes answer as the magpie chatters,\n\nAnd all the air is filled with pleasant sound of waters\nAll things that love the sun are out of doors.\n\nAnd likewise Celia Thaxter\n\n:\n\nFor who the pleasure of spring shall tell,\n\nWhen on the leafless stalk the brown buds swell,\nWhen the grass brightens and the days grow long,\nAnd little birds break out in rippling song ?\n\nWho that from childhood has been in love with the honest countenance, cheerful manner, brave spirit, and soulfully sweet notes of the\nbluebird, calling to mind\n\nhow the old home garden looked, and feeling\n\nanew the summer air of the days of his singing,\n\" When earth seemed heaven with buds and bloom.\n\nSouth wind and sunshine and perfume,\"\n\n— who that has thus experienced\n\nfeels\n\nnot helped by heavenly ministry\n\nthru the poet as he verses\nNever was sweeter music\n\n—\n\nSunshine turned into song.\n\nTo set us dreaming of summer.\n\nWhen the days and the dreams are long.\nWinged lute that we call a bluebird.\nYou blend in a silver strain\nThe sound of the laughing waters,\nThe patter of spring's sweet rain.\n\n,\n\nThe voice of the wind, the sunshine.\n\nAnd fragrance of blossoming things.\nAh you are a poem of April,\n!\n\nThat God endowed with wings.\n\nThen take the experience of outdoor life when a child first draws off\nhis shoes in spring, and coatless and hatless skips over the greensward\n\" No fountain from its rocky cave\n\nE'er tripped with foot so free\n\n;\n\nShe seemed as happy as a wave.\n\nThat dances on the sea.\"\n\n"}
{"page": 170, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n158\n\nPoetry greatly influences education because\n\nit\n\n[General\n\nnot only gives us a\n\nlanguage for our holiest emotions, but it also awakens our senses to new\ntruths and beauties.\n\nThis awakening sense we enjoy in the writer or the\n\norator who tells us not all that we know, or only what we know, but drops\na seed-corn of truth into the mind.\n\nSuggestion is first child to creation.\n\nMatthew Arnold has said \" The great power of poetry is this interpretative power by which .... we feel ourselves to be in contact with the\nessential nature of these objects, to be no longer bewildered and\noppressed by them, but to have their secret, to be in harmony with them.\"\n:\n\nThe poet possessing\n\" Heaven's gift and sense with thoughts made to perceive\nObjects unseen before \"\n\nmay do this by putting old truths in new lights, and in this light disclosHebrew poetry is a \"speaking picture\" that everywhere awakens new energies of the soul; \" truly as,\" says Philip Sidney,\ning still newer things.\n\nHomer painted true to\n\n\"the holy David's Psalms are a divine poem.\"\n\nnature characters that led the heroic in fields of renown for centuries,\n\nand they are still appreciable to man.\n\nDante\n\nin his\n\nDivina Cointnedia\n\ntook the Christian mediations of over ten centuries as to the destiny\n\nand worth of life here and hereafter, and thru making himself lean he\nmade others rich in all goodly virtue by his mystic, unfathomable song.\n\nThe exclamation of the Veronese,\n\n\" See\n\nthere\n\nis\n\nthe\n\nman that was in\n\nhell,\" attests the soulful, earnest, and fathomless sincerity and truthful-\n\nness of things that will teach and inspire, not only one century, but\ncenturies.\n\nShakespeare took the fossil history of his age, and from scat-\n\ntered remnants, like Cuvier who reformed an animal from a single bone,\n\nhe fills with wondrous completeness the separate histories of the\naccording them closely with sense and philosophy.\n\nHe does more\n\npast,\n;\n\nlike\n\nthe dry bones in Ezekiel's vision that gained anew sinew, flesh, and breath,\n\nhe has given with the inspiration of the spirits the breath of\n\nlife\n\nto these\n\ncomparatively insignificant fossils of history, so that they stand upon their\nfeet\n\nan exceedingly great army, a lordly spectacle of character, which\n\nmount of God, and\naround which have gathered the tests of literary criticism, and upon which\nthe focalization of the world's best thought has centered, only to hush,\nto cease, and to give way in admiration to the myriad-minded genius of\ntowers in the intellectual heavens like Horeb, the\n\nthe author that as,\n\" The soul of Adonias like the star,\n\nBeackons from the abode where the eternal are.\"\n\nMilton in his youth, with every word that\nof the bloom\n\nis\n\na discovery, gave\n\nmuch\n\nand fragrance of the fields whose beauty was escaping the\n\npeople, and in his maturer years laid tribute on the entire literary world\nfor simile\n\nand illustration, and with\n\nlimitless\n\nimagery revealed\n\nto\n\nman\n\n"}
{"page": 171, "printed_page": null, "text": "INFL UENCE OF POE TR V IN ED UCA TION\n\nSessions]\n\n1 59\n\nthings on earth, in hell, and from heaven, and painted characters ranging\n\nfrom Eve in whom\nGrace was in every step, heauty in her eye,\nIn every motion dignity and love,\n\ndown to Satan as a Leviathan \"slumbering on the Norway foam.\" Walter\nScott, the\n\nHomer of Scotland, wove the folklore of his native highlands\n\ninto rhythm and song that made hitherto silent places speak with meaning,\n\nand preserved for generations with his choicest minstrelsy the feudal and\nheroic deeds of the then rapidly receding past.\n\nAnd the time would fail me to speak of the influences in education\nof Bryant, the druid of our forests, disclosing choicest beauties of our\n\nnatural\n\nlife\n\nand scenery\n\n;\n\nof Whittier, pleading for a free people and our\n\nown type of national life; of Emerson, in his independence of thought\nand magnanimous range of vision and depth of insight of Holmes, in\n;\n\nmelody of rostrum and drawing-room of Taylor, in his\nspirit of cosmopolitanism and freedom of mountain heights\nof Longfellow, in his joys and duties of home and finer instincts of everyday\nlife\nof Lowell, in his classical humor, heavenborn passion, and generous\noptimism of verse of Whitman, the magnanimous commoner, the comrade supreme, the frankest poet of all, in his exaltation of the body and the\nhis sparkling\n\n;\n\n;\n\n;\n\n;\n\nglorification of the\n\nhumblest\n\nman of the streets\n\nof melancholy and despondency ; of\n\n;\n\nof Poe, in his seership\n\nHart and Miller, in their setting of\n\nand of the many humble poets\nwho have written out of their hearts to soothe a Longfellow when the day\n\nscenery refreshing as the air of the Sierras\n\nis\n\n;\n\ndone, and whose thought,\nBlazoned as on heaven's immortal dome.\n\nLeads generations on.\n\nPoetry makes a vast contribution to education in the fostering and\n\ndevelopment of sentiment. A wholesome sentiment is the offspring of\nuniversal truth that brought our fathers and mothers to honorable\nmarriage, makes hallowed our boyhood and girlhood, and holds us in\nbonds of a love kindred to that of the spirit of the Father in the skies.\n\" Human-heartedness is the soil from which oldest thoughts originally\ngrew and are continually fed.\" It exalts this great system of public\neducation, and unites the youth and the teachers of this land into mighty\nforces of seventeen millions of our youth in the schools officered by four\nhundred and fifty thousand teachers. Sentiment expressed in poetry\njoins country and town, county and state, state and nation, into one great\nnational unity, devoted to institutions as broad as the rights of man, as\nhigh as his inspiration, and as true as his love of liberty. Sentiment is\nthe divine power that has made poems which fired mighty warriors and\nennobled more powerfully the sensibilities of the civilized world with a\ntruth whose fragrance is \"as pleasant as the flowers of the May.\"\nIt is a\nkindred spirit with music, \"the sphere-descended maid and wisdom's aid,\"\n\n"}
{"page": 172, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nl6o\n\n[General\n\nthousands and win the soul of a higher life.\nand eternal beauty, with Raphael's Godlike art\nthat pencils figures which are almost the natural man, and empictures\nmoods of earth and sky in creations beautiful and inspirations immortal.\nPoetry cultivates sentiment that drives out the prejudices and bickerings\nand sectionalisms, the faultings, the stabbings of words, the hatred of\nto\n\nspeed thru the\n\nPoetry\n\nair\n\nof\n\neternal truth\n\nis\n\nblack hearts, the jealousies of small minds, the wars of flesh and\n\nspirit,\n\nthe Hadean abodes of the black angels of error and vice, and introduces\n\nmagnanimousness in love with truth in all creeds, enamored and\nenarmored with right in all nations, thrilled with the beautiful and the\ngood of all classes, and proclaiming not only the state, not only the\nnation, as the supreme idea of civilization, but demanding that the race\nof man shall issue in the universal brotherhood of mankind at peace with\neach other and at war with vice eternally.\na\n\nTHE VALUE OE ENGLISH LITERATURE IN ETHICAL\nTRAINING\nREUBEN POST HALLECK, PRINCIPAL OF BOYS' HIGH SCHOOL, LOUISVILLE, KV.\n\nWhat is it to follow an ethical line of conduct ?\nperhaps, answers this question better than ethics.\n\nanswer\n\nyoung mind than\n\nfor the inquiring\n\n\"Do the duty which\n\nlies\n\nthis\n\nEnglish\n\nliterature,\n\nI know of no better\n\nprecept from Carlyle\n\n:\n\nnearest thee, which thou knowest to be a duty;\n\nbecome clearer.\" Such action in the\ndirection of the nearest duty has marked the lives of those whom earth\ncould least have spared\nmen like Martin Luther, Oliver Cromwell, and\nGeorge Washington. One reason why the words of Carlyle had such\nstimulating power was because they awoke drowsy human beings to the\nthy second duty will already have\n\n—\n\nconsciousness that there\n\nis\n\na duty lying next to everyone\n\n— next\n\nto the\n\nschoolboy, next to the teacher, next to you and to me.\nIt\n\nwas a moral achievement for Carlyle, instead of sicklying ethics\n\nover with the pale cast of thought, to impress on youth the duty of doing\nthe thing that lies next, of settling doubt by action.\nhis clarion voice commanding a hesitating age\n\nProduce\n\n!\n\nproduce\n\n!\n\nproduce it in God's name\n\nWe can still hear\n\n:\n\nWere it but the pitifulest infinitesimal fraction of a product,\n!\n\n'Tis the utmost thou hast in thee, out with it, then\n\nWe hear it said that human beings are sadly irresponsive to moral\nstimuli.\n\nThe truth is exactly the reverse.\n\nstimuli to which\n\nhumanity\n\nis\n\nas sensitive.\n\nThere is not another class of\n\nAn intellectual truth often\n\non dull ears. The world is leaning forward to listen to moral truths.\nThe ages have consigned to oblivion the most of the literature of the\nintellect.\nSuch literature has paled, like the lost Pleiad who was wedded\nto mortality, but those productions that are ennobled with enduring\nfalls\n\n"}
{"page": 173, "printed_page": null, "text": "VALUE OF LITERATURE IN ETHICAL TRAINING\n\nSessions]\n\nmoral truths\n\nstill\n\nshed their sweet influence,\n\nlike the\n\nl6i\n\ngroup of sister-\n\nmay be that a smaller\nnumber can communicate to the world a moral stimulus. It may be more\nPleiads\n\nwho were wedded to the immortals.\n\nIt\n\ndifficult to mine diamonds than iron, but it will not do to say that moral\ndiamonds go unappreciated. The world never has neglected luminous\nmoral teaching any more than the flowers have neglected the sun. Is\nthere a person in this audience who would not uncover his head quicker\nat the grave of George Washington than of Sir Isaac Newton ?\nIs there one\nwho would not feel a deeper throb at the grave of Abraham Lincoln than\nEven the erring queen in the Idylls of\nat the grave of Charles Darwin ?\nnature\nthe King finds that our human\nis so fashioned that \"we needs must\nlove the highest when we see it.\"\nThe teacher and the pupil should remember that there is ethical train-\n\ning in every mastered subject that presents\n\ndifficulties to\n\nbe overcome.\n\nSome teachers and some parents insist that all chance for moral development be eliminated from the curriculum that everything be made plain,\n;\n\neasy sailing for the child\n\nbe removed\n\n;\n\n;\n\nthat every difficulty, every subject of dislike,\n\nthat we have no more of the hardships and rigors that devel-\n\nNew\nDo the teachers and parents forget that we\n\noped those wonderful characteristics in our forefathers who settled\n\nEngland and the Carolinas.\n\nenjoy this republic today only because the moral power of those who\n\nfounded\n\nit\n\nwas so great that even we can faintly realize it ?\n\nShall\n\nforget the difficulties that rocked the cradle of this moral power ?\n\nwe\n\nShall\n\nwe forget the cold, the hunger, the savages, the absence of every conShall we forget that the\nsoldiers who won their independence were often without clothing or food\nor shelter in the wintry storm ?\nShall we forget that these men could have\nbeen tracked by the blood from their bare feet upon the frozen ground ?\nCan it be that the teachers of the children of such ancestry will today\nremove every difficulty from their path? Can it be that parents will\nallow children to drop studies the moment the path becomes thickset\nwith difficulties, the moment that the development of character begins ?\nSuppose that Washington and his men had dropped the campaign when\nthey encountered that awful winter at Valley Forge\nWhat is the use of\nhaving such ancestral ideas as these, if you and I are not enthusiastic\nenough to see that they become a cloud by day and a pillar of fire by night\nvenience that pampers the child of today ?\n\n!\n\nin the horizon of every youth intrusted to our charge ?\n\nNot every study is equally fitted to develop moral fiber.\n\nNone of the\n\neasy studies, so palatable to children who whine the moment they have to\n\nswim for their moral and intellectual lives, will develop true manhood\nand womanhood. Parents may declare that their children shall have a\ncloudless, pleasant youth, but a greater Parent has passed the immutable\nlaw that no child shall reach even his full earthly heritage of power until\nhe has been trained in the school of difficulty and hardship, until he has\n\n"}
{"page": 174, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n62\n\n[General\n\nknown the glory of rising from defeat. And that Parent made that law\nThe thorny path and the thorny crown and.\noperative on his own Son.\nthe great defeat came before the Easter morning.\nI\n\nwould introduce children\n\ntheir\n\nin\n\nselected poetry of Robert Browning.\n\nI\n\nmiddle teens to some of the\n\nshould see if I could not thereby\n\nMuch of his. poetry is tonic with\n\ndevelop in them a love for difificulties.\n\nand with the optimistic belief that the fighter will develop\nenough muscle to win. In \"Rabbi Ben Ezra\" Browning introduces the\nThese lines are\nnineteenth-century idea of growth thru effort and trial.\nour\narmor\nphilosophy\nthey\nincite\nus\nto\ngird\non\nnot merely cold\nthat love,\n\n;\n\n:\n\nThen, welcome each rebuff\nThat turns earth's smoothness rough,\n\nEach sting that bids nor sit nor stand but go\nBe our joy three parts pain\n\n!\n\n!\n\nStrive, and hold cheap the strain ;\n\n******\nLearn nor account the pang\nDare, never grudge the throe.\n\nHe fixed thee mid this dance\nOf plastic circumstance,\n\nThis Present, thou, forsooth, would'st fain arrest\n\nMachinery just meant\n\nTo give thy soul its bent,\nTry thee and turn thee forth, sufficiently impressed.\n\nEven to the last, Browning's ideal is one of conflict.\n\nHe shrinks not\n\nfrom encountering the last difficulty\nFear death ? to feel the fog in my throat,\n\nThe mist in my face.\nWhen the snows begin, and the blasts denote\nI am nearing the place\n\n******\nI was ever a fighter, so\n\n— one\n\nfight more.\n\nThe best and the last\n\nWe shall take leave of Browning with the feeling that we have gained\nfresh inspiration to effort.\n\nHe had for his ideal\n\nOne who never turned his back, but marched breast forward,\nNever doubted clouds would break\nNever dreamed, tho' right were worsted, wrong would triumph.\nHeld we fall to rise, are baffled to fight better.\n;\n\nSleep to wake.\n\nThe greatest aid in moral development is the formation of an ideal.\nBrowning says\nAl>, but a man's reach should exceed his grasp,\n\nOr what's a heaven for ?\n\nNow, in order to reach effectively one must have something to reach for.\nThat something is the ideal. Desires lie in the direction of ideals. Tell\nme what the pupils like, and I can tell you the ideals of their teachers and\n\n"}
{"page": 175, "printed_page": null, "text": "VALUE OF LITERATURE IN ETHICAL TRAINING\n\nSessions]\n\n1 63\n\nEvery teacher is responsible for developing in his pupils a well-\n\nhomes.\n\nordered system of desires\n\n— desires\n\nfor things that are lasting, that aid in\n\nthe development of the higher nature.\n\nI sometimes enjoy asking students\nNot infrequently the replies indicate a\nNeither you nor I can give to the\nteacher or a home with high ideals.\nyoung what we do not possess. If we have no glorious ideals ourselves,\nwe shall communicate no magnetic influence to those around us. Our\npupils will aspire no higher than to become hewers of wood and drawers\nof water, and alas, they will spoil the wood in the hewing and spill the\n\nof various schools what they like.\n\nwater in the drawing.\n\nThere are two sources for ideals. The world around us furnishes one\nand literature the other. The teacher cannot escape being an ideal for\nIt may bore the teacher to be compelled to play that r61e, but\nthe pupil.\nSome of you\nthe teacher who is unwilling should leave the profession.\nmay worry because your pupils think that you are wiser and more perI hope that they do think so, and I thank God for\nfect than you are.\nLet us be honest with our pupils\n\nthat.\n\n;\n\nbut if they will build vast ideal\n\nstructures on our very slight suggestions, let us be thankful for the mighty\n\npower of suggestion.\n\nWe teachers can no more escape serving as ideals\n\nfor the youth of this country than we\n\ncan avoid the influence of gravity.\n\nAn excellent old teacher said to me\n\n\" I never knew that\n\n:\n\nfaults until I went into those schools where\n\nI\n\nhad so many\n\nmy former pupils were teach-\n\nHe saw that his own faults had become imbedded in the person-\n\ning.\"\n\nality of the teachers, but\n\nhe might also have seen that\n\nthat these faults were offset\n\nby so many excellences.\n\nit\n\nwas due to him\n\nNeither you nor I\n\nentirely like the responsibility of furnishing the ideals for the future\n\nguidance of\n\nthis republic,\n\nmen and women.\n\nbut\n\nlet\n\nus recognize that responsibility like\n\nSuch recognition should prove our strongest ideal\n\" To serve as model for the mighty world,\n\nAnd be the fair beginning of a time.\"\nI\n\nthink that all of us recognize the need of having the models that we\n\nfurnish supplemented by the great ideals that are enshrined in literature.\n\nMagicians as we are before our audience of youth, we shall often find\n\nit\n\nnecessary, like the famous Houdin, to draw off their attention from us to\n\nsomething\ndeeds.\n\nelse,\n\nto other actors,\n\nwhen we wish\n\nto\n\npresent remarkable\n\nWe may call to the stage a long line of ideal characters, from\n\nChaucer's Parish Priest to Tennyson's King Arthur.\nLiterature, whether historical or imaginative, focuses the ideals of all\n\nthe ages.\n\nWe are no longer swayed merely by such ideals as our immeWe all may sit down\n\ndiate neighborhood or few acquaintances suggest.\n\nat the round table of the ages, in company with all the knightly figures of\n\nthe world.\n\nIt is well\n\nthat we can pass\n\nfrom our own narrow circle to the\n\ngreat historic figures, and that we can supplement the ideals of history with\n\nthose of imaginative literature.\n\nToo often do the heroes of history, like\n\n"}
{"page": 176, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n64\n\n[General\n\nJulius Csesar, Marlborough, and Napoleon, embody objectionable qualities.\nIt is the\n\nbusiness of the imagination to alter the ideals as they are actually\n\nincorporated in human beings.\n\nThe imagination can subtract, add, com-\n\nNapoleon and leave\nadd to Julius Csesar the moral patriotism of\nAlfred the Great. Tennyson could combine the bravery, perseverance,\npurity, and forgiveness of a dozen of nature's noblemen and fashion for\nus the knightly ideal of King Arthur, who set the example to that fair\n\"Order of the Table Round,\"\nbine, re-create.\n\nIt can\n\nsubtract the selfishness from\n\nIt can\n\nhis divine energy.\n\nTo ride abroad redressing human wrongs,\nTo speak no slander, no, nor listen to it,\nTo honor his own word as if his God's.\n\nAnd Shakespeare could re-create the types of womanhood that he had seen\nin Warwickshire and fashion them into his Portias, Imogens, Perditas,\nand Cordelias.\nWhen we say that we ought to pursue a certain course, what do we\nmean ? The term \"ought\" signifies a rule of action which my ideal self\nIf we have no ideal self to serve as\nhas prescribed to guide my real self.\na guide toward those higher regions for which every soul should strive,\nthen we ourselves demonstrate that reversion to a lower type is an accomThe man who has no ideal cannot progress he will\nplished fact.\nBrowning tells us that the ascending man\ngravitate toward the animals.\n\"creeps ever on from fancies to the fact.\" This is psychologically correct.\nThe fancy, the image, the ideal must precede the fact that is sugThe Brooklyn bridge, the Atlantic cable, existed in the mind of\ngested.\nBrowning continues\nthe projector before they became realities.\n;\n\n:\n\nAnd in this striving, this converting air\nInto a solid he may grasp and use,\nFinds progress, man's distinctive mark alone,\n\nNot God's, and not the beasts', God is, they are,\nMan partly is and wholly hopes to be.\n\nIn the light of\n\nthis,\n\nWordsworth's \" moving\n\nabout in worlds not\n\nEveryone of us is moving about in a\nworld not yet realized, but in one that we hope some day to realize.\nIt would be difficult to estimate the power of the great poets in refining, broadening, and ennobling the ideals of those who have been brought\nunder their influence. Goethe asks \" Who but the poet was it that first\nformed gods for us that exalted us to them, and brought them down to\nus?\" And Tennyson says\n\nrealized\"\n\nis\n\nperfectly intelligible.\n\n:\n\n;\n\n:\n\nI\n\nheld it truth, with him who sings\n\nTo one clear harp in diverse tones.\nThat men may rise on stepping-stones\nOf their dead selves to higher things.\n\nThat is the highest mission of the poet, to enable men to rise on steppingstones of their dead selves to higher things.\n\n"}
{"page": 177, "printed_page": null, "text": "vAlUE OF LITERATURE IN ETHICAL TRAINING\n\nSessions]\n\nThe\n\nclosing years of the nineteenth century have emphasized the\n\nsocial side of man's nature.\nis\n\nto\n\n165\n\nleave\n\nHamlet out\n\nTo emphasize the social without the ethical\nAs population increases, men are\n\nof the play.\n\njostled more closely together, and their\n\nmoral relations with each other\n\nIn the nomadic state men see but little of each\n\nbecome more important.\n\nother, but they can be fully developed only by means of each other, only\nby the interplay of social forces. Adherents of all schools are agreed that\nobedience to moral law will become more and more necessary as the\n\npressure of population increases.\n\nRuskin saw whither the social world would\n\ndrift\n\nif\n\nthe sun of moral\n\nHe heard the voice of distressed human-\n\nlaw did not hold it in its orbit.\n\ncalling, and he left all and followed the example of his Master.\nRuskin is the great nineteenth-century exponent of noble social ideals.\nFrom the way they were at first received he feared that they were doomed\nity\n\nto failure, when he wrote\n\n:\n\nBecause I have passed my life in almsgiving, not in fortune-hunting\nlabored always for the honor of others, not of my own\n\n.\n\n.\n\n.\n\n.\n\n;\n\n;\n\nbecause I have\n\nbecause I have lowered\n\nmy rents, and assured the comfortable lives of my poor tenants, instead of taking from\nthem all I could force for the roofs they needed\n\nbecause I love a wood-walk better than\nand would rather watch a sea-gull fly than shoot it, and rather hear a\nthrush sing than eat it\ntherefore the hacks of English art and literature wag their\nheads at me.\na London street\n\n;\n\n;\n\nSuch ideals leave their traces on humanity.\n\nToday the world is placing\n\nlaurel wreaths on Ruskin's grave.\n\nThe clergy of the eighteenth century often\n\nqualified the advice, \" Be\n\nmoral,\" with, \"But don't be too moral.\"\n\nGeorge Eliot and John Ruskin,\non the other hand, strove to impress the truth that one sin, one wrong,\nsubtracted just so much from what should have been life's perfect whole.\nSaid Ruskin\n\"The lost hour can never be redeemed, and the accomplished wrong never atoned for.\nThe best that can be done afterward, but\nfor that, had been better.\"\n:\n\nIn a social world sympathy is the cornerstone of morality.\nthe world be\n\nmade more sympathetic ?\n\nWhat\n\nHow can\n\nare the conditions, the\n\nantecedents, of the mental state called sympathy ?\n\nWe may apply one\n\nworth of psychology by seeing if\n\nit can answer this\nThere must be careful observation of\nhuman beings. The penetrating eye must look thru the mask and\nread the soul.\nThere must be knowledge. The stupid person, the one\n\ntest of the practical\n\nquestion.\n\nPsychology replies\n\n:\n\nignorant of another's condition, cannot be sympathetic.\n\nThat poet voiced\n\na great truth who said that \" utter knowledge is but utter love.\"\n\nIn addi-\n\ntion to other forms of intellectual activity, there must be imagination, the\n\npower of putting yourself in another's place. The raw materials of\nimagination are taken from your own world of self, supplemented by your\nobservation of the world of others.\n\nThen, there must be a developed.\n\n"}
{"page": 178, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n66\n\nemotional nature, and, for action along sympathetic\n\n[General\n\nlines, there\n\nmust be\n\na cultivated will.\nI\n\nknow of no better way to cultivate sympathy than to set pupils to\nlife.\nOne of the great teachers of\n\ninterpreting Shakespeare in terms of\n\nEnglish said recently:\npupil unless\n\nit\n\nengage\n\n\"No masterpiece is fitted for first work with a\nhis sympathies, his\n\nimagination.\"\n\nI\n\ncheerfully\n\nwould add that the masterpieces best\nfitted for students of any age are those which develop their sympathies and\nsubscribe to this statement, but\n\nI\n\nstimulate their imagination.\n\nShakespeare's plays stand among the great ethical forces of the world,\n\nnot only because they show the workings of the great eternal moral powers\nthat make for righteousness, but also because they teach a\n\nneeded lesson\nFrom sym-\n\nof the necessity of a sympathetic interpretation of human life.\n\npathy to effective morality is but a step.\nI\nis\n\nthink the first thing to be impressed on the student of Shakespeare\n\nthat he does\n\nnot despise his characters, that for the time being he\n\nidentifies himself with them\n\nto despise and\n\nand looks at\n\nlife\n\nthru their eyes.'\n\nnothing more is a sign of a narrow soul.\n\nMerely\n\nA tendency to\n\nmere satire is always a mark of deterioration in an age or in an individual.\nEven Carlyle, late in life, acknowledged that sarcasm was a child of the\ndevil.\nShakespeare's disapproval of evil in human action is what we\nmight call sympathetic disapproval. He disapproves, but he sees what\ngrim forces are battling with the erring man, forces that might deflect us\nfrom the moral path.\nShakespeare's sympathies are as wide as the world. To him the servant\nis as human as the king.\nTrouble is as much trouble to the nurse as\nto the queen.\n\nThe peddler, the smith, the alewife, the shepherd, sit down\nWith him all the children of nature are\n\nwith him at nature's table.\naristocrats.\n\nIf this\n\nrepublic is to survive without bloodshed, it will be\n\nbecause the different classes understand each other.\n\nThat understanding\n\nwill enable them to feel the touch of a\n\ncommon nature and will cause them\n\nto glow with a sense of kinship to all.\n\nHow is this to be accomplished ?\n\nWill it be by having our children brought up in a narrow circle, by having\n\nthem feel contempt for the blacksmith, the carpenter, the factory hand ?\nDid you ever know a member of an exclusive set to be broad-minded, to\ndo anything to advance the interests of the world ? Breadth of view,\ntoleration, and charity were cradled in a manger.\nThey followed the plow\nof\n\nRobert Burns to\n\nlisten to his song,\n\n\"A man's a man for a' that.\"\n\nThe world was Skakespeare's set, his select coterie. From boyhood I can\nremember how these lines of Shakespeare caused me first to observe the\nblacksmith and the tailor, and how that observation soon developed sympathetic interest, which has lasted to this minute\n»\n\n161-6.\n\n:\n\nFor a fuller elaboration of this point see the author's History of English Literature, pp. 151, 152,\n\n"}
{"page": 179, "printed_page": null, "text": "VALUE OF LITERATURE IN ETHICAL TRAINING\n\nSessions]\n\n167\n\nI saw a smith stand with his hammer, thus,\n\nThe whilst his iron did on the anvil cool,\nWith open mouth swallowing a tailor's news\nWho, with his shears and measure in his hand,\nStanding on slippers which his nimble haste\nHad falsely thrust upon contrary feet.\n\nThe modern\n\nprinciple of\n\nin the industrial world, but\n\nit\n\nthe division of labor has\n\nits\n\ngood\n\nside\n\nhas dwarfed the broad sympathies which\n\nfelt for life.\nToday a factory hand may spend years\nmaking one particular kind of rivet for a watch. He may have no con-\n\nthe Elizabethans\n\nception of what his fellow-workman\n\nis\n\ndoing in the next room.\n\nHow\n\nman have broad sympathies ? Today the teacher often\nbegins to specialize early.\nHe may study mathematics, or some form\ncan such a\n\nof science, or the\n\nroots\n\nof\n\nHe cuts\n\nsome language, living or dead.\n\nfrom the varied interests of life, and becomes a man of one\nidea, a man in a rut.\nHis pupils have a right to expect to feel from him\nhimself\n\noff\n\nthe stimulus of\n\nthe\n\nliving world.\n\nThey find\n\nin\n\nhim a\n\nmummy, less\n\ninteresting than one that has survived from Pharaoh's time.\n\nI\n\nknow of\n\nno one who is more in need of Shakespearean study than the teacher who\nis a mere specialist.\n\nThe time of Shakespeare was without these over-specialized factory\nhands and over-specialized teachers. The various pursuits of life were\nthen more of a common heritage.\n\nMen of different callings associated\n\nwith each other more intimately.'\n\nOf course, Shakespeare may be so taught as to obscure his sympathy\nand his ethical qualities. I recently summoned up courage enough to keep\nfrom asking classes a single grammatical question while they were studying one of his plays.\n\nI\n\nnoticed\n\nhow much more interest the students\n\ndisplayed when they were asked questions of human interest, such as\n\" What character in this play would you rather have for a constant com-\n\nWhy ?\n\nWhich seems to you the most and which the least\nAnd then, for silent consideration, I would\nsometimes ask: \"What character do you think would appreciate you the\nmost ? What qualities in you would that person find most objectionable ?\nDo you think they ought to be changed?\" Such questions bring not\nonly the intellectual faculties in play, they have also a pronounced\npanion ?\n\nsympathetic character?\"\n\nethical bearing.\n\nThe young are apt to be satirically inclined and to think that all the\nmore perfect.\nShakespeare may lead the more open-minded students to make this rare\n\nworld, with the exception of themselves, ought to be far\ndiscovery\nThere is some soul of goodness in things evil.\n\nWould men observingly distill it out.\nSee the author's chapter, \" How Shakespeare's Senses Were Trsiped,\" in Education of the Central\n\nNervous System, pp. 171-208,\n\n"}
{"page": 180, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n68\n\n[General\n\nAnything that adds to the sura total of human happiness of the right\nkind must have positive ethical tendencies.\n\nNo study develops the self\n\non as many sides as the study of the great masters\nnot only fashion our\ncurtains of our souls\n\nideals,\n\nin\n\nliterature.\n\nThey\n\nbut they also help us to pull aside the\n\nand to look face\n\nto face upon the\n\nbeauty of this\n\nThe beautiful\nThe Grecian boldly wrote down\nAfter we have looked at nature thru the eyes of a\ngreat poet we can see more beauty. I shall never forget the first time that\nthe equation\n\nworld.\n\n:\n\nequals the moral.\n\nthe daffodil appeared transfigured.\n\nhad often seen\n\nI\n\nit\n\nbefore thru a\n\nglass darkly, but when I read Shakespeare's lines,\n\n.... daffodils\nThat come before the swallow dares, and take\nThe winds of March with beauty,\n\nthe flower was invested with new glory.\n\nWe shall find that nature will whisper \" rememberable things\" in our\nmoral ear, if we rise to the height of Wordsworth's conception of her.\n\nTo him she seemed to possess a conscious soul, which expressed itself in\nthe primrose, the rippling lake, or the cuckoo's song, with as much intelligence as human lips ever displayed in whispering a secret to the ear\nof love.\n\nWith rare genius he has taught us to look beyond the color of\n\nthe flower,\n\nthe\n\nthe beauty\n\nof the hills,\n\noutline\n\nwhich breathes thru them, and to\n\nwhich\n\nis\n\nthe breath of\n\nGod.\"\n\nof the clouds, to the\n\ncommune with \"nature's self,\nCommuning thus, he has led us to dis-\n\nspirit\n\ncover\n\n.... truths that wake\nTo perish never.\n\nBy force of arms our warriors may conquer lands beyond the orient\nand annex them to our own. Wordsworth has given to the\nEnglish-speaking race a new heritage in nature's beauty. He is one of\nthe long line of English poets who have given noble moral ideals to the\nwave\n\nrace,\nstill\n\nmore valuable than eastern lands with all their promise of gold.\nuplifts us to hear Wordsworth calling\n\nIt\n\n:\n\nIn our halls is hung\n\nArmory of the invincible knights of old\n\nWe must be free or die, who speak the tongue\nThat Shakespeare spake\n\nWhich Milton held.\n\n;\n\nthe faith and morals hold\n\nIn everything we are sprung\n\nOf earth's first blood, have titles manifold.\n\nOur closing benediction on the great poets of our race shall also be\ntaken from Wordsworth\n\n:\n\nBlessing be with them, and eternal praise,\n\nWho gave us nobler loves, and nobler cares\nThe poets, who on earth have made us heirs\nOf truth and pure delights by heavenly lays.\n\n"}
{"page": 181, "printed_page": null, "text": "PRINCIPLES IN THE TEACHING OF LITERATURE\n\nSessions]\n\n169\n\nEDUCATIONAL PRINCIPLES APPLIED TO THE TEACHING\nOF LITERATURE\nMARTIN G. BRUMBAUGH, PROFESSOR IN THE UNIVERSITY OF PENNSYLVANIA,\nAND COMMISSIONER OF EDUCATION FOR PORTO RICO\nIn\n\nthe\n\ncentury\n\nRev.\n\nclosing years\n\nof\n\nthe\n\njourneyed from his home\n\nin\n\nBoston to the great\n\nlast\n\nManasseh Cutler\n\ncity of Philadelphia,\n\nthen as now the city of magnificent history.\nIn his diary the distinguished divine records that he desired most of\n\n—\n\nthe Liberty\nwhen in the city, its two objects of greatest interest\nBenjamin Franklin's \"long arm.\" This long arm was Frankinvention.\nThe savant of the Revolution had a large library,\n\nall to see,\n\nBell and\nlin's\n\nwhose volumes\n\nfilled\n\nTo reach the volumes\n\nthe shelves to the ceiling.\n\nnear the ceiling Franklin devised a\n\nlong wooden\n\narm with\n\nflexible\n\nby means of which he was able readily to reach any book he\nwished to consult. What this long arm was to Franklin the ability to\nfingers,\n\nuse language is to the human race.\n\nLanguage is the long arm of the racer\n\nThe child lives in his senses, and they report to him an immediately\nThe child is enslaved by its sensepresent and narrow environment.\nThese make the\nlife until it possesses the magical mystery of symbols.\nmind free. Of these language is the most valuable. To use the language symbol is to be emancipated. The far is made near. The past\nAll the glory, inspiration, majesty, and might of the\nis made present.\nrace in all times and at\n\ninquiring\n\nmind.\n\nall\n\nplaces open, like a bursting bloom, to his\n\nHis mental horizon\n\nis\n\nlifted,\n\nand his mental sky is\n\nillumined with steadily sparkling systems of truth undreamed of in the\n\nday of his sense-limitations.\nversal freedom.\nbility,\nis\n\nThus, by symbols, the soul achieves uni-\n\nTo teach the language symbol in all its flexibility, possi-\n\npotency, and beauty is the first and noblest work of the school.\n\nnot all of an education to master language, but\n\nall\n\nIt\n\neducation is con-\n\nditioned by this mastery.\n\nWe have introduced so many informational studies into our elementary curriculum that the child has not time to acquire the symbols with\n\nwhich to entertain and use these\nis\n\nbits of\n\ncrude information.\n\nThe result\n\nthat the child gazes, gazes, and then gazes, and then forgets\n\nforgets, for he never really gets the message of the thing.\n\n— no, not\n\nHe needs the\n\nsymbols before he can rightly use the data of the senses.\n\n\"Things before symbols\" must be understood only\nstatement of a most elementary need of the mind.\n\nas a tentative\n\nThings of sense are\n\nof value, of virtue, of necessity to an understanding of the symbol, but it\nis\n\nvastly more true that symbols are the necessary antecedents of ^.n ade-\n\nKnowledge of a formal and systematical\nknowledge that is usable, results only to the mind that approaches\n\nquate interpretation of things.\nsort,\n\nthings with a previously acquired symbol- mastery.\n\n.\n\n"}
{"page": 182, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n170\n\n—\n\nBut language\n\nis\n\n[General\n\nnot mastered until it is comprehended as a language\n\nas the mighty instrument by which a great people reports itself.\n\nThis\n\ncomprehension dignifies and defines linguistic ends. We have never\ntruly taught language to a child until we have taught this language thru\nthe literature of the language.\n\nThe end of language lessons, elementary grammar, composition work,\nparsing, analysis, conjugation, declension, etymology, definition, reading,\nspelling, writing, and all these under newer mercantile titles, is a re-survey\n\nof the whole constructive process from the literary heights of the language.\n\nWe shall scarcely lessen the effort of the child, nor the folly of the\nprocess, by coining new\n\nnames for old ways\n\ndoing the same thing.\n\nof\n\nWe all denounce vehemently the old object-lessons — a scheme for foist-\n\ning tedious and useless categories of words upon a child in the name of\nobject-teaching.\n\nWe seem oblivious to the fact that much of the same\n\npernicious practice\n\nstill\n\nflourishes like a green bay tree under the sooth-\n\ning appellation \"nature study.\"\n\nThe fault, dear teachers, is not with our\n\nterms, but with our processes, that we are censured for our lack of\n\nliter-\n\nary results.\n\nWe live in processes.\n\nThere must be a change of view, a conversion\n\nto the gospel of results.\n\nOur children do not need endless categories of\n\nanalytic processes in language to reach literary results.\n\nAnalytic pro-\n\ncesses have their value as mental discipline, and as a basis for a sort of a\n\nrhetoric and grammar long since relegated to the shelves of antiquarians.\n\nThe pupil needs early to feel the beauty of his language.\n\nThis feeling is\n\nthe best result of his early training.\n\nWe\n\nhave\n\nover-intellectualized\n\nall\n\nour\n\nprocesses.\n\nSchool\n\nignores the aesthetic, the emotional phase of mind-growth.\n\ntoday\n\nBiologic\n\nresearch at every advance confirms the principle that high thought\n\nbased upon keen emotion\ncontrols\n\nthe conduct of\n\n^\n\nis\n\n— especially thought that moves the will and\n\nlife.\n\nOne's mind\n\nmay be so\n\nthoroly intel-\n\nbecomes the only aim of life. Thus\naction, conduct, ethical ends in life, are wholly ignored, and the life is a\nparody on its possibilities. This thought-craze has taken on the form of\nimmediate expression after enforced impression. Does anyone seriously\nlectualized that fidelity to thought\n\nentertain the thought that these lightning reproductions are anything\n\nmore than an unholy scheme to secure a show of industry and to lessen\nthe possible disorder of the school ?\nin\n\nreflection\n\ninstantly\n\nis\n\nWe have forgotten that the child\n\nstruggling and strengthening,\n\n— break into expression indicative of\n\nand\n\nwill\n\nfinally\n\n— not\n\nsanity, and of value not\n\nonly in measuring the growth of the child in language, but also his\n\ngrowth to self-mastery and to self-respect.\nThis quick response, so widely demanded and usually called \"busy\nwork,\" is the fertile friend of superficiality and the deadly enemy of\ngenuinely valuable mental culture. It requires time to grow any product\n\n"}
{"page": 183, "printed_page": null, "text": "PRINCIPLES IN THE TEACHING OF LITERATURE\n\nSessions]\n\nTo create a literary taste, to give lofty literary ideals, to secure\n\nof value.\nstately\n\n171\n\nconcern\n\nin\n\nliterary\n\nmodels,\n\nis\n\nimpossible under the rush and\n\ncrush^of present-day \" busy work \" processes.\nWill not the day speedily\n\nwhen we\n\ndawn when we\n\nreflection ?\n\nbe taught, and\nbetween idleness and\n\nshall all\n\nshall all recognize, the vital distinction\n\nIn that day we shall trust a child more, and we shall know\n\nthat the twin-evil of idleness is the hasty, scratchy, chaotic stuff now pro-\n\nduced in our schools under the name of \"busy work.\"\nThe main purpose of the early work in literary training is to arouse\nin\n\nthe pupil a sincere love for the best in our literature\n\n— not the best\n\njudged by standards of mature criticism, but the best measured in elements that arouse in the pupil that rich and deep emotional response so\nessential to a keen enjoyment of all that is highest in our literary ideals.\nThis love may, in the higher grades, be organized into all forms of truth\n\nand into all orders of science. The habit of enjoyment is the fundamental enrichment of the mind for all subsequent effort. We do our\nbest work in literature, not when we compass a given course of prescribed\nreading in a given time, but when we so direct the pupil's taste in school\nthat his whole after-school career is attended by constant reading of the\nThe literary habit is to be acquired in school that the\nbest literature.\n\nmay demand daily concourse with the choicest spirits in the nation's\nlife.\nAnd this will not come to us so long as we teach by the\nterm, measure progress by the term, and promote by the term.\nOur\ngraded courses of study need to demand more and more a minimum of\nlife\n\nliterary\n\nrequired work, a maximum of free activity under the guidance of a symIf we trusted more to the good sense and skill of\nand less to our rigid requirements, we should mark a great\n\npathetic teacher.\nteachers,\n\nadvance in all our teaching.\n\nWhat avails an enriched curriculum if we have impoverished and\nIf we really seek enrichment of the pupil, it will be\n\nenslaved teachers?\n\nachieved only by a fuller enrichment of the teacher.\n\nThat system\n\nin teaching is wise\n\nno sane mind\n\nwill\n\ndeny, but this\n\nsystem may and should be established not in advance and hypothetically,\nbut definitely and adjustably by the teacher.\n\nIf we trusted\n\nteachers with\n\nlarger discretion we might shock the devotees of grade equality, but\n\nshould make possible, and doubtless actual, a mighty\n\nrevival of\n\nwe\nfree\n\nactivity and pleasurable progress in our pupils.\nIt\n\nmay not be inappropriate to note also that the spirit of a noble\n\nteacher infinitely transcends any prescribed method.\n\nWe shall\n\nnever\n\nreach results by quarreling over this or that specific method of teaching\n\n;\n\nmost so-called methods are mere devices, born of an enthusiasm that is\nnot of knowledge, and foisted upon teachers to their great distress, and\nto the utter neglect of the vitally significant fact that devices are born\nfor an emergency, that they perish with the occasion which called them\n\n"}
{"page": 184, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n172\nforth,\n\nand\n\nthat their use thereafter\n\nis\n\n[General\n\nbut the dangling of a skeleton\n\nbefore the eyes of living spirits craving life to enrich life.\n\nEvery normally constituted child enjoys much that it has not yet the\npower adequately to define. The child may know that it enjoys, without\nknowing why it enjoys, or knowing how to describe its enjoyment.\nIndeed, it is a test of good teaching to arouse in the child those loftier\nemotions which baffle all adequate expression.* Who wants a miserable\nparaphrase of a great work of art ? Is it not enough that the child shall\nfeel what it \"can ne'er express, yet cannot all conceal\" ?\nI\nLiterature ought to make the child uneasy under all inartistic influences.\nThis can be done.\nThe mind must be trained to distinguish\nbetween doing a thing and doing it well between saying a thing and\nsaying it well between the touch that satisfies and the touch that creates\nendless longing for a better way, a longing that stirs the soul to supreme\neffort and endless endeavor\nbetween passive acquiescence and active,\nconscious, volitional reform, both in thought and in act.\nFor we have\n;\n\n;\n\n;\n\ntaught well only when our pupils, as a\n\nand\n\nact\n\nnobly.\n\nIt\n\nis\n\nresult,\n\nthe keen feeling that\n\nthink clearly, feel keenly,\n\nmakes noble action.\n\nOur\n\nliterature must, then, touch at every turn the springs of feeling, that there\n\nmay flow forth a steady stream of worthy acts.\nour literature\n\n— we want\n\nWe do not want to think\n\nto feel it and live its ideals.\n\nThe paucity of literary interests is a great menace to our civic and\nIs it not at least possible that this lack of literary taste\n\nsocial stability.\nis\n\ndue to the erroneous view of our schools\n\n— namely, that teaching a child\n\nto read by some fanciful device is the surest and speediest way to create a\nliterary spirit in the pupil ?\n\nguage mastery.\n\nReading, at the outset, is a process ©f lan-\n\nIts first years are clearly mechanical\n\nand contribute only\n\nWe do not rise from a method in elementary reading to an abiding love for literature. A child may read\n\nindirectly to a taste for literature.\n\nuntil he becomes a member of the class of readers ; but this by no means\n\ninsures the child against dissipation in reading.\n\nIn some other way must\n\nthe appetite be set for the right things in literature.\n\nI\n\ntake it that this\n\nwill be done first by reading to the pupil, with few comments, such classic\n\npoetry and prose as will arouse a keen emotional concern.\n\nThis should\n\nnot be followed by any sort of didactic process whatever.\n\nThe purpose\n\nof such exercise\nreal\n\nis\n\nnot to teach reading, but to stimulate a taste for the\n\nThis is often best done by having\nand image the scenes as they unfold.\nthe introspective and reflective phases of\n\nworks of art in the language.\n\nthe pupils\n\nsit\n\nwith closed\n\neyes\n\nThe closing of the eyes aids in\ninterpretation.\nA poem so interpreted will never be forgotten. The\nwords may later be memorized, and this will be all the more readily\nand permanently accomplished when the spirit of the selection is\nemotionally entertained. The child memorizes best the things he enjoys\nmost.\n\n"}
{"page": 185, "printed_page": null, "text": "PRINCIPLES IN THE TEACHING OF LITERATURE\n\nSessions]\n\n173\n\nThere has been a growing tendency to crowd children's minds with\ndata about literature, in the evident belief that these data are in some mysterious\n\nway a training in\n\nliterature.\n\nThese take the form of extended\n\nbiographic sketches of literary characters, detailed descriptions of the\n\nhomes and haunts of famous writers, memorized lists of authors' leading\nworks, and learned criticisms of literary productions which the pupils have\n\nnot yet read.\n\nAll these are interesting, and, for\n\nsome mental function,\n\nperhaps valuable, but they no more enlarge the literary taste of the pupil\nthan a lecture on foods satisfies the normal needs of the body for nourish-\n\nment.\n\nBetter than\n\nall\n\nbiographic\n\nfacts,\n\nthan\n\nall\n\nlists\n\nof\n\ntitles,\n\nthan all\n\nformal criticisms, than all literary rambles, is one sincere effort to unfold\nto a child the beauty and the virtue of a great poem.\n\nOur teachers have\n\ntoo confidingly taken the current works on literature and taught them in\n\nmuch the same way as history of any other sort is taught, and have come\nto believe that this historic survey of a field they have never entered is\nreally teaching literature.\n\nThere was a day in\n\nmy own life when I could name Shakespeare's\n\nplays, recite the uncertain facts of his life, quote brief selections from his\n\nworks, and\n\nname the chronologic order of his productions\n\n— yet\n\nI\n\nhad\n\nMy knowledge was arbitrary,\n\nnever read one single work of the author.\n\nand, later on, positively detrimental to a just appreciation of this king in\na princely group.\n\nThe real awakening to an understanding of what litera-\n\nture is, and how it\n\nis\n\n— the\n\nto be studied, came to me under that great teacher\n\nlate Dr. Child, of Harvard University.\n\n/it\n\nis\n\ntrue that the reading of\n\nschools is rapidly increasing.\n\ngood\n\nliterature\n\nby the pupils\n\nin our\n\nThis is an omen both of good and of evil.\n\ndo not hesitate to assert that some pupils are reading too much literameasured in terms of pages conned. It is more th9,n probable that\nsuch reading is little more than a pleasurable reaction from serious effort.\nI\n\nture\n\n—\n\nBefore the child reads extensively he should be taught how to interpret\nhis readings.\n\nFollowing the reading of standard selections to the pupils\n\nby the teacher, there should be a judicious selection of a few standard\nworks of worth, and the careful, deliberate study of these by the pupils,\n\nunder the direction of the teacher.\nIt\n\nThis directive reading is all-important.\n\nenables the teacher, by judicious questioning, to help the child to a\n\nright interpretation of the motif oi the selection.\nIt\n\nmay be said in objection to this plan that it is inadequate, that the\nmeager. To this it may\n\nfield is large, and that the results so achieved are\n\nbe answered that no process is inadequate if it be the right process, and,\nfurther, that the pupil will have type standards of literary interpretation.\n\nEducation at no point aims to cover the entire scope of possible effort.\nAll\n\nit\n\ncan do\n\nis\n\nto determine definite types of processes, fix the order of\n\nmental effort, and reveal in outline the large fields of inquiry and research,\nThis plan\nthe mastery of which is the serious activity of mature years.\n\n"}
{"page": 186, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n174\n\n[General\n\nalso gives to the pupil a clear grasp of that part of the literary world he is\n\nWhat is done is well done, and the best teacher does\n\npermitted to know.\n\nnot scruple to do less, that she may do best.\n\nThe free use of libraries, undirected, is a pernicious practice.\n\nIt\n\nis\n\nbetter far to have the teacher select and restrict the reading of the pupils.\n\nMany a complaint of poor work is due to the fact that the mental energy\nof the pupil\n\nis\n\nappropriated to reading books of no value in his educa-\n\ntional progress, leaving him dull and listless for the specific work of the\n\nschool.\n\nThe final work of the schools in giving the pupil a proper basis for\nis the process of analysis, by which the mind clearly\n\nliterary appreciation\n\ndistinguishes between the thought-plot of the author\n\nand the\n\nliterary\n\nadornment of this plot.\nIt is a great\nis\n\nintroduced\n\n;\n\nunfolding of the theme\n\nment\n\n;\n\nthe marvelous effect of the physical environ-\n\nthe function of the supernatural and the distinctly theistic ele-\n\n;\n\nments\n\nmind why each character\nnew character upon the subsequent\n\ngain to reveal to the inquiring\nthe influence of each\n\n;\n\nand the final weaving of all this moving morrice of characters,\nand satisfying unity. This is\n\nincidents, and objects into a harmonious\n\nthe psychic interpretation of a literary masterpiece.\n\nWhen this thought-plot is seen in its unity and in its totality the pupil is\nfor the first time able to interpret the exquisite linguistic dress of this plot\n\n— the\nthe matchless symmetry\nadornment\nthought.\nHere\nand grace of the language\nThe mind interprets the\nrevealed.\n— the touch of genius —\nsleeping, awaits the touch of a kinliterary\n\nof\n\nall\n\naesthetic\n\nis\n\nspirit\n\nthat,\n\ndred spirit to call\nbeauty.\n\nit\n\ninto joyous life and to\n\nmake it glow with light and\n\nThis is the artistic interpretation of a literary masterpiece.\n\nIt is this alone that compensates for all the earlier work, and that gives\n\nthe child nutrition of feeling and enrichment of soul.\n\nIt remains only\n\nto point out once more and emphatically the fact that a true patriot is a\n\nlover of literature as well as a lover of liberty, that lofty civic virtue is\n\nfound only in the soul that loves with equal and undying fervor the\nfatherland and the mother-tongue, cherishing for each a supreme and\ninseparable passion, striving to honor both by understanding their mission and their power, and living, under the flag, in uncompromising and\n\nabiding loyalty to the literature of the nation and of the race.\n\n/\n\"\n\nWHA T MANNER OF CHILD SHALL THIS BE ? \"\n\nHON. G. R. GLENN, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nATLANTA, GA.\n\nTwo thousand years ago, in the humble home of an aged priest in the\nhill\n\ncountry of Judea, a child was born.\n\nThe priest was burning incense\n\n"}
{"page": 187, "printed_page": null, "text": "\"\n\nSessions]\n\nWHAT MANNER OF CHILD SHALL THIS BE r'\n\n175\n\nearly morning hour, when an angel appeared and\nannounced to him that his prayer had been answered, and that a child of\npromise should come in his old age. The child was to \" bring joy and\ngladness\nhe was to be great in the sight of the Lord he was to be filled\nwith the Spirit he was to turn the hearts of the fathers to the children,\nand the disobedient to the wisdom of the just, and to make ready a people\nprepared for the Lord.\"\nMore than all this, this child was to be the\nherald of a mightier Child, \"the latchet of whose shoes he was not worthy\nMarvelous things happened in connection with the birth of\nto unloose.\"\nthis Judean child.\nOne sent from God announced his birth the dumb\nspake and glorified God when he was born and brought into the temple angelic visitors appeared upon the scene\nfear came upon all that\ndwelt in the region round about, and the common people, amazed at\nwhat they could not comprehend, said \" What manner of child shall\nin the temple at an\n\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n:\n\nthis be?\"\n\nAfter'John came Jesus.\nness came the voice of\nfirst\n\nAfter the voice of one crying in the wilder-\n\nHim who spake as one having authority.\n\nThe\n\ncentury of the world's Christian era began with the life of the greatest\n\nteacher that this world ever saw\n\n;\n\nhimself the infinite Logos, the author\n\nhuman and divine. He came to teach men how to have\ndominion, how to win conquests over mind and matter. If men marveled at the voice in the wilderness, they marveled much more at the\nvoice of Him who spake as never man spake.\nHe not only commanded\nmen and they, without question, did his bidding, but he commanded the\nof all\n\nlaws\n\nwind and the waves and they obeyed him. He confounded the doctors\nof his time by talking of the coming of the kingdom, whose subjects\nwere to be as loyal and as loving as little children. The miracles that he\nworked were wrought, not in violation of the law, but according to law.\nThose who heard him could not comprehend the laws by which he worked.\n\nHe himself declared that he came, not to destroy the law, bat to fulfill\nMan did not grasp his saying when he declared himself to be\nthe Way, the Truth, and the Life.\nHe was a light shining in Cimmerian\nthe law.\n\ndarkness, and the darkness\n\ncomprehended\n\nit\n\nnot; but he stood in the\n\ngateway of the world's first century, and his wonderful sayings and his\nmatchless miracles were but the foreshadowing of what is taking place at\nthe present moment in the closing year of the nineteenth century of civilization.\n\nHis wonder-working was the prophecy of conquest which the\n\nhuman mind\nthings.\n\nis\n\ntoday winning thru discovery of law over material\n\nHis teaching\n\nis\n\nleading\n\nmen to a knowledge of law that will\n\nyet make them to have dominion over all\n\nthings on land, in\n\nair,\n\nor in\n\nsea ; for man is yet to have dominion over all this earth, the footstool of\n\nGod.\n\nThe child that is born today is born amid miracles as astounding as\nThg\n\nthose that accompanied the birth of the chil^ two thousand years a^o.\n\n"}
{"page": 188, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n176\n\n[General\n\nThe marThe sway of the mind that conceived\nand uttered the Sermon on the Mount has gone out in direct line and in\n\nworld today is in an attitude of excitement and expectancy.\nvelous is taking place every hour.\n\nconcentric circles, until the influence of the Great Teacher has touched\n\nThe great conquests of mind\n\nevery land upon which the sunlight shines.\n\nover matter that have made this age the most wonderful of\n\nall\n\nages can\n\nbe traced directly to the light that came into this world two thousand\nyears ago when a little child was born in a\n\nThe\n\nmanger in Bethlehem.\n\nintelligence of a Christian civilization has forged the power that builds and\n\npropels the palace steamship that crosses the sea.\nhas laid the cables on every ocean bed.\n\nthat\n\nIt is this\nIt\n\nis\n\nthis\n\nsame power\nsame power\n\nthat drives a vestibule train from the Atlantic to the Pacific.\n\nIt\n\nis\n\nthe\n\npower of this same civilization that has founded every asylum for the\npoor and the lame and the halt, every sanitarium for the feeble-minded,\nthat has directed the spire of every church and laid the foundation of\nevery schoolhouse.\nIt is the same power that has lifted the hand of man\ninto the air above him and brought the lightning from the clouds to do\nhis will.\nIt is this same power that touches the wire now going to every\npart of the habitable globe and brings messages to our breakfast table each\nmorning from every part of the world. The very air that we breathe is\nnow condensed into a liquid energy whose potential force no man can\nmeasure. The spectroscope and telescope have made us acquainted with\nthe stars that float over our heads, and the electric light and the chemist's\ncrucible have gone to the very heart of the hills and the mountains reveal\ning a wealth that far outshines \"the wealth of Ormus or of Ind.\" Is it\nany wonder that men gather today about the presence of a little child\nthat is born amid the miracles of splendid and matchless conquests of the\nChristian mind over\n\nthese material things, and ask, \" What\n\nchild shall this be?\"\n\nmanner of\n\n^\n\nIf the central figure of the first\n\ncentury was the Great Teacher with\n\nhis hand placed in benediction upon the head of a little child, the central figure of the twentieth century will\n\ncontinue to be a great teacher,\n\nholding the hand of a child and leading him to the\n\nfruits of his inherit-\n\n\"The heir of all the ages \" must still be taught the pathway to his\nown by one who has not only the supreme and commanding voice, but\n\nance.\n\nthe patient and all-loving spirit of the Master.\n\nIf the\n\nworld's\n\nfirst\n\ncen-\n\ntury began by sending a star to light the wise men to a child, the world's\n\ntwentieth century will begin by focalizing the light of\n\nall\n\nthe stars that\n\nburn in the firmament above us upon the cradle, not of one child, but of\nevery child born under our beneficent skies.\nIf I\n\nwere asked what is to be accounted the great discovery of this\n\ncentury, I would pass by\n\nall\n\nthe splendid achievements that\n\nmen have\n\nwrought in wood and stone and iron and brass. I would not go to the\nvolume that catalogs the printing-press,, the loQm^ the steanj-eij^in^,, th^\n\n"}
{"page": 189, "printed_page": null, "text": "Sessions]\n\n\"\n\nWHAT MANNER OF CHILD SHALL THIS BE?\"\n\nI\n\n77\n\nsteamship, the ocean cable, the telegraph, the wireless telegraphy, the\ntelephone, the phonograph.\n\nI\n\nwould not go among the stars and point\n\nto either one of the planets that have been added to our solar system.\n\nwould not call for the Roentgen ray\n\nI\n\nthat promises to revolutionize the\n\nstudy of the human brain as well as the human body.\n\nI would pass over\nand devices by which the work of the\nworld has been marvelously multiplied. Above and beyond all these the\nindex finger of the world's progress, in the march of time, would point\nunerringly to the little ch^ld as the one great discovery of the century\n\nall\n\nthe labor-saving machines\n\nnow speeding to its^ close.\nIf we pause for a moment to contrast the condition of the child even\none hundred years ago with the condition of the child that is born today,\nwe marvel at what God has wrought within a hundred years. At the\nbeginning of this century learning belonged to a limited oligarchy. Education was the privilege of the few, and ignorance the sodden heritage of\nWith the beginning of the century few only of\nthe benighted masses.\nthe world's teeming millions could read, and fewer still did the thinking\nWith the beginning of the twentieth century\nfor the \"great unwashed.\"\nthe public school is going into every hamlet among the civilized races of\nthe globe, and its beneficent light is illuminating the darkest recesses of\nthe humblest home.\n\nEducation is no longer the exclusive privilege of an\n\nautocratic minority.\n\nIt is today the\n\ncratic majority.\n\ndivine right of an all-powerful demo-\n\nIf at the beginning of the century we had alienation and\n\nseparation, a great impassable gulf between the rich and the poor, today\n\nwe have union, strength, and life, and millions of happy children of rich\nand poor alike marching under a banner on which is inscribed \"Freedom\nof opportunity for all.\" What this freedom of opportunity means to every\nAmerican child no man can estimate. What the American child of the\nfuture is to be no man can prophesy.\nThe wide distribution of human\nknowledge has brought him in touch with all mankind.\nHe is neighbor\nto every possible achievement, and his splendid environment makes him\na potential factor for accomplishing every human good.\nAlready we\nAmericans have discovered that the old system of education will not fit\nhis case.\nWe have begun to shift and readjust the paths that lead to and\nfrom the schoolhouse. We have quit trying to fit the boy to a system.\n\nWe are now trying to adjust a system to the boy.\n\nThe American boy is\n\npraying the prayer of the psalmist as he never prayed that prayer before :\n\n\"Set thou my feet in a large room.\"\n\nWe American teachers are trying\n\nto obey the command of the Great Teacher when he said at the grave of\n\nLazarus, who came up bound hand and foot in his grave-clothes: \"Loose\n\nhim and let him go.\" If we might reverently change this command to fit\nour day and time, the change would be \" Loose him and let him growy\nThe demand of the hour is that we shall take away, not only the graveqlothes, but all deadly ceremeats from. the mj»jds and bodies of ojir chiljdren^\n:\n\n"}
{"page": 190, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nn^\n\n[General\n\nEven teaching-power in the future must be defined in new terms.\nHere again we must approach more nearly to the mind and spirit of the\nGreat Master-Teacher of the world.\nTime was when the power of the\nteacher was measured by what he could do with a bright boy or a bright\ngirl.\nFrom the beginning of this new century the power of the teacher\nwill be measured by what he will be able to do with the dull boy, the defective child.\n\nMore than ever before in the history of this world the real test\n\nof teaching-power will be measured, not by what can be done with the best,\n\nbut by what can be done with the worst boy in the school. The Great\nTeacher who began our civilization came into this world to seek out and\nto save that which was lost.\n\nThe new century will demand\n\nthat\n\nthe stress of\n\nall\n\nenergy and the\n\nculmination of all intelligence shall be applied to redeeming what has\n\nbeen going to waste.\n\nWe shall have a new psychology as well as a new\n\neducation, and the new psychology will be the psychology of the prodigal\n\nson and the lost sheep. The great rejoicings in American life will be\nwhen we have so mastered our problems of child study and so perfected\n\nour lines of school-growth that our American systems of education will\ntouch and develop and control every American boy.\n\nWe shall come to\n\nour place of rejoicing when we have saved every one of these American\nchildren and\n\nmade every one of them a contributor to the wealth, to the\n\nintelligence, and to the power of this great democratic government of ours.\n\nMen now demand that those who build their machines shall build a\nmachine that will do twice the work with an expenditure of half the fuel\nA few afternoons since I was\nthat a machine did even ten years ago.\nwaiting for my train to leave the station from the capital city of the state.\nI saw a great company of people gathered about an object at the end of the\nstation.\nIn answer to an inquiry as to- the cause of the gathering of this\ngreat crowd, I found that the attraction was a Great Mogul passenger\nengine that had been brought to pull a vestibule train that was to speed\nits\n\nway from New York to New Orleans.\n\nWhen I asked the engineer to\n\nexplain the difference between the new engine and the old one that had\n\nbeen laid aside, he said to me, while the great machine stood there throbbing with power like a thing of life \" The engine that I laid aside yesterday, when doing its best, could pull my train from Atlanta to Montgomery\n:\n\nat a speed of thirty-five miles per hour.\n\nThis machine can pull the train\n\nwith the consumption of less coal, and make an average speed, if need be,\nof sixty miles an hour.\"\n\nTwenty-five years ago it was regarded a marvel-\n\nous achievement for one woman to manage two looms in a cotton factory.\n\nToday one woman will manage a dozen looms, and each one of the dozen\nlooms will weave twice the number of yards of cloth that were woven on the\nloom twenty-five years ago. If a new environment has come to the machine,\nyou may be sure of it, a new environment has come to the boy. If the\n\\Yorld demands of machine-shops more powerful machines, apd machines\n\n"}
{"page": 191, "printed_page": null, "text": "\"\n\nSessions]\n\nWHAT MANNER OF CHILD SHALL THIS BE?''\n\nI79\n\nthat will economize time and labor, we may be sure the world is going to\ndemand of those who build the boys and girls of this country that they\nshall build them to become men and women who may have twice and\nthrice and quadruple the power that men and women ever had before.\nOne other thought in this connection. Those who build these magnificent machines make no mistakes.\nEvery piece of steel is tested, and\n\nevery piece of brass is weighed and sounded, and every bolt has its place,\nand every bar its peculiar function. No machine-shop in this country\ncould live a year that employed anybody but experts to fashion and shape\nevery part of the machine.\nAn expert is one who knows, and he must\n\nknow that he knows.\n\nThe twentieth century will demand of those who\n\ntrain the children not only that they know, but they too must know that\n\nThe material in the mind of a child is infinitely more delicate\nmade by any Bessemer process. The new\ncentury will say to the teacher \" Take thou this child and know him.\nthey know.\n\nthan the\n\nfinest steel-bar ever\n\n:\n\nKnow thou his soul, his mind, and his body, as the expert machinist knows\nevery part of his machine and the quality of\npeculiar fitness for use of\n\nmachine.\n\nall\n\nall\n\nits\n\nmaterials, and the\n\ntools required for the completion of the\n\nMake thou no mistakes\n\n\"\n!\n\nTo change the figure and find an illustration from the laws of life\n\n:\n\nA\n\nfew hundred miles from the spot where this meeting is held millions of\nlittle beings\n\nare constructing a reef\n\non a Florida coast.\n\nMen travel for\n\nthousand^ of miles to find inspiration and courage from these countless\ntoilers of the\n\nbriny deep who fringe our coasts with a structure that has\n\nThe study of the coral polyp reveals the\nwho do the building are on the front side of the reef.\n\nexcited the wonder of the ages.\ntruth that those\n\nThe food supply even for this little being comes from the billow that\nlashes the frontal line of the structure.\nThe tiny being feeds on the ministry of the storm.\nThe very billows, while they lash and rage in their fury,\nbring the food supply to the tiny being that builds the coral\n\nreef,\n\nand\n\neach little builder gathers himself into the stony structure and welds his\n\nbeing into all that is below him, and dies.\n\nNo one of these countless beings, however many times its life may\nHe feeds upon\n\ntouch the life of other beings, interferes with his fellow.\n\nand\nbecomes a part of a permanent, beautiful wall that barricades the coasts\nfrom the storms of the equatorial belt. But some of these tiny toilers are\nswept by the billows into the quiet, stagnant waters of the inland basin,\nand in these eddy-waters, that furnish no food supply, they stagnate ana\ndie and sink into the bottom to form a part of the ooze and the slime of\nhis environment, grows to his full estate, is gathered unto his fathers,\n\nthe silent shore.\n\nThe coral polyp has no power to rescue his fellow when the wave\npushes him back and away from the line of life, and the line of food supply, and the line where the building\n\nis\n\ngoing on.\n\nIt is\n\nnot so with us\n\n"}
{"page": 192, "printed_page": null, "text": "National eDVcatioMAl association/\n\nt8o\n\n[Generai\n\nwho are building a structure of American life, a structure far more transcendent in the beauty and magnificence of its proportions than the coral\nstructure which the polyp is building.\n\nWe are building here the founda-\n\ntions of a national barrier against which the storm and the billow of the ages\nto come are to bring their food supplies and spend their fury.\n\nthe\n\nlife\n\nof every American\n\nbeing to go into\n\nthis structure.\n\nWe need\nThe new\n\ndemand of us that we shall go into every submerged disand bring to the top and to the front every child who has within him\nthe unmeasured possibilities of an American destiny.\nWe shall not reach\nthe limits of our empire, and we shall not expand to our farthest bounds,\nuntil we have brought back to the structure we are building the withering\nhands and the atrophying soul of every American child that may add\nglory to our people. 'What responsibilities the new century will bring\nus no man can tell, but the American school system will not reach\nthe climax of its power until its beneficent light has gone into every\nAmerican home, and until the expert American teacher, who knows that he\nknows, has led every one of our children out and up from the ooze and\nslime of every submerged district, and placed their feet in a large room\nwhere every boy can grow to the full measure of a man.\ncentury will\ntrict\n\nCLOSING ADDRESS\nPRESIDENT A.\n\nP.\n\nMONTAGUE, FURMAN UNIVERSITY, GREENVILLE, S. C.\n[stenographic report]\n\nMr. President, and Fellow- Members of the National Educational Association :\n\nThe Athenians of old were wont to invite strangers\n\nof far-off lands\n\nto visit their great city, in order that in the groves of the\n\nlyceum and in\n\nthe shadows of the academy they might behold the unfolding of doctrines\nof high\n\nphilosophy, and\n\nworld, had\n\nits\n\nmight\n\nhome in Athens.\n\nrealize\n\nthat\n\ntheir power, in the glory of their imperial\ncity by the Tiber\n\nthought, dominating the\n\nThe ancient Romans, in the pride\n\nof\n\ndominion, welcomed to their\n\nambassadors and legates from far-distant countries, in\n\nawed by the manifestation of power and\nRome that had winged their\nflight for a century and more from the shores of the German ocean to\nbeholding this greatness and this matchless power,\nthe Lybian desert\nmight realize the hopelessness of contending for empire with the imperial\ncity of Rome, and that they might bend the knee to Caesar and own\norder that\n\nthese strangers,\n\nmaterial splendor, beholding the eagles of\n\n—\n\nallegiance to his sovereignty.\n\nWith far different feelings from\n\nthese, Charleston, one year ago, sent\n\nher ambassadors across the continent, from the Atlantic ocean to the far\n\n"}
{"page": 193, "printed_page": null, "text": "CLOSING ADDRESS\n\nSessions]\n\nPacific, to fair California, to\n\nSea\n\n—\n\nment.\n\nthis old city, rich in\n\nplead with you to\n\ni8i\n\ncome to this City by the\n\nlegend and tradition, and glorious in achieve-\n\nThe spirit of a high and broad fraternity prompted the sending of\n\nthis message to come; the spirit of a high and broad fraternity, Mr. Presi-\n\ndent, gave the response, \" We will come.\"\n\nAnd, brothers and sisters of the\nNew England, rock-bound and splendid\nfrom the state where flows the Mohawk\nriver on its course to the sea from the rolling plains of the mighty Middle\nWest from the land where the shadows of the Rockies are those Rockies\nwhose peaks seem to pierce the sky, appearing to whisper and ask of the\nstars and constellations the mysteries of the heavens.\nYou came from\nhomes where light and love and liberty gladden your hearts and, thank\nGod, you come to homes where light and love aftd liberty gladden our\nNational Educational Association, you came from grand old\n;\n\n;\n\n—\n\n;\n\n;\n\nhearts, too.\n\nYou have come, my friends, as representatives of education— education\nas old as Egypt and Mesopotamia, yet strong and young and robust with\n\nthe blood of perennial youth\n\n;\n\neducation that long centuries ago was but\n\na tiny brook, that, receiving tributaries\n\nfrom, every land, has\n\nbecome a\n\nmighty ocean, in which the spirit of mankind may bathe, and, bathing,\nresplendent grow\n\n;\n\neducation that revives the sleeping aeons of antiquity\n\n;\n\nthat gives the mastery over \" the thoughts that shake\n\nmankind;\" that\n\nreads in strata and substrata the secrets of Mother Earth\n\n;\n\nthat equips for\n\nthe coming of that century whose beacon lights are all aglow now on the\n\neducation that, true to the source whence come mind\nand powers of reasoning, should lift the heart and the mind and the soul\nof man into communion with the Spirit of the living God.\nYou have come to the South, and the hour is almost here when you\nmust say \"good-by.\" In the words of the ancient poet I would say \" As\nlong as the heavens shall feed the stars as long as th^ shadows shall\ntraverse the convex sides of the mountains\nso long, with us and our\nchildren's children, will be the memory of your coming\" to the old\nhorizon of time\n\n;\n\n:\n\n;\n\n;\n\nPalmetto State.\n\nWhen you shall have returned to your far-distant homes, we shall, as\nlast, recall the gracious women and knightly men who\n\nlong as life shall\n\ncame to us unknown and depart our beloved friends.\nWe have looked, my brothers and sisters, into your eyes, and there\nwe have read a common purpose, a purpose shared with us, your brothers\nthe exaltation of truth and the glory of learnand sisters of the South\ning. We have looked into your hearts, and there we have seen enshrined,\nas there are enshrined in our hearts too, the very spirit and essence of\nlove for and loyalty to our mighty country, which, once sundered when\nswords flashed and cannon roared, and eyes were dimmed with tears for\nthe noble dead, is again and forever one, indissoluble and indestruct-\n\n—\n\nible.\n\n"}
{"page": 194, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n82\n\n[General\n\nOh, my friends, the glory of the legacy that is ours in the common\na legacy rich with triumphs of armed hosts, with triumphs of mind,\n\npast\n\n;\n\nwith triumphs of soul\n\nIn our temple of fame\n\n— a temple new, perhaps, but\n\nstately, grand,\n\nand imposing — stands Washington, with eyes aglow with love of country\n^\n\nand \"freedom's holy light,\" and around him a group of figures of the\nstalwart men who stood with him in his day and time for constitutional\nWalk with me down the corridors of this temple of fame of\nliberty.\nours, of these United States, and behold the great trio, Webster, Clay,\nand Calhoun, whose voices awoke the echoes of the world. Their talents\nand patriotism undying ennoble this country just as much as in the older\ntimes the glorious talents of Pericles and Demosthenes and Cicero ennobled the lands whose Children they were.\nWe now stand before a figure in this temple, whose face is graven with\nlines of care, rugged with thought, and drawn by pain for the sufferings\nof his land, longing to hear no more the drumbeat of a war too cruel, but\nand on a brow where once rested the\nlistening for the melody of peace\nshadow of impending doom is now the wreath of hero and of statesman,\nwhile in the hearts of the North and of the South alike lives the memory\nof the mighty dead, Abraham Lincoln.\nNear, in that temple, two other figures stand, captains of mighty\nhosts, leaders of great armies, heroic and colossal, nobler far in purpose\nthan was Alexander of old, grander far in aim and achievement too than\n;\n\nthe conquering Napoleon.\n\n\" They sleep their last sleep, they have fought\n\ntheir last battle,\" but Lee and Grant can never die.\n\nDid time permit, I might hallow this hour by calling the names of the\nglorious Jackson, the heroic Hancock, and other names that would\n\nstir\n\n—\n\nthe\nyour hearts and cause your pulses to beat responsive to the words\nthe leaders both in war and in peace, in\nmere calling of their names\n\n—\n\nliterature and in the arts and in the sciences, and, thank God, the leaders\n\ntoo in the commonwealth of our Master, the Christ.\n\nall\n\nOn behalf of the South, as a humble representative, I thank you with\nmy heart for coming to Dixie land.\nYou go from this sunny land, the land of the Palmetto and the sea,\n\nback to your homes, respected, honored, and beloved.\n\nLet us all carry\n\nwith us the purpose to teach, not only arts and sciences, but love of free-\n\ndom, a broad, a high, and a comprehensive patriotism, and reverence for\nthe flag under whose folds sit truth and wisdom, and justice and mercy\n\ngo forth from this great educational\nin one respect the greatest this\nnoble body has ever held\nlet us go forth, I say, resolved more than\never to cherish our hallowed past, to be true to the living present, and to\nstand, in the years before us, for freedom, for fatherland, and for that\nbanner, star-spangled and stainless as the blue heavens above us.\nhave their habitation.\n\nLet us\n\nall\n\nmeeting, this great national gathering\n\n—\n\n—\n\n"}
{"page": 195, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nCHICAGO MEETING\n\nSECRETARY'S MINUTES\nFIRST DAY\nMORNING SESSION.— Tuesday, February 27, 1900\nThe Department of Superintendence was called to ord,er in University Hall, Fine\nArts Building, Chicago, 111., at 10 A. M., President Augustus S. Downing in the chair.\nAfter music by the Glee Club of the Hyde Park High School of Chicago, an invocation was offered by Right Rev. Bishop Fallows.\n\nlowed, after which Hon.\n\nAnother selection by the Glee Club fol-\n\nHoward S. Taylor, representing his honor. Mayor Carter H,\n\nHarrison, delivered an address of welcome on behalf of the city of Chicago.\n\nDr. E.\n\nBenjamin Andrews, superintendent of city schools, welcomed the department on behalf\nPresident Downing responded\nof the board of education and the teachers of Chicago.\non behalf of the department.\nAn address was then delivered by Dr. Nicholas Murray Butler, of Columbia University, New York city, on the subject, \" The Status of Education at the Close of the Century.\"\nThe paper was discussed by President Charles W. Eliot of Harvard University\nand Dr. W. T. Harris, United States Commissioner of Education.\n\nThe department then adjourned.\n\nAFTERNOON SESSION\nThe afternoon session was called to order at 2\nThe president appointed the following\n\n:\n\n15, President\n\nDowning in the chair.\n\nCOMMITTEE ON RESOLUTIONS\nSuperintendent L. C.Greenlee, Denver, Colo.\nSuperintendent F. Louis Soldan, St. Louis, Mo.\nSuperintendent E, H. Mark, Louisville, Ky.\n\nHon. L. D. Harvey, state superintendent of public instruction of Wisconsin, presented\na paper on \" Two Opportunities for Improvement in the Administration of Graded School\n\nThe paper was discussed by State Superintendent Alfred Bayliss of Illinois.\nThe report of the committee appointed at Columbus to make a recommendation with\nreference to the location of the meeting for the years 1901 and 1902 was then presented,\nSystems.\"\n\nas follows\n\nMembers of the Department of Superintendence of the National Educational Association:\nYour committee appointed by virtue of the following resolution passed at the annual meeting of the\ndepartment at Columbus, O., February, 1899, viz.\n\"That a committee of three be appointed with instructions to report on the first day of the meeting in\n1900, recommending a place for the meeting of the department for the two succeeding years, 1901 and 1903,\"\nsubmits the following report\n\nThat the meeting of the Department of Superintendence of the National Educational Association be\nheld in Chicago in the years 1901 and 1902.\n\nAaron Govs,\nO. T. Corson,\n\nGeorge H. Martin,\nCommittee.\n\n183\n\n"}
{"page": 196, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n184\n\n[Chicago\n\nA motion to adopt the report was made by William J. Cox, of Moline, 111.\n\nSuperin-\n\ntendent C. M. Bardwell, of Aurora, 111., moved as a substitute that the report be laid on\nthe table until Wednesday morning, and taken up immediately after the close of the\nregular program.\n\nThe\n\nA vigorous discussion of the motion then\n\nsubstitute was lost.\n\nfollowed, which was participated in by Messrs. Glenn, of Georgia\n\nPrettyman, of Maryland\n\n;\n\nBouton, of Massachusetts.\n\nWhite, of Ohio\n\n;\n\nTreudley, of Ohio\n\n;\n\nGove, of Colorado\nBrown, of Illinois and\n;\n\n;\n\nSuperintendent Bouton then moved to amend the report so\n\nThe motion was carried by a vote of 89 to 59,\nand the president declared that Chicago was the choice of the department as the place\n\nthat it would apply only to the year 1901.\n\nfor meeting in 1901.\n\nThe following Committee on Nominations was appointed and instructed to report at\n12 M. on Wednesday, February 28\n\nCOMMITTEE ON NOMINATIONS\nSuperintendent George B. Cook, of Arkansas.\nSuperintendent W. C. Bates, of Massachusetts.\n\nSuperintendent D. L. Bardwell, of New York.\nPresident R. H. Halsey, of Wisconsin.\n\nSuperintendent G, R. Glenn, of Georgia.\n\nThe department then adjourned.\n\nEVENING SESSION\nThe\n\nevening session was held in Central Music Hall, beginning at 8:15, Presi-\n\ndent Downing presiding.\nchorus.\n\nMusic was furnished by the Joseph Medill High School\n\nAfter prayer by Rev. Jacob Stolz, Walter H. Page, of New York city, delivered\n\nan address upon \" Right Use of Speech in a Democracy.\"\nAdjourned.\n\nSECOND DAY\nMORNING SESSION.— Wednesday, February 28\nThe session opened at 9\n\n:\n\n30, with the president in the chair.\n\noffered by Rev. Dr. A. C. Hurst, of Chicago.\n\nAn invocation was\n\nMusic was furnished by Miss Joy, of Cali-\n\nfornia.\n\nSuperintendent Aaron Gove, of Denver, Colo., read a paper entitled \"The Trail of\nthe City Superintendent.\"\n\nThe discussion of this paper was opened by Superintendent\n\nCharles M. Jordan, of Minneapolis, Minn.\nSuperintendent Charles E. Gorton, of Yonkers, N. Y., then read a paper entitled\n\" The School Superintendent in Small Cities.\"\n\nAssistant Superintendent A. P. Marble, of\n\nNew York city, concluded the discussion\n\nof Superintendent Gove's paper.\n\nE. O. Vaile, editor of Intelligence, Oak Park, 111., introduced the following resolution,\n\nand moved its adoption\n\n:\n\nResolved, That the Department of Superintendence does hereby memorialize the Board of Directors of\nthe National Educational Association at its next meeting in Charleston, S. C, to appropriate the sum of\n$1,000 for each of the next five years, to be expended in promoting the cause of simplifying our English spelling,\n\nunder the direction of a commission composed of the following members\nDr. W. T. Harris, United States Commissioner of Education, Washington, D. C, president.\nDr. Nicholas Murray Butler, Columbia University, New York, first vice-president.\nDr. F. Louis Soldan, superintendent of schools, St. Louis, Mo., second vice-president.\n\nDr. William R. Harper, president of the University of Chicago, Chicago, 111.\nDr. W. H. Ward, editor of the Independent, New York.\nFrancis J. Child, professor of English, Harvard University.\n\nThomas R. Lounsbury, professor of English, Yale University.\nWilliam Dean Howells, New York city.\nBenjamin E. Smith, managing editor of the Century Dictionary.\nDr. E. Benjamin Andrews, superintendent of schools, Chicago.\nIt being provided that any vacancies arising in the above board shall be filled by a vote of the members.\n\n"}
{"page": 197, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence]\n\nResalved, That the retiring secretary of the department\n\nis\n\n185\n\nhereby instructed to see that the above\n\nmemorial is duly communicated to the Board of Directors of the National Educational Association.\n\nAfter discussion by Dr. E. E. White, of Ohio ; President A. S. Draper, of Illinois\n\nColonel Francis W. Parker and Superintendent O. T. Bright, of Chicago, it was moved\nthat the matter be referred to the Board of Directors of the National Educational Associa-\n\nThis motion was lost.\n\ntion, with an expression of opinion from the department.\n\nthen moved and carried that the resolution be laid on the table for one year\nnays, 71.\n\nAfter further discussion it was\n\n;\n\nIt\n\nwas\n\nyeas, 93 ;\n\nmoved and carried that the substance of this\n\nresolution shall be assigned a place for discussion on next year's program of the Depart-\n\nment of Superintendence.\nDr. W. T. Harris introduced the following resolution\nResolved, That the president of this department be, and he\n\n:\n\nis\n\nhereby, authorizad and instructed to\n\nappoint a committee on the National Bureau of Education, the same to consist of six members, whose duty it\nshall be to aid that bureau, in whatever way they find it practicable, to accomplish its work.\n\nThe resolution was adopted.\nThe department adjourned.\n\nAFTERNOON SESSION\nThe afternoon session opened in University Hall at 2 o'clock with a paper by Professor\n\nW. O. Atwater, of Wesleyan University, Connecticut, upon \"Alcohol Physiology\n\nand Superintendence.\"\n\nA formal discussion of this paper was introduced by Superin-\n\ntendent S. T. Dutton, of Brookline, Mass., and closed by Superintendent R. G. Boone, of\nCincinnati, O.\n\nIt\n\nwas then moved that the discussion close at 4\n\nruled that no speaker should exceed five minutes.\n\ncussion\n\n:\n\n:\n\n30, and the president\n\nThe following took part in the dis-\n\nSuperintendent C. P. Carroll, of Massachusetts; Colonel F. W. Parker, of\n\nnois ; Dr. D. L. Kiehle, of Minnesota ; Professor George W. Webster, of Chicago ;\n\nHenry Sabin, of Iowa\n\n;\n\nSuperintendent Joseph Carter, of\n\nIlli-\n\nHon.\n\nIllinois ; Professor Winfield S.\n\nHall, of Chicago ; Superintendent C. G. Pearse, of Nebraska.\nIt was moved by Superintendent Boone, of Cincinnati, that thirty minutes of the\nThursday morning meeting be given to the further discussion of this topic.\nThe committee provided for by the resolution of Dr. Harris was announced, as\n\nfollows\n\nCOMMITTEE ON BUREAU OF EDUCATION\nDr. Nicholas Murray Butler, of New York.\n\nSuperintendent N. C. Dougherty, of Illinois.\n\nPresident A. S. Draper, of Illinois.\n\nDr. E. Oram Lyte, of Pennsylvania.\n\nSuperintendent G. R. Glenn, of Georgia.\n\nSuperintendent Aaron Gove, of Colorado.\n\nDepartment adjourned.\n\nEVENING SESSION\nThe evening session was held in Central Music Hall, Vice-President G. R. Glenn in\nthe chair.\nAn address was delivered by President Edwin A. Alderman of the University\nof North Carolina, upon the subject, \" The Obligations of Scholarship.\"\nDepartment adjourned.\n\nTHIRD DAY\nMORNING SESSION.—Thursday, March i\nThe department was called to order in University Hall at 9 30 A. M., President\nDowning in the chair. Music was furnished by the eighth-grade class of the Brainerd\n:\n\nSchool, Chicago.\n\nAfter an invocation by Dr. William Lawrence, of Chicago, the discus-\n\nsion of Professor Atwater's paper was continued.\n\nOn motion, Mrs. Mary H. Hunt, of\n\nBoston, was allowed fifteen minutes to discuss the paper.\nJessie Willard Bolte, of Winnetka, III.\n\nShe was followed by Mrs.\n\nSuperintendent Dutton, of Massachusetts, moved\n\n"}
{"page": 198, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n86\n\n[Chicago\n\nthat Professor Atwater be allowed what he may regard as sufficient time in which to close\n\nthe discussion.\n\nAn amendment allowing him ten minutes was lost and the original\n\nmotion carried.\n\nAt the close of the discussion the following resolution was offered by\n\nSuperintendent Joseph Carter, of Champaign, 111.:\nResolved, That it is the judgment of this department of the National Educational Association that the\nteaching of temperance, errors being corrected if there be any in our boolcs, shall be continued by law in our\nschools.\n\nSuperintendent C. M. Jordan, of Minneapolis, Minn., introduced the following\n\n:\n\nResolved, That the Department of Superintendence expresses its deep interest in every legitimate effort\nto further the cause of temperance, and its hearty approval of temperance instruction, based upon sound peda-\n\ngogical principles, in the public schools of the country.\n\nBoth resolutions were referred to the Committee on Resolutions.\nAt this point President Downing surrendered the gavel to President Corson of the\nNational Educational Association, who introduced a delegation from South Carolina,\nconsisting of Superintendent H. P. Archer, Charleston ;\n\nHon. J. J. McMahan, state super-\n\nFurnam Univerwho constituted a committee, appointed by the city of Charleston, to present to the\n\nintendent of public instruction ; and Dr. A. P. Montague, president of\nsity,\n\ndepartment the greetings of the citizens of that city.\n\nThese gentlemen, in eloquent and\n\nimpressive addresses, extended to the department an invitation to attend the annual convention of the National Educational Association, to be held in Charleston in July, 1900.\nIllinois, then moved that the department\n\nSuperintendent Bright, of\n\nplete the business which was to come before it.\n\non Nominations was as follows\n\nCarried.\n\nproceed to com-\n\nThe report of the Committee\n\n:\n\nTo the Members of the Department of Superintendence of the National Educational Association:\nYour committee begs leave to submit the following nominations for officers of the department for the\nensuing year:\n\n—\n\nFor President\nL. D. Harvey, Madison, Wis.\nFor First Vice-President\nA. K. Whitcomb, Lowell, Mass.\n\n—\n—\n\nFor Second Vice-President\nW. F. Slaton, Atlanta, Ga.\nFor Secretary\nY. B. Cooper, Salt Lake City, Utah.\n\n—\n\nGeorge B. Cook, Chairman,\n\nW, C. Bates,\nR. H. Halsey,\nG. R. Glenn,\nD. L. Bardwell,\nCommittee on Nominations,\nIt was\n\nmoved that the secretary cast the ballot of the department for the names preThe motion was carried and the ballot so cast, and the officers\n\nsented by the committee.\n\nnamed were declared elected.\nAdjourned.\n\nAFTERNOON SESSION\nThe afternoon session was called to order at 2 o'clock.\nPresident John W. Cook presented a paper on the subject, \" How a Superintendent\n\nmay Improve the Efficiency of His Teachers.\" A formal discussion of this paper was\nopened by Professor A. S. Whitney, of the University of Michigan.\nSuperintendent R. E. Denfeld, of Duluth, Minn., then presented a paper on \" The\nSuperintendent as an Organizer and Executive.\" This paper was discussed by Superintendent E. H. Mark, of Louisville, Ky.\nThe Committee on Resolutions presented the following, which were unanimously\nadopted\n:\n\nTo the Department of Superintendence of the National Educational Association:\n\nThe Committee on Resolutions respectfully submits the following report\nResolved, That the thanks of this department are hereby tendered to the retiring officers for the wisdom\n\nand energy they have displayed in the preparations for this meeting, which by their efforts has been one of th$\nniost successful department sessions in the history of the association,\n\n"}
{"page": 199, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence]\n\n1\n\n87\n\nResolved, That the thanks of the department be tendered to those who have presented the papers and\nthe addresses which have formed the program of this meeting.\n\nThe department expresses its appreciation and gratitude to the Local Committee of Arrangements,\nwhose work has contributed so much toward the success of the meeting\n\n;\n\nto the board of education, and to the\n\nand satisfactory\nClub of Chicago for its generous reception; to the railroads for the\nfacilities which they have offered for this meeting and for the reduction in the rates of transportation.\nResolved^ That the request which this department made to the directors of the National Educational\nAssociation one year ago, and which met with generous compliance, be renewed for the next session, viz.\nand that the officers be\nthat an adequate appropriation for the meetings of this department be provided\ndirected to present this request at the next session of the Board of Directors.\nIn consideration of the deep interest which this department takes in every legitimate effort to advance\nthe cause of temperance, and of its desire to promote in the schools of the country the teaching of temperance\nbased on sound pedagogical and scientific principles, be it\nResolved That the chair appoint a committee of seven, whose duty it shall be to report upon the teaching of physiology in the schools, especially with regard to the condition and progress of scientific inquiry as\nto the action of alcohol upon the human system, and to recommend what action, if any, by this department is\njustified by the results of these inquiries,\nF. Louis Soldan, chairman,\ncity and the citizens, of\n\nChicago, for their generous hospitality;\n\nto the press for its extended\n\nreports of the sessions; to the Woman's\n\n;\n\ny\n\nL. C.\n\nE. H.\n\nGreenlee,\nMark,\nCommittee.\n\nEVENING SESSION\nThe evening session was held in Central Music Hall. The meeting was opened at\n8:15 with prayer by Superintendent N. C. Schaeffer, of Pennsylvania. An address was\ndelivered by President Benjamin Ide Wheeler of the University of California, upon\n\" The Place of Secondary Schools.\" At the conclusion of the address the following committee upon temperance instruction in the schools was announced by the president\n\nCOMMITTEE ON TEMPERANCE INSTRUCTION IN SCHOOLS\nDistrict Superintendent A. G. Lane, of Chicago, chairman,\n\nHon. O. T. Corson, of Ohio.\nSuperintendent J. H. Van Sickle, of Colorado.\n\nDr. E. Oram Lyte, of Pennsylvania.\nPresident E. A. Alderman, of North Carolina.\n\nSuperintendent F. Louis Soldan, of Missouri.\nSuperintendent E. P. Seaver, of Massachusetts.\n\nThe incoming president, Superintendent L. D. Harvey, of Wisconsin, was then presented and made a few remarks.\n\nThe department adjourned sine die.\n\nCharles M. Jordan,\nSecretary.\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Ckicagb\n\nPAPERS AND DISCUSSIONS\nSTA TUS OF EDUCA TION A T THE CL OSE OF THE CENTUR Y\nNICHOLAS MURRAY BUTLER, PROFESSOR OF PHILOSOPHY AND\nEDUCATION, COLUMBIA UNIVERSITY\nImagination and feeling increasingly bear the brunt of shaping human\nopinion and human conduct.\n\nIntelligence does its organizing work and\n\nthen disappears below the surface.\n\nMuch of life goes on without its\n\nactive co-operation, just as many of our mental reactions, first organized\n\nWhen\nin the brain, come to be carried on thru the spinal cord alone.\nwe stop to think, we realize that a century is of human making, a purely\narbitrary division of tinje.\n\nCentury might have been the name given to\n\na longer or a shorter period, twenty years or two hundred, without doing\n\nThe limits of a century\nThe skies do not change when a century is ushered\nin, or the thunders roll when it passes out.\nA century begins and ends\nas noiselessly and as unperceived as any moment which glides from the\n\nviolence to anything save present associations.\nare wholly imaginary.\n\nfuture into the\n\npast.\n\nImagination, however, gives to the century an\n\nand feeling welds our thoughts to it. The arbitrary\nperiod of time which it covers, and the events which happen in that period,\ncome to have for us a relation of cause and effect or of reciprocal dependence.\nWe cannot rid ourselves of that feeling. Fancy, if you can, Attila\ncharging upon the Western Empire in a century called the fifteenth\ninstead of the fifth, or Louis XVI. losing his head in the eighth century\ninstead of the eighteenth, or Columbus discovering America in the\nobjective reality,\n\ntwentieth!\n\nWe do well to resign ourselves to the spell of these mental creations,\nand\n\nto learn, as\n\nMacaulay somewhere\n\nsaid, to\n\nknow our centuries.\n\nBut\n\nwho can know the nineteenth century ?\n\nDevelopment so rapid, changes\nso startling, inventions so undreamed of, crowd each other in a whirl of\nconfusing images when we try to picture this century and to note its\nsalient facts.\nIt is the century of Napoleon and of Lincoln, of Hegel\nand of Darwin, of Goethe and of Kipling, of Bessemer and of Rockefeller.\nMore leaders of enterprise and more captains of industry have\nappeared during this one hundred years than in all previous recorded\nhistory.\nThe average of human intelligence and of human efficiency\nhas been raised to a point, in the United States certainly, which a few\n\nhundred years ago would have entailed notoriety, and perhaps distinction.\nProsperity and querulousness, desire and happiness, have all multiplied\ntogether.\n\nHow can all this be interpreted ?\n\n"}
{"page": 201, "printed_page": null, "text": "Superintendence]\n\nEDUCATION AT CLOSE OF CENTURY\n\nThe wisest answer seems to me to be this\n\n:\n\npre-eminently the period of individual liberty\nlectual, industrial ;\n\nand\n\nits\n\n189\n\nThe nineteenth century is\n\n—\n\npolitical, religious, intel-\n\nmanifold triumphs and achievements are due\n\nto the large opportunities which have been granted to individual initiative\nand to individual expression. The greatness, the shortcomings, and the\ncontradictions of the nineteenth century are alike due to this.\nIt must be borne in mind that mankind discovered the significance of\nthe individual rather late, and that, when discovered, this significance was\nMan's early institutions and his law, based as they\nvariously interpreted.\nwere on kinship, took the family, bound together by tie of blood, as the\nunit.\nThe individual was of very secondary importance. The horde,\n\nthe tribe, the state were successive aggregations of families, or, perhaps\n\nThe interest, the ambition, the vengeance of\ncommunity controlled each individual's acts and, in large\nmeasure, his opinions and his thoughts. Under such circumstances eduIt\ncation could only be tribal or ethnic in its aims and in its forms.\nbetter,\n\na larger family.\n\nthe group or\n\nsought to reproduce a type, not to develop a capacity.\n\nThe journey during the history of civilization from this point of view\nis himself of importance is a long and\nOf representative ancient thinkers the Sophists, the Cynics,\nand the Stoics alone championed the cause of the individual as such, and\ntheir appreciation of the real meaning of individualism was most imperfect.\nThe Sophist hope that a man could spin a web of successful and\nuseful existence out of the shadowy contents of his own perceptions was\ndashed once and for all by Socrates. The Cynic revolt against social\norder and convention is typified by Diogenes with lantern and with tub.\n\nto\n\none from which the individual\n\narduous one.\n\nThe Stoic outlook was a broader one, but it in turn was shut in by the\nmassive height of an omnipresent, overruling law, before which man could\nonly seek virtue thru stern resignation. The clue suggested by the mastermind of Aristotle, by which the essential nature and the limitations of\nindividualism might be made known, was not fully followed up for centuries.\n\nYet from the\n\nfifth\n\ncentury before Christ onward philosophy was\n\nhuman conduct, but the\nhuman living and individualism was necessarily the gainer. How\nshall a man live to attain wisdom and virtue ? was the question which the\nGreek and Roman moralists pressed home upon each individual listener\nwith tremendous force.\nThen Christianity came, with its teaching of the\nequality of every human soul before the judgment-seat of God.\nHere,\nat last, individualism seemed to have found a secure foundation.\nThe\nSermon on the Mount was its charter and its moral guide. A man's salincreasingly becoming, not only the science of\nart of\n\n;\n\ndepended upon himself alone. Speedily, however, a reaction set\nand the old habit of setting hard and fast limits for the individual\nasserted itself.\nChristianity grew rapidly into an elaborate system of\n\nvation\nin,\n\ndoctrine to be held in\n\nits\n\nentirety semper, ubique, ab omnibus.\n\nOn the\n\n"}
{"page": 202, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n19°\n\nOther hand, the\n\n[Chicago\n\nRoman jurists were elaborating a system of personal\n\nrights, which was destined to afford individualism a new foothold\n\nexercise a profound influence upon European society.\n\nand to\n\nSuperficially, then,\n\nindividualism was checked by a body of doctrine, uniformly prescribed,\n\nunder the surface, rights and opporEducation took\non the form of the superficial appearance of uniformity, and for centuries\nwhich guided\n\nfaith\n\nand practice\n\n;\n\ncontinued to develop slowly.\n\ntunities for the individual\n\nthe western world continued steadily to uncoil itself in constantly widen-\n\ning circles, but still in circles.\n\nAt length the inner contradiction between\nitself, and the\n\nthe two great elements of mediaeval civilization asserted\n\nWith the mocking jests of Rabelais, the caustic wit of Mon-\n\ncrash came.\n\ntaigne, the masculine\n\nfervor of\n\nLuther, pent-up individualism hurled\n\nit.\nIt broke thru, now here and\nnow there, and rushed headlessly hither and yon, searching for escape.\n\nagainst the bars which confined\n\nitself\n\nIt\n\ntried\n\nmysticism in religion as a\n\ndogma, and absolutism\n\nrelief\n\nfrom the clanking chains of\n\nin politics as a protection\n\nfrom its nearest foes.\n\nMeanwhile, the crushing force of ancient tradition asserted\n\ndogged determination.\n\nBut it was too late\n\n;\n\nitself\n\nwith\n\nthe long-checked desire for\n\na freedom which was too often interpreted as anarchy, and for a liberty\n\nwhich\nIn\n\nits\n\nand\n\nnewness appeared to mean license, could not be controlled.\nname the persistent Anglo-Saxon challenged the house of Stuart,\n\nin its\n\nafter\n\ntwo centuries worked himself substantially free from the old\n\nforms of bondage.\n\nThe more passionate and quick-moving Celt had to\nmore quickly. In the dramatic horrors and\n\nwait longer, but he acted\n\nsublimities of the French Revolution he gained his immediate end at the\nrisk of losing every precious possession of the race.\n\nThe smoke of the French Revolution hung over Europe when the\nnineteenth century opened.\n\nAs\n\nit\n\ngradually cleared\n\naway\n\nit\n\nbecame\n\nobvioiis that the successful struggle of individualism for recognition\n\nwas\n\nalmost over, but that the results were to be worked out by argument, not\n\nby anarchy.\n\nThe century soon to close records what happened.\n\nEducation, as a matter of course, has always borne the impress of the\ncivilization\n\nwhose product\n\nit\n\nwas.\n\nFrom the fourteenth century to the\n\nnineteenth, the demand of individualism for representation in the schools\n\nhas been heard, now earnest and reasonable, now passionate and incohePolitics and religion so far overshadowed education in importance\n\nrent.\n\nthat\n\nit\n\nwas a long time before there was any widespread recognition of\n\nthe close relation in which education stood to them.\n\nOn this matter the\n\nseventeenth and the eighteenth centuries brought great light, and there\n\nwas new hope for the schools.\n\nFalse and partial as we must hold much of\n\nthe French and English philosophy of the eighteenth century to be, it is\nnevertheless to be\n\ncredited with\n\nhaving convinced the world that a\n\nfundamental principle bound together rational progress in\nreligion, and in education.\n\npolitics, in\n\nTo this conviction the nineteenth century\n\n"}
{"page": 203, "printed_page": null, "text": "EDUCA TION A T CLOSE OF CENTUR Y\n\nSuperintendence]\n\nhas clung most tenaciously.\n\nThe result\n\n191\n\nhas been an unexampled and\n\ndazzling expansion of educational endeavor and accomplishment.\n\nWhen the century opened Rousseau had been dead nearly twentythree years.\nof\n\nPestalozzi\n\nfifty- five was\n\nhad just left Stanz for Burgdorf, and at the age\n\ncrying ecstatically:\n\n\"The child\n\nis\n\nright; he will not\n\nFroebel, an introhave anything come between nature and himself.\"\nspective youth of nineteen, was at Jena, at that moment the very center\n\nReinhold had been\nof the productive activity of German thought.\nexpounding the new gospel according to Kant there, and Fichte had only\nThen and there\nrecently been expelled while trying to interpret it.\nFroebel, as he himself said, began to know the names of Goethe and\nHegel, too, was at Jena.\nHis Lehrjahre were\nSchiller and Wieland.\nbehind him, and at thirty years of age he was nearly ready to measure\nThe lecture programs of the University of\nhis strength with the masters.\nthat\ntime\nfairly \"dripped\" philosophy. Herbart,\nas\nhas\nbeen\nsaid,\nat\nJena,\nwho had been one of Fichte's pupils at Jena a few years earlier, was still,\nat twenty-four, studying and giving private instruction. These five men\nwere to give to\nRousseau, Pestalozzi, Froebel, Hegel, and Herbart\nnineteenth-century education most of its philosophical foundation and\nFrom them have come the main influences\nnot a few of its methods.\nwhich have shaped education for a hundred years.\nEach one of the five pleaded in his way for the value of the individual.\nRousseau, with no institutional sense and no insight into the meaning of\nhistory, exclaimed\n\"O man, concentrate thine existence within thyself,\nThy liberty, thy power, extend\nand thou wilt no longer be miserable\nonly as far as thy natural forces, and no farther. All the rest is but\nslavery, illusion, prestige.\"\nPestalozzi, whose intellect never quite caught\nup with his emotions, was really neglecting the individual by his method\nFroebel and Hegel saw far deeper. They\nof trying to care for him.\nknew the meaning of institutions, of thought-relations, of development,\nboth inner and outer. They taught the individual as a Gliedganzes, a\nwhole and yet a part of a larger whole, and so gave us our truest view of\nindividualism in education.\nHerbart's individualism was hard and\nmechanical, tho his doctrine of apperception gave promise of something\nbetter and more vital.\nThese men, then, projected individualism into cpntemporary educational theory.\nThey had hosts of disciples in many lands, and the\nmovement grew apace. It needed, however, the touch of practice to\nmake it genuinely real. This came after 1848, the line which divides the\ncentury into two parts\nthe earlier part dominated by thought, with\nspirits like Goethe, Wordsworth, Coleridge, and Emerson as its exponents\nthe latter dominated by action, with Lincoln, Gladstone, and\nBismarck as exemplars. In 1848 the individual gained. the foothold\nwhich he had struggled for, but lost, in the haste of 1789.\n\n—\n\n—\n\n:\n\n!\n\n—\n\n;\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n192\n\nThe\n\npressure\n\nmaterial and\n\nfrom practical\n\nlife\n\nfollowed.\n\neducational\n\nthe traditional\n\nThe\n\nrChicago\n\nold\n\neducational\n\nmethods were attacked with\n\nmodern\nThe ancient languages and the civilizations they embalmed were\ndenounced as fetiches. The world's philosophy was nonsense; its art was\ngreater frequency and with greater vigor, as not adapted to\n\nneeds.\n\narchaic\n\n;\n\nliterature\n\nits\n\npedantic and\n\noverlaid with\n\nform.\n\nStraightway\n\naltars were erected to new and unfamiliar gods ; before all to that product\n\nof the human understanding called science, which Mr. Herbert Spencer,\n\nwith a humor quite unconscious, defined as partially unified knowledge.\n\nThe new spirit exulted in its freedom.\nmuch.\non art.\n\nEducation was shaken to its\n\nmuch\n\nIt accomplished\n\n;\n\nit\n\nignored\n\non life, on literature, and\nNothing was sacred.\nfoundations.\n\nIn a thousand ways it impressed\n\nitself\n\nNo subject of study, no method of teaching was immune. Old institutions\nof learning were too slow to move and to adapt themselves to these conditions.\n\nNew\n\nones were invented, created,\n\nset\n\nmotion.\n\nin\n\nWealth,\n\npublic and private, poured out like water to make possible and to sustain\nthese\n\nnew types of school.\n\ncance beside the endless\n\nlist\n\nThe seven liberal arts faded into insignifiof subjects now found to be worthy of\n\nstudy.\n\nThis great, world-wide movement justified\nresults.\n\nCommerce,\n\nforces of nature were\n\nindustry,\n\nfor the time\n\nby its\n\nand invention multiplied apace.\n\nThe\n\nitself\n\ncommanded thru being obeyed.\n\nbecome democratic, and was ready to\n\noffer training in\n\nEducation had\npreparation for\n\nThe traditional list of learned professions was increased by\n\nany calling.\n\narchitecture, engineering, and a dozen more.\n\nEarly and complete adap-\n\ntation of the individual to his appropriate career was hailed as the\n\neducational ideal before which all else must give way.\n\nnew\n\nIn consequence,\n\nthe hasty conclusion was drawn that not only methods of procedure in\n\neducation, but\n\nthe sole principles\n\nupon which\n\nto\n\nproceed, could\n\nlearned by the study of the infant mind and the infant body.\n\nbe\n\nUpon this\n\nas a basis a superstructure of educational theory and practice was erected,\n\nwhich would have delighted the heart of that arch-Philistine, Rousseau.\nAll that\n\nhad been was wasteful, misleading, wrong, not on its merits, but\n\nsimply because it had been.\n\nThe progress of the race in civilization was\n\nexplained as having taken place in spite of men's ideals, not because of\n\nthem; and\ninformation.\n\nit\n\nwas therefore rejected as a source of inspiration and of\nIndividualism had not only won a great victory, but appar-\n\nently its opponents were annihilated.\n\nThis new philosophy, however, had not established\n\nitself\n\nwithout a\n\nprotest, and as this type of individualism became more and more extreme\nits claims, the protest grew louder and more earnest.\nCould the\ncrowded centuries of the human past teach us nothing ? Were the art\nof Phidias and of Raphael, the verse of Homer and of Dante, the philosophy of Plato- and of Kant, the institutions of the Roman law and of\n\nin\n\n"}
{"page": 205, "printed_page": null, "text": "EDUCATION AT CLOSE OF CENTURY\n\nSuperintendence]\n\n193\n\nconstitutional government, all to depend for their educational meaning\nand value upon the carefully noted actions and preferences of the\nunformed infant in its cradle ? The humor of the situation revealed\nitself, and the reaction set in.\nIndividualism had gone too far.\nIn the effort of forming its fullest\nflower it had torn itself up by the roots.\nHistory did mean something\nafter all\nand environment was discovered to be a thing of three dimenReflection succeeded to controversy. Meanwhile\nsions, not of two only.\nthe new sciences of nature had themselves been studying embryology and\nheredity.\nThese words took on new meanings. The individual was seen\nProduct of what ? Of all that\nto be a product as well as a producer.\nman had thought and done, and of his own infinitesimal self. But if\nthis were true, then what of education ?\nObviously, the defenders of the\nnew must shift their ground and retreat from the untenable position of\nRousseau to the impregnable fortress, Gliedganzes, of Froebel, of Hegel,\nand of all philosophical teachers of evolution. This change has been\nmade, and as the century closes the soundest educational philosophy the\nworld over teaches that the individual alone is nothing, but that the\n;\n\nindividual as a\n\nmember of a society and of a race is everything.\n\nSelf-\n\nhood, which can only be attained by entering into the life-history and\nthe experience of the race, is\nto\n\nbe rashly\n\nenrich the\n\nfilled\n\nlife\n\nby\n\nnow put in the high place which was about\n\nSelfishness.\n\nTrue individualism, which would\n\nof each with the possessions of all, is well-nigh supreme,\n\nand sham individualism, which would set every man's hand against his\nfellow, is disposed of, let us hope forever.\nEducation rests securely\nupon the continuous history of man's civilization, and looks to the\nnature of each individual for guidance in the best methods of conducting him to his inheritance, but not for knowledge of what that\ninheritance is.\n\nEvery conception of this nineteenth century, educational as well as\nIn whichever\ndirection we turn we meet that doctrine or some one of its manifold\nWe have incorporated it into educational theory and have\nimplications.\nthereby shed a flood of light upon problems hitherto dark.\nEvolution has assisted mightily in that interpretation of individualism which I\nhave just defended. It has bound the universe together by homogeneous\nlaw, and the relations of each to all, both physical and social, have\nbecome far clearer and more definite. But much remains to be done in\napplying the teachings of evolution in actual plans and methods of\ninstruction.\nThe application is going on, however, all around us and\nwithout cessation, and is the cause of not a little of the existing educational inquiry and unrest.\nOur schools have shed one shell, and the other\nis not yet grown.\nIllustrations of this will be found in the teaching of\nmathematics, of language, if history, and of the natural sciences. We\nother, has been cross-fertilized by the doctrine of evolution.\n\n"}
{"page": 206, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n194\nhalt often\n\n[Chicago\n\nbetween the logical and the psychological order, failing to\n\nThe logical order is\n\nappreciate that evolution gives a place to each.\nthe order of proof, of demonstration\n\norder of discovery, of learning.\n\nthe psychological order\n\n;\n\nis\n\nthe\n\nChildren do not learn logically; they\n\ncome later to see logical relations in what they have learned. The wellequipped teacher knows both logic and psychology. He is prepared to\nguide the pupil in his natural course of learning, and also to point out\nText-book\nto him the structure of relationship of what he has learned.\nwriters the world over have been slow to see this distinction; but, with only\n\nfew exceptions, the best American text-books, which control so powerfully\nall\n\nschool processes, are in advance of those most in use in Europe.\n\nlogical order\n\nis\n\nso simple, so coherent, and so attractive that\n\npity to surrender it for the less trim\n\nment\n\n;\n\nbut this will have to be done\n\nand\nif\n\nless precise\n\nteaching\n\nit\n\nThe\n\nseems a\n\norder of develop-\n\nefificiency\n\naccording to\n\nevolution is to be had.\n\nThe course of evolution in the race and in the individual furnishes us\nalso with the clue to the\nstudies.\n\nIt warns\n\nnatural order\n\nand the\n\nreal\n\nrelationships of\n\nus against the artificial, the bizarre, and points us to\n\nthe fundamental and the real.\n\nOnly educational scholarship can protect\n\nthe schools against educational dilettantism.\n\nTwo lines are needed to determine the position of a point.\n\nThe two\n\nprinciples of evolution and of an individualism, viewed in the light of the\n\nhistory of civilization, seem to\n\nme to determine the status of education\n\nThe working of these principles is exempliin\nthousand\nways.\nThey lie behind and determine\npractice\na\nfied in\nimprovement\nand\nfor\nfor\nprogress.\nThe diverse types of\neffort\nevery\nat the close of the century.\n\nschool, higher and lower, with their widely different special ends\n\nand yet\n\nwith a common fund of basic knowledge which they all impart, reveal a\n\npurpose to cultivate and to adapt the special powers and talents of the\nindividual, while holding him in touch with the\nhis kind.\n\nlife\n\nand the interests of\n\nThe existence of the wonder-working elective system in sec-\n\nondary schools and colleges, together with the limitations put upon it,\nThe marked\nis due to a real as opposed to a sham individualism.\nemphasis now laid upon the social aspect of education, in Europe as well\nas in the United States, and also upon the school as a social institution\nand a social center, is additional evidence of the dominance of the indi-\n\nvidualism of Froebel rather than that of Rousseau.\n\nThe demands for\n\nthe establishment of a proper system of secondary education in England,\nfor the making over of the secondary-school systems\n\nof France and of\nGermany, for the closer articulation of lower schools and higher schools,\nof schools and colleges, in the United States, for making elementaryschool instruction as little wasteful and as full of content as possible, for\n\nbringing forward studies which give\n\nadequate scope for expression in\n\nvarious forms, and the demand that the\n\ncommunity shall relate itself to\n\n"}
{"page": 207, "printed_page": null, "text": "Superintendence]\n\nits\n\nEDUCATION AT CLOSE OF CENTURY\n\neducational system simply and effectively-\n\n—\n\nall\n\n195\n\nthese are based, con-\n\nsciously or unconsciously, upon the desire to apply the teachings of evolution and to progress toward the ideal of a perfected individualism.\n\nEducation, so conceived and so shaped, has made an irresistible appeal\n\nDuring the century education has definitely\nbecome a state function, not as a dole, but as a duty. Consequently, the\nIn the United\npublic expenditure for education has become enormous.\nStates it amounts annually to $200,000,000 for the common schools alone,\nThis sum is about one-tenth of the\nor $2.67 per capita of population.\nto every civilized nation.\n\ntotal\n\nwealth of Indiana or of Michigan as determined by the census of\n\n1890.\n\nIn Great Britain and Ireland the total public expenditure on\n\naccount of education is over $88,000,000, or $2.20 per capita.\nit\n\nis\n\nIn France\n\nabout $58,000,000, or $1.60 per capita. In the German empire it\nThese four great\nover $108,000,000, or more than $2 per capita.\n\nis\n\nnations, therefore, the leaders of the world's civilization at this time, with\n\na total population of nearly 210,000,000, are spending annually for education a sum considerably greater than $450,000,000.\n\nThe annual expenditure of the United States for common\n\nschools\n\nis\n\nquite equal to the sum total of the expenditures of Great Britain, France,\n\nand Germany combined upon their powerful navies. It is nearly fourfifths of the total annual expenditure of the armed camps of France and\nGermany upon their huge armies. It is a sum greater by many millions\nthan the net ordinary expenditures of the United States government in\n1880.\n\nThis expenditure for\n\ncommon schools has nearly trebled since\n\n1870, and during that period has grown from $1.75 to $2.67 per capita\nof population and from $15.20 to $18.86 for each pupil enrolled.\n\nThese imposing and suggestive statistics mark, in the most objective\nfashion possible, the distance we have traveled from the beginning of the\ncentury, when there was literally no such thing in existence anywhere in\nthe civilized world as a state system of education.\n\nment should yield\n\nBut pride of achieve-\n\nto a feeling of responsibility for the\n\nfuture.\n\nIn the\n\nlight of the nineteenth century no man dare prophesy what the twentieth\n\nWe only know that a democracy shielded by\nand armed with trained minds, disciplined wills,\nand a scientific method is as ready as man's imperfect wisdom can make\n\ncentury will bring forth.\ninsight into the past\n\nit\n\nfor whatever may come in the future. ^\n\nDaniel Webster, in his oration at the laying of the cornerstone of the\n\nBunker Hill monument, exulted honestly in the conviction that the\nexample of our country was full of benefit to human freedom and to\nhuman happiness everywhere. \" We can win no laureis in a war for independence,\" he said. \"Earlier and worthier hands have gathered them\nall.\nNor are there places for us by the side of Solon, and Alfred, and\nother founders of states. Our fathers have filled them. But there remains\nto us a great duty of defense and preservation\nand there is opened to\n;\n\n"}
{"page": 208, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n196\n\nus, also, a noble pursuit, to\n\nwhich the spirit of the times strongly invites\nThis injunction, laid upon\n\nOur proper business is improvement.\"\n\nus.\n\nfChicago\n\nAmericans by their great orator three-quarters of a century ago, has lost\nnone of its force. It applies with peculiar directness to teachers and to\nThe glory of founding educational systems cannot be ours\nteaching.\nbut the effort for improvement, by building wise practice upon sound\ntheory, is within the reach of each one of us.\n\nDISCUSSION\nPresident Charles W. Eliot, Harvard\n\nUniversity.\n\nMr. President, Ladies and\n\nGentlemen: The scholarly address to which we have just listened has described so clearly\n\nand comprehensively the educational progress of this century that I need say nothing about\nthe philosophical and biographical aspects of the subject.\n\nIt only remains for me, in\n\nthe\n\nfew minutes during which I can occupy your attention, to supplement in some particulars,\nas best one may in extemporaneous speech. Dr. Butler's admirable paper.\nI will touch\n\non three or four of the leading features of educational progress during the last half of this\ncentury.\n\n1848\n\nAs Dr. Butler has already said, it is during the last half of the century\n\n— that the\n\nThe\nstudies\n\n—\n\nfirst\n\ngreat\n\nfirst in\n\n— since\n\nchief progress in education has taken place.\n\nmovement of reform was the introduction of freedom in choice of\n\nuniversities, or colleges,\n\nand later\n\nin schools.\n\nLike most other large\n\nnew conditions entirely outside of\nIt proceeded from the wonderful development of new\n\neducational movements, this change proceeded from\nthe proper realm of education.\n\nknowledges which took place during the first half of the century, accompanied by the discovery of new principles and methods of scientific investigation.\n\nThese new knowledges\nand new methods of inquiry commanded public attention, and created an imperative\ndemand that youth should be instructed in them. The managers of education positively\nhave had no option with regard to the introduction of some sort of elective system. They\nhave been compelled to introduce it. A limited elective system was first introduced into\nHarvard College in 1826 during the administration of President Josiah Quincy, a layman\nwho came late to an educational post, having previously been a member of Congress and\nmayor of Boston. His two successors in the presidency did not agree with him as to the\nimportance of an election of studies so they tried to extinguish the system in Harvard\nCollege.\nThe second of these two presidents put on record in his own reports his failure\ncompletely to extinguish the system, and gave the true reason for the failure\nnamely,\nthe incoming of such a number of new sciences and of new philosophical and practical\nintellectual interests that it was impossible to restrict the program of studies in the college to the old seven or eight so-called liberal arts. Thus then the great change wrought\nin the second half of our century in public education was forced on college administrations from without.\nThey had no choice they must give to the student freedom in\nchoice of study; and they must so speciafize the teaching that the professor should have\n;\n\n—\n\n;\n\nfreedom to develop thruout all his career the teaching of a single topic.\nLet me attempt to give you an idea of what has been going on since 1870 in this one\n\n—\n\npolitical economy.\nA few days\nago there died in Cambridge in his seventieth year Professor Charles Franklin Dunbar,\nwho, having previously been a man of business and the editor of an influential paper\n\ninstitution in regard to the teaching of a single subject\n\nin Boston,\n\nwas made in 187 1 professor of political economy\n\n— an immensely important\n\nsubject, which at that time had no teacher exclusively devoted to it in Harvard University.\nIt merely received\n\na scanty portion of the attention of a professor of \" natural religion,\n\nmoral philosophy, and civil polity.\"\n\nIn his\n\nfirst\n\nyear of service Professor Dunbar gave\n\n"}
{"page": 209, "printed_page": null, "text": "Superintendence]\n\nED UCA TION AT CL OSE OF CENTUR\n\n197\n\nand in that same year he offered one\nSuch was the modest beginning of the university's department\nWhen he died there were in Harvard University three full proof political economy.\nfessors of political economy, one assistant professor, and six instructors.\nThere was no\nprescribed course, but a large number of optional courses and any youth who wanted\ninstruction in one course prescribed for juniors,\n\nelective course to seniors.\n\n;\n\nto study political\n\ncontinue\n\nit\n\neconomy with thoroness could begin that study as a freshman, and\n\nfor four years, that\n\nthru his whole college course ; and then he might\n\nis,\n\ndevote two or three years' time to\n\nit\n\nin the\n\ngraduate school.\n\nOne thoughtful, resolute,\n\nclear-headed, just man developed this important department of instruction in one Ameri-\n\ncan college, in a\n\nlittle less\n\nthan thirty years, thru freedom for student and teacher alike.\n\nMany persons have a very inadequate conception of the meaning of election of studies.\nThey think of it chiefly as a questionable liberty for a thoughtless student. It is really\nmeans of developing thoro, far-reaching university instruction in any subject,\nor in all subjects, and, therefore, is an indispensable means of promoting and stimulating\nthe sole\n\nAmerican scholarship.\n\nIt is as essential to\n\nthe production of great teachers and great\n\nauthors as it is to the training of well-equipped students.\nI\n\npass on to the next fundamental change in American education\n\n— a change which\n\nAmerica than in\nis a change\nbrought about, not exclusively by professional teachers, but by social forces working\nthru all the community, but especially developed in schools. and colleges. Nowadays\nwe realize that the fundamental object in all education is to develop self-control and the\npower to give an intense mental attention and we realize that self-control is not to be\ncultivated in children under the arbitrary pressure of another's will.\nAs a boy I went to\nwhat was considered the best public school in Boston\none famous thruout the country\nthe Boston Latin School but I have to testify that the chief disciplinary motive to which I\nfear of the rough\nfelt myself subjected during my boyhood in that school was fear\ntongue of the teacher, fear of the harsh construction put on the childish motive and the\nchildish conduct, and fear of physical pain as an inducement to an unnatural quietness\nand to mental application. That is a true picture of school discipline before the middle\nis\n\npure, far-reaching gain, and which has been wrought out better in\n\nany other country.\n\nI refer to\n\nthe change in school discipline.\n\nAgain, this\n\n;\n\n—\n\n—\n\n;\n\n—\n\nof this century all over the world, the school world, for thousands of years ; but here in\n\nabout the middle of this very century came a great change.\nchurch.\n\nIt\n\nFear began to cease to be the prime religious motive.\n\nthat systematic theology is an exclusively human science.\n\ncame partly thru the\n\nMen began to find out\n\nThey began to see that it was\n\na marvelously presumptuous thing in one man, tho he were a St. Augustine, a Calvin,\nor a Dr. Hodge, to undertake to state in the forms of\n\nhuman logic God's scheme for the\n\nsalvation of men, and to describe the nature and the results of God's justice.\n\nMen began\n\nThen, too, we began\nto learn all over this country that government should not really be what for thousands of\nto emancipate themselves from the terrors of systematic theology.\n\nyears government had been\n\n— the work of one arbitrary\n\nwill, or of\n\na few arbitrary wills\n\nbut rather that it should be government by the people for the people.\n\nWe all began to\n\nthink that the right conception of government for the citizen might teach us something\n\nconcerning the government of a child.\n\nIt occurred to\n\nus that, if self-government was the\n\nwhole object of political freedom, then self-control might be the legitimate primary object\na child's development.\nAgain, home discipline began to change for the better.\nFamily government became gentler and all these changes in society helped wonderfully\nto the beneficent change in the school.\nThere has not been a more blessed change in the\n\nof\n\n;\n\nworld than this change in home and school discipline from fear to love, from driving to\nleading.\n\nWonderful has been the fruit of this change on the temper of our people and\n\nthe happiness of our homes.\nI\n\npass on to another immense change, brought about quite outside the schools and\n\ncolleges, which has nevertheless affected profoundly the public provision ot systematic\ninstruction.\n\nDuring the last fifty years, on account of\n\nindustrial changes, the population\n\n"}
{"page": 210, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n98\n\nLChicago\n\nin our own country, and in most of the civilized countries of the world, has been\n\ninto cities and large towns.\nIt\n\nrushing\n\nThis rush into urban life has had a very ill effect on schools.\n\nhas tended to make schools large machines\n\n;\n\nand of course it has deprived the children\n\nThe grading of classes in a large school\n\nof the natural out-of-door sports of country life.\n\nhad to be inflexible, and the product had to be uniform like that of a flour-mill. That\nmeant that the quick children were held back and the slow were driven forward, to the\ngreat disadvantage of both sorts.\nIt meant marking time.\nIt meant also bad air, bad\nlight, and crowded rooms, with fifty or seventy pupils to a teacher.\nThese are impossible\nconditions for good teaching.\n\nThe condensation of population introduced new risks of\n\nhealth; so that what was the normal rural death-rate rose in all large cities and towns to\n\nThe children suffered most from these increasing risks. Gradually,\n\nan unnatural height.\n\nbut chiefly within the last twenty years, we began to escape from some of these evils.\n\nWe\n\ngave greater attention to good air, proper heat, and proper light we gave greater flexiin short, we attended to the conditions\nbility to programs, and options among studies\n;\n\n;\n\nunder which the children and the teachers worked, and tried\nthe country\n\nit\n\nleaf clover ;\n\nit\n\nto\n\ngets a natural training in accurate observation.\n\nruns to see where the green snake went to ;\n\nhole and gets it out\n\n;\n\nit\n\nlearns the songs of the birds\n\n;\n\nmake them wholesome.\n\nWhen a child grows up in\n\nBut more than that it has been absolutely necessary to do.\n\nit\n\nIt wants to find a four-\n\ntracks the woodchuck to its\n\nand knows when the smelts run up\n\nthe brooks, and when the twilight is just right for finding the partridges.\n\nIn short, the\n\ncountry child gets naturally a broad training in observation.\n\nthe farm an\n\nIt also has on\n\nFrom an early age it can actually contribute to\n\nadmirable training in manual labor.\n\nthe care of animals, the successful conduct of the household, and the general welfare of\n\nthe family.\n\nIn the city all this natural training is lacking, and substitutes for it have to\n\nThis necessity has brought into our schools nature study and\nmanual training, to teach the child to use its eyes and its hands, and to develop its senses\nand its muscular powers and these new beneficent agencies in education, already well\nWe do not\nin play, are in the near future to go far beyond any stage at present reached.\nyet see how to replace in urban education the training which the farmer's boy or the seacoast boy gets from his habitual contest with the adverse forces of nature. The Gott's\nIsland boy, on the coast of Maine, goes out with his father in the early winter morning in\na half-open sailboat to visit their lobster traps and bring home the entrapped lobsters.\nThey start with a gentle breeze and a quiet sea, tho the temperature is low. The boy\nknows just how to steer the boat five or six miles to sea, where the traps are sunk on some\nrocky spot which the lobsters love. The father is busy pulling the traps the boy watches\n\" Father, there is a northwester coming.\nthe weather, and suddenly he says\nSee the\nclouds driving this way over the hills \" The boy knows just as well as the father what\nIt means a fearful beat to windward to get home, facing a savage wind and\nthat means.\na falling temperature, the spray dashing over the vessel, and freezing to the sails and\nIt means a life-and-death struggle for hours\nropes, and loading down the bow with ice.\nbe artificially provided.\n\n;\n\n;\n\n:\n\n!\n\n— the question being Shall we get\n:\n\ninto harbor or not before we sink ?\n\nNow, that is a\nThe adverse\n\nmagnificent training for a boy, and the sheltered city offers nothing like it.\n\nforces of nature, if not so formidable that men cannot cope with them, are strenuous teachers\n\n;\n\nbut in modern cities we hardly know that the wind blows, or that the flood is coming,\n\nor that bitter cold is imperiling all animal life.\n\nLastly\n\n— for my time has almost expired — a new motive presented our day\n— the motive of joy thru achievement. The\nis\n\nto\n\nin\n\nthe teacher, the parent, and the children\n\ngreat joy in life for us all, after the donfestic affections, is doing something and doing\nwell, getting where we want to get, and bringing others where they would like to be.\n\nit\n\nGive\n\nDo not set it to do what you know it cannot\ndo well. Set it to do what you think it can do well, and show it how. That is just what\ngoes on in a happy kindergarten, or in a successful university conference or seminary.\nThis is the new and happy aim in modern education\njoy and gladness in achievement.\nevery child, we say, the joy of achievement.\n\n—\n\n"}
{"page": 211, "printed_page": null, "text": "EDUCATION AT CLOSE OF CENTURY\n\nSuperintendence]\n\n.1\n\nneed not say that freedom. is necessary\n\ndoing things they could not do well.\neducational administration.\n\nmotive — to increase joy\n\nto this joy.\n\n199\n\nSchools used to set children\n\nThat, fellow-teachers, is the unpardonable sin in\n\nIt is not for the happiness of the children only that this new\n\n— has come to bless\n\nus.\n\nIt\n\nbrings new happiness to the teacher\n\nmeans of happiness for everybody thruout life. As a result of the advent of\nthis new policy we are learning not to use with children a motive that will not work when\nTo be sure, we must admit that this doctrine condemns\nthe children are grown up.\nalmost all the school discipline of the past, and much of the family discipline but the\nfuture will not mind that, if it finds the new doctrine beneficent.\nLadies and gentlemen, I do not know a more sacred occupation than the function of\na superintendent of schools in the United States. The more I see of the kind of work a\ngood superintendent does, the more I am impressed with its beneficent character. Let me\nurge you to mix freedom with all your policies and efforts. It seems to me that nobody's\nname lives in this world\nto be blessed\nthat has not associated his life-work with some\nalso.\n\nIt is\n\n;\n\n—\n\nkind of\n\n—\n\nhuman emancipation, physical, mental, or moral.\n\nRousseau as a great contributor to educational progress.\nlife\n\nDr. Butler very justly named\n\nThe main work\n\nof that\n\nman's\n\ntended and still tends toward human liberty, and that one fact has almost sanctified\n\nan execrable wretch.\n\nDo you remember what Rousseau did with five of his wife's babies,\nHe put every one of them in suc-\n\none after the other, in spite of her prayers and tears ?\n\ncession into the public creche, knowing that in the then condition of foundling hospitals\nthat destination meant all but certain death.\nthat mean and cruel creature.\n\nman, both just ?\n\nWe can only say that he tied the main work of his intellectual life to\n\nthe great doctrine of human liberty.\nof sins.\n\nYet we sit here and listen to the praise of\n\nHow shall we account for these two judgments of one\nVerily, to have served liberty will cover a multitude\n\nMay you serve freedom and humanity in all your labors, and then have no sins\n\nto cover\n\nDr. W. T. Harris, United States Commissioner of Education.\n\n—After the address of\n\nDr. Butler to which you have listened this morning, giving a survey of the movements of\nthis century in the light of former centuries, and after the discussion\n\nof President Eliot,\n\nwho holds with an iron grasp the facts of his time and compares them with the highest\nethical standard of our civilization, I am sure that every schoolmaster here feels at least a\n\nhead taller than before.\n\nDr. Butler has made a magnificent review of the century, show\n\ning the growth of its spiritual interests.\n\nWhat he says concerns the work of every person\n\npresent, and I presume that there are one thousand \" one-man powers \" here this morning\n\n(includmg several one-woman powers, too, who are superintendents of cities, and even of\nstates).\nis\n\nThe great movement has been toward individualism, and what has been shown\n\nthat this movement is possible only with a reverse movement at the same time from the\n\nindividual toward the universal by means of an all-around culture ; for the highest indi-\n\nvidualism is that achieved by a self-activity by which the solitary\n\nhuman unit adds to\n\nhimself the insights and achievements of his entire race, and makes them his own possession so completely that he can use them to conquer nature\n\nwith his fellow-men.\n\nand\n\nto draw closer his union\n\nFor this century of individualism has been made possible by the efforts\n\nof scholars to make a scientific inventory of nature and to use the discoveries of science\nin labor-saving inventions.\n1\n\nwish to recall to your minds some facts and figures that form one of the best indexes\n\nof the rate and character of progress that is going on in this country, namely, the statistics\nof the increase of higher education.\n\nIn twenty-five years the number of students in insti-\n\ntutions of higher education, such as colleges and universities, has increased from 598 in a\n\nSecondary education shows\nWhile in 1876 there were only 2,150 in a million working on studies\npreparatory for college and branches of study of an equivalent degree of advancement,\n\nmillion to 1,215 '\" ^ million inhabitants, or more than double.\n\nthe same increase.\n\nin\n\n1897-98 there were 7,630 students (in each million inhabitants) engaged on such\n\n"}
{"page": 212, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n200\n\n[Chicagc\n\nThe increase of secondary students studying Latin and advanced mathematics,\nand in general taking up the branches which are supposed to be more of the nature of a\n\nbranches.\n\nsolid foundation than the other branches, is also very encouraging.\n\nIn eight years the\n\nnumber studying Latin has increased from 33 per cent, of the entire number of secondary\nstudents to 49 per cent.\n\nThe increase of the quota of the population that acquires secondary and higher education shows conclusively that, in proportion as wealth increases and the productive power\nof the people gains in strength, the people at large give their children better educational\n\nWhat these better opportunities mean in general I will attempt to show\n\nopportunities.\n\nby discriminating the cultivation of eye-mindedness from the cultivation of ear-mindedness.\nIt will be admitted that the illiterate person knows language or speech only by the\near.\n\nAs all people do their thinking mostly in words, the illiterate person may be said to\nWhen a person comes to know language by the ear, he gains in ability\n\nbe ear-minded.\n\nin learning the experience of other fellow-beings, such an experience as the highest brute\n\nFor by the use of speech each person may live vicariously over\n\nanimal is debarred from.\n\nagain the lives of other people.\n\nHe may, by hearing them tell their experiences, their\nman even\n\nobservations, reflections, and deeds, get the net results of their living, so that\nif\n\nilliterate\n\nmay be properly described as an animal who possesses the power of living\n\nseveral lives in one.\n\nMan is an animal who as individual can become a species by acquiring the knowledge and power, the experience and wisdom, of his race. But how limited is this power\nBy means of letters one comes to be able to put down his\nand printed words, and all persons who can read get the power\nof living over his experience, interpreting the signs which are addressed to the eye and\nnot to the ear. Thru letters the person becomes eye-minded, and when a person can read\nwithout effort he finds himself in possession of a much more accurate mind than is possible\nin the case of the illiterate.\nEar-mindedness, having to keep up as it does with the\nspoken word, and having to depend on the memory of what is spoken, cannot critically\nexamine the statements and descriptions, the definitions and deductions, as it can do\nwhen it has before it the printed page. In fact, accurate thinking for the most part\nbecomes possible thru eye-mindedness and not thru ear-mindedness. Then just think of\nthe scope which eye-mindedness attains\nIt does not depend at all upon the living\nvoice, but it can become participant in the experience of persons at a distance, of all\nnationalities dwelling in all parts of the world.\nIt is not limited by time.\nIt can make\nwith the\n\nilliterate\n\nperson\n\n!\n\nlife -experience in written\n\n!\n\navailable for\n\nits\n\nuse the writings of\n\nall\n\npeoples that belong to the historical era, and, in\n\nfact, it can use the experience even of the peoples whose only records are monuments and\n\nwritten tablets of the prehistoric era.\n\nThink of the meaning of this for the development of individuality, the development\nwhich has been described so eloquently this morning as the peculiar index-mark of the\nnineteenth century!\nFor individuality grows thru the appropriation or assimilation\nof other individuality,\n\nand while the ear-minded person can command by means of\n\nwealth the services of oral teachers and gains his instruction thru absorbing the lives of\nhis oral teachers, the\n\neye-minded, on the other hand, can\n\nbook, and the book awaits his leisure.\npresent like his own village.\n\nwise\n\ncommand the services of the\n\nAll parts of the earth become to him substantially\n\nNot merely ordinary teachers come to his\n\nservice, but the\n\nmen of his race await his leisure in the books which he possesses.\n\nabout ear-mindedness and eye-mindedness seem\n\ntrite\n\nlike a twice-told\n\nThese facts\n\ntale, but few per-\n\nsons are in the habit of thinking what a difference it makes with an entire people to pass\nfrom ear-mindedness to eye-mindedness thru the beneficent influences of the common\nschools.\nIn our minds there remains the impression of what we read in the papers this\nmorning regarding the victory of yesterday in south Africa. Some of us read this with\ngrief in our souls, and some of us read it with great rejoicing.\nAs an eye^minded people,\nwith us world gossip has taken the place of village gossip in its hol4 on our lives,\n\n"}
{"page": 213, "printed_page": null, "text": "Superintendence]\n\nED UCA TION A T CLOSE OF CENTUR y\n\n201\n\nAn educational philosopher in Germany gare us a very profitable point of view from\nwhich to study the general meaning of education. He called the chief function of eduIt was the greatest philosopher in Europe who first used the\ncation self-alienation.\nGerman word Selbstentfremdung in this sense.\n\nThe human being who takes up the expe-\n\nrience of his fellow-men orally or in print has to make in a certain sense a journey out of\n\nhimself and to entertain hospitable ideas\n\n— tolerant ideas — of the others in order\n\nto\n\nunderstand them, and when he comes to see their motives and to find their logical connection with his own experience, he has returned in a certain sense to himself.\n\nHe has\n\ncompleted his cycle of self-alienation and has learned to find himself at home in a social\n\nwhole much larger than himself as a mere individual.\nhe has enlarged his individuality.\nfamiliar\n\nand\n\nrational, and\n\nBut it is more correct to say that\n\nWhat is strange and alien to him at first becomes\n\nhe is prepared to understand\n\nfar-off peoples, not\n\nmerely the\n\nEnglish, nor merely the Boers, but also the Hottentots and Kaffirs, even the Feejee\nSubstitute eye-mindedness for ear-mindedness, and how\n\nIslanders and the Patagonians.\n\neasy and how extensive becomes this matter of self-alienation\nsense-perception to\n\nall\n\n!\n\nOne extends the sphere of\n\nthe world, using vicariously the senses of all the peoples of the\n\nworld.\n\nWe must not fail to remember that in the place of immediate sense-perception\nwhich\n\nfills\n\nalmost the entire\n\nlife\n\nof the\n\nsavage or\n\nilliterate\n\ncivilized\n\nperson there\n\ncomes to be a vicarious sense-perception wherein the human being verifies the senseperception of all the world thru the little sphere of sense-perception in which he\nlives himself.\nThis is the scientific power of a Humboldt, an Asa Gray, an Agassiz,\na Huxley, or a Herbert Spencer,\n\nwho all performed prodigies of observation, mostly\nhow to perceive the world thru the\n\nof this vicarious kind, for they have learned best\n\nsenses of\n\nall observers.\n\nWith this era of eye-mindedness we are entered on an era of discoveries. We may\ndefine our modern civilization since the discovery of America as a borderland civilization, and Shakespeare is the poet of the\n\nborderland.\n\nThere is scarcely one of his plays\n\nthat does not in one or more acts take its leading characters out of the civilization into\n\nIn As You Like //the forest of Arden becomes the chief\nThe Winter's Tale, the wilds of Bohemia; in The Tempest, the far-off island\nin the still vexed Bermoothes in A Midsummer Nighfs Dream, a wood oatside of Athens\nin Cymbeline, the rocky hills of South Wales.\nWhen Shakespeare was beginning to write,\nSir Walter Raleigh, Sir Francis Drake, and the great mariners of England had begun\ntheir exploration of the borderland and their struggle with the Spanish for the mastery of\n\nthe wild Uitland (or outer land).\nresort; in\n\n;\n\n;\n\nthe new world.\n\nThis age of discovery is\nunfolding of modern Europe.\n\nin a certain\n\nsense, too, a repetition of earlier ages in the\n\nThere was before it the era of the crusades in which all\n\nEurope gathered itself together for a mighty struggle with western Asia on its eastern\nThis was an external crusade. After it came the internal crusade in which\nfrontier.\nthe European universities arose, and a great struggle began to master the thoughts of Asia\nand of the classic periods of Greece and Rome. Here was self-alienation, which ended\nin an enlargement of the mind of western Europe until it was at home not only in its\nimmediate environment and local history, but also at home in the great world-movements\nof the preceding sixteen centuries.\nIn the internal crusade, which ended in the building up of the great systems of theology within the Christian church thru the mighty\nthought of such men as Thomas Aquinas, Albertus Magnus, Bonaventura, and their compeers, the thought of Christendom overcame the attacks made upon its western or\nEuropean idea by the oriental thought which moved at the bottom of Asiatic civilization.\n\nThe Anglo-Saxon race has continued to become more and more a cluster of nations\nWith the industrial results of science and\n\nthat is active on the borderland of the world.\n\nthe application of the powers of nature to the subjugation of the elemental forces, it has been\n\n"}
{"page": 214, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n202\n\n[Chicago\n\njoined gradually by the other races one after the other, until at present the home-\n\nstaying Germans have learned the lesson and have taken an advanced position among\nthe people\n\nwho are to take possession of the earth in the interest of the highest civ-\n\nNot a savage people but shall be put to school to learn the two lessons of\ncivilization\nfirst, how to conquer nature by means of machinery; second, how to unite\none's own locality with all the rest of humanity, not only by commercial exchange of\ngoods and by productive industry, but especially by intercommunication of experience\nilization.\n\n—\n\nand ideas.\n\nA Massachusetts poet has stated this remarkable ideal, interpreting the words of the\ngreat Neoplatonist Proclus, who saw in the Osiris myth of the Egyptians a poetic image\nof the race of man on the earth.\n\nOsiris, the god, was killed and his body cut into pieces\nand spread abroad over the land, and the life in the plants and animals of Egypt\nseemed to him to be the body of Osiris cut up into separate individualities. Bronson\n\nAlcott, the poet, expressed the idea in this versicle\n\n:\n\nMan omnipresent is,\nAll round himself he lies\nOsiris spread abroad\n\nUpstaring in all eyes ;\n\nNature his globed thought.\nWithout him she were naught\nCosmos from chaos were not spoken\n;\n\nAnd God bereft of visible token.\n\nThus to the race which has become eye-minded the world becomes more and more\na revelation of reason to man, and in general all knowledge becomes more and more\nself-knowledge, because thru self-alienation one comes to find his wider and wider self.\n\nMany people indulge their fancy as to the lines future progress in science and inventions\nwill take.\n\nhead\n\nof the\n\nhave been greatly impressed with the discovery of Professor Langley, the\n\nI\n\nSmithsonian Institution.\n\nTo Joseph Henry (his predecessor) we owe the\n\ntelegraph and the telephone, so far as the scientific nucleus of the discovery is concerned.\n\nTo Professor Langley I think the future will trace back the practical solution of the quesI mention this to show how the lines of future discovery\n\ntion of navigating the air.\n\nmust go toward bringing civilized people into closer communion, not merely by railroads\nand steamships, but by airships\ntoward the conquest of the borderland as we have\n\n—\n\ndiscussed it this morning.\nSelf-alienation involves not only the journey outward from the self toward\n\nwhat is\n\nstrange and foreign to him, but it involves the conquest of what is strange and foreign and\nit into what is familiar.\nOne must learn to make himself at home in\nwhat is abroad, and individualism must be carried over into socialism, using that word in\n\nthe conversion of\n\nits\n\nbest sense.\n\nThis, too, is the line of development of freedom.\n\nWe cannot conquer our border-\n\nlands and assimilate them except by elevating them into the civilization which we possess.\n\nWe must make them to be. as free as we are, and we must make their people as able to\nthink and as able to observe nature\n\n;\n\nand we must make them as hungry for intercom-\n\nmunication with all the earth as we are.\nIt\n\ngoes without saying that the borderlands of the world do not now possess\n\nthis\n\nfreedom, but it is the duty of the nations that possess the highest civilization to labor for\nthe elevation of those people into productive industry\n\nnature and learning with regard to man.\n\n— into learning with regard to\n\nHence, as I have\n\nsaid, while individualism\n\ndevelops thru education, it at the same time thru education makes the individual universal, so that the more free the race is. the more it participates in the life of all the races\n\nThe people of every race and tongue must go to school to this\nLearn to command nature by means of science and learn to\nconvert it to human uses. Each race must learn to know the most internal motives of all\nother peoples and to appreciate them at their true value. The grand vision of universal\non the face of the earth.\n\nhighest ideal of education.\n\n"}
{"page": 215, "printed_page": null, "text": "ADMINISTRATION OF GRADED SCHOOLS\n\nSuperintendence!\n\n203\n\ntolerance, which has taken possession of our minds thru the words of President Eliot, is\n\nnew century. For this movement, which goes out to the\nmakes us cosmopolitan, has to develop perforce the principle of\nWe can get no good from our fellow-men unless we approach them in the\ntoleration.\nWe must learn to find the good in our fellow-men. We must\nspirit of this principle.\nhold back our tendency to discover only what is bad. The change in our point of view\nwill make us continually more helpful to others.\nI close with my thesis, assumed at the beginning, namely, that our movement toward\nindividualism is possible only in connection with a reverse movement from the individual\nby means of the\ntoward what is universal, and the attainment of this by means of culture\nto become the reality of the\n\nborderlands and\n\n—\n\nincrease of education of all kinds, especially of higher education.\n\nOPPORTUNITIES FOR IMPROVEMENT IN THE\nADMINISTRATION OF GRADED SCHOOL SYSTEMS\n\nTWO\n\nLORENZO D. HARVEY, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION OF\nWISCONSIN\n\nThe necessity for improvement in the administration of graded school\nsystems seems apparent, in view of the very general complaint that these\nschools are failing to secure adequate results, either in the acquisition of\nthe most useful knowledge or in training for the development of power.\n\nNo one knows better than those engaged in educational work that much\nof the criticism directed against the administration of our school systems\nis\n\nbased on ignorance of the real conditions, and is therefore unjust.\n\nit is\n\nBut\n\ntrue that those who have studied the school systems in this country\n\nmany cases they are failing to secure the\n\nmost thoroly believe that\n\nin\n\nhighest results attainable.\n\nI shall\n\nnot attempt to give detailed specifica-\n\ntions as to the shortcomings of the schools, but shall indicate what seems\nto me to be an opportunity for\n\nimprovement in existing conditions, even\n\nin the best of these systems of schools.\n\nIt is claimed that the courses of\n\nmany of our city schools are overcrowded, and that pupils are compelled\nto\n\ndo more work than the results of such work seem to warrant.\n\nI\n\ndo\n\nnot believe that this overcrowding is so much the result of the incorporation of too many subjects in the course as it is the result of wasted time\n\nand energy on nonessentials in the course. An opportunity for reform,\nthen, which seems to me to exist, is in the elimination of nonessentials,\nand the better co-ordination of essentials in order of time and in relation\nto the capacity of the pupils.\n\nWhen the proposition for elimination of nonessentials is presented,\nthe question arises\ntials ?\n\nThis\n\nis\n\n:\n\nWhat are the essentials, and what are the nonessen-\n\na problem too large to be solved in detail in this paper,\n\nand probably too large for any one man to solve, but it is a problem\nurgently demanding solution.\nIt is not my purpose to attempt its\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 04\n\n[Chicago\n\nsolution here, but to indicate the proper order of procedure in case its\nsolution\n\nis\n\ninstruction\n\nattempted.\n\nThe first step is to determine the ends for which\n\nand training are given\n\nin the\n\ngraded schools\n\n;\n\nthe second,\n\nwhat subjects, all things considered, are best to constitute the course of\nstudy adapted to these ends and the third, what are the true purposes\n;\n\nwhich instruction and training are to be given in any single branch.\n\nfor\n\nWith these purposes definitely and thoroly worked out, the next step is to\nmake them clear, not only in the minds of the city superintendents and\nsupervising principals, but in the\n\nmind of every grade teacher as well.\n\nThese purposes must be formulated, not as glittering generalities, but in\nform and substance which can be justified on rational grounds. When\nsuch a formulation of the purposes of instruction in any given branch of\nthe course of study has been made, there yet remains to be made such\nanalysis of these general purposes as the teacher needs to put the instruction during any given recitation and the requirements for the next recitation on such a basis as to purpose as shall make that work a co-ordinated\npart of the entire work in such subject necessary to the complete realization\n\nof the general purpose.\n\nIn other words, there must be a purpose on the\n\npart of every teacher, in every day's work, in every subject.\n\nmust be so\n\nclear in the\n\nThis purpose\n\nmind of the teacher that she can state it with\n\nand exactness, and show that it has a necessary place, and\nwhere that place is, in the working out of the general purpose. The success of the individual teacher's work depends primarily upon this definite\nidea and definite end for each day's work in the subject.\nIt may very\n\ndefiniteness\n\nwell\n\nhappen\n\nthat the teacher\n\nmay have in mind a definite purpose in\n\ntoday's lesson, and may work skillfully and secure good work on the part\nof pupils for the accomplishment of that purpose, and yet the work be an\nutter waste of time, because the aim of the recitation has no place in the\n\ngeneral purpose for which the subject is being taught.\n\nInstead of going\n\nin a straight line from the starting-point to the terminal point, the line\n\nof progress is a broken one, touching the straight line only at intervals\n\n—\n\nand lugging in nonessentials, leaving out essentials,\nand making the entire work in the subject a thing of shreds and patches,\nwith a resulting failure to realize the true purpose for which instruction\nzigzaging across\n\nit\n\nin the subjects should be given.\nIf\n\nthere be any reason for giving instruction in any subject in the\n\ncourse of study, it must be because that instruction is a necessary or desirable element in the education of the child.\n\nIt cannot\n\nbe justified, how-\n\never, on the ground that it is desirable, if not necessary, until the other\n\nquestion\n\nis\n\nanswered\n\n— whether or not some other instruction more\nTo say that any work in the\n\ndesirable could not be substituted for\n\nit.\n\nschool has a place there because\n\nvaluable is not sufficient.\n\nit is\n\nIt must\n\nbe more valuable than any other instruction which could properly be\ngiven at the same time, under existing conditions.\n\nThis will indicate the\n\n"}
{"page": 217, "printed_page": null, "text": "AbMlNI^TRATlOk bP^kAtEp SttiOOtS\n\nSuperintendence]\n\n&03\n\n_\n\ncare that is necessary in formulating the purposes, and the necessity for\ndetail in working out the specific aim, within these general purposes, for\n\neach day's work.\n\nAm I wrong in assuming that there is not clearness of thought, and\npower to formulate definitely that thought, as to general and specific purposes in the teaching of any given subject in the graded schools ? Assuming\nthat every superintendent present is able to formulate to his own satisfaction, and on grounds which he can justify, the purposes to be realized in the\n\nteaching of any of the subjects in the course of study, does he find that\nhis subordinate teachers are equally clear, not only as to these general pur-\n\nposes, but also as to the specific purpose or aim in -each day's work?\nso,\n\nit\n\nIf\n\nwill be interesting at the first opportunity to test, first, himself and,\n\nsecond, the subordinate teacher.\n\nLet him undertake the task of formulat-\n\ning the general purposes which he can justify, on the ground that they\nare of more value in the teaching of that subject than any others which might\n\nWhen he has done this, then let him try the experiment of\n\nbe stated.\n\nobserving the grade teacher's work on that subject, and from his observation determine the specific aim which the teacher had in mind in the day's\nrecitation, as appeared from the character of the work, and see whether he\n\ncan find a place for that as a necessary part of what must be done in the\n\nworking out of the general purpose.\n\nLet him see further\n\nif\n\nthe aim of\n\nthe day's work is properly related to what has gone before and what is to\n\ncome after.\n\nWhen he has settled this in his own mind, from his observa-\n\ntion of the teacher's work, and without questioning the teacher, then let\n\nhim ask the teacher to state definitely what the aim in the recitation was,\nand ask her to justify it as having a necessary place at the time in the\nworking out of the general purpose.\nment,\n\nlet\n\nWhen he has completed this experi-\n\nhim try it with another, and another, in\n\nthis subject, until\n\nhe\n\nLet him then go over the\nresults of his observation, to determine whether or not the work in each\nhas passed thru all the grades in that subject.\n\ngrade is the necessary work for those pupils\n\nat that time, in view of the\n\npupils' present mental condition, for the proper working out of the general\n\npurpose before determined.\n\nwhich\n\nit\n\nscheme.\n\nwill\n\nbe\n\nIf I\n\nmistake not, he will find much work\n\ndifficult to justify as\n\na necessary part of the general\n\nLet him then enter upon another line of investigation, more\n\nlimited in its scope, but not less important.\n\nLet him ask his teachers to\n\nformulate for him, day after day, in the same subject, the specific aim in\n\nHe must not be satisfied with general statements, but\nmust insist that the details as to what is to be taught, and what drill work\n\neach recitation.\n\nis\n\nto be conducted, shall\n\nbe given, and that these details shall appear in\n\nthe work of the recitation.\n\nWhen this work has been continued suffi-\n\nciently long for the teacher to be able to formulate easily and definitely\n\nher aims in each day's recitation, then ask her to show what part and place\nthese\n\ndaily aims\n\nhave in the general purpose of the work.\n\nIf\n\nthe\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n266\n\n[Chicago\n\nsuperintendent begins these investigations with a thoro knowledge himself\nof what is required here, he will discover that a large number of his teachers\n\nhave been working from day to day without any thought as to the parteach day's work is to play in the final result, without considering whether\nit is\n\nits\n\nnecessary, or more valuable than any other\n\nplace, but simply\n\nwork which might take\n\ngoing on, either from force of habit, by inertia, or\n\nThe result of the investigation will be\n\nfollowing the text-book.\n\nthat,\n\nunder close analysis, much of the work which the teacher is doing must\nbe eliminated as not necessary for the true purpose for which the work is\nundertaken. This will not only eliminate much work which the teacher\ndoes outside the text-book, but it will eliminate much of the material from\n\nToo many text-books have been made, not that they\nmay serve wise ends in realizing the true purpose for which instruction in\nthe subject is to be given, but rather to make a complete and logical presentation of the subject.\nThe text-book has not been written for the\nthe text-book itself.\n\npupil, but for the subject\n\nand a text-book of this kind, followed closely\n\n;\n\nby the teacher, results in a kind of teaching not best for the\n\ninterests of\n\nthe pupil.\n\nThe line\n\nwork thus\n\nof\n\nfar indicated will\n\ndemand the most careful\n\nstudy and thought on the part of both superintendent and teacher, and\nin many cases it will prove a new line of study.\nthis work has been carried\n\nLet it be granted that\non in such a manner and for such a time as to\n\nsecure ready and accurate formulation of general purposes in the study of\n\nany subject in the course, and also of the specific aims in each day's reciThe net result will be to eliminate those portions of the work\nwhich have formerly been done, and which the formulation of purposes\ntation.\n\nnow shows to be unnecessary.\n\nA new line of investigation should now\n\nbe taken up by the superintendent or supervising principal, viz., that of\n\ndetermining whether the work done day by day by the grade teacher\n\nis\n\nthe work essential for the realization of the purposes determined upon,\n\nor whether some portion of the necessary work is being omitted, or work\n\nunnecessary is being done.\nIn order to solve these questions two things must be determined\nFirst, what\n\nmust be known or done\n\nday's recitation\n\nmay be realized ?\n\nin\n\norder that the purpose of the\n\nThis must be determined independ-\n\nently of the pupil, and solely by a consideration of the nature and scope\nof the purpose.\ndrill is required ?\n\nWhat knowledge does it demand ?\n\nWhat training or\n\nWhen this has been determined accurately, it is evident\n\nthat everything which is unnecessary for the accomplishment of the definite\n\npurpose in mind has been eliminated\n\nas a nonessential,\n\nand as a matter\n\nof observation it will be developed that much has been eliminated from\n\nthe work of the teacher which, without such an examination, would be\n\ndone as a matter of course.\n\nIn the formulation to be\n\nnecessary knowledge or activity which\n\nis\n\nmade here that\n\nmost closely and intimately\n\n"}
{"page": 219, "printed_page": null, "text": "ADMINISTRATION OF GRADED SCHOOLS\n\nSuperintendence!\n\n207\n\nimmediate end in view should be stated in detail, while\nknowledge or activity more remotely related may be stated in more\n\nrelated to the\nthat\n\ngeneral terms.\n\nA little experience will convince the superintendent that\n\nthe teacher needs to do considerable work along this line before clearness of thought\nin\n\nand accuracy\n\nin\n\ndetermination, combined with facility\n\nexpression, can be attained by her.\n\nPersistent work, however, will\n\nshow valuable results, which will encourage to still further effort. When\nskill has been developed here, the second line of observation on the part\nof the\n\nsuperintendent\n\nis\n\ndetermine whether\n\nto\n\nin\n\neach recitation the\n\nteacher, having her aim for the next recitation definitely formulated, and\n\nthe knowledge and activity necessary for the realization of that aim also\nstated, proceeds, before the\n\nassignment of work for preparation by the\n\nknowledge already decided to be necesof the activities determined as\nthus bringing out clearly what\nessential they have sufficiently mastered\nnecessary knowledge and activity the pupil is to master for the next day's\npupils, to determine what of the\n\nsary\n\nthe pupils\n\nnow\n\nhave, and what\n\n;\n\nrecitation.\n\nCareful scrutiny by the superintendent will disclose that in the majority\nof cases this work is not adequately done by the teacher ; that the teacher\n\ndoes not take a sufficient portion of the recitation period for this purpose,\nassigning the lesson hurriedly at the close, but with a vagueness which\nis\n\nonly equaled by the vagueness in the pupil's mind as to what he is\n\nrequired to do, and as to what he already does know, or does not know.\n\nToo often\n\nthe pupil\n\nassumes a knowledge of the work which he\n\nis\n\nexpected to prepare, and so makes inadequate preparation.\nIf the work above indicated were thoughtfully done by the teacher,\nwould clarify her ideas and statements as to what the pupil is to master\nfor the next recitation, and would also give the pupil definite knowledge\nas to what he did not know, or could not do, and what he would be\nexpected to know and do on the morrow. The investigation will also\ndisclose the further fact that an immense amount of time is wasted by\nthe necessity of teaching over again what has been half taught, or learned,\nand by failure on the pupil's part to master required work because of\nlack of the related knowledge necessary to its mastery.\nHe will find\nthat the most serious objection on the part of the teacher to this prepait\n\nration for the proper assignment of the lesson is that it takes too much\n\ntime, and that not\n\nenough time can be given to the recitation proper.\n\nFurther observation will disclose the fact that, were the lessons thoroly\nmastered, one-half of the time spent in the recitation could be saved\nfor this\n\nwork, were so\n\nmuch\n\nnecessary, and that the recitation during\n\nthe remaining half of the period would be far better\nplete than under the ordinary plan\n\nperiod for that purpose.\n\nis\n\nand more com-\n\nsecured thru the use of the entire\n\nA few weeks' experimenting on this line of\n\nwork, taking so much of a recitation period as may be necessary for the\n\n"}
{"page": 220, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2o8\n\npurpose, or even taking\n\nall\n\nof\n\nit\n\nin\n\n[Chicago\n\norder to prepare for the next day's\n\nrecitation, will satisfy the progressive teacher\n\nand superintendent both\n\nas to quality of results and as to the amount of work mastered.\n\nThe net\n\nresult here will be the elimination of unnecessary work, greater clearness\n\nand definiteness of thought and statement on the part of the pupil, and\nsuch mental activity as will compel the bringing together in the pupil's\nmind of the new and the related old\nan essential condition for the\n\n—\n\nacquisition of knowledge.\n\nThese three lines of work put into operation will awaken the average\nteacher to a consideration of questions vital in any good teaching, but\n\ntoo often almost wholly ignored, and will result in the elimination of a\nlarge amount of work now being done, and which is entirely unnecessary,\n\nserving only to confuse the pupil, and render the\n\nlittle\n\nknowledge he\n\nIt will\n\nsave time for work not\n\nnow attempted, both as to scope and thoroness.\n\nThese conclusions are\n\ndoes acquire fragmentary and unrelated.\n\nbased, not simply on theory, but on experiment and observation.\n\nThe second opportunity for reform which I have to suggest is a very\nis more far-reaching in its results than\nwould at first thought appear. It is in relation to the mode of using the\nexamination as a means of determining the pupil's fitness for promotion\nsimple one, and yet one that\n\nor graduation.\n\nI\n\nshall\n\nnot consider the questions here, so often\n\ndis-\n\ncussed, as to whether promotion should be made upon class standing, the\nteacher's judgment, the records of examinations, or a combination of\n\nall\n\nThe particular point which I wish to consider arises whenever the\nexamination is made an element in determining the pupil's fitness for promotion. Ordinarily some definite standing is fixed which the student is\nrequired to reach in his examination in order that his work may not be\nthree.\n\nranked as a failure.\n\nmany cases\n\nthink it is the experience of every superintendent\n\nI\n\n—\n\n—\n\nwhen the teacher of a class\nmost cases\nmakes the examination questions, she does it with the required standing\nvividly before her, and that, if her mental processes could be shown\nduring the process of making the examination questions, it would appear\nthat each question is determined by the probability of the members of\nthat in\n\nin fact,\n\nthe class being able to answer it so as to reach the required standing.\nis\n\nalso doubtless the experience\n\nof\n\nIt\n\nmost superintendents, if they have\n\ncarefully considered the matter, that, even when they make the questions\n\nthemselves, the necessity of making them to fit the standing is kept before\ntheir consciousness.\n\nIt\n\nis\n\ndoubtless also the experience of superintend-\n\nents that both they and teachers sometimes make sets of questions more\ndifficult for pupils than they had imagined\n\nresults, frequently leading to\n\ncoaching, in order to\nto the lot of\n\nthem to be, and with disastrous\n\na supplementary examination after a\n\nmake the records straight.\n\nIt\n\nlittle\n\nhas probably fallen\n\nsome superintendents to observe that frequently, under the\n\npressure of necessity for the promotion of a grade, the grading of the\n\n"}
{"page": 221, "printed_page": null, "text": "ADMINISTRATION OF GRADED SCHOOLS\n\nSuperintendence]\n\n209\n\npapers is so toned up as to enable the teacher to give the requisite stand-\n\nsum it all up, the teacher or superintendent is\nmake a set of questions\nnot only test memory, but power and skill as well, thus\n\nIn other words, to\n\nings.\n\nnot\n\nfree, by\n\nwhich shall\n\nreason of existing conditions, to\n\nhaving a value, not only for the purpose of testing, but, what\n\nis\n\neven\n\nmore important, a high value in training. Many a teacher would like to\nask a question in examination which would test the power of the pupil,\nputting him upon his mettle, and would do it but for the fact that she\nknows a rigid marking of the answer would likely place the standing\nbelow what is required.\n\nThe reform lies in the elimination of what seems to be this necessity\nexamination so that pupils may pass, rather than so it\nmay be a valuable educational factor, and at the same time serve all the\nfor shaping the\n\npurposes of the test.\n\nA very simple modification of the existing plan will accomplish this\npurpose.\n\nInstead of fixing a standing of 75, 80, or 85, which the student\n\nmust reach in order to entitle him\nin each\n\nto promotion, make the class average\n\nexamination the basic standing, and count as failure the work of\n\nany student whose standing\n\nin that\n\nexamination\n\nfalls, say,\n\n20 per cent,\n\nWhere examinations are given as often as once\na month, failure for two consecutive months should operate to place the\npupil in a lower grade or section, for work in that subject.\nEven where\nbelow the class average.\n\nthe examinations are given with less frequency, but sufficiently often to\n\nprevent pupils being retained in classes when they are unable to do the\n\nwork, the same plan may be adopted.\nare kept, and\n\nWhere the records of class work\n\nare combined with the examinations in determining the\n\npupil's readiness for promotion, they may be kept upon the same basis, and\n\nthe pupil's relative standing in his class may be determined at the end of\n\nThe fact that a student has failed during a month's work,\nand that he sees before him the probability of being placed in a lower\ngrade or section at the end of the next month, unless his work is improved\nin that subject, is a most powerful stimulus for better work; especially if\nparents are notified of the first failure and the consequences of a second\nfailure in the same subject.\n\nevery month.\n\nIn connection with this plan, facility should also be offered for pro-\n\nmotion of a student at any time from his present position to the next\nhigher grade or section, in a single subject, if the quality of his work and\nhis physical capabilities and mental capacity seem to warrant making the\ntrial.\nIn this way no apparent necessity rests upon the teacher for framing her questions solely with the purpose of enabling pupils to pass and\n\nmaking a record for herself.\n\nNo necessity exists for improper marking\n\nof the papers in order to secure the\n\nsame end.\n\nA powerful stimulus is\n\npresented to the pupil whose work is below the average for improvement,\nas well as opportunity for the stronger students to pass freely from\n\none\n\n"}
{"page": 222, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n210\nsection\n\nto another in\n\nwarrant it.\n\n[Chicago\n\nany subject where the character of the work will\n\nThis keeps the school graded thruout the year, and\n\nat the\n\nend of the year no tremendous strain is necessary in order to determine\nthe readiness of the class for promotion.\n\nPractically every pupil in the\n\nschool will then be promoted, his work during the year having been so\ncarefully graded that at the end of the year he is ready to go\nclass in which he then finds himself.\n\non with the\n\nThe difificulties arising from chang-\n\ning from one class to another in a single subject are not so serious as\n\nmight at\n\nfirst\n\nbe supposed, as the first failure warns the student of the\n\nnecessity for renewed effort to avoid the results of a second failure.\n\nThe\n\nplan exalts the examination into the very highest order of mental\n\neffort,\n\ninstead of making it a mere grind, a promotion machine.\n\nIt\n\nencourages\n\nthe teacher to present, thru the examination, opportunities for exercise of\n\nmemory, without making it necessary to add\nThe work of the superintendent will prevent any falling below the general standard of the work\nThe fixed standing is artificial the average standin any given grade.\npower and\n\nskill\n\nas well as\n\nanother examination, purely as a matter of form.\n\n;\n\ning is the natural one.\n\nDISCUSSION\n\n—\n\nAlfred Bayliss, state superintendent of public instruction of Illinois. The former\n\" czar \" of the House of Representatives, discussing an economical question the other\nday, closed by suggesting that \" one of the best ways to meet any evil, and especially the\nit, is to sit down and reduce to details what we\npropose to remedy,\nand how in detail we propose to enact the remedy. This,\" he said, \" will reduce the evil\nto its just terms, and reduce also the proposed remedy to actual practical life.\"\n\nwild discussion of\n\nThe paper just read is an illustration of the application of that very excellent rule to\nthe discussion of a widespread and quite too real educational grievance.\n\nComparatively little of the adverse criticism of public education is based upon knowledge of evils known to exist, and reduced to detail, a^d accompanied by a proposed\nremedy, and \"how in detail it is proposed to apply it.\" The paper, however, deals with\ntwo faults of the graded school system in precisely that way. The complaints are\n1. The courses of study are overcrowded, making the amount of work required of the\nchildren excessive, and out of proportion to the results attained.\n2. The required standing (the pass mark) in school examinations is so artificial\n:\n\nthat the examinations do not examine.\n\nare calculated to test\n\nThe examiner is not free to set questions that\n\npower and skill as well as verbal memory, or, in fact, to test any-\n\nthing.\n\nTo consider the second complaint first The specifications are\n1. When a teacher frames a set of questions, she ordinarily does it with the required\n:\n\nstanding so definitely in her mind that the probability of her pupils being able to answer\na given question determines the availability of that question for use at that time.\n2.\n\nHonest introspection compels most superintendents to admit that they themselves\n\nare governed by the same limitations.\n3.\n\nThat this process of converting what ought to be an investigation of the contents\n\nof a child's mind into a preconceived estimate of, or even a guess at, them often results\nin a disaster which takes the\n\nform of a general \" flunk.\"\n\n"}
{"page": 223, "printed_page": null, "text": "ADMINISTRATION OF GRADED SCHOOLS\n\nSnpferintendencc]\n\n4.\n\nThe disaster is then repaired in one of two ways\n\n:\n\n(a)\n\n21\n\na supplemental examina-\n\ntion, based upon a modified standard, or (^) a \" toning \" up of the ratings.\n\nThere we have a statement of an evil known to exist, and reduced to detail.\nmistake based upon the erroneous point of view that mere power of reproduction\na test of actual knowledge\n\nIt is a\nis,\n\nin\n\nand leaves out of the consideration the fact that one\ndoes not know a thing until he can reproduce it in the form of an application to some\nnew use. It reduces the examination to a test of what the teacher has taught, or, rather,\nan inquiry as to how exactly a child remembers the mere form of what he has been\ntaught, which is at most but part of the real question, which includes how, as well as\nitself,\n\n;\n\nwhat, has the child learned.\n\" Not what the master teaches, but how the pupil learns,\" is the true test of teaching.\n\nThe remedy proposed is a variable, in lieu of a fixed, arbitrary standard.\nConsidered merely with reference to the use of the examination as a means of ascertaining fitness for promotion (the limitation proposed\n\nby the paper), the standard sugmore natural than the\n\ngested, viz., the average of the group, or class, easily appears\n\nconventional standard, and\npaper.\n\nwe are led at once to coincide with the conclusion of the\nteacher and leaving her free to take\nAnd, inasmuch as a regular promotion\n\nIt has the distinct advantage of liberating the\n\na \" proof \" of the whole work actually done.\n\nmeans remaining with the group or grade, this is the rational test for the theory of the\nis that children of approximately the same degree of mental power and\n;\n\ngraded school\n\nskill should be taught and\n\ntrained together.\n\nThe incidental advantage referred to\n\n— that\n\nthis plan would facilitate the promotion\n\nof strong pupils in single subjects, and the- reverse\n\n— seems of quite equal importance.\n\nNo two minds are ever, at any stage of growth, quite alike.\n\nThe rate of growth is not,\n\nand cannot be made, uniform. Our method of administration must necessarily recognize\nthis obvious and obtrusive fact.\nThe economy of class instruction depends upon finding\nas many of the common points of contact as possible, but the variations cannbt be lost\nsight of or neglected.\n\nIt is\n\nnot enough\n\n— admitting the possibility — to \"grade \" a school\n\nonce a year, nor even every half-year, or every \" term.\"\n\nIt\n\nshould be kept graded by a\n\ncontinuous process, as gentle and as natural in its operations as growth itself ; a process\nwhich shall keep in mind, not only the \" average \" boy, but the bright boy and the \" dull\n\nboy as well; a process which includes equal rights for all.\n\nTo this end the examination,\n\nrationally used, may certainly be made to contribute.\n\nHarvey can bring the principals and superintendents of Wisconsin\nwhether promotions shall depend upon the record of\nclass work, or the teacher's judgment, or the final examination, need be no longer mooted\nin that state.\nFor the examination will be remanded to its true place, as an inquiry\nuseful as a guide to the teacher when occasion requires\nas a test of the accuracy of\nacquired knowledge, as a means of training in correct form, and as an antidote to the\nslipshod carelessness which makes so many of the graduates of our high schools thorns\nin the flesh of the longsuffering college professors, and discounts their immediate value\nIf Superintendent\n\nto his point of view, the question\n\n—\n\n—\n\nfor practical purposes when they fall into the hands of the business-man.\n\nBut as an agency of educational life and interest and growth the examination must\nyield to the oral recitation.\n\nAnd the charge brought against the method of the recitation is the more serious of\nthe allegations contained in the paper under discussion.\n\nCharge\n\n:\n\nThe course of study is overcrowded.\n\nThe results are not commensurate\n\nwith the work and worry involved and required.\n•\n\nSpecification\n\n:\n\nThis overcrowding\n\nis\n\ncaused by the incorporation of nonessential\n\nthings, and the process seems to be cumulative.\n\nThere\n\nis\n\na well-known attorney-at-law in southern Illinois, who once described\n\" How do you prove that ?\" said\n\nhimself as the ablest lawyer in his section of the state.\n\na bystander.\n\n\"Don't have to prove it,\" he answered; \"I confess it.\"\n\n"}
{"page": 224, "printed_page": null, "text": "NATIONAL EDULATIONAL ASSOCtAtlO^\n\niii\nI\n\ntake\n\nit\n\nthat, in this\n\nto be admitted.\n\n[Chicago\n\ncompany, the charge and specification need only to be stated\n\nIndeed, this body has been pleading guilty to both for several years.\n\nWhat are we going to do about it ? has been the question recurring over and over again.\nThe remedy proposed by the paper is\n:\n\n1.\n\nEliminate the nonessentials.\n\n2.\n\nCorrelate the essentials (a) in order of time, and\n\n{b) in\n\nrelation to the capacity of\n\nthe pupils.\n\nWe are concerned only with this proposed remedy.\n\nIn the elimination of nonessen-\n\nmovement was discernible prior to the advent of the Committee of\nFifteen.\nAn up-to-date high-school girl who should chance to meet a simple, a compound, a perfect, and a complementary repetend, coming four abreast down the road on\na 1900 wheel, wouldn't know one from the other, and, if told the family name, would\nprobably say that they were people she had never heard of before. The art of decomtials a certain\n\nblind\n\nposing fractions is as dead as the Connecticut rule for partial payments.\n\nSingle and\n\ndouble position are on the same dusty shelf as barleycorns and\n\nAlligation,\n\ncontinued fractions, and duodecimals are\nlongitude and time to the geographies.\n\nall\n\nells Flemish.\n\ndefunct, and there\n\nis\n\ntalk of transferring\n\nThe maker of a most excellent modern arithmetic\n\nstood before a body of teachers the other day, in the capitol building of Illinois, and\n\npersuaded them that the old-fashioned complex fraction is a relic of barbarism, by simply\nasking whether they ever had occasion to ascertain the cost of a ton of coal\n\n@ — of a\n53\n\nThe distinguished county superintendent of this cosmopolitan county\nis said to have canvassed the business-men of Chicago in vain to find one who had any\ndemand whatever for greatest common divisors in his business, and so he is more than\nhalf inclined to put them, too, in the left-hand column, among the nonessentials to be\ndollar per cwt.\n\ncanceled pretty soon.\n\nHesse Homburg, Hesse Darmstadt, Hesse Cassel. and all the other Hesses and\nand the time which used to\nbe spent in learning them, and the names of hundreds of black spots on the maps, and\nHessians are as completely eliminated from the geographies\n\n;\n\nthe like, is now given to real or imaginary excursions into distant localities.\n\nSo with other subjects. In reading, time has somehow been found, so that publishers\nmany as good as The Lady\nseem to think it profitable to offer whole pieces of literature\nof the Lake, Ivanhoe, The House of the Seven Gables, or even The Essay on Burns, in lieu\nof the scraps of the conventional \"reader.\"\nThe language teacher has replaced\n\"Spring,\" \"Happiness,\" \"Perseverance,\" \"Friendship,\" and the other old familiar\nthemes by the more natural topics suggested by the geography, the history, and the\n\n—\n\nnature study.\n\nWhile this is both true and commendable, it can hardly be said that the essentials of\na school course of study, and the order of procedure, have been found and authoritatively\nstated\n\n— what subjects are best, and the true purpose of each. Moreover, education\n\nprogressive science, and the true statement today might be incomplete tomorrow.\n\nis\n\na\n\nThe\n\nCommittee of Fifteen should have been a continuous body.\nBut with such a statement authoritatively worked out and accepted, with the nonessentials ruthlessly eliminated, we have still before us the main problem of the paper.\nThe nonessentials being eliminated, and the essentials formulated, and the true\npurpose of each, it is demanded that they shall be known, not only by supervisors of all\ngrades, but by the working teachers as well. The teacher must not only know her purpose in each day's work, but she must know it in its relation to the whole course of study,\nand know it so well that the purpose of each lesson shall be clearly in her consciousness\nas she does it\nso well that, if occasion required, she could state it in terms, and justify\n\n—\n\nit\n\nas the right thing for her to be doing at that particular time, to the exclusion of all other\n\nthings.\n\nAnd the supervisor must not only know it as well as this, but he must be able, by\n\n"}
{"page": 225, "printed_page": null, "text": "ADMINISTRATION OF GRADED SCHOOLS\n\nSuperintendence]\n\n213\n\nmere inspection, to recognize a given piece of work while it is in progress, as a necessary\nand co-ordinated part of the general purpose.\nThat \"every superintendent is able to formulate to his own satisfaction, and on\ngrounds that he can justify, the purposes to be realized in the teaching of any of the\nsubjects in the course of study,\" is, when confined (as it is by the paper) to those here\npresent, a very genial assumption, but, if made too general, it would become a violent\n\nAs an ideal, however, it may not be too much to require of the supervisor that he,\n\none.\n\nat least, should be a skilled workman.\n\nBut how about the grade teacher ?\n\nUnder all the circumstances as they are, and are\n\nquite likely to remain far into the future, is not the demand so high as to be out of pro-\n\nportion ?\nAristotle\n\nand Lincoln\n\n— the wisest of the ancients and the most \" practical \" of the\n\n— both estimated education as the most difficult of all problems.\n\nLord Bacon\n\nmoderns-\n\nadmitted that \"the art of well delivering the knowledge we possess is among the secrets\nleft to be discovered\n\nby future generations.\"\n\nWe have not yet found\n\nit.\n\nSuch progress\n\nas has been made we owe to the continuous efforts of a long line of philosophical thinkers.\n\nThe problem is not yet so far solved that we can even agree upon a statement of the\nthings to be taught, and the general method. The paper itself opens with a confession\nthat the separation of essentials from nonessentials, urgently demanded, is a problem too\n\nlarge for any one man.\n\nDoes it not, then, ask too much of the working teacher ?\n\nCan we hope, very long\n\nbefore the distant pre-millennial days at least, to realize on such a demand ?\n\nThe average life of a teacher is probably about five years.\nare recruits every year.\n\ntraining as the normal schools\ncondition, while\n\nsome\n\nTwenty to 25 per cent,\n\nProbably less than 10 per cent, begin their service with such\n\nare but\n\n— themselves, the best\nlittle\n\nof them, confessedly in a nascent\n\nbetter than the average high school\n\n— can supply.\n\nThat the average term of service will be greatly lengthened is not a reasonable expectation, as long as nearly all of the working teachers in the graded schools are women.\nIt\n\nEven supposing the ratio of normal-school-trained teachers to increase,\nbe allowed to begin service without such training\nsome study\nof the things to be taught from the point of view of the teaching process, and some pracought not to be.\n\n—\n\nuntil, in time, none shall\n\n—\n\nunder skilled direction and oversight\neven then the degree of insight into the\nproblem of education demanded by the paper seems more than a reasonable expecta-\n\ntice\n\ntion.\n\nLet any superintendent, over forty-five years of age, who thinks he has\n\nit\n\nin this\n\nHow long did it take ? How much sooner\n\ndegree, test himself in the matter of time.\n\ncould it have been acquired, had the problem of the paper been distinctly stated to him\nthat Friday night, at the end of his first week, when he went home, limp and discouraged,\nhalf tempted to turn back, even after he had put his hand to the plow ?\nIs not the degree and breadth of insight demanded by the paper more than a reason-\n\nable expectation of the average teacher ?\nof experience, she attain\n\nit,\n\nIf,\n\ncontinuing in the service, after many years\n\nand, at the same time, retain a modicum of the hopeful\n\nenthusiasm which she brought from the high school, or the training school, is not that a\n\nDuring these growing years she is at least living, in obedience to the Froegrowing with them, as she finds, under the guidance\nof the broader vision of her supervisor, their powers and interests, and ministers day by\nday to the need of the hour.\ngreat deal ?\n\nbelian injunction, wjVyi the children\n\nFrom the teachers' point of view, then, the difficulty is a doudle-headed one. One\nhead is a condition, inherent in the fact that the great majority of the working teachers\nmust be at all times, under our system, immature, and that they will not remain in the\nwork long enough to reach the point of efficiency demanded by the paper. The other\nhead is a theory\nthe theory of pedagogical freedom. We must eliminate the nonessen-\n\n—\n\ntials,\n\nand we must agree upon the essentials, says the paper\n\n—\n\nafter declaring that the\n\n"}
{"page": 226, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n214\nproblem\n\nis\n\ntoo large for any one\n\nman, and not\n\n[Chicago\n\nforgetting, doubtless, that fifteen\n\ngood\n\nmen and true tried it once with but measurable success.\nChicago, it has been alleged, is considering the advisability of putting analysis and\nparsing in the limbo of the nonessentials of grammar, but permitting those teachers who\ndemur to the classification, and consider those exercises to be, not only good, but \" more\nvaluable than any other instruction which could properly be given at the same time,\n\nunder existing conditions,\" to continue to use them. But Chicago is sui generis. Most\nsuperintendents, it is to be feared, would say \" Let us conform to the course of study\n:\n\nagreed upon.\"\n\nA superintendent says to a primary teacher\nbright colors, and striking costumes.\n\nLet us drop Hiawatha now, and\n\n:\n\n\" These children seem to like noise,\n\nThe military instinct seems to be exerting itself.\n\nutilize the story of\n\nDarius.\n\nLet them study Persian\n\nTemper their self-assertion thru and by the lesson that the power to obey\nprecedes fitness to command. Teach them that truthfulness is the soldier's virtue, and\ncivilization.\n\n—\n\nand\nthat the soldierly quality of courage can be brought to bear upon their daily tasks\nBut the teacher says \" I think the next step should be Kablu,\nall that sort of thing.\"\n:\n\n—\n\n—\n\nsome of the reasons\n\" and gives\nnot being \" on compulsion \"\nwhich are as plenty as blackberries in August. Who shall decide around which center\nbest to group the instruction which must be \" more valuable than any other instruction\nthe teacher who\nwhich could properly be given at that time, under existing conditions\"\nthe one who knows the\nis \" next to \" the children, or the supervisor of primary grades\nor Cleon, or Horatius\n\n;\n\n—\n\n;\n\nwhole plan and purpose better, or the other who knows better the existing conditions ?\nIn brief, the difficulty of this phase of the problem is but an aspect of the old clergyman's difficulty\n\n—\n\nit\n\nlies entirely in \" the\n\napplication of it.\"\n\nThe paper, then, as I read it, presents an ideal none too high for the supervisor\n\n;\n\nbut\n\nwhich, as a working hypothesis for the grade teacher, is subject to some limitations.\nI\n\nsubmit, as a corollary\n\n:\n\nNo man (or woman) should be permitted to undertake the\n\nsupervision of education who has not had considerable practice in the art, been liberally\ninstructed in its theory, and obtained some insight into its philosophy.\n\nTHE TRAIL OF THE CITY SUPERINTENDENT\nAARON GOVE, SUPERINTENDENT OF SCHOOLS, DISTRICT NO. ONE, DENVER,\nCOLO.\n\nTo follow the trail of the city superintendent of schools tramping\nbackward\n\nis\n\nnot difficult, but the traces are faint when one reaches the\n\nbeginning, sixty years ago.\n\nA little path had its origin about 1839 ^^\n\nProvidence, R. I., upon which traveled Nathan Bishop.\n\nAnother path\nmark the road more plainly started with Professor S. S.\nGreene, at Springfield, Mass., in 1840. Later, in 1847, the main trail was\njoined by one from Columbus, O., where Dr. A. D. Lord was made the\nfirst city superintendent of schools in that state.\nThe same year Rickoff,\nat Portsmouth, and Leggett, at Akron, joined the party.\nAs the school committee\nthe name of the body elected to take the\ndirect oversight of common schools in New England\nwas changed in\ncharacter, because the people seemed to demand business-men as well as\nthat helped to\n\n—\n\n—\n\n"}
{"page": 227, "printed_page": null, "text": "TRAIL OF THE CITY SUPERINTENDENT\n\nSuperintendence]\n\n2 1\n\nministers for counsel and direction, the duties of the committee\nquite too heavy for active business-men\nthat amateurs, chronic reformers, and\n\nwas apparent then as now.\n\nOut\n\nto\n\nperform\n\n;\n\nbesides,\n\nbecame\nthe fact\n\nmen of leisure lacked efficiency\ncame the demand for expert\n\nof this\n\nsupervisors.\n\nThe duties of the office were evidently dimly defined in the minds of\nthe people of the time, but the main thought obtained, viz., that able\n\nmen, willing to give counsel and exercise veto power upon proposed\nmeasures, would accept such responsibility and serve on directory boards\n\nonly when the execution could be placed in an\npurpose.\n\noffice created\n\nfor that\n\nOnce established, the office of the city superintendent became\n\nhelpful, and very soon necessary.\n\nThe\n\ntrail\n\nof\n\nthe superintendent, formed by the\n\nlittle\n\npaths in\n\nNew\n\nEngland and Ohio flowing into one, as the brooks join to make the main\nstream, has become broad and solid, but not straight.\nWindings, curves,\ncrooked places, right-angles, and numerous turnings back upon itself\nThe embryo germ thought\nare seen in looking over the road traveled.\nplanted in the heads and hearts of Greene, Philbrick, Wells, Mann, Rickoff,\nStephenson, Jones, Hagar, and Newell has led these men thru devious\nways, against tremendous obstacles, and over the trail, by the sacrifice of\nalmost infinite trial with vigorous opposition, in contest and in conflict to\nthe end. One and another languished, fell, died, and are buried by the\nEach traveled his own gait, with rations and blanket\nside of the road.\nonly, never knowing, altho caring much, where each year's tramping\nwould end.\nThe deaths of great men in national and political history are commemorated by song, story, and memorial days. Only in secluded family\ncircles, and midst the personal friends, are the works and lives of heroic\nschoolmasters recorded and remembered.\n\nThe trail of\n\nthe city superintendent has been followed persistently\n\nduring the sixty years by very few pilgrims\n\nmost have\n\n;\n\nof the\n\nfor another prospect.\n\nhundreds that have\n\nThe roll of names is\n\nstruck\n\nit\n\nshort.\n\nVarious callings have contributed to the gang on the trail\n\nleft\n\nit\n\n;\n\ncom-\n\nmercial, mercantile, professional, and industrial vocations each has sent\n\nrepresentatives to join the tramping throng.\n\nThe causes for striking the trail and the reasons for leaving it are well\nin sight.\n\nInadequate preparation has been potent in forcing desertion.\n\nNeither scholarship nor executive ability alone has been found ample for\n\npermanent occupation.\n\nThe requisite power and wisdom\n\nof\n\nthe city\n\nsuperintendent is identical with that of the competent man in industrial,\n\ncommercial, or diplomatic life, with that\neach and all\n\ncommon necessary attribute in\n\n— adequate special preparation. A college senior\n\nis\n\npoor\n\nmaterial for an executive of schools as well as for industrial or mercantile\n\nestablishments.\n\n"}
{"page": 228, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2l6\n\nMen in middle age, of\n\nability\n\nhesitation and lack of confidence\n\nhave not\n\nin\n\nearly manhood\n\nare not born, but\n\nmade\n\nto\n\n[Chicago\n\nmeasure themselves, enter with\n\nupon an undertaking with which they\n\nbeen familiar.\n\n— made exactly\n\nSuperintendents of schools\n\nas are men in other lines of life,\n\nby training, discipline, and experience.\nSchools of philosophy and pedagogy cannot be seen along the earlier\nTheir establishment and conduct is one of the later improvements\ntrail.\nupon which we congratulate ourselves. The chairs of pedagogy which\nthe colleges have hastened to endow are occupied by such talent as has\n\nnever before entered the work of training teachers.\n\nThe value of the prod-\n\nuct can scarcely be overrated, and yet we are compelled to recognize that\n\nsome material is sent to that factory out of which supervisors can never be\nmade. More than experimentation in a pedagogical college is required.\n\nOne of our eminent philosophers. Professor James, has written: \"A\nknowledge of such psychology as this can no more make a good teacher\nthan a knowledge of the laws of perspective can make a landscape painter\nIt is an added truth to that other one so hesitatingly\nof effective skill.\"\nlearned, that graduation from a normal school is no earnest of a teacher.\nAmong the 625 city superintendents today on the trail, from cities of\neight thousand or more people, are men and women of all ages* and\ncolors, and of such varied antecedents as to preclude a reference to them\nThe practices, expenditures, customs, and environments\nas a profession.\nrespective\ncities that they represent compel as varied and various\nof the\nadministrations.\n\nBut the trail has become broad, even if crooked. Its sidelines are\nbecoming more and more evident. The bureau of education, embarrassed\nby its limited appropriation and its humble official position as an adjunct\nof the Department of the Interior, has been, thru its reports, one great\nThe\nfactor in unifying the differences in the work of city superintendents.\nhindrances imposed upon the bureau have been overcome to almost a\nsuperhuman extent by the one and, as I believe, the only man competent\nfor this great work.\nWhen the work of Commissioner Harris shall be\ncomprehended in all its fullness, we shall wonder that we lived during his\ntime without a complete realization of the power of this great man.\nA second factor, great in another way, has been and is the Department of Superintendence of the National Educational Association. The\nannual three-days' meeting, if, according to\nto business, not picnicking, will\n\nits\n\ntraditions, it can be held\n\naccomplish the unifying of the methods\n\nand procedure of city superintendents. The trail is to become less and\ncrooked, the pilgrims are to tramp more regularly, and the forward\nmovement is to be more even. Looking backward, the halts and windings have been many, and while the intense, over-ardent reformers have\nfor a day threatened an upset, this department has contributed largely to\nless\n\nprevent serious overthrows.\n\n"}
{"page": 229, "printed_page": null, "text": "Superintendence]\n\nTRAIL OF THE CITY SUPERINTENDENT\n\nFrom the writing school\n\nin the\n\nthe afternoon in old Boston, with\n\n2 1\n\nforenoon and the reading school of\n\nits\n\nimported Lancastrian system, has\n\ncome what we have in this the sixtieth year.\n\nWe have fought, bled, and died with the no-recess plan\n\nthe formal\n\n;\n\nteaching of moral science in all grades ; grammatical diagramming\nmonitorial system\n\n;\n\n;\n\nthe\n\ndepartmental instruction (which has lately been lifted\n\nfrom the grave and its ghost rehabilitated); teaching patriotism perfunctorily ;\n\nself-government (also recently resurrected)\n\n;\n\nconcert recitation,\n\nand teaching geography by singing (how the latter raged like a roaring\nwhirlwind, while from hundreds of schoolrooms came the doggerel song !);\ncounting in penmanship; individual instruction (which has ever been\nthe chief work of the competent teacher); counting one for a comma, two\nfor a semicolon, three for a colon, four for a period, etc.\n\nIn teaching reading, the battle has been on with the Pollard system,\nthe phonetic system, and large editions of books printed for a great city\n\nwith Leigh's phonetic type\nleaflet,\n\n;\n\nscript before\n\nand analytic method (the\n\nlatter\n\nprint\n\n;\n\nthe word, sentence,\n\ntaking about six weeks for each\n\npage of the reading book).\nIn arithmetic we have passed thru the Griibe method\nthe ratio\nmethod by charts (introduced and discarded by Pestalozzi in the last\ncentury); the ratio method by scales of weight and yard-sticks a later\nratio method by blocks\nthe lightning method by Webb, and others.\nIn music we have had the tonic-sol-fa method, involving a changed\nsystem of writing music; and we have lately introduced the \"primary\n;\n\n;\n\n;\n\ntrot,\" being a\n\nroom\n\n;\n\nmechanical running by primary pupils about the school-\n\nand also object-teaching.\n\nMay I indulge in a digression here to call attention to that incomparable\nreport to the National Educational Association read at Harrisburg in 1865 ?\n\nWe are fond of our modern committees of five, of ten, of fifteen, because\nthe character of the\n\nmembership makes\n\ntheir reports so valuable.\n\nLet\n\nme read the names of that committee of seven, whose report, drawn up\nby S. S. Greene, together with the remarks of Principal E. A. Sheldon (he\nwho was the apostle of object-teaching), puts into the shadow much of\nthe nature-study and field-work instruction of today.\nThey were Barnas\nSears, S. S. Greene, Josiah L. Pickard, J. D. Philbrick, David N. Camp,\nRichard Edwards, Calvin S. Pennell.\nWe have had Mr. Charles F. Adams with his Quincy discovery. Some\nof us were active in those days.\nAnd when that old hero, Daniel B. Hagar,\nwrote to me that he would go from Salem to Quincy and write me all\nabout it, I waited for the report of his visit. Like all of our correspondence, this was helpful and comforting to an ambitious superintendent.\nHe said: \"I found nothing new, but I found new combinations, and a\ngenius for work and enthusiasm in the superintendent that was helpful\n:\n\ngnd inspiring.\"\n\nHe urged me to go and see, even if I was two thousand\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n21\n\nmiles away.\n\n[Chicago\n\nThis conclusion, given at that time by Mr. Hagar, has been\n\nverified in the years that have followed.\n\nFrom these innovations and out of these proposals we have to some\nin some cases we have taken nearly the\n\nextent accepted the amendments\n\n;\n\nwhole, finding it good; in others, but a\n\nlittle,\n\never trying and sifting,\n\nholding to that which has been practically demonstrated as of value.\n\nA\n\nlarge part, as you and I know, has been discarded as the vagaries of over-\n\nzealous but misguided and imprudent but persistent innovators.\n\nThese\n\npeople are good to have about us, and may be encouraged to spend their\nenergies like the inventor in material things\n\nwho seeks\n\nfor\n\nperpetual\n\nAnother class, however, outside of school circles is to be conthe iconoclasts, who never plan a proposal for\ndemned and cast out\naught new, or for a substitute, but who thru the press, platform, and pulpit are everlastingly tearing down and demolishing and condemning.\nThe activity of the present is unprecedented. Experiments are proposed, and that superintendent who hesitates in entering upon them\ntemporarily lost.\nis\nOne of the most pronounced of these experimental movements is the attempt to construct laws that relieve people and\nmotion.\n\n—\n\nboards of education of not only execution of school laws, but of framing\n\nthem.\n\nIn haste to eliminate evils attending school\n\ncon-\n\nsupervision\n\nsequent upon interference from incompetent councils, measures are urged\nplacing much power in the office of the superintendent, with few limitations.\n\nIn reaching for the desirable, as is the custom of Americans, we are\noverreaching.\n\nIt is\n\nnot likely that any American community will for a\n\nlong time submit to the administration of any public office with limitations such as are repugnant to their antecedents and training.\n\nThe per-\n\nsonal-liberty idea and the government-by-the-people idea are a part of the\n\nEven tho\ngovernment by the whole people has never been found expedient and has\nunwritten as well as the written constitution of Americans.\n\nnever been the practice, fortunately for our country the minority of the\n\npeople have ever, and for safety must ever, govern.\n\nA minority of the\n\n75,000,000 make and enforce the laws for the majority.\nIt is unnecessary to decide whether or not the schools of a city can be\nmost successfully conducted by one man or by a group of men the\nformer method is impossible, and must continue to be until the sentiments of the people become less democratic. Were an elected board of\nexperts within reach, the outcome would have good promise. But aboard\nof educational experts in America at present, if called together, would sit\nin discussion seventy-seven years and then adjourn disagreeing.\n;\n\nEach man is bound to trek upon his\nThe reports of the bureau do not assume to be authoritaHall, Parker, Butler, Soldan, Maxtive, but to give information only.\nwell, Sabin, and the rest, however much they may deserve it, wear no\nThere\n\nis\n\nown domain.\n\nno authority for us.\n\n"}
{"page": 231, "printed_page": null, "text": "TtiAlL OF THE CITY SUPERINTENDENT\n\nSuperintendence]\n\n21\n\nWe listen to the theories of the doctors, and are com-\n\njudicial ermine.\n\nmany of them as impracticable or extravagant.\nThe superintendent who accepts too soon the results of an experiment\npelled to discard very\n\nwith the children's greatest interests and wrongs the people whom\n\ntrifles\n\nhe serves.\n\nThe appearance and active participation of scores of young men\nof them brilliant, some scholars, some callow, but all honest\n\nsome\nadd\n\nsuch vigor and forcefulness as were never\n\nto the educational ranks\n\nbefore known.\n\n—\n—\n\nThe list of names now in the pedagogical field comprises\n\na kind of men of\n\npower and thought that never before looked toward the\nThis promises an outcome for the\n\nschool and the training of children.\n\nproduct of the elementary schools far better than the country has hitherto\n\nBecause professors of pedagogy are made in a year, out of all\n\nknown.\n\nsorts of material, by some institutions, and turned loose to prey upon us\n\nand preach inchoate doctrines, is no cause for anxiety. If some of them\ndo become earnest over adolescence, and the bacteria found under pupils'\nfinger-nails, and the curves of the lines of fatigue, and danger from common drinking-cups, and common property in pencils and books, they are\nsure either to learn as they follow the trail, or, what sometimes is better,\nfall out.\nSuch conditions are a part of all advance movements.\nWithout question the greatest problem today is how best to administer\nthe public-school interests of a city.\ndifferent confronts the\n\nlittle\n\nThe same problem in a field but\nmunicipal government. The\n\nstudent of\n\nmethod of the constitution and the selection of a school-governing authorthe initial proposition.\nShall the people elect, and how\n\nity appear as\n\nat large or by wards ?\n\nShall the directory, as in municipal governmfents,\n\nbe changed all at one time ?\ntive of the city as in\n\nShall the board be appointed by the execu-\n\nNew York and Chicago, or by the courts as in Phila-\n\ndelphia, or elected by the people as in Boston and St. Louis ?\n\nShall the\n\nboard be subservient in financial conduct to the municipal government as\nin Boston, or\n\nindependent of the\n\ncity officials as in St.\n\nLouis and many\n\nsmaller western cities ?\n\nThe history of the\n\nlast\n\ntwo years or more leaves no doubt of the\n\ninterest and even anxiety of the American community as to the direction\n\nof public schools.\ncities\n\nis\n\npublic\n\nFrom our great metropolis down thru the secondary\n\nfound an agitation, an unrest, as to the conduct of\ncorporation.\n\nChicago,\n\nDetroit,\n\nand\n\n\"innings\" before their respective legislatures\nresults.\n\nthat\n\nis\n\nIndianapolis\nlast year,\n\nthis quasi-\n\nhad\n\ntheir\n\nwith different\n\nNew York had set the pace the preceding winter, with a result\nbelieved to be an advance in efficiency.\n\nThe legislatures at Lan-\n\nsing and at Springfield looked with disfavor upon carefully prepared bills\nfor the\n\ncounsel\n\nschools of their chief cities.\nThe press tells us that divided\namong the promoters was the chief cause of defeat and yet we\n;\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Chicago\n\ncan scarcely say that defeat was not for the ultimate good.\n\nA prominent\n\n220\n\nand, as before mentioned, objectionable feature of this proposed legislation was the increased and quite unlimited power for the superintendent.\n\nThis latter was too radical a measure to be readily accepted.\n\nit\n\nThe Indianapolis law deserves more than passing notice; first, because\nwas conceived and prepared by eminent and experienced schoolmen\n;\n\nsecond, because, led in a way not to arouse opposition by a united body\nof schoolmaster and superintendent promoters, the legislature passed and\n\nthe governor signed the most remarkable school bill yet recorded.\nquietly has this been done,\n\nregime been\n\ninitiated, that\n\nhave been given to it.\n\nSo\nand so promptly and quietly has the new\nlittle public notice outside Indiana seems to\n\nAt present it promises far better school adminis-\n\ntration than has yet obtained in the country, and yet, as \"the proof of the\n\npudding\n\nis\n\nin\n\nthe eating,\" we must wait\n\nand\n\nsee.\n\nIt\n\nis\n\ncertain that\n\nIndianapolis has improved on Cleveland, the pioneer in special school\nlaws for cities.\n\nAfter some study and review of the three bills for Detroit,\n\nfor Chicago, and\nbill\n\nfor Indianapolis, one\n\nis\n\ncompelled to believe that the\n\nfor Indianapolis is the best, and the outcome, so far, is a verification\n\nof that belief.\n\nThe whole matter is an evidence of great activity thruout the country\nin the determination of the people to place the control and government\n\nof schools as far as possible beyond the reach of the baneful practices of\n\nEarnest men, enthusiastic to\n\nthe municipal governments of America.\n\nright a wrong, usually go too far and ask too much.\n\npresented\n\nOne feature usually\n\n— absolute government by one man — must be a mistake when\n\ncarried to its ultimate extent.\n\nIt is unlikely that any\n\none man is compe-\n\ntent to direct, control, and be the complete manager of a city school system.\n\nHowever great his ability, accurate his judgment, quick his apprehension,\nlong his experience, and extensive his general scholarship, he is still one,\n\nand only one\n\n;\n\nthe wisdom of the one needs to be supplemented by the\n\ncounsel of others.\n\nOn the other hand, it must be conceded that a material difference lies\nbetween the practical administration of the affairs of a public and of a\nprivate corporation.\n\nIn the case of the\n\nconsiderations, the\n\nrnanipulation of vast\n\neffective and\n\nprompt action\n\ngreat labor strikes\n\nlatter,\n\noften\n\nimmense financial\n\nmachinery, the\n\nnecessity of\n\n— sometimes approaching the heroic,\n\nas in\n\n— demand eminent organizing and executive power;\n\nwhile the accountability of the superintendent, as well as his responsibility,\n\nis\n\nalways to a small, intelligent, and interested directory; one\n\nconstituted only for the single object of financial gain, totally free from\npolitical\n\nor social issues.\n\nnot tolerated.\n\nInterference\n\nby individual stockholders\n.\n\nis\n\nThe efficiency of the administration depends upon the\n\nsuperintendent himself, under such limitations as his board prescribes.\n\nPrompt action is always, not only possible, but obligatory.\n\nHis forces are\n\n"}
{"page": 233, "printed_page": null, "text": "TRAIL OF THE CITY SUPERINTENDENT\n\nSuperintendence]\n\nall\n\n22 1\n\nconcentrated upon the matter in hand ; episodes, side issues, the press,\n\nthe public, and the owners are impotent to dissipate his powers or hamper\nhis plans.\n\nBut the school superintendent who, with competent counsel added to\nhis own expert ability, constructs a course of study, condemns the work\n\nengagement of inferior talent, frowns\nupon the purchase of unnecessary apparatus, or, what is even more threatening, recommends the substitution of a better text-book for a poor one,\nunderstands full well that, however unanimous may be the support of his\nboard, many taxpayers, as well as mercantile and commercial interests,\nare sure to take a hand either to forward or prevent the execution of\nof a poor teacher, objects to the\n\nwhatever plans he may devise. The inevitable letter to the press, over the\nanonymous signature of \"Taxpayer,\" is a reminder that the people propose to allow their representatives on the school board to act their will\nonly when it coincides with that of the individual opinion\n\n— a condition,\n\nof course, over which the superintendent of private corporations has never\nto worry.\n\nAnd so one has a right to assume that, in addition to the power and\nskill\n\nthe superintendent of\n\nof\n\ngreat industries, the superintendent of\n\nschools needs another qualification\n\n— that of mollifying and educating a\n\ngreat and not always prudent or well-informed constituency.\n\nThe title of the office, \" superintendent of schools,\" is no misnomer,\nbut it is submitted that the term \"assistant superintendent of schools\"\n\nand is an unforbetter name,\n\"inspector.\"\nAn assistant superintendent of schools is not needed in\nany administration\none superintendent is enough, and all that can\nperform the proper duties of the place. The office needs assistants\nwho inspect in fact, that is what assistant superintendents now do, or\nought to do.\nI know there is not much in a name, but I would establish a superintendent with a corps of inspectors whose reports would be the basis for\nchanges, appointments, and conduct of the entire system\nmen appointed\nfor expert ability along different lines, who would do their work along\nthat line, whose office would be in dignity second to none, and whose\ncounsel would be the controlling counsel, while the superintendent would\ndo the directing and executing.\nThe trail of the city superintendent of schools has been narrow and\ndoes not sufficiently indicate the duties of that\n\ntunate\n\ndesignation.\n\nOur Canadian\n\noffice,\n\nhave a\n\nneighbors\n\n;\n\n;\n\n—\n\ncrooked.\n\nToday it is wide, and\n\nrecruits need\n\nhave\n\nlittle\n\nis\n\nto\n\nbe\n\nstraight, so\n\nfairly\n\nthat the\n\ndoubt by day or by night as to where the\n\ntrail\n\nlies.\n\nThe throng on the trail will stay there, and wild-eyed reformers with\ntheir, to them original, discoveries, altho resurrected\n\nwill fail\n\nto\n\ndecoy the prudent superintendent.\n\nfrom the last century,\n\nSticking to what one\n\n"}
{"page": 234, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n222\n\n[Chicago\n\nknows, avoiding experiment and the chasing of brightly colored willo'wisps, will\n\nmake those who stick to the trail carry themselves well\nmonument shall be erected in sight of all who pass\n\nto the end, and the\nthereafter.\n\nTHE SUPERINTENDENT IN SMALL CITIES\nCHARLES E. GORTON, SUPERINTENDENT OF CITY SCHOOLS, YONKERS, N. Y.\nThis topic has been discussed frequently in the meetings of the\ndepartment and in other educational gatherings. It has been the subject\n\nmany articles in magazines and educational reviews. So much has\nbeen said and written on it that I dare not hope to present anything\nof\n\noriginal in this paper.\n\nPerhaps, however, the importance of the subject\n\nmay pardon the reiteratian\n\nof\n\npermanently valuable principles, and a\n\nreview of the requirements, powers, and duties of an office whose dignity\n\nand responsibility are growing daily.\n\nThe superintendent of schools was practically unknown fifty years ago,\nand\n\nyears ago was\n\nsixty\n\nnon-existent.\n\nHis\n\noffice\n\nhas been logically\n\nevolved with the quite original system of American public-school education.\n\nNow almost every city and a large proportion of the villages have\n\nsuch an\n\nThe earlier superintendents were often chosen without\n\nofficer.\n\nreference to educational qualification or fitness, being selected for personal\n\nor political\n\nreasons,\n\nand being agents or executive\n\nrespective boards or committees.\n\nofficers\n\nefficient officers succeeded at the expense of the pupils who\n\njects\n\nof\n\nexperiment.\n\nThe term\n\nof\n\ntheir\n\nMany of those who eventually became\nof\n\noffice\n\nformed sub-\n\nwas usually short, and the\n\nrecords of many cities show a list of early superintendents of schools who\n\nheld office one or two years each.\n\nThe mode of election has become settled, so that a superintendent is\nnow chosen by a board of education and very rarely by general election.\nThe term of office has been lengthened. Many of the city and village\nsuperintendents now. in office have occupied their positions a long term\nof years.\n\nThe duties of the office were very indefinite, but have become\n\nfairly established by practice,\n\ntion.\n\nIt appears,\n\nand fixed by formulated rules or by legisla-\n\nfurthermore, that most of the present incumbents were\n\nprofessional teachers of large experience before they were elected to the\n\nhigher position.\n\nThis certainly indicates a movement in the right direction, for a superintendent of schools ought to be a teacher primarily, and to have had the\nexperience and knowledge which can only come from actual work in the\nclass-room.\n\nI\n\ndo not know that the statutes of any state prescribe the\n\nqualifications which a superintendent of schools must possess.\n\nBut such\n\n"}
{"page": 235, "printed_page": null, "text": "SUPERINTENDENT IN SMALL CITIES\n\nSuperintendence]\n\nlegislation has been\n\n223\n\nproposed and not unlikely will prevail eventually in\n\nmany states.\nIf the state demands a\n\ncan\n\nit\n\nminimum of qualifications for its teachers, how\n\nask less of those who rank above the teachers, directing and super-\n\nThe superintendent of any system of schools ought\nmany branches of\nHe will have special teachers teaching and supervising, who\n\nvising their efforts ?\n\nto be broadly educated and to know something of the\n\ninstruction.\n\nknow the details of their topics better than it is possible for him to\nknow them but he should have such a comprehensive view of the whole\nfield that he may give valuable suggestions even to them.\nHe should know psychology, which in recent years has played an\n\nwill\n\n;\n\nimportant part with\n\nall\n\nstudents of education, and should be conversant\n\nwith the various methods of instruction in\n\nall\n\nsubjects.\n\nHe should be\n\nconversant, not only with the history of education, but with general his-\n\nOnly the students of history can appreciate\n\ntory as well.\nlated\n\nwhat\n\nthe\n\naccumu-\n\nwhich have become the heritage of the race, and thru\nstruggles the evolution and freedom of mankind have been\nriches\n\naccomplished.\n\nThe history of education\n\nenables us to understand the intellectual\n\ngrowth of ages, and how, often spasmodically, but nevertheless \"with a\ncertain degree of continuity, the youth has been fitted for an ever-widen-\n\nHe who knows the condicomprehends the results attained by the\n\ning field of intellectual and physical activity.\ntions under which they wrought\n\ngreat teachers and educational reformers, who from the time of Socrates\n\nhave contributed to the uplifting of humanity, and can properly estimate\nthe bearing of their work on the subsequent ages, and that ultimate product which we call our present civilization.\n\nHe\n\nshould\n\nknow\n\nthe\n\nhistory\n\nof school\n\norganization,\n\nhow\n\nit\n\nhas\n\ndeveloped to its present form, and the changes which are still proceeding.\n\nHe should have an insight into school administration as relating to the\nrelation of the board of education to the teachers, of the teachers to the\npupils,\n\nand of the whole system to the community.\n\nA knowledge of the\n\nprinciples of school law is a necessary part of his equipment.\n\nAll this\n\nmeans that a broad, general education is not enough, and\n\nthat the superintendent ought to have special preparation for his work.\n\nAll of us want the occupation of the teacher classed with the learned\nprofessions, and recognized as\n\none of them in dignity and respect.\n\nAll\n\nthe other professions demand elaborate special preparation for whoever\nis\n\nto become a member of their ranks.\n\nThe state\n\nof\n\nNew York prescribes a minimum of requirements for\n\nstudents of law or medicine, and subsequently four years of special train-\n\ning before entering practice.\n\nIt seems to\n\nme that no less should be asked\nthat his theoretical education\n\nof the chief officer of a school system\n\n;\n\nshould be obtained prior to his taking\n\noffice,\n\nand not\n\nas the\n\nresult of\n\n"}
{"page": 236, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n22 4\n\nyears of experiment with teachers and pupils.\n\ncheap\n\nfor him, but\n\nit\n\nis\n\n[Chicago\n\nThe latter course may be\nmany innocent\n\nsadly expensive and unjust to\n\npeople.\nI\n\nbelieve we shall have the highest quality of supervision\n\nand school\n\nadministration only when the superintendent shall have been educated as\na professional expert\n\nand\n\nis\n\nrecognized as such.\n\nIn the largest\n\nthe duties of administration, organization, and supervision\n\ncities\n\nhave been\n\ndifferentiated so far that all the attainments necessary for a smaller town\n\nneed not be united in one person.\nthe highest type of service.\n\nThis specialization undoubtedly gives\n\nBut, as has been pointed out by Superin-\n\ntendent Gove in the Educational Review, the number of large cities with\nelaborate, classified organization is small compared with those where all\n\ndepartments of the educational system are united under the control of one\n\nman, whose duties are necessarily exceedingly diverse.\nA somewhat exhaustive inquiry from the cities of many states, made a\nfew years ago, seems to prove conclusively that boards of education are\ncomposed, as a rule, of the best men in their respective communities,\ndevoted to the interests of the schools under their control, and free from\nmercenary motives. If this be accepted as a statement of fact, the conclusion readily follows that a fit and worthy superintendent, elected at\nthe pleasure of the board, will hold his office for a long term.\nI do not care to discuss the question of tenure of office here much\nbeyond expressing the purely personal opinion that the superintendent\n\nshould be elected to serve during the pleasure of the board.\nconvinced that teachers who have served a term of\n\nI\n\nam\n\nand whose\nservices have been approved, should hold office for life, or until removed\nThey ought not to be subject to the\nfor physical or mental disability.\nworry and distress incident to a periodical election. But the superintendent is the executive officer of the board, and if the board shall be\ndissatisfied with his administration,\n\nit\n\ntrial,\n\nappears reasonable that it shall be\n\nwithin its power to effect an immediate change.\n\nThis view of continuous\n\nemployment in one case and not in the other is entirely consistent with\nthe most advanced ideas and practice of civil service in the nation, state,\nor -city.\nIt\n\nis\n\nsomewhat' difficult to define exactly the powers and duties of the\n\ncity.\nMany questions will come to him for\nmany things must be done outside of what anybody would\nconceive to be stated obligations. In many places he will be called upon\n\nsuperintendent in a small\ndecision, and\n\nto perform duties that should not be incumbent on him and which might\n\nbe done better by somebody else.\n\nHe should not be expected to serve\n\nbookkeeper of the board, nor serve as a distributing\nagent for books and supplies. His work should take a higher range than\nas the secretary or\n\nthat of clerk or accountant for a small corporation.\n\nHe should not be\n\nthe financial agent of the board, because he would bear a responsibility\n\n"}
{"page": 237, "printed_page": null, "text": "SUPERINTENDENT IN SMALL CITIES\n\nSuperintendence]\n\n225\n\nthat should be borne by the board itself, whose judgment on questions of\n\nfinance is as a rule better than his own.\n\nThe public schools receive more popular criticism on the score of\nexpense than for\n\nall\n\nother reasons.\n\nMany people think of the schools\n\nonly as the cause of endless taxation, and attack the school appropriations\nfirst,\n\ntho there\n\nmay be boundless waste in other departments.\n\nWhether\n\ntheir criticisms be right or wrong, let the board, and not the superintend-\n\nHe should not be required to examine and license\n\nent, bear this burden.\n\nteachers, for reasons which I shall presently endeavor to state.\n\nIn the ultimate analysis there remains only one object for which the\nschools\n\nexist ;\n\nBuildings,\n\nthat\n\nis\n\nthe\n\nEverything\n\npupil.\n\nelse\n\nhas\n\nequipment, boards of education, teachers, are\n\ndisappeared.\nall\n\nmeans\n\ndirected to raising the pupil to his proper position as a factor of our\n\ncomplex civilization. The teacher is not only the most important of\nGarfield's oft- quoted\nthese means, but easily outweighs all the rest.\naphorism in which he defined the American university gives homely\nexpression to the comparative value of instruction, and the subordination\nof everything else to the teacher's influence.\n\nequipment, refined courses of study, are\n\nall\n\nFine buildings, elaborate\nsubsidiary to the teacher.\n\nThen what discriminating care should be exercised in determining who\nthe teacher shall be\n\nment,\n\nfidelity,\n\nsuperintendent.\n\n!\n\nWho shall decide ?\n\nand independence\n\nto\n\nWho should possess the judg-\n\ndischarge this high trust ?\n\nThe\n\nHe should either have the absolute power of appoint-\n\nment of teachers or should nominate them subject to confirmation by the\nIn any event the board should not have the power to appoint\n\nboard.\n\nIf he has been selected for his professional attainments and experience, he knows the quality and kind of people he wants,\n\nwithout his approval.\n\nand should be the judge of their special fitness.\nA board composed of men engaged in other professions or general\nbusiness has not the slightest competency to select teachers, and ought\nnot to claim such a prerogative, but should delegate the matter wholly to\nthe superintendent.-\n\nIt is not consistent with any\n\ntheory of exalted\n\ncivil\n\nservice to combine the examining and appointing power in the same individual.\n\nThis is clearly recognized, and a separation has been marked in\n\nthe appointment of civil-service examining boards removed as far as possible\n\nfrom all exterior influences and having no power except to pass on\n\nqualifications.\n\nA few of the larger cities have special examining boards\n\nthat perhaps meet the case.\n\nIn most places it would be better if exami-\n\nnations for teachers' certificates were held only by a department of education, and\n\nnormal-school diplomas and state licenses only were accepted.\n\nThis should be a\n\nminimum which any locality might supplement by\nI take this opportunity to say that it seems to me\n\nspecial examinations.\n\nunfortunate that the certificates and normal-school diplomas of one state\nare not valid in another state.\n\nThe state license of Pennsylvania may be\n\n"}
{"page": 238, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 26\n\nworthless in New York or Ohio, and vice versa.\n\n[Chicago\n\nThe states do not thus\n\ndiscriminate against each other in the other learned professions.\n\nAn attorney-at-law practicing in Ohio moves to New York, and is\nadmitted to practice in the courts of the\nmatter of course.\n\nlatter\n\nstate\n\non motion, as\n\na\n\nThe same rule generally prevails in both law and\n\nmedicine.\n\nWhy should not the same professional courtesy prevail with\n\nteachers ?\n\nTheir studies have often been as arduous and protracted as\n\nthose of the lawyer and the doctor, and they usually continue to be quite\nas diligent students thru life.\n\nBy common consent the superintendent prepares the course of study,\nand too often, I fear, he tries to make it original and to incorporate in it\nsome of his own personality. Or he pursues the plan of modern authors\nin Irving's Art of Book- Making, selecting a little here and a little there\nfrom various courses of study, and has a whole as incongruous as Horace\nThe courses of study of different cities show\npictures in Ars Poetica.\namusing variety and frequently contradictions. Here again, I believe,\nthe state authority might properly be exercised and a uniform course of\nstudy prepared, subject to such additions as localities might demand.\nI\nbelieve that many of the courses of study in cities are too detailed and\ninsist too strenuously on special methods and on what a class must\naccomplish in a given time.\n\nAny teacher works better when allowed\n\nreasonable freedom, and secures better results by a method with which he\nis\n\nin full accord\n\nToo much\n\nand which he is carrying out somewhat in his own way.\n\ninsistence in a course of study sacrifices the spirit to the\n\nletter.\n\nThe choice of text-books should be wholly with the superintendent\nA great number of schoolbooks on almost every sub-\n\nand his teachers.\n\nMany of them are excellent,\nand many of them have no excuse for being except that the publishing\nhouse feels that it must come into the market with something novel to\ncompete with some other house. But the number of good books is so\nlarge that the difficulty is to determine the best.\nThere is perhaps no\nother subject with which boards of education are so likely to meddle as\nthis, and there is none in which their interference is more likely to be\nmischievous. Tho the board be free from mercenary motives, and not\ntoo severely pressed by our genial friends, the agents, it has not the\nslightest competency to determine the best schoolbooks.\nEven the\nject have been published in recent years.\n\nsuperintendent cannot wisely select the best books for his schools without\ncalling to his aid the teachers of special subjects,\n\nand especially the\n\nteachers of primary grades who probably comprehend the powers, limitations, and tastes of the little child much better than he is able to do.\n\nIn order of his highest duties, next to the selection of teachers, comes\nhis influence over them.\n\nthe training school.\n\nMany of them will be inexperienced, fresh from\n\nTheir knowledge\n\nis\n\ntheoretical.\n\nThey find in the\n\n"}
{"page": 239, "printed_page": null, "text": "SUPERINTENDENT IN SMALL CITIES\n\nSuperintendence]\n\n227\n\nclass-rooms problems of discipline and instruction of which they had never\n\ndreamed.\n\nMany of their preconceived ideas must be wholly readjusted\n\nwhen confronted by a class of forty or fifty children. They will need\nThe smaller the city, the greater\nhis help and instruction in many ways.\nand more direct this assistance may be. He may not only reach his\nprincipals, but his teachers, and know pretty accurately the strength and\nweakness of every one.\n\nIn meetings of principals he\n\nmay cover all\n\ngeneral administrative features, such as organization, supervision, grading,\n\nand promotions.\n\nIn meetings of the whole corps, principals and teachers\n\ntogether, he may give instruction\n\nand suggestions as to methods of disgeneral meetings must be of a\n\ncipline and teaching; but this work in\n\nbroad character, and cannot go into the details of different grades\nwithout incurring danger of becoming wearisome and irksome to\n\nmany\n\nof his auditors.\nI\n\nconceive that in a meeting where only teachers of a single grade\n\nare present his best\n\nwork\n\nis\n\ndone, and this meeting ought to take the\n\ncharacter of a conference, where the utmost freedom of discussion prevails.\n\nThe superintendent will\n\nthere bear the\n\nviews and suggestions from one another.\n\none who\nby comparison of\n\ncharacter of\n\nunites with all in the endeavor to arrive at the truth\n\nHe will seek to secure sub;\n\nstantial, not absolute, uniformity, by bringing out the best from each indi-\n\nvidual, and\n\nmolding all diverse opinions into a harmonious whole.\n\nIn\n\ncome to know his teachers intimately, will secure\ntheir confidence, and'<will impress himself upon them, not as a dictator,\nThey ought to learn from his intercourse\nbut as a counselor and guide.\nthese meetings he will\n\nis their sincere friend and working in full accord with\nthem for a common end. He may promote habits of study and research,\nand induce them to carry on a regular course of reading and investigation, either in the line of general scholarship or bearing on subjects and\nmethods for their particular work. In meetings, of whatever character,\nhe will make clear his ideals, views, and aspirations, and impart his own\nenthusiasm to his teachers. Any system of schools cannot rise much\nabove the level of the superintendent, and its progress may be fairly\nmeasured by his character, attainments, energy, and skill, and the zeal\nwith which his teachers co-operate with his efforts.\nHe will devote a large proportion of his time to active inspection and\nsupervision of classes.\nThere he will learn directly what strength and\nweakness each teacher possesses. His visits will relieve the monotony of\n\nwith them that he\n\nthe teacher's work, and, if he come in the proper spirit, he will always be\n\nwelcomed by teachers and pupils alike. His suggestions will almost\ninvariably be well received and helpful.\nHis criticisms ought not to be\nconstantly destructive. They should be constructive and creative as well.\nHe has no right to complain of a method of instruction or of anything\nelse in a class-room without having something better to offer.\nHe ought\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 28\n\n[Chicago\n\nnot simply to condemn and suggest, but frequently, very frequently, to\ncommend. His teachers care more for his praise than for that of everybody else, and his hearty approval of what he has seen and heard in the\nclass arouses all the cordiality and gratitude of a teacher to\n\nwhom such\n\nwords may seldom come except from him, and who is always liable to be\nunder the fire of adverse criticism from patrons of the school. Intellectual\neffort is dwarfed by the shadow of disfavor, and flourishes in the warm\nsunshine of genial approval.\n\nI\n\nventure to hope that the superintendent\n\nin a small city will know what is going on in the classes from observation\n\nrather than from reports; that he will, therefore, have\n\nburden\n\nhis\n\nno occasion\n\nto\n\nteachers with a marking system, or to occupy their time\n\nmaking out reports when they ought to be teaching or resting, and that\nhe will know the progress of his classes from personal inspection rather\nthan by the results of stated examinations.\n\nHe will know many of the children more or less intimately, and may\nguide the career of many pupils of the high school who will come to him\nfor advice.\n\nHis suggestions may induce many girls and boys to con-\n\nwho would otherwise never\ndo so. In the same connection he may influence the conduct of parents,\nand lead them to make exertions to give their children the benefits of\nhigher education. The smaller the place, the more intimate may be his\nrelations to parents and children, and the more powerful the direct influHe must necessarily be the arbiter of misences which he may exert.\nControversies between principals and\nunderstandings and disputes.\nteachers, teachers and children, the school and the home, will all come\nThey will often demand all his diplomatic skill,\nto him for settlement.\ntinue study and to pursue a college course\n\nis not called in until all the premises have been laid,\nand a very pretty quarrel prepared before he hears anything about it, and\ntherefore he must correct the mistakes of others before he can restore\npeace and harmonious relations. He can never go far wrong in these\ncases if he bases his final decisions on his ideas of absolute justice. There\nis no reversal of a judgment rendered because it is right, and which makes\nno concession to a temporizing policy.\nIn a small system of schools the superintendent must of necessity be,\nHe must know intimately all the questo some extent, a man of affairs.\ntions coming before the committee, or board of education, and be prepared to advise concerning them. The theory that he should engage\nonly in duties pertaining to the selection of teachers, instruction, and\nsupervision of schools is very fine as an academic proposition, but it fails\nHowever well-meaning the board may be, it is composed\nin practice.\nof men whose thoughts are given to other subjects, and who occasionally\n\npartly because he\n\nturn from their regular vocations to discharge their duties as trustees.\nis\n\nIt\n\nimpossible, under the circumstances, for them to carry the school work\n\ncontinuously,\n\nwithout\n\nguidance in almost every particular, and the\n\n"}
{"page": 241, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nsuperintendent\n\n229\n\nthe only man in a position and with the knowledge to\n\nis\n\ndirect their councils.\n\nOne of his most weighty duties in connection with the board will be\nnew buildings or the repair of old\nThe great advance in schoolhouse architecture and construction\nones.\nproperly to direct the construction of\nin recent years has been\n\nThe local\n\narchitect\n\ndue largely to the efforts of the superintendent.\nknows nothing of the special features of\n\nusually\n\nschoolhouse construction.\n\nThe questions of floor space, air supply, venti-\n\nlation, lighting, seating, are either not known at all, or are illy understood\n\nby him. Hygienic questions of schoolhouse architecture are vital, and\nIt is precisely the same with\nthe superintendent ought to know them.\n\nmany other subjects.\n\nThe board is willing and anxious to do these things\n\nright when they are plainly indicated.\nof the\n\nIt\n\nshould be cordially confident\n\ncompetency of the superintendent, if it\n\nis\n\nto rely on his advice\n\nand sustain his leadership.\nIf\n\nthe superintendent is not known outside of the schoolhouse, much\n\nof the influence he should exert in the community is lost.\n\nHe ought to\n\nbe a leader, or at least one of the leaders, of thought in his community\n\nand a maker of public opinion. His character and attainments should\nHis integrity should\ndignify his office and justify confidence in himself.\nbe unquestionable.\n\nJudicious in his relations with others, he should be\n\nand religious influence in all\ndemanding his decision. His career should entitle him to the\nrespect of all men, and every movement directed toward better conditions\nfearlessly independent of political, social,\n\nthings\n\nfor mankind, whether physical, moral, or\nsympathy and receive his ardent support.\n\nintellectual, should enlist his\n\nHumani nihil a me alienum puto.\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\nPROFESSOR W.\n\nO.\n\nATWATER, WESLEVAN UNIVERSITY, MIDDLETOWN, CONN.\n\nIn discussing the topic assigned\nit\n\nme on your program, I understand\n\nto be your wish that I consider especially what should be taught in our\n\nschools about alcohol in its physiological relations.\n\nAllow me a word at\n\nthe outset regarding the more general scope of instruction in physiology.\n\nIn planning a course of study in this as in any other subject careful consideration must be given to the\n\nseveral parts in order that the whole\n\nmay be well considered and well balanced.\nOne thing I wish to urge is that we should tell our pupils more\nabout the economy of food and nutrition, and since physiology already\ntakes all the space there is for it in the curriculum, I would suggest that\n\n"}
{"page": 242, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n230\n\n[Chicago\n\nsome things now found in a good many of the text-books be omitted to\nmake room for what might be taught :about the demands of our bodies\nfor nourishment, and how to supply them to the best advantage of health\nand purse. This would make a more substantial foundation for the\nspecial instruction about alcohol in itself.\nTo make room for this in the\nalready crowded curriculum I would suggest that some minor and more\ntechnical parts now taught might be omitted.\n\nIn illustration of what might be taught about the laws of nutrition\nlet\n\nme call your attention to the leaflets which you will find on the seats\n\nyou are occupying. These have been furnished by the United States\nDepartment of Agriculture, thru the kindness of Hon. James Wilson,\nsecretary of agriculture, and Dr. A. C. True, director of the Office of\nExperiment Stations. They will give you a hint of the purpose, plans,\nand some of the actual results of a series of investigations which are\nbeing carried on in different parts of the United States under the\nauthority of Congress for the purpose of learning more about the\neconomy of food. Let me also call your attention to these specimens,\nwhich are duplicates of those in the food collection of the United States\nNational\n\nMuseum.\n\nThey\n\nillustrate\n\nthe\n\nchemical\n\ncomposition\n\nof the\n\nhuman body and of the foods which nourish it. From the leaflets you\nmay infer that already a large amount of information has been obtained\nregarding the chemical composition, digestibility, and nutritive values of\nour food materials, the ways in which they nourish the body, the dietary\nhabits of people of liifferent classes and regions, the more common errors\nin our food economy, and the ways in which we\n\nmay select, prepare, and\n\nuse our foods so as to make our diet less costly, more palatable, and more\nhealthful.\nThe museum specimens suggest one of the ways in which\nsome of these facts may be explained and thus made most useful. The\nleaflets and specimens indicate some of the many ways in which our\ngovernment, in response to a public demand, a demand which comes\nespecially from teachers, economists, and philanthropists, is gathering and\ndisseminating knowledge of those things which require the most exact\nresearch for their discovery, and which, clearly discerned and rightly\n\ntaught, take hold on life, form the most useful part of education, and can\n\nbecome sources of the truest inspiration.\nWhen we consider that \"half the struggle for life is a struggle for\nfood;\" that \"half or more than half the earnings of the wage-earner is\nspent for the nourishment of himself and family ;\" that not only a man's\n\npower to work, but also his health, are largely affected by his food that\nsome of our most skilled hygienists are telling us that a large part of the\ndisease which embitters life and hastens death is due to avoidable errors\nin diet; that more harm comes to the health of the community from\n;\n\nerroneous habits of eating than from the habitual use of alcoholic drink\nthat economists, philanthropists, and divines are urging\n\n;\n\nmore and more\n\n"}
{"page": 243, "printed_page": null, "text": "ALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nSuperintendence]\n\n—\n\nare we not justified in\nroom cannot be found for it in the school curri-\n\nearnestly the need of attention to such subjects\n\nasking if a little more\n\n231\n\nculum ?\n\nTHE PHYSIOLOGICAL ACTION OF ALCOHOL\nI\n\nnow come to the main division of my subject\n\n— the physiological\n\naction of alcohol, and what is and should be taught regarding it.\n\nThe laws of nearly all our states, I believe, require that the curricula\nof our public schools shall include physiology, with special reference to\n\nSuch legislation would be impossible\nWhether or not this legislation\nit.\nhas assumed the most rational form, or whether the people at large\nunderstand exactly its purpose and to what degree the hopes of its prothe action of alcoholic beverages.\n\nwithout a public sentiment back of\n\nmoters are being\n\nfulfilled,\n\ndesire to urge are\n\ntwo\n\nit\n\nis\n\nFirst,\n\n:\n\nnot\nit\n\nis\n\nmy desire to discuss.\n\nteachers is to obey it as long as it stays on the statute books\nis\n\nThe facts I\n\nthe law, and, as such, our duty as\n;\n\nsecond, there\n\na wide difference between the teaching of this subject in many schools\n\nand in many text-books on the one hand, and the teaching in the colleges, universities, and medical schools, and by the leading physiologists\n\nof the world, on the other.\n\nIt is this\n\nask especially to consider.\n\nIf\n\nmost unfortunate disparity which I\n\nthe on€ body of doctrine is correct, and the\n\nother to a greater or less extent incorrect, as\n\npersonally believe it is,\n\nI\n\nyou, as teachers, as school superintendents, as the leaders in our education, are interested to know it.\n\nHere, as\n\nI\n\nunderstand\n\nwhich your secretary has given to\nPhysiology and Superintendence.\"\nfor\n\nthe\n\nIf\n\ntitle\n\nit, is\n\nthe reason\n\nmy subject, \"Alcohol\n\nthe alcohol physiology now being taught in our public schools as a\n\nbranch of science is scientifically correct, then it cannot be pedagogically\nor ethically wrong, and there is little reason for my discussing the subject\n\ntoday.\nscientific\n\nBut if it does not tally with the most reliable conclusions from\nobservation and experiment; if what is taught as truth is half-\n\ntruth or partial untruth ;\nif\n\nif\n\ndoubtful theories are set forth as settled facts;\n\na rule of conduct is based upon an unsound theory ;\n\nif\n\nthe attempt\n\nis\n\nmade to improve the morals of the men of the future by a wrong teaching\nof the boys of today\n\n— that educational policy\n\nis\n\npedagogically and ethi-\n\ncally wrong and ought to be altered.\n\nOPINIONS OF LEADING AUTHORITIES\n\nThe physiological action of alcohol is very complex, and the views of\nphysiologists\n\ndivergent.\n\n'\n\ngenerally\n\nregarding\n\nthe\n\ndifferent\n\ndetails\n\nare\n\nnaturally\n\nLet us take, for instance, the much discussed question as to\n\nwhether alcohol\n\nis\n\nfood or poison.\n\nFirst of all we must have a clear understanding of what we are talking\n\nabout.\n\nA given substance taken into the body may act in a variety of\n\nways.\n\nMeat, beefsteak for instance, which\n\nis\n\nuniversally called a food.\n\n"}
{"page": 244, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 32\n\n[Chicago\n\nbody with material to build up its tissues, repair its wastes,\nand furnish it with energy in the form of heat to keep it warm, and\nmuscular power for work. It also has an action upon the nervous system\nwhich is not yet fully explained, but may perhaps be called stimulative.\nTaken in excess it may be injurious its action is then pathological.\nBeing thus injurious, it might under these circumstances be called poisonous.\nArsenic is sometimes taken as a medicine, and as such is\nbelieved to be useful, tho we do not know exactly how or why it is so.\nBut arsenic has no value whatever as nutriment, and therefore cannot be\nIn more than minute doses it is deleterious\ncalled in any sense a food.\nThere are certain vegetable products which,\nIt is a true poison.\nor fatal.\nfed to animals, supply nourishment, but at the same time are injurious,\nso that they cannot be used for food. Chemists have analyzed some such\nsubstances, and found ingredients which are nutritious and others which\nThat is to say, some substances are clearly foods, some are\nare injurious.\nHow, then, shall we class alcohol ?\nclearly poisons, some act in both ways.\nWhat I shall attempt to show you is that the results of the most valuable\nscientific research and the opinions of the leading physiologists of the\nsupplies the\n\n;\n\nworld unite in saying that\n\nit\n\nmay be either food or poison, or both,\n\naccording to circumstances.\n\nAlcohol\n\nis\n\nnot like the meat or the seed, a complex material\n\nup of different ingredients.\ntheless\n\nit\n\nIt is a simple chemical\n\nsubstance.\n\nmade\nNever-\n\nA chemist can analyze the seed\n\nhas very different actions.\n\nand separate the parts which are nutritious from those which are poiBut he cannot do this with alcohol. When the physiologist\nsonous.\nexperiments upon its action he has to take it as a whole. This complicates the experimenting and makes the interpretation of the results\ndifficult.\n\nWhen we come to consider the dietetic use of alcohol, however, we\nmust take into account, not only its direct value for nutriment, but also\nits indirect action, as, for instance, its effect upon digestion.\nSo likewise,\nwhen we consider its pathological effect, we must take into account its\nIndeed, if we are going to study\nindirect action upon the nervous system.\nthe subject at all.thoroly, we must recognize many subdivisions.\nSince\nwe cannot go into the details here, let me briefly summarize what appear\nto be the views of leading physiologists of the world.\n\nWhat do the authorities say in answer to the question\n\n:\n\nIs alcohol\n\nOf course, the answer depends first of all upon the definition of\n\"food.\" But people may properly differ as to the definition, and it is\nfood ?\n\nmay be left to the dictionaries.\nWhat do the specialists say as to its\n\nnot worth while to quibble about what\n\nLet us then go back of this and ask\n\n:\n\nnutritive effect ?\nIf we study the views\n\nheld by the physiologists and pharmacologists\n\nin this country and in Europe who are regarded by their fellow-specialists\n\n"}
{"page": 245, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIO LOG Y AND SUPERINTENDENCE\n\n233\n\nmay perhaps divide them in\nAt one extreme would be a small group who take grounds,\nmore or less strongly, against any dietetic use or value of alcohol but\neven this group would generally admit, I think, the absence of proof that\nThere is a second\nalcohol does not supply the body with nutriment.\ngroup who are inclined to favor the moderate dietetic use of alcohol, tending to class it with non-proteid food materials, like sugar, starch, and fat,\nas best qualified to speak with authority, we\n\nthree groups.\n\n;\n\nbut still maintaining that its classification as a food\n\nnot clearly estab-\n\nis\n\nAnd where they are inclined to question its value for directly\nsupplying the body with nourishment, they maintain that it may be valulished.\n\nable as an aid to digestion and otherwise, and find in this another reason\nfor using it as part of the diet.\n\nA third group, whether they advocate or\n\noppose its use, regard the evidence as sufficient to pronounce alcohol, in\nmoderate quantities, a food in the sense that it may serve for nutriment,\nand many urge that there are circumstances in which its nutritive value is\n\nWhether alcohol is or is not a poison is likewise a quesHere again wise men may disagree but back of this\nThat alcohol may be\nIs it injurious ?\nlies the important question\ninjurious, that in large enough doses it is unquestionably a poison, and\n\nvery important.\n\ntion of definition.\n\n;\n\n:\n\nthat in smaller quantities, taken habitually, it\n\nthere is no shadow of doubt.\nauthorities.\n\nmay be extremely harmful,\n\nOn this point there is no disagreement of\n\nBut whether, or under what circumstances, it\n\nis\n\nwhen taken in moderate quantities is a very different matter\n\n;\n\ninjurious\n\nand here\n\nopinions disagree.\n\nThe opinion of Professor Fick, that alcohol in small amounts should\nbe called poison, has been often quoted, and is, I believe, made the principal basis of the statement in many of our school text-books that alcohol\n\nBut Professor\ncalled a poison by the highest scientific authorities.\nFick defines \" poison \" in a way which, be it right or wrong, gives to\n\nis\n\nthe word a\n\nmeaning quite different from\n\nthat in\n\nwhich\n\nit\n\nis\n\npopularly\n\nHe is one of the group of physiologists who practically deny any\nfood value to alcohol. So far as I am aware, however, their number is\nused.\n\nsmall.\nI have looked into many of the standard treatises upon the subject,\nand have conversed with many eminent physiologists, pharmacologists,\nand chemists about it. In so doing I have constantly seen and heard\n\nalcohol referred to in small quantities as food and in very large quantities\nas poison.\n\nBut\n\nI\n\nhave rarely seen or heard alcohol\n\nin small quantities\n\ncalled a poison, in the ordinary sense of the word, by any specialist who\nis\n\ngenerally regarded as an authority.\n\nrecall a single instance, but I\n\nno such instances, because there are things which one might\nmay be many which I have not happened\nI have no doubt but that, if I had been looking especially for\n\nthere are\n\nforget, and, furthermore, there\nto see.\n\nIndeed, as I write this, I do not\n\nshould not feel warranted in saying that\n\n"}
{"page": 246, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n234\n\n[Chicago\n\nevidence on this side of the question, I might have found a good deal\n\nmore than what I have just said implies.\nIf, then, we leave out of account the question of scientific definition\nof the terms \"food\" and \"poison,\" and take the words in the meanings\nin which they are commonly used, I think we may properly say that\nOnly, if we speak of it as food, we\nalcohol is both food and poison.\nmust be careful to bear in mind that it is not and cannot be a food in\nFood performs two\nthe same sense in which bread and meat are foods.\ngreat functions.\nOne is to build body tissue and keep it in repair the\nother is to yield energy in the form of heat to keep the body warm and\n;\n\nmuscular, or other energy for its work.\n\nTo bring this out more clearly, let me remind you that our foods conOne of these\n\ntain different classes of nutritive materials or nutrients.\n\nclasses includes the nitrogenous substances, protein compounds or proteids, as chemists call them.\n\nThe myosin which is the basis of lean meat*\n\nthe albumen or white of tgg, the casein which makes the curd of milk,\n\nThey\nThey are the true\n\nthe gluten of wheat, a,re familiar examples of proteid compounds.\nare transformed into blood, muscle, bone, and brain.\ntissue- formers\n\nof the body, the materials which serve for building the\n\nThey also serve the body for\nThe fats, like fat of meat, the\nbutter fat of milk, and the oil of cotton or of olive, make a second, and\nbodily machine and keeping\n\nit\n\nin repair.\n\nfuel, but their use in this respect is limited.\n\nthe carbohydrates, which include the starches and the sugars, a third class\n\nThe fats and carbohydrates lack the chemical element nitrogen which is characteristic of the protein compounds, but they\ncontain large proportions of carbon and are sometimes called the carbonaceous nutrients. By their oxidation, i. e., burning, in the body they\nof nutrients of food.\n\nyield its principal supply of energy.\n\nBread, meat, milk, and the like contain both the nitrogenous and the\n\ncarbonaceous materials.\n\nMeat lacks the carbohydrates\n\n;\n\nto make a well-\n\nrounded\n\ndiet we use bread, potatoes, and other vegetable materials with\n\nthe meat.\n\nBread and milk may be called complete foods, as they contain\n\nall\n\nthree of these classes, and with them the other ingredients necessary\n\nSuch complete foods not only build the bodily machine\nand keep it in repair, but also supply it with fuel.While proteids serve for building tissue and have a limited value for\nThey are not complete\nfuel, we could not well live on proteids alone.\nFats, starches, and sugars are not complete foods.\nThey cannot\nfoods.\n\nfor nutrition.\n\nbuild tissue ; nevertheless, they\nthe reason that our bodies need\n\nmake the larger part of our food, for\nmore material for fuel than they do for\n\nbuilding and repair.\nit has no nitrogen.\nIt cannot be stored\nbody for future use, as is the case with fats, nor can it be transformed into fat and thus stored in the body, as is the case with the sugars\n\nAlcohol cannot build tissue\n\nin the\n\n;\n\n"}
{"page": 247, "printed_page": null, "text": "I\n\nSuperintendence]\n\nand starches.\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\nBut it is oxidized\n\nin the body and does yield energy.\n\nin\n\nfuel value with\n\nthese latter compare with\n\nthe\n\nIn\n\nhow it\nfats, sugars, and starches, or just how\n\nthis respect it is analogous to the fats, sugars, and starches.\n\ncompares\n\n235\n\nJust\n\none another in fuel value, are questions as yet\n\nunanswered.\n\nAlcohol is, then, at best a partial food.\n'\n\nlar\n\nTo call it food, in the popu-\n\nsense of the word, and without qualification, may produce a\n\nimpression.\n\nwrong\n\nFurthermore, its action upon the nerves and otherwise in\n\nthe body is such that only very small quantities can be taken without seri-\n\nous derangement.\n\nWhen taken habitually in excess, it is not only injuriAnd while its nutritive action\n\nous to health, but ruinous to character.\n\nmay be very important in some cases, especially with aged people or in\ncertain forms of disease, people generally do not take it for the sake of its\nnutritive value at all.\n\nTaking the word\n\n\" poison \" in the sense in\n\nwhich\n\nit\n\nis\n\ncommonly\n\nunderstood, namely, as applying to substances which are deadly in their\neffect,\n\nalcohol in small quantities cannot in\n\nmy judgment properly be\n\nmay be injurious in one case and not in another.\nJust where to draw the line between the quantity which may serve only as\nfood and that which acts as poison is impossible. The amount that can\nbe taken without injurious effect differs with different people. And even\ncalled a poison.\n\nIt\n\ntho there are conditions in which it is not injurious and is even useful, yet\nthere is the danger that it may lead to excess, a danger which, as teachers\nof youth, we\n\nmust not, we dare not, forget.\n\nThis\n\nfact,\n\ncoupled with the\n\ndemoralization that comes with its habitual and excessive use, constitutes,\nin\n\nmy judgment, the chief argument against its use.\n\nBut I have started to give you the opinions of leading physiologists,\nand have indiscreetly gone out of the way to give you my own, and that,\ntoo, when I am only a physiological chemist.\nLet us go back to the\nauthorities.\n\nAt the meeting of the International Physiological Congress, held in\nCambridge, England, in September, 1898, an effort was made to obtain\nan expression of opinion which might be taken as a consensus of leading\nphysiologists regarding this especial subject.\n\nThe occasion had brought\n\ntogether some of the best-known authorities from the different countries\n\nand Asia. The congress did not\nmany men, but it did include a number of great men.\n\nof Europe, America, and even Africa\n\ninclude a great\n\nThe following statement was drawn up by Professor Michael\n\nFoster, of\n\nthe University of Cambridge, who was the president of the congress, and\n\nwas printed and offered for signature\n\n:\n\nThe physiological effects of alcohol, taken in a diluted form, in small doses, as indicated by the popular phrase \" moderate use of alcohol,\" in spite of the continued study of\npast years, have not as yet been clearly and completely made out. Very much remains to\nbe done, but, thus far, the results of careful experiments show that alcohol, so taken, is\n\n"}
{"page": 248, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n236\n\n[Chicago\n\noxidized within the body, and so supplies energy like common articles of food, and that\nit\n\nis\n\nphysiologically incorrect to designate it as a poison, that\n\nonly do harm and never good to the body.\n\ngained can be appealed\n\nBriefly, none\n\nis,\n\na substance which can\n\nof the exact results hitherto\n\nto as contradicting, from a purely physiological point of view,\n\nthe conclusions which some persons have drawn from their daily common experience that\n\nalcohol so used may be beneficial to their health.\nI was present at the meeting and conversed with a number of the\ngentlemen present regarding the statement. Only a very few, so far as I\nheard, had any hesitation with regard to it.\nI learned of two or three\nwho were unwilling to sign it without slight change in the phraseology.\n\nI\n\nwas told of one who said he believed\n\nit,\n\nbut did not like to sign\n\nit,\n\nbecause it might be employed by liquor sellers as an encouragement to\ntheir trade.\n\nThere may have been a considerable number who disagreed\n\nwith the statement in one way or another, but if the number had been at\nthink I should have known it.\nCertain it is that a very connumber of the most celebrated men present expressed their\n\nall large, I\n\nsiderable\n\ndecided approval in personal conversation.\n\nI\n\nhave here a list of sixty-\n\ntwo men who expressed their approval by their signatures.\nwell-known investigators.\n\nNearly all are\n\nAmong them are professors, teachers, and\n\nheads of laboratories of a large number of the most noted universities and\nmedical schools of the world.\n\nThe list includes many of the most cele-\n\nbrated physiologists of our time.\n\nThe following, also by Professor Foster, is interesting, not only as a\nsummary of what is definitely known about the physiological\naction of alcohol, but also as showing how much space should, in the\njudgment of one of the most reputable of modern physiologists, be\nconcise\n\ndevoted to the subject in an elementary text-book.\n\nIt fills two of the\n\n247\n\npages of the Elementary Physiology of Foster and Shore.\nAlcoholic beverages.\n\nCjHgO.\n\n— Ordinary alcohol\n\nis\n\nan organic compound of the composition\n\n---...\n...\n\nIt occurs in the following proportions in the following\n\nBeer\n\nLight wines (claret, hock)\n\nStrong wines (sherry, port)\nSpirits\n\n-\n\n-\n\nabout\n\nbeverages\n\n:\n\n5 per cent.\n\nabout 10 to 15 per cent.\nabout\n\n20 per cent.\n\nabout 30 to 70 per cent.\n\nWhen alcohol is taken into the body, most of it is oxidized and gives rise to energy.\nThe amount of energy thus supplied, compared with that of the other parts of the food, is\ninsignificant, and the effect of alcohol depends, not on the energy which it supplies, but\non the influence it exerts on the changes going on in the several tissues. The value of\nthe various articles of diet does not depend by any means solely on their ability to supply\nenergy we have seen, for instance, that salts which supply no energy are nevertheless of\nuse in directing the changes going on in the body. In a somewhat similar way alcohol\nand other substances may influence and direct these changes. Whether that influence is\nbeneficial or no will depend upon many circumstances, and certainly upon the quantity\ntaken.\nWe have many illustrations that a substance taken into the body in a certain\nquantity will produce one effect, and in another quantity it may be quite an opposite\neffect.\nThere is no doubt that a certain quantity of alcohol is injurious and interferes\nwith all the functions, and ultimately brings about various diseases, but it does not follow\n;\n\nfrom this that in a smaller quantity it may not be harmless or even beneficial.\n\n"}
{"page": 249, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nAlcohol produces\n\nits\n\n2 3?\n\nmost marked effects on the vascular and nervous systems.\n\nIt\n\nleads to a dilatation of the small blood vessels of the skin, and so to a larger flow of blood\n\nbody\n\nto the surface of the\n\n;\n\nproduces a sensation of warmth, leads to an\n\nthis, while it\n\nincreased loss of heat by radiation and perspiration.\n\nIf the\n\namount of alcohol taken is\n\nexcessive, the loss of heat will lead to a definite fall of temperature.\n\nAlcohol is then of\n\nno service as a preventive against cold.\nAlcohol makes the heart beat more quickly and makes it do more work in a given\nIn some cases this may be beneficial, but generally it is a wasteful and useless\ntime.\nexpenditure of energy.\n\nAlcohol diminishes the power of doing prolonged muscular work,\n\nand large quantities lead to a great diminution in the force of muscular contractions.\nThe effect of alcohol on digestion is very complex. When taken with food it leads\nto a diminution in the rate and completeness of digestion, if it is present in any but very\n\nsmall quantities.\ngastric juice, it\n\nIf\nis\n\nsome proteid (white of egg or fibrin) is put\n\nfound\n\nthat, if a\n\nadded, the digestion will go on a trifle more rapidly, but\n\nexceeds this amount, a well-marked retardation\nsuch a small amount of alcohol\n\nis\n\nin\n\na flask with\n\nsome\n\nvery little alcohol (i part to 500 of the mixture) be\n\nis\n\nif\n\nproduced.\n\nthe alcohol\nIt\n\nadded much\n\ndoes not follow that\n\nuseful in ordinary digestion, because when it is taken\n\ninto the stomach we have to consider the influence it has on the secretion of gastric juice,\n\non the movements of\n\nthe stomach,\n\nand on absorption,\n\nA small quantity of alcohol\n\nappears, however, to encourage the secretion of gastric juice, but large quantities act\ninjuriously on all the processes of digestion.\n\nA small amount of alcohol may promote the action of the central nervous system,\nand often appears to quicken the rapidity of thought and to excite the imagination, but\nmore usually, and always when taken in any but small quantities, it diminishes the power\nIt also diminishes the power of receiving sensory\nimpressions, and, at the same time, blunts all the special senses.\nSince it reduces the\nsensibility to cold and fatigue, and allays mental pain and worry, it is often resorted to,\nand then with great danger.\nThe limit up to which any beneficial effects are produced by alcohol is soon reached,\nand beyond that it only does harm. This limit is not the same for all individuals a\nquantity good for one may be injurious for another, and a large number of people find\nthat strictly moderate quantities of alcoholic beverages do them no harm, while others\nfind that similar amounts impede them in their daily work.\nThe effect of alcoholic beverages does not depend solely on the ordinary alcohol in\nthem, for other substances which they contain often have powerful actions in the body.\nof connected thought and judgment.\n\n;\n\nThe habitual use of such beverages to excess greatly shortens life by inducing diseases of\nmany organs. In some cases of disease alcohol may be of great service, but in health it\ncannot be considered a necessity, and is far more potent for evil than for good.\n\nFrom the evidence at hand regarding the use of alcohol, the followeminent English hygienist, seems to me a\nand judicious statement of the facts, altho I should be inclined to\nlay a little more stress upon the principle that, in health at any rate, it is\nsuperfluous or worse, and to insist more strongly upon the importance, in\nthis country especially, of general abstinence from its use\ning, by Dr. E. A. Parkes, the\n\nfair\n\nThe facts now stated make it difficult to avoid the conclusion that the dietetic value\nmuch overrated. It does not appear to me possible at present to\ncondemn alcohol altogether as an article of diet in health or to prove that it is invariably\nof alcohol has been\n\n;\n\nsome have attempted to do. It produces effects which are often useful in\ndisease, and sometimes desirable in health\nbut in health it is certainly not a necessity,\nand many persons are much better without it. As now used by mankind, it is infinitely\nmore powerful for evil than for good and though it can hardly be imagined that its dietetic\n\nhurtful, as\n\n;\n\n;\n\n"}
{"page": 250, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2^8\n\nuse will cease in our time, yet a clearer view of\n\nits effects\n\n[Chicago\n\nmust surely lead to a lessening\n\nof the excessive use which now prevails.\n\nReference has lately been made in the public prints to some experiments at Wesleyan University which have had for their object the study\nof the nutritive action of alcohol.\n\nOne does not like to say a great deal\n\nabout his own work, and I should rather stop with the references to what\nother investigators have done and said but, in view of the misstatements\n;\n\nand misunderstandings which have received currency regarding these\ninquiries and the conclusions we have derived from them, it is perhaps\nfitting that I should refer to them now, as I have been especially requested\nto do.\n\nThe experiments in question have been undertaken on behalf of the\nCommittee of Fifty for the Investigation of the Liquor Problem. They\nare, however, carried out in connection with researches upon nutrition\nwhich are made under the auspices of the United States Department of\nAgriculture, and constitute part of the larger inquiry into the economy\nof food, of which I have already spoken.\nThe experiments are made by the use of the respiration calorimeter,\nby means of which it is possible to measure the income and outgo of the\nbody of a man, as expressed in terms of both matter and energy. The\napparatus includes a chamber about seven feet long, four feet wide, and\nsix and a half feet high, in which the man stays for a number of days\nand nights. It is furnished with folding-bed, table, and chair. For\nsome of the experiments\nthose in which muscular work is to be done\nthere is provided a stationary bicycle, on which the man may ride the\nArrangements are\nequivalent of a desired number of miles per day.\nprovided for ventilation by a current of carefully purified air. The tem-\n\n—\n\n—\n\nperature is kept constantly at a degree which is agreeable to the occupant.\n\nIn this chamber he reads, writes, works, eats, drinks, and sleeps. So far\nfrom being uncomfortable, each of the four gentlemen who have been\nsubjects of the experiments thus far has found himself very little discommoded in any way save for the monotony of confinement in so small a\nspace.\nThe period of each experiment generally varies from four to nine\nEven after this experidays, tho in one case it reached twelve days.\nence not one of the gentlemen has been in the least unwilling to repeat\ntrial.\nSo far from finding difficulty in securing subjects, we have\nnumerous volunteers, and are able to select men of special fitness for the\n\nthe\n\npurpose, as regards both bodily characteristics and, when desired, scientific\ntraining.\n\nThe general plan of the experiments consists in giving the man a diet\nadapted to the purposes of the experiment, and measuring, weighing, and\nanalyzing, not only the food and drink, but also the products, solid,\nliquid, and gaseous, given off\nrest, the\n\nfrom the body. This involves, with the\nmeasurement of the air the man breathes and its analysis, both\n\n"}
{"page": 251, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n239\n\nbefore it enters and after it leaves the chamber, in order to determine the\n\nproducts of respiration.\n\nNot only the chemical elements and compounds,\nThe body\n\nbut also the energy of the income and outgo, are measured.\nreceives energy in the food, in which\n\nenergy.\n\nlatent, or so-called potential\n\nis\n\nit\n\nA small part of the energy leaves the body in the unoxidized\n\nexcretions, in which\n\nit\n\nin the heat emitted\n\nfrom the body, and\n\nperformed.\n\nEspecial\n\nis still\n\nlatent, but the larger quantity is given off\n\nin\n\narrangements are\n\nenergy, and since that given\n\noff\n\nthe external muscular work\n\nprovided\n\nheat, the apparatus is practically a calorimeter.\n\ntus enables us to\n\nmeasuring\n\nfor\n\nthis\n\nfrom the body is mostly in the form of\nIt is because\n\nthe appara-\n\ndetermine both the respiration products and the heat\n\nthat we call it a respiration calorimeter.\n\nOne of the most interesting results of the experiments of this kind conducted at Wesleyan University is the close agreement of the income and\n\noutgo of energy.\n\nThey thus indicate, what in\n\nfact\n\nhas been generally\n\nbelieved, tho the belief has lacked definite experimental proof, that the\n\n— a steam-engine or an\n— obeys the law of the conservation of energy.\n\nhuman body, like any other machine\ndynamo, for instance\n\nelectrical\n\nBy giving men under experiment\n\ndifferent kinds\n\nand amounts\n\nof\n\nfood, and varying their activity from actual rest to light or severe muscular or mental work, it is possible to learn how the body uses\n\nwhat materials are needed for\n\nits\n\nsupport,\n\nand how\n\nits\n\nfood,\n\ndifferent\n\nfood\n\nmaterials compare in nutritive value.\n\nThe special object of the experiments with alcohol was to study its\nnutritive effect\n\nand starch\nfood.\n\nas compared with that of the fuel\n\n— carbonaceous compounds,\n\nlet\n\ningredients, fat, sugar,\n\nus call\n\nthem\n\n— of ordinary\n\nIn most of the experiments pure (ethyl) alcohol was used, tho\n\nin some the alcohol\n\nwas given in the form of whisky or brandy.\n\nIt was\n\nadministered with water or coffee, and taken with an ordinary diet of\nmeat, bread, butter, milk, sugar, and the\n\nlike.\n\nThe amount\n\nof alcohol\n\nper day has been equal to about two and one-half ounces of absolute\nalcohol\n\n— about\n\nas much as would be\n\nof whisky, or in a bottle of\n\ncontained in three average glasses\n\nclaret or\n\nRhine wine.\n\nThis\n\nis\n\ngenerally\n\ndivided in six doses, three with meals and three between meals, the object\n\nbeing to avoid any marked influence of the alcohol upon the nerves, and\nthus to test its action as food under normal bodily conditions.\ntive tests were\n\nCompara-\n\nmade by use of rations with and without alcohol.\n\nThe\n\nration without alcohol consisted in each case of ordinary food materials\n\nsupplying the nutritive ingredients in amounts more or less nearly sufficient to meet the wants of the body.\n\nIn the corresponding ration with\n\nalcohol, part of the sugar, starch, and fat of the food, the carbonaceous\n\ningredients which supply the body with fuel for warmth and work, was\n\ntaken out, enough to be equivalent in potential energy to the two and\none-half puncgs of alpohol, apd the latter was used in their place.\n\nIn the\n\n"}
{"page": 252, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n240\n\n[Chicago\n\nexperiments in which the man did not work this alcohol made about onethe total fuel material in the diet.\nIn the experiments with hard\nmuscular work, in which more food was used, the alcohol furnished about\nfifth of\n\none-seventh of the fuel supply.\n\nTen experiments in which alcohol was\nThese are compared\n\nused are now completed and ready for publication.\n\nwith a somewhat larger number of experiments similar in the main, except\nthat they were without alcohol.\n\nextremely\n\nFirst,\n\nunconsumed\n\n;\n\nlittle\n\nindeed,\n\nit\n\nThe results may be briefly stated as follows\n\nof the alcohol was given off\n\nwas oxidized,\n\nbread, meat, or any other food.\n\ni.\n\ne.,\n\nburned\n\nas\n\n:\n\nfrom the body\ncompletely as\n\nSecond, in the oxidation\n\nall\n\nof the\n\npotential energy of the alcohol was transformed into heat or muscular\n\npower.\n\nIn other words, the body transformed the energy of the alcohol\n\nas it did that of sugar, starch, and other ordinary food materials.\n\nThird,\n\ntaking the experiments together, the body held its own just as well with\nthe rations consisting partly of alcohol as it did with the others.\n\nwas the case whether the\n\nThis\n\nmen were at rest or at work, and whether the\n\nrations were or were not adequate to the needs of their bodies for nour-\n\nishment.\n\nIn other words, so far as the figures for income and outgo of\n\nchemical elements and compounds in these experiments show, the alcohol\nprotected the nitrogen and carbon, the proteids and\n\nfrom consumption\n\nas effectively as the\n\nfats,\n\nof the\n\nbody\n\ncarbonaceous nutrients which it\n\nThere were, indeed, variations in the figures from day to day\nand from experiment to experiment, as must be expected in this kind of\nphysiological inquiry.\nIn some cases, judging by the figures as they\n\nreplaced.\n\nstand, the alcohol appeared to be less, in others it appeared to be more,\nefficient than the sugar, starch, and fat, in protecting either the nitrogen\n\nor the carbon of the body from consumption.\n\nIn certain ingredients\n\nthere were large losses, in others there were gains of either nitrogen or\n\ncarbon, or both.\n\nBut these gains were in general about as large and fre-\n\nquent with the rations without alcohol as with the corresponding rations\nwith alcohol.\n\nTaking the experiments altogether we should not, in my\n\njudgment, be warranted in saying that the results establish any difference\nbetween the two kinds of rations in this respect.\nI\n\nam very far, however, from\n\nregarding the results of these experi-\n\nments as final. Take, for instance, the question of the relative fuel values\nof the carbonaceous nutrients, fat, sugar, and starch, on the one hand,\nand alcohol on the other. These experiments, which are more detailed\nthan any others of the sort of which\ntions, imply, as far as they go, that\n\nterm, isodynamic, amounts have\n\nI\n\nhave been able to find descrip-\n\ncorresponding, or, to use a chemical\n\nequal values as fuel.\n\nTo\n\nput\n\nit\n\nin\n\nanother way, one ounce of alcohol, when burned with oxygen in an apparatus for the\n\npurpose, such as we use in the chemical laboratory, will\n\nyield about the same amount of heat as, say, three-fourths of an ounce of.\nfat or an\n\nounce and three-quarters of either sugar or starch.\n\nBut whether\n\n"}
{"page": 253, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSLOLOGY AND SUPERINTENDENCE\n\n241\n\nbody gets the same benefit from the ounce of alcohol as from the\nfat, or the ounce and\nthree-quarters of\nThe body uses the sugar, starch, and\nstarch or sugar, is another matter.\nIt may be that the isodynamic amounts of\nfat for a variety of purposes.\nthese carbonaceous nutrients have equal values for some of these purposes and unequal values for others, the value depending upon the kind\nthe\n\nthree-quarters of an ounce of\n\nof service.\n\nSo,\n\nlikewise,\n\nit\n\nmay be\n\ndepends upon the kind of work\n\nthat the value of alcohol as fuel\n\nit is\n\nto do.\n\nFor aught we know today\n\nthere may be forms of service as fuel which it cannot render, or can ren-\n\nder only under special conditions.\n\nExact answers to these questions will\n\nrequire a large amount of patient and costly research.\n\nAs may be seen, these experiments had to do simply with the nutriaction of alcohol.\nThey have very little bearing upon its indirect\naction, nor do they indicate what are its effects when taken habitually for\nmonths or years.\n\ntive\n\nIn certain deliberative bodies\n\n—\n\nin Congress, for instance\n\nexplanations are sometimes in order.\nif\n\nventure to say here that some of\n\nI\n\n— personal\n\nhope it may not seem unfitting\nthe statements which purport to\nI\n\nhave gone out from Middletown regarding these experiments are entirely\n\nwrong.\n\nThus it has been said that we are studying the effects of alcohol\npurpose have been feeding men upon a diet\n\nas brain-food, and for that\n\nThese reports are entirely without founda-\n\nconsisting chiefly of alcohol.\n\nNo such experiments have ever been made or even planned in our\n\ntion.\n\nlaboratory or under\n\nmy direction.\n\nFor that matter, I cannot see how\n\nany physiological chemist could think of alcohol as a material especially\nfitted to supply nourishment for brain work.\n\nI can see\n\nhow it might some-\n\ntimes stimulate the action of the brain in certain ways.\nin that field, I believe, have tried to explain\n\nopposite direction, but that\ngist,\n\nis\n\nits\n\nIndeed, workers\n\naction in this as in the\n\na subject for the physiological psycholo-\n\nand not the chemist, to investigate and pronounce upon.\n\nAn account of these experiments was given at the International Physiological\n\nCongress in the summer of 1898 referred to, and also at the meet-\n\ning of\n\nthe\n\nAmerican Association\n\nBoston the same year.\n\nfor\n\nthe\n\nAdvancement of Science in\n\nLast June a similar account was given at the\n\nmeeting of a scientific club in Middletown, Conn., where the experiments were made. Some days in advance of the meeting newspapers in\ndifferent parts of the country contained announcements purporting to\nrepresent what I was going to say.\nNeither my associates nor myself\nauthorized them or have any knowledge as to how they originated. They\ncontained statements to the effect that the experiments showed that alcohol is a useful food, and that two ounces per day made a desirable part of\nthe diet.\nSome of these totally unauthorized and unwarranted statements, I regret to say, have been utilized by venders of alcoholic beverages as recommendations of their products,\n\n"}
{"page": 254, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n242\n\n[Chicago\n\nHow far the views of leading physiologists and the results of scientific\nresearch, as I have thus tried to epitomize them, differ from the teaching\nof the so-called \"authorized\" text-books used in our schools you, who are\n\nso familiar with the books\n\nand schools, are well able\n\nto judge.\n\nI will,\n\nhowever, later on give you some illustrations of the teaching to which I\nobject.\n\nWHAT SHOULD AND SHOULD NOT\n\nBE TAUGHT ABOUT THIS SUBJECT IN\nTHE SCHOOLS\n\nme to state some of the things which, as it seems\nand ought not to be taught in the public schools. In so\ndo not attempt to cover the whole ground or enter into the\n\nMeanwhile, permit\nto me, ought\n\ndoing\n\nI\n\nphysiological details, but\n\nsimply indicate what, in\n\nmy personal view,\n\nshould be said or not said about some of the more important phases of\nthe subject.\n\nWHAT WE SHOULD NOT TEACH ABOUT ALCOHOL\n1.\n\nWe should not teach that it is a food, in the sense in which that\n\nIf we are going to discuss its physiological\nwe cannot well ignore its nutritive value, but we should at\nWhen we speak of it as food or\nthe same time emphasize its limitations.\nnutriment, we should explain to what extent and in what ways it can and\ncannot nourish the body. So, likewise, if we speak of its effect upon\ndigestion, we should not say simply that it is an aid or that it is a hin-\n\nword\n\nis\n\naction at\n\nordinarily used.\nall,\n\ndrance, but that it may be one or the other, or both, according to circumstances.\n2.\n\nword\n\nWe should not teach that it is a poison, in the sense in which that\nordinarily used.\nWe may say, and with truth, that alcohol in\n\nis\n\nlarge quantities\n\nis\n\npoisonous, that inv large enough doses\n\nit is\n\nfatal,\n\nthat smaller quantities taken day after day will ruin body and mind.\nit is\n\nand\nBut\n\nwrong to teach our boys that alcohol in small quantities, or in dilute\n\nforms in which it occurs in such beverages as wine and beer, is a poison\nordinary sense of the word.\nIn all that we say on this point we\nmust bear in mind that the intelligent boy knows well, and as a man he\nwill know better, that people have always been accustomed to moderate\ndrinking, as it is commonly called, and yet live in excellent health to\ngood old age. If we tell him that alcohol in small quantities is poisonous in the sense in which he understands the word, he will see that we\nare exaggerating, that we are teaching for effect, and he will instinctively\nin the\n\nrebel against the teaching.\n\nWe may say, and say truthfully, that the moderate use of alcohol is\nfraught with danger.\n\nBut the cases where the occasional glass leads to\n\nmarked excess are the exceptions. If we present them to the thoughtful\nboy as the rule, he will detect the fallacy and distrust the whole dpctrine.\n\n"}
{"page": 255, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n243\n\nWe may be right in saying that alcohol often does harm to health\nwhen people do not realize it, that it prepares the system for inroads of\ndisease, that there\n\na gradation of injury from forms scarcely percept-\n\nis\n\nbody and soul. But to present the \"horrible\nexamples\" as a common result of drinking is illogical in itself, contrary\nto right temperance doctrine, and hence injurious to the children whom\nwe teach. For that matter I believe that the picturing of the frightful\nresults of vice to young and innocent children is more harmful than\nto\n\nible\n\nthe utter ruin of\n\nuseful.\n\nWe ought not to teach that alcohol in small quantities is harmless.\n\n3.\n\nStill\n\nSome\nmay believe that its use in small quantities is gen-\n\nmore should we avoid saying that it is commonly beneficial.\n\nof us as individuals\n\nerally desirable, but there is nothing in either the facts of\n\ncommon expe-\n\nrience or in the results of scientific inquiry to justify the inference as a\n\nDoubtless many people, especially those in advanced\n\ngeneral principle.\n\nage, or suffering under certain forms of disease, are benefited by alcoholic\n\nbeverages in moderate amounts.\nvalue,\n\nand my own\n\nologists\n\nin\n\nHere it may have a decided medicinal\n\nbelief coincides with that of a great body of physi-\n\nascribing to\n\nit\n\nunder some such circumstances an extremely\n\nimportant food value, altho the exact ways in which it is useful are not\n\nBut\n\nyet demonstrated.\n\nI\n\ncan see no justification\n\nfor the claim\n\nthat\n\nmoderate drinking is generally useful, and there is no denying the terrible\noften harmful, not only in itself, but because of the excess\n\nfact that\n\nit\n\nis\n\nto which\n\nit\n\nso often leads.\n\n4.\n\nWe ought not to teach that alcohol in small quantities is always or\nSome of us as individuals may believe this.\n\nHon-\n\nnestly believing that theory we may be justified in arguing for it.\n\nBut we\n\nnecessarily harmful.\n\nare not justified in teaching it dogmatically, and in my judgment it is positively wrong to\n\nmake such a dogma a part of the instruction which is\n\npresented to our youth as authoritative, be it in the school, the Sunday\nfirst, because it preIt is wrong for two reasons\nunproven theory as an attested fact and second, because it\nleads the trusting child to believe what the thoughtful, and at times\n\nschool, or the pulpit.\n\n;\n\nsents an\n\n;\n\nskeptical, boy or girl, and the intelligent\n\nman or woman, may afterward\n\nlearn to be wrong.\n5.\n\nStill\n\nworse is it to take the theory that the use of alcohol in small\n\nquantities is always or necessarily injurious, and set it up as demonstrated\n\nby scientific observation and experiment.\n\nwe tell\n\nit\n\nmay possibly remain\nindeed\n\nall\n\nThis is positive untruth.\n\nto children, they will believe it until they learn better.\nin\n\nIf\n\nThey\n\nignorance of the error until they are grown, or\n\nBut sooner or later many of them will find that\nit may be in the high school, it may be in the college\n\ntheir lives.\n\nthey were deceived\n\n;\n\nmay be from general reading or conversation but\nwhen the deception is found out a reaction comes. The good we tried to\n\nor medical school, it\n\n;\n\n"}
{"page": 256, "printed_page": null, "text": "244\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\ndo is undone.\n\nThe\n\ncertain injury\n\nis\n\nfar greater\n\nthan\n\n[Chicago\n\nthe\n\nhoped-for\n\ngood.\n6.\n\nTo take the theory that alcohol is in no sense a food, but always a\n\npoison, that it is never useful, but always harmful, and allege that it is sup-\n\nported by the great bulk of scientific authority, is falsehood.\n\nWe may\n\nlook over the literature of the subject and cull out statements which can\n\nbe used to support it. We may even find writers of more or less repute\nwho attempt to defend it in the light of scientific experiment. In this\nway we may accumulate statements which the unsuspecting reader may be\nled to regard as proving that the scientific authority is on this side of the\n\nWe may unconsciously go farther and persuade ourselves\n\ndiscussion.\nthat there\n\nis\n\nscientific\n\nground for adopting such theories\n\nso truly is \"the wish the. father to the thought.\"\nfind every means to\n\nwork against the\n\n;\n\nso often and\n\nIn our great anxiety to\n\nwrought by alcohol we may\n\nevil\n\ngradually come to feel ourselves justified in presenting all the arguments\n\nwe can against it and in ignoring all we can on the other side.\ndoes not turn theory into\n\nfact\n\nBut this\n\nor falsehood or misrepresentation into\n\ntruth.\n\nThe following quotations are from so-called \"approved\" text-books\nof physiology commonly used in our schools\nNature apparently makes no effort to appropriate it [alcohol].\nthrough the circulation, and into the great organs, with\nAlcohol, then, is not, like bread or beef, taken hold\nprocess of digestion, and used by the body.\n\nof,\n\nall\n\nits\n\nIt\n\ncourses everywhere\n\nproperties unmodified.\n\nbroken up by the mysterious\n\n\"It cannot, therefore, be regarded as an\n\naliment.\"\n\nAlcohol is universally ranked among poisons by physiologists, chemists, physicians,\ntoxicologists, and all who have experimented, studied, and written upon the subject, and\n\nwho, therefore, best understand it.'\nAlcohol is not a food or drink.\n\nMedical writers, without exception, class alcohol as\n\na poison.3\nIt must\n\nbe remembered that in whatever quantity, or wherever alcohol is found, its\n\nnature is the same.\n\nIt is not only a poison, but a narcotic\n\npoison.*\n\nThese statements are misrepresentations. They belong to a kind of\ndoctrine which pervades many of the \"approved\" text-books and much\nof the common temperance instruction.\nThey are none the less false or\nwrong, either scientifically or morally, because the object is to educate our\nyouth away from evil the misstatements are none the less reprehensible\nbecause they occur in schoolbooks which have the official indorsement of\na great temperance organization, whose membership includes thousands\nand other thousands of the noblest, the most conscientious, the worthiest\n;\n\nof the women of the world.\n\nNor does it help the matter that such state-\n\nments are repeated and such theories are promulgated with the sanction,\nand are enforced by the authority, of the church, in the teachings of the\nSunday school, and from the sacred desk.\n1\n\nSteele, Hygienic PhysioUgy, pp. 178, 179.\n\n2 Quoted from\n\nYoumans in BlaisdelPs, No. 2, p. 232.\n\n3 Eclectic,\n\nNo. 3, p. 57.\n\n4 Authorized\n\nSeries, No. 3, p.\n\n58.\n\n"}
{"page": 257, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n245\n\nDo not misunderstand me. I am not imputing wrong motives, I bring\nno railing accusation, I charge no one with intended wrong. I only ask\nthat the men and women who do these things\nmany of them are my\nacquaintances, some are my warm personal friends, their standing in the\ncommunity is so high that no arrow of aspersion can reach them, their\ncharacters are so pure that no stain can tarnish them, their names are in\nmy memory and their faces in my vision, as I write this I ask that they\n\n—\n\n—\n\nconsider the facts as I am sure they have not considered them, that they\n\nlook into the evidence as I am sure they have not looked into it, and that\nthey remember in their attitude toward these questions the principle\n\nhave read in their own writings and heard from their own\n\nlips\n\nI\n\n— the\n\nfoundation of morality is the truth.\n\nWHAT WE SHOULD TEACH ABOUT ALCOHOL\nunder some circumstances, a valuable nutriment in the sense\nthat it can yield energy to the body, but not in the sense that it can build\ntissue.\nIt is, under other circumstances, a poison in the sense that it is\n1.\n\nIt is,\n\nWhen taken in large enough quantities and for long\n\ninjurious to health.\n\nenough time\n\nit\n\nis\n\ndestructive to\n\nlife.\n\nIt\n\nis\n\nsometimes very useful and\n\nsometimes very harmful, but the harm that comes from drinking, in many\ncommunities, vastly exceeds the good.\n\nWhile we cannot deny to alcohol a nutritive value, that value is very\nIn yielding energy to the body it resembles sugar, starch, and\nfat, tho just how and to what extent it resembles them experimental\nIt differs from them in that it does not\ninquiry has not yet told us.\nrequire digestion, and is hence believed to be more easily and immedilimited.\n\nately available to the body.\n\nIt\n\nis\n\nnot stored in the body for future use\n\nlike the nutrients of ordinary food materials.\n\nadvantageously used\n\nis\n\nsmall.\n\nThe quantity that may be\n\nIf large amounts are\n\ntaken, its influence\n\nupon the nerves and brain are such as to counteract its nutritive effect,\nand it becomes injurious in various ways. And, finally, there are many\npeople who begin by moderate use and are led to disastrous excess.\nAlcohol may be useful to one man and harmful to another. One may\ntake considerable without apparent harm, while another may be injured\n\nby very little.\n\nmay not.\n\nOne may use it habitually without injury, while another\nit may be a priceless boon.\nBut it may likewise\n\nIn sickness\n\nbe the cause of physical, mental, and moral ruin.\n2. The boy or the man, as long as he is in good health and does not\nneed alcohol for medicine, is in general better off without it.\n3. While some can drink a little without danger of drinking to great\n\nThe safest way is to keep out of danger.\nThere are business considerations also as well as those of health\nthat strongly favor temperance.\nThe boy who wants to make his way on\na railroad or in a large business establishment has a better chance to get\n\nexcess, others cannot.\n4.\n\n"}
{"page": 258, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n246\n\n[Chicago\n\nemployment and to work up into a profitable position if he is an abstainer\nthan\n\nhe\n\nif\n\nis\n\na drinker.\n\nAlready many such establishments refuse to\n\nemploy men who drink, and there is reason to expect that more will\ndo so.\nThis we may emphasize most\n5. Temperance is always advisable.\nBut whether or not we shall teach the necessity or even the\nstrongly.\nadvisability of abstinence is another matter. About this the best men differ.\nTwo who disagree may be equally honest. Each has the right to express his\nown convictions and may often feel it his duty to do so. But it is neither\nteach our youth that the doctrine of total abstinence\n\njust nor wise to\nrests\n\nupon undisputed\n\nprinciples of either\n\nseems to me that the question whether a\n\nman\n\nphysiology or morals.\n\nIt\n\nshould be a total abstainer\n\ndepends on two considerations. The first is one of policy. Will drinking injure him ? If so, he had better abstain if not, he may drink.\nBut he must be sure of his ground before he begins, and he had better\nwait until he reaches maturity and understands himself and the subject\nThe other consideration is an ethical one.\nwell, before he takes the risk.\nRemembering that he does not live for himself alone, what will be the\nThe rule of conduct in this\neffect of his example and what is his duty ?\nYou and I may have the right to\nrespect is a matter for him to decide.\nadvise him, but the decision is between himself and his own conscience.\n6. An ambitious and right-minded boy wants to be an influential and\nI think he should be taught that it would be better for the\nuseful man.\n;\n\ncommunity at large if there were less drinking that the community is\ninfluenced by the examples of strong and good men and that his own\n;\n\n;\n\npersonal influence will be better if it is on the side of temperance.\n7.\n\nGreat as\n\nis\n\nthe danger of alcohol to purse and health, the moral\n\ninjury is incomparably worse.\n\nIts most terrible effect is\n\nHowever much good men may do\n\ntion of character.\n\nto save their money and\n\npromote\n\ntheir health, a\n\nstill\n\nin\n\nits\n\ndemoraliza-\n\nhelping others\n\ngreater service to\n\nthem to a higher plane of moral\nliving.\nAnd here is the strongest argument of all in favor of that selfabnegation which leads us to do those things, and those things only,\nwhich will best enable us to render that service to our day and generation.\nIn that way we do our noblest duty to our fellow-men and to our\nGod. All this we may, and I believe we should, teach in the schools.\ntheir fellow-men\n\nis\n\nthat which helps\n\nERRORS IN THE CURRENT TEMPERANCE TEACHING.\nCONSIDERATIONS\n\nETHICAL\n\nThe misstatements in the text-books of the type referred to above are\n•of\n\nvarious kinds.\n\nSometimes the error consists\n\nin stating doubtful the-\n\nories as attested facts ; in other cases, the principles laid down are partly\n\ntrue and partly false\nto all\n\n;\n\nin still others, the statements are squarely opposed\n\nof the results of the\n\nlatest and\n\nmost accurate scientific research.\n\ni\n\n"}
{"page": 259, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n247\n\n_\n\nThe statements are enforced by quotations, of which some are by real\nauthorities, but are too often put in such ways as to misrepresent their\n\nwhile others are from men who do not stand for the\nand the highest scholarship, but are quoted as the most\n\nactual teachings\nbest research\n\n;\n\nreliable authorities.\n\ndo not mean that the approved text-books are all wrong.\n\nI\n\ndeal of what they say is entirely true.\n\naction of alcohol there is often\n\nA great\n\nIn the parts not bearing upon the\n\nlittle to criticise\n\nand much to commend.\n\nThe trouble is this admixture of error.\nIn one respect they are\nthe pupil\n\nis\n\nall\n\nalike.\n\nThe impression which they give\n\nthat science teaches that alcohol, even in moderate quanti-\n\nties, is always\n\nharmful and never useful.\n\nThis is untrue.\n\nThe object is to oppose an enormous evil, to teach our youth to resist\nthat evil.\nThe purpose is most worthy the trouble is in the method.\nThe evil being clearly defined, a doctrine is formed to meet it, and evi;\n\ndence is sought to sustain the doctrine. Whatever can be found in\nfavor is exaggerated.\nWhatever opposes it is ignored or denied.\n\nits\n\nIt\n\ngradually ceases to be the propagandism of the few and becomes the\nIt is the old story of human dogma, repeated over\nand over again in politics, in theology, and in morals. And here, as in\nmany other cases, the worthiness of the cause and the earnestness of the\n\ncreed of the many.\n\nadvocates are such as often to \" deceive the very elect.\"\n\nIndeed, the very\n\nbest people often become the most sincere and devoted advocates of the\n\ndoctrine.\n\nIn this case the scientific expert\n\nis\n\nnot deceived.\n\nBut the\n\nstatements are put in such persuasive ways and sustained by such seeming\nforce of scientific authority that the unsuspecting pupil, and, indeed, the\n\nteacher who implicitly trusts the text-books, is led to believe that they\n\nrepresent the real teaching of the best physiological science.\nI\n\nwas once talking about this subject with a teacher, and reminded her\n\nof Lincoln's saying\n\n\" You can fool all the people some of the time, and\n\n:\n\nsome of the people all the time, but you can't fool all the people all the\ntime.\"\nShe replied \" But can't we fool the boys until their characters\nare formed ? \"\nNow, I think that lady was perfectly sincere I am\nequally sure that she was wrong.\nYou cannot build character on false:\n\n;\n\nhood.\n\nA well-known philanthropist in New York city tells this story: \"I\nhappened to be in a school down on the east side when a class of boys\nfrom tenement families were reciting in physiology. The teacher asked\nWhat is beer ?\nThe answer came in chorus: 'Beer is poison.' Now,\nthose little chaps knew that that was a lie.\nTheir fathers and mothers drank\nbeer every day.\" Such children were not fooled by any such teaching.\nBut even if they are deceived for a time, it will not last, nor can you\nget around the difficulty by falling back on definitions.\nTell a boy a\nthing is poison, and he will suppose that you mean by poison what he\n:\n\n'\n\n'\n\n"}
{"page": 260, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n248\n\nmeans by it, and what people generally mean by it.\n\n[Chicago\n\nHe has not access to\n\nthe particular dictionary or scientific treatise which has a definition that\n\nmay be stretched to fit your meaning.\n\nYou may persuade him for a time\n\nwhen he grows\nup he will learn that he was mistaught indeed, he may do so before he\nThe scholar in the higher classes shares the present tendency\nis grown up.\nwhen he finds that he was deceived, he does not mince\nto skepticism\nmatters; he reasons with himself: \"That teacher and the text-book lied.\nIf they would lie in one case, they would in another, and I am not going\nEven if he does not go so far as this,\nto believe anything they told me.\"\neven if his faith is not lost, but is only shaken, the harm is done the\neffect is to undo much of the good that the teaching is intended to do.\nFurthermore, and what is still worse, the result must be to impress upon\nthe pupil, and by the most effective agency, that of example\nthe example\nthe idea that\nof the school, the Sunday school, and even the pulpit\ndeception is allowable in a good cause, that the end justifies the means.\nThis is undermining the very foundations of morality.\nOne of the most honored members of your association remarked to\nme yesterday in speaking of this subject: \"Teach a boy of ten that a lie\nis the truth, and at twenty he is in danger of believing the truth is a lie.\"\nthat it is a poison in the popular sense of the word, but\n;\n\n;\n\n;\n\n—\n—\n\nThis evil, so intrenched behind the earnest aspirations of our community, and so fortified by legislation, is the one against which I protest and\n\nwhich I urge you, as leaders in education, to unite in your endeavors to\noppose.\n\nPerhaps I ought to speak more considerately of things so dear to\nthousands of the best, the most earnest, the most devoted people, those\nto whom temperance means so much, who would shrink with horror from\n\nintentional deceit, and in the fiber of whose noblest thought this doctrine\nis\n\nso interwoven.\n\nWe meet here a very peculiar difificulty.\nnoble one.\n\nThe object of this teaching is a\n\nWhen we criticise the method we are in danger of seeming\n\nto oppose the purpose, and yet the improvement in\nIt seems to\n\nfor the attainment of that purpose.\n\nmethod is necessary\n\nme that one of the great\n\nobstacles in the way of the true temperance reform is found in this very\n\nexaggeration which makes so large a part of the means used to promote\nthat reform.\n\nIt is building\n\non the sand.\n\nThe place to build is on the\n\nrock of attested truth.\n\nYou see, then, that I am not trying to set up a dogma in opposition\nto \" scientific temperance instruction.\"\n\nbut object to part of the method.\n\nI\n\nI earnestly approve of the purpose,\n\nprotest against the dogmatic teach-\n\ning of scientific theories which still lack demonstrative proof.\n\nMore than\n\nthat, I protest against the teaching of what science shows to be positively\n\nerroneous.\n\nAnd I also ask that the teaching of science in our schools\n\nshall keep pace with the progress of research.\n\n"}
{"page": 261, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nBut what are we to do about it ?\n\nI\n\nhesitate to\n\n249\n\nmake positive sugges-\n\ntions to those who have much more experience than I, and on whom rests\n\nso much of grave responsibility for deciding what instruction our youth\nshall receive.\n\nI\n\nventure, however, these considerations:\n\nThe success of such instruction depei^ds very largely upon its spirit.\nIf\n\nbased upon the real desire for truth, if disputed principles are\n\nis\n\nit\n\nreferred to as questions rather than demonstrated facts,\n\nif\n\nno more\n\nis\n\nclaimed than is proven, and if under these restrictions the evils of alcohol are clearly set forth, and especially if the teacher speaks with the\npower of accurate knowledge and profound conviction, the instruction\ncannot fail to be incalculably useful.\nStill more effective will it be, in my judgment, if less stress it laid\nupon the material, i. e., the physiological and economic side of the question, and more upon its moral aspects.\nOur people are keenly alive to\nethical ideas.\n\ntion\n\nAnd youth is a time when thought is fresh, the aspira-\n\nfor the ideal, and\n\nis\n\nmind and heart are open to the truest ethical\n\nimpulses.\n\nLet me emphasize most strongly the moral aspects of\n\nthis question.\n\nTemperance reform is moral reform. I cannot see how a thoughtful\nman, earnestly desirous of rendering his best service to the community,\ncan fail to be interested in that reform.\n\nThe harm which alcohol does to health, the economic injury it brings\nto the individual and to the community, are terrible enough, but it seems\nto\n\nme that the supreme evil which comes from its misuse is its effect\n\nupon\n\ncharacter,\n\nits\n\npower of demoralization, the moral ruin which\n\nit\n\nNo exaggeration is needed to paint this picture in the most ter-\n\nbrings.\n\nrible colors.\n\nAs one who has been interested in temperance reform from childhood, I have come to believe that we have been depending too\n\nmuch\n\nupon the economic and physiological argument. Statistics of the nation's\nliquor bill do not appeal very strongly to the ordinary man; still less does\nThe men who know most about the\nthe average boy care for them.\nphysiological effects of alcohol are specialists in physiology and hygiene.\nI know scores of these men.\nTotal abstainers among theiji are exceptions\n\n;\n\nI\n\nwas about to say, rare exceptions.\n\nIf\n\nthey are not persuaded by\n\nthe facts they know so well in theory and in practice, what can we expect\n\nfrom teaching the average boy or girl a little of the theory ?\n\nThe supreme object of education is the formation of character.\n\nChar-\n\nAgain I say, temperance reform is moral reform. The mind and heart of youth are most\nThere you can\nstrongly influenced by moral thoughts, by ethical ideals.\nkeep within the truth and there make the strongest appeals.\nOne essential for the success of true temperance reform is that what\nacter is shaped by education, but its basis is morality.\n\nis\n\ntaught as science shall be\n\nplaced\n\nupon the basis of demonstrated\n\n"}
{"page": 262, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 50\n\nfact.\n\n[Chicago\n\nThis means a change of base on the part of a great body of\n\nour most earnest temperance reformers;\n\nbut\n\nchange\n\nthat\n\nis\n\nneces-\n\nsary.\n\nWe wish to help the drunkard to reform\n\n;\n\nbut\n\nis\n\nit\n\nnecessary to tell\n\nhim that no man can touch alcohol without danger ? To build up the\npublic sentiment upon which the reform of the future must depend, we\nwish our children to understand about alcohol and\n\nits\n\nterrible effects\n\nbut when we teach them in the name of science, shall we not teach them\nthe simple facts which science attests, and which they can hereafter believe,\nrather than exaggerated theories, whose errors, when they learn them, will\n\ntend to undo the good we strive to do ?\n\nIn short,\n\nis\n\nnot temperance\n\nadvisable even in the teaching of temperance doctrine ?\n\nIn the great effort to make men better, there is one thing that we must\n\nalways seek, one thing we need never fear\n\n— the\n\ntruth.\n\nDISCUSSION\nSamuel T. Dutton, superintendent of schools, Brookline, Mass.\n\n—You have listened\n\nthis afternoon to a gentleman who, in the interest of science and truthfulness, and at very\n\nYou have observed\nhow guardedly he has spoken in regard to results of those experiments, and you are able\nto form your own conclusions as to his honesty, his ability, his candor, and the position\n\nlarge expense of time and labor, has conducted certain experiments.\n\nwhich he holds as a temperance man. Should you read shortly in some journal published\nby the ardent champions of the so-called \" scientific temperance instruction \" that Professor Atwater has declared that alcohol is a food in the sense that bread and potatoes are\nfood, or that he is working on the side of the rum interest, you will be able to judge of\n\nthe fairness of the statement.\n\nWhat he has said about foods and the relation which diet sustains to health, good\nmorals, and successful living will, 1 am sure, commend\n\nitself to all.\n\nThe careful, pains-\n\ntaking work that he has done in this department entitles him to the everlasting gratitude\n\nLet us not be too hasty in questioning his statement that \"more\nharm comes to health from erroneous habits of eating than from the habitual use of alcohol.\"\nof the American people.\n\nHe is supported by the opinion of many unbiased people. If any of his statements are\nopposed to the teaching of certain text-books touching the nature and effects of alcohol,\nit must be apparent that, while, as a scientific man, he is seeking truth for its own sake,\nhe is prompted by high ethical motives and has at heart the welfare of the children of\nthe country.\n\nWithout discussing further his address, I wish to call attention to recent attempts to\nsecure more rigid laws touching temperance instruction.\nlast year is significant in many ways.\n\nIt shows\n\na long time will venture to undertake, and\n\nmanner\n\nit\n\nWhat occurred in Massachusetts\n\nwhat people who have had their way for\n\npoints in a suggestive, not to say prophetic,\n\nchange of sentiment on the part of temperance people toward\nThe great victory which the \"central committee\" won\nso-called temperance instruction.\nin New York in 1895 gave them confidence to believe that the same kind of law might\nbe passed in Massachusetts, The present statute, passed in 1885, which requires temperance teaching to all children in all schools, had been, according to the testimony of\nschool committees and superintendents, well observed, but the proposed law was to be\nvery much more stringent. It provided that all pupils below the second year of the high\nat a possible\n\n"}
{"page": 263, "printed_page": null, "text": "SuperintendenceJ\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n25 r\n\nschool and above the third year of primary school should study this subject from graded\n\ntext-books in the hands of each pupil, not less than three lessons per week for fourteen\nor\n\nmore weeks each\n\nThe amount of space to be devoted to the subject in the\n\nyear.\n\ntext-books was specified ; school committees were required to see that the subject was\n\nprovided for in the course of study ; heavy penalties were to be inflicted\n\ncompliance\nyear, to see\n\n;\n\nin case of non-\n\nthe state board was required to enter into an elaborate investigation each\nif\n\nall\n\nthe provisions of the law were carried out, and to\n\nreport to the legislature concerning the same.\n\nmake an annual\n\nThis proposed law was so contrary to all\n\nthe traditions and practice of Massachusetts that, at once, there was developed an amount\nof opposition which surprised the promoters of the bill.\n\nThey claimed to have petitions bearing the names of forty thousand persons, but it\nwas soon shown that this claim was spurious. Churches, prayer-meetings, Sunday schools,\nand Christian Endeavor Societies had been asked to vote in favor of a more stringent\ntemperance law, and, as all good people are quite ready to do anything that promotes\nthat object, there was no difficulty in getting the names; but even at the conference of\nministers, where the subject was first broached, and where several persons succeeded in\ngetting themselves appointed as a committee to urge this legislation, the proposed\n\nbill\n\nwas not read, very few knew anything about what its provisions were to be, and very\n\nmany of the clergymen present came out afterward as opponents of the measure.\n\nThe\n\nMassachusetts Medical Society, under the leadership of Dr. H. P. Bowditch, of Harvard\nUniversity, and the State Board of Education, were prominent in opposition.\n\nThe Massa-\n\nchusetts Association of School Superintendents fortunately had a meeting just before the\n\nhearings began, and voted unanimously to oppose the measure.\n\nMatters were brought\n\nbefore two or three of the ministerial associations of Boston, and, while no action was\ntaken, it was apparent that a large majority of the clergymen of those associations were\n\nnot in favor of the bill.\n\nThe legislative committee on education, fortunately, was a most\n\nintelligent one.\nIt is not necessary for\n\nme to review at length the pernicious features of that bill.\n\nIt\n\nwas a reflection upon the honesty and capability of school committees, a blow at the\nfreedom of the teacher, and was directly contrary to sound pedagogy, especially in respect\nto the use of text-books.\nIt not only tended to force upon the minds of little children\nsubjects for which they were unprepared, but was a travesty on modem education by\nassuming that text-book instruction on physiology as to the effects of alcohol can be\nscientific.\nPerhaps the coercive features of the bill were more obnoxious to the educa-\n\nwould have been the case in some other states.\nWhatever success has been attained in the commonwealth, educationally, has been by\nco-operation and moral suasion, and while it has long seemed that the state board should\nhave more authority in certain directions, no one would wish to crush the spirit of independence and local option which was manifested in this particular issue. The teachers\nof Massachusetts felt keenly that their intelligence and sincerity had been questioned.\nThey were unwilling to have a law passed compelling them to do what their temperance\nprinciples and their regard for the best interests of children would lead them to do cheertional people of Massachusetts than\n\nfully without compulsion.\n\nThey believed that wise, discreet, discriminating instruction\n\nupon the subject of temperance, given to children at an age when they can understand\nand appreciate its importance, was better than such devitalized and machine methods as\nthe proposed law contemplated.\nIt was most gratifying to see the nearly unanimous opposition of the press.\n\nReligious\n\npapers, which have always stood for temperance, were ready to oppose this extreme\n\nOnly one clergyman besides the authors of the bill appeared in its favor.\nit were overwhelming both on the side of temperance, sound\npedagogy, and good citizenship. The committee on education, in a report of remarkably\ngood sense and clearness, recognized all the objections which were brought forward and\ngave the petitioners leave to withdraw.\n\nmeasure.\n\nThe arguments against\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n252\n\n[Chicago\n\nThe inference given during the early part of the case was that in many states equally\nrigid laws have been passed, but\n\nit\n\nturned out that in only a few had there been legisla-\n\nOne of these states, as many of you\nknow, is New York, where four years ago, in spite of the opposition of teachers, state\nofficers of education, college officials, and prominent clergymen, the legislature passed a\nlaw which was denounced at the time in the most unsparing terms by Bishop Potter,\nPresident Low of Columbia, the president of Vassar College, and many other men of high\ntion similar to that\n\ndemanded in Massachusetts.\n\nstanding.\n\nTaking New York as a typical instance, it is apparent to us all that one of two\nIf the law is obeyed, there is given an amount of unscientific and\nunsound instruction which can only work harm to the rising generation. On the other\nhand, wherever the law is ignored there is before the children and youth an example of\nlaw-breaking which can only be injurious. Equally unwholesome is the spectacle of conscientious teachers attempting to do under coercion and by a false method what they\ncould accomplish in a much better way working spontaneously and using rational means.\nThe fact that the legislature of New York showed such a cheerful disposition in passing\nthe law suggests that many of its members thought it would do no harm to the liquor\ntraffic.\nOne senator, being pressed to tell why it was that they yielded to the seductive\nthings must happen.\n\ninfluence of the \"central committee,\" replied, smilingly\nI cannot believe that\n\n:\n\n\"We did it to please the ladies.\"\n\nNew York will long rest under the incubus of this unrighteous law,\n\nand I am sure that those present here today are ready to extend a helping hand to her or\nto any other state that is suffering under this kind of legislation.\nI infer that in most states it has\n\nbeen found possible, as\n\nin\n\nMassachusetts, to inter-\n\npret the existing laws in such a way that the instruction can be given to such grades and\nin such a manner as school committees and superintendents approve.\n\nbelieve the time\n\nI\n\nhas come when an attempt to enact more stringent laws will meet with prompt and signal\ndefeat.\n\nAs touching the main question of the validity of so-called scientific temperance\ninstruction, we have to consider the character of the text-books, the nature of the subject-\n\nmatter which they contain, the manner in which they have been revised and corrected,\n\nsometimes to the discomfort of the authors themselves, the methods employed in securing\ntheir adoption, and the general influence upon the schools and upon good morals of such\n\nteaching.\n\nTime will not permit me to enlarge upon this matter, but we can well appreciate the\nremark which one of these authors made to Dr. Bowditch. When asked how he could\n\" I have studied physioljustify such unscientific statements, he responded with warmth\nogy, and I do not wish you to suppose that I have fallen so low as to believe all the things\nI have to put into those books.\"\nFrom the point of view of temperance, sound education, and good morals, I am sure\nthat this condition of affairs calls for our strong disapproval.\nWe do not teach hygiene\nby the study of disease, cleanliness by the observation of filth, purity by the contemplation\nof vice; and to force upon every child one hundred lessons or five hundred lessons on the\neffects of alcohol is likely to take away his sensitiveness and to make him morbid or\nindifferent, if it does not bring about a reaction which leads him to say\n\"I am going to\n:\n\n:\n\ntry it.\"\n\nChildren who are taught that wine and tobacco are absolute poisons, and who see\n\ntheir fathers, brothers, and friends constantly indulging in these stimulants, can only look\n\nwith ridicule and contempt upon this effort to deceive and frighten them.\nthat the teachers\n\nwho have\n\ntried\n\nIt is certain\n\nconscientiously to give this instruction have often\n\nseriously questioned whether they are not justified in evading the requirements of the law\nin order to avoid the greater evils which were likely to follow the teaching.\n\nNow, it goes without saying that a great many good people thruout the country have\nThe \"central committee,\" in the\n\nbeen committed to scientific temperance instruction.\nexercise of a superior generalship in which\n\nit\n\nis proficient,\n\nhas not found it difficult to\n\n'\n\n"}
{"page": 265, "printed_page": null, "text": "Superintendence!\n\nAL COHOL PH YSIOL OGY AND SUPERINTENDENCE\n\n253\n\nkeep its forces thoroly organized in nearly every state in the union. A few postal cards\nand a few hours of time at any juncture have been sufficient to set the machinery in\nmotion. I have no desire to impugn the motives of any of these people.\nWho, on the other hand, are those who are opposed to these stringent laws and who\nseriously question the wisdom of treating this subject by statute differently from other subjects of instruction ?\n\nI\n\ncan only say, as far as Massachusetts is concerned, that those who\n\nSome of them are memTemperance Union and other temperance organizations.\n\nwere in opposition last year are avowedly temperance people.\nbers of the Woman's Christian\n\nThey believe in bringing a strong temperance influence to bear, not only in the school, but\nThey are willing to unite\n\nthru the pulpit, the press, in the home, and in the community.\n\nand work\n\nfor\n\nany wholesome measure that\n\nwill\n\nfacilitate\n\nthe temperance\n\nmovement.\n\nThey are unwilling to be numbered in the rum party. Without doubt the same thing can\nbe said of the educational people in New York who opposed the obnoxious law. It is\ntrue everywhere.\n\nAs I have before intimated, is it not possible that the time has come for the crystallization of a sentiment thruout the country which will at least hold in check those who have\n\nso constantly defied the professional\n\njudgment of the educational world ?\n\nShould there\n\nnot go out from this meeting, so representative in its character, a sentiment and a purpose\n\nwhich shall give direction and guidance to all those who, disapproving of present methods,\nare still ready to support the highest ethical standards in our schools, and who are among\nthe sincerest and, as I believe, the truest friends of temperance ?\n\nRichard G. Boone, superintendent of schools, Cincinnati, O.\nall under great obligation to\n\n— take\nI\n\nit\n\nthat we are\n\nProfessor Atwater for his courageous words upon an impor-\n\nSchoolmen and -women generally are interested\ntemperance instruction and the\ngreat temperance organizations, and not least with the Woman's Christian Temperance\nUnion. The ^ils of intemperance are many and difficult to escape. It behooves every\none of philanthropic mind and unselfish interest to make his influence touching this\nquestion felt in the direction of sound teaching of temperance, moderation, and selftant question, most courteously spoken.\n\nin and are in sympathy with the purposes of all serious\n\ncontrol.\n\nBut my acquaintance with schoolmen and -women, both in and out of schools, during\nthe last twenty years, has convinced\n\nme that the thoughtful ones among them have, in\n\nincreasing numbers and with growing conviction, come to feel that the prevailing attempt\n\ndangers of intemperance is pedagogically wrong\nThe method which has taken form in legislation, and has been put into the\n\nto teach the nature and conditions and\n\nand vicious.\n\nschoolrooms of almost a score of states, and is embodied in books that are both authorized\n\nand pushed,\navoided.\n\nfixes\n\nthe\n\nattention of children\n\nupon the thing that\n\nall\n\nagree should be\n\nWhen youths are made good users of English thru attention to inaccurate\n\nand distorted speech, when they are taught to spell correctly by insisting upon the correction of misspellings, when men are made polite and refined\n\nby living in the presence of\n\nboorishness, then, possibly, the youths may be taught temperance by a study of intemperance, disease, and the filth of drunkenness.\n\nThoughtful teachers do not object to the purposes of the temperance movement, but\nthey should see, as many of them do, the evils of the methods of instruction and indocIn no other subject of the school course does the law attempt to prescribe just\nwhat shall be taught. Specific interpretations of history are not insisted upon, nor any\nparticular school of literary criticism, nor any exclusive hypothesis in science, nor any\nspecial doctrine of morals.\nBut it has too often happened that text-books and advocates\nof scientific temperance instruction insist upon the indoctrination of children with an\nadopted temperance creed, and resent any critical inquiry into the scientific soundness of\ntrination.\n\nthat creed.\n\nThe validity of the knowledge-assumptions underlying this creed Professor\nWhatever the truth is, we who love our children and are\n\nAtwater has sought to test.\n\n"}
{"page": 266, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 54\n\n[Chicago\n\n•<\n\nsolicitous for their welfare can rest assured that,\n\nwhen found, this same truth will be\n\nour ally.\n\n—\n\nIt has been intimated\nC. F. Carroll, superintendent of schools, Worcester, Mass.\nby a former speaker that by this date we ought to have some common views with reference to the subject of temperance. What we have seen today suggests that, for the most\nI believe that we may say\npart, the members of this body stand upon common ground.\nthe same with reference to the great majority of the best people in the land.\nCertainly\nthe people of Massachusetts have generally reached an agreement with regard to\nthe fundamental principles involved in temperance education.\nThis has been made\n\napparent\n\nin\n\nthe unprecedented interest shown in this subject in the legislative hearings\n\nat Boston last winter.\n\nMr. Button has touched lightly, and, let me say, very considerately, upon this fact.\nMany of the men of Massachusetts who are present here could give testimony upon this\npoint.\n\nThey know, as Mr. Button knows, and as 1 know, that we have been saved from\n\nhumiliation and loss of self-respect by the stand taken by the superintendents and teachers of Massachusetts.\n\nThis proposed legislation was offensive and awakened the most\n\ndignified and positive protest heard in our legislature for years.\nI\n\nbelieve that it would be in order for me to speak a little more positively than Mr.\n\nButton has done, tho I hope that I shall say nothing that is uncharitable or unkind.\n\nWe\n\nhonor and respect the members of the Woman's Christian Temperance Union. Members of\n\nmy family have worked faithfully for many years in the interests of the cause of temperance.\nI wish to put myself right at this point and to claim that, with other members of my profession, I am in favor of such temperance instruction as the best teachers can recommend.\nThey\n\nThis little company of leaders has covered the land with a network of legislation.\n\nhave done this without consulting the teachers, and practically stated\n\nat the\n\nhearing at\n\nBoston that it did not seem to them advisable to seek the counsel and the co-operation of\n\nWe protest earnestly against ^his theory and\nbody of men and women engaged in the profession of teaching\nare the only persons competent to decide either what this legislation should be or how it\n\nthe teachers in framing such legislation.\ninsist that the intelligent\n\nshould be carried into effect.\n\nThese reformers have insisted, first, that books should be used in temperance instruction, and, second, that these books should be only such as they themselves have approved.\n\nIn the\n\nfirst\n\nplace, we object that there\n\nis\n\nno reason why they should approve such text-\n\nbooks, and, second, we claim that to force text-books upon children in connection with\n\nSuch\n\nthis subject is equivalent to taking us back in the history of education fifty years.\n\ntext-book instruction as they provide and recommend is strictly against the judgment and\npractice of every normal school in the country.\n\nI\n\nhave for eleven years been connected\n\nknow whereof I speak when I say that it is the aim and\npride of normal schools to do away with instruction from the text-book. Much more is it\n\nwith normal-school work, and\n\ncontrary to all experience and to the settled principles of pedagogy that anyone should\nprescribe arbitrarily how much instruction should be given in any subject.\n\nExcept in\n\nthis connection, no state statute has ever attempted to interfere with such details.\nis\n\nThere\n\nnot a superintendent present who would willingly employ a teacher who, of her\n\nown\n\naccord, would follow the text-book or such principles prescribed from without.\nIf\n\nit\n\nis\n\nproper, I should like to say something about the book-makers.\n\nThere are\n\nmany of them present here today. They are our friends and the friends of education, and\nintend to furnish us books that are up to date and that would be approved from a scientific\n\nstandpoint.\n\nIt is\n\na\n\nlittle\n\nsingular that they send us samples of\n\nbooks, but seldom send us any book on temperance.\n\nI have\n\nall other kinds of\n\nnot received such a book for\n\nIf I\nI am convinced that they are ashamed of these so-called temperance books.\nam not mistaken, let them speak or be forever silent. What one of them would dare to\n\nyears.\n\nurge such temperance\n\nbooks\n\nbecause they bear on the title-page\n\nthe\n\ninscription,\n\n"}
{"page": 267, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n255\n\n\"Approved by the president of the Woman's Christian Temperance Union\"? If they are\ninvited to engage in conversation upon this subject, they smile, look above or below, and\nas soon as possible pass to some other subject and leave you to draw your own conclusions.\nThe next clause of the proposed legislation required that all children in our schools\nshould study these text-books.\n\nAll of our primary teachers would be compelled to violate\n\nunder a statute thus imposed.\n\nThey would be called upon to teach\n\ntemperance in such amounts and for such a time.\n\nIf they failed, they were, according to\n\ntheir consciences\n\npay a fine for their failure to comply with the law. Members of\nboards of education were liable to be fined if teachers failed to comply with the law.\nThese men are elected to serve without pay. What a spectacle\nIn Massachusetts we\nthe proposed statute, to\n\n!\n\nhave escaped from the extreme proposed in this law.\nI\n\nwish to add, Mr. Chairman, that, so far as I am informed, the state board of Massa-\n\nThe clergy are practi-\n\nchusetts stands in solid opposition to such unseemly legislation.\n\ncally unanimous in their denunciation of these measures, not only in Massachusetts, but\n\nelsewhere.\n\nThe Outlook, of New York, and the Congregationalist, of Boston, are illustraspeak in no doubtful tone. The legislative committee and the\n\ntions of papers that\n\nlegislature are practically unanimous.\n\nNothing has so stirred many of the people of Massa-\n\nchusetts since the days of the Rebellion as this movement, and\n\nI\n\nbelieve I shall be sup-\n\nported in my view by those present from Massachusetts when I say that these people who\nare apparently well-meaning are absolutely isolated and\n\nwhich they have assumed.\n\nalone in the extreme position\n\nThis is strong language, but the situation appears to me to\n\ndemand such a statement, and I am perfectly wilhng to take the consequences.\nThe only object in bringing this question into this convention is, first, that the truth\nwhich has been disguised and concealed should be known abroad, and, second, that, as a\nconsequence, any such measures as were proposed in Massachusetts may be met in advance\nand defeated whenever they may be attempted in other states. The influence of this\nbody certainly ought to be exerted to regulate this question.\nI wish to repeat what I stated above, namely, that the superintendents of New England are a body of earnest men, faithful in the discharge of their duty, anxious to improve\nthe schools morally and otherwise, and that they stand for temperance and are ready to\nwork together for the enforcement of any law which, in their judgment, will meet the conditions and not do violence to their judgment and conscience.\n\nFrancis W. Parker, president of Chicago\ngreat-hearted and good-hearted\n\nInstitute.\n\n— wish\nI\n\nto say a word for the\n\nwomen who have brought about this state of things.\n\nThey have done and are doing an immense deal of good, devoting themselves as they do\nto the elevation of\n\nmankind.\n\nWhatever the defects of the text-book plan of teaching\n\nphysiology may be, they are by no means to blame for them.\n\nThis plan\n\nis\n\nbred in our\n\nblood and bones, it has been taught us by the schoolmasters thruout the centuries, it has\n\nbeen handed down to us from the universities,\n\nit\n\nhas penetrated and holds the vast\n\nLearn the page by heart, and there will\nLearn the catechism, and you are religious.\n\nmajority to reverence the words of the text-book.\nenter your soul knowledge and goodness.\n\nLearn the pages of the book, and you are a scholar.\n\nThe good women of the Woman's\n\nChristian Temperance Union are not to blame, I say, for carrying into action that which\n\nthey have learned from all of us, namely, that knowledge is the end and aim of education.\n\nThe supposition is that the words will in some m)'sterious way benefit the learner. We\nI remember that when I was\n\nhave everywhere examinations for quantity of knowledge.\nin the army our good friends in the\n\nNorth sent us desiccated potatoes to prevent scurvy.\n\nThe boys used to call that kind of potato the \" desecrated \" potato.\noften \" desecrated \" knowledge.\nheart.\n\nJust so the text-book is\n\nIt is dried and condensed so that it\n\nmay be learned by\n\nNow our good friends and the friends of all humanity, the leading women of\n\nAmerica, have adopted the same plan in the teaching of physiology to prevent intemperance.\nAnd why should they not believe it is right when it has such a powerful\n\n"}
{"page": 268, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n256\nindorsement ?\n\nThese good women, under the teaching of the\n\n[Chicago\n\npast, naturally conclude\n\nthat, if children learn page by page of the evil effects of alcohol, they will be temperate ; if\n\nthey learn the catechism and chapters in the Bible, they will be religious.\n\nawful delusion.\n\nThis\n\nis\n\nthe\n\nSome day we shall come to the belief that the school is the place for\n\ncharacter-building, for the development of citizenship ; a place where temperance is lived,\n\nand not merely taught in words. The school is the place where all habits of righteousness\nIf we bear this in mind, we can decide what books to use, what\nmind-nutrition to present. We have not yet learned in a full measure the words of Christ\n\" He that doeth the will shall know of the doctrine.\" We have repeated them over and\nover again, but they have not sunk into our souls, they have not been carried into our lives.\nshould be inculcated.\n\nLet us bear our burdens as best we may. We schoolmasters taught these noble women,\nand they are now teaching us by the same method.\n\nDr. D. L. Kiehle, professor of pedagogy, University of Minnesota.\npeculiar satisfaction that I listen to the discussion of this hour.\nis\n\nIt\n\n—\n\nIt is\n\nwith a\n\nseems that judgment\n\ngetting back to Boston.\nIt is\n\nbut twelve years ago that, in the state of Minnesota, we heard our chains clank-\n\ning from Boston, and we had the most terrific battle on this temperance question that has\never been witnessed in this country.\n\nMany of our own friends took to cover, and we hardly\n\nheard a lisp thruout the nation in sympathy or support.\n\nThe temperance law adopted in\nThe committee, of\n\nMinnesota required temperance instruction in every grade in school.\n\nwhich I was a member as superintendent of public instruction, with the presidents of the\nnormal schools, was required to select appropriate textbooks to carry out the provisions\nof the law.\n\nAs supporters of the temperance movement and of temperance instruction, we thought\nwe ought to give first consideration to the recommendations of the representative temperance and Christian body of America. The only condition we insisted upon was that the\nbook for scientific matter should be indorsed by responsible scientific authority.\n\nWe soon\n\nlearned that that qualification would not answer; that there was but one book \" approved\n\n\"\n\nand to be considered. It was demanded that we adopt a book that was \" indorsed and\napproved \" without reference to scientific authority, and we were informed that the state\nofficer who did not obey the will of these representatives of the Temperance Union could\nnot retain his position. Let me say, then, that we fought the fight out, and we put in\nbooks that were both good and scientifically correct, where we put in any. We issued a\ncircular requiring temperance instruction all the way up, in every grade, after a plan\nreasonably regardful of the elementary principles of pedagogy. We stood for a principle,\nand that was that, while it is within the province of the public to require results, prescribe\nsubjects to be taught, and see to it that the work is done, it is an unwarrantable intrusion\nupon the province of the teacher for the Woman's Christian Temperance Union or its\nnational superintendent to dictate details of methods, times, books, and pages.\nWe\nfought the fight victoriously, making public exposure of the crooked methods practiced in\nthe effort to secure the adoption of the \"approved series.\"\nWe were threatened with a\nlibel suit which has not been brought to date.\nYou can understand why I am glad to see\nyou sharing the responsibility of settling a principle that is of as great importance to the\nprofession as that of temperance.\n\n—\n\nDr. George W. Webster, Northwestern University Medical School, Chicago. I\ndo not wish to discuss this except from the side of the physician. The question is one of\ndefinition and of classification as well as one of truth.\nIn the classification of alcohol,\nor morphine, or arsenic, or strychnine, or anything else, what is the basis of classification ?\nIt is its dominating characteristics.\nWe have had a poison defined here, but a food\nhas not been defined.\nWe have been told that a poison is anything that always\ndoes harm. Now, that definition of a poison, as understood by those of us who know\nsomething abou! poison, is perfectly absurd. The poisons that are the strongest are\n\n"}
{"page": 269, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n257\n\noftentimes those that in therapeutics are the most valuable, and they are not always\n\nWhen classifying alcohol as a food or as a poison, we must consider its domi-\n\npoisonous.\n\nnating characteristics.\nlarge cities\n\nis\n\nIt\n\nhas been demonstrated that 10 per cent, of the mortality in\n\ncaused by alcoholism.\n\nThis should be\n\nsufficient to classify alcohol as a\n\nThese men who claim that it has some food value claim nothing new. That\nBut we also know that the heat liberated by the dilatation\nhas been known a long time.\nof the blood vessels by alcohol is greater than that which the alcohol supplies.\nThe sum\npoison.\n\ntotal\n\nis\n\nminus instead of plus\n\n;\n\ntherefore its food value is negative.\n\nHon. Henry Sabin, of Iowa.\n\n—\n\nThere is not very much that I want to say, but I am\nam astonished that in all this great audience there is not a man of\nstrength and power who dares stand up here and face you in spite of your applause, and\nthe Woman's Christian Temperance Union.\ndefend that great organization\nI have\nknown these women for more than a score of years I have been in their confidence I\ndeeply moved.\n\nI\n\n—\n\n;\n\nhave counseled with them\n\n;\n\nand for sincerity of purpose, for purity of heart, for keen appreciation of moral questions, they are peerless.\nI tell you that the young men coming onto\nthe stage of action today owe these dauntless workers in a great cause a debt of gratitude\nwhich they cannot pay in the next century. Now I want to ask you a question. Here is\none young man who comes to the age of twenty-one years. He has been brought up in the\nidea that alcohol is a poison, and he finds that he has been mistaken. You say that a\nterrible thing has happened, and that he is going to distrust the truth ever after.\nHe has\nlost his faith in everything.\nHere is another young man who has been brought up in the\n;\n\nidea that alcohol is a food ; that he may use it occasionally ; that it is not so very danger-\n\nous after all\n\n;\n\nand when he comes to the age of twenty-five he finds that a most terrible appe-\n\ntite has fastened its fangs upon him, and what is ;4<f going to say about the instruction of his\n\nyouth ?\n\nWhich of the two young men has the more cause to complain of the instruction\n\nof his teacher ?\n\nI\n\nleave the question with you to decide.\n\n\"Character,\" the speaker says, \"is everything \"\n\nWe do not fear the truth, only let\n\ntold.\n\nit\n\nI\n\nsay amen to that. Let the truth be\n\nbe established as such beyond all controversy.\n\nTeach the child temperance in the light of experience as well as in the light of science.\nTeach the children in school that alcohol has filled our poorhouses with paupers that it\n;\n\nhas\n\nfilled our insane\n\ndead.\n\nasylums with the insane\n\nthat it has filled our graveyards with the\n\n;\n\nTeach them another thing: that there are fathers and mothers in this land today,\n\ngray-haired men, going down to their graves in sorrow for their boys, because of this alco-\n\nThere are more parents who are moaning and weeping over their living\nwho weep and mourn for their dead. Teach the children in the\nI know many of you to be good\nlight of experience what alcohol is doing for the race.\ntemperance men and women. I beg of you to stand by your guns do not waver, no\nwhether from one man or from a thousand. We\nmatter from whence the attack comes\nwill win a victory yet\na victory greater by far than Grant won at Richmond, greater\nholic food.\n\nchildren than there are\n\n;\n\n—\n\n—\n\nthan Sherman won at Atlanta, greater than Dewey won at Manila.\n\nSuperintendent Joseph Carter, Champaign, 111.\nthis audience does, the presentation at this\n\nments by Dr. Atwater.\n\n—\n\nI want to indorse, as I believe\nmeeting of these wonderfully careful experi-\n\nNo one doubts the correctness of his statements, nor does anyone\n\nquestion, at this time, his conclusions.\n\nwherever it may come from.\n\nWe all believe in truth and are not afraid of\n\nBut all the truth has not been told in\n\none has told of the woeful ravages of alcohol\n\n;\n\nthis\n\ndiscussion.\n\nit,\n\nNo\n\nand that to check these ravages the tem-\n\nperance books, which Dr. Atwater pronounces incorrect, are used in our schools.\n\nIt\n\nmay\n\nbe that there are statements in these books which are not true in the light of recent\nexperiments.\n\nIf that is the case, let the\n\nbooks be corrected.\n\nswift to find fault with these books should make a correct one\n\n;\n\nSome of you who are so\nand when you have made it\n\nyou will find publishers ready to print it, and we who direct schools will be ready to adopt\nand use it for, gentlemen, I do know that if your book tells the whole truth about alcohol,\nit must still be a temperance manual.\n;\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n258\n\n[Chicago\n\n—\n\nlaw.\n\nI live in a town where we follow the\nBut now, regarding this temperance teaching\nOur Illinois law is somewhat in our way. For instance, the ten weeks of physiology\n\nteaching the first year of the high school, just after eight years in the grades, and before\nthe pupils have studied chemistry and biology, is a bad arrangement.\nthis, and in spite of these\nit is\n\nthe judgment of\n\nBut\n\nin\n\nspite of\n\nbooks which yon pronounce defective, I do believe, and I believe\n\nmany superintendents of schools in Illinois, that under this law we\n\ngood work, that we are lessening the evils of intemperance, that we are\nlessening the number of saloons in this state, and that we are teaching the boys of Illinois\nand training them to shun its\neven if it is not a poison\nthat alcohol is dangerous\nabiding place, the saloon. It may be that these temperance laws, as they have been\nwritten by the Woman's Christian Temperance Union, are not quite in accord with\nsome of your ideas of pedagogy, but they certainly are an effort in the right direction,\nare doing a\n\n—\n\n—\n\nand their effects are beneficial.\nI do not know how it is in Massachusetts, but out here in the Mississippi valley we\nhave no fear of the Woman's Christian Temperance Union. They are not oppressors,\nnor opponents of the best interests of our schools, but, on the contrary, they are first and\nforemost in every good word and work that will help our schools in training citizens for\nthis free republic.\n\nDr. Winfif.ld S. Hall, professor of physiology in Northwestern University MediI believe I voice the sentiment of an overwhelming majority of this\n\ncal School, Chicago.\n\n—\n\nconvention when I say that as teachers\n\n— have been a teacher for about twenty years —\nI\n\nwe are strongly against intemperance, and that without an exception we are strongly in\nfavor of teaching children temperance principles, founded upon all the truth that we can\nNow, I believe I am on uncontrovertible ground when I say that it is certainly the\nget.\npurpose of all friends of temperance instruction in schools to get''at the truth as soon as\npossible, and to have nothing in the\n\nbest scientific opinion.\n\nIt\n\nbooks that does not represent the consensus of the\n\nhas been\n\nmade very clear this afternoon, in the\n\nsplendid\n\naddress that has appealed to everyone, that these questions regarding food are controversial questions ; they are questions upon which there\n\nis\n\na great difference of opinion.\n\nNow, those who have written these books have tried to mirror in them the consensus of\nI could quote page after page from men of international\nthe best scientific opinion.\nreputation on this question of alcohol as a food, showing that\n\nmany of them say that\n\nunder particular conditions alcohol may have, or seem to have, food value. Still, in the\nenumeration of foods not one of these men includes alcohol. I have looked over many\nof these common-school text-books, and I can say, in the light of\n\nmany years' experience\n\nteaching in all the grades, that there are many changes which ought to be made on pedagogical grounds; the changes which ought to be\ntechnicalities.\n\nI\n\nmade on scientific grounds are only\n\ntestify, as a specialist in physiology, that the\n\nphysiological teachings of\n\nthese books are correct in the main.\n\n—\n\nPerhaps I ought to put off\nC. G. Pearse, superintendent of schools, Omaha, Neb.\nwhat little I have to say until tomorrow morning, when this discussion is to be resumed,\nbut I would rather say it tonight, if the chairman will permit me, because in the morning\nwe may not be in the spirit, and something of the connection may be lost.\nAs I have listened to this discussion and have seen the earnestness put into it by\nthose who have spoken upon the one side or the other, it has seemed to me that the important thing, as we go away from this meeting, is the question of our attitude, and it seems\nto me most important that we should not misunderstand each other.\nAll of us here who\nare schoolmasters and have this afternoon discussed this question have the greatest\nrespect for the Woman's Christian Temperance Union as a body.\nWe respect the\nmotives which actuate its members. We feel profound admiration for the great work\nwhich this organization has done. We admire, not only the organization, but its members, many of whom thru ties of blood and marriage we have a right to love and do\n\n"}
{"page": 271, "printed_page": null, "text": "ALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nSuperintendence]\n\nTherefore,\n\nlove.\n\n259\n\nwhen we schoolmasters discuss some phases of this great movement\n\nwith which they have been identified, even if some criticisms of method are made, it\nnot to be taken that we do not reverence and respect them and their work.\n\nIf,\n\nis\n\nin the\n\nhave been carried on, some things have been done that do not square\nif in some cases unworthy means have\nbeen resorted to in the effort to accomplish what seemed to be good ends if, in man-\n\ncampaigns\n\nthat\n\nwith our ideas of fairness or good public policy\n\n;\n\n;\n\nipulations looking toward the preparation or adoption or approval of certain text-books,\n\nthings have been done which will not well bear investigation, neither this organization\n\nnor the noble women forming the great mass of its membership should be held responsible, for none of us for a moment believes that the great, earnest army of\n\nin this organization\n\nsanctions or would\n\nwomen enlisted\n\ncountenance any questionable\n\nmeasures or\n\ntactics.\n\nOn the other hand, neither should our good friends of the union feel, because we\nsometimes have criticised methods employed by certain persons, or statements made, or\npersonal attacks which have been directed toward some of us who did not agree with all\nthe methods attempted or followed, that\n\nwe\n\nare unfriendly to them, or that we do not\n\nindorse that which is good and beautiful, or that we do not sympathize with them in their\n\nhigh aims.\n\nWe schoolmasters who here today have discussed this problem are sincere. We are\nFew, if any, of us are wine bibbers. We believe in temperance, both\n\ntemperate men.\n\ntheoretically and practically\n\n— temperance\n\nin all things, even in teaching\n\nabout temper-\n\nWe believe in the teaching of scientific temperance. We believe in the teaching\nof truth.\nWe will hold up your hands in all ways that we can to bring about a knowlance.\n\nedge of right\n\nliving,\n\nand\n\nindulgence of all kinds.\n\nto\n\npromote temperance\n\nin\n\neating and\n\nin drinking\n\nand in\n\nAnd because some of us, in some cases, have objected to some\n\nmethods pursued because in some cases some of us have refused to indorse methods\nwhich certain organized agencies just then believed were the only correct methods\nbecause we have retained the right of independent judgment, we do not feel that we\nshould be personally assailed or crucified upon the cross of public scorn.\n;\n\nMrs.\n\nMary H. Hunt, national superintendent of\n\nscientific\n\ntemperance instruc-\n\n—\n\nWoman's Christian Temperance Union. The study of hygiene, with physiology enough to make the hygiene intelligible, has been introduced into the public schools\nTrue, this\nof this country.\nIt is difficult to understand why anyone should oppose it.\nstudy has been made compulsory for all pupils in all schools, and it includes the nature of\ntion of the\n\nalcoholic drinks and other narcotics, but our boys and girls must live in their bodies as\nthis world, and they need to be taught how to take such care of\nthem that these bodies will be strong, beautiful servants of the mind, instead of the mind\nbecoming the servant of weak bodies and debasing appetites. There are no dangers in\nthe ambushed paths of life which the children of this land need more to be warned against\nthan those attending the use of alcoholic drinks and other narcotics. The representatives\nof seventy-three millions of the American people, in Congress and state legislatures\nassembled, realizing this, have enacted these temperance physiology laws because they\nbelieve that individual and public good demand it, and we should be able to count upon\n\nlong as they stay in\n\nthe co-operation of all good men and women as executors of these laws.\n\nWe are asked to discuss this morning the paper of Professor Atwater. He would\nhave us teach that alcohol has a food value and is not a poison. If that be true, then\nwe should so teach. At this point let me say that there is no aspersion cast upon those\nwho have been instrumental in securing the study in our schools that is more absolutely\nunjust than the accusation that for effect we want untruth about alcohol taught.\n\nWe are\n\nThe man who makes this accusation, if he is candid, thereby shows that\nhe does not understand his times. The educated women of today are keeping step with\ntheir brothers in knowledge.\nThey have been to college. As students and investigators\nnot so idiotic.\n\n"}
{"page": 272, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n26o\n\nthey know almost as much as you gentlemen.\n\n[Chicago\n\nAlmost, I say, lest you should deem it dis-\n\nProfessor Atwater quoted a\nequality in attainment should be claimed.\nwoman as asking \" Wouldn't it be right in teaching a boy against alcohol to deceive\nhim until his character is formed ? \"\n\nrespectful\n\nif\n\nfull\n\n:\n\nThat woman and her question must have emanated from\n\nthe brain fog of\n\nsome\n\nopposer to scientific temperance education who was trying to find out for himself whether\nthree glasses of whisky or a bottle of Rhine wine is isodynamic with certain amounts of\n\nsugar, fat, and starch.\n\nShe does not belong in our ranks.\n\nThe advocates of scientific temperance education in our public schools know that\nThey also know that\ntheir cause has nothing to fear from the truth.\n\" Truth alone is strong\n\nAnd, albeit she wander outcast now, I see around her throng\nTroops of beautiful, tall angels, to enshield her from all wrong.\"\n\n\" The truth shall\nthis\n\nin\n\nmake you free,\" is no vain promise.\n\nIf\n\nteaching the children of\n\ncountry that alcohol has a food value is teaching them truth, then it will eventuate\n\ngood\n\nto the individual, the\n\nhome, society, and\n\ncitizenship.\n\nIf the crime, misery,\n\npoverty, and madness that have heretofore resulted from the use of alcohol as a beverage\nare only myths, then let them give place to this old\n\nnew story of alcohol a food.\n\nBut,\n\nMr. Chairman, we can accept nothing but positive proof at this point; the issue is too\n\nAssumption and assertion amount to nothing, juggling with definitions to worse\n\ngreat.\n\nthan nothing.\n\n\"Anything that nourishes the body without injuring it \"\nstand by a food.\n\nIt is\n\nout of scientific ranks.\n\nis\n\nwhat the people under-\n\na good, honest definition, accepted by sincere men, both in and\nIs\n\nalcohol a food and shall\n\nwe so teach the children ? is the\n\nquestion before us.\nProfessor Atwater, as I understand it, bases his claim of food value in alcohol on his\n\nexperiments made at Middletown, Conn.\n\nThe story of these experiments was first given\nThe thoughtful people of this country were\nstartled to receive newspaper reports of his claim that he had proved that alcohol, when\ntaken in the amount usually found in three glasses of whisky or one bottle of Rhine wine\nper day, is as much food as sugar, fat, and starch, and that therefore the pulpit, platform,\nSunday school, and public school are in error in teaching that alcohol is a poison and not\n\nto the public on the thirteenth of last June.\n\na food.\n\nThese and similar declarations, always accompanied with attacks on scientific\n\ntemperance teaching, appeared and reappeared with variations in the newspapers of the\nland of well-nigh five months, before a scrap of other evidence was given the public in\nproof of these remarkable statements which are at variance with some of the best and\n\nmodern science.\nNot until the sixth of last November was Professor Atwater's Bulletin No. 69, containing his first official report of these much-vaunted experiments, given to the public.\nAccompanying this bulletin his Circular No. 357 was sent to the press of the country for\npublication.\nThe last sentence of this circular says \" The bulletin is very technical and\nnot for general distribution.\" With all due respect to the culture of Middletown, happily\nthere are in the United States, outside of that city, some other people able to understand\ntechnicalities and therefore to study this bulletin with its tables.\nIts accompanying\nCircular No. 357 contains the deductions drawn from the experiments described in the\nThese deductions are exactly what I understood Professor Atwater to state\nbulletin.\nlatest utterances of\n\n:\n\nfrom\n\nthis platform yesterday, viz.:\nI.\n\n2.\n3.\n\nIn the case of the man experimented upon the alcohol was almost completely oxidized in the body.\n\nThe potential energy of the alcohol burned was transformed into heat or muscular energy.\nThe alcohol protected the material of the body from consumption just as effectively as corresponding\n\namounts of sugar, starch, and fats.\n\nIn the first place, it is a fact that other well-known and violent poisons, as muscarine,\n\nmorphia, etc., are also oxidized in the body, liberating heat and energy, but their bad\n\n"}
{"page": 273, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\neffects show that such oxidation proves nothing in their favor; neither does\n\nof alcohol.\n\nIt\n\nwould be ridiculous\n\nto call\n\ntaken they are oxidized in the body.\nIt\n\nis\n\nthe\n\nsum\n\ntotal\n\nit\n\n261\nin the case\n\nmorphia or muscarine foods because when\n\nIt is equally so to make a like\n\nof the effects of a substance that\n\nclaim for alcohol.\n\nmust be considered in deciding\n\nwhether it is a food or a poison.\n\nTo state the fact that alcohol liberates in the body heat and energy, and to say in\nthat connection\n\nno more of its heat- and energy-producing power, is to state half-truths.\n\nAn increased number of heat units are evolved by alcohol, but at the same time it so\nparalyzes the nerves in the walls of the blood vessels that an unnatural amount of blood\n\nrushing to the surface is cooled, and more heat\n\nis radiated from the body of the drinker\nThese easily demonstrated facts leave alcohol no place whatever as a fuel food. The energy that the oxidation of alcohol in the body liberates is of\nbrief duration, and is under such poor nerve control that working ability as a whole is so\nmuch impaired by alcohol that business today demands total abstinence of its employes.\nTherefore both science and experience deny to alcohol any food value as a supporter of\n\nthan the alcohol liberates.\n\nenergy.\n\nOn p. 73 of the bulletin is table No. 7, where are recorded the effects day by day\nman in the calorimeter took alcohol for six successive days. If the material of\n\nas the\n\nthe\n\nbody had been protected during that time, as Professor Atwater states in his third\n\ndeduction, there should have been a plus sign before the column of nitrogen, showing\n\nman did not lose protein, but we find the contrary, showing that the man lost the\n\nthat the\n\nmost valuable of\n\nall\n\nbody material each day he took the\n\nalcohol.\n\nTurn to the other\n\ntable, No. 10, and we find there was a slight gain in protein for one day only, but a decline\n\nthe other days.\n\nThese tables were submitted' to experts in four of our great medical\n\ncolleges, quite as well qualified to do original work as our friends at Middletown.\n\nI\n\nread\n\nhere from the report of Professor C. A. Herter, who is not simply a chemist, but a physician\n\nand professor of pathological chemistry\nYork city\n\nin Bellevue\n\nHospital Medical School,\n\nNew\n\nOne fails to find any supix>rt for the view that alcohol protected the material of the body like sugar, fats,\nor starch, in the report of Professor Atwater, according to his own figures.\n\nThose in experiment No. 7, where\n\n417 grams of protein were given in four days, show that there was a loss of nitrogen equivalent to 48.2 grams\nof protein.\nIn the other alcoholic experiment. No. lo, there is a similar, though somewhat smaller, loss of\nnitrogen.\n\nOne is, therefore, compelled to admit that these experiments do not support this third conclusion of\n\nProfessor Atwater.\n\nPlease remember that it is on that third conclusion that Professor Atwater's argument\n\nmainly rests that alcohol acts as a food.\nThis view of Professor Herter\n\nis\n\nsupported by Professor Seneca Egbert, M.D.,\n\nprofessor of physiology in one of the great medical colleges in Philadelphia, and also by\n\nProfessor Frank Woodbury, M.D., a well-known writer on therapeutics, who is connected\n\nThis pamphlet which I hold in my hand,\n\"An Appeal to Truth,\" contains like testimony from Winfield S. Hall, M.D., a\n\nwith another medical college of Philadelphia.\nentitled\n\nprofessor of physiology in one of the medical colleges in this city, Chicago.\n\nYou\n\nwill\n\nrecall\n\nthat the ten experiments described\n\nin\n\nBulletin 69 are Professor\n\nAtwater's only published data upon which rests his claim of a food value for alcohol.\nIn only two of these experiments was the man given alcohol, and in both of these he lost\ntherefore, Mr. Chairman and friends, inasmuch as this testimony is not contradicted by the experience of centuries, we cannot conscientiously recom-\n\nmost valuable body material\n\n;\n\nmend that the children of this country be taught that alcohol is a food.\nHonest opposition to temperance teaching is based on misapprehension.\n\nCritics have\n\nwidely published the false charge that our requirements are ridiculous or unpedagogical.\n\nThese absurdities are what you are opposed to and not our true position. For instance,\nit was said on this platform yesterday that we claim that \" alcohol in the smallest quantity always does harm.\"\nI challenge anyone to find such a statement in any of the\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n262\n\n[Chicago\n\nWhat we do say is that because alcohol is a narcotic a little has\n\nindorsed physiologies.\n\nthe power to create an uncontrollable and destructive appetite for more, and, therefore, a\n\nalways dangerous. No one can deny that statement. It is as undeniable as the\nlaw of gravitation, and nobody has ever brought a scrap of proof that controverts it.\n\nlittle is\n\nTwo facts — first, that alcohol is a narcotic, and, second, that it has, like other narcotics, a\ncumulative attraction for itself\nI\n\n— are the fundamental\n\nscientific reasons for total abstinence.\n\nthank God and take courage for the republic as I remember the millions of children in\n\nour land who are being taught these reasons.\n\nAnd now with regard to that English assertion about alcohol not being a poison,\nTo the best\nof my recollection it was that \"when taken in quantities and ways that cause no injurious\nquoted here yesterday, and said to have been signed by certain physiologists.\n\neffect alcohol cannot be called a poison.\"\n\nThere is probably not a brain-worker in this presence who has not had strychnine\nIf it acted upon you as it does upon me, you took it\n\"in quantities and ways that cause no injurious effects.\" But you would not, therefore,\nprescribed for him by the doctor.\n\nsay that strychnine is not a poison.\n\nIt is\n\nspecial pleading to attempt such a claim in the\n\ncase of alcohol.\n\nOut of the thirty indorsed text-books on temperance physiology in our list there are\nsome sixteen years ago, that make statements which can be distorted.\nPlease note I say can be distorted into meaning that alcohol is not oxidized in the system.\nTwo of those books are being revised, the third is practically out of use. Of the other\nindorsed books which Professor Atwater attacked it can in all truthfulness be said that\nthey are as accurate in statement and pedagogical in construction as are any olher school\ntext-books now in use. They have been again and again submitted to the best scientific\nauthorities with the request that any inaccuracies be pointed out, and every suggestion\nthat truth warrants has been and ever will be incorporated in them.\nIn closing, please allow me to say you have criticised our metljiods in securing the\nlegislation that makes this study compulsory.\nThey have been to carry the case to the\nfinal tribunal, the source of power under our government, the people.\nThe people have\ninstructed their lawmakers to pass these laws.\nYou think we should have withdrawn our\nendeavors when we saw that any schoolmen objected. We would gladly have done so if\nyou could have assured us that the temptations our children will meet in life will be so\nwithdrawn as to leave no call for this warning education. You complain of our persistence.\nThere is nothing more persistent than mother-love when the child is in peril.\nAs to the personal allusions, I will only say that I have long since ceased trying to defend\nmy co-workers and myself in this cause. Whoever attempts to advocate an unwelcome\nthree, written\n\nis treading the paths martyrs have trod.\nSuch a one will be battle-scarred. I make no apology in this presence for having been\nsomewhat instrumental in placing sixteen million of our school children under temperance education laws.\nNo one could do that without meeting opposition of the kind\nthat will turn and strike. back.\nTo this I make no reply, but a nation saved from\nthe thralldom of strong drink thru its schools and school children will be abundant\n\ntruth that rebukes a popular evil will find he\n\nreward.\n\nMrs. Jessie Willard Bolte, Winnetka, 111.\n\n— Professionally\n\nI\n\nhave no claim to\n\nis a pretty good\nAs a kinswoman of Frances Willard it would ill become me to depreciate\nWhat I say now is\nthe admirable work of the Woman's Christian Temperance Union.\nThe\nsaid from the standpoint of a mother and of a member of the school board.\n\naddress this body.\n\nI\n\nstand here simply as a mother, but motherhood\n\nprofession.\n\nwhere I live has a population of about two thousand, between five and six\nhundred of whom are children of school age and younger. This clearly indicates the\nWe live there to keep our children away from\nobject of our dwelling in the suburbs.\nvillage\n\ncity sights and sounds.\n\nTo my knowledge my small daughter of ten has only once or\n\n"}
{"page": 275, "printed_page": null, "text": "Superintendence]\n\nALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\n263\n\ntwice seen a drunken man, and I object to having this repulsive and unnecessary knowl-\n\nedge thrust upon her.\nWe want our children to grow up in communion with the lake and the woods, the\nEducators in crowded districts\nflowers and the trees we want them to live with nature.\n;\n\nare so alive to the value of nature study that they take .small scraps of the country to the\n\nWe are striving to fulfill Froebel's injunction, so to\n\nless favored children of the city.\n\nthe child's mind with the beautiful that there shall be no room for the unbeautiful.\n\nfill\n\nBut\n\nhow shall we find time for nature work when outsiders force studies into our school\ncurriculum under iron-clad rules?\n\nAs a mother I object to the time devoted to this study of alcohol-physiology, and\nAs an ex-member of the school board of Winnetka I object to\n\nalso to its object-lessons.\n\nAt the times these books were introduced\nwas on the committee on teachers and text-books, and I conscientiously read every book\n\nthe text-books as inartistic and unscientific.\nI\n\nI would never do it again.\nI know better now.\nAs mother and school trustee both, I insist that no one except an expert shall inter-\n\nfrom cover to cover.\n\nNot one of us but would indignantly resent the interfer-\n\nfere with our school curriculum.\n\nence of any body of persons\n\nwho should dictate to our physicians what\n\nthey should\n\nprescribe in all cases or any cases.\nI\n\ndo not object to the action of the Woman's Christian Temperance Uniorf any more\n\nthan 1 would object to a similar action on the part of a body of ministers, doctors, lawyers,\nor taxpayers.\n\nThe\n\ninvestigations into the psychology of the child-mind which are\n\nnow\n\nbeing prosecuted by Dr. G. Stanley Hall and our own Dr. Colin Scott, besides many\nothers, have already indicated that the child can best assimilate certain classes of facts at\n\ncertain periods of mental development.\nto dictate\n\nWhat right has any person, or body of persons,\n\nhow, when, and where the child shall study any subject without a scientific\n\nknowledge of the child's mental status ? So I say to all except the school expert \" The\nschool curriculum is not your business hands off \"\nI want temperance taught in our schools from our kindergarten thru our universities.\nNot only temperance in drink, but temperance in food and temperance in conduct. I\nwant my child taught to stop and enjoy a flower by the wayside and then leave it for the\nnext passer-by to enjoy, rather than to pluck it and throw it aside.\nI want my child\ntaught to pass by the penny slot machine with his penny tight clasped in his small fist\nand then drop it into the penny savings bank.\nSelf-control, the building of character, these are what our schools stand for, and\ntemperance\ntrue temperance\nmeans self-control in all ways. Let us teach temperance, then, not forgetting that where the whisky bottle has slain its thousands the fryingpan has slain its tens of thousands.\n:\n\n;\n\n!\n\n—\n\n—\n\nProfessor Atwater (answers questions and closes the discussion)\nQuestion: Is the statement that alcohol is a food in a limited sense a new one, or has it been more or\nless controverted for many years?\n\nAnswer: Not a new one, but an old one.\n\nThe father of physiological chemistry,\n\nLiebig, in classifying food materials distinguished between what he called respiratory\n\nfoods on the one hand and the plastic on the other, and he put alcohol among the list of\nrespiratory foods.\n\nHe also assigned to it a definite food value — about the value that\n\nthe latest research gives it.\nQuestion: Why is it that the statement that alcohol is a partial food, that it has some nutritive value,\nshould be announced as a new discovery, when it is as old as physiological chemistry?\n\nAnswer: Because\n\nthe public have been miseducated\n\non\n\nthis subject and\n\nhave not\n\nunderstood the facts.\n\nLet me call your attention once more\n\nto what\n\nI\n\nsaid yesterday about alcohol as food.\n\nme to urge that alcohol is a food in the sense that bread and meat\nare foods, or that it is in general a desirable food, I certainly failed to make my meaning\nIf anyone understood\n\n"}
{"page": 276, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n264\nclear to him.\n\nWhat I tried to say is\n\npoison and stop there.\n\nIt\n\nis\n\nthat it is wrong to\n\ntell\n\n[Chicago\n\na child that alcohol\n\nis\n\na\n\nnot a question of definition in scientific treatises or in\n\nIt is a question of the impression that you produce on that child's mind,\nand whether that impression is one that accords with the principles of science and the\n\ndictionaries.\n\nprinciples of morality.\n\nThis suggests a question which was asked by one of your honored members.\nunderstood it to be something like this\n\n:\n\nso that he will grow up with an aversion to\n\nmistaken\nlet\n\n;\n\nor shall we teach\n\nhim\n\nit,\n\neven if he does find that he was somewhat\n\nthat under certain circumstances it is useful, and thus\n\nWill the gentleman kindly tell me if\n\nhim come up a drunkard ? \"\n\nI\n\n\" Shall we teach the boy that alcohol is a poison,\n\nI\n\nunderstood him\n\nrightly ?\n\nMr. Sabin, of Iowa.\n\n—\n\nI\n\nasked simply which of the two boys\n\nis\n\nthe victim of the\n\ngreater mistake, the one who has been taught that alcohol is always poisonous, and finds\n\nhe has been wrongly taught, but grows up with good, sound, temperance principles, or\nthe other who has been taught that it is a food, and comes to the age of twenty-five with\n\nan appetite for drink.\n\nWhich of these two has the right to make the greater complaint ?\n\n—\n\nProfessor Atwater. Both have the right to complain. We have no right to\nmake either mistake. That is exactly what I have been trying to say to you all the while.\nQuestion: Should not text-books in physiology, as well as\nseems to be the consensus of specialists?\n\nin\n\ngeography and grammar, contain what\n\nAnswer: Most emphatically. The point is this, that many of the so called \"approved\"\nthe great body of authorities\nthose who are the most followed\nare on the other side.\n\ntext-books give opinions of some specialists, but extremely few\n\n;\n\n—\n\n—\n\nQuestion: What is the influence of sugar and the influence of alcohol on bodily temperature?\n\nAnswer: Will you excuse me from going into that in detail ? I do not know. I\ntried to tell you so yesterday. We are really at the beginning of our experimental knowledge of this subject. Alcohol sometimes reduces bodily temperature, and sometimes it\ndoes not.\n\nHere is a question which is in substance\n\n:\n\n\" How does that theory (that alcohol\n\nis\n\na\n\nbody-warmer) agree with Nansen's, who did not take alcohol at all ? \" It is not a\nExperience tells us whether we want\nquestion of theory, it is experience that tells.\ncotton or woolen clothes.\n\nWoolen are a great deal better for us in cold weather, but that\n\ndoes not show that cotton does not make clothes.\nQuestion: Has temperance instruction in the public schools advanced the cause of temperance in this\nWhat can be done to make it more effective?\n\ncpuntry?\n\nAnswer: You are the men to answer these questions. You are the ones to know\n\nWhat is your\nWhat do you find to be the result ?\n\nwhether temperance instruction advances the cause of temperance or not.\nopinion about it, what is your experience ?\nQuestion: Is alcohol a narcotic?\n\nAnswer: Yes, under some circumstances.\nQuestion: Is alcohol a poison?\n\nAnswer: Yes\nnarcotic poison.\n\n;\n\nunder certain circumstances alcohol\n\nis\n\nunquestionably a poison, a\n\nBut the difficulty with this teaching is the failure to distinguish between\n\nconditions, and in saying that it\n\nis\n\nalways a poison, when it is only occasionally and not\n\ngenerally so.\n\nMrs. Hunt has told you that what I have said regarding the food value of alcohol is\n\nbased upon experiments made under my direction.\n\nI\n\nregret that anyone should have\n\nmake it clear in the address of yesterday that\nAll that our experiments\nthe belief is one that has long obtained among physiologists.\nreceived such an impression.\n\nI tried\n\nat Wesleyan University have done has\n\nto\n\nbeen to help, and perhaps in only slight degree,\n\nto explain how it is that this food value is exerted,\n\n"}
{"page": 277, "printed_page": null, "text": "ALCOHOL PHYSIOLOGY AND SUPERINTENDENCE\n\nSuperintendence!\n\n265\n\nYou would hardly excuse me, I fear, if I were to neglect to reply to Mrs. Hunt's\nstatements, and those of the experts whom she has cited, to the effect that the figures of\n\nmy experiments do not sustain the conclusions. The point is this\n\n:\n\nIn one of the experi-\n\nments, No. 7, described in the bulletin from which the quotations were made, the amount\nof nitrogen given off from the body in its excretions was greater than the amount received\n\nIn this experiment, therefore, in which alcohol\n\nfood.\n\nin the\n\nthere was a loss of protein.\n\nmade part of\n\nthe diet,\n\nMrs. Hunt quoted the figures correctly from the table on the\n\npage of the bulletin to which she referred. If, however, the critics had taken the pains\nto examine the other figures of the experiment, they would have seen that in this case the\nquantity of nitrogen in the food was smaller than usual.\n\nwhich were not published in\n\nthis\n\nbulletin, but\n\nIn similar experiments to this,\n\nwhich were made with corresponding\n\nquantities of nitrogen in ordinary diet without alcohol, there is a coresponding loss of\n\nprotein from the body.\n\nIt would\n\ntherefore be wrong to assume that the loss of nitrogen in\n\nexperiment No. 7 was due to the alcohol.\n\nThe conclusions derived from our experiments\n\nwere based upon a comparison of the results of ten experiments in which alcohol was\n\nOnly two of\nThat publication does not discuss\nthe experiments from the standpoint of the action of alcohol at all.\nIts purpose was\nforeign to that question.\nIt does not give the whole of the results of even these two\nalcohol experiments. It omits entirely the figures for preliminary periods which preceded\nthose for which the results are given. When we take all of the experiments together and\ncompare the experiments in which the men had an ordinary diet with those in which the\nfats, sugar, and starch were replaced by alcohol, we find more or less of variation in individual days and in individual experiments, as would be expected.\nBut taking the results\naltogether, they do not show any difference in the balance of income and outgo of either\nnitrogen or carbon which could be taken as showing any difference in the effects of the\ntwo kinds of rations. The conclusions are simply a summary of the statistical results.\nIf you take the figures of experiment No. 7 and select from them the particular ones\nwhich the critics have quoted, you find in them apparent indication of a loss of protein\ndue to the replacement of the carbonaceous nutrients by alcohol. But if you take all of\nthe figures of that experiment into account, and especially if you take all of the results of\nall of the experiments, then you will see that there is nothing in them which either favors\nor is opposed to alcohol as a protector of protein.\nThere is another thing to be borne in mind in this connection. The protection of\nused with those of eleven corresponding experiments with ordinary diet.\n\nthese alcohol experiments are given in the bulletin.\n\nprotein is only one of the forms of action of the fuel ingredients of the food.\n\nEven if\n\neither alcohol or sugar or starch should fail to protect protein in a given experiment, or\nseries of experiments, this would by no means show that it has no food value.\nto say that I do not regard these experiments as condo object most seriously to the statement that my figures do not support,\nmy conclusions because a part of the figures do not support them. I think it is fair to\nI\n\nhave taken special pains\n\nclusive.\n\nBut\n\nI\n\nask that those who make such statements shall tell, not a part of the truth, but the whole\ntruth, just as I\n\nask that the temperance text-books shall tell, not a part of the truth, but^\n'\n\nthe whole truth.\n\n-\n\nOne word more and I have done. I have been profoundly impressed by the kind\nwords which so many of you have spoken to me since the address of yesterday. I have\nreason to thank you most sincerely. One of these pleasant things was something like\n\" I have been a total abstainer all my life.\nYou have\nthis\nI can indorse all you say.\n:\n\nreally given\n\nus a temperance lecture.\"\n\nThat\n\nis\n\nthe spirit in which I hope you will\n\nunderstand me.\nIt is perhaps not fitting that a man of science should leave his laboratory and his\nbooks and come to talk to you as a citizen and as a father whose children are under your\n\ncare.\n\nIt\n\nis\n\nperhaps not fitting that\n\nI,\n\na teacher, should\n\nteachers, the importance of temperance teaching.\n\ncome and urge upon you, as\n\nAnd yet I have ventured to do both^'\n\n"}
{"page": 278, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n266\nI respect\n\n— revere — the workers in the temperance cause more than\nI\n\n[Chicago\n\nit\n\nwould be proper\n\nfor me to say.\n\nSo far from arguing against the temperance teaching in the schools, I hope\nonly let us be careful as to what we teach. I hope that you who teach\nit may continue\n;\n\nmy children, you who guide the instruction of youth in this our republic, will feel the\nresponsibility that rests upon you for the building up of character, for the inculcating of\n\nmorality.\n\nreform.\n\nNot a few of you have expressed\n\nto\n\nme your deep interest in temperance\n\nLet me once more express to you all, as I have to them, my deep conviction of\n\nthe importance of right teaching of these subjects in our public schools.\n\nAND OPPORTUNITIES OF SCHOLARSHIP\n\nOBLIGATIONS\n\nPRESIDENT EDWIN A. ALDERMAN, UNIVERSITY OF NORTH CAROLINA,\nCHAPEL HILL, N. C.\nI\n\nbelieve I am speaking to you, ladies and gentlemen, at the moment\n\nof the broadest national feeling in the life of the later republic, and hence\nI have hesitated in the choice of\n\ntunities of Scholarship in the\n\nmy theme, \"The Obligations and Oppor-\n\nSouthern States,\" lest I seem to modify the\n\noperation of so beautiful and universal a force as scholarship by any sort of\nrestricted geographical label.\n\nThe land where his fathers lived, idealized\n\nadherence to a theory and an idea, is\nforever dear to the man of the South, and no less to the boy of the South\n\nby woe and\n\nfortitude, and stern\n\nmanhood\n\nreaching up into\n\n;\n\nbut the great republic, whose firm founda-\n\ntions his forefathers helped to lay so deep and strong, is very dear to him\ntoo.\n\nIts flag, wherever it\n\nmay be carried, is the symbol to him of the\n\nbest that he can hope or dream, and prophecies of his undivided country's\n\ndestiny stir his blood and sing in his brain.\n\nThe very tragedy of the\n\ncareer of the southern portion of our union justifies my theme and gives\nto that section a certain distinctiveness, which it cannot quickly change\nif it\nis\n\nwould, in its tendencies and in its duties and needs.\n\nThat tragedy\n\nbound up in the one stupendous error of slavery for which all sections\n\nof the republic are equally to blame.\n\nI\n\nshall\n\nnot retail in any detail this\n\nstory so often told in assemblies of this nature, but it seems worth while\nto say this much\n\n:\n\nBy slavery the South was foreordained to spend sixty\n\nwonderful years in a period of hurtful stillness and isolation, wherein was\n\ndeveloped a rural, patriarchal society with all its virtues and all its defects.\nIt doomed us to a shameful period of chaos and submersion, wherein\nevery atom of our boasted racial strain was put to the test.\n\nIt hung in\n\nthe balance the mighty issue whether a section of the English branch of\n\nthe white race should preserve its standards, its homes, its governmental\n\nconsciousness, what was good and lovely in its past\n\n;\n\nor whether, like the\n\nshould descend to an inferior type.\n\nThe men of\n\nthe South born between 1835 and 1850, as they entered\n\nupon maturity\n\nless\n\nvirile races,\n\nit\n\nand manhood, inherited a fearsome legacy of defeat in war, of political\nand social and industrial anarchy, of poverty, and of the prejudice of the\n\n"}
{"page": 279, "printed_page": null, "text": "Superintendence]\n\nOBLIGATIONS OF SCHOLARSHIP\n\n267\n\nThe older men of that group retained, perforce, the habit of\nmind and the hindering traditions of the patriarchal order. The younger\n\nworld.\n\nones lacked education and mental training, save such as could be obtained\nthe trenches and upon the battlefields, and they lacked, too, the\nbuoyancy of unbeaten youth and yet there rested upon them the task of\nmaintaining their racial integrity, of establishing new institutions, and of\nfinding such a clue to changed economic systems as would enable them\nto create wealth enough to educate their own children and the children\nof their slaves.\nThese men were not fit, nor were the times fit, for calm,\nphilosophic thought, or academic viewpoints. The times were rude and\nin\n\n;\n\nunquiet, and afforded small opportunity for any self-development except\n\ndevelopment of\n\nfitness to survive, to endure, and\n\nto perfect.\n\nIt may be\n\nsaid with truth, therefore, that the last thirty years have been a period of\ncrudity, of sternness, and\n\nsome violence, in southern life, and\n\nmisunderstanding of southern men by their fellow-countrymen.\nsacrifice of their own highest ideals of\n\nof\n\nmuch\nAt the\n\ngrowth, southern white men have\n\ngiven themselves up to the doing of two vital things\n\n— the assertion of\n\ntheir right, as proud men acquainted with suffering, to control and direct\n\nthe course of affairs in the\n\nlife\n\nof their localities, and the creation\n\nof\n\nThey have done these two things so well\nthat those of us born since 1861 find ourselves living with some peace of\nmind in a new world of friendly feeling, of waning intolerance, of increasing wealth in urban life, of industrial power and educational desire. It\nmay be doubted whether any generation of Americans, save the men who\nmade the constitution and the pioneers who built the great West, deserve\n\nwealth and material resources.\n\nIt is a poor\nAmerican who is not proud of them, and it is a pale, spiritless southern\nman who does not render to them the tribute of his gratitude and his love.\nIt is settled, I believe, that this white man, who has shown himself so full\nof courage and force, shall rule in the South, because he is fittest to rule.\nThere is a race problem, but it is largely a problem of how the white race\nshall use its power, in justice, in kindness, and constructive good-will to\nthe white man and to the black man alike. It is tolerably certain, too, that\nthe South will grow in wealth.\nThe very frenzy of work and accumulation has gotten into its blood.\nIts citizens have relearned the hang of\nindustrial success which slavery and its consequences robbed their fathers\nof when the century was young.\nThey have taken to heart the lesson\nthat civilization can express itself in terms of dollars and cents as well as\nin terms of theories and enthusiasms.\nWhen the idea became clear to\nthem that cotton from the looms was worth three times the value of cotton\nin the fields, they began the establishment of technical schools, and the\nbuilding all along their limits, from the banks of Roanoke to southern\nAlabama, five hundred cotton mills with five million spindles and one\nmillion looms.\nAnd they have just begun. Sleepy little southern towns\n\nso well of their posterity as these bearers of war's burdens.\n\n"}
{"page": 280, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n268\n\n[Chicago\n\nthat once dosed under the sun and boiled over in hot talk of states' rights\n\nand strict construction of the constitution are now black and busy and\nhappy, sending to the ends of the earth salable things made of iron and\nsteel and cotton and wood.\nThere is some loss of picturesqueness, perhaps, but certain gain of power.\nIt is as if a man had swapped a hobby\nhorse for a steam engine.\n\nBut some fundamental things have not been settled.\n\nIt\n\nhas not been\n\nsettled what sort of intellectual and moral civilization shall be the final\n\noutcome of all this revolution and new birth. It has not been settled\nhow just our modes of government are to be, whether our highest selves\nare to be realized in our institutions, or our\n\nlife\n\nproperly adjusted to\n\nwe\nThat supreme result is\nfor the men and women who have been born since the Civil War, and for\ntheir children, to achieve.\nAfter isolation, war, submersion, awakening,\nthe South is really beginning its probation as a member of the modern\nworld in the twentieth century. Its chief problem is the chief problem of\nthe larger\n\nlife\n\nof the world.\n\nhas not been fully settled whether\n\nIt\n\nshall start right or wrong in the\n\nmodern world.\n\nevery society passing from simpler social forms into the third and highest stage of society, namely, the realization of its highest self in life and\n\nlaw, not by personal courage or raw individualism, not by patient endur-\n\nance of\n\ndisaster,\n\nby intelligent activity, by civic unity, by public\nNoble and impressive beginnings have been\n\nbut\n\nspirit and community effort.\n\nmade in the direction of this self-realization.\nfor black and white has\n\nbeen established\n\nA system of public schools\n\nin all the states, and\n\nis\n\nbeing\n\nimproved under stupendous difficulties, not the least of which is a periodic demand by overborne, exasperated men that each race shall support its own schools by its own taxation.\nBut this will never be done.\nJustice\n\nis\n\nagainst\n\nthat ignorance\n\nis\n\nSelf-interest\n\nit.\n\nis\n\nagainst\n\nit.\n\nThe black, ugly fact\n\na remedy for nothing and a peril to everything quickly\n\ncrushes out whatever life there is in the idea; for its triumph would mean\nthe existence of a permanent\n\nand\n\npitiful\n\nenough\n\nother purposes than\n\nbooks.\n\nat\n\nbody of death, and improvement is slow\n\nthe best.\n\njails\n\nThe\n\nprinciple of\n\nlocal\n\nand bridges has been written\n\nin\n\ntaxation for\n\nthe\n\nstatute\n\nAn attempt' is being made to co-ordinate justly the secondary,\n\nand higher education. A movement for public roads and\nis\ngoing forward. The revision of constitutions, the\ncreation of wise systems of public taxation, and the improvement and\nuplifting of rural life are engaging the attention of the thoughtful. These\nmovements as yet are chaotic or atomistic, characterized by lack of\nharmony and symmetry and oneness of purpose, and needing to be correlated and fused and welded into one effective agent of social amelioration.\nThe traditions and powers of the old life will not bring these things\nto pass. There is needed a new social spirit, a new type of man, with a new\nequipment of power to inform and influence and guide this spirit.\ntechnical,\n\npublic libraries\n\n"}
{"page": 281, "printed_page": null, "text": "OBLIGAflOkS dP SC/TOLAkS^ilP\n\nSiiperihiendencel\n\n269\n\nHere, then, is a new intellectual and moral world about to be born.\n\nand historic past, and there\nunimagined future, thrilling with impulses of\nTho hard pressed by new ideas aloose in the world flowing\n\nThere surrounds\n\nit\n\nthe dignity of a sad\n\nbefore\n\nit\n\nan\n\nstretches\n\ngrowth.\nout of\n\nits\n\nurban growth,\n\nthis\n\nland\n\nreligion, in culture, and in politics.\n\nis\n\nstill\n\na land\n\nof\n\nconservatism in\n\none wants to find out what the\nold stock thought and what they liked, one must still journey southward.\nEven Senator Hoar found it necessary to flee from Boston to Charleston\nof all places to get some comfort in his desire to quench our new,\nfierce thirst for islands.\nYet conservatism cannot hush its cry for men to\nguide it wisely, out of sensitive social self-consciousness, into the broad\ncurrent of the world's thought, to build its institutions, to remodel its\nconstitutions, to shape its policies, to settle nobly grave questions of suffrage and of race.\nI do not believe there has been so inspiring a call to\nyouth and strength since Stein and Fichte lifted Germany from under the\nhoof-prints of Napoleon's army and led her happy and prosperous into\nthe family of nations. The nation has cause to be thankful for one thing.\nThe raw material of citizenship for this upbuilding exists in the South,\nwhether it shall be sought for in the old family stocks, sobered and\nbroadened by poverty and fortitude, or whether it shall issue from the\nIf\n\nranks of the plain people, who fought our battles for\nthe English temperament, who\n\nmay not be able to\n\nus,\n\nwho\n\nread, but\n\ninherit\n\nwho\n\nare\n\nremember that their fathers earned liberty as a reward of sacrifice, behind the cotton bales at New Orleans, on the fiery crest of\nKing's Mountain, or in the swift and fateful marches along the valleys\n\nable to\n\nof the Dan.\nIt\n\nhas been my trade in life, and it still is, to work with the southern\n\nHe\nI have some right, therefore, to judge him and to weigh him.\nwould perhaps have slight patience with any effort of mine to set him up\nas a wholly different type from the vigorous American boy elsewhere, and\nand I do not wish\nto hedge him around with any barrier of sectionalism\nto do that.\nHe is an American boy. Yet great historic social forces\nhave been at play upon the southern boy, as they were at play upon his\nfathers, and we are to examine the result.\nHe is frank, sunny, and courageous still, tho hardships and struggles have added to him a certain\ntoughness of temper and fineness of spirit. Life has generally widened\nout to him thru sacrifice.\nHe has had from his youth the tutelage of selfdenial and renunciation.\nHe may be at college, tasting the sweet waters\nand breathing the clearer air, but he knows that far away in the humble\n\nboy.\n\n;\n\nhome the father and mother are taking counsel in the still hours of the\nnight how they may scrimp here and save there and work a little harder\nand rest a little less, and so pay out gladly their\n\nlife and their strength\nand life looks grander to him by reason of it, and duty seems\neasier to him, and opportunity sweeter and kindlier.\n\nfor his sake\n\n;\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n870\n\n[Chicago\n\nThe ethical and the ideal appeal very strongly to the boy of the South.\nNot because he is any better than his neighbors, but because economic\n\nHe has left off certain vices\n\nconditions have developed that side of him.\n\nof his grandfathers, and he is clearly their superior in intellectual curiosity\n\nand thoughtfulness about the common good and the needs of the average citizen. Enthusiasms are very likely to possess him, and ideas and\nprinciples attract him more potently than machinery or organization.\nThere is a tribal primitive individualism in his blood which is to him both\nIt has been a blessing at times, causing him to\na blessing and a curse.\ntake things in his own hands to preserve his own liberty and the dignity\nSometimes it has been a curse, shading off into\nof his person at any cost.\nlawlessness, tending to paralyze concerted effort and to leave communities\ndisunited and torn by religious and party differences, and thus unable to\nachieve high public ends.\nAt the bottom the southern young man is a\npolitical animal, in Aristotle's good sense of the word^\nimpulsive, upright,\nand patriotic. No weary cynicism or passion for wealth and sports as\nHis highest idea of great service and great\nyet bounds his horizon.\nachievement is service to the state, and molding society in social and\n\n—\n\npolitical forms.\n\nThis\n\nfine\n\nimpulse for public service goes to seed sometimes, and we\n\nhave the frantic, callow voice shouting panaceas and nostrums, and here and\nthere the malign figure of the demagog creeping about causing simple\n\nmen to lend an ear to political and economic sophisms.\n\nBut the average\n\nsouthern boy, like the average American boy, has brains, and honesty and\n\nHe seems\nhad excess of, singleness of purpose and grim\nearnestness.\nI believe this will come, for it is in his blood, when his\nideals harden into certainty, when he feels more at home in American life,\nwhen he learns the trick of concerted action, and when the society immefaith and enthusiasm.\n\nHis trouble is a sort of dazed timidity.\n\nto lack what his fathers\n\ndiately about\n\nhim becomes more critical\n\nof\n\nitself,\n\nand tolerant\n\nof all\n\nshades of thought and opinion.\n\nIn the past the South has been charged with setting too much store\n\nby wise leaders and neglecting to provide for wise followers. A militant\norder, with its base resting on slaves, and its summit bright with masterful, lovable men, like the Athenian city-state, had very little trouble\nabout its leadership. Men heard the organ voice of Calhoun and heeded\nit as the men of the tribe heed the strong man, as the Florentines followed\nthe Medici, or as the Irish rallied about O'Connell or Parnell.\nDavis, Judah P. Benjamin, Alexander Stephens, Robert\n\nJefferson\n\nToombs, Henry\n\nA. Wise, and W. A. Graham spoke, and their states or parties recognized\n\nmen at arms on a field\n\nof\n\nBut the old type of leader has gone by forever, like a lost type\n\nin\n\ntheir\n\nprimacy and massed behind them\n\nlike\n\nbattle.\n\nnature, and the leader-ridden South of the past is leaderless now.\n\nI\n\nhear\n\n"}
{"page": 283, "printed_page": null, "text": "OBLIGATIONS OF SCHOLARSHIP\n\nSuperintendence]\n\nno commanding voice\n\nin\n\nthe political\n\n27\n\nof the southern\n\nlife\n\nstates.\n\nIn\n\nthe field in which for seventy-five years she was pre-eminent the South\n\nHer public men are rarely scholars. There are no\nis now defective.\nMadisons and Clays and Calhouns and Lamars. There are some notable\nnames in business, and Lanier and Page and Harris and James Lane\nAllen and Woodrow Wilson are worthy names in any literature. There\nThere are reasons\nare clever men everywhere, but no commanding men.\nThe coming leader has a\nfor this, and perhaps it is not to be deplored.\nharder task- than the leader of the olden time, and there must needs be time\nHe can no longer incarnate the dumb, dull aspirations\nfor him to grow.\nof the people and be a glorified figure to them, as Clay and Jackson were.\nThe age of personal loyalty has been succeeded by an age of personal\ndistrust.\nThe mass has been broken up into common, hard-headed, acute,\npower-loving men armed with the weapons of democracy. These men\nare going to rule whether they are fit for it or not, and the problem is to\nmake them fit or better, perhaps, their children fit, for the grown-up folks\nare past saving\nby putting them into a school of ideals, where they shall\nget uplift of thought, and where the tastelessness and mediocrity and\nunthinking activity that beset democracies shall be rooted out. The\nmost pervasive school of ideals to which most of the young men in my\nland have been going for generations is the school of politics, and it has\nbeen a dull and sordid school, having for its curriculum a weary trivium\nof negro, tariff, and currency, and not the highest phase of any one of\nthem. It is just here that the presence of the negro has worked the\nsaddest harm to us.\nThere is a deep feeling that intelligence, character, and wealth must be the real majority, whatever the sum of votes may\nadd up. Political self-preservation, as they see it, has forced ardent, highspirited young men, able and eager to understand great questions, to\nstand at the ballot box and beat back a black tide of ignorance, and thus\n\n—\n—\n\nbehold without a blush the sacred conception of suffrage violated, public\nservice cheapened, and, too often, the mere manipulator rewarded.\n\nforce that can change this is a good force.\n\nI\n\nAny\n\nbelieve that this school has\n\nsuspended, and another and better one has been founded in which there\nis\n\na new motive concerning itself about things near at home, and yet con-\n\nunity and majesty of American\n\nscious of the\n\nlife,\n\na fresher\n\nand more\n\ninspiring motive which will make for the end of this reign of dullness\n\nand danger to character.\nIt is\n\na common, pat thing to say to southern young men\n\ning about the South\n\n;\n\n:\n\nkeep out of politics, and go to work.\"\n\n\"Quit talkTwo-thirds\n\nof this advice is very healthy, but the other third is fretful and superficial.\n\nTo keep out of politics\n\nin\n\nout of politics in the South\n\na republic\nis\n\nis\n\nto keep out of\n\nsplendid creative epochs of national history.\na course\n\nis\n\nto\n\nlife,\n\nto miss opportunities that\n\nand to keep\n\ncome only in\n\nFor educated men such\n\ndemonstrate afresh that mincing, dainty cowardice of\n\n"}
{"page": 284, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n272\n\n[Chicago\n\nhuman forces, which makes\nErasmus seem small to us beside Luther and sets the towering genius of\nGoethe below the radiant young poet Korner, singing his defiant songs to\n\nscholarship, in the presence of great, rude,\n\nthe bright face of freedom.\n\nPolitics exists in\n\nmy thoughts as a form of\n\napplied patriotism, seeking, by pleading with the public conscience and\n\nby education of the public mind, to bring about good government, to\nestablish schools, to build roads, to spread culture abroad and to make it\n\ndynamic, and to win liberty such as free men are fit to have.\ndefine patriotism, for in\n\nbecome a somewhat\nit\n\nbe.\n\nThere\n\nis\n\nAnd let us\nmy thought it needs some redefinition, having\n\nslippery and elusive term, high\n\ncountry, may she always be right!\n\nThere\nfathers.\n\nis\n\nand holy thing the\n\nthe unthinking, alcoholic patriotism that shouts\n\nBut right or wrong,\n\n:\n\n\"\n\nMy\n\nmy country!\"\n\nthe ancestral patriotism that worships the genius loci and the\nIts\n\ndevotees cannot forget their grandfathers.\n\nThey have the\n\ndisease of atavism, and enwrapped in the grave-clothes of their forebears\n\nthey sit deathly still in the busy world and fancy that virtue issues from\ntheir garments to the afflicted passers-by.\n\nThere is the thrifty patriotism\nThere is the\n\nthat shouts for party and party leaders and votes the ticket.\n\nnoble rage that inspired southern boys to climb the slopes of Gettysburg,\n\nand that inspired northern boys to turn their breasts into a stonewall to\nmeet the onset, and that inspired the sons of both, with reunited love\nand common purpose, to charge together thru the hot grass and under the\nbrazen sun about Santiago. And finally there is the patriotism of common-sense, which is the very religion of citizenship.\n\nThis patriotism is a\n\ncompound of scholarship, of social sympathy, of right reason, trying to\nteach democracy, \"that glorious optimism,\" how to use its rude devices so\nthat it may justify its right to exist as the ultimate form of government.\nThere are many very unlovely manifestations of this patriotism in the shape\nof heated, willful men in primaries and at the ballot box, but the thing\nitself is\n\nan academy, a battleground of ideas which should strive to eman-\n\ncipate tens of thousands of white men in the South and in the North and\n\nWest from petty local views, from selfishness, from the tyranny of hard\nfrom the philosophy of carelessness and wasteful laissez-faire,\nfrom false individuali-sm, and teach them largeness of view and the necesMuch has been said\nsity of community effort for community good.\nfrom a thousand platforms in this country about the scholar in politics,\nand he has for some decades been the stock figure for academic eloquence. And perhaps not enough has been said about the power of\nculture and the passion for knowing, to regenerate the individual man by\nlighting up his mind and disciplining his willfulness, by giving him the\nfine true sense for beauty and manners and order and reason, and by\nendowing him, to use Mr. Lowell's noble phrase, \"with that good taste\nwhich is the conscience of the mind and that conscience which is the\ngood taste of the soul.\" But the impulse to cry out for scholars and\ncreeds,\n\n"}
{"page": 285, "printed_page": null, "text": "OBLIGATIONS OF SCHOLARSHIP\n\nSuperintendence]\n\n273\n\n\\\n\nseers to enter into the hurly-burly of life is\n\na just one.\n\nThe\n\nindividual\n\nis so microscopic and self-government so begirt with the perils of unin-\n\ntelligent strength and vulgar force that there must needs be great move-\n\nments flowing about guided by the scholar's purpose to be of service to\nThe theme may be trite enough, but instinct and reason\n\ngreat masses.\n\ncall for the reality.\n\nare,\n\nAnd the reality is the man who sees things as they\n\nand hates violence; who has no\n\nstrong;\n\nfear of oppression\n\nbecause he\n\nis\n\nwho cannot be deceived because he has been trained and knows\n\nthe fates of nations and the experiences of cities\nand men; who cannot be terrorized because he is not afraid; who cannot\nbe starved because his hands have skill and his brains have cunning.\nThis real sort of scholar is needed to aid in the transformation of\nunthinking, careless white men, without tastes or wants or desires, into\nmen with ideals men who can see the relation of law to society, and what\nmen who can see the\nit means to defy law even to protect innocence\nbeauty and interest of life men who have some civic sympathy, love\ntheir towns, villages, front yards, highways, parks, schools, and libraries,\nand, thus proceeding upward, grow into a grander conception of the\nperils and privileges of the heritage left them by the Lord God, now\ngrown so swiftly into an empire, vaster than the empire of Trajan or Justinian.\nMen of philanthropic impulses are easily moved to helpfulness by\ntruth from mania, and\n\n;\n\n;\n\n;\n\nthe spectacle of the black race striving to fit itself for republican citizenship\n\nunwisely thrust upon\n\nit.\n\nThey are not so easily moved by the spectacle\n\nof the white race striving\n\nto\n\nunparalleled sociological duty.\n\nThe education\n\nquestion.\n\nof\n\nfit\n\nitself\n\nfor the\n\nnoble discharge of an\n\nAnd yet that is the pivot of the whole\nman to the point\n\none untaught white\n\nhim that knowledge and not prejudice must guide\nhis conduct, and that for the honor of his name and country, and his\nposterity, he must deal with these people in justice and kindness and\nChristian forethought, is worth more to the black man himself than the\neducation of ten of his own race.\nI believe that any southern university\nis doing more to lift up the colored race thru the broad-minded men\nit is training and sending into life than nine-tenths of the schools for\nhigher education of the negro, and if these universities had the means to\nset in operation academic forces to study and investigate and digest the\ngreat problem, instead of threshing out old straw, their power would be\nincreased tenfold.\nIt is wise and just to help the black man, but it\nwould be equally wise and just to recognize that the white man is the\ndominant force, and that he will act in the light of his knowledge and\ntraining.\nThe white man has shown himself to possess courage and\nfidelity and self-respect and pride.\nHe needs help in the right way, tho\nhe is too proud generally to say so. Save among the most ignorant\nthere is no truculence, no passion, but a high desire to do right.\nImpotency, the frightful difficulties of the situation, and the sheeplike solidarity\nwhere it\n\nis\n\nclear to\n\n"}
{"page": 286, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 74\n\nsometimes beget exasperation.\n\nof the negro himself\n\nIt\n\n[Chicago\n\nis\n\nsubstantial,\n\nbrotherly help that we need, my brethren; not the altruism of the remote,\n\nnor the scorn of the doctrinaire, nor the cock-sure criticism of the unaffected.\n\nbelieve that it should be a high and precious privilege for\n\nI\n\nAmericans\norderly,\n\nto\n\nall\n\nhelp their southern countryman work out his problem of\n\nlaw-abiding social\n\nlife,\n\nand\n\nto\n\nhelp him as brothers in loyal\n\naffection.\n\nIn speaking thus strongly I do not forget that a black man, Booker\nWashington, has seized the essentials of the negro question more perfectly perhaps than any southern man of either race, and has pressed his\nviews before the country with a mingling of diplomacy, sympathy, and\n\nWhat I mean is that even\n\npatriotic scholarship altogether admirable.\n\nBooker Washington, with his undoubted gifts and with the wealth that is\ncoming to him, will become simply a racial phenomenon, without lasting\neffect upon the great question, if he have not the intelligent sympathy and\nco-operation of the white men about him.\nIt is a singular and\n\nthe\n\nstudy\n\nof\n\nsocial\n\nstartling thing that\n\nphenomena\n\nin\n\nno southern college attempts\n\nany adequate or organized way.\n\nDepartments of social science in the modern sense of the word do not\nThey have widened out from the traditional circle of\n\nexist among them.\n\nthe liberal arts into the study of agriculture, mechanics, textiles, but they\n\nhave not approached the confused, unrelated human forces about them in\na scientific fashion.\n\nTheir students approach these subjects in the spirit\n\nof the empiric, the dilettante, or the politician.\n\nThey do not bring to the\n\nconsideration of such questions the trained habit of mind, the trained\norderliness of thought, that is needed for their mastery.\n\nThis is largely\n\ndue to poverty of equipment.\nI have sometimes thought that the national government which once\nthought it wise to help its citizens to a better understanding of their\nindustrial\n\nlife\n\nthru the land-grant colleges might find\n\nit\n\nequally wise to\n\nhelp them in the same way to an understanding of social problems, whose\nrighteous adjustment means so much to the peace, honor, and prosperity\nof our whole people.\n\nWhat is to be the general type of man, may I ask, who is to come out\nlife able to lead the new forces resolutely and to find the key\n\nof southern\n\nto the broader life ? First of all he should be an educated man. We have\ndone with the sneer at book-learning and the apotheosis of the self-made\nman. The old Jeaders were learned men and masterful men, persuasive\nin speech and swift in action.\nTheir distinguishing traits were strength\nof will and serenity and confidence of mind and spirit, and perfect equipment for their peculiar work.\nTheir times demanded fire and strength.\nThey supplied the demand and to spare. The special demand for this era\nis knowledge and sound basis of action.\nWe as yet have it not. We\nneed to know about things before we settle them, instead of settling them\n\n"}
{"page": 287, "printed_page": null, "text": "k\n\nSuperintendence]\n\nOBUGATIOHS OF SCHOLARSHIP\n\nand learning about them afterward.\n\nfirst\n\n275\n\nThere must come into the\n\nthought of the humblest man among us that instinctive Scottish feeling\nof loyalty and reverence for knowledge as the power alone fit to deal with\n\nquestions of public welfare that marks off so sharply the man whose mind\nset upon the building up of his institutions in righteousness and wisdom, whose strength is upon the power of conduct, from the man who is\ndesirous of working his own will and obtaining the reward of his own\nEvidences that this attitude is coming about come often to\nsmartness.\nmy knowledge. Mature men come up to college spending all their little\nThree- fourths of a\nstore to sit with boys to get some little learning.\nwhole body of five hundred students are in college as a result of money\nOne-fourth are earning their way thru college\nearned or borrowed.\nby every form of daily labor from cutting wood to cutting hair sensitiveness, sentiment, pride, gentle breeding, everything swallowed up in the\novermastering desire for the blessed light! The universities and colleges\nin the South which hear this cry of need and must minister to it are not\nIt is a struggle for them to exist.\nstrong in equipment or endowment.\nThe sum of all their endowments does not equal the endowment of any\none of a half-dozen northern and eastern institutions, and too often as a\nis\n\n;\n\nstunting inheritance from the grinding days of\n\nwant the people have\n\ngotten used to their poverty in matters relating to higher education.\n\nWhat strength they have is internal, the strength of disinterestedness, of\nmoral energy, of faith in the belief that they are the symbols of the benign\nforce that shall work out the good life of their land.\n\nWhat strength they\n\nneed to accomplish this end is the strength of endowment, of apparatus,\nof ample and even magnificent surroundings, that they may arise so\nsharply and clearly out of low levels that they may set new standardsand\nestablish ^ew conceptions of college life.\nI\n\nonce stood upon the deck of a great ship whose prow was slipping\n\nAs we passed\n\ngently thru the waters of the Bosporus to the Black Sea.\n\nthe spot where Robert College stands upon its rocky hill, the boys waved\nflags\n\nand sheets and handkerchiefs in salute to the starry flag floating at\n\nthe\n\nmast-head.\n\nThe brave pioneer\n\ncollege\n\nmoved\n\nthe\n\nimagination\n\nstrongly, standing there stout and strong upon its hill, while all around it\n\nsoared the minarets and towers of a stubborn and unyielding faith, and all\n\nabout it heaved the tides of the yellow people of the unchanging East.\n\nThe place seemed to my fancy at once a fortress and a dynamo, holding\ntight and fast to the things that are good, but sending out to the dim,\ntoiling thousands in the shadows at its base the vital currents of light and\n\nThe curving shores of Constantinople faded from my view, and I saw\nmy home land, teeming, too, with tumultuous, untrained youth, but of a\n\nlife.\n\nand duty, and every college a Robert College charged\nfit them to guide their people into the larger\ncircle of American life and American hope and American destiny.\ndifferent breed\n\nwith power and desire to\n\n"}
{"page": 288, "printed_page": null, "text": "MAtlONAL EDUCATIONAL ASSOCIATION\n\nij^\n\n[Chicago\n\nThe mere industrial man, masterful and creative as he is, cannot do\nHe dazzles us now because he represents the\n\nthis supreme service for us.\n\ngreat\n\nthought that civilization cannot reach\n\nits\n\ntrue\n\ndevelopment\n\npoverty, but he is too much in the grasp of the theory that\n\nit is\n\nin\n\na higher\n\nand holier duty for the prosperous man to grow ever more prosperous\nthan it is for him to pester himself about broader and purer social conditions.\nThe mere orator will not do with his silver tongue. There was\na time when every little village had its silver-tongued orator who wielded\nhis scepter from the hustings, or the courthouse, but his voice will not carry\nfar into the metallic clink and roar of the times.\nThe breezy, aggressive,\naccumulative imitator will not stand the test. There may be something\nparochial, but there is also something fine and impressive in the almost\nHebraic feeling of the people of the southern states that their section has\nsomething high and precious and distinctive in manhood and leadership\nto contribute to American civilization.\nIt cannot be mere boasting, so\nruns their dream, that it is the logical right of their land to bring forth\nout of her travail and agony something fair and good of her own likeness\nand pattern, the old refined gold which disaster and defeat could not\ntarnish, beaten by fiercer, freer, civic forces into finer and subtler form.\nThe spirit of his fathers, brave and steadfast men who held firm and did\nSordidness\nnot compromise, ought to be in him, and shall be in him.\nand commercialism will not wholly submerge him, and wear away his\nfineness.\nHe will love honor more than life and loyalty more than gold.\nA worldly, modern, clear-eyed man breathing the breath of freedom, he\nwill reach men's hearts and he will control men's wills, not by machinery,\nbut by the strength of integrity and sincerity and thru faith in his words.\n\nAnd so when the age of moral warfare shall succeed to the age of passionwhen blind social forces have wrought some tangle of\nwhen calculation and\ncombination can only weave the web more fiercely; when the whole\npeople in some hour of national peril shall seek for the man of heart and\nfaith, who will not palter nor fail, in the sweet justice of God, they shall\nate gain -getting ;\n\ninequality and injustice, of hatred and suspicion\n\n;\n\nturn hither for succor as they once turned to a simple Virginia planter to\n\nthem from a stupid king and a stubborn Parliament across the seas.\n\nfree\n\nHOW CAN THE SUPERINTENDENT IMPROVE THE EFFICIENCY OF THE TEACHERS UNDER HIS CHARGE?\nJOHN W. COOK, PRESIDENT OF THE STATE NORMAL SCHOOL AT DE KALB, ILL.\nI.\n\nIt\n\nmay seem somewhat presumptuous for one who is not a super-\n\nintendent to appear in the role of an adviser of the members of this\n\nhonorable body.\n\nI\n\ntherefore hasten to assure you that the responsibility\n\n"}
{"page": 289, "printed_page": null, "text": "IMPROVING EFFICIENCY OF TEACHERS\n\nSuperintendence]\n\nmust attach\n\nto\n\n211\n\nwho by virtue of your free suffrages was\n\nthe gentleman\n\nchosen to preside over your deliberations. There may be some small\nadvantage in being untrammeled by the sobering lessons of experience.\nIt\n\nis\n\npossible that the views of a teacher of teachers\n\npertinency, but\n\nit\n\nis\n\nmay have some\n\nnot probable that I shall offer any suggestions that\n\nhave not already claimed your attention.\nAltho somewhat aside from the main topic of discussion,\n\nI\n\nmay be\n\nindulged in the remark that the best place to improve the teaching force\nof a community is the gateway thru which those are to pass who are to be\n\nthe instructors of\n\nits\n\nyoung.\n\nAt that critical point the superintendent\nin the exacting and discriminating\na poor position for a civilian. -He may\n\nshould always be found, engaged\nduties of a sentinel.\n\nThis\n\nis\n\nmeet all of the requirements of a paymaster or even of a sutler, but is in\ndanger of forgetting the proper password. And the superintendent\nshould have equal authority in mustering out those recruits whose proper\nplace is with the awkward squad, and whose presence in the ranks renders\nTo drop the figure, it is my sincere\na successful campaign impossible.\nconviction that if the superintendent is to have no voice in the selection\nof his teachers, the chances are greatly against his accomplishing much in\nthe way of their improvement.\nTheir first allegiance otherwise is due to\nanother.\nSince their appointment may be based upon other considerations than that of fitness, there is at least a possibility that their retention\n\nmaybe similarly conditioned.\n\nWhy, indeed, should a board of education\n\ncare to burden itself with such a troublesome duty?\n\nintendent selected ?\n\nThe\n\nimplications which urge\n\nlogic\n\nBecause of a con-\n\nUpon what basis, then, was the super-\n\nsciousness of its superior fitness ?\n\nof\n\nthe\n\nsituation\n\nsuggests\n\nsome ugly\n\nme to drop the analysis at this point.\n\nI\n\nlay it\n\ndown as a fundamental proposition that the superintendent should have\nthe determining voice in the selection of his assistants and that their ten-\n\nure should rest upon his judgment.\n\nI\n\nexpect\n\nall\n\nfair-minded and prop-\n\nerly disinterested persons to agree with these propositions.\n\nThe spoils\n\nis a bad lot.\nIf such an\nfortune should happen as to find\nhim in command of the West Point of an educational situation, a wellknown historical incident will probably be repeated. I ought perhaps to\napologize to the shade of the bogy man of the American Revolution, for\n\npolitician\n\nill\n\nhe was never even charged with a diversion of supplies from the soldier\n\nThe whole matter is so obvious that there is no\nroom for argument on grounds of common honesty. Everybody who\nknows anything about the matter\nand everybody may know who will give\n\nto the camp-follower.\n\n—\n\nit\n\ntwo or three minutes of candid thought\n\n— understands perfectly that\n\nto\n\nupon any other principle than that of fitness is to use\npublic funds for private purposes and to betray the interests of those who\nare too young to realize the wrong they are suffering, and too weak to\n\nselect\n\nteachers\n\ndefend themselves if they knew.\n\n"}
{"page": 290, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n278\nII.\n\n[Chicago\n\nSince the course of study is the educative material which the\n\nassistant teachers are to employ in the educative process, it seems to me\nof\n\nprime importance that\n\nit\n\nshould be so clearly outlined and so\n\nfully\n\nelaborated as to be quite easily understood by those who are to use\n\nit.\n\nTo its mastery they must devote a good part of their effort.\n\nMay we not\nhope that the old contention which held, that it is not of so much consequence what a child studies as how he studies it, is at last silenced?\n\nThe\n\ndoctrine of formal discipline received a mortal wound\n\nsome years since\nfrom the sharp lance of the relentless Dr. Hinsdale, and has been in a\ndying condition ever since, if, indeed, it has not entirely succumbed. I\nam not saying that we have solved the vexed question of the course of\nstudy.\n\nIt certainly is true that\n\nthe schoolroom door has been opened to\n\nthe modern world, and that new subjects have come trooping in in a mul-\n\nThe pansophic scheme of the good Moravian bishop\ntrial.\nHe would be a brave man who should\n\ntitudinous fashion.\n\nseems, in a way, to be on\n\nask for more, and\n\nI\n\nam not prepared to say that there should be less.\n\nBut I am of the opinion that there are few instances in which it is not in\nsorry need of improvement.\n\nHave we really abandoned the correlation problem of which we heard\nso much a few short years ago, or have we solved\nearly converts\n\nwe then\n\nit ?\n\nWith the zeal of\n\ntried to correlate everything.\n\nHistory was sus-\n\npected of at least an occasional opportunity to exercise the number faculty,\n\nif\n\nnothing more than counting the\n\nin\n\nslain.\n\nsubordinated to elementary language study, and\n\nObject-lessons were\n\nmany another subject\n\nwas bent out of line to induce it to manifest an affinity for some remote\ntopic with which no especial kinship had ever before been discovered.\nBut the intrinsic individuality of many of the courses obstinately refused\nto surrender itself, and no end of embarrassment resulted as an inevitable\n\nconsequence.\n\nNow that time has been given for reflection, is it not wise to return\nproblem with renewed vigor and calmer temper ? There\ndanger that our work will lose much of that intensive quality\n\nto\n\nthe old\n\nis\n\nreal\n\nwhich had a chance to manifest itself under the narrower curriculum.\nWe must not, of course, go back to the arid places made waste by juggling with symbols.\nthe present\n\nstage of\n\nNeither can a wholesale correlation be effected in\n\npedagogical\n\ndevelopment.\n\nOur problem, as\n\nit\n\nappears to me, is rather to find the smallest number of really germinal\nideas, and\n\nto organize the course of study about them.\n\napparently independent lines of work\n\nSeveral of the\n\nmay thus be made to sink into\n\nincidental and enriching relations to the main movements.\n\nSuch an\n\norganization of the educative material would reduce the number of subjects that\n\nseem\n\nto require distinct\n\nand isolated recognition, and would\n\nmake instruction in them substantially incidental, until they were so far\ndeveloped as to have reached a plane where separate organization is the\n\n"}
{"page": 291, "printed_page": null, "text": "IMPROVING EFFICIENCY OF TEACHERS\n\nSuperintendence]\n\ntruest correlation.\n\n279\n\nThe \" incidentalist \" has a ground for his contention,\n\nand it should be recognized and allowed.\nNow, it is my idea\" that this organization of the courses should not be\nleft to the haphazard treatment of the teachers, but that it should be done\nin as thoro a fashion as possible in the manual that is to be placed in\nI am trying to make a plea for the expansion and elaboratheir hands.\nThey should be monographs upon the\ntion of the teachers' guides.\ncourses, or, rather, bundles of monographs, and should be worked out\nwith a considerable degree of fullness.\n\nThey should be available to appli-\n\ncants, and examinations to determine\n\nfitness\n\npart\n\nupon what they offer.\n\nshould be based\n\nin\n\nlarge\n\nThey would disclose a pedagogy that would\n\nbe practical in the highest sense of the term, and would furnish to the\nteachers a course of study bearing directly upon the work of the school-\n\nroom.\nI realize\n\nthe difficulty of their preparation.\n\nIt would test the profes-\n\nsional strength of the superintendent in a very critical fashion.\n\nI\n\nam not\n\nunaware of the fact that there is a strong tendency to run into formalism,\nbut if we wait until there is no lion in the way we shall fall short of the\nhighest success.\nIII.\n\nAssuming that the preparatory stages are successfully passed, the\n\nsuperintendent\n\nis\n\nat last face\n\ncarry out his plans.\n\nto face with those who are to attempt to\n\nAnd now I believe\n\nthat\n\nit\n\nis\n\nof\n\ngreat\n\nimpor-\n\ntance to all concerned that he should get into the right attitude toward\nhis teachers at the earliest possible moment.\n\nAnd that attitude, I need\n\nnot say in this presence, is one of thoroly sympathetic helpfulness.\n\nHere\n\nno place for the task-master. Co-operation is the key to success. No\ngood teacher is the \"servant\" of the superintendent or of the board of\nis\n\neducation.\n\nAll of the parties involved in the administration of a school\n\nsystem are but the different forces which are to unite in a common purpose, the education of the children.\n\nEveryone gets whatever of signifi-\n\ncance he may possess when estimated from this standpoint and from this\n\nAnd no self-respecting teacher or superintendent will permit any\nbody of men which happens, for the time, by the grace of an admiring\nconstituency, to be his or her immediate employer, to establish such a\nservile relation.\nThe true attitude is unique, and is not to be compared\nwith that of a mill operative or \"the hired hand.\"\nBoards of education,\nsuperintendents, and teachers are co-ordinate and indispensable factors\nin the solution of a problem which society, as an organized unity, is\nattempting to solve. This doctrine may be unpalatable to some people\nnot a thousand miles distant, but I do not see that it is thereby falsified.\nObligations are mutual. Those of boards of education to their so-called\n\nalone.\n\nsubordinates are as urgent as their converse, altho different in character,\n\nand no one who is really fit to fill that difficult and often thankless position will take any other view.\nAnd I wish, at this point, to digress\n\n"}
{"page": 292, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2 8o\n\nsufficiently to express\n\n[Chicago\n\nmy earnest and sincere thanks to many men who are\n\nbearing the distracting burdens of business life, and who have self-sacrifice enough\nIt\n\nto add the worry of public cares to an already wearing load.\n\nshould never be forgotten that self-respect\n\nis\n\nan indispensable pre-\n\nrequisite for a good teacher, and she should never submit to a system of\n\nWhere a high-minded and wholeterrorizing even from the children.\nsome personality is of such vast importance, everything within proper\nlimits should be done to promote it. The superintendent stands between\nthe board of education and the teachers, and whatever he may demand\nfor himself in the way of respectful consideration from the former he\nshould extend to the latter.\n\nThat the teacher is usually inferior to the\n\nsuperintendent in breadth of experience and intellectual power goes without saying, if things are as they should be.\n\nIf\n\nthese conditions should\n\nhappen to be reversed, it indicates a maladministration of forces for\nwhich somebody is lo be blamed. That the teacher is often the superior\nof the superintendent in the immediate management of the children is a\nremark that is equally pertinent. Each should be better in his own place,\nand because the latter is properly the teacher of the former it by no means\nfollows that there should be a relation in which servility should ever\n\nIndeed, such a relation\n\nenter.\n\nis\n\nunfortunate from any point of viev/.\n\nThe situation is what it ought to be if to the proper professional respect\neach should show the other there may be added mutual regard and genuine friendship.\n\nAnd I believe, further, that there should be a strenuous effort on the\npart of\n\nsuperintendent to reduce to\n\nthe\n\nthe\n\nabsolute\n\nminimum\n\nthe\n\namount of mechanical work which assistants are often called upon to do\nI am more and more impressed with the drain\nout of school hours.\nwhich the ordinary duties of the schoolroom make upon the vitality of\nthe teacher.\nIt is to me little less than a marvel how they endure it as\nThere should be large space for recuperation if the\nwell as they do.\natmosphere of the school is to be bracing and inspiring. I fear that the\nfevered lips and irritable manner so often seen may be accounted\n\nfor, at\n\nby an added hour over absurd statistics. Other things\nbeing anything like- equal, the happiest teacher is the best teacher, and\ngood health and abundant vitality contribute immensely to such a result.\nIV. The superintendent can improve the teachers under his charge by\nleast\n\nin\n\npart,\n\naccording to them the largest possible degree of freedom.\n\nGenuine permethods of expressing themselves and cannot\nwork in the strait-jackets cut from a standard pattern and furnished\nready-made by the superintendent. I am aware that I am walking on\nholy ground with my unhallowed sandals on when I enter the realm of\nsonalities have their own\n\ndiscipline.\n\nTo formulate\n\niron-clad rules which are to obtain without\n\nlimitation in all matters relating to the correction of children's faults is\nto place the harassed teacher between the deep sea of the superintendent's\n\n"}
{"page": 293, "printed_page": null, "text": "IMPROVING EFFICIENCY OF TEACHERS\n\nSuperintendence!\n\n281\n\ndispleasure and the \"other fellow\" as represented by the board of education.\n\nI\n\nmust, of course, make exception in the interests of communities\n\nwhere teachers are chosen upon some other basis than that of fitness. If\nthe bars are taken down in one place, they must be put up in another, or\nwe shall be done for. In this discussion I am assuming that the teachers\nare of the superintendent's own selection.\n\nWhat he wants is persons, not\n\nWherever his mind stimulates theirs it is to secure a richer\n\nautomatons.\n\nand more effective personality.\n\nTh€y are to be their own\n\nThey are not to be his good right hand.\n\nbrain and heart and hand, working out his\n\nlarger purpose under the impulsion of his wider thought.\n\nVery much is said about regardWhether\nan individuality should be respected depends upon its quality. What\nmany people need to do is to effect a radical change in their individualities, if by the term we refer to the fundamental ideas which seem to\ndetermine them. They need to transfer themselves to new ground, to be\ninspired by new ideals, to find new and better ways of touching the\nworld.\nThat such a change is possible, and that it may be radical in its\ncharacter, everyone who has taught to any purpose well knows.\nIndeed,\none of the main duties of the superintendent, if not the main one, is to\nbring about changes in the characters of his teachers that are often quite\nBut I would not be misunderstood.\n\ning the individuality of the teacher with which X cannot agree.\n\nfundamental.\n\nHappy, indeed, is the community that has been so fortunate as to have\nplaced at\n\nthie\n\nhead of its school system a person possessing the rare gift\n\nof stimulating others so that they shall achieve large and gracious person-\n\nThe young are so imitative that to live under the influence of a\nexample is in itself a blessing. The life of the school is ordinarily\nso conventional that a wholesome individuality is peculiarly invigorating.\nThe diversity of temperaments is so great among forty children gathered\nfrom the homeS of even a single community that a teacher who is above\nall methods prescribed for the many, and who is capable of furnishing,\nout of the depths of her own originality, unfettered by burdensome and\n\nalities.\n\nfine\n\nlimiting restrictions, the method for the particular child, is a treasure that\nis\n\nabove price.\nV. But\n\nit\n\nis\n\nnot enough to be a charming personality, desirable as\n\nsuch a consummation is.\n\nIt is\n\nour insistent claim that there is at\n\nleast a\n\nrudimentary science of education under the guidance of which educational practice may be greatly improved\nit.\n\nIt is our misfortune that\n\nbeyond what is possible without\n\nthe large majority of those who are at pres-\n\nent employed in the management of public schools are informed neither\n\nby\n\nits\n\nfundamental doctrine nor\n\nits\n\napplications to the teaching\n\nart.\n\nPractice, at the present stage of educational development, is substantially\n\nempirical.\n\nComparatively few of the rank and\n\nscientific\n\ndefense of their method of procedure.\n\nfile\n\nare able to give a\n\nIn this particular the\n\n"}
{"page": 294, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n282\n\n[Chicago\n\nteaching art shows to a marked disadvantage when compared with the\npractice of the law or of medicine.\n\nIn these cases there is at least a body\n\nof respectable precedent to which the practitioner may appeal in defense\nof his method, even tho he may be obliged to confess his ignorance when\n\nasked to show a scientific ground upon which to stand.\n\nMost teachers\n\nare ignorant of the characteristic features of the methods of those of their\n\nown guild who have won distinction.\nits\n\nThe literature of teaching, in both\n\nphilosophic and practical aspects, seems to be quite equally unknown.\n\nIn other words, the education of the average teacher along professional\nlines must take place after rather than before her employment, and while\n\nshe is engaged in the actual work of the school.\n\ngrave criticism does not change the\n\nfact.\n\nThat this is a matter of\n\nWe must do the best we can\n\nunder the circumstances.\nUntil public sentiment shall experience a\nmaterial change respecting the professional preparation of teachers, and\nshall see to it that the number of training schools shall be greatly multi-\n\nplied, the conditions here referred to will continue.\nIt\n\nthus becomes a pressing necessity for the average superintendent\n\nto add to the general\n\nsional instruction.\n\nduties of supervision the further duty of profes-\n\nThis function will be discharged in the main in the\n\nteachers' meeting, which, in consequence, gives to that instrumentality a\n\ndignity to which it does not always attain.\n\nThis consideration carries us\n\nback to the superintendent, the center of the situation.\n\nTo make an application of the oft-quoted remark of the genial Automay be said\n\ncrat of the Breakfast Table, in a somewhat different field, it\n\nthat the reformation of the assistant must begin with the head of the sys-\n\ntem of which she is a part.\n\nHe should be an educational expert.\n\nI\n\ndo\n\nnot mean that he should be a skillful manager merely, important as such\n\nHe should be strong enough and wise enough to resist the\n\nability is.\n\nenticements that come to every general manager to spend his time and\n\nenergy in the manipulation of mechanical\n\ndetails.\n\nHe should have a\n\ngenuine fondness for the central problems, and should have time to deal\nwith them leisurely and reflectively.\nHe should be that rarest of combinations, a philosopher and a man of affairs.\nwill as well.\n\nThought should be forever\n\nWhen there is so much to do that is little and easy, it takes\n\na man of large mold resolutely to put it aside for that which is large and\ndifficult.\n\nThe fundamental doctrine and its manifold applications must\n\nengross the lion's share of his time, if he is to reach his teachers in any\n\ntransforming way.\n\nNeither will do without the other.\n\nThe pedagogical\n\nprophets are often poor teachers, and great mechanical dexterity will frequently go far afield. Psychology and educational philosophy often\ngo thru the world unwed to practice. If either of two indispensable\nthings is more important than the other, I should say that the greater\n\nneed at present is the doctrine. If I were obliged to choose between a\nSimon-pure philosopher of the kind that asserts that philosophy bakes no\n\n"}
{"page": 295, "printed_page": null, "text": "IMPRO VING EFFICIENC Y OF TEA CHERS\n\nSuperintendence]\n\n283\n\nbread and the Simon-pure mechanician that sneers at philosophy, I should\ntake the former.\n\nis\n\nFor only ideas are germinal, and if your experience is\n\nmine, you have had a hard time finding seed-corn that will grow.\n\nlike\n\nfar more economical to furnish a general\n\nthem one at a time in an\n\na class of instances than to deal with\n\nIt\n\nprinciple that will dispose of\nisolated\n\nway.\n\nNow, is it not the better way to have the doctrine and\napplication as close together as possible ?\n\nconcrete\n\nits\n\nWe find this to be true to our\n\nexperience in the normal school, and every superintendent is foredoomed\nto\n\nmaintain a sort of a normal school.\n\ntality that I\n\nThe most efficient instrumen-\n\nhave thus far observed for accomplishing this desired end is\n\nthru a combination of carefully prepared lesson outlines which state the\n\ngeneral principle, the aim, and\n\nthe\n\nmovement, and\n\nwith children by an expert teacher.\n\nwho knows how to use him, had a printer as a\nThis being quite out of the question\n\nillustrative\n\nlessons\n\nWould that every superintendent,\npart of his office force.\n\nin the large\n\nmajority of cases, the\n\nmodern neostyle is a cheap and handy substitute. With this valuable\nimplement he can have a press bureau of his own, and can prepare the\nelaborated guides of which I have already spoken in the earlier part of\nthis paper.\n\nHe can thus supply the best books on the theory and art\n\nof teaching.\n\nThe other feature of the plan removes one of the greatest limitations\nto the teacher's\n\ngrowth\n\n— her isolation.\n\nWho will not pity the preacher,\n\nor his congregation, who never hears a brother of the cloth?\n\nThe soli-\n\nforedoomed to narrowness. We must see others doing\nwhat we attempt to do, or we shall fall by the wayside. But the illustrative lesson should have a thoro overhauling. Observers must learn what to\nlook for and how to test it by the canons of the art.\nA thirty-minute exercise may merit a three-hour discussion. We may learn something of what\nis meant by skill by an occasional visit to a baseball game when a crack\nteam is occupying \"the diamond.\" Every delivery of the pitcher is\neither \"a ball\" or \"a strike.\"\nSo every movement of a thoroly\nadmirable teacher should meet the highest requirement of the recitation\nfrom the standpoint of the theory and its practical embodiment. It is\nby such a rigorous discipline as this that genuine masters are produced.\nAnd I remember such a one. I often went to her room to \"set my\nwatch \" by observatory time. The memory of what I saw there has ever\nsince been at once an inspiration and a reproach.\nI have long had an\nundying grudge against the man who induced her to abandon the\nnormal school for the home, for she was an ideal embodiment of an\nintelligent woman, thoroly grounded in a profound educational philosophy, gifted with the artist's creative power, and a master of a marvelous technic acquired by the severest criticism of her work from the\nstandpoint of fundamental pedagogical ideas.\ntary physician is\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n284\n\nAnd a poor recitation\n\noften as fruitful as a\n\nis\n\ngood\n\n[Chicago\n\nLet the\n\none.\n\nsuperintendent try it himself once in a while, and give his assistants a\nLest this remark may be misunderadd that there are superintendents who are able to\nillustrate the highest form of instruction in any grade.\nI am not unmindful of the criticism made upon attempts to teach\nafter a formula.\nI have simply to remark in passing that in all arts there\nare formal stages thru which one must go to achieve the highest skill.\nThat they are looked at askance by many, and regarded as devices for\nwhich normal schools have a peculiar fondness, also goes without saying.\n\nchance to criticise something easy.\nstood, I hasten to\n\nI have\n\nonly to say that I am not here alluding to the foolish tricks of the\nis an art.\nAs such it consists of many\nThe general movement in the knowledge process\n\nTeaching\n\nmethod-worshipers.\ndetails, as do all arts.\nis\n\ncapable of statement, however, if there be a science of mind, and\n\nformulation should be attempted by every intelligent teacher.\n\nIt\n\nits\n\nmay be\n\na master for a while, but in time it becomes one of the most helpful of\nservants.\n\nI\n\ndoubt the possibility of any\n\nfine technic without its aid.\n\nIt\n\nfurnishes a canon of self-criticism, and until one is equipped with a dis-\n\nsome intelligent basis upon which to\nmake it, he will either work by the \"rule of thumb\" or in the most hap-\n\nposition to self-examination and\n\nhazard of methods.\nof a\n\nwas greatly impressed quite recently by the remark\n\nI\n\nteacher of considerable\n\nexperience as a university instructor, yet\n\nwhose conduct of the recitation was in many respects seriously faulty.\nHe said, in substance \"This is the first time in my life that my management of a class was ever thoroly criticised from the standpoint of educa:\n\ntional doctrine.\"\n\nHow\n\nfew\n\nrecitations\n\nare\n\ndesignation of genuinely artistic presentations\n\nreally\n!\n\nIs\n\nit\n\nentitled\n\nto\n\nthe\n\nnot true that the\n\nlarge majority are not dominated by any clearly defined aim which pushes\n\nwith resistless energy thru the exercise from start to finish ?\n\nSo much of\n\nworthless matter is allowed to consume precious time, so many distract-\n\ning and trivial excursions are permitted, there is such prodigal waste, the\n\nmotive is so obscure, the tension is so slack, that you may go almost anywhere rather than to a class-room to find such an exhibition of high-class\nart\n\nas may be discovered in almost\n\nany good shop.\n\nThe pruning-knife\n\nof kindly criticism, the free interchange of suggestion, the setting of the\n\ndoctrine\n\nover against\n\nthe\n\nact,\n\nand\n\nespecially the\n\nsuperior\n\nexercise,\n\nanalyzed to the core, are, as it seems to me, indispensable instrumentali-\n\nThere should be no hurry,\nno insincere glossing of defects, but a genuine estimate of value from the\nmost competent and kindly of critics.\nVI. At the meeting of this section one year ago the wisdom of transties in the improvement of a teaching force.\n\nferring pupils from one school to another, where especial difficulties are\n\nencountered in the management of particular children, was discussed and\n\napproved by high authority.\n\nSeveral\n\ninstances were cited\n\nin\n\nwhich\n\n"}
{"page": 297, "printed_page": null, "text": "IMPROVING EFFICIENCY OF TEACHERS\n\nSuperintendence]\n\n285\n\napparent incorrigibles were found to need only a change of teachers.\nWill not the same policy be found to be equally valuable in its application\nto those in charge of rooms ? The misfits are familiar thorns in the pathway of the superintendent. Applicants for positions are not always the best\njudges of the grades for which nature and preparation have fitted them.\nLocal conditions sometimes render success an impossibility when a change\nmight insure a superior quality of work. We have all known instances\nwhere a tranfer to another grade was all that was necessary to discover\nunusual fitness for a position that was relatively more difficult. Of course,\n\nsuch a readjustment of forces is out of the question unless the superin-\n\ntendent\n\nis\n\nunfettered.\n\nam making no plea for incompetents.\n\nI\n\nevery right-minded person will insist upon a\nants.\n\nfair\n\nBut\n\nchance for his assist-\n\nHe is, indeed, a seer who can cast the horoscope of a teacher\n\nwith unerring accuracy.\n\ndemonstrates\n\nits\n\nOf course, there are instances where incapacity\n\npresence in a few hours.\n\nThe quicker such cases are\n\ndisposed of the better, whether it be in the actual work of the school or\n\nWhen reflecting upon this matter, however, I am\n\nin the teachers' academy.\n\nreminded of a young woman who by the unanimous vote of a normalschool faculty was convinced that her \"health\" demanded a prompt\nreturn to her home, because she seemed to lack that unpurchasable commodity known as capacity, but who encountered a more kindly disposition\nin her local superintendent.\nThe same institution has often had occasion\nto \"point with pride\" to the same young woman because of the notable\nsuccess which she won in one of the largest of our western cities that shall\nbe nameless. Evidently she needed a change. And a similar process of\nreassortment has put more than one seeming failure on safe ground.\nOf\ncourse, to move one is to move two, but he is a lucky superintendent who\nThere are practical difficulties in the way\nhas only two that need moving.\nof any remedy, and they may be peculiar to this suggestion, but with\nthat indispensable condition, a free hand at the helm, the difficulties are\nnot insurmountable.\nVII.\n\nIn the earlier part of this paper I have spoken of the sym-\n\npathetic relations that should subsist between the head and the subordi-\n\nnates of a school system.\n\nIf\n\nthis\n\nhappy condition\n\nreally obtains, the\n\nprivate interview will be found to be one of the most efficacious means of\n\ncorrection and inspiration.\n\nIt is a singular\n\nphenomenon that those who\n\nare not really successful seem often to be the very ones who have not dis-\n\ncovered the fact\n\n;\n\nat least\n\nsuch is frequently the case.\n\nin danger of overlooking our darling faults.\n\nWe are so much\n\nThat these may be pointed\n\nout to us in such a manner as to convince us of our error some good\nfriend has probably demonstrated to our satisfaction.\n\nBut to reveal our\n\nshortcomings, is one thing, and to show us how to surpass them is quite\n\nA hint may be sufficient, but radical treatment is usually better.\nHappily there are many good books that one may take into the solitude\n\nanother.\n\n"}
{"page": 298, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n286\n\n[Chicago\n\nof his retirement, and in which he may find his errors reflected as in a\nmirror.\n\nWho has not emerged from the rebuking interview with such a\n\ndelightfully impersonal mentor to find a new world awaiting his coming ?\n\nWill not the well-equipped superintendent be richly supplied with a\ngoodly stock of such closet advisers from which he may select the particular one that fits the occasion ?\n\nOften in our experience with pupils\n\nwho are trying to find themselves\n\nin\n\nthe trying duties of the practice\n\nOf what\n\nschool such a prescription has proven of inestimable value.\navail is the making of\n\nof storm\n\nand\n\nmany books if they are not to help us in the times\nNothing\n\nstress ?\n\nis\n\ntruer than that there\n\nare\n\ntreasure-\n\nhouses for our assistants of whose existence they have no knowledge.\nare not working the good book up to a tithe of\n\nthere appears to be a disposition in\n\nits possibilities.\n\nWe\n\nIndeed,\n\nmany of us to look with slight favor\n\nupon anything that has not emanated from our own inner consciousness\nin the management of our schools.\nIs this one of the results of the perdue to the\n\nhaps too prevalent tendency toward oral instruction, or\n\nis\n\nundeveloped state of pedagogical doctrine and practice?\n\nAnd there is an\n\nascending\n\nhierarchy from\n\nFoundations.\n\nIf I\n\nPage's\n\nit\n\nTheory and Practice to\n\nPsychologic\n\nmistake not. Colonel Parker ascribed his educational\n\nnew-birth to Tate, and\n\nI\n\ncould\n\nname a man, whom you all know but to\n\nhonor, the editor of a School (and Home) Journal, both in capitals, whose\neffigy adorns the altar\n\nin the\n\nprofessional\n\nholy of holies of a host of\n\nschoolmasters whom no\n\nman can number, and before which they burn\ntheir highest-priced incense.\nAnd I would include, under the term\n\" book,\" current magazine literature as well.\nWhat a boon a really discriminating clerk would be who with the shears and paste-pot could rescue\nfrom the waste-basket of oblivion the wealth of valuable material that\nreceives but a passing glance from overworked superintendents, and do\nit up in proper packages for convenient distribution\nI am not answered\nby the remark that only good teachers should be employed. As our comI\n\nmercial and manufacturing establishments must in large part educate their\nworkers, so the superintendent must in no small degree do the same\nthing, and for the best of reasons too.\n\nOne of the best superintendents\n\" Long experi-\n\nthat I have ever known said to me in a recent conversation\n\n:\n\nence has convinced me that I must give up the employment of teachers\n\nfrom other schools, as a general practice, and employ graduates of professional schools, for they can be changed by the material that I put before\n\nthem to study.\"\nVIII. And, finally, what many teachers need is a \" hobby,\" something\nover which they may have their first enthusiasm.\nIn the days of my early\nchildhood I was the proud possessor of a Sunday-school banner which\n•\n\nbore the mystical inscription: \"Thought engenders thought.\"\ntimes wondered what it meant.\n\nBut there\n\nthat I should be glad to substitute for the\n\nis\n\nI\n\nsome-\n\nanother tri-syllabic motto\n\nilluminated \" God bless our\n\n"}
{"page": 299, "printed_page": null, "text": "Superintendence]\n\nhome,\"\n\nmany\n\nTHE SUPERINTENDENT AS AN ORGANIZER\n\nthat with\n\na teacher's\n\nits\n\n287\n\nvariegated worsted hangs over the washstand of\n\nnarrow quarters, for\n\nI\n\nhave learned something of\n\n\" Enthusiasm engenders enthusiasm.\"\n\nits\n\none has felt the inteltruth\nemotional\nquickening\nthat\ncomes\nfrom\nfalling in love with\nand\nlectual\nspirit\nwill\nspread\nother\nfields\npursuit,\nthe\nto\nand will suffuse,\nworthy\nany\n:\n\nlike a\n\ngladsome tonic, the dull routine\n\nIf\n\nof daily life with an exhilarating\n\nenergy.\n\nHe who for many years once guided the educational destiny of this\ngreat city revealed the secret of much of his notable success, perhaps,\nwhen he wrote \" When all else fails, and 'this whole round world seems\n:\n\nand unprofitable,' as a sure and safe resource there is nothing\nThough\nfor health, strength, and recreation like a good, reliable hobby.\nit be nothing rarer or more costly than moth-hunting, the jingle or jangle\nof rhymes, or even reformed spelling, they are, some of them, as I well\nflat, stale,\n\nknow, of boundless possibilities.\"\n\" But at your daily mount of your hobby-horse, take not your way\ndown the crowded street and through the thronging mart, nor over the\nchoice flower-beds and fragrant exotics of your friends, but rather turn\naside into the quiet lane, or the unfrequented country road, or, still better,\noff for a free stretch over the wide, open prairie, where, with open arms\nand expanding chest, you can shout forth your happiness, till with loudanswering echo the solitary places shall be made glad with your presence.\"\n\nTHE SUPERINTENDENT AS AN ORGANIZER AND AN\nEXECUTIVE\nROBERT EDUARD DENFELD, SUPERINTENDENT OF SCHOOLS, DULUTH, MINN.\n\nWe assume that the superintendency, like similar positions, grew out\nof\n\na desire\n\nto\n\nsecure\n\neconomically\n\nresults\n\n— to* systematize work, or\n\ncentralize effort, thus recognizing the need of the services of one who had\n\ngiven thought and study to this particular branch of\n\nhuman activity,\n\nunderstanding the objects sought and familiar with the means employed.\n\nThe growth of communities into larger units also emphasized this need\nby enlarging the responsibilities, and so increasing the perplexities gathering about the trust that men, often occupied with private cares, were\ncompelled to transfer to other hands the more engrossing tasks.\n\nThe\n\npressure\n\nfor\n\nexpert\n\nmanagement may not have made\n\nitself\n\nseriously felt under the district system, with its limited number of schools,\ntriplet, and its scarcity of equipment.\nmanagement was fully as much needed then as now.\nThe old-time boards, composed of members with sufficient time at their\ndisposal, considered themselves competent to manage the educational as\nits\n\naccentuation of the famous\n\nNevertheless, such\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n288\n\n[Chicago\n\nThe state prescribed the studies, and the community did not feel moved to reach beyond these requirements. When\ninventions multiplied and labor-saving devices came into collision with\nmanual labor, business possibilities made specialization a necessity.\nwell as the business end.\n\nPeople turned to the curricula of the schools for assistance.\n\nThese were\n\nexpected to change somewhat the character of their instruction and so to\nadjust the curricula as most effectually to meet the\n\nnew order of things.\n\nDifferent localities presented phases of change expressed by the differ-\n\nences existing in the community life of the several centers.\n\nApparently the system shapes itself to meet public demands\nthe call for expert\n\nknowledge\n\nis\n\n;\n\ntherefore\n\nso persistent that boards of education\n\nadmit that relief can only come thru the employment of a competent per-\n\nThe state, even,\nmake it incumbent upon boards to secure such\nIn some independent districts this functionary is made\n\nson, hedged about by reasonable rules and regulations.\n\nhas enacted laws that\n\nexpert guidance.\nex\n\na member of the board, and given\n\nofficio\n\nmembership upon commit-\n\nthus accorded power that could not be conferred upon a mere\n\ntees, and\n\nappointee.\n\nAgitation\n\ngoing on for a more clear-cut division of labor, for both\n\nis\n\nthe legislative and the executive.\n\nThe duties of the superintendent fall into a threefold classification\nthose belonging\nInvestigation\nefficient\n\nto\n\nreveals\n\nperformance\n\n:\n\nmany perplexities\n\nand the supervisor.\nthat render a satisfactory and\n\ndifficult at times.\n\nIf a superintendent\n\nthe\n\norganizer, the\n\nexecutive,\n\nwere\n\nprivi-\n\nleged to deal only with the educational, and could feel that whatever is\n\ngood faith would be accepted in the same spirit, the annoyToday, in a majority of the cities, he must\nconstantly bear in mind that members of boards are human beings, with\n\nproposed\n\nin\n\nances would be minimized.\n\nthe failings\n\nthat\n\nattach\n\nthemselves to such\n\nbeings\n\n;\n\nconsequently, the\n\nsuperintendent is forced to devote a portion of time to making his views\n\nand recommendations* acceptable to the governing body. He must\nresort to diplomacy that will insure success, and is subject to the charge\njustly, perhaps\nof being a politician, or one versed in the science of\ngoverning men and knowing how to bring about the adoption of the\nmeasures that he proposes. The term may not be an invidious one and\n\n—\n\n—\n\nought not, per se, to give offense.\n\nNow, what do we understand by an organizer ?\n\nThe term, as defined,\n\nrefers to one who systematizes the parts in their special functions or rela-\n\n— brings about a harmonious order. This definition carries with\ncapacity should have a\nvoice — and a very strong one —\nthose matters that pertain to shaping a\ntions\n\nit\n\nthe idea that the superintendent in his\n\nofficial\n\nin\n\nschool system.\n\nThis view suggests the inquiry\n\n:\n\nHow far shall the super-\n\nintendent be permitted to go\n\n— how much shall he be permitted in the\n\nway of organizing the work ?\n\nShall he as the servant of the board adhere\n\n"}
{"page": 301, "printed_page": null, "text": "THE SUPERINTENDENT AS AN ORGANIZER\n\nSuperintendence]\n\nto\n\nwhat the board has prescribed so\n\nfar as the\n\n289\n\ncourse of study is con-\n\ncerned, and when in doubt refer the matter back to the board\n\n;\n\nor shall he\n\ninvestigate all lines of study that materially aid in the mental, moral, and\n\nphysical development, with the understanding that the\n\nresults of\n\nhis\n\ninvestigation shall be for review by the board, and then incorporated into\n\nthe course of study ?\n\nThis conception of his power would practically\n\ngive him the initiative, and that makes that body a board of review.\n\nAgain, as localities differ in their demands,\n\nit\n\nseems reasonable\n\nto\n\nupon the right to investigate all demands made upon the schools,\nand no superintendent should be called upon to make a hasty decision\nfor the purpose of modifying the curriculum.\nOnly when that official has\nmarshaled his arguments by well-ordered investigation and study is he in\nposition to show the wisdom of acceding to or rejecting the claims\ninsist\n\nadvanced.\n\nWe know too well that the public schools cannot accept every-\n\nis\nthrust upon them from all sides.\nTherefore, someone\nmust stand ready to weigh the claims, with courage, insight, and firmness\nadequate to the separation of the wheat from the chaff, permitting only\nsuch to gain recognition as clear scholarship, sound judgment, and good\n\nthing that\n\nsense warrant.\n\nOur schools today are suffering from an overcrowding of the course\nToo much has crept in and lumbered it up by reason of\nimmature deductions. We are now confronted with the necessity of discarding what enthusiasts have forced upon us, because they would\nmake of the schools a vehicle for the promulgation of their' peculiar\nof study.\n\nviews.\n\nThe richness of a course of study consists in the variety and increased\nnumber of associations, in the number of relations traceable\nthe\nmultiplying of sense-impressions; in the initiation of new and right\n\n—\n\nresponses, and in accentuating habituation, compelling the child to realize\n\nthat he\n\nis\n\nonly a unit in the social aggregation\n\n— but not in the\n\nincreased number of separate studies.\n\nThere are those who would eliminate from the lower grades much that\nhas been and is considered essential on the ground that it calls into play\nthe smaller nerve\n\ncenters, too\n\ngreatly\n\nintensifying\n\nnerve action\n\n;\n\nbut\n\ninstead would provide a kind of work that will give greater scope to eye,\near,\n\nand speech, with their accompanying larger physical movements.\n\nThe newer sections of cities generously permit the practice of profiting by the experiences and mistakes of the older. This gives some\nauthority for the statement made here that the West is pre-eminently the\nplace of progress at least, in sympathy for the new it far surpasses the\nEast; therefore, the one-man power does not become a \" bone of contention.\"\nThe superintendent gets all the authority he needs, if he is equal\nto the occasion\nif the office is not larger than the man.\nYou cannot\nseparate the office from the individual holding it.\nWhere there are\n;\n\n—\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n29©\n\nno amount of\n\n\"misfits\"\n\nlegislation\n\nwill\n\nincrease\n\n[Chicago\n\na superintendent's\n\nability satisfactorily to discharge the functions of his office.\nIf the duty of the superintendent as an\n\norganizer lies permanently in\n\nthe direction of planning a satisfactory course of study, it\n\nis\n\nnevertheless\n\nincumbent upon him to prepare outlines that are definite, clear, and concise, but not so minute as to destroy the individuality and circumscribe\nthe freedom of those who are governed by them.\nAgain, he is especially charged with the subject of classification and\nThe individualism advocated by some is satisfactory in so far\ngrading.\nas it is under the control of sound sense and a competent instructor.\nExperience informs us that some provision must be made for dealing with\nclass instruction, and some attention accorded the recitation and study\nperiods.\nthese.\nis\n\nNo classification is entirely satisfactory that totally disregards\nThe accepted classification into several grades of half-year periods\n\nsufficiently broad\n\nand elastic to take care of individual cases.\n\nThis is\n\nnot a criticism upon the individualism presented to this body, nor do I\n\nwish to imply that individual cases are always properly treated in the\naccepted classification.\n\nReports and such secondary matters as enable pupils, parents, and the\ncommunity in general to become acquainted with the progress and standing of individual pupils, and thus with the school, need little treatment.\n\nSome attention, however, must be given to the smoothness with which such\nTouching this phase the educational\nparts of the general machinery run.\npendulum has swung from one extreme to the other. All that we can\nexpect is to approach to the golden mean.\n\nAs organizer the superintendent's attention\nquestion of text-books, apparatus, and supplies.\n\nis\n\nagain directed to the\n\nSome may feel that this\n\nduty properly belongs to the supervisor, yet my interpretation of the office\nleads to the belief that\n\nit\n\nis\n\nalso part of the business of the organizer.\n\nand every child in the school should be provided with the\nproper working tools, and should have them in as great abundance as the\nnature of the work and the child's relation thereto require. We all know\nthat the market is flooded with all manner of devices, methods, helps, and\nshort-cuts, and the superintendent must see that useless appliances do not\nIf the selection of material be left in the hands of that official,\ncreep in.\nless money would ordinarily be expended than if the board acted without\nA board having confidence in the\nhis indorsement or recommendation.\njudgment of the superintendent will generally refrain from acting until\nI have, however, known members of\nit knows his wish in the matter.\nboards who were specially sensitive to the representations made to them as\nto the merit of certain pieces of apparatus, to become so enthusiastic upon\nthe subject that they championed vigorously and successfully their purchase at a time when the superintendent was absent. Several dollars, to my\nknowledge, have been expended in purchasing \" helps\" that in themselves\nAll schools\n\n"}
{"page": 303, "printed_page": null, "text": "L\n\nSuperintendence]\n\nTHE SUPERINTENDENT AS AN ORGANIZER\n\n291\n\nwere not worth the price of the material of which they were made.\n\nAn\n\nhonest and clear-headed superintendent will act very cautiously in selecting material.\n\nIt is\n\npossible to provide the teacher with too much and so\n\ncircumscribe the teacher's inventive power.\n\nThe advantages of the free text-book system are beyond question.\nWhere a state has not granted such a right, it is manifestly the duty of the\nsuperintendent thoroly to inform himself upon its advantages, and devise\nsome plan looking to its gradual introduction. He has not performed\nhis whole duty unless he is possessed of clear and accurate information\nupon the matter, and has secured the hearty co-operation of the board\nfor its adoption.\nThe law creating boards and defining their power might\nbe construed broadly enough for the exercise of this right, altho not\nI would\ndirectly referred to, if the board could be made to so consider it.\nnot, however, go so far as to insist that the superintendent should familiarize himself with the advantages of the publishing business, or advocate\n\nthe board's entering into competition with publishing houses.\nenergetic, broad-gauged superintendent can\n\ndo much, and\n\nA live,\n\nhis sugges-\n\ntions will be respected.\n\nThe law requiring the adoption of text-books for a definite period may\nwork against the best possible selection. I am of the opinion that the\nso-called \" open list \" is preferable.\nIt makes it possible to go into the\nmarket to make choice of the kind of books that give the greatest variety\nand the most and the best for the money. Where children are compelled\nto purchase books it may be out of the question to get many texts upon\nthe same subject, altho the practice, now quite general, termed \" extending the supplementary list,\" is practically a confession of the merits of the\nfree text-book system.\n\nI\n\nsee no reason for turning over the selection of\n\ntext-books to a committee of the board, or to the board as a whole, since\nits\n\nmembers are not so vitally interested in, or so closely in touch with, the\n\neducational needs.\n\nA tactful superintendent will not arrogate to himself\nwill consult in some way those upon whom he\n\nexclusive power, but\n\ndepends\n\nfor a proper discharge of the work.\n\nIt\n\nmight be well to place\n\nhands of a committee of principals and teachers, with\nthe superintendent as chairman, and then have their recommendations\n\nthis matter in the\n\npassed upon by the board of education.\n\nAll admit that no one textbook contains all the good or can claim for itself exclusive merit in the\ntreatment of a subject.\nSomeone's judgment must be brought into play,\nand it properly belongs to the person held responsible for the results, and\nsuch person should decide upon the method that will bring him the\ngreatest information.\nIt is true that in smaller systems, employing from\n200 to 500 teachers, very excellent results have been secured by placing\nthe selection in the hands of the superintendent.\nIf there is any duty more responsible, more exacting, or more crucial\nthan any other which the superintendent is called upon to perform, it is\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n292\n\nthe one connected with the selection of teachers.\n\nIf\n\n[Chicago\n\nhe has not the\n\nright to say what kind of teachers shall serve under him, or what sort\nof a corps he shall bring together to carry out his system, the results are\n\nwould therefore seem just and eminently fitting to put\npower to make the selection of teachers satisfactory.\nI cannot see how any motives could actuate other than those directly\nconducive to a good working school system upon the basis of success and\nhmrmony. He is the most interested person and should be the most\ndesirous of placing a premium upon scholarship, character, and efficiency.\nIf the matter were left to members who are sometimes closely related to or\nintimately acquainted with some of the applicants, there might unintentionally creep in a degree of favoritism that would in the end be ruinous.\nIf this were not the case, it might at least work against loyalty and create\nsuch a state of affairs as would jeopardize the harmony. Very satisfactory\nresults have been secured where the superintendent is ex officio a member\nof the committee on teachers, and practically decides the selection.\ndoubtful.\n\nIt\n\ninto his hands the\n\nThe superintendent should also be familiar with matters pertaining to\nschool accommodation, and should be prepared from time to time to\n\nrecommend such plans as will secure the greatest convenience for both\nteachers\n\nand taught.\n\nHe should not, however, subject himself to the\n\ncharge of extravagance.\n\nHis knowledge need not be that of an expert\n\ndraftsman or builder, but his information should enable him to recom-\n\nmend the most scientific accommodations that the limitations of the comHis views upon these matters should be clear and well\nThe district may not be able to provide ideal structures with all\n\nmunity afford.\ndefined.\n\n—\n\n—\n\nbut his\nthe latest improvements\nthese are not absolutely necessary\nknowledge of what can and may be provided should lead to the erection\nserviceable,\nof buildings suited to the community's financial limitations\nconvenient, and reasonably satisfactory.\nOne such building erected will\ngive tone to the whole and will make it impossible afterward to erect any-\n\n—\n\nthing of an inferior character.\n\nHaving thus minutely mentioned some of the duties connected with\nthe organizing phase of the office, we may add that the plan should provide\nfor some way of reaching the teachers for help and instruction, and should\n\nnot be so exacting or rigid in its regulations as to smother by over-supervision, but give ample latitude for individual effort.\n\nHaving defined a policy and inaugurated a system acceptable to the\nboard, he faces the responsibilities that attach to putting it into practice.\n\nAs previously stated, it is difficult to differentiate the work of the supervisor from that of the executive; they so frequently overlap.\n\na grand model, but not on an easy-working basis.\ntotally\n\nincapable of directing\n\nit,\n\nHis may be\n\nHe may, indeed, be\n\neither thru too great\n\naggressiveness\n\nor because influenced too largely by theory or not fully aware of his limitations.\n\nIn this direction his mistakes are many.\n\nIt is easy for one to feel\n\n"}
{"page": 305, "printed_page": null, "text": "\\\n\n\\\n\nTHE SVPERINTENbENT AS AN ORGANIZER\n\niuperinteridence]\n\n^93\n\nthat the deductions and conclusions reached are the only ones attainable,\natid the danger presses\n\nupon him of passing the yielding point, and so\n\nbecciming arbitrary and losing the opportunity\n\n—^he maj^\n\nfail\n\ntb \"strike\n\nwhile the iron is hot.\"\n\nThe weaknesses of the executive are along the line of diplomacy, and\nin the method of approach.\nin\n\nwhich\n\nit\n\nis\n\nIt is not\n\nalways what is required, but the way\n\nHe finds it necessary to\n\nacquired, that invites defeat.\n\nplacate all the elements\n\n—\n\n— the board, the teachers, the parents, the child,\n\nthe community\nin an attitude of co-operation, and must carefully weigh\nand distinguish between the rights and privileges belonging to each of\n\nMembers of boards feel that they are at least partially\n\nthese elements.\n\nresponsible for the success of a system, and\n\nclaiming for one's\n\nself all\n\nit\n\nis\n\neasy to give offense by\n\nthe responsibility, while concession in non-\n\nessentials would avoid friction.\n\nBoards should be taken into a superintendent's confidence, and vice\nversa, not in\n\nHe is no servant or\nman whose bearing and\n\nany cringing or obsequious manner.\n\nslave in the worst sense of these terms, but a\n\nmake him respected, and they\nlimitations and has a good\nworking knowledge of human nature.\nThe public admires courage\nand firmness, and will grant support when they see it deserved. No\naction, as well as his intelligence, should\nwill\n\nbe\n\nif\n\nhe\n\nis\n\nacquainted with his own\n\nelement must get the upper hand of him, for he\ndirector\n\nand must be obeyed.\n\nis\n\nSenseless coercion and\n\nthe\n\nguide and\n\narbitrary deci-\n\nAll may claim, and reasonably, a listening ear,\nno matter what the complaint, and he must be discreet enough to\nreserve judgment until he fully comprehends the situation.\nHe need\nParents\nnot preach, but should think and act upon mature deliberation.\nand children can be met in a way that will make distasteful and disagreeable things less so.\nWhatever the superintendent does, he must\napproach it with his eyes open to the consequences, and must realize\nthat only those things should be done that are reasonable and consistent.\nRumblings and discontent will be heard indeed, the system may\nbe out of harmony so far as individuals are concerned some may claim\nthat too much, others that too little is being done; dissatisfaction may\narise between parents and teachers\nand transfers\nin fact, does arise\nare asked on insufficient ground.\nTo bring harmony out of such chaotic\nconditions is needful, and it is his business to see that all the wheels\nin this vast machinery run smoothly, if he maintains his reputation as an\n\nsions are uncalled for.\n\n;\n\n;\n\n—\n\n—\n\nexecutive.\n\nThere are two extremes to be avoided the negative, which is always\nthe Micawber type, and the sledge-hammer tyro, intent only upon\ngaining the point seemingly so essential, unwilling to consider both\n:\n\nof\n\nsides.\n\nIf\n\nhe come close to the community in his capacity as a private\n\ncitizen, he may readily inform himself\n\nupon the thoughts that are taking\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n294\n\nand should\n\nroot,\n\nstrive\n\n[Chicago\n\nbe an important factor in shaping these\n\nto\n\nthoughts to the most helpful solution of existing questions.\nIt is not necessary to\n\nenumerate the many ways in which a superin-\n\ntendent may feel the public pulse. The man who is intent upon discharging\nhis full duty will find a sufficient number of\n\navenues along which he may\n\nhe only cares to search for them.\n\nimpossible to give seriatim\n\nact,\n\nif\n\nIt is\n\nthe long catalog of particulars in which, as executive, he\n\nupon to act.\n\nIt is\n\nmay be called\n\nonly necessary to say that whatever pertains to the\n\nexecution of his plans\n\n;\n\nwhatever he can do to secure co-operation\n\never will bring the public schools nearer to the public\n\n;\n\n;\n\nwhat-\n\nwhatever\n\nwill\n\nenable him to exercise nice discrimination and keen judgment, becomes\npart of his duty in the carrying out of the system.\n\nThis presentation may be ideal\nstill,\n\n— perhaps overdrawn and imaginary;\n\nthe best results educationally cannot be obtained until the greatest\n\nfreedom possible within reasonable limitations, a more permanent tenure\nof office,\n\npower commensurate with exactions and responsibilities, and\n\nhearty support by the public in\n\nfunctionary by public consent.\nern superintendent has said\n\nall\n\nthings\n\nlaudable are accorded this\n\nThen may be claimed for it what an east-\n\n:\n\n\"Whatever there is of tone, support, progress, or efficiency, it all concentrates upon and radiates from the system and character of the superintendency.\"\n\nDISCUSSION\n\n—\n\nE. H. Mark, superintendent of city schools, Louisville, Ky. The organization and\ngovernment of any system, commercial, industrial, or social, must depend upon the object\nto be attained and the nature of the work to be done.\nIn the commercial world, when\nany new enterprise is to be launched, one or more persons familiar with the details of the\nenterprise are called in to take charge of its organization and management, and business-\n\nmen are very careful not to invest capital in the undertaking until assured that it will\nreceive such expert service in both its organization and management.\n\nno enterprise\n\nin which the entire community is so\n\nThere is certainly\n\nmuch interested, and which bears so\n\ndirectly on the prosperity of everyone in that community, as the public-school system.\n\ntherefore, take it for granted that as much care will be exercised in the control\n\nI,\n\nand man-\n\nagement of this system as in that of a commercial enterprise.\nIf expert service is required and demanded in the ordinary affairs of life, how much\nmore will the control of a school system, which deals with the destiny of the child, demand\nintelligent and studious sujjervision\nThere can be no difference of opinion in regard to the place the child occupies in\n!\n\nour educational system.\n\nThe\n\nsole purpose of the public-school system\n\nis\n\nthe greatest\n\ngood to the child, and all legislation, organization, and management is directed to this\nend.\n\nSchool boards, supervisors, principals, teachers, courses of study, school buildings are\nonly means to the end to be attained.\n\nWho shall direct the affairs toward this end has\n\nbeen fully answered in saying that this supervising work should be intelligently done.\nare\n\nWith the organization of school boards the superintendent has nothing to do. These\nThey are the bodies in which all organization originates, and\n\nmade by legislation.\n\n"}
{"page": 307, "printed_page": null, "text": "Superintendence!\n\nTHE SUPERINTENDENT AS AN ORGANIZER\n\n295\n\nthey are, in most cases, the creators of the office of superintendent, and as creators hold\ncontrol of the office and its duties.\nTherefore, \"the superintendent as an organizer and\nan executive \" will do just what the school board determines. This is the real, not the\n\nAs to what he ought to do there can scarcely be any difference of opinwhat he will do depends upon the character of the board and his own personality. If the board happens to be composed of good, sensible business-men, and not of\npoliticians, the superintendent will very probably, if he is careful and thoughtful, have\nalmost complete control of the appointment of supervisors, principals, and teachers, and\nhe will determine the course of study to be pursued. His judgment and experience will\nideal condition.\nion, but\n\nbe sought in determining the character of all school buildings.\nThis is as it should be.\n\nExpert work is now being recognized\n\nin every department\n\nmanagement of business enterprises.\nSo, in the educational world, where the work should be as intelligently managed\nas in the commercial world, the organization and management should be placed in the\nhands of one who is familiar with the work to be done and the purpose to be accomplished\nby the work. To take a child and by means of a course of study, teachers, school buildof the commercial world as essential to the intelligent\n\ning, books, and apparatus to bring him into right relations to nature, the state, and society\nfit him to be a factor in the world in which he lives\nto prepare him for the community life in which he must take a part to give him a proper conception of his rights\n\nto\n\n;\n\n;\n\nand the rights of others, is not the work of a tyro, and cannot be intrusted to unskilled\nOnly one who fully understands all these relations and the means of adapting\nthe child to them can be safely intrusted with the work of organizing and directing.\nThe mere adaptation of the child to any particular work cannot determine a course\nof study, for no school has the right to determine what the life-work of any child shall be,\nand any course of study for a public-school system which panders to a popular clamor for\na preparation for special life-work is as false as the one which says that only those things\nSchool must\nshall be taught from the text-books which a child will have use for in life.\nhands.\n\nprepare a child for any position in\n\nlife,\n\nand the course of study must be selected for the\nHaving the accomplishment of\n\npurposes of mental discipline, development, and power.\nall these\n\nthings in mind, it seems that there can be little doubt as to the duties of a super-\n\nintendent as an organizer and an executive.\n\nThere are great doubts as to the fitness of\n\nschool boards for determining the policy of a school system and for answering many of\nthe questions which present themselves in the organization and\n\nmanagement of it.\n\nNot\n\nbecause the members of these boards are not thoroly reliable business-men, fully competent to pass judgment upon matters connected with the financial affairs of the system,\n\nbut because the majority of the questions to be decided are such as require a knowledge\nof principles not found in the world in which the\n\nmembers of the board are actively\n\nengaged and to which they have not the time to give the necessary study and investigation.\nIt is true that many persons seek election or appointment on school boards in order\nto secure the adoption into the course of study of a particular hobby or fad, which they\nbelieve to be the cure-all for all educational diseases and the one thing necessary to the\nproper education of the children\n\n;\n\nor\n\nit\n\nmay be, on the other hand, that this election or\n\nappointment is sought in order that the course of study may be stripped of all those things\n\nwhich are not \" practical.\"\n\nIn either case great harm is done to the system.\nBut the faults just enumerated are not to be found wholly in the enthusiastic reform-\n\ners on the school boards, but if the charges recently made in articles in some of the maga-\n\nzines\n\nand\n\nin some of\n\nthe papers read before this\n\nbody be true, some of these sins lie at\n\nour own doors.\n\nThen, from all the facts in the case, it seems that in the organization of a school system there should be two factors\nThe duties\nthe school board and the superintendent.\nof the two should be correlative in nearly all the work.\nThe superintendent should, as\n\n—\n\nthe expert, submit plans, and the board should legislate so as to make these plans effective.\n\nIn financial matters the board should have entire control.\n\nIn the appointment of\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n296\n\nprincipals, teachers, and supervisors, and in\n\n[Chicago\n\nsuggesting everything that pertains to the\n\neducational side of the system, the superintendent should have the power of nomination\nat least.\n\nThere should be no question as to his authority in directing the affairs of the\n\nsystem as to transfer of teachers, preparation of a course of study, and the carrying out\nof the same.\n\nIn the erection of school buildings, the board and the superintendent should consult\nin regard to plans and specifications, but the board alone should\n\nhave to do with con-\n\nThe duties of the superintendent should be so clearly defined and\nunderstood, by law if possible, that it would be impossible for any member of the board\nNor should any superintendent\nto interfere with him in the performance of his duties.\n\ntracting and building.\n\nattempt to perform the duties clearly incumbent on the board.\n\nI\n\n"}
{"page": 309, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\nCONSTITUTION\nPREAMBLE\nThe National Council of Education shall have for its object the consideration and\ndiscussion of educational questions of general interes-t and public importance, and the\npresentation, thru printed reports, of the substance of the discussions, and the conclusions\n\nformulated.\n\nIt shall* be\n\nits\n\nobject to reach and disseminate correct thinking on educa-\n\ntional questions; and, for this purpose, it shall be the aim of the Council, in conducting\nits\n\ndiscussions, to define and state with accuracy the different views and theories on the\n\nsubject under consideration, and, secondly, to discover and represent fairly the grounds\n\nand reasons for each theory or view, so\ngenesis of opinion on the subject.\n\nIt\n\nfar as to\n\nshow, as completely as possible, the\n\nbe the duty of the Council, in pursuance of\n\nshall\n\nthis object, to encourage from all its members the most careful statemeni of differences in\n\nopinion, together with the completest statement of grounds for the same.\n\nIt shall further\n\nrequire the careful preservation and presentation of the individual differences of opinion,\n\nwhenever grounds have been furnished for the same by member^ of the Council. It shall\ninvite the freest discussion and embody the new suggestions developed by such discussions.\n\nAny member making such suggestion or objection may put in writing his view,\nsame to the secretary for the records of the\n\nand the grounds\n\ntherefor, and furnish the\n\nCouncil.\n\nprepare, thru its president, an annual report to the National Educational\n\nIt shall\n\nAssociation, setting forth the questions considered by the Council during the previous\nyear, and\n\nplacing before the association, in succinct form, the work accomplished.\n\nIt\n\nembody in this report a survey of those educational topics which seem to call for\nany action on the part of the association. The Council shall appoint, out of its own\n\nshall\n\nnumber, committees representing the several departments of education, and thereby\nfacilitate the exchange of opinion among its members\n\non such special topics as demand\n\nthe attention of the profession or of the public.\n\nARTICLE I — MEMBERSHIP\n1. The National Council of Education shall consist of sixty members, selected from\nmembership of the National Educational Association. Any member of the association identified with educational work is eligible to membership in the Council, and\nafter the first election such membership shall continue for six years, except as hereinafter\n\nthe\n\nprovided.\n\n—\n\nfour members\nand the Council shall elect eight\nmembers\nfive members for six years, two for four years, and one for two years; and\nannually thereafter the Board of Directors shall elect five members and the Council five\nmembers, each member, with the exception hereinafter provided for (section 5), to serve\n2.\n\nfn the year 1885 the Board of Directors shall elect eight members\n\nfor six years, two for four years, and two for two years ;\n\n—\n\nsix years, or until his successor is elected.\n3.\n\nThe annual election of members of the Council shall be held in connection with\n\nthe annual meetings of the association.\n\nIf\n\n297\n\nthe\n\nBoard of Directors shall\n\nfail,\n\nfor\n\nany\n\n"}
{"page": 310, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n298\n\nreason, to fill its quota of\n\n[National\n\nmembers annually, the vacancy or vacancies shall be filled by\n\nthe Council.\n4.\n\nThe term of service of the several members of the Council chosen at the first\n\nelection shall be arranged by the Executive Committee of the Council.\n5.\n\nshall\n\nThe absence of a member from two consecutive annual meetings of the Council\n\nbe considered equivalent\n\nto resignation of\n\nmembership, and the Council\n\nshall\n\nfill\n\nvacancies caused by absence from the Council as herein defined, as well as vacancies\n\ncaused by death or resignation, for the unexpired term.\nto the Council shall, on\n\nAll persons who have belonged\n\nthe expiration of their membership, become honorary members,\n\nwith the privilege of attending its regular sessions, and participating in\n\nits\n\ndiscussions.\n\nNo state shall be represented in the Council by more than eight members.\n\nARTICLE II — QUALIFICATION FOR MEMBERSHIP\nAll\n\nmembers of the Council shall be either life or active members of the National\n\nEducational Association.\n\nARTICLE III — MEETINGS\nThere shall be a regular annual meeting of the Council held at the same place as the\nmeeting of the National Educational Association, and at least two days previous to\nThere may be special ineetings of the Council, subject to the call of the\nthis meeting.\nExecutive Committee, but the attendance at those meetings shall be entirely voluntary.\nA majority of the Council shall constitute a quorum for the transaction of business at\n\nany meeting, whether regular or called\n\n;\n\nbut any less number, exceeding eight members,\n\nmay constitute a quorum for the transaction of business at the regular annual meeting, as\ndefined in this article.\n\nARTICLE IV — THE WORK OF THE COUNCIL\nThe Council\n\nshall, from\n\ntime to time, undertake to initiate, conduct, and guide the\n\nthoro investigation of important educational questions originating in the Council ; also to\n\nconduct like investigations originating in the National Educational Association, or any\nof its departments, and requiring the expenditure of funds.\n\nARTICLE V — THE APPOINTMENT OF SPECIAL COMMITTEES AND\nEXPERTS\nIn the appointments of special committees, and in the selection of writers and\nspeakers, it shall be the privilege of the Council to appoint such experts, whether members of the Council or not, as are deemed best qualified to conduct investigations.\n\nARTICLE VI — THE PROGRAM\nbe the duty of the president of the Council to prepare, with the assistance\nand approval of the Executive Committee, such a program for the annual meeting as\nshall realize as fully as practicable the purposes for which the Council was organized\nIt shall\n\nand exists.\n\nARTICLE VII — STANDING COMMITTEES\n1.\n\nThere shall be three standing committees: an Executive Committee, a Committee\n\non Membership, and a Committee on Educational Progress.\n2. The Executive Committee shall be composed of the president of the Council and\nof three other members, whose terms of office shall be so arranged that one new member\n\nmay be chosen each year, beginning with the year 1899.\n3.\n\nIt shall\n\nbe the duty of the Executive Committee to provide an annual program\n\nby selecting, whenever feasible, subjects for investigation, and appointing committees to\n\n"}
{"page": 311, "printed_page": null, "text": "OFFICERS\n\nCouncil]\n\nconduct such investigations.\n\nIt shall\n\n299\n\nbe the duty of the Executive Committee to cany\n\nout the provisions contained in this constitution referring to volunteer and invited papers.\n\nbe the duty of the Executive Committee to provide a place on the program for\n\nIt shall\n\nthe report on any investigation which may be ordered by the National Educational Association or its departments.\n4. The Committee on Membership shall be composed of the president of the Council\nand six other members, whose terms of office shall be so arranged that two vacancies may\nbe filled every year, beginning with 1899.\n5. There shall be appointed annually a committee of one to submit, at the next\nmeeting, a report on \"Educational Progress during the Past Year,\" in which a survey of\nthe important movements and events in education during the preceding year is given.\nThis committee need not be selected from the members of the Council.\n\nARTICLE VIII — THE DUTIES OF THE COUNCIL\n1.\n\nIt shall be the duty of the Council to further the objects of the National Educational\n\nAssociation, and to use its best efforts to promote the cause of education in general.\n2.\n\nThe meetings of the Council shall be, for the most part, of a \" round\n\ntable\n\ncharacter.\n\nARTICLE IX — AMENDMENTS\nThis constitution may be altered or amended at a regular meeting of the Council, by\na two-thirds vote of the members present, and any provision may be waived at any regular\n\nmeeting by unanimous consent.\nBy-laws not in violation of this constitution may be adopted by a two-thirds vote of\nthe Council.\n\nOFFICERS, STANDING COMMITTEES, MEMBERS\nOFFICERS FOR 1899-1900\nF. LOUIS\n\nSOLDAN\n\nELMER E. BROWN\nMiss BETTIE A. BUTTON\n\nSt. Louis,\n\nMo\n\nPresident\nVice-President\nSecretary\n\nBerkeley, Cal\n\nCleveland, O\n\nEXECUTIVE COMMITTEE\nThe President, ex officio\nNicholas Murray Butler, New York, N. Y\n\nElmer E. Brown, Berkeley, Cal\nMiss Lucia Stickney, Cincinnati, O\n\nTerm expires in 1902\nTerm expires in 1901\nTerm expires in iqoo\n\nOFFICERS FOR 1900-1901\nCHARLES M. JORDAN\n\nMinneapolis, Minn\n\nMiss BETTIE A. DUTTON\n\nCleveland,\n\nJ.H.PHILLIPS\n\nBirmingham, Ala\n\nPresident\nVice-President\nSecretary\n\nO\n\nEXECUTIVE COMMITTEE\nThe President, ex officio\nElmer E. Brown, Berkeley, Cal\nNicholas Murray Butler, New York, N. Y\nJoseph Swain, Bloomington, Ind\n\nTerm expires in 1901\nTerm expires in 190a\nTerm expires in 1903\n\n"}
{"page": 312, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n300\n\n[National\n\nOFFICERS FOR ic)oo-i()Oi — continuea\nCOMMITTEE ON MEMBERSHIP\nTerm expires in 1901\nTerm expires in 1901\nTerm expires in 1903\nTerm expires in 1903\nTerm expires in 1905\nTerm expires in 1905\n\nC. H. Keyes, Hartford, Conn\n\nE. C. Hewett, Normal, III\nJ. M. Greenwood, Kansas City, Mo\nJ. H. Van Sickle, Baltimore,\n\nMd\n\nW. T. Harris, Washington, D. C\nE. E. White, Columbus, O\n\n1\n\nMEMBERS\nNote\n\n:\n\nThe letter \" A \" following a name denotes that the member is of the class elected by the asso-\n\nciation; the letter \" C,\" by the Council.\n\nTerm ex^ tres\n*James M. Green, Trenton, N.J\n•Augustus S. Downing, New York, N. Y..\nA. R. Taylor, Emporia, Kan.\nCharles D. Mclver, Greensboro, N. C.\nR. B. Fulton, University, Miss\nGeorge P. Brown, Bloomington, 111. ....\n.\n\n.\n\n*Bettie A. Button, Cleveland, O\n\nCharles H. Keyes, Hartford, Conn\nWilliam B Powell, Washington, D. C.\nWilliam F. King, Mt. Vernon, la\nCharles F. Thwing, Cleveland, O\nAlbert G. Lane, Chicago, 111\nEdwin A. Alderman, New Orleans, La.\nCharles M. Jordan, Minneapolis, Minn.\n\n.\n\n.\n\n.\n\nJ. F. Millspaugh, Winona, Minn\n\nW. M. Davidson, Topeka, Kan\nE. W. Coy, Cincinnati, O\nO. T. Corson, Columbus, O\n\nJames E. Russell, New York, N. Y\nOliver S. Westcott, Chicago, 111\nT. Harris, Washington, D. C\nC. B. Gilbert, Newark, N.J\n\nW.\n\nWilliam R. Harper, Chicago, 111\nGeorge J. Ramsey, Richmond, Va\nCharles R. Skinner, Albany, N. Y\nCharles C. Rounds, Me\nL. H. Jones, Cleveland,\n\nO\n\nElmer E. Brown, Berkeley, Cal\n\nW. H. Black, Marshall, Mo\nNicholas Murray Butler, New York, N. Y.\n\nTertn\n\nA 1 901\nA 1901\n\nRichard G. Boone, Cincinnati, O\n\nA 901\nA 1901\n\nL. D. Harvey, Madison, Wis\n\n1\n\nA 1901\nC 1901\nC 1 901\nC 1901\nC 1 901\nC 1 901\n\nA 1902\nA 1902\nA 1902\nA 1902\nA 1902\nC 1902\nC 1902\nc 1902\nc 1902\nc 1902\n\nA 1903\nA 1903\nA 1903\n\nA 1903\nA 1903\nC 1903\nC 1903\nC 1903\nC 1903\nC 1903\n\nF.\n\nA 1904\nA 1904\nA 1904\nA 1904\n\nLouis Soldan, St. Louis, Mo\n\nFrank Rigler, Portland, Ore\nCarroll G. Pearse, Omaha, Neb\n\nA 1904\n\nFrancis W. Parker, Chicago, 111\nMrs. Josephine Heermans, Kans. City, Mo.\nJames H. Van Sickle, Denver, Colo\nB. A. Hinsdale, Ann Arbor, Mich\nN. C. Dougherty, Peoria, 111\nH. Bartholomew, Louisville, Ky\nFrank A. Fitzpatrick, Boston, Mass\nI. C. McNeill, West Superior, Wis\nE. Oram Lyte, Millersville, Pa\n*J. M. Greenwood, Kansas City, Mo\nReuben S. Bingham, Tacoma, Wash\n\nW.\n\nJoseph Swain, Bloomington, Ind\n\nNathan C. Schaeffer, Harrisburg, Pa.\nLewis C. Greenlee, Denver, Colo\n\n...\n\nEdward T. Pierce, Los Angeles, Cal\n\nJames A. Foshay, Los Angeles, Cal\nJ. H. Phillips, Birmingham, Ala\nEmerson E. White. Columbus, O\nJames H. Baker, Boulder, Colo\nOscar H. Cooper, Waco, Tex\nLucia Stickney, Cleveland, O\n\nIrwin Shepard, Winona, Minn\n\nAaron Gove, Denver, Colo\nJ. W. Carr, Anderson, Ind\nFrank A. Hill, Boston, Mass\n\nHONORARY MEMBERS\nEarl Barnes, Brooklyn, N. Y.\n\nWilliam N. Barringer, Newark, N. J.\nNewton Bateman. Galesburg, 111.\n\nD. Bemiss, Spokane Wash.\n\nThomas W. Bicknell, Providence, R. I.\nAlbert G. Boyden, Bridge water, Mass.\n\nAnna C. Brackett, New York, N. Y.\nJohn E. Bradley, Jacksonville, 111,\n\nEdward Brooks, Philadelphia, Pa.\nWilliam L. Bryan, Bloomington, Ind.\nJohn T. Buchanan, New York, N. Y.\nMatthew H. Buckham, Burlington, Vt,\nDavid N. Camp, New Britain, Conn.\nJames H. Canfield, New York, N. Y.\nClara Conway, Memphis, Tenn,\nJohn W. Cook, De Kalb, 111.\n\nPresent at the meeting of the Council in Charleston, 1900.\n\n•^/» tres\n\nC 1904\nC 1904\nc 1904\nc 1904\nc 1904\n\nA 190S\n\nA 1905\nA 190S\n\nA 1905\nA 190S\nC 1905\nC 190S\nC 1905\nC 1905\nC 1905\n\nA 1906\nA 1906\nA 1906\nA 1906\nA 1906\nC 1906\nC 1906\nC 1906\nC 1906\nC 1906\n\n"}
{"page": 313, "printed_page": null, "text": "MEMMJiS\n\nCouncil]\n\n301\n\nHONORARY U^UBE'Si.^ — continued\nThomas J. Morgan, New York, N. Y.\n\nWilliam J. Corthell, Gorham, Me.\nM. Curry, Washington, D. C.\nCharles DeGarmo, Ithaca, N. Y.\nJohn Dewey, Chicago, 111.\nV. C. Dibble, Charleston, S. C.\n\nLemuel Moss, Minneapolis, Minn.\nWilliam A. Mowry, Hyde Park, Mass.\n\nJ. L.\n\nMary E. Nicholson, Indianapolis, Ind.\nJohn M. Ordway, New Orleans, La.\nWarren D. Parker, Madison, Wis.\nW. H. Payne, Nashville, Tenn.\nSelim H. Peabody, Chicago, 111.\nJohn B. Peaslee, Cincinnati, O.\nWilliam F. Phelps, Duluth, Minn.\nJosiah L. Pickard, Iowa City, la.\n\nJohn W. Dickinson, Newtonville, Mass.\nAndrew S. Draper, Champaign, 111.\nJohn Eaton, Washington, D. C.\nCharles W. Eliot, Cambridge, Mass.\n\nGeorge T. Fairchild, Berea, Ky.\nWilliam W. Folwell, Minneapolis, Minn.\nW. R. Garrett, Nashville, Tenn.\nDaniel C. Gilman, Baltimore, Md.\nJames C. Greenough, Westfield, Mass.\nW. N. Hailmann, Dayton, O.\nG. Stanley Hall, Worcester, Mass.\nPaul H. Hanus, Cambridge, Mass.\nWalter L. Hervey, New York, N. Y.\nEdwin C, Hewett, Normal, 111.\nJ. George Hodgins, Toronto, Canada.\nIra G. Hoitt, Sacramento. Cal.\nJames H. Hoose, Pasadena, Cal.\nGeorge W. Howison, San Francisco, Cal.\nJames L. Hughes, Toronto. Canada.\nThomas Hunter, New York, N. Y.\nEllen Hyde, Framingham, Mass.\nJohn S. Irwin, Lafayette, Ind.\nE. J. James, Chicago, 111.\nHenry N. James, Portland, Ore.\n\nJ. R.Preston, Jackson, Miss.\nJohn T. Prince, Bo.ston, Mass.\n\nWilliam H. Ruffner. Lexington, Va.\nEllen C. Sabin, Milwaukee, Wis.\n\nHenry Sabin, Des Moines, la.\nJ. G. Schurman. Ithaca,\n\nN Y.\n\nH. H. Seerley, Cedar Falls, la.\nEdward R. Shaw, New York, N. Y.\nH. E. Shepard, New York, N. Y.\nEdgar A. Singer, Philadelphia, Pa.\nEuler B. Smith, Athens, Ga.\n\nHomer B. Sprague, New Britain, Conn.\nJ. W. Stearns, Madison, Wis.\n\nThomas B. Stockwell, Providence, R. I.\nGrace Bibb Sudborough. Omaha, Neb.\nJohn Swett, Martinez, Cal.\n\nH. S. Tarbell, Providence, R. I.\n\nW. R. Thigpen, Savannah, Ga.\nH. S. Thompson, Columbia, Ga.\nL. S. Thompson, Jersey City, N. J.\n\nE. S. Joynes, Columbia, S. C.\n\nDavid L. Kiehle, Minneapolis, Minn.\n\nThomas Ktrkland, Toronto, Canada.\nHenry M. Leipziger, New York, N. Y.\nJames MacAlister, Philadelphia, Pa.\n\nJulia S. Tutwiler. Livingstone, Ala.\n\nAlbert P. Marble, New York, N. Y.\n\nJ. Ormond Wilson, Washington,\n\nFrancis A. March, Easton, Pa.\n\nLightner Witmer, Philadelphia, Pa.\n\nLillie J. Martin, San Francisco, Cal.\n\nH. K. Wolfe, South Omaha, Neb.\nC. M. Woodward, St. Louis, Mo.\n\nArnold Tompkins, Chicago, 111.\nDelia L. Williams, Delaware, O.\n\nWilliam H. Maxwell, New York, N. Y.\n\nD. C.\n\nCharles A. McMurry, De Kalb, 111,\n\nDECEASED MEMBERS\nRobert Allyn\nI.srael\n\n1888\n\nJames McCosh\nM. A. Newell\n\n1893\n\n1894\n\nW. Andrews\n\nJoseph Baldwin\nHenry Barnard\nNorman A. Calkins\nAaron L. Chapin\nN. R. H. Dawson\n.\n\n1899\n\nBirdseye G. Northrop\n\n1898\n\n1900\n\nEdward OIney\n\n1886\n\n1895\n\nGustavus J. Orr\n\n1888\n\n1892\n\nS. S. Parr\n\n1900\n\n1895\n\nJohn D. Philbrick\nMatilda S. Cooper Poucher\nZalmon Richards\n\n1885\n\n1899\n\nAndrew J. Rickofi\nJames A. Smart\n\n1900\n\nR. W. Stevenson\nEliT. Tappan\n\n1888\n\nLarkin Dunton\n\n1899\n\nSamuel S. Greene\nJohn M. Gregory\n\n1883\n\nDaniel B. Hagar\n\n1896\n\nJohn Hancock\nWilliam D. Hcnkle\nElnathan E. Higbee\nGeorge Howland\n\nH.S.Jones\nMerrick Lyon\n\n1894\n\n1898\n\n1891\n\n1882\n1889\n1892\n\n1900\n1888\n\nCharles O. Thompson\nJames P. Wickersham\nS.G.Williams\n\n1900\n\n1899\n\n1893\n1885\n1891\n\n1900\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n302\n\n[National\n\nSECRETARY'S MINUTES\nFIRST DAY\nFIRST SESSION.— Monday, July 9, 1900, 10 a. m.\nIn the absence of President F. Louis Soldan, the Council was called to order in the\ncouncil chamber of the city hall of Charleston by Nicholas Murray Butler, of the Executive\n\nCommittee.\n\ni\n\nOn motion, Charles M. Jordan, of Minnesota, was appointed to the chair.\n\nThe absence of President Soldan was explained by Mr. Butler.\n\nLetters of regret\n\nfor enforced absence from the Council were read by the secretary from Elmer E. Brown,\n\nof California ; H. H. Seerley, of Iowa ; L. H. Jones, of Ohio ;\n\nand Miss Lucia Stickney, of\n\nOhio.\n\nAaron Gove, of Colorado, presented a paper entitled \" Education in the Colonies.\"\nDiscussion was opened by W. T. Harris, who was followed by Emerson E. White, B. A.\n\nHinsdale, Nicholas Murray Butler, James M. Green, I. C. McNeill, Charles B. Gilbert,\n\nN. C. Schaeffer, and Francis W. Parker.\n\nMr. Gove closed the discussion.\n\nCouncil adjourned.\n\ni\n\nSECOND SESSION.— Monday. July 9, 2 130 p.m.\nThe Council convened in the council chamber of the city hall, and adjourned to Hibernian Hall.\nDr. W. T. Harris addressed the Council on \" Small Intervais in Grading and Classification in Elementary Schools.\"\n\nFrancis W. Parker was called upon to open the discussion, after which the subject was\nfurther discussed by Messrs. Gove, Keyes, and Bartholomew, and closed by Dr. Harris.\n\nCharles H. Keyes, of Connecticut, mentioned the recent death of Dr. Henry Barnard,\nand offered the following resolution\n\nWhereas, Hon. Henry Barnard, LL.D., long a member of this body, distinguished thru rich service\nto the cause of education, in the commonwealths of Rhode Island, Connecticut, Wisconsin, and Maryland, and\n\nin the honorable office of United States Commissioner of Education, died at his home in Hartford, Conn., July\n5.\n\n1900;\n\nResolved, That the National Council of Education do, and hereby does, place upon record its appreciation of his devoted and fruitful service thruout a career without aparallel in the history of American education,\n\nand that the profound sympathy of this body be conveyed to the daughters who have cheered the declining\nyears of him whose history is an inspiration to teachers thruout the land.\n\nResolved, That copies of this resolution and minutes of its disposition be transmitted to his daughters at\nHartford and to the public press of that city.\n\nDr. Harris seconded- the resolution, and remarks were\n\nmade by\n\nMessrs. White,\n\nHinsdale, and Keyes.\n\nThe resolution was unanimously adopted.\nMr. Parker moved the appointment of a committee to present a suitable memorial to\nThis was seconded\nthe work of Dr. Barnard at the next annual meeting of the Council.\nby Mr. Hinsdale, and the subject was referred to the Executive Committee for such action\nas should be, in its judgment, fitting.\n\nThe second paper of the afternoon was presented by James M. Greenwood, of Missubject, \" Report on High-School Statistics.\"\nThe paper was discussed by\nMessrs. Coy, White, Hinsdale, Gilbert, Schaeffer, Gove, Harvey, and Van Sickle.\nThe Committee on Nominations was then appointed as follows\n\nsouri ;\n\n:\n\nJ. M. Greenwood, Missouri.\n\nJoseph Swain, Indiana.\nA. S. Downing, New York.\n\nAdjourned.\n\ni\n\n"}
{"page": 315, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nCouncil]\n\n303\n\nTHIRD SESSION.— Monday, July 9, 8 30 p. m.\n:\n\nThe evening program consisted of an address by Dr. B. A. Hinsdale, of the University of\n\nMichigan, and was a report entitled \" Progress of Education within the Year.\"\n\nThe report was listened to with marked interest, and at its close, on motion of E. E.\nWhite, of Ohio, the thanks of the Council were extended to Dr. Hinsdale for his very\nvaluable paper.\n\nThe Council adjourned to 10 A. m. Tuesday.\n\nSECOND DAY\nFOURTH SESSION.— Tuesday, July 10, 10 a. m.\nThe Council convened in Hibernian Hall, J. H. Van Sickle in the chair.\nPresident W. R. Harper of the University of Chicago presented a personal report as\nchairman of the Committee on a National University.\nNicholas Murray Butler, by request of Mr. Harper, followed.\nFurther remarks were made by Messrs. Baker, Hinsdale, Schaeffer, and by President\nSwain of Indiana State University.\nMr. Swain offered the following resolution, which was seconded by Mr. Gilbert\nResolved, That the personal report of the chairman of the Committee of this Council on the Nationa\nUniversity be received and the committee continued, and that the Council defer for the present any expression\nof opinion concerning the establishment of a university at Washington.\n\nRichard G. Boone, of Ohio, presented a paper on \" General Culture as an Element\nin Professional Training.\"\n\nOn motion of I. C. McNeill, the discussion of this paper was deferred, and at 12 M.\nthe Council went into executive session.\n\nEXECUTIVE SESSION\nCharles R. Skinner moved that the memorial to Dr. W. E. Sheldon, of Massachusetts,\n\nprepared by Emerson E. White, of Ohio, be presented in printed form in the annual\n\nvolume of proceedings.\n\nCarried.\n\nEmerson E. White offered the following amendments to the constitution\nI.\n\nStrike out in Art. IV the words that follow the word \" Council \" in line 2.\n\n3.\n\nOmit all of Art. VI and substitute therefor the following provision, to wit\n\n:\n\n\" It shall be the duty of the\n\npresident of the Council to prepare, with the assistance and approval of the Executive Committee, such a pro-\n\ngram for the annual meeting as shall realize as fully as practicable the purposes for which the Council was\norganized and exists.\"\n\nMr. Swain moved the postponement of the first amendment relating to Art. IV to the\nnext annual meeting.\n\nThis was carried, and Mr. White's second amendment, after full\n\ndiscussion, was unanimously adopted.\n\nMr. Skinner moved that the Council request the Board of Directors to make provision for furnishing one hundred copies of each paper read before the Council to the\n\nauthor of such paper.\n\nCarried.\n\nMr. Baker moved that the officers of the Council be requested to invite members of\nthe executive council of the National\n\nCommittee on University of the United States to\n\ncontribute to the discussion on a national university.\n\nReferred to the Executive Com-\n\nmittee with power to act.\n\nMr. Keyes moved that a committee of seven be appointed by the chair, to be called a\nCommittee on Investigations and Appropriations. Carried.\nThe committee appointed at the meeting of the Council at Los Angeles, Cal., to confer with the committee appointed by the Department of Art Education of the association\nwith reference to\n\nits\n\nrequest for an appropriation of 56oo, to assist said committee in\n\nmaking a report on \" The\nreported as follows\n\nBasis for a Course of Studj in Elementary Art Education,\"\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n304\n\n[National\n\nAfter conferring with the chairman of the committee appointed by the Art Department, and after careful consideration of the whole matter, we report adversely to the request.\n\n(Signed)\n\nAugustus S. Downing.\nJohn H. Phillips.\nE. E.\n\nWhite dissenting.\n\nOn motion, the report was adopted.\nThe Committee on Nomination of Officers submitted the following report\n\n—\n\nCharles M. Jordan, Minneapolis, Minn.\nFor Vice-President Bettie A. Dutton, Cleveland, O.\nFor Secretary — '^. H. Phillips, Birmingham, Ala.\n\nFor President\n\n—\n\nTo succeed Miss Lucia Stickney, member of the Executive Committee, whose term expires\nJoseph Swain, Bloomington, Ind.\n\nin 1900,\n\nThe report was adopted, and the persons named were declared unanimously elected\nfor the ensuing year.\n\nThe Committee on Membership reported the following nominations for membership\nWilliam B. Powell, Washington, D. C, to succeed Lightner Witmer, Pennsylvania, for term ending\n1901.\n\nNew York city, to succeed Edward R. Shaw, New York, for term ending in 1902.\nO. S. Westcott, Chicago, 111., to succeed John W. Cook, Illinois, for term ending in 1902.\nC. C. Rounds, Maine, to succeed Charles De Garmo, New York, for term ending in 1903.\n\nJ. E. Russell,\n\nFrancis W. Parker, Illinois, to succeed A. S. Draper, Illinois, for term ending in 1904.\n\nMrs. Josephine Heermans, Kansas City, Mo., to succeed William H. Maxwell,\nending in 1904.\n\nNew York, for term\n\nR. H. Bingham, Tacoma, Wash., to succeed Paul H. Hanus, Massachusetts, for term ending in 1905.\nLewis C. Greenlee, Denver, Colo., to succeed David L. Kiehle, Minnesota, for term ending in 1905.\nJ. W. Carr, Anderson, Ind., to succeed H. H. Seerley, Iowa, for term ending in 1906.\nFrank A. Hill, Massachusetts, to succeed William E. Sheldon, Massachusetts, for term ending in 1906\nMiss Lucia Stickney, Ohio, to succeed herself, for term ending in 1906.\nIrwin Shepard, Minnesota, to succeed himself, for term ending in 1906.\nAaron Gove, Colorado, to succeed himself, for term ending in 1906.\n\nCharles H. Kkves,\nH, Van Sickle,\nE. E. White,\nJ. M. Greenwood,\n\nJ.\n\nCommittee,\n\nThe report was approved, and the persons named declared members of the Council\nfor the respective terms indicated.\n\nThe Committee on Investigations and Appropriations was appointed as follows\nB. A. Hinsdale, of Michigan, chairman.\nN. C. Dougherty, of Illinois.\n\nA. S. Downing, of New York.\n\nNicholas Murray Butler, of New York.\n\nF. A. Fitzpatrick, of Massachusetts.\n\nEdwin A. Alderman, of Louisiana.\n\nL. D. Harvey, of Wisconsin.\nIt was\n\nmoved by Mr. Hinsdale, and seconded by Mr. Coy, that this committee be\n\nclothed with authority to report to the Executive Committee of the Council such plans as\n\nmay seem desirable, it being the understanding that this action be limited to the present\nquestion of the proposed amendment to the constitution.\nCarried.\n\nCouncil adjourned.\n\nBettie A. Dutton,\nSecretary.\n\n"}
{"page": 317, "printed_page": null, "text": "EDUCATION IN THE COLONIES\n\nCouncil]\n\n305\n\nPAPERS AND DISCUSSIONS\nEDUCATION IN THE COLONIES\nAARON GOVE, SUPERINTENDENT OF SCHOOLS, DISTRICT NO. I, DENVER, COLO.\nThe successful accomplishment of an enterprise depends, first, upon\nsecond, upon the execution.\n\nthe plan\n\n;\n\nPublic education in the United States has arrived at its present condition in the face of a diversity of plans, and with a still greater diversity\nin\n\nIn truth, we have no system of education in the United\n\nexecution.\n\nStates.\n\nThe\n\nconstitutional\n\nwhereby state sovereignty is\n\nour national government,\none of the chief limitations, has caused to\n\nprescriptions of\n\ngrow up during our national life as many units of public educational\nadministration as we have states in the union.\nWhile in the minds of\nstatesmen this doctrine of state sovereignty is a necessary plank in the\n\nfoundation of our national government, it is a bar to the greatest progress in some directions, among which may be counted that of the education\n\nof the common people.\n\nSo jealous is each state of its rights that violence\n\nhas followed attempts to wield centralized power by the Congress and by\nthe executive.\n\nIn extreme cases, where human life has been endangered,\n\nthe lines have been relaxed and the\ngovernment permitted to participate in helping to save the people from\nlike\n\na scourge of yellow fever,\n\ndisease or death, notwithstanding the objection to national interference.\n\nEducationally this interference has\n\nnever been permitted\n\n;\n\nand so\n\nMassachusetts, New York, Texas, and California, with all the sister-states,\n\nhave each from the beginning insisted upon non-interference, and are\n\nnow trying to execute educational plans, each adjusted according to the\nnotions of the respective locality and the people who have settled therein.\nOut of this has come a conglomeration of public schools so far inferior\nin administration to what has\n\nbeen accomplished in other countries, with\n\nmore direct and authoritative government, that one is almost led to\nregret, at any rate in educational lines, the lack of power of the nation.\nThat more power can be delegated without weakening republican government is demonstrated by the educational administration in the republic\na\n\nof France.\n\nState after state, having been admitted to the union, has proceeded\n\nthem wise state constitutional limitatrue that the excellencies and effectiveness of one state have often been imitated and appropriated by\nanother, but the weaknesses and errors arising from lack of comparative\nknowledge have also been injected into our separate school systems j\nto erect, under\n\nwhat appeared\n\ntions, a public-school system.\n\nto\n\nIt is\n\n"}
{"page": 318, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATIO'N\n\n3o6\n\n[National\n\neach state profiting not enough by the experience of the older\nintroducing new, untried, unripe, and novel measures\nschools\n\n;\n\nin\n\nstates,\n\nconduct of\n\ninstance, California legislation on text-books.\n\nOne cannot refrain from contemplating how different would have been\nthe result had there been\n\na\n\nstrong and authoritative power under the\n\nOften the errors 'and mistakes have caused\nharm, when, if a powerful, central group of experts, sitting as a commission\ndirect control of the nation.\n\nat the capital of the country, could\n\nhave had the privilege and duty of\n\ndevising such methods of administration as would have been obligatory\n\nthruout the country, the weak places would have been strengthened.\n\nThese limitations obtain\n\nin other directions as well as in education,\n\nbut with the exception of one department, that of agriculture, not to so\ngreat an extent.\n\nIt\n\nis\n\nconceded that the Post-Office Department of the\n\nnation has arrived at a stage where the functions and acknowledged power\nof the officials and employes have made that department of our government admirable, enjoying the confidence of the people and the approbation of all.\nNow in the frontier town, no matter how few the people, the\n\npostal authorities are supreme, to such an extent that the authoritative\n\nuniform, or the insignia on the wagon or other vehicle, meets with a willing and immediate respect and obedience of every citizen.\n\nHad the Post-Office Department of\n\nour country been subject to the\n\nlimitations of the state-sovereignty clause of our constitution, how differ-\n\nent today would have been that service!\n\nThe same is true of the administration of the War Department, except\nwhere embarrassments and conflicts occur on account of the same staterights condition, as demonstrated in the great Chicago, Montana, and\nother labor strikes.\n\nThe Department of State, whose duties are chiefly with foreign powers\nremoved from the people,\nand its supreme authority is exercised usually without cavil.\nrather than with internal problems, is farther\n\nSince the erection of the Bureau of Education as an attachment to\nthe Department of the Interior we have had an institution which in any\n\nother country would be but a clerical statistical adjunct, the efficiency of\n\nwhich has been attained and maintained solely because of the singular\n\ngood fortune\nEducation.\n\nbureau ?\n\nof having the present incumbent for the Commissioner of\n\nWithout him who dare say what would be the condition of the\n\nIn any other country it would scarcely be permitted to exist.\n\nThe Department of the Interior, from the nature of its foundation and\npowers, has ever been beset with quarrels and bickerings.\n\nIt is\n\na depart-\n\nment that offers opportunities for intrigue in appointments, for illegitimate financial gain to employes, and includes within its scope many\ndelicate, difficult, and annoying problems.\nPerhaps the Bureau of Education at its inception could have been\nplaced within the lines of no other one of the national departments.\n\nIt\n\n"}
{"page": 319, "printed_page": null, "text": "EDUCATION IN THE COLONIES\n\nCouncil]\n\n307\n\nhas its place in the Department of the Interior, and we point to it as an\n\ninstrument theoretically for the assistance of the public education of the\ncountry;\n\nit\n\nhas no lawful authority;\n\nit\n\nis\n\npermitted to advise, and has\n\nallotted to it a pittance for the work.\n\nWe can hope for no positive general advance, assisted by the nation,\nalong public-school\n\nlines, unless the central\n\norganizing bureau shall be\n\nand helpful to go to a friend for\nadvice, and so the country is permitted to ask the Bureau of Education\nfor advice, but only advice\nand there must ever be a large number of\ngiven power to execute.\n\nIt is agreeable\n\npeople who, either from\n\nignorance or intent, refrain from asking for\n\n;\n\nadvice.\n\nAnd so the bureau stands as a disseminator of such educational\n\nknowledge as it has means and opportunity to give scattering with good\neffect its reports, lectures, and counsel.\nBut this effect is far from what\nit would be, were that authority behind it which compels compliance.\nThe squandering of millions of dollars of money in unhealthful and\npoorly constructed schoolhouses, and in the conduct of execrable schools,\nbecause the community in which they are neither cares nor knows what\nwould be better, would be prevented could national law reach them.\nTo some of us it was a sad commentary on the intelligence and patri;\n\notism of our nation when the Congress, after resisting repeated attempts\nto establish a national department of education, whereby the people could\n\nbe elevated more effectively to the plane of intelligent citizenship, did\nerect\n\na\n\nDepartment of Agriculture, because money and the greater\n\nincrease of material value, appealing to the commercial side of the legislators, persuaded\n\nthem that property and the increased product of our\n\ncountry were of more value to the nation than increased brain-power and\ngreater directive ability of the people.\n\nToday we hear whispers of the erection of another department, for\nwhich the same reasons are urged\nthe people.\n\nI refer to\n\n— increase\n\nin the value of the output of\n\nthe Department of Mining.\n\nWithout question the\n\nerection of a department of mining, as that of agriculture, is to be of\n\nadvantage, great advantage, to the nation\n\n;\n\naltho it cannot be hoped that\n\neven a department of raining can overstep the constitutional limitations\nin\n\nregard to the details of the construction of a mine, since only the\n\nstate government has that right.\n\nFrom these statements I conclude that education in our colonies offers,\nfor the first time in the history of the country, an opportunity to demonstrate to ourselves and to the world what a national system of\n\nmay be under national control.\n\neducation\n\nWe have all the experience, all the intel-\n\nligence, and all the expert educational brains of the world at our service.\n\nIn these United States are schoolmasters, superintendents, and administrators of educational affairs who are the peers, if not the superiors, of\n\nany\n\nSo far each has worked independently, cultivating his own narrow domain within his respective state.\nin the educational world.\n\n"}
{"page": 320, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n3o8\n\n[National\n\nAnd now the time is upon us when from this mass of disciplined,\ncompetent, and eflficient material can be selected a commission in which\n\nmay exist a powerful, educational, directive force.\n\nTo concentrate, unify,\n\nand co-ordinate the knowledge and experience of such a body insures a\nproduct of the combined technical expert ability of the nation.\nI am of the opinion that the Department of the Interior is not the\nbest source of power for the execution of a plan for education in the colonies, because of its lack of cohesiveness, and its varied and large field of\naction.\n\nThe War Department, from the nature of its duties, from the fiber of\nits\n\norganization, and on account of the acknowledged military necessity\n\nof prompt obedience to orders, and on account of its clean record\nI\n\n— and\n\nsay this notwithstanding the few lapses that have been made by army\n\n—\n\nin financial conduct\nwould seeril to be the most appropriate\ndepartment under which to place the execution of any plan for education\nofficers\n\nin the colonies.\n\npropose:\n\nI\n\nfirst, a\n\ntenure of office\n\ncommission, erected by competent authority, whose\n\nmay be unlimited\n\n;\n\na commission selected from eminent\n\nmen who have distinguished themselves in the separate lines of public\neducation, including elementary schools, high schools, colleges, schools\n\nnot a commission made of\nmade of men who can write and speak well\n\nboth on public and private foundations\ntheorists; not a commission\n\nonly; not\n\n;\n\nmen distinguished as jurists, generals, diplomats, divines, or\nmen born, bred, and trained on the public educational\n\nfinanciers; but of\n\nplatform\n\n;\n\nsaid\n\ncommission\n\nto be organized with the\n\npresent Commis-\n\nsioner of Education, Hon. William T. Harris, as president.\n\nwould have such a commission so constituted as to include all eduspecialties\nI would have the commission at the outset make\n\nI\n\ncational\n\n;\n\nplans, map out, as definitely as does the general before the battle, all pos-\n\nfive\n\nbecause upon the first\nand propositions, depend the\nBy such plans, mistakes and blunders,\nlargely be avoided, and the prosperity\n\nprobable movements in the campaign\n\nsible and\n\nyears of this work, upon\n\n;\n\nthese plans\n\neducational lives of the colonists.\n\nand the dissipation of funds, will\nand success of the generation which shall succeed the present will be\nassured.\n\nThis commission should have for its executive the War Department;\nmade up of men born, bred, and trained to act without\n\na department\n\nmen who never hesitate to do as they are told to do, never\nmen who move promptly at command,\nand who execute according to written orders; men disciplined in execution\nmen who lose no time in bickering when something is to be done;\nwho proceed immediately to the work in hand who have no political\nwho have little temptation to\ndebts whose official lives are assured\nquestion\n\n;\n\nthinking to turn and ask \" Why ? \"\n\n;\n\n;\n\n;\n\nswerve from duty.\n\n;\n\n"}
{"page": 321, "printed_page": null, "text": "EDUCATION IN THE COLONIES\n\nCouncil]\n\n309\n\nTo come down to the common, plain statement of one notion with\nmuch depends, and\n\nregard to education in the colonies upon which so\n\nabout which the action of the United States for\n\nmine the prosperity of\n\na century of\n\nfive\n\nyears will deter-\n\nI\n\nwould have com-\n\nthese people,\n\nmake provision for maintaining an\n\npetent national authority erect and\n\neducational commission with ample power and\n\nample means\n\nfor the\n\ntask.\n\nSecondly, I would establish such relations between that commission\nand the War Department as shall bring the latter to the former as its\nofficial\n\nexecutive.\n\nThirdly, all details with regard to administration and appointments in\n\nmeans for carrying on the work, providing\n\nthe colonies and\n\nfor inde-\n\npendent financial expenses there after the first few years, should rest within\nthe province of the commission.\nSuch an educational commission for the colonies, unhampered by\noffice-seekers, unembarrassed by financial manipulators, responsible only\nto the power that appointed them, with assurance of permanency of tenure,\nin five years would enable the United States to erect a truly national\nsystem of public education, which would stand before the world different\nfrom any other\na combination of the excellencies of all the states of the\nunion, and an enterprise of which civilization can show no counterpart,\nbecause the conditions of our country, the government and constitution\n\n—\n\nof our country, the inter-citizenship relations of our country, are new,\n\nunprecedented, and peculiar.\nI\n\nhave assumed in this paper\n\n—\n\nas\n\nI\n\nhave a right to\n\n— that but one\n\nopinion exists thruout the United States with regard to the desirability and\nnecessity of educating the people of the colonies.\nlives who would\n\nI\n\nassume that no man\n\nnot give to every person in the colonies an education\n\nequivalent to that which is obtained in the common schools of our states.\nI was asked to present\n\nmy notion\n\n;\n\nI\n\nappreciate that it is the notion of one\n\nwho has had no opportunity for consultation or comparison of views, and\nwho, so\n\nfar,\n\nhas been unable to read in the public print anything of\n\nspecial value along the\n\nline\n\nof\n\nan\n\norganization\n\nof\n\ngovernmental or\n\ndirectory force that promises a unified and effective plan.\n\nThe danger appears to me to be that in common with so many of our\nnational enterprises, namely, the danger of swapping or changing.\n\nHow\n\nmuch misfortune, and even disaster, has come upon the most important\nissues in our country on account of a disposition, and, unfortunately, the\n\npower, to swap horses when crossing a stream\n\n!\n\nGenerals about to be\n\nvictorious have been removed on the very morn of action.\n\nIn the great\n\naffairs of the Department of the Interior, not only concerning the Indians\n\nand Alaska, but in other directions, a successful culmination of plans has\nbeen thwarted because, sometimes thru intrigue and sometimes thru honesty\nand ignorant honesty is quite as bad in results as intrigue\n\n—\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n3IO\n\n[National\n\nexecutors of the work have been removed and others put in their place\n\nwho have been compelled to institute proceedings de novo.\nThe law temporarily to provide a civil government for Porto Rico,\nrecently enacted by Congress and now in force, refers to a commissioner\nof education to be appointed\n\nby the president of the United States, con-\n\nfirmed by the Senate, who shall superintend public instruction thruout\n\nPorto Rico.\n\nA provision is contained whereby reports from that com-\n\nmissioner, such as are required by the Commissioner of Education of the\n\nUnited States, shall be annually transmitted thru the Commissioner of\nEducation of the United States to Congress, without assigning to the\ncommissioner one jot of authority or power.\nFurthermore, in sec. 40 it is provided tha| \"a commission to consist\n\nwhom shall be a native citizen of Porto Rico,\nAmong the duties\n\nof three members, one of\nis\n\nestablished by the president of the United States.\"\n\nof said commission, which includes\n\na compilation and revision of the\n\nlaws of Porto Rico, is an incidental clause to the effect that said commis-\n\nand public instrucseem that the\neducational interests of the colony under this law are given remote and\nunpromising attention. A commission made up, as is this commission, of\nthree, to make, compile, and revise laws of Porto Rico, by the nature of\nsion\n\nis\n\nto inaugurate a general system of education\n\ntion, and provide buildings and funds therefor.\n\nits\n\nIt would\n\nconstitution can scarcely be equal to the inauguration of a general\n\nsystem of education.\n\nThe history of the last Congress and a notable investigation\n\nof the\n\nschools of the District of Columbia by a special committee of the United\nStates\n\nSenate, the pamphlet of which, making\n\nplaced before\n\nus,\n\npresent\n\na\n\nup 350 pages, has been\nremarkable instance of eminent senators\n\nundertaking to deal in detail with special school interests with which the\nexamining authority is not familiar. Emphasis must be placed upon the\nability of experts, and when an eminent senator, like the senator from\nNevada, places before the country such an extraordinary report as that to\nwhich reference is made, the reason for skilled investigation is made more\nevident.\n\nThat part of the law referring to the educational interests of Porto\nRico, while perhaps quite as satisfactory as has been \"possible to devise in\nthe short time that the problem has been before the country, is the begin-\n\nning of what, it is trusted, may result in what a national system of education unhampered by state rights can be.\n\nDISCUSSION\n[reported by I, C. MCNEILL]\n\nDr. William T. Harris was not in full accord with Superintendent Gove on the\nmatter of a national system of education.\n\nHe placed stress upon individual initiative*\nHe agreed in the\n\nbut acknowledged the benefit of smaller units of centralized power.\n\n"}
{"page": 323, "printed_page": null, "text": "EDUCATION IN THE COLONIES\n\nCouncil]\n\n311\n\nmain with the essayist on the advisability of placing colonial education under the enforcing hand of the War Department, yet he placed a high value on independent commissions to manage the affairs of our newly acquired possessions.\nEducation in letters\nshould precede industrial education.\n\nDr.\n\nHarris explained his acts in the matter of\n\nstarting public education in Porto Rico and Manila.\n\nguidance is safe\n\nLocal self-activity under intelligent\n\nin our colonies.\n\nEmerson E. White,\n\nof\n\nOhio, -explained\n\ncreated was an independent department.\n\nthat the\n\nBureau of Education as first\n\nHe would not be in accord with any notion\n\nwhich would bring state or district systems under the authority of the Bureau of Education.\nIdeals, not legislation, measure educational progress in the United Statae.\nThe American idea of training the individual for his own good was contrasted with the fundamental\nidea in France and in Germany, where the individual\n\nis\n\ntrained for the good of the gov-\n\nThe cause of education in our colonies will be solved by elevating the masses\nto a comprehension of the idea of independent self-help.\nThe English language should\nernment.\n\nbe taught wherever our flag\n\nfloats.\n\nHinsdale, of the University of Michigan, said that the paper that had been\nread and the remarks that had been made upon it showed very clearly that the subject\nwas a large one, taking hold of our characteristic national ideas, traditions, and institutions.\nAll questions in relation to educational system and organization must be considered, if considered wisely, in connection with all congruous facts.\nAbove all, such\nquestions must take into account our political institutions and political spirit. This is a\nrepublican country, and our people are democratic in ideas and temper, and it would be\nidle to attempt to set up a highly centralized educational organization, such as is found\nin the German states and in France. As had been said, we emphasize local political institutions.\nStill it must be remembered that general ideas and general control are necessary to unity and to high efficiency. There are two extremes, both of which are to be\navoided. While it would be unwise to attempt to set up a highly centralized educational\nsystem and administration in the United States, it may well be that more power than at\nB. A.\n\npresent could be given to our central educational authorities with\n\nGove was in error when he said that the\n\nmuch advantage.\n\nMr.\n\nacquisition of our recent political or colonial\n\ndependencies afforded the first opportunity for setting up a national educational system and\nadministration.\n\nThe establishment of the land-grant educational policy by Congress at\n\nthe close of the last century and the beginning of this one afforded an opportunity for that\n\nbody to take such action.\ncussed\n\n— the question,\n\nviz.,\n\nThe question was raised at the time, but not very fully dishow the educational lands should be handled and the avails or\n\nproceeds applied to their destined object.\n\nCongress, after considering the subject, deter-\n\nmined, when it enacted the law authorizing the people of Ohio to frame a state constitution\n\nand government, to vest the educational lands that fell to that state in the state\n\nlegislature, and the precedent has been followed in every succeeding instance.\n\ntime Congress could have established what is\n\nAt that\n\nnow called a \" national system,\" but does\n\nanybody dream that it would have been wiser for Congress to have taken such action than\nto do what it did do ?\nProbably nobody is ready to answer that question in the affirmative.\nAt the same time, it may well be, as already remarked, that the time has come for\nstrengthening our central educational administrations.\n\nMr. Hinsdale then spoke of General Garfield's relation to the National Bureau of\n\nwas well known that the enacting of the law creating the department of\nmore than to any other man, at\nleast in Congress.\nThe fact was he carried it thru the House of Representatives very\nlargely by his own strength.\nThis was generally understood. It was not, however, as\ngenerally understood that it was his vigilant defense of what had been done that saved\nthe bureau in after-years.\nGarfield believed in the bureau thoroly, and he was the better able to defend it, and to save it when it might have been lost, for the reason that\nEducation.\n\nIt\n\n1867, now the bureau, was due to General Garfield far\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n312\n\n[National\n\nhe was, for a number of years, chairman of the committee on appropriations of the House\nof Representatives.\n\nMr. Green, of New Jersey, asked Mr. Gove to explain his position relative to the\ncommission proposed and\n\nits\n\nWar Department, suggesting the idea\nDepartment was to fight, not to attempt the educa-\n\nrelations to the\n\nthat the proper function of the War\ntion of the people.\n\nDr. Harris explained the legal status of education in Cuba in pointing out the fact\nthat the military governor is necessarily the power over the schools of that island.\n\nMr. Green indicated, in answer to\n\na question by Mr. Hinsdale, that emergencies,\n\nand not a national policy, properly put the direction of education in the colonies where\nit\n\nnow rests.\nMr. Schaeffer,\n\nof Pennsylvania.\n\n— The military period of school administration\n\nhas ended in Porto Rico, and probably in some of the other colonial possessions.\n\nThe\n\npresident of the United States has appointed as commissioner of the schools of Porto\n\nRico one of the wisest educators of this age. Dr. Martin G. Brumbaugh, of the University\nof Pennsylvania, who will shape the policy of the schools in that island for several years\nto come.\n\nEDUCATIONAL PROGRESS DURING THE YEAR 1 899-1900\nB. A. HINSDALE, PROFESSOR\n\nOF THE SCIENCE AND THE ART OF TEACHING\n\nIN THE UNIVERSITY OF MICHIGAN\nIt is\n\nperhaps hardly necessary to observe that to present a general view\n\nof the educational work done in the interval between two annual meetings\nof this body\ntask.\n\n— a view that\n\nshall be at once effective and true\n\nFirst comes the selection\n\nis\n\nno slight\n\nof the year — showing\nthe\n—\nand then the combination of these\nalong which things have moved\n\nfacts as typify or represent the work\n\nlines\n\n—\n\nfrom the whole mass of material of such\n\nfacts into a conspectus\n\nor picture.\n\nat least\n\nIn the present case the selection of\n\nsuch facts has not been found easy, while the discovery of centers of unity\n\nabout which they might be grouped has been positively difficult or even\nimpossible.\n\nEverything considered, it has seemed best to give over the\n\nsearch for unifying principles and simply to group the facts that have\n\nbeen chosen under the most\n\nfitting heads.\n\nMoreover, these heads may\n\nas well be announced in the beginning.\n1.\n\nRemarks on three or four phases of public-school history as a whole.\n\n2.\n\nSecondary schools, especially in connection with colleges and uni-\n\nversities.\n3.\n\nHigher education.\n\n4. Some educational developments in England and Germany.\n5.\n\nEducational literature.\n\nAnd, finally, a glance backward from the close of the century to its\nbeginning.\n\nThe friends of educational reform in Boston renewed the last winter\ntheir former unsuccessful attempts to effect changes in the school organij^ation\n\nof that city.\n\nThey urged upon the general court the passage of\n\n"}
{"page": 325, "printed_page": null, "text": "k\n\nEDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\n313\n\ntwo bills, one to reorganize the school committee and the other to constiThe effort appears to have\ntute a schoolhouse department for the city.\nbeen unique\n\nin this, that the\n\nconduct of the schools and the provision\n\nof the schoolhouses were tS be intrusted to authorities wholly distinct\n\nThe first of the two bills recognized the ideas upon which\n\nand separate.\n\nso much insistence has been placed by reformers in recent years, viz., the\n\nseparation of the legislative and executive powers, the separation of the\n\neducational and business functions,\n\nthe\n\ncentralization\n\nresponsibility, the intrusting of executive duties to\n\nof\n\npower and\n\nmen having expert\n\nknowledge of the duties to be performed, and the strengthening of the\nhands of the superintendent of schools. The most original feature of the\nplan was the creation of a school faculty, consisting of the superintendent, the assistant superintendent, and thirty masters or teachers, or\nsuch larger number as the school committee might from time to time\nprovide, elected from and by the teachers of the public schools of the\nbeing taken to secure the representation of every grade of\n\ncity, care\n\ninstruction\n\ngrades\n\n;\n\nand of every school that might\n\nfall\n\noutside of the regular\n\nsuch faculty to serve without extra compensation and to consider\n\neducational subjects, including such as are disciplinary and sanitary, and\nto make such reports and recommendations to the school committee as it\n\nThe superintendent, in addition to appointing and\nremoving teachers with the consent of the committee, should have the\ndetermination of the course of study, and, by and with the advice and\nconsent of a committee of five appointed by him annually from the school\nfaculty, the selection of text -books and the apparatus to be used in\n\nshould deem proper.\n\nteaching.\n\nThese bills were referred by the committee on education to the next\nChief among the reasons that have been assigned for\n\ngeneral court.\n\ntheir failure are the opposition of the present school committee, the hostility\n\nof the Republican and\n\nDemocratic party machines, and the want of\n\nsuitable organization on the part of the reformers.\n\nIt is evident, also, that\n\nthe people of the city have not yet been brought up to the point of call-\n\ning for the enactment of such measures.\n\nThe reformers, however, pro-\n\npose to continue the agitation, concentrating their efforts, for the present,\n\nupon the schoolhouse commission\n\nbill ;\n\nand one of them, in a personal\nHowever\n\nletter, avows a strong belief in their complete ultimate success.\n\nthat\n\nmay be, the proposition\n\nto assign to the teaching\n\nbody, thru\n\nits\n\nrepresentatives in a school faculty, a new importance in carrying on the\n\nschools\n\nof a city\n\nis\n\ndeserving of more consideration\n\nthan\n\nit\n\nhas yet\n\nreceived.\n\nAt the\n\nsame session the general court\n\ndid,\n\nhowever, pass a law\n\nrequiring the supervision of schools by stated superintendents for every\nstate.\n\nThe smaller towns are authorized to form\n\ndistricts for this\n\npurpose, each union or district to employ a\n\ntown and city in the\nunions or\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n314\nsuperintendent\n\npledged\n\nto\n\nat\n\na\n\nminimum salary\n\npay one-half.\n\nbut after that it\n\nis\n\nat\n\n[National\n\n$1,500, of which the\n\nstate\n\nis\n\nThe law is permissive only until July i, 1902,\n\nmandatory for three years.\n\nThis act\n\nis\n\nin line with\n\nother forward steps that have been recently Aken by the Bay State.\n\nEvery\n\ntown, irrespective of population, is now required to furnish a free public\n\nhigh school\n\n;\n\nthe normal schools have\n\nall\n\nbeen placed above the high\n\nschools, the requirement for admission including a four-year high-school\n\ncourse or\n\nits\n\nequivalent, and an examination in the branches included\n\n;\n\nwhile the consolidation of feeble schools into stronger schools has become\nthe policy of the smaller towns.\n\nThe new charter for the city of Baltimore, which took effect the first\nday of last March, wholly remodeled the school system of the city. It\nabolished ward representation and set up a board of education consisting\nof nine members, appointed from the city at large by the mayor for a\nterm of six years, two going out each year. The city council appropriates\nmoney for the schools, basing the amount appropriated on the board's\nestimates, but the board spends.it without dictation.\n\nThe superintendent\n\nof instruction nominates teachers from graded\n\nbased on examina-\n\nlists\n\ntions ; he also names the members of the examining board and\n\nman of the sam'e.\n\nis\n\nchair-\n\nThe board of education may reject any nomination so\n\nmade, in which case the superintendent presents another name, the\nboard being denied the power to substitute one name for another.\n\nEach\n\nschool shall have one or more school visitors, selected from among those\nliving or doing business within half a mile of the school.\n\nThe duties of\n\nthese visitors are advisory to the board and superintendent, and are in no\n\nsense clothed with authority.\n\nThe new school organization for the city of Indianapolis provided for\nby the act of March, 1899, has been put in motion and seems to be working satisfactorily.\n\nThe medical examination of pupils in public schools in this country\nwas first heard of\n\nin\n\nBoston and Brookline, Mass., in 1894.\n\nSuch exami-\n\nnations had already become somewhat common in European cities, and\n\nthey had previously been introduced into the workingmen's schools in\n\nNew York. Newton, Mass., fell into line in 1895, Chicago in\nand\nSt.\nLouis in 1898. Several cities have come to expend annually\n1897,\nlarge sums of money to protect the schools from the ravages of the contagious diseases to which they are exposed, especially scarlet fever and\ndiphtheria.\nContinued progress along this line of development may be\nIn the course of the last year the Chicago board of education\nreported.\nthe city of\n\nhas not only taken measures to\nschools\n\nmake the medical examinations of the\nnew department\n\nand pupils more thoro, but has created the\n\ndescribed in the following resolution\nThat there be, and is hereby, established in the school system of Chicago a department of child study and pedagogical investigation, consisting of a director and such\n\n"}
{"page": 327, "printed_page": null, "text": "Council]\n\nEDUCATIONAL PROGRESS DVRING TH^ VRaR\n\nJi?\n\nassistants as may from time to time be appointed to make such psycho-physical and allied\n\ninvestigations, having a pedagogical bearing, as\n\nmay be suggested by the director arid\n\napproved by the superintendent of schools and the committee in charge of the work, and\nalso to give such instruction to the principals\n\nand teachers in the schools as may be\n\ndirected by the superintendent of the schools and the committee.\n\nThis resolution was adopted in September last, and the new department\n\nwas duly organized.\n\nIn April it was charged with the duty of testing the\n\nsight and hearing of the pupils in all the public schools, and preliminary\n\nmeasures have been taken for making these tests.\n\nThe extension of medi-\n\ncal inspection to the public schools of the country and their pupils, where\n\ncircumstances admit of\n\nit,\n\nseems to be assured, and the establishment of\n\nchild-study departments like that of Chicago\n\nis\n\nnot at\n\nall\n\nimprobable.\n\nSuch departments, wherever they may appear, as well as the medical\ninspection of schools, are due in great measure to the general child-study\n\nmovement in the country.\nThe educational affairs of the great state of New York have long been\nadministered by two co-ordinate authorities. The regents of the university, dating\n\nfrom 1787, were organized to supervise higher education, while\nmuch later day, was\n\nthe department of public instruction, created at a\n\nestablished to carry on popular education thruout the state.\n\nThis dual\n\nsystem of administration tended to competition and internal antagonism,\n\nand interpenetrate.\n\"At present there is more or less dupli-\n\nsince the two spheres of action\n\nThe regents declared in 1898\n\n:\n\nnecessarily overlap\n\ncation of work, in inspection, examination, supervision of teachers, build-\n\nand appointments;\" while the superintendent of public\ninstruction said a little later: \"The department of public instruction and\nthe regents of the university are each doing all of this work [that is, the\nduplicated work] in utter ignorance of what the other is doing.\"\nOne result of such a system was mutual encroachments, or at least\ncharges of such encroachments, on the two spheres of administration.\nVery naturally, therefore, a movement looking to unification declared\nitself, and continued to gain strength until the subject came before the\npublic authorities.\nTo quote from the report of the superintendent of\npublic instruction transmitted to the legislature in March, 1899\nings, reports,\n\n•\n\nThe public-school system maintained by public taxation, no matter where it is situated, ought to be under the supervision and control of a single department of the state\n\nTo maintain two departments to perform the work which could better be\ndone by one with greater economy to the state and more efficiency, is so plainly unwise\nand against all principles of government that it is surprising, not only that the state ever\nentered upon the present system in 1853, but that it has continued so long, and that, too,\nwhen there is so plainly a line of demarkation between the work to be done by these two\ngovernment.\n\ndepartments.\n\n•»«\n\nResponding to an invitation extended to him by the regents, Governor\nRoosevelt appointed a special commission to prepare a plan of unification,\n\nand on the first day of January last this commission submitted its report.\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL EDUCATIONAL AsSdCIAfioN\n\n3i6\n\n[Natibhai\n\nHappily, the commission agreed upon every material feature of the j31aii\n\nUnhappily, the feature upon which they\n\nthat it recommended save one.\n\ndisagreed was the one that carried most of the politics and personal\n\nOver the unified system a chancellor\n\nmotive involved in the measure.\nshould preside\n\n—\n\nbut who should appoint\n\nthis was unanimously agreed to ;\n\nThe majority recommended\n\nthe chancellor ?\n\nthat the\n\nfirst\n\nchancellor\n\nshould be appointed by the governor of the state, by and with the advice\n\nand consent of the senate, and\n\nhis successors\n\nby the regents of the uni-\n\nversity; the minority held, on the other hand, that\n\nall\n\nthe chancellors,\n\none included, should be appointed by the regents. The state\ndepartment of public instruction supported the view of the majority, the\nregents the view of the minority and the result was that, after a prothe\n\nfirst\n\n;\n\ntracted controversy\n\n— which was unfortunately marked by much bitterness\n\nthe plan failed to\n\nbecome a law.\n\nAnd so it will be necessary, if the\n\npresent cumbrous and absurd system is ever to give place to a simple and\nrational system of administration, for the friends of reform to begin again\nat the beginning.\n\nIn no great city in the country has public education been carried on\nunder greater difficulties than in New York. The most serious of these\ndifficulties\n\nhave been the lack of funds with which to do the necessary\n\nschool work, and the constant intrusion of politics into school affairs.\n\nIt is\n\nfor many reasons a matter of more than local congratulation that the legislature, at its late session, took action on this subject, which, while not all\n\nthat the ardent\n\nfriends of reform desired,\n\nstill\n\nbeginning of a new era in the schools of that\n\npromises to mark the\n\ncity.\n\nFor one thing, the\n\nlegislature provided ample school funds, present and prospective, and, for\n\nanother thing, excluded the political powers from interference with the\nappropriations, thru either ignorance or malign purpose.\ntax imposed upon the\n\nproperty of Greater\n\nThe four-mill\n\nNew York will produce this\n\nyear $14,500,000 for the payment of the salaries of teachers, principals,\nand syperintendents, and still larger sums each succeeding year, as the\n\nseems reasonable, therefore, to expect\nboroughs of Queens and Richmond will\nnot again be compelled to wait for months for, their salaries, and then to\n\nwealth of the city increases.\n\nIt\n\nthat the school teachers in the\n\nreceive them only thru the special interposition of the state legislature.\n\nSuch are the few, but by no means unimportant,\nfrom this field.\nIn the\n\nfield of\n\nfacts to\n\nbe reported\n\nsecondary education very unusual progress has been\n\nmade during the year.\n\nThe Committee on College-Entrance Require-\n\nments, appointed in pursuance of action taken in Denver in 1895, finished\nits\n\nlabors and published its report in time for presentation and discussion\n\nLos Angeles meeting one year ago. The main object of this\nwill be remembered, was, not to fix or to recommend requirereport,\nfor\nadmission to the colleges and universities, but rather to make\nments\nat\n\nthe\n\nit\n\n"}
{"page": 329, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\nup a list of studies deemed\n\nsuitable for this purpose, and\n\n317\n\nto establish a\n\nseries of units or measures, and to urge the adoption of this list upon the\n\nsecondary and higher schools.\n\nTo repeat a figure that was used in the\n\ndiscussions at Chicago, the aim of the committee was to create a tiniform\n\neducational coinage with which students going to college could discharge\ntheir entrance indebtedness, the amount of\n\nwhich the various institutions\nFour periods a week for a school year were\nmade the unit of value the dollar of this new coin of the realm; and\nthe colleges were strongly urged not to break up these dollars into change,\nsave perhaps in a single instance that is more apparent than real.\nTo\ncarry out this central idea much more college-entrance work was approved\nor \"stamped\" than any institution could require, or than most secondary\nschools could furnish, thus preparing the way for a liberal list of electives\nin the secondary schools and of entrance alternatives at the colleges.\nStill, the committee strove to hold both electives and alternatives in\ncheck, by insisting upon certain constant studies, viz., four units in foreign\nlanguages, two units in mathematics, two in English, one in history, and\none in science. Beyond these constants it was assumed that the schools\nwould do the work that they were best fitted to do.\nImportant discussions and legislation have followed this report, conforming in general to the lines that the committee had marked out. In\nfact, no one of the numerous reports that the National Educational Association has published in the last few years has been followed by happier\nimmediate results.\nThe board of education of the city of Chicago has adopted a program\nof studies that is, in many respects, in accord with the recommendations\nof the committee; while a committee is now at work arranging for an\napproximate uniformity of college-entrance requirements in the state of\n\nwould\n\nfix\n\nfor themselves.\n\n—\n\nIllinois.\n\nIn\n\nMay last the Association of Colleges and Preparatory Schools of\n\nthe Middle States and\n\nMaryland adopted a plan of organization for a\n\ncollege-entrance examinations board that should do the work of examin-\n\ning for all the institutions directly interested. This movement had its\nimmediate rise in an address upon the subject delivered before the association in December, 1899, by Dr. Nicholas Murray Butler.\nThe new\nboard, which is the central feature of the plan of organization, consists\nof the president, or his authorized representative, of every college or\n\nuniversity in the middle states and Maryland that has a freshman class of\nfifty students, counting both the course in arts and in\nand of five representatives of secondary schools, to be chosen\nannually by the association that adopted the plan, or in such manner as\nit may direct.\nThe machinery and methods of this board are topics that\nlie aside from our present path.\nIt suffices to say that the object of the\nboard, as expressed in the resolutions adopted at Trenton in December,\n\nnot fewer than\n\nsciences\n\n;\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n3i8\nis\n\n\"to bring about,\n\n[National\n\nagreement upon a uniform\n\nas rapidly as possible,\n\nstatement as to each subject required by two or more colleges for admission,\"\n\nand to \"hold or cause to be held, at convenient points, in June of\n\neach year, a series of college-admission examinations, with uniform tests\nin\n\neach subject, and issue certificates based upon the results of such\n\nexaminations;\" the several colleges in the middle\n\nand Maryland\n\nstates\n\nto accept the certificates so issued, \" so far as they go, in lieu of their own\n\nThis scheme will go into operation the coming\nautumn, and the first examinations will be held in June of next year. The\nseparate examinations.\"\n\nsubjects that have been chosen are English, history, Latin, Greek, French,\n\nand zoology. The\nBryn Mawr, Rutgers, Swarthmore,\nUnion, Vassar, and Woman's Colleges, and Colgate, Columbia, Cornell,\nPrinceton, New York, and Pennsylvania Universities; or all of the institutions within the geographical limits described that have freshman classes\n\nGerman, mathematics,\n\nphysics, chemistry, botany,\n\ninstitutions represented are Barnard,\n\nof\n\nor\n\nfifty\n\nnew plan\n\nmore students.\nwill\n\nThese names are at once a pledge that the\n\nbe thoroly tried, and\n\nfat-reaching influence.\n\nthat,\n\nif\n\nsuccessful,\n\nit\n\nwill\n\nexert a\n\nThe board of examinations does not propose to\n\ninterfere directly with college-entrance requirements in respect either to\n\nthe studies or to the amount of work and study that shall be demanded\nfor admission ; but only to establish and carry on a mint for the coining\n\nof\n\nmoney that shall have a uniform value, with which students can pay\n\ntheir college-entrance charges.\n\nHowever, results that are not formally\n\nprovided for are quite certain to follow.\n\nand expense\n\n;\n\nThe plan will save much labor\n\ncause the necessary work to be better done ; bring about a\n\nhealthful degree of uniformity in\n\nstudies ; save\n\nstudents, preparatory\n\nteachers, and professors, deans especially, much unnecessary work and per-\n\nplexity\n\n;\n\ncultivate good relations among institutions, and between institu-\n\ntions and the public;\n\nand tend to abolish what Dr. Butler has called \"our\n\neducational atomism.\"\n\nPerhaps it is too much to expect eastern colleges\n\nand universities to adopt at present the western plan of receiving freshmen\non the leaving-certificates of approved preparatory schools but while they\nare moving slowly toward that goal, the middle states and Maryland may\nwell be congratulated on the long step that they have taken in establishing\nHenceforth chaos ought not to sit as umpire\nthis board of examinations.\nover the colleges and universities of that region, and, by deciding, more\n;\n\nto embroil the fray.\n\nMuch the most important action\n\ntaken\n\nby any single college or\n\nuniversity during the year in respect to entrance is the new requirements\nfor admission to\n\nColumbia College.\n\nElementary French and German\n\nhave long been college studies, and within the last few years some\n\ninsti-\n\nColumbia has now\ntaken the unprecedented step of adding elementary Latin. The immeditutions have put elementary Greek on the same list.\n\nate result will be that a student who has taken a non-Latin course in the\n\n"}
{"page": 331, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\n319\n\nsecondary school may enter Columbia College and proceed to the degree\n\nThe total requirement\nwhich three must be English\nand three elementary mathematics, while the remaining nine may be\nselected, in measures ranging from one point to four points, from a total\nof A.B. without prejudice arising from that fact.\nfor admission\n\nis\n\nof twenty-six\n\npoints to be\n\nfixed at fifteen points, of\n\nmade in\n\nthe following subjects, viz., Latin,\n\nGreek, history, French, German, mathematics, physics, Spanish, chemistry,\n\nbotany, physiography, and zoology.\n\nAt the University\n\nof Michigan, also, the entrance requirements have\nbeen revised in the interest of simplicity and elasticity.\nAt the Washington meeting of the National Educational Association\n\ntwo years ago the author of this address presented a paper in the Depart-\n\nment of Higher Education on the possibility and desirability of forming\na federation of colleges and universities in the United States similar to\nthe Association of American Medical Colleges.\nAfter discussion, a comfive was appointed to report at the next annual meeting of the\ndepartment a practical plan of effecting such a federation, and to offer\nrecommendations with reference to the same but this committee was not\n\nmittee of\n\n;\n\nLos Angeles.\n\nHowever, another movement, somewhat\nwholly\nto\nthis\none,\nbut\nseparate from it in origin and original\nsimilar\npurpose, has eventuated in an organization known as the Association of\nAmerican Universities. A circular letter, signed by the presidents of Harvard, Columbia, Johns Hopkins, Chicago, and California Universities, was\nsent to certain selected institutions inviting them to a conference to be held\nin Chicago at the time of the meeting of the Department of Superintendence in February, to consider primarily the relations of American\nschools and students to the German universities.\nIn the course of the\ndiscussions, when the conference was held, this subject was quietly\ndropped, and an association bearing the name already given was organheard from\n\nized.\n\nat\n\nThe object of this organization is the consideration of matters of\n\ncommon interest relating to graduate study, and its membership is naturally limited to institutions that are actually engaged in\n\nor graduate instruction.\n\ngiving advanced\n\nThe initial membership consists of California,\n\nChicago, Clark, Columbia, Cornell, Harvard, Johns Hopkins, Michigan,\nPennsylvania, Princeton, Stanford, Wisconsin, and Yale Universities, and\nthe Catholic University of America, and provision is\n\nmade for lengthen-\n\nby the admission of other institutions at the annual conference, on the invitation of the executive committee, indorsed by a\nthree-fourths vote of the members.\nIt is expected by the founders of\nthis association that it will do something of value for fixing the standard\nfor the Ph.D. degree and for its proper administration.\nIt may prove to\nbe, what one writer has already declared that it is, \" a long step toward\ncomplete university co operation.\"\nTo explain in full the present status of the proposition to found a\ning the\n\nlist\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n320\n\nnational institution of learning in the national capital\n\nan easy matter.\n\nIt\n\nnot altogether\n\nappears, however, to present three distinct forms.\n\nThe first is the plan\nat\n\nis\n\n[National\n\nthat has Washington for its author, to establish\n\nThis plan\n\nthe capital of the nation a statutory university.\n\nis\n\nnow\n\npending before the Senate in the form of \"A Bill to Establish the University of the United States,\" introduced by Mr. Depew.\nThe second is\nthe plan to organize for the purposes of instruction the various scientific\nfacilities,\n\nresources, and materials belonging to the government at Wash-\n\nas libraries and museums, collections and laboratories,\nunder the supervision and oversight of the regents of the Smithsonian\nInstitution, which forms the center of the new scheme.\nThe instruction\nto be furnished, it is proposed, shall be limited to students who are gradu-\n\nington, such\n\nates of properly accredited institutions, or those who are otherwise properly\nqualified.\n\nIt\n\nis\n\nunderstood that the Smithsonian Institution shall con-\n\nThe third plan is to\nmake the Bureau of Education, rather than the Smithsonian Institution,\nthe administrative center of the Bureau of Research, as the new organizafer no degrees in connection with such instruction.\n\ntion is sometimes called.\n\nSuch, in brief, are the three plans now pending before the public.\nThe first one is pressed more or less vigorously by a national committee\nof some four hundred members, having Dr. John W. Hoyt as its chairman. The second is urged with much persistence by the American\nAssociation of Agricultural Colleges and Experiment Stations. The third\n\ndoes not appear to have any organized support.\n\nThe Committee of Fifteen appointed by the president of the National\nCouncil of Education in July, 1898,10 investigate the entire subject of\nthe establishment of a national university, has\n\npronounced decidedly\n\nagainst the plan of a statutory institution, and has virtually, if not formally, declared in favor of\n\nsome alternative plan.\n\nThe attitude of this\n\ncommittee is well shown by two of the propositions that it has adopted\n\n:\n\nThe government is not called upon to maintain at the capital a university in the\nordinary sense of that term.\n\nThat a subcommittee be requested to prepare for consideration by the full comiriittee\na detailed plan by which students who have taken a baccalaureate degree, or who have\n\nhad an equivalent training, may have full and systematic advantage of the opportunities\nadvanced instruction and research which may now or may hereafter be afforded by\nthe government such a plan to include the co-operation with the Smithsonian Institufor\n\n;\n\ntion of the universities willing to accept a share of the responsibilities incident thereto.\n\nFor some reason the full committee did not at\n\nits\n\nFebruary meeting\n\nadopt the report of the subcommittee, but, after discussion, referred\nback to the subcommittee without action.\n\nit\n\nIt is expected that the subject\n\nwill come up for consideration at the present\n\nmeeting of the National\n\nEducational Association.\n\nSo the matter stands at present. Unless Congress shall sooner cut the\nGordian knot, which is hardly to be expected, the next step, if any, will\n\n"}
{"page": 333, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\n321\n\nno doubt be taken by the regents of the Smithsonian Institution. Condo would be premature. It is\nknown, however, that while the regents are in sympathy with the ultimate\npurpose of the American Association of Agricultural Colleges and Experiment Stations, they find themselves seriously embarrassed when they take\nup the question of the provision of funds with which to do the work that\nwould be required, and the further question of correlating formal instruction or teaching with their own original and primary office of conducting\ninvestigations and publishing the results.\nOur new territorial acquisitions and semi-acquisitions are bringing\nhome to the country some new educational problems and responsibilities.\nIn some measure these problems and responsibilities will receive merited\nattention at the present meeting of the association.\nI wish merely to\nobserve that the bringing together of many hundreds of Cuban teachers\nat Cambridge, Mass., thru the joint efforts of the national government\nand of Harvard University, that they may enjoy the advantages of an\nAmerican summer school of high grade, is an experiment that must evoke\nthe ardent interest of every educator and of every patriot.\nTo be overconfident of the result would be foolish, but it does not seem unreasonjectures as to what they will probably\n\nable to expect that this enterprise will be repeated in the future on a scale\nlarger or smaller, and that\n\nit\n\nwill contribute both directly and indirectly\n\nto the solving of the new problems.\n\nOne of the new problems is the provision, by the national government,\nof a civil service, competent and honest, for the\n\nnew dependencies.\n\nIn\n\nhis timely volume, entitled Colonial Civil Service, Mr. A. Lawrence Lowell,\n\nwhile admitting that \" at home, except for special branches of administration requiring a high degree of technical knowledge, such as the army\n\nor the navy, an intelligent man can easily learn in a comparatively short\n\ntime to do the government work fairly well,\" goes on to contend\nIn an Asiatic colony, on the other hand, where the duty of the\n\n:\n\nofficial consists, for\n\nthe most part, in ruling over districts containing many thousands of natives, an untrained\n\nman, suddenly appointed, would be perfectly helpless, however great his natural capacity.\nHe knows neither the language nor the customs of the people, nor does he comprehend\ntheir thoughts\nand the consequences of his ignorance may be disastrous. Well-meaning\nbut inexperienced officials could easily provoke an insurrection like the Indian mutiny\nwithout being in the least conscious that they were drifting into danger. Hence the\n;\n\nmen who have mastered the language and all the conditions under which the government must be carried on. But\noriental and western civilization are so different that years must pass before an official\nbecomes thoroughly efficient and no man of parts will undertake those years of preparation if he is liable to be thrown back on the world to start life all over again after he has\nproved himself a valuable public servant. The colonial service must therefore be a lifeadministration of the colony can be intrusted only to\n\n;\n\nlong career.\n\nNo competent person questions for a moment that Mr. Lowell has\nhere stated the exact truth.\n\nUnfortunately, however, there is some reason\n\nto fear that the political branches of the\n\ngovernment at Washington will\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n32 2\n\n[National\n\nnot accept this truth and act upon it as promptly as the exigency demands.\n\nLet not this association finally adjourn until it has adopted and sent out\nto the country a resonant resolution calling upon Congress and the president to take vigorous action\ncolonial power, as there\neither recognize\n\nis\n\nin\n\nthe premises.\n\nIf\n\nwe are\n\nto\n\nbecome a\n\nso much reason to hope or to fear, we must\n\nsound principles of administration in dealing with our\n\ncolonies, or we must follow our predecessors, who have made and persisted\nin the same mistake, into the abyss.\n\nTo quote one of the abler organs of public opinion\n\n:\n\nOne of the most interesting developments of specialization now going on in higher\neducation in this country\n\nis\n\nthat which looks toward a better training for business-men\n\nand civil servants. Whatever the prevailing view of the primary objects of a college or\na university, and however narrowly one may be disposed to limit its essential field, there\ncan be no question that the most progressive of these institutions are now zealously seeking to put themselves in touch with the practical business needs of the times, and to\n\nfit\n\ntheir students for participation in everyday affairs.\n\nProofs of this tendency have become too pronounced to be over-\n\nlooked or underrated.\n\nThe Wharton School of the University of Penn-\n\nsylvania, the School of Political Science of\n\nColumbia University, and the\n\nelaborate courses in history and economics at several of the stronger\ninstitutions were the forerunners of the new movement.\n\nTwo years ago\n\nthe University of California founded a school of commerce, including in\nits\n\ncurriculum studies in history, political science, commercial and inter-\n\nnational law, technological subjects, and\n\nmodern languages, and laying\n\nemphasis upon our commercial relations with Asia. A little more than a\nyear ago the New York chamber of commerce determined to co-operate\nwith Columbia University in establishing a collegiate course of instruction\nin commerce, to be open to high-school graduates and to cover four years.\n\nDartmouth College has recently announced the Tuck School, with a program of studies bearing directly upon preparation for business and administrative life.\n\nAgain, the University of Wisconsin has also taken steps to\n\norganize a school of commerce, while the University of Michigan has just\nsent out an announcement of special courses in higher commercial education and in public administration.\n\nThese courses are especially intended\n\nfor students, graduates or undergraduates, who desire to specialize in history, economics, and related subjects ; but they are also thrown\n\nopen\n\nto\n\nthose who wish to prepare for the political and social side of newspaper\n\nwork, for teaching history and political science in colleges and high\nschools, for philanthropic and pastoral work, or for diplomatic or consular service.\n\nThese several schools and courses of instruction are not yet\norganized, but that consummation will not be long deferred.\n\nfully\n\nThe causes\n\nthat have produced them, and that promise to produce others like them,\ncall for but the slightest suggestion.\n\nThey are the industrial and political,\n\ncommercial and social, activities of the times.\n\nSuch schools and courses\n\n"}
{"page": 335, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\n323\n\nwould no doubt have come in time had the nation moved on in its old\npath, but they have been materially hastened by the fuller development\nof the national self-consciousness that has followed events in our recent\n\nhistory which are too well\n\nknown to call\n\nfor formal\n\nmention.\n\nThose\n\npersons who adopt Mr. Lowell's characterization of a university as a place\n\nwhere nothing useful\n\nis\n\ntaught are not likely to take kindly to the new\n\ndevelopment, but they are no more likely to oppose to\n\nit\n\na successful\n\nwe are but following in the footsteps of Europe.\nSpecial schools for teaching business and administration have already\nbeen successfully established in France, Germany, Austria, and Italy\nresistance.\n\nIn\n\nfact,\n\n— the best-known of\n\nall perhaps being the school at Leipzig.\nThe\nnew University of Birmingham, England, will include a faculty of com-\n\nmerce.\n\nThe records of the year show that in the United States the stream of\neducational beneficence is not only still flowing, but flowing with larger\n\nvolume than ever before.\n\nA careful authority shows that gifts to the \"big\n\nsix\" among the universities, six institutes and unions which he enumerates,\nvarious schools for the higher education of women, and certain foundations\nfor the protection\n\nand industrial training of the poor, amounted for the\n\nyear 1899 to something more than $40,000,000.\n\nMoreover, he asserts that\n\nthe gifts for 1900 will almost surely surpass those of the previous year.\n\nBefore half of the year had gone such gifts amounted to nearly or quite\n$20,000,000.\n\nAbroad some educational history has been made that, if not of firstrate importance, still calls for recognition on this side of the ocean. Particularly is this true of England.\n\nThe Board of Education Act passed last year swept away the old doubleheaded system of school administration, the lords of the committee of the\nPrivy Council of Education at Whitehall, and the Science and Art Depart-\n\nment\n\nat\n\nKensington, and set up a unified education department in\n\nits\n\nSome progress, but not rapid progress, has been made in organizing the new department. The Duke of Devonshire has been gazetted as\nroom.\n\nfirst\n\npresident of the board of education, and the\n\nprincipal subordinates have been announced.\n\nnames of some of his\n\nThe friends of educational\n\nprogress in England are watching the successive steps taken in perfecting\nthe new organization with interest, curious to see wherein the new administration will differ from the old one.\n\nMuch the same may be said of another subject that has occupied\nThe commissioners appointed\nUnder the University of London Act to frame statutes and regulations for\n\nconsiderable attention in recent years.\n\nthe\n\nnew university for the metropolis some time ago submitted their\nThe total result seems to be but a tentative measure. An English\n\nreport.\n\nwriter concludes his discussion of the statutes and regulations reported in\nthis fashion\n\n:\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n324\n\n[National\n\nTo sum up, a teaching university for London, as the term is understood at Berlin or\nGlasgow, is\n\nstill\n\nin the\n\nwomb of the future\n\n;\n\nbut the seed has been planted, and a first\n\nattempt has been made to co-ordinate and concentrate the existing institutions for higher\n\nWe have not yet a university which teaches, but we have a university which\n\neducation.\n\nrecognizes teaching as something distinct from examination, and in the government and\ndirection of which teachers form the dominant factor.\n\nThe\n\nassociation for promoting a\n\nteaching university for London has, after sixteen years of what at times seemed a hopeless\nstruggle, gained a first victory ; though it still remains to occupy and administrate the prov-\n\nince won.\n\nOf greater popular interest than the measures just described is the\nnew code for the regulation of public elementary schools and training\nAttention will here be\n\ncolleges.\n\nlimited to\n\na\n\nsingle\n\nfeature of\n\nthis\n\ndocument.\nIn the year 1861 there was introduced into the educational administration at Whitehall the principle or rule\nIt\n\nknown as \"payment by results.\"\n\nsprang out of the anomalous system of elementary instruction which\n\nThe government found itself dispensing\n\nhad grown up in the country.\n\nto schools, or rather to teachers, over whom it had no direct control, large\n\nsums of money, much of which, there was reason\n\nto believe, was little\n\nThis fact vexed the righteous soul of Mr. Robert\n\nbetter than wasted.\n\nLowe, then the working head of the committee on education, who declared,\nthat year was brought out, that \"if the new\n\nwhen the revised code of\n\nsystem was costly, it shall at\n\nleast be efficient\n\nThe meaning of this was\n\nbe cheap.\"\n\n;\n\nif\n\nit\n\nis\n\ninefficient,\n\nit\n\nshall\n\nthat the revised code contained\n\nthe rule that the school children must pass an individual examination in\nreading, writing, and arithmetic, and, according to results in each individual case, a grant should be made for the support of the school.\n\nAn\n\nexamination or inquiry into the efficiency of the school- as a whole would\n\nno longer answer, as it had previously done.\nning\n\n;\n\nThis was only the begin-\n\nthe principle was afterward carried much farther.\n\nthe government\n\nnow paid to the managers of\n\nMore definitely,\n\nschools a fixed stipend for\n\nevery pupil who passed a particular examination, so that the pupil was\nsaid to \" earn money\" for the school.\n\nThe method was a device invented\nMatthew\ngood education.\n\nto protect the treasury and not to promote\n\nArnold, it will be remembered by all the readers of his Letters, earned\nhis bread\n\nfor twenty-five years\n\nelementary schools\n\nby serving as a government examiner of\n\n— an example of Pegasus yoked\n\nto the\n\nplow.\n\nIt is\n\nprobable that no cramming engine of greater power than payment by\nresults\n\nin an educational system\nand the best\nand educators in England naturally fought hard to secure its\n\nwas ever incorporated\n\nteachers\n\n;\n\nremoval.\n\nBy degrees\n\nthe rigor of the\n\nmethod was materially mitigated, and\n\nnow, in the last year of the century, the last shreds of it have finally been\n\nthrown aside.\nof\n\nthe\n\nThe fact is that payment by results, in the technical sense\nthat is, payment which depended on individual\n\nexpression\n\n—\n\n"}
{"page": 337, "printed_page": null, "text": "Council]\n\nEDUCATIONAL PROGRESS DURING THE YEAR\n\nexaminations\n\n— came\n\nto\n\n325\n\nan end in 1897; but in the form of \"piece\"\n\ngrants, so much for this piece of work and so much for that, leaving the\ntotal to be paid for a pupil to be determined by an addition of the pieces,\nit\n\nhas lingered on until now.\n\nA leading educational journal of London\n\naccordingly speaks of the new code as putting \"an end to the thoroughly\nvicious principle of piece work which was part and parcel of Mr. Lowe's\n\npayment by results.\"\n\nWhat is called a \"block\" grant has been\n\nsubsti-\n\ntuted for the piece grant; that is, a specified sum or \"grant\" is paid to the\n\nschool for every pupil who comes within the range of the special rules.\n\nAt first there were\n\nfears that\n\nhigh-grade primary schools\n\nthe\n\nnew method would work\n\n— which are\n\nagainst the\n\nreally nascent high schools\n\nbut now that these fears have been removed the block grant\n\n—\n\ncommands\n\ngeneral, if not universal, approval, as does the new code taken as a whole.\nIt must not be supposed, however, that the\n\nold tension growing out of\n\nPerhaps it has been\nAt least a well-informed writer in London declares rather\nmournfully: \"This code will bring us one step nearer the ideal for\nwhich churchmen are now striving\na system of state-supported and\nchurch-managed schools.\"\nLittle progress is being made in the meantime in organizing secondthe ancient religious controversy has been eased.\n\nincreased.\n\n—\n\nary instruction.\n\nOn the continent the educational opportunities of women are slowly\nTo the universities of Basle,\n\nwidening, Switzerland still leading the way.\n\nBerne, Geneva, Lausanne, and Zurich they are admitted on a\nequality with\n\nmen, while they may enter Freiburg only\n\nperfect\n\nas \"hearers.\"\n\nNearly one-fourth of the students in the Swiss universities, or 1,026 out\nof 4,611, are\n\nwomen.\n\nAt Heidelberg and Freiburg\n\nin\n\nBaden women\n\nare now allowed to matriculate as regular students on \" certificates of maturity,\"\n\nand\n\nat\n\nGiessen they are admitted as \"hearers.\"\n\nAt the other\n\nGerman universities changes are not reported, and the former status continues.\nThe juristic faculty of the University of Vienna has formally\nrequested the ministry of education to admit\nto all the lectures\n\nand examinations in the\n\nwomen as regular students\n\nfaculty,\n\nand\n\nalso asks that\n\nwomen who have passed the required state examinations shall enjoy the\nright of practicing as advocates and as notaries, and of engaging in every\n\nbranch of the legal profession for which they are not positively\n\ndis-\n\nqualified.\n\nThere are also evidences of relaxation in university regulations in\nThe Prussian government has clothed the techni-\n\nother particulars.\ncal\n\nhigh school of Berlin with authority to confer the doctor's degree,\n\nlimited,\n\nhowever, by the phrase \"in\n\nernment\n\nis\n\nin various\n\nengineering.\"\n\nThe same gov-\n\nalso considering the further limitation of the use of\n\nLatin\n\nacademical\n\nwhile\n\nrequirements, as in certain dissertations\n\nthe governments generally\n\nare discussing\n\n'\n\nthe question of\n\n;\n\nno longer\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n326\nrequiring\n\nstudents\n\nmedicine\n\nof\n\nbut\n\nis\n\nfor\n\nRealgymnasium who enter the faculty\nin Greek, and to give more\nthe examinations in Latin.\nThis last, how-\n\nof\n\nthe\n\nfrom\n\npart\n\nthe\n\nan examination\n\ntake\n\nconditions\n\nliberal\n\never,\n\nto\n\n[National\n\nquestion\n\nlarger\n\nof\n\ngranting\n\nclass\n\nthis\n\nof\n\nstudents at the universities larger liberty in respect to the professional\n\nOnce more, there is also a disposition in some quarters to open\nwho\nMention may\nhave not received the traditional gymnasium preparation.\nalso be made of the growing tendency in some cities to make class distinctions less marked in early school life than they have hitherto been, or\nIt is clear, therefore,\nto make the Volksschule a real people's school.\nthat the democratic spirit is beginning to make itself more felt in impefaculties.\n\nthe benefits of university training to advanced and earnest students\n\nGermany.\n\nrial\n\nComing to literature, we find the usual output of educational works,\nbut not as many of high character as in some former years.\nIn this\ncountry much the most valuable book that has appeared in the year is\nEducation in the United States, a series of monographs prepared for the\nnational exhibit at Paris and published by the state of New York.\n\nPrepared\n\nunder the editorial supervision of Dr. Butler, who contributes an introduction, and the business oversight of Mr. Howard J.\nRogers, director of American education at the exposition, the work pre-\n\nby\n\nspecialists\n\nsents a\n\nfull\n\ncross-section\n\nof\n\nAmerican education\n\ncentury in a manner that leaves\n\nlittle\n\nat\n\nthe close of the\n\nor nothing to be desired.\n\nonly is there nothing in American literature with which\n\nit\n\nNot\n\nmay be com-\n\npared, but it may well be doubted whether any work ever published has\n\ngiven an equally good view of education in any great country at any\ngiven time.\n\nWe have now shown the scholars and teachers of Europe\n\njust what we are doing in an educational way, and\n\nit\n\nremains to be seen\n\nhow they will be impressed by the showing.\nIn the purely pedagogical\nyear\n\nis\n\nalso\n\nSociety.\n\nfield\n\none of the noteworthy books of the\n\none of the smallest. Professor John Dewey's The School and\n\nProbably there\n\nis\n\nno deep-thinking student of education who\n\nhas not at times been' oppressed by the feeling that the training in our\nschools is too remote from the\n\nlife\n\nthat the children will afterward lead,\n\nor who has not asked himself the question\n\nrowed.\n\nThinking\n\nin\n\nthis\n\nline\n\nhas been\n\nhow the interval may be narstrongly\n\nstimulated\n\nby the\n\nincreasing valuation that men are placing upon social studies and social\ninterests.\n\nProfessor Dewey has not only given the subject much study,\n\nbut he has done two things in addition\nexpress purpose of\n\ntrying\n\n—\n\nwhat may be\n\nfirst,\n\norganized a school for the\n\ndone\n\nin this\n\ndirection ; and,\n\nsecondly, stating in his book the principles on which, as he sees it, the\n\nproblem must be solved. More eyes are now fixed upon the University\nElementary School, at Chicago, than upon any other elementary school\neyes watching to see the\nin the country, or probably in the world\n\n—\n\n"}
{"page": 339, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\noutcome of the interesting experiment.\n\n327\n\nNo man of sense expects to see\n\nthe children of the people generally taught in schools like the one that\n\nmany who are hoping that\nsomething\nof\nvalue\nto the progress of elementhis school may contribute\nProfessor Dewey has set up, but there are\n\ntary education.\n\nMr. Lowell's Colonial Civil Service, which has already been mentioned,\nis\n\na book addressed to teachers and educators as well as to politicians and\n\nAnd, finally, it\nwould be unpardonable not to speak of Educational Aims and Methods,\nby Sir Joshua Fitch, the veteran English educator. To say that this volume is in a sense supplementary to the author's Lectures on Teaching, and\nnot unworthy to follow that admirable book, is all the commendation that\nAmerican teachers can seek or desire.\n\n^publicists, and should\n\nbe earnestly considered by them.\n\nThe facts that have been presented, as intimated in the beginning,\nseem to the bystander isolated and fragmentary. To the historian, fifty\nthem as do not fall out of view altogether\nwill appear as parts of one consistent, organic whole.\nEven now we can\ndiscover, in part, their relations with one another, with other facts, and\nwith the general movement of the times. The efforts to place power and\nresponsibility, in respect to the public schools, in fewer and more competent hands; to unify systems and administration; to bring secondary\nschools into closer connection with the colleges and universities to get\nthe higher institutions to act together for common purposes, and to connect the higher training with business and administrative life\nthese\ntendencies spring directly out of that^^habit of mind, now so marked,\nwhich refuses to look at human activities under an atomistic, separatist,\nor particularistic aspect, and insists upon seeing in them unity, coherence,\nand organic completeness.\nor twenty years hence, such of\n\n;\n\n—\n\nThis address, devoted to a review of educational progress during the\nlast year of the century,\n\nmay fitly conclude with a glance at the state of\n\neducation at the opening of the century in three or four of the leading\ncountries of the world, as\n\nGermany, France, England, and the United\n\nStates.\n\nIn some of the principal states of Germany, where the impulse that\nthe Reformation gave to education had never been wholly lost, the large\noutlines of state systems of instruction could be distinctly discerned in\n\n1800.\n\nIn these states elementary schools existed, altho they were far too\n\nfew to teach the children of all the people, and were generally of an inferior\n\nCompulsory attendance upon such schools, which had been\nrecommended by Luther and been early adopted in some of the smaller\nstates, had now been definitely enacted by Frederic the Great for his\nkingdom of Prussia. Teachers' seminaries, which dated back to 1704,\nhad also been taken under the patronage of the same enlightened monarchThe gymnasia were still moving on the traditionary lines; but\ncharacter.\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n32 8\n\n[National\n\nFrancke, the Pietist, and his disciples had successfully introduced Realien\ninto schools before the middle of the previous century, thus paving the\n\nway for the development of the type of instruction and mental discipline\nthat is furnished in Germany by the real school, the real gymnasium, and\nMoreover, this movement also led, in time, to\nthe technical high school.\nimportant modifications in the elementary schools and in the gymnasia,\nand to the admission to the universities of students with a preparation\n\nThe universities themselves, delivered from the\n\nalmost purely modern.\n\nbondage of the church, led by the University of Halle, had finally won the\nlibertas philosophandi.\nWith all the rest, the Prussian government had\npromulgated the Allgemeine Landrecht, which declared\nSchools and universities are state institutions charged with the instruction of youth\nin useful information and scientific knowledge.\n\nSuch instruction may be provided only\n\nwith the knowledge and consent of the state.\n\nAll public schools and educational institu-\n\ntions are\n\nunder the supervision of the state, and are at all times subject to its examina-\n\ntion and inspection.\n\nFor the time, perhaps, this decree was little more than a paper document,\nbut it was never repealed, and finally became a living reality.\nTurning to the moral side of the subject, Kant had already finished\nhis\n\nwork, altho his Lectures on Pedagogy were not published until 1803.\n\nPestalozzi,\n\nemployed\n\nat\n\nthe\n\ntime\n\nthe\n\nin\n\nbrought out the Leonard and Gertrude\n\nin\n\ninstitute\n\nat\n\nBurgdorf,\n\nhad\n\n1781-87, thus unfolding to his\n\nreaders, who were, unfortunately, still few in number, the pure, sweet vision\nof Bonal.\n\nHegel, born in 1770, was just coming into notice.\n\nFroebel,\n\nthen eighteen years of age, had yet to receive his \"vocation\" for teaching\nat Frankfort, and to go to school to Pestalozzi, before\n\nhe would be pre-\n\npared to write The Education of Man, which appeared in 1826.\n\nHerbart,\n\nwho was six years older than Froebel, was just settling down to his academical and pedagogical career. The awakening of Prussia from her\nand moral torpor by Stein and his co-workers still lay in the\nbeyond the defeat of Jena and the peace of Tilsit. Fichte's\nAddresses to the German Nation were still seven years, and the founding\npolitical\n\nfuture,\n\nof the University of Berlin nine years, in the future.\nIt will\n\nbe seen, therefore, that while much had been done in Germany,\n\nmuch yet remained to be done.\n\nThe whole system of public instruction\nhad to be remodeled and expanded, and the people aroused to an appreciation of its value.\nHow stoutly conservatism continued to hold its ground\nis shown, in part, by the fact that the real gymnasium was not fully organized in Prussia until 1859, or its students, on leaving, admitted to the\nuniversities until 1870.\n\nIn France the situation was wholly different.\n\nRousseau had put out\n\nthe Emile in 1762, and the Encyclopaedists had completed their work in\n\n1765.\n\nWhat the results of the new movement toward freedom would\n\nhave been\n\n— educational\n\nas well as other\n\n— provided the issue had been a\n\n"}
{"page": 341, "printed_page": null, "text": "EDUCATIONAL PROGRESS DURING THE YEAR\n\nCouncil]\n\npeaceful one, is a vain tho a curious speculation.\n\n329\n\nThe Revolution swept\n\nthe old educational regime away with all the rest, and set up nothing in\nits\n\nThat regime, brilliant\n\nroom.\n\nmany respects, like the other parts\n\nin\n\nof the system to which it belonged, had\nof the masses of the people.\n\nStill,\n\ndone nothing for the education\n\nthe rapid succession of rapports and\n\nprojets of laws relating to education\n\nthat followed, while\n\nabortive,\n\nall\n\nbore testimony to the close affiliation of democratic ideas and national\n\nThe traditions of the old culture still remained, and, rein-\n\ninstruction.\n\nvigorated by the new spirit, were destined to be organized in a series of\nnational\n\neducational\n\ninstitutions.\n\nThe Imperial\n\nwas not\n\nUniversity\n\nfounded until 1806, and even then made no provision for the instruction\nof the nation ; while Guizot did not secure the passage of the law that\n\nbears his name, or send out his equally famous circular on instruction,\nuntil 1833.\n\nStill, little\n\nwas accomplished as time wore on; and\n\nit\n\nwas\n\nnot until the third republic that France, stirred to the depths by her\ndefeat at the hands of Germany, took vigorously in hand the instruction\nof her sons and daughters, offering to the world one of the most striking\n\nexamples of educational progress recorded\n\nCompayre\n\nin history.\n\nThus, to quote\n\n:\n\nFor successfully introducing anew into the laws the principles of gratuity, obligaby the French Revolution, not less than a century\n\ntion, and secularization, as proclaimed\n\nwas required.\nStill different\n\nhad been the course of history in England.\n\nOne hun-\n\ndred years ago no other great country in the world had been so\n\nlittle\n\nby the genius of universal education. All thru the eighteenth\ncentury such schools as those described by Shenstone in The School Misstirred\n\ntress,\n\ntogether with a few Sunday schools at the\n\nlast,\n\nfurnished most of\n\nthe educational facilities that the children of the poor enjoyed.\n\nJoseph\n\nLancaster, born in the same year as Froebel, had begun to teach some\n\npoor scholars in the shed back of his father's house in London, in 1796,\n\nand Dr. Bell had introduced the Madras system of instruction into England in 1798. These were the headsprings of a movement that was soon\nto attract universal attention.\nBut England was bound fast in the Tory\nand high -church shackles. The French Revolution sat upon her breast\nlike a\n\nnightmare.\n\nIt\n\nis,\n\nin fact, almost impossible, at this day, to con-\n\nceive the depths of indifference or hostility that the ruling classes felt\nfor the enlightenment\n\neducation\n\nbill\n\nand elevation\n\nof the democracy.\n\nWhen the first\n\never before Parliament was voted down by the Lords, in\n\n1807, Sir Samuel Romilly, who supported the measure in the Commons,\n\nwrote\n\nin\n\nhis\n\ndiary that a majority of his fellow-members thought\n\nit\n\ndesirable that the people should be kept in ignorance.\n\nIn 1795 one of the\n\nbishops said in the House of Lords that he did not\n\nknow what the mass\n\nof the people in any country had to do with the laws but to obey them,\n\nand as\n\nlate as\n\n1832 a lady of high social position\n\ndemanded to know\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n33°\n\n[National\n\nwhat difference it made what the people thought, if the army could be\ndepended upon. Blackwood^s Magazine, a literary organ of conservatism,\nopposed the education of the people on the ground that it made them\nuneasy and restless, that ignorance was the parent of contentment, and\nthat the only education which could safely be given them was a religious\neducation that would \" render them patient, amiable, and moral, and\nrelieve the hardship of their present lot with the prospect of a bright\n\nWith these facts before us we are not surprised to find Sydney\nSmith asserting that there was no Protestant country in the world where\n\neternity.\"\n\nthe education of the poor had been so generally and infamously neglected\nas in\n\nEngland\n\n;\n\nor Malthus asserting that it was a great national disgrace\n\nthat the education of the lower classes of the people should be left merely\nto a few Sunday schools; or, once more Dean Alford, writing in 1839\n\n:\n\nPrussia is before us, Switzerland is before us, France is before us ; there is no record\nof\n\nany people on earth so highly civilized, so abounding in arts and comforts, and so\n\ngrossly generally ignorant as the English.\n\nTo modify Lord Brougham's famous phrase, the schoolmaster\n\ngot\n\nReform\nBill, that Parliament made its first appropriation for education, the meager\nsum of ;^2o,ooo, and not until 1870 that the Elementary School Act\nauthorizing school boards and board schools was passed.\nBut slowly,\nwith the throwing off of the old conservatism and the penetration of the\nmasses of society by the democratic spirit, England began to awaken to\nthe shame of her situation, and to do something worthy of her in the\nfield in which she had been so backward.\nHere, as in France, the relation\nof democratic ideas and educational progress was demonstrated.\nIt was\nimmediately after the passage of the Reform Bill of 1867, which greatly\nenlarged the suffrage, that Mr. Robert Lowe, afterward Lord Sherbrooke,\nrecognizing the coming change in the center of political gravity, uttered\nthe celebrated words, so full of meaning: \"We must educate our masabroad but slowly.\n\nters.\"\n\nStill,\n\nwith\n\nIt\n\nall\n\nwas not until 1832, the year of the\n\nthat has\n\ncentury, is confronted by\n\nfirst\n\nbeen done, England, at the close of the\n\nmore serious problems than any other great\n\neducational country.\n\nIn the United States the contrast between the beginning and the end\nof the century, all things considered, is more remarkable than that shown\n\nby any other country in the world. So far as quantity is concerned,\neducation has certainly more than kept pace with the growth of the\ncountry.\nIn 1801 a number of the states had assigned to schools a status\nin their constitutions.\nConnecticut had founded her common-school\nfund, and other states were preparing to emulate her example.\nThe\nnational government had taken the first steps in that line of policy which\nhas resulted in endowing education with a capital of about $300,000,000.\nNew York had chartered, in 1787, the regents of the state university, and\nbegun to move in the direction of popular education. In 1801 there\n\n"}
{"page": 343, "printed_page": null, "text": "Council]\n\nEDUCATIONAL PROGRESS DURING THE YEAR\n\nwere twenty-three colleges\nsince 1775, whereas we\n\nsouth of the\n\nHudson\n\nin\n\nthem founded\nWest and\n\nthe country, all but nine of\n\nnow have more than\nriver not\n\n331\n\nfour hundred.\n\neven the rudiments of a state system of\n\npublic instruction existed, while the boasted\n\nNew England systems were\n\nbut imperfectly developed and comparatively inefficient.\n\nSave alone the\n\nfew New England grammar schools, there were no public high schools in\n\nwe now have more than five thousand. But few of\ngovernments were doing anything whatever for elementary\nteaching.\nThe first state board of education and the first state secretary,\nas well as the first local superintendent, were thirty-six years distant,\nand the first state normal schools thirty-eight years distant. Horace\nMann, four years of age, was just beginning to braid straw in his native\ntown of Franklin, Mass., while Henry Barnard was not born until 181 1.\nMore than twenty years were still to elapse before George Ticknor would\nurge valuable reforms in Harvard College, or Thomas Jefferson found\nthe University of Virginia while Francis Wayland would not write his\nbook on college education until 1842, or prepare his more famous\n\"Report to the Trustees of Brown University\" until 1850. The state\nuniversities of the West were potent only in the implied promise of Congress to endow them with two townships of wild land apiece.\nOur hurried glance has been limited to education as a whole. If we\nthe country, where\n\nthe\n\nstate\n\n;\n\nwere to single out the education of women, who are one-half of the\n\nhuman family,\n\nthe showing would be\n\nstill\n\nmore\n\nThis was\n\neffective.\n\nshamefully neglected, even in the best-educated states and countries.\n\nIn\n\nthe United States not only were co-education colleges, \" annexes,\" and\n\nwomen's colleges one and two generations in the future, but even the\nday of ladies' seminaries had not dawned. Still more, girls were sometimes denied the privileges of the common school.\nFor example, it was\nnot until 1789 that they were admitted to the schools of Boston, and\nthen only when the boys did not need the schoolhouses.\nTo make this view most effective it would perhaps be desirable to\npresent a similar one of education at the close of the century.\nBut that\nis\n\nmanifestly impossible.\n\nProbably, also, it is unnecessary.\n\nbe assumed that the audience\n\nIt\n\nmay well\n\nis\n\nfully able to supply the counterpart of\n\nthe picture that has been drawn.\n\nThree or four general statements, at\n\nleast, will suffice.\n\nEducation has everywhere become a function of the state\n\n;\n\nthat is, it\n\nhas been placed in the only hands that are competent to furnish it to the\n\nStatesmen are called upon to reckon with the subject, and\nmonarchs urge it in speeches from the throne. The educational budgets\nof the great educational countries rank with the budgets of the army and\nnavy, or rather above them.\nThe united expenditures of Germany,\nFrance, Great Britain, and the United States for public education this\nyear amount to nearl)* $500,000,000.\nThe United States will cross the\npeople.\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n332\n\n[National\n\ncentury line with 245,000 public-school houses, 418,000 public-school\nteachers,\n\n15,700,000 pupils in public schools, and an expenditure for\n\npublic education of $203,000,000.\n\nThe two cross-sections of civilization\n\nmarked 1800 and 1900 offer to our minds many striking contrasts but\nnone more striking, more instructive, more inspiring, more conducive to\nhopeful views of the world and of the race, than those furnished by education.\nWith such a century behind it, what can the twentieth century\n;\n\nbe but\n\"\n\n.\n\n.\n\n.\n\n.\n\nanother mom\n\nRisen on mid noon\n\n....\"?\n\nCLASS INTERVALS IN GRADED SCHOOLS\nWILLIAM T. HARRIS, UNITED STATES COMMISSIONER OF EDUCATION\n\nThe germinal\n\nschool organization out of which\n\nall\n\nvarieties\n\nhave\n\ngrown is the country school of one room and one teacher, with from ten\nto sixty or more pupils of all ages and degrees of advancement, from the\nstripling of four years, who begins at the alphabet, up to the young man\n\nwho is likely to study algebra, or Latin, or natural\nThe difference in qualifications ranges thru eight or ten\nyears of study.\nIf classes are to be made, they are likely to be made on\nthe accidental fact that some of the pupils bring to school the same text-\n\nof twenty-one,\n\nphilosophy.\n\n—\n\nthe same arithmetic, the same reader, or geography, or grammar a class being formed with very little regard to the difference in\nadvancement of its members. Not seldom it happens that those of like\nadvancement in the country school happen to have different text-books,\nand for th^-t reason alone are assigned to different classes and mated with\nother pupils of very inferior attainments, who have the same book.\nThus it happens that the function of the teacher in the country school\nbecomes chiefly one of keeping order and hearing lessons, without being\nable to find time to teach or explain anything, or to become acquainted\nwith the obstacles that arise in the minds of his pupils.\nHis number of\nrecitations per day averages from twenty-five to fifty, and their length\n\nbooks\n;\n\nvaries from two minutes to twenty or thirty, but averaging only five min-\n\nThere\n\nutes apiece.\n\nschool, and\n\nit\n\nis\n\nis\n\nno division\n\nof labor in this rudimentary type of\n\nobvious that the continuance under the same teacher\n\npossesses but little more advantage than the antiquated process, by which\na gun was made thruout\n\n—\n\nlock, stock, and barrel\n\n— by one gunsmith, has\n\nover the division-of-Iabor system in the Springfield armory, or the watch\n\nmanufactories at Waltham or Elgin, where each manipulation has a different workman to perform it.\n\nWith small schools of this character, which\n\nrange thru so wide differences in age and acquirements in their pupils,\nbut little can be done other than to secure discipline and lay special stress\n\nupon individual industry.\n\n^\n\n"}
{"page": 345, "printed_page": null, "text": ">\n\nCLASS INTERVALS IN GRADED SCHOOLS\n\nCouncil]\n\nUniformity of text-books (now generally established by\nrenders possible some degree of classification\n\n;\n\n333\nstate laws)\n\nbut at best such classifica-\n\ntion is very imperfect, for the reason that there can be little transferring\n\nfrom one class to another in case of differences of ability.\n\nWhen the country school grows to be a village school, and the number\nof pupils increases to sixty or one hundred, two rooms are\n\nopened and\n\nDivision of labor may begin here.\n\nPrimary and\n\ntwo teachers employed.\n\ngrammar departments are instituted, and the range of acquirement in each\nroom may be four years by the course of study. Fewer classes and larger\nones allow the teacher twice the length of time for each recitation, and\nhe can begin to lay some stress on instruction. The advantages of class\nrecitation over individual instruction begin to appear at this point.\n\nvidual instruction\n\nis\n\nIndi-\n\ngood where the teacher can devote to it as much\n\ntime as to an ordinary recitation, but it is inferior to class recitation even\n\nThe class should consist of not less than ten nor more than\nThe length of recitation should vary from fifteen or twenty\nminutes in the primary grades, to thirty minutes in the grammar depart-\n\nthen.\n\nthirty.\n\nment.\n\nDuring recitation there should be the most vivid and constant\n\nattention on the part of all the pupils.\n\nIt is\n\nobvious that this can be\n\nobtained in the primary grade only for a short time.\n\nWith increasing\n\ndiscipline and the strength that comes of years of practice, the recitation\n\nhour can be lengthened.\n\nThat a properly conducted class recitation is of far greater value than\nindividual instruction is obvious from the consideration that the contents\nof the lesson are stated over\n\nand over by different pupils of the class,\nand discussed, illustrated from the experience of different\npupils, and the pupil has the advantage of seeing how his fellows\nencounter and surmount such difficulties as he himself meets. What\nwe see in the experience of others, our equals, becomes at once our\nexperience by adoption, and it saves us from the pain and consumption\n\ncriticised\n\nwisdom thru personal adventure. Hence\non in the form of a community.\nThe school is and must be a community; no private tutoring can educate\n\nof time necessary to acquire its\n\neducation\n\nis\n\nessentially to be carried\n\nas the school can.\n\nBut it is evident that the school best subserves this\npurpose when it classifies so that each one meets his equals in the recitation.\n\nGreat inferiority or great superiority in his fellows mars the force\n\nof the lesson which he learns from seeing their work.\n\nThe village school of two rooms, as contrasted with the country school\none room, exhibits to us the beginnings of classification and proper\nmethods of recitation. It does hardly more than this. Its separation of\nthe four years of primary work from the four years of grammar-school\nwork is a great, but only one, step.\nof\n\nWhen a village comes to have 500 or 1,000 children, living within a\nsmall area so that they can be brought into a central school of eight to\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n334\n\n[National\n\ntwenty rooms, new developments become possible in grading and\nfication.\n\nUsually the primary work\n\nonly the advanced\n\nwhile\nschool.\n\nclassi-\n\nkept localized in small schools,\n\nis\n\nbrought together\n\npupils are\n\nthe central\n\nin\n\nThe ratio of younger pupils to older\n\nThis is just and proper.\n\nones is that of a large number to a small one.\nFirst year\n\nSecond year\nThird year\nFourth year\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n30\n\nFifth year\n\n21\n\nSixth year\n\n20\n\nSeventh and eighth years\n\n12\n\nHigh school\n\n-\n\n.7\n\n.\n\n.\n-\n\n.\n\n-\n\n.\n\n4\n-\n\n-\n\n3\n3\n\nProvided the classes in the higher grades are to be of normal size, it\nclear that the chances for proper grading are only one-seventh to one-\n\nis\n\ntenth as good in them as in the lowest grade.\nto bring together the\n\nis\n\nThe only remedy for this\n\npupils of the higher grades into fewer schools.\n\nThere may be very many schools with the lower four grades. There\nshould be only five rooms devoted to instruction of pupils of the sixth\nyear in the course, where there are thirty rooms devoted to the lowest\ngrade, or ninety-one rooms devoted to the five lower years' work.\nCounting the lowest three years of the course as primary work, we\nhave over 70 per cent, of all the pupils in the schools in the primary\ndepartment, and only about 26 per cent, in the grammar department. In\neastern cities, where education for a long time has done its work, the ratio\nis much more favorable to the higher departments than in western cities.\n\nFrom these facts it is clear that in order to secure as good results in classification of grammar-school pupils as with primary pupils, the former must\n\nbe brought together into about one-fourth as many schools as the latter.\n\nWhenever the sizes of the schools have been such as to admit of it, a\nsystem of classification has been introduced, and the immediate consequences have been\n\n:\n\n(a) great increase in the\n\nlength of recitation\n\n;\n\n(f)\n\nmore thoroness in the discussion of the lesson, sifting the different\nstatements, and probing the meaning of the same (c) great stimulation\nof the mental activity of the pupil thru trial and competition with other\nmembers of his class. These three advantages can scarcely be overestimated.\nThey multiply the teacher's power just as organization\nfar\n\n;\n\nimproves the strength of an army.\nis\n\nIn the unclassified system the teacher\n\nonly a private tutor, and the fewer pupils he has the better for each and\n\nall.\n\nIn the classified system the proper quota of pupils\n\nis\n\na potent\n\ninstrument in the hands of the teacher, and he uses the whole class to\ncorrect\n\nand stimulate each one\n\ncussed by and before the\ncriticised as\n\nin\n\nit.\n\nThe lesson, as recited and dis-\n\nclass, gets all its\n\nphases stated, restated, and\n\nnever could be done in the case of a single pupil with a\n\nprivate tutor.\n\nThe presence\n\nof the class arouses the teacher to a high\n\npitch of energy, and each individual in the class is excited by the presence\nof the teacher\nfor the\n\nand the rest of the class.\n\nThese circumstances account\n\nhigh estimation in which the graded system is everywhere held.\n\n"}
{"page": 347, "printed_page": null, "text": "CLASS INTERVALS IN GRADED SCHOOLS\n\nCouncil]\n\n335\n\nSo many good things have a tendency to hide some very serious defects.\n\nOne of these defects is the practice of annual promotions.\n\nA set time for examination and promotion is injurious Justin the ratio\nof\n\nAnnual examinations\n\ninfrequency.\n\nits\n\nfor\n\npromotion and a discon-\n\ntinuance of promotions at other times is an extremely pernicious system\n\nand occasions serious injury to the higher grades of our schools. It is\nevident that the farther advanced the pupil, the more unfavorably will it\naffect him\nand yet in our schools thruout the country the system is so\n;\n\narranged that\n\nthis\n\nadvanced pupils.\n\nProcrustean device applies more especially to the\nIn\n\nhow many of our cities is there promotion to the\nWhat becomes of the pupils\n\nhigh school oftener than once per year ?\n\nwho lack\n\nI\n\nper cent, of making the standard required ?\n\nAre they not\n\nsent over the work of the highest grade of the grammar schools again,\n\nand thus made\n\nto\n\noccupy a year in doing what they might do in one-\n\nfourth of that time ?\n\nAnd do they not leave school at this crisis more\n\nthan at any other time in the whole course ?\n\nThe effect of sending pupils back to repeat the work of the entire\nis well known to all teachers who have made experiments in this\ndirection.\nBoth parent and pupil feel very keenly the time lost. The\npupil must have been over much of the work of the year\nperhaps nine-\n\nyear\n\n—\n\ntenths or three-quarters, or perhaps only one-half of it.\n\ndone\n\nentitles\n\nYet, what he has\n\nhim to an advanced position over his fellow-pupils of the\n\nnext class below him.\n\nIf\n\nhe returns to school after being thrust back a\n\nyear for his lack of less than half a year, he appears in the ranks of a\nclass which\n\nwas a year's work behind him.\n\nHe has lost his ambition\n\nweeks pass away before he comes to work that is difficult enough to arouse\n\nhim to the exertion of his full energies. Meanwhile he has lost his ability\nfor hard study, and he is very likely to break down a second time on the\nwork of the year. A second failure in the trial for promotion is nearly\nsure to cause withdrawal from school.\n\nThe parent has lost faith in the\n\nand puts him into business or apprentices him to. a\ntrade.\nThe youth has lost his own confidence in himself, and is stunted\nfor intellectual growth the rest of his life.\nA system which classifies the weak and incompetent with the strong\nand genial-minded, and when they diverge in the amount of work\naccomplished under its instruction\nas they certainly will diverge under\nany instruction which is other than an opiate, a paralyzer of the will\nstill\nretains them in the same class and relaxes its hold so as to release the\nweak from a normal responsibility, will be found in nearly every case to\nbe productive of injury to the growth of character in both weak and\n\ntalent of his child\n\n—\n\nstrong.\n\n—\n\nIf pupils of all classes are to be held to a strict accountability for\n\ntheir work, there must be a careful system of reclassification.\nIt is evident that provision must be made for promotion of the pupils\nwho make rapid progress, and that this promotion will, at the same time,\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n336\n\n[National\n\nrestore the proper quota of pupils to the teachers of the higher grades.\n\nA promotion made once in ten weeks, or once in a \"quarter\" or \" term,\"\nwill generally suffice to keep the school well classified.\nIt is clear that frequent promotion should not be made by classes.\nThe few best ones in the class should be united with the class above— it\n\nseem a reward or a recognition of their excellence.\nmotion has been made thru all, or nearly all, of the\n\nwill\n\nlowest, each class will\n\nfind\n\nitself\n\ncomposed\n\nof\n\nAfter such proclasses\n\nfair,\n\nits\n\nfrom the\n\naverage, and\n\npoor scholars, together with a few of the best from the next lower class\nin place of the few that it has lost\n\nby promotion.\n\nFor a while, at least,\n\nthe average and fair scholars in the class will have the stimulus that comes\n\nfrom the consciousness of being the best\n\nin the class.\n\nThe poor ones\n\nwill rank as \"middling,\" and the new pupils will begin as the poorest and\n\nThe advantage to the self-\n\nslowly work up toward the top of the class.\nrespect of the slower pupils which\n\ncomes from standing in\n\nrelation to\n\ntheir classmates as abler and better informed is not to be lost sight of.\n\nA process of continual readjustment of classification in our schools\nwill render the whole school system elastic and mobile.\n\nof a river, there will be everywhere forward\n\nmotion\n\n—\n\nLike the current\nin the middle the\n\nThe\nis more rapid, at the sides the current flows more slowly.\nwork of the grade laid down for a year's study will be accomplished in\nthree or three and one-half quarters by the brightest; by the dullest and\nslowest, in five quarters.\nThere will be no temptation to push on a slow\npupil or drag him beyond his powers no temptation to promote a pupil\nto a new grade's work before thoroly completing what is below him.\nBy this plan would be checked a pernicious system of holding back\npupils from examination for the high school, simply for the purpose of\ncurrent\n\n;\n\ngaining a reputation for the school thru the high per cent, of\n\nits\n\npupils\n\nthat succeed in the competitive examination.\n\nDoubtless there is a certain degree of thoroness requisite in the lower\n\nbranches before the pupil can profitably take up the studies of the next\nhigher grade.\n\nBut after attaining this per cent, it is possible, and indeed\n\noften the practice, to keep the pupil\n\ndrilling over the lower work, in\n\norder to secure a certain mechanical thoroness, so long as to waste much\ntime that might be better expended for the pupil's culture and growth\n\non the higher studies.\nIt might be urged that\n\nthis\n\nsystem causes so rapid a change from\n\nteacher to teacher that the very important personal influence of the teacher\nis\n\nBut under this system in the higher grades the\n\nmaterially impaired.\n\npupil would hardly change teachers oftener than once or twice per year;\n\nand a change as often\nculture of the child.\nsively.\n\nIt is\n\nas this\n\nis\n\ndesirable\n\nfor the\n\nhealthy individual\n\nThe school should not be a family influence exclu-\n\nthe transition to civil society; consequently the pupil must\n\nchange teachers often enough\n\nto correct\n\nany one-sided tendencies\n\nof\n\n"}
{"page": 349, "printed_page": null, "text": "CLASS INTERVALS IN GRADED SCHOOLS\n\nCouncil]\n\n337\n\nsocial culture that he may be liable to acquire from the individual teacher.\n\nFor it must be remembered that reclassification of a whole school of 700\npupils, distributed thru twelve rooms, does not imply a change of teachers\n\non the part of more than one-sixth of the pupils, even when one-third of\nthe best pupils in each class are promoted to the next higher class.\n\nEach\n\nteacher having two classes (or, in the lower grades, three classes) will\n\nhave one-third of the pupils from her advanced class promoted to the\nlower class in the next room above she will likewise receive from the\n;\n\nnext room below one-third of the pupils from the advanced class there.\nIn her\n\nown room\n\none-third of the pupils will be promoted from her\n\nsecond to her first class, but will still remain under the same teacher.\nfact,\n\nshe will have promoted to the next\n\nroom\n\nIn\n\none-sixth of her pupils,\n\n—\n\nthat is to say,\nand have received one-sixth from the next lower room\nbut, practically, this is the\nin case one-third is promoted from each class\nmaximum, and in ordinary cases a less proportion of the class will be\n;\n\ntransferred.\n\nThe system of frequent transfer does not affect the individual pupil\nThe\nThe\nbright pupils, it is true, have frequent opportunity to advance.\nsystem is elastic for them. The slow pupils advance only when ready.\nThe system discards one general epoch of transfer and reclassification at\nthe close of the year, and adopts instead four or more partial transfers,\nfirst, that the ablest\nso arranged as to accommodate the twofold demand\nany oftener, on an average, than the system of transfer once a year.\n\n:\n\npupils shall not be kept back\n\n;\n\nsecond, that the ablest and highest-paid\n\nteachers shall, at all times, have their full quota of pupils.\n\ngrade, where several\n\nrooms\n\nin the\n\nIn the lowest\n\nsame building are filled with pupils\n\nnot advanced beyond the first year of their course, the bright pupil will\nchange teachers perhaps three or four times in the year. In the higher\ngrades the pupil will remain a year or more under each teacher.\nClassification in a school is never absolute.\n\nthe same degree of progress.\n\nranked from the highest\n\nNo two pupils are of exactly\n\nThe entire number in the school may be\n\nto the lowest, and there will\n\nbe found no wide\n\ngaps indicating a natural separation into classes, but the best of the next\nclass\n\nbelow would stand very near the poorest of the\n\nmatter where a division were to be made.\nfore, the\n\nclass above, no\n\nIn dividing into classes, there-\n\nproper number in the class is first to be considered, and next\n\nthe qualifications.\n\nBut it will not do, even for the sake of having a class\n\nof proper size, to combine pupils of widely differing attainments.\n\nIn enumerating the causes which tend to render frequent reclassification necessary, I would mention the following\n\nSome\n\n:\n\ndetained from school by sickness, some\n\nby the\nThree months of a year is all that can\nbe afforded by the poorest people after the child is ableto work. New\narrivals in the city, or departures from the city, occasion a fragmentary\npupils\n\nare\n\nnecessity of working for a living.\n\n"}
{"page": 350, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n338\n\n[National\n\nMoreover, it is an impor-\n\nparticipation in the privileges of the school.\n\ntant fact that nearly one-half of the youngest pupils begin their school\nlife in\n\nthe spring, having arrived at school age too late the previous fall\n\nto enter before the inclement weather sets in.\n\nbelonging to the school\n\nat\n\nThe number of pupils\n\nany one time is two-thirds of the entire num-\n\nHence the accession and loss of pupils during\n\nber enrolled for the year.\n\nthe year equal 50 per cent., or one-half, of the average number belonging\nto the school.\n\nIt\n\nshould be stated that the statistics of a large number of\n\ncities show a greater fluctuation\n\nthan this.\n\naccession and loss may be stated thus\n\n:\n\nThe general character of this\n\nIn the lower grades there is con-\n\ntinual accession, in the upper grades continual withdrawal of pupils.\n\nThere\n\nis\n\ngreat difference\n\nChildren who enter school\n\nat\n\namong\n\ncapacity to learn.\n\npupils in the\n\neight years of age can, on an average,\n\nmake nearly double\n\nthe progress in primary work that pupils of five\n\nyears of age can make.\n\nBright, nervous children will make far more rapid\n\nprogress than children who are stolid and dull.\n\nThe school must provide\nfrequent reclassification ;\n\nfor this difiference in rates of progress\n\nmachine, a Procrustean bed.\n\nIt\n\nby\n\nbecome a lifeless\nmust be understood that when bright\n\notherwise\n\nthe\n\nschool\n\nwill\n\nscholars are kept back for dull ones, they acquire loose, careless habits of\n\nstudy ; and when pupils of slower temperaments are strained to keep pace\nwith quick and bright ones, they become discouraged and demoralized.\n\n—\n\nThen there is the difference in temperament and character the slow\nand the swift, the weak and the strong, the careless and the earnest, the\nmature and the immature, the industrious and the indolent. Start all\ntogether,\n\nand these causes will soon make a great difference in attain-\n\nments.\n\nAs systems of schools are generally organized, the higher-salaried and\nmost experienced teachers have charge of the upper grades of pupils.\nAs their classes suffer depletion thruout the year, unless there is some\nregular mode of transferring new pupils to the care of those teachers,\n\nthey will have very small classes the latter half of each year.\nthe poorer class of teachers are overburdened, the ablest\n\nteachers have less than their quota of pupils.\n\nIt\n\nis\n\nThus, while\n\nand best-paid\n\nclear that the policy\n\nshould be to bring as many pupils as possible under the ablest and bestpaid teachers.\n\nThe practice of frequent transfer of pupils is better for\n\nthis purpose than the custom of transferring in bulk once per year.\n\nIn addition to the obvious advantages involved in providing for the\n\nadvance of pupils according to their abilities, there is, therefore, the additional advantage of economy in filling up the classes of the ablest and\nbest-paid teachers, and\n\nmaking room in the lower grades for new pupils\n\nconstantly applying.\n\nto\n\nInstead of its being an injury, it is rather an advantage, on the whole,\nchange teachers oftener than once a year. Is it desirable to keep a\n\n"}
{"page": 351, "printed_page": null, "text": "CLASS INTERVALS IN GRADED SCHOOLS\n\nCouncil]\n\n339\n\nmay recite for a long\nEvery superintendent knows that a change\n\npupil back in his studies simply in order that he\n\ntime to the same teacher?\n\nof teachers brings the pupil in contact with a new individuality, prevents\n\nthe danger of warping the development of character in the pupil, and is\ndesirable oftener than once a year in the lower grades, and at least once\n\na year in the higher grades\n\nhighly cultured\n\n—\n\nuntil\n\nthe\n\n—where the teachers are maturer and more\npupil\n\nreaches the\n\nhigh school, where he\n\nrecites daily to three or more teachers.\n\nIn conclusion, I will quote what in 1875 I wrote of the working of\n\nsystem of small intervals in a system of schools in a western city,\n\nthis\n\nthus\n\n:\n\n\"At\n\nall\n\ntimes there are\n\ngrade, or year's work, in\n\nnow classes\n\njust\n\nbeginning the work of a\n\nsome one of our schools.\n\nThe classes are not\n\nseparated by intervals of one year in their work, but by irregular intervals varying from six weeks to twenty.\n\nIt is\n\nconsidered desirable to have\n\nthese intervals small, so that reclassification may be more easily managed.\n\nPupils who fall behind their class for any reason (such as absence, lack of\nphysical strength, or of mental ability) may be reclassified with the next\n\nlower class without falling back a year and thereby becoming discouraged.\n\nPupils who are unusually bright or mature may be promoted to the\n\nclass above, or form new classes with the slower pupils of the class above\n\nwho need to review their work.\n\nThus it happens \"that in a district school\n\nthere is a continued process going oij, the elements of which are as fol-\n\nlows\n\n:\n\n(i)\n\nThe older and more advanced pupils are leaving school for\n\nThis depletes the classes of the most skillful\nand best-paid teachers, who are usually placed in charge of the most\nadvanced pupils. Again, there is at all times of the year an influx, into\nthe lower grades, of pupils who have just completed their sixth or seventh\nyear and are now anxious to begin their school career.\nThus the pupils\nin the primary rooms of our schools tend continually to be overcrowded.\n(2) To correct this continued tendency which overcrowds the rooms of\nthe least skillful and poorest-paid teachers, and gives small quotas of\npupils to the most skillful and best-paid teachers, from time to time (usually once in ten weeks, but oftener in some schools) each class is sifted\nand its most promising pupils united with what remains of the next\nbusiness or other causes.\n\nhigher class (i. e., with the not-promising portion of it\n\n— those who,\n\nfor\n\nabsence, or dull intellect, or weak wills, fail to keep up with the best).\n(3)\n\nTo make room for this transfer, a portion of the highest class is sent\n(4) The number changed from class to class\nThe disturbance in classes is very slight, compared with\n\nto the branch high schools.\nis\n\nusually small.\n\nthe advantages gained by the teacher in being relieved of the necessity of\n\nmake them keep up with the average of the class.\nThe teacher was once obliged to spend most of her time upon the dull\nones in the useless endeavor to force them to make up lost time or to\ndriving the laggards to\n\n"}
{"page": 352, "printed_page": null, "text": "Uo\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[National\n\nequal the strides of the more mature, more regular, or more brilliantly\ngifted pupils; and, of course, these latter pupils lost proportionately; and\n\nthe net result of the process was to overwork the incompetent and to hold\n\nThe teacher, in the vain effort to hold together\nmore widely every day till the end\n\nback the competent ones.\n\nthe extremes of her class, separating\nof the year, became cross\n\nand petulant, and sank continually into the\nUnder the present system we can make\nthe lower grades, and fill up the classes of our\n\nabyss of drill-machine pedagogy.\n\nroom, when needed, in\nskillful\n\nand high-priced teachers.\"\n\nDISCUSSION\n[reported by I, c. McNeill]\nF. W. Parker, of Illinois.\ntion.\n\n— Age and attainment are properly the bases\n\nfor promo-\n\nLife must be manifested by children of similar age and experience to each other.\n\nIn the recitation the individual pupil brings in himself for the benefit of others.\n\nThe\n\nchild should go into the next grade when he can do the most good there.\n\n—\n\nMr. Gove. In the practical working of the short grading of the school most pupils\ngo on well together. There is less difference between pupils than is often thought.\n\nMr. Keyes.\n\n—There\n\nis danger of securing so much adjustability as to defeat the\nThe most helpful teacher goes on with her class regardless of the\nexact amount of work done in a term of school. Teachers should not be tied down to a\n\nends of class work.\n\ntime-card for promotions.\n\nMr. Bartholomew.\n\n—Trouble\n\narises\n\nfrom too much pressure on teachers, censure\n\nfor failure to put classes thru on schedule time.\n\n—There a disposition for teachers to nag slow pupils.\nColonel Parker. — Any system which says \" so much in such a time \"\nDr. Harris.\n\nis\n\nis\n\nhopeless\n\nREPORT ON HIGH-SCHOOL STATISTICS\nJAMES M. GREENWOOD, SUPERINTENDENT OF SCHOOLS, KANSAS CITY, MO.\nt\n\nThe object in submitting this report to the National Council of Education is to call attention to the imperfect methods now employed in\ncollecting and tabulating high-school statistics, and to perfect a uniform\n\nsystem to be used thruout the country.\n\nUntil such a system is adopted,\n\nthe important facts connected with .this department of public education\nwill continue to be imperfect and unreliable.\n\nThe general trend of the\n\nvarious groups of children in their studies, the studies that present most\ndifficulty,\n\npersistence of attendance, general behavior,\n\nand other items\n\nUnder\nmuch as can be claimed with certainty is\n\nshould be matters not only of record, but also of investigation.\npresent existing conditions as\n\" guesses at the truth.\"\n\n"}
{"page": 353, "printed_page": null, "text": "REPORT ON HIGH-SCHOOL STATISTICS\n\nCouncil]\n\nIn\n\nall\n\n34\n\nwell-regulated high schools it is possible now to get the items\n\ndeportment of each individual pupil\nupon application, but there is nothing like a general tabulated result of\nthe various movements in the school by masses or classes in specific\nof class standing, attendance, and\n\nbranches, or in departments of study, out of which much reliable infor-\n\nmation can be obtained; and even if such records are kept for college or\nuniversity classes, they are so far beneath the plane of conscious appre-\n\nhension that outsiders never see them.\nIt was with a\n\nclear perception of the obscurity of this subject that,\n\nsome years ago, I undertook to collect statistics that would show why a\nlarge percentage of pupils dropped out of high school the first year, and\nAfter diligent Inquiry, I arrived at no\nto determine the causes therefor.\nsatisfactory explanation, and what information I secured appeared contradictory.\n\nThere is a widespread belief now that the reason so many pupils quit\nhigh school during the first year is that they become disgusted with some\nof the studies they are obliged to take, notably Latin\n\nhas been contended that, if these were\n\nremain longer\n\nand algebra.\n\nIt\n\noptional, the boys would\n\nThis opinion has caused, in some quarters, a\n\nin' school.\n\nveering around in courses of study\n\n;\n\nbut\n\nslightly changing conditions, better and\n\nbeen secured.\n\nmade\n\nam\n\nI\n\nnot aware that, with the\n\nmore persistent attendance has\n\nInstead of one or two factors determining this question,\n\nthere are many causes operating.\nI\n\nmy observations first in the high schools of Kansas City,\n\nbegan\n\nnoting the failures in different branches of study, the number dropping\nout of school, and the reasons assigned.\n\nTo bring in collateral evidence\n\nbearing on these points, I endeavored to collect\n\nstatistics\n\nfrom\n\nsixty of\n\nthe representative cities of this country during the months of April\n\nand\nMay, 1900, and to embody the results in this paper, but I was only moderately successful.\nA circular letter covering the following inquiries was\nsent out\n\nBLANK FOR STATISTICS\nHigh School\n\nCity\n\n1.\n\nTotal number of pupils enrolled belonging to the\n\n2.\n\nTotal number of first-year pupils, classified by age\n\n,\n\nthird year\n\nAges\nBoys\n\n,\n\nII\n\nfirst\n\n:\n\nfourth year\n\n12\n\n13\n\n14\n\nState.\n\nyear\n\n,\n\nsecond year\n\nTotal\n\n15\n\n16\n\n:\n\n17\n\n18\n\n19\n\n20\n\nTotal\n\nGirls\n3.\n\nTotal number of first-year pupils that failed to maintain class standing in one or\n\nmore branches\n\nAges\n\nII\n\n12\n\n13\n\n14\n\nIS\n\n16\n\n17\n\nBoys\nGirls\n\n,'\n\n18\n\n19\n\n20 Total\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n342\n4.\n\n[National\n\nTotal number and ages of first-year pupils that have been dropped from your high\nschool since September, 1899\n\n:\n\nWhy dropped?\n\nAges in years\nII\n\\\n\nTransferred ....\n\n\\\n/\n\nj\n/\n\nIllness in family\n\n.\n\n3\n\\\n\nTo work\n\nS\n\\\n/\n\nLeft city\n\n\\\n\\\n\nFootball\n\n13\n\n14\n\n15\n\n16\n\n17\n\n18\n\n20\n\n19\n\nBoys\n\nFailing eyesight\n\nIllness\n\n12\n\nI^oys\n\nGirls\n\nBoys\nGirls\n\nBoys\nGirls\n\nBo;\nBoys\nGirls\n\nBoys\nGirls\n\n^ Boys\n\nBoys\n\nSociety\n\n\\\n\n\\\n\nGirls\n\n^^^^^\n\nInability\n^\n\n\\\n\nGirls\n\nBoys\n\nUnknown\n\nGirls\n\n,\n\n1900.\n\nPrincipal.\n\nReplies to this circular were received from the following cities\nland, Ore.; Topeka, Kan.; Boys'\n\ndence, R.\n\nI.;\n\n:\n\nPort-\n\nHigh School, New York city; Provi-\n\nCambridge, Mass.; Denver, Colo.; Springfield, Mass.;\nWest Division High School, Chicago;\n\nPittsburg, Pa.; Louisville, Ky.;\n\nNewark, N. J.; Milwaukee, Wis. (three schools); Patterson, N. J.;\n\nHigh School, Brooklyn, N. Y.; Scranton, Pa.\nThe total enrollment in these schools was\n\nGirls'\n\n12,542, distributed as fol-\n\n6,804 belonged to the first year, 2,850 to the second, 1,799 ^o the\nthird, and 1,089 to the fourth year.\nThese reports show that 54.3 per\n\nfows\n\n:\n\ncent, of the pupils\n\nwere\n\nfirst-year, 22.7\n\nper cent, second-year, 14.3 per\n\ncent, third-year, and 8.7 per cent, fourth-year.\n\nThis\n\nresult, I\n\nsuppose,\n\nrepresents an average distribution of the pupils by years.\n\nOf the 6,804 of the first-year pupils at the time of enrollment, 2 were\nII years old; 79, 12; 538, 13;\n\nM\n\n1,516, 15\n980, 16; 373, 17 ;\n1,479,\nand\nyears\nold;\nleaving\nunclassified\n1,801\nas to age.\n16,\n18;\n95,\n19\n;\n\n;\n\nLEAVING SCHOOL — GENERAL DRIFT\nFrom the same schools 1,384 pupils out of 6,804 had left school up\nThe ages of those\n\nto the time these reports were forwarded in April.\n\nwithdrawn from school were:\n\n8,\n\n12 years old; 43, 13 years old; 185, 14\n\nyears old; 258, 15 years old; 265, 16 years old;\n\n149, 17 years old ;\n\n62,\n\n"}
{"page": 355, "printed_page": null, "text": "REPORT ON HIGH-SCHOOL STATISTICS\n\nCouncil]\n\n343\n\nIn round num14, 19 years old; and 8, 20 years old.\nout of every 100 pupils dropped out of the high school the\n\ni8 years old;\nbers, 20\n\nyear.\n\nfirst\n\nBy ages\n\n8 out of 79, 12 years old, left school; 43 out of\n258 out of 1,516, 15\n185 out of 1,478, 14 years old\n265 out of 980, 16 years old; 149 out of 373, 17 years old;\n\n538, 13 years old\n\nyears old;\n\n;\n\n;\n\nand 14 out of 16, 19 years old. Or, if these\n62 out of 95, 18 years old\nnumbers be expressed in per cents., we have the amazing results of 10 per\ncent, between 12 and 13 years of age, 8 per cent, between 13 and 14\nyears, 125^ per cent, between 14 and 15 years, 16^ per cent, between 15\nand 16 years, 27 per cent, between 16 and 17 years, 40 percent, between\n17 and 18 years, 65^ per cent, between 18 and 19 years, and 87 J^ per\ncent, between 19 and 20 years.\nenrollment and dropping out\ntogether,\nBringing these two items\nthe relation may be expressed in another form, namely: 11 per cent., 12\n;\n\n—\n\n—\n\nyears of age, left school; 12 per cent., 13 years of age; 11 per cent., 14\n\nyears of age;\n\nage\n\n;\n\n16 per cent., 15 years of age;\n\n25 per cent., 16 years of\n\n30 per cent., 17 years of age; 60 per cent., 18 years of age; 50 per\n\ncent., 19 years of age.\n\nWHY THEY 1,EFT SCHOOL — MORE SPECIFIC REASONS\nThe data collected from the cities reporting were tabulated under the\nThe results herewith\nsubheads embodied in the circular.\n\nseveral\n\nappended include 5,252\n\nfirst-year pupils enrolled in these schools, and\n\nthe information is, I believe, trustworthy.\n\nOf this number, 1,015 had left school, the following reasons being\ngiven\n\n:\n\n\" Sickness \"\n\n81 boys and\n\n\" Sickness in family \"\n\nand 25 girls\n93 boys and 35 girls\n135 boys and 21 girls\n35 boys and 40 girls\n29 boys and 47 girls\n2 boys and\n6 girls\n5 boys and\n5 girls\n156 boys and 174 girls\n\n\" Inability to do the work \"\n\" To go to work \"\n\n\" Transferred \"\n\" Left the city \"\n\" Failing eyesight \"\n\" Too much society \"\n\" Unknown \"\n\n546 boys and 469\n\nTotal\n\nRemark. — Of the 546 boys in\n\n1 16\n\ngirls\n\n9 boys\n\nthis table\n\ngirls\n\nTotal, 1,015\n\n255 belong to the Boys' High School, New\n\nYork city.\n\nFAILURE IN CLASS WORK\n\nThe failures reported in class standing during the first year, according\nto ages, are as follows\n\n:\n\n6 pupils, 12 years old ;\n\n100, 13 ; 377, 14; 518, 15;\n\nFrom this it is\n19; and 3, 20 years old.\nseen that 6 out of 79 12 -year-old children failed in class standing in\n460, 16; 288, 17\n\n;\n\n66, 18;\n\none or more branches\n14 years old\n\n;\n\n7,\n\n100 out of 538, 13 years old 377 out of 1,478,\n518 out of 1,516, 15 years old; 460 out of 980, 16 years\n;\n\n;\n\n"}
{"page": 356, "printed_page": null, "text": "344\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n.\n\n[National\n\nold; 208 out of 373, 17 years old; 66 out of 95, 18 years old; 7 out of\nNearly 8 per cent, failed that were 12 years old; 20\n16, 19 years old.\n\nper cent., 13 years old; 24 per cent., 14 years old;\n\n34 per cent., 15\n\nyears old; nearly 47 per cent., 16 years old\n55 per cent., 17 years old;\n70 per cent., 18 years old and 37 per cent., 19 years old.\n;\n\n;\n\nThis table simply gives the totals of the failures from those cities making the fuller reports, but not the subjects, and it was not possible from\nthe information at my command to decide along what lines of study the\ngreatest number of failures occurred.\n\nSTATISTICS FROM CITY SCHOOL REPORTS\n\nTo show the extent and character of the statistics compiled from recent\nnow in my office, I herewith submit some condensed statements which represent the highest, widest, and most reliable results\n\ncity reports\n\nCleveland.\n\n— The\n\ncity\n\nof\n\nCleveland,\n\naccording\n\nSuperintendent\n\nto\n\nJones' report for the year ending August 31, 1899, enrolled 3,560 pupils\nin\n\nthe three high schools and normal training school\n\n:\n\nCentral High,\n\n2,064; South High, 339; West High, 975; Training Normal, 182.\n\nages of the pupils were as follows\n\n:\n\ni,\n\n11 years old\n\n;\n\n4, 12\n\nThe\n\nyears old\n\n;\n\n84,\n\n13 years old; 489, 14 years old; 809, 15 years old; 839, 16 years old;\n\n632, 17 years old; and 702, 18 years old and over.\nDetroit.\n\n—The Detroit Central High School\n\nfor the year ending June\n\n30, 1899, reports the ages of pupils as follows:\n\n2,\n\nyears old; 182, 14 years old; 342, 15 years old\n\n377, 16 years old; 200,\n\n18 years old\n\n;\n\n;\n\n139, 19 years old; 55, 20 years old\n\n;\n\nr2 years old; 44, 13\n\nand 47, over 21 years\n\nold; making a total of 1,735. There is no distinction in regard to sex, or\nyear in school, but there are very complete tables as to classes and subjects.\nSt. Louis.\n\n— In\n\ntics is one of the\n\nSt.\n\nLouis the method of tabulating high-school\n\nstatis-\n\nmost complete of its kind in this country, and the tables\n\nThe latest report I have is for\nThe total number of pupils admitted to the high school was\n\nextend backward over a series of years.\n1897-98.\n\n740; ages as follows: 14, 12 years old; 52, 13 years old; 190, 14 years\nold; 243, 15 years old; 173, 16 years old; and 68, 17 years old.\nThe total number of pupils in the high school, including those admitted and tabulated according to age, is represented as follows\n\n:\n\n15, 12 years\n\nold; 63, 13 years old; 273, 14 years old; 450, 15 years old; 495, 16\nyears old; 352, 17 years old; 228, 18 years old; 83, 19 years old; and\n24, 20 years and over ; total, 1,983.\n\nPer cent, of\nyears old,\n\ntotal\n\n13.8;\n\nnumber:\n\n11 years old, 0.7;\n\n12 years old, 3.3;\n\n13\n\n14 years old, 22.7; 15 years old, 24.9; 16 years old,\n\n17.8; 17 y^ars old, 17.8; 18 years old, 11.4; 19 years old, 4.2; 20 years\n\nand over, 1.2.\n\n—\n\nPhiladelphia.\nDr. Edward Brooks, in his report for 1898-99, gives\nmuch interesting information concerning the persistence of attendance in\n\n"}
{"page": 357, "printed_page": null, "text": "REPORT ON HIGH-SCHOOL STATISTICS\n\nCouncil]\n\n345\n\ncompared with several other\n\nthe Philadelphia high schools\n\ncities.\n\nHe\n\nstates the size of the class admitted at the beginning of each year, and the\n\nnumber who completed the course of study.\n\nNew Bedford. — Superintendent William\n\nreport of the\n\nE.\n\nHatch, in\n\nannual\n\nhis\n\nNew Bedford schools for the year 1899, published some\n\nvaluable statistics concerning the high school of that city.\n\nThe total\n\nenrollment was 493, and the number of pupils that left the school was 81,\nor 16.4 per cent, of the total enrollment, distributed among the classes as\nfollows: sub-seniors, 8 boys and 9 girls; juniors, 19 boys\n\nand 18 girls;\n\nsub-juniors, 13 boys and 14 girls.\n\nThe causes for leaving school are classified under the following heads,\ndesignating males and females:\n\nillness,\n\n4 boys and 15 girls;\n\nmoved away,\n\n6 boys and 6 girls ; to work, 14 boys and 10 girls ; neglect of school work,\n\n4 boys and 4 girls\n\n;\n\nnot promoted, 7 boys and 4 girls; went to private\nand 41 girls; or withdrawals,\n\nschool, 5 boys and 2 girls; total, 40 boys\n16.4 per cent, of the total enrollment.\n\nToledo high schools,\n\nages\n\nof pupils.\n\nthe total enrollment was 984.\ngirls.\n\n— In the Toledo high schools\n\nOf this number 364 were boys and 620\n\nTheir ages are respectively:\n\ni\n\npupil, 12 years old;\n\n10, 13 years\n\nold; 97, 14 years old; 217, 15 years old; 281, 16 years old; 215, 17\nyears old; 102, 18 years old ; 47, 19 years old; 11, 20 years old; and 3,\n21 years old.\n\nCambridge.\n\n— Principal Ray Greene Huling of the English High\n\nSchool gave the following summary from September, 1899, to February,\n*\n\n1900\nTotal enrollment of pupils, 570\n\n— 238\n\nfirst year,\n\n152 second, 97 third,\n\nand 83 fourth year.\nAges of the first-year pupils 2 boys and 5 girls, 12 years old 9 boys\nand 18 girls, 13 years old; 22 boys and 52 girls, 14 years old; 23 boys\nand ^47 girls, 15 years old; 15 boys and 29 girls, 16 years old; 3 boys\nand 12 girls, 17 years old and i girl, 18 years old. The class was composed of 74 boys and 164 girls.\nThe total number of failures in class standing during the period was\nThe failures by ages were 4 boys and 4 girls,\n75\n29 boys and 46 girls.\n8 boys and 16 girls, 14 years old\n8 boys and 14 girls, 15\n13 years old\nyears old\nand 2 boys and 3 girls, 17\n7 boys and 9 girls, 16 years old\nyears old.\nTwenty pupils were dropped from school, but a fifth-year\nclass was formed of those failing, and was taught by pupils in the Harvard pedagogical class. The withdrawals numbered only 27.\n:\n\n;\n\n;\n\n—\n\n;\n\n;\n\n;\n\n;\n\nSTATE REPORTS\nMassachusetts.\n\n— The\n\nstate includes a much wider group of facts than\n\na single city, and Massachusetts furnished the best illustration.\n\nFrank A. Hill, secretary of the\n\nstate\n\nHon.\n\nboard of education, in an address\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n346\n\n[National\n\ndelivered at Springfield, October 15, 1898, gave the general statistics of\n\n244 high schools in Massachusetts from which reports had been received.\nIn round numbers, he estimates the total high-school enrollment for the\nprevious year at 40,000 pupils, and Mr. MacDonald also gave the total\n\nnumber of pupils in actual attendance that year at a given time at 33,396,\nof whom 13,082 were in the first-year class, 9,151 in the second, 6,343 in\n\nthe third, and 4,820 in the fourth and higher classes, the corresponding\n\npercentages being 38, 27, 19,\n\n15.\n\nThese reports include the branches of\n\nstudy, the number of pupils pursuing each branch of study, and the num-\n\nber of teachers.\n\nMinnesota.— Th\\s young and vigorous state has an inspector of high\nFrom his annual report for the year ending\nJuly 31, 1899, the total enrollment of high-school pupils was 11,742; the\nnumber of graduates, 1,429; high-school teachers, 442 and number of\nclasses, 2,575. A table showing the enrollment by subjects is also published.\nMissouri.\nThe last Missouri report made by the state superintendent\nshows that 17,734 pupils were enrolled in the high schools, as follows\n7,342 first year, 4,819 second year, 2,966 third year, and 884 irregular;\nschools, George B. Alton.\n\n;\n\n—\n\n:\n\nor 41.4 per cent, in the first-year class, 27.2 per cent, in the second-year,\n16.5 per cent, in the third-year, 9.7 per cent, in the fourth-year, and 5\n\nper cent, irregular.\n\nThe tables present the number of pupils pursuing\n\neach subject, teachers employed, and some other matters.\n\nThese three reports illustrate how much yet remains to be done before\nmuch definite information can be obtained thru the state departments of\npublic instruction.\n\nKANSAS CITY HIGH SCHOOLS\nFrom these schools I obtained much positive information, only a part\nof which is embodied in this report.\n\nThe total enrollment in the four high schools for the year just closed\nwas 3,464, of which 1,377 belonged to the first-year class, 972 to the\nBy percentsecond, 632 to the third, and 482 to the fourth-year class.\nages as follows: first year, 40 per cent.; second year, 28 per cent.; third\nyear, 16 per cent.;\n\nand fourth\n\nThe enrollment by\nThe pupils that left school for\n\nyear, 14 per cent.\n\nsexes was 1,264 boys and 2,200 girls.\n\nvarious causes were 318 belonging to the\n\nfirst-year\n\nclass,\n\nsecond, 123 to the third, and 61 to the fourth-year class;\n\nor,\n\n194 to the\nexpressed in\n\nper cents.: 23 per cent, of the first-year pupils, 21 per cent, of the second,\nnearly 20 per cent, of the third, and nearly 13 per cent, of the fourth-year\n\n—\n\nThe withdrawals number 696\n291 boys and 405 girls. This result\nshows that the withdrawals are scattered thru the four years quite evenly.\nclass.\n\nThe withdrawals expressed in per cents, by schools are as\n\nfollows\n\nCentral High, 16 per cent.; Manual-Training High, 25 per cent.; Lincoln\n\nHigh, 24 per cent.; and Westport High, 15 per cent. The most significant fact in connection with this statement is that nearly 28 per cent, of\n\n"}
{"page": 359, "printed_page": null, "text": "REPORT ON HIGH-SCHOOL STATISTICS\n\nCouncil]\n\n347\n\nthe boys dropped out of the Manual-Training High School and less than\n21 per cent, out of the Central High School, which is essentially a classical\n\nhigh school.\n\nThe total number of cases of failures in mathematics was\nWestport High School, 50\n\nin\n\n27 in the\n\nthe Lincoln High, 296 in the Manual-\n\nTraining High, 377 in the Central High.\n\nThis includes all pupils in all\n\nThose who failed on account of inability to do the work in\nalgebra and geometry were 138 boys and 181 girls.\nFrom this it is seen\nthat 319 failures are owing to inability, and 431 to be assigned to the\nother causes enumerated in the circular.\nNext are the failures in English,\nthe total being 528\n232 boys and 296 girls but only 138 were regarded\nas unable to do the work.\nThe total failures in ancient and modern languages were 461, but the\nfailures attributed to inability to do the work were only 163\n82 boys and\nthe classes.\n\n—\n\n;\n\n—\n\n81 girls, distributed as in the mathematical studies.\n\nThe total number that failed in one or more subjects in science was\n388\n\n— 190 boys and 198\n\ngirls\n\n— by schools\n\nas\n\nfollows: Westport High,\n\n14; Lincoln High, 45; Central High, 136; and Manual-Training High,\n\nUnder the head of inability to do the work, 105 pupils, 76 of whom\n193.\nbelonged to the Manual-Training High.\nIn history, civics, and political economy the total number of failures\n\nwas 185\n\n— 82 boys and 103\n\ngirls.\n\nCENTRAL HIGH SCHOOL OF KANSAS CITY\n\nThe total\n\nThis is the largest mixed high school in the United States.\n\nenrollment this year is 618 in the first year, 477 in the second, 352 in the\nthird,\n\nand 335 in the fourth\n\n— 568 boys and 1,214\n\nOf the 618\n\ngirls.\n\npupils enrolled in the first year, 512 entered from the Kansas City ward\n\nschools and\n\n106 from other schools; in the sec<5nd year, 429 from\nKansas City ward schools and 48 from other schools; in the third year,\n316 from Kansas City ward schools and 36 from other schools; in the\n\nfourth\n\nyear,\n\nschools;\n\n326\n\nin brief,\n\nKansas City ward schools and 9 from other\n1,585 from the Kansas City ward schools and 197\n\nfrom\n\nfrom other schools, making a total of 1,782 pupils.\nCauses of failure.\n\n— The object\n\nin\n\nprocuring\n\ninformation\n\nthis\n\nis\n\nto\n\npresent in brief compass the number of pupils that failed in each of the\nfive\n\ndepartments of study, the causes of failure, and the ages of those\n\nthat failed.\n\nThe total number of\n\ndifferent pupils\n\nwho\n\nfailed\n\nin\n\none or more\n\nbranches, or dropped out of this school during the year, is 303.\ntotal number of first-year pupils who left\n\nbranches of study was 112\n\nThe\n\nschool or failed in one or more\n\n— 42 boys and 70\n\ngirls,\n\nreasons assigned for these failures are classified\n\nor 18 per cent.\nas\n\nfollows\n\n4 boys and 8 girls; sickness in family, i boy and 3 girls\n\n;\n\n:\n\nThe\n\nsickness,\n\nfailing eyesight,\n\n"}
{"page": 360, "printed_page": null, "text": "NATIO/^AL EDUCATIONAL ASSOCIATION\n\n34^\nI\n\nboy and 2 girls\n\n;\n\n[National\n\ninability to do the work, 5 boys and 7 girls\n\nwork, 16 boys and 8 girls; transferred, i boy and 3 girls;\n\nboys and 10 girls\n\n;\n\nleft\n\ngo to\n\nto\n\n;\n\nthe city, 6\n\nunknown, 8 boys and 26 girls.\n\nThe total number of different pupils belonging to the second year\nwho failed, or dropped out of school, was 94 34 boys and 60 girls, or\n\n—\n\nOn account of sickness, 3 boys and 16 girls; sick-\n\nnearly 20 per cent.\nness in family,\n\ni\n\ngirl; failing eyesight,\n\ni\n\nboy and i girl;\n\ninability to\n\ndo\n\nthe work, 2 boys and 14 girls; to go to work, 16 boys and 9 girls; transferred, I girl ; left the city, 4 boys and 9 girls ; unknown, 8 boys and 9 girls.\n\nThe total number of different pupils belonging to the third year who\nfailed or were\n\ndropped was 70\n\nSickness, 6 boys and 19 girls\ntion to society,\n\ngirl ;\n\ni\n\n;\n\n— 21 boys and 49\n\ngirls,\n\nsickness in family, 2 girls\n\nfootball,\n\ni\n\nboy\n\n;\n\n;\n\nor 20 per cent.\n\ntoo much atten-\n\ndo the work, 5 girls\nthe city, i boy and 3 girls\n\ninability to\n\ngo to work, 9 boys and 3 girls left\nunknown, 4 boys and 14 girls.\nThe total number of different pupils belonging to the fourth year who\nfailed in their studies or were dropped from school was 21\n2 boys and\n\nto\n\n;\n\n—\n\n19 girls, or 6 per cent.\neyesight, i girl\n\nwork,\n\n5\n\n;\n\nSickness or sickness in the family, 6 girls; failing\n\ntoo much attention to society, i girl\n\ngirls; to\n\ngo\n\nunknown, 4 girls.\nFailure in subjects.\n\nto work, 2 boys and\n\n;\n\ninability to do the\n\ngirl; left the city,\n\ni\n\n— This topic may include a pupil\n\nin\n\ntotal\n\nnumber of failures\n\nin\n\nthe five departments\n\nmathematics, English, science, history, etc.\n\n—\n\nis\n\ngirl;\n\none or several\n\nsubjects, and it deals exclusively with failures.\n\nThe\n\ni\n\n— languages,\n\n303, classified as follows,\n\nand 90\nboys and 290 girls; English, 104 boys and 143\ngirls; history, etc., ^i boys and 62 girls; science, 46 boys and 90 girls.\n\nwithout respect to age or years in school\n\n:\n\nin languages, 34 boys\n\ngirls; mathematics, 117\n\nOne\n\npupil\n\nmay have failed in one, two, three, or even four different\nUnder the head of inability to do the work languages, 34\n\ndepartments.\n\n:\n\nboys and 28 girls;\n\nmathematics, 40 boys and 119 girls; English, 29\nboys and 44 girls; science, 7 boys and 20 girls; history, 9 boys and 16\ngirls.\n\nConcerning other causes of failure and of being dropped from the\nschool the following items are in point: 145 failed on account of sickness; 23, sickness in the family; 18, failing eyesight;\n\n4,\n\nfootball; 112,\n\nto go to work; 10, transferred ; 82, left the city; 251, unknown.\n\nThe failures by years were\n\n14 years\n13 years old, 8 boys and 5 girls\nand 15 girls; 15 years old, 17 boys and 37 girls; 16 years\nold, 26 boys and 55 girls; 17 years old, 17 boys and 55 girls; 18 years\nold, 12 boys and 24 girls\n20 years\n19 years old, 7 boys and 11 girls\nold, 4 boys and 2 girls\ntotal, 99 boys and 204 girls.\nIn per cents, the\nrelations are as follows\nNo 12-year-old pupils failed or dropped out of\n:\n\n;\n\nold, 8 boys\n\n;\n\n;\n\n;\n\n:\n\nschool\n\n;\n\nII per cent., 13 years old; nearly 15 per cent, of those 14 years\n\n"}
{"page": 361, "printed_page": null, "text": "REPORT ON HIGH-SCHOOL STATISTICS\n\nCouncil]\n\n349\n\nold; 15 per cent., 15 years old; 20 per cent, of those 16 years old; 23\nper cent., 17 years old; 13 per cent., 18 years old; 22 per cent., 19 years\nold; and 17 per cent., 20 years old.\n\nThe ages\n\nof the pupils of this school when they were enrolled last\n\nSeptember\nI\n\nboy and\n\n6 boys and\n\n11 years old.\n\n115 boys and 282 girls, 16 years old.\n\n11 girls, 12 years old.\n\n93 boys and 217 girls, 17 years old.\n61 boys and 142 girls, 18 years old.\n\nl\n\ngirl,\n\n48 boys and\n\n68 girls, 13 years old.\n85 boys and 72 girls, 14 years old.\n115 boys and 247 girls, 15 years old.\n\n—\n\n32 boys and\n12 boys and\n\n51 girls, 19 years old.\n\n23 girls, 20 years old.\n\nMANUAL-TRAINING HIGH SCHOOL\nThe total enrollment of pupils in this school for the year was 1,244\nThe number of first-year pupils was 579\n546 boys and 698 girls.\n\n273 boys and 306 girls\n\n;\n\nthird-year pupils, 211\n\n— 95 boys and 116\n\n— 32 boys and 70\n\n— 146 boys and 206\n\nsecond-year pupils, 352\n\n—\n\ngirls\n\ngirls; fourth-year pupils,\n\n102\n\nOf the pupils enrolled, 1,100 were educated in\n\ngirls.\n\nthe ward schools of Kansas City, 115 were admitted from other schools,\n\nand 29 were admitted upon examination.\nDropped-out pupils\n\n—first-year\n\nclass.\n\n— There were enrolled 486\n\nfirst-\n\nyear pupils from the Kansas City ward schools.\n\nOut of this number no\n\n— 53 boys and 57\n\nboys out\n\nleft\n\nschool during the year\n\nof 231,\n\nand 57\n\ngirls\n\ndrawals thus being\n\nout of\n\n255, left\n\ngirls; that is, 53\n\nschool, the percentage of with-\n\nThe dropping out\n\n22^.\n\nof those admitted from\n\nother schools was nearly 32 per cent.; of those admitted by examination,\n\n40 per cent.\n\n—\n\nAges of those who left school.\nIn the first-year class 7 boys and i girl\nwere enrolled that were 12 years old; none of these left. Thirty-four\nboys and 29 girls were 13 years old; out of this number 5 boys and 2\ngirls left school, or 11 per cent.\nSixty-nine boys and 6i girls were 14\nyears old, and 13 boys and\n\n7 girls left\n\nschool, or\n\nOut of\n\n16 per cent.\n\n160 boys and girls 15 years old, 39 dropped out of school, or more than\n\nFrom the 16-year-old list 30 per cent. left school ; from the\n24 per cent.\n17-year-old list, nearly 50 per cent.\nSecond-year class.\n\n— The mean average of pupils that dropped out\n\nthe second-year class was nearly 21 per cent, of the enrollment.\n\nof\n\nOne out\n\nof 6 left school 13 years old; 5 out of 37, 14 years old; 23 out of loi, 15\n\nyears old; 19 out of 96, 19 years old; 11 out of 59, 17 years old;\n\nout of 25, 18 years old.\nThird- and fourth-year classes.\n\n— There were 211 pupils enrolled\n\nthird-year class, and 56 dropped out, or 26 per cent.;\n\nand 11\nin the\n\nand 33 out of 102\n\nof the fourth-year class, or 32 per cent.\n\nWESTPORT HIGH SCHOOL\nThis\n\nis\n\n69 boys and 141\n\ngirls.\n\n—\n\nwhich 210 pupils were enrolled\nEighty-four pupils belonged to the first year.\n\na small high school in\n\n"}
{"page": 362, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n35°\n\n[National\n\n79 to the second, 27 to the third, and 19 to the fourth. The number of\nleft school belonging to the first-year class was 21\nto the\n\npupils that\n\n;\n\nsecond-year class, 8; and to the third-year class, 2; and one was a postSix of the\n\ngraduate.\n\n21\n\ndropped from the\n\nfirst-year\n\nclass\n\nhad been\n\nadmitted from outside schools; 15 out of 71 had dropped out that had\nentered from the Kansas City ward schools, and 6 out of 13 from the\n\nThere were 9 pupils out of 210 that failed on account of\ndo the work\n4 belonging to the first-year class, i to the\nsecond, 4 to the third; while 15 from the entire school left on account of\noutside.\n\n—\n\ninability to\n\nsickness.\n\nThe failures in each department of study were insignificant.\nLINCOLN HIGH SCHOOL\nThis is a high school for the colored youth of Kansas City, in which\n\n228 boys and girls were enrolled during the year.\n\nThere were 96 pupils\n\n64 in the second-year, 42 in the third-year, and 26\nThirty-six pupils failed or dropped out of the first\n\nin the first-year class,\n\nin the fourth-year.\n\nyear, 11 out of the second year,\n\nout of the third year, and 2 out of the\n\n7\n\nfourth year.\n\n—\n\nOnly 8 pupils failed on account of inability to do the work\n3 boys\nand 5 girls\nand they ranged in age from 15 to 18 years; while 22 quit to\ngo to work.\n\n—\n\nThe ages of these pupils are:\n\ni\n\nboy, 12 years old;\n\n2 girls,\n\n13 years\n\nold; 3 boys and 5 girls, 14 years old; 12 boys and 18 girls, 15 years old;\n21 boys and 32 girls, 16 years old\n12\n4 boys and 46 girls, 17 years old\n;\n\n;\n\nboys and 26 girls, 18 years old; 13 boys and 13 girls, 19 years old; and\n5 boys and 5 girls, 20 years old.\n\nSUMMARY\nJ.\n\nThat young children who complete the work\n\nin\n\nthe\n\ngrammar\n\nschool and enter high school show the least per cent, of failures in class\n\nstanding or withdrawals from school.\n2.\n\nThat the older pupils who enter high schools are most likely to fail\n\nor leave during the first year.\n3.\n\nin\n\nThat failures in class standing are greatest in mathematics, second\n\nmodern languages, fourth in the\nThe work of the pupils can be\ntwo of these departments, mathematics and\n\nEnglish, third in the ancient and\n\nnatural sciences, and\n\nfifth\n\nmore sharply measured in\n\nin\n\nhistory.\n\nlanguages, while the others afford a fine opportunity to talk about the\nsubjects rather than to talk into them.\n4.\n\nThat in a seven-years' course of study from one-third to one-half\n\nmore pupils will enter high schools than when the course of study below\nthe high school is eight or nine years, and that the pupils are just as well\nprepared, if the entrance age to the ward school is not under six years.\n\n"}
{"page": 363, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\nCouncil]\n\nThat\n\n5.\n\nif\n\n351\n\nthe pupil remains in the high school thru the\n\nsecond years, the chances are slightly\n\nin\n\nfirst\n\nand\n\nfavor of his completing the\n\ncourse.\n\nThat a committee should be appointed for the purpose of prepar-\n\n6.\n\ning and submitting to the Council at its next meeting a uniform system\nof blanks for the use of the high schools of the United States.\n\nDISCUSSION\n[reported by I. c. McNeill]\n\nE. E. White.\n\n—\n\nI\n\nwas slow in indorsing manual training.\n\nThe items concerning\n\nthe Kansas City Manual-Training High School should be followed\n\nup\n\nin other places.\n\nDo manual-training high schools lose a greater per cent, of their students than do the\nclassical\n\nand English high schools ?\n\nDoes a smaller per\n\ncent,\n\nof\n\ngraduates from\n\nmanual-training high schools than from other high schools enter mechanic arts ?\n\nWe\n\nshould know these things.\nB. A. Hinsdale.\n\n— \"In the history of manual training we\n\nfind that the reasons for\n\nManual training opens out a new sense.\"\nHe then asked\nSuperintendent Greenwood whether or not it was his opinion that a less strenuous class\n\ntheir support have changed.\n\nenters majiual -training high schools than enters the other high schools.\n\nSuperintendent Greenwood in reply gave it as his opinion that the end in\nview largely determines the selection of a school. Boys who seek university training\nmore frequently enter the other schools.\n\nCharles B. Gilbert stated that many who enter manual training schools are\nlooking for a \" short-cut.\"\nL. D. Harvey agreed with Mr. Greenwood on the necessity of fuller information\nbefore drawing conclusions.\nJ.\n\nH. Van Sickle.\n\n— The tendency during the past two years has been\n\nto make it\n\neasier to get into high schools.\n\nN. C. ScHAEFFER, of Pennsylvania.\n\n—\n\nIt has been asserted that graduates of manual-\n\ntraining high schools excel the graduates of other high schools in the dental colleges of\n\nPhiladelphia, and the assertion has been reiterated by the representative of one of the\n\nmanual-training schools of Springfield, Mass.\n\nCan we not have investigations and sta-\n\ntistics to determine whether this statement is based on fact and corroborated\n\nby the other\n\ndental schools of America ?\n\nGENERAL CULTURE AS AN ELEMENT IN PROFESSIONAL\nTRAINING\nRICHARD G. BOONE, SUPERINTENDENT OF SCHOOLS, CINCINNATI, O.\n\nMy subject is scholarship or large learning as a factor in the training\nand qualifications of teachers.\nI do not mean simply or necessarily\nmore academic education, larger knowledge or versatility, tho this is\nwell enough in its way.\nMy theme is the needed influence of a larger\nlife upon the teaching, the contribution of learning to the\nwork of the class-room, an enrichment of skill and influence and\nconduct thru a more abundant culture.\n\nindividual\ndaily\n\n"}
{"page": 364, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n352\n\n[National\n\nThere are three factors involved in ideal teaching\n1. The habit of right thinking on the part of the teacher.\n:\n\nits\n\nHere, as in\n\noriginal sense, I use \"right\" to mean straight, direct, regulated think-\n\ning which has purpose and seeks an end and employs means\nis\n\nable to influence and control other purposes or motives.\nis\n\nthat which\n\n;\n\nnot so much influenced by incident and collateral considerations as\n\nRight thinking\n\ncentripetal.\n\nKnowledge of the processes involved in growth is of fundamental\nBy this is not meant simply an acquaintance with mind or\n\n2.\n\nimportance.\n\nwith study, altho both of these are implied\n\n;\n\nbut rather an\n\nacquaint-\n\nance with mental development, the unfolding of individual\n\nlife,\n\nthe\n\nmaturing of one's personality, the steps in this process, and the condiKnowledge of the process involved in\ntions under which it goes on.\n\ngrowth means an acquaintance with both the individual and the race; an\ninsight into the spiritual forces which make for civilization\na sympa;\n\nthetic interest in the individual, as representing in the small the larger\n\npersonality of the race; an intelligent appreciation of the race as comprising\n\nmore\n\nthe\n\nsacred\n\nKnowledge\n\nindividual.\n\nof\n\nthe\n\nprocesses\n\ninvolved in growth implies a knowledge of both the individual and the\n\nmass; their interrelations, their mutual reinforcements and limitations.\n\nOf course, in the schoolroom and to the average teacher, the essential\nnot the\nfact, the one of most immediate significance, is the individual\nnation, certainly, or the race or the community even, or any particular\nclass in the community, or the grade or class as a whole in the school\nbut\n;\n\n;\n\nthe single individual.\n\nHow do the processes go on here ?\n\nHow they go on here, it must be\n\nexplained by, how they go on\nBut the average* teacher's conThat this knowlcern is with the particular boy and the particular girl.\napparent, depends primarily upon, or\nthere\n\n;\n\ni.\n\ne.,\n\nis\n\nin the race or in the mass.\n\nedge of the particular boy and particular girl is rightly comprehended,\nboth as to fullness and validity, only by one's knowledge of the typical\nboy and the typical girl goes without question.\n^. The final factor involved in what I have called here ideal teaching\nis skill in manipulating those processes mentioned in item 2.\nSkill is\nnot knowledge so much as doing. It may or may not involve thinking.\n\nThe more intelligence does enter into any art, the higher the grade of\nthe art.\nBut a large per cent, of all the world's doings among men, and\nthe most intelligent men concerning high affairs in state and church and\nsociety not less than the school, partakes of the mechanical in a painfully\n\nThe former's skill is a sort of blind art.\n\nThings are done\nBut so\nis the teacher's skill and the preaching of the pulpit and the carpentering of the shop and the keeping of books and the running of railroads\nand the making of literature.\nSkill in manipulating the processes\nlarge degree.\n\nas they\n\nhave been done, with little thought of why or why not.\n\n"}
{"page": 365, "printed_page": null, "text": "GENERAL CULTURE IN PkOPESSIOMAL TkAINING\n\nCouncil]\n\ninvolved in growth may or may not be conscious.\n\nIt\n\n353\n\nusually is not, or is\n\nand to the degree that it is not, is unintelligent.\nthe habit of right thinking on the part of the\nThese three factors\nteacher, a knowledge of the processes involved in growth, and skill in\nare ail-inclusive and fundamental. To omit\nmanipulating these processes\nHe who has\neither is to depreciate the profession and cripple the art.\nknowledge of the processes may bungle in his instruction and have a\nOne may have skill in teaching and lack\nlimited scope of thinking.\n\nbut partially so\n\n;\n\n—\n\n—\n\nboth the other requirements.\n\nOne may have the habit of right thinking\n\nand not have considered' the growth of mind, the steps in learning, and\nthe nature of knowledge. He who has skill, but lacks knowledge and\nculture, may seem to teach well while doing his children an infinite\nharm. He who knows the mental processes involved in education may\nthink so crookedly and be generally so wrong-headed as neither in\ntheory or practice to be able to render any valuable service to his pupils.\nThe knowledge of growth referred to here includes the notion of (i)\nindividual growth, (2) social and institutional conditions, and (3) racial\ngrowth, or the evolution of civilization.\n\nBy these headings it\n\nis\n\nnot\n\nmeant to discriminate three distinct lines or orders of growth, so much\nas three phases of growth of the same being.\nTo understand growth in this triple sense, that is, in the individual,\nin the institution, and in the race, there are involved {a) a study of mind,\n'{b)\n\nthe history of education,\n\nagencies, (<?) method with\nvidual\n\nis,\n\nits\n\n{c)\n\neducational doctrine, {d) educational\n\ncorrelative practice.\n\nGrowth in the indi-\n\nbroadly speaking, both as to lines and conditions, paralleled\n\nby growth in the race. So the psychology of the individual may be illumined and verified by an insight into the nature and motives and instincts\nof men in larger bodies.\nIt is not enough to have read any text-book on\nFamiliar acquaintance\npsychology, however complete or trustworthy.\nwith the individual mind comes thru the study of the individual mind.\nThe valid acquaintance with the universal mind comes not only with\nthe study of the individual or numbers of individuals, but thru the study\nnational and racial types insights\nof groups, masses, and organizations\ninto mind as it has been manifested in institutions and organizations\nand societies, and clubs, and churches, the state schools, the family,\nindividual bodies, etc.\nThat is, any view of mind which is not enlarged\nand enriched by the acquaintance with minds and associated minds\nwith established and organic relations must be partial and more or less\n;\n\n;\n\nunsatisfactory.\n\nThe way in which child-mind acts is more than paralleled by the way\nmind acts. How the boy thinks is typified by the\n\" What,\" asks\nthinking of King Alfred and Charlemagne and Caesar.\n\nin which primitive\n\nEmerson, \" is the foundation of that\n\ninterest all\n\nmen feel in Greek his-\n\ntory, letters, art, and poetry, for five centuries after the\n\nHomeric age ?\n\n"}
{"page": 366, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n354\n\n[National\n\nWhat but this, that every man passes personally through a Grecian period ? \"\nElsewhere, describing Xenophon and the experiences of his military life,\nhe says: \"Throughout his army exists a boundless liberty of speech.\nThey quarrel for plunder, they wrangle witl> the generals on each new\norder, and Xenophon is as sharp-tongued as any, and sharper-tongued\nWho does not see that this\nthan most, and so gives as good as he gets.\nis\n\na gang of great boys, with such a code of honor and such lax discipline\n\nas great\n\nboys have?\"\n\nIndeed, the Greeks generally \"combined the\n\nenergy of manhood with the engaging unconsciousness of childhood.\"\nSo, on the other hand, acquaintance with 'history in the larger sense\nand inaccurate, and offers but the veneering of culture, except\nmeager\nis\nparticularized\nand concreted in a familiar comprehension of the\nit be\nThe one\nseveral great and common individuals who make history.\n\ncommon notion.\n\nenriches, the other enlarges the\n\ngives the ground for one sort of comparative study\n\nHistory of education\n;\n\nthat is, the opportu-\n\nnity to observe educational systems and practice and agencies, along the\n\nchronological\n\nAs all best study is comparative, whether in science\n\nline.\n\nor philosophy, in theology or government, so in education he who has\n\nnot had his view of -pedagogical thought verified by the perspective of\n\nEgyptian and Chinese and Persian and Hebrew and Greek and Roman\nall typical past pedagogical thought, sees at best but narrowly and\n\nand\n\nsuperficially.\n\nA study of history of education gives a balance and caution to educaThis is the factor of conservation. It saves from fads\nand whims and caprice and tangential enthusiasm for what is momentational doctrine.\n\nrily\n\nA familiar acquaintance with ancient educa-\n\nthought to be new.\n\ntional ideals furnishes a fertile soil in which to sow the seeds of the new\n\neducation.\nTheoretically, whatever\n\nis\n\nbest in the\n\nmodern doctrine concerning\n\nschools or culture or learning or systems or the lines of training may be\n\nfound in general, at least often, in a well-developed philosophy in the\nwritings of Solomon, in the writings of Plato and Aristotle, Quintilian\n\nand Bacon,\n\nSt.\n\nThomas and Comenius, St. Paul and Christ. To have\nwho have thought before us easily\n\nput ourselves in the place of those\n\ntempers egotism and avoids or corrects the extreme of self-assertiveness,\ngives faith in the\n\nman and the race, and exhibits the lines along which\n\nadvance has already been made and must be made.\n\nBut the most detailed and elaborate study of psychology, and the\nconditions and lines of progress in the race, would be fruitless and\n\nunmeaning, unless they be knit together by a body of inferences taking\nthe form of educational doctrine\n\ndegree that it\nof\n\neducation.\n\nis\n\n;\n\nthat\n\nis,\n\nteaching\n\nis\n\nintelligent to the\n\ninspired by some rationally held theory of the purpose\n\nOf\n\nall\n\nprofessional\n\nacquaintance with educational\n\nsubjects,\n\ndoctrine.\n\nteachers\n\nMethod\n\nis\n\nmost need the\nless\n\nimportant.\n\n"}
{"page": 367, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\nCouncil]\n\n355\n\npeoples barren of results,\n\ndevices are insignificant, acquaintance with\n\nthe most patient study of mind valueless, except these be carried on in\n\nthe light of\n\nsome more\n\nor less well established doctrine, or at least\n\nhypothesis, concerning the ends and conditions and means of education.\n\nEducational theory is the atmosphere in which\n\nall\n\nstudy of mind, and\n\nreading of history, and social inquiry, and philosophic thinking must be\ndone.\n\nGive teachers right notions as to the essential nature of education\n\nand right education, the purposes to be achieved in the individual and\nthe community, a mastery in their own lives of the forces that have\noperated to elevate the race, a sound understanding of the laws of mental\nand they may or may not have read psychology or logic,\nimprovement\n\n—\n\nor books of method, or history of education, or school management and\n\norganization and\n\nThat\n\ncourses of study.\n\neducational doctrine\n\nis,\n\nis\n\nneeded as a guiding principle the laws of mind and of learning and of\nteaching would be brought into line, if only there be clearness of vision\n;\n\nwith reference to what has been called here educational doctrine.\n\nNever\nmore than today has there been needed by the teachers of our country a\nthoro comprehension of the grounds for a state-controlled, state-supported, state-established system of secular education.\n\nWhat are the agencies which society provides for the furnishing of a\nWhat is the relative service of each ? What is the place of\n\nschooling ?\n\nthe family, of the church, of industrial\nstate ?\n\nand\n\nsocial organizations, of the\n\nIn the race's history, that education\n\nwith determined following.\n\nthe function of each of\n\nis\n\nthese may be found to have at times prevailed\n\nin some place, and often\n\nIn comparatively recent years only, and first\n\nin this country, was there developed in a practical way the thought that\n\nschooling\n\n—\n\nfree public, secular education\n\n— was the function of the\n\nstate.\n\ncities and\n\nprovinces, but they are\nGermany has such schools in occasional\nIn France during the last decade only has any serinot at all common.\nous attempt been made to effect a free and secular education. The board\nschools in England, the only attempt at such training of the young as is\nuniversal in this country, have been free, even in theory as they are not\nyet in practice, scarcely ten years.\n\nHere is a problem\n\nin\n\npedagogy for\n\nour teachers in the United States, which has no superior in educational\n\nWhose are these schools ? To what end do\nFor what purpose are the lessons given ? Is it to fit the boy\nfor the church or the bench or the shop or the store or the farm or the\nIs it\nteacher's desk ?\nIs it to make him pious or informal or skillful ?\nto give him a trade or a profession or a competence, or is it to make him\na man ? Of all these agencies I am not here to say which has the prior\n\ndiscussion in any country.\n\nthey exist ?\n\nclaim, or that either should absorb the others.\n\nMy only plea is for such\n\nabundant training and large learning and richness of culture, such\nfamiliar sympathy with the progress of man and the conditions of his\nuplifting, that these\n\nand other questions may be fairly and\n\nintelligently\n\n"}
{"page": 368, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n356\ngrappled.\n\nThere\n\nis\n\n[National\n\nno single danger which today more menaces the\n\npublic school than that teachers will prove themselves unable\n\n— thru lack\n\nof insight or fineness of discrimination and vigorous thinking, virility of\nlife\n\nand mind, and mastery of the problems of civilization\n\n— to take hold\n\nof these and like vital questions and compete with the rich learning, the\n\nlarge-hearted zeal, the religious enthusiasm, or the utilitarian demands of\naggressive individuals and organizations.\n\n\"The cause of truth,\" said an\n\nold friend of my boyhood, \"has often suffered more from its friends than\n\nfrom its enemies.\"\n\nNor does the evil follow from wrong intention.\n\nbest designs, if stupid or backed\n\nby mediocre\n\nThe\n\nabilities or a too limited\n\nculture or careless judgments or loose thinking, may do only the more\n\nHere is the danger.\nThree hundred thousand scholarly teachers in our country, picked\nmen and women of ability and training, large-minded and generoushearted, possessed of that broad culture that comes only thru much\nreading and travel and long study, in five years would shift the very\nmotive of government to a higher plane and make all life seem richer.\nWhat is wanted primarily, shall I say, in the teacher, is that he be a\nman or that she be a woman, not a method-monger. The place and function of the public school, and its right to exist as the state's agent for providing a secular education, are not in any sense guaranteed by the devotion\nof teachers every interest demands that it be an intelligent devotion,\nsupported by high scholarship and reinforced by whatever lessons history\nand philosophy and science have to offer. It has been said that \"the\nconflicts of the world do not take place altogether on the tented field\nIf secular\nnor, it might be added, at the ballot-box, nor in Congress.\neducation, a rich, free, liberally extended and universal education, is to\nbe saved to our people, enlarged and fortified, it must be thru the people\nand the campaign must be managed by the teachers, with all wariness\nand dignity and sound argument, efficient work in the schools and faith\nThe conflict is one of mind, the campaign an education.\nin the people.\nCool heads and masterly judgment are needed.\nMoreover, in a knowledge of the growth referred to here there is also\ninvolved an acquaintance with what may be called \" method,\" as distinct\nfrom methods or devices. By method is meant the law of the mind's\nmovement. This is a narrower field than that of psychology, and even\nharm.\n\n;\n\n;\n\nmore fruitful of suggestion to the teacher.\nPsychology in the ordinary sense is static\n\n;\n\nmethod is dynamic. Thru\n\nthe study of psychology teachers learn of the powers and experiences\n\nand conditions of activity in mind thru method, of the way in which\nFor an\nthese activities go on, or, rather, the law of their going on.\ninsight into method, teachers need logic, or the law of inference or sug;\n\ngestion, or the sequence of experiences.\n\nchild-experience is the judgment.\n\nTo the teacher, the unit of\n\nThe information theory of the older\n\n"}
{"page": 369, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\nCouncil]\n\nschools made the unit to be the idea.\n\n357\n\nHow ideas follow one another,\n\nare combined and associated and breed other ideas, is the question for a\n\ngradgrind.\n\nHow judgments combine, and are mutually influenced and\n\nbreed other iudgraents, is the law of the new education.\n\ngrowth means to understand the reason of\n\nTo understand\n\nforming independent conclu-\n\nsions, of gathering up experience by the child and making his inferences.\n\nThe unit is the judgment.\nraphy.\n\nIf the\n\nThis may be illustrated in the study of geog-\n\nidea be taken as the initial and typical experience, and\n\nwe seek to make the child informed, then our purpose shall be to give\nhim the largest number of experiences, of ideas. This was the old way.\nAm I wrong in supposing that it is even now the more common way?\nOn the other hand, if geography be taught as a means of arousing questions and suggesting problems and tracing movements and working out\nphysical forces, and gathering from data new inferences, the training is\nThe modern thought of geography would\nof a vastly different kind.\nmake a study relatively less like memorizing lists of names, and more a\nprocess of reasoning such as geometry offers, or physics that is, the study\nof method, which is both a cause and sequence of the knowledge of\ngrowth under consideration, is a study that involves a knowledge, not\nonly of mind considered statically, or of the individual mind, but of the\ndynamics of mind, and mind in the universal sense as it appears in the\nrace.\nThe method of the school is a statement of those universal laws of\nmind which are true fundamentally of either sex, of all races, for every age,\nand in whatever subject or grade of school.\nHaving to do with the\nforming of judgments, the growth and conserving and enriching of judgments, it will be readily seen that all method is grounded in logic. To\ncomprehend the mind's way of learning is to have an acquaintance with\nthe primary laws of thought, the steps in maturing, and the conditions\n;\n\nThis is well within the field of logic.\nBut the fairly profitable pursuit of either of these lines presupposes a\n\nof valid experience.\n\nmaturity and mental integrity and large culture and abounding informa-\n\nA study of psychology and the history\nand educational theory and the principles of the school\n\ntion, such as no novice possesses.\n\nof education\n\nrequires for their intelligent mastery a precedent study of those subjects\n\nout of which the science of\n\nmind grows, and those phases of history of\n\nwhich the record of education is the flower, and those forms of philosophy\n\nand these lie beyond\n\nof which educational doctrine\n\nis\n\nthe understanding of youth.\n\nThe sooner we concede that the profes-\n\nsional study of\n\nthe culmination\n\n;\n\npedagogy is unavailable for the sixteen-year-old, or one\n\nwith elementary training only, and insist upon professional views being\n\ntaken thru the glasses of learning and large refinement and a tempered\nlife, the better for the schools.\nBut, it is asked, may not one do fair\nwork as a teacher who has but a moderate scholarship and ordinary training? Certainly; much instruction is tolerable that rests upon no liberal\n\n"}
{"page": 370, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n358\n\n[National\n\nbut I am reminded that the teacher is like the ^g%\\ it is not\nenough that he be tolerably good. If ideals are sought, it must not be\n\nculture\n\n;\n\nalong the lines of mediocrity.\n\nThe most radical emphasis to be put upon professional fitness, thereconcedes the necessary precedence of academic fitness. The\nteacher's view, whatever it may be, is special and hence narrow.\nIts sigfore, yet\n\nand helpfulness are to be measured by the way in which it is\nIt has already been suggested\nthat, in the train of a general education, the resulting habits and discipline\nnificance\n\nrooted in a liberal preparatory culture.\n\nare such, in themselves considered, as to carry a distinctive advantage to\n\nthe teacher.\n\nBut more than this, they furnish the only fruitful conditions\n\nThe one is the\n\nfor maturing the views peculiar to the teacher's calling.\n\nfoundation essential to the other as a superstructure.\n\nIn history and the humanities generally is found the class to which\npedagogy is referred, and which furnishes the principle both of the science\nof education and the art of teaching.\nIn the physical sciences are found\nthe principal means for all elementary training and a convenient instrument for higher culture. Not less, also, language and mathematics,\n\nonce understood, form an exercise-ground\nfitted to the\n\nin\n\nteaching whatever grade,\n\nmind's needs and easily available.\n\nBut here, as often elsewhere, a little learning gives meager promise.\n\nThe varied uses of the most common tool are known to that workman\nonly who has mastered it by long and daily handling. The infinite suggestiveness of science comes to no teacher because he is a teacher, nor to\nthe novice in science.\n\nhas bought\n\nit\n\nby\n\nThe idea of nature's resourcefulness is his who\n\npatient, willing sacrifices, courting her secrets in\n\nall\n\nmoods, and tenting with her in solitude. How to employ things as a\nstimulus to thinking and make nature an ally of mind is easy enough if\nacquaintance with the conditions of learning is enriched as it may be by\nan intimate knowledge of the same nature as an instrument of learning.\n\nThis\n\nis\n\nonly another way of saying that he will best use an individual\n\nlesson in history, other qualifications being equal, who\n\nis\n\nbest able to\n\nenrich it by a largecontributing knowledge of related facts and a sympathetic interest in the forces that\n\nmake\n\nfor civilization.\n\nGeography is\n\nvitalized and bristles with suggestions under the instruction of a thoughtful,\n\nsympathetic teacher who has traveled\n\nfar and\n\nread\n\nmuch and keeps\n\nin close touch with the great movements for exploration and conquest.\nIf our\n\nperceptions are significant according to the content which our\n\nconceptions contribute to our seeing, then the larger the culture brought\nto bear in\n\nany act of teaching, not\n\nin\n\nfact,\n\nbut in thought, the more\n\naccurate, the richer the lesson.\n\nAll that is involved in the preceding paragraph under the knowledge\nof growth, and acquaintance with psychology and educational history and\n\ndoctrine, and, especially, school systems and agencies, may and ought to\n\n"}
{"page": 371, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\n359\n\nbe possessed by every intelligent citizen, primarily because he\nested in youth, or should be, and also because he is a citizen.\n\nMuch of\n\nCouncil]\n\nis\n\ninter-\n\nwhat was once regarded in law as the exclusive privilege of the jurist and\nattorney has\n\nnow worked down into the common life, and in principle\n\nand fact is acted upon by thousands of people in their business relations\nwith their fellows, and those who have limited schooling and limited readNot a little of\ning, who have never read a page in Blackstone or Story.\nthe\nlast\ncentury,\nthen known\nsanitary\nthought\nof\nhygienic\nand\nthe best\nfollowed,\nis\nnow\nonly\nknown,\nbut\nand\nsurgeons,\nnot\nonly to medical experts\nare\nthereby\nfamilies\nwhose\nlives\npractice,\nhundreds\nof\nby\nin theory and\nand\nincreased\nmultiplied,\nwhose\nleisure\nis\nvastly\nwhose\ncomforts\nare\nsafer,\ndignified, to say nothing of the added length of\n\nSo, also, the nice,\n\nlife.\n\nexclusive discriminations of the clergyman, and the interpretations of the\n\nmoral law, and the standards and conditions of right living which were\n\nand to the current theology, and were taken upon\nauthority and without question, are now made and held by the average\nindividual for himself.\nMore and more the tendency grows to concede\nto the pulpit only an individual's right to think, and to the pew an equal\nindividual's right. The exclusive theology and ecclesiastical privileges of\nthe last century have worked down into and become a part of the common\nlife of today.\nJust as the principle has operated in law and medicine and\ntheology to permeate the soil of the common mind with what was once the\nlimited to the church\n\nexclusive possession of a privileged few, so of education.\n\nTo question this\n\nlearning and science of the mind, and civilization and legislation and\n\nschool systems, and growth and\n\nits\n\nconditions, is daily being recognized\n\nas of paramount interest to every father and mother; to every law-maker\n\nor law-interpreter ; to every pathologist and physician\n\nand particularly to\nhim who would preach the conditions of right living and worthy motives\n\nto his congregation.\n\n;\n\nBut the teacher may fairly be held to know the\n\nproblems of his profession\n\nin a\n\nmore masterful way, the philosophic\n\ngrounds of his service, its civic and social and race relations, than these\nwho have been named, or any others. This can only mean the study of\npurely professional questions\n\nthru a\n\nmore abundant contributing\n\ndis-\n\ncipline.\nSkill in the manipulation of these processes of growth comes by practice only.\n\nNo one can predicate successful teaching upon any amount of\n\npreparatory study.\n\nThe having taken a four-years' course in pedagogy\n\ngives no certainty of efficient work before a class, neither does a period of\n\ncollege\n\nand university training\n\nmay have mastered\n\n;\n\nbut both offer strong assurance.\n\nthe collegiate courses\n\noffered\n\nin\n\nOne\n\nmathematics or\n\nscience, and have had years of philosophy and literature and history, and\n\nhave made himself familiar with current economics and politics, and read\n\nGreek and French and German and Spanish and Italian, and still be a\nBut so may one have mastered the\n\nstupid before a class of children.\n\n"}
{"page": 372, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCfATION\n\n360\n\n[National\n\nscience of education and methodology, and have studied the principles of\n\nschool management and school legislation and the development of school\nsystems, and be overflowing with the ways of the Greeks and the Romans\n\nand Confucius and the Jews and Zoroaster, in the way of education, and\nbe equally impotent before children. Success in teaching can be predicated upon no amount or kind of preparatory study.\nthat,\n\nif\n\nThis only means\n\nthe teacher would claim rightly any real professional knowledge,\n\nthe demand is growing upon him more and more to ground his acquaint-\n\nance with and knowledge of these so-called professional matters upon a\n\nmore discriminating\n\ninsight,\n\nand more\n\njudgment, and larger\n\nfertile\n\nacquaintance with men and institutions and social forces, and the chang-\n\nThis faculty of thinking, and\n\ning implications of science and philosophy.\n\nmay be found, and often has been found, in men and\nwomen who have made little or no formal study of the processes of growth\nright thinking,\n\neither in biology or psychology or sociology.\n\nThe schoolmasters of the ancient Hebrews were ^c^ooVmasters ; so\nso was St. Paul and the Man,\nChrist.\nExcellent teachers may be found all down thru the ages, no\none of whom could have defined to 'the satisfaction of a modern any\nwere Socrates and Aristotle and Plato\n\n;\n\nand\nThere will occur to you, in your own observation,\nteachers who are graduates of no normal school, who are not informed as\nto the laws of mind and learning, who find examinations for permit to\nteach frightful bugbears, and yet who succeed. Still, not their ignorance,\nbut their wisdom, is the ground of their success not what they do not\nknow, but what they do, is the measure of their efficiency. It has been\nsaid\n\"A man is worth to himself what he can enjoy, but to others what\nhe can do.\" If, however, what he can do is daily enriched by the larger\npossession of what he enjoys, the service is more than doubled. To have\nput into the commonest service of the hour the spirit, the enthusiasm\nand interest and confidence and hopefulness which form a large part of\nthe enjoyment of living, gives to teaching an impelling force, an aggressiveness, the quality, of positiveness and directness, and so fruitfulness,\nsuch as it has in no other way. This is the function of larger learning\nmental function or process, or technically described any experience\n\n;\n\nyet they taught well.\n\n;\n\n:\n\nin its reaction upon daily teaching.\n\nand directness\nquestions;\n\nit\n\nIt\n\ngives intensity to one's influence,\n\nto one's example, and accuracy and definiteness to one's\nit\n\nmakes one fair and con-\n\nown good\n\nintentions for himself are\n\nlends precision and clearness;\n\nsiderate to the degree that one's\n\nLearning is conservative, but it\n\ninfused into his relations with his pupils.\nis\n\nalso kind and large-hearted and thoughtful.\n\nLearning in the teacher's\n\nheart acts upon the teacher's mind, and kindly impulse in the one gives\n\nsympathetic force in the other.\n\nThis\n\nskill,\n\ntherefore,\n\nis\n\nrational only\n\nto the degree that the teacher's particular view of the individual child on\n\na given day, in a specific mental act,\n\nis\n\nenriched by the more general\n\n"}
{"page": 373, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\nCouncil J\n\n36\n\nconception of the aggregate life, that of the contemporary social and institutional life of which he is a part, and that of the progressive evolution of\n\nthe race\n\n;\n\nthat\n\nis,\n\nthese give horizon and perspective to what were other-\n\nwise local and particular.\nFurther, both the\n\nskill,\n\non the one hand, and the teacher's view of\n\nlearning, on the other, become rational solely as they are supported and\n\nThe juxtaposition of these two notions, pro-\n\ndirected by right thinking.\n\nfessional culture and gen'eral culture, suggests to one, whether he be teacher\n\nThe paper thus becomes\nmore or less controversial and is liable to be unfairly interpreted by one\n\nor not, some interesting opposition of thought.\n\nside or the other.\n\nThe emphasis of a purely professional preparation\n\nomits just the factor that, by the common-school teacher, seems to be most\nneglected.\n\nThe emphasis of scholastic attainment takes one out of line\n\nwith the prevailing tendency.\nIncidentally, then, along with the purpose to deal fairly with both\n\naspects of training, there has been more or less conscious with the writer\n\nan ever-present tendency to exaggerate the importance of right thinking,\n\nand a generous, mental habit to make certain of its just recognition.\nWhatever of superlative, then, appears in the paper must be charged to\nthe enforced controversial tone incident to the character of the theme and\nthe evident bias of the profession, not to any one-sided or partial view of\nit,\n\nintentionally giving disproportioned emphasis to either factor.\nI\n\nthink I need not be careful in this presence to prove my faith in pro-\n\nWhatever I have said, or shall yet say, of the urgency\nof better scholastic qualifications, you will, I am sure, do me the courtesy\nand yourselves the credit to think of me as among the pronounced friends\nof such preparatory work.\nThe need of pedagogical training and some\ndirected preliminary practice is as well defined and vital, it may be claimed,\nas that for medical training, or the practice of law, or preaching and the\nfessional training.\n\n;\n\nquite as marked\n\namong teachers as among\n\nefficiency of such training\n\nis\n\nthose of other professions.\n\nNothing can be substituted in the candidate's\n\npreparation for thts detailed and patient and systematic and philosophical\n\nstudy and observation of school and educational questions.\n\nMy present care is to give what seems to be a much-needed emphasis\nto the thought that the richer the scholarship, the safer the special train-\n\nThe soundest pedagogical doctrine is dangerous if employed by\nwho are satisfied with an elementary or other foreshortened education. Some of those who are before\ning.\n\nthe illiterate, and only less so with those\n\nme will recall how, at times and in places, the wisest of professional direcfrom Comenius' dictum of \" learning thru doing,\" down thru\nRousseau and Pestalozzi and Froebel, have received only distortion and\n\ntions\n\nhave been wrested from their original intent at the hands of well-meaning\nbut crude minds that saw in them only an interesting mechanism or a\nconvenient recipe. Indeed, no device is quite safe except in the hands\n\n"}
{"page": 374, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n362\nof those\n\n[National\n\nwhose learning and resourcefulness and mental balance and\n\nintellectual\n\nacumen are such as to make\n\nThe\n\nthe device unnecessary.\n\nlarger the mental mastery, the safer the special training.\n\nLet it be premised, then, that the most zealous insistence upon the\nnecessity of what\n\nis\n\ncalled \" professional \" does not therefore imply dis-\n\nregard of \"scholastic\" qualifications.\n\nSpeaking generally on the lowest plane and\n\nin the\n\nuninitiated, what is to be taught must be known.\n\nlanguage of the\n\nHe who does not have\n\nthe facts of history cannot give them nor judge of their correctness when\n\nTo communicate knowledge implies the possession 6f knowledge.\nHe who would teach Greek must have Greek. The facts of science, their\n\ngiven.\n\nconventional classification and nomenclature, can be taught, i. e., con-\n\nveyed or explained to another, only by one whose possession they are.\n\nSymbols and\ntions,\n\nsigns, names, terms\n\nand\n\nfigures, social\n\nforms and conven-\n\nmay be taught by him who knows them, and sometimes by the\ntelling.\nThe problem seems simple enough. For\n\nsimple process of\n\nteaching on this plane, information, abundant, accurate, and systematic, is\nof\n\nsupreme consideration.\n\nThere\n\nis\n\nno teaching without\n\nteaching means telling, there must be something to tell.\nis\n\nit.\n\nWhen\n\nThe condition\n\nequally binding upon every teacher of whatever rank, in whatever sub-\n\nject, of whatever age and\n\nThe want is not more felt in hisThe physician\n\nattainment.\n\ntory than in science, in language than in mathematics.\n\nmust know his medicines, the jurist\n\nhis law,\n\nphilanthropy the needy,\n\nthe sheriff wrongdoers, the preacher his creed.\n\nAll are equally subject\n\nThat the first may kill in his attempt to heal, the\nsame law.\njudge hand down unwise, ill-advised, antiquated decisions, philanthropy\nperpetuate improvidence, lawbreakers slip thru official hands, and the\npreacher be left to face empty or nodding pews, cannot invalidate the\nfact that, to bestow a benefaction upon society, one must have it to\nto the\n\nbestow.\n\nThe application to school instruction you have doubtless already made.\nIf teaching be taken to mean hearing lessons, the\n\nIt is not far to fetch.\n\nlessons must be had by the teacher.\n\nOther qualifications being the same,\n\nhe best instructs who has most familiar and comprehensive knowledge of\nthe sciences involved.\n\nThe primary difficulty today in the introduction\n\nof science into our elementary courses, or manual training, or vocal music,\n\nor drawing, is in the lack of teachei^s who know these subjects, that\n\nknow them in any facile, critical way.\n\nis,\n\nThe same might be said, and with\n\nequal truth, of grade work in algebra and geometry, the principles of\n\nEnglish composition, the rudiments of physical geography, and general\nhistory and literary studies.\n\nThe statement holds for the lowest grade\n\nof teachers even and the most mechanical plane of instruction.\n\nScholarship is by no means to be disregarded, even subordinated.\n\nIt\n\nmay be frankly questioned whether, in the first flush of interest in\n\nthe\n\n"}
{"page": 375, "printed_page": null, "text": "GENERAL CULTURE IN PROFESSIONAL TRAINING\n\nCouncil]\n\n3^3\n\nnew profession for teachers, its advocates have not allowed themselves to\nminify the professional advantages even of an abundant and distinguish-\n\nTo correct the bias, if it exist, has been the purpose of the\n\ning culture.\npresent paper.\n\nLarger views in science and philosophy extend the horizon of one's\nexperience in other directions.\n\nTo have canceled one's provincialism by\n\na prolonged study of history and literature, \"to know the best that has\n\nbeen said and thought in the world,\" these are the best antidotes to\nlittleness\n\nThe\nclass management.\nThe man-of-the-world is no\nPaucity of life and meanness of habit, local and commonplace\n\nand\n\nselfishness\n\nand jealousies\n\nin\n\nscholar easily drives out the drillmaster.\nmartinet.\n\nmotives, temporizing and easy satisfactions, are incident to primitive\n\nviews only, and the most elementary training; and few qualities of\nare more unwholesome in the schoolroom.\nin interpretation\n\n;\n\nit\n\nmind\n\nCulture is suggestive and rich\n\ndiscovers opportunity and resource\n\n;\n\nit\n\nhas foresight\n\nand learning and confidence and\nco-operation.\nIt is not needed that anyone should emphasize to this\nbody how helpful these all are to the teacher incalculably helpful to him\nwho knows how to use them.\nNo amount of professional training as such can take the place of this\nand adaptation\n\n;\n\nit\n\nattracts occasion\n\n;\n\nwide acquaintance with the race's thought, this participation\nculture\n\nand achievement and\n\nhumanities.\n\nsuccess, this mastery\n\nin\n\nothers'\n\nof science and the\n\nNeither can a study of school questions, however extended\n\nand detailed, compensate for ignorance or indifference or mediocrity\ntoward the world's rich life.\nA vital defect in the average teacher, both in our own state and elsewhere, is his limited information upon matters of the most common conHow\ncern, and his still more unsatisfactory mental habits and culture.\ngreatly he has improved in all these respects can be really appreciated by\nthose only who have critically observed him during the process.\nIt is not meant to hint even any disparagement of the common-school\nteacher.\nMost of my professional life has had to do with the common\nschools, and I believe in them.\nAcquaintance with the teaching body in\nmost neighboring states gives abundant room and reason for pride in and\nrespect for the honorable position held by those who administer the pub-\n\nNevertheless, it remains true, I think, that the advance made\n\nlic\n\nsystem.\n\nin\n\nthe Northwest in recent\n\nlines,\n\nyears has been chiefly along professional\n\nexhibiting relatively less progress in the culture that may be called\n\nliberal.\n\nUnsatisfactory as are\n\nmany of the results, the conclusions of recent\n\npsychology and pedagogy, the deductions from educational history, and\nthe systematic and more or less valid directions of experts in school\nmanagement, are rich and varied, and have been worked down into and\nbecome part of the average school life, and aggressively influence the\n\n"}
{"page": 376, "printed_page": null, "text": "364\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nINational\n\nteaching, as has not happened, I think, to the contributions of history or\nliterature or science.\nLibraries and magazines and homes and schools\nand lecture-rooms and best society and the pulpit are full of the old\nmythologies and early superstitions and personal heroisms and art and\nmuch practical philosophy and ethical standards and moral discriminations and codes of social and industrial intercourse images of pure lives\nand great achievement and unselfish devotions; exalted motives and\ndivine patterns, whose lessons, made common among teachers, both\nurban and rural, would lend tone and dignity and efficiency to much that\nis now class-room dawdling and worse.\nAbundant experience, richness of thought, generous scholarship, wide\nreading and travel, and the integrations of motive and purpose that only\nresult from intelligently directed, continuous study and formal training,\nmay well be beyond the reach of most teachers, even as professional\n;\n\ntraining seems now to be; but their presiding in the teacher's chair, in a\n\nmoderate degree only, would impart life and significance to much otherwise aimless teaching.\n\n*\n\n"}
{"page": 377, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN\nEDUCATION\nSECRETARY'S MINUTES\nNote.\n\n— On Tuesday, July lo, from 6\n\nto 8:30 p. m., prior to the opening of the session, a reception was\n\ngiven to the department by the Local Kindergarten Organization on the Charleston College campus.\n\nFIRST SESSION.—Wednesday, July ii, 1900\nThe department met in Hibernian Hall at 3 30 P. M., and was called to order by the\n:\n\npresident, Mrs. Maria Kraus-Boelte.\n\nSoprano solo\n\n— \"A Dream,\" Bartlett — was sung by Miss Harriet Kershaw, of\n\nCharleston.\n\nPresident D. B. Johnson of Winthrop College, Rock Hill, S. C, gave an address of\n\nwelcome on behalf of the state.\ncity council ;\n\nHe was followed by Dr. Frank Frost, on behalf of the\nMrs. W.\n\nSuperintendent Henry P. Archer, on behalf of the city schools\n\n;\n\nHeyward, on behalf of the South Carolina Kindergarten Association.\nThe president responded, and then delivered the president's address.\nCorporal Frederick N. Wake sang a bass solo\n\"A Bedouin Love Song,\" Pinsuti.\nMrs. Clarence E. Meleney, of Brooklyn, N. Y., read a paper on \" A Mother's\n\nB. S.\n\n—\n\nAdvice to Kindergartners.\"\nProfessor Philander P. Claxton, of the State Normal and Industrial College, Greensboro, N. C, presented \"The Need of the Kindergartners in the South.\"\n\nThe following committees were then announced\n\n:\n\nCOMMITTEE ON NOMINATIONS\nMiss Mary C. McCuUoch, St. Louis, Mo.\nMrs. Clarence E. Meleney, Brooklyn, N. Y.\nMiss Eveline A, Waldo, New Orleans, La.\n\nCOMMITTEE ON RESOLUTIONS\nMiss Emma A. Newman, Buffalo, N. Y.\nMiss Orietta Chittenden, Omaha, Neb.\nMiss Harriet Niel, Washington, D. C.\n\nThen followed a paper on \"The Kindergarten Gifts and Occupations, and Their\nEducational Value,\" by Miss Harriet Niel, director of the Phebe A. Hearst Kindergarten\n\nTraining School of Washington, D. C; after which the meeting adjourned.\n\nSECOND SESSION.— Thursday, July 12\nThe department was called to order by the president at 3 30 P. M.\nThe first address on the program was by Miss Mary C. McCulloch, supervisor of\n:\n\npublic-school kindergartens, St. Louis, Mo., on \"Froebel's Mother and Cosseting Songs,\"\n\nwith practical illustrations.\n\nA piano solo — Nocturne, Op. 9, No. i, Chopin — by Mr. Samuel Jacob, of Charleston.\nMiss Emma A. Newman, instructor of first grade, Teachers' Training School,\nBuffalo, N. Y., followed with a paper on \" The Kindergarten and the Primary School in\n\nTheir Relation to the Child and to Each Other.\"\n\n365\n\n"}
{"page": 378, "printed_page": null, "text": "NATIONAL MDVCATlONAL ASSOCIATION\n\n366\n\nS.\n\n[Kindergarten\n\nThe paper was discussed by W. H. Jones, principal of the graded school, Denmark,\nC, and Dudley Redwood Cowles, superintendent of schools, Hampton, Va.\n\n—\n\n\" Last Night.\"\nSong by Corporal Frederick N. Wake\nThe paper to follow next, entitled \" The Educational Use\n\nof Music for Children\nunder the Age of Seven Years,\" by Miss Mari Ruef Hofer, of Chicago, was omitted, as\nMiss Hofer had been detained on the journey but the department voted to request its\n;\n\npublication in the volume of proceedings.\n\nMiss Emma A. Newman, chairman of the Committee on Resolutions, read the\nfollowing\n\nWhereas, The Kindergarten Department of the National Educational Association is deeply sensible\nthat the success of every meeting is largely due to the arrangements made\n\nby those in charge of the prepara-\n\ntion for its reception and comfort ; therefore be it\n\nResolved, That this department desires to express its deep appreciation of the cordial welcome and great\nits members, and particularly to thank the Local Executive Committee, Mr. W. H.\nWelch, chairman; the Local Kindergarten Organization, Miss Sophie G. Rose, chairman; the South\nCarolina Kindergarten Association, Mrs. W. B. S. Heyward, president; the press of the city; the ladies\nand gentlemen who so kindly placed their musical talent at its service and all those who so generously\n\ncourtesy extended to\n\n;\n\ncontributed time and effort to render this meeting a memorable one in the history of the Kindergarten Depart-\n\nment of the National Educational Associatioii.\nResolved, That a sense of our sincere regret be recorded and extended to Miss Anna Stovall, superintendent of the Golden Gate Kindergartens, California, and to Miss Ella B. Elder, supervisor of the free\nkindergartens of Buffalo, N. Y., whose circumstances rendered it necessary for them to resign from their\npositions as vice-president and secretary of this department.\n\nResolved, That our sincerest sympathy be extended to Miss Minnie Macfeat, of Winthrop College,\nRock Hill, S. C, vice-president of the department, whose illness prevented her attendance at the meetings.\nResolved, That a sense of our great appreciation of her efficient services be tendered Miss Evelyn\nHolmes, director of the Kindergarten Training School, Charleston, S. C, as secretary of the department.\n\nEmma A. Newman, Chairman.\nOrietta B. Chittenden.\nEveline A. Waldo.\n\nThe report was unanimously adopted.\nThe report of the Committee on Nominations was submitted as follows\n\n—\n\nFor President Miss Evelyn Holmes, Charleston, S. C.\nFor Vice-President Miss Anna Williams, Philadelphia, Pa.\nFor Secretary Miss Annie Laws, Cincinnati, O.\n\n—\n\n—\n\nThe report was unanimously adopted and the nominees declared elected as officers\nfor the ensuing year.\n\nThe department then adjourned.\nNote.\n\n—On Friday afternoon a Parents' Conference was called by the outgoing\n\npresident, Mrs. Maria Kraus-Boelt^, with the purpose that such an informal meeting should\n\nbe held each year following the sessions of the department, to the end that the connection between home and kindergarten should become closer and better understood.\n\nMiss\n\nMari Ruef Hofer sang delightful children's songs. Mrs. Theodore D. Birney, president\nof the National Congress of Mothers\nMrs. Marian Foster Washburn, of Chicago\n;\n\nColonel Francis W. Parker, of Chicago;\n\nW. K. Tate, of Charleston, S. C, were present\nand contributed to the success of the conference.\n\nEvelyn Holmes,\nSecretary.\n\n"}
{"page": 379, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nDepartment]\n\n1^1\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nMRS. MARIA KRAUS-BOELTE, NEW YORK, N.\n\nY,\n\nIn life we are so closely connected, so dependent upon each other,\nthat the very closeness of the bond makes it hard for us to realize it.\nThey upon whom we depend have done their work so long, and we have\ngrown so accustomed to having them do for us, that we often fail to thank\nthem, or even passively appreciate them. In nature we see the plant,\ndepending for life upon the earth below; the sun, wind, and rain above.\n\nIn order to produce a perfect flower, each one of\n\nits\n\nparts\n\nmust\n\nact\n\naccording to the fullest power it possesses.\n\nWe see very few perfect flowers or trees in nature, but we see enough\nto show us what the perfect whole might be.\n\nThis idea is practically given to the child when he\n\nSo with man.\n\nis\n\nheld to do a certain small duty within his power and led to feel that,\nunless he does his work, the mother cannot\nloser.\n\ndo hers, and he will be the\n\nThis contains the lesson of interdependence evinced thruout the\n\nThe higher spiritual thing of which this organic unity is the\n\"the kingdom of God,\" toward which and for which we are\nall working.\nThe right understanding of this relation is in the foundaworld.\n\nreflection is\n\ntion of all right living.\n\nThe kindergarten, being the natural sphere of development, aids the\nhome life, enlarging the child's horizon, preparing him for school, community, and church life in the truest sense.\n\nOur\n\nage, with\n\nits\n\nwonderful discoveries, inventions, and the rapid\n\ndemand much from the men and\nThe child, accordingly, must be in touch\nwith his new environments, as also with human relationships.\nHence,\nrate of progress in all directions, will\n\nwomen of the new century.\nthe child's love for\n\ncompanionship should be properly met.\n\nA most\n\nessential point should never be left out of view, namely, that there should\n\nbe continuity in his training.\n\nThe true aim of education is to meet as far as possible all the natural\ninclinations\n\nof\n\na child's\n\nmind, and, thru these inclinations, to\n\noffer\n\nopportunities and aid for the proper cultivation and growth of body and\n\nThe Creator has endowed the child with these inclinations as a\nmeans of assistance, similar to the seed that holds within itself the sub-\n\nmind.\n\nstance for the formation of the rootlet and sprout\n\n— tendencies which\n\nare,\n\ndevelopment of the life within.\nWhat is not existent within cannot be developed from either the child\n\nalike in the child as in the seed, but the\n\n"}
{"page": 380, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n368\n\n[Kindergarten\n\nThe repression of any of the natural inclinations of a healthy\nmind will tend to dwarf the same, or to warp it out of its own individuality.\nor the seed.\n\nthe sun touches only one side of a tree or plant, a\n\nIf\n\nshapen tree or plant will be the consequence\n\n;\n\nThe child likewise needs\n\ntouch the plant, it will develop symmetrically.\nthe advantages for his development.\n\nall\n\ndeformed or mis-\n\nbut if the sun can fully\n\nChildren are to be helped in\n\nlearning to use their senses, to exercise their \"self activity,\" to become\n\naccustomed to habits of attention.\n\nThe peculiar importance of the edu-\n\ncation of childhood, advocated by the kindergarten, lies in the consideration that it prepares the way for subsequent self-education ; the first aim\n\nbeing to stimulate the child to find out truths for himself, to be put in\nthe way to teach himself.\n\nThe aim of all true teaching should be to increase the pupil's fund of\npower, and not to assist him merely in scrambling over present difficulties.\n\nMaking every difficulty the means of conquest over the next is helping\nthe child to help himself.\n\" What, thoughtful, the mother arouses and fosters\n\nWith joyful, earnest play and with song\n\nWhat her love protectingly fosters\nWill work for good countless ages long.\"\n\nThe truth regarding the human being in his essence and development\nmust find its application in the art and science of education.\nFroebel gives us this truth in his system of \"child play;\" for the\nkindergarten is founded upon the understanding of the\n\nhuman essence.\n\nNo matter whether a truth be great or small, it must take some form in\norder to be received and comprehended.\n\nIt\n\nis\n\nin the kindergarten, in\n\n\"child-play,\" where the young generation is to be fitted, and where \"useful helpfulness \" must germinate.\n\n\"Great natures, born\n\nin\n\nmillions, are unfolded but rarely in each\n\ncentury, and they have grown to maturity in this or that direction through\na cherishing and educating care.\"\n\nGreat men, it is proved, in most cases\n\nhave had especially good mothers.\n\nThe development- of that which has been gained will help toward\nthe \"old\" reappearing in the \"new\"\nwhile the bud\n\nfurther progress\n\n—\n\n—\n\nripening to fruit.\n\nis\n\nIn order to reveal what helps to progress, in any form, we must trace\n\nwhat now exists. And, above\n\"being\" of man has to be studied in its germ.\nThe \"science of man\" is the youngest of all sciences. We stand on\nthe threshold of psychological investigations and studies of the little\nit\n\nto the origin and to the development of\n\nall\n\nthings, the\n\nchild.\n\n\"germ\n\nThe \"science of man\" begins with his birth; the child, as the\nof man,\" is its first object.\nWhoever understands the germ,\n\nwhoever nurtures\nnurtures man.\n\nit\n\nin\n\nconformity with\n\nits\n\ndestiny,\n\nunderstands and\n\n"}
{"page": 381, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nDepartment]\n\n3^9\n\nThe kindergarten must be counted among the most valuable acquisitions of the present age; tho to expect the universal\n\nimprovement of the\n\nworld from this institution alone would be folly.\n\nThe salvation of the\n\nIf a\nworld does not depend upon one truth, one thought, or one act.\nnew spirit is to arise in the human being himself, then a new inspiration\n\nmust penetrate the \"atmosphere of\n\nlife\" in every direction.\n\nIf\n\nanew\n\nthought is to ripen new fruits in the field of education, it must not only\n\nembrace the first stage of life, but\n\nit\n\nmust take\n\nin\n\nthe whole season of\n\nyouth, transforming all it touches.\n\nThus Froebel's \"thought\" must live and thrive as well in the family\nand the school as in the kindergarten; and then only we shall be able to\nspeak of true educational improvement.\nRousseau was obliged to vindicate the rights of the individual as\nFichte had to combat the too inflexsuch, as also the rights of nature.\nible self-regard of degenerate individualism, and therefore made prominent the social side, i. e., education in and for the whole community.\nPestalozzi took up the interest of the oppressed, and, from the education\nof those\n\nwho were quite neglected, laid the foundation of the modern\n\neducation of the people; and opposed \"object-teaching\" to\nprevalent abstract\n\nmethod\n\nFroebel combined\n\nof instruction.\n\nthe\n\nthen\n\nall\n\nthese\n\npoints and would equally regard the individual and the social man, and\ngive the family, and the life outside the family, the same educating influence, making both of these factors of\n\nFor\n\nfrom the beginning.\n\nhuman\n\nhis assistant\n\nhe\n\nlearn the art and science of this \"calling,\"\n\nassigned to women.\n\nlife\n\ncalls\n\nwork upon childhood\nupon the female sex to\n\nwhich has been peculiarly\n\nIn his view, the renovated and sanctified family\n\nis\n\nthe beginning of the renewal of society, because the family is the \"ele-\n\nmentary link\" of community, church, and state.\n\nThe latest pedagogical reformers have all tried to introduce an education\n\nfor work,\n\nPestalozzi,\n\nor,\n\nFourier,\n\nat\n\nleast,\n\nuse\n\nto\n\nFellenberg,\n\nwork\n\nas\n\nt^ancaster,\n\nan assistant in education.\n\nOwen,\n\nhave declared\n\netc.,\n\nlearning and working, intellectual and bodily exercises, to be indispensable\n\nfor\n\nchildhood and youth, and have introduced them\n\neducational institutions.\n\nThese\n\ninstitutions, in which field\n\ninto their\n\nand garden\n\nculture, handicrafts of all kinds, and bodily exercises, have alternated with\n\ninstruction, have never been sufficiently estimated.\n\nIf\n\nthe\n\ngood accom-\n\nplished by them had been recognized, they would have been more widely\nspread.\n\nHowever,\n\nin\n\nthose institutions bodily and mechanical\n\nalternated with instruction, but they were not\n\nmeans of instruction,\n\nlabor\nas\n\nis\n\nthe case in Froebel's methods.\n\nIn the kindergarten, according to Froebel, the work is transformed in\n\nsuch a manner that it may be intellectual as well as mechanical discipline,\nthat\n\nit\n\nmay become a part of\n\ninstruction in the full sense of the word,\n\nand consequently unite intellectual and bodily training.\n\nBody and mind\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n37°\n\nthus are not only generally cultivated during the\n\nfirst\n\n[Kindergarten\n\nseven years, but\n\nmechanical dexterity is also partly attained thus early, while the child\nactive,\n\nnot merely mechanically, but,\n\nat\n\nis\n\nthe same time, with his intel-\n\nlectual powers.\n\nRhythm is the fundamental law of all activity practiced in play, all\nthe powers and organs being exercised, leading even the very young child\nto \" free creativeness.\"\n\nThus, work, play, and self-instruction are becom-\n\ning one as a preparation for all the demands of later life, offering to earliest\n\nchildhood the \"life-element\" befitting the originality of his young years.\n\nA law must be at the foundation of the activity of man, as well as at\nthat of the activity of nature, as both have one Creator.\n\nour body moves\n\nstrictly\n\naccording to law.\n\nAll\n\nThe organism of\n\nfunctions are sub-\n\nits\n\njected to a fundamental law which bears various names, viz.: action and\nreaction, inspiration\n\nand expiration, heat and cold, darkness and\n\nlight,\n\nthe \"law of contrasts\" or \" opposites.\"\n\nA critic as unsentimental as Herbert Spencer lays down\nthat \" all education, in so far as\n\nmethods by this criterion:\nchild \"as good as play\"?\n\ntests\n\nall\n\ntrue, tends to\n\nit is\n\nIs\n\nit\n\nthe law\n\nbecome play.\"\n\n\"task-work,\" or\n\nis\n\nit\n\nHe\n\nto the\n\nIt is our ignorance of child-nature, our poverty of invention, our\n\" mechanicalness of methods\" which make learning mere work.\nThere is\n\nnothing incompatible between the merry play of the nursery and the school\ninto which we would turn the child, if only we can be cunning enough to\n\ndevise a subtle illusion wherein, when the children think they are only\n\nplaying, we shall see that they are also learning.\nfree,\n\nLeaving them their\n\nspontaneous, natural impulses of playfulness, we may then lead these\n\nimpulses up into a system which shall, with benign subtlety, unwittingly\nto the children, train them into the most valuable of powers, fashion them\n\ninto the\n\nhabits, open within them the deepest springs\nOnly for this finest and divinest of pedagogics we must,\n\nmost precious of\n\nof eternal life.\n\nlow down to the plane of\nbecome as children, that we may enter\n\nas the Greatest of teachers has taught ais, get\n\nthe \"little ones,\" and ourselves\nthe kingdom of heaven.\n\nA MOTHER'S ADVICE TO KINDERGARTNERS\nMRS. CLARENCE\n\nE.\n\nMELENEY, BROOKLYN, N. Y.\n\nIn calling upon a mother to speak in this assembly you honor the\n\nhome and emphasize the value of early home training.\n\nIn responding to\n\nthe earnest request of the president of this department, I do not wish to\n\nbe presumptuous or pose as an advisor.\n\nKindly receive what I offer as the\n\nsuggestions of a mother who is deeply interested in the training of chil-\n\ndren in the home, in kindergarten, and in school.\n\nA mother cannot give\n\n"}
{"page": 383, "printed_page": null, "text": "A MOTHER'S ADVICE TO KINDERGARTNERS\n\nDepartment)\n\n371\n\nher entire thought to any one stage of the child's growth, but must follow\nhis development from the\n\nThe mother's happi-\n\nbeginning to the end.\n\nness depends upon the successful rounding out of each period thru which\n\nthe child passes, so that her interest never wavers thru\nthe child's growth.\n\nIt is\n\nthe home, and it needs the wisdom which\nall\n\nall\n\nthe years of\n\nindeed a God-given work to train children in\n\ncomes from above,\n\nas well as\n\nthe wisdom which may be gained by careful thought, study, and train-\n\nWe should not be satisfied with ignorance or inefficiency either in\nWe\n\ning.\n\nthe mother or attendant who deals with the children in the home.\n\nmust urge young women to fit themselves for their womanly duties, and if\nsentiment, future generations may have a\nMany courses of training lead to this end.\nPerhaps no other so well equips a young woman for her life-work as a\n\nwe do our part\n\nto create a\n\ntrained motherhood.\n\nstudy of the masters Pestalozzi and Froebel and their system of \"educa-\n\nThe testimony of mothers whose training and cul-\n\ntion by development.\"\n\nture have been directed along other lines goes to prove that the higher\n\ncourses of study for women are not strong along those lines which develop\n\nhighest possibilities of womanhood and supply womanly needs.\nOne cultured mother remarked to me recently \" I would gladly have\n\nthe\n\n:\n\ngiven up two years of\n\nmy college life to have had a course of training\n\npreparing me for the work of bringing up boys.\"\n\nAnother mother said\n\n:\n\n\" I am delighted when I think how many years I shall be able to follow\n\nand enjoy with my little girl her studies as she grows but oh, it would\nbe such a comfort if I had something to help me understand her now in\n;\n\nthe first years of her growth.\"\nI.\n\nIn some form every woman\n\nis\n\ndestined to\n\ncome in\n\ncontact with\n\nchildhood; why, then, should not every young woman prepare herself to\n\nperform her womanly duties as mother, teacher, or worker in the many\nsocial\n\nwhich demand a love for and sympathy with growing\nYou will recall, perhaps, the story of Maria Mitchell. Born\n\nactivities\n\nchildren ?\n\nwith a love for the children of the heavens\n\n— the\n\nstars\n\n— she had no thought\n\nof turning her attention to the children of men, until she was sought out\nby them, because of her wide reading, to conduct the public library of her\n\nisland home.\n\nThis she did with such rare wisdom that the cultured\n\nof Nantucket today may be traced to her\n\nmany years ago.\n\nlife\n\nwork among the children so\n\nThe true maternal instinct lies at the foundation of all\nThe tendency of the kindergarten\n\nsuccessful work with little children.\n\ntraining is to develop motherliness\nto transform the natural affection\nwhich the young woman may have for special children into a universal\n;\n\nlove for childhood.\nlife\n\nShe is here trained to meet the poor little distorted\n\nwith the same loving sympathy that she bestows upon the more fortu-\n\nnate little ones.\n\nThis is a time for earnest thought and study, as well as\n\nfor developing that playful spirit which is essential in\n\ndence of the\n\nlittle child.\n\nThis\n\nis\n\ngaining the confi-\n\nthe period when every young woman\n\n"}
{"page": 384, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCLAT/ON\n\nS72\n\nwho\n\nis\n\n[fondergaWen\n\nbrought under the influence of a wise and womanly training-\n\nteacher ac(^uires that loving spirit which\n\nis\n\na necessary qualification for\n\nShe realizes that it is becoming a part of her life and stands\n\nthe work.\n\nThe\n\n•ready to give full, free devotion to the cause of childhood.\n\nkinder-\n\n:gartner who said,\n\n\"I went into the training class a thoughtless girl and\ncame out a woman,\" expressed the thought I wish to convey, that by this\ncourse of training and with this appreciation of its responsibilities the girl\nis started on her womanly career with untold possibilities before her.\nAt\na recent kindergarten commencement an earnest young woman who\naddressed the honored teacher of the class said \"You have made us conscious of powers within us that we did not know we possessed.\"\nIf\nwe attempt to define these powers, we find that the kindergartner has\nplaced before herself an ideal of a well-balanced life, in which she must\nrealize all the possibilities within herself.\nShe must possess the power to\nbe active, and when opportunity offers to seek that repose of mind and\nbody which gives self-poise. She must possess the power to rise above\nthe difficulties which surround her path in the struggle of life, and at the\nsame time be self-forgetful in the struggle for the life of others. She\nmust have faith in human nature, and confidence in a higher power to\nlead and guide the lives of those who are seeking to fulfill the purpose for\nwhich they were created.\n2. As the kindergartner enters upon her work it should be to her a\n:\n\nHer experiences will be\n\nlife-work.\n\ngather them up from day to day\n\n;\n\nof\n\nuntold value,\n\ntries to\n\nif\n\nshe\n\nlearns\n\nto\n\norganize them and observe\n\nhow they illustrate or prove well-established educational laws. She should\ncompare her experiences with those of other teachers in elementary work,\ncounting\n\nit\n\na privilege to be in touch with\n\nwho will\n\nthose\n\nchildren from the kindergarten on thru the school.\nfriendly advice ;\n\ntake kindly\n\ncriticism\n\nthat in this period of transition\n\nfrom those\n\nfrom the\nin\n\nin authority ;\n\nshow\n\nhome to the school she can\n\nlead the children in wholesome, well-organized\n\nmust prove the value of her work\n\ntrain the\n\nShe should seek\n\nwork and\n\nthe general plan\n\nplay.\n\nShe\n\nof education.\n\nThe kindergartner should make a study, as far as possible, of the work\nand follows her own\nnot until she has dealt with all\nThe kinderclasses under various conditions will she know child-life.\nthat precedes\n\n;\n\ngartner's attitude toward her profession should be one in which she holds\nherself open-minded, teachable, ever progressing\n\nby the light which\n\nis\n\nrevealed thru the study of children.\n3. The relation between the kindergartner and child should in a\nmeasure resemble the relation between the mother and child. There\nBy intimate relashould be a [strong bond of sympathy between them.\ntions with intelligent motherly women the kindergartner will gain the\nmotherly spirit which should pervade the kindergarten as well as the\nhome under this influence the children will develop freely. The child\n;\n\n"}
{"page": 385, "printed_page": null, "text": "Department]\n\nA MOTHER'S ADVICE TO. KINDERGARTNERS\n\nshould not\n\nfeel for a single moment that\n\nquestioned to find out what\n\nis\n\n373\n\nhe is being studied, analyzed,\n\nThe little child should\n\nwithin his mind.\n\nnot be made to feel that he has defects which the kindergartner is seeking\n\nHe should be taken as a\n\nto discard or virtues which are to be nurtured.\n\nwhole, with whatever of\n\ngood or evil\n\nthere\n\nis\n\nin\n\nhim, appreciated, loved;\n\nthen will his face turn toward goodness as the flower turns toward the\nsun.\n\nIn this warmth the child will grow; he will breathe the pure atmos-\n\nphere of his surroundings\nstory ;\n\nhe\n\nwill\n\nlearn to\n\nhe will\n\n;\n\nlove the\n\nfeel the sweet influences of song and\nwork and play which helps him to\n\nhis own life and the life about him.\nIn a tender, noble,\nwomanly way the kindergartner may help the child to understand the\nWe cannot bring the\nexperiences which come to him from day to day.\n\nunderstand\n\nlife\n\nduring the kinder-\n\ngarten age, nor can we bring to fruition every virtue.\n\nWe must be con-\n\nchild in touch with all the typical experiences of\n\ntent with preparing the way, leading the child in body, mind, and heart\nto start aright, knowing that strength and vigor of life come with passing\nyears.\n\nI fear we sometimes fail to realize\n\nbe, and too soon look\n\nfor\n\nresults in\n\nhow small the beginning must\n\nour work with the children.\n\nwant to hurry them on to things beyond their\nexperience.\n\nLet me plead for simplicity in kindergarten\n\nWe\n\nthought and\n\ncircle of\n\nlife\n\nand work.\n\nA young woman just returned from a period of study in Germany told\nme recently that she was amazed at the simple little exercises which held\nand attention of the children thru a morning of work.\nThese children were dealing with apples, the bright-colored balls which\nthe interest\n\nMother Nature gives her children.\nfor every kindergarten, but\n\nThis innovation may not be desirable\n\nwe will not go\n\nfar\n\nastray in\n\nchildren playthings Mother Nature has provided for\n\ngiving the\n\nthem, and using\n\nthem in such a way that the eyes of the children are opened to new possibilities.\nAs the child passes from the home to the kindergarten he is\nThe wise kinderfull of the thoughts and experiences of home life.\ngartner preserves this as a basis of knowledge, gently leading the child to\n\nand experience.\n\nThe kindergartner should\n\nlead, and in a measure be led by, the children.\n\nIn following the children's\n\na larger circle of thought\n\ninterests she will find\n\nit quite unnatural to keep thought centered around\n\none topic for a week or month.\n\nThe\n\nlife\n\nchildren meet, the passing seasons, nature's\n\nand experiences which the\nmoods from day to day, all\n\nsuggest immediate interests which she must take advantage of for their\n\ndevelopment, carefully avoiding thoughts too remote from the everyday\nlife.\nIn a recent visit to a kindergarten where many of the larger\nchildren were absent, the little tots attempted to carry out \" the black-\n\nsmith game,\" but were utterly at a loss because of the mass of detail\n\nwhich it involved.\n\nAt another kindergarten I was delighted to see that\n\nthe little ones were given an opportunity to play in a circle by themselves\nthe games were simple and within their understanding.\n\n;\n\nIt was interesting\n\n"}
{"page": 386, "printed_page": null, "text": "NATIONAL EDUC4TI0NAL ASSOCIATION\n\n374\nto\n\nwatch their faces as they entered into the\n\nspirit\n\nof\n\n[Kindergarten\n\ntheir\n\nplay, as\n\nnothing was attempted which was beyond their circle of experience. As\nIf he\nthe child grows he is able to pass on to wider circles of thought.\n\ncomes to the kindergarten at\n\nfive years,\n\nhe should not be given the work\n\nor play suited to the child of three years of age\n\nmore mature, and should\n\n;\n\nhe is physically stronger,\n\nreceive work suited to his larger capacity.\n\nI\n\nwas deeply impressed with this fact in visiting a kindergarten which had\nThe children, being unused to\njust been established in a- new section.\nthe material, were not prepared for very active work.\n\nwas trying to give a lesson with the second\n\nThe kindergartner\n\ngift which\n\nwas admirably\n\nsuited to the babies, but the older boys at the table could not be induced\nto enter into the play.\npossibilities of the gift.\n\nThey were longing to handle, to investigate the\nThe wise kindergartner and mother are quick\n\nto detect when the child is ready to pass\n\nfrom one stage to another, but\n\nare slow to force development.\n\nWe should think carefully before forcing the spirit of the age of chivupon the children before they are capable of understanding it\nknighthood is something quite remote from the very little child. Most\npeople who have lived with growing children and observed them closely\nfind that this experience is best understood, because of some inward\nimpulse, when the boy is ten or twelve years old.\nIn Jane Andrew's Ten\nBoys Who Lived on the Road from Long Ago till JVoW we. find the story of\nThis occupies a\nGilbert the page, who will one day become a knight.\nplace in the history of the world's development, and appeals to the\nI find in a recent number of the Outlook the experience of\nboyish heart.\na mother who, in speaking of her boy of eleven years, says \" During\nalry\n\n:\n\nthis last\n\nyear he has been completely absorbed by the age of chivalry,\n\nstarted there by the tales of\n\nKing Arthur.\n\nIn his play he and his friends\n\npersonate King Arthur, his knights, and Ivanhoe, and his leisure time,\n\nwhen not reading, is spent in whittling out javelins, swords, and shields\nMay we not leave, then, the stories of knightly\n\nfrom sticks and boards.\"\n\nadventure to their proper place in the child's development, and not intro-\n\nduce kindergarten games which\n\nwill\n\ncause the\n\nlittle\n\nchildren to stand\n\nwith wondering eyes while knightly exploits are enacted before them ?\n\nThe primitive life of the Indian, so wonderfully pictured by Longfellow\nin his Hiawatha, should be given when the children are able to receive it\nin the beautiful language which has made it classic.\nHistory stories\nshould be left to the school, so that the teacher may present them with\nsome degree of freshness and in relation to other events.\nAs we look back into our own childhood, we hold dear mother,\nteacher, or friend who knew just when we were ready to enter into some\nnew experience, in our process of maturing those who gave us the right\nbooks when we were capable of understanding them and appropriating\ntheir lessons to our lives\nthose who seemed to know just when we were\n;\n\n;\n\n"}
{"page": 387, "printed_page": null, "text": "Department]\n\nA MOTHER'S ADVICE TO KINDERGAKTNERS\n\n375\n\npassing from childhood to girlhood, and from girlhood to young woman-\n\nhood.\nIn the few minutes remaining I must speak briefly of the relation the\n\nknow\nhome and\nthe mother of each child.\nShe finds much to encourage and much to\ndepress her as she comes to know home life and the care the children\nreceive in the home.\nThe conditions are so varied that she wonders\nwhere she may meet the mothers on common ground. Each mother\nkindergartner bears to the parents of her children.\n\nIn seeking to\n\nthe individual needs of the children she naturally turns to the\n\nshould be met and cordially welcomed to the kindergarten, her confi-\n\ndence should be won, her co-operation secured.\n\nShe must feel that the\n\nkindergartner has the welfare of her child at heart.\ngood-feeling has been established, the mothers\n\nWhen this general\n\nmay be invited to meet\n\nfor social intercourse or for the discussion of topics relating to the chil-\n\ndren.\n\nIn order to secure an unbroken, harmonious development for the\n\nchild, home and school must work together.\n\nThey must be one in spirit.\n\nColonel Parker said, in a recent address, that at present \" the child\n\nlives\n\ntwo lives, has two streams of thought, one arising in the home, the other in\n\nThese two streams should be made one.\" Intelligent mothers\nmake every effort to have the home life harmonize with\nthe kindergarten.\nThese mothers will be deeply interested in the principles which underlie kindergarten work and method.\nBut how are the\nunintelligent mothers who are found in our densely populated centers\nthe school.\n\nrealize this, and\n\nto be reached ?\n\nTo gain the co-operation of these women demands wise\n\nforethought and broad sympathy with the mass of humanity.\n\nThe kin-\n\ndergartner cannot hold herself aloof in any way as she goes in and out\n\namong these people.\n\nThey are q^uick to detect a spirit of condescension,\n\nand they are quick to respond to womanly courtesy. As the kindergartner meets these mothers in weekly or monthly meetings, her spirit should\nbe cordial and inspiring. Beginning in a simple way, where she finds\nthe mothers, she may lead them to understand what she is trying to do\nfor their children.\n\nIt is not\n\nnecessary or wise to attempt to teach unin-\n\ntelligent mothers the philosophy of the kindergarten.\n\nThe wise kindergartner will make use of story, song, and\nbring these poor women into loving sympathy with nature.\nlearn that each day should be received with gladness ; teach\n\nplay to\n\nLet them\n\nthem\n\nto\n\nenter with their children into the spirit of the passing seasons as they\n\ncome and go.\n\nGradually these mothers may be led from thoughts of\n\nnature to the consideration of higher moral influences.\n\nThe kindergartner should select stories from good literature to help\nher in her work with the mothers.\n\nI\n\nhave seen a group of poor mothers\n\n\"A Day with a Courteous\nMorning and Evening Hours\nwith the Children,\" Charles Dickens' \"Child's Dream of a Star\" was a\n\ngreatly enjoy Helen\n\nMother.\"\n\nHunt's chapter entitled\n\nIn considering the subject\n\n•'\n\n"}
{"page": 388, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n376\n\n[Kindergarten\n\npleasing story for the close of the meeting.\n\nWhen \" Fruit \" was the topic\n\nfor discussion, Bryant's \" Planting of the\n\nApple Tree \" seemed appro-\n\nWhat could appeal more to the mother's heart than the lines\n\npriate.\n\nThere gently lay the roots\nAnd there sift the dark mould.\nWith kindly care\nAnd press it o'er them tenderly,\nAs round the sleeping infant's feet\n\nWe softly fold the cradle sheet.\nTalks on the physical care of children will be helpful\n\nif\n\ngiven by some\n\nthoughtful, sympathetic physician.\n\nNo set program may be established for the conduct of parents' meetEach kindergartner must study her group of mothers and suit the\nwork to their needs.\nA few days ago I shook hands with a group of mothers who had\naccompanied the kindergarten children to the park. One of the mothers\n\"When anything is going on at the kindergarten I\nheartily exclaimed\nam always there \" How proud and happy the children were, 600 of\nings.\n\n:\n\n!\n\nthem, with the mothers surrounding them, as they entered into their playfestival\n\non the green slopes of Prospect Park\n\n!\n\nThe mother entering into\n\nthe work and pleasure of her child becomes refreshed and awakened to a\n\ndeeper sense of her motherly duties.\nBook, if not on her\n\nlips, will be in\n\nment of her child\n\n\" God keep\n\n:\n\ntempest rages wild !\"\n\nThe prayer in\n\nFroebel's Mother\n\nher heart as she watches the develop-\n\nhim undefiled, guide him whene'er the\n\nShe will realize that\n\" She must do her best,\nIf\n\nhopeful she would rest\n\nUpon the Father's breast.\"\n\nTo sum up these words of a kindergarten mother to her co-workers\n1. Let me urge young women to take the kindergarten training as a\n:\n\npreparation for their womanly duties.\n2.\n\nWhen trained, realize that you have entered upon a life-work which\n\nshould broaden with the passing years and hamonize with the entire educational course.\n\nLet your spirit toward the child be tender, noble, womanly, appre-\n\n3.\n\nciative.\n4.\n\nTake into your confidence and call to your help the parents of the\n\nchildren you are so earnestly trying to nurture.\n\nTH^ NEED OF KINDERGARTENS IN THE SOUTH\nPHILANDER P. CLAXTON, PROFESSOR OF PEDAGOGY IN THE STATE NORMAL\nAND INDUSTRIAL COLLEGE, GREENSBORO, N. C.\nLess than seventy-five years ago Froebel's institute at Keilhau was an\nobject of suspicion and of persecution by the Prussian government\n\n;\n\nsixty\n\n"}
{"page": 389, "printed_page": null, "text": "DepartmentJ\n\nTHE NEED OF KINDERGARTENS IN THE SOUTH\n\n377\n\nyears ago his first kindergarten, at Blankenburg, was laughed at as a vagary\nof an old man mildly insane; forty-eight years ago Froebel himself died\n\nwithout having seen his ideas become popular, or his great discovery\n\nregarded with favor by either governments or teachers.\n\nBut his widow,\n\nwho died only recently at the age of eighty-five, lived to see the principles,\nto the development of\n\nwhich her husband gave\n\nhis life,\n\nrecognized by\n\nstudents everywhere as fundamental in all grades of education\n\n;\n\nthe kin-\n\ndergarten established as a part of the educational outfit of every progressive country of the world\n\n;\n\ndozens of presses devoted to the publica-\n\ntion and dissemination of kindergarten literature; scores of schools and\n\ncolleges filled with\n\nyoung women of the\n\nbest ability and finest culture,\n\nreceiving special professional preparation for their work with the\n\nones\n\n;\n\nlittle\n\nthousands of mothers with loving hearts hearing gladly the words\n\nof this great constructive philosopher and friend of children, and striving\nto apply his teachings in the\n\ngovernment of their own households; phi-\n\nlanthropists delighting to give a portion of their wealth to found, equip,\n\nand support kindergarten schools; and the organization of many societies,\nlocal, state, national, and international, for the sole purpose of forwarding this movement, which already has brought blessings and happiness to\nmillions of children, and has become, forevermore, an essential factor in\nthe world's civilization and uplift into freedom and truth.\nAll this has\ncome about in these few years without the force of arms, or the power of\nwealth, or high political or social standing. Such is the potency of truth,\nlove, and simple faith in humanity.\nTruly, those who trust in these have\nlaid hold on eternal life.\nThe meek do inherit the earth, and the pure in\nheart see God.\nSuch has been the rapid growth and spread of the kindergarten movement. But because of our lack of large cities in the South, the late\ndevelopment of our public-school systems, and certain peculiar social\nconditions and ideals, kindergartens have not become established in the\nsouthern states as they have in some other parts of the world. In a dozen\nor more of our large cities, and in a few smaller cities and towns, the\nkindergarten seems now to be well established, supported either by public\ntaxation, as a part of the public-school system, or by voluntary contribu-\n\nand administered by societies formed and incorporated\nIn other places spasmodic efforts have been made from\ntime to time by volunteer societies, churches, clubs, and enthusiastic inditions collected\n\nfor this purpose.\n\nviduals to establish real kindergartens, but only with the usual success of\n\nsuch efforts.\n\nIn a few places there have been excellent private kinder-\n\ngartens established as individual enterprises, charging a fixed amount for\ntuition.\n\nIn many others the very name has been brought into disrepute,\n\nand made a synonym\n\nfor inefficiency and charlatanry by so-called \" kin-\n\ndergarten schools\" taught by those who, knowing nothing of the principles of the kindergarten and little of the practice, and who, frequently\n\n"}
{"page": 390, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n378\n\n[Kindergarten\n\nbeing unable to obtain a license to teach in any grade of the public ele-\n\nmentary schools, have resorted to this as a means of a livelihood by makI know at least one community in which small\n\ning capital of the name.\n\nprivate schools of primary grade, differing but little from other inefficient\n\nschools of this kind, are dignified by the\nthe society young\n\nwomen who found\n\nit\n\nname of kindergarten, because\nnecessary to make their daily\n\nbread in this way prefer to be called kindergartners rather than schoolteachers.\n\nThat which one finds in New Orleans and Louisiana may, I think, be\nmade in the South, and as prophetic of what we may expect to find in most southern cities and states\ntaken as a type of the best progress yet\n\nbefore the close of another\n\nfifty\n\nyears.\n\nThe constitution of Louisiana\n\nhas been so amended as \"to permit any community desiring to establish\na public kindergarten to admit children to said department between the\n\nages of four and six,\" and this recognition in the fundamental law has, it\nis\n\nsaid, greatly encouraged the friends of the\n\nkindergarten in that state.\n\nThe school board of New Orleans has established a dozen or more public\nkindergartens, and for some years it has not established a new school\nwithout a kindergarten department.\nIt has also maintained for some\nyears a kindergarten training department in the city normal school. The\nboard and teachers of that city \"have accepted the kindergarten as the\nfoundation of\" their educational system. Of the excellent work done in\nCharleston you have already heard.\n\nThe kindergarten is needed in the South, as everywhere else, because\nbased on true principles and presents the best educational practice;\nand the time has come when we must claim the best for ourselves and\nour children, and must no longer be content with less.\nWe need the kindergarten in the South because of the power it has to\nit is\n\nstimulate the interest of parents in\n\nall\n\nphases of the education of their\n\nchildren, and to awaken them to a sense of their duty to know something\nof the schools in\n\nwhich their children spend a good part of the most\n\nimpressionable years of their\n\nand of the teachers who direct their\nWhere the kindergarten has become an\n\nlives,\n\nthoughts and form their habits.\n\nintegral part of the public-school system, bands of women\n\nolder sisters\n\n— have soon been formed\n\nbeautifying, cleaning,\n\nand making comfortable and\n\nschoolrooms and grounds.\n\nFollowing the babies with a\n\nschool officers in\nattractive the\n\n— mothers and\n\nto co-operate with the teachers and\n\ntenderer solicitude than that with which they have been accustomed to\nfollow the older children, their interest soon extends upward to all grades\nof the school.\n\nPutting the kindergarten classes in the public school at\n\nonce adds the mother element, and tends to unite the home and the\nschool.\n\nNor is the result less valuable, tho somewhat different in kind, where\nThe very fact\n\nthe kindergartens are supported by volunteer societies.\n\n"}
{"page": 391, "printed_page": null, "text": "Department]\n\nTHE MEED OF KINDERGARTENS IN tSe SOUTH\n\nof laboring earnestly\n\nand constantly for the support\n\n379\n\nof these schools,\n\n—\n\nhomes of the children of kindergarten age\nmany of them\ndestitute enough of every home comfort, of love, and of physical and\nspiritual health\nand having to take thought for the general plan and\nvisiting the\n\n—\n\nconduct of the work in the schoolroom, is an educating influence of no\nmean value to the members of any such society and to the community in\nwhich they work. These things give real occupation for time that would\notherwise be spent frivolously, and a purpose in\n\nlife to\n\nthose too often\n\nLabor for and with children can never fail to bring\nwith it nobler purpose and sweeter culture.\nNor can one become interested in any one means of welfare to the children of a community without becoming interested, to some extent at least, in every other means to\nthe same^end and the interest will spread to the community as a whole.\nHere also \"a little child shall lead them.\"\nWe need the kindergarten in the South to give us teachers, parents,\nand school officers\na truer insight into the real nature and meaning of\neducation, and a juster appreciation of its worth.\nToo long have the\nschool and its work been thought of as something apart from the real\nlife of\nthe child and the home.\nFor this reason, chiefly, have we\nregarded school education as of secondary importance, and the teacher\nof the elementary school as worthy of little esteem, and consequently\nhave been unwilling to provide sufficient funds for the equipment and\nsupport of our schools. We need to see the connection between the\nschool and the home, to understand that the school life is an integral\npart of all life and the work done there the prime factor in future success, and that the school is the best-paying stock in which we can invest\nour money. Our teachers need to see more clearly the connection\nbetween the school life and the home life of the child, and to realize\nthat the one must build on the other.\nI have known the entire school system of a city to be reformed and\nwithout purpose.\n\n;\n\n—\n\n—\n\nvitalized thru the influence of kindergartens supported by a kindergarten\n\nassociation, but not connected with the schools, except that the superin-\n\ntendent and some of the teachers of the school were active members of\nthe association.\n\nThe influence was first felt in the primary grades and\n\ngradually worked up to the high school.\n\nbeen\n\nin operation three years,\n\nBefore the kindergarten had\n\nsome of the kindergartners were meeting\n\nwith the teachers in their regular weekly meetings, and the teachers w6re\n\nstudying Froebel's Education of Man.\n\nA little later some of the teachers\n\nwere attending the lectures given in the kindergarten training school\nthat\n\nhad been established\n\nin the city.\n\nBy being brought into the kin-\n\ndergarten, and hearing the happy voices of the children, and seeing their\n\nbusy work and merry games, men who had opposed the establishment of\nthe public schools and did not believe in the education of the masses\n\nwere converted from the error of their ways and to a better faith.\n\nThe\n\n"}
{"page": 392, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ni&O\n\n[Kindergarten\n\nmothers' meeting of the kindergartens later developed into a paidology\nclub,\n\nand still\n\nlater into a teachers' and parents' association, with\n\nmeet-\n\nings in the school buildings at stated times for the discussion of topics\nof\n\ncommon interest to parents and teachers.\n\nThose schools are now the\n\nbest-equipped schools in the state in which they are, and the walls and\nhalls of the buildings are\n\nornamented with pictures and statuary of the\n\nbest kind to a greater extent than can be found elsewhere in the state.\n\nThe school board of that city is now considering the question of adopting the four kindergartens which have been supported for eleven years by\nvoluntary contributions collected and administered by a society organized\n\nand incorporated for that purpose. The kindergartens have made their\nworth manifest, and have won their way to the hearts of the people.\nWe need the kindergarten to add its years to the school life of our\nchildren\n\n—\n\nall\n\ntoo short everywhere in the South except for the favored\n\nand persistent few. Even in our best towns and cities the schools are\nfrom twenty to forty days shorter than in other parts of the country, and\nOur\nthe majority of our children do not reach the fifth school year.\npeople still believe it is necessary to take their children away from school\nearly, that they may join in the struggle of\n\nbread-winning, or, as\n\nis\n\ntoo\n\noften the case, bear the whole burde'n, while the father whittles goods-\n\nboxes and talks politics of a type long out of date.\n\nwould not have these years given to the ordinary work of the primary\nthey should be filled with\nis commonly done in England\nlegitimate kindergarten work, the joyous play and the exercises that\ndevelop the senses, the mind, the soul, forming the characters of the children and, by enabling them to live most fully the real child-life of these\nyears, preparing them best for all future life, whether in school or out.\nThus not only might these years be added to the brief years of the\nchild's school life, but the years of school life might be made to yield\nI\n\nschool, as\n\n;\n\nfuller results than they now yield.\nIf all\n\nhomes were ideal, still\n\nthe broader social life for which Froebel\n\npleaded for the children would need to be supplied by the kindergarten.\nBut, alas, they are not\n\nall\n\nideal.\n\nIn many, grinding poverty and tradi-\n\ntional ignorance have done their work all too perfectly.\nis\n\nwant of intelligent mother-love.\n\nIn many there\n\nHarshness takes the place of gentle-\n\nness, filth and negligence of cleanliness and loving care, profanity\nand vice of the pure speech and simple virtues that should greet the ear\nand appeal to the heart of every child. For many children the home is\non the street. In many homes of wealth and refinement the negro nurse\nis the child's most constant companion.\nThis does not mean what it\ndid when the old black \"mammy,\" true and tried, cultured and refined\nby years of the most intimate association with her mistress and the mother\nof her mistress, and mellowed into the finest sympathy by the care of\nmore than one generation of children, cared for the children with a\n\n"}
{"page": 393, "printed_page": null, "text": "THE NEED OF KINDERGARTENS IN THE SOUTH\n\nDepartment]\n\n381\n\nmother's love and devotion, and the watchfulness developed by family\npride and a strong sense of personal responsibility.\n\nShe has gone with\n\nthe days that are no more, and her successor, a half-grown negro girl,\n\nhired for a few weeks or months at most and then replaced by another\nof\n\nwhom you have probably never heard before, is of a different type.\n\nThe cultured and refined white woman, with her mother-heart and patient\ncare in the kindergarten, certainly might well replace this negro nurse.\nShall we of the South never learn this lesson ?\n\nBut we need the kindergarten most especially\n\nfor another reason.\n\nThe southern states are rapidly becoming the home of the factory. We\nare beginning to see that we should manufacture a portion at least of our\nabundant raw material. We shall soon cease to be hewers of wood and\ndrawers\n\nof\n\nwater for\n\nthe wealthy manufacturing communities of the\n\nAlready the cotton factory is a familiar sight in the Carolinas\nand Georgia. The country people are moving into the factory towns\nNorth.\n\nfrom their country homes with their large families of children.\nneedful that I should depict for you this factory town and its life ?\nlarge brick factory building, with its long rows of\n\nIs\n\nit\n\nThe\n\nhumming spindles and\n\nrattling looms, at which men, women, and children work twelve hours a\n\nday\n\n— have seen boys and\nI\n\ngirls under ten working thru the night, from\n\nmidnight to keep them\ndawn the groups and rows of houses without beauty of\narchitecture, and with no relief of lawn, garden, or fruit trees\nno public\nlibrary; an ungraded public school, taught from three to eight months\nby an incompetent teacher, in a house unfit for such use, and only onefourth of the children of school age in attendance\nthe young children\nwith pale faces and unkempt locks playing in the street thru the long\nhours of the day, while their mothers and older brothers and sisters are\nsix to six, drinking their cup of black coffee at\n\nawake\n\ntill\n\n;\n\n;\n\n;\n\nin the mills with only forty minutes for dinner\n\n— a time too short\n\nto per-\n\nmit more than a hasty glance and a few sharp words of command for the\nlittle\n\nones\n\n— the picture\n\nis\n\nbecoming familiar to us all.\n\nI\n\nwelcome the\n\ncotton mill, with every other form of industry that shall bring wealth, and\n\npower and possibilities, to our people, but the blood of the children\nmust not be woven into the web, dyeing it a crimson hue nor must\ntheir cry continue to go up to the Father, in whose sight the soul of one\nits\n\n;\n\nof these little ones is of more value than all the trade of the Philippines.\nIf so, his curse will blight our enterprise.\n\nIn the factory town, above all places in our southland, is the kindergarten needed with its strong saving influences, mighty to build against the\nevils of later life.\n\nI think these children would, above all others,\n\nheart of the great father of the kindergarten\n\n— great\n\nmove the\n\nin heart as in\n\nmind.\n\nAnd the kindergartner in this town should be more than she need be,\nor can be, in most other communities.\nShe must be an angel of light\n* and hope to the community she must take hold on the entire life of the\n;\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n382\n\n[Kindergarten\n\nWhat an opportunity for the school garden, tended and cared for\nsuch as Froebel would have had as\nby the loving hands of the children\nFor flowers will bloom all the year round in\na part of his child-garden.\ntown.\n\n—\n\nthis climate.\n\nchildren\n\nHere the kindergartner might bring around her the older\n\nwho can be saved from\n\nthe factory a few hours in the week,\n\nHow many bright spots\n\ndirecting them in this simple garden culture.\n\nmight thus be added to the town\n\n;\n\nand how many happy faces and rosy\n\ncheeks\nIf the\n\nkindergartner in this town should be a woman of broad mind,\n\nstrong will, and winning manners, it would be possible for her to induce\n\nsuperintendents and directors to do\n\nmany things for the welfare of the\n\nFor these men are not hard of heart nor careless of the\nwelfare of their employes.\nFew of them love gold more than life. Suppose the kindergartner knew of the work of the National Cash Register\n\ncommunity.\n\npeople at Dayton, O., as described in the Kindergarten Magazine for February of 1899!\n\nI\n\nknow more than one cotton -mill owner who would\n\ngladly respond to any suggestions looking to like results for his people\n\nand his business. If you know men and women who, having an abundance of this world's goods, would like to lay up treasure in heaven and\n\nmake their name dear to the children of the poor, that they may, in the\nday, rise up and call\n\nlast\n\nthem\n\nthem\n\nblessed, direct\n\nto\n\nme, and\n\nwill\n\nI\n\npoint out the opportunity in any one of fifty or more mill towns in North\nCarolina.\n\nOne other cause of need I would not forget the millions of children\ndusky race whose home is among us. The education of a race\n:\n\nof the\n\nfrom a lower to a higher stage of life is no easy task, to be completed\na few years or decades ; but the thing we call the \" race problem \"\n\nin\n\nours\n\nis\n\nby inheritance, and it must ever remain our first question until it is solved\nwith the only possible solution\nthe education of the negro to industry, thrift, morality, and good citizenship.\nThe restraining force of the\nmaster's word and presence, and the educating influence of the fine Chris-\n\n—\n\ntian\n\ncharacter of the .mistress, are gone, as\n\nis\n\nthe wholesome fear of the\n\noverseer's lash for every flagrant breach of the moral code.\n\nSeparation,\n\nthe chain-gang, the gallows, and the stake have taken their place, to the\nall.\nEducation must produce in the negro habits, ideals,\nand a conscience strong enough, high enough, and keen enough to take\nthe place of the inspiring and restraining influences of the old regime.\nThose who know the negro best know that he does respond to the\n\ndetriment of\n\ninfluences of right education.\nIf his education is to have this transforming influence, should it not be begun in early childhood ? And what\n\ntype of school\n\nis\n\nbetter fitted for this purpose than the kindergarten ?\n\nWho are better prepared for it than our southern women, who understand\nthe problem better than any others can ? A heavy burden, you will say but\n;\n\na very large portion of the \"white man's\n\nburden\" must be borne by us\n\n"}
{"page": 395, "printed_page": null, "text": "THE KINDERGARTEN GIFTS\n\nDepartment J\n\nin the South, and the only release\n\nfrom\n\nit\n\n383\n\nmust come thru giving the\n\ncolored man the power to walk alone, and, perchance, to bear some part\n\ncommon burden.\n\nof the\n\nThe little negro is at\n\nleast imitative.\n\nWhich\n\nschool will most probably lead him in the paths in which he should walk\n\n— for his good and ours — the school of idleness on the streets, among\n\nthe dirt and\n\nof the negro quarters of our towns\n\nfilth\n\nand cities, or the\n\nkindergarten with a woman of culture and consecration as teacher ?\nlike the plan which, I believe, you still follow in this city\n\n— that of\n\nI\n\nfilling\n\nyour colored schools with white teachers of the same grade and qualifications as those in the schools for white children.\n\n\"But the kindergarten costs money,\" I think I hear someone say \"we\nWe can afford it, and all other educational facilities\nnecessary for the full education of our people.\nCannot a brave and\nnoble people, industrious and economical, make from the right use of the\nfertile fields, broad forests, rich mines, and the hundreds of singing water;\n\ncannot afford it.\"\n\nfalls\n\nof this vast empire, won for us by our fathers, the few raillians neces-\n\nsary to fit our children for all that\n\nis\n\nbest in life ?\n\nWe must do it\n\n;\n\nis\n\nit\n\nwhom alone we live, and in and thru\n\nour first duty to our children, for\n\nwhom we must live after we are dead.\n\nThe wealth we have is theirs\n\n—\n\nbeyond that which we must consume in the needs of our daily life. Sooner\nor later we must leave it to them\nwe are only their stewards and guardians.\nShall we invest their money for them in bonds or brains, in\nlands or life ?\nShall we leave them money, or skill to produce money\nand more than money ?\n;\n\nWhen we have done our full duty by providing for our children kinall grades and kinds, when the forgotten child\nremembered and the \"last waif\" has been housed and redeemed, then\nshall we enter fully into our rightful heritage, and wealth and honor and\npower shall be ours beyond what we can now comprehend. And when\n\ndergartens and schools of\nis\n\nthese things have come to us or to our children, we or they will see that\n\nand the name of the kindergartner and of\nnamed with love and reverence,\nand with the honor that is theirs by right of noble and valuable service.\n\nthe\n\nlittle\n\nchild has led us ;\n\nthe faithful teacher of children shall be\n\nTHE KINDERGARTEN GIFTS\nA FRAGMENT\nMISS HARRIET NIEL, DIRECTOR OF\n\nTHE PHEBE A. HEARST KINDERGARTEN\nTRAINING SCHOOL, WASHINGTON, D. C.\n\n\"The latest gospel of this world is, 'Know thy work and do it.'\"\n\" Man is blessed with struggle and labor and God-endowed with capacity to win.\"\nIt\n\nhas become, in our kindergarten parlance, a truism that we learn by\n\ndoing.\n\nWe need to remind ourselves that we learn, too, by intuition,\n\n"}
{"page": 396, "printed_page": null, "text": "MATtOMAL EDUCATIONAL ASSOCIATION\n\n384\nhope, and fear\n\n;\n\nby failure, faith, and love.\n\n[kindetgarten\n\nWe need the critic to remind\n\nus that we learn by questioning and by seeing.\n\nOne of the vital educators of our day has pointed out that \" imagination and feeling increasingly bear the brunt of shaping human opinion\n\nand human conduct. Intelligence does its organizing work and then disappears below the surface.\" Another has diagnosed our spiritual condition as threatened with loss of power to reflect.\nLife presses upon us from so many points of interest that we are\nstung as by gadflies, and either rush about swayed by every wind of doctrine, or languish in a torpor which is equally fatal to spiritual wholeness.\nUnreasoning conservatism, listlessness, and the strong power of habit bind\nus to the old; rashness and \"mad endeavor\" drive us to the new; and\nthere is no hope for our declining health save as we restore and nourish\nour dormant power to reinterpret those \"truths which wake to perish\nnever.\"\n\nFroebel declares the purpose of the kindergarten gifts to be to satisfy,\n\n\"not only the needs of childhood, but of youth, of educator and pupil.\"\nTheir aim is \"human cultivation,\" both as individual and as social whole,\n\" as member of a family, of a nation, of humanity.\"\n\nAgain, their aim\n\nis\n\n\"to foster independent action,\" \"and the antici-\n\npation, recognition, and finally the comprehension of the inner coherence\nof material things, and of the phenomena of life, and also of the oneness\nof material and spiritual worlds and of the increasing similarity of their\n\nlaws.\"\n\nFurthermore, he claims that his instrumentalities \"will especially\n\nstate the clearly\n\nformed truths of nature and\n\nlife\n\nobviously contained\n\ntherein, for the purpose of self-discovery, self-observation, self-develop-\n\nment.\"\n\nNor is there omitted the express statement that they contemplate\n\n\"satisfying the needs and requirements of the present stage of\n\nhuman\n\ndevelopment.\"\n\n\"Here will be presented,\" says Froebel, \"in conformity with each line\nof culture, comprehensive summaries of all parts\n\nwhich belong together,\nand the highest unity of all these\nThe purpose of these summaries is that the human being may be\nparts.\nled from the visible and external to the invisible and internal, from appearance to true being, and thus, led into himself, may also be led to God.\nThus man may clearly be shown to man in his nature, in his unfolding,\nand in his relation to totality, .... and so may come to man in all the\nrelations of life, unity, clearness, .... insight, and therefore joyousness,\npeace, and freedom.\"\nTruly these are claims of a man not afraid to\n\nand\n\nof the relatively higher unities\n\n\" hitch his wagon to a star.\"\n\nOur practice with the gifts emphasizes the fact that nature and man's\nwork show a preference for certain fixed forms, as spheres, cubes, and\ncylinders and we proceed to induce children to repeat such sentences as\n\"Apples are round like the sphere;\" \"Tree trunks are round like the\n;\n\n:\n\n"}
{"page": 397, "printed_page": null, "text": "THE KINDERGARTEN GIFTS\n\nDepartment]\n\n3^5\n\ncylinder ;\" \" Bureaus and houses are flat like the cube \" etc.\n;\n\nWe count\n\nand edges, and vainly fancy we are giving the child a\nbut if we stop on the plane of thought which\nsufficient clue to nature\nfaces,\n\ncorners,\n\n;\n\nthese examples indicate, are we giving the child in the kindergarten or\n\nthe student in the training class any intimation of one of the greatest\ntruths\n\ndeclared in our\n\nown day\n\n—\n\nof\n\nnature as a colossal\n\nprocess of\n\nbecoming ?\n\nThe type aspect of the gifts, as crudely conceived, shows nature only\nas a collection of fixed forms.\n\nBut the truth about nature\n\nis\n\nthat she\n\nis\n\nnot static, a congeries of forms and colors and magnitudes, but that a\npersistent energy is working back of appearance, producing all phe-\n\nnomena.\n\nThe truth about Froebel's gifts, as interpreters of nature, is not alone\nthat as types they stand for particular things or classes of things, but\nthat they furthermore intimate, thru their succession, nature's ascending\n\nmanifestations.\nits\n\nA new exploiting of Froebel's second gift has revealed\n\npossibility of bringing to the experience of little children illustrations\n\nof this evolutionary characteristic of nature.\n\nthe twirling exercises and\n\nthe\n\nMay I briefly illustrate by\n\ncuttings suggested by Froebel for the\n\nextended second gift ?\n1. Cut a sphere by its three dimensions, producing the forerunner of\nThis produces the cube in static form by getting to the center\nthe cube.\nof the\n\nsphere\n\nitself ;\n\nin\n\nother words, the sphere contains potentially its\n\nown opposite.\n2. By twirling the cube thus produced, that is, by revolving it on one\nof its three axes, is revealed the shadowy form of its antecedent, the round ;\n\nand also supplied, by the different velocities at which it moves, a great\nmany shadowy forms intermediate between these extremes. The child\ncan behold the merging of one form into another, and the final restoration of the original cube when the motion ceases.\nSuch exercises call\nupon him \"to make a distinction between the thing or being and its\nappearance, and thus to protect himself from deception.\"\n3. Froebel's fourteen forms, which crystallize the passing ones hinted\nat by twirling the cube.\n4. Miscellaneous forms, with illustrations how we have used them this\nyear.\n\nstructure of sphere\nlooking thru\n5. Three circles at right angles\nand seeing its inner workings.\n6. Nested balls, cubes, and cylinders, which bring to the child's\n;\n\n;\n\nexperience the fact that the essential thing in these forms is not dependent upon the accident of\nAll these\n\nsize.\n\nand similar exercises are an approach to the grasp, not of\n\nform alone, as our practice too frequently distorts the intention, but of\nthe evolutionary process of \"formation.\"\n\n"}
{"page": 398, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n386\n\n[Kindergartett\n\nWhat interests the child in these twirling and subdividing exercises,\nas well as in the jointed slats and thread\n\ngames, is just\n\nthis transforma-\n\nOne of\n\ntion taking place before his very eyes and at his own command.\n\nunfathomed nature is that we persist thru\nThis may account fundaall our varying caprices, moods, and tenses.\nmentally for our delight in the discovery of an old friend under new and\nYou remember the delight of Emerson's boy\nunexpected changes.\nwhen he discovered that his knife, which he had supposed to be good\nmainly for whittling, suddenly took to attracting steel filings.\nYou\nremember the astonishing new manifestations Pegotty displayed under\naffliction, while she yet remained Pegotty.\nCritics of Froebel's school of drawing fail to discover that in this\noccupation he is trying to show how the simple element\none straight\nmultiplied and varied in the two predicates of length and inclinaline\ntion, will afford illustration of a complex and varied whole resulting\nfrom this simplest element, and how from this simple line itself points\nthe deepest mysteries of our\n\n—\n\n—\n\nare offered in common with a curved line, its own opposite.\n\nRecall the\n\ncobweb figure of the drawing. \" All that is great,\" says Froebel, \" if one\ntraces it back to its germ and the first intimation of it, begins, almost\nalways, with what is quite insignificant, and the manifold goes forth\nfrom the simple, indeed the heavenly from the earthly, just because the\nI always think of this when my\nlatter contains the heavenly in itself.\nboy in the company of his playmates cuts his reed flute in the spring,\nand when I go into the church and hear a Thuringian chorister playing\nonthe organ, with its 'vox humana^ stop, the introduction to an Allein\n'\n\nGott:\n\n\"\n\nA little boy of whom I heard the other day put the same thing into\nwords when he said in answer to the question, \"Who made you ?\" \"God\nmade me about so big, and I growed the rest of the way.\"\nWe have kept our experiences and exercises with children too fixed,\nand so have given a bias toward a one-sided view of even nature.\nWe\nhave not built enough on, or thought enough on, or planned exercises enough on, the interesting and suggestive twirlings, analyses, and\nreconstructions of the total second gift, which projects the whole tour of\nthe gifts.\n\nWe have not ourselves understood what Froebel means by a simple\nand a complex unity as related to the sphere and back to the sphere\nitself\ngift,\n\nagain.\n\nWe conceive the simple unity to be epitomized in the first\n\nthe complex unity in the sixth or some succeeding gift.\n\n\" I place\n\ngreat value on everything,\" says Froebel, \" in which manifoldness devel-\n\nops from unity thru contrast and again returns to unity.\"\nFroebel meant the child in the nursery and early kindergarten experi-\n\nence to have the ball given him; that he should freely play with it as\nhe needs no urging to do;\n\nthat in his play he should get clearer and\n\n"}
{"page": 399, "printed_page": null, "text": "THE KINDERGARTEN GIFTS\n\nDepartmentJ\n\nclearer perceptions of\n\n— and of\n\nits\n\nrepresentative character\n\n— hopping\n\nlike a bird,\n\n— up, down, right and\n\nmovement in typical directions\naround and around, and then round its own axis\n\netc.\n\n387\n\nits\n\n;\n\nleft,\n\nbut that these directions\n\nwhich the ball travels on an outward track, so to speak, shall be discovered in the ball\n\nitself, as\n\nI\n\ntried to\n\nshow\n\na few\n\nmoments ago in the\n\ndivided sphere.\n\nThe child's desire to get to the heart of things is not restricted to the\nthird gift, but\n\nis\n\ncarried back to his\n\nfirst\n\nplaything as well, and either\n\nin the kindergarten or in the connecting class the ball which\n\nhe received\n\nprimarily as a free gift he shall possess ultimately by conquest.\n\nFinally\n\nthe child is to make in clay or cardboard these same gifts.\nIt is told of\n\nXerxes that he refused to eat Attic figs until he had con-\n\nquered the country which produced them, and, while our own infirmities\n\nwould press too heavily upon\n\nus,\n\nif\n\nwe could enjoy only what we have\n\nconquered, with no room for free acts of grace from others, the tendencies\nof our time, with its richness of opportunity, are to make the individual\n\nan unquestioning, and maybe an unappreciative, recipient.\n\nCertainly the\n\npoet's admonition,\n\nWhat from thy father's heritage is lent,\nEarn it anew, really to possess it,\nis\n\nnot enough borne in upon us.\n\nChildren should have repeated experiences of making inside outturning pockets inside out, cutting apples and oranges, etc.,\nand discovering the formation there.\nFroebel points out that the\nbotanist must get to the heart of his tree or flower, to approach its\ndeepest secret\nand that the hammer of the geologist is indispensable\nside,\n\n;\n\nto his study.\n\nBut this aspect of the gifts, as offering means for the interpretation\nof nature, is not the only one in the plan of their projector.\n\nmarshals his forces around that nature which\n\nhuman nature, the nature of mind.\n\nFroetlel\n\neducation contemplates,\n\nSays Froebel: \"This consideration\n\nof the outside world leads in a very remarkable way (which has not yet\n\nbeen completed and carried thru in the education of human beings) into\nthe linking together of the activities and vocations of man, and even into\nthe history of\n\nhuman development.\"\n\nThe whole world\n\nis\n\na spectacle of\n\ndisrobing, of lowly things laying off their lowliness, throwing off the \"gar-\n\nment of life, which divinity wears.\"\nFroebel in one\n\nplace declares the goal of his instrumentalities to\n\nbe \"self-discovery, self-cultivation, self-determination, clearness, insight,\n\nand freedom \" bestowed as dower by the institutions of men,\nand won as possessions by individual man. Is his claim too much ?\nHas he aimed higher than his arrow struck ? Are our sympathies with\nthe cat or with the bird in Dr. Raymond's clever little poem, \"Felis\npeace,\n\nAgnostica\" ?\n\n;\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n388\n\n[Kindergarten\n\nSaid the cat to the bird :\n\" Those things on your back are absurd.\n\nWhy don't you cast them free\nAnd walk about like me ? \"\nSaid the bird to the cat\n\" Don't be so sure of that.\n\nYou would more wisely not\nDespise what you haven't got.\n\nThose things\nAre wings.\n\" I know what legs are worth\n\nTo walk upon the earth.\nAnd I, whenever I choose,\n\nMy legs like you can use.\nWe both tread earth, but I,\nWhenever I choose to fly.\n\nCommand both earth and sky.\"\nThen away the bird flew\nAnd the cat cried \" Mew,\nHow do I know it's true ? \"\n:\n\nThat's always the way I find\n\nWith folks of a fanciful mind.\nIf you try to set them right,\n\nThey defy your logic quite.\n\nAnd go somewhere out of sight.\n\nNow what sort of proof is that\nTo a cat ?\nFroebel's great aim, to give\n\nmentality he fashions.\n\nmen themselves, runs thru every instru-\n\nThe Mother Play is undoubtedly the apex of its\n\nattainment, but the \" Gifts and Occupations\" are in the series too and aim\nat the same goal.\n\n* The gifts are not the truths they typify, nor those they symbolize.\n\" Art is not truth nor beauty, but a revelation of beautiful truth thru indi-\n\nvidual vision.\n\nIt\n\nis\n\nthe artist's reaction to the stimulus of his universe.\"\n\nThe gifts are not the principles to which they point, nor the thousand\npossible examples which they suggest ; but, as types and symbols, stand\n\nmidway between these two extremes.\n\nTo be convinced that, in the plan of Froebel, human nature or mind\nwas the dominant thought, one need only read the first few pages of his\n\nHe begins\n\nchapter on the \" Gifts and Occupations,\" to which I refer you.\n\nwith not a word specifically about them, nor does he mention them for\n\nabout six pages out of forty-one.\nthe threefold nature of\ntrations\n\nHe rings out a clear note at once on\n\nman and his threefold relationships.\n\nThe illus-\n\nwhich follow emphasize the mother's mediatorial services and\n\nculminate in the child's own nature as mediator.\n\nAll this\n\nintroductory to the mediatorial aspect of Froebel's\n\ngifts.\n\nis,\n\nof course,\n\nThe mastery of technique in Froebel's \" Gifts and Occupations\" is very\n\n"}
{"page": 401, "printed_page": null, "text": "THE KINDERGARTEN GIFTS\n\nDepartment]\n\nlittle;\n\n389\n\nbut that, thru the use of them, there begins to emerge the power to\n\ntransform, to reflect, to interpret, is everything.\n\nA little boy in a kinder-\n\ngarten said not long ago, after looking at the sphere, \"Why, it has so\n\nmany corners it hasn't any;\" not a bad preparation for Harvard's\naccepted definition of a circle as \" a polygon of an infinite number of\nsides.\"\n\nThe gifts\n\nhint in\n\nwood and stuff what\n\nthe parable does in word.\n\nFroebel, you remember, has a great deal to say of the parable in work of\nthe transition class\n\nand the innate transmuting power of the mind, and\n\nreadily makes the transfer of meaning implied.\n\n\"Do men gather grapes of thorns, or figs of thistles?\" \"A sower\nwent forth to sow his seed.\" \"I am the vine; ye are the branches.\"\nNone of these have failed of their aim, which certainly was mediatorial\nbetween the hints of nature and the truth of character.\neducation defined as \"the giving of\n\nlife\n\nI\n\nonce heard\n\nfrom the living, thru the living,\n\nto the living.\"\n\nnot\n\nIs\n\nlife,\n\nas infused into the world thru great personalities, one of\n\nthe foremost gifts of\n\nGod to man ?\n\nRob the world\n\nof\n\nHomer and\n\nDante, of Plato and Aristotle, of Shakespeare and Christ, and of the\nother seers, and the world would\n\nstill\n\nNo education is\n\nbe barbaric.\n\nvital which does not coincide with the main issues\n\nand\n\ninterests of indi-\n\nand community life, indeed with the ascent of human history.\nHas that not been a spectacle of man's coming to know and to own himself ?\nThere is no possession to which the child has so inalienable a\nright as to self-possession.\nThere is no possession to which the adult\n\nvidual\n\nwould consent to receive so poor a title as most of us hold\n\nto our own\n\nself-possession.\n\nYou remember this was the gift Froebel wanted to bestow. He wrote\n\" May Fate grant to you a happy home, a\nalbum of a friend\n\nin the\n\nloving wife.\n\n:\n\nMay she drive me restlessly from place to place, granting\n\n—\n\nme only in the end life's best gift knowledge of myself.\" After a\n\" You give men bread.\npause he adds\nMay it be my effort to give\n:\n\nthem themselves.\"\nThe stuff we are working on is human souls.\n\nThe stuff we are work-\n\ning with, in the last analysis, is not wood nor clay nor paper nor wool\n\nnot even sunshine and sky and flower and art ; but our\n\nhungering, individual souls.\n\nown defective,\n\nWhat gifts of the spirit are ours to bestow ?\n\nWhat waters of life can we set a-flowing, in our few short months of\ninfluence, in the children, in the students, in the homes ?\nHave we not\nneed of self-refreshment, have we not need to keep in the company of the\ngreat, to be reassured and reaccoutered for our work ?\nNot the doing\nonly, but the doing and the seeing, the questioning\nwill\n\nequip a teacher.\n\nDante\n\nand the answering,\n\nListen to the testimony of the great race-teacher,\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n39°\n\n[Kindergarten\n\nThe greatest gift which in his largess God\nCreating made, and unto his own goodness\nNearest conformed, and that which he doth prize\n\nMost highly, is freedom of the will.\nWherewith the creatures of intelligence\nBoth all and only are endowed.\n\nAnd again listen when he, the poet of the thirteenth century, hears realized what Froebel, the educator of the nineteenth century,\n\nminister to\n\nhoped to\n\n:\n\nFree and upright is thy free will.\n\nThee o'er thyself I therefore crown and miter.\n\nCan the twentieth-century teacher, in a country committed to individual free will and self-government, have a higher incentive for contributing her mite ?\nCan she fail to realize the glory, the privilege, and\nthe responsibility of her vocation ?\n\nTHE KINDERGARTEN AND THE PRIMARY SCHOOL IN\nTHEIR RELATION TO THE CHILD AND TO EACH\nOTHER\nMISS EMMA A. NEWMAN, INSTRUCTOR OF FIRST GRADE, TEACHERS' TRAINING\n\nSCHOOL, BUFFALO, N. V.\nIn an age of transition, such as the century just passing has been, the\ndepartment of education cannot fail to bear its share of unrest in efforts\n\nchanged conditions.\n\nThe application of steam and\n\nto adjust\n\nitself\n\nelectricity\n\nhas not revolutionized the industrial world alone, but has\n\nto\n\nbrought new ethical and\n\nspiritual\n\nconditions\n\n— conditions presenting\n\nproblems yet unsolved, tho the best thought of many minds has been\ngrappling with them for years.\n\nIt\n\nis,\n\ntherefore, not strange\n\nif\n\nin\n\nthe\n\neducational world, which depends so largely, if not upon an intelligent,\n\nunderstanding of conditions and facts, at least upon the good-will of the\npeople at large, for any radical change of method, there should be found\n\nmuch confusion and many methods.\nHere and there thru the centuries minds endowed with insight into\neternal truths have given forth words of wisdom applicable to\n\nall\n\nages\n\nSlowly these golden strands of thought are being\nand generations.\ngathered up, harmonized, and applied to present-day conditions. There\nis no longer any question in the minds of intelligent people as to the\n\nyoung child.\nThe principles\nupon which the system is based are conceded by all prominent educators\nHowever justly\nto be sound psychologically and true to child nature.\n\nvalue of kindergarten training for the\n\nfault may be found with particular schools or\n\nexponents of the system,\n\nthese closing years of the nineteenth century have witnessed a sharp distinction between such exponents\n\nand the genuine principles\n\nfor which\n\n"}
{"page": 403, "printed_page": null, "text": "THE KINDERGARTEN AND THE PRIMARY SCHOOL\n\nDepartment!\n\nthe name of Froebel stands.\nfield\n\n;\n\n39^\n\nThis is a distinctive gain in the educational\nthousands of\n\nfor it opens wide the door to tens of\n\nlittle\n\nchildren\n\nfrom three to six years of age, takes them from the streets with the moral\ncontamination there found, to place them in sunny rooms under the care\nof loving hearts and willing hands to be taught how to play, how to make\n\nuse of that inborn activity which, left to itself, so often degenerates into\n\nmischief and evil.\n\nThe value of kindergarten training may be briefly stated as follows\n\n:\n\nThru association with children of like age and ability those qualities which\nmake for selfishness, which unfit for social life, are eradicated in their\n;\n\nplace a right estimate of\n\nself,\n\na spirit of independence, of courage, of\n\nbrotherly love and helpfulness, a sense of mutual interdependence, are\nfostered ; that training of the senses\n\n—\n\nsight, hearing, touch\n\n— so essential to\n\nclear perception, which forms a basis for all higher mental operations, is\n\ngained\n\n;\n\nan intelligent interest in nature, leading not merely to a careful\n\nobservation of facts, but to love for the beautiful, and tender care for all\nthe helpless things over which man has been placed, is aroused\n\na sym-\n\n;\n\npathy with and respect for the various occupations of mankind is inculcated\n\n— work\nin\n\nis\n\ndignified in the eyes of the child\n\n;\n\nthe effort and tact necessary\n\nmastering difficulties encountered in the concrete expression of mental\n\nconcepts tend to develop perseverance, self-control, and a certain power\nof self-direction which offers the best possible foundation for the\n\ngrowth\n\nof independence of character, of self-helpfulness, of power to help others.\n\nThe mistaken\n\nzeal\n\nof friends\n\nhas often proved more harmful to the\n\nkindergarten cause than the frank criticisms of opponents.\n\nSlowly but\n\nsurely a clearer understanding of the principles for which Froebel stood\nis\n\nspreading.\n\nThere\n\nopenness of mind\n\nin\n\ncontention over details of method, more\n\nless\n\nis\n\nlooking for results in the lives of the children, with\n\na better knowledge of what these results should be.\n\nAll causes in their\n\ninfancy suffer from a blind adherence to the letter of the law, as well as\n\nfrom misapprehension of\nto the rule.\n\nThe kindergarten has been no exception\n\nit.\n\nBut it has weathered the storms, outgrown the\n\ntrials\n\nof\n\ninfancy, proved its right to live because of its power to give the best and\nfullest\n\nopportunity for an all-around development to childhood.\n\nonly a question of time\n\nIt\n\nis\n\nwhen all children shall be given the chance of\n\nprofiting by that which the kindergarten stands ready to bestow.\n\nWe are all familiar with the saying that the only way to preserve the\nWe\n\nfree institutions of our country is thru the education of the masses.\n\nlikewise know what strenuous efforts have been put forth in this direction\n\nsince our birth as a nation.\n\nEach succeeding generation has realized\n\nfuller measure its pertinency.\n\nin\n\nNevertheless there is an undercurrent of\n\nfeeling, making itself felt more and\n\nmore strongly, that somehow educa-\n\nit.\nWhen our\nboys and girls enter the arena of practical life they are found wanting in\n\ntion has not brought about just the results expected of\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n392\n\n[Kindergarten\n\nsome of the attributes necessary for success in even the humblest vocaTheir education seems to have given them little, if any, ability to\ntions.\ncope with life's practical difficulties.\n\nThis seems to be increasingly true\n\nof the children of our large cities.\n\nThe country child still enjoys some of the advantages common to all\nchildren a generation or two ago.\n\nLife is less complex in the country\n\nthere are fewer things to appeal to the child-mind with such distracting\n\nHe is brought into closer touch with nature's\nHe is able to understand man's conquest\n\nrapidity of succession.\n\nelemental forces and products.\n\nof the one and assistance in bringing the other to fruition.\n\nSome con-\n\nception of man's power and limitations, of the ultimate results of patience\n\nand perseverance, becomes unconsciously a part of the country child's\nThen, too, he invariably has his share of the family work\ninheritance.\nto do; finding\n\nmany opportunities for exercising his ingenuity in carryThe city child learns all too\n\ning out his own plans, or in helping others.\n\nsoon a few cents and the neighboring store will save him the necessity of\nconstructing some contrivance,\n\nmore\n\nor less clumsy, necessary to the\n\ncompletion of his plan, thus losing that training which comes from\nhelping himself over\n\ndifficulties,\n\nwhich develops originality and fore-\n\nthought.\n\nEven where the city child is compelled by necessity to lend his mite\nof strength to increase the family's slender income, how different are the\n\nconditions\n\n!\n\nInstead of contributing his legitimate share of labor where he is\n\nan integral part of the family life, inferior only because of immaturity, he is\n\nturned out to compete upon street, in store, or in factory with large numbers of his own age.\n\nThrust into the midst of the evils engendered by\n\ncompetition while still too young to comprehend them, he nevertheless\nis\n\nmolded by their influence.\n\nA sharp eye for a bargain, looking out\n\nfor self at the expense of others, giving as little service as will bring the\n\ndesired pence, are some of the moral ideas unconsciously imbibed.\n\nhomes in our cities\nCrowded apartment\nhouses, with no open spaces, are turning the children upon the streets or\nIt\n\nis\n\ntrue\n\nalso that\n\nmuch of\n\nhave\n\nlost\n\ninto\n\ndark basements\n\nthe children from better\n\ntheir birthright of\n\nto\n\nfreedom.\n\nenjoy their time-honored games.\n\nWhen the\n\nstreet is the playground, often the whereabouts of the \"guardians of the\n\npeace\" must be carefully kept track of. Free play, with its endless\nopportunities for developing a child's resourc^ulness, generalship,\n\nbecoming an impossibility for our\n\npatience, and good-fellowship, is fast\ncity children.\n\nChild-energy must have an outlet\n\n;\n\nif\n\nit\n\ncannot spend\n\nitself in legiti-\n\nmate ways, it will find others not so good for body, mind, or soul. Therefore it seems to me that all our city children are losing ground thru a\ntoo early encounter with competition\n\n;\n\nthru the curtailment of free play ;\n\nthru the e^se with which they can procure ready-made implements for\n\n"}
{"page": 405, "printed_page": null, "text": "Department]\n\nTHE KINDERGARTEN AND THE PRIMARY SCHOOL\n\nthe furthering of their plans\nfinished toys into their\n\n;\n\n393\n\nthru the mistake of putting complicated,\n\nhands from earliest childhood, thus deadening\n\ncreative ingenuity.\n\nWith this somewhat cursory view of the conditions into which modern\ncity children are born in mind, let us inquire what the primary school, whither\n\nthey must wend their way at five or six years of age, has to offer them.\n\nTho the children of today, and those of past generations, possess such\ndifferent mental and moral equipments, because of the changed and vastly\n\nmore complicated environment of today, the matter taught in the first\nthree years of school life remains the same\n\n— \"the three R's,\" only sugar-\n\nA little science, a few\n\ncoated that the dry facts may be more palatable.\n\nother work is\ngroup itself; nevertheless teacher and child are judged, not by these\naccessories, but by the latter's ability to read, write, and use figures.\nThere is not the slightest doubt but that the child of ordinary\nyes, of\nless than ordinary\nintelligence can, between the ages of five and eight,\nstories, are thrown in as a sort of center around which the\n\nto\n\n—\n\n—\n\nbe taught to read and write well and use figures to some extent.\n\nThe only means of securing this result is thru a process of repetition.\nThe best thought of intelligent teachers has long been seeking to relieve\nthis process of some of its irksomeness, and a large measure of success\nhas attended their efforts.\nBut there is another side to the problem\nwhich has not received such close attention. While it is now possible to\n\npresent the same fact in such a variety of ways as to retain attention and\ninterest until the fact has become a part of the child's mental possession,\ntry as\n\nwe may, we nevertheless are forced to call into play the same\n\npowers of mind, the same senses, the same muscles on the part of the\nchild.\n\nNature has set an absolute limit here.\n\nCertain senses, muscles,\n\nmental powers, must respond each time to similar stimuli.\nceive the\n\nAll must per-\n\nharm resulting from this constant use of one set of powers to\n\nthe exclusion of others.\n\nThat\n\nit\n\nnaturally results in the child's drifting\n\ninto a more or less mechanical habit of thought\n\nand life, which, unless\n\ncounteracted, will result in an atrophy of individuality, of those qualities\nessential in coping successfully with life's\n\npractical difficulties, is patent\n\nto any thoughtful mind.\n\nHappily for the child, his \"own nature so rebels\nat being run into a mold that he responds with amazing quickness to the\n\nslightest help in the direction of freedom.\n\nThe kindergarten, manual training, and child study are slowly opening our eyes to the radical changes necessary if education is to preserve\nindividuality, increase the power of self-direction, develop forethought and\nability to master difficulties, train to a respect and love for work, whether\n\nMere ability to read, write, and figure will not make\nmen and women qualified for intelligent citizenship in this great republic.\n\nmental or physical.\n\nIn the past, when outside environment supplied opportunities for develop-\n\ning the other qualities needed, the state's duty to\n\nits\n\nchildren was done\n\n"}
{"page": 406, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n394\n\n[Kindergarten\n\nwhen it furnished instruction in \" the three R's.\" But the changed conditions of today demand a different training, if it is to be an efficient one.\nVisit a kindergarten sufficiently often to become conversant with\nthe methods used and acquainted with individual children note their\nsteady growth in the power to discover facts thru the use of their own\nsenses, to express the thought gained in language or concrete handwork;\n;\n\nwatch the mastery of\n\nself, the tact in overcoming difficulties; see the\ngrowth of a community spirit. Also watch with equal care a primary\nclass conducted according to the most approved modern methods.\nA\ncomparison at the close of the year will reveal the fact that the children\nof the former have outstripped the latter in general intelligence, in power\n\nto think and act independently; are more amenable to social laws.\n\" The most colossal improvement which recent years have seen in secondary education\nlies in the introduction of the\n\nmanual-training schools\n\n;\n\nnot because they will give us a\n\npeople more handy and practical for domestic life and better skilled in trade, but because\nthey will give us citizens with an entirely different intellectual fiber\n\nLaboratory\n\nwork and shop work engender a habit of observation, confer precision, honesty, selfreliance.\"\n\nAfter years of patient struggle manual training has won for itself a\nplace in secondary education because of its effect upon character.\n\nThus\n\nthe kindergarten and secondary education meet upon a common ground\n\nbut between them\n\n;\n\nThat which meets and satisfies the\nneeds of early childhood, that which affords a development in stability of\ncharacter which mere intellectual training failed to give to youth, surely\ncannot fail to be of benefit between the ages of six and twelve years.\nWhy, then, has it no place in our primary curriculum ?\nTradition and habit are strong. Tho the kindergarten on the one\nhand, and manual training on the other, have opened our eyes in a\nmeasure, we are slow to follow their leading. The great mass of mankind still believes a sort of magic lies hidden somewhere in the mere\nability to decipher a printed page\nnot realizing that the power of mind\nwhich can make use of what is so gained is the force which counts in the\nis\n\na wide gap.\n\n;\n\nworld.\n\nThe bare art of reading is valueless\n\n;\n\nit is\n\nthe transmutation of\n\nwhat is read into thought, act, character which works for good or ill. If\nwe teach the art (a thing offering no difficulty at the right time and place)\nif we teach the art, without the mental habit, the moral force to grasp\n\n—\n\nand use purposefully such matter as can be gained thru the art, how are\nthe children benefited ?\n\nThere comes a time when certain powers of body and mind have\ndeveloped, when certain mental habits have been acquired, when certain\nideas and ideals have been fostered in the child-mind and heart, when he\nfeels the\n\nneed of and has the preparation for receiving with little effort\n\nthose mechanical aids to further knowledge, letters, and figures.\nis\n\nAll that\n\nnow so laboriously struggled for from the age of five to ten, and which\n\n"}
{"page": 407, "printed_page": null, "text": "THE KINDERGARTEN AND THE PRIMARY SCHOOL\n\nDepartment]\n\n395\n\nresults in a stultification of the reasoning power, in the elimination of the\n\nindividuality of such a large percentage of the mass of children, with a\nsuitable training preceding, can readily be acquired\n\nbetween the ages of\n\neight and ten, and so acquired as to leave the children in full possession\nof all their powers, keen, active, trained for their highest usefulness.\n\nThe child of six to eight years of age has the same need\nincreasing need\nplay.\n\n— of the\n\n— nay, an\n\ncivilizing influences of sympathetically directed\n\nThe deepest ethical principles are often gained upon the play-\n\nground.\n\nPrinciples of justice, of fair play, can be inculcated there as\n\nnowhere\n\nelse,\n\nbecause practical results are seen and\n\nfelt ;\n\nthey are not\n\narbitrary injunctions imposed by superior strength.\n\nLiterature opens to the child\n\nexperience\n\nits\n\nrich treasures of imagination\n\nand\n\ntreasures which deepen and broaden the life, while satisfying\n\n;\n\nthe instinctive craving of the child-heart for a\n\nown little life with the experiences of others.\nsparingly used.\n\nIt offers to\n\nmeans of comparing its\n\nThe story hour is all too\n\nthe child-soul, as nothing else ever can, the\n\nnoblest, the truest thoughts the world possesses, in a form\n\nwhich child-\n\nhood loves and claims as peculiarly its own. Once given its proper place\nand allowed to fulfill its mission of storing heart and mind with its best,\nthe problem of keeping the youth of the land from vile literature will be\nlargely solved.\n\nNow we starve the heart and soul that we may gain time to furnish the\nmind with the key to unlock the storehouse of knowledge for itself.\nThere is no time to bestow the greater boon, the creation of ideals which\nthe great thoughts contained in the told stories would\nThink of the thousands of little children who have no higher\n\ncontact with\n\nengender.\n\nideals than those gained from the squalid surroundings into which they\n\nare ushered at birth, and\n\namid which they must live and die.\n\nthey to gain food for heart and soul ?\nof the ages to be\n\nWhere are\n\nHow are the garnered treasures\n\nbrought within the reach, to be made of service to, the\n\ngreat mass of children ?\n\nWhat\n\nbetter, or\n\nmore\n\nnatural,\n\nway than thru\n\nthe story told ?\n\nThen, when the time has come for mastering the technicalities of reading, the delight of discovering on the printed page the much-loved stories\n\nserves as an added incentive to effort.\n\nNow thought has to be sacrificed\n\nto gain repetition.\n\nManual training continues, in form suited to increase strength and\nability, that training begun in the\n\nkindergarten which satisfies the instinct\nmaking, develops judgment, concentration of mind, perseverance in\nthe accomplishment of a purpose this in addition to the sense-training\nfor hand and eye.\nThere should be included in this connection also a\nfor\n\n;\n\npractical\n\nworking knowledge of\n\nall\n\nthe\n\ncommon weights and measures.\n\nChildren of this age dearly love to play store.\nto some purpose ?\n\nWhy not let them do so\n\nThe amount of genuine mental effort made under the\n\n"}
{"page": 408, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n396\n\n[Kindergarten\n\ninspiration of pleasure, free from the entanglement of figures, is amazing.\n\nA cultivation of a quickness of ear in detecting differences of sound, a\nkeenness of eye in distinguishing differences in form, a delicacy and deftness of touch, must have a place in the curriculum if it is to prepare for an\n\neasy mastering of \"the three R's.\"\n\nScience has opened up a new realm to childhood as well as to mankind.\n\nAll about him, arousing curiosity and interest, the child sees the\n\nforces of\n\nnature swiftly, accurately performing the mandates of\n\nman.\n\nInto what better channel than a study, thru simple experiments, of the\nmanifestations of the elementary forces of nature and their practical application to daily life, can you direct a child's instinct for investigation ?\n\nSuch work, aside from its intensely interesting character, leads to habits\nof close observation, concise statement\n\n;\n\noffers large opportunities for the\n\nThe finer qualities\n\nexercise of comparison, inference, reason, judgment.\nof the soul\n\n— sympathy, kindness, care for helplessness — are quickened and\n\ndeepened thru a right contact with plant and animal life.\nIs it more profitable in the end to spend from three to five of the most\nimpressionable years of a child's life in mastering technicalities by means\nof constant drill ; or will\n\nit\n\nbe better to devote as much of that time as\n\npossible to developing brain-power\n\nand character, and then acquire the\n\ntechnicalities at a time when the child's own ability fits him to do it with\n\nease and speed ?\n\nWere it not that the former method comes to us weighted\n\nwith the authority and veneration of hoary-headed tradition and habit,\nthere could be no hesitation.\n\nWith senses trained to be alert, active, accurate\n\n;\n\nwith minds stored\n\nwith facts obtained by observation, or experiment; with the ability to\nexpress thought in good language\n\n;\n\nwith the opportunity of using their\n\nnow pent-up energies in the production of objects which are concrete\nwith the gain in self-control,\nexpressions of their own mental images\n;\n\nmoral purpose, and forethought, thru persistence in adjusting means to\nwith a healthier insight into the meaning\nand relations of life gained thru story, games, and contact with nature;\npossessed of these qualities, can anyone doubt that children will be happier, will not only be better prepared to be taught the technicalities which\npermit of more rapid advancement in formal knowledge, but will also\nhave a fairer chance to grow into men and women possessed of nobility\nand strength.of character ?\nThe birthright of every child is an opportunity for the free and full\ndevelopment of all his powers of body, mind, and soul, that he may be\nfitted to meet life's struggles and opportunities.\n\nthe accomplishment of an end\n\n;\n\nEducation will have accomplished\nits\n\nits\n\nnoblest purpose, have reached\n\nhighest ideal, when it secures this for all children.\n\n"}
{"page": 409, "printed_page": null, "text": "department]\n\nMUSIC FOR CHILDREN UkDER SEVEN YeAR^\n\nJ97\n\nTHE EDUCATIONAL USE OF MUSIC FOR CHILDREN\nUNDER THE AGE OF SEVEN YEARS\nMISS MARI RUEF HOFER, CHICAGO, ILL.\n\nThe ideas of the new education, as inaugurated by the kindergarten,\nhave been so generally accepted during the last decade that they no\nlonger furnish occasion for argument, but we find them incorporated in\ngeneral good theory and practice.\ntivity,\"\n\nThe terms\n\n\"self -activity,\" \"crea-\n\n\"spontaneity,\" \"self-expression,\" the \"play-spirit,\" and\n\nequivalents, have become familiar words in school circles\n\n—\n\ntheir\n\nin fact, it may\n\nbe said of them that they have graduated from the kindergarten, and\nare\n\nnow receiving most serious attention at\n\nthe universities\n\nand other\n\nseats of advanced learning.\n\nIn the early days these inagic words came as heaven-sent messages\n\nAt their bidding she found herself called from the plain\n\"the three R's\" to revel in the munificence of philosophy, science, and art, with the liberty to think, feel, and\nexperiment freely along all lines. What vistas of joy and growth revealed\nthemselves to her in the new methods\nWhat luxurious browsings in\nhitherto unexplored fields were now permissible\nAlso, what problems\nof individual reconstruction had to be met, what bridges of inefficiencies\nand despair had to be crossed, before these things could be\nIn the first abandonment to the new freedom lay the education of the\nteacher from the old to the new ideal of teaching.\nIf in the embarrass-\n\nto the teacher.\n\nfare and unadorned conditions of\n\n!\n\n!\n\nment of her riches it was difficult for the kindergartner to act with judgment and discretion in the use of her resources, it is hardly to be wondered\nat.\nThe first great step was the conquering of herself and her material.\nThe second step immanent in all education today is to learn to discriminate, and use things in their right proportion and place.\nThe days of\nfirst enthusiasms are long past, and the cool eye of professionalism is upon\nthe kindergarten, questioning its uses and the effectiveness of its work.\nIn its motiving capacity the kindergarten holds a peculiar and prophetic relation to all later education.\nHere the ingredients for future\nlife and living receive their initial stirring, and the questions as to future\nflavor and quality of the individual are largely determined.\nHere, in\nthe realm of the impulse and caprice of childhood, is recognized and\nconserved the creative element as the chief cornerstone of future progress.\nFroebel, as no other educator, prognosticates the artist.\ntion to education he left the\n\ndoor of the soul\n\nBy joining intui-\n\najar, that\n\nits\n\nmysteries\n\nmight forever after mingle with the common life.\nIn the materials of\neducation he sees only the media thru which, in the end, shall be attained\nthe perfect man and his perfect work.\nIf Froebel's principles are true,\nthe production of the artist must be, not only a theoretical, but a practical\nend in our work.\n\n"}
{"page": 410, "printed_page": null, "text": "kAtlOkAL EDUCATIONAL ASSOCIATION\n\n398\n\n[Kindergarten\n\nWe may question ourselves Are our methods conducive to this result ?\nWith all our insight and philosophy, are we practically demonstrating our\nproblem ? Are we really working from the creative, thought-generating\nstandpoint ? Are our children creative, originative, originating beings\nor does much of our work yet remain fanciful theory and undigested\npractice ?\nAre we doing the inceptive work in the kindergarten which\ntruly motives the individual and starts native impulses well along the\npath of creative doing ?\n:\n\n;\n\nIn music, as in other things, it is necessary for us to lay a broad plat-\n\nform if we wish fully to utilize the opportunity offered in the initial training.\nIn the present urging of the musical ideal, and in our eagerness to\ngive the child the best from the standpoint of today, the danger is to\nplunge him too soon into the full representation of music and its reproduction, without permitting him the benefit of natural growth and development\nalso ignoring the tiny germ of self-effort which should be\n;\n\nencouraged from the start.\n\nEspecially is this detrimental because of the\n\nmany partially defected children along hearing and ultimately musical\nlines.\n\nIn music-teaching more than in any other subject have we suffered\n\non the one hand the professional musician absorbed\non\nthe other hand the unmusical teacher, who, while familiar with teaching\nmethods, is wholly ignorant as to musical ideals. These two extremes must\nfrom the two extremes\n\n:\n\nin the technique of his art and knowing little of the art of teaching ;\n\nalso be met in the kindergarten ranks.\n\nIt is\n\nnot possible to induce the\n\nmusical ideal by methods alone.\n\nreaching in\n\nThere is that which is subtle and farmusical suggestion and impression, which necessitates the\n\nChildren may be wholly demoralized as to tone\nby the harsh and poor singing of the teacher, which may induce\nbad vocal habits and inferior tone-appreciation for the remainder of life.\nNext to the importance of impression and the preserving of the ideals\npresentation of pure ideal.\nideals\n\nof music would come a rational educational treatment of the subject, which\n\nwould insure a development of the child thru music as well as the gradual\nacquirement of musical knowledge.\n\n—\n\nWhile music can be appreciated and understood\ncertainly felt as an\nwithout analysis, as can no other art, the larger, formulated\nideal of music must be abstract and confusing to the child.\nThe beginning work here, as in other studies, should have less to do\nwith direct training in music itself than with the accessories and environment\nwhich help a child to become musical. In this early period all is grist\nwhich comes to his mill all sound, all motion, are musict o him. He\nclaims the whole earth and the heavens above for his themes\nthe sun,\nthe moon, the stars, the earth, the air, and all that in them is, furnish him\nHe hears, feels, and imbibes and appreciates\nwith the musical occasion.\nThe world is his instrument,\nthe materials of music in a thousand forms.\ninfluence\n\n—\n\n;\n\n—\n\n"}
{"page": 411, "printed_page": null, "text": "MUSIC FOR CHILDREN UNDER SEVEN YEARS\n\nDepartment]\nW\n\n399\n\nand nature supplies him with melodies, rhythms, and harmonies at first\nAll this is theoretically recognized in the kindergarten as in no\nhand.\nphase of education. Here the work is to convert nature into the materials of\nlife.\n\nIn the order of impression a concrete tone-experience should precede\n\nThis can be gained naturally and unconsciously\n\ngeneral musical training.\n\nA little thoughtful work on the part of the\nand first primary, and later in connection\nwith the science work of the grades, would be sufficient to equip the most\nbackward child, in a hearing experience, with the power to discriminate\nand reproduce all sounds thru imitation and association. This is the\nin the poorest neighborhood.\n\nteacher, in the kindergarten\n\nsignificance of the early imitative or\n\nbow-wow period, which, thru the\n\nignorance and indolence of parents and nurses, is unutilized\n\n;\n\nand the\n\nsense remains dulled and undiscriminating and uneducated.\n\nAs the child looks\n\nforth from his undefined wonder-world, it takes\n\nbut the magic of a \"See the flower\" or\n\n\"Hear the bird\" to arouse and\nFrom listening to individ-\n\nfocus baby-interest into active appreciation.\nual\n\nsounds we pass rapidly to association of sounds with objects,\n\ndis-\n\ncrimination between sounds, comparing and contrasting and locating\nsounds.\n\nIndeed, a very simple but logical program can be carried thru\n\nthe year, based\n\nupon\n\nthe occasion of everyday development, with the\n\nresult to greatly quicken and develop the hearing sense, and thru imita-\n\ntion of sounds a natural system of phonics would train the vocal organs.\n\nNor need we go\n\nfrom home\n\nfar\n\nin\n\norder to effect this.\n\nA teacher,\n\nhearing some of the suggestions, anxiously asked: \"Where and how shall\nI\n\nget the apparatus ? \"\n\nBut\n\nsit still\n\nWhether in the city or\n\nand listen.\n\ncountry, house or street, in five minutes you will hear more sounds than you\n\ncan analyze in an hour.\nleading\n\nto\n\neffective\n\nin assisting\n\nAnd all to the end of ear-training, and undoubtedly\n\nthe establishing\nthe\n\nof\n\nlater\n\nan\n\nauditory imagery which\n\nappreciation of\n\nmusic.\n\nmust be\n\nTo arouse the\n\nmusical consciousness, thru an enlarged capacity for hearing and appreciating tone, would be a step toward the creative imagination which is the\n\nequipment of the one gifted in music. While today talent is largely\nbent of mind combined with trained resource, the new education hardly\nguarantees to manufacture genius, but it does and can undertake to free\nthe powers which may lead to it.\nAs a tree cannot blossom without an\noverfullness of life, so a child cannot function song without a fullness of\nexperience and an overflow of the mind and soul.\nIn regard to voice, how fully we are becoming aware that it is the\nmind primarily, and not the body, that sings\nThe utterance of the\nindividual thru the voice is as inevitable in kind and quality as the very\nidentity of the individual himself. The color and character of the human\nvoice is not a matter of chance or accident when unhampered by habit\nand disease, but the result of law and proportion, unmistakably speaking\n!\n\nout the story of\n\nits\n\npossessor.\n\nIn\n\nthe voice are involved, not only the\n\n"}
{"page": 412, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n400\n\n[Kindergarten\n\nproportions, the fiber, the timber of the individual ; but race, nationality,\netc.\nHere we find\nvacuum applying itself. Unoccupied space,\nwhether in earth or brain tracts, has a fatal way of growing crops of its\n\nenvironment, local influences, temperament, habit,\nold principle of the\n\nthe\n\nown, if allowed to remain untilled and uncultivated.\n\nInability to sing is\n\nnot always due to a fundamental lack of power to sing.\n\nFollowing a\n\nsort of \" House that Jack Built \" method, we might say that lack of voice is\n\ndue to a lack of response on the part of an unused member, due to lack of\ndesire to sing, due to indifference of\n\nmind to the higher sentiments,\n\ndue to cares and worries, worldliness, business absorption, etc., etc., ad\ninfinUtun.\nMost of the cases of unmusicalness and lack of vocal ability\ncan be traced to spiritual and aesthetic indifference.\nHighly intellectualized habits, the modern mental approach to life in which the emotions\nlittle concerned and involved, have a tendency to absorb the energies\nwhich go toward the more vital functioning of song. Is it to be wondered\n\nare\n\nat\n\nif\n\nmany of these sins of omission and commission reflect themselves\n\nupon the children ?\n\nThe delicate sense-adjustment of the child so easily becomes jangled\nAgain, as we know, with careful sympathetic\ntreatment it may be made to vibrate continually sweeter and truer.\nIn\nthe case of the monotone and so-called unmusicalness, much can be done\nif we \"catch the Scotchman young enough.\"\nThe psychological subtle-\n\nand tuneless thru neglect.\n\nties\n\nof\n\n\"Why people do\n\nnot sing\"\n\nhave not\n\nyet\n\nbeen\n\ntion, it\n\nsufficiently\n\nUpan investiga-\n\nrevealed to suggest cure-alls for musical inefficiencies.\n\nmust be confessed that ignorance and indifference seem more\n\npotent factors than either heredity or disease.\n\nmonotone child the\n\nThe\n\nfact that with the\n\ndesire to sing\n\nis\n\noften stronger than in the case of\n\nthe normal child shows that voice\n\nis\n\nmore than a physical fact.\n\nThe\n\nkindergartner has too often witnessed the miracle of the deaf being made\nto\n\nhear and the\n\ndumb to sing to question the efficacy of early musical\n\ninfluence to open the avenue of song to the child.\nThe interesting process of scientifically \" uncovering \" voices is going on daily in the best\n\nvocal studios of the country.\n\nHere seemingly indifferent material is often\nWhat more interesting conditions\n\nconverted into rare quality and power.\n\ncan present themselves to the kindergartner than the vocal individualities\n\nof her little flock ?\n\nWhat a variety of coloring and contour is here\n\nfound, as in complexion, faces, and hair; as hoarse, suppressed, harsh,\n\nwheezy, gold and silver voices mingle together!\n\nThe careful study of\n\ntheir needs and limitations would inspire many happy experiments and a\n\nbetter adjustment of song and verse to the child.\n\nWhile children understand melody almost\n\ninstinctively,\n\nthe\n\nword\n\nstands to them for the meaning of the thing and is the natural bridge to\n\nconscious knowledge.\n\nFroebel gives us valuable thoughts in connection\n\nwith the early teaching of language and the use of the\n\n\"word\" as the\n\n"}
{"page": 413, "printed_page": null, "text": "MUSIC FOR CHILDREN UNDER SEVEN YEARS\n\nDepartment]\n\nmedium between the thought and the thing.\nthe\n\n\\0\\\n\nThe proper expression of\n\nword thru sound and a pure vowel-quality would be a valuable\n\nThe\n\naid in vocal development.\n\ncareless use of language in regard to\n\nvowel-quality, and later the perfunctory, hurried, and chattering use of\n\nwords\n\nin\n\ncommon speech\n\npart of the adult, with\n\nemotional element\n\n—\n\n— the purely mental use of language on the\n\nno regard to the expression side, involving no\n\nresults in a paucity of tone and individuality in the\n\nmust go a long way in limiting the vocal\nFor this reason song as speech and speech as song should be\nthoroly interbl-ended during the kindergarten period.\nSong should be\nquality of the voice which\n\npower.\n\nlargely of the active mode, first person, and\nThese should naturally lead to musical good-mornings,\nkinds of simple phrases sung, bits of talk and song made up by\n\nmusical\n\nconversations,\n\npresent tense.\n\nand all\n\nthe children themselves,\nskillful\n\nFrom this the\n\nand sung without the piano.\n\nteacher can lead up to difficulties of pitch and individual defects.\n\nA careful study of relation of voice to pitch in the natural expression\nof idea\n\nmust here be made by the teacher, in order\n\nwork.\n\nA child\n\nthoroly sensitive to\n\nsions naturally and logically takes the next step.\neffort in\n\nto\n\ndo\n\nintelligent\n\ntone-discriminations and\n\nThis\n\nis\n\nimpres-\n\nthe creative\n\nmaking up tunes, which, in the yet unco-ordinated condition of\n\neducation, the kindergartner is not always permitted to follow.\n\nA little girl of my acquaintance, just stepping out of the kindergarten\nranks, and proceeding according to the law of inner development, is busy\n\npicking out the tunes of the songs she has learned from the piano.\n\"Peter, Peter\" also gives her great satisfaction.\nOne day she originated\na new tune of her own, which was not \" Peter, Peter,\" as she joyfully\n\nannounced to her mother. \"But,\" she anxiously inquired, \"mamma,\nwhat does it say ? \" She had made her tune from the musical basis\nwithout words. The mother suggested that her song might be about one\nof the many things she knew about.\nShe soon returned and brought\nthese rather remarkable lines\n\nHark\n\n!\n\n:\n\nthe bluebird now is singing,\n\nAnd the apple tree is swinging.\nIt is\n\nneedless to say that her mind was not a blank sheet of white paper\n\nto begin with, but here was clearly the transition\n\ntune, and from tune into words\n\nfrom musical idea into\n\n— the two happily wedded as song.\n\nWe\n\nmay fairly forecast that the formal and largely imitative use of songs will\ndecrease as we learn to appreciate the creative opportunity given us here.\n\nThe soul of the child lives in motion as the mind of the adult does in\nIn rhythm, again, we are asserting the broader freedom. The\nold and more formal and technical plays are dividing honors with freer\nrhythmic expression, which represents the more impulsive and spontaneous activity of the child.\nHere the vital and physical energies come\nmore into play, and in turn supply vigor and grasp to the thought-side of\nthought.\n\n"}
{"page": 414, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n4°\nthe work.\nas can\n\n[Kindergarten\n\nWhile the kindergartner is always in pursuit of the \"thought,\"\n\nbe testified by suffering relatives and\n\nkindergarten\n\nfriends, children\n\nin the\n\nmay suffer from passive thinking and enter the game not\n\nsufficiently awake or\n\nThru simple rhyth-\n\naroused to dramatic action.\n\nmic activities we can help lay the foundation-experience in feeling which\nwill\n\nenrich the larger experience of the game.\n\nOne teacher says:\n\n\"I\n\nfind in working out the incidental experiences more fully in free rhythmic\n\nplay the children are better prepared for vital and spontaneous participation in the later dramatizations of the games.\n\nThey think out their own\n\nactivities Jaetter and more creatively, and show greater freedom and better\n\ncontrol.\"\n\nBy working constructively, covering all with\nplay, avoiding sensational\n\nthe spirit of genuine\n\nmusic and dance forms, the new element of\n\nrhythm becomes a valuable adjunct of child-training.\nIn the kindergarten one is specially impressed with the discouragingly\nslow process of formal music-assimilation on the part of the children.\n\nIt\n\noften takes weeks and months for a song seemingly childlike and suitable\nto reach the point of reproduction.\n\nWe fail to remember that a song is\n\na logical and sustained activity involving many co-ordinations\n\nneous control and functioning of body and mind.\n\n— simulta-\n\nTo express a song\n\nthe entire organism must be poised and ready.\nLittle children often dream or are inspired to other activity than that\n\nsong\n\nof utterance while the\n\nis\n\nin\n\nprogress.\n\nCannot the piano find its\n\nright use here, instead of usurping the place of independent song on the\n\npart of these children ?\n\nHere we have been handicapped by the lack of\n\norganized material, taste, judgment, and the ability to play.\n\nThe delight\n\nof the children in having their concrete experiences told in another kind\n\n—\n\nby the piano, in harmony, tone, and rhythm\nthis alone will\ncompensate any effort made in this direction. His ear-mind can appreciate and understand long before he is able to reproduce.\nA great step\nof story\n\nin the training of the teacher must be taken in order to do justice to this\n\nneed.\n\nIn review, the child to whom everything \"sings,\" from the rocking\n\"whirr\" of the passing street-car to the cracking of the flames in the fireplace, the mysteries of interpretation will never\n\nneed to be especially\n\nexplained.\n\nFurther, the child\n\nwho has concretely experienced and represented,\n\nobserved and appropriated, the life-qualities of the things about him will\neasily recognize their tonal and rhythmic\n\nmeanings.\n\nMusic becomes a\n\nlanguage to him, another way of telling things, a means for the communication of ideas.\n\nFrom the simple and concrete we can easily pass to\n\nthe higher and complex in music-culture, gradually leading the mind into\nthe realms of art-appreciation and spiritual unfoldment.\n\n"}
{"page": 415, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.—Thursday, July 12, 1900\nThe Elementary Department of the National Educational Association was called to\norder at 3 30\n:\n\nP.\n\nM. in the First Presbyterian Church by the president, J. W. Dinsmore,\n\nBeatrice, Neb.\n\nAn organ recital by Miss Virginia Douglas and a vocal solo by Mrs. Charles Wilkie,\nladies of Charleston, introduced the regular program of the department.\n\nThe first paper, \" Nature Study in the Public Schools,\" was read by D. Lange,\ninstructor in nature study in the public schools of St. Paul, Minn.\n\nIn the absence of Professor Parker, of South Carolina, the second topic, \" Nature\n\nStudy in the Primary Grades,\" was presented by Superintendent W. C. Warfield, of Kentucky, in a brief and informal discussion.\n\" The Geographical Phase of Nature Study \" was treated by Dr. Jacques W. Redway,\nof Mount Vernon, N. Y.\n\nThe discussion was introduced by Henry R. Sanford, of Penn Yan, N. Y., and continued by Hon. G. R. Glenn, of Atlanta, Ga.\n\nThe Committee on Nomination of Officers was appointed as follows\n\n:\n\nT. A. Mott, of Indiana.\nW. C. Warfield, of Kentucky.\nL. M. Landrum, of Georgia.\n\nThis committee was instructed to report at the close of the succeeding session, and\nthe department was adjourned to Friday afternoon at 3\n\n:\n\n30.\n\nSECOND SESSION.— Friday, July 13\nThe department met at 3 30 P. M., President Dinsmore in the chair.\n:\n\nMusic by Mrs. Bell, of Charleston.\n\nThe first subject for the afternoon, \" English in the Grades,\" was presented by Superintendent A. A. Reed, of Crete, Neb., who was followed in discussion by Mrs. Sara D.\nJenkins, of Ithaca, N. Y.\n\nIndiana\nsouri ;\n\n;\n\nThe discussion was continued by Superintendent J. W. Carr, of\n\nProfessor C. A. Graeser, of Charleston, S. C.\n\n;\n\nPresident John R. Kirk, of Mis-\n\nMiss Thurston, of South Carolina; and J. J. Burns, of Ohio.\n\nThe second paper, \"The Elimination of the Grammar School,\" was presented by\nits discussion was introduced by\n\nSuperintendent Otis Ashmore, of Savannah, Ga., and\nPresident John R. Kirk, of Missouri.\n\nRemarks were also made by Superintendents Landrum, of Georgia Carr, of Indiana,\nand Raymond, of East Liverpool, O.\nThe discussion was closed by Superintendent\nAshmore.\n;\n\nThe Committee on Nominations reported as follows\n\n:\n\n— J. W. Carr, of Indiana.\nFor Vice-President — J. C. Harris, of Georgia.\nFor President\n\n— Mrs. Sara D. Jenkins, of New York.\nThe report was approved, the persons named declared elected, and, on motion, at\n\nFor Secretary\n\n6\n\n:\n\n30 p. M. the department adjourned.\n\nBettie A. Dutton\nSecretary.\n\n403\n\n"}
{"page": 416, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n404\n\n[Elemental'\n\nPAPERS AND DISCUSSIONS\nNATURE STUDY IN THE PUBLIC SCHOOLS\nD.\n\nLANGE, SUPERVISOR OF NATURE STUDY IN CITY SCHOOLS, ST. PAUL, MINN,\n\nIn order to prevent any misunderstanding, it maybe well to state that\nby nature study as used in this paper is understood the work in elementary science taught below the high school\n\n—\n\nin botany, zoology, physics,\n\nchemistry, and geology.\n\nAs we are dealing with\n\na subject comparatively new in\n\nmany of our\n\nrural and graded schools, it would not be wise to demand too much time\nfor it ; but at least two lessons a week of not less than half\n\nshould be devoted to it\n\n;\n\nthree lessons would be much better\n\nan hour each\n;\n\nand, if prop-\n\nerly managed and connected with other branches, one lesson a day could\n\nbe made most profitable.\nI shall\n\nlarge\n\nfirst\n\nbriefly outline what material\n\namount available.\n\nmight be selected from the\nme say Begin at home,\n\nIn the first place let\n\n:\n\nbegin with such objects and phenomena as attracted the child's atten-\n\ncame to school. The little child, manifesting a lively\ninterest in bright flowers and birds, tells us to begin with conspicuous\nflowers and beautiful common birds.\nWith these subjects a study of some\ncommon trees, shrubs, and vines, and a few house and garden plants, is\neasily connected.\nThen might follow a study of a few common and contion before he\n\nspicuous insects, special attention being paid to those that are injurious\n\nA knowledge of a few of the most injurious\nweeds and common poisonous plants would about complete a chapter on\nto gardeners and farmers.\n\nhostile forms in nature.\n\nWe should not omit a simple study of the more important agricultural\nplants of our region,' a glimpse of the forests and forest products, and of\nlife in\n\nthe water.\n\nAt some convenient time, when outdoor work is not\n\npossible, we should remember our faithful servants\n\n— the domestic animals,\n\nwhose toil and whose sacrificed lives have enabled mankind to occupy its\nlofty position.\n\nLocal geological and physiographical matter\n\nmay be taught in con-\n\nnection with biology, or suitable months maybe exclusively devoted to it.\n\nThe latter plan is probably the better.\nAs far as my experience goes, whatever is to be taught of chemistry\nand physics must be taught in lessons set aside for these subjects incidental work will accomplish nothing.\nThe answer is that a\nIs it not impossible to cover all these fields ?\ncareful\neven a rigid ^—selection is necessary. In a small inland town of\n;\n\n—\n\n"}
{"page": 417, "printed_page": null, "text": "NATURE STUDY IN THE PUBLIC SCHOOLS\n\nDepartment]\n\n405\n\nthe North, the trees, the denizens, and the products of the pine forest\n\nshould receive special attention\n\n;\n\nwhile children in a southern seaport have\n\nby other forms of life. The course for any particular school or schools must be planned in accordance with the time to\nbe given to it, and teachers, superintendents, and supervisors must see\nIt is by\nthat both shallowness and misapplied thoroness are avoided.\ntheir interests attracted\n\nno means an easy thing to lay out a nature-study course in which local\nand general climatic and physiographical conditions have received due\na course which offers what is alike interesting, practical,\nconsideration\nand available, in plant and animal life a course in which the time to be\n;\n\n;\n\nused, and the training of the teachers, has received due consideration.\n\nSuch a course cannot be struck off in an hour.\nWe shall now proceed to a brief discussion of the method to be followed.\n\nI\n\nbeliieve\n\nit\n\na\n\ngood plan\n\nto\n\nco-ordinate nature study with\n\ngeography as closely as practicable, but do not believe that it should be\nIn smaller towns, and to some extent\ntaught incidentally with geography.\nas well in large cities, the teacher can\n\ndo much toward helping his pupils\n\nto form great nature pictures, if the subjects are selected at the different\n\nseasons by life-associations.\n\nSuch topics as \"Animal Life in the Woods,\"\n\n\"The Woods in Early Spring,\" \"Life in Our Pond,\" and many others,\nare rich in suggestions.\nstill\n\nin\n\nIn a large city this method encounters difficulties\n\nsuch collective topics as \" Our City Park in May,\" \" Our Street Trees\n\nWinter,\" can be studied even by children who have few opportunities\n\nfor real field lessons.\n\nAnd now we come at once to the difficult question of outdoor lessons.\n\nWe must have them in one way or another.\n\nThe happy country children\n\ncan often be directed what to observe on their way to and from school\ncity children who live where there are lawns and gardens, trees and birds,\n\ncan be given similar directions\n\n;\n\nbut those children who live on city streets,\n\nwhere the pavement covers our mother earth, must be taken out where\nthey can at least get a glimpse of nature ; and every class in any kind\nof school should be given a few class lessons in the fields or woods.\n\nreason is simple\n\n:\n\nThe\n\nNo child can have a correct picture of rivers and lakes, of\n\nswamps and woods, unless he has seen them. The study of trees confined\nto twigs, leaves, and fruit brought into the schoolroom will not teach the\nchild how the oak, the elm, the cottonwood, the magnolia grow in woods\nand parks. The teacher must be familiar with the ground, and must\n\nknow just what she wants to teach.\na ramble.\n\nA field lesson should not be simply\n\nTeachers have often asked me\n\nfield lessons?\n\n\" What shall we do about these\nOur patrons would object to them during school hours, and\n:\n\nsome object to them under all circumstances.\"\n\nIf a teacher should\n\nalways\n\nwait until the school patrons suggest an improvement, in some quarters of\n\nour country progress would not be rapid.\naltho a discreet leader\n\nLet every teacher be a leader,\n\n— by no means be a passive\n\nfollower.\n\n"}
{"page": 418, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n4o6\n\nNext\n\nin\n\nimportance to\n\nfield\n\nlessons\n\nis\n\nsuitable\n\nflowers, fruits, and entire plants must be procured.\n\npreferable,\n\nbut dried or\n\nanswer the purpose.\n\nalcoholic material\n\n[Elementary\n\nmaterial.\n\nTwigs,\n\nFresh specimens are\n\nmay, and sometimes must,\n\nInsects and other small creatures may be shown in\n\nbottles and jars, or specimens\n\nfrom a mounted collection may be used.\n\nIn all cases the teacher should be sure that growing trees and shrubs are\n\nTwigs should be cut, not- torn off, altho, I regret to state,\nthem off. Allow no creature, however humble, to\nbe tormented by the pupils. This will surely happen unless children who\ndo the collecting are properly cautioned.\nI very much doubt the advisabriity of animal dissection below the\nhigh school. If it is undertaken at all, it should be under the direction\nnot mutilated.\n\nladies generally tear\n\nThe demonstration of an important scienmay be indispensable to the working scientist and interesting to\n\nof a well-equipped teacher.\ntific fact\n\na mature person, but to the average child it might only be a repugnant\n\npost-mortem examination.\n\nGraded and rural schools do not need a collection of birds and eggs.\nStudy the birds outdoors and use good pictures, and\n\nlet\n\nalone the birds\n\nyou cannot reach by these methods. It is not our purpose to train ornithologists, and we certainly do not wish to imitate the cat that caught and\nkilled a nightingale, and then with her claws tried to find the joyful song\nof spring in the dead bird's throat.\nIt need hardly be mentioned that nature study offers unlimited opportunities for the hand to draw what the eye has seen, and, as far as\npracticable, the pupils should also carefully write up in good, connected\nEnglish the results of their experiments or observations. A large amount\nof statistics which the teacher is not able to control, and which the pupils\ncannot combine and interpret, is of doubtful value. We should, howGushing sentimentalism or mere rambling\never, aim at definite results.\ntalks will be as barren in results as undigested statistics.\n\nTo avoid this, the\n\nteacher should always have a definite plan before her when the lesson\nbegins.\n\nA text-book for the class seems to me not necessary. The education\nof our children\n\nis\n\ntoo bookish now.\n\nIf\n\nhelp, it may produce good results, but\n\nif\n\nsons from it, the« it becomes a positive\n\na text is used as an outline or a\nthe teacher simply assigns lesevil.\n\nGood books rightly used\n\nteach us\n\nhow to use our own senses\n\nnature.\n\nWith these few outline suggestions on matter and method,\n\n;\n\nthey ipspire and lead us closer to\nto\n\nwhich the time at our disposal limits us, we will proceed to discuss a little\nmore fully the objects to be attained by this work.\nOur people recognize the value of reading, writing, and arithmetic;\nbut I could not truthfully say that all town trustees, nor even all city\nsuperintendents and principals, see the use of learning about such nonclassical and unconsecrated things as frogs and weeds.\n\nNevertheless, the\n\n"}
{"page": 419, "printed_page": null, "text": "NATURE STUDY IN THE PUBLIC SCHOOLS\n\nDepartment]\n\n407\n\nvery question, \"What is the good of it?\" shows that our people take an\ninterest in education, an interest\n\nwhich\n\nhope they will always main-\n\nI\n\ntain.\n\nThe first reason why we should teach elementary science is a purely\nhumanistic one.\n\nWe should teach about flowers, butterflies, and birds\nknow about them.\n\nbecause the child desires to\n\nLong before the boy is\n\nable to understand the complex relations of social\n\nand\n\npolitical institu-\n\ntions, and long before he cares anything about them, he is intensely inter-\n\nested in the life of birds, bees, and flowers\n\nin the relations between boys,\nand angle-worms. Teach him what he wants to know, then no\ncramming is needed; give him food his mind can digest, and on it his\npowers of observation, of combination, and of reasoning will grow as strong\nas his muscles do by the incessant training he gives them in all the various\nmodes of warfare with his friends and enemies, and in his whole aweinspiring activity which he displays as long as he is thoroly awake.\nIf we\ngrown people do not devote most of our time to things we care nothing\nabout, why should not the child be allowed to devote some of his time to\nthings he really wants to know? The accident that one child is born in\nAmerica, another in Germany, and another in France fixes to a great\nextent the educational program of each one\nthat all three are born in\n;\n\nfish,\n\n;\n\ncivilized countries in the twentieth century also\n\npredetermines that they\n\nmust undergo a systematic training during childhood, if they are to fight\nwith success the battle of\n\nmodern life.\n\nBut whether our parents were\n\nJews or gentiles, English or Boer, black or white, we were\n\nall\n\nborn as\n\nhuman beings, as citizens of the world. But how few learn to know their\ngreat home\nA large number never leave the dim closets of their birth\n!\n\nsome take an occasional peep into the backyard. How few ever get a\nview from the great mountains and feel the breeze from the vast ocean of\nlife and nature\nAll were born men, but few die as men.\nThe one dies\na grocer, the other a lawyer\nthe one a money-maker, the other a moneyspender a few die as office-holders, and many die as school-teachers.\nAgainst the narrowing, blinding, specializing of modern life, what\nbetter remedy is there than an introduction into the great and universally\ntrue life of nature ?\nThat but few can travel great distances into this\nworld without end is certainly no reason why not all should enter it.\nLet us now briefly consider the aesthetic and moral aspects of nature\n!\n\n;\n\n;\n\nstudy.\n\nA strong effort is now being made to cultivate the appreciation\n\nof the beautiful\n\nby means of pictures and other works of art. This is\nand will not be without beneficial results.\n\ncertainly to be commended,\n\nThe younger the child, the more emphatically he demands colors but\ngood colored pictures are too expensive for most homes, and certainly for\n;\n\nmost school boards.\n\nHappily for the majority of children in the land,\n\nwild flowers cost nothing, and orioles and tanagers exhibit without the\n\nsmall boy's great drawback to\n\nall\n\nshows\n\n— the admission\n\nticket.\n\nTo a\n\n"}
{"page": 420, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n40\n\nLElementaiy\n\ncertain extent all art is an imitation and symbolization of nature.\n\nwe\n\nnot, therefore,\n\nnature ?\n\nfirst\n\nlead\n\nthe\n\nchild to\n\nappreciate the\n\nShould\n\nbeautiful\n\nin\n\nHave you not found that the child more easily understands a\n\nits diagram ?\nNo painted flowers\nand rapture like a knoll of wild flowers\nFrom the\nwith nature's own setting and on nature's own background.\n\nsentence than the symbol of\n\ndifficult\n\nwill\n\ncause a child\n\nto run\n\nbeautiful in nature the acting, the\n\nLiving bees and\n\nabsent.\n\ndramatic element, is never entirely\n\nbutterflies, real\n\nthorns and prickles, running\n\nbrooks, real sunshine and wind, make up the \"each and all\" of the wild\nflowers, which\n\nno master can fix on the canvas.\n\nThen think of all the\n\nthings the child can do with the real leaves, twigs, flowers, and especially\n\nand all animals always\ncunning some are brave,\nThey are always, like himself, doing something or about\nothers elusive.\nHow different is all this in a picto do something, and he is interested.\n\nwith the beautiful\nattract\n\nthe boy.\n\nture!\n\nIf\n\nit is\n\nfruits.\n\nSome\n\nBirds, fishes, insects,\n\nare beautiful, others\n\n;\n\nnot colored or does not suggest some vigorous action, the\n\nchild really cares\n\nlittle for it.\n\nHe must not handle it, not even touch it.\n\nThe laudable instinct to touch and to handle never dies out\n\n;\n\nin this we all\n\nremain boys and girls. It is on account of this instinct that you have\nyour canes and umbrellas checked before you enter a picture gallery,\n\nand after you have entered an iron railing keeps you a little more than\narm's length from the objects you may study by the sense of sight only.\nMany works of art are interesting to adults on account of what they sugFor this reason we should make the child's life rich by congest to us.\nA certain maturity of\ntact with nature, with human life and history.\nmind is a prerequisite for a true appreciation of most works of art.\nNow, turning our attention for a moment from painting and sculpture\nto literature, think of the works of Longfellow, Whittier, Lowell, ThoCan\nreau. Burroughs, and other well-known American writers and poets.\nyou imagine these men to have spent their best years, and especially their\nboyhood, in the stifling gloom, in the noise and crowds, of a large city ?\nDo you believe that Dickens could have written Evangeline and Hiawatha? Nature, which inspired all the great poets of all nations, certainly deserves a place in our schools and in the lives of our children.\nLet the children ramble in the Avoods, let them pick flowers, but teach\nthem that it is a kind of hoggishness to take all in sight, and then crowd\na hundred flowers into a small vase, and do violence to nature and\nLet us teach them that a few plants showing their leaves\naesthetics.\nand flowers are more beautiful than a vulgar bunch, and let us not omit\nA similar rule we\nthat the flowers are most beautiful where they grow.\nmust follow about the birds. We want more birds to sing to us from\nwe do not want more in neglected collections. Every\ntrees and fields\nteacher who countenances the bird- and egg-collecting mania among\nboys is not doing his duty. Nor is a teacher doing hjs duty if he looks\n;\n\n"}
{"page": 421, "printed_page": null, "text": "Department]\n\nNATURE STUDY IN THE PUBLIC SCHOOLS\n\non passively at the work of the Audubon\n\nA true teacher is\n\ntions.\n\nsocieties\n\n4°\n\nand similar organiza-\n\nnot satisfied to be moved with the world\n\n;\n\nhe\n\ntakes a hold and helps to move it.\nLet mp now turn to the moral and ethical aspect of our subject.\nHow much have we not heard about kindness to animals and man how\nmany protests have been uttered against the reckless waste of our\nforests\nTo reform a people we must train the young into an intelligent\n;\n\n!\n\nsympathy with bird and beast, and with trees and flowers. A person cares\nAs long as birds, beasts, and plants\nlittle or nothing for entire strangers.\nare entire strangers to the children, the boys will keep on killing birds\nand robbing their nests. But once teach a boy to know the birds, and\nshow him that tormenting any dumb creature is as cowardly and mean as\nif a big boy abuses a little boy, and the boys will become more effective\nTeachbird protectors than laws, game wardens, and humane societies.\nIt is probably useing is effective mere preaching is often repugnant.\nless to preach against fashion, but I think that very few women would\nwear songbird corpses on hats against the protests of their own children.\nAs teachers of science let us not forget that man, beasts, birds, and plants\nhave all one Father, that one God created them all.\nMan is not the only\n;\n\nbeing that has a right to live.\n\nHe may use all lower forms of life, but as\n\na civilized man, and as a Christian, he may not abuse them.\n\nIf all\n\nwomen\n\nappreciated that by wearing dead birds on hats they had caused thousands\nof\n\nyoupg birds to starve, I believe that most of them would be willing to\n\nforego a low pleasure for the higher pleasure of seeing and hearing our\n\nharmless birds in fields and woods and at lake and seaside.\n\nThese objec-\n\ntions do not apply to domestic birds and to game birds killed in season,\n\nbut they do apply to\n\nall other birds, and to foreign birds as well as to\nLack of time forbids me to go farther into this subject,\nbut let every teacher read the magazine Bird Lore, and if she is not\ninterested, she will become interested.\nLeaving now the moral aspect of nature study, let us see how we can\n\nAmerican birds.\n\nanswer from the materialistic point of view that oft-repeated question\n\nWhat is the use of it ?\n\nWe live in an age of applied sciences\n\n:\n\ncommerce and manufacture, in agriculture and horticulture, in forestry and\nmining, in peace and in war, the principles of all branches of science\nreceive practical application.\nThe man who knows a little about insect\nlife can in most instances largely control\nany insect pest that may\n;\n\nin\n\nWhat a certificate\nwho indiscriminately nails to his\nbarndoor every hawk and owl he can shoot\nI know farmers who could\nhave saved themselves years of labor if they had known the dangerous\nthreaten to destroy his flowers, shade trees, or crops.\nof ignorance that\n\nman\n\ngives himself\n\n!\n\nand insects. A few years ago one of our\nAmerican blessings, in the disguise of the potato bug, appeared in Germany. The German government, backed by an intelligent public opinion,\n\ncharacter of certain weeds\n\n"}
{"page": 422, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n41\n\npromptly exterminated the pest.\n\n[Elementary\n\nIt would be ridiculous to claim that by\n\nteaching about weeds and injurious insects we could exterminate these\nnuisances.\n\nWe can, however, do our share — and it is a large share — in\n\ncreating an intelligent public opinion, and thus aid the efforts of\n\nUnited States Department of Agriculture, the\n\nthe\n\nstate agricultural stations,\n\nthe public press, and wise legislation ; for everybody knows that in a\n\nrepublic any law not supported by a fairly strong public opinion is a dan-\n\ngerous dead letter.\nLast Christmas one of my Minnesota friends closed her house and\nwent away on a visit. When she returned, the tank of the kitchen-range\nhad burst and contained a cylinder of ice. She had turned off the water\nand thought that thus she had emptied the tank. If her twelve-year-old\ngirl\n\nhad learned a little \"household physics,\" the family would have\n\nescaped a very considerable plumber's bill.\n\nWhat we desire to accomplish is to cause the growing generation to\nobserve and to think.\n\nIf that\n\ncould have been done in former years,\n\nour forests would not now be almost ruined by fires and wasteful methods of lumbering, for it is largely the class of people who do not observe\nand do not think that are responsible for thousands of square miles of\nburned, ruined forests, while we pay $6 for a cord of wood and $30 for a\nthousand feet of lumber. Just as our forests have been wasted, our\ngame has been thoughtlessly slaughtered. The value of game to our\ncountry does not so much consist in its money value on the market as in\nthe\n\nrecreation\n\nand health-giving exercise\n\nit\n\nfurnishes to our people.\n\nFishing with bait and hook and hunting with gun and rifle\n\nmay not be\n\nnone but a vegetarian can condemn\nit as morally wrong.\nIf it is right to take animal life for the need of our\nstomachs, it cannot be wrong to take it for the benefit of bodily health\nand mental vigor, as long as the hunter contents himself with a reasonIf hunting with a\nable bag and does not make a game-hog of himself.\ngun is repugnant to you, hunt with a camera, which will give you as\nmuch health, and may furnish you much more exercise. Advocating\nand furthering reasonable forest and game protection is the duty of all\nscience teachers.\nWhen we learn from a report carefully compiled by\nMr. W. T. Hornaday that in Florida, to cite only one instance, birds in\nthe highest form of recreation\n\n;\n\nstill\n\ngeneral have decreased 75 per cent, within the\n\neverybody knows, that the noble buffalo, which\n\nlast fifteen years,\n\nand, as\n\nyears ago\n\nroamed\n\nfifty\n\nthe plains in herds aggregating to millions of animals, is now practically\nextinct,\n\nproblem.\n\nwe must admit the necessity of a general awakening on this\nThe League of American Sportsmen, and other associations,\n\nhave accomplished much in this direction during the last few years but\nhow few teachers have done their duty! Take a hand in the battle\nmust again be our motto.\ndon't ride behind on the baggage wagon\n;\n\n—\n\n—\n\nIn closing, allow me to add a few words on the purely scientific and\n\n"}
{"page": 423, "printed_page": null, "text": "NATURE STUDY IN THE PUBLIC SCHOOLS\n\nDepartmentJ\n\nmoral aspects of our subject.\n\n4* t\n\nThere is one great question humanity has\n\nbeen asking ever since a ray of the infinite light began to shine upon the\ncall man.\nThe heathen Pilate asked it of Him who\ncame to bring light and mercy into the world \"What is truth ?\" The\nhumblest slaves and the kings of intellect have ever asked the same question.\nAt first it was asked timidly, then boldly; now the whole race\n\nspeck of dust we\n\n:\n\nOn this side of the great unknown the whole, infinite truth\n\nrepeats it.\n\nBut, where in\n\nnever be revealed.\n\nwill\n\nformer ages slaves and savages\n\nquaked in fear and superstition, great nations now strive hopefully, fearWhat is the value of science ? Like a benefilessly, onward and upward.\ncent goddess she has begun to emancipate humanity from barbarism,\nfrom the slavery of toil, from fear and superstition.\n\nTo search for truth\n\nwithout prejudice, to accept it with sincerity, to act upon it with the force\nof conviction\n\n— that\n\nis\n\nthe great moral lesson science is teaching man-\n\nkind.\n\nNATURE STUDY IN THE PUBLIC SCHOOLS—THE\nGEOGRAPHICAL PHASE\nJACQUES W.\n\nREDWAY,\n\nIn the times that are\n\nF.R.G.S.,\n\nMT. VERNON, N.\n\nY.\n\nnow happily becoming a thing of the past, the\n\nfactor next in importance to the president of the board, the superintend-\n\nstudy was the teacher.\nAs an individual in the\ncommunity he was a creation upon whom all the miseries of life were to\nent, and the course of\n\nbe unloaded\n\n;\n\nas a professional worker, however, his chief value lay in his\n\nhaving a method, and in his ability to \"present\" the various things, real\n\nand fanciful, popularly called education.\n\nSomewhere or other in the system the child had a place\n\n—\n\nat least in\n\ntheory; the place was a secondary matter, however, and the chief use of\n\nupon whom psychological and pedaAs a rule, the child was a pasreceptacle into whom an abnormal amount of\n\nthe child was to be a necessary evil\n\ngogical presentation was to be practiced.\nsive\n\nentity\n\n—a\n\nsort of\n\ngraded and sometimes useful misinformation was to be ingested.\nof the practice work in writing lineal miles\n\nfractions\n\nuncommon\n\nto\n\nof equations\n\ndenominators, or an\n\nOutside\n\nand reducing\n\noccasional\n\ncomposition\n\non \"Socrates,\" \"The Beauties of Poesy,\" or \"The Isness of the Was,\"\nthere was but little chance for the child to cultivate his activities indeed,\nbeyond the fact that the child had an ever-present desire to be mixed up\nin some cussedness or other, there was a sort of lurking belief that he\nhad no activities.\nEven in the study of the sciences the activity of the pupil did not\ngo beyond seeing what the instructor or professpr did. In botany it was\n;\n\nthe instructor, and not the student, who pulled the flower to pieces ; or if,\n\nperchance,\n\nit\n\nwas to be determined whether a\n\nleaf\n\nwas\n\nlanceolate*\n\n"}
{"page": 424, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n412\n\n[Elementary\n\noblanceolate, or sagittate, it was quite as likely studied from a picture\n\nand not a leaf.\n\nIn mineralogy the student was generally required to\n\nmemorize the chemical formulas of minerals he must know that quartz\nwas ^Oj, but to ask him to pick out a piece of quartz from a number of\n;\n\n^\n\nminerals having vitreous luster was scarcely less than\n\nan imposition.\nHis knowledge of chemistry was achieved, in many instances, without\n\nKnowing\nmanner of\n\neven a shadow of contact with the elements most concerned.\nthe symbols of the elements, and having a glibness in the\n\nexpressing HgSO^ or K2Cr20,,was considered evidence of proficiency;\nif\n\nhe could write the reaction by which grape sugar breaks up into\n\nalcohol and carbon dioxide, he was considered an expert.\nas\n\na rule, were\n\nExperiments,\n\nconsidered unnecessary, and were performed by the\n\nteacher and not the pupil.\n\nIn\n\nzoology the instruction was even more meager\n\nmemorized the\n\n;\n\nthe\n\nstudent\n\nand probably remembered that animals\nwere divided into birds, insects, beasts, and fishes. The idea of a biological basis in the study of zoology and botany was considered preposterous.\nIn geology the chief end was to memorize the order of strata, and learn\nthe names of a certain number of fossils.\nThe trilobite was always in\nevidence, and sometimes the class got as far as megatherea and amphipleurse pelucidse.\nA limited amount of dynamic geology was permitted,\nbut woe be to the teacher or professor who should advance the idea that\nthe world was one minute older than six thousand years\nIn geography\nthe conditions seemed even more hopeless.\nPhysical geography was\nlooked upon as a useless luxury, and in not a few instances it was put\nunder the same ban that shut geology out from so many schools. Physiographic geography was considered especially vicious, from the fact that it\nwas supposed to be in league with evolution. The general science of\nIn\ngeography consisted of mathematical and political geography.\nmathematical geography the pupils were expected to learn the exact\ninclination of the earth's axis, and also the names and position of the\npolar and tropical circles. It was also an unwritten rule that these circles\nwere to be learned as the boundaries of the zones of climate, which is\nabsolutely untrue.\nPolitical geography was the great stand-by, however,\nand the knowledge of it consisted almost wholly of memorized statistics\ncapes, peninsulas, bays, capitals, and boundaries and until recently the sum\nand substance of geography has been locked up in this sort of knowledge.\nNow, in the course of time, the science teachers of the secondary\nschools and of not a few colleges were drawn from the young men whose\npreparation for their work covered just about the ground noted in the\npreceding paragraphs, and the surprising thing about it is the fact that\nclassification,\n\n!\n\n—\n\n;\n\nthey knew their subjects pretty thoroly so far as theory\n\nis\n\nconcerned.\n\nTheir pupils likewise were well enough stuffed with information to pass\nthe entrance examination into the university.\n\n"}
{"page": 425, "printed_page": null, "text": "NATURE STUDY IN THE PUBLIC SCHOOLS\n\nDepartment]\n\n413\n\nBut when the student of the university had reached the place where he\nwas compelled to get his information from sources other than books, or\nhis teacher's stock in trade, he found himself at a dead standstill.\nresult,\n\nAs a\n\nhe had the choice either of failure or of the extra work required to\n\ncultivate a faculty that hitherto had been dormant\n\n— that of observation.\n\nIn the many discussions that were brought about by this state of affairs\nthere was one thing that the university professor never failed to demand,\n\nnamely, that the observational powers of the pupil should be cultivated\nas well as the\n\nmemory faculty\n\n;\n\nindeed, this is one of the few reforms in\n\neducation that have come from the university and not from the primary\neducator.\n\nThus\n\nit\n\nhas come to be generally recognized that the knowl-\n\nedge the child gets by discovery is worth far more than that which he\nobtains by word of mouth.\nAnd so also the demand for observational\n\nwork which started within the walls of the university reached downward,\nstep by step, until it became a fundamental principle even of the lowest\nprimary work.\n\nNature study, therefore, has come to be an established feature in\n\nand granting that in the hands of the novices at\nsome\nwasteful,\ninjudicious, and even ridiculous work has been\nteaching\nIt has been good for the\ndone, the results have been distinctively good.\nchild, because it has given him self-power to discover and acquire knowledge it has been good for the teacher by giving self-knowledge instead\nalmost all schools\n\n;\n\n;\n\nof a second-hand acquaintance with the subject-matter taught.\n\nThere is a\n\nwonderful difference between the knowledge of contact and that which\n\ncomes from reading about a thing\n\n;\n\nit\n\nis\n\nas solid\n\ngold compared with\n\npaper tinsel.\nIt\n\nhas\n\ncome\n\nto be an established fact also that pretty nearly all the\n\ndepartments of knowledge classed as natural sciences have a geographic\n\nmay be called differentiated geography. Animals\nand plants depend for their existence on conditions of environment that\nare distinctly geographic.\nIndeed, it would not be a very great breach of\ntruth to say that a camel is a camel because of the desert\na fish, a fish\nbasis, and therefore\n\n;\n\nbecause of the water\n\n;\n\na bird, a bird because of the air ; there could not\n\neven be a duck if there were no impounded water.\n\nAll life requires food ;\n\nand nutrition comes from\nthe earth.\nTherefore, in studying life-forms we are studying things that\nare essential to the life of mankind\nand we cannot study them logically\nwithout making geographic environment the basis of research.\nindeed, nutrition is the physical basis of\n\nlife,\n\n;\n\nThe study of\n\nrocks, including that of minerals, is also closely con-\n\nnected with the work of geography in the grades.\nists\n\nExcepting the special-\n\nalong certain lines of scientific work, there are but few men and women\n\nwho require a good working knowledge of more than thirty mineral\nspecies and ten kinds of rock.\nMost of these enter, one way or another,\ninto the affairs of life, and nearly all can be recognized\n\nby their physical\n\n"}
{"page": 426, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n414\n\nWith perhaps a dozen exceptions, their blowpipe and humid\n\nproperties.\n\nreactions\n\n[Elementary\n\nare\n\nso\n\nsimple that the determinations\n\nmay be made\n\nwith\n\ncertainty by pupils in the grammar school grades.\n\nIn the ordinary work of geography there is a wide field for some very\n\nIn nearly all schools the first three years of geog-\n\npractical nature study.\n\nraphy study\n\nis\n\nobservation\n\n;\n\nand\n\nthis,\n\nwhen\n\ncarried out, is nature study pure and simple.\n\nintelligently planned and\nBoth vertical and horizon-\n\ntal outlines must be made familiar, and these are best learned as one sees\nthem in nature. There are but few localities in which most of them can-\n\nnot be studied, either in miniature or in fact.\nvery conveniently studied from pictures\n\nfrom good photographs and\n\nstudied\n\n;\n\nIn many instances they are\n\nand, as a rule, they are better\n\nhalf-tones\n\nthan\n\nfrom ordinary\n\nmodels.'\nIt is well also to bear in\n\nrarely sufficient.\n\nmind the fact that one example of a form is\n\nMountains, islands, hills, peninsulas, and isthmuses take\n\nsuch diverse forms that in some instances half a dozen or more must be\n\nThus the terms\nThe hill may be\n\nstudied before the pupil discovers the salient feature.\n\n\"hill\" and \"mountain\" have each varied applications.\n\neither a cliff, a grade, or a knoll ; the mountain, a peak, a short range, a\n\nsmall plateau, or a cliff that has a high and abrupt escarpment.\n\nHaving learned something about topographic forms, manifestly the\nlogical\n\nplan\n\nshaped.\n\nis\n\nto study the physiographic processes by which they are\n\nHere, too, observational work becomes of the highest value.\n\nOne may possibly get fairly correct ideas of topographic forms by dint of\nverbal description, but the latter gives one very feeble and unsatisfactory\nideas of earth-sculpture.\n\nAnd yet many of the fundamental principles of\n\nearth-sculpture may be observed in a rainstorm.\n\nThe child who discovers\n\nthat water in motion makes gullies and carries rock-waste has got at the\n\nfoundation of geography.\n\nThe study of physiographic processes is the key to topographic forms,\n\nAnd the answer is,\n\nbut what\n\nis\n\nclimate.\n\nIn other words, the climatic control of land-forms brings us a\n\nthe ulterior\n\nexplanation of these ?\n\nstep nearer to the ultimate principles of geography.\nleast,\n\nmuch of it\n\n—\n\nis\n\nwithin the scope of the grades.\n\n—\n\nor, at\nEven this\nThe effects of heat\n\nand cold upon the growth and development of life-forms are not difficult\nto understand\nand when the observation is directed, the child will pick\nup almost unconsciously a great deal of useful knowledge. The effects\n;\n\nof moisture impress themselves to even a greater degree\n\nnot only necessary to\nis\n\nlife,\n\n;\n\nfor moisture is\n\nbut the condensation of atmospheric moisture\n\nthe cause of erosion and corrasion, the two processes that are so inti-\n\nThe drying of pools of water or\nmuddy roads shows the fundamental principles of evaporation. The\n\nmately connected with physiography.\nof\n\nmomentary cloud that forms from\nI\n\nthe breath on a cold day illustrates\n\nModels that are topographically good and at the same time artistic are hard to obtain, and almost\n\nalways expensive.\n\n"}
{"page": 427, "printed_page": null, "text": "NATURE STUDY TN THE PUBLIC SCHOOLS\n\nDepartment]\n\n4^5\n\nthe formation of clouds, and the gathering of moisture on the inner surface of a window-pane illustrates the principle of condensation.\n\nIt\n\nis\n\nnecessary to go only a step farther in order to understand that upon the\n\nconditions of heat and moisture the distribution of life depends.\n\nDoubtless\n\nall\n\nthe things noted in the foregoing paragraphs form a\n\npart of the course in\n\ngeography in many schools, and probably all the\n\nThe only\n\npoints mentioned have a place in the work of some schools.\n\nquestion\n\nis :\n\nCan nature study be made more\n\ngreater worth ?\n\nThis, I am inclined to\n\nand yield a\nthink, may be answered in the\npractical\n\nafifirmative.\n\nThe\nwhy not\n\nLet us take the study of animals and plants as an example.\npupil of the primary grades observes the germination of seeds\n\n:\n\nextend the work, taking systematically some of the principles of biology\nin the succeeding grades ?\n\nthe course in biology in\n\ndone, there would be no need of\n\nIf this were\n\nthe high school, because the work would have\n\nbeen already accomplished.\n\nThe pupil who stopped his school work at\n\nthe threshold of the high school would have received the needed training\nof his faculties of observation ; the pupil who\n\nentered the high school\nwould be ready for advanced work the university student would not be\ncompelled to waste a year of time in learning how to see.\n;\n\nA still more practical side would be a wider knowledge of the species\nof animals and plants living within the pupil's vicinity;\n\nand to the boy\n\nup on a farm this knowledge would be a most valuable capital.\nA knowledge of the minerals of economic value would be\na still greater working capital.\nThe farmer who adds to' a practical\ninformation of these things a knowledge of the demands of the markets\nor the girl brought\n\nmay defy the trust octopus, the corporation dragon, or the devil.\nIn the study of physiographic geography there are abundant opportunities for doing much of the wOrk by laboratory and field methods that\nis\n\nnow attempted by didactic methods\n\n— or\n\nelse not\n\ndone at all.\n\nNow,\n\nwere natural study systematically planned thruout the grades, physical\n\ngeography might be finished in the latter half of the eighth year, and a\ncourse in economic or commercial geography put into the\n\nfirst\n\nyear of\n\nThe observation work in physiography can be made a\nmost practical introduction to ^ementary geology, and the course in the\n\nthe high school.\n\nlatter\n\nthen could be restricted to half a semester in one of the last years\n\nof the high school, or, better even, transferred to the university.\n\nA still more practical result may be obtained by systematizing the\nweather observations, which now, a few localities excepted, are desultory\nthat\n\nis,\n\nthey lead to no tangible results.\n\nIn the sixth and seventh years\n\nthe observations of clouds, wind direction, rain, etc., might be systematically recorded, and in the eighth year the study of\n\nthe making of weather predictions could be practiced.\nof\n\nwork\n\nis\n\nnot too\n\ndifficult\n\nfor\n\nweather-maps and\nThat this kind\n\neighth-year and high-school pupils\n\nis\n\n"}
{"page": 428, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n41\n\n[Elementary\n\nevident from the fact that it is now done in many schools, and the predictions are verified to a high degree of accuracy.\n\nThe direct results of nature study, when planned and carried out with\na modicum of common-sense, are twofold.\n\nIn the first place, it supplies\n\na sort of knowledge which the pupil needs and can use in his experience\n\nwith the world\n\n;\n\nin the second, it stimulates all the faculties of observation\n\nand perception, making him stronger and more self-reliant\n\n;\n\nand\n\nthis, I\n\nbelieve, is its greatest value.\n\nIt has been a stimulus not only to the child,\n\nbut to the teacher as well\n\nand\n\n;\n\nit\n\nis\n\neven\n\nnow giving the instructor in\n\nevery department from the kindergarten to the university a broader and\n\nmore accurate knowledge of the world and the things in it.\n\nGrant that\n\nsometimes leaves one in doubt concerning the exact -truth; if so, so\nmuch the better. Absolute knowledge does not come in cut-and-dried\n\nit\n\nchunks; and to learn this is the beginning of wisdom.\n\nIn other words,\n\nthe science teaching of the past decade is becoming the scientific teaching\nof the present.\n\nThe president of this department has kindly suggested the subject of\nwhich it appears in the progam and there\nis a pleasant, scholarly ring about it that I like.\nWere I .to follow nly own\nthis preachment in the form in\n\n;\n\nfeelings in the matter, however, I should have put it in a homelier but\n\nmore expressive form, and written as my text\n\n:\n\n\" Give the kid a chance.\"\n\nENGLISH IN THE GRADES\nA. A.\n\nREED, SUPERINTENDENT OF SCHOOLS, CRETE, NEB.\n\nInstruction in English will be discussed under three divisions: technical, constructive, and\n\ninterpretative.\n\nTechnical English considers all\n\nphases of grammatical and rhetorical accuracy of language.\n\nConstructive\n\nEnglish has to do with the ability to use language effectively for accomplishing a given purpose.\n\nInterpretative English concerns the realization\n\npower of language. Technical English is but an incident to the\nother divisions, and for the most part should have incidental treatment*\nThis will include all necessary facts of form and construction, presented\nas they occur organically in the use of Janguage.\nThe way to make an\nawkward, self-conscious child is to teach it \"manners\" constantly. The\nway to produce a wooden writer is to dwell continually on the errors of\nform. The child living in an atmosphere of culture moves with natural\ngrace and dignity.\nSo the youth who has studied under conditions\nfavorable for correct, natural, effective language speaks and writes with\ncorrectness and power.\nPupils in primary grades who have been accustomed to use language under normal conditions, with incidental consideration of form, have put to shame college graduates of the tread-mill school.\nThe mere avoidance of error is not a virtue, either ethically or intellectually,\nof the\n\n"}
{"page": 429, "printed_page": null, "text": "ENGLISH IN THE GRADES\n\nDepartment]\n\n3'et it is\n\na consideration to be desired.\n\n417\n\nEven this can be secured in a form\n\nto be permanent when acquired thru activity under a degree of energization.\n\nBut we are told that forms and principles must be drilled upon\n\nuntil they are memorized\n\n— that old pedagogical error\n\nthat iteration is of\n\nOne experience is as potent as a thouThe teacher is concerned with realization,\n\nprime importance in memorizing.\nsand, if the soul has entered it.\n\nnot iteration.\n\nThis principle has produced valuable results in English, not\n\nonly when applied to elementary schools, but also in schools of college\n\nand university grade.\n\nIn one institution a class of seventy sophomores,\n\nmisapplied efforts in English as a system could\nhope to produce, was changed in twelve weeks to a class with ideal form\nby disregarding technique and devoting all the attention to securing\n\nas degenerate victims of\n\nfavorable conditions for energized modes and better matter.\n\nThe\n\nlimits of the time\n\nand the extent of the subject compel me to\n\nconsider mainly constructive English, the phase which, if placed upon a\n\nproper basis, would remedy most 0/ the evils incident to the other divisions.\n\nThe difficulties in teaching constructive English are\n\n(i)\n\nto arouse\n\nand (2) to prevent the methods of the class-room\nfrom rendering the pupils intellectually defective.\nThree causes are\nplainly in evidence\n(i) The so-called \" language work \" is too simple and\ninterest in the subject\n\n:\n\nis\n\nstultifying to the self-respect of the child.\n\nblanks of the type, \" Fishes\n\nPupils are still set to filling\n\nin the water,\" an exercise\n\nthat\n\nseldom\n\nThey are required to group\nwords in sentences having no organic relation. They are encouraged to write\nrequires mental energy or arouses enthusiasm.\n\nthings that no one but an imbecile would be guilty of saying, in the belief\nthat such a process has some relation to \" language-training.\"\n\n(2)\n\nCom-\n\npositions are approached at long intervals in a formal manner, with fear\n\nand trembling on the part of both pupil and teacher, changing what should\nbe a source of mutual pleasure to a cause of annoyance.\nThe preparation\ngenerally makes the child artificial and self-conscious rather than natural\nand free in expressing self. To the teacher the period for writing should\nbe an opportunity for breaking away from\n\nmuch of the formality that\n\ndeadens the work of the school, and of dealing with the realities of life.\n\nTo the pupil it should be an opportunity for exercising a God-given power\nof realizing self in an attempt at interpreting its own ideals.\n(3) Technical\ngrammar is made the medium for instruction in language.\nThe only\nmaster who requires his apprentice to learn the names and classification\nof the tools he is about to use is the schoolmaster.\n\nbe impossible in a carpenter-shop.\n\nSuch a blunder would\n\nThe carpenter's apprentice does learn\n\nthe names and uses, and effectively, for he learns them incidentally as he\n\nhas occasion to use them.\n\nThus they enter into his consciousness in their\n\nlogical relation, and, reaching the understanding, are beyond the possibility\nof being forgotten.\nChildren should acquire the correct use of language\nby using it correctly and organically. Knowing the terminology of the\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n41\n\n[Elementaiy\n\nscience gives no power in the art.\ninterest in language\n\nIt is as absurd to hope to arouse an\nby teaching the analysis and classification of its ele-\n\nments as it is to attempt to cause a love for nature by teaching the analysis\nand classification of plants. Let the child revel in the beauties of language as it will in the beauties of nature, if turned loose in that direction,\nusing classification as it can be made to summarize and broaden the later\nstages of the study.\n\nThe first essential for securing good language work is to obtain conditions favorable for awakening interest on the part of the pupil.\n\nAdults\nfrom voluntary attention, but unless the child is\nenergized to such an extent that it really wants to do a task, the result\n\ncan do\n\nfairly good work\n\nmust be mainly a failure. This is as true physically as mentally. A little\nLet it be\nchild will hop, skip, and jump for hours with evident pleasure.\nrequired of him three minutes, and he is in a state bordering on physical\nexhaustion. The most stolid person will talk effectively when the occasion\ndemands it. He may be lacking in elegance, but never in power. So\nthe boy or girl who can be brought to the right mental attitude will do\nIt is entirely our fault that the boy\nstrong, effective work in English.\nwho can most effectively set forth a position or maintain an argument on\nthe playground becomes entirely wooden when called upon to write in\nClose observers realize that the fool of the schoolroom\nthe class-room.\nSuch pupils would be leaders in\nis often the leader in affairs outside.\nIt is among just this class that\nschools where normal methods prevail.\nthe greatest improvement is found as a result of methods in English that\nare based upon the known operations of the mind, and that connect the\nwork with humanity and the pupil's environment.\nAs an aid in presenting constructive English watch the effort at\ndescription by a boy under intense excitement from the influence of the\nobject described.\n\nHe seizes hold of the strong element that has taken\n\npossession of him, and sets it forth clearly, so as to cause\n\nyou to see the\n\nwhole picture thru the activity of the imagination. Instead of assisting\nthe boy to use the mode which instinct prompts, we allow him to believe\nthat writing\n\nis\n\na strange process, widely different from those which he\n\nWe permit, and even cause, him to give such descriptions\n\nordinarily uses.\nas the following\n\n:\n\nTHE teacher's DESK\nThis\nfloor.\n\nis\n\nthe teacher's desk.\n\nIt\n\nstands upon a platform six inches higher than the\n\nIt has four legs, one at each corner.\n\nThe legs are cylindrical in form, tapering\n\nsomewhat near the bottom. The desk has a lid which is attached by hinges and can be\nOn the desk are some books and an ink bottle with a pen\nraised and lowered by hand.\nin it.\n\nI think\n\nit is\n\na very nice desk.\n\nThere are two causes that produce such an absurdity.\n\nOften the\n\nWhere the subject is reasonable, there is failure because the pupils are not shown that a multisubject offers nothing worthy of description.\n\nplicity of details causes cloud rather\n\nthan clearness.\n\nIn the case above\n\n"}
{"page": 431, "printed_page": null, "text": "ENGLISH IN THE GRADES\n\nDepartment]\n\nthere was nothing to require description.\n\n419\n\nThat is a fault of a large per-\n\nNo normal boy would have made that error\nShould he do so once he\norally, or at least not among his classmates.\n\ncentage of assignments.\n\nwould be proof against repeating the blunder.\npermit to be said, things that are stultifying.\nthis in writing\n\nChildren do not say, or\nYet teachers encourage\n\njust so pupils show power to spell, write, and string words\n\n;\n\nWhile the process may secure some techniunder abnormal conditions, resulting in spiritual\ndeformity of serious and far-reaching significance. Better that the child\nviolate every rule of construction and feel and say something that causes\nthe spiritual thermometer to register a rise, than to produce the most poltogether\n\nsentences.\n\ninto\n\ncal accuracy,\n\nis\n\nit\n\nished platitude so characteristic of the school compositions of the age.\n\nthe production contains\nalready, it can\n\nlife,\n\nit\n\nmay become organic\n\nbe but carrion.\n\n;\n\nbut if\n\nit\n\nIf\n\nbe dead\n\nHad there been anything to describe\n\nabout that desk, it would have been because the quality was individual-\n\nGeneric ideas already in consciousness need no description.\n\nizing.\n\nThe\n\nqualities mentioned are not characteristic, and so add nothing not already\nin consciousness at the\n\nexisted,\nit\n\nits\n\nmere naming of the object.\n\nHad such a quality\n\npresentation would have kindled the imagination and caused\n\nto supply the details common to desks of this class, thus causing clear\n\nvisualization.\n\nChildren are capable of using and appreciating in kind most of the\nelements of writing used by adults, the difference being mainly in the\n\nMoreover, the child is even more responsive to an appeal to the\n\ndegree.\n\n—\n\nis the adult\na truth overlooked by many writers and\nwho have tried to \" write down \" to the capacity of the child-\n\nimagination than\ncompilers\n\nmind.\n\nVisualization, the highest type of description, can be used in all\n\ngrades, with such variation in presentation as the age of the pupil may\n\nMost of what passes as description is mere identification, or at\nmost an enumeration of characteristics. Before there can be good saying\nthere must be good seeing. So the vital consideration is to cultivate clear\n\nrequire.\n\nseeing\n\n— seeing that\n\nwill cause the discrimination of type-qualities.\n\nare prone to see generically.\nerally\n\nWe can cultivate seeing specifically.\n\nWe\nGen-\n\none quality can be found that will cause the imagination to move\n\nin the\n\ndirection intended.\n\nIt is\n\npower\n\nin\n\nthe discrimination\n\nof this\n\nquality that should be cultivated in the instruction in description.\n\nAfter visualization has\n\nbeen presented constructively,\n\nit\n\nshould be\n\nused analytically in connection with reading and the study of literature.\nPupils readily add it to their elements of criticism and enjoyment.\n\nThey\n\nshould be sent to the library to find the element as used by standard\nwriters.\n\nClasses with but slight preparation have obtained high pleasure\n\nfrom the writings of F. Hopkinson Smith, James Lane Allen, Mary E.\nWilkins, and\ntion.\n\nkindred writers who have been so successful in descrip-\n\nEach description is made to pass a careful examination.\n\nNo writer,\n\n"}
{"page": 432, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n420\n\n[Elementary\n\nhowever great his name, will mislead the pupils by beautiful combinations\nof words that give no mental product.\nwill escape appreciation.\n\nNo skillful, clear-cut delineation\n\nThe enthusiasm resulting is of the highest edu-\n\ncational value.\nIf\n\nthe\n\nsame boy who, when\n\nin\n\nthe right\n\nmood, gave an effective\n\ndescription were asked a question touching the sort of a person some\nfriend\n\nis,\n\nhe would probably answer\n\ndegree of feeling.\n\nIf still\n\nfirst\n\nin a trite\n\nterm indicative of\n\npressed, he would probably proceed to\n\ntell\n\nsomething that that person had done, leaving you to infer the type-meaning intended.\nIf you cause the boy to see that the latter is what you\nwant when you call for written themes of character, you have secured\nfavorable conditions for writing.\nWhen he has a potential idea which he\nwishes to develop, it is hard to keep him from writing.\n\nCommon people when talking characterize concretely.\n\nGreat writers\n\ndo the same thing. Mediocre writers and pupils generally feel called\nupon to do a strange and wonderful thing, and wander from a process\nsimple and satisfactory, in harmony with life, to a strange process,\nunsatisfactory in all its relations.\nin\n\nThe teacher has but to assist the pupils\n\nusing consciously a process they are actually using a score of times\n\ndaily.\n\nParents, teachers, merchants, classmates are all being weighed in\n\nThe babe in its mother's arms springs to one stranger\nand shrinks from another. The man of affairs intrusts his fortune to\none and another. Both are using the same process. Both depend upon\nthe balance daily.\n\nthe emotional inference.\n\nThere are emotional inferences of mood rather than character. All read\nthem readily in life. Every schoolboy knows when not to take liberties\nwith even the most long-suffering teacher. Trust the boy who wants a\nboon not to err in the times and seasons for approaching a parent.\nSince children use these so readily in life, it is easy to secure their use in\n\nAsk to be shown by what is said or done that a person is happy,\n\nwriting.\n\nmood as the age of the pupil and the\nmay suggest. There will be no lack of material\n\nangry, surprised, or in such other\n\ncondition of the class\n\nThe\n\npresented.\n\npupils will be energized by the very consciousness of\n\nmoving upon safe ground in dealing with a reality, and the result will be\norganic.\nassist in\n\nGenerally the emotional element in the experience recalled will\nsecuring favorable conditions.\n\nThe theme of stories, poems, and pictiires should be made the basis\nof language lessons.\n\nnecessitating\n\nIn this work the theme must not be thought of as\n\nmonograph treatment, or as much matter\n\nchapter of several paragraphs.\n\nas would\n\nfill\n\na\n\nA theme may, like the first sums in\n\narithmetic, consist of very low units, as low as a single sentence or even\na clause.\n\n\" A rolling stone gathers no moss,\" may be the theme of low\n\ndenomination that may serve\n\nas the basis for a poem or a book of\n\ndenomination treatment, just as a fraction may be changed\n\nhigh\n\nto any higher\n\n"}
{"page": 433, "printed_page": null, "text": "ENGLISH IN THE GkADES\n\nDepartment]\n\n4^i\n\ndenomination without change of value. Every complete work of art will\nhave a major theme, or final meaning, and it is of the highest educational\nMany\nvalue to cause the pupils to determine and express this meaning.\nexcellent writers have insisted\n\nupon adding this meaning in\n\na modified\n\nform of '^Haec fabula docet.\" The child has a right to interpret the meaning for himself. If the author limits this interpretation by suggesting one\nof his own, the teacher, in the interest of\n\nindependent spiritual growth,\n\nshould remove this part, presenting it for comparison after the child has\nexercised its own individuality.\n\nIn this age of Perry pictures and other inexpensive reproductions of\nthe world's masterpieces of\n\nart,\n\na wonderful opportunity is presented for\n\nimproving the character of language work thru picture studies. The\nfinal value of these studies, however, will depend upon the purpose in\nview.\n\nToo many are making them merely the basis for teaching observa-\n\ntion, and that\n\nA great picture does not\n\nnot of a discriminating kind.\n\ncome into existence to delineate objects. It is an interpretation or revelation of some type of ultimate truth or beauty, and exists for the thememeaning contained. Whatever else may be written about a picture, the\ninterpretation of this theme should be a chief consideration.\n\nLandseer's\n\nA study of\n\n\"The Highland Shepherd's Chief Mourner\" would fail of its\n\ntrue purpose, however accurately it described the objects in the room,\n\nunless from the relation of the objects in that chamber of death and from\n\nthe agonized position of the faithful dog it made you feel how lonesome\n\nhad been that life now departed and how strong was that almost human\naffection that outlasts the tomb.\nA plan of constructive and interpretative studies, of which this paper\nsuggests a few features, has been used for several years in schools of\ngrades, and its value has been clearly established.\n\nall\n\nIt has resulted in pro-\n\nducing excellent work both in form and in matter from a remarkably large\npercentage of the whole classes engaged.\n\ncome to do better work\ntheir work.\n\nin\n\nNot only have dull students\n\nEnglish, but they have been energized in\n\nIt has resulted in\n\nall\n\nmagnifying the importance of quality and\n\nminimizing the importance of quantity.\n\nIt\n\nhas caused pupils to write\n\nbecause they wanted to say something, and so they have written succinctly\neffectively.\nIt has caused them to refrain from writing when they\nhad nothing to say\nIt has connected\na virtue of no less moment.\nliterature with life, and has helped pupils to approach it thru the natural\n\nand\n\n—\n\nroad of experience, thus causing appreciation.\n\nEthically it has caused\n\nchildren and adults to be more responsive to deeper and higher ideals, and\nto realize the influence of\n\nacters and lives.\n\ntheir own thoughts and acts upon their char-\n\nIt is the natural basis for moral training\n\n—a\n\nbasis that\n\ndoes not require moralizing, but does demand right thinking, right feeling, and right living.\n\nIt has produced results intellectually and ethically\n\nof so positive a nature as to demand a careful consideration at the hands of\nall\n\nwho are earnestly seeking to improve the educational methods of the age.\n\n"}
{"page": 434, "printed_page": null, "text": "/National educational association\n\n42^\n\n[Elementary\n\nDISCUSSION\nMrs. Sara D. Jenkins, Ithaca, N. Y.\nmatter, thru the study of which, or not at\nscholar.\n\n—English possesses a large body of subjectall, the\n\nmust become a good English\n\nchild\n\nCorrect usage is the only law of language, but usage in this subject should be\n\nTo lead the child to know and to love\n\nas pure as the laws of mathematics are inflexible.\n\nmusic, painting, and sculpture, works of the great masters are placed before him at the\nearliest possible age.\n\nShall we delay for the\n\nfirst\n\ntwelve years of the child's life the\n\ninforming and uplifting influence of the masters of the mother-tongue ?\n\nThe English of the people is dependent upon the English of the grades, and this,\nin turn, depends upon teachers whose ideal of instruction in the subject is \" to furnish a\n\ntool useful in subsequent education.\"\n\nFor generations the tool-conception of English has\nmechanics. It is a lamen-\n\nprevailed, and to its use there has been trained a sorry set of\ntable fact that the majority of\n\nAmerican citizens born in this country and trained in the\nown language correctly, few speak it fluently and\n\npublic schools cannot speak their\n\naccurately, and only the exceptions speak it with ease and elegance.\n\nAll subjects are pro-\n\ntected because specialties are still further guarded by skilled supervision ; but the mother-\n\ntongue, exposed to foes without and within, deflected, degraded, corroded by every\n\natmosphere, is\n\nleft defenseless, without\n\nstandard or leader.\n\nwrite faultless English is regarded as a gift of God\n\nThe result is, the ability to\n\nand the ability to speak it uprightly\nLow aim, false standards, and mistaken purpose have done their work. By\nis a lost art.\npresent methods, in the hands of incompetent teachers, valuable time is wasted, wrong\nforms of expression become confirmed, and there is destroyed the true feeling for literature that comes only from early association with great authors in prose and verse.\nMastery of the English language is an unequaled accomplishment, whose foundation\nshould be laid in the cradle, and whose superstructure must be reared by teachers of\nculture.\nIf the people are to be trained to speak accurately, to write creditably, and\nto read with profit and delight, it must be during the first five, or at most six, years of\nschool life, and by drinking, not from broken cisterns, but from wells of English undefiled.\nThe child whose habits of speech are not formed and in whom literary tendencies are\nnot awakened before the high-school age is at a disadvantage for life. The days of English\nin the high school are few and evil\nmade evil by wrong aim in the eight sub-academic\nyears; \"Achilles absent is Achilles still.\"\nWhere Latin or Greek has been well taught,\nas language and literature, eight years turn out in the average pupil what is considered\n;\n\n—\n\na good Latin or a good Greek scholar.\n\nThe child enters school\n\nat\n\nCan this be said of English ?\n\nan early age possessed of a large speaking vocabulary\n\nhe has understood by hearing for years, and he now begins what we are pleased to call\nthe study of language.\n\nIn the eight years of English instruction what is done ?\n\ndegree of perfection is attained ?\n\nWhat\n\nJust what might be expected from mistaken aim and\n\nChildren are permitted to create, capitalize, punctuate, and by\nhome-made method.\nother means to stamp indelibly upon consciousness detached elements of English composition, of\n\nwhich the following are selected specimens\n\n:\n\nA man stroking a big dog with a great sore on him was saying Poor doggie, you\nhave to suffer.' \" \" A tall, slim girl with large teeth is carrying a basket.\" \" A man with\n\"\n\n:\n\n'\n\nred whiskers goes to church.\"\n\nThe mind grows by what it feeds upon.\n\nFrom childhood Milton read only the choi-\n\ncest literature of all schools, and before he had reached manhood his name was immortal.\n\nComus, Lycidas,\n\nV Allegro, II Fenseroso, and \"The Hymn to the Nativity\" bear testimony\n\nto long and patient study of the classics with which the boy is said to have been familiar\n\nbefore the age of twelve years.\n\nIn English, as in no other subject, it is true that whatever of method, of intelligence\nof insight lies in the man will lie written in his work.\n\nIn order to\n\n"}
{"page": 435, "printed_page": null, "text": "ENGLISH IN THE GRADES\n\nDepartment]\n\n423\n\n\" Kindle in the human clod\nThoughts of destiny and God,\"\n\nthe teacher of the grades, from lowest to highest, must see the wealth and know the worth\n\nmust know where to look for sources of inspiration. If the highschoolroom is, while giving skillful use of tools, to\nlead the human soul to assume new attitudes toward truth, we must not for eight long\nof the English tongue ;\n\nest purpose of verse and prose in the\n\nyears dwell with parts of speech and the semicolon.\n\nThere must flow from the teacher\n\na power of direction and inspiration which no text-book can contain or suggest.\nis\n\nnot a question of mechanics.\n\nsubject-matter.\n\nIt is\n\na question of subject-matter\n\nBy Thanatopsis Bryant at seventeen astonished the Old World poets, but\n\nBryant had escaped the language lesson.\nall\n\nages.\n\nEnglish\n\n— of mechanics thru\n\nWith his father he had for friends the great of\nHawthorne became\n\nShakespeare became a playwright by mending old plays.\n\nmaster of the paragraph thru loving study of classic writers.\nGifted teachers have lifted their pupils to pure expressions of lofty thought, even to\n\nnoble life and action\n\n;\n\nbut this they have done thru knowledge of the subject, thru scholar-\n\nship, and thru personal superiority.\n\nTheir triumph owes nothing to stereotyped method\n\nor to weak text.\n\nThey have learned that the letter kills, that upon the English plant\nthere must be distilled the dew of the spirit.\nInstead of training to dull, meaningless\nrepetition of empty forms, to making sentences for the sake of the sentence, teacher and\n\nchild have together gone where poets have strung the lyre with heart-strings, where life-\n\nblood has been poured on the altar of thought, that a flame might be kindled to illumine\nall\n\nthat is dark and to warm to newness of life.\n\nThe sources are infinite, and the vision of the child is unconditioned.\nof Homer and David to our own, all great writers have left\n\nhour, and the successful teacher must thru\n\nit\n\nsecure correct English.\n\nOrpheus, seeking\n\nNo degrading sound, no dread form,\n\nthe soul he loved, feared neither death nor Hades.\n\ncould lure him from singing to the gods.\n\nFrom the day\n\nsomething for the children's\n\nThen let no deluding device, no misleading\n\nmethod, draw us from the delightful task of leading little ones to love real literature, to\nabsorb poetic form and spiritual truth, to rise to nobler utterance and to purer life.\n\nSuperintendent J. W. Carr, Anderson, Ind., following Mrs. Jenkins' discussion,\ncommended the paper because of its constructiveness, and believed that the schools will\nfind the way for effective work along these lines.\nHe believed that much can be done\nthru the homes of the children,\n\nand\n\nthis as\n\na result of the increase of higher education\n\namong women.\n\nThe child should be taught by the educated mother, and not left to\nuneducated servants. The school and the home should be confederates.\nProfessor C. A. Graeser, of South Carolina, raised the question whether there is\nnot a development in appreciation to be attained before the children can gain by the use\nof classical poems.\n\nPresident J. R. Kirk, of Missouri, stated that he was always ready to defend the\nThe twelve-year-old girls and boys\n\nuse of the best models, for even very young pupils.\nare ready to analyze the best things in literature ;\nto\n\nand under the leadership of a teacher\n\nwhom these things are real the mind is already prepared.\nMiss Thurston, of South Carolina, thought that the Bible and Homer and Shake-\n\nspeare and Milton would furnish full material for the work.\n\nDr. J. J. Burns, of Ohio.\n\n—\n\nIt\n\nwould take more assurance than inspires me even\n\nwhen on my native heath to attempt the discussion of a paper which, in large part, it was\n\nmy misfortune not to hear.\n\nI\n\nlistened with interest to its concluding pages, and to the\n\nearnest speeches following it ; enjoyed all and believed most.\nIt\n\nseems to me that in our work in reading or literature\n\n— synonymous terms — we are\n—\n\ndrifting or rowing into a custom of having our pupils find things in the poems they study\n\ndeep suggestions, \" best-laid schemes \" which the author never consciously put there.\n\n"}
{"page": 436, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n424\nCertainly this\n\nis\n\n[Elementary\n\ntrue in the reading, the analysis, the destructive distillation of\n\nspeare's immortal plays.\n\nI\n\nhave not time to enlarge upon this text.\n\nI\n\nShake-\n\nam much more\n\ndesirous that my young friends should grow into a sincere love of Shakespeare and make\nthe reading of him a habit of their lives, than that they should learn to\n\ninterpreting\n\n— like translating /'//g^rmV\n\n/V(7g^rifji\n\ndo this profound\n\ninto the style of Sartor Resartus.\n\nAll\n\nalong the years the teacher and class should be a committee of the whole on the fine art\nof extracting enjoyment from the bit of literature upon which they are engaged\n\n— think-\n\ning the author's thought after him, and feeling his emotions as far a\"s their individual ages\n\nand experiences endow them.\n\nThe first-year pupils may be taught\n\" My heart leaps up when I behold\n\nA rainbow in the sky,\"\nand may thereafter thrill with the thing of beauty all the more keenly from memory's echo\nof the trumpet lines ; but it is a far cry to the time when they can grasp the big utterance\n\nto come from the habit of\n\n:\n\nA lengthening experience convinces me of the good\n\n\" The child is father of the man.\"\n\ncommitting to memory some of the best things we find in our\n\nreading, and I urge a well-chosen course of literature for the memory and heart.\n\nBefore\n\nyield the floor I wish to affirm that the study of English is our profoundest study, but\n\nI\n\nit's\n\na life-study; this reading class\n\nis\n\nour most\n\ndifficult class, and\n\nwho can estimate the\n\nfolly of the school of platform orators who so wordily declare to teachers, \" You must do\nthis, you should do that, you\n\nmust not leave undone the third,\" till plain sense mingled\n\n\" What impossible matter will they make easy next ? \"\nThe teachers who are to work this series of miracles are probably the youngest in the\ncorps, and more probably the most scantily paid.\nThe force of absurdity can no\n\nwith practical experience inquires\n\n:\n\nfarther go.\n\nTHE ELIMINATION OF THE GRAMMAR SCHOOL\nOTIS ASHMORE, SUPERINTENDENT OF SCHOOLS, SAVANNAH, GA.\n\nThere are some principles of education that are as firmly established\nit would seem that they\nneed not be called in question. If, however, there is more than one side\n\nas the fundamental truths of mathematics, and\n\nto this question, I trust, at least, that this paper\n\nmay serve to disclose it,\n\nand to provoke such discussion as may be beneficial to this body.\nThe term \" grammar school \" is somewhat loosely used in different parts\nof our country, but for the purpose of this discussion I shall assume that\nit\n\nrefers to the two or three years of the ordinary school course next pre\"\nI shall also assume that the term \"elimination\n\nceding the high school.\n\nused in this connection refers rather to the transfer to the high school of\ncertain studies now generally pursued in the grammar school, than to the\n\ncomplete abolition of this department, for I cannot conceive of any other\nrational basis on which the subject\n\nmay be considered.\n\nUnfortunately, I have not been able to ascertain the scope or nature\nof previous discussions upon this subject\n\nbeyond\n\nthat contained in\n\nthe\n\nreport of the Committee on College-Entrance Requirements made at Los\n\nAngeles, and hence\n\nmy treatment of it may not be altogether to the\n\npoint.\nIf,\n\nas it would appear, there are studies in the grammar-school course\n\nthat ought to be transferred to the high school, it is pertinent to inquire\n\n"}
{"page": 437, "printed_page": null, "text": "THE ELIMINATION OF THE GRAMMAR SCHOOL\n\nDepartment]\n\n425\n\n_\n\n__\n\nwhat these studies\n\nare, and\n\nto\n\nwhat extent\n\n_\n\nthis transfer\n\napplicable.\n\nis\n\nAll educators, I think, will agree that the character of the studies pre-\n\nscribed for any stage of educational development should conform to the\n\nwell-known laws of mental growth and of the orderly development of the\nThe average age at which pupils at present enter our\n\nvarious faculties.\n\nhigh schools\n\nis\n\nbetween fourteen and\n\nfifteen years, a\n\nperiod when the\n\non a more rapid growth, and when the\nperception and memory begin to yield in relative activity to those powers\nwhich deal with causes and effects.\nrational faculties begin to take\n\nIt will\n\nbe at once admitted that several of the studies\n\nnow pursued in\n\nthe grammar school can find their best maturity in the high school, where\nlarger mental power is present to grasp the complex relations which can-\n\nnot be adequately dealt with by the\n\nless\n\nmature mind.\n\nChief\n\namong\n\nthese are arithmetic, grammar, and history.\n\nThese studies, especially\nin advanced stages, require the exercise of those mental powers which age\nalone can give, and they ought not to be laid aside in the high-school\ncourse.\nI believe it is a most serious defect in\n\nthe high -school courses of study\n\nto neglect a systematic consideration of these branches thruout the course.\nIt\n\nmatters not\n\nhow well a pupil may have been taught arithmetic in the\n\ngrammar schools, there are phases of the study which no pupil under\nfifteen years of age can adequately understand.\nThe same is true of\nmay\nlaid\ngrammar and history. It\nbe\ndown as a safe rule, then, that the\nproper studies for a high-school course should be chiefly those which\npsychologically are adapted to a maturer mind, and which cannot eco-\n\nnomically be pursued by pupils under fourteen or fifteen years of age.\nIt is far from my purpose to imply that such subjects as arithmetic,\ngrammar, and history should not be pursued by pupils under fourteen\nyears of age on the other hand, it is my opinion that it would be a serious\n;\n\nmistake not to begin these studies at a much earlier period.\n\n— and modern education coming more and more\n—\nsusceptible of\nognize\nthat almost every subject taught\nthe schools\nThe truth is\n\nto rec-\n\nis\n\nin\n\nit\n\nis\n\nsuch a division and treatment as to render certain phases of it a perfectly\nlegitimate study in every grade.\n\nwhich\n\nlies\n\nassigned\n\nalmost wholly in\n\nto\n\nthe\n\nThe subject of geometry, for instance,\ndomain of reason, is very properly\n\nmaturer years of the high-school course\n\nthe\n\n;\n\nbut every\n\nthoughtful educator knows well that there are some of the facts and defi-\n\ngeometry that may with perfect propriety be taught to the\ngrammar school. The same thing is true of botany,\nphysical geography, the ancient and modern languages, and many others.\nThere is another thought in connection with this subject that must\nnot be forgotten. All true educational development is of slow growth\nbut it should be continuous to maturity, and not be subject to sudden\nchanges or arrests in any line of mental activity. Too often is it the case\nnitions of\n\nearlier grades of a\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n426\n\n[Elementary\n\n-%\n\nthat arithmetic and grammar are laid aside just at a time when the best\n\nand some other subject entirely difThe result is that the pupil soon forgets\n\nfruits of these subjects are maturing,\n\nferent taken up in their stead.\n\nwhat little he has learned about these subjects, and is often shocked by\nthe sudden transition from a familiar to a totally different field.\n\nSo it would seem that there is not so much a need for eliminating the\ngrammar school, either in fact or in name, as there is for such an adjustment of the courses of study thruout the pupil's educational career as to\nunify and harmonize the whole, utilizing at the same time every advantage which the correlation of studies offers.\n\nDespite the revolutionary aspect of the subject of this paper, I cannot\n\nbring my mind to believe that there is any serious thought of eliminating\nthe grammar school in the sense of abolishing it; for this idea seems to\n\nme to be not only impracticable, but positively absurd.\n\nThe grammar\n\nschool may be modified, and it doubtless will be from time to time, and\n\neven\n\nits\n\ncharacter\n\nname may be changed without detriment but the substantial\nof the grammar school as now organized will remain, as it\n;\n\nshould remain, the same as it is now.\n\nDISCUSSION\n\n—\n\nJohn R. Kirk, president of the State Normal School, Kirksville, Mo. The paper\nby Mr. Ashmore is tempered with modesty, caution, and conservatism\nprobably too much\nconservatism.\nIn my opinion the gentleman hardly meets the issue as it should be met.\nCaution and conservatism are good enough in their places, but they never spanned a\nriver, tunneled a mountain, improved the architecture of a schoolhouse, or stimulated\nhuman genius to high possibilities. Caution and conservatism are forever saying\n\" These things are good enough let good enough alone.\"\nMy plea is for the boys and girls in the seventh and eighth grades. They are\nentitled to better things than they get.\nThe twelve-year-old boy is a bundle of working\nnerve force, a veritable steam-engine, capable at all times of doubling the work which\nthe typical grammar school permits him to do.\nThe girl is an electric battery whose\nenergy is suppressed and whose soul is cramped by the conventionalities, insipidities, and\nstupefying routine of a preconceived scheme for using up her time. We talk about the\nstormy and uncertain period of adolescence in the high school but the grammar-school\nchildren, many of them, are just entering upon this same period of storm and stress\nthey have their dull and moody periods, too they deserve all the advantages now given\nthe high-school students.\nWe find no fault with the grammar-school teachers. They do\ntheir best.\nMost of them see possibilities which the grinding machinery of so-called\n\" system \" prohibits them from even attempting.\nLook at the facts: The grammar-school teacher has talent and as much versatility as\nanyone. She also has preferences among subjects to be taught. We demand of her\nimpossibilities. She knows it. Not one in a hundred is at her best in all subjects. One,\nhaving the classical mold, is saturated with grammar, literature, and art, and teaches\nthese excellently.\nAnother has the laboratory stamp, and perchance teaches nature\nstudy, science, mathematics, and mechanical drawing excellently.\nAnother is an expert\nin the arts of expression and gets children to deliver their thoughts unusually well.\nBut\nthe expert in art and classics often has comparatively little knowledge of arithmetic and\n\n—\n\n;\n\n;\n\n;\n\n"}
{"page": 439, "printed_page": null, "text": "r\n\nDepartment]\n\nTHE ELIMINATION OF THE GRAMMAR SCHOOL\n\nscience, and a positive dislike for them.\n\n•\n\nThis is human nature.\n\n427\n\nSeveral of this audience\n\nnod assent to this well-known fact. The expert in arithmetic often has poor appreciation\nNo amount of skilled supervision will make this individual\nof grammar and literature.\na good teacher of grammar and art. The grammar-school teacher, like every other\nteacher, is at her best in a few things.\n\nTherefore, suppose three or four teachers in the same building have grammar-school\ngrades, and even other grades reaching a little lower and a little higher.\n\nWhy not allow\n\nthese people to use their best talents by exchanging places with one another ?\n\nThey can\n\ndo it at no inconvenience to anybody. Why not allow the sensible teacher of arithmetic\nto go the rounds and stimulate all children to their best efforts in that subject ? Why not\nallow the cultured lover of classics and art daily contact with the children of three or\nfour or more rooms, where she can illuminate the lessons in grammar and literature with\nher own clean-cut and far-reaching conceptions ?\n\nThis costs no more than to confine each\nbound her usefulness by four walls. Where it\nhas been tried by sensible and industrious people who believe in it and who are willing to\nbelieve in better things, it has already produced results which demonstrate its excellence.\nYou raise the question of discipline. The grammar-school children have to be \" disciplined \" because their souls are starving. They want intellectual food. Give them what\nReward their toil and they\ntheir natures crave, and the question of discipline is settled.\nwill be as much interested in good order as their teachers can possibly be.\nWe obscure this subject by unfortunate terminology. We do not seek \" the eliminaThe expression \" departmental work in the grammar\ntion of the grammar school.\"\nLet us talk about\nschool \" is offensive. It is better to drop this cumbersome verbiage.\nadapting our talents to the best purposes. A mere exchange among teachers in consecuthis is all we want.\nThis we do want, for by it we\ntive grades and in adjoining rooms\navail ourselves of the highest talent of all teachers.\nWe circumscribe no one's horizon.\nWe reduce no one's activity. We broaden the horizon of the teacher and the child. We\nilluminate all the grammar-school work with the better and stronger light of richer and\nWe do not make specialists of the grammarriper scholarship and more willing service.\nWe do not make them narrow. We give them incentives to greater\nschool teachers.\nWe make their lives happier. Their spirit creates a livelier\neffort and loftier purposes.\nteacher wholly to a separate grade and\n\n—\n\natmosphere in the grammar-school room.\nPermit us, we pray you, to rid ourselves of dull and deadening mechanical processes,\n\nand we shall have less of the baneful and\nbetter\n\nbuild sterling character in\n\nartificial\n\nproduction of stupidity.\n\nWe shall\n\nyoung Americans by the constant stimulus of labor\n\nwhich is felt to be its own reward. Then every teacher will be a live wire abounding in\nenergy. Contact with such teachers will vitalize many a grammar school whose present\nregime is pure drudgery, and the reward of whose toil is \" getting grades,\"\n\n"}
{"page": 440, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July ii, 1900\nThe session of the department was called to order in Carolina Rifle Hall at 3 30\nW. Coy, of Cincinnati, in the chair.\nIn the absence of the secretary, H. L. Boltwood, of Evanston, 111,, a motion was\nmade and carried to elect C. A. Graeser, of Charleston, S. C, as acting secretary.\n:\n\nP. M., with President E.\n\nPrincipal William J. S. Bryan, of St. Louis, read a paper on the subject, \"To What\n\nExtent Should the Pupil in the High School be Allowed to Choose His Studies ?\"\n\nThe discussion of this paper was opened by A. H. Nelson, of Chicago, 111.\n\nThe\n\ndiscussion was continued by Superintendent J. W. Carr, of Anderson, Ind., and Principal\n\nW. M. Slaton, of Atlanta, Ga.\nThe second paper, entitled, \" How Shall We Teach Our Pupils the Correct Use of\nthe English\n\nLanguage?\" was presented by Principal Oliver S. Westcott, of Chicago, 111.\nJ. J. Burns, of Defiance, O., and M. L. Britton, of\n\nDiscussion by Superintendent\nAtlanta, Ga.\n\nPresident Coy appointed as a\n\nCOMMITTEE ON NOMINATIONS\nPrincipal\n\nReuben Post Halleck, Louisville, Ky.\nPrincipal William M. Slaton, Atlanta, Ga.\nPrincipal J. Remsen Bishop, Cincinnati, O.\n\nSubsequently the nominating committee reported the following nominees, who were\nunanimousl)' elected as officers for the ensuing year\n\n—\n\nFor President W. J. S. Bryan, St. Louis, Mo.\nFor Vice-President Miss Nettie Filmore, Cincinnati, O.\nFor Secretary C. A. Graeser, Charleston, S. C.\n\n—\n\n—\n\nThe meeting then adjourned.\nGraeser,\n\nC. A.\n\nActing Secretary.\n\nPAPERS AND DISCUSSIONS\nTO\n\nWHAT EXTENT SHOULD A PUPIL IN THE. HIGH\nSCHOOL BE ALLOWED TO CHOOSE HIS STUDIES?\n\nWILLIAM J. S. BRYAN, PRINCIPAL OF HIGH SCHOOL, ST. LOUIS, MO.\n\nThe extent to which a pupil in the high school should be allowed to\nis a question that has for some years engaged the\n\nchoose his studies\n\nattention of high-school teachers.\n\nWidely divergent views are expressed,\n\nwith varying degrees of positiveness, and are supported by arguments\n428\n\n"}
{"page": 441, "printed_page": null, "text": "Department!\n\nELECTION IN HIGH-SCHOOL STUDIES\n\n429\n\nNo subject deserves or has received more considera-\n\nmore or less logical.\n\nfrom educators than the course of study to be pursued by pupils of\ngrades, from kindergarten to university; especially by pupils of sec-\n\ntion\nall\n\nondary schools.\n\nCommittees composed of the most\n\nactive, most\n\npro-\n\ngressive, and most successful educators of all sections of the country have\n\nstudied with the deepest interest and most assiduous industry the problem\nof the coifrses of study calculated to give the pupils of the various grades\n\nthe best education.\n\nPsychology has been invoked to reveal the secret of\nnumerous branches that compose the cur-\n\nthe educational values of the\n\nricula from first to last, and the experience of the past has been questioned\nas to the results actually attained by the pursuit of different studies and\n\ncombinations of studies.\n\nThe famous report of the Committee of Ten is known to all interested in the actual work of\n\nAmerican secondary schools, and its sugges-\n\ntions as to the studies to be taught in secondary schools, the order of\ntheir presentation, and the\n\nmethod of their selection for the individual\n\npupil have doubtless been carefully considered, as was surely demanded\n\nby the weight of authority resulting from the composition of the committee and of the conferences on special studies whose recommendations\n\nwere indorsed by it.\nlines of progress laid\n\nWithout good reason, no one should disregard the\ndown in this report or set at naught the logical\n\nconclusions reached.\n\nChange is not necessarily improvement.\nare not antonyms.\n\nProgress and conservatism\n\nIn education as in religion, it\n\nis\n\nwise to prove\n\nall\n\nthings and to hold fast that which is good. The injunction to Laertes,\n\" The friends thou hast, and their adoption tried, grapple them to thy soul\nwith hoops of steel,\" is as good a maxim of pedagogy as it\nship.\n\nis\n\nof friend-\n\nFidelity to friends, hospitality to strangers, is the proper spiritual\n\nand intellectual attitude. Progress in the science and art of pedagogy is\nmade by using the most advanced positions and methods of the present\nas means of further incursions.\nThe danger is that leaving the sure base\nof supplies we. may lose the vantage-ground now held, and expend our\nforces and equipment in misguided enterprises.\nIn order to establish the limit of choice to be allowed pupils of the\n\nhigh school, it will be necessary to determine the objects of secondary\neducation ; the relation of the several possible studies to that object as a\nresult of their educational values the knowledge of such values possessed\nby pupils, teachers, and parents; the conditions, financial, pedagogical,\n;\n\nintellectual, physical, and temporal, that are requisite to the possibility of\n\nsuch a choice by individual pupils ; the effect upon the preparation of the\npupils desirous of meeting the entrance requirements of various colleges\n\n;\n\nthe advantage to be derived by the pupil from freedom of choice.\n\nWhat, then, are the objects of secondary education ? Ask the pupil\nwho is about to enter the high school why he proposes to do so, and his\n\n"}
{"page": 442, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n430\n\n[Secondary\n\nanswer, not very definite or profound, probably will be that he may continue his education, that he may fit himself for life, that later he may be\nable to earn more, that he may do as his parents direct.\n\nwhom he has been taught\n\nAsk the teacher by\n\n— do not say prepared — why he should pursue\nI\n\nand the answer may not be clearer or show more\nAt times it will not be as satisfactory. Ask even the teachers\nof the high school itself, and there may be some hesitation, som*e vague-\n\nhis studies farther,\n\nthought.\n\nness of thought, some uncertainty of position\n\nfor they often take for\n\n;\n\ngranted the proposition they should be ready to maintain with clearness\n\nand completeness\n\nof\n\ndemonstration.\n\nAsk the\n\nparents.\n\nthey have\n\nIf\n\nenjoyed the advantages of education, they will say that they wish their\nchildren to be at least as well fitted for the exigencies of life as they were,\n\nand\n\nto enjoy all the advantages that education furnishes.\n\nthey have\n\nIf\n\nbeen without such advantages, then they will assert their intention to give\ntheir children better opportunities than they themselves had.\n\nThere are those who are not content with the proper sphere of the\nhigh school in the system of public schools, which now truthfully may be\nsaid to include all phases of scholastic training from the kindergarten to\n\nthe university, and are constantly seeking to invade what seems to them\na higher sphere of education ; but, rightly viewed, no\n\none part of the\n\nsystem is of greater importance than another, if the completed product\nis\n\nto be considered ;\n\nand if we regard the number reached, the primary\n\nThe object of the high\n\nphase of education is by far the most important.\n\nschool is to take the boys and girls who have reached a certain stage of\n\n—\n\nadvancement\nat present, those who have acquired a reasonable knowledge\nof grammar, history, geography, and arithmetic\nand to engage their\nenergies in the mastery of advanced studies which will discipline their\nseveral faculties, develop their individual powers, give them a general\nsurvey of the inviting fields of knowledge and effort, furnish them with\ntools and motive power to extend their conquest of the material and\n\n—\n\nspiritual universe to the limit set\n\nthem an\n\nexcite in\n\nby their native endowments withal to\nundying love, for the true as dis;\n\ninsatiable thirst, an\n\ncovered in science, or philosophy, or religion\nclosed in nature, or literature, or art ; for the\nor ethics\n\n;\n\nto enkindle in them,\n\nthe beautiful, and the good\n\n;\n\nI\n\nfor the beautiful as dis-\n\nsay, an absorbing passion for the true,\n\nthe true\n\nthe beautiful — the\n\n;\n\ngood as revealed in history\n\n— the\n\nreal, our environment material\n\nand spiritual;\nideal, to be realized in personal life, in\nthe means\nthe home, in society, in the nation, in the world; the good\nof uniting the real and the ideal, the marriage of the beautiful and the\n\n—\n\ntrue.\n\nIn this statement of the function of the high school I have not thrown\n\noverboard chart and compass, or unshipped the rudder.\ntionally kept in mind previous surveys and soundings.\nI\n\nI\n\nhave inten-\n\nAt the same time\n\nam not unmindful of other views, which are regarded as in advance of\n\n"}
{"page": 443, "printed_page": null, "text": "ELECTION IN HIGH-SCHOOL STUDIES\n\nDepartment]\n\n431\n\nthe times perhaps, but as sure to be carried into effect in the high school\nBriefly stated they are as follows\n\nof the future.\n\n:\n\nIt\n\nis\n\nthe purpose of\n\nthe high school to give to anyone who desires it an opportunity to study\n\nanything he may wish to study, as long as his convenience or inclination\n\nmay dictate, and at such times as may suit his other engagements; or, it\nis\n\nthe province of the high school to prepare its pupils for the actual life\n\nto be lived by each, not by giving to all\n\nsuch general preparation as will\n\nenable each to adjust himself to the special work to be done, but by\nteaching the particular art or trade that in the vicissitudes of\n\nlife\n\nhe may\n\nbe called upon to practice; or, it is the business of the high school to\nascertain the particular bent of each individual mind, and to develop these\n\nBetween\n\nindividual aptitudes or talents to the fullest possible extent.\n\nmy own views, which were expressed in the first statement, and those\nrepresented in the other statements, there is an almost endless variety of\nopinions, and before anyone can have a basis of decision of the main\nquestion, he must determine his attitude on the question of the function\nof the high school.\n\nOur knowledge of the educational values of the several\n\nstudies\n\nmust\n\nbe derived from personal observation, from the history of education, and\n\nfrom psychology.\n\nThe contributions made to the science of pedagogy\n\nby the reports of the numerous conferences on special studies are of the\ngreatest value, and the paper of Dr. William T. Harris on \"The Necessity\nfor Five Co-ordinate Groups of Studies in Schools\" presented in clear\nand succinct form the conclusions reached by the Committee of Fifteen,\n\nwhich evidently were in accord with his own profound convictions.\n\nThe\n\nlimits o'f this paper preclude the possibility of presenting the conclusions\n\nfurther than to say that, it was shown that the five groups of studies differ\n\nboth objectively and subjectively, and call into activity different methods\nof observation and different trains of thought, and therefore one of them\n\ncould not be substituted for another, or omitted entirely, without distorting the pupil's view of the world, or at least rendering it incomplete.\n\nIt\n\nfollows that a course of study complete in every part would include at all\nstages of the pupil's progress\n\nsome one of each of the\n\nstudies discriminated, the selection being\n\nfive\n\ngroups of\n\nmade in accordance with the\n\nThe wisdom of representing each of the five\nbecome\napparent from a consideration of the relative ease with which we acquire\nmaturity of the pupil.\n\ntypes of studies in the various stages of the child's progress will\n\nknowledge similar in kind\n\nto that already possessed, in\n\naccordance with\n\nthe doctrine of apperception, and the profound pedagogical truth that\n\neducation should be a growth, a development.\nNature, inorganic and organic, and man, theoretical, practical, and\naesthetic,\n\nshould be the ever-present subjects of primary and secondary\n\neducation,\n3S the\n\nthe view\n\nworld\n\nis\n\nbecoming ever\n\nformed\n\njn the\n\nclearer\n\nand broader and deeper\n\nconsciousness of the individual, and he\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION *\n\n432\n\n[Secondary\n\ncomprehends more fully his own place in the universe. By the study of\nmathematics and the sciences, physics and chemistry, an acquaintance\nwith the general laws of nature and with her inorganic phases is gained\nthru botany, zoology, and other branches of natural history we arrive at a\nknowledge of the organic aspect of nature. The languages and psychology\nafford\n\na view of\n\nsociology, law\n\n— including\n\nman as a thinking being; history\n\n— presents him\n\nas willing\n\nThe matter of education\n\nreveal his aesthetic nature.\n\nitself that in its details it is far beyond\n\ncivics,\n\nand doing; literature and art\nhas so extended\n\nthe grasp of any one mind, but a\n\nrational view may be secured by a study of man and nature in the several\n\naspects presented.\n\nThe\ngives\n\n;\n\ncrucial\n\ntest\n\nof every system of education\n\nthe touchstone to apply to each study is\n\nits\n\nis\n\nthe world-view it\n\nability to contribute\n\nMuch harm has been done to the\n\nessential elements to this world-view.\n\ncause of education and to the lives of pupils by unintelligent manipula-\n\nThe fact that the place of a study in a course\n\ntion of courses of study.\nis\n\ncalled\n\nin\n\nquestion\n\nnot evidence that\n\nis\n\nby another for which room\nignorance of its value.\n\nis\n\nsought.\n\nIt\n\nit\n\nought to be displaced\n\nmay be only an indication of\n\nThe studies for which\n\nthere\n\nis\n\nthe profoundest\n\npsychological and pedagogical reason are perhaps most frequently challenged, because the reason for their existence does not appear to the\nsuperficial observer.\n\nNo study can strongly appeal to the reason of one\n\nwho is ignorant of its content.\n\nThe cry of \"impractical,\" \"out of date,\"\nmay be effective with the uninformed, but, like the argumenium ad hominem, may prove nothing but\nthe paucity of reasons in the mind of some advocate of a so-called practical study.\nIn many minds the word \"practical\" is synonymous with\n\n\"fetich,\"\n\nand other\n\nlike\n\nexpressions,\n\ndirectly convertible into dollars and cents\n\n— more frequently\n\ncents.\n\nThe perfectly natural and readily explained general ignorance of the\neducational values of subjects composing courses of study prevents the\n\nformation of logical judgments in such matters by the public; and this\n\nterm should include parents and pupils, and such teachers as have not\ngiven special attention to the subject of educational values and the proper\n\ncomposition of courses of study.\nin\n\nFortunately for the cause of education\n\nAmerica, the public, while lacking the information and training requi-\n\nto the formation of a valid judgment in such matters, has to a\nmarked degree the most excellent quality of common-sense, which makes\nit conscious of its need of information and leads it to leave the decision\nSometimes, thru\nof such matters to those who have made them a study.\nsite\n\nconfidence in injudicious teachers, the public is misled into positions from\n\nwhich it is necessary to retreat, with larger experience, but with cost of\nchildren's lives and wasted treasure but the public schools of America\nare not in imminent danger of being led far into error by zeal without\n;\n\nknowledge, as is shown by the Commissioner's report of the number of\n\n"}
{"page": 445, "printed_page": null, "text": "r\n\nELECTION IN HIGH-SCHOOL STUDIES\n\nDepartment]\n\n433\n\npupils who are engaged in studying the several branches taught in second-\n\nary schools\n\n— a report that should convince the most timorous and\n\npessimistic that there is a very bright future for education in these United\nStates.\n\nBeyond controversy,\n\nthis\n\nis\n\na \" government of the people, by the\n\npeople, for the people \" but at times there seems to be some misapprehen;\n\nsion of the application of the term \"people.\"\n\nThe editorial \"we\" is\n\nmore potent and less offensive than the capital \" I,\" and the enthusiastic\nadvocate of some change in the course that in imagination is going to\nrevolutionize education, making the crooked places straight and the\nrough places smooth, exalting the valleys and laying low the hills, with\nhis ear to the ground and his eyes uplifted to get a glimpse of his own\nprospective greatness, thinks he catches the accents of the people loudly\n\nclamoring for the device that is to pave a royal road to learning with the\n\nsmooth blocks of desire set in undeveloped interest. Pupils do not know\nenough about themselves or the studies that constitute the curriculum of a\nhigh school to decide which studies they should take to develop their individual and peculiar genius, or to suit their ultimate but as yet undiscovered\n\npurpose in life, or even to awaken and hold their interest.\nout power to discriminate\n\nis\n\nChoice with-\n\nnot choice, but caprice, unbridled fancy,\n\nunreasoning folly, distasteful even to children.\npathy for their children, as they should be\n\n;\n\nParents are full of sym-\n\nthey have plans of their own,\n\nmore or less in harmony with the unformed taste of\n\ntheir children ; but,\n\nhappily, with few exceptions, they defer to the calmer, unbiased judgment\nof the one whose business it is to know all that can be learned about the\n\nfunctions of different studies, and whose experience\n\nbroad\n\nas\n\nthat of\n\nany individual otherwise employed.\n\nis\n\nmany times as\nam well\n\nThis, I\n\naware, throws a great responsibility upon the principal of the high school\n\nbut a public office is a public trust, and emoluments and burdens, opportunities and obligations, have a fixed relation to each other.\n\nEven if it were desirable that each individual should choose his own\nstudies and arrange a special course, there are inherent difficulties to pre-\n\nExpense will always fix a minimum for the\n\nvent such freedom of action.\n\nnumber to constitute a class the natural sequence of studies is in many\ncases perfectly evident and unalterable; a certain intellectual maturity is\nindispensable to the prosecution of some studies; there is a physical\nlimit to the work that each pupil can do\nthere are not an indefinite\nnumber of hours for the arrangement of a progam of studies there\nare still college requirements to be met by those who are not entirely self\n;\n\n;\n\n;\n\nsufficient.\n\nBut what are the advantages to be derived from an unrestricted election, if\n\nit\n\nwere practicable?\n\nChief\n\namong those that are mentioned, and\n\nthe one most in keeping with the intense individualism of this century\n\nand\n\nthis country, is the interest\n\nit\n\nwould ipsure in the work to be dope,\n\n"}
{"page": 446, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n434\n\n[Secondary\n\nWork done under compulsion is said to be slavish and necessarily lacking\nin interest and enthusiasm.\n\nBut is it true that the work done by high-\n\nschool pupils is done under compulsion ?\n\nIs not all freedom possible\nonly to him who voluntarily does the things which the laws of his nature\n\nrequire ?\n\nchoice if\n\nIf,\n\nI\n\nin\n\nmy ignorance, I choose that which would not be my\n\nunderstood my own needs or the nature of the study, shall I,\n\ntherefore, take an interest in\n\nwith myself, dissatisfied with\n\nmy work? Shall I not rather be displeased\nmy work, disgusted with the system that\n\nmade such a misfit possible ?\n\nIs the interest that\n\npupils take in their\n\nstudies due altogether to the character of the studies or to their free\n\nchoice of them ?\n\nIs\n\nit\n\nnot rather frequently due to the influence of the\n\nteacher, who by reason of the fullness of his own knowledge and his own\n\nkindling enthusiasm for his subject, and because of his love for his pupils,\nable to awaken in them an interest kindred to his own ?\nIs not the\nneed of the hour, 'not selection of studies, but selection of teachers ?\n\nis\n\nThe privilege of certain options and choices has long been given, and\nis how far this privilege should be\nextended. The National Educational Association by its appointment of\nthe only living phase of the question\n\ncommittees to consider the courses of study for secondary schools has\n\ndone much toward shaping public opinion and effecting a general agreement as to the subjects to be taught and the importance of representing\nthe five co-ordinate branches of study at every stage of progress.\n\nWithin\n\nthese limits, which have been quite clearly defined, the individuality of\n\nthe pupil should be carefully considered by the principal in consultation\n\nwith the child and the parents, but the desire of the individual ought not\nto be allowed to interfere with his own education, or to work to the detri-\n\nment of other pupils or of the general welfare. Delicate pupils, or backward pupils, or pupils whose time is necessarily partly occupied with other\ninterests, can easily be accommodated without detriment to. others by\ngiving them the privilege of postponing part of the work of any term to\nthe next.\nGreater freedom from restriction seems hardly desirable or\npractical.\n\nIf the arranged\n\ncourses of study preserve the proper sequence,\n\nand if indeed it is not true that they are merely aggregations of studies\nwithout logical connection or principle of cohesion, it is hard to see how\nthe privilege of disregarding the lines drawn could be granted without\n\nharm to the individual pupil and to the school.\n\nThe educative effect of\n\ncompleting a part of a well-ordered course will be greater than the effect of\npursuing some of the studies to a farther limit, and the chances of comI have no sympathy with the\npleting the entire course will be greater.\ndefect in child-training, common in our day, which exalts the immature\n\njudgment of youth above the maturer judgment of parent or teacher, in\nso far at least as it allows\n\nit\n\nto determine the action in specific cases.\n\nHear the statement of the case, as it lies in the child's mind point out the\nFreedoro\nfallacies that appear but insist upon the supremacy of reason.\n;\n\n;\n\n"}
{"page": 447, "printed_page": null, "text": "ELECTION IN HIGH-SCHOOL STUDIES\n\nDepartment]\n\nis\n\n435\n\nsubjection of will to righteous laws, and the will is trained to righteous-\n\nNot desire, but recognition of duty, leads\nNot enjoyment, but service, is the measure of life.\n\nness by habitually doing right.\n\nman to self-control.\n\nDISCUSSION\n\n—\n\nA. H. Nelson, Chicago, 111.\nMr. James H. Harris, in the Educational Review for\nMay, in discussing \" The Natural Limitations of the Elective System,\" says (and I assent\nto the statement): \"The restrictions and limitations of physical and intellectual capacity,\nthe laws of meiftal growth and of sequence of studies, the counsel and guidance of\nparents and teachers, are amply sufficient to safeguard the interests and promote the free\nIf we could treat that as an algebraic\npossible factors, we should have left only the \" counsel and\nguidance of teachers,\" for \" the guidance of parents \" is still an unknown quantity, and\n\nprogress of the youth without further limitations.\"\nproposition and cancel\n\nall\n\nall real election by the\n\npupil would be eliminated.\nThose who would broaden the scope of election for high-school pupils must always\nreckon with two factors, constant and controlling in the solution of this as well as of every\n\nother educational problem.\n\nNaming these in the inverse order of their importance, they\n\nand (2) the single\nand only aim of all public-school instruction. I do not believe that there is a teacher\nbefore me, whether such teacher has had much or little of psycho-pedagogical training,\nthat will not agree with me in characterizing the years between the age of graduation\nfrom the grammar school and that of matriculation in college as the period of greatest\nunrest, psychical as well as physical. It is the time of nascent manhood and wonaanhood,\nwhen boys and girls study themselves and each other with far greater interest than they\nstudy any text-book the time when coeducation leads to the very delightful discovery of\nare\n\n:\n\n(l) the intellectual status of the average high-school matriculate ;\n\n;\n\n\" Books in the running brooks, sermons in stones.\n\nAnd good in everything \"\n;\n\nthe time when the girl coils up her braids, and the boy turns up his trousers.\njust the period when the guidance of experience, the control of a\n\nIt is, in short,\n\nmaster-mind in deter-\n\nAn editorial writer upon one of our daily\n\" The average high-school boy has hardly got beyond the period when\n\nmining the course of study, is most essential.\npapers has said\n\nhe\n\nis\n\n:\n\npuzzled to decide whether he will be a general, admiral, or a circus clown.\n\nTo\n\nthrow open a course of study to the election of such immature minds would be as edifying a spectacle as to allow an infant to experiment with different-colored candies, for the\nsimilitude could be extended to the ultimate effect on brain and bowels.\"\n\nThose who advocate an increase in the number of electives argue that there can be\nno proper development of the individual unless there is, or can be awakened, in the pupil\nan interest in his studies. This argument Professor Munsterberg analyzes and answers\n\" All instruction must be interesting.\nafter this fashion\nIf the pupil's interest is not in\nit, the whole instruction is dead matter, useless vexation.\nEverything which appeals to\nthe natural tastes of the child is interesting.\nInstruction, therefore, must be adjusted to\nthe natural instincts and tastes.\"\nThe logical fallacy of this ought to be evident. All\ninstruction which is good must be interesting\nbut does it follow therefrom that all\ninstruction which is interesting must also be good ? Are there not kinds of interest which\nare positively bad and destructive ?\nIs not the true meaning of education to discriminate between good and bad desires, to suppress lower instincts and to reinforce the\nhigher ? Wanting the faculty to discriminate between good and bad desires, election in\nstudies, even with reference to a special future occupation, is, as the same writer has said,\n\"merely the cumulation of a hundred chance influences.\"\n:\n\n;\n\n"}
{"page": 448, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n436\n\n[Secondary\n\nIn anticipation of this discussion, and that I might know the opinion of a college\npresident of very many years' experience with the graduates of secondary schools, I sat\n\ndown a few weeks ago in the study of such a president and asked him point blank the\nHis reply was in substance as follows \" The\n\nvery question we are discussing today.\n\n:\n\nam I in the opinion that until even a col-\n\nlonger I remain in this office, the more fixed\n\nlegian has reached his junior year the scope of election should be very narrow.\n\nhigh-school boys and\n\ngirls,\n\nAs for\n\nthey are of such comparatively low average in intellectual\n\nmaturity that there is positively no room for election by them,\n\nif\n\nare to pursue is to be in any true sense preparation for college.\n\nthe course of study they\n\nEvidence that some of\n\nthe secondary schools are tending very strongly in the opposite direction I am constantly\n\nhaving in the young men and young women whose preparation to enter this university\nhas very largely been directed by their own likings, rather than by the mature judgment\n\nand experience of teachers.\"\nIn my opinion, however, the chief objection to the multiplication of the number of\nsubjects from which pupils in our high schools may elect a course of study inheres not so\n\nmuch in the intellectual immaturity of the scholar\nquoted\nall\n\n— as\n\n— the\n\nfirst\n\nof the factors I have above\n\nin the second of those factors, namely, the single and only legitimate aim of\n\npublic-school education in this country\n\n;\n\nfor I understand that in this discussion we are\n\nby public taxation. That single and\nAmerican citizenship. Unquestionably this is in very\n\nrigidly confined to the schools that are maintained\n\nonly legitimate aim\n\nis\n\nintelligent\n\nmany cases not apprehended as the raison d^iire of every high school as well as of every\nelementary school, and, where\n\nit\n\nis\n\napprehended\n\nas the chief aim of public-school education.\n\nat all,\n\nit\n\nis\n\nnot consistently treated\n\nIt is not to be wondered at that\n\nthose who\n\nadvocate a gradual increase of the number of electives as compared with required subjects\nin the course of study for high schools seem to consider the\n\npurpose of the school to be\n\nto sift the finished product of the grammar school, to the end that the\n\nfew score of boys\nand girls who have really fixed upon some calling or profession in which to do their life's\nwork may be segregated from the hundreds\nthe very large majority in every high school\nwho are simply there because their parents send them, and very of ten with no better rea-\n\n—\n\n—\n\nson for such sending than that it is \" the thing to do.\"\n\nBut if it be true that intelligent American citizenship, and that only, is the reason for\nlevying taxes for educational purposes (and I do not think that that definition can be\nsafely expanded one iota), then so to consider the work of the high school is to substitute\nfor liberal education, that in which alone all the people can share, professional education,\n\nwhich must always be for the select few. However valuable the doctrine of manifest\ndestiny may be as an indorsement of political and territorial expansion, it is fraught with\ndangerous possibility when\n\nit\n\nfinds a place\n\namong the motives directing the public\n\ninstruction of the youth of this country.\n\nThe captain of a company, or even the colonel of a regiment, has not that knowledge\nof the special and objective point of a campaign necessary for planning the combined and\n\ninterdependent operations of the several branches of the army.\nis\n\nA wider range of vision\n\nnecessary for the intelligent planning for the campaign as a whole.\n\nFor a like reason\n\nthe statement of Professor Withers, which I quoted at the outset, will serve as a criterion\n\nby which to test the value of much that has been and is being written by high-school\nIf \"the proper study of mankind is man,\"\nprincipals and teachers upon this subject.\nthen the constant study of early manhood and womanhood, the daily occupation of the\nschoolmaster, must of necessity act as a powerful stimulus to enthusiasm in his work but\nenthusiasm is always restive under the suggestions of judgment, and too often ignores the\n;\n\ncounsels of experience ; hence the enthusiastic high-school principal or teacher is very apt\nto forget that because\n\nin science or literature, in biology or\n\npsychology, he finds that\n\nwhich stimulates and develops his own intellectuality, it does not follow that, even if any\n\nnumber of high-school pupils express a preference for such studies, such studies should\nHe is a professional man, and his place in the world is among professional\n\nbe pursued.\n\n"}
{"page": 449, "printed_page": null, "text": "HOW TO TEACH CORRECT USE OF LANGUAGE\n\nDepartmentJ\n\nmen and women\n\n;\n\n437\n\nbut the average high-school pupil will never rise to that level\n\n;\n\nthe chief purpose of the high school to prepare pupils for college or professional\nthe tendency to so consider a high-school course\n\nand wisely said\n\n:\n\nall\n\nis\n\nbut universal.\n\nIt\n\nnor is it\nlife,\n\ntho\n\nhas been well\n\n\" The high school ought to be faithful to its only goal of general educa-\n\ntion, without professional anticipations.\"\n\nThe infusion of the utilitarian spirit into our\n\nTrue education is a life-process, and is not bounded\nby the kindergarten and university. That in the highest type of manhood and womanhood to make a life rather than to make a living is the controlling purpose, should ever\neducational life is to be deprecated.\n\nbe kept before the youth in our secondary schools\n\nbut those who determine the course\n\n;\n\nremember that in the domain of the intellectual\nas well as the spiritual the wide gate and the broad way \"leadeth unto destruction,\"\nwhile \"strait is the gate and narrow is the way that leadeth unto life.\"\nof study in such\n\nschools ought to\n\nHOW SHALL WE TEACH OUR PUPILS THE CORRECT USE\nOF THE ENGLLSH LANGUAGE?\nOLIVER\nI\n\nWESTCOTT, PRINCIPAL OF THE NORTH DIVISION HIGH SCHOOL,\nCHICAGO, ILL.\n\nS.\n\nanswer the question in two words\n\nBy example.\n\n:\n\nThe rules of grammar are accepted as the shibboleth of intellect by too many. We\nall know persons who seem always, when listening to informal conversation, to be eavesdropping for solecisms, which they register, when found, more or less brutally, and store\nup to retail as malicious gossip later. These spies and informers of everyday life seem\nto assume that a breach of grammar is a breach of the peace, that a slipshod syntactician\nYet we all know\nis a public nuisance, and that a double negative is complete damnation.\ncertain absolute asses whose impeccable grammar only emphasizes the emptiness of their\nthoughts, whose brains are as free from the possibility of inspiration as any Chinese\nlaundryman's adding machine. And we all know certain men whose thought takes\nmagnificent strides and covers a noble parish without check from the barbed-wire fences\nand \" no thoroughfare \" signs of grammar. These unshackled souls are rather above\nthan beneath the jurisdiction of justices of the peace like Lindley Murray.\n\nMany of you have, no doubt,\n\"The Point of View\" in the May Scribner's. It is\n\nThis exordium is stolen in its entirety.\nalready perused\n\nit\n\nin\n\napparently to some extent apologetic of what\n\nis\n\nto follow, viz., sundry\n\nquotations from classic English authors showing plainly that occasional\n\nnodding is not confined to Homer.\n\nHe continues as follows\n\nqua non of respectable speech, by so much\nA reviewer who has caught a young\nauthor in flagrant errors in syntax feels quite justified in holding a wake over him without\nfurther ado.\nBut this, I aver, is not justified even by precedent or that consuetude which\nFor the most loftily renowned of\nQuinctilian called certissima loquendi magistra.\nBut\n\nthe\n\nif\n\ngrammar is upheld\n\nmore is it demanded\n\nwriters have\n\nmade slips\n\nas the sine\n\nof the written word.\n\n—\n\nslips that\n\ncannot be palmed off or licensed as constructions\n\nwhich the high authority of their authors legalizes\n\n—\n\nslips,\n\nindeed, which can be forgiven,\n\nbut not justified.\n\nTho matter is unquestionably of more importance than manner, the\nthought more to be considered than\n\nits\n\ndress, it\n\nin rhetoric as in the social circle that dress\n\nis\n\nnevertheless as true\n\ncomes in for a liberal share\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n438\nof attention,\n\nand\n\nthat special\n\nconsideration\n\nperson of engaging presence.\n\nis\n\n[Secondary\n\nalways vouchsafed to a\n\nThe old saw, \" If you would give your\n\ntalents fair play, dress well,\" is as applicable to literature as to life.\n\nThe writer of \"The Point of View\" certainly makes good his claim\nthat so-called classic English authors are\n\nmatter of English construction.\n\nIt\n\nis\n\nfar\n\nfrom immaculate\n\nin the\n\npassing strange that he should\n\ndevote so large a part of his disquisition to commenting upon quotations\n\nfrom authors centuries old. No one feels disposed to hold to the strictest\nBeaumont and Fletcher, Fielding,\nrules our earlier English authors\n\n—\n\nShakespeare, Ben Jonson, Jane Austen, Sterne, etc.\n\n— and we excuse\n\ntheir\n\nshortcomings by the unexpressed belief that the language in their time\n\nhad not been so crystallized as to warrant our expecting the exactness we\nought to find in the practice of later writers. But when Thackeray and\nGeorge Eliot and Scott and Bulwer Lytton and Stevenson and Crane\nand Meredith are justly listed in the category of literary sinners, we are\nhardly disposed to join with the author in his moral, or emphatically to\nindorse his own English when he concludes\nout of a large catalogue this few (which is already too many), I shall\n\nIf, after quoting\n\nhave earned a little more mercy to the frailties of the weak by betraying the frailties of\nthe strong, it is well with my soul.\n\nPhilosophically the position seems to be vastly more tenable that the\nsins of the great should not palliate the sins of the small, and\n\nif\n\nthese\n\nerrors are to be collated and presented for consideration, they should be\n\npresented as pitfalls to be carefully avoided.\n\nIf the writers of the coming\n\ngeneration are to be unamenable to such scathing and deserved criticism\n\nmust be done by us to enhance their revertheir\nfamiliarity\nwith their vernacular.\nand\nence for\nWhat, then, shall we do ?\nWhen an old-fashioned revivalist used to lay out his program for a\nrevival in a town he did exactly as Mr. Moody once did in Philadelphia.\nFirst, he examined the condition of the church itself.\nTo bring sinners\nas this, something effective\n\nto see the error of their ways, nothing was deemed so potent as the influ-\n\nence of good example, and a few weeks spent in getting professed Christians\n\ninto\n\nline,\n\nand a sermon or two from the standard\n\ntext,\n\n\"Go\n\nthrough, go through the gates; cast up, cast up the highway; gather out\nthe stones\n\n;\n\nlift\n\nup\n\na standard for the people,\" were\n\ndeemed to be of\n\nessential necessity in preparing to do battle with the wicked\n\ndown the strongholds of Satan.\n\nand batter\nThis was a philosophical plan. Why,\n\nthen, should not we as teachers exercise as much shrewdness in endeavor-\n\ning to do battle with the hosts of ignorance?\ngates and at least\n\nshow where some\n\nLet\n\nus, then, go thru the\n\nof the pebbles, nay, boulders, lie,\n\nwhich must be gathered out before the standard of the English language\ncan be lifted above the dead level where it has so long been trailing near\nor on the ground.\n\n"}
{"page": 451, "printed_page": null, "text": "^OlV TO TEACH CORRECT USE OF LANGUAGE\n\nDepartment]\n\nThe\n\nbest- educated\n\ndiscourse.\n\nare too often\n\n439\n\ninexcusably careless in colloquial\n\nThe school superintendent of one of the largest cities in the\n\nUnited States said publicly to an institute on two different occasions that\nit is of little or no consequence that we teachers occasionally mispronounce words in our intercourse with one another. Does he think that\nhe can give himself so much latitude in public and be more particular in\n\nhis own family in intercourse with his children?\n\nSurely such^ leniency\n\nHis own influence with teachers, their influence\nupon one another and upon other people with whom they are brought in\n\nwill\n\nbe misinterpreted.\n\nupon their assoand companions at school, the consequent further influence of\nthese latter upon members of other families, may all be referred to him\nas the central motor of these concentric and ever-widening circles whose\nlimit is indefinable.\nMany, very many derelictions in the use of the\ncontact, his influence with his children, their influence\nciates\n\nEnglish language may not unjustly be laid to his charge, if in his own\npractice he permits himself the slightest digression from the rules of the\nstrictest propriety.\n\nLet those who are fortunate in being parents (and all parents are also\nteachers) see to\n\nit\n\nthat\n\nno influence goes out from their firesides that\n\nshall militate against the efforts of the professional teachers of language,\n\nThose parents\nwe are not immediately brought in contact are admittedly\nbeyond our reach for special influence. But we can furnish, and we\nought to furnish, parents for coming generations who shall deem it one\nof the primary duties they owe society to see to it that, in their own\nhomes at least, only good English is tolerated.\nthat so their best endeavors be not rendered utterly futile.\n\nwith whom\n\nWhen our pupils are out of\n\nBut parents are not the only teachers.\n\nthe schoolroom they are likely to be brought in contact with other chil-\n\ndren from the families of individuals from every nation under heaven.\n\nThe jargon at Babel could scarcely have been more pronounced than\nwhat may easily be heard upon the streets of any of our large cities and\nof\n\nmost of our smaller towns.\n\nThis potent influence for\n\nevil\n\ncannot,\n\nmay be modified by thoroly\ninculcating upon the pupil the necessity of avoiding in his own conversaTeachers\ntion any scraps of patois that he may be compelled to hear.\nperhaps, be entirely counteracted, and yet\n\nit\n\nand parents should combine so far as possible to prevent the introduction\nAnd this is the very least\nof foreign words into ordinary conversation.\nThe provincialisms and the localisms of\nof the evils in this direction.\nthe various parts of our country and of the shires of Egland are incessantly cropping out and are sure of a luxuriant growth unless unceremoniously nipped in the bud.\nBut we teachers are perhaps the most amenable to charges like the\nHow many of us watch\nabove, and at the same time the least excusable.\nour own conversation in school or out with half the care with which we\n\n"}
{"page": 452, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n440\n\nAre we careful that in every\n\nwatch that of the pupils under our charge ?\nrecitation\n\n[Secondary\n\nthe sentences of both teacher and pupil are carefully con-\n\nstructed after the most approved models ?\n\nIs the recitation in science\n\nor the recitation in mathematics allowably more careless than the recitaIt takes line upon line and precept upon precept to\ninduce pupils to say, the sum of the angles of a triangle is, rather than\n\ntion in language ?\n\nare.\n\nFew\n\nclasses\n\ngeometry are clear\n\nin\n\nof\n\nstatements regarding the\n\nfrustrum ot a cone or a pyramid, and fewer still are those no one of\nwhose pupils will say \" divide a line into extreme and mean ratio.\"\n:\n\nWhy is this ?\nIn the zeal of the times for getting the chasm bridged by introducing all the \"ologies\" into the elementary schools, the pupils are crammed\nto repletion with, to them, meaningless words and indigestible facts;\n\nthere\n\nis\n\nno healthy assimilation.\n\neasily regurgitate as can\n\nand\n\nonly the mental stomach could as\n\nthe bodily one, the next thing in order should\n\nBut\n\nbe a vigorous emetic.\n\nIf\n\nif\n\nwe believe that an ounce of prevention is\n\nworth a pound of cure, let us cease this senseless cramming and avoid the\nsuggested necessity.\n\nWe are glad to know that so high an authority as Dr. Nicholas Murray\nButler believes with\n\nmany of us that mental growth during the period\n\ngrowth of the child that there should\nand must be an entirely different course of procedure in the elementary\nand in the secondary schools that the bridging of the alleged chasm by the\nof adolescence is not the mental\n\n;\n\n;\n\nso-called \" enriching \" of the course in the elementary schools is utterly\n\nunpsychological, if not absolutely impossible, and, at any rate, by such a\n\nmethod both pedagogically and philosophically\n\nundesirable.\n\nLet us\n\nrather cause the chasm to vanish by the inculcation of studious habits, by\n\nlaying a solid foundation for broad and accurate scholarship, and not\n\ndrag down material from the secondary schools for the use of pupils not\nyet able to cope with\n\nit.\n\nThe abstractions\n\nof algebra\n\nand geometry\n\nrequire a certain maturity of the intellectual powers and a thoughtful\n\npreparation in dealing even with the practical side of these branches in\n\nconnection with arithmetic.\npreparation,\npupil.\n\nit\n\nis\n\nUnless time\n\nis\n\ngiven for a philosophical\n\nobviously unfair to expect successful work from the\n\nRelegate algebra and\n\ngeometry and Latin\n\nto\n\nthe secondary\n\nschools, where abundant opportunity is given for their acquisition, unless\n\na place can be found for them in the elementary schools without trench-\n\ning upon the time of things fundamental and more important.\nTheoretically\n\nwe admit that the rudiments\n\nrequire the simplest of mathematical concepts.\n\nof geometrical\n\nscience\n\nWe admit that it has\n\nbeen demonstrated repeatedly that the use of such a book as Hill's\nGeometry can be made profitable with children from eight to ten years\nThe fundamental rules of arithmetic may\nold, and indeed younger.\nThen the\nprofitably be followed by some of the simplicities of algebra.\n\nI\n\n"}
{"page": 453, "printed_page": null, "text": "HO IV TO TEACH CORRECT USE OF LANGUAGE\n\nDepartment]\n\n44\n\nthree branches of mathematical science with which all children should be\n\nmade more or less familiar may be taken up together and\ngeometry, algebra, and arithmetic ^xoct&d pari passu.\n\nprogress in\n\nBut if algebra and\n\ngeometry and Latin, etc., are grafted upon a tree whose present foliage\nand possibly prospective fruit are able utterly to exhaust all nutriment\nthat can be supplied by the air or by the soil, the resylts can only be\nWhile the new grafts do not thrive vigorously, the old\ndeleterious.\nshoots are robbed of their legitimate claims and the whole organism\ndeteriorates.\nIt\n\nis\n\nstrange that teachers in secondary schools often excuse their\n\nshortcomings, by saying that pupils should have learned such or such a\nthing in the elementary schools.\nfurther neglect.\n\nGranted, but that\n\nis\n\nno excuse\n\nSince a minute and accurate knowledge of English\n\nfor\nis\n\nindispensable to one who wishes to communicate thought with English\nas his chosen medium, it should\n\ngo without saying that anything needed\nand possible of supply by the secondary-school teacher should be willingly\nand lovingly rendered. And it should not be forgotten that the example\nof the teacher should in all respects be worthy of imitation.\nDoes thestudent of geometry yfv'iit porporiion ox porprotion for proportion, it is not\nalone his present carelessness.\nHis previous pronunciation, or mayhap\nthat of his teacher, has left no definite impression upon his mind as to\nthe word characteristics.\nHe writes therium for theorem, and the same\nsuggestion explains.\n\nPronunciation and orthography go hand in hand in a much larger\nnumber of cases in the English language than is assumed by our faultfinding teachers and professors who boast of being poor spellers. If only\nthey would spend, in making themselves and their pupils absolutely\naccurate, a tithe of the time which they spend in putting forward a few\n\nobjectionable peculiarities of the language, and abusing the most copious,\nthe richest, and the best language now spoken by any nation on the face\nof the earth, their time would be spent to far greater advantage.\n\nSo potent are the influences of example that\n\nI\n\nverily believe that any\n\nlarge city could well afford, in the interest of its children, to\nofficer,\n\nemploy one\n\nwho should be styled, if you please, sign-supervisor, who should\n\nhave absolute authority to order removed any sign not conformable in\n\northography and style to the authorized Usages of the language.\n\nThen the\n\nubiquitous over-Websterianism of metalic for metallic would disappear.\n\nButermilk would be consigned to oblivion and the cistren manufacturer\n\nwould be compelled to take in his marvelous metathesis. It may already\nhave occurred to you that the wonderfully constructed sinistral j'sand z'%\nandy's which occasionally stand revealed to your astonished gaze in the\nschoolroom come from the most observing pupils, and that the supposed\nidiosyncrasy can easily be traced to some exterior influence like the one\nsuggested.\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n442\n\nThese are but phases of an inexhaustible subject.\n\n[Secondary\n\nAdmitting our\n\ninexcusably careless pronunciation and our lamentably deficient orthog-\n\ngrammar and the abused\nunmelodious flow of the words and the\nutter lack of rhythm in the periods of our extempore speech ?\nLet us\nmercifully draw a veil.\nraphy, what shall we say of the neglected\n\nrhetoric;\n\nof the stammering,\n\nWhat books as teachers do our pupils read ? Many of our pupils are\nThe old saying of Bacon, that \" reading makes a\nfull man; talking, a ready man\nwriting, an exact man,\" is as true today\n\nnot extensive readers.\n\n;\n\nas on the occasion of\n\nits first\n\nutterance, and\n\ndoubtless combine to render\n\nits\n\nterseness\n\nand sense will\n\nexistence as immortal as that of the\n\nBut while this apothegm is an excellent one with which\nis incumbent on us as teachers, and most\n\nlanguage itself.\nto\n\nits\n\nfamiliarize our pupils, it\n\nespecially incumbent\n\ntalked, what\n\non us as parents, to care for what is read, what is\nFor what is read, as indicating also what is\n\nwritten.\n\nis\n\ntalked and what\n\nis\n\nwritten, the inquirer\n\nrecords of any of our public libraries.\n\nis\n\nrespectfully referred to the\n\nFrom these records it is painfully\n\nevident that the character of the mass of reading supplied at these sources\nis\n\nIt is tolerable only in that it\n\nscarcely elevating.\n\nmay temporarily pre-\n\nvent a worse waste of time, tho the sequence to thoughts engendered by\npersistent perusal of the light literature of the day may yet be but another\nillustration of\n\nwhat\n\nis\n\nalready intimated, this\n\nmeant by\nis\n\n\" reaping the whirlwind.\"\n\nWhile, as\n\na matter primarily concerning the parents, the\n\nteacher cannot altogether shirk responsibility even here.\n\nLet him not\n\nthen refuse, but rather seek opportunities for exerting an influence in the\nselection of books for libraries, and, true to his calling, let\n\nhim see that\n\nthe selections are at least commendable for containing good English.\n\nIn the teacher's ambition to secure accuracy the school journals\nought surely to be able assistants. A perusal of any issue of many of\nthem suggests merely the blind leading the blind.\nOne says \" Scholars generally do not possess the pen of a ready\n:\n\nwriter,\n\nand need\n\nterribly\n\nall\n\nthe practice possible to hasten that con-\n\nsummation.^'\n\nAnother says\n,\n\n:\n\nwill send\n\n\" If anyone having a copy of\nit\n\n,\n\ndated\n\nto this office, we will consider it a great favor, and\n\nextend their subscription one month.\"\n\nBut why multiply instances ?\n\nIt is only presenting inferior things for\n\nour imitation when all error should rather be studiously kept out of sight.\n\nOur text-books are largely amenable to similar criticisms. Even our\ngrammar-books and treatises on rhetoric do not hesitate to violate the\nlaws they lay down.\nThe grammar-book which says that \"a preposition\nis a very improper word to end a sentence with\" must have been written\nby a relative of the school superintendent who is quoted as saying\n:\n\n\" 'Taint proper to say 'taint \"\n!\n\n"}
{"page": 455, "printed_page": null, "text": "I\n\nHOW TO TEACH CORRECT USE OF LANGUAGE\n\nbepartmentj\n\n443\n\nThe writer confesses to being a registrar of, but not an \" eavesdropper\"\nHe does not, however, register them when occurring in\n\"informal conversation,\" but only when occurring in the formal public\nfor, solecisms.\n\nutterances of presidents of colleges and universities, of professors in the\n\nsame, of superintendents\n\nsecondary schools.\n\noccupying\n\nless\n\nof\n\ninstruction,\n\nand\n\nprincipals of\n\nof\n\nis\n\nadmitted to this my private index expurga-\n\nSurely this group of educators should be willing to\n\nthemselves fit exemplars for the rising generation.\npublication.\n\npersons\n\nprominent educational positions than the members of\n\nthis somewhat limited class\niorius.\n\npublic\n\nNo English, however bad, emanating from\n\nThis\n\nlist\n\nmake\nis\n\nof\n\nnot for\n\nIn this case the old distich,\n\nA chiel's amang ye takin' notes,\nAnd faith he'll prent 'em,\nis\n\nentirely inapplicable.\n\nSuch a publishment should be confined\n\nto a\n\nround-table meeting for which it was prepared, and not displayed in all\nits\n\nhideousness before others than the members of the inner circle.\n\nIt is\n\nmore or less\nguilty.\n\"We have done the things we ought not to have done, and have\nleft undone the things we ought to have done.\"\nThe pity is\nBut, unfortunately, our delinquencies do not stop here.\nthat, alas\nwe have not a proper respect for our own language. We\nintroduce German and Latin into our elementary schools and neglect the\npresent purpose to assert that we are all\n\nfor the\n\nsufficient\n\n!\n\nEnglish.\nSpelling is now regarded as a matter of but slight importance.\n\n\" It\n\nshould be learned,\" to quote one of our prominent high-school principals,\n\"incidentally.\"\n\nIt is a matter of\n\ngreat regret that superintendents\n\nand\n\nprincipals, who should be burning and shining lights in the educational\n\nworld, are deluded into taking such a pathway and alluring others into\nit.\n\nYet it is\n\npitifully,\n\nguage, whether in\n\nits\n\nshamefully true that their knowledge of our lan-\n\northoepy or its orthography, is too often plainly,\n\nnot only incidental, but accidental.\n\nThe use\n\nof\n\ngood English, the study of technical grammar, and of\nIt has become so fashion-\n\ncommon arithmetic is alarmingly z^wcommon.\n\nable with educators to hold up to ridicule the topics in arithmetic of\n\nmultiples and factors, alligation, repetends, evolution, progressions, etc.,\nthat teacher and pupil alike are willing to\n\ngo farther and omit the sub-\n\ncommon fractions and percentage, and, by some, even division\nis regarded with horror.\nTo many pupils, and even to some teachers,\n\njects of\n\nthe old ditty is peculiarly applicable\n\n:\n\nMultiplication\nIs vexation,\n\nDivision is as bad\n\n;\n\nThe rule of three\nIt\n\ntroubles me,\n\nAnd fractions make me mad.\n\n"}
{"page": 456, "printed_page": null, "text": "MATtONAL EDUCATIONAL ASSOCIATION\n\n444\n\n[Secondary\n\nThe same evolutionary process is going on in the matter of English\nand technical grammar. If pupils are uncertain, as they too often are,\nas to the subject and predicate of a proposition, it is tolerably evident\nThe forthat they have not been burdened with technical grammar.\nmalities thru which we used to go in our grammar recitation were not\n\n\"The man runs.\" Man is a noun because it is a\nname; common, it is a general name; third person, it is spoken of;\nsingular number, it means but one masculine gender, it is the name of\naltogether useless:\n\n;\n\na male\n\n;\n\nnominative case, it\n\nis\n\nthe agent, actor, or doer\n\nject of the finite verb runs, according to\nfinite verb is in the\n\nnominative case.\"\n\nI\n\nRule VI\n\n:\n\nand is the sub-\n\nam prepared to admit that an\n\ninterminable repetition of this matter was needless.\n\ndeny\n\n;\n\n\"The subject of the\n\ndemanded and secured\n\nBut no one can\n\nand close\nand if the habit of attention was thus\nfixed, cultivated, improved, enlarged, the labor was not in vain.\nBut we are told that ours is a grammarless tongue, and therefore our\nstrength should be expended upon the Latin.\nOne prominent superintendent says publicly that he would sooner have English grammar\ndropped from the elementary schools than Latin. He asserts that Engthat\n\nutterance\n\nits\n\nattention,\n\nattention, on the part of the pupil ;\n\nlish grammar can\n\nbe best taught thru the Latin.\n\nThe last time that I\n\nheard him make publicly this often-repeated statement, he perpetrated, a\nfew minutes afterward, a most egregiously inexcusable pun about bucks\nand ewes, and shortly afterward found himself tripping over the little\nword \"which,\" which he conscientiously changed to \"whom.\" I could\nnot help wondering where in the Latin grammar he had discovered that\n\"which\" and \"whom\" are not interchangeable words, and whether\nCicero or Virgil could possibly inform him that the proper feminine of\n\n\"buck\" is doe.\nThe truth is that technical grammar should be insisted upon, and it\nshould be insisted upon in the secondary schools. Our pupils must be\ntaught the things they have not yet learned as to the correct use of the\n\nEnglish language.\n\nTruism as it is, this statement needs to be made and\n\nemphasized.\n\nIn the elementary schools they are not sufficiently mature\n\nto apprehend\n\nmany of our idioms, or even to appreciate the beauties of\n\nour ordinary speech.\nI\n\nam willing to be classed as an old fogy with Professor Tyndall, the\n\nscientist, who, in an often-quoted paragraph, says\nI\n\nhold that the proper study of language is an intellectual discipline of the highest\n\nkind.\n\nThe piercing through the involved and inverted sentences of Paradise Lost, the\n\nlinking of the verb to\n\nits\n\noften distant antecedent, of the agent to the object of the\n\ntransitive verb, of the preposition to the noun or pronoun which it governs ; the study of\n\nvariations in mood\n\nand tense, the transformation often necessary to bring out the true\nall this was, to my young mind, a discipline of the\n\ngrammatical structure of a sentence\n\n—\n\nhighest value, and, indeed, a source of unflagging delight.\n\nThere\n\nis\n\nno doubt whatever that the discipline here undergone was\n\n"}
{"page": 457, "printed_page": null, "text": "^OW TO TEACH CORRECT USE OF LANGUAGE\n\nDepartment]\n\n445\n\nof the highest utility when, in after-years, he was anxious to express himself methodically, lucidly, and truthfully in\n\nregard to matters in his\n\nown\n\nchosen field of research.\n\nWith a course in English grammar in the latter part of the course in\nsecondary schools, we are in a position to avail ourselves of\nto know as much as possible of the languages which\nits\n\nmarvelous resources.\n\nall\n\nthe lin-\n\nTo know English, we are\n\nguistics our pupils may have already acquired.\n\nhave contributed to\n\nScience too often scoffs at linguistics, but the\n\ndoes not commend himself to scholars in other departments\n\nscientific man\n\nwhen he persistently disregards the fundamentals of education in linguistics.\nIt we hear a man talk upon a subject wherein we are confessedly\nignorant, but with regard to which we would willingly sit at his feet, as\nat those of another Gamaliel, we lose confidence in him when we find\nhim boastfully ignorant of things we have been taught to believe essential to a correct use of his vernacular.\nThe meteorologist who says, \" It\nwas going to rain,\" does not\n\ncommand possibly deserved\n\nrespect in his special department of study.\n\nThe conchologist who calls\nwho calls the\n\nlooks like\n\nit\n\nmodiola plicatula, modioly plicatooly, or the entomologist\nTettigidcE.\n\ncommand even the deserved respect of\n\nthe TettiguydcB, cannot\n\nthe veriest tyro in Latin.\n\nSome twenty years ago it was revealed to some of us principals of the\nsecondary schools that more literature and less technical grammar would\n\nbe conducive to the mental growth of secondary-school students.\n\nIt was\n\nalso deemed advisable to have our pupils read entire literary works instead\n\nof fragments.\n\nIt is a serious\n\nquestion whether this practice has not\n\nnow gone far enough, not to say too far.\n\nThe results have hardly been\n\nLiterature has been pushed with\n\ncommensurate with our expectations.\n\navidity down thru the elementary schools, even to the kindergarten, but\nits\n\ncontact has not developed accurate English.\n\nThe pupil who can pass\n\na fairly rigid examination on The Lady of the Lake will continue to say,\n\n\"He trun a paper at me,\" and the juvenile admirer of Ivanhoe \\>o^s,\\.%\nthat he is \"troo de eight grade.\"\n\nWe can never inculcate a proper respect for anything for which we\nWe have nothing to say to\n\nhave not a proper respect ourselves.\nthe secondary-school principal\n\nwho writes that Miss\n\nhad been\n\n\" promotted'' to the first class, had studied ^'antient\" history, and had read\nthe orations against \" Cataline.\"\n\nhardly find fault with the pupils.\n\nIn the face of such example one can\n\nSuch ingrained disrespect\n\nfor the\n\nmake accurate scholars of our pupils. If such are\nthe results of the banishment of the spelling-book and the grammar-book\nvernacular will never\n\n—\n\nfrom the schools\nand surely no one can gainsay the justice of such conclusion\nmust we not, in all honesty, restore them to their legitimate\nplaces, even if we are branded as old fogies, non-progressive, and no\n\n—\n\nadmirers of the new education ?\nshall be incidental and accidental ?\n\nOr do you prefer that this education\n\n"}
{"page": 458, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCTATION\n\n446\n\n[Secondary\n\nThe most illiterate German of your acquaintance will say with accurate\njudgment and logical power, \"Ich habe nur sechs gehabt,^'' and will justly\nwonder at your presumption in pretending to a knowledge of German, if\nyou say: '' Ich nur habe seeks gehabty But cultivated professors in our\nuniversities say, \"/ only had six,\" and no one dares object, and possibly\nsome of us fail to notice the incongruity.\n\nWho was the man who, in days of old, rose in the audience to correct\nthe pronunciation of one of the famous orators of Greece ?\n\nLong may he\n\nbe revered, and may the orator, who accepted the correction, also be held\nin\n\nlasting\n\nhonor as an example for others, in later times, whose careless-\n\nness is, alas! but too evident.\n\nSpelling should be taught somewhere.\n\nIf a pupil comes to the second-\n\nary school without having acquired this essential accomplishment, some-\n\nHe should be made familiar with\nThe rules of English spelling should go hand\n\nthing should be done for him at once.\nthe laws of the language.\nin\n\nhand with\n\nall\n\npossible information derivable from the language to\n\nwhich it is indebted.\n\nA recently issued report of a library in one of our\n\nword \"collectible.\" Even ShakeGreek should suggest the origin of\nthe word, and our indebtedness to the Latin form should be acknowledged\nby our carefully avoiding the spelling \"collectable.\"\nlargest cities has occasion to use the\n\nspeare's reputed\n\nlittle\n\nLatin and\n\nless\n\nSome otherwise commendable teachers are inoculated with the idea\nthat\n\ngood\n\nspellers are born, not\n\nmade.\n\nIt\n\nis\n\ndoubtless true that even\n\nHorace's oft-quoted line is to be taken only as intended by the poet, for\n\neven the best poet would hardly succeed in establishing a reputation\n\namong his fellow-men without a language in which to clothe, and by means\nof which to communicate, his poetical ideas.\n\nSuch remarks from teachers\nLet them\n\nto pupils are not likely to increase the ambition of the latter.\n\nand that labor will bring about\nHonorable teachers will strenuously avoid saying\nanything which will tend to throw disrespect upon our language. How\ndare any say that it has no rules for spelling, no rules for pronunciation,\nno grammar ? The poor spellers should not for an instant think they\nwill ever have theif personal idiosyncrasies tolerated by scholars, even if\n\nrather believe that accuracy is possible\n\nthe desired result.\n\nlegislative\n\naction should be secured in their favor.\n\nBy royal edict the\n\npresent is the first year of the twentieth century.\n\n\"jE pur se muove\" said Galileo.\nThe lexicographer Walker did an excellent work when he succeeded\nin formulating for use concise rules for spelling, accentuation, syllabication, etc.\n\nThese rules for many years did yeoman's service in unifying\n\nthe pronunciation of the ancient languages from an English standpoint,\n\nand also in unifying the pronunciation of English. When the colleges\nand secondary schools put aside the English pronunciation and adopted\nthe one now in vogue, pupils and teachers alike soon lost the skillful\n\n"}
{"page": 459, "printed_page": null, "text": "HOW TO TEACH CORRECT USE OE LANGUAGE\n\nDepartment]\n\n447\n\nuse of this codified knowledge, and doubtless many graduates from our\ncolleges would be at a loss to tell why v-a-r-i-a-b-l-e spells variable, but\nspells\n\nv-i-r-e-o\n\nvireo.\n\nTo be sure, these laws can all be found in our\n\nEnglish lexicons, but how many pupils are told where to find them ?\n\nThe\n\nchange of the pronunciation of the dead languages was a pronounced\nand distinctive loss in the consequent weakness and uncertainty of\nEnglish pronunciation. Whether the advantages of the change outweigh\nthis great disadvantage is at least an open question.\nThis leads to my last contention, viz., that teachers should be students.\nTeachers of science must study to keep abreast of the times. The scientific expert of only a score of years ago would make but a poor showing\nas a teacher of science in any line today. The teacher of English should\nas emphatically be a student of English, and not altogether of English\nEnglish as a language. The biologist and chemist\nand the physicist cannot satisfactorily perform this year's work by last\nyear's schedule. No more should the teacher of English expect to do so.\nThe teacher of English should know something of the languages to which\nour English is most largely indebted. His motto should possibly be non\nmultum sed multa, for without a cursory knowledge of many contributing\nas a literature, but\n\nlanguages he can hardly satisfy the moderately inquisitive student.\nideal\n\nthis\n\nas an\n\nis\n\nIf\n\ntoo high for possible attainment, it is at least not too high\n\nobject to be aimed at, and thus there is always something beyond\n\nas an object of ambition for the devoted teacher ; for the devoted teacher\nis\n\nthe devoted student.\n\nDISCUSSION\nis\n\n—\n\nOf all the millions who have used that form of\n\" Englysse ynemde,\" the one who Aid most, and is\n\nDr. J. J. Burns, Defiance, O.\nspeech which King Alfred said\n\nyet doing most, to make others wish to speak correct English and to show them how\nto do it, put it into the mind of one of his fairest talkers to say, \" If to do were as\n\nknow what it were well to do, chapels had been churches,\" and so following.\n\neasy as to\nIf to\n\nhave our high-school pupils use correct English were as easy as to know approxi-\n\nmately what English they should use, then graduating essays, \" good sentences and well\npronounced,\" would sound to the charmed ear as if written by the brilliant Portia herself.\n\nWhat is \" correct \" English ?\nthat term ?\n\nSimply grammatical\n\nin the\n\ncommon significance of\ncommas and\n\nProperly spelled, capital letters in every coign of vantage,\n\nperiods in their right places along the line of the writer's forward or devious march ?\n\nThis is well, if, as the good lady said about Christian perfection, \"a body doesn't carry it\n\nBut is it rank \" burglary \" to say that clearness and force in the English used\nby our pupils should be objects of more tender solicitude than careful avoidance of syn-\n\ntoo far.\"\n\ntactical pitfalls ?\n\nAnd a righteous end to aim at, especially in the still air of written\n\nEnglish, to be such an arrangement of strong and weak words, of accented and unac-\n\ncented syllables, as will\n\nmake the composition easy to read, either aloud or silently, and\n\nconsequently more pleasant to hear ?\n\nI need not be informed that\n\nthis paragraph is not in\n\nstrictness upon the question, nor reminded that this same rhetorician admitted that it is\n\neasier to teach ten what to do than to be one of the ten to follow \"mine own instruction.\"\nI meekly return.\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n448\n\nCorrect English should be free, humanly speaking, from slang.\n\n[Secondaiy\n\nI tacked\n\non that\n\nsemi -parenthesis because of some curious experience- in trying to learn from dictionaries\n\nand other reputable sources of information precisely what this horrid thing is, and where\nthe clear line of demarkation may be found between slang and metaphor.\nA teacher\nfriend of mine, who has been recently and highly promoted, and has found out already\nthat\n\n\" Uneasy lie the heads of all who rule\nHis, most of all, whose kingdom is a school,\"\n\nwrote\n\nme these short Saxon vocables\n\nthis is slang, will\n\nit\n\n:\n\n\" Trouble\n\nis\n\nup to me\n\n!\n\n\"\n\nDid he use slang ?\n\nIf\n\nbe so when in a few years it will be met, along with \" from start to\n\nfinish,\" and other echoes from the local reporter's lowly desk, upon the pages of dignified\n\nhistory ?\n\naway from this interesting and\n\nBut, shying\n\nprofitable study in language, and\n\nleaving it to makers of dictionaries to preserve the one-tenth of one per cent, of the slang\nof this generation for a tonic element in the literature of the next, I certainly am at peace\n\nwith those\n\nwho would have the speech of the young free from the muddy deluge of\n\nexpressions which\n\nfall\n\nfrom the lips of adepts in this art as autumnal leaves strew the\nAnd along with these, which sometimes have the\n\nbrooks in Valambrosa, and elsewhere.\n\nmerit of being at least striking, I would have banished the falsehoods of this type\n\" There is not a dull line in the book.\" Such a book, unrelieved by passages of allaying\n:\n\ndullness, it has not been my lot to read, and I am sure that no one of us contemplates\n\nuse a local correspondent's word\n\n— the writing of one. Byron did not wish\n\n— to\n\nto look upon a\n\nmidnight all stars.\n\nWorse than these hyperboles, which do little harm, nobody believing them,\n\nare the\n\ntinsel phrases, emptied of all meaning by frequent and inverted use : \" charming hostess,\"\n\n\"dainty refreshments,\" \"lovely coffee \" \"well-chosen words.\" True, it would not be safe\nalways to tell the truth but not all hostesses are charming, and coffee cannot be lovely.\n;\n\nIf our pupils are to use\n\ncorrect English in oral recitation, in written essay, in con-\n\nversation with their fellows, by some strategy or other we must\n\n—\n\n—\n\nmake it the fashion, we\n\nmust capture those who set the pace\nI beg pardon\nthose to whom their comrades\nlook with admiration and unconsciously follow. I have heard correct forms of speech\n\nmocked at.\nEvery class should be a class in English every recitation an exercise in good EngNot, of course, would I stop a pupil who is giving a mathematical demonstration\nto tell him that his unfortunate verb had somewhat failed to agree with his twin subjects \"connected by and \"\na rule in sad need of delimitation\nor that his two negatives made an affirmative\nwhich, as commonly taught, they do not do. The main thing\nnow is the integrity of his argument but at the close of his recitation it were well to\nhave a class symposium upon the better forms of expression and the sins that so easily\n;\n\nlish.\n\n—\n\n—\n—\n\n;\n\nbeset one\n\nwho\n\nis\n\nframing sentences while his whole attention is stretched toward the\n\nthing he has to say, not to how he is saying it.\n\nIn history or geography the teacher\nshaling\n\n—\n\ntelling in his\n\nown words\n\nmay be more exacting, and if a pupil is mar-\n\n— the events that led\n\nto the\n\nsiege of Boston, or\n\ndescribing the climate of South Carolina, the clearness and correctness of his expression\nare as well worth looking into as the truth of what he utters.\n\nTo have our pupils use more correct English in the higher grades we must have\nway to get the thought from the\n\nbetter work done in the reading class, teaching the\n\nprinted page and give it fair expression in the author's words, and also frequent exercises in silent reading of paragraphs, to\n\nbe tested by the pupil's expressing the content\n\nthereof in his own best way.\n\nIn many schools the only stated effort to teach language is the grammar study. If by\n\"grammar\" we mean what the old definition pointed out as the path for our teachers to\n\nwalk in\n\n— tho do not\nI\n\nwriting \" and so forth\n\nrecall that mine ever \"deviated into\" it\n\n—\n\nit is\n\nsecond to no\n\n— \"the\n\nart of speaking and\n\nline of class-room effort or effort\n\nbeyond the\n\n"}
{"page": 461, "printed_page": null, "text": "I\n\nHOW TO TEACH CORRECT USE OF LANGUAGE\n\nDepartment]\n\n449\n\nFor this prime effort, however, there is little need of a grammar in the pupils' hands\nFrom the book abundant theory is taught, but this \" art\"\n\nclass.\n\nexcept as a book of reference.\n\nBesides, in this grammar-book work there is a sad waste of precious time\n\nis practice.\n\nover fictions and trifles\n\n:\n\nThe first and second persons of nouns.\n2. The gender of the first and second personal pronoun.\n1.\n\nAs well speak\n\nof their\n\nlatitude.\n\nWhat adjectives may be compared and how. Matters of taste, not grammar.\nThe restricted use of the superlative. You must not use it, forsooth, unless you\n\n3.\n4.\n\nhave counted your specimens and find them three\nlions and these of unequal size, one of\n\nthem\n\nis\n\n;\n\naltho if a child have seen but two\n\nsurely the largest lion he ever saw,\n\nfancy the fond mother of two girls introducing you to her \"older daughter\"\n\nand\n\n!\n\nThe kind of a word you must not allow a sentence to end with.\nGrinding the regular verbs, saying the same word a half dozen times and calling\n\n5.\n6.\n\nthe performance inflection.\n\nMaking diagrams of sentences with the righteous intention of causing the latter to\n\n7.\n\nillustrate the former.\nIf the teacher would\nis\n\nadmit that in the great file of sentences the correct oral reading\n\na sufficient analysis, time could be saved for practice in speaking and writing cor-\n\nrectly.\n\nThere is a science of grammar.\n\nLurking in the back part of some man's brain there\n\nmay be an intelligible and true definition of mode, and a knowledge of the proper sequence\nof tenses;\n\nand up the stream of English there are interesting and illuminating facts waitmany a cloudy spot in grammar, but the neither mute nor inglorious\n\ning to brighten\n\nfathers out in the \" unpaved districts \"\n\nwho object\n\nto their children's studying grammar\n\nin the wonted fashion grumble wiser than they know.\n\nFalstaff observed the \" semblable coherence \" of Justice Shallow's men's spirits and\nhis, \" It is certain that either wise bearing\n\nor ignorant carriage is caught one of another\n\ntherefore, let men take heed of their company.\"\n\nThis coherence is as semblable between teacher and pupils, if said pupils respect\nsaid teacher ;\n\nand his errors they may grow into even without the condition given\n\n;\n\nfor,\n\nreversing the Tennysonian line, we note that things in English heard are mightier than\n\nthings seen.\n\nOne article of my creed expresses the value of the practice of having pupils of all\ngrades persistently intrust to the sacred care and keeping of memory, poems upon which\n\nTime has set his stamp of approval, and one reason for my faith is the results I have seen\nupon the pupils' taste in English and their desire to use it properly.\nI\n\nknow that my time in this discussion has passed into the pluperfect.\n\nLet all our pupils have good exemplars thru all their school years in the fine\n\nart of\n\nspeaking and writing English correctly, and let them have much, very much, more practice in the\n\nsame.\n\nM. L. Brittain, county school commissioner, Atlanta, Ga.\n\n— There\n— he\n\nadvantage that the teacher of English has over his fellow-instructors\n\nis\n\none great\n\nis\n\nnever put\n\nupon the defensive, as is the case with those who preside over other departments, Latin\nand Greek for example. It is true that the teaching of formal grammar is occasionally\nderided, one high authority going so far as to claim that the English is a grammarless\nbut of so much importance is it that it is commonly understood that every department must lend it aid, at least to the extent of correcting errors committed in the classroom. There are two main purposes to be derived from the study of English (i) the\ncommunication of ideas\nstrictly speaking, the material of the grammarian and philologiFt,\nand hence falling within the domain of science\n(2) familiarit)' with good literature\nrather the department of the literary critic and extending into the realms of art.\n\ntongue\n\n;\n\n:\n\n—\n\n;\n\n—\n\n"}
{"page": 462, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n45°\n\n[Secondary\n\nThoughts, no matter how great, are useless to the world unless expressed.\n\n—\n\nThis may\n\nFor the first, a knowledge of articulafor the second, penmanship and spelling\ntion, modulation, and emphasis is required\nwhile a knowledge of the meaning of words and facility in their use is demanded for both.\nbe done in two ways\n\nin oral or written fashion.\n;\n\nnecessity for composition exercises, oral and written, and also for formal\n\nHence the\ngrammar.\n\nIn the earlier years of the child's work he learns largely thru imitation, and here a\n\nhow to make the six or eight hours of correct instruction\nilliterate, home influence.\nFor there\ncan be no Sunday speech or holiday dress, as is the case with our clothes. The ease with\ngreat difficulty presents itself\nat school\n\n:\n\noverbalance the careless, and oftentimes\n\nwhich one slips into slang and provincialism, and the difficulty with which one recovers\nfrom early errors, make the task of the teacher at this point unceasing. In his earlier\nyears the child learns mainly thru the ear, and hence the necessity for him to be surLater, when he drinks more deeply at\nrounded by an atmosphere of correct speech.\nthe well of the world's literature, the ear is aided by the eye.\nBut oral work is too intangible and elusive\n\n;\n\nit is\n\nnecessary to reinforce it with written\n\nexercises in order to secure more exactness and precision.\n\nThe two may be used together\n\nwith most advantage, after oral narration and description requiring reproduction in\n\nThese exercises should be\n\nwritten form.\n\nas well as defects pointed out.\n\ncriticised at the next lesson, and excellences\n\nExcellences niost certainly, for the average boy needs\n\nGenerally he feels that he has nothing to say,\nmuch encouragement with his work.\nLove for the child and appreciation of the\nand does not know how to say that.\nThe pedagog who perwork is the first requisite of a teacher in this department.\nsisted in seeing nothing but the omission of commas in the teaching of English ought\nOf course, perfect English is not to be expected in early life it\nto get out at once.\ncomes only, when it comes at all, after long years of effort and discipline and what a\n;\n\n;\n\nsubtle delicacy there is about correct and elegant expression\n\n!\n\nHow it delights the soul,\n\nlike the sweet aroma that comes from the rose leaf\nI\n\nhave a criticism to make on the arrangement of the course in English in the average\n\nhigh school.\n\nToo\n\nfrequently it\n\nis\n\nnot planned with reference to any sort of orderly\n\nThe pupil is rushed\n\naimlessly from England to America, from\nAlexander Pope to Webster's Bunker Hill oration, \"from the shadowy fascination of\nMidsummer Nighfs Dream to a rude awakening in the Biglow Papers.\" I do not mean\nthat chronological order should always be observed, but I do mean that the systematic\nstudy of English should be substituted for the desultory reading so much in vogue in\n\nsequence or congruity.\n\nsome of our high schools.\n\nAnd another thing\n\n:\n\nit is\n\nunreasonable to permit one's patriotism to overbalance the\n\nAmerican literature is\njudgment in choosing between English and American authors.\nonly about a hundred years old, and we, too, are joint heirs with our brethren across the\nAtlantic to that literature, from Caedmon to Tennyson, that has circled the globe with a\nmusic far grander than England's martial drum-beat.\nIt seems to\n\nme that it is not unreasonable to expect the grammar schools to cover the\nmay be appropriate to the development of the\n\nfield of American letters, in so far as it\n\nup the subject of modern English\nand go backward, proceeding from the familiar to the Jess familiar. Starting with the\nwriters of the Victorian age, an excellent plan would be to take up different periods, as,\nfor example, the Romantic School, the Puritan period, the Elizabethan writers, and the\nchild, and leave the high-school teacher free to take\n\n—\n\nRenaissance.\nIf the chronological order is not preferred, some other division\nas the\nLake School, English essayists, nineteenth-century fiction, etc.\nmay be chosen.\nBut, after all, the details of method are completely subordinate to love for the child\nand the work. The teacher of literature whose pulse does not beat quicker before a mastershould\nin unison with the \"thoughts that breathe and words that burn\"\npiece of art\n\n—\n\n^\n\nchange his business.\n\n—\n\nTo substitute for this passion narrow linguistic drill will only bring\n\n"}
{"page": 463, "printed_page": null, "text": "Department]\n\nDISCUSSION OF COLLEGE-ENTRANCE REQUIREMENTS\n\n451\n\nup pupils to hate the name of the grand old masters and to lose all the incentives to conduct and achievement furnished the human race by their high ideas of beauty, honor,\nduty, and love. For love is the master-passion of mankind and, more than all other incentives, can be used to inspire the human race to action.\n\nDISCUSSION OF THE REPORT OF THE COMMITTEE\n\nON\n\nCOLLEGE ENTRANCE REQUIREMENTS IN JOINT\nSESSION OF SECONDARY AND HIGHER DEPARTMENTS\nAt the joint meeting of the Departments of Secondary and Higher Education, held\nChurch, Charleston, Thursday afternoon, July 12, in the absence of Dr. A.\nF. Nightingale, Dr. B. A. Hinsdale opened the discussion on the report of the Committee\non College-Entrance Requirements. Dr. Hinsdale said in substance\nIt is necessary, first of all, to understand what the Report of the Committee on College-Entrance Requirements is.\nThe title is used in two senses. It means, first, the\npamphlet of one hundred and eighty odd pages bearing this title, published by the\nNational Educational Association.\nIt means, secondly, the first forty-nine pages of this\nat the Citadel\n\n:\n\npamphlet, or so much of it as appears over the signatures of the committee. Like the\nCommittee of Ten and the Committee on Rural Schools, the Committee on CollegeEntrance Requirements called into its service men who are especially familiar with various parts of the subject, and then published the facts, views, recommendations, and arguments so obtained as information, no matter whether agreeing with them or not.\nGenerally, the committee appealed to existing organizations or societies, as the American\n\nand the American Historical Association, and did not, like the\nCommittee of Ten, organize special conferences, or, like the Committee on Rural Schools,\ndepend wholly upon individual experts. The material so obtained, making more than\nPhilological Association\n\ntwo-thirds of the pamphlet, differs considerably in quality, but much of it is of the highest\ninterest and importance.\n\nEntrance Requirements\nexplained.\n\nFor none of this matter, however, is the Committee on Collegeto\n\nbe held responsible, save in the indirect sense that has been\n\nThe committee is to be credited, or charged, with what appears in its own\n\nreport, no more and no less, except in so far as it may have given formal approval to\nsome of this supplementary material.\nThe next thing to be explained is the point of view that the committee adopted in its\ninvestigation or what the committee sought to accomplish in its report.\n;\n\nTo approach the inquiry on the negative side, the committee did not attempt to make\nout a list of entrance requirements for the colleges and universities of the country or for\n\nany of them.\n\nA majority of the members, and probably all of the members, looked upon\n\nthat as a vain undertaking.\n\nRequirements for admission to college depend upon varying\n\ncauses and conditions, such as the general state of culture in the community whence the\ninstitution draws its students, industrial, economical, and financial circumstances, and the\n\nhistory and resources of the institution itself.\n\nor less, and will continue so to vary.\n\nAccordingly, such requirements vary more\n\nAttempts to bring about mechanical uniformity are\n\nNo doubt it is very desirable to elimi-\n\nnecessarily, not only ineffective, but mischievous.\n\nnate some of the divergences existing at present\nthat end would be barren of results.\n\n;\n\nbut artificial attempts to accomplish\n\nSo the committee proposed to leave the colleges and\n\nuniversities just as free in this matter, in the large sense of the language, as they are at\n\npresent.\n\nPassing to the positive side of the subject, the committee sought to do two principal\nfirst, to set the stamp of its approval upon certain subjects or studies that it\ndeemed suitable to be required for college-entrance purposes and, secondly, to provide a\n\nthings\n\n:\n\n;\n\n"}
{"page": 464, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n452\n\n[Secondary\n\nmeasure or unit to be employed in determining the amount or quantity of such subjects or\nstudies as shall be required by the college of the school.\nIt will, therefore, be understood that all the subjects or studies\n\nformally approved by\n\nthe committee are, in its judgment, proper ones for the higher institutions to demand of\n\nstudents seeking admission to their freshman classes.\n\nThis does not mean that these\n\ninstitutions are necessarily to require all these studies ; that would be preposterous, owing\n\nwork that the committee approved it means rather that the colleges\nand universities should, in the judgment of the committee, choose the studies that they\n\nto the amount of\n\n;\n\nrequire from the list of studies so approved.\n\nIn the next place, the committee adopted as\n\nits\n\nunit of measure\n\nschool periods, or recitations, a week, running thru an entire school year.\n\nfour secondaryIf a school is\n\nweeks and assigns forty- five minutes to a recitation, then the total value\nTwo\nof a unit would be i6o recitations of three-quarters of an hour each in length.\nThe committee\nunits would be twice that amount of work, three units thrice, and so on.\ninsisted that, with two exceptions, which are more apparent than real, no requirement\nin session forty\n\nshould be made that is less than a full unit.\n\nThis insistence springs out of the fact that,\n\njudgment of the committee, the rule now followed in many schools of making\nsmall requirements tends to weakness and superficiality in scholarship. To take a con-\n\nin the\n\ncrete case, the committee believes that if a college is to require physics, it should require\nat least four periods of physics running thru a school year ; or if history, it should require\n\nThe two exceptions\nOwing to the common qualities or nature of these two studies,\n\nnot less than four periods of history for the same limit of time.\nare botany and zoology.\nin their\n\nelementary stages, it was thought that they might very properly be thrown\n\ntogether, making one unit, neither one to be given, however, or at least to be counted with\n\nWhen one or more full units in any subject have been required,\n\ncredit, without the other.\n\nthere is, of course, no objection, unless it may be a practical one, to adding fractions, as\n\nhalves ; which will explain the appearance of fractions where they appear in the committee's recommendations.\n\nIn the discussions at Chicago it was suggested that the function of the committee\nwas similar to that of a mint, its business being to send out an educational coinage or\nmoney in which colleges can measure and students pay their college-entrance charges.\nTwo things are involved the approval of metals or money-material, and the establishment of a definite unit, which may be called the dollar of this new coin of the realm.\nThe committee no more supposed that all the secondary schools would attempt to\nteach all the studies approved than it supposed that every college would demand them all.\nSo there is room for electives on the one part, as there is for alternatives on the other.\nThe great secondary schools may properly attempt to teach all these studies, but the\nsmaller schools will not wisely follow their example on the other hand, they will confine\n\n—\n\n;\n\nthemselves to the studies that they can teach best, just as the colleges will arrange their\nalternatives with reference to their own peculiar conditions.\n\nStill\n\nthe committee did not\n\npropose to leave the whole matter open to the higher institutions, on the one hand, or to the\n\nsecondary schools, on the other.\n\nIt\n\nbelieved firmly that certain studies in certain mini-\n\nmum measures should be found in the requirements for admission to college to be\ndemanded of every student, no matter what institution he may seek or what course of\nstudy he may propose to take. The committee expressed its faith on this point in the following resolutions\n\n\"That, while the committee recognizes as suitable for recommendation by the colleges for admission the several studies enumerated in this report, and while it also recognizes the principles of large liberty to students in secondary schools, it does not believe\nin unlimited election, but\n\nespecially emphasizes the importance of a certain\n\nnumber of\n\nconstants in all secondary schools and in all requirements for admission to college.\n\" That the committee\n\nrecommends that the number of constants be recognized in the\n\nfollowing proportion, viz.: four units in foreign languages (no language accepted in less\n\n"}
{"page": 465, "printed_page": null, "text": "Department]\n\nDISCUSSION OF COLLEGE-ENTRANCE REQUIREMENTS\n\n453\n\nthan two units), two units in mathematics, two in English, one in history, and one in\nscience.\"\n\nThese constants together make ten units, and the\n\nratio that they bear to the total\n\nrequirement will be determined by the total number of units required for admission to a\ngiven college.\n\nThus the ratio may be lo to i6, lo to i8, lo to 20, according as the college\n\nshall require sixteen, eighteen, or twenty units.\n\nMuch more than has been explained in this statement will be found in the Report of\nCommittee on College-Entrance Requirements.\nThese, however, are the primary\nidea underlying that report, and so are essential to a proper understanding of it.\nExaminations will show that some of the recommendations made by the committee, no\nmatter how valuable they may be, are not organically connected with these primary and\nThe report of the committee itself, therefore, consists of two parts, viz.,\nessential ideas.\nthose that are essential to the general scheme or plan that it propounds, and those that\nare not essential to this scheme or plan, but that stand on their own footing.\nthe\n\nPresident William H. Black of Missouri Valley College, Marshall, Mo., stated\nReport of the Committee on College-Entrance Requirements as\none of the most valuable contributions to our educational literature. He called attention,\nhowever, to Resolution XIII, which he thought susceptible of an interpretation which\nthat he considered the\n\nmight lend direct approval to an institution which he doubted if this department is ready\nthe so-called commercial high school.\nto indorse\nIt would be possible, under the\napparent sanction of this resolution, to quote this department of the National Educational\n\n—\n\nThe experiment at Philadelphia\nand the plan adopted at Chicago are not sufficiently worked out to warrant the approval\n\nAssociation as giving its authorization to this institution.\n\nof this body.\n\nThe commercial high school is not sufficiently developed to be called an institution,\nis\n\nof doubtful merit,\n\nand should not receive the indorsement of this department.\n\nDr.\n\nCharles W. Eliot, of Harvard, says that the so-called commercial high schools seldom\ntrain anybody for service beyond that of a clerk.\n\nHe advocates what he calls the \"upper\nHe claims that two or three years\n\ncommercial school,\" resting on secondary education.\n\nafter completing the high school might be given to such a course.\n\nthe supplement to the last\n\nDr. C. A. Herrick, in\n\nYearbook of the Herbart Society, cautions the advocates of\n\nthe commercial high school lest they commit crime in the name of educational progress.\n\nDean Ashley of New York University, before the American Social Science Association,\nquotes ex- President Dwight of Yale as saying that specialization for youth has become\nexcessive, and that, if the best education\nacted.\n\nis\n\nto continue, this\n\ntendency must be counter-\n\nIn the Educational Review Dr. Jones, of Hobart College, declares that the high-\n\nschool graduate is not mature, has not developed the power of self-direction, and is unfitted to go without guidance.\n\nThese are all sound positions and go to show that this department cannot afford to\napprove the commercial high-school idea.\n\nFirst, the students in the secondary schools\n\nenough to undertake such studies; second, it is the wrong time and place\nto undertake specialization\nthird, the subjects can be taught only by processes of cramming, which is bad pedagogics and fourth, it will have a tendency to divert the students\nare not mature\n\n;\n\n;\n\nfrom the pursuit of an education into the lower forms of non-productive industry. If\nthere is anything in Lowell's statement that the United States is the most commonschooled and the least educated nation in the world, let us beware\n\nworse instead of better.\n\nI\n\nlest we\n\nmake matters\nI am\n\nstrongly support the report with the above qualification.\n\nthe more free to do this because I do not find the commercial studies discussed in the part\nof the report in which the secondary subjects are expounded.\n\ntion XIII was very carefully considered in all its bearings.\n\nHence I doubt if Resolu-\n\n"}
{"page": 466, "printed_page": null, "text": "DEPARTMENT OF HIGHER EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July ii, 1900\nThe first session of the department was called to order in the Citadel Square Baptist\nChurch at 3 :30 p. M. by President Jerome H. Raymond. In the absence of the secretary,\nOscar J. Craig, of Missoula, Mont., Richard Jones, of Vanderbilt University, Tenn., was\nelected acting secretary.\n\nPresident\n\nCharles\n\nF.\n\nThwing\n\nof\n\nWestern\n\nReserve\n\nUniversity,\n\nCleveland, O.,\n\ndelivered an address on \"The Satisfactions of Being a College President.\"\n\nDiscussion\n\nwas opened by President James H. Baker of the State University of Colorado.\nThe second address, on \" State Aid to Higher Education in Europe and America,\"\nwas presented by President Joseph Swain of Indiana University, Bloomington, Ind. The\npaper was discussed by President James K. Powers of the University of Alabama President James H. Baker of the University of Colorado Dr. Richard Jones, of Vanderbilt\nand\nUniversity, Tennessee Professor I. W. Howerth, of the University of Chicago\nProfessor C. C. Thach, of the Alabama Polytechnic Institute, Auburn, Ala.\n;\n\n;\n\n;\n\n;\n\nJOINT SESSION OF HIGHER AND SECONDARY DEPARTMENTS\nThursday, July 12\nThe joint session of the Departments of Secondary and Higher Education met in\nPresident Jerome H. Raymond of the\n30 P. M.\n\nthe Citadel Square Baptist Church at 3\n\n:\n\nDepartment of Higher Education was elected chairman, and Professor Richard Jones, of\nVanderbilt University, secretary.\n\nThe Report of the Committee on College-Entrance Requirements was taken up for\ndiscussion as per action at the joint session of these departments the year before at\n\nLos\n\nAngeles, Cal.\nIn the absence of the chairman of the committee, Dr. A. F. Nightingale, of Chicago,\nthe discussion was introduced\n\nby Dr. B. A. Hinsdale, of Ann Arbor, Mich., a member of\n\nthe committee, and was continued by Principal J. Remsen Bishop, of Cincinnati, O., also\n\na member of the committee, and President William H. Black of Missouri Valley College,\n\nMarshall, Mo.\n\nPresident James H. Baker of the University of Colorado offered the following resolution\n\n:\n\nResolved, That the Departments of Secondary and Higher Education of the National Educational Association commend the report of the special\nfor the practical solution of the\n\nCommittee on College-Entrance Requirements as offering a basis\nproblems of college admission, and recommend the report to the colleges of\n\nthe country.\n\nAfter discussion by Principal E. W. Coy of the Hughes High School, Cincinnati, O.;\nPrincipal\n\nJ.\n\nMichigan\n\n;\n\nRemsen Bishop, of Cincinnati, O.; Dr. B. A. Hinsdale, of the University of\n\nPrincipal Reuben Post Halleck of the Boys' High School, Louisville, Ky.; and\n\nPresident Joseph Swain of the University of Indiana, the resolution was unanimously\n\nadopted.\n\nThe session adjourned.\n454\n\n"}
{"page": 467, "printed_page": null, "text": "Department]\n\nSATISFACTIONS OF BEING A COLLEGE PRESIDENT\n\n455\n\nSECOND SESSION.— Friday, July 13\nThe department met at 3 30 P. M., President Raymond in the chair.\n:\n\nA Committee on Nominations was appointed, consisting of\nJames H. Baker, of Colorado.\n\nRichard Jones, of Tennessee.\n\nW. M. Beardshear, of Iowa.\n\nThe committee reported the following nominations for officers for the ensuing year,\nviz.:\n\n—\n\nCharles F. Thwing, Cleveland, O.\nFor President\nWilliam M. Beardshear, Ames, la.\nFor Vice-President\n\nFor Secretary\n\n—\n— William H. Black, Marshall, Mo.\n\nA paper on \"An Ethnic View of Higher Education\" was read by Dr. I. W. Howerth. University of Chicago, Chicago,\n\n111.\n\nPresident William M. Beardshear read a paper\n\non \" The Function of the Land-Grant College in American Education.\"\n\nThe session then adjourned.\n\nRichard Jones,\nActing Secretary.\n\nPAPERS AND DISCUSSIONS\nTHE SATISFACTIONS OF BEING A COLLEGE PRESIDENT\nPRESIDENT CHARLES\n\nF.\n\nTHWING, WESTERN RESERVE UNIVERSITY,\nCLEVELAND, O.\n[an abstract]\n\nPresident Thwing spoke of seven opportunities which college presi-\n\ndents enjoy, and which constitute the \"Satisfactions of Being a College\nPresident.\"\n1.\n\ndent\n\nHe said in part\n\nThe first satisfaction which I shall name of being a college presiis\n\nthe opportunity of living with youth.\n\ncharacteristics\n\n:\n\nit\n\nis vital, it is\n\nhopeful,\n\nit\n\nis\n\nYouth- has at least three\npicturesque.\n\nEven if the\n\npicturesque side of youth should show itself in forms either ridiculous or\n\nadmirable, it is always interesting.\n\nThe\n2. The opportunity of living with scholars and gentlemen.\nhuman environment is of larger significance and gives larger joy than\nany environment of nature.\n3. The opportunity of meeting the best people on their best side.\nThe people who send their sons and daughters to college are, on the\nwhole, the best people in the country.\nThey never show their best side,\nand their best side is a very good one, better than when they are talking\nwith a college president about the education of their children.\nThe college president is also called upon to associate with teachers of all grades\nand from many parts of the country, and the teachers of the United\nStates are among the best people.\n\n4.\n\nA fourth satisfaction is found in doing a work that unites the\n\n"}
{"page": 468, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n456\n\n[Higher\n\nexecutive and the scholastic, the practical and the theoretical elements.\n\nExecutive work\n\ntends to impoverish\n\nreflective\n\nand scholarly\n\nability.\n\nThe union of the\nto keep one in touch with the great human work of a\n\nScholastic work tends to remove one from humanity.\n\ntwo types tends\n\nvery human world, and also tends to give intellectual enrichment.\n\nIf\n\nthe\n\nmere executive, he becomes intellectually thin.\nThe college president who is, as are most college presidents, at once\nan executive and a scholar is doing the most delightful work that can\npresident\n\ncollege\n\nis\n\na\n\nbe done.\n5.\n\nAnother\n\nsatisfaction of being a college president consists in the\n\nopportunity of transmuting wealth into character.\na\n\nstitute\n\ncollege\n\n;\n\nbut no college can\n\nWealth does not con-\n\nbe constituted without wealth.\n\nWealth is the embodiment of the power necessary for making a college.\nThe college president is to be an avenue thru which wealth flows into\nthe college.\nWealth may be transmuted into truth, into righteousness,\ninto beauty, into joy, into human character.\n\nIn this process of the trans-\n\nmutation of the lower value into the higher the college president bears a\nnecessary part.\n6.\n\nAnother element in the satisfaction lies in the opportunity of assolife and work with a lasting institution, the American colIndividuals die and are forgotten.\nInstitutions live. The college\n\nciating one's\nlege.\n\npresident who puts his life into a college is sure of an earthly immortality.\n\nColleges are seldom named after their presidents, but presidents always\ntheir colleges, and\n\nnot a few colleges cannot live the worthiest\n\nlive\n\nin\n\nlife\n\nwithout worthy presidents.\n\nNot to mention the living, one can say\n\nthat Woolsey's twenty-five years at Yale are to live for centuries in the\n\nuniversity at\n\nNew Haven, and also that McCosh's life at Princeton is to\n\nlive so long as\n7. The\n\nPrinceton\n\nlives.\n\nof being a college president lies in doing\nsomewhat for the nation and the world thru giving inspiration, training, and equipment to American youth.\nThe value of the American college to the American youth lies in some five elements: the discipline of\n\nthe\n\nlast\n\nsatisfaction\n\nregular studies, the inspiration of friendships, the\n\nenrichment of\n\ngeneral reading, the culture from association with scholars, private reading, and literary societies.\n\nThe most important of these elements is the\nThe\n\ninspiration which is derived from association with men of culture.\n\ncollege president ought to be the chief of\n\nall\n\ntouching the character of the students.\n\nHe lives in the lives of other\n\nthese personal\n\ninfluences\n\nmen so long as they live, and he lives also in the lives of other men so\nlong as the lives of his students touch the lives of other men.\n\nThese seven opportunities represent the mighty satisfactions which\nThey help to constitute his work as one of\nthe most interesting and happiest works which it is given to any man\nthe college president enjoys.\n\nto do,\n\n"}
{"page": 469, "printed_page": null, "text": "STATE AID TO HIGHER EDUCATION\n\nDepartment]\n\n457\n\nSTATE AID TO HIGHER EDUCATION IN EUROPE AND\nAMERICA\nJOSEPH SWAIN, PRESIDENT OF INDIANA UNIVERSITY, BLOOMINGTON, IND.\n\nHigher education has been promoted by the state from the early times\nuntil the present.\n\nThe first university of the world was the Museum of\n\nAlexandria, supported from the public treasury under the Ptolemies.\n\nThe Museum of Alexandria had a great library, zoological gardens, a\nlearned faculty, and other equipments,\n\nall\n\nprovided by the\n\nstate.\n\nIt\n\nrendered an incalculable service to humanity by advancing science, and\npreserving and handing down to succeeding generations the knowledge\nand culture of the past and the fact that the university once existed is\n;\n\neven today the chief glory of Alexandria.\nState support of higher education\n\nempire.\n\nIt\n\nwas recognized that\n\nif\n\nbecame the policy of the Roman\n\nthe state would have leaders it must\n\nhave trained men.\nThroughout the length and breadth of the vast\n\nRoman empire, whether at Rome,\n\nLyons, or Athens in the West, or at Constantinople, Antioch, or Alexandria\nhigher education became the policy of the state\n\nbe among the foremost duties of the emperors\n\n;\n\n;\n\nin the east,\n\nto cherish and strengthen it was felt to\nto neglect it was to cripple the empire\n\nfor the power of Rome was founded largely on her superior civilization, won by the superior knowledge of her governors.'\n\nIn the Middle Ages there was perhaps no greater\n\nmagne.\n\nof higher education.\nraise his\n\nman than Charle-\n\nHis proudest title to distinction was his patronage of all forms\nHis quick eye discovered that nothing would so\n\nFranks among surrounding peoples, nothing give them such\n\nprominence and power, as superior culture. Today, as of old,\nCharlemagne is honored as highly because he was the friend of Alcuin as\nbecause he was the first of mediaeval paladins. This work begun by\nCharlemagne is continued in France today. France maintains fifteen\nstate universities at an annual expense to the government of about fifteen\nlasting\n\nmillion francs.\nall\n\nIn addition to these institutions eleven others receive in\n\nabout two million francs.\n\nBy the promulgation of the law of 1835 the government of Belgium\nhas actively developed and strengthened\n\nits\n\ninstitutions of higher learn-\n\nThe government appropriated to the state universities of Ghent\nand Li^ge in 1891 the sum of ^453,154. Each of these institutions has\n\ning.\n\nthe four faculties of arts, science, law, and medicine.\n\nEDUCATION IN SWEDEN\nEducation in Sweden is chiefly an affair of the\nties of Upsala and\n\nspeaking of Swedish education, says\nI\n\nJ.\n\nstate.\n\nLund are both state institutions.\n\nEdward Simmons, Education in France.\n\n:\n\nThe\n\nuniversi-\n\nDr. Lagerstedt, in\n\n"}
{"page": 470, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n458\n\n[Higher\n\nThe universities of Europe generally are expected to fill certain requirements\ndemanded by the state. The state requires from its officials and private citizens proposing to enter certain important vocations\n\n—\n\nthat of medicine, for instance\n\ngive evidences of possessing the knowledge and\n\n— that they\n\nnecessary to their special calling.\n\nskill\n\nNow, in some cases, the university teaching and the ordinary examinations have been\nconsidered as serving this additional public end.\n\nIn other cases the universities have\n\nhad to undertake the organization of courses of instruction required by the state for the\npurpose just mentioned, and the testing of proficiency therein by special examinations\nThis part of university work naturally\ncivic or state examinations, as they are called.\nhas a less scientific character, it is more elementary, and the object of the examination is\nto ascertain that the students have attained certain fixed standards of knowledge rather\n\n—\n\nThe practical importance of this\nwork may sometimes offer temptations subordinate to their\nstrictly scientific work, and make the higher examinations, the university examinations\nproper, by technicalities or regulation, too much like the civic or state examinations. The\npresent regulations and arrangements of the Swedish universities seem to avoid this danger.\nthan to ascertain the results of deep scientific stud)\\\npart of the universities'\n\nEDUCATION\n\nThe\n\nregular\n\nstate\n\nIN- GERMANY\n\nappropriations\n\nto\n\nthe\n\nGerman\n\nuniversities\n\nin\n\n1891-92 were $3,606,306.\n\nThis amount is not exceptional.\n\na well-established policy,\n\nand the appropriations have increased from\n\nLiberality is\n\nyear to year with the demands.\n\nNo better illustration of the advantages of higher education to the\nstate need\n\nbe given than the wonderful advances of the German empire\n\nin the present century, and these advances are conceded to be due to the\n\nThis\n\nestablishment and support by the state of her public education.\n\nwas shown in a marked way\n\nin the\n\nFranco-Prussian war of 1870.\n\nTo\n\nthose systems of general training, of which higher education by the state\nis\n\na part, is due the success of\n\nGermany in this war.\n\nThe achievements of this war are not to be considered the mere result of a levy en\nmasse under the command of a great military genius\n\n;\n\nthey are rather an application to\n\nmilitary affairs of the whole intelligence of a nation of extraordinary mental\nculture.\n\nand moral\n\nThey are the result of no qualities that can be drilled into any army in a month\n\nor a year ; but of those which are interwoven into the very tissue of the nation's thinking\n\nand feeling. They come not from the genius of a few alone but rather from the genius\nThey are the fruit\nof the few united with the superior training and culture of the many.\nof an application to military affairs of the actual character of the nation.\nBut what is the Prussian culture of which I speak ? In general, it may be answered\nthat it consists of those attainments which are acquired by the universal adoption of the\ntruth that, whether you want a man for war or for peace, for a profession or for a trade,\nthere is no way in which you can make so much of him as by training him, and training\nhim not in parts, but as a whole and, furthermore, that in all the contests of life, other\n;\n\n;\n\nthings being equal,\n\nthe trained\n\nmen are sure to attain the highest success.\n\ntheory, not as simple sentiment, but as a solid foundation on\nfabric of society, the lawmakers of\n\nOn this\n\nwhich to rear the whole\n\nGermany went to work.'\n\nGermany's rapid advance to commercial rivalry with England is due\nin large part to the absorption of university men into the trades.\n\nOxford and Cambridge have received large contributions from royal\nThe University of Edinburgh has received large support from\n\nfavors.\nI\n\nCharles Kendall Adams.\n\n"}
{"page": 471, "printed_page": null, "text": "Department]\n\nSTATE AID TO HIGHER EDUCATION\n\nthe British government.\nhave, done later.\n\n459\n\nPrivate wealth did early what the state might\n\nThe existence of colonial state universities is ample evi-\n\ndence that the English spirit favors higher education by the state.\nIN\n\nTHE AMERICAN COLONIES\n\nTo the early American colonists learning was a trust which had been\ncarried across the sea to be fostered\nit\n\nwas sacred alike to the church\n\nand handed down to posterity, and\nand to the society of the new com-\n\nThe first schools in this country were copies of the English\nschools.\nThe grammar schools of the old country furnished models for\nRugby, Eton, and Westminster\nthe grammar schools in the colonies.\nmunity.\n\nand the English classical schools which\nwere shaped by mediaeval influences were closely followed by Harvard,\nWilliam and Mary, Yale, Columbia, and Dartmouth. But the financial\nand intellectual forces of the old country were lacking in the new, and\nthe American schools could not rival their foreign prototypes.\nIn this\ncondition of affairs the colonial government came to the support of the\nschools and furnished an income by means of taxation.\nThruout the colonial period Harvard University was largely\ndependent on the colonial court of Massachusetts. It has been recently\npointed out that the colonial legislature before the end of the eighteenth\ncentury made more than one hundred different appropriations for the\ncolleges, on an average as many as one every two years.\nThe state gave in all $595,797 to Harvard College, which sum then\nrepresented ten times as much to Harvard College as a similar gift\nwere patterns for the academies\n\n;\n\ntoday.\n\nLike Harvard in Massachusetts, Yale College in Connecticut received\nconstant support from the legislature of the colony in which it was situated.\n\nThe appropriations took the form\n\nof land grants, taxes, bills of\n\nAt the end of the last century the first President\nDwight declared that the state of Connecticut had been the chief bene-\n\ncredit, and the like.\n\nfactor of Yale College.\n\nColumbia College in New York grew out\n\nof King's College founded\n\n1754 under the royal government. Both King's College and Columbia\nCollege received state appropriations.\nin\n\nCHURCH AND STATE\nIn the early colonial education the church and state were closely\n\nThe dominant spirit was benevolence. The whole emphasis was\nupon moral elevation and the support of religion. Yet the colonial government held it a sacred duty to support schools, and even create them\nif necessary.\nThis policy was more marked toward higher institutions of\nlearning than toward more elementary institutions.\nAfter the Declaration\nof Independence there was a movement in favor of universities \" created,\ncontrolled, and supported\" by the state.\nThere was a demand for a\nallied.\n\n"}
{"page": 472, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n46o\npolitical\n\n[Higher\n\neducation, \"an education of the individual as a sovereign citi-\n\nIn the constitution of 1776 Pennsylvania provided for one or\nmore universities, and in the same year North Carolina made a like pro-\n\nzen.\"\n\nvision.\n\nMany other states followed with similar constitutional provi-\n\nsions or special legislation.\n\nNearly every state constitution has a section relating to the encourage-\n\nment of higher education.\n\nSeveral constitutions have provisions recog-\n\nnizing certain schools as state universities, while twenty-four states have\nestablished state universities by state laws.\n\nCollege property, in some cases the property of professors, was very\nearly exempted from taxation.\n\nThe state not only recognizes the neces-\n\nsity of higher education for the elevation of its subjects, but by exemption\n\nfrom taxation it encourages private and denominational schools as well as\n\nThere is now, of course, a wider differentiation of state\nand non-state schools, a wider separation of church and state in matters\nstate schools.\n\nof education.\n\nThat the state should provide higher education was a doctrine held by\nWashington, Jefferson, Madison, Franklin, Monroe, and later Edward\nEverett and all American statesmen of the\n\nfirst\n\norder; and such weighty\n\nauthority has done much to promote public higher education.\n\nThe belief\n\nof Jefferson that the university is as much a public trust as the primary\n\nschools is one that is finding practical acceptance in the development of\nstate institutions in the West and Northwest.\n\nTHE ORDINANCE OF\n\n1\n\n787\n\nFrom an educational point of view the ordinance of 1787 was one of\nthe most important documents ever penned.\n\nThis ordinance declares\n\nthat \"religion, morality, and knowledge being necessary to good govern-\n\nment and happiness of mankind, schools, as the means of education, shall\nforever be encouraged.\"\n\nFollowing the spirit of this declaration, the gov-\n\nernment, by contract with the Ohio Company, reserved two townships of\nland for the support of Ohio University at Athens. Later Ohio received\nanother township, which was used to endow Miami University.\n\nAltho no\n\ngeneral law was passed on this subject, the precedent of the ordinance of\n\n1787 became a national policy.\n\nAfter the year 1800 each state admitted\n\ninto the union, except three, obtained two or more townships of land for\n\nthe establishment of a university.\nIt is sometimes said that the educational provision of the great ordinance refers to the comrnon schools only. This idea is without foundation.\nBoth the prevailing sentiment of the time in favor of the promotion\n\nby public aid to secondary and higher institutions, and the subsequent\naction of the members who adopted the ordinance, justify this statement.\nThe clause in the northwestern ordinance was substantially copied from\nthe constitution of Massachusetts, adopted in 1780, in which chap, v is\n\n"}
{"page": 473, "printed_page": null, "text": "STATE AID TO HIGHER EDUCATION\n\nDepartment]\n\n4^1\n\nentitled \" The University at Cambridge and Encouragement of Literature,\netc.\"\n\nThis new mandate must be interpreted by the evident meaning of\n\nthe old one from which it was copied.\n\nA few days after the adoption of\n\nthe ordinance of 1787 Congress placed its own interpretation upon it, by\n\nmaking an appropriation for higher education in the territory of Ohio.\nWashington regretted the habit in his time of American youths going\nto Europe to receive their college training..\nIt was that American boys\nmight be educated at home that he gave money to found a national university, and hoped\n\nCongress would establish it and adequately support it.\n\nJEFFERSON AND STATE AID TO EDUCATION\nJefferson saw very clearly the necessity for public higher education in\n\nthe United States.\nHe had observed that never in the history of the\nworld had higher education been successful except when it had been\nestablished and, at least during its childhood and youth, been encouraged\n\nand supported by all the forces in the state.\n\nHe saw that colleges and\n\nuniversities had been everywhere established and mainly supported by the\n\nchurch during that long period when the church and the state came to be\nseparated ; higher education, unless already adequately endowed by the\n\nchurch, had dwindled wherever it had not been taken up by the state. It\nwas for these reasons that Jefferson not only founded the University of\nVirginia and provided for its support at public expense, but regarded the\nservice he had thus\" rendered as one of such importance\n\nand significance\n\nthat he directed the fact of his being the founder of the University of Vir-\n\nginia to be placed on his tombstone, where it\n\nmay be seen at Monticello.\n\nJefferson was prouder of the fact that he was \"father of the University of\n\nVirginia\" than that he was president of the United States.\nBefore 1821 it was estimated that more than six million acres of land\nhad been appropriated by Congress to the purposes of higher education.\n\nThese gifts have been increased by the Morrill Act of 1862, by the\nHatch Act in 1889, and by the Supplemental Morrill Act in 1890. Thus\nno state has been admitted to the union since the adoption of the constitution that has not received from the general government aid forming\nthe basis of the establishment and support of higher education in substantial accordance with the policy which existed thruout the colonial period.\n.\n\nSTATE EDUCATION IN THE WEST AND NORTHWEST\n\nFollowing the colonial policy and the principles of the ordinance of\n1787, the western and northwestern states have developed their state universities very rapidly and continuously.\n\nThe fact that the idea of state\n\nsupport has steadily grown is sufficiently shown by the illustrations given\nabove.\n\nThere is another fact that is worthy of consideration, namely, the\n\nrapid growth in attendance.\n\nI\n\nquote the following\n\n—\n\nAmherst,\nDuring the years from 1885 to 1895 in the eight New England colleges\nBowdoin, Brown, Dartmouth, Harvard, Williams, Wesleyan, Yale\nthe increase in the\n\n—\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n462\n\nnumber of students was 20 per cent.\ncentral states\n\nJohn's\n\n[Higher\n\nIn the eight representative colleges of the north\n\n— Beloit, Carleton, Cornell, Hillsdale, Iowa College, Lawrence, Ripon,\n\n— the increase during the same period was 14^ per\n\ncent.; in the\n\nSt.\n\neight repre-\n\nsentative state universities of California, Illinois, Kansas, Michigan, Minnesota, Nebraska,\n\nand Wisconsin the total number of students in 1885 was 4,230; in 1895 the number was\n13.50O1 an increase in ten years of 320 per cent.\nThus it appears that the rate of growth\nin the state universities has been sixteen times as great as the rate of growth in the New\nEngland colleges and universities, and twenty-two times as great as the rate in the colleges in the north central states.\n\nIn 1900 these same eight universities have more than 18,000 students\nin attendance.\n\nThe state of Michigan has been a leader and an example to all surrounding states. The management has been excellent and the legislature\nhas been liberal.\ntions to\n\nIn thirty years, from 1867 to 1897, the state appropria-\n\nthe university have\n\namounted\n\nto ^3,018,004.\n\nThis sum does\n\nnot include the large sums given to the agricultural and normal schools.\n\nThe total income of the university last year was $533,524.\nCalifornia has given in the aggregate $1,901,702 to her state university.\n\nThe\n\ntotal income for\n\nappropriations, the\n\n1898-99 was $485,175.\n\nstate\n\nCalifornia in\n\nof\n\nIn addition to the direct\n\nthe early days gave certain\n\nswamp lands for the creation of a \" permanent endowment fund.\" These\nlands sold for $81 1,500.\nThe income in twenty-three years has amounted\nThus\nto $1,150,000; state appropriation, $1,901,500; total, $3,863,202.\nnearly four million dollars have been contributed by California for the\n\nfoundation and income of her state university.\n\nThe World Almanac for 1900 gives the total income of the University\nof Wisconsin as $426,663 ; of the University of Illinois, $379,424; of the\n\nUniversity of Ohio, $277,593; o^ the University of Minnesota, $396,177;\nof the\n\nUniversity of Missouri, $176,821;\n\nof the University of\n\nof the University of Nebraska, $287,000.\n\nIowa,\n\nThere are not fewer\n\n$148,377\nthan forty-five colleges and universities supported by the state.\n;\n\nThe present year there have been between eighteen and nineteen\nThus\nin the eight representative state universities.\n\nthousand students\n\nthe increase in the past five years in the attendance in these institutions\n\nhas been greater than the total number in them fifteen years ago.\nIt\n\nthus appears that the policy of state support of higher education\n\nhas been the accepted policy for centuries in Europe, that it had. an inde-\n\npendent growth in America, was established as a colonial policy, adopted\nby Congress, and has been accepted as the national policy of the United\nStates.\n\nDISCUSSION\nPresident James K. Powers\n\nof\n\nthe University of\n\nAlabama said in substance\n\nthat, in addition to the aid given by the state directly to state institutions for higher edu-\n\ncation, the state also contributed indirectly to denominational\n\nand private institutions in\n\n"}
{"page": 475, "printed_page": null, "text": "STATE AID TO HIGHER EDUCATION\n\nDepartmentJ\n\nexempting their property from taxation.\nsum.\n\nIn\n\n463\n\nmany cases this was a very considerable\n\nHe further said that there was another point at which the state touched higher\n\neducation, namely, in the partnership that existed in the matter of conferring degrees\n\nand awarding diplomas.\n\nNo institution conferred a degree except by virtue of a charter granted by the state.\nFor this reason the\n\nand\nDiplomas were valueless except in so\n\nstates should carefully scrutinize the applications for charters\n\nsupervise the courses of study leading to degrees.\nfar as they represent work, culture ;\n\nand yet, thruout this country, except in a few states,\n\ndegrees were conferred by institutions that had neither equipment nor endowment\n\nThey were in many cases unable to support faculties capable\n\nadequate for the work.\n\nOf the 480 colleges listed\nby Dr. William T. Harris, Commissioner of Education, as having the power to confer the\nof giving instruction leading to the degrees conferred by them.\n\nupon men, an examination of those in a number of southern states\nshowed that if the power to confer such degrees were limited to those institutions\npossessed of property amounting to $100,000, the list would be reduced nearly one-half.\n\nbachelor's degree\n\nHe cited the board of regents of the University of the State of New York, an\norganization more than 100 years old, as having done a great work for that state in this\n\nNo institution in New York was permitted to confer the bachelor's degree unless\nwas possessed of property to the amount of $500,000.\nThe establishment of a standard of $100,000 as a requisite in institutions would\nsurely be a low standard, and yet it would be far better than the present chaotic condition existing in most of the states of the union.\nBills chartering institutions coming\nbefore legislatures are oftentimes considered local bills, and as such passed as a matter\nof courtesy without scrutiny. These bills authorize the conferring of divers and sundry\ndegrees. Such bills before passage should be referred to some careful organization that\n\nmatter.\nit\n\nwould see that before passage the institution seeking the charter possessed equipment in\nthe way of buildings,\n\nmuseums, laboratories, and libraries, and an income sufficient to\nIn this way, and in this way\n\nguarantee the employment and perpetuity of a faculty.\n\nonly, can we hope to make college degrees worth what on their faces they represent.\n\nHe instanced three cases of offers to purchase\nAlabama within the last three years.\nsubstance as follows\n\n:\n\ndegrees from the University of\n\nOne came from London, England, and was in\n\n\" For the degree of doctor of philosophy from the University of\n\nAlabama at the approaching commencement I will pay to any interest named by you\nthe sum of $500.\"\nAnother came from Germany and was similar to the first, couched\nin almost the same language, except that, instead of fixing the sum at $500, the writer\nsaid that he would give to any interest named any sum not exceeding $500The\nlanguage used indicates that these parties had possibly been coached\nby someone familiar with methods in some parts of this country.\nsitnilarity of the\n\nEnglish universities are not open to criticism as to laxness in conferring degrees.\nBut it is said that in some German universities an American can get a doctor's degree\n\non work reckoned as inadequate for the same degree for a German.\n\nThe third offer was\n\nfrom this country, and offered a small sum for the degree of doctor of divinity, stating\nthat he could get\n\nit\n\nfor\n\nThese\ninstitution which he named.\nshow that there was necessity for vigorous action among\n\nmuch less from another\n\ninstances were merely cited to\n\nthe colleges and universities of this country in this matter.\n\nProfessor Richard Jones,\n\nof\n\nVanderbilt University.\n\n— President Powers has\n\nspoken of the desirability of some control over the granting of degrees.\n\nIn the state of\n\nNew York this desirable result is secured thru the University of the State of New York,\nor the regents' office.\n\nThe university has control of all higher education in the state,\n\nincluding the high schools, colleges, law schools, medical schools, dental schools, business schools, etc.\n\nThe charters for all these institutions are granted, not by the legislaby the University of the Stj^te of New York. The university was\n\nture ordinarily, but\n\n"}
{"page": 476, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n464\n\nestablished in 1787, and\n\n[Higher\n\npermanence is secured by constitutional provisions. The\nby the state legislature in the same manner as United States\nIt seems likely, therefore, that this method of state control, not\n\nregents are elected for\nsenators are elected.\n\nits\n\nlife\n\nonly over the granting of degrees, but over higher education in general, will be per-\n\nmanent.\n\nThe university exercises this control«indirectly rather than directly; that is to say,\nthe university establishes the standard for the degree of B.A. in the state of New York by\n\nestablishing a standard for admission to the colleges, namely, a four-years' high-school\n\nThe university also determines the standard for admission to\n\ncourse or its equivalent.\nthe high schools.\n\nTherefore, without directly interfering with the work of any particu-\n\nlar institution, the university does in fact exercise\n\ntaining a high standard for the degree of B.A,\n\na good deal of influence in main-\n\nFurthermore, the university determines\n\nthe standard for admission to all professional schools, which\n\nhigh-school course or its equivalent.\n\nis,\n\nnamely, a four-years'\n\nOne cannot enter the law schools or the medical\n\nschools of the state of New York without first taking a high-school course.\n\nThe relations between the University of the State of New York, which is a purely\nadministrative body and not a teaching body, and the colleges of the state, are har-\n\nmonious and\n\nThe colleges co-operate gladly with the university in mainThe university calls together the presidents of the colleges and\n\nsatisfactory.\n\ntaining the standard.\n\nconfers with them respecting proper standards of admission and of graduation.\n\nIn this\n\nway the ordinances of the university are a legalized expression of the will of the colThose institutions which are established primarily for pecuniary profit some-\n\nleges.\n\ntimes object to the control exercised over them, but the endowed institutions doing a\n\nhigh grade of college work welcome the control over the granting of degrees which is\nexercised by the University of the State of\n\nNew York.\n\nProfessor I. W. Howerth, University of Chicago.— There is one thought which\nhas occurred to me during the progress of this discussion which may possibly be worth\npresenting, and that\ntion\n\nis\n\nthat the final justification of the demand for state aid in educa-\n\nnot to be found in the nature of the state, but in the character of the education\n\nis\n\nprovided.\n\nState assistance in education is almost an inevitable result of state organiza-\n\ntion; for at the very inception of the state a state or national ideal is projected, and edu-\n\ncation is seized\n\nupon as an obvious means of realizing\n\nthat ideal.\n\nIt\n\nis\n\nconceivable,\n\nhowever, that the character of this ideal, which becomes the educational aim, is such as not\nto warrant the demand for state assistance in movement toward it thru the work of the schools.\n\nThe ideal of the American people, for instance, is democratic, while that of Germany is\nimperialistic.\n\nIf,\n\nnow,\n\nfor\n\none reason or another, the ideal fostered by our schools\n\nshould become un-American, assuming the correctness of our present ideal, we should not\n\nbe justified in calling on the state to help us along.\n\nThe function of the sect in matters\n\nof education, to use another illustration, is diminishing, because we are outgrowing the\n\nsectarian ideal.\n\nState aid to sectarian education fails to find justification solely because\n\nof the character of the education which the sect provides.\nlar situation\nIf, then,\n\nIt is\n\nconceivable that a simi-\n\nmight arise with regard to the state.\nthe\n\ndemand for state aid in education is justified only by the character of\n\nthe education provided, and the character of the education is largely determined by the\nstate or national aim, the important influence of the common ideals of a state upon the\n\nwork of the schools may be clearly perceived.\n\nIt is\n\nall-important that these ideals be\n\ncorrect.\n\nmay be interesting to notice in this connection that, while\n\nstate and national\nnow, and have not been, the same.\nThey originate at different points of departure and evolve, in the case of civilized\nnations, in one general direction.\nBut they are often behind the real requirements of the\nIt\n\nideals should remotely blend into one, they are not\n\ntinfie,\n\nIn the past, for iqstance, the struggle for existence between different types of\n\n"}
{"page": 477, "printed_page": null, "text": "AN ETHNIC VIEW OF HIGHER EDUCATION\n\nDepartment]\n\n465\n\nbeen so severe that the national ideal embodied only the interests of the\nEducation was justified in fostering an intensely national spirit.\nToday, however, the struggle between nations has been greatly modified. A different\nstates has\n\nnational group.\n\nkind of education is therefore needed.\n\nOur ideals have not changed pari passu with the\n\nchanges brought about by commercial, social, and scientific intercourse. Much of what\nwe call patriotism in our schools is consequently nothing more than national arrogance\nor racial hatred.\n\nIt is possible\n\nwe\n\nthat the ideals\n\nstrive\n\nto realize\n\nthru the\n\nschools\n\nmay lag so far behind the real demands of the times that a demand for state aid to common-school education would find no better basis than the demand of a religious denomination for corporate assistance in carrying on\n\nits\n\nwork.\n\nThe danger,\n\ncourse,\n\nof\n\nis\n\nremote, but the point of what I have been trying to say is that the more nearly education\nfulfills\n\nthe actual requirements of the state, the more nearly perfect\n\nthe demand for state assistance.\n\nis\n\nthe justification of\n\nWhen ideal requirements are fulfilled, we should talk,\n\nnot of state aid in education, but of education by the state.\n\nAN ETHNIC VIEW OF HIGHER EDUCATION\nPROFESSOR\n\nI.\n\nW. HOWERTH, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nThe conviction from which the remarks of this \"paper proceed is that\nand the methods of higher education, as of all\n\nthe value, the means,\n\neducation, can be rightly determined only by constant reference to\neffect upon\n\nboth the individual and the race, and that in\n\npertaining to this subject the present tendency\nsideration\n\nto\n\nthe\n\nindividual.\n\nis\n\nall\n\nto give\n\nits\n\nquestions\n\nundue con-\n\nSuggested improvements of the course\n\nof study, discussion of the expediency and limits of the elective system,\n\nand attempts to solve the problem\n\nof articulating higher and secondary\n\neducation reveal the fact that the needs and interests of those who are to\n\nbe benefited immediately by college and university training are the\n\nThe same narrow range of vision is betrayed\nmuch of the current discussion of such questions as, \"Does a college\n\nprimary objects of concern.\nin\n\neducation pay ?\"\n\nOn the one hand it is asserted, for instance, that the\n\nindividual profits by it\n\n;\n\nand, on the other, that it unfits him for business\n\nas if these were conclusive arguments.\n\n—\n\nBut such problems of higher edu-\n\ncation are not primarily economic, and they cannot be settled by com-\n\nparison of income and outlay.\n\nSocially or ethnically considered, a college\n\neducation may be a profitable investment, even if it does not pay in dollars and cents ;\n\nand if it unfits one for business, it may be so much the\n\nworse for business.\nvidualistic.\n\nNo educational question is strictly or chiefly indi-\n\nNone can be finally settled without careful consideration of\n\nits\n\nbearing upon the interests of the race.\n\nis\n\nsure to produce error and confusion in educational thought.\n\nthe\n\ncontroversies\n\nFouillee, \"seem to\n\nrelative\n\nto\n\nthis\n\ngreat\n\nNeglect of this consideration\nquestion\n\nof\n\n\" Most of\n\neducation,\" says\n\nme to be due to the fact that we fail to reach a suffi-\n\nciently general point of view, i. e., the national, international, or even\n\nethnical.\"\n\nWe need, therefore, both for practical and theoretical pur-\n\nposes, a new educational orientation.\n\nIt is\n\nwith the hope of contributing\n\n"}
{"page": 478, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n466\n\n[Higher\n\nin some small degree to this orientation that I invite your attention to an\n\nethnic view of higher education.\n\nBefore considering higher education specially, we must glance briefly\nat education in general.\n\nWhat aspect does the nature and function of\n\neducation as a whole present when considered from the standpoint of\nthe race ?\n\nAs soon as we contemplate education from the racial or ethnic point\nof view, it reveals itself as fundamentally a process of social transfor-\n\nmation.\n\nIt\n\nrepresents the latest and, potentially\n\nif\n\nnot actually, the\n\nmost effective factor of social evolution. While it deals with individuals,\nits primary object is the progress of the race thru the improvement of\nits\n\nindividual members.\n\nThe goal of education is, therefore, not a single\n\none, as is sometimes represented\n\n;\n\nit is\n\ndouble.\n\nIt lies in\n\nthe individual\n\nand in the race. In the education of the individual the goal is the maximum development of social efficiency. This involves the application of\nphysiological and psychological principles to the development of mind\nand body. Hence the pedagogical importance of physiology and experimental or psycho-physical psychology.\n\nIn the education of the race the\n\ngoal is the successive realization of higher and higher stages of humanity.\n\" Given the hereditary merits and faults of a race,\" the problem of education\n\nbecomes, as Guyau rightly stated it, \"to what extent can we by education\nmodify the existing heritage to the advantage of a new heritage ?\" This\nimplies a knowledge of the means and methods of social evolution, the\nlaws and causes of\n\nthe social\n\nprocess.\n\nHence the importance to the\n\neducator of social history and the science of sociology.\n\nEducational\n\npsychology should be racial as well as individual. The essential fact, however, is that education\n\n— elementary, secondary, and higher —\n\na social or ethnic expedient for accelerating progress.\n\nAll\n\nis\n\nprimarily\n\nits\n\nproblems\n\nare therefore social problems.\n\nAnother fact which, from\n\nthis point of view, leaps to\n\nthe eye, as the\n\nFrench say, is that, contrary to the hypothesis upon which Rousseau and his\nfollowers have attempted to found a science of pedagogy, education is not\n\na slavish imitation of nature, but an interference with so-called natural\nlaws.\n\nIts sole raison d^etre is the inadequacy of nature's\n\nmethods.\n\nthe negation of laissez-faire in individual and social evolution.\n\nIt is\n\nThe assist-\n\nance it has rendered nature in the development of the individual\n\nis\n\nper-\n\nfectly obvious, but its possibility as a social factor has only begun to\n\nbe\n\nDown to the present time it has acted almost wholly as a\nTo be\nsocially unconscious or genetic force in the evolution of the race.\nappreciated.\n\nsure, it has long\n\nbeen recognized as a means of\n\nthere has been almost\n\nno attempt\n\nsocial improvement, but\n\nto use it scientifically in the develop-\n\nment of a people as it is now used in the development of a person. Plato\nand the Spartans had the idea, but not the ideals and the science. Altho\nand with regard to many of them I\nbooks on education are as thick\n\n—\n\n"}
{"page": 479, "printed_page": null, "text": "AN ETHNIC VIEW OF HIGHER EDUCATION\n\nDepartment]\n\nmight add, as light\n\n—\n\n467\n\nas autumnal leaves, I know of but few worth mention-\n\ning which have urged its ordered application as a national, social, or ethIts purposive use has not\n\nnic lever.\n\nbeen consciously directed toward a\n\nsocial end ; that is to say, educational teleology has\n\nbeen limited to the\n\nThe time has come, however, when it may be extended to\n\" Through education,\" says Dr. Dewey, \" society can formulate\nthe race.\nits own purposes, can organize its own means and resources, and thus\nshape itself with definiteness and economy in the direction in which it\nindividual.\n\nwishes to move.\"\n\nWith this comprehensive view of education as a whole from the ethnic\n\nnow turn to the consideration of higher education.\nThe first question that confronts us is How are we to separate it from\n\nstandpoint, we may\n\n:\n\nthe work of the common schools, and what is the relation between them?\n\nIn the\n\nfirst\n\nplace, higher education\n\nis,\n\nof course, a continuation of\n\nsecondary education, as the latter is a continuation of elementary.\nare all a part of the same process.\n\nThey\n\nAnd yet there is a difference, due to\n\nthe necessary division of labor, between the function of higher education\n\nand the function of the common schools, which, altho it may not justify\nan entirely separate classification, is yet sufficient to enable us to draw a\npretty firm line between them.\nWhen we consider the work of the\ncommon schools, we find that, however clearly it perceives the educational\nends, and however ambitious it may be to realize them, it is chiefly\nlimited to the task of transmitting from one generation to another the\nmental, moral, and physical acquirements of the race.\nIt preserves the\nracial inheritance.\n\nWe have reached, for instance, a stage of civilization\n\nat which the average man\n\nto\n\npossess\n\nis\n\nexpected to be able to read, write, and cipher,\n\ncommon morality and a certain amount of knowledge\n\nin\n\nregard to nature and\n\nman.\nElementary and secondary education is\ndevoted to the development of the efficiency represented by these acquirements and the assimilation of this knowledge. It has little time or\nopportunity for doing more than to maintain the average social level.\nOn the other hand, higher education begins at this point and should be\nexpected to raise it.\n\nIt selects a comparatively small\n\nnumber of individ-\n\nuals, and professes to elevate their intelligence and efficiency to a higher\n\npower.\n\nMoreover, it has the opportunity to add new increments to the\n\ngeneral stock of knowledge.\n\nThe function of higher education is, there-\n\nand personal elements\nwhich are to urge the race onward to a new and higher stage of civilization.\nElementary and secondary education is chiefly devoted, on account\nfore, especially that\n\nof providing the scientific\n\nof its limitations, to the preservation of the social status quo.\n\nTo higher\n\neducation is given a superior opportunity of raising the social level.\n\none preserves order, the other secures progress.\nary education, so far as social progress\n\nhigher education, dynamic.\n\nis\n\nThe\n\nElementary and second-\n\nconcerned, is primarily static;\n\nWe thus see that there is a certain degree\n\n"}
{"page": 480, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n468\n\n[Higher\n\nof similarity between the relation of higher education and the common\n\nschools and the relation of imitation and eccentricity or genius in the\nsocial\n\nworld, heredity and variation\n\ncentripetal\n\nand centrifugal\n\nin\n\nand the\n\nthe biological world,\n\nforces in the physical world.\n\nIt is\n\nnot pre-\n\nmay serve to throw\n\ntended, of course, that the parallelism is exact, but it\n\ninto stronger relief the essentially dynamic function of higher education.\nIf the function of higher education, ethnically considered, is\n\nabove all\n\nwe may judge its\n\nto contribute the socially progressive elements, then\n\npresent efficiency by the character and the amount of this contribution.\nThe criterion cannot be successfully applied, however, unless we know\n\nThis knowl-\n\nbeforehand what kind of social elements are progressive.\n\nedge requires some conception of a goal toward which society should be\ndirected, as well as an acquaintance with the methods of social evolution.\nIt is\n\ntherefore necessary to take these matters into consideration, and\n\nit\n\nmay be helpful to begin by glancing for a moment at the nature of the\nevolutionary process in general.\n\nEvolution, like education,\n\ndivided into natural and\n\na continuous process, but\n\nis\n\nit\n\nmay be\n\nAs a wholly natural or\nsubrational process it takes place independently of human volition, and\nis wholly determined by the adaptive force of the organism and the\nartificial\n\nevolution.\n\nGiven an organism, biological or social\n\ncharacter of the environment.\n\nthat is, something capable of adapting itself\nsists in its\n\nits\n\nnatural evolution con-\n\ncontinuous adjustment to its environment\n\nphraseology, the adjustment of\ntions.\n\n—\n\n—\n\n\\\n\nor, in\n\nSpencerian\n\nits internal relations to its external rela-\n\nThe goal of natural evolution, that is, evolution not consciously\n\ndirected, is perfect adaptation\n\nforces of nature\n\nand the\n\nto\n\nenvironment, the equilibrium of the\n\nforces of the organism.\n\nThis goal has been\n\nreached in the biological world in the development of the higher animal\nforms, and in the social world in certain peoples which have apparently\nIts method is the preservation, perpetuation,\nand improvement of such variations in the organism as tend to perfect\n\nreached a stationary state.\n\nits\n\nadaptation\n\n;\n\nthat\n\nis,\n\nnatural\n\ngressive elements must be,\n\nselection.\n\nfirst,\n\nNow, in such evolution pro-\n\nsuch increments of force as\n\nmay be\n\nadded\n\nto\n\nthe adaptive power of the organism, the vis a tergo, which\n\npushes\n\nit\n\non and produces\n\nvariations in\n\nits\n\nvariations ; and, second,\n\nthose\n\nspecial\n\nthe existing type which, by bringing the organism\n\none\n\ndegree nearer perfection, are, so to speak, seized upon, preserved, and\nperpetuated by natural selection. The variations, we say, are spontaneous.\nThey merely happen to take place. They are also innumerable, and the\nvast majority of them are utterly useless to progress and represent pure\nIt is only by chance that some of them serve the\nwaste of vital force.\npurpose of nature. Hence it is that natural evolution, biological and\nsocial, is a most extravagant and unnecessarily slow process, and furnishes\nno model for intelligent action in physical, moral, or mental training, or\n\n"}
{"page": 481, "printed_page": null, "text": "AN ETHNIC VIEW OF HIGHER EDUCATION\n\nDepartment]\n\nin\n\nany other sphere of action.\n\nand\n\nnatural evolution\n\nartificial\n\n469\n\nObserve now the difference between\nevolution, in which higher education\n\nplays a part.\n\nIn\n\nevolution the goal is no longer fixed by natural circum-\n\nartificial\n\nstances.\n\nIt is\n\npredetermined by man\n\nit is\n\n;\n\nIf the\n\nideal.\n\nenvironment is\n\nnot suitable to the development of the ideal type, the environment\n\nchanged.\n\namounts\n\nThis\n\nall\n\nis\n\nthat cultivation in\n\nagriculture\n\nAgain, the progressive variations of type are not\n\nto.\n\nchance, but are ideally conceived, and effort\n\nThis\n\nis\n\nillustrated in the breeding of stock.\n\nis\n\nand horticulture\nleft to\n\nmade to produce them.\nThe result is that more is\n\nis\n\nditure of energy.\n\nthan in natural evolution by the same expenWaste is diminished, the ultimate object being its com-\n\nplete elimination.\n\nEvolution having become a conscious process, it\n\naccomplished in\n\nartificial\n\nThe laws of nature are not disregarded\n\nruled by the intellect.\n\n;\n\nis\n\nthey are\n\ncounteracted or overruled, just as the law of gravitation is overruled in\n\nan\n\nthe construction of\n\nEiffel\n\nThe difference between artificial\n\nTower.\n\nevolution and natural evolution\n\nis\n\nthe difference between science\n\nempiricism, between intelligently purposive action and fortuity.\n\nbe described in a single word\n\n— economy.\n\nNow, as was said before, social evolution down to\nhas been almost entirely a natural process.\n\nand\n\nsocial\n\nattempts\n\ntific\n\nat\n\nthe present time\n\ndistinct, goals of\n\nthem has been made the basis of scien-\n\nimprovement.\n\nsocial\n\nand\n\nmay\n\nChristian philosophy, poets,\n\ndreamers have projected indistinct, or too\n\nsocial development ; but none of\n\nIt\n\nSocial\n\nenvironment has been\n\nchanged, but not with the conscious purpose of molding the race into\n\nany definite and preconceived form.\n\nupon the development\n\nSpecial energy has been expended\n\ninnumerable variations of\n\nof\n\ntypes, but little\n\nattention has been given to the kind of type that would serve the pur-\n\npose of natural selection.\n\nMany are called, but few are chosen. Under\nWhen this\n\nthe influence of education the process may become artificial.\nis\n\nthe case, the\n\nnumber of progressive elements is increased.\n\nthen be as follows\n\nenvironment\n\n;\n\n:\n\nfirst,\n\nThey will\n\nsocially purposive modifications of the social\n\nsecond, new increments of social adaptive power, or racial\n\nvirility ; third, new increments of knowledge ; and fourth, select individual\n\ntypes\n\nembodying virility and knowledge, and which, being lifted up by\n\nhigher education, will draw\n\nall\n\nmen unto them, will\n\nraise\n\nthe social\n\nlevel.\n\nWe are now ready to apply the ethnic test to higher education. What\nis it\n\ndoing toward contributing these various elements ?\n\ncannot be described within the limits of this paper.\nis\n\nto offer a few criticisms in regard to\n\nits\n\nThis, of course,\n\nAll that can be done\n\ncontribution to each element.\n\nIn the first place, then, higher education, instead of encouraging purposive changes in social environment, is a partisan and an apologist of\nthe present order.\n\nIt\n\nis\n\nnot its function, of course, to introduce these\n\n"}
{"page": 482, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n47\n\nIt can\n\nchanges directly.\n\n[Higher\n\nonly provide the knowledge and the spirit, and\n\nleave the initiative to scientific legislation.\n\nBut academic atmosphere\n\nnot healthful to the growth of this knowledge and spirit.\n\nis\n\nMuch has been\n\nsaid about liberty of thought in our colleges and universities.\n\nIt is con-\n\ntended by the authorities that there is complete liberty, and the claim is\n\nmake a careful distinction between liberty and license.\nThought is free so long as it is sound, and the authorities have their own\nlogical, for they\n\nconvictions in regard to what constitutes sound thinking.\n\nWhile free-\n\ndom of thought is doubtless increasing in all our higher institutions of\nlearning, and will continue to increase as they become\nof their social function, yet\n\nit\n\nis\n\nmore conscious\n\nprobably true today that there is not a\n\ncollege or university in the country that would long tolerate an active and\n\nHe\n\nformidable advocate of serious changes in the present social order.\n\nwould be required to go, and the occasion of his removal would not be\navowed as opposition to intellectual liberty, but to his own incapacity, as\nevidenced by his vagarious opinions. This, to the educational martyr, is\nIt is his sorrow's crown of sorrow.\nthe unkindest cut of all.\nOwing partly to the feeling in college and university circles that one\nis lucky to have been born a conservative, there has been developed a\nsort of typical academic attitude in regard to almost all questions of\nserious social importance.\n\nIn political parlance this attitude is called a\n\n\"straddle,\" but the euphemistic phrase is \"scientific impartiality.\"\nis\n\nThere\n\na certain type of university professor, for instance, who never expresses\n\nhis own opinion ; claims, indeed, that he has none.\n\nIn considering a given\n\nquestion, he devotes himself to the accumulation of evidence, pro\n\ncon\n\nimmovable\n\nas\n\nthe traditional\n\nspeaks condescendingly of the\nis\n\nand\n\nand, being unable to determine which pile is the larger, he stands as\n\n;\n\ndonkey between two stacks of hay. He\noi koWoL\nHis contempt for enthusiasm\n\nHe insincerely professes to envy the man who can arrive at\n\nprofound.\n\na conclusion, but as for himself he sees so deeply and finds so\n\nargument on both\n\nsides\n\nof every question that he\n\nis\n\nmuch\n\nalways in doubt.\n\nLike Lowell's candidate in the Biglow Papers, his\n\n.... mind's tu fair to lose its balance\nAnd say which party hez most sense,\nThere may be folks of greater taience\nThat can't set stiddier on the fence.\n\nThis type of university man has done much to give to higher education\nfutility.\nHis attitude helps to explain why it is that in\nmind it is sufficient to condemn a theory or an argument to\n\nthe reputation of\nthe popular\n\ndescribe\nsion\n\nis\n\nit\n\nas\n\n\"merely academic.\"\n\nlikely to\n\nIt is expected that academic discus-\n\ncome out at the selfsame door wherein it went.\n\nWe\n\nrecognize, of course, that higher education must encourage impartiality\nin investigation and conservatism in social proposals, but there is a golden\n\nmean.\n\nThe\n\ntrue scientific spirit, which\n\nis\n\nso badly needed in every\n\n"}
{"page": 483, "printed_page": null, "text": "AN ETHNIC VIEW OF HIGHER EDUCATION\n\nDepartment]\n\n471\n\ndepartment of thought, does not imply absence of enthusiasm, but only\nIn matters\n\nthe restraint of sentiment while investigation is in progress.\nof social\n\nadvancement, higher education should be the source of a con-\n\nservative radicalism.\n\nIn regard to the second progressive element mentioned,\n\nnamely,\n\nmay claim to contribute something on account of the prominence it gives athletics. But just how much\ngood the selection and probable overtraining of a few individuals who\nincrease in race virility, higher education\n\nneed physical culture least is going to do the race it is somewhat difificult\nThe respect engendered for physical prowess is worth\nto estimate.\nsomething, and the shouting of the otherwise passive spectators\n\nat the\n\ngames may have its value in raising the average of physical vigor. It is\na fair criticism, however, to say that the method would not commend\nitself to a thoroly self-conscious race as the best means of promoting its\nFew colleges and universities, with all their interest in the\nprogress.\nThe end\nsubject, are really conscious of the social value of athletics.\nand aim is not racial culture, but the winning of the championship. As\nto other methods of strengthening the human stock, they are not so much\nas heard of.\n\nIt is too early to talk of a scientific stirpiculture, but\n\neducation might do\n\nhigher\n\nmuch toward the creation of a sentiment that will\n\nfinally bring into operation the law of social selection, or the birth of the\nfittest.\n\nBut this is not in its consciousness.\n\nSo far, then, as contributing\n\nto the virility of the race is concerned, higher education falls far short of\nits\n\nopportunity.\n\nWhen we come to consider the increments of knowledge provided by\nhigher education, they are so numerous and important that\n\nbe easy\nacademic discoveries which have proven to be\nThere are two criticisms, however, which are at once suginvaluable.\nIn the first place, knowledge is\ngested by an ethnic view of the subject.\nto\n\n'\n\nmay seem\n\nit\n\nIt would\n\nin this respect to be completely fulfilling its function.\n\nname a* long\n\nlist\n\nof\n\naccumulated without regard to its possible social\nis,\n\nall is\n\nnot equally valuable.\n\nutilization.\n\nAll knowledge\n\ntherefore, not appreciably dynamic.\n\nHigher education seems\n\nassumption that one discovery is as good as another.\n\nto\n\nis\n\nMuch of it\nvaluable, but\n\nproceed on the\n\nAn illustration of\n\nwhat I mean may be found in the doctors' theses of our various universities.\n\nMany of them are on such subjects as the final e in Chaucer, or the\n\ndative case in Sallust, which, however important from a linguistic standpoint, are not of present and pressing importance to the race.\n\nSome of\n\nthem represent toilsome pursuit of insignificant bits of knowledge which,\nwhen found, are about as valuable to society as the individual acquirement of the power to balance a straw on one's nose. In the second place,\nhigher education overemphasizes the importance of original investigation in comparison with intellectual organization\n\nrewards are for the investigator.\n\nIt\n\nis\n\nalmost as\n\nand distribution.\n\nIts\n\nmuch as a scholar's\n\n"}
{"page": 484, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n472\n\n[Higher\n\nAnd yet\n\nreputation is worth to undertake to popularize his knowledge.\n\nthe successful distributor of knowledge performs a vastly more important\n\nMany college and\n\nsocial service than the average original investigator.\n\nuniversity professors hold their positions, not because they are teachers,\n\ndown some more or less important bit of\nwhy some of the worst possible teaching may be\nfound in our universities. Some of us know by painful experience that\nbut because they have hunted\n\nknowledge.\n\nThis\n\nthis is true.\n\nThese two defects in higher education an ethnic view will\n\nis\n\ntend to remedy.\n\nThe last in the list of progressive elements which were mentioned as\nrightfully to be expected\nties specially\n\nfrom higher education were cultured personali-\n\nadapted to the task of elevating the race to a higher plane\nHere, again, much might be said in regard to what has\nThe roll of names of college men who have helped the world\n\nof civilization.\n\nbeen done.\n\nforward is a long one.\n\nBut, after all, this contribution has been largely\n\nunconscious and incidental.\n\nThese personalities have been developed\n\nprimarily for themselves, and not for the race.\n\nTheir social\n\nutility was\n\nThey were, so to speak, spontaneous variations. The spirit\nof higher education is still individualistic.\nThe 150,000 young men and\nyoung women now in our higher institutions of learning are being trained,\nnot primarily for social service, but for success, and if statistics show that\naccidental.\n\nthe majority of them succeed, higher education\nis\n\nsometimes the very opposite of\n\nsocial\n\nis\n\nBut success\n\ncontent.\n\nThe\n\nservice.\n\nfact\n\nthat so\n\nmany college men succeed may be\nIt may indicate that their students are trained merely to exploit their\nThe race is not interested primarily in anyone's success, but\nfellow-men.\na severe reflection\n\non our colleges.\n\nmanner of his success.\n\nDoes he produce healthful commodities ?\nDoes he promote life or death ? Does\nhe make the world a better place in which to live ? These are the quesin the\n\nDoes he increase wealth or illth ?\n\ntions in which the race\n\nis\n\ninterested.\n\nIt\n\nsanctions the exploitation of\n\nnature, but it condemns the exploitation of man.\n\nThe whole criticism of higher education from the ethnic point of\nsummed up in a very few words. It is loosely organized\n\nview may be\n\nfrom the standpoint of\nthing but religion.\n\nsocial\n\nIt grinds\n\neconomy.\n\nIt is too conservative in every-\n\nout knowledge with almost contemptuous\n\nand use. More time is given, for\nentomology than to the study of anthropology,\nto the study of insects than to the study of men.\nDomestic science and\nsociology are of less importance than Latin and Greek.\nIt, turns out\nmen and women with highly trained powers, but often without the spirit\nindifference to\n\nits\n\nsocial timeliness\n\ninstance, to the study of\n\nto use these powers in conscious service of the race.\n\nIt is significant that\n\nthe church is expected to provide this spirit by conversion.\n\nIn evolu-\n\ntionary terminology, the variations emphasized and produced by higher\n\neducation are socially advantageous only when they happen to be\n\nso.\n\n"}
{"page": 485, "printed_page": null, "text": "FUNCTION OF THE LAND-GRANT COLLEGE\n\nDepartment]\n\nThere\n\nis\n\ntoo\n\nmuch\n\nwaste.\n\nsciously as an ethnic force.\nIt illustrates the\n\n473\n\nIn a word, higher education acts uncon-\n\nunder the sway of natural evolution.\n\nIt is still\n\neconomy of nature and not the economy of mind.\n\nTHE FUNCTION OF THE LAND-GRANT COLLEGE IN\nAMERICAN ED UCA TION\nPRESIDENT WILLIAM M. BEARDSHEAR, IOWA STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS, AMES, IOWA\nIn locating the apex of our American system of education two diametrically opposite views arise.\n\nOne is that the university is the apex and\n\nthe common schools the foundation\n\nfoundation and the\n\n;\n\nthe other, that the university is the\n\ncommon schools the apex.\n\nThis, like many discus-\n\nsions of great questions, is chiefly a matter of relative emphasis.\n\nI\n\nam\n\ninclined to emphasize the university as the foundation and the common\n\nschools as the apex, but this paper is interested in the relative location in\n\ncolumn of science and technology with culture and\nseems incredible that the first general conference ever\ncalled to discuss the whole subject of technological education met in\n\nthis\n\neducational\n\nagriculture.\n\nIt\n\nChicago only in 1893, and that the Association of American Colleges and\nExperiment Stations has had but thirteen conventions. The degrees of\nincredibility strengthen\n\nwhen one\n\nlearns\n\nin\n\nthat association\n\nthat\n\nthe\n\nmechanic arts have had to struggle for proper recognition in programs\nand topics, and that a man like General Francis A. Walker should find it\nnecessary to say as late as 1893, regarding the relation of technological\nschools to universities, that\nUnless the general spirit of the university be high, manly, and devoid of snobbishness\nthat\n\nif\n\ntechnological students are to\n\ncome habitually in contact with young men who\n\nregard labor as degrading, who look upon the rough clothes and the stained fingers of a\nlaboratory and the workshop as badges of inferiority in character and social standing,\nthat then a technical school will derive harm, and only harm, from such an association.\n\nThis impression deepens when you think that only about thirty-five years\nhave elapsed since the\n\nfirst\n\nphysics in colleges, twenty-five\n\nclasses for\n\nyears since the beginning of meteorological laboratories ; that industrial\n\nchemical laboratories are just beginning\n\n;\n\nwhile for certain chairs, as that\n\nof dairy bacteriology, we must train a man on the spot.\n\nThe incredibility\n\ngrows when you observe in the bibliography of technological education\n\nembodied in the history of education in the United States that, with slight\nexception, topics bearing upon agricultural, technological, and industrial\neducation range within years so recent as 1883 onward to the present.\nIn most of the sixty-four colleges or departments inaugurated by the\nact of Congress of 1862 mechanic arts and agriculture have been inseparable.\nWhether the national appropriation has gone to a department of\nthe university, as in some states, or gone to the establishment of state\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n474\ncolleges,\n\nas in\n\nmany states,\n\nit\n\nis\n\n[Higher\n\nconfined exclusively to the branches\n\nspecified in the original act, and the executive authorities of the govern-\n\nment have thus ruled so frequently that the matter of the direction in\nwhich the funds shall be used is permanently settled. The demagogic\nperiod of fishing for votes with the names of these colleges as fly baits is\npretty well past, and the national government has recently given a classification of these institutions granting the liberality and privilege of each\nstate calling its land-grant institution or institutions by whatever names\nlocal influences may have determined.\n\nThe scope of study prescribed by national law for the land-grant college in America is\nwithout excluding other scientific and classical studies, and including military tactics, to\nteach such branches of learning as are related to agriculture and mechanic arts\n\n.... in\n\norder to promote the liberal and practical education of the industrial classes in the\nseveral pursuits and professions of life.\n\nThe function, therefore, of the land-grant college is primarily to afford a\nliberal\n\nand\n\npractical education to the industrial classes.\n\nAll forms of\n\neducation are evolutional, and begin chiefly with the material side of questions.\n\nThe advantages of secondary education have been denied many\n\nof the youths of the industrial classes, and a connecting link must still be\n\nmade from the shop and the farm with the more advanced courses in the\nland-grant college.\n\nThis necessitates for the present short courses of\n\nstudy for a twofold purpose\n\n— one,\n\nto give practical training to those who\n\nwish to return immediately to some industry; the other, to furnish a^training preparatory for entrance to advanced instruction.\n\nA prominent form\n\nof utility in industrial education in the land-grant colleges arises from the\n\nexperiment station, which is designated in the national law as \" a depart-\n\nment of the college.\" The function of the experiment station is to determine scientifically the many problems that will enable the farmer to make\nten acres of land do what one hundred acres used to do, to make 20-cent\nbutter of the same materials as former 12 -cent butter.\nIt develops the\npossibilities of\n\npocketbook\nmarkets.\n\n;\n\nIt\n\na better soil, a richer plant, a fuller harvest, and a fatter\n\nteaches the breeding of better animals and more profitable\n\nharmonizes the points of the plow and the pen.\n\nIt\n\nenriches scientific agriculture by the improvement of plant, animal, fruit,\n\nand cereal already cultivated, and promotes this calling by the introduction of new varieties.\nThis experimentation is augmented by other\ndepartments of the college, independent of the experiment station, in the\ntesting of clays and minerals, in disclosing the relative merits of building\nmaterials, in elaborating all forms of scientific engineering.\n\nThe limita-\n\ntions of research and experimentation in the mechanic arts are as far-reach-\n\ning as the application of mechanical principles to the material, industrial,\n\nand aesthetic evolution and civilization of the earth. But out of this material\nand utilitarian side of education in the land-grant colleges are developed\n\n"}
{"page": 487, "printed_page": null, "text": "FUNCTION OF THE LAND-GRANT COLLEGE\n\nDepartment J\n\nadvanced courses of instruction\n\nin\n\n4?S\n\nagriculture, technology, and science\n\nthat afford a culture of profoundest accuracy and catholic scholarship.\n\nJust as the courses of the so-called liberal curricula went thru similar evolutions, thru years and centuries of experience of human affairs, so now, out\n\nof the natural affairs of the earth and the universe, are being established\n\nstandards of education kindred and co-ordinate.\nthe four-year agricultural course\n\nis\n\nillustrative\n\nThe development of\nAt first the long\n\nof this.\n\ncourse had a great amount of so-called liberal studies, much after the form\nof the old classical or scientific course, with a little sprinkling of agricul-\n\nThis order is now completely\nit the name \"agricultural.\"\nThe best type of an agricultural course composes itself with\n\nture to give\nreversed.\n\nbranches fundamental and formative to an agricultural education, but\nwisely does not make this so exclusive as to shut out liberal studies.\n\nOf the other great branch of technological education of this country\nGeneral Francis A. Walker well said\n:\n\nIn the schools of applied science and technology, as they are carried on today in the\n\nUnited States, involving the most thorough and scholarly study of principles directed\nimmediately upon the useful arts, and rising in their higher grades into original\n\ninvesti-\n\ngation and research, is to be found almost the perfection of education for young men.\n\nIn engineering the method of education is largely creative and constructive, and\n\ntechnological studies have undergone such an expansion in the\n\npast twenty- five years that it requires most strenuous provision to intelli-\n\ngently meet their demands.\n\nExperience is showing that the matter of\n\nutility in the education of the land-grant college is rapidly drifting to its\n\nlegitimate sphere of the experiment station, and utility as a chief end in\n\ntechnological education is falling into the same concept with the theories\nof manual-training departments of colleges and industrial institutions in\n\nthe\n\nfirst\n\nhalf of our century.\n\ngrant college a certain\nrequired.\n\nIn each long college course of the land-\n\namount of purely\n\ntechnical\n\nstudy should\n\nbe\n\nIn addition to this a range of elective studies can be given,\n\nfrom which the student should be required to fill out enough hours for a\ncomplete course.\n\nThe theory is that a young agriculturist or industrial-\n\nmust aspire to a liberal education that will make him the peer of any\neducated or professional man in any calling of life. Justin S. Morrill,\nthe father of the land-grant colleges in America, evidently had this conist\n\nception in the inauguration of the system.\n\nWhen asked a few years\n\nbefore his death regarding the scope of the land-grant college, he said\n\nThe act of 1862 was intended to give those whose lives were to be devoted to agrimuch the largest part of our\n\nculture or the mechanic arts or other industries, embracing\n\npopulation, some chance to obtain a liberal and practical education.\ntion\n\nI\n\ninclose a quota-\n\nfrom the first act of the law upon the subject, which, you will see, did not proceed\n\nfrom any exclusive idea, but indicated the leading purpose without excluding other\nclassical and scientific education.\nYou will see that it is very broad and liberal.\n\nThis higher stage of Mr. Morrill's conception of the land-grant college\nis gradually, yet surely, arriving.\nAs in agriculture the first tendency is\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n476\n\n[Higher\n\nto misinterpret what is practical, so in the engineering and technological\n\nstudies the idea of getting into a trade quickly, or at work immediately, is\n\nbig with the beginner\n\n;\n\nbut as he advances in his work he sees the neces-\n\nsity of greater maturity;\n\nthat succeeds best;\n\nthat\n\nit is\n\nnot he who first enters his profession\n\nbut that he who enters best prepared, everything\n\nbeing equal, comes out first in the end.\n\nThere are two great purposes back of the questions just considered\nand industrial instruction, but all\n\nthat permeate not only technological\n\nThe first purpose is\n\neducation.\n\n:\n\nHow can I hold my own in my trade\n\nand calling in order to earn my own bread ? and the second purpose is\nHow much of leisure, culture, and worth can be secured beyond the question of a mere existence ? Excepting a few wealthy people, I presume all\nwho thoughtfully seek a higher education first face the problem of bread\nand a substantial living.\nThe soundest professional man must be\n\nmore than a lawyer, a clergyman, a physician, or a pedagog. This rule\nholds good in a chief measure with the mechanic, agriculturist, and\nWhile the foresight of Justin Morrill showed wholesome\nindustrialist.\nphilanthropy in providing a liberal education for the children of the\nindustrial classes, yet all who seek a completer life thru education are\n\nmoved in\n\nlarge measure by the\n\ncolleges.\n\nSo\n\nsame spirits, not excepting the literary\none speaks of the trade side of technological\neducation, it is not such a radical exception to all forms of education as\nit\n\nwould\n\nsays\n\nthat, when\n\nat first\n\nappear.\n\nJohn Scott Russell, of England, very frankly\n\n:\n\nWhat I call technical education is that kind of training which will make the new\ngeneration of Englishmen excel the\n\nnew generation of foreigners in this coming rivalry\n\nand nation. The English live ih the midst of an energetic rivalry of competing\nnations.\nThe aim of our national life should be to do the work of the world better, more\nably, more honestly, more skillfully, and less wastefully than the skilled men of other\nof race\n\ncountries.\n\nIf\n\nwe are less skilled or less honest than others, we are beaten in the race of\n\nlife.\n\nJust think, gentlemen, of that term \"wastefully\" in American industries.\n\nParts of New\" England and old Virginia, the mother of presidents,\n\nhave farmed their lands to death instead of to life and prosperity. They\nforests of even black walnut, ash, oak, and pine have\nworked wastefully\n\n—\n\nbeen burned\n\nin vast heaps, regardless of the future, to get a few dollars\n\nThey wrought with a waste bordering on sinfulness. What\nmillions of dollars in money and good time have been thrown away on\nfor today.\n\nrazor-back\n\nswine, slab-sided\n\ncattle,\n\nspavin-boned and rat-tailed horses!\nthe rearing of animals\n\nfour-pound-fleeced\n\nIn the\n\nsheep, and\n\non\n\nmanagement of crops and\n\nman in America has been driven from pillar to\n\npost by the necessities of nature, rather than by the glad joys of\n\nintelli-\n\nUpon the dumps of the mines in our western states\nand Lenitories men are now making fortunes out of the refuse of other\ngence and\nyears.\n\nskill.\n\nLike a prodigal, left a millionaire one year and becoming a tramp\n\n"}
{"page": 489, "printed_page": null, "text": "FUNCTION OF THE LAND-GRANT COLLEGE\n\nDepartment]\n\nAl']\n\nthe next, many of us as American people have developed the industries\nof this country.\n\nThen take the vast fields covered by that term \"to do the work more\nskillfully\"\n\n— the waste of body, the\n\nThat which\n\nshall\n\nfret of mind, and the loss of billions\nwould feebly serve to measure the consequences. Then that other term,\n\"to do the work more ably,\" is full of a hint of remedies; and, supreme\nabove all, to do the work \"more honestly.\" Sir John Russell makes his\ndeductions much more concrete in a thrilling candor and patriotism when\nhe emphasizes the acme of industrial education for his countrymen to be\n\nman\n\nrender an English artilleryman a better artilleryman than a French-\n\nan English locomotive\nan English soldier a better soldier than a Prussian\nbuilder better than a German\nan English ship-builder better than an American an\n;\n\n;\n\n;\n\n;\n\nEnglish silk manufacturer better than a Lyons silk manufacturer\n\n;\n\nand an English ribbon-\n\nmaker superior to a Swiss ribbon-maker.\n\nHerein is an emphasis as strong as the body of a sound Englishman.\nThis is that first question for a nation, the same as for an individual.\n\nI\n\ndo not like Carlyle's statement, and yet it is full of truth, that the prime\nquestion between two individuals at meeting is \"whether I can first kill\nIn the industrial competition of nations\nyou, or you can first kill me.\"\nthis is still a prime question pointedly put by this Englishman just quoted.\nAs a nation we are feeling it in the crippling of our merchant marine as\na nation we are rejoicing over it in our navy, and in our army in the realization of Walt Whitman's idea of a complete man being able to hit the\n;\n\nBut it seems to me that question has a broader application in\n\nbull's eye.\n\nMr. Russell's phrase, to do the work more honestly, in training our youths\nto the utmost skill, according to their several capacities, with a view, not\n\nso much of\n\nmaking them stronger, better, and richer than a fellow, as to\nown hands\nand character, that in turn they may make richer, abler, nobler, and grander\nthe hands and hearts of their fellow-men.\nNow for the second purpose, which has to do with the higher life of\nreach the supreme joy of the greatest development of their\n\nman. In the discussions of the educational values of the various branches,\ntwo words have become prominent disinterestedness and culture. It is\n:\n\nclaimed that a student, in pursuing a course of study like the\n\nclassical,\n\nphilosophical, or general scientific, is free from the bias of future intent,\n\nand will therefore come\nin hand.\n\nto a more thoro acquaintance with the subjects\n\nMuch of this requirement seems to be far-fetched.\n\nThe mind\n\ngrasps truth most uniformly in an effort to attach it to some other truth.\nIn one sense there is no such thing as a disinterested study.\n\nAll study\n\nshould be with a view to securing the truth about some one thing.\n\nThe\n\nmere search and love of learning in the abstract is more speculative than\nreal.\n\nEven admitting a personal bias in the pursuit of truth, in order to\n\napply it to a specific end, yet whenever an individual attaches truth to\n\none point in his experience he is in admirable condition\n\nto discover\n\nits\n\n"}
{"page": 490, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n478\n\nbearings in entirety.\n\nIf\n\n[Higher\n\nwe judge disinterestedness as we do an animal,\n\non the basis of one hundred points as perfection, eighty of these points\nwould go to integrity and the other twenty to minor virtues.\nChanning talks about the \"happiness of disinterested sacrifices;\"\nbut they must be different from those of God Almighty that made the\nheavens weep .and the skies dark\nmatchless sacrifice of his Son.\n\nin\n\nhis\n\nsympathetic interest with the\n\nSomehow nature not only loves the num-\n\nber five, but the threes and trinities.\n\nWe learn that even the north star,\n\nthe unfailing friend of our fathers amid the danger of the wild wood and\nplain,\n\nis\n\nnot one, but three stars interlined to a pleasing magnanimity.\n\nIn education I have been waiting to hear that in addition to the invention of the literae divinae or divinities, literae humaniores or the humani-\n\nwe would have the literae naturae or nativities. The humanities of\nliberal education have grown to mostly inclose the divinities.\nThese divinities and humanities have made up the whole solar system of\neducation which we never want to be less, but disturbances have indicated\nthat Neptune still remained undiscovered.\nThese nativities are the Neptunes, and the term \"disturbances,\" as employed with the ignorance of\nman, becomes, in the knowledge of man, the phenomena of an orderly unities,\n\nthe old\n\nverse\n\n;\n\nor better, the divinities, the humanities, and the nativities are inter-\n\nlined stars so situated to the eye and the understanding of\n\nman that they\n\npass their light by each other in a combined stream of the eternal pole\n\nEach may be the sun and the center of a great solar sysSo tha^t\na chief function of the land-grant College in American education is a\nmarshaling of the nativities in equal rank with the humanities and\nstar of truth.\n\ntem, but all converge for the culture of a complete race of man.\n\ndivinities in\n\nhuman culture.\n\nRegarding the educational values of the trinities, the humanities bring\nto man the art, the skill, intellectuality, and beauty of Grecian culture a\nknowledge of law and government from the Roman and the revelation\n;\n\n;\n\nof\n\nGod thru human inventions.\n\nThe nativities bring to the student at\n\nhand the surpassing art and learning of matter, the plant, and the\nanimal.\nThey disclose the principles of matter, the exquisite laws of the\nplant and animal organism in technological and agricultural education.\nA student takes the teleology of nature and adapts great systems of\nThe discipline of exact measurescience, art, and philosophy to these.\nment by the vernier, the application of the screw in measurements, with\nits various modifications, like the micrometer screw and its associations,\nwith that of the revolving mirror and other recent inventions, made distinct epochs in the progress of thought, and brought the units of light,\nheat, electricity, and the subtle forces of nature within the exactitudes of\nmathematical science, and to the wonderment of primal philosophy.\nMinutiae are generally monotonous, but the minutiae in the magnitudes\nof the natural and physical sciences and technological studies bear a\nfirst\n\n"}
{"page": 491, "printed_page": null, "text": "Department]\n\nFUNCTION OF THE LAND-GRANT COLLEGE\n\nconstantly thrilling degree of interest.\n\n479\n\nThe possibility of a man to discern\n\nand measure with precision the one-millionth of a second of time brings\nhim upon the borderland of the finite and the infinite in thought.\n\nAn\n\nengineer or a student of the sciences underlying\n\nall\n\nindustrial\n\ntraining must employ deduction and induction with a critical\n\njudgment\n\nof truest accuracy.\n\noriginator.\n\nHe must be, not only a skillful practitioner, but an\n\nIn fact, this brings an educational value second to that of no\n\nform of mental ingenuity and exercise.\n\nTake in addition to this the pur-\n\nposes that use the laws of heredity, variety, and selection in plants and\n\nanimals to secure perfection.\n\nObserve the design had\n\nin\n\nmind in the\n\nnavigation of streams and oceans, the construction of bridges, and the\n\nmake for industry and civmake for the overcoming of the hindrances of the\nmaterial world, for the permanent good of humanity, the rapid evolution\ninvention of the numberless instruments that\nilization.\n\nof\n\nThese\n\nall\n\nman, and the perfection of the globe.\n\n"}
{"page": 492, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\nSECRETARY'S MINUTES\nF£RST SESSION. — Wednesday, July ii, 1900\nThe Department of Normal Schools met in the Sunday-school room of the Second\nPresbyterian Church, Charleston, S. C, at 3\nof\n\n:\n\n30 p. M., with President James E. Russell,\n\nNew York city, in the chair.\n\nThe president of the department made a short introductory address.\nPresident Charles D. Mclverof the State Normal and Industrial College, Greensboro,\nN. C, made the first address of the afternoon, upon the subject, \" Training of Teachers\nfor White Schools.\"\n\nPresident H. B. Frissell of the Hampton\n\nNormal and Agricultural Institute, HampTeachers for Negro Schools.\"\n\nton, Va., presented a paper upon the subject, \"Training of\n\nDiscussion was opened by Hon. G. R.\nAtlanta, Ga.\n\nGlenn, state commissioner of education,\n\nHe was followed by Principal G. N. Grisham of the Lincoln High School,\n\nKansas City, Mo.; President R. R. Wright of the State Industrial College, Savannah,\nGa.; and President Charles D. Mclver of the State Normal and Industrial College,\nGreensboro, N. C. President James E. Russell closed the discussion.\n\nUpon motion, the president appointed the following\n\nCOMMITTEE ON NOMINATIONS\nJohn R. Kirk, Kirksville, Mo.\n\nCharles D. Mclver, Greensboro, N. C.\nJ. F. Millspaugh, Winona, Minn.\n\nSECOND SESSION. — Friday, July 13\nPresident James E. Russell called the meeting to order at 3\n\n:\n\n30 P. M.\n\nThe Committee on Nominations submitted the following report, which was adopted,\nand the nominees unanimously elected\n\n—\n\n:\n\nCharles D. Mclver, of North Carolina.\nFor President\nFor Vice-President\nZ. X. Snyder, of Colorado.\nFor Secretary\nN. A. Harvey, of Illinois.\n\n—\n\n—\n\nThe president explained that Professor G. W. A. Luckey, University of Nebraska,\nPresident Livingston C. Lord, Eastern Illinois State Normal School,\nCharleston, 111.; and Superintendent Charles B. Gilbert, City Schools, Newark, N. J., who\n\nLincoln, Neb.;\n\nwere on the program, were necessarily absent.\n\nUpon motion of A. S. Downing, of New York, the subject of the meeting, \" The\nTraining of Teachers for Secondary Schools,\" was recommended to the president of the\n\ndepartment for next year for a place on the program.\n\nThe secretary was requested to\n\nreport this action to the newly elected president, Charles D. Mclver.\n\nAdjourned.\n\nCharles Bartlett Dyke,\nSecretary.\n\n480\n\n"}
{"page": 493, "printed_page": null, "text": "Department]\n\nTRAINING OF TEACHERS FOR WHITE SCHOOLS\n\n481\n\nPAPERS AND DISCUSSIONS\n.\n\nTRAINING OF TEACHERS FOR WHITE SCHOOLS\n\nPRESIDENT CHARLES D. McIVER OF THE STATE NORMAL AND INDUSTRIAL\ncollege of north carolina, greensboro, n. c.\n[stenographic report]\n\nWe in the South are yet hardly prepared to discuss the question of\nnormal training from an ideal standpoint. When a man lacks a coat and\nwears ragged clothes, it\n\nis\n\nnearly useless to consider with great care the\n\nThe truth is that we lack schools,\nand while the teacher in some sections can study his profession as a lawyer\ndoes his, he cannot do so here in the South not only must he be prepared himself for all demands arising inside the schoolroom, but he must\nbe an educational evangelist among his people outside. There are certain peculiar conditions to be met with here; of these conditions there\nstyle of\n\nshoe that will best suit him.\n\n;\n\nare four to which I wish to call special attention\n\npopulation live in the country;\nwrite ; (3) the country\n\nis\n\n(i) three-fourths of the\n\n:\n\n(2) 30 per cent, are unable to read and\n\nsparsely settled,\n\nand yet the presence of two\n\nraces makes it necessary to carry on two sets of schools\nof widespread poverty are behind us.\nthat\n\n(4) four decades\nSo extreme has this poverty been\n;\n\nno ordinary tax on property could raise enough revenue to support\n\nproperly one set of schools, and yet we are called upon to provide two.\n\nThis is the chief factor in our condition\npoverty as a handicap.\n\n— we are working with universal\n\nIn the North, it is said, the foreign element is the\n\nmost disturbing element; but we have that very question in addition to\nour other troubles. Slavery, followed by citizenship, made the negroes,\nin effect,* a foreign population.\nFor the troubles arising from this condino more is he responsible\ntion of slavery the negro is not responsible\nfor any troubles flowing from the gift of citizenship.\nThese must not be\nlaid to his charge, and he must be dealt with according to his rights.\nOther sections complain of trouble between labor and capital we have\nWith\nnot suffered in that respect, because there was no capital here.\nwe\nit\nis,\nmay\nexpect\nthese\nlabor\ntroubles.\ncapital, if mankind remains as\nSo surely are they to come that I regard them as genuine signs of con;\n\n;\n\nquest over our present great enemy\n\n— poverty.\n\nI\n\nam glad they are com-\n\ning, not because I like strikes and lockouts, or that selfishness on the part\nof capital which\n\nsometimes\n\nis\n\nresponsible for strikes, but because this\n\nproblem seems to be common to all communities where wealth exists.\nWe have not lacked the spirit of education, but we have lacked the means\nHowevci\nof carrying into effect plans which we were willing to adopt.\n\n"}
{"page": 494, "printed_page": null, "text": "National educational association\n\n4^2\n\n[Normal\n\npoor we have been and are, we can escape our present ills only by sacriIndividuals may not believe it best, but the public has a right to\ndemand that the coming generation shall be educated. No people has\nfices.\n\nbecome impoverished on account of\n\nlocal taxes expended by the\nAt present the day schools in the South have\nWhat, then,\nvery few more days of session than the Sunday schools.\nshould a normal school do? Under such circumstances a normal school\nwill fail to do its duty if the teachers trained there are not taught the needs\nof their people, do not make these needs plain to the citizen, and indocOur people must learn that\ntrinate their communities with higher ideals.\nthe only escape from our present condition is to be effected by self-reliance,\nand by wisely using our own resources. If half the territory of my own\nstate could be thrown away, and all the present population forced into\nWe are landthe remaining section, it would be materially better off.\nThere is need of better supervision of schools. The arrangement\npoor.\nnow generally in operation is to have one poorly paid supervisor in each\n\never\n\npeople for local purposes.\n\ncounty.\n\nThe sad truth is that the salary paid is so small that the office\n\ncannot secure a competent man for his full time.\n\nIt would be better to\nemploy fewer men, and such men as would\ncarry with them force and spirit wherever they go.\nAny improvement in\nour system must include improvement in all parts of the system. Secure\nthese improvements, provide the means, and then the normal school will\ndo its proper work. In the meantime it must aid in preparing the way\n\nunite several counties and\n\nfor its work.\n\nTHE TRAINING OF NEGRO TEACHERS\nPRESIDENT\n\nH. B. FRISSELL OF\n\nTHE HAMPTON NORMAL AND AGRICULTURAL\n\nINSTITUTE, HAMPTON, VA.\n\nThe question might naturally be asked\n\n:\n\nWhy should negro teachers\n\nbe trained differently in any respect from white teachers ?\n\nThere have\n\nbeen those who have agreed that there ought to be no difference\n\n;\n\nthat\n\nbecause the negro has a mind and a soul as a white man has is sufficient\nreason for giving him exactly the same training as would be given any\n\nThis was the thought of many of the northern educators\nwho first came into the South to teach the blacks. The college-bred\nother teacher.\n\nman with his classical education was too apt to be their ideal.\nFortunately, better methods of training, both for whites and blacks,\n\nmuch more regard\nhad than formerly to a man's environment and heredity. Men have\ncome to realize that, while God has made of one blood all the nations of\nhave been developed within the past thirty years, and\n\nis\n\nthe earth, he has also\n\nmade\n\ndifferences\n\namong men as he has among\n\nand animals. A horticulturist would be considered insane who\nshould give the same treatment to a tropical plant and one that had had\nplants\n\n"}
{"page": 495, "printed_page": null, "text": "TRAINING OF NEGRO TEACHERS\n\nDepartment]\n\nits\n\nthe\n\n483\n\nbirth on the rocky shores of New England, even tho both belonged to\n\nsame genus.\n\nAs we come to study different\n\nraces, we realize that\n\nThe German is said to be phlegmatic, the\nFrenchman volatile, the Englishman persistent, and the Chinaman non-\n\neach has its own peculiarities.\nprogressive.\n\nIf we\n\nexpect that a \"cut-and-dried \" course of treatment\n\napplied to these differing personalities will develop the same sort of\ncharacter, and produce the best possible results, we shall be disappointed.\n\nWhile we realize that there are certain qualities that are common to all\nmembers of the human race, yet it is absurd to try to make an AngloSaxon out of a Latin. The black and white and yellow races have certain characteristics which we are bound to respect, if we would do our\nbest work with them.\n\nWe have heard men say that \"the only good Indian is a dead Indian,\"\nand, working on this principle, they have endeavored to eliminate all\n\nIndian traits in their education of the red man.\n\nwere started with the thought of making white\n\nThey have never succeeded.\n\nSome of our colleges\nmen of the Indians.\n\nMany years ago a long-headed Indian chief\n\nrefused the offer of the commissioner of education in Virginia to give his\n\nson a collegiate education on the ground that\n\nit\n\nwould not\n\nfit\n\nhim to\n\nendure hunger, to kill a deer, or to build a tepee-; and the Indian was\nright.\n\nThe white man's collegiate education was utterly unfitted for the\n\nred man's son.\n\nWhat, then, are the characteristics of the negro that require us to\nShut off from lines of commerce in\n\nadapt our training to his needs ?\n\nthe dark continent the Africans did not develop along the same lines\nas did their\n\nEuropean brothers.\n\nSubjected to the enervating influences\n\nlittle growth of will-power or of the\nwork habit. Brought to this country as slaves and kept in slavery for\ntwo hundred and fifty years, tho they were instructed in many of the\nindustries of the whites and gained much from the contact with them,\nthey yet had but little opportunity to learn the meaning of responsibility,\n\nof a tropical climate, there was but\n\nof home life, or of the duties that belong to citizenship.\n\nyet come to a point where they can\n\nThey have not\n\ncompete with the white race in commerce or political life. Eighty per cent, of them live in the country and\nought for many years to remain there. Removal to the city means for\nthem increase of crime and disease, for they are shut out from most of\nthe occupations that are open to other races and are forced to live\ncrowded together in the worst parts of the city where rents are cheapest.\nWhile opportunity should be given to those of exceptional ability to\nengage in other pursuits, the training of the masses of the blacks should\nbe such as to fit them for the care of the soil. The great majority of the\nrace in the South live in a condition of serfdom.\nThey live on rented\nland, under the lien system of crops their labor is unintelligent, and,\ntherefore, to a large degree unproductive.\nSo long as they remain in\n;\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n484\n\n[Normal\n\ncondition it is impossible for the South, which is almost entirely\ndependent upon their labor, to make the progress that it ought. While\nthe public-school system, to which the southern states have devoted over\none hundred million dollars, has been by no means a failure, and no\nthis\n\nman can tell what would have been the result had millions of slaves been\ngiven their freedom without it, it has nevertheless failed to introduce into\nits\n\ncurriculum anything which bears directly upon the improvement of\n\nthe home and the soil.\n\nWhile the countries of Europe have been train-\n\ning their peasantry in agriculture and\nlike\n\nhome industries, so that countries\n\nNorway and Sweden have been transformed within the last thirty\n\nyears, the\n\nrural\n\nschools of the South, as indeed of our whole country,\n\nhave been entirely given up to the literary side of education.\n\nThe results\n\nBoth boys and girls have left school feeling that\nit was degrading to work with their hands, and yet they were unable to\nfind work of a different sort. The word \"education\" has become associated\nin their minds with an entirely different life from that which they have\nbeen living. Any training which makes a man or woman dissatisfied with\nthe occupations which are open to them is of doubtful good.\nMany\nsouthern men, seeing these results, have concluded that all education of\nthe blacks is a failure.' The mistake was not in giving them education, but\nin giving them the wrong sort of education.\nWhere teachers have been\nsent out from agricultural and industrial schools, not only has the migration to the cities been .stopped, but crime has decreased and citizenship\nhas improved. There came to the island of St. Helena, not many miles\nfrom this city, two refined, educated women, who interested themselves in\nthe uplift of the blacks.\nThey found the people superstitious to the last\nThey could not\ndegree, and still practicing many of their African rites.\ncount their fingers, did not know how to open a book, had never been\nhave been disastrous.\n\naway from the island, and knew of no city but Charleston. The huts of\ntwo rooms had the earth for a floor. In them lived as many of these\ndegraded beings as could be crowded together, and morality was, of\ncourse, well-nigh unknown.\nA normal and industrial school was started\non the island, and young colored men and women went out from it into\nThese teachers had been\nthe public schools which were started there.\ntrained to give instruction in agriculture, sewing, and the care of the\nhome, as well as in books. They interested the people in buying land\nand securing homes. Thirty years passed by. A gentleman who had\n\nknown these negroes before this school was established, in revisiting the\nisland, said the people did not seem to belong to the\n\nsame race.\n\n\" Con-\n\ntented and prosperous, the negro farmers, well-clothed, well-fed, lived in\nneat, white cottages in the\n\nmiddle of their own well-tilled fields, where\nThe merchants on the island\n\ncorn, potatoes, and cotton flourished.\"\n\nfound the average bad debt small, and two constables sufificed for six\nIn the year 1893 dreadful floods took from these\n\nthousand negroes.\n\n"}
{"page": 497, "printed_page": null, "text": "TRAINING OP NEGRO TEACHERS\n\ndepartment]\n\n485\n\npeople nearly everything that they possessed, but in spite of\n\nthis terrible\n\ncalamity, followed by years of drought and low-priced cotton, the island\n\npresents today a colony of patient, hard-working people that are a motiu-\n\nment\n\nto\n\nwhat teachers properly trained for their work can accomplish.\nseven thousand blacks and only thirty\n\nTho there are between six and\n\nwhites, crime is unknown, and the fear of it never enters the minds of the\n\nnorthern and southern whites, who live together in the greatest harmony.\nThe story of the colored people of the island of St. Helena is not an isoThere are many schools in the South that can show like\nlated one.\nresults of the practical training of teachers of the colored race.\n\nThere are certain matters that must be given special emphasis in the\ntraining of such teachers.\nI.\n\nSo far as possible, race-prejudice\n\nis\n\nto be conquered.\n\nWe some-\n\ntimes speak as tho race-prejudice exists only among the white people of\nthe United States, but it is quite as strong in other races.\n\nThe colored\n\npeople distrust the white man's religion as well as his politics.\n\nA promi-\n\nnent Hebrew speaking to the students of a colored school in the South\na member of a despised race to members of another despised race\n\n—\n\n— said\n\nthat the two things that they must struggle against as oppressed people\n\nwere race-prejudice and suspicion.\n\nhe thought of white\n\nmen\n\nhe thought they were\n\ndevils.\n\nbefore\n\nAn Indian boy, on being asked what\ncoming\n\nto\n\nan eastern school, said\n\nIn her essay, delivered on graduating\n\nfrom one of our colored schools, a speaker declared that she had not\nwished to attend that school because it was controlled by white people.\n\nThe mother of another student, when\n\ntold of certain religious truths\n\ntaught by one of her son's teachers, asked whether the teacher was white\nor black, and, when told that she was white, said she did not care to hear\n\nabout what she said, for if she was white she could not possibly have any\nreligion.\n\nTo overcome this race-prejudice in the minds of the teachers\n\nof negro youth means much in a land where whites and blacks must live\nside by side.\n\n\" I never knew the other side before,\" said a colored youth\n\ngraduating from a school where he had received instruction from both\nnorthern and southern white teachers.\n\nThat this race-prejudice has been conquered in may cases is proven by\nnumerous examples. When colored teachers h&ve gone into southern communities and have sought the co-operation of southern whites, they have\nalmost invariably secured it.\nIn one place, where a teacher was anxious\nto help his people to buy land, a southern man not only sold him land at\nreasonable rates, bijt worked with him most patiently to get the negroes\nsettled, and helped them to buy more land, giving up nearly his whole\ntime to training them in habits of thrift and industry. A prominent\nsouthern banker has acted as treasurer of a negro school and issues\nappeals for its assistance from his counting-house.\nA prominent southern lawyer is treasurer of another negro school, and helps the colored\n\n"}
{"page": 498, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n486\n\n[tformal\n\nman at the head of the institution, who has received industrial training,\nto get contracts for work.\n\nIn each of these cases the teachers had been\n\ntrained to expect the best things from the white people, and race-prejudice died a natural death.\n\nIt is in the\n\nnormal schools that the germs of\n\nrace-prejudice should be destroyed.\n\nA very important need of the colored race is the creation of the work\nhabit.\n\nSlavery forced the black\n\nman to labor, and the revolt agairlst it\nAn enthusiasm for\n\nthat accompanied emancipation was to be expected.\n\nmanual labor is of vital importance in the education of teachers of the\nManual and industrial training, therefore, should have an\nimportant place in the curriculum of a normal course for colored teachers.\nThere appeared in a recent number of the Review of Reviews an article\nentitled \" Learning by Doing,\" in which the work of a certain school was\nillustrated.\nIn that institution the whole emphasis is placed upon doing.\nThe students are made to feel that the workshop, the farm, and the\ncolored race.\n\nkitchen are as important as the class-room.\n\nInstead of making the indus-\n\ntries stepping-stones to the school's academic department, they are placed\n\nand before a boy or girl is allowed to begin a trade, a certain\namount of academic training is required. It is especially necessary that\nthe relation between \" education and vocation \" be established in the case\nof the negro.\nGeneral Armstrong once said\nat the top,\n\n:\n\nThe negro is more successful in getting knowledge than in using it. To him, as to\nall, knowledge comes easily, but wisdom slowly.\nHe has more genius than gumption.\nKnowledge is power only as it is digested, assimilated. His mental digestion is weak.\n\nAnother need of the colored race frhich its teachers ought to help to\nmeet is a sense of responsibility. Because the race has been so largely\ndependent upon others, it has failed to develop this characteristic. They\ncame out of slavery a race of children. Instead of being surprised at their\nmistakes, we should wonder that they did so well when thrown suddenly\nupon their own resources. On account of this lack of a feeling of personal responsibility there is an imperative need for the right sort of leaders among\n\nthem, and their teachers ought to be their leaders.\n\nto develop this capacity for\n\nIn order\n\nleadership they must gain the power of self-\n\ngovernment and learn how to control others during their school life.\nThe more a normal school can be made co-operative, therefore, the better.\nThe more the student can be made to feel a sense of responsibility\nfor the good conduct of the institution, the better\nand the more he is\nmade to work for his own support and to help others, the better. Selfgovernment and self-support ought to be prominent features in every\ncolored normal school.\nNothing should be given that the student can\nThe power of initiative that belongs to Mr. Booker Washington\nearn.\ncould only have come thru a training which placed heavy responsibility\non the individual. Not only did he work his own way thru school, but\nduring his school life he had much to do with the government and\n;\n\n"}
{"page": 499, "printed_page": null, "text": "TRAINING OF NEGRO TEACHERS\n\nDepartment]\n\n48?\n\nHe was trained in an institution that\n\ninstruction of his fellow-students.\n\nwas a sort of industrial village, where he had a taste of the duties and\nresponsibilities of actual life.\n\nInasmuch as more than 80 per cent, of the colored people live in the\ncountry, it is essential that the majority of their teachers be interested in\n\nMost of the leading institutions\nCertainly no one\nwould wish to deprive the negro of classic lore; but a knowledge of\nthe needs of the soil, a love for nature and animals, and an underthe soil and in plant and animal\n\nlife.\n\ndevoted to the colored race teach Latin and Greek.\n\nstanding of the great principles that underlie\na liberal education.\n\nall\n\nlife,\n\nare essential to\n\nA knowledge of things is much more necessary\n\nany man, white or colored, than a knowledge of words.\n\nfor\n\nIn one\n\nsouthern institution for colored teachers the students are sent into the\nlaboratory for three months before they are allowed to use books.\n\nAfter\n\nthey perform experiments they talk about them, write about them, and\nfinally\n\nare allowed to read about\n\nthem.\n\nIn this way they are weaned\n\nfrom their idolatry of books, and come to understand that they are to be\nused only as tools.\n\nA colored normal school ought really to be a school for civilization.\nThe negro race knew little of home life during slavery, and has come\nbut slowly to the true idea of it since that time. The church has been\nThe teacher ought to be\ntoo long the social center of the negro race.\ntrained in matters which have to do with the improvement and beautify-\n\ning of the home.\n\nDomestic science ought to enter into every curricuCooking and sewing should be taught to every girl in the public\nschools of the South.\nOur work is never secure till it terminates in\nhome life, which, as General Armstrong very truly said, \" is the point of\ndeparture of civilization.\"\nWithout it schools and churches can do but\nlum.\n\nlittle.\n\nlive\n\nMany heathen may be converted to the truth, but so long as they\n\nlike\n\nsavages, no matter what they profess, they attain only a low\n\nThere is more and more need\nnormal courses for negro\nteachers, because they belong to a race which has an alarming death-rate,\nwhich seems to many to threaten its extinction. Since freedom, the\nnegroes have lived on poor food and have been huddled together in poor\nhouses.\nIn some of our normal schools the students have made careful\nstandard of morals and easily backslide.\n\nof giving prominence to domestic science in\n\ninvestigation of the homes of the colored people in their vicinity.\n\nThey\n\nhave studied their food supply, their method of caring for their children,\n\nand\n\ntheir\n\ndomestic arrangements, endeavoring to bring about needed\n\nThey have tried to make the people feel the need of fresh air,\nof personal cleanliness and purity, and of suitable clothing.\nIn some\ncases they have taught them how to raise and prepare wholesome food of\na kind that will help them to resist the diseases to which they are liable.\nIn connection with this work in domestic science, they are able to make\nreforms.\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n488\n\n[Normal\n\nsociological studies of the communities in which they live.\n\nThey are\n\ntaught to study the church life, the schools, the industries, the local gov-\n\nernment they are sent out to care for those of their own race in the jails\nand poorhouses they teach in the Sunday schools they read the Bible\nand sing to the poor and aged and they mend the cabins of the destiIn this way they not only gain a knowledge of their neighborhood,\ntute.\n;\n\n;\n\n;\n\n;\n\nbut they come to have a real interest in helping those around them.\n\nTeachers who confine their work to the schoolroom and are interested\nmostly in their salaries are of\nschool that\n\nfails to\n\nlittle value\n\nto the negro race.\n\nA normal\n\ncreate a generous enthusiasm for helping in every\n\npossible way the communities into which\n\nits\n\nstudents go\n\nis\n\nof very little\n\nThe teachers of the negro race have an opportunity such as\nThey stand at the beginning of the real\nis not given to white teachers.\nThey ought to influence their social, industrial,\nlife of their people.\nreal value.\n\nand religious, as well as their intellectual, life, and their school training\nshould prepare them to do this.\nIn order that young people may learn the proper relations of the\nIt is not enough to talk to students of\nsexes, co-education is important.\neither sex as to what their relations should be to the other.\nThey must\nbe taught by actual experience to respect one another, and right relations\nmust be established. To take a young man who has been guilty of\nungentlemanly conduct away from a table in a school dining-room, where\nhe has had the privilege of meeting young women, and place him at a\ntable where there are only young men, means more than a year's lectures\non morals and manners. In all the training of colored teachers it is\nimportant to remember how limited has been the experience of the race\nin all that has to do with civilized life.\nAs Mr. Charles Dudley Warner\nsays, in a recent paper read before the American Social Science Association\n\n:\n\nThe evolution of a race, distinguishing it from the formation of a nation, is a slow\nprocess.\n\nWe recognize a race by certain peculiar traits, and by characteristics which\n\nThey are required little by little in an evolution which, historically, it is\nThey are due to the environment, to the discipline of life, and to\nwhat is called education. These work together to make what is called character, race-\n\nslowly change.\n\noften difficult to trace.\n\ncharacter, and\n\nit\n\nis\n\nthis which is transmitted\n\nfrom generation to generation.\n\nIt is this\n\ncharacter, quality, habit, the result of a slow educational process, which distinguishes one\n\nrace from another.\n\nIt is this\n\nthat the race transmits, and not the more or less accidental\n\neducation of a decade or an era.\n\nWhen we come to understand, then, what the education of a race means,\nwe shall understand that normal training for an undeveloped race like the\nblacks of our own land must be more than usually comprehensive, and\nwill be successful only so far as it brings them in contact with real life.\nIn a recent number of the Southern Workman, Mr. Hugh M. Browne, a\ncolored instructor at\n\nHampton\n\nInstitute,\n\nspeaking of the difference\n\nbetween the white and colored races of this country, says\n\n:\n\n"}
{"page": 501, "printed_page": null, "text": "TRAINING OF NEGRO TEACHERS\n\nDepartmentJ\n\nThe white race has been questioning nature for centuries.\n\n489\n\nThis wonderful civiliza-\n\ntion of the present day is the result of their wrestling with nature as Jacob wrestled with\n\nthe angel.\n\nI\n\nread only a few days ago of Edison importuning nature for three years and\n\nputting to her 6,600 questions to ascertain one fact.\n\nThe history of the negro race is\n\nwell-nigh destitute of such talks with nature, and our development\n\nis\n\ndeficient to the\n\nextent of this destitution.\n\nAs Mr. Browne says, the white boy in his home, and the homes of his\nplaymates, gatheTs a most abundant stock of\n\nmay commence his investigation.\nSo\n\nfar as possible, then, the\n\nknown facts with which he\n\nOf these the colored child is deprived.\n\nnormal as well\n\nas the public schools for\n\ncolored children should give an all-around training which will, to some\nextent at least, make up for defects in home conditions.\n\nIn an address delivered before this association in 1872 General Armstrong said\n\n:\n\nWhat the negro needs most and what he needs at once is an elementary and industrial\n\neducation.\n\nThe race will succeed or fail as it shall devote itself with energy to\n\nagriculture and the mechanic arts, or avoid those pursuits ;\n\nand\n\nits\n\nteachers ought to be\n\nmen inspired with the spirit of hard work and acquainted with the ways that lead to\nmaterial success.\n\nPower, character, manhood, is the ultimate end of education, of experi-\n\nence, and of life.\n\nThe negro race needs leaders\n\n— earnest, practical men and women who\n\nshall devote their lives to the material, intellectual, and spiritual uplift\n\nof their people.\n\nThese leaders our normal schools ought to develop.\n\nFor men and women of this sort there never was a more important field\nTheir work will receive recognition from both the white\nof usefulness.\n\nand black people of our land.\n\nDISCUSSION\nHon. G. R. Glenn, state commissioner of education, Atlanta, Ga., said that the\nideal of\n\nnormal training which these good gentlemen have presented shows that the\nThe normal schools have not\n\nnormal schools are not doing what they should do.\n\nacquainted their graduates with the real conditions in which the people\n\nlive.\n\nWe are\n\ncommand the situation.\nThe normal schools have not yet reached that measure of growth where they can make\nmen see all that can be developed from a child. Our normal-trained teachers know\n\nnot yet able to secure from the normal schools teachers who can\n\nbooks enough, but put in the face of a 'situation they cannot meet\n\nit.\n\nWe want as a\n\nproduct from the normal schools, for both white and colored schools, men and women who\n\n—\n\nmen who can do things as well as learn them.\nThe part of the brain controlling the sense of touch is several times larger than that\ncontrolling any one of the other special senses.\nThis sense, then, should receive a much\nlarger proportion of cultivation than each of the other senses.\nThe child should be\ncan command the situation\n\nthrown into contact with things\nthey ought to be taught\n\nmarvel\n\nis\n\n—-he should be a doer.\n\nIf you can teach these\n\n— to be producers — we shall close up our\n\npeople as\n\njails and prisons.\n\nThe\n\nthat these colored people have not fallen into more ditches than they have.\n\nWe must make a new people out of the coming generation.\nthis problem, then there is no solution for it.\n\nIf\n\neducation will not solve\n\n"}
{"page": 502, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n490\n\n[Normal\n\nPrincipal G. N. Grisham of the Lincoln High School, Kansas City, Mo., said that\nour colored normal schools are still in the stage of giving subject-matter\nyet reached the point where strong professional training is given.\nof educating a negro's brain is not different\n\n;\n\nthey have not\n\nHe believed the process\n\nfrom the process of educating a white man's\n\nBut there must be some different methods because of different environment.\n\nbrain.\n\nPresident R. R. Wright of the State Industrial College, Savannah, Ga., emphasized the disadvantages of the dual system of schools.\nsion,\n\nand\n\nit\n\nisolates the colored people.\n\nWe do not 'get proper supervi-\n\nA white teacher can visit white and colored\n\nThe colored teacher\nThe dual system also prevents the\nwhite people from knowing anything of our social life. Under this condition how can a\nschools alike, can profit by their example and avoid their mistakes.\nis\n\nbarred the privilege of visiting the white school.\n\ncounty superintendent select the best teachers intellectually, morally, and religiously for\nthe teaching of our children ?\n\nPresident Charles D. McIver, in reply to Hon. G. R. Glenn's argument that\nteachers are not properly and completely qualified in the normal schools, said that\n\nit\n\nis\n\nnot the function of the normal school to give all the theory and experience that only years\nfunction of the normal school to give teachers the\n\nof active teaching can give.\n\nIt is the\n\nright start and to introduce\n\nthem to the profession, as is the case in law and medical\n\nschools.\n\nPresident James E. Russell closed the discussion by showing most admirably the\nThe\n\ndifference in aim between the normal schools of the South and those of the North.\n\nSouth needs men and women with a well-rounded development, teachers with initiative\nwho can go into city and country and lift the people to a higher plane of living. Too\noften, in the North and West, the normal schools prepare men and women to work in a\ngreat machine, a great system of schools\n\n— to be cogs in a great wheel. In the South\n\nteachers are going out from the normal schools with a spirit of service to lift mankind,\n\nI\n\nassume, said he, that this must become the normal-school aim in every part of this country.\n\n"}
{"page": 503, "printed_page": null, "text": "DEPARTMENT OF MANUAL TRAINING\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July 11,1900\nThe meeting was called to order in Thompson Auditorium at 3 p. m. by the president, Charles H. Keyes, of Hartford, Conn.\n\nThe president delivered an address on \"The Relations of Manual Training to Trade\nEducation.\"\n\nIt was discussed by V.ice-President Charles A. Bennett, of Bradley Institute,\n\nPeoria, 111. ; Secretary L. A. Buchanan, of Stockton, Cal. ;\n\nand Principal B. A. Lenfest,\n\nof Waltham, Mass.\n\nA letter bearing upon the subject from Charles H. Warner, principal of the Mechanics'\n\nArts High School of Springfield, Mass., was read by the president.\nIt was\n\ndetermined to refer the subject of the president's address to a committee, to\n\nmake a full study of the question and report to the department at its next annual meeting.\nColonel Francis W. Parker, of Chicago Institute, Chicago, 111., then delivered\nan address on \" Character, Content, and Purpose of the Course in Manual Training for\n\nThe discussion of this address was opened by Mr. Bennett, who\nwas followed by Superintendent W. B. Powell, of Washington, D. C. Superintendent\nJ. H. Van Sickle, of Baltimore, and others.\nThe secretary called attention to the excellent and comprehensive exhibits, illustrative of the two leading topics of the program, which had been secured by the president of\nthe department, with the active support and co-operation of the Charleston Citizens' ComElementary Schools.\"\n\n;\n\nmittee.\n\nHe spoke especially of the exhibits of Porter Military Academy of Charleston\nNew York of the Gustaf Lars-\n\nof Pratt Institute, Brooklyn ; of the Teachers' College of\n\nson Training School of Boston\n\n;\n\nof the Hartford\n\nHigh School\n\n;\n\n;\n\nof the Millersville (Pa.)\n\nNormal School; of the city exhibits of Newark, N. J.; Dayton, O.; Yonkers, N. Y.; PasStockton, Cal. These exhibits and others were installed in the large hall\njust back of the Auditorium stage, and were open to visitors at all hours save those of the\ngeneral morning sessions of the National Educational Association,\nThe president then appointed the following\nsaic, N. J.; and\n\nCOMMITTEE ON NOMINATIONS\nSuperintendent J. H. Van Sickle, of Baltimore, Md.\n\nMiss Hattie M. Gower, of Los Angeles, Cal.\n\nSuperintendent W. B. Powell, of Washington, D. C.\n\nThe following resolution was then offered by the secretary, and, on motion, unanimously adopted\nWhereas, Great interest has been manifested in the relation of manual training to trade instruction\nand\n\nWhereas, It has been suggested that trades should be taught at public expense; be it therefore\nResolved, That a committee of five be appointed by the president to investigate the subject during the\ncoming year and report at the meeting of the department next year.\n\nAdjourned.\n\nSECOND SESSION.— Thursday, July 12\nThe meeting was called to order by the president, and the Committee on Nominations, thru Chairman Van Sickle, made its report, recommending for officers the following\n:\n\n491\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n492\n\n[Manual Training\n\nFor President —Cl\\ar\\e.s A. Bennett, Bradley Institute, Peoria, 111.\nFor Vice-President B. A. Lenfest, Manual Training High School, Waltham, Mass.\nFor Secretary L. A. Buchanan, Supervisor of Manual Training, Stockton, Cal.\n\n—\n\n—\n\nUpon motion, the persons named were duly elected officers for the ensuing year.\nThe subject for the afternoon, \" The Character, Content, and Purpose of the Course\nin Manual Training for High Schools,\" was presented in a paper by Superintendent J. H.\nVan Sickle, of Baltimore, and one by Principal B. A. Lenfest, of Waltham, Mass. The\ngeneral discussion was opened by Miss Hattie F. Gower, of California, who was followed\nby President Bennett.\nMr. Bennett was followed by a number of speakers, after which the officers-elect\nwere formally installed, and President Bennett announced as the Committee to Study the\nRelations of Manual Training to Trade Education\nSupervisor Charles H. Keyes, Hartford, Conn., chairman.\nSuperintendent J. H. Van Sickle, Baltimore, Md.\nPrincipal George A. Merrill, San Francisco, Cal.\n\nDr. H. H. Belfield, Chicago, III.\n\nPrincipal Charles F. Warner, Springfield, Mass.\n\nThe department then adjourned sine die.\nL. A. Buchanan,\nSecretary.\n\nPAPERS AND DISCUSSIONS\nTEACHING TRADES IN CONNECTION WITH THE PUBIIC\nSCHOOLS\nCHARLES F. WARNER, MECHANIC ARTS HIGH SCHOOL, SPRINGFIELD, MASS.\nI\n\nsuppose\n\nit\n\nwill\n\nthruout the country\nif\n\nnot be questioned that there\n\n—\n\nis\n\na general feeling\n\nat least in the foremost educational centers\n\npossible, manual-training high schools\n\n—\n\nthat,\n\nshould do something to meet\n\nthe growing demand for education in the trades.\n\nThere certainly can be\n\nno doubt about the demand for this teaching.\n\nOne needs only to ask\n\nhis next-door neighbor, if he be a manufacturer, to be told that the situa-\n\ntion in industrial quarters is alarming, and is steadily growing worse.\n\ncountry is flooded with inferior workmen\n\n;\n\nThe\n\nbut the skilled mechanics are\n\nnumber, comparatively speaking, and are, for the most part,\nThey were trained under the apprentice system which,\nin this country, is practically gone.\nThere are no young men under\ntraining to take their places, and the conditions in the industries are such,\nat present, that there can be no adequate provision for supplying the need\nwhich was formerly met by the apprentice system.\nI will pass over the causes which have brought about this condition of\nfew in\n\nadvanced in years.\n\nthings, but they are not far to seek.\n\nand I think it cannot be doubted\n\n—\n\nIt is sufficient to state the fact\n\nthat the promise for the future of the\n\nbetter order of handcrafts in this country is nothing short of alarming.\n\nMore than a hundred manufacturers have confirmed this statement; and\nthey go farther and say that, so far as they are able to see, the only solution\n\nis\n\nto be\n\nfound\n\nin the education\n\nof youth.\n\nTo one who has not\n\n"}
{"page": 505, "printed_page": null, "text": "I\n\nTEACHING TRADES iN PtJBLtC SCHOOL\n\nDepartment]\n\nlooked up this question\n\n493\n\nmay seem a little strange that boys cannot\n\nit\n\nsecure employment which may give them a similar teaching to that which\n\nwas supplied by the old apprentice system, but such are the facts.\nmerly a boy was bound out as an apprentice for a terrri of years.\n\nFor-\n\nAt first\n\nhe could earn nothing for his employer, but was himself the gainer in\nthe knowledge and practice he secured.\nskill\n\nto be\n\nsomewhat\n\nBut he soon acquired sufficient\n\nof a producer for his employer, and, being\n\nstill\n\nbound as an apprentice, he was in this way compelled to return at least\nan equivalent for what his employer had given him. In recent times,\nhowever, as soon as boys are able to earn anything for the corporation\nfor which they work, they are, in\n\nthe intention of\n\nmany cases, put upon piece work, with\n\nkeeping them there indefinitely for the profit of the\n\ncorporation, which has no interest in allowing the boy to learn other\n\noperations and thus complete his trade.\n\nIn other cases the boys, not\n\nbeing bound by any agreement, leave their employers\n\nas\n\nsoon\n\nas they\n\nare able to earn a small wage, thus resulting in a clear loss to the first\n\nemployers.\n\nThis\n\nis\n\nan incomplete statement of the two principal\n\nevils of the\n\nindustrial shop education of recent times, which has come to be recog-\n\nnized as an absolute failure.\n\nIt cannot be called\n\nwould imply that it might be improved\nof manufacturers have told\ntion,\n\nit is\n\n;\n\na poor system, for that\n\nsimply a nuisance.\n\nScores\n\nme that they wouldn't, under anyconsidera-\n\nhave a boy in their employ\n\n;\n\nbut they are looking forward to the\n\ntime when manual-training schools can turn out graduates who are really\nproficient in some line of work, and able\n\nand willing to join\n\nforces with\n\ntheir employers as producers.\nIt must be admitted, of course, that the tremendous development of\nmachinery has practically destroyed many of the trades, or at least has\nreduced the number of expert workmen required in certain lines to a\n\ncomparatively small number.\n\nThis\n\nis\n\ntrue of cabinet-making, carpen-\n\nMachines are employed for probably nineteentwentieths of all the operations which were once among the handcrafts.\ntry,\n\nshoemaking, etc.\n\nThe men\n\nor\n\nwomen who control these machines, altho in many cases\namong those whom we\n\nthey need expert training, cannot be classified\n\nexpect to reach by our courses in the trades.\n\nWe must confine ourselves\n\nto those who are to work, for the most part, by hand with the aid of tools,\n\ntho not altogether without machines.\n\nWith this limitation\n\nas to what\n\nmay be properly called trades, it will be seen that there are comparatively few which can be taught.\nThis disposes at once of one argument\nwhich has been urged against the teaching of trades, namely, that if we\n\nteach any trades, we must teach all of the hundreds\n\nbe\n\n—\n\nof different trades.\n\n— or thousands,\n\nit\n\nmay\n\nWe really need to consider only the compara-\n\ntively few trades which are, from their very nature, safe from annihilation\n\nby machinery.\n\n"}
{"page": 506, "printed_page": null, "text": "NA 710NAL EDUCA TIONAL ASSOCIA TION\n\n494\n\n[Manual Training\n\nThere is one other limiting condition which ought to be considered.\nEvery community has its special lines of work, and it will be found in\npractice that the few trades which will never be supplanted by machinery\ncan be cut down to a still smaller number. In Springfield I find that there\nare, at the most, five for which there is any reasonable demand, named in\nthe order of importance\ntool-making, machine-shop practice, drafting,\nplumbing, pattern-making. We shall not need to teach all the existing\ntrades, but only such as each community demands.\nBut the most difficult question connected with this whole matter is\nhow to connect instruction in the trades with the established work of\n\n—\n\nOne who advocates such a connection\n\nmanual-training high schools.\nwill probably be\n\nmanual\n\ntional\n\nstigmatized as a deserter from the ranks of true educa-\n\ntraining.\n\nIn the early days of these schools we used to\n\nhear much said by our opponents on this very subject of teaching trades.\n\nManual-training schools were then characterized as trade schools, and as\n\nhaving no business to class themselves\nthese\nfor\n\nthey have been\n\nschools, altho\n\nthe practical\n\nin education,\n\nhave\n\namong educational forces.\nfavored by the\nstill\n\ngeneral\n\nBut\n\ndemand\n\ndefended themselves on the\n\nhighest educational principles, and have won just recognition on these\n\nNow, are we to recede from this position of educational\nmanual training and teach merely trades, after all? This is the question in about the form which will be given it by those who are critics\nof this movement.\nBut it doesn't seem to me that we are forced to\naccept such a dilemma.\nIt is, to be sure, not an easy matter to map out\na course in one or more trades which shall correlate with the essentials\nof academic high-school studies after the plan of the ordinary manualtraining high schools and yet I believe that this may be worked out in\n\ngrounds.\n\n;\n\nSome increase\n\ntime.\n\nin the\n\nlength of school\n\ntime will\n\nhave to be\n\nassumed, I think, in order to get in an amount of practice which is at all\n\ncomparable with that which was formerly given under the apprentice sys-\n\ntem\n\n;\n\nand probably it will be many years before we shall see the teaching\n\nof trades carried to the perfection which was possible under that system\n\nBut certainly, if boys really wish to learn a trade, they\nmust be willing to spend double the amount of time that they would give\nin its best days.\n\nto ordinary school work.\nI cannot go much into details, but I will call your attention to a statement of the courses of instruction as outlined for the Mechanics' Arts High\n\nSchool of Springfield.\n\nI refer to\n\nSpecial Course B, which approaches as\n\nnear to a course in the trades as we have yet been able to reach in our day\nschool.\n\nYou will notice that considerable attention is given thruout that\n\ncourse to the essentials of English, mathematics, science, and history; and\nyet an unusual amount of time is allotted to mechanic-arts practice\n\n;\n\nand\n\nadd further that, in my judgment, the time given to mechanical\nwork will need to be largely increased, without infringing upon the\nI will\n\n"}
{"page": 507, "printed_page": null, "text": "Department]\n\nHIGH-SCHOOL COURSES IN MANUAL TRAINING\n\n495\n\nacademic work, in order to give the necessary thoroness to the teaching\nrequired for the trades.\n\nI\n\nsee no reason why students of a trade course,\n\nat least in the last two years of that course, should not work eight hours a\n\nday.\n\nIn our Evening School of Trades, which is an entirely independent\n\nschool, we give no academic instruction; it is simply a school of trades.\n\nCHARACTER, CONTENT, AND PURPOSE OF HIGH-SCHOOL\nCOURSES JN MANUAL TRAINING\nB. A.\n\nLENFEST, PRINCIPAL OF MANUAL TRAINING HIGH SCHOOL,\n\nWALTHAM, MASS.\n\nA word of preface as to the ambiguity of the term \" manual training \"\nseems necessary, in order that we may narrow the subject within the time\nlimits imposed by the association.\n\nA careful scientific analysis of the work classed as manual training,\nboth from the historical and the psychological standpoint, leads to the\ninclusion of not only the mechanic arts or shop-work, and drawing, both\n\nfree-hand and mechanical, but\n\nall\n\nscientific manipulation in the labora-\n\ntory, whether of chemistry, physics, biology, or engineering.\n\nThe black-\n\nsmith shakes hands with the professor of chemistry or engineering, and each\npledges himself to labor for a truer perspective and for a more sympathetic\nappreciation on the part of the public of the content of manual training.\nI\n\nam impelled to confine the discussion to manual training in the\n\npopular, tho narrow, sense, as including free-hand and mechanical drawing, working in\n\nwood and metal, cooking, dressmaking, millinery work,\n\nclay-molding, printing, and so on, together with such consideration of\n\nacademic work as existing or proposed courses require.\nis,\n\nI\n\nam\n\naware,\n\nartificial.\n\nThe historical\n\nbasis\n\nThis separation\n\nof secondary\n\nmanual-\n\ntraining work, so far as this country is concerned, is easily traced to the\n\nmechanic arts school of the Massachusetts Institute of Technology (now\nabolished).\nIt was a close copy of the shops of the Imperial Technical\nSchool under Delia Vos. These Russian shops at Moscow were equipped\nsolely that specialists (engineering students) might, by actual trial, have\n\nsome appreciation of practical processes more or less closely interwoven\nwith the theoretical instruction of the rest of the school.\n\nOnly as Dr. Runkle opened the Boston school\n\nin\n\n1876 to others than\n\nstudents in engineering courses do we see the unfolding of manual train-\n\ning in a way worthy of the popular support; that is, as a thing of itself, and\nno longer as an appendage hanging on, as best it may, to the theoretical\n\nIn 1879 Dr. Woodward\nsecondary school of manual training.\n\nengineering work.\n\nThere are three modifications\n\nat St.\n\nLouis elaborated the\n\nto be noticed when comparing the best\n\nof our present secondary schools of\n\nmanual training with the old Boston\n\n"}
{"page": 508, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n496\n\n[Manual Training\n\nschool of 1876, and yet one is surprised that the difference is so slight,\n\nfor^he twenty-four years have shown but slight change from the plans\n\nRunkle and others.\n\nof Dr.\n\nSweden, thru Salomon and our own\nto clearer perception\n\nHowever, as\n\nfar as\n\nMr. Larsson, has helped us\n\nvalue of interest thru the useful model.\n\nof the\n\nmy observation goes, the sloyd system, as embodied\n\nin the Naas\n\nmodels or in the Boston sloyd series, is not as well adapted\nas the Russian exercise system to produce skill in tool manipulation and\ncareful\n\nworkmanship\n\nin the\n\nhigh school.\n\nThis\n\nis\n\nperhaps the reason\n\nwhy sloyd has been of little help to the secondary teacher of wood-work,\nand less to metal-workers, for it has not developed beyond wood-working.\n\nA third element, only in its infancy, but destined, I believe, to exert a\nprofound influence on not only manual training, but on the very structure of society, is the aesthetic element.\nWe gladly welcome as a fellowworker the art teacher; indeed, the future will demand that the artisan\nin wood or metal\n\nbe an\n\nartist ;\n\nand echo answers, the artist must be an\n\nartisan.\n\nNaturally enough, \" as art\n\nis long and\ntime is fleeting,\" the best\ndevelopment of artistic models and models of art is seen in the manualtraining high school, where the art teacher co-operates with each shopwork instructor as directed by the more than academic principal.\n\nThere is a crying need for more sympathetic co-operation between\nand teachers of shop-work too often professional jealousy\nblocks the way for reform.\nOne has only to glance at the ugly models\ncontained in the collection from the Moscow school, and compare them\nwith the product of the manual-training high school, to see that our\nmodern crusade for drawing in the public schools is bearing fruit. All\nhonor to our faithful supervisors of drawing for that, and, while the\nmost artistic models are the product of schools where art departments\nco-operate with the shops, yet it is not hard to find artistic work developed\nby the shop-work teacher possessed with a keen love of the beautiful.\nBut what do we find in looking over the field of secondary manual\ntraining? It falls into four groups: (i) the trade work, combined with\na meager amount of academic studies\n(2) the manual-training department added to the existing departments of the high school, all under\nart teachers\n\n;\n\n;\n\nthe direction of\n\na classical principal ; (3) the manual-training school\n\nindependent of the high school, but relying on it for academic instruction\nThere are two\n(4) the separate manual-training high school.\n;\n\ncourses involving manual training offered in these groups (barring the\nfirst),\n\n{b)\n\ncalled, for want of better names, {a) the technical (or scientific)\n\nthe general course\n\nments\n\n;\n\nand\n\nthe former intended to satisfy the entrance require-\n\nof technical schools, and the latter offered\n\nas a preparation for\n\nlife-work.\n\nThe failure of trade schools, and the discredit that has come upon.\n\n"}
{"page": 509, "printed_page": null, "text": "HIGH-SCHOOL COURSES IN MANUAL TRAINING\n\nDepartment]\n\nthem, are\n\nI believe,\n\n497\n\ndue to a neglect of the founders and promoters to\n\nrecognize that the boy needs liberalizing studies, especially as the trade\n\nwork tends to machine results.\nthe best\n\ncourses in\n\nThe skill which makes our machinery\n\nwithout the power of adaptation that good\n\nof little avail\n\nis\n\nEnglish (in the broad sense), ethics, civil government, and\n\ncommercial law insure.\n\nThere\n\nis\n\na growing\n\ndemand on the\n\npart of the public, as a perusal\n\non the part of the engineering profession, as\nis evident from the unusual interest in and duration of the discussion\nof Mr. Higgins' paper on a half-time school, read before the American\nSociety of Mechanical Engineers on the part of leading educators, as\nshown by Dr. Button's recently published book, and by Dr. Balliet's latest\nreports, that there must be more attention paid to education for vocation.\nof current literature shows\n\n;\n\n;\n\nelse we may\nand the country flooded by English- and\nGerman-made goods. Already the wisdom of the German system of\ntrade instruction is apparent, for German hardware is sold in markets\nonce open only for English goods\neven in Birmingham and Sheffield,\nand in this country. It appears difficult to defend the commercial\ncourse in the high school on one hand, and object to trade instruction\non the other, without becoming ridiculous.\n\nIn short, trade schools, at the public expense, are to come\n\n;\n\nsee our industries crippled\n\n—\n\nMassachusetts has a law requiring cities in that state of 20,000 inhabitants and upward to offer suitable courses in manual training to pupils of\n\nhigh-school age.\n\nThe law, not having a penalty attached, is violated by a\n\nfew cities, such as Quincy and Newton\n\nbut most of the cities have obeyed,\nand it is here that we find the most extensive illustration of the second\n;\n\ngroup, i. e., of the classical high school with a manual-training department.\n\nAn educator in one of these cities said\n\nthat\n\nthey introduced\n\ntraining to obey this law and to give the subject fair trial.\n\nmanual\n\nOne or two\n\ninstructors were appointed, and the department was put under the direc-\n\ntion of the high-school principal, not because- he\nsubject, but perhaps because he needed to learn.\n\nknew much about the\n\nThis method of making\n\nthe secondary work in manual training a department of the classical high\n\nschool is, tho the most popular and best adapted to please the economical\n\ntaxpayer and the ambitious high-school principal, a poor plan, and should\n\nbe put away with other childish things as soon as public opinion\npermit.\n\ndirector who knows his business thoroly is in charge\nless demand that the studies\n\nand shall we any the\nwhich in the high school develop character\n;\n\nas no other studies do be not placed in inexperienced\n\nour brightest department\nrecently, said that\n\nhis\n\nteachers of manual\n\nprincipal\n\nleft\n\nhim\n\nto\n\nhands?\n\nmore classical principals were thus wise.\n\nOne of\n\ntraining, in a discussion\nhis\n\nown\n\ndevices, frankly\n\nadmitting that manual training was out of the principal's\nttiat\n\nwill\n\nA business concern will not prosper unless a superintendent or\n\nline.\n\nWould\n\n"}
{"page": 510, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n498\n\nBut is\n\nthis\n\nany defense of the plan ?\n\n[Manual Training\n\nIn what should a director's\n\nduty consist, and is he not negligent if all departments of his school have\nnot a fair and proportionate share of his time and energies ?\n\nA further\n\ndue to the class of instructors commonly\nchosen.\nThe smaller cities and larger towns, where alone this plan is\ndeveloped, have but little to pay for a manual-training director, arid the\ndevelopment of manual training is hindered, or even blocked, by superannuated artisans, half-trained sloyd teachers, or even, in some cases, by\nthe narrowly trained specialist from the school of engineering.\nI fear\nthat the grand possibilities of motor education are for a time destined to\nbe obscured by this unfortunate mistake.\nThe third plan, that of an independent director of manual training,\nwho calls on the high school for academic instruction, is to my thinking\nobjection to this\n\nmethod\n\nis\n\na much better plan for the small city than the departmental scheme.\nThe director is apt to be put in charge of all manual work, and can thus\n\nplan for a continuous, progressive scheme of instruction covering twelve\nor thirteen years of school\n\nlife.\n\nHe is a more valuable man than the\n\ndepartment head, and the city can afford to pay him more, for he does\ndouble duty. Thus the work is sure to be of better quality, for Garfield's\ndefinition\n\nneed not be narrowed to Mark Hopkins, and inspiration is\n\nderived from many a humble teacher.\n\nThere is one serious difficulty inherent in both the departmental and\nthe separate-shop plan.\n\nThe best results are not to be reached unless\n\nthere is a closer relation between shop and recitation-room than we find\nexistent.\n\nWrapped up in this question is the relation of\n\ngeneral courses.\n\ntechnical to\n\nBut, for the reason that the most progressive work is\n\nfound in the fourth group, let further discussion pass on to a consideration of that plan.\n\nA separate manual-training high school is termed a luxury, only to be\nthe larger cities, and not uncommonly comparisons are\ndrawn going to show how much more it costs per pupil in the manualWhile\ntraining high school than in the classical one in the same city.\nsuch figures are probably reliable, it must be remembered that a new\nenterprise needs time for development that the per-capita cost is lessening with these schools, a-nd, on the other hand, is increasing in the classical\nschools; that it takes more to train a technical student than one in college that the education offered by the state is not weighed in dollars and\ncents, but is, as in more concrete matters, weighed by the formula that the\nbest is none too good. Is there reason to believe that a superior education\nIt seems to me there is.\nis available in the manual-training high school ?\nAn examination of results from the Elmira Reformatory, and similar institutions offering manual training as a corrective and reclaiming agency\nthe fact that truants and bad boys sent from the schools of Cambridge,\nMass., to their manual-training school are returned reformed, where but a\n\ntolerated in\n\n;\n\n;\n\n"}
{"page": 511, "printed_page": null, "text": "HIGH-SCHOOL COURSES IN MANUAL TRAINING\n\nDepartment]\n\nfew years ago they went to the reform schools direct\n\n;\n\n499\n\nthe fact that boys,\n\nand girls too, rejected and dismissed from classical high schools, have, to\nmy personal knowledge, done more and better work in manual-training\nhigh schools finally, the fact that a large percentage of the pupils, some\n35 to 40 per cent., leave school for work or for idleness near the end of\n;\n\nthe grammar-school course, together with this unexpected fact that manualtraining high schools, when introduced in cities where the classical high\n\nschool was crowded and in cramped or poor buildings, have not relieved\n\nburden\n\nthis\n\nto\n\nany great extent, but have drawn from the class which\n\nleaves school in the grades ; all these facts go to show that there is a value\nin the work offered in such a school not to be found elsewhere.\n\nWith the objection of the parent or pupil that the average high school\ngives little of value to help in the coming struggle for existence\n\nI\n\nhave\n\nNor will the cry for mental discipline or general\nculture drown the demand of the citizens who are waking up to the need\nconsiderable sympathy.\n\nTo say that a boy or girlis out of place in a public\n\nof vocational studies.\n\nhigh school when the pupil or parent desires his attendance is a confession of the weakness of such a school, which the public\n\ninvestigate sooner or later.\n\nIt would not be fair to dodge\n\nis\n\nbound to\n\nthe objection\n\nmade that a separate manual-training high school deprives many scholars\nin classical high schools of much needed training in the shops.\nThis is\na more fancied than real objection, for it is easy to offer such work as an\nelective to classical scholars, thus combining in one school the separate-\n\nshop plan and the separate manual-training high school.\n\nThere is much to be said in favor of extending the work of the shop\nfrom a socialistic and an ethical\n\nto all pupils of high-school age, both\n\nstandpoint.\n\nA retrospective glance will explain to the investigator why\n\nthere is still a distaste for manual work,\n\nand a feeling among scholars\n\nthat the classical scholar is a finer creature.\n\nWe find that the slave or\n\nserf did the manual work; idleness was the prerogative of the lord\n\nand\nEven we read of the Man who spake as never man spake, that on\nthe sabbath day Jesus taught in the synagogue in his own country, so\nmaster.\n\nthat\n\nmany were astonished, saying\n\n:\n\n\" Is not this the carpenter, the son\n\nJames and John, and of Judas and Simon?\"\nNineteen hundred years have not been sufficient to give honor to our\ncarpenters nor to dignify labor; but it is the function of motor education to change all this, not at the expense of classical education, but in\nof Mary, the brother of\n\nco-operation with it.\n\nOne can but be pessimistic when trusts or monopolies on one hand,\nand trades unions on the other, threaten the very national perpetuity and\nwell-nigh shake our belief in republican institutions.\nBut even as education was the bed-rock of the republic, an extension of its scope to include\n\na training in and appreciation of the manual arts will, on the one side,\n\ngive\n\nthe\n\ncapitalist\n\nof\n\nthe\n\nnext\n\ngeneration a sympathy never\n\nbefore\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCiATiON\n\n500\nattained\n\nIManual Training\n\nwhile the wage-earner, thru the interrelation of manual and\n\n;\n\nliberal studies, will put himself in the other's place.\n\nbelieve that a carefully arranged course in manual arts\n\nI\n\nand\n\nliberal\n\nstudies is to be the most potent weapon available to break down the barrier between the\n\nmasses and the classes, and insure the future welfare of\n\nthe republic.\n\nBut what is to be offered in this secondary school for manual training,\nand have we any such schools in operation ? is asked.\nThe schools having the broader aims in view can be counted almost\non the fingers of one hand, for there is rubbish to be cleared away.\nThere is, for example, a too common custom of intrusting the manualtraining high school to an academic principal whose knowledge of the\nshop-work is attained by exercise at the family wood -pile, or in some\nsuch way as the historic tramp who went thru Harvard College by entering one door and suffering ejectment at another. The school is foredoomed to failure, unless its head knows both sides, and can as well don the\nblue jeans and direct a class in forging or in machine-work as discuss the\nproblem of moral freedom or the question of duty in the class in ethics.\nAgain, the secondary school of manual training is too dependent on the\ntechnical school, perhaps as much so as the classical school on the college.\nPresident Patton has recently written of the approximation of the\nhigh-school\n\ncurriculum\n\nA recogni-\n\ncollege-entrance requirements.\n\nto\n\ntion is imperative on the part of secondary teachers of the fact that the\n\ngeneral mental discipline which\n\nfits\n\na boy for college is the best mental\n\ndiscipline also to qualify for the work of life.\n\nLeaving the classical man\n\nthe task of answering, we should in technical courses deny that this\ntrue\n\n;\n\na subtraction\n\nmatics, and\n\nis\n\nmore\n\nessential,\n\nis\n\nparticularly in elementary mathe-\n\nmuch enrichment is needed in science, higher mathematics,\n\ndrawing, and English studies.\na course of study for boys for your criticism, not that it is the\n\nI offer\n\nbest possible arrangement, but because it will be easily applicable either\nto a manual-training high school or to a department of the classical high\n\nschool.\n\nThe limits of the paper forbid any extended consideration of the\n\ncourse.\nFIRST YEAR\n\nSECOND YEAR\nHours per week\n\nSubject\n\nEnglish\n\nFrench\n\nGeometry\n\n------\n\n-\n\n-\n\n-\n\n-\n\n-\n\n4\n\nEnglish\n\n4\n\nEconomics\nFrench\n\n4\n\nPhysiology, physiography, and botany\ntake two, one half-year each -\n\n-\n\nDrawing\nJoinery, carving, wood-turning -\n\n-\n\nHours per week\n\nSubject\n\nAlgebra\n\n\\\n\n3\n-\n\n3\n\nChemistry\n\n4\n8\n\nDrawing\nPattern work\nMolding\n\n^^\n\nPipe-fitting\n\nPlumbing\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\n4\n4\n4\n\n\"I\n\nI\n\nI\n\nJ\n\n„\n\n—\n27\n\n"}
{"page": 513, "printed_page": null, "text": "MANUAL TRAINING FOR THE HIGH SCHOOL\n\nDepartment]\n\nTHIRD YEAR\n\nFOURTH YEAR\nHours per week\n\nSubject\n\nEnglish\n\nEnglish )\n\n)\n\n-----------\n\nTrigonometry with surveying\nPhysics\n\nHours per week\n\nSubject\n\nCivil government )\n\nGerman\n\n501\n\n-\n\nEthics\n\n-\n\nDrawing\n\\\n\nSheet-metal work\n\n[\n\n-------------- —\n\nGerman\n\n3\n\nApplied mathematics or reviews\n\n4\n\nAdvanced physics,\nchanics\n\n4\n\nSmithing\n\n)\n\n3\n\n3\n\n-\n\n-\n\n-\n\n-\n\n8\n\n-\n\n-\n\n'4\n\nand me-\n\n3\n\nDrawing\nMachine work\n\nChipping and filing )\n\nelectricity,\n\n-\n\n-\n\n-\n\n-\n\n-\n\n4\n\ng\n\n27\n\nThe manual-training high school is not complete without a course for\ngirls,\n\nand the present uncertainty as to the best work for them, together\n\nwith the transitional condition of the whole work, would, to my mind,\ncall for a committee from this\n\nfuture meeting\n\nnational society, which should report at a\n\nDoes not the importance of the\n\non the whole matter.\n\nsubject warrant more attention than the association has bestowed on it ?\n\nMANUAL TRAINING FOR THE ORDINARY HIGH SCHOOL\nJAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, BALTIMORE, MD.\n\nTen\n\nyears ago manual\n\nquestion, and\n\nits\n\ntraining\n\nin\n\nthe high school was an open\n\ndesirability a matter of debate.\n\nsidered as legitimate an item of\ntraditional subjects.\n\nNow its cost is con-\n\npublic expense as that of any of the\n\nSome of the questions with regard to high-school\nWhat shall be taught ? For how long a time ?\n\nmanual training now are\n\n:\n\nHow freely shall it be offered (that is, in every school or only in special\nschools)? Shall it extend to the teaching of trades ?\n\nNot only on account of its value in general development is it highly\ndesirable that all pupils should have manual training thru the elementary\n\ngrades, but, as long as the tendency to differentiate high schools prevails,\nit is\n\nalso essential to bring all pupils in the elementary schools into con-\n\ntact with the greatest possible variety of activities, including that which\n\nmanual training\n\nfurnishes, so that\n\nby the time they are ready for the\n\nhigh school they may know in what direction their tastes lie.\nthe choice will\n\nOtherwise\n\ndepend upon proximity to the school, rather than upon\n\ntastes and aptitudes.\n\nAs the means of general development manual training should be one\nof the subjects offered\n\nin\n\nevery high school.\n\nExperience proves that\n\neven classical pupils will gladly devote from two to four periods a week\nto this work in excess of the regular requirements.\nfor it, physically as well as mentally.\n\nI\n\nThey are the better\n\nhave not attempted to say what\n\nmodifications, if any, should be made in courses of well-equipped manual-\n\ntraining high schools, but only to show what may be done in an ordinary\n\n"}
{"page": 514, "printed_page": null, "text": "502\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nhigh school.\n\nThe course here\n\noutlined assumes that\n\n[Manual Training\n\nthe boys have\n\nalready had bench-work in wood, and that the girls have taken sewing or\n\ncooking, or both, but have not had bench-work.\nbefore they begin carving.\n\nThis they are to take\n\nThe course occupies not to exceed\n\nfour\n\nperiods per week, and should be on the same basis as other unprepared\nsubjects.\n\nDrawing is not mentioned, as it is presumed already to form\n\nan important part of the work of the school.\n\nIt must, of course,\n\nprecede\n\nevery kind of work mentioned in the outline.\nPrinting, a subject not given in the outline, might well be included\non account of its historical value, in addition to the manual element, as\nwell as on account of its helpfulness in English.\nThe outline is not presented as ideal. There is no reason why other\nlines of work may not be substituted for some of those given.\nIt merely\nsets forth a list that has been used successfully.\n\nCOURSE IN MANUAL TRAINING FOR THE ORDINARY HIGH SCHOOL\nTIME, NOT TO EXCEED FOUR PERIODS PER\n\nYear Half\nI\n\nI\n\nI'\n\n2\n\nBoys\n\nGirls\n\nTurning and pattern-making.\nTurning between two centers.\nPatterns requiring no lathe-work.\n\nBench-work.\n\nTurning and pattern-making.\n\nCarving.\nIndenting\nand\ngroove-carving.\n\nFace-plate turning ; chuck-turning\nand mandrel-turning.\nPatterns\ninvolving turned work.\nII\n\nI\n\nWEEK\n\nSimilar to that in the grades.\n\nstamping,\n\nMolding in sand, modeling in clay,\nand casting in plaster.\n\nModeling\n\nPattern- making.\n\nTurning and carving.\nTurning between centers.\ncarving and flat carving.\n\nCore-patterns and other complex\npatterns of lathe.\n\nin clay\n\nand\n\nand casting plas-\n\nter.\n\nChip-\n\nIII\n\nI\n\nRelief-carving.\n\nRelief-carving.\nGirls may not take up third-year\nwork unless they have had bench-\n\nIV\n\nI»\n\nAdvanced turning and carving.\n\nAdvanced turning and carving.\n\nwork.\n\nThe models made in the course in turning are afterward used in patThis saves much time. It saves an outlay of money for\nlathes and space for the pattern-makers.\nThe pupils make patterns for a\ncomplete lathe. This involves all the elementary, as well as a number of\nthe more difficult, principles of pattern-making.\nIn the course of carving no fixed set of models is used. The different\n\ntern-making.\n\nkinds of carving are taken up in the following order\n\nstamping,\nrelief,\nI\n\ngroove-carving,\n\nand carving\n\nchip-carving,\n\nin the round.\n\nflat\n\n:\n\nindenting and\n\ncarving, low\n\nrelief,\n\nhigh\n\nEach pupil makes his own design.\n\nOnly those who have taken I, i, may take I, 2,\n\nz Turning ornamental work\n\nyear's work in manual training.\n\nand carving the same.\n\nWork of fourth year limited to those who have had a\n\n"}
{"page": 515, "printed_page": null, "text": "MANUAL TRAINING FOR THE HIGH SCHOOL\n\nDepartment]\n\n503\n\nOf course, he has some instruction and sees some examples. He then\ndecides, first, what he will make; next, its size and shape; then, what\nparts are to be\n\nornamented.\n\nKnowing the size of the space to be orna-\n\nmented, he proceeds to make the- design, and later to work it out.\nThe casting in plaster is done by the boys by making molds in sand\n\nfrom patterns made in the pattern-making course, and by the girls from\nobjects modeled in clay.\n\nIn high -school work there need hardly ever be two models\n\nalike.\n\nThe course should depend, not upon models, but upon exercises. The\npupil may make any model he chooses, provided it involves the exercise\nwhich we wish him to learn.\nThe idea is not entertained that such a course in manual training is\nequal to that given in manual-training high schools.\never, an\n\nIt furnishes,\n\namount that will, together with other subjects\n\nhow-\n\nstudied, give a\n\nIt does not include work in iron with\nThat may well be reserved for the separate manual-training\nhigh school. It cannot include chipping and filing, or forging, without\ngiving more prominence to the subject than its importance, merely as a\nfactor in general education, warrants.\nTo do more would require more\ntime than can be had in connection with a four-year high-school course\nwhich includes the ordinary subjects. The above amount is gladly taken\nSuch work can be carried on in a school of\nin excess of regular work.\n400 or 500 pupils, with an equipment costing not to exceed $2,500. If\na city has several high schools, the problem is simply one of repetition.\nIf one of these is a manual-training high school, it may still continue to\nserve the purpose for which it was established by educating in a more\nstrictly technical way those pupils whose tastes lie strongly in that direc-\n\nfairly well-balanced development.\n\nmachines.\n\ntion.\n\nBy eliminating pupils not possessing\n\nspecial tastes\n\nin\n\ntechnical\n\nlines the manual-training high school would be able to advance its stand-\n\nard and reduce the time usually consumed in such schools by at least a\n\nand giving him a more vigorous\nThe final or fourth year, possibly part of the third, might\n\nyear, thus saving the time of the pupil\n\nhabit of work.\n\nthen be devoted to such work as is given in the early years of institutes\n\nThen any boy could, in his home city, fit\n\nof technology.\n\nhimself to\n\nenter, with advance credits, such an institution, or to enter at once upon a\n\nAt present we give him a broad foundation from\nwhich to specialize, but there we leave him. If he can get a chance to\ndo just a little more for himself, his services will be in demand. I am in\nfavor of this higher work, but the opportunity to take it should be based\nremunerative calling.\n\nupon manifest aptitude.\n\nFrom a social point of view the making of manual training the exclusive function of\n\none school,\n\nclassical\n\neducation of another, and com-\n\nmercial education of another, is open to criticism.\nspirit.\n\nIt\n\nis\n\nundemocratic.\n\nIt\n\ntrains\n\nIt fosters the caste\n\nup a generation divided into\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n504\n\n[Manual Training\n\ngroups less capable than former generations of entering into sympathetic\nrelations outside of the group.\n\nIt fosters in\n\nthose not manually trained\n\ncontempt for labor with the hands.\n\nThe girl who has learned the theory and practice of cooking, and who\ncan make her own garments, will be a better woman, more sympathetic,\n\nFrom a social standThe boy\nwho studies Greek and who is going to college has as much need, physiologically and psychologically, of this training as has the boy who must\nearly earn his own living, and society is equally concerned with both\nmore tolerant, because of such knowledge and skill.\n\npoint all should have equal opportunities' for manual training.\n\ncases.\nskill\n\nOn\n\nThose not manually trained cannot appreciate the thought and\nthat enter\n\ninto the material things contributing to our comfort.\n\nno class distinctions. It is possible to know\nThere the cowboy and the millionaire are not far apart.\nTo know is to sympathize and to appreciate. The Rough Riders had\nnot all the arts and graces of social circles, but they knew their leaders.\nWood and Roosevelt knew and respected them, tho in many particulars\nThe nearer we get to the centers of populathey had little in common.\nIt is greater in\ntion, the greater is the distance between man and man.\nthe frontier there are\n\none's neighbor.\n\nChicago than in Denver, greater still in New York, still greater in the\ncrowded cities of the Old World. When this barrier between rich and\npoor becomes high the result is misunderstanding and suffering. When\npeople give you up you feel like giving up too. The rich lose as much\nas the poor.\n\nThey lose the finer life of sympathy.\n\nPersonal intercourse\n\nmovements. There must be\nThe best\ndirect contact with problems before there can be any solution.\nPhysicians must know the work\narchitects have had carpenter's training.\nis\n\nat the foundation of all successful charity\n\nin the hospitals.\n\nTheological students are now sent to study the slums.\n\nPresent social conditions are aptly illustrated in the following para-\n\ngraph from the pen of Edward Everett Hale\n\n:\n\nA strong and pathetic article in the London Times, some thirty years ago, represented a lady of high social rank from one of the fashionable squares at the West End\n\nLondon, as she would appear at the day of judgment, as it is described in the gospel\n\" Inasmuch\nIt depicted her as bravely replying to her Judge when he said\nShe said to him in\nas ye did it not to one of the least of these, ye did it not to me.\"\nreply that he was quite mistaken if he thought she had ever seen such people as he\ndescribed. She explained to him that poor people, hungry and thirsty, strangers, naked\nor sick, did not live in the part of London she lived in. She explained to him that she\nneither walked nor drove in the region of the Seven Dials or Whitechapel.\nShe told\nhim that the police of London were quite too well regulated to {)ermit sych people to\nshow themselves as beggars in Belgravia or Grosvenor Square. And he was quite wrong,\nshe said, if he thought she had refused to minister to them, for the truth was that she had\nnever seen any of them, and had had no such opportunity as he supposed.\nof\n\nof Matthew.\n\n:\n\nThe separation into classes has gone far.\nnot encourage this separation.\n\nIt\n\nThe public school should\n\nshould be a unifying force.\n\n"}
{"page": 517, "printed_page": null, "text": "DEPARTMENT OF ART EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July ii, 1900\nThe meeting was opened in South Carolina Hall, at 3 30 P. M., with the president.\n:\n\nMiss Frances E. Ransom, of New York, in the chair.\nMiss Azalea Willis, of the -Charleston Art Club, received the Art Department with an\naddress of welcome, which was responded to by the president in a few remarks introducing her presidential address.\n\nColonel Francis\n\nW. Parker was then introduced, and gave an address on \"Art in\n\nEverything.\"\n\nMiss Estelle Potter, of Boston, not being present, Mr. Fred J. Orr, of Athens, Ga.,\nread his paper on \" Picture Study, Its Relation to Culture and General Education,\" which\n\nwas discussed by Miss Gertrude M. Edmund, of Lowell, Mass. The discussion was then\nthrown open to the house, and Miss Bonnie Snow, of Minneapolis, Minn., and Mr. Henry\nT, Bailey, of Massachusetts, took part.\n\nThe following committees were appointed\n\n:\n\nCOMMITTEE ON RESOLUTIONS\nLangdon S. Thompson, of New Jersey.\n\nKenry T. Bailey, of Massachusetts.\n\nFred J. Orr, of Georgia.\n\nCOMMITTEE ON NOMINATIONS\nMiss Gertrude Edmund, of Massachusetts.\nMr. James M. Stone, of Massachusetts.\nMiss M. A. Woodmansee, of Ohio.\n\nAdjourned.\n\nSECOND SESSION.— Thursday, July 12\nThe second session met in the South Carolina Hall, at 3 30 P. M., Miss Ransom\n:\n\npresiding.\n\nMiss Bonnie Snow, of Minneapolis, read the\n\nfirst\n\npaper of the afternoon.\n\nsubject was, \" Relative Value of Pencil-Drawing and Water-Color Work in\n\nThe\n\nPublic Art\n\nInstruction.\"\n\nA short discussion followed, in which Fred J. Orr and Henry T. Bailey took part.\nA paper on \"The Relation of Nature Study to Drawing in the Public Schools\" was\nthen given by James M. Stone, of Worcester, Mass.\n\nA short discussion followed, in which several took part, and then the business meeting followed.\n\nThe first committee to report was the Committee of Ten, represented by the chairman, Langdon 6. Thompson. The report was still in an incomplete state, owing to the\nimpracticability of convening\n\nexpenses.\nplete\n\nthe\n\ncommittee and of procuring necessary funds for\n\nMr. Thompson thought another year would enable him to give a more com-\n\nand satisfactory report, and asked that another year be granted before giving the\n\nfull report.\n\nA motion prevailed to extend the time to 1901.\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5o6\n\nThe next committee to\n\n[Art\n\nreport was the Committee on Resolutions, which submitted\n\nthe following\nResolved, (i) That the hearty thanks of the Art Department of the National Educational Association\nare due to the Charleston Art Club for\n\nits\n\ninterest in the\n\nwork of the department and its preparation for\n\nthe entertainment of visiting members.\n\nthanks due to Miss Azalea Willis for her kind welcome; to the Misses Alice and\n\n(2) Especially are\n\nCaroline Smith, and to Mrs. Robertson, for the decorations of the hall; and to Mr. Pinckney, of the Committee on Halls, for his kind attentions and preparations for the convenience of the department.\n(3)\n\nThat the secretary express the most cordial thanks of the department\n\nto\n\nMrs. Rogers and\n\nRobertson for the charming reception given to its members on Wednesday evening, July 11\n\nto\n\nMrs.\n\n— a reception which\n\nhas not been equaled in its cordiality and good-fellowship during the whole history of the department.\n(4)\n\nThat the appreciation of the department is hereby expressed to Miss Ransom, the outgoing presi-\n\ndent, for her untiring efforts to arrange a helpful and inspiring program for the meeting.\n\nHenry T. Bailey,\nFred J. Orr,\nCommittee on Resolutions.\n\nThe election of officers then took place.\n\nThe Committee on Nominations reported\n\nthe following\n\n—\n\nFor President Miss Bonnie Snow, of Minneapolis, Minn.\nFor Vice-President Henry T. Bailey, of Boston, Mass.\nFor Secretary Fred J. Orr, of Athens, Ga.\n\n—\n\n—\n\nThe report was unanimously adopted, and the meeting adjourned until 1901.\nM. W. WOODMANSEE,\nSecretary.\n\nPAPERS AND DISCUSSIONS\nADDRESS OF WELCOME.\nMISS AZALEA\n\nHOWARD WILLIS, OF THE CHARLESTON ART CLUB\n\nFriends from the North, the South, the East, and the West, on behalf\nof the Charleston Art Club, I greet you.\n\nWe are proud to meet and\n\nto know SO able a body of art lovers and art instructors as is represented\n\nby you, the members of the Department of Art Education of the National\nEducational Association.\nCharleston opens wide her gates to receive you.\nsea-swept city possesses\n\nmany points\n\nThis river-embraced,\n\nof historic interest, and there are\n\nGo\ndown to our Battery where good Charlestonians go when they die, it is\nsaid\nwhen the moon is flooding the bay, softening the stern outlines of\nFort Sumter known in song and story; see how the forms of the outlying\npicturesque nooks and corners which will appeal to the eye artistic.\n\n—\n\n—\n\ncotton islands have melted into the sea out on the dim horizon.\n\nThe old buildings and the churches, the quaint narrow streets, the\noverhanging balconies, the fragrant shadowy gardens, are all transformed\nand mellowed by the wand of this enchantress. Truly \"she poetizes\neverything!\" Look at the tiled roofs of bygone days when the sunshine\nfalls upon them and converts them into silver.\nWatch the swaying of\na palmetto tree\nthe emblem of our state\nand listen to the wind-meloDo not these form subjects enough to stir\n4i^s thru its emeral4 fans.\n\n—\n\n—\n\n"}
{"page": 519, "printed_page": null, "text": "PRESIDENTIAL ADDRESS\n\nDepartment]\n\none's\n\nimpulse to paint?\n\nAlfred\n\nStevens\n\n50?\n\ndeclares\n\nnature seen through the prism of an emotion.\"\n\nthat\n\n\"painting\n\nis\n\nYou who transfix upon\n\nyour canvas a sunset of purple and gold, or the soft mystery of the silver\nhaze of a gray day, can understand the full force of this. No great and\ngood work is ever achieved unless the fibers of a man's being are moved\nto their very depths.\n\n\"The hand that rounded Peter's dome,\nAnd groined the aisles of Christian Rome,\nWrought with a sad sincerity\n\n;\n\nHimself from God he could not free\n\nHe builded better than he knew\nThe conscious stone to beauty grew.\"\nAltho you come\n\namong us today, many for the first time, we do not\n\nThere is a strong bond of\nsympathy between us by the very nature of our work. You are striving\nto lift the thoughts of the youth of our land to an appreciation and love\nof the good, the true, and the beautiful.\nYou are teaching them the\nennobling and uplifting influences of art, and that \"a thing of beauty is\na joy forever.\"\nWe, in a modest way, are pursuing the same lines in\nCharleston by the precepts of our art teachers and the semi-annual exhibitions of our Art Club.\nWe can clasp hands in a friendly grasp, in full\naccord each with the other's aims and aspirations.\nWe trust that your visit to us will be a happy one, and that you will\nnever regret the cry that sounded at Los Angeles one year ago \" On to\nCharleston!\" The days spent among us, we hope, will in after-years\ncome to you as some sweet musical strain, or the delicate fragrance of\nsome loved flower. When you have returned to your respective homes,\nafter your sojourn in our quiet southern city, we pray you to paint our\nportraits to hang in memory's gallery with the brush of\nthink of you as strangers, but as friends.\n\n:\n\n\"\n\nA flattering painter who made it his care\nTo draw men as they ought to be, not as they are.\"\n\nRESPONSE AND PRESIDENTIAL ADDRESS\nMISS FRANCES\n\nRANSOM, DIRECTOR OF DRAWING, NEW YORK TRAINING\nSCHOOL FOR TEACHERS, NEW YORK CITY\n\nE.\n\nMiss Willis of the Charleston Art Club, Ladies and Gentlemen :\nIt gives me the greatest pleasure to respond to the cordial welcome\nextended to us by Miss Willis on behalf of the Charleston Art Club.\n\nThe southerners have always had the reputation of being the most\nhospitable entertainers in the world, and Charleston has lived up to this\nreputation, for she has opened wide her portals and bidden us enter and\n\nenjoy all things to the fullest extent.\n\n"}
{"page": 520, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5o8\n\n[Art\n\nWe shall take great pleasure in seeing the beauties of this interesting\n\nbecoming acquainted with its people, and in carrying away\n\ncity, in\n\npleasant memories and inspiration for our coming year's work.\n\nWe are gathered here in the South today from the far West, the\nNorth, and the East\n\n— gathered together\n\nto\n\nlisten to those\n\nwho\n\nwill\n\ngive us the most advanced thoughts along the lines of art instruction\nfor the public school.\n\nThe larger part\n\nof the\n\nmembership\n\nof\n\nthis\n\ndepartment\n\nchanges each year, depending largely upon the territory\n\nmeeting\n\nheld.\n\nis\n\nThis\n\nis\n\nin\n\nand\nwhich the\n\nshifts\n\nmore or less true of every department, but\n\nmany local associa-\n\ndecidedly so of the Art Department, because of so\n\nmeeting during the year and taking in certain sections of the\ncountry.\nFor instance, the East has the Eastern Drawing Teachers'\ntions\n\nAssociation, the West has the Western Drawing Teachers' Association, and\n\nthe South has several of these gatherings during the year.\n\nYet year after year, when this department holds\n\nits\n\nsessions, we dis-\n\n— that\n\ncuss the question asked by Herbert Spencer some forty years ago\n\nold question which,\n\nwhen\n\nit\n\nwas\n\nfirst\n\nasked, created such a sensation,\n\nbut which, as time goes on, we take as a matter of course, and use as a\n\n—\n\nthe question: What knowledge is of most worth ?\nThe time was when the question was asked of us Should art instruction have any place in our public schools ?\nTime and results have solved\nthis problem of self-preservation, and now we come to the second prin-\n\nrudder in determining the drift of our work\n\n:\n\nciple of life\n\nparticular\n\n—\n\nbecomes What\nmost worth and will lead to\n\nthat of self-expansion, and the question\n\nknowledge\n\nin\n\nour subject\n\nis\n\nof\n\n:\n\nthe greatest expansion ?\n\nAs we stand on the threshold\nhas been accomplished within an\n\nof 1900\n\nand look back and see what\nwe feel great\n\nincredibly short time,\n\nencouragement to look forward and build high hopes for the future.\nWe need the united intelligence and experience of all practical educators to make the work more of a unified whole.\nAnd to be practical\nworkers we must not isolate ourselves from educational workers in other\nsubjects, since the same educational principles govern both, and we should\nbe able to understand our work in relation to other branches if we would\nget the true placing of our own in the life of the individual.\n\nThat knowledge is of most worth which becomes a part\nIf this is true,\n\nof our life.\n\nthen it becomes necessary to eliminate all nonessentials;\n\nfor any knowledge not applied or translated into life weakens the acquisitive powers.\n\nThe\n\nbrain power, then, should\n\nbe given only to those\n\nthings which make life fuller and richer.\n\nThere is no subject in our course of study which has the term \"fad\"\nit so often as that of drawing.\nThis is largely due to the\namount of experimenting that the subject has undergone in order to\napplied to\n\n"}
{"page": 521, "printed_page": null, "text": "ART IN EVERYTHING\n\nDepartment]\n\nSOQ\n\nThere is still much experimenting going on,\ngo by we learn to keep the good and eliminate the\nworthless.\nBut as long as there is growth there will be more or less\nexperimenting. We have swung around our triangle of construction,\nrepresentation, and decoration again and again, each year changing the\ncomparative length of the sides. At present the tendency is to lengthen\nreach its present stage.\n\nand\n\nas the years\n\nthe decorative, or space-art, side, at the expense of the representative\nside, while construction, which for some\nis\n\nlime has been the shortest side,\n\nnow growing in importance because of its relation to the space arts.\n\nWe hope to get some light on the proper balancing of these three\nsides of the question\n\nduring\n\nthis session\n\nof the National Educational\n\nAssociation.\n\nWe, as Americans, must work out this question by ourselves, as no\nand as\nwe are the only people who have dared to go into new and untried fields,\nso are we the only people who give to each and every one the opporother country has ever experimented with public art instruction\n\n;\n\ntunity of developing his individuality to the highest possible fulfillment.\n\nArt is an expression of the individual\n\n—\n\nof his thoughts, his hopes, his\n\nOur work is fascinating, and at times such as to lead us to forget\nthis and to lose ourselves in the work itself, and so mistake the means\nideals.\n\nfor the end.\n\nBut we are always brought back by the reflection of the individual in\nhis work\n\n— brought back\n\nto the fact that the individual\n\nthan his work; that after all we are modeling\n\nlife,\n\nis\n\nalways greater\n\nnot clay, and in the\n\nwords of Kipling we cry\nLord God of Hosts, be with us yet,\nLest we forget, lest we forget\n\nART IN E VER Y THING\nPRESIDENT FRANCIS W. PARKER, CHICAGO INSTITUTE, CHICAGO, ILL.\n\nOur educational problems are comparatively new ones,\nhave used the principles and methods of the old world.\n\nHitherto we\nIts\n\ngreatest\n\nand obedient subjects, which is\nis\nnecessarily a truncated education.\nThe subject must not look beyond\nthe necessities of fixed forms of government, and therefore the principles\nand methods of such education all tend toward that one ideal. The paramount duty of America is to educate its children into the highest type of\ncitizenship.\nOur destination is either self-government or anarchy. We\nmust choose between them. The great task of the schools is to decide\nwhether the realization o*f self-government is possible. \"Put into the\nschool that which you would have in the state,\" is an old and sound\nmaxim. It has been rigidly followed with comparative success by rulers\nproblem\n\nthe education of willing\n\n"}
{"page": 522, "printed_page": null, "text": "NA TIONAL ED UCA TIONAL ASSOC!A TION\n\n51 o\n\nwho wish to maintain a fixed form of government\n\n[Art\n\n— say comparative\n1\n\nsuccess, because education into final beliefs has sidetracks toward freedom.\n\nOur American educational\ninto higher\n\nlife,\n\nideal\n\ninto a vigorously\n\nmust be an everlasting evolution\ngrowing state of society, into the\n\nwrong and the institution of righteousness. In place of\nis the case in the Old World, we have the\nproblem of the education of the citizen for sovereignty. The weakness or\nstrength of central governments is found in police or armies in America\nelimination of\n\nthe training of subjects, as\n\n;\n\nfound in individual character.\nWe had no other way at first than to take the means and methods of\naristocracies to guide us in educating a democracy.\nWhen we began\n\nit is\n\nno fundamental principles and worked-out methods\n\nthere were\n\neducation of a free people.\ntimes offered\n\nfor the\n\nWe took by necessity that which mediaeval\n\nThe conflict between the antipodal ideas is now on.\n\nus.\n\nWe have been accustomed to call the common school \" the bulwark of\nliberty,\n\nthe foundation\n\nThese high-sounding\n\nof a free government.\"\n\nphrases have been to us\n\nlittle\n\nmore than\n\nglittering generalities.\n\nWe\n\nhave made a slight beginning in a study of the relations of the school to\nthe state.\n\nSociology, it\nIts connection,\n\nis\n\ntrue, is vigorously working its way toward a science.\n\nhowever, with elementary education is exceedingly slight.\n\nWe recognize the fact that \" the child of today is the citizen of tomorrow;\"\n\nthat\n\n\"the school\n\nis\n\nsociety shaping itself.\"\n\nStill,\n\nthe learned\n\nsociologists of the universities, busy in a discussion of the present state of\nsociety,\n\nhave not reached the central problem\n\nchild into the citizen.\n\nhard to break.\n\n— the education of the\n\nThe bonds, the terrible bonds, of tradition are\n\nTradition makes us blind to the real situation.\n\nWe do\n\nnot yet clearly see that the guide of all education is the present state of\n\nWe must put into the school that which we would\nA wrong interpretation of this maxim brings disaster.\n\nsociety and its needs.\n\nhave in society.\n\nFor instance, elementary training for a trade or vocation means human\npredestination, which is the crippling and deforming of the individual.\nSelf-choice is the essential element of liberty.\n\nOnly that to which the whole being eagerly and cordially and permanently responds should be chosen as the ideal in education.\n\nCharacter\n\nread in terms of true citizenship includes and comprehends every quality\n\nand qualification of true manhood.\nself-choice\n\nall\n\nEducation into citizenship demands\n\nalong the line; demands\n\ninitiation, creation, imagination,\n\nand reason; it determines the subjects of thought; it also determines the\nskill in expression which the individual must acquire.\nIn fact, education\ninto citizenship is the one guide in making courses of study and in the\nadaptation of subjects of study to the individuals.\n\nVocation\n\nis\n\nthe fundamental\n\nmeans of putting personality into life.\n\nThe community-value of a vocation is that which it gives to society for\n\n"}
{"page": 523, "printed_page": null, "text": "ART IN E VER Y THING\n\nDepartment J\n\n51\n\nThe personal value of a vocation is found in the\nThe quality of needed- work done is the best for\nboth society and the individual. Doing the best demands the highest\nits\n\ngood and growth.\n\nbest one can do for all.\n\nWe will all grant that one of the fundamental weaknesses under\n\nmotive.\n\nwhich society\n\nsuffers\n\nthat falls short of\n\nits\n\nis\n\ncareless, shiftless,\n\nand indifferent work\n\nIt is difficult to state the worst or to comprehend\n\nfew words.\n\n— work\n\nA valid arraignment may be made in a\n\nintentions.\n\nthe bounda-\n\nBad cooking, stomach-destroying, liver-hardening\nMore human beings are killed or doomed to\ncomestibles head the list.\nries of shiftlessness.\n\nlives of hopeless misery thru bad cooking than thru whisky.\n\nTo be sure,\n\nwork more quietly than alcohol, but its very\nThere is no good\nquietness seems to be its greatest source of peril.\nreason why the fatal effects of a greasy doughnut should not be shown in\nindigestible food does\n\nits\n\npictured text-books by the side of the evil effects of alcoholic intoxication.\n\nThe category of bad work is a long one. Build a house, employ an\nmake a contract, employ a superintendent to watch the con-\n\narchitect,\n\ntractor, watch everything yourself,\n\nand then thank God\n\nrain does not penetrate the roof.\n\nPut the health of your family into the\n\nif\n\nthe first heavy\n\nhands of a plumber, and have him defy all the laws of hygiene and sanitation\n\n— pipes on the cold side of the house, traps that\n\nleak, filling the\n\n—\n\ncommon experiences\ncommon not only to the trades, but to the professions. One per cent, of\nhouse with deadly sewer-gas.\n\nThese are the\n\nThe ignorance of the average\n\nthe lawyers do the main business of law.\n\nphysician\n\nis\n\nappalling.\n\nWe search the world for ministers to establis];!\n\n—\n\nAnd as for competent teachers it\nyou need a first-class teacher, try to find\none\nAm I wrong in declaring that the world is filled with incompetents, with persons who have never learned to do real, genuine, honest\nwork? You may, of course, point to the many exceptions\nso can I;\n\ngenuine\n\nlife-saving\n\nbehooves\n\nme to say little.\n\nstations.\n\nIf\n\n!\n\n—\n\nbut they only prove the rule.\n\nWho is responsible? What is responsible? Not the schools alone.\nSuch an indictment would be terrible, if true; but it is not entirely true.\nThere are other causes. But this is true the common school is the one\nplace where the whole people can engage in remedying the terrible\n:\n\nof shiftlessness, carelessness, incomplete work.\n\"The home has\nmuch to answer for,\" you say. Yes and where are the home-keepers\n\"The church does not do its whole duty in calling attention\nJirained ?\nto the divine words, 'He that doeth righteousness is righteous,'\" you\nevils\n\n;\n\nsay.\n\nYes\n\n;\n\nbut where are most of the Sunday-school children educated ?\n\nInefficient work is immoral\n\nits main stimulus is money, reward, or fame\nGenuine work must have a high, noble incentive\nan incentive that means putting something really good into human life.\nWork for a low motive is always drudgery. The best work, however\n:\n\n—\n\n— generally money.\ndifficult, carries\n\nwith it enthusiasm, exhilaration, strong interest.\n\nIt\n\nis\n\na\n\n"}
{"page": 524, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n512\n\n[Art\n\ntruism that an ideal determines everything that goes into its realization.\n\nMost\n\nof\n\nmotives\n\nthe children\n\n— per\n\nwork or drudge for the lowest\nThey are thus sysWorking for per cents and degrees\n\nthe schools\n\nin\n\ncents, rewards, promotions, degrees.\n\ntematically trained into selfishness.\n\nmeans, generally, short-cuts to the goal\n\n— a goal that\n\nis worthless\n\nin itself.\n\nMillions of children struggling for paltry rewards and millions of men\n\nshortening the line between themselves and the\nIs\n\none the cause and the other the effect?\n\nmoney they work for!\n\nIf not,\n\nwhat relation do they\n\nbear to each other?\n\nThe needs of the school are the needs of society the needs of the\nThe human body is the product\n;\n\nschool are the needs of the individual.\n\nHeredity is ancestral environment\n\nof countless generations of evolution.\n\nThe agents of expression and the physical\n\nbegetting ancestral activities.\n\nagents of perception have been evolved by expression and perception.\nShall this evolution of countless generations continue\n\nmoving upward to\n\nhigher planes, or shall nerves and muscles become weakened by disuse ?\nShall the arm,\n\nfor instance,\n\nwith\n\nall\n\nits\n\npossibilities\n\nof development,\n\nremain unused in expression while the brain is stuffed with useless words?\n\nThe physical agents\n\n— nay, the whole body — demands expression\n\nkinds and that continually\n\n:\n\nits\n\nof all\n\ninner growth and development depend\n\nupon all-sided thought-manifestation. Every nerve-center, ganglion, and\nnerve has its evolutionary history by specific activity. These agents of\nthought-power were created by activity for activity. Knowledge cumulates and culminates in expression.\nThe manifestation of a thought\nknowledge that is memory and\nmeans knowledge changed to nutrition\npower at the same time. Expression focuses brain, mind, and motive.\nMotive is thought-direction. Thought, knowledge unexpressed is stagnant, incomplete, useless.\nIt is safe to say that most children are starved\nin school for lack of knowledge made nutritious by expression.\nThe modes of expression\ngesture, voice, speech, music, making,\nhave been developed by\nmodeling, painting, drawing, and writing\nThe co-ordination of\nexpression, each of its kind and in its kind.\n\n—\n\n^\n\n—\n\n—\n\nmuscles, the growth of nerves, are the physical evolutions thru expression.\n\nEach mode of expression has\n\nits\n\nspecial\n\nand. peculiar function.\n\nIn its reaction upon consciousness, in the development of nerve-power,\n\nand\n\nin the evolution of\n\nmoral qualities, all the modes, each and every\nin unifying and\n\nmode in turn, have a mutual relation to all the others\nstrengthening mental and moral power.\n\n—\n\nAll the modes of expression arfe\n\none in developing motive and morals, in reaction of thought, and in\nmaking the body an expression of the will. But there may be a continuous expression of thought and skill, and yet little or no education.\ntruths\nPhysiological psychology has brought us some great truths\nthat are reconciled to the soundest common-sense.\nI know of no\n\n—\n\nmore important pedagogical truth than this\n\n:\n\nthe quality of expression\n\n"}
{"page": 525, "printed_page": null, "text": "ART IN E VER Y THING\n\nDepartment]\n\n5 1\n\ndetermines the quality of growth of the nerve-centers used in expression.\n\nWe now take it for granted that mind-action depends upon physical\nnerve-action\n\n;\n\nthat there\n\nis\n\nthe closest relation between the two.\n\nscious action that does not\n\nCon-\n\nmove into expression is retarded and weak-\n\nTake an image in consciousness for the initiatory; that image has\n\nened.\n\na strong tendency to\nquality of the\n\nmove outward, manifest\n\nitself\n\nThe\n\nto others.\n\nimage determines the quality of the nerve-action,\n\nif\n\nthe\n\nThe quality of the expression determines, also, the\nquality of the physical agent in expression.\nThen with this physical\nbasis of nerves we have the expression thru physical agents.\nThe educaimage is expressed.\n\ntive value of\n\nthought expressed\n\nis\n\ndetermined by the motive of the\n\nThe higher the motive, the better the thought, the better the\n\nexpression.\nnerve-action.\n\nEducation, then, from first to last, means the best that one\n\ncan do.\nArt is doing the best under the highest motive of which the doer is\nArt depends upon quality of thought and expression.\n\ncapable.\n\nLike\n\nbeauty and taste, art can never be defined except from a personal standmatter.\nIt means one's selfhood\nit\nand emotions to others. Art is best doing in\nevery way, and best doing depends entirely upon motive.\nThe best may\nbe a daub, a blotch, a shapeless mass of clay, a discordant cry, but it is\nart if it is the best.\nWhen that best is felt by others, when it reveals the\nselfhood of the artist, when it tells something to the observer of the\ninner nature of the one who expresses thought, then it is line art. All\nthe steps up to fine art are thru art.\nFine art is the highest plane of art.\nFrom these facts we may get some sound pedagogical principles\n1. Expression should always be educative art.\n2. All the modes and agents of expression should be brought into the\nfullest and most complete action.\n3. There can be no expression without thought or knowledge behind\npoint.\n\nIt\n\nis\n\nentirely a personal\n\n;\n\nreveals one's best thought\n\n:\n\nit.\n\nin\n\nThe bare technique of modes of expression has little that is educative\nThe real education springs from the expression of growing\n\nit.\n\nthought, which has its sources in the study of man and nature.\n4.\n\nExpression should always be the genuine reflex of the pupil's\n\nthought.\n\nThe moment it ceases to be this genuine reflex it degrades\n\nitself into\n\nmere imitation.\n\n5.\n\nOpportunities of expression spring from a close and careful study\n\nof man and nature.\nnutrition,\n\nAll knowledge thus gained becomes thru expression\nand each mode of expression has its particular reacting\n\nfunction.\n6.\n\nThe quality of expression determines its educative value.\n\nsion is educative\n\nThe results of education\nvidual\n\n;\n\nin\n\nExpres-\n\nmovement.\n\nthe growth\n\nof\n\nall\n\nfound\n\nin the\n\nmuscle,\n\nbrain,\n\nmind,\n\nare\n\ngrowth of the indiand motive. The\n\n"}
{"page": 526, "printed_page": null, "text": "NA TIONAL ED UCA TtONAL ASSOCIA TlON\n\n514\n\n[Art\n\nexpressed product is the one means by which this growth can be watched\n\nand criticised.\n7. Doing the best always arouses enthusiasm, earnestness, and courage\non the part of the doer. It stimulates persistence and opens a vista of\nbetter things before.\n\nPICTURE STUDY— ITS RELATION TO CULTURE AND\n\nGENERAL EDUCATION\nFRED J. ORR, SUPERVISOR OF DRAWING, STATE NORMAL SCHOOL, ATHENS, GA.\n\nAs I have thought of this subject, pictures in the schoolroom seem to\ncultural, as\nhave two general values, namely, cultural and technical\nthey have to do with the training of mind, morals, and taste and tech;\n\n;\n\nnical, as they may aid in the use of\n\none or another medium of pictorial\n\nexpression.\n\nThe question of the relation of picture study to education calls into\ndebate the province of art.\nto chase\n\nIf art creations have no higher purpose than\n\naway sadness, as Pericles put it\n\n;\n\nor merely to give pleasure, as a\n\nmodern German expresses it, then art has not served its highest calling,\ntho it may perform in either or both these spheres and do well.\nOne definition of a work of art is that it is \"the manifestation of some\nessential or salient character, consequently some important idea, clearer\nand more completely than is attainable from real objects.\" This means\nthat the artist\n\nmust possess the power to suppress and\n\nselect to such a\n\ndegree that his finished work presents only the concentrated essence of\nthe matter in hand.\n\nIf this is true, we may arrive quickly at the conclu-\n\nsion that a work of art is always a\ndistilled\n\nmedium of interpretation.\n\nproduct of a master's skill.\n\nin the case of Leonardo\n\nIt is\n\n— \" through whose\n\nbright figures of Florentine\n\nlife,\n\nis\n\nthe\n\nsoul, as through a clear glass, the\n\nonly made a\n\nlittle\n\nmellower and more\n\npensive by the transit, passed on to the opposite wall.\"\n\ncome\n\nIt\n\n\"man added to nature;\" as\n\nHence, when we\n\nbefore the canvas, it is with another's eyes that we behold.\n\nAnd\n\nthru this borrowed vision we may see beauty as a \"transformer of the\n\ncrude wealth of material goods into things of spiritual value.\"\nSo, a master's picture may be an interpretation of ideals\n\n:\n\nideals\n\nof\n\nand\nintellectual\nThe art of the Greeks was an embodiment in\nof all these combined.\nmarble of the ideal of physical manhood which, for four hundred years,\nthey had endeavored to realize. And Lessing states that \"these beautiful\nstatues, fashioned from beautiful men, reacted upon their creators and the\nlife ;\n\nof moral life ; of beauty and the sense of fitness ;\n\n;\n\nstate was indebted for its beautiful\n\nmen to its beautiful statues.\"\n\nIt is the\n\nreflex influence of the best qualities of character represented in art that\nis\n\nto benefit those who study pictures;\n\nand the\n\nbenefit will come, either\n\nin giving form to a poorly defined ambition, or by inspiring a desire and\n\n"}
{"page": 527, "printed_page": null, "text": "PICTURE STUDY\n\nDepartment]\n\n515\n\nlove for higher things, which did not exist before.\n\nThe \" pure ideal\n\nAnd I believe the\n\nwithin many a breast dies for a want of development.\nlowest and poorest can be made to look upward if\n\nment which is strong enough, and\n\nwe but find the instru-\n\nyet simple enough, to fix the gaze.\n\nA picture attracts most strongly thru the simplicity of its appeal. The\nlesson which a poet-artist with his superior insight has extracted from\n\nnature is before us in plain and beautiful terms\n\n— easy and delightful\n\nto\n\nThus, such a picture as Millet's \"Angelus,\" with its simple\n\nunderstand.\n\nlandscape and two figures, may teach, as Drummond says of it, love, work,\n\nand worship\n\n;\n\nor a Bastien-Lepage may inspire purpose and patriotism by\n\nJoan or a Da Vinci may show us in a single face, according\nto Pater, ten thousand experiences and all modes of thought and life.\nhis peasant\n\n;\n\nAnd so, dormant impulses and sleeping activities may be aroused by\nwe may discover,\nand duty may be\nharmonized, and beauty made interpreter of goodness and truth.\nConcerning the technical values I quote from Emerson that \" man\nAnd most freis only half himself, the other half is his expression.\"\n\na revelation of what\n\nnot only what we\n\nis\n\nlike,\n\nworthy and what\n\nis\n\nworthless\n\nbut what is worth liking\n\n;\n\n;\n\ntaste\n\n:\n\nquently the latter half is painfully unable to give utterance to itself.\n\nThe\n\nseparation between abilities of conception and perception, and those of\nexpression, is wide.\n\nAs someone has said\n\n:\n\nThe thought that most thrills our existence is one\nWhich, before we can frame it in language, is gone.\nIn order to sharpen the tongue or make facile the pen, to every youth\nis\n\ngiven, for study, examples of masters who have excelled in the use of\n\nwritten and spoken language.\n\nAnd, to appreciate musical composition\nand harmony, we are trained to repeat the melodies of a Bach or Wagner.\nIn like manner, to render practical the powers of pictorial expression, the\n\nmind must be saturated with the excellencies of a Raphael and an Angelo,\na Rembrandt and a Millet.\nRuskin wrote that \"the more extensive your\nacquaintance is with the works of those who have excelled, the more\nextensive will be your powers of invention ; and, what may appear\n\nstill\n\nmore like a paradox, the more original will be your conception.\" William Morris Hunt has said practically the same thing.\nNow, intimacy with products of brush, crayon, or pencil can in no\nway be so well cultivated as by the effort to reproduce. This does not\nmean to argue for one moment that servile copying is healthful. The\nbenefit lies in\n\nthe study of methods, and, as\n\nabove, the\n\nborrowing of\n\nanother's eyes for awhile to give training in the task of elimination and\nselection.\n\nTo see what another has done, and thereby in some degree to\n\nunderstand the range of possibilities, and the manner of their accomplishment, is of immense value to the amateur.\n\nAn urchin of Phil May's or Edith Farmiloe's, to illustrate vitality in\na line\n\n;\n\na reproduction from Gibson, to show daftness in handling ; a study\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nSl6\nof\n\nRoss Turner for flowers and foliage\n\n;\n\nOr we may study a Millet for composition\ndark effects\na Michael\n\n;\n\nof Pennell for a street\n\nRembrandt for\n\na\n\n;\n\nscene.\n\nlight and\n\nthe Japanese for their beautiful arrangements in notan\n\nAngelo for magnificent lines.\n\na bit of concentrated expression, as\nin this, vivid\n\n[Art\n\nsun\n\neffects\n\nit\n\n;\n\nor\n\nAnd so the student finds here\n\nwere\n\n;\n\nthere an effect of texture ;\n\nand atmospheric qualities\n\n;\n\nin that, a lesson in\n\nperspective.\n\nOr, again, the same instruction\nother fields of art, as\n\n:\n\nmay be had from reproductions in\n\nto gain ideas of good proportion\n\nfrom a picture of\n\nthe Parthenon or of graceful line from a Gothic arch, or from a Greek\n\" Victory \" or of space arrangement from a Venetian facade or Giotto's\n;\n\n;\n\nTower.\nPicture study is therefore valuable in placing before young minds the\n\nteachings of great men\n\nwho have been able to present their lessons in\n\nsimple and attractive form, easily understood and gladly studied.\ndelineations of great themes inspire thought and a desire for truth\noutlines of figures\n\nand\n\nfaces shine with goodness\n\nTheir\ntheir\n\n;\n\nand spirituality\n\n;\n\nand\n\ntheir combinations of line and space, shade and shadow, satisfy the yearn-\n\ning for that which pleases and delights the eye.\nIt is also practical\n\nin the union of the beautiful\n\ncombination of the theory and practice of\n\nand useful,\n\nin the\n\naesthetics, and in exciting a\n\ndesire to create as well as to copy.\nIt is in a double sense cultural\n\nand educative.\n\nTHE RELATIVE VALUE OF BRUSH AND PENCIL AS\nMEDIUMS OF EXPRESSION\nMISS BONNIE SNOW, SUPERVISOR OF DRAWING, MINNEAPOLIS, MINN.\n\nThere has been during the last two or three years a great wave of\nenthusiasm for the use of the brush and color, which has swept over the\neducational world and whose influence has been felt in nearly every city\nand town where drawing is included in the public-school course of study.\nTeachers and pupils alike have caught the infection. The school exhibits\n\ndisplayed in educational conventions during the last two years have been\n\nOld courses of study have been neglected, and\nfundamental and of\ngreat, importance have received recently little or no attention because of\nthe emphasis given to the new medium.\nNo one can doubt, in the face\nof such overwhelming evidence as to the delight of the children in this\nnew work, that it possesses immense educational value. No one who has\nexperienced its phenomenal development, its influence on the attitude of\nthe children, not only toward their work in drawing, but in many instances\nalmost entirely in color.\n\nmany\n\nprinciples of drawing formerly considered\n\n"}
{"page": 529, "printed_page": null, "text": "RELATIVE VALUE OF BRUSH AND PENCIL\n\nDepartment]\n\ntoward their whole school life, can question\n\nits\n\n517\n\nright to a large place in\n\nthe adjustment of our curriculum.\n\nHowever, without becoming unduly critical, it will do no harm to take\na calm and retrospective view of what we have been doing for the last\n\nyear or two, with a view of determining whether or not\ncarried too\n\nfar,\n\nwe have been\n\nthru our love for color, and whether we have held fast\n\nthat which is good in our effort to prove all things.\n\nThe Minneapolis exhibit of pupils' work which hangs in an adjoining\nroom may properly be considered an illustration of half of the subject\nthe value of the brush as a means of expression.\nIt may\nannounced\n\n—\n\nalso be taken as typical of the character of work resulting from this wave\n\nand the brush. It bears witness to the intense\nby children and teachers, and it also\nstands as a living example to be pointed at by the more conservative of\nour friends who are lifting a warning voice against what seems to them\nthe overwhelming predominance given to the brush as a tool in the hands\nWhile it\nof children, and who loudly regret the passing of the pencil.\nis possible, and very likely probable, that our enthusiasm for color has\ncarried us too far away from the standards, the methods, and the instruments of the past, we must remember two things\nof enthusiasm for color\n\ninterest taken in the new medium\n\nFirst, to fall very much in love with an idea, to be greatly influenced\nby it, to be what is called entirely carried away with it, is not in itself a\nbad thing; it is a very good thing, even if, while under the spell and\ncharm of this idea, we are not always as coolly judicial as when the fire of\n\nTime, tide, and the resistless influences of\n\nenthusiasm has died down.\n\npassing events can be depended upon to correct extremes.\n\nIt really is\n\nwe\nconsummation devoutly to\n\nbetter to have loved and lost than never to have loved at all ; and, if\n\ncan\n\nstill\n\nlove without losing, surely 'twere a\n\nbe wished.\nSecond, we cannot but perceive that the objections to the too exclusive\nuse of the brush come mainly from those interested in the publication of\n\ndrawing-books and from the manufacturers of pencils.\n\nThe inference is\n\nWe do not say that the objections come solely from these\nsources, or that such objections are not without foundation.\nWe believe\nobvious.\n\nthat they contain something more than the elements of truth, and\n\nit\n\nis\n\nthe purpose of this discussion to look at both sides of the question, to\n\nadmit the weaknesses and omissions of the work of the last year, and earnestly to seek for that which will strengthen it and make it more complete.\n\nWe must remember, however, that it is not really the brush or the pencil,\nwater-color or charcoal, pen or pastel, which\n\nis\n\nof the slightest conse-\n\nquence, except as they concern the happiness and well-being, the usefulness and open-mindedness, the proper culture and development, of that\n\nmost interesting organism\nus especially\n\nin the created\n\nremember, then,\n\nhis interests\n\nworld\n\n— the\n\nand desires\n\nlittle child.\n\n—\n\nLet\n\nhis needs, his\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5i8\n\ndifficulties and dangers\n\n— and be sure that whatever\n\nis\n\n[Art\n\nbest for him is best\n\nfor the course of study which he shall pursue, is best for his community\n\nand for his race.\n\nhuman\n\nScientific people tell us that a child is a very different sort of\n\nHe has a very different nervous organism, and he\nuses very different sets of muscles.\nWe know that he requires food of a\nbeing from a man.\n\nvery different nature\n\n;\n\nthat certain faculties of his mind, as well as func-\n\ntions of his body, are not developed in early life.\n\nWe are discovering\n\nthat certain occupations which require the exercise of large muscles are\n\nbetter for him than those which force the action or growth of the smaller\n\nand finer muscles.\n\nFor instance, he may throw balls, pound nails, model\n\nin large masses of clay, or write\n\non a blackboard with a large piece of\n\nchalk, employing in all these activities the larger muscles of the hand and\n\narm.\n\nHe must not write with a pen, or set fine stitches with a cambric\nHe must do things in a\n\nneedle, or string tiny beads upon a tiny thread.\nlarge way, and out of this largeness\n\nand generosity will come\n\nin time a\n\nlove of beauty in a more finished state, the desire for skill and perfection,\nattainable when the proper time comes, because of flexibility in mind and\n\nmuscles which have not become deformed, stiffened, or cramped by misdirected effort.\n\nThere is a time for all things, but the time for technical\n\nprecision, for accuracy of form, for beauty of line if you like, is not in the\nearlier years.\n\nWe all admit the theory, but we are sometimes unwill-\n\ning to stand by the outward and visible results of the free and untram-\n\nmeled expression of little children. We want them to draw better,\nforgetting that an ounce of honest and heartfelt expression is worth\nseveral cartloads of accuracy which is the result of imitation, or which lacks\nthe flame or fire of an ardent interest.\nability\n\nand\n\nsincerest\n\nI\n\nhave an artist friend, a\n\npurpose, trained in\n\nacademician ia the fullest sense.\n\nthe\n\nOld World\n\nman of\n\nschools, an\n\nHe is very much interested in art, but\n\nhe has not an intimate knowledge of the workings of the child-mind.\n\nHe visits our school exhibitions annually, and, with a ludicrous expression of interest, mystery, and doubt, gazes at the marvelous life-drawing\nof the youngest pupils in the illustration to some such idea as this\n\" Forth into the forest straightwayAll alone walked Hiawatha.\"\n\nHe is greatly troubled because Hiawatha is so much bigger than the trees,\nand because, tho unmistakable action is expressed as Hiawatha walks with\ndecision and boldness, the length of his forward limb is out of all proportion to the rest of his anatomy.\n\nMy friend begins to criticise, to analyze.\n\n\"But what of that?\" we say. \"Are you not teaching them to draw?\" he\nWe tell him we hope and believe that we are, but at this particular\nasks.\nstage we are doing our best to fill him with a desire to express, and we\nhave faith that as a natural concomitant to this desire and\n\nits\n\nattempted\n\nexpression will come, not only the willingness, but the eagerness for more\n\n"}
{"page": 531, "printed_page": null, "text": "Departmeml\n\nRELATIVE VALUE OF BRUSH AND PENCIL\n\naccurate knowledge concerning proportions and forms.\n\n519\n\nIt is a part\n\nof\n\nthe teacher's office to lead children to become dissatisfied with their ideals,\n\nand to furnish the necessary ways and means for more definite and particular study, when the proper time comes.\n\nDrill\n\nand emphasis upon line and form are extremely valuable and\n\nabsolutely necessary in later years, and\n\nit\n\nhere that the pencil has a\n\nis\n\nvalue that should not be slighted or overlooked.\nIt\n\nhas not been our experience, however, that our emphasis of the\n\nbrush and color has detracted from the average of accuracy in the representation of form, proportion, character, or growth.\n\nthe reverse been true.\n\nRather, I think, has\n\nThe nature-drawing has never been so satisfactory\n\nas since the introduction of color as a medium.\n\nWe have tried to impress\n\nupon the children the truth that the lesson with color or ink-wash is no\nless a drawing lesson\n\nbecause of the fact that the brush\n\npeople who insist that drawing pure and simple\nexclusive use of the brush must\n\nis\n\nis\n\nused.\n\nThe\n\ninjured by the too\n\nremember that nowhere\n\nis\n\nthere such\n\nrefinement, such feeling, such absolute truth and simplicity of line, as\n^fith the Japanese, and with\n\nor tool.\n\nthem the brush is the almost universal medium\n\nProbably this is because the brush most readily responds to the\n\nslightest pressure or emotion of the artist.\n\nIt has been called the\n\nmost\n\nsympathetic medium, recording as it does the almost unconscious feeling\nexperienced by the worker.\n\nThat medium which offers the\n\nleast resist-\n\nance, which places the slightest barrier between the child and his expression, seems most desirable.\n\nHowever, it\n\nis\n\nknow how to\nThe carpenter must\n\nextremely convenient and necessary to\n\nuse the pencil, particularly in a utilitarian sense.\n\nneeds be familiar with its manipulations, in hastily and accurately sketching his working drawings upon a pine board.\nhis ready pencil,\n\nnotebook\n\nThe illustrator must wield\n\nhand, in catching a likeness, a fleeting\nexpression, or in recording an important arrangement or situation.\nThe\nin\n\ntraveler or the cultivated \"tramp\" cannot conveniently be burdened with\ncolors,\n\nbrushes, and\n\npalette.\n\nThe dressmaker makes more\n\neasily\n\na\n\nsimple sketch with pencil giving her idea of the proposed \"new creation.\"\n\nThat the pencil is a convenient, a useful, and an extremely practical\nmedium, no one will for a moment question. That it is capable also of\ngreat artistic possibilities, witness the sketch-books and studies of Raphael,\nof Millet, of Sargent.\n\nCertainly it is an excellent and convenient medium for use in schools,\nbut because it is good in its place, and because it is convenient, are not\nsufficient reasons for its exclusive use.\n\nIt\n\nis\n\ngenerally found that the\n\ntruth lies in neither extreme of a proposition, but abides in the vicinity of\nIt seems to me that the question for debate\nshould be, not. The brush versus the pencil as a medium of expression, nor\n\na point half way between.\n\neven. In what grades should the brush be used ? but rather. Under what\n\n"}
{"page": 532, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n520\n\n[Art\n\ncircumstances is the brush more fitting than pencil, pen, or chalk as a\n\nmedium of expression ?\n\nI can more easily discuss this form of the quesyou will allow me to refer to the course of study pursued in the\nschools where I find my field of labor.\nIn Minneapolis, altho the work of the department of drawing is in\nmany ways carefully graded, and is controlled almost entirely by means\nof grade teachers' meetings, still it is true that to a large extent the same\nThey do the same things at\nsubject-matter is presented to all pupils.\nthe same time of the year in many instances, altho, owing to the importance\nof relating as nearly as possible the drawing lessons to the other studies,\nthere are of course numerous exceptions to this rule.\nBut in the fall, for\ninstance, we emphasize first the landscape, with all the beauty and vividNever is the sky so beautiful, the trees so\nness of autumnal coloring.\nbrilliant, the soft brown grass with patches of green now and then so\n\ntion if\n\nWhat medium so irresist-\n\nattractive, as in October's bright blue weather.\n\nthe baby-room to the\nproud and haughty senior of the high school ?\nDo you think the landscape too ambitious a subject for little minds and little fingers ? Try it\nChildren draw with delight and vitality\nand therefore with success, so far\nas results are concerned\nthose things in which they are greatly interested.\n\nthen as color, from the youngest\n\nible\n\nartist\n\nin\n\n—\n\n—\n\nThey love the\n\" Great wide wonderful beautiful world,\n\nWith the wonderful water around\nbig and beautiful and\n\nIt is\n\nnot express\n\nit ?\n\nfull\n\nit\n\ncurled.\"\n\nof interesting things ;\n\nwhy should they\n\nWho so appreciative as children of the glory of the\n\nsunset, the beauty of the rainbow!\n\"\n\nMy heart leaps up when I behold\nA rainbow in the sky.\nSo was it when my life began,\nSo is it now I am a man,\nSo be it when I shall grow old\n\n—\n\nOr let me die.\"\n\nThey can be taught to \"drop in\" a cloud effect, to notice and to\nexpress the harmony existing in nature between the local color of the sky\n\nand that of the water beneath it. The \" placid lake \" is never \" deeply\nblue\" when under a leaden sky. Shall they, when so intensely interested\nin the changing color of the season, or in the tender green of returning\nspring, be restricted to the colder, less responsive, and more formal\nmedium suggested by the pencil and its kind ? No one would say so.\nBut even when interested in the landscape, we need not miss the value\nof the pencil in its proper place, for we are quite apt to say to the older\npupil \"Take your pencil and make a line composition, using this charm:\n\ning bit of landscape as a motive.\n\nNotice the curve of that hill, that\n\ninteresting m„ass of foliage in the distance, and the poetic quality of the\n\nshore lirje of tlje lake.\"\n\nA-ncJ so the older intellect reduces, as\n\nit\n\nwere, the\n\n"}
{"page": 533, "printed_page": null, "text": "RELATIVE VALUE OP BRUSH AND PENCIL\n\nDepartmentJ\n\n52\n\nbeauty of the landscape to its lowest terms, rendering it in a more abstract\n\nform without\n\nBut the young child depends on mass and\n\nof value.\n\nloss\n\ncolor and wholeness for his expression, and hence the brush is the better\ntool for him.\n\nIn the representation of flowers, grasses and plants, insects and animal\nforms,\n\nwe use a variety\n\nSometimes, when the shape\n\nmediums.\n\nof\n\nis\n\nstrongly characteristic, as in the heads of grasses, the forms of small\ninsects, etc., we\n\nare glad to employ the brush and ink, making what chil-\n\ndren call shadow-pictures or silhouettes.\n\nThis work\n\nis\n\nvaluable because,\n\ncolor being eliminated from consideration, the child has nothing from\n\nwhich to produce beauty except the representation of absolute truthfulness of growth, of proportion, and of characteristics.\n\nmay,\n\nif\n\nA spray of maple\n\nproperly selected and truthfully represented,\n\ninteresting arrangement of various shapes or masses.\n\npresent\n\nmost\n\na\n\nThe interest of the\n\nwhole is lost if there is wrong proportion, faulty growth, or undue accentuation of details.\nPerhaps there would be danger that a glow of color\nwould hide faults of this kind.\nTherefore it is unfortunate to work\nentirely in\n\none medium\n\nany grade.\n\nin\n\ndifferent ways of expression.\nfor\n\nDifferent characteristics suggest\n\nA certain type of man suggests a fine subject\nAnother of\n\nmodeling or sculpture.\n\ndifferent mold would better be\n\nperpetuated by means of the painted portrait.\n\nanimate and inanimate.\n\nIt is certainly\n\nSo it is with objects, both\n\nnecessary for children, at the\n\nproper stage of development, to come to a definite understanding of the\n\nSuch principles can best be presented by\nmeans of objects of simple form, without distracting any individual variety\nof detail.\nType-solids are good for such studies.\nIt would seem natural\nto sketch from such forms in pencil, where accuracy and precision and\nsomething of mathematical understanding are necessary. No one would\nprinciples of perspective.\n\nthink of representing such things in color.\nor composition, it\n\nAgain, in planning a design\n\nbest to make a pencil outline as a study, correcting\n\nis\n\nand changing such an outline until the requirements are reached. But\nwhen the study is arranged, how natural and desirable to \" wash in \" the\ninteresting tones of color\n\nIn the whole world of industrial art\n\n!\n\npencil is beyond question the most convenient and practical tool.\n\nout doubt\n\nit\n\nalways value\n\nthan the\n\nhas a place with the other mediums employed.\nit\n\nartistic\n\nand use\n\nit,\n\nbut\n\nits\n\nartistic\n\nvalue of the brush, and tho\n\ndisregard the utilitarian\n\nand\n\nvalue\nI\n\nis\n\nthe\n\nWith-\n\nWe shall\n\nadmittedly\n\nless\n\ngrant that we must not\n\nindustrial side of drawing, I do insist that\n\nthe greatest value of that branch of education which this department\nrepresents, nay, more, that the greatest benefit of all branches of education,\nlies\n\nin the\n\ndevelopment\n\nof those faculties\n\nwhich operate most directly\n\nupon the soul of man that help him to become cultivated, and show him\nhow best and most completely to enjoy, not himself, but those things\noutside of and higher than himself.\n;\n\n"}
{"page": 534, "printed_page": null, "text": "MatioNal Educational association\n\n5ii\n\nbelieve, for example, that\n\nI\n\n[Ari\n\nthe studies of literature and art are of\n\nvastly greater value than the study of arithmetic, altho I would not deny\n\nthe necessity of some study of the last named.\n\nme that the use of a variety of different materials or mediOne likes to exercise\n\nIt seems to\n\nums under proper conditions is eminently desirable.\n\none's choice, and later one's judgment, in the selection of the study and the\n\nThe\n\nmanner in which its character and \"personnel\" shall be expressed.\nwider the acquaintance with various mediums, the larger\n\nbe the\n\nwill\n\nexperience and the greater the delight on the part of the children, in\nchoosing.\n\nAcquaintance with a variety of mediums also adds greatly to\n\" We grow,\" says someone,\n\nthe power of children in expression generally.\n\n\"not by virtue of what we receive, but by virtue of what we create and do.\"\nMr. William I. Crane, in the March number of the Philistine, had a\nmost interesting article on the manual-training idea. He calls what he\nhas written \"A Plea for the Education of the Hand.\" Among other\ngood things he says that every man's value to society is exactly proportioned, not to his thinking power, but to his expressional power, and\nhe shows how many and varied are the forms of expression, as evinced\nin the world about us.\nNapoleon expressed his power by means of\ngigantic schemes of conquest, Christopher Wren thru magnificent buildings, Shakespeare in his delineation of human life and human passions,\nBeethoven in sweet symphonies. And common people and common\nlife express their power, or its limitation, no less strikingly.\nThe blacksmith expresses his ability, or its lack, when he shoes your horse, the merchant when he operates in the world of commerce, the lawyer when he\npleads your cause. The expression is great if it proceeds from a great\nman is ignoble if the man is ignoble. Ruskin has the same thought\n;\n\nwhen he says\n\nA man may hide himself from you, or misrepresent himself to you in every other way,\nbut he cannot in his work.\nall\n\nThere be sure you have him to the utmost.\n\nAll that he likes,\n\nthat he sees, all that he can do, his affection, his perseverance, his impatience, his\n\nclumsiness, clearness, everything\n\nmade by a spider\n\n;\n\nif\n\nis\n\nthere.\n\na honey-comb, by a bee\n\nnest wreathed by a bird.\n\nIf\n;\n\nthe\n\nwork be a cobweb, you know it was\n\na wormcast is thrown up by a worm, and a\n\nA house is built by a man\n\n;\n\nworthily\n\nif\n\nhe is worthy, and\n\nignobly if he is ignoble.\n\n\" For\nThere is more than a suggestion of the same idea in Emerson\nall men live by truth and stand in need of expression.\nIn love, in art, in\navarice, in politics, in labor, in games, we study to utter our painful\n:\n\nThe man is only half himself, the other half is his expression.\"\nWhat better can be done for a man than to put him in possession of himself and his God-given faculties?\nIf he thinks and feels, he is bound to\nexpress.\nThe important thing, then, is that he thinks and feels\nor,\nsecret.\n\n—\n\nrather, let us reverse the order\n\nand say that the important thing\n\nis\n\nthat\n\nhe feels, for if he feels rightly it really doesn't make so much difference\nwhat he thinks, nor how he expresses himself.\n\n"}
{"page": 535, "printed_page": null, "text": "Department]\n\nRELATIVE VALUE OF BRUSH AND PENCIL\n\nBut to get back to our topic\nas a means of expression.\n\n— the\n\nrelative value of\n\n523\n\nbrush and pencil\n\nIn educational assemblages of this kind\n\nusually settled, I believe, that everything depends upon the teacher\n\n;\n\nit is\n\nand,\n\nsupposing that it be admitted that the more varied and interesting be the\nchannels and the mediums of expression, the stronger and more complete\n\nbecomes the development of the child, still\n\nit\n\nremains with the\n\nplanner of the course of study to see that the proper means of expression\n\nand the proper exercises are presented at the proper time.\ning for such a course.\n\nWe are look-\n\nWe are looking toward such an end.\n\ngestions come from many sources.\n\nMany sugFrom the things that are known we\n\nmust choose those that seem to us vital.\nThe Minneapolis exhibit is lacking in exercises along industrial and\nutilitarian lines.\nIt is not that we do not appreciate our lack, or that we\nregard as unimportant that form of expression that will be useful in the\ntrades and occupations.\nBut we have felt so keenly the importance of\nthe other side; we have believed that, somehow, the bread and butter\nwould be procured and we desired so much to influence our embryonic\nbread-winners, that there should be something in their lives besides bread\nand butter.\nWe know that a taste for the beautiful once awakened will never be\nsilenced.\nDo you think that the sunset, or the rainbow, or the graceful\nhead of waving grass will ever be without meaning to the rough child of\nthe streets who has once been made to feel their beauty, and to create for\nhimself something of that beauty? Let us cling, then, to that richness\nand life which has come into our work, avoiding the charge of extreme\nsentimentality on one side, and the graver charge of strict utilitarianism\non the other. I myself think there is small cause for alarm in the infection which has been spread abroad in the land.\nRather, I think, is it a\nmatter for congratulation, for this is the reward for him who would, but\nfor this new acquaintance with nature in her most beautiful dress, dwell\n;\n\nin darkness\nthat the ideal shall be real to thee, and the impressions of the actual world shall fall\nlike summer rain, copious, but not\n\ntroublesome to thy invulnerable essence.\n\nThou shalt\n\nand navigation,\nwithout tax and without envy the woods and the rivers thou shalt own, and thou shalt\npossess that wherein others are only tenants and boarders.\nWherever snow falls, or water flows, or\nSea-lord\nAir-lord\nThou true land-lord\nbirds fly, wherever the blue heaven is hung with clouds or sown with stars, wherever are\nforms with transparent boundaries, wherever are outlets into celestial space, wherever is\ndanger and awe, and love, there is beauty, plenteous as rain, shed for thee, and though\nhave the whole world for thy park and manor, the sea\n\nfor thy bath\n\n;\n\n!\n\n!\n\n!\n\nthou shouldst walk the world over, thou shalt not be able to find a condition inopportune\nor ignoble.'\nI\n\nEmerson, The Poet.\n\n"}
{"page": 536, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n524\n\n[Art\n\nTBE RELATION OF NATURE STUDY TO DRAWING IN\nTHE PUBLIC SCHOOLS\nJAMES M. STONE, SUPERVISOR OF DRAWING, WORCESTER, MASS.\n\nThe I shall speak to you from the point of view of the artist and\ndrawing teacher, rather than from that of the scientist or psychologist,\nyet, as a practical teacher,\n\nI\n\nrecognize the necessity of basing\n\nall\n\nour\n\nSome\non sound pedagogical and psychological principles.\nimportant subdivisions of our drawing and certain interesting features of\nour nature study will not be touched upon at all. I shall confine myself\nto such parts of the two subjects as are related, interdependent, and\n\ncourses\n\nWhat I have to say will be said chiefly in the spirit of\nwish to tell you what we are doing in the Worcester\nschools, to point out some of the things we are emphasizing, and to indicate what we may reasonably hope to accomplish.\nWe have carefully\nplanned courses both in drawing and in nature study. The course in\nmutually helpful.\n\nsuggestion.\n\nI\n\ndrawing, tho intended to be\n\nelastic,\n\nquite closely followed by the\n\nis\n\nThe nature-study course, on the other hand, is followed rather\nin spirit than according to the letter.\nThe teachers would gladly do\nmore in this direction, did time and \" the three R's \" permit. Our aims\nare to make the school a place the children become genuinely fond of,\nto make their labor a labor of love, to elevate school life, and thus to\n\nteachers.\n\nelevate life in general.\nIf there be any one\n\nwell\n\nagreed, it\n\nis\n\nthing upon which we, as teachers of drawing, are\n\nthat drawing should be taught as a language, that\n\nit\n\nshould be made an integral part of the curriculum, and be used as a\n\nmeans\n\nof expression.\n\nLet us inquire here\n\ndrawing aids the regular school drawing.\n\nknows a thing until it has been drawn.\nception of form, and retains\n\nit\n\nin\n\nwhat ways nature-study\n\nIn form study one only half\n\nThe mind has a far clearer per-\n\nlonger, after representing\n\nwith clay,\n\nwho could draw, said \"A lead pencil is an\nThe young observer will not see the peculiarities\n\nto his classes only those\n\nexcellent microscope.\n\nit\n\nAgassiz, who admitted\n\npencil, or brush, than after merely looking at it.\n:\n\nof the natural object, nor its graceful beauty, until he attempts to draw it\n\nwith his pencil.\"\n\nobserved facts.\n\nDrawing in nature study is the means\n\nof recording\n\nIn drawing, the pupil finds a language by which he may\n\nexpress these facts, by which he may suggest the variety of local colors,\nthe beauties of light and shade, the grace of movement, and the delicacy\nof modeling.\n\nHis attention\n\nis\n\ndirected to the polished surface of the\n\nplum with the bloom upon it, the fur of the cat, the rough texture of the\nsquash, the delicate petal of the flower.\nEach requires a distinct method\nof treatment, but the qualities of the work are common to nature study and\npictorial drawing, and so far as they are attained in\n\nthe benefit to each is equal.\n\nTechnical\n\nskill\n\nis\n\ndrawing from nature\n\nmaterially strengthened\n\n"}
{"page": 537, "printed_page": null, "text": "Department]\n\nNATURE STUDY AND DRAlViNu IN Pl/BLJC SCHOOLS\n\nby the constant practice\n\nof\n\nnature-study drawing.\n\n525\n\nIn order that the\n\nchild shall reap the greatest benefit from this work, he must acquire such\n\na mastery, he must by intelligently guided practice become so proficient,\n\nembodying form with the\nsame freedom and readiness as he would express an idea in a written\nsentence.\nAnd, as drawing is helped by the study of nature, so in turn\nnature study is aided by drawing.\nDrawing in nature study is an\ninterpretation, a translation of certain facts, aspects, and qualities into\nanother language.\nIn addition to being a means of expression, it adds\nthat he can express with his pencil a thought\n\nan important pictorial feature to the work.\n\nIn\n\nmany observations of\n\nphysics and biology the illustrations form the most important part of\nthe record.\n\nIndeed, it would be impossible to\n\nmake a complete record\n\nwithout the illustrations.\n\nIn our nature study we do not try to make excursions to the stars, we\ndo not try to penetrate the unknown but the teachers are advised to\ntake desirable examples of nature just as they find them, near at hand, and\ndo the best they can with them. It is surprising to see how much the children will discover, even those living in the most densely populated parts\nof the city.\nThe spring is the season for preparing the tree, bird, and\nfloral calendars\nfor gathering frogs', toads', salamanders', and fishes'\neggs, for observation in the schoolroom and it is the time to observe and\ndraw the swelling buds, the expanding flowers, and the growing leaves.\n;\n\n;\n\n;\n\nThe schoolroom may be made to reflect the season in its myriad activities\nand in the pulsations of its new life. The objects collected may be\narranged in their proper environment for development and observation.\n\nSome of the interesting details of early spring work are the formation of\nbird clubs, the members of which watch for the new arrivals, interest\nthemselves in the protection of the birds, make and put up bird -houses,\nand put out twine and cotton for the birds to use in building nests. The\nmost favorable season for studying the birds immediately follows, when\nthey are mating, nest-building, and raising their families.\n\nIt is difficult\n\ndraw from. When tamed or caged, it is\nseldom that the children can draw from them to advantage. As a\nresult, in the bird study, most of the drawings are copied from colto get wild birds as models to\n\nored prints.\n\nThis\n\nis,\n\ning and familiarizing\n\nof course, unsatisfactory, but\n\nthe\n\nafter the summer visitors\n\nchildren with\n\nhave\n\nleft\n\nus,\n\nthe\n\nit\n\nbirds.\n\nassists in interest-\n\nIn\n\nthe\n\nautumn,\n\nthe nests are gathered, identified,\n\nand drawn.\nIn connection with our study of birds, pretty incidents are constantly\noccurring, one or two of which I must tell you.\n\nA teacher in one of our\n\nsuburban schools was interested in birds, and so the children became\nmuch interested also and for three successive years there have been two\n;\n\nbirds' nests in the grounds, not more than twenty feet from the building.\n\nLast June a family of young robins was raised on a\n\nrail\n\nof the fence,\n\n"}
{"page": 538, "printed_page": null, "text": "kATIONAL EDUCATIONAL ASSOCIATION\n\n526\n\n[Art\n\nwhere every child in the school could go and see the eggs and the young\nLast year a pair of vesper sparrows raised a family\n\nbirds every day.\n\nunder a tuft of grass close beside the schoolhouse the year before a pair\nof chipping 'sparrows raised their brood on a little rose bush, the nest\nbeing not over two feet from the ground and for a number of years a\npair of orioles have built their nest and brought up their young on an\n;\n\n;\n\nelm in front of the schoolhouse.\n\nA not uncommon scene, in the case of\n\nthe sparrows, when the young birds were still in the nest, was the children\n\nseated in groups on the grass and tossing crumbs from their luncheons to\nthe mother bird, who would fiy to and from the nest, feeding her hungry\noffspring.\n\nThe observation and drawing of the germination of seeds, such as the\nseeds of our common trees, at different periods of their development, are a\npretty exercise for children, and may be co'nveniently begun in the school-\n\nDr. Hodge, of Clark University, often in springtime takes a bag\n\nroom.\n\nof chestnuts, peach, plum, or cherry stones, and visits a number of schools,\n\noffering the seeds to such scholars as will promise to plant them and care\nfor the young trees.\n\nThese nuts are swelled and started\n\nin earth put\n\ninto small boxes in the schoolroom, where they are watched in their\n\ngrowth\n\n;\n\nnotes and drawings are made at various periods of their develop-\n\nment, until they reach a height of six or eight inches, when they are taken\n\nhome by the children, set out, and taken care of.\nwhen\n\neating\n\nfruits, to\n\nChildren are asked,\n\nsave the seeds and plant them, each child being\n\nurged to choose from among the various kinds of trees, plants, shrubs, or\nvines the two he is most fond of, and to study them thru the year.\n\nThis\n\nstudy consists in observing the tree, plant, or vine regularly, making notes\n\nand drawings at various periods, especially at the time of the development\nof the leaves and flowers, and again at the time of the maturity and distribution of the seeds. Our common garden plants, annuals and biennials,\nare studied in this way, until the children become familiar with their ways\nIn some of our\nof life, as they are with the Mother Goose melodies.\nschools the pupils have been interested in finding all our native shrubs\nand setting them out along the fence on one side of the school yard, on\nanother side collecting and setting out all our native vines, on a third side\nall our best fruit trees, and on a fourth all our evergreens.\nIf typical phenomena are selected from the immediate environment\nof the children, they may be set to work watching these phenomena and\nrecording their observations without realizing that they are doing anything but enjoying themselves.\nInsects that pass thru a metamorphic\nstage, such as the butterflies, moths, dragonflies, and beetles, are interesting to children\n\nif\n\ntheir life-stories are followed to the end.\n\nIn\n\nmany\n\nschoolrooms in the spring and early summer you will find every child has\na small bottle on his desk containing a little branch with fresh green leaves\n\nand young caterpillars feeding on them.\n\nIf\n\nyou ask the children what\n\n"}
{"page": 539, "printed_page": null, "text": "Department]\n\nNATURE STUDY AND DRAWING IN PUBLIC SCHOOLS\n\nthey are doing, they will\n\ntell\n\n527\n\nyou they are studying the life-history of the\n\ntent caterpillar, and if you ask how far they progressed, they will refer to\n\nshow you notes and sketches illustrating their obserup to date. Or, in other schoolrooms, you will note some jars\nstanding on the window sills, and partly filled with water, in which floats\na gelatinous substance\nand if you ask what that is, you are told it is\nfrogs' spawn, or toads' spawn, or fish spawn, as the case may be\nand if\nyou inquire how these different spawns are distinguished the one from\ntheir notebooks and\n\nvations\n\n;\n\n;\n\nthe other, your attention will be called to the peculiar forms of\n\nthe\n\nsubstance in the jars, and very likely a boy will step to the blackboard\n\nand draw a sketch of a mass of toads' spawn in order to make clear its\ndistinctive characteristics.\nI think you will agree with me that to have\nthe real fish present in the aquaria is a vast improvement on the methods\nof the German teacher who during a lesson makes a drawing of a fish on\nthe board, and has the scholars make copies of his drawing.\nFor under\nour system the children are able to examine the fish for themselves, making their own notes and drawings at first hand.\nThe classification of parts of plants and animals according to similarity of form, character, and function, and the study of these in groups,\nmay be made a profitable and pleasant part of the nature-study course.\nSome of the things to be thus observed are oak and maple leaves, the\nvarious kinds of grain, garden biennials, spring and autumn flowers,\nseeds, the teeth of carnivora, eyes and claws of the cat family, feet of\nswimming birds, etc. Drawings can and should be made from nature in\nmost cases. In all these studies the children are taught that the drawings are as important a part of the record as the notes, and they are made\nin the same spirit.\nOne of the charming results of nature study is the familiarity which\nchildren acquire with the many kinds of animal life from which they are\napt at first to shrink.\nFor instance, do you suppose the little girl who\nhas seen on her own desk and on her companions' desks the moth pass\nthru its metamorphic state, from the egg to the devouring caterpillar,\nfrom the caterpillar to the dormant chrysalis, and from the chrysalis to\nthe perfect moth, will cringe, shriek, and go into hysterics if a caterpillar\ncrawls upon her?\nOh, no. It is no uncommon thing to see the caterpillars crawling around on the children, who pick them up and set them\non their branches, and make no more ado about it than they would about\npicking up a handkerchief or wiping a pen. ,\nThis familiarity, the interest in and kindness toward the life about\nthe children, we believe, cultivates a better temper, kindlier feelings, and\na gentler spirit.\n\nAnd this is our aim, to make school life a pleasure, to\n\ncultivate an interest in the beautiful and interesting things of life, and by\n\nthese means to bury the unlovable qualities of the child so deep that they\nwill not in after-life com? to the surface,\n\n"}
{"page": 540, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n52 8\n\n[Art\n\nIn our design work the children are taught to go to nature for everything, and every design has a purpose.\n\nMany of the things decorated\n\nare common things, such as the children see about\nas\n\nthem\n\nhave pleasing associations connected with them.\n\ndaily, and such\n\nIn ornament and\n\ndesign everything depends upon the spirit in which the decorator goes to\nnature.\n\nHe may treat his motif in such a way as to be quite in the spirit\n\nof nature study; and, on the other hand, he may make a design in quite\n\nthe opposite spirit.\n\nA design from nature may be realistic or it may be\n\ndecoratively treated.\n\nIn Egyptian ornament taken from plants we recog-\n\nnize the perfect individual plant\n\nand where it grew.\n\nThe floral\n\nparts of\n\nGothic ornament which were taken from nature were copied in much the\n\nsame\n\nThe most naturalistic type of ornament is that of the\nThey start quite frankly from nature, copying natural forms\n\nspirit.\n\nJapanese.\n\nas closely, apparently, as their skill and the conditions under which they\n\nwork\n\nadmit.\n\nwill\n\nOrnament must never run wild.\n\nThere must be a\n\nmanifest restraint, an order, even in the midst of apparent confusion,\n\nproducing restfulness and dignity.\n\nIn good ornament everything\n\nis\n\ninspired by nature, but it is compelled into ornamental form, and is made\nto conform\n\nmore or\n\nThe principle of selection\nOne can hardly conceive any motif which is not\n\nto the necessities of decoration.\n\nmust be adhered\nless\n\nto.\n\nmodified by considerations altogether apart from\n\ndescription of the natural forms.\n\nIn\n\nall\n\nliteral\n\napplied designs there is some-\n\nnon -natural. The perfect\nexample is what is required as a model it must then be designed into its\nplace, conventionalized, and adapted to its purpose.\nIn this process the\nsubject or example loses its individuality.\nThus decorative design is the\nexact opposite of nature study.\nBut in the lower grades, where the\ndecorative work consists of little more than arranging natural forms to\nproduce decorative effects, these two courses need not conflict. As long\nthing, let us say, not contrary to nature, but\n;\n\nas\n\nthe student aims at the perfect thing, he remains in harmony with\n\nnature-study principles\n\n;\n\nbut as soon as he acts according to the preroga-\n\ntive of the decorator, selecting, arranging, and\n\nadapting, he parts company with nature-study principles. As soon as the scholars in the higher\ngrades study historical ornament and the principles of decoration, they\nmust understand that they go to nature for decorative elements in a different spirit from that of nature study.\nIt is the function of the teacher\nto lead the child to nature as the great storehouse of material for his use,\n\nand to show him how to use it in diverse ways\n\nfor the varied\n\npurposes\n\ncalled for by society.\n\nEducation in color we regard as very important. Color as a source\nenjoyment opens up new avenues of pleasure; it is an essential element in decoration, and is an important feature in drawing and nature\nstudy.\nThe aim in the lower grades is to educate and refine the color\nperception.\nIn the higher grades the theory of color is taken up.\nBut\nof\n\n"}
{"page": 541, "printed_page": null, "text": "Department]\n\nNATURE STUDY AND DRAWING IN PUBLIC SCHOOLS\n\n529\n\neverything is based on nature, both in practical work and color theory.\n\nWe make autumn the special season for. taking up the color work.\ncountry is then teeming with color, and nature\n\nThe\n\nattire.\n\nanalysis of the colors in\n\nfull of interest.\n\nis\n\nThe\n\ndressed in her gayest\n\nplants, birds,\n\nand\n\ninsects is then\n\nThe harmonies based on the relation of colors to each\n\nthe solar spectrum, form an\nscheme of study. This, with some knowledge of\nprincipality, and the light and dark effect in design, supplies the elementary principles.\nIn teaching the theory of color the drawing teacher finds\nhimself at a disadvantage, because there are no fixed standards generally\naccepted by educators. Artists and scientists are at variance as to the\nprimary colors. Certain French painters are working on pseudo-scientific\nother, or the order in which they occur in\n\nexcellent basis for a\n\nlines,\n\naccepting the\n\nwhether\n\nthis\n\nray-of-light\n\ntheory, but\n\nit\n\nis\n\ntoo early to predict\n\nmovement is destined to result in the general adoption of\n\nthe scientific theory of color.\n\nIt seems safe to assume,\n\nhowever, that the\n\ncolor teaching in the public schools is not likely to be affected by it for a\n\nlong time to come.\n\nWhile we aim to correlate drawing with every other branch of study,\nit with nature study seems desirable.\n\na specially intimate association of\n\nIn every large grammar building a room should be set apart for the purposes of art and nature, thus enabling the teachers to have departmental\ninstruction more successfully carried on.\neral\n\nreceptacle for things\n\nnature.\n\nof\n\nThis room may become a gen-\n\nbeauty and\n\ninteresting\n\nspecimens from\n\nAll drawing material, works of art, potted plants, aquaria, vivaria,\n\nand breeding cages, etc., would here be stored. Such a room, with its\ncollections, would furnish a vast amount of material for the drawing as\nwell as the nature study.\n\nIn this work of drawing we have a variety of materials.\n\nIn the lower\n\ngrades the pupils use clay, drawing-pencils, charcoal, and colored pencils.\nIn the higher grades water-colors are added to the equipment.\n\nrendering of form, clay is by far the best medium.\nvery satisfactorily represented with\n\ncolored pencils.\n\nWhere\n\nthe\n\ncommon\n\nFor the\n\nMany things can be\ndrawing-pencil\n\nand\n\nlarge masses of color are required water-color\n\nwill be found most satisfactory.\n\ndo only one kind of art work in a school, as it is\none kind of material. In New\nEngland, during the last few years, we have witnessed some amusing\noscillations of the fads\ndrawing teachers have swung swiftly from one\nextreme to another, at one time casting aside all books, whether for\nIt is a mistake to\n\nalso to try to do all kinds of work with\n\n;\n\nteacher or pupils; at another time holding high carnival in water-color\npainting.\n\nJust now some of the drawing teachers are recovering from a\n\nsevere attack of Japanese notan.\n\nThe prospect ahead is serene, and, if\n\nthe faddists present nothing very alluring, we shall have an opportunity\nto devote ourselves to the highest interests of the children.\n\nMany have\n\n"}
{"page": 542, "printed_page": null, "text": "530\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Art\n\nalready discovered their errors, and have adopted the broad course of\n\nmaking drawing correlate with every study possible, vying with language\nWe in Worcester still continue to teach clay- modeling; we have\nnot thrown away our type-solids drawing-books are still used by the\nchildren, and drawing manuals are found convenient by the teachers and\nwe still find the lead-pencil a good tool with which to draw.\nitself.\n\n;\n\n;\n\nAnd now, in conclusion, let me quote the words of President Hall of\nClark University, in relation to nature study.\n\n\" Cast out,\" he says, \" the\n\nthings you hate and fear, and develop the things you love and are interested in.\"\nI\nI would that we might respond to this great human note.\nwould that we might attack these subjects in a real joy-seeking, feardestroying spirit, teaching the children to love and protect the useful and\nbeautiful, and perhaps destroy the noxious.\nIn preparing our courses,\nlet nature and art pervade them.\nThe great diversity of life to be found\nin nature appeals to the young with all-absorbing interest.\n\nLet us recog-\n\nnize their natural interests, let us enlist their finest sympathies, let us\ncultivate in them the spirit of artistic appreciation, let us lead them to an\n\nintelligent discrimination\n\nthings and things lovable\n\nbetween beauty and ugliness, between hateful\nand thus we shall make the schoolhouse, not\n;\n\nhuman\nThe awakening of the child's higher\nspiritual powers, the opening up of new avenues of enjoyment, the wise\n\nonly a place of learning, but also a place where the very finest\ninterests and instincts are fostered.\n\ndevelopment of the sense-activities, will lead\n\nto enlarged observation of\n\nbeauty in nature and in art, and the cultivation of better possibilities of\nusefulness to others.\n\n"}
{"page": 543, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July ii, 1900\n\n..\n\nThe department met at 3 30 p. M. in Circular Congregational Church, with Presi:\n\ndent Herbert Griggs, of Denver, Colo., in the chair.\nCorporal David Cross sang a baritone solo, \" The Palms,\" accompanied by the First\n\nUnited States Artillery band under the leadership of Professor Gustav Koitzsch.\n\nA paper on \" Common-Sense as an Aid to th& School-Music Supervisor \" was read\nby Sterrie A. Weaver, Westfield, Mass.\nMusic\na cornet solo, \" Because \"\nby Sergeant M. Sullivan.\nMr. Weaver's paper was discussed by N. Coe Stewart, of Cleveland, O.; C. H, Congdon, of Chicago, 111.; Professor Hansom, of Charleston, S. C; B. C. Davis, of Atlanta,\nGa.; N. L. Glover, of Akron, O.; A. J. Gantvoort, of Cincinnati, O.; and President\n\n—\n\n—\n\nGriggs.\n\nThe following Committee on Nominations was appointed:\nSterrie A. Weaver, Westfield, Mass.\n\nA. J. Gantvoort, Cincinnati, O.\nMiss Mae E. Schreiber, Madison, Wis.\n\nAdjourned.\n\nSECOND SESSION.— Thursday, July 12\nThe session was called to order by President Griggs at 3 30 p. M.\nMiss Annie Hanley, of Charleston, S. C, was introduced, who sang a solo, \" Asva,\"\n:\n\nby Rubinstein.\nC. H. Congdon, of Chicago, 111., read a paper on the affirmative of the question,\n\"Should Music in the Public Schools be Taught from the Song to the Exercise ? \"\nMr. Waitt, of Charleston, sang a baritone solo.\nSuperintendent W. B. Powell, of Washington, D. C, opened the discussion of Mr.\n\nCongdon's paper, supporting the\n\naffirmative.\n\nColo., followed in a negative argument.\n\nSuperintendent Aaron Gove, of Denver,\n\nC. H. Congdon, A. J. Gantvoort, William B.\n\nPowell, N. Coe Stewart, and B. C. Davis joined in further discussion.\n\nThe Committee on Nominations submitted a report recommending the election of the\nfollowing officers\nFor President\nFor Secretary\n\n— A. J. Gantvoort, Cincinnati, O.\n— \"A. W. Gray, New York, N. Y.\n\nThe report of the committee was adopted, and the officers named declared elected\nfor the ensuing year.\n\nAdjourned.\n\nH. W. Gray,\nActing Secretary.\n\n531\n\n"}
{"page": 544, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n532\n\n[Music\n\nPAPERS AND DISCUSSIONS\nCOMMON-SENSE AS AN AID TO THE SCHOOL-MUSIC\nSUPER VISOR\nSTERRIE\n\nA.\n\nWEAVER, WESTFIELD PUBLIC SCHOOLS, WESTFIELD, MASS.\n\nMany a frog, hard pressed for breath, and perhaps tired of swimming,\nhas been lured by a sunlit stump to emerge from the water and, squatting\n\nupon the projection, voice his contentment in a guttural song. Alas! for\nthe enjoyment of that frog.\nThe small boy comes along, and, recognizing his inalienable right and pious duty to throw stones, ejaculates, \"What\na shot \" and proceeds to stone the frog. It is useless to read that strange\nanimal called a boy a lecture upon the crueltyof stoning frogs, and just\n!\n\nas useless to tell the frog to stone the boy.\n\nBut the frog can slide\n\noff\n\ninto the water and thus shield himself; next time rising to the surface for\n\nbreath in a more secluded spot.\n\nIn fact, might he not as well stay under\n\nwater and die for want of breath as to\n\ncome to the surface and be stoned\n\nto death ?\n\nA certain percentage of small boys grow to be large boys, yet the irresistible\n\nimpulse to throw stones when they get a good shot never leaves\n\nthem.\n\nPerhaps one develops into a first-rate musician, and, plodding the\n\nEver\nand again he is sure to find a capital shot in someone who has tired of\nthe common walks of life, and has thought to arise to the surface, and has\nWhen\nsecured the much-coveted position of school-music supervisor.\nsuch a school-music supervisor fails to get results from his work he\nbecomes a good mark for the musician's sarcastic criticism or out-andpaths of his professional duties, sees a good shot and shies a stone.\n\nout attack.\n\nThe supervisor who is\n\nthus attacked, and cannot defend himself by\n\nproving the accusations of his enemies false and undeserved, would display\n\ncommon-sense to slide off from his public position and seek seclusion in\nthe private walks from which he came.\n\nThe disposition of so many school-\n\nmusic supervisors to show the white feather, and appeal to the public for\n\nsympathy which they do not deserve, exhibits more weakness than commonsense.\nSeldom, indeed, is the attack upon their lack of knowledge of\nmusic, but upon their dearth of sense. Would thit a supervisor's exchange\nmight be set up where they might barter knowledge of music for a\nreasonable amount of common-sense.\nIf some large doses of the emotional and the aesthetic could be exchanged for the power to reason and\nemploy practical common-sense, the results from school music might be\nlarger.\n\n"}
{"page": 545, "printed_page": null, "text": "Department]\n\nIt\n\nCOMMON-SENSE IN SCHOOL-MUSIC SUPERVISION\n\nhas been insinuated,\n\n5^3\n\nnot broadly asserted, that some supervisors\n\nif\n\nhave no more sense than frogs.\n\nIf\n\nthe insinuations and accusations are\n\nunjust, so much the worse for their author ;\n\nand well deserved, let\nand right will\neventually prevail.\nThe senseless manner in which school music is\nhandled must go to the wall, and with the downfall will go the schoolmusic supervisors who are wanting in common-sense. If music is so\npoorly managed that it brings little or no lasting results, the methods, or\nlack of methods, must and will be supplanted.\nThe school-music supervisor who hears this paper and has not in mind an instance of one or\nmany supervisors held in the clutch of some baleful influence that tends\nthe guilty\n\nmembers\n\nof the\n\nif true\n\nprofession tremble.\n\nJustice\n\nto the fattening of his salary at the expense of the best interests of the\n\nschool children is blissfully ignorant of the machinations that predominate in school-music circles today.\n\nThe battle is on, and tho the men and women of ability,- fixedness of\npurpose, lion hearts, and breadth sufficient to lead the van are few and\nfar between,\n\nGod will raise up more of this sort, and school music will be\n\nThe fight for every vacancy will not be made by everyone\nwho hears of it. Church solo singers, pianists, violinists, and orchestra\nemancipated.\n\nleaders will discover that they need special training for the supervision of\n\nschool music, and must not compete without the necessary preparation.\n\nCommon-sense will prompt those within the circle, who mean to remain,\nchange their course and apply a small amount of this scarce commodity to their teaching. At this particular moment, could you have the\n\" What do you\nopportunity of talking back, someone might inquire\nmean by all this? At whom are you hurling these remarks?\" They are\nintended for whomsoever they fit.\nLet us inquire into the reasonable expectations and the actual results\nof music in the public schools.\nHundreds of thousands of dollars are\nto\n\n:\n\npaid for the support of music teaching in the schools.\n\nThis would be\n\ncheerfully done, and as much more appropriated, if results were apparent.\n\nIn the aggregate the amount of precious time devoted, supposedly to the\nstudy of music, is something appalling, when it is realized that it gives so\nlittle\n\nin return.\n\nCompare music with other studies\n\n:\n\nChildren come out\n\nfrom their school lives with the ability to read, write, and figure with a\nknowledge of geography more or less extensive and to these are added\n;\n\n;\n\nmany accomplishments.\nall\n\nWhen 90 per cent, will prove their ability in\n\nthese directions, will not the same percentage assure you that they can-\n\nnot read music ?\n\nWould not plain common-sense prompt every super-\n\nvisor to shudder upon discovering that the results in his special line were\n\nso far below the average ?\n\nIt\n\nis\n\nsomething fearful to contemplate.\n\nFull well I realize how roughly the heavy sleeper must be shaken if he\nis\n\nto be awakened.\n\nIn\n\nfact,\n\nthe majority of school-music supervisors\n\nseem to be in a sleep so deep that they are virtually dead.\n\nWe well know\n\n"}
{"page": 546, "printed_page": null, "text": "534\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nthat it is God's prerogative to awaken the dead.\n\nfile\n\nOur hope lies in arousand women who make\n\nIf the men\n\ning those who do not sleep so heavily.\n\nup the rank and\n\n[Music\n\nof school-music supervisors will rub their eyes\n\nand\n\nmake a desperate effort to arouse and take an honest look at the method\nwhich they employ, or realize the lack of method in what they do, and the\nutter lack of results from their work, things will change.\nThe shackles\nwhich many a supervisor has allowed some undue influence to bind upon\nhim will become too galling, the blanket mortgages will become irksome,\nand the profession will make a mighty effort to emancipate itself. School\nmusic will sing a new song a song of redemption from senseless teach;\n\nWherever music is taught in the public schools, results, and mighty\nIt need not take years to show the results of\nresults, can be obtained.\ncommon-sense teaching. When common-sense is allowed to aid the\neven the children\nwill display enough comsupervisor, the parents\nchange\nfor\nthe\nbetter,\nand will enter upon a\nto\nrecognize\na\nmon-sense\ning.\n\n—\n\n—\n\nnew era.\nMusicians outside the ranks of school-music supervisors will hail the\n\nimprovement and stop throwing stones in order to use both hands in congratulating the supervisors for the preparatory work done in the schoolroom, thus lightening the task of advance teaching along all lines. Until\nsuch time as the general run of school-music supervisors employ common-sense, music will languish. The only substantial hope of America\never becoming a musical nation lies in educating the masses thru the\npublic schools.\n\nThe foregoing arraignment of the\n\nprofession\n\nis\n\nbased upon results\n\nTo leave the matter in this way is simply to have\nThe very heading\nuttered words of bitterness which only stir up strife.\nactually obtained.\n\nof this paper assumes that the root of the evil is a lack of\nin teaching music in the public schools.\n\nsome of the things commonly done that\n\nIts\n\ncommon-sense\n\nauthor begs leave to show\n\nare utterly devoid of\n\ncommon-\n\nsense, leaving the decision with you.\n\nAttention is first called to the senseless use of books and charts.\nDoes any teacher need to be told that the chart exercise, or song from the\nbook, loses all its virtue as soon as sung thru a few times ? Is it any\nwonder that supervisors meet in convention and discuss the problem of\nhow to keep up the interest of the singing classes ? How many singing\nlessons in the public-school room amount to more than a number of pages\nwhich are sung over by the class while the supervisor sings with them and\nfor them, lugging them over all difficulties, then leaving these same pages\nto be sung daily until his return ?\nWhy was this particular lesson given\nto the class ?\n\nAlas\n\n!\n\nsimply because the pages designated were the next\n\nin regular order as given in said book.\n\nIf the lesson\n\nbe given from a\n\nchart, can any plausible excuse be given for the constant use of a pointer to\n\nlead the class along ?\n\nAre the children learning anything but to lean\n\n"}
{"page": 547, "printed_page": null, "text": "Department]\n\nCOMMON-SENSE IM SCHOOL-MUSIC SVPERVISIOM\n\n535\n\nupon the strong, never-failing voice of the teacher and the point of that\nIs it not combination of children's voices and teachers' brains ?\nOh! that a huge bonfire might be made of the thousands of sticks, or\npointers, or indexes\ncall them what you will\nthat are employed in\npointing the notes, or in pounding the schoolroom desks to keep the\ntime for the class. They might well be called \" independence killers.\"\nIs it a good principle to lug rather than direct ?\nAs to the vital interest\nstick?\n\n—\n\n—\n\nof the class in the lesson, can a class be expected to have a keen interest\n\nsong that has been sung until it is worn threadbare ? Where the\nsame set of books is used from year to year hundreds of children come\nup to the room with songs all stowed away in their memories. How long\nwould the grade teacher be able to hold a position who was unable to give\ncountless illustrations of the subject in hand ?\nHow about the supervisors,\nto say nothing of the grade teachers under their charge ?\nHow many\nsupervisors, with a lofty air of mock modesty, will tell us they \"make no\npretensions as composers hence they never write exercises for their classes,\nbut select music from the masters\"? Is it necessary for such modest\nin the\n\n;\n\nthey should not pretend\n\nsupervisors to explain that\n\nto\n\nbe teachers ?\n\nNothing in connection with school music looks so utterly ridiculous as to\nsee the pious way in which supervisors purchase books containing rows of\nfigures representing the notes of simple exercises, these to be tranferred\n\nThink of a grade teacher who buys a\nbook containing mathematical problems like, 2\n2 = 4, 3\n3=6, and\nuses it to copy from.\nWould not a grain of common-sense suggest to\nsupervisors that they prepare themselves so well that their minds will be\nstorehouses of apt illustration, and prompt them to fit the grade teachers\nto write correctly and rapidly?\nAnd now a reference to the subject of time. Here we find a condito the blackboards for daily drill.\n\n+\n\n+\n\ntion of long standing, which, if squarely faced, should make music teachers, whether in\n\nor out of school, so astounded that they will lose their\n\nsenses, both common and uncommon.\n\nAsk a hundred music teachers the greatest difficulty they ever met in\ntell you, \" The time.\"\nIn fact, many a\nmusic teacher will tell certain pupils that they have no natural sense of\ntime and can never learn to keep time.\nShame on such teachers\nI should honestly suppose they would be\nafraid to go to bed in the dark.\nWhen we realize the indisputable fact\nteaching music, and they will all\n\n!\n\nthat a sense of time\n\nis\n\nas natural as breath, yet\n\nadmit the difficulty of\n\nmaking the pupil sense the notation, thus interpreting the meaning of the\nnotes, it would seem as tho common-sense would get a hearing and common-sense methods of teaching time would prevail. Nothing stands so\nsquarely across the pathway of every music pupil, in his early stages, as\nthe enigma of time, yet the methods of instruction commonly employed\n\nonly serve to make utterly dark that which was not clear.\n\n"}
{"page": 548, "printed_page": null, "text": "MATIONAL EDUCATIONAL ASSOCIATION\n\n536\n\n[Music\n\nNothing in connection with teaching the rudiments of music so much\ndemands a common-sense change of method as time-teaching. The\nteacher who attempts to analyze a ten-year-old boy into an appreciation\nof the fact that two eighth notes equal a quarter ignores the fact that this\n\nsame boy at two years of age easily imitated the motion of these notes as\ndrummed by the father upon the child's toy drum. The supervisor who\nemploys a stick to point the notes, or to pound the desk, and imagines\nthat the children are learning time,\n\nis\n\neasily fooled.\n\nPupils of private\n\nteachers are being finished off, prepared to fill positions as performers or\nteachers, sent out to battle for themselves, with ability to read music and\nto execute, but having been distinctly taught that they have one weakness\n\nthem forever\n\nthat will haunt\n\n;\n\nthat\n\nno correct time-sense.\n\nis,\n\nDo you\n\nknow of such cases ? I do. How shocking to hear an ambitious man or\nwoman, who has spent years in the study of music, tell of teachers of\nnational repute who told them they could not learn to keep time\nAsylums should be founded for musicians who are constitutionally weak\nin time, and the teachers who tell their pupils such twaddle should constitute the first class to enter such asylums.\n\nTune is taught by imitation, but time is largely taught by analysis.\nOne learns to read his mother-\n\nWhy not teach time as we teach tune ?\n\ntongue by grasping the endless variety of groupings of letters upon the\nprinted pages, and all learn to read.\n\nMusical characters are always to be read in groupings which are gov-\n\nerned by rhythmical swing.\n\nThe fingers of one hand will count the sum\n\ntotal of the different groupings.\n\nRhythmical swing is as natural as breath\nhe cannot learn to interpret the notation.\ninterpretation\n\nis\n\nnever taught.\n\nThe\n\n;\n\nstill\n\nmany a pupil is told that\n\nHe never will as long as the\n\nteacher carries the pupil over\n\nall\n\nrough places and mistakes imitation of the song for the sensing of the\nprinted characters.\n\nWith an honest belief that all the matters thus far touched upon are\nteeming with faults that forbid the rapid growth of school music, I leave\n\nthem to touch upon a stupendous blunder which has been made, is being\nmade, and, alas for the lack of common-sense on the part of the schoolmusic supervisors, is going to be made for some time to come. In the\n!\n\naggregate, how many millions of lessons in sight-singing have been given,\n\nnot one of which gave results of value to the majority of the class?\n\nTo\n\nexpect results from a class lesson is as senseless as to expect the Almighty\nto controvert his unchangeable laws and have the heavenly bodies pause\nin their orbits.\nIt\n\nis\n\nGod's decree that everything grows by individual\n\neffort ; yet\n\nschool-music supervisors seem to think that God's laws will be suspended\nin the matter of teaching school children to sing.\n\nThe few who have\n\nacknowledged the necessity of individual singing have rendered an account\n\n"}
{"page": 549, "printed_page": null, "text": "MUSIC TEACHING IN PUBLIC SCHOOLS\n\nDepartment]\n\nof their stewardship by making pleas like the following\n\n\" No time during\n\n:\n\nnever have sung alone;\" \"Children\n\nthe singing period;\" \"Children\nare nervous\n\n537\n\nand easily frightened\n\n;\n\n\" \" Large\n\nboys are ugly and would\n\nSome supervisors go so far as to say that the\n\nrefuse to sing\n\nalone.\"\n\nability to read\n\nmusic is not worth the cost; that it is of more importance\n\nthat children should develop the\n\nemotional, should study the\n\nartistic,\n\nshould learn to sing with deep expression, and so on.\nIt is\n\ntrying to listen to such senseless\n\nargument\n\n;\n\nyet we hope that\n\neventually such supervisors may be awakened from their deep sleep, or be\n\npronounced dead and be given a 'speedy burial.\n\nWho dare affirm that\n\n25 per cent, of their school children, after nine years of chorus singing,\n\ncan read ordinary, plain music at sight?\n\nMore than\n\n75 per cent, can\n\nno more time be given to singing than\nis now allotted for its study.\nThis is no fairy tale, for it is being demonstrated every day in public schools where individual singing is compulsory.\nTo have individual singing is simply to apply the same commonlearn to read music at sight, and\n\nThe old complaint\n\nsense to music that is applied to every other study.\n\nof inability to keep the children interested will lose all its force, and the\n\nnext generation will rise up and call supervisors of school music blessed.\n\nThe masses will not, as formerly, say, \" Our school-music supervisor\nwas a fine musician, but we did not learn to read music;\" but they will\nsay, \" Our supervisor\n\nhad a fund of common-sense which prompted him\nrudimental training, and we learned to read\n\nto give his pupils a thoro\n\nmusic when in the schools.\"\n\nWith the masses able to read music, the interest in music will be a vital\npart of life in America.\n\nSHOULD MUSIC IN THE PUBLIC SCHOOLS BE TAUGHT\nFROM THE SONG TO THE EXERCISE?\nC.\nI\n\nH.\n\nCONGDON, CHICAGO,\n\nILL.\n\nshall not attempt to prove that every music lesson\n\nshould conform\n\nto the set process of first singing a song by rote and then a related exercise by note.\n\nThe philosophy of music teaching in the public schools is not usually\npresented in a single lesson.\n\nIt\n\ntakes a series of lessons to reveal the\n\nobject for which we are working.\n\nLessons are oftentimes only fragmen-\n\ntary parts of a complete plan.\n\nthe basis of the child's study.\n\nI\n\ndesire to prove that in music, song\n\nIt first\n\nhis mind with musical forms and\n\narouses his interest, and then\n\nis\n\nfills\n\nmelodic concepts, which are the neces-\n\nsary foundation to his musical growth.\n\nSight-singing is largely an act of the memory.\nthru\n\nthe\n\nfamiliar.\n\nnotation,\n\nmelodic\n\nThe\n\nsuggest\n\nnotes\n\nprogressions\nto\n\nthe\n\nwith\n\nThe reader discovers,\nwhich he\n\nis\n\nalready\n\nmind musical concepts already\n\n"}
{"page": 550, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n538\n\nacquired thru practice and experience.\n\nbe acquired by rote.\n\n[Music\n\nThese concepts must primarily\n\nIn order to fill the mind with melodic types of the\n\nmost desirable quality, the learner must have a vital experience with the\nAfter a rich song experience, the child should\n\nhighest forms of melody.\n\nbe brought to a closer observation of the constructive elements of melody.\nThis can be done by calling his attention to typical forms with which he\nhas already had an unconscious experience, so far as the constructive elements are concerned. This unconscious song experience may be likened\nto his first experiences with his\n\nA child learns to talk\nA great deal of the knowledge\n\nmother-tongue.\n\nbefore he can begin to learn to read.\n\nacquired by children thru their perceptive faculties remains at\n\nfirst\n\nin\n\nthe subconsciousness, and later on this knowledge becomes more definite\n\nand\n\nuseful\n\n;\n\nbut\n\nmany of\n\nthese subconscious impressions are the most\n\nfirmly fixed in the memory.\n\nWhile practice in reading simple language\n\nprepares the child for the more difficult exercises, his first efforts in read-\n\ning are based on the knowledge of language he has already acquired.\n\nThis knowledge was acquired thru\nway.\n\nvital\n\nexperience, and in no other\n\nWhen a child is learning to talk his efforts are always preceded\n\nand inspired by thought which is born of the little experiences of his\ndaily life.\nWhatever practice or drill he gets is always directly associated\nwith this thought. The thought and the experience come first, and the\npractice comes afterward, and is based on the thought and experience.\nNow, every successful teacher knows that this principle is applied in\nteaching the child to read.\nThe words or phrases requiring special drill\nare always selected from sentences presenting some thought in which the\nchild is interested.\n\nThe philosophy which I am trying to uphold cannot be narrowed\ndown to a single lesson. The teacher who can only comprehend processes as such, and utterly ignores the natural laws which underlie all correct schemes of education, would go\n\nback to the old way of spelling out\n\nwords and requiring children to read meaningless sentences\n\nfor the sake\n\nof practice ; he would ask the pupil to study outline maps, and memorize\n\nthe names and location of rivers, mountains, and cities, regardless of their\nhistory or significance\n\n;\n\nhe would require the learner to\n\ncommit to\n\nmemory rules in grammar before he could read the language intelligently\n\n;\n\nhe would have the student of manual training drive nails in a block for\nhe would require children on\nSundays to read books about God instead of allowing them to commune\ndirectly with the Creator thru his marvelous works of nature\nin short,\nhe would reverse the laws of nature and train the child by beginning with\nabstract principles and constructive elements, with a view to reaching the\ndesired end later on.\nNo one questions this philosophy which I am trying to present as\napplied to language. Descriptions of modern school readers are couched\npractice in hitting the nail on the head\n\n;\n\n;\n\n"}
{"page": 551, "printed_page": null, "text": "MUSIC TEACHING IN PUBLIC SCHOOLS\n\ndepartment]\n\n539\n\n\" Bright conversations and noble\npoems about the trees, the birds, and the flowers form the exercise out of\nwhich the pupil is led to discover the first rules of language and to apprehend their reasonableness.\"\nSo far as I am able to understand the new education, it means\nthe renaissance of art, music, and literature for the children.\nIt calls\nfor a better understanding of child nature, and of the things best\nit means freedom from dead prosuited to his proper development\nit\nis the\ncesses, and the emancipation from cut-and-dried methods\nnatural growth and unfolding of the child's faculties thru wholesome\neffort stimulated by a vital interest in the things that influence him for\nin language similar to the following\n\n:\n\n;\n\n;\n\ngood.\n\nThe first thing to do in the beginning of any subject is to arouse an\nThis cannot be done in music by presenting to young children\n\ninterest.\n\ntheory\n\ndisassociated\n\nfrom song.\n\nSuch a course\n\nkills\n\ninterest.\n\nOften-\n\ntimes the teacher, and not the subject taught, is the object and source of\ninterest to the children ; and it matters little to them what is in the book,\n\nso long as the teacher, with her strong personality and power to interest\n\nand control, is before them.\n\nIt is of great importance, however, that\n\nthe\n\nchildren be inspired with a love for music, for music's sake, and that they\n\nbe influenced by the spirit of the art until it becomes a part of their lives.\n\nThis can be done only thru a study of real melody. So let me here sum\nup by a statement what I have already said A child must think and have\nexperience before he can talk he must be able to talk before he can\nlearn to read\nand when he begins to read he does not stop talking.\n:\n\n;\n\n;\n\nAll teaching should be at first concrete\n\nteaching\n\n;\n\n;\n\nthat is to say, it should be object-\n\nand the object in music is the song.\n\nThis\n\nwith the accepted philosophy of modern education.\ngressive teaching is based on this principle.\nfor singing thru\n\nefforts\n\nis\n\nin\n\naccordance\n\nAll up-to-date pro-\n\nA child who acquires a lo/e\n\ndominated by the true spirit of song, and by\n\nstudying form as a part of concrete melody, will far outstrip the one who\nhas spent his time delving in dry technicalities, for the sake of learning\nto read the song later on.\n\nThe plan of leading up to the study of song thru many graded exerthus using cheap tunes as stepping-stones to good ones, is a direct\n\ncises,\n\nviolation of the principles already set forth.\n\nA great many people have a wrong conception of the word \"drill.\"\nOf course, drill means reiteration. The drill process is a legitimate one,\nbut, as I have already stated, it must be a part of the more important\nthought which precedes\n\nDrill exercises should not be a divergence\nit.\nfrom concrete of the highest order, but they should be deduced from\nsuch melodies, and form a part of the concrete whole. It must be borne\nin\n\nmind that there are two kinds of drill necessary in teaching sight-readThe first I have already described that is, the singling out of one\n\ning.\n\n;\n\n"}
{"page": 552, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n54C5\n\n[Music\n\nor more of the constructive elements of a melody that is being studied,\nand reiterating it for the purpose of fixing it in the mind. The second\nkind of drill is more general. It means the general practice of reading\nmusic at sight. This kind of drill involves the use of simple progressive\nmelodies, and the important thing to be looked after is the use at all times\nof the very best that can be selected from musical literature.\nI claim, therefore, that it is not necessary, as a rule, to use large numbers of commonplace melodies made for the occasion, so long as there is an abundance\nof beautiful tunes written by the great song writers in moments of inspiration.\nSuch tunes form the ideal stepping-stones to further progress.\nOf course, there are a great many things that require drill in music.\nStyle, expression, phrasing, enunciation, quality of tone, and many other\n\nBut when we speak\n\nthings, require the careful attention of the teacher.\n\nof drill work in public-school music, we more often refer to the processes\nthat develop in the\n\nchildren the ability to read music.\nNow, if drill\nmeans the frequent repetition of certain musical forms for the purpose\nof fixing them in the mind, it stands to reason that such forms should\nbe of the highest quality in order to make the strongest impression upon\nthe mind of the learner.\nFurthermore, drill exercises should be parts of\n\ncomplete melodies, in order that they may be observed in their true relation,\n\nand that the melody as a whole may give the learner a more perfect\n\nconception of\n\nits\n\nconstructive elements.\n\nThe\n\npetal of a rose is more\n\neasily understood if it is presented as a part of the flower.\n\nUninteresting tunes which are usually called sight-reading exercises\nare not, as a rule,\n\nmade for\n\npractice in vocal gymnastics, because the\n\nchildren do not have the least difficulty in performing them, so far as\ntheir vocal organs are concerned.\nin the\n\nThese exercises are designed for drill\n\nelements of music, to fix in the mind of the child these musical\n\nconcepts which are necessary before sight-reading is possible\n\nbut they\n\n;\n\ndefeat the objects for which they are designed, because they dull the\n\nmusical sensibilities of the child by requiring him to grind out uninspired tunes; and because of their uninteresting character they furnish no\naid to the memory, and the facts usually learned in this manner are very\n\nsoon forgotten.\n\nThis\n\nis\n\nwhy in so many cases, after the children have\n\npassed thru several years of this so-called drill work, they seem to know\nso little about music.\n\nBefore a child can remember what he studies, he must be\nthe spirit and truth of the subject that\n\nmoved by\n\ndemands his attention.\n\nNo one\n\ncan deny that honest drill holds an important place in education, and\nthat wholesome exercise or practice\n\nonly desirable, but necessary.\nspelling-book\n\nis\n\na thing of\n\nin\n\nthe thing to be attained is not\n\nWe must remember, however, that the\n\nthe\n\npast, that there\n\nis\n\na\n\ngreat difference\n\nbetween drawing and mechanical drawing in the public schools.\ners are\n\nTeachbeginning to learn that children can read about caterpillars as\n\n"}
{"page": 553, "printed_page": null, "text": "MUSIC TEACHING IN PUBLIC SCHOOLS\n\nDepartment]\n\nwell as about cats; that nature\n\nis\n\n541\n\nnot graded for children; on the con-\n\ntrary, she uses her most sublime effects for the unfolding of the immature\n\nmind.\nIt\n\nmay seem\n\nlike\n\nmatics, but it must be\ndrill are based\n\nthe student.\n\nhonest\n\ndrill\n\nto solve difficult\n\nproblems in mathe-\n\nremembered that the problems that give the best\n\non actual experiences that are exceedingly interesting to\n\nA tune that does not possess the charm of inspiration — that\n\n—\n\ncannot\nmakes melody music and poetry literature\nclaim the interest of the child any more than the tedious process of\nadding long columns of figures for the sake of accuracy and facility.\nsubtle quality that\n\n"}
{"page": 554, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.\n\n— Thursday, July\n\n12,\n\n1900\n\nIn the absence of the president and the secretary of the department, the meeting\n\nwas called to order\n\nin Irish Volunteer\n\nHall by Professor A. L. Stokes, of Charleston.\n\nMr. Allan Davis, of Washington, D. C, was elected acting secretary.\nAddresses of welcome were delivered by Professor A. L. Stokes, on behalf of the\nbusiness schools of the South, and by James\nthe business-men of the city.\n\nM. Seignious, of Charleston, on behalf of\n\nA response was made by Professor D. W. Springer, of\n\nAnn Arbor, Mich.\n\nA paper was read on \" Content and Educational Value of the Curriculum for a\nSecondary School of Commerce,\" by Dr. Cheesman A. Herrick, department of commerce.\nCentral High School, Philadelphia, Pa.\nProfessor Woodford D. Anderson, of the University of South Dakota, read a paper\nsubject, \" Should Our Colleges and Universities Educate Men Especially for\nBusiness \"\n\non the\n\n?\n\nWilliam E. Doggett, of the Commercial High School of Brooklyn, N. Y., read a\npaper on the \"Commercial High-School Course.\" Discussion followed by Allan Davis,\nof Washington, D. C; Edward W. Stitt, of New York; and D. W. Springer, of Michigan.\n\nA paper on \" The Advantages and Difficulties of Introducing the Commercial Branches\nin Grammar and\n\nHigh Schools \" was presented by Dr. H. M. Rowe, of Baltimore, Md.;\nand a paper on \" Profitable Publicity,\" by President Willard J. Wheeler of the Business\nCollege of Birmingham, Ala., which was discussed by Mr. G. M. Smithdeal, of Richmond, Va.\nAdjourned.\n\nSECOND SESSION. — Friday, July 13\nThe meeting was called to order at 3 30 p. m. by Acting President Stokes.\nDr. Edward W. Stitt, of New York, presented a paper on \" School and Business\n:\n\nArithmetic,\" and Mr. F. L. Haeberle, of the Polytechnic Institute of Brooklyn, N, Y., one\non \" Essentials of Modern Business Penmanship.\" The latter paper was discussed by W.\n\nW. Frye, of John B. Stetson University, DeLand, Fla., and others.\nThe following officers were elected for the ensuing year\n\n—\n\nFor PresideKi\nWiUiam E. Doggett, Brooklyn, N. Y.\nFor Vice-President\nWillard J. Wheeler, Birmingham, Ala.\nFor Secretary\nEdward W. Stitt, New York, N. Y.\n\n—\n\n—\n\nThe department adjourned.\n\nAllan Davis,\nActing Secretary,\n\n542\n\n"}
{"page": 555, "printed_page": null, "text": "CURklCtJLUM FOR A SCtiOOL OF COMMEkCF\n\nDepartment]\n\n543\n\nPAPERS AND DISCUSSIONS\nCONTENT AND EDUCATIONAL VALUE OF THE CURRICULUM FOR A SECONDARY SCHOOL OF COMMERCE\nCHEESMAN A. HERRICK, DIRECTOR, COURSE IN COMMERCE, CENTRAL HIGH\nSCHOOL, PHILADELPHIA, PA.\nI.\n\nIn the United States at present we are confronted with a new educa-\n\ntional situation.\nsituations, and\n\nProgress comes from the successful dealing with new\nwe ought neither to lament that the good old times are\n\nno more, nor to decide the present issues of our educational life solely\nby the experiences and the precepts of days that are gone. Certainly I\ndo not regret that the commercial idea of the present is stamping itself\non education, no more than I regret that for half a century science and\nindustry have so\n\nand\n\nclassics\n\nstamped themselves\nas\n\nliterature\n\nuntil they\n\nphases of educational\n\nfairly\n\nrank with the\n\nthought and\n\nactivity.\n\nFirst we find science and industry influencing education, and then edu-\n\ncation contributing to the advancement of science and industry.\nScientific and industrial education have won their battles\n\ndiscuss\n\nthem\n\n;\n\nnow presents itself for\n\nbut a new claimant\n\n;\n\nwe need not\neducational\n\n— a claimant that\napply\na new vocation, that seeks\nscience and culture\nPublic education\nanother\nof\n— and use the terms a broad\nbusiness\nmeaning both educaand\n—\nnow awaiting the statement of\nWhat are the\nrecognition\n\nto\n\nlife\n\ntion\n\nlife\n\nto\n\noffers\n\nset\n\nin\n\nI\n\nis\n\nfor\n\nsocial activities.\n\nsense,\n\njust\n\nits\n\ncase.\n\naims of education for commerce, what are to be its instruments, and\nshall the instruments be so utilized as to realize the aims ?\n\nhow\n\nHow much of\n\nthe old shall be retained in what we propose as the new?\n\nThe curriculum of the secondary commercial school is the cruxoi this\nquestion for secondary education, and the secondary school as a whole\nthe boundary line of the contending elements in the situation.\n\nis\n\nIt seems\n\nto be fundamental to our present thought that higher education may deal\n\nwith any subject, from Arabic to electricity, and trade and commerce are\n\nbeing readily admitted into the sisterhood of college and university\nstudies.\n\nWe are also agreed that the element of vocation should enter\n\nvery slightly, if at all, into the elementary school.\nas to the true function of the high\n\nschool\n\nBut we are not at one\n\n— whether\n\nit\n\nshould do one\n\nmany things to what extent it should recognize future vocation\nhow it should articulate with the education that is below it, and\nwith that which is above it.\nTo discuss commercial high schools rather\nadds to an already much-confused question\nbut may not the new\nthing or\n\n;\n\n;\n\n;\n\nelement, when correlated with those already in the situation, contribute\n\n"}
{"page": 556, "printed_page": null, "text": "MAVIONAL EDUCATIONAL ASSOCIATION\n\n544\n\nto a conclusion that will be as universally accepted as\n\nis\n\n[Business\n\nthe doctrine of\n\nthe function of the elementary school, or of higher education?\nII.\n\nCertain principles seem fairly evident.\n\nThere is no best scheme of\n\nhigh-school education, commercial or otherwise, either for all people at any\n\none time or for some of the people for all time.\n\nNo one can hope to devise\n\na plan of studies that shall be universally recognized as the best.\n\nWe are\n\nbeyond the stage when psychology, or the so-called formal training, shall\nbe the chief factor in curricula.\n\nEducation should recognize the capaci-\n\nand limitations of those who are to be educated, and the demands of\nthe social world in which the educated shall move and as capacities, opportunities, and demands vary, plans of study must also vary.\nA secondary\nschool of commerce in a great center of international trade needs a different curriculum from that needed by one in an interior manufacturing or\nmining city; just as one in such a city should not be made the rule for a\nschool in a town in which the business is largely local retail trade.\nBut\ncommercial education may universally set for itself certain ideals, such as\nties\n\n;\n\nthe cultivation of intellectual power, and, what\n\nis\n\nquite as difficult, the\n\nWe\n\nacquiring of the ability to apply one's power to the matter in hand.\nshall\n\nagree that schemes of instruction, while they may train powers, do\n\nnot render the greatest service unless they\ntrained shall be turned to account.\n\nmake sure that the power\n\nWe know that judgment in one set\n\nof life's relations does not necessarily mean\n\njudgment for all other sets.\n\nMemory and imagination may be stimulated only to certain ends.\n\nIf\n\n\"sharpening of the wits\" were the sole end of our instruction, then no\n\ngame of chess or\nmay give themselves\n\nbetter instruments could be devised than the ancient\n\nmodern whist.\n\nSchools of commerce everywhere\n\nto the cultivation of those\n\npowers that will be used.\n\nintellectual\n\nTheir\n\nmaking the subjects of instrucWe have\ntion more practical, and the practical affairs more intellectual.\ntraining will have the double service of\n\nlong had two inherited educational ideals that have existed side by side, but\n\nhave not intermingled\n\n— the scholastic and the apprenticeship\n— the\nschool; the\n\nformer has given formal culture\nism in education\n\nclassical\n\nideals.\n\nThe\n\nlatter, utilitarian-\n\n— the workshop. But already the old division of studies\n\ninto educational but not useful, and useful but not educational, is fast\n\ndisappearing.\n\nThe useful is found to be intellectual, and much that has\n\nhitherto been thought to be educational only has increasing usefulness.\n\nWherever schools of commerce are established, whatever their\n\nlocal\n\nproblems, their supreme aim must be the production of those who have\nthe ballast of integrity of purpose, whose ships of life shall be ever on the\n\neven keels of strict morality.\n\nMore than a hundred years ago the world\n\nwas startled with the declaration that\n\nmight be gainers.\n\nhardly so for individuals.\nif\n\nin\n\ninternational trade both sides\n\nWe recognize this at present as true for nations, but\nGain is popularly regarded somehow as illicit;\n\none party to a transaction has a profit, then it is felt that the other must\n\n"}
{"page": 557, "printed_page": null, "text": "CURRICULUM FOR A SCHOOL OF COMMERCE\n\nDepartment]\n\nhave a corresponding\ntrained\n\nloss.\n\nA\n\n545\n\ngeneration of business-men\n\nthat shall see in business neither the giving nor\n\nmust be\n\nthe taking of\n\nadvantages, but instead a social service for which one may expect compensation.\n\nBusiness education universally must be\n\nintellectual ;\n\nand this for the good of society at large, and the welfare of\n\nmoral as well as\n\nbusiness in particular.\n\nAgain, commercial high schools are not to degenerate into the for-\n\nmalism of mere routine. When technical work is introduced there is the\ndanger of all finding permanently the dead level of the technical. May\nschools of commerce be saved for all time from being intellectual nurLet us put into our curricula\nseries, asylums, infirmaries, or hospitals\n!\n\nsubjects of difficulty, and get out of\nshall\n\nthem a ruggedness of training\n\nplease\n\nremember that one's training\n\nin a subject\n\nthat\n\nAnd just here\n\nstamp our work as of superior educational value.\n\nnot always to be\n\nis\n\nmeasured by the hours he dawdles over it. Impossible tasks for a school\nof commerce might give slight educational return, even if they were comEducation comes from activity, but not all forms of activity\npleted.\ncontribute equally to education.\n\nIn the light of some of those general\n\nstatements let us regard the subjects of study for a commercial high school.\nIII.\n\nI.\n\nEnglish language and literature.\n\n— English subjects\n\nshould occupy a foremost place in schools of commerce\naccurate, forceful, and graceful expression, oral\n\naimed\n\nand\n\n;\n\nwritten, should be\n\nconnection with all other subjects studied.\n\nat in\n\nin themselves\n\nand, in addition,\n\nAs a minimum\n\nthe English should include composition writing, with attention to spelling,\n\nsentence and paragraph formation, more extended essays, an introduction\nto\n\nthe history of English (including American) literature, critical\n\nand\n\ninterpretative readings of the masterpieces of the English language, and the\nbest English translations of world-literatures in other languages.\n\nIn the\n\nearlier years the compositions should be brief and of frequent occurrence,\n\nto be followed later by more extended essays.\n\nbe regarded\n\n:\n\nTwo considerations should\n\nthe correlation of English with other subjects of study, and\n\nreading extensively, in class and out, of the best literature.\nlet\n\nus settle that good English form is not to be put on\n\nOnce for all,\nand laid off as\n\none's garb, a particular thing for certain hours, or for special social functions.\n\nGood form, to be of value, must be one's stock in trade, for daily\n\nand hourly use.\n\nGreat will be the economy of both teacher and taught,\n\nincalculable will be the gain, if\n\nwe shall make every exercise an English\n\nexercise, until accurate expression becomes habitual.\n\nIt is feasible to have\n\nEnglish and history taught by the same instructors.\n\nMuch of the reading\n\nin English\n\nis\n\nillustrative of historical conditions, and history is in\n\nliterary, and descriptive of the background for literary\n\nproduction.\n\npart\n\nBoth\n\nEnglish and history gain from such a combination, and there is no undoing\nof results, no re-traversing of the same ground.\n\nment of subjects\n\nToo often the arrange-\n\nin curricula makes the progress of the pupil\n\nlike the\n\n"}
{"page": 558, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n546\n\n[teusiness\n\nmovements of an army that advances to a certain point, and falls back,\nonly again to advance and fall back.\n\nBut' English thru other subjects\n\npossible elsewhere than in history.\n\nThe\n\nschool of\n\nis\n\ncommerce should\n\ntrain for fluent, natural, oral expression, either in single sentences or in\n\nBusiness does not need elocutionists, orators, or\n\nconnected discourse.\n\n— and to train men to\n\ndebaters, but it does need those who can talk^\n\ntalk,\n\nelegantly, and convincingly to the matter in hand, is an important work\nin\n\nAbove all, let us keep boys free from the\nmake speeches, that they are to conduct contro-\n\nthe com-mercial school.\n\nnotion that they are to\nversies based\n\non inadequate information\n\n;\n\ninstead they should be led,\n\nnaturally and informally, to present information acquired.\n\nAnd reading,\n\n— reading of great works school, reading great\nvalue\nworks outside of school\nreport —\nsecond\nno task which\nreading, reading\n\nfor\n\nmay be set.\n\nof\n\nin\n\nis\n\nin\n\nto\n\nThe best of our mother-tongue, and the best foreign trans-\n\nlations into our mother-tongue, should be drawn upon.\n\nThere is nothing\n\nin the nature of the case that should make the educational value of litera-\n\nture in a school of\n\ncommerce lower than is its value in other schools.\n\nIndeed, such a school will have distinct advantages from the beginning,\nin not attempting the impossible.\n\n—\n\nLanguages other than English. \" He who knows one language only\nknows none.\" Somewhat extended study should be made of at least two\nmodern tongues in addition to English, Local conditions, local demands,\nwill fix what languages are chosen.\nIn Philadelphia we have held to one\n2.\n\nyear of Latin grammar as introductory language study, following this with\n\nGerman and French or Spanish. Students come to us without much\ngrammar we need something on which to build, and\nthe question is whether the grammar drill shall be in Latin, in German,\nThe latter may be the\nor in a general review of the English grammar.\nnotion of formal\n\n;\n\nproper solution of our difficulty, such study to be supplemented\n\nat\n\nonce\n\nGerman grammar. A wave of popularity has set toward the\ndisciplinary value of modern languages, shown in recent foreign reports,\nand in the expressions of our own language associations. Repeatedly are\nwith the\n\nwe favored with opinions, based on observation and experience, that the\nmodern languages can be made comparable to that\n\neducational value of\n\nof the ancient languages.'\n\nDr. R. P. Scott summed up a discussion before the\n\nLondon Chamber\n\nof Commerce Conference on Commercial Education with the statement\n\nThere seems agreement that it is possible to have a modern education drawn entirely\nupon modern lines, out of which can be got the same discipline of mind and the same\ndiscipline of conduct that can be got out of the old classical languages.\n\nThey have found\n\nthat true in Germany, and I am convinced we can find it true in England, if only we can\nset ourselves to work out the different types of secondary education that this nation should\n\nhave at its command.\"\n1\n\nLondon Technical Educational Board, Report on Commercial Education, p. 5.\n\n2 Proceedings, p. 185.\n\n"}
{"page": 559, "printed_page": null, "text": "CURMICULUM FOR A SCHOOL OF COMMERCE\n\nDepartment]\n\n547\n\nThe advantages of beginning the study of a foreign language with a\nand not a dead tongue have long been urged, and such recommendations may well be regarded, even by those who aim at a familiarity\nliving\n\nwith the\n\nFor schools of commerce modern languages should, in\n\nlatter.\n\nmy judgment, be studied as living languages, that is, (as far as practicable) thru\n\nthe\n\nwell as the eye.\n\nmedium of oral discourse, thus cultivating the ear as\nIn German schools boys ask and answer questions in\n\nthe language studied, and English and French visitors are surprised to\nfind that not only are they invited to speak to the students in their native\n\ntongue, but that the students follow them.'\n\nForeign-language instruc-\n\ntion, to be of value, must have a wider outlook than business correspond-\n\nence, commercial terms, etc.\n\nOne can sympathize with the expression\n\nH. W. Eve before the International Congress on Technical Education, in London, 1897\n\"A boy who can turn Lessing's Laocoon into\ngood English, and a passage of Macaulay into passable German, will not\nof Mr.\n\n:\n\ntake long to learn\n\nhow to 'apologize for delay in the execution of your\n\nesteemed order.\"\"\n\nTo summarize, in the line suggested by Rev. C. W, Bourne\n\n:\n\nA living language should be learned principally thru the medium\n\n{a)\n\nof the ear.\n\nA mere \"courier\" knowledge of a language is not sufficient;\n\n(p)\n\ncoupled with this, there must be acquaintance with literature.\n{c)\n\nPhonetics of the language studied should be taught.\n\n{d)\n\nLanguage should be employed\n\nas the instrument of\n\nconveying\n\nexact thought.^\nAll that\n\nis\n\nhere urged is with recognition of the claims of the study\n\nA fine product of classical culture, on the same page in\nwhich he recognizes its value, advocates \"a definite foundation of knowlof the classics.\n\nedge\n\nin those studies that are closely related to the conditions of future\n\nlife,\"\n\nand goes on to say\n\nFor some professions there is admittedly no better preparation than that afforded by\nits best.\nBut for a youth intended for commercial life, would it not almost invariably be better to get at school a thorough grounding\nin French artd German, in history and literature, in the elements of science and of mathematics, and in some forms of manual exercise, than to learn a little Latin and Greek at\nthe price of having to give less time to the studies which are at least an equally indisthe classical education as we know it at\n\npensable part of modern culture ?*\n3.\n\nMathematics.\n\n— Old Plato regretted the use of \"the noble science\"\n\narithmetic in practical\n\nmatics in\nlife.\nI\n\nall\n\naffairs,\n\nyet from Plato's day to our\n\nown mathe-\n\nbranches have become more and more matters of daily\n\nA commercial high school will get pupils grounded in general\nMagnus, London Chamber of Commerce Conference, Proceedings, p. 5.\n\na Proceedings, p. 185.\n3\n\nLondon Chamber of Commerce Conference on Commercial Education, Proceedings, p. 19.\n\n4 MicifABi. E. Saolek,\n\n"}
{"page": 560, "printed_page": null, "text": "548\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\narithmetic, and\n\nit\n\n[Business\n\nshould aim at an enlargement of the number copcept,\n\nthru a study of algebra, to be followed by the elements of geometry and\n\ntrigonometry as a training in logical reasoning, and as furnishing the\nprinciples for measurements.\n\nThe concluding subject in this group should\n\nbe mensuration and higher commercial arithmetic, with rigid\nmental arithmetic\n\ndrill\n\nin\n\n— a course that can be made of great practical value as\n\nwell as an important factor in the educational process.\n4.\n\n— At\n\nHistory.\n\nleast four courses in\n\nhistory should be distributed\n\nthruout the years of the curriculum we are considering, and the following\nare suggested\n\n:\n\n800 A. D. (chiefly Greek and Roman\n\n{a) general history to\n\nwith their oriental connections)\n\n;\n\n{f)\n\ngeneral European history from 800\n\n{c) American;\nand {d) industrial and commercial history (chiefly of the United States,\nEngland, and Germany since 1763). In the teaching of history in any\nsecondary school the process is one of selection, and for this course the\n\nA. D. (largely English with\n\nselection should be\n\nits\n\ncontinental connections);\n\nmade of those facts\n\ncommercial, and social aspects of the\n\nthat\n\nlife\n\nillustrate\n\nthe industrial,\n\nThe\n\nof the peoples studied.\n\ngeographic basis should be duly emphasized, and a close relation established between history, science, and economics.\n5.\n\nScience.\n\n— Recently an old-time college president asked a young\n\nprofessor of biology if he would begin his teaching of zoology with some\n\nbroad principles of classification, and had the answer that the subject\n\nwould be begun with a pail of clams.\n\nScience has become a study of\n\nthings, but not all sorts of things are of equal value for scientific study.\n\nClams may be made very interesting for the time being, yet I can well\nconceive the study of them as profitless as were the erstwhile principles\nof classification.\n\nMineralogy, botany, and zoology offer rich stores that\n\nmay be treated as the raw materials of commerce.\n\nWhere natural prod-\n\nthem that are used, etc., etc.,\nshould command our attention, rather than systematic science. Such a\nucts are secured, their properties, parts of\n\ncourse dealing with raw materials naturally precedes commercial geography, which deals with the forces of nature as agents in production of\nthese, and the\n\nmanner of their finding their way into the world's trade.\n\nElementary physics and chemistry may be given thru a study of the\nmaterials of industry and trade, and as a concluding course there ought\nto be the study of chemistry applied to arts and industry.\n\nScience in our\n\ncurriculum should be a study of the phenomena of everyday life, and to\nthis end the laboratory and the special museum are indispensable.\n6.\n\nEconomics and political science.\n\n— What passes\n\nas phenomena of\n\nour\n\npolitical, economic, and social life should have due recognition in schools\n\nof commerce, which does not\n\nmean that we are to aim at the production\n\nof political philosophers or sociologists.\nto be largely avoided, methods\n\nTheories and abstractions ought\n\nbeing historical and descriptive.\n\ngovernment, with industrial organization and\n\nactivity, may be\n\nLocal\n\nmade the\n\n"}
{"page": 561, "printed_page": null, "text": "SHOULD COLLEGES EDUCATE FOR BUSLNESS?\n\nDepartmentJ\n\npoint of contact, and then from the community out.\n\n549\n\nProblems of pro-\n\nduction, distribution, exchange, and consumption should be considered\n\nGovernment, too, needs treatment as a real thing.\n\nconcretely.\n\nField\n\nwork, observation and report, studies of special trades and industries,\netc., offer\n7.\n\nopportunities for numerous valuable courses.\n\nStudies of the technique of business.\n\ngeneral, and\n\nit\n\n— Much\n\nthe foregoing\n\nof\n\nnow remains to speak of the subjects more special.\n\nis\n\nIn\n\ncommerce seek to turn out a readyto equip a young man to\nwrite well\nto take a fair dictation in shorthand and operate that instrument of modern commercial and literary life, the typewriter; to familiarize\nhim with current business paper and office practice to ground him in the\nprinciples of accounts and to give him some notion of the legal regula\ntions for business transactions.\nNot an ambitious scheme, but if well\ndone, and well backed with the broader subjects that have to do with\nbusiness life, we shall have a generation of men who will be happier and\nmore successful in commercial pursuits, and who will give a new tone to\nno sense will our ideal school\n\nmade business-man.\n\nIt\n\nof\n\nmay reasonably aim\n\n;\n\n;\n\n;\n\nbusiness itself.\n\nIV. The curriculum described, it will be observed, is at once general and\nspecial.\n\nIt is the writer's confident belief that the study of English, modern\n\nlanguages, history, science, and mathematics in a school of commerce can\n\nbe made fairly equal in educational value with a study of these same subjects in other groupings or\n\narrangements.\n\nEvery scheme of education\n\nmay be liberal, as every scheme may be technical, and the question which\nbusiness education, along with others, must consider is Where shall the\nline be drawn, how shall the division be made between matters that have\n:\n\ntechnical value and those that have cultural value ?\n\nern industrial and commercial\n\nlife\n\nare too\n\nlittle\n\nWe believe that mod-\n\nregarded in schemes of\n\nhigher and secondary studies, and we demand that courses adjusted to\npresent conditions be introduced on a proper basis into existing schools,\nor be established in distinct schools; and we accompany this demand with\nthe statement that what\n\nwe wi^h\n\nis\n\nonly more rational, more universal\n\neducation.\n\nSHOULD OUR COLLEGES AND UNIVERSITIES EDUCATE\nMEN SPECIALLY FOR BUSINESS?\nWOODFORD\n\nD.\n\nANDERSON, DEPARTMENT OF COMMERCE, UNIVERSITY OF\nSOUTH DAKOTA, VERMILLION, S. D.\n\nThe subject Jjefore us is precise, but vague\nspecific question about\n\n;\n\nprecise, in that it asks a\n\nour colleges and universities\n\n;\n\nvague, in that the\n\neducation necessary to fit men especially for business is indefinite.\nness education\n\nis\n\na very indefinite term.\n\nIt is\n\nBusi-\n\nused to represent the\n\neducation received in a three-, six-, or nine-month term in the business\n\n"}
{"page": 562, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nSS*\nschool.\n\nIt\n\nis\n\n[Business\n\nused also to represent the work done in the two, three,\n\nor four years' work in the commercial high school.\n\nIt\n\nis\n\nused also to\n\ncommerce and\nadministration, such as we find established at the Chicago and Wisconsin\nthe work done\n\nrepresent\n\nin\n\nthe\n\nfour-year\n\ncourses of\n\nUniversities.\nI\n\nbelieve our colleges and universities should educate men for business.\n\neducate men\nSome things said in this address may indicate\n\nI believe also that these institutions are the best places to\n\nespecially for business.\n\nthat I am hostile to the business schools.\n\nSuch is not the case.\n\nI\n\nwould\n\nraise every first-class business school to the grade of a college.\n\nI\n\nknow\n\nof no class of educators who deserve more credit than commercial teachers.\n\n—\n\n—\n\nThey have taken an extreme perhaps a narrow\nposition; but they\nhave given many young men the rudiments of business, and have helped\nthem into good positions. Their work has created also a demand for\nmore practical education, and made it possible for our colleges and universities to put commercial training on a par with instruction in the classics\n\nand in science.\nThe problem before us now resolves itself into two distinct questions\n(i) Should yoting men receive higher commercial education ?\n(2) Should\n:\n\nthis higher education\n\nbe given in colleges and universities in preference\n\nto special schools ?\nIf we attempt to reach a\nmade by men who ought to know, we find\n\nLet us discuss these questions separately.\nconclusion from statements\n\nwe endeavor to draw a conclusion from statistics, we find\nMr. John Carlton Jones, in the Forum for November,\nHe\n1898, gives some interesting statistics concerning college education.\n\nchaos.\n\nIf\n\ncontradiction.\n\nconsiders signers of the Declaration of Independence, presidents, vicepresidents, members of the cabinets, etc.\n\nHe finds 55 per cent, of these\n\nThese figures prove much for college education,\nbut nothing concerning its relation to business.\nDr. H. E. Kratz has collected some valuable statistics.\nHis figures show that 57 per cent, of\nsuccessful business-men and professional men are college-trained, while\nIt is not denied that one33 per cent, of business-men are college men.\nthird of the names in Appleton's EncyclopcRdia are the names of college\n\nto be college graduates.\n\ngraduates\n\n;\n\nbut these are not business-men, nor were business-men given\n\nproper representation in that work.\n\nsome\n\nstatistics.\n\nresults:\n\nThese figures have led me to collect\n\nBusiness-men only were canvassed, with the following\n\n17 per cent, were college graduates, 26 per cent, were college-\n\ntrained, 52 per cent, were graduates of business schools, and 76 per cent-\n\nhad been students in business schools.\n\nWhen we consider that less than one man in every one hundred is a\ncollege man, these figures indicate that the college education increases a\n\nbusiness-man's chance of success in the ratio of 25 to i, and a professional man's chances of success in the ratio of 50 to\n\ni.\n\nBut remember\n\n"}
{"page": 563, "printed_page": null, "text": "SHOULD COLLEGES EDUCATE FOR BUSINESS?\n\nDepartment]\n\nthat we have seen only one side of the question.\n\n55\n\nMr. Carnegie says that\n\nthe boy who enters the office at an early age has too much the start of\nMr. Henry\nthe college graduate, and will seldom be overtaken by him.\n\nClews says that he does not employ college graduates, because they think\nthey know it all, and are seldom willing to begin at the bottom and apply\n\nBut why need\n\ntheir whole energies to their work.\n\nI\n\nmen ?\n\nquote these\n\nAsk the business-men of your own city and many of them will advise\nthe boy to go to work, and not to take the college training, if he intends\n;\n\nto enter business.\n\nThere is an old Greek maxim which says\n\"Teach the boy what the\nman needs.\" History proves the wisdom of this saying when it records\nFarragut, Hannibal, Alexander, and Napoleon, all at seven years Carnegie at twelve Wanamaker at fourteen\nMarshall Field, Peabody, and\nGould at seventeen Rockefeller at nineteen and a thousand other\nfamous men as beginning their business or profession at less than\n:\n\n;\n\n;\n\n;\n\n;\n\ntwenty-one.\n\n;\n\nIt is a well-known\n\nWhen I speak of a financier I do\n\nnot mean a meteor, but a man who has succeeded and\nagain\n\n—\n\nwho earned\n\nVanderbilt\n\na\n\nhis\n\nwho can succeed\nwho has\n\nwealth by work, and\n\nthru several generations by intelligent direction\n\nincreased\n\nit\n\nwho\n\nmanipulated\n\nhas\n\nhave made\n\nfact that the financiers who\n\nsignal successes are not college men.\n\nmen and\n\n;\n\na\n\nGould\n\nmarkets; or a Rockefeller who has\n\noutorganized and outclassed his opponents.\n\nThese\n\nstatistics\n\nand statements seem\n\nto clash.\n\nWe may be able to\n\nprofit by them if we cannot harmonize them.\n\n—\n\n—\n\nHigher education\ncollege and university education\nhas a direct\neffect upon a very small portion of our people\nbut indirectly it affects\nevery man, woman, and child in the land.\nHerbert Spencer tells us that the function of education is to prepare\nus for complete living.\nEducation does not perform her function. In\nfour different colleges I found that more than half the boys who entered\nreturned to the farm,\n^ore than one- fourth of them engaged in business.\nAdmitting this to be an average, if the function of education is to\n;\n\nprepare men for complete living, three-fourths of our young\n\nmen who\n\nenter college are not offered education at all, because the kind of instruction offered does not prepare for complete living.\n\nWe should\ndemands\n\nprosperity.\n\nhave higher commercial education\n\nto meet the just\nThere can be no prosperity without material\nThere has been a great commercial awakening both per-\n\nof the\n\ntimes.\n\n;\n\nsonal and national competition are greater than they have ever been.\n\nWars were formerly waged\n\nfor plunder,\n\nare closing the century of invention\n\nmerce.\n\nHon. Thomas B. Reed says\n\nnow they are for markets.\n\n:\n\nWe have reached the era of the business-man.\nsupreme.\n\nWe\n\nand entering the century of com-\n\nIn olden times fighters were\n\nWhen the rights of property, rather than the rights of might, began to be\n\n"}
{"page": 564, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n552\n\n[Business\n\nrecognized, the lawyer and the politician held sway, and nowhere more than in the\n\nUnited States.\n\nBut the lawyer and the politician are giving way to another class.\n\nThe\n\nbusiness-men are possessing the earth.\n\nGermany exported much more than did the\nKingdom exported twice as much as we\n\nIn 1888 France and\n\nUnited\n\nStates, while the United\n\nTen years later we had surpassed both France and Germany, and\n\ndid.\n\nwere nearly equal to the United Kingdom.\n\nDuring those ten years our\n\nexports increased 50 per cent., while our imports increased less than 6\n\nper cent.\n\nEngland, by natural advantages, controlled the commerce of the\nWe, by natural resources and advantages, have taken much of it\n\nworld.\n\nfrom her. But we are not the only nation in the struggle. During that\nsame period Germany's exports increased 13 per cent., while her imports\nincreased only 10 per cent.\n\nFrance's exports increased 10 per cent.,\n\nwhile her imports decreased.\n\nHolland and Belgium added 33 per cent,\n\nThe\n\nto both sides of their account.\n\nexplanations of these increases\n\ncannot be found in natural resources or\n\nin\n\nThe\n\nspecial advantages.\n\nAmerican Artisan gives the explanation in an article entitled \" Germany's\nSecret,\" in which it says\n:\n\nThere\n\nis\n\nnot a doubt that, wherever\n\nit\n\nis\n\npossible, considerable\n\nsums should be\n\ndiverted from the main educational channels and be put into commercial and technical\nschools.\n\nThe sudden rise of Germany as an industrial nation has occasioned general\n\nA few years ago the English\ngovernment sent a technical commission to Germany to study and report upon this\nquestion\nEngland has begun to learn the lesson from the Germans. The dexterity\n\ninquiry as to the cause of a result so wholly remarkable.\n\nof the German artisan, the\n\nknowledge and industry of the German salesman and com-\n\nmercial traveler, who is known the world over,\n\n.... should lead to the inauguration of\n\na series of technical schools which should enable the trained artisan of our land to grasp\neasily the richest prize in the world's commercial struggle.\n\nUpon\n\ninvestigation\n\nwe\n\nfind\n\nFrance, Belgium, and Holland\n\nthat\n\n— are\n\nthese four countries\nfairly well\n\n— Germany,\n\nsupplied with technical\n\nand commercial high schools. When Antwerp and Leipzig established\nbut\ntheir commercial schools the English thought they were theories\nthey have learned that there is an \"art of commerce\" and \"a philosophy\nHe who understands these sees that there is no need for\nof commerce.\"\ndishonesty and double dealing in trade.\nIn order to be a commercial nation we must produce and we must\nOur technical schools and journals are doing much to help\ndistribute.\nWe do not have as much help for the distributor. Ecothe producer.\nnomics gives the laws of production, preservation, and distribution of\nCommerwealth, but it does not deal with the machinery of commerce.\ncial education includes both the science and mechanism of commerce.\nThis machinery of commerce is an indispensable part, and should be\nunderstood by the business-man just as thoroly as any other part of his\nprofession. The business-man's profession, did I say ? Yes a profession\n;\n\n;\n\n"}
{"page": 565, "printed_page": null, "text": "SHOULD COLLEGES EDUCATE FOR BUSINESS?\n\nDepartment]\n\nis\n\n553\n\n\" an occupation that properly involves a liberal education or its equiva-\n\nand mental rather than manual labor.\"\n\nlent,\n\nThis higher commercial education makes every business-man a professional\n\nman, while competition makes every professional man a busi-\n\nBusiness is more important than the professions.\nThe business school prepares a man for bookkeeping, stenography,\nThe commercial high schools prepare men to be\nor routine office work.\nThe higher commercial\nbusiness managers and local buyers and sellers.\nschools should fit men to be financiers, corporate managers, foreign\n\nness-man.\n\nagents, and consuls.\n\nOur financiers must have special training which they have not received\nheretofore. Their intimate relation to all departments of business demands\nthat they be trained side by side with the business-man.\n\nOur large corporations are created in the hands of managers who have\nThe corporations are built up so slowly that the\nlarge experience.\nmanagers understand them perfectly. These men die, and others must\nThe new managers have studied the structure as a\ntake their places.\nThe result is failure\nwhole, but may not understand the construction.\nand widespread disaster. It makes no difference whether the great enterprises are conducted by corporations or by the government, they must\nhave these managers. The only proper way to prepare these is to give\nthem a thoro commercial education and special office training.\n\nNo intelligent man will object to our schools preparing men for foreign agents.\n\nWe need superior purchasers and salesmen in every foreign\n\nWhere we once bought we now sell the same articles. Our\nproductive power is almost unlimited.\nOur skill is unsurpassed. Natural\nresources, native ability, and industrial education have made us one of\n\ncountry.\n\nthe greatest manufacturing nations.\n\nMr. Mulhall, the British statistician,\n\n\" If\n\nwe take a survey of mankind in ancient and modern times, as\nregards the physical, mechanical, and intellectual force of nations, we find\nnothing to compare with the United States.\" It is estimated that the\nUnited States manufactures over one-half as much as all Europe. Our\nfactories are increasing rapidly.\nIt will not be very long before we manufacture as much goods as all Europe does.\nEngland exports 63 per\nsays\n\n:\n\nThe United States exports less than 9 per cent,\nOur exports must soon be ten times what they are now.\nThe only way to increase them is to find new markets or increase the sales\nThe technical education will make better goods, but it\nin old ones.\ncent, of her production.\n\nof her production.\n\nremains for higher commercial education to produce better salesmen.\n\nNot only must our large factories have agents in a foreign field, but\nour government must also have thoroly equipped agents.\nsible,\n\nour government is superior to the factories.\ncient.\n\nIf it is\n\npos-\n\nour consuls and ministers should be as superior to the salesmen as\nNatural ability is not suffi-\n\nPolitical servitude does not prepare for diplomacy.\n\nWhile many of\n\n"}
{"page": 566, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n554\n\n[Business\n\nour consuls are very worthy men, the majority of them are stupid politi-\n\nThe scope of their work, and the importance of their decisions,\ndemand that they be thoroly educated concerning commercial relations.\n\ncians.\n\nGermany, Belgium, and Austria require that their consuls be graduates of\nWe must give our consuls a similar training if\nwe would compete in the world's markets.\nThere are many other reasons why higher commercial education\nshould be given but the time allowed prohibits the mention of them.\nWe now come to the second question Should this higher education\nbe given in the colleges and universities in preference to giving it in\ntheir commercial schools.\n\n;\n\n:\n\nspecial schools?\nIf the course is to be planned by the classical or scientific professors\nif\n\nthe additional instruction is to be given by tutors under the direction\n\nof these professors\nor if one man is to teach all the additional studies,\ncommercial education will be a farce. Granting the course to be organized\n;\n\nunder the direction of educated business-men, and specialists at the head\nof each department, the best result can be obtained by putting it into the\n\nOur high schools graduate many girls and few boys. Our colleges\nand universities graduate more men than women but, at the present rate\n\ncollege.\n\n;\n\nof increase, the women will soon be greatly in the majority.\n\nPut a good\ncommercial course into the college, and the male students will increase\nrapidly. The farmers and business-men pay most of the taxes and support\nmost of the denominational colleges. They surely have a right to demand\nthat their sons shall be given an opportunity to educate themselves for\n\nThe business student must\nBy a small addition, those in use in our\n\nbusiness in the schools their fathers support.\n\nhave libraries and apparatus.\n\ncolleges will satisfy every need, thus saving a large\nsubjects\n\nnecessary for a business\n\nexpense.\n\nMany\n\neducation are already taught in our\n\nBy the addition of a few departments, we shall have just as\nThe\nbusiness student will be broader and stronger by reason of his association with the classical and scientific students, while the classical and\ncolleges.\n\nstrong a commercial course and save much expense for instruction.\n\nscientific\n\nstudent will be taught a wholesome respect for his commercial\n\nbrother, whom he shall find his equal and often his superior.\n\nThe foreign missionaries seldom get credit for their share of our comThey have done as much as any other class to\nstimulate trade.\nIf every denominational college would prepare men\nespecially for business, we should soon learn that business and religion\nmay go hand in hand, and that the foreign missionary and the commermercial development.\n\nought to be co-workers in the advancement of civilization.\nCommercial education should be the capstone of the college. In\ngeneral terms, we may say that classical education teaches how to think,\nscientific education teaches how to investigate and to apply\nto theorize\ncommercial education teaches how to make and to dispose of.\ncial salesman\n\n;\n\n"}
{"page": 567, "printed_page": null, "text": "COMMERCIAL HIGH-SCHOOL COURSE\n\nDepartment]\n\n555\n\nThis kind of education does not teach a young man that he is too\ngood to work, but that he is made to work and work is God's greatest\nblessing.\nIt teaches him to plan and to execute his plans.\nThis kind of\neducation does not make intellectual imbeciles, but strong, sturdy men of\nthe world.\nIt combines meditative and active enjoyment.\nIt unites\ntrades, business, and profession.\nIt marries art and industry.\nInventions have intensified man's life a hundred fold. This education\nwill increase his power of activity a thousand fold.\nAbility is very\n;\n\nhas never commanded so great a compensation as\n\ndoes\n\nscarce.\n\nIt\n\ntoday.\n\nWhen colleges and universities educate men especially for busi-\n\nness,\n\ncommercial evils\n\nwill\n\nit\n\ndisappear and prosperity will become per-\n\nmanent.\n\nTHE COMMERCIAL HIGH-SCHOOL COURSE\nWILLIAM\n\nE.\n\nDOGGETT, COMMERCIAL HIGH SCHOOL, BROOKLYN, N.\n\nY.\n\nWithin a few years much attention has been given by writers on educational subjects, by prominent teachers, and\n\nby school authorities to a\n\nphase of secondary education which, before the publication of a report\nof the United States Commissioner of Education for 1896, had not been\n\nheld worthy of\n\nmuch consideration.\n\nSince the report referred to, con-\n\ntaining Dr. James' exhaustive report on schools of finance and econ-\n\nomy in Europe, various commercial courses have been\n\nsuggested\n\nfor\n\nhigh schools, and the plan of forming a distinctively commercial high\nschool has been approved by boards of education of several cities.\n\nNext\n\nto securing properly qualified instructors for the commercial high schools\nis\n\nthe necessity of a proper course of study.\n\nThe view which I take of this course\n\nme\n\nduring the\n\nfifteen\n\nyears in which\n\nis\n\nI\n\none which has grown upon\nhave taught the commercial\n\nbranches in a commercial high school in the business center of the union.\nIt is based on the belief that the public-school teacher has a public trust;\n\nthat he is a servant of his master, the public ; that it is his duty to study\n\nthe interests of his patrons at all times, to investigate the conditions and\n\nneeds of the community in which he lives, and, in preparing a course of\nstudy, to see to it that the needs of the many receive attention first, and\n\nthe wants of the few second.\n\nWith this belief, some fourteen years ago, I began a series of observations that I might be able to speak intelligently of the wants of the boys\n\nwho were intrusted to my care.\nThe conditions of my pupils both before and after they were graduated from the grammar schools were carefully studied.\nI made myself\nfamiliar with their home surroundings, their aims, their ambitions, and\nthe hopes of their parents for them, as well as with the restrictions and\nlimitations which surrounded\n\nmany of them because of their social and\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n556\n\n[Business\n\nfinancial status.\nI followed them from the school to the office, the salesroom, the bank, the factory and I learned how they began, what they\ndid, and how they succeeded or failed to advance.\nI talked with intelli;\n\ngent and conscientious employers in a hundred lines of\n\ncommercial\n\nenterprises, and I learned what they prefer, what they expect, and what they\n\ndemand of those whom they employ.\n\nAt our alumni reunions we have\nhad what are akin to experience meetings, at which each graduate may\ntell of his success or advancement, the subjects which have been of the\ngreatest advantage to him, and state as well the points in which he found\nhimself wanting when he went into actual business.\n\nTo be sure, I have\n\nno personal knowledge of conditions except as they exist in large cities,\nbut I think my conclusions, with some modifications, will apply to all\nlocalities.\n\nThe commercial high school is an experiment.\n\nThe full four-year\n\ncourse has never been worked out in any city, so far as I know, tho there\nis\n\nno doubt in my mind as to its ultimate success.\n\nIn some of our\n\na three-year course has been in existence for some time.\ncities a four-year commercial\n\nyears.\n\ncities\n\nIn some other\n\ncourse has been in operation for one or two\n\nIn Brooklyn a commercial high school, with a course of three\n\nyears, began its independent existence a few months ago, tho for all prac-\n\npurposes\n\ntical\n\nit\n\nhas been an independent commercial school for five\n\nThe private commercial schools known as business colleges have\nbeen in operation for many years in all parts of this country. Their\n\nyears.\n\nexistence shows conclusively that they were necessary;\n\nthat they did\n\nsomething which the public schools did not do but, because very many\nof them were of a low grade, attracting pupils of poor mental attainments\n;\n\nand\n\nscholastic ability,\n\nand because the instructors employed were\n\nof\n\nlimited education, the prominent educators of the country have ignored\nthe\n\nprivate\n\nbusiness schools of high grade, and, until recently, have\n\nall these schools were wrong from a pedagogical point of\nThere is no question in my mind as to the value of the work which\nthe better business colleges have been doing. The commercial high school\naims to do many things that the business colleges did not try to do. But,\nin order properly to fill its place in the community and justify its existence as a school supported by public taxation, the commercial high school\nmust teach those things which the best business colleges taught, in a\nmanner equally thoro and practical. Not long ago, in an educational\npaper of some standing, I noticed the statement that the business college\nwas merely a clerk factory to turn out business assistants, but that the aim\nof the high school was to turn out business-men.\nI suppose the writer\n\nbelieved that\nview.\n\nshould have said, to carry out his thought, successful business-men.\n\nThis\n\nstatement, with some variation, has been repeated frequently and has been\n\nmade a great deal of. But to me it is an expression without definite meanWhat is a business-man ? Is he a wholesale or retail merchant ?\n\ning.\n\n"}
{"page": 569, "printed_page": null, "text": "COMMERCtAL fflGH-SCHOOL COURSE\n\ndepartment\n\n557\n\nA banker ? An exporter ? A railroad manager ? A manufacturer ? A\nA bookkeeper ? A commercial traveler ? It seems to me that\n\nclerk ?\n\nanyone who is engaged in any occupation arising from the exchange of\ncommodities is essentially a business-man, and if he succeeds he is a successful business-man.\nThe successful business-man owes his success\nsometimes to his education, but more often to his tact and special\nknowledge of the business in which he is engaged. All that the commercial high school can do for its pupils is to teach them to use the\ntools of business, in order that the natural gifts in a business way which\nthey all possess in some measure may be developed and their value\nincreased.\nA competent business-man, as such, cannot be made in a\nschool.\nMany men who have the best instruction possible do not succeed in business because so\nsary to insure success.\nfamilies\n\nmany things\n\nBusiness ability\n\n— nay, some races — seem\n\nto be\n\nbesides education are neces-\n\nis\n\nSome\n\nfrequently inherited.\n\nendowed with the commercial\n\ninstinct.\n\nWhat is a commercial education?\n\nI\n\nwell\n\nknow\n\na successful\n\npresident and financier who cannot keep a simple set of books\n\nnent business-man of my acquaintance received\n\nall\n\n;\n\nbank\n\na promi-\n\nthe business training\n\nhe ever had as a journalist; another, in the classical course of a university;\n\nanother received a liberal high-school course; another, an elemen-\n\ntary-school education;\n\nand another\n\n— had no school education\nin\n\nformer generations\n\n;\n\nat all.\n\n—\n\na most successful business-man\nThere were successful business-men\n\nthere are splendid business-men today who never\n\nhad the special training the commercial high-school course proposes to\ngive, tho some of them have had the advantages of a business-college\ncourse.\nIt seems to me, therefore, that any education which a businessman has, and which makes him a better business-man, is for him a business education, no matter whether it was obtained within the walls of a\nschool or not.\n\nNow, it seems to me there is nothing mysterious in this question, and\nthere has been no great discovery lately as to what constitutes a business\n\neducation.\n\nWe are merely beginning to realize its value and necessity\n\ntoday, and the great danger of failure in our commercial courses\n\nour desire to do so\n\nlies\n\nin\n\nmuch for our pupils that we overestimate the value\n\nof some parts of the courses we would offer, and by endeavoring to accom-\n\nplish too much fail to provide a sensible, practical, and workable curricu-\n\nlum.\n\nOur laudable desire to have a great school should not obscure the\n\nneed of having a good school.\nWithout entering into specifications, I may say I am convinced that\nsome of the commercial courses adopted by our boards of education the\npast three or four years have already been adjudged\n\nfailures, so\n\naccomplishing the purpose for which they were organized\n\nis\n\nfar as\n\nconcerned.\n\nA business education such as our secondary schools should give is not\n\n"}
{"page": 570, "printed_page": null, "text": "MATiOMAL EDUCATIONAL ASSOClATiOM\n\n55\n\nnearly so technical as\n\nmany are wont to imagine, and, in my estimation,\nand strengthens the mental\n\nthat kind of education which develops\n\nit is\n\n[Business\n\nwhich are used in business, and which provide that general\nknowledge which is useful in all business, and, in some cases, the particufaculties\n\nlar kind of knowledge useful in a particular business.\nI\n\nhave no sympathy with those\n\nwho\n\nsneer at\n\nschools which only\n\nattempt to turn out good clerks, and good bookkeepers, and good stenographers, for nowadays every young\n\nman must begin in a subordinate\n\nplace, oftentimes being obliged to accept the first opportunity offered;\n\nand unless he is competent to do well that which he is first given to do,\nhe is handicapped at the start. I have had this deeply impressed upon\n\nmy mind after each semi-annual graduation of the school in which I have\nthe honor to serve.\n\nI\n\nhave charge of what\n\nmay be called our employ-\n\nment bureau for our school is so well known that we have frequently\nmore calls for office help than we are able to fill, and I cannot fail to\nnotice the disappointment which many show at being obliged to begin\n\\\n\nin places of slight responsibility.\n\nThe grammar-school course, in cities at all events, is defective in\nand some of its weak points should be\npoints of strength in business education.\nThere is a vast number in\nthoroness in many particulars\n\n;\n\nevery city who, because of their circumstances, cannot spend four years,\nor even three, in a secondary school.\nfirst\n\nIt seems to me, therefore, that the\n\nduty of the public commercial high school is to extend the work of\n\nthe elementary school where needed, to strengthen it wherever it is weak,\n\nand\n\nprovide that which will be of value to those who can stay but a\n\nto\n\nshort time in the course.\n\nIts second\n\nduty is to take care of the needs of\n\nthose who can stay a somewhat longer time ; while it should last provide\nfor those who will take the last years.\n\ndo not believe that it is the function of the public secondary school\nmanagement, nor do I believe it is\nwithin its power to do so. The course of study of a public commercial\nI\n\nto teach the philosophy of business\n\nhigh school must be exceedingly strong in those subjects which the 99\nper cent, of those who attend will require (the essentials), and, if possible,\nstrong in those branches which will be wanted by the\n\ni\n\nper cent,\n\nwho\n\nbecome bank presidents, railroad managers, consuls,\npromoters of vast enterprises, and the like.\nThe studies of the course may be grouped as follows English mathecommercial subjects\nmatics\nhistory and civics\nscience\nlanguages\n\nare expected to\n\n:\n\n;\n\n;\n\n;\n\n;\n\n;\n\ntaught separately as such, including writing, bookkeeping,\n\narithmetic,\n\ncommercial law, stenography, and typewriting.\n\nThe study to which I assign the first place in the commercial highschool course is English, by which I mean the \"art of expression\" in\nconversation and writing, and on one's feet in public.\n\nJust here the\n\nwork of the elementary school may be supplemented with the utmost\n\n"}
{"page": 571, "printed_page": null, "text": "COMMERCIAL HIGH-SCHOOL COURSE\n\nDepartment]\n\n559\n\nadvantage to the pupil, for spelling must be taught regularly and systematically.\nThe work of composition should begin at once, with a view\nof teaching the boy to arrange his ideas logically, and to state\n\nconcisely as is consistent with clearness.\nstyle\n\nthem\n\nmay be left until the third or fourth year of the course.\n\nwriting must be taught as a part of the curriculum, and\n\none hour a week for the first\n\nas\n\nThe development of a literary\nLetter-\n\nI would\n\ndevote\n\ntwo years to this most important subject,\n\ngiving constant attention to form, punctuation, spelling, subject-matter,\n\nand the acquirement of a good business style. The handwriting of many\nof the incoming pupils will be so poor that penmanship, i. e., rapid and\nlegible writing, must be taught as a special study to most of the pupils for\none year at least, and legibility and neatness in all written exercises must\nbe insisted upon by every teacher, and nothing else accepted. The bookkeeping of the first year should be simple, but thoro; the most careful\nattention being given to the form and use of all the business papers which\nwould naturally be handled if the transaction used as the basis of instruction was genuine.\nThe principles underlying the science must be dwelt\nupon with painstaking insistence, and presented again and again in ways\nwhich may tax the ingenuity of the instructor, until they are thoroly\nunderstood, and can be applied correctly and without hesitation. At the\n\nend of the first year the pupil should be able to open, conduct, and close\nbooks requiring a knowledge of the use\nof the day-book, journal, cash-book, sales-book, and ledger.\nHe must\n\nintelligently an ordinary set of\n\nmake a clear statement of the condition of the business\nThe work of the second year should be developed in a natural way from that of the first, the examples increasing in\ndifficulty, the pupil being compelled to rely upon himself as he becomes\nalso be able to\n\nas shown by his ledger.\n\nIt should be accompanied with a thoro course in business practice\nand office routine. In the third and fourth years the more difficult and\nintricate work of the bookkeeper should be undertaken, and the duties of the\naccountant and auditor may be studied. The study of commercial arithmetic should be taken up in earnest the first year.\nAnd here again the work of\nthe grammar school must be reviewed and augmented by drill in fractions\nand daily practice in addition. The work in arithmetic, in my mind,\n\nable.\n\nshould consist to a great extent in the mental solution of examples, with\na view to acquiring that facility and accuracy which is demanded in business.\n\nThe man of affairs meets with but few problems such as the arith-\n\nmetic offers\n\n—\n\nthat\n\nis\n\nto say, in the stated form in which the pupil finds\n\nthem in the text-book.\n\nBut he is constantly confronted with conditions\nwhich demand on his part an ability to apply such principles and rules of\narithmetic as will fit the case.\n\nby the\n\nThis should be borne in mind continually\n\ninstructor, and the work laid out so as to\n\nconform\n\nto\n\nit.\n\nproper use of the text-book is to supply some of the material for\n\nThe\nhome\n\nwork, and to sav^ the teacher of large classes from the danger of being\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n56o\n\n[Business\n\nswamped in preparing and solving and correcting problems.\nfirst\n\nAfter the\n\nyear the work in bookkeeping and business practice will provide\n\nopportunities for frequent drill in commercial arithmetic.\n\nCommercial law should be entered upon, not with a view to teaching\nis implied by the title of the book, Every Man his Own Lawyer,\nbut to give the pupil such a general knowledge of the principles which\nwhat\n\nunderlie the laws of business as every intelligent business-man should\n\nThe intensive study of business law may be left to the third or\n\nhave.\n\nfourth year, but certain divisions of the subject\ntracts,\n\n—\n\nas, for\n\nexample, con-\n\nnegotiable paper, agency, partnership, and agreements for per-\n\nsonal services\n\n— should form an important part of the work\n\nof the second\n\nThe application of the laws of commercial paper should be one of\n\nyear.\n\nthe duties of every teacher whose subject, either in theory or in practice,\ninvolves the use of any piece of business paper.\n\nNo pupil who has com-\n\npleted the second year should be unable to interpret the meaning and\n\nscope of any indorsement.\n\nTypewriting is practically a necessity today for\nbusiness career, whether phonography\n\nis\n\nall\n\nwho enter upon a\n\nused in connection with it or\n\nnot; and I would suggest that in the third year of the course sufficient\n\ntime be given to it to insure a fair degree of speed.\n\nAs a means of fixing\n\ndeeply in the mind of the pupil the correct spelling of words, the proper\nuse of the marks of punctuation, and the mechanical form of letters, I\n\nknow of no exercise equal to practice upon the typewriter.\nPhonography or shorthand is, to my mind, a study entitled to\nprominent recognition, not only because of its utility, but also because\nof the mental discipline which it gives in cultivating and strengthening the powers of attention, observation, and discrimination.\nits\n\nI\n\nsuggest\n\nintroduction into the course of study in the second year, and at the\n\nend\n\nof that year\n\nI\n\nbelieve the pupil should have acquired a complete\n\nmastery of the principles and the word-signs of the system, and be ready\nto\n\napply them without hesitation.\n\nHe should be able also to take from\n\ndictation easy new matter quite readily.\n\nThe distinction between a mere\n\nwriter of shorthand and a competent stenographer should be kept before\n\nthe pupil, and those who intend to begin their business career as stenog-\n\nraphers should be constantly reminded of the need for acquiring general\nculture as well as the ability to perform the mechanical\n\nwork of the\n\nThe work of the second year in stenography should be\nmainly dictation upon various lines, with a view to acquiring speed. The\nnotes of the pupil should be transcribed by him upon the typewriter as\n\namanuensis.\n\nsoon as he has acquired\nment.\n\nsufficient\n\nThis work in dictation\n\nproficiency to manipulate the instru-\n\nmay be profitably varied by the pupils\n\nmaking their notes directly upon the machine.\nFree-hand and mechanical drawing should be taught in\nyears,\n\nthe first two\n\n"}
{"page": 573, "printed_page": null, "text": "COMMERCIAL HIGH-SCHOOL COURSE\n\nDepartment]\n\n561\n\nWith the exception of English, the work which I have outlined thus\nmay be completed by the end of the third year. It will afford an\nexcellent education in the so-called business subjects, and the pupil who\nhas pursued it faithfully, under the guidance of properly qualified\ninstructors, will have a good equipment with which to begin his business\nfar\n\nlife.\n\nnow refer to the other work of the course briefly, hot because I\n\nI will\n\nconsider it unimportant, but because\n\nI\n\nfeel\n\nassured that most makers of\n\ncommercial high-school courses will give it all the preferment to which it\nis\n\nentitled.\n\nThe course in history and civics should include general history, with\nAmerican history and government as a part of the work of the second\nyear the history of commerce is appropriate for the work of the third\nyear; while economics, political science, and modern and industrial history may constitute the work of the fourth year.\n;\n\nThe\n\ncourse\n\nin\n\nmathematics should comprise arithmetic,\n\nalgebra,\n\nand geometry in the first, second, and third years, respectively.\nIn science, physical geography, and physiology and hygiene should be\nstudied the first year; commercial geography and physics, the second\nyear; chemistry and natural science, the third year; industrial chemistry, and the study of raw materials and manufactured goods, the fourth\nyear.\n\nFrom the department of languages I would omit all but the modern\nmuch for their literary and\nculture value as for their possible practical utility.\nThe value of the work\ntongues, and they should be pursued not so\n\nin\n\nthis\n\ndepartment\n\nwill\n\ndepend very largely upon the\n\nof\n\nability\n\nteacher and his comprehension of the objects to be attained.\n\nI\n\nthe\n\nwould\n\nsuggest that an option between Spanish and German be permitted on enter-\n\ning the course, and that a choice between science and a second language\n\nbe allowed in the second year, and possibly a choice between science and\n\nFrench in the third year.\n\nIn the third and fourth years in which any\n\nlanguage is pursued a part of the work of the pupils should be in business correspondence in that language.\n\nLimitation of time now imposes upon\n\nme the necessity of bringing\n\nthese suggestions to an end, tho I feel that I have only touched upon the\nessentials\n\nand possibilities of my subject.\n\nIn conclusion, permit\n\nme to\n\nsay that I believe our most urgent need is not so much new and remodeled\n\ncommercial courses as new and remodeled commercial teachers.\n\nWhat is needed in each of our great cities is a thoroly American\ncommercial high school, based on American needs, and adapted to AmeriNot that I would fail to recognize the splendid results secured\nEuropean schools of commerce, or cast to the winds the fruit of\ntheir experience in commercial courses.\nFar from it. With due apprecan ideas.\nin the\n\nciation qf what they have accomplished, let u5\n\nmake a practical use of\n\n"}
{"page": 574, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n562\n\n[Business\n\nwhat is adapted for our particular needs, and, benefiting by the study of\nthese illustrious models, build up in this country schools in every way\ntheir equal, and, so far as our needs are concerned, their superior.\n\nTHE ADVANTAGES AND DIFEICULTIES OF INTRODUCING\nTHE COMMERCIAL BRANCHES IN GRAMMAR AND\nHIGH SCHOOLS\nH. M.\n\nROWE, BALTIMORE, MD.\n\nThe very general demand for training in commercial branches in\ngrammar and high-school courses has brought with it some perplexing\nproblems of management and method for teachers and school officers to\nIn many respects the conditions are so unusual, and the methods\nsolve.\nwhich must be employed to secure successful results are so different from\nthose commonly used in public-school work, that there has been some\ndiscouragement and disappointment.\n\nMany instances have come to my notice in recent years wherein the\nresults obtained\ncial\n\nfrom instruction in bookkeeping and the other commer-\n\nbranches in public schools have been unsatisfactory, and often have\n\nA careful examination into the conditions that\n\namounted to failures.\n\nme that any other results could not have been\nMuch of the trouble was found to be in the lack of experience\n\nprevailed has satisfied\n\nexpected.\n\non the part of the principals and teachers in handling this work, and the\nlack of proper facilities and equipment which should have been provided\nfor it by the school authorities.\n\n—\n\nThe first difficulty is to impress upon\nwho are responsible for the management of public\n\nThe conditions are different.\nthe minds of those\n\nschools that the commercial branches to be taught successfully must be\n\ntaught differently from the usual\nin\n\npublic-school\n\nsome of these branches, especially\n\nin\n\nbranches.\n\nInstruction\n\nbookkeeping, cannot be given\n\nwith the best results by the strictly class-drill methods in which a recita-\n\ngrammar or geography may be conducted. The work must be\nmore individual, and more attention must be given to each student\nand his work, just as the student himself must give more attention to the\ndetails and technicalities of each lesson.\nThe better class of business\nschools have solved many of the difficulties, and public-school teachers\nwould profit much if they would study their methods. In them a combination of class and private instruction has been followed which has been\ntion in\n\ndemonstrated\n\nto\n\nbe the best-adapted for\n\nthis\n\nwork, and similar results\n\nhave followed wherever this method has been used in public schools.\nProfessor Kennedy's \"individual instruction system,\" in operation at\nBatavia, N. Y., in which two teachers are assigned to one room, one of\n\nwhom con4ucts the recitations and the other gives individual instruction,\n\n"}
{"page": 575, "printed_page": null, "text": "Department]\n\nCOMMERCIAL BRANCHES IN PUBLIC SCHOOLS\n\nwould work\n\nwell in the\n\ncommercial branches.\n\n5^3\n\nToo much importance\n\ncannot be attached to the value of the individual attention of the teacher\nto each pupil.\n\nWhile\n\nclass recitations will\n\nproduce\n\nfairly\n\ngood results\n\nin the subjects of correspondence, commercial law, commercial arithmetic,\n\ncommercial geography, and penmanship, in bookkeeping the importance\nof details necessitates\n\nmuch more individual work on the part of the\n\nteacher.\n\nAnother difficulty pertaining to courses of study and\n\nclassification is\n\nthat the pupil in the public school usually has to take care of many more\n\nstudies in a given time than the student in a private commercial school.\n\nFor this reason the ordinary\n\nclassification\n\nin\n\npublic schools will not\n\nadmit of periods of study and recitations of as great length as those in\nbusiness schools.\nIf possible, the periods for recitations should be\nlengthened, and in the subject of bookkeeping two consecutive periods\n\nshould be assigned.\nIn arranging a course to include the commercial branches better\nresults can be obtained\n\nby eliminating as many as possible of the other\n\nbranches during the time the commercial branches\n\nare given special\n\nattention.\n\nThe commercial branches are not easy branches to master by\n\nany means,\n\nA pupil cannot drift thru his course of study and recitations\n\nThe\nas he can in geography, or even arithmetic.\nmoment he does not understand what he is doing he is lost, and will\n\nin\n\nbookkeeping\n\nsoon be in a maze of difficulty that will put him far behind his class.\nThere is absolutely no middle ground for a successful student in bookkeeping.\ndoesn't\n\nA single error will disorganize a whole set of books.\n\nknow the subject thoroly, he is an\n\nutter failure\n\nin\n\nit,\n\nIf\n\nhe\n\nbecause\n\nabsolute accuracy is the first requisite in results, and is the main test.\n\nTeachers must be qualified.\n\n— Another\n\ndifficulty is the\n\nincompetent teachers to instruct in these branches.\nof bookkeeping,\n\nfor instance, given\n\nemployment of\n\nRarely is the subject\n\nsufficient attention\n\nin the\n\nnormal\n\nAn adequate knowl-\n\ncourses to prepare teachers to teach it intelligently.\n\nedge of bookkeeping includes a technical and legal knowledge of notes,\ndrafts, checks, orders, receipts, bills\n\nbusiness.\n\nIt also includes an\n\ncedure, the requirements of\n\n;\n\nand, in fact, all the vouchers used in\n\nacquaintance with methods of business pro-\n\nmodern office practice\n\n;\n\na knowledge of com-\n\nmercial law in so far as it relates to contracts, corporations, partnerships,\n\nagency, etc., their formation, and the legal responsibilities of the parties\nthereto.\n\nAn intelligent teacher of bookkeeping must have a detailed,\n\ntechnical knowledge of a very broad subject.\nIt is evident that the ordinary teacher, as he is found in the grammar\nand high schools, is not likely to be well fitted to teach these branches.\nIn many instances bookkeeping is taught by the regular teacher of\nmathematics or English or the sciences\nmen and women who, if they\nhad no better knowledge of their regularly assigned specialties, would\n\n—\n\n"}
{"page": 576, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n564\n\nprove utter and entire\n\nfailures.\n\nSuccessful results,\n\n[BuslriesS\n\ntherefore,\n\ncannot\n\nbe expected unless teachers are employed who are proficient and qualified for commercial teaching.\n\nTheir training and equipment should be\non an equality with that of any other teacher of any other branch in the\npublic-school curriculum.\n\nThey should be specialists.\n\nA teacher can-\n\nnot teach bookkeeping well who could not keep a set of books well, and\nyet I have met principals\n\nand superintendents who asserted\n\nthat\n\nbook-\n\nkeeping was a very simple matter, and almost anyone could teach\nThis is a serious mistake.\n\nProper facilities must be supplied.\n\n— The ordinary furnishment\n\nit.\n\nof public\n\nschools in the way of desks and appliances is entirely unsuited to instruction in bookkeeping.\n\nThe student must have at least twice, and in many\n\ninstances three times, the space supplied on the usual public-school desk.\n\nAn arithmetic lesson may be prepared with a tablet on one's knee, and\nthe recitation may be conducted from the blackboard\n\n;\n\nbut a recitation in\n\nbookkeeping requires plenty of desk room, and there should be one room\nespecially furnished and equipped for recitation and individual instrucAmple accommodations\ntion, if satisfactory results are to be expected.\nfor the blanks and stationery should be provided, and where trading\nbetween students is conducted, complete office equipments are required.\nModern bookkeeping systems must be used.\nBusiness methods have\nbeen revolutionized in the last quarter of a century, and systems of bookkeeping and accounting, to say nothing of office practice and methods of\nNo teacher\nbusiness procedure, have been revolutionized with them.\nwould attempt to teach geography from a text-book published in i860,\nyet the officers in many schools continue to insist upon some little insignificant text-book, whose only recommendation is its cheapness, and\n\n—\n\nwhose only claim to distinction is its antiquity. The old text-book plan is\nThe newer methods must be employed. To save a\na thing of the past.\nfew pennies it is not unusual to supply students with blank-books and\nmaterials of such flimsy character as to make first-class work impossible.\n\nBoards of education find it hard to realize that the expense necessary\nbooks and stationery for the student in\nbookkeeping must cost as much perhaps as all the books used by the stuto supply an adequate outfit of\n\ndents in other courses in a year's work.\n\nIn fact, the expense is even more\n\nsometimes than for students in the primary grades.\nIt is folly to attempt to teach bookkeeping unless\npapers are used.\n\nall\n\nthe business\n\nThey are as much a part of the material equipment for\n\nteaching the subject as the ledger, journal, or cash-book, and it is impossible to give the student a practical\n\nknowledge\n\nrecords are made from the business papers.\n\nof accounts unless the\n\nThe use of business papers\n\nand a technical knowledge of their preparation in connection with each\ntransaction will be of vastly more practical value to the student in\n\nmany\n\n"}
{"page": 577, "printed_page": null, "text": "Department]\n\nCOMMERCIAL BRANCHES IN PUBLIC SCHOOLS\n\n565\n\ninstances than a knowledge of the laws of debit and credit, or the ability\nto keep a cash-book, sales-book, journal, or ledger.\nI trust I may be permitted to say that the public schools were formerly\nhandicapped in their introduction of the commercial branches because of\ntheir inability to find books and systems that were adapted to their wants.\n\nThis\n\ndifficulty no longer exists.\n\nSeveral publishing houses have recog-\n\nnized their wants and provided systems of bookkeeping and appliances\nwell suited and especially prepared for them.\n\n—\n\nPerhaps the\nThe value of commercial instruction must be appreciated.\nmost serious of the difficulties to be overcome in sucessfully introducing\nthe commercial branches into the public schools lies in the prejudice of\nschool superintendents, principals, and teachers against the introduction\nof this work.\n\nThe\n\npersistent,\n\nand\n\nin\n\nmany instances unaccountable,\n\nantagonism which has been displayed by those in authority is one of the\nunsolved problems in our educational history.\n\nTeachers who are sublime\n\nexamples of devotion to the cause of education, who are unceasing in their\nefforts to help every little boy and girl that comes under their charge, and\n\nwho often display extraordinary educational intelligence, for some reason\nare found to be unreasonably opposed to the introduction of the\n\nmercial branches.\n\nIt\n\ncom-\n\nhas been variously ascribed to the traditions of\n\ncollege and university training, to the conservatism of our educational\n\nsystem, and sometimes to laziness.\n\nThe very fact that\n\nthe obstacles to\n\nwhich I have called attention must be mastered and overcome has in many\ninstances been a sufficient reason for no effort at all.\n\nThe advantages.\n\n— Now\n\njust a few words as to the advantages to young\n\npeople from the introduction of the commercial branches.\nbeliever in higher education.\n\nwith plenty of\n\nI\n\nI\n\nam a great\n\nadvocate all that is best in all education,\n\nbut I maintain that all education, when considered in\n\nit;\n\nrelation to the great mass of the people of our country, must be measured\n\nand utility. Our boys and girls\ndemand to be educated so that, first of all, they may be better equipped\nto earn an honest living; that they may live comfortable, intelligent, and\nrespectable lives, and take their places as productive and desirable memfinally by the single test of usefulness\n\nbers of society.\n\nNo education or training that can be given to the great\n\nmajority of those in attendance in our advanced grammar grades and high\nschools can be more useful and productive than that derived from a study\nof the commercial branches.\n\nThe intellectual culture which is so highly\n\nesteemed by some is of little account if it cannot supply itself, or be supplied, with the richer intellectual foods which it requires to feed upon.\n\nWe do not look for luxuriant growths of moral development in the thin\nsoil of\n\npoverty, and the basis of any real progress of the race toward\n\nhigher forms of civilization will be found in the material prosperity of the\nindividual to a greater extent than\n\nmany of us are willing to admit.\ngrammar and\n\nTherefore, if the introduction of commercial studies into\n\n"}
{"page": 578, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n566\nhigh schools\n\n—\n\n— which are of\n\npoor alike\n\nwill better fit them for life's work,\n\nothf r\n\nimportant branches must be dropped\n\nless\n\nall\n\n[Business\n\nothers the schools of the people, rich and\nit\n\nshould be done, even if\n;\n\nand every honorable\n\nteacher must feel himself bound to work toward that end.\n\n-\n\nSCHOOL AND BUSINESS ARITHMETIC— LIMITATIONS\n\nAND IMPROVEMENTS\nEDWARD W, STITT, PRINCIPAL OF PUBLIC SCHOOL NO. 89, NEW YORK, N. Y.\nIn common with most teachers who have endeavored to carry out\nonerous and over-burdened courses of study, we rejoice that the modern\n\nmovement has been toward the elimination of much of the old-fashioned\narithmetic which formerly wasted so many hours with such little practical\n\nThe days of mathematical puzzles, arithmetical conundrums, and\n\nresults.\n\nvarious forms of useless number mysteries have to a large degree disap-\n\npeared.\n\nMay they never again hold in their thraldom\n\nthose teachers\n\nwho, like Prometheus, were bound to the rock of arithmetical slavery\n\nMany teachers have been the victims of a relentless Pandora, who came,\nnot with a box of evils from Jupiter, but with a long-drawn-out course of\nstudy, which included too\n\nmany topics in arithmetic absolutely unneces-\n\nsary for the average business-man.\n\nAlligation, duodecimals, equation of\n\npayments, compound interest, foreign exchange, and other such subjects,\nhave either been wholly eliminated or at least very materially reduced in\nimportance.\nIt is,\n\nhowever, a matter of the greatest surprise that in so many of the\n\nimportant cities of our country the course in arithmetic still holds firmly\nin\n\nits\n\ngrasp\n\nmany of the kinds of problems which modern pedagogic\n\nleaders have denounced as being unnecessary to young students.\n\nI\n\nhave\n\nmade a careful study of the arithmetic requirements of thirty of the largest\ncities in this country, including most of those\n\nhaving a population of over\n\nThe assigned work was carefully examined, and I\ndiscovered that in many cases the requirements were excessive.\nMore is\ndemanded than is necessary for proper business preparation, and yet the\npupil who desires to continue in the high school or college is not imbued\none hundred thousand.\n\nwith the proper mathematical spirit by this additional work.\n\nMost careful teachers will probably admit that below the high school\nthe following subjects are\n\nunnecessary:\n\npartial\n\ncompound\n\npayments,\n\npartnership, equation of payments, compound proportion, true discount,\n\nand higher mensuration. The following table will show the relative percentage of cities in which the above subjects are not simply optional, but\nactually required\n\nCompound partnership\nPartial payments\n\n-\n\nCompound proportion\n\n-\n\n-\n\n53 per cent.\n\n47 per cent.\n43 per cent.\n\nHigher mensuration True discount\nEquation of payme.nts •\n\n-\n\n40 per cent.\n\n-\n\n33 per cent.\n30 per cent.\n\n-\n\n"}
{"page": 579, "printed_page": null, "text": "SCHOOL AND BUSINESS ARITHMETIC\n\nDepartment!\n\n567\n\nWhen the percentage of what may be called nonessential subjects\nvaries from 53 to 3.0, a radical\n\nchange would be\n\nbeneficial\n\nif\n\nit\n\nlead to minimum requirements more nearly in accord with the\n\nshould\n\ndemands\n\nof the times.\n\nWhen it is remembered that there are over a million persons actually\nengaged in business in this country, and that nearly half our total population over the age of ten years is busy in some mercantile pursuit, it\nwill be admitted that careful attention should be paid to the requirements\n\nwhich business occupations demand, and that proper minimum standards\nshould be decided upon after careful deliberation.\n\nStatistics\n\nprove that\n\nout of every hundred children who start in life only four reach the high\nschool, two the college, while ninety-four leave at various ages to go into\n\nsome form of business.\n\nUrgent efforts should therefore be made to prop-\n\nerly equip this largest class with both the amount and the kind of arith-\n\nmetic needed.\nwill probably be considerable discussion as to what may be\nminimum requirements, but careful consideration of the previously mentioned courses of study leads me to the following conclusions\n\nThere\n\nproper\n\n1.\n\nAll unnecessary work, such as partnership with time, equation of\n\naccounts, cube-root, etc., should have\n\nno place in the course of study of\n\nany elementary school.\n2.\n\nImportance of drill and review must be constantly emphasized, not\n\nonly for the pupil who is to enter business, but also for the pupil who\n\nis\n\ntaught arithmetic as a basis for further mathematical knowledge.\n3.\n\nThe mass of the pupils, however, must have only practical work, as\n\nthey need their arithmetic, not for mathematical development, but as a\n\nmeans of earning their livelihood.\n4. Simple cases under denominate numbers of the practical tables,\nand easy applications of percentage and proportion, will doubtless include\nthe most advanced work which any fair minimum course will require.\nThey can be made help5. Text-books are to be used with caution.\nful or harmful, according to their use or abuse.\n6. Up to the fourth year the main efforts should be to secure rapidity\nand accuracy of result, and the work should be confined to the fundamental rules and a brief course in fractions. (No fraction should be of a\nhigher denominator than 12, and no examples should be given in 7'ths\n\nor ii'ths.)\n\nThis plan will allow the child to become very familiar with\n\nthe twenty-eight different fractions, from \\ to \\^.\n\nA relief from the present excessive requirements in arithmetic leading\nto an\n\neffort to\n\nprepare for proper business equipment is found in the\n\nestablishment of\n\ncommercial high schools, the\n\nlatest\n\ndevelopment of\n\nthe school system, and an innovation which most of the large cities of\n\nour country have hastened to adopt.\n\nThe trend toward the movement\n\nis also shown in the business colleges, which have been so very successful\n\n"}
{"page": 580, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n568\n\n[Business\n\nin preparing young men for a mercantile career that they have an estab-\n\nblished place in the educational system of our nation.\n\nIn the^e schools the pupils are of an advanced age, and their apperceiving power is sufficiently developed to enable them to grasp such subjects as the metric system, compound\n\npartnership, equation of accounts,\n\nand so forth, which were formerly allowed to harass many a poor boy in\nthe elementary schools, who would never make use of any such branches\nBy the time the average\nof arithmetic in the course of his whole life.\npupil has reached his fourteenth year he is probably finishing the seventh\n\nyear of school, and\n\nis\n\nabout to complete the final term of his grammar-\n\nschool work, preparatory to entrance to a high school, or to commence a\nbusiness career.\n\nIn the course of the past few years I have frequently received letters\nof inquiry from the parents of\n\nmy pupils, stating that the methods which\n\ntheir children were using were so different from those employed by them-\n\nselves that they could render them\n\nno efficient help. I therefore determined to discover to what extent business practices varied from those\nordinarily employed in school, and also to what degree our curriculum\nmight be reduced by limiting the instruction to those subjects which the\nbusiness-men found most necessary.\nI therefore addressed letters of inquiry covering the above points to\nthe heads of the representative business houses in New York.\n\nThe plan\n\nreceived the hearty approval of a number of our merchant princes, bank\npresidents, and commissioners of the board of education, including John\nWanamaker, R. H. Macy & Co., President Miles M. O'Brien of the board\nof education, Hon. Joseph J. Little, Commissioner Joseph J. Kittel,\npresident of the Nineteenth Ward Bank, and Superintendent John Jasper.\nTheir cordial indorsement and the use of their names stamped my investi-\n\ngation as being, not simply theoretical, but eminently practical.\n\nSo\n\nthat I\n\nmight be assisted\n\nin\n\nmaking proper generalizations from\n\nthe replies, and also that I might succeed in reaching a larger number of\n\nvarious lines of industry, I\ntions\n\nmade the following classification of occupa-\n\n:\n\nI.\n\nWholesale merchants.\n\n6.\n\nProfessions.\n\n2.\n\nRetail merchants.\n\n7-\n\nImporters and exporters,\n\n3-\n\nManufacturers.\n\n8.\n\nAgents.\n\n4-\n\nTrades.\n\n9-\n\nMiscellaneous.\n\n5-\n\nSkilled artisans.\n\nEach of the above classes included about seven subdivisions, so as to\nembrace about sixty different business interests. The letters were sent\nby mail to the number of six hundred, stamped envelopes being inclosed\nAnother set was distributed personally thru the efforts of\nfor replies.\nthe teachers and scholars of my school, and also thru the kindness of\nfriends.\nAdditional value was given to the experiment by appreciative\n\n"}
{"page": 581, "printed_page": null, "text": "SCHOOL AND BUSINESS ARITHMETIC\n\nDepartment]\n\n569\n\nwords published in the New York Times, Commercial Advertiser, Dry\nGoods Review, and other papers, thereby bringing the matter to the favorable notice of\n\nReplies were received from many sources,\n\nmany people.\n\nand the great majority of the fifty-seven different\n\nlines of business\n\nwas\n\nrepresented in the responses.\n\nIn 44 per cent, of the replies the writers stated that there was absolutely no need for any arithmetic beyoftd the fundamental rules and com-\n\nmon and decimal\n\nThe\n\nfractions.\n\ngreat desiderata were accuracy and\n\nspeed, and strong emphasis was laid on the fact that the pupils should\nfully understand\n\nthe importance and logical sequence of every step of\n\nthe processes involved.\nI\n\nhave classified the information received from the answers under\n\neither of\n\ntwo heads:\n\nI,\n\n\" Mechanical Aids;\" II, \" Processes\n\nof\n\nSolu-\n\ntion.\"\n\nUnder the first head may be summarized the following particulars\n1.\n\nImportance of decimal points.\n\n2.\n\nNecessity for legible figures.\n\nAccuracy and speed.\nUse of interest and discount tables and graded schedules.\n5. Use of cash registers and arithmometers.\n6. The frequency with which aliquot parts are employed shows that\nsuch fractions as -^, \\^, W, etc., are seldom used in business, and should\n3.\n\n4.\n\ntherefore receive scant attention in school.\n\n8.\n\nImportance of \"short-cuts.\"\nValue of teaching the multiplication table thru 20X20.\n\n9.\n\nImportance of familiarity with English money.\n\n10.\n\nBusiness forms, such as checks, notes, receipts, statements, and\n\n7.\n\nprice-lists,\n\nshould be understood by all pupils of the seventh year and\n\nupward.\n11.\n\nConstant repetition and drill in the use of the four fundamental\n\nrules.\n\nUnder the second heading (\" Processes of Solution \") I endeavored to\ndetermine the differences existing between the schoolroom practice and\nthat of the outside world.\n\nbetween the two.\n\nwas surprised, at the general agreement\n\nI\n\nIn many cases the writers frankly acknowledged there\n\nwas no difference in method.\n\nIn others there were radical differences,\n\nand, while some of the replies received have not yet been fully analyzed,\nI\n\nbelieve I have summarized below the chief features of importance.\nI.\n\nInterest on all sums for any periods of time less than two hundred\n\ndays should be solved by what\nthe principal\n\nis\n\nis\n\nmultiplied by the\n\ncalled the\n\n\"bank method,\" in which\n\nnumber\n\ndays, the decimal point\n\nof\n\nremoved three places, and the product divided by six. Many businessmen, however, prefer the \"sixty-day method,\" by which i per cent, of\nthe principal equals the interest for sixty days at 6 per cent,\n\n"}
{"page": 582, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n570\n\n[Business\n\nIn many lines of business the arithmetic seems to be of a kind that\n\n2.\n\nto a large degree is specialized, and does not admit of ready reproduction\nfor class-room work.\nThe problems received were often very technical,\nand presented such difficulties that it seems hopeless to expect adequate\nuse of the same in school.\nThe most we can hope to do is to properly\nprepare the pupils for this higher work by impressing upon them the\nimportance of a thoro knowledge of fractions, and also leading them to\nattain the power to \"think in percentage.\"\n3. Retail merchants in all branches of trade seem to agree that all\nthe arithmetic a boy needs is the practical ability to handle quickly and\ncorrectly the four fundamental rules.\n4. Wholesale merchants and most of the manufacturers are of the\nopinion that the ability to calculate interest accurately and quickly, and\n\nto handle\n\ntrade discounts to advantage, constitutes the necessary equip-\n\nment, outside of the fundamental rules.\n\nAll agree that the time spent in\n\nwhat is called the \" problems in interest,\" finding the rate, principal, time,\netc.,\n\nis\n\nwasted.\n\nAlmost\n\nall\n\nthe business use of interest\n\nis\n\nin\n\nwhat\n\nis\n\ncalled in most text-books the \" first case,\" namely, to find the interest or\n\namount.\n5.\n\nMechanics seem to have very few methods except those which are\n\nnow usually taught in most of our good schools.\nall jobbing is calculated\n\noften in his special line on certain classes of\nresults almost intuitively.\n\nThe greater amount of\n\napproximately, as the mechanic has figured so\n\nwork\n\nthat he reaches the\n\nIt would seem wise, therefore, to greatly enlarge\n\nthe plan and scope of approximation in our school work, and in\n\nmany\n\nof our problems we should insist that prior to the complete solution the\n\nchild shall be required to roughly figure the approximate result.\n\nonly in the larger contracts that mechanics do real figuring.\n\nIt is\n\nIn small\n\njobs. they rely on their experience to strike the price about right, or else,\nif\n\nthey have miscalculated, they make it up on the next one.\n6.\n\netc.,\n\nThe answers received from the plasterers, painters, paperhangers,\nwere somewhat\n\ndifficult of generalization, and\n\nlimit their full significance cannot be indicated.\n\nharmony with our\n\nin a\n\npaper of\n\nthis\n\nIn the main there was\n\nbest school methods, but in\n\nmany cases\n\ntechnical\n\nsolutions were sent to me which would be of considerable value in business, but would not\n\nbe desirable as part of our regular school instruc-\n\ntion.\n\nProbably the greatest drawback to successful work in arithmetic at\nthe present time in our elementary schools is the inaccuracy of the chil-\n\nThe\n\nif\ntheir method of\nThey forget that accuracy of result\nis really the basic principle of this science of quantity, and if there be an\n\ndren's work.\n\npupils are\n\ntoo\n\noften satisfied\n\ninterpreting the problem is correct.\n\nerror in calculation, the value of the exercise is largely vitiated.\n\nNothing is more discouraging\n\nto\n\na class teacher than, after having\n\n"}
{"page": 583, "printed_page": null, "text": "SCHOOL AND BUSINESS ARITHMETIC\n\nDepartment]\n\ncarefully and inductively led up to a new process, and\nfactorily upon the pupil's\n\nS?*\n\nby drawing\n\nsatis-\n\nformer knowledge to have gradually brought\n\nhim to a comprehension of the new, when she proceeds\n\nmake a test\n\nto\n\nto determine results, to discover that a large proportion of the class have\n\nOne of the principal .reasons for the want\n\nglaring errors in calculation.\n\nof accuracy is the lack of drill in the fundamental rules.\n\nsome respects the overcrowded curriculum\n\nI fear th4t\n\nin\n\nfurnishes the reason for the\n\nwant of thoroness in the mechanical equipment. In the Middle Ages\narithmetic was made the first of the \"qu&drivium\" in the course of work\nfollowed, and in what we call the modern \"trivium\" of \"the three R's\"\narithmetic has generally been put\n\nlast.\n\nI\n\ndo not desire to urge a better\n\nplace for this subject, tho I think that the large number of branches taught\nin most schools today largely prevents proper attention to this very impor-\n\ntant subject.\n\nWe sometimes seem to be getting away from the proper\n\ntwofold function of arithmetic, namely, that it should not only serve as a\npreparation for business equipment, but also as an educational factor of\ngreat importance in mental discipline.\n\nThe elementary schools today are\n\nputting too much of the proper training in arithmetic upon the business\nschools and colleges, and upon the commercial departments of our high\n\nThe reduction\n\nschools.\n\nin\n\nthe requirements for which\n\nI\n\nhave argued\n\nshould produce as a corollary increased accuracy.\n\nMany merchants strongly urge the importance of mental arithmetic\nFrom the mere artisan, who calculates\n\nas a factor of business success.\n\nthe area of a roof to find the cost of tinning or painting the same, to the\n\nwealthy Wall street broker who handles Manhattan \"L\" stock or govern-\n\nment bonds, watches the change on the ticker from 114^ to 113^, and\ncalculates at once the amount of the necessary margin, there is at all\ntimes and in all lines of business a necessity for rapid and accurate mental arithmetic.\nI deem it a conservative estimate that perhaps 60 per\ncent, of the arithmetic of the business world is done without pen or pencil.\nA subject which demands such an important place in the world's experience requires an equally prominent place in the school.\nfore, strongly of the\n\nshould be mental and\nit\n\nI\n\nam, there-\n\nopinion that at least half of our school arithmetic\noral, not\n\nonly because of the additional training\n\ngives, but also from the fact that so many more problems can be covered\n\nin a limited time.\nAt all events, oral work must precede written work,\nand be the apperceptive basis upon which we build. My experience as a\nteacher and principal leads me to believe that when mental arithmetic has\nbeen neglected by a teacher there is a corresponding loss in the mathe-\n\nmatical ability of the class.\n\nCareful inquiry among a large number of teachers and a tabulation of\nresults of\n\nmany tests in my own school lead me to state that 50 per cent,\n\nof the incorrect results are directly traceable to errors in the fundamental\nrules.\n\nSo glaring has\n\nthis\n\nweakness become that from time to time I\n\n"}
{"page": 584, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n57^\n\nhave felt compelled, in order to bring pupils to a full\n\n[Business\n\nl-ealization of the\n\nvalue of accuracy, to mark examples correct or incorrect on the basis of\n\nmethod and an\nBy repeated warnings and punishments of the above\n\nthe answer alone, without giving any credit for correct\nincorrect result.\n\nnature I am beginning to get in the higher grades the proper co-ordination 5f\nI\n\nmethod and accuracy.\n\nthink very many of our courses of study in arithmetic\n\nmay fairly\n\nbe objected to because of the lack of variety in the planning of the work.\nIn many of the cities the subject of\n\ncommon fractions is finished even to\n\nthe most complex relations before decimals are taken up.\n\nIn others,\n\ndenominate numbers are taught for a full term, and the poor children\nhdi\\Q. ad nauseam diW the practical applications of weights and measures.\nPossibly the next term percentage\n\nmay be the center of attention.\n\nIt is\n\nfar better to carry on several topics at once,\n\nand therefore, after the preliminary stages of fractions, both common and decimal fractions should\nbe taught co-ordinately. Very soon percentage should also be taught as\na parallel subject, for the scholar should be led to see that all three processes are really similar.\n\nNot only will pleasurable variety result, but,\n\nwhat is more important, if the scholar is compelled to leave school at an\nearly age, he may have acquired the fundamental nature of a large part\n\nmethod is followed, each process should be\n\nof arithmetic.\n\nIf the above\n\napproached\n\nsuch a way that the child need only grasp the main out-\n\nin\n\nlines, the more important details being reserved for higher grades.\n\nPerhaps another mistake, very commonly made, is for the teacher to\nassist the pupils to\n\ntoo great an extent.\n\nThey are not to be constantly\n\ntaught by what has been called the \"pouring-in process.\"\n\nOccasionally\n\nthe teacher should rest and give the children a chance to assimilate the\ninstruction.\n\nFrequent reviews, therefore, become necessary.\n\nFor some\n\nreason, however, a teacher always endeavors to finish the grade require-\n\nments in arithmetic, even tho the science, geography, history, and language lessons suffer in the effort. Perhaps superintendents and principals\nthemselves are at fault in too often making an inspection of the class in\narithmetic alone, and allowing that to be taken as a standard for the other\nsubjects.\n\nThe teachers are, therefore, often in the habit\n\nof\n\ncramming\n\ntheir boys to pass the arithmetic examination, and the higher result, the\n\nlogical training of the mind, suffers in proportion.\n\nLet us hope that the dawn of the coming century may witness a new\nrenaissance in arithmetic, and that, with better methods, more intelligent\nteaching, and courses of study more fully adapted to the children's future,\nthere may be a wonderful improvement in the results, so that time\n\nbe saved for other- branches, and yet\n\nthis very important\n\nmay\n\ndepartment of\n\nschool work may justly do all that is demanded of it, first in the practical\nduties of\nmatics.\n\nlife,\n\nand, secondly, as the natural forerunner of higher mathe-\n\n"}
{"page": 585, "printed_page": null, "text": "ADVERTISING OF BUSINESS COLLEGES\n\nDepartment]\n\n573\n\nPROFITABLE PUBLICITY— A STUDY OF ADVERTISING\nAS APPLIED TO BUSINESS COLLEGES\nWILLARD J. WHEELER, PRESIDENT, BIRMINGHAM BUSINESS COLLEGE,\nBIRMINGHAM, ALA.\n\nThe necessity for advertising any business, or any profession, is generally recognized, and\ntise\n\n—\n\nif\n\nall\n\nmen and all business-men adver-\n\nprofessional\n\nnot in the public prints, then in other ways; for all publicity, or\n\nthat which attracts the attention of the public, is advertising.\n\nOf all the\n\ninstitutions of learning, the business college, the commercial college, the\n\nbusiness institute, or the business school, whatever\n\nit\n\nmay be called, has,\n\nfrom the very first, been the most liberal of all the school advertisers, and\nto this fact is largely due the success of these colleges; for by this means\nthe advantages of a business education have been so placed before the\nfathers and the mothers of this country that they have\n\ncome to demand\n\nthat their sons and their daughters shall be practically educated\n\n;\n\nand in\n\ncomparatively a few years after their organization we find these schools\nin every city of\n\nimportance in every state in the union.\n\nWhen we consider the difficulties that these schools have met and\novercome\n\nmen of\n\n;\n\nthe sneers of the educated\n\n;\n\nthe trouble in convincing business-\n\nthe fact that business-college graduates are competent\n\nkeepers, stenographers, and office\n\nmen\n\n;\n\nbook-\n\nthe fact that they have not been\n\nendowed by church or state, but have relied entirely upon the merit of\nwork done, we can but felicitate ourselves at what has already been\n\nthe\n\nachieved.\n\nWe now find the business colleges full of students and prosperous,\nthe educational value of these schools\ntheir graduates sought\n\nby business-men.\n\nmore generally recognized, and\nThese\n\nsatisfactory conditions\n\nexist because primarily the business colleges, as a whole, have given the\n\nbusiness training needed.\n\nYet without advertising, to bring before the\n\npeople the advantages of these colleges, they could not possibly have\nattained the measure of success which they have.\n\nA business college is, first of all, an educational institution, and the\ngreatest care should be taken in the arrangement of the course of study,\n\nand in the selection of teachers; but having secured good teachers, and\nhaving the proper curriculum, the progressive business-college man naturally looks for the best\n\nmeans of informing the people about his school.\n\nHe has, in fact, all kinds of advertising schemes placed before hnn, and it\nis\n\nnecessary for him to plan carefully his advertising and to keep a care-\n\ncheck on it, or else he will find that, instead of increasing his business\nand making money, he is losing it.\nAltho there are no set rules that can be given to insure success\nas an advertiser, there are some few principles which, if adhered to,\nshould bring success, and generally do.\nThere are many kinds of\nful\n\n"}
{"page": 586, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n574\n\n[Business\n\nadvertising which, altho largely patronized, do not return\n\nlo per cent.\n\namount expended. Among the most popular of these unprofitable mediums is the fake newspaper, which makes a specialty of writeups, and which does not charge one cent, so they say, for the write-ups,\nbut the length and strength of which, nevertheless, is governed by the\nnumber of copies of the papers containing the write-ups that are purchased.\nOf all the forms of newspaper advertising this is the poorest.\nThousands of dollars have been spent by business-men and business\nschools for this form of advertising, and cents have not been returned\nof the\n\nwhere dollars have been spent. This kind of advertising hardly deserves\nthe name of newspaper advertising, for oftentimes these papers have no\nsubscribers, the circulation being simply the\n\nnumber of papers that are\n\nsent out by those who have been induced by the oily-tongued solicitor to\n\nhave write-ups of their business.\n\nAnd yet some papers which are sup-\n\nposed to be reputable publications send out prepared notices, lauding\nto the skies institutions of which they really know nothing, but offering to\n\nprint these notices as editorial matter for a consideration.\n\nSchool adver-\n\ncaught in the past, and probably will be in the future, by\n\ntisers have been\n\nthis species of advertising, for the\n\naverage\n\nman is only too ready to\n\nbelieve all of the nice things that cai\\ be said concerning\n\nbusiness or profession.\n\nhim and\n\nhis\n\nAnd if the paper very liberally offers to insert a\n\ncut of himself without charge, he is apt to think that he is a very fortunate\n\nHe reads the honeyed words about himself and his school\n\nfellow indeed.\n\nwith a growing sense of his importance, and thinks that\n\nall\n\nthe world\n\nNot one in a hundred more than glances at it, and the chances are that the few who do read\nit say: \"That is a good puff; I wonder what it cost.\"\nAn occasional\nwrite-up in a good newspaper may pay, but there are so many other\nreads it too\n\n;\n\nbut, poor fellow, he\n\nis\n\nsadly mistaken.\n\nways of spending money judiciously that even such write-ups should be\nfew and far between.\nAdvertising in theater programs, church-entertainment programs, and,\nin fact, all\n\nmoney.\n\nforms of program advertising is a poor way of spending good\n\nThis form of advertising would be all right if purchased at the\n\nright price, but the price charged\ntion.\n\nOccasionally it\n\nis\n\nout of\n\nall\n\nproportion to the circula-\n\nmay be necessary as a matter of policy to insert\n\nyour \"ad\" in a church-social program or a program of a charity enter-\n\nmake no mistake; charge the expenditure to \"charity\"\nand not to \"advertising.\"\n\ntainment, but\n\nAdvertising in railroad time-tables, in booklets prepared by traveling\nadvertising solicitors for banks and trust companies, which necessarily\n\nhave a limited circulation and do not contain matter of sufficient interest to\n\nbe kept; in hotel registers, and in classified business\n\nare a few of the\ntising.\n\nlist- cards,\n\nmany ways of injudiciously spending money for adver^\n\n"}
{"page": 587, "printed_page": null, "text": "ADVERTISING OF BUSINESS COLLEGES\n\nDepartmem]\n\n575\n\nNo one can say just what methods of advertising will pay every time.\nSome kinds of advertising will pay\n\nWe must all make some experiments.\n\nin certain sections of the country, but will not in other sections.\n\nA base-\n\nball team will sometimes prove good advertising for a college, but if there\nis little\nis\n\ninterest in baseball in the section of the country where the college\n\nlocated, it will prove a costly experiment.\n\nWe should study our field,\n\nfind out what methods pay, and drop the poor ones.\n\nAdvertising in newspapers and magazines of known circulation\n\nis\n\nthe\n\nvery best means that the school advertiser as well as the general adver-\n\nThese journals go directly into the hands of the people,\ntiser can employ.\nand the advertisements, if properly written and displayed, are sure to be\nread, and will have a wonderful influence in promoting the prosperity of\nthe college.\nThe size of the \"ad\" and the amount of the advertising\nmust depend upon the local conditions, and the amount that the advertiser has to invest.\nIt is a good plan to reserve a certain portion of the\nreceipts for advertising just how much, each advertiser must determine\n;\n\nfor himself.\n\nInfluential daily papers, the best class of weekly papers, religious jour-\n\nand farm magazines are the publications that are best adapted to\nTo this list should be added the magazines of national\ncirculation, if the college conducts a correspondence department.\nBe careful in the selection of your mediums. In advertising as in\nnals,\n\nschool advertising.\n\neverything else the best generally costs a little more, tho it\n\nis\n\nthe\" cheap-\n\nDon't advertise in a paper because the solicitor or\nthe editor whom you happen to know is a good fellow and a good \"jolest\n\nin\n\nthe end.\n\nLook upon your advertising expenditure as an investment, not as\nFind out the amount and the character of the circulation.\nBuy advertising space as you buy anything else. Having once bought it,\nchange your \"ads\" often, make them attractive by cuts; and, if judiciously\nlier.\"\n\nan expense.\n\nplaced, results will be sure to follow.\n\nNovelty advertising, or the sending out of calendars, rulers, memo-\n\nrandum books, book-marks, etc., is\n\na very\n\nadvertising, but can easily be overdone.\n\ngood adjunct to newspaper\n\nIf sent\n\nto\n\nformer students, as\n\nwell as to prospective students, these novelties are appreciated, and help\nto keep up an interest in the college after graduation.\n\nPersonal advertising must not be overlooked, for the personal influ-\n\nence of each\n\nmember\n\nof\n\nthe faculty of the school exerts a powerful\n\ninfluence in the upbuilding of\n\ntake an active interest in\n\nall\n\nit.\n\nThe proprietor of the school should\nbecome well\n\nof the affairs of his city, and\n\nacquainted with the business and professional men.\n\nHe should also\n\nlook after the welfare of his students at all times, and be ever willing to\n\ndo what he can\n\nfor\n\nthem, both before and after graduation.\n\nHe will\n\nthus not only have many friends, but his business will increase, for if he\ntakes an interest in others, others will\n\ntake an interest in him.\n\nAbove\n\n"}
{"page": 588, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n576\nall\n\n[Business\n\nother forms of advertising is the good word spoken by a present or\n\nformer student.\n\nIf\n\nwe do good work\n\nwill flourish, but they will\n\nflourish\n\nin\n\nour schoolrooms, our schools\n\nmuch the more if we do good work\n\nand advertise.\nBefore commencing any newspaper advertising, or advertising of\nany kind, the college should prepare its catalog, and map out carefully\na plan of following up inquiries.\n\nThe catalog of a school should be a\n\ntrue representative of the school, and\nsible.\n\nIt should\n\nillustrated\n\nand bound.\n\ncatalog and\nthe catalog\n\nit\n\nshould be as complete as pos-\n\nbe typographically perfect, printed on good paper, well\nIt\n\npays to spend time in the preparation of a\n\nmoney in publishing it. The school is judged largely by\nit sends out.\nThe catalog, altho the chief factor in the\n\nsecuring of students, must be supplemented by personal letters, booklets,\nleaflets,\n\nand pamphlets, and a great deal\n\nthe preparation of this matter.\n\nKeep a record of the matter sent out, and of the\nThe majority of advertisers do not follow up their\n\nyour advertising.\nreplies received.\n\napplications as they should.\nlist\n\nof attention should be given to\n\nHave a system for the distribution of\n\nNever drop a prospective student from your\n\nhe has enrolled with you or some other college.\n\nuntil\n\nEvery college should avail itself of the privilege afforded by the\nManderson-Hainer law, and publish a college paper, monthly or quarThis is the best-paying of all the advertising mediums, and should\nterly.\nnot be neglected.\n\nAmong other good mediums should be mentioned attractive cards in\nthe street cars, and also an occasional use of embossed signs in the sur-\n\nrounding country.\nNo one realizes more than the speaker that advertising is not an\nexact science.\nSome will succeed and some will fail, using the same\n\nThe personality of the man enters into his advertising. The\nis a great study, and one to which we should all\ngive attention.\nNo one man knows all about advertising, and, however\nmuch a man may know about the subject, what he does not know would\nmake a much larger book than what he knows.\nIn conclusion Have a good school to advertise, and advertise it\nmediums.\n\nsubject of advertising\n\n:\n\nand, if you keep everlastingly at it, success is yours.\n\nESSENTIALS OF MODERN BUSINESS PENMANSHIP\nF.\n\nL.\n\nHAEBERLE, SHATTUCK SCHOOL, FARIBAULT, MINN.\n\nA business educators' conference would be incomplete without the\ncustomary topic of penmanship.\n\nThis simply goes to show that penman-\n\nship is a living and important question, that new ideas are coming to the\nfront, so that it cannot be settled for all time.\n\nThe style of writing used\n\n"}
{"page": 589, "printed_page": null, "text": "ESSENTIALS OF MODERN BUSINESS PENMANSHIP\n\nDepartment!\n\n577\n\ntwenty-five years ago would be entirely unsuitable at the present time\n\n;\n\nlike-\n\nwise the methods of instruction in use then would be inadequate today.\n\nWe are told that there is no progress, no advancement in penmanship\nyet, if we compare the writing of a quarter-century ago with that of today,\n\nwe are at once impressed with the marvelous advancement made, espeIndeed, I am safe in saying that in no other of the\n\ncially in speed.\n\nelementary branches has there been greater progress made than in pen-\n\nmanship.\n\nThere\n\nis\n\na marked difference between the writing of even six\n\nyears ago and the writing of today.\n\nIf\n\nI\n\nunderstand the object of this\n\nmeeting, it is to discuss ways and means for the adjustment of this useful\nart to the needs of everyday business life.\n\nThe first\n\nWhat are the essentials of modern business penmanship ?\nessential I wish to mention is, as of old, legibility.\n\nWe cannot get away\n\nThe sole object of writing is to record our thoughts in such\nmanner as to recall them readily. But while legibility still holds the\nfirst place in importance, the degree of legibility has undergone a marked\nchange. When we speak of legibility now, we do not mean absolutely\naccurate and painfully drawn-out letters, but merely i;eadable letters.'\nEvery letter should be formed accurately enough so that it is unlike any\nother letter.\nEach letter in the alphabet has at least one strong mark\nwhich sets it apart from every other letter. Point out and emphasize that\nmark, and little or no time needs to be devoted to form study. Take a\nThe only other character which resembles it, and\nas an illustration.\nwhich causes illegibility, is o. The cause of the illegibility is in the omission of the straight downstroke.\nIf we show the' student that the last\nfrom this.\na\n\npart, three strokes, in\n\nand 0.\n\na are merely the letter /, he will never confuse a\n\nPoint out in a few words that part which gives a letter its individ-\n\nuality, and use the writing period for writing.\n\nThe student should spend\nmore on words and sentences.\n\nless\n\ntime on the practice of\n\nletters,\n\nand\n\nThe difficult part in writing a neat page\nis not the forming but the connecting of letters.\nI know that a great\ndeal of time\n\nis\n\nwasted, or at least unwisely spent, in repeating a letter\n\nagain and again after a legible form has been obtained.\n\npendently of conscious volition.\n\nmuch practice.\n\nIf the\n\ntime\n\nis\n\nWriting, in\n\nThe muscles must act inde-\n\norder to be valuable, must be automatic.\n\nThis can be accomplished only after\nspent on\n\nletters,\n\nthe muscles will fail to\n\nperform the work automatically when new turns and new movements,\n\nwhich are sure to come in words and sentences, are met.\nBefore dismissing this topic\n\nwhich\n\nis\n\nof harm.\n\nI\n\nwish to\n\ncall\n\nattention to a mistake\n\nfrequently made by the teacher, and which does a vast amount\n\nInstead of using and developing the knowledge and\n\nstudent possesses\n\nskill\n\nwhen he enters school, he is frequently required\n\nthe\nto\n\nchange to an entirely different style. I admit that the student often\ncomes with forms unsuited to a rapid business writing, and in that case\n\n"}
{"page": 590, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n578\n\n[Business\n\nhe should be advised to change; but if he comes with letters suitable for\npractical purposes, he should not be required to change merely for the\n\nall\n\nIn nearly every instance the teacher gets better\n\nsake of uniformity.\n\nresults, in the very limited\nif\n\ntime the student comes under his instruction,\n\nhe develops that which the student already possesses, rather than in\n\nit down and build up something entirely new.\nI\nknow there is a great temptation for the teacher to have every student\n\nattempting to tear\n\nadopt a certain style of letters, honestly believing that it is better than anyWe should not ask every student to adopt the\n\nthing ever before written.\n\nLet the requirement be legibility and ease of writing.\n\nsame style of letters.\n\nThe point I wish to make is use and develop that which the student has.\nThe second essential is rapidity. This is based entirely upon the\nIn business writing movement is perhaps more\nproper movement.\nimportant than form, because without a rapid and free movement writ:\n\nPenmanship has passed from the domain\nmust measure its value and\nMost people write legibly.\nconsider its merits as based on utility only.\nThe student that comes to your school writes legibly. Your janitor can\nThe man\nwrite legibly, yet you would not want him to do your writing.\nwho works on the road for a dollar a day can write legibly, but no one\nwill employ him as a bookkeeper, or a clerk, or in any capacity where\nHis writing has no commercial\nthe pen is used to any great extent.\nIf we\nit lacks movement, it lacks the selling quality of writing.\nvalue\nobtain legibility and freedom in our writing, we have reached the goal\ning has no commercial value.\n\nof a fine art to a useful art ; consequently we\n\n—\n\ntoward which every commercial student should strive.\nEase of writing, which is usually given as another essential, is the\n\noutgrowth of a free movement it is the test of the proper movement.\nThe hand becomes tired and cramped because the muscles used are too\nTo write with a free and vigorous movement is\nsmall and too weak.\n;\n\nsimply to write with a set of muscles capable of doing the work quickly\nand easily. In the finger movement the muscles of the forearm and the\nhand are used in the forearm or muscular movement the muscles of the\nupper arm are used. It is not my purpose to condemn finger movement,\nbecause it is indispensable when a high degree of accuracy is necessary,\nand it is the only available movement which a child can use when beginBut pure finger movement has no place in business\nning to write.\n;\n\nNature never intended that the small muscles of the forearm\nhand should do all the heavy work, because we find a set of\n\nwriting.\n\nand\n\nof the\n\nstrong muscles in the upper arm which are admirably adapted for that\n\nwork.\n\nThe true test of the forearm movement is the ability to slide the\n\nhand across the paper while writing, without stopping, a distance of not\nless than\n\nseven inches.\n\nchange of position.\n\nThe sign of the finger movement is the frequent\n\nInstead of having the hand gliding on the finger-\n\nnails across the paper, it is lifted across.\n\nGive the student free movement,\n\n"}
{"page": 591, "printed_page": null, "text": "Department]\n\nESSENTIALS OF MODERN BUSINESS PENMANSHIP\n\n579\n\nand he has mastered the art of business writing. Rapidity and ease\nof writing depend upon the continuity of the movement.\nNot that it is\nessential to write a long word or several words without lifting the pen,\nbut\n\nit\n\nis\n\nessential to have the ability to write across the\n\npage without\n\nIn this age, when giant intellects are straining every\n\nchanging position.\n\nnerve to annihilate time and space, nothing\n\nless\n\nthan this winged-like\n\nmovement will answer for modern business penmanship.\nVarious methods have been employed to develop this much-prized\n\nmuscular movement.\n\nI\n\nhave no sympathy with the run-to-seed movement\n\nLike all good things, this has been abused. The greater part of\nthe practice period should not be spent on intricate and meaningless\nmovement exercises. As a great deal of time is wasted in the practice of\n\ntheory.\n\nthe letters alone, so likewise in the practice of useless movement exercises.\nI never knew a student who could not, after a very short time, use this\nmovement in words and sentences, provided wide spacing was used. Oval\nexercises are useful, but they should not be used exclusively. The student\n\nshould be taught, as far as possible, along the line of the work which is\nexpected of him in actual business\nthe proper\n\nlife.\n\nBegiii with wide spacing, and\n\nmovement is used immediately; then by degrees lessen the\n\ndistance between the letters until the correct spacing has been reached.\n\nConnected letters form also excellent movement exercises\nshould, to a large extent, take the place of\n\n;\n\nindeed, they\n\nmovement exercises.\n\nBut by\n\nfar the greater part of the time should be devoted to the practice of words\n\nand sentences.\n\nDo not develop movement without applying it.\noff\n\nThe ability to strike\n\nlarge capitals does not imply the ability to execute small writing\n\nequally well.\n\nSolid page-writing, letter-writing, etc., should be the test\n\nmovement, rather than large fantastic capitals.\nIt is the\nsteady swing across the paper which should be the goal of every teacher\nand student. The ability to write a neat page is not the result of prac-\n\nof applied\n\nticing single letters, nor the practice of many movement exercises, but\n\nit\n\nMost students upon leaving school are\ndeficient in this, and, as their writing is not judged by a few words only,\nbut by the letters they write, special efforts should be made by student\nand teacher to overcome this weakness.\nAnother essential to which I wish to call attention is the style of writing.\nBy style of writing we understand the slant, the form, the spacing,\nand whatever may affect the appearance of writing. Whenever our educational publications give any space to the subject of penmanship, it is\nis\n\nthe result of page-writing.\n\nalways pertaining to this part, as if it were the all-important part, whereas\nit is\n\nsubordinate, and entirely dependent upon movement and form.\n\nThe\n\ndetermined by the movement used in producing it.\ntypical\nThe\nschoolboy and schoolgirl hand bears the stamp of finger\n\nstyle of writing\n\nis\n\nmovement upon\n\nit,\n\nbut as soon as a different\n\nmovement\n\nis\n\nused this\n\n"}
{"page": 592, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n58o\n\njuvenile appearance will vanish.\n\nSince the proper\n\n[Business\n\nmovement to use is\n\nthe forearm movement, and since the style of writing\n\nis determined by\nmovement, it would be a waste of time to go into a minute discusTo speak of the merits of slant and vertical, simplified, runningsion.\nhand, or any other style, without treating it from the standpoint of movement, is threshing empty straw. I presume we all agree that one slant\ncannot be insisted upon for all. When a student asks me which I prefer,\nor which he should use, I give him the limits, and then let him select his\nown slant. These limits are 45° and 90°. Writing at an angle of less\nthan 45° is illegible, while above 90° is awkward, slow, and unsuitable\n\nthe\n\nfor business purposes.\n\nmovement and position, the slant will take care\nAs I mentioned before, the one true test of proper movement\nis the ability to slide the hand across the paper a distance of not less than\nThis can be done only when the forearm is at rightseven inches.\nExperience proves that if this position and\nangles to the line of writing.\nmovement are used, ninety-nine out of one hundred persons will write a\nslant hand' at angles varying from 50° to 80°, and even 90°.\nVertical writing has done a great deal to improve slant writing.\nWe\nVertical writsee less of the wild and reckless writing of former years.\ning, as taught and practiced by nine-tenths of those who use it, is more\nlike drawing than writing, and that of course is very favorable to legiThis very necessary element of writing has found its way into\nbility.\nLet us take the best from vertical\nslant writing more than ever before.\nwriting, incorporate it into slant, and the results will be a more perfect\nhandwriting. There is no possibility that vertical writing will crowd out\nIt is praised by those whose vision is bounded by one\nslant writing.\nThey measure the value of writing by that one\nessential, legibility.\nThose who make extravagant' claims for it usually know very\nstandard.\nIf we teach the proper\n\nof itself.\n\nlittle\n\nof the other side.\n\nThe ideal style of business writing is that which combines with legibility the greatest degree of rapidity and ease.\n\nRapidity is retarded by\n\nunnecessary lines, and by large and complicated\nthis, simplified writing has been\n\nbrought forward.\n\nletters.\n\nTo overcome\n\nThe progress during\n\nthe next few years in business writing must be along the line of simpli-\n\nfying the present style.\n\nThe enthusiastic advocate of simplified writing\n\nsounds its praises\n\nin the\n\nloudest terms.\n\nBut, as it is written at present,\n\nthe simplified\n\ntoo simple, too brief.\n\nA beginner would not write it\n\nis\n\nwith any other than the finger movement.\n\nThe most abbreviated of the\n\nsimplified and the most extended of the old-time slant represent two\n\nextremes which must be harmonized to reach a happy medium.\n\nThe agency which determines more than any other the character of\nour writing is the copy which is placed before the pupils in public and\nprivate schools.\n\nWe have copies written by engravers and by penmen.\n\n"}
{"page": 593, "printed_page": null, "text": "Department]\n\nESSENTIALS OF MODERN BUSINESS PENMANSHIP\n\nThe former aim at accuracy and mechanical\n\n581\n\nperfection, the latter write\n\nthe copies in conformity with the ability of the students and the business\n\nrequirements of modern times.\n\nHand-engraved copies are, at the best,\n\nbut stiff, formal, uninspiring, and frequently impossible patterns to fol-\n\npublic school\n\nis\n\nthe\n\n—\n\nthey come\nOne of the most hopeless conditions in the\n\nlow; while pen-written or photo-engraved copies are inspiring\n\ndown to the student's level.\n\nhand-engraved copy, not even written\n\nfor\n\nthe\n\nengraver by a practical penman, but merely put together by a mechanic.\n\nNo country in the world has so many and such skillful penmen as the\nUnited States.\n\nWhy is this not recognized ?\n\nWhat class is more com-\n\npetent to write the copies and arrange the work than the penmen them-\n\nThe commercial\n\nthe penmanship\ndone in the public\nschool.\nWith an earnest desire and a united front we ought to revolutionize the writing in the United States.\nselves ?\n\nThe\n\nin\n\nThese\n\nhandwriting.\n\nespecially\n\nthe writing\n\na people are,\n\nnational characteristics of\ntheir\n\nand\n\nteachers,\n\nteachers, should take more interest\n\nin\n\na large measure,\n\ncharacteristics\n\nare\n\nindelibly\n\nreflected\n\nin\n\nengraved\n\nin their chirography, and can be changed only when the habits,\n\ncustoms, and\n\noccupations change.\n\nCompare\n\nthe\n\nhandwriting of the\n\nEuropeans with that of the Americans, and the difference will speak volumes to all who can read. On the one side you have the set, slow,\ncramped writing of the Europeans on the other, the easy, informal, flowing, and apparently hasty writing of the American.\nOur writing here\nbetrays the unbounded energy, industry, and restlessness so characteristic\nof the people.* Stand, if you will, on the Brooklyn bridge, and watch the\nrestless crowd surging to and fro in their endeavor to reach their destination as quickly as possible; and you wonder no more why our writing\nis so different from that of other people.\nWe can no more adopt their\nhandwriting than we can use their habits, customs, and modes of living.\nYet this is what we are from time to time asked to do. We must continue\nin our own style.\nWe have nothing to learn in writing from abroad. To\npreserve it as a national handwriting, and to press the national stamp\ndeeper upon it we need but to adhere to the essentials of good writing\nlegibility, rapidity, and a suitable style.\nWe lead the world in writing, as\nwe do in commerce, invention, and civilization.\n;\n\n"}
{"page": 594, "printed_page": null, "text": "DEPARTMENT OF CHILD STUDY\nSECRETARY'S MINUTES\nFIRST SESSION. — Wednesday, July ii, 1900\nThe department was called\n\nto order at 3 : 30 P. M.\n\nin\n\nGerman Artillery Hall, by\n\nVice-President Thomas P. Bailey, Jr., of Berkeley, Cal., in the absence of the president.\n\nIn the absence of the secretary of the department, Mrs. Ida M. Lining was chosen\nacting secretary.\n\nThe first address was by Dr. Thomas P. Bailey, Jr., associate professor of education.\nUniversity of California, on \"Some Difficulties of Child Study.\"\n\nMiss Marion Brown, principal of the City Normal School, New Orleans, La., read a\n\npaper on \" Is there a Nationality Problem in Our Schools ? \"\n\nThe discussion of the papers presented was deferred until the next session, and the\ndepartment adjourned.\n\nSECOND SESSION.— Thursday, July 12\nThe session opened at 3 30 p. m., Vice-President Bailey in the chair.\nThe minutes of the preceding meeting were read and approved.\nSuperintendent T. B. Hanby, of Georgetown, S. C, presented a paper on \"Some\n:\n\nPractical Results of Child Study.\"\n\nSuperintendent H. E. Kratz, of Sioux City, la., was under appointment to present a\n\npaper on\n\n\"A Study in Musical Interpretation.\"\n\nMr. Kratz was not present, but his\n\npaper had been sent to the secretary of the department.\n\nA motion prevailed that the Executive Committee be requested to include the paper\nin the published proceedings.\n\nA discussion of the papers read then followed.\nThe following were elected officers of the department for the ensuing year\nPresident\n\n— Thomas P. Bailey, Berkeley, Cal.\n\n— Miss Marion Brown, New Orleans, La.\n— Patterson Wardlaw, Columbia, S. C.\n\nVice-President\n\nSecretary\n\nThe department adjourned.\n\nj^^ Marshall Lining,\nActing Secretary.\n\nPAPERS AND DISCUSSIONS\nSOME DIFFICULTIES OF CHILD STUDY\nTHOMAS P. BAILEY, ASSOCIATE PROFESSOR OF EDUCATION, UNIVERSITY OF\nCALIFORNIA, BERKELEY, CAL.\n\nFor several years a wave of child study has been rolling over the\nIt has stimulated and freshened our interest in the children\n\ncountry.\n\n582\n\n"}
{"page": 595, "printed_page": null, "text": "SOME DIFFICULTIES OF CHILD STUDY\n\nDepartment]\n\nit\n\n583\n\nnew ideas, and new practical methods\n\nhas left behind a rich deposit of\n\nPerhaps the wave has been a trifle too violent\n\nbased upon them.\n\ntimes, and has taken some people off their feet.\n\ninto a steady flow we\n\nat\n\nNow that it has settled\n\nneed to ask ourselves how we may best make child\n\nstudy practically useful.\n\nWithout a theoretical and practical knowledge of his patient's characphysician cannot hope to help a man to health. Without a sound\n\nter a\n\nand intimate knowledge of the child's character, in all its manifoldness\nand unity, the teacher cannot intelligently aid his young friend to retain\nhis childlikeness, to put away childish things, to have and to hold his\nheritage as son of man, to work for his living and live for his work.\nThe one thing needful in character study is the habit of continued\nand continuous observation. There can be but few scientific investigators\nof human nature or artistic painters of character, but there may be, and\nmust be, many close and careful observers of things human and childlike.\n\nTo study the child as if he were a distinct species is to lose the advantages of the comparative method\nin grace that comes to us\nfor the children.\n\nand functions, but\n\nand to deprive ourselves of the growth\nfrom sympathetic intuition born of our love\n\nBetter is\n\nit\n\nto love\n\nits\n\nto\n\nknow nothing of the plant's structure\n\nbeauty thru a heart-knowledge thereof,\n\nthan to lose the love in order to gain the knowledge.\n\nBetter still that\n\nThe habit of observation\nIt may become a pleasure; it must be\n\nlove and knowledge should kiss each other.\n\ncombines insight and\na duty.\n\nintuition.\n\nA little observation every day is vastly better than a great heap\n\nLife is not life if not continuous, and child study\nmust be a life-process. \" Keep at it,\" is the first canon of character\nstudy.\nStudy yourself; study other grown-ups; study character thru\nliterature and history; study the children at home, at school, everywhere;\nbut keep at it\nObserve and compare, and let time gradually broaden\nand deepen your knowledge thru love. To study a man or child is not\nto stare.\nThere must be no impertinence, not even with oneself. Let\nus study those most that we love best\nlet us love those best that we\nof notes once a week.\n\n!\n\n;\n\nThe best observers are'not the starers-at, but the storers-up.\nThe inner character is seen with the inner eye. The outer eye is often\nstudy most.\n\nsurpassed by the eye of the camera.\n\nThe best test of the value of our child study is in its practical appliDo we know people better ? Then we should be able to deal\nwith them more tactfully.\nMere observation becomes tedious. The best\npractical result is the ability to see and feel more delicately and truly\nwithout looking, without consciously trying to observe.\nOnly \" Keep at\ncation.\n\nit !\"\n\nwill secure this result.\n\nThe \"three-minute toothache cure\" sort of thing is not for character\nstudy.\nAs in prayer you strive to have yourself changed, not God, so in\nchild study the growth of grace is in you, not in psychological laws.\n\n"}
{"page": 596, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5 84\n\nThere\n\nis\n\n[Child Study\n\ntime for only a brief mention of some of the\n\ndifficulties of\n\nThe chief trouble is lack of patience and continuity.\nThen there are the dangers of haste and delay. When we are in a hurry\nwe mutilate facts, we make crude, unconscious generalizations, we distort\ncharacter study.\n\nperspective by noting that which is striking and failing to record explana-\n\nand modifying facts. When we delay, memory plays\nThe sharp edge of the facts is blunted. Sleep over a purpose,\nbut not over a fact to be recorded.\nThe better educated you are, the\ngreater danger that your \"mechanical memory\" may play you false.\nThe worst witnesses are the philosophers and the feeble-minded. It were\nwell for some people did they shorten their prayers, lengthen their\ntory circumstances\n\nus false.\n\npatience and perseverance, sharpen their wits and their pencils.\n\nMany observers jump at conclusions before they can walk up to plain\nfacts.\n\nDon't suppress your conclusions, but put them in brackets where\n\nthey can't do any harm.\n\nUse question-marks frequently where you are\nThe most usual fault of child-study notes\n\nnot exactly sure of your notes.\nis\n\nlack of detail.\n\nYet character shows\n\nitself\n\nordinarily in small things.\n\nThe great acts of life are nodal points or joints, the little things come\n\nWe prize Boswell's Life of Johnston because of its\n\nbetween the points.\n\nminute\n\nNote the commonplace; the extraordinary will note\nitself.\nHabits, instincts, trends, attitudes, dispositions, temperaments\nthese are the important things of character.\nAnd we find them in the\n\"light of common day.\" Let us remember that nothing is commonplace.\nThe child-study vision is that of the sheet let down.\n^\nAnother difficulty in child study is the lack of wide culture in the\nobserver.\nWith every increase of culture and insight comes a quickening of our interest in the eternal humanly.\nMere drudges, pedagogical\nor domestic, are apt to take up child study as a passing fad or fancy.\ndetails.\n\n—\n\nThe educated man or woman realizes that each human\n\ncharacter\n\nis\n\na\n\nmicrocosm, the highest and most inclusive product of evolution, the\ngrandest and most dreadful revelation of the spirit of God.\nLast of the difficulties we shall consider here\npublication.\n\nWe often\n\nmost complex and\n\nforget\n\ndifficult\n\nthat\n\nthat\n\nthe\n\nthings\n\nof\n\nis\n\nthe\n\nmania\n\ncharacter\n\nfor\n\nthe\n\nwe study the\nand be\n\nscience can study.\n\nIf\n\nwe\n\nfor them,\n\ndo better\n\nare\n\nchildren quietly and\n\nreverently,\n\nbetter for our study.\n\nShall we not guard the child-heart from the public\n\ngaze ?\n\nshall\n\nThe time will come when comparative study, guided by the foun-\n\ndation principles of a science of character, will render soul vivisection\nunnecessary.\n\nSentimentality and cold irreverence are alike the enemies\n\nof truth.\n\nAbove all, let us not lose faith in this quiet, reverent study of charIt must be right to know better what man is, and what is in man.\nIt must be right to know the children better, that we may love them and\nhelp them more.\nacter.\n\n"}
{"page": 597, "printed_page": null, "text": "Department]\n\nTHE NATIONALITY PROBLEM IN OUR SCHOOLS\n\n585\n\nIS THERE A NATIONALITY PROBLEM IN OUR SCHOOLS?\nMISS\n\nMARION BROWN, PRINCIPAL OF CITY NORMAL SCHOOL,\n\nNEW ORLEANS, LA,\nThe history of a man's childhood is the history of his parents and environment.\nCarlyle.\n\nFor the thousands of children of foreign parentage that now constienvironment is so\n\ntute so large a portion of our population the strange\n\nprevious experience and traditions that their parents are\nno longer to' be depended upon for safe guidance hence our American\nschools must prepare these children for the new conditions.\nA glance at our population shows that every nation under the sun has\nsent representatives in numbers proportionate to its distance from our\nshores.\nIn some sections we find colonies have made their home with\nthe avowed object of continuing uninterrupted their national customs or\nreligious practices in this land whose law protects all who do not break\nat variance with\n\n;\n\ntheir neighbors' heads or too frequently decimate their hen-roosts.\n\nEvery town has its German, its Italian, or its Irish colony. In the\nWest there are Scandinavian villages in the Southwest, perfect reproduc;\n\ntions of old Spain.\n\nThe census of 1890 reports 32 per cent, of our entire population of\nThe native-born white population of native parents\nhas diminished in percentage, swamped by the foreign-born influx. From\nforeign parentage.\n\n1\n\n82 1 to 1890 nearly 15,500,000 of foreign emigrants entered this country.\n\nFrom 1 88 1 to 1890 about one-third of these millions entered our gates.\nThe effect on social conditions and the trend of our national life is as yet\ndiscernible on only a few lines.\n\nThe vote-necessity of the politician has made the \"foreign vote\" a\nThe voter whose vote has been so openly bid\n\nfactor in practical politics.\n\nfor on no other plea than that of\n\nformer citizenship in a foreign land\n\nmust have some acknowledgment of his un-American vote, so he makes a\nreturn demand in the name of his foreign nationality, usually on the\nschools for there it is only children who are affected so in one section\nGerman, in another French perhaps, must be taught thru the grades,\n;\n\n;\n\nnominally for culture or utilitarian value, in reality for political recognition.\n\nAs long as there is unused\n\nterritory or demand for cheap labor, the\n\nchildren of these people with a different political creed and national\nideal will constitute a large part of our public-school attendance.\n\nThe census of 1890 shows an enormous proportion of children of\ncompared with the number of foreign-born adults.\nThe last report of the United States Commissioner of Education states\nforeign parentage, as\n\nthat, out of our population of nearly 73,000,000,\n\nage, of\n\n21,500,000 are of school\n\nwhom over 15,000,000 are enrolled in schools and 88 per cent,\n\nenrolled in the public schools.\n\n"}
{"page": 598, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n586\n\n[Child Study\n\nIn each nation certain strongly marked characteristics, spiritualized\n\nand\n\nseem\n\nintensified,\n\nhave an\n\nideal,\n\nto\n\nconstitute the national\n\nIs there an American type ?\n\nnational heroes.\nit\n\nis\n\nthe\n\nAnglo-Saxon\n\nideal, typified\n\nIt seems to\n\nin the\n\nme that, if we\n\nthe Teutonic elements, strong,\n\n;\n\nmasterful, land-hungry, self-controlled, imbued with a spirit of independ-\n\nence for all\n\n;\n\nthe\n\nmodicum of Celtic strain giving a fire and dash that a\n\nstrenuous pioneer life has developed into push and hustle.\n\nIn the adult\n\nthe law-making, law-abiding citizen, always ready to \"pull up stakes\" for\na better cause, determined that he and his neighbor shall be mentally\n\nand morally free agents, unceasingly energetic and progressive till nervous\nprostration lays him low. The children\nkeen-eyed, restless, precocious,\naffectionate, even in play more or less self-controlled, ardent admirers of\n\n—\n\nthe \"success that succeeds,\" touchingly eager to leap into the arena of\nto become \"young Napoleons of finance,\" youthful Edisons, or\nGeorge Washingtons.\nToday the American of pure Anglo-Saxon descent is rare, probably\nmost numerous in the interior of the region bounded by Mason* and\nDixon's line, the Gulf of Mexico, and the Mississippi river. Elsewhere\n\" Dutch and Danish, French and Spanish, mingle and vanish, in one grand\nconglomeration,\" and of this conglomeration are most of our children.\nIn certain districts a predominating nationality other than English gives\na marked tone to the locality, as in the old Spanish, Dutch, or French\nsettlements, or the newer western towns where the Teutonic element predominates. Country populations are more homogeneous than those of\n\nlife\n\nthe towns, particularly the manufacturing centers.\n\nWhat the larger cities\n\nminiature, a mixture socially and ethnologically.\n\nIn Boston, out of 1,230\n\n— New York, Chicago, New Orleans — present, the smaller places show\n\nin\n\nboys in the Eliot School, 602 were born in Europe; the parents of 1,117\nwere born in Europe; only 16 could find that one of their four grandparents was born in America.\n\nIn the Hancock School, of 2,542 girls\n\nover 40 per cent, were born in foreign countries, and over 38 per cent,\n\ncould not speak English when they began school\n\nwere born in America.\ning the Turk.\n\nthe fathers of only 98\nEvery nation of Europe was represented, includ;\n\nOne school in New York city reports 98 per cent, of its\nSome years ago an emi-\n\npupils unable to speak English on entering.\n\ngrant ship unloaded 1,100 Italians\nlater\n\n250 children from this\n\nat a\n\nNew Orleans wharf; a few days\n\ninflux, unable to speak a word of English,\n\nwere admitted into the nearest public school.\n\nWhere there is a predominating natiohality, the problems of discipline\nand teaching are comparatively easy; with several nationalities represented\nperplexities are unending, and where the nationality mixture in the individual is considerable, the troubles are hydra-headed and Protean. \"The\nboy eternal \" is, in certain aspects, the same kind of a problem the world\nover, but when international complications arise in his individuality, a\n\n"}
{"page": 599, "printed_page": null, "text": "Department]\n\nTHE NATIONALITY PROBLEM IN OUR SCHOOLS\n\n587\n\nFrench grandmother, or Spanish grandfather, or a still more remote\nEnglish ancestor, or a German forefather, or a canny Scot may speak, in\nseason or out of season, and not always with the tongue of angels.\n\nA schoolroom where the Latin race predominates is always noisier,\nand more pervaded by a certain indefinable excitability, more subject to\nunexpected outbursts of feeling, than one where the more phlegmatic\nTeutonic element prevails. Whether it be heredity or the home influence\nof parents inheriting the effects of centuries of monarchical rule, there\nless\n\nis\n\ninherent capacity for self-restraint, greater difficulty in successful\n\n—\n\nfreedom always means license.\nWith these children an autocrat, strong and unshakable in authority, is\nthe most successful disciplinarian\nwhen there is added power to lead\nto knowledge thru pleasant pathways, there is created an unbounded\nthe spirit that made an Austeradoration that means blind obedience\nEven here there are\nlitz, but not the spirit that made a Manila Bay.\nappeal to a desire for self-government\n\n;\n\n—\n\ndefinite national differences.\n\nto exertion in\n\nThe Spanish child evinces a strong dislike\n\nany form, combined with frequent unreasoning obstinacy\n\nWith the taste and talent for expression for which the French\nis a quick wit, combined with a curious\nlack in power of sustained effort, the Romance type being more strongly\nmarked when the descent is traceable to the south of France. When\nmixed with the firmer English, or its kindred Celt, the Irish, we have a\npupil that is the delight of the teacher's heart and dire destruction to\nand pride.\nnation\n\nis\n\njustly celebrated there\n\n\"perfect order.\"\n\nAmong the Italian children are found two distinct classes\n\n:\n\nthe chil-\n\ndren of tradesmen and artisans, a thrifty, law-abiding, and ambitious class;\n\nand the children of the slaves of the padrone.\n\nOf the latter class our\n\nschools get very few, save where there is a well-enforced compulsory law.\n\nArdent lovers of beauty, excellent in form, quick to learn a new tongue,\nkeen at a bargain, loving music and rhythm, passionate, revengeful, proud\nto\n\nshine, easily antagonized, but needing to feel a strong\n\nhelm.\n\nThe Irish child\n\n— warm-hearted, a hard\n\nfighter, a\n\nhand at the\n\ngood hater, poetic,\n\nwitty, beguiling of tongue, unsystematic in work, mischievous beyond cal-\n\nculation, but once roused to effort a delight to the teacher ; when balanced\n\nwith the steadier Anglo-Saxon, the best material in our schools\n\n;\n\nmixed\n\nwith the German, frequently showing a difficult combination of unex-\n\nwhen mixed with the French,\nand interesting type combined\nwith Italian or Spanish, the traits seldom show the good points of either\npected fire and unreasoning stubbornness ;\nthe Celt is the balance-wheel, a capable\n\n;\n\ntype.\n\nThe various branches of the Teutonic stock show a marked similarity\nsteady, quiet, slow to grasp, but tenaciously retentive\n\n;\n\n—\n\ntardy in develop-\n\ning, but \"the old reliable\" when hard work is on hand; a fine illustration\n\n"}
{"page": 600, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n588\n\nof the hare and the tortoise, well controlled\n\ngreat self-restraint;\n\nhome\n\nat\n\n;\n\n[Child Study\n\nand capable of\n\nwhen mixed with the kindred English, our steadiest\n\nand most hopeful material.\nWhether due to heredity or environment, the fact yet remains that we\nmay as well make up our minds that certain traditions will have to go\nwhen we deal with children of foreign descent. The time-honored rule\nto close a sentence with the downward inflection receives a death-blow in\nthe clearly pronounced sentences of a child of French extraction to the\nend of the chapter there is always a more or less pronounced rising\ninflection.\nMost Italian children seem to read with a sing-song\nan\nindication of the rhythm that is their birthright it is said that the American has little or no rhythm in his soul. Thru de, de, ze, ze, za, te, te,\n;\n\n—\n\n;\n\nder the nationality of the struggling reader is betrayed thru the grades till\nthe exists in the reader and is a factor in schoolroom utterances, tho play\n\nand out-of-school distractions weaken its\n\nPrincipals\n\nforce.\n\nmay admon-\n\nsupervisors may report, teachers may worry, but from kindergarten to\n\nish,\n\ncollege the scars remain.\n\nAt home these children hear a foreign tongue.\n\nUntaught\n\ntherein,\n\nthey know it only colloquially, soon come to despise it as a useless lingo,\nand, unless the parental wrath is heavy-handed, at ten or twelve refuse to\n\nspeak anything but English\n\n— that \"goes\" everywhere.\n\nIn dealing with\n\nthese children we find that the parent who can speak American, but\n\nunable\n\nto\n\nwrite\n\nin\n\nany but the native tongue,\n\nis,\n\ntion of the children, many degrees above the parent\n\nthe native tongue, but considerably below one\n\nwho\n\nis\n\nin\n\nthe\n\nis\n\nestima-\n\nwho speaks only\nmaster of both\n\nSome time ago a little Italian whose mother spoke no English\nreferred to her as a Dago. Had a schoolmate used the same term to\narts.\n\nhim, war would have been instantly declared.\n\nThis knowledge on the\n\npart of these children of foreign extraction has brought about a feeling\nthat the foreign parent is not as capable of dealing with American conditions as his children, so parental authority has become seriously weakened,\n\nand a generation of young foreign \"toughs\" is growing up.\nThe children of foreign extraction come from three classes of parents\n\n:\n\nwho were fairly well placed in their own land, but have emiWhile\ngrated only to remain long enough to accumulate a competence.\nFirst, those\n\nhere they conform to our laws and customs in so far as they consider\nadvisable, but always with a reservation in favor of the fatherland ; the\n\nmother-tongue is the speech\n\nin the\n\nhome, the children grow up with a\nA second class\n\ndivided allegiance and a more or less defective English.\n\nhave left a land where their fortunes, social or\n\npolitical, were\n\nat\n\nlowest\n\nThey must perforce make America their home their children have\nbrighter prospects in the new land, for which the parents intend they\n\nebb.\n\n;\n\nshall be prepared to the best of the child's ability.\n\nflotsam and jetsam of society which a paternal\n\nA third class are the\n\ngovernment has unloaded\n\n"}
{"page": 601, "printed_page": null, "text": "TH£ NATIONALITY PROBLEM IN OXlR SCHOOLS\n\nDepartment]\n\non an unsuspecting friend.\n\n589\n\nThe product of generations of poor living,\n\nof hopeless penury, they have been assisted to relieve a teeming land of\ntheir burdensome presence.\n\nMostly unskilled laborers, possessing\n\nlittle\n\nenergy physical or mental, usually hovering just above or falling back\ninto the tramp or petty criminal class, their children frequently defective\n\nphysically and morally, they and their children are the greatest problems\n\nwe have.\n\nThe descendants of each class have not infrequently married\n\nwith another nationality, and the mixed descent complicates the problem.\nof the\n\nThe second generation is American-born, but, from the influence\nhome, not yet thoroly United States in sentiment. Time alone\n\ncan tell what the third generation will be.\nto make a gentleman,\n\nIf it\n\ntakes three generations\n\ncertainly will take three generations to make an\n\nit\n\n—\n\nAmerican citizen\nI have not said eWifr/ that usually takes three years\nand an accommodating magistrate.\nI propound no new proposition\nthe facts herein stated are well\n;\n\nknown to this audience my purpose is to call attention to a phase of\nchild study which my own experience has led me to believe is the masterkey to the labyrinth of many a little soul.\nGrowing up in probably the most cosmopolitan city in this country,\n;\n\neducated in public schools where almost every European nationality had\nat some\ntrict\n\ntime its representatives, the first years of\n\nmy teaching in a dis-\n\nthoroly foreign in speech and custom, the study of those varied\n\nnationalities\n\nand\n\ninvestigation\n\n;\n\ntheir mixtures\n\nlater in the\n\nbecame a necessity and an interesting\n\nhigh school the same elements, and conse-\n\nquently similar problems, presented themselves.\n\nNow these young people\n\nhave come into the training school, and again the problem crops up\n\nwhat to do to make them capable in their turn of handling this evergrowing puzzle.\nAs a people we have solved so many problems that we consider ourselves\n\nperfectly capable of settling anything under the sun ; and, not\n\nsatisfied with the economic and political questions thrust\n\nupon us by the\n\nstrangers within our gates, we have taken unto ourselves several millions\nof new riddles.\n\nToday the Normal Department is discussing the training\nCuba and Porto Rico that means, added\nto the usual child study, the study of a curiously mixed people\nthe pure\nSpanish type, the Spanish mixed with Indian, with pure negro, and with\nof teachers for the schools of\n\n;\n\n—\n\nevery tinge and grade between\n\nthe Caucasian enervated by centuries of\ndominance, having as its national proverb\n\"God first, diversion next, and work for donkeys.\"\nWith the opening of this twentieth century the American eagle extends\ntropical climate\n\nand\n\n;\n\nsocial\n\nThe\nas great an extent of territory as its Roman prototype.\nRoman empire was a collection of national units held together by a strong\nits wings over\n\ncentralized power; while claiming the privileges of ^' Romanus sum,'\" the\n\nindividual retained his language and national life untouched by the political\n\n"}
{"page": 602, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n590\n\n[Child Study\n\ncity.\nWith us the aggregation of nationalicommunity, in the individual, making temperament, that\ncombination of spiritual and mental qualities\ncharacter.\nIn youth, and\n\nrule of\nties\n\nis\n\nthe seven-hilled\n\nin the\n\n—\n\noften thruout life, the individual\nthe\n\npossibilities\n\na ferment of conflicting tendencies,\n\ngood or evil intensified or counteracted by the\nAs Rome brought order, peace, and personal freedom\n\nfor\n\nancestral heritage.\nto the various\n\nis\n\nnationalities\n\nin\n\nher borders, so today must the teacher\n\nendeavor for each of the ethical microcosms that we call American\ndren\n\n;\n\nbring them\n\nto\n\nthe\n\nAnglo-Saxon standard,\n\ntrain\n\nthem to\n\nchilself-\n\ncontrol that means freedom, the love of country that foreshadows the\n\nbrotherhood of man, the developing personality that can take only justice\n\nand right as it standard, a consummation possible only thru knowledge of\nthe mazes of inherited tendencies, by sympathy with the soul struggling\nin shackles of ancestral bondage.\nAnd, if the teacher be the inheritor of\nthe nations of the earth\nwhat then ?\n\n—\n\nA STUDY IN MUSICAL INTERPRETATION\nH. E. KRATZ, SUPERINTENDENT\n\nOF SCHOOLS, SIOUX CITY, lA.\n\n[an abstract]\n\nThe chief purpose of this paper is to present a simple investigation,\nmade in one of our high-school classes in English, in regard to the sensations or emotions aroused by music, and to point out its advantages as\n\nan exercise in English.\nIt was\n\nhoped that such an investigation would tend\n\nto lead the stu-\n\ndents into a deeper appreciation of that which is best in music, to cultivate in them a love for the beautiful, to enrich their emotional life, to\n\ndevelop the habit of introspection, and thus reveal to themselves their\ninner life, and in consequence help to mold and shape right character.\n\nThe students were instructed to listen to the playing of three selections on the piano, the titles of which were not given them, make notes of\n\neach selection as to what they would regard an appropriate title, its general character, what it suggested, and what feelings or emotions it aroused.\n\nLater they were to write out, as an English exercise, their impressions.\n\nThe selections played were \"The Alpine Storm,\" by Kunkel\nSong,\" by Heller; and \"The Harlequin,\" by Chaminade.\ntitles indicate, are widely different in\n\n;\n\n\"jCradle\n\nThese, as the\n\ncharacter and present striking con-\n\nThe mad pranks of \" The Harlequin \" were most clearly set forth,\nThe \" Cradle Song \"\nas sixty out of seventy-one correctly interpreted it.\ntrasts.\n\nwas most difficult to interpret, because the ideas the author intended to\nconvey were not so well marked. To meditate, to muse, to be soothed,\nto hear a lullaby, is to open the heart to many varying emotions.\n\n"}
{"page": 603, "printed_page": null, "text": "STUDY IN MUSICAL INTERPRETATION\n\nDepartment]\n\n59\n\nThe papers disclosed generally that the girls possessed natural views\non musical matters, understood their inner selves\n\nbetter, discriminated\n\nmore closely in their attempts to portray their feelings, than the boys.\nThey were also asked to describe their sensations when listening to\nmusic.\n\nTheir replies indicate that a very wide range of feelings, sensa-\n\nSome wanted to dance, while others\nSome felt their muscles twitching, while others were in a\nSome were thrilled by patriotic music and were eager to\n\ntions, and emotions were aroused.\nfelt\n\nnervous.\n\nhappy mood.\ndo some great deed, while others wanted to run a race, etc.\nForty-one stated that they found it difficult to express their impresWhile the emotions are expressed with\nsions aroused by the music.\ndifficulty, and we often say they are top deep for words, yet, if we more\nfrequently came face to face with our inner self, if we cultivated a closer\nacquaintance with these emotions, vague longings, unconscious yearnings\nof our souls, we should be better able to clothe our emotions with words,\nshape our own\nand also accomplish that which is of much greater value\ncharacters more intelligently.\n\n—\n\n"}
{"page": 604, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\nSECRETARY'S MINUTES\nFIRST SESSION.— Thursday, July 12,1900\nThe department was called to order at 3 30 p. m. in\n:\n\nthe College of Charleston by\n\nActing President C. B. Wilson.\n\nOn motion, N. A. Harvey was elected secretary pro tempore.\nOn motion, a Committee on Nominations was appointed as follows\n\n:\n\nEugpne W. Lyttle, of New York.\nL. Dwight Arms, of New York.\nWilliam C. A. Hammel, of Maryland.\n\nThe following program was rendered\n\n:\n\nPresident's address, \" How can Advanced Science in the College and University and\n\nNature Study in the Graded Schools be Rendered More Mutually Helpful ?\" by President\nC. B. Wilson, of Westfield, Mass.\n\n\"Nature Study for the Graded Schools,\" by Miss Katherine Dolbear, high school,\nHolyoke, Mass.\nAfter discussion the department adjourned.\n\nSECOND SESSION.— Friday, July 13\nMeeting called to order by Mr. Charles Newell Cobb, of Albany, N. Y.\n\nThe Com-\n\nmittee on Nominations presented the following report\n\n—\n\nFor President\nN. A. Harvey, West Superior, Wis.\nFor Vice-President\nCharles B. Wilson, Westfield, Mass.\nFor Secretary\nCharles Newell Cobb, Albany, N. Y.\n\n—\n\n—\n\nThe report was adopted and the secretary instructed to cast the ballot of the section\nfor the persons nominated.\n\nResolutions were adopted extending the thanks of the department to the College of\n\nCharleston for the use of\n\nits\n\narrangements for the meeting\n\n;\n\nbuilding\n\n;\n\nto\n\nthe local committee\n\nfor its very efificient\n\nand to the local press for its very full reports of\n\nthe pro-\n\nceedings of the section.\n\nThe section adjourned.\n\nj^_\n\n^ Harvey\nActing Secretary.\n\nPAPERS AND DISCUSSIONS\n\nHOW CAN ADVANCED SCIENCE IN THE COLLEGE AND\nUNIVERSITY AND NA TURE WORK IN THE GRADED\nSCHOOLS BE RENDERED MORE MUTUALL Y HELPFUL ?\nCHARLES B. WILSON, STATE NORMAL SCHOOL, WESTFIELD, MASS.\n\nThe question for our consideration\n\nthis\n\nafternoon evidently implies\n\nthat the existing relations between advanced science and nature work are\n592\n\n"}
{"page": 605, "printed_page": null, "text": "Department]\n\nRELATION OF ADVANCED SCIENCE TO NATURE WORK\n\n593\n\nnot quite what they should be, that they are capable of being improved,\nand that such improvement ought to be forthcoming. Before we can\nintelligently discuss any method of\n\nimprovement, however, we must\n\ndecide wherein the present relations are at\n\nfault,\n\nfirst\n\nand what are some of\n\nthe chief causes which have brought about this family discord.\n\nThe present paper will be confined to\n\nthese preliminary questions,\n\nleaving to those who follow the discussion of means and methods.\nFirst, then, is there any real lack of\n\ndred divisions of science teaching ?\n\nharmony between\n\nthese two kin-\n\nI answer without hesitation. Yes ;\n\nand\n\nthe differences are greater than is commonly supposed—; so great, in fact,\nthat they are a serious obstacle to any true progress.\n\nAsk the college pro-\n\nfessor what he thinks of the nature work in our graded schools, and altho\nhis inbred courtesy may restrain the sneer or the smile, yet his love for\n\nthe truth will compel\n\nhim\n\nto reply, as\n\nmany of them do, that he would\n\nprefer to have his students receive no training at all rather than\n\nthe one\n\nwhich they get in the graded schools.\n\nHe feels somehow that this nature work is mere child's play, and he\nconsiders it worse than useless, because it inculcates into the child's mind\n\nwrong principles, unscientific methods, and inaccurate data at the very\nperiod when that mind is most plastic and most receptive for such things.\nAnd when error has once gained possession of the field, especially if it be\nbacked by some published authority, and is easier to understand or\npleasanter to believe than the scientific truth, it\n\nis\n\nsure to persist long\n\nafter it has been thoroly disproven.\n\nThe college professor is not altogether wrong in this position which\nhe has taken, for I can testify out of my own personal experience, both in\ncollege and, since then, in an institution which requires for admission\npractically the same grade of work as the college, that many of the pupils\n\nseem to retain of their preparatory work in science only a loose and inaccurate method of working and a meager stock of facts, unscientifically\narranged, many of which were long ago proven to be false.\nIt is the\nsame old story error remains long after the truth has been forgotten.\nLet me give you one or two up-to-date illustrations selected at random\nfrom our entrance examinations held a fortnight ago. In physiology the\ncandidate was required to\n:\n\n—\n\nWrite upon any one of the following topics, in accordance with a plan of your own,\ncarefully selecting four or five points for treatment before you begin to write.\n\nThe topic selected was the brain, and the following is the verbatim\ntreatment of it by a high-school graduate from a large Massachusetts city\n\nThe cranium extends from the upper part of the eye to the back of the neck.\nated in the cranium is the brain.\n\nBrain is of the greatest help to mankind.\n\npossesses a good brain when he can remember events readily.\ntection to the brain.\n\nIt is\n\n:\n\nSitu-\n\nA person\n\nThe hair serves as a pro-\n\npretty well developed in adults, while in infants it is not, so the\n\nthrobbing of the brain is distinctly heard.\n\nOne of the greatest mistakes one makes is to\n\n"}
{"page": 606, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n594\n\nThere is a certain\n\novercrowd or tax the brain.\n\n[Science\n\nlimit to everything, and when\n\none finds\n\nthat he is overtaxing the brain he should cease and thus prevent what might be serious.\n\nWell, she \"ceased\" at that point, and, whatever else\n\nmay be said, she\n\ncertainly followed the instructions to the letter and was entirely original\nin her treatment.\n\nAgain, in physics the questions were asked\n\n:\n\n\" In what important respect\n\ndoes the behavior of water in passing from the liquid to the solid state\ndiffer from that of\n\nmost substances?\" and: \"What important practical\n\nresults follow from the fact that water behaves as it does ?\"\n\nIn answer tb the\n\nfirst\n\nof these questions another graduate of a city\n\nhigh school writes: \"Water in passing from a liquid to a solid state\n\nchanges its form and keeps the same color, and can be melted back again\nto its original form.\"\n\nShe neglects to state, however, in which of these respects it is peculiar.\nIn answer to the second question the same girl writes \"Water behaving\nIt can be melted easily when\nin this manner is of great importance.\n:\n\nneeded.\"\n\nAs a second important practical result another girl adds \" When a\nbody of water freezes in an inclosed vessel it bursts the vessel when it\nthaws.\" A third states that \" Water^ expands and contracts evenly. Other:\n\nwise\n\nit\n\ncould not be used in steam-cars, or in the ventilating of houses\n\nand rooms.\"\nIn physical geography one of the optional topics was\n\n:\n\n\" The atmos-\n\nphere, its variations in weight and in watery vapor, and what causes them\n\n;\n\nsome of its regular or uniform movements.\"\nThis is one of the answers received\nThe weight varies; it is\nThe watery vapor varies from fog to hailstones\ncaused by different changes in the temperature. Some of its regular movements are the\nAtmosphere weighs fifteen pounds to the square inch.\n\nsometimes high and sometimes low.\nseasons, and day and night.\n\nOf course such pupils as these were rare exceptions, but they were\ngraduates in good and regular standing from city high schools, and the\n\nanswers which they presented were the combined result of their nature\n\nwork in the graded schools and their science course\n\nin\n\nthe high school.\n\nWhen the college professor meets with similar products of the same science\ncourses, as he surely must, he cannot be censured if he claims that there\nis\n\nsomething radically wrong in the method of teaching.\nBut the professor is at fault when, as a result, he prefers to abolish\n\nthe nature work altogether.\nIt\n\nThat is no kind\n\nof a\n\nremedy for the evil.\n\nmay bring to him students whose minds are free from error and inac-\n\ncuracy, but at the same time those very powers of the intellect which he\n\nmost wishes to employ will be so dwarfed and stunted thru disuse that\nthey never can attain to anything like their full stature of perfection.\n\n"}
{"page": 607, "printed_page": null, "text": "Department]\n\nRELATION OF ADVANCED SCIENCE TO NATURE WORK\n\n595\n\nAs well might we of the normal schools advocate the abolition of penmanship in the common schools because the majority of our pupils still\n\ncome to us with the old slant writing instead of the vertical.\n\nNo\n\n!\n\nIf the\n\nnature work and the advanced science do not harmonize, then change the\n\none or the other, or possibly both, but do not abolish either.\nOn the other hand, ask the teacher of nature work in the lower schools\nwhat she thinks of the advanced science in the college and the university,\nand she will tell you at once that it is far beyond her comprehension.\nShe looks upon it as something very much to be desired under favorable\ncircumstances, but also as something of no immediate benefit in her\nShe can easily acquire the fundamental facts and\npresent occupation.\nprinciples which she uses in her everyday teaching, but this advanced\nresearch is so intricate in its arrangement and so full of bewildering technicalities as to be entirely beyond her grasp, to say nothing of its being\nincomprehensible to the children.\nConsequently, it seems to her like a mere waste of time to undertake\nany of it. There is much that can be said in favor of such a position.\nWithout disparaging in the least the charm of the characteristic accuracy\nof scientific description, it is safe to say that much of the advanced work\nis pretty thoroly concealed beneath a thick covering of technicality.\nVery few scientists possess the rare faculty, like Agassiz and Darwin, of\nexpressing the most profound truths in language so clear and simple that\n\neven \"he who runs\n\nmay read.\"\n\nAnd no teacher can be blamed if she\n\nfinds much of this advanced work wholly uninviting\n\nand very difficult to\n\nunderstand.\n\nBut to conclude, in consequence, that it is of no immediate benefit in\nis a grievous blunder.\nAs well might one argue against a\nbank account as something requiring long and strenuous labor for its\nWe\npossession, and something of no immediate benefit in everyday life.\nare not to be caught by any such a specious argument, for we realize too\nwell that a bank account, however small it may be, is a fund upon which\nwe can fall back in time of need, and from which we can draw a continuous revenue for present use.\nEvery teacher should have such a fund of\nknowledge over and above what she uses in her teaching. And it is sure\nto make itself apparent in more ways than one.\nYou need not remain\nlong in a schoolroom before it is abundantly manifest whether the\nteacher is working up to the ragged edge of her knowledge or not.\nIf she is, there is the constant danger of making a misstep and falling\nover\nin fact, this is sure to happen sooner or later.\nBut if she possesses a consciousness of reserve strength, she will show an ease of manner\nand a command of circumstances which is most delightful, and which\ninsures success from the very start.\nThe teacher who would succeed with\nher nature work must know something of advanced science, and the\ngreater her reserve fund of such knowledge, the larger will be her working\n\nher teaching\n\n—\n\n"}
{"page": 608, "printed_page": null, "text": "596\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Science\n\nincome, the more pleasing her appearance while teaching, and the easier\n\nand more complete her success.\nI trust that you will agree that I have stated the case fairly and impartially.\nFortunately we can already find numerous exceptions advanced\nscientists who are generously devoting their superior knowledge to the\nbetterment of the common-school nature work and, on the other hand,\nmany a humble teacher who gives freely of her precious vacation time at\nthe college or university summer school, in order that she may become\nthe better prepared to teach the coming year.\nBut these are as yet only\nexceptions, and the attitude which they exhibit toward scientific progress\n:\n\n;\n\nsimply emphasizes the lack of a kindred\n\nAdmitting,\n\nspirit elsewhere.\n\ntherefore, that the relations between these two sister-divisions of science\n\nare not as conducive to real progress as they should be, let us look for the\ncauses.\n\nWe must diagnose the disease before we can make any rational\n\nsuggestions as to a tonic or a remedy.\n\nThe first cause is the one which it seems to me will be the hardest to\nit has such a deep hold upon our human natures.\nStarting away back in the days of Cain, it has been handed down faithfully from generation to generation ever since.\nIt may be called innate\neradicate, because\n\nselfishness, and in science teaching it manifests itself in considering our\n\nown pet subject as the center of the educational system, around which all\nthe other members should revolve, and to which they must be subservient.\nThis same selfishness .is cropping out continually in our daily lives, and\n\nwe may gain valuable suggestions from our experience with it there.\n\nIf\n\nthere is one thing more than another which characterizes these closing\n\nyears of the century, it\n\nis\n\nthe great principle of concentration\n\ntration in labor, in capital, in manufactures,\n\nin political\n\n— concen-\n\nand national\n\nsupremacy; and even in population, for the census returns show that the\n\nWhether the\nhumanity in\nthe coming century depends, I believe, upon a single issue.\nSo long\nas everyone works for self, and self alone, all combination must fail miserably.\nBut success is insured the moment each man honestly endeavors\nto secure the greatest good for the greatest number, himself included.\nWe find the same concentration in our school curriculum. Year after\nyear witnesses the addition of new courses of study, and often of\nentire new departments.\nIf anyone of these courses is to achieve a\nlasting success, it must work not for self-aggrandizement only, yielding\ncompulsory assistance and begrudging even that, but it must stand ready\ncountry is moving slowly, but steadily, toward the\n\ncities.\n\nresultant unions and combinations are to uplift or degrade\n\nat all times to lend a\n\nhelping hand, especially to fellow-courses\n\nin\n\nthe\n\nsame department. The first thing for each of us to do, therefore, if we\nwould really better the existing relation between science and nature\nstudy, is to learn that neither our own pet science nor any other single\nIt is far\nsubject can ever become the center of our educational system.\n\n"}
{"page": 609, "printed_page": null, "text": "RELATION OF ADVANCED SCIENCE TO NATURE WORK\n\nDepartment]\n\n597\n\nHodge \" Human life itself,\nhuman character, human power to do, human happiness, must form the\nmain trunk.\" And our special studies, however much we may fondle and\n\nbroader than\n\nthat.\n\nIn the words of Dr.\n\n:\n\nadmire them, can never be anything but the branches and roots of this\nmain trunk, of no use except as they make life the better worth living.\nJust as soon as we comprehend this truth and begin to put it in practice\n\nwe shall find all relations improving.\nAnother cause for disagreement lies\n\nin\n\nthe fact that we regard the\n\nlower schools as a fitting course for college.\n\nWe could not make a more serious mistake.\n\nThe college can never\n\nstand as a goal for common-school education, but\n\nis\n\nitself\n\nonly another\n\nand a higher means toward the one common end of all instruction, the\nformation and uplifting of human character.\nThis is the noblest end in the whole world and is well worthy of our\nWith such an end in view, if we find that the work done in\nbest efforts.\nthe lower schools is not at the same time the best preparation for college,\nthen the sooner the college requirements are changed the better. This\nmistaken idea of\n\nfitting for college instead\n\nof fitting for life leads to all\n\nIn seeking to determine the requirements for\n\nsorts of other blunders.\n\ncollege entrance the quantity of work done has been receiving too much\n\nThere may be studies in which the amount of ground covered\n\nattention.\n\nshould be a primary requisite, but science is not one of them.\ncovered by any science\n\nis\n\nThe field\n\nenough to\nNo one can hope to obtain more\n\npractically boundless and includes\n\noccupy a student for several lifetimes.\n\nthan a fragment of this knowledge during the years spent in the common\n\nHow foolish, then, to quibble over the size of that fragment,\n\nschools.\n\nas tho that were of\n\nfirst\n\nimportance\n\nLet us learn wisdom from our geological friends.\n\nOne\n\nof\n\nthem\n\nstands before a whole mountain of rock, of which he wishes to secure a\n\nsample for subsequent analysis.\n\nand plan\n\nin order to\n\nIs his first thought to measure and figure\n\ndetermine where he can secure the largest frag-\n\nment, or how he can obtain one of a given\nlooks\n\nfirst\n\nment is\n\nat the quality,\n\nand not the quantity\n\nsize ?\n;\n\nBy no means\n\n;\n\nhe\n\na,nd so long as the frag-\n\nlarge enough to furnish sufficient material for analysis, he cares\n\nvery little about its actual\n\nsize.\nBut he does search long and carefully,\nhe be a true geologist, he takes every precaution to secure a\nfragment that will fairly represent in quality the entire mass. And\n\nand,\n\nif\n\nwe do the same thing in our science teaching, the sooner\nwe shall be ready to consider ways and means of establishing more complete harmony.\nAnother great mistake is the supposition that true science cannot be\ntaught in the common schools because the pupils are not mature enough\nto think.\nIs this process of thinking, then, something that comes only\nthe sooner\n\nwith maturity, like the right of franchise ?\n\nOr is it something which\n\n"}
{"page": 610, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n598\n\n[Science\n\nsuddenly bursts upon us full-fledged, like a mushroom growing in a single\nnight ? No one thinks of hesitating to employ the child's perception,\nimagination, and memory.\n\nBut the deepest reasoners in psychology tell\n\nus that no one of these three faculties can be employed without bringing\ninto use also the fourth, reason.\n\nAt all events, it is a\n\nlittle\n\nsingular that the first three faculties should\n\nnot merely be capable of action, but should\n\ndemand frequent exercise in\n\norder to develop properly, while the fourth is to\n\nthan half the period of development.\n\nIs\n\nit\n\nlie\n\ndormant thru more\n\nnot rather like every other\n\npower we possess, bodily or mental, weak and in constant need of direction during its incipient stages, but developing slowly and steadily under\n\nproper exercise to full maturity?\n\nmay go a step farther\n\nIndeed, I think you will agree that we\n\nand say that, unless it\n\ncise during childhood, it can never attain\n\nis\n\nthus developed by exer-\n\nits full\n\nstature at maturity, but\n\nmust always remain stunted and dwarfed. It is true that many of our\ncommon-school pupils do not think, but it is by no means because they\ncannot, but rather because their thinking powers have become degenerated thru disuse, or have been smothered beneath incessant memory\nwork. The experience of every teacher shows that even very young\nThey have been known on occasions to think\nscholars can and do think.\ntoo much, and their thoughts are always remarkably clear and straightThe child has not yet acquired the art of shamming, of evading\nforward.\nthe truth, or of dodging the issue, which stands us older people in such\ngood stead. Consequently the frontal lobes of the child's brain are in\nthe best possible condition to do good, clean work.\nWhere can you find purer or more elevating concepts than those of\nchildhood ? The child's mind has not been tarnished and corrupted thru\nAnd if any among us are to\ncontact with the world as ours has been.\nthink God's thoughts after him as we study the wonderful beauty and\ndesign in nature, surely the child has an equal chance with the philosopher and the scientist.\nA fourth cause is to be found in the immature condition of nature\nwork at the present time. In other departments we have' come to recognize that the younger and more undeveloped the pupil, the greater\nthe knowledge and skill required on the part of the teacher.\nIn most\nplaces kindergarten teachers now command a higher salary than those in\n\nprimary grades.\n\nThere is no question that this is the correct principle, and it ought to\nBut it has taken\nus a long while to reach this sensible conclusion, and in our science\nteaching we can as yet find no trace of such an advance.\nWe are still\nfifty years behind the times in this particular\nfor the primary teacher\nbe carried farther, as it surely will be in the near future.\n\n;\n\nis\n\nconsidered capable of presenting her nature work acceptably, when\n\nshe herself has received only the merest rudiments of an education in\n\n"}
{"page": 611, "printed_page": null, "text": "Department]\n\nRELATION OF ADVANCED SCIENCE TO NATURE WORK\n\nsuch matters.\n\nIt\n\nis\n\npractically a repetition of that old state of affairs\n\nwhen a teacher who had proved incompetent in\nstill\n\n599\n\nthe higher grades was\n\nconsidered capable of teaching a primary school.\n\nThat fallacy has\n\nlong been dead, and the sooner we get rid of this successor to\n\nit\n\nin our\n\nnature work, the quicker we can devise means to bring that work into\n\nharmony with advanced science, where thoro and exhaustive preparation is always demanded.\nIf nature work is to be presented scientifically in even the primary schools, and in such a way as to lead up\nnaturally to the advanced science of the college, there\njust as full and accurate a\n\nmust be behind it\n\nknowledge, and just as thoro a preparation,\n\nas is demanded for other studies.\n\nThe teacher must at least be able to\n\nuse ordinary reference-books in science intelligently; but how few of them\nare capable at present\n\nof\n\ndoing so?\n\nTry\n\nyou can, a\nupon\nscience.\nIs it any\n\nto imagine,\n\nif\n\nteacher attempting to present geography or arithmetic or language\n\nsuch a fragmentary knowledge as she possesses of\n\nwonder that the advanced scientist is inclined to look askance at such\nnature work ?\nAnd finally we come to the matter of text-books and nature-study\noutlines, and here the error is on the part of the advanced scientist.\nHe\nis so busy with his special department and so wrapped up in the problems\nof original investigation that he can waste no time on the common\nschools.\nIndeed, he usually considers them beneath his notice; his\nefforts\n\nschools.\n\nare for the college student, or at least for use\n\nin\n\nthe fitting\n\nHence all science helps and outlines for graded schools are left\n\nto authors of inferior knowledge.\n\nSometimes such authors possess superior\n\nability, but this can never fully atone for deficiency or inaccuracy of infor-\n\nmation.\n\nUsually the ability is as inferior as the knowledge, so that the\n\ncommon product of the two is a book that fairly bristles with errors on\nevery page, and often lacks even a logical arrangement.\n\nThe crying need of the\n\npresent\n\nis\n\nfor the\n\nspecialist,\n\nthe\n\noriginal\n\nthinker, to give us the benefit of his advanced knowledge in the way of\n\ncorrect facts, scientific principles, and, best of\n\nobtaining and using material.\n\nall,\n\npractical\n\nmethods\n\nof\n\nThen let the science teacher give us the\n\nand experience as to the best methods of\nThere have already been some attempts\nin this direction.\nMen like Professors Bailey and Comstock and Weed\nand Tarr have each contributed earnest efforts toward the improvement\nof our common-school nature work.\nBut the state of New York has the credit of taking the initiative in an\nextended and thoroly planned movement. At the instigation and under\nthe leadership of some of the professors of Cornell University, a naturestudy bureau has been established in connection with the College of\nAgriculture.\nFrom this bureau bulletins and quarterlies are issued\nregularly, and their influence is felt in many of the adjacent states.\nresults of his long training\n\npresenting such facts and data.\n\n"}
{"page": 612, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6oo\n\nThis is a step in the right direction, and\n\nis\n\nevery college and university thruout our land.\n\n[Science\n\nworthy of emulation by\n\nWhen these higher insti-\n\nbecome thus educational centers for the science teaching of our\n\ntutions\n\ncommon schools, there will certainly be far less disagreement between\nthe two.\n\nNATURE STUDY FOR THE GRADED SCHOOLS\nMISS\n\nKATHERINE E. DOLBEAR, HIGH SCHOOL, HOLYOKE, MASS.\n\nNature study as a subject\n\nis\n\na comparatively recent addition to the\n\nschool curriculum, and as yet has not been satisfactorily introduced in\nIs it worth spending so much time and thought upon, or\nmay it be eliminated from the program ?\n\nmost places.\n\nDr. Hall, of Clark University, has said, \" Nature in its broad conception includes the fundamental subject-matter of\n\n\" Elementary education\n\nall\n\neducation,\" and that\n\nwhich does not include nature study\n\nis\n\nnot\n\ntruly elementary education.\"\nessential, why have so many\nCan it be lack of interest on the part of\nthe children, or lack of aim and method on the part of the teacher, or\nIf\n\nnature study\n\nis\n\nfundamental and\n\nattempts to introduce it failed ?\n\npossibly scarcity of necessary materials ?\n\nWhat is the character of most of the nature work at present ?\n\n—\n\nClassi-\n\nand structure\nthe study of dead things.\nIt is easier to work\nwith dead grasshoppers than with live ones, but is it more or less interesting and profitable to the child ? What does he want to know about the\ngrasshopper\nhow many wings and legs it has, or what it can do ? It\nmakes little difference to him whether it has six legs or six wheels, if it\nwill only go and if it won't go his interest disappears.\nHe is interested\nin living things, but when life is gone a mere mechanism is left\nabout\nIf he shows disinclination to listen and to\nas inviting as a broken toy.\ntalk on this subject, shall we say he is not interested in nature study and\nthat nature study is a failure, or shall we conclude that the mistake is\nin the subject-matter which we are trying to present ?\nPerhaps we are expecting of the child something which his mind is\nnot yet mature enough to comprehend.\nWe learn from psychology and\nexperience that logical methods are not necessarily pedagogical. The\npedagogical conforms to the natural growth of the child's mind, while the\nlogical is a consecutive arrangement of facts made by an adult mind.\nA child may commit to memory many facts, but if he is unable to\nmake any application of them, he has not been educated by the process.\nBiologists tell us that the possibilities of a child depend upon nervous\nstructure and its degree of maturity more than upon anything else.\nWhether it pleases us or not, we must accept this and base our pedagogy\nupon it.\nfication\n\n—\n;\n\n—\n\n"}
{"page": 613, "printed_page": null, "text": "NATURE STUDY FOR THE GRADED SCHOOLS\n\nDepartment]\n\n60\n\nWe must HO more forget to consider man's animal ancestry, and to\nallow for\n\nit\n\nin\n\nsupplying suitable foods for his mind during its various\n\nstages of development, than to supply suitable foods for his body during\nits\n\nThe child naturally turns to the same things which were\n\ngrowth.\n\nof utmost importance and interest to his ancestors\n\n— that\n\nis,\n\nto the study\n\nof living things.\nIf we can find out what is of interest to the child and present it in a\nway which appeals to him, he will become educated; but if we decide\nupon something which we think he ought to be interested in, and insist\nupon his listening to our talks and handling the materials of an objectlesson which he does not care for, his time is largely wasted and he has\ngained little from our efforts. Work done in the absence of interest has\nlittle or no value educationally.\nSupposing the subject in hand is simple and interesting to most of\nthe pupils, and the teacher has made a great effort to present it in a\npedagogical way, and still a few fail to become interested and pay attenThe\ntion.\nIs the teacher to blame, or the pupils, or the method ?\nteacher has made careful preparation and is presenting the subject with\nthe utmost simplicity.\nThe pupil may be bright in other lessons, and\nyet utterly fail in this.\nIs he stupid, or is he not making an effort, or is\nhe insufficiently developed, so he cannot grasp this special work ?\nIf brain-structure is normal and sufficiently developed, it will not be\nnecessary for him to make an effort to be interested.\nHis interest will be\nspontaneous.\nIf it is hot, shall he be nagged and made to appear ridiculous before his companions ?\nWill that hasten development of the\nnervous system or right the structure ? If not, it is useless and will tend\nto harm rather than to help him.\nHe should be let alone and if the\ndifficulty is on account of lack of development, time and growth will cor;\n\nrect that ;\n\nif\n\nthe trouble\n\nis\n\nlack of properly nourished brain-tissue, the\n\nteacher is helpless, and no amount of effort on her part or on the part of\nthe pupil can make up for the deficiency.\n\nThis proposition is applicable\n\nto all departments of education.\nIf we\n\nNature will not be tampered with.\n\nmake the conditions\n\nlearn what her aims are and\n\ndoing the best we can,\nand progress and education will go on at maximum speed if we try to\ngo against her plans, progress will be slow at least.\nWhat are nature's aims and methods ? Perhaps the first iS that the human\nbeing shall be a good animal\nthe very highest animal because possessing the power of reason\nthat he shall have control of all other life on\naccount of his great power of reason that he shall be a moral being\nright for her work, we are\n\n;\n\n—\n\n;\n\n;\n\nable to judge wisely.\n\n—\n\nThis power, however, develops late, so that a child\n\ndozen years can neither be called moral nor immoral, but rather\nHe does as he is told, and knows right and wrong because he\nhas been informed, and not from his own reason and thought.\nof a\n\nunmoral.\n\n"}
{"page": 614, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n602\n\n[Science\n\nHow would nature have her animals taught ? The lowfer animals have\npower of instinct, which is almost entirely wanting in man. That is\ninnate, and the only other way knimals come to have intelligence and\neducation is thru experience.\nMan is able to learn from the experiences\na\n\nmen\n\nof other\n\nthis is the highest\n\n;\n\nkind of learning.\n\nlacking in\n\nIt is\n\nanimals, and largely so in young children.\n\nA child is told that the stove is hot and will burn, but is that information\n\nto keep\n\nsufficient\n\nhim from putttng his hand upon\n\nhe has once been burned he knows, and\n\nwill\n\nit?\n\nWhen\n\nthen remember, perhaps\n\nsaying, \"'Tove hot, burn baby,\" each time he goes near it for a week.\n\nThat is education\n\n— nature's own method.\n\nTo perceive things with the child's own senses is to learn\neducated.\n\n—\n\nto become\n\nUntil he enters school his education is largely of this kind, and\n\nthen what a change\n\n!\n\nIn the schools, as they exist at present, it is hard to do such work in\n\nway which will satisfy both Mother Nature and the superintendent.\nSometimes very effective work makes little or no show, and the time\nmight seem, to an outsider, to have been wasted, while really it has laid a\na\n\nstrong foundation for all later life.\n\nThe\n\nideal\n\nlarge grades\ntimes.\n\nnature study for primary children\nit\n\nis\n\nis\n\nfield\n\nwork.\n\nWith\n\noften difficult to do satisfactory work for the first few\n\nPupils are inclined to think field work means a picnic, or some\n\nkind of a Fourth of July celebration.\n\nA few words, before starting, con-\n\ncerning the reason for going, what to look\n\ngoing often, if they are able to learn\n\nin\n\nfor,\n\nand the\n\npossibility of\n\nthat way, gives a motive\n\npower\n\nfor good behavior.\n\nAt first the study should be of all nature\n\n— nature\n\nthan in parts; the relation and interdependence of\n\nall\n\nas a whole rather\n\nnature\n\n— how the\n\nplants help the animals by furnishing food and shelter, and\n\nanimals help the plants by scattering seeds.\n\nIf the\n\nhow the\n\nchildren are free,\n\nthey will make suggestions which the teacher can use as a basis for work.\n\nAs far as possible the work should be along the lines which the children\ninquire about. In this way there is less danger of going beyond their\ninterests and more chance of keeping spontaneity in the foreground.\nWhatever tends\n\nto\n\nlessen\n\nspontaneity tends\n\nto\n\nretard\n\neducation.\n\nIt\n\nshould rather be encouraged along every line of work.\n\nOn their walks the children will find new flowers, and will be almost\nA local or common name should be\n\nsure to ask what their names are.\n\nname is given only so that the child\nmay speak of what he has found and know it another time. Attention\nmay be called to the kind of a place in which the plant grows\nthat it\nlikes plenty of sunshine, or a shady spot, or a very wet place.\nThe chilgiven, not a scientific one, as the\n\n—\n\ndren can also watch and see what kinds of animals like the different\nflowers.\n\nWhat do the honey-bees like ? the butterflies ? the bumblebees ?\n\n"}
{"page": 615, "printed_page": null, "text": "Department]\n\nNATURE STUDY FOR THE GRADED SCHOOLS\n\n603\n\nFor the little children considerable time should be spent in getting\nacquainted with the domestic animals, so that they can appreciate the\nvalue of such animals to man, and also so that they can know what to do\nto keep animals well and strong and happy.\n\nbe positive rather than negative\n\n— that\n\nis,\n\nTeaching of this sort should\nabout what to do rather than\n\nwhat not to do.\nIf a wild animal can\n\nbe comfortably caged and tamed by the children,\n\nthe result will be interesting and instructive.\n\nhas been stated that\n\nIt\n\nanimals which have been tamed and domesticated find\n\nmuch easier\n\nlife\n\nthan those which are at times short of food, overcome with cold, and con-\n\nThe process of taming is of\nand can be easily done with squirrels, bats,\nrabbits, and birds.\nPersonally I do not like caged animals, but it seems\nto be the only way of bringing such work into the school\nand, if it\neducates the child and does not injure the animal, it is justifiable.\nIt seems as if the song of a caged bird is never so sweet as that of a\nwoodland bird, where the song rises from the midst of blossoms and\nfloats on the fragrant air.\nI must still agree with Emerson, in his \" Each\nand All\":\ntinually obliged to fight for their existence.\n\nnative interest to children,\n\n;\n\nI thought the sparrow's note from heaven,\n\nSinging at dawn on the alder bough\nI brought him home in his nest, at even.\n\nHe sings the song, but it pleases not now\nFor I did not bring home the river and sky:\nHe sang to my ear they sang to my eye.\n\n—\n\nA pretty study for little children is the study of baby animals, their\ncradles, and how they are cared for by their mothers.\n\nNearly all children\n\nOne little friend used to beg each\nevening to go to the paw-paw tree to see how the baby paw-paws were\n\nlike\n\nbaby animals or baby plants.\n\ngrowing, and then to the holly tree to watch the\nunfold.\n\nsoft, pale\n\nbaby leaves\n\nChildren often climb into a hay-loft and stay a long time by an\n\nold cat and its kittens.\n\nMyths should be used\n\nin\n\nconnection with the nature work, not in\n\nextreme, nor to give the child wrong impressions of\nhis imagination to develop naturally and normally.\n\nlife,\n\nbut to allow\n\nPlants and animals\n\nare endowed with the same qualities as human beings by the child.\n\nShall\n\nwe tell him that plants cannot feel, and that his pets cannot reason or\nshaU we let him think of them in his childish way, which will gradually\nchange to a wholesome understanding of the comparative sensibilities of\nall life ?\nTo rush him by the age of myth and past the childish view\n;\n\nof\n\nlife is\n\nto dwarf his soul.\n\nHe is not yet ready for fine discrimination\n\nand classification.\nThere are numberless nature studies which are of interest for intermediate grades. One of the most successful spring subjects for these\ngrades is toads or frogs. The eggs can be collected into a jar or pail by\n\n"}
{"page": 616, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6o4\n\n[Science\n\nthe children when out for field work.\n\nAt school they should be transThe pupils can watch the\ndevelopment day by day, until the tail has been absorbed and the legs have\ngrown strong enough so they want to jump away. During the tadpole\nstage pond scum proves to be a suitable and easily obtainable food.\nThe great work done by toads for man is one of the valuable lessons of\nnature.\nNearly every child who lives out from the heart of a large city\ncan watch toads and see what they eat, when, how much, and how they\nget it.\nThe older pupils should have notebooks and keep written up their\nobservations and discoveries about the toad.\nComparison of notebooks\nmight be made, so that each pupil could get information from every other\nferred to a shallow dish with large air surface.\n\none.\n\nAfter making careful study of several forms of life, it would be profitable to have a debate on\n\n:\n\nWhich is of more use to man, a robin or a toad ?\nWas Washington or\n\ninstead of that which has so often been debated\n\n:\n\nLincoln the greater man ?\nTurtles, tortoises, and terrapins have a sort of fascination for children.\n\nThey have not been observed as thoroly as the toad, so there is much\nto be learned, and the child can add to the world's scientific information.\n\nThe work of the bat is not altogether understood or appreciated. What\nbacon?\nat dusk ?\nWhat does he eat\nWhy does he dive down so near to the heads of observers ? Has he\n\nis\n\n—\n\nhe doing when he flits about\n\nan innate longing to get under a hat ?\n\nA bat was kept at school for three months, and became tame enough\nby the children. He ate little bits of meat and\ndrank water somewhat as a cat does. In the daytime he preferred to\nhang up and sleep, but at dusk became restless, and was sometimes\n\nto be handled and fed\n\nallowed to fly about the room.\n\nAnother study upon which children are willing to spend considerable\nA beehive was fixed in one window of the schoolroom, so that the pupils could look into it and watch the various occupations of the busy little creature.\nWhen out of doors the pupil can get\nsome idea of its work among the flowers by following it for a few minutes\nand noting whether it selects one kind of flower and visits that species\nonly, or whether it visits each flower in turn regardless of genus and\nspecies.\nWhat does the bee get from the flower, and what does it do for\nthe flower ?\nNotice how clumsily it moves when its pockets are full of\npollen\nWhen it returns to the hive, what does it do with the pollen and\n\ntime is about bees.\n\n!\n\nnectar?\n\nWhen pupils are old enough to understand what is meant by the\ndivision of labor, they will find bee study of\n\nstill\n\ngreater interest.\n\nSev-\n\ncame into the schoolroom, but no one was stung, and\nthey were soon gently driven out.\nDuring the cold weather, when they\nwere fed on syrup, they became friendly enough so that I could take\neral times the bees\n\n"}
{"page": 617, "printed_page": null, "text": "NATURE STUDY FOR THE GRADED SCHOOLS\n\nDepartment]\n\n605\n\nthem out from the hive and allow them to walk over my hands and sip\nup the drops of syrup placed there for them.\nSome of the schools in Worcester, Mass., are doing commendable\nwork along these lines. All the schools unite in taking the bird-nest\ncensus for the city.\n\nIt is so\n\ndivided that each school has a certain dis-\n\nupon which to work. No nests are collected until the census has been\ntaken; which is done in the fall.\nThe children draw maps of the district\nthey are to work upon, and add circles wherever there are nests, marking\nEnglish sparrows are\nin r for robin, o for oriole, s for song sparrow, etc.\ntrict\n\nnot recognized as having a right either to live there or to be counted as a\npart of the bird population.\n\nAll others are welcomed and encouraged to\n\nbuild, bird-houses and food being offered as an inducement.\n\nIf a nest is\n\nfound which is not common, it is visited by all the pupils, and a decision\n\nmade as to what kind it is. When all the district maps are done, a large\none is made showing the nests of the whole city. This is compared with\nthe census of the preceding year in order to ascertain whether or not the\n\npopulation is increasing.\n\nDuring the\n\nlast\n\nfew years the population of\n\nsongbirds has increased rapidly.\n\nAn\ngarden.\n\ninteresting feature of the Upsala Street\n\nVeget^les are raised and\n\nsold.\n\nfor fertilizer for enriching the ground.\n\nSchool\n\nis\n\nthe school\n\nThe money received is spent\n\nChildren are also given seeds to\n\nEach child tries to raise the best plant. Exhibits are\nIn this way pupils learn\nheld and awards offered for the best, specimens.\nwhat conditions are necessary for growth, what plants need in the way of\nfood and drink, and also protection from insect pests. Watching over\nand caring for the plant, seeing the leaves unfold and the fruit develop\nplant at home.\n\nfail to appeal *to the child, who feels that it is\nown plant, and that its success or failure depends largely upon his\n\nfrom the blossom, cannot\nhis\n\ncare.\n\nNature study should be of moral as well as mental value.\n\nWe have\n\nsaid that the young child is not a moral, but an unmoral being.\n\nAs the\n\nmoral nature slowly and gradually develops, it should be guided\n\nin the\n\nright direction.\n\nIn the country nature study should be taught with the\n\naim of making the children more content with\n\ntheir\n\nsurroundings and\n\nappreciative of the beauty which abounds.\n\nThe happiness which children get from contact with and study of\nnature makes the study worth while\n\nif\n\nthere were\n\nno educational value\n\nin it.\n\nRough boys should be encouraged to tame animals.\n\nBirds and butdo a great deal toward taming the boy. He will take pride\nin getting the little bird to eat seeds from his fingers, or in having the delicate butterfly suck up drops of syrup from his hand.\nFor children ten or a dozen years of age the study of reproduction of\n\nterflies can\n\nplants and animals\n\nis\n\ninteresting.\n\nThe morning glory may be used as a\n\n"}
{"page": 618, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6o6\ntypical plant\n\nand the fish as a typical animal.\n\n[Science\n\nFish eggs can be gotten\n\nat any hatchery, and, if kept in running water three or four days, will hatch,\n\nmuch to the delight of the children. The gelatinous substance is so trans-\n\nTwo classes were given fish eggs to\n\nparent that each part can be seen.\nobserve.\n\nOne class averaged eleven years, the\n\nThe\n\nother seventeen.\n\nyounger had only their eyes to depend on, while the older had microscopes.\nThe observations and drawings of the younger class were quite\nas accurate as those of the older, and the class' was fairly alive with\nenthusiasm.\ntail\n\nSome spoke\n\nright\n\nwhen the\n\nout\n\nlittle\n\nfish\n\nsnapped\n\nhis\n\nand broke thru the gelatinous wall.\nIn the older grammar grades there\n\nis\n\nmuch to be observed about\n\ninsects injurious to vegetation and also their parasitic enemies; in plant\n\nphysiology the consideration of starch-making to plant and animal life\nof\n\nvariation in plants\n\n;\n\nsomething about weeds, and the struggle\n\nfor\n\nexistence of all life.\n\nOur subject\n\nis\n\nbiological nature studies, but a school curriculum\n\nshould include the physical sciences also.\nPhysics has often proved a failure in\n\ngrammar grades on account of\n\nWhen approached from the mathematical\n\nthe way it has been presented.\n\nstandpoint and great accuracy demanded, natural interest is lost\n\n;\n\nbut if\n\nmechanical toys are used, and simple, interesting experiments performed\n\nand explained, great principles are taught, and the child is amused, interested, and educated.\nChemical principles may also be introduced, if presented\n\nin an ele-\n\nmentary way.\nMiss Proctor's\n\nlittle book called Stories from Starland is a good\nexample of the way in which astronomy may be made interesting and\nprofitable in the graded schools.\nIn all nature work there should be freedom of thought and expres-\n\nsion.\n\nWhat may the university justly expect from the graded-school pupils?\n(i)\n\nNatural interest preserved;\n\n(2)\n\nkeen senses;\n\nthe general relation and interdependence of\nof\n\nall\n\n(3) a clear conception of\n\nnature\n\n;\n\n(4) recognition\n\nmany local plants and animals, and more or less information regard-\n\ning their work in the world\n\n;\n\n(5)\n\nan intelligent understanding of the\n\nsimple fundamental laws of physics and chemistry;\n\n(6) original\n\nthought\n\nand expression.\n\nWhat may the graded schools justly expect from the universities ?\nNot a long, technical treatise\non some detailed microscopic structure of the plant or animal, but a\ncarefully written account of it as a whole, where, and when it is to be\nfound, the varying conditions which affect it, how to care for and study\n\nA series of accurate, brief, live books.\n\nit, its\n\nfeeding and other habits, and\n\nits\n\nuseful or destructive qualities;\n\nhow man can protect it, or protect himself against it.\n\n"}
{"page": 619, "printed_page": null, "text": "NATURE STUDY FOR THE GRADED SCHOOLS\n\nDepartment]\n\n607\n\nThe grade teacher of today is too busy to wade thru pages of\nversity technicalities with the\n\nuni-\n\nhope of finding a morsel of information.\n\nThere are so many new subjects to prepare, so many cases of discipline\nbe skillfully treated, so much paper-correcting which cannot be\nentirely neglected and all these things take time and vitality.\nCannot the university give us some books which will be an inspiration to pupils and teachers alike, to open their eyes to the common\nthings about, the wonder and beauty of the abundance of life in the\nmeadows, fields, brooks, and ponds ?\nMany text-books have recently been made which give unreliable\ninformation in quite an interesting way, and many others which give\nto\n\n;\n\nreliable information in a lifeless way.\n\nIs\n\nit\n\nimpossible to\n\nmake simple,\n\naccurate books which are full of life and able to impart that\n\nlife\n\nto\n\nthe\n\nyoung naturalist ?\nIn high-school text-books we find the same holds true in most cases.\n\nThe reliable ones presuppose too much maturity on the part of the pupils.\nSome university professors do not seem to have any idea of what a sixThey seem to\nteen-year-old boy is, what he can do, or what he needs.\nbe afraid of simplicity.\nI\n\nhave a whole table\n\nfull\n\nof\n\nbiology text-books for high-school\n\nwork, and there is not one among them which I can use.\ncal\n\nway\n\nwhich the subjects are presented\n\nin\n\nis\n\nThe anatomi-\n\nentirely out of place.\n\nMany of the text-books of today are not far in advance of those made\n•thirty years ago.\n\nIn one book, published in 1869, the study of mammals begins thus:\n\nThe class mammalia is definable as those which have two occipital condyles, with a\nwell-ossified basi-occipital ; which have each ramus of the mandible composed of a single\n\npiece of bone,\n\nand\n\narticulated with the squamosal element of\n\nthe skull ;\n\nand which\n\npossess mammae and non-nucleated red blood corpuscles.\n\nIn a text-book published in the spring of 1900 we find the very\n\nbeginning reads thus\nThe grasshopper belongs to an order of insects called orthoptera.\ninsects there\n\nis\n\nIn this group of\nan incomplete metamorphosis during development, so that the general\n\nThe anterior and posterior pairs of wings are\nThe jaws are adapted for biting.\n\nform of the young resembles the adult.\nunequal.\n\n,TMs is the\n\nfirst\n\nparagraph for a beginner of the study of zoology.\n\nHe has never heard of orthoptera, and has no idea what incomplete\nThe words \"anterior\" and \"posterior\" are new to\n\nmetamorphosis is like.\n\nhim, and he will most likely decide that he does not like the study of\n\nzoology very well.\n\nt\n\nThere is a little good material to be had. Professor Weed has written\nsome good simple books on insect life. Dr. Hodge has written a pamphlet on The Common Toad, which is very helpful\nand the agricultural\ndepartment of Cornell University is making an attempt to furnish suitable\n;\n\n"}
{"page": 620, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6o8\n\n[Science\n\nsuggestions to teachers on nature study, in the form of a series of pam-\n\nSince there is such scarcity of material which treats of nature study\n\nphlets.\n\nproperly, shall we give up the study ?\n\nchildren interested in the\n\nlife\n\nNo\n\n;\n\nlet\n\nus press onward, get the\n\nabout them, so that they will spend their\n\nspare time wandering about in the fields and woods, finding\n\nmaking careful observations\n\n;\n\nnew things,\n\nthen expressing well what they have learned.\n\nIn nature study children will always\n\ncome to us with questions which\n\nwe cannot answer, and specimens which we do not recognize. Above all\nthings let us be truthful with the child, and, if we do not know, say so>\noffering to help him find out, or telling him, if we can, where he may get\nthe desired information.\n\nIt\n\nhe should write what he can\n\nmay be that this is impossible\n\"find\n\n;\n\nin that case\n\nput about the specimen, and have his\n\nnotes saved for the use of other pupils who may want the information.\nIt is\n\noften hard to see any immediate result of nature study.\n\na year's work, the children have learned to see\n\nmore on\n\nlove and respect animal and plant life, that is enough.\nwill show in the life he leads in later years.\n\nmuch\n\nthe birds\n\nIf, after\n\ntheir walks, and\n\nThe great result\n\nWe can never know just how\n\nand flowers, the woods and bright blue skies, have done\n\nto make him gentle and patient, yet strong and manly.\n\n"}
{"page": 621, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Thursday, July 12, 1900\nThe department was called to order at 3 30 P. M., at the Charleston Light Dragoon\n:\n\nHall.\n\nA telegram from President Edward E. Barthell, announcing his inability to attend,\nIn his absence, upon motion of Mr. Israel H. Peres, William George Bruce was\n\nwas read.\n\nelected chairman, and was also requested to act as secretary.\n\nMr. C. H. Parsons, of Des Moines,\n\nla.,\n\nread a paper upon \"Schoolhouse Archi-\n\ntecture.\"\n\nMr. Israel H. Peres, of Memphis, Tenn., then read a paper on \"School-Administration Problems in the South.\"\n\nThis was followed by a paper on \"The Relation of Board and Teacher,\" by Dr.\nW. A. Hunt, of Northfield, Minn., president of the Minnesota Association of School\nBoards.\n\" School-Board Organization\" was the next paper, which was read by Hon. Willis\nS. Ellis, of\n\nAnderson, Ind.\n\nThe chair then appointed a nominating committee, consisting of\nIsrael H. Peres, of\n\nThe\n\nMemphis, Tenn.\nJames A. Foshay, of Los Angeles, Cal.\nC. H. Parsons, of Des Moines, la.\n\nby Messrs. Francis S. Coolidge, Boston, Mass.; Willis S.\nand F. S. Venable, Asheville, N. C.\nThe chair then called up the report of the Committee on Nominations, which was\ndiscussions were led\n\nEllis, Anderson, Ind.;\n\nas follows\n\n—\n\nFor President\nW. S. Ellis, Anderson, Ind.\n'Pot First Vice-President\nIsrael H. Peres, Memphis, Tenn.\nFor Second Vice-President\nJohn Ogren, Charleston, S. C.\n'\nFor Third Vice-President\n\\f. A. Hunt, Northfield, Minn.\nVox Fourth Vice-President\nGraham H. Harris, Chicago, 111.\nFor Fifth Vice-President\nR. L. Yeager, Kansas City, Mo.\nFor Secretary William George Bruce, Milwaukee, Wis.\nPot Executive Committee\nFrancis L. Coolidge, Boston, Mass.; C. H. Parsons, Des Moines, la. j\nJ. M. Brown, Northfield, Minn. ; F. S. Venable, Asheville, N. C. ; E. E. Barthell, Esq., Nashville, Tenn.\n\n—\n\n—\n—\n—\n—\n—\n—\n\nThe report was adopted unanimously.\n\nW. S. Ellis, the newly elected president, was then introduced.\n\nAfter thanking the\n\ndepartment for the honor conferred upon him, he spoke of the usefulness of national\ngatherings of school-board members, promising at the same time his best endeavors for\nthe continued growth of this movement.\n\nThe chair then, in the name of the department, extended thanks to the citizens of\nCharleston for their generous hospitality.\n\nHe also extended thanks to the retiring\n\nofficers, and declared Ihe meeting adjourned.\n\nWm. Geo. Bruce,\nSecretary.\n\n609\n\n"}
{"page": 622, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6io\n\n[School\n\nPAPERS AND DISCUSSIONS\nSCHOOLHOUSE ARCHITECTURE\nC.\n\nH.\n\nPARSONS, DES MOINES, lA.\n\nIn addressing you today, I am conscious of the fact that you represent\nthe controlling power of the public-school system of the great American\nrepublic, and\n\nmy desire is so to impress upon your minds the impor-\n\ntance of this subject that words from me\nIt\n\nis\n\nmay become\n\nactions by you.\n\neasy to come here and present any of the subjects assigned in an\n\ninteresting and entertaining way;\n\nanother thing to present a subject\n\nit is\n\nin such a way that it is adopted as a policy and made a line of action by\n\none's audience; the first calls for entertainment\n\n;\n\nthe last for the awaken-\n\ning of the mind to a danger and the presentation of a remedy.\n\nMy\n\ndesire is to be able to accomplish the last-named result.\n\nThe other day, as I was glancing over the official bulletin, the thought\noccurred to\n\nme that this entire National Educational Association, and\n\neach one of\n\nits\n\nmany departments, was more or less interested in this\n\nsubject of \"Schoolhouse Architecture,\"\n\nand that all that is needed to\ndeepen that interest is to have its true relation to the success of the work\nin all educational lines properly understood.\n\nMy theme is \"Schoolhouse Architecture;\nSchool.\"\n\nor,\n\nThe Home of\n\nthe\n\n\"Architecture is the art of building, and includes two elements,\n\ntheory and practice.\"\n\nTheory treats of the ideal; practice deals with the\nThese two elements should always be in harmony, but, in fact,\nare more often found in discord, owing to conditions over which the\narchitect has no control.\npossible.\n\nIn architecture, theory should be the master, and practice should\n\nmake theory possible; but in the preparation of the home of the school,\npractice has overruled theory and become enthroned as master, until\ntoday we see built all over our land schoolhouses, reputed to be modern,\nthat violate in both conception and construction every known principle\nof correct schoolhouse sanitation.\nBy schoolhouse sanitation I mean\neverything in the construction of the school building that has a bearing\n\non the health of the child.\nThis subject of sanitation\n\ndivides\n\nitself\n\ninto the following heads:\n\nstairways, water-closets, lighting, heating, and ventilation.\n\nIn taking up the consideration of the subject of stairways, I have been\nsurprised during the last few years in finding that many of the recent and\n\nmost expensive buildings\nstairways that are steep\n\nin this\n\nand\n\ncountry have been constructed with\n\ndifficult\n\nof ascent.\n\nI\n\nhave entered some\n\n"}
{"page": 623, "printed_page": null, "text": "SCHOOLHOUSE ARCHITECTURE\n\nAdministration]\n\n6li\n\nbuildings in which this becomes painfully apparent as you are passing up\n\nNo stairway should exceed\n\nthe vestibule steps to the main corridors.\nsix inches in\n\nrise\n\nand should approach five and a half inches as nearly\n\nas possible.\n\nand grammar-grade work should be located in\nThe reason for this becomes\napparent when we' remember that during these years the schoolgirl\nreaches one of the most critical periods of her whole life, when in many\ninstances she is compelled to drop out of her school as the result of failing health caused by too much stair-climbing.\nWhere the high school is placed on the second story and the waterclosets in the basement, it means a stair-climbing of from twenty-five to\nthirty feet, and twenty-five feet always from the outside yard.\n\"Would you put the highI have often had the question asked me\nschool grades below and make the little children climb to the second\nstory?\" My answer is: Put the high-school and grammar grades and\nthe first and second primary grades on the lower floors, and let the\nintermediate grades do the stair-climbing for, as a usual thing, if in\ngood health, they are at that age climbing everything that is climbable\nAll high-school work\n\nthe\n\nfirst\n\nstory of all school buildings.\n\n:\n\n;\n\nanyway.\n\nThe second sanitary point is water-closets.\n\nI\n\ndesire to\n\nstatement in connection with this subject, and that\n\nis,\n\nmake a broad\n\nthat every school\n\nbuilding of two rooms and over should have inside water or dry closets.\nI will assign\n\ntwo reasons for this\n\n:\n\nthe first is physical health and comfort;\n\nthe second is the moral welfare of the child.\nwill\n\nThe outdoor water-closet\n\nnever receive such frequent inspection as will prevent its becoming\n\nan unsightly thing and a source of immoral teachings.\n\nOur next sanitary point is lighting. The correct principle of lighting\nis\n\none that more than any other is constantly and willfully violated\n\nthe construction of our school buildings.\n\nin\n\nIntroducing the light entirely\n\nfrom the left of the pupil is the correct and only correct way to light a\nroom. In large rooms it presents a problem, because light will only carry\nso far, and when it comes to a schoolroom forty-five feet wide, it requires\na ceiling thirty feet high in order to properly light it.\n\nWhen you have\n\nreached a ceiling of this height, in many cases the acoustics of the room\nwill\n\nbe a failure, but I am happy to say to you today that modern science\n\nhas solved this difficulty.\n\nThe modern prism placed in the top or bottom\nwindow will transmit the light perfectly to\n\nsection of the schoolhouse\n\nalmost any distance, and leave the ceiling a natural and normal height.\nIn other cases the placing of an angled skylight so that the light will\nreach every part of the room will accomplish the same result.\n\nA correctly lighted room will have\nI.\n\nAll of the light massed in\n\none sheet on the\n\nleft\n\nside of the pupil,\n\nor from above, and all introduced into the room from one direction.\n\n"}
{"page": 624, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6l2\n2.\n\nIt will\n\nnot have too small a quantity of\n\n3.\n\nIt will\n\nnot have too much light.\n\n4.\n\nThe light will not be too near the floor.\n\n5.\n\n6.\n\n[School\n\nlight.\n\nNo seat will be too far from the light.\nNo smooth, glossy surface will be used on side-walls so as to pro-\n\nduce glaring effects.\n\nA building may be defective in any or all of these points.\nit is\n\nIf it is,\n\nconstantly injuring the eyesight of your children.\n\nOur last sanitary point is ventilation and heating.\n\nThe teacher has\n\noften been the means of introducing a basin, a cake of soap, and a towel\ninto the modern course of study, in order that the faces and hands of\nsome of the dirtier children may present a better appearance for, as one\n;\n\nteacher remarked to me recently, \"It is impossible for me to love a dirty\nchild.\"\n\nYet possibly, while she has cleaned the face and hands, all of\n\nthe body is in the same condition, and all the pores are constantly breath-\n\ning and vitiating the air for the other children and herself.\n\nmany reasons for the necessity for thoro ventilaThe strongest reason, to my mind, is the danger from disease. We\nincreasing, year after year, the number of consumptives in our\n\nThis is only one of\ntion.\n\nsee\n\ncountry.\n\nI\n\nhave no doubt\n\nthat, if\n\nit\n\nwere possible to trace this disease\n\nto its origin in each case, we should find that the majority of\n\nthem were\n\nthe result of weakened and diseased lung power as the result of breath-\n\ning day after day foul and vitiated air in our schoolrooms.\n\nProper heating of the room\n\nis\n\nimpossible\n\nwithout, at\n\nthe\n\nsame\n\ntime, ventilating the room, so when we consider one we should consider\n\nboth.\n\nA correct and accepted medical and scientific definition of good\nhealth is \"pure blood flowing thru a healthy organism.\"\nenter into the composition of blood, namely\n\n:\n\nThree things\n\nthe food we eat, the water\n\nwe drink, and the air we breathe.\nThe large cities of the country spend millions and millions of dollars\npure water supplies for their citizens. Conand city councils pass laws, statutes, and ordinances to prevent the adulteration of food, and to protect the inhabitants\nLet the\nof the country from improper and injurious food products.\nwater supply of any city in the country become contaminated, and there\nis a commotion created very quickly by the daily press, the board of\nhealth, and the physicians of the city, in order to protect the lives of the\nThe contaminated water supply and poisonous food may be\npeople.\nfor the purpose of siecuring\ngress, state legislatures,\n\nmore swift in\n\ntheir results in the destruction of life than the foul air we\n\nbreathe, but\n\nis\n\nit\n\nnone the\n\nless certain.\n\nIf we would have our children\n\nenjoy proper health, we must not only protect the stomach from transmitting poison to the system, but we must also exercise the same care\n\nwith regard to the lungs.\n\n"}
{"page": 625, "printed_page": null, "text": "Administration]\n\nSCHOOLHOVSE ARCHITECTURE\n\n'\n\n613\n\nSome legislatures of the country require by law that every schoolroom\nerected and in existence within the confines of the state shall be properly\n\nheated and ventilated.\n\nThe schoolroom that is properly heated and ventilated must have the\nfollowing requirements\n\n:\n\n1.\n\nIt must have a mild, agreeable\n\n2.\n\nIt must maintain a uniform\n\natmosphere in all kinds of weather.\n\ndegree of heat in all the various parts\n\nof the room.\n3.\n\nIt must have a constant supply of pure, fresh air entering the room\n\nin such quantities that no person\n\nin\n\nthe\n\nroom will have\n\nto breathe\n\nthe\n\nsame air twice.\n4.\n\nThe foul and impure air must be carried out of the room as rapidly\n\nas it becomes contaminated.\n5. The supply and exhaust must be so regulated that it has in itself\npower to produce these results, no matter what may be the conditions of\nthe atmosphere outside.\n6. These results must be produced in such a way as not to cause drafts.\n7. This change of air must be accomplished without opening the\n\nwindows.\n8. The heating and ventilation should be so arranged that they are\nunder the control of the teacher, if not automatic.\n9.\n\nThe warm air should be introduced at the ceiling line, or at least\n\nabove the blackboard line.\n10.\n\nThe foul air should be exhausted at the floor line, so as to prevent\n\nthe accumulation of cold air on the floors.\nIf\n\nthe heating\n\nand ventilation of a school building\n\nis\n\nproducing\n\nthese results, it is at the same time preserving the health of the children\nif it is\n\ndefective in any or all of these points, it is constantly destroying\n\nenergy and vitality, and will eventually break down health.\n\nEvery building presents to the experienced architect three distinct\nproblems\n\nThe building from the point of business.\nThe building from the point of construction.\n3. The building from the point of beauty.\n1.\n\n2.\n\nTreating of these in the order in which they are given, we find\n\n—\n\nThat every building is the outgrowth of a business demand.\n2. That it should be so constructed that those called upon to transact\nbusiness within its walls will feel that life and health are fully cared for\nin its construction; this comprehends not only strength of materials, but\n1.\n\napplication of principles of sanitation.\n3. That art has combined with the two former points\nharmonious whole that is pleasing to the eye.\n\nLet\n\nto\n\nproduce a\n\nme illustrate this last thought for you by giving you a word-\n\npainting of an ideal schoolhouse\n\n:\n\n"}
{"page": 626, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6i4\n\n[School\n\nIt is so arranged that in the schoolrooms the teacher has full\n\ncommand of all pupils, both in recitation and study\n\n;\n\nand easy\n\nshe has a full view\n\nand ready at hand are receptacles and closets for all the\nEach schoolroom,\nall cloakrooms, halls, stairways, and entrances are so arranged and\ngrouped that the principal in command of the building has at all times\nfull control of all moving columns of children\nall parts of the building\nare so perfectly heated that on the coldest and warmest days alike the\nthe ventilation is so ample that\ngreatest attainable comfort is produced\neach child is constantly supplied with a flow of fresh air drawn from the\nlimitless quantity without, and at the same time the air which has been\nvitiated within the building is removed\neach room is so perfectly lighted\nthat the most delicate eyes are not injured by the work assigned the\nentire building presents a harmonious whole\nit combines the materials\nthat nature has placed ready at hand in such an artistic way that the\nminds of both pupil and teacher are being constantly elevated and\nof all entrances ;\n\nnecessary conveniences for the conduct of the school.\n\n;\n\n;\n\n;\n\n;\n\n;\n\nrefined.\n\nThis ideal schoolhouse of mine partakes of the local coloring of the\ncommunity in which it is built it is the production of the citizens of\nthat community; it is the home of their school, and under the guiding\nhand of the skillful architect it becomes the best expression of their\n;\n\nthought.\n\nThis ideal schoolhouse is the theory; but what of the practice ?\n\nIn\n\nmany sections today, and in some of the best buildings too, the business of\nthe school is sacrificed for architectural effect; in very many the principles\nof sanitation are violated, at least in part, and treated by both board and\n\narchitect as matters of minor detail.\nThus buildings are erected in\nwhich the health of the occupants is constantly being injured.\nThe existence of this condition of affairs is the outgrowth of a lack of\nknowledge on the part of the boards of education, school-teachers, and\narchitects.\nSometimes the mistakes are traceable to one of these three\n\nand sometimes to all, but the most active agent in ruining modern schoolhouses is that thing known among architects as \"competition.\"\nI\n\ncan best make clear the meaning of the last statement by a few illus-\n\ntrations drawn from our experience.\n\nIn a competition\n\nlast\n\nspring for a\n\ngood school building there were present and showing plans seven architects.\nSix were engaged in general practice we alone, having made the\n;\n\nstudy of school architecture our life-work, stood for the correct principles\nof sanitation, and as a result we were dropped\n\namong the first, with the\n\nstatement that it was hardly possible that one architect knew more than\nsix.\n\nplans.\n\nA few weeks after that I had the pleasure of seeing the successful\n\n—\n\nThe main study-room was to be lighted from three sides front,\nEvery pupil in that room will be constantly facing the\n\nright, and rear.\nlight.\n\nOther sanitary principles were as badly violated.\n\n"}
{"page": 627, "printed_page": null, "text": "SCHOOLHOUSE ARCHITECTURE\n\nAdministration]\n\n615\n\nAt another point I was successfully carrying the board to the policy\nground floor, when the city\nsuperintendent of schools interfered on the ground that he had always\nhad his high-school room on the second floor, and thought it was the best\nplace for it and I was defeated.\nOn seeing the successful plans afterward, I found that the architect had violated every known principle of\nof the main high-school study-room on the\n\n;\n\nschoolhouse construction.\n\nThese illustrations could be multiplied without limit, but these will\nshow you the results of competition and these are not exceptions, but the\nrule.\nThe reason why competition increases the number of poor school;\n\nhouses\n\nis\n\nbecause in a competition there\n\nis\n\nno opportunity or time\n\nfor\n\neducating a school board up to correct principles, and for demonstrating\n\nthem so that they can be thoroly understood. In a majority of cases the\nquestion of plans is decided by some detail that appears to the architect\nto be the important thing and as he dwells on this and magnifies it in his\npresentation to the board, it finally becomes the whole schoolhouse to\nthem, and the broad principles of arrangement, sanitation, and art blended\ninto a harmonious whole is completely lost sight of in the special pleading\nfor minor details.\nI am not impeaching the honesty of any architect in this, neither am I\ncomplaining of injustice on the part of the school board, for both are\nacting up to all the knowledge they have.\nlam simply showing the difficulties in the way of the realization of the ideal school building as the\n;\n\nresult of competition.\n\nThe\n\narchitect, to\n\nmake\n\na success of schoolhouse construction, must\n\nhave a broad experience in both theory and practice\n\n;\n\nhe must have met\n\nmany schoolmen and talked and studied with them over the needs of the\nschool; he must be conversant with the different methods of conducting\n\nschools; he must not only be a student of\n\nall\n\nthe present conditions, but\n\nhe must be thoroly conversant with all the indications that point to the\n\ndevelopment of the modern school in the near future; that is, the successful school building of today must anticipate the needs of tomorrow.\nHe\nmust have a thoro knowledge of the laws of light, and understand heating and ventilation, and the handling of currents of air for he will have\nto assist and advise boards in deciding between many and various sysIt is not enough\ntems, and so-called systems, of heating and ventilation.\nfor an architect simply to be able to make a statement on any given\npoint he must be able to prove all statements, and give authority fbr all\npositions taken, and then with this knowledge, in order to make a success\nof his work, he must have the full confidence of the board with which he\nthe same confidence that a client reposes in his lawyer, or\ndoes business\n;\n\n;\n\n—\n\nthe patient in his\n\ndoctor.\n\nequipment and confidence of\n\nThe\n\narchitect, without both\n\nthis\n\npersonal\n\nhis clients, will, in a degree at least, make a\n\nfailure of his school building.\n\nBut the law has placed the handling of\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6l6\nall\n\n[School\n\nthese problems in the hands of the school boards of the country ; they\n\nare the jury that weighs the evidence, and in\n\nmost states the court of\n\nresort ; their decisions are final and conclusive in determining what\n\nlast\n\nthe schoolhouse shall be, and here the problem becomes most complex.\n\nThe membership\n\nof these boards\n\nis\n\nusually made up from\n\nbest business-men of each community.\n\namong the\n\nThey are busy men, men of affairs,\n\nand they can devote only a limited portion of time to the consideration\nof these questions.\nThey have no previous experience from which to\ndraw, for it rarely falls to the lot of one board to build more than one\nschool building, since by the time the community needs another the personnel of the old board has been changed, so that it is a new board that\nhas to face and solve the problems.\nIt is too much to ask these men, that\nare giving freely of their time for the good of the schools\", to spend days\nin the study of these problems.\n\nAt this point, when we discover that our school boards are not\nequipped for this work, owing to our political system which is producing\na constant change, we naturally turn to look for an adviser for the board,\nwho has given this question enough study to be able to advise against\n\nmistakes; and in this way we turn to the school-teacher, principal, or\nsuperintendent, according to the size of the school ; but again we are\n\ndoomed to disappointment\n\n;\n\nfor we find that the school worker is devoid of\n\ndefinite and satisfactory knowledge on these lines, and frequently, in place\n\nof knowledge, has\n\nsome prejudices that only tend still\n\nfurther to\n\ncom-\n\nplicate the solution of the problem.\n\nhave\n\nI\n\nstated\n\nthat\n\nnow called your attention to the ideal schoolhouse. I have\nbut few of the many buildings erected annually approach\n\nthis condition.\n\ning\n\nit\n\nI\n\nhave shown the disease and traced up its cause, show-\n\nknowledge or agreement on the part\n\nto be the general lack of\n\nof the three interested parties in the construction of each schoolhouse\n\n— the board, the teacher, and the architect\nculties\n\n;\n\nand now that the diffi-\n\nhave been made to appear, I desire to turn your attention to a\n\nsuggested cure.\nFirst,\n\nI\n\ndesire to suggest that\n\nat all\n\ncounty\n\ninstitutes a course of\n\ninstruction be given to school-teachers on the principles of schoolhous.e\nsanitation, in which the injury to health caused\n\nbrought plainly and fully to view\n\n;\n\nand the examination of teachers that\nrequired of\n\nall\n\nby their violation will be\n\nthat in connection with these institutes,\nfollows, a rigid examination be\n\ncandidates for certificates on these lines, not at\n\nfirst\n\nas\n\na necessity to the securing of a certificate, but as a means of ascertaining\n\nthe information possessed by the teacher.\n\nThe county superintendent\n\nhim the knowledge possessed by each teacher, can\nfollow this up with instruction at future meetings and in correspondence,\nso as to build up the weak places.\nUsing this method of instruction for\nthe education of teachers, it will be only a short time until a knowledge\n\nthen, having before\n\n"}
{"page": 629, "printed_page": null, "text": "SCHOOLHOUSE ARCHITECTURE\n\nAdministration]\n\n617\n\nof schoolhouse sanitation can be made a requirement for the granting of\na certificate, and then every board can have a competent adviser.\n\nSecondly,\n\nI\n\nsuggest that the course of study in our common schools\n\nembrace instruction along the\n\nlines of\n\nschoolhouse sanitation, thus pre-\n\nlines, and equipping\nthem with a fund of knowledge for positions on the boards of education\nof the future.\nIn order to make this practical, a brief text-book would\nhave to be prepared, covering the points that every citizen should know,\nand this instruction would not only be of benefit to the generations of the\nfuture in the construction of school buildings, but would be of aid in their\nhomes and of general benefit thruout life.\nThis instruction would\nnaturally follow in close connection with the study of physiology and\n\nparing future generations for their duties in these\n\nhygiene.\n\nIn our state of Iowa the child is required to learn the injury caused\nby the use of alcoholic liquors in order to promote temperance in the\nsame way our children should be instructed in these other .health-giving\n;\n\nprinciples, in order to preserve\n\nlife.\n\nThirdly, each state should pass laws .requiring that every schoolhouse\n\nshould measure up to a certain sanitary standard.\n\nThis can be accojn-\n\nplished by state and local boards of health together with state teachers'\nassociations petitioning their state legislature to pass such a law;\n\nand\n\nThe state now requires that the child\nshould be educated so as to make a good and safe citizen, and it has now\nonly to go a step farther and require that the community in which he is\nthese petitions would be respected.\n\neducated supply him with such a perfectly constructed school building\nthat the receiving of this education does not in\n\nusefulness as a citizen by injuring his health\n\n;\n\nany way mar\n\nhis future\n\nfor a sound mind can exist\n\nonly in a sound body.\nFourthly, the people and taxpayers should be taught that it is easier\nand cheaper to prevent disease than it is to cure it. This can be accomplished by those interested in the school in each community working\nthru the local press, and by the teacher agitating these subjects at \" mothers'\n\nmeetings.\"\nFifthly, boards of education in the erection of\n\nnew buildings should\nwho has had\n\nexercise the utmost care in the selection of an architect\n\nspecial experience in the designing and construction of school buildings.\n\nIn the dawning of a new century, as our country is assuming its position\n\namong the nations of the world as a great world-power, with its\n\ndependencies\n\nin\n\nthe isles of the sea and far tropical climes, with our\n\npublic-school system extended to meet this expansion, it becomes necessary for us to provide such perfectly constructed school buildings that our\nfchildren\n\n— the coming generation whose hands be intrusted the\n— be able meet the problems of the\nnot only\n\naffairs of life\n\nin\n\nwill\n\nto\n\nwill\n\nfuture,\n\nwith enlightened minds, but with bodies both strong and vigorous.\n\nTo\n\n"}
{"page": 630, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6i8\n\n[School\n\nyou and those whom you represent here today has been intrusted the\nwork of caring and providing for the education of the children of a\nmighty nation. May you be given both knowledge and wisdom so as\nto meet all of these problems in a wise and understanding way\n!\n\nSCHOOL ADMINISTRATION PROBLEMS IN THE SOUTH\nISRAEL H. PERES, EX-PRESIDENT OF BOARD OF EDUCATION, MEMPHIS, TENN.\n\nImmediately it is well\n\nto impress upon the mind of our country that\n\nschool-administration problems in the South do not materially differ from\nthose in other parts of the United States, the exception being the problem\nof the education of the negro.\nthat school systems are not\n\nIt must be borne in mind, and constantly,\nready-made in heaven and dropped down\n\namong us for our use; they are a growth and evolution from the primitive to the more and\n\nmore complex, each phase keeping step with the\n\nadvance in arts and sciences, and with the advance in the general social\ngrowth.\n\nThe influence of climate, topography, psychic and industrial\n\nconditions, and the secondary influences accompanying these, are to be\n\nconsidered in arriving at correct conclusions on the subject.\nis\n\nthat every school system\n\nexists,\n\nis\n\na product of the\n\nCertain it\n\ncommunity in which it\n\nand is formed by the average conscience, wealth, and intelligence\n\nof the community.\n\nSchool boards.\nproposition.\n\n— The school board, committee, or directory\n\nis\n\nthe first\n\nAt a meeting of a certain school board, which was\n\ndis-\n\ncussing a question touching matters educational, one of the members,\n\nwith a ludicrous show of pride, stated that he was not an educator in any\nway, shape, manner, or form, and if the people elected him for that pur-\n\npose they made a mistake.\nIt is\n\nan unfortunate fact that persons of\n\nthis\n\ncaliber are considered\n\nWith the board\n\neligible for places on school boards.\n\n— and when\n\nI\n\nsay\n\nboard I mean everybody charged with the duties of carrying on the man-\n\n—\n\nlies the progress or regress of the system.\nagement of the public schools\nMen should be placed on the board who have at least one line of vision\n\noutside of the perspective of their own peculiar business in\n\nshould be educated and cultured men\n\nlife.\n\nThey\n\nand a degree from a first-class college or university should not be a badge of disgrace, but rather a prima\nfacie index of capacity to do the work required of a board.\nA board should select teachers, text-books, and superintendents, and\nshould be composed of men of sufficient mental and moral make-up to\nmake selections intelligently, without political compulsion or sentimental\nIf the board exists simply to dole out places, provide funds,\nconstraint.\nand furnish buildings, and look pleasant, the community can well exi^\nwithout it, and a mayor and board of aldermen or city fathers can as well\nexercise its functions.\n\n;\n\n"}
{"page": 631, "printed_page": null, "text": "SCHOOL ADMINISTRATION IN THE SOUTH\n\nAdministration!\n\n619\n\nmen suited for school-\n\nIn the South the problem is the selection of\n\nboard work, but, as above intimated, the problem\n\nis\n\nnot peculiar to the\n\nThe North, East, and West have gone and are going thru the\nsame throes. The South is behindhand somewhat, not because she lacks\nSouth.\n\nmaterial,\n\nbut she has not reached that point in the specialization of\n\nindustries where men are\n\nmore and more forced\n\nwork.\n\nagricultural at present rather than manufac-\n\nIn a word, she\n\nis\n\ninto particular lines of\n\nturing.\n\nIn a republican form of government\n\nany of its agencies\n\nfree\n\nfrom\n\nit\n\nnearly impossible to keep\n\nis\n\nin the school board is\nThere is generally a concert of action,\n\npolitics.\n\nmore an annoyance than an evil.\n\nPolitics\n\nnotwithstanding political difference, in questions affecting the public good\n\n;\n\nyet it is well to have the board as decently free from politics as is possible.\n\nThe ordinary pot-house politician who wields the destinies of a board is\nnot generally a man of education or culture, tho this may not prevent\nhim from being a genial gentleman and if the community is educated to\n;\n\nthat point where it will brook no interference by the local bosses in school\n\nmatters, then the standard of the school board and its scholarship will bs\nraised, and\n\nit\n\nwill\n\nbecome what its name indicates, and not merely a set\n\nof perfunctory ministerial officers.\n\nAnother remedy would be to cut off all salary and compensation of\nmembers, and insist that the members select teachers, superintendents, and\nother employes on a system of merit, and not on a system of \" pull.\" Men\nshould be put upon the school boards thruout the South who are educated,\n\nand who are not abashed at the idea that they are educated men who are\nliving in the present, and whose best thoughts are not always attuned to\nthe sounds of a rapidly receding past.\nWe need men who are interested\n;\n\nin education for its\n\nown sake\n\n;\n\nmen who can\n\nperceive the inestimable\n\nbenefit coming from education to the community ; men who take interest\nin live educational topics\n\nand who are able\n\nto distinguish a blue-back\n\nspeller from a Loomis trigonometry.\n\nMoney.\n\n— Here again the industrial\n\nstatus wields the greatest influence.\n\nThe wea^hy sections of the country are not so much hampered in this\nrespect as the South.\n\nAll over the country the people are less adverse to\n\nThe management of the funds is a\nmore difficult problem than getting them. Ornate buildings are commendable, but plain buildings, comfortable and sanitary, with plenty of\nroom, air, and light, and more money for teachers' salaries, are much\nmore commendable.\nMore buildings are needed, so that too many children are not crowded\nin one room; and more teachers are needed, so that one teacher shall\npaying a school tax than any other.\n\nhave an average of twenty or twenty-five children\nfifty or sixty, as\n\nthe case now is\n\n;\n\nin a\n\nroom, instead of\n\nthe advantage of such a condition is too\n\nobvious for detail, especially before this audience.\n\nAll this consumes\n\n"}
{"page": 632, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n620\n\n[School\n\nis laid which makes for the protection of the\ncommunity, the next highest tax should be for the schools.\nText-books.\nThe South is now being made the new battleground for the\nuniform text-book idea. The uniform text-book system is contrary to the\nIt is a step toward regimentation\npolicy of the state and the community.\nand centralization it eliminates the board, teachers, and superintendents.\nIn every social unit it is a fact that where there is a military government,\nbased upon regimentation, the same system obtains in the home, in the\nadministrative, in the ecclesiastical, and in the educational departments.\nThis is foreign to the principle upon which a free public school should be\nbased.\nIn our respective communities boards should be given the utmost\nlatitude in the selection of text-books and the management of schools.\nIt is no answer to say that boards of education may not know what to do.\n\ncash, 'and after every tax\n\n—\n\n;\n\nIn many cases this is true, but the people can easily select men of mental\ntraining to carry on the schools in a satisfactory manner.\n\nThe utmost\n\nand freest competition exists as to supplying the school children with textbooks.\nThe fittest survive in that line, as in any other department of commerce.\nInasmuch as the people of every community elect their directories and boards, they should be given full power, so that if anything goes\namiss they may be held responsible to the people who elected them.\n\nIt is\n\nnot a salutary measure for the central power of the state to interfere with\nlocal methods of education.\nNeither from an educational standpoint nor\nfrom a standpoint of saving money, in the states where it has been tried,\nis\n\nthe uniform text-book system a success.\n\nIt is\n\na well-known fact that\n\nthe elective courses in all colleges and universities in the land are being\n\nwidened day by day, and required studies are becoming diminished.\nThis is simply individualism in educational methods. The uniform textbook is like compulsory insurance, and like all other state-aiding schemes.\n*The insistence of uniformity has been well illustrated by a French\nminister of education who once boasted that at a given hour all the boys\nin France were saying the same lesson at the same time, and out of the\nsame text-books; and reminds one also of the revolutionary regulations\nin France, one of which was that upon a certain appointed feti mothers\nat a specified time were to regard their children\n\nwith tender eyes.\n\nThe children are entitled to the best text-books that the market affords,\nand these can be obtained only by a full and free competition in the open\nmarket.\nEvery first-class teacher, every first-class superintendent, and any\nman who knows anything about the science of education and the art of\ntext-books, and who is willing to take notice of the strictly commercial\nstrain running thru the uniform text-book system, has condemned it,\nand will condemn it, and should use every effort to keep it from finding\na lodgment in his state.\n\"Teachers.\nThe power of successfully teaching lies almost wholly in\nKnowledge is\nthe personal magnetism and individuality of the teacher.\n\n—\n\n"}
{"page": 633, "printed_page": null, "text": "SCHOOL ADMINISTRATION IN THE SOUTH\n\nAdministration]\n\n621\n\nnecessary, but skill, tact, and temperament, and power of imparting that\n\nknowledge, are just as important, and without them the knowledge will\n\nAs with the textbook, so with the teacher: the\n\nbe well-nigh useless.\n\nchildren are entitled to the best the market affords in full and free competition, and the selection of teachers should not be hampered by genea-\n\nlogical or geographical lines. Teachers should be selected who are fitted\nby previous training or previous experience for the position, and if there\nshould be a vacancy and an application therefor come from a person with\nspeaking credentials as to competency, the applicant should be selected,\nno matter from what part of the country he hails. Professionally trained\nteachers should always be employed, and the demand for the professionally trained teacher grows with the growth and development of the school\n\nsystem.\n\nThe time will come when in our high schools in the South each\ndepartment of study will be presided over by a teacher professionally\ntrained and experienced in that particular study, and we shall not have\nthe farce, or rather the educational disadvantage and detriment to the\npupil, of having one teacher spend thirty minutes on a Latin lesson, and\n\nthen rush frantically across the hall to teach geometry for fifteen minutes,\n\nand then breathlessly turn\ninstruction.\n\nhis\n\nattention to thirty minutes of Greek\n\nWe understand that the school system is a growth we\n;\n\nunderstand that the school has developed from the primitive, step by\nstep, to the\n\nmore complex\n\n;\n\nbut, understanding these things, we do not\n\npositively take hold of the situation and decide that the management be\n\nway determined by nlodern method. We are too conWe still take young ladies just graduated frcHii the high school and make teachers of them, before they have\nthe experience and the mature intellect so absolutely necessary for so\ncarried on in a\n\ntent to leave conditions as they are.\n\ndifficult a position.\n\nIt\n\nis\n\ntraining, under a system\nall\n\ntrue that they are put thru a course of quasi\n\nknown as aid-teaching, but this does not meet\n\nthe requirements of the present day.\n\nNo person should be elected\n\nto the position of a teacher in the public schools of the South until\n\nhe\n\nwe cannot get trained\nteachers from our own section of the country, let us get them from somewhere where they are trained in normal schools. The South has first-class\nnormal schools and educational facilities, and it should be the duty of\nmen and women who intend to teach, and apply for positions in the\npublic schools, to attend these normal schools in the South or somewhere\nelse.\nThey should not have the assurance to insist on being teachers\nunless they are trained for that position.\nA person has no more right to\npractice the profession of teaching without previous training and study\nor she has had a normal-school training.\n\nIf\n\nthan to practice law or medicine, or any other profession.\n\nThe high-\n\nschool courses in the South have by no means as yet reached the highest\n\nstandard\n\n;\n\nand unless one be a born teacher, he\n\nis\n\nnot competent to\n\n"}
{"page": 634, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n62 2\n\n[School\n\nteach immediately after graduation from one of those high schools, and it\n\nshould not be expected that he is to be given a place simply because he\n\nThe old system is a waste of time, work, and energy, and\n\nhas graduated.\nis\n\na positive detriment to the pupil, altho the best attainable until we reach\n\nthe normal stage.\n\nBut while I insist on high-class ability and thoro training for the profession of teacher in the public schools of the South, I do likewise insist,\n\non behalf of those teachers,\n\nthat they be paid\n\nsalaries than they are being paid\n\nmuch\n\nhigher,\n\nfor the strenuous and\n\nhigher,\n\nimmense amount\n\nwork that they do. Competent service can be obtained only at a\nprice, and there is no profession that gives more for what it\ngets than that of teacher.\nThe average annual pay for public-school\nteachers in the South ranges from $82 to $275 for males, and from $76 to\n$238 for females, the lowest being in North Carolina and the highest being\nin Texas.\nSo, then, the teacher problem resolves itself into an awakening on the part of the public to a demand for trained teachers and a\nwillingness on the part of the public to pay higher salaries to obtain\nthem and the fact may as well be remembered, and put down as absoof\n\ncompetent\n\n;\n\nlutely indisputable, that first-class teachers will not give their services for\n\nthird- and fourth-class pay.\n\nSuperintendent.\n\nsuperintendent.\n\n—After\n\nall,\n\nthe life-blood of the school system\n\nHe is the mainspring.\n\nHe is the fountain.\n\nis\n\nthe\n\nFrom him\n\nor from him\nemanate a dull conservatism and provincialism, content simply to be pushed\nalong by the general growth, development, and environment. The superintendent, most of all, should be a man of liberal and broad education\na man of letters, of mental strength and power; a man of the present and\nnot of the past and he should be a man who is willing to, and does, take\n\ncome energy, aptitude, ambition, progress, life, and success\n\n;\n\n;\n\n;\n\nan interest in educational matters, and\n\nwho will make a study of the\n\nand no man should be elected to be a\nsuperintendent of any system of schools who is not competent from every\nscience of teaching and education\n\n;\n\npoint of view suggested.\n\nHe should have the hearty co-operation of his board, and his posifar as it is concerned, should depend upon his fitness thereand not upon personal predilection and maudlin sentimentality.\nHe should be a man of sufficient skill, capacity, and personality to constrain a board's favorable decision upon any recommendation that he\nmay make. He should be relieved of all matters not pertaining to educa-\n\ntion, so\nfor,\n\nHe should not be worried about funds, buildings, grounds,\n\ntion per se.\nfurniture, or\nrial officer\n\nany other matter which can be attended\n\nor employ^.\n\nIf\n\nto\n\nby a ministe-\n\nhe is a man of superior ability, he should be\n\ngiven absolute sway as to teachers, text-books, and discipline\n\nhe\n\nis\n\n;\n\nand\n\nif\n\na man of but average ability, the community should see to it that\n\nthe board with which he\n\nis\n\nassociated\n\nis\n\ncomposed\n\nof\n\nmen who know\n\n"}
{"page": 635, "printed_page": null, "text": "SCHOOL ADMINISTRATION IN THE SOUTH\n\nAdministration]\n\nsomething\n\nat\n\nleast of educational\n\nmatters,\n\n623\n\nso that the superintendent\n\ncan take some pride and pleasure in conferring with them upon such\nsubjects, and who can give an intelligent revisory decision.\n\nBut, finally,\n\neach community has a superintendent of public schools of a caliber and\n\nmental equipment which it demands and pays for, and the community must\ncast the blame on none but itself if the schools make no material progress.\n\nCurriculum.\n\n— Along with the intense specialization of industry comes\n\nthe specialization in educational courses.\n\nThe\n\nare made up of four general- departments, to wit\nis\n\nbest curricula of today\n:\n\nfirst,\n\na preparation for a collegiate course, ending in\n\ndegree\n\n;\n\nsecond, the scientific, which\n\nis\n\nthe classic, which\n\nthe bachelor of arts\n\na preparation for a collegiate\n\ncourse, ending in a bachelor of science degree; third, a course considered\n\nand fourth, a course including\nmanual training, whereby a preparation is made for the mechanic arts\nand professions. Given a good superintendent, the curriculum becomes\na pleasure and not a problem.\nHe can map out an up-to-date course.\nAn imperative demand is, however, that in any course the pupil be not\ngiven too many studies at once. The most pitiable sight on a street-car\nin any of the larger cities of the South is to see a child some ten or twelve\nyears old loaded down with a book for each year of its life.\nIt is forced\nto study a portion of each one of those books for a succeeding day's recitation.\nChildren's work should be so arranged that they would not be\ncompelled or required to have more than one or two studies to prepare\nat night.\nThe schoolroom is the place for preparation and instruction.\nCurricula should also be substantial.\nThat is, they should not be clogged\nwith matters or studies which do not make for the solid foundation upon\nwhich to build a future cultured mind. Fad and fancy should be omitted.\nThere should be a concerted effort on the part of the superintendent\nand faculty of the southern schools to advance their curricula, and especially their high-school courses, to that point where the average graduate\nfrom such high -school course will be able to stand the entrance examination for admission to the colleges and universities of the land.\nAt present\nthis is not a fact, except in a few cities, and in some cities there seems to\nthe best preparation for a business career;\n\nbe a religious horror of such a state in educational progress.\n\nInasmuch as the South is gradually approaching that point in her\neconomic status where the agricultural is giving way to the manufacturing\nphase, the\n\nnecessity for manual-training\n\nchildren for the walks in\n\nlife\n\nschools to\n\nprepare southern\n\nattendant upon such conditions is patent.\n\nSchool officers in the South have been asking for manual-training schools\nfor the last ten or fifteen years, but the sense of the\n\ncommunity has not\n\nyet been awakened to the necessity for their presence, and\n\nI\n\ndoubt very\n\nseriously that this sense will be awakened until population becomes denser,\n\nwealth greater, and pecuniary loss stares them in the face.\n\nIt\n\nis a\n\ndifficult\n\nthing for men to take time by the forelock, and none the less difficult\n\nis\n\n"}
{"page": 636, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n624\nit\n\n[School\n\nExperience is a good teacher, everybody knows, but\n\nfor a community.\n\neveryone thinks that experience is a good teacher for everybody else.\n\nOne word about the course which is supposed to prepare a man for a\nbusiness career.\n\nIt\n\nmight seem that in separating the two courses I have\n\nfollowed the popular misconception that the business-man need not be\n\neducated like the professional man.\n\nThe most\n\nThis is a grave mistake.\n\nsuccessful business-men in the world have been those who are educated\n\nmen, and the world has progressed so far on this point that in some of\nthe eastern reports it has been decided that a -college education is a necessity for which an infant's estate or his guardian or parent is liable upon a\n\ncontract therefor\n\n;\n\nand the law is simply a concrete embodiment\n\nof the\n\nentire opinion of the community.\n\n— doubt very seriously\n\nI\n\nany set of men in the world\ncould have dealt so valiantly and successfully with negro education as has\nbeen done in the South. When the social and economic condition of the\nnegro in the South is taken into consideration, and when it is further\nremembered that at the close of the war the white man in the South was\n\nThe negro.\n\nI\n\nif\n\nheart-broken and pecuniarily paralyzed, and when it seemed that adversity\n\nhad settled down upon him never again to be lifted, and when in the face\nupon him the charge of the black man, the\n\nof all this there was lodged\n\nslave labor which he owned and which was his economic curse, to be taken\n\ncare of and lifted from ignorance and superstition\n\nand\n\nsloth\n\n— when\n\nall\n\nthese things have been taken into consideration, the progress that the\n\nSouth has made with the negro problem as to education is simply a marvel.\nIt must be remembered that the best way to solve the\n\nnegro problem\n\nin\n\nthe South is to let the South alone, and if there are any suggestions to be\noffered to it, let them be offered in lovingkindness.\n\nThe burden of taxation in the South is borne almost wholly by the\nwhite man, and part of the proceeds of this taxation is given up to the\n\neducation of the black man and this must be remembered.\nIf there i?\nany part of the school population in the South for whom there should be\n;\n\nmanual training, more than the higher branches of learning, it is the\ncolored pupil and if he will turn his attention to the learning of the\nmechanic and agricultural arts, he will be more content than if he apply\n\\\n\nhimself to the acquisition of an education which necessarily, notwithstand-\n\ning all the moral denial of the question, makes him forever discontented\nwith his lot.\n\nIntensive education can never break the biologic, moral,\n\nand social barriers which\n\nlimit his position\n\nin\n\nthis\n\ncountry's economy.\n\nIn the vast majority of cases the time, energy, and money expended\n\nfall\n\nshort of the object to be attained, namely, the improvement of the race.\n\nHis salvation lies in the highest form of education, and that is preparation\nfor that business by which he is to make his living.\n\nagriculture and the mechanic trades.\n\nThis\n\nis\n\nHis best\n\nfields are\n\nnearer the solution than\n\nLatin, Greek, mathematics, and philosophical vagaries.\n\n"}
{"page": 637, "printed_page": null, "text": "Administration]\n\nTHE SCHOOL BOARD AND THE TEACHERS\n\nThere is no point\n\nof view from which progress\n\nin\n\n625\n\neducation in the\n\nSouth has not been made, and there are no words of praise nor any state-\n\nment to be made to actually picture the moral strength and worth which\nhave carried on this intrepid conduct. The concrete results shown in the\nstatistical reports all over the South are more eloquent than any wellrounded phrases or periods which can be gathered together in a paper of\nthis description.\nThe other sections of the country would do well to\nstudy closely and sincerely what the South has done for the black man,\nso far as his education is concerned, before making unwarranted or useless criticism upon it.\nI do not claim for this paper elaboration or analysis.\nI have simply\nwritten out with '\"prentice hand\" suggestions concerning some of those\nneeds in the southern schools which I consider vital, and from the discussion of which by the master-hands in educational matters much can be\nlearned.\n\nThe outlook for the coming years is bright and full of promise.\n\nThe\n\ncommon-school systems of the South, as well as the other portions of the\n\ndemand for the everyday pursuits in\nwhich most men spend their lives. Normal schools are growing from\nwhich we shall get trained teachers; the old-time curricula are giving way\n\ncountry, meet approximately the\n\nto the new ; trained and skilled specialists will appear in each department\n\nthe standing of the colleges of the country is becoming higher and higher\n\neach year\n\n;\n\nand as the standard of those institutions is raised, so will be\n\nthe standard of the common and the high schooL\nIt has been said that no soldier is more intrepid or braver than the\nAmerican soldier. I attribute this to the form of government of his\ncountry, and the lessons of obedience, morality, and patriotism which are\ninstilled in his youthful mind in his school days; and these lessons are\nthe crowning glory of the common-school system of the United States.\n\nTHE RELATIONS OF THE SCHOOL BOARD AND THE\nTEACHERS\nTHE MINNESOTA ASSOCIATION OF\nSCHOOL BOARDS, NORTHFIELD, MINN.\n\nDR. W. A. HUNT, EX-PRESIDENT OF\n\nThe primary aim of the public-school system is to train and educate\nthe youth of the nation toward the highest morality and the best citizenship.\n\nEducation alone carries with it no certain guarantee of future use-\n\nfulness, but when coupled with good morals and good sense is the\nefficient agency the state can\n\nmost\n\nuse for the promotion of the common good.\n\nThe accomplishment of this end by these agencies not only insures the\nfuture welfare of the state by an increase in the intelligent\nforces, but at the same\n\ntime tends to reduce crime and\n\ntions which lead to deterioration\n\nand decay.\n\nSo that\n\nall\n\nand moral\n\nthose condi-\n\nfree education,\n\n"}
{"page": 638, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n626\n\n[School\n\ndescribed by Bishop Spalding as \" a people's deliberate effort to form a\nnobler race of men,\" becomes largely a matter of self-protection and\nself-preservation to the state, as well as an agency for the general eleva-\n\nOn these grounds, the state has assumed the duty and\n\ntion of mankind.\n\nclaimed the right to educate\nupright citizens\n\n;\n\nits youth, to train them into useful and\nand on these grounds the great expense and care which\n\nthe public-school system requires to maintain it are fully justified.\n\nAuthority to supervise and means to provide for this most important\nundertaking are intrusted by the people to boards of education. Few\nin the gift\n\noffices\n\nof the people carry with\n\nthem such responsibilities or\n\nsuch possibilities for great good.\n\" To them are intrusted the duty of directing public education along the most\napproved and progressive lines, and, what is of no less moment, the performance of this\ntask in such a manner that the interests of the public may be judiciously and faithfully\n\nobserved.\n\nOn the one hand, these boards are held to account for the state of public\n\neducation in their respective localities\n\n;\n\non the other, they are responsible\n\nfor the wise and efficient employment of vast sums.\n\nIt\n\nis\n\nin their\n\nto the\n\npeople\n\npower to make or\n\nunmake the public school. They may blight it by a niggardly, bigoted, or unwise policy,\nor they may by a broad and liberal policy raise it to a high degree of efficiency and place\nit\n\nin a position to do incalculable good.\"\n\nIt is of prime importance, therefore, to secure for these positions\n\nonly\n\ncapable and intelligent men and women, who are willing at times, if need\nbe, to sacrifice their own interests for the advancement of such an\n\nend.\n\nFrom the best citizenship only of a community should be chosen those\nwho are to manage and supervise a school system. Being responsible to\nthe district for the character of the work\n\ndone and the results accom-\n\nplished in the school, as well as for the wise expenditure of the school\nfund, each member of a school board\n\nis\n\nin duty bound to\n\noversight of everything pertaining to the school.\n\nhave general\n\nThe responsibility\n\nplaced upon him does not, however, require that he should be a professional\n\narchitect or builder, should a\n\nnew school building be needed.\n\nBut it does expect that in transferring this work to the practical builder\nthe school-board member shall be competent to pass intelligent judgment\n\nupon and procure\n\nfor\n\nthe\n\ndistrict\n\nhealthful\n\nand pleasantly located\n\ngrounds, a building adequately planned and adapted to\n\nits\n\nparticular\n\nneeds, with equipment and furnishings appropriate to those needs, and\n\nwith satisfactory hygienic and\n\nsanitary arrangements.\n\nNor does the\n\nauthority given him by the people contemplate his acting as engineer or\njanitor of the building, but expects\n\nhim to transmit\n\nto\n\ncompetent and\n\ntrustworthy employes the care and protection of the building and school\nproperty.\n\nNor, again, is it expected that a school director shall be a pro-\n\nknowledge of educational subjects\nhim to conduct personally the school work\nproper but it is presumed that he will delegate these duties to those\nThus the field of work of\nespecially fitted and trained for such work.\nfessional educator, or possess such a\n\nand methods\n;\n\nas to enable\n\n"}
{"page": 639, "printed_page": null, "text": "Administration]\n\nTHE SCHOOL BOARD AND THE TEACHERS\n\nthe school board\n\nis\n\nmainly one of legislation, with a corps of skilled\n\nlaborers to execute and carry out the general wishes\n\nTo be able to pass\n\nsupervising board.\n\n627\n\nintelligent\n\nand ideas of the\njudgment on the\n\nefficiency of and the results accomplished\n\nby the various employes of the\nboard demands much study, thought, and time. Especially does this\n\napply to the professional or educational lines of work, in which the aver-\n\nage school-board member is less informed.\n\nThe attitude of the school board, when considered in relation to the\nteaching force, is of the greatest consequence to the welfare of the school.\n\nThe superintendent chosen to manage and direct the local school system\nshould be selected with the greatest care.\n\nHis duties and privileges, and\n\nboard and to his fellow-teachers, should be clearly\n\nhis relation to the\n\ndefined and well understood.\n\nHow much liberty he is to enjoy in carry-\n\ning out his preferred plans and methods of developing and perfecting\nthe school system\n\nis\n\nOf late\n\na matter for the board to decide.\n\nit\n\nhas\n\nbeen advocated by many prominent educators that the selection and dismissal of teachers, the choice of text-books and courses of instruction,\nand similar duties, should devolve entirely upon the superintendent, the\nboard withdrawing fully from any participation in these duties that the\n;\n\nsuperintendent, being wholly responsible to the board for results, should\n\nhave the right to surround himself with only such assistants as would in\nhis judgment best and\n\ndesired results\n\n;\n\nmost helpfully co-operate with him\n\nin securing\n\nthat he have the power to use such means and introduce\n\nor continue such methods as will best tend to the same end that perfect\nfreedom and power to develop and execute the school work should be\n;\n\nfully transferred to him ; that his opinion and choice on all matters con-\n\nThe board has the\n\ncerning the school work should prevail and be final.\nlegal right thus to transfer to\n\nthe superintendent\n\nall\n\nthese particular\n\nduties, but whether its relation to the people and to the taxpayers, as well\nas to the child whose interests\n\nare mainly in question, will warrant the\n\nshifting of responsibility so fully, must be decided\n\nby each board.\n\nThe\n\nconditions maybe so varied and the points-'of view so numerous that each\n\nboard is justified by law and reason in deciding for itself how much liberty it shall give to the superintendent.\n\nWith a thoroly competent super-\n\nintendent a board can safely and for the best interests of the school give\n\nhim\n\nfull\n\npower\n\nas\n\nregards selection and dismissal of teachers, choice\n\nof text-books, courses of study, and all other school work\n\n;\n\nbut in giving\n\nhim this large liberty the board should always fix conditions under which\nsuch authority is to be exercised, and should also retain the power\nwithin\n\nitself to\n\nwithdraw or modify the conditions\n\nat\n\nany time.\n\nLike\n\nschool boards, but perhaps less so, all superintendents are not \"magnificently capacitated for their high calling.\"\n\nA board should not fully\n\nabdicate its power to a superintendent found deficient in certain qualifications and await bad results or failure before intervening.\n\nThe general\n\n"}
{"page": 640, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n628\n\n[School\n\npolicy of the board, based as it is on local needs and conditions, and often\nlimited by the funds at its disposal, must at times negative the well-meant\nand ambitious desires of the superintendent, even tho they may be right\nin general theory.\nSo that, however superior the qualifications of the\nsuperintendent, or however inferior those of the board, it is undoubtedly\nbest that in every phase of school-board duty the veto power should,\nwhether used or not, remain with the board. This removes the sting\nfrom the \"one-man power,\" and prevents the board being placed in the\nposition of simply a \"committee to register the will of an educational\ndictator.\"\n\nIt\n\nallows the board, if\n\nit\n\nwishes, to give without reserve into\n\nthe hands of its educational expert the full details of the school work, or\nto step in, should occasion demand, and curtail and modify the authority\n\nformerly delegated\n\nor it allows the board to reserve and share with the\n\n;\n\nsuperintendent some of the responsibilities.\n\nAs to choice of teachers, the selection should devolve primarily\nupon the superintendent. He is best fitted, by training and experience,\nHe is\nto know the qualification of the efficient and capable teacher.\nresponsible to the board for the success of the schools, and should be\nallowed the right, so far as possible, to choose his subordinates.\n\" He has more at stake than any member of the school board.\nvital\n\nmatter\n\n:\n\nit\n\nTo him success is a\nmeans success or failure in his life-work, while to the member of the\n\nboard, however public-spirited, the schools are but an incidental interest.\"\n\nA superintendent's powers should at least be coextensive with his\nNo board can fairly hold to strict account for bad results\nupon whom it has thrust incompetent and\nrefractory teachers, or whom it has denied sufficient facilities to conduct\nresponsibilities.\n\nor failure a superintendent\n\nthe school work to his\n\nown satisfaction.\n\nIn the first case, more freedom\n\nshould be given the superintendent in choosing his assistants, or in that\n\nmuch the board should\n\nshoulder\n\nthe responsibility\n\n;\n\nin\n\nthe\n\nsecond,\n\nthe blame, if any, falls on the board, or possibly upon the district, for not\n\nproviding funds sufficient to meet the requirements.\n\nShould the superin-\n\ntendent be plainly wrong, or show conscious or unconscious favoritism in\nchoice of a teacher, the board can use its ultimate authority to correct and\noverrule such recommendation.\n\nTo follow this course and allow the\n\nsuperintendent to nominate the teachers would benefit many a school.\n\nAs to the text-books used, the superintendent's choice should prevail;\nas\n\nto courses of study, the superintendent should act as adviser to the\n\nboard.\n\nIt is\n\none of the duties of a school board to decide what shall be\n\ntaught in the school.\n\nWhether a high school shall provide a course pre-\n\nparatory to college or university;\n\ncourse\n\n;\n\nwhether\n\nit\n\nshall\n\nfurnish a business\n\nwhether its curricula shall cover one, two, or four years, and what\n\nshall comprise them\n\n—\n\nall\n\nthese questions, and others, must ultimately be\n\ndecided by the board, not by the superintendent.\n\nIt\n\nis\n\nhis province to\n\nadvise the board as to the desirability of such courses or changes in them,\n\n"}
{"page": 641, "printed_page": null, "text": "THE SCHOOL BOARD AND THE TEACHERS\n\nAdministration]\n\n629\n\nand to say how the work shall be done in these lines, and what methods\nshall be used by the teachers.\n\n\"A good superintendent cannot make a good school. The securing\ngood teachers is the vital part of the whole matter.\" Above and\nbeyond all material forces of school government and administration,\nefficiency and progress depend, in greatest measure, upon the teacher. A\ngood teacher is truly said to be the school. Whatever may be the environment provided by the board for the pupil, the chief factor in molding\ncharacter and preparing for future usefulness and good is the capable,\nconscientious teacher whose personal qualities, character, education, and\nof\n\nprofessional skill are the best.\nIt being for the best interests of the school to\n\nsecure and retain good\n\nteachers, the salaries offered should be the highest possible, consistent\n\nwith a wise economy of public funds.\ners,\n\n\"The board that gets cheap teach-\n\nbecause they are cheap, will always be the guardian of poor schools,\"\n\nThe board that supplies its teaching force largely from home sources,\nunless conscientiously careful to eliminate all influences which might tend\n\ntoward the selection of a weak teacher, such as friendship, political influences, charitable motives, and the like, is more liable to lower the efficiency\nof the school than the board which gets the best only, from whatever source,\n\nhome talent of course not barred.\n\nNew and better methods of instruction are yearly being presented,\nrequiring increased demands upon the time and purse of the progressive\nteacher who endeavors to keep in touch with the latest and best.\n\nThe\n\nexpense necessary in attending teachers' conventions, visiting other schools,\nsubscribing for educational journals and books, adds much to a teacher's\nvalue to a district, and\n\nit is\n\na simple matter of justice to the teacher that\n\nthe compensation should at times be readjusted to render recognition of\n\nincreased worth and efficiency.\n\nSuch appreciation and encouragement\n\nwill tend to retain the best, and so the continuity of the school work can\n\nbe maintained and made more productive by infrequent changes\nteaching force.\n\nin the\n\nGood teachers will naturally command the best salaries,\n\nand smaller cities are often unable to meet the salaries paid by the larger,\nthus losing, frequently, their best teachers.\ner's\n\nThis, of course, is the teach-\n\nmerited good fortune, and no board unable to offer equal induce-\n\nments should stand in the way of the teacher's betterment.\ncontract, it\n\nis\n\nEven if under\n\noften better to release the fortunate teacher, provided the\n\nposition can be filled satisfactorily.\n\nRelease, however, should rarely be\n\nasked, or granted, during the continuation of the school year.\n\nAs to\n\ncontracts, it is said that they are oftener broken by teachers than by school\n\nboards.\n\nThe remedy in either case is the observance of ordinary busi-\n\nness principles by both parties, with a willingness to appreciate the position each side is placed in, and a disposition to be fair and obliging.\n\nA\n\nteacher under contract should secure release before engaging elsewhere.\n\n"}
{"page": 642, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n630\n\n[School\n\nand no board should knowingly engage or tempt a teacher by better offers\n\nwho is already under contract with another board, but should confer for\nher release with the board under which she is serving.\n\na right of a\n\nIt is\n\nand secure positions of greater usefulness and offering better compensation or more congenial labor, and few boards will oppose such advancement if release is\nteacher, and, in fact, a duty she owes to herself, to seek\n\nasked in time to allow replacing without material injury to the school.\n\nThe tenure of office of the teacher should depend on the quality of\nwork done and her harmonious working with the superintendent. A good\nteacher should receive occasional assurances of appreciation that will lead\n\nher to know that her position is not in jeopardy as long as the character\nof her\n\nwork remains satisfactory.\n\nDismissals should only be for\n\ngood\n\ncauses, and, under certain circumstances, only after opportunity is given\nIt should be done with as little publicity as\ngood of both parties. A fair and impartial hearing\nshould be accorded the teacher, and the decision should be based upon\n\nfor improvement or defense.\n\npossible, for the\n\nthe best interests of the school.\n\nThe relation of the board to the teachers' school work touches only\nat points most frequently brought to the board's attention\n\nintendent, and consists in providing\n\nfaccilities\n\nby the super-\n\nfor the daily work.\n\nA\n\ngood teacher may be able to do good work without liberal equipment of\nschool supplies, but it is poor economy to expect or pay teachers to work\nwith inferior or inadequate tools.\n\nA teacher should not be overworked.\n\nThe number of classes and size of the classes should be kept down to a\npoint insuring efficiency of personal work with each pupil. The tendency\nto reduce the average number of pupils assigned to a teacher is a good\none and will enable the teacher to do better individual work.\nIt has been said that \" teachers should receive the warmest support of\nthe school board and feel that the board is ready to sustain them in\nevery honest endeavor to improve the schools \" that \" the board should\n;\n\nbe first to recognize and reward successful effort and\n\nlast\n\nto criticise.\"\n\nThese are but due courtesies which a board should at all times extend to\nthe teacher.\nThe obligation of the board to the teacher does not end\n\nwhen the contracts are signed. The meritorious teacher is entitled to\nmore recognition and approval of good work done than is indicated in\nher regular pay-day check.\nA teacher should have, and know that she\nhas, the\n\nmoral support of the board. Frequent visiting of the schoolwill be a mutual help.\nOne man working for\n\nroom by the' member\n\nanother will always do better work if he knows his labor\nquently inspected.\n\nIf\n\nhe\n\nknow that honest and\nemployer.\n\nis\n\nis\n\nto be fre-\n\na conscientious worker, he will be glad to\n\nfaithful\n\nlabor\n\nwill\n\nnot go unnoticed by the\n\nIf he is a shirk, or negligent, the knowledge that his work is\n\nmore\nLack of inspection and holding to strict account of the\n\nto be inspected and measured up will be an incentive to better and\n\ncareful effort.\n\n"}
{"page": 643, "printed_page": null, "text": "SCHOOL-BOARD ORGANIZATION\n\nAdministration]\n\nemployed\n\nin public affairs is the cause of\n\n63\n\nmuch waste of public funds.\n\nClose school inspection, too, by the board will prove both a matter of\n\nand encouragement to the good superintendent or teacher and a\nspur to the negligent, and so is a means of improvement in school work.\n\njustice\n\nHow can the board support or criticise intelligently without personal\nfamiliarity with the\n\nworkings of the school, which can only come from\n\nfrequent visitations and a careful study of conditions ?\n\nThe\n\nprogressive teacher\n\nis\n\nalways quick to adopt better ways and\n\nThe good superintendent frequently has new ideas to adopt.\n\nmethods.\n\nThe board should value this spirit of progress in them, and, if asked to\nindorse some desirable innovation, should fully inform itself about it\nbefore refusing aid, and should not\n\nMany a successful and\n\nfail\n\nto\n\nsupport\n\nit\n\nif\n\npracticable.\n\nfaithful superintendent and teacher has lost favor\n\nwith the board, and even jeopardized his position, by too ardently advocating\n\nsome needed reform or advanced method which the board has\nand see the advantage of. On the other\n\nfailed carefully to investigate\n\nhand, the financial limitations of the district often prevent the adoption\nof desirable innovations, and a wise superintendent or teacher will post-\n\npone urging the needed outlay.\nThere is a unity of purpose in the duties of board, superintendent,\nand teachers the end sought by each is the same. The people provide\ndefinite funds and delegate authority to the school board to establish a\n;\n\nuniform system of schools for the betterment of future citizenship.\n\nThe\n\nboard invests part of the funds in providing and equipping school\nbuildings\n\n;\n\nthe remaining part secures the teaching force.\n\nTo the super-\n\nintendent are assigned the care and management of the local educational\n\nsystem in its entirety; to the teacher, the final, personal duties of moral\n\nand intellectual development of the child. The board, superintendent,\nand teacher are but servants of the people to bring about the one result.\n\nThe superintendent fits in as a co-ordinating force between\n\nthe board\nand the teacher. He is an adviser, and often a leader, to the board, and\nWhen harmony and full co-operation\na guide and leader to the teacher.\nexist among these three, under the skillful guidance of the superintendent,\nthe best results can be returned to the people by the board. When\nboard, superintendent, and teachers work industriously, honestly, and\nintelligently together for the character-building and intellectual development of the pupil, and frankly and fully confer with each other as to the\nbest means and measures, each will recognize the others' rights and\nrespect them, and a successful school will be the result.\n\nSCHOOL-BOARD ORGANIZATION\nW.\n\nS.\n\nELLIS,\n\nPRESIDENT OF BOARD OF EDUCATION, ANDERSON, IND.\n\nThe subject of this paper is somewhat indefinite in its nature, and as\nthe limitations of the discussion are not\n\nsuggested,\n\nI\n\ntake\n\nit\n\nI\n\nam at\n\n"}
{"page": 644, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n632\n\n[School\n\nliberty to say what I choose, looking at the school board, as I shall, briefly,\n\nfrom an educational and business view.\nIt is now generally admitted that the school has made more progress\nfrom mere empiricism to real scientific principles in the method of its\n\nwork than has the state, the family, or the church. School work has made\nsuch advance that we do not now, as formerly, look to see which of many\nevils needs attention most, but rather where we can find a defect to be\nremedied. The professional preparation of teachers and the active work\nin the schoolroom have been brought to an advanced stage, and one of the\nduties now is to make all the factors in school work equally efificient.\nOne of these factors is the school board. If you were to ask what\npart of the machinery of our schools of today is weakest, I should\nThe work of school boards has\nunhesitatingly answer, the school board.\nnot kept pace with other lines of work, and this is due perhaps, to some\nextent at least, to their orf^anization, including in that term their creation\n\nOf\n\nunder the law controlling them.\n\ncourse, if\n\nwe had\n\nideal\n\nmen on\n\nboards, little or nothing need be said about organization, but unfortu-\n\nA word by way of digression as to the\nA school board should be a help and not a hin-\n\nnately we are not always so blessed.\n\nquestion of\n\nfitness..\n\ndrance in the legitimate work of schools, and that school board whose\nmembers are chosen from any other consideration than fitness for the\nplace\n\nwill retard\n\nas\n\nmuch as help the progress of the schools.\n\nThe\n\nschool board needs men who are not merely prominent in a business or\nprofessional way, but who have above all else a correct conception of the\n\nobjects and needs of primary education.\n\nIt is axiomatic that he\n\nwho has\n\nnot a clear idea of what is to be done will not use the most intelligence\n\nmeans to accomplish it. The first step to be taken\ntown or city good schools is a wise selection of the school\nI mention this fact for the reason that sooner or later we shall\nboard.\nall have an opportunity of showing our judgment in the selection of our\nin the selection of\n\nin giving a\n\nsuccessors.\n\nThe school board should be not merely a passive adjunct to the\nmore than mere\n\nschool, but an active, working force, doing something\n\nformal routine work of passing on what is brought to its attention.\nIn order that a school board\n\nmay be a good working body, and do\n\n—\n\nwhat it is created for, I think it is necessary\nThat the members be appointed and not elected. If they are\nI.\nelected, it places the position on a level politically with other offices and\nbrings it directly into politics.\nlike all others,\n\nit\n\nPolitics\n\ntends to generalize\n\nis\n\nitself;\n\nan\n\nevil\n\nin\n\nschool work, and,\n\nand whenever and wherever\n\npolitical or other foreign influence dominates the election of school boards,\n\nsuch influence is carried into the schools immediately, to their irreparable injury.\nof\n\nIn perhaps two-thirds of our American cities the election\n\nmembers of school boards is determined by political or some other\n\n"}
{"page": 645, "printed_page": null, "text": "SCHOOL-BOARD ORGANIZATION\n\nAdministration]\n\n633\n\ninfluence which has not in view the highest good of the school.\n\nIn many\n\nplaces the position is handed out from the political pie-counter as a means\nof\n\npreserving\n\nequilibrium\n\nthe\n\nof\n\nconditions,\n\npolitical\n\nand\n\nin\n\nmany\n\nIn American government\n\ninstances at the dictation of the ward heeler.\n\nthe state is dominated by politics, and as the school is a creature of the\nstate, it is difificult at\n\nPolitics\n\nis\n\nbest to keep the school free from political control.\n\na stranger to modesty, and tries to control everything,\n\nsometimes almost succeeds.\n\nIts\n\nand\n\npresence is nowhere so baleful as in the\n\nschools, as its purposes are totally adverse.\n\nam not decrying politics,\n\nI\n\nbut trying to make the point that the school\n\nis\n\none of the great institu-\n\ntions of soffiety, with its own inherent law by which it is to be controlled,\n\nand that law is not the law of politics. I know of great educational institutions\nuniversities and colleges\nthat are owned, operated, and controlled by the political boss. When I use the word \" great\" I mean great\nin possibilities.\nAmerica can never lay claim to first rank in educational\nwork until she removes the last vestige of the work of the politician from\nher schools in their control and management. There are many reasons\nin favor of the appointment gf members of boards which will suggest\nthemselves and need not be here stated.\n\n—\n\n—\n\nThe number of members should be small. I understand that in\nnumber of members is twenty-five and\neven greater. I think the number should not be less than three nor more\nthan five. A school system should be managed on business principles,\nand three men can do the work better than twenty, as the former number\n2.\n\nvarious cities of our country the\n\ncan meet and talk about school matters in an informal way and accomplish results\n\nmuch easier than an unwieldy body.\n\nThe ideas of a few\n\ncontrol even in a large body, and, if so, others are useless, and even in\nthe way.\n3. Each member of the board should represent the entire corporation\nand not merely one ward. Ward representation is in my judgment the\n\nworst feature found in the school boards of today.\nis\n\nafforded a better field for political interference.\n\nUnder this system\nThe members of\n\nthe board do not feel the full force of public sentiment on questions that\n\nThere is a greater opportunity to dodge and shirk responsibility,\nfrom one ward can shift blame to someone else. This\nsystem invites a rivalry among members in the way of securing places for,\narise.\n\nas the members\n\nor dispensing favors to, their respective wards.\n\nThere should be a uniform system thruout the state. Emerson\n\" There is the best way of doing everything, even to the boiling\nof an t.gg.\"\nThere is but one best way, and the entire state is entitled to\nits benefits.\nI take it that the argument in favor of uniformity in all mat4.\n\nhas said\n\nters of\n\n:\n\nadministration thruout the state, and,\n\nthe United States,\npaper.\n\nis\n\nso patent that\n\nit\n\nif\n\nit\n\nwere possible, thruout\n\nneed not be mentioned in this\n\n"}
{"page": 646, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n634\n\nIt is needless to say that in\n\n[Schoo\n\nmy own state of Indiana we do not always\n\nhave the best possible men on school boards, and yet we think our system\nis\n\nmost favorable to the selection of competent men and for the highest\nwork by the boards. We have the four conditions I have dis-\n\nsort of\n\ncussed,\n\nviz.,\n\nthe appointive system, small boards, entire representation,\n\nand uniformity thruout the state.\nS., 1 881):\n\nOur statute is as follows (sec. 4439, R.\n\n\"The common council of each city and the board of trustees of\n\neach incorporated town of this state shall, at their first regular meeting in\nthe month of June, elect three sch'ool trustees, who shall hold their office\n\none, two, and three years, respectively, and annually thereafter shall elect\none school trustee, who shall hold his ofifice for three years. Said trustees\nshall constitute the school board of the city or town.\"\n\nThis is followed by\n\na provision for giving bond, organization of board, filling vacancies, and\n\nThe following sections provide in substance\n\ncompensation for services.\n\nthat these boards shall receive and\n\npay out all special school and tuition\n\nrevenues apportioned to their respective corporations, keeping separate\naccounts for each fund, and for filing with the county auditor complete\nreports on same at stated times; that such boards shall have charge of educational affairs generally, with\n\npower to build and equip schoolhouses,\n\nlevy taxes, provide courses of study, select teachers and superintendents,\n\nand so on. Some of the beneficial results of this system, and of which\nwe are modestly proud in our state, are\n1. It has in a degree removed the school from political control.\n2. It has resulted in the employment of teachers on the basis of pro:\n\nfessional qualifications, independent of politics, religion, or friendship.\n3.\n\nIt has thereby led to a\n\ntion among teachers,\n\nand\n\nhigher standard of professional qualifica-\n\nfilled\n\nour state normal school and other like\n\ninstitutions to overflowing.\n4. It gives us a more economic school administration, as well as a\nmore judicious expenditure f school revenue.\n5. Above all, it has resulted in a fine school spirit among the people,\n\nwhich is the best safeguard against ill-advised action by the boards.\nLet me give you one concrete illustration. A few weeks ago a political\nconspiracy was hatched in one of the leading cities of my state against the\n\nHe was removed and instantly public opinion\nwas aroused, indignation was expressed on every hand, regardless of\nparty, and public septiment compelled that board to re-employ the man\nsuperintendent of schools.\n\n;\n\ndismissed.\n\nThis is, in the briefest possible statement, my conception of the conditions and the organization of the school board that will make it a potent\nfactor in bringing about the highest sort of school\n\nwork.\n\nI\n\nknow of\n\nno other system under which the school can to such an extent bring to\nits aid that most helpful influence, intelligent public sentiment, and by\nwhich the school shall work out its highest destiny.\n\n"}
{"page": 647, "printed_page": null, "text": "LIBRARY DEPARTMENT\nSECRETARY'S MINUTES\nFIRST SESSION.— Wednesday, July ii, 1900\nThe Library Department of the National Educational Association met in the German\nFusileers' Hall, Charleston, S. C, at 2 : 30 p. M.,\n\nand was called to order by President\n\nSherman Williams, of Glens Falls, N. Y.\nRev. Dr. C. S. Vedder, pastor of the Huguenot Church, Charleston, in a few well-\n\nchosen words extended a kindly greeting to the strangers on behalf of the city of\nCharleston.\n\nPresident Williams responded.\n\nThe first paper was presented by Miss Mae E. Schreiber, supervisor of the public-school\nlibrary system, Madison, Wis., on \" How to Direct Children's Reading.\"\nThe paper was\ndiscussed by H. L. Elmendorf, Buffalo, N. Y.; Sherman Williams, Glens Falls, N. Y.;\nWilliam Beer, New Orleans, La.; O. H. Bakeless, Carlisle, Pa.; and Miss M. E. Ahem,\nChicago, 111.\n\nA Committee on Nominations was appointed by the president, as follows\nH. L. Elmendorf, of New York.\n\nMiss Ellen Fitz Simons, of South Carolina.\nMiss M. E. Ahern, of Illinois,\n\nA Committee on Resolutions, as follows\n\n:\n\nO. H. Bakeless, of Pennsylvania.\nWilliam Beer, of Louisiana.\nMrs. Alice A, Palmer, of South Carolina.\n\nSECOND SESSION.— Friday, July 3\nThe meeting was called to order at 3 130 Friday afternoon, July 13, in German\nwho then introduced Mr. William M. Slaton,\nprincipal of the Boys' High School, Atlanta, Ga.\nFusileers' Hall, by President Williams,\n\nMr. Slaton, on behalf of the ladies of the Industrial Association of the Seaboard Air\n\nLine District, presented to the Library Department a beautiful silk flag, with an appropriate address.\n\nThe flag was accepted by President Williams on behalf of the department.\nMr. H. L. Elmendorf, superintendent of the public library, Buffalo, N. Y., next read\na paper on \" The Greater School or. The School plus the Library, Greater than Either.\"\nThe paper was discussed by President Williams, of Glens Falls, N. Y.; Mr. Halleck,\n;\n\nof Louisville, Ky.; Mr. Metcalf, of Boston, Mass.; Mr. Slaton, of Atlanta, Ga.; Miss\nFitz Simons, of Charleston, S. C;\n\nand Mr. Bakeless, of Carlisle, Pa.\n\nMrs. Eugene B. Heard, of Middleton, Ga., library commissioner of\n\nGeorgia and\n\nsuperintendent of traveling libraries of the Seaboard Air Line system, read a paper on\n\n\"The Free Traveling Library, an Aid to Education, and a Factor in National Life.\"\nThe paper was discussed by Mr. Elmendorf, Mr. Glenn, state superintendent of public\ninstruction of Georgia; Miss\n\nHarrison, editor of the Southern Journal of Education;\n\nand President Williams.\nMr. Elmendorf moved that the thanks of the department be extended to President\nUnaniWilliams for his untiring efforts during the year for the success of the meeting.\n\nMrs. Coleman, of South Carolina ; Mr. Metcalf, of Boston\n\nmously carried.\n63s\n\n;\n\n"}
{"page": 648, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n636\n\n[Library\n\nThe Committee on Nominations reported the .following names, which were unanimously adopted\n\n:\n\nFor President— 'S.o\\t&x\\. C. Metcalf, of Boston.\nYox Vice-President\nDr. Jerome H. Raymond, president of State University of West Virginia,\nFor Secretary\nMiss Mary Eileen Ahern, editor of Public Libraries, Chicago.\n\n—\n\n—\n\nThe Committee on Resolutions reported as follows\n\n:\n\nWhereas, Tlie Library Department of the National Educational Association aims to awaken a widespread interest on the part of teachers and school people in the right use of the public library, and emphasize\nthe right use of good literature by the pupils\n\nResolved^ by the Library Department of the National Education Association,\nThat the papers and proceedings of its meetings, so far as practicable, be published and disseminated\nagain this year as was recommended by the Committee on Resolutions of last year.\nThat a brief summary of the work of the department, with its aims and recommendations for the year, be\nprepared by the secretary and presented to the various educational journals for publication,\nThat a committee be appointed to prepare and publish for distribution a leaflet containing lists of aids\n\nand guides to teachers in the choice of books.\nO, H, Bakeless, Chairman,\n\nWm. Beer,\nMrs. Alice A. Palmer,\nCommittee.\n\nOn motion, a committee, consisting of H. L. Elmendorf, Buffalo, N, Y.; Mae E.\nSchreiber, Madison, Wis.; William Beer, New Orleans, La., was appointed to prepare a\nlist\n\nof books to aid teachers in the choice of a library calculated to lead the reading by\n\npupils along the proper lines.\n\nPresident Williams introduced Mr, Metcalf, president-elect, who, after a few words,\n\ndeclared the meeting adjourned.\n\nMary Eileen Ahern,\nSecretary.\n\nPAPERS AND DISCUSSIONS\n\nHOW TO DIRECT CHILDREN IN THEIR READING\nMISS\n\nMAE\n\nE.\n\nSCHREIBER, LIBRARIAN, STATE DEPARTMENT\nINSTRUCTION, MADISON, WIS.\n\nOF\n\nPUBLIC\n\nThe study of literature is not the study of the history of literature,\npoem or fragment of prose thrown in. To fill the\nmind with the biographies of authors, and to memorize the list of books\n\nwith an occasional\nthey have written,\n\nis\n\nnot to study literature.\n\nInstead of reading about\n\ncome\nThe frequent\n\nauthors and studying a text-book on literature, the student must\ninto direct contact with literature\n\nand read\n\nfor himself.\n\npractice in teaching literature has been to take a few pieces of literature,\n\nand to spend much time in analyzing each one the meaning of every\nword is studied, and its derivation traced; figures are pointed out and\nnamed, historical facts verified, accuracy of scientific facts tested, every\nillusion traced until, in this process of vivisection, the real life has been\n;\n\nlost.\n\nLiterature\n\nis\n\nthe expression of the soul of humanity, of the whole\n\nrange of human experiences\n\n;\n\nand the study of literature should consist\n\nin the interpretation of the experiences, the thoughts, the feelings, and\n\nthe aspirations of the race.\n\nDr. J, W. Stearns says\n\n"}
{"page": 649, "printed_page": null, "text": "HOW TO DIRECT CHILDREN'S READING\n\nDepartment]\n\n637\n\nInterpretation should consist in such things as the artistic presentation of character\ntypes, the setting forth of the play of circumstances in molding character, the unfolding\n\nof the consequences of actions and the might of destiny, the manifestations of the spiritual\n\nmeaning of material things revealing the charm of beauty in things common, touching\ninto life the springs of noble emotions in us, filling us with a sense of the deeper mean-\n\nings of life, and enlarging our sympathies.\n\nPoetry.\n\n—\n\nIf literature is an\n\nexpression of\n\nlife,\n\ntional side of\n\nlife.\n\nIt\n\nthe study of literature\n\nPoetry portrays the emo-\n\nshould consist in the interpretation of life.\n\nbreathes the joys, hopes, fears, sorrows, strivings,\n\nand aspirations of humanity.\n\nIt\n\ngives us the divine\n\nfire\n\nof genius,\n\nteaches us the love of the beautiful, swings us into the world of imagination, and\n\nentourages us to do and to be.\n\nbe admired and enjoyed and\n\nfelt.\n\nA poem is a work of art to\n\nMusic, beauty, imagination, passion,\n\ninsight, inspiration, and faith are the essential characteristics of poetry\n\nand these are what should be studied.\nRead the poetry to the pupils so as to bring out the music, and let\nthem read it that way. They will soon find that music is varied sometimes smooth and flowing, again rough and broken; sometimes light and\nAnalyzing a number of poems by\nquick, again heavy and slow-moving.\na single poet, they will find that there is a sameness about his way of singthat\nthat Tennyson's music is varied, polished, and exquisite\ning\nthat Riley's is dainty and\nBryant's music is deep, full, and resounding\nComparisons of different poets will lead to a better understanding\nlight.\n:\n\n;\n\n;\n\n;\n\nof each one.\n\nAsk the pupils to select the most beautiful pictures and read them to the\nAsk them to see these pictures as they are read, and encourage\nthem to admire. Let them gather together and compare the beautiful\npictures painted by the poets, and they will find that Scott's pictures are\nhighly colored; that Tennyson gives us exquisite landscapes and beautithat Byron paints nature in her grandeur\nful pen-portraits\nthat\nLowell's pictures are full of life and beauty. A careful study of how\nthese pictures are painted will bring out that some are in detail, some in\nbroad strokes, some clearly outlined, and some only suggested.\nCall for the passages the pupils like best, and nearly always they will\nselect those expressing passion, inspiration, insight, truth, and faith.\nThey select them because they appreciate them to some degree. As they\nread more and more, they will come to recognize, name, and understand\nthese characteristics, and to see that they differ in different poets.\nDo\nnot expect learned discussions.\nGet them to give themselves up to these\ninfluences.\nThey will read Shelley and Milton, and exercise their imagination.\nThey will learn that some poets look deep into the human heart\nand see beyond the symbol, the essence\nand that is insight. They will\nlearn to look for the poet's faith in God and humanity.\nFor instance, take the little poem \"One, Two, Three!\" by H. C.\nBunner\nclass.\n\n;\n\n;\n\n—\n\n"}
{"page": 650, "printed_page": null, "text": "638\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Library\n\nIt was an old, old, old lady\n\nAnd a boy who was half-past three\nAnd the way that they played together\nWas beautiful to see.\nShe couldn't go running and jumping,\nAnd the boy, no more could he,\nFor he was a thin little fellow,\nWith a thin, little, twisted knee.\n\n*\n\nThey sat in the yellow sunlight,\nOut under the maple tree\n\nAnd the game that they played I'll tell you.\nJust as it was told to me.\nIt was\n\nHide-and-Go-Seek they were playing,\n\nThough you'd never have known it to be\nWith an old, old, old, old lady\n\n—\n\nAnd a boy with a twisted knee.\nThe boy would bend his face down\n\n^\n\nOn his one little sound right knee,\nAnd he'd guess where she was hiding,\nIn guesses One, Two, Three\n\" You are in the china-closet\n\n!\n\n!\n\nHe would cry and laugh with glee.\nIt wasn't the\n\nchina-closet\n\nBut he still had Two and Three.\n\" You are up in papa's big bedroom,\n\nIn the chest with the queer old key!\"\n\nAnd she said\n\n:\n\n\" You are warm and warmer;\n\nBut you are not quite right,\" said she.\n\" It can't be the little cupboard,\n\nWhere mama's things used to be\nSo it must be the clothes-press, Gran'ma\n;\n\n!\n\nAnd he found her with his Three.\nThen she covered her face with her fingers.\nThat were wrinkled and white and wee,\n\nAnd she guessed where the boy was hiding.\nWith a One and a Two and a Three.\nAnd they never had stirred from their places,\nRight under^the maple tree\n\n—\n\nThis old, old, old, old lady,\n\nAnd the boy with the lame little knee\n\n—\n\nThis dear, dear, dear old lady.\n\nAnd the boy who was half-past three.\n\nRead the poem to the children so theymay enjoy it as a whole.\n\nRead\n\nagain, and ask them to describe the pictures they see.\n\" An old lady and a thin little boy with a twisted knee sitting in the\n\nyellow sunlight out under the maple tree.\"\n\nwrinkled and white and wee.\"\n\n\" The old lady's fingers were\n\n\" They are\n\nplaying hide-and-go-seek\n\n"}
{"page": 651, "printed_page": null, "text": "HOW TO DIRECT CHILDREN'S READING\n\nDepartment]\n\n639\n\nMore minute descriptions of the\n\nwithout stirring from under the tree.\"\n\nwoman and boy may be called for.\nAsk them what they like in the poem, what they think of the poemFor instance, these questions on\n\nThis will often bring out what they feel.\n\npoem have often brought out the following statements\n\nthis\n\n:\n\n\" I like\n\nit\n\nbecause it sings so;\" \"Because we like to have old folks play with us;\"\n\" It makes me feel sorry for the little boy.\" And one little boy, in talking about the poem, said that \"where mama's things used to be\" must\n\nmean that the mama had gone away to heaven, as his mama had.\nThe novel.\n\n— Hamilton Mabie says\n\n:\n\nThe novel is contemporaneous with a new and deepening consciousness of human relationship and obligation.\nToday we feel more distinctly than ever before the pervasive\ninfluence of other lives upon our lives.\nWe are weighted down as never before by a\nsense of our incalculable obligations to our fellows.\n\nWe no longer think of ourselves as\n\nalone, but always in the thick of relationships of every kind\n\nand quality\n\n;\n\nin the solitude\n\nof our own souls we are conscious of the whole conscious, suffering world about us.\n\nFiction portrays\n\nlife\n\non the social side as no other form of literature\n\nSocial conditions, standards, forces, and conventions are revealed,\n\ndoes.\n\nand the problem of the individual life is worked out with full recognition\nof countless social influences.\n\nThe special aims in studying fiction are\nture\n\n:\n\nto enjoy the story; to pic-\n\nportrayed; to judge character portrayed; to trace character\n\nlife\n\ndevelopment.\n\nRead for things\n\nmake up\n\nany community:\nappearance and\ndress; food; homes and surroundings; amusements, holidays, and festivals; religion\nfaith, modes of worship, and superstitions; occupations\nfine and useful arts\neducation government and laws modes of travel\nlanguage and peculiar customs.\nthat\n\ngo\n\nto\n\ndescriptions of the environment\n\n;\n\nthe\n\nlife\n\nof\n\ncharacters as types\n\n;\n\n—\n\n—\n\n;\n\n;\n\n;\n\n;\n\nIllustration :\n\nMary Mapes Dodge, Hans Brinker; or. The Silver Skates.\nThis\n\nis\n\na vivid description of\n\nnobility of character.\n\nEnvironment.\npp. 95-101 ;\n\nlife\n\nin Holland.\n\nIt is a portrayal of life in\n\nIt\n\nteaches a lesson of courage and\n\nHolland.\n\n— General description of Holland, pp. 29-38, 105, 106; Amsterdam,\n\nHarlem, pp. 142-57\n\nCharacters as types.\n\n;\n\nLeyden, pp. 211-17.\n\n— GxtltX Brinker, Hans Brinker, Dame Brinker, Hilda van deck,\n\nRychie Kornes, Katrinka, Annie Bouman, Peter van Holp, Carl Schummel, Jacob Foot,\nDr. Boekman, pp. 43, 44, 131, 375-7\n\n;\n\nDutch character, pp. 53, 68, 98\n\n;\n\nGretel's character,\n\npp. 27, 63, 134-8, 294, 377 ; Hans' character, pp. 27, 42, 48, 53, 54, 63, 72, 306, 337, 354,\n362.\n\n— Pp. 43, 44, 131, 162-4, 186, 310, 342, 343.\n— All\npp. 132, 224-6, 231-4.\nAmusements. — Skating, pp. 43, 44, 162-5, 342-56;\nof\nNicholas, pp.\n\nAppearance and dress.\n\nHomes.\n\n57,\n\nclasses,\n\nfestival\n\n82-93.\nFood.\n\n— Pp. 116, 180, 181, 186, 225.\n— \" Aanspreeker,\"\n\nSome curious customs.\n\nreverence for the stork, p. 241.\n\nSt.\n\n«,\n\np.\n\n139; at birth of a child, pp. 140, 14I;\n\n"}
{"page": 652, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n640\n\n[Library\n\nAfter you have read one or more stories with the children, showing\nthem how to read the story so as to get life, character, or character\ndevelopment, as the case may be, they may select other stories, and read\nthem in the same way.\nEssays.\nThe intellectual side of life is expressed in essays and prose\n\n—\n\nThe special aims in reading essays are\n\ncomposition.\n\nauthor's thought\n\n:\n\n(i) to get\n\n(2) to think with the author by seeing relations ;\n\n;\n\nthe\n\n(3) to\n\nknit the knowledge gained to what is already known.\n\nThe first step is to get the general idea of the composition.\n\nThen the\n\nupon which the general idea is based if description, the things\nwhich go to make up the picture if narrative, the events which form the\nparts\n\n;\n\n;\n\nnarration\n\n;\n\nif\n\nargumentative, the points on which the author has based his\n\nargument, etc.\n\nIn seeing the relation of these parts to each other -and to\n\nthe general idea\n\n— discriminating, comparing, judging — the pupil\n\nis\n\nthinking with the author.\n\nThe student has been using the knowledge he already has to interpret\nthe new knowledge, but he ought consciously to bring up what he already\n\nknows on the subject, gained thru experience or previous reading. For\nman he compares it\n\ninstance, he has just read Carlyle's idea of a great\n\n;\n\nwith Emerson's idea as gained in previous reading, also with Lowell's\n\nThese ideas, together with his own knowledge and his experience\nmen, constitute his body of knowledge of great men, which he\nwill use in gaining new knowledge on the subject, which new knowledge\nidea.\n\nof great\n\nwill in turn be compared with the old.\n\nIllustration\n\nTHE MEN TO MAKE A STATE\nThe men, to make a state, must be intelligent men. I do not mean that they must\nknow that two and two make four or, that six per cent, a year is half per cent, a month.\n;\n\nI\n\ntake a wider and a higher range.\n\nI limit\n\nmyself to no mere utilitarian intelligence.\n\nAnd this will come almost unsought. The contact of the rough and\nThe lust of worldly gain will drag\nrugged world will force men to it in self-defense.\nmen to it for self-aggrandizement. But men so made will never make a state. The\nThis has its place.\n\ndemands will take a wider and a higher range. Its study will\nmake history its cheap experience. It will read hearts. It will know\nmen. It will first know itself. What else can govern men ? Who else can know the\nmen to govern men ?\nThe men, to make a state, must be honest men. I do not mean men that would\nnever steal. I do not mean men that would scorn to cheat in making change. I mean\nmen with a single yaf<?. I mean men with a single eye. I mean men with a single tongue.\nI mean men that consider always what is right; and do it at whatever cost\nThe men, to make a state, must be brave men. I do not mean the men that pick a\nquarrel.\nI do not mean the men that carry dirks.\nI do not mean the men that call\nthemselves hard names as Bouncers, Killers, and the like. I mean the men that walk\nI\nI mean the men that do, and do not talk.\nwith open face and unprotected breast.\nmean the men that dare to stand alone. \\ mean the men that are today where they were\nyesterday, and will be there tomorrow. 1 mean the men that can stand still and take the\nstorm. I mean the men that are afraid to kill, but not afraid to die\nintelligence which that\n\nbe man.\n\nIt will\n\n.\n\n.\n\n;\n\n.\n\n.\n\n"}
{"page": 653, "printed_page": null, "text": "HOW TO DIRECT CHILDREN'S READING\n\nDepartment]\n\nThe men, to make a state, must be religious men.\n\n641\n\nStates are from God.\n\nStates are\n\nTo leave God out of state is to\ndependent upon God. States are accountable to God.\nI do not mean that men must wear\nbe atheists. I do not mean that men must cant.\nlong faces. I do not mean that men must talk of conscience, while they take your\nI speak of men who feel and\nI speak of men who feel and own a God.\nspoons\nown their sins. I speak of men who think the cross no shame. I speak of men who\nhave it in their heart as well as on their brow\nThe men, to make a state, are made by faith.\n\nA man that has no faith is so much\n\nHis heart a muscle nothing more. He has no past, for reverence no future, for\nHe lives. So does a clam. Both die. Such men can never make a state.\nreliance.\nThere must ht faith, which furnishes the fulcrum Archimedes could not find, for the long\nThere must be faith to look through clouds and storms\nlever that should move the world.\nflesh.\n\n;\n\n;\n\nup to the sun that shines as cheerily on high as on creation's morn. There must be faith\nthat can lay hold on heaven, and let the earth swing from beneath it, if God will\nThe men, to make a state, are themselves made by obedience. Obedience is the\nhealth of human hearts obedience to God obedience to father and to mother, who are,\nobedience to teachers and to masters, who are in the\nto children, in the place of God\nplace of father and of mother obedience to spiritual pastors, who are God's ministers\nObedience is but self-governand to the powers that be, which are ordained of God.\n;\n\n;\n\n;\n\n;\n\nment in action\n\n;\n\nand he can never govern men who does not govern himself.\nG. W. Doane.\n\nmen can make a state.\n\nOnly such\n\n—\n\nANALYSIS\nTo get the author's thought.\n1\n\n—\n\nthe kind of men to make a state must be intelligent, honest, brave,\nThey must be made by faith, self-denial, and obedience.\nWhat the author means by intelligent, honest, brave, religious, faith, self-denial,\n\nGeneral idea\nreligious.\n\n2.\n\nobedience.\n\nTo relate to the ideas already in the child's mind.\nThe child has interpreted the author by means of what he already knows of these\n1.\ncharacteristics.\n2.\n\nThe child should compare his judgments with the author's.\n\n3.\n\nSelect great statesmen and see if they have excelled in these characteristics.\n\n4.\n\nHave statesmen failed because of lack of these characteristics ?\n\nTo arouse interest in further reading.\n\nWhat are the duties of a statesman which should call for these characteristics ?\nSuperintendent James M. Greenwood has said\nIf literature be the life of the people, it\n\nshould also prepare for that kind of life in\n\nwhich the child is forced to live, immediately after passing out of school. While there\nmay be room for discussion as to the style in which thought should be expressed, it is\n\nbeyond dispute that the clearest writers, those who use the language to express unmistakably what they mean, those who deal with subjects that are nearest to the daily life of\nthe people themselves, ought to become a part of the mental furnishing of each highschool pupil.\n\nSo far as possible pupils should be guided in their choice of reading\nLists of books which are in the library should be\nma(fe out in the various lines of reading, from which the pupils may\n\nthru their interests.\n\nselect the books they wish to read.\n\nIt is\n\nnot necessary that all the pupils\n\nsame book, or books on the same subject, nor is it\nMany times\nnecessary that a pupil read a book from cover to cover.\nonly a portion of a book will appeal to a pupil, or be of value to him. This\nin a class read the\n\n"}
{"page": 654, "printed_page": null, "text": "NA7V0NAL EDUCATIONAL ASSOClATJ ON\n\n642\nis\n\nespecially so in science books, books of poetry, and books where a\n\npart meets some interest started in the regular school work\na\n\n[Library\n\nbook\n\n;\n\nas, a\n\npart of\n\nof history which relates to a topic in the history lesson.\n\nteacher cannot guide the\n\npupils' reading\n\nstudy of their interests and needs.\n\nunless she\n\nmakes a\n\nThe\n\ncareful\n\nShe must lead them from the interests\n\nand wider interests, and utilize at every step interests\ngained in other lines of work. She must take advantage of new interests\nclosely related to old interests, or those naturally growing out of old\nof today to higher\n\ninterests\n\n;\n\nWisconsin\n\ninterests created by the pupil's environment, as Indian relics in\n;\n\ninterests in current events\n\ncoming to his notice, as a circus\n\nSpanish-American war, the celebration of Washington's\nbirthday, etc.; interests created by the author's interests, as reading a book\nin town, the\n\nbecause another says it is good.\n\nMake the pupil's present interests the basis\n\nwhich shall determine his present line of reading. If he is interested in\nfiction only, then give him a list of fiction from which he may select a\n\nbook to read.\n\nBy questioning, by directing his attention, or by arousing\n\nhis curiosity, he may be made interested in some character, place, fact, or\n\nevent in the book, and this interest\nreading.\n\nmay be made the basis for future\n\nThus a pupil reading Ivanhoe may be led to read English\n\nhistory by arousing an interest in Richard the Lion-Hearted.\n\nAgain, a\n\npupil who has read a story of Holland may be led to read a book of\ntravel in Holland, because of interest aroused in the manners and customs\n\nof that country.\n\nIf the pupil's\n\npresent interest is in history, science, or\n\nother lines of work, a similar plan may be pursued.\n\nThe work will have\n\nto be largely individual.\n\nThe work in reading should be definite and clear. The student's\njudgments should be based upon facts he can point out.\nIt is not\nenough that he says the music is smooth and flowing. He must recite or\nread the portions he considers smooth and flowing, and tell what makes\nthem so. If he calls a poem imaginative, he must prove his statement\nby selecting the imaginative portions. The judgments should be his own,\nand based upon hrs own reading. As the student progresses, the reading may become more and more intensive, but it should never degenerate\ninto parsing and analyzing.\nThe reports should be oral. The recitation\nought to be an exchange of impressions and feelings, a talking over of\nwhat has been found enjoyable, good, beautiful, and helpful. The pupil\nmakes his report as a contribution to the whole, and stands ready to\nanswer questions by his classmates and teachers, to discuss with them\nwhat he has found, and to compare his judgments with theirs. Thus all\ntake part in the recitation, and attention is secured.\nBy questioning, by\ndirecting the attention to what is essential, and by directing discussion,\nthe pupil should be led into the right way of reading.\nRemember that\nin all this work the teacher must know, as far as possible, what is in\nfor the pupil can understand and feel only by the\nthe pupil's mind\n\n—\n\n"}
{"page": 655, "printed_page": null, "text": "'\n\nTHE GREATER SCHOOL\n\nDepartment]\n\n643\n\nHe can\n\nassistance of what he has already experienced, felt, and learned.\n\nnew ideas only by means of his present ones.\nEvery new\nrelation of the idea helps to correct, make clear, and extend the meaning.\nInstead of trying to get the whole meaning in its one relation, it is often\nbetter to read on, getting at truth in different relations, and deepening\nand enriching experience at the same time.\nassimilate\n\nIt\n\nis\n\nimpossible for a student at any one time of his life to compre-\n\nhend the whole\n\nof a piece of literature, no matter\n\nhow much time is\n\nspent in studying it.\n\nTHE GREATER SCHOOL; OR, THE SCHOOL PLUS THE\nLLBRARY GREATER THAN EITHER\nH.\n\nL.\n\nELMENDORF, SUPERINTENDENT OF THE BUFFALO PUBLIC LIBRARY,\nBUFFALO, N. Y.\n\nThe object of our compulsory, tax-supported system of education is\nThe good citizen is, without doubt, the happy\nto make good citizens.\nand intelligent man and no less an authority than President Eliot asserts\n;\n\nthat lifelong happiness\n\nand increasing intelligence are best assured by\n\nthe formation in early youth of the taste for good books.\nexplicitly says\n\nthat\n\n\" schooling\n\nwhich\n\nresults\n\nin\n\nthis\n\nIndeed, he\n\ntaste\n\nfor\n\ngood\n\nhowever unsystematic or eccentric the schooling may have\nand that\nbeen, has achieved a main end of democratic education\nschooling which does not result in implanting this permanent taste has\nreading,\"\n\n;\n\nfailed.\"\n\nFor many years educators have seen this fact more or less clearly, and\nschool libraries have been somewhat generally used as a means toward\nsupplementing text-book learning with the broader wisdom of general\nbooks, but the institution of the greater school by the federation of\nthe public school and the public library is a much longer step toward\ntrue democratic education.\n\nNearly all school libraries have been made up of supplementary reading and reference-books for the children of\nattention being paid to the\n\nlittle folk.\n\nthe higher grades, small\n\nStatistics\n\nshow, however, that a\n\nlarge majority of children leave the public school before they are twelve\n\nyears old.\n\nIf\n\nour schooling fails unless we teach the love of good read-\n\ning to all, it is evident that a more far-reaching plan must be found, and\nattractive, wholesome books\n\nmust be furnished, not only for the few who\n\npersist to the higher grades, but for all, even the youngest.\n\nThis enlarge-\n\nment of the scope of the school library might, no doubt, be easily accomplished, but if the books are supplied by the school authorities, the children\n\nare cut off from the books at the same time that they are cut off from\nschool.\n\nIf,\n\non the other hand, the public library steps in and puts such\n\nbooks as the children will love right under the teacher's hand\n\n;\n\nif\n\nshe\n\n"}
{"page": 656, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n644\n\n[Library\n\nthe children that these books are a part of a great collection in\n\ntells\n\nthe public library, where as citizens they have not only welcome, but\nright; if she teaches them that, tho school days are soon over, reading\n\ndays need never end, our means for the education of good citizens, of\n\nhappy men and women, is complete.\nWhen the Buffalo library was made free, in 1897, under contract with\nthe city for\n\nschools\n\nits\n\nwere\n\nliberal\n\nat\n\nsupport, plans for co-operation with the public\n\nonce considered.\n\nThe old library, altho it was sup-\n\nported only by private endowment and subscription, by means of one\nthousand free school tickets had reached out into the schools in a\nvery public-spirited,\n\ntho very inadequate, way.\n\nIn the reorganization,\n\nunder the contract before referred to, it was provided that the schools\nshould be represented in the board of control of the library by making\ntheir executive officer, the city superintendent of education, ex officio a\n\nmember of the board of directors of the public library. The counsel and\nsupport of the state superintendent of public instruction, Hon. Charles R.\nSkinner, were also of great assistance in planning the new work.\nofficial\n\nsanction of these school authorities was regarded as the\n\nThe\nfirst\n\nessential, and was readily secured.\n\nAs the proposed plan was both radical and expensive, it was determined by the directors of the library to make the experiment with ten\nschools only, the ten to be selected by the superintendent of schools and\nthe librarian, from among those whose principals were willing to accept\nAll the school principals in the city were invited to a meetwhich the scheme was thoroly explained, and they were given\nample opportunity to understand and discuss it. The outlines of the\nplan were afterward embodied in a circular letter, which was sent to each\nprincipal, and two weeks were given in which to consider it and to\n\nthe scheme.\n\ning, at\n\ndecide,\n\nin\n\nconsultation\n\nshould be made\n\nwith\n\nthe\n\nclass\n\nteachers,\n\nfor the installation- of class-room\n\nwhether\nlibraries\n\napplication\n\nunder the\n\nplan.\n\nThe scheme presented to the principals was, briefly, as follows\n\n:\n\nEach\n\nschool selected was to deliver to the public library, reserving purely refthese books were to be examined,\npurpose graded and returned to the\n\nerence-books, all its school library\n\nand those thought\n\nfit\n\nfor\n\nthe\n\n;\n\nenough books added\nby the public library to make the number of books in each room equal\n\ndifferent class-rooms of the schools, together with\n\nthe number of children.\n\nIn response to the first invitation twenty-four principals applied for\nthe libraries, and the selection of ten schools was a difficult matter.\n\nThe\n\ndistance of the school from the public library, the character of the district\n\nin which\n\nit\n\nwas located, and the possession by both principals and\n\nteachers of such an intelligent sympathy with the idea as to give the\n\nexperiment a fair test, were all considered in making the selection.\n\n"}
{"page": 657, "printed_page": null, "text": "THE GREATER SCHOOL\n\nDepartment]\n\n64s\n\nThe old school libraries had been the accumulation of years, partly\nby gifts, but mostly by purchases made with city and state appropriations\nfor the purpose, which amounted for each school, according to its size, to\nfrom fifteen to forty dollars a year. The entire collection as gathered\nat the public library was a very miscellaneous lot.\nThere were some\nexcellent books, many of them, however, worn to tatters.\nThere were\nmany others which were useless, or worse than useless, for children\nDr. Johnson's and Lord Bacon's works in diamond type, Bible stories in\nhieroglyphics, old guide-books, directories, patent-office and other government reports, and a considerable sprinkling of novels of a kind that\nsuggested that the literary appetite of the purchaser had been con-\n\n—\n\nsulted rather than the wants of the children.\n\nsubscription-book agents was\n\nmuch in evidence.\n\nThe trail of the wily\nThe librarian's heart\n\nhardened by experience to resist the charm and persistence and\nof these suave gentlemen, for he knows that their wares are\nseldom or never the best books, and only the best is good enough for\nis\n\ninfluence\n\nAltogether the character of the books returned seemed to\nshow a plain need that selection and purchase should be in the hands of\na single-headed institution like the public library, which could be held\nresponsible, rather than a composite body of principals and teachers.\nchildren.\n\nAfter careful sifting, only about 20 per cent, of the school library\nbooks were thought fit to be returned, and more than five thousand vol-\n\numes were added by the public library.\n\nThese books were selected with\nNot only were\n\nthe greatest care, in the effort to include only the best.\n\nthe literary contents scrutinized, but the editions, in order that the text\n\nmight be pure, and the type,\n\nillustrations,\n\nand binding be\n\nThey were bought, too, with the closest economy as to price.\n\nbeautiful.\nIt is in all\n\nthese things that the expert knowledge of the librarian is of service.\n\nIf\n\nknowledge of the book the teacher will add her\nthe child, the combination should surely bring\n\nto the librarian's expert\n\nexpert\n\nknowledge\n\nof\n\nabout the ideal, \"the best reading for the largest number at the least cost.\"\n\nThe list, as finally made up, was submitted to State Superintendent\nSkinner and City Superintendent H. P. Emerson, and received their\napproval.\n\nWith\n\ntheir approval also the state funds\n\nappropriated\n\nfor\n\nschool libraries were devoted to the purchase of purely reference-books,\nto be the property of the\n\nschools, thus\n\nmaking\n\nit\n\npossible for\n\neach\n\nschool gradually to build up a good school reference library, relying\nentirely upon the public library for miscellaneous books.\n\nThe most difficult problem was the assignment of the proper books\nto the proper grades in the various schools.\nMany errors were made at\nthe start, especially in giving children books too old for them.\n\nTwo full\n\nand experiment have served\n\nto correct\n\nyears of constant observation\n\nsome mistakes and to emphasize the fact that no definite rule for grade\nand age can be made.\n\nEach particular sthool, each separate class, must\n\n"}
{"page": 658, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n646\n\nILibrafjr\n\nbe studied with the teacher's help, before intelligent assignment of books\n\ncan be made.\nFor example, a class of children from a poor community where books are scarce, or one of foreign parentage, will require\nsimpler books than one of equal age and equal school grade from a community where books abound in the homes. This fact greatly lessens the\nvalue of printed graded lists, which can only show safe books and assign\n\nthem to approximate ages.\nFor keeping track of the books the simplest possible system of charging was devised to be kept by the teacher.\nAn alphabetic list of the\nbooks by their titles, with spaces for the names of the pupils drawing\nthem and for the date of drawing and date of return, was sent with the\nbooks. All the compilation of statistics from these records was made\neach month by assistants from the library. The library requires these\nstatistics\n\nfor the very simple reason that appropriations of\n\ndependent upon demonstrable results\n\nmoney are\n\nand definite figures, obtained from\ntrustworthy records of use, are the only results which can be shown.\nNot only was the work of the teachers made as light as possible, but\nthe responsibility also.\nRules for the use of the books were of the\nteacher's making.\nEach teacher was given to understand that the books\nwere for use, and for use in the way she thought best, except that they\nwere not to be used as rewards or punishments\nthat they might be\nread in school, in the class, by the teacher, or taken home, but that the\nchild should no more be deprived of his library book on account of\n;\n\n;\n\nsome breach of discipline than of his text-book for a similar reason.\nThe bad boy needs the good book most. Reasonable care of the books\nwas required, but no more than of school property, and if loss or damage\noccurred, there was no money liability for the teacher.\n\nThe experiment was successful from the start.\n\nIt\n\npleased principals,\n\nteachers, and children alike, and, while the success varied with the interest\n\nThe\n\nand\n\nability of the teachers,\n\nnone wished\n\nto return\n\nto the old way.\n\nusefulness of the books is in no way confined to the children who\n\nThe public library in this way gains a welcome where it\nThe contact of teachers and children\nin this unofficial way is good for both, and many most interesting and\neven touching stories of the effect of the books in the homes are told by\n\nattend school.\n\nwas unknown, or little understood.\n\nthe teachers.\n\nTwelve schools have since been added, making twenty-two in all, with\nThe number of volumes sent out in September,\nDuring\n1899, at the commencement of the school year, was 15,248.\nthe year additions and changes were made to the number of 5,005, making a total of 20,253 volumes. The libraries are changed once during\nthe year by shifting from room to room, or from school to school, different libraries of the same grade.\nAssistants from the public library visit\neach class-room twice each month, and the number of additions and\n359 class-room libraries.\n\n"}
{"page": 659, "printed_page": null, "text": "THE GREATER SCHOOL\n\nDepartment]\n\n647\n\nchanges gives some idea of the flexibility of the list. The circulation for\nhome use from September i, 1899, to June i, 1900, was 169,193. A table\nfollows showing the circulation by months\n\nbooks drawn\n\nSEPTEMBER, 1899, TO MAY, 1900\n\nSCHOOL CIRCULATION\n\n1\n\nI\n\nB\n\nSeptember, 1899\nOctober,\n\nJanuary,\nFebruary,\n\n\"\n\n\"\n\"\n1900\n\nMarch,\n\n\"\n\"\n\nApril,\n\n\"\n\nMay,\n\n\"\n\nTotal\n\n2\n\n139\n232\niBq\n\nI\n\nV\n\nS\n\n905\n\n498\n\n4.31°\n4.287\n2,697\n2,926\n\n1,726\n1,707\n1,106\n1,049\n\n1,016\n1,020\n\n2,411\n3,551\n2,985\n2,678\n\n954\n1,242\n.934\n\n457\n\n27,408\n\n12,679\n\n2.376\n\nI\n\n3\n\n1,563\n\n6q\n\n1,168\n\nS\n\n38\n\n37\n61\n\n50\n48\n48\n69\n45\n30\n\nB\n\nH\n\n171\n\n1.953\n1,398\n1,261\n1,137\n1,630\n1,280\ni>iS5\n\n2\n\n>\n\n3\n\n815\n2,050\n\n2\n\n1;\n\ni\n\nI\n\n98\n82\n135\n112\n68\n\n113\n\n4\n4\n\n0.\n\n2\n\na\n\nB\n\n408\n354\n221\n236\n228\n28s\n237\n236\n\n13\n8\n\n2\n\n0!\n\nu\n[3\n\n3\n\nNovember,\nDecember,\n\nand the classification of the\n\n:\n\n806\n\n691\n663\n646\n908\n675\n588\n\n351\n673\n610\n413\n423\n405\n619\n461\n386\n\n6,991\n16,510\n16,088\n10,626\n10,333\n9,451\n13,708\n10,540\n9.342\n\n11,473\n27,007\n26,277\n17.319\n17,041\n15-367\n22,150\n17,269\n15.290\n\n10,429\n\n6,705\n\n4.341\n\n103,589\n\n169,193\n\nThus far, less than half of the schools in the city have been reached,\nand the story is not told as if we had already attained, but criticism and\ndiscussion are invited that present methods may be improved, or better\nones suggested.\n\nThe growth of the work has been as rapid as the supply of money and\nof trained, intelligent workers\n\nwould permit.\n\nnor teachers could safely go too fast.\n\nNeither library assistants\n\nThe ideal, however, is the closest\n\nfederation of the two institutions\nthat federation to work toward the\ndevelopment of each individual child along the line of his own strongest\ninclination and greatest ability.\n;\n\nDISCUSSION\n\n—\n\nReuben Post Halleck, Louisville, Ky. I wish it were possible in Louisville to\ndo some of the things which the Buffalo library and other libraries are doing for their\nstudents.\nI trust it will not be long before these privileges are ours, and 1 hope, while\nour progress is slow, that it will be sure. President Eliot's maxim ought to be every\npupil's motto.\nPupils who go out from the public schools and do not know what to do\nwith their time are a personal disgrace to their teachers.\nwill not feel bored, no matter what his surroundings\n\nA reading, thinking student\n\nmay be.\n\nIf pupils are\n\ntaught to\n\nlove to read, it will not be long before the dawn of better things.\n\nH. L. Elmendorf.\n\n— The work of the Buffalo library for the schools\n\nbeen a recent movement.\n\nin general has\n\nWhile the library was opened in 1837 and was very public-\n\nspirited, its privileges were given only to its best pupils until a very recent period.\n\n—\n\nR. C. Metcalf, Boston, Mass.\nFor many years I have felt that a school library\nwas a necessity, and I have acted on this theory since 1879, and my object is to teach\nchildren to love to read. Sets rather than single books will do this.\nIn my work in\n1879 I set aside one hour e^ch week for a discussion of the works of certain authors, and\n\n"}
{"page": 660, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n648\n\n[Library\n\nin this way acquainted the pupils with Scott, Dickens, Thackeray, and others.\n\nIt was of\n\nincalculable value to the poor children who had no books in their homes, and they were\nthe ones who became the most deeply interested and received the most help.\n\nFrom these\nThey learned to think. They learned to discriminate.\n\nbooks they learned good English.\n\nMuch of the good to be obtained depends upon the culture of the teacher and his knowledge of literature.\n\nHe cannot give out to pupils what he does not himself possess.\n\nIn\n\nthe large majority of »chools there is still lacking on the part of the teacher an appreciation of good literature.\n\nWilliam M. Slaton, Atlanta, Ga.\n\n—\n\nI have been much interested in listening to\nwhat I would like to get from this meeting is some\nspecific methods of how to do the work which is here pointed out as being so necessary.\nWe are very much hampered in our work in Atlanta by a lack of knowledge of the plans\nand work of our public library, and I should like to have some methods pointed out for\n\nthese finely prepared papers, but\n\nthe instruction of the teachers, so that they may know how to lead the pupils to use the\nIt is as much a part of the high-school work to teach students\nhow to use books as it is to teach them what they contain. Teachers, as a class, do not\nunderstand this, and at present we must look to the library for most of the culture that\n\nlibrary independently.\n\ncomes from the use of books.\n\n—\n\nMiss Ellen Fitz Simons, Charleston, S. C.\nOur library is a subscription library,\nand it is not possible to help the schools as much as I should like, but so far as I can\nI\n\nmake the material accessible to those who do use the library by means of bulletins and\nand other plans for calling attention to the books which we have on the various\n\nlists\n\ntopics of interest.\n\nMiss M. E. Ahern, of Chicago.\n\n— There\n\nlibrary and the public schools of Chicago.\n\nis no active co-operation between the public\nThere is some provision for such co-operation,\n\nbut for the most part it is a dead-letter law.\nIn Cleveland there\n\nis\n\nthe most hearty and active co-operation between the public\n\nlibraries and the public schools.\n\nMany of the public schools are used as branch stations\n\nof the public library, and the young people of Cleveland are thoroly interested in and\n\nhelped by the public library and its work.\n\nThe same is true of the public library of Toledo.\n\nThis library prepares graded lists\n\nof the works on its shelves, and sends\n\nthem to the different grades in the city schools, to\nbring the children to use more freely the children's room. The plan works very successfully.\n\nMilwaukee also is proverbial for the fine work that is being done there in connecThere are many other cities thru the western country where\nthere is an active, live co-operation between the public libraries and the public schools.\ntion with the public schools.\n\nTHE FREE TRAVELING LIBRARY: AN AID TO EDUCATION AND A FACTOR IN THE NATIONAL LIFE\nMRS.\n\nThis paper\n\nEUGENE\n\nB.\n\nHEARD, MIDDLETON, GA.\n\nwill doubtless savor\n\nof provincialism.\n\nIt\n\ncould not be\n\notherwise and speak the truth as to conditions that exist in the South.\nis\n\nIt\n\nintended to deal plainly with the social and educational problems that\n\nconfront our people, and to offer a remedy that will mitigate, if it cannot\naltogether remove, the evil.\n\nTo\n\nthose reared in the centers of wealth, where for more than a\n\ncentury philanthropy has provided public and permanent libraries, the\n\n"}
{"page": 661, "printed_page": null, "text": "THE FREE TRAVELING LIBRARY\n\nDepartment]\n\n649\n\nnecessity for similar or equivalent institutions in the rural districts is not\n\nPerhaps\n\napparent.\n\nwould be a better form of statement to say that\n\nit\n\nthe fact that these districts have not these advantages does not occur to\n\nthose more favorably situated.\n\nIt\n\nmay be laid down as a safe proposition\n\nthat all enterprises that have for their object the betterment of\n\nmankind\n\nspring from a conscious necessity.\n\nMy own recognition of the need of\n\nfree libraries in the rural districts\n\nnot of recent date\n\nis\n\n;\n\nbut the\n\nfacilities\n\nto put them into practical operation in those sections of the South traversed\n\nby the Seaboard Air Line Railway were furnished less than three years ago.\nThe world has advanced to the point where the value, and even the\nnecessity,\nlibraries\n\nof\nis\n\nbooks\n\nis\n\naccess to them.\n\nThe advantages of free\nwho could not otherwise have\n\ngenerally recognized.\n\nappreciated mainly by those\n\nThe value of a free traveling library is greater because it\n\nrepresents the product of the number of libraries multiplied by the num-\n\nTo\n\nber of places served.\ntraveling\n\nlibraries\n\nwhich\n\nillustrate\nI\n\n:\n\nThe system of the Seaboard free\n\nhave in charge consists of 2,000 volumes.\n\nThese are subdivided into thirty cabinets or smaller libraries. In this\nsubdivision variety and harmonious classification are duly observed.\nUnder this system thirty communities are served at the same time. These\ncabinets, if allowed to remain three months in each place, would serve in\n\nthe course of seven and one-half years thirty communities with every\nvolume of the 2,000 for three months. That the usefulness of the traveling library is increased thirty-fold is proven by the logic of figures.\nUndoubtedly it would be better to have a standing library of 2,000\nvolumes in each community, but thiswould require thirty times as much\nmoney, and to get this now is impossible. And yet to have the books\n\npass over the circuit every few years will of itself beget a keener appreciation on the part of the people to be benefited.\n\nFor more than seven years I have studied the subject of rural libraries.\n\nLong before the work reached practical and effective materialization my\nmind had been full of plans and theories by which the people of these\nisolated districts might have these advantages.\nThe first scheme to which\nI directed my efforts was to establish a small library in one community,\nand pass it to the next as soon as it had been utilized, and so on until the\n\ncircuit\n\nwas completed.\n\nThis necessarily limited the sphere of work to\n\nthose places of ray personal acquaintance and even to those of my immedi-\n\nThis was better than no library.\nBut for a work of this character to be effective and\n\nate vicinity.\n\nto\n\naccomplish its\n\nsome active, working\norganization, the very nature of which will give vitality and constancy to\nthe library.\nThose enterprises that have their inspiration in patriotism\nand whose only working capital is enthusiasm are liable to periods of\ngreatest usefulness\n\nit\n\nis\n\nnecessary to attach\n\ndesuetude as well as times of activity.\n\nit\n\nto\n\nThose enterprises founded on\n\nbusiness principles for the purpose of profit gather additional strength\n\n"}
{"page": 662, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n650\n\nas they progress, and will continue as\n\n[Library\n\nlong as the restless ambition of\n\nmen and their unchanging love of money shall dominate the forces of\nthe world.\n\nTherefore, when nearly three years ago the Seaboard Air Line Railway Co. opened the way for a coalition of our plans and purposes, the\nideal combination was reached and the pathway to successful work became\nclear.\nThis effort on the part of the railway was more than generosity;\nit was more than business sagacity; it was more than philanthropy; it was\nthe highest order of statesmanship.\nIn no other way could the library\n\nmovement have been so conspicuously presented. The world loves conIt loves novelty.\nHere were both. The novelty of a gigantic\n\ntrast.\n\ncorporation, heretofore supposed to be soulless and altogether selfish,\n\nstepping out and with an extended hand offering light and pleasure and\nprosperity to the working\n\ndid more.\n\nIt\n\ncommon people, attracted their attention.\n\nIt\n\nestablished confidence, declared a reciprocity of interests,\n\nand cleared the way for a better understanding between capital and labor.\n\nAnd now I come to discuss, I hope in an orderly way, the three great\nquestions that control the library work.\n\nEvery lateral issue falls wifhin\n\none or the other of these questions.\nI.\n\nIs the free traveling library a necessity?\n\nThat it is a luxury to the poor need not be argued. That it is an\nadvantage does not admit of question. But is it such a necessity that our\npeople cannot afford to do without it?\nI would not knowingly offend any man or woman or child.\nAbove all,\nI would not slander this southland.\nBorn on its soil, reared among its\npeople, the graves of my dead rest in its bosom, the feet of all my living\ntread its pathways, all my joys and my sorrows and my hopes are\ninseparably connected with my country's destiny.\nAs dear to me as\nMecca to the followers of Mohammed is this southland, and with all its\nfaults I will love it forever.\nBut I should be untrue to myself and to my\npeople's best interest, were I not to say that there exist thruout all these\nsouthern states, in greater or less degree according to locality and previous advantages, conditions of direful and calamitous lack of necessary\nknowledge. There are exceptions, and brilliant exceptions. That the\nSouth has furnished to this republic the bravest of men has been demonstrated on every battlefield where its flag has been carried.\nThat she has\nfurnished more than her share of great orators and statesmen has been\nproven in the highest forum of the union. Nevertheless, among the\nmasses of the common people the facilities of broader education have not\nexisted.\n\nThese people are not to be blamed.\ntunities they are the worthiest of citizens.\n\nIn proportion to their oppor-\n\nFor forty years the South has\n\nsuffered from misfortunes, from mistakes, and from uncontrollable conditions.\n\nIn no way have these disasters wrought more deeply than in\n\n"}
{"page": 663, "printed_page": null, "text": "THE FREE TRAVELING LIBRARY\n\nDepartmentJ\n\neducational matters.\n\n65\n\nMen now fifty years of age were deprived of school\nMen of forty years, on account of\n\nadvantages by reason of the Civil War.\n\nthe fearful distress and poverty following as a result of that war, were com-\n\npelled to labor unceasingly during their youth.\n\nThe high schools and\nThe\n\ncolleges in the South are mainly the product of the last thirty years.\n\nall this need not be detailed.\nThe calamitous conditions\nThe truth is not overstated when I declare to you that in these\n\nreasons for\nexist.\n\nso-called times of plenty and prosperity and\nsufficient to soothe the troubled hearts of\n\nhope there is no abundance\n\nthousands of our countrymen.\n\nno prosperity universal enough to lighten the burdens of\nThere is no hope divine\nenough to illume the darkened homes of millions of our people. Upon\nthem the sun rises in pity and goes down in compassion. These people\nare not mendicants.\nThey are workers, but workers under disadvantages.\nThey need only opportunity and light. To withhold the one and deny\nthe other is nothing short of national disaster.\nI am not speaking of\nchildren within the school age, but of men and women between the ages\nof eighteen and fifty, whose education was impossible for the reasons\ngiven.\nThe public-school system is gradually being perfected, and as\nrapidly -as financial prudence justifies.\nThe children will be taken care\nof, tho in a limited way.\nBut to reach and help these grown people is the\nquestion of the hour.\nThey are already bowed down with the burdens of\nlife.\nThey deserve help. They are the stay of the country. They would\nscorn direct charity.\nThe pride of the common people is great. Yet\nThere\n\nis\n\ntens of thousands of toiling men and women.\n\ntoday they stand enslaved by circumstances, and their clanking chains\n\nmay yet beat the death march to this republic.\n\nTo reach the public heart effectively and without offense is the art of\nThese people need and desire that knowledge that will enable\nwork intelligently and successfully. There is but one way to\nIt is thru the free library and thru the medium of\nreach this class.\ntheir children.\nNo other method can be so effective. No other plan\ncan be so graciously presented. There can be no doubt, there can be\nno challenge, that this work is a necessity.\n\narts.\n\nthem\n\nto\n\n2.\n\nIs the free traveling library practical?\n\nThe best answer to this question is found in the opinions of those who\nhave received its benefits. From the towns where these libraries have\nbeen placed come scores of letters expressing the people's appreciation.\nThe libraries are but the forerunners of other enterprises. Wherever the\nlibraries have been placed, village improvements, societies, reading circles,\n\nmothers' clubs, rest halls, and other associations for the betterment of the\npeople's\n\ncondition\n\nhave been established and\n\nsuccessfully\n\noperated.\n\nHeretofore the plan has been to appoint a librarian in each of these\ntowns, holding him responsible for the good care and safe return of the\n\nbooks.\n\nThe popularity of the library depends largely on the tact of the\n\n"}
{"page": 664, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n652\nlibrarian.\n\n[Library\n\nA poor librarian can destroy the effects of a library in a short\n\ntime.\n\nWe are now developing a plan which will undoubtedly increase the\nusefulness of the work.\n\nIt is\n\nthe purpose of the management to place\n\nthese libraries in the district schools, along the lines of the Seaboard Air\n\nLine Railway.\n\nThis will give the teachers and pupils everyday access to\n\nThe teachers will be made the librarians. These are generally well-educated young men and women, who will enter into the plan\nwith pleasure and enthusiasm.\nThru the pupils these books will be\ncarried into the homes of the people, and thus reach the class that most\nall\n\nthe books.\n\nneeds the library.\nlive, active, and\n\nTherefore, with the railroad as a partner, representing\n\nvigilant work, with the public schools a co-partner fur-\n\nnishing the\n\nmedium of easy and safe distribution, the benefits desired\n\ncannot fail.\n\nThere is nothing visionary or intangible\n\nin these plans to\n\nIt is a plain, business-like manner of\n\noperate the free traveling library.\n\npolitely and delicately conferring a benefit that requires simply common-\n\nsense in its management.\n3.\n\nIs it worth the effort ?\n\nThis question cannot be answered as yet.\nin\n\nits\n\nI\n\ncan but declare my faith\n\nresults and give persevering work to the cause.\n\nlaw that for every wrong there\nthere is resource for relief.\n\nis\n\na remedy.\n\nIt is\n\na nlaxim of\n\nAnd for every necessity\n\nWe have shown that the necessity exists for\n\na broader and more general culture among the masses of the people.\n\nIt\n\nneeded to\nintelligently solve ever-recurring social and moral, financial and political,\nis\n\nneeded to meet conditions\n\nas well as competition.\n\nIt\n\nis\n\nproblems.\n\nThere was a time when men of comparatively limited opportunities\nThat time has passed. He\nwho would keep abreast of the dawning century needs a trained head,\nskillful hands, and a courageous heart.\nGeorgia has been an organized\nstate for more than a century.\nDuring that time she has given to the\nworld its best illustrations of manhood and womanhood in many of the\nvocations of life; yet within her mountain depths for ages has slept a\nwealth of gems whose golden faces never caught the sunlight's sparkle\nuntil a stranger's skillful hand set in motion wondrous machinery that\nachieved success and won the prizes of life.\n\ncoined Georgia's wealth for foreign coffers.\n\nTo read the simpler books on\ngathers strength with momentum.\n\non mechanics, and the\nMental activity once begun\n\nagriculture,\n\npractical sciences incites to deeper inquiry.\n\nResearch once started furnishes limit-\n\n—\n\nAsk the men who have achieved greatness\nthose who have\nfrom the humblest walks of life reached and kept the highest niche of\nwhere and how they began their upward strides, and nine out of\nfame\nten will tell you \"From the inspiration of some good book.\"\nIf the judicious selection and distribution of these free traveling\n\nless power.\n\n—\n\n:\n\n"}
{"page": 665, "printed_page": null, "text": "THE FREE TRAVELING LIBRARY\n\nDepartment]\n\n653\n\nand happiness,\nupon the nation's life ? This republic is not yet a\nRobust and buoyant and hopeful as it stands, the day\n\nlibraries contribute so materially to individual usefulness\n\nwhat of\n\nits\n\neffect\n\nfinished fabric.\n\nof governmental experiment has not passed.\n\nAll statesmanship\n\nconcentered in the president and his cabinet, nor\njudicial interpretation infallible.\n\nthe sovereign of this republic.\n\nin\n\nCongress\n\nis\n\nnot\n\nnor\n\n;\n\nis\n\nThe masses of the people are after all\nIn the homes of the common people rests\n\nthe ark of the covenant of this country's safety.\n\nTo complete the pur-\n\nposes of the fathers, to make our country's the world's best form of govern-\n\nment, the patriotism and wisdom of its people must contribute.\nPatriotism\nfirst borne\n\nis\n\ngenerated\n\nat the hearthstones of virtuous homes.\n\nIt is\n\ninto the human heart on the soft strains of a mother's lullaby.\n\nIt gathers strength\n\nIt grows strong\n\namid the laughter of happy children.\n\nbeneath the shade of ancestral trees, and beside the rippling waters where\nour fathers dwelt.\n\nIt catches perfume\n\ngraves of our dead.\n\nfrom the flowers planted upon the\n\nIt becomes stronger yet when\n\nthe glorious legends\n\nand traditions of our country are learned, and it reaches perfection when\none first looks upon his national flag. To uplift, to brighten the homes\nof our people is the law of the nation, is the opportunity of philanthropy\n\nand the statesmanship of Christianity.\n\nWisdom is the product of experience acting upon a trained intellect.\nThe library,\n\nPatriotism, however intense, does not fully equip the citizen.\n\nwhether it be book or magazine or newspaper, is the school of the adult.\n\nThe capacity to distinguish the right from the wrong, the wise from the\nunwise, is as essential as power to do the right and wise.\nKnowledge is\npower, and without it patriotism and virtue are powerless.\nthe world's history it has been the\n\nIn every crisis of\n\nman of trained intelligence who has\n\nperformed the duties of the hour. Education is cheaper than arsenals,\nstronger than fortresses, and the teacher is more powerful to protect than\nthe\n\npoliceman.\n\nundertaking\n\nand\n\nis\n\nThe primary purpose\n\nof\n\nthis free\n\ntraveling\n\nlibrary\n\nto elevate the people of the more isolated rural districts,\n\nand happiness. The\nno more be disregarded than their necessities\n\nto enlarge their opportunities for usefulness\n\nrights of these people can\n\nThey have fought from the ranks in the times of\nThey have paid with their toil the exactions of government in\ntimes of peace. They have furnished the new blood and brawn and\n\ncan be overlooked.\nbattle.\n\nbrain\n\nthat\n\ndrive the\n\nmachinery of national progress.\n\nIn the sweet\n\nbreath of the country is found the oxygen of mental and moral activity.\n\nBuild strong and guard safely the homes of the common people, and in\n\nand virtue, communism and\nand the republic shall live proudly on.\nBuild strong and guard safely the homes of the common people, and not\nall the armies that camp upon the land, nor all the navies that ride upon\nthe pure atmosphere of their patriotism\n\nanarchy\n\nshall\n\ngasp and\n\ndie,\n\nthe sea, can ever furl this union's flag.\n\n"}
{"page": 666, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6S4\nI\n\n[Library\n\ncannot close this paper without giving public utterance to my own\n\nand the public appreciation of the efforts of the Seaboard Air Line Railway Co., and particularly of its general manager, Mr. E. St. John, to\nestablish and foster the library movement.\nEvery facility within the\nlimit of sound business methods has been cheerfully given.\nIt is their\npride as well as ours.\nNor can I express my sense of our obligation to\nMr. Andrew Carnegie for his gifts and kindly interest in the welfare of our\nlibrary and our people more fittingly than by quoting the words of Mr.\nGeorge C. Grogan, of Elberton, Ga., before the convention of the Industrial Association at Southern Pines.\nMr. Grogan said\n:\n\nknown that Mr. Andrew Carnegie, of New York, has given ;?2,000 to be\nexpended in books for this library. To one of Mr. Carnegie's wealth the gift of this sum\nmay be considered trifling; but when we consider the sentiment that inspired it this\ndonation becomes invaluable. Especially does the judiciousness of this gift commend\nitself when we remember that Mr. Carnegie has said that he mainly owes his own success\nin life to the kindness of a gentleman who loaned him good books.\nThe reason and\ninspiration of this gift are found in his own experience.\nIt\n\nis\n\nwell\n\nBorn and reared\nlibrary,\n\nhaving\n\nas I was in the section most to be benefited by this\n\nmany\n\nsuffered\n\nthe\n\nof\n\nhardships\n\nand privations\n\nin\n\ncommon with the people of our once desolated southland, my first recollections are clustered close to where the booming cannons and smoking\nhomes told of Sherman's march thru Georgia to the sea. Bred into\nthe belief that all our ills and misfortunes should be laid at the door of\nthe North, I declare to this audience, composed as it is of both sections,\n\nthat this modest gift of a northern\n\nman, inspired by a desire to help the\n\nstruggling masses of the common people, has done more to efface the last\nvestige of sectional rancor than all the pacific messages of presidents or\nall\n\nthe resolutions of amnesty ever passed by Congress.\n\nDISCUSSION\n\n—\n\nPREsmENT Williams. It is the province of the state to provide aid for the proper\nadvancement of its people. If a state is justified in teaching its people how to read, it is justified\nin providing reading material for these same people.\n\nWhere they cannot provide themselves\n\nwith good literature it must give them free access to it as the means of self-preservation\n\nH. L. Elmendorf.\nthe fact that\n\nit\n\n—\n\nIf this movement deserves\n\ncommendation for no other reason,\n\ngives food for thought to the women of the rural districts would be a\n\nstrong argument in its favor.\n\nOne of the greatest causes of the number of people con-\n\nfined in our insane asylums is the monotonous life of the women in the rural districts.\nis very fitting,\n\ntherefore, that women should be the foremost workers in this\n\nwhich is doing so much for womankind today.\neverywhere.\n\nIt\n\nIt\n\nmovement»\n\nhas awakened the public conscience\n\nWomen have undertaken to secure the means of further bettering the con-\n\ndition of the rural districts.\n\nThere is no limit to the good which the traveling library has done in New York state.\nIn Buffalo the library considers\n\ncome to the library\n\nit\n\npart of\n\n— those in hospitals,\n\nits\n\nduty to supply those persons who cannot\n\njails, engine\n\nhouses, fire departments, street-car\n\n"}
{"page": 667, "printed_page": null, "text": "THE FREE TRAVELING LIBRARY\n\nDepartment]\n\nbarns, and other places where people are assembled\n\n655\n\n— with small traveling\n\nlibraries, which\n\nare doing a splendid work for the people of the state.\n\nState Superintendent G. R. Glenn, of Georgia.\n\n—The\n\nstate should provide facili-\n\nties by which the child can use what he learns in the school.\n\nIt is\n\nsouthern states to provide the schools which we have with the\n\nmoney to make our teach-\n\na hard problem in our\n\ning effective, and it is out of the question for the state to provide traveling libraries, so\n\nwe must depend on the railroad agencies or any other organization that will come to our\nrelief.\nBut to the women of our state belongs the credit of starting this movement and\nkeeping it up.\nuplifting of\n\nI\n\nlook, therefore, to the partnership of\n\nmankind.\n\nWomen's\n\nclubs are\n\nwomen in all movements in the\n\ndoing a noble work in arousing thought\n\namong our people, and in giving help which will make their work more effective.\nMiss Harrison.\n\n—^One unacquainted with the conditions in our southern states, even\n\nin Georgia, is unable to get an adequate idea of the conditions.\n\nThese traveling libraries\nThere\n\nbring the only hint of a higher and a better life which many of our people receive.\n\nare 5,000 schools in the state of Georgia, and only ninety-eight libraries all told.\n\nOne\n\nchild in 500 has the use of these books.\n\n—\n\nMrs. Coleman, of South Carolina. The inspiration of this traveling-library movement in this section of the country was first given by Mrs. Heard, of Georgia, and I want\nto testify that the beautiful sentiments given in her paper this afternoon are the principles\n\nwhich guide and govern her work in these southern communities.\n\nMr. R. C. Metcalf.\n\n—These theories and plans of library work which we have\n\nlistened to this afternoon are all very edifying, but the library work for children should be\n\nlargely in the hands of the public schools.\n\nDespite however much care that\n\nmay be\n\ngiven, there is much viciousness in the material of public libraries, and I am no believer\nin turning children loose\n\namong books without a wise counselor to guide, and this must\n\nbe furnished by the public schools.\n\n—\n\nPresident Williams. We must not forget that the best part of our education is\nwhat one gives himself, and this self-education comes largely from a contact with books.\nTraveling libraries lead to public libraries, and while some of our speakers seem to think\nthat poverty stands in the way of the library movement in their community, I have always\nthought that if people believe a thing ought to be done, it will be done. No state is so\npoor that it cannot get what the people want, and the magnificent work of the women of\nthe South will ere long lead the men, the lawmakers, to adjust matters so that these\n\nwants, so aptly set forth, will be met.\n\n"}
{"page": 668, "printed_page": null, "text": "DEPARTMENT OF EDUCATION OF THE DEAF,\nBLIND, AND FEEBLE-MINDED\nSECRETARY'S MINUTES\nFIRST SESSION.—Wednesday, July ii, 1900\nEDUCATION OF THE DEAF\n\nThe department was called to order at 3 30 P. M. in St. Andrew's Lutheran Sunday\nSchool building, Charleston, with Miss McCowen, Chicago, 111., vice-president of the\n:\n\nSubdepartment for the Deaf, in the chair.\nPrayer was offered by Rev. J. A. B. Scherer, pastor of\n\nSt.\n\nAndrew's Lutheran\n\nIn the absence of the secretary, Mr. E. A. Gruver, of New York\n\ncity, was elected to\n\nChurch.\nact in that capacity.\n\nThe\n\npresident, Mr.\n\nWarring Wilkinson, superintendent of the\n\nIn.stitution for the\n\nDeaf, Berkeley, Cal., being absent. Dr. J. C. Gordon, superintendent of the Institution for\nthe Deaf, Jacksonville, III., made the opening address.\n\nPapers were read on the following topics\n1.\n\n:\n\n\"The Growth and Development of the Southern Schools for the Deaf,\" by J. R. Dobyns, superin-\n\ntendent of the Institution for the Deaf, Jackson, Miss.\n\nDiscussion by Superintendent N. F. Walker of the Institution for the Deaf, Spartanburg, S. C.\n2. \"The State of the Case,\" by Miss Mary S. Garrett, principal of the Home for the Training in\nSpeech of Deaf Children before they are of School Age, Philadelphia, Pa.\n3. \" Recent Changes of Method in the Pennsylvania Institution for the Deaf,\" by Dr. A. L. E. Crouter,\nsuperintendent of the Pennsylvania Institution for the Deaf, Mt. Airy, Philadelphia, Pa.\n4. \" Statistics of Speech-Teaching in Schools for the Deaf in the United States,\" by Frank W. Booth,\ngeneral secretary of the American Association to Promote the Teaching of Speech to the Deaf, Mt. Airy,\nPhiladelphia, Pa.\n5. \" Day Schools for the Deaf, the Logical Outcome of Educational Progress,\" by Mrs. Marion Foster\nWashbume, of the Chicago Institute of Education, Chicago, 111,\nDiscussion by James A. Foshay, superintendent of schools, Los Angeles, Cal.\n\nIn the school exhibit, which was held in the same building, this deparment was\nrepresented by the McCowen Oral School for Young Deaf Children, Chicago, 111., with\n\nphotographs of the school and its surroundings; the Volta Bureau, Hon. John Hitz, superintendent, with pamphlets and literature concerning the deaf, and an exhibit of the work\nin language in the Chinese School, and by a display of language charts\nMiss Garrett\nand several pupils from her school, by an exhibition of work in speech and speechreading; and by Superintendent N. F. Walker and Miss Nettie Rodgers, a graduate of\nthe South Carolina School, who gave an exhibition of conversational speech and lip;\n\nreading.\n\nThe meeting adjourned at 6 45 o'clock, to convene in business session in the parlors\n:\n\nof the Charleston Hotel at 8:30 P. M.\n\nBUSINESS MEETING\nThe business meeting of the sixteenth section of the National Educational Association\n\nwas called\n\nassociation, at 8\n\nto order in the parlors of the Charleston\n:\n\n30 P. M., Wednesday, July 11, 1900.\n656\n\nHotel, headquarters of the\n\n"}
{"page": 669, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nDefectivesJ\n\n657\n\nIn the absence of Dr. Warring Wilkinson, Berkeley, Cal., president of the Depart-\n\nment\n\nfor the\n\nDeaf, Blind, and Feeble-Minded, Dr. J. C. Gordon, Jacksonville, 111., was\n\nunanimously chosen president pro tempore; and in the absence of the secretary, Dr. E. A.\nFay, Washington, D.\n\nC, Mr. E. A. Gruver, of New York, was chosen secretary pro\n\ntempore.\n\nThe question of the reorganization of the department was discussed, and, on motion,\nwas voted to unite the three sections of the deparment, heretofore known as the Section\nfor the Deaf, the Section for the Blind, and the Section for the Feeble-Minded, so that\nthey will work as one section, with common officers and a common program.\nit\n\nThe following officers were elected for the ensuing year\n\n:\n\n—\n—\n—\n\nPresident Miss Mary McCowen, Chicago, III.\nVice-President\nMr, E. R. Johnstone, Vineland, N. J.\nSecretary\nMr. E. A. Gruver, New York city.\n\nA committee on organization, with Mr. E. E. Allen, of Overbrook, Pa., as chairman,\nwas appointed to report on by-laws at the next annual meeting, and an executive committee, with Miss McCowen as chairman, to prepare the program for 190 1.\nAdjourned.\n\nSECOND SESSION.—Thursday, July 12\nEDUCATION OF THE BLIND\n\nThe department met at 3 30 P. m., Vice-President Edward E. Allen, principal of the\nPennsylvania School, in the chair; W. L, Walker, of Cedar Springs, S. C, acting\n:\n\nsecretary.\n\nAfter briefly setting forth the object of the meetings, the chairman called for the\n\nfollowing papers, which were read\n1.\n\n:\n\n\"A Sketch of the Conception Entertained by the Better Professional Thought of the Day Concerning\n\nthe Function of Schools for the Blind,\" by Superintendent Dudley Williams, Academy for the Blind, Macon,\n\nGa.\n2. \" The Higher Education of the Blind,\" by John E. Swearingen, Institution for the Deaf and Blind,\nCedar Springs, S, C.\n3. \" Ethics of Child Culture,\" by Miss Sara Whalen, St\\»te School for the Blind, Ogden, Utah,\n\nA short discussion followed the reading of the papers, consisting mainly of questions\nput by the audience and answered by Superintendent N. F, Walker of the Cedar Springs\n(S. C.) Institution, and by the chairman.\n\n»\n\nAdjourned.\n\nTHIRD SESSION.— Friday, July 13\nEDUCATION OF THE FEEBLE-MINDED\n\nThe department was called to order at 3 30 p. M. by Vice-President Margaret Ban:\n\ncroft, principal of the\n\nacting secretary.\n\nHaddonfield (N. J.) Training School\n\n;\n\nDr, Bailey, of Philadelphia,\n\nMiss Bancroft delivered an opening address, summing up the work of\n\nthe past and forecasting the needs of the future.\n\n\"The Treatment of Defectives in the Public Schools\" was the subject of an address\nby Colonel Francis W. Parker, principal of the Chicago Institute.\nA paper on \"The Training of the Feeble-Minded in Institutions\" was read by Dr.\nE. R. Johnstone, principal of the Training School for Feeble-Minded, Vineland, N. J.\nAmong those who participated in the discussion, Mrs. Marion Foster Washburne\nelaborated Miss Bancroft's suggestion of classes for the higher grades of feeble-minded\nchildren in charge of specially qualified teachers in the public schools.\n\nThe section adjourned to examine the industrial exhibit of the work of feeble'-minded\nchildren, the most extensive and elaborate being from the Haddonfield Training School.\n\nAdjourned.\nE. A.\n\nGruver,\nGeneral Secretary,\n\n"}
{"page": 670, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n658\n\n[Education of\n\nPAPERS AND DISCUSSIONS\nTHE GROWTH AND DEVELOPMENT OF SOUTHERN\nSCHOOLS FOR THE DEAF\nSUPERINTENDENT J.\nI\n\nR.\n\nDOBYNS, INSTITUTION FOR THE DEAF,\nJACKSON, MISS.\n\nhave included in the list of southern state schools for the education\n\nof the deaf the following, viz.: Kentucky, established in\nin\n\n1839; Tennessee\n\nand North Carolina,\n\n1823; Virginia,\n1845; Georgia, in 1846;\n\nin\n\nSouth Carolina, in 1849; Louisiana, in 1832; Mississippi, in 1854;\nTexas, in 1857; Alabama, in 1858; Arkansas, in 1868; West Virginia, in\n\nWhile this proves to be the \"unlucky number\nremember that the original number of states was the\n\n1870; Florida, in 1885.\nthirteen,\" we can\n\nsame.\n\nIn considering this subject we must bear in mind, as we always do\nwhen considering the growth of anything in the South, that a terrible\ncivil war\n\ndevastated this section of the country.\n\nSome of these institu-\n\ntions, after they had been established, were wiped off the face of the earth,\n\nand their second struggle for existence was harder than the first. While\nthose of the North and West have been built out of the abundance of the\npeople, those of the South hav« been provided for out of the poverty of\nthe citizens.\n\nGrowth.\n\n—Their growth has kept pace with the increase\n\nin population ;\n\ntheir development has been, like other schools for the deaf, as remarkable\nas the\n\nage in which we live.\n\nance of ninety\n\nThey opened originally with a total attend-\n\n— an average of seven. The enrollment\n\nThey began with one teacher in each school.\n\nlast year was 2,623.\n\nTo carry on the work last\n\nTheir aggregate original annual appro-\n\nyear required 244 instructors.\n\nThey expended for the same purpose\nThe original value of their buildThe present value is $1,977,500. They\nings and grounds was $48,144.\nwere opened in various kinds of buildings some were in rented buildings\nand some in family dwellings. Georgia and Texas inaugurated their\nwork in log cabins which belonged to them. The buildings of the\nformer are now worth $85,000 of the latter, $300,000. From the mean,\npriations for support were $84,000.\n\nduring the\n\nlast fiscal\n\nyear $431,004.\n\n;\n\n;\n\nuncomfortable, and inadequate quarters in which they were started,\n\nall\n\nexcept two have grown into imposing, comfortable, and ample brick and\nstone buildings.\n\nFrom humble suppliants at the feet of legislatures, beg-\n\nging for recognition and pleading for support, they have grown to that\nstature which commands recognition and demands support.\n\n"}
{"page": 671, "printed_page": null, "text": "SOUTHERN SCHOOLS FOR THE DEAF\n\nDefectives]\n\nDevelopment.\n\n— From small\n\nclasses\n\n659\n\nformed to cultivate the power to\n\nexpress thought in the sign and written languages they have developed into\ngreat schools for the upbuilding of the physical, intellectual, and moral\n\nmanhood of the deaf. The best illustration of their development is found\nin the number and character of various branches of instruction in the education of the deaf, most of which are taught in the southern schools.\n\nThose\n\nhandiwork are as follows, viz.: baking, barbering, basket-making,\nblacksmithing, bookbinding, bricklaying, broom-making, cabinet-making, calcimining, carpentry, chalk-engraving, cementing, chair-making,\nof the\n\ncooking, coopery,\n\ndressmaking,\n\nembroidery,\n\nengineering,\n\nfancywork,\n\nfarming, floriculture, gardening, glazing, harness-repairing, house-work,\nhorticulture,\n\nironing, knitting,\n\nmanual training, mattress-making, mil-\n\nlinery, painting, paperhanging, plastering, plate-engraving, photography,\n\nprinting, sewing, shoemaking, sloyd, stone-laying, tailoring, typewriting,\n\nVenetian iron-work, weaving, wood-carving, wood-working, and the use\nof tools.\n\nThe intellectual and aesthetic natures of the pupils are provided for\nby their instruction in reading, history, mathematics, science, philosophy,\nliterature,\n\ngovernmental science, speech and speech-reading, art, paint-\n\ning, decorating, engraving, and modeling.\n\nThe high moral characters of officers and teachers employed in these\nschools, and the systematic instruction given, show the development along\n\nthe spiritual line.\n\nSo thoro has been the development in all directions\n\nthat the deaf of the South today stand in need of nothing to place them\n\nupon a level with the hearing men and women except ephphatha. When\nwe remember that our Savior performed a miracle to enable a man to\nspeak, is it wonderful that the world looks with awe upon the developments in the education of the deaf ?\n\nThe useful, intellectual, and moral qualities of the graduates of these\nschools afford a general proof of the broadest development.\n\nThe time allowed to this paper would not be sufficient for naming\nwhose gratifying progress has been the\nThe records here and\nthere are illuminated with the names of pupils whose accomplishments\nare so brilliant that their products are worthy to be classed with those of\nthe long\n\nlist\n\nof bright pupils\n\ninspiration of teachers and the life of our schools.\n\nthe masters.\n\nTheir embroideries fascinate\n\npaintings re-create\n\n;\n\ntheir models breathe.\n\n;\n\ntheir portraits speak ; their\n\nIt is not necessary for\n\nme to\n\nrepeat here the long list of men and women, the products of these schools,\n\nwhose consistent Christian lives have been so conspicuous as to make\nthem bright and shining lights. Shall not the influences for good thus\nset in motion be reckoned as the measure of this development ?\n\nFrom statistics which I had already gathered before undertaking the\nI am satisfied that those who have gone out\nfrom these schools within the last thirty years are now making, in dollars\n\npreparation of this paper\n\n"}
{"page": 672, "printed_page": null, "text": "'^vfi CO\nP4\n\n« <> f<^ tx- -*\n\n<\n\nt^CO 00 lO •<*<\n\n<4- tN. I\n\nsiEjoi pueif)\n\nw O 00 t^ M '^ t*.\n\n(\n\n(uMo^nedjo^)\n\no *»o * « W M\n\nW 0> fO M C* W\n\nMOD SBX3X\nN « lo w m\n\nt\n\nBPUOIJ\n\n1\n\n« lO ro « «\n\ntslONvO ^M COM\n\n*vO\n\nbiui3jj^ '^\n\nNO 00 00\n\n'4-\n\n« N N\n\n§H\n\n^^^\n\ng'S.\n\nnvo \\o\n\nOHO\n\no 00 «\n\nSBSUBJfiy\n\n4\n\n\\o »o\\o en CO\n\nf«\n\nfooo in M vo\n\nBUIEqE[Y\n•\n\n»\n\n«*\n\nM« M W\n\n>\n\nvO On\n\n* lO\n\nH &>\n\nO\n\n(\n\nt!-\n\nmoo 0» O <f* •* O 00 VO\n\nSEX3J_\n\nVI\n\nm ovo •*\n\nfo mco ovvo fo •* <\n\nc\n\niddississi}^\n\n•* O\n\n* (^ «\n\n« o »^ « N «\n\nEUBisinoq\n\nOv\n\nBni[oiE3 •§\n\n* m ^ m 6o No Nt^ m\nt^\n« O\no o t^ o *\n\nCl3iO»Q\n\no> « t«oo >o\n\nB\n\n>\n\n(qSpiBH)\nBU![0JB3 '^\nt^ t^vO\n\nt^ M 00\n\nM CO\n\nM \\0 m\n\n*\\o ooo\nO moO\n\n<\n\n\\o t^ »n M\n\nsasssnnsx\n\nt^ lO N 00 t^ H\n\n00\n\nomt^«Ovm»n«oc<OQ>o\nQoaoo o ^\no NO miH\nH\no •oo >o CO\n\nmv> 000\n\netniSji^\n\nO OVO\n5 oS(J o tC\n\njC^Dniua^i\n\nn3\n\nS OJO\n\nfO O CO «\n\n2\n\nO N »A\\0\n\n•S\n\n2 -s.\nc\n\nS M\n\nMB\n\n:\n\n:;3.^\n\nC M„\nB.t\n\ni\n\no\ne.5'3 3\n\nJS\"3£>2\n\ni\n\no\n\nM\n\n^V\n\n00\n00\n\n3\n\nm'o a \" i:\nC\nC C S 3 3—\no;=Xi »!-=\n\n-»2 Oe c\"5 a\n\nb\n\n•\n\n4J^\n\nU\n-\n\n2Sfa-eSfaQ<: \"g£\n\n„ B o\n\na « j; «>\n\n5rJ'nJ? V = =-0_\n8 X X 3 O\n\n"}
{"page": 673, "printed_page": null, "text": "THE STATE OF THE CASE\n\nDefectives]\n\n66\n\nand cents, annually more than the legislatures of the states appropriate to\nmaintain the schools.\n\nI\n\nhave very carefully compiled, from the \" Tabular\n\nStatements of American Schools for the Deaf,\" as published in the Annals,\nthe preceding statistical table covering the period from 1870 to 1899\ninclusive.\nI have divided this table into decades, so that by looking backward we may have an idea of what is forward. I beg to assure you that\nwhatever I have left unsaid may be read between the lines of this table.\nI wish to acknowledge my indebtedness to the American Annals of the\nDeaf, to the Histories of American Schools of the Deaf, iSiy-iSgj, published\nby the Volta Bureau, and to the various superintendents of southern schools.\n\nTHE STATE OF THE CASE\nMARY\n\nS.\n\nGARRETT, PRINCIPAL OF HOME FOR THE TRAINING OF DEAF\nCHILDREN, PHILADELPHIA, PA.\n\nWhen Ericsson invented the screw propeller for steam navigation, the\nwhole board of the British Admiralty, first lord and all, \"demonstrated\"\nthat it would be impossible to steer a vessel propelled by a screw applied\nat the stern.\n\nWe can easily imagine the discouragements that the young\n\nengineer must have had in the course of his work on his experiment.\n\nThis same kind of discouragement has been the portion of all those\n\nwho have claimed and endeavored to show how nearly'so-called defective\nchildren can be made to be like normal children, provided the same\nopportunities for all-around development are given them that are or\n\nshould be the portion of every normal child.\n\nOnly the minority of the\n\nparents and teachers of these children realize what they can be trained\nto be,\n\nand how to do\n\nit ;\n\nso that the present state of the case is that,\n\ninstead of adding to their opportunities for development, the majority\nof these children, altho they lack one sense, are actually given less than\n\nnormal children are given.\n\nOf schools for the deaf there are many, but\n\nof opportunities such as hearing children have in infancy and early youth\n\nthere are conspicuously few.\n\nWe have some examples of parents of these\n\nchildren who, by taking it for granted that they can do what normal chil-\n\ndren can do, kindly and firmly guide them to\ndeceive themselves with the idea that\n\nit\n\nis\n\nthis\n\nend\n\n;\n\nwho do not\n\nkindness to their\n\nafflicted\n\ncharges to allow them to be selfish, self-indulgent, and helpless; and who,\n\nby proper training, have brought them to be cultivated, happy, useful,\nand symmetrical in their characters.\nI have for many years taken the ground that all deaf children who are\nnot imbecile can be thus trained. But, \" You can't do it,\" has been the\nexpression which I have heard more than any other.\nI might have been\ndiscouraged and have believed this, had it not been for the work of a few\nmothers with their deaf children which convinced me that all the other\nlittle ones need is merely the opportunities which normal children have.\n\n"}
{"page": 674, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n662\n\n[Education of\n\nThe opportunity is nothing mysterious or peculiar; it is merely that, just\nas the little hearing\nlittle\n\nbaby is taught thru\n\nits\n\near almost from birth, the\n\ndeaf child should get the same repetition of this natural, everyday\n\nlanguage thru its eye, and gradually be led to communicate thru speech\njust as the hearing child does,\n\nand should have no more manual signs\n\nmade to it than the hearing child has.\n\nThe little deaf child should in\n\nevery way have part and parcel in the home life and responsibilities.\n\nIt\n\nwill not do to have any more interruptions in the deaf child's opportunities\n\nthan in the hearing child's, nor is it possible to get the results with-\n\nout strictly using\n\nall\n\nthe means.\n\nUnfortunately the majority of the\n\nparents of deaf children are blind to their possibilities, and are so bound\n\nby the tradition that they cannot do things that the children rarely have\nNo one has a right to say what\nthe proper opportunities given them.\nsuch children can or cannot do who has not given them these all-around\n\nchances from birth to learn thru the eye what hearing children learn thru\nthe ear in infancy\n\nand\n\nearly youth.\n\nAny little deaf child who is\n\nnot\n\nimbecile can be trained to oral speech and educated thru it with hearing\nchildren, provided\n\nits\n\nparents, friends, and teachers give it the opportu-\n\nnities which are its birthright.\n\nA clever charity worker said in an address in Philadelphia some time\n\"No institution should exist which does not\nwork for the final result of making itself unnecessary.\" Altho my sister\nand I founded in Pennsylvania eight years ago a Home for the Training\nago something like this\n\nin\n\n:\n\nSpeech of Deaf Children before they are of School Age, and altho we\nhomes should be founded in every state, we hope that\n\ndesire that such\n\nthe day is not far distant when such schools will have outlived their usefulness.\n\nWe trust that every parent of a defective child, and all the\n\nfriends and relatives, and those who come in contact with such children,\nwill realize that the strict application of the principles\n\nabove referred to\n\nwill never fail to bring the results.\n\nWe try to make our cottages as nearly as possible like the ideal home,\nbut the conditions cannot be quite as favorable for an afflicted child as if\nit\n\nwere in its own home, surrounded only by the influences of and con-\n\ntact with normal people, provided every one of those normal people intel-\n\nligently realizes that the child must be given every opportunity.\nAt the\nsame time, we are steadily realizing that by getting these little children\nat as early an age as possible, and surrounding them with the conditions\nwhich lead them to the acquirement and use of articulate speech, we can\nprepare them to return to their homes and hold their own in schools for\nhearing children, and be educated with them.\nWe are working with sixty-two children, most of whom are deaf-born,\nand all of whom came to us without speech or language. Among these\n\nabout eight find articulation quite\n\ndifficult,\n\nas they accomplish correct\n\narticulation more slowly than the other children\n\n;\n\nbut there are none who\n\n"}
{"page": 675, "printed_page": null, "text": "CHANGED METHODS OF DEAF-MUTE INSTRUCTION\n\nDefectives]\n\n663\n\nThe remedy for the eight is, of\n\ndo not advance rapidly in lip-reading.\ncourse, a little longer training.\n\nOf the eleven members\n\nof our\n\nfirst\n\nclass with\n\nwhom we opened eight\n\nthree more\none was removed by her parents nearly two years\nago and the tenth would have been ready to go if she had not also been\nremoved for fourteen months by her parents. Of the three who will go in\nSeptember, one would have gone two years ago but that her mother removed\nher and kept her two years out of school; and another is one of the cases\nin which articulation is especially difficult, and she required a longer time.\nAll our little ones receive manual training according to their ages,\nand one of our boys from the first class went from us to an industrial\nschool for hearing boys, and is reported as doing splendid work in the\nshops as well as the classes, and is, therefore, learning his trade, ds he\n\nyears ago, six are already in schools with hearing children\n\n;\n\nwill go in September;\n;\n\nwill certainly have to ply it, among\n\nhearing people.\n\nMany of our little ones have no homes, or no suitable homes, waiting\nfor them when they are ready to leave us, and part of our work is to find\n\nsuch homes for them when they are prepared to attend schools with hearing children.\n\nNo deaf-born child who has completed with us his preparatory course\nof learning articulate speech, speech-reading, and language has failed to\n\nhold his own with hearing children.\n\nSeveral children have been removed\nwhose parents were unwilling to allow them the all-year-round uninterrupted opportunity for learning speech and language, which is as absolutely indispensable for deaf children at as early an age as possible as it\nis\n\nfor hearing children, as a preparation for their school education.\nI\n\ndo not think our duty to such children is accomplished\n\nuntil every\n\none is given this opportunity by those who are responsible for his existence.\n\nThis leads to the burning question of the right of parents who are\n\nthus afflicted to bring other afflicted people into the world, and it seems\nto me that our whole duty to our kind requires legislation which will pre-\n\nvent the marriage of persons who are liable to transmit defects to their\noffspring.\n\nCHANGES OF METHOD IN THE PENNSYLVANIA INSTITUTION FOR THE DEAF AND DUMB\nA. L. E.\n\nCROUTER, SUPERINTENDENT, INSTITUTION FOR THE DEAF, MOUNT\nAIRV, PA.\n\nIn 1870, influenced by the movement in favor of\n\nsome recognition of\n\nthe merits of speech-teaching consequent upon the establishment of oral\n\nschools for the education of the deaf in Massachusetts and in New York,\n\nand by the report of a visit to European oral schools by Dr. Edward M.\nGallaudet wherein the introduction of articulation-teaching in all American schools for the deaf was strenuously urged, the management of the\n\n"}
{"page": 676, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n664\n\n[Education of\n\nPennsylvania Institution for the Deaf and Dumb introduced articulationteaching for such pupils as might be able to profit by it, thus recogniz-\n\ning the desirability for teaching speech\n\nto\n\nits\n\npupils, at\n\nleast\n\nas\n\nan\n\naccomplishment, and changing the school from a sign-language school\ninto what is popularly known as a combined-system school.\n\nThe sign-language method, the method of De I'Epee, Sicard, and their\nsuccessors in France and in America, pervaded every department of the\ninstitution during the period from 1820 to 1870.\n\nSo easy of acquisition, so\n\nall-absorbing of the mental faculties, so enchanting to its users, teachers\n\nand pupils alike, it had become the one easy and acceptable means of\ncommunication and instruction thruout the school, and any step limiting\nits use or weakening its functions in connection with school work or social\nSigns for\nintercourse was received with many and great apprehensions.\nwords, for ideas, for persons and places, in schoolroom and lecture-room\nwork, had, in the course of fifty years, become so imbedded in the thought\nand practice of the school that they were regarded as the sine qua nori of\nall\n\nsuccessful effort.\n\nUnder such conditions the outlook for successful speech- or articulation-teaching was far from encouraging, when, in 1870, the first attempts\n\nwork in the institution were made. The method introduced, one\nstill pursued in many combined-system schools, provided from thirty to\nforty-five minutes' daily instruction in speech, or articulation, and lipreading\nthe various classes, in whole or in part, going in turn to the\ninstructor charged with the duty of teaching speech to the whole school.\nAt best the instruction thus afforded amounted to little more than a certain sort of vocal drill, tiring alike to both teacher and pupils.\nIn no\nsense could it be regarded as instruction by oral methods.\nRecognizing these unfavorable conditions, the authorities of the\nat such\n\n;\n\nschool in\n\n1881\n\nresolved to introduce separate oral instruction, at least\n\nThis was eleven years after the introduction\nunder combined-system methods. The experi-\n\nfor a portion of the pupils.\n\nof articulation-teaching\n\nence of these eleveh years was sufficiently convincing of the great\nculty,\n\nif\n\nnot\n\nutter impossibility, of\n\nsecuring good\n\ndiffi-\n\nspeech and good\n\nlip-reading with only thirty or forty-five minutes' daily instruction, the\n\nremainder of the time being given to instruction under very different\n\nand antagonistic methods.\n\nThe next step was the establishment, at some distance from the main\nschool, of a separate oral department for a portion of the pupils.\n\ndepartment, conducted at\n\nfirst\n\nas a\n\nThis\nday school, at the end of its fifth\n\nyear contained ninety pupils and nine teachers.\n\nIn 1885 it was changed\n\nfrom a day to a boarding school.\nThis important step was taken very advisedly.\nrequire for their development\n\nNo class of defectives\n\nmore specialized methods\n\nmore wholesome environing influences than the deaf.\n\nof training or\n\nThe managers of\n\n"}
{"page": 677, "printed_page": null, "text": "CHANGED METHODS OF DEAF-MUTE INSTRUCTION\n\nDefectives]\n\nthe institution, recognizing the\nin\n\n665\n\nmany advantages of home environment\nmany\n\nthe education of normal children, were fully sensible of the\n\narguments since then so widely exploited in furthering the interests of\nday schools for the deaf. They, however, felt with Dr. Nathan Oppenheim\nthat, while\n\n\"a household is primarily designed for the needs, comforts,\n\nand pleasures of normal persons, it can only with difficulty subordinate\nits natural usefulness to the needs of abnormal children,\" and, realizing\nthe serious harm that would be certain to result in the education of deaf\nchildren should there be failure to appreciate, to the fullest extent, the\ngreat differences between normal and defective children, were led, very\nwisely, to decide in\n\nfavor of the boarding rather than the day-school\n\nIn our experience under the day-school\n\nsystem for this department.\nplan\n\nwas found very difficult to control attendance, to enforce\n\nit\n\ncipline, or to secure satisfactory\n\nWith the change\n\ndis-\n\nand helpful and healthful home influ-\n\nboarding school, all these unfavoring\nand the work of the department almost\nimmediately assumed a higher and better tone.\nThe work of the institution was prosecuted at this period (1883-88) in\nthe following manner in the main school in manual or sign-language\nclasses with instruction in articulation in half- and three-quarter-hour\nperiods to a portion of the pupils; in two oral classes, formed in 188384, in the same department, and from which signs and spelling as means\nof instruction were excluded; and in oral classes in the separate oral\ndepartment. Instruction was continued under this classification for five\nences.\n\nconditions were\n\nto a\n\nremedied,\n\n:\n\nyears, the orally taught classes slowly increasing in\n\nThe articulation\n\nclasses\n\nnumber each year.\n\ngrew smaller, their speech-work in comparison\n\nless and less satisfactory, until the year\n\nof this character ceased altogether.\n\n1888, when articulation-teaching\n\nSince then the work of the school\n\nhas been practically confined to two methods only, the oral and the\n\nmanual.\n\nIntermittent speech-work has been banished from the curriculum.\n\nComparative\n\ntests of the\n\nducted for a period of\ngrade, class for class.\n\nresults\n\nunder the two methods were con-\n\nyears (1888 to 1892 inclusive), grade for\n\nfive\n\nThe examinations, based on the work pursued in\n\nthe manual department, were taken alike by the pupils of both depart-\n\nments, and in no one instance were orally taught pupils, of equal grade,\nfound inferior to manually taught piipils; in many respects their work\nwas superior. In the language tests their work was almost invariably\nsuperior; in statement of facts, as in history or geography, they also\n\nThe results of these tests were remarkable. They\nproved conclusively that the congenital deaf, the adventitious deaf, and\nfrequently excelled.\n\n—\ndeaf children of good health and good mental\n— may be successfully taught by oral methods alone.\n\nthe semi-deaf\n\npowers\n\nin fact, all\n\nUpon the transfer of the institution to Mount Airy in 1892, the separation of the oral from the\n\nmanual department was made complete by\n\n"}
{"page": 678, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n666\n\n[Education of\n\nmerging the two oral classes of the manual department into classes hitherto\nThe merging of the pupils of\n\ntaught in the separate oral department.\n\nthese two classes with pupils similarly instructed, but without sign-envi-\n\nronment, brought to light some interesting contrasts.\n\nIt was found in the\n\ncase of the former that their speech and.^peech habits were not so good nor\n\nso firmly fixed\n\nthat their lip-reading was not so reliable\n\n;\n\nand pupil\n\nfor pupil,\n\nand that their\n\n;\n\nThis was true class for class\n\nattainments were not in general so high.\n\nand whether deaf-born, semi-deaf, or semi-mute.\n\nWhen closely compared with pupils who had enjoyed complete separate\noral instruction, it was clearly shown that their years of sign-environment\n\nhad told upon them for the worse.\n\nThe\n\nupon pupils\n\ninjurious effect of sign-environment\n\nreceived further demonstration in our experience at\n\norally taught\n\nMount Airy, when,\n\non account of the greatly increased number of pupils under oral instruction, we were compelled to associate intermediate oral classes with manual\n\nclasses in the same hall.\nfar as their speech and\n\nThe work of the pupils of these classes, in so\nlip-reading were concerned, greatly deteriorated,\n\nemphasizing in marked degree the statement already made that speech\n\nmethods and sign or manual methods do not and cannot combine to the\nadvantage of pupils instructed under what are known as combinedsystem methods.\nPrior to the year 1892 the growth of the oral department during the\nten years of\n\nits\n\nexistence was slow.\n\nWith the removal\n\nof the school in\n\nMount Airy, and with the passage of an act by the legislature, in the session of 1893, requiring all new pupils received into the\nthat year to\n\nschool to be placed under oral instruction, and to be maintained under oral\n\nmethods of instruction until it was plainly shown that they could not be\nbenefited by it, the oral department has rapidly increased.\nThe following\ncomparative table gives the yearly increase from 1881 to 1899 inclusive:\n'81\n\n'82\n\n'83\n\n'84\n\n'85\n\n'86\n\n'87\n\n'88\n\n•89\n\nV\n\n'91\n\n'92\n\n'93\n\n'94\n\n'95\n\nManual\n\n319\n\n297\n66\n\n332\n69\n\n337\n96\n\n340\n96\n\n313\n120\n\n315\n120\n\n312\n120\n\n312\n125\n\n274\n170\n\n200\n260\n\n176\n304\n\n152\n\n121\n\n36\n\n317\n52\n\n337\n\nOral\n\n350\n\n355\n\n369\n\n363\n\n401\n\n424\n\n433\n\n436\n\n433\n\n435\n\n432\n\n437\n\n444\n\n460\n\n480\n\n502\n\nDepartment\n\nTotal\n\nFrom this statement it will be seen that\n\n'97\n\n'98\n\n'99\n\n390\n\n416\n\n66\n440\n\n48\n452\n\n5\"\n\n509\n\n506\n\n500\n\n'96\n\nin 1881, when the separate\n\noral department was established, the manual\n\nnearly 90 per cent, of the total\nlittle over 10\n\ndepartment contained very\nattendance, and the oral department a\n\nper cent.; that at the beginning of the competitive examina-\n\ntions, in 1888, the manual\n\ndepartment contained over 72 per cent, of the\n28 per cent.; whereas\n\ntotal attendance, and the oral department less than\n\nin\n\n1899, completely reversing their relative positions, the oral depart-\n\nment contained over 90 per cent, of the total attendance, and the manual\ndepartment less thari 10 per cent. Thus had the oral method in 3.\n\n"}
{"page": 679, "printed_page": null, "text": "defectives]\n\nCHANGED METHODS OP DEAF-MUTE INSTRUCTION\n\ncompetitive\n\ntrial\n\n667\n\nof nineteen years, 1881 to 1899 inclusive, forced itself\n\nto the front by sheer force of merit.\n\nDuring this long period\n\nof trial, extending over almost twenty years,\n\nthere were cases of apparent oral\n\nfailure\n\n;\n\nand\n\nin\n\nsuch\n\ninstances the\n\nauthorities of the school always stood ready to transfer to the\n\nmanual\n\ndepartment, in the hope that its supposed superior merits, as a means of\ninstruction, might do for such pupils what the oral method seemed inca-\n\npable of accomplishing.\npoint\n\n:\n\nI have\n\nsome striking statistics to submit on this\n\nFrom 188 1, when separate oral instruction was introduced, to 1899,\n\nthere were received into the school 1,130 pupils, of whom 671 were placed\n\nunder oral instruction and 459 under manual.\n\nOf these 671 oral pupils\n\nmake satisfactory progress under that form of instruction,\nand were transferred to the manual department for instruction under\nmanual methods. In other words, of the large number of pupils orally\n71 failed to\n\ntaught during this period, but 10^ per cent, were regarded as failures.\n\nBut were these failures owing to the method of instruction pursued, or\nwere they rather the result of inferior mental powers on the part of the\npupils themselves ?\nTheir history under manual instruction must answer\nthe question.\n\nAnd when I say that of these seventy-one pupils transferred\n\nfrom the oral to the manual department during these nineteen years, but\nthree, less than 5 per cent., attained even average success\n\nunder manual\n\nmethods, it seems to me the answer that it was not the method, but the\nmental condition of the pupils, that was\n\nat\n\nfault, is at\n\nonce conclusive\n\nand complete.\nBut let me apply this failure test to the work of the oral department\nwhen it was more fully organized, say from 1892 to 1899 inclusive.\nDuring this period there were received into the institution 516 pupils, of\nwhom 493 were placed under oral instruction and 23 under manual. Under\noral instruction, but 20 of these pupils have been regarded as failures,\nand transferred from the oral department to the manual. That is, in a\nperiod of eight years, with a total of 493 pupils placed under oral instruction, the percentage of failure is not quite 45^\nand today, with a total\nof 500 pupils under instruction, 452 orally and 48 manually, there are but\nunder 3 per cent, of the total attendance.\n14 oral failures in the school\nWith such experiences as these, covering a period of almost twenty\n;\n\n—\n\nyears, I\n\nam forced to conclude that \"when a deaf child cannot be edu-\n\ncated by the application of proper oral methods, it is useless to hope for\n\nany marked success under any method.\"\n\nAnd after a most careful com-\n\nparative examination of the relative merits of oral and\nof teaching the\n\ndeaf, extending\n\nmanual methods\n\nover this long period, and including\n\nalmost every phase and variety of such methods of instruction, I fully\n\n—\n\nmethods\nby which I mean the use of speech\nand speech-reading, writing, pictures, and the free use of books\nare fully\nbelieve that proper oral\n\nadequate to the best education of the deaf.\n\n—\n\n"}
{"page": 680, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n668\n\n[Education of\n\nSl'ATISTICS OF SPEECH- TEACHING IN SCHOOLS FOR THE\n\nDEAF IN THE UNITED STATES\nFRANK W. BOOTH, GENERAL SECRETARY OF THE AMERICAN ASSOCIATION\nTO PROMOTE THE TEACHING OF SPEECH TO THE DEAF, MOUNT AIRY,\nPHILADELPHIA, PA.\nSpeech- teaching in America upon its present permanent basis dates\n\nback for its beginning to 1867, when the Chelmsford, Mass., school was\nstarted by Harriet B. Rogers.\n\nmovement has grown\n\nFrom that year and from that school the\n\nrapidly, but it was not until seventeen years\n\nhad\n\npassed, or until the year 1884, that statistics of speech-teaching were col-\n\nand given us. In that year, in response to a request of the\nConvention of Articulation Teachers, meeting in New York, the\nAmerican Annals of the ZP^o/\" incorporated a column in its annual statislected\nfirst\n\ntical tables giving\n\nthe number of pupils \"taught speech \" in the several\n\nschools in the country, which column has been retained in the annual\ntables published up to this time.\n\nIn 1892, in response to a request of\n\nAmerican Association to Promote the Teaching of Speech to the\nDeaf, the Annals introduced still another column showing the number of\npupils in the schools \"taught wholly by the oral method.\"\nThis column\nhas also been retained up to the present time (with a change, however, in\nits title, made in 1896, so that it now reads: \"taught wholly or chiefly by\nthe oral method\").\nThe footings of the Annals tables for the years\n1884, 1892, 1893, and 1899 are shown in the following table, together\nwith computed percentages based upon the footings.\nReturns as to\nthe\n\npupils \"taught wholly or chiefly by the auricular method\" are also given\nin the table\n\n:\n\nSTATISTICS\n\nOF SPEECH-TEACHING\n\nIN SCHOOLS FOR THE DEAF IN THE\nUNITED STATES\n\n(Compiled from the American Annals of the Deaf)\nV\n\nNumber OF Pupils\n\na\n\n:?\ng.\n\nb u-o\n\n%.\n\ni^-g\n\nZac\n\nMIC »\n\nISe\ni-J\n6t«\n\nMex\n\ni^6\n\ntutc\n\nJ^e\n\nH-SS\n\ntS\n\ne5\"-gg\n\nhIs\n\n19.9\n24.7\n40.5\n\n0.96\n\nu\n\n3\"\n\n>\n\nfS&\n\neS\n\ntS\n\n1884\n1892\ni«93\n1899\n\n61\n\n7,482\n7,940\n8,304\n10,087\n\n3.924\n4,485\n6,236\n\n80\n79\n112\n\nb u\n\nK U-O\n\nV\n>.\"\n>:•\n\n•0\n\nPercentage of Pupils\n\n>,\"\n>>'°\n2 J2\n.C\n\ni.g-H\nu\n\n27.2\n\n2,041\ni,S8i\n\n2,056\n4,089\n\n80\n128\n\n49.4\n54-0\n61.8\n\n•The words \"or chiefly\" were added to the designation of this column in i8\n\n1.27\n\n"}
{"page": 681, "printed_page": null, "text": "STATISTICS OF SPEECH-TEACHING\n\nDefectives]\n\nIn the year 1886 the Annals added a column to\n\n669\ntables\n\nits\n\nshowing\n\nthe number of articulation teachers employed in the schools for the deaf\n\nFor purpose of comparison, and\n\nAmerica.\n\nin\n\nto\n\nshow percentages of\n\nincrease in contrast, the footings of 1886 and 1899 are presented so far\nas they show the total number of pupils in the schools, the number taught\n\nspeech, and the number of articulation teachers\n\nSTATISTICS\n\n:\n\nOF SPEECH-TEACHING IN SCHOOLS FOR THE DEAF IN THE\nUNITED STATES\n(Compiled from the American Annals of the Deaf)\n\nTotal pupils\nTaught speech\nArticulation teachers\n\n1886\n\niSgg\n\n8.050'\n\n10,087'\n\n2,484\n134\n\n6,236\n561\n\nIncrease in thirteen years\n\nPercentage of increase in thirteen years\n\n2,037\n3,752\n\n151.\n\n427\n\n318.6\n\n23-3\n\nIn thirteen years the figures thus show an increase of 23 per cent, in\na fair growth,. keeping up probably with the normal increase\n\npupilage\n\n—\n\nin population of the\n\nThis growth\n\ncountry.\n\naccompanied, however,\n\nis\n\nwith the extraordinary increase in the same time of 151 per cent, in the\n\nnumber\ninquiry\nthe\n\nin\n\nstill more extraordinary\nnumber of articulation teachers. The\n\nof pupils taught speech, and with the\n\nincrease of 318 per cent, in the\n\nmay arise\nnumber\n\n:\n\nof\n\nWhy the very much greater percentage of increase\nteachers teaching\n\nspeech in comparison with the\n\npercentage of increase of pupils taught speech?\n\nThe explanation is:\n\nThere has taken place a great change, not only\n\nthe quantity of\n\nin\n\nspeech-work done, but also in its character, the old \"half-hour\" speech\nclasses having largely given way to the \"all-day\" classes, thus requiring\n\nmuch larger number of teachers to instruct the same or any given\nnumber of pupils.\nAs time goes on, changes in methods are inevitable and in the case\na\n\n;\n\nof a versatile people, such as is found in this country, a variety of meth-\n\nods prevailing and practiced\n\nis\n\nTo meet these condi-\n\nalso inevitable.\n\ntions, and to cover them statistically, an inquiry has within the past\n\ntwo\n\nyears been instituted by Dr. Alexander Graham Bell, the lines of which\n\nfollow and conform to the several varieties of methods actually in use in\n\nThe inquiry in\n\nthe various schools of the country at the present time.\nits\n\nseveral lines aims to show:\n\n(2)\n\nthe\n\n(i)\n\nthe number of pupils in the schools;\n\nnumber taught by speech and speech-reading, without being\nall by the sign-language or manual alphabet\n(3) the number\n\ntaught at\n\n;\n\ntaught by speech and speech-reading, together with a manual alphabet,\n\nwithout being taught at all by the sign-language\n'\n\n;\n\n(4) the number taught\n\nThe figures for 1886 indicate the number of pupils in attendance during the year.\n\nindicate the number of pupils present on a specified day (November 10),\n\nThe figures for 1899\n\n"}
{"page": 682, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n670\n\n[Education of\n\nby speech and speech-reading, and also taught by the sign-language and\nmanual alphabet (5) the number taught speech and speech-reading as\n;\n\nan accomplishment, but speech not used as a means of instruction.\n\nThe\n\nreturns covering the above lines of inquiry have been made up for the\n\ntwo years 1899 and 1900, and have been published by Dr. Bell in the\nFor purpose of comparison the footings of Dr. Bell's\n\nAssociation Review.\n\ntables of returns for the two years are presented in the table below\n\nSTATISTICS\n\nFOR THE DEAF IN THE\n\nOF SPEECH-TEACHING IN SCHOOLS\nUNITED STATES\n\n(Compiled from the Association Review)\n\nNumber of Pupils\nTaught by speech and\n\na\n\nspeech-reading\n\nPercentage of Pupils\n\nTaught speech\nand speech-\n\nTaught by speech and\nspeech-reading\n\nreading\n\nTaught speech\nand speechreading\n\na\nTaught also by\nmanual spelling\n\n« i\n.5\n•a\n\n1\n\n^a ca\n\n1\n\n•s\n\n•It\n\ns\n9\n\na\nV\n\n>\n\n86'\n\n9,349\n\n1900 i09»\n\n9,786\n\n2,496\n\n1,549\n\n2,757\n\n1,643\n\n\" 6\n\n4)\n\n•0\n\ns,s\nc\n—«a at\na\nST\nB c\n\n2\n•s\n\nB\nC «\n\nMM\n\n2 c\n\not\n\n(5\n\n1899\n\n— at\n\nS\n\nTaught also by\nmanual spelling\n\n\" « u\n\nSgc\n\ntx\n\nH\n\nll\n\n2 s\n\nH\n972\n\n535\n\n995\n\n582\n\n478\n\n26.7\n\n16.5\n\n10.4\n\n5-7\n\n5.1\n\n430\n\n28.2\n\n16.8\n\n10.2\n\n5-9\n\n4.4\n\nAn interesting series of tables recently published by Dr. J. C. Gordon,\nof the Illinois Institution, shows the\n\namount and the character of the\n\nspeech-teaching as practiced in the schools in the several geographical\ndivisions of the country.\nStates 43 per cent, of\n\nThe tables show\n\nthat in\n\nthe entire United\n\nthe deaf children in school are taught by oral\n\nmethods exclusively, 18 per cent, by \"mixed\" or \"combined\" methods,\nand 30 per cent, by \"sign\" or \"manual\" methods exclusively; in the\nNew England states 61 per cent, are taught by oral methods exclusively,\n31 per cent, by \"mixed\" or \"combined\" methods, and 8 per cent, by\n\"sign\" or \"manual\" methods exclusively in the middle states 61 per\ncent, are taught by oral methods exclusively, 27 per cent, by \"mixed\" or\n\"combined\" methods, and 12 per cent, by \"sign\" or \"manual\" methods\nexclusively; in the central and western states 41 per cent, are taught by\noral methods exclusively, 17 per cent, by \"mixed\" or \"combined\"\nmethods, and 42 per cent, by \"sign\" or \"manual\" methods exclusively;\nin the southern states 24 per cent, are taught by oral methods exclusively,\n7 percent, by \"mixed\" or \"combined\" methods, and 69 per cent, by\n\"sign\" or \"manual\" methods exclusively.\n;\n\nJ Fifteen\n\nschools did not report.\n\n2 Six schools did not report.\n\n"}
{"page": 683, "printed_page": null, "text": "HIGHER EDUCATION OF THE BLIND\n\nDefectives]\n\n671\n\nTHE HIGHER EDUCATION OF THE BLIND\n\n'\n\nJOHN E. SWEARINGEN, INSTITUTION FOR THE DEAF AND BLIND, CEDAR\nSPRINGS,\n\nS.\n\nC.\n\n[an abstract]\n\nOurs is an intellectual age. Thought now dominates the world of\nman almost as effectually as light and heat control the world of plant and\nanimal life, and the nation, the class, or the individual that does not feel\nand recognize its power can never be anything more than \"a hewer of\n\nThe dominion of brain has superseded\nand today he that possesses a ready and welltrained mind has within him a power that supplies or creates resources\nHence, the school and the college\nfor the satisfaction of all his wants.\nhave become essential factors in our civilization, for in all countries the\nproblem of life has largely been resolved into the problem of education.\nEven our marked industrial progress is directly attributable to this subtle\nintellectual force.\nA people's advancement is measured by its enlightenment, and the recognition of this fact has made education one of the most\nimportant functions of the modern state. Knowledge, therefore, is no\nwood and a drawer of water.\"\nthe dominion of brawn,\n\nlonger the possession of the favored few, for\n\nrendered compulsory\n\nby the exigencies of\n\nmunities by the additional force of\n\nits\n\nacquisition has been\n\nlife,\n\nstrict legal\n\nand\n\nmany com-\n\nin\n\nenactments.\n\nThis tendency toward the widespread dissemination of truth\n\nis\n\nuni-\n\nversal in its scope, not only embracing every nationality, but also includ-\n\nThe spirit that has organized\n\ning every class and almost every individual.\n\nour common-school system has not neglected those who by reason of\nphysical infirmity are shut out from its advantages.\n\nThe blind youth of\n\nthe country are being trained in forty-two\n\nschools,\n\nspecial\n\nwhere the\n\nappliances and methods of instruction are better adapted to their peculiar\n\nneeds\n\n;\n\nand in them these pupils are learning that life is not all shadow,\n\neven tho the eye perceives nothing of the wonderful effects of light and\ncolor, nothing of the beauty and grace of\n\nform and movement, nothing\n\nof the grandeur and sublimity of the works of\n\nman and nature.\n\nThese\n\ntwo-score institutions have done, and are still doing, much to encourage\n\nand uplift the blind, and the practical philanthropy that established them\nbrought a greater blessing than vision to the hundreds that have learned\nin them the joys of knowledge, the beauty of truth, the power of thought,\nthe love or independence, the dignity of labor, and the obligation of\nwork.\n\nHigher education\nclasses, in\n\nis\n\nbecoming more and more a necessity for all\n\nconsequence of the continually increasing demand that com-\n\npetition is making on\n\nskill\n\nand\n\ntraining.\n\nThe\n\nspecialist\n\nnow controls\n\nevery department of industry, and whether the workman toils in the shop,\nthe laboratory, or the library, he must bring to his task all the power and\n\n"}
{"page": 684, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n672\n\n[Education of\n\nefficiency of which he is capable before he can make sure of success.\n\ntendency affects the blind most vitally, since\n\nit\n\nThis\n\nrequires that thoroness,\n\naccuracy, and mastery of details which are gained only after months and\n\nyears of unwearied application.\n\nThe man that lacks these\n\nperform excellent work of any kind, and\n\nthis\n\nis\n\ntraits\n\ncannot\n\nessentially true of the\n\nrealm of thought, where the blind find their greatest opportunities to win\ntheir greatest triumphs.\n\nPossibly the greatest obstacle in the way of higher education of the\n\nblind lies in their own diffidence, irresolution, and lack of energy.\n\nWhen\n\nembossed type were much fewer than at\npresent, the more ambitious and determined spirits mastered the curriculum of some of our best colleges, and these students uniformly assert\nthat they were not specially handicapped or overworked.\nNow that many\ntext-books may be had, the blind youth that wishes a degree has only to\nmake a considerable outlay in these to bring under his fingers geometric\nand trigonometric diagrams, the classics of different languages, and scientific laws and formulae.\nThe supply of such books is inadequate, but\nthis deficiency can be made up by studying with classmates.\nIf the blind\nstudent brings to this joint work alertness, discrimination, interest, power\nof analysis, appreciation, and the desire to give as well as to receive\nthe\n\navailable text-books\n\nin\n\nassistance, his lack of sight will be a help rather than a hindrance.\n\nIt\n\nwill enable him to work with several instead of\n\none pair of eyes, to view\neach subject from the standpoint of others as well as from his own, to\nperceive aspects and relations that would have escaped his attention, to\nlearn the sympathy that worth always gives to merit, and with all this to\n\nknow the deep pleasures afforded by the friendship of those whose aims\nand ideals are the products and acme of all that springs from \"knowledge,\nand religion.\" The blind boy or girl that ]ias this\nspirit needs nothing besides except the preparation that is demanded of\nall, and if this is assured, his high resolve must certainly bear him to\nvirtue, refinement,\n\nsuccess.\n\nBut\n\nthis is the\n\nend rather than the beginning of a college course.\n\nMen who have never been forced to do without eyes measure those who\nThey seem to forget that, tho sight\nmay be one of our most valuable possessions, it is still only a means of\n\nhave by an altogether false standard.\n\nconveying impressions to the mind.\n\nProfessors and students alike are too\n\nready to discredit the ability of the blind, and to discourage their efforts the\n\nmoment they present themselves for entrance examination.\n\nThis spirit of\n\nquestioning and discouragement is by no means stimulating to the blind\nbut it must be met and conquered before their higher education can be\nrealized.\n\nWhen once met it becomes equally as strong a help in attaining\n\nthis end in\n\neach individual case.\n\nIf this be the attitude of scholarship, observation, and experience,\nis\n\nit\n\nhardly to be expected that untutored classmates are more credulous.\n\n"}
{"page": 685, "printed_page": null, "text": "Defectives]\n\nHIGHER EDUCATION OF THE BLIND\n\n673\n\nThe translations of Horace and Cicero from memory or oral reading, the\nwriting of modern-language dictations, the mental solving of complex\n\nmathematical problems, and the ability to get by hearing what others get\nby sight, are novelties that they are always ready to test. This interest is\nthe blind student's opportunity.\nIf properly employed, it will crystallize\ninto an abiding spirit of helpfulness that\n\nis\n\nHis\n\nof inestimable value.\n\ncompetency to do the work that he has undertaken must be recognized\nboth by instructors and classmates, but the former can be gained all the\nmore easily if the latter be used to secure it.\nThe conditions that make this possible are thoro preparation and\nWithout the one, any student is a drag\nthe disposition to return favors.\nto the class; and without the other, the blind student forfeits his right to\nexpect what he stands in absolute need of. The attitude of doubt that\nmany hold toward the higher education of the blind is partly due to\nthe ill-advised course pursued by some that cannot see.\nPraised and\npetted at home for doing things that are required of others, the blind boy\nand girl not infrequently forms an exaggerated opinion of his own\npowers, and expects from strangers that partiality which is shown by his\nimmediate home circle. Ignorant of his weakness, and oftentimes unacquainted with real work, he enters college, learns too late .his own\n\ndefi-\n\nciency, fails, and goes back to friends to soothe his vanity by joining in\n\nand narrow-mindedness of mankind.\nCompanions with sight who meet the same difficulty go back to their books,\nmaster them, and soon qualify themselves for what they wish to do but\nthe blind youth folds his hands, and the college community attributes to\nhis denunciation of the hostility\n\n;\n\nthe lack of sight what is a direct consequence of the want of application,\n\nenergy, and determination.\n\nA few such instances give rise to the opinion\n\nand incompetency are synonymous; thus the failure of\none reacts on all. To remove this obstacle is the mission of the special\nschools for the blind, and the management of these should see that no\ngraduate attempts a college course unless he possesses the preparation\n\nthat blindness\n\nthat insures at least a successful beginning.\n\nThe written work that a college course requires is not so burdensome\nas might at first be supposed.\n\nWith the typewriter the blind student can\n\nreadily do any writing that is necessary, and anything that requires special\n\nthought and revision can be written with a stilus and\n\nedge of some system of point-writing\n\nis\n\ntablet.\n\ninvaluable, and where\n\nA knowlno type-\n\nwriter is accessible college-mates are more than willing to copy from dictation any written exercise that is imposed.\n\nIn every instance with which\n\nam acquainted the blind student had no difficulty in doing all the\nwriting he wished, and if experience is any indication, we may expect\nI\n\nno student without sight need anticipate difficulty on that account.\nloss, but this cannot\nremove the necessity for written work, altho the thoroness, alertness, and\n\nthat\n\nOral exercises are sometimes substituted without\n\n"}
{"page": 686, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n674\npenetration\n\nit\n\n\"Braille\" or\nthe time\n\ndemands\n\nare\n\nno small part\n\nCopying in\n\neducation.\n\n\"New York point\" should be reduced to a minimum, since\n\nthus spent results only\n\nequality with\n\nof\n\n[Education of\n\nplacing the blind student on an\n\nin\n\nseeing classmates, and\n\nis\n\ntherefore a tax on strength\n\nand\n\nendurance that has no great practical benefit.\n\nWhat, then, is the conclusion of the matter ? That the higher education of the blind is both needful and practical will be readily admitted,\nbut that this is not recognized by the general educator is equally as true.\nThe question must be worked out by the blind themselves, and its solution depends less on dollars and cents than upon the spirit actuating\nThe 480\nthose who have a desire for education and the will to satisfy it.\ncolleges of the country afford ample opportunity to all, and the dragchain prejudice that has hitherto held\n\ndown the blind can be destroyed\n\nonly by the unrestricted mingling of sighted and sightless in the college\n\nThat we are in some measure handicapped\n\nclass-room.\n\nis\n\nnot to be\n\ndenied, but that we are able to overcome this limitation by work is also\nevident to every thinking mind.\nto\n\nLet college authorities everywhere give\n\nblind students the same welcome and encouragement they give to\n\nothers, the same duties and the same privileges;\n\ntoo are capable of\n\nand they will find these\nmaking worthy use of their advantages.\n\nTHE CLAIMS OF THE FEEBLE-MINDED\nMARGARET BANCROFT, PRINCIPAL OF THE HADDONFIELD TRAINING\nSCHOOL, HADDONFIELD,\n\nN.\n\nJ.\n\n[an abstract]\n\nThe memorable events of the passing week, the crowded sessions, the\nlearned\n\npapers and discussions,\n\nthese have\n\nall\n\neducational purpose and technique\n\n;\n\nshown rapid\n\nstrides in\n\nand, as applied to the vast army of\n\nnormal children, would seemingly show that the race is always to the\nBut in the quiet of this gathering\nat the fag end of this great convention we surely must not lose sight of\nthe paramount claims on our attention and sympathy of the less richly\n\n%wift and the victory to the strong.\n\nendowed little ones who in this age of progress toward perfection have\ntoo often received but\n\nlittle\n\nshare of the advantages so freely accorded\n\nto their more fortunate brothers and sisters.\n\nThe first step in satisfying the claims of mentally deficient children is\nto see that training schools are established in every state, and day schools,\n\nwith facilities for the special training of backward children, in every city.\n\nSome may ask: \"Cannot these children be trained in their own homes or\nwith other children?\"\n\nI\n\nanswer,\n\n\"No;\" for the conditions in which\n\nsuch boys and girls are placed are such as to make suitable training an\nimpossibility.\n\nIn dealing with such children\n\nevery cause\n\nand\n\neffect\n\n"}
{"page": 687, "printed_page": null, "text": "CLAIMS OF THE FEEBLE-MINDED\n\nDefectives]\n\n675\n\nshould be carefully studied by the skilled practitioner and the student in\npsychic phenomena, in order to remove, if possible, the bodily obstruction, whatever\n\nit\n\nmay be, which impairs or prevents the normal working\n\nof the mind.\n\nBackward and mentally\n\ndeficient\n\nchildren\n\nneed specially trained\n\nteachers, and also a human environment adapted to their peculiar needs.\n\nThey must be under the care and influence of those who can comprehend\nphases at\nwith sympathetic intelligence their peculiar phases of mind\n\n—\n\nonce complicated, delicate, and sensitive in the extreme. Therefore to\nplace them in the care of teachers not especially trained, or in classes\nwith normal children, is a procedure as unintelligent as it is unkind.\n\nWe\n\nmust surround them by the persons, the objects, and the scenery which\nwill develop their limited powers as fully as such favorable conditions\nalone can make possible. This can be done only by providing state and\nprivate schools in which the selection of teachers, of methods, and of\nappliances shall be\n\nmade with intelligent reference to the special needs\n\nof such children.\n\nLet\n\nme say one word in regard to the proper teachers for these chil-\n\nKnowledge of psychology ^ives an insight into the work which will\nbe highly beneficial, and we do not speak disparagingly of it but given\ntwo teachers, otherwise well qualified, that one will be the more successful\nwho is possessed of a motherly instinct and a sympathetic nature. Should\ndren.\n\n;\n\nyou add to essential characteristics a suitable practical training and a\nworking knowledge of psychology, you have the perfect teacher for\nmentally deficient children. Take away the sympathetic nature and the\nmother-love, and substitute merely the cool, calculating, scientifically\ntrained teacher, and place such a teacher over these children, and you\nwill have no satisfactory results.\nWe want common -sense brought to\nbear in this matter.\nTherefore I would urge the establishment of training classes for teachers for mentally deficient children. These classes\nshould be attached to good schools for such children, where teachers in\ntraining would get a practical knowledge by daily experience.\nIn this\nway efificiency would be secured, the teacher getting at the same time a\npractical and a psychological training.\nIn view of these considerations\n\nmay I be permitted to urge that a\n\nrepresentative from our work be placed\n\nupon your committee which at\n\npresent represents secondary schools and high schools, but which has at\npresent no\n\nmembers representing the interests of the blind, the deaf, or\n\nthe mentally deficient ?\n\nWe need the mentality which may accrue from\n\nthis union, and you need the practical\n\nto bring to\n\nyour meetings.\n\nThere\n\nis\n\nknowledge which we shall be able\nevery reason to feel that such a\n\nrepresentation would result in benefit to\n\nall\n\nconcerned.\n\nWe urge the\n\nappointing of a delegate from schools for mentally deficient children and\n\none representing the interests of backward children\n\n;\n\nand that the papers\n\n"}
{"page": 688, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n676\n\n[Education of\n\nand discussions in these meetings be reported and printed\n\nin our maga-\n\nzine; thus giving to the teachers in our institutions the benefit of your\n\nadvanced knowledge.\nI\n\ndesire to call attention to the needs of the southern states and to\n\nexpress the hope that this association will use its influence to secure the\n\nestablishment of state schools of this kind in the South.\n\nWe have on an\n\naverage one mentally deficient child to every five hundred in the population,\n\nand practically no provision in the South for their training.\n\ncall the attention of the\n\ndren.\n\nI\n\nI\n\nalso\n\npublic to our private schools for neurotic chil-\n\nsee no reason why these schools, which are doing\n\ngood work in\n\nthis line, should not receive endowments as do our colleges and universities.\n\nIn the well-conducted private school where individual work is done in\nthe class a better knowledge can be obtained as to real results than in any\n\nother way.\n\nIf\n\nthese private schools should receive from time to time\n\nsmall endowments, they would be enabled to pursue a course of scientific\n\nwork which would be impossible in our larger institutions.\nschools, with an average attendance of\n\nless\n\nOne of these\n\nthan twenty-five children,\n\nspends annually, in caring for and training them, $23,000. With such an\n\nexpense as this you can readily see that the school could not afford the\nadditional cost of extra scientific experiments.\n\nI\n\nhave no doubt that other\n\nprivate schools could send a similar report, and that they all desire to\ninvite inquiry and inspection.\n\nFor my own part I would urge that the\n\nprivate schools should be open to state inspection.\n\nLike Cato, who always finished every speech with the words, \" Carthage\n\nmust be destroyed,\" I shall always, in pleading for the mentally deficient\nchild, strongly urge that such children be unsexed.\n\nreasons\n\n:\n\ngating their kind\n\nFor this there are two\n\nthere should be no possibility of such children's propa-\n\nfirst, that\n;\n\nsecondly, for humane reasons.\n\nThis idea, given out\n\ntwo years ago, received thoughtful consideration and resulted in good.\nI hope that the next two years will see some state, if not states, sufficiently\n\nadvanced in civilization and humanity to pass a state law requiring the\nunsexing of all those unfitted to propagate their kind. This law should\napply to all cases of pronounced mental, physical, and moral deficiency.\nIn this way the action of the state will radically remove a great part of\nthe underlying cause of degeneracy.\n\nFor the same end, the thoughtful and highly enlightened members of\nthis great educational association, as they return to their respective fields\n\nof labor, must use their influence in making the teachers in our schools see\n\nto it that students under their care, from kindergarten to college, should\n\nbe taught the laws governing physical and moral development, so clearly,\nso positively, that\n\neach\n\nboy and girl,\n\nas\n\nbody and mind advance\n\nto\n\nmaturity, may see it to be their sacred obligation to prepare themselves\nto perpetuate physical\n\nand mental soundness.\n\nimpurity of thought and action.\n\nThis will do away with\n\n"}
{"page": 689, "printed_page": null, "text": "TRAINING OF THE FEEBLE-MINDED\n\nDefectives]\n\n677\n\nI\nhave been more than\nand \"imbecile\" are gradually\nbeing dropped; \"mentally deficient\" and \"backward\" are the words\nsubstituted.\nChicago employs the term \" neurotic,\" which, thus far, is\nthe best name for the class of children in which we are interested.\nIn\nthe work we are called to do as educators we find that all our pupils,\neven those regarded as normal, are more or less deficient in some mental\nor physical feature or endowment and I wish that, as applied to the class\nof pupils in which our department of the association is especially interested,\nthe term \"defective\" might be dropped.\nUnless you make a division\nwhich will place all who are not absolutely perfect, physically, mentally,\nand morally, on the \" defective \" list, you have no right to make any division.\nWe therefore respectfully request that, in the future, this department be\nknown as the department for the blind, deaf, and neurotic.\n\nSince\n\nI\n\ngratified to\n\nlast\n\nspoke before\n\nthis\n\nassociation\n\nfind that the terms \"idiot\"\n\n;\n\nThe new theory of evolution puts forth the idea that the fittest are\nrest.\nShall not we, who, we trust, are fittest, feel\n\nresponsible for the\n\nour sacred responsibility\nlittle\n\nin\n\nhaving intrusted to our care these weaker\n\nones who have come into this great world imperfectly fitted to carry\n\nThe normal child can, to a great extent, manage\nand yet it would seem that almost all our educational\nthinking looks to the care and development of the mentally sound and\ncapable.\nWhile recognizing the importance and the wisdom of giving\nour best efforts in good measure to the training of the large body of our\nyouth who are mentally strong, I would most earnestly solicit for the less\nfortunate a measure of thought and effort commensurate with their\nlife's\n\nheavy burden ?\n\nhis own education;\n\nurgent needs.\n\nON THE TRAINING OF THE FEEBLE-MINDED\nE,\n\nR.\n\nJOHNSTONE,\n\nPRINCIPAL OF NEW JERSEY\nFEEBLE-MINDED, VINELAND,\n\nTRAINING SCHOOL FOR\nN.\n\nJ.\n\nIn considering the care and training of the feeble-minded today I shall\n\nhave time to touch but lightly upon one of the greatest, if not the greatest,\nof the sociological problems of the world.\n\nThe term \" feeble-minded \" is used to include all degrees of defect, from\nthe speechless, helpless, profound idiot up to the child but slightly below\n\nnormal and often differing from normal only in that he lacks what is\nMost specialists, for convenience,\ngood common-sense.\n\nusually called\n\nrecognize three divisions\n\n:\n\nthe idiotic or lowest grade, the imbecile or\n\nWhile theroretican be drawn, and\n\nmiddle grade, and the feeble-minded or highest grade.\ncally these classes are\n\ndistinct, in practice\n\nno\n\nline\n\nchildren often pass from one grade to another in the course of training*\n\nTen per cent, of public-school children are defective to such an extent\nthat the attention of a specialist should be given them.\n\nThere is hardly\n\n"}
{"page": 690, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n678\n\n[Education of\n\na primary school in the country which does not contain its backward child,\nwho is so far backward that the public-school system does not reach him\n\n;\n\nand he drifts from class to class year after year. Occasionally he is proriaoted, only because the teacher can do no more for him, and finally,\nunfit for the buffets of the world, he is turned into it to sink into more\nhopeless dependence.\n\nThe census of 1890 gave more than 95,000 feeble-minded and idiotic\nOhio had more than 8,200 Indiana, 5,500\nMichigan, 3,200; New Jersey, 3,600; and so on thru the states, the proThese figures probably fall far short\nportion being about the same in all.\npersons in the United States.\n\nof the facts, for it\n\nis\n\n;\n\nhard to get accurate\n\n;\n\nstatistics, because\n\nparents are\n\nsensitive and are unwilling to believe, and even more unwilling to admit,\n\nthat their children are feeble-minded.\n\nNow, altho the most prolific cause\n\nof feeble-mindedness is degeneracy, there are many other causes.\n\nWe find among our institution records many instances of children\nbeing born feeble-minded because of some accident just at the time of\nbecause of unusaal disease on the part of the mother.\nSome\nbecame feeble-minded shortly after birth because of fever or other illbirth, or\n\nness which the sensitive brain could not withstand.\n\nIn the feeble-mindedness caused by degeneracy our chief work must be\n\nMany, if not most, of the insane, epileptic, criminals, paupers,\n\npreventive.\n\nvagrants, and prostitutes, and some of the blind, deaf, and consumptives,\n\nTheir offspring do not of necessity exhibit the same\nform of degeneracy as they do, but most of them partake of that form\ncalled feeble-mindedness.\nTherefore, right here, preventive measures\nare degenerates.\n\nmust be used. No longer should any degenerate be permitted to reproduce his kind.\nProvision is now made in the special institutions of the country for\nless than\n\n10,000 of the host of feeble-minded.\n\nMost of the remaining\n\n86,oDo, and over, are in the hospitals for the insane, the poor-farms, the\n\norphans' homes, or running at large in the village or the slums of the\n\nChicago alone has more than 2,500.\n\ngreat cities.\n\nThe feeble-minded child comes to us for training in all forms of mental,\nmoral, and physical asymmetry.\nHis powers may equal those oi the\nnormal child of ten, or they may be no better than those of a babe a few\nmonths\n\nHis acts are purposeless or immature.\n\nold.\n\nHis attention,\nHis\n\nimagination, memory, and observation are often almost wanting.\nwill is weak, and his\n\njudgment is at fault.\n\nHis ideas of propriety are\n\noften lacking and his conception of common morality erroneous.\ncally he is usually deficient.\n\nout of\n\nproportion.\n\nThe weak,\n\nthe automatic\nfeebleness.\n\nThe eye wanders\n\nflabby, unreliable\n\nPhysi-\n\nHis features are sometimes repulsive, often\nrestlessly or\n\nstares\n\ninsensibly.\n\nhand, the unsteady gait, the open mouth,\n\nmovements of the limbs, are all conspicuous signs of his\nthis creature representing the sum of man's\n\nThis being,\n\n"}
{"page": 691, "printed_page": null, "text": "TRAINING OF THE FEEBLE-MINDED\n\nDefectives]\n\n679\n\nIn the Middle Ages he was thought\n\ninfirmities, is one of God's children.\n\nThe Greeks carried him to the mountains\n\nto be possessed with evil spirits.\n\nand left him to perish. Even until the end of the eighteenth century he\nwas supposed to be beyond human help, and so was neglected by teacher\nand physician and even the church considered him a child of the devil.\nBut we in the nineteenth century are learning better. We are coming\n\"Inasmuch as ye\nto recognize him as one of those of whom Christ said\nhave done it unto one of the least of these, my brethren, ye have done\nit unto me.\"\nBeginning with the attempt by the celebrated French physician Itart\nto train the \" Savage of Averyon,\" about the year 1880, the work has been\ncarried on nobly and tirelessly up to the present time.\nEach step in the training of the feeble-minded must be reduced to its\nsimplest form.\nThe progress made by a normal child in one month\noften requires a. year to accomplish by the feeble-minded child, and\nmany of the things the normal child learns from no other teacher than\nnature and his own exuberant spirits we must teach our child.\nHe must\nlearn to walk and run and play, laugh, shout, and sing.\nThese are all\nbrain-producers. The weak body, the weak mind, and the weak moral\nsense go hand in hand.\nStrengthen the one and the others are made\nstronger.\nOf all the forms of physical exercise play properly guided is\nundoubtedly the most valuable. As most feeble-minded children play,\nbut little, their efforts must constantly be encouraged. The child who\nmakes a success of play, that is, who gets out of it the highest mental,\nmoral, and physical training, is carrying an ideal to completion with all\n;\n\n:\n\nthe force at his\ntrainer\n\nHe\n\ncommand.\n\nmust be with\n\nis\n\nincreasing\n\nhis\n\nfield for training too much\n\nneglected in the public school.\n\nethical effects of playing fair\n\nThe\n\ngray matter.\n\nhis children at play as well as at work.\n\nThis\n\nis\n\na\n\nThe great\n\non the playground, upon living\n\nfair in\n\nthe future, is too often lost because of the absence of the moral force of\na good teacher at play-time.\n\nSpecial gymnastic exercises must have a\n\nplace in our curriculum, but they should ever be secondary to play.\n\nBy combining music with games the wandering\n\nattention\n\nfeeble-minded child, so hard to find and keep, is more easily held.\nitself is\n\nof\n\nthe\n\nMusic\n\na very important branch.\n\nThe sensory cells of a child's brain are developed in patches, which\nintercommunicate by means of nerve-filaments. As each patch increases\nin size and strength, it increases, strengthens, and correlates all adjacent\n\npatches.\n\nAll knowledge of the external world\n\ncomes thru one or more\n\nof the special senses.\n\nTherefore our child's eye must be taught to\n\nsee, his ear\n\n'nose to smell, his tongue to taste, and his hand to feel ;\nincrease the potency of his brain.\n\nto hear, his\n\nand thus we shall\n\nThe educational value of the work-\n\nbench has long been appreciated in the schools for the defectives.\n\n"}
{"page": 692, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n68o\n\n[Education of\n\nOur industrial departments are our laboratories. In the summer time\nwe substitute the garden, the rake, and the shovel for the work-bench,\nhammer, or needle.\nIn the study of the so-called \"ordinary school branches\" the work\n\namong the feeble-minded is one of the simplest. Arithmetic is pracGrammar consists of simple\nthe four fundamentals.\n\ntically limited to\n\nlanguage lessons intended to give correct forms of expression.\n\nGeogra-\n\nphy begins with the roads, fields, woods, springs, etc., found in the\nimmediate neighborhood, and learned by actual contact. History consists\n\nof stories.\n\nIn reading the child begins with the things he under-\n\n\" When will R\nbe taught\nWhen his senses will have conveyed to his mind enough correct\n\nSeguin reports a case as follows\n\nstands.\nto read ?\n\nobjective impressions.\n\n:\n\nHis store of ideas, of names, qualities, and actions\n\nBut when he will be put in the possession of the art of\nreading he shall not be exposed by an imbecile teacher to read what he\n\nis\n\nyet too small.\n\ndoes not understand, because for a long time he will be taught to read\nonly what he will have written, and write only what his mind shall dictate\nto his hand.\"\n\nOne thing more I must emphasize a point which has to a great extent\nIt\nof humanity.\nhampered the growth^mental, moral, and physical\nis this\nteachers and trainers almost universally call attention to the\nevil rather than to the good\nto the failures rather than to the successes\n:\n\n—\n\n:\n\n;\n\nof their children.\n\nDown thru thd centuries this prevailed\n\nuntil Christ\n\nsaid, \"Thou shalt,\"\n\nand so, like a ray of sunshine across the storm clouds\nof depression, he started the loving gospel of encouragement rather than\nAs Christian men\nthe discouraging \"Thou shalt not\" of former days.\nand women we must follow his teaching. We have fallen into the old\nways, and must rise to the needs of our children.\nWe must rather commend them for their good actions than blame them for their bad ones.\nWe must raise our pupils by making them conscious of their strength\nand power, and not force them lower by fastening around their necks\nthe millstones of failure.\n\nThe loving, trusting, impressionable souls of\n\nthese school children of the country are in the hands of us, their teachers.\n\nTo them we seem very near to God. We must walk circumspectly, for\nGod holds each of us responsible for whatsoever we do unto them.\n\n"}
{"page": 693, "printed_page": null, "text": "DEPARTMENT OF INDIAN EDUCATION\nSECRETARY'S MINUTES\nFIRST SESSION.— Thursday, July 5,1900\nThe session of this department opened at Freundschaftsbund Hall\nJ.\n\nG. Bulloch, Cheyenne Agency, S. D., in the chair.\n\nat 10\n\nA.M.; Dr.\n\nAfter prayer by Rev. Charles S.\n\nVedder, and a vocal solo by Miss Quigley, addresses of welcome were made by Henry P.\n\nW. K. Tate, principal of the\nMemminger Normal School of Charleston. Responses were given by Rev. H. B. Frissell,\nHampton Normal and Agricultural Institute, Hampton, Va.; Professor O. H. Bakeless,\n\nArcher, superintendent of city schools, Charleston, and\n\nCarlisle Indian School, Carlisle, Pa.;\n\nand Miss Estelle Reel, superintendent of Indian\n\nschools, Washington, D. C.\n\nThe program of the department for the several days was as follows\n\nSECOND SESSION.— Friday, July 6, 10 a. m.\nPrayer— Rev, E. O. Watson, pastor of Bethel M. E. Church.\n\n— Professor Saul, of Charleston.\n\nPiano solo\n\n—\n\nAddress\n\" What is the Relation of the Indian of the Present Decade to the Indian of the Future? \" Dr.\nH. B. Frissell, principal of Hampton Institute, Hampton, Va,\n\n— C. D. Rakestraw, supervisor of Indian schools, and F. F. Avery, Crow Creek, S. D.\n— \" Sanitary Conditions,\" Dr. J. G. Bulloch, Cheyenne Agency, S. D.\n\nDiscussion\n\nPaper\n\nTHIRD SESSION.— Monday, July 9, 10 a. m.\n\n—\n\nPrayer\nRev, H, B. Frissell, Hampton, Va.\nPiano solo\nProfessor Saul, of Charleston.\nAddress\n'\"The Training of Teachers for Indian Schools,\" Professor Charles Bartlett Dyke, Hampton\nInstitute, Hampton, Va.\nPaper\n\" The Proper Relation between Literary and Industrial Education in Indian Schools,\" A. J.\n\n—\n\n—\n\n—\n\nStanding, assistant superintendent, Carlisle Indian School, Carlisle, Pa.\n\nPaper\nPaper\nPaper\n\n— \"The Health of the Indian,\" Dr. C, C, Wainwright, San Jacinto, Cal,\n— \" The Teaching of Trades the Indian,\" F. K. Rogers, Hampton Institute, Va.\n— \"The Training of the Indian Girl as the Uplifter of the Home,\" Miss Josephine E. Richards,\nto\n\nHampton, Va.\n\nFOURTH SESSION.— Monday, July 9,2 p, m.\n— Colonel Francis W. Parker, Chicago Institute, Chicago,\nPaper — \" Kindergarten,\" Miss Mary Griffith Richards, Haskell Institute, Kansas,\nPaper — \" More Systematic Training along Industrial Lines,\" Miss Kate E, Hunt, Haskell Institute,\nAddress\n\n111.\n\nKansas,\n\nPaper\n\n— \" Kindergarten Methods,\" Miss Blanche Finley, Hampton Institute, Va.\nFIFTH SESSION.— Tuesday, July 10, 10 a. m.\n\nPrayer\n\n— Rev, T, A. Reed, of Charleston.\n\nPiano solo\n\n— Professor Saul.\n\n— Dr. J. M. Green, president of State Normal School, Trtnton, N. J.\nAddress — President W. M. Beardshear, Ames Agricultural College, Iowa.\nDiscussion — \" Rapid Progress in Literary Work of Indian Children Who Have Had Industrial TrainAddress\n\ning,\" Professor O. H. Bakeless, Carlisle, Pa.\n\nPaper\n\n— \"Practical Methods\n\nin\n\nIndian Education,\" John H. Seger, superintendent of Seger School,\n\nColony, Okla.\n\n681\n\n"}
{"page": 694, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n682\n\n[Indian\n\nSIXTH SESSION.— Wednesday, July ii, io a.m.\n\n—\n\nPaper\n\" More Systemastic Training along Industrial Lines,\" Mrs. Cora M, Dunn, superintendent of\nRainy Mountain School, Okla.\nPaper \"The Teaching of English in the Indian Schools,\" Miss M. J. Sherman, Hampton Institute, Va.\nPaper.\n\n—\n— \" The Outlook for the New Indian,\" Mrs. Jessie W. Cook, Carlisle, Pa.\n\nSEVENTH SESSION.— Thursday, July 12, 10 a. m.\n— \"The Field Matron's Work,\" Mrs. Lida W. Quimby, Tacoma, Wash.\n— \" Domestic Science,\" Mrs. Lillie McCoy, Washington, D. C.\n— \" Dry-Weather Farming,\" John Seger, superintendent of Seger School, Colony, Okla.\nClosing address — Miss Estelle Reel, superintendent of Indian schools, Washington, D. C.\n\nPaper\nPaper\nPaper\n\nGeorge H. Benjamin,\nActing Secretary.\n\nPAPERS AND DISCUSSIONS\nTHE INDIAN PROBIEM\nREV. H. B. FRISSELL, PRINCIPAL OF HAMPTON NORMAL\ninstitute, hampton, va.\n\nAND INDUSTRIAL\n\n[stenographic report]\nrealize\n\nI\n\nthat\n\nin\n\nspeaking to the audience\n\ngathered here\n\nI\n\nam\n\naddressing many who know much more of the Indian problem than I do\n\n— men and women who have devoted\ndaily contact with the red\ntunities of\n\ntheir lives to its solution, whose\n\nman in his own home has given them oppor-\n\nunderstanding him and his needs such as are not possible to\n\nus who live at a distance\n\nand gain much of our knowledge at second\nhand or from occasional visits to the Indian's home. And yet there are\nsome advantages in viewing objects at a distance. Those of us who have\nto do with eastern schools are watching with sympathetic interest the\nwork which the great body of western Indian workers are accomplishing,\nrealizing to some extent the great difficulties under which you labor,\nrejoicing in your successes, and modestly forming opinions as to the things\nthat need still to be done before our brethren in red shall attain to the\nfull stature of American citizenship.\nAllow me to thank you and our\nsuperintendent of Indian schools for the opportunity of saying a few\n\nwords to you on the problem to the solution of which many of you have\ngiven your lives.\nI\n\nam grateful, too, for the privilege of speaking of this subject before an\n\naudience composed largely of southern men and women, who are struggling\nwith the greatest race problem which this or any other country has had to\n\nmeet;\nhave\n\nfor,\n\nwhile the Indian and negro problems are very unlike, yet they\n\nmany things in common.\n\nThe western reservation resembles to\n\nsome extent the southern plantation, and I believe that those of us who\nhave to do with the education and civilization of Indians can learn many\n\nI\n\n"}
{"page": 695, "printed_page": null, "text": "THE INDIAN PROBLEM\n\nDepartment]\n\n683\n\nthings from the dealings of our southern friends wrth the plantation\n\nWhile we\n\nnegro.\n\nrejoice in the fact that slavery is a thing of the\n\nall\n\npast, yet I firmly believe that under the\n\nmost favorable conditions it was\n\na much more successful school for the training of a barbarous race than\nis\n\nSlavery brought the colored\n\nthe reservation.\n\nman into close contact\n\nwith his white brother, training him in habits of work, giving\n\nknowledge of the white man's language and\n\nhim a\n\nNever, I believe,\n\nreligion.\n\nhistory of our civilization has a great mass of barbarous people\nadvanced so rapidly as have the blacks on this continent in the last three\n\nin the\n\nOn almost all the southern plantations, and in the cities\n\nhundred years.\n\nalso, negro mechanics were bred, as well\n\nas excellent blacksmiths, good\n\ncarpenters, and house-builders capable of executing plans of high archi-\n\nThe negro was taught to work, to be an agriculturist, a\n\ntectural merit.\n\nmechanic, a material producer of something useful.\nsuch results from our reservation system.\n\nWe can hardly claim\n\nIt separates\n\nthe Indian from\n\nthe white man, it pauperizes him by giving him rations, and while of late\n\nyears instruction in agriculture and industrial pursuits has been given,\nyet we have been slow to realize that the opportunity and disposition to\nlabor make the basis of all our civilization.\n\nThe Indian^ s point of view.\n\n— In order to understand the\n\nthat we, as Indian workers, have had to meet,\n\ndifificulties\n\nit will\n\nbe necessary to con-\n\nsider the attitude in which the Indian and the white\n\nman have stood to\n\none another.\n\nThe Indian in his wild state was a natural aristocrat.\n\nHe\n\nlooked with contempt upon the white man, considering him as belonging\nLike the men who came to\nEngland with the Conqueror, whose names were written in the Doomsday\nBook entitling them to land and to lives of luxury while others labored,\nso, I believe, the Indian considered himself a superior being whose\nownership of land gave him the right to live without labor, which, however, it was quite proper and fit that we poor white people should perto an altogether lower order of creation.\n\nform.\n\nHe also despised the white man as a soldier.\n\nHe did not believe\n\ncontend with him.\n\nOne who has had\n\nin his courage or in his ability to\n\nlong years of dealing with the Indian told me of the remarks that were\n\nmade by the Sioux at the time of the Custer massacre. They spoke of\nthe whites as children unfit to bear arms.\nThey also had a contempt for\nwhite morality, and not without reason.\n\nTheir treaties had been broken\n\nthe white men they were accustomed to see about the reservations twenty\nyears ago were not of such a character as to command respect for themselves or the\n\ncivilization\n\nwhich they represented.\n\nNot only did they\n\nhim as well.\n\nThe race prejudice\n\ndespise the white man, but they hated\n\nwhich\n\nis\n\nso strong\n\nthe Indian race.\n\nin\n\nthe white race\n\nis\n\nvastly stronger,\n\nI\n\nbelieve, in\n\nThe children from their earliest infancy are taught to\n\nhate the white man.\n\nHe represents to them all that is bad.\n\nIt\n\nis\n\nnot\n\nstrange, then, that progress in the education of Indian children by white\n\n"}
{"page": 696, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n684\n\n[Indian\n\npeople was slow, nor that those who have gone back from our Indian\nschools to the West have had a hard fight.\n\nThey have had to\n\nstruggle\n\nagainst a race prejudice which had behind it the sanction of religion and\n\nwas bound up with all the tribal customs of the people.\n\nIt is a cause for\n\nthankfulness that they have done as well as they have.\n\nMany a brave\n\nbeen fought by those students who have gone out from our\nschools, and the progress of the last thirty years is largely due to the\nfight has\n\nMany of them have failed, as was to be\n\ninfluence they have exerted.\n\nThey have been exposed to the sneers of the whites, who are\nnot always glad to have intelligence and business ability increase too\n\nexpected.\n\nrapidly among the Indians.\n\nLittle has been said of their struggles to do\n\nright, or of their successes, but their failures\n\nhave been made known to\n\nthe whole country.\n\nAnnihilation of the Indian\n\nis still\n\nmuch more popular with a large\n\nportion of the people of this country than\nwith\n\ntalk\n\nman on\n\nwhite\n\na\n\nthe\n\nborders\n\nis\n\nassimilation.\n\nWhen you\n\nof\n\na reservation\n\nabout the\n\neducation and uplift of the Indian, you are quite likely to meet with\nthe sort of sympathy which General Whittlesey met with in one of his\n\nCrows of Montana. The rough westerner who drove the\n\" Are you one of them that is trying to tame\nthese Indians ?\nWell, I'll tell you how I tame 'em.\nThere's a well in\nmy backyard there ain't no water in it, but there's seven tame Indians\n\nvisits\n\nto the\n\nstage-coach said to him\n\n:\n\n;\n\nin it.\"\nIt is because the\n\nIndian problem is so much the problem of educat-\n\ning the white man and lifting him out of his barbarism that it is so dis-\n\nSome years since a company of legislators visited an Indian\n\ncouraging.\n\nschool on the sabbath.\n\nmakers said\n\n:\n\nIn his address to the school one of these law-\n\n\"The Bible tells us that it is right to lift an ox or an ass\n\nout of a ditch on the sabbath day, and I reckon that is what the principal\nof this school is trying to do for us.\"\n\nWhat long\nAmerican\n\nyears\n\ncitizen\n\nof\n\nbelieve\n\nthat\n\nmake\n\nthe\n\naverage\n\npossibilities\n\nin\n\nhis\n\nit\n\nhas\n\ntaken\n\nthere\n\nare\n\nany\n\nstruggle\n\nto\n\nred\n\nThere are few things more significant as to the attitude of\nthe ordinary well-dressed American citizen than to hear his remarks\nin visiting a class of Indian boys and girls\nhe speaks of them as\ntho they were \"dumb driven cattle.\" \"Are you civilized?\" was the\n\" No,\" said he\nquestion put by a visitor to an intelligent Sioux boy.\n\"are you ?\"\nbrother\n\n!\n\n;\n\nWhen we are asked, then, why it is that it takes so long to civilize\n250,000 Indians, one answer certainly is that we have had to wait to civilize\nwhite men about them.\n\nThe education of the white and red races has\nhad to go on together, and I for one believe that God has left this red\nrace with us that he might teach us some lessons in righteousness, in\ntruth, in love, and in self-sacrifice.\n\n"}
{"page": 697, "printed_page": null, "text": "THE INDIAN PROBLEM\n\ndepartment]\n\n685\n\nMany of the men in Washington look upon those who come there to\nplead the cause of the Indian as wild fanatics, who take time which ought\nto be devoted to the discussion of the currency, the tariff, or the river and\n\nharbor bill.\n\nAnd yet y€ar after year they have been obliged to take the\n\ntime to discuss questions concerning the homes and lands and schools of\nnative Americans.\nI believe that no part of the education of our lawmakers at Washington has been more wholesome and helpful to them or to\nIf there is to come to us as a nation\n\nthe country than those discussions.\n\nany good out of what seems to many a public calamity in the expansion\nof our rule over the islands of the sea, I believe it will be not so\n\nmuch\n\nbecause of our added commerce and increased wealth as because we shall\n\nbe obliged to consider more and more what the relation of the wise ought\nto be toward the ignorant\nized.\n\n— what duties the\n\ncivilized owe to the uncivil-\n\nWe shall be obliged to learn that we, who are strong, ought to\n\nbear the infirmities of the weak.\n\nWhat has been gained.\n\n—What, then, has been gained by these years\n\nA lifelong friend of the Indian took me aside in Boston\nthe other day and said to me \"You know how some of us here in Boston\nof struggle ?\n\n:\n\nhave been exposed to the gibes and sneers of those who think that it is\nvain to try to uplift the Indian, and that there\n\nwork.\n\nTell me, are you losing heart ?\n\nis\n\nno profit\n\nin all\n\nHow does it seem to you ?\n\nthis\nIs it\n\nyou who are before me\nis really worth while.\nYou do not need to be told of the improved sentiment at Washington, or\nof the advance of appropriations for Indian schools from $20,000 in 1876\nto $2,936,080 in 1899.\nNor need I dwell upon the vast improvement there\nhas been in honest dealing on the part of the government.\nDr. Edward\nEverett Hale once told at Mohonk of an interview with Charles Sumner in\nWashington, in the year 1865, when he said to him \"Look here, Sumner,\nyou have got these colored people free, and there seems to be a chance\nthat you will get an amendment to the constitution thru. Why don't you\ntake care of the Indians now ? \" Dr. Hale said that he paused for a whole\nminute before replying, adding that it was the only time that he ever saw\nhim look thoroly dejected. Then he said \" Hale, I don't think you\nknow what you ask.\" I said I guessed 1 knew what I asked. \"I\nreally worth\n\nwhile ? \"\n\nI\n\nam sure that all\n\nof\n\ntonight feel that this work which you are doing\n\n:\n\n:\n\ndon't think you do,\" he answered\n\n;\n\n\"Hale, the whole Indian system in\n\nthis country is so rotten that anybody who takes\nall\n\nin\n\nhold of\n\nit\n\nhas to tear it\n\nup from the roots and turn it all bottom-side up. There isn't a thing\nit which is right, and everything has got to be torn up and planted\n\nover again before it will live.\"\n\nBut, as Dr. Hale went on to say, it has\n\nbeen torn up by the roots, and things have been turned over and over\nagain.\nWhat Charles Sumner said of the Indian service in 1865 could\nnot be said with truth today.\n\nAltho there\n\nstill\n\nremains much land to\n\nbe possessed, altho our senators and representatives are not yet all saints,\n\n"}
{"page": 698, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n686\n\n[Indian\n\nthere is an earnest endeavor on the part of the majority of\n\nStill\n\nthem to\n\nWe have had at the head of the Indian Office\n\ngive the Indian his rights.\n\nfor years men who have labored diligently and honestly for the uplifting\n\nThe whole tone of the Indian service at Washington has\nundergone a change within the last thirty years for which we have reason\nof the Indian.\n\nto be thankful.\n\nMy opportunities for observation in the field have been limited compared with yours, but I have seen great improvement there also in the\ntwenty years since\n\nI\n\nhave had to do with Indian affairs.\n\nTho it is still\n\ntrue that the agent is sometimes much more the agent of cattlemen, land-\n\ngrabbers, and lumber trusts than of the Indian, and while it must be confessed that the rights of the Indian have been sacrificed to the supposed\nnecessity of pushing war measures\n\nand expanding our territory, there is\n\nyet no reason to doubt that there has been, and still is, a great movement\n\nforward.\n\nThere are many good agents in the field\n\n;\n\nour Indian inspectors\n\nare, for the most part, intelligent men, who have thoro knowledge of their\n\nwork, and the superintendents and teachers of the Indian schools are a\nfine\n\nbody of men and women. Here civil-service reform has had fair\nmost of these people have been chosen, not to pay political\n\nplay, and\n\ndebts, nor thru the influence of senators or representatives, but because of\ntheir ability to teach and their interest in their work.\n\nProgress has been made.\n\n—\n\nI\n\nbelieve\n\nit\n\nis\n\nfair\n\nthe state has made progress in its Indian work.\nas much for the church.\n\nIt\n\nis\n\nto say that what we call\nI\n\nwish that\n\nI\n\ncould say\n\nnot worth while to discuss here the oft-\n\nargued question of government aid for mission schools;\n\nI\n\nthink there\n\nhas been a distinct loss in power since such men as Bishop Whipple, Dr.\nStrieby, and others\n\nwent to Washington\n\nto\n\nadvocate just measures of\n\nlegislation.\n\nThey were an education to the church as well as to the state.\n\nI feel that\n\nthe Indian cause needs the help of every possible influence for\n\nit\ncomes thru Catholic priest or Protestant layman.\ndo not believe in the infallibility of the pope or of the General Assembly.\nThe work of both needs inspection and supervision by the people\nbut I wish both might have every possible chance to work for the poor\nand ignorant of every race. It may have been wise to withdraw government aid from sectarian schools. It certainly was not wise for the\nchurches to withdraw their help from the Indians, nor to feel that the\ngovernment could do the work of the church. I am much more in\nsympathy with a Catholic who fights for appropriations and keeps up his\nown contributions than with a Protestant who gives up appropriations\nand withdraws his support. When, in response to the cry of separation\nof church and state, the Protestant churches gave up their government\nappropriations, there was a distinct promise on their part that private\nbeneficence should take the place of government help\nthat the Indian\nshould in no wise be neglected. The promise has not been kept. Just\n\ngood, whether\nI\n\n;\n\n"}
{"page": 699, "printed_page": null, "text": "THE INDIAN PROBLEM\n\nDepartment]\n\nat the time\n\n687\n\nwhen the Indian needed most the help of\n\nfaithful Christian\n\nmissionaries in the passage from barbarism to civilization, church aid was\n\nThe work of such men as Bishop Hare and Bishop\nThe\nUnitarians gave up the work among the Crows the Friends relinquished\nWhite Institute, where excellent work was done. The failure on some\n\nlargely withdrawn.\n\nWhipple, the Riggses and the Williamsons, was much curtailed.\n;\n\nreservations of the land-in-severalty bill was distinctly traceable to this\ncause.\n\nis\n\nThe wonderful progress of the last twenty years among the Indians\nThe\n\nlargely due to the work which the early missionaries performed.\n\nMinnesota massacre of 1862, where 500 whites, with women and chilwere slaughtered in retaliation for real or fancied wrongs,\nresulted in the defeat of 2,000 warriors, of whom thirty-nine were hanged\nand over three hundred held for three years in jail. It was the beginning\ndren,\n\nof the advance of the great Sioux nation.\n\nFrom the work of a few mis-\n\nsionaries among those imprisoned men, who for the first time listened to\n\nthe gospel, grew seven churches\n\nand an impulse which created among\n\nthe Sioux universal respect for the representatives of Christianity and a\n\nconfidence in their teaching which has gone far toward making possible\ntheir progress in later years.\nfinally assigned to Devil's\n\nThese Indians and\n\ntheir friends were all\n\nLake, Sisseton, Santee, and Flandreau agencies,\n\nin Dakota, with plenty of land, but no food except what they could earn\nby their own labor. Fortunately, they were long kept under good and\npermanent agents, who saw that they were provided with seeds, imple-\n\nwho wisely assisted them in cultivating and, in some\nThe result is that they, 3,500 in number, are\ntoday self-supporting and the most progressive of all the Sioux. The\neight hundred Santees, descendants of those who thirty-two years ago\nwere condemned to death, and who were so hated by the whites of Minnesota that they threatened to hang the missionaries who taught them\nwhile in prison, are now homesteaded, Christianized American citizens\nments, etc., and\n\ncases, selling their land.\n\nand voters.\nGive the Indian in general such treatment as this handful of desperate Sioux warriors received, aftd the trouble\n\nis\n\nover.\n\nThe past century\n\nhas been one of blundering rather than of dishonor, and from the first it\nhas been a question of\n\nmen rather than of measures.\n\nPersonal contact\n\nhas been the mainspring of all Indian progress in this country.\n\nIt is\n\nthe\n\nMajor Pratt, Rev. Dr. Williamson and\nhis sons, and the Riggses of Dakota, of Archdeacon Kirby in British\nAmerica, of Mr. Duncan's great work in Alaska and it is the vital point\nin all uplifting work.\nThe touch of the noble lives which are being spent\nThe first\nin the service of the red man is better than any spoken word.\nstep with the Indian is to gain his confidence and no man, saint or sinner,\n\nsecret of the wonderful success of\n\n;\n\n;\n\nwho ever trusted an Indian has found his confidence misplaced.\n\nMore\n\n"}
{"page": 700, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n688\n\n[Indian\n\nthan a hundred thousand Indians are today challenging American Christianity to do its best for them, and I am glad to say here that not a few\n\nown people have come to the front and are now holding the\nremoter outposts as teachers and catechists, setting such examples of\ndecent living as make them leaders in progress and types of what all\nof their\n\nmay become.\n\nIndians with a fair chance\ntake no backward step.\n\nTribal system weakened.\n\nThe Christian church should\n\n— Let me speak\n\nbriefly of the\n\nimprovement\n\namong the Indians in the matter of land, homes, and schools.\n\nAltho the\n\nland-in-severalty bill has not effected in some cases what was hoped for it,\n\nthere\n\nis\n\nno doubt of the valuable results that have been brought about\n\nthru the allotment of land to individual Indians.\n\nThe hold of the tribal\n\nsystem has been gradually weakened, and the rude shacks with their stacks\nof hay and grain make\n\nit\n\nclear, even to the superficial observer, that the\n\nIndian's roving days are over.\n\nAltho it is undoubtedly true that some of\n\nthe reservations have been opened to the whites before the Indians were\n\nready for\n\nit,\n\nand altho the onset of the lower element\n\nof whites\n\nupon\n\nmany instances, in the demoralization\nof the Indian, yet it is only thru this hard process that he is to come\nthe Indian lands has resulted, in\nto stronger manhood.\n\nThere is no question\n\nthat the giving up of the\n\nagent, the letting in of whisky, the leasing of the Indians' land to the\n\nwhite man, have usually resulted in a temporary backward\n\nmovement\n\nyet even in the worst of these cases, among such tribes as the Omahas\n\nand the Winnebagoes, where drunkenness and licentiousness have held\nalarming sway, there is evidence of a consciousness on their part of their\ndegraded condition and a reaching out toward better things. In the\ncase of the Sioux Indians, where the agents have been retained while the\nallotment was going on, and where there was more help from missionaries, the change has come without such dreadful demoralization.\nOccasionally\n\nvisits\n\nto\n\nthe agencies along the\n\nMissouri river have\n\nmade clear the vast improvement that is going on. Twenty years ago\ncitizens' clothing was the exception\nnow it is the rule. The coat has\n;\n\nreplaced the blanket, leggings are giving way to trousers, and the curious\n\nbond that comes from wearing the same style of garments is felt. It is like\nspeaking the same language, and results at once in increased friendliness.\nCitizens of Pierre, Chamberlain, and other towns near the reservations, who are certainly not likely to be prejudiced in favor of their\nIndian neighbors, spoke to\n\nme of the changes for the better among the\n\nIndians in the last few years, especially of their civilized appearance, and\nof their straightforward business dealings.\n\nThe vices of civilization, as\n\nrepresented by whisky and gambling, stand always between the Indian\n\nand progress, but in spite of this the contact at Crow Creek, Lower\nThe uniBrule, and elsewhere with white settlers has been invaluable.\n\" The more of it the better.\" There has been marked\nversal testimony is\n:\n\n"}
{"page": 701, "printed_page": null, "text": "THE INDIAN PROBLEM\n\nDepartment]\n\nimprovement\n\nin the\n\nquality\n\nof\n\nwhite frontiersmen.\n\n689\n\nThe \"scum\" of\nThe Indian\n\ntwenty years ago is giving place to a class of good citizens.\n\ncan learn much from them, and they will, I believe, do him substantial\n\nRough and careless at first they\n\ngood as they gradually surround him.\n\ncertainly are, but the better element soon takes hold.\n\nCourts are estab-\n\nlished, and there is a fair show all around.\n\nReservation\n\nlife\n\ndying.\n\n— These changing conditions, however, have\n\nAgents and thoughtful men are anxious. Reservation\ndead or dying. It must go. The time is ripe, not for destruction,\nhowever, but for development, and the old life, the old system, must be\ntheir dangers.\nlife is\n\nused only as a foundation for the new, and to this end ought to be carefully studied.\nAmong the 15,000 Sioux the encampments are, for the\nmost part, broken up, and the people settled chiefly on the river bottoms,\nwhere they can get wood and water. In certain parts of Dakota the Indians\nhave covered the land as far as the eye can reach with farms of from one to\n\nthirty acres, all protected by wire fences, each with its log hut, and beside\nit\n\none or two summer tepees, as graceful as the other is ugly and crude.\n\nMany of the farmers are shareholders in reaping machines, and I was much\nimpressed by seeing a returned Hampton student driving a self-binder\naround his own wheat fields. Generally the men are in the fields, the\nwomen either with them or at work about the house. The old relation\nof brave and\n\nsquaw is passing away before the influence of homestead\nmud-roofed log hut, which\nrepresents the first forward (if well-nigh fatal) step in civilization.\nUntidy\nand ill-ventilated as it is, it fixes its owner, putting an end to his\nnomadic life, making possible the use of chairs, tables, and dishes, and\nthe development of a home attachment.\nThe fact that these houses\nhave but one room is not so dangerous to morality as one would suplife,\n\njust as the tepee must vanish before the\n\npose, but only because the Indian\n\nnot grossly sensuous.\n\nis\n\nChristian\n\nteaching is, of course, on the side of soap and water, and it is curious to\nnotice how largely the use of these articles\n\nis affected by the proximity\nand schoolhouse.\nA missionary visitor demands and is\nacknowledged to have a right to a chair, a bed, clean dishes, and soap\nand towels.\n\nof\n\nchurch\n\nWhat remains to be done.\naccomplished ?\n\nIn the\n\nfirst\n\n— What are the things that remain\nplace, it\n\nis\n\nto\n\nbe\n\nimportant to remember that in\n\ndealing with these Indians we are dealing with people of very various\n\ndegrees of development, and methods of work which are applicable to\none tribe are not at all applicable to others. This has been especially\ntrue of the land-in-severalty bill.\nthis bill,\n\ntheir\n'it has,\n\nto be\n\nit\n\nis\n\nWhile no one can doubt the value of\n\nvery doubtful whether all tribes are equally ready to take\n\nown part in life's struggle. Instead of making them independent,\nin some cases, really made them paupers.\nNot only ought regard\nhad\n\nto the progress\n\nof the\n\nIndian, but to the condition of the\n\n"}
{"page": 702, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n^9°\n\nAs Mr. Grinnell says in his recent book, The\n\ncountry in which he lives.\nIndians of Today:\n\n[Indian\n\n\"To force allotments on a tribe living in a region\n\nwhere the average yearly rainfall\n\nis\n\nonly a foot or fifteen inches may be\n\na real hardship, even though on the pretense that the acres given them\nare grazing lands.\n\nEach receives twice as much\n\nas\n\nif\n\nit\n\nwere farming\n\nIn a very large number of cases these so-called grazing lands pro-\n\nland.\n\nduce nothing, not even enough vegetation to keep a single cow.\ntimes they are without water, even without access to water.\"\nthat the Indians\n\nSome-\n\nTo insist\n\nbecome self-supporting on such land is to ask what is\n\nMr. Grinnell instances the Oneida Indians as showing how\n\nimpossible.\n\nthe Allotment Act,\n\nwhen applied\n\nto a race that has\n\nhad contact with\n\nwhites for three hundred years, is most helpful, while in the case of the\n\nApaches, who speak only their own tongue and inhabit a desert, it is\n\nHow harmful the allotment bill has been in certain cases as\n\ndisastrous.\n\nregards the introduction of liquor, the failure of the parents to send their\nchildren to school, and in the matter of idleness, resulting from the\nleasing of land,\n\nwe all know.\n\nWe are obliged to remember that the\n\nIndians are, for the most part, children\n\n;\n\nthat they have the weaknesses of\n\nchildren ; and that, while we are to help them toward manhood as rapidly\nas possible, they will not attain to it in a day, nor in a single generation.\n\nWhile wisdom must be shown in the passage from barbarism to civilization, it is important that both agents and Indians understand that the\nreservation is a temporary expedient that, while it may be necessary for\nthose who are unable to care for themselves, the government and all\n;\n\nwho have to do with its schools are striving to fit the young Indians for\nIn order to do\n\nthe fuller, freer life of citizenship.\nthe reservation system\n\nschools\n\nmust be produced.\n\nthe reservation\n\noff\n\nthat\n\nwhen\n\nnot willing to live as their parents did.\n\ndiscontent with\n\ntheir students return\nIt\n\nis\n\nof the\n\nthey are\n\nmuch to be hoped\n\ntheir school life will bring about just this result.\nin the\n\nthis,\n\nIt is sometimes said\n\nIf\n\nEast or in the West, makes students unwilling to meet the\n\nculties of the situation,\n\nit\n\nopen\n\nis\n\nto\n\nthat\n\nschool life, either\n\ncriticism, but a\n\nwholesome\n\ndiffi-\n\ndis-\n\ncontent is a most hopeful sign.\n\nA good sign. — The petition of the Lower Brule Sioux, asking that\ntheir annuity of rations and clothing be stopped, and that they be allowed\nto sell a portion of their land\n\nand purchase cattle with the proceeds, is a\n\nmove in the right direction.\nthe better.\n\ndation of\n\nThe sooner the ration system can be stopped\nNo student goes back from school who does not feel the degra-\n\nit.\n\nWhile the beef-killing, with its brutalizing influence, has\n\nbeen discontinued on some of the reservations, on others it still remains,\n\nand the biweekly pilgrimage from the distant parts of the reservation to the\nagency still continues. By this means regular work on the farm and the\nraising of crops and of animals is prevented, while the old roving habit,\nwhich is so opposed to all progress in civilization, is cultivated.\n\n"}
{"page": 703, "printed_page": null, "text": "THE INDIAN PROBLEM\n\nDepartment]\n\n69\n\nIn spite of all that has been done toward the education of the Indian,\nit\n\nis\n\nestimated that only about one-half of the Indian youths of school\n\nThis is a poor showing.\n\nage are receiving instruction.\n\nThere ought to\n\nbe school accommodation for every Indian child. The sooner we come\nTo\nto compulsory education for every child in this country the better.\ngive\n\ncitizenship\n\npeople without requiring\n\nto\n\ntheir\n\neducation\n\nis\n\nthe\n\nunwisdom. The system of day schools so successfully started\nand carried on by Major Wright on the Pine Ridge reservation and by\nothers in the Indian country, which makes the school the center for\nimprovement in home life and agriculture, and gives the agent a hold on\nIndian families' in remote parts of the reservation, is of the greatest\nMore use ought to be -made of the common day school in the\nvalue.\nThe introduction of cooking and sewing,\nuplifting of the community.\nas well as some simple lessons in harvesting and the use of garden tools,\ntogether with instruction in the common English branches, would make\nthese schools a great power for good on the reservation.\nThe reservation boarding schools, with their gardens and farms, are\nmost useful. Just as far as possible there ought to be built up about\nthese schools mills for the grinding of wheat and small manufactories for\nthe construction of articles used on the reservations, where the Indians\ngreatest\n\nmay become familiar with the usages of civilized life.\n\nIt is a shame that\n\nso large a part of the Indians' supplies should be bought elsewhere, when\nthe Indians need so much the training and the work which might be used in\n\nThe non-reservation schools, both eastern and western,\nought to have close relations with one another and with the reservation\nschools. They ought to develop certain special lines of work and instruc-\n\ntheir production.\n\ntion that the Indians need.\n\nIf\n\none devote itself to agriculture especially,\n\nthen another could make a specialty of business methods, others of certain trades, and\n\nstill\n\nothers of normal training.\n\nInstead of struggling\n\nwith one another for pupils, as has sometimes happened, they should be\nthoroly in\n\nharmony with one another.\n\nEach of these schools ought to\n\nbe a sort of experiment station in Indian education, demonstrating what\ncan be done along special lines.\n\nWe are all indebted to Major Pratt for\n\nthe success which has attended the pushing of the outing system.\n\nIndian institution, in addition to the regular work which\n\nit\n\nEach\n\nhas to do,\n\nshould try to develop some specialty, which should be of value to all.\n\nAs a rule, it seems\n\nto\n\nme that we in the East ought to do advanced\n\nwork, admitting only those\n\nwho have passed thru the western schools,\n\nand not competing for a lower grade of pupils. Coming east ought to\nbe considered a reward of merit for good work in western institutions.\n\n—\n\nMany difficulties. I have been impressed with the difficulties under\nwhich the heads of government Indian schools have labored because of\ntheir inability to control the appointment of their subordinates.\n\nAs long\n\nas teachers are appointed in Washington and the head of the school has\n\n"}
{"page": 704, "printed_page": null, "text": "NATIONAL EDUCATiONAL ASSOCIATION\n\n69\nlittle\n\nor\n\nno voice\n\nin\n\nIlndian\n\nthe matter, so long will the schools lack harmony.\n\nNo superintendent can really be held responsible for the management of\nhis school until\n\nhe has a controlling influence.\n\nreform brought about by the\n\ncivil\n\nservice\n\nin\n\nWe all believe in the\n\nthe taking out from the\n\nhands of politicians the appointments of superintendent and teachers.\nBut if civil-service reform rules stand in the way of the appointment of\nteachers by the head of a school, they should be modified to correct this abuse.\n\nThe main object of the education of the Indian should be to make\nhim self-supporting, and, as Mr. Grinnell says: \"An aim quite as important as this, indeed included in it, is to make the Indians less unlike us\nthan they are. They exist as an element of our population they are\nAmericans, and they should be put in a position to develop into a constituent part of our new race, just as the immigrants from a dozen foreign\n;\n\nlands have developed into good, useful citizens of these United States.\"\n\n—\n\nThese two problems\nas to how the Indian can be made self-supporting\nand thus gain the self-respect and independence which are impossible\nwithout it, and how he can be made one with the white race of the land\nshould be continually before the mind of every Indian worker. We ought\n\n—\n\nto rejoice in the coming of the railroad, of trade, of every influence that\n\nmake the Indian one of us. While each race has its own pecuand while, as Mr. Leupp, in a recent article in the Southern\nWorkman, declares, it is \"improvement, not transformation,\" of the\nIndian that is needed; while we are to realize that the Indian can never\nbe an Anglo-Saxon while we are to develop the noble qualities which the\nIndian possesses, we must also realize that it is not good for any indihelps to\nliarities,\n\n;\n\nvidual or race to be alone.\n\nIn closing\n\nI\n\nwish to extend\n\nmy congratulations to those who are\n\nlaboring for the advancement of the Indian because of the success that\nhas attended their efforts.\n\nI\n\nbelieve with Bishop Whipple that Indian\n\nin the world, and that no missionary\nmore satisfactory returns than that among the\n\nworkers are the best-paid workers\n\nwork promises\n\nswifter or\n\nred men of this land.\n\nTHE PROPER RELATION BETWEEN LITERARY AND\nINDUSTRIAL EDUCATION IN INDIAN SCHOOLS\nA.\n\nJ.\n\nSTANDING, ASSISTANT SUPERINTENDENT, CARLISLE INDIAN SCHOOL,\nCARLISLE, PA.\n[an abstract]\n\nThe purpose of education is primarily to qualify for self-support and\nThe Indians of today,\nthe general work and business of life in all ways.\nbeing for the most part only about one generation removed from the\nnomadic state, and having had to undergo within this brief period a complete change in mode of life, have no accumulated knowledge of the\n\n"}
{"page": 705, "printed_page": null, "text": "Department]\n\nLITERARY AND INDUSTRIAL EDUCATION OF INDIANS\n\n693\n\nrequirements of civilized life or how to obtain a living in any of the great\nvariety of avenues that present themselves to the white boy or girl, whose\n\nparents for generations, perhaps, have followed some special vocation,\n\nwith which the children of the family from their earliest years become\nfamiliar, and, when old enough, engage in for the purpose of self-support.\nThey are, therefore, at a peculiar disadvantage in the struggle for bread\n\nand home, except in so far as they are cared for by the government. This\nspecial care, however, is intended, and properly so, to be but temporary,\nand the government has for many years been following various plans\nintending to lead the Indian to self-support and independence, with the\ndesign of ending the need for the special care and guardianship that is\nnow assumed to be necessary.\nWonderfully handicapped by a multiplicity of tongues and a life generally beyond the limit of settlements, and consequent teaching by observation, the Indian made but slow progress in the way the government\ndesired he should go, until the day of Indian schools was inaugurated.\nThe early results obtained in these schools seemed so full of promise for\nthe future that education in schools has become the main policy and hope\nof the nation for Indian civilization.\n\n^\n\nThe conditions presented by the Indians of today, which call for a\nspecial class of schools for them, are that nearly all of those who attend\nthe battle of life, have to support themselves by manual labor of\n\nwill, in\n\nsome kind.\n\nA very large proportion also have had nothing in the shape\n\nof home training, while all must be instructed in the English language to\n\nsuch an extent that it shall be their language for the future, so learned as\nnever to be forgotten.\n\nIt\n\nis\n\neasy to see, therefore, that the needs of the\n\nIndian are not met by the ordinary district school, nor by the ordinary\n\nboarding school or academy; that to\n\ncivilize,\n\neducate, and train the\n\nIndian industrially something more than either of these is needed.\neffort to meet this\n\nThe\n\nneed has evolved the system of Indian schools as they\n\nnow exist, comprising all grades, from the reservation day school to the\nmost complete of the system as represented by the manifold interests and\npursuits of Carlisle.\n\nThe experience so far gained has shown that self-support, the prime\nobject of Indian schools, has been attained in the proportion in which\n\nthey properly combine industrial training with literary education.\nlatter,\n\nThe\n\nwhile desirable for all, will furnish bread to the few only, but the\n\ncompetent laborer, male or female, is in a position of comparative independence on the question of subsistence.\n\nThe aim, then, of Indian education should be that during the receptive\nlife every young Indian should receive such\n\nand formative period of\n\nindustrial education as will place\n\nincapable\n\nhim\n\nclearly beyond the\n\n— among the competent working and producing\n\ndo this, rational\n\nindustrial education\n\nis\n\na necessity,\n\nranks of the\nclasses.\n\nand so much\n\nTo\nof\n\n"}
{"page": 706, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n694\n\n[Indian\n\nattainment.\n\nlife as may be needed should be devoted to its\nAny Indian school, of whatever class, that fails to give this\n\nor makes\n\na secondary consideration\n\nthe school period of\n\nobject.\n\nit\n\nis\n\nfailing\n\nof\n\nits\n\nchief\n\nend and\n\nCare should be taken everywhere and at all times to honor the\n\nworker, of whatever degree, and by no means admit that a farmer or\n\nmechanic is not as worthy of respect as a teacher or clerk.\n\nMy experience with the administration of Indian schools has been\nthat vastly more thought and attention has been bestowed on the literary\n\ncourse of study to be pursued, which publishers' text-books shall be used,\n\nand what particular method of writing shall be taught, than upon the\nindustrial education that can and should be given to every Indian child\nof suitable physique.\nI\n\nshould like to see the force and equipment for teaching the various\n\nindustrial occupations in Indian schools as well organized and as com-\n\nplete as\n\nnow is the case with the department of literary training.\n\nshould embrace\n\nall\n\nthe household\n\nThis\n\noccupations of the school, so con-\n\nducted as to convey the idea that the time so spent was just as profitably\nspent as in the schoolroom.\n\nThe same general idea should be carried to\n\nall the outdoor interests and occupations\n\nthe trades.\n\nof the school, the farm, the stock,\n\nGive them an equal place with the schoolroom, not a second-\n\nary one, and how much more popular such interests would become\n\nIt is\n\n!\n\nthe nature of the young to enjoy physical effort, so that it does not become\n\ndrudgery.\nI will\n\nadmit that in practice education in industries is not applicable\n\nand that of itself is vastly imporThere are, however, but few schools where some really good practical work cannot be done along some productive line, selected as the\nas gardenspecialty of the school by reason of its location or condition\non such a moderate scale that it shall be\ning, or fruit culture, or farming\nto all schools alike, but the principle is ;\ntant.\n\n—\n\n—\n\nthoroly instructive as well as productive.\nI do not wish to be understood as recommeading an attempt to carry\non a multiplicity of industries, such as Carlisle and some other large\nschools have in operation, in places where they would be out of place but\nin every school, large or small, I would implant the idea that those who\nhave ability to produce with their hands the necessaries of life are as\nworthy, as honorable, and as successful as those who do the same thing\n;\n\nby their ability to teach or to practice a profession.\nThe prime need in industrial education is intelligent agriculture,\nwhich includes also gardening and fruit culture, dairying, care of stock,\netc.\nWe have the promise of the One who changes not that \" so long as\nthe world endures seed-time and harvest shall not fail.\"\nHere, then, is\nsupplied the prime necessity of life, the means to live.\nIt is not my purpose to particularize as to methods by which industrial\neducation should be pursued in Indian schools, but to urge that it be\n\n"}
{"page": 707, "printed_page": null, "text": "Department]\n\nLITERARY AND INDUSTRIAL EDUCATION OF INDIANS\n\n695\n\ngiven its rightful place and due consideration that as much care, thought,\nand talent be expended on the proper industrial equipment and methods\nas is now the case on the schoolroom work and appliances.\nBut few\n;\n\namong the Indians now in school will be able to live by their literary\nattainments exclusively; the many will depend on their hands\nlet\n\n;\n\ntherefore,\n\nthe main effort be in the direction that is going to be of the greatest\n\ngood to the greatest number. I make the assertion that the competent\nmanual worker will be more likely to develop into an independent, selfsupporting person than the one who is teaching or clerking for a living,\ndepending on the pleasure or needs of others for the salary on which he\nor she\n\nA bushel of wheat or corn has its cash value\n\nlives.\n\n;\n\nso has fat\n\nstock, the shoeing of a horse, the building of a house, or skilled labor in\n\nany direction\n\n;\n\nand the Indian who has grain or stock to sell or skill in\n\nthe occupations mentioned will not be apt to want for bread.\nI\n\nmy position.\n\noffer just one incident in illustration of\n\nIt is an axiom\n\nof the Carlisle school that every pupil roust have some practice in agricultural pursuits ; this is obtained in part on the school farms, but mainly\n\nunder the outing system. A boy who had been several years at school\nHis father and neighbors had bought a selfto his home.\nbinding reaper. The agent was to come on a certain day and set the\nmachine up, and show the Indians how to work it. He did not come.\nThe boy, having used a similar machine during his school life at Carlisle,\nreturned\n\nThe agent came and asked who\nhad done the work. The Indian told him his son had set up the reaper\nand started it. \"Well,\" said the agent, \"I am paying men $4 a day for\njust that work, and would as soon pay your son as anybody.\"\nput this one together and cut the crop.\n\nLet us therefore give the chief place in our Indian schools to those\npursuits which will give to the many manual skill and ability needed for\n\nself-support; which will\n\nbe\n\nin\n\nabout\n\nproportion of\n\nthe\n\nninety-nine\n\nmanual workers to one lawyer or doctor.\nIt requires no gift of prophecy to foretell that if such a policy in\nIndian education be adopted and continued, combined with the Carlisle\nouting system, the day will not be far distant when the government can\njustly say to the Indian: \"You are no longer incompetent; you are able,\nyou are skilled, you have the opportunity henceforth make your own\n;\n\nliving, take care of yourselves ; the duties of national\n\nguardianship have\n\nno longer necessary for you you are\ncitizens of the republic; enjoy your liberty, your homes, your property;\nand Uncle Sam will be proud of his red\nvote, hold office, do your best\n\nbeen\n\nperformed\n\n;\n\nsuch care\n\nis\n\n;\n\nchildren.\"\n\n;\n\n"}
{"page": 708, "printed_page": null, "text": "NATIONAL EbUCATiONAL ASSOCIAt/ON\n\n696\n\n[tnciian\n\nTHE HEALTH OE THE INDIAN\nDR.\n\nC.\n\nC.\n\nWAINWRIGHT, SAN JACINTO, CAL.\n[an abstractI\n\nDr. Wainwright said that upon the health of the Indian rests the\n\nwhole superstructure of Indian education. To give him greater power\nof resistance, to unfetter him from his deteriorating habits, to force him\nabove the half-civilized life to which he has been subdued, to utilize the\nmaterial we have so that a generation will come forth in a higher scale of\nevolution, are tasks to which we must apply ourselves even more assidu-\n\ncoming year because of the many encouragements in the past.\nDoes the Indians' health average good? Do they as a race compare\nfavorably in health and vigor with their white neighbors ?\nDoes the\nIndian child grow up with a promise of longevity? are questions direct\nand important. If we begin among the Indians where they live and\nmove, divest the whole subject of any sentirhent, arrange systematic work\nfor every able bodied adult, compel him to labor for his own benefit,\nthiis establishing the habit of a perfect industry among the American\nIndians, we shall strike from them the fetters that bind them to so many\nThey and their children\ndegenerating, debasing, and slavish customs.\nwill be regenerated mentally, morally, and physically.\nI desire to emphasize the possible blessings that will come to these people and their children thru systematic manual labor. Work purifies the blood and is\npreventive of disease. All else that is uplifting and beneficial will follow\nously the\n\nhabits of industry.\n\nTHE TRAINING OE TEACHERS FOR INDIAN SCHOOLS\nCHARLES BARTLETT DYKE, HAMPTON NORMAL AND INDUSTRIAL INSTITUTE,\nHAMPTON, VA.\n[an abstract]\n\nThe teacher is the maker and protector of our American civilization,\nand with him rests the future of the American Indian. In common with\nall\n\nother teachers, he must possess the spirit of service.\n\ncompared with\n\ninsignificance\n\nthis\n\nfirst\n\nAll else falls into\n\nThis spirit of service\n\nessential.\n\ncannot be a general, diffused, vague sort of thing.\n\nIt\n\nconcrete devotion to the uplifting of a race.\n\nthru wise religious\n\ntraining,\n\nthru\n\nIt is\n\nmust be definite,\n\nconstant suggestion, thru the inspiration of the ideals\n\nalready attained by \"returned students,\" that these natural impulses are\nto be converted into a sustained spirit of service.\n\nThe second\n\nessential\n\nof the\n\nIndian teacher\n\nis\n\nfellowship with the\n\nman has seen something of the inner life of\nWhat he is\nother races does he realize the vastness of his birthright.\nworld.\n\nNot\n\nuntil\n\na white\n\n"}
{"page": 709, "printed_page": null, "text": "TRAINING OF TEACHERS FOR INDIAN SCHOOLS\n\nDepartment]\n\n697\n\nborn into the Indian child must acquire, if he is to survive on the face of\nthe earth.\n\nThe teachers of the Indian child must, then, feel their fellow-\n\nship with all humanity.\nIt\n\ncommon to hear of the folly of attempting to make an Indian\n\nis\n\nman, and there is truth in the assertion but the Indian\nand become a part of the white man's civilization. The\ngeneral atmosphere of civilization breathed into the life of the Indian for\ngenerations must conduce to this fellowship with the world, but more\ninto a white\n\nshould\n\nlive\n\nimportant\n\n;\n\nin\n\nis\n\nthe conscious training given thru certain subjects of study.\n\nEspecially is this true of every kind of trade work.\n\nThe ability to supply\n\nto the public what the public needs establishes a bond of\n\nsympathy, and\n\nthe Indian wheelwright or mason or electrician becomes an integral part\nof\n\nhumanity with the satisfaction of humanity's wants, while the Indian\n\ngirl rises into a\n\nnew sphere of life with her successful production of the\n\nfood and clothing of civilization.\n\nHon. William T. Harris emphasizes the necessity of language as the\ninstrument which \"makes possible human social organization. The most\npractical knowledge of all, it will be admitted, is a knowledge of human\nnature\na knowledge that enables one to combine with his fellow-men\nand to share with them the physical and spiritual wealth of the race.\"\nAgain, the Indian teacher should go into his work with some absorbing interest of his own\nsome hobby, some fad, if you will\nfor the\n\n—\n\n—\n\n—\n\ninspiration of a teacher is his own interest.\n\nThe lack of professional training I regard as the greatest weakness\namong Indian teachers. If the teacher of white children needs to know\nthe' principles and aims of education, how much more does the Indian\nteacher need to know them who is to enter upon a much more difficult\nwork\nBut the professional training of the Indian teachers should include\n\nmore than a knowledge of the principles and aims of education. You\nand I are born with an economic sense. That sense of money-making, of\ngetting on in the world, has found deep root in all Americans.\nThe\nIndian is without this economic sense.\nHe must be taught to seize upon\nexisting conditions and to use them to his own advantage.\nThe Indian\nteacher must be the center of social and economic progress.\nNext comes practice-teaching, under careful supervision, with a maxi-\n\nmum of responsibility.\n\nI wish to\n\nplace the emphasis on these two points\n\ncareful supervision and responsibility.\n\n:\n\nIn the judgment of the Committee\n\non Normal Schools at the Los Angeles meeting last year, practice-teaching,\nunder careful supervision, ranks as the most valuable course in the professional training of teachers.\n\nWhile actual teaching contributes much\n\nto the theory of education, it also gives training\n\nknowledge.\nacquire\n\nit,\n\nIt is\n\nin the application of\n\nusually more difficult to apply knowledge than it is to\n\nbut since practice in teaching does both, it\n\nis\n\nan especially\n\n"}
{"page": 710, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n698\n\n[Indian\n\nTo assume the responsibility of a schoolroom is\n\nvaluable line of work.\n\na powerful force in the development of a teacher.\n\nFamiliarity with pro-\n\ngrams, with good\n\nminor\n\nschoolroom\n\nis\n\ntext-books, and with\n\nno slight aid\n\n;\n\nthe\n\nall\n\ndetails\n\nof\n\nthe\n\nbut responsibility transforms the careless,\n\nimpertinent, sullen, impatient student into the careful, polite, cheerful,\nself-controlled teacher.\n\nOne of our Indian girls last year, who was\n\nnotorious for her sulkiness, met her Waterloo in the practice room, where\n\nWhat should she do\nmade a mistake she would not read again. She\n\nshe was obliged to deal with her exact facsimile.\n\nwith Susie ?\n\nIf Susie\n\nwould just stand still and look as if she did not see or hear anybody in\nThe foresight, the quick encouragement, the determined will\nnecessary in dealing with Susie, the delight of success, actually changed\nthis girl's entire demeanor, and the responsibility thrown upon her\ndeveloped an undreamed-of strength which will make her a most valuable\nthe world.\n\nteacher of her race.\n\nBut\n\nus not think for a\n\nlet\n\nmoment that\n\npractice-teaching alone\n\nis\n\nPractice-teaching establishes right habits of the teaching art.\n\nsufficient.\n\nLeaders in education, as in any sphere of human activity, must have right\nhabits of work, but they must also be masters of themselves and capable\nof directing their own powers at will.\n\nThis\n\nis\n\nto be attained only thru a\n\nknowledge of the principles of society and education.\nTo summarize In my opinion the function of the teacher of Indian\nschools is one on which the very lives of his pupils depend.\nIt is the\nsubstitution of civilization for barbarism.\nThat teacher alone can effect\nthis work who goes into it with a spirit of service, with a conscious substitu:\n\ntion of the ideals of civilization for those of barbarism.\n\nThis demands\n\nknowledge of society and of the laws of\nmind. It demands enthusiasm guided by the principles of psychology\nand sociology, and it involves the application of these principles under\n\nwisely chosen subject-matter, a\n\nsufxervision.\n\nTeachers with\n\nthis\n\ntraining will bring their pupils into a\n\nfellowship with the civilized world, and the Indian will then\n\nbecome a\n\nvaluable American citizen.\n\nTHE TEACHING OF TRADES TO THE INDIAN\nF.\n\nK.\n\nROGERS, HAMPTON NORMAL AND INDUSTRIAL INSTITUTE,\n\nHAMPTON, VA.\n[an abstract]\n\nMy first experience with Indians was in the late summer of 1897, when\nI\n\nmet a score or more who had\n\njust arrived\n\nat\n\nHampton.\n\nWhen these\n\nIndians arrived, many of them were not more than once removed from\n\nbarbarism and had been transported from 1,500 to 2,000 miles, in order\n\n"}
{"page": 711, "printed_page": null, "text": "TEACHING OF TRADES TO THE INDIAN\n\nDepartment]\n\n69^\n\nthat they might complete their education by industrial training at Hamp-\n\nOne question that bothered me was\n\nton.\n\nHas the Indian the mental\n\n:\n\ncapacity for the complicated problems associated with the trades?\n\nThis\n\nhas been solved to my entire satisfaction in the affirmative.\nI\n\nhave reached the point where I feel that genius should be recognized\n\nin red, black, or white, but that the diverting of an Indian\n\nfrom his natural\n\nbent is not to be done without serious consideration and especially good\nreasons.\n\nmy mind.\n\nAn interesting incident connected with this thought comes to\nA young Papago arrived at Hampton a year ago, and, when\n\nquestioned as to what he wanted to do there, surprised us by saying that\n\nhe wished to learn the machinist's trade.\nso incongruous that\n\nwe questioned him\n\nThis from a Papago seemed\nthoroly,\n\nthinking his desire\n\nmight be only a passing one, which had been aroused, perhaps, by visiting the machine shops before being questioned by us.\nHowever, he\nstood persistently by his\n\nfirst\n\nchoice, saying\n\nthat in\n\nsome\n\nparts of his\n\ncountry there were silver mines, and that he had seen some of the mining\n\nmachinery and knew that they sometimes needed men to set it up and\nrun it. He thought he could find good employment at least as a helper.\nHe was allowed to spend two days a week in the machine shop, and has\n\nshown that he has the necessary qualification for a very good machinist,\nand he is anxious to keep on. The machinist's trade can be grasped only\nby one of considerable mental ability, and he must have much good\njudgment in tracing out cause and effect.' It seems to me that what this\nparticular boy must have in order to be most useful is not so much ability\nto do the delicate handwork necessary to build machinery as ability to\nsize up the general assemblage of parts, to know how things go together\nand how to repair broken pieces.\nExcept in a few cases, Hampton does not believe in the machinist's\ntrade for Indians, but rather emphasizes those industries which may be of\nuse in smaller communities, and that relate more directly to their own\n\nhome life, as,for instance, house-building, wheelwrighting, blacksmithing,\nWe feel more and m.ore, too, that in many\n\nshoe- and harness-making.\n\ncases a part of several trades is more beneficial than one.\n\nThus house-\n\nbuilding should have as a foundation carpentry, but allied with\n\nit\n\nshould\n\nbe some knowledge of painting, plastering, bricklaying, and enough\n\ntin-\n\nsmithing to enable one to do flashing, gutter, and spout work.\n\nWheelwrighting, blacksmithing, and a\n\nlittle\n\npainting would go well\n\ntogether, and shoe- and harness-making are also closely connected.\nall of these\nit is\n\nWith\n\ntrades there should be incorporated as much of agriculture as\n\npossible to give.\n\nBlacksmithing seems to be as popular a trade as any, and one in which\nthe Indian seems to excel.\n\nIt is\n\nconsiderable of a revelation to see one\n\ntoiling away, blowing his own fire, and striking the red-hot iron, with the\n\nperspiration rolling from his head in streams.\n\n"}
{"page": 712, "printed_page": null, "text": "MATIONAL EDUCATIONAL ASSOCIATION\n\n700\n\n[Indian\n\nThe Indian boy does very well in mechanical drawing, which should\nbe taught in connection with all trades when the plan of one's work can\nbe expressed on paper.\n\nFor instance, such trades\n\nas the machinist's,\n\ncarpentry, wheelwrighting, and bricklaying should include mechanical\n\ndrawing, but printing would not especially need\n\nit.\n\nPainters, tailors,\n\nshoe- and harness-makers should be taught free-hand drawing.\n\nThe one thing more than\n\nall\n\nothers to be considered in teaching a\n\ntrade to Indians is power of adaptability.\n\nTeaching a\n\nfull\n\ntrade for the\n\nmany people who\nknow the Indian's home life and the difficulty he will have among his\nown people of making a livelihood. In most cases it seems to me that\nsake of its industrial value alone does not appeal to\n\nthe trade, after\n\nonly of secondary importance, and the real thing\n\nall, is\n\nto be gained is the feeling of power which comes with the accomplishment\n\nof any difficult task.\n\nLet us look for a minute at the blacksmith's trade\n\nfor the Indian.\n\nhave mentioned before\n\n(I\n\nin\n\nthis\n\npaper that it\n\nis\n\nas\n\npopular as any we teach.)\n\ndo not feel that the utilitarian accomplishments of bending, upsetgood\nthings the boy has gotten out of the practice at the forge, but that along\nwith all these processes in the thousand and one modifications and\napplications comes a mental stimulus, a power of concentration and\nadaptability, which leads to healthier activities and growth.\nThe same\nthing is true of any trade or occupation but as the boy's own inclination and love for a particular kind of skill must be acknowledged to\nI\n\nting, and welding, while they are of inestimable value, are the only\n\n;\n\na certain extent in the selection of a handicraft for him, it follows that\n\namong\n\nthere will be a general diversity of trades\n\nthe boys from any\n\nreservation.\n\nCharacter-building is, after all, the keynote in any kind of education.\nIt\n\nmay seem to be entirely submerged at\n\ntimes, but, be\n\nit\n\nclassical or\n\nmere bunch of facts gleaned from the\nfields of literature and labor, but, along with such, a large measure of\npower and possibility. Many times to all of us has come the stereotyped\nexpression that the Indian's education is all a mistake, and that it simply\nin the end makes less of a man of him than he would have been had he\ngrown up in the old way. This may be true in some instances, and it\nmay seem true in many more, taking the present time into consideraindustrial, the outcome is not a\n\nbe considered\n\ntion, but the thing to\n\nis\n\nthat this\n\nis,\n\nafter all, only the\n\nseed-time; the harvest is not yet, tho I think we begin to see signs of\n\nits\n\napproach.\nIf I\n\nthought we were making carpenters, blacksmiths, and wheelwrights\n\nof the Indians, and that\n\nthey got out of the trades only the cold, hard\n\nof livelihood, I should feel that we were\ndoing a progressive work. What I do believe is that the power that\ncomes with reading and writing, welding and planing, cooking and sewing,\nfacts which provide a\n\nmeans\n\n"}
{"page": 713, "printed_page": null, "text": "TRAINING OF THE INDIAN GIRL\n\nDepartment]\n\nis\n\nupbuilding to any race, causing it to grow until its influence\n\na factor in the common good of\n\nmankind.\n\n701\nis felt\n\nas\n\nIn these days the lack of\n\nsuch power will surely send a race to the wall.\n\nTHE TRAINING OF THE INDIAN GIRL AS THE UPLIFTER\nOF THE HOME\nMISS JOSEPHINE\n\nRICHARDS, HAMPTON NORMAL AND INDUSTRIAL\n\nE.\n\nINSTITUTE, HAMPTON, VA.\n[an abstract]\n\nMiss Alice Fletcher once told of a\n\nvisit she\n\npaid to Sitting Bull, and\n\nthe plea he made, in view of the changed conditions, for the women of\nhis race.\n\nTake pity on my women,\" said he, \" for they have no future. The\nyoung men can be like the white men\ntill the soil, supply the food and\nclothing; they will take the work out of the hands of the women, and\nthe women, to whom we have owed everything in the past, will be stripped\nof all which gave them power and position among the people.\nGive a\nfuture to my women.\"\nWe are surely working along the line of the old chief's appeal when\nwe consider how the Indian woman, as she ceases to set up the tepee,\ncan become the true uplifter of the home.\nLet us consider some of the crying needs oi the Indian home of the\npresent day, and also the training which will best fit the Indian girls in\n**\n\n—\n\nour schools to meet those needs.\n\nLet us note first the lack of system in the domestic arrangements of\n\nand orderliness. I think those of us who\nmany native virtues of the Indian would hesitate to\nclaim punctuality and dispatch as among thein. The reason may not be\nthe household, of promptness\n\nhave firm faith in\nfar to\n\nseek\n\n;\n\nfor, after all,\n\none does not have to go back a very long way\nbeyond clocks and bells, and all the civil-\n\nin his history to get quite\n\nized appliances for keeping the\n\nAnglo-Saxon \"up\n\nto the minute,\" and\n\nenabling a great community of busy workers to act in unison.\n\nBut what\nwould effect in the hogan of the Southwest and the\nshack of the Northwest, not to mention certain frame houses of some of\nthe more well-to-do, if there were regular hours, and those early ones,\nfor rising and retiring\nif meals were prepared and cleared away at set\ntimes; if beds were put in order the first thing in the morning; if\nMonday were washing day, Tuesday ironing day, and so on thru the\nweekly calendar of a thrifty household\nIllustrative of the axiom that\n\"order is heaven's first law,\" I recall an address of Bishop Hare's to a\ncompany of Indian students, in which he drew a most practical lesson\nfrom the command to the disciples to make the multitude sit down by\na transformation\n\nit\n\n;\n\n!\n\n"}
{"page": 714, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n702\n\nLIndia\n\nhundreds and fifties, as he carried the principle even into the cabin\ncupboards and charged the girls to see that the dishes there were\nplates in one pile, saucers in another.\narranged in orderly fashion\n\n—\n\nMost\n\nlinked\n\nclosely\n\nto\n\norderliness\n\nis\n\ncleanliness.\n\nWe remember\n\nreading a graphic and appalling description of the minutiae of housecleaning operations by a young Indian\n\nmatron and her assistant\n\nfield\n\nin a neighboring cabin, where the cellar for keeping supplies was a hole\n\nunder one of the beds, and where other things were on a similar plane of\nuntidiness.\nA recent letter from the teacher of a camp school speaks of\nher little pupils as \"so bright, quick, ambitious to learn, but oh so\n!\n\nA running stream furnishes a bath-tub in summer, but in winter\n\ndirty.\"\n\nchange of clothes once a week or\nIt is quite true that on many\nreservations a crusade against dirt must be waged against great odds,\neven by the most willing-hearted. The scarcity of water, the clouds of\na bath is an unheard-of luxury, and a\n\nonce a month is not to be thought of.\n\nprairie dust, the\n\nstream of unkempt\n\nfour-footed hangers-on\n\n— these\n\nvisitors, the\n\nIn some favored sections these\n\nhousekeeper.\n\nconstant presence of\n\nare anything but helpful to the\ndifficulties do\n\nyoung\n\nnot exist\n\nin not a few instances they are bravely overcome ; but the question is an\n\nintensely practical one\n\n:\n\nWhat sort of training will best prepare our girls\n\nto fight these obstacles in their own homes, or in the\n\nhomes of Indians\n\namong whom they may be working ?\nIt is not enough to teach these girls how to sweep and scrub and\nwash and iron we must strive so to get them in the habit of being neat\nin person and surroundings that they really cannot be comfortable otherwise.\nPerhaps nothing does this more effectually than the \"outing\n;\n\nsystem,\" when the\n\nThe\nis\n\n\"\n\nhome to which the pupil is sent is of the right sort.\n\nliving week after week in\n\na quiet, refined, well-ordered household\n\nof inestimable value in fostering a \"noble discontent\" with dirt\n\nand\n\ndisorder.\n\nIn addition to this we have found a housekeeping cottage to be a very\nhelpful adjunct to the training in dormitories, cooking classes, laundry,\netc.,\n\nduring the school year.\n\nA member of the faculty was accompanied\n\non a trip to the West one summer by a friend.\n\nThe latter, struck with\n\nthe dearth of cooking utensils in the log cabins they visited, remarked\n\" Why don't you build a cottage at Hampton, put into it a stove, kettle,\n:\n\nfrying-pan, one or two spoons, and a very few dishes, and teach the girls\nto keep house with only such appliances?\"\n\nupon.\n\nThe suggestion was acted\n\nA tiny, three-roomed cottage (built when we brought on married\n\nIts equipment was\nsomewhat more ample than the above, but there was no patent egg-beater,\nthere was not even a rolling-pin until an Indian boy made one in the\nshop.\nThe screen in the little parlor was the handiwork of a girl who\nhad learned to use tools, and the lounge was a small iron bedstead,\n\ncouples) was fitted up for classes in housekeeping.\n\n"}
{"page": 715, "printed_page": null, "text": "TRAINING OF THE INDIAN GIRL\n\n703\n\nwith mattress and cushions covered with blue denim.\n\nFour days in the\n\nDepartment]\n\nweek a squad of three\n\ngirls\n\nwent out\n\nto the\n\ncottage with the lady in\n\ncharge, after school, and prepared their evening meal.\n\nwere furnished them\nsixty,\n\n;\n\nalso\n\nfifty\n\ncents\n\na\n\nMilk and\n\nflour\n\nweek, afterward increased tp\n\nwith which other supplies were purchased.\n\nCareful forethought\n\nThe menus were written down in\nkept.\nThe girls learned to\naccounts\nwere\nstrictly\nblank\nbook,\nand\na\nmany\nsimple\ndishes, sometimes\nand\nto\nprepare\nmake bread and biscuit,\nwere\ntaught\nto utilize odds\nown\nbutter.\nThey\neven to make their\nlittle\nhere\nif\nthey\nwished\nto launch out\nhow\nto\nscrimp\na\nand ends, also\ntable-cloth\nand napwith\nwhite\na\nthere.\nThe table was neatly spread\ncustom\nweek\nthe\nOnce\na\nkins, and sometimes decorated with flowers.\nand economy were thus cultivated.\n\nwas to invite another teacher to take tea with them, and then one -girl\nmust act as hostess and another do the necessary waiting. The whole\nspirit of the\n\nset down\n\nthing was wonderfully sug<gestive of a\n\nin the midst of the great school.\n\nlittle\n\nbit\n\nof\n\nhome\n\nWhen Mrs. Dorchester, wife\n\nof the then superintendent of Indian schools, visited Hampton, she gave\n\nseemed that she had felt the\nneed of something similar in the western schools, and had pleaded for a\nsmall house adjoining the main buildings, where girls could be so\ntrained. Now, she said, she felt she could urge it the more strongly, since\nThis work has now been\nshe had actually seen her \" model cottage.\"\nmerged in that of the Abby May Home, where the girls in the advanced\ncourse have lived together as a small family, and where pupils from the\nmiddle class have gone to prepare meals; and in that of the domesticscience building, with its courses in sewing, cooking, sloyd, and dairying,\nand also its model dining-room and bedroom, the latter with all its furniture, except the bed and the mirror, made by the girls.\nher cordial approval of the scheme.\n\nIt\n\nThe hygienic value of cleanliness cannot be too strongly impressed\nupon future home-makers, and this naturally broadens out into ideas of\nventilation, drainage, and the prevention of tuberculosis by car's and\nsanitary precautions.\nWhere girls leave school before they have taken\nup a text-book on physiology and hygiene, it seems most desirable that\nsimple oral lessons be given them along these lines. Wholesome food\nalso, as has been so often said, is a subject\n\nin which they\n\nneed instruc-\n\ntion, especially in regard to the addition of milk, cereals, and vegetables\n\nto their bill of fare.\n\nA love for house decorations has to be cultivated rather than implanted\nin the Indian.\n\nOne evening the past winter a company of Indian boys\n\nand girls met with some of their teachers to discuss the question \" How\ncan we improve our homes?\"\nBesides taking up more important\nmatters, the raising of flowers was touched upon, and the choice of\npictures.\nJust here comes in the desirability of some means of earning a\nlittle money when at home, a need which seems admirably met by the\n:\n\n"}
{"page": 716, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n704\n\n[Indian\n\nlace-making introduced by Miss Carter, since two or three dollars even\nwill\n\nprovide a few yards of scrim for the windows, pretty denim for a\n\ntable-cover,\n\nand seeds\n\nfor the\n\ngarden or window box.\n\nreading has been duly fostered at school\n\n— and\n\nIf a taste\n\nfor\n\nthis surely is far truer\n\neducation than the mere recitation of allotted lessons in history and\n\ngeography\n\n— then with the proceeds of her\n\ntoil in\n\nodd moments she can\n\nsubscribe for some magazine, which will be a welcome guest every month.\nAll possible encouragement,\nbeautiful native\n\nwe\n\nindustries, in\n\nbelieve, should\n\nalso be given\n\nto\n\nthe\n\norder that the beadwork, pottery, and\n\nbasket-weaving of her grandmother may not be lost arts to the Indian\ngirl of the period.\n\nHere, too, is a means, not only for cultivating a taste\n\nfor what is really artistic in itself, but, thru its commercial value, of help-\n\ning to\n\nmake the home comfortable and attractive.\n\nmerely four square walls.\"\n\nBut \" home is not\n\nBack of \"the outward and visible signs\" of\n\norder and purity we want the \" inward, spiritual grace,\" the atmosphere\nof uprightness and goodness, which the children of the household will\n\nOf course, the very corner-stone of\nsuch a happy family life must be the mutual love and respect of its\nunited head.\nAnd just here, it seems to me, not a few young educated\ndrink in as plants the sunshine.\n\nIndians\n\nmake shipwreck, tho the mistake is not confined surely to our\n\nbrothers and sisters in red.\n\nI\n\nhave wondered whether, as teachers, we\n\ndid as much as we might to inspire them with high and sacred ideals of\nall\n\nthat pertains to\n\nhome, and with the need of earnest thought in the\n\nchoice of a life-companion.\nIs there not sometimes danger that, while thus striving to steer clear of\n\nthe Scylla, we fall upon Charybdis, and send our girls out into life's battle\n\nwithout due training\n\nhow to meet one of its most fateful issues ?\n\nMay\n\nnot even a few quiet talks during their last year from someone in the\nschool, or from\n\nsome\n\nsweet, wise\n\nwoman who has a home of her own\n\noutside, which the girls themselves would recognize as ideal, do much to\n\nfortify^them in this direction ?\n\nThere is another point which may need to be guarded. We are proud\nand happy when we hear that one of our girls has received an appointment as employ^ or teacher in a government school, and is useful and\nself-supporting.\nPerhaps, when the young teacher goes home for her\nvacation with fresh, pretty clothes, and money in her purse, and talks of\nher pupils, her methods, her hopes of promotion, some former schoolmate, now tied hand and foot by her duties to her husband and children,\nlooks wistfully at her friend's career, and feels as if she alone were realizing the visions of uplifting their race, which they used to share while their\n\ncommencement speakers. Perhaps her\nown life seems to her rather a failure. But if her humble home is an\nobject-lesson to all who enter it, if gentleness and kindliness reign\nthere, if the boys and girls after they grow up are trained in Christian\nhearts were thrilled by earnest\n\n"}
{"page": 717, "printed_page": null, "text": "KINDERGARTEN WORK AMONG INDIANS\n\nDepartment]\n\n7 05\n\ncitizenship and taught by example to \"lend a hand\" to all around them\n\nwho need help, who shall say that her mission is not even more heavensent than her friend's ?\n\nKINDERGARTEN WORK AMONG THE INDIANS\nHAMPTON NORMAL AND INDUSTRIAL INSTITUTE,\n\nMISS BLANCHE FINLEY,\n\nHAMPTON, VA.\n[an abstract]\n\nThe\n\nIndian kindergarten might correctly be called an awakening\n\nschool, for\n\nmuch that is gained from the home life by the child ibf the\n\ndeveloped races\n\nis\n\nmissed by a great majority of the Indian children.\n\nOften our Indian children of five or six years are unable to enunciate\nclearly enough to be understood\n\nThey possess\n\nEnglish.\n\nlittle, if\n\n— frequently unable\n\nto speak\n\nany, of the creative\n\n— a word of\nWe find it\n\nspirit.\n\nwise, therefore, to admit children at a younger age than is desirable, as a\nrule, in other races.\n\nDuring the first year we give, as nearly as possible, what the child\nwould get in a well-ordered home. The year's work centers around our\nlarge family of dolls, who must be frequently washed and dressed, whose\nhouse and beds demand regular care.\nOn Monday the miniature wash-tubs and boards are brought into play.\nThe dolls' clothes and bedding and a number of lunch napkins are rubbed\nand rinsed and hung on lines across the window. The next morning\nthey are sprinkled, ironed, and folded away in the trunk made for them\nby the older children. The aim is not infant prodigies in the art of\nlaundry work, but the cultivation of a work spirit in the most unrestrained,\nhappy way.\nNo attempt is made to teach color, form, and number with the first\nthree or four kindergarten gifts that are used.\nas balls to be freely rolled and tossed and\n\nThe bright balls, are used\n\nswung; all\n\nthat\n\nis\n\nlearned of\n\nform and color is by observation. The blocks of the third and fourth\ngifts, both enlarged and of regular size, are used for free and suggested\nbuilding\n\n— most suggested\n\nat first ;\n\nfor instance, making a chair by nail-\n\ning an oblong piece of soft wood to a cube.\n\nThese constructive exer-\n\nmore formal occupations of card sewing,\nweaving, paper-folding, and parquetry, and particularly in the furniture\nsupply much-needed toys.\nThe sand table, with its tools and dishes, has a place in each day's\n\ncises\n\ntake the\n\nplace of\n\nthe\n\nprogress.\n\nTeaching of songs is not paramount those of few and simple words\nStories and pictures are used most freely.\nThe\nsense games and finger plays and rhythmic games of skipping, hopping,\n;\n\nare occasionally taught.\n\n"}
{"page": 718, "printed_page": null, "text": "NATIOMAL educational association\n\n7o6\n\n[Indian\n\nrunning, etc., to piano music, have been found of special value\n\nin\n\nthe\n\ndevelopment of the Indian child.\nBy the second year in kindergarten the child is ready for little housekeeping duties, which take the place to some extent, tho not entirely, of\nthe doll work.\nEach little one has a chair to dust, or plants to water, or\n\nThe duties are\n\na room in the doll-house to care for, or similar work.\n\nassigned for two weeks perhaps, and then changes are made.\n\nThese children make doll sheets and blankets, cotton scrap-books,\nA great deal of nailing and gardening\nCreative and skill games are added\nis among the occupations given.\nto the sense and rhythmic games.\nassorting forms, sizes, and colors.\n\nThe older or third-year children are well prepared\n\nto\n\ndo more pro-\n\ngressive sewing, basket-weaving, braiding lamp-mats, nailing prepared\n\npieces of Vvood into\n\nmore elaborate doll furniture, making seed-boxes,\nNor has domestic work lost its value and\n\nbird houses, and little wagons.\ninterest for these children.\n\nWash day is greeted with the enthusiasm of\n\nthe first year, and much pride is taken in doing alone the\n\n\"hard\" house-\n\nThe gardening has become quite scientific, and now we\n\nkeeping duties.\n\ncan water and rake, raising and selling vegetables enough to buy tools.\n\nThus the child gets a fair start in accuracy, responsibility, ambition, and\nideas; and the primary school comes fresh and full of interest to meet\nthe demands of growth.\nOur child knows nothing of the geometrical side of the gifts; he has\nnot known the tablets, sticks, and rings, but he has watched the work of\nthe sun, wind, and rain in his garden.\nHe knows where the grasshopper\nand cricket live he has seen the birds build and brood in the bird-house\nof his own making and he listens eagerly for the morning song.\nHe has,\nin short, some of the knowledge of \"The Barefoot Boy,\" and he goes to\nwork with a will and independence. It is the fair, true start that gives\n;\n\n;\n\nthe child of any race the surest chance of reaching the goal\n\n—\n\nthis goal\n\nbeing self-support and independence.\n\nSANITARY CONDITIONS AMONG THE INDIANS\nDR. J. G. BULLOCH, CHEYENNE AGENCY, S. D.\n[an abstract]\n\nThe best sanitary conditions should be maintained.\n\nBy enforcing\n\nabsolute cleanliness in every department, less sickness will reward the\n\nmanagement.\n\nDiphtheria, measles, and like diseases should be avoided,\n\nand hearing, weak lungs, and other ills\nlife and sending him to\nMore precaution should be taken on reservations and at\n\nespecially since defective sight\nresult, often\n\nfollowing the child so afflicted thru\n\nan early grave.\n\nschools- against letting refuse drain into the drinking water.\n\nToo much\n\n"}
{"page": 719, "printed_page": null, "text": "PRACTICAL METHODS IN INDIAN EDUCATIOM\n\ndepartment]\n\nattention\n\n7°?\n\ncannot be given to the subject of pure water for drinking\n\npurposes.\n\nCareful attention should be given to the care of vaults, stables, and\nall\n\nouthouses, which should be renovated frequently, and whitewashed\n\ninside\n\nand\n\nout, at least\n\nonce a year.\n\nRain-water and drinking-water\n\ntanks should be cleaned at least once annually.\n\nnear should receive careful attention\n\n;\n\nThe lakes and ponds\n\nin a word, everything with\n\nwhich\n\nthe child comes in contact should be kept scrupulously clean.\nAll floors should be sprinkled before being swept, since diseases are\n\nWeekly baths and good drainage\nAfter illness in a school or home the room where\n\noften transmitted by the flying dust.\n\nshould be enforced.\n\nthe patient lay should be thoroly disinfected, blankets washed, pillows\n\nand mattresses sunned, furniture washed, and sulphur burned in the room.\n\nOne great cause of sickness among the camp Indians is the keeping\nof provisions in the tepees.\n\nVisiting Indians often prove fertile sources\n\nof infection, and a certificate of health should be given by the agent and\n\nphysician to all Indians who wish to visit another reservation.\n\nNo agent\n\nshould allow visitors on any reserve who have not brought such a health\ncertificate.\n\nSevere cases of scrofula and cases of tuberculosis should be isolated at\nschools, and Indians so afflicted should not be permitted to live with the\n\nhealthy Indians.\n\nThe aged and infirm should be carefully looked after\n\non each reservation.\n\nPRACTICAL METHODS IN INDIAN EDUCATION\nMR. JOHN SEGER, SUPERINTENDENT OF SEGER COLONY SCHOOL,\nCOLONY, OKLA.\nIn my opinion, the only way to teach the Indian self-support and the\nvalue of property is to devise some plan whereby, without special urging,\n\nhe may be induced to support himself by his own efforts.\nI\n\ngive you, herewith, a short history of\n\nmy experiences with Indians,\n\nand a brief outline of the plan we are at present following.\n\nMy first experiment originated thru my proposing to three Indian\nthat, if they would each milk a cow thru the summer,\nwould give them the calf which the cow had. Altho they had never\nmilked a cow in their lives, they agreed to do their best, and were duly\nrewarded. This placed them in a conspicuous position among the other\nchildren, as being owners of property, and it enabled me the next spring\n\nboys at our schopl\nI\n\nto get ten boys to volunteer to raise corn.\n\nThe agent thought the idea\n\nso unpromising that he said the boys might have all the corn they could\nraise.\n\nThe Indians then regarded all work as degrading, and these boys\nknew they would be taunted and ridiculed as squaws all thru the season.\n\n"}
{"page": 720, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n7o8\n\n[Indian\n\nNevertheless they persevered and had great success with their crop.\n\nI\n\nmarketed the corn for them, and with the proceeds purchased thirty-five\nhead of cattle, which I divided among them, branding each boy's cattle\nwith a distinct brand, thus giving him an individual ownership.\n\nThe success of the boys naturally had its effect on the other children,\nand the next spring\n\nI\n\nhad volunteers enough to undertake to raise loo\n\nacres of corn, giving half of the crop to the government for the use of the\nland.\n\nFrom\n\nland we raised about 3,000 bushels of corn, and with\n\nthis\n\nthe proceeds of the boys' share I bought 100 head of heifers.\n\nWe were\n\nobliged to bring these cattle from a distance of 140 miles, and altho the\n\ncountry for the whole distance was entirely wild, and inhabited only by\nIndians, yet with three of these Indian boys we drove up the cattle, swim-\n\nming them across rivers and watching them at night, occupying ten days\nin the journey.\n\nWhen we arrived at the school, the children manifested the most\nintense interest in the herd, and all who were receiving wages wanted to\n\nEven the girls caught\n\nuse it in the purchase of cattl.e for themselves.\nthe enthusiasm to become property-owners.\n\nThis spirit\n\nI\n\nencouraged,\n\nand allowed those who were earning wages to use a part of it each month\nin creating a fund with which to\n\nbuy cattle.\n\nWe worked along this line\n\nuntil our school herd numbered about 400 head.\nIt was not long\n\nbefore our success in this venture attracted the atten-\n\ntion of the inspectors, and eventually the Indian Office.\nofficials reasoned that, if the school\n\nthe Indians, and thus make\n\nThe government\n\ncould raise cattle profitably, why not\n\nthem self-supporting ?\n\nFollowing this up,\n\nthey secured an appropriation to buy 400 head of cattle, to be issued to\nthe adult Indians of the reservation.\n\nadvised the Indian Office that\n\nit\n\nThe agent on learning of this\n\nwas impracticable for the Indians to\n\nengage at that time in the raising of cattle, as they were continually\nmoving about, sometimes being absent on a buffalo hunt three months at\n\nHe therefore recommended that these 400 head of cattle be\n\na time.\n\ngiven to my school, which was done.\n\nWhile\n\nI\n\nhad control\n\nof the herd\n\nno white man had anything to do\n\nwith their care, they being looked after altogether by Indian boys under\n\nmy supervision.\nthem.\n\nThis I considered the very best education I could give\n\nThe plan I had in view was eventually, thru this herd of cattle,\n\nto make the schools of the agency self-supporting.\nI also had in mind the establishing of a large pasture, which I proposed inclosing with a wire fence. Around this pasture I would locate\nyoung Indians as they married and settled down in life. They would be\n\nobliged to care for the fence and keep their cattle inside the pasture.\n\nAs the care of their cattle would occupy but a portion\n\nof their time, I\n\nalso included in my plan the allotting to each individual settling around\n\nthe pasture land enough to make a small farm.\n\nAs their ponies were not\n\n"}
{"page": 721, "printed_page": null, "text": "PRACTICAL METHODS IN INDIAN EDUCATION\n\nDepartment]\n\n709\n\nadapted to plowing the prairie sod, cattle might be taken from the herd\n\nand broken in as oxen. In preparation for this I had some oxen at the\nschool which I trained the Indian boys to drive and handle.\nAt the time of my resignation from the school superintendency our\nherd consisted of 1,000 head. By careful breeding we had improved\ntheir grade to a degree far above the native Texan stock with which we began.\nAlmost from the very first the parents of the children manifested a\ndeep interest in the success of the project, and encouraged and aided it\nin\n\nevery possible way.\n\nA number of\n\nmade donations\n\nIndian chiefs\n\nand a single Indian woman gave fifty head of cattle to the\nschool to be the property of her daughter, and her husband also gave a\nlarge number of ponies to the boys for use in caring for the herd. These\nand many other instances are evidence of what may be expected from the\ntoward\n\nit,\n\nIndians if their ambition and spirit of emulation are aroused.\n\nAt our present institution in Oklahoma, the Seger Colony School, we\nsame object of making it self-supporting and have\nadopted the plan of stock-raising and farming in conjunction, of which I\nare pursuing the\n\nshall speak later.\n\nThis school was started seven years ago, at which time 100 head of\ncattle\n\nwere given us by the government.\n\nfor the last five years this small\n\nThese cattle cost $1,300, and\n\nherd has supplied the school with over\n\n$1,000 worth of beef each year, besides proving a practical education for\n\nOur herd now numbers 141, of an excellent grade.\nThe main features of the plan I am at present endeavoring to carry\n\nour boys.\n\nout are as follows\n\n:\n\nThe land is divided into sections of perhaps one hundred acres each,\nand upon each section four families are located, giving each about twentyfive acres.\nThese four families thus form a group and are of mutual\nassistance to each other in their farm-work.\n\nUpon\n\nlocating they are\n\nrequired to sign a contract by which they agree to remain on their farms\nat least three years ;\n\nfarm\n\n;\n\nto haul the lumber and build a suitable house on the\n\nto keep at least one cow, a hog, and a small amount of poultry; to\n\ngive half of their crops toward the support of the school\n\nthan one of the four shall be absent from\nothers may look after his premises.\n\n;\n\nand that not more\n\nhome at a time, so that the\n\nOther restrictions tending\n\nto pre-\n\nvent the Indian from wasting his capital, in the prodigal fashion so characteristic of him, may be incorporated.\n\nThe Indians must earn the\n\nhorses they need, but\n\nall\n\nimplements\n\nnecessary for conducting their farms are furnished by the school.\n\nThe first year the land is planted in cotton and the second year in\nwheat.\n\nWhen the cotton is well up, cattle may. be allowed to run in it\n\nwithout damage.\n\nThe interval between the planting of the cotton and\n\npicking time is about three months, and during this period work is pro-\n\nvided for them in some shop, so that they can make a living.\n\nWhen the\n\n"}
{"page": 722, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n7IO\n\ncotton is ready to pick, the whole school assists.\n\nI\n\nIndian\n\nWhen the crop is sold,\n\nhalf goes to the family raising it and half to the school.\n\nThe profits are\n\ninvested in cattle, which is considered the very best investment, bringing\n\non the average a return of 25 per cent, on the capital invested. This is\nrepeated at the end of each season, and in three years I estimate that each\nfamily will be worth $1,000 and be able to support itself.\nIf they will\nallow me to write the agreement as to what they shall do, I am positive\nthis result can be attained in every case.\nThe cattle belonging to each\nfamily are held as security for the observance of their contract.\n\nIn our colony at present we have over 70 per cent, of the Indians\nIt is a rare sight to see an Indian wearing a blanket.\nI\nwanted to take an Indian boy's picture as he looked a few years ago and\n\nin\n\nhouses.\n\nas he looks now, but he would not think of having his picture taken with\nhis legs bare.\n\nIn this connection, also, it may not be amiss to say a word regarding\ntheir religious and social development.\n\nThere is a splendid field here for\n\nmissionary work, and religious teaching is an element that\n\nis\n\nvery much\n\nneeded.\n\nSome young men of the tribe, having been elected to leadership, came\nto me and asked\n\nmy advice as to their course, saying they wanted to do\n\nwhat was best for their people.\n\nI\n\ntold\n\nthem that as long as I had been\n\namong them I had known of nothing that had kept them back so much\n\" You have your sun dance and other dances,\nas their religion.\nI said\nand you are apt to change again to some other kind of religion. The\n:\n\nwhite people's religion has remained unchanged for thousands of years,\n\nand my advice to you would be to throw aside your heathen worship and\n\nbecome Christians.\"\n\nThey replied\n\n:\n\n\" We know nothing about the Chris-\n\nTo this I said \"A man has come here to explain it to you.\nHe will tell you everything about the Christian religion, the existence of\n\ntian religion.\"\n\n:\n\nGod, the birth of Christ, his crucifixion, and that he died for us.\nAll of\nyou who would learft about this religion and become Christians come over\nand give him your hand.\" The whole camp immediately came over and\nshook hands with him. Soon after they built a church, and have since\nbuilt a parsonage.\nAlready they have expended over 56,000 in this\nwork.\n\nAn Indian club-house has also been built. The funds for this were\nLake Mohonk conference by the friends of Indian educa-\n\nraised at the\n\nand turned over to Mr. Walter Roe, a nephew of E. P. Roe, the\nIt is known as \"The Lodge,\" and, in addition to tables with\nmagazines, games, etc., it is fitted up with all the appliances for housekeeping. When a family comes to visit, it must bring its own provisions\nand live and eat in a civilized manner. Other rooms are provided\nwith. cots, and the visiting Indians bring their bedding with them and\nput it down on these cots, thus doing away with camp life entirely. The\ntion,\n\nnovelist.\n\n"}
{"page": 723, "printed_page": null, "text": "Department]\n\nPRACTICAL METHODS IN INDIAN EDUCATION\n\nLodge\n\nhas\n\nalso\n\n1 1\n\nbath-rooms and everything necessary for cleanliness.\n\nWhen an Indian or an Indian family comes to stay at the Lodge, they\nmust keep it neat while there and leave it in good condition. Mr. Roe\nreceives a great deal of clothing, which he gives to the old and young,\nbut not to the middle-aged.\n\nTo these he gives cloth and lets them make\n\ntheir own clothes.\n\nHere also there is a sewing machine, and the Indians learn to use it in\nmaking their clothes. The result is that all the Indians dress in citizens'\nclothes, and they take great pride in imitating white people in dress.\nMr. Roe and his friends have undertaken to hire a matron for the\nLodge, and have asked Mr. Andrew Carnegie for a donation. The Lodge\nplan is excellently adapted for relieving the Indians of the evils of camp\nlife.\n\nAt every Indian school there should be a good\ngirl who leaves\n\nschool should\n\nhospital, and every\n\nknow how to take care of the sick.\n\nOften\n\nknow\nhow to give medicine and use hygienic means in caring for the sick. The\n\nthey are twenty-five miles from a physician, and the girls ought to\n\nboys will learn it by being treated in a hygienic way, and the whole family will also profit by\n\nthe knowledge of the girls.\n\n"}
{"page": 724, "printed_page": null, "text": "IRcport of Committee on IRecrolog^\nTo the Members of the National Educational Association :\n\nYour Committee on Necrology appointed at Charleston submits herewith the followlist, with accompanying sketches, of active members who have died since the last\nreport published in the volume of proceedings for 1899 (Los Angeles meeting):\ning\n\nZalmon Richards\nWilliam Evarts Sheldon\nJames Henry Smart\nHenry Barnard\nHenrietta B. Ayres\nElias J. Beardsley\n\nWashington, D. C.\nBoston, Mass.\nLafayette, Ind.\nHartford, Conn.\nDenver, Colo.\n\nElmira, N. Y.\nCovington, Ky.\nChicago, 111.\n\nH. R. Blaisdell\n\nEmanuel R. Boyer\nJohn Braden\nCharles M. Davis\nLarkin Dunton\nAugust E. Engstrom\n\n\"^\n\nNashville, Tenn.\n\nBayonne, N. J.\n\n....\n\nBoston, Mass.\n\nCannon Falls, Minn.\n\nGeorge L. Farnham\nJohn T. Flavin\n\nRiverside, Cal.\n\nWatertown, Wis.\n\n-\n\nLouis H. Galbreath\n\nCharleston, 111.\nVineland, N. J.\nBaltimore, Md.\nChicago, 111.\nHouston, Tex.\nNew York, N. Y.\nDenver,' Colo.\nCincinnati, O.\nBelmont, Mass.\nWest Superior, Wis.\n\n-\n\nS. Olin Garrison\n\nHenry B. Gwynn\nJames Hannan\nHenry S. Jones\nFrederick H. Lane\n\nAngelina N. Miller\nW. H. Morgan\nJames Russell Olin\nFrank Ostrander\n-\n\nEdwin H. Owen\n\n-\n\n-\n\n----...\n\nS. S. Parr\n\nCarlinville, 111.\nSt. Cloud, Minn.\n\n-\n\nMrs. Matilda S. Boucher\nWilliam H. Shelley\n\nOswego, N. Y.\nBaltimore, Md.\nCleveland, O.\nCincinnati, O.\n\nJulia C. Silcox\n\nChristine Gordon Sullivan\n\n-\n\n-\n\nMartha J. B. Thomas\n\n-\n\n-\n\nBayonne City, N. J.\n\nSamuel Gardner Williams\n\nIthaca, N. Y.\n\nThe committee has found it difificult to obtain material for memorial sketches in time\nfor publication in the volume of proceedings, and regrets that several of the sketches are\n\nnot as full as the merits of the deceased members would justify.\n\nInasmuch as the Council of Education has made provision for a memorial address\non the life and educational services of Dr. Henry Barnard, to be presented at the next\nannual meeting, only a brief sketch of this distinguished educator appears in this report.\nRespectfully submitted,\n\nEmerson E. White, Chairman,\nE. Oram Lyte,\n\nAaron Gove,\nRobert C. Metcalf,\nAlex. Hogg,\nCommittee.\n\n712\n\n"}
{"page": 725, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\n\n713\n\nZ^almon IRtcbarDs'\nZalmon Richards was born in Cummington, Mass., August li, 1811.\n\nHis father was\n\nthe possessor of a small farm in this rugged hill town in the western part of the state.\n\nSoon after he was three years old he commenced attending school. His first school\ndame was named Sybil Bates, and she had a powerful influence in shaping the religious\nand moral principles that controlled his after-life. At a very early age he began to \"do\nthe chores\" and to work with his father on the farm, and he matriculated in the \"little red\n\nschoolhouse \" of the district, where until ten years old he attended school annually a summer\nand winter term of about ten weeks each and from his tenth to his fourteenth year, as his\nservices on the farm became more valuable, he could be spared only for the winter term.\nA little later he attended for a short period a \"select school \" in his native town, and\nstill later its successor, the Cummington Academy, where he was able to drink somewhat\n;\n\ndeeper of the Pierian spring.\nAfter listening to a very eloquent and impressive temperance lecture in his early\n\nyouth he pledged himself to total abstinence, and that pledge was never violated.\n\nWhen\n\nabout fifteen years old he made a public profession of religion and united with a church\nof the Baptist denomination, in which\n\ncommunion he continued ever after, a devoted\n\nand active member.\nAt the age of seventeen he began to teach a country district school on a salary of $>%\na month and \"board around.\" It was about this time that he resolved to get a college\neducation and devote his life to teaching. As his father was unable to assist him in this,\nhe was obliged to depend wholly upon his own resources, which consisted mainly in\nteaching before entering college and during the college vacations, and such small sums\nas he might be able to borrow to be repaid after his graduation.\nBy attendance at\nCummington Academy, Southampton Academy, and some private instruction, he completed his preparatory studies and entered Williams College in 1832.\nHere he met with\na second teacher, Professor Mark Hopkins, who had great influence upon his future. He\nwas graduated from that institution in 1836, and was later granted the degree of M.A.\nImmediately after his college graduation he became principal of the academy in his\nnative town and held the position for three years.\nMeanwhile he married his accomplished assistant teacher.\nHe and his wife then received a call to take charge of an\nacademy at Stillwater, N. Y., which was accepted, and they entered upon their duties in\nSeptember, 1839. A successful administration of this academy for a period of ten years\nfollowed, and during this time he was engaged at intei-vals in conducting teachers' institutes in Saratoga county, N. Y., and, at the instance of Governor Eaton and other warm\nfriends of education, in the state of Vermont.\nThese institutes were then a new feature\nin educational work.\n\nOn December i, 1848, he became principal of the preparatory department of\nColumbian College, Washington, D. C, and continued in charge of that Institution about\nfour years. While thus engaged he was active in the organization and conduct of the\nColumbian Teachers' Association of Washington, which continued for some years and\ndid much good in its time.\nIn 1852 he established in Washington a private school, named the Union Academy,\nwhich was favorably known and well supported until the breaking out of the Civil War\nin 1861.\nMany of the patrons of the school were from the South, and their withdrawal\nfrom the city at that time, and the disturbed state of affairs generally, seriously inter^'ered\nwith the school.\nIn 1855 he was active in organizing the Young Men's Christian Association of\nWashington, the third association of the kind organized in the United States. He was\nelected its\n\nfirst\n\npresident, filled that office for two years, and continued\n\nan active and\n\ninterested member to the close of his life.\n' By request of the chairman of the Committee on Necrology, the amended spellings adopted by the\nBoard of Directors are not used in this report.\n\n"}
{"page": 726, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n714\n\nIn i86i he was appointed to a clerkship in the Treasury Dcpartmejit; subsequently\n\nhe was assigned to duty in the Bureau of Statistics, and filled that office until 1867.\n\nHe\n\nwas, in the same year also, elected a member of the common council of\n\nthe\n\npresident of that body.\n\nWhile\n\nin the\n\nthg^ city and\n\nBureau of Statistics, by consent of his chief, he\n\nmade a large collection of school statistics, somewhat\n\nin the line of work afterward\nundertaken by the Bureau of Education, but he did not succeed in having the informa-\n\ntion tabulated and published.\n\nFor two years he conducted a local normal institute for teachers\n\nof the Washington\n\ncity public schools.\n\nHe was one of the three members of the Christian Commision selected to represent\nColumbia during the Civil War, and faithfully ministered to the sick and\n\nthe District of\n\nwounded in the hospitals.\nHe was active in securing the passage by Congress of the bill establishing the\nNational Department of Education, was appointed to a prominent clerkship in it when\norganized in 1867, and held the office until 1869, when the department was made a\nbureau of the Interior Department and a change was made in its head.\nWhile holding this office he was elected a member of the board of aldermen of the\ncity of Washington, and president of the board.\nThrough his efforts an ordinance was\npassed by the city council creating the office of superintendent of public schools, and he\n\nwas appointed the first incumbent of the position in 1869, and held the office one year.\nIn 187 1, under the territorial form of government, he was appointed auditor for the\nDistrict of Columbia and held the office for three years.\n\nUp to this time he had acquired a handsome property in the city, and apparently had\nabundant means to supply all his wants in his advancing years. But unfortunately he\nhad allowed the use of his name in indorsing paper for some of his intimate friends, who\nbecame involved so heavily in debt that most of his own property was sacrificed in its\nliquidation, and he was left in straitened and embarrassing circumstances which clouded\n\nand embittered his old age.\n\nAfter his retirement from all public office he taught a small\n\nprivate school in his own residence for a while.\n\nHe died in Washington, D. C, November i, 1899, in the eighty-ninth year of his age.\nHis life, which almost spanned the nineteenth century, coterminous with the history\nof our country from the administration of\n\nMadison to that of McKinley, was full of\n\nactivities resulting, now in gratifying success, and\n\nnow in grievous disappointment; but\nrunning through all there was a remarkable, persistent devotion to what he most earnestly\nbelieved to be his foreordained mission as an educator.\n\nThe National Educational Association was the educational interest with which he\nwas connected the longest time and for which he had the deepest attachment. He was\none of the thirty-eight delegates who met in the Athenaeum building in Philadelphia, Pa.,\nAugust 26, 1857, and framed and signed the constitution of the National Teachers' Association, which\n\nelected\n\nits\n\ndeveloped into the National Educational Association in 1870.\n\nfirst\n\nHe was\n\npresident, presided at the first annual meeting, held at Cincinnati, O., in\n\n1858, was a constant attendant at the meetings held from that date down to 1896, when\nfailing health intervened, and he always took an active part in its proceedings.\n\nHe was a member of the Committee of Three which in 1886, at Washington, D. C,\nsecured articles of incorporation for the National Educational Association\n\n;\n\nfor some years\n\nhe was a member of the Board of Trustees constituting the body corporate of the association, and was the custodian of its publications.\n\nHe prepared and read at the meeting held at Toronto, Can., in 1891, a valuable historical sketch of the association, which is published in brochure form.\n\nThe numerous papers\n\nread by him and reports of his discussions are to be found scattered all through its published volumes.\n\nEven in his last days, when the hand of affliction was laid heavy upon him, when his\nbody refused ready obedience to an exceptionally strong will, and the mental brightness\n\n"}
{"page": 727, "printed_page": null, "text": "REPORT OP COMMITTEE ON NECROLOGY\nof his prime\n\nwas gradually fading\n\ninto\n\n7I5\n\nglimmering thoughts seemed to\nand growth he had been so closely\n\ntwilight, his\n\nlinger about the great institution with whose origin\nidentified.\n\nJ.\n\nOrmond Wii.son.\n\nMdliam Bvartg SbelOon\nWilliam Evarts Sheldon was born in Dorset, Vt., October 22, 1832, and died in Boston\nApril 16, 1900, being suddenly summoned while signing a business letter.\n\nHe studied at\n\nMiddlebury College and received the degree of A.M.\n\nHis early life was devoted to teaching, and the last twenty-five years to journalism and business.\nHe began his teaching in\nthe common schools of his native state.\nHe came to Massachusetts in 1853, and taught\nthe high school of Abbington.\n\nIn 1858 he took charge of the grammar school of West\n\nNewton, and in 1864 became master of the Hancock School, Boston, which position he\nfilled with marked ability until 1870, when he left it to engage in business.\nWhile master\nof the Hancock School he was made supervising principal of the primary schools in that\n\nsection of the city, and introduced advanced methods of primary instruction.\n\nrience in business was not wholly satisfactory, and he\n\nHis expe-\n\nbecame principal of the Waltham\n\ngrammar school, which position he resigned to take charge of the advertising department of a Boston daily. In 1875 he became manager of the advertising department of\nWit. Journal of Education, holding the position until his death.\nWhile connected with the\nJournal he was editor of the Primary Teacher, later known as the American Teacher.\nHe was an enthusiastic advocate of the kindergarten, and helped to organize the Kindergarten Department of the National Educational Association.\nMr. Sheldon took from the first an active interest in all movements for the improvfement of public education. He early became an active member of the Massachusetts\nTeachers' Association and of the American Institute of Instruction, and was one of the\ntwo New England educators who participated in the organization of the National Teachers' Association in\n\nbody.\n\nPhiladelphia in 1857, when he was chosen the first secretary of that\n\nHe was president of the Massachusetts Teachers' Association in 1863-64; of the\n\nAmerican Institute of Instruction in 1867; and of the National Educational Association\nin 1887, presiding at the famous Chicago meeting\n\nassociation yet held.\n\n— one of the largest meetings of the\n\nHe was secretary of this association in 1857 (as above stated), and\n\nagain in 1882, 1883, 1885, and 1886.\n\nFor forty-three years he was a member of the\nits councils, and no one\n\norganization, and very few men have had greater influence in\n\nhas been more devoted to\n\nits\n\nbest interests.\n\nAs a presiding officer he had few equals.\n\nHe was always courteous, and his genial personality won friends.\n\nHe was the soul of\ngood nature and kindness was a clear thinker on his feet had a ready command of\nchoice language, and a clear and ringing voice, with sufficient force and compass to reach\nthe largest audiences.\nHe had the ability to say what he wished to say, in such a way\nthat his hearers were not left in doubt as to his meaning.\nMr. Sheldon resided in West Newton for forty-two years. He took a deep interest\nin the improvement of the town, and was a leader in whatever concerned its civic life.\nHe was an active member of the Congregational church. He was married in 1854 to\nMiss Mary A. Soule, who, with one daughter and two granddaughters\nchildren of a\nyounger daughter, deceased\nsurvives him.\n;\n\n;\n\n—\n\n—\n\nThe\n\nfollowing tribute to Dr. Sheldon's\n\nmemory is paid by Mr. Alexander Hogg,\n\nof Fort Worth, Tex.:\n\n\"I\n\nfirst\n\nmet Mr. Sheldon at the meeting of the National Educational Association in\n\nDetroit, in 1874, and I shall never forget the cordiality with which I was received by him\n\nand others.\n\nI was at that\n\ntime a citizen of Alabama, and traveled all the way to Detroit\n\nto become a member of that then small body of educators.\n\nCivil War, and yet a\n\nThis was but a decade after the\nmost fraternal feeling already existed between educators north and\n\n"}
{"page": 728, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n7i6\nsouth.\n\nIt must be said\n\nthat\n\nno other class of men have done more to bring about a resAmong those whom I met at Detroit,\n\ntoration of the union than these same schoolmasters.\n\nWilliam E. Sheldon was, if not the first, among the foremost\n\nin this good work.\n\nIt\n\nhas\n\nbeen to me a great privilege to be associated with him in the National Educational Association for a quarter of a century.\nHe has always been to me a brother beloved, and I\n\nwould like to pay this humble tribute to his noble character and life.\"\n\nJamee \"fcentB Smart\nJames Henry Smart, LL.D., was born at Center Harbor, N. H., June 30, 1841.\nHis early schooling was in the rural schools. At eleven years of age he entered the\nhigh school of Concord, where he prepared for college, but was prevented from taking a\ncollege course. At eighteen he taught a district school, and the next year took charge\nof a graded school in Laconia, N. H. The next three years he taught in different\nschools.\nIn 1863 he became principal of a public school in Toledo, O., and in 1865\naccepted the superintendency of the public schools of Fort Wayne, Ind., filling the position for ten years with marked success.\n\nHe early became an active and leading member\n\nof the Indiana State Teachers' Association.\n\nIn 1874 he was elected state superintendent of public instruction, and\nposition, by re-election, for three\n\nsuccessive terms, or six years.\n\nfilled\n\nthe\n\nHe secured important\n\nschool legislation, and gave a new impulse to the public schools of the state. The new\nlaw creating the office of county superintendent of schools was in danger of repeal when\n\nhe entered the\n\noffice, but, by\n\nwell-directed and persistent efforts, he saved the system.\n\nHe left the office with a high reputation, not only in Indiana, but among educators in\nother states.\n\nIn 1883 Dr. Smart was elected president of Purdue University, at Lafayette, Ind.,\nand continued in this position until his death in February, 1900. His administration was\ncharacterized by high executive ability.\n\nHe developed with wise efforts the excellent\n\nplan of organization which had been devised and put into operation by his predecessor,\n\nmaking Purdue University one of the best-equipped and most successful institutions of\ntechnology and applied science in the United States. The resources of the institution\nwere greatly increased during his administration.\n\nIn all the years of his connection with\n\nthe university he suffered from a serious affection of the eyes, and later from failing\nhealth.\n\nFor more than two years many of his duties were discharged by Vice-President\n\nStone, now his successor as president.\n\nDr. Smart filled various other positions of trust and honor.\nthe state university, and, for six years, of the state normal school.\n\nthe state board of education for nearly thirty years.\n\nHe served as trustee of\nHe was a member of\n\nIn 1872 he was assistant commisVienna exposition; in 1878 he served as United States\ncommissioner to the Paris exposition, and in 1898 as representative commissioner for\nthe United States to the Agricultural Congress at The Hague.\nHe was the twentieth\npresident of the National Educational Association, presiding at the meeting in Atlanta,\nGa., in 1881, and was president of the American Association of Agricultural Colleges in\nIn 1870 Dartmouth College conferred upon him the degree of A.M., and in 1883\n1890.\nthe Indiana University gave him the degree of LL.D.\nDr. Smart filled the various positions to which he was called with marked ability\nand success. His perception was keen, his judgment practical, his energy untiring, his\npurpose persistent, and his dealings with men politic and winning. In the accomplishment of his purposes he made a careful study of conditions, and was tactful in adapting\nmeans thereto. His plans in all positions held looked to practical results, and he kept a\nfirm grasp on details.\nsioner\n\nfor\n\nIndiana\n\nto\n\nthe\n\n"}
{"page": 729, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\nIn addition to papers and reports, and a\nprior to\n\n1\n\n880, four small volumes, viz.:\n\nlittle\n\n7 i 7\n\nmanual on gymnastics, he published,\n\nAn Ideal School System for a State, The Institute\n\nSyst&m of the United States, A Commentary on the School Laws of Indiana, and The\nSchools of Indiana,\n\nfcentB :SSarnarO\n\nHenry Barnard, LL.D., was born in Hartford, Conn., in January, 181 1, and died in the\n\nHe graduated from Yale College in 1830 and then studied law.\nHe began his career as an advocate of public education as early as 1835, and as a member\n\ncity of his birth July 6, 1900.\n\nof the Connecticut legislature in 1837 rendered most important service in securing legislation which reorganized the common schools of the state.\n\nHe was made secretary of the\n\nand in this capacity wrote a number of able reports. He afterward held a similar position in Rhode Island, where he won an apparently impossible\nstate board of education\n\nvictory for state schools.\nstate, winning the\n\nIt is reported that he made over a thousand speeches in this little\n\npeople to the support of public schools.\n\nHe was early an eloquent\n\nadvocate of normal training, and participated in Horace Mann's efforts which resulted in\nthe establishment of the first normal school in the United States.\n\nIn these early years Mr. Barnard was a very eloquent and convincing orator. He\npleaded the cause of public education before the legislatures in ten states, and he was\nofficially connected with the schools not only of Connecticut and Rhode Island, but also\nof Wisconsin and Maryland.\n\nHe was appointed United States Commissioner of Educa-\n\ntion in 1867, and held the position until 1870, when he was succeeded\n\nEaton.\n\nby General John\n\nAfter his retirement from the commissionership he held no official position.\n\nIn 1855 Dr, Barnard founded the American Journal of Education, and published\nHe was not strong in business or executive ability. The receipts\n\nthirty-one volumes.\n\nfrom subscriptions and sales of the Journal fell much below the cost of publication, and\nIn its scope and ability this puba considerable fortune was sunk in its continuance.\nlication\n\nis\n\nnot equaled by any single publication in the world. As Editor George P.\n\" He built for himself a great monument, but expended all\n\nBrown has happily put it\nhis fortune in\n\ndoing\n\nit.\n\n:\n\nDr. Barnard was a noble example of the devotion of large\n\nendowments to a great cause without expectation of financial reward.\"\n\nDenrietta IB, Bgrcs\n\nin\n\nMiss Henrietta B. Ayres was born at Hagaman's Mills, Montgomery county, N. Y.,\nAt the age of twelve years she removed with her parents to Cleveland,©. She\n1846.\n\ncompleted her studies in the public schools of that-city in 1865. She began teaching in\nthe schools of Cleveland in the following year and continued in that service until 1881.\n\nHer work in the schools of Denver, Colo., commenced in 1882, and at the time of her\ndeath she was a teacher in the Gilpin School of that city.\n\nShe becaine an active member of the National Educational Association in 1892.\nHer death occurred at Cleveland, O., August 24, 1900.\n\nBUas 5. J3earddleis\nElias J. Beardsley, superintendent of schools and secretary of the board of education of the city of Elmira, N. Y., died at his home on March 2, 1899.\n\nHe was bom in\n\nCatherine, Schuyler county, N. Y., on July 7, 1833.\n\nIn early life he attended the public\n\nschools in that vicinity, and prepared for college at\n\nHavana Union School and Newark\n\nAcademy.\n\nHe was graduated fromtJnion College in the class of 1855. He later received\n\n"}
{"page": 730, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n7i8\n\nthe degree of A.M. from that institution.\n\nHe turned his mind to teaching while preparfirst school.\nHe\n\ning for college, and in 1 851, when nineteen years of age, taught his\n\ntaught three successive fall and winter terms in his native district, and on leaving college\n\ntaught one year in Dundee Academy and several years in district schools.\n\nSuperintendent Beardsley came to Elmira in the fall of 1858, and began to teach in\nDistrict School No. 3, and taught in various schools of the city until August, 1889, when\n\nhe was appointed superintendent of city schools.\n\nThis ofifice he filled until his death.\n\nHe gave a remarkably long and faithful service to the city of Elmira, having devoted\ntwenty-nine years as principal and ten years as superintendent to the interests of the\nschools.\n\nMr. Beardsley was married about forty years ago to Miss Iva Brown, of Elmira, who,\nwith one son, survives him.\n\nfcencis 1R. JSlafs&ell\n\nHenry R. Blaisdell was born\n\nin\n\nBeaver, Pa., November\n\ni,\n\nHis early years\nIn 1856 he\n\n1837.\n\nwere spent in Boston, Mass., where he received his preparatory education.\ngraduated from the Lowell (Mass.) High School, with highest honors.\n\nIn i860 he gradu-\n\nated from Wesleyan University, Middletown, Conn.\n\nHe came to Kentucky and began his life-work as an educator in i860, teaching\nLatin and mathematics for one year in the Millersburg Female College.\n\nIn 1861 he\n\nremoved to Flemingsburg, Ky., and was principal of the Flemingsburg Seminary from\n1861 to 1865, when he took charge of the Maysville Seminary, being principal of that\ninstitution for fifteen years.\n\nHe was elected principal of the high school of Paris, Ky., in 1880, and filled with\ngreat acceptability this position for eight years, when Re resigned to take the presidency\nof the\n\nWheeling Female College, Wheeling, W. Va., from 1887\n\nto\n\n1891.\n\nreturned again to Kentucky, and was elected principal of Covington\n\nIn 1891 he\n\nHigh School, in\n\nwhich position he continued until the time of his death, March 14, 1899.\nHe had been a member of the National Educational Association variously from 1874\nto 1893, since which time his active membership had been continuous.\n\n]6manuel 1R. JBoi^er\n\nWhen Emanuel R. Boyer died at his home in Chicago, February 24, 1900, one of\nthe most progressive and promising men among the educators of America passed away.\n\nOnly a week before, his splendid physique and robust health indicated years of increasing\nusefulness to come. But a visit to Hull House resulted in a heavy cold, which developed\ninto pneumonia, and, in spite of the most faithful efforts of physicians and friends, laid\nthe strong man low in one week.\n\nMr. Boyer was born, of Quaker ancestry, near York, Pa., April 15, 1851.\nhe came with his parents to Fulton county. 111.\n\nWhile a lad\nHis early years were spent on the farm,\n\nand his early education was acquired in country schools. When twenty-one years of age he\nbegan teaching in country schools, and soon entered the Illinois State Normal University\nat Normal, from which he graduated in 1879.\nAfter graduation he became principal of\nthe public schools in Astoria, 111., and after two years' service was called to a similar\nposition at Lewistown, 111.\n\nSoon after graduation he marrried Miss Emily A. Sherman,\n\na classmate at the normal school, who, with four children, survives him.\n\nFrom 1883 to 1886 he was county superintendent of the schools of Fulton county.\n\nHe then became instructor for a short time in the University of Illinois.\n\nIn 1890, after\n\na residence of two years, he graduated from Harvarc^ University with the degree of A.B.\n\nHis special study was biology, which he pursued with eminent success.\n\nIn 1890 he\n\n"}
{"page": 731, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\n\n719\n\nbecame connected with the high schools of Chicago, serving in succession at Lake, Englewood, and Hyde Park.\nWhen Dr. E. Benjamin Andrews became superintendent of Chicago he selected Mr.\nBoyer as his general assistant.\nIn the fall of 1899 he was called to become general director and business manager of\nthe Chicago Institute.\nBefore leaving the service of the city board of education he was\nappointed to prepare the educational exhibit of Chicago for the Paris exposition.\n\nThis\n\nwork he completed after his connection with the Chicago schools had ceased.\nHe prepared and published a Manual of Biology, which was used in the high\nschools of Chicago.\n\nHe also published other contributions to science.\n\nHis success as a\n\nteacher and manager of school affairs was phenomenal.\n\n5obn aSraOen\nJohn Braden, D.D., was born in New York city, August 18, 1826.\nhe went west to care for himself.\n\nAt the age of sixteen\n\nIn 1853 he graduated from Ohio Wesleyan University.\n\nSubsequently he received the degree of D.D. from the Iowa Wesleyan University.\n\nThe\n\nsame year he became a teacher in Xenia Female College. He was ordained as a minister of the M. E. church in 1854.\nFrom 1859 to 1861 he was president of Carlisle\nAcademy. In 1861 he became pastor of the York Street Church of Cincinnati. At the\nclose of the Civil War, in response to a call for workers among the freedmen of the South,\nhe became president of a school which afterward became Central Tennessee College,\nwhich position he held until the time of his death, June 10, 1900.\nHis greatest educational work consisted in the organization and upbuilding of Central Tennessee College for colored students.\nMore than 6,000 colored young people had\ncome under the influence of his life and teaching, and carried into their life-work the results\nof his consecrated enthusiasm and inspiring influence.\nHe had frequently attended the National Educational Association since 1884 and had\nbeen continuously an active member since 1895.\n\nCbacles tt. Davis\n\nHe received his early eduHe graduated from Princeton College at the head of his\n\nCharles M. Davis was born in Bloomfield, N. J., in 1824.\ncation in Bloomfield Seminary.\n\nclass, and was later granted the degree of A.M. by that institution.\n\nAfter graduation he established the Bloomfield Classical School, which he conducted\nuntil 1867, when he became principal of\n\nDuring\n\nthis\n\nNewark Academy, where he remained six years.\n\nperiod he was appointed superintendent of the public schools of Essex\n\ncounty, which position he held for twenty-three years.\n\nHe was associated with the late Rev. Charles F. Deems and others in the American\nInstitute of Christian Philosophy, and\n\nwas\n\nfor\n\nmany years the secretary of that body.\n\nThis labor of love for the promotion of Christian scholarship was characteristic of his\nbroad intellectual culture and profound spirituality.\nIn 1891 he was appointed superintendent of the Bayonne public schools, which position he held at the time of his death, August\n\nI,\n\n1900.\n\nMr. Davis was vice-president of the Council of Education of the State of New\nHe had been an active member\nJersey and a member of the State Sanitary Commission.\nof the National Educational Association since 1893.\n\n"}
{"page": 732, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n720\n\nXarftin 2)unton\nHis early training in\n\nLarkin Dunton, LL.D., was born at Concord, Me., July 22, 1828.\n\nthe primitive and exacting school of experience did not crush his masterful spirit, but rather\nleft\n\nit\n\nmolded, refined, and strengthened.\n\nHis desire for an education was such that at\n\nnineteen years of age he bought his time that he might attend school.\n\nHe fitted for college at Hallowell Academy, where he served as an assistant teacher\nHe graduated from Waterville College, now\nColby College, in 1855. He paid his college expenses largely by teaching.\nHe\nAfter leaving college he read law and was admitted to the Kennebec bar.\nduring the most of his preparatory course.\n\npracticed law and taught school for several years, but when he was elected to the princi-\n\npalship of the Bath High School, he abandoned the law and decided to\n\nmake teaching\n\nDuring his seven and a half years of service as principal of the Bath\nHigh School he was an earnest student of the principles of teaching, and he read several\nhis life-work.\n\nvery thoughtful papers before the State Teachers' Association.\nice of the city of\n\nIn 1867 he entered the serv-\n\nBoston as submaster in the Lawrence School.\n\nWithin a year he was\n\nmade master of this important grammar school. In 1872 he was elected headmaster of\nthe Boston Normal School, and he held this position until September, 1899, when failing\nhealth compelled him to resign.\n\nFor more than a quarter of a century Dr. Dunton was a trusted leader in the educaHe was an earnest student of his profession, a safe counselor,\nand a skillful interpreter of educational philosopihy. The Boston Normal School was in\n\ntional activities of Boston.\n\nreality his creation, and the intelligent professional spirit possessed\n\nby its multitude of\n\ngraduates who are now teaching in Boston is a worthy monument to his efficiency.\nDr. Dunton was widely sought as a lecturer upon educational topics, and he wrote\n\nand edited a large number of books for school use, besides contributing freely to the\neducational periodicals. His favorite study was psychology, and his most mature thought\n\nwas given to the psychological basis of the principles of education.\nHe was connected with every important local and state educational organization, and\nwas a member of the National Educational Association at frequent intervals from 1874.\nAt the twenty-fifth anniversary of his graduation from Colby College he received the\ndegree of LL.D., a degree which he wore with becoming modesty and dignity. He was\nlater made a trustee of his alma mater.\nDr. Dunton died October 23, 1899, at his home in Allston, Mass. His widow, a son,\nand a daughter survive him.\n\naugust JE. Angstrom\nAugust E. Engstrom was born near the city of Skofde, in the western part of Sweden,\nin 185 1.\nAt the age of seventeen years he emigrated to America, settling near Red\nWing, Minnesota. In 1871 he entered the Academy of Carleton College, at Northfield,\nMinn., graduating from the classical course of the college in 1878.\n\nIn the fall of the same year he was elected principal of the schools of Cannon Falls,\nMinn., which position he filled for three years.\n\nIn 1881 he was elected county superin-\n\ntendent of the schools of Goodhue county, Minn., and re-elected bienni Ily for twenty\nyears.\n\nThis position he held\n\nat the\n\ntime of his death, having been longest in service\n\nof any county superintendent in the state.\n\nHe was president of the Minnesota Educational Association for one term, a member\nof the State Normal Board for two years, and a trustee of Carleton College for ten years.\n\nHis twenty years of service in the Goodhue county schools had brought them to the front\nrank of the rural schools in the state through a higher grade of teachers, higher wages,\nmore certain tenure of appointment, a systematic course of study for rural schools, free\n\n"}
{"page": 733, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\n\n721\n\ntext-books in 137 districts, and a well-selected library in each of 152 of the 161 districts\nof that count}'.\n\nHe first attended the National Educational Association in\n\n1890 and became an\n\nmember in 1895.\nHe died at Cannon Falls October 12, 1899, leaving a wife and seven children.\n\nactive\n\nGeorge 1.. Farnham was born in 1824 in Watertown, N. Y. His early education was\nLater he graduated from the State Normal School\nat Albai>y, and became superintendent of schools of Syracuse, N. Y.\nFrom 1869 to\n1875 he was superintendent of schools of Binghamton, N. Y. From that place he\nremoved to Council Bluffs, la., where he was superintendent of city schools for three\nyears.\nHis greatest educational work was performed later as principal of the State Normal School at Peru, Neb., which position he held for nine years. In 1893 he resigned\non account of ill-health, and removed to Riverside, Cal., where he had since lived.\nHis connection with the National Educational Association dates from 1870. At the\nannual meeting held in Elmira, N. Y., he presented before the Elementary Department a\nnotable paper on \" The Thought and Sentence Method in Primary Reading.\" He died\nsuddenly in July, 1900, while on a visit to Binghamton, N. Y., his former home.\nobtained in the schools of that city.\n\n5obn Z, JFlavin\nThe death of John T. Flavin, superintendent of public schools of Dodge county,\nWis., and president of the Wisconsin State Teachers' Association, removed from the\n\neducational field one of its most devoted and indefatigable workers, and from the state\na superintendent whom the people had kept at the head of their schools for twenty-six\n\nconsecutive years.\n\nThe common schools and\nhim his early training. At an early age he began\nIn 1873, while principal of a ward school in Watertown, the people of\nto teach school.\nDodge county elected him superintendent of public schools, and this position he held\ncontinuously up to the time of his death. He served several terms as president of the\nWisconsin Reading Circles, and also as a member of the Board of Normal-School Visitors,\n[n December, 1898, the State Teachers' Association, as a tribute to his long and faithful\nservice, elected him president.\nHis death occurred as a consequence of overwork, on\nAugust 28, 1899.\nSuperintendent Flavin was no ordinary man. He was a person of the most refined\nsensibilities and of noble character.\nLoving good and his fellow-men, he always stood\nready to lend a helping hand to anyone in need. His manly presence and kind and\nthoughtful treatment of everyone with whom he came in contact endeared him to all. His\nnoble qualities of head and heart kept him in the superintendency for more than a quarter\nof a century, and they will keep his memory fresh in the hearts of those who knew him.\nJohn T. Flavin was born near Watertown, Wis., in 1848.\n\nthe Northwestern University accorded\n\nXoui0 1). (3albreatb\nLouis H. Galbreath was born near Ashmore, Coles county. 111., in 1 86 1. His early\nwas spent on a farm and in the public schools of Ashmore. Before the age of\ntwenty he began teaching district schools. Later he entered the State Normal University\nlife\n\n"}
{"page": 734, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n722\n\nHe then entered Cornell University at\n\nat Normal, 111., from which he graduated in 1885.\n\nIthaca, N. Y.\n\nAfter attending a year he returned to school, teaching for three years in\n\nHe then resumed his studies in Cornell University, where he graduHe remained in Ithaca for two years after graduating, taking postgraduate\n\nhis native county.\n\nated in 1890.\n\nstudies and tutoring.\n\nFrom 1892 to 1896 he was superintendent of the model school and teacher of methods\nin the State Normal School at Winona, Minn.; the following year he occupied the chair\n\npedagogy in the Normal University of Illinois the next year was spent in a similar\nPedagogy at Buffalo, N. Y. The last year of his life was spent\nas a fellow in the Teachers College of Columbia University, New York city.\nIn April, 1899, he was elected to the chair of pedagogy in the new normal school at\nCharleston, 111., and was making preparation for entering upon this work when he was\nsuddenly taken ill with typhoid fever, and died at St. Luke's Hospital, New York city,\nAugust 14, 1899.\nof\n\n;\n\nposition in the School of\n\nIn 1895 he married Miss Julia Tift, of Ithaca, N. Y., who, with two boys, survives\nhim.\n\nMr. Galbreath was a man of noble character, and a teacher of rare\n\ngifts,\n\nwho had\n\nalready won high rank among the educators of the country.\n\nS. ©Ifn ©arrison\nS. Olin Garrison was\n\nborn at Millville, N. J., on Christmas day, 1853.\n\nFor several\n\nyears he was a regular ordained minister of the Methodist Episcopal church.\n\nIn 1877,\n\nwith his brother. Rev. Charles F. Garrison, he turned their old family homestead into\na private training school for feeble-minded children.\n\nThe accommodations there were\n\nsoon outgrown, and in his search for a larger field Professor Garrison met the late B. D.\n\nMaxham, of Vineland, whose interest in this unfortunate class was so great that he made\nThis was\ngrown to be one of the most important schools for the feeble-\n\nover for the purpose of the institution forty acres of land and a large house.\nthe beginning of what has\n\nminded in the country.\n\nHe gave his life for others, and nothing seemed to touch him so profoundly as the\nweakness and disability of those whom he loved to call his children. He did not seek\nself-aggrandizement\n\n;\n\nthat he had espoused.\n\nhe did not ask recognition for himself, but only for the great cause\nProfessor Garrison felt that for\n\nmany years the work of the edu-\n\ncation of the feeble-minded had been degenerating into mere custodial care in most of\nthe so-called training schools, and it was his constant aim to bring to the front the educational idea.\n\nHe died on April 17, 1900, leaving a wife and four children.\n\nIjenrs JBasb ©wgnn\nHenry Bash Gwynn was born in Baltimore, Md., December 16, 1853.\n\nHe was eduHe\n\ncated in the public schools of that city, graduating from the City College in 1873.\n\ntaught in a private school for two years, then was\n\nmade first assistant in Male Grammar\n\nSchool No. 4.\nIn 1881 he became superintendent of the public schools of Galveston, Tex.\n\nDuring\n\nthe following two years, spent in Texas, Dr. Gwynn arranged a course of study for every\ncity of\n\nany size in the state, and conducted the Summer Normal School.\n\nRetur»ing to Baltimore in 1883, he again entered the public-school service, first\nas first assistant in Male Grammar School No. 18, next in a similar position in Male\n\n"}
{"page": 735, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\nGrammar School No. i.\n\n723\n\nIn 189 1 he was promoted to the principalship of the latter\n\nschool, which position he held until his death, October li, 1900.\n\nGwynn was the pioneer, at least in Baltimore, in the teaching of geography and\nHe also introduced into his school the first\ngymnasium in the public schools of this section of the country. Dr. Gwynn graduated\nDr.\n\nhistory with the aid of the stereopticon.\n\nfrom the Medical College of the Baltimore University in 1887.\n\nHis interest in and kindness to all who were associated with him in the profession of\nteaching, and his special helpfulness to young teachers, were among his chief characteristics.\n\nAll his work was marked by the most liberal and progressive views.\n\nHe became an active member of the National Educational Association at the Washington meeting in 1898.\n\n5ame0 t>annan\nJames Hannan was born\n\nin\n\nKenosha county, Wis., in November, 1840, and was\n\neducated in the high school of Kenosha and at the Michigan State University.\nin the rural schools of Kenosha county, and was\n\nHe taught\n\ncounty superintendent for one term.\n\nIn\n\n1869 he became connected with the Chicago schools, serving as principal of the Kinzie,\n\nLa Salle, and Lake High Schools. He became local superintendent of District No. 2,\nLake township, in 1888. At the time of the annexation to Chicago he was elected\nassistant superintendent of Chicago schools, and served until death closed his work on\nSeptember 6, 1900.\nCool, calm, and dispassionate, he deliberately and critically examined every problem\nthat arose in his work, and with unerring judgment arrived at\nsolution.\n\nits\n\ncorrect\n\nHis courteous and placid nature recoiled from forwardness.\n\npolitical methods of advancement with innate scorn.\n\nand equitable\n\nHe regarded all\n\nHe was a lover of books, and had\n\nacquired a large library of the rarest and best works in science, philosophy, and literature.\n\nTo the children he was the kind father, to the parents the revered friend, to the\nteachers the kindest and wisest of counselors, and to his associates in the Board of Super-\n\nintendents in Chicago the loyal, consistent, and cultured coadjutor.\n\nIjenrs S. Jones\nHenry S. Jones was born in Rochester, N. Y., in 1832, and was of Puritan and Welsh\nHis father's family went to Michigan in 1834. He was graduated from the\ndescent.\nMichigan State Normal School, and subsequently attended the Michigan State University\n\nHe served for several years as principal of schools of Three Rivers and\nDowagiac, Mich. In 1858 he became principal of the West Ward schools of Erie, Pa.,\nand later was placed in charge of the East and West Ward schools. In 1865 he was\nat Ann Arbor.\n\nelected superintendent of the schools of the city of Erie, and served in this capacity for\n\ntwenty-six years, during which time he built up a system of schools that attracted wide\nattention thruout\n\nthe country.\n\nAfter leaving Erie he took charge of the schools of\n\nLincoln, Neb., performing his duties there with the same indomitable purpose and untiring\n\nenergy which had characterized his work throughout his entire life.\n\nAfter three years'\n\nservice at Lincoln he was forced to resign on account of ill-health, and to seek a milder\n\nIn 1895, with his wife and family, he removed to a ranch near Houston, Tex.\nHere his health seemed to improve considerably until July 5, 1900, when he died sud-\n\nclimate.\n\ndenly of heart failure, induced by over-exposure to the heat.\nDr. Jones was a member of the National Educational Association for\n\nmany years.\n\nIn 1882 he was elected a member of the National Council of Education, served as vicepresident of the Council in 1886, and at the time of his death was enrolled\n\namong its\n\n"}
{"page": 736, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n724\nhonorary members.\n\nWhile in Pennsylvania he was one of the most active members of\n\nthe Pennsylvania State Teachers' Association, serving as\n\nits\n\nDuring\nand peda-\n\npresident in 1870.\n\nhis career as superintendent he delivered a large number of scientific lectures\n\ngogical addresses, and wrote frequently for the educational journals.\n\nAs a recognition\n\nof his ability as a school superintendent and educator, he received, about eighteen years\n\nbefore his death, the honorary degree of doctor of philosophy from Lafayette College.\n\nDr. Jones was an able teacher and superintendent.\n\nHis work was characterized by\n\na faithful adherence to a lofty ideal of duty, and a hearty sympathy with the needs of\n\nchildhood and youth.\n\nIn private\n\nlife\n\nhe was most highly esteemed as a man of the\n\nhighest integrity and Christian principles, whose best endeavors were cheerfully given\nto assist his fellow-men.\n\nffre&ericft\n\nIbiram Xanc\n\nFrederick Hiram Lane was born at Owego, N. Y., May 14, 1867, and died at Baby-\n\nHe received his education in the schools of Owego, in the State\nNormal School at Oneonta, and was also a graduate of Illinois Wesleyan University.\nHis written contributions to education consisted of a book on Elementary Greek\nEducation, and of a number of papers on various educational topics. His teaching\nwork was done in Babylon and Long Island City. During the three years preceding his\ndeath he was the highly prized and trusted representative of Silver, Burdett & Co., of\nNew York. He was married, June 29, 1893, to Elizabeth Rathbun Hull, who, with two\nlon, June 10, 1899.\n\nchildren, survives him.\n\nMr. Lane was a manly, vigorous personality, a sincere lover of truth, and a hater of\nshams.\n\nAs a teacher he showed high organizing and executive ability he was a man\nHe had to a marked degree the power of winning\n;\n\nof affairs, as well as a man of ideas.\n\nfriends and of holding their esteem and confidence.\n\nangelina m. /Ibtller\nMiss Angelina N. Miller was born in Covington, Ind., in 1853.\nin the public schools of\n\nShe was educated\nIowa and graduated from the State University of Iowa. After\n\ngraduating she taught continuously in public schools until her death in Denver, Colo.,\n\nDecember 4, 1899.\nP'or the past sixteen years she was a principal of one of the schools of Denver, and\nwas prominent in public service in many ways, especially thru her connection with the\n\nAssociated Charities of that city.\n\ning.\n\nShe first attended the National Educational Association in 1884, the Madison meetShe became an active member of the association at the Denver meeting in 1 895.\n\nMtlUam D. /Dbordan\nNew Y'ork on April 16, 1837, and came with his\nHe received his education in the public schools of the city,\n\nWilliam H. Morgan was born in\nparents to Cincinnati in 1844.\n\ngraduating from Woodward High School in 1856.\n\nSoon after leaving school he became a\n\nteacher in one of the district schools of Cincinnati, and in 1864 was appointed principal\nof the Ninth District School.\n\nIn 1869 he resigned the position to go into the insurance\n\nbusiness, in which he remained for twenty years.\n\nWhile in the insurance business he served several terms in the board of city school\nexaminers, and one or two terms on the board of education, and otherwise showed an\nactive interest in the public schools.\n\n"}
{"page": 737, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\n\n725\n\nIn 1889 Mr. Morgan was elected superintendent of the public schools of Cincinnati,\n\nremaining in the office until 1899, when, owing to a failure of health, he resigned. As\nsuperintendent Mr. Morgan gave close attention to the details of supervision, and always\nexpressed satisfaction with the work done in the schools and the degree of progress\nattained.\n\nHe became an active member of the National Educational Association in 1895.\n\nJobn \"Russell ©lin\nJohn Russell Olin was born in Clinton, Oneida county, N. Y. A few years later the\nfamily removed to Watertown, N, Y. He received his schooling in the public schools of\nthat city.\n\nHe entered Hobart College in the fall of 1889, and was graduated with honors\nHe was at once engaged as science master in the Watertown High\n\niH the class of 1893.\n\nSchool.\n\nUpon the resignation of the principal, Dr. Lyttle, four years later, the board of\n\neducation unanimously elected Mr\n\n.\n\nLater he resigned this position\n\nOlin his successor.\n\nto take postgraduate work in Harvard University in pedagogy and science.\n\nIn the spring of 1899 he was elected principal of the high school, Belmont, Mass.,\n\nwhich position he filled with rare success until his death, April 14, 1900.\nMr. Olin's chief characteristics were earnestness, sincerity, a genial, refined manner,\nand a sympathetic nature. He was an instructor of rare skill and a man who was always\nhelpful to those who came in contact with him.\n\nI'ranl^ (^stranDec\n\nThe late Hon. Frank Ostrander was born December 20, 1861, in Jefferson, Wis.\nfather. Judge Dempster Ostrander, was one of the pioneers of Wisconsin.\n\nHis\n\nIn 1872 his\n\nparents removed to Milwaukee, where he continued his elementary and secondary-school\ntraining.\n\nHis first position after leaving school was that of a messenger boy in the First\nBank of Milwaukee. Later he entered the insurance office of Benjamin Weil.\n\nNational\n\nThus early in life he learned the first principles of the two branches of business in which\nhe rose to eminence in West Superior. His business career was one of unusual activity\nand prosperity. A man of great energy, keen foresight, and remarkable will, loyal to his\nfriends and faithful to trusts, Frank Ostrander soon became one of the few great leaders\nin northern Wisconsin.\n\nDuring the administration of Governor William Upham he was appointed resident\nregent for the River Falls Normal School.\nthe Seventh Normal School at Superior, of\ninto prominence in educational circles.\n\nHis interest and influence in the location of\nwhich he was the first regent, brought him\n\nDuring the greater part of the time of his service\n\nmember of the Board of Normal School Regents Mr. Ostrander was chairman of the\nTeachers' Committee. He examined carefully into the qualifications of everyone who\nas\n\nentered the normal-school service, exhibiting the same independence and vigor in his\neducational work that he did in his private business\n\naffairs.\n\nHe became an\n\nactive\n\nmember of the National Educational Association in 1897.\n\nHe was identified with almost every public enterprise of note in his city and state\nhe was liberal in his views and in the distribution of his wealth\nactive, and his impulses manly and noble.\n\nA widow and one son survive him.\n\n;\n\nhis\n\n;\n\nsympathies were\n\n"}
{"page": 738, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n726\n\nBJ)w(n 1). ©wen\nEdwin H. Owen was born in Wellington, O., in 1858, and died of spinal meningitis\n\nHe was educated in the common schools and in the\nOhio Wesleyan University at Delaware, O. He had been superintendent of schools at\nCarlinville since 1 891; previous to that time he held the same office in Shelbyville and\nat Carlinville, 111., August 30, 1899.\n\nAreola, 111.\n\nIn 1893 he was married to Miss Sara Loomis, of Carlinville, who, with a young son,\nsurvives him.\n\nHis noble character and his remarkable success as a teacher and manager of school\naffairs won for him the esteem and confidence of all.\n\nHe became an active member of the National Educational Association in 1897.\n\nS. S. part\nS. S.\n\nParr was born at Dell Roy, O., in 1848, where he lived until fifteen years of age,\n\nwhen his parents removed to Bell Air, 111. He graduated from both elementary and\nadvanced courses of the State Normal School at Terre Haute, Ind.\nHe was city superintendent of schools at Marshall, 111., in 1873-74, and taught in the\nIndianapolis High School in 1875-76. From 1876 to 1881 he taught in the State Normal\nSchool at Terre Haute.\ntional\n\nwork and\n\nin\n\nThe next four years were spent mainly in Minnesota in educa-\n\nediting the state educational paper. School Education, which he\n\nfounded.\n\nFrom 1885 to 1889 he was dean of the normal department of DePauw University at\nGreencastle, Ind.\n\nHe then returned to Minnesota and became superintendent of city\n\nschools of St. Cloud, in which position he remained until his death, February 23, 1900.\n\nSuperintendent Parr was almost continuously an active member of the National Educational Association from 1884, and was president of the Normal Department at the San\n\nFrancisco meeting in 1888.\n\n/Hbtd. /ibattlOa\n\nS. poucber\n\nHer maiden name was\nShe received her early education in rural schools, afterward attending Hardcastle's Institution at Nyack, N. Y., and Clinton Liberal Institute. She then\nMrs. Poucher was born in Blauveltville, N. Y., in 1839.\n\nMatilda S. Cooper.\n\nentered the State Normal School at Albany, N. Y., where she was graduated in the\n\nsummer of 1856.\nImmediately after graduation she was employed by the Oswego board of education\nto take charge of a department of\n\nShe was afterward transwas appointed\nLater she became teacher of methods in the Oswego\none of the senior schools.\n\nferred to a primary school, where her success was so marked that she\ncritic of\n\nthe city training school.\n\nState Normal School, which position she filled until her resignation in 1886.\n\nShe was married in 1890 to Principal I. B. Poucher of the Oswego Normal School.\nShe frequently attended the meetings of the National Educational Association. She\nwas for some years an active member of the National Council of Education, and at the\ntime of her death was an honorary member of that body.\n\nNo brief sketch can do justice to her noble character and her great work in connection with the Oswego Normal School during the first twenty-five years of its history.\n\nThe memory of her beautiful life and of her molding and inspiring influence will ever\nbe a rich heritage to the thousands of teachers who came under her guidance.\n\nShe was always a tireless worker and was prominent in all charitable and social, as\nwell as educational, circles.\n\n"}
{"page": 739, "printed_page": null, "text": "REPORT OF COMMITTEE ON NECROLOGY\n\nl^l\n\nTlCKlUam *. Sbelleg\nWilliam H. Shelley was born on the Mansion Farm on the Hill Island in the Susquehanna river in 1840.\nHe entered the York County Academy when quite young, and spent several years\nin that institution.\nHe began teaching in West Hempfield township, Lancaster county.\nPa. Subsequently he taught three years in Columbia borough and three years as an\nassistant in York County Academy, during which time he completed a full collegiate\ncourse, but failing health at the time prevented him from graduating from Dickinson\nCollege.\n\nHe removed to the state of Michigan, and for three years filled the chair of Latin\nand Greek, and for two years the chair of mathematics, in Albion College. For proficiency in the branches taught an honorary degree of master of arts was conferred upon\nhim by the Iowa Wesleyan University.\nIn 1870 he was elected the first superintendent of schools of York, Pa., and held the\nposition for many years.\nLater he became connected with the Woman's College of Baltimore, and was elected principal of the Girls' Latin School of Baltimore, which position\n\nhe held at the time of his death, August 12, 1900.\n\nHe became an active member of the National Educational Association in 1895.\n\n3^uUa C. Silcoj\nShe began and\nended her school days in the public schools of her native city. So marked was her\nability and her industry as a student that soon after she had completed her course in the\nHer early\nschools she became a teacher where she had so many years been a pupil.\nwork as a teacher was of such high character that Superintendent Andrew J. Rickoff\nMiss Julia C. Silcox was born in the year 1857 at Portsmouth, O.\n\ncalled her to the\n\nCleveland schools, in which she labored with unusual success to the\nOf the nineteen years she taught in the Cleveland\n\ntime of her death, in August, 1900.\n\nschools two were spent in the high school and the last seven as assistant principal of one\n\nMiss Silcox was always a student, seeking\nby study, wide reading, travel, and by attending meetings held in the\n\nof our largest elementary-school buildings.\nto improve herself\n\ninterest of her profession.\n\nAt the time of her death she was a member of the Northeastern Ohio Teachers'\nState Teachers' Association, and the National Educational\nAssociation. As a teacher she was quiet, faithful, conscientious, and efficient. Forgetting\nherself, she gave her life in loving, earnest effort for her pupils.\nAssociation, the Ohio\n\nCbristine ©ovDon Sullivan\nMiss Christine Gordon Sullivan was born in Cincinnati in 1857, and died September\nI,\n\n1899.\n\nShe was educated in the public schools of the city, graduating from one of the\nFrom her tenth year she received private instruction in modeling\n\nhigh schools in 1873.\n\nand painting, and after leaving school she took the last year's course in the art department of Cooper Institute, New York.\nIn 1874 she was appointed a teacher of drawing, and for two years her leisure was\nspent in the studio of Jacquier, an able French sculptor then in Cincinnati, and her\nsummer vacations were spent in Boston in painting under Fuller. In 1879 she was\nappointed assistant supervisor of drawing, and 1884 superintendent of drawing, in the\npublic schools, filling the position with marked efficiency and success for fifteen years.\nShe possessed remarkable administrative ability, and whatever enterprise was undertaken\n\n"}
{"page": 740, "printed_page": null, "text": "728\n\nNATIONAL EDUCATIONAL ASSOCIATION\nHer services as assistant commissioner in the\n\nby her was most successfully managed.\ndepartment of education\n\nin the\n\nCentennial Exposition of the Ohio Valley and Central\n\nStates in 1888 won the high praise of\n\nMiss Sullivan had no\ntalent for hard work.\n\nall\n\ninterested.\n\nleisure, finding important work for all\n\nher time.\n\nShe had a\n\nIn 1882 she published her first book, The Elements of Perspective,\n\nand in 1884 The Eclectic System of Industrial Drawing, viMic^v was at once adopted for\nthe schools of Cincinnati, and\n\nis\n\nstill\n\nused with satisfaction.\n\nThe\n\nexcellence of her\n\nmethod of teaching drawing has been attested by awards of merit wherever presented in\ncompetition.\n\nShe was the author of a series of papers on the relation of art to education, translations ftom French journals, a text-book on\n\nThe Elements of Mechanical Drawing, and, in\n\n1899, a series of papers on \"Our Home Birds,\" to appear in book form\n\nalso material for\n\n;\n\nanother book of short stories dealing with child life.\n\nMiss Sullivan was president of the Art Department of the National Educational Association in 1894, and she filled other positions of responsibility and honor.\n\nShe received\n\nA.M. in 1890, and two years later the degree of Ph.D. The\nsculptor Webber is now at work on a marble bust of Miss Sullivan which is to be placed\nin the Art Museum of Cincinnati as a memorial of her work and character.\n\nthe honorary degree of\n\nfliartba %.\n\n:JS.\n\nHbomas\n\nMiss Martha J. B. Thomas was born in Chester, Morris county, N. J.\n\nShe was some\n\ntime vice-principal of the school of Raritan, N. J., leaving that school in 1881 to accept\na similar position in the schools at Woodbridge, N. J., of which she was elected principal.\n\nSeveral years later Miss Thomas was called to Bayonne, N. J., to take charge of an\nacademic class, which soon became a high school, of which she was made principal.\n\nDuring her connection with the high school of Bayonne she pursued studies as a\nnon-resident student of the University of New York and was granted the degree of A.M.\nAfter a remarkably successful career as a teacher for forty years, she died at Potter-\n\nN. J., October 18, 1899.\nShe became an active member of the National Educational Association in 1896.\n\nville,\n\nSamuel (3ardnec William?\nSamuel Gardner Williams was born in 1827 near Winfield, N. Y.\ntion was received in rural schools and in Whitestown Seminary.\n\nHis early educa-\n\nHe entered Hamilton\n\nCollege in 1849 and graduated at the head of his class in 1852, winning election to the\n\nPhi Beta Kappa fraternity.\n\nHe taught successively as principal of Groton Academy,\nSeneca Falls Academy, Ithaca Academy, and the Central High School of Cleveland, O.\nIn 1879 he was elected professor of geology in Cornell University, Ithaca, N. Y., and\n\n1886 became professor of pedagogy of that institution.\n\nFor the latter position his\nequipment was thorough and ample, gained in a remarkably successful experience in all\ngrades of schools, to which he added a careful study of pedagogical methods abroad,\nin\n\nparticularly in the schools of Germany.\n\nIn 1898 he resigned his position at the head of the department of pedagogy of Cornell University and was elected professor emeritus.\n\nHe was the author of various publi-\n\ncations, mainly on geology and pedagogy.\n\nDr. Williams had been a prominent member of the National Educational Association\nsince 1889, and had frequently taken part in the annual meetings.\n\nHis death occurred at Ithaca, N.Y., May 9, 1900.\n\n"}
{"page": 741, "printed_page": null, "text": "LIST OF LIFE, ACTIVE, AND CORRESPONDING\n\nMEMBERS\nARRANGED BY\n\nSTATES, CLASSES,\n\nAND YEARS OF CONTINUOUS MEMBERSHIP\n\nREVISED TO NOVEMBER I, IQC»\n\nThe marginal figures indicate the year of the commencement of continuous annual\nThe indented figures indicate\nyear of appointment to present educational position. The value of this list as an educational directory depends upon its accuracy and completeness all members are invited to\nmembership for those whose names immediately follow.\n\n;\n\ncontribute to this end by furnishing corrections of errors, however slight, and by supply-\n\ning omitted data.\n\nExtra copies of this list may be obtained by remitting twenty-five cents to the Secretary, Winona, Minn.\n\nCORRESPONDING MEMBERS\nMiss Dorothea Beale, Principal of Ladies' College, Cheltenham, London, England.\nSiGNOR LuiGi BoDio, Direttore Generale della Statistica del Regno, Roma, Italia.\nProfessor Ferdinand Buisson, Professor of Education at the Sorbonne, Paris, France.\nGabriel Compayr^, Rector of the University at Lyons, France.\nSir Joshua G. Fitch, LL.D., formerly Her Majesty's Inspector of Training Colleges and Lecturer on\nExlucation at the University of Cambridge, 13 Leinster Sq., Bayswater, W., London, England.\nS. S. Laurie, LL.D., Professor of the History and Institutes of\n\nEducation in the University of Edin-\n\nburgh, Scotland.\n\nDr. E. Levasseur, Professor at the College of France, President of the Statistical Commission for\nPrimary Instruction.\nFriedrich Paulsen, Ph.D., Professor of Philosophy and Education in the University of Berlin,\nGermany.\nMichael Sadler, A.M., Director of Special Inquiries and Reports, Department of Education,\nWhitehall, S. W., London, England,\nHon. E. Lyulph Stanley, Member of the School Board, London, England.\n\nLIFE DIRECTORS, LIFE AND ACTIVE MEMBERS\nALABAMA\nactive members\n1882\n\nJulia S. Tutwiler.\n\n1888\n\nPrincipal of Alabama Normal College for Girls, Livingston.\nJohn Herbert Phillips, A.M., Marietta Coll., O. Ph.D., Southern Univ., Ala.\n\n1892\n\nFrancis Morton Roof.\n\n1894\n\nLuciEN V. La Taste.\n\n;\n\n1883, Superintendent of Schools, 2231, 7th Ave., Birmingham.\n1897, President of\n\nHoward College, East Lake.\n\nGeneral Agent, University Publishing Co. of New York Box 564, Montgomery.\nJohn Massey, A.M., '75, LL.D., '79, Univ. of Ala.\n1876, President of Alabama Conference Female College, Tuskegee.\n;\n\n1895\n\nMary A. Cahalan.\n1884, Principal of the Powell School, 2311, 4th Ave., Birmingham.\nJ. B. Cunningham.\n\n1898, Principal of High School, 1030 S. 21st St., Birmingham.\nRobert Alexander Mickle, A.B., '86, Davidson Coll., N. C.\nPrincipal, Jefferson St. Primary and Grammar Schools, loi Georgia Ave., Mobile,\n\nKate E. Moon.\nGrammar Department, Public Schools, no N. Conception St., Mobile.\nJames K. Powers, A.M., '73, LL.D., '97, Univ. of Ala.\n1897, President of University of Alabama, University.\n;\nA.M., '96, Univ. of Ala.\n1894, Superintendent of Schools, 996 Government St., Mobile.\n\nJohn D. Yerbv, A.B., '79, Southern Univ.\n\n729\n\n"}
{"page": 742, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n73°\n\n[Arkansas\n\nALABAMA — Continued\n1897\n\nAlabama Polytechnic Institute.\n\n1898\n\nRobert Venable Allgood,\n\nPresident, William Le Roy Broun, LL.D. ; Librarian, Charles C.Thach, Auburn.\nB.P., '88, B.Sc, '90, So. Univ., Greensboro; A.M., '93, Univ. of\n\nNashville.\n1894, Superintendent of Public Schools, 5th Ave. E., Avondale, Birmingham.\nJ. F. Elliott.\n1900, Superintendent of Schools at Brookwood and Searles, Brookwood, Tuscaloosa Co.\n\nJ. D. Matlock.\n\n1899\n\n1900\n\nRepresentative of American Book Co., Birmingham.\nArthi;r U. Craig, B.Sc, '95, Univ. of Kan.\n1895, Teacher of Physics and Mechanical Drawing, Tuskegee Normal and Industrial\nInstitute, Tuskegee.\nState Normal School at Jacksonville.\nPresident, William Clarence Daugette, Jacksonville.\nJohn W. Abercrombie, A.B., '86, Oxford Coll. ; LL.B., '88, Univ. of Ala.\n1898, Superintendent of Education of Alabama, Department of Education, Montgomery.\nLuciEN P. Giddens, A.B., '88, Southern Univ.\n1894, Professor of Mathematics, Southern University, Greensboro.\nCharles B. Glenn, M.Sc, '92, Ala. Polytechnic Inst. A.B., '96, Harvard.\n*\n1899, Principal, Paul Hayne School, Birmingham.\n;\n\nWiLLARD J. Wheeler.\n1896, President, Birmingham Business College, 1909/^-1917/^, tst Ave., Birmingham.\n\nM. C. Wilson, C.E., '76, Univ. of Va.\nPresident, State\n\nNormal College, Florence.\n\nARIZONA\nactive members\n1895\n\nHorace E. Wilson.\n1898, Superintendent in charge of Supai Indians and School, Supai.\n\nLvDiA Hunt Wright.\n_\n\n1894, Superintendent, U. S. Indian Boarding School, Indian School,\n\n1898\n\nSan Carlos.\n\nR. L. Long.\n1899, Superintendent of Public Instruction, 211 Fleming Block, Phoenix,\n\nBlanche Torrence Thomas.\n1896, Kindergarten Teacher, Fort Defiance.\n\n1899\n\nFrank Yale Adams, A.B., '88, A.M., '94, St. Lawrence Univ.\n1897, Professor of History and Pedagogy, University of Arizona, Tucson.\n\nW. J. Anderson, B.Sc, '97, National Univ., Chicago.\n1898, Grand Avenue School, 12th Ave. ;\n\nBox 282, Phoenix.\n\nMrs. Sidney C. Botkin.\nMatron of Indian School, Mohave City.\nF. A. Coolev, A.B., '92, Stanford Univ.\n1898, Superintendent of Schools, 51 Council St., Tucson.\n\nWilliam B. Creager, A.B., '95, Ind. State Univ.\n1895, Superintendent of City Schools, Phoenix.\n\nA. J. Matthews.\n1900, Principal of Normal School, Tempe.\n\nJames R. Meskimons.\n1900, Director of Manual Training, Phoenix Indian Schools, Phoenix.\n\nM. M. Parker, A. M., '78, Wesleyan Univ.\n1897, President of University of Arizona, Tucson,\n\n1900\n\nMilton J. Needham.\nPrincipal, Blue Canon School, Algert.\n\nARKANSAS\nactive members\n1887\n\nThomas A. Futrall, A.M., West Tenn. Coll.\n\n189s\n\nGeorge B. Cook, A.M.\n\n;\n\nLL.D., 1900, Univ. of Ark.\n\n1884, Superintendent of Schools, Marianna.\n\nSuperintendent of City Schools, 217 Garden St., Hot Springs.\nJ. L. Holloway, A.m., Mo. St. Nor. Sch.\nSts., Fort Smith.\n1889, Superintendent of Schools, 12th and\n\nK\n\nW. W. Rivers, A.B., '86, A.M., '89, Univ. of Miss.\n1894, Superintendent of City Schools, Helena.\n\n1896\n\nHoward Gates.\n1891, Principal of Kramer School, Little Rock.\nJ. H. Hinemon, A.m.\n\n1897\n\n1894, Superintendent of Schools, 618 W. 6th Ave., Pine Bluff.\nAlfred Lee Peacher, A.M., '92, Wooster Univ., O.\n1895, Superintendent of Schools, 806 Broadway, Van Buren.\nHendrix College.\n\nPresident, A. C. Millar, Conway.\nJ. W. Parker.\n\nPrincipal of Schools, 8th and B Sts., Fort Smith.\n\nJohn Hugh Reynolds, A.B., '93, Hendrix Coll.\n1898\n\n;\nA.M., '97, Univ. of Chicago.\nProfessor of Education and History, Hendrix College, Conway.\nA. D. Garden, A.B., '90.\n1898, Superintendent of City Schools, Camden.\nJoseph Carter Corbin, A.M., '60; Ph.D., '99, Ohio Univ.\n1873, President of Branch Normal College, Pine Bluff.\n\nFrances Owen Hogg.\nTeacher in Piiblic Schools, 630 Chestnut St., Pine Bluff,\n\n"}
{"page": 743, "printed_page": null, "text": "California]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n73\n\nARKANSAS— C^«<«\"«a^(^\n1898\n\nEmma Mann, M.E.L., '91, Memphis Con. Female Inst., Jackson, Tenn.\n1898, Vice-Principal of 6th Ave. School, 627 Pine St., Pine Bluff.\n\nT. P. Murrey.\n\nRepresentative of American Book Co., Fort Smith.\nJ. R. Rights ELL.\n\nSuperintendent of City Schools, Little Rock.\n\nCora Sheber.\n1899\n\n1894, Teacher in Public Schools, Hot Springs.\nJames H, Witherspoon, A.B., '92, Univ. of Tenn.\n189s, Principal of High School, 302 W. 17th Ave., Pine Bluff.\n\n1900\n\nT. L. Cox.\nLittle Rock.\nJ. S. Stilwell, D.D.S., '86, Kansas City Dental Coll.\n1899, Secretary, State Board t)ental Examiners, 2020 Spring and Arch Sts., Searcy.\nJ. D. Van Winkle.\nDistrict Manager, B. F. Johnson Publishing Co., 1023 N. 14th St., Fort Smith.\n\nCALIFORNIA\nlife members\n1877\n\nMrs. Anna Kalfus Spero.\nBerkeley.\n\n1879\n\nJames H. Hoose, A.M., '64, Ph.D., '73, Syracuse Univ.\n\n1882\n\nHarriet N. Morris, A.M., '86, Nat. Nor. Univ.\n\n1884\n\nNathan Crook Twining, A.B., '61, A.M., '65, Milton Coll., Wis.\n\nDepartment\n\nof\n\nPsychology and Pedagogy, University\n\nof\n\nSouthern Cal., 255 S.\n\nEuclid Ave., Pasadena.\n2346, 2d St., San Diego.\n1900, Principal of Public Schools, Nipomo; res., 1224 Walnut St., Riverside.\n\n1886\n\nC. Y, Roop.\n\ni888\n\nRebecca F. English.\n\n634, i8th St., Oakland,\n\n1891, Critic Teacher, State Normal School, 141 S. loth St., San Jose.\n\nJoseph O'Connor.\n\n_\n\nPrincipal of Mission High School, i8th and Dolores Sts., San Francisco.\n\n1889\n\nAugusta W. Hobe.\n1888, Teacher in Grammar Grade, 1633 Hyde St., San Francisco.\n\nACTIVE members\n1888\n\n1889\n\n1891\n\nJ. P. Greeley.\n\n1889, County Superintendent of Schools, Santa Ana.\nSanford a. Hooper, A.B., '72, A.M., '82, Beloit Coll.\n1899, Head Master of Los Angeles Military Academy, Los Angeles.\nEdward T. Pierce, LL.B., '77, Union Univ. ; Pd.D., '94, N. Y. Nor Coll.\n1893, President of State Normal School, 631 W. 5th St., Los Angeles.\nElmer Ellsworth Brown, A.B., '89, Univ. of Mich. ; Ph.D., '90, Halle.\n1898, Professor of Theory and Practice of Education, Univ. of Cal., 2341 Channing Way,\n\nBerkeley.\n\ni8q3\n\nFrederic L. Bukk, B.L., '83, Univ. of Cal. A.M., '92, Stanford Univ. Ph.D., '98, Clark Univ.\n1899, President of State Normal School, Powell St., near Clay, San Francisco.\nJames A. Foshay, A.M., Univ. of So. Cal. Pd.D., '98, N. Y. Nor. Coll.\n\n1894\n\nEllwood p. Cubberley, A.B., '91, Ind. Univ.\n\n1892\n\n;\n\n;\n\n;\n\n189s, Superintendent of Schools, 2341 Scarff St., Los Angeles.\n\n1899, Associate Professor of Education, Leiand Stafford Jr. Univ., Stanford Univ.\nJoseph C. Templeton, A.B., Leiand Stanford Jr. Univ.\n1899, Superintendent of City Schools, 611 Hickey St., Santa Ana.\n\nCharles C. Van Liew, Ph.D., '93, Jena.\n1899, President of State Normal School, Chico.\n1895\n\nD. R. Augsburg, B.P., '84, Syracuse Univ.\ni898,|Director of Drawing, Public Schools, 1261, 6th Ave., East Oakland.\n\nLewis B. Avery, B.Sc, '83, Tabor Coll., la.\n1895, Principal of Union High School, Redlands.\nWalter J. Bailey, A.M., 1900, Bates Coll.\n1900, Master in The Harvard School (Military), Los Angeles.\nSamuel T. Black.\n1898, President of State Normal School, San Diego.\nTheodore B. Comstock, B.Ag., '68, Pa. State Coll. B.Sc, '70, D.Sc, '86, Cornell Univ.\n;\n\nEx-President of Univ. of Ariz., Director of School of Mines, 534 Stimson Block,\nLos Angeles.\nMelville Dozier, Ph.B., '67, B.Pd., Furman Univ., S. C.\n189s, Vice-President of State Normal School, 825 W. nth St., Los Angeles.\nJohn A. Hancock, M.L., '90, Univ. of Wis. ; A.M., '93, Stanford Univ.\n1900, Principal of\n\nHigh School, Nevada City.\n\nCharles Edward Hutton, A.B., '53, A.M., '6t, St. John's Coll., Md.\n1890, Instructor in State Normal School, 1007 W. 21st St., Los Angeles.\nJoseph Perry Jackson, LL.B.. '76, Iowa Univ. A.M., 1900, Columbia Univ.\n;\n\n1900, Supervising Principal of Schools, Colton.\n\nThomas J. Kirk.\n1899, State Superintendent of Public Instruction, Sacramento.\n\nJoseph Le Conte, A.B., '41, A.M., '45, LL.D., '79, Univ. of Ga. LL.D., '96, Princeton; M.D., '45,\nColl. of Phys. & Surg., N. Y. B.Sc, '51, Harvard Univ.\n1869, Professor of Geology and Natural History, University of California. Berkeley.\nJames McNaughton, A.B., '62, A.M., '65, Ph.D., '87, Allegheny Coll.\nSan Jose.\nJ. B. MoNLUx, A.M., '81, Iowa State Univ.\n1896, Principal of aStif St. School, 250 E. 30th St., Los Angeles.\n;\n\n;\n\n"}
{"page": 744, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n732\n1895\n\n1896\n\nUniversity of California.\nPresident, Benjamin Ide Wheeler, LL.D.\nE. Morris Cox, A.B., Haverford Coll., Pa.\n\n[California\n\nLibrarian, J. C. Rowell, Berkeley.\n\n;\n\n1897, Principal of Public Schools, Santa Rosa.\n\nMrs. C. L. Place.\n21 Lloyd St., San Francisco.\n\n1897\n\nFrank H. Ball.\n1900, Director of Manual Training, Throop Polytechnic Institute, Pasadena.\n\nChristine Benson.\n1898, Primary Teacher, Gray Gables, Los Angeles.\n\nArthur H. Chamberlain.\n1896, Professor of Pedagogy\n\nand Instructor of Sloyd, Throop Polytechnic Institute, 377\nN. Los Robles Ave., Pasadena.\n\nFree Public Library of San Francisco.\nSecretary, George A. Mullin, San Fraiy:isco.\n\nFlokence Lawson.\nDirectoi of Kindergarten Department, State Normal School, Los Angeles.\n\nFernando Sanford.\n1891, Professor of Physics, Leland Stanford Jr. University, Stanford University.\n\nLeland Stanford Jr. University.\n\n1898\n\nPresident, David Starr Jordan; Librarian, H. C. Nash, Stanford University.\nState Normal School at Chico.\nPresident, C. C. Van Liew ; Librarian, Susan T. Smith, Chico.\nState Normal School at Los Angeles.\nPresident, Edward T. Pierce, Los Angeles.\nHenry T. Ardley, S.A., '70, London, Eng.\n1893, Prof, of Decorative and Industrial Art, Univ. of Cal., 2311 Durant Ave., Berkeley.\n\nJames A. Barr.\ni8gi, Superintendent of City Schools, 1407 E. Channel St.; Stockton.\n\nMorris Elmer Dailey, A.M., Ind. Univ.\n1900, President of State Normal School, San Jose.\nDavid Starr Jordan, M.Sc, Ph.D.. M.D., LL.D.\nPresident of Leland Stanford Jr. University, Stanford University.\n\nAnna E. Lemon.\n1894, Teacher in First Primary, 115 N. Marengo Ave., Pasadena.\n\nAlbert Lyser.\nPrincipal of John Swett Grammar School. 417 Larkin St., San Francisco.\nAlexander Holmes MacDonald, Dalhousie Coll., Halifax, Nova Scotia.\n1885, Principal of Lincoln Evening School, 407 Fair Oaks St., San Francisco.\nCecil Wirt Mark, B.Sc, '88, Univ. of Pacific, Cal.\n1899, Deputy Superintendent of Schools, 1007 Dolores St., San Francisco.\nCarl H. Nielsen.\n1899, Principal, Union High School, Vacaville.\nAntrim Edgar Osborne, M.D., '77, Ph.D., '79.\n1886, Superintendent of State Institute for Feeble-Minded; 1896, Professor, Nervous\nand Mental Diseases, College of Physicians and Surgeons, San Francisco\n\nEldridge.\n\nState Normal School Library, San Jos:^.\nPresident, Morris Elmer Dailey; Librarian, Ruth Royce, San Jose.\n1899\n\nOsmer Abbott, A.B., '90, Oberlin Coll.\n\n;\n\nPh.D., '98, Jena.\n\n1899, Principal of Washington Union High School, Fresno.\n\nJames E. Addicott.\n189T, Teacher of Manual Training and Mathematics, 55 George St., San Jose.\n\nLulu Claire Bahr.\n1899, County Superintendent of Schools, 222, 7th St., San Bernardino.\n\nThomas P. Bailey, Jr., Ph.D., Univ. of So. Cal.\nAssociate Professor of Education as Related to Character, Univ. of Cal., Berkeley.\n\nW. H. Baker, A.M., P.T., St. Nor. Sch., Kirksville, Mo.\n1897, Teacher of Mathematics, High School, 103 Abby St., Fresno.\n\nHugh J. Baldwin.\n\n1899, County Superintendent of Schools, Courthouse, San Diego.\n\nKatherine M. Ball.\n1894, Supervisor of Drawing, Public Schools, 1260 California St., San Francisco.\n\nMiss Lew Ball.\n1898, Teacher in Garfield School, Oakland\nO. F. Barth, A.B., '82, A.M., '85, Shurtleff Coll.\n\nSara\n\n;\n\naddress for 1900, Stanford University.\n\n1897, Principal of Union High School, Perris.\nP. Brown, B.Sc, '81, Univ. of W. Va.\nPres. American Young People's Patriotic Society, 902 California St., San Franci.sco,\n\nThomas Pollock Brown, A.B., '99, Nev. State Univ.\n1900, Principal of Sixth Street School, Santa Monica.\n\nLouis A. Buchanan, M.E., '93, Stanford Univ.\nDirector of Manual Training, 221 W. Magnolia St., Stockton.\nJ. D, Burks, Ph.B., '93, Univ. of Chicago; M.L., '94, Univ. of Cal.\nDepartment of Psychology and History of Education, State Nor. School, San Diego,\n\nRev. Allan L. Burleson, A.M., '81, Racine; B.D.,\n\n93,\n\nKenyon,\n\nAll Saints' Mission, Redding.\n\nMinnie L. Catey.\ni895,^eacher in Grammar Department, Compton.\n\"\nFrederick\n:k H. Clark, A.M., '86, Univ. of Cal.\n1889, History Department, Lowell High School, San Francisco;\n\nres., 1418\n\nOakland.\n\nMrs. Henrietta Treat Compton.\nTeacher in South Pasadena, 94 Allesandro PI., Pasadena.\n\nW. H. Cook.\nPrincipal of Vernon School, 1134 E. Vernon Ave., Los Angeles.\n\nMinnie Coulter, A.B., '98, Stanford Univ.\n1898, Superintendent of Schools of Sonoma Countf Santa Rosa.\n,\n\nMyrtle St.,\n\n"}
{"page": 745, "printed_page": null, "text": "California]\n\n1899\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n733\n\nHenry G. Crocker, M.L., '91, Yale.\n1897, Principal of High School, Coronado.\nJesse George Cross, A.M., '68, McKendree Coll.\n1900, Professor in Throop Polytechnic Institute, Pasadena; res., Monrovia.\nFrank P. Davidson.\n1889, Superintendent of Schools, San Diego.\nAnna E. Edwards.\n1890, Teacher of Eighth Grade, City Schools, 1837, 3d St., San Diego.\nWalter A. Edwards. A.M., '86, Knox Coll.\n1897, President of Throop Polytechnic Institute, Pasadena.\nW. S. Edwards, A.M., Alfred Univ.\n1899, County Superintendent of Schools, Santa Barbara Co., Santa Barbara,\nRichard Douglas Faulkner, B.L., '77, Univ. of 111.\n1895, Principal of Franklin Grammar School, 809 Castro St., San Francisco.\nFrank L. Ferguson, B.D., '98, Yale.\n1898, President of Pomona College, Claremont.\nJ.\n\nH. Francis.\n\nHead of Commercial Dept., High School, 1701 New England St., Los Angeles.\nCharles Mills Gayley, A.B., Univ. of Mich.\n1889, Professor of English Language and Literature, University of California, 2403 Piedmont Ave., Berkeley.\nE. F. Goodyear, A.B., '92, Univ. of Cal.\n1896, Pacific Coast Agent of The Macmillan Co., 325 Sansome St., San Francisco,\n\nHattie F. Gower.\n1896, Assist. Teacher of Sloyd,cor. N. Johnson and Minnesota Sts., Sta. A, Los Angeles.\n\nJames D. Graham, A.B., '88, A.M., '92, Toronto Univ.\nSuperintendent of Schools, 510 Ellis St., Pasadena.\n\nLyman Gregory, M.D., '87, Chicago Home Med. Coll.\n1900, Teacher of Physiology in High School, 400\n\nW. 30th St., Los Angeles.\n\nA. F. Gunn.\nAonerican Book Co., 204 Pine St., San Francisco.\nJulius C. Hammel, A.B., '94, Stanford Univ.\nPrincipal of George Dewey School, Fruitvale.\n\nLillian D. Hazen.\n1899, Principal of Vernon School, 544 Ruth Ave., Los Angeles.\n\nT, L,\n\nH EATON,\n\n1897, Teacher of Pedagogy, University of California, Berkeley.\n\nCaspar W. Hodgson, A.B., '96, Stanford Univ.\nPacific Coast Manager, D, C. Heath & Co., 325 Sansomei6t., San Francisco.\nW. H. HousH.\n189s, Principal of High School, 1534 Ingraham St., Los Angeles.\n\nAgnes E. Howe, A.B,, '97, Stanford Univ.\n\n1897, Instructor in History, State Normal School, San Jose.\n\nA, D. Hunter,\nDirector of Music, Public Schools, 582 N. Ellen St., Pomona.\n\nFrank H. Hyatt.\n1898, Superintendent of Schools, Pomona.\n\nO. P. Jenkins, A.B., A.M., Moores Hill Coll. ; M.Sc, Ph.D., Ind. Univ.\nProfessor of Physiology, Leland Stanford Jr. University, Stanford University.\n*Rev. S. H. Kellogg., D.D., '57.\nloio E. gth St., Los Angeles.\nBurt O. Kinney. A.B., '97, Stanford Univ.\nPrincipal of Siskiyou County High School, Yreka.\nT. H, Kirk, B.L., '82, M.L.. '87, IJniv, of Wis.\n1899, Principal of High School and Supervising Principal of Grades, Monrovia.\nC. A, KuNOu.\nSupervisor of Manual Training, 422 So. Ave. 19, Los Angeles.\nJ. W. McClymonds, A.B,, '71, Westminster, Pa.\n1888, Superintendent of City Schools, 4(7, 34th St., Oakland.\nF, H. Meyer.\nInstructor in Drawing and Manual Training, 545 N. Center St., Stockton.\n\nCharles M. Miller.\n\nDirector of Sloyd, State Normal School, Los Angeles.\n\nErnest Carroll Moore, A.B., '92, LL.B., '94, Ohio Nor. Univ.; A.M., '96, Columbia Univ.;\nPh.D., '98, Univ. of Chjcago.\n1899, Instructor in Philosophy, University of California, Berkeley.\nFrank Morton, A.B,, '80, Dartmouth.\n1888, Principal of Lowell High School, 3331 Washington St., \"San Francisco.\nE. H. MOSHER.\n1897, Principal of Schools, Benicia.\nF. O. MowER, A.B., '78, Bates Coll., Lewiston, Me.\n1897, Principal of High School, 715, 3d St., Napa.\n\nWatson Nicholson, A.B., '92, Stanford Univ.; A.M., '05, Harvard.\n1897, Teacher of English in High School, Redlands.\n\nPomona College.\nPresident, Frank L. Ferguson ; Acting Librarian, F. A. Bissell, Claremont.\n\nMinnie E. Rees.\nTeacher of Fifth and Sixth Grades, City Schools, 632 Britannia St., Los Angeles.\n\nMrs. May Reese, Grad. of Nor. Sch,\n\nW.W, Seaman.\n\nDirector of Kindergarten, 412 W. Montecito St., Santa Barbara.\n\nFourth Deputy Superintendent of Public Instruction, 1419 O St., Sacramento,\n\nGeorge M. Sheldon.\n1897, Teacher in Grammar School, Anaheim,\n\nMrs. Julia Cole Sherwood.\n1898, Teacher, Spruce Grove District, Lower Lake.\n\nDied May 15, igoo.\n\n"}
{"page": 746, "printed_page": null, "text": "TU\n\nMATtoNAL Educational association\n\n[Colorado\n\nCAIAYOK'HIA— Continued\n1899\n\nMrs. Hattie Bikdick Shorkley.\nTeacher in First Grade, Public Schools, 578, 17th St., Oakland.\nU. P. Shull, A.B., '79, A.M., '82, Westfield Coll.\nSupervising Principal of Schools, cor. Painter and Philadelphia Sts., Whittier.\nState Library of California.\nLibrarian, J. L. Gillis, Sacramento.\nF. W. Stein, Jr.\n1899, Principal of Harper School, 1398 Newton St., Los Angeles.\nW. W. Stone.\n1890, Principal of Burnett School, 745 Shrader St., San Francisco.\nAnna M. Stovall.\n1891, Principal of Free Normal Training School of Golden Gate Kindergarten Association,\n221, 9th St., San Francisco.\n\nJohn Harvey Strine.\n1898, County Superintendent of Schools, Room 47, Courthouse, Los Angeles ;\n\npermanent\n\naddress, Monrovia.\n\nFrancis A. Swanger. M.S.D.,'92, Mo. State Nor., Kirksville; A.M., '98, Willamette Univ., Ore.\n1899, Principal of High School, Woodland.\nJohn Swett, A.M. (honorary), Dartmouth Coll.\nMartinez.\n\nW. Scott Thomas, A.B., '89, Johns Hopkins Univ.\n1900, Principal of Merced County High School, Box 288, Merced.\n\nG. S. Trowbridge, B.Sc, '80, A.M., '82, Iowa State Univ.\nPrincipal of San Fernando Union High School, Fernando.\nHarr Wagner, A.B., '81, A.M., '85, Wittenberg Coll.\nEditor \" Western Journal of Education,\" 723 Market St., San Francisco.\n\nM. Edna Walker.\n1896, Teacher in Public Schools, Monrovia.\nLouis K. Webb, B.Sc, '78, Univ. of Mich. A.M., '98, Stanford Univ.\n;\n\n1899, Principal of Union High School, Clovis.\n\nR. H. Webster, A.B., '77, A.M., '82, Univ. of Cal.\n1896, Superintendent of Schools in and for the City and County of San Francisco, City\nHall, San Francisco.\n\nDaniel H. White.\n\n1900\n\nSuperintendent of Schools, Solano County, Fairfield.\nM. M. Whiting, A.B., '81, Cent. Univ. of Iowa.\nPrincipal of Lugo School, Compton.\nWarring WilkiSson, A.B.. '58, Union Coll. ; L.H.D., Gallaudet Coll., D. C.\nPrincipal\nof Institute for Deaf and Blind, Berkeley.\n1865,\nAnna L. Williams.\nSuperintendent\nof Schools of Modoc County, Alturas.\n1899,\nM. Ida Williams, A.B., '99, Stanford Univ.\nTeacher\nin\nPublic\nSchools, 135 S. Marengo Ave., Pasadena.\n1899,\nMrs. Rosa Viola Winterburn, B.L., '93, Univ. of Mich.\n1896, Supervisor in History and Literature, 1009 N. Sutter St., Stockton.\nArthur W. Gray, A.B., '96, Univ. of Cal.\n1900, Teacher of Physics, Chemistry, and Mathematics, Merced County High School;\nP. O. Box 183, Merced.\nGeorge A. Merrill, B.Sc, '88, Univ. of Cal.\n1894, Principal of CaliforniaSchool of Mechanic Arts, i6th and Utah Sts., San Francisco.\n\nCOLORADO\nlife director\n1888\n\nAaron Gove, A.M., '78, Dartmouth CoU. LL.D., '88, Univ. of Colo.\n;\n\n1874, Superintendent of Schools, District No. i. High School, Denver.\n\nlife member\n1886\n\nFr-ank Howard Clark, B.Didac, '83, Univ. of Kan.\n1899, Superintendent of City Schools, Spruce St., Central City.\n\n1884\n\nJames H. Baker, A.B., '73. A.M., '76, LL.D., '92, Bates Coll.\n\nactive members\n1892, President of University of Colorado, Boulder.\n\nRobert H. Beggs, B.Sc, '68, 111. Coll. M.Sc, 1900, Fort Worth Univ.\n1880, Principal of Grammar School, 2427 Ogden St., Denver.\n;\n\n1887\n\n1892\n\n;\n\nA.M., 1900, Denver Univ.\n\nCh.\\rles V. Parker, B.Sc, '97, Denver Univ.\n1899, Superintendent of City Schools, 601 Baca St., Trinidad.\nZ. X. Snyder, B.Sc, '76, A.B., '78, Ph.D., '85, Waynesburg Coll., Pa.\nT891, President of State Normal School of Colorado, Greeley.\nLewis C. Greenlee, Grad., State Nor. Sch., '78, Edinboro, Pa. ; A.M., '95, Waynesburg Coll., Pa.\n1890, Superintendent of Schools, Dist. No. 2, 549 S. Tremont St., Denver.\n\n1893\n\nWilliam Henry Smiley, A.B., '77, Harvard Univ.\n1892, Principal of High School, Dist. No. i, 2112 Lincoln Ave., Denver.\nCharles A, Bradley, Grad., '77, U. S. Military Acad.\n1894, Principal of Manual Training High School, 1341 Corona St., Denver.\nJames W. Scott, A.B., Duquesne Coll.\n\n1894\n\nEdgar Rollin Downs, A. B., '76, A.M., '81, Williams Coll.\n\n1899, Principal of Garfield School, 219 E. Columbia St., Colorado Springs.\n1900, Superintendent of City Schools, Durango.\nB.Sc, '91, M.Sc, '95, Rutgers Coll.\n1896, Instructor in Math., High School, Dist. No. 2, 55 S. Washington Ave., Denver,\n\nS. Arthur Johnson,\n\n"}
{"page": 747, "printed_page": null, "text": "Connecticut]\n\nLIFE, ACTIVE, AND COkRESPONDiNG MEMBERS\n\n73S\n\nCOLORADO— Continued\n189s\n\nH. M. Barrett^ A.B., '90, A.M., '93, Allegheny Coll.\nTeacher of Latin and English, High School; Editor \"Colorado School Journal;\"\n526 Charlesburg St., Denver.\nA. E. Beardsley, B.Sc, '78. Cornell Univ. ; M.Sc, '98, Univ. of Colo.\n1892, Professor of Biology, State Normal School, 1412, loth St., Greeley.\n\nGeorge Lvman Cannon, Jr.\n1887, Instructor in Geology and Biology, High School, Denver.\n\nWilliam V. Casey.\n1893, Superintendent of Schools, 820 Pine St., Boulder.\n\nCharles Ernest Chadsey, A.B., '92, A.M., '93, Stanford; A.M., '94, Ph.D., '97, Columbia.\n1897, Superintendent of City Schools, N. S., Denver.\n\nFred Dick, A.M., Hamilton Coll., N. Y.\nPrincipal of Normal and Preparatory School, 1543-45 Glenarm St., Denver.\n\nJohn Dietrich.\n1893, Superintendent of City Schools, 922 N. Weber St., Colorado Springs.\n\nE. Waite Elder, A.B., '91, A.M., '94, Princeton.\n1900, Instructor in Physics, High School, District No. i, Denver.\n\nJohn B. Garvin, B.Sc, '86, Univ. of Illinois.\n1892, Instructor in Chemistry, High School, Dist. No. i, 2536 W. 34th Ave., Denver.\nEdward F. Hermanns.\n1891, Principal of High School, Dist. No. 2, S. 12th St. and W. 5th Ave., Denver.\nJohn F. Keating, A.B., '92, Ohio Wes. Univ.\n1896, Superintendent of Schools, South Side, 1102 Lake Ave, Pueblo.\nCh.\\rles Joseph Ling, B.Sc, '90, Cornell Univ. A.M., 1900, Univ. of Denver.\n1894, Instructor in Physics, Manual Training High School, Denver.\nClara Louise Little.\n1891, Teacher in Public Schools, Delgany School, Denver.\n;\n\nJ. S. McClung.\n1879, Superintendent of Schools, Dist. No.\n\ni,\n\n423, nth St., Pueblo.\n\nDora M. Moore.\n1893, Principal of Corona School, 1031 Emerson St., Denver.\n\nCharles Skeele Palmer, A.B., '79, A.M., '82, Amherst; Ph.D., '86. Johns Hopkins.\n1887, Professor of Chemistry, University of Colorado, 1224 Pine St., Boulder.\n\nSidney Fuller Smith, Grad., \"84, U. S. Naval Acad.\n1890, Instructor in Physics, High School. Dist. No. i, 2009 Vine St., Denver.\nEmanuel Stuver, B.Sc, '77, M.Sc, '85, Nat. Nor. Univ., Lebanon, O. M.D., '80, Ohio Med. Coll.\nPh.D., '95, Wyo. Normal and Scientific Coll.\n;\n\n1896\n\nRohling Block, Fort Collins.\nO. J. Blakesley, B.Sc Pd.D.\n1896, Superintendent of City Schools, La Junta.\nMrs. Z. X. Snyder.\n,\n\nGreeley.\n1897\n\nIzoRA Scott, A. B., '87, Kan. Nor. Coll.\n1899. Principal of High School, 425 Broadway, Pueblo.\n\nState Normal School at Greeley.\n1898\n\nPresident, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley.\nCecelia Adams, '88, Chicago Froebel Assoc.\nSupervisor of Kindergartens, High School, Dist. No. 1, Denver.\nEmily H. Miles.\n1893, Supervisor of Drawing, Dist. No. 1, ii,yi Lincoln Ave., Denver.\nH. W. Zirkle, A.B., '83, Polytechnic Inst., Va. A.M., 1900, Univ. of Colo.\n;\n\n1892, Principal of Elmwood School, 357 Lincoln Ave., Denver.\n\n1899\n\nA. B. COPELAND.\n1882, Superintendent of City Schools, 1228 Main St., Greeley.\n\nEdward C. Elliott, B.Sc, '95, A.M., '97, Univ. of Neb.\n1898, Superintendent of City Schools, Box 462, Leadville.\nBenjamin R. Gass, A.B., '66, A.M., '69, Antioch Coll.\n\ni89i,*Principal of Hyde Park School, 2020 Clarkson St., Denver.\n\nMrs. Helen L. Grenfell.\n1898, State Superintendent of Public Instruction, 1452 Elizabeth St.. Denver.\n\nHerbert Griggs.\n1884, Director of Music, Box 765, Denver.\nE. G. Lancaster, A.B., '85, A.M., '88, Amherst; Ph.D., '97, Clark Univ.\n1897, Assistant Professor of Philosophy and Pedagogy, Colorado College, 1451 N. Nevada\nAve., Colorado Springs.\nEzra W. Palmer, A.B., '94, Univ. of Kan.\n1897, Superintendent of Schools, Box 308, Cripple Creek.\nH. S. Philips, Ph.B., '83, Oskaloosa Coll.\n1890, Principal of Logan School, Dist. No. 2, 57 S. Washington Ave., Denver.\n\nElizabeth Skinner.\n1900, Deputy State Superintendent of Public Instruction, 2500 Boulevard, Denver.\n\nHknrv B. Smith, A.B., '94, Harvard. A.M., '96, Moores Hill Coll.\n1897, Instructor in Latin, High School, District No. 2, 521, i8th Ave., Denver,\n\nCONNECTICUT\nactive\n1888\n\nmembers\n\nGeorge B. Hurd.\n1885, Supervising Principal of Winchester School District, 59 Lake PI., New Haven.\nDeane, A.M., '84, Ph.D., '92, Allegheny Coll.\n1893, Superintendent of Schools, 338 Main St., Bridgeport.\n\n1889\n\nCharles W.\n\n1892\n\nDavid N. Camp, A.M., '53, Vale.\n\n1894\n\nFredbrick a. Curtiss.\n\n185s, Ex-State Supt. of\nBritain.\n1892, Principal of\n\nSchools,\n\nManager of\n\nNew Britain Library, 9 Camp St., New\n\nOld Saybrook High School, Saybrook,\n\n"}
{"page": 748, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n736\n\n[Dist. of Col.\n\nCONNECTICUT— Continued\ni8q5\n\nNathan L. Bishop.\n1877, Superintendent of Schools, Central District, 7 Huntington PI., Norwich.\nCharles H. Keyes, A.B., '78, St. John's Coll.\n1899, Superintendent of Schools, South District, Hartford.\n\n1896\n\nE. Hermann Arnold, M.D., '94, Yale.\n1895, Director of\n\nAnderson Normal School of Gymnastics, 46 York Sq., New Haven.\n\nFrancis E. Howard.\n1897\n\n1898\n\n1890, Supervisor of Music, 322 John St., Bridgeport.\nErnest Milnor Benedict, A.B., '85, Kenyon Coll. ; D.B., '91, Epis. Theol. Sch.\n1900, Instructor of History, Manor School, Stamford.\nBerlin Wright Tinker, A.B., '88, A.M., '89, Bates Coll.\n1897, Superintendent of Schools, 28 Mitchell Ave., Waterbury.\n\nWilbur Fisk Gordv.\nNorth School District, 104 Gillett St., Hartford,\nPh.D., '95, Jena Univ., Germany.\n\n1884, Supervising Principal of\n\nStuart H. Rowe, A.B., '90, Yale\n\n;\n\n1898, Supervising Principal, 285 Wilfow St., New Haven,\n\nSarah J. Walter.\n1899\n\n189s, Principal of Training Department, State Normal School, Willimantic.\nIsaac M, Agard, A.B., '79, A.M., '84, Amherst Coll.\n1888, Principal of Rockville High School; Superintendent of East District Graded School,\nVernon; res., Rockville.\n\nWaterman Rufus Burnham,\n362 Main St., Norwich.\nCoNNECTicirr Agricultural College.\n\nW, Flint, Storrs.\n\nPresident, George\n\nWilliam North Rice, A.B., '65, A.M., '68, Wesleyan; Ph.D., '67, Yale; LL.D., '86,Syracuse.\n1867, Professor of Geology, Wesleyan University, 31 College Place, Middletown.\nGiles Alfred Stuart, A.B., '77, A.M., '80, Bates Coll.\nBritain.\n1896, Superintendent of Schools, 31 Emmons PI.,\n\nNew\n\nDELAWARE\nactive members\n1891\n\nEdwina B. Kruse.\n1876, Principal of Howard High School, 206 E. 10th St., Wilmington.\n\n1892\n\nAlbert N. Raub, A.M., '67, Princeton; Ph.D., '79, Lafayette; LL.D., '95, Ursinus Coll.\n\n1896\n\nAuthor and Publisher, Newark.\nA. H. Berlin, A.M., '88, Hamilton Coll.\n1888, Principal of\n\nHigh School, 817 Adams St., Wilmington.\n\nDISTRICT OF COLUMBIA\nlife directors\n1876\n\nWilliam Torrev Harris, A.M., '69, Yale; LL.D., '70, Univ. of Mo.; '94, Univ. of Pa.; \"95, Yale;\n'96, Princeton; A.M., Ph.D., '93, Brown Univ.\nPh.D., '99, Univ. of Jena. Germany.\n1889, Commissioner of Education of the United States, 1303 P St., N. W., Washington.\nJames Ormond Wilson, A.M., '74, Dartmouth Coll.\n;\n\n1880\n\nAmerican Colonization Society; Custodian of National Educational\nAssociation, 450 Pennsylvania Ave., N. W., Washington.\n\n1892. Secretary of\n\nLIFE\n1880\n\nmembers\n\nJohn Hitz.\n1887, Superintendent of Volta Bureau, cor. 35th and\n\n1884\n\nAlex. Graham Bell.\n\nQ Sts., Washington.\n\n1331 Connecticut Ave., Washington.\n\n1889\n\nRt. Rev. John J. Keane, D.D., Laval; LL.D., Harvard,\n1886, Late Rector of Catholic University of America, Washington.\n\n1889\n\nW. F. Powell.\n\nactive members\nMinister to Haiti, American Legation; address State Dept., Washington.\n1892\n\n1893\n1894\n\nWilliam Bramvvell Powell, A.M., '66, Lombard Univ.\nEx -Superintendent of Schools, 1404 M. St., N. W., Wa.shington.\nMrs. Sara A. Spencer.\n1891, President of Spencerian Business College, Academy of Music Building, 403, 9th St.,\nN. W., Washington.\nJohn Eaton, Ph.D., Rutgers Coll. LL.D., Dartmouth Coll.\nEx-U. S. Commissioner of Education, The Concord, Washington.\nSusan Plessner Pollock, Grad. of Kg. Nor. Inst., Berlin.\n;\n\nPrincipal, Froebel Normal Institute and Kindergarten, 1426\n\nQ St., N. W., Washington.\n\nEstelle Reel.\n1895\n\n1898, General Superintendent of Indian Schools, Department of the Interior, Washington.\nAllan Davis, B.Sc, '90, M.S., '96, Columbian Univ.; LL.M., '93, Nat. Law School, Washington.\n1890, Principal of Business High School, ist St., between B and C Sts., N. W., Washington.\n\nAnna Tolman Smith.\nBureau of Education, Washington.\n1896\n\nPowhatan W. Robertson, M.AcctsI, '82, Eastman Nat. Bus. Coll.\n1894, Columbian University, 2232 Q St., N. W., Washington.\nRebecca Stoneroad, Grad., Oswego Normal School.\n\n1897\n\nCourt Foster Wood, LL.B., '84, LL.M., '85, Columbian Univ.\n1885, Principal of Wood's Commercial College, 311 E. Capitol St., Washington.\nZue Hunter Brockett.\nTeacher of Physical Training in Public Schools, 3425 Holmead Ave., N. W.,\n\n1889, Director of Physical Training, Public Schools, Webster School, 10th\n\nand H\n\nSts.,\n\nWashington.\n\n1898\n\nWashington.\n\n"}
{"page": 749, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nFlorida]\n\n737\n\nDISTRICT OF ZQ)U5^\\-&\\K— Continued\n1898\n\nElias Brown.\n1895, Teacher, Deanwood.\n\nElizabeth V. Brown.\nMethod and Training Teacher, Normal School, 1357 Roanoke St., Washington.\nEllis \\V. Brown.\n1896, Supervisor of Public Schools, 924, 24th St., N, W., Washington.\n, '83, M.Sc, '87. Dartmouth Coll.\n1890, Supervisor, Washington Public Schools, Wallack School, S. E., Washington.\nNathaniel P. Gage, A.B., '62, A.M., '65, Dartraouih Coll.\n1874, Supervising Principal of Schools, 1126, 5th St., N. W., Washington.\nMiss Amanda L. Grant.\n1887, Principal of Brent School, 507 E. Capitol St., Washington.\n\nJohn T. Freeman, B.Sc\n\nWilliam Hamilton, A.B., '84, Moravian Coll., Bethlehem, Pa.\n\n;\n\nA.M., '94, Columbian Univ.\n\n1890, Agent, Bureau of Education for Alaska, Bureau of Education, Washington.\n\nDavid H. Hazen, M.D.\nTrustee of Public Schools, 407, 6th St., S. W., Washington.\n\nNora Lindenberg Hoegelsberger.\n1887, Teacher of German, Central High School, 924 Mass. Ave., N. W., Washington.\n\nBernard T. Janney.\nSupervising Principal of Public Schools, 1671, 31st St., N. W., Washington.\n\"*\n\nHosmer M. Johnson.\n\n1900, Supervising Principal, Public Schools, Chestnut St., Anacostia.\nArtemasMartin, Ph.D., '82, Rutgers; LL.D., '85, Hillsdale; A.M.. '87; Fellow of the A. A. A. S.\nMember of the London. Edinburgh, and N. Y. Mathematical Societies.\nLibrarian, U. S. Coast and Geodetic Survey, 1534 Columbian St., N. W., Washington.\nE. E. McCaslin, A.B., '92, A.M., '95, Antioch Coll.\nSuperintendent of Industrial Home School, Wisconsin Ave., Station A, Washington.\n\nKelly Miller, A.B., '86, Howard Univ.\n1890, Professor of Mathematics, Howard University, Washington.\nWinfield Scott Montgomery, A.B., '78, Dartmouth M.D., '90, Howard Univ.\n1900, Assistant Superintertdent of Public Schools, 1912, nth St., N. W., Washington.\nSophie F. E. Nussbaum, Grad., Teacher's Sem., Rostock, Meckl. Schwerin, and Conservatory of\nMusic, Dresden, Germany, and Library Science Class, Columbia Univ.\n;\n\n1889, Translator, and, 1900, Cataloguer in Library, Bureau of Education, Washington.\n\nAlice N. Parker.\n1899, Director of Kindergarten, Toner School, The Concord,\n\nNew Hampshire Ave. and S\n\nSt., Washington.\n\nWarren W. Phelan, A.B., '94, A.M., '96, Columbia Univ.\n\n1899\n\nPh.D., 1900, Columbian Univ.\n1896, Principal of National Capitol University School for Boys, 822 Connecticut Ave.,\nN. W., Washington.\nLovicK Pierce, A.B., '60, Emory Coll.\n1893, Chief Clerk in Bureau of Education, 1409 Rhode Island Ave., N. W., Washington.\nAlex. Summers, B.Sc, '76, A.M., '93, Univ. of Tenn.\n1894, Statistician in U. S. Bureau of Education, Washington.\nRobert H. Terrell, A.B., '84, Harvard Univ. ; LL.M., '93, A.^L, 1900, Howard Univ.\n1899, Principal of High School, 326 T St., N. W., Wa.shingion.\nEdith C. Westcott.\n1890, Principal of Western High School, 1718 Corcoran St., Washington.\nRev. James P. Fagan, S J.\n1899, Vice-President and Secretary of Georgetown Universitj', W., Washington.\nEdward Allen Fay, A.B., '62, A.M., '65, Univ. of Mich. Ph.D., '81, Johns Hopkins Univ.\n1866. Professor and Vice-President, Gallaudet College, 3 Kendall Green, Washington.\nMerrill Edwards Gates, PI1.D., LL.D., L.H.D., Princeton, Univ. of Rochester, Columbia Coll.,\n;\n\n;\n\nWilliams Coll.\nPresident, Rutgers Coll. 1882-5(0, and of Amherst Coll. 1890-99 1899, Secretary of U.\nS. Board of Indian Commissioners, 1429 New York Ave., Washington.\n;\n\nCharles D. Rakestraw, A.M., Univ. of Va.\nSupervisor of U. S. Indian Schools, Indian Office, Washington.\n\nFLORIDA\nactive members\n1893\n\nWilliam N. Sheats, A.B., '73, A.M., '76, Emory College, Ga.\n\n1894\n\nMrs. W. Schleppegrell-Keppler.\n\n189s\n\nJ. L. HoLLiNGSWORTH, A.B.. '88, Emory Coll., Oxford, Ga.\n1893, County Superintendent of Public Instruction, Bartow.\n\n1892, State Superintendent of Public Instruction, Tallahassee.\n1893, Principal of Froebel Academy, Main and Monroe Sts., Jacksonville.\n\n1899\n\nL. W. BoCHHOLZ, Nor. Sch., Pr. Friedland, Germany.\nSuperintendent of Public Instruction, Hillsboro Co., io6 Park Ave., Tampa.\nH. Elmer Bierly, A.B., '92, Princeton Univ.\n1898, Professor of Biology, Pedagogy, and Child Study in the State Coll., Tallahassee.\nJohn B. Stetson University.\nPresident, John F. Forbes, DeLand.\n\n1900\n\nBenella Davenport.\n\n1898\n\n1900, Department of Latin and Literature, State Normal School, De Funiak Springs.\n\nW. L. Floyd, Major, U. S. A.\nCommandant and Professor of Science, East Florida Seminary, Gainesville.\nWilliam Wilson Fry.\n1897, Director of the Business College, John B. Stetson University, De Land.\nMiss Clem Hampton.\nFirst Assistant in High School, Live Oak.\nCleburne L. Hayes, Grad., '90, Peabody Nor. Coll. A.B., '91, Univ. of Nashville.\n1897, Principal of State Normal School, De Funiak Springs.\nMrs. Lena B. Mathes.\n1899, Principal of Washington School, 341 Hyde Park Ave., Tampa,\n;\n\n.\n\n.\n\n"}
{"page": 750, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n738\n\n[Idaho\n\nGEORGIA\n1890\n\nMEMBER\n\nLIFE\n\n<\n\nW. H. Baker.\ni368, Superintendent of Schools,\n\nChatham Academy, Savannah.\n\nACTIVE MEMBERS\n1887\n1894\n\n1895\n\nEuLER B. Smith, A.M., '82, Emory Coll., Oxford, Ga.\n1895, Department of English, State Normal School, Athens.\nOtis Ashmore, A.M., Univ. of Ga.\n1896, Superintendent of Schools, Savannah.\nGeorge Glenn Bond, A.M., '95, Univ. of Ga.\n1891, Superintendent of City Schools, Dearing St., Athens.\nLawton B. Evans, A.M., Univ. of Ga.\nSuperintendent of Schools, 415 Mcintosh St., Augusta.\nWilliam Martin Slaton, A.M., 'gi, Univ. of Ga.\n1892, Principal of Boys' High School, 142 Jackson St., Atlanta.\nAtlanta University.\nPresident, Rev. Horace Bumstead Librarian, Miss E. J. Stenabaugh, Atlanta.\nGiJSTAvus R. Glenn, LL.D., '98, Univ. of Nashville, and '98, Peabody Nor. Coll.\n•»\n1894, State School Commissioner, Capitol, Atlanta.\nJoseph S. Stewart, A.B., '8;?, Emory Coll. A.M., '97, Univ. of Ga.\n1897, President of North Georgia Agricultural College, Dahlonega.\nUniversity of Georgia.\nChancellor, Walter B. Hill Secretary, W. D. Hooper, Athens.\nD. Q. Abbott, A.M., '78, Emory Coll., Ga.\nSuperintendent of Schools, 654 Mulberry St., Macon.\nN. E. Ware.\n;\n\n;\n\n;\n\n1896\n\n1891, Superintendent of Public Schools, Haukinsville,\n\nH. C. White, B.Sc, C. & M.E., '70, Ph.D., '87, Univ. of Va., F. C. S.\n1898, President of National Agricultural College\n\nand Experiment Station; 207 Milledge\n\nAve., Athens.\n\nNathan Benjamin Young, A.B., '88, A.M., '91, Oberlin Coll.\n1897\n\n1897, Department of Pedagogy, State Industrial College, College, Chatham Co.\nCol. ; A.M., 'p8.\nJ. M. GuiLLlAMS, A.B., Central Nor.\n1900, Principal of Southern Normal Institute, Douglas.\nL. M. Landrum, A.B., '76, Univ. of Ga.\n1897, Assistant Superintendent of Schools and Secretary of Board of Education,\nSmith St., Atlanta.\n\n105\n\nJohn N. Rogers.\nCounty School Commissioner, Sandersville.\nWilliam F. Slaton, A.M., '51, Emory Coll., and '94, Univ. of Ga.\n\n1898\n\n1899\n\n1879, Superintendent of Public Schools, 336 Courtland St., Atlanta.\nJessie May Snyder.\n1898, Assistant Training Teacher, State Normal and Industrial College, Milledgeville.\nJohn Charles Woodward, A.B., '88.\nSuperintendent of Schools, Newnan.\nAlice Dugged Cary.\nTeacher in Kindergarten Department, 47 Bradley St., Atlanta.\nCarleton B. Gibson, A.M., '85, Univ. of Ala.\n1896, Siiperintendent ot Schools, 309, nth St., Columbus.\nHenry Pearson, A.B., '88. A.M., '92, Claflin Univ., Orangeburg, S. C.\n1895, Instructor in English Language and Literature, State Industrial College, College.\nJ.\\MES C. Harris, A.M., '85, Univ. of Ga.\n1892, Superintendent of Public Schools, 313, 2d Ave., Rome.\nWalter B. Hill. A.B., '70, B.L. and A.M., '71, Univ. of Ga. LL.D., 1900, Emory Coll. and S. W.\nPres. Univ., Clarksville, Tenn.\n1899, Chancellor of University of Georgia, University Campus, Athens.\nMercer University Library.\nPresident, P. D. Pollock, Macon.\nB. K. Benson.\n;\n\niQoo\n\nAgent for D. C. Heath & Co., 115 Crew St., Atlanta.\n\nM. L. Brittain, A.B., '86, Emory Coll.\nSuperintendent of Fulton County Schools, 133 Capitol Ave., Atlanta.\n\nO. F. McRae.\n1895, Vice-President, South Georgia College, McRae.\n\nFred J. Orr, B.E., '95, Univ. of Ga.\n\n1896, Director of Drawing and Manual Training, State Normal School, Athens.\n\nHiram H. Thweatt.\n1896, Principal of Clay Street Normal and Industrial Institute, Thomasville.\n\nMrs. Walton H. Wiggs.\nCollege Park, Atlanta.\n\nRichard R. Wright, A.B., A.M., Atlanta Univ.\n\n;\n\nLL.D., Wilberfotce Univ.\n\n1891, President, State Industrial College, College.\n\nIDAHO\nactive members\n1888\n\nJames C. Black, Pd.M., '94, Pd.D., '95, School of Pedagogy, Univ. of City of New York.\n\n1898\n\n1897, President of State Normal School, Albion.\nJohn W. Daniels. A.B., '76, A.M.. '79, Bates College, Lewiston, Me.\n1898, Superintendent of City Schools, 238 Jefferson St., Boise.\n\nGeorge E. Knepper, A.M.\n1895, President of State Normal School, Lewiston.\n\n1899\n\nPermeal French.\n1898, State Superintendent of Public Instruction, Boise.\n\n"}
{"page": 751, "printed_page": null, "text": "Illinois]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n739\n\nILLINOIS\nLIFE DIKECTORS\n1884\n\nAlbert G. Lane, A.M., '96, Dartmouth Coll.\n\n1887\n\nNewton Charles Dougherty, A.M., Ph.D.\n\n1898, Assistant Superintendent of Schools, 430 W. Adams St., Chicago.\n\nSuperintendent of Schools, Peoria.\n\nCharles I. Parker.\n1890\n1891\n\nPrincipal of South Chicago High School, 893, 71st PI., Chicago.\nState Teachers' Association of Illinois.\nPresident, A. V. Greenman, West Aurora; Sec'y, Joel M. Bowlby, Carbondale,\nJoshua Pike, A.B., '65, A.M.. '68, Univ. of Chicago.\n1874, Superintendent of City Schools, Jerseyville.\n\nlife members\n1870\n\nIra Wilder Allen, A.B., '50, Hamilton Coll., N. Y. A.M., '52, Antioch Coll., O.\nAlbany Law Sch. LL.D., '74, Union Christian Coll., Ind.\n612 W. 60th PI., Station O, Chicago.\nAlexander Forbes, A.M., Ph.D.\nManager for Butler, Sheldon & Co., 315-321 Wabash Ave., Chicago.\n;\n\n;\n\nLL.B., '63,\n\n;\n\n1876\n1880\n1884\n\nGeorge P. Brown.\n\nEditor \" School and Home Education,\" Bloomington.\nAugustus J. Cheney, B.Sc, '57, Dartmouth Coll.\nWestern Agent for G. & C. Merriam Co., 316 N. Grove Ave., Oak Park.\nEmily A. Havward, A.M., Antioch Coll.\n\nTeacher, 1233 W. Irving Park Boul., Irving Park, Chicago,\n\nEdwin C. Hewett, LL.D., ^77, Shurtleff Coll.\nAssociate Editor \" Public School Journal,\" Box 42, Normal.\n\nHenry Raab, LL.D.\n717 S. Illinois St., Belleville.\n\nactive members\n1880\n1884\n1886\n\nFrancis W. Parker, A.M., Dartmouth Coll. ; LL.D., Lawrence Univ.\n1899, President of Chicago Institute, 1931 Deming PI., Chicago.\nAlbert R. Sabin.\n1887, Assistant Superintendent of Schools, 2509 Vernon Ave., Irving Park, Chicago.\nLouis Milton Dillman.\nEducational Publisher, 521 Wabash Ave., Chicago.\n\nDavid S. Geer.\n1886, Attorney and Counselor at Law, Suite 511, Ashland Block, Chicago.\nAugustus F. Nightingale, A.B., '66, A.M., '69, Wes. Univ., Conn. ; Ph.D., '91, Upper Iowa Univ.\n1892, Superintendent of High Schools, 1997 Sheridan Road, Station X, Chicago.\n\n1887\n\nJohn C. Ellis.\n\n1888\n\nAndrew S. Draper, LL.B., '71, Union Univ.\n\nEducational Publisher, 521 Wabash Ave., Chicago.\nLL.D., '89, Colgate Univ.\n;\n\n1894, President of University of Illinois, President's House, Champaign.\n\n1889\n\n1890\n\nO. F. Barbour.\n1866, Principal of Kent School, 512 N. Court St., Rockford.\n;\nLL.D., '93, Williams Coll.\n1892, President of Illinois College, 1202 W. College Ave., Jacksonville.\nJohn Williston Cook, A.M., '86, Knox Coll. ; LL.D., '92, Blackburn Univ.\n1899, President of Northern Illinois State Normal School, De Kalb.\nHenry R. Corbett, B.Sc, '89, Hastings Coll. Ph.M., 1900, Univ. of Chicago.\nEx State Superintendent of Schools of Nebraska ; 108 La Salle St., Chicago.\n\nJohn E. Bradley, Ph.D., '79, Univ. of N. Y,\n\n;\n\nCharles Alexander McMurry, Ph.D., '87, Halle.\n1899, Principal of Practice School, State Normal School, De Kalb.\nWilliam Lucas Steele, A.M., '80, Monmouth Coll., 111.; Ph.D., 1900, Knox Coll.\n1885, Superintendent of Schools, 462 N. Cherry St., Galesburg.\n\nPeleg R. Walker.\n1884, Superintendent of Schools, 716 N. Church St., Rockford.\n\n1891\n\nF. J. Albrecht, F.R.G.S.\n\nEducational Publisher, 35 Randolph St., Chicago.\n\nHerbert F. Fisk, A.B., '60, A.M., '63, D.D., '88. Wes. Univ., Conn. LL.D., '99, Allegheny Coll.\n1888, Prin. Academy and Prof, of Ped., Northwestern Univ., 1625 Judson Ave., Evanston.\nDana Warren Hall, A.M., '93, Colby Univ., Me.\n1894, High School and College Department, Ginn & Co., 378-388 Wabash Ave., Chicago.\nM. A. Whitney, A.B., '90, A.M., '93, Colby Univ.\n;\n\n1892\n\n1896, Superintendent of Schools, 118 Hinsdell PI., Elgin.\nC. M. Bardwell.\n1896, Superintendent of East Side Schools, 60 S. Lincoln Ave., Aurora.\nAlbert W. Clancy, Grad., National Normal School.\n1880, American Book Co. , 521 Wabash Ave. ; res., cor. Langley Ave. and 39th St., Chicago.\nMrs. M. E. Ferris Gettemv, M.L., '97, Knox Coll.\n189s, Assistant in High School, 246 N. Academy St., Galesburg.\n\nHenry Talbot.\n\n1899, Supervisor of Drawing, Public Schools, 804 Summit Ave., East St. Louis.\n\n1893\n\nJohn J. Allison.\n1899, Superintendent of City Schools, 329 Jefferson St., Joliet.\n\nO. T. Bright.\n\nCounty Superintendent of Schools, 907 The Temple, Chicago.\nArchibald O. Coddington, M.L., '83, Univ. of 111.\nPrincipal of Knickerbocker School, 938 Summerdale Ave., Chicago.\nMrs. J. N. Crouse.\ni8yo. Director of Kindergarten College, 2231 Prairie Ave., Chicago.\n\nLincoln P. Goodhue.\n1900, District Superintendent of Schools, 7029 Yale Ave., Chicago.\n\n"}
{"page": 752, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n740\n1893\n\nWilliam O. Krohn, A.B., Western Coll.\n\n;\n\n[Illinois\n\nA.M., Ph.D., '89, Yale.\n\n1897, Psychologist, Illinois Eastern Hospital for the Insane, and, 1895, Editor of\n\n\" The\n\nChild Study Monthly,\" Fine Arts Building, Chicago.\n\nFrbd R. Nichols.\n1891, Instructor in Physics, English High and\n\nManual Training School, 1672 Van Buren\n\nSt., Chicago,\n\nMrs. Alice H. Putnam.\n1881, Superintendent, Chicago Froebel Asso., 4740 Madison Ave., The Beivoir, Chicago.\n\nLucy S. Silke.\n1890, Assistant Special Teacher in Drawing, Public Schools, 3307\n\nRhodes Ave., Chicago.\n\nAlice E. Sollitt.\n1890, Principal of Kenwood School, 4020 Prairie Ave., Chicago.\nVoLNBY Underhill, Ph.B., 'ti, LL.B., '75. Univ. of Wis.\n1875, Principal of Carpenter School, 296 S. Paulina St., Chicago.\n\n1894\n\nC. H. Congdon.\n\nIra T. Eaton.\n\nMusic Department, Scott, Foresman & Co., 378 Wabash Ave., Chicago.\nPublisher, Eaton & Co., 203 Michigan Ave., Chicago.\n\nRichard Hardy, B.Sc, Univ. of Mich.\n1899, Representative of Prang Educational Co., 5326 Calumet Ave., Chicago.\n\nJoseph C. Hisey.\n\n1898, Representative of Ginn & Co., 644 School St., Chicago.\nMrs. Frances Smallwood Lane, B.Sc, '65, Genesee Coll. M.Sc, '80, Sycracuse Univ.\n;\n\n430 W. Adams St., Chicago.\n\nLivingston C. Lord, Pd.D., 1900, Univ. of 111.\n189s\n\n1898, President of Eastern Illinois State Normal School, Charleston.\nJohn Nichols Adee, Ph.B., '91, Northwestern Univ.\n1898, Superintendent of Schools, Sycamore.\n\nB. D. Berry.\n\nEducational Publisher, 378-388 Wabash Ave,, Chicago.\n\nJulia E. Bolkley, Ph.D., Zurich.\n1892, Associate Professor of Pedagogy, University of Chicago, Chicago.\nFremont Luman Calkins, B.Sc, '8x, N. Ind. Nor. Sch.\n1894, Superintendent of Schools, Delavan.\n\nWilliam H. Campbell.\n1899, Principal of D. S. Wentworth School, 6147 Woodlawn Ave.. Chicago.\nJoseph H. Collins, A.B., '75, A.M., '78, La Grange Coll., Mo.\n1888, Superintendent of City Public Schools, 715 S. 7th St., Springfield.\n\nMrs. Julia H. Collins.\n715 S. 71st St., Springfield.\n\nHenry C. Cox, A.M., '73, Abingdon Coll.\n1884, Principal of Froebel Grammar School, Chicago Lock Box 201, La Grange.\nMay M. Crockett.\n;\n\n1891, Principal of Irving School, 535 Lind St., Quincy.\n\nEdward C. Delano.\n1877, Assistant Superintendent of Schools, 172 Ashland Boul., Chicago.\n\nW. H. DUCKER.\n\nEducational Publisher (Sibley & Ducker), 378 Wabash Ave., Chicago.\n\nJoseph Hewett Freeman, A.M., '88,_ Bates Coll.\n1900, Assistant State Superintendent of Public Instruction, Capitol, Springfield.\n\nEnoch A. Gastman.\ni862,!Superintendent of City Schools, 464 W. North St., Decatur.\n\nWilliam M. Giffin, A.M., '82, Lawrence Univ., Wis. Pd.D., '94, State Nor. Coll., N. Y.\n1889, Principal of Chicago Normal Practice School, 7710 Emerald Ave., Chicago.\nNewell D. Gilbert, A.B., '791 A.M., '82, 111. Wes. Univ.\n;\n\n1899, Superintendent\n\nof\n\nPublic\n\nSchools\n\nand Department of School Organization and\n\nManagement, Northern Illinois Normal School, De Kalb.\n\nRobert A. Haight, A.B., '75, A.M., '78, Shurtleff Coll., 111.\n1881, Superintendent of Schools, 1129 Warren St., Alton.\nWilliam R.Harper, A.B.,'70, Muskingum Coll.; Ph.D., '75, Yale; D.D., '91. Colby Univ. LL.D.,\n;\n\nUniv. of Neb.\n1890, President of University of Chicago, 59th St. and Lexington Ave., Chicago.\n\nElizabeth Harrison.\nPrincipal of Kindergarten College, 10 Van Buren St., Chicago.\n\nMary S. L. Hartigan.\n1893, Principal of Hoemer School, 7409 Morgan St., Chicago.\n\nMary Hartmann, A.M., '88, LombardUniv.\n1882, Instructor in Mathematics, Illinois State Normal School, log Normal Ave,, Normal.\n\nW. H. Hatch.\n1892, Superintendent of Schools, Oak Park.\n\nHarry Helmer.\nAgent for Publishing House, 315 Wabash Ave., Chicago.\nCharles Hkrtel, M.Sc, Cent. Wes. Coll., Warrenton, Mo.\n1894, Superintendent of Schools of St. Clair County, Courthouse, Belleville.\n\nAmalie Hofer.\nChicago Kindergarten Institute, 530 E. 47th St., Chicago.\nJ. A. HoRNBERGER, A.B., '84, A.M., '87, Bucknell Univ., Pa. ; Ph.D., '89, Bellevue Coll.\nCo., 166 Adams St., Chicago;\n1899, Educational Department, Rand, McNally\n\n&\n\nres.,\n\nNaperville.\n\nWilbur S. Jackman, A.B., '84, Harvard.\n1899, Head of Department of Natural Science and Dean of the Chicago Institute, 6916\nPerry Ave., Station O, Chicago.\n\nFrancis Austin Kendall.\n1888, Superintendent of Schools (East Side) ; 1894, Secy, and Mgr., III. Pupils' Reading\nCircle, 25 Jefferson Ave., Naperville.\n\nEfFIE J. KiLBOURNE.\n\n1891, Head Assistant in Kenwood School, 5313 Washington Ave., Chicago.\n\n"}
{"page": 753, "printed_page": null, "text": "Illinois]\n\n1895\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nVashti a. Lambert.\n1886, Teacher in Jefferson Park School, 4280 Milwaukee Ave., Chicago\nLeslie Lewis, A.B., '66, A.M., '69, Yale.\n1890, District Superintendent of Schools, 5605 Madison Ave., Chicago.\n\n;\n\n741\n\nres., Palatine.\n\nWilliam S. Mack.\nWestern Manager, The Prang Ed. Co., Room 813, Fine Arts Building, Chicago,\nJ. J. McGlvnn.\n\n1888, Teacher of Science, High School, Hotel Diehl, East St. Louis.\n\nA. L. McLaughlin.\nAgent for Butler, Sheldon & Co., 315-321 Wabash Ave., Chicago.\n\nKate S. O'Learv.\n1882, Teacher in Public Schools, 208 S. Hickory St., Joliet.\n\nC. M.\n\nParker.\nEditor and Publisher of \" The School News,\" Taylorville.\n\nC. F. Philbrook.\n1893, Superintendent of Public Schools, 205 Stiles St., Rochelle.\n\nAlbert R. Robinson, A.M., Northwestern Univ.\n1891, Principal of English High and Manual Training\n\nSchool, 126 S. Jefferson St.,\n\nChicago; res., Hinsdale.\n\nErastus H. Scorr.\nPublisher, 378 Wabash Ave., Chicago.\n\nOrion C. Scott, Ph.B., '78, B.D., '80, A.M., '81, Univ. of Iowa.\n1898, Superintendent of Schools, 34th St. and Home Ave., Berwyn, Cook Co.\nWiNFiELD S. Smvth, A.M., '66, Wesleyan Univ., Conn.; Ph.D., '76, Syracuse Univ.\n\nEd. Publisher (Vice-President D. C. Heath & Co.), 378 Wabash Ave., Chicago.\n\nLvuiA E. Snyder.\n1893, Teacher in Brentano School, 1389 N. Rockwell St., Maplewood.\n<\nLiLLiE S. Stephenson.\n1898, Teacher in 6th Grade, Park Ridge School, 1028 Dempster St., Evanston.\n\nFrank D. Thomson, A.B., '92, A.M.. '95, Knox Coll.\n1895, Principal of High School, 529 N. Cherry St., Galesburg.\nJ. E. Turner, A.B., '94, A.M., '95, Lincoln Univ.\n1896, Principal of High School, 710 Clement PI., Alton.\n\nEdwin O. Vaile.\nEditor of the \" Intelligence,\" Oak Park.\n\nNathan T. Veatch.\n1887, Superintendent of Schools, Rushville.\n\nJ.W. Warr.\n\nEditor of \" The Practical Age,\" 1723, 6th Ave., Moline.\nWillia.m Edward Watt, Ph.D., 1900, Taylor Univ., Ind.\n188s, Principal of Graham School, 4453 Emerald Ave., Chicago.\n\nCharles W. Weeks.\n\n1888, Supervisor of Music, 320 Congress St., Ottawa.\n\nOliver S. Westcott, A.M., '56, D.S., '92, Brown Univ.\n1883, Principal of North Division High School, Chicago; res., Maywood.\nDaniel A. White, A.B., '83, Harvard Univ. LL.B., '92, Lake Forest Univ.\n1896, Principal of Everett School, 3501 Wabash Ave., Chicago.\nHarry G. Wilson.\n1879, with The American Book Co., 521 Wabash Ave., Chicago.\n;\n\n1896\n\nMary E. Ahern.\nEditor of \" Public Libraries,\" Library Bureau, 215 Madison St., Chicago.\nC. J. Albert, B.Sc. and A.M., '78, Baldwin Univ.\nManager of the Albert Teachers' Agency, Central Music Hall, Chicago.\nB. F. Armitage, A.B., '80, A.M., '84, Dartmouth Coll.\nEx -Superintendent of City Schools, 1317 Charleston Ave., Mattoon.\nAlfred Bayliss, M.Sc, '73, Hillsdale Coll., Mich.\n1899, Superintendent of Public Instruction, Springfield.\nS. S. Beggs, A.B., '88. A.M., '95, N. E. Ohio Nor. Coll. ; LL.B., '99, Indianapolis Coll. of Law.\n1897, Superintendent of City Schools, Beardstown.\nCharles A. Bennett, B.Sc, '86, Worcester Polytechnic Inst.\nHead of Department of Manual Arts, Bradley Polytechnic Institute, 211 S. Garfield Ave., Peoria.\n\nR. W. Burton, A.M., ;85, Beloit Coll.\n1894, Superintendent of Schools of Stephenson Co., 209 Pleasant St., Freeport.\n\nWilliam J. Button.\nPresident of the Werner Schoolbook Co., 378-388 Wabash Ave., Chicago.\nAnnicb E. Bradford Butts, A.M.\nPrincipal of Kenwood Institute, 40 E. 47th St., Chicago.\nMrs. Elizabeth Blanchard Cook, A.M., Wheaton Coll.\nPresident of Woman's Educational Union, 316 Washington Boul., Chicago.\n\nGeorge W. Davis.\n1892, Principal of Hawthorne School, 1430 Montrose Ave., Chicago.\n\nWilliam T. Dix.\nSecretary, Thomas Charles Co., 195 Wabash Ave., Chicago.\n\nWilliam C. Dodge.\n1887, Assistant Superintendent of Schools, 2268 Kenmore Ave., Station X, Chicago.\n\nMabel E. Dougherty.\n906 E. Bluff St., Peoria.\n\nMrs. Millie Ryan Eakins.\n1898, Critic Teacher, Chicago Normal School, 6233 Peoria St., Station O, Chicago.\nH. A. Forbsman. A.m., '90, Lafayette Coll,\nEducational Publisher (Scott, Foresman\nCo.), 378 Wabash Ave., Chicago.\n\n&\n\nRobert Foeesman.\n\nEducational Publisher (Silver, Burdett & Co.), 378-388 Wabash Ave., Chicago.\n\nG. Charles Griffiths.\n1893, Principal of Robert Emmet School, 5737 Ontario St., Austin Station, Chicago.\nCharles W. Groves, '80, Univ. of III.\n1897, Superintendent of Schools, 515 Peoria Ave., Dixon.\n\n"}
{"page": 754, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n742\n1896\n\n[Illinois\n\nJohn W. Henninger, B.Sc, '81, M.Sc, '84, LL.B., '91, McKendree Coll.\n1896, Superintendent of City Schools, 1127\n\nW. Lafayette Ave., Jacksonville.\n\nMargaret MacDonald.\n1886, Teacher in Public Schools, 6440 Ellis Ave., Chicago.\nJ. F.\n\nMcCuLLOUGH.\nAgent for Silver, Burdett & Co., 378-388 Wabash Ave., Chicago.\n\nMrs. Lida B. McMurry.\n1900, Training Teacher, Primary Department, N. Illinois State\nO. L. Miller, A.I?., '90, Univ. of Mich.\n1898, Principal of Township High School, Sterling.\n\nNormal School, De Kalb,\n\nMrs. Sarah J. O'Keefe.\n1885, Principal of Jefferson Park School, Chicago; res,, Arlington Heights.\nF, B. Ormsbv.\n1895, Principal of Perkins Bass School, 6550 Lafayette Ave., Englewood Station, Chicago.\n\nW. B. Owen.\n\nAgent, Publishing House, Ginn & Co., Chicago; res., 851 Grove St., Jacksonville.\nR. S. Page, A.M.\n1895, Superintendent of Schools, Brewster House, Freeport.\n\nBertha Payne.\n1895, Principal of Chicago Froebel Association,\n\nChicago; res., Hinsdale.\n\nWilliam C. Payne.\n1890, Principal of'Gladstone School, Chicago ; res., Hinsdale.\n\nMary I. Purer.\n1893, Principal of\n\nLa Fayette School, 1902 Barry Ave., Chicago.\n\nW. F. ROCHELEAU.\n1899, Editor, Educational Publications, 2838 N. Hermitage Ave.,\n\nRavenswood, Chicago.\n\nMabel E. Smallwood.\n1892, Teacher of Biology, Medill High School, 430 Adams St., Chicago.\n\nE. E. Smith. A.B.,B.Sc.\n1900, Editorial and Literary Work, 6010 Jefferson Ave., Chicago.\n\nW. W. Speer.\n1S95, Assistant Superintendent of Schools, The Yale, Station O, Chicago.\n;\nPh.D., '96, Univ. of Ohio, Athens.\n1900, Principal of Chicago Normal School, 6640 Parnell Ave., Chicago.\n\nArnold Tompkins, A.M., '91, Univ. of Ind.\nFranklin N. Tracy.\n\n1881, Superintendent of City Schools, 316 Harrison Ave.,\n\nKankakee.\n\nRichard Waterman, B.Sc, '92, Mass. Inst, of Tech.\n1900, Teacher of Ryerson School, Chicago; res. , Wilmette.\nJ. J. Wilkinson, Grad., '85, 111. Nor. Univ. ; Ph.D., '98, Univ. of Leipzig.\n1900, Superintendent of City Schools, High School, Mattoon.\n\nJames D. Williams, A.M., '72, Hillsdale Coll., Mich.\n\n1897\n\nManager, Maynard, Merrill &Co., 203 Michigan Ave., Chicago.\nFrancis Marion Woods, A.B. and A.M., Northwestern University.\nManager and Treasurer, Educational Aid Asso., 1278 Washington Boul., Chicago.\nAlbert Henry Yoder, A.B., '93, Ind. Univ.\n1900, Editor of \" Journal of Adolescence,'' Oak Park, Chicago.\nL. H, Allen. A.B., '87, E. Ind. Nor. Sch,\n1896, Traveling Agent, National Educational Co., 523 Wabash Ave., Chicago.\n\nRichard H. Allin, B.D., '62, Univ. of Iowa.\nManager, Educational Map and Globe Department, Rand, McNally & Co., 6037 Jefferson Ave., Chicago.\n\nCarl E. Bacon, A.B., Harvard.\nAUyn & Bacon, Publishers, 378 Wabash Ave., Chicago.\nPaul V. Bacon, A.B. '98, Harvard.\nAgent for Allyn & Bacon, Publishers, 378 Wabash Ave., Chicago.\n,\n\nEm.ma V. Bailey.\n1895. Teacher in City Schools, 220 N. Central Park Ave., Chicago.\n\nWilliam J. Bartholf, A.B,, Univ. of 111. B.Sc, Ind. Nor. Sch.\n1888, Principal of Von Humboldt School, 11 Roslyn PI., Chicago.\n;\n\nHomer Bevans.\n1884, La Salle School, 353 \\V. 60th PI., Station O, Chicago.\nWilliam J. Black.\n1887, Principal of Sherwood School, 6620 Lafayette Ave., Station O, Chicago.\nA.M., '91, Arlington Coll.\n1893, Superintendent and Principal of Township High School, 115 Dewey Ave., Joliet.\nDelos Buzzell, M.Sc, '74, Univ. of Mich.\n1890, Principal of Irving Park School, 2406 N. 42d Court, Chicago.\n\nJ. Stanley Brown, A.B., '89, Denison Univ. ;\n\nTaylor C. Clendenen.\n1886, Superintendent of City Schools, 722 Center St., Cairo.\n\nEdwin Gilbert Cooley, Ph.B,, '95, Univ. of Chicago.\n1900, Superintendent of Schools, Schiller Building, Chicago.\n\nEmma Coy.\nPrincipal of Hall School, 615 Oak St., Rockford.\n\nMrs. Charles R. Crane.\nPresident of\n\nChicago Asso., Parents of\n\nDeaf Children,\n\n2559\n\nMichigan Ave.,\n\nChicago.\n\nJohn Dewey, A B., '79, Univ. of Vt,\n\nPh.D., '84, Johns Hopkins.\n1894, Professor of Philosophy, University of Chicago, 6036 Jefferson Ave, Chicago.\n;\n\nLetitia L. Doane.\n1898, Teacher in Public Day Schools for the Deaf, 714 West Adams St., Chicago.\n\nM. LuELLA Dodge.\nTeacher, Jefferson Park School, 3464 Forest Glen Ave., Chicago.\n\nM. Elizabeth Farson.\n1889, District Superintendent of Schools, 134 Warren Ave., Chicago.\n\nMary C. Foote.\n\n1891, Principal of School, 124 Auburn PI,, Rockford.\nJ,\n\nM. Frost. A.M., Hobart Coll.\n1896, Superintendent of Schools, Hinsdale,\n\n"}
{"page": 755, "printed_page": null, "text": "Illinois]\n\n1897\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n743\n\nMary Gillespie.\n1893, Principal of\n\nHigh School, Winnetka.\n\nNellie Gillespie.\n1893, Assistant in High School, Winnetka.\n\nJoseph Claybaugh Gordon, A.B., '66, A.M., '69, Ph.D., '92, Monmouth Coll.\n1897, Superintendent of State School for the Deaf, Jacksonville.\n\nA. V. Greenman.\nSuperintendent of Schools, 248 Galena St., Aurora.\n\nFrank H. Haix.\n1897, Superintendent of Institution for the Blind, Jacksonville.\n\nN. A. Harvey, Ph.D.\n\nW. 65th PI.,\n\n1900, Head of the\n\nDepartment of Science, Chicago Normal School, 631\nEnglewood Station, Chicago.\n\nHerbert B. Havden, A.M., '99, Mt. Hope Coll.\n1900, Superintendent of City Schools. 923, 20th St., Rock Island.\n\nDudley Grant Hays, Graduate, State Normal Univ.\n1900, Principal of\n\nArnold School, Chicago; 550 W. 60th PL. Englewood.\n\nSamuel H. Heidler.\nSpringfield.\n\nMrs. Kate A. Henderson.\n*\n\nLibrarian, Public Library, Joliet.\n\nMrs. E. a. Hubbard.\nSupervisor of Primary Schools, 503 Union St.. Joliet.\nArthur Wooley Hussey, B.Sc. '78. Nat. Nor. Univ.\n1896, Superintendent of Schools, Geneseo.\n\nThkIJohn Crerar Library, Chicago.\nLibrarian, Clement W. Andrews, Chicago.\nJ. A. Johnson.\n\nPrincipal of Mark Sheridan School, 3500 Ellis Ave , Chicago.\n\nEmma Frances Jones.\n1878, Assistant in High School, 1131 S. 6th St., Springfield.\n\nC. H. Kammann, B.L , Univ. of 111.\n1894, Head of German Department, High School, 810, 6th Ave., Peoria.\n\nCarl J. Kroh.\n\n1899, Head of\n\nPhysical\nChicago.\n\nTraining\n\nDepartment, Chicago Institute, 962 N. Clark\n\nSt.,\n\nCephas H. Leach.\n1889, Principal of A. H. Burley School, 523 Greenleaf Ave., Rogers Park Station, Chicago.\n\nLincoln University.\nPresident, J. L. Goodknight, D.D. ; Secretary, Robert W. Crowell, Lincoln.\n\nMary McCowen.\n\nPrincipal of Day Schools for the Deaf, 6550 Yale Ave., Chicago.\n\nAnna McKillop,\n1886, Head Assistant in Graham School, 740 \\V. 47th PI., Chicago.\n\nEuDORA Montgomery.\n1894, Head Teacher, Oral\n\nClass\n\nfor\n\nthe\n\nDeaf, Public\n\nSchools, 4319\n\nDrexel\n\nBoul.,\n\nChicago.\n\nMontgomery Moore, A.M., Ph.D.\nSuperintendent of Schools of South Belvidere, 501 Logan Ave., Belvidere.\n\nRoyal T. Morgan, A.B., '74, A.M., '77, Wheaton Coll.\n1886, County Superintendent of Schools, 710 College Ave., Wheaton.\n\nFrank L. Morse, A.B., '86, A.M., '89, Brown Univ.\nPrincipal of Burr School, 393 Warren Ave., Chicago.\n\nDaniel Baldwin Parkinson, A.M., '74, Ph.D., '98, McKendree Coll.\n1898, President of Southern Illinois Normal University, 335 Walnut St., Carbondalc.\n\nMary Rhid Pierce.\n1898, Agent, American Book Co.. 521-531 Wabash Ave., Chicago.\nFrederick William Plapp, A.B., '85, A.M., '91, Dartmouth Coll.\n1890, Assistant in Jefferson High School, 2549 N. 42d Ave., Station 35, Chicago,\nMrs. Andrea Hofer Proudfoot.\n\nEditor \" Child Garden,\" 9333 Prospect Ave., Chicago.\nLouise D. Rennick.\nTeacher in Pullman School, 7142 Evans Ave., Station R, Chicago.\nRobert H. Rennie.\n1889, Principal of Gresham School, 817 W. 87th St.. Chicago.\nJohn Richeson, M.Sc, *8o, A.M. (honorary), '84, Ewing Coll.\n1897, Superintendent of City Schools, District No. i, 819 Ohio Ave., East St. Louis. «\n\nGeorge A. Robbins.\n\n1892, Teacher of Manual Training, Public Schools, 995 Osgood St., Chicago.\n\nH. L. Roberts.\n1896, Superintendent of Public Schools, Farmingion.\n\nJoseph L. Robertson.\n1894, County Superintendent of Schools, Courthouse. Peoria.\nEdward O. Sisson, B.Sc, '86, State Agr. Coll. A.B., '93. Univ. of Chicago.\n;\n\n1897, Director of Bradley Polytechnic Institute, Peoria.\n\nEva A. Smedley.\n1898, Principal of Noyes St. School, Evanston; 138 Wells St., Chicago.\n\nE. R. Smith.\nGeneral Agent for D. C. Heath & Co., 378 Wabash Ave., Chicago.\n\nArthur John Snyder.\n\n1897, Superintendent of\nBelvidere.\n\nNorth Belvidere Schools, cor.\n\nMcComb and Van Burcn Sts.\n\nJohn H. Stehman.\n1881, Principal of Avondale School, 1571 Kimbell Ave., Logan Square, Chicago.\n\nAlbert LeRoy Stevenson, B.Sc, '82, N. Ind. Nor. Sch.\n188';, Principal of Oakland\n\nGrammar School, 848 N. Park Ave., Chicago.\n\nEmma J. Todd.\n283 Downer PI., Aurora,\n\n"}
{"page": 756, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n744\n1897\n\n[Illinois\n\nHenry L. Tolman, A.M., '69, Rochester Univ.\nProfessor of Medical Jurisprudence, School of Medicine, Univ. of III., 929 Chicago\nOpera House Building, Chicago; res., 919 Hinman Ave., Evanston,\n\nFrank H. Wescott, A.B., Univ. of Chicago.\n1900, Student, University of Chicago; res., Lacon.\n\nJohn F. Wicks.\n1898\n\n1890, Principal of School, Blue Mound; res., Decatur.\nAnna Bodlkk, M.Sc, '95. State Nor. Sch., Mansfield, Pa.\n\nStudent, University of Chicago, Beecher Hall, University of Chicago, Chicago.\n\nThe Chicago Public Library.\nLibrarian, Frederick H. Hild, Chicago.\n\nJohn A. Forbes.\nWith Butler, Sheldon & Co., Publishers, 315 Wabash Ave., Chicago.\nJohn Calvin Hanna, A.B., '81, A.M., \"84. Univ. of Wooster.\n1898, Principal of Oak Park High School, Park Hotel, Oak Park.\nIllinois State Normal University.\nPresident, David Felmley Librarian, Ange V. Milner, Normal.\nAnna Murray.\nSloyd Teacher, 18-26 Van Buren St., Chicago.\n;\n\nNewberry Library.\nLibrarian, J. V. Cheney, Chicago.\n\nChauncey F. Newkirk.\n\nManager, Educational Dept., Rand, McNally & Co., 166-168 Adams St., Chicago.\n\nJ, H. Pugh.\n\nAgent, Werner Schoolbook Co., 378 Wabash Ave., Chicago.'\n\nW. S. Russell.\n\nWestern Manager, Edu. Dept., Harper & Brothers, 203 Michigan Ave., Chicago.\n\nClyde Sloane, A.B., '88, Univ. of Mich.\nCarroUton.\n\nMrs. Constance B. Smith.\n1899\n\n1894, Supervisor of Music in Public Schools, 239 Webster Ave., Jacksonville.\nJ. W. Asbury, A.B., '97, and B.Pd., '98, Nor. Sch., Valparaiso, Ind.\n1898, Superintendent of Schools, Marion.\nJ. Edward\n\nBangs.\n1894, Principal of Township High School, 1097 N. Main St., Pontiac.\nFrancis G. Blair, B.Sc, '97, Swarthmore Coll.\n1899, Supervisor of Training Department, Eastern Illinois Normal School, Oakwood PI.,\nCharleston.\n\nLouis J. Block, A.B., '68, A.M., Ph.D., Washington Univ.\nPrincipal of Marshall High School, 363 Warren Ave., Chicago.\nHenry L. Boltwood, A.M., '56, Amherst.\n1883, Principal of High School, 1218 Benson Ave., Evanston.\nIsaac B. Burgess, A.B., '83, A.M., '86, Brown Univ.\n1892, Professor of Latin in the Academy of the University of Chicago, Morgan Park.\n\nJoseph Carter.\nSuperintendent of City Schools, 201 S. Elm St., Champaign.\n\nFrancis B. Cassilly.\n1898, Vice-Piesident of St. Ignatius College, Chicago.\n\nHenry L. Chaplin.\n1894, Superintendent of the Union District Schools, Sterling.\n\nWayland J. Chase, A.B., '87, A.M., '89, Brown Univ.\n1898, Assistant Professor of History and, 1899,\n\nDean of Morgan Park Acad., Morgan\n\nPark.\n\nChicago Institute.\nPresident, Francis W. Parker; Librarian, Irene Warren, 18 Crilly PI., Chicago.\n\nGeorge Victor Clum, A.B., '93, Ohio State Univ.\n1898, Superintendent of Schools, Earlville.\n\nIda M. Cook.\n1886, Principal of Nathaniel Greene School, 3207 Prairie Ave., Chicago.\n\nWilliam J. M. Cox, A.M., '93, Univ. of Wooster.\n1898, Superintendent of City Schools, 1614, 8th Ave., Moline,\n\nDepartment of Public Instruction, State of Illinois.\nSuperintendent, Alfred Bayliss, Springfield,\n\nEastern Illinois State Normal School.\nPresident, Livingston C. Lord, Charleston.\n\nMrs. Mary E. Gilbert.\nPrincipal of Brighton School, 3207 Prairie Ave., Chicago.\nM. H. Haertel, B.Sc, '95, St. Charles Coll., Mo.\n1900, Student, University of Chicago, 5700 Jackson Ave., Chicago.\nWilliam Gardner Hale, A.B., '70, Harvard; LL.D., Union and Princeton.\n1897, Professor of Latin, University of Chicago, 5757 Lexington Ave, Chicago.\nWiNKiELD Scott Hall, Ph.D., M.D., Leipzig, Germany.\n1895, Professor of Physiology in Northwestern University Medical School, 2431 Dearborn\nSt., Chicago.\nIka W. Howerth, A.B., '93, Harvard; A.M., '94, Ph.D., '97, Univ. of Chicago.\n1898, Registrar, College for Teachers, University of Chicago, 228, 53d St., Chicago.\nHenry Johnson, B.L., '89, Univ. of Minn.\ni8gg. Department of History, Eastern Illinois State Normal School, Charleston.\nAlfred Kirk.\nDistrict Superintendent of Schools, 4229 Oakenwald Ave., Chicago.\nJ. E. Lemon, A.B., '83, Univ. of Mich.\n1894, Superintendent of Schools, 528 Maple Ave., Blue Island.\nWilliam P. McKee, A.M., Univ. of Minn. B.D., Univ. of Chicago.\n1897, Dean, the Frances Shimer Academy of the University of Chicago, Mt. Carroll.\n;\n\nEdward McLoughlin. M.D.. 'go. Rush Med. Coll.\n1899, Principal, George Dewey School, 6547 Lafayette Ave., Chicago.\n\nMrs. Edward .McLoughlin.\n6547 Lafayette Ave., Chicago.\n\n"}
{"page": 757, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nIndiana]\n\n745\n\nWAA^Ol'S,- Contivued\n1899\n\nAnthony Middlkton.\n1894, Superintendent of Schools, Chenoa.\n\nBurton E. Nelson, B.Sc. M.Sc, Western Nor. Coll.\n1900, Superintendent of City Schools, 455, 8th St., Lincoln.\n\nNorthern Illinois State Normal School.\nPresident, John W. Cook, De Kalb.\nPercy Pickrell.\n\nAgent for Ginn & Co., Williamsville.\nPublic Library, Rockford.\nLibrarian, W. L. Rowland. Rockford\nR. Keable Row, A.B., '97, Queens Univ., Kingston, Can.\nWith D. C. Heath & Co., 378 Wabash Ave., Chicago.\nJohn J. Schobinger.\n1876, Principal of Harvard Preparatory School, 4670 Lake Ave., Chicago.\nJames B. Scott, A.M., '91. Harvard; J.U.U., '94, Heidelberg.\n1899, Professor of Law and Dean of College of Law, University of Illinois, Champaign,\nElmer E. Silver, A.M., '88, Brown Univ.\nEducational Publisher, 378 Wabash Ave.\nD, H, Smalley.\n378-88 Wabash Ave., Chicago.\nAlexander Smith, B.Sc, '86, Edinburgh; Ph.D., '89, Munich.\n1894, Associate Professor of General Chemistry, University of Chicago, Quadrangle Club,\n\nChicago.\n\nGeorge W. Smith, A.M., '93, Blackburn Univ.\n1897, Department of History and Geography, State Normal School, 351 Walnut St.,\n\nCarbondale.\n\nSouthern Illinois Normal University.\nPresident, Daniel B. Parkinson; Librarian, Bessie M. Thompson, Carbondale.\nJ. A. TowNSEND, A.B., '94, Dartmouth Coll.\n\nWith Charles Scribner's Sons, 334 Dearborn St., Chicago.\nUniversity of Chicago.\nPresident, William R. Harper; Librarian, Zella Allen Dixson, Chicago.\nUniversity of Illinois, Library.\nPresident, Andrew S. Draper; Librarian, Katharine L. Sharp, Champaign.\nEdwin M. Van Petten, M.Sc, '85, III. Wes. Univ.\n1892, Superintendent of City Schools, 1217 E. Washington St., Bloomington.\n\nRansom E. Walker.\nTeacher in Richard Yates School, 223 S. Hermitage Ave., Chicago.\n\nGborge W. Webster, M.D., '82, N. W. Univ. Med. Sch.\nProfessor of Physical Diagnosis, Northwestern University Medical School, 70 State\nSt., Chicago.\n\nMeta Wellers.\nTeacher in Grammar Department, The Renfost, Chicago.\n\nWheaton College.\nPresident, Charles A. Blanchard; Secretary, D. A. Straw, Wheaton.\n\n1900\n\nCornelia D. Bingham.\n1897, Head Teacher, McCowen Oral School for the Deaf, 6550 Yale Ave., Chicago.\nE. C. Rosseter, A.m., '75, Marietta Coll.\nPrincipal, Medill High School, 939 S. Spaulding Ave., Chicago.\n\nScoville Institute.\nPresident, H. D. Pierce Librarian, E. L. Moore, Oak Park.\nRandolph Blodgett Seymour, A.B., '84, A.M., '87, Hamilton Coll., N. Y.\n1900, Director, Commercial Department, High School, 215 W. Adams St., Springfield.\n;\n\nJ. K.\n\nStableton, B.Sc, '82, A.M., '88, Ohio Wes. Univ.\n1897, Superintendent of Public Schools, 1103 Jefferson Ave.. Charleston.\n\nFrederick L. Turner, A.B., '97, A.M., '98, Ohio State Univ.\n1900, Teacher of Latin, High School, 103 N. Oak Park Ave., Oak Park.\nMarion Foster Washburne.\n1900, Teacher in Chicago Institute, 553 Jackson Boul., Chicago.\n\nINDIANA\nLIFE members\n1876\n\nMoses Cobb Stevens, A.M., '83, Earlham Coll.\n\n1880\n\nJohn S. Irwin, A.B., '42, Western Univ. of Pa.; M.D., '47, Univ. of Pa.\n1203 E. Main St., Lafayette.\n\n1885\n\nMary E. Nicholson.\n\n•\n\n1883, Professor of Higher Mathematics, Purdue University, 11 Waldron St., W. Lafayette.\n;\n\nLL.D., '75, Univ. ot Ind.\n\nactive members\n\nPrincipal of Normal School, 1222 Broadway, Indianapolis.\n\n1890\n\nAnna Suter.\n\n1891\n\nW. S. Almond.\n\n1889, Principal of High School, 115, 4th St., Aurora.\n\n1893, Superintendent of Schools, East Franklin St., Delphi.\n\nJessb H. Brown.\nLecturer on Art and General Educational Subjects, 1615 Broadway, Indianapolis.\n\nMiss N. Cropsey.\n1892\n1893\n\nEdward\n\n1894, Assistant Superintendent of Schools, 1219 College .Vve., Indianapolis.\nAyres, A.B., '78, A.M., '85, Amherst Coll.\n1890, Superintendent of Schools, 625 Ferry St., Lafayette.\n\nWilliam L. Bryan, Ph.D., '92, Clark Univ.\n1887, Professor of Philosophy, Indiana University, 812 N. College Ave., Bloomington.\n\nAlbert E. Humke.\n1891, Superintendent of Public Schools, Vincennes.\n\n"}
{"page": 758, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n746\n1893\n\n[Indiana\n\nLL.D., '93, Wabash Coll.\n;\n1893, President of Indiana University, Beechwood Ave., Bloomington.\n\nJoseph Swain, B.L., '83, M.Sc, '85, Ind. Univ.\n\nH. G. Woody, B.Sc, National Normal Univ.\nSuperintendent of Schools, Greencastle.\n1894\n\nGeorge W. Benton, A.B., '84. A.M., '87. Wabash Coll.\n1888, Instructor in Chemistry, High School, 609 N. Delaware St., Indianapolis.\n\nGeorge W. Hufford, A.M., '67, Antioch Coll.\n1892, Principal of\n\n1R95\n\nHigh School, 1209 Park Ave., Indianapolis.\n\nW. C. Belman.\n1883, Superintendent of Schools, 130 Ogden St., Hammond.\n\nH. B. Brown, A.M.\nPresident of Northern Indiana Normal School, 53 Jefferson St., Valparaiso.\nJohn A. Carnagkv, A.B., '81, A.M., '84. Hanover Coll., Ind.\n1890, Superintendent of City Schools, 1039 Franklin St., Columbus.\nT. F. FiTZGiDDONs, Grad., '90, Ind. St. Nor. Sch. A.B., '97, Ind. Univ.\ni8go, Superintendent of Public Schools, 1808 N. C St., Elwood.\n;\n\nD. M. Geeting.\n1895, Editor of\n\n\"Inland Educator\"' and \"Indiana School Journal,\" 2026 Central Ave.,\n\nIndianapolis.\n\nWilliam A. Hester, A.M., '83, De Pauw Univ.\n1894, Superintendent of City Public Schools, 7th and Vine Sts., Evansville.\n\nCyrus W. Hodgin, A.M., '88. Earlham Coll.\n1887, Professor of History\n\nand Political Science, Earlham Coll., 30 Central Ave., Rich-\n\nmond.\n\nFrank L. Jones, B.Sc, '90, N. Ind. Nor. Sch.\n\n;\n\nA.B., '98, Ind. Univ.\n\n1898, State Superintendent of Public Instruction, Room 27, State House, Indianapolis.\n\nGeorge Franklin Kenaston, A.B., '78, Dartmouth; A.M., '81, Univ. of Mich.\n1897, Superintendent of Schools, sti S. Washington St., Crawfordsville.\n\nCalvin N. Kendall. AM.\n\n1900, Superintendent of Public Schools, Indianapolis.\n\nMary E. Rovve.\n1900, Teacher in Knickerbocker Hall, 2307 Talbot Ave,, Indianapolis.\n\nWilliam S. Rowe, A.B., '92, De Pauw Univ.\n1899, Superintendent of Schools. 803 Grand Ave., Connersville.\n\nJames F. Scull.\n1892, Superintendent of Schools, Room 11, Central Building, Rochester.\n, '98, Pennsylvania Coll.\n1887, Superintendent of City Schools, 319 \\V. Adams St., Muncie.\n\nW. R. Snyder, A.M\n\nWabash College.\n'~^\n\n1896\n\nPresident, William P. Kane; Librarian, H. S. Wedding, Crawfordsville,\n\nGeorge F. Bass.\nManager \"Indiana Young People's Reading Circle,\" Commercial Club Building,\nIndianapolis.\n\nMrs. Eliza A. Blaker.\n1882, Superintendent, Indianapolis Free Kindergartens, Normal\n\nand Domestic Training\n\nSchool, 2320 N. Meridian St., Indianapolis.\n\nHenry Willard Bowers, A.B., '77, A.M.. '81, De Pauw Univ.\n1896, Superintendent of Schools, Union City.\nPh.D., '96, Cornell.\n;\n1898, Vice-President and Professor of Philosophy, Earlham College, Richmond.\n\nJohn Franklin Brown, Ph.B., '89, A.M., '95, Earlham Coll.\nIsaac Vinton Busby, A.B., '91, Indiana Univ.\n\n1894, Superintendent of City Schools, 202 E. Garfield St., Alexandria.\n\nRobert I. Hamilton.\n1887, Superintendent of City Schools, 53 Poplar St., Huntington.\n\nMiles W. Harrison, A.B.. '79, Oberlin.\n1886, Superintendent of City Schools, 109 W. Sinclair St., Wabash.\n\nWilliam Handford Hershman, A.B., '98, Ind. Univ.\n1900, President of Vincennes University, 5th and Broadway, Vincennes.\nJ. R. Houston, M.Sc, '93, Moore's Hill Coll.\n1896, Superintendent of Public Schools, Aurora.\n\nJohn O. Lewellen, B.Sc, N. Ind. Nor. School.\nPrincipal of Lincoln School, 301 North St., Muncie.\nC. M. McDaniel, B.Sc., '85, A.M., '93.\nSuperintendent of Schools, 505 W. Main St., Madison.\nWilliam A. Millis, A.M., Ind. Univ.\n1900, Superintendent of Schools, 113 W. Wabash Ave., Crawfordsville.\nB. F. Moore.\n1899, Superintendent of City Schools, 618 W. 5th St., Marion.\n\nThomas Abjott Mott, A.M., '98, Earlham Coll.\n1896, Superintendent of Schools. Garfield School, Richmond.\n;\nPh.B., '86, Ind. Univ.\n1891, Superintendent of City Schools, Princeton.\n\nCharles N. Peak, A.B., '84, Moores Hill Coll.\n\nFlora Roberts, B.Sc, '87, M.Sc, '98, Purdue Univ.\n1894, Teacher in West La Fayette High School, Northwestern Ave., Lafayette.\nHoward Sandison, A.M., '89, Ind. Univ.\n1890, Vice-President, Indiana State Normal School, 404 N. Center St., Terre Haute.\nDavid W. Thomas, A.B., '72, A.M., \"75. De Pauw Univ.\n1886, Superintendent of City Schools, 506 Pigeon St., Elkhart.\n\n1897\n\nWilliam H. Wiley, A.B., '64, A.M., '67, Butler \"Univ.\n1869, Superintendent of Schools, 451 N. 7th St., Terre Haute.\nAdelaide Steele Baylor, Ph.B., '97, Univ. of Chicago.\n1888, Principal of High School, 108 E. Hill St., Wabash.\nJ.\n\nW. Carr, A.B., '85, A.M., '90, Ind. Univ.\n1890. Superintendent of City Schools, 439 W. nth St., Anderson.\n\nIndiana State Library.\nState Librarian, W. E. Henry, State House, Indianapolis.\nIndiana State Normal School.\nPresident, William W. Parsons, Terre Haute.\n\n"}
{"page": 759, "printed_page": null, "text": "LIFii, ACTIVE, ANt> COkRHSPO^DlNG\n\niowa]\n\nMEMBkkB\n\nH?\n\nINDIANA— Continued\n1897\n\nW. D. Kerlin, Grad., '?i, Ind. Nor. Sch.\n1895, Superintendent of City Schools, 289 E. Washington St., Martinsville.\n\nIrwin F. Mather, A.B., A.M., Iowa Coll.\n1898, Superintendent of City Schools, East Chicago.\n\nFrancis M. Merica, B.Sc, '96, Wm. Taylor Univ. Ph.B., '97, Univ. of Chicago.\nSuperintendent of Schools, La Grange address, Garrett.\nEdwin S. Monroe, Ph.B., '96, 111. Wesleyan Univ.; A.M., '97, Hanover Coll.\n189s, Superintendent of City Schools, Box 552, Mt. Vernon.\nH. C. Montgomery, A.B., '80, Hanover Coll. A.M., '91, Univ. of Mich.\n1892, Superintendent of Schools, Seymour.\nWill A. Myers, A.B., '96, A.M., '99, Indiana Univ.\n;\n\n;\n\n;\n\n1899, Superintendent of Schools, Shoals.\n\nRobert Alexander Ogg, B.Sc, '72, A.M., '92, Ind. Univ.\nSuperintendent of Schools, 216 W. Sycamore St., Kokomo.\n\nJustin N. Study, A.M., \"73, Ohio Wes. Univ.\n1896, Superintendent of Public Schools, Fort Wayne.\nValparaiso College and Northern Indiana Normal School.\nPresident, H. B. Brown Librarian, O. P. Kinsey, Valparaiso.\nEdward G. Bauman, Grad., '90, Ind. State Nor. Sch. ; Ph.B., '96, 111. Wes. Univ.\nWes., '99, 111. Wes. Univ.\nt899, Principal of High School, 829 Main St., Mt. Vernon.\nMrs. Harriet F. Case.\n;\n\n1898\n\n;\n\nA.M., '98, Cent.\n\nSupervisor of Methods, Public Schools, 320 S. Liberty St., Muncie.\n\nFassett a. Cotton.\n1895, Deputy State Supt. of Public Instruction, 1413 N. New Jersey St., Indianapolis.\n\nMrs. Laura Dale Floyd.\n1900, Principal of South Side School, East Chicago.\n\nWiNFiELD Scott Hiser.\nSupervisor and Teacher of Manual Training, Public Schools. 33 S. 13th St., Richmond.\nA.B., '96, Ind. State Univ.\n;\nSuperintendent of Schools, Peru.\nClara Jane Mitchell, A.B., '97, Ind. Univ.\n1897, Teacher of English and History, High School, 71 W. Hendricks St., Shelbyville.\nJohn F. Rieman, B.Sc, '97, Univ. of Mich. ; B.Pd., '99, Mich. Nor. Coll.\nSuperintendent of Public Schools, Goshen.\n\nAlfred E. Malsbary, Grad., '8g, Ind. State Nor.\n\nJohn Anderson Wood, .\\.B., Ind. Univ.\n1898, Superintendent of City Schools, i2ioClaySt., La Porte.\n\n1899\n\nAnna M. Baker, B.L., '98, M.L., '99, Univ. of Mich.\n1899, Instructor in English and History, Box 438, Mount Vernon,\nC. Bunnell.\nPrincipal of High School, Wanatah.\nCharles H. Copeland, A.B., '96, A.M., '97, Indiana Univ.\n\nSuperintendent of Public Schools, Fairmount.\n\nHarrison L. Frank, A.M., '79, Otterbein Univ., Ohio.\n1899, Superintendent of City Schools, Frankfort.\n\nClara Funk, B.Sc, '84, Nat. Nor. Univ., Lebanon, O.\n1891, Teacher of English in High School, Jeffersonville\n\n;\n\nres.,\n\n208\n\nCherry\n\nSt.,\n\nNew\n\nAlbany.\n\nJoseph P. Funk, A.M., Nat. Nor. LTniv., Lebanon, O.\n1887, Principal of High School, 208 Cheity St., New Albany.\nWilliam H. Glascock, A.B., '98, Ind. Univ.; Ph.M., '99, Univ. of Chicago.\n1899, Superintendent of Schools, 408 College Ave.. Bloomington.\n\nAlexander Campbell Goodwin, A.M., Ph.D., Hanover Coll.\n1899, Superintendent of City Schools, Jeffersonville.\n\nFrank F. Heighway. B.Sc, '88, No. Ind. Nor. Sch.\n1896. Superintendent of Schools, Crown Point.\n\nJohn A. Hill, B.Sc, '95.\n1899, Superintendent of City Schools, Tipton.\n\nIndiana University Library.\nPresident, Joseph Swain Librarian, George F. Danforth, Bloomington.\nEzra E. Lollar, A.B., '93, Otterbein Univ., O.\n;\n\n1899, Superintendent of City Schools, Garrett.\n\n1900\n\nW. S. Ellis.\n\n1898, President, Board of Education, 335\n\nW. 5th St., Anderson.\n\nRobert Lee Hughes, A.B., '95, A.M., '99, Univ. of Chicago.\n1900, Superintendent of Schools, Whiting.\nJ. F. Spaunhurst, D.O., 1900, American School of Osteopathy, Kirksville, Mo.\n9th Floor, Stevenson Building, Indianapolis.\n\nWilliam A. Wirt, Ph.B., '98, De Pauw Univ.\n\nSuperintendent of Public Schools, 524 W, Washington St., Bluffton.\n\nIOWA\nlife members\n1884\n\nHenry J. Taylo'r, A,B., '78, LL.B., '80, A.M., '84, Univ. of Wis.\nLawyer, 1635 Douglas St., Sioux City.\n\nWilliam A. Willis, A.B., '62, A.M., '65, Beloit Coll,\nProprietor and Principal of Iowa City Academy, 308 Church St., Iowa City.\n\nactive members\n1884\n\nHamline H. Freer, B.Sc, '69, M.Sc, '78, A.B., '80, A.M., '83, Cornell Coll., la.\n1872, Prof, of Science and Art of Teaching and Pol. Econ., Cornell Coll.. Mt. Vernon.\n\nWilliam Fletcher King. A.B., '57, A.M., '60, Ohio Wesleyan Univ.\nUniv.\n\n;\n\nLL.D.. '87, State Univ. of Iowa, Ohio Wesleyan Univ.\n1863, President of Cornell College, Mt. Vernon.\n\n;\n\nD.D., '70,\n\n111.\n\nWesleyan\n\n"}
{"page": 760, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n748\n1889\n\n[lowa\n\nWilliam Miller Beardshear, A.B., '76, A.M., '79, LL.D., '85.\nIowa State College of Agriculture and Mechanical Arts, Ames.\n'95, State Univ. of Iowa.\n; '94, Cornell Coll. ;\nEx-State Superintendent of Public Instruction, 615 Iowa Ix>an and Trust Building,\nDes Moines.\nHomer H. Seerley, Ph.B., '73, B.D., '75, A.M., '76, State Univ. of Iowa LL.D., '98. Penn Coll.\n1886, President, State Nor. School, 2403 Normal St., Cedar Falls.\nHenry Elton Kratz, A.M., '77, Ph.D., '90, Univ. of Wooster, Ohio.\n1891, Superintendent of Schools, 805 Douglas St., Sioux City.\nOzRO P. BosTWiCK, A.B., '78, Lombard Univ., 111.\n1889, Superintendent of Schools, 313, 8th Ave., Clinton.\n1891, President of\n\nHbnry Sabin, LL.D., '93, Drake Univ.\n\n;\n\n1890\n189T\n\n1892\n\nJ. M. Mehan.\n1884, President, Capital City\n\n1893\n\nJacob Theodore Merrill, A.B., '62, A.M., '65, Otterbein Univ., Ohio.\n\nCommercial College, Y. M. C. A. Building, Des Moines.\n\n1890, Superintendent of City Schools, 518 S. 7th St., Cedar Rapids.\n\n1894\n\nAshley Van Storm, Ph.B., '98, III. Wesleyan Univ.\n1898, Superintendent of City Schools, Cherokee.\n\nA. B. Warner.\n189s\n\n1896, Superintendent of Schools, Missouri Valley.\nJames Johnson Billingsly, B.Sc, '92, N. Ind. Nor. Univ.\n1898, Superintendent of Public Schools, Sanborn.\n\nM. E. Crosier.\n1892, Superintendent of Schools, Walnut.\nE. D. Y. Culbertson, B.D., '89, State Normal School, Cedar Falls, la.\n1895, Superintendent of City Schools, Ames.\nO. E. French.\n1895, Superintendent of City Schools, 602 N. Maple St., Creston.\nP. C. Hayden.\nTeacher of Music, Public Schools, Keokuk.\nJoseph Jasper McConnell, A.B., '76; B.Didac., '78. A.M., '80, State Univ. of Iowa.\n1891, Professor of Pedagogy, State University of Iowa, 331 Summit St., Iowa City.\n\nW. A. McCoRD.\n\n1898, General Agent, Rand, McNally\n\n& Co., Educational Department, Des Moines.\n\nJ. J, Nagel, Ph.B., '98, ^Vesleyan Univ., Bloomington, 111.\n\n1870, Principal of Grammar School No. 4, 906 ^V. Locust St., Davenport.\n\nA. A. Reed, A.B., Univ. of Neb.\n1900, Principal of\n\nHigh School, Keokuk.\n\nEtta Suplee.\nSupervisor of Primary Training, State Normal School, Cedar Falls.\n\nFannie Suplee.\n1894, Principal of Public School, 104s, 9th St., Des Moines.\nJ. E. Williamson, A.M., '82, Wabash Coll.\n1892, Superintendent of City Schools, Fairfield.\n\n1896\n\nRichard C. Barrett, A.M., '94, Cornell Coll., la.\n1898, State Superintendent of Public Instruction, Des Moines.\n\nGeorge I. Miller, B.Sc, '77, M.Sc, '97, Iowa State Coll.\n1886, Superintendent of Public Schools, 427 Story St., Boone.\n\nFranklin T. Oldt, A.M.\n189s, Superintendent of City Schools, 1240 Locust St., Dubuque.\n\nAustin Norman Palmer.\n\nPresident of Cedar Rapids Business College and Editor of\nCedar Rapids.\n\n\"Western Penman,\"\n\nHattie Adblia Phillips.\n1894, Supervisor of Kindergartens, 1013, 21st St., Des Moines.\nF. E. Willard, B.Sc, '89, A.M., '92, Iowa Coll.\nGrant St., Marshalltown.\n1896, Superintendent of Schools, 206\nJ. B, Young, A.B., ^61, A.M., '64, Middlebury Coll.\n1878, Superintendent of Schools, 422 E. 14th St., Davenport.\nEugene Brown, B.Sc., '92, Iowa State Coll.\n1900, President of Midland Normal School, 505-507 W. State St., Mason City.\n\nW.\n\n1897\n\nJacob Leonard Buechkle, Ph.B., '86, Cornell Coll., Iowa.\n1896, Superintendent of City Schools, Independence.\n\nHorace T. Bushnell.\n1873, Principal of Grammar School No. 8, Farnam St. and South Ave., Davenport.\nC. P. Colgrove, A.M., Univ. of Chicago.\n1896, Assistant Professor of Pedagogy, State Normal School, 1207 Clay St., Cedar Falls.\n\nW. A. DoRON, M.Sc\nSuperintendent of Public Schools, Eldora.\n\nMrs. E. Dudley, A.B., '84. A.M., '87, Cornell Coll.\n1890, Assistant Principal in High School, Paullina.\nLyman H. Ford, A.B., '92. A.M., '93, Univ. of Wooster.\n1893, Superintendent of Schools, 726 Walnut St., Webster City.\n*\nIrene Garrette.\nPrincipal of Jefferson School, 708, 3d Ave., Cedar Rapids.\n\n'4\n\nB. J. Horchem.\n\n1898, Principal of Audubon School, 315 Bluff St., Dubuque.\nF. E. Lark.\n1896, Superintendent of Schools, Monona County, Onawa.\n\nGeorge Edwin MacLean, Ph.D., '83, Leipzig; LL.D., '95, Williams.\n\nA R. Sale.1899,\n\nPresident of the State University of Iowa, Iowa City.\n\n1893, Superintendent of City Schools, 326 S. Superior Ave., Mason City.\n\nWilliam S. Shearer.\nAgent for American Book Co., 2718 University Ave., Des Moines.\nState Normal School, Cedar Falls.\nPresident, H. H. Seerley, Cedar Falls.\nState University of Iowa.\nPresident, George Edwin MacLean Librarian, Mrs. Bertha G. Ridgeway, Iowa City.\n;\n\n"}
{"page": 761, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nKansas!\n\n749\n\nIOWA — Contitiued\n1897\n\nV. L. Wilson.\n\n1898\n\nAgent for American Book Co., Ottumwa.\nFiNLEY M. Witter, B.Sc, A.M., '76, University of Iowa.\n1864, Superintendent of Schools, 1314 Mulberry St., Muscatine.\nEdson N. Coleman, A.M., '89, Bellevue Coll.\n1900, Superintendent of City Schools, 1239, 4th Ave., N., Fort Dodge.\nJ. D. Stout, B.Sc, '83, Valparaiso Coll.\n1899, President of Ellsworth College, 600 N. College Ave., Iowa Falls.\n\n1900\n\nWilliam Bayard Craig, A.M., '85, St. Univ. of Iowa; D.D., '93, Univ. of Colo.; LL.D., '97,\n\nMary Ziek.\n1898, Principal of\n\nMadison School, 417, ist St. W., Cedar Rapids.\n\nDrake Univ.\n1897, Chancellor of Drake University, 2817 Cottage Grove St., Des Moines.\n\nKANSAS\nLIKE DIRECTORS\n1886\n\nA. V. Jewett, A.B., 's7, Middlebury Coll., Vt.\nAbilene.\n\nA. R. Taylor, Ph.D., '83, Lincoln Univ., 111.\n1882, President of State Normal School of Kansas, 928 Union St., Emporia.\nlife members\n1886\n\nBoard of Education, Abilene.\nPresident, Mrs. Mary Hamilton; Secretary, W. P. Gulick.\nBoard of Education, Dodge City.\nPresident, J. M. Kirkpatrick; Clerk, W. H. Chapman.\nBoard of Education, City of Ottawa.\nPresident, A. W. Benson; Clerk, Miss Hattie Murrey.\nBoard of Education, Sedgwick.\n\nSuperintendent, R. A. Hampshire; Clerk, G. P. Schouten.\n\nAnderson Griffeth Campbell.\nCouncil Grove.\n\nNathaniel Coover.\n1900, Superintendent of City Schools, Wilson.\n\nEdward T. Fairchild.\n1897, Superintendent of City Schools, Ellsworth.\n\nHenry G. Larimer, LL.B., '81, Univ. of Mich.\nLawyer, 525 Kansas Ave., Topeka.\n\nA, N. Limerick.\nPrincipal of Public Schools, South Haven.\n\nJohn MacDonald.\n\nEditor \" Western School Journal,\" Topeka.\n\nPeter McVicar, A.B.,;'56. A.M., '71, D.D., '71, Beloit Coll., Wis.\n189s, President Emeritus of Washburn College, College Ave., Topeka.\nRilev Co. Educational Association.\nPresident, R.J. Barnett; Sec'y> Miss Reppie Carey, Manhattan.\n\nThomas Watson Roach, A.B., '701 M.Sc, '90, Mt. Union Coll., Alliance, _0.\n\n1892, Superintendent of Kansas Wesleyan Business College, Salina.\nM.Sc, '98, Kan. St. Agri. Coll.\n;\n\nGeorge E. Rose, B.D., '83, Univ. of Kan.\n\n1893, Principal of High School, 846 Burnett St., Kansas City.\nThomas A. Sawhill, A.B., '74, Amherst Coll._\nPublisher of \" Concordia Empire,\" Concordia.\n\nAaron Schuyler, A.M., '60, Ohio Wes. Univ.\n\nEdmund\n\nLL.D., '73, Otterbein Ph.D., *o8, Kan. Wes. Univ.\n;\nProfessor of Philosophy and Higher Mathematics, Kansas Wesleyan University,\n1316 S. Santa Fe St., Salina.\nStanley, A.M., '91, Penn Coll., Oskaloosa, la.\n1898, President of Friends' University, 1203 University Ave., Wichita.\n;\n\nTeachers' Association of Cowley Co.\nPresident, Julia B. King; Secretary, Edna M. Glass, Winfield.\n\nD. C. Tillotson,\n621 Fillmore St., Topeka.\nPhilo Jesse Williams, A.M., '57, Madison Univ.\n\n;\n\nD.D., '76, Univ. of Kan.\n\nBaldwin.\n\nactive members\n1884\n\nJaspar N. Wilkinson.\n\n1889\n\nEmory M. Wood, A.M., '82, Ph.D., '93, Allegheny Coll.\n\n1890\n\nWilliam M. Davidson.\n\n1884, Director of Training, State Normal School, 832 Merchant St., Emporia.\n1887, Professor of\n\n1891\n\nMathematics, Baker University, 8th and King Sts., Baldwin.\n\n1892, Superintendent of Schools, 1105 Tyler St., Topeka.\nArvin S. Olin, A.B., '92, Ottawa Univ. ; A.M., '94, Univ. of Kan.\n1899, Professor of Education, University of Kansas, 1134 Louisiana St., Lawrence.\nLloyd E. Wolfe.\n1898, Superintendent of Public Schools, 921 Minnesota Ave., Kansas City.\nFrank R. Dyer, A.M.. '88, M.Pd., '93, Ohio Nor. Univ. ; A.M., '92, Ohio Wesleyan Univ.\n1893, Superintendent of Schools, 609 N. Topeka Ave., Wichita.\nJ. D, Orr.\n\n1900, Principal of Central School, Fort Scott.\n\n1893\n\nFrancis Huntington Snow, Ph.D., '81, Williams Coll. ; LL.D., '90, Princeton.\n\n1894\n\nElva Enola Clarke.\n\n1890, Chancellor of University of Kansas, Lawrence.\n1893, Librarian of State Normal School, 1025 Constitution St., Emporia.\n\nO. P. M. McClintock.\n1897, Principal of Clay School, iiii Huntoon St., Topeka.\n\n"}
{"page": 762, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n750\n\n[Kentucky\n\nKANSAS — Continued\n1895\n\nO. P. Barnes.\n\nWestern Agent, Ginn & Co., Leavenworth.\n\nJessie L. Clark.\n1892, Supervisor of Music, Public Schools, 1203 N. Market St., Wichita.\n\nFenella Dana,\n1889, Teacher in Public Schools, 909 Tyler St., Topeka.\n\nM. E. Dolphin.\n1891, Superintendent of City Schools, Leavenworth.\n\nLeida H. Mills.\n1895, Assistant in High School, 1203 N. Market St., Wichita.\n\nMaggie S. Mitchell, B.Sc, Geneva Coll., Pa.\n1879, Teacher in Public Schools, 509 W. 6th St., Topeka.\nL. H. Murlin, A.B., 'gi- S.T.B., '92, De Pauw Univ.; D.D., '97, Cornell Col.; S.T.D, '971 Denver\nUniv.; B.D., '99, Garrett Biblical Inst.\n1894, President of Baker University, Baldwin.\n\nMiss C. S. Newell.\n1890, Teacher in Public Schools, 917\n\nW. 14th St., Topeka.\n\nDavid F. Shirk.\n1893, Superintendent of City Schools, Cottonwood Falls.\n\nEdward A. Simerwell.\n1892, Principal of Grant School, 1209 N. Western Ave., Topeka.\n\n1897\n\nMrs. Gaston Boyd.\nTeacher of Voice and Physical Culture, Main St., Newton.\n\nCharles A. Boyle.\n1893, Director of Department of Music, State Normal School, 831 Constitution St., Emporia,\n\nKansas State Agricultural College.\nPresident, Ernest R. Nichols; Librarian, Josephine T. Berry, Manhattan.\nL. A. LowTHER, A.B., '94, State Univ.\n1896, Superintendent of City Schools, 617 Exchange St., Emporia.\n\nH. B. Peairs.\nSuperintendent of Haskell Institute, Indian Industrial Training School, Lawrence,\n\nWalter G. Riste.\n189s, Principal of Thomas County High School, Colby.\n\nFrank P. Smith, A.B., '78, Ind. Univ.; A.M., '90, Baker Univ.\n\n1894, Superintendent of City Schools, 900 Tennessee St., Lawrence.\n\nL. A. WiRICK.\n\nYates Center.\n1899\n\nFrederick B. Abbott, Ph.D., '98, Martyn Coll.\nTeacher of Manual Training, State Normal School, 831 Exchange St., Emporia.\nJ. H. Glotfelter.\n1891, Superintendent of City Schools, 323 Atchison St., Atchison.\n\nT. S. Johnson.\n1898, Superintendent of City Schools, McPherson.\n\nMidland College,\nPresident, Rev. Jacob A. Clutz, D.D. ; Librarian, Granville H. Meixell, Atchison.\n\nFrank Nelson, Ph.B., '92, Iowa State Univ.\n1899, State Superintendent of Public Instruction, 213 Topeka Ave., Topeka.\n\nJohn W. Spindler, A.B., '76, A.M., '95, Ohio Wes. Univ.\n1900\n\nThomas\n\n;\n\nB.L., '82, Cincinnati Law School.\n\ni8gi. Superintendent of City Schools, Winfield.\nB. Henry, A.B., '98, Univ. of Kan.\n1899, Instructor in Mathematics, Montgomery Co. High School, Independence.\n\nLizzie E. Wooster.\nEducational Author, care of Crane & Co., Topeka.\n\nKENTUCKY\nlife directors\n1886\n\nGeorge Thompson Fairchild, LL.D., '93, Oberlin Coll.\n1898, Vice-President and Professor of English Literature, Berca College, Berea.\n\nlife\n1877\n\nmembers\n\nWilliam Henry Bartholomew.\n1881, Principal of Girls' High School, 426 E. Gray St., Louisville.\n\nMrs. Laura L. Monsarrat.\nPrincipal of Seventh Ward Public School, 208 W. Walnut St., Louisville.\n\nactive members\n1891\n\nCharles H. Dietrich, B.Sc, '78, Ohio State Univ.\nAgent for American Book Company, Cincinnati, O.\nMcHenry Rhoads, A.m., West Ky. Coll. Ph.M., Hartford Coll.\n\n;\n\nres.,\n\nHopkinsville.\n\n;\n\n1900, Superintendent of City Schools, Owensboro.\n\n1892\n\nGeorge O. McBroom, A.B., '85, Drake Univ., Des Moines, la.\n\n1893\n\nEdgar H. Mark.\n\n1890, Superintendent of Schools, Longfellow School, Paducah.\n1894, Superintendent of Schools, Center and Walnut Sts., Louisville.\n\nJames McGinnis.\n1894\n\n1891, Ex-Superintendent of Schools, 114 W. 4th St., Owensboro.\nSusie M. Bartholomew.\n\n426 E. Gray St., Louisville.\nArthur C. Fleshman, B.Sc, '84, M.Sc.,'92, Nat. Nor. Univ., O.\n1898, Institute Instructor, Bagdad.\n\n189s\n\nLivingstone McCartney.\n\n1896\n\n1895, Superintendent of Schools, Hopkinsville.\nF. S. Alley.\n1896, Superintendent of Schools, Dayton.\n\n"}
{"page": 763, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING\n\nMaine]\n\nMEMHERS\n\n75\n\nKENTUCKY— Coniimieci\n1896\n\nW. J. McCONATHY.\n189s, Principal of Normal Scliool, 1454, 2d St., Louisville.\n\nJohn Morris.\n189s, Superintendent of Public Schools, 829 Scott St., Covington.\n\nIda Rudolf.\n1895, Principal of the Monsarrat School, 2427 W. Chestnut St., Louisville.\nEdward Taylor. A.M., '78, Earlham Coll., Richmond, Ind.\n1894, Superintendent of Schools, 1109 College St., Bowling Green.\n\nLouise A. Wiard.\nTeacher in Eighth Grade, Public Schools, Frankfort.\n1897\n\nJ. G. Crabbe, A.B., A.M., Ohio Wes. Univ. ; M.Pd., Ohio Univ.\n1890, Superintendent of City Schools, 721 E. Winchester Ave., Ashland.\n\nReuben Post Halleck, A.M.. Yale.\nPrincipal of Boys' High School, 1240, 3d Ave., Louisville.\n\nAnna C. Roth.\n1887, Teacher in Sixth Grade, Duncan St. School, 2441 W. Chestnut St., Louisville.\n\n1898\n\nW. Tho-mas Berry.\nPrincipal of Third District School, 221 Wood St., Maysville.\n\nJohn Wirt Dinsmore.\n1900, Dean of Normal Department. Berea College, Berea.\nA. C. Kuykendall, A.B., '9t. Burrett Coll.\n1898, Teacher of Mathematics. South Kentucky College, Hopkinsville.\n\nMiles Eugene Marsh, A.B., '93, Oberlin Coll.\nPrincipal of Academy of Berea College, Berea.\nWilliam H. Perry, A.M., '92, Ky. State Univ.\nPrincipal, Public Schools, 2909 W. Walnut St., Louisville.\n\n1899\n\nJ.\n\nM. McCallie, A.B., '87, Univ. of Tenn.\n1899, Superintendent of City Schools, Center St., Henderson.\n\n1900\n\nCharles B. Hatfield.\n1900, Superintendent of City Public Schools, 232 N. 7th St., Paducah.\n\nLOUISIANA\nACTIVE MEtlBEKS\n1889\n\nMiss Marion Brown.\n\n1892\n\nGeorge SoulS.\n\n1894\n\nEdwin A. Alderman, Ph. B., Univ. of N. C.\n\n1895, Principal of New Orleans Normal School. 1303, 3d St., New Orleans.\n\nPresident of Soule Commercial College and Literary Institute, 603 St. Charles St.,\nNew Orleans.\nD.C.L., '96, Univ. of the South; LLD., '99, Tulane\n;\n\nUniv., La.\n1900, President of Tulane University of Louisiana, New Orleans.\n\nMiss H. A. Suter.\n1878, Principal of McDonogh High School No. 2, 1426 St. Andrew St., New Orleans.\n\n1895\n\nWarren Easton.\n\n1896\n\nSuperintendent of Schools, 1413, 3d St., New OWeans.\nB. C. Caldwell.\n1896, President of State Normal School, Natchitoches.\nJ. G.\n\nHaupt.\n\nLake Charles.\n1897\n\nClara G. Baer, Grad., '91, Posse Gymnasium, Boston.\n189T, Dir. of Physical Education, Newcomb Coll., 1532 Washington Ave., New Orleans.\n\nBrandt V. B. Dixon, A.M., LL.D.\nPresident of H. Sophie\nOrleans.\n\nNewcomb Memorial College, 1220 Washington Ave.. New\n\nEveline A. Waldo.\nKindergarten Training Teacher, Normal School, 6106\nOrleans.\n\nSt.\n\nCharles\n\nAve.,\n\nNtw\n\n1899\n\nAugustine Aurianne, L.I., Peabody Nor. Sch., Univ. of Nashville.\n1898, Professor in Academic Department, New Orleans Normal School, 615 Conti St.,\n\n1900\n\nNew Orleans.\nC. H. Carson, Jr., A.B., '83, Emory Coll., Oxford, Ga.\n1898, Professor of Chemistry and Physics, Louisiana Industrial Institute, Ruston.\n'\n\nMAINE\nLIFE director\n\n1886\n\nJosiAH Little Pickaru, LL.D., '70, Chicago Univ. and Beloit Coll.; '94, Howdoin Coll.\nEx-President, State University of Iowa res. with Dr. George T. Little, Bowdoln\nCollege, Brunswick.\n;\n\nactive members\n1890\n\nM. C. Fernald. A.B.. '61, A.M., '64. Ph.D., '81, Bowdoin Coll.\n\n1892\n\nW. J. Corthell, A.B., 'S7, A.M., '60, Waterville Coll.\n\n1895\n\nJohn S. Locke.\n\nProfessor of Philosophy. Emeritus, University of Maine. 12 Bennock St., Oronj.\n;\n\nLL.D., '88, Colby Univ.\n\n1879, Principal of State Normal School, Gorham.\n\n1893, Superintendent of Schools; President of York Institute, 42 Middle St., Saco.\n\nWilliam Wall.\\ce Stetson.\n1895, State Superintendent of Public Schools, 295 Minot Ave., Auburn.\n\n1897\n\nOrlando M. Lord.\n\n1898\n\nCharles F. Cook, A.B., '91, St. Lawrence Univ.\n1896, Principal of Cony High School, 52 State St., Augusta.\n\nSuperintendent of Schools, Portland.\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n752\n\n[Massachusetts\n\nMAINE— Coiiiinued\n1898\n\nAbram W. Harris, A.I?., '80, A.M., '83, Wesleyan Univ.\n\n;\n\nSc.D., '94, bowdoin; LL.D., 1900, Univ.\n\nof N. Brunswick.\n1893, President of the University of Maine, Orono.\n\nFranklin W. Johnson, A.B., '91, A.M., '94, Colby Univ.\n1894, Principal of Coburn Classical Institute, 6 Dalton St., Waterville.\n\nMary S. Snow, Ph.M., '96, Uni,v, of Maine.\ni88g, Superintendent of Schools, City Hall,_ Bangor.\n\nMARYLAND\nlife\n1876\n\nmember\n\nSakah E. Richmom).\n187s, Vice -Principal of State Normal School, 2508 Madison Ave.. Baltimore,\n\nactive members\n1885\n\nHenry A. Wise, Grad. of Virginia Military Inst.\n\n1890\n\nWilliam C. Stevenson.\n\n1883, Ex-Superintendent of Schools, 409 St, Paul St., Baltimore.\nigoo.\n\nTeacher of Commercial Law, Bookkeeping, and Penmanship, Jacob Tome\n\nInst.,\n\n1892\n\nPort Deposit.\nJohn E. McCahan, A.M., '69, Dickinson Coll., Pa.\n1884, Assistant Superintendent of Public Schools, 1719 Rollins St., Baltimore.\nElijah Barrett Prettvm an, A.B., '48, A.M., '52, LL.D., '97, Dickinson Coll., Pa.\n1900, Principal of State Normal School and Secretary of State Board of Education, 1200\nW. Lafayette Ave., Baltimore.\nJames H. Van Sickle, A.B., '96, A.M., '98, Univ. of Colo.\n1891, Superintendent of Instruction, School Administration Building, Baltimore.\n\n1894\n\nEli M. Lamb.\n\n1891\n\n1864, Associate Principal of Friends' Elementary\n\nand High School, 1432 McCuUoh St.,\n\nBaltimore.\n\nRachel E. Lamb.\nEnglish Instructor in Friends' Elementary and High School,\nBaltimore.\n1896\n\n1516 Linden Ave.,\n\nDaniel C. Gilm.\\n, A.B., A.M., LL.D., Y^e and Harvard.\n1875, President of Johns Hopkins University, Baltimore.\n\nHarry Marc Rowe, Ph.D.\nSecretary and Treasurer, Sadler, Rowe\n.1897\n\n& Co., 12 N. Charles St., Baltimore.\n\nZ.^CHARIAH C. EbAUGH.\n1900, Principal of Franklin High School, Reisterstown.\n\n1898\n\nE. E. Cates. A.B., '83, A.M., '88, Colby Univ.\n1897, President of Frederick College, Frederick.\n\nJohn E. Edwards, A.M.\n1898, County Examiner, 157 Washington St., Cumberland.\n\nElmer Gates.\nIn charge of Laboratory of Psychology and Psychurgy, Chevy Chase Circle, Chevy\nChase.^\n\nA. J. G.MINDER.\n1896, Principal in English-German Public School No. 7, iiii\n\nBarclay St., Baltimore.\n\nJacob Tome Institute.\n\nPresident, Mrs. Evelyn S. Tome\n\n;\n\nLibrarian, Caroline Burnlte, Port Deposit.\n\nSchuyler B. Moon, A.B. and C.E., '87, Washington and Lee Univ.\n1887, Teacher in McDonogh Institute, McDonogh.\nWaring, A.M., Howard Univ. M.D.\n\nJ. H. N.\n\n;\n\nSupervisor of Public Schools, Washington, D. C. ; res.. Linden.\n\nJohn Thomas White, Grad., '78, Mercersburg Coll.; A. B., '78, A.M., '84, Franklin and Marshall\nColl., Lancaster, Pa.\n\n1900, Secretary, Treasurer, and\n\nExaminer, Board of School Commissioners, 24 S. George\n\nSt., Cumberland,\n\n1899\n\nA. Marshall Elliott, A.B., '66, A.M., '78, Haverford\n\nColl.;\n\nA.B.\n\n,\n\n'68,\n\nHarvard;\n\nPh.D., '77,\n\nPrinceton; LL.D., 'gi.\n1876, Professor in Johns Hopkins University, 935 Calvert St., Baltimore.\n\nThomas Crawford Galbreath, A.M., '97, W. Md. Coll., Westminster.\n\n1899, Superintendent of Public Schools of Harford County, Bel Air.\n\nEdward H. Griffin, D.D., Amherst; LL.D., Princeton.\n\n1889, Professor of the History of Philosophy and\n\n1900\n\nDean of the College\n\nFaculty, Johns\n\nHopkins University, Baltimore.\nJohns Hopkins University.\nPresident, Daniel C. Gilman; Librarian, N. Murray, Baltimore.\nWoman's College.\nPresident, J. H. Apple; Librarian, Susan Garrott, Frederick.\nWilliam C. A. Hammel.\n1888, Department of Physics and Zoology, State Normal School, 2529 McCulloh\n\nSt.,\n\nBaltimore.\n\nEdwin Hebden.\nPrincipal, Male Grammar School No. 7, Tuxedo Park, Baltimore.\n\nMrs. Elizabeth E. Pippin.\n\nVice-Principal,\n\nHigh School, Denton.\n\nM. Bates Stephens, A.M., '89, Dickinson Coll.\n\nState Superintendent of Public Education, Baltimore.\n\nMASSACHUSETTS\n1887\n\nMrs. Mary Hanchett Hunt.\n\nlife director\n\n1880, National and, 1888, International Superintendent of Scientific Temperance Instruction, Woman's Christian Temperance Union, 23 Trull St., Boston.\n\n"}
{"page": 765, "printed_page": null, "text": "Massachusetts]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\nLIFE\n\nJohn Bascom, LL.D.,'73. Amherst Coll.\n\n753\n\nMEMBERS\n\nD.D., '75, Iowa Coll. ; LL.D., '97^ Williams Coll.\n1891, Professor of Political Science, Williams College, Park St., Williarastown,\nWilliam Augustus Mowry, A.M., Brown Univ.; Ph.D., Bates Coll.\nWriter and Lecturer, 17 Riverside Sq., Hyde Park.\n\n1884\n1886\n\n;\n\nACTIVE MEMBERS\n\n1888\n\nFrank A. Fitupatrick.\n93 Summer St., Boston.\nWill S. Monroe; A.B., '94, Stanford Univ.\n\n1890\n\nAlbert Gardner Bovden, A.M., '61, Amherst Coll.\n\n1884\n\n1896, Department of Pedagogy and Psychology, State Normal School, Westfield.\n\ni860. Principal of State Normal School, Bridgewater.\n\nMrs. Mary Dana Hicks.\n1887, Director of Prang Normal Art Classes, 646 Washington St., Boston.\n\nArthur P. Smith.\n1868, Master of South Grammar School, 11 High St., Waltham.\nG. Stanley Hall.\n\n1891\n\nPresident of Clark University, 94 Woodland St., Worcester.\nDaniel C. Heath, A.B., '68, A.M., '71, Amherst Coll.\n1876, Educational Publisher, no Boylston St., Boston.\n\nAmy Morris Homans.\nDirector of Boston Normal School of Gymnastics, 97 Huntington Ave., Boston,\nR.\\Y Greene Huling, A.B., '69, A.M., '72, D.Sc, '94, Brown Univ.\n1893, Head Master of English High School. loi Trowbridge St., Cambridge.\nA. Eugene Nolen, A.B., '67, A.M., '70, Yale.\n1881, Teacher of Greek and Latin, High School, 3 Wood PL, Fitchburg.\n\nAlvin F. Pease, A.B., '75, A.M., '78, Brown Univ.\n1898, with N. E. Publishing Co. and Winship's Teachers' Agency, 3 Somerset St., Boston.\nElizabeth H. Perry,\n1891, Teacher of Drawing, Normal School, Bridgewater.\nJohn Tilden Prince, Ph.D., '89, Leipzig.\n1881, Agent for Massachusetts Board of Education, 15 Temple St., West Newton.\nOrlando Merriam Baker.\n\n1892\n\nPublisher, 499 Main St., Springfield,\n\nMilton Bradley.\nTreasurer and Manager, Milton Bradley Co., Springfield.\n\nJohn S. Clark.\nTreasurer, Prang Educational Co., no Boylston St., Boston.\n\nCharles W. Eliot, A.B.,'s3. Harvard; LL.D., '69, Williams, Princeton; '70, Yale.\n1869, President of Harvard University, 17 Quincy St., Cambridge.\n\nGilman C. Fisher, A.B., '69, A.M., '86, Colby Univ.\n1808, Superintendent of Schools, Castle St., Great Barrington.\n\nRobert C, Metcalf,\n1882, Supervisor of Schools, School\n\nCommittee Rooms, Mason St,, Boston;\n\n17 Kenwood\n\nSt., Dorchester.\n\nWilliam W. Taplev.\nManager, Educational Department, Milton Bradley Co., Springfield.\n\nGeorge Augustus Walton, A.M., Williams Coll.\n\n•\n\nAgent, State Board of Education from 1869-95, 68 Chestnut St., West Newton.\nHenry N. Wheeler, A.B., '71, A.M., '75, Harvard.\n1882, Supt. of Educational Department, Houghton, MifHin & Co., 4 Park St., Boston.\nArthur K. Whitcomb, A,B,, '73, Dartmouth.\n1891, Superintendent of Schools, City Hall, Lowell.\n\nAlbert Edward Winship, Lit.D., '98.\nEditor of \"Journal of Education,\" 3 Somerset St., Boston.\n\n1893\n\nFrancis Cogswell, A.M., '81, Harvard.\n1874, Superintendent of Schools, 257 Prospect St,, Cambridge,\n\nFrank Irving Cooper,\nWayland,\n\nErnest Henry Johnson, A.B., '91, A.M., '92, Brown Univ.\n1896, Master of Williams School, 266 Chestnut St,, Chelsea.\nGeorge H. Martin, A.M., '81, Amherst Coll.\n1892, Supervisor of Schools, Boston ; res., 388 Summer St., Lynn.\n\nCharles Cornell Ramsay, A.B., A.M., '92, Harvard.\n1892, Principal of B. M. C. Durfee High School, 355 N, Main St,, Fall River.\nEdwin P. Seaver, A.M., LL,B,, Harvard.\n1880, Superintendent of Schools, School Committee Rooms, Mason St., Boston.\nCharles Herbert Thurber, Ph.B., '86, Cornell; A.M., '90, Haverford Coll.; Ph,D., 1900, Clark\nUniv,\n1894\n\n1900, with Ginn & Co., Publishers, 13 Tremont PI., Boston.\nFrederick Elmer Chapman.\n\n1895\n\nSarah Louise Arnold.\n\n1890, Director of Music, Cambridge Public Schools, 126 Oxford St., North Cambridge,\n1895, Supervisor of Schools, Boston ; res., 21 Institution Ave., Newton Centre,\n\nThomas M, Balliet.\n1887, Superintendent of Schools, 47 Vernon St., Springfield,\n\nEugene Bouton, A.B,, '75, A.M,, '80, Yale; Ph.D,, '81, Syracuse Univ.\n1894, Superintendent of Schools, 60 Elizabeth St., Pittsfield.\nJ, E, Burke, A,B., '90, A.M., '93, Colby Univ,\n\n1894, Superintendent of Schools, Lawrence,\n\nWilliam Paxton Burris, Ph,B,, '91, A.M., '94, De Pauw Univ,\n1900, Graduate Student, Harvard University, 5 Avon St., Cambridge,\nClarence F, Carroll.\n1894, Superintendent of Schools, 666 Main St., Worcester.\nRoland W, Guss, Grad,, '8t, State Nor. Sch., Pa, A.B., '88, A.M., '91, Wesl. Univ., Conn,\n1897, Instructor in Natural Science, State Normal School, 405 Church St,, North Adams,\n;\n\n"}
{"page": 766, "printed_page": null, "text": "754\n1895\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nLMasMchuseti*\n\nIsaac Freeman Hall.\n189s, Superintendent of Public Schools, City Hall, North Adams.\n\nPaul H. Hanus, B.Sc.\nAssistant Professor of the History and Art of Teaching, Harvard University. 15\nPhillips PI., Cambridge.\n\nAlbert Bushnkll Hakt, A.B., '80, Harvard; Ph.D., Freiburg, Baden.\n1897, Professor of History, Harvard University, 15 Appian Way, Cambridge.\nHarvard College Library.\nPresident, Charles\n\nW. Eliot\n\n;\n\nLibrarian, William C. Lane\", Cambridge.\n\nFrank k. Hill, A.B., '62, A.M., '65, Lit.D., '94, Bowdoin.\n1894, Secretary of State Board of Education, 366 Harvard St., Cambridge.\n\nAustin H. Kenerson, A.B., '76, Dartmouth Coll.\nWith Ginn & Co., Schoolbooks, i3Tremont PI., Boston.\nAlonzo Meserve.\n1886, Master of Bowdoin School, 87 Linden St., Allston Station, Boston.\nCharles H. Morss, A.H., '80, A.M., '82, Harvard.\n189s, Superintendent of Schools, Medford.\n\nJames Phinney Munroe, B.Sc, '82, Mass. Inst, of Technology.\nAuthor, 179 Devonshire St., Boston.\n\nCharles W. Parmenter, A.B., '77, A.M., '86, Ph.D.. '95. Tufts Coll.\n1894, Head Master of Mechanic Arts High School, Boston; res., 80 Upland Road, North\nCambridge.\n\nBaroness Rose Posse.\n1896, Director of Posse Gymnasium, 206 Massachusetts Ave., Boston.\n\nCharles A. Sibley, A.B., '87, Amherst.\n\nMember of firm of Sibley & Ducker, no Boylston St., Boston.\nJohn Gilbert Thompson, A.B., '86, A.M., '94, Dartmouth Coll.\n189s, Principal of State Normal School, 11 Weymouth St., Fitchburg.\nAlfred Turner, B.Sc, '93, Amherst Coll.\n1897, Superintendent of Schools, Prospect St., Turner's Falls.\n\nHattie Twichell.\n1896, Kindergarten Training Teacher,\n\nLongmeadow.\n\nHenry Whittemore, A.B., '66, Dartmouth Coll.\n1896\n\n1898, Principal of State Normal School, State St.,\nCharles H. .\\mes. A. B., '70, A.M., \"73, Amherst Coll.\nEducational Publisher, with D. C. Heath\n\nFramingham.\n\n& Co., no Boylston St., Boston; res..\n\nWest Newton.\n\nGeorge Peters Armstrong.\n1896, Superintendent of Schools of Belmont and Manchester, 7 Oak St.,\n\nBelmont.\n\nWilliam C. B.\\tes, A.B., '77, Harvard.\n1894, Superintendent of Schools, 182 June St., Fall River.\n\nWallace C. Boyden, A.B., '83, A.M., '86, Amherst.\n1900, Head Master of Boston Normal School, 221 Walnut St., Newtonville.\n\nGeorge W. Brown.\n\n*\n\n1886, Principal of Jackman School, 38 High St.,Newburyport.\n\nElmer Hewitt Capen, D.D., '79, St. Lawrence Univ.\n\n; LL.D., '99, Buchtel Coll.\n1875, President of Tufts College, 8 Professors' Row, Tufts College.\n\nJoseph G. Edgerly.\n1875. Superintendent of City Schools, 37 Atlantic Ave., Fitchburg.\n\nHerbert J. Jones, Ph.B., '94, Cornell Univ.\n\n1900, Superintendent of Schools, Central Worcester District, Holden.\n\nLincoln Owen, A.B., '89, A.M., '92, Colby Univ.\n1893, Master of Rice Training School, 53 Montview St., West Roxbury.\nWalter Scott Parker, B.Sc, Dartmouth Coll.\n1894, Supervisor, Boston Public Schools, School Com. Rooms, Mason St., Boston.\nMyron T. Pritchard, A.B., \"78, Boston Univ.\nMaster of Everett School, Boston res., 125 School St., Roxbury.\nDudley A. Sargent, A.B., '75, A.M., '87, S.D., '93, Bowdoin; M.D., '78, Yale.\n1879, Director of Hemenway Gymnasium, Harvard Univ., 27 Everett St., Cambridge.\nElisa a. Sargent.\n1900, Editorial Department, The Prang Educational Co., 89 Mt, Vernon St., Boston.\nKirk N. Washburn.\n:\n\nOne of the Publishers of Webster's International Dictionary, 499 Main St., Springfield.\nCharles Branch Wilson. A.B., '81, A.M., '84, Colby Univ., Me.\n1896, Dept. of Natural Science, State Normal School, 16 Washington St., Westfield.\n\n1897\n\nAmherst College.\nPresident, George Harris, D.D., LL.D. ; Librarian, W. I. Fletcher, Amherst.\nS. F. Blodgett, A.m., '74, Yale.\nSuperintendent of Schools, 103 Union Ave., So. Framingham.\n\nBoston College.\nPresident, W. G. Read MuUan Librarian, Thomas I. Gasson, Boston.\nArthur C. Boyden, A.B., '76, .A.M., '81, Amherst Coll.\n;\n\n1879, Vice -Principal of State Normal School, Park Ave., Bridgewater.\n\nJ. H. Carfrey, Ph.B., '92, Ph.M., '95, Syracuse Univ.\n1898, Superintendent of Public Schools, Dryads Green, Northampton.\nGeorge H. Conlky, A.B., Holy Cross.\nSupervisor of Schools and, 1893, Member Mass. State Board of Elducation,\nSt.,\n\nMason\n\nBoston.\n\nGertrude Edmund, Pd.D., '93, New York Univ.\nPrincipal of Normal Training School, 74 Huntington St., Lowell.\nWilliam E. H.\\tch, A.B., '75, A.M., '78, Bowdoin.\n\nSuperintendent of Schools, 166 William St., New Bedford.\nE. A. Kirkp.vtrick, B.Sc, '87, Ph.M., '89, Iowa St. Coll., Ames.\nPsychology and Child Study, State Normal School, 6 Highland Ave., Fitchburg.\nPerkins Institution and Massachusetts School for the Blind,\nDirector, Michael Anagnos, East Broadway, South Boston,\n\nThomas E. Thompson.\n1895, Superintendent of Schools, Leominster.\n\n"}
{"page": 767, "printed_page": null, "text": "Michigan]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n755\n\nMASSACHUSETTS - Continued\n1897\n\nWestfielu State Normal School.\nPrincipal, Charles S. Chapin, 8 Mill St., Westfield.\n\nWilliams College Library.\nLL.D.\n\nPresident, Franklin Carter, D.D.,\n\n;\n\nLibrarian, Rev. Charles H. Burr, Wil-\n\nliamstown.\n1898\n\nArthur Deerin Call, Ph.B., '96. Brown Univ.\n1899, Superintendent of Schools, Medway, Holliston and Sherborn Districts, Holliston.\n\nThe City Library Association, Stringfield.\nLibrarian, J. C. Dana, Springfield.\n\nGeorge Wells Fitz, M.D., '91.\n\n483 Beacon St., Boston.\n\nFree Public Library of the City of Worcester.\nLibrarian, Samuel Swett Green, \\V'orcester.\n\nFrank Fuller Murdock, A.M., 1900, Williams Coll.\n1896, Principal of State Normal School, 37s Church St., North Adams.\n\nHerbert Myrick, B.Sc, '82, Mass. Agri. Coll.\n\nPresident of Orange Judd Company, New York; 151 Bowdoin St., Springfield.\nMrs. Ellen H. Richards, A.B., '70, A.M., '73, Vassar Coll. B.Sc, '73, Mass. Inst, of Tech.\n;\n\n1884, Instructor in Sanitary Chemistry, Massachusetts Institute of Technology, Boston\nres., 32 Eliot St., Jamaica Plain.\n\nS.MITH College.\nPresident, Rev. L. Clark Seelye\n\n;\n\nLibrarian, Miss L. W, Lyon, Northampton.\n\nState Library of Mass.\\chusetts.\nState Librarian, C. B. Tillinghast, State House, Boston.\n\n1899\n\nLyman Richards Allen, B.Sc. '98, Harvard.\n1898, Instructor of History, Geography, and Latin, State\n\nNormal School, 93 Church St.,\n\nNorth Adams.\nWilliam A. Baldwin, B.Sc, '97, Harvard.\nPrincipal\nof State Normal School, Hyannis.\n1897,\n\nFrank F. Coburn, A.B., '70, Amherst.\nPrincipal of State Normal School, 277 E. Merrimac St., Lowell.\nWilliam Morris Davis, B.Sc, '69, M.E., \"70, Harvard.\n1899, Sturgis- Hooper Professor of Geology, Harvard University, 17 Francis Ave., Cambridge.\n\nEdwin H. Hall, Ph.D.,\n\n80, Johns Hopkins Univ.\n\n189s, Professor of Physics, Harvard University, 37 Gorham St., Cambridge.\n\nLizzie\n\nMason.\n1891, Superintendent of Schools of Orange, Wendall, and Ewing;\n\nBox 1373, Orange.\n\nMay E. Murray.\n\"Kindergarten Review,\" 51 Acushnet Ave., Springfield,\n\nLouis P. Nash.\n1899, Superintendent of Schools, Morgan St., Holyoke.\nJ. Asbury\n\nPitman.\n1897, Superintendent of Schools, 62 Greenwood St., Marlborough.\n\nWilliam T. Sedgwick, Ph.D., '81, Johns Hopkins Univ.\n1883, Professor of Biology, Massachusetts Institute of Technology. Boston,\n\nMaurice B. Smith, A.B., '95. Amherst Coll.\n1896, Principal of High School, Holliston.\nState Normal School, Fitchburg.\nPrincipal, John G. Thompson, Fitchburg.\nCharles F. Warner, A.B., '79, A.M., '82, Colby Univ.\n1898, Principal of Mechanic Arts High School, 837 State St., Springfield.\nElizabeth Josephine Woodward.\n\nAssociate Principal of Private School, 319 Marlborough St., Boston.\n1900\n\nSarah Fuller.\n1869, Principal of tlie Horace Mann School for the Deaf, 178 Newbury St., Boston.\n\nBertram A. Lenfest, B.Sc, '90, Mass. Inst, of Tech.\n1898, Principal, Manual Training High School, 15 Floyd St., Waltham.\nMassachusetts Institute of Technology.\nPresident, Henry S. Pritchett Secretary, H. N. Tyler, 491 Boylston St., Boston.\nPublic Library ok the City of Boston.\nLibrarian, James L. Whitney, Copley Sq., Boston.\nSterrie a. Weaver.\n;\n\n1888, Supervisor of Music, Public Schools, 61 Western Ave., Westfiela.\n\nMICHIGAN\nlife directors\n1895\n\nHugh A. Graham, A.B., \"87, A.M.. '92, Albion Coll,\n\n;\n\nA.B., '90, Univ. of Mich.\n\n1898, Superintendent of Public Schools, Grayling.\n\nCharles G. White, A.B., \"73, A.M., '80, Ph.D., '90.\n1884, Superintendent of Schools, Lake Linden.\n\nACTIVE members\n1884\n\n1887\n1889\n\n1890\n\nB. A. Hinsdale, A.M. ,'71, Williams Coll. Ph.D., '87, LL.D., '92. Ohio State Univ.\n1887, Professor of Science and Art of Teaching, University of Michigan, 1414 Washtenaw\nAve., Ann Arbor.\nJohn A. Stewart, A.B., '75, Univ. of Mich.\n1894, Superintendent of Schools, 908 Van Buren St., Bay City.\nWilliam Austin Ellis, LL.B., '95, Detroit Coll. of Law; Grad., \"97, Mich. State Nor. Coll.\n1885, Principal of Duffield Grammar School, 307 Merrick Ave., Detroit.\nJ. L. Snyder, A.B., '86, Ph.D., '91, Westminster Coll.\n1896, President, Michigan State Agricultural College, Agricultural College.\nFerris S. Fitch, A.B., '77> Univ. of Mich.\nEx-State Superintendent of Public Instruction, 49 Williams St., Pontiac\n;\n\n"}
{"page": 768, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n756\n1891\n\nAlbert Leonard, A.B., '88, A.M., '91, Ohio Univ.\n\n1892\n\nMyra Jones.\n\n;\n\n[Michiean\n\nPh.D., '94, Hamilton Coll.\n\n1900, President of Normal Schools of Michigan, Ypsilanti.\n\n1883, Supervisor of Drawing, Windermere Apartments, Detroit.\n\nJohn B,Nykirk, A.B., '85, A.M., '88, Hope Cell., Mich.\n1895, Professor of English Language and Literature, Hope College, 236 Columbia Ave.,\nHolland.\n\nHenky R. Pattengill, B.Sc, \"74, Univ. of Mich.\nEdwin\n1893\n1894\n\n1896, Editor and Publisher, 420 Townsend St., Lansing.\nA. Strong, A.B., '58, A.M., '65, Union Coll.\n1885, Professor of Physical Sciences, State Normal College, 127 Normal St., Ypsilanti.\n\nS. Emoky Whitney.\n1885, Principal of Cass School, 209 Hancock Ave., E., Detroit.\nE. D. Palmer, A.B., '89, A.M., '92, Hillsdale Coll. A.M., '97, Univ. of Mich.\n1898, Superintendent of Schools, Mason.\nH. M. Slauson, Ph.B., '77, Univ. of Mich.\ni8g8, Superintendent of Schools, 433 S. 5th Ave., Ann Arbor.\n;\n\nDurand William Springer, B.Sc, '86, Albion CoU.\n1893, Director of Business Department, High School, 702 E. University Ave., Ann Arbor.\n\nEdwin C. Thompson, A.M., Pd.M.\n1888, Superintendent of Schools, 1117 Court St., Saginaw,\n\nW. S.\n\nAllen S. Whitney, A.B., '85, Univ. of Mich.\n1899, Junior Professor of Pedagogy, University of Michigan, 620 S. State St., Ann Arbor.\n\n1895\n\nFrederick W. Arbury, A.B., '83, Univ. of Mich.\n\nRepresentative of Silver, Burdett & Co., 515 Brush St., W., Detroit.\n\nFrederick Leroy Bliss, A.B., '77, Univ. of Mich.\n1899, Principal of Detroit University School, 69 Frederick Ave., Detroit,\n\nWilliam Gibson Coburn, A.B., '90, Univ. of Mich.\n1895, Superintendent of Schools, 92 MaCamly St., Battle Creek.\nFrank W. Cooley, B.Sc, '81, M.Sc, '86, Lawrence Univ.\n1893, Superintendent of Schools, 27 Mine St., Calumet.\n\nW. H. Elson, A.B., Univ. of Ind.\n\n1900, Superintendent of City Schools, City Hall, Grand Rapids.\n\nHenry H. Frost, A.B., '85, Univ of Mich.\n\n1897, Teacher of Geometry, Central High School, 1302 John R St., Detroit.\nAustin George, A.B., '66, A.M., '69, Kalamazoo Coll. M.Pd., 93, Mich. State Nor. Sch.\nSuperintendent of Public Schools, iii Normal St., Ypsilanti.\n;\n\nCarl C. Marshall.\n189s, Educational Author, 347 E. Main St., Battle Creek.\n\nWilliam C. Skinner.\n1896\n\n1899, Director of Detroit University School, 158 McDougall St., Detroit,\nL. E. Amidon, A.B., '92, Mich. Univ. ; A.M., '98, Harvard Univ.\n1898, Superintendent of Schools, 406 W. Flesheim St., Iron Mountain.\nW. E. Conkling, Grad., Mich. St. Nor. Coll.\n1896, Superintendent of Schools, 304 Cortland St., Dowagiac.\n\nAugustus E. Curtis, A.B., '66, A.M., '70, Union Coll.\n1896, Superintendent of Schools, 113 W. Maumee St., Adrian.\nEdgar E. Ferguson, B.Pd., '96, Mich. State Nor. Coll.; Ph.B., '99.\n\nSuperintendent of Schools, 526 Bingham Ave., Sault Ste. Marie.\nS. B. Laird, M.Sc, '96, McKendree Coll., 111.\n1899, Associate Professor of Pedagogy, Michigan State Normal College, 423 Ballard St.,\nYpsilanti.\nWilliam Lightbody, B.Sc, Mich. Agri. Coll.; B.Pd., Mich. Nor. Sch.\nPrincipal of Higgins School, Woodmere; 496 Dragoon Ave., Detroit.\nDavid Mackenzie, A.M., Univ. of Mich.\n1892, Superintendent of Schools, 208 W. Clay Ave., Muskegon.\nJames M. Mandeville. Grad., Mich. State Nor. Sch. ; LL.B., 1900, Detroit Coll. of Law.\n1891, Principal of Amos School, 278, 24th St., Detroit.\n\nLew, D. Remington,\n1890, Principal of\n\nHigh School, 1020 Adelaide St., Fenton.\n\nW. V. Sage, B.Sc, '84, Mich. Agri. Coll.\n1899, Superintendent of Schools, Mt. Pleasant.\nJ. D. Schiller, A.M., '87, Hillsdale Coll.\nSuperintendent of Schools, Niles.\n\nHarriet M. Scott.\n1900, Principal of Observation School, 7x5 Monroe St., Ann Arbor.\n\nMrs. Emma A. Thomas.\n1886, Supervisor of Music, 91 Watson St., Detroit.\n\nOmar D. Thompson.\n1876, Superintendent of Village Schools, Romeo.\n\nO. I. WOODLEY.\n1894, Superintendent of Schools, 617 Stephenson Ave., Menominee.\n\nL. L. Wright.\n\nSuperintendent of Schools, Ironwood.\n1897\n\nJames H. BejVzell.\n1899, Principal of Central High School, 94 Horton Ave., Detroit.\nH. Z. Brock, B.Sc, '85, Univ. of Mich.\nSuperintendent of Schools, Hancock.\nFrancis D. Clarke, C.E., Univ. of Mich.\nSuperintendent of State School for the Deaf, Flint.\nDelos Fall, B.Sc, '75, M.Sc, '82, Univ. of Mich. ; ScD., '98, Albion Coll.\n1897, Professor of Chemistry, Albion College, iioi Mich. Ave., Albion.\n\nWilliam H. Fort.\nColdwater.\nC. O. HoYT, A.M., Albion.\n1899, Professor of Pedagogy, State Normal School, 502 Cross St., Ypsilanti.\nWarren C. Hull, Ph.M., '94, Albion; M.Pd., '96, Mich. Nor. Coll.\n1898, Superintendent of Schools, 305 Court St., Flint.\n\n"}
{"page": 769, "printed_page": null, "text": "Minnesota]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n757\n\nMICHIGAN— Continued\n1897\n\nHenry C. Lott.\n1895, Superintendent of Schools, Elk Rapids.\n\nWiLUAM Franklin Lyon.\n1886, Supervisor of Penmanship, City Schools, 879 Brooklyn Ave., Detroit.\n\nWales C. Martindale, LL.B., Detroit Coll. of Law.\n1897, Superintendent of Schools, 50 Miami Ave., Detroit.\n\nFred Newton Scott, Ph.D., '89, Univ. of Mich.\nJunior Professor of Rhetoric, Univ. of Michigan, 1351 Washtenaw Ave., Ann Arbor.\n\nThe Public Library of Detroit.\nLibrarian, H. M. Utley, Detroit.\nBelle M. Tower.\n_\n\n1899, Principal of Baxter Street School, 531 Jefferson Ave., Grand Rapids.\n\nAlbert J. Volland, A.B., Univ. of Mich.\n\n1896, Principal of Central High School, 145 Madison Ave., Grand Rapids.\nWilliam Stearns White, Ph.B., '89, Albion Coll.\nState Agent for the American Book Co., 35 Alexandrine Ave., E., Detroit.\n\n1898\n\nHugh Brown, A.B., '84, Univ. of Mich.\n1897, Superintendent of Schools,\n\nno W. Huron St., Pontiac.\n\nPaul A. Cowgill, B.Sc, Univ. of Mich.\n\n; B.Pd., Mich. State Nor. Coll.\nSuperintendent of City Schools, Lapeer.\n\nGeneral Library, University of Michigan.\nPresident, James B. Angell Librarian, Raymond C. Davis, Ann Arbor.\nJames H. Harris, A.B., '91, Univ. of Mich.\n1897, Principal of High School, 501 N. Madison St., Bay City.\n;\n\nE. A. Lyman, A.B., '86, Univ. of Mich.\n1899, Principal of State Normal College, 126 N. Washington St., Ypsilanti.\n\nDiMON H. Roberts, A.B., '92, A.M., '95, Amherst Coll.\nSuperintendent of Training School, Michigan State Normal College, 318 Forest\nAve., Ypsilanti.\n1899\n\nEdward J. Berringer.\n701 Forest St., Charlotte.\n\nAnna M. Chandler, Ph.M., '79, Univ. of Mich.\n1888, Superintendent of Public Schools, 411 E. Ridge St., Marquette.\n\nRichard D. Ewing, B.Sc, '96, Univ. of Mich.\n1899, Superintendent of Schools, Escanaba.\n\nW. N. Ferris.\nPrincipal, Ferris Institute, Big Rapids.\n\nElbridge L. Heath.\n1898, Principal of High School, Calumet.\n\nW. J. McKoNE.\n\n1898, Superintendent of Public Schools, iioo E. Porter St., Albion.\nJ. E. NeCollins, B.L., '92, Univ. of Wis.\n1899, Superintendent of Schools, Ishpeming.\n\nNorthern State Normal School.\nPrincipal, D. B. Waldo, Marquette.\n\nSamuel Cheney Price, A.B., '91, Ohio Univ.\n1895, Superintendent of Public Schools, 87 Lincoln Ave., Mt. Clemens.\n\nFrederick Edward Searle, A. B., '93, Williams Coll.\n1899, Principal of The Detroit School for Boys, Detroit.\n\nEugene C. Warriner, A.B., '91, Univ. of Mich.\nSuperintendent of Schools, Saginaw.\n\nEstees Eugene Webster.\n\n1900\n\nSuperintendent of Schools, 314 North St., Three Rivers.\nEugene A. Wilson, A.M., '99, Mt. Hope Coll., O. ; M.Pd., '99, Mich. Nor. Coll.\nSuperintendent of Schools, 141 Washington St., Benton Harbor.\nLewis F. Anderson, A.B., Univ. of Toronto.\nProfessor of Psychology and Education, Northern State Normal School, 724 Pine St.,\nMarquette.\nE. A. CoDDiNGTON, B.Sc, '98, Olivet Coll.\n1898, Superintendent of Public Schools, 85 W. Superior St., Alma.\nWilliam Franklin Edwards, B.Sc, '90, Univ. of Mich.\nPrincipal of Michigan Military Academy, Orchard Lake.\n\nLucy Adella Sloan, M.Sc, '85, Hillsdale Coll., Mich.\nPreceptress and Professor of English Literature, Central State\nPleasant.\n\nNormal School, Mt.\n\nMINNESOTA\nLIFE director\n1870\n\nWilliam F. Phelps, A.M., '52, Union Coll., N. Y.\nResident Director, State Normal School, 318 Chamber of Commerce Building,\nDuluth.\n\nLIFE MEMBERS\n1864\n\nCalvin Smith Pennell, A. B., '41, A.M., '50, Colby Univ.\n\n1890\n\nBoard of Education, Independent School District No. 3, Notthfield.\nPresident, A. W. Norton; Clerk, S. Finkelson, Northfield.\n\n1880\n\nD. L. KiEHLE, A.B., '61, A.M., '64, LL.D, '87, Hamilton Coll., N. Y.\n\n1883\n\nIrwin Shepard, A.B., '71. A.M., '74, Ph.D., '93, Olivet Coll., Mich.\n\n1886\n\nFrederick E. Stratfon, A.B., '71, A.M., '74, Williams Coll.\n\nEx-Professor of Moral and Mental Philosophy, Washington University, St. Louis,\nMo., 224s Knapp St., St. Anthony Park.\n\nactive members\n1893, Professor of Pedagogy, Univ. of Minn., 2800 Portland Ave., Minneapolis.\n1893, Secretary of National Educational Association, 118 W. Wabasha St., Winona.\n;\n\nPh.D., '91, III. Wesleyan Univ.\n\n1892, Principal of Academy, Carleton College, Northfield.\n\n"}
{"page": 770, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n758\nloqo\n1893\n\n[Minnesota\n\nRobert Eduard Denfeld, A.B., '76, A.M., '78, Amherst Coll.\n1885, Superintendent of Schools, Central High School, Duluth.\nCharles M. JoRnvN, Ph.D., '92, Tufts Coll.\n1892, Superintendent of Schools, 615 E. i8th St., Minneapolis.\n\nA.W. Rankin, A.B., '80, Univ. of Minn.\n1895, State Inspector of Graded Schools, 1529 University Ave., S. E., Minneapolis.\n\n1894\n\nGeorge B. Aiton, A.B., '81, A.M., '87, Univ. of Minn.\n1893, State Inspector of High Schools, 1601 University Ave., S. E., Minneapolis.\n\nSarah C. Brooks.\n1899, Principal of Teachers' Training School, 631 Westminster St., St. Patil.\nS. A. Farnsworth.\n1886, Principal of Cleveland High School, 529 Case St., St. Paul.\nJ. G. Hopkins.\n\n318 West King St., Winona.\nL. Grace Hopkins.\nStenographer, State Normal School, 318 W. King St., Winona.\n\nIsabel Lawrence.\n1879, Training Teacher in Normal School, 417, 2d Ave. S., St. Cloud.\n\nLuCiA M. Miller.\n\nMary L. Olds.\n\nPrincipal of Webster School, 631 Westminster St., St. Paul.\n\n1089, Principal of\n\nWashington School, Central High School, Duluth.\n\nMrs. Louise Preece.\nAuthor and Instructor of the Preece System of Physical Training, Hotel Berkeley,\nMinneapolis.\n\nAlex M. Rowe, A.B., '70. A.M., '79, Oberlin Coll.\n1897, Superintendent of Schools, Little Falls.\n\n1895\n\nF. V. HCBBARD.\n1896, Superintendent of Schools, Red Wing.\n\nGeorge R. Kleeberger.\n1895, President of State Normal School, St. Cloud.\n\nIrwen Leviston, A.B., '82, A.M., '88, Dartmouth Coll.\n1900, Superintendent of City Schools, New York Life Building, St. Paul.\nJesse F. Millspaugh, A.B., '89, Univ. of Mich. M.D., '83, Univ. of Pa.\n1898, President of State Normal School, Winona.\nSamuel J. Race, B.L., Univ. of Pa.\n1886, County Superintendent of Schools, Redwood Falls.\nWaite a. Shoemaker, Pd.D., '98, N. Y. Univ.\n;\n\n1900, Superintendent of City Schools, 713, ist Ave., S., St. Cloud.\n\nWilliam G. Smith.\n26 Washington Ave., S., Minneapolis.\n\nJames W. Strong, A.B., '58, A.M.. '61, D.D., '72,Beloit Coll.; LL.D., '96, III. Coll.\n1870, President of Carleton College, 108 College Ave., Northfield.\n\nAdolph C. Tibbetts.\n1896, Superintendent of Schools, Blue Earth City.\n\nFrank A. Weld.\n1896\n\n1899, President of State Normal School, Moorhead.\nC. A. Ballard, B.Sc, '94, Univ. of Minn.\n1899, Department of Science, State Normal School, Moorhead.\nJ. Danford Bond, B.Sc, '72, M.Sc, '73, Milton Coll., Wis.\n1872, Assistant Superintendent of Public Schools, 639 St. Anthony Ave., St. Paul.\nClarence M. Boittelle, LL.D., '96, St. Stephen's Coll., Annandale, N. Y.\n\n1895, Superintendent of Schools, Marshall.\n\nRalph H. Burns, A.B., Yale.\n1899, Superintendent of Public Schools, Renville.\n\nMrs. Alice W. Coolev.\n1895, Supervisor of Primary Schools, 1674 Hennepin Ave., Minneapolis.\nR. W. Cranston.\n1898, Agent for Butler, Sheldon & Co., 1025, 3d Ave., S., Minneapolis.\nJames J. Dow, A.B., '74, A.M., '78, L.H.D., '99. Carleton Coll.\n1875, Superintendent of School for the Blind, Faribault.\nH. L. Grant, M.Sc, Lawrence Univ.\n2922, rst Ave.. S., Minneapolis.\nBonnie E. Snow.\n1896, Supervisor of Drawing, Public Schools, Hampshire Arms, Minneapolis.\nHelen Ford Staples.\n1891, Teacher in Primary Department, Public Schools, 127 E. Broadway, Winona.\nJ. A. Vandyke, A.M., '90, B.Pd., '89, B.Ph., '87, Univ. of Iowa.\n1899, Superintendent of Public Schools, 511 Union Ave., Fergus Falls.\nWilliam Franklin Webster, A.B., '86, Univ. of Minn.\n1893, Principal of East Side High School, 1025, 5th St., S. E., Minneapolis.\n\n1897\n\nIsaac I. Bargen.\n1886, Superintendent of Schools, Mountain Lake.\n\nWilliam A. Bartlett. B.Sc, '87, A.M., '90, Iowa Coll.\n1896, Principal of High School, 226 \\V. Broadway, Winona.\nHerbert R. Edwards, Ph.B., '91, Alfred Univ.\n1899, Superintendent of Public Schools, Browns Valley.\nFrances A. Elmer.\n1886, Teacher of Latin, State Normal School, 264 W. Wabasha St., Winona.\n\nGeorge A. Franklin, Grad., '77, Nor. Sch,, Normal, III.\n\nW.\n\n6th St., Faribault.\n1894, Superintendent of Schools, 401\nP. P. Kennedy, B.Sc, '90, Univ. of Minn.\n1895, Superintendent of Schools, Fairmont.\nCharles L. Sawyer, A.B., '88, A.M., '91, Dartmouth.\nEx-Principal S. High School. 1916 Columbus Ave., Minneapolis.\n\nHiram Worcester Slack, Ph.B., '95, III. Wes. Univ.\n1876, Principal of Schools, 735 Olive St., St. Paul.\n\n"}
{"page": 771, "printed_page": null, "text": "Missouri]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n759\n\nMINNESOTA— Continued\n1897\n\nState Normal School at Moorhead.\nPresident, Frank A. Weld, Moorhead.\n\n«\n\nState Normal School at St. Cloud.\nPresident, George R. Kleebergcr, St. Cloud.\nState Normal School at Winona.\nPresident, J. F. Millspaugh ; Librarian, F\" ranees A. Elmer, Winona.\n\nJames Albert Tormev, B.L., '95, Univ. of Wis.\n1898\n\n1896, Superintendent of Schools, 373 Johnson St., Winona.\nE. T. Critchett, A.B., '85, A.M.. '88, Dartmouth.\n1894, Superintendent of Public Schools, New Ulm.\nFannie P. Farnsworth, B.L., '88, Univ. of Wis.\n1898, Principal of High School, 203. 3d St., Red Wing.\n\nDiEDRiCH A. Grussendorf, B.Sc, '97, Univ. of Minn.\n1899, Principal of High School, New Ulm.\nJohn C. Miller, Ph.B., Hamlin Univ., Minn.\n1899, Superintendent of Schools, Lanesboro.\n\nMinneapolis Athen.«um.\nLibrarian, Jessie\n\nMcMillan, Minneapolis.\n\nW. F. F. Selleck, Ph.B., '98, 111. Wes. Univ.\n1892, Superintendent of Schools, 804 Freeborn St., Austin.\nI.\n\nA. Thorson.\n1900, Superintendent of Public Schools, Aitkin.\n\nG. O. Virtue, A.M., '93, Ph.D., '971897, Instructor in History and Civics, State Normal School, 150 W. Wabasha St., Winona,\n\n1899\n\nD. Lange.\n1887, Supervisor\n\nof\n\nNature Study, Teacher\n\nof\n\nGeology\n\nand German, Central High\n\nSchool, St. Paul.\n\nEdward M. Lehnerts.\n1896, Depaitment of Geography, State\n\nNormal School, Director of American Bureau of\n\nGeography, 456 E. Sanborn St., Winona.\n\nJohn H. Lewis, A.B.,'78.\n1899, State Superintendent of Public Instruction, St. Paul res., Hastings,\nM.D., '83, Univ. of Iowa.\n;\n1885, Superintendent of School for Feeble-Minded, Faribault.\nPete Wikoff Ross, B.Sc, A.B., '92, Univ. of Mich.\n1897, Superintendent of Public Schools, Morris.\n;\n\n*\n\nArthur C. Rogers, B.Sc, '77, Earlham Coll.\n\n1900\n\nEdith A. Scott,\n1899, Principal of Model School, Box 182, Moorhead.\nState Normal School at Mankato.\nPresident, C. H. Cooper, Mankato.\nP. P. COLGROVE, Pd.D., 1900, N. Y. Univ.\n1900, Department of Psychology and Mathematics, State Normal School, 501, 3d Ave. S.,\nSt.\n\nCloud.\n\nElmer I. Shepard, A.B., 1900, Williams Coll.\nGraduate Student, Columbia University; res., 118 W. Wabasha St., Winona.\n\nMISSISSIPPI\nactive members\n1890\n\nJames Rhea Preston, A.M.\n\n1894\n\nRobert B. Fulton, A.B., '69, A.M., '72, Univ. of Miss, LL.D., '93, Univ. of Niishville.\n\n1899, President of Faculty, Stanton College, Natchez,\n\n1895\n1896\n\n1897\n\n:\n\n1892, Chancellor of University of Mississippi, University.\nE. E. Bass.B.L., '83, Mo. State Univ.\n1884, Superintendent of City Schools, 509 N, Broadway, Greenville.\nA. A. KiNCANNON, A.B., M.Sc, Lebanon, O.\ni8g6, Ex-State Superintendent of Education, Jackson.\nRichard M. Leavell, A.B., '59, Univ. of Miss. ; LL.D., '89, Miss. Coll.\n1890, Professor of Philosophy and Political Economy, Univ. of Mississippi, University.\nJ. G. Deupree, A.B.. A.M., Howard Coll., Ala. : LL.D., S. W. B. Univ., Tenn.\n1896, Professor of Pedagogy, University of Mississippi, University.\n\nJohn Clayton Fant, A.M., '92, Emory and Henry Coll. Pd.M., '95, N. Y, Univ.\n1896, Superintendent of Public Schools, The Highlands, Meridian.\nW. I. Thames, Grad., N. Nor. Univ. A.B.\nPrincipal of High School and Editor of \" Mississippi School Journal,\" Poplarville.\nRev, Cyrus Hamlin,- D.D., '93, Beloit Coll., Wis.\n1896, Dean of Tougaloo University tor Colored People, Tougaloo.\nB. M, Walker, B.Sc, '83, M.Sc, '86, Miss. Agri. and Mech. Coll.\n;\n\n;\n\n1899\n\n1888, Professor of Mathematics, Mississippi Agricultural\ncultural College,\n\n1900\n\nand Mechanical College, Agri-\n\nH. L. Whitfield, B.L.\nState Superintendent of Education, Jackson,\n\nMISSOURI\nlife directors\n1877\n\n1886\n\nF. Louis Soldan, LL.D., '83. South Carolina Univ.\n189s, Superintendent of Schools, 3634 Flad Ave., St. Louis.\nJ. M. Greenwood, A.M., '73, LL.D., Univ. of Missouri.\n1874, Superintendent of City Schools, 9th and Locust Sts,, Kansas City.\n\nlife members\n1871\n\nJames B. Merwin.\nEditor \" American School and College Journal,\" 3609 Palm St., St, Louis,\n\n"}
{"page": 772, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n76o\n\n[Missouri\n\nCharles Henry Evans, A.M., '78, William Jewell Coll., Liberty, Mo.\n\n1886\n\n1877, Editor of \" American College\n\nand Public School Directory,\" 915 Locust\n\nSt., St.\n\nLouis.\n\nG. L Harvey.\n'\n\n3d and Francis Sts., St. Joseph.\n\nACTIVE MEMBERS\n1887\n\nJames U. White, M.S.D., Missouri State Nor. Sch.\n\nr89o\n\nCalvin Milton Woodward, A.B., '60, Harvard Univ. Ph.D., '84, Washington Univ.\n1870, Professor of Mathematics and Applied Mechanics; i879,Director of Manual Training\nSchool, Washington University, 3013 Hawthorne Boul., St. Louis.\nMrs. Matilda Evans Riley.\nDirector\nof Drawing, Public Schools, Board of Education Building, St. Louis.\n1887,\nJohn R. Kirk.\nPresident\nof State Normal School, Kirksville.\n1899,\n\n1899, Superintendent of City Schools, Brookfield Ave., Brookfield.\n;\n\n1891\n\nGeorge Thomas Murphy.\n1890, Assistant Superintendent of Instruction, 4946 Berlin Ave., St. Louis.\n\nF. D. Tharpe.\n1899, Assistant Superintendent of Schools, 9th and Locust Sts., Kansas City.\n\nRichard Henry Jesse, LL.D., '91, Tulane Univ.\n\n1S92\n\n1891, President of University of State of Missouri, Columbia.\n\nMary Clifton McCulloch.\n1880, Supervisor of Public Kindergartens, 3851\n\nWashington Boul., St. Louis.\n\nFlorence McNeal.\n1896, Teacher in Humboldt School, 1009 McGee St., Kansas City.\nC, W. ROBBINS.\n\nPresident, Central Business College, Sedalia.\n\nJames Underwood Barnard.\n\n1893\n\n1897, City School Principal, 3000 E. 6th St., Kansas City.\n\nObediah M. Wood.\n,\n\n1883, Principal of L'Ouverture School, 3or6 Caroline St., St. Louis.\n\nGeorge Victor Buchanan, A.M., '94, McKendree Coll., 111.\n1893, Superintendent of Schools, 614 W. 7th St., Sedalia.\nEdwin D. Luckey, B.S.D., '87, State Normal School, Kirksville, Mo.\n\n1894\n\n1892, Principal of Elleardville School, 1332 Union Boul., St. Louis.\nWilliam H. Black, A.M., '76, Waynesburg Coll.; D.D., '88, Cumberland Univ.\n\n1895\n\n1889, President of Missouri Valley College, 312 College Ave., Marshall.\nIra I. Cammack, B.Sc, '84, Earlham Coll., Ind.\n1897, Vice-Principal of Central High School, 528 Chestnut Ave., Kansas City.\n\nSarah Elizabeth Crouch.\n1890, Teacher in Longfellow School, 2915 Charlotte St.,\n\nKansas City.\n\nArthur A. Dodd, M.S.D., '86, State Nor. Sch., Warrensburg, Mo.; B.Sc, '95, Harvard.\n1896, Director of Mathematical Course, Manual Training\nKansas City.\n\nHigh School, 29r8 Tracy Ave\n\nMary Gilday.\nTeacher in Jefferson School, 1403 Wabash Ave., Kansas City.\nWilliam Henry Lynch, A.B., '68, A.M., '72, Univ. of Missouri.\n1887, Principal of Public Schools, Mountain Grove.\n\nRichard C. Norton, A.M., LL.D.\n1900, Department of Didactics, Avalon College, Trenton.\nJosephine Norville.\nChair of English, High School, 336 E. Webster St., Chillicothe.\nCharles B. Reynolds.\n1897, Principal of Garfield School, 321 Wabash Ave., Kansas City.\nLouis Theilmann, B.Sc, '85, M.Sc, '90, Missouri Univ.\n1900, Superintendent of Public Schools, Breckenridge.\n\nMarie L. Turner.\n1891, Principal of Public School, Clayton.\n\nUniversity of the State of Missouri.\nPresident, R. H. Jesse, LL.D.\nSecretary, J. G. Babb, Columbia.\nJohn A. Whiteford, M.S.D., '93, State Nor. Sch., Kirksville.\n189s, Superintendent of City Schools, 835 W. Rollins St., Moberly.\nAmelia C. Fruchte.\nFirst Assistant, Normal and High School, 4296 Washington Ave., St. Louis.\nJosephine Heermans.\nPrincipal\nof Whittier School, 1702 E. 8th St., Kansas Qity.\n1891,\nAnna Isabel Mulford, A.B., A.M., '86, Vassar Coll. Ph.D., '95, Washington Univ., St. Louis.\nTeacher\nof Botany, High School, 3225 Morgan St., St. Louis.\n1898,\nZ. R. Ashbaugh, Grad., '72, Hillsdale Coll., Mich.\nAgent\nfor\nAmerican Book Co., Midland Hotel, Kansas City.\n1898,\nS. M. Barrett.\n1900, Superintendent of Public Schools, Rich Hill.\nR. L. Barton.\n1899, Principal of Eliot School, 912a Pendleton Ave., St. Louis.\nBen Blewett, A.B., '76, A.M., '79, Washington Univ.\n1897, Assistant Superintendent of Schools, 9th and Locust Sts., St. Louis.\nJohn S. Collins, A.B., '72, Univ. of Miss.\nPrincipal of Divall School, St. Louis; res., Kirkwood.\nJames M. Cottingham.\ni8gs. Principal of Benton School, 14th and Liberty Sts., Kansas City.\nW. D. DoBSON, LL.D.\n;\n\n1896\n\n;\n\n1897\n\nf\n\nProfessor in State Normal School, 315 E. Jefferson St., Kirksville.\n\nPeter Herzog.\n1882, Principal of Blair School, 3219 Bailey Ave., St. Louis.\nBenjamin F. Hoffman, A.M., '88, Univ. of Mo.\n189s, Professor of German, University of Missouri, Columbia.\n\n,\n\n"}
{"page": 773, "printed_page": null, "text": "Montana]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n761\n\nMISSOURI— C«?«;'z>/7<«rf\n1897\n\nG. 13. LONGAN.\n1899, Assistant Superintendent of Schools, 1517 Michigan Ave., Kansas City.\n\nSarah J. Milligan.\n1887, Principal of Public School, Webster Groves.\n\nAlex H. Noel.\n1883, Principal of Grant School, 1518 S. Broadway, St. Louis.\n\nHbmning W. Prentis.\n1878, Principal of Hodgen School, 5723 Delmar Boul., St. Louis.\n\nCatherine Spencer.\n1898\n\nPrimary Teacher in Jefferson School, 1700 E. 8th St., Kansas City.\nG. W. Armstrong, B.Sc, '71, Eureka Coll., 111.\n189s, City School Principal, 2304 Lydia Ave., Kansas City.\n\nJoseph D. Elliff.\n1897, Superintendent of City Schools, 124 N. Joplin St., Joplin.\n\nWilliam Prentice Evans, A.B., '84, Washington Univ.\n1893, Principal of Chouteau School, 6618 S. 6th St., St. Louis.\n\nGeorge Henry Howe. Ph.B., '86, A.M., '89, III. Wes. Univ.\n1899, President of State Normal School, 204 Tyler Ave., Warrensburg.\n\nIsaac H, Hughes, LL.B., '89, Cumberland Univ.\nUniv.; Pd.M., '97, Nor. Sch., New Mex.\n\n;\n\nB.C., B.Sc, '95, A.B., '96, A.M., '97, Nat. Nor.\n\n1898, Superintendent of Schools, Bloomfield.\n\nThomas P. Jandon, Jr.\nPrincipal of Webster School, 710 W. 14th St., Kansas City.\nGeorge Warren Krall, B.Sc, Millersville Nor. Sch., Pa.\n\nTeacher of Physics, Manual Training School, St. Louis.\n\nWilliam Campbell Ridgewav.\n1898, Principal of Scarritt School, 3035 E. 7th St., Kansas City.\n\nOliver Stigall, B.S.D., '92, State Normal School.\n\n1899\n\nSuperintendent of City Schools, Chillicothe.\nC. C. Thudium, A.m., M.Sc, O. Nor. Univ.\n1894, Superintendent of Schools, Hermann.\nWilliam J. S. Bryan, A.B., '73, Washington Univ., St. Louis, Mo.\n189s, Principal of St. Louis Normal and High School, 3746 Windsor PI., St. Louis.\n\nCaroline L. Bryant.\nPrincipal of Charless School, 3039 Locust Ave., St. Louis.\n\nW. T. Carrington.\n1899, State Superintendent of Public Schools, 804 E. High St., Jefferson City.\nWashington S. Dearmont, A.M., '89, Mo. State Univ.\n1899, President of State Normal School, Cape Girardeau.\n\nDaniel A. McMillan, A.B., '68, A.M., '09, Miami Univ,\n1882, Superintendent of Public Schools, Mexico.\n\nGilbert B. Morrison.\n1896, Principal of Manual Training High School, 2510 Peery Ave., Kansas City.\n\nEdward H. Stroeter, A.B., '98, William Jewell Coll., Liberty, Mo.\n1898, Superintendent of Public Schools, Carrollton.\n\n1900\n\nElizabeth Buchanan.\n1890, Principal of Primary and Grammar School, 1815 E. 7th St., Kansas City.\n\nIrene Gilbert.\nPrincipal, Jefferson School, Kansas City.\n\nG. N. Grisham, A.B., V8. Brown Univ.\n\n;\n\nA.M., '86, Roger Williams Univ.\n\n1889, Principal of Lincoln High School, 2426 Flora Ave., Kansas City.\n\nPritchett College.\nPresident, Charles C. Hemenway, Glasgow.\n\nMONTANA\nACTIVE members\n1889\n\nRobert G. Young, M.Sc, '77, N. I. Univ. Ph.M., 1900, Cornell Coll.\n\n1892\n\nOscar J. Craig, A.M., De PauwUniv.\n\n189s\n\nJames M. Hamilton, M.Sc, '90, Union Christian Coll.\n\n;\n\n1900, Superintendent of City Schools, Butte.\n\nPh.D., Wooster Univ.\nPresident of University of Montana, 318 W. 2d St., Missoula.\n;\n\n1889, Superintendent of City Schools, Misscula.\n\nW. H. Johnson, A.M., '90, Univ. of Kansas.\n1896, Principal of High School, 731 Stewart St., Helena.\n\nJames Reid, A.B., '8r, McGill Univ.\n\n1896\n1897\n\nPresident of Montana College of A. and M. Arts, Hozeman.\nCynthia Elizabeth Reiley, B.Sc.\nProfessor of Mathematics, University of Montana, 53 Hammond Block, Missoula.\nD. E. Sanders, A.M., '97, Kan. Nor. Coll.\n1897, President of State Normal School, Dillon.\nE. a. Steere, B.Sc, '81, M.Sc , '95, Univ. of Wisconsin.\n1900, Principal of Free County High School, Kalispell.\nE. a. Carleton.\nState Superintendent of Public Instruction, Helena.\n\nFrank C. Patten.\n1892. Librarian, Public Library, Helena.\n\n1898\n\nJ. P. Hendricks, B.Sc, '86, A.M., '89, Western Coll., Toledo. la.\n1900, State Board of Education, 610 W. Mercury St., Butte.\n\n1899\n\nMiss B. P. Downey.\n.\nCounty Superintendent of Schools, Silver Bow Co., 617 N. Alaska St., Butte.\nS. D. Largent.\n1898, Superintendent of Schools, Great Falls.\n\nMontana State College.\nPresident, James Reid, Bozeman.\n\n'\n\n"}
{"page": 774, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n762\n\n[Nebraska\n\nMONTANA— Confirmed\n1899\n\nMary Elizabeth Ryan.\nPrincipal of Jefferson School, 408 W. Quartz St., Butte.\nM. A. Carkoll Stapleton, A.B., '85, A.IVI., '88, Middlebury Coll., Vt.\n189s, Superintendent of Schools, Anaconda.\n\nNEBRASKA\nLIFE\n1876\n\nS.\n\nMEMBERS\n\nDeWiit Beals.\n1882, Teacher in High School, 2118 Davenport St., Omaha.\n\n1880\n\nMrs. Grace B. Sudborough._\n1898, Teacher in High School, 549 S. 26th Ave., Omaha.\n\n1890\n\nLizzie L. B.\\nkek.\n1900, Principal of Vinton School, 1707 Center St., Omaha.\nC. G. Pearse.\n1895, Superintendent of Schools, 508 City Hall, Omaha.\n\nactive members\n\n1891\n\n1892\n\nW. K. Fowler.\n\n1894\n\nD. C. O'Connor, A.B., '89, A.M., '93, Allegheny Coll., Meadville, Pa.\n\n1893, Superintendent of Schools, Blair.\n1898, Superintendent of Schools, Norfolk.\n\nAnna M. Tibbets.\n1895\n\n1892, Principal of Grammar School, 658 S. 17th St., Lincoln.\nCharles Edwin Bessey, B.Sc, '69, M.Sc, '72, Mich. Agri. Coll.; Ph.D., '79, Univ. of\nLL.D., '98, Iowa Coll.\n1884, Professor of Botany in the University of Nebraska, 1504 S St., Lincoln.\nEdwin J. Bodwell, B.Sc, '88, Dartmouth Coll.\nSuperintendent of Schools of Douglas Co., Courthouse, Omaha.\n\nIowa;\n\nW. A. Clark, A.B., '72, A.M., '85, Pd.D., '94, National Normal Univ. A.M., '99, Harvard; Ph.D.,\n;\n\n1900, Univ. of Chicago.\n1900, President of State Normal School, Peru.\nJ.\\mes W. Crabtree, B.Sc, 'go, Bloomfield Sci. Inst.\n1897, Inspector of Nebraska High Schools, 1046 Pine St., Lincoln.\n\nG. W. A. LucKEV, A.B., '94, Stanford Univ.\n1895, Professor of Education, University of Nebraska, 1433\n\nR St., Lincoln.\n\nEmm.\\ Wheatlev.\n1892, Principal of Ward School, 2539 Capitol Ave., Omaha.\n\nWilliam J. Williams, B.Sc, '71, A.B., '71, A.M., '74, Denison Univ.\n1894, Superintendent of Schools, 510, 14th St., Columbus.\n\n1896\n\nHoward Walter Caldwell, Ph.B., '80, A.M., '94, Univ. of Neb.\n1892, Professor of American History\nN. i6th St., Lincoln.\n\nand Jurisprudence, University\n\nof\n\nNebraska, 511\n\nWilliam R. Jackson.\n1897, State Superintendent of Public Instruction, 1909\n\nG St., Lincoln,\n\nA. H. Waterhouse.\n\n1897\n\n1899, Principal of High School, 416 S. 28th St., Omaha.\nHarry Kirke Wolfe, A.B., '80, Univ. of Neb. ; A.M., Ph.D., '86, Leipzig.\n1898, Superintendent of Public Schools, High School, South Omaha.\nKate L. Brown.\n1896, Principal of Clifton Hill School, 314 S. 26th St., Omaha.\nGeorge L. Farley.\nCounty Superintendent of Schools, Plattsmouth.\n\nAnna Foos.\nPrincipal of Schools, The Madison, Omaha.\n\nA. L. Shaw, B.Sc, '94, Olivet Coll.\n1898, Superintendent of Schools, Valley.\n\nUniversity of Omaha.\nPresident, David R. Kerr, D.D.\n\n;\n\nSecretary, Willis H. Kerr, Bellevue.\n\nHenry Baldwin Ward, A. B., '85, Williams; A.M., Ph.D., '92, Harvard.\n1898\n\n1893, Professor of Zoology, University of Nebraska, Lincoln.\nAllen C. Fling, A.B., '94, A.M., ^^98, Univ. of Neb.\n1898, Superintendent of City Schools, 115 N. nth St., Nebraska City.\n\nOmaha Public Library.\nPresident, Lewis S. Reed; Librarian, Edith Tobitt, Omaha.\nJulius Irving Read, A.B., '94, Dartmouth Coll.\nInstructor in Latin and English, High School, 1823 Capitol Ave., Omaha.\nUniversity of Nebraska.\nChancellor, E. Benjamin Andrews, LL.D. Librarian, J. I. Wyer, Jr., Lincoln.\nE. Benjamin Andrews, LL.D., '84, Univ. of Neb. ; D.D., '84, Colby Univ.\n1900, Chancellor, University of Nebraska, Lincoln.\n;\n\n1899\n\nR. J. Barr.\n1882, Superintendent of City Schools, 1015 W. Division St., Grand Island.\n\nMrs. Donna Wilson Crabtree.\n631 N. 24th St. Lincoln.\n\nElleky W, Davis, B.Sc, Univ. of Wis.; Ph.D., Johns Hopkins Univ.\n1893, Professor of Mathematics, University of Nebraska, 1545 C St., Lincoln.\nCharles Fordyce, B.Sc, '96. A.M., '98, Ph.D., 1900, Univ. of Neb.\n1893, Professor of Biology, Nebraska Wesleyan University, Lincoln.\n\nJohn D. French.\n1899, Superintendent of Schools. Hastings.\n\nAlbert Ross Hill, A.B., '92, Dalhousie Coll., Halifa.x. Nova Scotia; Ph.D., '95, Cornell Univ.\n1897, Professor of Philosophy, University of Nebraska, 505 N. 25th St., Lincoln,\n\nC. W. Turner.\n\nWith Silver, Burdett & Co., Lincoln.\n\nW. H. Wagner. B.L., Univ. of Neb.\n\n1894, Superintendent of City Schools, Hebron,\n\n"}
{"page": 775, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew Jersey]\n\n763\n\nNEBRASKA — Cojitinued\n19CXJ\n\nNathan Bernstein, B.L., '92, A.M., '97, Dartmouth Coll.\n1897, Instructor in Science,\n\nHigh School, 2622 Capitol Ave., Omaha.\n\nGeorge L. Towne, A.B., '95.\nEditor \" Nebraska Teacher,\" 225 N. nth St., Lincoln.\n\nNEVADA\nactive members\n1895\n\nWalter C. Gayhart, C.E.\n\n1899\n\n1894, Principal of High School and Public Schools, Austin.\nJoseph Edward Stubbs, A.B., '73. A.M., '76, D.D., '90.\n1894, President of Nevada State University, Reno.\nJames C. Doughty.\n\nPrincipal of Schools, Tuscarora.\n\nNEW HAMPSHIRE\nlife member\n1886\n\n^\n\nJames E. Klock.\nigoo. Principal of State Normal School, Plymouth.\n\nactive members\n1898\n\nNew Hampshire State Library.\nLibrarian. Arthur H. Chase, Concord.\n\n1899\n\nJohn Augustus Brown, A.B., '79, Harvard.\n1886, Member of School Board, 33 Pine St., Exeter.\n\nNEW JERSEY\nLIFE\n1876\n\nmember\n\nLangdon Shook Thompson, A.M., '84, Marietta Coll., O. Pd.D., '9T, Univ. of the City of New York.\n;\n\ni88g. Supervisor of Drawing, Public Schools\nSchool, 12 Park St., Jersey City.\n\n;\n\n1893, Principal of Metropolitan Normal Art\n\nactive MEMBERS\n1889\n\n1890\n\nA. W. Moon, A.B., '95, Indiana Univ.\n1899, Supervising Principal of Schools, Pleasantville.\nLevi Seelev, A.M., '83, Williams Coll.; Ph.D., '86, Leipzig.\n189s, Professor of Pedagogy, State Normal School, 482 W. State St., Trenton.\n\n1891\n\nAugustus Scarlett.\n\n1892\n\nSarah Y. Ely.\n\n1863, Principal of South 8th St. School, 56 S. nth St., Newark.\n1887, Supervisor in\n\nJames M.\n\nHigh and Grammar Departments of State Model School, 52 Carroll\n\nSt., Trenton.\nGreen, A.M., '84, Dickinson Coll. ;\n\nPh.D., '90, 111. Wesleyan Univ.\n\n1889, Principal of State Normal and Model Schools, Trenton.\n\nM. H. Kinsley,\n\nB.Sc, '88, St.\n\nLawrence Univ.\n\n1899, Principal of School No. 5, 117 Magnolia Ave., Arlington.\n\nJane M, Lewis.\n1877, Principal of Primary School No. 8, 99 Mercer St., Jersey City.\nS. E. Manness, A.M., '96, Univ. of Tenn.\n1900, Principal of Waverley Ave. School, 261 Broad St., Newark.\n\nByron C. Mathews, A.B., '77, A.M., '92, Ph.D., '93. Syracuse Univ.\n1885, Instructor in Greek and Economics, High School, 36 Kearney St., Newark.\n\nHenrv M. Maxson. A.m., '80, Amherst Coll.\n1892, Superintendent of Schools, 439 W. 6th St., Plainfield.\n\nAddison B. Poland, A.M., '76, Wes. Univ., Conn.\n\nJames\n\n;\n\nPh.D., '90, Univ. of City of N. Y.\n\n1897, Superintendent of Schools, City Hall, Paterson.\nM. Ralston, A.M., '82, Dickinson Coll.\n\nAllenhurst.\n\nEmily A. Rice, Pd.D., '92, Albany Nor. Coll.\nTeacher of Private Classes, 77 Clark Ave., Ocean Grove.\nR.\\ndall Spaulding, A.B., '70, Yale.\n1874, Superintendent of Schools, 14 Clinton Ave., Montclair.\n\nJotham Walker Wakeman.\n1865, Principal of School No. 6, 550 Summit Ave., Jer.sey City.\n\nH. Brewster Willis.\n1886, Superintendent of Schools, Middlesex Co,, 185 Livingston Ave., New Brunswick,\n\nWilliam R. Wright.\n1893. Principal of Franklin Public Schools, Nutley.\n\n1893\n\nMartin Luther Cox, Pd.M.. '97, New York Univ.\n1900, Principal of Ann St. School, Newark.\n\nC. B. Gilbert.\n1896, Superintendent of Schools, 226 Mt. Prospect Ave., Newark.\n\nHenry E. Harris.\n1879, Principal of School No. i, 64 Trask Ave., Bayonne.\n\nMiss S. M. Searle.\n1893, Principal of Primary Department, Public School\nAves., Jersey City.\n\nNo, 23, cor. Romaine and Pavonia\n\nGeorge H. Voorhis.\n1881, Principal of Centennial Grammar School, 311 S. Clinton Ave., Trenton.\n\nL. C, Wooley.\n\n1894\n\nPrincipal of James Wood School, 136 E, Front St., Trenton.\nWilliam N. Barringer, A.M., Princeton; Pd.D., Univ. of City of N. Y.\n\nSupervisor of Evening and Summer Schools, 1142 a Broad St., Newark.\n\n"}
{"page": 776, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n764\n1894\n\n[New Jersey\n\nRichard Case, A.M., '81, Brown Univ.\n1898, Superintendent of Schools, Trenton Ave., Point Pleasant.\n\nMary J. Donohoe.\n\n1895, Principal of School No. 4, 33 Dodge St., Bayonne.\nBenjamin C. Gregory, A.B., Coll. of City of New York.\n1888, Supervising Principal of Schools, 54 Chestnut Ave., Trenton,\n\nAnna J. Goden.\n\n1892, Assistant, School No. 4, 202 Avenue D, Bayonne.\n\nJ. F. D. Heineken.\n\n1899, Principal No. 7, Public Schools, East Brunswick; res., Milltown, Middlesex Co.\n\nGaius Hoffman.\n1881, Principal of Schools, Bound Brook.\n\nWill C. Ingalls, A.B., '84, A.M., '87, Brown Univ.\n1900, Principal of South Jersey Institute, Bridgeton.\n\nCarl F. Kayser, Ph.D., '92, Univ. of City of New York.\n\nof Latin and German, Boys' High School, and, 1899, Acting\nPrincipal of High School Annex, 23d St., New York city; res., 21, 9th Ave.,\n\n1897, First Assistant\n\nNewark.\n\nJames Wilmer Kennedy, A.M., '91, New York Univ.\n1889, Principal of Miller Street Grammar School, 3 Emmett St., Newark.\nHenrietta S. Leslie.\n1885, Principal of Public School, Box 26, Blackwood, Camden Co.\nN. W. Pease.\n1867, Principal of Grammar School No. 2, 31 Morrell St., Elizabeth.\nPh.B., '76, A.M., '77, Ph.D., '81, DelaJ. Albert Reinhart, A.M., '77, Ph.D., '81, Syracuse Univ.\n;\n\nware Coll.\n1882. Principal of City High School, 534 E. 27th St., Paterson.\n\nE. H. Schuyler, A.M., '92, Princeton Coll.\n1884, Professor of Mathematics, Dr. Julius Sachs' Collegiate Institute, 38\n\nW. sgth St.,\n\nNew York city; res., Haworth.\nHenry Snyder, A.B., '78, A.M., '88, Lafayette Coll.\n1892, Superintendent of Public Schools, City Hall, Jersey City.\n\nMargaret I. Wade.\n1895\n\nTeacher of Mathematics, High School, 507, 3d Ave., Asbury Park.\nWilson Farrand, A.B., '86, A.M., '89, Princeton.\n1889, Associate Master of Newark Academy, 544 High St., Newark.\nAda Van Stone Harris.\n1897, Supervisor, Primary Schools and Kindergartens, 298 Clifton Ave., Newark.\n\nRobert Mezger, Grad., '90, Univ. of Heidelberg.\n1897, Instructor in German, High School, 112 S. nth St., Newark.\n\nW. J. Shearer, A.B., '87, A.M., '90, Dickinson Coll.\n1895, Superintendent of Schools of City of Elizabeth\n\nand County of Union, 470 Monroe\n\nAve., Elizabeth.\n1896\n\nCharles J. Baxter.\n\n1896, State Superintendent of Public Instruction, 930 Putnam Ave., Plainfield.\n\nMrs. Lydia A. Bennett.\n1895, Principal of Leonia Heights Public Schools, Box 103, Leonia, Bergen County.\n\nH. B. BoicE, M.D., '88, Univ. Med. Sch., New York city.\n1891, State Normal School, Box 638, Trenton.\nMrs. Orrell F. Elwell.\n1876, Teacher of Grammar School, 152 S. Stockton St., Trenton.\n\nD. H. Farley.\nTeacher in State Normal School, 515 E. State St., Trenton.\nE. R. Johnstone.\n1898, Vice-Principal of N. J. Training School for Feeble-Minded, Vineland.\n\nEdwin C. Merrill.\n\n&\n\nPublisher, Maynard, Merrill\nCo., 29-33 E. 19th St.,\nington St., East Orange.\nF. E. Spaulding. A.B., '89, Amherst; Ph.D., '94, Univ. of Leipzig.\n1897, Superintendent of City Schools, 54 High St., Passaic.\n1897\n\nNew York; res., 33 Wash-\n\nMargaret Bancroft.\nPrincfpal and Owner of Haddonfield Training School, Haddonfield.\n\nMiss Jean N. Cox.\n1889, Principal of Haddonfield Training School, Haddonfield.\n\nAnna M. Fell, M.E.L., Pennington Sem.\n1894, Principal of Cadwalader School No. 21, 304\n\nW. State St., Trenton.\n\nFree Public Library of Jersey City.\nPresident, L. J. Gordon; Librarian, Esther E. Burdick, Jersey City.\n\nE. K. Sexton, Pd.M., '92, New York Univ.\n\n1894, Principal of Central Ave. Grammar School, 64, 9th Ave., Newark.\n\nState Normal School, Trenton\nPrincipal, J. M. Green, Trenton.\nIra Winthrop Travell, A.B., '90, Williams Coll.\n1893, Principal of High School, 815 College PI., Plainfield.\n\nThvrza C. Williams,\n1896, Associate Principal of Haddonfield Training School, Haddonfield.\n\n1898\n\nS.\n\nV. Arrowsmith.\n1897, Superintendent of Schools, 103 Maple Ave., Red Bank.\n\nArthur Grant Balcom.\nPrincipal of Franklin School, 167 Mt. Prospect Ave., Newark.\n\nMrs. Louise E. Hogan.\n1900, Editor of Juvenile Literature, Box 37, Fanwood.\n\nPhoebus W. Lyon, A.M., Princeton.\nPrincipal of West Jersey Academy, Bridgeton.\n\nWilliam M. Swingle, Ph.D.\n1898, Superintendent of Schools, 1T4 Cleveland St., Orange.\n\n1899\n\nMrs. R, L. Rogers Dresser, Grad., Kraus Tr. Sch. for Kgrs., '90.\n1899, Principal of\n\nKraus Kindergarten and Training Classes, 229 High St., Burlington.\n\n"}
{"page": 777, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew York]\n\n765\n\nNEW l^-9S^\\ — CoHtitiHed\n1899\n\nJ.\n\nHoward Hulsart, A.M., '98, 111. Wes. Univ.\n1891, Supervising Principal. 105 Sussex St., Dover.\n\nJerohn Joseph Savitz, Ph.B., '93, III. Wes. Univ.; A.M., '94, Ursiuus Univ.; Pd.M., '99, New\nYork Univ.\n1896, Superintendent of Public Schools, Myrtle Ave., Boonton.\n\nAndrew F. West, Ph.D., LL.D.\nJ, Alfred\n\n1900\n\n1883, Professor of Latin, Princeton University, Princeton.\nWilson, B.Sc, '97, Rutgers Coll.\n1899, Principal of Public Schools, 18 Remsen Ave., New Brunswick.\n\nW. F. Babcock, M.Pd., '98, N. Y. Univ.\n\n189s, Principal of Grammar School No. 3, 277 Fair St., Paterson.\n\nBertha Eltekich.\n\n1895, Instructor of Physical Culture, Haddonfield Training School, Haddonfield.\n\nJames L. Hays.\nPresident, State Board of Education, Newark.\n\nNEW MEXICO\nACTIVE MEMBERS\n1891\n\nHiram Hadlev, A.M., '85, Earlham Coll.\n\n1895\n\nClarence T. Hagertv, B.Sc, '90, M.Sc, '95, Notre Dame Univ., Ind.\n\n1898, Professor of History and Philosophy, Coll. of Agri. and Mech. Arts, Las Cruces.\n1891, Professor of Mathematics, Coll. of Agriculture and Mechanic Arts. Las Cruces.\n\nCharles E. Hodgin, Grad., '81, Ind. St. Nor. Sch. B.Pd., '93, Univ. of N. Mex.\n1897, PrincipEd of Normal Department, University of New Mexico, Albuquerque.\nMrs. Elizabeth R. Jackson.\n;\n\n1900, Primary Teacher in Public Schools, Silver City.\nC. M. Light, Ph.D., Univ. of City of N. Y. and Nor. Sch. of Kan.\n1896, Principal of Normal School of New Mexico, Silver City.\n\n1897\n\nGeorge Benjamin Haggett, B.Sc, '75. Grand River Institute.\n1899, Principal Teacher, Indian Service, Thornton.\n\nHugh A. Owen, B.Sc.\n1900, Instructor of Biography and Physiography, Nor. School of New Mexico, .Silver City.\nCity of N. Y., A.M., '92, Harvard Univ. ; Ph.D., '95,\n\nFrederic W. Sanders, A.B., '83, Coll. of\nUniv. of Chicago.\n\n1899, President and Professor of Political and Economic Science, New\n\nMexico College of\n\nAgriculture and Mechanic Arts, Mesilla Park.\n\nJames Alpheus Wood, A.B., '77, A.M., '80.\n1899, Superintendent of Public Schools, Santa Fe.\n\n1899\n\nWilliam H. Decker, B.E., Nor. Sch., Silver City, N. Mex.\nPrincipal of Schools, Pinos Altos.\n\nEdgar L. Hewett, M.Pd.\n1897, President of New Mexico Normal University, Las Vegas.\n\nMrs. M. R. Koehler.\n1899, Superintendent of Public Schools, Silver City.\n\nJennie Potter.\n1899, Teacher in Grammar Department, Canal St., Eddy.\n\nMiss O. P. Whitehill.\nTeacher in Public Schools, Silver City.\n\nNEW YORK\nLIFE directors\n1880\n\nAlbert Prescott Marble, A.M., '63, Ph.D., '83, Colby Univ., Me.\n\n1884\n\nJames H. Canfield, A.B., '68, A.M., '77, LL.D., '94, Williams Coll.\n\n1896, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\n1899, Librarian of\n\n1885\n\nColumbia University, New York.\n\nNicholas Murray Butler, A.B., '82, Ph.D., '84, Columbia Coll.\ni88g. Professor of Philosophy and\n\nEducation,\n\nColumbia University, 119 E. 30th\n\nSt.,\n\nNew York.\nEzEKiBL Hanson Cook, A.B., '66, A.M., '69, Bowdoin Coll.\n610 S. Broadway, Yonkers.\nCaleb G. Hall.\n\nPh.D., '8g, Colgate Univ.\n\n;\n\nNew Berlin.\n1890\n\nCharles Rufus Skinner, A.M.i '90, Hamilton Coll.\n\n;\n\nLL.D., '95, Colgate Univ.\n\n1895, State Superintendent of Public Instruction, 453 State St., Albany.\n\ni8s7\n\nLIFE MEMBERS\nJames Cruikshank, LL.D., '62.\nPrincipal\nof\nGrammar\nSchool No. 12, and Evening High School\n187s,\n\n1870\n\nOliver Cromwell Arey, A.M., '65, Union Coll.\n\nSecretary of\nCouncil of Brooklyn Institute of Arts and Sciences, 206 S. Oxford St., Brooklyn,\n;\n\n•\n\n229 Averill Ave., Rochester.\n\nWilliam Edward Crosby.\nLiterary and Educational Writer, 178 W. i3Sth St., Manhattan, New York.\n\nPh.D., '76, New York Univ.\nAuthor of School Histories and Historical Readers, 343 Adelphi St., Brooklyn.\n\n1871\n\nJohn Jacob Anderson, A.M., '67, Rutgers Coll.\n\n1876\n\nCharles C. Rounds, B.Sc, '57, M.Sc, '60, Dartmouth Coll. A.M., Bowdoin Coll. and VVaterville\n\n1882\n\n;\n\n;\n\nColl.; Ph.D., Bates Coll.\n1896, Institute Instructor and Lecturer, 96 Broadway, New York.\nJosephine E. Hodgdon, Pd.M., '91, Univ. of City of New York.\n1898, Principal of Primary School No.'iio, 20 Sidney PI., Brooklyn.\n\nMenco Stern.\n1879, Professor of\n\nGerman Language and Literature, Stern's School of Languages, 27 E.\n\n44th St., New York.\n\n"}
{"page": 778, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n766\n1884\n\n[New York\n\nSarah A. Stewart.\n28 W. 94th St., New York.\n\nMrs. Gkorgiana Van Aken.\n1885\n\nDay School, Ladies' Home Mission, 63 Park St., New York.\nThomas Hunter. A.M., '66. Columbia Coll. Ph.D., '77, Williams Coll. LL.D., N. Y. Univ.\n\n1891\n\nMrs. M. J. B. WvLiE.\n\n1893\n\n46 Essex St., Buffalo.\nUniversitv of State of New York.\nSecretary, James Russell Parsons, Jr., Regents' Office, Albany.\n\n1882\n\nWalter S. Goodnough.\n\n1858, Principal of\n\n;\n\n1869, President of\n\n;\n\nNormal College, 2079. 5th Ave., New York.\n\nmembers\n\nactive\n\nDrawing, Borough of Brooklyn, 267a I-.ewis Ave., Brooklyn.\nEdward N. Jones, A.B., '83, A.M., '86, Ph.D., '93. Hamilton Coll.\n1898, First Assistant, The New York Training School for Teachers, 119th St. and 2d Ave.,\nNew York city; res., 50 Church St. White Plains.\nCharles L. Patton.\nUniversity Publishing Co., 43-47 E. loth St., New York.\n1890, Director of\n\n1884\n\n1886\n1887\n\nGussiE Power.\n\n1889\n\nCharles De Garmo, Ph.D., '86, Halle, Germany,\n\n1880, Teacher, 535 Warren St.. Hudson.\n\n1898, Professor of Science\nIthaca.\n\nand Art of Education, Cornell University, 809 E. State St.,\n\nThomas Francis Kane, A.B., '92, Cornell Univ.\n1809, Teacher of Mathematics, Stapleton\nNew Brighton, S. I.\n\nHigh School, Richmond Borough, 5 Wall St.,\n\nGratia L. Rice.\n1890\n\n^\n\n1892, State Director of Drawing, Box 321, Buffalo.\nC. W. Bardeen, A.B., '69, Yale.\n1874, Editor of \" School Bulletin,\" 406 S. Franklin St., Syracuse.\nA. B. Blodgett.\n1889, Superintendent of Schools, 127 Burnet Ave., Syracuse.\nJohn T. Buchanan, A.B., '72, A.M.. '74, Central Coll.\n1897, Principal of Boys' High School, New York city ; res., 585 Greene Ave., Brooklyn,\nJohn W. Chandler, Ph.D., \"77, Univ. of State of New York.\n1894, Superintendent of Schools, Ellenville.\nEdward D. Farrell, A.M., '67, Coll, of the City of New York.\n1889, Assistant Superintendent of Schools, 163 E. 124th St., New York.\nMarv a. Fleming.\n1878, Teacher in Grammar School No. 13, \"The Oxford,\"' 432 Pearl St., Buffalo.\n\nAmos M, Kellogg, A.M., '57, Hamilton Coll.\nEditor of \"The School Journal '\" and \"Educational Formulations,\" 61 E. 9th St.\nYorV.\n\nFrancis B. Palmer, A. B., '58, A.M., '63, Ph.D., '79, Univ. of Rochester.\n1878, Principal of State Normal School, 86 Central Ave., Fredonia.\nIsaac H. Stout, A.M., '88, Hobart Coll.\n1887, Supervisor of Teachers' Institutes, State Department of Public Instruction, 61 Lancaster St. , Albany.\n\n1891\n\nVincent Aldridge, A.M., '81. Syracuse Univ.\n1889, Teacher of Mathematics, Boys' High School, 26 Clarkson St., Brooklyn.\nEarl Barnes, A.M^'89, Ind. Univ. ; M.Sc, '90, Cornell Univ.\n*\n232 Greene Ave., Brooklyn.\nFrancis John Cheney, A.B., '72, A.M., 75. Ph.D., '89, Syracuse Univ.\n1891, Principal of State Normal School, 45 Church St., Cortland.\nAugustus S. Downing, A.M.. Pennsylvania Coll.\n\n1898, Principal of New York Training School for Teachers, 119th St. and 2d Ave., New York.\nMatthew J. Elgas, A.B., '72, A.M., '63, Montreal Coll. Ph.D., '69, St. John's Coll.\n1896, Associate Superintendent of Public Schools, 121 W. 87th St., New York.\nHarlan P. French, A.B., '68, A.M., '71, Amherst Coll.\n;\n\n189s, Member of\n\nBoard of Education, Proprietor of Albany Teachers' Agency, 81 Chapel\n\nSt., Albany.\n\nGeorge D. Halk, A.B., '70, A.M., '73, Univ. of Rochester.\n1871, Principal of Hale's Classical and Scientific School, 409 Lake Ave., Rochester.\n\nOssiAN H. Lang.\n\" Educational Foundations \" and\nChicago, 61 E. 9th St., New York.\n\n1895, Editor of\n\n\"The School Journal,\" New York and\n\nHenry M. Leifziger, A.M., Coll. of City of N. Y.; Ph.D., '88, Columbia Coll.\n1890, Superintendent of Lectures, Board of Education, New\n\nNew York.\n\nYork city, 324 E. soth\n\nJohn M. Milne, A.M., '79, Rochester Univ. Ph.D.. '90, Univ. of State of New York.\n1889, Principal of State Normal School, Geneseo.\nThomas B. Stowell, A.M., '65, Genesee Coll. Ph.D., '81, Syracuse Univ.\n1889, Principal of State Normal and Training School, 6 Le Roy St., Potsdam.\nMrs. Ella N. Allen.\n*\n345^ Eagle St.. Utica.\nThomas O. Baker, A.M., '92, Ph.D., Univ. of City of New York.\n189s, Principal of High School, Yonkers.\nEmmet Belknap, A.B,, '80, A.M., '83, Marietta Coll.\n;\n\n;\n\n1892\n\n1889, Superintendent of Schools, 206 East Ave., Lockport.\n\nW. H. Benedict, A.B., '75, A.M., '78, Hamilton Coll.\n1889, Principal of School No. 8, 508 ^V. 3d St., Elmira.\n\nA. Hall Burdick.\n1890, Principal of Public School No. 14, and High School, 4 Harrison St., Stapleton.\n\nCharles W. Cole, A.B., A.M., Ph.D., Hamilton Coll.\n1878, Superintendent of Schools, 354 Hudson Ave., Albany.\nMelvil Dewey, A.B., '74, A.M., '77. Amherst.\n1899, Director of New York State Library and Home Education, Albany.\n\nSt.,\n\n"}
{"page": 779, "printed_page": null, "text": "New York]\n1892\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n767\n\nGeorge Fenton.\nAgent for American Book Co., Broadalbin, Fulton Co.\nWilliam B. Friedberg, B.Sc, '731 Coll. of New York; LL.B., '77, Columbia Law School.\n1890, Principal of Grammar School No. 95, 21 E. 125th St., New York.\nWilliam Beverley Harison.\nEducational Publisher, 5 ^V. i8th St., New York.\n\nH. E. Hayes.\n1890, Manager of Educational\n\nDepartment, D. Aj)pIeton & Co., Publishers, 72, 5th Ave.,\n\nNew York.\n\nMary F. Hyde.\nAuthor of \" Practical Lessons in Use of English\" and \"Practical English Grammar,\" 208 Main St., Binghamton.\nJames Lee, M.D., '86, \" Bellevue Hospital Medical Coll.\"\n1892, Associate Superintendent of Schools, 235 E. T24th St., New Yofk.\n\nWilliam H. Maxwell, A.B., '72, A.M., '74, Queen's Univ., Ireland.\nSuperintendent of Schools, The City of New York, Park Ave. and sgth St., New\nYork res., 283 Henry St., Brooklyn.\nWilliam J. Milne, A.B., '68, A.M., '71, Ph.D., '77. Rochester Univ. LL.D., '78, De Pauw Univ.\nPresident of New York State Normal College, 94 Willett St., Albany.\nR. V. K. MoNTFORT, M.D., '56, Albany Med. Coll.\n1887, Superintendent of Schools. 22 Montgomery St., Newburgh.\nOscar D. Robinson, Ph.D., '87, Dartmouth Coll.\n1886, Principal of High School, 501 State St., Albany.\nJames Winne, A.B., '77, A.M., '79, Hamilton Coll.\n1886, Principal of High School, 30 Hooker Ave., Poughkeepsie.\nHenry P. Emerson, A.B., '71, A.M., '74, Univ. of Rochester.\n;\n\n;\n\n1893\n\n1893, Superintendent of Education, 1C2 College St., Buffalo.\n\nJohn Arthur Greene.\n1896, Manager of American Book Co., 100 Washington Sq., New York.\nGeorge Griffith, A.B '77. Hamilton Coll. Ph.D., '93, 111. Wes. Univ.\n,\n\n;\n\n1892, Superintendent of Schools, 40 Jewett PI., Utica.\n\nMary F. Hall.\nSpencer.\n\nLawrence C. Hull, A.B., \"77, A.M., '97, Univ. of Mich.\n1899, Principal of Academic Department, Brooklyn Polytechnic Institute, 29 Schermerhorn\nSt., Brooklyn.\n\nJenny B. Merrill, Pd.D., '92, New York Univ.\n1896, Supervisor of Kindergartens, Boroughs of Manhattan and The Bronx, 112 E. 8ist St.,\n\nNew York.\nJosephine E. Rogers.\nPrincipal of Public School No. 75, 482 Lexington Ave., New York.\nEdward Richard Sh.\\w, B.L., '78, Del. Coll. ; Ph.B., '81, Lafayette Coll. ; Ph.D., '90, N. Y. Univ.\n189 1, Dean of School of Pedagogy, New York University, University Building, Washington Sq., New York.\n\nArthur Merrill Wright, A.B., '72, A.M., '80, Hamilton Coll.\nSupervisor, Bureau of Compulsory Education, Department of Public Instruction,\nWaterville.\n1894\n\nFrank D. Beattys, A.B., '85, A.M., '88, Wesleyan Univ.\nManager, Silver, Burdett & Co., 31 E. 19th St., New York.\n\nMrs. B. Ellen Burke.\n1899, Editor of \" The Sunday Companion,\" Akron, O.\n\n;\n\nres..\n\nMain St., Malon.\n\nFrancis R. Clair.\n1893, School Commissioner, Queen's County, College Point.\n\nCharles Newell Cobb, A.B., '77, and A.M., '80, Syracuse Univ.\n1893, Inspector of University of State of New York, 26 N. Pine Ave., Albany.\n\nFlorence Browning Himes.\n1894, State Instructor in Drawing, 126 Chestnut St., Albany.\n\nLogan D. Howell, A.B., \"89, Univ. of N. C.\n1898, Teacher of English, the Peter Cooper High School, 3080, 3d Ave., New York.\n\nCynthia Lagomarsino.\n1884, Teacher in Five Points Ladies' Home Mission Day School. 63 Park St., New York.\n\nWilliam A. Mackey.\n1899, Principal of Grammar School No. 53, 1697 Amherst St., Buffalo.\n\nCharles E. Merrill.\nEducational Publisher, 29-31 E. 19th St., New York.\n\nFrederick Monteser, Ph.D., \"85, Univ. of Vienna, Austria; Pd.D., '93, N. Y. Univ.\n1893, Lecturer, School of Pedagogy, New York University; 1897, First Assistant in\nBoys' High School, New York city; re.s., Caryl Station, Yonkers.\nMrs. Agnes O'Brien.\nPrincipal of School No. 151, 61 W. 136th St., New York.\nW. F, O'Callaghan, A.B., Harvard Univ.\n1894, Assistant Principal of Gram. Sch. No. 29, Washington and Albany Sts., New York.\n\nGeorge A. Plimpton.\nPublisher, 70, 5th Ave., New York.\n\nHester A. Roberts.\n1886, Principal of Primary Department No. 10, 149 W. 128th St., New York.\n\nEdgar O. Silver, A.B., '83, A.M., '86, Brown Univ.\nPublisher, President of the Corporation Silver, Burdett\n\n& Co., 29-33 E. 19th St.,\n\nNew York.\nJoseph S. Taylor, Pd.D., '92, New York Univ,\n1885, Principal of Public School No. 19, 344 E. 14th St., New York.\n\nMartha Van Rensselaer.\n\n1894, School Commissioner, Second District, Cattaraugus Co., Randolph.\n\n189s\n\nSamuel Houston Albro. Ph.D., Colgate Univ.\nSVoodside, Central Ave., P'redonia.\n\nH. T. Ambrose.\nPresident of American Book Co., Publishers, too Washington Sq., New York.\n\n"}
{"page": 780, "printed_page": null, "text": "NA riONA L ED UCA TIONAL ASSOC!A TION\n\n768\n1895\n\n[New York\n\nMiddlesex A. Bailey, A.M., '77, Wesleyan Univ. of Conn.\n1899, Department of Mathematics, New York Training School for Teachers, 417 \\y. ii8th\nSt.,\n\n'\n\nNew York.\n\nIda C. Bender, M.D., '90, Univ. of Buffalo (Med. Dept.).\n1893, Supervisor of Primary Grades, 731 Ellicott St., Buffalo,\nN. L. Benham.\n1892, Superintendent of Schools, 539, 4th St., Niagara Falls.\nClarence C. Birchard.\nAgent for American Book Co., 100 Washington Sq., New York.\nColumbia University.\nPresident, Seth Low, LL.D.\n\n;\n\nSecretary,\n\nW. H. H. Beebe, New York.\n\nFannie S. Comings.\n1893, Principal, Primary Department, Grammar School No. 77, 22 Halsey St., Brooklyn.\n\nJulia E. Ckane.\n\nTeacher of Vocal Music, State Normal School, and, 1884, Director of Crane Normal\nInstitute of Music, 91 Main St., Potsdam.\n\nJohn W. Davis.\n1886, Public School No. 81, Bedford Park, New York.\n\nH. T. Dawson, A.B.. '82, 111. Wesleyan Univ.\nPublisher, 424\n\nW. 144th St., New York.\n\nSamuel T. DirrroN, A.B., Yale.\n1900, Professor of School Administratioa, Teachers College,\n\nColumbia University, 814\n\nWest End Ave., New York.\nGeorge W. French, LL.B.. '78, Columbia Coll.\ni88i, Principal of Public Schools, Jamaica Ave., opp. Enfield St., Brooklyn.\n\nMrs. Anna Eggleston Friedman.\n1898, Instructor in Primaiy Work, Teachers' Institutes, 45 Wadsworth St., Buffalo.\n\nEdward Haywaru, A.M., Ph.D., '90, Union Coll.\n1892, Principal of High School, 177 Genesee St., Lockport.\n\nWelland Hendrick, A.B., '80, A.M., '83, Colgate Univ.\n1898, First Assistant, New York Training School for Teachers, 174 St, Nicholas Ave.,\nNew York.\nWalter L. Hervey, A.B., A.M., Ph.D., '93, Princeton.\n1898, Examiner of Board of Education, Park Ave. and 59th St., New York.\nSamuel B. Howe, A.M., '65, Ph.D.. '87, Union Coll.\n\n1868, Superintendent of Schools, 615 Union St., Schenectady.\n\nWiLBER W. Howe.\n1891, Superintendent of Schools, Whitehall.\n\nSara D. Jenkins.\n1895, Principal of Teachers' Training Class\nHuestis St., Ithaca.\n\nand Teacher of English, High School, 103\n\nThomas R. Kneil, A.B., '75, A.M., '78, Wesleyan Univ., Middletown, Conn.\n1893, Superintendent of Schools, High School Building, Saratoga Springs.\n\nLouise M. Lapey.\nDepartment Principal of School No. 16, 731 Ellicott St., Buffalo.\nCharles D. Larkins, Ph.B., '81, Alfred Univ.\n1893, Principal of Manual Training High School, 76 Court St., Brooklyn.\nSeth Low, LL.D., '89, Amherst; '90, Univ. of State of N. Y., Univ. of Pa., Harvard, Trinity\n\n;\n\n'96,\n\nPrinceton.\n1889, President of Columbia University, New York.\n\nKate Palmer Macdona.\n1899, Principal, Public School No. 70, 62\n\nW. 83d St., New York.\n\nJ. Milford McKee, Ph.B., '95, 111, Wesleyan Univ.\nPrincipal of Public School No. 5, 122 Valentine St., Mt. Vernon.\n\nF. M. McMurry, Ph.D., Jena.\n1898, Professor of Theory and Practice of Teaching, Teachers College, Columbia University, 26 Hamilton Terrace, New York.\nHenry Dorsey Newson, A.B.,'72, Western Md. Coll.\n\nPresident of Newson & Co., Publishers of Schoolbooks, 15 E. 17th St., New York.\n\nAndrew V. V. Raymond, A.B., '75, D.D., '86, Union Coll.\n\n;\n\nLL.D., '94, Williams Coll.\n\n1894, President of Union College, College Hill, Schenectady.\n\nNew\n\nYork.\nJ. M. Rice, M.D., '81, Coll. of Phys. and Sur.,\nEducational Writer, Editor of the \" Forum,\" 1245 Madison Ave.,\nRovillus R. Rogers, A.B., Oberlin Coll.\n1890, Superintendent of Schools, 627 E. 6th St., Jamestown.\n\nJames E. Russell, A.B., '87, Cornell\n\n;\n\nNew York.\n\nPh.D., '94, Leipzig.\n\n1898, Dean of Teachers College, Columbia University, 317 W. 103d St., New York.\nHenry R. Sanford, A.M., '64, Genesee Coll. A.M., '73, Syracuse IJniv. Ph.D., '94, Union Coll.\n;\n\n;\n\n1885, State Institute Conductor and State Examiner of New York, E. Main St., Penn Van.\n\nAlfred T. Schaufflek, A.B., '65, A.M., '68, Williams Coll.\n\n1898, Associate Superintendent of Schools, Boroughs of Manhattan and The Bronx, New\nYork city ; res., 23 Woodland Ave., New Rochelle.\n\n'Henry G. Schneider, B.Sc, '87, Coll. City of New York.\nThird Assistant, Grammar School No. 90, 610 W. 47th St., New York.\nMvRON Tracy Scudder, A.B., '82, A.M., '86, Rutgers Coll.\n1899, Principal of State Normal School, New Paltz.\n\nSylvester R. Shear.\n1897, Superintendent of Schools, 3 South Broadway, White Plains.\n\nHerbert J. Smith, A.B., '88, A.M., '91, Colgate Univ.\n1899, Professor of Gieek, Latin, and Civics, State Normal School, Oswego.\nJ.\n\nMace Smith, B.Sc, '82, Mich. Agri. Coll.\n1900, Student, Cornell University, Ithaca.\n\nPlowdon Stevens, Jr., B.Sc, '88, Coll. City of New York.\n\n1898, Assistant Principal of Public School No. 81, 2126 Washington Ave., New York.\n\nJohn H. Walsh, A.B., '73, A.M., '89, Georgetown Coll., D. C.\n\n;\n\nLL.B., '80, Columbia Coll.\n\n1889, Associate Supermtendent of Public Instruction, 39, 3d Place, Brooklyn.\n\nFrank E. Welles, A.M., '92, 111. Wesleyan Univ.\n\nPh.D., '97, Nat. Nor. Univ.\n1889, Professor of Latin and Greek, State Normal School, 97 South St., Geneseo.\n;\n\n"}
{"page": 781, "printed_page": null, "text": "New York]\n1895\n\n1896\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n769\n\nCharles F. Wheelock, B.Sc, '73. Cornell Univ.\n1891, Head Inspector, University of State of New York, Regents' Office, Albany.\nMrs. Amelia D. Alden, Grad., '68. State Nor. Sch., Albany, N. Y.\n1895, Vice-Principal of Westerleigh Collegiate Institute, West New Brighton.\nJohn Elmendorf Brandegee. A.B., '74, Trinity.\n1896, Member of School Board, 30 Genesee St., Utica.\n\nE. N. Bristol.\n\nBook Publisher, 29 W. 23d St., New York.\n\nKate G. Broderick.\n1881, Principal of Public School No. 76, E. 68th St.,\n\nNew York.\n\nEugene C. Colbv.\nDepartment of Industrial and Fine Arts, Rochester Athenaeum and\nMechanics' Institute, 55 Plymouth Ave., Rochester.\nLe Roy C. Coolev, x\\.M., Ph.D.\n1874, Professor of Physics, Vassar College, 2 Reservoir Sq., Poughkeepsie.\nCornell University Library.\nPresident, J. G. Schurman; Librarian, George W. Harris, Ithaca.\nHenry M, Crist.\nManager of New York Office, Milton Bradley Co., 11 E. i6th St., New York.\nBoothk Colwbll D.wis, A.B.,'90, A.M., '93, Alfred Univ. B.D., '93, Yale; Ph.D., '96, Nat. Ncr.\nUniv.\n1885, Principal of\n\n;\n\n1895, President of Alfred University, 8 Terrace St., Alfred.\n\nGeorge S. Davis.\n1888, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\n\nWilliam Reed Eastman, A.B., '54, Yale; B.L.S., '92, Univ. of N. Y.\n1892, Inspector of Pub. Libraries, Univ. of State of New York, State Library, Albany.\nAndrew W. Edson, A.B., '78, A.M., '81, Dartmouth Coll.\n1897, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\n\nElla C. Elder.\n1898, Supervisor of Buffalo Kindergartens, 86 Delaware Ave., Buffalo.\n\nHenry W. Ellsworth, Grad., Fredonia Acad., N. Y.\nAuthor and Publisher of Schoolbooks, 127 Duane St., New York.\n\nJames A. Estee, A.M., Alfred Univ.\nSuperintendent of Schools, 17 Marshall Ave., Gloversville.\n\nCharles Eugene Gorton.\n1883, Superintendent of Schools, 55 Hawthorne Ave., Yonkers.\n\nElbert W. Griffith, Ph.B., 111. Wes. Univ.\n\n;\n\nA.M., Wes. Univ., Conn.\n\n1899, Superintendent of Schools, 8 Sherman Ave., Glens Falls.\n\nWalter B. Gunnison, A.B. '75, A.M., '78, Ph.D., '93.\n1896, Principal of,\n\nErasmus Hall High School, 77 Wilson St., Brooklyn.\n\nAlfred Hallam.\nSuperintendent of Music, 116 N. 9th Ave., Mt. Vernon.\n\nCaroline T. Haven.\n1884, Principal, Kindergarten Department, Ethical Culture Schools, 109 W. 54th St.,\n\nNew\n\nYork.\n\nFrances C. Hayes.\n1898, Supervisor of Kindergartens, Borough of Queens, New York city; res., Flushing.\n\nWilliam C. Hess, B.Sc, '67, M.Sc, '71, Coll. of City of N. Y.\n1897, Principal of Public School No. 30, and, 1896, Principal of East Side\nSchool, 439 E. 1 18th St., New York.\n\nEvening High\n\nW. D. Hewes.\n\n1893, Principal of High School, Shortsville.\nAlpheus B. Kenyon, B.Sc, \"74, M.Sc, '77, Alfred Univ.\n1874, Professor of\n\nMathematics and Graphics, and, 1891, Registrar of Alfred Univ., 33\n\nS. Main St., Alfred.\nRoland S. Keyser, A.B., '72, Ph.D., '81, Syracuse Univ.\n\n1898, Department of English, Normal School, Jamaica.\n\nMrs. Maria KRAus-BoELTfi.\n1873, Principal of\n\nKraus Seminarj^or Kindergartners, Hotel San Remo, Central Park\n\nWest, New York,\n\nCharles E. Lawton.\n_\n\n1889, Principal of Central Grammar School, 7 Franklin St., Auburn.\nLouise A. Lounsbery.\n1896, Teacher of Music and Drawing, St. Johnsville.\nThomas Bailey Lovell, A.B., '62, A.M., '65, Univ. of Rochester; LL.D., 1900, Hobart Coll.,\nGeneva, N. Y.\nT892, Principal of High School, 1018 South Ave., Sta. A, Niagara Falls.\nMarv A. Magovern.\n1876, Principal of Primary Department, Public School No. 166. 134 W. 89th St., New\n\nYork.\n\nNathalie Mankell, Grad., Central Royal Institute, Sweden.\nTeacher in Gymnastics in Franklin School, and, 1899, Lecturer in Medical Gymnastics, University of Buffalo, 85 Mariner St., Buffalo.\nJ. Edman Massee, A.B.. '73, A.M., '76, Hamilton Coll.\n1898, Superintendent of City Schools, 981 Broadway, Watcrvliet.\nMark M. Maycock, M.P., Syracuse Univ., '75.\nTeacher in State Normal School, 220 Jersey St., Buffalo.\n>\nClarence E. Melknby, A.B., '76, A.M., '79, Colby Univ.\n1896, Associate Superintendent of Schools, Park Ave. and sgth St., New York city; res.,\n429 Washington Ave., Brooklyn.\nGurdan R. Miller, Ph.B., '93, Syracuse Univ.\n1893, Principal of High School, Matteawan.\nOtis Montrose.\nPrincipal of Haldane Union School, Coldspring.\nHoward J. Rogers, A.B. '84, Williams Coll.\n1895, Deputy State Superintendent of Public Instruction, Capitol, Albany.\nCharles M. Ryon.\n1875, Superintendent of Schools, 130 Elmendorf St., Kingston.\n\"\n\n,\n\n"}
{"page": 782, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n770\n1896\n\n[New Yoik\n\nFrank A. Schmidt, Pd.I)., '91, New York Univ.\n188s, First Asst. Grammar School No. 49, and, 1895, Principal of Evening School No. 79,\n4 Van Nest PI. (Charles St.), New York.\nAnna A. Schryver.\n.S02 N. Aurora St., Ithaca.\nJacob Gould Schurmajj, A.B., '77, A.M., '78, London Univ.; D.Sc,\nColumbia Coll.\n\n\"78.\n\nEdinburgh; LL.D.,\n\n1892, President of Cornell University, Ithaca.\n\nMary V. Squire.\nAssistant in School No. 39, 19 Marigold Ave., Buffalo.\n\nHenry Morse Stephens, A.M., '92, Oxford.\n1894, Professor of History, Cornell University, Ithaca.\nYork;\nEdward Walmsley Stitt, M.Sc, '87, Coll. of City of\n\nNew\n\nPd.M., '97, Pd.D., 1900, N. Y.\n\nUniv.\n1896, Principal of Public School No. 89, 613 W. 179th St.,\n\nNew York.\n\nAda Frances Thayer.\n1893, Supervisor of Physical Training, Public Schools, Board of Ed. Rooms, Syracuse.\n\nAmelia Earle Trant, M.D., '94, Univ. of Buffalo.\n1897, Principal of Boys' Department, Instructor of Psychology and Physiology, Masten\nPark High School, 1268 Main St., Buffalo.\n\nM. H. Walrath, A.B., '89, A.M., '92, Syracuse Univ.\n1896, Principal of\n\nHigh School, Pawling Ave., Box 544, Troy.\n\nEtta Lansing Wentz.\nPhysical Director, Female Academy, Kindergarten Training School and Woman's\nGymnastic Club, 99 Eagle St., Albany.\n1897\n\nJessie H. Bancroft.\n1893, Director of Physical Training, Public Schools, 131 Livingston St., Brooklyn.\nC. L. Barstow, A.B., Union Coll.\nManager of Educational Dept., Longmans, Green & Co., 93, sth Ave., New York.\nEnoch Henry Currier, A.M., '92, Nat. Deaf-Mute Coll., Washington, D. C.\nPrincipal\nof New York Institute for Deaf and Dumb, Station M, New York.\n1893,\nEditors' Library, American Book Co.\n\nLibrarian, L. H. Peet, Washington Sq., New York.\n\nAnne J. Farley.\n\n1896, Principal of Primary Department, Grammar Sch.\n\nNo. 82, 128 E. 63d St., New York.\n\nHenry W. Jameson, A.B., Yale.\nAssociate Superintendent of Schools, 47 W. 119th St., New York.\n\nEdward Lord, A.M., '94, Dartmouth Coll.\nGeneral Manager, Educational Department, Charles Scribner's Sons, 153, 5th Ave.,\nNew York.\n\nA. L. Pbck.\n1880, Librarianof Free Library, Gloversville.\n\nGustave Straubenmoller, A.B.\nAssociate Superintendent of Schools, Boroughs of Manhattan and The Bronx, 403\nW. i47ih St., New York.\n\nJ.H. Thiry.\nIntroducer of the School Savings Bank System, r8i Academy St., Long Island City.\n\nHenry H. Vail, A.B., '60. LL.D., '96, Middlebury Coll.\nPublisher, 322 W. 7i;th St., New York.\n\nZenas Freeman Westervelt, LL.D., '75, Rochester Univ.\n1876, Superintendent of\n\nWestern N. Y. Institution for Deaf-Mutes, 945 N. St. Paul St.,\n\nRochester.\n1898\n\nBryson Library, Teachers College.\nLibrarian, Miss E. G. Baldwin, Morningside Heights, 120th St., W., New York.\n\nMary Hyde Carroll.\nPrivate Teacher, Church St., Kingsbridge.\nA.M., Milton Coll. Pd.D., Teachers' Coll., Buffalo Univ.\nTeacher of Literature, State Normal School, \" The Porter,\" Porter Ave., Buffalo.\n\nSusan F. Chase, A.B., Wis. Univ.\n\n;\n\n;\n\nW. E. Cochrane.\nManager of Prang Educational Co., 5 W. i8th St., New York.\nI.\n\nO. Crissy.\n189s, Inspector of Business Education, University of State of\n\nNew York, 137 Eagle St.,\n\nAlbany.\n\nRichard Elwood Dodge, A.B., \"90. A.M., '94, Harvard Univ.\n1896, Professor of Geography, Teachers\n\nCollege, Columbia University, 120th St.,\n\nW.,\n\nNew York.\nThomas M. Gafney.\n1898, Member of Board of Education, 407 Otisco St., Syracuse.\nGeorge B. Germann, A.B., '95, Ph.D., '99, Columbia Univ.\n1900, Registrar of Columbia University, 90 Norman Ave., Brooklyn.\nH. W. Gray.\nPublisher, zi E. 17th St., New York.\n\nCharles L. Harrington, A.B., '70, A.M., '98, Amherst Coll.\n1884, Head Master. Dr. J. Sachs* Collegiate Institute, 38 W. 59th St., New York.\nEdwin S. Harris, A.M., '89, Union Coll.\n1898, Superintendent of Schools, Nelson House, Poughkeepsie.\n\nCharles C. Hold en, Pd.M.\n1893, First Assistant M.D., Public School No. 39, Manhattan, res., Mamaroneck.\n\nJohn F. Hughes.\nChairman of Board of Education, 35 Charlotte St., Utica.\nEugene W. Lyttle, A.B., \"78, A.M., \"81, Ph.D., '95, Hamilton Coll.\n1897, Inspector of Schools, University of the State of\n\nNew York, Regents' Office, Albany.\n\nMrs. Louise Maitland, B.A., '98, Stanford Univ.\nFiske Hall, Barnard College, New York.\nArthur Marvin, B.A., '91, M.A., '96, Yale.\n1897, Principal of Union Classical Institute, 832 Union St., Schenectady.\nWilliam Smith Murray, B.Sc, '88, M.Sc, '93, Syracuse Univ.\n1899, Graduate Student in Columbia University, New York.\n\n"}
{"page": 783, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew York]\n1898\n\n771\n\nEdward Beverly Nelson, A.B., '73, A.M. (honorary), '94, Harvard Univ,\nPrincipal, Central N. V. Institution for Deaf-Mutes, 711 N. Madison St., Rome.\n\nMilton Noyes.\nSuperintendent of Schools, Free Academy Building, Rochester.\n\nVinton S. Paessler.\nPrincipal of Barlow School of Industrial Arts, 23 Walnut St., Binghamton.\nC. R. Richards, B.Sc.\n1898, Director, Manual Training Dept,, Teachers College, Columbia University, New York.\n\nSvRACirsE Central Library.\nLibrarian, Ezekiel W. Mundy, Syracuse.\nEdward Lee Thorndike, A.B., '95, Wes. Univ., '96, Harvard; A.M., '97, Harvard;\n\nPh.D., '98,\n\nColumbia.\n1899, Instructor in Genetic Psychology, Teachers College, Columbia Univ., New York.\n\nVassar College Library,\nPresident, James M.Taylor, D.D.,\nkeepsie.\n\nLL.D.\n\n;\n\nLibrarian, Frances\n\nA.Wood, Pough-\n\nSherman Williams, Ph.D., '94, Albany Nor. Coll.\n1898, Institute Instructor, State of\n\n1899\n\nNew York, 10 Grove Ave., Glens Falls.\n\nDanforth E. Ainsworth.\n189s, Deputy State Superintendent of Public Instruction, Capitol, Albany.\n\nDarwin L. Bardwell, A.B., '83, A.M., '88, Amherst,\n1899, Superintendent of City Schools, 41 Riverside Drive, Binghamton.\n\nBuffalo Public Library.\nSuperintendent, H. L. Elmendorf ; Librarian, William Ives, Buffalo.\n\nHarry D, Frisbee. A.B., '91, Columbia Univ.\n1895, Teacher in City Schools, 1340 Fulton Ave., Borough of The Bronx, New York,\n\nJosephine A. Greene,\n189s, Director of Art Department, Normal School, Plattsburgh.\nPhilip M. Hull, A.B., '76, A.M., '79, Hamilton Coll., N. Y.\n1899, Institute Conductor, cor. Globe and Montgomery Sts., Johnstown.\nA. Leroy Jones, A.B., '95, Williams Coll. ; Ph.D., '98, Columbia Univ,\n1898, Assistant in Philosophy, Columbia University, 310 W. 113th St., New York.\nGrant Karr, Ph.D., Jena.\nSuperintendent of Practice School, Oswego Normal School, 32 Mohawk St., Oswego.\n.\n\nJohn Kennedy.\nSuperintendent of Schools, Batavia.\n\nNhw York Public Library.\nDirector, John S, Billings, Astor Library Building, 40 Lafayette PI., New York.\n\nCharles E. Nichols.\n_\n\n1894, Superintendent of City Schools, 153 Stevens Ave., Mount Vernon,\n\n•\n\nEdward A, Page, LL.B., '73, Columbia Univ,\nPrincipal, Public School\n\nNo, 77, Borough of Manhattan, 400 E. 86th St., New York.\n\nJuliet Pearson.\ni860. Principal of School No. 68, 319 Lenox Ave,, New York.\n\nPort Jervis Free_ Library.\nLibrarian, Elizabeth G. Thome, Port jervis.\n\nWilliam E. Pulsifer,\nEducational Publisher of D. C. Heath & Co., 93, 5th Ave., New York.\n\nFrances E. Ransom.\nDirector of Drawing, New York Training School, 703 St, Nicholas Ave., New York,\nEdward B. Rawson, B.Sc, '81, Mass. Agri. Coll,\n1897, Principal of Friends' Seminary, 226 E, i6th St,, New York,\nJ. F, Reigart, A.B., Dickinson Coll.\nSuperintendent of Workingman's School, 109 W. S4th St.,\nYork,\nM. Augusta Requa, M,D., \"93, Women's Coll., N. Y, Infirmary; M,Pd,, '96, N. Y. Univ,\nYork College, 65\nYork,\n1896, Supervisor of Physical Education,\nS2d St,,\n\nNew\n\nW.\n\nNew\n\nNew\n\nSchool of Pedagogy, New York University,\nDean, Edward R. Shaw, Washington Sq., New York.\nIrving B. Smith, A,M,, '73, Hillsdale Coll., Mich.\n1899, Conductor of Teachers' Institutes, Department of Public Instruction, State of New\nYork, Warsaw.\nDavid S, Snedden, A.B., '90, St. Vincent's Coll., Los Angeles, and '97, Stanford Univ.\n1900, Graduate Student, Teachers College, Columbia University, New York.\n\nState Normal School, New Paltz, N. Y.\nPrincipal, Myron T. Scudder, New Paltz.\nEdward L, Stevens, A.B., '90, A.M., '93, Hamilton; Ph,D,, '96, 111, Wes. Univ.\n1898, Borough Superintendent of Schools,\n\nBorough of Queens, City of New York;\n\nres..\n\nFlushing.\n\nRalph Stockman Tarr, B.Sc, '91, Harvard.\n1896, Professor of Dynamic Geology and Physical Geography, Cornell University, i East\nAve., Ithaca.\n\nTeachers College, Department of Manual Training.\nDirector, C. R. Richards, New York.\n\nWilliam L. Tuttle, M.D.\n54\n\nW. 126th St., New York.\n\nHarlan Updegraff, A.M., '98, Columbia Univ.\n1900, Assistant in Philosophy and Education, Columbia Univ,, New York,\n\nEdward G. Ward.\n1898, Borough Superintendent of Schools, 276 Decatur St., Brooklyn.\n\nFred Carleton White, A.B., '95, Alfred Univ.\n1899, Principal of High School, Comwall-on-Hudson.\nJohn F. Woodhull, A.B.,'8o, Yale; Ph.D., '99, Columbia.\n1888, Professor of Physical Science, Teachers College, Columbia University, New York.\n\n1900\n\nS,\n\nDwight Arms, A.M., '86, Hamilton Coll.\n1895, Inspector of Schools, University of State of\n\nNew York, 146 Main St., Palmyra.\n\nCharles W, D. Coffin.\n\nNew York Office,\nBroadway, New York.\n\n1899, Manager,\n\nWilliams\n\n& Rogers, Educational\n\nPublishers,\n\n1125\n\n"}
{"page": 784, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n772\n\nLNorth Dakota\n\nNEW \\0^Y.— Cotitivued\n1900\n\nJames B. T. Demarest, M.Pd., '98, New York Univ.\nPrincipal, Evening School No. 16, 44 W. 20th St., New York.\nWilliam Elkanah Doggett.\n1885, Head Teacher and Assistant Principal, Commercial High School, Brooklyn; res.,\n\n342 E. i2thSt., Flatbush.\nE. A. Gruver, A.B., '92, A.M., '95, Gettysburg Coll.\nPrincipal, Institution\n\nthe Improved Instruction of Deaf-Mutes, 904 Lexington\n\nfor\n\nAve., New York.\n\nEmma A. Newman.\nTeacher in First Grade, Teachers' Training School, 80 Bryant St., Buffalo.\n\nElmer S. Redman, A.M., '94, Ph.D., '98, 111. Wesleyan.\nSuperintendent of Schools, Homellsville.\n\nState Normal School Library, Brockport.\nPrincipal, David Eugene Smith\n\n;\n\nChairman of Library Committee, Charles D. Seely,\n\nBrockport.\n\nAlbert Henry Wilcox, A.B., '90, A.M., '96, Univ. of Rochester.\n1900, Principal of High School, Rochester.\n\nNORTH CAROLINA\nlife\n880\n\nmembers\n\nEmily M. Coe.\n1900, Principal of\n\nNormal Training School and Kindergarten, Asheville College, Oak\n\nand College Sts., Asheville.\n\nRobert Bingham, A.M., '60, LL.D., '90, Univ. of N. C.\n1873, Superintendent of the Bingham School, Asheville.\nACTIVE members\n895\n\nJohn Jay Blair, B.Sc, A.B., '85, Haverford Coll., Pa.\n\n896\n\n1899, Superintendent of Schools, Wilmington.\nCharles D. McIver, A.B., '81, D.L., '93, Univ. of N. C.\n\nPresident of State Normal and Industrial College, Greensboro.\n\nDora B. Rogers.\n\n897\n\n1898, Teacher of History, Literature, and Sciences, Kinsey Seminary, Wilson.\nGeorge Tayloe Winston, B.L., '74, Cornell ; A.M., Davidson Coll. ; LL.D., Trinity.\n1896, President of No. Car. College of Agriculture and Mechanic Arts, West Raleigh.\nJames Carter Blasingame, A.B., '92, Univ. of Ga. ; Pd.D., '99, Holbrook Nor. Coll.\n\nYarboro House, Fayetteville St., Raleigh,\n898\n\nPhilander P. Claxton, A.M., '97, Univ. of Tenn.\n1893, Professor of Pedagogy, State Normal and Industrial College, W. Market and Mendenhall Sts., Greensboro.\n\nG. A, Grimsley, A.m., '99, Univ. of Nashville, Tenn.\n1890, Superintendent of Schools, 313 Forbis St., Greensboro.\nJ. Y. Joyner, Ph.B., Univ. of N. C.\nProfessor of English Literature, State\n\nNormal and Industrial College, 1027 Spring\n\nGarden St., Greensboro.\n\nThe State Normal and Industrial College of North Carolina.\nPresident, Charles D. McIver, Greensboro.\n\nHester C. Struthers.\n1894, Teacher in Sixth Grade, Public Schools, 418 Market .St., Wilmington.\nD. Matt Thompson, A.M., Butterford Coll.\n1891, Superintendent of Schools, Box 145, Statesville.\n\nLydl\\ a. Yates.\n1899\n\n1898, Teacher in Private School, Princess St., Wilmington.\nCollier Cobb, A.B., '89, A.M., '94, Harvard; F.G.S.A., '94.\n1892, Professor of Geology, University of North Carolina, Chapel Hill.\nCharles B. King, A.M., '83, Roanoke Coll. D.D., '83, Theological Sem., Gettysburg, Pa.\n;\n\n1897, President of Elizabeth College, Charlotte.\n\nScotia Seminary.\nPresident, Rev. D. J. Satterfield, D.D., Concord.\nUniversity of North Carolina, Library.\nPresident, F. P. Venable Librarian, W. S. Bernard, Chapel Hill.\nCharles D. Cobb, A.M., Ph.B., '95, N. C. Coll.\nPrincipal, Jefferson Academy, McLeansville.\nJennie Bentham Gray, Grad., '93, Peabody Nor. Coll.\n1898, Principal of Grammar School, 2 Aston PI., Asheville.\nPaul J. Long.\n1897, County Superintendent of Schools, Jackson.\nT. Gilbert Pearson, B.Sc. '9;;, Guilford Coll., and '99, Univ. of N. C.\n1899, Professor of Biology and Geology, Guilford Coll.\nR. J. Tighe.\n;\n\n1900\n\n1900, Superintendent of City Schools, 175 Chestnut St., Asheville.\n\nW. T. Whitsett, Ph.D.\n\nPresident, Whitsett Institute, Whitsett.\n\nNORTH DAKOTA\nACTIVE MEMBERS\n1894\n\nWalter L. Stockwell, B.Sc, '89. Univ. of Minn.\n1891, Superintendent of Schools, Grafton.\n, B.L., Univ. of Minn.\n\nMrs. Helen H. Stockweli\nGrafton.\n1895\n\nGeorge A. McB'arland, B.Sc, '83, M.Sc, '86, Hiram Coll.\n1892, Principal of State Normal School, Valley City.\n\n\\\n\n"}
{"page": 785, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nOhio]\n\n773\n\nNORTH XiKYJQrX— Cofttinued\n1895\n\nWebster Merrifield, A.B., '77. A.M., '92, Yale.\n1891, President of State University of North Dakota, University.\n\nLuRA L. Perrine. A.B., '80, Albion Coll., Mich.\n1892, Teacher of Natural Sciences, State Normal School, Valley City.\n\n1896\n\nEducational Association of North Dakota.\nPresident, Superintendent W. L. Stockwell, Grafton.\n\n1897\n\nJoseph Kennedy, B.Sc, *86. Univ. of Minn.\n1893, Professor of Pedagogy, Logic, and Psychology, and Principal of Normal Department,\nUniversity of North Dakota, iioo University Ave.. Grand Forks.\nAnna L. Barnum.\nPrimary Critic, State Normal School, Mayville.\nJ. G. Halland, A.m., Luther Coll., la.\nState Superintendent of Public Instruction, Bismarck.\n\nW. E. Hoover, M.Sc, '87, Ohio Nor. Univ.\n1898, Superintendent of Schools, Park River.\n\nRosalie Pollock.\nState Institute Instructor, 210, 8th St. S., Fargo.\n\nBertha Scofield.\n1899, Teacher in 2d Primary Department, Public Schools, Drayton.\n\n1898\n\nH. W. McArdle, B.Sc, '87, Mich. Agri. Coll.\n\n1899\n\nProfessor of Mathematics, Noith Dakota Agricultural College, Fargo.\nUniversity of North Dakota.\nPresident, Webster Merrifield Secretary, Joseph Kennedy, Grand Forks.\n;\n\nOHIO\nLIFE DIRECTORS\n1870\n\nEmerson Elbridge White, A.M., '58,Westem Reserve Coll.; LL.D.,'76, Ind.Univ. and Marietta Coll,\n\n1887\n\nOscar T. Corson, A.M., '87.\n\nAuthor and Lecturer, 387 E. Broad St., Columbus.\n1891, State Commissioner of Common Schools, 57 E. Main St., Columbus.\n\nLIFE members\n1866\n\n1870\n1876\n\n1880\n\nUlysses Thompson Curran, A.B., '56, A.M., Miami Univ.; B.L., '72. Cin. Law Coll.\nEx- Superintendent of Schools, 622 Columbus Ave., Sandusky.\nMrs. Delia Lathrop Williams, Pd.D., '94, N. Y. State Nor. Univ.1880, Assistant Professor of English, Ohio Wesleyan Univ., 62 S. Liberty St., Delaware.\nWilliam Allen Bell, A.B., '60, A.M., '63, Antioch Coll.; LL.D., 1900, Union Christian Coll.,\nMerom, Ind.\n1899, President of Antioch College, Yellow Springs.\nBurns, A.M., Washington and Jefferson Coll. Ph.D., '76, Ohio State Univ.\n1899, State Secretary of Ohio Teachers' Reading Circle, 628 Holgate Ave., Defiance.\nCharles C. Davidson, A.M., '87, Ohio Univ.\n1891, Trustee of Ohio Univ., 59 W. Ely St., Alliance.\nBkttie a, Ditton.\n1870, Principal of Kentucky Street School, 94 State Street, Cleveland.\n;\n\nJ. J.\n\nMrs. Susan S. McMillan.\nSouth Broad St., Canfield, Mahoning Co.\n\nLewis Miller.\nPresident of Chautauqua University, Oak PI., Akron.\n\nJohn Bradley Peaslee, A.B., '63, A.M.. '66, Dartmouth; LL.B., '66, Cincinnati Law Coll. Ph.D.,\n;\n\n'79, Ohio State Univ.\n\n809 N, Crescent Ave., Cincinnati.\n\nEsther A. Widner.\n21 Maple St., Dayton.\n\n1882\n1883\n\n1884\n1894\n\n1879\n1884\n\n1889\n\nJames A. Robert, A.M., '67, Yale; Ph.D., '83, Denison Univ.\n230 Sunset Ave., Dayton.\nE. W. Coy, A.M., ''58, Brown Univ. ; Ph.D., '86, Princeton.\n1873, Principal of Hughes High School, Cincinnati.\nC. W. Bennett, A.B., '66, A.M., '69. Ohio Wesleyan Univ. ; Ph.D., '89, Moores Hill Coll., Ind.\n1874, Superintendent of Schools, 218 W. Ash St., Piqua.\nJacob Albright Shawan, A.B.,'8o, A.M.,'83.0berlin Coll. ; Ph.D. (honorary 1, '94, Muskingum Coll.\n1889, Superintendent of City Schools, 1122 Bryden Road, Columbus.\n\nactive 'members\nWilliam Nicholas Hailmann, A.M., '64, Univ. of Louisville; Ph.D., '85, Ohio State Univ.\n1898, Superintendent of Instruction, Steele High School, Dayton.\nRichard G. Boone, A.M., De Pauw Univ. Ph.D.. Ohio Univ.\n;\n\n1899, Superintendent of City Schools, Cincinnati.\nE. A. Jones. A.B., '65, A.M., '68, Amherst Coll.\n1869, Superintendent of Schools, 138 E. Tremont St., Massillon.\nEdwin B. Cox, A.B , '74, Ohio Wesleyan Univ.\n1881, Superintendent of Schools, 205 W. Church St., Xenia.\nNathan L. Glover.\n1872, Teacher of Music, Public Schools, 627 E. Mill St., Akron.\n\nLewis Henry Jones.\n1894, Superintendent of Schools, 39 Hayward St., Cleveland.\n\nX890\n\nLewis D. Bonebrake, A.M., Ph.D.\n1898, Commissioner of Schools of Ohio, 1315 Forsythe Ave., Columbus.\n\nMrs. Ada E. Laird.\n\n1892, Principal of Waverly School, 268 Franklin Ave., Cleveland.\n\nAnna M. Osgood.\n1893, Principal of Avondale School, 1348 Oak St., Columbus.\nJ. P. Shakkey.\n1898, Superintendent of Schools\n1893, Member of State Board of Examiners, Van Wert.\n;\n\n"}
{"page": 786, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n774\n1890\n\nSophie Vance.\n\n1891\n\n1876, Teacher in Grammar Department, 1229 Ridge Road, Van Wert.\nArthur Owen Jones, B.Sc, '99, Univ. of Cincinnati,\n\n[Ohio\n\n1890, Teacher of Drawing, Public Schools, 2315 Highland Ave., Walnut Hills, Cincinnati.\n\nEllen G. Revelry, Pd.D., '94, N. Y. State Nor. Coll.\n1892, Supervisor of Public Schools, 190 Euclid Ave., Cle\\:eland.\n\nCharles William Super, A.B., '66, Dickinson Coll. A.M., '82, Syracuse Univ. Ph.D., '74, 111.\n;\n\n;\n\nWesleyan Univ.\n\n; LL.D., '94, Dickinson Coll.\nUnion St., Athens.\n1883, President of Ohio University,\nFrederick Treudlev, A.B., '78, Univ. of Ind.\n1886, Superintendent of Schools, 625 Elm St., Voungstown.\nVirgil G. Curtis, A.M., Tufts Coll.\n1899, Superintendent of Polytechnic School, \" The Monticello,\" Toledo.\n\nno\n\n1892\n\nC. C. Miller, A.B., '83, Ohio State Univ.\n189s, Superintendent of Schools, 701 W. North St., Lima.\n\nN. CoE Stewart, F.C.M.\n\n1867, Director of Music, Public Schools, 71 Jennings Ave., Cleveland.\n\nMatilda L. Walke.\nTeacher in Public Schools, 471 Riddle Road, Cincinnati.\n\nCharles Haupert, A.B., '80, A.M., '83, Heidelberg Univ.\n1893, Superintendent of Schools, and, 1894, Member of State Board of Examiners, 9 Col-\n\n1893\n\nlege Ave., Wooster,\n\nM. A. KiM.MEL.\n1880, Superintendent of Schools, Poland.\n\nMrs. Caroline Newhall Lathrop\nPrincipal of Normal School, \" The Somerset,\" Avondale, Cincinnati.\nH. H. Rascuig.\n1874, Principal of loth District School, 6i8 Prospect PI., Avondale, Cincinnati.\nS. D. Sanor, A.M., '98, LL.B., '99, Western Reserve Univ.\n1900, Instructor in English, East High School, 150 Hawthorne Ave., Cleveland.\n\nWilliam Henry Scott, A.M., '65, Ohio Univ.\n\nLL.D., '84, Ohio Univ. and Ohio Wesleyan Univ.\n1883, Professor of Philosophy, Ohio State Univ., 131, 15th Ave., Columbus.\nLucia Sticknev, A.M., '95, Oberlin Coll.\n1900, Teacher in East High School, 840 Franklin Ave., Cleveland.\nJames Whitford Bashford, A.B., '73, A.M., '76, Univ. of Wis. S.T.B., '76, Ph.D., '81, Boston\nUniv.; D.D., 'qo. Northwestern Univ.\n1889, President of Ohio Wesleyan University, Delaware.\nJ. Remsen Bishop, A.B., '82, Harvard.\n\n1894\n\n;\n\n;\n\nPrincipal of Walnut Hills High School, Cincinnati.\n\nW. W. Boyd, A.B., '84, A.M., '86, Marietta Coll.\n1891, Superintendent of Schools, and, 1897,\nMentor Ave., Painesville.\n\nMember of Ohio State Board of Examiners,\n\nEmma C. Davis.\n1893, Supervisor of Public Schools, 190 Euclid Ave., Cleveland.\n\nArnold J. Gantvoort.\n1894, Lecturer on Musical History and ^Esthetics, College of Music, Cincinnati.\n\nEdward L. Harris, A.B., A.M., Ph.B.\n1889, Principal of Central High School, Cleveland.\n\nJulia A. Harris.\n1873, Teacher in Primary Grade, 286 W. McMicken Ave., Cincinnati.\nHarriet L. Keeler, A.B., '70, Oberlin Coll.\n1878, Assistant, Central High School, 92 Olive St., Cleveland.\nCharles P. Lynch, A.B., '86, A.M., '89. Ph.D., '97, Allegheny Coll.\n1891, Teacher of Latin, Central High School. 146 Hawthorne Ave., Cleveland.\nWilliam O.Thompson, D.D., '91, Muskingum Coll.; LL.D., Western Univ. of Pa.\n1899, President of Ohio State University. Columbus.\n\nGeorge R, Twiss, B.Sc, '85, Ohio State Univ.\n1894, Head Science Teacher, Central High School, 142 Cornell St., Cleveland.\nAnna J, Wright, A.B., '72, Oberlin Coll.\n1879, Teacher, West High School, 94 State St., Cleveland.\n\nCharles E. Albright.\n\n1895\n\n.\n\n1899, Principal of Central High School, 449, sth Ave., West, Columbus.\nC. G. Ballou, B.Sc, O. Wes. Univ.\nPrincipal of High School, 116 Floyd St.', Toledo.\n\nCharles S. Barrett, B.Sc, '85, Hopedale Coll., O.\n1900, Principal of South High School, 78 W. gth Ave., Columbus.\n\nMary Blakiston, Ph.B., '93, Ohio State Univ.\n1899, Head of Department of Languages, East High School,\" TheNormandie,\" Columbus.\n\nGeorge Stockton Burroughs, A.B., '73, A.M., '76, Ph.D., '84, D.D., '87, Princeton LL.D., '95,\n;\n\nMarietta Coll.\n1899, Professor of Old Testament Languages and Literature, Oberlin College, 257 Elm St.,\nOberlin.\nC. E. Carey, Ph.B.\n1897, Superintendent of Public Schools, 305 Mahoning Ave., Warren.\nWilliam Wallace Chalmers, A. B., '87, Univ. of Mich.; A.M. ,'89, Eureka Coll.; B.Pd., '91, Mich.\nState Normal Coll.\n1898, Superintendent of Instruction. 331 Floyd St., Toledo.\n\nStephen Trimble Dial, A.B., '80, A.M., '84, Ohio Wes. Univ.\n\n;\n\nPh.D., '94, Syracuse Univ., N. V.\n\n1890, Superintendent of Schools, 116 Hillside Ave., Lockland.\n.\n\nClayton L. Dickey.\n1893, Superintendent of\nClintonville.\n\nSchools, Clinton, Sharon, and Perry Townships, N, Broadway,\n\nGeorge A. Howard.\nWith American Book Co., Cincinnati.\n\nAnneH. King, B.L., '92, Univ. of Cincinnati.\n1894, Teacher in Public School, 3716 Morris PI., Station C, Cincinnati.\n\nJulia C. Kolbe.\n1893, Primary Teacher and Teacher of German, Norwood, 337 Milton St., Cincinnati.\n\n"}
{"page": 787, "printed_page": null, "text": "Ohio]\n\n1895\n\nLIF^, ACTIVE, AND COKKESPONDING MEMBERS\n\n775\n\nAnnie Laws.\nPresident of Cincinnati Kindergarten Association, 818 Dayton St., Cincinnati.\nS. Herrick Layton, B.Sc, B.L., A.M.. Ph.D.\n1899, Superintendent of Schools, Barnesville.\nWilliam R. Lazenbv, B.Agri., Cornell; M.Agri., Iowa A^ri. Coll.\n1881, Professor of Horticulture and Forestry, Ohio State University, Columbus.\nCharles L. Loos. Jr., A.B., '6q, A.M., '71, Bethany Coll., W. Va.\n1900, Principal of High School, 132 Salem St., Dayton.\nConcord, O.\nS. H. Maharry, A.m., '90, Muskingum Coll.,\n1896. Superintendent of Schools, Millersburg, Holmes Co.\n\nNew\n\nS. K. Mardis, Ph.B.. Pd.B., '93, Ohio Univ.. Athens.\n1898, Superintendent of Schools, 88 N. Water St., Uhrichsville.\nGeorge C. Maurer, Ph.M , '90, Univ. of Wooster.\n1893, Superintendent of Schools, 409 W. Ray St., New Philadelphia.\n\nW. W. McIntire, Ph.B., Ph.M., Univ. of Wooster.\n1900, Agent for American Book Co., 317 Walnut St., Cincinnati.\n\nHenry N. Mertz, A.B., '70. A.M., '80, Bethany Coll.\n1879, Superintendent of Public Schools, La Belle Ave., Steubenville.\n\nMiami University.\n\nPresident, David Stanton Tappan, D.D., LL.D. ; Librarian, Rev. Wm. J. McSmely,\nD.D., Oxford.\n\nCarrie E. Moores.\n1896, Teacher in College, College Hill, Hamilton Co.\n\nHenry M. Parker, A.B., '59, A.M., '65, Marietta Coll., O.\n1873, Superintendent of Public Schools, Elyria.\nJ. W. Pfkiffer, A.B., Hopedale Nor. Coll., O.\n1888, Superintendent of Schools, 141 Wooster Ave., Canal Dover.\n\nEd. H. Prichard.\nPrincipal of Third Intermediate School, Franklin St., Cincinnati.\n\nRobert Edgar Rayman.\n1897, Superintendent of Public Instruction, 240 Thompson Ave., East Liverpool.\nWiLLi.\\M Sherman Robinson, B.Sc, '91, M.Sc, '93, Mt. Union Coll.\n1900, Superintendent of Public Schools, 327 Perry St., Fostoria.\n\nHorace A. Stokes, A.B., '87, Ohio Wes. Univ. A.M., '96, Denison Univ.\n;\n\n1897, Superintendent of Schools, 70 Lincoln Ave., Delaware.\n\nMargaret W. Sittherland.\ni88g. Principal of\n\nNormal School, 694 Neil Ave., Columbus.\n\nCharles F. Thwing, D.D\n\n1896\n\nLL.D., '94, III. Coll. and Marietta Coll.\n. '88, Chicago Theo. Sem. :\n1890, President of Adelbert College and Western Reserve University, Cleveland.\nJ. S. Young, A.M., '08, Univ. of Mich.\n335 N. Main St., Fostoria.\nP. J. Anderson.\n1895, Principal of Felton Ave. School, 648 E. Long St., Columbus.\nJ. J. Bliss, A.B., '81, A.M., '86, Oberlin Coll.\n1895, Superintendent of Schools, 512 E. Rensselaer St., Bucyrus.\n\nG. B. Bolenbaugh.\n1898, Assistant Principal of Lincoln School, 4738 Harris St., Cincinnati.\n\nGranville Webster Brumbaugh, M.E., '89, Juniata Coll., Pa.\n1896, Principal of Seventh District School, 1601 W. 2d St , Dayton.\n\nMary L. Bruot.\n1889, Teacher of Elocution and Oratory, Central High School, Cleveland.\n\nHoward Champlin.\n1892, Superintendent of Writing in Public Schools, Lane\n\nSeminary Grounds, Station D,\n\nCincinnati.\n\nTressa M. Corcoran._\n1886, Principal of Allen School, \" The Normandie,\" Dayton.\n\nFrank B.Dyer, A.B.\n1886, Superintendent of Schools, Madisonville.\n\nAugust F. Foerste, A.M.. Ph.D., '90, Harvard Univ.\n1893, Teacher of Physics, Steele High School, 1017 Grand Ave., Dayton.\n\nWarren L. Fulton, B.Sc, '95, Ohio Wes. Univ.\n1900, Superintendent of Public Schools, Alvordton.\n\nAlfred E. Gi-adding, A.M., '91. Bgthany; Ph.D., '98. Mt. Hope.\n1899, Professor of Mathematics and Dean of Mt. Hope College, 5 Eells St., Rogers.\nJ. P. Gordv, Ph.D., Leipzig Univ., LL.D.\nProfessor of Education. Ohio State Univ., Columbus.\nJ. W. Jones. B.Sc, N. Nor. Univ. ; B.P.. O. Univ.\nSuperintendent of the Ohio Institute for the Deaf, Columbus.\n\nFrederick Alwin King, A.M.\nTeacher of Latin and Greek, Hughes High School, no Huntington PI., Mt. Auburn,\nCincinnati.\n\nMrs. Frances W. Leiter.\n1890, Superintendent of Physical EUlucation, Department of The National W. C. T. U., 220\n\nW. Park Ave., Mansfield.\n\nAnna E. Logan.\n1896, Teacher in Intermediate Grade, Westwood, Cincinnati.\nJ. V. McMillan.\n1899, Superintendent of Schools, 108 N, 4th St., Canal Dover.\n\nGeorge M. Plumer.\nPrincipal of Ward School, 623, 4th St., Marietta.\n\nSamuel Lee Rose.\n189s, Superintendent of Schools, 219 N. 2d St., Hamilton.\n\nJohn H. Rowland, A.M.\n\nGeneral Agent, American Book Co., 240 N. Main St., Delaware.\nJoseph H. Snyder, B.Sc, '74, Ohio Cent. Col. .A.M., Heidelberg Coll., O.\niSjo.^uperintendent of Schools, 169 Monroe St., Tiffin.\nHarriet E. Terrel.\n;\n\nj8qo> Principal of Scranton Schools. 381 Jennings Ave,, Cleveland.\n\n"}
{"page": 788, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n776\n1896\n\n[Ohio\n\nCharles Liggett Van Clevk, A.B., A.M., O. Wes. Univ., Delaware.\nSuperintendent of Public Schools, 323 S. Plum St., Troy.\nWilliam M. White, A.B., McNeely Nor. Sch.\n1868, Superintendent of Union Schools, Mt. Pleasant.\nIda Mortimer Windate, A.M., O. W. Univ.\nigoo, Preceptress, Monnett Hall, Ohio Wesleyan University, Delaware.\n\n1897\n\nElla Bkistlh.\n1888, Principal of School, loth District, 31 E.\n\nMcOwen St., Dayton.\n\nCleveland Public Library.\nLibrarian, William H. Brett, Cleveland.\n\nRose Morrison.\n1894, Kindergartner and Assistant in City Normal School, 550 Sibley St., Cleveland,\n\nOhio State University.\nPresident, William O. Thompson ; Librarian, Olive Jones, Columbus.\n\nMabel L. Pray.\n\n1893, Director of Physical Training, Public Schools, \" The Monticello,\" Toledo.\n\nJohn C. Ridge.\n1877, with the American Book Co., 2322 Nelson Ave., Mt. Auburn, Cincinnati.\nSylvester F. Scovel, A.B., '53, A.M., '56, Hanover.\n\n1898, ex-President and Professor of Morals and Sociology, University of Wooster, Wooster.\n\nEdward M. Van Cleve, A.B., '86, A.M., '89, Ohio Wes. Univ.\n1892, Superintendent of City Schools, 124 W. Main St., Greenville,\n\nMary-Bellk Westfall.\n1882, Principal of School, nth District, 219 N. Main St., Dayton.\nT. Howard Winters, A.B., '96, Ohio Wes. Univ.\n1900. Teacher in High School, 1016 W. 4th St., Canton.\n\n1898\n\nJames M. Carr.\n1893, Superintendent of Schools, Frazeysburg.\n\nH. D. Grindle, A.B., '91, Ohio Wes. Univ.\n\n;\nA.M., '98, Defiance Coll.\n1898, Superintendent of Public Schools, Columbus Grove.\n\nMyra Hamilton Hanson, Mt. Holyoke Coll.\n1898, Instructor of Latin in Central High School, \" The Perry,\" Toledo.\n\nL. J. House.\n\n1899, Superintendent of Perkins Public Schools, Lock Box 96, Sandusky.\n\nJesse S. Johnson, Ph.B., '92, De Pauw Univ.\n1900, Superintendent of Schools, 57 Lincoln Ave., Salem.\n\nEdmund D. Lyon, A.B., Ohio Wesleyan Univ.\n1895, Superintendent of Schools, 181 W. ist St., Mansfield.\n\nGillespie K. Lyons.\nAgent for American Book Co., 2130 Lawrence Ave., Toledo.\nHarvey V. Merrick, A.B., '80, A.M., '83, Mt. Union Coll.\n1888, Superintendent of Schools, Cadiz.\n\nNormal School, Dayton.\nPrincipal, Grace A. Greene, Dayton.\n\nJames E. Randall.\n1897, Superintendent of Schools, Camden.\n\nW. C. Reeder.\n1893, Teacher of English and History, Steele High School, 1253\n\nW. ist St., Dayton.\n\nWilliam E. Roberts.\nSupervisor of Manual Training in Public Schools, 371 Franklin Ave., Cleveland.\nF. J. Roller, A.M., '83, Mt. Union Coll.\n\n1888, Superintendent of Public Schools, 34 Main St., Niles.\nJohn M. Sarver, A.M., Ohio Nor Univ.\n1894, Principal of High School, 3136 W. Tuscarawas St., Canton.\nLeander William Sheppard.\n1898, Teacher in High School, 79 E. nth Ave., Columbus.\nJ. F. Smith, A.B., '85, A.M., '90, Kenyon Coll.\n1888, Principal of High School, 130 Hancock St., Findlay.\nRalph Richard Upton, A.B., Vale; LL.B., LL.M., Columbian.\n1898. Principal of High School, \" The Clinton,\" Chillicothe.\n\nIsaac Newton Van Tassel.\nSuperintendent of Schools, 33 N. Prospect St., Bowling Green.\n\nMary Walter.\nPrimary Teacher, Public Schools, Pomeroy.\n\nMiss M. A. Woodmansee.\n1899, Director of Drawing, City Schools, 119 S. Williams St., Dayton.\n\n1899\n\nHoward Avers, B.Sc, '83, Harvard; Ph.D., '86, Freiburg, Germany; LL.D., '99, Mo. State Univ.\n1899, President of University of Cincinnati, 3240 Burnet Ave., Avondale, Cincinnati.\n\nWilliam I. Crane.\nHead of English Department, Steele High School, 1206 W. 5th St., Dayton.\nC. L. Cronebaugh, B.Sc, '87, Nat. Nor. Univ.\n1898, Superintendent of Schools, 944 Wheeling Ave., Cambridge.\n\nJohn A. Heizer, B.Sc.\n1893, Assistant Principal in 19th District School. Norwood, Cincinnati.\n\nH. C. Koehler, Ph.B., Mt. Union Coll., Alliance, O.\n1899, Superintendent of Public Schools, Louisville, Stark Co.\n\nW. D. Lash, A.M., '74, Ohio Univ.\n1878, Superintendent of Schools, Zanesville.\nJ. J. Maas.\n\nPrincipal, 2d District Schools, Sycamore, near 4th St., Cincinnati.\nT. B. Pinkerton.\nSuperintendent of Schools, Water\\'ille.\nE. A. F. Porter.\nRepresentative of American Book Co., 317 Walnut St., Cincinnati,\nChristian F. Rapp.\nPrincipal of District School No. 29, 950 Elberon Ave., Cincinnati.\nF. M. Shelton, B.Sc, '99, Mt. Union Coll.\n1899, Teacher of Mathematics, High School, Fostoria,\n\n"}
{"page": 789, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nOregon]\n\n777\n\nOHIO— Continued\n1899\n\nF. P. Shumaker. M.Sc, '86, Mt. Union CoH,\n1888, Superintendent of Schools, Chagrin Falls.\n\nJohn W. Swartz, A.B.,'96, Ohio Wesleyan Univ.\nSuperintendent of Schools, Tippecanoe City.\n\nDavid Stanton Tappan, A.B., '64, Miami Univ.; A.M., \"78, Wooster Univ.; D.D., \"87, I.enox\nColl. ;\n\nLL.D., 'gg, Wooster Univ.\n\n1899, President of Miami University, Oxford.\nFannie E. Thomson, Ph.B., '93, Oberlin Coll.\n1887, Principal of High School. Medina.\nJohn S. Weaver, A.B., '67, A.M., '70, Wittenberg Coll.\n1900, Superintendent of Schools, 166 Stanton Ave., Springfield.\n\nThe Western.\nPresident, Leila S. McKee; Librarian, Miss C. D. White, Oxford.\n\n1900\n\nG. W. Burns, A.B., Bethany Coll., W. Va.\n\nA.M., Farmers' Coll., O.\n1879, Principal, District School No. 18, Laurel Ave., College Hill, Sta. X, Cincinnati.\nN. H. Chanhv, A.B., '80, A.M., '84, Wilmington Coll. A.M., '92, Ph.D., '93, Ohio Wes. Ui.iv.\n;\n\n;\n\n1898, Superintendent of City Schools, 210 Caldwell Ave., Chillicothe.\nJ, P. Cummins.\n\nPrincipal of District School No, 22, Clifton, Cincinnati,\n\nNettte Fillmore.\n1879, Teacher in Woodward High School, 611 Richmond St., Cincinnati.\nF. P. Geiger, A.B., '94, Mt. Union Coll.\n1897, Principal of High School, Canal Dover.\nC. Guinther, B.Sc, '90, A.M., 1900, N. W. O. U.\nSuperintendent of Public Schools, 323\nMain St., Galion.\n\nL\n\nW.\n\nJ. S. Hauer.\n\nAssistant Principal of School No. 30, Westwood, Cincinnati.\n\nW.\n\nF. Hughes.\nSuperintendent of Covedale School, Sta. L, Cincinnati.\nS. P. Humphrey, B.Sc, '95, Rio Grande Coll., O.\n1897, Superintendent of Public Schools, 215 S. 5th St., Ironton.\n\nA. B, Johnson, A.M., '56, Oberlin Coll.\n1855, Principal of Avondale Schools, 524 Forest Ave., Sta. I, Avondale, Cincinnati.\nLek R. Knight.\n1889, Principal of Kent School, 210 Kent St., Akron.\nA. N. Krieg, B.Sc, A.M.\n1900, Superintendent of Arcadia and Washington Township Schools. Arcadia.\nR. W. Mitchell.\n\nH. W. Mumma.\n\nSuperintendent of Public Schools, 701 Wayne St., Defiance.\nSuperintendent of Randolph Township Schools, Englewood.]\n\nElla A. Rothe.\nTeacher in Third Intermediate School, 2351 W. McMicken'Ave., Cincinnati.\nEdward D. Roberts, A.B., '99, Univ. of Cincinnati.\n1900, Teacher in Whittier School, 1620 Dudley St., Cincinnati.\nWiLLi.\\M H. Vogel.\n1899, Superintendent of Drawing, Public Schools, 1028 Linn St., Cincinnati.\n\nWilliam Campbell War field.\n\n52 Perrin Building, Cincinnati.\n\nE. W. WlKINSON.\n1900, Principal of First Intermediate School, 3661 Rus.sell Ave., Cincinnati.\n\nH. B. Williams.\nSuperintendent of Schools, Sandusky.\n\nOKLAHOMA\nactive members\n1892\n1895\n1898\n\nDavid R. Boyd, A.B., \"78, A.M., '81, Univ. of Wooster; Ph.D., 1900.\n1892, President of University of Oklahoma, Norman.\nH, Edgar Thompson, B.Sc, '88, So. Nor. Sch., Bowling Green, Ky.\nPrincipal of Preparatory Department, A. and M. College. Ralston.\nL. W. Cole, B.Pd., '93, S. W. Kan. Coll. ; A.B., '99, Univ. of Okla.\n1900, Principal of Preparatory Department, University of Oklahoma, Norman,\nS. N. Hopkins.\nTerritorial Superintendent of Public Instruction and ex-cflficio Auditor. 411 N. Broad\nSt., Guthrie,\n\nEdmund D. Murdaugh.\nPresident of Territorial Normal School of Oklahoma, Eldmond.\n1899\n\nUniversity' of Oklahoma.\n\n1900\n\nElmira R. Greason.\n\nPresident, David R. Boyd\n\n;\n\nLibrarian, Maud Rule, Norman.\n\n1892, Principal Teacher, Indian School, Kaw Agency.\n\nOREGON\nLIFE director\n1888\n\nCharles Carroll Stratton, A.M., Willamette Univ., Ore\nand, '80, Ohio Wes. Univ.\n\n;\n\nB.D., '79, Northwestern Univ., 111.,\n\nEx- President of Portland University, University Park.\nLIFE member\n1884\n\nHenry M. James, A.B., '61, A.M., '64, Williams Coll.\n370, 14th St., Portland.\n\n"}
{"page": 790, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n77^\n\n[Pennsylvania\n\nOREGON— Co«/iK«/'rf\nMEMBERS\n\nACTIVE\n1892\n\nEdwin DeVore Ressler, A.B., '91, Otterbein Univ.\n\n;\n\nA.M., '97, Ohio State Univ.\n\n1897, Superintendent of Public Schools, Eugene.\n\n189s\n\nJ. H. ACKERMAN.\n\n1898, State Superintendent of Public Instruction, Salem.\nE. B. McElrov, A.m., '83, Christian Coll. Ph.D., '84, Willamette Univ.\n189s, Professor of Logic, University of Oregon, Eugene.\nCharles Friedel, Ph.D., '95, Leipzig.\nProfessor of Physics in University of Oregon, Eugene.\n;\n\n1897\n\n1898\n\nFrank Rigler.\n\n1899\n\nJ. A. Beattie, A.m., '76, Bethany Coll. ; LL.D.\n1900, President of Eastern Oregon State Normal School, Weston.\n\n1896, Superintendent of Schools, 533 Yamhill St., Portland.\n\nH. D. Cannon.\nPrimary Teacher, St. Helen's Hall, Portland.\nJ. S. Landers, B.Sc, '87, Nor. Ind. Nor. Sch.\n1899, Superintendent of Public Schools, Union and 9th Sts., The Dalles.\n\nTualatin Academy and Pacific University.\nDean, W. N. Ferrin Librarian, Joseph W. Marsh, Forest Grove.\n;\n\nPENNSYLVANIA\nLIFE directors\n879\n\nTeachers' Institute of the City of Philadelphia.\nPresident, A. J. Macfarlane; Secretary,\n\nMary Wallace, 913\n\nS.\n\ni6th St.,\n\nPhila-\n\ndelphia.\n891\n\nRepresentative for 1900, Miss Elizabeth S. Tait, Philadelphia.\nEliphalet Oram Lyte, M.Sc, Millersville; A.M., Ph.D., Franklin and Marshall Coll.\nPrincipal\nof First Pennsylvania State Normal School, Millersville.\n1887,\n\n876\n\nEdward Brooks, A.M., '58, Union Coll.; Ph.D., '76, Lafayette Coll., and Wash, and Jeff. Coll.\n\nlife me.mbers\n1891, Superintendent of Public Schools, 5971 Drexel Road, Philadelphia.\n\n879\n\nRachel Foster Avery.\nSomerton, Philadelphia.\n\nSimon Gratz, A.M., Univ. of Pa.\n\n880\n884\n\n•\n\nEx-President of Board of Education, 1919 Spruce St., Philadelphia..\nEdward Shippen.\nEx-President of Board of Education, 1207 Walnut St., Philadelphia.\nEdgar Arthur Singer, Ph.D.. '96, Univ. of Pa.\n1887, Assistant Superintendent of Schools, 4662 Penn St., Station F, Philadelphia.\nRobert Curry, A.B., '48, A.M., '51, Jefferson Coll. ; Ph.D., '73, Wash, and Jeff. Coll., Palmyra.\n2420 Perryville Ave., Allegheny.\n\nactive members\n879\n\nGeorge Morris Philips, A.M., '74. Ph.D., '84, Bucknell Univ.\n1881, Principal of State Normal School, West Chester.\nAndrew J. Morrison, A.M.\n1899, Principal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia.\n\nGeorge H. Stout.\n1888, Supervising\n\nPrincipal of\nPhiladelphia.\n\nNewlon Boys' Combined School, 3746 Powelton Ave.,\n\nNathan C. Schaeffer, LL.D., '95, Western Univ. of Pa.\n1893, State Superintendent of Public Instruction, Harrisburg; home address, 546 W.James\nSt., Lancaster.\nE. Mackey, A.B., '78, Mercersburg Coll.\n1896, Superintendent of Public Schools, 1244 Perkiomen Ave., Reading.\n\nEliza A. Bishop.\nTeacher, 211 Pine St., Harrisburg.\nR. K. Buehrle, A.m., '78, Ph.D., '87, Franklin and Marshall Coll., Lancaster, Pa.\n1880, Superintendent of Schools, 408 Manor St., Lancaster.\n\nW. Wilberforce Deatrick, A.B., '76, A.M., '791 Mercersburg Coll.\n1891, Professor\n\nof\n\nPsychology and Higher English, Keystone State Normal School,\n\nKutztown.\n\nMrs. Constance Mackenzie Durham.\nFormerly Director of Public Kindergartens, 4816 Florence Ave., Philadelphia.\n\nH. W. Fisher, Grad., State Nor. Sch., Millersville, Pa.\n187s, Supervisor of 17th Ward Schools, 350 Lehigh Ave., Pittsburg.\n\nJoseph K. Gotwals,A.M.\n1872, Superintendent of Schools, 19 E. Chestnut St., Norristown.\n\nMary J. Lamberton.\n\n1891, Supervising Principal of George W. Childs School. 4403\ndelphia.\n\nOsage Ave., West Phila-\n\nEnoch C. Layers, A.M., Pd.D., Ph.D.\n1894, Teacher of Mathematics\n•\n\nand Pedagogy, Public and High Schools, 324 Cattail\n\nSt.,\n\nEaston.\n\nHerman T. Lukens, A.M., '88, Univ. of Pa. Ph D., '91, Jena.\n;\n\n1898, Head Training Teacher of State Normal School, California.\nJohn A. M. Passmore, M.Sc, '62, State Nor. Sch,, Millersville, Pa. Ph.D., Richmond Coll., Ohio.\n1890, Agent for American Book Co., 318 S. 42d St., Philadelphia.\nS. C. Schmucker, A.m., '85, M.Sc, '90, Muhlenberg Coll., Pa.\nPh.D., '93, Univ. of Pa.\n1895, Professor of Biological Sciences, State Normal School, 610 S. High St., West\n;\n\n;\n\nChester.\n\n\\\n\n"}
{"page": 791, "printed_page": null, "text": "Pennsylvania]\n\n1892\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nT]9\n\nH. H. Spayd.\n1883, Principal of Public Schools, Box 310, Minersvillc.\nJ. Liberty Tadd.\n\n1893\n\n1884, Director of Industrial Art School, 319 N. 32d St., Philadelphia.\nC. A. Babcock, A.m., '77. LL.B., '83, Hamilton Coll.\n1883, Superintendent of Schools, no Bissell St., Oil City.\nJames A. Dewey, M.E., '84, State Nor. Sch., Mansfield.\n1890, Superintendent of Schools, Newport Township, Wanamie.\nLoyal Freeman Hall, M.E.D., '91, State Nor. Sch., Indiana, Pa.\nPrincipal of McKean St. and Springdale Schools, 125 Lincoln Ave., Butler.\nWilliam Henry Samuel, Ph.D., '92, Univ. of Pa.\n1878, Supervising Principal of Public Schools, 2505 N. 12th St., Philadelphia.\nAndrew Thomas Smith, Pd.D., '93, School of Pedagogy, Univ. of N. Y.\n1899, Principal of State Normal School, Mansfield.\n\nPauline W. Sfencer.\n1894\n\n1893, Teacher of Literature, Girls' Normal School, 3421 Race St., Philadelphia.\nFranklin B. Sawvel, A.M., Hopedale Coll.; Ph.D., '86, Wittenberg Coll.\n1890, Professor of English Literature and Philosophy, Thiel Coll., 109 Shenango St.,\n\nGreenville.\n\nHenry T. Spangler, A.B., '73. A.M.. '76, Ursinus Coll. D.D., '94, Heidelberg Univ., O.\n;\n\n1893, President Ursinus College, Collegeville.\n\n1895\n\nCharles K. Witmer, A.B., '88, A.M., '91, Franklin and Marshall Coll.\n1893. Principal of High School, Lebanon.\nArthur Dan.\\ Colegrove, A.M., '84, Allegheny Coll.\n1883, Superintendent of City Schools, 73 Euclid St., Corry,\n\nW. G. Ga.ss.\n1898, Principal of Union High School, Turtle Creek;\n\nres. East Pittsburg.\n\nJames Mac Alister, A.M., LL.D., Brown Univ. LL.B.,Un!v. of N. Y.\n;\n\n;\n\nOfficier d'Academie, Paris.\n\n1890. President of Drexel Institute, Philadelphia,\n\nRt. Rev. J. \\V. Shanahan, D.D.\nBishop of Harrisburg, Harrisburg.\nSydney T. Skidmore, A.M., '85, Amherst Coll.\n1893, Director of Science Laboratories, Philadelphia\n\nNormal School, 1706 N. i8th S'.,\n\nPhiladelphia.\n\nH. M. Trask.\n\nManager for Silver, Burdett & Co., 1328 Arch St., Philadelphia.\n1896\n\nJ.\n\nGeorge Becht, M.Sc, Lafayette Coll.\n1893, Superintendent of Schools, Lycoming County, Muncy.\n\nR. M. Cargo.\n1868, Principal of Mt. Washington School, 127 Sycamore St., Pittsburg.\n\nWatson Cornell. Ph.D., '97, Univ. of Pa\nSupervising Principal of Logan Grammar School, r72s N. i6th St., Philadelphia.\nLemuel O. Foose, A.M., '78, Penn. Coll., Gettysburg.\n1879, Superintendent of City Schools, 121 Chestnut St., Harrisburg.\n\nJohn Arthur Gibson, A.B., '91, Allegheny Coll.\n1896, Superintendent of Schools, 411 N.Washington St., Butler.\nGeorge Howell.\nSuperintendent of Schools, 175 Bromley Ave., Scranton.\n\nWilliam Leroy MacGowan, A.B., Allegheny Coll.; Ph.B. and Ph.M.\n1890, Superintendent of Schools, 9, 5th St., Warren.\n\nC. B. McCabe.\nPrincipal of North Braddock boro Schools, 1019 Halkett St., Braddock.\nS. R. McClure, A.M., '94, Ph.D., '97, Grove City Coll.\n1893, Principal of High School, 616 Jones Ave., North Braddock.\n\nTheodore B. Noss, A.M., '82, Ph.D.. '83, Syracuse Univ.\n1883. Principal of State Normal School, California.\n\nEmma G. Olmstead.\n1899, Principal of Training School, 410 Jefferson Ave., Scranton.\n\nW. Riddle.\n\nEducational Author, 1314 N. Line St., Lancaster.\nJuDSON Perry Welsh, A.M., '84, Ph.D., '93, Lafayette Coll., Easton, Pa.\n1890, Principal of State Normal .School, Bloomsburg.\nMargaret Catharine Zillafro, M.E.D., State Nor. Sch., Edinboro.\n1897\n\n«\n\n1893, Primary Teacher, 4th Ward Schools, 25 Congress St., Bradford.\nFrancis Burke Brandt, A. B., '92, Harvard; Ph.D., '95, Columbia.\n1896, Professor of Pedagogy, Central High School, 1637 S. isth St., Philadelphia.\n\nClyde Ernest Ehinger, M.D,,'8o, Chicago Hom. Med. Coll.\n1890, Physical Director and Instructor in\n\nHygiene, State Normal School, 15 Normal Ave.,\n\nWest Chester.\n\nThe Free Library of Philadelphia.\nLibrarian, John Thomson, 1217-1221 Chestnut St., Philadelphia.\n\nMary S. Garrett.\n\nHome for the Training in Speech of Deaf Children before they are of\nSchool Age, Belmont and Monument Aves., Philadelphia.\n\n1893, Principal of\n\nM. A. Grove.\n1897, Department of Commerce, 918 N. 6th St., Harrisburg.\n\nHenry Houck.\nDeputy State Superintendent, Harrisburg.\n\nN. P. McNelis.\n\nEu M. Rapp.\n\nInspector of Parochial Schools, St. Bernard's Church, Indiana.\n\n1896, Superintendent of Berks County Schools, 115 N. 4th St., Hamburg.\n•Statb Normal School at Millersvillb.\nPrincipal, E. Oram Lyte, Millersville.\n\nState Normal School Library, Mansfield.\nPrincipal, Andrew Thomas Smith, Mansfield.\nE. W. Weaver, B.E., St. Nor. Sch., Millersville, Pa.\n1899, Teacher in Brooklyn, N. Y. ; res., 805 Locust St., Columbia.\n\n"}
{"page": 792, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n78o\n1898\n\n[Pennsylvania\n\nD. H. Bergey, B.Sc, '84, M.D., '84, Univ. of Pa. A.M.. '94, III. Wes. Univ.\n1895, First Assistant, Laboratory of Hygiene, University of Pennsylvania, 34th and Loctist\n;\n\nSts., Philadelphia.\nA. J. Davis, M.Sc, '85, Nat. Nor. Sch. ; A.M., '87, Bucknell Univ.\nPrincipal\nof State Normal School, Clarion.\n1887,\nFranklin Spenxer Edmonds, Ph.B., '93, Univ. of Pa. ; A.M., '95, Cent. High Sch.\nAssistant\nProfessor of Political Science, Central High School, 1753\n1897,\n\nN. 33d St.,\n\nPhiladelphia.\n\nMaurice Fels, A.B., '83, Johns Hopkins Univ. LL.B., \"85, Univ. of Pa.\n;\n\n4615 Springfield Ave., Philadelphia.\nJ.\n\nR. Flickinger, A.B., '77. A.M., '80, Princeton; D.Sc, 1900, Bucknell Coll.\n\n1900, Principal of State Central Normal School, Lock Haven.\nH. W. Golden, B.Didac, '90, M.Didac, '92, Edinboro State Nor.\n1897, Principal of sth Ward Public Schools, Allegheny City ; 8 Dawson Ave., Belleviie.\nSamuel Hamilton, A.M., Ph.D., 1900, Grove City Coll.\n1887, Superintendent of County Schools, Braddock.\n\nKeystone Literary Socikts- of the Keystone State Normal School.\nKutztown.\n\nJohn W. Lansinger.\nState Normal School, Millersville.\n\nWilliam A. Mason.\n1892, Director of\n\nDrawing\n\nin\n\nSchools of Philadelphia, 212 W. Chelton Ave., German\n\ntown.\n\nJesse H. Michener, Ph.D., Univ. of Pa.\nPrincipal of Grammar School, 4512 Regent St., Philadelphia.\n\nRev. Eugene Murphy.\nDirector of St. John\nPhiladelphia.\n\nthe\n\nBaptist\n\nParochial School, 146 Rector St.,\n\nManayunk,\n\nWilliam Noetling, A M., '59, Union Coll., Schenectady, N. Y.\nSelimsgrove.\n\nMary Craig Pe.\\cock.\n1894, Teacher in Normal School, Torresdale, Philadelphia.\n\nPhilomathean Literary Society, Keystone State Normal School.\nKutztown.\nR. H. Pratt, Major of loth Cavalry, U. S. A.\n\n;\n\nLL.D., '98, Dickinson Coll.\n\n1879, Superintendent of Indian Industrial School, Carlisle.\n\nMargaret S. Prichard.\nHead of Department of Psychology, Normal School, Philadelphia.\nElizabeth S. Tait.\nTeacher in Normal School, 342 S. i8th St., Philadelphia.\nUniversity- of Pennsylvania, Library.\nProvost, Charles C. Harrison, LL.D.; Librarian, Morris Jastrow, Jr., Philadelphia.\n\nEdward Weldon.\n1898, Member of Board of Education, 117 Church St., Bethlehem.\nLightner Witmer, Ph.D., '91, Leipzig, Germany.\n1893, Professor of Psychology, University of Pennsylvania, Philadelphia.\n\n1899\n\nEdward E. Allen, A.B., '84, Harvard.\n1890, Principal of Pennsylvania Institution for the Instruction of the Blind, Overbrook.\n\nAltoona Mechanics' Library and Reading Room Association.\nCharles B. Dudley, Chairman Library Committee, Altoona.\nJ. P. Archibald, B.E., '93, M.E., '95, State Nor. Sch., Indiana, Pa. ;\nHope Coll.\n1899, Superintendent of Schools, Walnut St., Blairsville.\n\nA.M., '99, M.Sc, 1900, Mt.\n\nBrvn Mawr College.\n\nPresident, Miss M. Carey Thomas\nCarnegie Library of Pittsburg.\n\n;\n\nLibrarian, Isabel Ely Lord, Bryn Mawr.\n\nLibrarian, Edwin H. Anderson, Schenley Park, Pittsburg.\n\nDickinson College.\nPresident, George Edward Reed, LL.D., Carlisle.\n\nGeorge D. Gideon.\nPublisher, 17 N. 7th St., Philadelphte.\n\nIndiana Normal School of Pennsylvania.\nPrincipal, D. J. Waller, Jr., D.D. Librarian, Albert F. Carter, Indiana.\nLehigh University.\nPresident, Thomas M. Drown, LL.D. Librarian, Dr. W. H. Chandler, South Beth;\n\n:\n\nlehem.\n\nBenjamin Wiestling Mitchell, A.B., '83, A.M., '86, Princeton Ph.D., '88, Washington- Jefferson.\n1867, Professor of Latin and Head of Department of Ancient and Modern Languages,\nCentral High School, 4326 Pine St., Philadelphia.\nHenry C. Pearson, A.B., '92, Harvard.\n;\n\nPrincipal of the Allegheny Preparatory School, 820 Lincoln Ave., Allegheny.\n\nJames H. Penniman, A.B., '84, Yale.\n1886, De Lancey School, 4326 Sansora St., Philadelphia.\nScranton Public Library.\nLibrarian, Henry J. Carr, Scranton.\nJoseph R. Smith, Colonel U. S. A. M.D., '53, Univ. of Buffalo; A.M., '51, Univ. of Mich.\n2300 De Lancey St., Philadelphia.\nState Normal School.\n;\n\nPrincipal, Theodore B. Noss, California.\n\nM. B. Wicks.\n1872, Teacher in Eastburn Academy, 700 N. Broad St., Philadelphia.\nMrs. L. L.\nWilson, Ph.D., '97, Univ. of Pa.\n1893, Head of Department of Biology. Normal School, 640 N. 32d St., Philadelphia.\nO. H. Bakeless, M.E., '79, Bloomsburg State Nor. Sch. ; A.M., '93, Lafayette Coll.\n1893, Principal, Indian Training School, Carlisle.\nWeston D. Baylev, M.D., '88, Hahnemann Med. Coll.\n\nW.\n\n1900\n\nLecturer on Nervous and Mental Diseases, 1438 Poplar St., Philadelphia.\n\n"}
{"page": 793, "printed_page": null, "text": "South Carolina]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n781\n\nPENNSYLVANIA — Continued\n1900\n\n•\n\nF. W. Booth. B.Sc, '77, Iowa Agri. Coll.\n1899, General Secretary, American Association to Promote the Teaching of Speech to the\nDeaf, 7342 Rural Lane, Mt. Airy, Philadelphia.\nA. L. E. Crolter, A.m., '85, LL.D., '93.\nSuperintendent, Pennsylvania Institute for the Deaf and Dumb, 7406 Germantown\nAve., Mt. Airy, Philadelphia.\n\"-\"hiladelph\n\nCheesman a. Herrick, Ph.D., '99, Univ. of Pa.\nProfessor of History, Central High School, Broad and Green Sts., Philadelphia.\n\nMary Hunter Mayer.\n1897, Principal, Girls' High School, 141 N. sth St., Reading.\n\nRev. p. R. McDevitt.\nSuperintendent of Philadelphia Parochial Schools, 21 S. 13th St., Philadelphia.\n\nPedagogical Library of Superintendent of Schools.\nSuperintendent, Dr. Edwaid R. Brooks, 696 City Hall, Philadelphia,\nPennsylvania State College.\nPresident, George W. Atherton, State College.\nJames Lane Pennypacker, A.B., '80, Harvard Coll.\nMember of Christopher Sowei Co., Edu. Publishers, 614 Arch St., Philadelphia,\nGrace E. Spiegle, M.D., '98.\n1893, Head of Department of Physical Training, Normal School, Philadelphia.\n\nRHODE ISLAND\nLIFE director\ni88a\n\nThomas W. Bicknell, A.M., '60, Brown Univ.\n\n;\n\n'78,\n\nAmherst Coll.\n\n;\n\nLL.D., '84, Drury Coll.\n\nAuthor, Editor, and Publisher, 49 Westminster Ave., Providence.\n\nactive members\n1891\n\nThomas B. Stockwell, A.M., '65, Brown Univ.\n187s, Commissioner of Public Schools, Box 1432, Providence.\n\nHorace S. Tarbell, A.M., '62, Wesleyan Univ.\n\n;\n\nLL.D., '96, Brown Univ.\n\n1884, Superintendent of Schools, 141 Governor St., Providence.\n\n1892\n\nBenjamin Baker, A.M., '78, Brown Univ.\n\n1894\n\nGeorge E. Church, A.B., '72, A.M., '78, Amherst Coll.\n1889, Principal of Peace Street Grammar School, 43 Adelaide Ave., Providence.\nWalter Ballou Jacobs, A.M., '85, Brown Univ.\n189s, Associate Professor of Pedagogy, Brown University, 310 Olney St., Providence.\nAbby L. Marlatt, B.Sc, '88, M.Sc, '90, State Agri. Coll., Kan.\n\n343 Thayer St., Providence.\n\n1894, Teacher of\n\nDomestic Science, Manual Training High School, 261 Benefit St.,\n\nProvidence.\n1896\n\nVictor Frazee, A.B., '89, Dalhousie Coll., Halifax, N. S.\n1893, Teacher in Hope Street High School, 82 Larch St., Providence.\nHenry Dwight Hekvey, A.B., '89, A.M., '96, Denison Univ., Granville, O.\n1898, Superintendent of Schools, 80 Lyon St., Pawtucket.\n\nEllen Lb Garde.\n1893, Physical Director of Schools, 10 Mawney St., Providence.\n\nMrs. Ella M. Pierce.\n1891, Supervisor of Primary Schools, 19 Lester St., Providence.\n\nBessie M. Scholfield.\nSupervisor of Primary Work in Public Schools, 190 Knight St., Providence.\n\nW. R. Whittle, A.B., '83, A.M., '88, Colby Univ.\ni'89i.\n\n1897\n\nPrincipal of Schools, 56 Elm St., Westerly.\n\nRhode Island Normal School.\nPrincipal, Fred Gowing, Providence.\n\n1898\n\nDavid Webster Hovt, A.M.. '72, Brown '61, Middlebury.\n1864, Principal of English High School, 40 Humboldt Ave., Providence.\nLeonard Worcester Williams, A.B., '95, Hanover Coll. A.M., '99, Princeton Univ.\n1900, Graduate Student, Brown University, 172 Prospect St., Providence.\nSarah Dyer Barnes.\n;\n\n;\n\n1899\n\nSupervisor of Grammar Schools, Providence\nHarris Institute Library.\nLibrarian, Anna H. Ward, Woonsocket.\n\n;\n\nres., Manton,\n\nSOUTH CAROLINA\nLIFE member\n1891\n\nMartha Schofield.\nx868, Founder of Schofield Normal and Industrial School for Colored Youth,*Aiken.\n\nactive members\n189s\n1896\n\nWiNTHROP Normal and Industrial College.\nPresident, D. B. Johnson. Rock Hill.\nE. S. Dreher, A.M., '93, Roanoke Coll., Salem, Va.\n1895, Superintendent of Schools, Columbia.\n\nW. H. Hand.\n1897\n\n1893, Superintendent of City Schools, Chester.\nC. A. Graeser, A.m., '90, Charleston Coll.\n1898, Professor of Modern Languages, High School, 6 Glebe St., Charleston.\n\n1898\n\nJ.\n\nFrank Fooshe, A.M., \"^3, Wofford Coll., Spartanburg.\nEditor \"Carolina Teachers' Journal,\" WInnsboro.\n\n"}
{"page": 794, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n78?\n\n[South Dakota\n\nSOUTH CAROLINA— Co«/»«?/^rf\n1898\n1899\n\nJohn S. Marquis, A.B., '76, A.M., '93, Lafayette Coll., Easton, Pa.\n1892, Principal of Brainerd Institute, Box 235, Chester.\nHenry P. Archer, A.M., '59, College of Charleston.\n1885, Superintendent of Instruction, 74 Rutledge Ave., Charleston.\n\nJohn J. McMahan, A.B., '86, A.M., '88, South Carolina Coll.\n1899, State Superintendent of Education, 1118 Senate St., Columbia.\n\nA, P. Montague, A.M., LL.D.\nPresident of Furman University, Greenville.\n\nW. K. Tate, A.B., '92. Univ of Nashville.\n1898, Principal of Memminger Normal School, 131 Coming St., Charleston.\n\nW. B. Wilson.\nCharleston.\n\nFranklin Cowles Woodward, A.M., '74, Randolph Macon Coll.; Lit.U., Univ. of N. Car.\nPresident of South Carolina College, Columbia.\n\n1900\n\nJ. T.\n\nColeman.\n\n1896, Professor of Physics, South Carolina Military Academy, The Citadel, Charleston.\nVirgil C. Dibble. Jr., A.B., '95, Coll. of Charleston.\nTeacher of English and Physics, High School, 76 Wentworth St., Charleston.\nMrs. Marion Churchill Dudley.\nMills House, Charleston.\nR. Ferdinand Gilliam, A.B., '96, Stanford Univ.\n\n1897, Superintendent of Schools, Abbeville.\n\nEvelyn Holmes.\n1896, Director, South Carolina Kindergarten Association Training School, 141 Rutledge\n\nAve., Charleston.\n\nMorrison A. Holmes.\n1887, Principal, Avery Normal Institute, 157 Bull St., Charleston.\n\nJennie Jaques.\nTeacher in Public Schools, 61 Society St., Charleston.\n\nGraves L. Knight.\nMember. State Board of Education, Graniteville.\n\nW. Zach McGhee, A.m., 1900, S. C. Coll.\n\n;\n\nGrad., S. C. Mil. Acad.\n\n1899, Clerk in State Department of Education, Capitol, Columbia.\n\nJohn Ogren.\nMember, Board of Education, 529 King St., Charleston.\n\nClarence J. Owens, A.M., Columbian Univ.\n\n\"\n\n1895, President, Orangeburg College, cor. Broughton and Glover Sts., Orangeburg.\nE. Emmet Reid, A.M., '92, Richmond Coll. ; Ph.D., '98, Johns Hopkins Univ.\n1898, Professor of Chemistry, College of Charleston, Charleston.\n\nA. L. Stokes.\n1900, Principal, Richmond Business College, 399 King St., Charleston.\nH. A. C. Walker, A.B., '97, Wofford Coll., S. C.\n1899, Principal, Graded School, Summerton.\nPatterson Wardlaw, A.B., Erskine Coll.\n\n1894, Professor of Pedagogy, South Carolina College, 831 Sumter St., Columbia.\n\nSOUTH DAKOTA\nactive members\n1875\n\n1890\n1893\n\n1894\n\nFayette L. Cook.\nPresident of South Dakota State Normal School, Spearfish.\nWilliam H. H. Beadle, A.B., '61, A.M., '64, LL.B., '67, Univ. of Mich.\n1889 President of State Normal School, Madison.\nA. Wellington Norton, A.B., '73, A.M., '76, LL.D., 1900, Univ. of Rochester.\n1899, President of Sioux Falls College, Sioux Falls.\n\nMattie Jones.\n1896, Teacher in Indian Industrial School, Flandreau.\n\nKate Taubman, B.Didac, Iowa State Nor. Sch.\n1895\n\n1900, Teacher in High School, Deadwood.\nFrank Ckane, A.M.. Gale Coll.\n\nWatertown.\n\nAnna B, Herrig, Grad., Oswego Normal School, N. Y.\n1898, Superintendent, Training Department, State Normal School, Madison.\n\nGeorge M. Smith, A.B., '73, A.M., '77, Colby Univ.\nModern Languages, Literature, and Pedagogy, University of South\nDakota, Vermillion.\n\n1899, Professor of\n\nEdmund J. Vert, Pd.D., '94, Ph.B., '96, Ph.D., '98.\n\n1895, Superintendent of Schools, 502 Lynn St., Yankton.\n\n1896\n\nA. H. Avery.\n\n1897\n\nAlexander Strachan, A.M., '82, Univ. of Rochester.\n\n1899\n\nE. E. Collins,\n\n1894, Principal of Public Schools, Woonsocket.\n1890, Superintendent of Schools, 71 Forest Ave., Deadwood.\n\nSuperintendent of Public Instruction, Vermillion.\n\nWilliam W. Girton, Grad., '74, State Nor. Sch., Platteville, Wis.\n1896, Professor of Civics, Geography, Geology, and\n\nAstronomy, State Normal School,\n\nWashington Ave., Madison.\nIda p. Hatch.\n1896, ex-Superintendent of City Schools, Pierre.\n\nG. L. PiGG, A.B., '73, Berea Coll., Ky.\nSuperintendent of Government Indian School, Crow Creek.\nSouth Dakota Agricultural College.\nPresident, J. W. Heston, Brookings.\n\n1900\n\nWoodford D. Anderson.\n\n1896, Director of Commerce, University of South Dakota, Vermillion.\n\n"}
{"page": 795, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nTexas]\n\n783\n\nTENNESSEE\nLIFE DIRECTORS\n1886\nI\n\nWilliam Robertson Gakkett, A.M., '57, William and Mary Coll.\n\n;\nPh.D., '91, Univ. of Nashville.\n1895, Professor of American History, Peabody Nor. Coll., 920 S. Summer St., Nashville.\n\nBoard of Education of Nashville.\nPresident, J. L. Weakley; Superintendent, H. C. Weber, Nashville.\n\nLIFE MEMBER\n\nClara Conwav, A.M., '88, Peabody Nor. Coll.\nFounder and Organizer of Clara Conway Institute, Memphis, Tenn. ; Nashville.\n\nmembers\n\nACTIVE\nI\n\n1892\n\n1894\n\n1896\n1897\n\nW. T. White. A. B., '77, A.M., '93, Univ. of Tenn.\n1881;, Principal of Girls' High School, 508 Broad St.. Knoxville.\nWilliam H. Payne, LL.D., Univ. of Mich. Ph.D., Univ. of Nashville.\nChancellor of University of Nashville and President of Peabody Normal College, 16\n;\n\nLindsley Ave., Nashville.\nA. T. B.VRRETT, LL.D., '81, S. W. Univ.\nSuperintendent\nof City Schools, looi E. gth St., Chattanooga.\n1891,\nRichard Jones, A.M., '81, Iowa Coll.; Ph.D., '93, Heidelberg, Germany.\nProfessor\nLiterature,\nVanderbilt University, Nashville.\nof\n1898,\nJames A. Henry, A.B., '83, Atlanta Univ.\nPrincipal\nHigh\nSchool,\nof\n1886,\n207 Gro:^ St., Chattanooga.\nJ. H. McCallie, B.Sc, Grant Univ.\nof\nSchools,\nSuperintendent\n233 Deaderick St , Knoxville.\n\nH.C.Weber.\n1897, Superintendent of Schools, cor. Broad and Spruce Sts., Nashville.\n\"_'!\n\nWilliam Riley Payne.\nand Treasurer of Peabody Normal College ; 1895, Secretary, Board of\nEducation, City of Nashville, 16 Lindsley Ave., Nashville.\n\n1892, Secretary\n\n1899\n\nCharles W.m. Dabney, A.B., Hampden -Sidney; Ph.D., Gottingen.\n1887, President of University of Tennessee, Knoxville.\n\nM. M. Ross.\n1886, Principal of Grammar School, 523 Stevenson Ave., Nashville.\n\nWard Seminary for Young Ladies.\n\nPresident, J. D. Blanton, Nashville.\n\n1900\n\nJames N. Anderson, A.M., '87, Univ. of Va.\n\nPh.D., \"94, Johns Hopkins Univ.\n\n;\n\n1900, Instructor in Latin, Vanderbilt Univer.sity, 1006 Lamar St., Nashville.\n\nMrs. E. G. Buford.\n1885, President of \"The Academy,\" 829 Madison St , Clarksville.\n\nR. J. Dearborn, Grad., Ind. State Nor. Sch.\nSuperintendent of City Schools, La FoUette.\n\nRev, J. L. Dickens, A.B., '79, Bethel Coll. A.M., '85, McKendree Coll.\nUniv.; LL.D.. '91, Butler Univ. D.D., \"99, Florence Coll.\n;\n\n;\n\nPh.D., '87, Cumberland\n\n;\n\nKenton.\n\nDora Johnson, A.B., '91, Vanderbilt Univ.\n\n;\n\nA.M., 1900, Univ. of Chicago.\n\n351 Springdale Ave., Memphis.\n\nIsrael H. Peres. A.B., '89, A.M., 'gg, LL.B., '91, Yale.\nMember, Board of Education, 42 Equitable Building, Memphis.\nJ. M. Steen.\nMember of School Board. 326 Rayburn Ave., Memphis.\nR. Brewster Taggart, A.M., Westminster Coll., Pa.; Ph.D., American Temperance Univ., Tenn.\n1900, Principal of the Taggart School, 629 Cumberland St., Harriman.\n\nMrs. Lvde P. Thomas.\nSuperintendent of Shelby County Schools, Courthouse, Memphis.\n\nTEXAS\nACTIVE MEMBERS\n1874\n\n1892\n1894\n\n1895\n\nAlexander Hogg, A.M. ,'57. Randolph- Macon Coll.\n\n;\n\n'74. William and\n\nMary Coll.\n\n;\n\n'89, Univ. of Ala.\n\n1900, Editor of \" Texas and Pacific Quarterly,\" 303 Lamar St., Fort Worth.\nH. C. Pritchett. A.m., '78, Pritchett Institute, Glasgow, Mo.\n1891, Principal of Sam. Houston Normal Institute, Huntsville.\nOscar Henry Cooper, A.B., '72, Yale; A.M., LL.D., '91, Univ. of Nashville.\n1899, President of Baylor University, 1435 S. 8th St., Waco.\nA. H. Wilkins.\nRepresentative of American Book Co., 418 Main St., Dallas.\nDavid Shires Bodenhamer.\n1885, Professor of Mathematics, Trinity University, Tehuacana.\n;\nA.M., '78, Emory Coll., Ga. ; LL.D., \"98, Univ.\n\nJames M. Carlisle, A.B., '98, Cumberland Univ.\nof Nashville.\n\nEx-State Superintendent of Public Instruction, Austin.\nJ.\n\nM. Fendley, A.B., '82, Univ. of Nashville.\n1885, County Superintendent\n\nand\n\nPrincipal of\n\n.Avenue\n\nL\n\nSchool, 3202\n\nAvenue N,\n\nGalveston.\n\nT. G. Harris, A.B., '76, A.M., '80, Carson Coll., Tenn.\n1895, Superintendent of Schools, Austin.\nW. S. Sutton. A.B., '78, A.M., '84, Univ. of Ark.\n1897, Professor of Pedagogy, University of Texas, 1812 Congress Ave., Austin.\n1896\n\nJ. L. Long,\n\n1897\n\nCharles T. Alexander.\n\n1893, Superintendent of City Schools, High Schools, Dallas.\n\nManager, Maynard, Merrill & Co., 1122 Columbus St., Waco,\nN. J. Clancy, Grad., State Nor. Sch.\n1900, Southern\n\nSuperintendent of Schools, Mansfield.\n\n"}
{"page": 796, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n784\n\n[Virginia\n\nTEXAS—\n\n1897\n\nCo«//«?<frf\nC. E. Foster, B.Sc, E. Tex. Nor.\nHandley.\nPublic\nSchools,\nPrincipal\nof\n1898,\n\n1898\n\nNor. Coll. ; A.B., '93, Univ. of Nashville.\nJ. K. McBkide, L.I., Peabody\n1900, Principal of Wieland Public School, Lone Oak.\n\nR. E. Miller, A.B., Nat. Nor. Univ.\n1898, Principal of\n\nHigh School, Lafayette.\n\nUniveksity of Texas.\nPresident, William L. Prather; Librarian, Benjamin Wyche, Austin,\n\n1899\n1900\n\nJ. E. Smith.\n\n1885, Superintendent of Schools, City Hall, San Antonio.\nF. A, Mood, A.M., '84, S. W. Univ., Georgetown, Tex.\n1889, President, Alexander Institute, Kiljjore.\n\nUTAH\nactive members\n1894\n\nFrank B. Cooper.\n\n189s\n\nWilliam Jasper Kerr, B.Sc , D.Sc.\n\n1899^ Superintendent of City Schools, 1145 E. 6th South St., Salt Lake City.\n\n1900, President of Agricultural College of Utah, Logan.\n\nUniversity cf Utah.\nPresident, J. T. Kingsbury ; Librarian^ George Quincy Coray, Salt Lake City.\n\n1897\n\nA. O. Clark.\n\n1898\n\nBrigham Young College.\n\n1899\n\nUniv. of Mich.\nJ. L. Bkown, B.Pd,, B.Sc, '97,\n1897, Superintendent of Public Schools, Utah Co., Pleasant Grove.\nSusan G. Stokes, B.Sc, '96, Stanford Univ.\n1896, Instructor in Biology, High School, Salt Lake City.\n\nPrincipal of High School, 1059, 3d St., Salt Lake City.\nPresident,\n\n,\n\nLogan.\n\nVERMONT\nlife member\n1889\n\nEdmund Wentworth Wright, A.B., '66, A.M., '69, Harvard Coll.\nTeachers' Examiner, Lunenburg.\n\nactive members\n1894\n1898\n\n1899\n\nMason S. Stone, A.B., '83, Univ. of Vt.\nEx -State Superintendent of Education, Montpelier.\nJohn L. Alger, A.B., '90, A.M., '95, Brown Univ.\n1900, Principal of State Normal School, Johnson.\nDavid Young Comstock, A.B., '73, A.M., '76, Amherst Coll.\nPrincipal of St. Johnsbury Academy, i Main St., St. Johnsbury.\nWalter E. Ranger, A.B., ;79, A.M., '83, Bates Coll.\n1900, State Superintendent of Education, Montpelier.\n\nIsaac Thomas, A.B., '81, A.M., '84, Yale.\n1900\n\n1898, Principal of High School, 8 Wilson St., Burlington.\nAmy M. Burt, Ph.B., igoo, Univ. of Vt.\n1900, Assistant in High School, Brown Ave., St. Albans.\n\nWillard a. Frasier.\n1897, Superintendent of Schools, 138 Church St., Rutland.\n\nVIRGINIA\nactive members\n1889\n\n1894\n\nGeorge J. Ramsev, A.M., '80, Hampden Sidney Coll., Va.\n\n;\n\nLL.D., '98, Southwestern Univ.\n\n1900, Editor-in-Chief, B. F. Johnson Publishing Co., 905 Main St., Richmond.\nJohn H. Bader, A.B., '85, Washington and Lee Univ.\n1893, Superintendent of Public Schools, Staunton.\n\nWilliam F. Fox, A.M., '58, Richmond Coll.\n1889, Superintendent of Schools, City Hall, Richmond.\n\nE. C. Glass.\n1893, Superintendent of Schools, 622 Madison St., Lynchburg.\n\n1896\n1897\n\n1898\n\nMaximilian P. E. Groszmann, Pd.D., '93, New York Univ.\n1900, Director of Groszmann School for Exceptional Children and Principal of High\nSchool, Comenius Grove, Vareo.\nAlbert H. Tu'iTLE, B.Sc, '68, M.Sc, 7T, State Coll. of Pa.\n1888, Professor of Biology, University of Virginia, i West Lawn, Charlottesville.\nCelestia S. Parrish, Ph.B., '96, Cornell Univ.\n1893, Professor of Philosophy in Randolph Macon Woman's College, Lynchburg.\nGeorge C. Shepard.\n1899, Principal of Fairfax Hall, 112 Market St., Winchester.\n\nMaurice M. Lynch.\n1886, Superintendent of Schools, Frederick Co., 12 Rouss Ave., Winchester.\n\nJoseph W. Soitthall.\nState Superintendent of Public Instruction. Richmond.\nr899\n\nCharles Bartleit Dyke, A.B., '98, Stanford Univ. A.M., '99, Columbia Univ.\n1899, Professor of Education, Hampton Institute, Hampton.\nEdward Bell Fishburne, Jr., Grad.,'93, S.\nMil. Acad.; Ph.B., A.M., '98, State Univ., 111.\n1900, President, Hoge Memorial Military Academy, Blackstone.\nHampton Normal and Agricultural Institute.\n;\n\nC\n\nPresident, Rev. H. B. Frissel!, D.D.; Librarian, Miss L. E. Herron, Hampton.\nN. C. Starke, Grad., '89, Va. Military Inst.\nPrincipal of the \" The Virginia High School,'' Farmville.\n\n"}
{"page": 797, "printed_page": null, "text": "West Virginia]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n785\n\nVIRGINIA— Continued\n1899\n\n1900\n\nState Female Normal School.\nRev. H.\n\nPresident, Robert Frazer, Farmville.\nB. Frissell, D.D., 1900, Harvard.\ni393, Principal Hampton Institute, Hampton.\n\nW. H. Keister.\nPrincipal of High School, Harrisonburg,\n\nWASHINGTON\n'\n\nLIFE MEMBERS\n1886\n\nJ. H.\n\nMiller.\n1900, Principal, State Normal School, Cheney.\n\n1891\n\nJohn Hull, A.M., '76, 111. W. Univ.\n\n*\n\nPresident of the Reveille Publishing Co., New Whatcom.\n\nACTIVE MEMBERS\n1890\n1891\n\nWilliam E. Wilson, A.M., '75, Monmouth Coll., 111.\n1898, Principal of Washington State Normal School, Ellensburg.\nFrank J. Barnard.\n1890, Superintendent of City Schools, Box 85, Seattle.\n\n1895\n\nJ. T. Forrest, Ph.B, '83, Central Univ. of\n\n1896\n\nReuben S. Bingham, A.B., A.M., Hamilton Coll.\n\nIowa.\n\n1899, Department of Mathematics, State Normal School, 586 Gardner St., New Whatcom.\n\n1896, Superintendent of City Schools, 616 Tacoma Ave., Tacoma.\nCharles Francis Reeves, B.Sc, '78, M.Sc, '81, Pa. State Coll.\n1894, Professor of German, and 1898, Dean of College of Liberal Arts, University of Wash-\n\nington, Seattle; res., Latona.\nIowa Agri. Coll.\n\nJ. F. Savlor, B.Sc, '82,\n\nSuperintendent of City Schools, High School, Spokane.\n1897\n\nWashington State Normal School.\n\n1898\n\nPrincipal, W. E. Wilson, Ellensburg.\nGeokge Lancaster, Ph.B., Wesleyan Univ., 111.\n\n1899\n\n1899, Instructor in Mathematics in High School, Everett.\nUniversity of Washington.\nPresident, Frank P. Graves, Ph.D., LL.D. ; Librarian, H. C. Coffman, Seattle.\nO. C. Whitney, B.L., '96, Puget Sound Univ.\n189s, Principal of Bryant School, 704 S. I St., Tacoma.\nF. F. Avery.\nSuperintendent, Fort Spokane Indian Boarding School, Miles.\nMary A. Grupe.\n1897, Principal of Training Department, Drawing, State Normal School, Ellensburg.\nJ. H. Morgan, A.M., '79, Furman Univ.\n\n1893, Vice -Principal of State Normal School, Ellensburg.\n\nErnest Riste.\n1900, Principal of Schools, Medical Lake.\n\nCharles S. Tilton.\n1899, Principal of City School, Fall City.\n\nJessie B. Wilcox.\n1898, History and Training, State Normal School, Ellensburg.\n\n1900\n\nNew Whatcom State Normal School,\n\nPrincipal, E. T. Mathes, 597 High St.,\n\nNew Whatcom.\n\nWEST VIRGINIA\nLIFE DIRECTOR\n1877\n\nT. Marcelll'S Marshall.\nGlcnville.\n\nlife member\n1870\n\n^\n\nWilliam H. Cole, A.B., A.M., Ohio Wesleyan Univ.\n1898, Superintendent of Public Schools, Hotel Adelphi, Huntington.\n\nACTIVE members\n1890\n\nW. H. Anderson, A.M., '89, Bethany Coll.\n1885, Superintendent of Schools, 45, 14th St., Wheeling.\n\n1891\n\nJ.\n\nWalter Barnes, A.M., West Virginia Univ.\n1892, Principal of State Normal School, Fairmont.\n\nBvrd Prillerman, B.Sc, '89, Knoxville Coll. A.M., '94 Westminster Coll.\n1895, Professor of English Language, West Virginia Colored Institute, Institute.\nRobert A. Armstrong, A.M., '90, West Virginia Univ.\n1893, Professor of English Literature, and, 1897, Vice-President, West Virginia Univer;\n\n1894\n\nsity, Morgantown.\n\n1895\n\nD. M. Willis.\nPrincipal of Commercial Department, West Virginia University, Morgantown.\n\n1896\n\nJ. N.\n\nDeahl, A.B., '93, Harvard; A.M., '99, Columbia Univ.\nClaude, Taylor Co.\n\nLucy Robinson.\n1897\n\n1898\n\n1899\n\nSupervisor of Music, 112 S. Front St., Wheeling.\nR. Trotter, A.B., '90, A.M., '96, Harvard.\nState Superintendent of Free Schools, Charleston.\nCharles H. Cole, A.B., '82, A.M., '97, Univ. of Mich.\n1897, Superintendent of Schools, 119 North Raleigh St., Martinsburg.\nJerome Hall Raymond, A.B.. '92, A.M., '93, Northwestern Univ. ; Ph.D., '95, Univ. of Chicago.\nJ.\n\n1897, President of West Virginia University, Morgantown.\n\nWest Virginia University.\nPresident, Jerome H. Raymond; Librarian, Eliza J. Skinner, Morgantown,\n\nJ900\n\nW. C. Miller, B.L., '93, Univ. of Nashville.\n\nTeacher of Science, State Normal School. Fairmont.\n\n"}
{"page": 798, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n786\n\n[Wisconsin\n\nWISCONSIN\nlife\n1884\n\nmembers\n\n•\n\nAlumni Association, State Normal School at Milwaukee.\nPresident, Herbert E. Bolton, Normal School, Milwaukee.\nAthen.^um Societv of State Normal School at Platteville.\nLibrarian, Miss B. A. Gardner, Platteville.\nJohn Arthur Aylward, B.A., '84; B.L. (Law), '90, Univ. of Wis.\nVilas Block, Madison.\n\nGeorge Beck, M.Sc, '63, Univ. of Mich.\n514 N. Elm St., Platteville.\nBeloit City School Board.\nPresident and Superintendent, F. E. Converse; Clerk, A. N. Bort, Beloit.\n\nBoard of Education of the City of Janesville.\nPresident, W. S. Jeffries; Clerk, S. C. Burnham, Janesville.\nBoard of Education, La Crosse,\nPresident, J. J. Fruit; Superintendent, John P. Bird, La Crosse.\n\nBoard of Education, Oshkosh.\n\nPresident, Dr. Harvey B. Dale; Clerk, Dan Witzel, Oshkosh.\n\nBoard of Regents, State Normal Schools.\nPresident, Frank A. Ross, West Superior; Secretary, S. S. Rockwood, Madison.\n\nBoard of School Directors, Milwaukee.\nPresident, G. W. Augustyn, 636^^, nth St.\n\n;\n\nSecretary, Henry E. Legler, City Hall,\n\nMilwaukee.\nCity Superintendents' and Supervising Principals' Association of Wisconsin.\nPresident, H. L. Terry, Waukesha.\nJairus Harolin Carpenter, A.M., '74, Yale; LL.D., '76, Univ. of Wis.\nEx-Professor of Law, University of Wisconsin, 315 Wisconsin Ave., Madison.\nWillard H. Chandler,\nEx- State Inspector of High Schools, Sun Prairie.\nLewis Herbert Clark.\n1892, Professor of Mathematics, State Normal School, River Falls.\nCounty Teachers' Association, Milwaukee County.\nPresident, Herbert J. Piper, 712 Astor St., Milwaukee.\nPhilip Eden, Ph.B., '72, Univ. of Wis.\n601 Pine St., Platteville.\n\nJohn Q. Emery, A.M., Ph.B.\n1899, State Normal School Regent, Albion.\nLorenzo Dow Harvey, Ph.D., '91, Milton Coll.\n1898, State Superintendent of Public Instruction, Capitol, Madison.\n\nAndrew J, Hutton.\n1879, Institute Conductor, State Normal School, 1105 Main St., Whitewater.\n\nCharles H. Nye.\n1893, Superintendent of Schools of Grant County, 212 N. Adams St., Lancaster.\n\nW, D. Parker, A.M., Univ. of Wis.\n1899, State Inspector of Free High Schools, 215 Monona Ave., Madison.\nJohn Barber Parkinson, A.B., '60, A.M., '63, Univ. of Wis.\n\nand International Law, Uni-\n\n1885, Vice-President, and, 1893, Professor of Constitutional\nversity of Wisconsin, 803 State St., Madison.\n\nPhiladelphian Society of State Normal School at Platteville.\nPresident, Alfred Kuykendall Secretary, Arthur Hughes, Platteville.\nPublic School Teachers of Janesville.\nSuperintendent, D. D. Mayne; Secretary, Lizzie A. Paterson, Janesville.\nSamuel Shaw, A.M., '75, Univ. of Wis.\n;\n\nLawyer, Crandon, Forest Co.\n\nRobert Closson Spencer.\n1863, President\n\nof\n\nSpencerian Business College, Wisconsin St. and Broadway, Mil-\n\nwaukee.\n\nJoshua Stark, A.B., '48, Union Coll., Schenectady, N. Y.\n355 Farwell Ave., Milwaukee.\n\nState Historical Society of Wisconsin.\nSecretary and Superintendent, Reuben G. Thwaites, Madison.\nState Normal School at Platteville.\nPresident, Duncan McGregor; Librarian, Miss B. A. Gardner, Platteville.\nJohn William Stearns, A.B., '60, A.M., '64, Harvard; LL.D., '74, Chicago Univ.\n1888, Professor of Philosophy and Pedagogy, and, 1897, Director of School of Education,\n\nUniv. of Wis., 512 Wisconsin Ave., Madison.\nIsa.\\c\n\nNewton Stewart, B.Sc, '62, Univ. of Wis.\nEditor of Milwaukee \"Journal,\" 609 Grand Ave., Milwaukee.\n\nTeachers' Association of Wisconsin.\nPresident, G. G. Williams, West Superior; Secretary,\n\nW. H. Cheever, Milwaukee,\n\nCharles Frederick Viebahn.\n1881, Superintendent of City Schools\n\nand Principal of High School, 703 Western Ave.,\n\nWatertown.\n\nWilliam Clarke Whitford, A.B., '53, A.M., '58, Union Coll., N. Y.\n\n;\n\nD.D., '85, Blackburn Univ.,\n\nIllinois.\n\n1858, President of Milton College, Milton, Rock Co.\n\nactive members\n1887\n\n1890\n1891\n\n1892\n\nAlbert Salisbury, Ph.D., Milton Coll., Wis.\n1885, President of State Normal School, Whitewater.\nWilliam Judson E. Hoyt, A.B., '80, Univ. of Wis.\n1891, Superintendent of Schools, 512 Wilson Ave., Menomonie.\nMarie E. Doyle.\n1894, Supervisor of Practice, State Normal School, West Superior,\nI. C. McNeill.\n1896, President of Superior State Normal School, West Superior.\n\n"}
{"page": 799, "printed_page": null, "text": "Wisconsin]\n\n1892\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n787\n\nM. V. O'Shea, B.L., '92, Cornell.\n1895, Professor of the Science\n\nand Art of Education, University of Wisconsin, 140 Lang-\n\ndon St., Madison.\n\nAlbert Willis Tressler, A.B., \"91, Univ. of Mich.\n1900, Assistant Professor of Pedagogy and Inspector of High Schools, University of Wisconsin, 229 W. Gilman St., Madison.\n\n1893\n\nWilliam George Bruce.\n\n1894\n\nEditor of \"American School Board Journal,'' 435 Hanover St., Milwaukee.\nRichard B. Dudgeon, A.B., '76, Univ. of Wis.\n1891, Superintendent of Schools, 520 Jefferson St., Madison.\n\nD. D. Mavne.\n1892, Superintendent of Schools and Principal of High School, 226 S. Main St., Janesville.\n\nTheron B. Pray. A.M., '72, Univ. of Chicago.\n1894, President of State Normal School, 402 Pine St., Stevens Point.\n\n189s\n\nG. L. Bowman.\n1896, Teacher of Mathematics\nWest Superior.\n\nand Reading, State Normal School, 1713 Hughitt Ave.,\n\nWarren J. Brier.\n1898, President of State Normal School, River Falls.\n\nC. E. Brown.\n1034 Spaight St., Madison.\nSilas Y. Gill.\\n, A.M., '87, 111. Wesleyan Univ.\n1892, Editor of\n\n\"Western Teacher\" and \"Gillan's Monthly,\" 141 Wisconsin St., Mil-\n\nwaukee.\n\nRuFUS Henry Halsev, A.B., '77, Williams Coll.\n1898, President of State Normal School, 107 Mt. Vernon St., Oshkosh.\nEllen C. Sabin, A.M., '95, Univ. of Wis.\n1891, President of Milwaukee -Downer College, Milwaukee.\nH. O. R. SlEFERT.\n1896, Superintendent of Schools, City Hall, Milwaukee.\n\nHenry A. Simonds, A.B., '83, A.M., '86, Amherst Coll.\n1899, Superintendent of Schools, 63 Union St., Oshkosjj.\nRose C. Swart, A.M., '95, Univ. of Wis.\n1884, Inspector of Practice Teaching, State Normal School, 37 Elm St., Oshkosh.\nSamuel B. Todd, A.B., Univ. of Mich. ; A.M., Univ. of Nashville.\nWisconsin State Agent, American Book Co., Pfister Hotel, Milwaukee.\n\nE. V. Wernick.\n1895, President of Board of Education, Hillsboro.\n\nCharles F. A. Zimmerman, -Ph. B., '96, 111. Wes. Univ.\n\n;\n\nA.M., '96, Charles City Coll.\n\n1888, Principal of 17th District School, 622 Otjen St., Milwaukee.\n\n1896\n\n'\n\nWalter Allen.\n1899, First Assistant Superintendent of City Schools, 344 Washington St., Milwaukee.\n\nWilliam H. Beach, A.M., Hamilton Coll.\n1891, Professor of History- and Civics, East Side High School, 229 Pleasant St., Milwaukee.\n\nWilliam Owen Brown.\n1894. Principal of East Side High School, 719 Webster Ave., Green Bay.\n\nArthur Burch.\nAssistant Superintendent of Public .Schools, 116, 32d St., Milwaukee.\n\nW. H. Cheever, B.Pd., Nor. Coll., Ypsilanti, Mich.\n1899, Vice-President of State Normal School, 2510 Sycamore St., Milwaukee.\nOtis C. Gross, B.Sc, '90, Univ. of Minn.\n1896, Superintendent of Schools, 315 Oxford Ave., Eau Claire.\n\nMary Hill.\n1869, Assistant Teacher, 3d District, 170 Mason St., Milwaukee.\nHarriet B. Merrill, B.Sc. '90, M.Sc, '93, Univ. of Wis.\n1899, Professor of Biology in Milwaukee-Downer College, Milwaukee.\nKate S. Nelson.\nGrade Teacher, Public Schools, no Park Ave., Janesville.\n\nMae E. Schreiber.\n\nLibrarian, State Superintendent's Office, Department of Public Instruction, Madison.\n\nEmma Willard Shribves.\n1895, Physical Training Dept., State Normal School, 178 Prospect Ave., Milwaukee.\n\nGeorge C. Shutts, Ph.B.\nTeacher of Mathematics, State Normal School, 306 Main St., Whitewater.\n\nJames L. Thatcher, B.L.. '93, Univ. of Wis.\nRepresentative of Ginn & Co., Milwaukee.\nR. A. Waterbury, A.B., '67, A.M., '70, Ph.D., \"86, Alfred Univ.\n1447 Charles St , La Ciosse.\n1897\n\nMrs. Helen E. Bateman.\n789 Astor St., Milwaukee.\n\nJoLiA Campbell.\n1880, A.ssistant Teacher in Public Schools, 7th Grade, 97, i8th St., Milwaukee.\n\nC. P. Gary, B.Sc, Univ. of Chicago.\n1893, Supervisor of Practice Teaching, and Model Schools, State Normal School, 1703\n\nCedar St., Milwaukee.\nF. E. Converse, B.L., '88, Univ. of Mich.\n1897, Superintendent of Schools, 412 Prospect Ave., Beloit,\n\nGeorge Eber Dafoe.\n1892, Principal of High School, Plainfield.\n\nMrs. Medora Dodge Gammon, Grad., Froebel Asso., Chicago.\nSpecial Substitute Teacher in Chicago Schools, 2639 N. Hermitage Ave., Ravenswood, Chicago; home address. 408 Exchange St., Kenosha.\n\nAlbert Guttman.\n1886, Principal of Schools, Manitowoc.\n\nEllen C. Lloyd Jones.\n1887, Associate Principal and Proprietor of Hillside Home School, Hillside.\n\nJanb Lloyd Jones.\n1887, Associate Principal and Proprietor of Hillside Home School, Hillside.\n\n"}
{"page": 800, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n788\n1897\n\n[Wisconsin\n\nW, W. Jones.\nSuperintendent of Schools, Washburn,\n\nFrederick G. Kraege, B.L., '8^, M.L., \"95, Univ. of Wis.\n1897, Superintendent of Public Schools, 336 S. Monroe Ave., Green Bay.\nEmma J. Luebke.\n18^5, Principal of loth Dist. Primary School\n\nNo. i, 872. loth St., N. W. Sta., Milwaukee.\n\nMary L. Lugg.\n1885, Teacher in Public Schools, 464 Russell Ave., Milwaukee.\nHarriet Cecil Magee, Grad., '82, Mt. Holyoke Coll.\n1884, Director of Drawing, State Normal School, 34 Elm St., Oshkosh.\n\nC. O. Marsh.\n1893, Prinipal of High School. 103 Clermont St., Antigo.\nCharles McKennv, B.Sc, '81, Mich. Agr. Coll.; A.B., '89, A.M., '92. Olivet Coll.\n1900, President, State Normal School, 123, 25th St., Milwaukee.\nE. C. Meland, B.L., '89, Univ. of Wis.\nPrincipal of Windsor High School, De Forest.\nChARLES O. Merica, A.M.\n1897, Superintendent of Wisconsin Industrial School for Boys, Wauke.sha.\n\nJames A. Mekrii l, B.Sc, '93, Harvard.\n1900, Teacher of Science, State Normal School, West Superior.\n\nThomas B. Mills.\nSenator, nth District, West Superior.\nJohn A. Moldstad, A.B., '94, Luther Col)., Decorah, la.\n\nDe Forest.\nJohn G. Nageler.\n1896, Principal of Primary School, 2517 Elm St., Milwaukee.\nOliver Needham, Grad., '96, Adv. Course, 1900, State Normal School, River Falls,\n\nBox 30, Midway.\nRichard J. O'Hanlon.\n1892, Principal of 21st District School, 692 Farwell Ave., Milwaukee.\nJ. P. Peterson.\n1894, Superintendent of Schools, Polk County, West Denmark.\n\nLorenzo D. Roberts.\n1888, County Superintendent of Schools, Main St., Shawano.\n\nJohn F. Sims.\n1896, Department of Geography, U. S. History, and\nRiver Falls.\n\nEconomics\n\nin\n\nState Normal School,\n\nHarriet E. Smith, Grad., Oshkosh Nor. Sch.\n1892, Principal of i6th District Primary School, 2409 Cedar St., Milwaukee.\n\nState Normal School, Oshkosh.\nPresident, Rufus H. Halsey; Librarian, Ella G. Parmele, Oshkosh.\nLizzie P, Swan.\n1897, Librarian of State Normal School, Whitewater.\nJ. M. Turner.\nSuperintendent of Schools, Burlington.\nE. W. Walker.\nInstitute Conductor, State Normal School, 1910 John Ave., West Superior.\n\nEdith M. Watson.\n1896, Kindergartner, West Superior; address for 1900, 73 Worcester St., Boston, Mass.\n\nA. W. Weber.\n911 W. Johnson St., Madison.\n\nH. A. Whipple.\n1899, Superintendent of Schools and Principal of High School, 523, 3d Ave., Baraboo.\nWilliam Hill Williams. A.B., '84, A.M., '87, Williams Coll.\n1897, Teacher in Mathematics in State Normal School, Platteville.\n\n1898\n\nThomas Higdon Gentle.\n1900, Director of Training School, State Normal School, Platteville.\n\nMilwaukee Public Library.\nLibrarian, George W. Peckham, Milwaukee.\n\nAdolphus H. Sage, B.Sc, '86, Cornell Univ.\n1893, Professor of Physics, State Normal School, 52 High St., Oshkosh.\nState Normal School, Whitewater.\nPresident, Albert Salisbury, Whitewater.\n\nGuy Allan Tawney, A.B., '93, A.M., \"94, Princeton; Ph.D., '96, Leipzig.\n1898, Squire Professor of Mental Science and Philosophy, 717 Chapin St., Beloit.\n\n1899\n\nMrs. Annie B. Dean.\nStudent of Education, 719 State St., Madison.\n\nJoseph B. Estabrook, A.M., Olivet Coll.\n1896, Superintendent of Schools, 1316 Main St., Racine.\n\nWilliam E. Goddard, A.B., '90, Univ. of Mich.\n1894, Agent for Ginn & Co., 209 S. Carroll St., Madison.\nJ. A. Hagemann, Ph.B., '99, Univ. of Wis.\n1899, Superintendent of Schools and Principal of High School, Fort Atkinson.\n\nGeorge P. Hambrecht.\n1898, Superintendent of City Schools, 408 High St., Grand Rapids.\nCharles H. Haskins, A. B., '87, Ph.D., '90, Johns Hopkins Univ.\n1892, Professor of European History, University of Wisconsin, Madison.\n\nLawrence University.\nPresident, Samuel Plantz\n\n;\n\nLibrarian, Zelia Smith, Appleton.\n\nC. E. Patzek.\n\nTeacher in State Normal School, 225, 23d St., Milwaukee.\nF. F. Showers, B.L., Univ. of Wis.\n1899, Superintendent of City Schools, Antigo.\n\nJames W. Simmons.\nSuperintendent of Schools, 640 Clark St., Stevens Point.\n\nV. A. Suydam, B.Sc, '96, Univ. of Wis.\n1900, Principal of High School, Ripon.\n\n1900\n\nSuperior State Normal School Library.\n•President, I. C. McNeill, West Superior.\n\n"}
{"page": 801, "printed_page": null, "text": "Foreign]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n789\n\nWYOMING\nACTIVE MEMBERS\n189s\n\n1897\n\n1899\n\n1900\n\nHbnrv Mbrz, B.Sc, A.m., Blackburn Univ.\n1888, Professor of German and Social Science, University of Wyoming, 407, 9th St.\nLaramie.\nChurchill.\nO.\nJ.\nSuperintendent of Schools, 2504 Ferguson St., Cheyenne.\nThe Universitv- of Wyoming.\nPresident, Elmer E. Smiley, D.D. ; Librarian, Grace Raymond Hebard, Laramie.\nC. P. Lamar. B.Sc, A.M., Nor. Ind. Nor. Sch.\n1898, Superintendent of City Schools, Rawlins.\nT. T. TVNAN.\n1899, State Superintendent of Public Instruction, 1308 Ferguson St , Cheyenne.\nElmer E. Smiley, A.B., '83, Syracuse Univ. B.D., '90, Yale; D.D., '99, Syracuse Univ.\n1898, President of the University of Wyoming, Laramie.\n;\n\nALASKA\nACTIVE member\n1895\n\nCassia Patton.\n1894, Teacher of School No. 2, Sitka.\n\nHAWAII\nactive members\n1895\n\nAllie M. Felker, Grad., '84, State Normal Sch., San Jose.\n1899, Assistant in Princess Kaiulani School, Box 100, Honolulu.\n\n1899\n\nJohn A. Moore.\n\nS. Lillian\n\nBvington.\n1899, Teacher of Music, Kamehameha Girls' School, Honolulu.\nPrincipal of English School, High St., Wailuku Maui.\n\nHenry S. Townsend, A.B., '80, A.M., '83, Univ. of Des Moines.\n1896, Inspector General of Schools, Honolulu.\n\n1900\n\nMrs. Nina L. D. Frasher.\n1900, Principal of the Princess Kaiulani School, 30 Kukui St., Honolulu.\n\nPORTO RICO\nACTIVE MEMliERS\n1890\n\nCharles B. Scott, A>M., '87, Rutgers Coll.\n\n1893\n\nM. G. Brumbaugh, A.M., '93, Ph.D., '94, Univ. of Pa.\n\n1899, in charge of Schools of American Missionary Association, Santurce,\n\nSan Juan.\n\n1900, Commissioner of Education for Porto Rico, San Juan.\n\n1897\n\n1899\n\nG. Clinton Hanna, A.B., '70, A.M., '73, Calvert Coll., Md.\n1899, Hanna's Select School, 86 Fortaleza St., San Juan.\nVictor S. Clark, A.B., '90, Univ. of Minn.\n1899, President of Insular Board of Education and Insular Superintendent of Schools, San\nJuan.\n\nPHILIPPINE ISLANDS\nactive MEMBERS\n1892\n\nAllen Allensworth, A.M.\n1899, Enlisted Men's Military School, Manila.\n\n1894\n\nFred Washington Atkinson, A.B,, '90, Harvard; Ph.D.. '93, Leipzig.\n\n1899\n\nGeorge P. Anderson, A.M., '86, Whitman Coll., Wash.\n\n1900, General Superintendent of Education in Philippine Islands, Manila.\n;\n\nB.D., '91, Yale.\n\nSuperintendent of Public Schools, Manila.\n\nCANADA\nactive members\n1890\n\nJames L. Hughes.\n\n1891\n\nSamuel Bower Sinclair, A.M., \"93, Univ. of Toronto.\n\nInspector of Schools, cor. York and Richmond Sts.\n\n;\n\n58 Henry St., Toronto.\n\n1893, Vice Principal of Normal School, Ottawa.\n\n1895\n\nMrs. Ada M. Hughes.\nSuperintendent of Kindergartens, Public Schools, 58 Henry St., Toronto.\n\nENGLAND\n*\n1899\n\nACTIVE member\n\nSamuel S. Fechheimer Fletcher, A.B., '94, London; Ph.D., '97, Jena.\n1898, Lecturer on Education in the University of Cambridge, and Teacher of Method in\nthe C. U. Day Training College, i6 Warkworth St., Cambridge, England.\n\nGERMANY\nACTIVE\n1895\n\nMEMBER\n\nDavid Kopp Goss, A.B., '87, Indiana Univ. Fellow in Cornell, '92-3.\n1900, Principal, American College, Strasburg.\n;\n\nHUNGARY\nACTIVE MEMBER\n1893\n\nB^LA KriScsv, State High School Teacher's Diploma, '81.\nState High School, 6th District at Budapest, VI Lovag Utca 18, Budapest.\n\n"}
{"page": 802, "printed_page": null, "text": "INDEX TO LIST OF\nLIFE DIRECTORS, LIFE AND ACTIVE MEMBERS\n(The names of Life Directors and Life Members are printed in italics.]\n[Deceased members are indicated by a *.]\nAbbott, D.Q.,Ga., 'q6\nAbbott, F. B., Kan., '99\nAbbott, Osmer, Cal., '99\nAbercrombie, J. W., Ala., 1900\nAckerman, J. H., Ore., '95\n\nAshmore, Otis, Ga., '94\nAthenteutn Soc, Wis., '84\nAtkinson, Fred W., P. I., '94\n\nBartholomew, Susie M., Ky., '94\n\nAtlanta Univ., Ga., '95\n\nBartholomew, ]V. H., Ky., '77\n\nAugsburg, D, R., Cal., '95\n\nBartlett,\n\nAdams, Cecilia, Colo., '98\nAdams, F. Y., Ariz., '99\n\nAurianne, A., La., '99\nAvery, A. H., S. D., '96\nAvery, F. F., Wash., 99\nAvery, Lewis B., Cal., '95\n\nBarton, R. L., Mo., '97\nBascom, John, Mass., '84\nBashford, Jas. W., Ohio, '94\n\nAddicott, J. E., Cal., '99\n\nAdee,J. N., 11!., '95\nAgard, I. M., Conn., '99\n\nAvery, Rachel F., Pa., '79\nAyers, Howard, Ohio, '99\nAyhuard, John A., Wis., '84\n\nAgricultural Coll., Kan., '97\n\nAhern, M. E., III., '96\nAinsworth, D. E., N. V., '99\nAlton, Geo. B., Minn., '94\nAla. Polytech. Inst., Ala., '97\nAlbert, C. J., III., '96\nAlbrecht, F. J., 111., '91\nAlbright, C. E., Ohio, '95\nAlbro, S. H., N. Y., '95\nAlden, Amelia D., N. Y., '96\nAlderman, E. A., La., '94\nAldridge, Vincent, N. Y., '91\nAlexander, Charles T., Tex., '97\nAlger, John L., Vt., '98\nAllen, E. E., Pa., '99\nAllen, Mrs. Ella N., N. Y., '92\nAllen, Ira W., 111.. '70\nAllen, L. H., 111., '97\nAllen, L. R., Mass., '99\nAllen, Walter, Wis., '96\nAUensworth, Allen, P. I., '92\nAlley, F. S., Ky., '96\nAllgood, Robt. v., Ala.. '98\nAllin, R. H., 111., '97\nAllison, J. J., 111., *93\nAlmond, W. S., Ind., '91\nAltoona Mech. Lib'y, Pa., '99\nAlumni sso.,Mihvaukee,vl\\$,.,\n\nA\n\n•84\n\nAmbrose, H. T., N. Y.,'95\n\nAmes, Chas. H., Mass., '96\nAmherst Coll. Lib'y, Mass., '97\nAmidon, L. E., Mich., '96\n\n.\n\nAnderson, Geo. P., P. I., '99\n\nAnderson, John J., N. Y., '71\nAnderson, J. N., Tenn., 1900\nAnderson, L, F., Mich.. 1900\nAnderson, P. J., Ohio, '96\nAnderson, W. D., S. D., 1900\nAnderson, W. H.; W. Va., '90\nAnderson, W. J., Ariz., '99\nAndrews, E. Benj., Neb., '99\nArbury, F. W., Mich., '95\nArcher, Henry P., S. C., '99\nArchibald, J. P., Pa., '99\nArdley, H. T., Cal., '98\nArcy, Oliver C, N. Y., '70\nArmitage, B. F., 111., '96\nArms, S. Dwight, N. Y., 1900\nArmstrong, Geo. P., Mass., '96\n\nArmstrong, G. W., Mo., '98\nArmstrong, Robt. A., W. Va.,'94\nArnold, E. H., Conn., '96\nArnold, Sarah L., Mass., '95\nArrowsmith, S. V., N. J., 98\nAsbury, T. W., 111., '99\nAshbaugh, Z. R., Mo., '97\n\nAyres, Edw., Ind., '92\nBabcock, C. A., Pa., '93\nBabcock. W. F., N. J., 1900\nBacon, Carl. E.,I11., '97\n\nBacon, Paul V., 111., '97\nBader, John H., Va., '94\nBaer, Clara G., La., '97\nBahr, Lulu C, Cal., '99\nBailey, Emma V., 111., '97\nBailey, M. A., N. Y.. '95\nBailey, T. P., Jr., Cal., '99\nBailey, Walter J., Cal., '95\nBakeless, O. H., Pa., 1900\n\nBaker, Anna M., Ind., '99\nBaker, Benj., R. I., '92\nBaker, Jas. H., Colo., '84\nBaker, O. M., Mass., '92\nBaker, Thos. O., N. Y., \"92\nBaker, W. H., Cal., '99\nRaker, JV. H., Ga., '90\nBalcoin, A. G., N. J., '98\n\nBaldwin, H. J., Cal., '99\nBaldwin, Wm. A., Mass., '99\nBall, Frank H., Cal., '97\nBall, Kath. M., Cal., '99\nBall, Miss Lew, Cal., '99\nBallard, C. A., Minn., '96\nBalliet, Thos. M., Mass., \"95\n\nBallon, C. G., Ohio, '95\nBancroft, Jessie H., N. Y., '97\nBancroft, Margaret, N. J., '97\n\nBangs, J. Edward, III., '99\nBanker, Lizzie L., Neb., '90\nBarbour, O. F., 111., '89\nBardeen, C. W., N. Y., '90\nBardwell, C. M., III., '92\nBardwell, D. L., N. Y., \"99\n\nBargen, I. I., Minn.. '97\nBarnard, Frank J., Wash., \"91\nBarnard Jas. U., Mo., '93\nBarnes, Earl, N. Y., '91\nBarnes, Mrs. F. S., N. Y., '96\nBarnes, J. Walter, W. Va., '91\nBarnes, O. P., Kan., '95\nBarnes, Sarah D., R. 1., '99\nBarnum, Anna, N. D., '97\nBarr, Jas. A., Cal., '98\nBarr, R. L, Neb., '99\nBarrett, A. T., Tenn., '94\nBarrett, Chas. S., Ohio, '95\nBarrett, H. M., Colo., '95\nBarrett, R. C, Iowa, '96\nBarrett, S. M., Mo., '97\n\nBarringer, Wm.\nBarstow, C. L., N. Y., '97\n\nN.. N. J., \"94\n\n790\n\nBarth, O. F., Cal., '99\nBartholf,\n\nWm. J., Ill.,'97\nWm. A., Minn., '97\n\nBass, E. K.,Miss., '95\nBass, Geo. F., Ind.. '96\nBateman, Mrs. H. E., Wis., '97\nBates, Wm. C, Mass., '96\nBauman, E. G., Ind., '98\nBaxter, Chas. J., N. J., '9C\nBay ley, W, D., Pa., 1900\nBayliss, Alfred, 111., '96\nBaylor, Adelaide S., Ind., '97\n\nBeach, Wm. H., Wis., '96\nBeadle, Wm. H. H., S. D., '90\nSeals, S. DeWitt, Neb., '76\nBeardshear, W, M., Iowa, '89\n\nBea^sley, A. E., Colo., '95\nBeattie, J. A., Ore., '99\nBeattys, Frank D., N. Y., '94\nBeazell, Jas. H., Mich., '97\nBecht,J. Geo., Pa., '96\nBeck, Geo., Wis., '84\nBeggs, Robt. H., Colo., '84\nBeggs, S. S.,I11., '96\nBeistle, Ella, Ohio, '97\n\nBelknap, Emmet, N. Y„ '92\nBell, Alex. Graham, D. C, '84\nBell,\nA., Ohio, '76\nBelman,\nC, Ind., \\s\nSch.\nBoard, Wis., '84\nBeloit\n\nWm.\nW.\n\nBender, Ida C, N. Y., '95\nBenedict, E. M., Conn., '97\nBenedict, W, H., N. Y., '92\nBenham, N. L., N. Y., '95\nBennett, Chas. A., 111., '96\nBennett, C. ]V., Ohio, '84\nBennett, Mrs. Lydia A.,N. J., '96\nBenson, B. K., Ga., 1900\nBenson, Christine, Cal., '97\nBenton, Geo. W., Ind., '94\nBergey, D. H.,Pa., '98\nBerlin, A. H., Del., '96\nBernstein, Nathan, Neb., 1900\nBerringer, E. J., Mich., '99\nBerry, B. D., 111., '95\nBerry, W. T., Ky., '98\nBessey, Chas. E., Neb., '95\n.\nBevans, Homer, 111., '97\nBicknell, Thos. W., R. I.. '82\nBierly, H. Elmer, Fla., '99\nBillingsly, J. J., Iowa, '95\nBingham, Cornelia D., 111., 1900\nBingham, Reuben S., Wash., \"96\nBingham, Robt., N. C, '84\nBirchard, C. C, N. Y., '95\n\nBishop, Eliza A., Pa., '92\nBishop, J. Remsen, Ohio, '94\nBishop, Nathan L,, Conn., 95\nBissell, Annie M.,\n\nN. Y., '95\n\nBlack. Jas. C, Ida., \"88\nBlack, S. T., Cal., '95\nBlack, Wm. H., Mo., '95\n\n"}
{"page": 803, "printed_page": null, "text": "INDEX TO LIFE AMD ACTIVE MEMBERS\nWm.\n\nBrumbaugh, G. W., Ohio, '96\n\nBlack,\nJ., 111., '97\nBlair, Francis G., 111., '99\nBlair, John J., N. C, '95\n.\n\nBrumbaugh, M. G., P. R.. '93\nBruot, Marie L.. Ohio, '96\n\nBlake, Mrs. E. M., Ark., '98\nBlaker, Mrs. E. A., Ind., '96\nBlakesley, O. J., Colo., '96\nBlakiston, Mary, Ohio, '95\nBlasingame, J. C., N. C, '97\nBlewett, Ben, Mo., '97\nBliss, Fred. L., Mich., '95\nBliss. J. J., Ohio. '96\nBlock, Louis J., 111., '99\nBlodgett, A. B.,N. Y., '90\nBlodgett, S. F.. Mass., '97\nB. of Ed.. Abilene, Kan., '86\nB. of Ed.. Beloit, Wis., '84\n\nB. of Ed., Dodge City, Kan., 'So\nB. of Ed., JanesvilU, Wis., '84\nB. of Ed., La Crosse. Wis., '84\nB. of Ed., Milwaukee, Wis., '84\nB. of Ed., Nashville, Tenn., '89\nB. of Ed., Northfield, Minn., '90\nB. of Ed., Oshkosh, Wis., '84\nB. of Ed.. Ottawa, Kan., '86\nB. of Ed.. Sedg-wick. Kan., '86\nB. of Ree:enis, St. Nor. Sch.,\nWis., '84\n\nBodenhamer, D. S., Tex., '95\nRodler, Anna. 111., '98\nBodwell, Edwin J., Neb., '95\nBoice, H. B., N. J., '06\nBolenbaugh, G. B., Ohio, '96\nBoltwood, H. L,, 111., '99\nBond, G. G., Ga., '94\nBond, J. D., Minn., '96\nBonebrake, Lewis D., Ohio, '90\nBoone, Richard G., Ohio, '84\nBooth, F. W., Pa., 1900\nBoston College, Mass., '97\nBostwick, O. P., Iowa, '91\nBotkin, Mrs, Sidney C, Ariz., \"99\nBoutelle, C. M., Minn., '96\nBouton, Eugene, Mass., '95\nBowers, H. W., Ind., '96\nBowman, G. L., Wis., '95\nBoyd, David R., Okla., '92\nBoyd, Mrs. Gaston, Kan., '97\nBoyd, W. W., Ohio, '94\nBoyden, Albert G., Mass., '90\nBoyden, Arthur C, Mass., '97\nBoyden, Wallace C, Mass., '96\nBoyle, Chas. A,, Kan., '97\nBradley, Chas. A., Colo., '93\n\nBradley, John E., 111., '90\nBradley, Milton, Mass., '92\nBrandegee, J. E., N. Y., '96\nBrandt, K. B., Pa., '97\nBrier, Warren J., Wis., '95\n\nBrigham Young Coll., Utah, '98\nBright, O. T., 111., \"93\nBristol, E. N., N. Y., '96\nBrittain, M. L., Ga., 1900\n\nBrock, H. Z., Mich., '97\nBrocket!, Zue H., D. C., '98\nBrodcrick. Kate G., N. Y., '96\n\nBrooks. Ed'.u., Pa., '76\nBrooks, Sarah C, Minn., '94\nBrown, C. E., Wis., '95\nBrown, Elias, D. C.,'98\nBrown, Eliz. V., D. C, '98\nBrown, Ellis W.,D. C. '98\nBrown, Elmer E., Cal., '91\nBrown, Eugene, Iowa, '97\n\nBrown, Geo. P., III., '80\nBrown, Geo. W., Mass., '96\nBrown, H. B., Ind., '95\nBrown, Hugh, Mich., '98\nBrown, Jesse H., Ind., 91\nBrown, J. L., Utah, '99\nBrown, John A., N. H., \"99\nBrown, John F., Ind.. '96\nBrown, J. Stanley, III., '97\nBrown, Kate L.,Neb., '97\nBrown, Miss Marion, La., '89\nBrown, Sara P., Cal., '99\nBrown, Thos. P., Cal., '99\nBrown, Wm. O., Wis., '96\nBruce, Wm.G., Wis., '93\n\n.\n\n791\n\nChandler, John W., N. Y., \"90\nChandler. VVillard H.,'^\\%.;iA.\nChaney, N. H., Ohio, 1900\n\nBryan, Wm. J, S., Mo., '99\nBryan, Wm. L., Ind., '93\nBryant, Miss C. L., Mo., '99\n\nChaplin, Henry L., III., '99\nChapman, F. L., Mass., '94\nChase, Susan F., N. Y., '98\n\nBryn Mawr Coll., Pa., '99\nBryson Library, Teachers Coll.,\nN. Y., '98\nBuchanan, Elizabeth, Mo., 1900\nBuchanan, Geo. V., Mo., '94\nBuchanan, John T., N. Y., '90\nBuchanan, L. A., Cal., '99\n\nChase, W. J., III., '99\nCheever, W. H., Wis., '96\nCheney, Augustus J., III., '84\n\nBuchholz, L. W., Fla.,\nBuechele, J. L., Iowa, '97\nBuehrle, R. K., Pa., '92\nBuffalo Pub. Library, N. Y., '99\nBuford, Mrs. E. G., Tenn., 1900\nBulklev, Julia E., 111., '95\nBunnell, C, Ind., '99\nBunzel, Belle, Ark., '08\nBurch, Arthur, Wis., 96\nBurdick, A. Hall. N. Y„ \"92\nBurgess, I. B., 111., '99\n\nChurchill, J. O., Wyo., '97\nCity Lib'y. Springfield, Mass., '98\nClair, Francis R., N. Y., '94\nClancy, Albert W., 111., '92\nClancy, N. J., Tex., '97\nClark, A. O., Utah, \"97\n\nV\n\nBurk, Fred L., Cal., '92\nBurke, Mrs. B. Ellen, N. Y., \"94\nBurke, J. E., Mass., '95\nBurks, J. D., Cal., '99\nBurleson, A. L., Cal., '99\nBumham, W. R., Conn., '99\nBurns, G. W., Ohio, 1900\nBurns, J. J., Ohio. '80\nBurns, Ralph H., Minn., '96\nBurris,\nP., Mass, '95\nBurroughs, Geo. S., Ohio, '95\nBurt, Amy M., Vt., 1900\n\nWm.\n\nBurton, R. W., 111., '96\nBusby, Isaac V., Ind., '96\nBushnell, H. T., Iowa, '97\nButler. Nicholas M., N. Y., '85\nButton, Wm. J., III., '96\nButts, Mrs, Annice B., 111., \"96\nBuzzell, Delos, III., \"97\nByington, S. Lillian, H. I., '95\nCahalan, Mary A., Ala., '95\nCaldwell, B. C., La., '96\nCaldwell, H. W., Neb.,i'96\nCalkins, F. L., III., '95\nCall, A. D., Mass., '98\n\nCammack, Ira I., Mo., '95\nCamp, David N., Conn., '92\nCampbell, A. C, Kan., '86\nCampbell, Julia, Wis., '97\nCampbell, W. H., 111., '95\nCanfield, James H., N. Y., '84\nCannon, Geo. L., Colo., '95\nCannon, H. D., Ore., '99\nCapen, Elmer H., Mass., '96\nCapen, Frank S., N. Y., \"96\nGarden, A. D., Ark., '98\nCarey, C. E., Ohio, '95\nCarfrey, J. H., Mass., \"97\nCargo, R. M., Pa., '96\nCarleton, E. A., Mont., \"97\nCarlisle, Jas. M., Tex., '95\nCamagey, J. A., Ind., '95\nCarnegie Library, Pa., '99\nCarpenter, J.\n., Wis., '84\nCarr, J. M., Ohio, '98\n\nH\n\nCarr, J. W.. Ind.. \"97\nCarrington, W. T., Mo.. \"99\nCarroll, C. F., Mass., '95\nCarroll, Mary H., N. Y., '98\nCarson, C. H., Jr., La., 1900\nCarter, Joseph, 111., \"99\nCary, Alice D., Ga., '98\nGary, C. P., Wis., '97\nCase. Harriet F., Ind., \"98\n\nCase, Richard, N. J., '94\nCasey, W. V., Colo., \"os\nCassilly, Francis B., 111., '99\nGates, E. E., Md., '98\nCatey, Minnie L., Cal., '99\nChadsey, Chas. E., Colo., '95\nChalmers, W. W., Ohio, '95\nChamberlain, A. H., Cal., 97\nChamplin, Howard, Ohio, '96\n\nChandler, Anna M., Mich\n\n,\n\n'99\n\nCheney, Francis J., N. Y., '91\nChicago Institute, 111., '99\nChicago Pub. Library, 111., \"98\nChurch, Geo. E., R. I., '92\n\nClark, Frank //., Colo., '86\nClark, F. H., Cal., '99\nClark, Jessie L., Kan., \"95\nClark, John S., Mass., '92\nClark, L. H., Wis., '84\nClark, V. S., P. R., '99\nClark, \\\\. A., Neb., '95\nClarke, Elva E., Kan., '94\nClarke, Francis D., Mich., \"97\nClaxton, P. P.,J>I, C, '98\n\nClendenen, T. C, III., '97\nCleveland Pub. Lib'y, Ohio, '97\n\nGlum, George V., 111., '99\nCobb, Chas. D., N. C, 1900\nCobb, Chas. N.,N.Y., '94\nCobb. Collier, N. C, '99\nCoburn, F. F., Mass., '99\n\nCobum, Wm. G., Mich., '95\nCochrane, W. E., N. Y., '98\nCoddjngton, A. O., 111., '93\nCoddington, E. A., Mich., 1900\nCoe, Emily M., N. C, '80\nCoffin, C. W. D., N. Y., 1900\nCogswell, Francis, Mass., '93\nColby. E. C, N. Y., '96\nCole, Chas. H., W. Va., '98\nCole, Chas. W., N. Y.. '92\nCole, L. W., Okla., '98\nCole, Wm. H., W. Va., '70\nColegrove, A. D., Pa., '95\nColegrove, P. P., Minn., 1900\nColeman, E. N., Iowa, '98\nColeman, J. T., S. C, 1900\nColgrove, C. P., Iowa, '97\nCollege, Agr., of Kan., '97\nCollege, Amherst, Mass., '97\nCollege, Boston, Mass., '97\nCollege, Brig. Young, Utah, '98\nCollege, Bryn Mawr, Pa., '99\nCollege, Conn. Agri., '99\nCollege, Dickinson, Pa., '99\nCollege, Hendrix, Ark., '97\nCollege, Midland, Kan., '99\nCollege, Mont. State, '99\nCollege, Pa. St., 1900\nCollege, Pomona, Cal., '99\nCollege, Pritchett, Mo., 1900\nCollege, Smith, Mass., '98\nCollege, S. D. Agri., '99\nCollege, Valparaiso, Ind., '97\nCollege, Vassar, N. Y,, '98\nCollege, Wabash, Ind., '95\nCollege, Wheaton, 111., '99\nCollege, Williams, Mass., '97\nCollege, Woman's. Md., '99\nCollins, E. E., S. D., '99\nCollins, J. H., 111., '95\nCollins, Mrs. J. H., 111., '95\nCollins, John S., Mo., '97\n\nColumbia University, N. V., 'i__\n95\nComings, Fannie S., N. Y., '95\nCompton, Mrs. H. T., Cal., '^\nComstock, D. Y., Vt., '99\nComstock, T. B., Cal., '95\nCongdon, C. H., 111., '94\nConkling, W. E., Mich., '96\nConley, Geo. H., Mass., '97\nConn. Agri. College, Conn., '99\nConverse, F. E., Wis., '97\n\n"}
{"page": 804, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n792\n\nCotiway, Clara, Tenn., '87\nCook, Chas. F„ Me., '98\nCook, £.//.,N. Y.,'85\nCook, Elizabeth B., 111., '96\nCook, F. L., S. D., '75\nCook, Geo. B., Ark., '95\nCook, Ida M., 111., '99\nCook, John W., 111., '90\nCook, W. H., Cal., '99\nCooley, Mrs. A. W.. Minn., '96\n\nDavis, Allan, D. C, '95\nDavis, Booth C, N. Y., '96\nDavis, Ellery W., Neb., '99\nDavis, Emma C, Ohio, '94\nDavis, Eva L., Ark., '98\nDavis, Geo. S., N. Y., '96\nDavis, Geo. W., 111., '96\nDavis, John W.,N.Y., '95\nDavis, J. M., Iowa, '98\nDavis, W. M.. Mass., '99\n\nCooley, E. G., Ill '97\nCooley, F. A., Ariz., '99\nCooley, F. W., Mich., '95\nCooley, L. C, N. Y., '96\nCooper, F. B., Utah, '94\nCooper, F. I., Mass., '93\nCooper, O. H., Tex., '94\nCoover, N., Kan., '86\n\nDawson, H. T., N. Y., \"95\n\n,\n\nCopeland, A. B., Colo., '99\nCopeland, Chas. H., Ind., '99\nCorbett, H. R„ 111., '90\nCorbin, J. C, Ark., '98\n\nCorcoran, Tressa M., Ohio, '96\nCornell Univ. Library, N. Y., '96\nCornell, Watson, Pa., '96\nCorson, O. T., Ohio, '87\nCorthell, W. J., Me., '92\n\nDewey, Jas. A., Pa., '93\nDewey, John, 111., '97\nDewey, Melvil, N. Y., '92\nDial, S. T., Ohio, '95\n\nDick, Fred., Colo., '95\nDickens, J. L., Tenn., 1900\nDickinson College, Pa., '99\nDickey, C. L., Ohio, '95\nDietrich, Chas. H., Ky., '91\nDietrich, John, Colo., '95\nDillman, L. M., 111., '86\nDinsmore. J. W., Ky. '98\nDix, Wm. T., 111.. '96\nDixon, B. V. B., La., '97\n\nCruikshaiik, Jas,, N. Y., '57\nCubberly, E. P., Cal., '94\nCulbertson, E. D. Y., Iowa, '95\nCummins, J. P., Ohio, 1900\n\nCunningham, J. B., Ala., '95\n\nCurran, Ulysses T„ Ohio, '66\n\nCurrier, E. H., N. Y., '97\nCurry, Robt., Pa., '84\nCurtis, A. £., Mich., '96\nCurtis, Virgil G., Ohio, '92\nCurtiss, Fred. A., Conn., '94\n\nDabney, C. W., Tenn., '99\nDafoe, Geo. Eher, Wis., '97\nDai ley, M. E., Cal., '98\nDalton, T. E., Ariz., '98\nDana, Fenella, Kan., 95\nDaniels, J. W., Ida., '98\nDavenport, Benella, Fla., 1900\nDavidson, Chas. C, Ohio, '80\nDavidson, F. P., Cal., '99\nDavidson, Wm. M., Kan., '90\nDavis, A. J., Pa., '98\n\nEliot, Chas. W., Mass., '92\nD., Mo., '98\n\nElliff, J.\n\nDearmont, W. S., Mo., '99\nDeatrick, W. W., Pa., '92\nDecker, Wm. H., N. Mex., '99\nDe Garmo, Chas., N. Y., '89\nDelano, Edward C., 111., '95\nDemarest, J. B. T., N. Y., 1900\nDenfeld, Robt. E., Minn., '90\nDept. Pub. Instr., III., '99\nDeupree, J. G., Miss., '97\n\nCotton, F. A., Ind.. '98\nCoulter, Minnie, Cal., '99\nCowgill, Paul A., Mich., '98\nCox, Edwin B., Ohio, '89\nCox, E. Morris, Cal., '96\n\nCreager, W. B., Ariz., '99\nCrissy, I. O., N. Y., '98\nCrist, Henry M., N. Y., '96\nCritchett, E. T., Minn., '98\nCrocker, H. G., Cal., '99\nCrockett, May M., III., '95\nCronebaugh, C. L., Ohio, '99\nCropsey, Miss N., Ind., '91\nCrosby. IV. E., N. Y.. '70\nCrosier, M. E., Iowa, '95\nCross, J. G., Cal., '99\nCrouch, Sarah E., Mo., '95\nGrouse, Mrs. J. N., 111., ^93\nCrouter, A. L. E., Pa., 1900\n\nElder, Ella C, N. Y., '96\nElder, E. W., Colo., 95\nElgas, Mathew J.. N. Y., '91\n\nDeahl, J. N., W. Va., '96\nDean, Mrs. Annie B., Wis., '99\nDeane, Chas. W., Conn., '89\nDearborn, R. J., Tenn., 1900\n\nCo, Teachers' Asso., Wis., '84\nCottingham, J. M., Mo., '97\n\nCox, Henry C, 111., '95\nCox, Jean N., N. J., '97\nCox, Martin L., N. J., '93\nCox, T. L., Ark., 1900\nCox, Wm. J. M., 111., '99\nCoy, Emma, 111.. '97\nCoy, E. W., Ohio, '83\nCrabbe.J.G., Ky., '97\nCrabtree, J. W., Neb., '95\nCrabtree, Mrs. D. W., Neb., '99\nCraig, Arthur U., Ala., '99\nCraig, Oscar J., Mont., '92\nCraig, Wm. B., Iowa, 1900\nCrane, Mrs. Chas. R., III., '97\nCrane, Frank, S. D., '95\nCrane, Julia E., N. Y., '95\nCrane, Wm. I., Ohio, '99\nCranston, R. W., Minn., '96\n\nEdwards, I.E., Md., '98\nEdwards, W. A,, Cal., '99\nEdwards, W. F.. Mich,, 1900\nEdwards, W. S., Cal., '99\nEhinger, C. E., Pa., '97\n\nDibble, V. C, Jr., S. C, 1900\n\n,\n\nDoane, Letitia L., 111., '97\nDobson, W. D., Mo., '97\nDodd, Arthur A., Mo., 95\nDodge, M. Luella, 111., '97\nDodge, R. E.,N. Y., '98\nDod&e, Wm. C, 111., '96\nDoggett, VV. E., N. Y., 1900\nDolphin, M. E., Kan., '95\nDonohoe, Mary J., N. J., '94\n'\n\nDorland, J. E., Ky., '92\nDoron, W. A., Iowa, '97\nDougherty, Mabel E., 111., '96\n\nDougherty, N. C, 111., '87\nDoughty, Jas. C, Nev. '99\n,\n\nDow, J. J., Minn., '96\nDowney, Miss B. P., Mont., '99\nDowning, A. S., N. Y., '91\nDowns, Edgar R., Colo., '94\nDoyle, Marie E., Wis., '91\nDozier, Melville, Cal., '95\n\nDraper, Andrew S., III., '88\nDreher, E. S., S. C, '96\nDresser, Mrs. R. L. R., N. J., \"99\nDucker, W. H., 111., '95\nDudgeon, R. B., Wis., '94\nDudley, Mrs. E., Iowa, '97\nDudley, Marion C, S. C, 1900\nDurham, Mrs. C. M., Pa., '92\nDutton, Bettie A ., Ohio, '80\nDutton, S. T., N. Y., '95\nDyer, F. B., Ohio. '96\nDyer, Frank R., Kan., '91\nDyke, Chas. B., Va., '99\nEakins, Mrs. Millie R.,I11., '96\nE. 111. St. Nor. School, 111., '99\n\nWm.\n\nEa.stman,\nR., N. Y., '96\nEaston, Warren, La., '95\nEaton, Ira T., 111., '94\nC.,'93\nEaton, John,\nEbaugh, Z. C, Md.,\nEden, PhiliJ), Wis., '84\nEdgerly, Jos. G., Mass., '96\nEd. Assoc, N. D., '96\nEditor's Library, N. Y., '97\nEdmonds, F. S., Pa., '98\nEdmund, Gertrude, Mass., '97\nEdson, A. W.,N. Y.. '96\nEdwards, Anna E., Cal., '99\nEdwards, H. U., Minn., '97\n\nD\n\nV\n\nElliott, A. M., Md., '99\nElliott, E.\nColo., '99\nElliott, J. F., Ala., '98\nEllis, John\n111., '87\nEllis,\nAustin. Mich., '87\n\nC,\n\nC,\n\nEllis,\n\nWm.\nW. S., Ind., 1900\n\nEllsworth, Henry W., N, Y.,'96\nElmer, Frances A., Minn., '97\nElson, W. H., Mich., '95\nElterich, Bertha, N. J,, 1900\nElwell, Mrs. O. F., N. J., '96\nEly, Sarah Y., N. J., '92\nEmerson, Henry P., N. Y., '93\nEmery, John Q., Wis., '84\nEnglish, Rebecca F., Cal., '88\nEstabrook, J. B., Wis., '99\nEstee, Jas. A., N. Y., '96\n\nEz'ans, Chas. H., Mo., '86\nEvans, Lawton B., Ga., '94\n\nEvans, Wm, P., Mo., '98\nEwing, R. D., Mich., '99\nFagan, Rev. J. P., D. C, '99\nFairchild, E. T., Kan., '86\nFairchild, Geo. T., Ky., '86\nFall, Delos, Mich.. '97\nFant, John C, Miss., '97\nFarley, Anne J., N. Y., '97\nFarley, D. H., N. J., '96\nFarley, Geo. L., Neb., '97\nFarnsworth, Fannie P., Minn., '98\nFarnsworth, S. A., Minn., '94\nFarrand, Wilson. N. J., '95\nFarrell, Edw. D., N. Y.,\n\nV\n\nFarson, M. Elizabeth, III., '97\nFaulkner, R. D., Cal., '99\nFay, Edw. A., D. C, '99\nFelker, AllieM.,H. I., '95\nFell, Anna M., N. J., '97\nFels, Maurice, Pa., '98\nFendley, J. M., Tex., '95\nFenton, Geo., N. Y,, '92\nFerguson, E. E., Mich., '96\n\nFerguson, F. L., Cal., '99\nFernald, M. C, Me,, '90\nFerris, W. N., Mich., '99\nFillmore, Nettie, Ohio, 1900\nFishburne, E. B., Va., '99\nFisher, Oilman C, Mass., '92\nFisher, H. W., Pa., '92\nFisk, Herbert F., 111., '91\nFitch, Ferris S., Mich., '90\nFitz, Geo. W.,\n\nMass., '98\n\nFitzgibbons, T. F., Ind., '95\nFitzpatrick, Frank A., Mass., '84\nFleming, Mary A., N. Y., '90\n\nFleshman, Arthur C, Ky.. '94\nFletcher, S. S. F., Eng., '99\nB., Ind., '95\nFlick,\nFlickinger, J. R., Pa., '98\nFling, Allen C, Neb., '98\nFloyd, Laura D., Ind., '98\nFloyd, W. L., Fla., 1900\nFoerste, A. F., Ohio, '96\n\nW.\n\nFoos, Anna, Neb., '97\nFoose, L. O., Pa., '96\nFooshe, J. Frank, S. C, '98\nFoote, Mary C, 111., '97\n\nForbes, Alexander, 111., '76\nForbes, John A., 111., '98^\n\nFord, Lyman H., Iowa., '97\nFordyce, Chas., Neb., '99\n\nForesman, H. A., 111., '96\nForesman, Robt., 111., '96\nForrest, J. T., Wash., '95\nFort, W. H., Mich., '97\nFoshay, Jas. A., Cal,, '93\nFoster, C. E., Tex., '97\nFowler, .W. K., Neb., '92\n\n"}
{"page": 805, "printed_page": null, "text": "INDEX TO LIFE AND ACTIVE MEMBERS\nFox,\n\nWm. F., Va., '94\n\nFrancis, J. H., Cal., '99\nFrank, H. L., Ind., '99\nFranklin, Geo. A., Minn., '97\nFrasher, Mrs.N. L. D., H. I., 1900\nFrasier, W. F., Vt., 1000\nFrazee, Victor, R. I., 96\n\nFreeman, J. H., 111., '95\nFreeman, JohnT., D. C., '98\nFreer, H. H., Iowa, '84\nFrench, Geo. \\V., N. Y., '9s\nFrench, Harlan P., N. Y., '91\nFrench, John D., Neb., '99\nFrench, O. E., Iowa, '95\nFrench, Permeal, Ida., '99\nFriedberg, Wm. B., N. Y., '92\nFriedel, Chas., Ore., '97\nFriedman, Anna E., N. Y., '95\nFrisbee, H. D., N. Y., '99\nFrissell, H. B., Va., 1900\nFrost, H. H., Mich., '95\nFrost, J. M., 111., '97\n\nGratz, Simon, Pa., '79\nGray, Arthur W., Cal., igoo\nGray, H. W., N. Y., '98\nGray, Jennie B., N. C, 1900\nGreason, Elmira R., Okla., 1900\nGreeley, J. P., Cal., '88\n\nGreen, Jas. M., N. J., '92\nGreene, John A., N. Y., '93\nGreene, Josephine A., N. Y., '99\nGreenlee, Ida K., Mass., '93\nGreenlee, L.\n\nFruchte, Amelia C, Mo., '96\nFry, W. W., Fla.,1900\nFuller, Sarah, Mass., 1900\nFulton, Robt. B., Miss., \"94\nFulton, W, L., Ohio, '96\nFunk, Clara, Ind., '99\n\nFunk, J. P., Ind., '99\nFutrall, Thos. A., Ark., '87\nGafney, T. M., N. Y., '98\nGage, Nathaniel P., D. C, '98\nGalbreath, T. C, Md., '99\nGammon, Mrs. M. D., Wis., '97\nGans, W. G., Pa., '05\nGantvoort, A. J., Ohio, '94\nGarrett, Mary §., Pa., '97\nGarrett, VV>n. R., Tenn , '86\nGarrette, Irene, Iowa, '97\nGarvin, John B., Colo., '95\nGass, B. R., Colo., '99\nGastman, E. A., 111., '95\n\nGates, Elmer, Md., '98\nGates, Howard, Ark., '96\nGates, Merrill £., D. C, '99\n\nGayhart, Walter C., Nev., '95\nGayley, Chas. M., Cal., '99\nGeary, Grace, Mo., '97\nGeer, David S., 111., '86\nGeetirg, D. M., Ind., '95\nGeiger, F. P., Ohio, 1900\nGentle, T. H., Wis., '98\nGeorge, Austin, Mich., '95\nGermann, Geo. B., N. Y., '98\n\nGettemy, Mrs. M. E., 111., '92\nGibson, C. B., Ga., '98\nGibson, John A., Pa., '96\nGiddens, L. P., Ala., 1900\nGideon, Geo. D., Pa., \"qg\n\nM„\n\nGorton. Chas. E., N. Y., '96\nGoss, D. K., Germany, '95\nGotwals, Jos. K., Pa., '92\nGove, Aaron, Colo., '88\nGower, Hattie F., Cal., '99\nGraeser, C. A., S. C, '97\nGraham, Hugh A., Mich., '95\nGraham, Jas. D., Cal., '99\nGrandy, Mary A., Mass., '93\nGrant, Miss A. L., D. C, '98\nGrant, H. L., Minn., '96\n\nGiffin, W.\n111., '95\nGilbert, C. B., N. J.,\n\n%\n\nGilbert. Irene, Mo., 1900\nGilbert, Mrs. M. E., 111., '99\nGilbert, Newell D., 111., '95\n\nGilday, Mary, Mo.. '95\nGillan, Silas Y., Wis., '95\nGillespie, Mary, 111., '97\nGillespie, Nellie. III., '97\nGilliam, R. F., S. C, 1900\nGillman, Daniel C, Md., '96\nW., S. D., '99\nGirton,\nGladding, A. E., Ohio, '96\nGlascock,\nH., Ind., \"99\n\nWm.\n\nWm.\n\nGlass, E. C, Va.,'Q4\nGlenn, Chas. B., A'a., 1900\n\nR\n\nGlenn, G.\n,Ga.,'9s\nGlotfelter, J. H., Kan.. '99\nGlover, Nathan L., Ohio,\n10, 09\nGminder, A. J., Md., 98\nGoddard. Wm. E., WisI,\n!., '99\n'\n\n'\n\nGolden, H. VV„ Pa., '98\nGoodhue, Lincoln P., 111., '93\nGoodnough, Walter S., N. Y.,'82\nGoodwin, A. C, Ind., '99\nGoodyear, E. F., Cal., '99\nGordon, Jos. C. III., '97\nGordy, J. P., Ohio, '96\nGordy, W, F., Conn., '98\n\nC\n\nColo., '92\n\nGreenman, A. V., 111., '97\nGreenwood, J. M., Mo., '86\nGregory, Benj. C, N. J., '94\nGregory, Lyman, Cal.. '99\nGrenfell, Helen L., Colo., '99\nGriffin, E. H., Md., '99\nGriffith, E. W., N. Y., '96\nGriffith, Geo.. N. Y., '93\nGriffiths, G. C, III., '96\nGriggs, Herbert, Colo., '99\n'98\nGrimsley, G. A., N.\nGrindle, H. D., Ohio, '98\n\nC,\n\nGrisham, G. N., Mo., 1900\nGross, Otis C, Wis., '96\nGroszmann, M. P. E., Va., '94\nGrove, M. A., Pa., '97\n\nGroves, Chas. W., 111., '96\nGrupe, Mary A., Wash., '99\nGrussendorf, D. A., Minn., '98\nGruver, E. A., N. Y., 1900\nGuden, Anna J., N. J., 94\nGuilliams, J. M., Ga.,'97\nGuinther, \\. C, Ohio, 1900\nGunn, A. F., Cal., '99\nGunnison, W. B., >f. Y., '96\nGuss, Roland W., Mass., '95\nGuttmann, Albert, Wis., '97\nHadley, Hiram, N. Mex., '91\nHaertel, M. H., 111., '99\nHagemann, J. A., Wis., '99\nHagerty, C. T., N. Mex., '95\nHaggett, Geo. B., N. Mex., '97\nHaight, R. A., 111., '95\nHailmann, W. N., Ohio, '79\nHale, Geo. D., N. Y., '91\nHale, Wm. G., 111., '99\nHall, Caleb G., N. Y.. '85\nHall, Dana W., III., '91\nHall, Edwin H., Mass., '99\nHall, Frank H., 111.. '97\nHall, G. Stanley, Mass., '91\nHall, Isaac Freeman, Mass., '93\nHall, Loyal Freeman, Pa., '93\nHall, Mary F., N. Y., '93\nHall, R. C., Ark., '98\nHall, W. S., III.. 'q9\n\nHallam, Alfred, N. Y., '96\nHalland, J. G., N. D., '97\nHalleck, R. P., Ky., '97\nHalsey, R. H., Wis., '95\n\nHambrecht, Geo. P., Wis., '99\nHamilton, jas. M., Mont., '95\nHamilton, R. I., Ind., '96\nHamilton, Sam., Pa., '98\nHamilton. Wm., D. C, '98\nriamlin, Cyrus, Miss.,\nHamlin,\niVliss., '99\n99\n\nHammel, f. C, Cal., '99\nHammel, W. C. A., Md., iq\nHampton, Miss C, Fla., 1900\n\nHampton Institute, Va., '99\nHancock, John A., Cal., '95\nHand, W. H., S. C., '96\nHanna, G. C, P. R., '97\nHanna, John C. 111., '98\nHanson, Myra H., Ohio, '98\nHanus, Paul H., Mass., '95\n\n793\n\nHardy, Richard, 111., '94\nHarison, W. B., N. Y., '92\nHarper, Wm.R., 111., '95\nHarrington, C. L., N. Y., '98\nHarris, Abram W., Me., '98\nHarris, Ada Van Stone, N. J., '95\nHarris, Edw. L., Ohio, '94\nHarris, Edwin S., N. Y., '98\nHarris, Henry E., N. J., '93\nHarris Inst. Lib'y, R. I., '99\nHarris, J.\nGa., '99\nHarris, Jas. H., Mich., '98\nHarris, Julia A., Ohio, '94\nHarris, Mary E., N. Y., '96\nHarris, T. G., Tex., '95\n\nC\n\nHarris, IVm. T., D. C, '76\nHarrison, Elizabeth, III., '95\nHarrison, Miles W., Ind., 96\nHart, Albert Bushnell, Mass., '95\nHartigan, Mary S. L., 111., '95\n\nHartman, Mary, III., '95\nHarvard Coll. Lib'y, Mass., '95\nHarvey, G. I., Mo., '86\nHarvey, L. D., Wis., '84\nHarvey, N. A., 111., '97\nHaskins, C. H., Wis., '99\nHatch. Ida P., S. D., '99\nHatch, W. E., Mass., '97\nHatch. W. H., 111., '95\nHatfield, C. B., Ky., 1900\nHauer, J. S., Ohio, 1900\nHaupert, Chas., Ohio, '93\nHaupt, J. G., La., '96\nHaven, Caroline T., N. Y., '96\n\nHayden, H. B.,I11..'^7\nHayden, P. C, Iowa, '95\nHayes, C. L., Fla., 1900\nHayes, Frances C, N. Y., '96\nHayes, H. E., N. Y., '92\nHays, Dudley G., 111.,\nHays, James L., N, J., 1900\nHayward, Edw., N. Y., '9,';\n\nV\n\nHayward, Emily A., 111., \"84\nHazen, David H., D. C, '98\nHazen, Lillian D., Cal., '99\nHeath, D. C, Mass., '91\nHeath, E. L., Mich., '99\nHeaton, T. L., Cal., '99\nHebden, Edwin, Md., 1900\n\nHeermans, Josephine, Mo.\n\n,\n\n'96\n\nHeidler, S. H., 111., '97\nHeighway, F, F.,Ind., '99\nHeineken, J. F. D., N. J., '94\nHeizer, John A., Ohio, 99\n\nHelmer, Harry, 111., '95\nHenderson, Mrs. Kate A., 111., '97\nHendrick, Welland, N. Y., '95\nHendricks, J. P., Mont., '98\nHendrix College, Ark., '97\nHenninger, J. W., III., '96\nHenry, Jas. A., Tenn., '96\nHenry, f. B., Kan., 1900\n\nHermanns, Edw. F., Colo., '95\nHerrick, C. A., Pa., 1900\nHerrig, Anna B., S. D., '95\nHershman, W. H., Ind., '96\nHertel, Chas., 111., '95\nHervey, Henry D., R. I., '96\n\nHervey, Walter L., N. Y., %%\nHerzog, Peter, Mo., '97\nHess. Wm. C, N. Y., '96\nHester, W. A., Ind.. '95\nHewe.<, W. D.,N. Y., '96\n\nHewett, Edgar L., N. Mex., '99\nHewett, Edwin C, 111., '84\nHicks. Mrs. Mary D., Mass., '90\nHill, A. Ross, Neb., '99\nHill, Frank A.. Mass., '95\nHill, John A., Ind., '99\nHill, Mary, Wis., '96\nHill, Walter B., Ga., '99\nHimes, Florence B., N. Y., '94\nHinemon, J. H., Ark., '96\nHinsdale, 6. A., Mich., '84\nHiser, W. S., Ind., '98\nHisey, Jos. C, 111., ^94\nHitz, John, D. C, '80\n\nHobe, Augusta tV., Cal., '89\n\n"}
{"page": 806, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n794\n\nHodgdon, Miss J. E., N. Y., '82\nHodgin,Chas. E., N. Mex., '95\nHodgin, Cyrus W., Ind., '95\nHodgson, C. W., Cal., '99\nHoegelsboerger, Nora, D. C, '98\nHofer, Amalie, 111., '95\nHoffman, Benj. F., Mo., '97\nHoffman, Gains, N. J., '94\nHogan, Louise E., N. J., '98\nHogg, Alex., Tex., '74\nHogg, Miss V. O., Ark., '98\nHolden, C. C.,N. Y., '98\nHollingsworth, J. L., Fla., '95\nHolloway, J, L,, Ark., '95\n\nHolmes, Evelyn, S. C, 1900\nHolmes, M. A.. S.C., 1900\n\nHomans, Amy M., Mass., '91\n\nHooper, Sanford A., Cal., '89\nHoose, Jatnes H., Cal., '79\nHoover, W. E., N. D., '97\nHopkins, J. G., Minn., 94\nHopkins, L. Grace, Minn., '94\nHopkins, S. N., Okla., '98\nHorchem, B. J., Iowa, '97\nHornberger, J. A., 111., '95\nHouck, Henry, Pa., '97\nHouse, L. J., Ohio, '98\nHoush,W. H., Cal., '99\nHouston, J. R., Ind., '96\nHoward, F. E., Conn., '96\nHoward, Geo. A., Ohio, '95\n\nHowe, Agnes E., Cal., '99\nHowe, Geo, H., Mo., '98\nHowe.S. B.,N. Y., '95\nHowe. Wilbur W., N. Y., '95\nHowell, Geo., Pa., '96\nHowell, Logan D., N. Y., '94\nHowerth, Ira W., 111., '99\nHoyt, C. O., Mich., '97\nHoyt, David W., R. I., '98\nHoyt, W. Judson E., Wis., \"90\nHubbard, Mrs. E. A., 111., '97\nHubbard, F. V., Minn., '95\nHufford, Geo. W., Ind., '94\nHughes, Mrs. Ada M., Can., \"95\nHughes, Isaac H., Mo., '98\n\nHughes, Jas. L., Can., '90\nHughes, John F., N. Y., '98\nHughes. R. L., Ind., 1900\nHughes, W. F., Ohio, igoo\n\n«\n\nHulmg. Ray Greene, Mass., '91\nHull, John, Wash., '91\nHull, Lawrence\nN. Y., '93\nHull, Philip M., N. Y., '99\nHull, Warren C, Mich., '97\n\nC\n\nHulsart, J. H.,N.J.,'99\nHumke, Albert E., Ind., '93\nHumphrey, S. P., Ohio, 1900\nHunt, Mary H., Mass., '87\nHunter, A. D., Cal., '99\nHunter, Thos., N. Y.. '85\nHurd, Geo. B., Conn., '88\n\nJesse, Richard H., Mo., '92\nJeivett, A. v., Kan., '86\nJohn B. Stetson Univ.. Fla., \"99\nJohn Crerar Library, 111., '97\n\nJohns Hopkins Univ., Md., '99\nJohnson, Dora, Tenn., 1900\nJohnson, Ernest Henry, Mass. ,'93\nJohnson, F. W,, Me., \"98\nJohnson, A. B., Ohio, 1900\nJohnson, Henry, 111., '99\nJohnson. H. M.. D. C, '98\nJohnson, J. A., 111., '97\nJohnson, Jesse S., Ohio, '98\nJohnson, S. Arthur, Colo., '94\nJohnson, T. S., Kan., '99\nJohnson, W. H., Mont., '95\nJohnstone. E. R., N. J., '96\nones, A. Leroy, N. Y., '99\nJones, Arthur O., Ohio, '91\nJones, E. A., Ohio, '84\nJones, E. C. Lloyd, Wis., \"97\nJones, Edward N., N. Y., '84\nJones, Emma F., 111., '97\nJones, Frank L., Ind., '95\nJones, Herbert J., Mass., '96\nJones, Jane Lloyd, Wis., '97\nJones, J. W., Ohio, '96\nJones, L. H., Ohio, '89\nJones. Lizzie P., Mont., '97\nJones, Mattie, S. D., '94\nJones, Myra, Mich., '92\nJones, Richard, Tenn., '94\nJones, W. W., Wis., '97\nordan, Chas. M., Minn., '93\nJordan, David S., Cal., '98\nJoyner, J. Y., N. C, '98\nJudd, L. C.,N. Y., '96\nKammann, C. H., 111., '97\nKane, T. F., N. Y., '89\nKansas State Agri. Coll., '97\nKarr, Grant, N. Y., '99\nKayser, Carl F., N. J., '94\n\nKeane, John /., D. C, '89\n\nKeating, J. F., Colo., '95\nKeeler, Harriet L., Ohio, '94\nKeister, W. H., Va., 1900\nKellogg, Amos M., N. Y., '90\n\nKellogg, S. H., Cal., '99\nKenaston, G. F., Ind., '95\nKendall, C. N., Ind., '95\nKendall, F. A., III., '95\nKenerson, A. H., Ma.ss., \"95\n\nKennedy, Jas. W.. N. J.. '94\nKennedy, John, N. Y., '99\nKennedy, Jos., N. D., '96\nKennedy, P. P., Minn., '97\nKenyon, A. B., N. Y., '96\nKeppler, Mrs. W. S., Fla., '94\n\nW.\n\nD.. Ind., '97\nKerlin,\nKerr, Wm. J., Utah, '95\n\nHutton,A. J., Wis., '84\n\nKeves, Chas. H., Conn.. '95\nKeyset, Roland S., N. Y., '96\nKeystone Lit. Soc, Pa., '98\nKiehle, D.L., Minn., '80\n\nHutton, Chas. E.,Cal., '95\nHyatt, F. H., Cal., '99\n\nKimmel, M. A., Ohio, '93\n\nHussey.A. W., 111., '97\n\nHyde, Mary F., N. Y., '92\n111. State Nor. Univ., '98\nInd. Nor. Sch. of Pa., '99\nInd. State Library, '97\nInd. State Nor. Sch., Ind., \"97\nInd. Univ. Library, '99\n\nIngalls, Will C, N.J. '94\nIrwin, John S., Ind., '80\nJackman, Wilbur S., 111., '95\nJackson, Mrs. E. R.,N. Mex.,\"95\n,\n\nJackson, Jos. P., Cal., '95\nJackson, Wm. R., Neb., '96\nJacobs, Walter Ballon, R. I., '94\nacob Tome Insti., Md., '98\n\nJames, Henry /I/., Ore., '84\nJameson, H. W., N. Y., \"97\nJandon, Thos. P., Jr., Mo., '98\nJanney, B. T., D. C, '98\nJaques, Jennie, S. C, 1900\nJenkins, O. P., Cal., '99\nJenkins, Sara D., N. Y., '95\nJersey City Pub. Lib'y, N. J., '97\n\nKilbourne, Effie J.. Ill.,'95\n\nKincannon, A. A., Miss., '96\nKing, Anne H., Ohio, '95\nKing, C. B.,N. C.,'99\nKing, F. A., Ohio, '96\nKing, Wm. F., Iowa, '84\nKinney, Burt O., Cal., '99\nKinsley, M.H., N.J. ,'92\nKirk, Alfred, 111., '99\nKirk, John R.. Mo., '91\n\nKirk.T. H.. Cal., '99\nKirk, Thos. J., Cal., '95\nKirkpatrick, E. A., Mass., '97\nKleeberger, Geo. R., Minn., '95\nKlock, J. E.. N. H., '86\nKneil, Thos. R.. N. Y., '95\nKnepper, Geo. E., Idaho, '98\nKnight, G. L., S. C, 1900\nKnieht, I.ee R., Ohio, 1900\nKoehler, H. C, Ohio, '99\nKoehler, Mrs. M. R., N. Mex, '99\nKolbe, Julia C, Ohio, '95\nKraege, F. G.. Wis., '97\n\nKrall, G. W., Mo., '98\nKratz, H. E., Iowa, '90\nKraus-Boelte, Mrs. M., N.Y.,'96\nKrecsy, Bela, Hungary, '93\nKrieg, A. N., Ohio, 1900\nKroh, Carl J., 111.. '97\nKrohn. Wm. O., III.. '93\nKruse, Edwina, B., Del., '91\nKunou, C. A., Cal., '99\nKuykendall, A. C, Ky., '98\nLagomarsino, Cynthia, N. Y., '94\nLaird, Mrs. Ada E., Ohio, '90\nLaird, S. B., Mich., '96\nLamar, C. P., Wyo., '99\nLamb, Eli M., Md., '94\nLamb, Rachel E., Md., '94\nL?mbert, Vashti A., 111., '95\nLamberton. Mary J., Pa., 92\nLancaster, E. G., Colo., '99\n\nLancaster, G., Wash., '98\n\nLanders, J. S., Ore., '99\nLandrum, L. M., Ga., '97\n\nLane, Albert G., 111., '84\nLane, Mrs. F. S., 111., '94\nLang, Ossian H., N. Y., '91\nLange, D., Minn., '99\nLansinger, J. W., Pa., '98\nLapey, Louise M., N. Y., '95\nLargent, S. D., Mont., '99\nLarimer, Henry G., Kan., '86\nLark, F. E., Iowa, '97\nLarkins. Chas. D., N. Y., '95\nLash, W. D., Ohio, '99\nLa Taste, Lucien V., Ala., '94\nLathrop. Mrs. C. N., Ohio, '93\nLavers, E. C, Pa., '92\n\nLawrence, Isabel, Minn., '94\nLawrence Univ., Wis., '99\nLaws, Annie, Ohio, '95\nLawson, Florence, Cal., '97\nLawton, Chas. E., N. Y., '96\nLayton, S. Herrick, Ohio, 95\nLazenby, Wm. R., Ohio, '95\nI.£ach, Cephas H., 111.. '97\nLeavell, Richard M., Miss., '96\nLe Conte, Jos., Cal., '95\nLee, James, N. Y., '92\nLe Garde, Ellen, R. I., '96\nLehigh Univ.. Pa., '99\nLehnerts, E. M., Minn., '99\nLeipziger, Henry M., N. Y., '91\nLeiter, Mrs. Frances W., Ohio,'96\nLeland Stanford Jr. Univ., Cal.,\n'97\n\nLemon, Anna E., Cal., 98\nLemon, J. E., III., '99\nLenfest, B. A., Mass., 1900\n\nLeonard, Albert, Mich., '91\nLeslie, Miss H. S., N. J., '94\nLeviston, Irwen, Minn., '95\nLewellen, John O., Ind., '96\nLewis, Jane M., N. J., '92\nLewis, J. H., Minn., '99\nLewis, Leslie, 111., '95\nLibrary, Altoona Mech., Pa., '99\nLibrary, Amherst Coll., Mass., '97\nLibrary, Athenaeum, Minn., '98\nLibrary, Boston, Mass., 1900\nLibrary, Brockport N. Sch., N.\nY., 1900\nLibrary, Bryson, N. Y., '98\nLibrary, Buffalo, N. Y., '98\nLibrary, Carnegie, Pa.. '99\nLibrary, Chicago, III., '98\nLibrary, Cleveland, Ohio, '97\nLibrary, Detroit. Mich., '97\nLibrary, Editors', N. Y.,'97\nLibrary, Harris Inst., R. I., '99\nLibrary, Harvard Coll., '95\nLibrary, Ind. Univ., Ind.. '99\nLibrary, Jersey City, N. J., '97\nLibrary, John Crerar, 111., '97\nLibrary, Milwaukee, Wis , '98\nLibrary, M. T. Dept. T. Coll.,\nN. Y., \"99\nLibrary, Newberry, III., '98\nLibrary, N. H. State, '98\nLibrary, New York, N. Y„ '99\n\n"}
{"page": 807, "printed_page": null, "text": "INDEX TO LIFE AND ACTIVE MEMBERS\nLibrary, Omaha, Neb., '98\nLibrary, Ped., Supt. of Schs., Pa.,\n1900\nLibrary, Philadelphia, Pa., '97\nLibrary, Port Jervis, N. Y., '99\nLibrary, Rockford Pub., III., '99\nLibrarj', San Francisco, Cal., '97\nLibrary, Scoville Inst., III., 1900\nLibrary, Scranton, Pa., '99\nLibrary, Springfield, Mass., '98\nLibrary, State, Cal., '99\nLibrary, State Hist. Soc.,Wis.,'84\nLibrary, State, Ind., '97\nLibrary, State, Mass., '98\nLibrary, State, N. H.. '98\nLibrary, Superior N. Sch., Wis.,\n1900\nLibrary, Syracuse, N. Y., '98\nLibrary, Univ. of Mich., '98\nLibrary, Univ. of Pa., '98\nLibrary, Univ. of Wyo., '97\nLibrary, Worcester, Mass., '98\nLight. C. M., N. Mex., '95\n\nLightbody, Wm., Mich.. '96\nLimerick, A. N., Kan., '86\nLincoln Univ., HI., '97\nLing, Chas. J., Colo., '95\nLittle, Clara L., Colo., '95\nLocke, John S., Me., '95\nLogan, Anna E., Ohio, '96\nLollar, Ezra E., Ind., '99\nLong, J. L., Tex., '96\nLong, Paul J., N. C, 1900\nLong, R. L., Ariz., '98\n\nMarsh, C. O., Wis., \"97\nMarsh, Miles E., Ky., '98\nMarshall, Carl C, Mich., '95\nMarshall, T. M., W. Va., '77\nMartin, Artemas, D. C, '98\nMartin, Geo. H., Mass., '93\nMartindale, W. C., Mich., '97\nMarvin, Arthur, N. Y., '98\nMason, Lizzie, Mass., '99\nMason, Wm. A.. Pa., '98\nMass. Inst. Tech., Mass., 1900\nMassee, J. Edman, N. Y., '96\n\nMassey, John, Ala., '94\nMather, I. F., Ind., '97\nMathes, Mrs. Lena B., Fla., 1900\nMathews, Byron C, N. J., '92\nMatlock, J. D., Ala., '98\nMatthews, A. J., Ariz., '99\nMaurer, G. C, Ohio, '95\nMaxson, Henry M., N. J., '92\nMaxwell, Wm. H., N. -Y., '92\nMaycock, Mark M., N. Y., '96\nMayer, Mary H., Pa., 1900\nMayne, D. D., Wis., '94\nMcArdle, H. W., N. D., '98\nMcBride, J. K.,Tex., 98\nMcBroom, Geo. O., Ky., '92\n\n795\n\nMertz, Henry N., Ohio, '95\n\nMerivin, J. B., Mo., '71\nMerz, Henry, Wyo., '95\nMeserve, Alonzo, Mass., '95\nMeskimons, J. R., Ariz., '99\nMetcalf, Robert C, Mass., '92\nMeyer, F. H.. Cal., '99\nMezger, Robt., N. J., '95\nMiami University, Ohio, '95\nMichener, J. H., Pa., '98\nMickle, Robt. A., Ala., '95\nMiddleton, A., 111., '99\nMidland Coll., Kan., '99\nMiles, Emily H., Colo., '98\nMiller, C. C.,Ohio, '92\nMiller, Chas. M., Cal., '99\nMiller, Geo. I., Iowa, 96\nMiller, G. R.,N. Y.,'96\nMiller, J. H., Wash., '86\nMiller, John C, Minn., '98\nMiller, Kelly, D. C, '08\nMiller, Lewis, Ohio, '80\nMiller, Lucia M., Minn., '94\nMiller, O. L., 111., '96\nMiller, R. E., Tex.. '98\nMiller, W. C, W, Va., 1900\n\nMcCallie, J. H., Tenn., '97\nMcCallie, J. M., Ky., '99\nMcCartney, Livingstone, Ky., '95\nMcCaslin, E. E., D. C. '98\nMcClintock, O. P. M., Kan., '94\n\nMilligan, Sarah J., Mo., '97\nMinis, Wm. A., Ind., 'q/S\nMills, Leida H., Kan., '95\nMills, T. B., Wis., '97\nMillspaugh, J. F., Minn., '95\nMilne,JohnM.,N. Y., '91\nMilne, Wm. J., N. Y., '92\nMilwaukee Pub. Lib'y, Wis., '98\n\nLongan, G. B., Mo., '97\n\nMcCIung, J. S., Colo., '95\n\nMinneapolis Athenaeum, Minn. ,'98\n\nLoos, Chas. L., Ohio, '95\nLord, Edward, N. Y.,'97\nLord, L.C., 111., '94\nLord, Orlandt M., Me., '97\nLott, H. C, Mich., '97\nLounsbery, Louise A., N. Y.. '96\nLovell, Thomas B., N. Y., '96\nLow, Seth, N. Y,, '95\nLowther, L. A., Kan., '97\nLuckey, Edwin D., Mo., \"94\nLuckey, G. W. A., Neb., '95\nLuebke, Emma J., Wis., '97\nLugg, Mary L., Wis., '97\n\nMcClure, S. R., Pa.. '96\n\nMitchell, B. W., Pa., '99\nMitchell, Clara J., Ind., '98\nMitchell, Mary E., Ark.,\nMitchell, M. S , Kan., '95\nMitchell, R. W., Ohio, 1900\nMoldstad, John A., Wis., '97\nMonlux, J. B., Cal . '95\n\nLukens, Herman T., Pa., '92\nLyman, E. A., Mich., '98\nLynch, Chas. P., Ohio, '94\nLynch, M. M., Va.. '98\nLynch, Wm. H., Mo., '95\nLyon, Edmund U., Ohio, '98\nLyon, P. W.,N.J.,'98\nLyon, W. F., Mich., '97\nLyons, G. K., Ohio, '98\nLyser, Albert, Cal., '98\nLyte, E. Oram, Pa.. '91\n\n.\n\nLvttle, Eugene W., N. Y., '98\n\nMcCabe,C. B., Pa., '96\nMcCahan, John E., Md., '91\n\nMcClymonds, J. W., Cal., '99\nMcConathy, W. J., Ky., '96\nMcConnell. J. J., Iowa, '95\nMcCord, W. A., Iowa, '95\nMcCowen, Mary, 111., '97\nMcCulloch, Mary C, Mo., '92\nMcCullough, J. F., 111., '96\nMcDaniel, C. M., Ind., '96\nMcDevitt, Rev. P. R., Pa., 1900\nMcElroy, E. B., Ore., '95\nMcFarland, Geo. A., N. D., '95\nMcGhee, W. Zach, S. C, 1900\nMcGinnis, Jas., Ky., '93\n\nMcGlynn, J. J., III., '95\n\nMardis, S. K., Ohio, '95\n\nMark. Cecil W.. Cal., '98\nMark. E. H., Ky., '93\nMarlatt, Abby L., R. I., '94\nMarquis, J. S.,S. C, '9)8\n\n'99\n\nMonteser, Fred., N. Y., '94\nMontfort, R. V. K., N. Y., '92\nMontgomery, Dora, III., '97\n\nMoore, B. F., Ind.. '96\nMoore, Dora M., Colo., '95\nMoore, E. C, Cal., '99\nMoore, John A., H. 1., '99\nMoore, Montgomery, 111., '97\nMoores, Carrie E.. Ohio, '95\nMorgan, J. H., Wash., '99\nMorgan, R. T., 111., '97\nMorris, Harriet N., Cal., \"82\nMorris, John, Ky., '96\nMorrison, Andrew J., Pa., '81\nMorrison, G. B., Mo., '99\n\nMcMahan, J. J., S. C, '99\n\nMann, Emma, Ark., '98\n\nC\n\nMontana State Coll., Mont., '99\n\nMcLauchlin, A. L.. 111., '95\nMcLoughlin, Edw., III., '99\nMcLoughlin, Mrs. Edw., 111., '99\n\nMcKee, Wm. P., III., '99\nMcKenuy, Chas., Wis., '97\nMcKillop, Anna, III., '97\nMcKone, W. J., Mich., '99\n\nMcMillan, D. A., Mo., '99\nMcMillan, J. V., Ohio, '96\n\nManness, S. E., N. J., '92\nMarble, A. P.,ti. Y., '80\n\nMontague. A. P., S.\n\nMontgomery, H. C, Ind., '97\nMontgomery, W. S., D. C, '98\nMontrose, (Jtis. N, Y., '96\nMood, F. A., Tex.. 1900\nMoon, A, W.,N. J., '89\nMoon, Kate E., Ala., '95\nMoon, Schuyler B., Md., '98\n\nMacAlister. Jas., Pa., '95\nMacdona, Kate P., N. Y., '95\nMacDonald, A. H., Cal., '98\nMac Donald, John, Kan., '86\nMacDonald, Margaret, 111., '96\nMacGowan, ^V. L., Pa., '96\n\nMalsbary, Alfred E., Ind., '98\nMandeville, Jas. M., Mich., '96\nMankell, Nathalie, N. Y., '96\n\nMonroe, E. S.. Ind., '97\nMonroe, Will S., Mass., '88\n\nMonsarrat,Mrs. L, L., Ky.,'77\n\nMclntire. W. W., Ohio, '95\nMclver, Chas. D., N. C, '96\nMcKee, J. Milford, N. Y., '95\n\nMaas, J. J., Ohio, '99\n\nMack, Wm. S., 111., '95\nMacKenzie, David, Mich., '96\nMackey, E., Pa., '89\nMackey, Wm. A., N. Y., '94\nMacLean, Geo. E., Iowa, '97\nMagee, Harriet C, Wis., '97\nMagovern, Mary A., N. Y., '96\nMaguire, Mrs. S. C, Mo., '97\nMaharry, S. H., Ohio, '95\nMaitland, Mrs. Louise. N.Y., '98\n\nV\n\nMcMillan, Mrs. S. S., Ohio, '80\nMcMurry, Chas. A., 111., '90\nMcMurry, F. M., N. Y., '95\nMcMurry, Mrs. L. B., 111., '96\nMcNaughton, Jas., Cal., '95\nMcNeal. Florence, Mo., '92\nMcNeill, I. C, Wis., '92\nMcNelis. N. P., Pa., '97\nMcRae, O. F., Ga., 1900\nMc Vicar, Peter, Kan., '86\nMehan, J. M., Iowa, '92\nMeland, E. C. Wis., '97\nMeleney. C. E., N. Y., '96\nMercer Univ. Lib'y, Ga.. '99\nMerica, C. C, Wis., '97\nMcrica, F. M.. Ind., '97\nMerrick, H. V., Ohio, '98\nMerrifield, Webster. N. D., '95\nMerrill, Chas. E., N. Y., '94\nMerrill, Edwin C, N. J.. '96\nMerrill, Geo. A., Cal., 1900\nMerrill. Harriet B., Wis., '96\n.Merrill, J. A., Wis., '97\nMerrill, Jenny B., N. Y., '93\nMerrill, J. T., Iowa, '93\n\nMorrison, Rose, Ohio, '97\nMorse, Frank L., 111., '97\nMorss, Chas. H.. Mass., '95\nMorton, Frank, Cal., '99\nMosher, E. H., Cal., '99\nMott, T. A Ind.. '96\n,\n\nMower, F. O., Cal., '99\n\nMowry, IViti.A,, Mass., *86\nMulford, A. Isabel. Mo., '96\nMumma, H. W., Ohio. 1900\nMunroe, Jas. P., Mass., '95\nMurdaugh. E. D.. Okla.. '98\nMurdock, F. F.. Mass., '98\nMurlin, L. H„ Kan.. \"95\n\nMurphy, Eugene, Pa., '98\nMurphy, Geo. T., Mo., '91\nMurphy, Maggie. Ark., '98\nMurray. Anna. III.. '98\nMurray, May E.. Mass., '99\n\n"}
{"page": 808, "printed_page": null, "text": "•96\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nMurray, Wm. S., N. Y., '98\nMurrey, T. P., Ark., '98\nMyers, Will A., Ind., '97\nMyrick, H., Mass., '98\nNaff, J. H., Kan., '99\nNagel, J. J., Iowa, '95\nNageler, J. G., Wis., '97\nNash, Louis, P., Mass., '99\nNe Collins, j. E., Mich., '99\nNeedham, Milton J., Ariz., 1900\nNeedham, O., Wis., '97\nNelson, B. E., 111., '99\nNelson, E. B., N. Y., '98\nNelson, Frank, Kan., '99\nNelson, Kate K., Wis., '96\n\nNewberry Lib'y, HI,, '98\nNewell, Miss C. S., Kan., '95\nNew Hampshire State Lib'y, '98\nNewkirk, C. F., 111., '98\nNewman, Emma A., N, Y., 1900\nNewson, H. D., N. Y., '95\n\nNew Whatcom State Nor.\n\nSch.,\n\nWash., 1900\n\nNew York Pub. Lib'y, '99\nNichols, Chas.E.,N.Y., '99\nNichols, Fred R., 111., '93\nNicholson, Mary E., Ind., '85\nNicholson, Watson, Cal., '99\nNielsen, Carl H., Cal., '98\nNightingale, A. F., 111., '86\nNoel, Alex H., Mo., '97\nNoetling, Wm., Pa., '98\n\nNolen, A. Eugene, Mass., \"91\nN. St. Nor. Sch., Mich., '99\nNor. Sch., Dayton, O., '98\nN. Dak. Ed. Assoc, '96\nN, 111. St. Nor. Sch., '99\nN. Ind. Nor. Sch. Lib'y, '97\nNorton, A. W., S. D.,'*93\nNorton, R. C, Mo., '95\nNorville, Josephine, Mo., '95\nNoss, Theo. B., Pa., '96\nNoyes, Milton, N. Y., '98\nNussbaum, Sophie F.E., D.C.,'98\n.Vye, C/ias. H., Wis., '84\nNykirk, John B., Mich., '92\nO Brien, Mrs. Agnes, N. Y., \"gj\nO'Callaghan, W. F., N. Y., '94\nO'Connor, D. C. Neb., '94\nCCotinor, Joseph, Cal., '88\nOgg, R. A., Ind., '97\nOgren, John, S. C, 1900\nO'Hanlon, R. J., Wis., '97\nOhio State Univ., '97\nO'Keefe, Mrs. S. J., 111., '96\nOlds, Mary L., Minn., '94\nOldt, F.T., Iowa, '96\nO'Leary, Kate S., 111., '95\nOlin, Arvin S., Kan., '90\nOlmslead, Emma G., Pa., '96\nOmaha Pub. Lib'y, Neb., '98\n\nOrmsby, F. B., 111., '96\nOrr, Fred J., Ga., 1900\nOrr, J. D., Kan., '91\n\nOsborne, A. E., Cal, \"98\nOsgood, Anna M., Ohio, '90\nO'Shea, M. V., Wis., '92\nOwen, Hugh A., N. Mex., '97\nOwen, Lincoln, Mass., '96\n\nOwen, W. B., III., '96\nOwens, C. J., S. C., 1900\nPaessler, V. S., N. Y., '98\nPage, Edw. A., N. Y., '99\nPage, R. S.,I11., '96\nPalmer, A. N., Iowa, '96\nPalmer, Chas. S., Colo., '95\nPalmer, E. D., Mich., '94\nPalmer, E. W., Colo., '90\nPalmer, Francis B., N. Y., '90\nParker, Alice N., D. C, '98\nParker, Chas. I., III., '87\nParker, Chas. V., Colo., '87\nParker, C. M., III., '95\nParker, Francis W., 111., '80\nParker, Henry M., Ohio, '95\nParker, J. W., Ark., '97\nParker, M. M., Ariz., '99\nParker, W. />., Wis., '84\n\nParker, W. S., Mass., '96\nParkinson, D. B., 111., '97\nParkinson, John B., Wis., '84\nParmenter, Chas. W., Mass., '95\nParrish, Celestia S., Va., '97\nParsons, H. S., Tex., '95\nPassmore, John A. M., Pa., '92\nPatten, Frank C, Mont., '97\nPattengill, Henry R., Mich., '92\nPatton, Cassia, Alaska, '95\nPatton, Chas. L., N. Y., '86\nPatzer, C. E., Wis., '99\nPayne, Bertha, 111., '96\n\nPayne, W. C, 111., '96\nPayne, Wm. H., Tenn., \"92\nPayne, Wm. R., Tenn., '98\nPeacher, A. L., Ark., '96\nPeacock, Mary C, Pa., '98\nPeairs, H. B., Kan., '97\nPeak, Chas. N., Ind., '96\nPearse, C. G., Neb., '91\nPearson, Henry, Ga., '98\nPearson, H. C, Pa., '99\nPearson, Juliet, N. Y., '99\nPearson, T. G., N. C, 1900\nPease, Alvin F., Mass., '91\nPease, N. W.. N. J., '94\nPeaslee, John B., Ohio, '80\nPeck, A. L., N. Y.. '97\nPed. Lib'y, S. of Schs., Pa., 1900\n\nPennell, Calvin S., Minn., '64\nPenniman, J. H., Pa., '99\n\nPrillerman, l^vrd, W. Va., '91\nPrince, John T., Mass, '91\nPringle, W. J., 111., '96\nPritchard, M. T., Mass., \"96\nPritchett Coll., Mo., 1900\nPritchett, H. C, Tex., '92\nProudfoot, Mrs. A. H., Ill,, \"97\nPub. Lib'y, Boston, Mass., 1900\nPub. Lib'y, Detroit, Mich., '97\nPub. Lib'y, Jersey City, N. J., '97\nPub. Lib'y, New York, N. Y., ^99\nPub. Lib'y, Philadelphia, Pa., \"97\nPub. Lib^y, Rockford, 111., '99\nPub. Lib'y, S. Francisco, Cal., '97\nPub. Lib'y, Worcester, Mass., '98\n\nPub. Sch, Teachers, Wis., '84\nPugh, Jas. H., 111., '98\nPulsifer, Wm. E., N. Y., '99\nPurer, Mary I., III., '96\nPutnam, Mrs. Alice H., III., '93\nRaal), Henry, 111., '84\n\nRace, S. J., Minn., '95\nRakestraw, Chas. D., D. C, '99\nRalston, Jas. M., N. J., '92\nRamsay, Chas, C., Mass., '93\nRamsey, Geo. J., Va., '8g\nRandall, J. E., Ohio, '98\nRanger, W. E., Vt., '99\nRankin, A. W., Minn., \"93\nRansom, Frances E., N. Y., '99\nRapp. Christian F., Ohio, '99\nRapp. Eli M., Pa., '97\nRaschig, H. H., Ohio, '93\nRaub, A. N., Del., '92\n\nPenn. State Coll., Pa., 1900\nPennypacker, J. L., Pa., 1900\nPeres, I. H., Tenn., 1900\nPerkins Institution, Mass., '97\nPerrine, Lura L., N. D., '95\nPerry, Elizabeth H., Mass., '91\nPerry, Wm. H., Ky., '98\n\nRead, J. I., Neb., '98\n\nPeterson, J. P., Wis., '97\n\nRedman, Elmer S., N. Y., 1900\n\nW., Ohio, '95\nPhelan, W. W., D. C, '98\nPhelps, Win. F., Minn., '70\n\nReed, A. A., Iowa, '95\nReeder, W. C, Ohio, '98\n\nPfeiffer, J.\n\nPhiladelphian Soc, Wis., '84\nPhilbrook, C. F., HI., '95\nPhilips, Geo. M., Pa.. ^79\nPhilips, H. S., Colo., '99\nPhillips, Hattie A., Iowa, '96\nPhillips, T.H., Ala., '88\nPhilomathean Lit. Soc, Pa. ,'98\nPickard, Josiah Z.,, Me, '86\nPickrell, Percy, 111., '99\nPierce, Edw. T., Cal., '89\n\nPierce, Mrs. Ella M., R. I., '96\nPierce, Lovick, D. C, '98\nPierce, Mary R., 111., '97\n\nPigg, G. L., S. D.,'99\nPike, Joshua, III., '91\nPinkerton, T. B., Ohio, '99\nPippin, Mrs. E. E., Md., 1900\nPitman, J. A., Mass., '99\nPlace, Mrs. C. L., Cal., '96\nPlapp, F. W., 111., '97\nPlimpton, Geo. A., N. Y., '94\nPlumer, Geo. M., Ohio, '96\nPoland, A. B., N. J., '92\nPollock, Jessie, Ark., '98\nPollock, Rosalie, N. D., '97\nPollock, Susan P., D. C, '94\n\nPomona Coll., Cal., '99\nPorter, E. A. F., Ohio, '99\nPort Jervis F. Lib'y, N. Y., '99\nPosse, Baroness Rose, Mass., '95\nPotter, Jennie, N. Mex., '99\nPowell, W.B., D. C, '92\nPowell, W. F., D. C, '89\nPower, Gussie, N. Y., '87\nPowers, Jas. K., Ala., '95\nPratt. R. H., Pa., '98\nPray, Mabel L., Ohio, '97\nPray, T. B., Wis., '94\nPreece, Mrs. Louise, Minn., '94\n\nRawson, E. B., N. Y., '99\n\nRayman, R. E., Ohio, '95\nRaymond, A. V. V., N. Y., '95\nRaymond, J. H., W. Va., '99\n\nReel, Estelle, D. C, '94\nRees, Minnie E., Cal., '99\n\nReese, Mrs. May, Cal., '99\nReeves, C. F., Wash., '96\nReid, E. Emmet, S. C, 1900\nReid, Jas., Mont., '95\nReigart, J. F., N. Y., '99\nReiley, Cynthia E., Mont., '95\nReinhart, J. Albert, N. Y., '94\nRemington, L. D., Mich., '96\nRennick. Louise D., 111., '97\nRennie. Robt. H., III., '97\n\nRequa, M. Augusta, N. Y., \"99\nRessler, Edwin D., Ore., '92\nReveley, Ellen, G., Ohio, \"91\nReynolds, Chas. B., Mo., \"95\nReynolds, J. H., Ark., '97\nRhoads, McHenry, Ky., '91\nRhode Island Nor. Sch., '97\nRice, Emily A., N. J., '92\nRice, Gratia L., N. Y.,\n\n%\n\nRice, J. M., N. Y., '95\nRice, Wm. N., Conn., '99\nRichards, C. R., N. Y., '98\nRichards, Mrs. E. H., Mass., '98\n\nRicheson, J., 111., '97\n\nRichmond, Sarah E., Md., '76\nRiddle, W., Pa., '96\n\nRidge, J. C, Ohio, \"97\n\nRidgeway, Wm. C, Mo., '98\nRieman, John F., Ind., '98\nRightsell, J. R.,Ark., '98\nRigler, Frank, Ore.. '98\n\nRiley Co. Ed. Asso.. Kan., \"86\nRiley, Mrs. M. E., Mo., '90\nRiste, Ernest, Wash., '99\nRiste, W. G., Kan., '97\n\nRivers, W. W., Ark., '95\n\nRoach, T. IV., Kan., '86\n\nPrentis, H. W., Mo., '97\nPreston, J. R., Miss., 90\nPrettyman, E. B., Md., '92\nPrice, S. C, Mich., '99\n\nRobbins, C. W.,Mo., '92\nRobbins, Geo. A., 111., ^97\nRobert, Jas. A., Ohio, '82\nRoberts, Dimon H., Mich., '98\nRoberts, Edw. D., Ohio, 1900\n\nPrichard, E. H., Ohio. '95\nPrichard, Margaret S., Pa., \"98\n\nRoberts. Flora, Ind., '96\nRoberts, Hester A., N. Y., \"94\n\n"}
{"page": 809, "printed_page": null, "text": "INDEX TO LIFE AND ACTIVE MEMBERS\nRoberts, H. L., 111., \"97\nRoberts, L. D., Wis., '97\nRoberts. Wm. E., Ohio, \"98\n\nScott, O.\nScott,\n\ncm., '95\n\nW. H., Ohio, \"93\n\nScovel, Sylvester F., Ohio, '97\nScoville Institute, 111., 1900\nScranton Pub. Lib'y, Pa., '99\nScudder, Myron T., N. Y., '95\nScull, Jas. F., Ind., '95\nSeaman, W. W., Cal., '99\nSearle, F. E., Mich., '99\n\nRobertson, J. L., 111., \"97\nRobertson, P. W., D. C., '96\nRobinson, Albert R., III., \"95\nRobinson, Lucy, W. Va., '96\nRobinson, Oscar D., N. Y., '92\nRobinson, W. S., Ohio, '95\nRocheleau, W. F., 111.. \"96\nRogers, A. C, Minn., '99\nRogers, Dora B., N. C, \"96\nRogers, Howard J., N. Y., '96\nRogers, J. N., Ga., '97\nRogers, Josephine E., N. Y., '93\nRogers, Rovillus R., N. Y., '95\nRoller, F. J., Ohio, '98\nRoof, F. AI., Ala., '92\n\nSearle, Miss S. M., N. J., '93\nSeaver, Edwin P., Mass., '93\nSedgwick,\nT., Mass., '99\nSeeley, Levi, N. J., '90\nSeerley, H. H., Iowa, \"89\n\nWm.\n\nSelleck, W. F. F., Minn., '98\nSexton, E. K., N. J., '97\nSeymour, R. B., 111., 1900\n\nShanahan, Rev. J. W., Pa., '95\n\nRoop,C. K,CaI.,'86\n\nSharkey, J. P., Ohio, '90\n\nRose, Geo. E., Kan., '86\nRose, S. L., Ohio, '96\nRoss, M. M., Tenn., '99\nRoss, Pete W., Minn., '99\nRosseter, E. C, 111., 1900\nRoth, Anna C, Ky., '97\nRothe, Ella A., Ohio, 1900\n\nShaw, A. L., Neb., '97\nShaw, Edw. R., N. Y,, \"93\nShaw, Sam., Wis., '84\nShaivan, J. A., Ohio, '94\nShear, S. R., N. Y.. '95\nShearer, W. J,, N. J., '95\n\nShearer, W. S., Iowa, '97\nSheats, W. N., Fla., '93\nSheber, Cora, Ark., '98\nSheldon, Geo. M., Cal., '99\nShelton, F. M., Ohio, '99\n\nRounds, Ckas. C, N. Y., \"76\nRow, R. K., 111., '99\nRowe, Alex. M., Minn., \"94\nRowe, H. M.. Md., '96\nRowe, Mary E., Ind., '95\nRowe, Stuart H., Conn., \"98\nRowe, W. S., Ind., '95\n\nShepard, Elmer I., Minn., 1900\nShepard, Geo. C, Va., '97\nShepard, Irwin, Minn., '83\nOhio, '98\nSheppard, L.\nCal,, '99\nSherwood, Mrs, J.\n\nW„\n\nRowland, I. H., Ohio, '96\nRudolph, Ida, Ky., '96\nRussell, Jas. E., N. Y., \"95\nRussell, \\V. S., HI., '98\nRyan, Geo. G., N. Y.. '^4\nRyan, Mary E., Mont., '99\nRyon, C. M., N. Y., '96\nSabin, Albert R., 111., ^84\nSabin, Ellen C, Wis., '95\nSabin, Henry, Iowa, '89\nSage, A. H., Wis., '98\nSage, W. v., Mich., '96\nSale, A. R., Iowa, '97\nSalisbury, Albert, Wis.. \"87\nSamuel, Wm. H., Pa., \"93\nSanders, D. E., Mont., '95\nSanders, F. W., N. Mex., '97\n\nShives, Julia, Ark., '98\n\nSkinner, Wra. C, Mich., '95\nSlack, H,W,, Minn,, '97\nSlaton, W, F,, Ga., '97\nSlaton, W. M., Ga„ '94\nSlauson, H, M,, Mich,, '94\nSloan, Lucy A„ Mich, 1900\nSloane, Clyde, 111,, '98\nSmalley, D, H.. 111., '99\n\nSchiller, J. D., Mich., '96\nSchmidt, F. A., N. Y., ^96\nSchmucker, S.\nPa., '92\n\nC,\n\nScott, Edith A., Minn., '99\nScott, E. H., 111., '95\nScott, F. N., Mich., '97\nScott, Harriet M., Mich., \"96\n\nSmallwood, Mabel E., Ill,, '96\nSmedley, Eva A., Ill,, '97\nSmiley, Elmer E,, Wyo., 1900\nSmiley, Wm. H., Colo,, '92\nSmith, Alex,, 111,, '99\nSmith, Arthur P., Mass., '90\nSmith, A. Thos., Pa,, '93\nSmith, Anna T., D. C, '95\nSmith, Mrs. C, B.. Ill,, '98\nSmith, E. E,, 111,, '96\nSmith, E, R„ III., '97\nSmith, Euler, B,, Ga,, '87\nSmith, F, P„ Kan,, '97\nSmith, Geo, M,, S, D., '95\nSmith, Geo.\nIII,, '99\nSmith, Harriet E,, Wis,, \"97\nSmith, Henry B,, Colo,, '99\n\nScott, Izora, Colo.. '97\nScott, J. B., 111.. '99\nScott, Jas. W., Colo., '93\n\nSmith, H,J„ N, Y„'95\nSmith, Irving B., N, Y,, '99\nSmith, J. E., Tex.. \"99\n\nV\n\nSch.ofPed.,N.Y.Univ.,N.Y.,'99\nSchreiber, Mae E,, Wis., '96\nSchryver, Anna A., N. Y., '96\nSchurman, J. G., N. Y., '96\nSchuyler /Aaron, Kan., 86\nSchuyler, E. H., N. J., '94\nScofield, Bertha, N. D., '97\nScotia Seminary, N. C, \"99\nScott, Chas. B., P. R., *^\n\n>\n\nSouthall, J, W., Va,, '08\nSpangler, H. T., Pa., 94.\nSpaulding, F. E., N. J., '96\n\nSpaulding, Randall, N. J., '92\nSpaunhurst, J. F., Ind., 1900\nSpayd, H. H., Pa.. '92\nSpeer, W. W., Ill,, '96\nSpencer, Catherine, Mo,, '97\nSpencer, Pauline W,, Pa., '93\nSpencer, Robt. C, Wis., '84\nSpencer, Mrs. Sara A., D. C.,'92\n\nStaples, Helen F., Minn., '96\nStapleton, M. A. C, Mont., \"99\n\nEdgar\n\nSchaeffer, Nathan C, Pa., '87\nSchauffler, Alfred T., N. Y., 95\n\nSnyder, Tessie M„ Ga,, '97'\nSnyder,}, H,, Ohio, '96\nSnyder, J. L., Mich., '89\nSnyder, Lydia E., 111., '95\nSnyder, W. R., Ind., '95\nSnyder, Z. X., Colo.. '87\nSnyder, Mrs. Z. X., Colo., '96\nSoldan, F. Louis, Mo., '77\nSoUitt, Alice E,, III., '93\nSoule, Geo., La., '92\nS, Dak, Agri. Coll.. S. D., '99\nS, 111. Nor. Univ., Ill,, \"99\n\nSibley, Chas, A,, Mass., '95\nWis., '95\nSiefert, H, O,\nSilke, Lucy S. 111., '93\nSilver. Edgar O., N. Y., '94\nSilver, Elmer E,, III., '99\nSimerwell, E. A.. Kan., '95\nSimonds, H. A., Wis., '95\nSimmons. J. W., Wis,, '99\nWis,, '97\nSims, J,\nSinclair, S, B., Can., '91\nA., Pa., '80\nSinger,\n\nSisson, E. O., 111., '97\nSkidmore, Sydney T,, Pa., '95\nSkinner, Chas. /?., N. Y., '90\nSkinner, Elizabeth, Colo,, '99\n\nSawhill, Titos. A., Kan., '86\nSawvel, Franklin B., Pa.. '94\nSawyer, C. L., Minn., '97\nSaylor.J. F, Wash., '96\nScarlett, Augustus, N.J., '91\n\nSmyth, W. S., III., '95\nSnedden, D. S., N. Y., '99\nSnow, Bonnie E., Minn., '96\nSnow, Francis H.. Kan., '93\nSnow, Mary S., Me,, '98\nSnyder, A, J., Ill,, '97\nSnyder, Henry, N, J,, '94\n\nSpero, Mrs. AnnaK., Cal., '77\nSpiegle, Grace E., Pa., 1900\nSpindler, J. W,, Kan.. '99\n\nF„\n\nSavitz, J. J., N. J., '99\n\nSmith, J. F., Iowa, '97\nSmith. J, F., Ohio, '98\nSmith, J, Mace, N, Y., '95\nSmith, Jos. R., Pa., '99\nSmith, M. B., Mass., '99\nSmith, Sidney F., Colo., '95\nSmith, Wm. G., Minn., '95\nSmith College, Mass., \"98\n\nShoemaker, W. A., Minn., \"95\nShorkley, Mrs. H. B., Cal., '99\nShowers, F. F„ Wis,, '99\nShrieves, EramaW,, Wis., \"96\nShull, U. P., Cal., '99\nShumaker, F. P., Ohio, '99\nShutts, Geo. C, Wis., '96\n\nR„\n\nSandison, Howard, Ind., '96\nSanford, Fernando, Cal., '97\nSanford. Henry R., N. Y., '95\nSanor, S. D., Ohio, '93\nSargent, Dudley A., Mass., '96\nSargent, Elisa A., Mass., '96\nSarver, J. M., Ohio, '98\n\nSchneider, Henry G., N. Y., '95\nSchobinger, J. J., 111., '99\nSchofieid, Martha, S, C., '91\nScholfield, Bessie M., R. I.,\n\nC\n\nShippen, Edw,, Pa., '79\nShirk, David F., Kan., \"95\n\n1<)1\n\nW„\n\nSpringer, Durand W,, Mich., '94\nSquire, Mary V,, N, Y., '96\nStableton, J. K., 111., 1900\nStanley, Edtnund, Kan., '86\n\nStark, Joshua, Wis., '84\n\nC,\n\nStarke, N.\nVa., '99\nSt, F. N, Sch., Farmville,Va„\"99\nState Agri. Coll., Kan,, '97\nSt. Historical Soc, Wis., '84\nState Library, Cal., '99\nState Library. Mass., '98\nSt. N. and Ind. Coll., N. C, '98\nSt. N. Sch., Brockport, N.Y.,1900\nSt. N. Sch., California, Pa., '99\nSt. N. Sch., Carbondale, III., '99\nSt. N. Sch., Cedar Falls, Iowa,'97\nSt. N. Sch., Charleston, 111., '99\nSt. N. Sch., Chico, Cal., '97\nSt. N. Sch., De Kalb, III., *99\nSt. N. Sch.,Ellensburg,Wash.,'97\nSt. N. Sch., Farmville, Va,, '99\nSt. N. Sch,, Fitchburg, Mass, ,'98\nSt, N, Sch,, Greeley, Colo,, '97\nSt, N. Sch,, Indiana, Pa,. '99\nSt, N, Sch., Jacksonville,Ala,,'g9\nSt, N. Sch., Los Angeles, Cal,,'97\nSt. N, Sch., Mankato, Minn.,'99\nSt. N. Sch., Mansfield, Pa., '97\nSt, N, Sch., Millersville, Pa„ '97\n\nSt. N. Sch,, Marquette, Mich,, '99\nSt. N. Sch,, Moorhead, Minn, ,'97\nPaltz. N.Y., '99\nSt. N, Sch.,\n\nNew\n\nNor. Sch., New Whatcom,\nWash., 1900\nSt. N. Sch., Normal, 111., '98\nSt. N. Sch.. Oshkosh, Wis., '98\n\nSt,\n\nSt. N. Sch., P!atteville,ysr\\%.;%t,\nSt, N, Sch., Providence, R, I.,'97\nSt. N, Sch,, San Jose, Cal,, '98\nSt. N. Sch,, St, Cloud, Minn. ,'97\nSt, N, Sch,, Superior, Wis,, 1900\nSt. N. Sch., Terre Haute, Ind.,' 97\nSt. N. Sch., Trenton. N. J., '97\nSt. N. Sch., Westfield, Mass.. '97\nSt. N. Sch., Whitewater,Wis.,'98\n\n"}
{"page": 810, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n798\n\nSt. N. Sch., Winona, M!nn., '97\nSt. Teachers' Asso. of /IL, '90\nSt. Univ. Lib'y, Iowa, '97\nSt. Univ. Lib'y, Ohio, '97\ntear fIS, J. IV., Wis., '84\nSteele.\nL., 111., '90\n\nS\n\nWm.\n\nSteen, J. M.,Tenn., 1900\nSteere, E. A., Mont., 96\n\nStehman, J. H., III., '97\nStein, F. W., Cal., '99\n\nStephens, H. Morse, N. Y., '96\nStephens, M. Bates. Md., 1900\nStephenson, Lillie S., 111., '95\nStern, Menco, N. Y., '82\nStetson, W. W., Me., '95\nStevens, Edw. L., N. Y., '99\nStevens, Moses C, Ind., '76\nStevens, Plowden, Jr., N. v., '95\nStevenson, A. L., 111., '97\nStevenson, Wm. C, Md., '90\nStewart, I. N., Wis., '84\nStewart, John A., Mich., '84\nStewart, Jos. S., Ga., '95\nStewart, N. Coe, Ohio, '92\nStewart, Sarah A., N. Y., '84\nStickney, Lucia, Ohio, '93\nStigall. Oliver, Mo., '98\nStillwell, J. S., Ark., 1900\nStitt, E. W., N. Y., '96\n\nStockwell, Mrs. H. H., N. D.,\"94\nStockwell, Thos. B., R. I., '91\nStockwell, Walter L., N. D., '94\nStokes, A. L., S. C, 1900\nStokes, Horace A., Ohio, '95\nStokes, Susan G., Utah, '99\nStone, Mason S., Vt., '94\nStone, W.W., Cal., '99\nStoneroad, Rebecca D., D. C.,'96\nStorm, A, v., Iowa, '94\nStout, Geo. H.,Pa., '84\nStout, Isaac H., N. Y., '90\nStout, J. D., Iowa, '98\n\nStovall, Anna M., Cal., '99\nStowell, Thos. B., N. Y., '91\nStrachan, Alex., S. D., '97\nStratton, C. C, Ore., '88\nStratton, F. E.,Minn., '86\nStraubenmiiller, G., N. Y., '97\nStrine, J. H., Cal., '99\nStroeter, E. H., Mo., '99\nStrong, Edwin A., Mich., '92\nStrong, Jas. W., Minn., '95\n\nStruthers, Hester C, N. C., \"98\nStuart, Giles A., Conn., '99\nStubbs, J. E., Nev., '95\nStudy, J. N., Ind., '97\nStuver. E., Colo., '95\nSudboroughfMrs. G., Neb., '80\n\nSummers, Alex., D. C, '98\nSuper, Chas. W., Ohio, '91\nSuperior State Nor. Sch. Library,\n1900\nSuplee, Etta, Iowa, '95\nSuplee, Fannie, Iowa, '95\nSu^t. and Prin. Asso.^\\%.,'%^\nSuter, Anna, Ind., '90\nSuter, Miss H. A., La.,\nSutherland, Marg. W., Ohio, '95\nSutton, \\V. S.,Tex., '95\nSuydam, V. A., Wis., '99\nSwain, Jos., Ind., '93\nSwan, Lizzie P., Wis., '97\nSwanger, F. A., Cal., '99\nSwart, Rose C, Wis,, '95\nSwartz, Jno. W., Ohio, '99\nSwett, John, Cal., '99\n\nW\n\nSwingle, W. M., N. J., '98\nSyracuse Cent. Lib., N. Y., '98\n\nTadd, J. Liberty, Pa., '92\nTaggart, R. B., Tenn., 1900\nTait, Elizabeth S., Pa., '98\nTalbot, Henry, 111., '92\n\nTapley, Wm. W., Mass., '92\nTappan, David S., Ohio, '99\nTarbell, Horace S., R. 1., ^91\nTarr, Ralph S., N. Y., '99\nTate, W. K., S. C, '99\nTaubman, Kate, S. D., '94\n\nTawney, Guy A., Wis., '98\nTaylor, A. R., Kan., '86\nTaylor, Edw., Ky., '96\nTaylor, Henry J., Iowa, '84\nTaylor, Jos. S., N. Y., '94\nT'chs' Asso., Cowley C'tf.,Kan.,'86\nT'chs' Asso., Riley Co., Kan. ,'86\nTeachers' Association,''^ IS., '84\nTeachers Coll., Dept. Man. Tr.,\nN. Y., '99\nTchs' Inst., Phila., Pa., '79\nTempleton, J. C, Cal., '94\nTerrel, Harriet E., Ohio, '96\nTerrell, Robert H., D. C, '98\n\nThames, W. I., Miss., '97\nTharpe, F. D., Mo., '91\nThatcher, Jas. L., Wis., '96\n\nThayer, Ada F., N. Y., '96\nTheilman, Louis, Mo., '95\nThiry, J. H., N. Y., '97\nThomas, Blanche T., Ariz., '98\nThomas, D. W., Ind., '96\nThomas, Emma A., Mich., '96\n\nThomas, Isaac, Vt., '99\nThomas.Mrs. Lyde P.,Tenn.,i9oo\nThomas, W. Scott, Cal., '99\nThompson, D. M., N. C, '98\nThompson, E. C, Mich., '94\nThompson, Fannie E., Ohio, '99\nThompson, H. E.,Okla., '95\nThompson, John G., Mass., '95\nThompson, L. S., N. J., '76\nThompson, O. D., Mich., '96\nThompson, T. E., Mass., '97\nThompson, Wm. O., Ohio, '94\nThomson, Frank D., 111., '95\nThorndyke, E. L., N. Y., '98\nThorson, I. A.. Minn., '98\nThudium, C. C, Mo., '98\nThurber, Chas. H., Mass., '93'\nThweatt, Hiram H., Ga., 1900\nThwing, Chas. F., Ohio, '95\nTibbets, Anna, Neb., '94\nTibbetts, A. C, Minn., '95\nTighe. R. J.,N. C, 1900\nTillotson, D. C, Kan., '86\nTilton, Chas. S., Wash., '99\nTinker, B. W., Conn., '97^\nTodd, Emma J., 111., '97\nTodd. Sanuiel B,, Wis., '95\n\nTolman, Henry L., HI., '97\nTompkins, A,, 111., '96\nTormey, J. A., Minn., '97\nTower, Belle M., Mich., 97\nTowne, Geo. L., Neb., 1900\nTownsend. H. S., H. 1., '99\nTownsend, J. A., 111.. '99\nTracy, Frank N., 111., '96\nTrant, Amelia Earle, N. Y., '96\nTrask, H. M., Pa., '95\nTravell, IraW., N.J., '97\nTressler, A. W,, Wis., '92\n\nTreudley, F., Ohio, '91\nTrotter, J. R.,W. Va., '97\nTrowbridge, G. S., Cal., '99\nTual. Acad. Pacif. Univ.,Ore.,'99\nTurner, Alfred, Mass., '95\nTurner, C. W., Neb., '99\nTurner, F. L., III., 1900\nTurner.J. E., 111., '95\nTurner, J. M., Wis., '97\"\nTurner, Marie L., Mo., '95\nTuttle, Albert H., Va., '96\nTuttle, Wm. L., N. Y., '99\nTutwiler, Julia S., Ala., '82\nTwitchell, Hattie, Mass., '95\n|\n\nUniversity, Lehigh, Pa., '99\nUniversity, Leland Stanford Jr.,\nCal., '97\n\n!•\n\nUniversity, Lincoln, 111., '97\nUniversity, Mercer, Ga., '99\nUniversity, Miami, Ohio, '95\nUniversity, S. 111. Nor., '99\nUniversity, West Virginia, '99\nUniversity of California, '95\nUniversity of Chicago, 111., 99\nUniversity of Georgia, '95\nUniversity of Illinois, '99\nUniversity of Indiana, '99\nUniversity of Iowa, '97\nUniversity of Michigan, '98\nUniversity of Missouri, '95\nUniversity of Nebraska, '98\nUniversity of N. Carolina, '99\nUniversity of N. Dakota, '99\nUniversity of Ohio, '97\nUniversity of Oklahoma, '99\nUniversity of Omaha, Neb., '97\nUniversity of Pennsylvania, '98\n\nUniversity of State 0/ N. }'., '93\nUniversity of Texas, '98\nUniversity of Utah, '95\nUniversity of Washington, '98\nUniversity of Wyoming, '97\nUpdegraff, H., N. Y., '99\nUpton, R. R., Ohio, '98\nVail, Henry H., N. Y., \"97\nVaile, E. O., 111., '95\nValparaiso Coll., Ind., '97\nVan Aken, Mrs. G., N. Y., '84\nVance, Sophie, Ohio, '90\nVan Cleve, C. L., Ohio, '96\nVan Cleve, Edw. M., Ohio, '97\nVandyke, J. A., Minn., '96\nVan Liew, Chas. C, Cal., '94\nVan Petten, E. M., 111., '99\nVan Rensselaer, Martha,N.Y.,'94\nVan Sickle, Jas. H., Md., '92\nVan Tassel, I. N., Ohio, '98\nVan Winkle, J. D., Ark., 1900\nVassar College, N. Y.. '98\nVeatch, Nathan T., 111., '95\nVert, Edmund J., S. D., '95\nViebahn, Chas. F., Wis., '84\nVirtue, G. O., Minn., '98\nVogel, Wm. H., Ohio, 1900\nVolland, A. J., Mich., '97\nVoorhis, Geo. H., N. J., '93\n\nWabash College, Ind., '95\n\nWade, Margaret I., N. J., '94\nWagner, Harr, Cal., '99\nWagner, W. H.. Neb,, '99\nWakeman, J. W., N. J., '92\nWaldo, Eveline A., La., '97\nWalke, Matilda L., Ohio, '92\nWalker, B.M., Miss., '99\nWalker, E.W., Wis., '97\nWalker, H, A, C„ S. C, 1900\nWalker, J. W., Ind., '99\nWalker, M. Edna, Cal., '99\n\nWalker.P. R.,I11., '90\nWalker, R.E.. 111., '99\nWalrath, M. H.,N. Y.,'96\nWalsh, J. H.,N. Y„'95\nWalter, Mary, Ohio, '98\nWalter, Sarah J., Conn., '98\nWalton, Geo. A., Mass., '92\n\nWard, Edw. G., N. Y., '99\nWard, Henry B.. Neb., '97\n\nWard Seminary, Tenn., '99\nWardlaw, P., S. C, 1900\n\nWare,N. E.,Ga.,'o6\n\nTwining, Nathan C, Cal., '84\n\nWarfield, Wm. C, Ohio, 1900\n\nTwiss,Geo. R., Ohio, '94\nTynan, T. T., Wyo., '99\nUnderbill, Volney, III., '93\n\nWaring, J. H. N., Md., '98\nWarner, A. B., Iowa, '94\nWarner, Chas. F. Mass., '99\nWarr,J.W., I11.,'9S\n\nUniversity, Atlanta, Ga., '95\nUniversity, Columbia, N. Y., '95\nUniversity, Cornell, N. Y., '96\nUniversity, Harvard, Mass., '95\nUniversity, J. B. Stetson, Fla.,'99\nUniversity, Johns Hopkins, Md.,\n'99\n\nUniversity, Lawrence, Wis., '99\n\n,\n\nWarriner, E. C, Mich., '99\nWashburn, Kirk N., Mass., '96\n\nWashburne, Marion F., 111., iqoo\nWashington State Nor. Sch., 99\nWaterbury, R. A., Wis., '96\nWaterhouse, A. H., Neb., '96\n\nWaterman, Richard, 111., '96\n\n"}
{"page": 811, "printed_page": null, "text": "INDEX TO LIFE AND ACTIVE MEMBERS\nWatson, Edith M., Wis., \"97\nWatt, W. E., 111., '95\n\nWeaver, E. W.,Pa., '97\nWeaver. John S., Ohio, '99\nWeaver, Sterrie A.. Mass., 1900\n\nWebb, Louis K.,Cal., '99\nWeber, A. W., Wis., '97\nWeber, H. C, Tenn.. '97\nWebster, E. E., Mich., '99\nWebster, Geo. W., 111., '99\nWebster, R. H., Cal., '99\nWebster, W. F., Minn., '96\nWeeks, C. W., 111., '95\nWeld, Frank A., Minn., '95\nWeldon, Edw., Pa., '98\nWellers, Meta, 111., '99\nWelles, Frank E., N. Y., '95\n\nWelsh, I. P., Pa., '96\nWentz, EttaL.,N. Y„ '96\nWernick, E. V., Wis., '95\nWescott, F. H., 111., '97\nWest, Andrew F., N. J., '99\nWestcott, Edith, D. C. '98\nWestcott, O. S.,I11.,'9S\nWestern, The, Ohio, '99\nWestervelt, Z. F., N. Y., '97\nWestfall, Mary B., Ohio, '97\nWest Virginia Univ., '99\n\nWheatley, Emma, Neb., '95\n\nWheaton Coll., 111., '99\nWheeler, Henry N., Mass., \"92\nWheeler, Willard J., Ala., 1900\nWheelock. Chas. F., N, Y., '95\nWhipple, H. A., Wis., '97\nWhitcomb, Arthur K., Mass., '92\nWhite, Chas. G., Mich., '95\nWhite, Daniel A., 111., '95\nWhite. Daniel H., Cal., '99\nIVhite, Emerson E,, Ohio, '70\nWhite, Fred. C, N. Y., '99\n\nWhite, H. C. Ga., '96\nWhite.J.T., Md., '98\nWhite, J. U., Mo.. '87\n\nWhite, Wm. M., Ohio, '96\nWhite, W. S., Mich., '97\nWhite, W. T., Tenn., '89\n^Vhiteford, J. A., Mo., '95\nWhitehill, MissO. P., N. Mex.,\"9g\nWhitfield, H. L., Miss., 1900\n\nIVhitford, Wm. C, Wis., '84\nWhiting, M. M., Cal., '99\n\nWhitney, Allen S., Mich., '94\nWhitney, M. A., III., '91\nWhitney, O.C, Wash., '98\nWhitney, S. Emory, Mich., '93\nWhitsett, W. T., N. C, 1900\nWhittemore, Henry, Mass., '95\nWhittle, W. R., R. I„ '96\nWiard, Louise A., Ky., '96\nWicks, John F., 111.. '99\nWicks, M. B.,Pa., '99\n\nWidner, Esther A., Ohio, '80\nWiggs, Mrs. W. H., Ga., 1900\nWilcox, Albert H., N. Y., 1900\nWilcox, Jessie B., Wash., '99\nWiley, Wm. H., Ind., '96\nWilkins, A. H., Tex., '94\nWilkinson, E. W., Ohio, 1900\nWilkinson, J. J., 111., '96\nWilkinson, t. N., Kan., '84\nWilkinson, Warring, Cal., '99\nWillard, F. E., Iowa, '96\nWilliams, Anna L., Cal., '99\nWilliams Coll. Lib'y, Mass., '97\nWilliams, Mrs. Delia, Ohio, '70\nWilliams, H. B., Ohio, 1900\nWilliams. J. D., 111., '96\nWilliams, L.W.,R. I., '98\nWilliams, M. Ida, Cal., '99\nWilliams, Philo J., Kan., '86\nWilliams, Sherman, N. Y., '98\nWilliams, Thyrza C, N. J., '97\nWilliams, Wm. H., Wis., '97\nWilliams, Wm. J., Neb., '95\nWilliamson, J. E., Iowa, '95\nWillis, D. M., W. Va., '95\nWillis, H. B.,N. J.. '92\n\nWillis, W. A., Iowa, '84\nWilson, C. B., Mass., '96\nWilson, Eugene A., Mich., '99\nWilson, Harry G., 111., '95\n\nWilson, H. E., Ariz., '95\nWilson, J.Alfred, N. J., '99\nWilson, J. Ormond, D. C., '80\nWilson, M. C, Ala., 1900\nWilson, Mrs. L. L. W., Pa., '99\nWilson, V. L., Iowa, '97\nWilson, W.B.,S.C., '99\nWilson, Wm. E., Wash, '90\nWindate. Ida M.. Ohio, '96\n\nWinne, Jas., N. Y., '92\nWinship, Albert E., Mass., '92\n\n799\n\nWinston, Geo. T., N, C, '96\nWinters, T. H., Ohio, '97\n\nWinterbum. Rose V., Cal., '99\nWinthrop, Nor. Coll., S. C, '95\nWirick, L. A., Kan., '97\nWirt, Wm. A., Ind., 1900\nWise, Henry A., .Md., '85\nWise, W.J. Colo., '95\nWitherspoon, Jas. H., Ark., '99\nWitnier, Chas. K., Pa., '94\nWitmer, Lightner, Pa.. '98\nWitter, F. M., Iowa, '97\n,\n\nWitter, J. C. N. Y., '98\n\nWolfe, H. K., Neb., '96\nWolfe, L.E., Kan., '90\n\nWoman's Coll., Md., '99\nWood, Court F., D. C, '97\nWood, Emory M., Kan., '89\nWood, Jas. A., N. Mex., '97\nWood, John A., Ind., '98\nWood, O. M.,Mo.,'93\nWoodhull, J. F., N. Y., '99\nWoodley, O. I., Mich., '96\n\nWoodmansec, M. A., Ohio, '98\nWoods, Francis M., 111., '96\nWoodward, CM., Mo., '87\nWoodward, Eliz. J., Mass., '99\nWoodward, F. C, S. C, '99\nWoodward, J. C, Ga., '97\nWoody, H. G., Ind., '93\nWooley, L. C, N. J., '93\n'\n\nWooster, Lizzie E., Kan., 1900\nWright, A. M., N. Y., '93\nWright, Anna J., Ohio, '94\n\nWright, Edmund W., Vt., '89\n\nWright, L. L. Mich., '96\nWright, Lydia H., Ariz., '95\nWright, R. R., Ga., 1900\nWright, Wm. R., N. J., '92\nWylie. Mrs. M. J. B., N. Y., '91\nYates, Lydia A., N. C, '98\nYerby, John D., Ala., '95\nYoder, A. H., 111., '96\nYoung, J. B., Iowa, '96\nYoung, J. S.,Ohio, '95\nYoung, Nathan B., Ga., '96\nYoung, Robert G., Mont., '89\nZiek, Mary, Iowa, '98\n\nZ ill afro, Margaret C, Pa., '96\nZimmerman, C. F. A., Wis., '95\nZirkle, H. W., Colo., '98\n\n"}
{"page": 812, "printed_page": null, "text": "CLASSIFIED MEMBERSHIP BY STATES\nIN\n\nTHE\n\nNATIONAL EDUCATIONAL ASSOCIATION\nFOR THE YEAR I9OO\n\n— (CHARLESTON MEETING)\nActive Membership\n\nState or Territory\n\nII\n\nr?<^\nTotal\n\n1,848\n\nNorth Atlantic Division.\nSoutli Atlantic Division.\nSoutli Central Division...\nNorth Central Division...\nWestern Division\n\n108\n822\n255\n\n,\n\nForeign\n\n308\n\n2,322\n\n61\n\n616\n206\n\n57\n27\n145\n17\n\n141\n1,067\n\n286\n\nII\n3s\n\n167\n975\n273\n836\n68\n\n5\n\nNorth Atlantic DivisionMaine\n\nNew Hampshire\nVermont\n\n3\nlOI\n17\n17\n\nMassachusetts\n\nRhode Island\nConnecticut\n\nNew York\nNew Jersey\n\n216\n66\n90\n\nPennsylvania\n\nSouth Atlantic DivisionDelaware\nMaryland.\nDistrict of\n\nColumbia\n\n18\n257\n73\n\n\"5\n\n3\n\n3\n\n21\n\n28\n43\n\n53\n14\n\n17\n14\n\n21\n\n24\n28\n33\n\n48\n663\n112\n\n37\n\nVirginia\nWest Virginia\nNorth Carolina\nSouth Carolina\n\nGeorgia\nFlorida.\n\n4\n\n59\n\nPorte Rico\n\nSouth Central DivisionKentucky\nTennessee\n\nAlabama\nMississippi\n\nLouisiana\n\nTexas\nArkansas\n\nOklahoma\nIndian Territory\n\n,\n\nNorth Central DivisionOhio\nIndiana\nIllinois\n\nMichigan\nWisconsin\nIowa\nMinnesota\n\n34 t\n\nMissouri\n\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\n179\n86\n277\n\n63\n78\n5°\n63\nS8\n\n81\n123\n53\n70\n\n70\n\n96\n\n13\n»S\n\n14\n\n2\n13\n47\n31\n\n28\n30\n\n,\n\n17\n\n^1\n\nWestern DivisionMontana\n\n14\n\nWyoming\n\n5\n\nColorado\n\nArizona\n\n42\n13\nT2\n\nUtah\nNevada\n\n7\n3\n\nNew Mexico\n\n.\n\n.\n\n.\n\n16\n6\n\n47\n14\n\nWashington\nOregon\n\n4\n\n13\n7\n3\n4\n\nIS\n\n19\n\nCalifornia\n\n126\n\nIdaho\n\n7\n\nAlaska\nHawaii\nPhilippine Islands\n\nPoreien\n\n800\n\n107\n\n133\n70\n221\n\n87\n280\n29\n64\n29\nSI\n\n"}
{"page": 813, "printed_page": null, "text": "RECORD OF MEMBERSHIP BY STATES\nIN THE\n\nNATIONAL EDUCATIONAL ASSOCIATION\nFOR EACH YEAR FROM 1884-I9OO, INCLUSIVE\nExcepting for 1893, when no regular meeting was held. Heavier numbers show membership from\nthe state in which the meeting for the year was held.\n\nState\nOR\nTerritory\n\n^e\n^^.\n1890 1891 1892 1894\n\nTotal.\n\n623\n792\n77\n\nN. Atlantic Div..\nS. Atlantic Div-III\nS. Central Div-N. Central Div-. 1,712\n26\n\\Western Div\nForeign\n\n—\n\nlOI\n803\n426 1,187 1,711\n773\n795\n128\n113\n151\n271\n44\n309\n95\n460\n370 216 1,074 261\n417\n253\n642 4,156 2.933 1,456 3,357\n7,671 1.074\n102 4,974\n122\n196\n104\n38\n73\n155\n36\n655\n51\n45\n43\n\n1897\n\n1895\n\n9,\"5 7,216 1,984 5,474 4.778 3.360 5.915\n\n1898\n\n1,462 2,940\n\n289\n899\n\n237\n419\n\n942\n172\n\n304\n\n7,2X1 5.083 5,315\n366\n1.403\n377\n16\n33\n\n98,7«'3 6,169\n\n13.656\n\n9,072 7,111\n1,492\n1,146\n1,588\n5. 882\n\n412\n13\n\n783 16,876 1,055\n1,877\n289\n361 1.181 4,621\n818\n414 7,607 475\n5.074 1,903 54.353 3,397\n354 14,066 879\n5.487\n69\n1,117\n39\n\nN. Atlantic Div-\n\nMaine\nN. Hampshire\nVermont\n\n32\n32\n\n40\n290\n\n4\n206\n30\n48\n210\n\nMassachusetts\n\nRhode Island..\n\n242\n\nDelaware\nMaryland\n\n3\n17\n\n5\n13\n\nDistrict of Oil.\n\n32\n\nVirginia\n\n18\n6\n\n10\n8\n\n31\n31\n\n228\n\n41\n\nPennsylvania.\n\n27\n13\n191\n55\n\n\"4\n42\n18\n117\n16\n76\n\nConnecticut...\n\nNew York\nNew Jersey..\n\n16\n14\n\n24\n\n30\n9\n4\n23\n63\n611\n65\n178\n\n13\n\n326\n\n%9\n323\n\nII\n\n14\n197\n35\n26\n43\n521 2,132\n179\n325\n\n159\n36\n31\n\n509\n172\n558\n\n294\n5°\n46\n756\n154\n536\n\n139\n18\n\n24\n327\n93\n'57\n\n217\n233\n239\n2,858\n454\n478\n6,784\n1.945\n3.479\n\n14\n15\n15\n179\n28\n29\n424\n122\n217\n\nS. Atlantic Div.\n\nWest Virginia.\nN. Carolina...\nS. Carolina .\n\n9\n\n50\n99\n22\n\n63\n129\n\n76\n92\n\n13\n18\n31\n4\n\n.\n\nFlorida\n.\n\n9\n\n80\n382\n\n49\n\nGeorgia\nPorto Rico.\nS. Central Div.\n\n6\n\n49\n35\n\n261\n\n54\n\n8S9\n270\n466\n264\n976\n992\n216\n\n38\n18\n72\n\n691\n145\n71\n\nMississippi,...\n\nLouisiana....\n\n408\n248\n229\n100\n146\n257\n132\n60\n\n176\n66\n41\n49\n108\n294\n\n114\n6U7\n123\n87\n19\n\nTexas\nArkansas\n\n84\n\nOklahoma\n\n58\n23\n\nIndian T'y\nN. Central Div.\n\nOhio\nIndiana\nIllinois.\n\nMichigan\nWisconsin ....\nIowa\nMinnesota\nMissouri\n\nNorth Dakota.\nSouth Dakota.\nNebraska\nKansas\nWestern Div.\n\n54\n3S4\n77\n\n54b\n304\n132\n46\n\n581\n418\n\n225\n\n361\n\n71\n\nl,7!iO\n\n222\n40\n\n206\n625\n\n273\n486\n1,146\n\n649\n625\n\n137\n\n443\n572\n\n57\n\n96\n58\n133\n\n933\n\n149\n\nj\nI\n\n634\n960\n\n40\n124\n\nMontana\n\n64\n\n249\n99\n109\n147\n275\n37\n\nWyoming ....\n\n5\n\nColorado\nNew Mexico..\nArizona\n\n56\n\n35\n149\n666\n\n259\n222\n278\n118\n320\n32\n\n871\n155\n143\n164\n\n54\n\n126\n127\n\n34\n13\ntl4\n\n9\n4\n59\n\n7\n\n5\n\nS8\n\n565\n592\n357\n250 205\n321\n785\n1.495 r.174\n204! 589\n327\n413 l,»7i\n1,086\n578\n543\n303\n193\n333\n406\n1. 113\n285\n28\n34\n53\n118\n78\n83\n251\n742 363\n187\n325\n>5\n\n43\n\n48\n1,136\n26\n\n177\nt6\n\n7\n\n78\n10\n145\n21\n\nII\n\n6\n\n6\n\n37\n\n33\n\n3\n\n5\n\n3\n\n6\n\n204\n\n3\n6\n14\n\n10\n16\n\n9\n\n7\n\ni84,278\n\n53\n\n51\n\nS6\n\n1 1\n\n136\n\n1,567\n1,782\n\n\"3\n\n898\n\n69\n65\n60\n221\n96\n47\n\n541\n\n556\n1.342\n701\n\n215\n72\n\n7\n\n89\n\nAlaska\nHawaii\nPhilippine Isls\nForeign\n\nno\n\n990\n258\n\n31\n\n.\n\n...\n\n178\n65\n214\n285\n72\n\n220\n283\n\nUtah\nNevada\nOregon\n\n30\n54\n17\n\n29\n17\n61\n\n63\n14\n\n6\n\nAlabama\n\nC.ilifornia\n\n476\n\n57\n\n.\n\nKentucky\nTennessee\n\nIdaho\nWashington.\n\n29\n27\n22\n87\n16\n\n5\n\n81\n\n8\n\nr.313\n591\n1,340\n\n379\n361\n383\n164\n795\n26\n\n45\n103\n\n382\n\n580\n354\n1,216\n\n196\n287\n593\n267\n673\n38\n86\n331\n453\n\n70\n13\n\n196\n27\n\n465\n90\n158\n106\n49\n32\nS6\n79\n4,357\n\n286 6,674\n173 3.265\n557 11,668\n\nno\n\n187\n82\n121\n166\n16\n\n30\n86\n\n3.092\n\n5338\n6,107\n3,447\n5,587\n\n350\n609\n3.251\n4.768\n\n346\n140\n2,653\n241\n\n273\n444\n207\n80\n178\n377\n9,103\n\n98\nIII\n56\n\n34\n35\n84\n44\n14\n5\n\n417\n204\n729\n193\n333\n383\n215\n349\n23\n38\n203\n298\n\n9\n166\n'5\n17\n\n28\n13\n\nS\nIt\n\n24\n569\n\n2\n\n14\n\n155\n\n36\n\n65.5\n\n801\n\n3\n1,117\n\n69\n\n"}
{"page": 814, "printed_page": null, "text": "INVENTORY AND PRICE LIST OF PUBLICATIONS OF THE NATIONAL\nEDUCATIONAL ASSOCIATION IN THE DEPOSITORY AT WASHINGTON, D. C, JULY I, 1900\n\nPrice per\nPrices in\nsingle volcopies\nsets, carriage ume, carriage\nin stock\nnot prepaid\nprepaid\n\nNumber of\n\nMISCELLANEOUS PUBLICATIONS\nHistorical Sketch of the National Educational Association, 1857-91\n\nt\n\n1891\n1892\n1894\n1898\n\n$0.20\n\n$0.25\n\nREPRINTS OF PROCEEDINGS OF THE DEPARTMENT OF SUPERINTENDENCE\n\n.......\n\"........\n\nPaper cover, 147 pages\n•\n\"\n\"\n237\n\n\"\n\n\"\n\n\"\n\"\n\n184\n194\n\nt REPRINTS OF\n\n885\n888\n889\n890\n891\n894\n89s\n\n176\n\n.\n\n162\n403\n292\n43\n\n\"\n\n$0.25\n\n.20\n.20\n.20\n\n.25\n.25\n.25\n\nPROCEEDINGS OF THE NATIONAL COUNCIL OF EDUCATION\n\nPaper cover, izo pages\n\"\n\"\n\"\n73\n\"\n\"\n\"\n98\n\"\n\"\n80\n\"\n\"\n114\n\"\n\"\n\"\n95\n\"\n••\n\"\n81\n\n18\n137\n\n\".......\n\"........\n\nt\n\n$0.20\n\n•\n\n$0.10\n\n$0.15\n\n-lo\n.10\n.10\n.10\n.TO\n.10\n\n.15\n.IS\n,15\n.15\n\n230\n237\n100\n122\n49\n\n.\n\n-I?\n\n,15\n\nREPRINTS OF REPORTS OF SPECIAL COMMITTEES\n\n$o.3o\nfReport of Committee of Ten on Secondary Schools, paper cover, 249 pages\n.30\nf Report of Committee of Fifteen on Elementary Schools, paper cover, 235 pages\nReport of Committee on Rural Schools, paper cover. 228 pages\n.20\nReport of Committee on College-Entrance Requirements, paper cover, 188 pages\n.20\nReport of Committee on Normal Schools, paper cover, 64 pages\n.10\n.10\nReport of Committee on Public Libraries and Public Schools, paper cover, 80 pages\n.\n\n.\n\n.\n\n,\n\n$0.30\n.30\n•25\n.25\n.15\n.»5\n\nPROCEEDINGS OF THE NATIONAL TEACHERS' ASSOCIATION\n1865\n1866\n\n.......\n..........\n..........\n.........\n..........\n........\n........\n..........\n..........\n..........\n..........\n..........\n.........\n..........*\n..........\n.........\n.........\n..........\n...\n\nPaper cover, 117 pages\n\"\n\"\n\"\n140\n\n24\n26\n\n$0.50\n\n*\n\n.50\n\n*\n\nBOUND VOLUMES OF PROCEEDINGS OF THE NATIONAL EDUCATIONAL ASSOCIATION\n1873\n1874\nJ875\n1876\n1877\n1878\n1879\n1880\n1881\n1882\n1883\n1884\n1885\n1886\n1887\n1888\n1889\n1890\n1891\n1892\n1893\n1894\n1895\n1896\n1897\n1898\n1899\n1900\n\nElmira\nDetroit\n\nMinneapolis\nBaltimore\nLouisville\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n(No meeting)\nPhiladelphia\nChautauqua\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nAtlanta\nSaratoga Springs\nSaratoga Springs\n\nMadison\n\nSaratoga Springs\n\nTopeka\nChicago\n\nSan Francisco\nNashville\nSt. Paul\n\nToronto\nSaratoga Springs\nChicago (International Congress of Education)\nAsbury Park\n\nDenver\nBuffalo\n\n.\n\n.\n\nMilwaukee\nWashington, D. C.\nLos Angeles\nCharleston\nSubject Index\n\n.\n\n.\n\n247\n268\n184\n27s\n175\n\n$1.25\n\n$1.50\n\n1.25\n1.25\n1.25\n1.25\n\n1.50\n1.50\n1.50\n1.50\n\n289\n234\n493\n32\n•\n\n1.25\n1.25\n1.25\n1.50\n\n1.50\n1.50\n1.50\n*\n\n•\n\n•\n\n557\n19\n322\n124\n247\n\n1.50\n1.50\n1.50\n1.50\n1.50\n1.50\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n1.75\n\n1.75\n\n425\n452\n708\n697\n488\n444\n337\n255\n180\n65\n\n130\n\nin press\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n\"free\n\n*\n1.75\n\n1.7s\n1.75\n1.75\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n1.00\n\n• Stock exhausted.\nt The Reports of the Committee of Ten and the Committee of Fifteen are printed and sold by the Ameri-\n\ncan Book Co. for 30 cents each, postage paid.\nJ All reprints\n\nnoted above are included\n\nin the bound volumes of\n\nProceedings except the Report of the\n\nCommittee of Ten on Secondary Schools.\n\nA complete Subject Index of all published proceedings to 1897 has been issued in a separate volume,\nbound in cloth, uniform with the volumes of proceedings. The index will be sent free of charge to those who\npurchase five or more volumes; to othersit will be sent postpaid for $1.00. The index volume will be supplied\nto active members for 25 cents for postage, wrapping, etc.\nRemittances should be made by Draft or P, O.\nAll publications can be obtained of the Secretary.\n\nMoney Order.\n\nIrwin Shepard, Secretary,\nWinona, Minn.\n\n802\n\n"}
{"page": 815, "printed_page": null, "text": "INDEX\n[Names ofauthors of papers are set in small capitals.\n\nA t indicates a memorial sketch.]\n\nActive Members, List of, 729; Index to\nMinutes of, 24.\nList of, 790\n\nBaptist Church, Contributions to the Cause\nof Education by the, 87.\n\nAct of Incorporation, 4.\nA. P. Montague, 180.\nAddress, Closing\nGovernor McAddresses of Welcome\nSweeney, 41; Superintendent John J.\nMcMahan, 45 Mayor J. Adger Smyth,\n\nBarnard, Henry, 7,717.\n\n;\n\n—\n\nBayliss, Alfred\n\n;\n\n;\n\ntion of the Land-Grant College in Ameri-\n\ncan Education, 473\nThe Influence of\nPoetry in Education, 153.\n\nSuperintendent Henry P. Archer,\nH.\nin Art Department, Azalea\n\n;\n\nBeardsley, Elias J., f, 717,\nBenjamin, George H.\nSecretary's Minutes, 681.\nBlack, William H.\nDiscussion, 453.\n\nWillis, 506.\n\n—\n\nAdvantages and Difficulties of Introducing the Commercial Branches in Grammar and High Schools H. M. Rowe, 562.\nAdvice to Kindergartners, A Mother's, 370.\n\n—\n\n—\n\nBlaisdell, Henry R., t, 7i8.\n\n— Secretary's Minutes,\n\nAhem, Mary Eileen\n\nLibrary Department, 635\n\nBlind, The Higher Education of the, 671.\nBoard of Directors for 1899-1900, 8 ; Minfor 1 900-1 901,\nutes of Meeting of, 35\n12 ; Minutes of Meeting of, 38.\nBoard of Trustees for 1899- 1900, 12; for\n\nDiscussion,\n\n;\n\n648,\n\n;\n\n—\n\nAlcohol Physiology and Superintendence\nW. O. Atwater, 229 Discussion, 250.\nAlcohol, What We Should Not Teach\nWhat We Should Teach\nabout, 242\n;\n\n1900-1901, 19.\n\nBoone, Richard G.— General Culture as\nan Element in Professional Training,\n\nabout, 245.\n\nAlderman, Edwin A. — Obligations and\nOpportunities of Scholarship, 266.\n\n351 ; Discussion, 253.\n\nBooth, Frank W.\n\nmeeting of Directors, 36\ndiscussed at meeting of actpassed, 29 proposed\nive members, 26\nat\n\nUnited States, 668.\nBoyer, Emanuel R., t, 718.\nBraden, John, \"f, 719.\nDiscussion, 449.\nBrittain, M. L.\nBrown, Miss Marion Is there a Nationality Problem in Our Schools ? 585.\nSecretary's MinBruce, William George\nutes, Department of School Administra-\n\n;\n\nto constitution of Council, 303.\nAmerican Colonies, Education in the, 459.\n\n—\n\nAmerican Education, The Function of the\nLand-Grant College in, 473.\nAnderson, Woodford D. Should Our\nColleges and Universities Educate Men\n\n—\n\n—\n\ntion, 609.\n\nArcher, Superintendent Henry P.\n\nBrumbaugh, Martin G.\n\nAddress of Welcome, 48.\nArchitecture, Schoolhouse, 610.\nArithmetic, School and Business\ntions and Improvements, 566.\n\n— Limita-\n\nTeaching of\n\nBryan, William J. S.—To What Extent\nShould a Pupil in the High School\nChoose His Studies? 428.\n\n—\n—\n\n— Classifica— A Problem of the\n\nBuchanan, Miss Elizabeth\ntion and\n\nPromotion\n\nGrades, 128.\n;\n\n— Educational\n\nPrinciples Applied in the\nLiterature, 169.\n\nArt Education, Department of, 505.\nFrancis W. Parker, 509.\nArt in Everything\nThe Elimination of the\nAshmore, Otis\n\nand Superintendence, 229\n\n—\n-\n\nSpecially for Business ? 549.\nAnnual Business Meeting, 24.\n\nGrammar School, 424.\nAtwater, W. O. — Alcohol\n\n— Statistics of Speech-\n\nTeaching in Schools for the Deaf in the\n\n;\n\n;\n\n— Discussion, 262.\n\nBolte, Mrs. Jessie Willard\n\n;\n\nAmendments, proposed\n\nM.— The Func-\n\nBeardshear, William\n\n;\n\n46\n48\n\n— Discussion, 340.\n— Discussion, 210.\n\nBartholomew, W. H.\n\n—\n\n— Secretary's Minutes, 492.\nConditions\n—\n\nPhysiology\n\nBuchanan, L. A.\n\nDiscussion,\n\nBulloch, J. G. Sanitary\namong the Indians, 706.\n\n263, 264.\n\nAyres, Henrietta B., t> 7i7'\n\nBureau of Education, Committee on, 185.\n\nBailey, Thomas P.\n\nDiscussion, 423, 447.\nBurns, J. J.\nBusiness Education, Department of, 542.\nDiscussion\nButler, Nicholas Murray\nof Amendments, 27 Report of the Com-\n\n— Some Difficulties of\n\nChild Study, 582.\nBaker, James H. Resolution on Report of\nCommittee on College-Entrance Requirements, 458.\n\n—\n\nBancroft, Margaret\n\n— The Claims of\n\nthe Feeble-Minded, 674.\n\n803\n\n—\n\n—\n\n;\n\nmittee on Resolutions, 31; Status of Education at the Close of the Century, 188.\nBy-Laws of Constitution, 4.\n\n"}
{"page": 816, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o4\n\nCooLEY, Mrs. Alice Woodworth— In-\n\nCalendar of Meetings, 6.\nCarr, J. W. Address of Welcome, 52\n\n—\nDiscussion, 423.\nCarroll, C. F. — Discussion, 254.\nCarter, Joseph — Discussion, 257.\n\n;\n\nthe Superintendent Improve the Teachers under His\n\nCatholic Church, Contributions to the Cause\nof Education by the, 94.\nCertificate of Incorporation, 5.\n\nMethod\n\nPennsylvania\nInstitution for the Deaf and Dumb\nA.\nL. E. Crouter, 663.\nChild Study, Department of, 582; Some\n\nChanges\n\nof\n\nin the\n\n—\n\nDifficulties of, 582.\n\nChoice of Studies in High Schools, 428.\nChurch and State in Education, 459.\nCity Superintendent, The Trail of the,\n214.\n\nClaims of the Feeble-Minded, The — Margaret Bancroft, 674.\n\n—\n\nClassification and Promotion\nA Problem\nof the Grades\nMiss Elizabeth Buchanan,\n\n—\n\n128.\n\nClass Intervals in Graded Schools^William T. Harris, 332 Discussion, 340.\n;\n\n—\n—\n\nThe Need of Kindergartens in the South, 376.\nClosing Address A. P. Montague, 180.\nColeman, Mrs. Discussion, 655.\nCollege President, The Satisfactions of\nClaxton, p. P.^\n\n—\n\nBeing a, 455.\n\n—\n\nCollege, The Small\nIts Work in the Past,\n61; Its Prospects, 67.\nColonies, Education in the, 305.\n\nCommercial Branches in Grammar and\nHigh Schools, 562.\nCommercial High-School Course, The\n\n—\n\nWilliam E. Doggett, 555.\nCommittee on College-Entrance Requirements, Discussion of the Report of, 45 1;\non National Bureau of Education, 185\non Necrology, Members of, 22 Preliminary Report of, 23\nFinal Report of,\n712; on Nominations of Department of\nSuperintendence, 184; Report of, 186;\non Nominations, Members of, 22 Report of, 25; on Permanent Place of Meet;\n\n;\n\n;\n\n;\n\ning of Department of Superintendence,\non Resolutions, MemReport of, 183\nReport of, 31 on Temperbers of, 21\n;\n\n;\n\n;\n\nance Instruction, 187.\n\nCommon-Sense as an Aid to the SchoolMusic Supervisor\n532.\n\nCoNGDON,\n\nC. H.\n\n— Sterrie A. Weaver,\n\n— Should Music\n\nin the\n\nPublic Schools be Taught from the Song\nto the Exercise ? 537.\n\nConstitution of General Association, i; of\nNational Council, 297.\nContent and Educational Value of the Curriculum for a Secondary 'School of Commerce Cheesman A. Herrick, 543.\nContributions of Religious Organizations\nto the Cause of Education. I, By the\nBaptist Church\nOscar H. Cooper, 87 ;\nir. By the Catholic Church— Conde B.\nFallen, 94.\n\n—\n\n—\n\nstruction— A Problem of the Grades, 137.\n\nCook, John W.— How Can\n\nCharge ? 276.\nCooper, Oscar H.— Contributions of Religious Organizations to the Cause of Education. I, By the Baptist Church, 87.\nCorresponding Members, List of, 729.\n\nCorson, Oscar T.— President's Address,\n58.\n\n—\n\nCouncil, The National\nConstitution, 297;\nOfficers, 299; Members, 300; Secretary's\nMinutes, 302.\nCrouter, A. L. E.— Changes of Method\nin the\n\nPennsylvania Institution for the\n\nDeaf and Dumb, 663.\nCulture as an Element\n\nin Professional\nTraining, 351.\nCurriculum for a Secondary School of Commerce, Educational Value of, 543.\nDavis, Allan\nSecretary's Minutes, 542.\nDavis, Charles M., t, 719.\nDeaf, Blind, and Feeble-Minded, Depart-\n\n—\n\nment of Education of the, 656.\nDeclaration of Principles, 31.\nDenfeld, R. E.— The Superintendent as\nan Organizer and an Executive, 287.\nDepartment of Art Education, 505 ; of\nBusiness Education, 542; of Child Study,\n582; of Education of the Deaf, Blind,\nand Feeble-Minded, 656 of Elementary\nEducation, 403; of Higher Education,\n454; of Indian Education, 681; of Kindergarten Education, 365; Library, 635;\nof Manual Training, 49 1; of Music Education, 531; National Council, 297; of\nNormal Schools, 480; of Physical Training (no sessions); of School Administration, 609; of Science Instruction, 592;\nof Secondary Education, 428\nof Superintendence, 183.\nDepartment Officers for 1899-1900, 8; for\n1900-1901, 14.\nDirectors, Board of, for 1899-1900, 8 ; Minutes of Meeting, 35; Board of, for 19001901, 12; Minutes of Meeting, 38.\nDiscipline\nA Problem of the Grades\nMiss Gertrude Edmund, 123,\nDiscussion of the Report of the Committee\non College-Entrance Requirements\nB.\nA, Hinsdale, 451.\nDoBYNS, J. R. The Growth and Development of Southern Schools for the Deaf,\n;\n\n;\n\n—\n\n—\n\n—\n\n—\n\n658.\n\n— The Commercial\nDoLBEAR, Katherine £. — Nature Study\nDoggett, William E.\n\nHigh-School Course, 555.\n\nfor the Graded Schools, 600.\nDrawing in the Public Schools, The Rela-\n\ntion of Nature Study to, 524.\nDunton, Larkin, \"f, 720.\n\n—\n\nDutton, Bettie A. Secretary's Minutes of\nCouncil, 302 of Department of Elementary Education, 403.\nDiscussion, 250.\nDutton, Samuel T.\n;\n\n—\n\n"}
{"page": 817, "printed_page": null, "text": "INDEX\nDyke, Charles Bartlett\n\n—\n\nThe Training of Teachers for Indian Schools, 696;\nSecretary's Minutes, 480.\nEdmund, Miss Gertrude Discipline\nA Problem of the Grades, 123.\nEducation at the Close of the Century,\nStatus of, 188.\nEducation in the American Colonies, 459\nin Germany, 458; in Sweden, 457.\nEducation in the Colonies Aaron Gove,\nDiscussion, 310. *\n305\nEducation of the Deaf, Blind, and FeebleMinded, Department of, 656.\nEducational Principles Applied to the\nMartin G.\nTeaching of Literature\n\n—\n\n;\n\n—\n\n;\n\n—\n\nBrumbaugh, 169.\n\n805\n\nthe Land-Grant College in\nAmerican Education William M. Beard-\n\nFunction of\n\n—\n\nshear, 473.\n\nGalbreath, Louis H., f, 721.\n\nGantvoort, Arnold\nof\n\nGarrett, Mary\n\n—\n—\n\nElection of Studies in the High School, 428.\nElementary Education, Department of, 403.\nElimination of the Grammar School, The\nOtis Ashmore, 424 ; Discussion, 426.\nEliot, Charles W. Discussion of Status\nof Education at the Close of the Century,\n\n—\n\n—\n\n196.\n\n— School- Board Organization,\nElmendorf, H. L. — The Greater School;\n\nEllis, W. S.\n\n— The Influence\n\nS.^\n\n— The State of the\n\nCase, 661.\nGarrison, S. Olin, \"f, 722.\nGeneral Culture as an Element in Professional Training\nRichard G. Boone, 351.\n\n—\n\nGeographical Phase of Nature Study in the\n\n-\n\nPublic Schools, 411.\n\nGermany, Education in, 458.\nGifts, The Kindergarten, 383.\n\nGilbert, Charles B.\n\nEducational Progress During the Year\n1899-1900 B. A. Hinsdale, 312.\nEducational Use of Music for Children\nunder Seven Mari Ruef Hofer, 397,\nEducational Value of the Curriculum for a\nSecondary School of Commerce, 543.\n\nJ.\n\nMusic upon National Life, 145.\n\nGlenn, G. R.\n\n—Discussion, 351.\n\n— What Manner of Child\n\nThis Be?\n\nShall\n\nDiscussion, 489,\n\n174;\n\n655.\n\nGorton, Charles E.\n\n—\n\nThe Superintendent in Small Cities, 222.\nGove, Aaron. Flducation in the Colonies,\n305 ; Discussion, 340 ; The Trail of the\nCity Superintendent, 214.\nGraded Schools, Class Intervals in, 332\n\n—\n\nNature Study for the, 600.\nGraded-School Systems, Opportunities for\n\nImprovement\n\nin the Administration of,\n\n203.\n\nGrades,\n\nThe Problem\n\n—\n\nof\n\nthe.\n\nDisci-\n\nI,\n\nEdmund, 123; II,\n\n631.\n\npline\nMiss Gertrude\nClassification\nand\n\nor, The School\n\nElizabeth Buchanan, 128; III, Instruction\nMrs. Alice Woodworth Cooley,\n\nPlus the Library Greater\nthan Either, 643; Discussion, 647, 654.\nEnglish in the Grades A. A. Reed, 416;\nDiscussion, 422.\nEnglish Language, How Shall We Teacii\nthe Correct Use of, 437.\nEnglish Literature, V'alue of, in Ethical\nTraining Reuben Post Halleck, 160.\nEngstrom, August E.,^, 720.\nErrors in Current Temperance Teaching,\n\n—\n\n—\n\n246.\nEssentials of Modern Business Penmanship F. L. Haeberle, 576.\nEthical Training, Value of English Literature in\nR«uben Post Halleck, 160.\nEthnic View of Higher Education in \\.\n\n—\n\n—\n\nW. Howerth, 465.\n1899- 1900, 8;\n\nFamham, George L., t, 721.\nFeeble-Minded, Claims of the, 674;\n\nTrain-\n\ning of the, 677.\n\nBlanche— Kindergarten Work\n\namong the Indians, 705.\nFitz Simons, Miss Ellen\nFlavin, John C, f, 721.\n\nFosHAY, James A.\n\n— Discussion, 648.\n\n—Address of Welcome,\n\n55-\n\nFree Traveling Library, The An Aid to\nEducation and a Factor in the National\nLife\nMrs. Eugene B. Heard, 648; Dis:\n\n—\n\ncussion, 654.\n\n—\n\n— Miss\n\n—\n\n137-\n\nGrades, English in the, 416.\nGraeser, C. A.\nDiscussion, 423\nSecretary's Minutes, 428.\nGrammar School, Elimination of the, 424.\nGray, H. W. Secretary's Minutes, 531.\nGreater School, The or. The School Plus\nthe Library Greater than Either\nH. L.\nElmendorf, 643 Discussion, 647.\n\n—\n\n;\n\n—\n\n;\n\n—\n\n;\n\n— Remarks as PresidentGreenwood, James M. — Report on HighSchool\n340 Discussion, 351.\nGrisham, G. N. — Discussion, 490.\nGreen, James M.\n\nElect, 33; Discussion, 312.\nStatistics,\n\n;\n\nGrowth\n\nExecutive Committee for\nfor 1 900-1 901, 12.\n\nFiNLEV,\n\nPromotion\n\nFrissell, H. B. The Training of Negro\nTeachers, 482 ; The Indian Problem, 682.\n\nand Development of Southern\nSchools for the Deaf, The, 658.\nGruver, E. A. —Secretary's Minutes, 656.\n\nGwynn, Henry fiash, t. 722.\nHaeberle, F. L. Essentials of Modern\n\n—\n\nBusiness Penmanship, 576.\nHall, Winfield S.^ Discussion, 258.\n\n—\n\nHalleck, Reuben Post\n\n—\n\nThe Value of\nEnglish Literature in Ethical Training,\n160; Discussion, 647.\nHannan, James, \"f, 723.\nHarper, William R. The Small College\n\n—\nHarris, William T. — Class Intervals\n—\n\nIts Prospects, 67.\n\nin\n\nGraded Schools, 332; Discussion of Status\nof Education at the Close of the Century,\n\n199; Discussion, 310,312,340.\nHarrison, Miss— Discussion, 655.\n\n"}
{"page": 818, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o6\n\nHarvey, Lorenzo D.\n\n—Two Opportunities\n\nfor Improvement in the Administration\nof Graded-School Systems, 203 ; Discussion, 351.\nHarvey, N. A. Secretary's Minutes, 592.\n\n—\n\n— C. C. WainHeard, Mrs. Eugene B. —The Free\nHealth of the Indian, The\nwright, 696.\n\nTraveling Library An Aid to Education and a Factor in the National Life,\n:\n\n648.\n\nHerrick, Cheesman a.\n\n—\n\nContent and\nEducational V^alue of the Curriculum for\na Secondary School of Commerce, 543.\nHigher Education of the Blind, The John\nE. Swearingen, 671.\nHigher Education, An Ethnic View of, 465\n\n—\n\n;\n\nDepartment of, 454.\nHigher Education in Europe and America,\nState Aid to, 457.\nHigh-School Course, The Commercial, 555.\nHigh School, Manual Training for the,\n501 Statistics, Report on, 340.\n;\n\nHigh Schools, Choice of Studies in, 428.\nHinsdale, B. A. Educational Progress\n\n—\n\nDuring the Year 1899-1900, 312; Discussion, 311, 351, 451.\n\nHoFER, Mari\n\nRuef— The\n\nEducational\n\n;\n\nArnold J. Gantvoort, 145.\nInfluence of Poetry in Education— William\n\nM. Beardshear, 153.\n\n—\n\nInstruction\nA Problem of the Grades\nMrs. Alice Woodworth Cooley, 137.\nIntervals, Class, in Graded Schools, 332.\nInventory and Price List of Publications,\n802.\nIs there a Nationality Problem in Our\n\n—\n\nSchools? Miss Marion Brown, 585.\nJefferson and State Aid to Education, 461.\nJenkins, Mrs. Sara D.\nDiscussion, 422.\nJohnstone, E. R.— On the Training of the\n\n—\n\nFeeble-Minded, 677.\nJones, Henry S., t. 723.\nJones, Richard\nDiscussion,\n\n—\n\n463; SecreMinutes, 455.\nJordan, Charles M.\nChairman of Council,\n302; Secretary's Minutes, 183.\nJournal of Proceedings, 21.\nKeyes, Charles H. Discussion, 340 ; Resolution on the Death of Henry Barnard,\ntar3''s\n\n—\n\n—\n\n302.\n\n— Discussion, 256.\n\nUse of Music for Children under Seven,\n\nKiehle, D. L.\n\n397-\n\nKindergarten Education, Department\n\nHolmes, Miss Evelyn\n\n— Secretary's Minutes,\n\n366.\n\nHow Can Advanced Science in the College\nand University and Nature Work in the\nGraded School be Rendered More Mutu-\n\n?— Charles B. Wilson, 592.\nHow Can the Superintendent Improve the\nally Helpful\n\n—\n\nTeachers under His Charge ? ^John W.\nCook, 276.\nHowERTH, I. W. An Ethnic View of\nHigher Education, 465 Discussion, 464.\n\n—\n\n;\n\nHow Shall We Teach Our Pupils the Correct\n\nUse of the English Language ?\n\nOliver S. Westcolt, 437\n\n;\n\nDiscussion, 447.\n\nHunt, W. A.\n\nGraded-School\n\nSystems,\n\n383.\n\nand the Primary School,\nThe Emma A. Newman, 390.\nKindergarten Work among the Indians\nBlanche Finley, 705.\nKindergartens in the South, The Need of,\nKindergarten\n\n—\n\n376.\n\nKindergartners, A Mother's Advice to, 370.\nKirk, J. R. Discussion, 423, 426.\nKratz, H. E. A Study in Musical Inter-\n\n—\n\n—\n\nKraus-Boelte, Mrs. Maria\n\n— President's\n\n367-\n\n— Discussion, 259.\n\n—The Relations of the School\n\nBoard and the Teachers, 625.\nImprovement in the Administration\n\nKindergarten Gifts, The — Harriet Niel,\n\nAddress of Kindergarten Department,\n\nMae E. Schreiber, 636.\n\nHunt, Mrs. Mary H.\n\nof,\n\n365-\n\npretation, 590.\n\nHow to Direct Children in Their Reading\n.\n\nIndians, Kindergarten Work among the,\nSanitary Conditions among the,\n705\n706.\nIndustrial Education in Indian Schools, 692.\nInfluence of Music upon National Life\n\nof\n\nOpportunities\n\nfor, 203.\n\nLand-Grant College\n\nin\n\nAmerican Educa-\n\ntion, The Function of the, 473.\n\n—\n\nLane, A. G. Report of Board of Trustees,\n19 Explanations of Report, 36.\nLane, Frederick Hiram, \"f, 724.\nLange, D. Nature Study in the Public\n;\n\n—\n\nIncorporation, Act of, 5 ; Certificate of, 5.\nIndex to List of Life Directors, Life and\nActive Members, 790.\nIndian Education, Department of, 681\nPractical Methods in, 707.\nIndian Girl as the Uplifter of the Home,\n\nSchools, 404.\nLibrary and the School, 643.\nLibrary Department, 635.\nLibrary, Free Traveling, 648.\nLining, Ida Marshall Secretary's Minutes,\nDepartment of Child Study, 582.\n\nTraining of the, 701.\nThe Health of the, 696\nThe\nTeaching of Trades to the, 698.\nIndian Problem, The -Rev. H. B. Frissell,\n\nList of Corresponding Members, 729.\nList of Life and Active Members, 729.\nLiterature, Educational Principles Applied\n\nIndian,\n\n;\n\n—\n\n682.\n\nIndian Schools, The Proper Relation Between Literary and Industrial Education\nTraining of Teachers for, 696.\nin, 692\n;\n\n—\n\n—\n—\n\nBrumbaugh, 169.\nto Teaching of\nLyte, E. Oram Address of Welcome, 49.\nManual Training, Department of, 491.\nManual Training for the Ordinary High\nSchool James H. Van Sickle, 501.\n\n—\n\n"}
{"page": 819, "printed_page": null, "text": "INDEX\nMark, E. H.\n\n—Discussion, 294.\n—\n\nMcIvER, Charles D. Training of Teachers for White Schooh, 481 Discussion,\n;\n\n489, 490.\n\nMcMahan, Superintendent John J.\nAddress of Welcome, 45.\nReport of Discussions, 310,\n\nMcNeill, I. C.\n\n—\n\n340, 351.\n\nMcSwEENEY, Governor Miles B. — Address of Welcome, 41.\n\nMeleney, Mrs. Clarence E.\n\n— A Mother's\n\nAdvice to Kindergartners, 370.\nMembership, Qualifications for, i.\n\n—\n\nDiscussion, 647, 655.\nMetcalf, R. C.\nMiller, Angelina N., f. 724Minutes of Meeting of Board of Directors\nfor 1899-1900, 35; of Meeting of Board\nof Directors for 1900-1901,38; of Business Meeting of Active Members, 24.\nMontague, A. P. Closing Address, 180.\nMorgan, William H., t, 724.\n\n—\n\n—\n\nMother's Advice to Kindergartners Mrs.\nClarence E. Meleney, 370.\nMusical Interpretation, A Study in, 590.\nMusic Education, Department of, 531.\nMusic, Influence of, upon National Life,\n145; The Use of, for Children under\nSeven, 397.\nMusic in Public Schools Should it be\nTaught from Song to Exercise ? 537.\n\n—\n\nJ^Jational\n\nCouncil, The\n\n—Constitution, 297;\n\nMembers, 300 Secretary's\nMinutes, 302\nProposed Amendments,\n303 Papers and Discussions, 305.\nNationality Problem in Our Schools ? Is\nOfficers, 299 ;\n\n;\n\n;\n\n;\n\nthere 3/585.\nNational Teachers' Rallying Song, 30.\nNature Study in the Public Schools\n\n—D.\n\nLange, 404.\nNature Study in the Public Schools, The\nGeographical Phase Jacques W. Redway, 411.\nNature Study for the Graded Schools\nKatherine E. Dolbear, 600.\nNature Work in Graded School vs. Science\nin the University and College, 592.\nNecrology, Report of Committee on. Pre-\n\n—\n\nliminary, 23; Final, 712.\nNeed of Kindergartens in the South\nClaxton, 376.\nNegro Teachers, Training of, 482.\nNelson, A. H. Discussion, 435.\n\n—\n\nNewman, Emma\n\nA.\n\n— P. P.\n\n—The Kindergarten\n\nand the Primary School, 390.\nNiEL, Harkibt— The Kindergarten Gifts,\n383.\n\nNominations, Report of the Committee on,\n25-\n\nNormal Schools, Department of, 480.\nObligations and Opportunities of Scholarship\nEdwin A. Alderman, 266.\n\n—\n\nOfficers of Departments for 1899-1900, 10;\nfor 1900-1901, 14; General Association,\n\nElection\n8 ;\n\n25; List of, for 1899-1900,\nLiet of, for 1900-1901, 12.\nof,\n\nOlin, John Russell, f, 725.\n\n807\n\nOpportunities for Improvement in the Administration of Graded-School Systems\nL. D. Harvey, 203 Discussion, 210.\nOpportunities of Scholarship, Obligations\nand, 266.\nOrdinance of 1787,460.\nOrganization, School-Board, 631.\nOrr, Fred J. Picture Study Its Relation\nto Culture and General Education, 514.\nOstrander, Frank, t, 725.\nOwen, Edwin H., f 726.\nPallen, Conde B.-— Contributions to the\nCause of Education by the Catholic\nChurch, 94.\n;\n\n—\n\n—\n\n,\n\nParents' Conference of Kindergarten\npartment, 366.\n\nParker, Francis W.\n\nDe-\n\n—\n\nArt in Everything,\n509; Discussion, 255, 340.\nParsons, C. H. Schoolhouse Architecture,\n\n—\n\n610.\nParr, S. S., t, 726.\nPearse, Carroll G.\n\n—\n\nDiscussion of Amendments, 26, 27, 29 Discussion, 258 Report of Treasurer, 16.\n;\n\n;\n\nPenmanship, Essentials of Modern Business, 576.\n\nPennsylvania Institution for the Deaf and\n\nDumb, Changes of Method in, 663.\n\n—\n\nPeres, Israel H. School- Administration\nProblems in the South, 618.\nPhysical Training, Department of (no sessions).\nPicture Study\n\n—\n\nIts\n\nRelation to Culture and\n\n—\n\nFred J. Orr, 514.\nPoetry, The Influences of, in Education, 153.\nPoucher, Mrs. Matilda S., ti 726.\nPowers, James K. Discussion, 462.\nPractical Methods in Indian EducationJohn Seger, 707.\nPreamble of Constitution, i.\nPresidential Address, Art Education\nFrances E. Ransom, 507 ; Kindergarten\nDepartment- Mrs. Kraus Boelle, 367.\nOscar T. Corson, 58.\nPresident's Address\nPrice List of Publications, 802.\nPrimary School and the Kindergarten, 390.\nGeneral Education\n\n—\n\n—\n\n—\n\nPrinciples, Declaration of, 31.\nProblem of the Grades. I, Discipline Miss\nGertrude Edmund, 123; II, Classifica-\n\n—\n\n—\n\nand Promotion Miss Elizabeth\nBuchanan, 128; III, Instruction— Mrs.\n\ntion\n\nAlice Woodworth Cooley, 137.\n\n—\n\nProblem of the South, The Booker T.\nWashington, 114.\nProblems in the South, School-Administration, 618.\nProfessional Training, General Culture as\nan Element in, 351.\nProfitable Publicity\nA Study of Advertis-\n\n—\n\ning as Applied to Business Colleges\nWillard J. Wheeler, 573.\nProgress, Educational, During the Year,\n312.\n\nProper Relation between Literary and Industrial Education in Indian Schools,\nThe— A. J. Standing, 692.\n\n"}
{"page": 820, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o8\n\nPublic Schools, Nature Study in the, 404 ;\nTeaching Trades in Connection with the,\n492,\nRallying Song, National Teachers', 30.\nRansom, Frances E. Presidential Ad-\n\nProblems in theSouth —Israel H. Peres, 618.\nSchool and Business Arithmetic - Limitations and Improvements\nEdward W.\n\ndress, Department of Art Education, 507.\nReading, How to Direct Children in, 636.\nRed WAY, Jacques W. Nature Study in\nthe Public Schools\nThe Geographical\n\nSchool Board and Teachers, Relations of\n\n—\n—\n\n—\n\n— English\n\nGrades, 416.\n\nin the\n\nRelation of Natuie Study to Drawing in the\nPublic Schools, The James M. Stone,\n\n—\n\n524-\n\nRelations of the School Board and the\nTeachers, The W. A. Hunt, 625.\nRelative Value of Brush and Pencil as\nMediums of Expression, The— -Miss\n\n—\n\nBonnie Snow, 516.\nReligious Organizations, Contributions of,\nto the Cause of Education. I, By the\nBaptist Church, 87\nII, By the Catholic\n;\n\nChurch, 94.\nReport of Committee on Permanent Place\nof Meeting, Department of Superintendence, 183; of Treasurer, 16\nof Board of\nTrustees, 19; on Nominations, 25; on\nResolutions, 31\non Necrology, 712.\nReport on High-School Statistics\nJames\nM. Greenwood, 340; Discussion, 351.\nRichards, Josephine E. The Training\nof the Indian Girl as the Uplifter of the\n;\n\n;\n\n—\n\n—\n\nHome, 701.\n\n;\n\nCommittee\n\non\n\nCollege-Entrance Requirements, 454; on Simplifying English\nSpelling, 184; on Teaching of Temperance, 86 of Thanks, 32.\nesolutions on Death of Henry Barnard,\n302 Department of Art Education, 506\nDepartment of Kindergarten Education,\n366 Department of Manual Training,\n491; Department of Superintendence,\n186 Report of Committee on, 31.\nResponses to Addresses of Welcome\nE.\n;\n\n;\n\n;\n\n;\n\n;\n\n—\n\nOram Lyte, 49\n\n;\n\nJ.\n\nW. Carr, 52\n\n;\n\nJames\n\nA. Foshay, 55.\n\n— The Teaching of Trades\nthe Indian, 698.\nRowe, H. M. — The Advantages and\nRogers, F. K.\nto\n\nDiffi-\n\nof\n\nIntroducing the Commercial\n\nBranches in Grammar and High Schools,\n562.\nRussell, James E.\n\nthe, 625.\n\nSchool Board Organization\n631.\n\n—\n\n—\n\n—\n\n—\n\nof, 266.\n\nSchool Administration, Department of, 609.\n\n— \\V.\n\nS. Ellis,.\n\n— C. H. Parsons,.\n\n610.\n\nSchool Plus the Library, 643.\n\nSchreiber, Mae E.—- How to Direct Children in Their Reading, 636.\nScience Instruction, Department of, 592.\nScience in University and College vs..\n\nNature Work in Graded Schools, 592.\nSecondary Education, Department of, 428.\nSecretary's Minutes, Department of Art\nEducation, 505 of Business Education,.\n542; of Child Study, 582; of Education of\nthe Deaf, Blind, and Feeble-Minded, 656;\nof Elementary Education, 403 of Higher\nEducation, 454\nof Indian Education,.\n681; of Kindergarten Education, 365-,.\nof Library, 635; of Manual Training, 491\nof Music Education, 531; of Normal\nSchools, 480 of Physical Training (nosessions); of School Administration, 609\nof Science Instruction, 592\nof Secondary\nEducation, 428; of Superintendence, 183;.\nof the Council, 297.\n;\n\n;\n\n;\n\n;\n\n;\n\n;\n\n— Practical Methods\n\nin Indian\n\nEducation, 707.\nSheldon, William Evarts, t, 715.\nShelley, William H., -f, 727.\nShepard, Irwin\nSecretary's Minutes, 21;\nAnnual Business, 24 Board of Directors,\n\n—\n\n;\n\n35, 38.\n\nMusic in the Public Schools be\nTaught from the Song to the Exercise?\nC. H. Congdon, 537.\nShould Our Colleges and Universities\nEducate Men Specially for Business?\nWoodford D. Anderson, 549.\nShould Pupils of High School Choose\n\nShould\n\nStudies? 428.\nDiscussion, 648.\nSlaton, William M.\nSmall College, The. I, Its Work in the\nWilliam O. Thompson, 61 II, Its\nPast\nWilliam R. Harper, 67.\nProspects\n\n—\n\n— —\n\n;\n\n^\n\nSmart, James Henry, f, 716.\n\nSmyth, Hon. J. Adger— Address of Welcome, 46.\nBrush\n\n—\n\nThe Relative Value\nand Pencil as Mediums of\n\nSnow, Miss Bonnie\nof\n\nDiscussion, 490.\nSabin, Henry\nDiscussion, 257, 264.\nSanitary Conditions among the Indians\nJ. G. Bulloch, 706.\nSatisfactions of Being a College President,\nThe\nCharles F. Thwing, 455.\nDiscussion, 312, 351.\nSchaeffer, N. C.\nScholarship, Obligations and Opportunities\n\n—\n\n566.\n\nSeger, John\n\nRichards, Zalmon, t, 7I3Resolution on National Bureau of Education, 185; on Report of Committee on\nNational University, 303 on Report of\n\nculties\n\n—\n\nStitt,\n\nSchoolhouse Architecture\n\nPhase, 411.\n\nReed, A. A.\n\nSchool-Administration\n\nExpression, 516.\n\nSome Difficulties of Child Study\n\n— Thomas\n\nP. Bailey, 582.\n\nSouthern Schools for the Deaf, Growth and\n\nDevelopment of, 658.\nSpeech-Teaching in Schools for the Deaf\nin the United States, Statistics of, 668.\nStanding, A. J. The Proper Relation\nbetween Literary and Industrial Educa-\n\n—\n\ntion in Indian Schools, 692.\n\n"}
{"page": 821, "printed_page": null, "text": "INDEX\nHigher Education in Europe\nand America\nJoseph Swain, 457; Dis-\n\nrState Aid to\n\n—\n\ncussion, 462.\nState Education in the West and Northwest, 461.\nMary S. Garrett,\nState of the Case, The\n661.\nState University, The\nJoseph Swain, 106\nPublic Trust,\nNecessity for the, iio;\nIII.\nStatistical Table of Membership since 1884,\n801 ; for 1900, 800.\n\n—\n\n—\n\n;\n\nA\n\nStatistics, Report on High-School, 340.\nStatistics of Speech-Teaching in Schools\nfor the Deaf in the United States\nFrank W. Booth, 668.\nStatus of Education at the Close of the\nCentury\nNicholas Murray Butler, 188;\n\n—\n\n—\n\nDiscussion, 196, 199.\n\nStitt, Edward W. — School and Business\nArithmetic — Limitations and Improvements, 566.\n\n—\n\nStone, James M. The Relation of Nature\nStudy to Drawing in the Public Schools,\n524.\n\nStudy of Advertising as Applied to Business Colleges, 573.\n\nStudy in Musical Interpretation, A\n\n— H. E.\n\nKratz, 590.\nSullivan, Christine Gordon, \"f\", 727.\n\n809\n\nTraining, Culture as an Element in Professional, 351.\n\n—\n\nTraining of\n\nthe Feeble-Minded\nE. R,\nJohnstone, 677.\nTraining of the Indian Girl as the Uplifter of the Home, The\nJosephine E.\nRichards, 701.\n\n—\nTraining of Negro Teachers — H. B. Fris-\n\nsell, 482\nDiscussion, 489.\nTraining of Teachers for Indian Schools,\nThe Charles Bartlett Dyke, 696.\nTraining of Teachers for White Schools\nCharles D. Mclver, 481.\nTreasurer's Report, 16.\nTrustees, Duties of, 3; Board of, for 18991900, 8; Board of, for 1900-1901, 12;\nReport of, for 1899-1900,4^.\nResolutions on Simplifying\nVaile, E. O.\nEnglish Spelling, 184.\nValue of English Literature in Ethical\nTraining Reuben Post Halleck, 160.\nVan Sickle, James H.— Manual Training\nfor the Ordinary High School, 501\n;\n\n—\n\n—\n\n—\n\n;\n\nDiscussion, 351.\nWainwright, C. C.\nIndian, 696.\n\n— The Health of the\n\nWarner, Charles F.— Teaching Trades\nin\n\nConnection with the Public Schools,\n\n492.\n\nWashington, Booker T.\n\nSuperintendence, Alcohol Physiology and,\n229\nSuperintendent as an Organizer and an\nExecutive R. E. Denfeld, 287; Discus-\n\n—\n\nof the South, 114.\n\nWeaver, Sterrie A.\n\n— Common-Sense as\n\nan Aid to the School-Music Supervisor,\n532.\n\nWebster, Geo. W.\n\nsion, 294.\n\n— The Problem\n\n—Discussion, 256.\n—\n\nSuperintendent, How Can the, Improve His\nTeachers ? 276\nSuperintendent in Small Cities, The\nCharles E. Gorton, 222.\n\nWestcott, Oliver S. How Shall We\nTeach Our Pupils the Correct Use of\nthe English Language ? 437\nWhat Manner of Child Shall This Be ?—\n\nSwain, Joseph— State Aid to Higher Education in Europe and America 457 The\n\nWhat We Should Not Teach about Alcohol,\n\n;\n\nG. R. Glenn, 174.\n\nState University, 106.\nSweartngen, John E. The Higher Education of the Blind, 671.\n\nWhat We Should Teach\n\nSweden, Education in, 457.\n\nWheeler, WillarO J.\n\n—\n\nTeachers ? How Can the Superintendent\nImprove His, 276\nTeaching of Trades to the Indian, The\nF. K. Rogers, 698.\nTeaching Trades in Connection with the\nPublic Schools\nCharles F. Warner,\n\n—\n\n492.\n\nEthical Considerations, 246.\n\n— Profitable Pub—A Study of Advertising as ApBusiness Colleges, 573.\nplied\nWhite, E. E. — Proposed Amendment\nlicity\n\nto\n\nto\n\nConstitution of Council, 303 ; Discussion\nof Amendments to General Constitution,\n\nRemarks on Deceased\nMembers, 24 Discussion, 311,351 Report of Committee on Necrology, 712.\nWhite Schools, Training of Teachers for,\n26, 27, 28, 29 ;\n\n;\n\n481.\n\nThomas, Martha J. B., t, 728\nThompson, William O.— The Small College, Its Work in the Past, 61\n\n—\n\n—\n\nTo What Extent Should a Pupil\n\nin the\n\n— Wm.\n—\n\nHigh School Choose His Studies ?\n\nDiscussion, 435.\nJ. S. Bryan, 428\nTrail of the City Superintendent\nAaron\nGove, 214.\n;\n\nWilliams, Samuel Gardner, f, 728.\nWilliams, Sherman Discussion, 654, 655.\n\n—\n—Address of Welcome,\n506.\nWilson,CharlesB. — How Can Advanced\nWillis, Azalea H.\n\nDiscussion, 423\nThe Satisfactions\nof Being a College President, 455.\n\nThwing, Charles F.\n\nabout Alcohol,\n\n245-\n\n;\n\nTemperance Instruction in Schools, 187.\nTemperance Teaching, Errors in, 246\n\nThurston, Miss\n\n242.\n\nScience in the College and Nature Work\nin the Graded Schools be Rendered More\nMutually Helpful? 592.\nWilson, J. Ormond Sketch of Zalmon\nRichards, 713.\nWright, R. R. Discussion, 490.\n\n—\n\n—\n\n"}
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{"page": 825, "printed_page": null, "text": "L\n13\nN3A13\n1900\n\nNational Education Association\nof the United States\nAddresses and proceedings...\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\nUNIVERSITY OF TORONTO LIBRARY\n\n"}
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